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

&

TIME
FRAME
 OBJECTIVE
 ASSESSMENT
 LEARNING
TOOLS

LA.C.1.4.1
‐
Demonstrates
appropriate
 1.
Introduction

listening
skills
in
a
variety
of
settings
 2.
Essential
Question
activity
from
Unit
One


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


N/A
 N/A
 N/A


Day
1




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


Genre
Focus
 an
author’s
use
of
literary
elements
such
as
 2.
Powerpoint?


plot
setting,
theme,
point
of
view,

10‐15
minutes
 characterization


 Same
as
Day
2
 1.
Prediction
chart
for
“The
Moustache”
on
page
9’
do
chart
as
a
 Texts,
chart
paper
or
whiteboard,

class.
 markers

Day
3

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
&

TIME
FRAME
 OBJECTIVE
 ASSESSMENT
 LEARNING

TOOLS
NEEDED

N/A
 N/A
 N/A


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


N/A
 N/A
 N/A


Day
1



 LA.A.1.4.4
‐
Applies
a
variety
of
response
strategies,
including
 1.
For
page
7,
choose
6
students
to
be
one
of
the
predictions
(make
 Signs
for
students
to
hold,
each


Day
2


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.


N/A
 N/A
 N/A


Day
1



 LA.B.2.4.3
‐
Write
fluently
for
a
variety
of
 1.
Set
up
groups
of
four
for
project
and
create/assign
roles.
 Handouts
from
Student


Writing/Unit
Project

Day
2


occasions,
audiences,
and
purposes,
making
 2.
Brainstorm
activity
for
what
they
can
use
for
their
project

(allow
 Resources
for
Unit
Project


10‐15
minutes
 appropriate
choices
regarding
style,
tone,
level
 literary
works
as
well
as
films)

of
details


 Same
as
Day
2
 1.
Discuss
rubric
and
have
students
create
their
plan
 Handouts
from
Student

Day
3


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: