English 2B Honors- Weekly Lesson Plans (February 14)
Monday the
1.d Apply aspect of Paul’s
reasoning model through
specific examples
Tuesday the
6.b Apply knowledge of
19th century literary
movements in text analysis
Wednesday the
2.a Develop skills of
argumentation (thesis
statement) formulation by
providing evidence and data
Thursday the
4.b Uses higher-level
questioning skills as an
approach to understanding
texts
Friday the
4.b Uses higher-level
questioning skills as an
approach to understanding
texts
Content Objective
I will apply aspects of Paul’s
Reasoning Model through
specific textual examples by
explaining and providing
examples for each of the
eight elements of reasoning
I will apply knowledge of
19th century literary
movements by writing a
paragraph justifying textual
selections that demonstrate
attributes of realism
I will develop skills of
argumentation by providing
evidence and data by
writing a short essay and
finding 2 quotes to support
my thesis
I will use higher-level
thinking questions as an
approach to understand by
writing 10 higher-level
thinking questions in
preparation for a Socratic
Seminar
Summary of Content
Addressed
Key Vocabulary
Warm-Up/Journal
Paul’s Reasoning Model
Realism
Morality
Questioning
I will use higher-level
thinking questions as an
approach to understand by
discussing higher-level
thinking questions and
writing a self-evaluation and
summary of the questions
discussed
Socratic Seminar
DGP: Parts of Speech

DGP: Clauses and Sentence
Type
 Teacher will explain
the importance of
being able to respond
to a prompt using text
without guidance in
prepapration fro CSAP
prompts
 Explicit feedback and
rewrite opportunities
will be provided for
this assignment in
order to help prepare
students for CSAP
 N/A
DGP: Punctuation and
Capitalization
 Teacher will model
how to write higherlevel thinking questions
for students and review
the overall theme of
the semester
DGP: Quiz
“I Do”
DGP: Sentence Parts and
Phrases
 Teacher will review
Power Point about
realism


GLET(s)
“We Do”

Teacher will explain
each section of Paul’s
Reasoning Model
Students will work
together to provide
examples of the first
four section on Paul’s
Reasoning Model

Students will answer
interactive lecture
questions and work
together to provide
first 2-3 examples from
Huck Finn
Students will review
what they have read
and begin thinking
about the themes,
characters, genre,
author’s purpose, etc…



Teacher reviews norms
and expectations of a
Socratic Seminar.
Teacher reviews the
rubric before the
seminar begins.
Teacher will assess
students during the
Socratic Seminar.
Students write notes
during the Socratic
Seminar.
Students participate in
the Socratic Seminar
using their higher-level
“You Do”

Students will
independently
complete Paul’s
Reasoning Model
Teacher will provide
small group for
struggling readers



Paul’s Reasoning
Model
Paul’s Reasoning
Model
Huck Finn
Differentiation (Accelerated
and/or struggling learners)

Closure


Assessment

Resources

Students will
independently find
remaining examples
and finish graphic
organizer
Teacher will provide
small group instruction
for struggling students




Realism Graphic
Organizer
Huck Finn Realism
Realism Notes
Realism Power Point
Small group

Share completed model


thinking questions and
responding to
questions of their
peers.
Students practice
proper conversational
skills in their small
group setting.
Students write a selfreflection.

Students will write 10
higher-level thinking
questions


Students will
independently
construct an extended
constructed response
by responding to the
following prompt and
providing at least three
pieces of textual
evidence:
Write an essay
demonstrating that Jim
is morally superior to
white men in the
novel.
ECR

Questions

Rubric

Huck Finn

Higher-level question
guide

Socratic Seminar
Rubric
Small group

Revision

Small group
Share examples

CSAP tips