Scope of Work for Week 7 (Feb 17 - Feb 20)

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Hardy, Havard, Walker

Course:                English I/English I Acc.

Date(s):  Monday, Feb. 17, 2015-Friday, Feb. 20, 2015 Week 7

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)

Professional Development Day/President's Day

Eagle Challenge (3-5 minutes)

     

Learning Tasks/Activities

     

Text/Materials

     

Closure

     

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

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

Eagle Challenge (3-5 minutes)

Have student try to write a paragraph without any verbs, then exchange paper with partner to have the partner add verbs.

Learning Tasks/Activities

Review Homework from All-in-one-Workbook

Introduce Convention Skills: Regular Verbs (present/present participle; past/past-participle) Practice Page 254 A -- Whole Class; B - Individual.

Continue with Map Project if necessary.

Text/Materials

All-in-one-Workbook

Literature Book

Closure

Review Study Guide for TMDG

Remediation (if needed)

Walter Mitty, Benchmark 2 Skills

Enrichment

Continue with map-making project

Group Composition (if used)

Ability group

Assessment(s)-Pretests & Posttests

Formal and Informal

Alternate Assessment with group project

 

 

 

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Inference and Conflict, as well as Irony based on new reading selections read in tandem -- The Gift of the Magi and The Interlopers

Eagle Challenge (3-5 minutes)

Why is your most valuable possession? Could you sacrifice that possession for someone you love? Explain why or why not.

Learning Tasks/Activities

Complete the Reading of "The Gift of the Magi"

Students will "Think-Pair-Share" to answer literary analysis and reading skill questions during a second read of the text.

Textbook/Materials

All-in-One Workbook

Literature Book

Closure

Grammar Lesson on Verb Tenses

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

Paired reading

Assessment(s)-Pretests & Posttests

Formal and Informal

Summative Assessment on "The Most Dangerous Game"

Thumbs up-thumbs down quiz on inference, conflict, and irony.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

 Conflict, Inference, and Irony

Eagle Challenge (3-5 minutes)

Why do you think Jim and Della willingly sacrificed their most precious possession? Why was this sacrifice ironic?

Learning Tasks/Activities

Students will read aloud "The Interlopers" and will discuss vocabulary from "The Interlopers " and "The Gift of the Magi". Once the story is read, students will discuss the irony and surprise ending (Twist) in both stories.

Textbook/Materials

Literature Text Book

Closure

On an exit slip, students will explain the difference in coincidence and irony.

Remediation (if needed)

     

Enrichment

 Students will write down one example of irony from something they watch on tv, read on the internet, or see in a cartoon tonight for homework.

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Students will create their own example of either verbal irony by drawing a cartoon or situational irony by writing a short skit.

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Conflict, Inference, Irony

 

Eagle Challenge (3-5 minutes)

Quiz on Verb Tenses

Learning Tasks/Activities

Classes having a class average on The Most Dangerous Game test of and 85 or above for Accelerated, and a 75 or above regular, with get to view the movie of The Most Dangerous Game. Students will use a Venn Diagram to compare and contrast the book and movie. Time permitting, students will write a 3 paragraph essay using notes from their Venn Diagram to compare/contrast the two works.

Textbook/Materials

Literature Book

Closure

Movie Trailer for "The Necklace"

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Informal -- view students' Venn Diagrams to check for complete understanding of compare and contrast.

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
Pages