7/24/2019 9.29 - ELL 4 - Lesson Plan

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Secondary Lesson Plan Template

Class:ELL IV (Advanced)

Grade Level:11th-12th

Length ofclass:1.5 hours

LEARNING GOALP!RPOSE(What is the overall goal/purpose o thislesson)!

"tudents #ill understand di$ering points o vie#% and ho# authors canuse #riting to persuade others.

LEARNING O"#ECTI$ES (What #ill students &no# or 'e epected to doin this lesson! se ver's ro* +loo*,s aono*)

I #ill previe# t#o ne# articles and anal0e the point o vie# o theirauthors ' *a&ing inerences.

I #ill then read these articles and record * thin&ing and learning' ans#ering uestions related to the reading

STAN%AR%S (er East,s 3urriculu*)

- Anal0e and evaluate the reasoning and use o rhetoric inpersuasive tets% including docu*ents o historical and literarsigni4cance.

- 3ite speci4c tetual evidence to thoroughl support a clai*.& se co*ple phrases and clauses.& roduce and epand si*ple% co*pound% and co*ple sentences.

RESO!RCES'ATERIALS NEE%E% (What *aterials and resources #ill Ineed in this lesson!)

3o*puter% po#erpoint% t#o articles(http // ###.histornet.co*/sacaga#ea http//indiancountrtoda*edianet#or&.co*/2665/61/27/le#is-and-clar&-#o*ans-point-vie#-899:9) on "acaga#ea% student note'oo&s and #ritingutensils% graphic organi0er or guided reading and critical thin&inguestions.

PLAN for LEARNING (;o# #ill ou organi0e student learning in this

lesson!

http://www.historynet.com/sacagaweahttp://indiancountrytodaymedianetwork.com/2005/01/26/lewis-and-clark-womans-point-view-94434http://indiancountrytodaymedianetwork.com/2005/01/26/lewis-and-clark-womans-point-view-94434http://www.historynet.com/sacagaweahttp://www.historynet.com/sacagaweahttp://indiancountrytodaymedianetwork.com/2005/01/26/lewis-and-clark-womans-point-view-94434http://indiancountrytodaymedianetwork.com/2005/01/26/lewis-and-clark-womans-point-view-94434http://www.historynet.com/sacagawea

7/24/2019 9.29 - ELL 4 - Lesson Plan

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LESSON SE(!ENCE ) PACING

*+ 16 *inutes o reading.

& "hare #ith our shoulder partner.

,+ ?inish #riting and peer-chec&ing the @V piece% re*e*'ering tocircle or underline each use o transition/seuence #ords% andthen sign our na*e at the 'otto* o the paper.

-+ rovide the option to share #ith the class% #hile other students#rite do#n at least three instances o transition or seuence#ords.

.+ evie# ho# to previe# a reading% having students discuss at

their ta'les things to loo& or #hen previe#ing% and then #eshare out as a class. ?inall% I,ll provide a list on a .ppt or the* toloo& to as the read.

/+ "tudents #ill open up the t#o readings% and do a uic& 5-16*inute previe# o the t#o articles% ater #hich the #ill record% intheir note'oo&s% the ans#ers to these three uestions

*+ 0hat do yo1 th2n3 yo1 42ll 5e read2ng a5o1t6

,+ 0hat does th2s top2c rem2nd yo1 of6 Can yo1 ma3e aconnect2on to someth2ng else yo17ve learned6

-+ 0hat are the t4o PO$s for these art2cles6 Is one more52ased than the other6 %oes one favor Sacaga4ea7s roleas a 4oman more6

8+ "tudents #ill then read the t#o articles% using a graphic organi0ero guided reading and critical thin&ing uestions to trac& theirlearning and thoughts.

9+ 3lass #ill revie# our learning targets% and then #rite an eittic&et on the use o transitional and seuence #ords in #riting.What do they do for our writing?

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o4 can th2s lesson 5e 2mproved or changed 2n the f1t1re6

Bet eed'ac& ro* Cr. ;a#&ins and roessor ?air'airn.