A Long Way Gone--day 8

What

A Long Way Gone--day 8

When

10/15/2020, 2:00 PM – 4:00 PM

Glynn County Daily Lesson Plan for MS HS Instruction

Teacher : Sheffield
Course/ Subject: 10th ELA
Date of Instruction: 10/14
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10


Standard/s: RL1, RL2, RL3, RL4, RL5
Learning Target:
I can read and understand a piece of literature from a different place/time period than my own.
I can determine the theme based on the events of the plot in the story and the growth of the characters.
I can see the cause and effect relationship that produces each stage of the plot.
I can fully describe the characters using literary vocabulary.
I can explain the plot and its conflicts.
I can identity irony, foreshadowing and flashback.
I can identify figurative language in the text.



Success Criteria:
I can find the conflict that is forcing the plot to occur.
I can find examples of the literary elements like flashback, irony and foreshadowing in the text.
I can pick prove how the characters is changing over time.
Introduction/Connection:
How is the conflict changing Beah and his brother?



DIRECT INSTRUCTION:
Review the characterization and explain how to the BODY BIOGRAPHY. Discuss the character choices that can be used for the BODY BIOGRAPHY.

Reminder discussion on charting the plot.


Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE: Chapters 19-20

Together, listening & reading we discuss which conflicts are we seeing.
Create a graphic organizer demonstrating the plot development.
We will continue and open discussion of the novel.
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Students answer comprehension questions about the text.
Students begin work on their body biography projects.
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:

Students share which questions they were unsure about and we discussed the answers together.