2B Bless Me Ultima-Purdum-Feb.7-11-Weekly Lesson Plan
Monday-Feb. 7
Tuesday-Feb. 8
Wednesday-Feb.9
Thursday-Feb. 10
Friday-Feb. 11
GLET 6c Read a given
text, identify the theme,
and provide support from
the text
6c Read and determine
theme, find and use
details to explain theme
6c Explains relationship
between main points and
supporting details
6c Make connections
between themes in
literature.
6c
6c
Content Objective
CO: Students will
listen and read Bless
Me Ultima, Chapters 79. Students will write
theme suggestions. At
crucial points in
literature, students will
write evidence from
text to support theme
suggestions, students
will discuss and share
explanations for
possible themes.
Students will write
short constructed
response explaining
how one theme is
exposed in BME.
CO: Students will listen
and read Bless Me
Ultima, Chapters 7-9.
Students will locate and
write inference and
textual quotes
suggesting inference,
utilizing inference
handout and graphic
organizer, and white
boards. Students
discuss and share
inference in BME.
Students will write and
submit inference
graphic organizer with
inference suggestions
and text evidence.
CO: Students view and
write notes on BME
ppt. for theme, motifs,
symbols. Students
discuss, then share out
thoughts on BME
elements, orally and on
white board. Students
will listen and read
Bless Me Ultima,
Chapters 7-9.
CO: Students will listen
and read Bless Me
Ultima, Chapters 7-9.
Students will read and
write fill-in answers for
Chps. 5-9 analysis, in
group work, and share
out.
CO: Students will
listen and read Bless Me
Ultima, Chapters 7-9.
Students will write
answers for Quiz,
Chapters 7-9.
Students will write
answers to ppt.
questions on symbol,
motif, theme, and
submit.
Students will discuss
and write fill in answers
for analysis Chps. 5-9,
BME, and submit.
Students will write
correct answers on
BME quiz, Ch. 7-9
Key Vocabulary
Use realia, Label the room
Preteach vocabulary,
Connect two, Word sorts
Concept maps, Picture
dictionaries, Dramatize
vocabulary
Allusion, analogy,
allegory,
anthropomorphic,
assonance, archetype
Pages 1218-1219,
dictionary, homework
Bruja, curandera,
shroud, communion,
admonished, knell.
Text, homework
Inference,
symbolism,
presence, indigenous,
prediction, metaphor,
motif
Text, dict. homework
Outcast, whirlwind, Las
Pasturas, trauma,
brothel, promotion,
immorality, theology
Text, dict. homework
Students submit
vocabulary definitions
for week, derived from
context, text,
dictionary.
Warm-ups
Motivation/Building
Background/
Think/Pair/Share,
Dyad/Journal, Activate
Prior Knowledge
DGP Daily work Wk. 4.
Parts of speech.
Answer 2-4 sample test
questions BME, paper
and white board.
DGP Daily work Wk. 4.
Phrases,sentence parts.
Write
appropriate
sample Q&A’s, paper
and white board.
DGP Daily work Wk. 4.
Type, purpose, clauses.
Write
appropriate
sample Q&A’s, paper
and white board.
DGP Daily work Wk. 4.
DGP Daily work Wk. 4.
Capitols, punctuation.
Test.
Write
appropriate
sample Q&A’s, paper
and white board.
Formative Assessment
SQP2RS
(Survey,
Question, Predict, Read,
Respond, Summarize)
I Do
Modeled tasks include:
Think Aloud, Modeled
Writing, Read Aloud +
Think Aloud, Visualization,
Story Frames, Modeled
Brainstorming
Teacher models writing
parts of speech DGP
warmup, teacher
writes possible themes
and text evidence on
board as students
respond to teacher
posed prompts
regarding textual
evidence of theme.
Teacher models
identification phrases
and clauses, DGP.
Teacher prompts
inference discussion
utilizing video screen,
inference graphic
organizers , white
boards
Teacher presents,
commentates BME
ppts. Teacher directs
notes, transcription
from ppts.
Teacher models fill-in
analysis for Chps. 5-9
on video screen, using
highlight colors.
Teacher moderates,
promotes discussion.
Teacher arranges test
seating.
Teacher monitors
accurate testing
environment.
Teacher initiates
continued reading,
BME.
You Do
Small Skills Group Pull
Outs, Journaling
Individual or Interactive,
Selective underlining, 2Column Notes/ Cornell
Notes, Jigsaw, Gallery
Walk, Role Plays, Group
Summaries, Double Entry
Journals, Socratic Seminar
Students identify and
write parts of speech
for DGP warmup wk. 4.
Students listen and
read BME Ch. 7-9,
students pair, discuss
sources of theme,
students write
evidence, students
share out, students
write SCR, theme
choice, text evidence.
SCR recorded
knowledge of theme in
BME, textual evidence
Students identify and
write phrases, parts for
DGP warmup wk. 4.
Students listen and
read BME Ch. 7-9,
Students pair, discuss,
share out sources of
inference, evidence in
text. Students write
inference graphic
organizer, evidence
from text.
Recorded knowledge
of inference, text
evidence of inference,
in BME
SS: Teacher work
group.
AS: Multiple themes
Bless Me Ultima text,
Bless Me Ultima CD’s,
inference graphic org.
Write clauses, type,
purpose, DGP. Students
view BME ppts., write
notes, write Q&A’s
from ppts., by pair
discussion, share out
and on white board,
where appropriate, and
on exit ticket. Students
listen and read BME,
Chp. 7-9.
Students write
punctuation, capitols,
DGP. Students discuss,
write fill-in analysis of
Chps. 5-9, BME.
Students listen and
read BME, Chp. 7-9.
Students write correct
answers, BME test
Chapters 7-9.
Students listen and
read, BME, Chps. 10-11.
Exit ticket recorded
knowledge of BME
symbols,
themes,
motifs
SS: Teacher work
group. AS: Read
analysis to date.
Bless Me Ultima text,
Bless Me Ultima CD’s,
BME ppts, video screen
Exit ticket recorded
knowledge of in-depth
analysis of Chps. 5-9,
BME.
SS: Teacher work
group. AS: Read
analysis Chps. 1-3.
Bless Me Ultima text,
Bless Me Ultima CD’s,
Fill in analysis 5-9.
Closure
Review Content Obj.,
Summarize, Response
Boards, Cloze activity
Differentiation for
struggling or advanced
learners:
Resources:
SS: Teacher work group
AS: Record multiple
themes and evidence
Bless Me Ultima text,
Bless Me Ultima CD’s,
Main idea graphic org.
SS: Abbreviated test
sample questions. AS:
Write analysis Chps. 1-3.
Bless Me Ultima text,
Bless Me Ultima CD’s,
Tesct 7-9 instrument.