Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
TEKS:
Pre-Planning: Unpacking the Standards
(R) - Readiness
Standard
(S) -Supporting
Standard
ELPS (Language
Objective)
Lesson Plan Week of: Unit 4 Week 3 Characteristics
Monday-
Tuesday-
Wednesday-
Thursday-
Friday-
READING: (S) ELA.6.2B Use
context (S) 6.9A Author's Purpose
6.10C Text structures (S) 6.Fig.19D
Inference (S) 6.Fig19E Summarize (S)
6.10B Explain facts (S) 6.12B
Interpret graphs/tables ® 6.2B
Meaning in context (S) ELA.6.9A
Compare and contrast the 6.10A
Summarize Main idea
READING: (S) ELA.6.2B Use
context (S) 6.9A Author's Purpose
6.10C Text structures (S) 6.Fig.19D
Inference (S) 6.Fig19E Summarize (S)
6.10B Explain facts (S) 6.12B
Interpret graphs/tables ® 6.2B
Meaning in context (S) ELA.6.9A
Compare and contrast the 6.10A
Summarize Main idea
READING: (S) ELA.6.2B Use
context (S) 6.9A Author's Purpose
6.10C Text structures (S) 6.Fig.19D
Inference (S) 6.Fig19E Summarize
(S) 6.10B Explain facts (S) 6.12B
Interpret graphs/tables ® 6.2B
Meaning in context (S) ELA.6.9A
Compare and contrast the 6.10A
Summarize Main idea
READING: (S) ELA.6.2B Use
context (S) 6.9A Author's Purpose
6.10C Text structures (S)
6.Fig.19D Inference (S) 6.Fig19E
Summarize (S) 6.10B Explain
facts (S) 6.12B Interpret
graphs/tables ® 6.2B Meaning in
context (S) ELA.6.9A Compare
and contrast the 6.10A Summarize
Main idea
WRITING: ®6.17A Create multi
paragraph essay ® ELA.6.14B
Develop drafts ®ELA.6.17A.iii
Create multi-paragraph essays to
convey information about a topic that
include specific facts, details
WRITING: ®6.17A Create multi
paragraph essay ® ELA.6.14B
Develop drafts ®ELA.6.17A.iii
Create multi-paragraph essays to
convey information about a topic that
include specific facts, details
WRITING: ®6.17A Create multi
paragraph essay ® ELA.6.14B
Develop drafts ®ELA.6.17A.iii
Create multi-paragraph essays to
convey information about a topic
that include specific facts, details
READING: (S) ELA.6.2B Use
context (S) 6.9A Author's
Purpose 6.10C Text structures
(S) 6.Fig.19D Inference (S)
6.Fig19E Summarize (S) 6.10B
Explain facts (S) 6.12B
Interpret graphs/tables ® 6.2B
Meaning in context (S)
ELA.6.9A Compare and
contrast the 6.10A Summarize
Main idea
ELPS: (1C) use strategic learning
techniques to acquire basic and gradelevel vocabulary;(1E) internalize new
basic and academic language (1H)
develop and expand repertoire of
learning strategies (2C) learn new
language structures, expressions, and
basic and academic vocabulary (2I)
demonstrate listening comprehension
of increasingly complex spoken
English messages, responding to
questions and requests, collaborating
with peers, and taking notes
commensurate with content and
grade-level needs. (3C) speak using a
variety of grammatical structures,
(3E) share information in coop.
learning interactions; (3F) ask and
give information (4G) demonstrate
comprehension of increasingly
complex (4K) demonstrate English
comprehension and expand reading
(5B) write using newly acquired basic
vocabulary 5F) write using a variety
of sentences
ELPS: (1C) use strategic learning
techniques to acquire basic and gradelevel vocabulary;(1E) internalize new
basic and academic language (1H)
develop and expand repertoire of
learning strategies (2C) learn new
language structures, expressions, and
basic and academic vocabulary (2I)
demonstrate listening comprehension
of increasingly complex spoken
English messages, responding to
questions and requests, collaborating
with peers, and taking notes
commensurate with content and
grade-level needs. (3C) speak using a
variety of grammatical structures,
(3E) share information in coop.
learning interactions; (3F) ask and
give information (4G) demonstrate
comprehension of increasingly
complex (4K) demonstrate English
comprehension and expand reading
(5B) write using newly acquired basic
vocabulary 5F) write using a variety
of sentences
ELPS: (1C) use strategic learning
techniques to acquire basic and
grade-level vocabulary;(1E)
internalize new basic and academic
language (1H) develop and expand
repertoire of learning strategies (2C)
learn new language structures,
expressions, and basic and academic
vocabulary (2I) demonstrate
listening comprehension of
increasingly complex spoken
English messages, responding to
questions and requests, collaborating
with peers, and taking notes
commensurate with content and
grade-level needs. (3C) speak using
a variety of grammatical structures,
(3E) share information in coop.
learning interactions; (3F) ask and
give information (4G) demonstrate
comprehension of increasingly
complex (4K) demonstrate English
comprehension and expand reading
(5B) write using newly acquired
basic vocabulary 5F) write using a
WRITING: ®6.17A Create
multi paragraph essay ®
ELA.6.14B Develop drafts
®ELA.6.17A.iii Create multiparagraph essays to convey
information about a topic that
include specific facts, details
ELPS: (1C) use strategic
learning techniques to acquire
basic and grade-level
vocabulary;(1E) internalize new
basic and academic language
(1H) develop and expand
repertoire of learning strategies
(2C) learn new language
structures, expressions, and
basic and academic vocabulary
(2I) demonstrate listening
comprehension of increasingly
complex spoken English
messages, responding to
questions and requests,
collaborating with peers, and
taking notes commensurate with
content and grade-level needs.
(3C) speak using a variety of
grammatical structures, (3E)
share information in coop.
learning interactions; (3F) ask
and give information (4G)
WRITING: ®6.17A Create multi
paragraph essay ® ELA.6.14B
Develop drafts ®ELA.6.17A.iii
Create multi-paragraph essays to
convey information about a topic
that include specific facts, details
ELPS: (1C) use strategic learning
techniques to acquire basic and
grade-level vocabulary;(1E)
internalize new basic and
academic language (1H) develop
and expand repertoire of learning
strategies (2C) learn new
language structures, expressions,
and basic and academic
vocabulary (2I) demonstrate
listening comprehension of
increasingly complex spoken
English messages, responding to
questions and requests,
collaborating with peers, and
taking notes commensurate with
content and grade-level needs.
(3C) speak using a variety of
grammatical structures, (3E) share
information in coop. learning
interactions; (3F) ask and give
information (4G) demonstrate
comprehension of increasingly
complex (4K) demonstrate
English comprehension and
Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
Lesson Plan Week of: Unit 4 Week 3 Characteristics
demonstrate comprehension of
increasingly complex (4K)
demonstrate English
comprehension and expand
reading (5B) write using newly
acquired basic vocabulary 5F)
write using a variety of sentence
expand reading (5B) write using
newly acquired basic vocabulary
5F) write using a variety of
sentences
Listen
Read
Identify
Evaluate
Describe
Speak
Sort
Select
Categorize
Compare
Contrast
Differentiate
Listen
Read
Identify
Evaluate
Describe
Speak
Sort
Select
Categorize
Compare
Contrast
Differentiate
Listen
Read
Identify
Evaluate
Describe
Speak
Sort
Select
Categorize
Compare
Contrast
Differentiate
Listen
Read
Identify
Evaluate
Describe
Speak
Sort
Select
Categorize
Compare
Contrast
Differentiate
Write
Listen
Read
Identify
Evaluate
Describe
Speak
Sort
Select
Categorize
Compare
Contrast
Differentiate
Write Critique
(Academic
and Content)
Story Elements
Main Idea
Supporting Details
Setting
Autobiography
Biography
Character
Adverb
Story Elements
Main Idea
Supporting Details
Setting
Autobiography
Biography
Character
Adverb
Story Elements
Main Idea
Supporting Details
Setting
Autobiography
Biography
Character
Adverb
Story Elements
Main Idea
Supporting Details
Setting
Autobiography
Biography
Character
Adverb
Story Elements
Main Idea
Supporting Details
Setting
Autobiography
Biography
Character
Adverb
Lesson
Topic
Expository Texts (author’s
purpose, main idea,
comprehension)
Expository Texts (author’s
purpose, main idea,
comprehension)
Expository Texts (author’s
purpose, main idea,
comprehension)
Expository Texts
(author’s purpose, main
idea, comprehension)
Expository Texts (author’s
purpose, main idea,
comprehension)
Language Structure
verb + ly = Adverb
serious +ly =seriously
nervous +ly =nervously
Simple present tense
Language Structure
verb + ly = Adverb
serious +ly =seriously
nervous +ly =nervously
Simple present tense
Language Structure
verb + ly = Adverb
serious +ly =seriously
nervous +ly =nervously
Simple present tense
Language Structure
verb + ly = Adverb
serious +ly =seriously
nervous +ly =nervously
Simple present tense
Language Structure
Subject Nouns and Pronouns
Verb Tenses
Simple present tense
Verb(s)
- What verbs
define the
actions students
will need to
take?
Vocabular
y
(Content
Objective)
Engage:
WarmUp/Opening
(min)
Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
Explore:
Review
Introduce characteristic of people
using descriptive vocabulary.
Students go to corners based on
their descriptions
Lesson Plan Week of: Unit 4 Week 3 Characteristics
Write sentences with
characteristics of people using
descriptive vocabulary.
Writing paragraphs using
organization, thesis conclusions,
transitions, topic sentences Write
vocabulary in notebooks.
Characteristics of people
Lead4rward Strategy
Four Corners
Writing paragraphs using
organization, thesis
conclusions, transitions,
topic sentences Write
vocabulary in notebooks.
Characteristics of people
Review vocabulary and genre.
Describe people in the room
Vocabulary on dry erase
boards
Lead4rward Strategy
Student Response Pads
Explain language functions and
grammar patterns found in speech
and text. • Asking for and giving
information
• Talking about habits and
routines
• Asking and answering questions
• Expressing emotions verbally
and nonverbally
• Describing cultural experiences
Explain language functions and
grammar patterns found in speech
and text. • Asking for and giving
information
• Talking about habits and
routines
• Asking and answering questions
• Expressing emotions verbally
and nonverbally
• Describing cultural experiences
Explain language functions and
grammar patterns found in
speech and text. • Asking for and
giving information
• Talking about habits and
routines
• Asking and answering
questions
• Expressing emotions verbally
and nonverbally
• Describing cultural experiences
Write an expository essay.
Explain language functions
and grammar patterns found
in speech and text. • Asking
for and giving information
• Talking about habits and
routines
• Asking and answering
questions
• Expressing emotions
verbally and nonverbally
• Describing cultural
experiences
Read students’ essays.
Trade and Grade Using
Expository Rubric
Explain language functions
and grammar patterns found in
speech and text. • Asking for
and giving information
• Talking about habits and
routines
• Asking and answering
questions
• Expressing emotions
verbally and nonverbally
• Describing cultural
experiences
Elaborate:
Independent
Practice
Listen, Speak, Identify Activities
Listen, Speak, Identify Activities
Reading and Writing Activities
Writing Activities
Reading, Writing, Speaking,
Listening. Activities
A. Introduce Lesson vocabulary
using visuals. List vocabulary
words on the board, smartboard
or overhead and have students
copy them into their running
vocabulary notebook or portable
word wall. Possible sources are for
pictures are the internet, sections
of an illustrated dictionary
like The Oxford Picture Dictionary
(Oxford University Press) or Word
By Word Dictionary
(Prentice Hall Regents). Flash
Cards for “The Wise Woman of
Cordoba” can be found at
http://quizlet.com/8102467/thewise-woman-of-cordoba-flashcards/
113
C. GRAMMER CHANTS- More
Jazz Chants (Oxford American
English) pg.27 (Handout 4-3C) .
Teacher explains that the chant
practices the simple present third
person s form (gets/ sleeps/
wakes/ drinks/ has/ puts/ walks)
and the frequency words always,
never, and rarely. Teacher
models the first line of the chant.
The students repeat in unison for
each line. (See Milestones –
Level A. Heinle, Cengage
Learning, 2011. pp. 50-51; 221;
285 and Workbook. pp. 66; 200.
D. TIME/PAIR/SHARE- Students
meet with partner and talk about
their own habits. Students
discuss what they always do and
E. CLASS DISCUSSIONDiscuss character traits. List
character traits on board or
overhead. Inform students that
this story is from a retold story in
Mexico. If applicable discuss
cultural experiences relating to
Mexico or their home country.
Students will then begin reading,
“The Wise Woman of Cordoba”
found in Voices of Literature,
Heinle and Heinle Publishers.
F. After story is read list the
Characters on the board. Focus
on the main character, listing her
character traits and feelings that
relate to the story. Place
character traits in a Character
WEB.
Drama/Language- Adverb
game. One student is chosen
to leave the room. The group
picks an adverb such as
seriously. Then the student
will reenter the room. He/
she will ask questions
to the others to perform tasks
to demonstrate the action.
For example, the student
would ask a
volunteer to walk in the way
of the adverb, or talk in the
way of the adverb. If the
player can’t
guess the group would raise
their hands to give them
clues.
Lesson Cycle
Explain:
Guided
Practice
Writing Activities
I. Show students interesting
pictures or a large poster.
Pictures should contain a
person or people doing
something and showing a
feeling. Have students write a
narrative on what is
happening and how that
person is feeling. Make sure to
have a large list of feeling
words posted
for students to reference.
Students read each other’s essays
and provide a response based on
the rubric
Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
Lead4rward Strategy
Choral Reading/Echo
Lesson Plan Week of: Unit 4 Week 3 Characteristics
what they never do. Then with the
whole group discuss what
kinds of habits did they think of.
Write their ideas on the overhead
or board.
Lead4rward Strategy
Think Pair Share
(See attached Character Web)
Discuss the qualities that made
the main character important and
what caused her trouble. Then
discuss what traits are important
to them. What character traits
do they look for when they are
considering someone a friend.
Have students reread the story
with a partner. Then have
students complete the
comprehension questions at the
end of the
story.
Lead4rward Strategy
Stop Talk Questions
Lead4rward Strategy
Student Response
Reinforceme
nt
Lead4rward Strategy
Round Robin
Double Entry Journal
Evaluate:
Closing
Students have correct identify
main idea and supporting details,
and inferences in unit readings
Students have correct identify
main idea and supporting details,
and inferences in unit readings
Students have developed a
thesis.
Students have created and
expository essay.
Read students’ essays.
Materials/
Resources:
Homework
Handouts, grammar book,
literature books, dictionaries
Reading Log
Handouts, grammar book,
literature books, dictionaries
Reading Log
Handouts, grammar book,
literature books, dictionaries
Reading Log
Handouts, grammar book,
literature books, dictionaries
Reading Log
Handouts, grammar book,
literature books, dictionaries
Reading Log
*All lesson plans are subject to revisions and addendums by teacher.
*This lesson plan is designed to be a guide the teacher can use to engage in thoughtful planning of each lesson, to better integrate vertical alignment opportunities, and to ensure high order
thinking opportunities throughout instructional timeframes.
Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
Lesson Plan Week of: Unit 4 Week 3 Characteristics
Ancillary Materials
LESSON VOCABULARY ACADEMIC VOCABULARY
steered bewildered echoed
sparks authorities arrested
barrels astonishing wretched
tiller miners fulfilled
nonetheless habits
always never rarely
location scale map
key North South
East West right
left inch feet
meter objects places
symbols located grid
adverb frequency character
RESOURCES
• The Oxford Picture Dictionary, Jayme Adelson-Goldstein & Norma Shapiro, Oxford University
Press. 2008. ISBN 0194740099
• Word by Word Picture Dictionary. 2007. Pearson Longman.
• http://www.esldesk.com/dictionaries - Online dictionaries in Sixteen Languages
• “The Wise Woman of Cordoba Flash Cards”,
http://quizlet.com/8102467/the-wise-woman-of-cordoba-flash-cards/
• GRAMMER CHANTS- More Jazz Chants (Oxford American English) pg.27
• “The Wise Woman of Cordoba” found in Voices of Literature- Bronze, Heinle and Heinle Publis.
• Milestones – Level A. Heinle, Cengage Learning, 2011. pp. 50-51; 221; 285
• Milestones – Level A Workbook. Heinle, Cengage Learning, 2011. pp. 66; 200
• (SEE ALSO: SPANISH/ENGLISH COGNATE APPENDIX for cognates related to this Unit.)
Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
Lesson Plan Week of: Unit 4 Week 3 Characteristics
HABITS
Bob gets up at six o’clock.
He/she never wakes up late.
He always gets up early.
He never sleeps till eight.
He always drinks his coffee black.
He never uses cream.
He rarely has a sleepless night.
He never has a dream.
He does his breakfast dishes,
Then puts them on a shelf,
walks around the kitchen
humming to himself.
From Grammarchants: More Jazz Chants from Carolyn Graham, p.27, Oxford University Press, 1993.
HABITS
_________ gets up at _____ o’clock.
He/she never wakes up __________.
He/she always gets up ___________.
He/she never sleeps_____________.
He/she always drinks_____________.
He/she never uses ______________.
He/she rarely has________________.
He/she never has_______________.
He/she does ______________________,
then_______________________________,
__________________________________,
Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
Lesson Plan Week of: Unit 4 Week 3 Characteristics
____________________________________.
Adapted from Grammarchants: More Jazz Chants from Carolyn Graham, Oxford University Press, 1993.
Vocabulary 4-3 PG 118
authorities
tiller
scale
East
feet
located
steered
arrested
miners
map
West
meter
grid
bewildered
barrels
fulfilled
key
right
objects
echoed
astonishing
nonetheless
North
left
places
sparks
wretched
location
South
inch
symbols
Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015-2016
Course: ELA-ESL
Teachers: ELA-ESL-Beg/Int
Lesson Plan Week of: Unit 4 Week 3 Characteristics