Check Week of Assignment
Lesson Plans Week of Nov. 2
Salmen High School Weekly Lesson Plan
Teacher: Pearson Grade: 9
Weekly Overview: Unit Description: The Mysteries of Life
Essential Questions: How does literature relate to real life experiences?
What is a tragic flaw? What is a tragic hero? How do we identify internal
conflict?
Objectives: To read and interpret an American novel within the social
context
To interpret a Shakespearean tragedy.
To read and analyze a play.
To analyze a writer’s methods of characterization.
To summarize and form opinions.
To analyze character conflict.
Student Learning Activities
Mon.
Homer, Ancient Greece, Myths
Reading The Odyssey
Part I
Character Journal: Conflict
(1) character motivation (2) plot (3) choose favorite lines 5-10 of either
character description or dialogue (4) allusion (5) conflict (6) irony (7)
foreshadowing (8) keep a record of character development (9) theme
Tues.
Romeo & Juliet Test
continue outside reading: Of Mice and Men
Wed.
The Odyssey,
Part II Reading The Odyssey
Thurs.
Part II, Acting Out a Scene
Resolutions pg21). Reading log (1) 5
Impressions (2) irony (3) imagery (4)
Comic relief (5)dialogue
Fri.
Reading The Odyssey
Active Reading
English II
Salmen High School Weekly Lesson Plan
Teacher: Pearson Grade: 10
Weekly Overview:
Unit Description: Family Ties
Essential Questions: How does literature relate to real life experiences?
What can we learn about ourselves and others through literature?
Objectives:
Using personal experience to see from multiple perspectives.
Analyzing the dynamics of family.
To use sensory details in descriptive writing language in descriptive writing.
To write about personal experiences from reflection.
To use personal experiences to develop perspective.
Student Learning Activities
Mon—Complete Writing Assignment. Reading Domestic Dilemma
Homework: Short Stories
Tues--Complete short story reading/writing from Domestic Dilemma
(relocation or change in personal situation/effects/family)
Wed—short story: A Summer Tragedy
Thursday—-Essay Response—Contrast the point of view of the two children
in “The Grave” with the elderly in “A Summer Tragedy”
Fri—Novel Project Due. Short Story “Scar”
Discuss the meaning of the passage: “In two years time, my scar became pale
and shiny and I had no memory of my mother. That is the way it is with a
wound. The wound begins to close in one itself, to protect what is hurting so
much. And once it is closed, you no longer see what is underneath, what
started the pain.”
Turn in Maggie Set 3.
Complete LA Pass Weekly Assignment.
Short Story #4 “The Grave,” Porter, Lit. and Our., 429 (point of view,Theme,
discussion)
Poem: “Design,” Frost, 612 (sonnet,
sestet, non-traditional sonnet format)
Writing: Recall a moment from your childhood where you experienced an
epiphany (intuitive grasp of reality/simple but profound). Recreate the
moment by writing a poem about it.(sonnet format).
A Lesson in Perspective: Select an heirloom from your home and
develop a dramatic monologue from the item’s perspective. Share. (listening,
intended audience, point of view).
Present monologues.
“A Domestic Dilemma” Lit and Our., 89 Cause & Effect Writing Response: Write
about a relocation or a change in a personal situation and its effect on
family members.
Homework: Read novel, short stories, LA Pass, Maggie Set 3
English III
Salmen High School Weekly Lesson Plan
Teacher: Pearson Grade: 11
Weekly Overview: Unit Description: Breaking Free
Essential Questions: What do tall tales teach us about life? How can we judge
character actions through real life consequences? What are the steps in legal
proceeding? How can the life altering experiences of others offer us
insight? What is the difference between breaking a law and standing for a
cause?
Objectives: To read and interpret an American novel within the social
context
To determine a writer’s purpose.
To evaluate essays about life experiences
To identify the characteristics of argumentative writing
To analyze a character’s moral fiber
To analyze character attitude
To analyze the judicial process
To evaluate attitudes from multiple perspectives.
Student Learning Activities
Mon.--Tues.
Review legal proceedings and jargon
Tom Walker’s trial
Assume identity of Citizen to testify against Tom Walker
Create:
name
relationship
Use notes
Use vocal tones & gestures to imply attitudes
Wed.
Compare Walker’s relationship to Ethan/Zeena
Thurs.
Test on Tom Walker, additional questions Ethan Frome
Intro to Emerson and Thoreau
Fri.
Appreciating
Nature—free-writing activity Reading: Walden
Writing from Thoreau’s perspective
Compare to earlier views
Homework: Read novel
English IV
Salmen High School Weekly Lesson Plan
Teacher: Pearson Grade: 12H
Weekly Overview:
Unit Description: Ambition and Anguish
Essential Questions: What are the negative aspects of ambition? How does
personality and psychological well-being affect life events and choices? What
can we learn from historical fiction? What is a tragic hero? What is a tragic
flaw?
Objectives:
To develop an awareness of psychological states.
To read and analyze a story that deals with tragic ambition.
To examine dramatic devices.
To read and analyze a Shakespearean tragedy
To use multiple learning strategies to demonstrate understanding.
Student Learning Activities.
Monday--
Mental Health Annotation Due.
Act III --locate main idea, evidence of Macbeth’s “reasoning,” alliteration,
foil, plot to murder Duncan, external conflict, internal conflict, tone,
similarities between Banquo and Macbeth, contrasts between Macbeth and
Banquo, Macduff’s trip, Macbeth’s flaws
Tues.
Macbeth, Act. IV
Locate—imagery, compare and contrast Macbeth’s moral deterioration with the
rise of his political fortunes, paradox, dramatic irony
Wed.
Act IV-V
Locate—clothing motif, metaphor, cause and effect relationship, tragic flaw,
tragic hero
Thurs.
Act IV-V
Fri.—Writing about mental state of characters
Homework: Read novel, work on oral presentations, and work on senior project
College English 1010
Week of Nov. 2
Complete Writing Activing from last week.
Problems With Hurricanes
Lit & Our (561)
Part 1: Discuss the “beauty” found in Cruz’s poem. What literary
Elements does he use to convey his message?
Part 2: Compose a poem using beauty in an nontraditional sense.
Self-Selected Reading and Writing.
Self a reading write an essay in a narrative format.
