Weekly Lesson Plan Template

Stage One: Desired Results

Teacher(s): Grade/Subject/Course: Dates:
JESSICA BELL 11 AMERICAN LITERATURE 7-29-2018 thru 8-3-2018
Performance Standards:
Teachers should write out the standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font.

ELAGSE11-12RI8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public
advocacy (e.g., The Federalist, presidential addresses.)

ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with
diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to
discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial
discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and
responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the task.

Technology Standards: Check all that apply

Which technology integration standards will be used in this week’s lesson by students? How will each NETS-S standard be addressed?
☐ Creativity and innovation
☐ Communication and collaboration
☐ Researcher and information fluency
☐ Critical thinking, problem solving, and decision making
☐ Digital Citizenship
☐ Technology operations and concepts
Students will not be using any technology in the classroom this week.
Stage Two: Assessing Student Learning
Assessment: Check all that apply:
Vocabulary Quiz, Partner Quiz, Discussion ☒ informal ☐ formal
Student Self Assessment (tool provided) ☒ formative ☐ summative

Stage Three: Organizing the Learning Plan & Identifying Strategies

Literacy Strategies: Graphic Organizers:
Journaling and Quick Writing Venn Diagram
Charting

Differentiation
Differentiation Strategies: Check all that apply:
How are you delivering instruction the first time to ☐ Differentiation by content ☐ Differentiation by product
increase learning for all students (different learning ☐ Differentiation by process ☐ Several learning modalities
modalities, graphic organizers, multiple intelligences,
☒ Re-teaching ☐ Students choose tasks
students’ preferences)?
☐ Different performance tasks

Teaching the Standards

Describe the research-based strategies used to help students master standards and achieve each day’s goals.

RESEARCH-BASED STRATEGY #1 RESEARCH-BASED STRATEGY #2

Strategy Title:
 Weekly Lesson Plan Template

Strategy Title: Source:

Source: Description:
Description: Rationale:
Rationale:
Daily Lessons
Standard(s): ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-
on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read
and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with
peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse
perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
Essential Question(s):What is a literary device and how does it function/significance in literature?
Learning Target(s): 110% of TSWBAT understand and apply concrete and abstract comprehension of the
“American Dream” with 100% accuracy.
Vocabulary:
MON

Aesthetic
Aphorism
Situational
Allusion
Literary Device
Figure of Speech
Opening: The ss will watch a short clip where the former CEO of Xerox explains what the
-Warm-up American Dream was to her and how her interpretation shaped who she has become in
-Mini-lesson the modern world (2 minutes)
Work Session: The ss will be exposed to several media clips and information text to build their
What will students be background knowledge of what the “American-Dream” consisted of. They will work in
doing? pairs to discuss questions that the teacher raises as the lesson progresses. The ss will
coached on critical thinking skills that will enhance the depth or their comprehension of
abstract concepts while using concrete example to convey comprehension.
Closing: SS will complete the ss assessment sheet to assess their ability to answer the essential
Clarify and questions and provide written proof that supports their comprehension level claim.
strengthen key
learning for today
Homework: Bring the signed syllabus page back for a daily grade.

Standard(s): ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read
and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with
TUES

peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse
perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
 Weekly Lesson Plan Template

Essential Question(s):How is the American Dream interpreted in other cultural contexts?

Learning Target(s): 100% of TSWBAT explain how other cultures interpret the American Dream with 100%
accuracy.
Vocabulary:
Poverty
Birthright
Lofty
Subjective
Fluidity
Mirage
Opening:
-Warm-up SS will watch a short you-tube clip of children being forcefully separated from their
-Mini-lesson parents at the US borders as they pursue entrance into America.
Work Session: SS will work in pairs / groups to discuss and determine how a “dream” can turn into a
What will students be “nightmare.” They will use the examples that they see in the instructional ppt as well as
doing? the instructional support media clips to develop and expand their own thinking that will
result in greater more developed responses.
Closing: SS will complete the ss assessment sheet to assess their ability to answer the essential
Clarify and questions and provide written proof that supports their comprehension level claim.
strengthen key
learning for today
Homework: None

Standard(s): ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read
and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with
peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse
perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
Essential Question(s):What are the nightmares that precede the American Dream? Is it worth it?
WED

Learning Target(s): 100% of the SS will be able to analyze and synthesize various dreams turned nightmares
and describe the circumstances that contributed to it with 100% accuracy.
Vocabulary:
Clandestine
Vulnerable
Juxtapose
Preeminently
Objective
Opening:
-Warm-up The ss will write a journal entry about what they perceive as an “American
-Mini-lesson Nightmare.”
Work Session: The ss will engage in discussion around their individual “American Dream” criteria
What will students be and how their “subjective” perception serves to shape their outlook on life as well as
doing? how they view self, and community.
 Weekly Lesson Plan Template
Closing: SS will complete the self-assessment form as indicated.
Clarify and
strengthen key
learning for today
Homework: Write two paragraphs about if you think that you are currently experiencing “The
American Nightmare of The American Dream and give reasons why you feel as you do.

Standard(s): ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read
and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with
peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse
perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
Essential Question(s):Does “Art” really “Imitate” Life?
THURS

Learning Target(s): 100% of the ss will be able to evaluate TV personalities in their character portrayal and
determine if their portrayal personifies “The American Dream” and if the portrayal is abstract or concrete, real
or imagined with atleast 90% accuracy.
Vocabulary: Subjective
Opening:
-Warm-up SS will look at photographs of several well-known families (TV families as well as real
-Mini-lesson life personalities)
Work Session: The ss will compare these pictures and certain known facts about these people and
What will students be weigh in on if they believe that these people are living the American Dream and provide
doing? abstract and concrete examples to support their theory. They will defend any challenges
that are presented to their views and engage in through provoking dialogue regarding
their expressed ideas.
Closing: SS will complete the self-assessment form as indicated
Clarify and
strengthen key
learning for today
Homework: None

Standard(s): ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-

on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read
and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with
peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse
perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
FRI

Essential Question(s):Is Education the Gateway to having the “American Dream”

 Weekly Lesson Plan Template
Learning Target(s): 100% of the ss will be able to enter into constructive discourse concerning the idea of the
need for formal education and its importance.
Vocabulary:
Competent
Educated
Academic
Poverty
Opening:
-Warm-up
-Mini-lesson A short clip of the video “Lean on Me”
Work Session: Students will be discussing how quality education factors into setting a person up for
What will students be future success especially when poverty is a factor.
doing?
Closing: SS self-assessment sheet to be completed/Vocabulary Quiz
Clarify and
strengthen key
learning for today
Homework: None