Scope of Work for Week #3 (January 19- January 22)

Wayne County High School Daily Lesson Plan

Teacher:    Manning, Hardy

Course:     English I/English I Acc.

Date(s):  Monday, Jan. 19, 2016- Friday, Friday, Jan. 22, 2016

Mississippi Frameworks      MS State Standards—“The Most Dangerous Game”

    9.4.a.1 Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past])

    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.

    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.)

    9.2.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.

    9.2.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.)

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

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

 

Common Core          

Monday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Inference and Conflict; Parts of Speech

Eagle Challenge (3-5 minutes)

Students will write about a time they faced a conflict in their life. They will determine of the conflict was internal or external and describe the conflict.

Learning Tasks/Activities

  • Students will complete a verbal anticipation guide for the story, “The Most Dangerous Game” and will define vocabulary words associated with the story. Students will begin reading the story, pausing to discuss and answer all side-note questions.

  • Grammar will include a packet on the parts of speech with today’s focus being a review of nouns and pronouns.

  • Paragraph writing will be emphasized daily during bellwork with a focus on topic sentence, subject-verb agreement, supporting details, concluding sentence.

Text/Materials

Literature Book, workbook

Closure

 Students will predict what will happen in the story tomorrow.    

Remediation (if needed)

     

Enrichment

 

Group Composition (if used)

Ability groups

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Tuesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Inference and Conflict in conjunction with "The Most Dangerous Game"

Eagle Challenge (3-5 minutes)

Quick write: Students will write about a time they have had a conflict with another person -- adult or friend. They will explain how the conflict was resolved. Students will identify all nouns and pronouns  in today's quick write paragraph.  

Learning Tasks/Activities

 

Text/Materials

All-in-one-Workbook

Literature Book

Closure

Exit slip: What is one question you have about "The Most Dangerous Game"?

Remediation (if needed)

Unit 1 Skills

Enrichment

     

Group Composition (if used)

ability groups

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Wednesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Inference and Conflict, as well as Irony

Eagle Challenge (3-5 minutes)

Students will write about an internal conflict they have had that involved morals/scruples in connection with "The Most Dangerous Game".

Learning Tasks/Activities

Students will "Think-Pair-Share" to answer literary analysis and reading skill questions during a second read of the text. In pairs, the students will complete pages 236 and 237 in the Literature Book.

  • Students will be introduced to Indefinite Pronouns and begin to learn the “Sing”-ular indefinite pronouns

  • Students will write sentences with vocabulary words

Textbook/Materials

All-in-One Workbook

Literature Book

Closure

All-in-one Workbook Page 76

Remediation (if needed)

     

Enrichment

Students will complete pronoun section of Parts of Speech Grammar Packet

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

 

Thursday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Conflict, Inference, Irony

Eagle Challenge (3-5 minutes)

Quick Write: Students will select three quotes from the story to support whether or not they believe Rainsford changed his opinion on whether animals have feelings when he found out how it felt to be the huntee instead of the hunter? Support your answer with details from the text.  

Learning Tasks/Activities

Students will complete the first read of “The Most Dangerous Game.” They will conduct a second read as they answer all side Literary Analysis/Reading Skill/Reading Check questions. They will also complete a study guide for the story for Tuesday’s test.

 
  • Students will be introduced to Adjectives and Adverbs from the Grammar Packet

  • Students will practice the indefinite pronoun rap

Textbook/Materials

Literature Text Book

Closure

Students will sketch a map of Ship Trap Island

Remediation (if needed)

 

Enrichment

 

Group Composition (if used)

Students will be ability grouped for this project

Assessment(s)-Pretests & Posttests

Formal and Informal

Students will be given and rubric for the map and will be graded by the rubric; they will also self-evaluate their group and themselves when  the project is complete.

Friday

 

Focus of Lesson

(Student-Friendly Objective)

Conflict, Inference, Irony

Eagle Challenge (3-5 minutes)

Quick write: Students will write about what it means to be emphathic based on the character Rainsford’s change of heart “epiphany” when he finally understood what it felt like to be the animal being hunted. Students will be able to identify adjectives within their paragraph.

Learning Tasks/Activities

Students will quickly define  the Reading Skill "INFERENCE" on page 211, with the teacher modeling how inferences can be made.

Students will review notes of the story and will complete the study guide in preparation for Tuesday's TMDG test. Students completed page 69 in the workbook on Conflict for a grade, and will complete page 71 Vocabulary page for homework. Students will work in groups to make a map of Ship Trap Island using recall, logic, and inference to place map details in the correct location. This cross-curricular activity incorporates geography skills with the use of a compass rose and knowledge of seas, oceans, and island layout and directions, as well as artistic ability. The project also tests students ability to work in a cohesive group.

Textbook/Materials

movie

Closure

 

Remediation (if needed)

     

Enrichment

Map-making; viewing the movie of "The Most Dangerous Game"

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Vocabulary Quiz

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)