The teacher chooses a The teacher chooses a The teacher chooses a The teacher will provide a brief The teacher will recap on the interest memoir to read aloud to the memoir to read aloud to the memoir to read aloud to model of what the students will presentations of the previous class. class. The teacher has a key the class. present orally in their group analysis class. Students will continue to word list on the board, word choice, of the given memoirs. The teacher present orally their memoir Initial Activities organizational pattern, transitions, will explain the rubric used to analysis. syntax, and style. assess the student’s oral performance. (See Oral Presentation Rubric in PRCS) The student listens to the teacher The student researches the The student will present with their The student will present with reading a chosen memoir aloud and of the concepts listed on The student spends quality time small group their analysis of each their small group their analysis definitions’ reacts to the memoir in their Double the board. The student prepares a reading in small groups and memoir read and analyzed. The of each memoir read and Development entry journal. on separate sheet of paper analyzing the memoirs read aloud students should provide evidence of analyzed. The students should Activities with the concepts on the left column in Days 1-3 previously chosen by the of word choice, provide evidence of the author’s use author’s and awaits for the teacher to reread the teacher. organizational patterns, and style. use of word choice, of the days memoir. organizational patterns, and style. Activity: The student keep a log in The teacher rereads the days The teacher opens a Q & A The teacher will provide informal The teacher will provide their journal of the story heard and chosen memoir. While the teacher session to assess of the small feedback to the students who informal feedback to the writes a short summary. rereads the student will identify groups are progressing in their presented on the given day. students who presented on the Closing Activities examples of each concept on their reading and analysis of the given day. The student will turn chart and write them on the right memoirs. in an activity feedback slip. column. Double-Entry Journal The Key concept T-Chart Oral Report Rubric Oral Report Rubric – student makes a two-column Activity Feedback Slip Formative in his/her notebook with the titles “A Assessment Other and makes – sentence I like” “This evidence The student writes me think…” quotations from what he/she heard and responds to them making
Initial Activities The teacher chooses a memoir to read aloud to the class. The teacher chooses a memoir to read aloud to the class. The teacher has a key interest word list on the board, word choice, organizational pattern, transitions, syntax, and style. The teacher chooses a memoir to read aloud to the class. The teacher will provide a brief model of what the students will present orally in their group analysis of the given memoirs. The teacher will explain the rubric used to assess the student’s oral performance. (See Oral Presentation Rubric in PRCS) The teacher will recap on the presentations of the previous class. Students will continue to present orally their memoir analysis. Development Activities The student listens to the teacher reading a chosen memoir aloud and reacts to the memoir in their Double entry journal. The student researches the definitions’ of the concepts listed on the board. The student prepares a on separate sheet of paper with the concepts on the left column and awaits for the teacher to reread of the days memoir. The student spends quality time reading in small groups and analyzing the memoirs read aloud in Days 1-3 previously chosen by the teacher. The student will present with their small group their analysis of each memoir read and analyzed. The students should provide evidence of the author’s use of word choice, organizational patterns, and style. The student will present with their small group their analysis of each memoir read and analyzed. The students should provide evidence of the author’s use of word choice, organizational patterns, and style. Closing Activities Activity: The student keep a log in their journal of the story heard and writes a short summary. The teacher rereads the days chosen memoir. While the teacher rereads the student will identify examples of each concept on their and write them on the right column. The teacher opens a Q & A session to assess of the small groups are progressing in their reading and analysis of the memoirs. The teacher will provide informal feedback to the students who presented on the given day. The teacher will provide informal feedback to the students who presented on the given day. The student will turn in an activity feedback slip. Formative Assessment – Other evidence Double-Entry Journal – The student makes a two-column chart in his/her notebook with the titles “A sentence I like” and “This makes me think…” The student writes quotations from what he/she heard and responds to them making Key concept T-Chart Oral Report Rubric Oral Report Rubric Activity Feedback Slip