|
Teacher: Blackman-Stokes Grade: 9 Subject: English I Week: October 13
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Weekly Overview:
|
Unit Description: Values/Beliefs
Essential Questions: How are values and beliefs developed? How does my belief system influence my behavior? In adverse situations how can studying others inform my actions? How do values and beliefs change over time? How can a significant emotional event change or reorder values and beliefs?
Resources/Materials: Literature book, worksheets, family crest, test.
Standards/Benchmarks/GLEs: 1,2,3,4,9,10 |
|
Objectives: |
To discover the background of Maya Angelou and her relationship to the story. |
To find plot, setting, and characters. |
To work in cooperative groups and discover 5 qualities of a good teacher/mentor. |
To compare/contrast Angelou’s thoughts and observations about Mrs. Flowers. |
To write a rough draft for a compare/contrast essay. |
|
Student Learning Activities:
|
Vocabulary practice (voc. Squares)
Read pg. 237, how has Angelou’s background changed her life. |
Read pg. 238-245 “I Know Why the Caged Bird Sings.”
Find the plot, setting, and characters.
Pg. 245 ques (1-4) RAGE |
In a group, discover 5 traits for an effective teacher/mentor.
Analyze if Mrs. Flowers has those traits. |
Compare/contrast Angelous’ thoughts and observations from both her childhood and adult perspectives.. |
Review compare/contrast essay. Write the introduction to the essay. |
|
Homework: |
None |
Questions pg. 245 (1-4) RAGE |
None |
None |
Write the introduction to the essay |
|
Attachments:
Assessments:questions, discussion, group activity, essay
Links:
What strategies will I use to address literacy this week? Compare and contrast a character in a story to your own perspective, use RAGE to answer questions.
|
|
|
|
|
|
|
|
|
|
|
Teacher: Blackman-Stokes Grade: 9 Subject: English I Week: September 29
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Weekly Overview:
|
Unit Description: Values/Beliefs
Essential Questions: How are values and beliefs developed? How does my belief system influence my behavior? In adverse situations how can studying others inform my actions? How do values and beliefs change over time? How can a significant emotional event change or reorder values and beliefs?
Resources/Materials: Literature book, worksheets, family crest, test.
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8 |
|
Objectives: |
To compare and contrast the story “The Most Dangerous Game” to the movie.
|
To compare and contrast the story “The Most Dangerous Game” to the movie.
|
To take Part 1 of the exam on the computer.
To practice comma usage. |
To practice comma usage. |
No school |
|
Student Learning Activities:
|
Watch the movie. Compare and contrast the story to the movie.
Turn in “The Most Dangerous Game” project. |
Watch the movie. Compare and contrast the story to the movie. |
Take Part 1 of the exam on the computer.
To practice comma usage. |
Practice using commas correctly.
Turn in the bellwork. |
|
|
Homework: |
None |
None |
None |
None |
. |
|
Attachments:
Assessments: test, project
Links:
What strategies will I use to address literacy this week? Compare and contrast the story and the movie “The Most Dangerous Game.”
|
Teacher: Blackman-Stokes Grade: 9 Subject: English I Week: September 22
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Weekly Overview:
|
Unit Description: Values/Beliefs
Essential Questions: How are values and beliefs developed? How does my belief system influence my behavior? In adverse situations how can studying others inform my actions? How do values and beliefs change over time? How can a significant emotional event change or reorder values and beliefs?
Resources/Materials: Literature book, worksheets, family crest, test.
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8 |
|
Objectives: |
To discuss “The Most Dangerous Game.”
To work on the two part project for “The Most Dangerous Game.”
|
To work on the project for “The Most Dangerous Game.”
To answer study questions for “The Most Dangerous Game.” |
To review the study guide. |
To practice comma usage. |
To take the test on “The Most Dangerous Game.” |
|
Student Learning Activities:
|
Discussion questions and project. |
Do the study questions and work on project. |
Study guide review |
Comma usage. |
Test |
|
Homework: |
Work on the project. It’s due Monday.
Study for the test. |
Work on the project. It’s due Monday. Study for the test. |
Work on the project. It’s due Monday. Study for the test. |
Work on the project. It’s due Monday. Study for the test. |
Work on the project. It’s due Monday. |
|
Attachments:
Assessments: test, project
Links:
What strategies will I use to address literacy this week? Read the story in cooperative groups as well as silently, using RAGE to answer questions.
|
|
