English Ten Lesson Plans February 27-March 3 (Hatcher)
Teacher:Hatcher / Monday / Tuesday / Wednesday / Thursday / Friday
ACCRS / RL.10.1 (Cite strong and thorough textual evidence)
RL.10.2 (Develop a central theme)
RL.10.4 (Use context clues to understand unfamiliar vocabulary) / RL.10.1 (Cite strong and thorough textual evidence)
RL.10.2 (Develop a central theme)
RL.10.4 (Use context clues to understand unfamiliar vocabulary) / RL.10.1 (Cite strong and thorough textual evidence)
RL.10.2 (Develop a central theme)
RL.10.4 (Use context clues to understand unfamiliar vocabulary) / RL.10.1 (Cite strong and thorough textual evidence)
RL.10.2 (Develop a central theme)
RL.10.4 (Use context clues to understand unfamiliar vocabulary) / RL.10.1 (Cite strong and thorough textual evidence)
RL.10.2 (Develop a central theme)
RL.10.4 (Use context clues to understand unfamiliar vocabulary)
Before / Monday Inspiration / “True to You” Inspirational Moment / “Who Do I Want to Be/Where Do I Want to Be” Inspirational Moment
“The Minister’s Black Veil” Video Summary / “Time to Reflect/Throwback” Inspirational moment” / Finish Friday
Language brain teaser
During: / Read and discuss “The Minister’s Black Veil” Part 1
(Prepare to write a literary analysis paper on story in the coming days.) / Read and discuss “MBV,” Part 2
(This is in preparation for writing a lit analysis paper on MBV in the upcoming days.)
Theme (partner/group work) / Character Analysis - MBV / Character Analysis (finish) - MBV / “The Minister’s Black Veil” Video Summary
AEC (Assertion-Evidence-Commentary) paragraph writing - this is how students will write their literary analysis paper.
After / Exit pass - TBA / Exit pass - TBA / Exit pass - TBA / Exit pass - TBA / Exit pass - TBA
Desired Outcome / Students will continue to comprehend and analyze a work of literature, both in discussion and in writing. / Students will continue to comprehend and analyze a work of literature, both in discussion and in writing. / Students will continue to comprehend and analyze a work of literature, both in discussion and in writing. / Students will continue to comprehend and analyze a work of literature, both in discussion and in writing. / Students will continue to comprehend and analyze a work of literature, both in discussion and in writing.
Formative/Summative / Formative: Informal assessment of student understanding of “The Minister’s Black Veil.” / Formative: Informal assessment of student understanding of “The Minister’s Black Veil.”
Summative: Theme work on story / Formative: Informal assessment of student ability to formulate an analysis of a literary character / Formative: Informal assessment of student ability to formulate an analysis of a literary character / Formative: Informal analysis of student grasp of the mechanics of writing an AEC paragraph
Higher Order Questions / What is the most effective way of strengthening student abilities to read and interpret pieces of literature? / What is the most effective way of strengthening student abilities to read and interpret pieces of literature? / What is the most effective way of strengthening student abilities to read and interpret pieces of literature? / What is the most effective way of strengthening student abilities to read and interpret pieces of literature? / What is the most effective way of strengthening student abilities to read and interpret pieces of literature?