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Weekly Lesson Plan Template

Teacher: Bandy/Perry Course: Eng II/EnglishII Honors Period(s): ALL Date Range: Feb. 23 to 27, 2015

| |Monday |Tuesday |Wednesday |Thursday |Friday |

| |Students will fine tune acquired |Students will fine tune acquired |Students will fine tune acquired |Students will analyze |Students will analyze |

| |skills in writing argumentative and|skills in writing argumentative and|skills in writing argumentative and|sentence and paragraph |sentence and paragraph |

| |informative essays. |informative essays. |informative essays. |structure, looking |structure, looking |

|Unit Learning Goal(s): | | | |specifically for possible |specifically for possible |

| | | | |errors in grammar. |errors in grammar. |

| |Students will recognize cited |Students will receive DOE pointers |Students will review grammar and |Students will correctly use |Students will correctly use |

| |textual evidence in four high |on writing |punctuation rules for the editing |apostrophes. |capitalization. |

|Daily Learning Goal(s): |scoring argumentative essays |argumentative/informative essays on|and revision process. | | |

| |written by their peers. |the FSA assessment. | | | |

|Florida |LAFS.910.W.1.1: Write arguments to |LAFS.910.W.1.1: Write arguments to |LAFS.910.W.1.1: Write arguments to |LA.910.3.4.3 The student will|L.3.AP.6a : Use grade |

|Standard(s) |support claims in an analysis of |support claims in an analysis of |support claims in an analysis of |edit for correct use of |appropriate, general and |

|from CPALMS |substantive topics or texts, using |substantive topics or texts, using |substantive topics or texts, using |punctuation, specifically |academic vocabulary |

|or FLDOE |valid reasoning and relevant and |valid reasoning and relevant and |valid reasoning and relevant and |apostrophes. |accurately. |

|Frameworks: |sufficient evidence. |sufficient evidence. |sufficient evidence. | |LAFS.K12.L.1.2: Demonstrate |

| |LAFS.910.W.1.2: Write |LAFS.910.W.1.2: Write |LAFS.910.W.1.2: Write | |command of the conventions |

| |informative/explanatory texts to |informative/explanatory texts to |informative/explanatory texts to | |of standard English |

| |examine and convey complex ideas, |examine and convey complex ideas, |examine and convey complex ideas, | |capitalization, punctuation,|

| |concepts, and information clearly |concepts, and information clearly |concepts, and information clearly | |and spelling when writing. |

| |and accurately through the |and accurately through the |and accurately through the | | |

| |effective selection, organization, |effective selection, organization, |effective selection, organization, | | |

| |and analysis of content. |and analysis of content. |and analysis of content. | | |

| |LAFS.910.L.3.6: Acquire and use |LAFS.910.L.3.6: Acquire and use |LAFS.910.L.3.6: Acquire and use | | |

| |accurately general academic and |accurately general academic and |accurately general academic and | | |

| |domain-specific words and phrases, |domain-specific words and phrases, |domain-specific words and phrases, | | |

| |sufficient for reading, writing, |sufficient for reading, writing, |sufficient for reading, writing, | | |

| |speaking, and listening at the |speaking, and listening at the |speaking, and listening at the | | |

| |college and career readiness level.|college and career readiness level.|college and career readiness level.| | |

| |SAT Vocabulary Unit 4 |SAT Vocabulary Unit 4 |SAT Vocabulary Unit 4 |Apostrophe |SAT Vocabulary Words |

|Key Concepts/ |terse, coerce, diverse, abate |abide, gambit, jaunt |frank, lithe, aesthetic |Possessive |Rules for Capitalization |

|Vocabulary: | | | |Plural Possessive |Proofreader Marks |

| | |Do you have any questions about | |Grammar Pretest |N/A |

|Bellwork: | |next week’s FSA assessment? | |Vocabulary Review | |

| |Monday |Tuesday |Wednesday |Thursday |Friday |

| |The teacher will present 4 new SAT |The teacher will present 3 new SAT |The teacher will present 3 new SAT |Students will pretest on |Students take quiz on use |

| |vocabulary words and the students |vocabulary words and the students |vocabulary words and the students |knowledge of capitalization, |and definitions of 10 SAT |

| |will take notes of the definitions |will take notes of the definitions |will take notes of the definitions |end punctuation, commas, |level vocabulary words. |

| |and mnemonics. |and mnemonics. |and mnemonics. |subject/predicate |Students grade quiz. |

| |The teacher will distribute four |The teacher will distribute packets|The teacher will explain that the |identification, run-ons, |Teacher shares grammar rules|

| |argumentative essays written by |that contain FSA Text-Based Writing|next three days will be spent |fragments, and apostrophes. |for correct use of |

| |students that received 4/4/2 on the|and Scoring Implications and 28 |reviewing and mastering critical |Students share answers to |capitalization. |

|Activities: |FSA rubric. |Best Practice Implications for |grammar and punctuation rules for |pretest aloud as students |Students make corrections to|

| |Referring to the argumentative |Text-Based Writing Instruction. |writing. |self-assess level of |errors in capitalization on |

| |rubric, the teacher will lead a |Together, the class will read |A 50 item quick check will be |knowledge. Teacher shares |a nonfiction article. |

| |discussion on the attributes of |through and comment on these |distributed and students will be |grammar rules for correct use|Students will be asked to |

| |writing necessary to achieve 4/4/2.|writing pointers from the state. |instructed to work with partners to|of apostrophes. Students will|use standard proofreader |

| |Students will be instructed to read|Teacher made graphic organizers |complete the grammar/punctuation |use worksheets to analyze |marks, such as underscoring |

| |the 4 essays and list the examples |will be distributed. These contain |quick check. |sentences and make any |the letter that should be |

| |of cited textual evidence in them. |the basic steps students must keep |The items will be examined for |necessary corrections. |capitalized and cross out |

| |The class will compare these |in mind as they approach the FSA |correctness, and the students will |Teacher leads class in |letters that should not be |

| |examples. |assessment next week. |be reminded to take the time during|grading the work. |capitalized. Teacher leads |

| | | |the FSA assessment to revise/edit |Teacher leads students in a |students in grading the |

| | | |their writing according to the |review of SAT vocabulary |worksheet and explains why |

| | | |rules. |words for quiz tomorrow. |such corrections meet with |

| | | | | |grammar rules for |

| | | | | |capitalization. |

|Writing | | | |Students rewrite sentences |Students proof a nonfiction |

|Component: | | | |with correct use of |article for errors in |

| | | | |apostrophes. |capitalization. |

|Formative |Recognizing cited textual evidence | | |N/A |N/A |

|Assessment: |in student writing samples. | | | | |

|Summative | | |Grammar/Punctuation Check |Apostrophe Worksheet (50 |Vocabulary Quiz (60 points) |

|Assessment: | | | |sentences worth 50 possible |Nonfiction article |

| | | | |points) |corrections (30 points) |

|Required | | | |ELMO for viewing SAT words; |Vocabulary Quiz worksheets; |

|Resources: | | | |Promethean display; grammar |ELMO; ; Promethean display; |

| | | | |pretest worksheets; |Capitalization Guide and |

| | | | |Apostrophes Guide and |nonfiction article |

| | | | |worksheets. |worksheets. |

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