LESSON TEMPLATE
Teacher: Kistner Date(s): 10/13/2014 Content: English 11
Unit Title: SOL Remediation/ReviewFocus of the Day:Sentence
Combining/Research
SOL/Competency:11.6/11.7/11.8Essential Skills: TLW edit
writing/write for persuasive/examine research writing
Materials Needed: Promethean boards, notebooks, highlighters,
Anchor papers, COWsVocabulary (What new vocabulary will be
introduced during this lesson?): review of writing terms:
counterarguments, topic sentences, thesis statements, reliable
source, relevant source, supporting details, punctuation
Essential Question of the Day: How do I revise paragraphs to
avoid short, choppy sentences? How do I examine research topics to
determine topics that are too broad?
Anticipatory Set (Hook-5min) (How will the concept or skill be
introduced to the students?) TLW complete exercise editing
sentences for commas, semicolons, capitalization, paragraph
structure.
Procedure: Input (What instruction will be provided to students
to help the students understand the objectives?) Teacher will
review with students various ways to combine sentences. Teacher
will review research techniques. Teacher will review writing
process.
Blooms Taxonomy Used: Remembering Understanding Applying
Analyzing Evaluating Creating (List the questions being asked of
students according to Blooms taxonomy?) 1. How do I revise
paragraphs to avoid short, choppy sentences?2. How do I examine
research topics to determine topics that are too broad?3. How do I
construct a thesis, topic sentences, and counterargument without
writing short, choppy sentences?4. Click here to enter text.5.
Click here to enter text.6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight
the strategies used; make sure there is evidence within and
throughout instruction.)Similarities and Differences Homework and
Practice Setting Objectives and Providing FeedbackSummarizing and
Note Taking Nonlinguistic Representations Generating and Testing
HypothesesReinforcing Effort and Providing Recognition Cooperative
Learning Cues, Questions, and Advance Organizers
Modeling: (What examples will be provided for the students) 5-10
min: Teacher will lead students through revising short, choppy
sentences. Teacher will lead students through examining research
topics.
Guided or Direct Instruction (How will the teacher guide the
students in practicing the concepts or skill?) 15-20 min Teacher
will guide students through combining short, choppy sentences using
semicolon, conjunctive adverbs, or coordination conjunction.
Teacher will guide students through examining research topics
provided- revising too broad topics.
Check for Understanding (How will you know that students are
learning the concept or skill?): Teacher will monitor students
through guided instruction.
Independent Practice (What will students do to independently
practice the concept or skill?) TLW complete exercises combining
sentences. TLW complete a persuasive paragraph avoiding short,
choppy sentences (Prompt 2).
Closure- How will the lesson be summarized?) TLW submit his/her
persuasive paragraph for grade. TLW complete homework: writing
thesis, topic, counterargument sentences for Prompt 7.
Evaluation/Assessment (How will you measure the students
success?) Teacher will examine paragraphs for elaborate
sentences.
Suggestions for Differentiation (How will you scaffold the
lesson up or down to support student learning throughout the
instruction?) Students will be able to use peers if they are
struggling. Students will be able to use sample sentences to help
them construct their own sentences.
Reflections: (What would you do differently, change or improve?
What concerns do you have about the lesson?)
LESSON TEMPLATE
Teacher: Kistner Date(s): 10/14/2014 Content: English 11Unit
Title: SOL Remediation/ReviewFocus of the Day:Tone/Research
SOL/Competency:11.6/11.7/11.8Essential Skills: TLW edit
writing/write for persuasive/examine research writing
Materials Needed: Promethean boards, notebooks, highlighters,
Anchor papers, COWsVocabulary (What new vocabulary will be
introduced during this lesson?): review of writing terms:
counterarguments, topic sentences, thesis statements, key phrases,
reliable source, relevant source, supporting details,
punctuation
Essential Question of the Day: How do I revise paragraphs to
avoid inappropriate tone? How do I examine research topics to
determine key phrases for researching?
Anticipatory Set (Hook-5min) (How will the concept or skill be
introduced to the students?) TLW complete exercise editing
sentences for commas, semicolons, capitalization, and paragraph
structure.
Procedure: Input (What instruction will be provided to students
to help the students understand the objectives?) Teacher will
review with students words/phrases that weaken a paper (tone).
Teacher will review research techniques and researching with key
phrases.
Blooms Taxonomy Used: Remembering Understanding Applying
Analyzing Evaluating Creating (List the questions being asked of
students according to Blooms taxonomy?) 1. How do I revise
paragraphs to avoid inappropriate tone?2. How do I examine research
topics to determine appropriate key phrases?3. How do I construct a
thesis, topic sentences, and counterargument without writing with
inappropriate tone?4. Click here to enter text.5. Click here to
enter text.6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight
the strategies used; make sure there is evidence within and
throughout instruction.)Similarities and Differences Homework and
Practice Setting Objectives and Providing FeedbackSummarizing and
Note Taking Nonlinguistic Representations Generating and Testing
HypothesesReinforcing Effort and Providing Recognition Cooperative
Learning Cues, Questions, and Advance Organizers
Modeling: (What examples will be provided for the students) 5-10
min: Teacher will lead students through revising sentences that use
a talking voice. Teacher will lead students through examining
research topics.
Guided or Direct Instruction (How will the teacher guide the
students in practicing the concepts or skill?) 15-20 min Teacher
will guide students through revising sentences written with
inappropriate tone (super, awesome, like, I think, stuck with,
etc). Teacher will guide students through examining research topics
provided- determining key phrases.
Check for Understanding (How will you know that students are
learning the concept or skill?): Teacher will monitor students
through guided instruction.
Independent Practice (What will students do to independently
practice the concept or skill?) TLW complete exercises revising
sentences with inappropriate tone. TLW complete Google searches
using appropriate key phrases (using Prompt 22).
Closure- How will the lesson be summarized?) TLW submit his/her
persuasive paragraph for grade (tone). TLW complete homework:
writing thesis, topic, counterargument sentences for Prompt 8.
Evaluation/Assessment (How will you measure the students
success?) Teacher will examine paragraphs for elaborate sentences
and appropriate tone.
Suggestions for Differentiation (How will you scaffold the
lesson up or down to support student learning throughout the
instruction?) Students will be able to use peers if they are
struggling. Students will be able to use sample sentences to help
them construct their own sentences.
Reflections: (What would you do differently, change or improve?
What concerns do you have about the lesson?)
LESSON TEMPLATE
Teacher: Kistner Date(s): 10/15/2014 Content: English 11Unit
Title: SOL Remediation/ReviewFocus of the Day:Precise
meaning/logical sequence/Research
SOL/Competency:11.6/11.7/11.8Essential Skills: TLW edit
writing/write for persuasive/examine research writing
Materials Needed: Promethean boards, notebooks, highlighters,
Anchor papers, COWsVocabulary (What new vocabulary will be
introduced during this lesson?): review of writing terms:
counterarguments, topic sentences, thesis statements, tone, logical
sequence, reliable source, relevant source, supporting details,
punctuation
Essential Question of the Day: How do I revise paragraphs to use
precise words and ensure that it is in a logical sequence following
an outline? How do I examine research topics to determine topics
that have proper MLA citation?
Anticipatory Set (Hook-5min) (How will the concept or skill be
introduced to the students?) TLW complete exercise editing
sentences for commas, semicolons, capitalization, paragraph
structure.
Procedure: Input (What instruction will be provided to students
to help the students understand the objectives?) Teacher will
review with student writing with precise words (avoid get, etc.).
Teacher will review research techniques and MLA documentation.
Teacher will review writing process.
Blooms Taxonomy Used: Remembering Understanding Applying
Analyzing Evaluating Creating (List the questions being asked of
students according to Blooms taxonomy?) 1. How do I revise
paragraphs to use precise words and ensure that it is in a logical
sequence?2. How do I examine research sources to put them in proper
MLA citation?3. How do I construct a thesis, topic sentences, and
counterargument without writing short, choppy sentences?4. Click
here to enter text.5. Click here to enter text.6. Click here to
enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight
the strategies used; make sure there is evidence within and
throughout instruction.)Similarities and Differences Homework and
Practice Setting Objectives and Providing FeedbackSummarizing and
Note Taking Nonlinguistic Representations Generating and Testing
HypothesesReinforcing Effort and Providing Recognition Cooperative
Learning Cues, Questions, and Advance Organizers
Modeling: (What examples will be provided for the students) 5-10
min: Teacher will lead students through revising sentences to use
precise wording. Teacher will lead students through examining
research sources for MLA citation/documentation.
Guided or Direct Instruction (How will the teacher guide the
students in practicing the concepts or skill?) 15-20 min Teacher
will guide students through writing sentences avoiding get and
other words that are not precise. Teacher will guide students
through examining research sources to put them in proper MLA
citation.
Check for Understanding (How will you know that students are
learning the concept or skill?): Teacher will monitor students
through guided instruction.
Independent Practice (What will students do to independently
practice the concept or skill?) TLW complete exercises to revise
for precise wording (some words are underlined/some are not). TLW
complete a persuasive paragraph sentences that have a logical
sequence and precise wording (Prompt 12).
Closure- How will the lesson be summarized?) TLW submit his/her
persuasive paragraph for grade. TLW complete homework: writing
thesis, topic, counterargument sentences for Prompt 8.
Evaluation/Assessment (How will you measure the students
success?) Teacher will examine paragraphs for elaborate sentences,
precise wording and logical sequence.
Suggestions for Differentiation (How will you scaffold the
lesson up or down to support student learning throughout the
instruction?) Students will be able to use peers if they are
struggling. Students will be able to use sample sentences to help
them construct their own sentences.
Reflections: (What would you do differently, change or improve?
What concerns do you have about the lesson?)
LESSON TEMPLATE
Teacher: Kistner Date(s): 10/16/2014 Content: English 11Unit
Title: SOL Remediation/ReviewFocus of the Day:Word
choice/spelling/Research
SOL/Competency:11.6/11.7/11.8Essential Skills: TLW edit
writing/write for persuasive/examine research writing
Materials Needed: Promethean boards, notebooks, highlighters,
Anchor papers, COWsVocabulary (What new vocabulary will be
introduced during this lesson?): review of writing terms:
counterarguments, topic sentences, thesis statements, reliable
source, relevant source, supporting details, punctuation
Essential Question of the Day: How do I revise paragraphs to
ensure proper word choice and spelling? How do I examine research
topics to determine appropriate resources?
Anticipatory Set (Hook-5min) (How will the concept or skill be
introduced to the students?) TLW complete exercise editing
sentences for commas, semicolons, capitalization, paragraph
structure.
Procedure: Input (What instruction will be provided to students
to help the students understand the objectives?) Teacher will
review with students various ways to combine sentences. Teacher
will review research techniques. Teacher will review writing
process.
Blooms Taxonomy Used: Remembering Understanding Applying
Analyzing Evaluating Creating (List the questions being asked of
students according to Blooms taxonomy?) 1. How do I revise
paragraphs to ensure proper word choice and spelling?2. How do I
examine research topics to determine appropriate resources for the
topic?3. How do I construct a thesis, topic sentences, and
counterargument without writing short, choppy sentences?4. Click
here to enter text.5. Click here to enter text.6. Click here to
enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight
the strategies used; make sure there is evidence within and
throughout instruction.)Similarities and Differences Homework and
Practice Setting Objectives and Providing FeedbackSummarizing and
Note Taking Nonlinguistic Representations Generating and Testing
HypothesesReinforcing Effort and Providing Recognition Cooperative
Learning Cues, Questions, and Advance Organizers
Modeling: (What examples will be provided for the students) 5-10
min: Teacher will lead students through revising short, choppy
sentences. Teacher will lead students through examining research
topics.
Guided or Direct Instruction (How will the teacher guide the
students in practicing the concepts or skill?) 15-20 min Teacher
will guide students through revising sentences with misspelled
words and misused words (theyre, their, to, too, in/on, etc.).
Teacher will guide students through examining research topics to
ensure they have chosen appropriate sources to gather
information.
Check for Understanding (How will you know that students are
learning the concept or skill?): Teacher will monitor students
through guided instruction.
Independent Practice (What will students do to independently
practice the concept or skill?) TLW complete exercises combining
sentences. TLW complete a persuasive paragraph that avoids misuse
of words (Prompt 2).
Closure- How will the lesson be summarized?) TLW submit his/her
persuasive paragraph for grade. TLW complete homework: writing
thesis, topic, counterargument sentences for Prompt 21.
Evaluation/Assessment (How will you measure the students
success?) Teacher will examine paragraphs for elaborate sentences,
precise words, logical sequence, spelling, and proper word
choice.
Suggestions for Differentiation (How will you scaffold the
lesson up or down to support student learning throughout the
instruction?) Students will be able to use peers if they are
struggling. Students will be able to use sample sentences to help
them construct their own sentences.
Reflections: (What would you do differently, change or improve?
What concerns do you have about the lesson?)
LESSON TEMPLATE
Teacher: Kistner Date(s): 10/17/2014 Content: English 11Unit
Title: SOL Remediation/ReviewFocus of the Day:MOCK SOL Writing
SOL/Competency:11.6/11.7/11.8Essential Skills: TLW edit
writing/write for persuasive/examine research writing
Materials Needed: Promethean boards, notebooks, highlighters,
Anchor papers, COWsVocabulary (What new vocabulary will be
introduced during this lesson?): review of writing terms:
counterarguments, topic sentences, thesis statements, reliable
source, relevant source, supporting details, punctuation
Essential Question of the Day: How do I compose a complete essay
for the SOL?
Anticipatory Set (Hook-5min) (How will the concept or skill be
introduced to the students?) TLW complete exercise editing
sentences for commas, semicolons, capitalization, paragraph
structure.
Procedure: Input (What instruction will be provided to students
to help the students understand the objectives?) Teacher will
review with students skills that have been covered throughout the
week.
Blooms Taxonomy Used: Remembering Understanding Applying
Analyzing Evaluating Creating (List the questions being asked of
students according to Blooms taxonomy?) 1. How do I revise
paragraphs to avoid short, choppy sentences?2. How do I examine
research topics to determine topics that are too broad?3. How do I
construct a thesis, topic sentences, and counterargument without
writing short, choppy sentences?4. How do I ensure proper sequence,
word choice, and spelling?5. Click here to enter text.6. Click here
to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight
the strategies used; make sure there is evidence within and
throughout instruction.)Similarities and Differences Homework and
Practice Setting Objectives and Providing FeedbackSummarizing and
Note Taking Nonlinguistic Representations Generating and Testing
HypothesesReinforcing Effort and Providing Recognition Cooperative
Learning Cues, Questions, and Advance Organizers
Modeling: (What examples will be provided for the students) 5-10
min: Teacher will assign students Prompt 9 to compose a complete
essay.
Guided or Direct Instruction (How will the teacher guide the
students in practicing the concepts or skill?) 15-20 min Teacher
will monitor students while writing essay responding to Prompt
9.
Check for Understanding (How will you know that students are
learning the concept or skill?): Teacher will monitor students
through guided instruction.
Independent Practice (What will students do to independently
practice the concept or skill?) TLW compose an essay responding to
Prompt 9.
Closure- How will the lesson be summarized?) TLW submit his/her
persuasive paragraph for grade. TLW complete homework: writing
thesis, topic, counterargument sentences for Prompt 16.
Evaluation/Assessment (How will you measure the students
success?) Teacher will examine paragraphs for elaborate sentences,
logical sequence, precise wording, correct spelling, clarity,
etc.
Suggestions for Differentiation (How will you scaffold the
lesson up or down to support student learning throughout the
instruction?) Students will be able to use notebook and grammar
sheet as a reference.
Reflections: (What would you do differently, change or improve?
What concerns do you have about the lesson?)
