Scope of Work for Week 9 (Oct. 5-Oct. 8)

Wayne County High School Daily Lesson Plan

Teacher: Manning, Hardy,

Course:                English I, Acc. English I   

Date(s): Monday, Oct. 5- Friday, Oct. 8, 2015 (week 9)

 

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)

Nine weeks (unit test) review 

Eagle Challenge

(3-5 minutes)

 

Learning Tasks/Activities

 

Closure

 

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

Nine weeks (unit test review)/ Nine weeks test 1/3 blocks

Eagle Challenge

(3-5 minutes)

 

Learning Tasks/Activities

 

Closure

 

 

Wednesday

Nine weeks (unit test) 2/4 blocks

Focus of Lesson

 (Student-Friendly Objective)

 

Eagle Challenge

(3-5 minutes)

 

Learning Tasks/Activities

 

Closure

 

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

Introduction to Poetry

Eagle Challenge

(3-5 minutes)

Annotation of a poem

Learning Tasks/Activities

 

Closure

Reflect on "The Scarlet Ibis" test and Active and Passive voice

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Introduction to Poetry continues pp. 606 -613 in textbook

Eagle Challenge

(3-5 minutes)

 

Learning Tasks/Activities

Poetry Collection #1

Closure

 

IEP Accommodation (if applicable)

     

Remediation/Intervention  

     "The Scarlet Ibis" and "Active and Passive Voice"

Enrichment/Challenge for upper 25%

 

Assessment (pre and/or post)

     

Resources/Materials

 

       

                               

Additional Notes:

 

English I
Pages