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Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-01-23 to 2017-01-27
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act I
(Scenes 5-7; HMH pgs.
224-230)
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act I BBC Film
(00:00 – 33:18) ����34
4. Thinking Map (Double-
Bubble) option – RL.3.7
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act I Writing:
Write a one-paragraph
response in which you
explain how the theme of
man’s desire/quest for
power is introduced,
shaped, and refined by
character actions within
Act I of Macbeth.
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Objective Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
How can I analyze key scenes in
different artistic media?
Response Per Teacher; Thinking
Map (double-bubble)
How can I track the development
of a theme and a character
throughout the course of a text?
Constructed Response
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework Per Teacher ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher
Materials Unit 3 Base Notes; HMH text or
Close Reader Materials Macbeth Film adaptation Materials
Unit 3 Base Notes; HMH text or
Close Reader
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-01-23 to 2017-01-27
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act II
(Scenes 1-2; HMH pgs.
232-236]
a. Scene Summaries
b. Timed-Think-Pair-Share
Accountable Talk Task
#1: Determine the
effect created by pacing
of lines 13-19. Identify
examples that support
your thinking. (p. 234)
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act II
(Scenes 3-4; HMH pgs.
236-243)
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
ESE/ESOL Accommodations Per Teacher ESE/ESOL Accommodations Per Teacher = Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials HMH Text Materials HMH Text
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-01-30 to 2017-02-03
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act II BBC Film
(0:33:18 - 0:56:55) �24
4. Thinking Map (Double-
Bubble) option – RL.3.7
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Round-Robin Accountable
Talk Task #2 ����:
After Reading Act II,
identify the allusion in
your selection of lines.
What effect is created by
utilizing the allusion?
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act II Writing:
Write a one-paragraph
response in which you
explain how the theme of
man’s desire/quest for
power is introduced,
shaped, and refined by
character actions within
Act II of Macbeth.
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Objective Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning How can I analyze key scenes in
different artistic media?
Response Per Teacher; Thinking
Map (double-bubble)
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
How can I track the development
of a theme and a character
throughout the course of a text?
Constructed Response
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher
Materials Macbeth Film adaptation Materials Unit 3 Base Notes; HMH text;
Note Cards Materials
Unit 3 Base Notes; HMH text;
Scene Summaries
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-01-30 to 2017-02-03
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act III
(Scenes 1-2; HMH pgs.
245-250]
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act III
(Scenes 3-4; HMH pgs.
250-257)
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
ESE/ESOL Accommodations Per Teacher ESE/ESOL Accommodations Per Teacher = Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials Unit 3 Base Notes; HMH text;
Scene Summaries Materials
Unit 3 Base Notes; HMH text;
Scene Summaries
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-06 to 2017-02-10
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act III
(Scenes 4-6; HMH pgs.
252-259]
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act III BBC Film
(0:56:56 - 1:24:29) ����28
4. Thinking Map (Double-
Bubble) option – RL.3.7
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act III Writing:
Write a one-paragraph
response in which you
explain how the theme of
man’s desire/quest for
power is introduced,
shaped, and refined by
character actions within
Act III of Macbeth.
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Objective Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
How can I analyze key scenes in
different artistic media?
Response Per Teacher; Thinking
Map (double-bubble)
How can I track the development
of a theme and a character
throughout the course of a text?
Constructed Response
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher
Materials Macbeth Film adaptation Materials Unit 3 Base Notes; HMH text;
Note Cards Materials
Unit 3 Base Notes; HMH text;
Scene Summaries
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-06 to 2017-02-10
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading The student will interpret how a
text supports key ideas and
themes.
4. Bell Ringer
5. CBC Overview
6. Read Macbeth Act IV
(Scenes 1-2; HMH pgs.
261-269]
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act IV
(Scene 3; HMH pgs. 269-
276)
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
ESE/ESOL Accommodations Per Teacher ESE/ESOL Accommodations Per Teacher = Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials Unit 3 Base Notes; HMH text;
Scene Summaries Materials
Unit 3 Base Notes; HMH text;
Scene Summaries
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-13 to 2017-02-17
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act IV BBC Film
(1:24:29 - 1:57:17) �33
4. Thinking Map (Double-
Bubble) option – RL.3.7
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act IV Writing:
Write a one-paragraph
response in which you
explain how the theme of
man’s desire/quest for
power is introduced,
shaped, and refined by
character actions within
Act IV of Macbeth.
The student will understand the
FSA Platform characteristics and
become familiar with its
navigation.
1. Bell Ringer
2. CBC Overview
3. FSA Platform Practice
(Computer Labs TBD)
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Objective Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to
understand and navigate the FSA
Platform.
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning How can I analyze key scenes in
different artistic media?
Response Per Teacher; Thinking
Map (double-bubble)
How can I track the development
of a theme and a character
throughout the course of a text?
Constructed Response How can I understand the FSA
Platform?
Per Teacher
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher
Materials Macbeth Film adaptation Materials Unit 3 Base Notes; HMH text;
Note Cards Materials FSA Practice Test; Computer
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-13 to 2017-02-17
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act V
(Scenes 1-3; HMH pgs.
278-283]
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Read Macbeth Act V
(Scenes 4-7; HMH pgs.
283-289)
a. SBQ/Annotation/Notes
b. Thinking Map (Flow) –
Theme & Character
(Quest for Power)
c. Scene Summaries
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
ESE/ESOL Accommodations Per Teacher ESE/ESOL Accommodations Per Teacher = Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials Unit 3 Base Notes; HMH text;
Scene Summaries Materials
Unit 3 Base Notes; HMH text;
Scene Summaries
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-20 to 2017-02-24
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda President’s Day
**No School**
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act V BBC Film
(01:57:18 – 02:26:00) ����30
4. Thinking Map (Double-
Bubble) option – RL.3.7
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Act V Writing:
Write a one-paragraph
response in which you
explain how the theme of
man’s desire/quest for
power is introduced,
shaped, and refined by
character actions within
Act V of Macbeth.
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Objective Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning How can I analyze key scenes in
different artistic media?
Response Per Teacher; Thinking
Map (double-bubble)
How can I track the development
of a theme and a character
throughout the course of a text?
Constructed Response
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher
Materials Materials Macbeth Film adaptation Materials Unit 3 Base Notes; HMH text
ESE/504 Accommodations ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-20 to 2017-02-24
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Literary
Analysis: Edit your
constructed responses
explaining how the
theme of man’s
desire/quest for power is
introduced, shaped, and
refined by character
actions within Macbeth
to produce a multi-
paragraph response
including an introduction
and conclusion.
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth Literary
Analysis: Edit your
constructed responses
explaining how the
theme of man’s
desire/quest for power is
introduced, shaped, and
refined by character
actions within Macbeth
to produce a multi-
paragraph response
including an introduction
and conclusion.
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
How can I track the development
of a theme and a character
throughout the course of a text?
Multi-paragraph response How can I track the development
of a theme and a character
throughout the course of a text?
Multi-paragraph response Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
ESE/ESOL Accommodations Per Teacher ESE/ESOL Accommodations Per Teacher = Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials Unit 3 Base Notes; HMH text;
Scene Summaries Materials
Unit 3 Base Notes; HMH text;
Scene Summaries
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-27 to 2017-03-03
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. FSA Writing Test Prep:
a. FSA Writing Rubrics
review
b. Pair/Small-group
editing and analysis of
low-scoring FSA
exemplar responses
c. Other targeted
remediation per
teacher
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. FSA Writing Test Prep:
a. FSA Writing Rubrics
review
b. Pair/Small-group
editing and analysis of
low-scoring FSA
exemplar responses
c. Other targeted
remediation per
teacher
The student will understand the
FSA Platform characteristics and
become familiar with its
navigation.
1. Bell Ringer
2. CBC Overview
3. FSA Writing Test Prep:
a. FSA Writing Rubrics
review
b. Pair/Small-group
editing and analysis of
low-scoring FSA
exemplar responses
c. Other targeted
remediation per
teacher
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Objective Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability to
understand and navigate the FSA
Platform.
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning How can I analyze key scenes in
different artistic media?
Response Per Teacher; Thinking
Map (double-bubble)
How can I track the development
of a theme and a character
throughout the course of a text?
Constructed Response How can I understand the FSA
Platform?
Per Teacher
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher ESE/ESOL Accommodations
Per Teacher
Materials Macbeth Film adaptation Materials Unit 3 Base Notes; HMH text;
Note Cards Materials FSA Practice Test; Computer
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-02-27 to 2017-03-03
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. FSA Writing Test Prep:
a. FSA Writing Rubrics
review
b. Pair/Small-group
editing and analysis of
low-scoring FSA
exemplar responses
c. Other targeted
remediation per
teacher
FSA Writing
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
All of them.
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate ability pass the FSA
Writing examination.
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
How can I track the development
of a theme and a character
throughout the course of a text?
Annotations; SBQ; Notes;
Thinking Map (flow); Scene
Summaries
FSA Writing Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
ESE/ESOL Accommodations Per Teacher ESE/ESOL Accommodations Per Teacher = Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials Unit 3 Base Notes; HMH text;
Scene Summaries Materials FSA
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-03-06 to 2017-03-10
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda FSA Writing
FSA Writing
The student will interpret how a
text supports key ideas and
themes.
1. Bell Ringer
2. CBC Overview
3. Macbeth alternate
adaptation �35
4. Thinking Map (Double-
Bubble) – RL.3.7
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
• LAFS.910.RL.3.7
Objective Objective Objective Demonstrate ability pass the FSA
Writing examination.
Demonstrate ability pass the FSA
Writing examination.
Demonstrate ability to analyze
key scenes in different artistic
media.
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning FSA Writing FSA Writing How can I analyze key scenes in
different artistic media?
Response per teacher
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework ESE/ESOL Accommodations
ESE/ESOL Accommodations
ESE/ESOL Accommodations
Per Teacher
Materials FSA Materials FSA Materials Macbeth alternate adaptation
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-03-06 to 2017-03-10
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Per Teacher comprise Per Teacher
incidence
priority
thesis
ultimate
Per Teacher Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading The student will interpret how a
text supports key ideas and
themes.
5. Bell Ringer
6. CBC Overview
7. Macbeth alternate
adaptation �35
8. Thinking Map (Double-
Bubble) – RL.3.7
The student will demonstrate
gains in Unit 3 Focus Standards.
1. Bell Ringer
2. CBC Overview
3. Unit 3 Post-test ����
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
• LAFS.910.RL.3.7
• LAFS.910.RL.1.3
• LAFS.910.RL.2.4
• LAFS.910.RL.2.5
• LAFS.910.RL.3.7
• LAFS.910.RL.3.9
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective Demonstrate ability to track the
development of a theme and
character throughout the course
of a text.
Demonstrate gains in Unit 3
Focus Standards.
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
How can I analyze key scenes in
different artistic media?
Response per teacher What skills have I improved upon
during Unit 3?
Unit 3 Post-test Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
ESE/ESOL Accommodations Per Teacher ESE/ESOL Accommodations Per Teacher = Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials Macbeth alternate adaptation Materials Unit 3 Post-test ����
ESE/504 Accommodations Per IEP/504 Plan ESE/504 Accommodations Per IEP/504 Plan
ESOL Accommodations Repeat Instructions, Check for
Understanding, Progress Check ESOL Accommodations
Repeat Instructions, Check for
Understanding, Progress Check
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-03-13 to 2017-03-17
MONDAY TUESDAY WEDNESDAY
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard)
Learning Goal Agenda Learning Goal Agenda Learning Goal Agenda SPRING BREAK
**No School**
SPRING BREAK **No School**
SPRING BREAK **No School**
Benchmarks/CCSS Benchmarks/CCSS Benchmarks/CCSS
Objective Objective Objective
Essential Question Evidence of Learning Essential Question Evidence of Learning Essential Question Evidence of Learning
Differentiated Instruction Homework Differentiated Instruction Homework Differentiated Instruction Homework
Materials Materials Materials
ESE/504 Accommodations ESE/504 Accommodations ESE/504 Accommodations
ESOL Accommodations ESOL Accommodations ESOL Accommodations
Leesburg High School - Lesson Plans
Teacher: A. Booth; E. Brengel; R. Gibson; D. King Course: English II Period: ALL Week Of: 2017-03-13 to 2017-03-17
THURSDAY FRIDAY WICR
Bell Ringer Vocabulary (unit, standard) Bell Ringer Vocabulary (unit, standard) Writing Inquiry Journals Socratic Seminar
Notes (SBQ, ARN, etc.) Discussion
Response Critical Thinking
Learning Goal Agenda Learning Goal Agenda Collaboration Reading SPRING BREAK
**No School**
SPRING BREAK **No School**
Project Marking the Text
Problem Solving Summarizing
Group Discussion Charting
Benchmarks/CCSS Benchmarks/CCSS Thinking Maps
Circle Map (Defining in Context)
Bubble Map (Describing Qualities)
Double Bubble Map (Comparing and Contrasting)
Tree Map (Classifying)
Brace Map (Part to Whole)
Flow Map (Sequencing)
Multi-Flow Map (Cause and Effect)
Bridge Map (Analogies)
Objective Objective
Essential Question Evidence of Learning Essential Question Evidence of Learning Assessments Used CCSS Anchor
Key Ideas & Details
Craft & Structure
Knowledge & Ideas
Text Complexity
Differentiated Instruction Homework Differentiated Instruction Homework Comments/Notes
= Common Board Requirement
����= Document in Share Folder
����# = Approximate time for activity (in minutes)
CR = Close Reader
PAWB = Performance Assessment Workbook
Teachers can adjust instruction (e.g. text and task timing,
language workshop intervention, etc.) as needed for
differentiation.
Materials Materials
ESE/504 Accommodations ESE/504 Accommodations
ESOL Accommodations ESOL Accommodations
