Escolar Documentos
Profissional Documentos
Cultura Documentos
Day
1
Stopwatch
Partner
sheets,
post‐it
3.
Create
Stopwatch
Partners
and
have
partners
interview
each
notes
for
EQ,
texts
other
(pg
2)
then
partners
introduce
each
other
to
the
class.
LA.B.2.4.3
‐
Write
fluently
for
a
variety
of
1.
Post
quote
from
pg
1:
She
knows
who
she
is
because
she
knows
Day
2
occasions,
audiences,
and
purposes,
making
who
she
isn’t.”
appropriate
choices
regarding
style,
tone,
level
Bell‐Ringer
of
details
2.
In
Writing
Journals,
have
students
elaborate
on
this
question:
Who
Whiteboard,
writing
journals
“aren’t
you”?
5‐10
minutes
3.
Discuss
in
class
LA.B.2.4.3
‐
Write
fluently
for
a
variety
of
1.
Have
students
look
at
transparency
A
from
Gramm
and
Lang
occasions,
audiences,
and
purposes,
making
Transp
Unit
1
appropriate
choices
regarding
style,
tone,
level
Day
3
2.
In
Writing
Journals,
and
with
their
2:00
partners,
have
students
of
details
Transparency
A,
Unit
1
write
a
four
sentence
caption
of
what
is
going
on
in
the
picture
using
sensory
words.
3.
Discuss
in
class
LA.A.1.4.3
‐
Increase
personal
vocabulary
1.
Key
Vocab
on
pg
8
Texts,
word
wall,
chart
on
paper
through
the
study
of
word
parts,
context
2.
Have
students
repeat
them
aloud
Day
1
(Found
on
Read/Write
clues,
and/or
etymologies
3.
Have
students
rate
their
knowledge
of
the
word
transparencies
online,
Unit
1),
4.
Review
definitions
as
a
class
markers,
whiteboard,
5.
Students
will
work
in
groups
to
create
chart
on
words.
Same
as
Day
1
1.
Review
Key
Vocab
on
pg
8
via
Interactive
Wkbk
?
Vocabulary
2.
Introduce
academic
vocab
on
pg
5
Day
2
Texts,
workbooks
(?),
charts
from
10‐15
minutes
day
1
Same
as
Day
1
1.
Vocab
Charades/Statues
of
Key
Vocab
on
pg
8.
N/A
Day
3
LA.A.2.4.2
‐
Analyze
and
develop
and
1.
Introduce
Predict
and
Monitor
strategy
from
Elements
on
pg
6,
as
Texts,
PPT
(if
projector
is
Reading
Strategy/
interpretation
of
a
literary
work
by
describing
well
as
characters
and
conflict
working)
Day
2
Day
1
See
Reading
Strategies
1.
Read
page
4
of
text
and
discuss
Texts
Reading
Day
2
2.
Do
activities
on
pg.
5
30
minutes
See
Reading
Strategies
1.
Popcorn
read
“The
Moustache”
Texts
Day
3
re‐reading,
note‐taking,
summarizing,
outlining,
writing
a
Analysis
formal
report,
and
relating
what
is
read
to
his
or
her
own
signs
for
them
to
hold)
then
have
class
rank
them
with
only
of
the
6
predictions
experiences
and
feelings
on
them
10
‐15
minutes
LA.
A.
2.4.1
‐
Determine
the
main
idea
or
1.
Return
to
our
prediction
chart
and
discuss
&
do
#
4
from
pg
24
Chart
paper,
texts,
markers,
essential
message
in
grade‐
level
or
higher
text
3.
Count
off
kids
in
class
by
fours
(e.g.,
all
the
ones
will
answer
Day
3
through
inferring,
paraphrasing,
summarizing,
question
1
on
pg
24).
and
identifying
relevant
4.
Add
this
as
question
4:
What
is
the
central
message
in
the
story?
5.
Groups
will
explain
their
answer
N/A
N/A
Day
1
Students
will
learn
the
four
types
of
1.
Four
kinds
of
sentences
from
Grammar
Transparency
1
Gramm
Trans
1
from
Unit
1
Grammar
and
Language
Day
2
sentences.
10‐15
minutes
Students
will
be
able
to
identify
the
1.
Page
2
of
the
grammar
transparency
of
subject
and
predicate
Gramm
Trans
2
from
Unit
1
Day
3
subject and predicate in a sentence.
Resources
for
Unit
Project
Christine
N.
Rodriguez
Dates:
Period
1:
8/24,
26,
28
Hialeah
Gardens
High
School
Period
2:
8/25,
27,
31
Lesson
Plans
for
Edge
Level
C
FOCUS
AREA
and
EXPECTED
OUTCOMES
or
ACTIVITIES
and/or
INSTRUCTIONAL
&
LEARNING
TIME
FRAME
OBJECTIVE
ASSESSMENT
TOOLS
NEEDED
1.
Show
students
the
class
blog
if
projector
works
Projector
and
whiteboard
Day
1
1.
Survey
students
about
parent/teen
communication
Use
survey
questions
from
the
article
in
“Learn
Wrap‐Up
Day
2
and
Explore”
site
on
Student
Resources,
Unit
1.
5
minutes
1.
Discuss
survey
results
then
compare
and
contrast
to
Print
out
of
stats
Day
3
national
statistics
ESOL/ESE
Modifications:
Reflection (what worked, what didn’t):
Ideas for next week: