Scope of Work for Week 3 (Aug 24-Aug 28)

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Hardy,

Course:                English I – 9th grade

English I--ACC

Date(s):  Monday, Aug. 24 -Friday, Aug. 28, 2015

Mississippi Frameworks/      Common Core Standards—The Secret Life of Walter Mitty

  • 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.
  • 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 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • 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. 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 2. 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 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • 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).
  • 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.
  • Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • 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 10. 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.

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Character development; author’s purpose

Eagle Challenge (3-5 minutes)

Paragraph writing: How often do you daydream? What do you daydream about? How do your daydreams compare to your everyday life?

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

Discuss daydreams and the importance of using imagination to escape reality.

Focus on character development (Page125)—Round, flat, dynamic, static

Author’s purpose (Page 125)

Student will copy vocabulary words from the text on page 126 and will write sentences with the words for homework.

The teacher will introduce the character “Walter Mitty” and have students brainstorm what type of character he might be.

Students will read aloud the first two pages of “TSLofWM”

Students will complete Reading Warm-up A together and B for a grade

 

Text/Materials

Pearson Literature Textbook; quiz-quiz-trade cards

Closure

Students will name the two daydreams Mitty has had in the reading today.

Remediation (if needed)

     

Enrichment

Poster Project for Accelerated Students on a career choice “dream job”

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Closure cards for formative assessment

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

 

Character development; author’s purpose

Eagle Challenge (3-5 minutes)

Based on yesterday’s knowledge of round vs. flat and dynamic vs. static, describe your best friend and tell which kind of character that person would be and why.

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

Students will begin reading “The Secret Life of Walter Mitty. Once students complete the reading, the teacher will check for comprehension by asking the side-note questions on each page. Students will then answer the Critical Thinking questions on page 134 and the vocabulary questions on 135.

Text/Materials

Pearson Literature Textbook

Closure

List Mitty’s five daydreams

Remediation (if needed)

     

Enrichment

Poster Project for Accelerated Students on a career choice “dream job”

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Quiz grade on listing 5 daydreams

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

 

Character development; author’s purpose

Eagle Challenge (3-5 minutes)

Vocabulary Pic-a-pic game or Vocabulary snowballs; All-in-one Workbook Pages 179 and 180

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

Introduction of pronouns Page 150 (text book)

Indefinite pronoun wrap/song and charts. Students will be introduced to a “rap” to help learn the “Sing”-ular indefinite pronouns and mnemonic devices to remember the plural and sometimes plural/sometimes singular indefinite pronouns. Students will then conduct a scavenger hunt in the text of Walter Mitty to find as many indefinite pronouns as possible and to categorize them.

Students will work in groups to create a 6th daydream for Mitty and will brainstorm a scenario to draw Mitty into and out of this daydream. Scenarios must share the form and style of Thurber’s story.

Prefix/Suffix study on –able and –ive (Pages 126, 136)

Students will think-pair-share to generate a list of five more words with each suffix.

Textbook/Materials

Pearson Literature Textbook

Closure

Girls vs. boys challenge of indefinite pronoun rap.

Remediation (if needed)

     

Enrichment

See group work

Group Composition (if used)

Students will work in groups to create a 6th daydream for Mitty and will brainstorm a scenario to draw Mitty into and out of this daydream. Scenarios must share the form and style of Thurber’s story.

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

 

Character development; author’s purpose

Eagle Challenge (3-5 minutes)

 Paragraph writing – Was MItty mentally unstable or was he just daydreaming to escape his hum-drum life? Defend your answer and then highlight all pronouns in your paragraph.

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

Students will test on Walter Mitty (MC) and vocabulary.

Following the test, the students will complete pages 152 and 153 to apply reading skill, author’s purpose to a fiction and a nonfiction passage.

They will then write Vocabulary for “The Most Dangerous Game”

Textbook/Materials

Pearson Literature Textbook

Closure

Students will list as many singular indefinite pronouns as possible in a two minute period.

Remediation (if needed)

     

Enrichment

 Students will work in groups to create a 6th daydream for Mitty and will brainstorm a scenario to draw Mitty into and out of this daydream. Scenarios must share the form and style of Thurber’s story. Students will present their scenarios and will vote for the one most likely to be added into the story.

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Walter Mitty test, vocabulary quiz, Test Practice

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

 

Character development; author’s purpose

 

Eagle Challenge (3-5 minutes)

Students will be given a list of words from “The Most Dangerous Game” and will be asked to write a paragraph predicting what they think the story will be about based solely upon the given words.

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

Students will review new vocabulary from yesterday. The teacher will use the words in a sentence and then have the students write original sentences. The students will complete an anticipation guide to pique their curiosity for “The Most Dangerous Game” and will view a couple of “Movie Trailers” to add to the suspense.

Textbook/Materials

Pearson Literature Textbook

Closure

How do you feel about hunting?

Remediation (if needed)

 

Enrichment

ACC students will begin presenting their “Dream Job” posters

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
Pages