lesson plans
LESSON PLANS Kassi VanArsdale 9th English Periods 1 and 2
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Measurable Objective
Benchmark Indicator
Assessment of Student Learning
Mon. Feb. 12
Bell Work-No Red Ink (introduce with PPT-ID independent and dependent clauses)
Determine a central idea of a text, provide a summary of the text Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance the point of view Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
RI 2,6 L1
Author’s perspective chart Comprehension questions
Determine a central idea of a text, provide a summary of the text Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance the point of view Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
RI 2,6 L1
Nonfiction article Author’s perspective chart Comprehension questions Test
Determine a central idea of a text, provide a summary of the text Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance the point of view Demonstrate command of the conventions of standard English grammar and usage when writing or speaking By the end of grade 9, read and comprehend literature
RI 2,6 L1
Author’s purpose pyramid test
RL 10
Participation in discussion Quiz
Tues. Feb. 13
Wed. Feb. 14
Thurs. Feb. 15
Author’s Perspective read and analyze a nonfiction passage titled “Why We Like to be Scared” for the author’s craft (lesson on PowerPoint) BOOK REPORT DUE TOMORROW Bell Work-No Red Ink (finding dependent clauses) Author’s Perspective Read nonfiction article titled “Hero on the Ball Field” Model and annotate text whole group Complete author’s perspective chart/use chart to answer following questions (Google Doc) What is the central idea? The author’s purpose is _. I this because_. This story fits into the _ theme because_. Bell Work-No Red Ink (finding independent clauses) The Future in my Arms Read the story and complete author’s purpose pyramidmodel completion of pyramid on overhead The Future in my Arms-vocabulary and comprehension test Bell Work-No Red Ink (independent/dependent clauses checkpoint) Library-collect books to return to library Period 1 The expository essay-giving your opinion (see handout) Teacher will choose a prompt, students will follow PEEL method to write paragraph Paragraph swap and color coding Of Mice and Men-Period 2 Historical Context and Background PPT Section 1 (pages 1-16) o Read and discuss o Level reading with journals
Fri. Feb. 16
No School
LESSON PLANS Kassi VanArsdale 10th English Periods 3 and 4
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Measurable Objective-for the week
Benchmark Indicator
Assessment of Student Learning
Mon. Feb. 12
Bell Work-No Red Ink (introduce with PPT-ID independent and dependent clauses) Letter to the Editor-argument essay Rough draft
RI 1, 4, 5, 8
Rough draft of essay
Tues. Feb. 13
Bell Work-No Red Ink (finding dependent clauses)
Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words as they are used in a text. Analyze in detail how an author’s claims are developed by a particular paragraph. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words as they are used in a text. Analyze in detail how an author’s claims are developed by a particular paragraph. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient
RI 1, 4, 5, 8
Rough draft of essay
Determine the meaning of words as they are used in a text. Analyze how an author’s claims are developed and refined by a particular paragraph. Analyze how an author uses rhetoric to advance point of view or purpose in a text. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. Use parallel structure. Apply knowledge of language to make effective choices for meaning or style. Acquire and use accurately domain-specific words and phrases. Determine the meaning of words as they are used in a text. Analyze how an author’s claims are developed and refined by a particular paragraph. Analyze how an author uses rhetoric to advance point of view or purpose in a text. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. Use parallel structure. Apply knowledge of language to make effective choices for meaning or style. Acquire and use accurately domain-specific words and phrases.
RI 4,5,6,8 L1a, 3,6
Comprehension questions
RI 4,5,6,8 L1a, 3,6
Rhetorical devices Deductive reasoning
Wed. Feb. 14
Thurs. Feb. 15
Library-collect books to return to the library Letter to the Editor-argument essay Edit/revise/final due 7:40 tomorrow Bell Work-No Red Ink (finding independent clauses) On Nuclear Disarmament Read pages 654-659 Comprehension questions-work with table group to discuss and answer questions about the speech (#1-10 on page 660) Bell Work-No Red Ink (independent/dependent clauses checkpoint) On Nuclear Disarmament Comprehension quiz Argumentative Essay State Your Position-Intro activity (PPT) Discuss Crafting an Argument-handout Argumentative Essay Topic Choices o Show students a choice of topics and have them choose one o Discuss requirements for essay Writing Vocabulary for Argument and Persuasion (PPT/take notes)
Fri. Feb. 16
No School
LESSON PLANS Kassi VanArsdale Strategic Reading Period 5
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Measurable Objective
Benchmark Indicator
Assessment of Student Learning
Mon. Feb. 12
Paper Towns
RL 2,3,5,10 W2,2d
Guided reading Comprehension questions
Tues. Feb. 13
Children’s Book
Determine theme or central idea Analyze complex characters Analyze author’s choices Read and comprehend literature Write informative/explanatory text Use precise language and vocabulary Write narratives Produce clear and coherent writing
W 3, 4
Written and illustrated book
Wed. Feb. 14
Children’s Book
Write narratives Produce clear and coherent writing
W 3, 4
Written and illustrated book
Thurs. Feb. 15
Children’s Book
Write narratives Produce clear and coherent writing
W 3, 4
Written and illustrated book
Fri. Feb. 16
Board Game-trade games with different group and play
Students will write an illustrate a children’s book Book must contain a theme/message for young readers Students will write an illustrate a children’s book Book must contain a theme/message for young readers Students will write an illustrate a children’s book Book must contain a theme/message for young readers
No School
LESSON PLANS Kassi VanArsdale 12th English/Comp. Period 7
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Mon. Feb. 12
English Composition How to write topic sentences Danger of a Single Story-discussion board Turn in rough draft of non-researched argumentative essay
Tues. Feb. 13
Macbeth Characterization-The Ladies in Macbeth’s life (complete during act 1 and 2)
Wed. Feb. 14
Macbeth Active reading graphic organizer Read and discuss Act 2
Thurs. Feb. 15
Macbeth Reading check quiz and journal topic CSI Report (due Monday)
Fri. Feb. 16
No School
Measurable Objective
Benchmark Indicator
Assessment of Student Learning
Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific text evidence Analyze how and why individuals, events, or ideas develop over the course of a text Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific text evidence
RL 1,3
Characterization handout
RL 1,10
Participation in discussion Graphic organizer
Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific text evidence Read and comprehend complex literary and informational texts Write informative/explanatory texts Write routinely over extended time frames
RL 1,10 W2,10
Quiz Written response CSI report
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Measurable Objective
Benchmark Indicator
Assessment of Student Learning
Mon. Feb. 12
Bell Work-No Red Ink (introduce with PPT-ID independent and dependent clauses)
Determine a central idea of a text, provide a summary of the text Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance the point of view Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
RI 2,6 L1
Author’s perspective chart Comprehension questions
Determine a central idea of a text, provide a summary of the text Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance the point of view Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
RI 2,6 L1
Nonfiction article Author’s perspective chart Comprehension questions Test
Determine a central idea of a text, provide a summary of the text Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance the point of view Demonstrate command of the conventions of standard English grammar and usage when writing or speaking By the end of grade 9, read and comprehend literature
RI 2,6 L1
Author’s purpose pyramid test
RL 10
Participation in discussion Quiz
Tues. Feb. 13
Wed. Feb. 14
Thurs. Feb. 15
Author’s Perspective read and analyze a nonfiction passage titled “Why We Like to be Scared” for the author’s craft (lesson on PowerPoint) BOOK REPORT DUE TOMORROW Bell Work-No Red Ink (finding dependent clauses) Author’s Perspective Read nonfiction article titled “Hero on the Ball Field” Model and annotate text whole group Complete author’s perspective chart/use chart to answer following questions (Google Doc) What is the central idea? The author’s purpose is _. I this because_. This story fits into the _ theme because_. Bell Work-No Red Ink (finding independent clauses) The Future in my Arms Read the story and complete author’s purpose pyramidmodel completion of pyramid on overhead The Future in my Arms-vocabulary and comprehension test Bell Work-No Red Ink (independent/dependent clauses checkpoint) Library-collect books to return to library Period 1 The expository essay-giving your opinion (see handout) Teacher will choose a prompt, students will follow PEEL method to write paragraph Paragraph swap and color coding Of Mice and Men-Period 2 Historical Context and Background PPT Section 1 (pages 1-16) o Read and discuss o Level reading with journals
Fri. Feb. 16
No School
LESSON PLANS Kassi VanArsdale 10th English Periods 3 and 4
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Measurable Objective-for the week
Benchmark Indicator
Assessment of Student Learning
Mon. Feb. 12
Bell Work-No Red Ink (introduce with PPT-ID independent and dependent clauses) Letter to the Editor-argument essay Rough draft
RI 1, 4, 5, 8
Rough draft of essay
Tues. Feb. 13
Bell Work-No Red Ink (finding dependent clauses)
Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words as they are used in a text. Analyze in detail how an author’s claims are developed by a particular paragraph. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words as they are used in a text. Analyze in detail how an author’s claims are developed by a particular paragraph. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient
RI 1, 4, 5, 8
Rough draft of essay
Determine the meaning of words as they are used in a text. Analyze how an author’s claims are developed and refined by a particular paragraph. Analyze how an author uses rhetoric to advance point of view or purpose in a text. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. Use parallel structure. Apply knowledge of language to make effective choices for meaning or style. Acquire and use accurately domain-specific words and phrases. Determine the meaning of words as they are used in a text. Analyze how an author’s claims are developed and refined by a particular paragraph. Analyze how an author uses rhetoric to advance point of view or purpose in a text. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. Use parallel structure. Apply knowledge of language to make effective choices for meaning or style. Acquire and use accurately domain-specific words and phrases.
RI 4,5,6,8 L1a, 3,6
Comprehension questions
RI 4,5,6,8 L1a, 3,6
Rhetorical devices Deductive reasoning
Wed. Feb. 14
Thurs. Feb. 15
Library-collect books to return to the library Letter to the Editor-argument essay Edit/revise/final due 7:40 tomorrow Bell Work-No Red Ink (finding independent clauses) On Nuclear Disarmament Read pages 654-659 Comprehension questions-work with table group to discuss and answer questions about the speech (#1-10 on page 660) Bell Work-No Red Ink (independent/dependent clauses checkpoint) On Nuclear Disarmament Comprehension quiz Argumentative Essay State Your Position-Intro activity (PPT) Discuss Crafting an Argument-handout Argumentative Essay Topic Choices o Show students a choice of topics and have them choose one o Discuss requirements for essay Writing Vocabulary for Argument and Persuasion (PPT/take notes)
Fri. Feb. 16
No School
LESSON PLANS Kassi VanArsdale Strategic Reading Period 5
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Measurable Objective
Benchmark Indicator
Assessment of Student Learning
Mon. Feb. 12
Paper Towns
RL 2,3,5,10 W2,2d
Guided reading Comprehension questions
Tues. Feb. 13
Children’s Book
Determine theme or central idea Analyze complex characters Analyze author’s choices Read and comprehend literature Write informative/explanatory text Use precise language and vocabulary Write narratives Produce clear and coherent writing
W 3, 4
Written and illustrated book
Wed. Feb. 14
Children’s Book
Write narratives Produce clear and coherent writing
W 3, 4
Written and illustrated book
Thurs. Feb. 15
Children’s Book
Write narratives Produce clear and coherent writing
W 3, 4
Written and illustrated book
Fri. Feb. 16
Board Game-trade games with different group and play
Students will write an illustrate a children’s book Book must contain a theme/message for young readers Students will write an illustrate a children’s book Book must contain a theme/message for young readers Students will write an illustrate a children’s book Book must contain a theme/message for young readers
No School
LESSON PLANS Kassi VanArsdale 12th English/Comp. Period 7
February 12-16 3rd Quarter – Week 7
Date
Lesson/Procedure
Mon. Feb. 12
English Composition How to write topic sentences Danger of a Single Story-discussion board Turn in rough draft of non-researched argumentative essay
Tues. Feb. 13
Macbeth Characterization-The Ladies in Macbeth’s life (complete during act 1 and 2)
Wed. Feb. 14
Macbeth Active reading graphic organizer Read and discuss Act 2
Thurs. Feb. 15
Macbeth Reading check quiz and journal topic CSI Report (due Monday)
Fri. Feb. 16
No School
Measurable Objective
Benchmark Indicator
Assessment of Student Learning
Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific text evidence Analyze how and why individuals, events, or ideas develop over the course of a text Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific text evidence
RL 1,3
Characterization handout
RL 1,10
Participation in discussion Graphic organizer
Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific text evidence Read and comprehend complex literary and informational texts Write informative/explanatory texts Write routinely over extended time frames
RL 1,10 W2,10
Quiz Written response CSI report
