Flex Mod Weekly Lesson Plan

Teachers

Londa Kever and Roxanne Enix

Course

Ninth Grade

Dates

Week Four: September 14 - September 18

Objectives: I will be
able to...by the end
of ...

I will be able to identify when to use forms of theyre, their,

and there.
I will be able to independently define the following literary
terms by the end of week four: simile; metaphor; alliteration;
personification; allusion; repetition for effect; and 1, 2, 3.
I will be able to identify the literary terms in excerpts from
authentic text.
I will be able to listen to excerpt from a literary work.
I will be able to answer questions following a reading.
I will be to edit for mechanics in a paragraph.
I will use technology resources to build my vocabulary base
every week.
I will be able to use technology proficiently to take an
assessment on newly-learned vocabulary words by the end of
each week.
I will be able to use technology expertly to turn in completed
assignments.
I will be responsible for my own learning and use technology
daily to turn in completed assignments without reminders
from my teachers.

In Class Learning Experiences

Reading assessment of nonfiction

biography of author Harper Lee.
Review of literary devices previously
taught.
Review and discussion of Grammar and
Writing Practices.
Vocabulary assessment of words
previously assigned.
Read aloud of authentic literature by

ILT Learning Experiences

Individual student identification of

literary devices.
Make Vocabulary #5 cards for
assessment next week.
Correct mistakes in paragraph
(Paragraph Correction #3)

teacher.
Literary analysis think aloud modeled by
teacher.
Whole-class discussion of setting.
Whole-class discussion of tone.
Whole-class discussion of authors use of
characterization.
Individual identification of literary devices
in literary work.

Unit Standards

RL.9-10.2: Determine a theme or central idea of a text and

analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RL.9-10.3: Analyze how complex characters (e.g. those
with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance
the plot or develop the theme.
RL.9-10.5: Analyze how an author's choices concerning
how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
RL.9-10.10: By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI.9-10.3: Analyze how the author unfolds an analysis or
series of ideas or events, including the order in which the
points are made, how they are introduced and developed,
and the connections that are drawn between them.
RI.9.10.7: Analyze various accounts of a subject told in
different mediums (e.g., a . . . life story in both print and
multimedia), determining which details are emphasized in
each account.
W.9-10.2: Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
SL.9-10.2: Integrate multiple sources of information
presented in diverse media or formats (e.g. visually,
quantitatively, orally) evaluating the credibility and accuracy
of each source.
L.9-10.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9-10

reading and content, choosing flexibly from a range of

strategies.
L.9-10.4b: Identify and correctly use patterns of word
changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
L.9-10.6: Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Accommodations Mandated ILT time with instructor; repeated instructions; preferential

seating; peer tutoring; group work when necessary;
one-on-one scaffolding with the teacher in classroom.

Flex Mod Weekly Lesson Plan

Teachers

Londa Kever and Roxanne Enix

Course

Ninth Grade

Dates

Week Three: September 8 - September 11

Objectives: I will be
able to...by the end
of ...

I will be able to consistently identify common nouns and

proper nouns in text by the end of week four.
I will be able to independently define the following literary
terms by the end of week three: simile; metaphor;
alliteration; and personification.
I will be able to identify the literary terms in excerpts from
authentic text.
I will be able to share brief biography of multi-million
selling-author Harper Lee.
I will use technology resources to build my vocabulary base
every week.
I will be able to use technology proficiently to take an
assessment on newly-learned vocabulary words by the end
of each week.
I will be able to use technology proficiently to take an
assessment on newly-learned vocabulary words by the end
of each week.

In Class Learning Experiences

Mini-lesson on literary devices.

ILT Learning Experiences

Read biography of Harper Lee.

Whole-class identification of literary

devices.
Individual student identification of
literary devices.
Review and discussion of Grammar
and Writing Practices.

Unit Standards

Make Vocabulary #4 cards for

assessment next week.

RL.9-10.2: Determine a theme or central idea of a text and

analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RL.9-10.3: Analyze how complex characters (e.g. those
with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance
the plot or develop the theme.
RL.9-10.5: Analyze how an author's choices concerning
how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
RL.9-10.10: By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI.9-10.3: Analyze how the author unfolds an analysis or
series of ideas or events, including the order in which the
points are made, how they are introduced and developed,
and the connections that are drawn between them.
RI.9.10.7: Analyze various accounts of a subject told in
different mediums (e.g., a . . . life story in both print and
multimedia), determining which details are emphasized in
each account.
W.9-10.2: Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
SL.9-10.2: Integrate multiple sources of information
presented in diverse media or formats (e.g. visually,
quantitatively, orally) evaluating the credibility and accuracy
of each source.
L.9-10.4: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grades 9-10

reading and content, choosing flexibly from a range of
strategies.
L.9-10.4b: Identify and correctly use patterns of word
changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
L.9-10.6: Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Accommodations Mandated ILT time with instructor; repeated instructions; preferential

seating; peer tutoring; group work when necessary;
one-on-one scaffolding with the teacher in classroom.

Flex Mod Weekly Lesson Plan

Teachers

Londa Kever and Roxanne Enix

Course

Ninth Grade

Dates

Week Two: August 31 - September 4

Objectives:
I will be able
to . . .
by the end
of . . .

I will be able to define common nouns and proper nouns by the end
of week two.
I will be able to consistently identify common nouns and proper
nouns in text by the end of week four.
I will be able to explain how Jim Crow Laws pertain to racism by the
end of week two.
I will be able to explain the scope of the Great Depression and the
importance of it for todays society by the end of week two.
I will use technology resources to build my vocabulary base every
week.
I will be able to use technology proficiently to take an assessment
on newly-learned vocabulary words by the end of each week.
I will use reading techniques to analyze a ballad about the Great
Depression by the end of week two.
With peer, I will be able to identify two literary devices in poem by
end of week two.

In Class Learning Experiences

Bell Work- grammar exercise and immediate

ILT Learning Experiences

Make my vocabulary

discussion of it
Continued class discussion about Jim Crow Laws,
Great Depression, and racism pre-Civil Rights Act.
Formative assessment on FDR video

(Nothing to Fear by Fear Itself1933 Roosevelt inauguration

speech) American Rhetoric.com
https://www.youtube.com/watch?v=rIKMbma6_dc

Discussion about tone and mood in the FDR video.

Class discussion of logos and pathos in FDR speech.
Vocabulary test via technology on previously-assigned
words
Assessment on The Ballad of Seabiscuit.

Unit Standards

word cards for next

weeks test.
Read poem nonfiction information
piece about the Great
Depression.
Read poem The
Ballad of Seabiscuit.
Optional: Watch
movie Seabiscuit.

RL.9-10.2: Determine a theme or central idea of a text and

analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RL.9-10.3: Analyze how complex characters (e.g. those
with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance
the plot or develop the theme.
RL.9-10.5: Analyze how an author's choices concerning
how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
RL.9-10.10: By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI.9-10.3: Analyze how the author unfolds an analysis or
series of ideas or events, including the order in which the
points are made, how they are introduced and developed,
and the connections that are drawn between them.
RI.9.10.7: Analyze various accounts of a subject told in
different mediums (e.g., a . . . life story in both print and
multimedia), determining which details are emphasized in
each account.
W.9-10.2: Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.

SL.9-10.2: Integrate multiple sources of information

presented in diverse media or formats (e.g. visually,
quantitatively, orally) evaluating the credibility and accuracy
of each source.
L.9-10.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of
strategies.
L.9-10/4b: Identify and correctly use patterns of word
changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
L.9-10.6: Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Accommodations Preferential seating; repeated instructions; peer tutoring;

one-on-one scaffolding with the teacher; group work

Flex Mod Weekly Lesson Plan

Teachers

Londa Kever and Roxanne Enix

Course

Ninth Grade

Dates

Week One: August 24 - August 28

Objectives:
I will be able to . . .
by the end of ...

I will be able to understand what Jim

Crow Laws were by the end of week
one.
I will be able to explain what the Great
Depression was and
the importance of it for todays society
by the end of week two.
I will be able to know when to use the
indefinite article a and when to use
the indefinite article an in a sentence.
I will demonstrate when to use a and
when to use an by writing sentences.

In Class Learning Experiences

ILT Learning Experiences

Grammar-- grammar practice and

immediate discussion of it
KWL on Jim Crow Laws and racism
pre-Civil Rights Act.
Discuss tone and mood.
Read two pictures for tone and mood.
Formative assessment on video
Discussion of the Jim Crow video
What has changed in todays
society?
Fear itself- FDR speech

Watch The Rise and Fall of Jim

Crow
http://www.teachertube.com
/video/the-rise-and-fall-of-jim-crow151543

Make my vocabulary word cards for

next weeks test.

Nothing to Fear by Fear Itself- 1933

Roosevelt inauguration speech
https://www.youtube.com/watch?
v=rIKMbma6_dc

Notes about tone and mood

Discussion about tone and mood of
FDR video.
Vocabulary test on previouslyassigned words

Unit Standards

RL.9-10.2: Determine a theme or central idea of a text and

analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RL.9-1-.3: Analyze how complex characters (e.g. those with
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the
plot or develop the theme.
RI.9-10.3: Analyze how the author unfolds an analysis or
series of ideas or events, including the order in which the
points are made, how they are introduced and developed,
and the connections that are drawn between them.
W.9-10.2: Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
SL.9-10.2: Integrate multiple sources of information
presented in diverse media or formats (e.g. visually,
quantitatively, orally) evaluating the credibility and accuracy
of each source.
L.9-10.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of
strategies.

Accommodations Preferential seating; repeated instructions; peer tutoring;

one-on-one scaffolding with the teacher; group work

Flex Mod Weekly Lesson Plan

Teachers

Londa Kever and Roxanne Enix

Course

9th Grade English

Dates

Introductory Week: August 17 - August 21

Objectives:
I will be able
to . . . by the
end of . . .

By the end of the introductory week, I will be able to explain what is

required of me in English 9.
By the end of the introductory week, I will be able to explain that I
will have bellwork on grammar and/or syntax each week.
By the end of the introductory week, I will be able to explain that I
will be responsible for knowing select vocabulary words that pertain
to the unit of study by the end of week one.
I will assess my current level of vocabulary by completing a
vocabulary assessment by the end of the introductory week.
I will be define the vocabulary given to me for the unit on paper by
the end of the introductory week and I will know that I will take an
assessment on those words by the end of week one.
I will complete a scavenger hunt to learn where things are in the
school by the end of the introductory week.

In Class Learning Experiences

Syllabus
Formative Vocabulary
Assessment
Introductory Writing
Scavenger Hunt
Bell Work on Grammar

Unit Standards

ILT Learning Experiences

Make flashcards for the vocabulary terms given to

me in the introductory week.

RL.9-10.2: Determine a theme or central idea of a text and

analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RL.9-1-.3: Analyze how complex characters (e.g. those with
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the

plot or develop the theme.

RI.9-10.3: Analyze how the author unfolds an analysis or
series of ideas or events, including the order in which the
points are made, how they are introduced and developed,
and the connections that are drawn between them.
W.9-10.2: Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
SL.9-10.2: Integrate multiple sources of information
presented in diverse media or formats (e.g. visually,
quantitatively, orally) evaluating the credibility and accuracy
of each source.
L.9-10.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of
strategies.

Accommodations Extended time, repeated instructions, one-on-one scaffolding with the

teacher, preferential seating, peer tutoring, group work