This document outlines a weekly lesson plan for a 7th grade English class. It details the learning objectives, activities, and assessments for each day of the week. The focus is on point of view, persuasion, and author's purpose. On Monday, students will study point of view in texts and ads. Tuesday's lesson determines an author's point of view and how it's conveyed. Wednesday's lesson examines persuasive ads and techniques. On Thursday, students write persuasive pieces and act out commercials. Friday involves creating posters and commercials in pairs to act out. Throughout the week, students complete exercises and are assessed formatively and diagnostically.

1. POLÍTICA PÚBLICA SOBRE LA PLANIFICACIÓN DEL PROCESO DE ENSEÑANZA Y APRENDIZAJE DEL DOCENTE
PÁGINA 32
Weekly Plan (Regular Teacher)
Anejo 10
Teacher name: Elvis Perez Feliciano Date: 03/24/2020 to 03/27/2020
Grade: 7th
Grade Subject / Course: English 7th
Theme: Point of view, Persuasion Unit: 7.4 Author’s Purpose
Elements Monday Tuesday Wednesday Thursday Friday
Standards
Reading and Speaking Reading and Speaking Reading and Writing Writing Reading and Speaking
Expectations or
indicators
7.R.6l Determines an author
point of view
7.S.5 Describe, explain text
7.R.6l Determines an
authors’
point of view
7.S.5 Describe, explain text
7.W.8 Write short time
for persuasive writing)
7.R.6lDetermines
authors purpose
7.W.8 Write short time
for persuasive writing
7.R.6lDetermines
authors purpose
7.S1Contribute to group
presentations
Objectives
The student studies point of
view in texts and
advertisements in a variety
of media.
The student determines an
author’s point of view and
explains how this point of
view is conveyed to
consider incorporating this
in his/her persuasive
writing.
The student studies
advertisements and
commercials for techniques
that persuade consumers.
The student selects a form
of writing to persuade to
create a and act out a
commercial.
The students select a form
of writing to persuade and
creates poster with a partner
to act out commercials.
Sequence of learning activities
Initial The students see different
points of view through texts
and advertisements: first,
second and third person
singular or plural.
The students receive texts
and advertisements. The
student will search on
Google the meaning of
point of view and
persuasion.
The student will discuss in
her own words what is
persuasion. Then, they
will give some examples of
persuasive advertisements
or commercials.
The students receive some
assessment activities to be
answered on persuasive
writing.
The student would be
explained what is to be
done. They will be given a
piece of paper in order that
they can draw or make the
picture of an advertisement
or a commercial.
Developmental
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook.
Author’s point of view is
discussed by reading a short
passage or text. The student
will answer assessment
activities based on the point
of view.
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook. The students
discuss what they found in
each text. They will
answer assessment
activities based on point of
view and persuasion.
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook. The student
will answer assessment
activities based on
persuasive situations.
Attachment 7.4 Writing
to persuade
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook. Choose a form
of writing to persuade *
commercials and
advertisement). Also, they
will answer assessment
activities based on
persuasive situations.
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook. They
will make a picture or a
drawing of an advertisement
or commercial based on the
topic or item chosen by him
or her.

2. Closing
Clarify doubts and discuss
the assessment activities.
The student explains how
they identified these texts
in the different point of
views. And if they can be
classified as persuasive or
narrative.
The assessment activities
will be discussed.
The students brainstorm on
the commercial or
advertisement to be
presented.
Students revise their
works in order to see what
they need to be added.
Integration with
others subjects
The student will be using
their knowledge from
Spanish in order that he or
she can identify the author’s
point of view in a text.
The student will be using
their knowledge from
Spanish in order that he or
she can identify the
author’s point of view in a
text. Also, if the short text
or passage can be
identified as persuasive or
narrative.
The student will be using
their knowledge from
Spanish in order that he or
she can identify persuasive
situations, advertisements
or messages.
The student will be using
their knowledge from
Spanish in order that he or
she can make an
advertisement or
commercial.
By the integration of the
Arts Class, the students will
be able to make a picture or
a drawing based on an
advertisement or a
commercial.
Initiative or
Innovative Project
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook.
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook.
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook.
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook.
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook.
Evaluation
☐ Diagnostic: √
☐Formative:
☐Summative:
☐ Diagnostic: √
☐Formative:
☐Summative:
☐ Diagnostic:
☐Formative: √
☐Summative:
☐ Diagnostic:
☐Formative:
☐Summative: √
☐ Diagnostic:
☐Formative:
☐Summative: √
Reasonable
accommodations or
Curricular
Accommodations
… Special Education
… LSP and Immigrant
… 504:
… Gifted
… Special Education
… LSP and
Immigrant
… 504:
… Gifted
… Special Education
… LSP and
Immigrant
… 504:
… Gifted
… Special Education
… LSP and
Immigrant
… 504:
… Gifted
… Special Education
… LSP and Immigrant
… 504:
… Gifted

3. POLÍTICA PÚBLICA SOBRE LA PLANIFICACIÓN DEL PROCESO DE ENSEÑANZA Y APRENDIZAJE DEL DOCENTE
PÁGINA 33
Elements Monday Tuesday Wednesday Thursday Friday
(Specify according
to subgroup)
Special Education Students Special Education Students Special Education Students Special Education Students Special Education Students
Differentiated
Instruction
The Special Education
Students will be given
additional time in order that
they complete their work.
The Special Education
Students will be given
additional time in order
that they complete their
work.
The Special Education
Students will be given
additional time in order
that they complete their
work.
The Special Education
Students will be given
additional time in order
that they complete their
work.
The Special Education
Students will be given
additional time in order that
they complete their work.
Materials META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
Lesson Reflections
or Observations:
Where the goals of
the day achieved?
Where the students
motivated and
participated actively
in class?
Recommendations
or changes:
I hope that the students will
be able to download and
answer the Remedial
Module exercises correctly.
I hope that the students will
be able to download and
answer the Remedial
Module exercises correctly.
I hope that the students
will be able to download
and answer the Remedial
Module exercises correctly.
I hope that the students
will be able to download
and answer the Remedial
Module exercises correctly.
I hope that the students will
be able to download and
answer the Remedial
Module exercises correctly.
School Improvement
Modes of instruction
to promote the
student's active
response
Record of common
experiences
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
Record of common
experiences
I called several student
parents in order that they
understand and were able to
answer the exercises. Also,
the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able
to answer the exercises.
Also, the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able
to answer the exercises.
Also, the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able
to answer the exercises.
Also, the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able to
answer the exercises. Also,
the module and the
activities are available on
Mrs. Padilla blogspot.

7. 1. What To Do
1. Discuss with students what they already know about advertising techniques for selling products and services. Then ask them to think of ads that try to
sell a particular point of view in order to shape public opinion and affect readers' behavior. Examples might include the following:
• Health and safety issues such as fire safety, seat-belt or bicycle helmet use, and anti-smoking messages
• Political ads for or against candidates
• Environmental issues, such as those involving carpooling to cut down on pollution from cars, land use, and logging versus animal protection.
2. Have students look through magazines and newspapers for examples of opinion-shaping ads and cut them out.
2. Analysis Chart
What person or organization is the source of the ad?
What audience do you think the ad is trying to reach?
What position have the people who placed this advertisement taken?
What kind of opinion or action are they hoping to get from readers?
Can you determine from the ad what other views people might have on this subject? Explain.
Do you recognize any advertising techniques you've seen in other advertisements? Explain.

8. What attention-grabbing and/or persuasive words did the advertisers use?
s
Making an advertisement or commercial
The students will be making a picture or a drawing based on the topic or the
item chosen by him or her for the advertisement or commercial. Then, they will
try to make a message which will make the people to be convinced by it. So, the
product could be marketed outside in stores, supermarkets or grocery stores.
Directions:
1 Choose an excellent or good topic for your item or product.
2 Try to make the drawing or the picture related to the topic.
3 Give an explanation or more information about your picture or drawing.
4 Be highly creative when making your work and writing your message.