Scope of Work for Week #5 (February 1- February 5)

Wayne County High School Daily Lesson Plan

Teacher: Manning, Hardy

Course:     English I/English I ACC

Date(s):  Monday, Feb. 1 - Friday, Feb. 5, 2016

Standards—The Cask of Amontillado by Poe

  • Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

  • Language 4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

  • Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • Language 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading and listening at the college and career readiness level.

  • Reading Informational Text 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

  • Reading Informational Text 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

  • Reading Informational Text 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone

  • Reading Literature 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • Reading Literature 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

  • Reading Literature 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

  • Reading Literature 4. [for literary text] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

  • Reading Literature 5. [for literary text] Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

  • Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Monday

 

Focus of Lesson

(Student-Friendly Objective & #s)

RL10; RL3; RL5

Making predictions, examining theme, understanding plot elements

Eagle Challenge (3-5 minutes)

Paragraph writing – Hook: A “friend” insults you and talks about you behind your back – over and over – what would you do?

 

Learning Tasks/Activities (Mini-Lessons are recommended.)

Students will recite the vocabulary words from Poe’s “The Cask of Amontillado” and then draw a picture/symbol to represent each word. Students will take turns putting pictures on the board to have other students guess the meaning of the word.

Students will be discuss and review Parts of Speech. Students will locate sentences in the first page of the story to find an example of all parts of speech.

Reading orally, students will begin “The Cask of Amontillado”, pausing to check for comprehension and to list plot points.

Text/Materials

Pearson Literature Book

Closure

Exit slip: Think of a motto for you or your family – What would it be?

Remediation (if needed)

 Parts of Speech    

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Thumbs up/thumbs down for concrete/abstract nouns from Parts of Speech

Tuesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

RL10; RL3; RL5

Making predictions, examining theme, understanding plot elements

Eagle Challenge (3-5 minutes)

Hook – family/personal motto Example: YOLO

Students will explain why they choose the family motto listed on their exit slips yesterday.

Learning Tasks/Activities (Mini-Lessons are recommended.)

Students will review vocabulary homework (sentences with the vocabulary words) and will be asked to put sentences on the board. Reading will continue on “The Cask of Amontillado,” with students completing the reading today. Plot elements will be review and students will begin a Plot Diagram for the story.

Text/Materials

Pearson Literature Book

Closure

In thinking about Montressor’s family crest, create a symbol/symbols for your family crest to go with the motto from yesterday.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Quiz on Fiction/Non-Fiction and Elements of Plot from Pearson

Wednesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

    RL10; RL3; RL5

Making predictions, examining theme, understanding plot elements   

Eagle Challenge (3-5 minutes)

Vocabulary quiz from “The Cask”; Review homework – workbook pages 92 and 93.

Learning Tasks/Activities (Mini-Lessons are recommended.)

Review the story for clarity and understanding. Students will complete their plot diagram from yesterday and will complete Critical Thinking questions on page 68, citing evidence from the story to justify answers.

Textbook/Materials

Pearson Literature Book

Closure

     

Remediation (if needed)

     

Enrichment

Students will begin working on a “Coat of Arms” for display in order to show what is important to them or their family.

Group Composition (if used)

Shoulder partner discussions/enrichment work

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Thursday

 

Focus of Lesson

(Student-Friendly Objective & #s)

RL10; RL3; RL5

Making predictions, examining theme, understanding plot elements

Eagle Challenge (3-5 minutes)

Which character in the story do you sympathize with and why?

Learning Tasks/Activities (Mini-Lessons are recommended.)

Students will test on “The Cask of Amontillado”

When finished testing, students will complete the Test Practice: Reading on pages 72 and 73. They will then begin preparing for the Benchmark 1 test on Tuesday, August 28.

Textbook/Materials

Pearson Literature Book

Closure

Is Montressor a reliable or unreliable narrator? Why?

Remediation (if needed)

     

Enrichment

Students will complete “Coat of Arms” to display in the hallway

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Study Guide for Cask

Friday

 

Focus of Lesson

(Student-Friendly Objective)

RI6; RI7

Autobiography

Eagle Challenge (3-5 minutes)

Paragraph writing: If you were writing a book about yourself, what would the title be and why would you choose that title?

Learning Tasks/Activities (Mini-Lessons are recommended.)

Literary Analysis: Voice – students will take notes on Voice (page 101)

Reading Skill – students will take notes on Author’s Purpose

Discussion of both terms will be students led as they talk about whose voice they hear when they read and how they determine what the author’s purpose is for writing a story.

Vocabulary for the story “A White House Diary” will be discussed, and the Latin root –fin- will be added to the vocabulary study guide. (Page 102)

Students will then read “A White House Diary” after viewing video about President John F. Kennedy’s assassination through cross-curricular activities.

Textbook/Materials

Pearson Literature Book; youtube

Closure

What do you think would happen in America today if our President was suddenly killed?

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     Test on “The Cask of Amontillado”

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)