Weekly Lesson Plans
Mr. Barbee English II Virtual Lesson Plan
June 2-3
Objective: Students will analyze purpose and mood to develop a theme for a literary nonfiction piece and compare it with a poem of a similar theme. (TEKS 2.6d, 2.8a)
Warm up: What hardships do the speaker in Tu Fu’s poem face on P’eng ya Road?
KEY WORDS
Image~ consists of descriptive words and phrases that recreate sensory experiences for the reader.
Mood~ is the feeling or atmosphere that a writer creates for the reader
Genre~ refers to a category in which a work of literature is classified.
GUIDED PRACTICE
Students will finish reading and summarizing the poem and answer the following questions in a class discussion:
What is the mood and imagery in the poem?
What are some similarities between the poem and the essay?
The teacher will review the Points of comparison outline handout that compares the 2 pieces of literature and compares the following:
Time period
Narrator point of view
Survival qualities
Author’s message
Literary techniques
INDEPENDENT PRACTICE
Students will complete the comparison chart and compose a short response comparing both selections.
Exit ticket: How are these 2 pieces of literature similar in their portrayal of life as a refugee?
June 4-5th
This will be a makeup day, and synchronous tutoring session for those with missing assignments after the written response is turned in.)
Mr. Barbee English II Virtual Lesson Plan
May 18/19
Objective- Students will compare tone in 2 separate pieces of poetry and identify similarities and differences in both tone and purpose. (TEKS 2.8a, 2.7a, 2.8f)
Key Points
1. Tone is the Speaker’s attitude towards the audience, the subject, or the character.
a. It is shown through:
i. Diction
ii. Dialogue
2. Mood is the feeling the reader gets from a story.
a. Mood is shown through
i. Setting
ii. Atmosphere
Warm Up: Complete the Warm-Up question in the Google Classroom
· What do you know about poetry? How is it different than other types of writing?)
Guided Practice
Teacher will review the first poem by Langston Hughes Cross and model annotating for the following:
o Imagery- anything that gives the reader a picture in their mind.
o Tone- the attitude of the author based on the words and descriptions they use.
When finished, the class will create a 3-word tone list and identify word clues for why they chose that word for the first poem. The Class will use discussion to agree on the 3 tone words. Then answer the following questions:
o Who is the audience for this poem?
o What is the purpose?
Independent Practice
When finished, the class will create a 3-word tone list and identify word clues for why they chose that word for the 2nd poem. Class will use discussion to agree on the 3 tone words. Then answer the following questions:
o Who is the audience for this poem?
o What is the purpose?
Wrap Up
As a class, students and teachers will come back together to discuss and complete their charts and the purpose and audience questions.
Exit Ticket- In the Google classroom answer the following:
How do imagery and word choice help the reader identify the tone of a piece of literature?
May 20/21
Objective- Students will compare tone in 2 separate pieces of spoken poetry and identify similarities and differences in theme and tone. (TEKS 2.8a, 2.7a, 2.8f)
Key Points
1. Tone is the Speaker’s attitude towards the audience, the subject, or the character.
a. It is shown through:
i. Diction
ii. Dialogue
2. Mood is the feeling the reader gets from a story.
a. Mood is shown through
i. Setting
ii. Atmosphere
3. Theme- the message and main idea from a piece of poetry
Warm Up: Complete the Warm-Up question in the Google Classroom
What are some things that identify your personality and culture? (food, traditions, etc) Why did you choose them?
Guided Practice
Teacher will review the spoken word poem "Brown Woman: by Yesika Salgado.
Teacher will model looking for tone, tone change, audience and purpose.
Tone- the attitude of the author based on the words and descriptions they use.
Tone Change- where does the attitude of the author shift.
Audience- who is the poem intended for.
Purpose- What does the author want us to know about them.
When finished, the class will create a 3-word tone list and identify word clues for why they chose that word for the first poem. The Class will use discussion to agree on the 3 tone words. Then answer the following questions:
o Who is the audience for this poem?
o What is the purpose?
Independent Practice
The students will complete the second poem Accents by Denice Froman and complete the same steps from above while looking for tone change, audience and purpose.
Tone- the attitude of the author based on the words and descriptions they use.
Tone Change- where does the attitude of the author shift.
Audience- who is the poem intended for.
Purpose- What does the author want us to know about them.
When finished, the class will create a 3-word tone list and identify word clues for why they chose that word for the first poem. The Class will use discussion to agree on the 3 tone words. Then answer the following questions:
o Who is the audience for this poem?
o What is the purpose?
Wrap Up
As a class, students and teachers will come back together to discuss and complete their charts and the purpose and audience questions.
Exit Ticket- In the Google classroom answer the following:
How are the two pieces similar in tone and audience? How are they different in theme and message?
May 21/24
Objective: Students will develop an understanding of modifiers (adjectives and adverbs) and how to correctly use them.
(TEKS 2.9c, 2.9Dii, 2.9Diii)
Warm-Up: Vocabulary review
Synchronous Activity:
Students will complete the videos and practice sets in Khan Academy for the sections “Introduction to Adjectives” and “Introduction to Adverbs.”
Exit Ticket: Students will apply their learning to real-world examples by either applying of or joke about a rule learned today or submitting an example of the rule misused in Google Classroom. In addition to the attachment, students will explain the joke or the mistake in the comments.
May 24/25
Objective: Students will analyze purpose and mood to develop a theme for a literary nonfiction piece and compare it with a poem of a similar theme. (TEKS 2.6d, 2.8a)
Warm up: How would you feel if some event forced you to leave your home, your belongings, and your entire community?
In these 2 selections, you will learn and read about the powerful emotions and numerous hardships displaced people, or refugees, experience.
KEY WORDS
Image~ consists of descriptive words and phrases that recreate sensory experiences for the reader.
Mood~ is the feeling or atmosphere for that a writer creates for the reader
Genre~ refers to a category in which a work of literature is classified.
GUIDED PRACTICE
Brainstorm: In breakout rooms, create a word web that details some of the challenges a refugee might face.
Quick write: Write a short paragraph in which you imagine what it would be like to live in an entirely different culture.
INDEPENDENT PRACTICE
Students will read and annotate the short story annotating for imagery and summarize as they read.
Exit ticket: Summarize the first 2 pages of the story on the Exit ticket in the Google Classroom. Make a prediction about what will happen at the end.
May 25/26
Objective: Students will analyze purpose and mood to develop a theme for a literary nonfiction piece and compare it with a poem of a similar theme. (TEKS 2.6d, 2.8a)
Warm up: What do the author and the Albanian boy have in common in the Story Letter to a Young Refugee?
KEY WORDS
Image~ consists of descriptive words and phrases that recreate sensory experiences for the reader.
Mood~ is the feeling or atmosphere for that a writer creates for the reader
Genre~ refers to a category in which a work of literature is classified.
GUIDED PRACTICE
Students will finish reading and summarizing the Letter to a Young Refugee passage and answer the following questions in a class discussion:
According to the essay, why should refugees love and not hate thoe who have caused them pain?
What are the examples of imagery in the essay and what is the mood that they create?
INDEPENDENT PRACTICE
Students will read and annotate the poem annotating for imagery and summarize as they read.
Exit ticket: Summarize the poem on the Exit ticket in the Google Classroom. Make a prediction about what will happen at the end.
May 28- June 1
Objective: Students will analyze purpose and mood to develop a theme for a literary nonfiction piece and compare it with a poem of a similar theme. (TEKS 2.6d, 2.8a)
Warm up: What hardships do the speaker in Tu Fu’s poem face on P’eng ya Road?
KEY WORDS
Image~ consists of descriptive words and phrases that recreate sensory experiences for the reader.
Mood~ is the feeling or atmosphere that a writer creates for the reader
Genre~ refers to a category in which a work of literature is classified.
GUIDED PRACTICE
Students will finish reading and summarizing the poem and answer the following questions in a class discussion:
What is the mood and imagery in the poem?
What are some similarities between the poem and the essay?
The teacher will review the Points of comparison outline handout that compares the 2 pieces of literature and compares the following:
Time period
Narrator point of view
Survival qualities
Author’s message
Literary techniques
INDEPENDENT PRACTICE
Students will complete the comparison chart and compose a short response comparing both selections.
Exit ticket: How are these 2 pieces of literature similar in their portrayal of life as a refugee?
Mr. Barbee English II Virtual Lesson Plan
May 10th/11th
Objective- Students will identify the difference between tone and mood in literature and explore the ways to identify both.
Key Points
1. Tone is the Speaker’s attitude towards the audience, the subject, or the character.
a. It is shown through:
i. Diction
ii. Dialogue
2. Mood is the feeling the reader gets from a story.
a. Mood is shown through
i. Setting
ii. Atmosphere
3. The tone and mood of a piece can be different
Warm Up: Read the passage below, and in the box provided, describe how the writer feels about this topic?
He approached the task with sheer determination. He had studied his plans carefully, spent hours preparing and was sure of his approach. The hours he spent practicing were grueling and exhausting but he was ready. This was the year he would win the pie eating contest at school.
Guided Practice
· Teacher will define key terms and work through the presentation on Tone and Mood.
· Students will follow along and complete the guided notes reflecting their answers on the Tone/Mood of each example.
Independent Practice
Students will complete the remaining exercises on their own and be ready to share as a class
Wrap Up
As a class, students and teacher will finish the remaining examples together.
Exit Ticket
On the question form in the Google Classroom, identify the tone and the mood of the last passage in the handout. Submit the notes and the Exit ticket upon completion.
May 12th/13th
Objective- Students will compare tone in 2 separate pieces of poetry and identify similarities and differences in both tone and purpose.
Key Points
1. Tone is the Speaker’s attitude towards the audience, the subject, or the character.
a. It is shown through:
i. Diction
ii. Dialogue
2. Mood is the feeling the reader gets from a story.
a. Mood is shown through
i. Setting
ii. Atmosphere
Warm Up: Complete the Warm-Up question in the Google Classroom
· What do you know about poetry? How is it different than other types of writing?)
Guided Practice
Teacher will review the first poem by Langston Hughes I Dream a World and model annotating for the following:
o Imagery- anything that gives the reader a picture in their mind.
o Tone- the attitude of the author based on the words and descriptions they use.
When finished, class will create a 3-word tone list and identify words clues for why they chose that word for the first poem. Class will use discussion to agree on the 3 tone words. Then answer the following questions:
o Who is the audience for this poem?
o What is the purpose?
Independent Practice
Students will complete the 2nd Langston Hughes Poem “Cross” and annotate for the same features as the first one.
When finished, class will create a 3-word tone list and identify words clues for why they chose that word for the 2nd poem. Class will use discussion to agree on the 3 tone words. Then answer the following questions:
o Who is the audience for this poem?
o What is the purpose?
Wrap Up
As a class, students and teachers will come back together to discuss and complete their charts and the purpose and audience questions.
Exit Ticket- In the Google classroom answer the following:
How does imagery and word choice help the reader identify the tone of a piece of literature?
May 14th/17th
Objective: Students will develop any understanding of modifiers (adjectives and adverbs) and how to correctly use them.
Warm-Up: Students will complete an attendance measure.
Synchronous Activity:
Students will complete the videos and practice sets in Khan Academy for the sections “Introduction to Adjectives” and “Introduction to Adverbs.”
Exit Ticket: Students will apply their learning to real-world examples by either applying of or joke about a rule learned today or submitting an example of the rule misused in Google Classroom. In addition to the attachment, students will explain the joke or the mistake in the comments.
Mr. Barbee English II Virtual Lesson Plan
May 3-6
***Due to STAAR testing, students will work asynchronously to complete their reading projects and all missing assignments before the end of the grading cycle.
-----See below for the lesson plan regarding Reading Project 2!!!
Mr. Barbee English II Virtual Lesson Plan
26th/27th April
Objective: Students will utilize characterization to create a Google Slide about themselves to help their understanding of characterization in literary stories.
Warm Up: 1) What is characterization? What are some things that tell us about characters in a story? 2) How would you characterize yourself in 3 words. Why?
Synchronous Activity:
GUIDED PRACTICE
Class will discuss the warm-up and explore definitions of characterization
Teacher will go over the slide with their example of self-characterization and explain the instructions.
INDEPENDENT PRACTICE
Students will work on their own Google Slide about Personal Characterization.
When finished, they will submit and continue reading their short story assignment.
ASSESSMENT/EXIT TICKET
Submit their Personal Characterization slide in the Google Classroom.
28th/29th April (Project Workday 2)
Objective: Students will annotate literary fiction for characterization, conflict, and literary devices.
Warm-Up: Students will complete grammar lessons in Khan Academy.
Synchronous Activity:
Students will complete a survey to determine one of three short stories to read.
Teacher will review annotation tasks with students.
April 30- May 3rd
Objective: Students will compose a creative response new ending to their selected short story.
Focus Question: How can you improve the ending and alter the theme of a short story?
Warm-Up: What did you think of the ending to your short story? Why?
Synchronous Activity: Students will follow the handout and complete a creative writing response with an alternate ending to their story.
It will be graded on originality, characters, and theme.
Assessment- Students will submit the creative writing alternate ending for a grade.
Mr. Barbee English II Virtual Lesson Plan
20th/21st April
Objective: Students will begin exploring topics for their next reading projects and begin annotating their story.
Focus Question: What are the expectations and due dates for this assignment?
Synchronous Activity:
Teacher will review assignment, including instructions and due date calendar, with students.
Teacher will facilitate student selection of their short story.
Asynchronous Activity:
Students will read and annotate their short story.
Exit Ticket: Students must submit their annotated short story.
22nd/23rd April
Objective: Students will annotate literary fiction for characterization, conflict, and literary devices.
Warm-Up: Students will complete grammar lessons in Khan Academy.
Synchronous Activity:
Students will complete a survey to determine one of three short stories to read.
Teacher will review annotation tasks with students.
Students will read and annotate the text in the breakout room corresponding to the story they are reading.
26th/27th April
Objective: Students will utilize characterization to create a Google Slide about themselves to help their understanding of characterization.
Warm Up: 1) What is characterization? What are some things that tell us about characters in a story? 2) How would you characterize yourself in 3 words. Why?
Synchronous Activity:
GUIDED PRACTICE
Class will discuss the warm-up and explore definitions of characterization
Teacher will go over the slide with their example of self-characterization and explain the instructions.
INDEPENDENT PRACTICE
Students will work on their own Google Slide about Personal Characterization.
When finished, they will submit and continue reading their short story assignment.
ASSESSMENT/EXIT TICKET
Submit their Personal Characterization slide in the Google Classroom.
28th/29th April (Project Workday 2)
Objective: Students will annotate literary fiction for characterization, conflict, and literary devices.
Warm-Up: Students will complete grammar lessons in Khan Academy.
Synchronous Activity:
Students will complete a survey to determine one of three short stories to read.
Teacher will review annotation tasks with students.
April 30- May 3rd
Objective: Students will compose a creative response new ending to their selected short story.
Focus Question: How can you improve the ending and alter the theme of a short story?
Warm-Up: What did you think of the ending to your short story? Why?
Synchronous Activity: Students will follow the handout and complete a creative writing response with an alternate ending to their story.
It will be graded on originality, characters, and theme.
Assessment- Students will submit the creative writing alternate ending for a grade.
Mr. Barbee English II Virtual Lesson Plan
April 12/13
WARM UP: Answer the following on the handout: Do you ever judge people by how they look and dress? Why or why not?
Objective: Students will read, analyze and discuss an expository essay around a cultural event, and write a response to support their argument using quotes from a resource.
ESSENTIAL QUESTIONS:
1. How does an author use evidence to convey both sides of an argument?
2. What rights do alleged criminals get when facing a trial?
3. How can we make sure that someone is being treated fairly in a court case?
VOCABULARY AND KEYWORDS
empirical evidence is something that can be directly measured
logical evidence is something that can likely be assumed based off of reasoning.
anecdotal evidence is something you believe based off of your own personal experiences
GUIDED PRACTICE
Students will review and complete the notes on the handout as they read along.
The teacher will model annotation strategies.
After finishing students will have a discussion about the final question:
Should the court have paid for the defendant to have his tattoos covered?
INDEPENDENT PRACTICE
Students will complete and annotate the article.
ASSESSMENT/EXIT TICKET
Students will submit their annotations.
April 14/15
WARM UP: Vocabulary review from the prior day notes.
Objective: Students will discuss and defend their arguments around a related topic from a text.
ESSENTIAL QUESTIONS:
1. How does an author use evidence to convey both sides of an argument?
2. What rights do alleged criminals get when facing a trial?
3. How can we make sure that someone is being treated fairly in a court case?
VOCABULARY AND KEYWORDS
empirical evidence is something that can be directly measured
logical evidence is something that can likely be assumed based off of reasoning.
anecdotal evidence is something you believe based off of your own personal experiences
GUIDED PRACTICE
The teacher will briefly review content from the prior lesson and assign breakout rooms to students for discussion.
After breakout rooms, groups will be asked to defend their argument in a discussion as a class.
INDEPENDENT PRACTICE
Students will develop evidence and arguments with their peers.
ASSESSMENT/EXIT TICKET
Students will answer the essential question and submit:
Should the court have paid for the defendant to have his tattoos covered?
Mr. Barbee English II Virtual Lesson Plan
4/5/21 - 4/9/21
5th/6th April *6th is SHUT DOWN for Eng I STAAR*
Objective: Students will review steps, best testing practices, and writing strategies in preparation for the STAAR test.
Synchronous Activity:
Students will watch final review teacher video (since 6th is a synchronous shut down).
Students will review their test from the previous week and use the STAAR video library as a resource for correcting their tests.
Students will view and comment on classmates’ review posters.
Exit Ticket: Students will submit their corrections.
7th April “EXTRA” A Day
Objective: Students will prepare for the STAAR test.
Synchronous Activity:
Students will complete a “prompt-to-purpose” activity to review the STAAR essay writing process.
Students will complete a final practice MC passage and review with teacher.
Exit Ticket: The students will submit a thesis and MC.
8th April - ENGLISH II STAAR TEST
9th/12th April
Objective: Students will begin exploring topics for their next reading projects and begin annotating their story.
Focus Question: What are the expectations and due dates for this assignment?
Synchronous Activity:
Teacher will review assignment, including instructions and due date calendar, with students.
Teacher will facilitate student selection of their short story.
Asynchronous Activity:
Students will read and annotate their short story.
Exit Ticket: Students must submit their annotated short story.
Mr. Barbee English II Virtual Lesson Plan
3/31-4/1
Objective: Students will utilize persuasive prewriting and brainstorming strategies to organize and create elements of a possible persuasive essay and practice these strategies for the upcoming STAAR test.
ESSENTIAL QUESTIONS:
1. What are the key elements in persuasive writing that differentiate it from other types of writing?
2. What tools do writers have to create a strong and argument?
3. How can brainstorming improve your writing and set you up to be successful on the STAAR writing exam?
VOCABULARY AND KEYWORDS
Brainstorming- the step of creating a T-Chart to develop thesis statements and explore ideas for a rough draft.
Thesis -argument, and reason that the author is trying to convey in an essay
Call to Action- Asking the reader to take an action in an argumentative essay
Counterargument- Utilizing the opposite perspective to reinforce your own platform and enhance your argument.
GUIDED PRACTICE
The class will review and prepare to brainstorm using the steps below:
1. Mark out the quote and the think statement
2. Identify the prompt and underline it.
3. Turn the prompt into a question
4. Create a T-Chart and write down arguments for both sides of the topic
5. Write a possible thesis for an essay.
6. Choose an opposite argument and write a counterargument.
7. Write a Call to Action that restates your practice thesis.
INDEPENDENT PRACTICE
Students will complete the brainstorming exercise on the handout and organize all the parts of their essay in the space provided.
ASSESSMENT/EXIT TICKET
After completing the brainstorming, students will submit their notes and the Exit Ticket with their thesis, call to action and counterargument.
Mr. Barbee English II Virtual Lesson Plan
3/22/21 - 3/26/21
22nd/23rd March
Objective: Students will review STAAR multiple choice testing strategies.
Synchronous Activity:
Teacher will review and demonstrate strategies with students.
Students will practice these strategies on “Hot Bread Kitchen” and answer the accompanying multiple choice questions.
Exit Ticket: Students must submit their STAAR multiple choice answers.
24th/25th March
Objective: Students will practice for the STAAR test with a practice passage from a previous test.
Synchronous Activity:
Students will complete a practice comparative multiple choice passage.
Teacher will review correct answers and strategies used to ascertain those answers.
Exit Ticket: Students must submit their answers with justifications.
26th/30th March
Objective: Students will create a presentation or poster to teach parts of a STAAR essay to their peers.
Synchronous Activity:
Teacher will demonstrate the technology required for either the presentation or the poster.
Students will choose one of the two methods and create their teaching tool.
Exit Ticket: Students will submit their presentation (FlipGrid) or poster (Google Slides).
Mr. Barbee English II Virtual Lesson Plan
3/8/21 - 3/9/21
Objective: Students will compose, practice, and record their FlipGrid response to the short story.
Focus Question: What is your favorite scene in the short story, and why?
Synchronous Activity:
Students will select the passage that is their favorite in the short story.
Students will write out an explanation for why it is their favorite, using specific details from the text.
Asynchronous Activity:
Students will record themselves reading their favorite passage and their explanation using Flipgrid.
Exit Ticket: Students must submit their recording
10th/11th March
Objective: Students will compose a text-based, analytical response to their short story.
Focus Question: See prompt (short-story specific)
Synchronous Activity:
Students will annotate the prompt.
Students will compose their short answers.
Students will review their work using a guided checklist.
Exit Ticket: Students must submit their analytical responses.
10th/22nd March
Objective: Students will compose a creative response new ending to their selected short story.
Focus Question: How can you improve the ending and alter the theme of a short story?
Warm-Up: What did you think of the ending to your short story? Why?
Synchronous Activity: Students will follow the handout and complete a creative writing response with an alternate ending to their story.
It will be graded on originality, characters, and theme.
Assessment- Students will submit the creative writing alternate ending for a grade.
Mr. Barbee English II Virtual Lesson Plan
3/1/21 - 3/5/21
1st/2nd March
Objective: Students will learn the expectations for the short story project, including for the analytical and creative response. Students will select and annotate their short story.
Focus Question: What are the expectations and due dates for this assignment?
Synchronous Activity:
Teacher will review assignment, including instructions and due date calendar, with students.
Teacher will facilitate student selection of their short story.
Asynchronous Activity:
Students will read and annotate their short story.
Exit Ticket: Students must submit their annotated short story.
3rd/4th March
Objective: Students will compose, practice, and record their FlipGrid response to the short story.
Focus Question: What is your favorite scene in the short story, and why?
Synchronous Activity:
Students will select the passage that is their favorite in the short story.
Students will write out an explanation for why it is their favorite, using specific details from the text.
Asynchronous Activity:
Students will record themselves reading their favorite passage and their explanation using Flipgrid.
Exit Ticket: Students must submit their recording
5th/6th March
Objective: Students will compose a text-based, analytical response to their short story.
Focus Question: See prompt (short-story specific)
Synchronous Activity:
Students will annotate the prompt.
Students will compose their short answer.
Students will review their work using a guided checklist.
Exit Ticket: Students must submit their analytical response.
Mr. Barbee English II Virtual Lesson Plan
2/24/21
Conclude Benchmark writing section,
2/25-2/26
Objective: Students will utilize Imagery and figurative language to complete a writing sample for the state TELPAS exam.
Mr. Barbee English II Virtual Lesson Plan
2/8/21-2/12/21
8th - 12th February BENCHMARK TESTING FOR DISTRICT
Objective: Students will demonstrate their preparedness for the STAAR test by completing a full benchmark exam.
Mr. Barbee English II Virtual Lesson Plan
1/2-1/3
Objective: Students will review changes to grade policy, the grade calendar for the fourth six weeks, and develop understanding of comma rules.
Focus Question: How am I going to be assessed for the fourth six weeks? What are the foundational comma rules?
Synchronous Activity:
Warm-Up: Students will create a Khan Academy account for grammar practice this semester.
Students will watch the assigned videos and complete the assigned activities over comma rules in Khan Academy (Unit: Punctuation: Common and Apostrophes → “Three Ways to End a Sentence” to Punctuation Quiz #1)
Students will save copy of the grade calendar for the fourth six weeks.
Teacher will review calendar while students annotate changes to the grading policy.
Exit Ticket: Students will post lingering questions about the grade policy for the new semester.
1/4-1/5
Objective: Students will review strategies and concepts in preparation for the STAAR benchmark.
Focus Question: What strategies can I use to be successful next week?
Synchronous Activity:
Warm-Up: Students will complete the “Intro to the Apostrophe” → Comma And Apostrophe Unit Test in Khan Academy
Students will create guided notes about testing strategies for the benchmark exam.
The Teacher will review sample essays to evaluate student work and analyze their writing process.
Exit Ticket: Students will submit their guided notes.
Mr. Barbee English II Virtual Lesson Plan
Composing Persuasive Essay Response Unit Assessment (1/19-1/29)
Part 1 Brainstorming (1/19-1/20)
OVERVIEW
Students will conclude by analyzing a model text and brainstorm, plan, and create their own thesis statements in response to a persuasive essay prompt.
Write an essay stating your position on whether it is important to have sports in schools.
ESSENTIAL QUESTIONS:
What are the key elements in persuasive writing that differentiate from other types of writing?
What tools do writers have to create a strong and argument?
How can the elements of the mentor text contribute to meaning in your own writing?
TEACHER GUIDE/STUDENT GUIDE
OBJECTIVES- Students will utilize brainstorming techniques and begin developing a thesis statement in preparation for writing a rough draft of a persuasive essay
Fig. E2.9(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling,
Fig. E2.10(C)* compose argumentative texts using genre characteristics and craft
WARMUP
Continue utilizing comma rules and grammar practice.
VOCABULARY AND KEYWORDS
Thesis- argument, and reasons to be explored in your essay
Counterargument- Utilizing the opposing argument against them
Brainstorming- the step of creating a T-Chart to develop thesis statements and explore ideas for a rough draft.
GUIDED PRACTICE
Utilizing the mentor text from the prior lesson, students will begin reviewing the steps to address a STAAR essay prompt.
1. Mark out the quote and the think statement
2. Identify the prompt and underline it.
3. Turn the prompt into a question
4. Create a T-Chart and brainstorm reasons sports is and is not important in schools
5. Write a possible thesis to elaborate on when they begin drafting.
INDEPENDENT PRACTICE
Students will take 4 minutes for each side and write down as many reasons why sports are important in schools and why it is not important. They will complete their guided notes and share them with the class to create a master list.
ASSESSMENT/EXIT TICKET
Students will utilize the teacher model response and submit their possible thesis statement s in the Google Classroom for review by the teacher.
Composing Persuasive Essay Response Unit Assessment
Part 2 Drafting (1/21-1/22)
OVERVIEW
Students will create a draft of an essay exploring their thesis, and developing an argument for the topic below:
Write an essay stating your position on whether it is important to have sports in schools.
ESSENTIAL QUESTIONS:
What are the key elements in persuasive writing that differentiate from other types of writing?
What tools do writers have to create a strong and argument?
How can the elements of the mentor text contribute to meaning in your own writing?
TEACHER GUIDE/STUDENT GUIDE
OBJECTIVES- Students will create a draft of an essay exploring their thesis, and developing an argument for the topic below:
Fig. E2.9(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling,
Fig. E2.10(C)* compose argumentative texts using genre characteristics and craft
WARMUP
Students will review their Exit Ticket from the class before and the teacher's notes.
Students will draft a possible counterargument based on one of the ideas they brainstormed prior.
VOCABULARY AND KEYWORDS
Thesis -argument, and reason that the author is trying to make in an essay
Pathos- appeal to emotions in the reader
Ethos- Appeal to one’s character in order to present an argument
Logos- Using facts to make an argument
Call to Action- Asking the reader to take an action in an argumentative essay
Counterargument- Utilizing the opposite perspective to reinforce your own platform and enhance your argument.
GUIDED PRACTICE
The Teacher will continue working with their model thesis statement and demonstrate to the students the anecdotal diamond chart. They will follow along as it is completed and fill in the handout with the parts of the diamond.
The chart utilizes who, what, where, when, thoughts and feelings.
INDEPENDENT PRACTICE
Students will work through the Capture the Moment handout as the teacher models their personal model narrative.
Students will then utilize the handout to explore their event and begin creating their anecdote on the Capture the Moment Handout.
ASSESSMENT/EXIT TICKET
After completing the chart, the students will submit the google doc for review as an assessment of understanding.
Composing Persuasive Essay Response Unit Assessment
Part 3 Conclusions (1/25-1/27) (SAT SHUTDOWN DAY 1/26)
OVERVIEW
Students will finalize a draft of a persuasive essay and utilize a counterargument and call to action to restate their thesis.
Write an essay stating your position on whether it is important to have sports in schools.
ESSENTIAL QUESTIONS:
What are the key elements in the conclusion of persuasive writing that differentiate from other types of writing?
How do you construct a counterargument?
How does a call to action restate your thesis?
TEACHER GUIDE/STUDENT GUIDE
OBJECTIVES- Students will finalize a draft of a persuasive essay and utilize a counterargument and call to action to restate their thesis.
E2.9(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open‐ended situations by:
(i)* using an organizing structure appropriate to purpose, audience, topic, and context
(ii)* developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
E2.9(C)* revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of
phrases and dependent clauses
WARMUP
Answer the questions below
What is a counterargument? How can it improve your argument?
What is a call to action? How can it restate your thesis?
VOCABULARY AND KEYWORDS
Thesis -argument, and reason that the author is trying to make in an essay
Conclusion- end of an essay where the evidence is wrapped up and the thesis is re-stated.
Call to Action- Asking the reader to take an action in an argumentative essay
Counterargument- Utilizing the opposite perspective to reinforce your own platform and enhance your argument.
GUIDED PRACTICE
Teacher will model counterargument writing from the handout and have students write a counterargument for the argument provided. They will share with the class.
Teacher will then have the students complete the guided notes on call to actions and practice composing samples based on models provided.
INDEPENDENT PRACTICE
Using their notes, students will now compose the conclusion of their essays and submit them as an Exit Ticket.
ASSESSMENT/EXIT TICKET
Submit their conclusions for review.
Composing Persuasive Essay Response Unit Assessment
Part 4 Editing and revising (1/28-1/29)
OVERVIEW
Students will conclude by analyzing writing, revising, and completing their persuasive essay through peer revision and analyzing sample stories.
ESSENTIAL QUESTIONS:
1. What are the steps to revise and edit an essay?
2. . How does peer revision and utilizing mentor texts help improve our writing?
TEACHER GUIDE/STUDENT GUIDE
OBJECTIVES- Students will finalize a draft of a persuasive essay and improve it through editing and revision
E2.9(C)* revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of
phrases and dependent clauses
WARMUP
Answer the questions below
Read over the google doc and identify the clear thesis in each short introductory paragraph.
What changes would improve the clarity of the Thesis statement?.
VOCABULARY AND KEYWORDS
Revision- utilizing editing and other strategies to improve writing
Conclusion paragraph- revisit the thesis and brings together the theme of a piece f writing.
Figurative language- non-literal language that enhances a story
Theme- main idea and takeaway from a text.
GUIDED PRACTICE
The teacher will use their text and demonstrate how to identify the elements of imagery and word choice in preparation for guided revision. Students will follow along and take notes.
Students will review the grammar and common mistake checklist with the teacher.
INDEPENDENT PRACTICE
Students will be given back their body paragraphs and will trade with a partner.
Utilizing the rubric and the checklist, students will edit and give feedback to their peers and suggest improvements in word choice, organization, and development.
ASSESSMENT/EXIT TICKET
Submit their final draft for scoring.
Mr. Barbee English II Virtual Lesson Plan
Comparing Expository and Argumentative Articles
2nd Day 1/13-1/14 Argumentative Text Analysis
OVERVIEW
Students will summarize, make inferences, evaluate arguments and evidence, and make comparisons between expository and persuasive writing.
ESSENTIAL QUESTIONS:
1. What are the essential elements of an expository article?
2. What are the essential elements of persuasive writing?
3. How are they similar and different?
4. How do you determine which is the most relevant type of writing to implement?
OBJECTIVES (TEKS)
E2.7(E) analyze characteristics and structural elements of argumentative texts
clear arguable claim, appeals, and convincing conclusion
(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals
WARMUP
In their Warm Up sections answer the following:
What are the elements of a persuasive text and how does it present an argument to the reader?
VOCABULARY AND KEY WORDS
Thesis -argument and reason that the author is trying to make in an essay
Pathos- appeal to emotions in the reader
Ethos- Appeal to one’s character in order to present an argument
Logos- Using facts to make an argument
Call to Action- Asking the reader to take an action in an argumentative essay
Counterargument- Utilizing the opposite perspective to reinforce your own platform and enhance your argument.
GUIDED PRACTICE
Utilizing the guided notes, students will read through the persuasive text about Sports in schools and the benefits.
Teacher will annotate and model how to make predictions and set an intentional purpose for reading.
Teacher will model annotating to find examples of rhetorical devices (Ethos, Pathos, Logos) in the article.
INDEPENDENT PRACTICE
Students will continue to read, annotating to find examples of rhetorical devices (Ethos, Pathos, Logos) in the article.
Students complete the handout and annotate on paper
CLOSING ACTIVITY
Students will combine class notes and complete their outlines with group support and sharing.
ASSESSMENT
Complete the Exit Ticket that answers the following?
Was the author's argument persuasive? Which 2 devices they used in the story were most persuasive?
Composing a Persuauive Essay
Mr. Barbee English II Virtual Lesson Plan
Comparing Expository and Argumentative Articles
1st Day 1/6-1/7 Informational Text Analysis
OVERVIEW
Students will summarize, make inferences, evaluate arguments and evidence, and make comparisons between expository and persuasive writing.
ESSENTIAL QUESTIONS:
1. What are the essential elements of an expository article?
2. What are the essential elements of persuasive writing?
3. How are they similar and different?
4. How do you determine which is the most relevant type of writing to implement?
OBJECTIVES (TEKS)
E2.7(D) analyze characteristics and structural elements of informational texts
clear thesis, relevant supporting evidence, pertinent, examples, and conclusion
WARMUP
In their Warm Up sections answer the following:
What are the elements of an informational text and how does it relate to purpose?
VOCABULARY AND KEY WORDS
thesis -argument and reason that the author is trying to make in an essay
empirical evidence is something that can be directly measured
logical evidence is something that can likely be assumed based off of reasoning.
anecdotal evidence is something you believe based off of your own personal experiences
GUIDED PRACTICE
Utilizing the guided notes, students will read through the informational text about Sports in schools and the benefits.
Teacher will annotate and model how to make predictions and set an intentional purpose for reading.
Teacher will model annotating to find evidence and outline expectations for the students to continue the notes.
INDEPENDENT PRACTICE
Students will continue to read, identifying the different types of evidence and answer the guiding questions.
Students complete the handout and annotate on paper
CLOSING ACTIVITY
Students will combine class notes and complete their outlines with group support and sharing.
ASSESSMENT
Complete the Exit Ticket that answers the following?
What was the purpose of the article and list 2 of the most effective pieces of evidence from the text?
Comparing Expository and Argumentative Articles
2nd Day 1/8-1/11 Argumentative Text Analysis
OVERVIEW
Students will summarize, make inferences, evaluate arguments and evidence, and make comparisons between expository and persuasive writing.
ESSENTIAL QUESTIONS:
1. What are the essential elements of an expository article?
2. What are the essential elements of persuasive writing?
3. How are they similar and different?
4. How do you determine which is the most relevant type of writing to implement?
OBJECTIVES (TEKS)
E2.7(E) analyze characteristics and structural elements of argumentative texts
clear arguable claim, appeals, and convincing conclusion
(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals
WARMUP
In their Warm Up sections answer the following:
What are the elements of a persuasive text and how does it present an argument to the reader?
VOCABULARY AND KEY WORDS
Thesis -argument and reason that the author is trying to make in an essay
Pathos- appeal to emotions in the reader
Ethos- Appeal to one’s character in order to present an argument
Logos- Using facts to make an argument
Call to Action- Asking the reader to take an action in an argumentative essay
Counterargument- Utilizing the opposite perspective to reinforce your own platform and enhance your argument.
GUIDED PRACTICE
Utilizing the guided notes, students will read through the persuasive text about Sports in schools and the benefits.
Teacher will annotate and model how to make predictions and set an intentional purpose for reading.
Teacher will model annotating to find examples of rhetorical devices (Ethos, Pathos, Logos) in the article.
INDEPENDENT PRACTICE
Students will continue to read, annotating to find examples of rhetorical devices (Ethos, Pathos, Logos) in the article.
Students complete the handout and annotate on paper
CLOSING ACTIVITY
Students will combine class notes and complete their outlines with group support and sharing.
ASSESSMENT
Complete the Exit Ticket that answers the following?
Was the author's argument persuasive? Which 2 devices they used in the story were most persuasive?
Mr. Barbee English II Virtual Lesson Plan
Expository and Argumentative Text Analyzing and Writing
12/15-12/18
Objective: Students will explore and make connections to a text in order to develop a thesis statement and response to a related question.
ESSENTIAL AND DISCUSSION QUESTION
Should poorer schools compete against wealthier schools? Is it fair? Why or why not?
WARM UP- Answer the following
What is purpose in an informational text and how is it different than a summary?
VOCABULARY AND KEY WORDS
empirical evidence is something that can be directly measured
logical evidence is something that can likely be assumed based off of reasoning.
anecdotal evidence is something you believe based off of your own personal experiences
CLASS ACTIVITY
Students will brainstorm and begin the prewriting response about the guiding question and complete the guided notes chart.
Instructions- Complete the brainstorming below and choose one answer to compose a thesis.
Pros-
Cons-
Fill in the chart above with your examples and the ones we create together.
INDEPENDENT PRACTICE
Choose one example and compose a thesis statement.
***Remember, a thesis is:
Answer/argument and your reason/reasons.
ASSESSTMENT/EXIT TICKET
Day one- submit possible thesis and short description of anecdote
Day two- submit rough draft of Expository essay addressing the prompt.
Due FRIDAY!!!
Mr. Barbee English II Virtual Lesson Plan
***Please note that dates may be subject to change due to STAAR retesting 12/8-12/10
Information and Expository Text
12/1-12/4
OVERVIEW
Students will summarize, make inferences, and evaluate evidence in an expository text by utilizing reading strategies and annotation.
ESSENTIAL QUESTIONS:
1. What are the different types of evidence used in expository articles?
2. How are expository articles different from literary articles?
OBJECTIVES
Fig. 2.9a Summarize text and distinguish between summary and critique.
Fig. 2.9c Make and defend subtle inferences and complex conclusions about ideas in text and their organizational patterns.
WARMUP
In their Warm Up sections answer the following:
What is an expository text?
Students answer in their Warm Up section
VOCABULARY AND KEY WORDS
empirical evidence is something that can be directly measured
logical evidence is something that can likely be assumed based off of reasoning.
anecdotal evidence is something you believe based off of your own personal experiences
GUIDED PRACTICE
Today we will look at examples of the 3 types of evidence used in expository essays.
Students read examples of each and discuss why.
INDEPENDENT PRACTICE
Students will then be responsible for completing the guided notes and submitting them.
ASSESSMENT
Students will submit an example of the three types of evidence. example of each before they leave.
Information and Expository Text Mentor Article Practice
12/7-12/11****** (Subject to STAAR testing)
OVERVIEW
Students will summarize, make inferences, and evaluate evidence in an expository text by utilizing reading strategies and annotation.
ESSENTIAL QUESTIONS:
1. What are the different types of evidence used in expository articles?
2. How are expository articles different from literary articles?
OBJECTIVES
Fig. 2.9a Summarize text and distinguish between summary and critique.
Fig. 2.9c Make and defend subtle inferences and complex conclusions about ideas in text and their organizational patterns.
WARMUP
In their Warm Up sections answer the following:
Do some schools have an unfair advantage when it comes to sports? Why?
VOCABULARY AND KEY WORDS
empirical evidence is something that can be directly measured
logical evidence is something that can likely be assumed based off of reasoning.
anecdotal evidence is something you believe based off of your own personal experiences
GUIDED PRACTICE
Students will make predictions and discuss the warm up
INDEPENDENT PRACTICE
Students will continue to read, identifying the different types of evidence,
Students complete the handout and annotate on paper
ASSESSMENT
Should lower income schools only compete against other schools of the same class?
Students brainstorm their response in anticipation of writing a response. They must use text evidence.
Information and Expository Text Writing
OVERVIEW
Students will write an expository response to the question about fairness in sports.
ESSENTIAL QUESTIONS:
1. What are the different types of evidence used in expository articles?
2. Should all school fund sports?
3. Are they really necessary? Why or why not?
Students will write an expository response essay on whether or not schools should have sports teams if it means sacrificing education?
Due FRIDAY!!!
Mr. Barbee English II Virtual Lesson Plan
STAAR Benchmark
11/9
Conclude Benchmark Essay Exam
Literary Non-fiction Conclusion Writing
11/10-11/11
OVERVIEW
Students will conclude analyzing writing, revising, and completing their own personal memoir.
ESSENTIAL QUESTIONS:
What are the features ofa strong concluding paragraph?
How does a conclusion bring the story to an ending and lead the reader to a deeper meaning of the theme?
OBJECTIVES
Students can identify all the components of a conclusion paragraph and successfully incorporate them in their own writing. and complete a final draft.
WARMUP
Complete the warm Up handout on conclusion paragraphs,
GUIDED PRATCICE
Students complete the short video and handout about the options to restate their thesis.
INDEPENDENT PRACTICE
Students will work independently to write a strong conclusion
Students work and ask questions
ASSESSMENT
Students will submit their conclusion paragraphs and full essays.
***Scoring rubrics will be reviewed with students and scored by the teachers.
Persuasive Writing: Scoring and Revision
11/12-11/17
Objective: Students will evaluate essay based on the rubric and determine scores for persuasive essays.
Essential Questions: What are the elements of an essay that scores a 3 on the STAAR test?
Mini Lesson: Being familiar with the scoring criteria will allow students to better analyze their own essays and determine their strengths and weaknesses. The sample will be provided from the memoirs completed by the students. They will use their rubrics and evaluate their own classmates writing and provide feedback.
Guided Practice: In groups of 3-4 in Google Meet break out rooms. student will read, evaluate, and score sample student essays.
· Students will share and compare scores.
Assessment; Students will write a response in their own words that describes the elements and differences between a 2 and 3 level writing per the STAAR rubric.
Mr. Barbee English II Virtual Lesson Plan
***Please note, Thursday 10/29 and 11/5 will be an asynchronous activity day due to PSAT testing and Fall District benchmark Exams. (see Google Classroom for information)
Personal Narrative Writing Drafting and Structure
10/27-10/30
OVERVIEW
Students will conclude analyzing a model text and brainstorm, plan, and create their own short memoir about an event from their own lives.
ESSENTIAL QUESTIONS:
1. How does an author create meaning in a literary non-fiction text?
2. What are the defining traits of a memoir?
3. How can these elements contribute to meaning in your own writing?
TEACHER GUIDE/STUDENT GUIDE
OBJECTIVES- Students will utilize brainstorming techniques and begin developing a thesis statement in preparation for writing a rough draft of a short personal story.
Fig. 12E Plan a first draft by selecting the correct genre for conveying the intended meaning to an appropriate audience.
Fig. 14E Write an engaging story with a well-developed conflict and resolution, and a range of literary devise (Imagery, figurative elements) that enhance the mood and tone.
WARMUP
Students will review the life timeline for their own lives and brainstorm personal events to fill in.
Students fill in their charts.
VOCABULARY AND KEY WORDS
Anecdote- personal story
Imagery- anything that gives the reader a picture in their heads
Figurative language- non-literal language that enhances a story
Theme- main idea and takeaway from a text.
GUIDED PRACTICE
Today we are going to write a timeline of your life. Teacher puts their timeline on the document camera so you can only show a few years at a time.
Students look at teacher’s timeline and asks questions regarding assignment.
Students will work through the Capture the Moment handout as the teacher models their personal model narrative.
INDEPENDENT PRACTICE
Students will explore their stories by utilizing the Capture the Moment handout and write down the setting, imagery, and develop the details that will make up their rough draft.
ASSESSMENT/EXIT TICKET
Students will submit a rough draft in preparation for a writing workshop and breakout sessions with their peers the following week.
REFLECTION
Ask students about the work on their timelines and prewriting. and answer the following:
Difficult? Easy? Interesting? Hard to remember events?
Students reflect on the process of writing their timelines in 2-3 sentences.
Literary Non-fiction Body Paragraph revision
11/2-11/3
OVERVIEW
Students will conclude analyzing writing, revising, and completing their own personal memoir through peer revision and analyzing sample stories.
ESSENTIAL QUESTIONS:
What are the steps to revise and edit an essay?
. How does peer revision and utilizing mentor texts help improve our writing?
OBJECTIVES
Students will submit their narrative drafts and participate in peer revisions utilizing skill from their mentor text lesson.
TEKS- Fig. 14E Write an engaging story with a well-developed theme and narrative.
WARMUP
Read over the google doc and identify the clear thesis in each short introductory paragraph.
What changes would improve the clarity of the Thesis statement?.
VOCABULARY AND KEY WORDS
Revision- utilizing editing and other strategies to improve writing
Conclusion paragraph- revisit the thesis and brings together the theme of a piece f writing.
Figurative language- non-literal language that enhances a story
Theme- main idea and takeaway from a text.
GUIDED PRACTICE
Teacher will use their text and demonstrate how to identify the elements of imagery and word choice in preparation of guided revision.
Students will follow along and take notes.
INDEPENDENT PRACTICE
Students will be given back their body paragraphs and will trade with a partner.
Partners will annotate their stories for imagery and effective flow of ideas. They will offer suggestions based on the teacher’s examples.
ASSESSMENT
Students will give the papers back to their partner and allow them to incorporate the new ideas into their writing.
TICKET OUT
Students complete the paragraph based on feedback from their partner.
Literary Non-fiction Conclusion Writing
11/4-11/6
OVERVIEW
Students will conclude analyzing writing, revising, and completing their own personal memoir.
ESSENTIAL QUESTIONS:
What are the features in a strong concluding paragraph?
How does a conclusion bring the story to an ending and lead the reader to a deeper meaning of the theme?
OBJECTIVES
Students can identify all the components of a conclusion paragraph and successfully incorporate them in their own writing. and complete a final draft.
WARMUP
Complete the warm Up handout on conclusion paragraphs,
GUIDED PRATCICE
Students complete the short video and handout about the options to restate their thesis.
INDEPENDENT PRACTICE
Students will work independently to write a strong conclusion
Students work and ask questions
ASSESSMENT
Students will submit their conclusion paragraphs and full essays.
***Scoring rubrics will be reviewed with students and scored by the teachers.
Mr. Barbee English II Virtual Lesson Plan
10/13-10/14 A, B Lesson
Objective: Students will brainstorm, plan, and create their own short memoir thesis statement and begin prewriting.
Warm Up- What are the parts of an essay? What are the steps in brainstorming?
Focus Question: How does an author create meaning in a literary non-fiction text?
Key words
· Memoir-personal story
· Thesis- main topic of the story
· Theme- main lesson learned from a story
Guided notes- Students will receive the brainstorming timeline form in Google Classroom
Guided Lesson: The teacher will model how to come up with events in your life in preparation of writing a short narrative. and explain why they chose them.
Independent practice- Students will complete the grid with at least 5 examples of events in their life.
Exit Ticket
Write down 1-2 events that you want to explore further as you move forward in your prewriting process.
****Rough Draft will be due on Friday October 16th, 2020
Literary Story/Personal Narrative Writing
10/26-10/30
OVERVIEW
Students will conclude analyzing a model text and brainstorm, plan, and create their own short memoir about an event from their own lives.
ESSENTIAL QUESTIONS:
1. How does an author create meaning in a literary non-fiction text?
2. What are the defining traits of a memoir?
3. How can these elements contribute to meaning in your own writing?
TEACHER GUIDE/STUDENT GUIDE
OBJECTIVES- Students will utilize brainstorming techniques and begin developing a thesis statement in preparation for writing a rough draft of a short personal story.
Fig. 12E Plan a first draft by selecting the correct genre for conveying the intended meaning to an appropriate audience.
Fig. 14E Write an engaging story with a well-developed conflict and resolution, and a range of literary devise (Imagery, figurative elements) that enhance the mood and tone.
WARMUP
Students will review the life timeline for their own lives and brainstorm personal events to fill in.
Students fill in their charts.
VOCABULARY AND KEY WORDS
Anecdote- personal story
Imagery- anything that gives the reader a picture in their heads
Figurative language- non-literal language that enhances a story
Theme- main idea and takeaway from a text.
GUIDED PRACTICE
Today we are going to write a timeline of your life. Teacher puts their timeline on the document camera so you can only show a few years at a time.
Students look at teacher’s timeline and asks questions regarding assignment.
Students will work through the Capture the Moment handout as the teacher models their personal model narrative.
INDEPENDENT PRACTICE
Students will explore their stories by utilizing the Capture the Moment handout and write down the setting, imagery, and develop the details that will make up their rough draft.
ASSESSMENT/EXIT TICKET
Students will submit a rough draft in preparation for a writing workshop and breakout sessions with their peers the following week.
REFLECTION
Ask students about the work on their timelines and prewriting. and answer the following:
Difficult? Easy? Interesting? Hard to remember events?
Students reflect on the process of writing their timelines in 2-3 sentences.
Literary Story/Personal Narrative Writing Revising and Finalizing
10/21-10/ 26
Fig.2.9 (c) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Fig. E2.10 Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful
WARMUP
What are some of the things to check for when revising an essay?
GUIDED PRACTICE
Teacher will model looking for elements of revision:
(i)* a variety of complete, controlled sentences and avoidance of unintentional splices, run‐ons, and fragments
(ii)* consistent, appropriate use of verb tense and active and passive voice
(iii)* pronoun‐antecedent agreement
(iv)* correct capitalization
(v)* punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate
(vi)* correct spelling
They will utilize their own model text.
INDEPENDENT PRACTICE/PARTNER PRACTICE
Students will work with a partner to revise and edit their papers and correspond with their instructor for more specific feedback.
ASSESSMENT/EXIT TICKET
Students will submit their final draft along with all their writing materials for their writing folders.
200914 Lesson Plan English II Barbee.docx