1. COMMONWEALTH OF PUERTO RICO
DEPARTMENT OF EDUCATION
Salvador Brau JHS
9th GRADE ENGLISH LESSON PLAN
DE-Carta Circular #2-2010-2011
Date: ______________Teacher: _________________________________ Group: _____________
Standard #1 Standard #2 Standard #3
Listening/Speaking Reading Comprehension Writing
Expectation (s) Expectation (s) Expectation (s)
The student uses the English language to interpret oral The student uses reading strategies, literary analysis, and The student effectively communicates to a variety of
input, construct meaning, interact with confidence both critical thinking skills to construct meaning and develop audiences in all forms of writing through the use of the
verbally and nonverbally, and express ideas effectively in an understanding as well as an appreciation of a variety writing process, proper grammar, and age appropriate
a variety of personal, social, and academic contexts. of genres of both fiction and nonfiction. expressive vocabulary.
Skill(s) Skill(s) Skill(s)
L/S.9.1 Listens and responds to a read aloud from a R.9.1 Analyzes the text, establishes purpose, states W.9.1 Uses transitional words, phrases, and clauses to
variety of fiction and nonfiction to analyze character author’s purpose, and distinguishes between text features connect ideas when constructing complex sentences.
development and setting, to determine tone, voice, and to enhance comprehension
mood, and to make connections to the text.
L/S.9.2 Listens and responds to, analyzes, gives, and R.9.2 Analyzes context clues, reference sources, and W.9.2 Distinguishes appropriate and incorrect grammar
discusses complex instructions; constructs complex other vocabulary expansion strategies to assess word structure; applies a variety of syntactic styles to write.
sentences and statements to explain, describe, support, meaning using prior knowledge to relate to new meaning;
and discuss information; answers and formulates closed uses prefixes, suffixes, and root words to determine the
and open-ended questions. meaning of unfamiliar, multiple-meaning, and compound
words.
L/S.9.3 Uses appropriate language structures to R.9.3 Analyzes characters and traits; explains setting in W.9.3 Applies organizational patterns and the elements
problem solve, explain a process, and express opinions fiction and nonfiction; distinguishes between first person, of descriptive, narrative, expository, and persuasive forms
integrating comparison and contrast statements; analyzes third person, and omniscient point of view. of writing to construct a composition.
presentations.
L/S.9.3 Uses appropriate language structures to R.9.4 Organizes plot; establishes cause and effect W.9.4 Uses figurative language; writes different styles of
problem solve, explain a process, and express opinions relationships; makes connections, predictions, inferences, poems.
integrating comparison and contrast statements; analyzes draws conclusions, and classifies conflicts in narrative,
presentations. expository, and persuasive texts.
L/S.9.5 Explains the main idea or topic and important R.9.5 Distinguishes between fact and opinion in W.9.5 Uses basic editing marks and revising
details from learned concepts or readings of a variety of narrative and expository texts; states and paraphrases techniques; uses reference sources to verify information;
expository texts; applies sequence of events to discuss main idea and selects important details. writes a final draft using the writing process.
and summarize text; compares and contrasts topics from
a variety of texts.
R.9.6 Uses elements of poetry and plays to analyze,
interpret, and identify genre, imagery, and figurative
language.
L/S____ R____ W____
Objectives:
Conceptual:
Procedural:
Attitudinal:
Prepared by: Reynaldo Cruz (English Facilitator) / Efrain Suarez
DE-Carta Circular #2-2010-2011

2. Theme or Topic:
Phase:
Integration:
Equipment: ( ) computer ( ) digital projector ( )”CD player” ( )TV/video ( ) others
Lesson Activities
Daily Reflection:
Opening Activate Development: Activity Mini Lesson: Activity Closing (Summary) Materials
Prior Knowledge/ Motivating Questions Demonstration of Concept Unguided
Present Concept
___brainstorming (Present examples, ___ silent reading ___ silent reading ___ summary class ___ text book
___ routine activities present similarities ___ group reading ___ group reading ___ discuss practice ___ workbook
___ last class review and differences, ___ group work ___ group work ___ explain ___ dictionaries
___ introduction of make connections ___ short test ___ short test assignment ___ pictures
new skills to concept, present ___ practice on ___ practice on ___ instructions for ___ songs
___ discuss hypothesis, allow whiteboard whiteboard next day ___ movies
homework for possible ___ use of text ___ use of text ___ clear doubts ___ posters
___ discuss answers) ___ exercise ___ exercise ___ work in notebook ___ objects
vocabulary ___ read aloud ___ read aloud ___ assessment ___ worksheet
___ discuss recent ___ Billy the Ball ___ other
new
___ conversation
___other
____DOK 1 ____DOK 2 ____DOK 3
Recall of a fact, information or Use information or conceptual Requires reasoning, developing a plan or a sequence of steps, some
procedure knowledge, two or more steps, complexity, more than one possible answer.
Recall Assessments/ Skill/ Assessments/ Strategic Assessments/ Teaching
Instrument Concept Instrument Thinking Instrument Strategies
___ arrange ___ check list ___ compare ___ graph ___ integrate ___ Oral and written reports
___ calculate ___ fill the ___ contrast organizer ___ create ___ open questions
___ define blanks ___ classify *concept map ___ revise ___ essays __Reading Comprehension
___ draw ___ match ___ choose *web ___ assess __ portfolios
___ identify ___ list ___ relate ___ outline ___ critique ___ Test
___ list ___ graphic ___ identify ___ journals ___ investigate ___ creative writing __Cooperative Learning
___ label organizer patterns ___ Venn’s ___ formulate ___ diorama
___ illustrate ___ multiple ___ describe diagram ___ argument logically ___ other
___ measure choice ___ organize ___ written ___ integrate ___Problem Based Learning
___ name ___ hand up, ___ specify assignments ___ analyze
___ recall hands down ___ find ___ questions ___ prove
___ recite ___ other ___ solve __ portfolios ___ conclude ___Curriculum Integration
___ ___ summarize ___ other ___ visualize
recognize ___ decide ___ predict
___ repeat ___ formulate ___ justify
___ quote ___ explain ___ interpret
___ state ___ estimate
___ tell ___ separate
___ tabulate ___ distinguish
___ use ___ Use Context
Clues
Assessment Techniques
___reflective diary ____collage ___project ___illustration ___check list ___concrete poems ___interview ___group discussion
___comics Strips ___debates ___drama ___skit ___rubric ___graphic organizer ___oral report ___painting or drawings
___portfolio ___special projects ___questionnaires ___ OTHER: ___anecdotic record ___diagrams ___conceptual map
___games ___Summary ___ focalized list
Values
___integrity ___self-esteem ___friendship ___discipline ___equality ___loyalty ___tolerance ___sincerity ___responsibility ___sharing
___dignity ___love ___courage ___honesty ___compassion ___courtesy ___solidarity ___caring ___justice ___respect
Prepared by: Reynaldo Cruz (English Facilitator) / Efrain Suarez
DE-Carta Circular #2-2010-2011