Scope of Work for Week 14 (April 13 - April 17)

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Hardy, Walley

Course:                English I/English I Acc.

Date(s):  Monday, April 13 - Friday, April 17, 2015

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 make a prediction what they think will happen at the Capulet party.

Learning Tasks/Activities

Students will read and complete Act 1 and prepare for the test by completing a vocabulary worksheet and a paraphrasing, summarizing activity. They will also identify stage directions, scenes, props, etc. as parts of a drama. They will be introduced to the Act 2 vocabulary. They will write the definitions, draw an illustration, and list synonyms and antonyms of each word. Students will also review character chart by drawing a character's name from a jar and finding the correct person for whom the description fits. Students will learn about "Blank Verse" and will continue with summarize skills. Students will begin reading aloud Act 2.

Text/Materials

Literature Book--Pages 832-858

Closure

Exit slip -- Page 47 in the All-in-One Workbook

Remediation (if needed)

None today

Enrichment

Elizabethan England for 1st and 2nd blocks (Manning)

Group Composition (if used)

Reader's Theater for choral reading of R and J

Assessment(s)-Pretests & Posttests

Formal and Informal

Act I vocabulary for daily grade

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)

BOYS: Re-read Romeo's soliloquy on Page 837 and 838. Re-write the soliloquy in today's teenage language using words that you might say.

GIRLS: Re-read Juliet's soliloquy on Pages 838 and 839. Re-write that soliloquy as if your were writing to your best friend about what happened at the Capulet's party "last night".

Learning Tasks/Activities

 

Students will continue to read Act II, stopping throughout to answer in their notes Reading Check, Literary Analysis, and Reading Skill questions. Students will discuss how quickly the two have fallen in love and how different their first words exchanged are from today's teens. They will relate the content to their own lives and relationships.

Text/Materials

Literature Book, All-in-one Workbook, Handout

Closure

Five question comprehension quiz on today's reading based on how far we get.

Remediation (if needed)

Act 1 remediation

Enrichment

     

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

Quiz on Act 1

Wednesday

 

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)

Write a five to seven sentence paragraph on the characteristics you believe will make the ideal mate for you.

Learning Tasks/Activities

Students will continue to read Act II, stopping throughout to answer in their notes Reading Check, Literary Analysis, and Reading Skill questions. Students will discuss how quickly the two have fallen in love and how different their first words exchanged are from today's teens. They will relate the content to their own lives and relationships. All-in-One Workbook Page 244. We will also review vocabulary words, time permitting.

Textbook/Materials

All-in-one Workbook; Literature Book

Closure

What is one questions you have about Romeo and Juliet so far?

Remediation (if needed)

     

Enrichment

     

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

Thursday

 

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)

Write sentences with context clues for this week's vocabulary words.

Learning Tasks/Activities

Complete the reading of Act 2. Students will complete the Open-Book Study Guide to prepare for Friday's Quiz on Act 2. Students will work with "shoulder partners" to complete the guide as well as the end of act questions on Critical Thinking (Page 858).

Textbook/Materials

Literature Book, All-in-One Workbook

Closure

Review Open Book Test Answers

Remediation (if needed)

     

Enrichment

      

Group Composition (if used)

Reading in parts -- "Reader's Theater"

Assessment(s)-Pretests & Posttests

Formal and Informal

Page 245 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 self-edit and review paragraphs from the week. They will select their best writing to turn in for a weekly bellwork grade, allowing a peer to help edit before presentation to teacher. All paragraphs must have a topic sentence, concluding sentence, correct subject-verb agreement, correct pronoun antecedent agreement, and no more than 3 simple sentences.

Learning Tasks/Activities

Students will review  Act 2 and quiz on the Act. Following the quiz, students will review the character chart, what has happened so far, and make a prediction on what they think will happen in Act 3. Students will be introduced to the vocabulary words for Act 3 and will complete a "Pick a pic" vocabulary chart with the words.

Textbook/Materials

Literature Book

Closure

Write a sentence with each new vocabulary word.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

Reader's Theater-style grouping

Assessment(s)-Pretests & Posttests

Formal and Informal

Quiz on Act 2

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
Pages