Scope of Work for Week #6 (February 8- February 12)

Wayne County High School Daily Lesson Plan

Teacher: Manning, Hardy, Walley

Course:     English I/English I ACC

Date(s): Monday, Feb. 8-Friday, Feb. 12, 2016

Common Core     Common Core 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)

 

Eagle Challenge (3-5 minutes)

HOOK: Is Montressor a reliable or unreliable narrator? Give proof from the text to explain your answer.

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

 

Remediation (if needed)

 

Enrichment

Coat of Arms/Plot Map

Group Composition (if used)

     Students will work with a shoulder partner to complete a study guide for tomorrow’s test on “The Cask of Amontillado”

Assessment(s)-Pretests & Posttests

Formal and Informal

 

Tuesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

RL10; RL3; RL5

Making predictions, examining theme, understanding plot elements

Eagle Challenge (3-5 minutes)

How did the story’s setting allow Montressor to commit the perfect crime? Students will construct a five-seven sentence paragraph to answer the question.

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

Students will test on “The Cask of Amontillado” and will complete their plot maps and Coat of Arms.

Text/Materials

 

Closure

 

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

Major Assessment on “The Cask of Amontillado”

Wednesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

    Situational Irony  

Eagle Challenge (3-5 minutes)

Students will view a “cartoon” and explain the irony

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

Elements or irony will be reviewed as students look through a series of cartoon situations and decide which type of irony is being used. Students will then listen to the audio version of “The Interlopers” as they pause periodically to take notes. After the surprise ending students will be asked to write an alternate ending to the story. Students will also begin study sentence parts, focusing on subjects and predicates.

Textbook/Materials

Pearson Literature Book

Closure

     

Remediation (if needed)

     

Enrichment

 

Group Composition (if used)

No group work

Assessment(s)-Pretests & Posttests

Formal and Informal

     Alternate ending will be graded for consistency with the story and plausibility with the plot.

Thursday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Irony -- situational and verbal

Eagle Challenge (3-5 minutes)

Students will write a paragraph in which they use an example of situation or verbal irony.

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

Students will complete their alternate endings for “The Interlopers” and will take an open book test on the selection.

Textbook/Materials

Pearson Literature Book

Closure

What is an autobiography?

Remediation (if needed)

What do you value most in life?

Enrichment

 

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Alternate assessment on alternate ending; open book test

Friday

 

Focus of Lesson

(Student-Friendly Objective)

NO SCHOOL

Eagle Challenge (3-5 minutes)

 

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

 

Textbook/Materials

 

Closure

 

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.)