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The Academy for Technology & the Classics

Lesson Plan Template


Instructors name: Devin Ayers Week of: 1/27 1/31 Course/Grade: Grade 9 English I Unit Name: Writing Intensive

Common Core/ NM Content Standards: RL.9-10.1 RL9-10.9; RI9-10.1 RI9-10.6; W9-10.1W9-10.2; W9-10.4 Essential Question(s): How do we generate quality essays? What essential components should students look for when editing their work? Connections (prior learning/prior knowledge): Students will make connections between writing they have completed in previous courses, as well as writing completed earlier in this course. Students will also reference events from their own lives when writing narrative essays and memoirs. Resources/Materials Teacher: Document reader Students: Pen and paper Student editing sheet Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: direct observation/exit tickets (written reflections) This Week: direct observation/exit tickets (written reflections)/editing sheet/written essay Unit: direct observation/exit tickets (written reflections)/editing sheet/written essay

Other considerations (modifications, accommodations, acceleration, etc.): Students who require it will receive extended deadlines for writing assignments and/or shortened reading.

Time allotted MONDAY Learning TargetStudents will improve their skills in editing (including a focus on organization, syntax, diction, grammar, spelling and formal language). They will show their learning by completing a written reflection in the form of an exit ticket, showing that they have paid attention and absorbed the information presented in class. In class, the instructor will present student

Lesson activities for instructor and students Assignment(s) DueWritten reflection

generated essays (written by students the previous week) using a document reader. Students will read the essay aloud. Then, paragraph by paragraph (and line by line when appropriate) the instructor will cold call students to explain the areas in which the essay is successful and the areas in which it needs improvement. At the end of each essay analysis, the group will define the specific areas of need for that particular essay. At the end of class, students will present an exit ticket in the form of written notes/reflections based on the discussion and analysis undertaken in class. TUESDAY Learning TargetStudents will improve their skills in editing (including a focus on organization, syntax, diction, grammar, spelling and formal language). They will show their learning by completing a written reflection in the form of an exit ticket, showing that they have paid attention and absorbed the information presented in class. In class, the instructor will present student generated essays (written by students the previous week) using a document reader. Students will read the essay aloud. Then, paragraph by paragraph (and line by line when appropriate) the instructor will cold call students to explain the areas in which the essay is successful and the areas in which it needs improvement. At the end of each essay analysis, the group will define the specific areas of need for that particular essay. At the end of class, students will present an exit ticket in the form of written notes/reflections based on the discussion and analysis undertaken in class. Assignment(s) DueWritten reflection

WEDNESDAY Learning TargetStudents will improve their skills in editing (including a focus on organization, syntax, diction, grammar, spelling and formal language). They will show their learning by completing a written reflection in the form of an exit ticket, showing that they have paid attention and absorbed the information presented in class.

Assignment(s) DueWritten reflection

In class, the instructor will present student generated essays (written by students the previous week) using a document reader. Students will read the essay aloud. Then, paragraph by paragraph (and line by line when appropriate) the instructor will cold call students to explain the areas in which the essay is successful and the areas in which it needs improvement. At the end of each essay analysis, the group will define the specific areas of need for that particular essay. At the end of class, students will present an exit ticket in the form of written notes/reflections based on the discussion and analysis undertaken in class.

THURSDAY Learning TargetStudents will improve their skills in editing (including a focus on organization, syntax, diction, grammar, spelling and formal language). They will show their learning by completing an selfedit/reflection form. Students will choose one essay from the four generated last week in class. This essay will be edited and a second draft will be generated. In class today, students will complete a selfedit/reflection form detailing the changes they will make to their essay. At the end of the period we will share out the results from some of these forms. Each student will present a completed form as an exit ticket.

Assignment(s) DueSelf-edit/reflection sheet

FRIDAY Learning TargetStudents will improve their skills in editing (including a focus on organization, syntax, diction, grammar, spelling and formal language). They will show their learning by completing a second draft of a chosen essay. In class, students will generate a second draft of a

Assignment(s) DueSecond draft of chosen essay; original draft; self-edit/reflection sheet For next week: read through page 54 in Night for Monday

chosen essay. This will be turned in, along with the first draft and the self-edit/reflection sheet.

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