LCPS Weekly Lesson Plan

English II

Activity Monday Tuesday Wednesday Thursday Friday FOCUS

Content Standards ● Reading Literature

● Spiraled 10.1 (cite evidence) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
● New inferences drawn from the text, including determining where the text leaves matters uncertain.
10.2 (theme) Determine two or more central ideas of a text and analyze their development over the course of the text, including
how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
10.3 (author’s choice) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
10.4 (context/vocab) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).
10.5 (Plot/text structure) 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.
10.6 (point of view) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.
● Reading Information
10.1 (cite evidence) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
10.2 (central idea) Determine a central idea of a text and analyze 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.
10.3 (author’s choice) 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.
10.4 (context/vocab) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of
a court opinion differs from that of a newspaper).
● Writing
10.4 (write clearly) Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
● Speaking & Listening
10.1 (collaborative discussions) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own
clearly and persuasively.
● Language
10.4 (use context/vocab) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in
a sentence) as a clue to the meaning of a word or phrase.
Learning Target / I can track for I can evaluate how I can track for I can track for I can participate in I can make
“I Can” Statement character and theme Elie Weisel has character and theme character and theme cafe conversations connections between
development in emerged the theme development in development in and review the first concepts in Night to
Night and support so far & connect Night and support Night and support 4 chapters of Night. Hitler’s Mein
my inferences with changes in plot to my inferences with my inferences with Kampf. I will
cited evidence. the development of cited evidence. cited evidence. conduct a close
the theme reading analysis for
word choice.

Vocabulary Holocaust Vocabulary: Discrimination, genocide, Holocaust, Nazi, propaganda, visual history testimony, primary source, secondary
source, anti-semitism, dehumanization, hate group, prejudice, racism, scapegoat, stereotype

New Wordly Wise Vocabulary: accolade, adament, adulate, altercation, annals, assiduous, chary, clique, decrepit, endow, ephemeral,
ingratiate, pantheon, perverse, tutelage
● Quizlet List

Spiraled Wordly Wise Vocabulary: asperity, imbued, extroverted, undermine, unremitting, rudiments, hierarchy, repertoire, garish, bane,
rambunctious, instigating, buffoon, penchant, doleful, adjudicate, centennial, countenance, disgruntled, equilibrium, expedite, gird,
gratuitous, illusory, implacable, luminary, manifesto, mesmerize, precedent, spurious, curtail, discriminate, espionage, Inalienable,
incarcerate, Indignity, indiscriminate, Infamous, intercede, malign, Perpetrate, rampant, rancor, Reparation, smattering

I. Jumpstart Theme and Quote Theme and Quote Theme and Quote Theme and Quote Sign into Quizizz. Before: Think of
Analysis: Practice Analysis: Practice Analysis: Practice Analysis: Practice your Wordly Wise
question from D.1 question from D.1 question from D.1 question from D.1 words and the unit
IXL (level 9) IXL (level 9) IXL (level 9) IXL (level 9) vocabulary. Select
one from each list
and describe how
the picture
correlates to them.
● Suggested
terms:
discrimination,
racism, the
Holocaust,
infamous,
incarcerate, and
dehumanization
.

After: Define this

picture with two
 vocabulary words.
Then evaluate which
word of the two is
most fitting. Justify
your reasoning.
● Suggested
terms:
discrimination,
infamous,
incarcerate,
curtail,
inalienable, and
rancor.
● Discussion
questions before
students
respond: What
you do see?
What inferences
can you draw?
How does it
relate to the
term?

II. Wordly Wise Context Clues/Word Drop Quizlet “Learn” Theme and Quote Vocabulary Quizizz N/A
Vocabulary/ Read Predictions for Everything Feature for WWL 4 Analysis: Practice & Introduce Tic-
Theory/ IXL WWL 4 And question from D.1 Tac-Toe WWL 4
Read IXL (level 9)
● Teachers
will help
students log
into Read
Theory for
Tech
Tuesday.
Students
 will read for
20 minutes
before the
teachers
review the
data tracking
chart.

III. Teacher input Real World Teachers will review Teachers will review Teachers will review Teachers will guide EXTENSION for
(establish prior Connection: the novel. 4-6 propaganda during propaganda during students through FOCUS on Thur/Fri
knowledge, review Teachers will share quotes will be set WWII. Using the WWII. Using the updating their Teachers will
learning targets, an excerpt from an aside from chapter 1. image to the right, image to the right, character tracking introduce the
lesson activator, article about the Students will conduct a picture conduct a picture charts. Teachers willbackground
present learning synagogue shooting evaluate with quote analysis: analysis: lead class through a information for
task, direct on Saturday. best represents 1. What do you 1. What do you plot/timeline review Adolf Hitler’s Mein
instruction, Teachers will dehumanization and see in the see in the and ask what do we Kampf using the
modeling) connect it with the support their picture? picture? know about the map highlighting
word of the week: reasoning by citing 2. What does it 2. What does it characters at each Jewish communities
I do anti-semitism. After strong word choice remind you remind you shift. in Europe before the
reading it, students from the quote. of? of? Nazis rise to power.
will predict the 3. EVALUAT 3. EVALUAT Modification ● What do
word’s meaning. Nearpod E: Which E: If Jewish ● Students you notice
Modification detail in the people had will be about the
● Two picture realized the given a population
exemplary stands out extent of the reference of Jews in
quotes will the most discriminati sheet for each
be added to about the on against character country?
the Nearpod negative them earlier, traits/ ● How does
for teachers stereotypes could they emotions the
to model people have done ● EC/OCS population
how to associated anything to students will of Jews
analyze a with Jews? prevent the be given a compare to
quote for gains of the shorter list the overall
word choice. Nazi? If you of events/ population?
do not think quotes to
it would pick from. Then teachers will
have been lead the class
possible, through a close
explain your reading for excerpts
reasoning. from Adolf Hitler’s
Mein Kampf. For the
first chunk, the
teachers will focus
on word choice and
context and make
connections to the
unit vocabulary
terms.

The focus questions

for group discussion
are:
● Identify and
analyze
words in
each excerpt
best convey
Hitler’s tone
and opinion
about Jews.
● How does
Hitler use
word
choice to
create a
stereotypica
l description
and image
of Jews?
● What is the
main idea
of the
except?
How can
you restate
the main
idea using a
simile or
metaphor to
help create a
mental
 image?

Materials Needed 1. Daily presentation 1. Daily presentation 1. Daily presentation 1. Daily presentation 1. Daily presentation 1. Daily presentation
and Time 2. Elmo projector 2. Read Theory 2. Elmo projector 2. Tracking charts 2. Tracking charts 2. Chart paper with
3. Quotes 3. Reference sheets quotes from
Time: 15 minute Time: 20 + 15 Time: 15 minute for students excerpts for close
minutes Time: 20 minutes reading.
Time: 20 minutes
Time: 20 minutes

IV. Guided Practice Teachers will guide Then teachers will Then students will Then students will Teachers will guide Students will
(check for students through the present today’s open the iBook on open the iBook on students through practice the same
understanding, new procedures for Check-in Question: their iPads. Teachers their iPads. Teachers completing their procedures on the
student practice, the novel study. How has Elie Wiesel will guide students will guide students tracking charts. second quote.
cooperative Each student will developed the theme through reading through reading
learning) have an interactive of the novel so far chapter 2/3 and chapter 3/4 and
student work across the text? completing the brain completing the brain
We do portfolio with a table breaks. breaks.
----------------------- of contents at the Teachers will review
Differentiation front. RACES and guide Modification Modification
-EC students will the class through ● The purple ● The purple
be given Modification writing one response group in 1st group in 1st
opportunities to ● The purple together before period and period and
complete modified group in 1st students write their all of 2nd all of 2nd
versions of the period and own responses. period will period will
readings according all of 2nd sign into sign into
to their IEP. period will Modification Canvas for Canvas for
-Students will sign into ● Students their novel their novel
utilize separate Canvas for will have an study study
room testing their novel outline with procedures. procedures.
according to IEP. study reminders They will They will
procedures. for what continue continue
RACES reading reading
Then students will stands for. independentl independentl
open the iBook on Some y/ as groups. y/ as groups.
their iPads. Teachers students will
will guide students be given a
through reading complete
chapter 1 and response
 completing the brain with certain
breaks. blanks
missing for
them to
complete.

Materials Needed 1. Daily 1. Daily presentation 1. Daily 1. Daily 1. Daily 1. Daily

and Time presentation 2. Work Folders presentation presentation presentation presentation
2. Work folders 2. Work Folders 2. Work Folders 2. Tracking charts 2. Close reading
Time: 40 minutes analysis form
Time: 15 + 30 Time: 40 minutes Time: 40 minutes Time: 20 minutes
minutes Time: 10 minutes

V. Independent In the iBook, there is Students will finish In the iBook, there is In the iBook, there is Whole Class Extension: First
Practice the code for the writing their the code for the the code for the Review: Students period purple group
(students synthesize chapter 1 review response. Then they chapter 2 review chapter 3 review will engage in Cafe and second period
and apply new Quizizz. Students will read their Quizizz. Students Quizizz. Students Conversations to will do the third
knowledge will complete the response into will complete the will complete the review key details, quote for
independently; comprehension Flipgrid. comprehension comprehension themes, and topics homework.
teacher assesses questions questions questions in the novel so far.
student learning) independently. Extension independently. independently.
● If time Enrichment
You do permits, ● POV
----------------------- students will Challenge:
Differentiation: use the 2nd period
EC students are rubric to will conduct
assisted with comment the Cafe
independent feedback on Conversatio
practice as needed. each other’s ns using
responses. different
personas.
EX:What is
your
reaction, if
you were:
Hitler,
Beyonce,
Micky
Mouse,
Martin
Luter King,
 Jr, Anne
Frank, etc.

Materials Needed 1. Daily 1. Daily presentation 1. Daily 1. Daily 1. Daily 1. Daily

and Time presentation 2. Quizizz presentation presentation presentation presentation
2. Quizizz 2. Quizizz 2. Quizizz 2. Quote analysis
Time: 10 minutes
Time: 15 minutes Time: 10 minutes Time: 10 minutes
Time: 10 minutes Time: 5 minutes

VI. Closure & Exit TLC Reflection TLC Reflection TLC Reflection TLC Reflection Cafe- Conversation N/A
Ticket Question: Select one Question: Select one Question: Select one Question: Select one Reflection: What
focus question and focus question and focus question and focus question and real-world
reflect on the day’s reflect on the day’s reflect on the day’s reflect on the day’s connections were
reading. Information reading. Information reading. Information reading. Information brought up from the
needed: Chapter, needed: Chapter, needed: Chapter, needed: Chapter, various personas in
page numbers, page numbers, page numbers, page numbers, the discussion?
noticed signpost(s), noticed signpost(s), noticed signpost(s), noticed signpost(s), What follow-up
reflection question, reflection question, reflection question, reflection question, questions do you
and short response. and short response. and short response. and short response. have about the
novel?

Materials Needed 1. Presentation 1. Presentation 1. Presentation 1. Presentation 1. Presentation N/A

and Time
Time: 10 minutes Time: 10 minutes Time: 10 minutes Time: 10 minutes Time: 10 minutes

Digital Integration ● All students ● All students ● All students ● All students ● All students ● Nearpod
to Support Content will use will be will use will use will use
Standards Quizlet for given Quizlet for Quizlet for Quizlet for
vocabulary ability- vocabulary vocabulary vocabulary
practice and appropriate practice and practice and practice and
enrichment. texts on enrichment. enrichment. enrichment.
● Quizizz ReadTheory. ● Nearpod ● Nearpod ● Nearpod
● Nearpod ● Nearpod ● Quizizz ● Quizizz ● Quizizz
● Quizizz

Assessment ● Quizizz ● Quizizz ● Quizizz ● Quizizz ● Vocabulary ● Close

Questions Questions Questions Questions Quizizz reading
● Quote ● Group annotations
evaluations discussion and Z-
participation summary.
 Homework 1. Finish 1. Finish 1. Finish 1. Finish 1. Finish 1. Finish
weekly Read weekly Read weekly Read weekly Read weekly weekly
Theory goal. Theory goal. Theory goal. Theory goal. Read Read
2. Vocabulary 2. Vocabulary 2. Vocabulary 2. Vocabulary Theory Theory
Chart Chart Chart Chart goal. goal.
3. Period 2: 3. Period 2: 3. Period 2: 3. Period 2: 2. Vocabulary 2. Vocabulary
Reading at Reading at Reading at Reading at Chart Chart/Tic-
Home Home Home Home 3. Period 2: Tac-Toe
Reading at 3. Period 2:
Home Reading at
Home

Pages Per Chapter/Second Period Pacing Chart