Teacher: Wendy Kempe
/Semester: I
Subject/Grade: GT/Pre-AP & On-level ELA
/Week of: Oct. 3--7
Weekly Lesson Plans
Daily Plans and Activities for Monday
/Objective:
1. Recognize conversational voice
2. Describe different forms of point of view, including first person
3. Understand how author’s sensory language creates imagery
4. Identify and discuss how similes and repetition for effect help create a vivid description of main character (characterization)
5. Distinguish between internal and external / Objective:
1. Note Taking on point of view—from textbook
2. Students will be able to describe different forms of point of view, including first person
3. Identify and discuss how similes and repetition for effect help create a vivid description of main character (characterization)
4. Create graphic organizer depicting point of view of character
Procedure:
Copy Plans
1. Word Wall 6.5—students will learn/write new Greek/Latin stems into Journal
Begin 2 Day assignment
Students will study short story, “Eleven” and write an essay analyzing how the author, Sandra Cisneros, used literary techniques to characterize Rachel.
1. Students will begin by learning and understanding point of view.
· Students will listen to the storybook, “Who is Melvin Bubble?” We will discuss everyone’s point of view of Melvin and how it affected his point of view of himself.
· Distribute glasses handout—Like in story, Melvin’s friends and family described Melvin from their points of view. Students will be given 3 copies of glasses. They will select 3 different characters from their silent reading book (the one they should have read by today to create their book trailers) and each minor character will describe the main character of the book. Students will write their description of character on one side of glasses and a picture of how they see the character in the other.
2. Literature Book—Students will read pgs. 192+--Students will take notes on point of view. They will read the pages and fill in their notes on Resource Manager pg. 9 . / Procedure:
Copy Plans
1. Word Wall 6.5—students will learn/write new Greek/Latin stems into Journal
Begin 3 Day assignment
Students will read and study short story, “Eleven”
Partner Work—
· Hand out gum to each student and ask them to watch each other chew—like a cow, Chihuahua, a nervous person, a person with an attitude, etc. Volunteers will come forward and show different ways a person can chew gum
· Partners will write down a situation that their parents would yell at them from their point of view
· Discuss why they were able to act like their parents so well. Because you know their facial expressions, body movements, etc.
· Why is it important to know what point of view a story is being told?
1. Literature Book—Students will read pgs. 192+--Students will take notes on point of view. They will read the pages and fill in their notes on Resource Manager pg. 9 .
Evaluation:
Class participation /
Class participation
Daily Plans and Activities for Tuesday
/Objective:
1. Identify and discuss how similes and repetition for effect help create a vivid description of main character (characterization)
2. Distinguish between internal and external
3. Students will role-play scene from short story to gain insight about character’s feelings / 1. Students will read and annotate short story
2. Students will recognize point of view in a short story
3. Students will role-play scene from short story to gain insight about character’s feelings
4. Continue Objectives from yesterday
Procedure:
Writer’s Notebook: Pt of View Activity
In Reader’s Journal—students answer the Big Question and web—TE pg. 199 (use Power Notes)
1. Notes—point of view (from Power Notes)
2. Read “Eleven” by Sandra Cisneros—as you read, write down: Internal (things Rachel thinks) and External (things Rachel does) AND 2 methods of characterization: direct characterization—(the writer directly states) or indirect characterization-(the write allows the reader to draw his/her conclusions based on info from other characters or the narrator.)
3. Annotate passage—students should be able to pick out similes and repetition for effect—how does that add to the characterization of Rachel?
4. Role-Play scene from story (teacher has script)
5. Write 1 page essay answering prompt—
· Students will study short story, “Eleven” and write an essay analyzing how the author, Sandra Cisneros, used literary techniques to characterize Rachel & Mrs. Price.
Day 2 of this assignment will be Friday / Writer’s Notebook: Pt of View Activity
1. In Reader’s Journal—students answer the Big Question and web—TE pg. 199 (use Power Notes)
2. Notes—point of view (from Power Notes)
3. Read “Eleven” by Sandra Cisneros—Inter Active Readers Students will read and “annotate” in the margins of their Inter Active Readers
4. Role-Play scene from story (teacher has script)
5. Graphic Organizer—students will complete an Open Mind graphic organizer in which they will record Rachel’s ideas, opinions, and thoughts. Students will use different colors to indicate strong feelings and emotions. Teachers Resource pg. 16
Evaluation:
Informal assessment—annotated passage
Daily Plans and Activities for Wednesday
/Objective:
1. Students will create a Book Trailer to complement their silent reading books / 1. Students will complete objectives from yesterday
2. Students will finish One-Pagers (book report)
Procedure:
DEAR—10 minutes1. Computer Lab—Book Trailers—Students will use Animoto to create a book trailer for their library book. So far, the students have read a fiction piece (150 pgs. +) and created a hand-written storyboard. They will have 12-15 slides to “persuade” someone else to read their book. / 1. Complete “Eleven” assignments from yesterday
2. Students can work on their One-Pagers that are due tomorrow. J (One-Pagers were assigned two weeks ago)
· Title of novel
· Author of novel
· Part of the novel student liked best
· Brief summary
· 2 direct quotes that show personality of character
· Explain one conflict
· Identify one theme
· Two very important illustrations
Evaluation:
Informal assessment—Three adults will be helping students create technology piece. I’m looking for on-task behavior, a willingness to learn new technology, and consistent working on project. / Graphic Organizers=daily grade
Daily Plans and Activities for Thursday
/Objective:
1. Students will complete their Book Trailers / 1. Students will share book reports—One-Pagers
2. Identify character traits using strong adjectives
3. Vocabulary building using synonyms and antonyms of adjectives
Procedure:
Writer’s Notebook: Think of the last disagreement you had with either your mom or dad. From their pt. of view share the disagreement.
1. Computer Lab—finish and share book trailers with class.
2. If time allows, students will start their “Adjectives of Personality” assignment—(review/practice of adjectives & character traits) / Writer’s Notebook: Think of the last disagreement you had with either your mom or dad. From their pt. of view share the disagreement.
1. One-Pagers are due!! J
2. Adjectives of Personality—(review/practice of adjectives & character traits)—students will select four adjectives that best represent the main character of their one-pagers (silent reading book)
Evaluation:
Book Trailers=major grade / One-Pagers=major grade
Daily Plans and Activities for Friday
/Objective:
1. Students will use information gathered and write a one-page essay comparing/contrasting two characters in a short story
2. Identify character traits using strong adjectives
3. Vocabulary building using synonyms/antonyms and making connections with adjectives / 1. Identify character traits using strong adjectives
2. Vocabulary building using synonyms/antonyms and making connections with adjectives
Procedure:
DEAR—10 minutes
1. Finish “Eleven” assignment—students will write their one-page essay-- Write 1 page essay answering prompt—
· Write a one-page essay analyzing how the author, Sandra Cisneros, used literary techniques to characterize Rachel & Mrs. Price.
2. Adjectives of Personality—students will select four adjectives that best represent the main character of their book trailers (silent reading book) / DEAR—10 minutes
1. Finish “Adjectives of Personality”
2.
Evaluation:
Essays=daily grade / Adjectives of Personality=daily grade