ENGLISH II
3rd 4th 5th
Date: 9/20/2010 (Monday)
Content Drawing Conclusions and Predicting Outcomes
Essential Questions/Learning Targets:
I can improve my vocabulary.
I can identify and correct grammatical errors in sentences.
I can identify a memoir.
I can read and draw conclusions and predict outcomes about a written piece.
Independent Work – establishing engagement (8-10 minutes):
Vocabulary Chapter 6 Part 1
Review vocabulary words
Go over answers
Daily Language Lesson
Correct answers on overhead—students make corrections
Guiding Purpose – fostering engagement (3-5 minutes):
Review of learning targets
Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):
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Read Text page 147 “Drawing Conclusions”
discuss strategies
o Read “No Witchcraft for Sale” pages 148-155
o Cite predictions and draw conclusions
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Do page 156
Discuss/Review Predicting Outcomes
Do preview activity on page160 prior to reading selection
o Read short story from Text “The Son From America” 160-166
Do Connect to the Literature activity page 167
Closure and Consolidation – making meaning, clarify (5-10 minutes):
Discuss student responses
ENGLISH II
3rd 4th 5th
Date: 9/21/2010 (Tuesday)
Content Persuasive Writing
Essential Questions/Learning Targets:
I can improve my vocabulary.
I can identify and correct grammatical errors in sentences.
I can identify the formats of persuasive writing.
I can write a position statement and supporting details.
I can write a persuasive essay.
Independent Work – establishing engagement (8-10 minutes):
Vocabulary Chapter 6 Part 2
Review vocabulary words
Go over answers
Daily Language Lesson
Correct answers on overhead—students make corrections
Guiding Purpose – fostering engagement (3-5 minutes):
Review of learning targets
Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):
Guided Practice:
o Discuss/Review formats of persuasive writing: argument: fact and opinion and
problem/solution
Discuss activity and group roles:
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Scribe for brainstorming/prewriting
o Researcher: each groups gets 5 minutes on computer for research of topic in
which he/she finds support for or against his topic (according to his/her
assignment)
o Scribe for draft
Both scribes will read and note argument from persuasive essay while researcher
collects data
ENGLISH II
3rd 4th 5th
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Persuasive essay with strong argument: page 617-618 “Support School Uniforms”
Group students into groups of three—students decide roles
Topic is assigned—There will be four topics—one group will take the positive support
role ---another group will take the negative view of each topic
o Use of cell phone blockers in educational facilities
o Prohibiting students from driving to school
o Equality for everyone (as in short story “Harrison Bergeron”)
o Mandatory Military Service for all American Citizens
Researchers go to alternate location to collect data (approximately 5 minutes each at
computer station
Scribes read essay on page 617
o Discuss with scribe groups
o Scribes write position statements about topic
o Student groups come back together: brainstorming scribe develops statements
for (3) supporting paragraphs as everyone generates ideas from data the
researcher presents
o Scribe for draft writes final draft as other two members are generating a
conclusion
Closure and Consolidation – making meaning, clarify (5-10 minutes):
Students share problems/solutions with writing task
May carry over to next class period.
ENGLISH II
3rd 4th 5th
Date: 9/22/2010 (Wednesday)
Content Persuasive Writing
Essential Questions/Learning Targets:
I can improve my vocabulary.
I can identify and correct grammatical errors in sentences.
I can identify the formats of persuasive writing.
I can write a position statement and supporting details.
I can write a persuasive essay.
I can evaluate a persuasive essay.
Independent Work – establishing engagement (8-10 minutes):
Vocabulary Chapter 6 Part 3
Review vocabulary words
Go over answers
Daily Language Lesson
Correct answers on overhead—students make corrections
Guiding Purpose – fostering engagement (3-5 minutes):
Review of learning targets
Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):
Guided Practice:
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Discuss/Review Group assignments
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Students group and review progress
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Groups continue until drafts are ready
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Give everyone an essay evaluation form
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Students present their essay to class (each topic –positive and negative
views)
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Audience rates positions
Closure and Consolidation – making meaning, clarify (5-10 minutes):
ENGLISH II
3rd 4th 5th
Discuss student responses
ENGLISH II
3rd 4th 5th
Date: 9/23/2010 (Thursday)
Content Evaluating Student Essays
Essential Questions/Learning Targets:
I can improve my vocabulary.
I can identify and correct grammatical errors in sentences.
I can identify the formats of persuasive writing.
I can write a position statement and supporting details.
I can write a persuasive essay.
I can evaluate a persuasive essay.
Independent Work – establishing engagement (8-10 minutes):
Vocabulary Chapter 6 Part 4
Review vocabulary words
Go over answers
Daily Language Lesson
Correct answers on overhead—students make corrections
Guiding Purpose – fostering engagement (3-5 minutes):
Review of learning targets
Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):
Guided Practice:
Closure and Consolidation – making meaning, clarify (5-10 minutes):
Discuss student responses
ENGLISH II
3rd 4th 5th
Date: 9/24/2010 (Friday)
Content Drawing Conclusions and Predicting Outcomes
Essential Questions/Learning Targets:
I can improve my vocabulary.
I can identify and correct grammatical errors in sentences.
I can identify the formats of persuasive writing.
I can write a position statement and supporting details.
I can write a persuasive essay.
I can evaluate a persuasive essay.
Independent Work – establishing engagement (8-10 minutes):
Vocabulary Chapter 6 Part 5
Review vocabulary words
Go over answers
Vocabulary Quiz
Daily Language Lesson
Correct answers on overhead—students make corrections
Guiding Purpose – fostering engagement (3-5 minutes):
Review of learning targets
Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):
Guided Practice:
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Continue with essay presentations and evaluations
Give student topic choices ---assign student essays
They may choose a different topic or choose to write on drafts generated previously if
appropriate
Must be of global or societal issue
Portion of class may research topics while others brainstorm and do prewriting
Switch roles with remaining class time
Closure and Consolidation – making meaning, clarify (5-10 minutes):
ENGLISH II
3rd 4th 5th
Discuss problems
Assign 1st draft completion as homework