Lesson+Segments

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Fallston Middle School Spring Lesson Plans:

My first lesson segment occurred on September 12, 2013. Using two images, students were to work in small groups to create as many sentences as possible, using adjectives, that described the images. This prepared students to select descriptive textual evidence from //Flowers for Algernon//.





My second lesson occurred on September 26, 2013. In the lesson, students read an historical newspaper artifact, the //Letter from Fredrick Douglas to Harriet Tubman//, and //Harriet Tubman: Conductor on the Underground Railro////ad// to identify textual evidence that presented Tubman's human traits and extraordinary traits.





My third lesson occurred on October 10, 2013. In the lesson, students crafted a personal definition of "vacation". For the majority of the lesson, students began to read //Something to Declare// and noted specific textual evidence that provided details of setting and conflict in the story. Students concluded the lesson by writing an analysis as to how their definition of vacation aligned with Julia Alvarez's description in the text; textual evidence was utilized to support the student's claim.





Edgewood High School Spring Lesson Plans:

My first lesson occurred on November 5, 2013. In the lesson, students analyzed the use of characterization using the text //Freak the Mighty//.













My second lesson occurred on November 19, 2013. In the lesson, students analyzed the elements of dialogue in order to work on incorporating grammatically and structurally correct dialogue into their Na No Wri Mo stories (National Novel Writing Month).













My third lesson occurred on December 10 and 12, 2013. In the lesson, students utilized their knowledge of //The Crucible// to construct an alternative scene for the play in small groups. These skits were presented to the class the following period; the students evaluated each scene.