Lesson Plans: February 20-24

February 18th, 2012 Ms. Lowe Comments off
GT and Pre AP: February 20-24
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:BENCHMARK TESTS NEXT WEEK!

Winners of debates and persuasive writing awards will be given out Wednesday!  Be ready!
Weekly Vocabulary Words:
The language of test questions (content specific)

 

Monday Tuesday Wednesday Thursday Friday
Scholars will present their persuasive speeches and evaluate other persuasive speeches to notice strong arguments and points made to support a thesis-driven claim. Scholars will complete the six weeks language assessment and review the test to notice weaknesses and strengths with grammar and writing concepts. Scholars will begin to prepare for the benchmark tests in order to gain familiarity with the test, the format, and the reasoning behind taking benchmark tests. Scholars will begin to prepare for the benchmark tests in order to gain familiarity with the test, the format, and the reasoning behind taking benchmark tests. Scholars will begin to prepare for the benchmark tests in order to gain familiarity with the test, the format, and the reasoning behind taking benchmark tests.
What points are made by each argument? What are my strengths and weaknesses with my writing and understanding of writing mechanics? What is a benchmark test? 

What will I be tested on with this test next week?

 What is a benchmark test? 

What will I be tested on with this test next week?

 What is a benchmark test? 

What will I be tested on with this test next week?
Explanation of the rules, how each individual will be evaluated, and time limits to presentations. Review the assessment and complete any unfinished tests. Notes: STAAR and benchmark tests Notes: Test tips Notes: Testing tips
Presentations and peer evaluations. -Complete assessments-Grade assessments -Test practice-Review and grade tests -Test practice-Review and grade tests -Test practice-Review and grade tests
Scholars will be evaluated on their presented arguments and the use of a variety of rhetorical strategies in their speech. Scholars will be evaluated on the assessment completed in class in order to see strengths and weaknesses. Scholars will be evaluated on practice tests taken in class in order to see where growth is needed and to understand the type of test that they will encounter. Scholars will be evaluated on practice tests taken in class in order to see where growth is needed and to understand the type of test that they will encounter. Scholars will be evaluated on practice tests taken in class in order to see where growth is needed and to understand the type of test that they will encounter.
Scholars will be challenged to present their speech using index cards as prompts as opposed to reading their writing verbatim to their audience. Scholars will be challenged to provide writing examples to illustrate their understanding of concepts missed on the assessment. Scholars will be challenged to explain and defend their answers and make any corrections by providing explanations as to why the correct answer is such. Scholars will be challenged to explain and defend their answers and make any corrections by providing explanations as to why the correct answer is such. Scholars will be challenged to explain and defend their answers and make any corrections by providing explanations as to why the correct answer is such.
Please read! Finish assessment corrections. Finish practice test corrections. Finish practice test corrections. Finish practice test corrections.

 

English 6: February 20-24
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:BENCHMARK TESTS NEXT WEEK!
Weekly Vocabulary Words:
The language of test questions (content specific)

 

Monday Tuesday Wednesday Thursday Friday
Scholars will finish all assessments from last week in order to notice their strengths and weaknesses. Scholars will complete the six weeks language assessment and review the test to notice weaknesses and strengths with grammar and writing concepts. Scholars will begin to prepare for the benchmark tests in order to gain familiarity with the test, the format, and the reasoning behind taking benchmark tests. Scholars will begin to prepare for the benchmark tests in order to gain familiarity with the test, the format, and the reasoning behind taking benchmark tests. Scholars will begin to prepare for the benchmark tests in order to gain familiarity with the test, the format, and the reasoning behind taking benchmark tests.
What writing concepts am I not familiar with? What are my strengths and weaknesses with my writing and understanding of writing mechanics? What is a benchmark test? 

What will I be tested on with this test next week?

 What is a benchmark test? 

What will I be tested on with this test next week?

 What is a benchmark test? 

What will I be tested on with this test next week?
Complete all assessments. Review the assessment and complete any unfinished tests. Notes: STAAR and benchmark tests Notes: Test tips Notes: Testing tips
-Type out final drafts of remodeled writing-Review and grade all assessments -Complete assessments-Grade assessments -Test practice-Review and grade tests -Test practice-Review and grade tests -Test practice-Review and grade tests
Scholars will be evaluated on the assessment completed in class in order to see strengths and weaknesses. Scholars will be evaluated on the assessment completed in class in order to see strengths and weaknesses. Scholars will be evaluated on practice tests taken in class in order to see where growth is needed and to understand the type of test that they will encounter. Scholars will be evaluated on practice tests taken in class in order to see where growth is needed and to understand the type of test that they will encounter. Scholars will be evaluated on practice tests taken in class in order to see where growth is needed and to understand the type of test that they will encounter.
Please read! Finish assessment corrections. Finish practice test corrections. Finish practice test corrections. Finish practice test corrections.
Categories: Lesson Plans Tags:

GT and Pre AP Persuasive Speech and Presentation

February 11th, 2012 Ms. Lowe Comments off

Peer Evaluations and Grading Rubric

 

Directions: Evaluate each presentation based off the points made in support of their claim or thesis statement.  Take note of strong points and information stated that persuades and convinces you to side with their perspective on the issue.  Do NOT be biased in your evaluation of others.  Stick to the writing and the presentation and do NOT let your personal opinions about the presenter or the issue corrupt your fair evaluation!

 

Issue:

Name VS Name
 

 

 

    
Claim or thesis (main argument):   Claim or thesis (main argument):
 

 

 

    
Points made   Points made
 

 

 

 

 

 

    

Once both speeches are presented, please circle the name of the person you feel has created the stronger presentation and persuasive speech, keeping in mind the strong points each side made to support their issue!

Peer Evaluations and Grading Rubric

 

Directions: Evaluate each presentation based off the points made in support of their claim or thesis statement.  Take note of strong points and information stated that persuades and convinces you to side with their perspective on the issue.  Do NOT be biased in your evaluation of others.  Stick to the writing and the presentation and do NOT let your personal opinions about the presenter or the issue corrupt your fair evaluation!

 

Issue:

Name VS Name
 

 

 

    
Claim or thesis (main argument):   Claim or thesis (main argument):
 

 

 

    
Points made   Points made
 

 

 

 

 

 

    

Once both speeches are presented, please circle the name of the person you feel has created the stronger presentation and persuasive speech, keeping in mind the strong points each side made to support their issue!

 

 

Rubric: Presentation

A B C D F
This presentation fully engaged the audience by providing a great introduction, a strong body, and a memorable conclusion.

 

This individual made eye contact with their audience, spoke using proper volume and a confident tone, and captured the attention of their audience through physical gestures.

 

They did not stumble at all throughout their speech, and didn’t read word-for-word their speech, but presented the information that was committed to memory.

 Mostly Sometimes Very little Not at all

 

Rubric: Typed speech/essay

A B C D F
Appeals are evident.

 

A call to action and a quote is used in the conclusion.

 

An engaging introduction hooks the reader.

 

Formatting and typing is accurate.

 

A bibliography is present in MLA format.

 

All grammar and punctuation is accurate.

 

There are no spelling issues.

 

The writing contains informative and persuasive information and it is obvious the writer researched their issue thoroughly.

 

Commentary is effectively used to connect their concrete details, facts, and information to their thesis or topic sentence.

 

 

 Mostly Sometimes Very little Not at all

Awards and Prizes for Presentations and Speeches:

Awards will be given to each class based on winners of each individual debate.

1st-2nd-3rd place awards will be given to each class based on overall presentation and created speech.

Grand awards will be given to 1st-2nd-3rd place presenters/writers from ALL Mrs. Lowe’s classes.

Award recipients will receive a ribbon or medal, cash prizes to purchase items from Mrs. Lowe’s store, other fun goodies and booty, checks for free quizzes, and a photograph of them with their awards posted in the classroom for everyone to see.

 

May the best writer win!

 

Categories: Projects and Assessments Tags:

Lesson Plans: February 13-17

February 11th, 2012 Ms. Lowe Comments off
GT and PreAP: February 13-17
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations: 

Final typed drafts of persuasive speeches and bibliography due Friday at the beginning of class.

Presentations of speeches/debates will take place on Friday on run into Monday.

PLEASE BRING A FLASH DRIVE TO SAVE YOUR TYPED WORK ON TUESDAY AND WEDNESDAY!!!

 

Monday Tuesday Wednesday Thursday Friday
 
Scholars will revise and edit their rough draft by adding in a variety of persuasive appeals to their writing. Scholars will compose the final draft of their persuasive essay by typing it out in the computer lab in order to become familiar with the appropriate formatting of a typed piece of writing. Scholars will compose the final draft of their persuasive essay by typing it out in the computer lab in order to become familiar with the appropriate formatting of a typed piece of writing. Scholars will take an assessment to measure their strengths and weaknesses in order to prepare a curriculum that targets weaknesses in preparation of upcoming tests. Scholars will present their persuasive speeches and evaluate other persuasive speeches to notice strong arguments and points made to support a thesis-driven claim.
How can I improve upon my rough draft of my persuasive speech? 

 

How can writing be powerful and how can it influence others?

 How do I format my final draft? 

 

What is citation machine?

 

 

 How do I format my final draft? 

 

What is citation machine?

 

 What do I struggle with? 

 

What are my strengths when it comes to writing and reading?

 Who will present first? 

 

How will presentations take place?
Review the appeals with visuals. Citation machine-creating the bibliography for our work. Composition of final drafts.  Review the rubric that will be used to assess their speech and their presentation. Assessment Explanation of the rules, how each individual will be evaluated, and time limits to presentations.
-Incorporate emotional, logical, and ethical appeal into one’s writing. 

-Peer edit/revise

-Bring a flash drive to class tomorrow!

 -Type out a final draft in 12 point font and Times New Roman, double-spaced with default margins and appropriate centered heading preceded by one’s name, date, teacher, and period. -Type out a final draft in 12 point font and Times New Roman, double-spaced with default margins and appropriate centered heading preceded by one’s name, date, teacher, and period. Assessment Presentations and peer evaluations.
Scholars will be evaluated on their revised and edited rough draft. Scholars will be evaluated on their completed final draft to notice if their formatting is appropriate and that they have correctly created a bibliography following MLA format. Scholars will be evaluated on their completed final draft to notice if their formatting is appropriate and that they have correctly created a bibliography following MLA format. Scholars will be evaluated on their performance on the assessment in order to notice what objectives and concepts need to be reviewed. Scholars will be evaluated on their presented arguments and the use of a variety of rhetorical strategies in their speech.
Scholars will extend their learning by using a variety of sources to create a persuasive essay in IIM format. Scholars will highlight their strongest points they make in their essays, noting the appeals and their facts and how they support their overall argument. Scholars will highlight their strongest points they make in their essays, noting the appeals and their facts and how they support their overall argument. Scholars will be asked to explain why they chose a certain answer in their own words. Scholars will be challenged to present their speech using index cards as prompts as opposed to reading their writing verbatim to their audience.
Bring a flash drive tomorrow! Bring your flash drive! Finish your final draft at home if you were unable to complete it in the computer lab! Final drafts and presentations are tomorrow!  Be prepared and dress appropriately! Final drafts are due today!

 

English 6: February 13-17
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations: 

Final drafts of the published piece of writing are due this Friday at the end of class!

Six-week’s assessment will be given this Thursday.

 

 

Monday Tuesday Wednesday Thursday Friday
Scholars will revise and edit a past piece of writing in order to create a publishable piece of writing without errors or grammatical mistakes. Scholars will follow their remodeling plans for their writing in order to improve upon a past piece of writing. Scholars will follow their remodeling plans for their writing in order to improve upon a past piece of writing. Scholars will take an assessment to measure their strengths and weaknesses in order to prepare a curriculum that targets weaknesses in preparation of upcoming tests. Scholars will take an assessment to measure their strengths and weaknesses in order to prepare a curriculum that targets weaknesses in preparation of upcoming tests.
What is my plan to revise and edit my past piece of writing? 

 

How will I remodel my past piece of writing-interior or exterior?

 How will I follow my plans? 

 

What is the purpose behind typing out my published piece?

 How will I follow my plans? 

 

What is the purpose behind typing out my published piece?

 What do I struggle with? 

 

What are my strengths when it comes to writing and reading?

 What do I struggle with? 

 

What are my strengths when it comes to writing and reading?
Spelling Review all plans! Revisit plans to see how the remodeling process is going with each individuals writing. Assessment Assessment
-Explain ways to remodel one’s writing-exterior or interior remodeling. 

-Develop a realistic plan to revise and edit a past piece of writing.

 

 -Follow a plan to revise and edit during the creation of one’s published piece. 

-Notice spelling errors and mistakes during the composition of the published piece.

 -Follow a plan to revise and edit during the creation of one’s published piece. 

-Notice spelling errors and mistakes during the composition of the published piece.

 Assessment Assessment
Scholars will be evaluated on their plans of revision and editing. Scholars will be evaluated on their work produced during class. Scholars will be evaluated on their work produced during class. Scholars will be evaluated on their performance on the assessment in order to notice what objectives and concepts need to be reviewed. Scholars will be evaluated on their performance on the assessment in order to notice what objectives and concepts need to be reviewed.
Bring a flash drive to class tomorrow! Bring a flash drive to class tomorrow! Finish your final draft at home or during morning tutorials tomorrow if you were unable to finish typing out your remodeled piece of writing! Finish your final draft at home or during morning tutorials tomorrow if you were unable to finish typing out your remodeled piece of writing! 

 

Final drafts are due Friday at the end of class!!

 Final drafts of all published pieces of writing with the remodeling plan are due today at the end of class!

 

Categories: Lesson Plans Tags:

Lesson Plans: February 6-10

February 1st, 2012 Ms. Lowe Comments off
GT and Pre-AP: February 6-10
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Rough drafts of the persuasive essay are due this Friday!

No quiz, vocabulary, or warm-ups this week due to the project development in class.

 

 

Monday Tuesday Wednesday Thursday Friday  
Scholars will develop persuasive writing using a variety of persuasive appeals and rhetorical strategies. Scholars will develop persuasive writing using a variety of persuasive appeals and rhetorical strategies. Scholars will develop persuasive writing using a variety of persuasive appeals and rhetorical strategies. Scholars will develop persuasive writing using a variety of persuasive appeals and rhetorical strategies. Scholars will develop persuasive writing using a variety of persuasive appeals and rhetorical strategies.  
How should I organize my essay?

 

What is my thesis statement?

 

How can I create a persuasive metaphor?

 What are the appeals and how can I incorporate the appeals into my writing?

 

How do I cite information from outside sources?

 What are other rhetorical strategies commonly used in persuasive writing? What is a call to action and a concession?

 

How should I end my persuasive essay?

 What is a bibliography and how can I easily create a bibliography or works cited page?  
-Notes: Expository essay structure

-Outline the rough draft

-Create the intro with a persuasive metaphor and a thesis statement.

 

 -Notes: Citing sources

-Review the appeals through images

-Develop body paragraphs of the persuasive essay

 -Notes: Testimonials, allusions, and bandwagon

-Develop body paragraphs

 

 

 -Notes: Call to action and concession.

-Develop the concluding paragraph.

 -Notes: Bibliography and Works Cited

 

-Create the bibliography to your persuasive essay

 

-Peer edit/revise

  
Scholars will be evaluated on work produced in class. Scholars will be evaluated on work produced in class. Scholars will be evaluated on work produced in class. Scholars will be evaluated on work produced in class. Scholars will be evaluated on work produced in class.  
Finish the persuasive essay outline and introductory paragraph. Finish the first two body paragraphs of your persuasive essay. Finish all body paragraphs for your persuasive essay. Completed rough draft is due tomorrow! Complete the bibliography .  
Differentiation: Scholars will be given opportunities to extend their learning by using a variety of sources and media to support their claim.  They will work with others to develop their argument, and think critically about counterarguments.   Scholars will also be challenged to use sources beyond the obvious sources in order to provide logical evidence to support their claim.

 

 

 

English 6: February 6-10
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Spelling quiz this Friday

 

 

Monday Tuesday Wednesday Thursday Friday
Scholars will review past pieces of writing in order to revisit a piece of writing they would like to perfect and publish. Scholars will analyze past pieces of writing in order to notice where strengths and weaknesses are within their writing, and where they notice areas in need of improvement. Scholars will develop a plan to remodel their writing and improve upon their weaknesses and perfect their strengths. Scholars will begin to remodel their past piece of writing by following their plans for remodeling closely. In doing so, scholars will become better writers when it comes to editing and revising. Scholars will remodel their past piece of writing by following their plans for remodeling closely. In doing so, scholars will become better writers when it comes to editing and revising.
What is my favorite piece of writing I’ve created so far this year?

 

What can I do to improve my writing through revision and editing?

 What do I notice about my writing?

 

What are my strengths and weaknesses with my writing?

 What can I do to remodel my writing?

 

What plan can a realistically commit to in order to create a publishable piece of writing?

 How do I make improvements on my rough draft?

 

What should I fix, and what should I leave?

 How do I make improvements on my rough draft?

 

What should I fix, and what should I leave?
Spelling Spelling Spelling Spelling Spelling Quiz
-Review the publishing project

-Pass back past pieces of writing to develop a portfolio

-Reflect on past pieces of writing to notice where strengths and weaknesses reside within writing pieces.

 -Self-Evaluation: Strengths and Weaknesses

 

-Evaluate past pieces of writing

 

-Decide on ONE piece of writing to publish for the publishing project.

 -Review the written plan of action for remodeling the writing.

 

-Develop a plan

 

 

 

 -Revise and edit a past piece of writing by following the established plan.

 

 

 -Grade the quiz

-Revise and edit a past piece of writing in order to make it a publishable piece of writing.
Scholars will be evaluated on their written reflection created in class about their past pieces of writing. Scholars will be evaluated on their self-evaluations produced in class. Scholars will be evaluated on their plans of improvement created in class. Scholars will be evaluated on work produced in class. Scholars will be evaluated on their writing and revision/editing produced in class.
Read Read Finish your plan of improvement in order to remodel your chosen piece of writing. Read Finish remodeling your past piece of writing.

 

Categories: Lesson Plans Tags:

Lesson Plans: January 27-February 3

January 28th, 2012 Ms. Lowe Comments off
GT and Pre-AP January 30-February 3
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Quiz this Friday over concepts and objectives covered this week.

Completed note cards are due this Friday!

 
Weekly Vocabulary Words:
Claim

Reason

Point

Source

Plagiarize

 

Monday Tuesday Wednesday Thursday Friday
Scholars will read a variety of persuasive pieces in order to analyze rhetorical and persuasive devices being used to enhance the purpose of the writing. Scholars will understand what their next writing project is and what will be required to be successful on this project. Scholars will research credible information about their persuasive topic in the library or using the internet in order to develop an understanding of their issue. Scholars will research credible information about their persuasive topic in the library or using the internet in order to develop an understanding of their issue. Scholars will research credible information about their persuasive topic in the library or using the internet in order to develop an understanding of their issue.
What techniques are used to be persuasive?

 

What can I do in my own writing to develop a strong persuasive piece?

 What is the next writing assignment?

 

What is a note card for?

 What is credible?

 

What is trustworthy when researching?

 What is credible?

 

What is trustworthy when researching?

 What is credible?

 

What is trustworthy when researching?
Vocabulary Grammar Notes: Credible sources Notes: Note card formatting Notes: Plagiarism
-Review the argument from last Friday

-Analyze a variety of persuasive texts using the Toulmin method of argumentative writing.

-Share noticings

-Review the writing project with persuasive writing.

 -Review the project guidelines

-Notes: Note cards and research format

-Develop focus questions for research tomorrow.

 

 -Library research or internet research

 

 -Library research or internet research

 

 -Library research or internet research

 
Scholars will be evaluated from class discussion and their work produced through their analysis of the texts. Scholars will be evaluated using their focus questions brainstormed ideas relating to their topic to see if they understand how to start out creating a persuasive essay. Scholars will be evaluated through their research and information gained during class. Scholars will be evaluated through their research and information gained during class. Scholars will be evaluated through their research and information gained during class.
Scholars will be given the option to extend their learning by choosing a topic not listed on the project sheet. Scholars will develop inquiries to address and support their claim and points. Scholars will research their topic using a variety of media and texts, and may share sources with others to notice helpful information to support or bring to light a previously undiscovered counterargument. Scholars will research their topic using a variety of media and texts, and may share sources with others to notice helpful information to support or bring to light a previously undiscovered counterargument. Scholars will research their topic using a variety of media and texts, and may share sources with others to notice helpful information to support or bring to light a previously undiscovered counterargument.
Please read. Please research your topic for a deeper understanding of your argument! Please research your topic for a deeper understanding of your argument! Please research your topic for a deeper understanding of your argument! Please research your topic for a deeper understanding of your argument!

 

English 6: January 30-February 3
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Quiz this Friday over spelling words!

 

Monday Tuesday Wednesday Thursday Friday
Scholars will become familiar with perfect tenses of verbs in order to improve their writing and sentence development. Scholars will target adjectives within their writing to create imagery and detail. Scholars will develop their adjectives and adverbs in their writing in order to make their writing come to life. Scholars will develop their subjects in their writing in order to make their writing come to life. Scholars will know what the next writing project is and how to be successful in their completion of the project.
What tense is this verb? What is an adjective?

 

What is a boring adjective?

 What is an adverb? What is a noun? What is the next writing project?
Spelling Spelling Spelling Spelling Quiz
-Finish pages 27-35 in the Language Handbook

-Revisit the writing prompt from last Friday

-Develop writing to collect writing entries.

 

 -Notes: Adjectives

-Writing prompt targeting the use of adjectives in writing.

-Peer edit/revise

-Share writing entries

 -Notes: Adverbs

-Writing prompt targeting the use of adverbs in writing.

-Peer edit/revise

-Share writing entries

 

 -Notes: Nouns

-Writing prompt targeting the use of adverbs in writing.

-Peer edit/revise

-Share writing entries

 

 -Grade Quiz

-Review the next writing project.

-Begin thinking of a favorite writing piece to publish.

-Develop a plan to revise, edit, and improve upon.
Scholars will be evaluated using their writing and work completed during class. Scholars will be evaluated from the detailed writing produced in class. Scholars will be evaluated from the detailed writing produced in class. Scholars will be evaluated from the detailed writing produced in class. Scholars will be evaluated using work completed during class.
Read! Read. Read. Read. Read.

 

Categories: Lesson Plans Tags:

Lesson Plans: January 23-27

January 23rd, 2012 Ms. Lowe Comments off
GT and Pre-AP January 23-27
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations: 

Quiz this Friday over concepts covered this week!

 
Weekly Vocabulary Words:
Persuade 

Opinion

Debate

Tone

Concession

 

Monday Tuesday Wednesday Thursday Friday
Scholars will understand how subjects and verbs must agree within sentences. Scholars will evaluate and reflect upon their past work with the last project. Scholars will begin to think about change is brought about, and how opinions, words, and communication can be used to bring about change. Scholars will read a persuasive essay or opinion editorial to notice how this incites an opinion-based reaction.  Scholars will also analyze the writing from rhetorical stance to notice how writers convey their opinions persuasively. Scholars will watch a series of debates from a news channel to notice how the exchange of opinions and a variety of rhetorical strategies are used to persuade their audience.
Which verb should I use in order to make it agree with the subject in my writing? What have a learned since the campaign unit about myself, others, and the world around me? Where does persuasive writing exist in the world? 

 

What does it mean to be persuasive?

 

How can my words influence the thinking of others?

 What does the writer do to influence others through their words? How does the media influence the minds of its audience? 

 

What should I be aware of when watching others voice their opinions in an effort to persuade.
Language Handbook Vocabulary Words Language Handbook DOL Quiz
-Language Handbook -Finish any campaign project presentations 

-Peer Evaluations

-Work Logs

-Campaign project grades delivered.

 -Where do we encounter persuasive writing in the world around us? 

-Have you ever disagreed with someone else?

-Quick write

-Discuss and share

 

 -Notes over rhetorical strategies. 

-Read a persuasive essay

-Quick write while incorporating some rhetorical strategies into your own writing

-Class discussion

 -Notes: SoapsTONE 

-Analyze a news debate/speech to notice the rhetorical strategies used.

-Class discussion over debatable issues
Scholars will be evaluated on their work produced in their language handbook in order to assess their understanding of the objective. Scholars will be evaluated on their past participation and work from the campaign project. Scholars will be evaluated on their writing produced during the quick write, and class discussion. Scholars will be evaluated on their writing produced during the quick write and class discussion in order to see that they understand what persuasive writing is. Scholars will be evaluated on their analysis of the news speech/debate.
Finish Language handbook pages for homework! Read! Scholars should watch the news tonight to see the many debatable issues that are addressed on the television to notice how others voice their opinions in a professional fashion. Read! Read!
Differentiation
Variety of texts will be used to address multiple learning styles. 

Scoffolded activities will allow for pacing adjustment of lessons.

A variety of learning materials will be used to engage all types of students with different learning styles.

 

 

English 6 January 23-27
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations: 

Quiz this Friday over spelling!

 

 

Monday Tuesday Wednesday Thursday Friday
Scholars will understand how subjects and verbs must agree within sentences. Scholars will finish creating their final drafts after peer editing and revising their rough drafts. Scholars will begin collecting writing entries in their writing notebook in order to build their collection of writing pieces.  Scholars will practice using correct grammar, structure, and syntax within their writing. Scholars will continue collecting writing entries in their notebook in order to build their collection of writing pieces to create a written piece to be submitted into a class book. Scholars will collect writing entries in their notebook in order to have  a variety of writing pieces to choose from when deciding on a piece to publish.
Which verb should I use in order to make it agree with the subject in my writing? What changes and improvements did I make to my writing when creating my final draft? What issues do I encounter with my writing? What is verb tense and does this shift within my writing? What is verb tense and how does it change in my writing?
Language Handbook Spelling Spelling Spelling Spelling quiz
-Language Handbook -Finish all final drafts 

-Present and read final drafts of personal essays.

-Peer response blog

 -Finish presentations of personal essays 

-Quick write watching out for capitalization.

-Peer edit/revise

-Notice errors and things to work on within one’s writing.

 

 -Notes: Verb tense 

-Quick write

-Peer edit/revise

-Reflect and share on written pieces.

 -Notes: Verb tenses 

-Quick write with writing prompt

-Reflect and share written pieces
Scholars will be evaluated on their work produced in their language handbook in order to assess their understanding of the objective. -Scholars will be evaluated on their work produced in class in order to see their understanding of the writing process. Scholars will be evaluated on writing produced in class. Scholars will be evaluated on writing produced in class. Scholars will be evaluated on writing produced in class.
Language Handbook is homework. Scholars will read for homework. Scholars will read for homework. Scholars will read for homework. Scholars will read for homework.

 


 

Categories: Lesson Plans Tags:

Lesson Plans: January 17-20

January 16th, 2012 Ms. Lowe Comments off
GT and PreAP: January 16-20
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Major grade: Team campaign projects are due this Friday!  Presentations will take place this Friday and all work will be due from all groups even if a group is not presenting that day!

 
Weekly Vocabulary Words:
No vocabulary words this week due to the project due, presentations, and the shortened week.

 

Monday Tuesday Wednesday Thursday Friday
  Scholars will understand what research abstracts, surveys, data, graphs, and questionnaires are and how to effectively use these to support their social issue. Scholars will understand grammar and the mechanics of writing in order to become better communicators. Scholars will work in teams to develop the final touches to a written and visual presentation of their social campaign. Scholars will present work created in teams in order to become more effective presenters and to see how their words and campaign work influence their audience.

 

Scholars will view presentations and create reviews and evaluations of the presentations to notice how the do’s and don’ts of presentations.
  How can data and research be used to uphold my writing and social issue? What weaknesses and strengths do I have when it comes to grammar? How do words create change? How do I engage my audience in my topic and influence change with words?
  Grammar Handbook Grammar warm-up Grammar Handbook Presentations
  -Review campaign

-Explain abstract/and visual data of the questionnaire or observation

-Team work

 -Grammar –first half of class

-Campaign work-independent of teams

 

 

 -Review campaign rubric and presentation guidelines.

-Campaign work

FINAL DAY!

 -Presentations

Groups 1-?
  Scholars will be evaluated on work produced in teams. Scholars will be evaluated on grammar work produced in class. Scholars will be evaluated on work produced in teams during class. Presentations will be evaluated and assessed for the criteria outlined in the campaign project:

Written speech

 

Observation or questionnaire with a written abstract and visuals.

 

Poster or

Powerpoint presentation or

Public announcement with a written script

 
  Scholars will be asked to generate a variety of data and information from research collected through questionnaires and observations. Scholars will work in groups to generate a functional and presentable campaign for a social issue. Scholars will work in groups doing a variety of tasks and jobs targeting a variety of learning styles. Scholars will present campaign work in teams and celebrate the variety of work produced through research, analysis, writing, and media.
  Finish visual data. Finish any incomplete grammar work. Finish ALL CAMPAIGN WORK!  CAMPAIGN PRESENTATIONS TOMORROW! Read!

 

English 6
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Personal Essays will be due this Friday-both rough drafts and final drafts!

Quiz this Friday over spelling.

 

Monday Tuesday Wednesday Thursday Friday
No school Scholars will create rough drafts of their personal essays and practice the mechanics of writing in order to become more accurate writers. Scholars will work on grammar within their writing and through extra practice in order to improve their mechanics and language skills. Scholars will peer edit and revise work to notice mistakes and errors so that writing may be improved.

 

Scholars will practice incorporating correct grammar and mechanics into their writing to improve their writing and to notice how writing is a process.

 Scholars will present personal essays to the class to notice how their words are received by others, and to notice how their words and writing can influence their audience.
  What grammar do I need to work on? How can I incorporate the rules of grammar into my own writing? Why do I need a rough draft?

 

What am I supposed to do if I want to change something?

 How can I effectively present my personal essay?

 

How can writing bring about change?
  Spelling Grammar Spelling Quiz
  -Review spelling

-Review rough drafts and personal essay requirements.

-Create rough draft of personal essay.

 -Grammar practice the first half of class

-Personal essay-rough draft

-Targeting grammar and mechanics through the rough draft.

 

 -Review spelling

-Review grammar and mechanics of writing through peer editing and revision.

-Final drafts of personal essays

 -Review spelling quiz

-Presentations of personal essays

-Peer evaluations of presentations.
  Scholars will be evaluated on writing produced in class. Scholars will be evaluated on work produced in class. Scholars will be evaluated on writing, editing, and revision completed in class. Scholars will be evaluated on presentations and their final drafts of their personal essays.
  Read. Finish rough drafts as they are due tomorrow! Final drafts are due tomorrow! Read!

 

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Lesson Plans: January 9-13

January 7th, 2012 Ms. Lowe Comments off
January 9-13 GT and PreAP
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Quiz this Friday over concepts covered this week.

 
Weekly Vocabulary Words:
Bias

Ethical

Stereotype

Prejudice

 

 

Monday Tuesday Wednesday Thursday Friday
Scholars will become empowered through their writing working for positive change. Scholars will understand the embedded assessment project and begin brainstorming ideas about their social issue in order to begin creating a campaign for their issue. Scholars will begin working with their project matrix in order to develop writing and ideas to support their social issue and influence the hearts and minds of others. Scholars will work with their project matrix in groups and develop writing to support their campaign. Scholars will work with their project matrix in groups and develop writing to support their campaign effort.
How can I have a voice?

 

How is change brought about?

 How can I influence others through my writing?

 

 How can my words be powerful? What can I do to influence my audience?

 

How can I use the appeals to influence my audience?

 How will my work be received by my audience?
Vocabulary Words DOL No warm-up Grammar Handbook Quiz
Notes: Ethical Appeal

 

Review the three appeals

 

Notice the three appeals in “A Letter from Birmingham Jail”

 Review the embedded assessment project

 

Assign groups and social issues.

 

Bubble map-brainstorm ideas associated with a social issue.

 Groups will finalize social issue decisions democratically.

 

Groups will begin work and will be held accountable to documenting the work completed during class today in a work log.

 

 

 Review the appeals and see how the appeals are used in media, graphics, advertisements, writing, reports, etc.

 

Group work on speeches.

 Notes: How to appeal to your audience

 

Group work on speeches.

 

Evaluation of work log.
Scholars will be evaluated on class discussion and their annotated work from “A Letter from Birmingham Jail”. Scholars will be evaluated on class discussion and work produced while being an involved group member during group work. Scholars will be evaluated on work and discussion during class. Scholars will be evaluated on work and discussion during class. Scholars will be evaluated on work and discussion during class.
How can you move more people using words than by force? How does my social issue involve everyone in the school, country, or world? What are some creative ideas I can use to promote my social campaign? What is due tomorrow? How did MLK Jr. influence others?
Scholars will be asked to think about change, and how change can be a positive thing. Scholars will extend their learning by doing outside research to determine what social issue they plan to tackle. Scholars will extend their learning by incorporating outside research and supplies to aid their social efforts. Scholars will extend their learning by incorporating outside research and supplies to aid their social efforts. Scholars will extend their learning by incorporating outside research and supplies to aid their social efforts.
Read. Research social issue. Research. Research. Research.

 

January 9-13 English 6
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Quiz this Friday over spelling

 

 

Monday Tuesday Wednesday Thursday Friday
Scholars will become familiar with social issues in order understand how they can influence the world. Scholars will understand the embedded assessment project and begin brainstorming ideas about their social issue in order to begin creating a campaign for their issue. Scholars will understand what the next writing project will be in order to understand the expectations and requirements to be met to be successful. Scholars will draft a personal essay that connects to the class campaign in order to understand how words can be used to influence the hearts and minds of their audience. Scholars will work with their project matrix in groups and develop writing to support their campaign effort.
How can I have a voice?

 

How is change brought about?

 How can I influence others through my writing?

 

 How can my words be powerful? What can I do to influence my audience?

 

How can I use the appeals to influence my audience?

 How will my work be received by my audience?
Spelling Spelling Spelling Spelling Spelling Quiz
Review spelling

 

Read a personal essay

 

Written response to the reading.

 

Class discussion

 

 

 

 

 Review spelling

 

Watch a video clip relating to the Holocaust.

 

Read an excerpt from “Night”

 

Written response to the reading and the video clip.

 

Class discussion

 Review spelling

 

Read through the personal essay element of the class campaign against hate.

 

Brainstorm three  ideas for a personal essay and begin drafting.

 

 

 

 

 -Review spelling

 

-Notes: Logical and Emotional Appeal

 

-Personal essay rough draft

 

 

 -Review spelling

 

-Read a personal essay example

 

-Personal essay rough draft due today by the end of class.
Scholars will be evaluated on class discussion and their work produced in class. Scholars will be evaluated on class discussion and written responses to their reading. Scholars will be evaluated on work and discussion during class. Scholars will be evaluated on work and discussion during class. Scholars will be evaluated on work and discussion during class.
How you move more people using words than by force? How does my social issue involve everyone in the school, country, or world? What are some experiences I can include in my personal essay? What is due tomorrow? How did MLK Jr. influence others?
Read. Read. Read. Work on rough drafts. Read.

 

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Lesson Plans: January 3-6

January 2nd, 2012 Ms. Lowe Comments off
January 3-6
GT and Pre-AP Classes
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Quiz this Friday over vocabulary words and concepts covered this week.
Weekly Vocabulary Words:
Anaphora

Race

Tolerance

Allusion

Speech

 

Monday Tuesday Wednesday Thursday Friday  
No School Scholars will access prior knowledge about key ideas and concepts in order and analyze skills and knowledge necessary for success in this unit. Scholars will recognize how changes can occur over time, and explore the theme of change in order to understand how small changes can inspire big changes. Scholars will explore emotional and logical appeal in “I Have a Dream” in order to understand the rhetorical strategies used to influence the hearts and minds of the audience. Scholars will analyze emotional and logical appeal in a persuasive writing in order to understand how rhetoric is used to influence others.  
  Why do ideas and perceptions change?

How does change affect society?

What is race?

 Why do ideas and perceptions change?

How does change affect society?

What is tolerance?

 Why do ideas and perceptions change?

How does change affect society?

 Why do ideas and perceptions change?

How does change affect society?

  
  Vocabulary Words DOL Grammar Handbook Quiz  
  Read The Cay dedication

Discuss the dedication as a class

Complete the “Sorting People” activity as a class/small groups and discuss results.

Pass out “The Hate Pyramid” and write about an experience you’ve had with hate.

 Read a personal essay and discuss how it ties into the “The Hate Pyramid”.

Watch MLK’s “I Have a Dream” speech.

Notes over anaphora, and persuasive appeals.

Listen to MLK’s speech again to notice the anaphora and persuasive appeals.

Discuss the overall big idea or theme of the speech.

 Read and excerpt from “Night” to notice how hate translates to a variety of issues.

Read and review “I Have a Dream” and annotate for persuasive appeals, and answer questions relating to the persuasive techniques used in the speech.

 Discuss how the posted visual relates to the theme of change and connects to the issues discussed in class this week.

Review persuasive appeals through visual prompts.

Annotate “I Have a Dream” and “A Letter from Birmingham Jail” to notice the emotional and logical appeal.

  
  Scholars will be evaluated on writing produced in their writing notebooks and class discussion. Scholars will be evaluated on their active listening skills and class discussion. Scholars will be evaluated on annotated speeches and class discussion. Scholars will be evaluated on their analysis of persuasive techniques evident by their annotation and responses to work produced in class.  
  What changes have occurred in society to deal with issues of tolerance? What changes have occurred in society to deal with issues of tolerance? What would the world be like if people were more tolerant, understanding, and educated? How can changes be made today?  
  Scholars may further explore the theme of change by researching and reading about incidents in the news where hate was involved.   Scholars will further examine how anaphora, parallelism, and allusion create an effective persuasive speech. Scholars will further examine how anaphora, parallelism, and allusion create an effective persuasive speech.  
  Read! Read! How is tolerance an issue that is prevalent in the news today?

Be prepared for the quiz!

 Read!  
January 3-6
English 6
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations:

Quiz this Friday over vocabulary words and spelling.
Weekly Vocabulary Words:
Anaphora

Race

Tolerance

Allusion

Speech

 

Monday Tuesday Wednesday Thursday Friday
No School Scholars will access prior knowledge about key ideas and concepts in order and analyze skills and knowledge necessary for success in this unit. Scholars will recognize how changes can occur over time, and explore the theme of change in order to understand how small changes can inspire big changes. Scholars will explore emotional and logical appeal in “I Have a Dream” in order to understand the rhetorical strategies used to influence the hearts and minds of the audience. Scholars will analyze emotional and logical appeal in a persuasive writing in order to understand how rhetoric is used to influence others.
  Why do ideas and perceptions change?

How does change affect society?

What is race?

 Why do ideas and perceptions change?

How does change affect society?

What is tolerance?

 Why do ideas and perceptions change?

How does change affect society?

 Why do ideas and perceptions change?

How does change affect society?
  Spelling-Vocabulary Spelling Spelling Quiz-Spelling
  Read The Cay dedication

Discuss the dedication as a class

Complete the “Sorting People” activity as a class/small groups and discuss results.

Pass out “The Hate Pyramid” and write about an experience you’ve had with hate.

 Read a personal essay and discuss how it ties into the “The Hate Pyramid”.

Watch MLK’s “I Have a Dream” speech and to notice anaphora and the author’s message and purpose.

Discuss the overall big idea or theme of the speech.

 Read and excerpt from “Night” to notice how hate translates to a variety of issues.

Read and review “I Have a Dream” and answer comprehension questions.

 Discuss how the posted visual relates to the theme of change and connects to the issues discussed in class this week.

Write a one page speech or essay (solution) relating to the issues of hate and tolerance and include anaphora and other persuasive appeals to influence your audience.
  Scholars will be evaluated on writing produced in their writing notebooks and class discussion. Scholars will be evaluated on their active listening skills and class discussion. Scholars will be responses to questions from “I Have a Dream” and class discussion. Scholars will be evaluated on their writing p
  What changes have occurred in society to deal with issues of tolerance? What changes have occurred in society to deal with issues of tolerance? What would the world be like if people were more tolerant, understanding, and educated? How can changes be made today?
  Read! Read! How is tolerance an issue that is prevalent in the news today?

Be prepared for the quiz!

 Read!
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Lesson Plans: December 12-16

December 10th, 2011 Ms. Lowe Comments off
December 12-16
What’s Due and When?  Upcoming Tests, Quizzes, Projects, or Presentations: 

Unit Test this Thursday, December 15th.  This will include objectives covered this six weeks.

The Cay Literary Analysis Written Assessment this Wednesday, December 14th-this will be a written essay that examines one the many literary objectives discussed and covered during the reading of The Cay.

 
Weekly Vocabulary Words:
No vocabulary words this week due to testing.

 

Monday Tuesday Wednesday Thursday Friday
Scholars will read to understand character change, dialect, plot, and theme within The Cay.  Scholars will become critical readers by gaining insight as to how certain literary objectives shape one’s understanding of the text. Scholars will read to understand character change, dialect, plot, and theme within The Cay. 

 

 

 Scholars will take a timed written assessment over The Cay in order to become critical readers and writers. Scholars will take a written assessment in order to notice strengths and weaknesses with certain objectives covered this six weeks. Scholars will create written greetings to celebrate the holidays.
-What has happened so far in the reading that reveals character development, change? How have characters played an important role within the story? 

 

 

 How does my understanding of the text reflect my mastery of objectives covered this six weeks? How does my understanding of the text reflect my mastery of objectives covered this six weeks? How can I use my knowledge of writing to develop a personal greeting that accurately portrays a tone of gratitude and appreciation?
Read chapter 13-14-15 of The Cay Finish chapter questions or point-of-view essay, theme, and conflict analysis. Sharpen pencils. 

Review how to take a timed writing test.

 Sharpen pencils. 

Review.

 Stationery 

Markers

 
-Answer chapter questions 

-Point of view essay, theme, and conflict analysis (3rd and 5th periods only)

 -Finish reading The Cay chapters 17-18-19 

-Shared inquiry discussion

 

 -Develop written essay 

 

 

 -Unit 3 Assessment -Develop a rough draft to be handed in for a grade. 

-After completing a written rough draft of a personal greeting/letter, stationery may be used to create the final draft.

 
Scholars will be evaluated on work produced during class. Scholars will be evaluated on work produced during class, AND class discussion. Scholars will be evaluated on their written assessment that will reveal their understanding of expository essays. Scholars will be evaluated on their performance with the unit assessment. Scholars will be evaluated on their writing produced in class.
Please make sure you are caught up to chapter 17 of The Cay by the end of class! Be prepared for the written assessment tomorrow! No written assessments will be taken home. All tests must be completed by the end of the class period. Have a safe and peaceful break!
GT: Theme, conflict, and point of view work relating to The Cay. Shared inquiry discussion will allow scholars to develop their own ideas from the text by thinking critically with others, sharing ideas, questions, and other comments. GT: Scholars will develop a character analysis essay that compares and contrasts a character from The Cay to another character from a specific past reading OR they will develop an analysis of the many symbolic elements seen within the text. Testing Graphic organizers and other resources may be used to help organize writing.
No homework. Read please. Be prepared for the unit test tomorrow! No homework.  Please read and turn in all reading completion forms! Read! 

Grammar extension: Extra credit will be given for work completed from the grammar packet.  The extra credit will be incorporated into the 5th six weeks’ grades.

 

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