Al Maaref Private School Weekly Lesson Plan

AMPS Definition of Learning: The environment is conducive to learning, the students are active self-directed and collaborative learners, the teachers are effective
facilitators, and the instructional leaders are supportive mentors.

Teacher Names: Weekly Lesson (Total Time for Each Unit Title: Take Unit Number: 2
Ogechi Elekwa Dates: 23/01/23 Daily Lesson) Control
24/01/23 45 Minutes
26/01/23
27/01/23

Priority/ W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
Power/Focus descriptive details, and well-structured event sequence.
Curriculum
Standards R.L.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
Integrated W.7.2.c Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
Standards the selection, organization, and analysis of relevant content.

Multidisciplinar Journalism and Public Speaking

y Skills/
Practices
Sessions Session 1 Session 2 Session 3 Session 4 Session 5 Session 6

Writing Literacy W.1 OR W.2 OR W.3 W.1 OR W.2 OR W.3 Language Standard/ Vocabulary AND Vocabulary AND Guided Reading/ Raz-Kids/
Writing Skills Writing Skills
Focus Area& Grammar Writing Reading Literature Reading Literature CAFE Reading Stations/
Vocabulary development
Reading Literacy Writing Anchor Text Application Lesson Comprehension Skill Comprehension Library Period
Focus Area Writing Anchor Text (Same as Grammar Skill
 Lesson Taught
Writing Process: Planning
/ Brain storming Writing Process: During Previous
Drafting Reading Week)
Writing Anchor Text
Writing Process:
Revising for Word
Choice

Success Standard Code: Standard Code: Standard Code: Standard Code: Standard Code:
W.7.3.b, W.7.2.c W.7.3.d Success Criterion: R.L.7.2 R.L.7.2
Criteria
Success Criterion: Success Criterion: Success Criterion: Success Criterion:
(Measurable I
 I can use dialogue,  I can use precise WRITING  I can recognize the  I can recognize
Can statement
pacing, description and descriptive ASSESSMENT theme and central the theme and
that is
to develop events words and sensory idea of a text. central idea of a
displayed in
and characters. details to capture text.
the classroom)
 I can use the action and
appropriate convey
transitions to clarify experiences and
the relationships events
among ideas and
concepts and
create cohesion.

Formative/
Summative _ Teacher Feedback _ Teacher Feedback _ Teacher Feedback _ Teacher Feedback _ Teacher

Assessments _ Peer Feedback _ Peer Feedback _ Peer Feedback _ Peer Feedback Feedback
_ Self Feedback _ Self Feedback _ Self Feedback _ Self Feedback _ Peer Feedback
_ Self Feedback
Key Vocabulary Dialogue Precise Main idea/ Central Theme
Pacing Show not tell idea
Narrative Sensory details or Theme
Sensory language
Resources
PPT, Worksheets
HMH. PPT , Vocabulary Organizer, Anchor Chart, Worksheets and Videos
and Videos
Pre-Requisites Writing Process https://youtu.be/ https:// file:///C:/Users/
Elements of a narrative dVMcrchUpts www.commonlit.org hp/Downloads/
essay. /en/students/ theme-worksheet
Structure of an essay. student_lessons/ %201.pdf
13489203

Starter Do Now:
Share Writing Rubric Performance Rubric Performance Rubric Vocabulary PPT
for the Week Check In Check In Development
Students define
academic vocabulary
in their notebooks
Using dictionary.
Gradual Release I DO: I DO: I DO: I DO: I DO:
Lesson Writing Mentor Text: Writing Mentor Text: Writing Mentor Writing Mentor Excerpts to work
Procedures  Student Models Show, Don’t Tell Text: Text: with on Theme of a
from Worksheets "BIRDS THAT FLOCK text.
https:// TO FIRE"
k12.thoughtfullearning. Guiding Question Guiding Question (Commonlit.org) Guiding Question
Keep in Mind: com/resources/ *Aligned to SC: *Aligned to SC: *Aligned to SC:
Guiding studentmodels 1. Students are to Guiding Question Questions are
Questions are  Things to read and compare *Aligned to SC: attached to the
higher-order remember when the sentences that When students excerpts.
critical thinking writing a narrative ‘tell’ us how the Graphic Organizer encounter the icon
& challenging essay. character feels that will be in the text, they are What is the theme
questions that with the Modeled: to click it to answer being discussed in
are directly Guiding Question descriptions that the question(s). the text ?
aligned with the *Aligned to SC: ‘show’ us how the
success criteria. 1. Can you identify character feels. We Do: Graphic Organizer
the structure of a 2. Answer the Think Pair Share: that will be
Collaborative narrative essay questions that Modeled: Rubric/Graphic
Learning Groups from the mentor follow each Main ideas organizer Organizer that will
are expected to text? description. be Modeled:
take place We Do: Theme organizer
within daily Graphic Organizer that Graphic Organizer Think Pair Share:
sessions. During will be Modeled: that will be Modeled: Complete the
covid https:// file:///C:/Users/hp/ You Do graphic organizer of
restrictions, www.pinterest.com/ Downloads/ Together/Alone: the main ideas from
students are pin/ Showdonttellbuilding Application of the text.
expected to 179369997640267216/ qualitycharacterdescri Writing Skill and/ or You Do
collaborate We Do: ptions-1.pdf Grammar Skill You Do Together/Alone:
through Think Pair Share: Taught During Together/Alone: Revision on Theme
breakout rooms Using the things to Previous Reading main-idea-3.pdf
or Channels on remember when We Do: Week
MS Teams. writing a narrative Think Pair Share:
essay checklist, go We discuss the show Revising for Word
through a peer’s and tell graphic Choice
narrative essay written organizer and
last week Friday and brainstorm on
make the necessary concrete words to use
adjustments. as well as sensory
details.
You Do
Together/Alone: You Do
Application of Writing Together/Alone:
Skill Taught Application of Writing
Skill Taught
Brainstorming/ Drafting
Planning/Pre-Writing Using the knowledge
Rewrite your chosen learnt so far, make
prompt applying the some adjustments to
necessary corrections. your narrative essay
written last week
 Friday.

Differentiated Extend/ Challenge: Extend/ Challenge: Extend/ Challenge: Extend/ Challenge: Extend/ Challenge:
Small Group/ Do a revision on basic Using the knowledge main-idea Revision on Theme
Whole Group rules for writing learnt so far, make practice.pdf
Instruction dialogues in a story. some adjustments to Develop: Develop:
your narrative essay Develop: Revision on Theme
Develop: written last week main-idea-3.pdf
Apply these basic Friday. Reinforce: Reinforce:
dialogue rules and Reinforce: Revision on Theme
make the necessary Develop: main-idea-3.pdf
adjustments to our Now write a fresh
essay written last week response to your
Friday. chosen writing
prompt.
Reinforce:
 Find synonyms for Reinforce:
said in our dialogue Peer to peer review of
writing. the final draft.
 Students show
prior knowledge of
transitions by giving
examples under the
 following
categories:
Giving examples,
adding information,
showing a contrast,
making a
comparison,
showing a time
sequence, and
showing a cause
and effect.
Cross-curricular Public Speaking Journalism Science Moral Education
Connections
National N/A N/A N/A Moral Education
Agenda/ UAE
Connection
SOD Sharing the vocabulary Sharing the vocabulary Allow typing of
Accommodations beforehand beforehand responses instead
of writing with pen
in a copy book.

SOD Allow typing of Allow typing of Allow typing of

Modifications responses instead of responses instead of responses instead
writing with pen in a writing with pen in a of writing with pen
copy book. copy book. in a copy book.
Re-visit Success Re-visit Success Criteria Re-visit Success Re-visit Success
Criteria/ Exit Criteria Criteria
Ticket/
Homework/
Assessment
Updated: 9/9/22