Post Reading Lesson Plan:
Subject: English Grade level: 10th grade
Unit: Julius Caesar Day/periods: 4/25/12, 50 minutes
Topic: Exploration of Julius Caesar topic
Content Standards:
Reading Standard for Informational Text:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Writing Standard:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Learning Experience Outcomes
Students will:
Explore a topic related to Julius Caesar.
Discover resources based on their topic.
Generate valid answers to their questions.
Synthesize the answers and their resources into one concrete paragraph.
Learning Experience Assessments
Approved and appropriate topic by teacher.
Use of resources in answering student’s questions.
Accurate completion of chart with answers to questions using resources.
Quality of end paragraph submitted by student using all parts of their QuIP.
Differentiation
Approaching: Students will be scaffolded into creating a synthesis paragraph of their topic because of the steps to the process. All of which will be approved by the teacher before continuing.
On-level: These students will have the opportunity to get help from the teacher if needed along the process, but also have the freedom to do it all on their own if possible.
Beyond: Other than being approved by the teacher, these students could work completely dependently from the teacher. Also, they will be asked to help other students generate their higher level questions if students need help.
Curriculum Integration: Literacy, Social Studies, Technology
Procedures/Strategies : Students will answer the do now and then have a discussion about reliable website sources, then the teacher will fully explain with examples what a QuIP is to the students, they will then practice and create their own QuIP, to close the lesson the class will discuss the focus question and then for homework students will produce a paragraph about their topics based on their research done in class.
Materials/Resources:
Student sample of QuIP (see attached)
Chalkboard
Chalk
Template for sources
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will answer a do now when they enter the class in their daily journals.
Do now: Now that we have finished Julius Caesar, what related topics interest you from the play? Keep them focused around Julius Caesar.
The class will then have a discussion sharing their different thoughts.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
On the board the focus question will be written, but will not be able to be answered fully until the end of this lesson.
Focus Question: How can we use our own generated questions about a topic in order to produce further writing?
At the end of this lesson, students will share their thoughts on this question as a closure, based on what they produced that day in class.
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) After the do now, teacher remind the students what it means to find reputable sources on the internet. Teacher will tell the students they will need to work with the internet during class, but beforehand, they need to review quickly what things are important when looking for sources online.
(Students had an entire lesson based on research and sources previously in the year.)
Direct Instruction (input, modeling, check for understanding)
1. After the students review of sources, the teacher will ask the class as a whole to come up with one topic related to Julius Caesar. This will be used as an example in order to model for the students what they will be doing later as the guided practice. (Example of class topic: Women’s role in Rome)
2. Once they have created the class topic, the teacher will ask the students to generate three higher leveled questions about the topic on their own and then share with the class. Students will be told that higher level questions must require some work to get an answer. Their questions cannot be a yes or no answer and must also not be opinion based. (Example of 3 questions: 1. What would it be like to be a woman during Julius Caesar’s time period? 2. How did women contribute? What were their roles? 3. Would it be easier to be a woman in America or Rome during this time? Why?)
3. Teacher will explain to the students that with these questions they would then find two reputable sources that answer all three of these questions.
4. Students will be shown the chart that they will be asked to put their information in once they find their two sources. (See chart and student example below.)
5. Next, the teacher will already have two prepared sources for the students and they will complete the chart as a class to demonstrate exactly what they will be doing.
6. Students will be told that each part of this process must be approved by the teacher: the topic, questions and two sources. The chart does not have to be because they will need it for completing their homework assignment.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Students will create their own topic and have it approved by the teacher.
2. Once approved, students will generate three HIGHER level questions and again, have them approved.
3. Teacher will have rented out laptops for this specific class and each student will find two reliable sources that will answer all three of their questions approved by the teacher.
4. The students will then proceed to create their charts and fill in the answer to each question. They will be allowed to either create the chart on word or hand written.
5. Once they complete the chart, we will come back together as a class.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
The teacher will then pose the focus question that was briefly addressed at the beginning of the lesson:
Focus Question: How can we use our own generated questions about a topic in order to produce further writing?
NOW, students will be explained what their homework assignment is (see independent practice). Keeping that in mind, students will respond to the focus question and discuss whether they believe this will be easier now to write because of all the work they did in class today. If so, why? If not, why?
Independent Practice (what students will do to reinforce learning of the lesson) Students will be asked to take the information they have produced in class today and create a paragraph. In other words, students are completing their QuIP by writing a summary based on the information in the chart. In the paragraph you must include the answers to the question and where you got them from.
Example of Student QuIP:
1. Select a topic: Women’s role in Rome
2. Generate three higher level questions (answers cannot be yes or no):
· What would it be like to be a woman during Julius Caesar’s time period?
· How did women contribute? What were their roles?
· Would it be easier to be a woman in America or Rome during this time? Why?
3. Find two sources:
Questions:
Source 1:
http://www.moyak.com/papers/roman-women.html
Source 2:
http://rome.mrdonn.org/women.html
1.
Women married very early, some earlier than 12 years old. Their life expectancy was much shorter.
Women did not have any rights during this time because they were not citizens of Rome.
2.
Most women during this time period dealt with aristocracy. Their roles were mainly to provide children for their husbands as earlier as possible because their life expectancy was much shorter than now a day.
Women were constantly under guardianship of their men. The wife was the center of the household and was forced to have as many children as possible. Few women even wanted additional rights.
3.
It seems that life in Rome was very similar to life in America for women during this time period.
In this article, they make it seem that life for Roman women would have been more difficult than life for American women during this time because they did not even want rights.
4. Paragraph completed for homework
Unit: Julius Caesar Day/periods: 4/25/12, 50 minutes
Topic: Exploration of Julius Caesar topic
Content Standards:
Reading Standard for Informational Text:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Writing Standard:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Learning Experience Outcomes
Students will:
Explore a topic related to Julius Caesar.
Discover resources based on their topic.
Generate valid answers to their questions.
Synthesize the answers and their resources into one concrete paragraph.
Learning Experience Assessments
Approved and appropriate topic by teacher.
Use of resources in answering student’s questions.
Accurate completion of chart with answers to questions using resources.
Quality of end paragraph submitted by student using all parts of their QuIP.
Differentiation
Approaching: Students will be scaffolded into creating a synthesis paragraph of their topic because of the steps to the process. All of which will be approved by the teacher before continuing.
On-level: These students will have the opportunity to get help from the teacher if needed along the process, but also have the freedom to do it all on their own if possible.
Beyond: Other than being approved by the teacher, these students could work completely dependently from the teacher. Also, they will be asked to help other students generate their higher level questions if students need help.
Curriculum Integration: Literacy, Social Studies, Technology
Procedures/Strategies : Students will answer the do now and then have a discussion about reliable website sources, then the teacher will fully explain with examples what a QuIP is to the students, they will then practice and create their own QuIP, to close the lesson the class will discuss the focus question and then for homework students will produce a paragraph about their topics based on their research done in class.
Materials/Resources:
Student sample of QuIP (see attached)
Chalkboard
Chalk
Template for sources
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will answer a do now when they enter the class in their daily journals.
Do now: Now that we have finished Julius Caesar, what related topics interest you from the play? Keep them focused around Julius Caesar.
The class will then have a discussion sharing their different thoughts.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
On the board the focus question will be written, but will not be able to be answered fully until the end of this lesson.
Focus Question: How can we use our own generated questions about a topic in order to produce further writing?
At the end of this lesson, students will share their thoughts on this question as a closure, based on what they produced that day in class.
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) After the do now, teacher remind the students what it means to find reputable sources on the internet. Teacher will tell the students they will need to work with the internet during class, but beforehand, they need to review quickly what things are important when looking for sources online.
(Students had an entire lesson based on research and sources previously in the year.)
Direct Instruction (input, modeling, check for understanding)
1. After the students review of sources, the teacher will ask the class as a whole to come up with one topic related to Julius Caesar. This will be used as an example in order to model for the students what they will be doing later as the guided practice. (Example of class topic: Women’s role in Rome)
2. Once they have created the class topic, the teacher will ask the students to generate three higher leveled questions about the topic on their own and then share with the class. Students will be told that higher level questions must require some work to get an answer. Their questions cannot be a yes or no answer and must also not be opinion based. (Example of 3 questions: 1. What would it be like to be a woman during Julius Caesar’s time period? 2. How did women contribute? What were their roles? 3. Would it be easier to be a woman in America or Rome during this time? Why?)
3. Teacher will explain to the students that with these questions they would then find two reputable sources that answer all three of these questions.
4. Students will be shown the chart that they will be asked to put their information in once they find their two sources. (See chart and student example below.)
5. Next, the teacher will already have two prepared sources for the students and they will complete the chart as a class to demonstrate exactly what they will be doing.
6. Students will be told that each part of this process must be approved by the teacher: the topic, questions and two sources. The chart does not have to be because they will need it for completing their homework assignment.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Students will create their own topic and have it approved by the teacher.
2. Once approved, students will generate three HIGHER level questions and again, have them approved.
3. Teacher will have rented out laptops for this specific class and each student will find two reliable sources that will answer all three of their questions approved by the teacher.
4. The students will then proceed to create their charts and fill in the answer to each question. They will be allowed to either create the chart on word or hand written.
5. Once they complete the chart, we will come back together as a class.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
The teacher will then pose the focus question that was briefly addressed at the beginning of the lesson:
Focus Question: How can we use our own generated questions about a topic in order to produce further writing?
NOW, students will be explained what their homework assignment is (see independent practice). Keeping that in mind, students will respond to the focus question and discuss whether they believe this will be easier now to write because of all the work they did in class today. If so, why? If not, why?
Independent Practice (what students will do to reinforce learning of the lesson) Students will be asked to take the information they have produced in class today and create a paragraph. In other words, students are completing their QuIP by writing a summary based on the information in the chart. In the paragraph you must include the answers to the question and where you got them from.
Example of Student QuIP:
1. Select a topic: Women’s role in Rome
2. Generate three higher level questions (answers cannot be yes or no):
· What would it be like to be a woman during Julius Caesar’s time period?
· How did women contribute? What were their roles?
· Would it be easier to be a woman in America or Rome during this time? Why?
3. Find two sources:
Questions:
Source 1:
http://www.moyak.com/papers/roman-women.html
Source 2:
http://rome.mrdonn.org/women.html
1.
Women married very early, some earlier than 12 years old. Their life expectancy was much shorter.
Women did not have any rights during this time because they were not citizens of Rome.
2.
Most women during this time period dealt with aristocracy. Their roles were mainly to provide children for their husbands as earlier as possible because their life expectancy was much shorter than now a day.
Women were constantly under guardianship of their men. The wife was the center of the household and was forced to have as many children as possible. Few women even wanted additional rights.
3.
It seems that life in Rome was very similar to life in America for women during this time period.
In this article, they make it seem that life for Roman women would have been more difficult than life for American women during this time because they did not even want rights.
4. Paragraph completed for homework