Introductory Week

Lesson Plan Template

Week one: Plan #___1____ of 3; [90 mins.]
Plan type:

____Summary

Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
a. K1 Students will know each others names.
b. K2 Students will get to know each other.
c. K3 Students will get to know that seat arrangements will be made by the teacher.
d. K4 Students will know that team work is important to success in the classroom.
Affective (feel/value) and/or Non-Cognitive:
d. V1Students will feel welcome in the classroom.
e. V2 Students will feel excited to meet their classmates.
f. V3 Students will feel confident that they know each others names.
g. V4 Students will feel comfortable knowing that the classroom is a society of trust and
support to help them learn.
Performance (do):
g. D1 Students will be able to identify their classmates correctly.
h. D2 Students will be able to explain why teamwork is important in the classroom.
SOLs: [List with numbers portrayed in the SOL document]
N/A
CCSs: [List with numbers portrayed in the CCS document]
N/A
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in this
lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic: Ask students how well they know each other K1, K2, V3
Formative: Name games, team work games K1, K2, K4, V1, V2, V3, V4
Summative: Name game challenge, exit slip D1, D2
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement: What is the room arrangement? How will the students know
where to sit on this first day?
[Changes in this arrangement that become necessary later will be noted in the plan]
Students will set in groups of four at tables. There will be name tags to indicate who sits where.
1. [_5_mins.] Bridge/Hook/Opening to lesson:
I will greet the students as they come to class telling them to find a seat where they like. When the
bell rings, I will welcome them to class and explain that the purpose for today is to get to know one
another so that we can build a strong classroom community where everyone will feel comfortable to
share their ideas and their work with each other.

2. [_15_mins.] Step 1: Student Interest Inventory

I will hand out the surveys and tell them that the survey is important because it will help me get to
know them better and help me plan lessons so that I would be able to try my best in helping them
learn to their fullest potential. I will tell them to do the survey carefully because of those reasons.
3. [_10_mins.] Step 2: Brief introduction - Now we will go around the room and have
everyone say their name and one interesting thing about yourself.
. have students say their name and interesting fact, keep repeating/ask students in
same desk groupings to repeat their friends names and facts
. name challenge - ask students, does anyone think they can say everyones names?
facts?
4. [_15_mins.] Step 3: Team Building Ice breaker - Hula hoop relay race
This is an icebreaker game that requires team work. We may have to go outside for this
activity since we would need a lot of space for it. I would have the students count off into
groups so the groups are random. I would explain to the students that this is a relay race
where they would have to go back and forth inside a hula hoop until they get everyone across
the finish line. So the first member would have to get inside a hula hoop, run to the other end,
come back, get another member inside the hula hoop, run to the other end together, and keep
doing the same thing until they get all the members in the hula hoop and across the finish line.
If the relay race does not take up to 15 minutes, I will have them do another team building ice
breaker game.
Newspaper game - switch up the groups before the new game so students can get to work with
other classmates too. Give each group a newspaper. Explain rules of the game to the students.
The groups have to get all their members to stand on the newspaper for 3 full seconds. Then
have the students fold the newspaper, do the same thing. Fold again, and keep repeating until
the newspaper is so small they cannot go on.
5. [5 mins] talk about importance of team work in classroom
I will ask what students learned from the games and link that to how team work is important
in the classroom (how team work helps everyone learn and that all of us make a team).
6. [15 mins] Introduction to dialogue journal + try one
I will introduce students to dialogue journals and tell them that this would be one of our
routines that we would do before class everyday as bell work.
I would have them do a sample prompt (my favorite holiday is because) and have them
share with the class so that they get used to the mechanics of the dialogue journal.

7. [15 mins] SSR

I will explain to students what SSR is and that we would do a lot of SSR in the class. Then for
this SSR session, I would have them read the class syllabus carefully and writing down any
questions they have for the next class.
8. [_10_mins] Closure: Thank students for a great class
Talk to students and ask them to share what they learned about each other from the
icebreaker activities. Tell them to go over the syllabus for homework if they were not able to
finish. Tell them to bring questions to class next time.

Materials Needed:
1) Student interest inventory handout (25 copies)
2) Hula hoops
3) cones or some sort of line/string to indicate starting point and ending point in game
4) dialogue journals (25 ct - one for each student)
5) Class syllabus (25 copies)
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)

Name: __________________________________

1. Likes:
Ice cream Flavor:

TV Shows/Movies: Books:

Color:

Food:

Music:

Sport:

School Subject:

2. On a scale of 1-5, how much do you enjoy group work?

(Not my thing!) 1 2

5 (Love it!)

3. What types of reading do you enjoy? (Check all that apply)

Fantasy Kiction

Magazines Graphic Novels Plays/poetry

Historical Fiction Newspaper Science Fiction

Non Kiction

Romance Blogs
Other: __________________________________________

4. What types of writing do you enjoy? (Check all that apply)

Texting

Facebook/Twitter Posting Journaling

Blogging

Short Stories Poetry

Other: __________________________________________
5. On a scale of 1-5, how do you feel about group work?
(Eww!) 1

5 (Love it!)

6. What is your least favorite book and why?

7. If you know that the world will end tomorrow, what would you spend your time doing
today?

8. Which do you Kind the most difKicult in English classes? (Circle one and explain why)
I Kind (reading literature/ writing / speaking) difKicult
because___________________________________________________________________________________________________
_____________________________________________________________________________.

9. Finish the following sentence:

When I grow up I want to be a

10. Give me one interesting fact (or something I should know) about yourself.

Introductory Week
Lesson Plan Template
Week one: Plan #___2____ of 3; [90 mins.]
Plan type:

Full Details

Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
K1 Students will understand that classroom rules are there to help them learn.
K2 Students will know that the classroom rules are something the whole class helps create.
K3 Students will know about course expectations.

Affective (feel/value) and/or Non-Cognitive:

V1 Students will feel safe with the establishment of classroom rules.
V2 Students will feel responsible for following classroom rules.

Performance (do):
D1 Students will be able to collaborate to come up with a set of classroom rules.
D2 Students will be able to generate a list of appropriate behaviors in a classroom.
SOLs: [List with numbers portrayed in the SOL document]
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
.
a) Assume responsibility for specific group tasks.
.

b) Collaborate in the preparation or summary of the group activity.

CCSs: [List with numbers portrayed in the CCS document]

N/A
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in this
lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic:
Formative:
Summative:

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Room will be in the usual arrangement of tables with groups of four. Name tags will be on the
tables.
1. [_10_mins.] Bridge/Hook/Opening to lesson:Students will start their dialogue journal
right when they walk into the room. The prompt is: What are you classroom pet
peeves?
After that, we will go around the classroom and have the students share. Teacher will encourage
them to explain more about their classroom pet peeves by asking things like,
Why do you not like it when they do that?
How does it bother you?
How would you react to that?
Then transition on to classroom rules: Today we will be focusing on classroom rules. We will be
coming up with a set of classroom rules together to create a positive environment where everyone is
comfortable to learn.
2. [30 mins total] Step 2: Come up with Classroom Rules
Now its time to move on to the next activity.We will together come up with a set of classroom rules.
First, with your table group come up with rules you think we should have in the classroom. Please
be serious with this, as much as I know no homework or pizza parties everyday sound like really
good deals, but we all know thats not possible.
Think about the pet peeves we just talked about. What kind of rules would help us prevent these
pet peeves. For example, if my pet peeve was I dont like it when people touch my belongings
without asking permission I can come up with a rule like Respect other peoples properties,
always ask for permission. These rules will help us create a positive and safe learning
environment for everyone so try to think about rules you want to have in the classroom that would
allow you to feel safe and learn at your fullest potential. Write the rules you come up with your
group down on the paper at the table and we will then finalize them as a whole class. Ready, set, go!
Give students time to work (~10 mins)
[first 10 mins] Student work time When about 10 minutes have gone by tell students to wrap it up Alright, time is almost up, wrap up your final thoughts and we will share with the class!
We will go around the room and each group will share one at a time until we go over them all.
[20 mins] Groups share and teacher writes down the rules (on huge poster paper that will be posted
on the wall later) that the whole class agrees with.
Possible scenario:
T: Group 1, what do you guys have?
S1: We have Raise your hand before you speak
T: Raise your hand before you speak Does everyone agree that we should have this as a
classroom rule?
S2: Yes, our group also has that too. We think people should raise their hands before they speak so
that not everyone will talk at the same time.
S3: Yeah and everyone can get their chances to speak.
T: Okay I will write that down as our first rule. (teacher writes rule #1 on poster paper with heading
Class Rules) Second group, what do you have?
S4: We have Dont talk when someone else is talking

T: Dont talk when someone is talking, does everyone agree? When you talk you want people to
listen, right? I know, I do. When I talk I expect everyone to listen, because I am the teacher but I
also think that your classmates deserve the same respect when they are talking and sharing ideas.
(teacher writes down rule #2)
Teacher will keep going with the rules.
Points to touch on:
1. Raise your hand before speaking.
2. Dont talk when someone else is talking.
3. Listen when someone else is talking.
4. Treat others with respect.
5. Respect other peoples ideas.
6. Keep hands and feet to yourself.
7. Be prepared for class.
8. No phones unless teacher permits.
9. No bullying.
If students miss out some of the rules that should be touched on, the teacher will suggest the rule(s)
to the class discussion and get approval from the students or insert in by right of authority.
For example:
The rules we have so far are very good, but I would like to add one more rule to the list. I think that
in order to create a productive learning environment for everyone, we should have a no phone
policy unless I allow you to for some of our projects or individual work time. I think its only fair
that we have a class without interruption from the outside world. I dont want you texting your
friend when Im talking or teaching because then I will only be getting part of your attention, and
Im sure nobody likes that. For example, if you come up to me and ask me a question, you dont
want me on my phone right? Youre like Ms. Chee, what does this mean? and Im playing on my
phone, I would probably not catch what you ask at all and be like, huh? what did you say? So, I
want all eyes and ears on me, and fingers away from phones when I am teaching.
3. [_10_mins] Closure: Make sure students understand classroom rule
Teacher puts up finalized classroom rules in front of the classroom where it will be visible to
everyone.
Now before we leave, lets go through the rules one more time. Well go through the rules and Ill
ask for one volunteer to explain each rule and why it is important to the class again to make sure
we all understand.
Teacher will go through all the rules again with the class from first to last and make sure students all
understand why it is important to follow each and everyone of the rules.
Possible Scenario:
T: Can someone read the first rule?
S1: Listen when someone is speaking.
T: What does this mean?
S2: It means that we should be listening and not doing anything else when someone is speaking.
T: Okay, and is this someone only me (the teacher)?
S3: No, we should listen to our classmates too.
T: And why is this so?
S4: Because we respect them and because we learn by listening to each other.

Now that we have come up with a set of classroom rules, I expect all of us to follow them because
we all helped come up with them. And if someone forgets something, I will just have to point to our
rules and you should know what to do.
4. [25 mins] Go over syllabus and answer student questions about the syllabus
Now we will go over the class syllabus. During SSR on Monday, I asked you guys to carefully go
over the syllabus for any questions that you might have. Now would be the time to ask them so I can
clarify.
5. SSR for rest of time
6. [5 mins] closure
Materials Needed:
- chalkboard
- poster paper
- markers
- paper (for students in their groups)
- syllabus (students should have their copies from last time but Ill have a few extras just
incase)
- double journal entry handouts (25 copies)
- copy excerpt from Harriet Jacobs Incidents in the Life of a Slave Girl (Childhood) (25
copies)
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)

I. Childhood
I was born a slave; but I never knew it till six years of happy childhood had passed away. My father
was a carpenter, and considered so intelligent and skilful in his trade, that, when buildings out of the
common line were to be erected, he was sent for from long distances, to be head workman. On
condition of paying his mistress two hundred dollars a year, and supporting himself, he was allowed to
work at his trade, and manage his own affairs. His strongest wish was to purchase his children; but,
though he several times offered his hard earnings for that purpose, he never succeeded.
In complexion my parents were a light shade of brownish yellow, and were termed mulattoes. They
lived together in a comfortable home; and, though we were all slaves, I was so fondly shielded that I
never dreamed I was a piece of merchandise, trusted to them for safe keeping, and liable to be
demanded of them at any moment. I had one brother, William, who was two years younger than
myself a bright, affectionate child.
I had also a great treasure in my maternal grandmother, who was a remarkable woman in many
respects. She was the daughter of a planter in South Carolina, who, at his death, left her mother and
his three children free, with money to go to St. Augustine, where they had relatives. It was during the
Revolutionary War; and they were captured on their passage, carried back, and sold to different
purchasers. Such was the story my grandmother used to tell me; but I do not remember all the
particulars. She was a little girl when she was captured and sold to the keeper of a large hotel.
I have often heard her tell how hard she fared during childhood. But as she grew older she evinced so
much intelligence, and was so faithful, that her master and mistress could not help seeing it was for
their interest to take care of such a valuable piece of property. She became an indispensable personage
in the household, officiating in all capacities, from cook and wet nurse to seamstress. She was much
praised for her cooking; and her nice crackers became so famous in the neighborhood that many
people were desirous of obtaining them.
In consequence of numerous requests of this kind, she asked permission of her mistress to bake
crackers at night, after all the household work was done; and she obtained leave to do it, provided she
would clothe herself and her children from the profits. Upon these terms, after working hard all day
for her mistress, she began her midnight bakings, assisted by her two oldest children. The business
proved profitable; and each year she laid by a little, which was saved for a fund to purchase her
children. Her master died, and the property was divided among his heirs.
The widow had her dower in the hotel, which she continued to keep open. My grandmother remained
in her service as a slave; but her children were divided among her masters children. As she had five,
Benjamin, the youngest one, was sold, in order that each heir might have an equal portion of dollars
and cents. There was so little difference in our ages that he seemed more like my brother than my
uncle. He was a bright, handsome lad, nearly white; for he inherited the complexion my grandmother
had derived from Anglo-Saxon ancestors. Though only ten years old, seven hundred and twenty
dollars were paid for him. His sale was a terrible blow to my grandmother; but she was naturally
hopeful, and she went to work with renewed energy, trusting in time to be able to purchase some of her
children. She had laid up three hundred dollars, which her mistress one day begged as a loan,
promising to pay her soon. The reader probably knows that no promise or writing given to a slave is
legally binding; for, according to Southern laws, a slave, being property, can hold no property. When
my grandmother lent her hard earnings to her mistress, she trusted solely to her honor. The honor of a
slaveholder to a slave!
To this good grandmother I was indebted for many comforts. My brother Willie and I often received
portions of the crackers, cakes, and preserves, she made to sell; and after we ceased to be children we
were indebted to her for many more important services.
Such were the unusually fortunate circumstances of my early childhood. When I was six years old, my
mother died; and then, for the first time, I learned, by the talk around me, that I was a slave. My
mothers mistress was the daughter of my grandmothers mistress. She was the foster sister of my
mother; they were both nourished at my grandmothers breast. In fact, my mother had been weaned
at three months old, that the babe of the mistress might obtain sufficient food. They played together as
children; and, when they became women, my mother was a most faithful servant to her whiter foster
sister. On her death-bed her mistress promised that her children should never suffer for any thing; and
during her lifetime she kept her word.
They all spoke kindly of my dead mother, who had been a slave merely in name, but in nature was
noble and womanly. I grieved for her, and my young mind was troubled with the thought who would

now take care of me and my little brother. I was told that my home was now to be with her mistress;
and I found it a happy one. No toilsome or disagreeable duties were imposed upon me. My mistress
was so kind to me that I was always glad to do her bidding, and proud to labor for her as much as my
young years would permit. I would sit by her side for hours, sewing diligently, with a heart as free
from care as that of any free-born white child. When she thought I was tired, she would send me out to
run and jump; and away I bounded, to gather berries or flowers to decorate her room. Those were
happy days too happy to last. The slave child had no thought for the morrow; but there came that
blight, which too surely waits on every human being born to be a chattel.
When I was nearly twelve years old, my kind mistress sickened and died. As I saw the cheek grow
paler, and the eye more glassy, how earnestly I prayed in my heart that she might live! I loved her; for
she had been almost like a mother to me. My prayers were not answered. She died, and they buried
her in the little churchyard, where, day after day, my tears fell upon her grave.
I was sent to spend a week with my grandmother. I was now old enough to begin to think of the future;
and again and again I asked myself what they would do with me. I felt sure I should never find another
mistress so kind as the one who was gone. She had promised my dying mother that her children should
never suffer for any thing; and when I remembered that, and recalled her many proofs of attachment
to me, I could not help having some hopes that she had left me free. My friends were almost certain it
would be so. They thought she would be sure to do it, on account of my mothers love and faithful
service. But, alas! we all know that the memory of a faithful slave does not avail much to save her
children from the auction block.
After a brief period of suspense, the will of my mistress was read, and we learned that she had
bequeathed me to her sisters daughter, a child of five years old. So vanished our hopes. My mistress
had taught me the precepts of Gods Word: Thou shalt love thy neighbor as thyself. Whatsoever ye
would that men should do unto you, do ye even so unto them. But I was her slave, and I suppose she
did not recognize me as her neighbor. I would give much to blot out from my memory that one great
wrong. As a child, I loved my mistress; and, looking back on the happy days I spent with her, I try to
think with less bitterness of this act of injustice. While I was with her, she taught me to read and spell;
and for this privilege, which so rarely falls to the lot of a slave, I bless her memory.
She possessed but few slaves; and at her death those were all distributed among her relatives. Five of
them were my grandmothers children, and had shared the same milk that nourished her mothers
children. Notwithstanding my grandmothers long and faithful service to her owners, not one of her
children escaped the auction block. These God-breathing machines are no more, in the sight of their
masters, than the cotton they plant, or the horses they tend.

Introductory Week
Lesson Plan Template
Week one: Plan #___3____ of 3; [90 mins.]
Plan type:

____Summary

Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
K1 Students will know what double journal entries are.
K2 Students will understand that close reading is helpful to understanding texts better.
K3 Students will understand how helpful post it notes are while reading.
Affective (feel/value) and/or Non-Cognitive:
V1 Students will feel comfortable with double journal entries.
V2 Students will feel that journals are important.
V3 Students will feel comfortable sharing their thoughts with everyone.
Performance (do):
D1 Students will be able to complete the daily dialogue journal and share their thoughts.
D2 Students will be able to complete double journal entries independently.
Double check that ALL of these objectives are covered in your lesson and assessed in some
way. (it could just be a diagnostic assessment)
SOLs: [List with numbers portrayed in the SOL document]
.
10.4 m) Use reading strategies to monitor comprehension throughout the reading process.
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in this
lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic:
Formative:
Summative:
K1, K2, K3, K4, K5, V1, V2, V3, D1 will be assessed by observing how the students do in class.
Assessments will be formative which includes cold calling and asking students to answer questions.
D2 will be assessed with the assignment that the student will be assigned to do for homework.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Dont forget this part of the plan. If there is ever anything
written on the board or projected on a screen as they come into the classroom, this is where
you would write that.
[Changes in this arrangement that become necessary later will be noted in the plan]
1. [_15_mins.] Bridge/Hook/Opening to lesson:
Dialogue Journal Prompt: What strategies do you use when you read? (think something complex
and harder to understand)
Students will start working on dialogue journal prompt when they enter the class and then after that,
we will go around the room and have the students share.
2. [20 mins] Share with students annotation strategies
I will share with students the annotation strategies that I usually use when I read.
1. circle and look up words Im not sure of.
2. reread sentences that are confusing to me
3. ask myself, what does this actually mean
4. ask myself, why is this important?
I will also model this with part of the excerpt from Jacobs to show them how to do it.

3. [_35_mins.] Step 1: Double journal entry

[15 mins - introduce] I will give the students the double journal entry handout so
the students will be able to see how they should set up their journals. I will explain to
students that this will help them keep track of their reading and make sure they do
the readings. I will ask students if they have any questions and answer them.
[20 mins - model] I will then model for the students how to do it with the first part of
the first text we are using. I will read the first part of the text aloud to the students
and then will fill in a sample double journal entry together before having the students
try it on their own.

4. [_5_mins] Closure:
I will assign reading homework as a continuation of what we did in class and also tell them
they have to do the double journal entries for homework also. Homework will be due next
class.

Materials Needed:
- journals (25)
- doc cam
- novel/short story hand out (25) - Gaines The Sky Is Gray
- double journal entry handout (25)

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
Double Entry Journal
BOOK
(Include page number)

RESPONSE
(Comments, observaBons, quesBons,
predicBons, etc.)