*Centers Instruction *Cooperative Learning *Technology Integration

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1 *Independent Practice *Whole group *Centers Instruction *Cooperative Learning *Technology Integration *Lecture *A Project *Visuals *Group/Directed Practice *Informal Assessment *Formal Assessment *Peer Assessment TEKS/Standards: (b) (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and (B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience. (15) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (C) write an interpretation of an expository or a literary text that: (ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text; (iv) identifies and analyzes the ambiguities, nuances, and complexities within the text; and Homework: Complete TAKS Packet. Packet is due at the bell on Tuesday, March 5. Activity & Time I. WARM-UP/ Anticipatory Set Title: Opening Question Think-Pair Pedagogical Purpose: Cooperative Student Objectives & Procedures: What Students Do Objective(s): Students will be able to identify their appropriate seating assignment. Students will be able to discuss the opening question of the interactive oral. Teacher Procedures: What Teacher Does

2 Learning Student Procedures: Teacher Procedures: Student N/A Teacher Opening Question 5 Minutes II. LESSON 1 st Activity Title: Interactive Oral Pedagogical Purpose: Cooperative Learning Students will sit in their assigned seats. Students will think about the opening question of the interactive oral. Students will discuss the opening question of the interactive oral with the individual sitting behind them. Students will have 5 minutes to complete the think-pair. Students will voice any concerns or ask any questions before the interactive oral begins. STRUCTURE/ACTIVITIES Objective(s): Students will be able to orally question and discuss issues and principles related to Albert Camus The Stranger. Students will be able to orally articulate their point of view. Students will be able to discuss differing analyses and interpretations of The Stranger with their peers. The teacher will display the seating chart. The teacher will tell students the opening question for the interactive oral. The teacher will ask students to take 5 minutes to think about the question and discuss it with the individual behind them. The teacher will set the online timer for 5 minutes. The teacher will display the timer on the overhead. The teacher will ask students if they have concerns or questions that need to be addressed before beginning the interactive oral. Student Albert Camus The Stranger, Camus Packet, Student Procedures: Students will complete the required task for the circle they are assigned. The breakdown for these circles is as follows: Teacher Procedures: The teacher will remind students about the requirements for each circle. The teacher will use a

3 Interactive Oral Graphic Organizer, Writing Implement Teacher Class Roster, Writing Implement 30 Minutes - In the outer circle, students will take notes on the second page of their Interactive Oral Graphic Organizer. They will record how their cultural and contextual knowledge is changing during the interactive oral. - In the middle circle, students will use the first page of their Interactive Oral Graphic Organizer to take notes the comments made by 3 students. - In the inner circle, students will discuss Albert Camus, The Stranger, and cultural and contextual underpinnings of The Stranger. Students will be required to speak at least three times for full credit. class roster to record the number and quality of comments or questions presented by each student. Students will receive the following the marks: - Check: The student spoke - Check : The student made a comment that took away from the conversation or posed a yes/no question - Check +: The student made a comment that was insightful or posed a question that enriched the conversation. 2 nd Activity Title: Statement Assignment Instructions Pedagogical Purpose: Whole Group Instruction Student Statement Assignment Sheet, Writing Objective(s): Students will be able to identify the required components of the Statement Assignment. Student Procedures: Students will listen to the instructions for the Statement Assignment and read the Statement Assignment Sheet on the doc cam. Students will place their Statement Assignment Sheet on their desks. If students do not have a copy, either because they were absent or they misplaced the sheet, students will ask the teacher for a Teacher Procedures: The teacher will display the Statement Assignment Sheet on the doc cam. The teacher will ask students to put the Statement Assignment Sheet that they received on 01/29/13 on their desks. The teacher will ensure that each student has a copy of the

4 Implement Teacher Statement Assignment Sheet, Doc Cam 5 Minutes copy. Students will star, highlight, or otherwise note that the following parts of the assignment much be present to be graded: - One long paragraph or two short paragraphs - Over 300 words and under 400 words. A word count must be typed at the bottom of the Statement. - An answer to the question How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? - Cultural and context refer to the time and place in which The Stranger was written, personal information about Camus, and philosophical, political, or social contexts. This includes existentialism and the Algerian war. - 1 st or 3 rd person may be used and quotations are not mandatory. Students will examine the rubric on the back of their Statement Assignment Sheet. Students will retrieve laptops from the cart. Statement Assignment Sheet, by asking the class if any student needs a copy and checking the desks for the sheet. The Statement Assignment Sheet must be visible on student desks. The teacher ask students to star, highlight, or otherwise note that the following pieces of the assignment need to be present: - One long paragraph or two short paragraphs - The piece must be over 300 words and under 400 words. A word count must be typed at the bottom of the Statement. - Students must answer the question How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? - Cultural and context refer to the time and place in which The Stranger was written, personal information about Camus, and philosophical,

5 political, or social contexts. This includes existentialism and the Algerian war. - 1 st or 3 rd person may be used and quotations are not mandatory. The teacher will display the Statement Rubric on the overhead. The teacher will explain that the reflective statement will be graded on a 1 to 4 scale in the following five areas: - Focus and Coherence - Organization - Development of Ideas - Voice - Conventions The teacher will inform students that the Statement is due by the end of the class period and must be submitted to turnitin.com. The teacher will ask students to retrieve laptops from the laptop cart. 3 rd Activity Title: Statement Pedagogical Purpose: Formal Objective(s): Students will be able to produce an effective personal reflection, focused on the ways in which they believe the Interactive Oral enriched their understanding of Albert Camus The Stranger, in 300 to 400 words.

6 Assessment Student Laptop, Statement Assignment Sheet Teacher Online Timer, Computer, Overhead 45 Minutes III. CLOSURE Student Procedures: Students will write their reflective statement in Microsoft Word. Students will be sure to adhere to the following requirements: - One long paragraph or two short paragraphs -The piece must be over 300 words and under 400 words. A word count must be typed at the bottom of the Statement. - Students must answer the question How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? - Cultural and context refer to the time and place in which The Stranger was written, personal information about Camus, and philosophical, political, or social contexts. This includes existentialism and the Algerian war. - 1 st or 3 rd person may be used and quotations are not mandatory. Students will submit their Statements to turnitin.com by the end of class. Teacher Procedures: The teacher will set the online timer for 45 minutes. The teacher will display the online timer on the overhead. The teacher will monitor students to ensure that they are working on their Statement Assignment. The teacher will circulate around the room. The teacher will tell students when they have 30, 15, 10, and 5 minutes remaining. Title: Homework Assignment Pedagogical Purpose: Whole Group Instruction Objective(s): Students will be able to identify their homework assignment. Student Procedures: Students will look at the Junior 4 th 6 Weeks Prezi. Teacher Procedures: The teacher will display the Junior 4 th 6 Weeks

7 Student TAKS Packet Teacher Junior 4 th 6 Weeks Prezi, TAKS Packet, Computer, Overhead 5 Minutes Students will ask questions about the TAKS test if they need. Possible questions could include: - Is this one important? - What happens if we don t pass? Students will examine their TAKS test packet. Students will ask questions about the homework assignment if needed. Possible questions include: -Clarification for a specific question - Is this due next class period? Students will leave the class once they are dismissed. Prezi. The teacher will remind students that they will be taking their English TAKS test on Monday, March 4. The teacher will tell students that if they pass the TAKS test they will not be required to take another for the remainder of their high school career. The teacher will tell students that they will have to retake the TAKS test during their senior year if they do not pass this year. The teacher will tell students that their homework is to complete the TAKS Packet they picked up at the door when they entered the classroom. The teacher will tell the students that their TAKS Packet is due at the beginning of class on Tuesday, March 5. The teacher will ask students if they have any questions. The teacher will dismiss the class after the bell. Assessment(s): (attach copies of assessment documents, criteria and rubrics) Statement Rubric is attached below. Please note that it can be found on the bottom of the page. ILL/504/SpEd accommodations: No accommodations are needed.

8 Lesson Overview / teacher notes: The Statement Assignment Sheet is attached below. Please note that the instructions can be found under the section about the interactive oral. Questions for the interactive oral will not be available until the day before the seminar. Thus, the opening question is currently unknown. The TAKS packet has not yet been assembled/provided to student teacher.

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