Scope of Work for Week #7 (Feb. 15- Feb. 19)

Wayne County High School Daily Lesson Plan

Teacher:    Manning, Hardy,

Course:     English I/English I Acc.

Date(s):  Monday, Feb. 15-Friday, Feb. 19, 2016

Mississippi Frameworks      MS State Standards—“The Necklace”

    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.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: Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, figurative language, stylistic devices, dramatic irony, language/word choice, foreshadowing, etc.)

    9.2.b The student will recognize text structures (e.g., description, comparison and contrast, sequential order, cause and effect, order of importance, spatial order, process/procedural, problem/solution) and analyze their effect on theme, author's purpose, etc.

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

    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.d The student will analyze or evaluate texts to synthesize responses for summary, precis, explication, 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.)

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

 

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Monday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Winter Break

Eagle Challenge (3-5 minutes)

 

Learning Tasks/Activities

 

Text/Materials

 

Closure

 

Remediation (if needed)

 

Enrichment

 

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Tuesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Inference, conflict, characterization, cause and effect, and irony

Eagle Challenge (3-5 minutes)

Writing prompt: How important is status to you?

Learning Tasks/Activities

Students will discuss today’s Eagle Challenge and will then complete an anticipation guide for “The Necklace.” Along with the anticipation guide, students will participate in a “four-corners” activity to show how much they agree with certain statements as they prepare to read the story. Students will learn the background of author Guy de Maupassant and will discuss the different levels of society. Students will read the first two pages of “The Necklace,” taking notes as they go along.

Grammar- students will review subjects and predicates before beginning a study on direct objects. Students will be asked to locate direct objects in five sentences from the text.

Introduce Reading Skill: Cause & Effect and Literary Analysis Concept: characterization(direct/indirect). (p. 313)

o    Discuss and generate notes and examples. Teacher may use PPT.

    Introduce selection Vocabulary (p. 330)

o    Students will say the word aloud chorally, use the word in a sentence independently, and choose the best vocabulary word for each definitional sentence chorally.

o    Introduce Word Study skills on p. 330. In pairs, have students generate a list of words that use each skill. (ject)

    Build background with the Background feature (p. 331 or online)

    Prepare to read by Activating Prior Knowledge (p. 332)

o    

Text/Materials

Literature textbook

Closure

  •  

Remediation (if needed)

 

Enrichment

Think-pair-share ideas from "The Necklace" -- What would you do?

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

     

Wednesday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Inference, conflict, characterizations, cause and effect, irony

Eagle Challenge (3-5 minutes)

     

Learning Tasks/Activities

    Watch and discuss the book trailer for “The Necklace”.

    Informally monitor comprehension while reading “The Necklace” (p. 333)

o    Whole-Group-Reading—Students will be in collaborative groups to discuss the plot and literary elements. We will be “chunking” the text.

o    When students come to a blue icon in the text, they will stop, discuss what they read, write any unfamiliar words. They will read the selected portion again looking for context clues to help understand the difficult words and answer the reading check questions.

    All-in-One Workbook page 97 & 98— Character/Characterization & Cause/Effect

    Textbook: Page 343: Vocabulary and Word Study

    Independently read “The Necklace” responding  to the Characterization and Cause & Effect prompts. (page 333).  

  • Practice with Direct and Indirect Objects

    Closure: Textbook: Page 343: Literary Analysis

    Homework: Textbook: Page 342: Critical Thinking Questions

 

Textbook/Materials

Textbook, workbook

Closure

Literary Analysis: Textbook: Page 343

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

 

Thursday

 

Focus of Lesson

(Student-Friendly Objective & #s)

Inference, conflict, characterizations, cause and effect, symbolism

Eagle Challenge (3-5 minutes)

   How did Mdm. Loisel’s materialism change her? TSW answer the questions in paragraph form using three quotes from the story to prove his/her answer.  

Learning Tasks/Activities

    Review & Practice Cause & Effect in collaborative groups.

o    Page 282-283.

    Grammar -- Predicate Nominatives/Predicate Adjectives

  • Practice with Direct and Indirect Objects

o    Page 372: Practice A (whole class instruction) Practice B (independent work)

o    Grammar Workbook p. 128-129. Practice 1—Whole Group; Practice 2—Independent

    All-in-One Workbook page 103 & 107—Dialogue & Dialect

Textbook/Materials

Literature book; All-in-one-workbook; Grammar workbook

Closure

 

Remediation (if needed)

 

Enrichment

 

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Thumbs-up; thumbs-down on Direct and Indirect Objects

Friday

 

Focus of Lesson

(Student-Friendly Objective)

Cause and effect; characterization

Eagle Challenge (3-5 minutes)

     STUDY

Learning Tasks/Activities

Review for “The Necklace” Test and Parts of a Sentence Test

2 Tests

Then in preparation for “The Scarlet Ibis” students will begin taking notes on symbolism, symbol, and allegory (textbook)

Textbook/Materials

Textbook  Pages 376 - 381

Closure

To introduce the students to our next lesson focus, students will look around the room and write down as many symbols/symbolic representations that they can find. Students must have a minimum of six symbols as their exit slip.

Remediation (if needed)

     

Enrichment

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Quiz on The Necklace

IEP Accommodation (if applicable)

     

Other Information

(Questions, special instructions, etc.)

     

English I
Pages