Scope of Work for Week 11 (March 23 - March 27)

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Hardy, Walley

Course:                English I/English I Acc.

Date(s):  Monday, March 23 - Friday, March 27, 2015 Week 11

Mississippi Frameworks          

9.1.b The student will analyze figurative language (e.g., metaphor, simile, hyperbole, personification, oxymoron, idiom, etc.) in multiple texts to evaluate the effect on setting, tone, theme, and mood.

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

9.3.a.2 Drafting: Formulate introduction, body, and conclusion; Create paragraphs (minimally five paragraphs); Use various sentence structures; Use paraphrasing for reports and documented text

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.)

9.3.b The student will compose text in the narrative mode clearly relating an event, telling what happened within a time frame defined by the event.

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.)

9.2.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.)

9.4.c.1.i Parallel structure of sentences i) Using participial and infinitive phrases and adverb and adjective clauses as modifiers; noun clauses as subjects, direct and indirect objects, predicate nominatives, or objects of the preposition

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.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.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.          

                                     

 

Common Core   

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).

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 1.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

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. [OR] Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze 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.

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

Reading Informational Text 4. [for informational text] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specifc word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [OR] Reading Literature 4. [for literary text] 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).

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.

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

Writing 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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.

Writing 3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Reading Literature 4. [for literary text] 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). [OR] Reading Informational Text 4. [for informational text] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze 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. [OR] 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.

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. [OR] Reading Informational Text 10. [for informational text] By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing 2. Write informative/explanatory texts to examine and convey complex    

Common Core          

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject- Verb/Pronoun-Antecedent Agreement, Figurative Language, Introduction to Poetry

Eagle Challenge (3-5 minutes)

Copy down the "new" rules from the Elements of Language textbook.

Learning Tasks/Activities

Class work activity#1: Sw review and discuss "new" rules and complete an exercise.

Class work activity#2: Tw introduce students to poetry. Tw assign poetry portfolio to students.

Class work activity #3: Sw practice skills for Benchmark 3 and 4.

Text/Materials

Literature Book; All-in-One Workbook; Elements of Language

Closure

Students will brainstorm concerning their poetry portfolio.

Remediation (if needed)

Remediation for students who did not do well on "The Scarlet Ibis" Assessment

Enrichment

Sw draft a "love" poem.

Group Composition (if used)

Sw will choose 2 poems to present in their assigned groups of 4 members. (Preparation Day!) *Each student will have one of the following assignments within the group.

*Sw point out figurative language within the poem.

*Sw discuss the author's background.

*Sw explain the poem's meaning.

*Sw answer the reading check/literary analysis that goes with the poem and also discuss the imagery associated with the poem and whether it fits the poem's meaning: why or why not?

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Sw complete figurative language quiz in All-in-One workbook.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject-Verb/Pronoun-Antecedent Agreement, Figurative Language, Poetry Collections 1 and 2, Benchmark 3 and 4 skills review  of missed items.

Eagle Challenge (3-5 minutes)

Sw compose a five to seven sentence paragraph for the writing prompt: "Name five things that bug you," illustrating "correct" subject-verb/pronoun- antecedent agreement.

Learning Tasks/Activities

Class work activity #1: Sw read poems from poetry collection 1 and 2.

Class work activity #2: Sw present their 2 poems from poetry collection 1 and 2.

*Sw point out figurative language within the poem.

*Sw discuss the author's background.

*Sw explain the poem's meaning.

*Sw answer the reading check/literary analysis that goes with the poem and also discuss the imagery associated with the poem and whether it fits the poem's meaning: why or why not?

 

 

Text/Materials

Literature textbook

 

Closure

Homework: Sw continue drafting their poems.

Remediation (if needed)

Active and Passive Voice

Enrichment

Sw draft "nature" poem.

Group Composition (if used)

Sw informally meet with groups members to discuss their poems to present on tomorrow.

Assessment(s)-Pretests & Posttests

Formal and Informal

Homework Packet on ACT skills reinforcement

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject- Verb/Pronoun-Antecedent Agreement, Figurative Language, Poetry Collections 1 and 2 .

Eagle Challenge (3-5 minutes)

More Subject-Verb Agreement/ Pronoun-Antecedent practice from EOL workbook

Learning Tasks/Activities

Class work activity #1: Sw read poems from poetry collection 1 and 2.

Class work activity #2: Sw present their 2 poems from poetry collection 1 and 2.

*Sw point out figurative language within the poem.

*Sw discuss the author's background.

*Sw explain the poem's meaning.

*Sw answer the reading check/literary analysis that goes with the poem and also discuss the imagery associated with the poem and whether it fits the poem's meaning: why or why not?

Textbook/Materials

EOL workbook and Pearson Literature textbook

Closure

Sw write down the poem they liked most and least with an brief explanation from the poetry collections 1 and 2 for an Exit Slip.

Remediation (if needed)

Additional practice with benchmark skills

Enrichment

Sw draft " family" poem.

Group Composition (if used)

Sw informally meet with groups members to discuss their poems to present on tomorrow.

Assessment(s)-Pretests & Posttests

Formal and Informal

Homework Packet on ACT skills reinforcement

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject-verb/pronoun-antecedent agreement and Benchmark 3 and 4 skills review .

Eagle Challenge (3-5 minutes)

Textbook exercise practice for S-V/P-A agreement as a "pop quiz."

Learning Tasks/Activities

Class work activity: "Cooperative Learning"

Textbook/Materials

Literature book; Elements of Language Textbook

Closure

Tw address any questions about the Benchmark skills.

Remediation (if needed)

Subject-Verb agreement/Pronoun-antecedent agreement who scored low on the pop quiz.

Enrichment

 Sw continue to draft their poems.

Group Composition (if used)

 Sw compose Quiz, Quiz, Trade cards for test on Poetry Collections 1-4.

Class work activity: Sw practice skills and review them within their groups up 4 students maximum.

Assessment(s)-Pretests & Posttests

Formal and Informal

Grammar Pop Quiz

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Test on Poetry Collections 1-4.

 

Eagle Challenge (3-5 minutes)

Review skills for Poetry Test

Learning Tasks/Activities

Class work activity #1: Sw complete the Collections 1-4 Test

Class work activity #2: Sw proofread all their poems for poetry portfolio.

Textbook/Materials

Pearson textbook

Closure

Tw give students feedback on their poems.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal Poetry Collection 1-4 Test

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
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