Lesson Planms. Chuc / Room B201

LESSON PLANMS. CHUC / ROOM B201

WEDNESDAY, MARCH 30, 2016

Advisory:

Breakfast-in-the-classroom
Silent Sustained Reading (poetry anthologies)

Periods 2, 4, 5, & 6:

Warm-up: Daily Grammar

Agenda:

Romeo & Juliet Act I.

Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure:

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Objectives:

Read and discuss Romeo & Juliet Act I.

Homework: Explain Romeo & Juliet’s prologue in your own words in one to two paragraphs. (please let students know that I’m posting the prologue on the JFK Cougars website)

ROMEO & JULIET :ACT I, PROLOGUE

Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

Period 3:

Warm-up: Daily Grammar

Agenda:

Lord of the Flies Chapter 2

Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Craft and Structure:

Objectives:

Students read and discuss Lord of the Flies Chapter 2

Homework:

Finish reading Lord of the Flies, Chapter 2 and write a two paragraph summary of the chapter.

LESSON PLANMS. CHUC / ROOM B201

THURSDAY, MARCH 31, 2016

Advisory:

Breakfast-in-the-classroom
Silent Sustained Reading

Periods 2, 4, 5, & 6:

Warm-up: Daily Grammar

Agenda:

Romeo & Juliet Act I.

Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Craft and Structure:

Objectives:

Finish reading and discussing Romeo & Juliet Act I.
Complete formative assessment Romeo & Juliet Act I.

Homework: Write a two to three paragraph summary of the main events and characters in Romeo & Juliet Act I.

Period 3:

Warm-up: Daily Grammar

Agenda:

Lord of the Flies Chapter 3

Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Craft and Structure:

Objectives:

Students complete worksheet pages 12 and 13.
Students read and discuss Chapter 3.

Homework:

Students finish reading chapter 3. Write a two to three paragraph summary of the chapter.

LESSON PLANMS. CHUC / ROOM B201

FRIDAY, APRIL 1, 2016

Advisory:

Breakfast-in-the-classroom
Silent Sustained Reading

Periods 2, 4, 5, & 6:

Warm-up: Daily Grammar

Agenda:

Romeo & Juliet, Act II

Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Craft and Structure:

Objectives:

Complete worksheets page 16 and page 18 (use dictionary)
If time permits, continue reading Romeo & Juliet., Act II.

Homework:

Meditate for an hour on Friday, Saturday and Sunday. Write a one-paragraph reflection each day.

Period 3:

Warm-up: Daily Grammar

Agenda:

Lord of the Flies Chapter 4

Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Craft and Structure:

Objectives:

Students read and discuss handout on Utopia and Dystopia. Students complete handout Lord of the Flies Anticipatory Guide.

Students read and discuss Lord of the Flies chapter 4.

Homework:

Meditate for an hour on Friday, Saturday and Sunday. Write a one-paragraph reflection each day.