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”
- 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”
- 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”
- 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”
-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 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
- Understanding Jim Crow
- 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
- 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: 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
- 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:9/19Standards / 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
- Understanding Jim Crow
- 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
- 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
- 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:9/19Standards / 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
- Write a conclusion
- 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
- Understanding Jim Crow
- A: think-pair-share
* All plans are subject to change. Student progress will be monitored and adjustments will be made.