Leesburg High School Lesson Plans
Teacher:
Course:
D. Cox, B. Newell, J. Arndt
English IV
MONDAY
Bell Ringer
Mistake Monday: Students will
correct sentences.
Period:
All
Week Of:
TUESDAY
Vocabulary
Purpose
Central Idea
Inferences
Tone
Mood
Bell Ringer
Cluesday Tuesday: Students will
define an academic vocabulary
word using context clues.
08/31/14-0 9/04/14
WEDNESDAY
Vocabulary
Purpose
Central Idea
Inferences
Tone
Mood
Bell Ringer
Writer’s Wednesday: Students
will write a short response to a
prompt that is related to the
Learning Goal
Vocabulary
Motley
Cognitive
Inviolate
Counterintuitive
Desultory
Learning Goal
Agenda
Learning Goal
Agenda
Learning Goal
Agenda
Students will be able to
analyze how and why
individuals, events, or ideas
develop and interact over the
course of a text.
1.) Bell Ringer
2.) CBC Overview
3.) Begin reading “Marita’s
Bargain” on page 3 of the
textbook. Highlight central
idea and stop for discussion if
needed.
4.) Exit Ticket
Students will be able to
analyze the structure of texts,
including how specific
sentences, paragraphs, and
larger portions of the text
relate to each other and the
whole.
1.) Bell Ringer
2.) CBC Overview
3.) Finish reading,
incorporating class discussion.
4.) Begin text structure notes,
if time permits.
4.) Exit ticket
Students will be able to
analyze the structure of texts,
including how specific
sentences, paragraphs, and
larger portions of the text
relate to each other and the
whole.
1.) Bell Ringer
2.) CBC Overview
3.) Finish notes on text
structure.
4.) In groups, locate various
text structures utilized by the
author, in “Marita’s Bargain.”
Benchmarks/CCSS
1112.RI.2.5 (DOK 3) Analyze
and evaluate the
effectiveness of the structure
an author uses in his or her
exposition or argument,
including whether the
structure makes points clear,
convincing, and engaging.
Objective
Essential Question
Differentiated Instruction
Benchmarks/CCSS
1112.RI.2.5 (DOK 3) Analyze
and evaluate the
effectiveness of the structure
an author uses in his or her
exposition or argument,
including whether the
structure makes points clear,
convincing, and engaging.
Objective
The student will be able to
determine and identify the
central idea and prevalent
text structures.
How does an author’s choices
affect the impact of the overall
message?
Benchmarks/CCSS
1112.W.1.3a (DOK 3) Engage
and orient the reader by
setting out a problem,
situation, or observation and
its significance, establishing
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth progression
of experiences or events.
Objective
The student will be able to
determine and identify the
central idea and prevalent
text structures.
Summary/Reflection
Learning Scale – Learning Log
HW
Essential Question
How does an author’s choices
affect the impact of the overall
message?
Differentiated Instruction
The student will be able to
determine and identify the
central idea and prevalent
text structures.
Summary/Reflection
Learning Scale – Learning Log
HW
Essential Question
How does an author’s choices
affect the impact of the overall
message?
Differentiated Instruction
You may ask:
How does the text structure
help me understand the text?
Why does the structure of the
text matter?
How can the author’s choice
to structure the text create
different effects in the text?
Is the organization of the
exposition or argument
effective? Why or why not?
What points does the author
emphasize?
Identify techniques that the
author uses to convince
and/or engage the reader.
How do the text features
assist the reader?
Summary/Reflection
Learning Scale – Learning Log
HW
Leesburg High School Lesson Plans
Teacher:
Course:
D. Cox, B. Newell, J. Arndt
English IV
Period:
All
Week Of:
ESE/ESOL Accommodations
Flexible Grouping
Review notes.
ESE/ESOL Accommodations
Flexible Grouping
Finish assignment from the day, if
needed.
ESE/ESOL Accommodations
Flexible Grouping
Materials
Paper for notes.
Materials
Paper, Binder/Notebook
Materials
ESE/504 Accommodations
ESOL Accommodations
E1, E3, E6, E8, E11
ESE/504 Accommodations
ESOL Accommodations
E1, E3, E6, E8, E11
ESE/504 Accommodations
ESOL Accommodations
E1, E2, E3, E4, E6, E9, E12, E13
THURSDAY
Bell Ringer
Thinker’s Thursday: Students will
answer a question related to the
Learning Goal
E1, E2, E3, E4, E6, E9, E12, E13
FRIDAY
Vocabulary
Motley
Cognitive
Inviolate
Counterintuitive
Desultory
Bell Ringer
Free Write Friday: Students will
spend five minutes free writing
Motley
Cognitive
Inviolate
Counterintuitive
Desultory
Learning Goal
Agenda
Learning Goal
Agenda
1.) Bell Ringer
2.) CBC Overview
3.) Finish locating text structures
in groups, if needed.
4.) Individual work: Move on to
the short response for “Marita’s
Bargain.” What is the central idea
of “Marita’s Bargain?” What
message is Gladwell attempting
to tell you with the story of
Marita? Cite evidence from the
text to support your answer.
Students will be able to
analyze how and why
individuals, events, or ideas
develop and interact over the
course of a text.
1.) Bell Ringer
2.) CBC Overview
3.) If students are finished with
the week’s work, recap the story
and have them complete the
performance task on page 16
which asks them to write a diary
entry, as if they were Marita,
describing how she felt about the
changes in her relationships with
her friends who stayed at her
previous school.
1112.RI.2.5 (DOK 3) Analyze
and evaluate the
effectiveness of the structure
an author uses in his or her
exposition or argument,
including whether the
structure makes points clear,
convincing, and engaging.
Objective
1112.RI.2.5 (DOK 3) Analyze
and evaluate the
effectiveness of the structure
an author uses in his or her
exposition or argument,
including whether the
structure makes points clear,
convincing, and engaging.
Objective
The student will be able to
determine and identify the
central idea and prevalent text
structures.
The student will be able to
determine and identify the
central idea and prevalent
text structures.
Essential Question
Benchmarks/CCSS
Summary/Reflection
Learning Scale – Learning Log
Essential Question
None
Textbook, Notebook/Binder,
Paper
E1, E3, E6, E8, E11
E1, E2, E3, E4, E6, E9, E12, E13
WICR
Vocabulary
Students will be able to
analyze how and why
individuals, events, or ideas
develop and interact over the
course of a text.
Benchmarks/CCSS
08/31/14-0 9/04/14
OR
4.) Class discussion for
participation points: Have
students look back through the
text to locate the characteristics
of KIPP students. How do these
characteristics differ from the
traditional public school student?
Create a list on the board as
students offer their answers.
Summary/Reflection
Learning Scale – Learning Log
Reflection
Writing
Inquiry
Journals
Socratic Seminar
Cornell Notes
Discussion
Response
Critical Thinking
Collaboration
Reading
Project
Marking the Text
Problem Solving
Summarizing
Charting
21st Century Skills to Increase Rigor
Critical Thinking & Problem Solving
Collaboration & Leadership
Agility & Adaptability
Initiative & Entrepreneurialism
Effective Written & Oral Communication
Accessing & Analyzing Information
Curiosity & Imagination
Assessments Used
CCSS Anchor
Key Ideas & Details
Craft & Structure
Leesburg High School Lesson Plans
Teacher:
Course:
D. Cox, B. Newell, J. Arndt
How does an author’s choices
affect the impact of the
overall message?
English IV
Period:
All
How does an author’s choices
affect the impact of the
overall message?
Differentiated Instruction
HW
None
ESE/ESOL Accommodations
Flexible Grouping
Materials
Textbook
Materials
ESE/504 Accommodations
ESOL Accommodations
E1, E3, E6, E8, E11
ESE/504 Accommodations
ESOL Accommodations
E1, E2, E3, E4, E6, E9, E12, E13
08/31/14-0 9/04/14
Knowledge & Ideas
Text Complexity
Differentiated Instruction
ESE/ESOL Accommodations
Flexible Grouping
Week Of:
HW
None
Textbook, Notebook/Binder,
Paper
E1, E3, E6, E8, E11
E1, E2, E3, E4, E6, E9, E12, E13
Comments/Notes