Lesson Plans Edge 825-831

Christine
N.
Rodriguez
 Hialeah
Gardens
High
School
 Lesson
Plans
for
Edge
Level
C



 
 



 
 



 
 



 
 



 
 


Dates:
 Period
1:
8/24,
26,
28
 
 Period
2:
8/25,
27,
31
 



 EXPECTED
OUTCOMES
or
 OBJECTIVE


Day
2


LA.B.2.4.3
‐
Write
fluently
for
a
variety
of
 occasions,
audiences,
and
purposes,
making
 appropriate
choices
regarding
style,
tone,
level
 of
details


LA.A.1.4.3
‐
Increase
personal
vocabulary
 through
the
study
of
word
parts,
context
 clues,
and/or
etymologies
 


Day
2


Same
as
Day
1


ACTIVITIES
and/or
 ASSESSMENT
 1.
Introduction
 2.
Essential
Question
activity
from
Unit
One
 3.
Create
Stopwatch
Partners
and
have
partners
interview
each
 other
(pg
2)
then
partners
introduce
each
other
to
the
class.
 1.
Post
quote
from
pg
1:
She
knows
who
she
is
because
she
knows
 who
she
isn’t.”


 2.
In
Writing
Journals,
have
students
elaborate
on
this
question:
Who
 “aren’t
you”?
 3.
Discuss
in
class
 1.
Have
students
look
at
transparency
A
from
Gramm
and
Lang
 Transp
Unit
1
 2.
In
Writing
Journals,
and
with
their
2:00
partners,

have
students
 write
a
four
sentence
caption
of
what
is
going
on
in
the
picture
using
 sensory
words.
 3.
Discuss
in
class
 1.

Key
Vocab
on
pg
8
 2.
Have
students
repeat
them
aloud
 3.
Have
students
rate
their
knowledge
of
the
word
 4.
Review
definitions
as
a
class
 5.
Students
will
work
in
groups
to
create
chart
on
words.
 1.

Review
Key
Vocab
on
pg
8

via
Interactive
Wkbk
?
 2.
Introduce
academic
vocab
on
pg
5
 


INSTRUCTIONAL

&
 LEARNING
TOOLS
 Stopwatch
Partner
sheets,
post‐it
 notes
for
EQ,
texts


Whiteboard,
writing
journals


Transparency
A,
Unit
1


Texts,
word
wall,
chart
on
paper
 (Found
on
Read/Write
 transparencies
online,
Unit
1),
 markers,
whiteboard,
 Texts,
workbooks
(?),
charts
from
 day
1


Same
as
Day
1


1.
Vocab
Charades/Statues
of

Key
Vocab
on
pg
8.
 


N/A


N/A


N/A


N/A


LA.A.2.4.2

‐
Analyze
and
develop
and
 interpretation
of
a
literary
work
by
describing
 an
author’s
use
of
literary
elements
such
as
 plot
setting,
theme,
point
of
view,
 characterization
 Same
as
Day
2


1.
Introduce
Predict
and
Monitor
strategy
from
Elements
on
pg
6,
as
 well
as
characters
and
conflict
 2.
Powerpoint?


Texts,
PPT
(if
projector
is
 working)


1.
Prediction
chart
for
“The
Moustache”
on
page
9’
do
chart
as
a
 class.


Texts,
chart
paper
or
whiteboard,
 markers


Day
3



 Reading
Strategy/
 Genre
Focus
 10‐15
minutes
 


Day
2


Day
1


Day
3



 Vocabulary
 10‐15
minutes
 



 LA.B.2.4.3
‐
Write
fluently
for
a
variety
of
 occasions,
audiences,
and
purposes,
making
 appropriate
choices
regarding
style,
tone,
level
 of
details


Day
1



 Bell‐Ringer
 5‐10
minutes
 


LA.C.1.4.1
‐
Demonstrates
appropriate
 listening
skills
in
a
variety
of
settings


Day
3


Day
1


FOCUS
AREA
and
 TIME
FRAME


Christine
N.
Rodriguez
 Hialeah
Gardens
High
School
 Lesson
Plans
for
Edge
Level
C



 
 



 
 



 
 



 
 



 
 


Dates:
 Period
1:
8/24,
26,
28
 
 Period
2:
8/25,
27,
31
 



 


See
Reading
Strategies


1.
Read
page
4
of
text
and
discuss
 2.
Do
activities
on
pg.
5


Texts


See
Reading
Strategies


1.
Popcorn
read
“The
Moustache”



Texts


N/A


N/A


N/A


LA.A.1.4.4
‐
Applies
a
variety
of
response
strategies,
including
 re‐reading,
note‐taking,
summarizing,
outlining,
writing
a
 formal
report,
and
relating
what
is
read
to
his
or
her
own
 experiences
and
feelings


1.
For
page
7,
choose
6
students
to
be
one
of
the
predictions
(make
 signs
for
them
to
hold)
then
have
class
rank
them


Signs
for
students
to
hold,
each
 with
only
of
the
6
predictions
 on
them


LA.
A.
2.4.1
‐
Determine
the
main
idea
or
 essential
message
in
grade‐
level
or
higher
text
 through
inferring,
paraphrasing,
summarizing,
 and
identifying
relevant 


1.
Return
to
our
prediction
chart
and
discuss
&
do
#
4
from
pg
24
 3.
Count
off
kids
in
class
by
fours
(e.g.,
all
the
ones
will
answer
 question
1
on
pg
24).
 4.
Add
this
as
question
4:
What
is
the
central
message
in
the
story?
 5.
Groups
will
explain
their
answer

 N/A


Chart
paper,
texts,
markers,



Students
will
learn
the
four
types
of
 sentences.


1.
Four
kinds
of
sentences
from
Grammar
Transparency
1


Gramm
Trans
1
from
Unit
1


Students
will
be
able
to
identify
the
 subject
and
predicate
in
a
sentence.


1.
Page
2
of
the
grammar
transparency
of
subject
and
predicate


Gramm
Trans
2
from
Unit
1


N/A


N/A


N/A


LA.B.2.4.3
‐
Write
fluently
for
a
variety
of
 occasions,
audiences,
and
purposes,
making
 appropriate
choices
regarding
style,
tone,
level
 of
details


1.
Set
up
groups
of
four
for
project
and
create/assign
roles.
 2.
Brainstorm
activity
for
what
they
can
use
for
their
project

(allow
 literary
works
as
well
as
films)


Handouts
from
Student
 Resources
for
Unit
Project


Same
as
Day
2


1.
Discuss
rubric
and
have
students
create
their
plan


Handouts
from
Student
 Resources
for
Unit
Project


Day
2


Day
1


N/A


Day
1
 Day
1
 Day
2
 Day
3
 Day
1



 Writing/Unit
Project
 10‐15
minutes
 


Day
2



 Grammar
and
Language
 10‐15
minutes
 


Day
3



 Analysis
 10
‐15
minutes
 


INSTRUCTIONAL
&
 LEARNING
 TOOLS
NEEDED


N/A


Day
3


Reading
 30
minutes


ACTIVITIES
and/or

 ASSESSMENT


Day
2


EXPECTED
OUTCOMES
or
 OBJECTIVE


Day
3


FOCUS
AREA
and
 TIME
FRAME





N/A


N/A


Christine
N.
Rodriguez
 Hialeah
Gardens
High
School
 Lesson
Plans
for
Edge
Level
C



 
 



 
 



 
 



 
 



 
 


Dates:
 Period
1:
8/24,
26,
28
 
 Period
2:
8/25,
27,
31
 



 EXPECTED
OUTCOMES
or
 OBJECTIVE


Day
3





ACTIVITIES
and/or

 ASSESSMENT


INSTRUCTIONAL
&
LEARNING
 TOOLS
NEEDED
 Projector
and
whiteboard


1.
Survey
students
about
parent/teen
communication


Use
survey
questions
from
the
article
in
“Learn
 and
Explore”
site
on
Student
Resources,
Unit
1.


1.
Discuss
survey
results
then
compare
and
contrast
to
 national
statistics


Print
out
of
stats





1.
Show
students
the
class
blog
if
projector
works





Day
2



 Wrap‐Up
 5
minutes





Day
1
 


FOCUS
AREA
and
 TIME
FRAME



 
 ESOL/ESE
Modifications:
 












































Reflection
(what
worked,
what
didn’t):



































































































Ideas
for
next
week: