Scope of Work for Week #4 (January 25- January 29)

Wayne County High School Daily Lesson Plan

Teacher:    Manning, Hardy

Course:     English I/English I Acc.

Date(s):  Monday, Jan. 25, 2016- Friday, Friday, Jan. 29, 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.

  • MDG: Enrichment: Students will watch the movie and then compare the movie to the short story.

Text/Materials

Literature Book, workbook

Closure

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)

Nonfiction Read: "The Titanic"

Eagle Challenge (3-5 minutes)

Quick write: Students will write about what they heard concerning the "Titanic."

Learning Tasks/Activities

Student will complete inference, main idea, cause and effect, and reading between the lines questions after the story. Students will "popcorn-read."

Text/Materials

 

Short Story anthology

Closure

Exit slip: What caused the "Titanic" to sink?

Remediation (if needed)

MDG

Enrichment

     

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Wednesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Nonfiction Read: "The Titanic"

Eagle Challenge (3-5 minutes)

Quick write: Students will write about what they "learned" from the reading on yesterday.

 

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

Elements of Language

Closure

All-in-one Workbook Page 76

Remediation (if needed)

     

Enrichment

Students will complete pronoun section of Parts of Speech Grammar Packet and Students will watch a documentary for the "Titantic."

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

 

Thursday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Nonfiction Read: "Mass Suicide at the Peoples Temple"

Eagle Challenge (3-5 minutes)

Quick Write: Student will write about whether they know what the word "cult" means?

Learning Tasks/Activities

Student will "popcorn-read" the story aloud.

Textbook/Materials

Short story anthology

Closure

Student will write what they thought about the ending.

Remediation (if needed)

 

Enrichment

Student will continue working in their grammar packet.

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

 

Friday

 

Focus of Lesson

(Student-Friendly Objective)

Parts of Speech: Nouns, Verbs, Pronouns, Adverbs, Adjectives, Preposition, Conjunction, and Interjection

Eagle Challenge (3-5 minutes)

Quick write: Write a response concerning this week's stories and underline the nouns within their paragraph.

Learning Tasks/Activities

Students will continue working in their grammar packet.

Textbook/Materials

 

Closure

Watching documentaries for "Titantic."

Remediation (if needed)

     

Enrichment

 

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

 

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)