Professional Documents
Culture Documents
Flipped Lesson 1
Flipped Lesson 1
Copy of worksheets
Pen
Anticipatory set:
S.O.C.K.S. (Start of class kicks): Written on board:
Please take a copy of the worksheet placed at the front of the classroom. You will have 5
minutes. After you are finished, we will share our sentences.
*See Appendix C for copy of worksheet*
Teaching Strategy/Procedure/Activity:
Time
Student is doing
Teacher is doing
5 minutes
5 minutes sharing
20 minutes
15 minutes reviewing
5 minutes
Summary/Closure:
Students will place their response to the closing activity at the front of the classroom before
leaving. Students will check the board, under Homework and to see if there is any.
Assessment:
None.
Accommodations/adaptations:
2 ELLs: To accommodate the English Language Learners, teacher will follow up with students
at the beginning of class to make sure the content of the video was clear for them. Teacher will
give students shorter passages to edit if necessary. Teacher will use the opening activity, Writing
with Passion, as a visual way for ELLs to understand using correct punctuation before starting
the class.
5 low SES students: To accommodate these students, teacher will make sure students have the
proper technology to watch at home. If not, teacher will provide time after school, before school
or during lunch to watch the videos.
Herbert Millner (ADHD): To accommodate Herbert, I will provide setting accommodations,
sitting Herbert where he learns best, next to the teacher at the front of the classroom. I will also
use sensory tools, such as an exercise band looped around Herberts chair, so he can kick it and
quietly get his energy out during group activities.
Paten Vander (Speech Impairment):To accommodate Paten, who is uncomfortable speaking in
front of the class, I will not call her to speak during the sharing activities. I will address her while
circulating during group activities to make sure she is understanding the material. She will
always have the option to choose written response over oral.
Lya Gross (Mild Dyslexia): To accommodate Lya, I will give her timing accommodations, giving
her more time to complete the worksheet with a reading passage. I will also give her more time
to process written directions and check in during worksheet activities.
Oliver Fore (Mild Autism): To accommodate Oliver, I will provide organization skills
accommodations as well as setting accommodations. I will mark texts with a highlighter as well
as helping him with coordinating assignments in a book or planner. I will also place him in a
different setting such as a quiet area if necessary.
Attachments/Appendices:
Appendix A
https://youtu.be/Wk0k2FLjM1c
Appendix B
https://youtu.be/KUwN4qvHAwohttps://youtu.be/KUwN4qvHAwo
Appendix C
Answer Key:
For example, student would circle the heart, music note, flower and crab emoticon. Student
would place an X through the martini glass, cake and crying face emoji. Students sentence
before the selected emoticon would sound like this: Hey Girl! Have you been to the new
seafood restaurant down the road from us? They have great crab (crab emoticon). I was thinking
we could stop there before that concert (music note) on Friday. I cant wait to see the Kings of
Leon play (heart emoji) !!!
Appendix D
Answer Key:
1. First mark: very stupid:
2. Second Mark: hanging there,
3. Third Mark: fright;
Reflection Questions:
1. The colon made Harrys reactions read like a list. The comma added a pause so I could collect
my thoughts. The semi-colon breaks the sentences into two ideas. It gives us one statement, and
follows the statement with an action that could be a complete sentence but would not make sense
without the other part. It made me pause and connect the two.
2. Fiction uses more commas because there are more descriptive details that make for better
character development...
3. I think Rowling would support being creative with your punctuation and not being afraid to take
the risks...
Plan B:
If the lesson plan is too hard, we will spend more time practicing parts of punctuation with easier
mentor texts. If the lesson plan is too easy, teacher will use more difficult mentor texts to
challenge student understanding. Teacher will spend more time on Practicing Punctuation
worksheet if necessary and spend time on the overhead projector giving students examples of
how to use correctly.
References:
http://www.readwritethink.org/classroom-resources/lesson-plans/passion-punctuation30809.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lessonplans/passion-punctuation-30809.html?tab=1 - tabs