Folks ELAR Lesson Plans for the Week of: April 21-25 Teacher/Teachers: Hubbard, Schwarz, Salinas, Sampayo

TEKS/Objective Academic Vocabulary

Activities/Strategies Quality Questioning

Enrichment / Remediation

Assessment

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Students will write expository texts to communicate ideas and information to specific audiences for specific purposes. 17(B) write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions.

Prewrite Draft Revise Edit Publish

1. Generating ideas and

prewriting with counselor visit and write draft

2. Students revise with partner using pointing

3. Students edit using raciocination

4. Students write final draft.

How can writing about your experiences benefit your target audience?

Enrichment: Create a drama depicting the topics discussed in your letter

Remediation: Use a graphic organizer to help organize ideas.

Written Letter

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4(A) explain how figurative language contributes to the meaning of a poem. Figure 19 (D) make inferences about text and use textual evidence to support understanding (E) summarize, paraphrase, and synthesize text in ways that maintain meaning and logical order within a text and across texts (F) make connections between and across multiple texts of various genres, and provide textual evidence.

Figurative Language Tone Sensory words Text to Self Text to Text Text to World

1. SSR 2. Introduce Abandoned

Farmhouse 3. Complete Qualities of

Literature identifying sheet 4. Read 2nd Poem 5. Students fill out Qualities of

Literature sheet 6. Discuss 7. Students write a response,

including summary and connections

8. Share

How can the authors use of figurative language help convey meaning about the subject?

Enrichment: Write your response in the form of a poem using similar figurative language techniques as the author

Remediation: Work in a small group to fill out the Qualities of Lit Sheet

Qualities of Lit Sheet Student Literary Response

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8(A) explain how authors create meaning through stylistic elements and figurative language Figure 19 (D) make inferences about text and use textual evidence to support understanding (E) summarize, paraphrase, and synthesize text in ways that maintain meaning and logical order within a text and across texts (F) make connections between and across multiple texts of various genres, and provide textual evidence.

Sensory words Theme Text to Self Text to Text Text to World

1. Grammar Warm Up 2. Read Fiction Story 3. Students fill out Qualities of

Literature sheet 4. Discuss 5. Students write a response,

including summary and connections

6. Share

How can an authors use of literary elements help support the theme of a fictional story?

Enrichment: Write your response in the form of a fictional story using similar techniques as the author

Remediation: Work in a small group to fill out the Qualities of Lit Sheet

Grammar WarmUp Qualities of Lit Sheet Student Literary Response

Folks ELAR Lesson Plans for the Week of: April 21-25 Teacher/Teachers: Hubbard, Schwarz, Salinas, Sampayo

TEKS/Objective Academic Vocabulary

Activities/Strategies Quality Questioning

Enrichment / Remediation

Assessment

Th

urs

da

y

7(A) identify the literary language and devices used in memoirs and personal narratives and compare their characteristics. Figure 19 (D) make inferences about text and use textual evidence to support understanding (E) summarize, paraphrase, and synthesize text in ways that maintain meaning and logical order within a text and across texts (F) make connections between and across multiple texts of various genres, and provide textual evidence.

Point of View Figurative Language Tone Text to Self Text to Text Text to World

1. SSR 2. Read Personal Narrative 3. Students fill out Qualities of

Literature sheet 4. Discuss 5. Students write a response,

including summary and connections

6. Share

How can an authors use of figurative language reflect the tone of a personal narrative?

Enrichment: Write your response in the form of a personal connection using similar techniques as the author Remediation: Work in a small group to fill out the Qualities of Lit Sheet

Qualities of Lit Sheet Student Literary Response

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10(C) explain how different organizational patterns develop the main idea and the authors viewpoint Figure 19 (D) make inferences about text and use textual evidence to support understanding (E) summarize, paraphrase, and synthesize text in ways that maintain meaning and logical order within a text and across texts (F) make connections between and across multiple texts of various genres, and provide textual evidence.

Text Structure Authors Purpose Text to Self Text to Text Text to World

1. Grammar Warm Up 2. Read Nonfiction Essay 3. Students fill out Qualities of

Literature sheet 4. Discuss 5. Students write a response,

including summary and connections

6. Share

How does the organizational structure found in a nonfiction essay support the information the author is trying to relay?

Enrichment: Write your response in the form of a nonfiction essay using the same organizational style as the author

Remediation: Work in a small group to fill out the Qualities of Lit Sheet

Grammar WarmUp Qualities of Lit Sheet Student Literary Response