This lesson plan template outlines Cory Standridge's 10th grade English II class for the week of March 16-20. Each day includes a do now/anticipatory set journal prompt, the essential question objective, direct instruction on grammar topics, guided practice such as completing graphic organizers and essays using research notes, independent practice assignments to be completed and turned in such as rough drafts, and the resources needed including journals, laptops, and handouts. Homework includes finishing rough drafts. The plan aims to teach students how to organize research into an essay through guided and independent practice assignments building on direct instruction of research skills.

1. CHS LESSON PLAN TEMPLATE
NAME: Cory Standridge GRADE: 10th
SUBJECT: English II WEEK OF: March 16-20
STANDARDS: I1.1,I3.3, I3.4, I4, RI6, RI10.1, W1, W4.1a
COMPONENT MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DO NOW/ANTICIPATORY SET:
This is designed to engage the
students’ attention at the
beginning of class. Called the
“hook” or the “bell ringer”, it
serves as a focus for the day’s
activities.
Journal “Next Unit”
We’ll be finishing
up with the 1920s
and Great Gatsby
over the next
week. As such,
what would you
like to see for our
Next Unit? Why
do you say this?
Journal “News”
Where do you get
your news?
TV/Internet/Phone
Do you think
getting news from
Snapchat is
better/worse than
from a
newspaper?
Journal “Paper”
What’s the longest
paper you’ve ever
had to write? How
did you do on it?
OBJECTIVE AND PURPOSE:
The objective should state
WHAT the student will learn.
The purpose should state
WHY the student needs to
learn the content.
Essential
Question:
How do I organize
my research into a
cohesive essay?
Essential
Question:
How do I create an
annotated
bibliography based
on my research?
Essential Question:
What are the
requirements and
rubric for a
research paper?
DIRECT INSTRUCTION:
This is the section where you
explicitly delineate how you
Progress Reports
Teacher will
distribute and
discuss progress
Subject/Verb
Agreement Sheet
Teacher will
review students
Subject/Verb
Agreement Sheet
Teacher will review
students

2. CHS LESSON PLAN TEMPLATE
will model the lesson’s
objectives for your students.
reports based on
students’ grades.
understanding of
Subject/Verb
Agreement.
understanding of
Subject/Verb
Agreement.
GUIDED PRACTICE:
Under your supervision, the
students are given a chance to
practice and apply the skills
you taught them through
direct instruction.
MONITOR AND ADJUST:
Upon presenting information
and allowing students to
practice the new learning, the
teacher will monitor students
to determine who needs
re-teaching and adjust the
lesson accordingly.
Research Source
Notes Graphic
Organizer
Students will be
given back their
source notes and
will complete the
same graphic
organizer on
Wednesday for
their own
research.
Teacher will
monitor students
completion of
graphic organizer.
Annotated
Bibliography
Teacher will have
students create an
annotated
bibliography on
word using their
research source
notes as the guide.
Teacher will
monitor students
ability to format
their citations
correctly.
Research Source
Notes / Graphic
Organizer
Teacher will
distribute Source
Notes back to
students.
Inquiry Essay Mad
Lib
Students will use
their own research
source notes to
complete a Mad
Lib essay
assignment based
on their own
research.
INDEPENDENT PRACTICE:
Through independent
assignments, your students
will demonstrate whether or
not they absorbed the
lesson’s learning goals. This is
Essay Mad Lib
Students will
complete a fill in
the blank “mad lib”
style essay
assignment where
they’ll fill in the
information based
Annotated
Bibliography
Students will type
their annotated
bibliographies and
submit to Edmodo
Inquiry Paper
Rough Draft
Students will type
and turn in the
rough draft of their
research paper for
a Quiz grade.

3. CHS LESSON PLAN TEMPLATE
the time to pull groups for
Tier 1 intervention.
on their side of the
argument.
CLOSURE:
In the closure section, outline
how you will wrap up the
lesson by giving the lesson
concepts further meaning for
your students.
Turn in Research
Source Notes and
Essay Mad Lib
before leaving
class.
Turn in Annotated
Bibliography on
Edmodo before
leaving class.
Turn in Rough
Draft of research
paper on Edmodo.
ASSIGN HOMEWORK:
Through homework
assignments the lesson
objectives and content will be
reinforced.
Research Paper
Rough Draft due
on Friday!
Rough Draft of
Research Paper
due on Friday.
ALL make up work
due next Thursday.
RESOURCES:
Here, you determine what
materials and supplies are
required to help your students
achieve the stated lesson
objectives.
Journals
Progress Reports
Research Source
Notes
Essay Mad Lib
DLE Laptops
Journals
Subject/Verb
Agreement
Annotated
Bibliography
DLE Laptops
Journals
Subject/Verb
Agreement
Research Source
Notes
Mad Lib
DLE Laptops
CHECK FOR
UNDERSTANDING:
Here, include the higher order
questions you will use to
Graphic Organizer
will have students
collect their
thoughts based on:
hook, thesis, topic
Students will use
makeusof.com to
create an
annotated
bibliography in
Microsoft Word
Research Paper
Rubric:
Effectively
addresses all parts
of the task to
demonstrate an

4. CHS LESSON PLAN TEMPLATE
determine your students’
understanding of the material.
sentences, and
supporting details.
Essay Mad Lib:
The students will
“fill in” an essay
based on the
information from
their graphic
organizer.
The two articles
will look at
changing the
school day to start
later versus a four
day school week.
1. Set up Your
Word Document
Go to
Ribbon>Layout
>Margins>Normal
2. Set the Font
Times New Roman
12pt.
3. Go to paragraph
and choose 2.0 for
double spaced
lines
4. Choose the
location and your
sources.
5. Complete the
annotated
bibliography on
Word
6. Go to
references, choose
MLA Citation
7. Indent the
second line
8. Choose a
Hanging Indent
9. Go to “Insert
Citation” and Add
New Source
indepth
understanding of
the text(s) 
Thorough analysis
based on explicit
and implicit
meanings from the
text(s) to support
claims, opinions,
and ideas 
Substantial and
direct reference to
the main ideas and
relevant details of
the text(s) using an
effective
combination of
details, examples,
quotes, and/or
facts  Strong
organizational
structure and focus
on the task with
logically grouped
ideas, including an
effective
introduction,
development, and
conclusion  Skillful
use of transitions
to link ideas within

5. CHS LESSON PLAN TEMPLATE
10. Complete the
“Manage Sources”
box
11. Place all
citations in
alphabetical order.
12. Write the
annotation
13. Turn into
Edmodo before
leaving class.
categories of
textual and
supporting
information 
Effective use of
precise language
and domain-
specific vocabulary
drawn from the
text(s)  Few
errors, if any, are
present in
sentence
formation,
grammar, usage,
spelling,
capitalization, and
punctuation; errors
present do not
interfere with
meaning
LESSON REFLECTION:
After the lesson, reflect on
what went well and what you
will change next time.