Weekly Language Arts Lesson Plan
Grade
Level:
9
Subject:
English Language Arts
Prepared By:
Chad Furman
Week of: 1st Quarter Non-Fiction
What students will Know:
How to Preview Unit Text
The student will know how to read
and comprehend a variety of
informational texts in print and
nonprint formats.
What students will Understand:
To understand the concepts of
knowledge and Understanding.
What students will Do:
Writing: Book Jacket Copy, Script,
Journal Entry, Abstract, Proposal,
Extended Response, Business Letter,
and Persuasion: Editorial.
Literary Analysis: Author’s Style,
Expository Essay, Biographical
Writing, Persuasive Essay,
Persuasive Speech, and Humorous
Writing.
Students will understand how to find
main Ideas and evaluate persuasion
Informational Texts.
Predominant Language Arts Benchmarks Addressed:
The student will read and comprehend a variety of informational texts in print and nonprint formats.
Compare/contrast theses within and across informational texts.
Compare/contrast information within and across texts to draw conclusions and make inferences.
Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and
unsupported opinions).
Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory
presentations, discussions, and media productions).
Analyze the impact that text elements have on the meaning of a given informational text.
Analyze information from graphic features (for example, charts and graphs) in informational texts.
Analyze propaganda techniques in informational texts.
Read independently for extended periods of time to gain information.
Essential Question:
Is Knowledge the Same as Understanding?
Materials Needed
(Highlight One or
More)
Weekly Language Arts Lesson Plan
Planned Instructional Questions During Lesson:
Creating:
Evaluating:
Analyzing:
Create responses to informational texts through a variety of methods (for example,
drawings, written works, oral and auditory presentations, discussions, and media
productions).
Evaluate the difference between Knowledge and Understanding
Analyze informational texts for author bias (including word choice, the exclusion and
inclusion of particular information, and unsupported opinions).
Analyze the impact that text elements have on the meaning of a given informational text.
Analyze information from graphic features (for example, charts and graphs) in
informational texts.
Analyze propaganda techniques in informational texts.
Applying: Author’s Style, Expository Essay, Biographical Writing, Persuasive Essay, Persuasive
Speech, and Humorous Writing.
Understanding: Students will understand how to find main Ideas and evaluate persuasion
Informational Texts.
Remembering: What does this phrase mean: Is Knowledge the Same as Understanding?

Paper

Pen/Pencil

Computer/Laptop

Highlighters

Manipulatives

Novel/Text/Textbook

Other:
Weekly Language Arts Lesson Plan
Assessments/Surveys:
(Steps to check for student understanding – before and after instruction)
Before: Previewing the Unit
Formative: Responses to informational and persuasion texts through a variety of methods.
Closure:(Summative) Unit Reflection
Instructional Strategies/Activities:
Prentice Hall:
Selections from the textbook: Introduction (422), Before Hip-Hop was Hip-Hop (431), A
Celebration of Grandfathers (444), On Summer (456), A Single Room, Earth View (467), The
News (477), A Lincoln Preface (500), Arthur Ashe Remembered (508), Carry Your Own Skis
(521), Libraries Face Sad Chapter (529),
Holt:

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Maya Angelou – “When I Lay My Burden Down” (pp. 356-361)
Alice Walker – “Choice: A Tribute to Dr. Martin Luther King, Jr.” (pp. 366-370)
Gary Soto – “The Talk” (pp. 375-378)
Harriet Jacobs – “ The Loophole of Retreat” (pp. 426-427)
ELL/ESE Strategies
(Highlight One or
More):
Computer-Assisted Inst.
Multisensory Approach
Peer/Adult Tutoring
Cooperative Learning
Think-Aloud
Visual Aids
Inquiry Approach
Key Words/Vocab.
Storytelling
Music/Videos