Lesson Plans Week 8--Scope of Work

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Walley, Hardy,

Course:                English I/English I Acc.

Date(s):  Monday, Sept. 29 - Friday, Oct. 3, 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)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama; Interpreting, summarizing, and paraphrasing Shakespeare

Eagle Challenge (3-5 minutes)

Quick write: In a five to seven sentence paragraph, students will predict what they think will happen in Act IV of Romeo and Juliet

Learning Tasks/Activities

Students  will be introduced to the Act 4 vocabulary. They will write the definitions, draw an illustration, and list synonyms and antonyms of each word. The literary analysis -- dramatic irony -- will be defined and discussed with students having the opportunity to share instances of dramatic irony in stories they have previously read. Students will also understand puns and comic relief used in Act IV to lighten the somber mood. Students will begin reading aloud in parts Act 4 and will continue to break down long passages to summarize the main ideas.

Text/Materials

Literature Book--Pages 892-910

Closure

Was the plan by Friar Lawrence well thought out? Why or why not?

Remediation (if needed)

Act 3 test/character chart

Enrichment

10 minutes of class time to work on projects

Group Composition (if used)

Reader's Theater for choral reading of R and J

Assessment(s)-Pretests & Posttests

Formal and Informal

Formative of part one of Act IV.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama; Interpreting, summarizing, and paraphrasing Shakespeare

Eagle Challenge (3-5 minutes)

Quick write: Write sentences with all six vocabulary words making sure to use context clues. Incorporate a participial phrase into at least 3 sentences.

Learning Tasks/Activities

 

Students will continue to read Act 4, stopping throughout to answer in their notes Reading Check, Literary Analysis, and Reading Skill questions. They will discuss how impulsiveness can lead to tragic results. Students will complete the reading of Act IV

Text/Materials

Literature Book, All-in-one Workbook, Handout

Closure

Page 251 and 252 in the All-in-one Workbook.

Remediation (if needed)

Act 3 remediation

Enrichment

10 minutes of class time to work on projects.

Group Composition (if used)

Students will be arranged in "families" -- Capulets, Montagues, and other characters; Reader's Theater for choral reading of R and J

 

Assessment(s)-Pretests & Posttests

Formal and Informal

none

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama; tragedy, motive, cause and effect

Eagle Challenge (3-5 minutes)

Page 253 in All-in-one Workbook -- Vocabulary quiz from Act IV; define Act V vocabulary words

Learning Tasks/Activities

Students will begin Act V -- the conclusion of Romeo and Juliet. Students will define tragedy and will begin to understand why the play is titled as a tragedy as opposed to a love story. They will also discuss the motives behind the main characters' actions, and will examine the cause-effect relationships between the two young lovers, their intermediaries, and their families.

Textbook/Materials

All-in-one Workbook; Literature Book

Closure

All-in-one Workbook page 255

Remediation (if needed)

     

Enrichment

10 minutes of class time to work on projects

Group Composition (if used)

Students will be arranged in "families" -- Capulets, Montagues, and other characters; Reader's Theater for choral reading of R and J

Assessment(s)-Pretests & Posttests

Formal and Informal

Study guide/open book test on Act IV and V

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama;  tragedy, motive, cause and effect

Eagle Challenge (3-5 minutes)

Page 255 in All-in-One Workbook

Learning Tasks/Activities

Complete the reading of Act 5. Review and discuss Act V and have students express their feelings over the outcome of the play. Students will be placed in groups to create a Act by Act timeline to display in the classroom that highlights the tragic hero's tragic flaw -- impulsiveness.

Textbook/Materials

Literature Book, All-in-One Workbook

Closure

Find someone who game to review for Friday's test on Acts IV and V.

Remediation (if needed)

     

Enrichment

  tragedy, motive, cause and effect

Group Composition (if used)

Reading in parts -- "Reader's Theater"

Assessment(s)-Pretests & Posttests

Formal and Informal

257 in All-in-One Workbook for Vocabulary Quiz

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Reading "The Tragedy of Romeo and Juliet"

Elements of Drama; Interpreting, summarizing, and paraphrasing Shakespeare

 

Eagle Challenge (3-5 minutes)

Students will reflect on "The Tragedy of Romeo and Juliet" and will write brainstorm on what Act VI might contain if Shakespeare had written it.

Learning Tasks/Activities

Students will test on Acts IV and IV

Textbook/Materials

Literature Book

Closure

Students will view the remained of Franco Zepherelli's 1968 version of "The Tragedy of Romeo and Juliet".

Remediation (if needed)

     

Enrichment

Students will view the remained of Franco Zepherelli's 1968 version of "The Tragedy of Romeo and Juliet".

Group Composition (if used)

R

Assessment(s)-Pretests & Posttests

Formal and Informal

Test on Acts IV and Acts V.

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
Pages