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Teacher: Wendy Kempe
Subject/Grade: GT/Pre-AP & On-level ELA
Semester: I
Week of: October 11th—15th, 2010
Weekly Lesson Plans
Daily Plans and Activities for Monday
GT/Pre-AP ELA
On-level ELA
Objective:
Procedure:
STUDENT HOLIDAY
STUDENT HOLIDAY
Evaluation:
Daily Plans and Activities for Tuesday
Objective:
1. Introduce new unit
2. Identify story structure—story within a story
3. Discuss annotation requirements
Procedure:
Copy Plans
SSR—discuss with students about delay of project.
Walk Two Moons should be purchased and brought to class
1. Period 3 needs to download their book trailers—watch and
enjoy. 
2. Re-Do—Literary Terms Quiz—any student wanting to
redo test can do so in class. (Another opportunity will be
Thursday)
BEGIN NEW UNIT
“RELATIONSHIPS”
WALK TWO MOONS
3. BIG Question: Are relationships important? Define the
word “relationships”. Divide paper into fourths
 Looks like?
 Feels like?
 Sounds like?
 List relationships you have
4. Discuss story structure—story within a story—what does
that mean?
5. Create a class concept web around the word “journey”.
Students will brainstorm and share ideas they have about
different types of journeys and the feelings they associate
with a journey—such as fear, anticipation, or excitement.
Discuss how journeys can be a passage through any
1.
2.
Students will recognize dialet and
conversational voice and explain
how authors use dialect to convey
character
3. Monitor and adjust comprehension
Copy Plans
SSR—(these books should be finished by
next Monday)
1.
2.
Reteach and Re-Do Literary Term
Quiz with whole group
Students will write & discuss new
Word Wall stems (6.6)
Prepare to read “Jeremiah’s
Song” by Walter Dean
Myers
3. Use PowerNotes—In
Reader’s Journal—
 Big Question: When is a
story a TREASURE?
 Literary analysis: dialect
and conversational voice
 Discuss reading strategy:
MONITOR
HOMEWORK: MAKE SURE YOU
challenging experiences.
6. Discuss annotation for first section of reading (first ten
chapters need to be read this week). handout
 Point of view
 Characterization
 Setting
 Connections (T/T, T/S, T/W)
HAVE YOUR T-SHIRTS FOR
TOMORROW!!!!!
7. Begin reading and annotating—students will be
required to read ten chapters a week and be ready on
Fridays to demonstrate understanding of entire
reading selection.
Reading Homework: Pgs. 1—16
HOMEWORK: MAKE SURE YOU HAVE YOUR
T-SHIRTS FOR TOMORROW!!!!!
Evaluation:
Students should understand reading/annotating requirements
Daily Plans and Activities for Wednesday
Objective:
1. Students will learn new Greek/Roman stems and
vocabulary
2. Students will create chart and discuss new Academic
Vocabulary
3. Discuss first three chps. of WTM (Exposition and
beginning Rising Action)
1. Read and interpret short
story
2. Create graphic organizer to
analyze dialect
Procedure:
SSR
T Shirts are due!!!!!!!!!!!
1. Students will write & discuss new Word Wall stems (6.6)
2. Discuss chps. 1—3
Exposition
 Setting
 Pt. of view
 Story within story structure
Beginning Rising Action
 Plot
 Conflict




Types of Sentences
Declarative
Interrogative
Exclamatory
Imperative
1. Read “Jeremiah’s Song” pg.
88 Interactive Reader—
discuss vocabulary as
students are reading.
 Students will
“annotate” in their
Interactive Readers.
 Analyze Dialect—in a
graphic organizer—
Use examples from the
story to explain how
your understanding of
the characters would
be different had the
author used Standard
English.
3. Handout “Here’s What I Think”—Students will choose
ten phrases or sayings that catch their attention from the
text. They will explain in their own words what the
phrases mean and connect in some way (T/T, T/S, T/W)
4. Students will write and discuss Academic Words for the
second six weeks
Reading Homework: Pgs. 17—35
Evaluation:
T shirts—with required information
Graphic Organizer
Daily Plans and Activities for Thursday
Objective:
1. Students will identify prepositional phrases in
sentences
2. Students will use prep. phrases in poetry
Procedure:
Writer’s Notebook:-Some journeys can bring disappointing changes in
life. Share a time when it seemed nothing went right for them OR simply
a disappointment that they’ve had.
1. Grammar Book—pg. 148—Prepositional phrases—used
1. Students will identify
prepositional phrases
2. Students will identify four
types of sentences
Writer’s Notebook:-Some journeys can bring
disappointing changes in life. Share a time
when it seemed nothing went right for them
OR simply a disappointment that they’ve had.
1. Grammar Book—pg. 148—
as adjective/adverbial phrases. Together class will study
several sentences using phrases from textbook. Using
information from WTM, students will create poems about
characters/events, etc. using one independent phase (group
of words can stand alone) and several prepositional
phrases. Groups will share with class.
2. Word Wall 6.6—vocabulary assignment
3. Final Literary Element Test ReDo
Reading Homework: Pgs. 36--58
Evaluation:
Using prepositional phrases correctly
Students will read pg. 148
and then go outside for a P.P.
demonstration
2. Together will teacher,
complete pg. 150—
practicing with prep. phrases
3. Interactive Readers—
students will locate examples
of sentences using prep.
phrases and we will also
locate four kinds of
senentences.
Identifying and using prep. phrases
correctly.
Daily Plans and Activities for Friday
Objective:
1. Students will demonstrate knowledge of first ten
chapters of Walk Two Moons
2. Students will share their Literary T Shirts!
Procedure:
1. Literature Circles—students will use lit. circles to discuss
reading.
2. Red Carpet Day—students will “walk the runway”
showing everyone their creative creations.
Evaluation:
Literature Circle assignment—daily grade
1. Students will write a
descriptive paragraph using
prepositions correctly.
2. Students will share their
Literary T Shirts!
1. Students will be given an
objects to describe using at
least 3 prep. phrases
correctly.
2. Red Carpet Day—students
will “walk the runway”
showing everyone their
creative creations.
Descriptive Paragraph—3 prep.
phrase=daily grade