Urban Teachers Lesson Planning Template

Grade Level Subject: Date: 6-7-

English 1 17

Materials:

Lesson Component What will you do? / What will students do?
Standard(s) (C.1) TEKS:1.2A analyze how the genre of texts with similar themes
What standard(s) does shapes meaning for the reader
this lesson address?
How do you know the
students need this lesson?
Unpack the standard(s) by
identifying the
strategy(ies) or skill(s)
Lesson Objective (C.1, A.3) Miss. Ward and Miss Ross objective: SWBAT apply their
Objectives must be knowledge of themes within different genres by differentiating
specific-(clearly how two passages with different genres use the same theme.
defined learning)
measureable-(assess
student achievement)
aligned with
standard(s)
rigorous (written
with verbs for
expectations of high
rigor)
posted shared aloud
with students
Assessment (B.1, B.2,C.1, Students will differentiate how two passages with different
C.2) genres use the same theme.
How will students They will write 2 paragraphs or create a visual
demonstrate their mastery
representation (poster) in order to differentiate. ( Students
of the objective?
What evidence will you choice)
collect to assess
understanding?
Are assessments
differentiated for diverse
learners?
How will the data inform
tomorrows lesson?
Connect and Engage (A.2, Miss. Wards station: CFU Quiz
B.1, C.1) 1. Students will write the main strategies used to find the
How will you gather theme in any genre.
background knowledge
and make connections to
previous learning? Miss Ross Station
How will you hook the Students will be asked to explain the genre of Shakespeares
students? Romeo and Juliet and asked to explain the theme/message that the
reader is meant to take from the story.
Teacher Modeling (A.1, A.2, Miss. Wards station:
B.1, B.2, C.1, C.3, D.1, D.2, 1. Teacher will use a short common text where students will
D.3) read aloud.
A brief teacher directed 2. Teacher will allow a student to perform a think aloud using
lesson aligned to the
objective.
the common text to show others scholars how to use the
Model thinking using strategies to identify themes.
think-alouds.
Engage students
using turn and talk or
other student
response checks to
monitor
understanding.
Utilize organizational Ms Ross Station: Teacher will show the students a chart with
tools (anchor charts, several of the more recurring literary genres and their subtypes
process charts, and engage the scholars in a discussion about each genre.
graphic organizers)
when appropriate.
Teacher will also provide one current example of each genre so
that the students have a specific text to keep in mind when they
think of a particular genre.

for example: The Hunger Games is a fiction text but going even
deeper into the genre analysis I can say that it is an
dystopian/apocalyptic fiction text because it shows a world that is
completed controlled by the government and where the people are
almost exaggeratedly oppressed.
Guided/Collaborative Miss Wards station:
Practice (A.2, B.1, B.2, C.1, 1. Students will work in pairs to finish the strategies for
C.2, C.3, D.1, D.2, D.3) identifying themes.
Identify guided practice
needed before releasing
students to practice on
their own
Consider Ms. Ross Station:
Cooperative
groupings Students will read both a passage from one of Ms. Ross favorite
Conceptual
books You, Maybe and a poem from the book To Hell With Love.
difficulties that might
arise and how will After reading both excerpts, with a partner, students must fill out a
you address them venn diagram to compare and contrast the readings.
How students can
initiate discussion Once finished with the diagram students will be asked to write a
How tasks are one paragraph explanation of how the two texts relate to one
differentiated
How the tasks another and what they believe the genre and theme for each
advance students excerpt could be. In this paragraph students must use at least 2
understanding and lines of text evidence to support their claim of the theme.genre.
learning
Ways to check for
understanding or
need for further
 support
Independent Practice (A.1, 1. Students will differentiate how two passages with different
A.2, A.3, B.1, C.1, C.2, C.3) genres use the same theme.
What opportunities will 2. They will write 2 paragraphs or create a visual
students have to use the
representation (poster) in order to differentiate. ( Students
new skills/concepts in a
meaningful way? choice)
How will students
demonstrate their mastery
of the objective?

Closure (A.3, B.1, D.1, D.2, Students will demonstrate their knowledge of genres and themes
D.3) by answering 8 questions from study island. = 15 minutes
Assessment of student
learning including student
reflection on what was
learned which may
include one or more of
the following:
Connections to
previous learning
A review of the
objective and if it
what achieved
An exit slip or other
means of informal
assessment
Student sharing and
peer feedback
Celebration of
learning
Reflection (B.2, E.2)
What does the data show
you regarding student
learning?
How did the pacing
impact the enactment of
the lesson?
Did all materials support
student learning?
Were there places where
students required
additional supports, or
places where acceleration
occurred?
How would you gauge
student engagement
(academic and
behavioral)?