<p> ENGLISH II 3rd 4th 5th Date: 9/20/2010 (Monday)</p><p>Content Drawing Conclusions and Predicting Outcomes</p><p>Essential Questions/Learning Targets:</p><p>I can improve my vocabulary.</p><p>I can identify and correct grammatical errors in sentences.</p><p>I can identify a memoir.</p><p>I can read and draw conclusions and predict outcomes about a written piece.</p><p>Independent Work – establishing engagement (8-10 minutes):</p><p>Vocabulary Chapter 6 Part 1 </p><p>Review vocabulary words</p><p>Go over answers</p><p>Daily Language Lesson </p><p>Correct answers on overhead—students make corrections</p><p>Guiding Purpose – fostering engagement (3-5 minutes):</p><p>Review of learning targets</p><p>Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):</p><p> Read Text page 147 “Drawing Conclusions” </p><p> discuss strategies</p><p> o Read “No Witchcraft for Sale” pages 148-155</p><p> o Cite predictions and draw conclusions </p><p> o Do page 156</p><p> Discuss/Review Predicting Outcomes</p><p> Do preview activity on page160 prior to reading selection</p><p> o Read short story from Text “The Son From America” 160-166</p><p> Do Connect to the Literature activity page 167 ENGLISH II 3rd 4th 5th</p><p>Closure and Consolidation – making meaning, clarify (5-10 minutes):</p><p>Discuss student responses</p><p>Date: 9/21/2010 (Tuesday)</p><p>Content Persuasive Writing</p><p>Essential Questions/Learning Targets:</p><p>I can improve my vocabulary.</p><p>I can identify and correct grammatical errors in sentences.</p><p>I can identify the formats of persuasive writing.</p><p>I can write a position statement and supporting details.</p><p>I can write a persuasive essay.</p><p>Independent Work – establishing engagement (8-10 minutes):</p><p>Vocabulary Chapter 6 Part 2</p><p>Review vocabulary words</p><p>Go over answers</p><p>Daily Language Lesson </p><p>Correct answers on overhead—students make corrections</p><p>Guiding Purpose – fostering engagement (3-5 minutes):</p><p>Review of learning targets</p><p>Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):</p><p>Guided Practice:</p><p> o Discuss/Review formats of persuasive writing: argument: fact and opinion and problem/solution</p><p>Discuss activity and group roles:</p><p> o Scribe for brainstorming/prewriting ENGLISH II 3rd 4th 5th o Researcher: each groups gets 5 minutes on computer for research of topic in which he/she finds support for or against his topic (according to his/her assignment)</p><p> o Scribe for draft</p><p> Both scribes will read and note argument from persuasive essay while researcher collects data</p><p> Persuasive essay with strong argument: page 617-618 “Support School Uniforms” </p><p> Group students into groups of three—students decide roles</p><p> Topic is assigned—There will be four topics—one group will take the positive support role ---another group will take the negative view of each topic</p><p> o Use of cell phone blockers in educational facilities</p><p> o Prohibiting students from driving to school</p><p> o Equality for everyone (as in short story “Harrison Bergeron”)</p><p> o Mandatory Military Service for all American Citizens</p><p> Researchers go to alternate location to collect data (approximately 5 minutes each at computer station</p><p> Scribes read essay on page 617</p><p> o Discuss with scribe groups </p><p> o Scribes write position statements about topic</p><p> o Student groups come back together: brainstorming scribe develops statements for (3) supporting paragraphs as everyone generates ideas from data the researcher presents</p><p> o Scribe for draft writes final draft as other two members are generating a conclusion</p><p>Closure and Consolidation – making meaning, clarify (5-10 minutes):</p><p>Students share problems/solutions with writing task</p><p>May carry over to next class period. ENGLISH II 3rd 4th 5th</p><p>Date: 9/22/2010 (Wednesday)</p><p>Content Persuasive Writing</p><p>Essential Questions/Learning Targets:</p><p>I can improve my vocabulary.</p><p>I can identify and correct grammatical errors in sentences.</p><p>I can identify the formats of persuasive writing.</p><p>I can write a position statement and supporting details.</p><p>I can write a persuasive essay.</p><p>I can evaluate a persuasive essay.</p><p>Independent Work – establishing engagement (8-10 minutes):</p><p>Vocabulary Chapter 6 Part 3</p><p>Review vocabulary words</p><p>Go over answers</p><p>Daily Language Lesson </p><p>Correct answers on overhead—students make corrections</p><p>Guiding Purpose – fostering engagement (3-5 minutes): ENGLISH II 3rd 4th 5th Review of learning targets</p><p>Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):</p><p>Guided Practice:</p><p> Discuss/Review Group assignments</p><p> Students group and review progress</p><p> Groups continue until drafts are ready</p><p> Give everyone an essay evaluation form</p><p> Students present their essay to class (each topic –positive and negative views)</p><p> Audience rates positions </p><p>Closure and Consolidation – making meaning, clarify (5-10 minutes):</p><p>Discuss student responses ENGLISH II 3rd 4th 5th</p><p>Date: 9/23/2010 (Thursday)</p><p>Content Evaluating Student Essays</p><p>Essential Questions/Learning Targets:</p><p>I can improve my vocabulary.</p><p>I can identify and correct grammatical errors in sentences.</p><p>I can identify the formats of persuasive writing.</p><p>I can write a position statement and supporting details.</p><p>I can write a persuasive essay.</p><p>I can evaluate a persuasive essay.</p><p>Independent Work – establishing engagement (8-10 minutes):</p><p>Vocabulary Chapter 6 Part 4</p><p>Review vocabulary words</p><p>Go over answers</p><p>Daily Language Lesson </p><p>Correct answers on overhead—students make corrections ENGLISH II 3rd 4th 5th Guiding Purpose – fostering engagement (3-5 minutes):</p><p>Review of learning targets</p><p>Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):</p><p>Guided Practice:</p><p>Closure and Consolidation – making meaning, clarify (5-10 minutes):</p><p>Discuss student responses</p><p>Date: 9/24/2010 (Friday)</p><p>Content Drawing Conclusions and Predicting Outcomes</p><p>Essential Questions/Learning Targets:</p><p>I can improve my vocabulary.</p><p>I can identify and correct grammatical errors in sentences.</p><p>I can identify the formats of persuasive writing.</p><p>I can write a position statement and supporting details.</p><p>I can write a persuasive essay.</p><p>I can evaluate a persuasive essay.</p><p>Independent Work – establishing engagement (8-10 minutes):</p><p>Vocabulary Chapter 6 Part 5</p><p>Review vocabulary words</p><p>Go over answers</p><p>Vocabulary Quiz</p><p>Daily Language Lesson ENGLISH II 3rd 4th 5th Correct answers on overhead—students make corrections</p><p>Guiding Purpose – fostering engagement (3-5 minutes):</p><p>Review of learning targets</p><p>Interactive Instruction and Authentic Engagement – deepening understanding (25-40 minutes):</p><p>Guided Practice:</p><p> Continue with essay presentations and evaluations</p><p> Give student topic choices ---assign student essays</p><p> They may choose a different topic or choose to write on drafts generated previously if appropriate</p><p> Must be of global or societal issue</p><p> Portion of class may research topics while others brainstorm and do prewriting</p><p> Switch roles with remaining class time </p><p>Closure and Consolidation – making meaning, clarify (5-10 minutes):</p><p>Discuss problems </p><p>Assign 1st draft completion as homework</p>