1. Topic-
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| Current Social Trends - How has social media influenced how teenagers
ask each other to the prom? |
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2. Content-
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| Key Vocabulary: proposal, passe, machismo |
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3. Goals: Aims/Outcomes-
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Sabrina will attend to a task without distraction for 20 minutes
during individual seatwork activities.
When given unfamiliar vocabulary words from a story, Sabrina will
identify contextual clues and predict the definitions of the vocabulary
words.
Ravneet and Lee will identify and use clue words [within the body
of a test] to assist in answering questions correctly.
In an orally presented or written story, Jennifer will identify the
main ideas and pertinent details, and identify the sentences which
relate the main ideas and details. |
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4. Objectives-
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This lesson is based on the listening portion of the NYS English
Regents.
The objective(s) of the lesson are to listen and write for information,
as assessed by:
- a written response to spoken text
-multiple choice questions on key ideas
CCLS [SL] Gr.6-12
1) Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others' ideas
and expressing their own clearly and persuasively.
2)Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
Danielson Rubric 2007
1b: Demonstrating Knowledge of Students
1d: Demonstrating Knowledge of Resources - use of Internet, audio
and visual clips
3b: Questioning and Discussion Techniques
3c: Engaging Students in Learning - grouping of students
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5. Materials and Aids-
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power point slide show (4 slides)
Post-Its
graphic organizer (Cornell Note Taker)
NPR podcast - "Wanna go to the Dance"
multiple choice work sheet
Exit Activity work sheet - Should proposals be allowed on school grounds? |
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6. Procedures/Methods-
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A. Introduction-
| DO NOW - Students will be asked to define "proposal". They will
used prior knowledge to predict the meaning of "proposal". Responses
will be written on Post-Its. |
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B. Development-
| Students will listen to an NPR podcast concerning "proposals". They
will be given Cornell Note Takers to fill out. The podcast will be
played twice. |
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C. Practice-
| Main ideas should be filled in on the left side of the Cornell Note
Taker the first time the selection is played. The second time the
selection is played, details should be recorded on the right side
of the graphic organizer. |
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D. Independent Practice-
| Students will answer 8 multiple choice questions based on their
notes. |
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E. Accommodations (Differentiated Instruction)-
| Give nonverbal signal to focus students with attention issues. Provide
highlighters for difficult vocabulary words and have students write
definition above the words. Have students refer to sections in their
notes that pertain to the multiple choice questions being asked. Have
students identify key words/phrases in the questions. |
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F. Checking for understanding-
Students will trade papers and check each other's answers. A score
will be marked at the bottom of the work sheet.
Students will be given the opportunity to discuss the podcast and
make connections to their lives. They will briefly debate whether
or not schools should permit proposals on school property. |
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G. Closure-
| Students will be given the Exit Activity work sheet to complete.
They will write a paragraph on whether or not proposals should be
permitted on school property. |
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7. Evaluation-
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| Were students able to answer at least 6 out of 8 questions correctly?
Did students write a coherent paragraph that included 2 to 3 details
supporting their opinion? |
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