| Ms. Hereford’s Lesson Planning Reports for English I and II
Lesson Planning Report for English 1
Lesson Planning Report for English 1
Standards: READING
* Comprehends and Constructs meaning from written, heard, and viewed text by
gaining a literal understanding, interpreting, analyzing, and evaluating of
Collections 10 and 11 in The Elements of Literature text.
* Reads short stories within Collections 10-11
* *Reads nonfiction such as essays, speeches, newspapers, periodicals,
autobiographies, biographies
* draws inferences from selected passages
* determines the meaning of the word in context
*pinpoints cause and effect relationships using a graphic organizer
*differentiates among verbal, dramatic, and situational irony
*identify an author's point of view (1st person, 3rd person limited, 3rd
person omniscient)
*discerns an implied main idea from a passage
*identifies how the author reveals character (what the author tells us, what
other characters say about him/her, what the character does, what the
character says, what the character thinks), and selects the correct
paraphrase of a given passage
Collection 10: Meredith Scwartz “Penelope to Ulysses”, Millay’s “An Ancient
Gesture”, Cavafy “Ithaka”, Kazantzakis “The Sea Call”, Stone’s “Where I find
my Heroes”, and “The Fenris Wolf”
Collection 11: Elizabeth Barret Browning “How Do I Love Thee” and “Dear
Juliet”
End of Course Writing Objectives:
Reading: *Identifies Similes, metaphors, onomatopoeia, alliteration, and
personification in poetry
*Distinguishes between facts and opinions
*Draws inferences from selected passages
* determines the meaning of the word in context
*pinpoints cause and effect relationships using a graphic organizer
*differentiates among verbal, dramatic, and situational irony
*identify an author's point of view (1st person, 3rd person limited, 3rd
person omniscient)
*discerns an implied main idea from a passage
*identifies how the author reveals character (what the author tells us, what
other characters say about him/her, what the character does, what the
character says, what the character thinks), and selects the correct
paraphrase of a given passage
WRITING: * Recognize correct subject verb agreement with confusing
intervening elements within a writing sample
*Corrects Run on sentences by using a comma and coordinating conjunction,
subordinate conjunction, or semicolon within a writing sample
* Determine the writer's purpose (narration, description, persuasion,
exposition, and personal creative expression)
* Evaluates the relevance of supporting sentences by deleting an irrelevant
sentence in a passage
* Selects the appropriate transitional word to connect sentences within a
paragraph
*Selects a vivid word to strengthen a description (verb, Adjective, adverb)
within a writing sample
*Determines the most effective order of sentences within a paragraph
*Select the correct pronoun case usage in a sentence (between "you" and "me")
*Select from the following pairs of word for the sense of the sentence:
stationary and stationery, complement and compliment, principle and
principal, accept and except, capitol and capital, affect and effect, where
and were, to and too
* Recognizes the correct places of end marks with quotation marks
*Recognize the correct usage of quotation marks in direct and indirect
quotations
* Writes a personal narrative five paragraph essay explaining three reasons
and supporting why a college should select them into his or institution.
VIEWING and REPRESENTING
* Select the type of conflict represented in a non-print medium, determine
which statement presents an opposing view, and selects the appropriate
persuasive device in a given ad (testimonial, bandwagon, loaded words, and
misuse of statistics
Speaking and Listening
* Determines the appropriate preparation (length and timing, rate of speech,
visual aids, diction) for an oral presentation to a specified audience or a
special interest group.
We will work through the Gateway Objective book which has the exact same
indicators for the End of Course Test.
Assessment Strategies: End of Course Notebooks, English I Notebooks that
consist of notes, quizzes, tests, and homework, quizzes, tests, individual
poems, literature responses, essays, KWL Charts, “I learned statements”,
oral presentations, and book response journals, essays, cooperative learning
groups
Teaching Strategies: Reading aloud in class, taking notes on the literature
from the projector and power point presentations, review games, increasing
accountable talk in the classroom, improve students writing, essay rubrics,
continuing to discuss and do activities from the word wall which center
on “End of Course” and Gateway Objectives, Bell work, handouts, and visual
aids such as movies or commercials when teaching the different propaganda
techniques
Lesson Planning Report for English 11(We will work strictly on Gateway
Objectives for the Nine Weeks)
Standards: READING
* draws inferences from selected passages
* determines the meaning of the word in context
*pinpoints cause and effect relationships using a graphic organizer
*differentiates among verbal, dramatic, and situational irony
*identify an author's point of view (1st person, 3rd person limited, 3rd
person omniscient)
*discerns an implied main idea from a passage
*identifies how the author reveals character (what the author tells us, what
other characters say about him/her, what the character does, what the
character says, what the character thinks), and selects the correct
paraphrase of a given passage
*Distinguish between fact and opinion
*Identify simile, metaphor, onomatopoeia, alliteration, or personification
in poetry
WRITING: * Recognize correct subject verb agreement with confusing
intervening elements within a writing sample
*Corrects Run on sentences by using a comma and coordinating conjunction,
subordinate conjunction, or semicolon within a writing sample
* Determine the writer's purpose (narration, description, persuasion,
exposition, and personal creative expression)
* Evaluates the relevance of supporting sentences by deleting an irrelevant
sentence in a passage
* Selects the appropriate transitional word to connect sentences within a
paragraph
*Selects a vivid word to strengthen a description (verb, Adjective, adverb)
within a writing sample
*Determines the most effective order of sentences within a paragraph
*Select the correct pronoun case usage in a sentence (between "you" and "me")
*Select from the following pairs of word for the sense of the sentence:
stationary and stationery, complement and compliment, principle and
principal, accept and except, capitol and capital, affect and effect, where
and were, to and too
* Recognizes the correct places of end marks with quotation marks
*Recognize the correct usage of quotation marks in direct and indirect
quotations
* ESSAY: Writes a personal narrative five paragraph essay explaining three
reasons and supporting why a college should select them into his or
institution.
* Develops and organizes ideas in a logical sequence appropriate
to the final written product: prewrite/develops, drafts/organizes,
revises, publishes.
VIEWING and REPRESENTING
* Select the type of conflict represented in a non-print medium, determine
which statement presents an opposing view, and selects the appropriate
persuasive device in a given ad (testimonial, bandwagon, loaded words, and
misuse of statistics
Speaking and Listening
* Determines the appropriate preparation (length and timing, rate of speech,
visual aids, diction) for an oral presentation to a specified audience or a
special interest group.
Assessment Strategies: End of Course Notebooks, English I Notebooks that
consist of notes, quizzes, tests, and homework, quizzes, tests, individual
poems, literature responses, essays, KWL Charts, “I learned statements”,
oral presentations, and book response journals
Teaching Strategies: Reading aloud in class, taking notes on the literature
from the projector and power point presentations, review games, increasing
accountable talk in the classroom, improve students writing, essay rubrics,
continuing to discuss and do activities from the word wall which center
on “End of Course” and Gateway Objectives, Bell work, handouts, visual aids
such as movies or commercials when teaching the different propaganda
techniques.
English 1 Syllabus
Elements of Literature Book: Collection 10: Meredith Scwartz “Penelope to
Ulysses”, Millay’s “An Ancient Gesture”, Cavafy “Ithaka”, Kazantzakis “The
Sea Call”, Stone’s “Where I find my Heroes”, and “The Fenris Wolf”
Collection 11: Elizabeth Barret Browning “How Do I Love Thee” and “Dear
Juliet”
Gateway Objective Work Book:
(Pretest)-Evaluation
Ch. 1 Vocabulary: Lesson 1-Words, Roots, and Suffixes
Lesson 2 –Context Clues
Lesson 3: Commonly confused and unfamiliar
Words
Lesson 4: Analogies
Ch. 1 Review
Ch. 2 Reading Comprehension: Lesson 5- Text Organizers
Lesson 6- Author’s
Point of View and Purpose
Lesson 7-Inferences
and Conclusions
Lesson 8- Predicting
Cause and Effect
Lesson 9-Fact vs.
Opinion
Lesson 10- Persuasion
Ch. 2 Review
Ch. 3 Literary Elements: Lesson 11-Thesis Statement
Lesson 12-Main Idea and
Supporting Details
Lesson 13-Characters
Lesson 14- Mood and Tone
Lesson 15-Theme
Lesson 16-Conflict
Lesson 17- Paraphrasing Passages
Lesson 18- Similes and Metaphors
Lesson 19- Literary Elements
Lesson 20- Verbal, Dramatic,
and Situational Irony
Lesson 21-Media Sources
Ch. 3 Review
Ch. 4 Grammar and Language: Lesson 22-Punctuation
Lesson 23-Pronouns
and Subject Verb Agreement
Lesson 24-
Possessive Nouns
Lesson 25-Adjectives
and adverbs
Lesson 26-
Transition words
Ch. 4 Review
Ch. 5 Writing: Lesson 27-Opening and Concluding Sentences
Lesson 28- Combining Sentences and Run On
Sentences
Lesson 29- Incomplete Sentences
Lesson 30- Awkward, Repetitive, and Irrelevant
Sentences
Lesson 31: Adding and Moving Sentences
Lesson 32: Parallelism
Lesson 33: Organizing and Critiquing Spoken Text
Ch. 5 Review
Post Test(Evaluation)
English II Syllabus
Elements of Literature Book: Collection 10: Meredith Scwartz “Penelope to
Ulysses”, Millay’s “An Ancient Gesture”, Cavafy “Ithaka”, Kazantzakis “The
Sea Call”, Stone’s “Where I find my Heroes”, and “The Fenris Wolf”
Collection 11: Elizabeth Barret Browning “How Do I Love Thee” and “Dear
Juliet”
Gateway Objective Work Book:
(Pretest)-Evaluation
Ch. 1 Vocabulary: Lesson 1-Words, Roots, and Suffixes
Lesson 2 –Context Clues
Lesson 3: Commonly confused and unfamiliar
Words
Lesson 4: Analogies
Ch. 1 Review
Ch. 2 Reading Comprehension: Lesson 5- Text Organizers
Lesson 6- Author’s
Point of View and Purpose (Review Packet on Collections 1-6)
Lesson 7-Inferences
and Conclusions
Lesson 8- Predicting
Cause and Effect
Lesson 9-Fact vs.
Opinion
Lesson 10- Persuasion
Ch. 2 Review
Ch. 3 Literary Elements: Lesson 11-Thesis Statement
Lesson 12-Main Idea and
Supporting Details
Lesson 13-Characters
Lesson 14- Mood and Tone
Lesson 15-Theme
Lesson 16-Conflict
Lesson 17- Paraphrasing Passages
Lesson 18- Similes and Metaphors
Lesson 19- Literary Elements
Lesson 20- Verbal, Dramatic,
and Situational Irony
Lesson 21-Media Sources
Ch. 3 Review
Ch. 4 Grammar and Language: Lesson 22-Punctuation
Lesson 23-Pronouns
and Subject Verb Agreement
Lesson 24- Posessive
Nouns
Lesson 25-Adjectives
and adverbs
Lesson 26-
Transition words
Ch. 4 Review
Ch. 5 Writing: Lesson 27-Opening and Concluding Sentences
Lesson 28- Combining Sentences and Run On
Sentences
Lesson 29- Incomplete Sentences
Lesson 30- Awkward, Repetitive, and Irrelevant
Sentences
Lesson 31: Adding and Moving Sentences
Lesson 32: Parallelism
Lesson 33: Organizing and Critiquing Spoken Text
Ch. 5 Review
Post Test (Evaluation)
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