Teacher:Pilkey / Course:English III CP / Period(s): 1 / Week of:9/19
Standards / Goals / As a result of this lesson the student will be able to: / Instructional Strategies / What the teacher will do to ensure the student meets the goals: / Activities / The student will: / Homework & Assessment / Student achievement will be measured by:
Monday / RI 10.1
RI 11.1 / SWBAT to identify and define elements of an argument and analyze use of rhetoric. /
  • Warm Up
  • Review previous reading
  • Review directions
  • Monitor group progress
/
  • Finish reading “Blaxicans and Other Reinvented Americans”
-Complete evaluating and argument/examining rhetoric chart /
  • A: analyzing argument and rhetoric charts
  • HW: Critical Vocabulary

Tuesday / RL 5.1
RL 6.1
RL 11.1
RL 12.1 /
  • SWBAT cite evidence, determine central ideas, determine author’s purpose and analyze effective use of text structure.
/
  • Read directions
  • Read and pause to discuss/answer questions
/
  • “Mother Tongue”
-Before, during, and after reading questions /
  • A: before, during, and after reading questions

Wednesday / RL 5.1
RL 6.1
RL 11.1
RL 12.1 / SWBAT cite evidence, determine central ideas, determine author’s purpose and analyze effective use of text structure. /
  • Review yesterday’s reading
  • Read and pause to discuss/answer questions
  • Monitor student progress
/
  • Finish reading “Mother Tongue”
-Complete before, during, and after reading questions /
  • A: before, during, and after reading questions

Thursday / RL 8.1
RL 5.1 /
  • SWBAT identify and analyze characteristics of a chosen character by collecting evidence through annotation.
/
  • Provide brief background on the author
  • Distribute copies of “Clothes” and character map
  • Review directions with students
  • Group read
  • Monitor progress
/
  • Begin reading “Clothes”
-Character map
-Annotation /
  • A: character map

Friday / RL 8.1
W 6.1 /
  • SWBAT identify and analyze characteristics of a chosen character by completing a RAFT prompt.
/
  • Review previous day’s reading
  • Fill in parts of the character map on SmartBoard through student volunteers
  • Group reading
  • Distribute RAFT prompt, go over directions
  • Monitor progress
/
  • Finish reading “Clothes”
-Complete character map
-Complete RAFT prompt /
  • A: character map and RAFT prompt
  • HW: complete RAFT prompt, if needed
  • Unit 1 test on Wednesday

* All plans are subject to change. Student progress will be monitored and adjustments will be made.

Teacher: PilkeyCourse: English I CPPeriod(s): 2 and 3Week of: 9/19

Standards / Goals / As a result of this lesson the student will be able to: / Instructional Strategies / What the teacher will do to ensure the student meets the goals: / Activities / The student will: / Homework & Assessment / Student achievement will be measured by:
Monday / W 2.1h / SWBAT participate in the revision process. /
  • Distribute LDC rubric
  • Introduce the jigsaw activity
  • Transition to peer revision using the new knowledge of the rubric
  • Monitor groups’ progress; pause and reflect
  • Distribute exit slips
/
  • Rubric jigsaw for understanding
  • Essay peer revision
  • Complete exit slip
/
  • A: peer revision, exit slip
  • HW: final draft due Wednesday

Tuesday / C.1
I 3.2 /
  • SWBAT interact with others through collaboration to develop knowledge
  • SWBAT examine the historical context of TKAM in order to deep their understanding of the theme of racial justice in the novel.
/
  • Project Warm Up/book trailer
  • Have students share their predictions about novel and justice
  • Direct students to task: What does justice mean to you? Give 3 examples.
  • Facilitate think-pair-share
  • Direct students to laptops
  • Provide headphones and directions
/
  • Warm Up
  • Think-pair-share
-What is your definition of justice?
  • Understanding Jim Crow
-Online video and questions /
  • A: think-pair-share
  • HW: Complete video questions

Wednesday / RL 4 /
  • SWBAT successfully read using reciprocal teaching.
/
  • Project video example of reciprocal teaching
  • Distribute reciprocal teaching roles; review roles
  • Monitor group progress
  • Exit slip: What should reciprocal teaching look like? Did you participate well?
/
  • TKAM Chapter 1-3
-Reciprocal teaching /
  • A: reciprocal teaching
  • HW: journal prompt

Thursday / RL 4 /
  • SWBAT successfully read using reciprocal teaching.
/
  • Facilitate discussion of journal prompt
  • Review reciprocal teaching roles
  • Monitor group progress
/
  • Share and discuss journal prompt
  • TKAM Chapter 9 – 11
-Reciprocal teaching /
  • A: reciprocal teaching
  • HW: journal prompt

Friday / RL 4 /
  • SWBAT successfully read using reciprocal teaching.
/
  • Project parts of an argument video
  • Review notes; explain purpose “We are going to read an argument in TKAM beginning Monday, we need to understand its parts.”
  • Transition and monitor group progress
/
  • Guided notes
  • TKAM Chapter 15-16
-Reciprocal teaching /
  • A: guided notes
  • HW: journal prompt

* All plans are subject to change. Student progress will be monitored and adjustments will be made.

Teacher:Pilkey / Course:English I Honors / Period(s): 4 / Week of:9/19
Standards / Goals / As a result of this lesson the student will be able to: / Instructional Strategies / What the teacher will do to ensure the student meets the goals: / Activities / The student will: / Homework & Assessment / Student achievement will be measured by:
Monday / W 2.1h / SWBAT participate in the revision process. /
  • Distribute LDC rubric
  • Introduce the jigsaw activity
  • Transition to peer revision using the new knowledge of the rubric
  • Monitor groups’ progress; pause and reflect
  • Distribute exit slips
/
  • Rubric jigsaw for understanding
  • Essay peer revision
  • Complete exit slip
/
  • A: peer revision, exit slip
  • HW: final draft due Wednesday

Tuesday / C.1
I 3.2 /
  • SWBAT interact with others through collaboration to develop knowledge
  • SWBAT examine the historical context of TKAM in order to deep their understanding of the theme of racial justice in the novel.
/
  • Project Warm Up/book trailer
  • Have students share their predictions about novel and justice
  • Direct students to task: What does justice mean to you? Give 3 examples.
  • Facilitate think-pair-share
  • Create chart of class definition and examples
/
  • Warm Up
  • Think-pair-share
-What is your definition of justice?
  • Understanding Jim Crow
-Online video and questions /
  • A: think-pair-share
  • HW: complete video questions

Wednesday / RL 4 /
  • SWBAT successfully read using reciprocal teaching.
/
  • Project video example of reciprocal teaching
  • Distribute reciprocal teaching roles; review roles
  • Monitor group progress
  • Exit slip: What should reciprocal teaching look like? Did you participate well?
/
  • TKAM Chapter 1-3
-Reciprocal teaching /
  • A: reciprocal teaching
  • HW: journal prompt

Thursday / RL 4 /
  • SWBAT successfully read using reciprocal teaching.
/
  • Facilitate discussion of journal prompt
  • Review reciprocal teaching roles
  • Monitor group progress
/
  • Share and discuss journal prompt
  • TKAM Chapter 9 – 11
/
  • A: A: reciprocal teaching
  • HW: journal prompt

Friday / RL 4 /
  • SWBAT successfully read using reciprocal teaching.
/
  • Project parts of an argument video
  • Review notes; explain purpose “We are going to read an argument in TKAM beginning Monday, we need to understand its parts.”
  • Transition and monitor group progress
/
  • Guided notes
  • TKAM Chapter 15-16
-Reciprocal teaching /
  • A: guided notes, reciprocal teaching
  • HW: journal prompt

* All plans are subject to change. Student progress will be monitored and adjustments will be made.

Teacher:Pilkey / Course:English I CP (Team) / Period(s): 7 / Week of:9/19
Standards / Goals / As a result of this lesson the student will be able to: / Instructional Strategies / What the teacher will do to ensure the student meets the goals: / Activities / The student will: / Homework & Assessment / Student achievement will be measured by:
Monday / W 2.1a / SWBAT write an introduction and conclusion paragraph. /
  • Distribute characterization chart
  • Go over directions and examples
  • Monitor student progress
  • Go over directions for introduction organizer
/
  • Writing an introduction
-Completion of graphic organizer
  • Write a conclusion
-Making connections /
  • A: introduction and conclusion
  • HW: Complete intro/conclusion if needed

Tuesday / W 2.1 /
  • SWBAT write an informative/explanatory text
/
  • Review essay structure with students
  • Give directions
  • Monitor individual progress
/
  • St. Lucy writing assignment; students will complete rough drafts of their essays
/
  • A: rough draft
  • HW: Complete rough draft, if needed

Wednesday / W 2.1h /
  • SWBAT participate in the revision process.
/
  • Distribute LDC rubric
  • Introduce the jigsaw activity
  • Transition to peer revision using the new knowledge of the rubric
  • Monitor groups’ progress; pause and reflect
  • Distribute exit slips
/
  • Rubric jigsaw for understanding
  • Essay peer revision
  • Complete exit slip
/
  • A: peer revision
  • HW: Final draft is due Friday

Thursday / RL 8.1
RL 5.1 /
  • SWBAT cite evidence that supports character traits.
/
  • Project directions on SmartBoard
  • Give students purpose of lesson “learning about historical fiction in preparation for reading TKAM”
  • Monitor student progresss
/
  • FuelEd: Module 2, lesson 2.01
/
  • A: lesson 2.01, module 2

Friday / C.1
I 3.2 /
  • SWBAT interact with others through collaboration to develop knowledge
  • SWBAT examine the historical context of TKAM in order to deep their understanding of the theme of racial justice in the novel.
/
  • Project Warm Up/book trailer
  • Have students share their predictions about novel and justice
  • Direct students to task: What does justice mean to you? Give 3 examples.
  • Facilitate think-pair-share
  • Create chart of class definition and examples
/
  • Warm Up
  • Think-pair-share
-What is your definition of justice?
  • Understanding Jim Crow
-Online video and questions /
  • A: think-pair-share

* All plans are subject to change. Student progress will be monitored and adjustments will be made.