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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

(SOL11.3)
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
inferentially;

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

concepts;

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

information.

HSE-WP 2 The student will

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

information;

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

rewriting.

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

(SOL10.7)
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.