Lesson Plans Week 5--Scope of Work

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Walley, Hardy,

Course:                English I/English I Acc.

Date(s):  Monday, Sept. 8 -Friday, Sept. 12, 2014

Mississippi Frameworks      MS Standards—“Romeo and Juliet”

•       9.2.e.2 The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning. Informational Texts: Exposition, argumentation (e.g., language, point of view, structure, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.)

•       9.2.a The student will apply understanding of text features (e.g., introduction, bibliography, prologue, charts, graphics, footnotes, preface, afterword, sidebars, etc.) to verify, support, or clarify meaning.

•       9.2.e.1 The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning. Literary Text and Literary Non-fiction: Poetry (e.g., structure, language, theme, setting, persona, conflict, dramatic irony, symbolism, allusion, figurative language, stylistic devices, imagery, language/word choice, etc.)

•       9.3.a.3 Revising: Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]; Add and delete information and details (for audience, for purpose, for unity, etc.); Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.); Use available resources (reference materials, technology, etc.)

•       9.2.d The student will analyze or evaluate texts to synthesize responses for summary, precis, explication, etc.

Common Core     —“Romeo and Juliet”

•       Reading Literature 10. [for literary text] By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range..

•       Language 4.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

•       Reading Literature 2. [for literary 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.

•       Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

•       Language 4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

•       Reading Literature 2. [for literary 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.

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Preparing to Read "The Tragedy of Romeo and Juliet"

Elements of Drama

Eagle Challenge (3-5 minutes)

Quick write: Students must answer the following questions in a five to seven sentence paragraph on Unit 5's Big Question:  Do our differences define us?

Learning Tasks/Activities

Students will take notes on the "Elements of Drama" based on page 778. Students will then look at the Big Question vocabulary in All-in-one Workbook (Pages 231, 232, 233) and discuss the meanings and how they apply to our lives today. Following this, students will build background for Shakespearean Theatre by reading Extended Study prior to beginning "The Tragedy of Romeo and Juliet". Reading skill of summarizing will be reinforced and the Literary Analysis Concept of Stage Directions and Dialogue will be discussed. Students and teacher will read "The Shakespear Stealer" and discuss the questions associated with the introductory play. Following the reading, students will complete pages 236  and 237 in the All-in-one Workbook. Page 236 will be completed for a grade.

Text/Materials

Literature Book--Pages 778-799

Closure

Exit slip -- Anticipation Guide for tomorrow's reading

Remediation (if needed)

Remediation on Pronouns

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Quiz on Elements of Drama -- Workbook Page 12

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama

Eagle Challenge (3-5 minutes)

Write down the following expressions and interpret their meaning:

1. "It's Greek to me"

2. "A plague on both your houses"

3. "Wear your heart on your sleeve"

4. "Green-eyed monster"

5. "Star-crossed lovers"  

Learning Tasks/Activities

Students will prepare to read Act I of "The Tragedy of Romeo and Juliet" by learning more about William Shakespeare (Pages 802-803) and phrases written by him that are now common expressions. Students will immerse themselves in the background for the play and discuss "Elizabethan Language". Prior to starting students will be given a character sheet of all major characters in the play to familiarize themselves with the names in the story. Students will be given two weeks to learn the characters and then be tested on them. Students will discuss yesterday's anticipation guide about "Romeo and Juliet" as they begin the prologue. Students will complete Pages 25 and 26 from Unit 5 Resources to help familiarize themselves with the story. We will read part of Act 1, discussing unfamiliar terms along the way. In their notebooks, students will answer all Reading Check, Literary Analysis, and Reading Skill questions along the way to clarify meaning.

Text/Materials

Literature Book, All-in-one Workbook, Handout

Closure

Five question comprehension quiz on today's reading based on how far we get.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

Students will be arranged in "families" -- Capulets, Montagues, and other characters

Assessment(s)-Pretests & Posttests

Formal and Informal

5 questions quiz on today's reading

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama

Eagle Challenge (3-5 minutes)

Write a five to seven sentence paragraph on the following topic: "Do you believe in love at first sight? Why or why not?"

Learning Tasks/Activities

Students will review characters and give two details about something they remember about that character. Students will also summarize verbally yesterday's reading and continue with Act I. Students will begin completing the "Open Book Test on Act I" as a study guide for Friday's quiz on "Act 1".

Textbook/Materials

All-in-one Workbook

Closure

     

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama

Eagle Challenge (3-5 minutes)

Write a five to seven sentence paragraph explaining how you feel about the following question: Are cell phones a necessity to today's teens? Why or why not

Learning Tasks/Activities

Students will review yesterday's reading, vocabulary, characters, and will summarize orally what they have learned thus far in Act 1. Students will continue reading aloud in character and answer all Reading Check, Reading skill, and Literary Analysis questions throughout Act 1. The teacher will monitor the students as they read and answer the questions and will help students interpret the difficult Elizabethan/English language differences as we complete Act. 1

Textbook/Materials

Literature Book, All-in-One Workbook (Pages 239, 240, 241)

Closure

Review Open Book Test Answers

Remediation (if needed)

     

Enrichment

 Manning's 1st and 2nd Blocks will complete Elizabethan England (Page 31) in Unit 5 Resource Book

Group Composition (if used)

Reading in parts -- "Reader's Theater"

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama

 

Eagle Challenge (3-5 minutes)

Students will self-edit and review paragraphs from the week. They will select their best writing to turn in for a weekly bellwork grade, allowing a peer to help edit before presentation to teacher. All paragraphs must have a topic sentence, concluding sentence, correct subject-verb agreement, correct pronoun antecedent agreement, and no more than 3 simple sentences.

Learning Tasks/Activities

Students will review  Act I and quiz on the Act. Following the quiz, students will review the character chart, what has happened so far, and make a prediction on what they think will happen in Act 2. Students will be introduced to the vocabulary words for Act 2 and will complete a "Pick a pic" vocabulary chart with the words.

Textbook/Materials

Literature Book

Closure

Write a sentence with each new vocabulary word.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

Reader's Theater-style grouping

Assessment(s)-Pretests & Posttests

Formal and Informal

Quiz on Act I

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
Pages