Finish Reading Blaxicans and Other Reinvented Americans

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.