English 2A Honors Lesson Plans Week of September 5
Tuesday the 6th
 Organize ideas and
arguments in a sustained,
coherent and logical
manner (2.b)
 Express an informed,
independent, and unique
response to texts (4.d)
Wednesday the 7th
 Develop vocab. power
aligned with reading (1.g)
 Uses higher-level
questioning skills as an
approach to
understanding texts (4.b)
Thursday the 8th
 Evaluate the language,
content, structure,
meaning and significance
of both familiar and
previously unseen oral,
written and visual texts
(6.c)
Friday the 9th
 Express an informed,
independent, and unique
response to texts (4.d)
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I will develop vocab.
power for reading by
completing a preassessment for Animal
Farm vocabulary
I will use higher-level
thinking questions as an
approach to understand
by completing study guide
questions for Animal
Farm (chapters 1-3)
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I will evaluate the
language, content,
structure, meaning and
significance of chapter 5
in Animal Farm by
constructing responses for
each section of my W &
M Literature Web
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I will express an informed,
independent and unique
response to Animal Farm
by creating a reaction
chart and constructing a
one-paragraph summary
Summary of
Content Addressed
Key Vocabulary
I will organize idea and
arguments in a sustained,
coherent and logical
manner by dissecting a
SCR and placing the parts
into a graphic organizer
(persuasive writing preassessment)
 I will express an informed,
independent, and unique
response to Animal Farm
by creating a character
chart and finding quotes
to support character
descriptions
 Persuasive writing
 Character Chart
Persuasive
Vocabulary
Study Guide
Vocabulary on preassessment
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Literature Web
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Reaction chart
Warm-Up/Journal
DGP-Punctuation
DGP-Parts of Speech
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Structure
Images
Symbols
Ideas
Students will take a pop
quiz about chapter 3 in
Animal Farm
Teacher will provide
students with answers and
create a small group based
on student grades
Teacher will provide
students with questions to
ask for each section on
the Literature Web and
perform a think aloud
about how to complete
GLET(s)
Content Objective
Monday the 5th
No School
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“I Do”
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Teacher will explain
directions for the
persuasive writing preassessment
Students will complete the
persuasive writing pre-
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Teacher will explain
directions for preassessment
Students will complete the
vocabulary pre-assessment
Teacher will review
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DGP-Sentence Parts
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Students will take a pop
quiz about chapter 4 in
Animal Farm
Teacher will provide
students with answers and
create a small group based
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“We Do”
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“You Do”
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Assessment
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Resources
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assessment
Teacher will review the
proper answers for the
persuasive writing preassessment
Teacher will provide
students with an example
for the character chart
(preferably Old Major
using the information on
the character chart in the
William and Mary Utopia
book)- teacher will have to
add a quote, most likely
the speech at the end of
chapter one
Students will copy
information onto their
character chart
Teacher will pick another
character to do on the
chart
Students will discuss
information for that
character in pairs
Teacher will monitor
discussions
Students will share out
information for that
character
Students will read chapter
two and independently
continue character chart
Teacher will pull small
group based on reading
ability/ character chart
completion during the
“we do”
Persuasive writing graphic
organizer
Character chart
Character chart (created
by students on their own
paper- we don’t want to
limit their space) write
model on the board
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correct answers for preassessment
Students will grade
themselves and
independently (for
homework) complete
vocabulary webs for each
word they do not know
Teacher will review the
study guide and model the
answer to question one by
doing a think aloud
Students will copy the
answer
Students will work
together on the questions
for chapter one
Teacher will monitor the
students’ progress
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parts of the web based on
chapter 1 in Animal Farm
Students will copy
information
Students will complete
other parts of the web for
chapter 1
Teacher will monitor
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Students will continue
working on the study
guide independently or in
groups dependent on
teacher preferences
Teacher will pull small
group based on answers
to questions for chapter 1
Vocabulary preassessment
Study guide questions
Vocabulary Test 1 (pages
127-128 W&M Utopia)
Study Guide for Animal
Farm (pages 101-104
W&M Utopia)
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on student grades
Teacher will model how
to complete a reaction
chart
Students will do an A-B
partner read of chapter 5
Partner A will read and
partner read will fill out
the reaction chart- switch
Teacher will monitor
Students will
independently, or in pairs,
complete a literature web
for chapter 3 in Animal
Farm
Teacher will work with
small group
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Students will
independently write a
summary of the chapter
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Literature Web
Quiz
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Reaction chart
Summary
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Literature Web (page 133
W&M Utopia)
Literature Web questions
Chapter 3 quiz
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Reaction Chart
Chapters 4 quiz
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Persuasive writing (posted
on the data wiki and the
ACHS English wiki)
Differentiation
(Accelerated and/or
struggling learners)
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Small group
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Small group
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Small group
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Small group
Closure
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Favorite character
summary (if time)
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Discuss answers to
questions as a class, or
assign the rest for
homework- dependent
upon student progress
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Literature web- exit ticket
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Reaction chart
Summary