English Ten Lesson Plans January 23-27 (Hatcher)

English Ten Lesson Plans January 23-27 (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)
SL.10.2 (Collaborate with group member, using diverse sources for presentation) / 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)
SL.10.2 (Collaborate with group member, using diverse sources for presentation) / 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 / Motivation Inspiration
View Scene 3 video - ARITS / “True to You” Inspirational Moment / “Who Do I Want to Be/Where Do I Want to Be” Inspirational Moment
Language brain teaser / “Time to Reflect/Throwback” Inspirational moment” / “Finish” Inspirational Moment
*** Classes will meet in the choral room today in order to act out and block a scene of the play. Hopefully, this will result in enhanced understanding of various themes of the play. Our special guest will be Mrs. Sharon Saliba, a theatre professional.
During: / Test - Act 2 ARITS / Begin character study - Mr. Lindner vs. Archie Bunker. View Lindner scene/Bunker episode, using Venn diagram to outline the two characters. / Read Act 3 (audio) / Finish Act 3 of the play.
*** Review what is expected tomorrow during activity. / Block and act out scene from Act 3
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 effectively a work of literature. / Students will continue to comprehend and analyze a work of literature. / Students will continue to comprehend and analyze a work of literature. / Students will continue to comprehend and analyze a work of literature. / Students will continue to comprehend and analyze a work of literature.
Formative/Summative / Summative: Students will be able to analyze and comprehend Act 2 of the play. / Formative Informal assessment of student grasp of themes of literature read.
formative: grasp the similarities/differences in two different characters in two different works. / Formative: Informal assessment of common core standards
Formative: Informal assessment of student grasp of themes of literature read / Formative: Informal assessment of student grasp of themes of literature read
Formative: Informal assessment of common core standards / Formative: Informal assessment of student grasp of themes of literature read
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?