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LP Dec 14

This document contains Mr. Everist's weekly lesson plans for language arts. The plans cover the week of December 12-18, 2015 and include reading and writing goals focused on civil rights texts. On Mondays, Wednesdays, and Fridays, students will do iReady rotations. Other days include analyzing components of text-based writing, planning multi-paragraph responses with evidence citation, discussing texts like Letter from Birmingham Jail, and interpreting language in biographies of Frederick Douglass and Harriet Tubman. Students will be assessed through observations, classwork, and tests with modifications for ESOL and ESE students.

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237 views

LP Dec 14

This document contains Mr. Everist's weekly lesson plans for language arts. The plans cover the week of December 12-18, 2015 and include reading and writing goals focused on civil rights texts. On Mondays, Wednesdays, and Fridays, students will do iReady rotations. Other days include analyzing components of text-based writing, planning multi-paragraph responses with evidence citation, discussing texts like Letter from Birmingham Jail, and interpreting language in biographies of Frederick Douglass and Harriet Tubman. Students will be assessed through observations, classwork, and tests with modifications for ESOL and ESE students.

Uploaded by

api-233612544
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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2015

WEEKLY LESSON PLANS


MP Everist Language Arts
Reading Foci: LAFS 8.RL.1.2; 2.5 Multi-Paragraph Response to Stimuli (Planning); Citing Textual Evidence

Springboard (Advanced): Letter from Birmingham Jail; Civil Rights Timeline


Florida Collections: My Friend Douglass; Harriet Tubman
Monday 12-14
iReady Rotations

Tuesday 12-15

Wednesday 12-16
iReady Rotations

Thursday 12-17

Friday 12-18
iReady Rotations

Content Goal

Analyze the
components of textbased writing.

Plan an extended
response to stimuli
FSA Writing Practice.

Respond to text-based
questions by
referencing notes and
annotations.

Evaluate how
characters interact and
affect each other
(Lincoln/Douglass).

Interpret authors use


of parallelism in
Harriet Tubman
biography.

Language Goal

Understand the rubric:


purpose, focus,
organization, evidence,
and elaboration.

Take notes and


annotate key ideas and
supporting details
(textual evidence).

Reread text for


information and
clarification.

Cite specific text


evidence to support
your ideas.

Reference lines 4749 to describe


effectiveness of this
language.

Accountable
Team Task

Define writing
structure and discuss
its importance.

Discuss the prompt


with table partner.

Share and compare


response for #6 (46)

W/group, discuss the


answer/evidence for
p.48 (Short Response)

Collaborate on
discussion question,
p. 162.

Activities

*Bell RR#20
*Rev p. 78-79 read
*Writing review
rubric/planning guide

*FSA Writing
Practice reading
text, annotating, and
writing plan.

* Bell RR#21
*Rev p.79 write
*FC F. Douglass-#6
*SB 192 Timeline:
Analyzing chronology

* Bell RR#22
*Rev p. 79: 4-square
*FC F. Douglass-SE
*SB p. 193
Expository writing

* Bell RR#23
*Rev pp. 81-2 read
*FC Tubman test
*TKAM reading
*iReady rotations

Assessments
Modifications
Low-Achieving

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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