Lesson Plans
Guy Calabrese
English II
Week 16 December 8-December 12, 2014
Unit 4: Text Structure/Informative Writing
MONDAY
Standard(s)
LAFS.7RI.2.5
TUESDAY
LAFS.7RI.2.5
WEDNESDAY
LAFS.7RI.2.5
LAFS.7RI.2.4
THURSDAY
LAFS.7RI.2.5
LAFS.7RI.2.4
LAFS.7RI.1.1
7W1.2
FRIDAY
LAFS.7RI.2.5
LAFS.7RI.2.4
LAFS.7RI.1.1
Learning Goal:
Students will be able to explain how authors develop ideas by analyzing how text structure affects the main idea. Students will be able to analyze figurative, connotative, and technical
words and phrases to determine the impact of word choice on the text.
Essential
Questions:
Higher Order
Questions:
Objective(s):
Bell Work
1. How can the use of figurative, connotative, and technical meanings help me understand the meaning of the text?
2. How does word choice impact tone and mood of the text?
3. How does the organization of the text contribute to the overall development of the ideas?
LAFS.7RI.2.5 (DOK2)
*How do the following sections/paragraph __ develop the author’s main idea?
*How does the author structure the text to support and develop his/her main ideas?
*What particular sentences/paragraphs/chapters contribute to and develop the main ideas?
*Is the structure of the sentences/paragraph/section effective? Use examples to support your analysis.
LAFS.7RI.2.4 (DOK2)
*What is the meaning of __ in paragraph __? Which words help you understand the meaning of __?
*Which definition of __ is used in __?
*What is the impact of the word __ in paragraph __? How does it shape the tone?
*Why did the author use the word __?
*What specific word choice does the author use that contributes to the overall tone?
Students will analyze the
Students will analyze the structure
Students will analyze the structure
structure an author uses to
an author uses to organize text and
an author uses to organize text and
organize text and determine
determine how the major sections
determine how the major sections
how the major sections of text
of text contribute to or develop the
of text contribute to or develop the
contribute to or develop the
main idea
main idea
main idea
Students will determine the
meaning of words and phrases as
they are used in text, including
figurative, connotative, and
technical meanings
Silent Sustained reading with
Caught Ya-Grammar and Vocabulary
Silent Sustained reading with Ticket
Ticket Out and Prove It
Out and Prove It
Students will analyze the structure
an author uses to organize text and
determine how the major sections
of text contribute to or develop
the main idea
Students will determine the
meaning of words and phrases as
they are used in text, including
figurative, connotative, and
technical meanings
Caught Ya-Grammar and
Vocabulary
Students will analyze the
structure an author uses to
organize text and analyze how
sentences contribute to the main
idea
Students will determine the
meaning of words and phrases as
they are used in text, including
figurative, connotative, and
technical meanings
Silent Sustained Reading with
ticket Out and Prove It
Agenda/Activities
We Do: Review text structures
and discuss the text structure
for “All Together Now”
You Do: Find the evidence in the
text that supports the text
structure by identifying the key
words
Continue Critical Thinking
Questions p. 496
Complete Reading Skill:
Classifying fact and Opinion
I Do:
We Do:
You Do: Analyze the text’s structure
by determining and describing the
role of sentences and paragraphs in
the text (determine why that
sentence and paragraph is included
in the article)
Introduce RACE by using article, “All
Together Now” by Barbara Jordan
I Do: Model how to turn the
following question into a statement:
How does the text structure help
support the author’s main point that
people need to come together to
create a tolerant society?
Breakdown the paragraph into RACE
We Do: Create the Race paragraph
Students will be grouped and given
3 paragraphs to discuss. After the
paragraphs are given, students will
choose a sentence a specific
sentence of importance
Complete Literary Analysis:
Determining the persuasive
technique and most convincing
argument
Vocabulary
Homework
Accommodations
Text structure, central idea,
details, figurative meaning,
connotative meaning, technical
words, tone, mood, analogies,
allusions, informative/
explanatory texts, transitions
--AR Reading
--Complete any unfinished You
Do assignments.
Text structure, central idea, details,
figurative meaning, connotative
meaning, technical words, tone,
mood, analogies, allusions,
informative/ explanatory texts,
transitions
--AR Reading
--Complete any unfinished You Do
assignments.
Text structure, central idea, details,
figurative meaning, connotative
meaning, technical words, tone,
mood, analogies, allusions,
informative/ explanatory texts,
transitions
--AR Reading
--Complete any unfinished You Do
assignments.
Students will complete the
following steps in preparation for
RACE paragraph answering the
question How does the text
structure help support the author’s
main point about how Harry
McAlpin struggled to break down
racial barriers in 1944 and gain
success? :
students will read through the
article and highlight any struggles
that McAlpin faced and any
successes that McAlpin achieved
Students come together in groups
and write down successes and
struggles on chart paper and
Discuss the text structure that the
author uses to highlight the
struggles and successes of McAlpin
Text structure, central idea,
details, figurative meaning,
connotative meaning, technical
words, tone, mood, analogies,
allusions, informative/ explanatory
texts, transitions
--AR Reading
--Complete any unfinished You Do
assignments.
I DO: Review over RACE strategy
You Do: students will answer the
question
How does the text structure help
support the author’s main point
about how Harry McAlpin
struggled to break down racial
barriers in 1944 and gain success?
Text structure, central idea,
details, figurative meaning,
connotative meaning, technical
words, tone, mood, analogies,
allusions, informative/
explanatory texts, transitions
--AR Reading
--Complete any unfinished You Do
assignments.
504 Accommodations:
3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and
give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task
ESE Accommodations:
1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide
visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self
2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay
on task, provide preferential seating, JS allow breaks and fluid, and warm clothing
3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks
4th test with familiar person, leave class for assistance, student demonstrates understanding of directions