LESSON TEMPLATE

Teacher: Kistner

Date(s):

Unit Title:
Class Expectations
SOL # Learning Objective:
N/A
Materials Needed: Promethean board,
PPT, handouts
Essential Questions for the Week: N/A

Content: English 11
Focus of the Day:
Discussing class expectations/routines
Specific Objective: (Setting A Purpose)
TLW become familiar with class expectations and
procedures.
Vocabulary (What new vocabulary will be introduced
during this lesson?) N/A

Essential Question of the Day What are the

expectations in this class?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW fill out
student information sheet.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
TLW take notes concerning classroom procedures and expectations.

Blooms Taxonomy Used:

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
(List the questions being asked of students according to Blooms taxonomy?) What are the expectations and procedures for the classroom?

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min TLW participate in note taking on
classroom procedures.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min TLW complete practice activities for jumpstarts and exit tickets.

Check for Understanding (How will you know that students are learning the concept or skill? ) Teacher will
guide and monitor students through practice activities.
Independent Practice (What will students do to independently practice the concept or skill?) TLW work in
groups to complete independent activities related to the practice activities.

Closure- How will the lesson be summarized?) TLW share his/her groups activity and answers.
Evaluation/Assessment (How will you measure the students success?) Click here to enter text.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Click here to enter text.
Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)
Click here to enter text.

Period 1
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text.

Accommodations Based on Data for Each Period

Period 2
Period 3
Period 4
Click here to enter
Click here to enter text.
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text.

 LESSON TEMPLATE
Teacher: Kistner

Date(s):

Content: English 11

Unit Title:
Parts of speech, and Peer- editing
SOL # Learning Objective:
11.6, 11.7
Materials Needed: Promethean board, PPT,
handouts of article
Essential Questions for the Week: Click
here to enter text.

Focus of the Day:

Reading non- fiction text to comprehend and to
identify parts of speech
Specific Objective: (Setting A Purpose)
TLW peer- and self edit. TLW identify parts of
speech.
Vocabulary (What new vocabulary will be introduced
during this lesson?) Parts of speech: Noun, adverb,
adjective, verb, conjunction

Essential Question of the Day How do I

actively read a non- fiction text? How do I
identify the parts of speech?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
Daily Edit activity.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
TLW participate in a pre- reading discussion on dropouts and reasons why students drop out. TLW be guided through
article by comprehension questions in the margins.

Blooms Taxonomy Used:

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
(List the questions being asked of students according to Blooms taxonomy?) 1. Comprehension questions in the margins. 2. Identify the parts of
speech (on Promethean board). 3. How can you rewrite your own sentence using the highlighted parts of speech?

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min TLW use the jumpstart to identify parts of
speech and to rewrite sentences.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Teacher will guide students through identifying parts of speech and rewriting sentences. Teacher will guide
students through reading the non- fiction text.

Check for Understanding (How will you know that students are learning the concept or skill? ) Teacher will
monitor students throughout the reading and parts of speech activity. Teacher will provide assistance to
students who are struggling to identify parts of speech or comprehend.

Independent Practice (What will students do to independently practice the concept or skill?) TLW work to

identify parts of speech in the article to rewrite new sentences. TLW read the article Dropout Nation individually or in
pairs to answer comprehension questions (article will be used later to correct grammar mistakes and practice EOC
questions).

Closure- How will the lesson be summarized?) TLW copy 1 sentence from the article or write a sentence of his/her
own. TLW switch cards to identify parts of speech.

Evaluation/Assessment (How will you measure the students success?) Students ability to answer
comprehension questions, identify parts of speech and rewriting his/her own sentence.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Students will be working in pairs and will be using hands on activities.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)
Click here to enter text.
Period 1
Click here to enter
text.

Accommodations Based on Data for Each Period

Period 2
Period 3
Period 4
Click here to enter
Click here to enter
Click here to enter
text.
text.
text.

 LESSON TEMPLATE
Teacher: Kistner

Date(s):

Content: English 11

Unit Title:
Class Expectations
SOL # Learning Objective:
N/A
Materials Needed: Promethean board,
PPT, handouts
Essential Questions for the Week: Click
here to enter text.

Focus of the Day:

Discussing class expectations/routines
Specific Objective: (Setting A Purpose)
Click here to enter text.
Vocabulary (What new vocabulary will be introduced
during this lesson?) N/A

Essential Question of the Day Click here to

enter text.

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) Click here to
enter text.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Click here to enter text.
Blooms Taxonomy Used:

Remembering

Understanding

(List the questions being asked of students according to Blooms taxonomy?)

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min Click here to enter text.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Click here to enter text.
Check for Understanding (How will you know that students are learning the concept or skill? ) Click here
to enter text.
Independent Practice (What will students do to independently practice the concept or skill?) Click here to
enter text.
Closure- How will the lesson be summarized?) Click here to enter text.
Evaluation/Assessment (How will you measure the students success?) Click here to enter text.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Click here to enter text.

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)
Click here to enter text.
Period 1
Click here to enter
text.

Accommodations Based on Data for Each Period

Period 2
Period 3
Period 4
Click here to enter
Click here to enter text. Click here to enter
text.
text.

LESSON TEMPLATE
Teacher: Kistner

Date(s):

Content: English 11

Unit Title:
Class Expectations
SOL # Learning Objective:
N/A
Materials Needed: Promethean board,
PPT, handouts
Essential Questions for the Week: Click
here to enter text.

Focus of the Day:

Discussing class expectations/routines
Specific Objective: (Setting A Purpose)
Click here to enter text.
Vocabulary (What new vocabulary will be introduced
during this lesson?) N/A

Essential Question of the Day Click here to

enter text.

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) Click here to
enter text.
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Click here to enter text.
Blooms Taxonomy Used:

Remembering

Understanding

(List the questions being asked of students according to Blooms taxonomy?)

Applying

Analyzing

Evaluating

Creating

Click here to enter text.

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min Click here to enter text.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Click here to enter text.
Check for Understanding (How will you know that students are learning the concept or skill? ) Click here
to enter text.
Independent Practice (What will students do to independently practice the concept or skill?) Click here to
enter text.
Closure- How will the lesson be summarized?) Click here to enter text.

Evaluation/Assessment (How will you measure the students success?) Click here to enter text.
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) Click here to enter text.
Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)
Click here to enter text.
Period 1
Click here to enter
text.

Accommodations Based on Data for Each Period

Period 2
Period 3
Period 4
Click here to enter
Click here to enter text. Click here to enter
text.
text.