Scope of Work for Week 8 (Sept. 28-Oct. 2)

Wayne County High School Daily Lesson Plan

Teacher: Manning, Hardy,

Course:                English I, Acc. English I   

Date(s): Monday, Sept. 28- Friday, Oct. 2, 2015 

 

MS State Standards—“The Scarlet Ibis”

  • 9.3.e The student will research a topic comparing and/or contrasting information from a variety of sources to present findings.
    • 9.4.a.1 Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past])
    • 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.
    • 9.1.c The student will analyze word choice and diction, including formal and informal language, to determine the author's purpose.
    • 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.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.)
    • 9.3.a.5 Publishing: Proofread final text; Prepare final text (PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.)
    • 9.4.a.3 Pronoun-antecedent agreement
    • 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.
  •  

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

Dialogue, dialect, symbols, symbolism, allegory

Eagle Challenge

(3-5 minutes)

Anticipation guide for “The Scarlet Ibis” – Students will answer a series of questions to focus their attention on the upcoming story. They will respond to three items that they feel strongly about.

 

Learning Tasks/Activities

Students will discuss the meaning of dialogue, dialect, symbols, symbolism, and allegory as they pertain to this week’s story,

Students will define the above terms, focusing on symbolism. Students will write about an object that they feel symbolizes them – both internally and externally.

Students will watch a power point as an introduction to “The Scarlet Ibis” and to associate the word “scarlet” to every day life meanings.

Students and teacher will listen to the first few pages of the story, noting symbolism throughout.

Grammar: Students will review subjects and predicates from the Grammar workbook pages 33-43.

Closure

Students will draw symbols and reflect on the meaning and significance of the color red in “The Scarlet Ibis”.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

Symbols and symbolism

Eagle Challenge

(3-5 minutes)

Have you ever been mean to your brother or sister? (or friend if you don’t have a sibling) If so, explain the situation and how you felt about it.

Learning Tasks/Activities

Students will listen to “The Scarlet Ibis” and will stop and reflect as they write down symbols/symbolisms they hear of see during the reading.

Students will complete the page Literary Analysis: Symbolism and Allegory from the All-in-One Workbook. They will also complete the Vocabulary Builder from the same workbook.

Students will be introduced to Active/Passive voice and will learn to write in the active voice.

Closure

Students will draw an non-linguistic representation to summarize the story thus far.

 

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

Symbols and symbolism, dialogue and dialect

Eagle Challenge

(3-5 minutes)

Students will find five sentences written in passive voice in the text of “The Scarlet Ibis”. They will write the sentences on paper and then change the sentence to active voice.

Learning Tasks/Activities

Students will continue reading/listening to the story. When students finish the story, they will complete the Critical Thinking questions on Page 395, as well as the workbook page on symbolism and allegory. Students will also be given a packet on a “Mock Trial” to determine brother’s innocence or guilt. Students will write their responses and then role play on Thursday for a “jury” of their peers.

Closure

Do you think brother did enough to help Doodle?

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

Symbols and symbolism; dialogue and dialect

Eagle Challenge

(3-5 minutes)

Using active voice, write a seven sentence summary of “The Scarlet Ibis”.

Learning Tasks/Activities

Students will finish reading “The Scarlet Ibis”. They will then practice their roles for the “mock trial” and will perform the mock trial for the class, debating whether or not brother should be punished for the death of Doodle. Students will research their roles and will write opening and closing arguments for the side they are representing.

Closure

Quiz on active/passive voice; subjects and predicates

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Symbols and symbolism; dialogue and dialect

Eagle Challenge

(3-5 minutes)

Students will complete an essay question from today’s multiple choice test on “The Scarlet Ibis”

Learning Tasks/Activities

Students will take a test on “The Scarlet Ibis”. Students will then role play the “mock trial” of brother from “The Scarlet Ibis”. Students will serve as witnesses, prosecutor, defense attorney, and jurors. All students will play a role and a vote will be taken at the end of class.

Closure

If this were a real trial, how would you vote?

IEP Accommodation (if applicable)

     

Remediation/Intervention  

     

Enrichment/Challenge for upper 25%

MockMoo

Assessment (pre and/or post)

     

Resources/Materials

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Additional Notes:

 

English I
Pages