Lesson Plan Examples

NOTE:
FOR 8/26 AND 8/28 STUDENTS ARE TAKING DISTRICT WIDE WRITING PRETEST
Lesson Plans 8/24
(If you wish to teach an Inquiry Lesson, please replace this template with the iTeachAZ Inquiry Template)
Teachers: Subject: 7th Grade ELA

Allie Haas
Standard:
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject
(e.g., how the delivery of a speech affects the impact of the words).(7.RI.7)
Objective (Explicit):
• SWBAT illustrate the differences between video versions and read aloud versions of
information.
Sub-objectives, SWBAT (Sequenced from basic to complex):
• Create paper properly set up to take Cornell notes
• Identify why taking Cornell notes is useful
• Identify pros of hearing info and seeing info
Evidence of Mastery (Measurable):
• Students will submit their Cornell notes on the video shown.
Key vocabulary: Cornell notes Materials: Comp book
Pen
Pencil
Opening (state objectives, connect to previous learning, and make relevant to real life)
How have you taken notes in the past? Do you like taking notes like that?
Teacher Will: Student Will:
Ask students what Cornell notes are Follow along to take notes.
Model what Cornell notes look like on a doc
Instructional Input
cam as students set up their paper similarly

Draw a line over to the left and ask students:
what do you think goes on this side?
Explain why having questions with your notes
may be an ideal way to take notes.
Co-Teaching Strategy/Differentiation:
Have copies of my modeled notes already done for students who have a hard time seeing the
notes.
Teacher Will: Have students watch video and Student Will:

take Cornell notes on the topic. When the video Watch video and discuss with partner.
Guided Practice
is over, students will have a partner and share

what they learned from the video.
Co-Teaching Strategy/Differentiation
Myself or Kara will pair with students confused for this portion.
Individually respond
Have students take out comp books and write
Independent Practice
down: what do you like about taking Cornell

notes? Was it useful to watch a video on
Cornell notes? Do you prefer that or myself
explaining it to you?
Pair struggling students together for this portion.
Closing/Student Reflection/Real-life connections:

Will you use this in your other classes? Do you learn best by videos or lecture? Do you have some
other way?

Lesson Plans 8/25
(If you wish to teach an Inquiry Lesson, please replace this template with the iTeachAZ Inquiry Template)

Allie Haas
Standard:
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject
(e.g., how the delivery of a speech affects the impact of the words).(7.RI.7)
• SWBAT illustrate the differences between video versions and read aloud versions of
information.
• Create paper properly set up to take Cornell notes
• Identify why taking Cornell notes is useful
• Identify pros of hearing info and seeing info
• Students will submit their Cornell notes on the video shown.
Key vocabulary: Cornell notes Materials: Comp book
Pen
Pencil
How have you taken notes in the past? Do you like taking notes like that?
Ask students what Cornell notes are Follow along to take notes.
Model what Cornell notes look like on a doc
Instructional Input
cam as students set up their paper similarly

Draw a line over to the left and ask students:
what do you think goes on this side?
Explain why having questions with your notes
may be an ideal way to take notes.
notes.
Teacher Will: Have students watch video and Student Will:

take Cornell notes on the topic. When the video Watch video and discuss with partner.
Guided Practice
is over, students will have a partner and share

what they learned from the video.
Individually respond
Have students take out comp books and write
down: what do you like about taking Cornell

notes? Was it useful to watch a video on
Cornell notes? Do you prefer that or myself
explaining it to you?

Will you use this in your other classes? Do you learn best by videos or lecture? Do you have some
other way?
LESSON PLAN 8/31
Allie Haas
Standard:
Write arguments to support claims with clear reasons and relevant evidence. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), reasons, and evidence. 7.W.1
• SWBAT create a hook sentence to catch their reader’s attention
• Identify what a hook is
• Identify why having a hook is important for an essay
• Construct a hook sentence
• Students will submit a hook with their paper.
Key vocabulary: Hook Materials: Comp book
Single word Pen
Interesting fact Pencil
Imagine this Poster paper
Imagine this: if we all get 100% on this assignment, there will be no more homework for the rest of the
year. Sorry, just kidding. But have I hooked your attention now? How did I get your attention?
Introduce students to the different types of Follow along to take notes.
hooks to catch a reader’s attention.
Include examples:
Lights, Camera Action: the writer makes
something happen by starting with dialogue
(“for the last time,” my dad said. Put your gum
here!”).
Interesting Fact: the writer presents an

intriguing piece of information (I blew a bubble
Instructional Input
bigger than my brother’s head).
Imagine This: the writer captures a moment in

words by “painting a picture” for the reader.
(The gum made my bangs sticky straight out
from my head).
Listen Up: the writer describes a sound (smack,

slurp, snap).
I wonder: the writer asks a question or series of

questions (have you ever wondered how many
pieces of gum will fit in the human mouth? Five
ten?).
notes.
Teacher Will: Break students up into teams of Student Will:
4. Give students a blank template of the Work with team on hook sheet.
Guided Practice
different types of hooks. They will work with
their teams to write hooks for each of the
different types on a poster.

Construct hook
Have students take out comp books and write down
a hook for their paper on whether or not Rhodes

Junior High should have a say in whether or not
school lunches should be controlled. They will turn
this in to me at the next comp book check.

Why are hooks important when you write? When else are they important?
LESSON PLAN 8/31
Allie Haas
Standard:
• SWBAT create a hook sentence to catch their reader’s attention
• Identify what a hook is
• Identify why having a hook is important for an essay
• Construct a hook sentence
• Students will submit a hook with their paper.
Key vocabulary: Hook Materials: Comp book
Single word Pen
Interesting fact Pencil
Imagine this Poster paper
Imagine this: if we all get 100% on this assignment, there will be no more homework for the rest of the
year. Sorry, just kidding. But have I hooked your attention now? How did I get your attention?
Introduce students to the different types of Follow along to take notes.
hooks to catch a reader’s attention.
Include examples:
Lights, Camera Action: the writer makes
something happen by starting with dialogue
(“for the last time,” my dad said. Put your gum
here!”).
Interesting Fact: the writer presents an

intriguing piece of information (I blew a bubble
Instructional Input
bigger than my brother’s head).
Imagine This: the writer captures a moment in

words by “painting a picture” for the reader.
(The gum made my bangs sticky straight out
from my head).
Listen Up: the writer describes a sound (smack,

slurp, snap).
I wonder: the writer asks a question or series of

questions (have you ever wondered how many
pieces of gum will fit in the human mouth? Five
ten?).
notes.
Teacher Will: Break students up into teams of Student Will:
4. Give students a blank template of the Work with team on hook sheet.
Guided Practice
different types of hooks. They will work with
their teams to write hooks for each of the
different types on a poster.

Construct hook
Have students take out comp books and write down
a hook for their paper on whether or not Rhodes

Junior High should have a say in whether or not
school lunches should be controlled. They will turn
this in to me at the next comp book check.

Why are hooks important when you write? When else are they important?
LESSON PLAN 9/1
Allie Haas
Standard:
• Analyze context clues in words, sentences and paragraphs to decode new vocabulary.
• Identify the pronunciation of a vocabulary word
• Identify the part of speech of a word
• Identify the meaning of the word based on the story
• Students will take a vocab test at the end of the week.
Key vocabulary: Bouts Materials: Comp book
Pensively Pen
Torrent Pencil
Dispelled Poster paper
Frenzied Copy of “Amigos Brothers”
Can you rely on friendship during a competition? Which is more important, winning or friendship? In our
story today, we will see what each of the characters values more. Notice the words in bold as I won’t
tell you what they are but we will stop along the way to use the text surrounding it to figure it out.
Introduce students to “The Amigo Brothers” and Follow along to take notes.
its background
Play audio tape of the story and pause when

Instructional Input the vocab words appear.
I will think aloud my thoughts for figuring out the

first vocab word so students will know what to
do for the later ones.
notes.
Teacher Will: Have students stop at future Student Will:

vocab words and have them work in pairs to Work with partner on identifying meaning.
figure out what it means. They should consider
Guided Practice
parts of speech and the context it is used in.

They will write down their predictions before I
reveal the real definitions at the end.

Construct hook
Have students write a short sequel to the story with
the vocab words. I will tell them I should be able to
identify what the words mean by reading their story
just as we identified meaning based on “The Amigo
Brothers.”

What is the importance of understanding words in the text you’re reading?

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NOTE:

Teachers: Subject: 7th Grade ELA

cam as students set up their paper similarly

Teacher Will: Have students watch video and Student Will:

is over, students will have a partner and share

down: what do you like about taking Cornell

Closing/Student Reflection/Real-life connections:

Teachers: Subject: 7th Grade ELA

cam as students set up their paper similarly

Teacher Will: Have students watch video and Student Will:

is over, students will have a partner and share

down: what do you like about taking Cornell

Closing/Student Reflection/Real-life connections:

Interesting Fact: the writer presents an

bigger than my brother’s head).

Imagine This: the writer captures a moment in

Listen Up: the writer describes a sound (smack,

I wonder: the writer asks a question or series of

Teacher Will: Student Will:

a hook for their paper on whether or not Rhodes

Closing/Student Reflection/Real-life connections:

Interesting Fact: the writer presents an

bigger than my brother’s head).

Imagine This: the writer captures a moment in

Listen Up: the writer describes a sound (smack,

I wonder: the writer asks a question or series of

Teacher Will: Student Will:

a hook for their paper on whether or not Rhodes

Closing/Student Reflection/Real-life connections:

Play audio tape of the story and pause when

I will think aloud my thoughts for figuring out the

Teacher Will: Have students stop at future Student Will:

parts of speech and the context it is used in.

Teacher Will: Student Will:

Closing/Student Reflection/Real-life connections:

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