Teacher: Subject: LS English Grade: 9th

Jeremy Jones Lesson 1

Standard:
 9-10.RL.3 - Analyze how complex characters develop over the course of the text, interact
with other characters, and advance the plot or develop the theme.
 9-10-RL.9 - Analyze how an author draws on and transforms source material in a
specific work.
 Acquire and use accurately general academic and domain‐specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
 Critically analyze elements of literature: plot, theme, characters, setting, figurative
language, tone, conflicts, point of view, and author’s purpose.
 Analyze author’s word choice and intent to examine impact on meaning and tone. (Great
start. Continue to code your standards. Add an ISTE Standard, please.)

Objective (Explicit):
 SWBAT take their prior knowledge and formulate a written response onto an individual
KWL that is clear and concise with 60% accuracy (Use your IEP goal/percent to justify
your degree of accuracy. And, what is the topic of the written response. Please, identify
it.)

Evidence of Mastery (Measurable):

¨ Include a copy of the lesson assessment.
¨ Provide exemplar student responses with the level of detail you expect to see.
¨ Assign value to each portion of the response

. Vocabulary - Students will fill out a form with their answers on Google Classroom for the
vocabulary and will be able to check their progress when the answers are given in classroom
discussion.
Questions - Students will fill out a form with their answers on Google Classroom for the
Chapter Questions and will get help answering them with classroom discussion.

Sub-objectives, SWBAT (knowledge, skill, purpose):

¨ How will you review past learning and make connections to previous lessons?
¨ What skills and content are needed to ultimately master this lesson objective?
¨ How is this objective relevant to students, their lives, and/or the real world?

 SWBAT show their knowledge of classroom norms by respecting them

 SWBAT reflect on their parental/family relationships as they grew up.
 SWBAT express their opinion in a clear and concise manner during discussions.
(Excellent task analysis. Three is the minimum, you might be able to add more as you
review your plan and add to it. )

Key vocabulary: Materials:

Forth - Crawled - Grew - Teenager - Strange Google Classroom
Laptops
Love You Forever Book (Aww….)
KWL Chart
Engage
¨ How will you activate prior knowledge?
¨ How will you hook student attention?
¨ What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Vocabulary - Wait until students are
finished defining the words. Then, through
classroom discussion, will help students get a
better understanding of the definitions.
Book - Teacher will play the audio of the book. (Add
this to your Activities & Materials. This can be built
into an ISTE Standard as well as a sub objective.)
Teacher will lead a discussion about the content of
the book to help students answer the questions.
Students Will: Vocabulary - Student’s
will define the vocabulary words using
the sentence as a reference. Then they
will check their accuracy with classroom
discussion.
Book - Students will follow along with
the chapter.
Through discussion, students will
answer the questions regarding the
book. Questions will be on Google
Classroom.

Explore
¨ How will you model your performance expectations? (remember you are not modeling what you want
students to discover but need to model expected behavior or required procedures).
¨ How will students take the lead and actively use materials to discover information that will help them
answer the question posed in the Engage?
¨ What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: The expectations have been set for
these activities as students have done the same
activity a few times already.
The discussion will deepen their understanding of
the material. (Continue to flesh out this section with
the Explore guiding questions.)
Students Will: Using Google Classroom,
students will use the form to answer the
vocabulary and questions. Using
discussion, they will deepen their
knowledge of the material.
(Continue to flesh out this section with
the Explore guiding questions.)

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource
classroom, so all accommodations are already being provided. (Please identify the
accommodations you will provide, here. Consider using the UDL recommendations.)

Explain
¨ How will all students have an opportunity to share what they discovered?
¨ How will you connect student discoveries to correct content terms/explanations?
¨ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives
by answering the question from the Engage before moving on?
Teacher Will: This activity will get students thinking
in the same line as the teenagers in the book. How
will you do this? What comprehension
strategies/prompts might you use?
Students Will: Students will present their
opinions in discussion format with the
class, giving them the opportunity to
share what they discovered. How will
they do this?

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource
classroom, so all accommodations are already being provided.
(Please identify the accommodations you will provide, here. Consider using the UDL
recommendations.)

Elaborate
¨ How will students take the learning from Explore and Explain and apply it to a new circumstance or
explore an aspect of this learning at a deep level?
¨ How will students use higher order thinking at this stage (e.g. A common practice in this section is to
pose a What If? Question)?
¨ How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Explore and explain difficult words
and phrases to help students understand what they
are reading.
Using the provided sentences, teacher will guide
the students to a higher level of thinking to define
words that they have not experienced before.
(Which higher order thinking skills [HOTS] will you
model or expect?)
Students Will: Students will take the
understanding of the sentences to infer
the meaning of the words. Then the
discussion will increase their knowledge
of the words.
Students will take their understanding
from the reading to discuss and answer
the questions from the book.
Identify a few of the HOTS questions,
here.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource
classroom, so all accommodations are already being provided.
(Please identify the accommodations you will provide, here. Consider using the UDL
recommendations.)

Evaluate
¨ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the
elaborate content)?
¨ How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?

Teacher Will: Grade using the following standards: Students Will: Demonstration of mastery
Vocabulary - will be shown in the student’s answers
 Ideas and understanding to the questions on Google Classroom.
 Insight Also, the discussion will show a portion
 Participation of their understanding.
Student will be able to summarize their
concepts in their answers and in the
Chapter Questions - discussion.
 Discussion Participation Do have students address the main
 Complete sentences objective here along with a yay or nay,
 General knowledge thumbs up or down, cards up or down
agreement or disagreement and share
their response and “why” with their
teams or partner and with you.

Great lesson! =)
Teacher: Subject: LS Grade:
Jeremy Jones English 9th
Lesson 2

Standard:
 Critically analyze elements of literature: plot, theme, characters, setting, figurative
language, tone, conflicts, point of view, and author’s purpose.
 Analyze author’s word choice and intent to examine impact on meaning and tone.

Objective (Explicit):
 SWBAT take their prior knowledge and formulate a written response onto an individual
 SWBT write their own short story related to a time in their life or imagination.

Evidence of Mastery (Measurable):

¨ Include a copy of the lesson assessment.
¨ Provide exemplar student responses with the level of detail you expect to see.
¨ Assign value to each portion of the response

Story Writing: Growth in Time

Teacher Name: Mr. Jones

Student Name: ________________________________________

CATEGORY 4 3 2 1
Introduction First paragraph has a First paragraph has a A catchy beginning No attempt was
\"grabber\" or catchy weak "grabber". was attempted but made to catch the
beginning. was confusing rather reader's attention in
than catchy. the first paragraph.

Neatness The final draft of the The final draft of the The final draft of the The final draft is not
story is readable, story is readable, story is readable and neat or attractive. It
clean, neat and neat and attractive. It some of the pages looks like the student
attractive. It is free of may have one or two are attractive. It looks just wanted to get it
erasures and erasures, but they like parts of it might done and didn't care
crossed-out words. It are not distracting. It have been done in a what it looked like.
looks like the author looks like the author hurry.
took great pride in it. took some pride in it.
Focus on The entire story is Most of the story is Some of the story is No attempt has been
Assigned Topic related to the related to the related to the made to relate the
assigned topic and assigned topic. The assigned topic, but a story to the assigned
allows the reader to story wanders off at reader does not learn topic.
understand much one point, but the much about the topic.
more about the topic. reader can still learn
something about the
topic.
Characters The main characters The main characters The main characters It is hard to tell who
are named and are named and are named. The the main characters
clearly described in described. Most reader knows very are.
text as well as readers would have little about the
pictures. Most some idea of what characters.
 readers could the characters
describe the looked like.
characters
accurately.

Creativity The story contains The story contains a The story contains a There is little
many creative details few creative details few creative details evidence of creativity
and/or descriptions and/or descriptions and/or descriptions, in the story. The
that contribute to the that contribute to the but they distract from author does not
reader\'s enjoyment. reader\'s enjoyment. the story. The author seem to have used
The author has really The author has used has tried to use his much imagination.
used his imagination. his imagination. imagination.

Date Created: Oct 25, 2017 09:54 pm (CDT)

Sub-objectives, SWBAT (knowledge, skill, purpose):

¨ How will you review past learning and make connections to previous lessons?
¨ What skills and content are needed to ultimately master this lesson objective?
¨ How is this objective relevant to students, their lives, and/or the real world?

 SWBAT create a growth chart with the help of their parent/guardian

 SWBAT write a short story about a time in their life or an imagined time in their life

Key vocabulary: Materials:

Forth – movement KWL Chart
Crawled – moving on hands and knees Google Classroom
Grew – period of getting bigger Laptops
Teenager – everyone in the classroom Love You Forever Book
Strange – something not familiar Book - Teacher will play
stages of life – different times in life the audio of the book.

Engage
¨ How will you activate prior knowledge?
¨ How will you hook student attention?
¨ What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Vocabulary - Wait until students are finished defining Students Will:
the words. Then, through classroom discussion, will help students Vocabulary - Student’s
get a better understanding of the definitions. will define the
Teacher will lead a discussion about the content of the book to help vocabulary words using
students answer the questions. the sentence as a
reference. Then they will
check their accuracy
with classroom
discussion.
 Book - Students will
follow along with the
chapter.
Through discussion,
students will answer the
questions regarding the
book. Questions will be
on Google Classroom.

Explore
¨ How will you model your performance expectations? (remember you are not modeling what you want
students to discover but need to model expected behavior or required procedures).
¨ How will students take the lead and actively use materials to discover information that will help them
answer the question posed in the Engage?
¨ What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: The expectations have been set for these activities as Students Will: Using
students have done the same activity a few times already. Google Classroom,
The discussion will deepen their understanding of the material. students will use the
Teacher will present their own short story related to growing form to answer the
older/up. vocabulary and
questions. Using
discussion, they will
deepen their knowledge
of the material.
Student will follow along
with the teacher, to gain
a direction of
understanding for the
creation of their own
story.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource
classroom, so all accommodations are already being provided.
All IEP and 504 accommodations will be provided to the students who require them. For example, the
students with sight and hearing problems will receive a copy of the short story (Love You Forever).
Students with hearing impairment will have an interpreter in place during the classroom story read out.

Explain
¨ How will all students have an opportunity to share what they discovered?
¨ How will you connect student discoveries to correct content terms/explanations?
¨ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives
by answering the question from the Engage before moving on?
Teacher Will: This activity will get students thinking in the same line Students Will: Students
as the teenager in the book. This will be accomplished by having will present their
the students write down their afternoon activities and compare it to afternoon activities in
the behaviors of the teen in the book. discussion format with
the class, giving them
the opportunity to share
what they discovered.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource
classroom, so all accommodations are already being provided.
All IEP and 504 accommodations will be provided to the students who require them. For example, the
students with sight and hearing problems will receive a copy of the short story (Love You Forever).
Students with hearing impairment will have an interpreter in place during the classroom story read out.

Elaborate
¨ How will students take the learning from Explore and Explain and apply it to a new circumstance or
explore an aspect of this learning at a deep level?
¨ How will students use higher order thinking at this stage (e.g. A common practice in this section is to
pose a What If? Question)?
¨ How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Explore and explain difficult words and phrases to Students Will: Students
help students understand what they are reading. will take the
Using the provided sentences, teacher will guide the students to a understanding of the
higher level of thinking to define words that they have not sentences to infer the
experienced before. meaning of the words.
Then the discussion will
increase their
knowledge of the words.
Students will take their
understanding from the
reading to discuss and
answer the questions
from the book.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource
classroom, so all accommodations are already being provided.
All IEP and 504 accommodations will be provided to the students who require them. For example, the
students with sight and hearing problems will receive a copy of the short story (Love You Forever).
Students with hearing impairment will have an interpreter in place during the classroom story read out.

Evaluate
¨ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the
elaborate content)?
¨ How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?
Teacher Will: Grade using the following standards: Students Will:
Vocabulary - Demonstration of
 Ideas and understanding mastery will be shown in
 Insight the student’s answers to
 Participation the questions on Google
Classroom. Also, the
discussion will show a
Questions - portion of their
 Discussion Participation understanding.
 Complete sentences Student will be able to
 General knowledge summarize their
concepts in their
answers and in the
discussion.
Students will submit
their short story to
google classroom for
others and the teacher
to review.
Then students will
address the main
objective here along
with a yay or nay,
thumbs up or down,
cards up or down
agreement or
disagreement and share
their response and
“why” with their teams
or partner and with you.
Teacher: Subject: Grade: 9th
Jeremy Jones LS English
Vocabulary

State Standard:

9-10.RL.4- Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

ISTE Standard:

 4. Critical thinking, problem solving, and decision-making Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources. a. Identify and define authentic problems and
significant questions for investigation b. Plan and manage activities to develop a solution
 or complete a project c. Collect and analyze data to identify solutions and/or make informed
decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

Objective (Explicit):
 SWBAT take their prior knowledge and complete the word search for this lesson set.
 SWBT implement their knowledge of Phonics to complete the crossword puzzle.

Evidence of Mastery (Measurable):

¨ Include a copy of the lesson assessment.
¨ Provide exemplar student responses with the level of detail you expect to see.
¨ Assign value to each portion of the response

https://wordmint.com/puzzles/564817 20 points
https://crosswordlabs.com/pdf/vocabulary-via-gothom 20 points

Sub-objectives, SWBAT (knowledge, skill, purpose):

¨ How will you review past learning and make connections to previous lessons?
¨ What skills and content are needed to ultimately master this lesson objective?
¨ How is this objective relevant to students, their lives, and/or the real world?

 SWBAT complete with an 85% or greater score on the spelling test

Key vocabulary: Materials:

1. Adulterate v. -to corrupt or make worse by addition of something of lesser KWL Chart
value Google Classroom
Laptops
2. Augment v. -to make large or increase
3. Bereft v. -deprived of; made unhappy through a loss

4. Disparage v. -express a negative opinion which often results in a diminished

value

5. Dour adj. -stern, unyielding, gloomy, or ill-humored

6. Encapsulate v. -to enclose in

7. Fortitude n. -courage in facing difficulty

8. Insidious adj. -intended to deceive or entrap; sly, treacherous

9. Intimate v. -a hint or indirect suggestion

10. Opulent adj. -wealthy, luxurious, ample, grandiose

11. Ostensible adj. -off or related to motives or facts that are apparent but not
necessarily real or true

12. Pliable adj. -easily bent; flexible; easily influenced

13. Proscribe v. -command against

14. Recede v. -move back or retreat

15. Reiterate v. -to say again or repeat

16. Remittance n. -payment

17. Sophistry n. -elaborate and eloquent but logically invalid arguments often
intended to deceive

18. Stolid adj. -not easily moved mentally or emotionally; unresponsive

19. Tentative adj. -experimental in nature; uncertain; hesitant

20. Vernacular n. -common language; everyday speech; often related to a

locale

Engage
¨ How will you activate prior knowledge?
¨ How will you hook student attention?
¨ What question will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Vocabulary - Wait until students are finished defining the Students Will: Vocabulary -
words. Then, through classroom discussion, will help students get a Student’s will define the
better understanding of the definitions. vocabulary words using the
Teacher will give the students a practice word search and crossword sentence as a reference.
puzzles to go over together. Then they will check their
accuracy with classroom
discussion.
Explore
¨ How will you model your performance expectations? (remember you are not modeling what you want students
to discover but need to model expected behavior or required procedures).
¨ How will students take the lead and actively use materials to discover information that will help them answer
the question posed in the Engage?
¨ What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: The expectations have been set for these activities as Students Will: Using Google
students have done the same activity a few times already. Classroom, students will
The discussion will deepen their understanding of the vocabulary. use the form to answer the
vocabulary and questions.
Using discussion, they will
deepen their knowledge of
the material.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource classroom, so all
accommodations are already being provided.
All IEP and 504 accommodations will be provided to the students who require them. For example, the students with
sight and hearing problems will receive large print copies of the crossword and word search puzzles. Students with
hearing impairment will have an interpreter in place in the classroom.

Explain
¨ How will all students have an opportunity to share what they discovered?
¨ How will you connect student discoveries to correct content terms/explanations?
¨ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by
answering the question from the Engage before moving on?

Teacher Will: This activity will get students thinking about the vocabulary Students Will: Engage in
and phonics groups of two to complete
the cross-word puzzle

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource classroom, so
all accommodations are already being provided.
All IEP and 504 accommodations will be provided to the students who require them. For example, the students with
sight and hearing problems will receive large print copies of the crossword and word search puzzles. Students with
hearing impairment will have an interpreter in place in the classroom.
Elaborate
¨ How will students take the learning from Explore and Explain and apply it to a new circumstance or explore an
aspect of this learning at a deep level?
¨ How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a
What If? Question)?
¨ How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Explore and explain difficult words to help students Students Will: Students will
understand what they are reading and the definition. take the understanding of
Using the provided vocabulary, teacher will guide the students to a the vocabulary to infer the
higher level of thinking to define words that they have not experienced meaning of the words. Then
before. the discussion will increase
their knowledge of the
words.
Students will take their
understanding from the
reading to discuss and
answer the questions from
the book.

Differentiation Strategy
¨ What accommodations/modifications will you provide for specific students? This is a resource classroom, so
all accommodations are already being provided.
All IEP and 504 accommodations will be provided to the students who require them. For example, the students with
sight and hearing problems will receive large print copies of the crossword and word search puzzles. Students with
hearing impairment will have an interpreter in place in the classroom.

Evaluate
¨ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the
elaborate content)?
¨ How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?

Teacher Will: Grade using the following standards: Students Will:

Cross Word Puzzle - Demonstration of mastery
 90 – 100 % complete A will be shown in the
 80 – 90 % Complete B student’s answers to the
 70 – 80 % Complete C vocabulary puzzles. Also,
the discussion will show a
 Below 70 % Go Back to School
portion of their
Word Search Puzzle - understanding.
 90 – 100 % complete A Student will be able to
 80 – 90 % Complete B summarize their concepts in
 70 – 80 % Complete C their answers and in the
 Below 70 % Go Back to School discussion.