Teachers: Mr. Ott - Period 1 & 2 /Mr. Ott (General Ed.) & Mr. Tieri (Special Ed.) Period 5,6

Aim: How do you improve your reading comprehension and vocabulary acquisition?

Do Now: What is an annotation?

Lesson Overview:

Item	Approx Time
Do Now	3-5 Min
Mini Lesson	10 Min
Activity	20 Min
Discussion	10 Min

Common Core Standards

The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9 & 10

Key Ideas and Details

CCSS.ELA-Literacy.RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.3

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure

CCSS.ELA-Literacy.RH.9-10.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.RH.9-10.5

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-Literacy.RH.9-10.6

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.9-10.7

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RH.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-Literacy.RH.9-10.9

Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.9-10.10

By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Procedure

Students will answer the "Do Now: What is an Annotation?"
Students will follow along with teacher for the PowerPoint presentation "Annotations Made Easy"
Students will be handed a KWL Chart
Students will be introduced to a topic from a previous lesson from the past week.
Students will offer answers to the background knowledge they have on the topic. Teacher will model the chart on chart paper or the Smartboard/Blackboard/Whiteboard.
After the "K" in the KWL Chart is complete, students will be given the information text to be annotated.
Students will annotate their copy of the informational text using the marks "*,+,?, Checkmark"
Students will be chosen to present under each category written on Chalkboard/Whiteboard/SmartBoard.
Students will discuss their choices with the class.
Students will fill out the final two (2) columns in the KWL Chart with information they Know, W'anted to Know, and have Learned.

Classwork & Homework

Lesson PowerPoint: Annotations Made Easy

Lesson Activity:

KWL Chart
Any Informational Text related to topic of lessons this week.

Homework: Assignments

Special Education Modifications

Teaching Model: Co-Teaching
Special Education Teacher will work with All students General Ed and Special Ed.
- Special Ed Students:
  - Teachers will break down assignments into smaller tasks.
  - Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
  - Teachers will group students according to learning style inventory as a homogeneous group.
  - Teachers will keep students on-task by managing distractions and on-task behavior.
  - Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
  - Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for kinesthetic learners.