SALMEN HIGH SCHOOL LESSON PLAN
GRADE: 10
TEACHER: Watson
SUBJECT: English II Gifted
WEEK OF:
MONDAY
TUESDAY
Daily Objective: TLW
Remain in formal and
consultative register for
duration of class period.
Use active listening
strategies to ensure
authentic response.
Use teacher-provided
strategies to complete
annotation of complex
nonfiction.
BLOOM’S TAXONOMY
Check all that apply
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Daily Objective: TLW
Remain in formal or
consultative register for
duration of class period.
Use active listening
strategies to ensure
authentic response.
Demonstrate
understanding through
analysis of literary
markers and author's
purpose.
BLOOM’S TAXONOMY
Check all that apply
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
WEDNESDAY
Daily Objective: TLW
Remain in formal or
consultative register for
duration of class
period.
Use active listening
strategies to ensure
authentic response.
Demonstrate
understanding of poetry
through literary
analysis.
Demonstrate thematic
connections among
various genres, authors,
and time periods.
BLOOM’S TAXONOMY
Check all that apply
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
9/15/13 - 9/21/13
THURSDAY
Daily Objective: TLW
Read and respond to
appropriately complex
informational text.
Use active listening
strategies to ensure
authentic response.
Follow Socratic
seminar procedures,
especially regarding
active listening and
constructing evidencesupported responses.
BLOOM’S TAXONOMY
Check all that apply
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
FRIDAY
Daily Objective: TLW
Remain in formal or
consultative register for
duration of class period.
Use active listening
strategies to ensure
authentic response.
Synthesize themes and
author's purpose among
various genres, authors,
and time periods.
BLOOM’S TAXONOMY
Check all that apply
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Instructional
Modifications/Intervention
1. Vocabulary Icons
2. Skeleton Outlines
3. Highlighting
4. Marking Text
5. Diagrams, maps, graphs
6. Voc. Card File
7. Shortened Assignments
8. Extended Time
9. Note-Taking
10 Taped Texts
11. Grouping
12. Assignment notebooks
13. Taped Lectures
14. Peer tutoring
STANDARDS: HIGHLIGHT THOSE WHICH HAVE BEEN IDENTIFIED AS POWER STANDARDS
15. Special seating
GLE#:
CCSS# R.CCR.1;
16. 1 page Summary sheets
R.CCR.2; R.CCR.4; W.CCR.1; W.CCR.5; L.CCR.1
17. Process Writing
OTHER
18. Discovery Learning
Lesson Steps
Check all that apply
Lesson Steps
Check all that apply
Lesson Steps
Check all that apply
Lesson Steps
Check all that apply
Lesson Steps
Check all that apply
Initial Teach
Independent Practice
Independent Practice
Guided Practice
Guided Practice
Guided Practice
Enrichment
Enrichment
Independent Practice
Independent Practice
Independent Practice
Independent Practice
Review
Enrichment
Enrichment
19. Mnemonic Cues
20. Technology tools
21. Differentiate questions as
needed utilizing Bloom’s
Taxonomy
22. Other
Instructional Strategy
LECTURE
INQUIRY METHOD
LITERACY STRATEGY
STUDENT GROUPING
QUESTION/ANSWER
MEDIA PRESENTATION
CLASS DISCUSSION
TEACHER MODELING
TACTILE/KINESTHETIC
OTHER ________________
Instructional Strategy
LECTURE
INQUIRY METHOD
LITERACY STRATEGY
STUDENT GROUPING
QUESTION/ANSWER
MEDIA PRESENTATION
CLASS DISCUSSION
TEACHER MODELING
TACTILE/KINESTHETIC
OTHER ________________
Instructional Strategy
LECTURE
INQUIRY METHOD
LITERACY STRATEGY
STUDENT GROUPING
QUESTION/ANSWER
MEDIA PRESENTATION
CLASS DISCUSSION
TEACHER MODELING
TACTILE/KINESTHETIC
OTHER ________________
Instructional Strategy
LECTURE
INQUIRY METHOD
LITERACY STRATEGY
STUDENT GROUPING
QUESTION/ANSWER
MEDIA PRESENTATION
CLASS DISCUSSION
TEACHER MODELING
TACTILE/KINESTHETIC
OTHER ________________
DESCRIBE ACTIVITIES BELOW FOR
EACH STRATEGY INDICATED.
DESCRIBE ACTIVITIES BELOW FOR
EACH STRATEGY INDICATED.
DESCRIBE ACTIVITIES BELOW FOR
EACH STRATEGY INDICATED.
DESCRIBE ACTIVITIES BELOW FOR
EACH STRATEGY INDICATED.
Bellwork (Writing): In
writing, students discuss
an abstract concept in
concrete terms. Concept:
Fortune
Bellwork (Writing): In
writing, students discuss
an abstract concept in
concrete terms. Concept:
Memory
(Teacher out of class for
Whole Faculty Study
Group. Students report to
Room 201 for class.)
Speaking-Listening:
Students review
procedures for Socratic
seminar.
Speaking-Listening:
Students present and
discuss bellwork in
whole group.
Speaking-Listening:
Students present and
discuss bellwork in
whole group.
Initial Teach: Teacher
introduces students to
markers of satire.
Initial Teach: Teacher
reviews poetic elements
with students.
Reading-Literature,
Writing: Using literary
analysis checklist,
students read and
analyze Jonathan
Swift's "A Modest
Proposal."
Closing (SpeakingListening): Students
identify thematic
connections among
Rand, Carson, and
Swift.
Reading-Literature,
Writing: Using poetic
elements checklist,
students read and
analyze A.E. Housman's
"To an Athlete Dying
Young."
Initial Teach: Teacher
reviews preparations for
Socratic seminar on
courage.
Closing (SpeakingListening):
Reading-Informational,
Reading-Literature,
Writing: Using all
works studied so far as
well as studentprovided contributions,
students prepare
responses to teacherprovided guiding
questions for Socratic
seminar on courage.
Instructional Strategy
LECTURE
INQUIRY METHOD
LITERACY STRATEGY
STUDENT GROUPING
QUESTION/ANSWER
MEDIA PRESENTATION
CLASS DISCUSSION
TEACHER MODELING
TACTILE/KINESTHETIC
OTHER ________________
DESCRIBE ACTIVITIES BELOW FOR
EACH STRATEGY INDICATED.
Speaking-Listening:
Students participate in
whole-group Socratic
seminar concerning
courage as expressed in
Speaking-Listening:
Ayn Rand's Anthem, Ben
Students participate in
Carson's America the
whole-group non-content Beautiful, Jonathan
Socratic seminar in
Swift's "A Modest
preparation for content- Proposal," A.E.
based seminar Friday.
Housman's "To an
Athlete Dying Young,"
and student-provided
contributions.
Writing: Students
submit all prep work
completed throughout
the week.
Testing Modifications
1. Oral testing
2. Shortened Test
3. Other:
Materials Activity
Materials Activity
Materials Activity
Materials Activity
Materials Activity
TEXT P#
WORKBOOK P#
SUPPLEMENTAL
ENRICHMENT
MANIPULATIVE
RELATED EQUIPMENT
OTHER
TEXT P#
WORKBOOK P#
SUPPLEMENTAL
ENRICHMENT
MANIPULATIVE
RELATED EQUIPMENT
OTHER
TEXT P#
WORKBOOK P#
SUPPLEMENTAL
ENRICHMENT
MANIPULATIVE
RELATED EQUIPMENT
OTHER
TEXT P#
WORKBOOK P#
SUPPLEMENTAL
ENRICHMENT
MANIPULATIVE
RELATED EQUIPMENT
OTHER
TEXT P#
WORKBOOK P#
SUPPLEMENTAL
ENRICHMENT
MANIPULATIVE
RELATED EQUIPMENT
OTHER
Assessment
Describe
Assessment
Describe
Assessment
Describe
Assessment
Describe
Assessment
Describe
FORMATIVEBellwork;
Closing; Annotation
FORMATIVEBellwork;
Closing; Annotation
FORMATIVEBellwork;
Closing; Seminar prep
SUMMATIVE
SUMMATIVE
SUMMATIVE
OTHER
OTHER
OTHER
FORMATIVESeminar
SUMMATIVE
OTHER
FORMATIVE
SUMMATIVESocratic
seminar
OTHER
RETEACH/REMEDIATION
General: See list on right for ideas
or add your own.
RETEACH/REMEDIATION
General: See list on right for ideas
or add your own.
RETEACH/REMEDIATION
General: See list on right for ideas
or add your own.
RETEACH/REMEDIATION
General: See list on right for ideas
or add your own.
RETEACH/REMEDIATION
General: See list on right for ideas
or add your own.
After following
conference procedure,
students are permitted
to revise assignments to
improve grade.
After following
conference procedure,
students are permitted
to revise assignments to
improve grade.
After following
conference procedure,
students are permitted
to revise assignments to
improve grade.
After following
conference procedure,
students are permitted
to revise assignments to
improve grade.
After following
conference procedure,
students are permitted
to revise assignments to
improve grade.
Spartan Learning Period
Activities
Guided Intervention
for English III and
English IV