Public Schools of Robeson County 6-12 ELA Lesson Plan Template

Public Schools of Robeson County6-12 ELA Lesson Plan TemplateTeacher: Janita JacksonSubject/Grade Level: ELA/SeventhDate: 11/13/12 - 11/16/12Common Core ELA Standards:S&L.7.1b. Choose among simple, compound, complex, & compound-complex sentences to signal ideasRI.7.9. Analyze how two or more authors writing about same topic shape their presentationsAnchor Standard(s):9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Learning Target (I Can…): Identify and write simple, compound, complex, and compound-complex sentences.Essential Question: How do events or ideas influence the lives of individuals?Technology Standard:Vocabulary:7.SI.1.2 Evaluate content for relevance to the assigned task.Level of Bloom's: EvaluatingContent Specific Vocab: simple, compound, complex, compound/complex sentences, free verse, symbolizeMondaySee Vocabulary for novel pages 69-139Strategies/Sequence of Instruction:Engage:Students will use the promethean board and a 1-3 sentences each day to identify independent and dependent clauses, subjects and predicates, and discuss examplesof allusion. Students will re view, record, and discuss the content specific vocabulary. Students will also discover and discuss the answers to the following questions:Mama is attempting to organize a boycott against the Wallace Store. How is this event similar to the real events you read about (Parks/Chavez)? SEE ENGAGESECTION ON NEXT PAGEExplore:Students will continue to read the novel and explore the various social and historical topics embedded in the reading such as: boycotting, sharecropping, the similaritiesbetween cultures who suffered from separatist laws and behaviors (Japanese Internment). Students will watch a short video from Discovery Education on the JapaneseInternment Camps, read a nonfiction selection on both boycotting and sharecropping (mentioned last week), and continue the Depression Era Budget to develop anunderstanding of how families survived during that time period (setting of novel).Explain:Through a powerpoint from slideshare.net students will review the definitions of, record examples of, and practice identifying/labelling simple, compound, andcomplex sentences (compound-complex sentences next week). Students will also discuss and record the definition of free verse poems and symbolism. Students willread a short essay on sharecropping and identify the main idea and supporting details in addition to identifying two simple and compound sentences. Students willread a brief selection on two historical boycotts and write 2 complex sentences about selection.Elaborate:After watching the video on Japanese-American Internment Camps students will read " In Response to Executive Order 9066" a POEM by Dwight Okita and discuss theaffect of the free verse form, the amount of stanzas*, tone*, symbolism, its relationship to the events in our novel,the allusion to real historical events in the poem,and attempt to paraphrase* the poem (*poetic terms previously discussed). Students will complete pages 97-98 from Language Handbook for Homework: IdentifyingSubjects and Verbs/predicates in Compound Sentences Due Friday.Evaluate:Students will complete a short quiz on identifying independent/dependent clauses and subjects/predicates. Students will identify and record simple, compound, andcomplex simples from various reading selections. Homework students should read pages 88 through the top of 95 and discover the allusion and simile within thosepages. Additionally, for homework students should be completing the vocabulary for pages 69-139 and Identifying Subjects etc. mentioned above.Writing Component and % of Informational Text:Creating complex sentences. 50% of the reading selections are informational text (novel, boycotting*, sharecropping*, poem).Assessment/Ways to Check for Understanding:Clause, Subject, and Predicate Quiz. Homework. Sentences from this weeks reading.Resources: slideshare.net, A historical reader: Japanese-American Internment (Nextext)21st Century Themes:21st Century Skills:21st Century ThemesCritical Thinking and Problem SolvingReflection:Licensed only for use by Robeson County ©2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools

Public Schools of Robeson County6-12 ELA Lesson Plan TemplateTeacher: Subject/Grade Level: Date:Common Core ELA Standards:Anchor Standard(s):Learning Target (I Can…):Essential Question:Technology Standard:Level of Bloom's:Vocabulary:Strategies/Sequence of Instruction:Engage:Explore:ThursdayExplain:Elaborate:Evaluate:Writing Component and % of Informational Text:Assessment/Ways to Check for Understanding:Resources:21st Century Themes:21st Century Skills:Reflection:Licensed only for use by Robeson County ©2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools

Public Schools of Robeson County6-12 ELA Lesson Plan TemplateTeacher: Subject/Grade Level: Date:Common Core ELA Standards:Anchor Standard(s):Learning Target (I Can…):Essential Question:Technology Standard:Level of Bloom's:Vocabulary:Strategies/Sequence of Instruction:Engage:Explore:FridayExplain:Elaborate:Evaluate:Writing Component and % of Informational Text:Assessment/Ways to Check for Understanding:Resources:21st Century Themes:21st Century Skills:Reflection:Licensed only for use by Robeson County ©2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools