Berwick High School
ENG Lesson Plans
Teacher: R. Francis
Semester: Spring 2016
Unit Goal: Students explore the power of written language to
educate and influence others by reading various argumentative
essays. Students will engage in virtual collaboration to develop their
own arguments and come to understand the importance of reading,
and writing.
OBJ(s): Analyze central idea of
passage from “Learning to Read
and Write” and compose a
paragraph with textual evidence
from story.
Standards:
R.I.T. 9.1Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the
text. 2. Determine a central idea of a text and
analyze its development over the course of the
text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. 3. Analyze how the author
unfolds an analysis or series of ideas or events,
including the order in which the points are made,
how they are introduced and developed, and the
connections that are drawn between them.
. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper). 5.
Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter). 6. Determine an author’s
point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of
view or purpose.
OBJ(s): Analyze “Superman and
Me” to find central idea.
Standards:
R.I.T. 9.1Cite strong and thorough textual evidence
to support analysis of what the text says explicitly
as well as inferences drawn from the text. 2.
Determine a central idea of a text and analyze its
development over the course of the text, including
how it emerges and is shaped and refined by
specific details; provide an objective summary of
the text. 3. Analyze how the author unfolds an
analysis or series of ideas or events, including the
order in which the points are made, how they are
introduced and developed, and the connections
that are drawn between them.
. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper). 5.
Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter). 6. Determine an author’s
point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of
view or purpose.
OBJ(s): Analyze paragraph 7 of
“Superman and Me” to determine
sentence formation patterns and
answer questions about central
idea of text.
Standards:
R.I.T. 9.1Cite strong and thorough textual evidence
to support analysis of what the text says explicitly
as well as inferences drawn from the text. 2.
Week of…
Blocks:1st, 2nd, 3th
Re-teaching:
Grammar (MUGS)
MONDAY
Time
10 Starter
20 min
20 min
35 min
5 Closure
Homework
Procedures
☒ (MUGS- Set #2, #1) ☒ Vocab (Ex. 3#) T.I. Flipchart
Mini Grammar lesson: Phrases and Clauses T.I. Flipchart
Answer questions about “Learning to Read and Write” to ultimately find central idea of story.
Writing assignment: Students will write a paragraph looking at paragraph 7 from “Learning to Read and Write”
using textual evidence to turn in for grade
If paragraph is not complete, it will be finished for homework to be picked up for a grade
TUESDAY
Time
10 Starter
10 min
10 min
40 min
15 min
5 Closure
Homework
Procedures
☒ (MUGS- Set #2, #2) ☒ Vocab (Ex. 4) T.I. Flipchart
Introduction to work “Superman and Me”
Modeling: Teacher will model annotating first paragraph of essay T.I. Flipchart
Students will finish reading “Superman and Me” by annotating and filling out chart to find main idea independently
Class discussion: Central idea of essay
Recap Lesson
WEDNESDAY
Time
10 Starter
15 min
Procedures
☒ (MUGS- Set #2, #3) ☒ Vocab (Ex. 5) T.I. Flipchart
Mini Grammar lesson: Types of sentences
Determine a central idea of a text and analyze its
development over the course of the text, including
how it emerges and is shaped and refined by
specific details; provide an objective summary of
the text. 3. Analyze how the author unfolds an
analysis or series of ideas or events, including the
order in which the points are made, how they are
introduced and developed, and the connections
that are drawn between them.
. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper). 5.
Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter). 6. Determine an author’s
point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of
view or purpose.
35 min
OBJ(s): Take summative
assessment.
Standards:
THURSDAY
R.I.T. 9.1Cite strong and thorough textual evidence
to support analysis of what the text says explicitly
as well as inferences drawn from the text. 2.
Determine a central idea of a text and analyze its
development over the course of the text, including
how it emerges and is shaped and refined by
specific details; provide an objective summary of
the text. 3. Analyze how the author unfolds an
analysis or series of ideas or events, including the
order in which the points are made, how they are
introduced and developed, and the connections
that are drawn between them.
. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper). 5.
Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter). 6. Determine an author’s
point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of
view or purpose.
OBJ(s): Take diagnostic test.
Standards:
All standards
25 min
5 Closure
Homework
Time
10 Starter
75 min
5 Closure
Homework
Whole class analysis on one particular paragraph from essay that displays different sentence types with patterns
with questions directing them
Fishbowl questions about story (whole class discussion)
Recap lesson
Procedures
☒ (MUGS- Set #2, #4)
☒ Vocab Lesson 3 words 1-5 T.I. Flipchart
TEST: “Learning to Read and Write” and “Superman and Me”
Early finishers will have silent A.R. time
Recap lesson
FRIDAY
Time
10 Starter
15 min
60 min
5 Closure
Homework
Procedures
☒ (MUGS- Set #2, #5)
☒ Vocab Lesson 3 Words 6-10 T.I. Flipchart
MUG quiz
Diagnostic Test
Early finishers can read A.R. silently
Recap Lesson