Socorro High School
Lesson Plans
Monday 07/29 / Tuesday 07/30 / Wednesday 07/31 / Thursday 08/01 / Friday 08/02OBJECTIVE: Today, WE will become acquainted with Classroom procedures and information.
Content Objective/ Essential Question—
What historical groups impacted the American dream? / OBJECTIVE: Today, WE will Reflect on the idea of the American Dream and those who came from distant lands to find their own pathway to the dream.
Modeling use of Cornell notes. Develop writing skills through punctuation
Content Objective/ Essential Question—
What historical groups impacted the American dream? / OBJECTIVE: Today, WE will Reflect on the idea of the American Dream and those who came from distant lands to find their own pathway to the dream.
Modeling use of Cornell notes. Develop writing skills through punctuation
Content Objective/ Essential Question—
What historical groups impacted the American dream? / OBJECTIVE: Today, WE will Reflect on the idea of the American Dream and those who came from distant lands to find their own pathway to the dream.
Modeling use of Cornell notes. Develop writing skills through punctuation
Content Objective/ Essential Question—
What historical groups impacted the American dream? / OBJECTIVE: Today, WE will Reflect on the idea of the American Dream and those who came from distant lands to find their own pathway to the dream.
Modeling use of Cornell notes. Develop writing skills through punctuation
Content Objective/ Essential Question—
What historical groups impacted the American dream?
TEKS - Student Expectations / TEKS - Student Expectations 13D, 15A, 18B, 5A, 19B, 21C
CCRS: R1, W1, SL1 / TEKS - Student Expectations
13D, 15A, 18B, 5A, 19B, 21C CCRS: R1, W1, SL1 / TEKS - Student Expectations
13D, 15A, 18B, 5A, 19B, 21C
CCRS: R1, W1, SL1 / TEKS - Student Expectations
13D, 15A, 18B, 5A, 19B, 21C
CCRS: R1, W1, SL1
Language Objective
Students will… / Language Objective
Anticipate themes and ideas relating to various beliefs; connect personal attitudes that contribute to one’s perception of the American Dream / Language Objective
Anticipate themes and ideas relating to various beliefs; connect personal attitudes that contribute to one’s perception of the American Dream / Language Objective
Anticipate themes and ideas relating to various beliefs; connect personal attitudes that contribute to one’s perception of the American Dream / Language Objective
Anticipate themes and ideas relating to various beliefs; connect personal attitudes that contribute to one’s perception of the American Dream
Word Study / Word Study
(Texas WriteSource SkillsBook)Pretest: Punctuation pg 3-4 / Word Study
(Texas WriteSource SkillsBook)End Punctuation 5-6 / Word Study
(Texas WriteSource SkillsBook)Commas between Independent Clauses 7-8 / Word Study
(Texas WriteSource SkillsBook)Commas after introductory phrases an clauses 9-10
Academic Task 1:
We will…read and become acquainted with class rules and procedures.
Academic Task 2:
We will use an ice-breaker activity in order to build confidence speaking in front of their peers.
Closing (Ticket Out)
I will recite the names of my classmates in order. / Academic Task 1:
We will Watch a video on Cornell notes and practice the process
Academic Task 2:
We will take a Group or individual quiz on Cornell notes
Closing (Ticket Out)
Video “Can’t Study This” / Academic Task 1:
We will use mark the text strategy as we read Springboard’s Historical Pathway to the American Dream: The Trial of Martha Carrier with Cornell notes
Academic Task 2: Activity 1.5: Researching Early American cultures
Closing (Ticket Out)
I will identify two main ideas/claims in / Academic Task 1:
We will re-read Springboard’s Historical Pathway to the American Dream: The Trial of Martha Carrier with Cornell notes
Academic Task 2:
I will share with my shoulder partner my ideas.
Closing (Ticket Out)
I will complete a 3-2-1 quiz. / Academic Task 1:
We will analyze Springboard’s Historical Pathway to the American Dream: The Trial of Martha Carrier with Cornell notes
Academic Task 2: Activity 1.5: Researching Early American cultures
Closing (Ticket Out)
Group Presentations on research results
Writing Component / Writing Component
Cornell Notes, Summaries
Information Gathering
WriteSource SkillsBook / Writing Component
Cornell Notes, Summaries
Information Gathering,
WriteSource SkillsBook / Writing Component
Cornell Notes, Summaries, Information Gathering, WriteSource SkillsBook / Writing Component
Cornell Notes, Summaries
Information Gathering,
WriteSource SkillsBook
Teacher Notes / Teacher Notes / Teacher Notes If students finish marking up the text we will move on to Thursday’s assignment. / Teacher Notes If students complete their assignment we will move on to Friday’s assignment. / Teacher Notes If students do not complete their first draft, we will continue to lesson on Monday (it is very probable).
Resources
Technology
Other / Resources:
WriteSource Text book
WriteSource Skills book
Technology:Videos – AVID “Cornell Notes for Students”, “Can’t Study This” located on the shared drive
Other: Cornell Notes template
Springboard pgs. 13-20 / Resources: Holt McDougal lit book pgs 122-137; 23-31, 311
WriteSource Text book
WriteSource Skills book
Technology:Whiteboard
Other: Cornell Notes template Springboard pgs. 13-20 / Resources: Holt McDougal lit book pgs 122-137; 23-31, 311
WriteSource Text book
WriteSource Skills book
Technology: Whiteboard
Other: Cornell Notes template Springboard pgs. 13-20 / Resources: Holt McDougal lit book pgs 122-137; 23-31, 311
WriteSource Text book
WriteSource Skills book
Technology: Whiteboard
Other: Cornell Notes template Springboard pgs. 13-20
Demonstration of Rigor: based on content and needs rigor will include but will not limited to: analogical/metaphorical teaching, boxing, gallery walk, conversation circle, cooperative learning, differentiated by multiple intelligences, flexible grouping, graphic organizer, integrated curriculum, jigsaw Activity, journals/logs, KWL, mind mapping, pair-share, Peer tutoring, projects, questioning approaches, role playing, re-teach stations, rubrics, structured note taking, teams, groups
Modifications - SPED: Use of but not limited to extended time for completion of assignments or tests, additional time for reading assignments, instructions/directions given in different channels (written, spoken, demonstration), assistance with organization and planning of Classwork and/or homework, mnemonic aids/devices, supplemental aids (vocabulary, multiplication cards, etc.), review/testing matched to student pace, and tutoring assistance (peer, pal, teacher, etc.).
Modifications – ELL: Use of but not limited too the use of strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.
Modifications – GT: Content, as well as learning experiences, will be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. Activities are organized to include more elaborate, complex, and in-depth study of major ideas, problems, and themes that integrate knowledge within and across systems of thought. Strategies will include but not limited to, tiered sense-making activities and tiered product through use of menus with unanswerable, provocative, divergent, irreverent questioning imbedded into product process; magnet summaries for in-depth study of key terminology; small group seminar, Socratic seminar, and analytical and evaluation graphic organizers.
Socorro High School
Lesson Plans
Monday 07/29 / Tuesday 07/30 / Wednesday 07/31 / Thursday 08/01 / Friday 08/02OBJECTIVE: Today, WE will become acquainted with the classroom procedures.
Content Objective/ Essential Question(s):
What should I expect from my English II class? / OBJECTIVE: Today, WE will use our prior knowledge to define writing terminology.
Content Objective/ Essential Question(s):
How well can I define writing terms? / OBJECTIVE: Today, WE will read Sandra Cisnero’s “My Name” to identify and analyze the author’s purpose.
Content Objective/ Essential Question(s):
What is the meaning behind my name? How does my name define me? / OBJECTIVE: Today, WE will read Sandra Cisneros’s “My Name” to identify and analyze the author’s purpose.
Content Objective/ Essential Question(s):
What is the meaning behind my name? How does my name define me? / OBJECTIVE: Today, WE will compose a well written paragraph.
Content Objective/ Essential Question(s):
How does my name define who I am?
TEKS - Student Expectations
E2.25, E2.26 / TEKS - Student Expectations
E2.1E, E2.26 / TEKS - Student
E2.1E, E2.8, E13.B, / TEKS - Student Expectations
E2.1E, E2.8, E13.B, / TEKS - Student Expectations
E2.13AB, E2.17C, E2.18AB, E2.19
Language Objective
Students will listen attentively, speak using correct language, and work productively individually and in teams. / Language Objective
Students will listen attentively, speak using correct language, and work productively individually and in teams. / Language Objective
Students will listen attentively, speak using correct language, and work productively individually and in teams. / Language Objective
Students will listen attentively, speak using correct language, and work productively individually and in teams. / Language Objective
Students will listen attentively, speak using correct language, and work productively individually and in teams.
Word Study (Bellringer that is explicit, tied to an SE and can be spiraled and quickly assessed)
Students will use the Grammar Skills Book to develop their vocabulary and grammar skills. / Word Study
Students will use the Grammar Skills Book to develop their vocabulary and grammar skills. / Word Study
Students will use the Grammar Skills Book to develop their vocabulary and grammar skills. / Word Study
Students will use the Grammar Skills Book to develop their vocabulary and grammar skills. / Word Study
Students will use the Grammar Skills Book to develop their vocabulary and grammar skills.
Academic Task 1:
We will…read and become acquainted with class rules and procedures.
Academic Task 2:
We will use an ice-breaker activity in order to build confidence speaking in front of their peers.
Closing (Ticket Out)
I will recite the names of my classmates in order. / Academic Task 1:
We will work individually for the first five minutes defining at least five writing terms. Then we will use pair-share strategy to define an additional five writing terms.
Academic Task 2:
We will review as a class the writing terms and make any corrections.
Closing (Ticket Out)
I will complete a 3-2-1 quiz. / Academic Task 1:
We will use mark the text strategy as we read “My Name.”
Academic Task 2:
Closing (Ticket Out)
I will identify two main ideas/claims in “My Name.” / Academic Task 1:
We will re-read “My Name” and complete Author Says/ Author Does strategy to analyze Cisneros’s purpose.
Academic Task 2:
I will share with my shoulder partner my ideas.
Closing (Ticket Out)
I will complete a 3-2-1 quiz. / Academic Task 1:
We will analyze the prompt and use a circle map to brainstorm for ideas.
Academic Task 2:
We will then use a tree map to outline our response.
Closing (Ticket Out)
I will turn in a first draft that contains a topic sentence, two to three supporting sentences, and a concluding sentence.
Writing Component
Students will use the writing process from brainstorm, outlining, drafting, revising, editing, to compose an informational text. / Writing Component
Students will use the writing process from brainstorm, outlining, drafting, revising, editing, to compose an informational text. / Writing Component
Students will use the writing process from brainstorm, outlining, drafting, revising, editing, to compose an informational text. / Writing Component
Students will use the writing process from brainstorm, outlining, drafting, revising, editing, to compose an informational text. / Writing Component
Students will use the writing process from brainstorm, outlining, drafting, revising, editing, to compose an informational text.
Teacher Notes / Teacher Notes / Teacher Notes
If students finish marking up the text we will move on to Thursday’s assignment. / Teacher Notes
If students complete their assignment we will move on to Friday’s assignment. / Teacher Notes
If students do not complete their first draft, we will continue to lesson on Monday (it is very probable).
Resources: Text Newsletter
Technology IWB
Other C-Scope, Teachable Moments, AVID Strategies / Resources; Scavenger Hunt
Technology IWB
Other C-Scope, Teachable Moments, AVID Strategies / Resources: “My Name”
Technology IWB
Other C-Scope, Teachable Moments, AVID Strategies / Resources: “My Name”
Technology IWB
Other C-Scope, Teachable Moments, AVID Strategies / Resources: “My Name” Thinking Maps graphic organizers.
Technology IWB
Other C-Scope, Teachable Moments, AVID Strategies
Demonstration of Rigor: based on content and needs rigor will include but will not limited to: analogical/metaphorical teaching, boxing, gallery walk, conversation circle, cooperative learning, differentiated by multiple intelligences, flexible grouping, graphic organizer, integrated curriculum, jigsaw Activity, journals/logs, KWL, mind mapping, pair-share, Peer tutoring, projects, questioning approaches, role playing, re-teach stations, rubrics, structured note taking, teams, groups
Modifications - SPED: Use of but not limited to extended time for completion of assignments or tests, additional time for reading assignments, instructions/directions given in different channels (written, spoken, demonstration), assistance with organization and planning of Classwork and/or homework, mnemonic aids/devices, supplemental aids (vocabulary, multiplication cards, etc.), review/testing matched to student pace, and tutoring assistance (peer, pal, teacher, etc.).
Modifications – ELL: Use of but not limited too the use of strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.
Modifications – GT: Content, as well as learning experiences, will be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. Activities are organized to include more elaborate, complex, and in-depth study of major ideas, problems, and themes that integrate knowledge within and across systems of thought. Strategies will include but not limited to, tiered sense-making activities and tiered product through use of menus with unanswerable, provocative, divergent, irreverent questioning imbedded into product process; magnet summaries for in-depth study of key terminology; small group seminar, Socratic seminar, and analytical and evaluation graphic organizers.