Download Weekly Lesson Plan Template Teacher: Bandy/Perry Course: Eng II

Weekly Lesson Plan Template
Teacher: Bandy/Perry
Unit Learning
Goal(s):
Daily Learning
Goal(s):
Course: Eng II/EnglishII Honors Period(s): ALL
Date Range: 10-13 to 10-17, 2014
Monday
Tuesday
Wednesday
Thursday
Friday
Students will analyze an
author’s claim, purpose,
rhetoric, fact and
opinion in a scientific
argumentative essay.
Students will analyze an
author’s claim, purpose,
rhetoric, fact and
opinion in a scientific
argumentative essay.
Students will analyze an
author’s claim, purpose,
rhetoric, fact and opinion in
a scientific argumentative
essay.
Analyze a variety of texts
including fiction and
nonfiction.
Students will
comprehend the literary
terms: claim, purpose
and rhetoric.
Students will establish
prior knowledge about
insects, especially
beetles.
Students will recognize
the effect of an author’s
background on her
writing.
Students will identify
examples of author’s
claim, stating of purpose
and using rhetoric in a
science article.
Students will recognize the
difference between fact and
opinion and identify
examples of each in a
science article.
Students will identify
literary devices and
author's choice of text
structure to create
meaning, tone and
mood. Analyze poetry.
Students review 10 SAT
words for quiz.
Students will analyze
E.A. POE's "The Raven",
and cite examples of
alliteration, assonance,
repetition, internal
rhyme, foreshadowing,
mood words and
tonality.
Student's quiz for a grade
on 10 SAT words.
Understand the difference
between Epitaphs,
Obituaries and Eulogies.
Florida
Standard(s)
from CPALMS
or FLDOE
Frameworks:
LAFS.910.RST.1.1: Cite
specific textual
evidence to support
analysis of science and
technical texts,
attending to the
precise details of
explanations or
descriptions.
LAFS.910.RI.2.6:
Determine an author’s
point of view or
purpose in a text and
analyze how an
author uses rhetoric
to advance that point
of view or purpose.
LAFS.910.RI.1.3: Analyze
how the author unfolds
an analysis or series of
ideas or events, including
the order in which the
points are made, how
they are introduced and
developed, and the
connections that are
drawn between them.
LAFS.910.RI.3.8:
Delineate and evaluate
the argument and
specific claims in a text,
determining valid facts.
LAFS.910.RL.2.AP.5a:
Identify the author’s
choice of text structure
to create meaning (e.g.,
order of events,
flashbacks,
foreshadowing).
LAFS.910.L.3.AP.5a:
Interpret how literary
devices advance the plot
or affect the tone or
pacing of a work.
L.3.AP.6a Use grade
appropriate, general and
academic vocabulary
accurately.
Unit 6 SAT vocabulary:
marauder, emit, engulf,
umbrage
Unit 6 SAT vocabulary:
abominate, rivet,
rudimentary
Unit 6 SAT vocabulary:
Abridge, fester, entomb
Article vocabulary:
Invertebrates, habitats,
inadvertent, loathe,
persecuted, ravages,
pollinate, devastation,
Article vocabulary:
Apparent, animated,
genus, carrion,
temperate,
fragmentation, emphatic
Alliteration
Assonance
Repetition
Internal Rhyme
Mood
Tone
10 SAT words
Integrity
Epitaph
Obituary
Eulogy
LAFS.910.RI.2.4:
Determine the
meaning of words and
phrases as they are
used in a text,
including figurative,
connotative, and
technical meanings;
analyze the
cumulative impact of
specific word choices
on meaning and tone.
LAFS.910.RI
.4.10:
By the end of
grade 9, read
and
comprehend
literary
nonfiction in
the grades 9–
10 text
Vocabulary
Article vocabulary:
Pheromones, consummate,
sate, benefactors, brood,
mandibles
LAFS.910.RL.4.AP.10b: Use
strategies to derive
meaning from a variety of
texts.
Bellwork:
Activities:
How do you feel about
bugs? Are you a bug
lover or hater? Why?
If you turned into an insect,
which one would you be?
(in preparation for Kafka’s
“Metamorphosis’)
Wednesday
Vocabulary review
Students write about how
they would like to be
remembered.
Monday
Describe a time you
encountered bug(s) that
impressed or horrified
you?
Tuesday
Thursday
Friday
After bellwork, the
teacher will introduce 4
SAT vocabulary words.
After bellwork, the
teacher will introduce 3
SAT vocabulary words.
After bellwork, the teacher
will introduce 3 SAT
vocabulary words.
The teacher will lead a
KWL activity on insects.
Students will follow the
text as the article is
read.
Using the text glossary,
students will define
author’s purpose, claim,
and rhetoric.
After a teacher led
discussion and
clarification of the
terms, the students will
work with partners to
find examples of the
terms in the article.
The teacher will lead a
discussion regarding fact vs
opinion.
Using the text glossary,
students will define fact vs
opinion.
Students will complete
various exercises on fact vs
opinion in 10 Steps to
Improving College Reading
Skills.
Students will find examples
of facts and opinions in the
article.
General: The teacher
will shape the activity by
modeling the process of
searching for examples
of the terms.
Honors: The student will
complete the
assignment with peer
partners.
General: The teacher will
shape the activity by
modeling the process of
searching for examples of
the terms.
Honors: The student will
complete the assignment
with peer partners.
Students refer to pages
282-286 in HRW
Elements of Literature
5th Course. Teacher
reviews "Before you
read". Teacher reviews
meaning of key
concepts. Listen/watch
Vincent Price recite E.A.
Poe's "The Raven" (10
min.-http://www.youtube.co
m/watch?v=VPmpDD3M
Gas)
Students receive
instruction on use of
corresponding
worksheet . Students
CLOSE READ the poem
and identify literary
devices.
Honors: show 5
examples each category
General: show 3
examples each category
Teacher explains
Greek/Latin meaning of
Key Concepts. Teacher
shows examples of
epitaphs. Students write 3
to 5 sentences in response
to, "How would you like to
be remembered?"
Students take SAT vocab.
quiz and grade.
Honors: Read an excerpt
from "The Poe Shadow" by
Matthew Pearl.
All students read
newspaper clippings about
author Lindsey Williams'
and his experience with
writing his own epitaph.
For homework, ALL
students create their own
epitaph on a template
(due Oct. 30th).
Exceptional works will be
displayed in the classroom.
Citing examples of
words or phrases on
worksheet
Students write their own
epitaph.
Students will read and
discuss the background
of the author of the
argument article ‘from
Hope for Animals and
Their World’ by Jane
Goodall and predict
possible bias and use of
connotation in the
article.
General: Students will
write meaningful
sentences using the
article vocabulary list
the teacher provides.
Honors: The vocabulary
words will be used in
cohesive paragraphs.
Writing
Component:
Formative
Assessment:
Summative
Assessment:
NA
Required
Resources:
ELMO for viewing SAT
words; promethean
Computer internet
access to UTUBE video:
Corresponding
worksheet
Worksheet --up to 30
points
SAT vocab. quiz (20
questions worth 60
possible points)
Vocab. quiz sheets;
ELMO; Epitaph templates