All Summer in a Day Constructed Response/ Literary Term review

What

All Summer in a Day Constructed Response/ Literary Term review

When

2/3/2021

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


ELAGSE10RL2, ELAGSE10RL4, ELAGSE10RL6
Learning Target: I can understand short stories using narrative literary elements.
Success Criteria:

I can identify plot elements (exposition, rising action, climax, falling action, and conclusion).
I can identify and describe the type of conflict within a short story.



Introduction/Connection:

Class Discussion: How did the weather affect the story yesterday? Discuss how it did that..
DIRECT INSTRUCTION:


Discuss artistic licensing and if it is good or bad.
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:

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Literary terms--identify and provide an example.


Student work on constructed response question. How does the weather drive the plot?
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:

Constructed Response and double-bubble diagram