Jane Long Academy Lesson Plan Template with · PDF fileJane Long Academy Lesson Plan Template with Unpacking the Standards Course: ... the meaning of grade level academic English words

Jane Long Academy Lesson Plan Template with Unpacking the Standards

Course: English II

Teachers: Dewitt Lesson Plan Week of: 8/24/15-10/2/15

8/24/15-8/28/15 Monday- Tuesday- Wednesday- Thursday- Friday-

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TEKS: (R) - Readiness Standard (S) -Supporting Standard

ELA.10.Fig19A

ELA.10.13A

ELA.10.3A ELA.10.1A

ELA.10.Fig19B ELA.10.1C ELA.10.1D

ELA10.11B

Verb(s) - What verbs define the actions students will need to take when mastering this objective?

Students will reflect on understanding. Students will plan a first draft.

Students will analyze the structure of prosody. Students will determine the meaning of grade level academic English words.

Students will make complex inferences about text and use textual evidence to support understanding. Students will infer word meaning through the identification and analysis of analogies and other word relationships. Students will show and explain the relationship between the origins and meaning of foreign words. Students will synthesize information from multiple graphical sources to draw conclusions about the ideas presented.

Concept -What am I teaching? -What do the students need to know?

Students are writing a “Letter to Me.” Students will analyze effective reading strategies used in

Students will define poetry terms. Students will create examples for each of the terms.

Achieve 3000

Before reading poll, multiple choice analysis, short answer thought question, and after reading poll


Course: English II


previous English classes. Students will explore what makes them unique.

Students will apply knowledge of terms to analyze music for the poetic devices.

Context Readiness: - Connections from

previous grade level.

- To what degree will this impact learning two years down the road?

Supporting: - What Readiness

Standards or concepts from the Readiness Standards does it support?

- How does it support the Readiness Standards?

Students will reflect on

reading and writing

strategies used in

previous grade levels.

They can continue to

build on these strengths

and develop new helpful

reading strategies.

Students will build on previous knowledge of poetic devices from other grade levels. Students will use these devices to analyze poetry.

Achieve 3000

- Students continue to find text evidence to support their inferences.

I will know my students have mastered this standard when they can….

Students can use the reading and writing strategies they have described to me to correctly answer questions on STAAR.

Students can correctly answer STAAR questions covering poetry.

Students’ lexile scores will increase.

I will assess the standard by…..

Annotations Multiple Choice Questions SARs

Multiple Choice Questions SARs

Multiple choice questions and thought questions


Course: English II


Vocabulary (Academic and Content)

Denounce Desiccate Dilemma

Lesson Topic (Content Objective)

Big Picture Question “Who Am I?”

Poetic Devices Achieve 3000

ELPS (Language

Objective) Use experiences Develop vocabulary Demonstrate English

comprehension and expand reading skills by employing inferential skills

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Engage: Warm-Up/Opening (min)

SAT Word of the Day Syllabus Daily Routine

SAT Word of the Day Independent Reading Reading Log


Explore: INM/Review (min):

Reading Strategies Poetry Terms Achieve 3000 Before Reading Poll

Explain: Guided Practice (min):

View a letter

Create examples Achieve 3000 Read the Article with Making Connections annotation strategy

Elaborate: Independent Practice (min):

Students will write a letter to me

Poetic Devices in Music Multiple Choice Questions Thought Question

Evaluate: Closing ( min.):

Cup of Destiny to share strategies

Cup of Destiny to share matching answers

Review Thought Question

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Materials/ Resources:

Laptops

Homework

MODIFICATIONS and/or ACCOMODATIONS: -Gifted and

Visuals

Definitions, examples, and matching reinforcement

Differentiated articles based on lexile levels


Course: English II


Talented -ELL/ ESL -Special Education

*All lesson plans are subject to revisions and addendums by teacher.


Course: English II



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ELA.10.Fig.19B

ELA.10.6A

BOY


ELA10.11B


Students will make complex inferences to support understanding. Students will evaluate the role of diction and the effect of voice and tone on a speech.

Students will make inferences, revise, and edit texts.


Concept -What am I teaching? -What do the students

Students will analyze verbal and nonverbal details in a clip to analyze voice and tone.

Achieve 3000

Before reading poll, multiple choice analysis, short answer thought


Course: English II


need to know? question, and after reading poll







Students will use this

initial analysis of voice

and tone to further their

annotations of poetry and

nonfiction.

Achieve 3000



Students can create a chart to analyze voice and tone. Students can analyze the change in their own voices when writing for different audiences.



Chart Letters

Multiple choice questions and thought questions


Course: English II



Disparage Dispel


Big Picture Question “Who Am I?” Do I change based on my surroundings?

ELPS (Language

Objective) Use visual and contextual support to enhance and confirm understanding

Demonstrate English comprehension and expand reading skills by employing inferential skills

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What is voice/tone? Achieve 3000 Before Reading Poll


Video clip from Grease to complete chart analysis

Achieve 3000 Read the Article with Making Connections annotation strategy


Students will write letters to different audiences

Multiple Choice Questions Thought Question


Cup of Destiny to share letters

Review Thought Question

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Laptops

Homework


Course: English II


MODIFICATIONS and/or ACCOMODATIONS: -Gifted and Talented -ELL/ ESL -Special Education

Visual and audio



Course: English II



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No School

10.1A 10.Fig19B 10.2C 10.6A


ELA10.11B


Students will determine the meaning of grade level academic English words. Students will make complex inferences to support understanding. Students will reflect on the figurative language of the text and compare it to its historical and cultural setting. Students will evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a poem.



Students use TWIST to annotate “Theme for English B.”

Achieve 3000



Course: English II


need to know?

question, and after reading poll







Achieve 3000



Students will create a poster to analyze “Theme for English B.”



SAR Multiple choice questions and thought questions

Vocabulary Disperse Dissolution


Course: English II


(Academic and Content) Lesson Topic (Content Objective)

TWIST in Poetry “Who Am I?”

Achieve 3000

ELPS (Language

Objective) Demonstrate English

comprehension and expand reading skills by employing inferential skills


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Tone Diction

Achieve 3000 Before Reading Poll


As a class, we will read and annotate “Theme for English B.” SAR



TWIST Multiple Choice Questions Thought Question


Present Charts Review Thought Question

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Laptops

Homework

MODIFICATIONS and/or ACCOMODATIONS: -Gifted and Talented

Collaboration to create charts



Course: English II


-ELL/ ESL -Special Education


Course: English II



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10.1A 10.Fig19B

10.1A 10.Fig19B 10.2C 10.6A 10.3A


ELA10.11B


Students will determine the meaning of grade level academic English words. Students will make complex inferences to support understanding.

Students will determine the meaning of grade level academic English words. Students will make complex inferences to support understanding. Students will reflect on the figurative language of the text and compare it to its historical and cultural setting. Students will evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a poem. Students will plan a first draft.



Course: English II


Concept -What am I teaching? -What do the students need to know?

Students will annotate “Mirror.” Students will make connections across genres.

Students will annotate “Where I’m From.” Students will use repetition and other poetic devices to create their own “Where I’m From” poems.

Achieve 3000

Before reading poll, multiple choice analysis, short answer thought question, and after reading poll







Students will use poetry terms and knowledge of poetry from this unit to draft their own poems.

Achieve 3000



Students will draft a SAR

analyzing “Mirror.”

Students will draft a poem. Students’ lexile scores will increase.


Course: English II



SAR Rubric

Rubric Multiple choice questions and thought questions


Divine Docile Doldrums


“Mirror” What is my reflection?

“Where I’m From” Annotating and writing a poem

Achieve 3000

ELPS (Language

Objective) Demonstrate English comprehension and expand reading skills by employing analytical strategies

Read silently for comprehension


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Poetic Devices Kahoot

Poetic Devices



Watch clip of “Mirror, Mirror on the Wall” and read Sylvia Plath’s “Mirror”

Read and annotate “Where I’m From” Symbolism



Analyze poetic devices in “Mirror, Mirror on the Wall.” Annotate “Mirror”

Draft poem Peer Conference Create Symbols



Cup of Destiny Present Review Thought Question


Course: English II


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Laptops

Homework


Video Reading and Annotating Text

Visuals Text Auditory



Course: English II



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10.1A 10.Fig19B ELA.10.8A

10.1A 10.Fig19B


ELA10.11B


Students will determine the meaning of grade level academic English words. Students will make complex inferences to support understanding. Students will analyze the controlling idea and specific purpose of a passage.

Students will determine the meaning of grade level academic English words. Students will make complex inferences to support understanding.



Students will annotate “How to Survive a Wildfire.”

Students will review annotation techniques and terms to prepare for the

Achieve 3000



Course: English II


need to know? poetry and nonfiction assessment.








Students use graphics to

further their

understandings of the

text.

Students continue to practice analyzing poetry and nonfiction while answering practice STAAR questions.

Achieve 3000



Students will answer

guided questions and

write a SAR.

Students will answer questions during a review activity.



SAR Rubric

STAAR practice questions Multiple choice questions and thought questions

Vocabulary Domain Dormant Draconian


Course: English II


(Academic and Content) Lesson Topic (Content Objective)

Nonfiction Review for Assessment

Achieve 3000

ELPS (Language

Objective) Demonstrate English comprehension and expand reading skills by using graphics



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Making Inferences Poetic Devices



Annotating the text and evaluating the graphics

Collaborate to read and annotate “Spiders Up Close” And “The Broken Oar”



SAR

Quizizz Multiple Choice Questions Thought Question


Cup of Destiny Review Review Thought Question

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Laptops

Homework


Reading and Annotating Text Graphics

Visuals Text Auditory Interactive Game



Course: English II



Course: English II



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10.1A 10.Fig19B ELA.10.8A

10.10B 10.10A


ELA10.11B


Students will determine the meaning of grade level academic English words. Students will make complex inferences to support understanding. Students will analyze the controlling idea and specific purpose of a passage.

Students will analyze rhetorical strategies. Students explain shifts in perspective on arguments that cover the same topic. Evaluate the accuracy of the evidence.



Students will take an assessment covering poetry and nonfiction.

Students will examine the data from their assessments to examine

Achieve 3000



Course: English II


need to know? areas of weakness and strength. Students will take notes to understand rhetoric. Students will analyze rhetorical strategies to reinforce what they have learned.








Students continue to

practice analyzing poetry

and nonfiction while

answering practice STAAR

questions.

Students will use their knowledge of rhetorical strategies to analyze the use of rhetoric in persuasive articles; and ultimately, create their own persuasive essays.

Achieve 3000


I will know my students have mastered this standard when they

Students will score a 70%

or higher on the

assessment.

Students annotate persuasive texts and draft SARs.



Course: English II


can….


STAAR M/C Practice Questions SAR Rubric

SAR Rubric Multiple choice questions and thought questions


Dromedary Dulcet Duress


Poetry and Nonfiction Persuasive Texts

Achieve 3000

ELPS (Language

Objective) Read silently for comprehension

Employ analytical skills to increase reading comprehension


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Devices Data



Rhetorical Devices Annotate “Reading and the Cell Phone: An Up and Coming Romance” and “Cell Phones Don’t Contribute to Learning”



Assessment

Group collaboration to answer reading guide questions



Reflections Kahoot Review Thought Question


Course: English II


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Laptops

Homework


Interactive Game Visuals Texts


Documents

Jane Long Academy Lesson Plan Template with · PDF fileJane Long Academy Lesson Plan Template with Unpacking the Standards Course: ... the meaning of grade level academic English words