Download Mrs. Staab English 134 Lesson Plans Week of 05/17/10

Mrs. Staab
English 134
Lesson Plans
Week of 05/17/10-05/21/10
Standards:
Apply word analysis and vocabulary skills. Recognize word structure and meaning.
(1A)
Apply reading strategies to improve understanding and fluency. (1B)
Understand how literary elements and techniques are used to convey meaning. (2A)
Read and interpret a variety of literacy works. (2B)
Use grammar, spelling, punctuation, capitalization and structure. (3A)
Communicate ideas in writing to accomplish a variety of purposes. (3C)
ObjectivesI Can:
1) use context clues from a passage to determine word meanings
2) Determine the effects of common literary devices on the style and tone of a
text.
3) use flexible range of B/D/A reading strategies to deepen my understanding
author's message
4) write to communicate my ideas and understanding
Monday, May 17, 2010
1) Bellringer- copy daily agenda, I can statement
2) Caught'Ya grammar set 13 sentence 1
3) Read " Forged by Fire"
4) Log number of pages read & short summary/impression
Tuesday, May 18, 2010
1) Bellringer- copy daily agenda, I can statement
2) Caught' Ya grammar set 13 sentence 2
3) Read " Forged by Fire"
4) Log number of pages read & short summary/impression
Wednesday, May 19, 2010
1) Bellringer- copy daily agenda, I can statement
2) GATES vocabulary assessment
3) SSR
Thursday, May 20, 2010
1) Bellringer- copy daily agenda, I can statement
2) GATES comprehension assessment
3) SSR
Friday, May 21, 2010
1) Bellringer- copy daily agenda, I can statement
2) ) Caught' Ya grammar set 13 sentence 3
3) Pass out final exam study guide and discuss
4) Read "Forged by Fire"
5) Journal Entry
Resources (Materials/ Texts/ Visuals/ Technology):
Computer
LCD Projector
Handouts
Text book
Poetry books
Assessment:
Student participation
Student Interactive Notebooks
Handouts
Poetry Project
Name______________________
Hour_______________________
Date________________________
Grammar Set 13
meanwhile juliets snobby pompous parents were
trying to get her to go out with paris the rich
spoiled son of the most prominent people of
tragedy florida
_______________________________________
id rather die than go out with that arrogant toad
cried perturbed Juliet to her irate parents
______________________________________
the next day as arranged by aunt nurse Juliet and
romeo met at juliets church i want to marry
Juliet articulated romeo. they asked the reverend
laurence if he would marry them the reverend
said no you are too young and unfledged after
all juliet is only 14
_____________________________________
FINAL EXAM STUDY GUIDE – 9TH GRADE LITERATURE AND COMPOSITION 134
Total Questions: 71
Essay – Minimum 3 Paragraphs: Intro, Body, and Conclusion
Prompt: This year in 9th Grade English we have studied several different pieces of literature. (Of Mice
and Men by Steinbeck, Romeo and Juliet by William Shakespeare, The Odyssey by Homer, as well as, many poems
and short stories). Pick ONE piece of literature that we have covered this year and explain why you think it is an
essential or necessary text to be taught during the 9th Grade year.
Questions to consider:
-What was the author’s purpose in writing the text?
-Why do teenagers need to read this piece of literature?
-How does it connect to the world or society as a whole?
-What are the themes about life it conveys?
-Why is the author well known for the work?
-How did it affect you personally as a reader?
Literary Terminology:
Protagonist
Antagonist
Characterization
Allusion
Dramatic Irony
1st Person Point of View
3rd Person Omniscient
3rd Person
Personification
Plot
Simile
Dialogue
Symbolism
Direct Characterization
Indirect Characterization
Theme
Internal Conflict
External Conflict
Flat Character
Round
Point of View
Static Character
Dynamic
Setting
Metaphor
Suspense
Verbal Irony
Epic
Narrator
Genre
Climax
Exposition
Resolution- Denouement
Limited
Character
Foreshadowing
Character
Poetry Unit Terminology
Alliteration
Repetition
Assonance
Stanza
Sonnet
Free Verse
Onomatopoeia
Narrative Poem
Hyperbole
Concrete Poem
Cinquain
Figurative Language Imagery
Lyrical Poem
Tone
Limerick
Lines
Consonance
End Rhyme
Couplets
Refrain
Repetition
Theme
Diamante
Rhythm
Questions to consider:
•
What is the subject of most Haikus?
•
What are some examples of personification from the poetry we read?
•
“Bugs buzzin from cousin to cousin” – what is the sound device used?
•
“Peter piper picked a pair of pickled peppers” – what is the sound device used?
Drama – Romeo and Juliet
Terms:
•
Monologue
•
Soliloquy
•
Drama
•
Aside
•
Dramatic Foil
•
Montague
•
Capulet
Questions to consider:
•
To what objects does Romeo compare Juliet at the beginning of the balcony scene?
•
Why does the Friar agree to the request for marriage between Romeo and Juliet?
•
What contrasting traits do Benvolio and Tybalt have?
•
Romeo is motivated to kill Tybalt because Tybalt has…done what?
•
What does Romeo buy from the apothecary?
•
What is Juliet’s reaction to seeing Romeo dead?
Literature – Of Mice and Men
•
What genre is this novel considered?
•
What does Lennie like to do?
•
What would be considered the climax of the novel?
•
Why is Candy's dog's death important?
•
Why do Lennie and George have to run?
•
Who is Slim?
•
What is the stable buck's name”?
•
Who is the author?
•
What is the " American Dream"?
Grammar
•
•
•
Punctuation- commas, period, question mark, quotation marks, apostrophes
Sentence structure
Paragraphs
Reading for Information
•
•
•
Identify main ideas
Use context clues to figure out the meaning of words that are not defined
Use inference to identify important details that are not clearly stated