Daily Lesson Plans
Day and Date: / Monday, Nov.9Standard: / ELAGSE11-12SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
EQ: / How can I develop my informational paragraph better using quotations, details and examples from a text?
Lesson Goal: / Students will review the steps and details needed to write an effective informational paragraph and be given remediation opportunities for their last graded writing assignment.
Activator: / In partners, create a Popplet in which you identify how you would punctuate the following titles:
1. The Blind Side (movie)
2. The Road not Taken (poem)
3. The Giver (novel)
4. The Tell-Tale Heart (short story)
Performance Tasks: / 1. Teacher led discussion on Activator
2. Students will receive their paragraph summative assessments on rhetorical strategies and copies of the writing prompt.
3. Teacher will explain grading rubric and expectations.
4. Teacher will review Constructive Response Guidelines.
5. Teacher will guide students through writing expectations on test, identifying key words in the directions.
6. AirPlay student exemplars for class to see.
Summarizer: / Stuck on a sticky. On a sticky note, Identify your weakest area in the paragraph writing assessment.
Differentiation:
Assessment/Evaluation:
Materials Needed: / Constructive Response handout, student tests
Day and Date: / Tuesday, Nov. 10
Standard: / ELAGSE11-12SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
EQ: / How will our class use iTunes U?
Lesson Goal: / Students will learn the functionality and relevance of the iTunes U app in relation to American Literature. This will eventually replace Edmodo.
Activator: / Students will need to download iTunes U app
Performance Tasks: / Teacher led presentation on iTunes U functionality and relevance in American Literature. Students should review the iTunes U reference sheet for navigation on the app.
Students will join the American Literature course and answer the discussion post.
Summarizer: / Traffic light. You will identify your understanding of iTunes U with the colors of a traffic light. Red means the app is very confusing and you need additional coaching on how to use it. Yellow means you know or are familiar with some components or functions of the app but need help with some. If yellow, identify which areas of the app you need additional help. Green means you get the app and understand it completely.
Differentiation: / Identified in Summarizer
Assessment/Evaluation: / iTunes U
Materials Needed: / iPads, iTunes U
Day and Date: / Wednesday, Nov. 11
Standard: / ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)
ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
EQ: / Why did Arthur Miller use the Salem Witch Trials for his setting of his modern play The Crucible?
Lesson Goal: / Students will analyze a modern drama to see how the author develops the characters, setting and action to portray an allegorical representation of America in the 1950s.
Activator: / Individually answer the Discussion Question found in iTunesU. Discuss what kind of people the Putnams are. Include details about their lives that may have made them such ill-hated people. Give evidence from the text or movie.
Performance Tasks: / 1. Allow students to share answers from Activator.
2. Finish watching Act 2 of The Crucible movie. Teacher led discussion on key moments in the play.
3. Begin watching Act 3 to the scene in which Elizabeth Proctor has to make a decision to lie for John or admit the affair.
Summarizer: / 1. Pretend you are modern day Elizabeth Proctor. At the moment in the play when John confesses to the affair and Elizabeth is brought to the court to testify, decide what you would do. Would you admit your husband is an adulterer and have his name tainted in the town OR do you lie and deny it.
2. Tweet your response along with your reasoning. Use at least one experience earlier in the play Elizabeth does that supports her current choice. Make sure to use hashtags to express your emotions. You may use a Popplet to complete this assignment.
Differentiation:
Assessment/Evaluation: / Tweet
Materials Needed: / iTunes U, movie (1996 version with Winona Ryder and Daniel Day Lewis)
Day and Date: / Thursday, Nov. 12
Standard: / ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)
ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
EQ: / Why did Arthur Miller use the Salem Witch Trials for his setting of his modern play The Crucible?
Lesson Goal: / Students will analyze a modern drama to see how the author develops the characters, setting and action to portray an allegorical representation of America in the 1950s.
Activator: / Answer the Discussion Question on iTunes U. Has your opinion of John Proctor, Rev. Hale, or Mary Warren changed since Act 1? Explain your answer with textual evidence. You need to write at least three sentences.
Performance Tasks: / 1. Whole class discussion on the Activator
2. Finish watching the movie of Act 3. Teacher will stop at important events in the drama to check for understanding. Students will also complete the set of questions related to the Act as you watch.
Summarizer: / Predict what you think will happen in Act 4 to the following characters: Mary Warren, Abigail, John Proctor, Elizabeth, Judge Danforth.
Differentiation:
Assessment/Evaluation: / Discussion in iTunes U, Act 3 questions
Materials Needed: / Movie, itunes U
Day and Date: / Friday, Nov. 13
Standard: / ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)
ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
EQ: / Why did Arthur Miller use the Salem Witch Trials for his setting of his modern play The Crucible?
Lesson Goal: / Students will analyze a modern drama to see how the author develops the characters, setting and action to portray an allegorical representation of America in the 1950s.
Activator: / 1. Define allegory. Create a Popplet to record your answer.
2. Think of a movie or story that could be allegorical. What do the characters symbolize or represent and why? Put this in another Popplet.
Performance Tasks: / 1. Whole group discussion on the Activator.
2. Finish Act 3 movie and questions. Review plot summary handout over Act 3 to help with answering questions.
3. Watch Act 4
Summarizer: / If The Crucible is an allegory of the McCarthyism scare of the 1950s, which character in the play would be Senator Joseph McCarthy, who has the power to rid the country of an evil? Post your decision and explanation to todays Discussion.
Differentiation:
Assessment/Evaluation: / Activator and Summarizer
Materials Needed: / iPads, movie