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    Monday Reading HighQuality Art

    Uploaded by

    Crystal Atlacamani Perez
    The document outlines a daily lesson plan for a 9th grade reading class. The lesson focuses on figurative language like similes and metaphors, and teaches students how to identify these techniques in a poem. It also teaches students about vivid imagery, emotion, and deep thoughts to improve writing quality, making a connection to criteria for high-quality art. For the lesson, the teacher will display an art image, introduce key concepts, read a poem aloud, and have students discuss imagery and feelings. Students will then practice identifying these elements in their independent reading and post responses online.

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    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd

    Monday Reading HighQuality Art

    Uploaded by

    Crystal Atlacamani Perez
    120 views2 pages
    The document outlines a daily lesson plan for a 9th grade reading class. The lesson focuses on figurative language like similes and metaphors, and teaches students how to identify these techniques in a poem. It also teaches students about vivid imagery, emotion, and deep thoughts to improve writing quality, making a connection to criteria for high-quality art. For the lesson, the teacher will display an art image, introduce key concepts, read a poem aloud, and have students discuss imagery and feelings. Students will then practice identifying these elements in their independent reading and post responses online.

    Original Description:

    High Quality Art

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    © Attribution Non-Commercial (BY-NC)

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    The document outlines a daily lesson plan for a 9th grade reading class. The lesson focuses on figurative language like similes and metaphors, and teaches students how to identify these techniques in a poem. It also teaches students about vivid imagery, emotion, and deep thoughts to improve writing quality, making a connection to criteria for high-quality art. For the lesson, the teacher will display an art image, introduce key concepts, read a poem aloud, and have students discuss imagery and feelings. Students will then practice identifying these elements in their independent reading and post responses online.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    120 views2 pages

    Monday Reading HighQuality Art

    Uploaded by

    Crystal Atlacamani Perez
    The document outlines a daily lesson plan for a 9th grade reading class. The lesson focuses on figurative language like similes and metaphors, and teaches students how to identify these techniques in a poem. It also teaches students about vivid imagery, emotion, and deep thoughts to improve writing quality, making a connection to criteria for high-quality art. For the lesson, the teacher will display an art image, introduce key concepts, read a poem aloud, and have students discuss imagery and feelings. Students will then practice identifying these elements in their independent reading and post responses online.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    D A I L Y D O UB L E P L A N

    Subject/Time:Reading 9:05-9:30

    Name:Perez Overview
    Unpacked Benchmark, CDAS, CRS, or IL State Standards.

    Date:September 11, 2012

    Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
    Do Now (3-5 minutes):

    na
    State Lesson Objective & Lesson Agenda NA

    8.RL.4 (figurative language) Determin the meaning of words and Phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

    To identify and create simile, metaphor and distinguish the two.


    I Do Input (1-2 Key teaching points): Check for Understanding: SW take notes

    TW: Display Art on Elmo. TW: Ask students to Jot down a few thoughts on how the image made them feel/ What they saw/ Meaning TW: Facilitate Discussion on High Quality Art and what makes it High Quality. TW: Introduce Vivid Imagry, emotons qnd deep thoughts and explin how these elements are transmitted to us from the art. TW then make the connection that HQ Art and HQ Writing have the same criteria and explain why. TW Cold call asking students that the criteria and why.
    SW take notes SW: Discuss

    SW: RESPOND AND TAKE NOTES

    Objective(s) SWBAT: Use the concept of High Quality Art to improve the communication of a cold text. Vivid images/ intense emotion/ Depp thoughts Vocabulary words/Key Concepts:

    We Do Guided Practice: Check for Understanding:

    SW: Write down how the text makes them feel and what the images they see are

    Teacher will Read Aloud the Poem

    SW Discuss

    You Do Independent Practice: Check for Understanding: Using their Independent Reading Books students will read and post.

    SW Read and Post

    Imagery

    D A I L Y D O UB L E P L A N

    Vivid

    They must post about what they envision the scene to look like, taking into consideration imagery. Post on how something makes them feel and why.

    Modifications/ Accommodations NA

    STEP 4

    Exit Ticket (aligned to lesson objective) or assessment:

    SW Writing their answer

    Answer the Question What is the Criteria of High Quality Writing? Why?
    Materials & Technology Closing/Preview for next lesson:

    Elmo, Images, Examples, Text


    Homework:

    Tomorrow we will continue to discuss HQA as well as look at other literary devices that readers develop deeper thought and meaning.

    Continue to Read and Post

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