LESSON PLAN DAY

VOCABULARY 1

PRE-READING 2

DURING READING 3

POST/ AFTER READING 4

ADDITIONAL LEP 5

DAY 1: VOCABULARY
Writing to Learn Assessment: Drawing and Illustrating

Student Friendly Language: Today, we will be using the strategy of drawing to help us better
understand our vocabulary terms. In your visual vocabulary sheet, there will be three columns:
one will state the term, one will ask for you to create your own definition of the term, and the last
will ask you to draw a picture of the term or things that relate to/remind you of the word. To
make sure you can get full credit, use the following evaluative criteria check the criteria!

EVALUATIVE CRITERIA - DAY 1 (DRAWING AND ILLUSTRATING)

For this Visual Vocabulary sheet, a full credit grade (10 points), includes
● All terms/definitions in the table attempted (10 total terms)
● All drawings attempted
● All group members contributed

For this Visual Vocabulary sheet, a partial credit grade (5 points), includes
● At least 5 out of 10 total terms attempted
● At least 5 out of 10 drawings attempted
● Little contribution in group

For this Visual Vocabulary sheet, a no credit grade (0 points), includes

● 4 or less terms/definitions attempted
 ● 4 or less images attempted
● A group member that did not contribute at all OR was very disruptive

DAY 2: PRE-READING
Writing to Learn Assessment: Exit Ticket

Student Friendly Language: Today, we will be using an exit slip as a writing strategy at the end
of this lesson. This exit slip is to be turned as you leave class today. The prompt is: Using your
understanding of the argumentative essay outline presented in class, What do you believe will
be the strongest and or “easiest” part of developing your argumentative essay throughout this
unit? What do you believe will be the biggest struggle? Why? Please use the evaluative criteria
provided as a checklist in order to get full credit. Remember to answer in complete sentences and
have a minimum of 3 sentences (one sentence for each question would be my suggestion!)

EVALUATIVE CRITERIA - DAY 2 (EXIT SLIP)

For the Exit Slip, a full credit grade (3 points), includes

● Respond to the prompt
● Answer in at least 3 complete sentences - one sentence for each question in the prompt

For this Exit Slip, a partial credit grade (2 points), includes

● Respond to the prompt
● Answer is in less than 2 sentences OR incomplete sentences

For this Exit Slip, a no credit grade (0 points), includes

● Not responding to the prompt
● Answer is in less than 1 sentence OR an incomplete sentence
DAY 3: DURING READING
Writing to Learn Assessment: Writing Breaks

Student-Friendly Language: Today, we will be using a strategy called writing breaks in class to
help our comprehension of the texts we will read. The entire class will read the same article titled
“Kids Still Getting Too Much ‘Screen Time’: CDC” by Amy Norton which will be handed out
physically as well as displayed on the smartboard to engage with the text together. During the
article, there will be three different points in which we will pause/ take a break while reading to
stop and answer questions about the text so far. Answer the questions using one quote from the
text and your own explanation in your notebook to discuss with your classmates after reading the
article.

EVALUATIVE CRITERIA - DAY 3 (Writing Breaks)

For the Writing Breaks, a full credit grade (5 points), includes

● All questions attempted
● Each answer contains one quote from the reading to support reasoning/ explanation
● All written explanations attempted
● All group members contributing in discussion after reading the article

For the Writing Break, a partial credit grade (3 points), includes

● At least 2 out of 3 questions attempted
● Not all answers contain one quote from the reading to support reasoning/ explanation
● At least 2 out of 3 written explanations attempted
● OR a group member who only partially contributed

For the Writing, a no credit grade (0 points), includes

● Less than 2 questions attempted
● No quotes from the texts are provided in answer to support reasoning/ explanation
● Less than 2 written explanations attempted
● A group member that did not contribute at all OR was very disruptive
DAY 4: POST/ AFTER READING

Writing to Learn Assessment: Mapping

Student Friendly Language: Today, we will be using the strategy of Mapping on the topic of
“School Uniform” in order to arrange ideas visually and show connections and organize your
personal thinking. This is also a great way to create a visual representation of our learning after
reading different articles that give pros and cons for school uniforms. After reading and using
self-questioning strategies, we will come together as a class to create a mind map that will
visually represent what was read, specifically the breakdown of pros and cons and any other
ideas that may come pop into your minds! We will use the strategy of mapping to represent
ideas, things we’ve learned, and any other connections we can add.

EVALUATIVE CRITERIA - DAY 4 (Mapping)

For this Mapping Timeline, a full credit grade (5 points), includes
● Each reading group to participate in completing the information in their section (based on
the readings from the textbook)
● At least 1 contribution from each group member

For this Mapping Timeline, a no credit grade (0 points), includes

● Incomplete Assignment from all group members
● No contribution from any group members OR was disruptive during assessment

DAY 5: Additional LEP

Today, we will be using an exit slip as a writing strategy after the lesson ends. The exit ticket will
be The sticky note mosaic! I will provide small sticky pads in green, yellow and red. Green
stands for something that I know for sure, Yellow stands for something you're still unclear on,
and red stands for something they need to tell the teacher. Before you leave, please stick the
sticky notes on the board as you are leaving the classroom. Also make sure you write your class
number (example: Peña assigned number is #19) That way it is anonymous for students but I will
know who wrote what.

EVALUATIVE CRITERIA - DAY 5

For the Exit Slip, a full credit grade (3 points), includes
● Sticky note was posted on board before leaving the classroom
● Your Class Number was written on sticky note to get credit

For this Exit Slip, a no credit grade (0 points), includes

● No sticky note was posted on the board before leaving the classroom
● No class number was written on sticky note