Scope of Work for Week 13 (Nov. 2-Nov. 6)

Wayne County High School Daily Lesson Plan

Teacher:              Manning, Hardy,

Course:                English I/English I Acc.

Date(s):  Monday, Nov. 2, 2015-Friday, Nov. 6, 2015

Mississippi Frameworks     

9.1.b The student will analyze figurative language (e.g., metaphor, simile, hyperbole, personification, oxymoron, idiom, etc.) in multiple texts to evaluate the effect on setting, tone, theme, and mood.

9.3.a.5 Publishing: Proofread final text; Prepare final text (PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.)

9.3.a.2 Drafting: Formulate introduction, body, and conclusion; Create paragraphs (minimally five paragraphs); Use various sentence structures; Use paraphrasing for reports and documented text

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.)

9.3.b The student will compose text in the narrative mode clearly relating an event, telling what happened within a time frame defined by the event.

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.)

9.2.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.)

9.4.c.1.i Parallel structure of sentences i) Using participial and infinitive phrases and adverb and adjective clauses as modifiers; noun clauses as subjects, direct and indirect objects, predicate nominatives, or objects of the preposition

9.1.c The student will analyze word choice and diction, including formal and informal language, to determine the author's purpose.

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.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.               

                                         

 

Common Core          

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Paraphrasing and Imagery in Poetry and Prose

Eagle Challenge (3-5 minutes)

Describe your room using spatial organization and imagery (Page 688)

Learning Tasks/Activities

Students will complete poetry projects, book reports, and will begin reviewing for Benchmark 7 and 8. Students will complete work on infinitives and infinitive phrases from the All-in-one-Workbook, Literature Textbook and Language Textbook. Students will also review appositive phrases

Text/Materials

Elements of Language and Pearson

Closure

Appositive Phrases--Page 154 Unit 4 Resources Book

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

Peer Edit for Student Poems

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Paraphrasing/Imagery in Poetry and Prose

Eagle Challenge (3-5 minutes)

Students will paraphrase a poem of the teacher's choice placed on the smartboard and will compare their paraphrase with fellow students.

Learning Tasks/Activities

Study guide for Benchmark 7/8 Test

Text/Materials

Elements of Language and Pearson

Pages 132 and 133 in Unit 4 Resource Book

Closure

Worksheet practice with appositive phrases.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Yes/No cards. Teacher will edit student poems.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Imagery and Paraphrasing of Poetry and Prose

Eagle Challenge (3-5 minutes)

Paraphrase Practice; Review of Study Guidefor major test on Thursday Unit 4 Poetry  through use of Quiz, Quiz, Trade, and Jeopardy

Learning Tasks/Activities

Literature: Poetry Collections 7 and 8

Activity: Analyze poem for Rhyme and Meter

 

Textbook/Materials

Elements of Language and Pearson

Unit 4 Resources Pages 150 and 151

Closure

Identify infinitive phrases

Remediation (if needed)

remediate prepositions/prepositional phrase/appositives/infinitives

Enrichment

     

Group Composition (if used)

Students will have a group discussion on the poems they liked most.

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Unit 4 Poetry

Eagle Challenge (3-5 minutes)

Complete Unit Test on Unit 4 Poetry

Learning Tasks/Activities

Complete Unit Test on Unit 4 Poetry

Textbook/Materials

Elements of Language and Pearson

Closure

Identify Infinitive phrases in Pearson textbook page 738.

Remediation (if needed)

Use of Figurative Language in Student Poems

Enrichment

 Introduction to Shakespeare

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Shakespeare's "The Tragedy of Romeo and Juliet"

 

Eagle Challenge (3-5 minutes)

Students will write a paragraph on whether or not they believe in love at first sight.

Learning Tasks/Activities

Students will complete Page ___________ in the All in Workbook for a grade.

Textbook/Materials

Students will be introducted to Shakespeare's Elizabethan England, will read the Shakespeare Stealer and complete a webquest.

Closure

What do you already know about Romeo and Juliet?

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

Student discussion with Critical Thinking Questions.

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

       

                               

 

 

English I
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