LESSON TEMPLATE

Teacher: Kistner Date(s):

Unit Title:
Staff Development Day
SOL/Competency:
Staff Development Day
Materials Needed:

Content: English 11
Focus of the Day:
Staff Development Day
Essential Skills:
Vocabulary (What new vocabulary will be
introduced during this lesson?):

Essential Question of the Day:

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?)
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)

Applying

Analyzing

Evaluating

Creating

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2. Click here to enter text.
3. Click here to enter text.
4. Click here to enter text.
5. Click here to enter text.
6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
1.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min

Check for Understanding (How will you know that students are learning the concept or skill?):
Independent Practice (What will students do to independently practice the concept or skill?)
Closure- How will the lesson be summarized?)
Evaluation/Assessment (How will you measure the students success?)
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: SOL Remediation/Review
SOL/Competency:
11.6/11.7
Materials Needed: Promethean board, COW,
notebook, handouts, language books

Content: English 11
Focus of the Day: Editing/writing for
punctuation (colon, semicolon, end
punctuation). Reviewing persuasive writing.
Essential Skills: TLW self- and peer- edit
writing. TLW write for a variety of purposes
(persuasion).
Vocabulary (What new vocabulary will be
introduced during this lesson?): Reviewed vocab:
semicolon, colon, end punctuation, thesis,
counterargument, supporting details

Essential Question of the Day: How do I edit writing to ensure for proper punctuation? How
do I respond to a persuasive writing prompt to compose a thesis statement, 3 supporting details,
and counterargument?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete editing exercise with SOL questions.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will review comma, semicolon, and colon rules with student (Use Grammar Snapshot Sheet as a reference).
Teacher will review persuasive writing techniques (composing thesis statement, 3 supporting details, and
counterargument).

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I edit writing for punctuation?
2. How do I compose a thesis statement for persuasive writing?
3. How do I compose 3 supporting details for persuasive writing?
4. How do I compose a counterargument for persuasive writing?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

1. Review editing procedures for

punctuation. 2. Review responding to prompt procedures.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min 1. Teacher will work with students to identify sentences that are punctuated properly. 2. Teacher will work
with students to compose a thesis statement, 3 supporting details, and counterargument for persuasive writing
prompt.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) 1. TLW
complete 5 SOL questions concerning punctuation. 2. TLW compose a thesis statement for released prompt #5. TLW
work in groups to develop 3 supporting details and counterargument.

Closure- How will the lesson be summarized?) TLW share his/her groups thesis statement, supporting details, and

counterargument.

Evaluation/Assessment (How will you measure the students success?) Students will be evaluated on content
and punctuation use for responses to prompt.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other. Students will receive
homework based on his/her specific weaknesses from weekly data.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: SOL Remediation/Review
SOL/Competency:
11.6/11.7
Materials Needed: Promethean board, COW,
notebook, handouts, language books

Content: English 11
Focus of the Day: Editing/writing for
subject- verb agreement. Reviewing
persuasive writing.
Essential Skills: TLW self- and peer- edit
writing. TLW write for a variety of purposes
(persuasion).
Vocabulary (What new vocabulary will be
introduced during this lesson?): Reviewed vocab:
subject-verb agreement, irregular verbs, thesis,
counterargument, supporting details

Essential Question of the Day: How do I edit writing to ensure for subject-verb agreement?
How do I respond to a persuasive writing prompt to compose a thesis statement, 3 supporting
details, and counterargument?
Essential Question of the Day: How do I edit writing to ensure for subject-verb agreement?
How do I respond to a persuasive writing prompt to compose a thesis statement, 3 supporting
details, and counterargument?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete editing exercise with SOL questions.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will review subject- verb agreement with student (Use Grammar Snapshot Sheet as a reference). Teacher will
review persuasive writing techniques (composing thesis statement, 3 supporting details, and counterargument).

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I edit writing for subject- verb agreement?
2. How do I compose a thesis statement for persuasive writing?
3. How do I compose 3 supporting details for persuasive writing?
4. How do I compose a counterargument for persuasive writing?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

1. Review editing procedures for

subject-verb agreement. 2. Review responding to prompt procedures.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min 1. Teacher will work with students to identify sentences that have subject-verb agreement. 2. Teacher
will work with students to compose a thesis statement, 3 supporting details, and counterargument for persuasive
writing prompt.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) 1. TLW
complete 5 SOL questions concerning subject-verb agreement. 2. TLW compose a thesis statement for released

prompt #8. TLW work in groups to develop 3 supporting details and counterargument.

Closure- How will the lesson be summarized?) TLW share his/her groups thesis statement, supporting details, and
counterargument.

Evaluation/Assessment (How will you measure the students success?) Students will be evaluated on content
and subject-verb agreement for responses to prompt.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other. Students will receive
homework based on his/her specific weaknesses from weekly data.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: SOL Remediation/Review
SOL/Competency:
11.6/11.7
Materials Needed: Promethean board, COW,
notebook, handouts, language books

Content: English 11
Focus of the Day: Editing/writing for
clarity/research. Reviewing persuasive
writing.
Essential Skills: TLW self- and peer- edit
writing. TLW write for a variety of purposes
(persuasion).
Vocabulary (What new vocabulary will be
introduced during this lesson?): Reviewed vocab:
research, relevant sources, reliable sources, MLA
documentation, confusing sentences, thesis,
counterargument, supporting details

Essential Question of the Day: How do I edit writing to ensure for clarity? How do I apply
research techniques to answering SOL questions? How do I respond to a persuasive writing
prompt to compose a thesis statement, 3 supporting details, and counterargument?
Essential Question of the Day: How do I edit writing to ensure for clarity? How do I respond
to a persuasive writing prompt to compose a thesis statement, 3 supporting details, and
counterargument?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete editing exercise with SOL questions.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will review writing clear sentences and research techniques/terms. Teacher will review persuasive writing
techniques (composing thesis statement, 3 supporting details, and counterargument).

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I edit writing for clarity?
2. How do I compose a thesis statement for persuasive writing?
3. How do I compose 3 supporting details for persuasive writing?
4. How do I compose a counterargument for persuasive writing?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.
6.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

1. Review editing procedures for clarity.

2. Review responding to prompt procedures.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min 1. Teacher will work with students to identify sentences that have clarity. 2. Teacher will work with
students to compose a thesis statement, 3 supporting details, and counterargument for persuasive writing prompt.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) 1. TLW
complete 5 SOL questions concerning subject-verb agreement. 2. TLW compose a thesis statement for released
prompt #9. TLW work in groups to develop 3 supporting details and counterargument.

Closure- How will the lesson be summarized?) TLW share his/her groups thesis statement, supporting details, and
counterargument.

Evaluation/Assessment (How will you measure the students success?) Students will be evaluated on content
and clarity for responses to prompt.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other. Students will receive
homework based on his/her specific weaknesses from weekly data.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: SOL Remediation/Review
SOL/Competency:
11.6/11.7
Materials Needed: Promethean board, COW,
notebook, handouts, language books

Content: English 11
Focus of the Day: Editing/writing for
outline/organization. Reviewing persuasive
writing.
Essential Skills: TLW self- and peer- edit
writing. TLW write for a variety of purposes
(persuasion).
Vocabulary (What new vocabulary will be
introduced during this lesson?): Reviewed vocab:
outline, logical sequence, organization, thesis,
counterargument, supporting details

Essential Question of the Day: How do I edit writing to ensure for organization/logical
sequence? How do I respond to a persuasive writing prompt to compose a thesis statement, 3
supporting details, and counterargument?
Essential Question of the Day: How do I edit writing to ensure for organization/logical
sequence? How do I respond to a persuasive writing prompt to compose a thesis statement, 3
supporting details, and counterargument?
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW
complete editing exercise with SOL questions.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will review subject- verb agreement with student (Use Grammar Snapshot Sheet as a reference). Teacher will
review persuasive writing techniques (composing thesis statement, 3 supporting details, and counterargument).

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. How do I examine an outline to determine organization/logical sequence?
2. How do I compose a thesis statement for persuasive writing?
3. How do I compose 3 supporting details for persuasive writing?
4. How do I compose a counterargument for persuasive writing?

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min:

1. Review editing procedures for

organization/logical sequence. 2. Review responding to prompt procedures.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min 1. Teacher will work with students to examine outline for organization/logical sequence. 2. Teacher will
work with students to compose a thesis statement, 3 supporting details, and counterargument for persuasive writing
prompt.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students through guided instruction.

Independent Practice (What will students do to independently practice the concept or skill?) 1. TLW
complete 5 SOL questions concerning organization/logical sequence. 2. TLW compose a thesis statement for released
prompt #1. TLW work in groups to develop 3 supporting details and counterargument.

Closure- How will the lesson be summarized?) TLW share his/her groups thesis statement, supporting details, and
counterargument.

Evaluation/Assessment (How will you measure the students success?) Students will be evaluated on content
and organization for responses to prompt.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will work in cooperative learning groups to aid each other. Students will receive
homework based on his/her specific weaknesses from weekly data.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)