La Joya Independent School District - Weekly Plan for Engaging Lessons

Name: Maria J. Villalpando Lopez Campus: Thelma R. Salinas STEM ECHS Week of: October 12-16 Subject: English II Grade: 10th

Standards Examine Data Assessment/Evidence ❙❙► Words ❙❙► Essential Question ❙❙►

TEKS: 1C,2,2B,4F,6A,6B,6D,8E,9C,10A,11F SEs to be taught: Analyze genre Formative: Academic: discriminate, diverse,
7A; Analyze literary devices 8E; inhibit, intervene, rational How do we engage
Check for Understanding
Analyze author’s purpose 8A;
ELPS: 2C,3C,3H,4A,4D,4F,5B,5G Make inferences 4F; Evaluate Applying Academic Voc.
with others while
evidence 4F, 7Eii
Analyzing text staying true to
ourselves?
Objective(s): Evaluate an argument and analyze Pre-Requisite Skills: reading, Summative: Critical: icon, sanctity, dogma
its rhetoric; Research opinions to evaluate writing, critical thinking, making
Selection Test
credibility and bias; Write a letter to the editor inferences, drawing conclusions,
that cites evidence; Debate using opinions and listening and speaking. Write a Letter to the Editor
evidence; Understand word connotations;
Analyze the function of dashes and use them
correctly.

Learning Experiences
Monday Tuesday Wednesday Thursday Friday
CO: Preview unit through unit CO: preview selection by CO: evaluate an argument and CO: analyze the text through CO: demonstrate comprehension
introduction reviewing argumentative skills and analyze its rhetoric critical thinking questions; through selection’s test
critical vocabulary research opinions to evaluate
credibility and bias
LO: I will view unit opener video LO: l will read, annotate and LO: I will complete the selection’s
Daily Objectives/ and make connections; complete LO: I will discuss quick start w/a discuss elements in the argument test to demonstrate my
Word Network for academic partner; define and pronounce LO: I will respond to analytical understanding of learning
Learner Outcomes vocabulary archetypes; understand examples “American Flag Stands for questions and support my objectives
of irony and sarcasm; complete Tolerance”. answers with evidence from the
critical vocabulary exercise text; I will debate using opinions
and evidence

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 argument; read and discuss key elements and events of review/summary of selection (Text
Cue Set/Focus ❙❙► essential question and unit selection’s background selection Sketch)
objectives
 La Joya Independent School District - Weekly Plan for Engaging Lessons
Best Shot/Initial Teach ● Best Shot/Initial Teach: discuss
❙❙► archetypes, literary devices and
● Best Shot/Initial Teach: discuss language conventions for the ● Best Shot/Initial Teach: direct ● Best Shot/Initial Teach: direct Independent Practice: complete
Guided Practice ❙❙► academic and connection to unit students to selection’s title and students to Response Log-R1 and selection’s test. Print or online
selection
setting a purpose (I see, I think, I use guiding questions to respond
Independent Practice ❙❙►
wonder)
*Independent Practice: with a
Correctives/Reteach ❙❙► ● Guided Practice: model Word ● Guided Practice: complete -Close Read Screencast: model partner or small groups, students will ● Correctives/Reteach : will depend on
Network for academic vocabulary: archetype chart. discussion (annotate key ideas in the respond to analyze the text questions class performance
Closure ❙❙►
find each terms definition, synonym, selection.
Teacher Toolbox antonym, related words, word root -Research folk tales and compare to
and a clarifying example *Guided Practice: read and discuss selection using provided chart
● Independent Practice: complete ● Closure: one minute paper on how
● Blooms important elements and events in the
-introduce Response Log. Explain to critical vocabulary exercise Writing Response: What connection they think they did on assessment
argument “American Flag Stands for
● Design Qualities students that it will be used to Tolerance?” (Play Selection Audio or can you make between __________
● Correctives/Reteach: monitor and ● Optional Homework Project: write a
record ideas and details from the class reading) and __________?
● SIOP adjust student responses fable that teaches a lesson about life
selections.
using an archetypal character
-Respond to Notice & Note questions
● Marzano’s Nine High Independent Practice: students will as they read
Yield complete the rest of word network -Practice and apply critical vocabulary
● Closure: face time about critical
with a partner or in small groups Independent Practice: respond to
● Marzano’s 6 Step Voc. vocabulary
Check Your Understanding Questions
-discuss all boxes
● Lead4Ward Inst. Playlist ● Correctives/Reteach : monitor and
adjust based on students’ responses
● 5E Model
● Correctives/Reteach: Level Up
Correctives/Reteach : monitor and Tutorial: Making Inferences
adjust depending on student
● Closure: one minute paper on group
responses. Making sure all boxes
collaboration
are completed correctly     
● Closure: create a Text Sketch of the
● Closure: face time about academic selection (summary illustrated)
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 each other on the “CLUNK” area
question, solving the problem,
completing the graphic organizer, • Option: instead of writing responses,
etc. teacher may choose for students to
respond with a signal
●Students compare/contrast their
responses, evaluate the accuracy,
 La Joya Independent School District - Weekly Plan for Engaging Lessons
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

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?
Think It Up ❙❙► • 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? ▪how can you best summarize
▪explain how __________ affected ▪what parts of what we just learned __________ in 3 words?
__________. ▪based on this information, what can remind you of something else you
you infer about __________? learned?
 La Joya Independent School District - Weekly Plan for Engaging Lessons
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