Brunswick High School
LFS Weekly Lesson Plan
Teacher:
POWERS
Subject:
LIT/COMP 10
Dates: SEP 19-23 (4X4)
OCT 25-NOV 7 (A/B)
Unit Topic:
UNIVERSAL THEMES:
HOW WE ARE SIMILAR
Standard(s):
ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view,
figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works and provides evidence from the works
to support understanding.
ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background,
as well as to works from other time periods.
ELA10W2 The student demonstrates competence in a variety of genres.
ELA10W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the
reader, maintains a coherent focus throughout, and signals closure.
ELA10LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
Monday/DAY 27
Tuesday/DAY 28
Essential Question
HOW CAN WE
HOW CAN WE
ANALYZE ELEMENTS ANALYZE ELEMENTS
OF FICTION?
OF FICTION?
Wednesday/DAY 29
Thursday/DAY 30
Friday/DAY 31
HOW CAN WE
DEMONSTRATE
COMPETENCE IN
PERSUASIVE
WRITING?
HOW CAN WE
IDENTIFY AND
RESPOND TO
MESSAGES IN
FICTION TEXTS?
HOW CAN WE
RELATE LITERARY
WORKS TO
CONTEMPORARY
CONTEXT AND
HISTORICAL
BACKGROUND?
Activating/Acceleration:
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey, Big Four)
Brunswick High School
LFS Weekly Lesson Plan
ANTICIPATION
GUIDE: ELEMENTS
OF FICTION
THINK WRITE
SHARE: FAVORITE
CHILDREN’S STORY
KWL: WHAT-WHYHOW MAP
THINK WRITE
SHARE: CITIES OF
THE FUTURE
THINK WRITE
SHARE: MY
“CONTEMPORARY
CONTEXT”
Cognitive Teaching Strategies: include time for distributed practice or summarizing
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Diagrams/Graphs, Comprehension)
COLLABORATIVE
PAIRS: FICTION
ELEMENTS GRAPHIC
ORGANIZER
(GUESSES)
CLASS DISCUSSION
OF FICTION
ELEMENTS;
NOTETAKING WITH
GRAPHIC
ORGANIZER
VOCABULARY:
CONTEXT CLUES
GUIDED PRACTICE
CLASS DISCUSSION
OF FICTION
ELEMENTS;
NOTETAKING WITH
GRAPHIC
ORGANIZER
(CONT’D)
TEAM
PRESENTATIONS:
COLLABORATIVE
FICTION WRITING
MINIREVIEW/QUESTION:
WHAT-WHY-HOW
MAP
IN MEDIA CENTER
COMPUTER LAB:
WHAT-WHY-HOW
MAPS FOR
PERSUASIVE
LETTERS
MINILESSON/QUESTION:
BODY PARAGRAPHS
FOR PERSUASIVE
WRITING
MINILESSON/QUESTION:
CONCLUSIONS FOR
PERSUASIVE
WRITING
MINIREVIEW/QUESTION:
DRAFTING A
PERSUASIVE
LETTER
ACTIVE READING
(WITH GRAPHIC
ORGANIZER): “THE
PEDESTRIAN”
STS WRITE ROUGH
DRAFTS OF
PERSUASIVE
LETTERS
CLASS DISCUSSION
OF RESPONSES TO
“THE PEDESTRIAN”
MINILESSON/QUESTION:
“CONTEMPORARY
CONTEXT VS.
HISTORICAL
BACKGROUND”
CONTEXT AND
BACKGROUND
CIRCLE MAPS FOR
“THE PEDESTRIAN”
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
AHA! AND HUH?:
“CHUNKING” –
THE IMPORTANT
ALTERNATE TITLE
AHA! AND HUH? :
TODAY’S FICTION
CLASSIFYING
THING: DRAFTING A FOR “THE
CONTEXT VS.
ELEMENTS
FICTION ELEMENTS
PERSUASIVE
PEDESTRIAN”
BACKGROUND
Brunswick High School
LFS Weekly Lesson Plan
(TREE MAP)
LETTER