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English I
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Week of
Nov. 16
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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, notes, computers
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To work cooperatively on “Become an Activist.”
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To present powerpoint on “Become an Activist.”
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To present powerpoint on “Become an Activist.”
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To read the background on William Shakespeare.
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To read the background on William Shakespeare.
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Student Learning Activities:
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Become an Activist group project.
Computer lab and the library to do research.
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Power point projects – “Become an Activist.”
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Power point projects – “Become an Activist
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Read the background on William Shakespeare. Do an activity on the facts of his
life.
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Background on William Shakespeare.
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Homework:
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none
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none
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none
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none
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none
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Attachments:
Assessments: project, activity
Links:
What strategies will I use to
address literacy this week? brainstorming, story map
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English I
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Week of
Nov.2
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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, notes, computers
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To analyze each student’s carbon footprints.
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To analyze each student’s carbon footprints.
To research a group project- Become an Activist.
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To read a poem from Maya Angelou.
To define the poetry elements.
To compare/contrast the two poems.
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To define the literary elements.
To analyze and find examples in the story “I Know Why the Caged Bird Sings.”
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To work cooperatively on “Become an Activist.”
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Student Learning Activities:
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Computer lab-http://www.zerofootprint.net
Take the test on the carbon footprint- analyze the data, and answer the
questions given by the teacher. Cross-curricular project
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Computer lab. Decorate the student’s carbon footprint to be displayed. What
can each student do to lessen their footprint. Cross curricular project.
Group project- Become an activist.
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Poems “Caged Bird” and Ain’t I a Woman” by Maya Angelou. To define the poetry
elements and find them in the poem. To compare/contrast the two poems. (Venn
diagram)
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Define and find examples from “I Know Why the Caged Bird Sings.”
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Become an Activist group project.
Computer lab to do research.
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Homework:
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Test next Wednesday on “I Know Why the Caged Bird Sings.”
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Test next Wednesday on “I Know Why the Caged Bird Sings.”
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Test next Wednesday on “I Know Why the Caged Bird Sings.”
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Test next Wednesday on “I Know Why the Caged Bird Sings.”
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Test next Wednesday on “I Know Why the Caged Bird Sings.”
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Attachments:
Assessments: project
Links:
What strategies will I use to
address literacy this week? brainstorming, venn diagram
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Eng. I
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Week of Oct. 19
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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, notes
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To analyze a poem.
To answer the questions for “The Scarlet Ibis.”
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To write an essay.
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To write an essay.
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To write an essay.
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To write an essay.
To take the test on “The Scarlet Ibis.”
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Student Learning Activities:
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Poem pg. 442. Answer the questions on pg. 443 (1-6) RAGE
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Essay topic: Do you blame the narrator for what happened to Doodle? Consider
his age, his mixed emotions, and what he says about himself.
Write the introduction: the attention-grabber and the thesis statement
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Essay topic: Do you blame the narrator for what happened to Doodle? Consider
his age, his mixed emotions, and what he says about himself.
Write the first body paragraph.
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Essay topic: Do you blame the narrator for what happened to Doodle? Consider
his age, his mixed emotions, and what he says about himself.
Write body paragraphs 2 and 3.
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Write the conclusion.
Test on “The Scarlet Ibis.”
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Homework:
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Test on “The Scarlet Ibis” is Friday.
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Test on “The Scarlet Ibis” is Friday.
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Test on “The Scarlet Ibis” is Friday.
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Test on “The Scarlet Ibis” is Friday.
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none
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Attachments:
Assessments: essay, test
Links:
What strategies will I use to
address literacy this week? brainstorming, web
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Week of Oct.12
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To work in cooperative groups and write about survivors.
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To do vocabulary squares for “The Scarlet Ibis.”
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To read “The Scarlet Ibis.”
To use a comprehension strategy while reading.
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To read “The Scarlet Ibis.”
To use a comprehension strategy while reading.
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To take a vocabulary quiz on “The Scarlet Ibis.”
To answer questions on the story.
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Student Learning Activities:
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Each person picks on paragraph to write.
Computer lab- reread the story on survivors.
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Voc. squares pg. 428-
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Read pgs. 428- and do the comprehension sheet while you read.
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Read pgs. 428- and do the comprehension sheet while you read
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Voc. quiz on “The Scarlet Ibis”
Questions pg. 443 (1-6) RAGE
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Homework:
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none
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Study for the quiz.
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Study for the quiz
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Study for the quiz
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none
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Attachments:
Assessments: paragraphs, quiz
Links:
What strategies will I use to
address literacy this week? brainstorming, story map, voc. squares
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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English I
Weekly Overview:
Sept. 28
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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, computer
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To read “The Most Dangerous Game.”
To analyze the story.
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To work on the project for “The Most Dangerous Game.”
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To work on the project for “The Most Dangerous Game.”
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To present the group projects.
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No school
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Student Learning Activities:
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Story map, discussion, and read the story.
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Work on the group project.
Mobile computer lab for research.
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Work on the group project.
Mobile computer lab for research.
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Present the group projects.
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Homework:
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none
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Work on the project.
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Work on the project. It’s due Monday. Study for the test.
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Work on the project. It’s due Monday. Study for the test.
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Work on the project. It’s due Monday.
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Attachments:
Assessments:
project
Links:
What strategies will I use to
address literacy this week? story map, directive thinking
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WEEK OF SEPT .21
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To analyze the story through writing.
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To review for the test on “The Necklace.”
To do vocabulary squares for “The Most Dangerous Game.”
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To take a test on “The Necklace.”
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To read “The Most Dangerous Game.”
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To read “The Most Dangerous Game”
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Student Learning Activities:
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Pg. 220 Writing Prompt A (two paragraphs)- brainstorming, rough draft, final
draft.
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Review for the test.
Vocabulary squares pg. 53
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Test on “The Necklace.”
Interactive Reader pg 28
“How to be a survivor “
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Read pgs 54-74. Comprehension strategies and worksheet to go along with the
story.
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Read pgs 54-74. Comprehension strategies and worksheet to go along with the
story.
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Homework:
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Write the final draft pg. 220.
Study for the test. It’s Wednesday.
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Study for the test. It’s Wednesday.
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none
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none
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none
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Attachments:
Assessments: test
Links:
What strategies will I use to
address literacy this week? brainstorming, directed reading thinking strategy,
voc. squares
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SEPT.14
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To read “The Necklace.”
To analyze the story.
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To analyze the short story elements in “The Necklace.”
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To write an 8 sentence paragraph on how important is status.
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To answer questions about the story.
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To review the vocabulary for “The Necklace.”
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Student Learning Activities:
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Read pg. 208-217.
Use comprehension strategy to analyze the story.
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Find the short story elements pg. 208-217 (exposition, rising action, climax,
falling action, resolution, conflict, characters, setting, theme, and tone)
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8 sentence paragraph on how important is status. (web, rough draft)
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Do the questions pg. 218 (1-8) RAGE
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Voc. review worksheet and crossword puzzle.
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Homework:
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Finish reading the story and do the worksheet.
Test on the story is next Tuesday.
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Study for the test. It’s next Tuesday.
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Write the final draft.
Study for the test. It’s next Tuesday.
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Study for the test. It’s next Tuesday.
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Study for the test. It’s Tuesday.
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Attachments:
Assessments: questions
Links:
What strategies will I use to
address literacy this week? brainstorming, directed reading thinking strategy
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SEPT.8
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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No school
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To promote literacy.
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To aid in comprehension- vocabulary squares.
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To read “The Necklace.”
To evaluate the story by doing a story map.
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To read the story “The Necklace.”
To answer questions about the story.
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Student Learning Activities:
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No school.
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Literacy Day!
Read Ch.
1 from Tuesdays with Morrie.
Write a poem about someone who taught you something.
In three paragraphs, write about why that person is important.
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Vocabulary squares for “The Necklace” pg. 207. Finish
reading oral projects on the student written short story.
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Read pgs. 208- Short story map to aid with comprehension.
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Finish reading the story.
Answer questions about the story. (worksheet)
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Homework:
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None
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Finish the paragraphs.
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None
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Story map
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Questions about the story (worksheet)
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Attachments:
Assessments:
Links:
What strategies will I use to
address literacy this week? story map, vocabulary squares
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August 2009-2010
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English I
Week of Aug 31
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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To research articles from headline news and turn them into fiction.
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To write a fiction story.
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To write a fiction story
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To take a test on “The Cask of the Amontillado.”
To write a fiction story.
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To present the stories.
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Student Learning Activities:
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Computer lab- to research a news article.
Project- take the details from the article and make it a fiction story. (Pick
one genre: horror, romance, comedy, tragedy)
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Project- write a fiction story based off a true recent news story.
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Project- write a fiction story based off a true recent news story.
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Test on “The Cask of the Amontiallado.”
Write the fiction story.
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Present the stories to the class, and turn the stories in.
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Homework:
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Write the fiction story.
Test on “The Cask of the Amontiallado” on Thursday.
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Write the fiction story.
Test on “The Cask of the Amontiallado” on Thursday.
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Write the fiction story.
Test on “The Cask of the Amontiallado” on Thursday.
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Write the fiction story.
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none
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Attachments:
Assessments: final drafts are
due on Tuesday, and the journals are due on Monday.
Links:
What strategies will I use to
address literacy this week? brainstorming, graphic organizers, process guides
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SalmenHigh School
Weekly Lesson Plan
Teacher: Hawkins
Grade: 9
Subject: English I
Week: August 24
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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
Standards/Benchmarks/GLEs: 2, 3, 4, 5, 8
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Objectives:
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TSWBAT demonstrate understanding of comprehesion through literacy techniques
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Understand strory elements with any given story
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construct well written paragraphs.
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Identify characters within a story and answer meaningful questions regarding
characters.
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TSWBAT
connect story with essential questions.
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Student Learning Activities:
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TSWBT see powerpoint on 8 sentence construct an eight sentence paragraph.
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Students will use information obtained from pp to complete a paragraph on
"What it means to be a Spartan" using 8 sentence paragraph
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Bellwork
Discuss key idea of revenge
Introduce vocabulary terms of "Cask of Amontillado"
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Listen to "Cask"
Through audio
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Discuss
characters within story .
Students
will complete a family crest project
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Homework:
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none
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paragraph writing.
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project
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Attachments:
Assessments: paragraph
writing, character identification
Links: http://jc-schools.net/write/friendly-letters_files/frame.htm
;https://blackboard.stpsb.org/bbcswebdav/institution/guar_curr/ELA/Eng%20I/eng1_resource/g9_u1_l1_plotstructure.ppt
What strategies will I use to
address literacy this week?
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Testing for reading and comprehension levels.
SalmenHigh School
Weekly Lesson Plan
Teacher: Cousin-Hawkins
Grade: 9
Subject: English I (
resource) Week:
August 17
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Objectives:
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To evaluate reading comprehension levels.
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To diagnose reading comprehension levels.
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To diagnose reading comprehension levels
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To write vocabulary squares for “The Open Window.”
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To practice pre-reading techniques.
To read the story “The Open Window.
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Student Learning Activities:
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Read different selections and diagnose the comprehension levels of the
students in my class.
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Read different selections and diagnose the comprehension levels of the
students in my class
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Read different selections and diagnose the comprehension levels of the
students in my class
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Vocabulary squares for the story “The Open Window.”
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Pre-reading techniques and read the story “The Open Window.”
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Homework:
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none
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none
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none
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Vocabulary squares
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none
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Attachments:
Assessments:
Links:
What strategies will I use to
address literacy this week? diagnostic testing
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