ENG 101-Dual Enrollment Composition
Lesson Plan # 2
August 17-21, 2015
General Information:
Name: Marion W. Hickman II
School: Boulder Creek High School
Subject Area/Topic: Dual Enrollment Literature – ENG 101
Grade Level(s): Senior - Periods 3
Common Core Standards and Dual Enrollment Competencies
Learning Objectives:
* Monday, August 17, 2015 – Regular Schedule
Set: (Students to hand in the Rio registration forms.)
S.W. Receive and review the letter of introduction
S.W. Review the course textbook – Read In text citing 204-206-207
S.W. Place the students in reading teams of four.
S.W. Read and deconstruct the poem assigned and prepare to teach the
poem or the textbook reading to the class.
Assessment: Review the writing assignment #1
Closure: Review student questions
Homework: Complete the Rio Registration. Read through the six poems
for the essay # 1 and prepare to teach the class.
* Tuesday, August 18, 2015 – Regular Schedule
Set: (Students to hand in Rio Registration forms)
S.W. Create six groups for poetry analysis of the six poems for their first
teaching lesson and writing assignment.
S.W. Review the poems for content, poetic elements, issue, claim,
evidence, and warrants.
S.W. Review the criteria for the first writing assignment.
Assessment: The completion of the analysis of the poem for the teaching
lessons.
Closure: Review student’s questions over the criteria for the analysis and
lesson presentation and notes taken.
Homework: Student to complete the tem lesson and prepare to teach the
team lesson.
* Wednesday, August 19, 2015- Regular Schedule
Set: (Students to hand in their Rio registration.)
S.W. Teams A and B to present the team lesson.
S.W. Take notes for each poem taught and quiz completed.
S.W. Ask questions for clarity of the student’s understanding of the poem.
S.W. Review the quiz answers with the class members.
Assessment: The assessment is the completion of the poem analysis
and lesson presentation.
Closure: Review the criteria for the presentation.
Homework: Complete the presentation and paperwork on the six poems
dealing with the different aspects of work.
* Thursday, August 20, 2015 – Regular Schedule
Set: (Students to setup the room for poem presentation)
S.W. Teams C and D to present the team lesson and quiz.
S.W. Receive a copy of the poem’s analysis
S.W. Discuss the elements of writing an argument on poems.
S.W. Complete the quiz and review the answers.
Assessment: The assessment is the poetry presentation and
argumentative essay.
Closure: Review student questions over the presentations.
Homework: Review and begin the introductory letter for next week.
* Friday, August 21, 2015 – Half Day Schedule
Set: (Set the room up for completing the poetry presentations.)
S.W. Teams E and F to present the team lesson and quiz.
S.W. Receive a copy of the poems to be presented.
S.W. Discuss the elements of writing an argument on poems.
Assessment: The completion of the poetry presentations.
Closure: Review student questions over the poetry presentations
Homework: Complete the introductory letter and submit the letter into
Turnitin.com.
Introductory letter due Sunday Night before 12:00 P.M.
Poems: Essay Number One
“The Chimney Sweeper”
“Hard Work”
“What I Wouldn’t Do”
“Shoplifters”
“How My Light Was Spent”
“Night Waitress”
RL 1. Cite strong and through textual evidence to support analysis of what the
text says explicitly, as well as, draw inferences drawn from the text.
RL-2. Determine two or more themes or central ideas of the text and analyze their
development over the course of the text, including how they interact and build on
one another.
RL-3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama.
RL-4. Determine the meaning of words and phrases as they are used in the text,
including figurative sand connotative meanings; analyze the word choice on
meaning and tone.
RL 5. Analyze how an author’s choices concerning how to structure specific parts
of the text contribute to its overall structure and meaning and its aesthetic impact.
RL-6. Analyze a case in which grasping point of view requires distinguishing what
is directly stated in the text from what is really meant. (satire, sarcasm, irony, etc.)
W-2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly through effective selection, organization, and
analysis content.
W-4. Produce clear coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W-5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant.
LS-1. Initiate a participate effectively in a range of
Collaborative discussions with diverse partners building on other’s ideas and
expressing their own clearly and persuasively.
L-1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
L-2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L-3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style.
Dual Enrollment Competencies:
1. Analyze specific rhetorical contexts, including circumstances, purpose,
topic, audience, and writer, as well as, the writer’s ethical, political, and
cultural implications. (I, III)
2. Organize writing to support a central idea through unity, coherence, and
logical development appropriate to a specific writing context. (II, IV)
3. Use appropriate conventions in writing, including consistent voice, tone,
diction, grammar, and mechanics. (I, IV).
4. Summarizes, paraphrase, and quote from sources to maintain academic
integrity and to develop and support one’s own ideas. (III, IV)
5. Use feedback obtained from peer review, instructor comments and /or
other resources to revise writing. (II)
6. Assess one’s own writing strengths and identify strategies for
improvement through instructor conference, portfolio review, written
evaluation, and/or other methods. (II, III)
7. Generate, format, and edit writing using appropriate technologies. (II, IV).
ESSENTIAL QUESTION: How do you explain the importance of rereading a poem several times for understanding?
A. Which type of resource is this?
B. Where will I use this activity in the
instructional cycle?
C. Which instructional strategies will I employ?
X Central Focus of Lesson Plan understands
the importance of being creative even when
the topic is on several levels
X Assessment – Will come after the
completion of the review
X Complete the analysis of a selected poem
X Complete the presentations of the poem
X Complete the assessments over the
elements of writing an argument.
X Complete the introductory letter and submit.
X Summarizing & Note Taking
X Reinforcing Effort & Providing
Recognition – Preparation for success on their
novel review and written analysis
X Homework & Practice- on their reading of the novel
X Cooperative Learning-Dialectic Dialogue
Resource for Teacher Use
X Teacher facilitates the discussion over the poems
X Cooperative Learning-Dialectic Dialogue groups
X Teacher to review the purpose of the essay
Resource for Student Use
X The six poems from the syllabus
X Student create an essay over a selected poem
X Students will complete the poetry lesson and quiz
presentation
X Students will copy the analysis for each students
X Cues, Questions, & Advance
Organizers- Outline
D. What will students are asked to do?
Students will be asked to complete review of the selected poem for the class presentation.
Students will be asked to complete the notes over the writing of an argument.
Students will be asked to review for the textbook for guidelines for writing an argument on a poem
Students will be asked to complete the presentation of the poems by the students
Students will be asked to complete the poem analysis and copy the essay for each student.
E. Assessment – What observable indicators will inform you about student success with the learning activity?
Students will know they have achieved success when they complete the reading of Chapter 1-3
Students will know they have achieved success when they participate in the class discussion
Students will know they have succeeded when they have presented the poem poetry and essay
Students will know they have succeeded when they complete the presentations on the assigned poems.
Students will know they have succeeded when they complete the discussion of each poem for the essay
Students will know they have succeeded when they have completed all the various tasks for the week.
F. How will I configure my classroom for the learning activity?
Classroom Configuration:
Notes:
X Students will receive instructions and criteria for completing the poetry presentation and
essay
X Students will hand in their completed poetry essay.
Copy of all poems presented and the written argument.
Copy of the introductory letter for each student.
X Students will participate in a class discussion of the poetry presentations.
G. How will I manage implementation?
Classroom Management:
Notes:
X Specific directions for whole class instruction
X Specific directions for small group instruction
X All students are to share into the class
discussion
Teacher will ensure that all students participate in the class room discussion
Teacher to make available all the various handouts on activities for the students.
I. How will Marzano’s high-yield strategies and the use of technology impact student engagement?
Teacher models summarization techniques identify key concepts, bullets, outlines, clusters, narrative organizers, and journal summaries, break down
assignments, create simple reports, quick writes, graphic organizers, column notes, affinity diagrams, etc.
Teachers should limit use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Assign roles and responsibilities
in-group.