English 2A Honors Lesson Plans (Week of September 12th)
GLET(s)
Content Objective
Summary of
Content
Addressed
Key Vocabulary
Monday the 12th
Identify historical/cultural
context from information
presented in a text (4.a)
Tuesday the 13th
Uses higher-level questioning
skills as an approach to
understanding texts (4.b)
Wednesday the 14st
Evaluate the language, content,
structure, meaning and
significance of both familiar
and previously unseen oral,
written and visual texts (6.c)
Thursday the 15th
Organize ideas and arguments
in a sustained, coherent and
logical manner (2.b)
Friday the 16th
Standard 3- DGP (Half Day)
I will identify the historical and
cultural context from
information presented in
Animal Farm by creating a
SCR comparing and
contrasting Animal Farm to
the Russian Revolution
Compare/Contrast SCR
I will use higher-level thinking
questions as an approach to
understand by responding to
higher-level thinking questions
on an Animal Farm test
I will evaluate the language,
content, structure, meaning
and significance of chapter 7 in
Animal Farm by constructing
responses for each section of
my W & M Literature Web
I will organize ideas and
arguments in a sustained,
coherent and logical manner by
writing a rough draft of a
persuasive essay
I will identify parts of speech,
correctly punctuate a sentence,
identify phrase and clauses and
sentence parts on a DGP quiz
Chapters 3-6 Test

Literature Web
Leadership Persuasive Essay
DGP Quiz





Structure
Images
Symbols
Ideas
DGP-Diagramming
Persuasive

Teacher will provide
students with questions to
ask for each section on
the Literature Web and
perform a think aloud
about how to complete
parts of the web (review
from first web)
Students will copy
information
Students will complete
one section of the web
Teacher will monitor

Students will
independently, or in pairs,
Compare
Contrast
Revolution
Warm-Up/Journal

DGP-Clauses

N/A
“I Do”

Teacher will review
compare/contrast writing
structure
Students will write notes

Teacher will review norms
for test taking


“We Do”
“You Do”


Students will read article
about the Russian
Revolution using the A-B
reading strategy (partner A
reads, partner B fills in tchart for
compare/contrast- switch)
Students will
independently write a SCR

N/A



Students will
independently answer the

Review of leadership
characteristics
Teacher will model how
to dissect the following
prompt: Write an essay
arguing whether or not
Napoleon is a good leader.
Students will write down
prompt and teacher’s
notes for how to address
the prompt
N/A

Teacher will review
expectations for the DGP
quiz

N/A

N/A

Students will
independently draft a

Students will answer
questions on the test


comparing and contrasting
the Russian Revolution to
Animal Farm- at least 3
examples need to be cited
questions on the test

Assessment

SCR

Chapter 3-6 Test

Resources

Russian Revolution article

Chapter 3-6 Test

complete a literature web
for chapter 7 in Animal
Farm
Teacher will work with
small group
Literature Web
rough draft of their
persuasive essay based on
the provided prompt



Literature Web (page 133
W&M Utopia)
Literature Web questions
Persuasive Essay Rough
Drafts
Prompt

DGP Test 1

DGP Test 1
Differentiation
(Accelerated
and/or struggling
learners)

Small group for struggling
writers

N/A

Small group

N/A

N/A
Closure

Share SCRs

Review answers for test (if
time)

Literature web- exit ticket

Assign reading homework;
provide deadline for
rough draft

Review answers to test (if
time)