La Joya Independent School District - Weekly Plan for Engaging Lessons

Name: Maria J. Villalpando lopez Campus: Thelma R. Salinas ECHS Week of: September 21-25 Subject: English II Grade: 10th

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

TEKS: 1A, 2C, 4F, 4G, 7A, 8A, 9Dii, 10A 11A 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: 2H, 3A, 3E, 3G, 4A, 4F, 5D Make inferences 4F; Evaluate Applying Academic Voc.
with others while
evidence 4F, 7Eii
Analyzing text staying true to
ourselves?
Objective(s): Analyze archetypes and literary Pre-Requisite Skills: reading, Summative: Critical: insular, precarious,
devices in a memoir; Research folktales that writing, critical thinking, making sedately, tepid
Selection Test
share similar features; Use context clues to inferences, drawing conclusions,
define unfamiliar words and phrases; Adjust listening and speaking. Write a Poem
writing for audience and purpose.

Learning Experiences
Monday Tuesday Wednesday Thursday Friday
CO: Preview unit through unit CO: preview selection by CO: Analyze how a text’s historical CO: analyze the text through CO: demonstrate comprehension
introduction reviewing literary skills and critical and cultural context is related to critical thinking questions; through selection’s test
vocabulary the author’s perspective and Conduct research about a person
purpose for writing. who has changed his or her name.
LO: I will view unit opener video LO: I will complete the selection’s
Daily Objectives/ and make connections; complete LO: I will discuss quick start w/a test to demonstrate my
Word Network for academic partner; define and pronounce LO: l will read, annotate and LO: I will respond to analytical understanding of learning
Learner Outcomes vocabulary archetypes; understand examples discuss elements in the memoir questions and support my objectives
of irony and sarcasm; complete answers with evidence from the
critical vocabulary exercise “By Any Other Name” text; I will write a poem about the
importance of their own name.

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 memoir; 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
Best Shot/Initial Teach
❙❙► ● Best Shot/Initial Teach: discuss
archetypes, literary devices and ● Best Shot/Initial Teach: direct ● Best Shot/Initial Teach: direct Independent Practice: complete

Guided Practice ❙❙► ● Best Shot/Initial Teach: discuss
Independent Practice ❙❙►
Correctives/Reteach ❙❙►
● Guided Practice: model Word
Closure ❙❙►
Teacher Toolbox
● Blooms
● Design Qualities
● SIOP
● Marzano’s Nine High
Yield
● Marzano’s 6 Step Voc.
● Lead4Ward Inst. Playlist
● 5E Model
● Closure: face time about academic
Quick Check ❙❙►
La Joya Independent School District - Weekly Plan for Engaging Lessons
academic and connection to unit
● Guided Practice: complete
Network for academic vocabulary:
find each terms definition, synonym,
antonym, related words, word root
and a clarifying example
● Independent Practice: complete
-introduce Response Log. Explain to
students that it will be used to
record ideas and details from the
selections.
Independent Practice: students will
complete the rest of word network
with a partner or in small groups
-discuss all boxes
Correctives/Reteach : monitor and
adjust depending on student
responses. Making sure all boxes
are completed correctly      selection (summary illustrated)
vocabulary
One Minute Paper
1. Ask students to “brain dump” all
the ideas, concepts, skills,
processes, etc. they have learned
by writing for one minute
2. Pair up and share what they
wrote, adding ideas and
deepening understanding
3. Draw one conclusion about the
content they learned
language conventions for the
selection
archetype chart.
critical vocabulary exercise
● Correctives/Reteach: monitor and
adjust student responses
● Closure: face time about critical
vocabulary
7 Little Words
1. students summarize the content
taught with 7 words
2. students reveal their words, discuss
similarities/differences, and revise
their original list as appropriate
students to selection’s title and
setting a purpose (I see, I think, I
wonder)
-Close Read Screencast: model
discussion (annotate key ideas in the
selection.
*Guided Practice: read and discuss
important elements and events in the
memoir “By Any Other Name” (Play
Selection Audio or class reading)
-Respond to Notice & Note questions
as they read
Independent Practice: respond to
Check Your Understanding Questions
● Correctives/Reteach: Level Up
Tutorial: Making Inferences
● Closure: create a Text Sketch of the
FaceTime
1. Students respond by drawing an
emoji face based on their
understanding: happy, sad,
confused, neutral, frustrated,
surprised, etc.
2. students write one sentence
explaining their “response face”
3. students turn and talk to share
responses
students to Response Log-R1 and selection’s test. Print or online
use guiding questions to respond
*Independent Practice: with a
partner or small groups, students will ● Correctives/Reteach : will depend on
respond to analyze the text questions class performance
-Research folk tales and compare to
selection using provided chart
● Closure: one minute paper on how
Writing Response: What connection they think they did on assessment
can you make between __________
● Optional Homework Project: write a
and __________?
fable that teaches a lesson about life
using an archetypal character
-Practice and apply critical vocabulary
● Correctives/Reteach : monitor and
adjust based on students’ responses
● Closure: one minute paper on group
collaboration
Pair, Square, Share Cl Click Or Clunk
●Students are organized into • students draw a T-chart and label
partners. the columns: “CLICK” and “CLUNK”
●Student pairs work collaboratively to » students write the ideas that
answer a question, solve a problem, they understand under the
complete a graphic organizer, etc. “CLICK” column
●Student pairs stand up to find » students write the ideas they do
another pair to form a square. not understand under “CLUNK”
●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,
and justify which is more accurate.
 La Joya Independent School District - Weekly Plan for Engaging Lessons
●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
-follow the development of plot
-Understand relationships among plot -Understand nonliteral language
elements and character and setting
-Follow flashback and foreshadowing
Stimulus/Demands
❙❙►
-Read from beginning to end -follow structure
-Follow structure -Understand the importance of stage
directions
-Understand how dialogue portrays
PLUS character, plot, and theme
Fiction: PLUS
Read to be entertained Fiction:
-Read from beginning to end Read to be entertained
-follow the development of plot -Read from beginning to end
-Understand relationships among plot -follow the development of plot
elements and character and setting
-Understand relationships among plot
-Follow flashback and foreshadowing elements and character and setting
-Follow flashback and foreshadowing
-Remember and summarize details -Recognize fact, opinion, perspective,
and bias
-Manage technical vocabulary
-Evaluate and judge logic
-Recognize and manage organizational
structure -Determine feasibility
-Use text features and interpret PLUS
graphics
Expository:
-Synthesize and recognize information
Read to gather information
-Recognize missing information
-Remember and summarize details
-Recognize fact, opinion, perspective,
and bias -Manage technical vocabulary
-Recognize and manage organizational
structure
-Use text features and interpret
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