La Joya Independent School District - Weekly Plan for Engaging Lessons
Name: Maria J. Villalpando Lopez Campus: Thelma R. Salinas STEM ECHS Week of: September 28-October 2 Subject: English II Grade: 10th
Standards Examine Data Assessment/Evidence ❙❙► Words ❙❙► Essential Question ❙❙►
TEKS: 1C,2,2B,4A, 4F, 5B, 5C, 5D, 5G, 5H,6A,6D, SEs to be taught: Analyze setting; Formative: Academic: discriminate, diverse,
10A,11A, 11E,11Gi make inferences about theme; inhibit, intervene, rational How do we engage
Check for Understanding
analyze the text questions
Applying Academic Voc.
with others while
ELPS: 2D, 2G, 3A, 3E, 3G
Analyzing text staying true to
ourselves?
Objective(s): Analyze the impact of Pre-Requisite Skills: reading, Summative: Critical: shaman, vision, aerial
historical/cultural settings in literature and writing, critical thinking, making
Selection Test
make inferences about the theme of a literary inferences, drawing conclusions,
text; Conduct research about changes in the listening and speaking. Write a Narrative
lives of Native Americans and evaluate the
credibility and accuracy of the sources used;
Write a narrative based on the poem “Without
Title.”; Present a narrative as an interpretive
reading for the class.; Contribute to class
discussions about how listening to a poem and
identifying its tone can lead to better
understanding.
Learning Experiences
Monday Tuesday Wednesday Thursday Friday
Daily Objectives/ CO: Preview unit through unit CO: preview selection by CO: analyze settings and make CO: analyze the text through CO: demonstrate comprehension
introduction reviewing literary skills and critical inferences about theme in a poem critical thinking questions; through selection’s test
Learner Outcomes vocabulary research Native Americans.
LO: I will view unit opener video LO: l will read, annotate and LO: I will complete the selection’s
and make connections; complete LO: I will discuss quick start w/a discuss elements in the poem LO: I will respond to analytical test to demonstrate my
Word Network for academic partner; define and pronounce questions and support my understanding of learning
vocabulary archetypes; understand examples “Without Title.” answers with evidence from the objectives
of irony and sarcasm; complete text; I will research Native
critical vocabulary exercise Americans and synthesize ideas to
compare to text
La Joya Independent School District - Weekly Plan for Engaging Lessons
Engaging Experiences ● Cue Set/Focus: introduce unit with ● Cue Set/Focus: discuss and ● Cue Set/Focus: discuss elements of ● Cue Set/Focus: quick summary of ● Cue Set/Focus: quick
Stream to Start Video; discuss complete quick write question a poem; read and discuss selection’s key elements and events of review/summary of selection (Text
Cue Set/Focus ❙❙► essential question and unit background selection Sketch)
objectives
Best Shot/Initial Teach
❙❙► ● Best Shot/Initial Teach: discuss
archetypes, literary devices and ● Best Shot/Initial Teach: direct ● Best Shot/Initial Teach: direct Independent Practice: complete
Guided Practice ❙❙► ● Best Shot/Initial Teach: discuss language conventions for the students to selection’s title and students to Response Log-R1 and selection’s test. Print or online
academic and connection to unit selection setting a purpose (I see, I think, I use guiding questions to respond
Independent Practice ❙❙►
wonder)
*Independent Practice: with a
Correctives/Reteach ❙❙►
-Close Read Screencast: model partner or small groups, students will ● Correctives/Reteach : will depend on
● Guided Practice: model Word ● Guided Practice: complete discussion (annotate key ideas in the respond to analyze the text questions class performance
Closure ❙❙►
Network for academic vocabulary: archetype chart. selection.
Teacher Toolbox find each terms definition, synonym, -Research folk tales and compare to
antonym, related words, word root *Guided Practice: read and discuss selection using provided chart
● Closure: one minute paper on how
● Blooms and a clarifying example important elements and events in the
● Independent Practice: complete Writing Response: What connection they think they did on assessment
poem “Without Title.” (Play Selection
● Design Qualities -introduce Response Log. Explain to critical vocabulary exercise can you make between __________
Audio or class reading) ● Optional Homework Project: write a
students that it will be used to and __________?
● SIOP ● Correctives/Reteach: monitor and fable that teaches a lesson about life
record ideas and details from the -Respond to Notice & Note questions
adjust student responses using an archetypal character
selections. as they read
● Marzano’s Nine High
Yield Independent Practice: students will Independent Practice: respond to -Practice and apply critical vocabulary
complete the rest of word network ● Closure: face time about critical Check Your Understanding Questions
● Marzano’s 6 Step Voc. with a partner or in small groups vocabulary
● Lead4Ward Inst. Playlist ● Correctives/Reteach : monitor and
-discuss all boxes
● Correctives/Reteach: Level Up adjust based on students’ responses
● 5E Model Tutorial: Making Inferences
Correctives/Reteach : monitor and
● Closure: one minute paper on group
adjust depending on student
● Closure: create a Text Sketch of the collaboration
responses. Making sure all boxes
are completed correctly selection (summary illustrated)
● Closure: face time about academic
vocabulary
Quick Check ❙❙► One Minute Paper 7 Little Words FaceTime Pair, Square, Share Cl Click Or Clunk
1. Ask students to “brain dump” all 1. students summarize the content 1. Students respond by drawing an ●Students are organized into • students draw a T-chart and label
the ideas, concepts, skills, taught with 7 words emoji face based on their partners. the columns: “CLICK” and “CLUNK”
processes, etc. they have learned understanding: happy, sad,
by writing for one minute 2. students reveal their words, discuss confused, neutral, frustrated, ●Student pairs work collaboratively to » students write the ideas that
similarities/differences, and revise surprised, etc. answer a question, solve a problem, they understand under the
2. Pair up and share what they their original list as appropriate complete a graphic organizer, etc. “CLICK” column
wrote, adding ideas and 2. students write one sentence
deepening understanding explaining their “response face” ●Student pairs stand up to find » students write the ideas they do
another pair to form a square. not understand under “CLUNK”
3. Draw one conclusion about the 3. students turn and talk to share
content they learned responses ●Student pairs share their step-by- • students share responses and coach
step process of answering the
La Joya Independent School District - Weekly Plan for Engaging Lessons
question, solving the problem, each other on the “CLUNK” area
completing the graphic organizer,
etc. • Option: instead of writing responses,
teacher may choose for students to
●Students compare/contrast their respond with a signal
responses, evaluate the accuracy,
and justify which is more accurate.
●Students may revise their original
responses based on their
discussions.
Fiction: Poetry: Drama: Expository: Argumentative:
Read to be entertained Read to experience rich language Read in Order to Perform Read to gather information Read to make decisions
-Read from beginning to end -Read from beginning to end -follow structure -Remember and summarize details -Recognize fact, opinion, perspective,
and bias
-follow the development of plot -Follow structure -Understand the importance of stage -Manage technical vocabulary
directions -Evaluate and judge logic
-Understand relationships among plot -Understand nonliteral language -Recognize and manage organizational
elements and character and setting -Understand how dialogue portrays structure -Determine feasibility
PLUS character, plot, and theme
-Follow flashback and foreshadowing -Use text features and interpret PLUS
Fiction: PLUS graphics
Expository:
Read to be entertained Fiction: -Synthesize and recognize information
Read to gather information
Stimulus/Demands -Read from beginning to end Read to be entertained -Recognize missing information
❙❙► -Remember and summarize details
-follow the development of plot -Read from beginning to end -Recognize fact, opinion, perspective,
and bias -Manage technical vocabulary
-Understand relationships among plot -follow the development of plot
elements and character and setting -Recognize and manage organizational
-Understand relationships among plot structure
-Follow flashback and foreshadowing elements and character and setting
-Use text features and interpret
-Follow flashback and foreshadowing graphics
-Synthesize and recognize information
-Recognize missing information
-Recognize fact, opinion, perspective,
and bias
Think It Up ❙❙► Compare & Contrast Cause & Effect Infer Make Connections Summarize
▪compare __________ to __________; ▪what were the main causes of ▪here are a couple of details that we ▪what connection can you make ▪how would you summarize the most
how are they the same, and how are __________, and what were the just learned. what can you infer between __________ and important thing we have learned
they effects? about __________from those __________? today in 60 seconds or less?
details?
• different? ▪what other cause/effect relationships ▪can you connect what we just learned ▪how would you sketch or act out a
can you think of that are related to ▪I can infer that __________. What are to something we learned in a summary of what we just learned?
what we just learned? some ways you can support that previous unit?
inference?
La Joya Independent School District - Weekly Plan for Engaging Lessons
▪explain how __________ affected ▪based on this information, what can ▪what parts of what we just learned ▪how can you best summarize
__________. you infer about __________? remind you of something else you __________ in 3 words?
learned?
Identifying Similarities and Identifying Similarities and Identifying Similarities and Identifying Similarities and Identifying Similarities and
Differences Ideas: Differences Ideas: Differences Ideas: Differences Ideas: Differences Ideas:
Thinking Maps, T-charts Thinking Maps, T-charts Thinking Maps, T-charts Thinking Maps, T-charts Thinking Maps, T-charts
Exit Ticket ❙❙►
Reflective Writing Making Thinking Visible Routines: Making Thinking Visible Routines: Making Thinking Visible Routines: Making Thinking Visible Routines: Making Thinking Visible Routines:
I See, I Think, I Wonder; I Used to I See, I Think, I Wonder; I Used to I See, I Think, I Wonder; I Used to I See, I Think, I Wonder; I Used to I See, I Think, I Wonder; I Used to
Think but Now I Think, etc. Think but Now I Think, etc. Think but Now I Think, etc. Think but Now I Think, etc. Think but Now I Think, etc.
Any Student who Meets Eligibility Criteria: Designated Supports: Content and Language Supports Designated Supports Requiring TEA Approval:
Accessibility Features: These are locally-approved supports for ● Extra Time These supports require the submission and
students who meet eligibility criteria approval of a TEA Accommodation Request
These are procedures and materials that are ● Individualized Structured Reminders Form.
allowed for any student who qualifies ● Basic Transcribing
● Large Print ● Complex Transcribing
Designated ● Braille
● Manipulating Test Materials ● Extra Day
Supports❙❙► ● Calculation Aids
● Math Manipulatives ● Math Scribe
(EL, SPED, 504, RTI, Other) o multiplication grid
● Oral/Signed Administration ● Other
o four-function calculator
● Spelling Assistance
o scientific calculator
● Use of Dictionary on an electronic device
● Supplemental Aids
