37 - Middle and High School Lesson Plans

THE Classroom Instruction Book Chapter 14 s Page 159

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Access examples of completed lesson plans for middle and high school.

Middle and High School Lesson Plans

The contents of this QR code correlates with the book, THE Classroom Instruction Book. Permission to print is granted for personal use only.

n organized lesson plan is a valuable aid to the teacher and to the students. A plan created before

instruction begins tells the teacher what to teach, how to provide the instruction to accomplish the

objective, and lets the students know how to proceed with learning.

s A model Language Arts Middle School Lesson Plan (from page 159)

s A model Writing High School Lesson Plan (from page 159)

s A model English High School Lesson Plan (from page 159)

Lesson Plan for the week of:

Teacher:

Subject:

Language Arts

Grade:

Middle School

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Content Standard(s)

RI. 6.2 (Common Core)

Determine a central idea of a text and how it is conveyed through particular details, provide a summary of the text distinct from personal opinions or judgments.

Learning Target(s)

(What students understand,

know, or demonstrate at the

end of the lesson)

I c

an identify the central idea in a text.

I can identify reasons, details, and facts in a text.

I can identify and record the examples, explanations, and evidence in a text.

I can write a summary paragraph from a piece of text after

identifying the central idea, reasons, details, facts, examples,

explanations, and evidence in a text.

Instructional Strategies

(What you do so students

achieve the learning target)

Monday

I Do: Power Point Presentation – Using color to identify: central idea; reasons, details facts;

examples, explanations and evidence in a text.

Introduce Stop Light Analogy – Green, Yellow, and Red

Green – “Go” Identify Topic, Yellow – “Slow Down” Find Reasons, Details and Facts, Red – “Stop”

Explain, Give Examples, and Identify Evidence

Tuesday and Wednesday

Review and Demonstrate using the Stop Light Analogy with Different Texts

I Do: Demonstrate how to

use the information identified

using the Stop Light Analogy

to write a summary.

Teacher thinks out loud for

students what to select to

include in the summary.

I Do:

Review the process in writing a

summary with students.

Explain the Summary

Paragraph Rubric and how to

use it when writing a summary.

Assessment

(How you use formative

and summative tools to know

if students met the

learning target)

Monitor student independent practice. Create criteria checklist with students to include identification

of the central idea, reasons, details, and facts. Provide verbal and written feedback.

Provide and

discuss with students a rubric for writing a summary.

Monitor student independent practice. Give feedback to students

as they independently write a summary. Show exemplars

Evaluation

(How you use summative

tools to test for reaching the

learning target)

None today

Students will independently identify

the central idea in a text by highlighting with a green colored pencil;

reasons, details, and facts in a text by highlighting with a yellow

colored pencil; examples, explanations, and evidence in a text by

highlighting with a red colored pencil.

Not Yet. Practice with the rubric and review exemplars.

Bellwork

(What students do upon

entering the classroom)

Student Selected Independent Reading

Guided Practice

(What students do with your

assistance to boost the

learning target)

We Do: Using Smart Board

and Green, Yellow and Red

Pens, identify the “green,”

“yellows,” and “reds” in a

paragraph.

We Do: With a partner using a

green, yellow, and red pencil

identify the central idea, reasons,

details, facts, examples, and

explanations in a longer piece of

text using the Stop Light Analogy

We Do: None Today

e Do: Interactive modeling

with students in writing a class

summary of a piece of text

used previously in the week.

We Do: None Today

Independent Practice

(What students do

independently to reinforce

the learning target)

You Do: None Today You Do: None Today

You Do:

Students

independently identify the

central idea, reasons, details,

facts, examples, and

explanations in a new piece

of text.

You Do:

None today.

You Do: U

sing the text

previously used on

Wednesday, write a summary

without using personal opinion

or judgment.

Rubric Provided by Teacher.

This “Lesson Plan Template” was created by Karen Whitney and modified by Harry and Rosemary Wong. From THE Classroom Instruction Book by Harry and Rosemary Wong.

Lesson Plan for the week of:

Teacher:

Subject: Writing

Grade:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard(s)

WHST.9-10.8 (Common Core)

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the useful ness of each source in answering

the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Learning Target(s)

(What students understand,

know, or demonstrate at the

end of the lesson)

I can synthesize information from multiple print and digital sources accurately.

I can use various reading and note-taking strategies that will help me locate portions of a text.

I can locate and cite specific textual evidence in primary and secondary sources.

I can summarize information from my notes without including

personal bias or judgment.

Instructional Strategies

(What you do so students

achieve the learning target)

I Do: Review close reading

strategy of using the colors of

green, yellow and red to

annotate text to identify topic,

reasons, details, facts,

examples, explanations, and

evidence.

I Do: Presents in a Power Point

a new strategy for note taking

using the Stop Light Analogy and

Cornell Note Taking System.

Teacher demonstrates the

process using an Anchor Chart

I Do: Review new Stop

Light/Cornell Note Taking

System

Cold Call Questioning

Strategy to Check for

Understanding

I Do Thursday: Teacher demonstrates how to use

Cornel/Stoplight Notes to write a summary. Teacher

demonstrates his/her thought process when choosing what to

include in the summary.

I Do Friday: With students create a rubric for the summary.

Assessment

(How you use formative

and summative tools to know

if students met the

learning target)

Monitor and provide feedback

on student Independent

Work. Provide Exemplars

Reteach as needed.

Provide specific feedback guiding

student practice. Share student

exemplars from yesterday’s

work.

Teacher provides specific

feedback to students on their

notes.

Feedback to students during

interactive modeling noting

any student deficiencies.

Evaluation

(How you use summative

tools to test for reaching the

learning target)

Using the anchor chart

teachers evaluates student

notes.

Use Student/Teacher created

summary rubric to evaluate

student summaries.

Bellwork

(What students do upon

entering the classroom)

Vocabulary SAT Word of

the Day: abort

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Vocabulary SAT Word of the

Day: recluse

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Vocabulary SAT Word of the

Day: milieu

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Vocabulary SAT Word of the

Day: abstract

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Weekly SAT Vocabulary

Quiz: abort, recluse, milieu,

abstract, and one review word.

Guided Practice

(What students do with your

assistance to boost the

learning target)

We Do: Interactive modeling

with students. Stop Light

close reading strategy using a

piece of text viewed on the

Smart Board

We Do: With student input, use

the note-taking strategy on the

Smart Board while analyzing a

piece of text. Create notes using

the colored system.

We Do: None Today

We Do: Interactive modeling

with students - writing a

summary using notes.

We Do: None Today

Independent Practice

(What students do

independently to reinforce

the learning target)

You Do: Use the Stop Light

close reading strategy to

annotate a piece of text.

You Do: None Today

You Do: With a journal article

independently use the note-

taking strategy while analyzing

a piece of text.

You Do: None Today

You Do: Writes a summary

without personal bias or

judgment from the notes they

developed on Wednesday.

This “Lesson Plan Template” was created by Karen Whitney and modified by Harry and Rosemary Wong. From THE Classroom Instruction Book by Harry and Rosemary Wong.

Lesson Plan for the week of:

Teacher:

Subject: English

Grade: 9

–

Grade

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard(s)

WHST.9-10.8 (Common Core)

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the useful ness of each source in answering

the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Learning Target(s)

(What students understand,

know, or demonstrate at the

end of the lesson)

I can synthesize information from multiple print and digital sources accurately.

I can use various reading and note-taking strategies that will help me locate portions of a text.

I can locate and cite specific textual evidence in primary and secondary sources.

I can summarize information from my notes without including

personal bias or judgment.

Instructional Strategies

(What you do so students

achieve the learning target)

I Do: Teacher reviews close

reading strategy of using the

colors of green, yellow, and red

(Stop Light Analogy) to annotate

text to identify topic, reasons,

details, facts, examples,

explanations, and evidence.

I Do: Teacher presents in a

Power Point a new strategy for

note taking using the Stop Light

Analogy and Cornell Note Taking

System.

Teacher demonstrates the

Process using an Anchor Chart

I Do: Review new Stop

Light/Cornell Note Taking System

Cold Call Questioning Strategy to

Check for Understanding

I Do:

Teacher demonstrates how

to use Cornel/Stoplight Notes to

write a summary. Teacher

demonstrates his/her thought

process when choosing what to

include in the summary.

I Do: With students create a

rubric for the summary.

Assessments

(How you use formative and

summative tools to know if

students met the learning

target)

Formative:

Monitor and provide

feedback on student

Independent Work. Reteach as

needed.

Summative: None

Formative: Teacher provides

specific feedback

guiding student

practice. Reteach and model as

needed.

Summative: None

Formative: Teacher provides

specific feedback to students on

their notes.

Summative: None

Formative: Feedback to

students during interactive

modeling noting any student

deficiencies.

Summative: None

Formative: None

Summative: Student/Teacher

created summary rubric.

Bellwork

(What students do upon

entering the classroom)

Posted On SMART Board

Vocabulary SAT Word of the

Day: abort

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Vocabulary SAT Word of the

Day: recluse

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Vocabulary SAT Word of the

Day: milieu

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Vocabulary SAT Word of the

Day: abstract

1. Friendly definition(s)

2. lllustration/Graphic

3. Super Sentence

Weekly SAT Vocabulary Quiz:

abort, recluse, milieu, abstract

and one review word.

1. Friendly Definition

2. Super Sentence

Guided Practice

(What students do with your

assistance to boost the

learning target)

We Do: Interactive modeling

with students. Stop Light close

reading

strategy using a piece of

text viewed on the Smart Board

We Do: With student input, use

the new note-taking strategy on

the Smart Board while analyzing

a piece of text. Create notes

using the colored pens to record

topic, reasons, details, facts,

examples, explanations, and

evidence.

We Do: None Today

We Do:

Interactive modeling with

students - writing a summary

using notes.

We Do: None Today

Independent Practice

(What students do

independently to reinforce the

learning target)

You Do: Use the Stop Light

close reading strategy to

annotate a piece of text.

You Do: None Today

You Do: With a journal article

independently use the note-taking

strategy while analyzing a piece

of text.

You Do: None Today

You Do: Writes a summary

without personal bias or judgment

from the notes they developed on

Wednesday.

This “Lesson Plan Template” was created by Karen Whitney and modified by Harry and Rosemary Wong. From THE Classroom Instruction Book by Harry and Rosemary Wong.