Anda di halaman 1dari 2

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

Name: Crystal Perez Overview


Unpacked Benchmark, CDAS, CRS, or IL State Standards. 1. 8.Rl.2 [Theme / Authors Purpose] o Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot o 2. 8.IT.2 [Literary Extended Response Essay] Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

DBQ: Pre Bucketing

Date: 10/16/2012

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

State Lesson Objective & Lesson Agenda

Students will be able to organize the given information into categories for their upcoming essay.
I Do Input (1-2 Key teaching points): Check for Understanding: Students are listening

Teacher will explain that we are going to learn a way to categorize Teacher will explain that bucketing is another way that we group our ideas together---Teacher will tell students that bucketing is a way for the reader/writer to create a visual map----Teacher will ask- What are other tools that we have used n the past to organize our thoughts----especially when it comes to writing an essay? ----(graphic organizers) Step 1- We decide what words are key to help us determine our categories (analytical question) Step 2once you have names your bucketsyou then start grouping your evidence/exales that support your categories. For example ----Teacher will model a quick example categories with types of cereal Our buckets will become our body paragraphs

Students are asking questions

Objective(s) SWBAT: Athens vs. Rome) Complete the PreBucketing activity to begin learning how to create an in-depth understanding of an essay prompt

We Do Guided Practice: Check for Understanding: We are going to practice at our tables Teacher will hand out baggies (gym shoes) Teacher will explain that on my signal you will have 2 minutes to categories the items in the bag Explain that they can categories them in anyway-----its all up to them After the buzzer teacher will bring students back for share out

Students will think Students will be listening Students will work cooperatively and categorize the different types of shoes. Students will share out and discuss the categories they made and give an explanation of why they chose to organize their buckets the way they did.

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

Vocabulary words/Key Concepts:

Bucketing

You Do Independent Practice: Check for Understanding: Teacher will hand worksheet mini bucket Students will have to categorize the events on the list using their bucket (graphic organizer) If we were going to write a paper how would you organizer your info?

Students will bucket their list then urn in

Modifications/ Accommodations

Exit Ticket (aligned to lesson objective) or assessment:

Completing the exit slip

NA

Bucket Exit Ticket

Materials & Technology

Buckets for each table , Shoe sort , cereal Sort, Prompt sort handout, elmo Homework: NA

Closing/Preview for next lesson:

So today we learned another way to categorize information to prepare our three body paragraphs. As we talked about bucketing is another type of graphic organizer to help us create that road map for the essays we will be writing.