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LP May 2

The weekly lesson plan focuses on poetry, biography, and citing textual evidence. On Mondays and Tuesdays, students will work on citing textual evidence to support analyses from readings. Wednesdays will focus on analyzing text structure in biographies and poetry. Thursdays will have students directly citing evidence using quotation marks. Fridays will have students writing an interpretive sentence linking elements of the poem "Ego Tripping". Throughout the week, language goals include building vocabulary and developing descriptive writing skills. Content will be modified as needed for ESOL and special education students.

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287 views

LP May 2

The weekly lesson plan focuses on poetry, biography, and citing textual evidence. On Mondays and Tuesdays, students will work on citing textual evidence to support analyses from readings. Wednesdays will focus on analyzing text structure in biographies and poetry. Thursdays will have students directly citing evidence using quotation marks. Fridays will have students writing an interpretive sentence linking elements of the poem "Ego Tripping". Throughout the week, language goals include building vocabulary and developing descriptive writing skills. Content will be modified as needed for ESOL and special education students.

Uploaded by

api-233612544
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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2016

WEEKLY LESSON PLANS


MP Everist Language Arts
Reading Focus: Poetry, Biography; Citing Textual Evidence to Support Analyses
Writing Focus: Robust Vocabulary; Descriptive Writing; Specificity
Monday 05-02
8 Gr. FCAT Science

Tuesday 05-03
Citing Text Evidence

Wednesday 05-04
Text Structure

Thursday 05-05
Citing Text Evidence

Show/practice skill
competency in
grammar and usage.

Cite textual evidence


to support text
analysis and ideas.

Read aloud to check


for what sounds
right during practice.

Use quotation marks


to directly cite
evidence for work.

Analyze text structure


of biographies,
including personal
poetic anthologies.
Identify how literary
elements create effects
(TWIST chart, 277).

Evaluate and interpret


poetic imagery (what
flowers and weeds
represent to speaker).
Brainstorm
connections with the
word identity.

Discuss the
importance of diction
in poetic voice.

Think-pair-share
identity with
coming of age
theme.
*Bell vocabulary
*SB Poetry pp. 27880; Identity poem
*FC The Real
McCoy close reader
activities, 129-30

th

Content Goal

Language Goal

Accountable
Team Task
Activities

Assessments
Modifications
Low-Achieving

Collaborate and assist


Work together to
table partners with IXL complete assigned
learning/skills.
tasks; accountable
talk.
* IXL grammar:
* Bell vocabusentence structure,
lary.com, Lesson 10
tense, parallelism.
*SB: Poetry Nikki*Model: Common
Rosa pp.271-72
grammar mistakes
*FC: The Real McCoy
close reader, 125-6

*Bell vocabulary
*SB Poetry pp.27577 We Real Cool
*FC The Real
McCoy close reader
pp.127-128

Friday 05-06
Write an interpretive
sentence linking the
title, hyperbole, and
allusion in Ego
Tripping.
Cite textual evidence
to support text
analysis and ideas.
Work together to
complete Ego
Tripping activities.
*Bell vocabulary
*SB Poetry
pp.271-82
*FC The Real
McCoy close reader
activities, review

Observation of student participation; class work; research, reading & writing practice, quizzes and tests.
For ESOL and ESE: clarify and reduce class work and homework assignments, give added time.
Differentiated learning, small groups, peer study, vocabulary building, home reading programs.

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