Richland High School Lesson Plan Template S/Y 2014-2015

Teacher(s): Awad / Subject/Grade Level: English II
Unit Title: Review / Date(s) of Implementation: 3/18 – 5/22
Common Core/Mississippi Framework Objectives (List all that apply)
CCR – W.9-10.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant supporting evidence
W.9-10.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
W.9-10.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
RL.9-10.1/RI9-10.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL9-10.2/RI9-10.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL9-10.3/RI9-10.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL9-10.4/RI9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RL9-10.6/RI9-10.6 – Assess how point of view or purpose shapes the content and style of a text.
L9-10.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L9-10.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Standard – W.9-10.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
W.9-10.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
W.9-10.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
W.9-10.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
W.9-10.5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
RL9-10.1/RI9-10.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL9-10.2/RI9-10.2 – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL9-10.3/RI9-10.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL9-10.4/RI9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
RL9-10.6/RI9-10.6 – Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
L9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
At the end of this Unit, students will know:
· What narrative, informative, and persuasive texts look like
· How to identify claims and counterclaims
· How to best organize a piece of writing based on its purpose
· How to use text structures and text features to organize a text
· What a formal and objective tone looks like in writing
· How to determine the credibility of a source
· What textual evidence is
· What an inference is and how to use textual evidence to reach a logical conclusion
· How to read closely to find explicit and inferential answers in a text
· How to write an objective summary
· How to explain how the elements of a story affect or interact with one another
· How to classify point of view
· How to analyze how an author develops the points of view of characters and narrators
· Why authors choose different points of view
· The significance of various literary devices, including figurative language and imagery
· How an author`s choice of language impacts mood and theme
· When to capitalize words
· How to use different types of phrases correctly
· Where to place clauses and phrases within sentences
· How to maintain the proper verb tense within sentences / I Can Statements…..
I can analyze substantive (influential) topics or texts to determine an argument that causes or has caused a debate in society.
I can choose a side of the argument and identify claims and counterclaims.
I can support claims and counterclaims with textual evidence.
I can define common organizational/text features and determine the structures that will allow me to organize complex ideas best.
I can present my information maintaining an objective tone and formal style that includes an introduction, supporting details, varied transitions, and a concluding statement.
I can use narrative techniques to develop experiences and events.
I can identify the writing style (argumentative, informative, narrative) that best fits my task, purpose, and audience.
I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style.
I can define textual evidence.
I can define inference and explain how a reader uses textual evidence to reach a logical conclusion.
I can read closely and find answers explicitly in a text and answers that require inference.
I can analyze an author’s words and determine multiple pieces of textual evidence needed to support questions.
I can define summary and compose an objective summary stating the key points without adding my own opinions or feelings.
I can identify the elements of a story or drama and explain how they interact and affect one another.
I can classify point of view.
I can analyze how an author develops the points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words.
I can identify various literary devices.
I can explain how an author’s choice of language impacts mood or theme.
I can determine when to capitalize words.
I can use appropriate phrases and clauses correctly.
I can correctly use different verb tenses.
Integrating the Curriculum: How do you incorporate other subjects in this unit?
Non-fiction texts will be used some days as a part of daily reading practice (DRP) bellringers to incorporate history and science. Students use USA Testprep daily, which does incorporate non-fiction texts on subjects related to history and science. Class discussions may include current events news stories; students may be expected to write their own texts based on non-fiction texts that incorporate history and science-based topics.
How will the lessons be connected to “real world” experiences?
Non-fiction videos and texts will be used to incorporate real-life events and to engage students with current events. Class discussions will allow students to share their own experiences.
Differentiation: How will the lesson be differentiated to meet the learning needs of ALL students? List those students with IEP’s, 504 rulings, and those in TIER 2 and 3, along with their accommodations/interventions:
Read test items and test directions out loud to individual student or group - repeating and/or paraphrasing only directions when needed.
Cue student to stay on task
Seat near point of instruction
Talk to student away from peers
Initiate interaction with student

Day 1 Date: ______4/20______

Instructional Strategies
☐ Identifying Similarities & differences
☐ Summarizing & Note Taking
☐ Effort & Providing recognition
☐ Nonlinguistic
☐ Cooperative Learning
☐ Setting Objectives & Providing Feedback
☐ Generating & Testing Hypotheses
☐ Cues, Questions, and Graphic Organizers
☐ Journals
☐ Response Logs
☐ Writing Process
☐ Read Aloud/ Locate specific information in a passage
☐ Make generalizations & draw conclusions from a passage
☐ ______/ Prework/Bellringer:
Bellringer – multiple choice / ASSESSMENT
How will students be assessed? List any formative and summative assessments that will be used:
USA Testprep and Edgenuity provide daily formative assessments.
How will the students remain engaged?
The teacher will encourage the students to stay on task with one-on-one feedback and small-group discussions. The teacher will provide personalized instruction thorough the use of USA Testprep. The teacher will incorporate real-life, relevant examples in class discussions.
How will the lesson connect to the next day’s lesson?
Since it is the last 9 weeks, we are now working on reviewing. We are starting by working on some common grammar errors that (based on a diagnostic test) students are struggling with. Today we are reviewing dangling and misplaced modifiers. We will continue going over this and other related objectives in the next class. All lessons cover competencies found on the English II SATP.
What will this lesson look like? Describe the teacher procedures and student procedures, including activities
Bellringer – multiple choice – Students will answer a question from the SATP Student Review Guide for English II or USA Testprep.
Dangling and misplaced modifiers – The teacher will review dangling and misplaced modifiers using a PowerPoint.
Chompchomp.com - Students will complete an interactive exercise on the smartboard that requires them to identify sentences that contain misplaced and dangling modifiers.
USA Testprep/Edgenuity – Students will work individually through assignments on either USA Testprep or Edgenuity. Assignments are individualized according to each student’s lowest competency. / SAMR: How will technology be incorporated into this lesson?
Students will use USA Testprep and Edgenuity. We will also use a PowerPoint and an exercise from chompchomp.com on the smartboard.
How does this lesson build off of prior knowledge?
All lessons cover competencies found on the English II SATP and should have been covered in earlier English classes. Today’s lesson connects with previous lessons on grammar as well as all other objectives we’ve covered this year. The grammar objective we cover today was identified as a weakness based on multiple diagnostic tests.
Students show progress through the use of USA Testprep. / Essential Question/Guiding Questions:
What do good writers do?
What’s my purpose and how do I develop it?
Writing clearly: What makes a difference?
What do good readers do?
Am I clear about what I just read? How do I know?
Author’s choice: Why does it matter?
Why do the rules of language matter?
How can using figurative language enhance the writing or reading of a story?
How does connotation change the meaning of the text?

Day 2 Date: ______4/21______

Instructional Strategies
☐ Identifying Similarities & differences
☐ Summarizing & Note Taking
☐ Effort & Providing recognition
☐ Nonlinguistic
☐ Cooperative Learning
☐ Setting Objectives & Providing Feedback
☐ Generating & Testing Hypotheses
☐ Cues, Questions, and Graphic Organizers
☐ Journals
☐ Response Logs
☐ Writing Process
☐ Read Aloud/ Locate specific information in a passage
☐ Make generalizations & draw conclusions from a passage
☐ ______/ Prework/Bellringer:
Bellringer – multiple choice / ASSESSMENT
How will students be assessed? List any formative and summative assessments that will be used:
USA Testprep and Edgenuity provide daily formative assessments.
How will the students remain engaged?
The teacher will encourage the students to stay on task with one-on-one feedback and small-group discussions. The teacher will provide personalized instruction thorough the use of USA Testprep. The teacher will incorporate real-life, relevant examples in class discussions.
How will the lesson connect to the next day’s lesson?
Since it is the last 9 weeks, we are now working on reviewing. Today we are reviewing summarizing and tone. We will go over how connotation relates to tone in the next class. All lessons cover competencies found on the English II SATP.
What will this lesson look like? Describe the teacher procedures and student procedures, including activities
Bellringer – multiple choice – Students will answer a question from the SATP Student Review Guide for English II or USA Testprep.
Passage and worksheet - Students will read a passage and summarize it as per the April literacy focus. They will then answer questions (in multiple-choice, SATP format) about the passage.
Tone – The teacher will lead students through an interactive whiteboard lesson on tone. The students will participate in guided practice.
Group activity – Students will be given different passages in groups. Together they will have to identify the tone of the given passage, and they will have to identify words that helped them recognize the tone.
USA Testprep/Edgenuity – Students will work individually through assignments on either USA Testprep or Edgenuity. Assignments are individualized according to each student’s lowest competency. / SAMR: How will technology be incorporated into this lesson?
Students will use USA Testprep and Edgenuity. We will also use an interactive whiteboard lesson.
How does this lesson build off of prior knowledge?
All lessons cover competencies found on the English II SATP and should have been covered in earlier English classes. Today’s lesson connects with previous lessons we’ve covered this year and builds on skills we’ve been using in this unit.
Students show progress through the use of USA Testprep. / Essential Question/Guiding Questions:
What do good writers do?
What’s my purpose and how do I develop it?
Writing clearly: What makes a difference?
What do good readers do?
Am I clear about what I just read? How do I know?
Author’s choice: Why does it matter?
Why do the rules of language matter?
How can using figurative language enhance the writing or reading of a story?
How does connotation change the meaning of the text?

Day 3 Date: ______4/22______

Day 4 Date: ______4/23______