English I Springboard Lesson Plans
Fourth Nine Weeks
Week of...3/31/14 / Monday / Tuesday / Wednesday / Thursday / FridayClass Objective / We will take the EOC Test / We will examine
background information on
Shakespeare and
Shakespearean
Theater. / We will practice sustained silent reading of a novel. / We will answer opinion questions from a pre-reading
Anticipation guide. / We will translate the prologue of “Romeo & Juliet” into modern prose.
Lesson / Activity:
Take the EOC Test / Activity: Note taking
Of background info
& theater conventions and character list
From “Romeo & Juliet” / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Activity:
Answer questions from “Romeo and Juliet” anticipation
Guide.
Activity:
Write responses to assessment questions.
Activity:Write a journal response on “love at first sight” / Activity:
Paraphrase the prologue.
Activity:
Rewrite Shakespearean
Quotations into modern prose.
Closing Task / I will take the EOC Test / I will take notes in my ISN of important dramatic information. / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will compose my opinions from the questionnaire and discuss with my group. / I will paraphrase and translate with my group.
Vocabulary/Word Wall / Drama, Shakespeare / Double entry journal
Analysis / Prose, Prologue
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise: Visual Aids / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise: Think/Pair/
Share / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Think/Pair/
Share
Interventions
TEKS / Most of them / 2C, 24A / 1A, 1B, 5C / 26 / 4, 26
Week of 4/7/14 / Monday / Tuesday / Wednesday / Thursday / Friday
Class Objective / We will read Act 1, Scene 1 “Romeo and Juliet” / We will read and interpret Act 1, Scenes 2, 3, 4 / We will practice sustained silent reading of a novel. / We will analyze Act 1 and examine
monologue / We will SIFT “We Wear the Mask” and connect theme to “Romeo
And Juliet”
Lesson / Bell-ringer:
Introduce Characters
Activity:
Read & Interpret Scene 1
Activity:
Examine Shakespeare’s inverted word order / Bell-ringer:
Review previous reading
Activity:
Read Scenes 2, 3, 4
Activity:
Analyze character traits through use of language / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Bell-ringer:
Define Pun
Activity:
Read Act 1, Scene 5
Activity:
Interpret Mercutio’s Queen Mab monologue / Bell-ringer:
Read “We Wear the Mask” p. 257 SpringBoard
Activity:
Group SIFT of the poem, Activity 4.2 SpringBoard
Activity:
Create a mask representing myself
Activity:
Write a 10 line blank verse poem about the traits tied to the mask.
Closing Task / I will read my assigned part and take notes while paraphrasing lines. / I will analyze characters and plot with my
Group. / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will examine and interpret the “Queen Mab”
monologue / I will create a mask that represents me and write a 10 line
Blank verse poem.
Vocabulary/Word Wall / Augment, Waverer, Procure, Eloquence, Kisnmen / Martial, heretics, lamentable, pernicious / Double entry journal / Vile, fray, gallant, transgression, monologue / Symbol, imagery, figurative language,
theme
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Vocabulary support/
Word Walls / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Kagan groups / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Kagan groups / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Visual Aid
Interventions
TEKS / 3, 4, 5B, 12, 9A / 3, 4, 5B, 12, 9A / 1A, 1B, 5C / 3, 4, 5B, 12, 9A / 3, 4, 5B, 12, 9A
Week of 4/14/14 / Monday / Tuesday / Wednesday / Thursday / FridayGood Friday
Class Objective / We will evaluate Act 1 and analyze plot. / We will read Act 2, Scenes 1&2 and analyze the balcony scene. / We will practice sustained silent reading of a novel. / We will demonstrate appropriate vocal delivery of a given soliloquy / No School
Lesson / Activity:
Answer comprehension
And analysis questions for Act 1. / Activity: Read Act 2, Scenes 1&2
Activity: Activity 4.11 SpringBoard
Activity:Chunk Romeo and Juliet Soliloquy into 4 parts for group
Memorization. / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Activity:
Rehearse group lines.
Activity: Perform lines as an activity extension from Activity 4.11
SpringBoard / No School
Closing Task / I will discuss answers and analyze Act 1
With my group. / I will translate Shakespearean
Language into modern prose. / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will perform a memorized soliloquy from Scene 2. / No School
Vocabulary/Word Wall / Plot, subplot, theme, foil / Soliloquies / Soliloquies
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Shoulder Partner / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Kagan groups / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Kagan groups
Interventions
TEKS / 5B, 9A / 4 / 1A, 1B, 5C / 4 / No School
Week of 4/21/14 / Monday / Tuesday / Wednesday / Thursday / Friday
Class Objective / We will identify literary devices and their
effects / We will understand how a foil character
Enhances the understanding of the main
Character. / We will practice sustained silent reading of a novel. / We will demonstrate our knowledge of
Acts 1-2. / We will visualize a scene and plan a performance
Lesson / Activity:
Read Act 2, Scene 3
Activity:
4.13 SpringBoard
p. 280 / Activity:
Read Act 2, Scene 4-6
Activity:
Activity 4.14 SpringBoard p. 281 / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Activity:
Complete a test over Acts 1-2 of “Romeo
And Juliet” / Activity:
Visualize the costumes, music and staging for a wedding
Scene.
Activity:
Complete Activity 4.15 SpringBoard
pp. 282-284
Closing Task / I will identify literary elements found in
Scene 3. / I will compare/
Contrast Romeo and Mercutio and demonstrate
How Mercutio is a foil character. / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will complete a test over Acts 1-2 of “Romeo
And Juliet” / I will create a set design of the wedding in 2 time periods.
Vocabulary/Word Wall / Imagery, metaphor, hyperbole, allusion,
personification / Character foil / Foil, imagery, plot, subplot, hyperbole / Theatrical elements, set design, staging
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Think-Pair-Share / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Graphic Organizer / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Multiple choice / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Graphic Organizer, Kagan group
Interventions
TEKS / 3.9A / 2.5B / 1A, 1B, 5C / 5A, 5B, 9A / 13
Week of 4/28/14 / Monday / Tuesday / Wednesday / Thursday / Friday
Class Objective / We willidentify imagery of light and fire in Act 2 / We will analyze motivation in characters. / We will practice sustained silent reading of a novel. / We will interpret and analyze Act 3, Scene 3. / We will recognize conflicts in drama.
Lesson / Activity:
Find 10 examples of light and fire images
Romeo uses to describe Juliet
Activity:
List 5 examples of metaphor and personification
Activity:
Identify contrasts of love, women, & dreams for
Romeo & Mercutio / Activity:
Read Act 3, Scenes 1&2
Activity:
4.17 SpringBoard p. 288 / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Activity:
Close read in groups of Act 3, Scene 3.
Activity:
Mark the text and paraphrase guided reading
Questions. / Activity:
Read Act 3, Scene 4-end.
Activity:
4.20 SpringBoard
p. 296
Closing Task / I will identify imagery, metaphor, & personification
In Act 2. / I will record characters’ actions and motivation
For Act 3, Scene 1 / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will analyze Scene 3 using paraphrasing
Techniques. / I will analyze characterization
& conflict using a
Graphic organizer
To identify Juliet’s actions and consequences.
Vocabulary/Word Wall / Imagery, metaphor, personification / Character motivation, plot / Banishment, exile / Conflict, characteri-
zation
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Kagan Groups / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Graphic Organizer / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Think-Pair-Share / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Graphic Organizer
Interventions
TEKS / 3 / 1, 4, 13 / 1A, 1B, 5C / 5A / 5.16.D
Week of 5/5/14 / Monday / Tuesday / Wednesday / Thursday / Friday
Class Objective / Algebra 1 EOC / Biology EOC / We will practice sustained silent reading of a novel. / We will illustrate 2 scenes from Act 3
& write 2 lines from the play that support
Your images. / We will illustrate 2 scenes from Act 3
& write 2 lines from the play that support
Your images.
Lesson / Algebra 1 EOC / Biology EOC / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Activity:
Draw and color scenes with a partner. / Activity:
Draw and color scenes with a partner.
Closing Task / Algebra 1 EOC / Biology EOC / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will illustrate scenes from Act 3 using
Lines containing imagery. / I will illustrate scenes from Act 3
Using
Lines containing
Imagery.
Vocabulary/Word Wall / Imagery / Imagery
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Interventions
TEKS / 1A, 1B, 5C / 3 / 3
Week of 5/12/14 / Monday / Tuesday / Wednesday / Thursday / Friday
Class Objective / We will... / We will... / We will practice sustained silent reading of a novel. / We will... / We will...
Lesson / Bell-ringer:
Activity:
Activity:
Activity: / Bell-ringer:
Activity:
Activity:
Activity: / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Bell-ringer:
Activity:
Activity:
Activity: / Bell-ringer:
Activity:
Activity:
Activity:
Closing Task / I will... / I will... / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will... / I will...
Vocabulary/Word Wall
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Interventions
TEKS / 1A, 1B, 5C
Week of 5/19/14 / Monday / Tuesday / Wednesday / Thursday / Friday
Class Objective / We will... / We will... / We will practice sustained silent reading of a novel. / We will... / We will...
Lesson / Bell-ringer:
Activity:
Activity:
Activity: / Bell-ringer:
Activity:
Activity:
Activity: / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Bell-ringer:
Activity:
Activity:
Activity: / Bell-ringer:
Activity:
Activity:
Activity:
Closing Task / I will... / I will... / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will... / I will...
Vocabulary/Word Wall
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Interventions
TEKS / 1A, 1B, 5C
Week of 5/26/14 / Monday / Tuesday / Wednesday / Thursday / Friday
Class Objective / Holiday
Celebrate / We will... / We will practice sustained silent reading of a novel. / We will... / We will...
Lesson / Holiday
Celebrate / Bell-ringer:
Activity:
Activity:
Activity: / Activity:
Practice sustained silent reading and record notes in Interactive Student Notebooks. / Bell-ringer:
Activity:
Activity:
Activity: / Bell-ringer:
Activity:
Activity:
Activity:
Closing Task / HOLIDAY
Celebrate / I will... / I will complete 3 entries in my double entry journal including
textual evidence and my analysis. / I will... / I will...
Vocabulary/Word Wall
Accommodations / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Extended Time / ELL (SIOP)/SPED (Inclusion)/At-Promise: / ELL (SIOP)/SPED (Inclusion)/At-Promise:
Interventions
TEKS / 1A, 1B, 5C