DANNY JONES MIDDLE SCHOOL LESSON PLAN
Name:
Week:
Topic:
Goal:
TEKS:
Resource:
Assign:
Sara Law
October 1 - 5
Subject/Grade:
Period(s):
Monday
Unit 3 Vocabulary, “Two Kinds” by Amy Tan
 Students will analyze and apply the differences between main idea and
theme in fiction
 Students will make inferences based on textual evidence
7.6A-C fiction, 7.3A-C theme, Fig 19D – make complex inferences about text
and use textual evidence to support understanding
Annotation Binders
1.
2.
P-AP Reading 7th
5, 6, 8
Assessment
Test
Quiz
Portfolio
Project
Ind. Practice/Hwk.
Presentation
Other:
Instructional Strategies
Lecture
Teacher Modeling
Technology
Small Group
Class/Group Discussion
Question/Answer
Guided Practice
Intro Unit 3 Flocabulary
Begin reading short story “Two Kinds” by Amy Tan
HW: reading log – finish reading “Two Kinds”
Cornell Notes:
Socratic Seminar:
Other:
Topic:
Goal:
TEKS:
WICR Strategies
Philosophic Chairs:
Quick Writes:
Tuesday
Annotation of a Short Story, Unit 3 Vocabulary
 Students will find contextual definitions for words and use them in
meaningful sentences
 Students will annotate a short story for characterization
Fig 19D – make complex inferences about text and use textual evidence to
support understanding
7.2A – meaning of words derived from Latin, Greek, etc…, 7.2B – use context to
determine meaning , annotation (pre-ap skill)
Learning Logs:
Inquiry Method:
Assessment
Test
Quiz
Portfolio
Project
Ind. Practice/Hwk.
Presentation
Other:
Instructional Strategies
Lecture
Teacher Modeling x
T chnology
Small Group x
Class/Group Discussion
Question/Answer
Guided Practice
Resource:
Assign:
1. Unit 3 Flocabulary
2. “Two Kinds” Reading Quiz
3. Borders – Annotate “Two Kinds” with partner
HW: reading logs DUE FRIDAY FOR 1ST SIX WEEKS, unit 3 flocabulary
WICR Strategies
Cornell Notes:
Philosophic Chairs:
Socratic Seminar:
Quick Writes: x
Other:
Learning Logs:
Inquiry Method:
Topic:
Goal:
TEKS:
Resource:
Assign:
Wednesday
Annotation
 Students will analyze detail in text for meaning.
 Students will learn how to construct a short answer literary response.
 Students will work with a partner to create a short answer literary
response.
(CRS): (Reading A.7) Evaluate the use of both literal and figurative
language to inform and shape the perception of readers. (7.a) Analyze a
passage for word choice and voice. (7.c) Explain how authors use dialect to
convey character
INB, Voice Lesson copies
1. “Voice Lesson” – Detail
2. PEEC Notes
3. Partners – write a PEEC paragraph over “Two Kinds”
Assessment
Test
Quiz
Portfolio
Project
Ind. Practice/Hwk. x
Presentation
Other:
Instructional Strategies
Lecture x
Teacher Modeling
Technology x
mall Group x
Class/Group Discussion
Question/Answer
Guided Practice
HW: reading logs – DUE FRIDAY FOR 1ST SIX WEEKS
WICR Strategies
Philosophic Chairs:
Quick Writes:
Cornell Notes: x
Socratic Seminar:
Other:
Thursday
Annotation, Contextual Vocabulary Practice
 Students will learn how to annotate in preparation for in-class and
independent practice
TEKS: 7.2A – meaning of words derived from Latin, Greek, etc…, 7.2B – use context to
determine meaning , annotation (pre-ap skill)
Resource: Annotation Binders
1. Voice Lesson: Detail
Assign:
2. Read “The Lottery”
3. Annotate for foreshadowing and imagery
HW: reading logs and Unit 3 vocabulary map DUE TOMORROW
WICR Strategies
Philosophic Chairs:
Cornell Notes: x
Socratic Seminar:
Quick Writes: x
Other:
Topic:
Goal:
Friday
Learning Logs:
Inquiry Method:
Assessment
Test
Quiz
Portfolio
Project
Ind. Practice/Hwk. x
Presentation
Other:
Instructional Strategies
Lecture
Teacher Mod ling
Technology
Small Group x
Class/Group Discussion x
Question/Answer
Guided Practice
Learning Logs:
Inquiry Method:
Assessment
Instructional Strategies
Topic:
Goal:
TEKS:
Resource:
Assign:
Friday
Unit 1 Flocabulary, Short Story/Fiction Elements
 Students will utilize their unit vocabulary words in a variety of ways.
7.2A – meaning of words derived from Latin, Greek, etc…, 7.2B – use context to
determine meaning
Flocabulary Materials
1. Unit 3 Vocabulary Map due in 1st 15 minutes/D.E.A.R.
2. Reading Quiz – “The Lottery”
3. PEEC Paragraph
Assessment
Test
Quiz x
Portfolio
Project
Ind. Practice/Hwk. x
Presentation
Other:
Instructional Strategies
Lecture
Teacher Modeling
Technology x
Small Group
Class/Group Discussion
Question/Answer
Guided Practice
HW: NONE!!!!!
Cornell Notes:
Socratic Seminar:
Other:
Kilgo Strategies:
WICR Strategies
Philosophic Chairs:
Quick Writes:
Learning Logs:
Inquiry Method:
Questions:
1. In “Two Kinds,” what do the 2 Schumann pieces symbolize?
2. Why did the narrator’s mother respond to her the way she did at the bottom of page 2, lines beginning “When she told me this, I felt as though I had been sent…”
3. How are the points of view of the narrator and her mother different?
4. Why is paragraph 2 on page 2 important I understanding the narrator’s motives and behavior?
5. What are two themes from this story? Prove them.
OER (Making Cognitive Connections Between): Standard  Question  Correct Answer  Text Evidence