Virtual Learning
AP
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Blended Learning Instructional Framework: Whole Group Instructional Plan |
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Lesson/Topic |
Learning Target Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson. |
Activities, Instruction & Modeling What do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent. |
Formative Assessment /Exit Slip How will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links. |
Due Date |
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Synchronous/Live Instruction |
Asynchronous Playlist |
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Lesson 1
Jan. 31 – Feb. 1
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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Comprehend literature, including stories, dramas, and poems |
Day One: Chapter One: Come Japanese Buddha in the Attic
https://np1.nearpod.com/sharePresentation.php?code=0483aff03f73b2341f548d42348374ba-1 |
Finish reading text on their own. |
Students will answer questions at the nearpod, ensuring me that they had finished the text. |
2/1 |
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Lesson 2
Feb. 2-3
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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Comprehend literature, including stories, dramas, and poems |
Day Two: Chapter two: Whites Buddha in the Attic
https://app.nearpod.com/?pin=20E6332C84C09D4F4B0E56AF3653F282-1
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Assignment will be done silently in the classroom. |
Students will answer questions at the nearpod, ensuring me that they had finished the text.
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2/2 |
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Lesson 3
Feb 7-8
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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Comprehend literature, including stories, dramas, and poems |
Day Three: Chapter Three: Babies
https://np1.nearpod.com/sharePresentation.php?code=f80ed0d39b614f0f18631f6a062f5104-1 |
Work day/Creative Day – Creating book cover. |
Students will answer questions at the nearpod, ensuring me that they had finished the text.
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2/8 |
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Lesson 4
Feb. 9-10
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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Comprehend literature, including stories, dramas, and poems |
Day Four: Chapter Four: The Children
https://np1.nearpod.com/sharePresentation.php?code=9b54ca1fffec7bb2384e73737399c521-1 |
SSR |
Students will answer questions at the nearpod, ensuring me that they had finished the text.
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2/9 |
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Lesson 5 Feb. 11-12 |
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
Day Five: To be Takei Watch: https://therokuchannel.roku.com/watch/216e4b256e1057e495e166fe7cab7888 |
What rights, protections and guarantees do all persons in the United States have?
What does it mean to be a citizen?
What additional rights, protections, and/or privileges do United States citizens have?
Have the class create a time line for the Internment camps. Example:
https://images.randomhouse.com/promo_image/9781603094504_6680.pdf |
Students will create a time line as a group. |
2/11
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Honors English
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Blended Learning Instructional Framework: Whole Group Instructional Plan |
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Lesson/Topic |
Learning Target Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson. |
Activities, Instruction & Modeling What do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent. |
Formative Assessment /Exit Slip How will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links. |
Due Date |
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Synchronous/Live Instruction |
Asynchronous Playlist |
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Lesson Plan 1 1/31 |
Students will use art to predict main ideas in lessons.
Students will infer information about upcoming lessons based on art analysis.
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Gallery walk.
https://news.stlpublicradio.org/show/st-louis-on-the-air/2018-05-14/dust-bowl-created-by-nga-project-demolition-blamed-for-sickening-kids-teachers
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Students will choose five of the photos and complete this worksheet provided by the National Archives.
https://www.archives.gov/files/education/lessons/worksheets/photo_analysis_worksheet.pdf
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Teachers will assess inferential thinking skills through photo analysis. |
1/31 |
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Lesson 2 2/3 |
Students will be able to draw conclusions and make inferences.
Students will be able to analyze text features in a scientific text / news article.
Students will be able to support a claim with textual evidence. |
Melinda
The Unequal Burden of Urban Lead – Jan 2020
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https://np1.nearpod.com/sharePresentation.php?code=18654eda31d74391d67afc65b72ef666-1
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Teacher will evaluate student ability to make inferences, draw conclusions, analyze text features, and support a claim with textual evidence informally through class discussion and formally through independent Nearpod and writing responses. |
2/2 |
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Lesson 3 2/5 |
Students will be able to identify and analyze the main idea of a passage through rich, scientific texts with support from Washington University.
Students will be able to identify and analyze support/evidence is a non-fiction, scientific, argumentative passage.
Students will be able to develop a logical argument about author choice in type of essay construction. |
Colette
Do Now: Majority Black Neighborhood Experience Most of the City’s illegal trash dumping. Speculate on why this might be.
Page 11 of Environmental Racism Gateway Middle School
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https://np1.nearpod.com/sharePresentation.php?code=b4ab05e93dc8f145aa1f98ea8001abc7-1 |
Teacher will evaluate student understanding of main idea/and supports in non-fiction texts through informal, formative assessment. |
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Lesson 4 2/8 |
SWBAT analyze and make Inferences about text features in a non-fiction piece
SWBAT to identify and analyze textual evidence from a non-fiction
SWBAT Draw conclusions about text features in a non-fiction piece |
Logan
Pages 9-10 of ERSTL packet.
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Do Now: Analyze figure 3.1 in the Environmental Racism packet. What do you notice about the areas with the highest mold reports? The lowest?
Respond in Journals and then discuss as a class.
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Teacher will evaluate student understanding of text features and textual evidence through an informal, formative assessment. |
1/8 |
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Lesson 5 2/10 |
Students will identify literary devices using gamification.
Students will use historical,/cultural context To an analyze an argument construction, specifically comparison and and contrast. |
Allie
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https://np1.nearpod.com/sharePresentation.php?code=e8afe1899129163c3fb22df29a7384c4-1
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Teacher will check for student understanding of literary devices in non-fiction texts through informal/formative assessment. |
1/10 |
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Final Project ideas
St. Louis Poetry Center will work with students to create
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