Lesson Plan (template): English Lesson Plan Template.docx

English students in grades 9-12 are working on IEP goals as individual instruction takes place. Students rotate between 2-3 workstations daily to meet goals/objectives related to VAAP. Pacing of goals/objectives may be different for each student. 

High School Reading ASOL Goals

Reporting Category: Use word analysis strategies and word reference materials

HSE-RW 1 The student will

(SOL 9.3)
​a) determine the meaning of words and phrases as they are used in a text, including common
analogies and figures of speech;

b) determine the meaning of words and phrases as they are used in informational text including figurative language;

c) determine or clarify the meaning of unknown and multiple-meaning words by using context.

HSE-RW 2 The student will

(SOL 10.3)
​a) consult reference materials (dictionaries, online vocabulary supports) to clarify meaning of
unfamiliar words encountered when reading;

b) demonstrate understanding of multiple-meaning words and figurative language;

c) acquire and use content words and phrases.

HSE-RW 3 The student will

a) determine how words or phrases with multiple meanings have an impact on meaning

or tone of a text;

b) determine meanings of words or phrases within an informational text;

c) demonstrate knowledge of the meaning of words and phrases from reading and

other content areas by using context;

d) demonstrate understanding of figurative language and word relationships by interpreting simple figures of speech encountered while reading;

e) demonstrate understanding of words and phrases by using authentic texts (e.g., resumes, job descriptions, tasks instructions).

Reporting Category: Demonstrate comprehension of fictional texts

HSE-CF 1 The student will

(SOL 9.4)
​a) determine which citations demonstrate what the text says explicitly as well as inferences
drawn from the text;

b) determine the central idea of the fictional text and select details that relate to it to retell the text;

c) describe interactions between characters in fictional text;

d) determine sequence of events in a story or drama;

e) identify when an author references one fictional text to another text;

f) provide a summary of the fictional text;

g) determine how the author’s choice of where to end the story contributes to the meaning.

HSE-CF 2 The student will

(SOL 10.4)
​a) connect the experiences of characters in a story or drama from outside of the U.S. with
personal experience;

b) cite textual evidence to determine where the fictional text leaves matters uncertain;

c) compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration).

HSE-CF 3 The student will

(SOL 11.4)
​a) identify statements that support an argument in fictional text;

b) explain how characters develop over the course of a story;

c) identify the intended meaning to match what an author wrote in fictional text;

d) compare two or more interpretations (e.g., recorded or live production of a play or

recorded novel or poetry) of a story, drama, or poem;

e) compare and contrast elements of American literature to other literary works (e.g., compare themes, topics, locations, context, and point of view).

Reporting Category: Demonstrate comprehension of nonfiction texts

HSE-CN 1 The student will

(SOL 9.5)
​a) determine which citations demonstrate what the nonfiction text says explicitly as well as

b) determine central idea of the nonfiction text and select details to support it;

c) determine connections drawn between ideas or events in informational text;

d) determine which sentences in a nonfiction text support the claims of the author.

HSE-CN 2 The student will

(SOL 10.5)
​a) determine an author’s purpose or point of view in a nonfiction text;

b) determine whether a claim made by a speaker is credible (e.g., fact or opinion; supported or unsupported);

c) analyze information presented in different media on related topics to answer questions

or solve problems.

HSE-CN 3 The student will

(SOL 11.5)
​a) use U.S. documents of historical and literary significance to clarify understanding of


b) cite textual evidence to determine where informational text leaves matters uncertain;

c) provide a summary of an informational text;

d) explain how specific events develop over the course of the nonfiction text;

e) determine how the author’s choice of where to make an argument contributes to the meaning;

f) determine how the author’s style affects the purpose of the nonfiction text;

g) explain how U.S. texts inform citizen’s rights;

h) determine the purposes of foundational U.S. documents of historical significance.

High School Writing ASOL Goals

Reporting Category: Research, plan, compose, and revise for a variety of purposes

HSE-WP 1 The student will

(SOL 9.6)
a) write about a personal opinion and give more than one reason supporting or

rejecting the claim;

b) write to convey ideas and information using clear organization and including

facts, details, and other information as well as graphics and multimedia as needed;

c) write about an event or personal experience by introducing the event or

experience, at least one character, and describing multiple events in sequence;

d) produce writing that is appropriate to a particular task, purpose, and audience;

e) develop writing by planning and revising own writing by adding more


HSE-WP 2 The student will

(SOL 9.8)
a) write a short research report to answer questions using multiple sources of


b) use knowledge of language to achieve desired meaning when writing

c) write and revise work so that it communicates clearly to the

intended audience.

HSE-WP 3 The student will

(SOL 10.6)
a) write routinely over extended time frames (time for research, reflection, and

revision) for a range of tasks, purposes, and audiences.

HSE-WP 4 The student will

(SOL 10.8)
a) select information from multiple sources and use the information to write

answers to questions.

HSE-WP 5 The student will

(SOL 11.6)
a) write to express opinion with supporting information about a topic or text and a

concluding statement;

b) develop and strengthen writing as needed by planning, revising, editing, and


HSE-WP 6 The student will

(SOL 11.8)
a) use technology, including the Internet, to produce, publish and update an

individual writing project;

b) write a short research report to answer questions posed by self and others

using multiple sources of information;

c) cite evidence from literary or informational texts.

Reporting Category: Edit for correct use of language, capitalization, punctuation, and spelling

HSE-WE 1 The student will

(SOL 9.7)
a) use standard English rules by using correct punctuation when writing;

b) spell most single-syllable words correctly and apply knowledge of word chunks

in spelling longer words.

HSE-WE 2 The student will

a) peer edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing.

HSE-WE 3 The student will

(SOL 11.7)
a) apply conventions of English grammar rules to convey desired meaning in writing;

b) use knowledge of language to achieve desired meaning when writing by varying

sentence structure using a variety of simple and compound sentence structure.

HSE-WE 4 The student will

(SOL 11.8)
a) edit writing for grammatically correct use of language, spelling, punctuation,

capitalization, and sentence/paragraph structure.