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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV Week: 9-13 November 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: The Renaissance--Macbeth
Essential Questions: What is a tragic hero? How is Macbeth a tragic hero? What is a climax? Where does it occur in Shakespeare’s plays
Resources/Materials: Comprehensive Curriculum activities, quiz, Macbeth DVD
Standards/Benchmarks/GLEs: 01a, 01c, 03b, 05, 06, 07d, 09d, 09c, 10b, 10c, 10d, 34b, 35b, 37a |
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Objectives: |
TSWBAT:
1. Identify and correct errors in who and whom usage.
2. Demonstrate comprehension of Act I of the play.
3. Read and analyze a Shakespearean drama.
4. Identify comic relief.
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TSWBAT:
1. Identify and correct errors in pronoun agreement.
2. Identify a soliloquy.
3. Identify irony.
4. Identify foreshadowing.
5. Read and analyze a Shakespearean drama. |
TSWBAT:
1. Identify and correct sentence fragments.
2. Answer questions about what he/she has read.
3. Identify and analyze symbols.
4. Draw conclusions about characters.
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TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Increase his/her understanding of Act II by watching a movie of it.
3. Review for the quiz tomorrow. |
TSWBAT:
1. Identify and correct errors in comparative usage.
2. Demonstrate his/her understanding of Act II of Macbeth.
3. Define climax.
4. Identify irony. |
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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 take the quiz on Act I of Macbeth.
3. When all students have completed the quiz, review section of Act II read on Friday.
4. Continue reading and analyzing Act II as a whole class.
5. Discuss the porter’s scene on pp. 365-366 to determine why it appears and what it adds to the drama.
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Review part of Act II read yesterday.
3. Finish reading and analyzing Act II of the play as a whole class.
4. Discuss each characters’ reaction to the news of the king’s murder and how they differ from what one might expect.
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Review definition of the term symbol.
3. Students will answer literary analysis and reading check questions with or without a partner.
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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 correct answers to yesterday’s questions.
3. Show Act II portion of Macbeth DVD.
4. Discuss any discrepancies or dramatic license taken and the possible reasons for them.
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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 Act II of Macbeth.
3. When all students have completed the quiz, begin reading and analyzing Act III of the play.
4. Instruct that Act III of a Shakespearean play always contains the climax, while a crisis occurs in Act V.
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Homework: |
Second mentor log and journal due tomorrow
Research paper due Friday |
Work on research paper |
Work on research paper
Act II quiz Friday |
Research paper due tomorrow
Act II quiz tomorrow |
None |
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Attachments:
Assessments: bell work, quizzes, Act II questions, mentor log, journal, research paper
Links:
How will I address literacy this week? We will be working on fluency by reading aloud
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV Week: 2-6 November 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: The Renaissance
The Elizabethan Era
Essential Questions: What is a tragic hero? What is the theme of a play? How does one read a work meant to be watched?
Resources/Materials: literature books, literary analysis and reading check worksheets, MacBeth DVD, cause and effect chain transparency
Standards/Benchmarks/GLEs: 01a, 01c, 03b, 05, 06, 07d, 09d, 10b, 10c, 10d, 34b, 35b, 37a |
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Objectives: |
TSWBAT:
1. Identify and correct errors in capitalization.
2. Read and analyze a tragedy.
3. Identify the theme of a play.
4. Understand the ways a playwright establishes mood.
5. Identify blank verse.
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TSWBAT:
1. Identify and correct errors in punctuating quotes.
2. Read and analyze a tragedy.
3. Identify asides.
4. Identify foreshadowing.
5. Identify a soliloquy.
6. Identify the hero’s tragic flaw. |
TSWBAT:
1. Identify and correct errors in joining complete sentences.
2. Answer questions about what he/she has read.
3. Make inferences.
4. Interpret judgments. |
TSWBAT:
1. Identify and correct errors in parallelism.
2. Gain a better understanding of Act One by watching a DVD production of it. |
TSWBAT:
1. Identify and correct errors in subject/verb agreement.
2. Go over the correct answers to the questions about Act I.
3. Create a cause and effect chain for the events of Act I. |
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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 cast of characters and their relationships.
3. Read and analyze scenes 1-3 of Act I of Macbeth. Students will read the roles they signed up for last week for the duration of the play.
4. Identify the theme of the play, “Fair is foul and foul is fair.” Explain.
5. Review blank verse and point out examples of it 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 Act I read yesterday.
3. Continue reading and analyzing Act I of Macbeth.
4. Discuss as we read.
5. Determine Macbeth’s tragic flaw. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review Act One as a whole class.
3. Students will answer questions about Act I individually, then turn them in for a grade.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Determine the most important events that occur in Act I for the students to be on the look out for.
3. Show the Act I portion of the play.
4. Discuss any discrepancies between the play we read and the movie we watched.
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- Students will do the bell work individually, then the whole class will go over the correct answers.
- Review the answers to the questions the students answered Wednesday.
3. Students will create a cause and effect chain for the events of Act I.
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Homework: |
Work on research paper—due 13 November
Crossword and word search puzzles due Friday |
Work on research paper—due 13 November
Crossword and word search puzzles due Friday |
Work on research paper—due 13 November
Crossword and word search puzzles due Friday |
Work on research paper—due 13 November
Crossword and word search puzzles due tomorrow |
Work on research paper—due 13 November
Quiz on Act I Monday |
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Attachments:
Assessments: bell work, questions about the story, cause and effect chain, crossword puzzles, word search
Links:
How will I address literacy this week? Students will use a cause and effect chain to organize and summarize information
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV 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: The Renaissance
Essential Questions: What is drama? How does it differ from other forms of literature? Why is Shakespeare world-renowned for his drama?
Resources/Materials: vocabulary lists, vocabulary puzzles, Guaranteed Curriculum activities, tests
Standards/Benchmarks/GLEs: 01a, 01c, 03b, 05, 06, 07d, 09d, 09c, 10b, 10c, 10d, 34b, 35b, 37a |
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Objectives: |
TSWBAT:
1. Identify and complete sentence fragments.
2. Demonstrate comprehension of the sonnets we studied this unit.
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TSWBAT:
1. Identify and correct subject/verb agreement errors.
2. Review what is expected of the research paper.
3. View an example of an excellent research paper.
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TSWBAT:
1. Identify and correct subject/verb agreement errors involving pronouns.
2. Analyze the influence of historical and cultural context on literature.
3. Read a nonfiction article to interpret literature in relationship to its period.
4. Identify the characteristics of tragedy. |
TSWBAT:
1. Identify and correct errors in comparative and superlative usage.
2. Explore the key idea of ambition.
3. Analyze characteristics of Shakespearean tragedy, such as blank verse, soliloquies, asides, foreshadowing, and dramatic irony.
4. Define new words.
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TSWBAT:
1. Identify and correct errors in comma usage.
2. Identify the mood of a play.
3. Identify the theme of a play.
4. Read and analyze a Shakespearean tragedy. |
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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 take a test on the sonnets we studied this unit.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Collect mentor logs and journals.
3. Review research paper guidelines and rubric.
4. Show students an example of an excellent research paper from a past year, pointing out what makes it excellent.
5. Students will choose roles for when we read Macbeth. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Pair students to read and analyze “Macbeth and Shakespearean Drama” (pp. 332-333) to determine the historical and cultural influences on the play.
3. Pairs will also read “Shakespearean Tragedy” on pp. 334-337, completing the Active Reading Guide as they read. |
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 introduction to the play on pp. 338-339.
3. Identify people in history whose ambitions had tragic consequences.
4. Pass out vocabulary lists and puzzles. Students will work on them until the end of class. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Define mood, motif, and theme. Students will take notes.
3. Begin reading and analyzing Act I of Macbeth. |
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Homework: |
Complete mentor log and journal #1 |
Second mentor log entry and journal #2 due 10 November
Research paper due 12 November |
Second mentor log entry and journal #2 due 10 November
Research paper due 12 November |
Vocabulary puzzles due on Friday, November 6 |
Work on research paper and vocabulary puzzle |
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Attachments:
Assessments: bell work, sonnet test, note-taking activity, mentor log and journal, vocabulary puzzle
Links:
How will I address literacy this week? With a guided reading activity
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV 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: The Renaissance
Essential Questions: What is a sonnet? What are the different types of sonnet? How do I analyze a sonnet?
Resources/Materials: books, sonnet handouts, projector, quizzes, puzzles
Standards/Benchmarks/GLEs: ELA-1-H2; ELA-6-H3; ELA-4-H4; ELA-7-H1 |
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Objectives: |
TSWBAT:
1. Identify and correct errors in elliptical sentences.
2. Work in groups to identify the type and analyze an unfamiliar sonnet.
3. Apply what he/she has learned about sonnets.
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TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Work in groups to identify the type and analyze an unfamiliar sonnet.
3. Apply what he/she has learned about sonnets.
4. Make a presentation to the class.
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TSWBAT:
1. Identify and correct run-on sentences.
2. Review what he/she has learned. |
TSWBAT:
1. Identify and correct errors in subject/verb agreement.
2. Demonstrate comprehension of the sonnet as a poetic form. |
TSWBAT:
1. Identify and correct sentence fragments.
2. Demonstrate understanding of the sonnets we studied this unit. |
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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. Group students and give each group an unfamiliar sonnet. The groups will determine which type of sonnet it is, identify and explain any poetic devices used by the poet, and analyze the poem for meaning.
3. Students will also complete the sonnet crossword puzzle together.
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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 continue with their group work activity.
3. When all groups have finished discussing their poems, each will present their findings to the class.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. If any groups still need to present, they will.
3. Review answers to all questions from this unit. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will take a quiz on the rules and characteristics of a sonnet. They will also apply what they have learned.
3. When students have completed the quiz, they will work with one other student to create a RAFT for one of the poems we studied. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will take a quiz on the sonnets we studied as a class.
3. If time allows, volunteers may share their RAFT with the class. |
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Homework: |
Study for quizzes on the sonnet in general on Thursday and the sonnets we studied on Friday
Meet with mentor |
Study for quizzes on the sonnet in general on Thursday and the sonnets we studied on Friday
Meet with mentor |
Study for quizzes on the sonnet in general on Thursday and the sonnets we studied on Friday
Meet with mentor |
Study for quiz
Meet with mentor |
Meet with mentor
Complete mentor log and reflection journal entry |
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Attachments:
Assessments: crossword puzzle, group work, bell work, two quizzes, RAFT
Links:
How will I address literacy this week? We did not get to the RAFT last week, so we will do it this week.
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV 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: The Renaissance
Essential Questions: What was the Renaissance? How did it impact English literature? How does the literature of the Renaissance compare to the literature that preceded it?
Resources/Materials: Renaissance notes, Renaissance quiz, sonnet notes, sonnet handouts
Standards/Benchmarks/GLEs: 01a, 03b, 07c, 09d, 09g, 10a, 10b, 20c, 10d, 21, 23g, 37d |
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Objectives: |
TSWBAT:
1. Identify and correct errors in comma usage in lists.
2. Learn the social, political, and literary background to the English Renaissance.
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TSWBAT:
1. Identify and correct errors in quotation marks usage.
2. Read and analyze sonnets.
3. Distinguish between the various forms of Renaissance sonnet.
4. Identify the elements of a sonnet.
5. Complete a RAFT on the sonnet. |
TSWBAT:
1. Identify and correct errors in comma usage in appositive phrases.
2. Read and analyze a sonnet.
3. Define and identify apostrophe.
4. Identify the tone of a poem.
5. Define and identify paradox.
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TSWBAT:
1. Identify and correct errors in verb tense.
2. Read and analyze a sonnet.
3. Identify the poetic devices in a poem.
4. Answer questions about what he/she has read.
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TSWBAT:
1. Identify and correct errors in apostrophe usage.
2. Demonstrate knowledge of the English Renaissance.
3. Read and analyze Shakespearean sonnets.
4. Identify poetic devices in the poems.
5. Answer questions about what he/she has read
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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. Introduce the Renaissance by giving notes on the period. Students will copy from the projector.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. After a quick review of the Renaissance notes, display notes on the sonnet. Students will copy them.
3. Pass out copies of “Whoso List to Hunt.”
4. Call upon students to read the bio of Wyatt and the poem.
5. As a whole class, apply the elements of the sonnet to this one.
6. Determine which type of sonnet this is.
7. Analyze the sonnet and identify all the poetic devices in it.
8. Explain RAFT writing and model an example.
9. Students will write a RAFT on “Whoso List to Hunt.” |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review “Whoso List to Hunt.”
3. Call upon a student to read Sonnet 31 from Astrophel and Stella by Sidney.
4. Determine which type of sonnet it is.
5. Identify the apostrophe and other poetic devices.
6. Identify the tone of the poem.
7. Call upon students to read the biography of Spenser on pp. 310 and 311 of the literature book.
8. Have someone read Sonnet 30 on p. 312.
9. Analyze the poem as a whole class.
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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 answers to questions about “Whoso List to Hunt.”
3. Review elements of a Spenserian sonnet.
4. Read sonnet 75 on p. 313 as a whole class.
5. Analyze it and identify poetic devices in it.
6. Read bio of Shakespeare on pp. 316-317 of the literature book.
7. Review elements of a Shakespearean sonnet.
8. Read and analyze “Shall I Compare Thee to a Summer’s Day” as a whole class.
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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 quiz on Renaissance Notes.
3. Go over answers to questions about Sidney’s poem.
4. Review Sonnet 18 read yesterday.
5. Call upon students to read Sonnets 19 and 130.
6. Analyze and identify the poetic devices used by the poet.
7. Students will answer questions about the three Shakespearean poems on p. 324.
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Homework: |
Quiz on notes Friday
Mentor agreement due tomorrow |
Answer questions 1-5 on handout
Study for quiz |
Answer questions 1-5 on the handout
Study for quiz |
Answer questions 1-8 on p. 314 of the literature book
Study for quiz tomorrow |
Finish questions |
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Attachments:
Assessments: bell work, questions about the selections, RAFT story, quiz
Links:
How will I address literacy this week? I will teach my students the RAFT literacy strategy.
Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV Week: 28 September-1October 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: The Medieval Period
Essential Questions: What are the characteristics of a Medieval hero? How does a Medieval hero compare to that of the Anglo-Saxon period? How are these two heroes different?
Resources/Materials: “Sir Gawain and the Green Knight” quiz
Standards/Benchmarks/GLEs: 03a, 05, 09a, 09h, 16b, 16c, 16e, 16f, 23d, 23g |
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Objectives: |
TSWBAT:
1. Identify and correct errors in verb tense.
2. Write an essay comparing and contrasting the heroes of the two periods we have studied so far.
3. Write a proposal.
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TSWBAT:
- Identify and correct errors in pronoun usage.
- Review “Sir Gawain and the Green Knight.”
- Write an essay comparing and contrasting the heroes of the Anglo-Saxon and Medieval periods.
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TSWBAT:
- Identify and correct errors in comma usage.
- Demonstrate comprehension of “Sir Gawain and the Green Knight” and the Medieval romance.
- Write an essay.
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TSWBAT:
- Identify and correct errors in using subject and object pronouns.
- Write an essay.
- Revise a classmate’s essay.
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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. Students will work on either their proposals or 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. Go over the correct answers to the questions about “Sir Gawain” and real Medieval knights that were turned in last week.
3. With any remaining time in the class, students will work on 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. Students will take a quiz on “Sir Gawain and the Green Knight” and the article on knighthood that we studied.
3. When all students have completed the quiz, they 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. Students will exchange rough drafts in order to suggest revisions.
3. Students will revise their rough drafts.
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Homework: |
Proposals due tomorrow |
Quiz on “Sir Gawain” tomorrow |
Have rough draft of essay completed for tomorrow |
Essays due Monday |
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Assessments: Proposal, essay, bell work, quiz
What strategies will I use to address literacy this week? Since we be focusing on writing this week, peer revision is the primary strategy I will use this week.
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV 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: The Medieval Period
Essential Questions: What are chivalry and courtly love? How did these concepts affect the literature of the Medieval Period? What is a romance?
Resources/Materials: quizzes, study guides, Interactive Reader Workbooks, Battle of Agincourt video clip
Standards/Benchmarks/GLEs: 01a, 01c, 03a, 05, 06, 09a, 09c, 09d, 09f, 09h, 23g, 26c, 27a, 27b, 30b |
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Objectives: |
TSWBAT:
1. Identify and correct errors in usage of past and past perfect tenses.
2. Match vocabulary words to their definitions.
3. Learn about Medieval warfare by watching a film clip showing the Battle of Agincourt.
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TSWBAT:
1. Identify and correct errors in subject/verb agreement.
2. Define and identify romance.
3. Identify the characteristics of a medieval romance.
4. Read and analyze a medieval romance. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Read and analyze a medieval romance.
3. Identify poetic devices in a romance.
4. Determine the characteristics of a medieval hero.
5. Answer questions about what he/she has read. |
TSWBAT:
1. Identify and correct errors in superlatives and comparatives.
2. Determine if she/he comprehends the poem by taking a practice test on it.
3. Analyze how chivalry is portrayed in “Sir Gawain.”
4. Read a nonfiction article about knights. |
TSWBAT:
1. Identify and correct errors in verb tense.
2. Demonstrate comprehension of the article.
3. Write an essay comparing and contrasting the Anglo-Saxon hero to the Medieval hero. |
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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 take the quiz on the vocabulary from The Canterbury Tales.
3. When students finish the quiz, they will watch a clip from the film Henry V showing the battle of Agincourt during the Hundred Years’ War in order to understand Medieval warfare.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Discuss whether or not honor is worth dying for.
3. Define medieval romance and give the four characteristics on p. 42 of the Interactive Reader and Writer.
4. Begin reading and analyzing “Sir Gawain and the Green Knight” on pp. 43-56 of the Interactive Reader. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Review section of “Sir Gawain” read yesterday.
3. Call upon volunteers to continue reading the poem.
4. Stop frequently to reflect, make inferences, and analyze the selection.
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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 use their notes to take the assessment practice quiz on pp. 57-58 of the Interactive Reader.
3. Students will use a graphic organizer to scan an article about knights in the middle ages and turn section headings into questions. As they read, they will write their answers in the graphic organizer.
4. Read and discuss “Knights in the Middle Ages,” on pp. 60-63 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. Students will take the Practice Assessment on p. 64 of the Interactive Reader.
3. Students will write a five paragraph essay comparing and contrasting the heroes of the Medieval period to the ones of the Anglo-Saxon period. |
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Homework: |
Work on proposal |
Review notes from today’s reading
Work on proposal |
Answer questions 1-10 on p. 240 of the literature book |
Study for test on “Sir Gawain” on Tuesday |
Work on essay
Study for test on “Sir Gawain” on Tuesday |
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Assessments: bell work, questions about the selection, quiz, practice test, reading comprehension questions on related non-fiction selection, essay
What strategies will I use to address literacy this week? Directed Reading/Thinking Activity
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV Week: 14-18 September 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: The Medieval Period
Essential Questions: What are chivalry and courtly love? How did these concepts affect the literature of the Medieval Period? What is a romance?
Resources/Materials: tests, quizzes, study guides, literature books, Battle of Agincourt video clip
Standards/Benchmarks/GLEs: 01a, 01c, 03a, 05, 06, 09a, 09c, 09d, 09f, 09h, 23g, 26c, 27a, 27b, 30b |
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Objectives: |
TSWBAT:
1. Identify and correct errors using who and whom.
2. Read and analyze aloud.
3. Answer questions about what he/she has read.
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TSWBAT:
1. Identify and correct errors in comparative and superlative modifiers.
2. Review what he/she has learned about The Canterbury Tales and the individual pilgrims. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Identify and define plagiarism.
3. Learn how to avoid plagiarism. |
TSWBAT:
1. Identify and correct errors in possessive adjectives.
2. Demonstrate comprehension of The Canterbury Tales.
3. Use vocabulary words correctly. |
TSWBAT:
1. Identify and correct errors in usage of past and past perfect tenses.
2. Match vocabulary words to their definitions.
3. Learn about Medieval warfare by watching a film clip showing the Battle of Agincourt. |
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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 section of the Wife of Bath’s Tale read on Friday.
3. Finish reading and analyzing the Wife of Bath’s Tale on pp. 182-192 of the literature book.
4. Students will answer the questions on the study guide about this portion of the Canterbury Tales with a partner.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Return and go over the correct answers to all of the study guide questions as a whole class.
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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 go to the library to attend a presentation on plagiarism given by the librarian.
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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 test on The Canterbury Tales.
3. When students have completed the quiz, they will complete the vocabulary activities on pp. 164, 178, and 194.
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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 the vocabulary from The Canterbury Tales.
3. When students finish the quiz, they will watch a clip from the film Henry V showing the battle of Agincourt during the Hundred Years’ War in order to understand Medieval warfare.
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Homework: |
Finish study guide
Study for test on The Canterbury Tales on Thursday |
Study for test on The Canterbury Tales Thursday and vocabulary quiz Friday |
Study for test on The Canterbury Tales tomorrow and vocabulary quiz Friday |
Study for vocabulary quiz tomorrow |
Work on Senior project |
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Assessments: bell work, study guide, test, quiz, vocabulary activities
What strategies will I use to address literacy this week? Directed Reading/Thinking Activity
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV Week: 8-11September 2009
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Weekly Overview:
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Unit Description: The Medieval Period—The Canterbury Tales
Essential Questions: What is direct and indirect characterization? How are Chaucer’s pilgrims a reflection of his age? What is an exemplum?
Resources/Materials: literature books, study guides, quizzes, pilgrim handouts
Standards/Benchmarks/GLEs: 01a, 03a, 05, 06, 09a, 09d, 09f, 25, 26c, 27a, 27d, ELA-3-H2 |
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Objectives: |
Labor Day—no school
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TSWBAT:
1. Identify and correct errors in sentence structure.
2. Use notes that he/she took to answer questions about the pilgrims.
3. Work quietly in groups
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TSWBAT:
1. Identify and correct errors in subject-verb agreement.
2. Demonstrate understanding of the historical and societal influences on the literature of the Medieval period.
3. Define and identify an exemplum.
4. Identify irony.
5. Define and use new words correctly. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Read and analyze an exemplum.
3. Identify irony.
4. Define and identify a foil. |
TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Identify the theme of the exemplum.
3. Answer questions about what he/she has read. |
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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. If any student was absent, he/she will give his/her presentation.
3. When all presentations are complete, students will work in small groups of two or three to complete the questions on the Prologue to the Canterbury Tales study guide.
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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 read and copy the definition of exemplum from p. 165 of the literature book.
3. Have a discussion about corruption and what causes it.
4. Begin reading and analyzing The Pardoner’s Prologue and Tale, pp. 166-176 of the literature book.
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. Students will do the bell work individually, then the whole class will go over the correct answers.
2. As students are doing bell work, collect homework.
3. Review portion of poem read and discussed yesterday.
4. Ask students to write down a prediction of what they believe will happen in the story.
5. Finish reading and analyzing the Pardoner’s Tale.
6. Identify examples of all three types of irony in the reading.
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1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. As a whole class, determine the theme of the exemplum.
3. Students will answer the questions on the Pardoner’s section of the study guide.
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Homework: |
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Finish study guide |
Work on proposal |
Work on proposal |
Finish study guide questions |
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Assessments: bell work, study guides
What strategies will I use to address literacy this week? Making predictions
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV 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: The Anglo-Saxon Era
Essential Questions: What is a hero? How has the concept of a hero changed over the years? What can we learn about modern society by reading ancient literature?
Resources/Materials: literature books, Interactive Reader and Writer, MediaSmart DVD, tests
Standards/Benchmarks/GLEs: ELA-1-H3; ELA-6-H1; ELA-7-H1; ELA-3-H2; ELA-4-H4 |
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Objectives: |
TSWBAT:
1. Identify and correct capitalization errors.
2. Review the epic poem.
3. Identify alliteration.
4. Identify caesuras.
5. Identify kennings.
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TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Read and analyze a newspaper article related to Beowulf.
3. Answer questions about what he/she has read. |
TSWBAT:
1. Identify and correct errors in agreement.
2. Demonstrate comprehension of the poem Beowulf and the literary devices studied.
3. Use vocabulary words correctly.
4. Define new words. |
TSWBAT:
1. Identify and correct quotation errors.
2. Learn the social, cultural, and political background that influenced the literature of the Middle Ages. |
TSWBAT:
1. Identify and correct errors in comma usage.
2. Learn about Geoffrey Chaucer.
3. Review the methods of characterization.
4. Read and analyze a narrative poem.
5. Create a visual depic tion of one of Chaucer’s pilgrims based upon his/her description. |
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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. Return and go over practice test, questions about the selection, and vocabulary worksheets as a review for the test Wednesday.
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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 fill in a K-W-L chart on dragons.
3. Call upon volunteers to read “What’s the Connection?” and “The Years of the Dragon” on pp. 34-37 of the Interactive Reader. Discuss as we read.
4. Students will take the reading comprehension practice test on p. 38 of the Interactive Reader. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Students will take the test on Beowulf, vocabulary, and literary concepts studied.
3. When students have completed the test, they will define the vocabulary words for The Canterbury Tales and complete a worksheet on them. |
1. Students will do the bell work individually, then the whole class will go over the correct answers.
2. Give notes on the Medieval Period. Students will copy from the overhead. |
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 biography of Chaucer and the reading strategy tips on pp. 138-139 of the literature book.
3. Read and analyze the first 42 lines of the Prologue to the Canterbury Tales as a whole class.
4. Each student will pick a pilgrim out of a cup and read his/her description from the Prologue. The student will then draw a picture of that pilgrim based upon Chaucer’s characterization of him/her.
5. Pictures will be presented to the class on Monday. |
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Homework: |
Test on Beowulf Wednesday
Get parent and media forms signed by Friday |
Test on Beowulf tomorrow
Get parent and media forms signed by Friday |
Finish vocabulary activity
Parent and media forms due Friday
Bring art supplies Friday |
Parent and media forms due tomorrow
Bring art supplies tomorrow |
Finish visual characterization |
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Assessments: bell work, practice test, test, vocabulary activity, parent and media forms, pilgrim characterizations
What strategies will I use to address literacy this week? K-W-L and paraphrasing
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Salmen High School Weekly Lesson Plan
Teacher: Theaux Grade: 12 Subject: English IV Week: 17-21 August 2009
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