Literacy

Support Lesson Plan

Overarching Goals
Content area objec5ves CCSS.RL.9-10.2 Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it emerges
and is shaped and rened by specic details; provide an objec5ve summary
of the text.
CCSS.RL.9-10.4 Determine the meaning of words and phrases as they are
used in the text, including gura5ve and connota5ve meanings; analyze the
cumula5ve impact of specic word choices on meaning and tone.
CCSS.W.9-10.5 Develop and strengthen wri5ng as needed by planning,
revising, edi5ng, rewri5ng, or trying a new approach, focusing on addressing
what is most signicant for a specic purpose and audience.
CCSS.W.9-10.6 Use technology, including the internet, to produce, publish,
and update individual or shared wri5ng products, taking advantage of
technologys capacity to link other informa5on and to display informa5on
exibly and dynamically.
Essen5al ques5ons

Can grammar instruc5on be completely student driven through high

amounts of wri5ng and edi5ng?

Students will know

How to navigate the crea5on of a website through Weebly.

How to beWer incorporate found vocabulary into their own wri5ng.

Students will be able to self-edit through the correc5on of specic grammar mistakes found in their
own wri5ng.
reect on their own wri5ng and reading through a blog-like forma5ve
assessment.
summarize a novel or piece of nonc5on read succinctly, incorpora5ng
elements of rhetorical analysis into their summaries.
Overview of lesson
Each ELA student will create a Weebly website of their very own! This sits will act as a por[olio
completely decked out with pages providing areas for a personal statement (including personal
passions, academic interests, etc.), reader responses, vocabulary words, grammar and spelling rules,
and student wri5ng. This site will not only allow students to create an unmisplaceable reference for
themselves, it will act as a forma5ve assessment of students achievement and progress across and
en5re school year. Students will regularly add the following to the website:
Reader responses for each choice or pleasure reading book they read.
Book reviews for each book read as a whole class.
Vocabulary words found in both texts read in class and choice reading books.
Grammar and spelling mistakes from their own wri5ng.
Correc5ons of said grammar and spelling mistakes (along with an online grammar resource for other
students access).
Each essay or public piece of wri5ng.
The Weebly shows not only teachers the progress that students have made over the course of the
school year, it also gives the students an idea of the progress they have made. Students will be able to
share resources through their sites and easily access their classmates wri5ng for edi5ng and cri5quing
processes.

Literacy Support Lesson Plan

Step by step process of comple8ng lesson
What will students do?

What scaolding is in place to help them complete

this step?

Create Weebly accounts, star5ng with the wri5ng

of an About Me page.

Being that the construc5on of this website would

occur near the beginning of the year, the freelly
wriWen rst drae of an about me would only be
appropriate. By connec5ng my computer to the
class projector, I will walk each of the students
through the process of signing up for and crea5ng
a Weebly simultaneously. A wriWen list of
direc5ons for students to follow will be provided
as well. The process of crea5ng and naming a new
page on a Weebly site will be modeled as well
(this includes adding text boxes, images, 5tle
boxes, etc.).
Students will create a second drae of their About
Me on their very own weebly site on its very own
very rst page!

Create pages for grammar and spelling rules,

reader responses, vocabulary words, and their
own wri5ng.

The crea5on of these pages will also be modeled

for students. Through the use of classroom
technology, students will be able to follow along
step by step.

Add vocabulary words, their deni5ons, and

sentences containing them (the words, not the
deni5ons) to their vocabulary pages; add
grammar and spelling mistakes/solu5ons to their
corresponding page.

Before each whole class text is read (novels, short

stories, ar5cles, etc.) a list of vocablary words
from that text will be provided. Exemplars of
vocabulary entries will be provided on the
vocabulary page of the teachers ELA Por[olio.
If needed, the process of adding text boxes and
images to pages can be modeled once more.
The process of inves5ga5ng grammar rules via
google search will be modeled. Exemplars of
appropriate grammar and spelling rule entries will
be provided through the grammar and spelling
page of the teachers ELA por[olio. Students will
include links to online resources that can aid in
the understand of gramma5cal rules. These links
can be accessed by all students, hopefully causing
the students teaching of each other.

Literacy Support Lesson Plan

Write a reader response to a choice book they
have read.

Approximately six weeks into the year (students

will be expected to read six choice books a year;
six weeks is the mathema5cally expected point at
which at least one book will have been read),
students will be instructed to write a reader
response to a choice book. Exemplars and non
examples of reader responses will be provided on
the reader responses page of the teachers ELA
por[olio. Before wri5ng, students will perform
oral responses to the books they have read, in
order to begin organizing their thoughts.
Students will peer edit classmates reader
responses before they are published.

Upload samples of their own wri5ng.

The process of uploading a Google doc to an ELA

por[olio will be modeled, step by step.

Repeat.

Through repe55on, the use and applica5on of a

Weebly-based ELA por[olio will become easier.
The por[olio will grow across the en5re year.