Curriculum and Planning Samples

Below is a scope and sequence sample created for a 10th grade PreAP nine week unit. The larger scope and sequence was created during the 2019-2020 academic year for Katy Independent School District.

Website Scope and Sequence.docx

English II Lesson Plan (Common Core Standards)

Measurable Learning Goal(s) 

Aligned to Common Core standards

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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 refined by specific details; provide an objective summary of the text.

Since ELAR skills are often cyclical and rarely independent, this lesson cycle addresses three learning standards using selected stanzas from Li Young-Lee’s poem “Persimmons” and provides  students opportunities to show mastery of all three standards. An online learning platform called Nearpod will be used for this lesson, which allows it to be conducted synchronously or asynchronously. When used synchronously, as it will be in this lesson, Nearpod allows students low stakes opportunities to fully and confidently participate in class. Additionally, it allows instructors to immediately identify which students are fully engaged and which are not based on submitted responses, as well as providing teachers with easy and frequent checks for understanding. 

Warm-Up / Engagement 

Sequence of Activities or Learning Experiences

Scaffolding and Differentiation

This lesson is scaffolded by providing students with necessary background knowledge (Lee’s biographical information and a photograph of persimmons), defining content vocabulary, and chunking the learning into steps. The questions I will ask and the written model I will provide students also serve as scaffolding.


To differentiate, if the content is too difficult, I will provide a second model response after students submit their final responses:

If students move through the lesson quickly, revealing the content is too easy, I will challenge students by asking them to identify and analyze figurative language devices related to the speaker’s identity.  

If this were a full lesson cycle, I would use breakout rooms (virtually) or small groups of 3-4 students (in person) and ask students to work together to brainstorm responses to the above Nearpod questions. These groups would be leveled, so that I am able to spend time with students who are not achieving the learning standard. 


The formal check for understanding and student mastery assessment will be student responses to the following Nearpod question:


Below is the accompanying Nearpod for the above lesson