Scope of Work for Week 6 (Feb 9 - 13)

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Walley, Hardy,

Course:                English I/English I Acc.

Date(s):  Monday, Feb. 9 - Friday, Feb. 13, 2015

Mississippi Frameworks      MS State Standards—“The Most Dangerous Game”

•       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—“The Most Dangerous Game”

•       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)

Inference and Conflict in conjunction with "The Most Dangerous Game"

Eagle Challenge (3-5 minutes)

Quick write: Students will write about a time they have had a conflict with another person -- adult or friend. They will explain how the conflict was resolved. Students will circle all pronouns in today's quick write paragraph. As an added "hook", students will be shown a "trailer" of the story.

Learning Tasks/Activities

Students will quickly define  the Reading Skill "INFERENCE" on page 211, with the teacher modeling how inferences can be made.

Students will then copy and recite the vocabulary words on page 212 in preparation for today's reading. Discuss "The Chase" and then allow students to journal about how they felt during games of pursuit (hide and seek, paintball, tag, etc.)

Informally monitor comprehension while reading the first half of "The Most Dangerous Game"

The story will be broken down into two parts with students summarizing each part as they go along through Cornell Notetaking. Students will be asked to begin taking special note of locations on the island in preparation for a performance task at the end of the story.

Review indefinite pronouns.

"Rap-Off" in 1st block

Text/Materials

All-in-one-Workbook

Literature Book

Closure

Exit slip: What is one question you have about "The Most Dangerous Game"?

Remediation (if needed)

Benchmark I skills -- Possessive Nouns, Point of View, Performing a Task

Enrichment

Indefinite Pronoun Rap

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Inference and Conflict, as well as Irony

Eagle Challenge (3-5 minutes)

Students will compose a paragraph predicting the outcome of "The Most Dangerous Game" and will be required to use 3 of the 6 vocabulary words.

Learning Tasks/Activities

Complete the Reading of "The Most Dangerous Game"

Students will "Think-Pair-Share" to answer literary analysis and reading skill questions during a second read of the text. In pairs, the students will complete pages 236 and 237 in the Literature Book.

Students will review pronouns and will be introduced to Regular Verbs on page 254. Students will review indefinite pronouns for a test on Friday.

Text/Materials

All-in-One Workbook

Literature Book

Closure

All-in-one Workbook Page 76

Remediation (if needed)

     

Enrichment

Students will be given a study guide to complete to check comprehension of conflict within the story and to check ability to recognizes literary elements.

Group Composition (if used)

Students will be ability grouped to complete a map of "Ship-Trap Island"

Assessment(s)-Pretests & Posttests

Formal and Informal

Students will be given a rubric for the map and will be graded by the rubric; they will also self-evaluate their group and themselves with the project is complete.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Conflict, Inference, Irony

Eagle Challenge (3-5 minutes)

Quick Write: Do you believe Rainsford changed his opinion on whether or not animals have feelings when he found out how it felt to be the huntee instead of the hunter? Support your answer with details from the text.

Learning Tasks/Activities

Students will test on "The Most Dangerous Game". After the test, students will work in groups to make a map of "Ship Trap Island". Maps will be displayed around the room and will be used as a formal assessment.

Textbook/Materials

Literature Text Book

Closure

Presentation of maps by each group

Remediation (if needed)

     

Enrichment

Students will work in groups to complete a map of "Ship Trap Island"

Group Composition (if used)

Students will be ability grouped for this project

Assessment(s)-Pretests & Posttests

Formal and Informal

Students will be given and rubric for the map and will be graded by the rubric; they will also self-evaluate their group and themselves with the project is complete.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Conflict, Inference, Irony

Eagle Challenge (3-5 minutes)

Quick write: How could conflict occur in a relation that begins with love at first sight?

Learning Tasks/Activities

Students will complete their maps of Ship Trap Island and will present them to the class. Time permitting, students will view the movie "The Most Dangerous Game" and  using a Venn Diagram will compare and contrast the movie with the short story.

Textbook/Materials

movie

Closure

What is your most treasured possession and why?

Remediation (if needed)

     

Enrichment

 Map-making; viewing the movie of "The Most Dangerous Game"

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

NO SCHOOL!!! Winter Break.

 

Eagle Challenge (3-5 minutes)

     

Learning Tasks/Activities

     

Textbook/Materials

     

Closure

     

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