12.3: the Student Will Apply Knowledge of Word Origins, Derivations, and Figurative Language
English 12
Mrs. Reynolds
Lesson Plans
Week Six: October 6-10, 2014
Day 25: 10/6/14
SOLs:
12.3: The student will apply knowledge of word origins, derivations, and figurative language
to extend vocabulary development in authentic texts.
12.4: The student will read, comprehend, and analyze the development of British literature and literature of other cultures.
Objectives:
The students will compare literary forms of major literary periods.
The students will recognize and understand the significance of oxymora as powerful rhetorical devices.
Novel Objectives:
· The students will be able to discuss the historical context in which George Orwell wrote 1984.
· They will be able to define the terms “utopia” and “dystopia” and relate the terms to this novel.
· They will be able to define the terms “irony” and “satire” and point out examples in the novel.
· They will be able to recognize the themes presented of dehumanization of groups of people, the evils of totalitarianism, the corruption of language, the weakness of the individual when opposed to the State.
· They will be able to comment on Orwell’s view of the class structure of 1984’s society and the relationship of that society to the year 1949 (when the novel was written).
Essential Questions:
What is different about the society in 1984 from our own time? From Orwell’s time of 1949? What remains the same as ours? As Orwell’s?
Warm Up:
The students will work together to go over the final study guide portion for Part 2 of 1984.
We will go over the study guide together, and then the students will take the quiz.
Direct Instruction:
I will talk to the students about the concepts of ambiguity, contradiction, and meaning of language as they pertain to the novel.
Guided Practice:
We will work together to determine some newspeak terms for items in our world today.
Independent Practice:
The students will complete a newspeak graphic organizer for several terms that they have encountered in the novel.
If time permits, we will work together to fill out a map of the world as it pertains to the novel.
Assessment:
The students will take the 1984 Part 2 Quiz; summative assessment.
Homework:
Part 3, chapters 1 & 2 are due next Monday.
Differentiation:
Below level students will be given terms to look up. With the added feature of determining which terms to enter on the chart, this activity will reach the at-level and above-level learners.
Handouts: 1984 Part 2 Quiz; S-81 &S-83; Part 3 study guide; print out Map S-89
Day 26: 10/7/14
SOLs:
12.4: The student will read, comprehend, and analyze the development of British literature and literature of other countries.
12.5: The student will read and analyze a variety of nonfiction texts.
Objectives:
The students will evaluate the philosophical, political, religious, ethical, and social influences of the historical period.
Essential Questions:
What questions interested the humanist thinkers? What social and economic developments during the Renaissance fostered a growing interest in reading and learning? What forces led people to challenge the poser of the Roman Catholic Church in England and on the Continent? (These are incorporated into the study guide.)
Warm Up:
The students will turn to page 239 and study the painting on it. They are to make inferences about the various people shown in the picture. What are they doing? What classes do they come from? How do they live?
Direct Instruction:
I will give a brief lecture/intro of the Renaissance period. Students will follow along on the timeline (234-235) as well as the Milestones (236-237). They are encouraged to jot down notes on their study guides.
Guided Practice/Independent Practice:
While the reading is independent, it is guided through the use of a study guide, in that the study guide helps them to recognize the important features of the reading.
Assessment:
Formative assessment of completed handout; informal assessment of feedback during the work; summative assessment on the test.
Homework:
Continue with 1984.
Honors Students: Read “To the Virgins to Make Much of Time” page 265 and “To His Coy Mistress” page 267. Then answer the following: Herrick in “To the Virgins” and Marvell in “To His Coy Mistress” have similar objectives but different approaches. Is one poet more persuasive than the other? How so? How are their arguments both similar and different. This is to be written in paragraph form (2 paragraph minimum.) It will be turned in the day before the test TBT.
Differentiation:
The lesson allows for students to work at their own pace and to get individualized attention as needed. In addition, above level (honors) students will complete an independent extension exercise.
Day 27: 10/8/14
SOLs:
12.4: The student will read, comprehend, and analyze the development of British literature and literature of other cultures.
Objectives:
The student will analyze characteristics of subgenres of poetry, including the pastoral poem.
The student will analyze the importance of setting to the mood, tone, and meaning of the text.
Essential Questions:
What are the characteristics of pastoral poems? How do both of these poems fit the description? How does setting and more specifically the narrator’s interpretation of the setting affect the mood, tone, and meaning of the text?
Warm Up:
Students are to read the first paragraph on page 257 to themselves. This provides a modern background to the upcoming poems.
Direct Instruction:
I will explain pastoral poems and that the upcoming two should fit that description. Within the poems, we will also go over the concept of carpe diem. We will read Christopher Marlowe’s “The Passionate Shepherd to His Love” (page 259) and Sir Walter Raleigh’s “The Nymph’s Reply to the Shepherd” (page 261) together with an eye towards the elements of pastoral poetry.
Guided Practice:
Students will work in their groups on an extension activity that takes them beyond the literature. They will discuss how idyllic escape with a loved one still has a strong appeal in modern literature, television, movies, and advertising.
Independent Practice:
All students will write a very brief essay (due in 2 class periods) to the prompt on page 262.
Assessment:
Informal assessment through the feedback while reading and answering questions; formative assessment of the response to the essay; summative assessment on the test.
Homework:
Continue with 1984.
Differentiation:
This lesson works for all levels. At face value, the prompt is straightforward and can be answered at lower levels, but it can also be answered on a deeper level, which is how the above level learners will be expected to respond.
Day 28: 10/9/14
SOLs:
12.4: The student will read, comprehend, and analyze the development of British literature and literature of other cultures.
Objectives:
The student will analyze characteristics of subgenres of poetry and drama, including Shakespearean sonnets.
Essential Questions:
What is a sonnet? a Shakespearean sonnet (qualities)? a Petrarchan sonnet (qualities)?
Warm Up:
Students will refresh their memories of the following terms: couplet, quatrain, stanza, and iambic pentameter. We will add these to our word wall as well.
Direct Instruction:
I will lecture for them to put in their notes about sonnets (Shakespearean and Petrarchan/Italian). The warm up allows for the definitions to be more easily comprehended.
Guided Practice:
We will read aloud three sonnets: Shakespeare “Sonnet 30” (p 280) and “Sonnet 130” (p 284) and Labe “Sonnet 23” (p 285). For each, we will determine the sonnet type, rhyme, meter, main idea.
For “Sonnet 30,” we will determine the effects of alliteration as well as the turning point of the poem.
For “Sonnet 130,” we will determine if the lover is actually unattractive and prove that through the poem. We will also determine if the couplet is absolutely necessary to keep the sonnet from being misunderstood.
For “Sonnet 23,” we will look for the ways that this Petrarchan-style sonnet differs from that of Shakespeare.
Independent Practice:
The students will have their choice of the following:
1. Suppose you are the beloved of the speaker of Shakespeare’s Sonnet 130. Write a response to his description of you, OR write a comic description of another beloved who falls short of perfection.
2. Complete a comparison of Shakespeare’s Sonnet 130 and Labe’s Sonnet 23. Use the table on page 285 for reference.
Assessment:
Informal assessment of feedback during the reading; formative assessment of the completed activities; summative assessment on the test.
Homework:
Continue with 1984.
Differentiation:
While the lesson is taught the same for all students; there will be differentiation of all levels of learners. Below level can show their understanding of Sonnet 130 through something as simple as a letter or a comparison chart. Higher level students may opt for a more creative and in-depth form of feedback.
**This lesson could take more than this block.**
Day 29: 10/10/14
Collect page 262 prompt.
SOLs:
12.4: The student will read, comprehend, and analyze the development of British literature and literature of other cultures.
Objectives:
The student will analyze characteristics of subgenres of poetry, including metaphysical poetry.
The student will analyze the way an author uses poetic devices such as paradox.
Essential Questions:
Identify the paradox in the poem “Death Be Not Proud.” How does the sonnet resolve its paradoxes?
Warm Up:
The students will complete the quickwrite on page 312 of their text book. One the board will be two columns, one labeled “Defeat” and the other labeled “Triumph.” Using post-it notes, the students will each, independently determine how death can be seen as both of these labels. They will post these in the appropriate columns.
Direct Instruction:
I will introduce the idea of paradox and give several examples. I will also review the meaning of personification.
Guided Practice:
We will read aloud “Death be no proud” on page 313. Through a variety of questions, we will determine the paradoxes and also determine how they are resolved in the sonnet.
Independent Practice:
The students will independently read “from W;t” a related dramatic piece. They will answer an extension question (#9 on page 316). Honor students may opt to read another of Donne’s pieces in the text and compare/contrast it with “Death be not proud.”
Assessment:
Informal through feedback; formative through extension question or compare/contrast; summative through test.
Homework:
Continue with 1984.
Differentiation:
See independent practice.