Lesson Plans for the Week of: 10-17-16

Teacher: L. Holston

Day / English I – 9th Grade Periods 1 & 7 / English I Pre-AP – 9th Grade Periods 3, 4 &5
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TEKS: E1.13A,B,E1.14B
OBJ: Understand similes and metaphors in poetry.
INST: Students use the brainstorming graphic to create a self-portrait poem. Students edit the poem for line breaks, stanzas and use of similes and metaphors.
Product: Self- portrait poem
HW: Independent Reading / Library Day
TEKS: E1.5B, E1.5C,E1.7A, E1.3A
OBJ:Students analyze how an author achieves specific effects of tone and theme.
INST: Students read “A poison Tree”. Divide poem by 2 lines each, students (groups) visualize and draw each line reflecting important themes or ideas. Students present and explain. Project questions about the poem to illustrate tone and theme.
Product: Drawing reflecting tone and theme, notes in reader’s notebook.
HW: Independent Reading.
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OBJ: Generate ideas about unlikely places where poetry is found and use sensory and descriptive language to a poem.
INST: Read mentor text. “In the Elements” as an example of places where one can find inspiration for poetry. Students brainstorm places where poetry hides for them. Create a list of 8-10 places where poetry can be for. Use list as the basis for “poetry hides” poem. Review meaning of personification Student then add personification.
Product: “poetry hides” poem”.
HW: Independent Reading / TEKS: E1.5B, E1.5C,E1.7A, E1.3A
OBJ:Students use context clues to clarify the meaning of unknown or ambiguous words. Edit Expository essay.
INST: Show pictures of catacombs and Carnival. In groups students complete the vocabulary graphic organizer (word sort). Model diffusing strategy to facilitate a close reading of the text and use of resources to comprehend word meaning.
Product: Vocabulary graphic
HW: Reading Assignment
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OBJ: Students write a poem using “six-room” format inspired by childhood memories.
INST: Product: Using mentor memory poems, student generate ideas for their own poem. Students brainstorm as many memories from their childhood as possible, including happy, frightening, and embarrassing memories. Students choose one memory to write about (room#1). Describe the light of that memory (room#2). Describe the sounds of that memory (room #3). Write questions about that memory (room #4). Write feelings about that memory (room# 5). Choose a word or phrase from the first 5 rooms and repeat it three times (rom #6).
Product: Memory Poem
HW: Independent Reading / TEKS: Fig.19 A, B, E1.14A, 7.15Ai, E1.17A
OBJ: Students predict outcomes based on clues in the text. Understand and explain nuances of character and the way characterization advances plot. Revise Expository Essay.
INST: Guided reading of “The Cask of Amontillado”. Students annotate the text for ambiguous words, tone, etc. and make notes and drawings in the margins. Students take notes on the graphic organizer identifying characteristics about the two characters in the story.
Product: Graphic organizer notes.
HW: Independent Reading
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OBJ: Students write a Haiku poem
INST: Read aloud poem “Black River Street” as an example of the haiku structure. Model writing a haiku emphasizing the importance of using descriptive words and not using words like “and”, “the”, etc. Use various surrounding ideas to brainstorm ideas for haiku. Students write their own haiku.
Product: Haiku poem
HW: Independent Reading / TEKS: Fig.19 A, B, E1.14A, 7.15Ai, E1.17A
OBJ: Explain nuances of character and how characterization advances plot.
INST: In pairs student complete character notes on Montresor and Fortunato by doing a second close reading of the text.
Product: Characterization
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OBJ: Students compile poems
INST: Students type all four of their poems. Using Chromebooks, students type their four poems using various fonts sizes and styles to illustrate their personal creativity and meaning of each poem.
Product: Typed poems
HW: Independent Reading / TEKS: Fig.19 A, B, E1.14A, 7.15Ai, E1.17A
OBJ: Analyze media formats
INST: Students compare elements of the written story of The Cask of Amontillado to the screen adaptation. Write compare/contrast analysis.
Product: Written Analysis

Time constraints, student comprehension or scheduling conflicts may cause lesson plans to change.