Scope of Work for Week 2 (Aug 17-Aug 20)

Wayne County High School Daily Lesson Plan

Teacher: Manning, Hardy

Course:                English I/English I ACC

Date(s):  Aug. 17-21, 2015

 Standards—A White House Diary

  • Reading Informational Text 6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (Literary Analysis: Voice; Reading Skill: Author’s Purpose)
  • Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Writing: Journal Entry)
  • Speaking and Listening 5. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (Research and Technology: Multimedia Presentation Introduction)
  • Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Conventions: Pronouns)
  •  6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (Vocabulary: Word Study)

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Point-of-view

Eagle Challenge (3-5 minutes)

Paragraph writing – Hook: Describe a time when you have accomplished something that no one ever expected you to be able to do. Write your paragraph in first person point of view. Circle all the pronouns.

Learning Tasks/Activities (Mini-Lessons are recommended.)

Students will take notes on Point of View from Page 80, and will discuss cultural diversity among teenagers across the globe. Students will read “Checkouts” and “The Girl Who Can” and complete the Critical Thinking questions with each story with a partner and then discuss how the perspective changes with the cultural differences of the characters in the stories. Students will complete pages 32 and 33 in the All-in-one Workbook. They will also practice writing possessive nouns.

Text/Materials

Pearson Literature Book

Closure

What is the difference between an autobiography, biography, and memoir?

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

 

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

RI6; RI7

Autobiography

Eagle Challenge (3-5 minutes)

 Paragraph writing: If you were writing a book about yourself, what would the title be and why would you choose that title?

Learning Tasks/Activities (Mini-Lessons are recommended.)

Literary Analysis: Voice – students will take notes on Voice (page 101)

Reading Skill – students will take notes on Author’s Purpose

Discussion of both terms will be students led as they talk about whose voice they hear when they read and how they determine what the author’s purpose is for writing a story.

Vocabulary for the story “A White House Diary” will be discussed, and the Latin root –fin- will be added to the vocabulary study guide. (Page 102)

Students will then read “A White House Diary” after viewing video about President John F. Kennedy’s assassination through cross-curricular activities.

Text/Materials

Pearson Literature Book

Closure

What do you think would happen in America today if our President was suddenly killed?

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Re Test on Elements of a Short Story

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Autobiography; Voice; Author’s Purpose

Eagle Challenge (3-5 minutes)

Paragraph Writing: Students will write a short diary entry about a tragic or life-changing event in their life, making sure to use first person point of view.

Learning Tasks/Activities (Mini-Lessons are recommended.)

Students will discuss Voice and Author’s Purpose based on “A White House Diary” and then complete All-in-One Workbook Pages 36, 37, and 38. Students will also complete the Vocabulary Word Study at the bottom of page 111.

Students will discuss pronouns and complete page 122.

Textbook/Materials

Pearson Literature Book

Closure

     

Remediation (if needed)

     

Enrichment

 

Group Composition (if used)

Shoulder partner discussions/enrichment work

Assessment(s)-Pretests & Posttests

Formal and Informal

Students will complete an open book test on “A White HouseDiary”

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Autobiography; Voice; Author’s Purpose

Eagle Challenge (3-5 minutes)

Paragraph writing: How would you feel if you were beginning your ninth grade year at a school where no one else spoke English? What would you do?

Learning Tasks/Activities (Mini-Lessons are recommended.)

Students will discuss Voice and Author’s Purpose based on the story “My English” and will discuss the cultural differences in language. They will answer all questions related to the story and will brainstorm a list of well-known phrases or idioms that might be difficult for someone from another country to understand. They will then exchange idioms or phrases with other groups to see if they can determine the meaning of the expression. Students will complete workbook pages 40, 41, 42, and 43.

Textbook/Materials

Pearson Literature Book

Closure

 

Remediation (if needed)

     

Enrichment

Idiom Exchange

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

 

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Character Analysis; Author’s Purpose

Eagle Challenge (3-5 minutes)

Paragraph writing: When you daydream in class, what are you thinking about? Write a paragraph to describe where your thoughts take you when your brain wanders off track!

Learning Tasks/Activities (Mini-Lessons are recommended.)

Students will take notes on characters/characterization – round, flat, static, dynamic – and try to identify those character traits from other stories. They will take notes on author’s purpose and understand that a story written about daydreams would more than likely be for entertainment. Students will define vocabulary words from “The Secret Life of Walter Mitty” on page 126, and will discuss pronouns as listed on page 150. A “Pronoun Rap” of indefinite pronouns will be introduced.

Textbook/Materials

Pearson Lit Book; workbook

Closure

Thought bubbles…

Remediation (if needed)

     

Enrichment

Pronoun Rap

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
Pages