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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 9-13 November 2009
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Weekly Overview:
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Unit Description: Facing Adversity
Essential Questions: Why do some survive while others are destroyed by adverse experiences? How can I learn about myself by studying the adversities of others? What can’t we learn about ourselves by studying about the adversities of others? How do times of great social adversity test individuals and societies? Why is recording experiences valuable? How do societies record experiences? How do our life experiences shape our views?
Resources/Materials: Introduction notes, Night powerpoint and handouts, vocabulary list and puzzle, graphic organizers
Standards/Benchmarks/GLEs: 1, 2, 3, 4, 8, 9, 10, 11, 12, 15, 16, 17, 22, 23, 24, 25, 31a, 32, 35, 38, 46
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Objectives: |
TSWBAT:
1. Identify and correct errors in who and whom usage.
2. Learn rules and tips on writing introductions.
3. Define new words.
4. Begin reading and analyzing a memoir.
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TSWBAT:
1. Identify and correct errors in pronoun agreement.
2. Learn about Night, Elie Wiesel, and the Holocaust.
3. Participate in a discussion about evil.
4. Define new words. |
TSWBAT:
1. Identify and correct sentence fragments.
2. Read and analyze a memoir.
3. Write about what he/she has read.
4. Answer questions about what he/she has read. |
TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Read and analyze a memoir.
3. Write about what he/she has read.
4. Answer questions about what he/she has read.
5. List important events in the story and the characters’ reactions to them.
6. Make predictions about what’s to come.
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TSWBAT:
1. Identify and correct errors in comparative usage.
2. Read and analyze a memoir.
3. Write about what he/she has read.
4. Answer questions about what he/she has read.
5. List important events in the story and the characters’ reactions to them.
6. Make predictions about what’s to come.
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Student Learning Activities:
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Give notes on writing introductions.
3. As a whole class, answer the questions about the best opening sentences on p. 165 of Book 3 of the Standard Lesson Files.
4. Students will copy the list of vocabulary words for Night and begin defining them.
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Show the Night powerpoint.
3. Discuss Wiesel’s idea that indifference to evil is just as evil itself.
4. Hand out vocabulary puzzles.
5. Students will use the remainder of the period working on the puzzles or beginning tonight’s reading. |
1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Students will respond to a writing prompt to demonstrate that they have read last night’s section.
3. Discuss last night’s reading.
4. Begin reading and discussing the remainder of Chapter 1. |
1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Students will demonstrate that they have read by responding to a writing prompt.
3. Discuss last night’s reading.
4. Students will work on the study guide and the Active Reading Guide for Chapters 1 and 2. |
1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Students will demonstrate that they have read by responding to a writing prompt.
3. Discuss last night’s reading.
4. Students will finish the study guide and the Active Reading Guide for Chapters 1 and 2. |
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Homework: |
Work on research paper |
Read pp. 1-8 of Night
Work on puzzle |
Finish reading chapter 1 of Night
Work on research paper |
Read Chapter 2 of Night
Work on research paper |
Read Chapter 3
Work on research paper |
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Attachments:
Assessments: bell work, puzzles, study guide questions, graphic organizers
Links:
How will I address literacy this week? Graphic organizers that focus on events and expectations
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 2-6 November 2009
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Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Facing Adversity
· Essential Questions: Why do some survive while others are destroyed by adverse experiences?
· How can I learn about myself by studying the adversities of others?
· What can't we learn about ourselves by studying about time adversities of others?
· How do times of great social adversity test individuals and societies?
· Why is recording experiences valuable? How do societies record experiences?
· How do life experiences shape our views?
Resources/Materials: Interactive Reader and Writer, quiz, thesis statement lesson and activity sheets, writing introductions activities
Standards/Benchmarks/GLEs: 1, 2, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 17, 23, 24, 25, 26, 27, 28, 29, 31, 35, 36, 38, 39, 43, 44, 46 |
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Objectives: |
TSWBAT:
1. Identify and correct errors in capitalization.
2. Answer questions about what he/she has read.
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TSWBAT:
1. Identify and correct errors in quotations.
2. Read and analyze two articles related to another story.
3. Demonstrate his/her knowledge of the articles through a practice test on them. |
TSWBAT:
1. Identify and correct run-on sentences.
2. Review for the test.
3. Use vocabulary words correctly.
4. Learn what a thesis statement is.
5. Identify good and inferior thesis statements. |
TSWBAT:
1. Identify and correct errors in parallelism.
2. Demonstrate comprehension of “Blow-Up…”.
3. Match vocabulary words to their definitions.
4. Identify effective thesis statements.
5. Determine what is wrong with inferior thesis statements. |
TSWBAT:
1. Identify and correct subject/verb agreement errors.
2. Identify methods of writing introductions.
3. Identify a good introduction.. |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review the story we read last week, “Blow-up: What Went Wrong at Storm King Mountain.”
3. Students will answer the questions on p. 521 either individually or in pairs.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Call upon volunteers to read “The Making of a Smoke Jumper” and “Staying Safe in a Fire Shelter” on pp. 134-139 of the Interactive Reader.
3. Discuss the articles and their relationship to “Blow-Up…”
4. Students will complete the practice assessments on pp. 131 and 140.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will do the vocabulary activities on p. 522 of the literature book.
3. Go over the correct answers to the questions on p 521, the assessment practices, and the vocabulary activity.
4. Define thesis statement. Using “Writing a Thesis Statement” Lesson from the Standard Lessons File, review the steps to writing a good thesis statement. Students will take notes.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will take the quiz on “Blow-up”.
3. When students have completed the quiz, they will work on the “Writing a Thesis Statement” worksheet.
4. Go over the correct answers to the questions.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Using the “Writing Introductions” lesson from the Standard Lesson Files, show various ways to write an introduction. Students will take notes.
3. Give examples of both good and boring introductions.
4. As a whole class, complete the “Writing Introductions” activity on pp. 161-162 amd 165 of the standard lessons file.
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Homework: |
Study for quiz on Thursday
Finish answering questions, if necessary |
Study for quiz on Thursday |
Quiz tomorrow |
Work on research paper |
Work on research paper |
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Attachments:
Assessments: bell work, questions on 521, practice assessments, vocabulary activities, quiz, thesis statement activity
Links:
How will I address literacy this week? We will work on the writing aspect of literacy, focusing on thesis statements
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 26-30 October 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Facing Adversity
Essential Questions: Why do some survive while others are destroyed by adverse experiences? How can I learn about myself by studying the adversities of others? What can’t we learn about ourselves by studying the adversities of others? How do times of adversity test individuals and societies? Why is recording experiences valuable? How do societies record experiences? How do life experiences shape our views?
Resources/Materials: Interactive Reader and Writer, Guaranteed Curriculum activities
Standards/Benchmarks/GLEs: 1a, 3a, 3b, 3g, 3h, 3i, 3j, 3k, 3l, 4b, 4d, 5, 9b, 10, 11c, 12a, 23b, 24, 34, 36b |
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Objectives: |
TSWBAT:
1. Identify and complete sentence fragments.
2. Make bibliography cards for each of his/her sources.
3. Find print sources for his/her research paper.
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TSWBAT:
1. Identify and correct subject/verb agreement errors.
2. Define, identify, and complete analogies.
3. Define new words.
4. Discuss a disaster.
5. Identify the author’s purpose and perspective. |
TSWBAT:
1. Identify and correct subject/verb agreement errors involving pronouns.
2. Identify an author’s purpose and perspective.
3. Read and analyze a non-fiction narrative. |
TSWBAT:
1. Identify and correct errors in comparative and superlative usage.
2. Read and analyze a non-fiction narrative.
3. Complete a time line of events in the story. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Identify suspense, foreshadowing, vivid characterizations, and vivid descriptions in a nonfiction narrative.
3. Synthesize ideas from two related non-fiction texts. |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Take the students to the library so that those who only have internet sources can get at least two print sources.
3. Students will take out the sources they have found, as well as the bibliography worksheet they have and place all of their bibliographical information into MLA.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Define the term analogy and give several examples.
3. Students will copy the definitions of the vocabulary words from the Interactive Workbook.
4. Students will use these definitions to complete the Analogies worksheet.
5. As a class, discuss a disaster, what went wrong, and how it could have been averted.
6. If time allows, begin reading “Blowup at Storm Mountain.”
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review disaster discussion from yesterday.
3. Read “Author’s Purpose and Perspective” article on p. 120 of the Interactive Reader and Writer. Students will take notes.
4. Call upon volunteers to begin reading “Blowup…” on pp. 121-130 of the Interactive Reader.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review portion of the narrative read yesterday.
3. Continue reading and analyzing “Blowup: What Went Wrong at Storm King Mountain.”
4. Students will complete a time line of important events in the disaster.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review the terms suspense, foreshadowing, characterization, and description.
3. Students will find examples of these elements in “Blowup…”
4. Call upon volunteers to read and analyze “The Making of a Smoke Jumper and “Staying Safe in a Fire Shelter,” pp. 134-139 of the Interactive Reader and Writer.
5. Students will annotate as we read.
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Homework: |
Finish Works Cited Page for Thursday |
Do vocabulary worksheet |
Works Cited Page due tomorrow |
Complete vocabulary activities on p. 522 of the literature book |
Work on research paper |
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Attachments:
Assessments: bell work, analogy activity, vocabulary activity, time line, literary elements activity, and Works Cited Page
Links:
How will I address literacy this week? Students will use active reading strategies, such as completing a chronology of events and taking notes as they read.
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 19-23 October 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Facing Adversity
Essential Questions: Why do some survive while others are destroyed by adverse experiences? How can I learn about myself by studying the adversities of others? What can’t we learn about ourselves by studying the adversities of others? How do times of adversity test individuals and societies? Why is recording experiences valuable? How do societies record experiences? How do life experiences shape our views?
Resources/Materials: active reading guide, literary element worksheet, quizzes, computer
Standards/Benchmarks/GLEs: 1a, 3a, 3b, 3g, 3h, 3i, 3j, 3k, 3l, 4b, 4d, 5, 9b, 10, 11c, 12a, 23b, 24, 34, 36b |
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Objectives: |
TSWBAT:
1. Identify and correct errors in elliptical sentences.
2. Define the following literary terms: point of view, mood, personification, conflict, metaphor, theme, and symbolism
3. Read and analyze a short story.
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TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Read and analyze a short story based on an actual incident.
3. Identify the important events in a story. |
TSWBAT:
1. Identify and correct run-on sentences.
2. Apply literary terms.
3. Answer questions about what he/she has read.
4. Identify words as either synonyms or antonyms.
5. Use words containing the Latin root fort correctly. |
TSWBAT:
1. Identify and correct errors in subject/verb agreement.
2. Read about the event that inspired a story.
3. Find the who, what, where, when, why, and how of a news article. 4. Compare and contrast the fact with the fiction. |
TSWBAT:
1. Identify and correct sentence fragments.
2. Demonstrate comprehension of “And of Clay Are We Created.”
3. Use vocabulary words correctly.
4. Make bibliography cards for each of his/her sources. |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review the literary terms we have studied so far, then define mood, theme, and symbolism.
3. Call upon volunteers to read the introduction to the story and the biography of Isabel Allende4.
4. Begin reading and analyzing “And of Clay Are We Created,” pp. 530-534.
5. Discuss as we read.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review section of the story read yesterday.
3. Finish reading, discussing, and analyzing the story,” pp. 534-539.
4. Students will complete a flow chart of important events in the story. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. In groups, students will analyze quotes from the story for their significance to the story and the literary element they represent.
3. When groups have completed the activity, students will work on the questions about the story on p. 540. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Call upon volunteers to read What’s the Connection and Reading a News Article on pp. 542 of the literature book.
3. As we read “Girl, Trapped in Water for 55 Hours, Dies Despite Rescue Attempts” on pp. 543-544, students will determine the who, what, where, when, why, and how of the story.
4. Compare and contrast the story to the real event as a whole class. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will take the quiz on “And of Clay Are We Created” and its vocabulary words.
3. When all students have completed the quiz, the teacher will guide them in creating bibliography cards for each of the sources they have found for their research papers. |
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Homework: |
Work on research paper |
Have five sources by Friday
Complete flow chart |
Have five sources by Friday
Do Vocabulary Practice and Vocabulary Strategy on p. 541 of the literature book |
Have five sources by Friday
Quiz on “And of Clay Are We Created”
tomorrow |
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Attachments:
Assessments: bell work, flow chart, literary element activity, questions about the selection, vocabulary activity, quiz, bibliography cards
Links:
How will I address literacy this week? Students will learn to chart the important events in a story to help them review it
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 12-16 October 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Facing Adversity
Essential Questions: Why do some survive while others are destroyed by adverse experiences? How can I learn about myself by studying the adversities of others? What can’t we learn about ourselves by studying the adversities of others? How do times of adversity test individuals and societies? Why is recording experiences valuable? How do societies record experiences? How do life experiences shape our views?
Resources/Materials: Guaranteed Curriculum powerpoint, plagiarism activities, bibliography worksheet, MediaSmart DVD and worksheet, RAFT example
Standards/Benchmarks/GLEs: 1, 2, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 25, 17, 23, 24, 25, 26, 27, 28, 29, 31, 35, 36, 38, 39, 43, 44, 46 |
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Objectives: |
TSWBAT:
1. Identify and correct errors in using commas in lists.
2. Identify the enduring understandings and essential questions of the unit.
3. Identify everyday uses of research.
4. Define and understand the ramifications of plagiarism.
5. Review the steps of writing an essay.
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TSWBAT:
1. Identify and correct errors in quotation marks.
2. Identify plagiarized work.
3. Paraphrase.
4. Cite sources. |
TSWBAT:
1. Identify and correct errors in using commas for appositive phrases.
2. Research an event that caused or a person who faced major adversities.
3. Record bibliographical information correctly. |
TSWBAT:
1. Identify and correct errors in verb tense.
2. Determine if the news is always reliable.
3. Determine the primary purpose of news reports.
4. Define new words.
5. Use new words correctly. |
TSWBAT:
1. Identify and correct errors in apostrophes.
2. Define the following literary terms: point of view, mood, personification, conflict, metaphor, theme, and symbolism.
3. Make a RAFT on plagiarism. |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Go over the enduring understandings and essential questions for the new unit.
3. Lead a whole class brainstorm of everyday uses for research and ways to gather information on some of the ideas.
4. Discuss plagiarism and its ramifications. Show the Plagiarism PowerPoint presentation.
5. Call upon volunteers to review the steps in writing an essay. Remind the students that writing a research paper follows most of the same steps.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review what we learned about plagiarism yesterday.
3. Place “Avoiding Plagiarism” on the ELMO and go over it as students take notes.
4. Call upon a student to read the original passage and the two “paraphrases” of it.
5. Determine which one is plagiarized.
6. Students will do Practice Worksheet A individually.
7. If time allows, students may begin homework.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Hand out performance task/bibliography worksheets.
3. Go over instructions to each.
4. Take students to the library to begin researching their topics.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review EU’s and EQ’s of the unit.
3. Define and explain the word “credibility.”
4. Ask the class if they think the news is always reliable.
5. Call upon volunteers to read the intro to the media study on pp. 524-526.
6. Show the First Viewing. As students watch, they will complete the Credibility in News Reports worksheet.
7. Call upon volunteers to share their responses.
8. If time allows, students will begin the vocabulary study
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review the literary terms we have studied so far, then define mood, theme, and symbolism.
3. Explain and model the RAFT literacy strategy.
4. Students will create their own RAFT on plagiarism.
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Homework: |
Brainstorm a topic for the research paper |
Complete Practice Worksheet B |
Work on research paper |
Complete vocabulary worksheet
Work on research paper |
Complete RAFT
Work on research paper |
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Attachments:
Assessments: bell work, Practice Worksheets A and B, Media Literacy activity, vocabulary activity, RAFT
Links:
How will I address literacy this week? RAFTing
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 28 September-1 October 2009
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Weekly Overview:
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Unit Description: Appearances vs. Reality
Essential Questions: Why do I identify some acts as courageous? How does society identify courage? How does appearance affect the way I treat others? How do I determine reality despite appearances? How does prejudice affect my relationships with others?
Resources/Materials: Interactive Reader/Writer, vocabulary activity, Guaranteed Curriculum worksheets, quiz
Standards/Benchmarks/GLEs: 1a, 1b, 1c, 1d, 2a, 2b, 2d, 3b, 3e, 4a, 4d, 8, 9b, 9d, 10c, 11a, 11c, 11d, 11e, 11g, 12a, 12b, 15a, 15b, 15c, 16, 17a, 22, 23b, 23c, 24d, 25a, 25b, 25c, 26d, 26e, 31a, 32a, 32b, 35a, 35b, 35c, 35d, 38a, 46 |
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Objectives: |
TSWBAT:
1. Identify and correct errors in verb tense usage.
2. Read an article about Alice Walker’s experiences with quilting.
3. Answer questions about what he/she has read.
4. Work cooperatively with another student.
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TSWBAT:
- Identify and correct errors in pronoun usage.
- Discuss famous villains and their motivations.
- Review the literary terms setting, character, and irony.
- Define and use new words correctly.
- Understand the difference between connotation and denotation.
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TSWBAT:
- Identify and correct errors in comma usage.
- Place the clues to a crime in the logical order of occurrence.
- Read and analyze a short story.
- Apply literary terms to what he/she has read.
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TSWBAT:
- Identify and correct errors in subject and object pronoun usage.
- Read and analyze a short story.
- Identify the setting of a story.
- Identify the motivations of a character.
- Identify and explain irony in the story.
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Fair Day—No School |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Call upon a volunteer to read the article “Alice Walker on Quilting” on p. 56 of the literature book. Discuss.
3. Students will answer the questions about “Everyday Use” on p. 57 of the literature book, either individually or with a partner. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. As a whole class, identify some famous villains in history and what motivated their crimes.
3. Review the terms setting, character, and irony, and apply them to stories we’ve already read.
4. Explain the difference between connotation and denotation. Give examples.
5. Pass out vocabulary and connotation/denotation work sheets. If time allows, students may begin working on them.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Group students and do mystery clue activity.
3. Begin reading and analyzing “A Possibility of Evil” on pp. 51-62.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review portion of story read yesterday.
3. Finish reading and analyzing “A Possibility of Evil.”
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Homework: |
Finish questions if necessary |
Complete the vocabulary and connotation/denotation worksheet |
Review reading |
Answer questions 1-11 on p. 199 of the literature book |
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Assessments: bell work, “Everyday Use” questions and quiz, vocabulary and connotation/denotation worksheet
What strategies will I use to address literacy this week? As we read, we will be predicting what we expect will happen next.
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 21-25 September 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Appearances vs. Reality
Essential Questions: Why do I identify some acts as courageous? How does society identify courage? How does appearance affect the way I treat others? How do I determine reality despite appearances? How does prejudice affect my relationships with others?
Resources/Materials: conflict/character and inference worksheets, Interactive Reader and Writer
Standards/Benchmarks/GLEs: 1a, 1b, 1c, 1d, 4b, 9a, 10c, 11a, 11e, 12b, 13, 17, 18, 19, 20, 21, 23, 25a, 26a, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 32a, 32b, 35 |
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Objectives: |
TSWBAT:
1. Identify and correct errors in past tense and past perfect tense usage.
2. Prepare for the PLAN test. |
TSWBAT:
1. Identify and correct errors in subject/verb agreement.
2. Prepare for the PLAN test. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Read and analyze a short story.
3. Identify the conflicts in a story.
4. Make inferences about the characters. |
PLAN test—students will not be in class. |
TSWBAT:
1. Identify and correct errors
2. Learn about Walker’s experience with quilts.
3. Take a pre-test on the story.
4. Make a story chain using elements of a short story. |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will be given pre-test materials for the PLAN test on Thursday to complete.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will finish the pre-test portion of the PLAN test.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review portion of “Everyday Use” read last week.
3. Continue reading the story on pp. 5-13 of the Reader, stopping frequently to discuss and analyze.
4. Pass out and explain conflict and inference activities. If time allows, students may begin working on them. |
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Collect and go over the correct answers to the conflict and inference activities.
3. Call upon a volunteer to read “Alice Walker on Quilting” on p. 56 of the literature book.
4. Students will do Assessment Practice I on pp. 14-15 of the Interactive Reader and Writer.
5. Group students to complete a story chain using all elements of a short story. |
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Homework: |
None |
None |
Finish conflict and inference activities for Friday |
Finish conflict and inference activities |
Test on “Everyday Use” on Tuesday |
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Assessments: bell work, conflict and inference activities, practice test, group work activity
What strategies will I use to address literacy this week? Story chains
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 14-18 September 2009
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Monday |
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Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Appearances vs. Reality: Writing Realities
Essential Questions: Why do I identify some acts as courageous? How does society identify courage? How does appearance affect the way I treat others? How do I determine reality despite appearances? How does prejudice affect my relationships with others?
Resources/Materials: thesis statement activities, peer revision worksheets, Interactive Reader and Writer, vocabulary worksheets, conflict/character and inference worksheets
Standards/Benchmarks/GLEs: 1a, 1b, 1c, 1d, 4b, 9a, 10c, 11a, 11e, 12b, 13, 17, 18, 19, 20, 21, 23, 25a, 26a, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 32a, 32b, 35 |
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Objectives: |
TSWBAT:
1. Identify and correct errors in usage of who and whom.
2. Distinguish a good thesis statement from a substandard one.
3. Write a rough draft of his/her paper.
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TSWBAT:
1. Identify and correct errors in comparative and superlative usage.
2. Read a peer’s essay and make suggestions for revision.
3. Revise his/her essay. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Review the elements of a short story.
3. Read and analyze a short story.
4. Define and use new words correctly.
5. Make word squares. |
TSWBAT:
1. Identify and correct errors in possessive pronoun usage.
2. Read and analyze a short story.
3. Identify the conflicts in a story.
4. Make inferences about the characters. |
TSWBAT:
1. Identify and correct errors in past tense and past perfect tense usage.
2. Learn about Walker’s experience with quilts.
3. Take a pre-test on the story. |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Student will be shown an example of an essay and will note the following elements: the introduction leading up to the thesis, the three points supporting the thesis, the examples backing up the supporting points, and the concluding paragraph.
3. Do the thesis statement activity as a whole class.
4. Students will work on their rough drafts.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Pair students who will read each other’s essays.
3. Students will use a checklist to see that they have included all of the elements of an essay.
4. Students will make suggestions for revision.
5. After discussing the essays with each other, students will begin revising their essays.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. After collecting the revised drafts, review the elements of the short story on p. 4 of the Interactive Reader and Writer.
3. Do the prereading activity of determining what it is we value most and why.
4. Begin reading “Everyday Use” on pp. 5-13 of the Reader, stopping frequently to discuss and analyze.
5. Explain word squares activity that students will do for homework. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review section of the story read yesterday.
3. Finish reading and discussing story.
4. Identify the conflicts in the story.
5. Students will begin working on conflict and inference activity.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Collect and go over the correct answers to the conflict and inference activities.
3. Call upon a volunteer to read “Alice Walker on Quilting” on p. 56 of the literature book.
4. Students will do Assessment Practice I on pp. 14-15 of the Interactive Reader and Writer.
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Homework: |
Finish rough drafts |
Finish revising essays—double space |
Vocabulary activity worksheet |
Finish conflict and inference activities |
Test on “Everyday Use” on Tuesday |
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Assessments: bell work, rough drafts, peer revisions, final drafts, vocabulary, conflict, and inference activities, practice test
What strategies will I use to address literacy this week? Vocabulary squares
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 9-12 September 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Appearances vs. Reality—Writing Realities
Essential Questions: Why do I identify some acts as courageous? How does society identify courage? How does appearance affect the way I treat others? How do I determine reality despite appearances? How does prejudice affect my relationships with others?
Resources/Materials: literature books, Guaranteed Curriculum powerpoints, Guaranteed curriculum handouts
Standards/Benchmarks/GLEs: 1a, 1b, 1c, 10d, 4b, 9a, 10c, 11a, 11e, 12b, 13, 17, 18, 19, 20, 21, 23, 25a, 26a, 26c, 26d, 26e, 27b, 27d, 28, 29, 32a, 32b, 35 |
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Objectives: |
Labor Day—no school
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TSWBAT:
1. Identify and correct errors in subject-verb agreement.
2. Identify the steps in the writing process.
3.Use a graphic organizer to prewrite. |
TSWBAT:
1. Identify and correct comma errors.
2. Define and identify an effective thesis statement.
3. Support his/her thesis statement.
4. Identify the six traits of writing and incorporate them into his/her writing. |
TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Identify the six traits of writing and incorporate them into his/her writing.
3. Establish his/her own voice in writing.
4. Write an introduction to his/her essay. |
TSWBAT:
1. Identify and correct errors in capitalization.
2. Write a rough draft of his/her essay. |
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Student Learning Activities:
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1. The students will do the bell work individually, then the whole class will go over the correct answers.
2. Use Opinionnaire statements to involve students in a discussion of writing. Discuss.
3. Show Guaranteed Curriculum powerpoint on the writing process. Students will take notes.
4. Give students copies of the writing prompts and graphic organizer on free writing.
5. Students will decide which prompt to use, then complete the graphic organizer on prewriting. |
1. The students will do the bell work individually, then the whole class will go over the correct answers.
2. Explain the term thesis statement.
3. Go over the things effective thesis statements should and shouldn’t do.
4. Use Lesson 15 Practice Worksheet A to identify the most effective of the possible thesis statement choices.
5. Students will review their prewriting activities and write a thesis statement for their essays.
6. Begin showing the Six Traits of Writing Powerpoint. |
1. The students will do the bell work individually, then the whole class will go over the correct answers.
2. Finish showing powerpoint from yesterday.
3. Define voice. Students will write down reminders in establishing voice.
4. Students will begin writing an introduction to their essays. |
1. The students will do the bell work individually, then the whole class will go over the correct answers.
2. As students work on their rough drafts, the teacher will conference with each student individually to go over their introductions and plans for the rest of their essays. |
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Homework: |
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Finish graphic organizers. |
None |
Finish introduction |
Finish rough draft |
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Assessments: bell work, pre-writing, first draft, revision, peer-editing, final draft
What strategies will I use to address literacy this week? Perfecting their writing skills
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 10 Subject: English II Week: 24-28 August 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: Appearance vs. Reality
Essential Questions: Why do I identify some acts as courageous? How does society identify courage? How does appearance affect the way I treat others? How do I determine reality despite appearances? How does prejudice affect my relationships with others?
Resources/Materials: literature book, Interactive Reader and Writer, poetic elements worksheets, tests
Standards/Benchmarks/GLEs: 1a, 3a, 3b, 3g, 3h, 3i, 3j, 3k, 3l, 4d, 9b, 11c, 12a, 23b |
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Objectives: |
TSWBAT:
1. Identify and correct capitalization errors.
2. Identify sound devices and figurative language in poems.
3. Make connections between non-fiction articles and poems.
4. Demonstrate understanding of poems read in class.
5. Answer questions about what he/she has read. |
TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Identify sound devices in poems.
3. Review all poems read so far. |
TSWBAT:
1. Identify and correct errors in agreement.
2. Demonstrate comprehension of poems studied.
3. Apply what he/she has learned about poetic devices. |
TSWBAT:
1. Identify and correct errors in quotation mark usage.
2. Identify lyric poetry.
3. Find figurative language in poems.
4. Read and analyze lyric poems. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Create a visual representation of one of the poems studied in this unit.
3. Present his/her creation to the class. |
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Student Learning Activities:
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review “The Sloth” and “Christmas Sparrow.”
3. Read and discuss two non-fiction articles about animals.
4. Students will complete reading comprehension practice tests on pp. 205 and 216 of the Interactive Reader.
5. If time allows, students will begin answering questions 1-8 on p. 719 of the literature book. |
1. Students will do the bell work individually, then the whole class will go over the corr | |
