Lesson Plans for Fast-ForWord Sept 7-10

I will be setting up automatic emails so that you can receive weekly progress reports on your child. Please email me at harrism1@penntrafford.org if you would like to receive these.

Please review the fast forword grade sheet. I will be grading fast forword on a weekly basis. Remember attendance and participation are crucial as well as completing the exercises proficiently.

Maureen Harris

Objective: Students will:

1. Work on individual Fast-ForWord Protocol
2. Teacher will provide support and reading interventions
3. Students who need to take the RPI
4. Students will determine their progress so far in fast ForWord

(Students who are switching activities will demo and then take RPI before beginning protocol)

1. Summarize all activities in Fast-ForWord and discuss their progress /show grade from last week
2. Individual protocol for Fast-ForWord
3. Teacher will proved support and instruction/and interventions
4. Students check work and record score when finished

Mrs. Harris

Read 180 -II

Predictions/Inference/Questioning/clarifying/character and Plot

Tuesday

9-8-09

DOL Week 1 Day 5

Materials:

1. Book Million Little Pieces
2. Student composition class
3. Vocabulary Greek Roots one

Objective:

1. R11.A.1.3.1 Make inferences and draw conclusion based on information from the text

1. R11.A.1.3.2 Cite evidence from the text to support generalizations.

a. Students will make predictions while reading and make inferences

Session:	Reader read the story and make predictions, write questions, and clarify confusions
Connection:	We will be reading Million Little pieces and making predictions and inference/ and questioning
Teaching:	Today I am going to teach you that readers while make predictions, write questions and clarify confusions. First lets review the different types of questions. Thin (Questions you can answer quickly, or are trivial. Do not require a lot of discussion) Thick (Questions that get to the meat of the idea. Far more complex, produce a lot of questions and sometimes are not answered) Clarifying (questions when we are confused and do not understand. Now we are going to create questions. We are going to this today with the novel A Million Little Pieces. I will begin by reading aloud chapter one and two) When asking question focus on character and plot
Link:	Now every time that you read you are going to look for passages and talk to the text making predictions, writing questions and clarify confusion.
Independent:	Students will create questions while reading A Million Little Pieces
Closure:	Describe your thinking process while you were talking to the text. What did you discover about your own reading while doing this. Did you find that you had a lot of questions, predictions etc. Or that you did not know what to write down. .

Mrs. Harris

Read 180

Wednesday/Thursday

9-8-09-9-9-10

DOL Week 1 day 2 and 3

Materials:

1. A Million Little Pieces
2. Student composition book

Objective:

1. R11.A.1.3.1 Make inferences and draw conclusion based on information from the text

2. R11.A.1.3.2 Cite evidence from the text to support generalizations

Session:	1. Reader read the story and make predictions, write questions, and clarify confusions
Teaching:	Today we are going to talk about confusions. I want you to tell me exactly were you are confused. Now we are going to decide what we are confused about and how we need to become unconfused. When we are done we will go over our questions Continue to write questions and discuss them while reading. When asking questions focus on character and plot
Independent:	Students will look at their questions for “Million” and write down how to answer them
Closure:	Describe your thinking process while you were talking to the text. What did you discover about your own reading while doing this. Did you find that you had a lot of questions, predictions etc. Or that you did not know what to write down. .

Mrs. Harris

Read 180 1st period

Friday

9-10-10

Materials:

1. Quiz on Vocab

2. Open ended question on million

3. Independent Reading Books

1. Objective:

4. R11.A.1.3.1 Make inferences and draw conclusion based on information from the text

5. R11.A.1.3.2 Cite evidence from the text to support generalizations

6. Students will select books for independent reading

Procedure

1. Students will take vocab test

2. Students will answer Open ended question

3. Students will have independent reading time

Mrs. Harris

Read 180 -1

Predictions/Inference/Questioning/clarifying

Tuesday

9-8-09

DOL Week 1 Day 5

Materials:

1. Book A Child Called It
2. Student composition class
3. Vocabulary Greek Roots one

Objective:

1. R11.A.1.3.1 Make inferences and draw conclusion based on information from the text

1. R11.A.1.3.2 Cite evidence from the text to support generalizations.

a. Students will make predictions while reading and make inferences

Session:	Reader read the story and make predictions, write questions, and clarify confusions
Connection:	We will be reading A Boy Called It and making predictions and inference/ and questioning
Teaching:	Today I am going to teach you that readers while make predictions, write questions and clarify confusions. First lets review the different types of questions. Thin (Questions you can answer quickly, or are trivial. Do not require a lot of discussion) Thick (Questions that get to the meat of the idea. Far more complex, produce a lot of questions and sometimes are not answered) Clarifying (questions when we are confused and do not understand. Now we are going to create questions. We are going to this today with the novel A Child Called It. I will begin by reading aloud chapter one and two)
Link:	Now every time that you read you are going to look for passages and talk to the text making predictions, writing questions and clarify confusion.
Independent:	Students will create questions while reading A Child Called It
Closure:	Describe your thinking process while you were talking to the text. What did you discover about your own reading while doing this. Did you find that you had a lot of questions, predictions etc. Or that you did not know what to write down. .

Mrs. Harris

Read 180

Wednesday/Thursday

9-8-09-9-9-10

DOL Week 1 day 2 and 3

Materials:

1. A Child Called It
2. Student composition book

Objective:

1. R11.A.1.3.1 Make inferences and draw conclusion based on information from the text

2. R11.A.1.3.2 Cite evidence from the text to support generalizations

Session:	1. Reader read the story and make predictions, write questions, and clarify confusions
Teaching:	Today we are going to talk about confusions. I want you to tell me exactly were you are confused. Now we are going to decide what we are confused about and how we need to become unconfused. When we are done we will go over our questions Continue to write questions and discuss them while reading.
Independent:	Students will look at their questions for “Child” and write down how to answer them
Closure:	Describe your thinking process while you were talking to the text. What did you discover about your own reading while doing this. Did you find that you had a lot of questions, predictions etc. Or that you did not know what to write down. .

Mrs. Harris

Read 180 1st period

Friday

9-10-10

Materials:

1. Quiz on Vocab

2. Open ended question on Child Called It

3. Independent Reading Books

1. Objective:

4. R11.A.1.3.1 Make inferences and draw conclusion based on information from the text

5. R11.A.1.3.2 Cite evidence from the text to support generalizations

6. Students will select books for independent reading

Procedure

1. Students will take vocab test

2. Students will answer Open ended question

3. Students will have independent reading time

Please feel free to email me at harrism1@penntrafford.org

9th Grade General English

Week of Sept 7-Sept 10:

Tuesday

DOL Week 1 Day 2

Objective:

1. Readers will be able to ask questions while reading and begin to answer a literary analysis.

Procedure:

1. 1. Complete DOL Day 1

2. 2. Go over Greek roots week 1

3. 3. Review Questioning

4. 4. Review definitions of the three types of questions, thick, thin and clarifying. Discuss how they answer them.

5. 5.Teacher will Model making questions and prediction by using part of Chapter 10: The Boy in the Stripped Pajamas.

6. 6. Students will read Chapter 10: The Boy in The Striped Pajamas and develop questions.

7. 7. When done reading we will pull together as a class to discuss the question. Plus they will decide if the questions are thick, thin or clarifying and how they would answer them

Hw. Read pages 108-111 of The Dot and write three questions for each page.

Wednesday

DOL Week 1 Day 3

Objective:

1. Readers will be able to ask questions while reading and begin to answer literary analysis.

2. Readers will be able to ask questions and decide if their questions are thick, thin or clarifying, and if they can get the answers from the text or inferences.

3. Students will complete an analytical writing assessment using the sexxi format

Procedure:

1. Complete DOL Day 3

2. Students will discuss questions that they developed from Boy in the Striped Pajamas. We will decided on two they will select one and answer it using texxi format.

Hw. Complete TExxi format essay

Thursday

Hw We did not start Thursday's lesson yet. We are still working on the Boy in the Striped Pajamas. Tonights homework is to complete the STEAL worksheet for Chapter 10 "The Dot" For this

1. Underline the text that shows the STEAL

2. Label in the text the STEAL

3. On the STEAL Worksheet write in the quote from the text

9-09

DOL Week 1 Day 4

Materials:

1. Book Life As We Knew It Chapter 1

Objective:

1. R11.B.1.1.1 Describe and interpret the characters actions, motives, feelings, emotions, traits, and relationships with other characters.

2. Students will decide on the tone of chapter one

3. Students will make predictions and develop questions while reading chapter one

4. Students will discuss self preservation

Session:	Readers will keep track of characters while reading and decide on central characters problem.
Teaching:	1. Put on the board “Lisa Is Pregnant” and the title of the book Life as We Knew It Make predictions as to what you think this book is about based on these two pieces. 2. Think about the one thing that could totally disrupt your world. Write about it. How would you react? What is the one thing that would destroy your life? What are things you know you could survive? Today I am going to teach you that readers keep track of characters while reading: You need to keep track of your characters while you are reading. In order to do this you are going to keep notes on the characters. You will write down the characters and any description you have of the characters. I will model this by showing you how to set this up in your notebook. Make sure you are aware of not only the characters physical appearance but also how they feel and how the react to life and situations around them. Think about what they view as tragic in their lives in this chapter?
Independence:	Students will read chapter One Pg 1-16 and keep notes on the character
Closure:	Describe one character you found in the book

Hw: Finish reading chapter 1 and keeping notes of characters. Greek Root test week 1 Friday

Friday

9-10

DOL Week 1 Day 5

Materials:

1. Book Life As We Knew It.
2. Quiz on Greek roots 1

Before lesson:

1. Students will take quiz on Greek roots 1

Objective:

1. RA11.1.3.2 Students will be able to cite evidence from text to support generalizations

2. R.11.1.1.1 Describe and interpret the characters actions, motives, feelings, emotions, traits, and relationships with other characters. Describe setting/ plot

3. Students will be aware of tone and

Session:	Readers reread in order to keep track of characters Readers will keep track of setting while reading Students will identify the central characters of the story and decide on the problem that the character faces
Connection:	We have been reading the Life As We Knew It and started keeping track of our characters. I would like you to get in groups of three and compare your characters. Read the description that you have on that character and add any new information your partner has written. Also clarify any wrong information that they may have. We will share this with the class. We are also going to decide on the central characters problem.
Teaching:	Today I am going to teach you that readers pay attention to the characters in the story. We are going to pay special attention to the characters problem. We are going to find that the character’s problem changes throughout the book. What might have seemed like a significant problem at first becomes a very minor problem latter on. I am going to model this by using chapter 1. We are also going to be aware of the tone of the piece. Tone can be described as the attitude. Brainstorm quickly what is the attitude of chapter one.
Independence:	Students will read chapter Two. Keep notes on the character and decide on the central characters problem. Also be aware of the tone. What is the attitude like now?
Closure:	Describe the main problem they central character faces in the beginning of the story. What is it by the end of chapter 2?

Hw. Complete reading chapter 2: While reading continue keeping track of characters/character problems/Tone

Mrs. Harris

Fast Forword Lesson plans

Week of August 30- Sept 3 2010

Monday August 30

Objective: Students will:

1. Understand Policies and Procedures as well as grading for fast Forword

2. We become familiar with the Fast ForWord Program

Procedure:

1. Go over polices and procedures with class and make sure they fully understand them.

2. Discuss use and abuse of computers and consequences/ discuss chew stains on floor.

3. Go over purpose of Fast ForWord/brain exercise/ tuning out etc

4. Complete student survey

5. Show power point presentation of Fast Forword

HW>Polices need to be signed and returned to me by Friday Sept 3

Tuesday/Wendesday Aug 31/Sept 1:

Objectives: Students will complete Bench Mark assessments

Seniors will begin student begin handbook review and assessment

Procedure:

1. Students will complete Bench mark assessments

2. Seniors review handbook

Thursday Sept 2:

Objective: Students will become familiar with Fast Forword Product.

Procedure:

1. Review power point and again discuss purpose of the program

2. Students will begin demo. Students who were in class last year will demo and refresh themselves on their program.

Friday Sept 3:

Objective: Students will become familiar with Fast Forword Product.

Procedure:

1. Students who are new to the program will continue to demo with my assistance

2. Students who were in the program last year will take the RPI

Mrs. Harris

Fast Forword Lesson plans

Week of August 30- Sept 3 2010

Monday August 30

Objective: Students will:

1. Understand Policies and Procedures as well as grading for fast Forword

2. We become familiar with the Fast ForWord Program

Procedure:

1. Go over polices and procedures with class and make sure they fully understand them.

2. Discuss use and abuse of computers and consequences/ discuss chew stains on floor.

3. Go over purpose of Fast ForWord/brain exercise/ tuning out etc

4. Complete student survey

5. Show power point presentation of Fast Forword

HW>Polices need to be signed and returned to me by Friday Sept 3

Tuesday/Wendesday Aug 31/Sept 1:

Objectives: Students will complete Bench Mark assessments

Seniors will begin student begin handbook review and assessment

Procedure:

1. Students will complete Bench mark assessments

2. Seniors review handbook

Thursday Sept 2:

Objective: Students will become familiar with Fast Forword Product.

Procedure:

1. Review power point and again discuss purpose of the program

2. Students will begin demo. Students who were in class last year will demo and refresh themselves on their program.

Friday Sept 3:

Objective: Students will become familiar with Fast Forword Product.

Procedure:

1. Students who are new to the program will continue to demo with my assistance

2. Students who were in the program last year will take the RPI

Mrs. Harris

Read 180-1/Read 180-II

Week of Aug 30-Sept 3:

Monday

DOL week 1 Day 1

Greek Roots Lesson 1

Objective: As a result of the lesson students will be able to

1. Understand the policies and procedures for class

2. Understand the makeup and purpose of class

3. Identify the first set of Greek roots

4. To complete a DOL

Procedure:

1. I will explain the make up of the class and the differences of READ 180-1 from the middle school read 180 class.

2. I will go over all policies and procedures for class

3. I will demonstrate how to set up a DOL and students will complete the first one.

4. Students will be given the first set of Greek Roots and I will explain the purpose of these.

Hw: 1. Policies and Procedures are due on Friday Sept 3; DOL 1 is due Friday Sept 3,

Greek root quiz 1 is on Friday Sept 3.

Tuesday

DOL Week 1 Day 2

Objective:

1. Readers will complete Benchmark Assessment

Procedure:

1. Complete DOL Day 2

2. Go over Greek roots week 1

3. Begin Benchmark Assessment for Grades 9-11

4. 12 graders will review Student Handbook

Wednesday

DOL Week 1 Day 3

Objective:

1. Readers will continue Benchmark Assessment

Procedure:

1. Complete DOL Day 3

2. Go over Greek roots week 1

3. Continue Benchmark Assessment

Thursday

DOL Week 1 Day 4

Objective:

1. Readers will complete Benchmark Assessment.

Procedure:

1. Complete DOL Day 4

2. Go over Greek roots week 1

3. Complete Assessment

Tomorrow: Signed Policies and procedures due, DOL week 1 and Greek root quiz week 1

Friday

DOL Week 1 Day 5

Objective:

1. Students will take test on Greek Roots week 1

2. Students will begin independent reading selection

Procedure:

1. Complete DOL Day 5

2. Take test on Greek Roots week 1

3. Students will be introduced to several books in order to make independent reading selection. When done students will complete contract for the book.

Mrs. Harris

Read 180-1/Read 180-II

Week of Aug 30-Sept 3:

Monday

DOL week 1 Day 1

Greek Roots Lesson 1

Objective: As a result of the lesson students will be able to

1. Understand the policies and procedures for class

2. Understand the makeup and purpose of class

3. Identify the first set of Greek roots

4. To complete a DOL

Procedure:

1. I will explain the make up of the class and the differences of READ 180-1 from the middle school read 180 class.

2. I will go over all policies and procedures for class

3. I will demonstrate how to set up a DOL and students will complete the first one.

4. Students will be given the first set of Greek Roots and I will explain the purpose of these.

Hw: 1. Policies and Procedures are due on Friday Sept 3; DOL 1 is due Friday Sept 3,

Greek root quiz 1 is on Friday Sept 3.

Tuesday

DOL Week 1 Day 2

Objective:

1. Readers will complete Benchmark Assessment

Procedure:

1. Complete DOL Day 2

2. Go over Greek roots week 1

3. Begin Benchmark Assessment for Grades 9-11

4. 12 graders will review Student Handbook

Wednesday

DOL Week 1 Day 3

Objective:

1. Readers will continue Benchmark Assessment

Procedure:

1. Complete DOL Day 3

2. Go over Greek roots week 1

3. Continue Benchmark Assessment

Thursday

DOL Week 1 Day 4

Objective:

1. Readers will complete Benchmark Assessment.

Procedure:

1. Complete DOL Day 4

2. Go over Greek roots week 1

3. Complete Assessment

Tomorrow: Signed Policies and procedures due, DOL week 1 and Greek root quiz week 1

Friday

DOL Week 1 Day 5

Objective:

1. Students will take test on Greek Roots week 1

2. Students will begin independent reading selection

Procedure:

1. Complete DOL Day 5

2. Take test on Greek Roots week 1

3. Students will be introduced to several books in order to make independent reading selection. When done students will complete contract for the book.