Scope of Work for Week 4 (Jan 26 - Jan 30)

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Walley, Hardy,

Course:                English I/English I Acc.

Date(s):  Monday, Jan. 26 - Friday, Jan. 30, 2014

Mississippi Frameworks      MS State Standards—“Checkouts" and "The Girl Who Can" and "A White House Diary"

•       9.4.a.1 Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past])

•       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.c The student will make inferences based on textual evidence of details, organization, and language to predict, draw conclusions, or determine author's purpose.

•       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: Short stories, novels, biographies, autobiographies, narrative essays (e.g., character, setting, plot, conflict, theme, mood, tone, point of view, allusion, figurative language, stylistic devices, dramatic irony, symbolism, imagery, language/word choice, foreshadowing, flashback, 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.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.)

•       9.1.c The student will analyze word choice and diction, including formal and informal language, to determine the author's purpose.

•       9.3.a.5 Publishing: Proofread final text; Prepare final text (PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.)

 

Common Core     Common Core Standards—

•       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 5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

•       Writing 9.a. Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

•       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.

•       Writing 9.b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").

•       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.

•       Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

•       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 5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

•       Writing 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

•       Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

•       Reading Literature 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

•       Reading Literature 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

•       Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

•       Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Point of View; Possessive Nouns, Pronouns

Eagle Challenge (3-5 minutes)

Bellwork: Paragraph Writing

Students will write a paragraph on any topic from First Person Point of View. They will be required to use at least three possessive nouns and be able to identify pronouns.

Learning Tasks/Activities

Introduce Reading Skill: Point of View

Students will discuss First Person Point of View and Third Person Point of View -- ominiscient and limited -- prior to reading two short non-fiction stories entitled "Checkouts" and "The Girl who Can"

Students will be in groups and will read-aloud in their groups and discuss both selections.

Students will have the opportunity to share out personal experiences as they identify whose point of view the stories are told from.

Students will begin reviewing vocabulary units 1 and 2 for a major test on Friday.

Students will also begin reviewing for Benchmark I on Thursday.

 

Text/Materials

Page 211 -- Prentice-Hall Literature Book

All-in-One Workbook

Vocabulary Packets

Closure

Students will jot down, from memory, the meaning of five random vocabulary words as part of their review for Friday until all 20 are covered.

Remediation (if needed)

Remediate skills from "The Cask" and Short Story Elements

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Thumbs up-thumbs down quick pre-assessment of point-of-view

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Point of View; Possessive Nouns, Pronouns

Eagle Challenge (3-5 minutes)

Bellwork: Paragraph Writing

Students will write a paragraph from third person point of view and will be able to identify all pronouns within the paragraph.

Learning Tasks/Activities

Students will answer Literary Analysis and Critical Thinking Questions for the stories from Monday within their groups. They will also begin working on the study guide for Benchmark I to be given Thursday.

Students will complete accompanying workbook pages for "Checkouts" and "The Girl Who Can" for daily work grades

Text/Materials

All-in-one-Workbook

Literature Book

Closure

Students will jot down, from memory, the meaning of five random vocabulary words as part of their review for Friday until all 20 are covered.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

Reading groups

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Point of View; Possessive Nouns, Pronouns

Eagle Challenge (3-5 minutes)

To hook the students, they will be asked to write a quick "diary" entry of one of their most memorable activities.

Learning Tasks/Activities

Students will discuss autobiographical writing in anticipation of reading "A White House Diary". Students will view Youtube videos from the day President John F. Kennedy was shot.

Students will listen to Lady Bird Johnson's retelling of her diary entry, and then students will "Think-Pair-Share" to answer literary analysis and reading skill questions during a second read of the text

Students will participate in "Quiz-Quiz-Trade" to review for Benchmark Test on Thursday.

Textbook/Materials

 

 All-in-One Workbook

Literature Book

Closure

Students will jot down, from memory, the meaning of five random vocabulary words as part of their review for Friday until all 20 are covered.

Remediation (if needed)

     

Enrichment

Think-Pair-Share

Group Composition (if used)

Ability groups for paired reading

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Point of View; Possessive Nouns, Pronouns

Eagle Challenge (3-5 minutes)

Bellwork: Paragraph writing

Students will reflect on yesterday's reading of "A White House Diary" and will write a first person account of their thoughts on the assassination.  

Learning Tasks/Activities

Students will complete Benchmark I Test

Students will review Unit 1 and 2 Vocabulary

Students will be introduced to Character and Characterizing prior to beginning the story "The Secret Life of Walter Mitty"

Textbook/Materials

Literature Text Book

Closure

Students will jot down, from memory, the meaning of five random vocabulary words as part of their review for Friday until all 20 are covered.

Remediation (if needed)

     

Enrichment

      

Group Composition (if used)

No groups

Assessment(s)-Pretests & Posttests

Formal and Informal

Summative Assessment -- Benchmark I

Formative Assessment -- Characters/Characterization

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Characters, Characterization

 

Eagle Challenge (3-5 minutes)

Bellwork: Paragraph writing

Students will be given the following prompt: "When you imagine your life in the future, what do you see?"

Learning Tasks/Activities

Students will talk about direct and indirect characterization as well as round, flat, dynamic, and static characters as they prepare to Read "The Secret Life of Walter Mitty"

Students will be able to identify Mitty's daydreams and relate their life to his through whole group discussion on the benefits of daydreaming.

Students will answer Literary Analysis and Critical Thinking questions and will cite evidence from the text to support their answers.

Textbook/Materials

Literature Book

All-in-One Workbook

Closure

Students will be able to jot down Mitty's five daydreams.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
Pages