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DATE: 8/26/15 LESSON PLANS
DUTY: Lunch – 11:25 COKER
Standards: Reading—Literary Text: 4.1, 4.2, 4.3, 5.1, 6.1, 7.1, 7.2, 8.1, 9.1, 10.1, 11.1, 12.1, 12.2, 13.1, 13.2, 13.3,
Reading-- Informational Text:
Writing: 6.1
Communication: 1.2, 1.3, 1.5
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English 2 CP—1st Block:
ESSENTIAL QUESTION: Can progress be made without conflict?
OBJECTIVES:
JOURNAL: Knowing only the title, describe what you think the novel you are assigned will be about.
VOCABULARY: “Reading Comprehension”
INSTRUCTIONAL STRATEGIES / PROCEDURES / EXPLINATION:
1. Journal
2. DOL
3. Vocabulary
4. Assign books
5. Quiz on short story elements/irony/theme/stories read so far
6. The class will go to the lab and do a webquest on their novel.
7. Students will find an article as described on their webquest, read it, and highlight important parts.
8. Students will return to class and share their articles.
9. If unfinished, students will finish guided reading questions from the day before and the class will discuss.
10. The teacher will present a PPT introducing “Chickamauga”
11. Students will read “Chickamauga”
CLOSURE: Exit slip- students will turn in guided reading questions
ASSESSMENT: Formative: guided reading questions, webquest, article sharing, and the teacher will walk around to be sure all students are completing their work
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Differentiation for English 2 H—2nd Block:
VOCABULARY: The teacher will introduce vocabulary words for lesson two and students will complete “Write the Correct Word”
HW: 1. Read “Chickamauga”
2. Find an article written by a person who survived a war (share their story)
3. “Complete the Sentence” & “Reading Comprehension”
Differentiation for English 2 CP— 4th Block: N/A
DUTY: Lunch – 11:25 COKER
Standards: Reading—Literary Text: 4.1, 4.2, 4.3, 5.1, 6.1, 7.1, 7.2, 8.1, 9.1, 10.1, 11.1, 12.1, 12.2, 13.1, 13.2, 13.3,
Reading-- Informational Text:
Writing: 6.1
Communication: 1.2, 1.3, 1.5
____________________________________________________________________________________
English 2 CP—1st Block:
ESSENTIAL QUESTION: Can progress be made without conflict?
OBJECTIVES:
JOURNAL: Knowing only the title, describe what you think the novel you are assigned will be about.
VOCABULARY: “Reading Comprehension”
INSTRUCTIONAL STRATEGIES / PROCEDURES / EXPLINATION:
1. Journal
2. DOL
3. Vocabulary
4. Assign books
5. Quiz on short story elements/irony/theme/stories read so far
6. The class will go to the lab and do a webquest on their novel.
7. Students will find an article as described on their webquest, read it, and highlight important parts.
8. Students will return to class and share their articles.
9. If unfinished, students will finish guided reading questions from the day before and the class will discuss.
10. The teacher will present a PPT introducing “Chickamauga”
11. Students will read “Chickamauga”
CLOSURE: Exit slip- students will turn in guided reading questions
ASSESSMENT: Formative: guided reading questions, webquest, article sharing, and the teacher will walk around to be sure all students are completing their work
____________________________________________________________________________________
Differentiation for English 2 H—2nd Block:
VOCABULARY: The teacher will introduce vocabulary words for lesson two and students will complete “Write the Correct Word”
HW: 1. Read “Chickamauga”
2. Find an article written by a person who survived a war (share their story)
3. “Complete the Sentence” & “Reading Comprehension”
Differentiation for English 2 CP— 4th Block: N/A