English 12 Lesson Plans of Linda Robinson: T2 Week #11 4/18/16-4/22/16
Backward Design -- At the end of the stated time, students will be able to:
Literature/Drama/Nonfiction--- 5 weeks
Compare and contrast traditional and contemporary poems from many cultures (12.4g)
Compare and contrast dramatic elements of plays from different periods/cultures (12.4i)
Analyze how dramatic conventions (character/scene/dialogue/staging) contribute to theme and
effect (12.4h)
Identify false premises in persuasive writing (12.5e)
Draw conclusions and make inferences on explicit and implied info using textual support (12.5f)
Vocabulary – (18 weeks/14 units) Expand usable vocabulary --Denotation and connotation; interpret
connotation; apply to textual reading; apply knowledge of roots/prefixes/suffixes to interpret
unfamiliar words in context (12.3c)
WIDA Standard #2: Language of Language Arts: SOL 12.3/12.4/12.5
Language proficiency level 4 – Expanding specific and technical language of the content
area;
Domains – Reading/ Writing/Speaking
MPI (This Unit – 3rd Quarter): At the end of this unit, WIDA students will be able to define, identify in textual use, employ is analysis/discussion of textual material, and infer meaning/effect of the following technical language of language arts (aside soliloquy, monologue) by small and large group reading and writing activities using practice sheets and graphic organizers, with oral sharing, then demonstrating mastery on quizzes/tests/benchmarks.
Persuasive Writing --- 5 weeks
Produce arguments that develop thesis that demonstrates informed judgments; address counter
claims and provide effective conclusion. (12.6b)
Clarify/defend position with precise, relevant evidence (12.6c)
Adapt content/vocab/voice/tone to audience/purpose (12.6d)
Use variety of rhetorical strategies to achieve specific purpose (12.6e)
Create arguments that are externally supported and free of errors in logic (12.6f)
Revise writing for clarity of content, depth, and technique of presentation (12.6g)
Use computer tech to plan, draft, revise, edit, and publish (12.6h)
Apply grammatical conventions to editing for language/spelling/punctuation/capitalization (12.7b)
Frame/analyze/synthesize info to solve problems/answer questions/generate new knowledge
(12.8b)
Critically evaluate accuracy/quality/validity of info (12.8c)
Synthesize info to support thesis and present info in logical manner (12.8d)
English 12 ClassesMon.
We continue on the Jayem-AM bell schedule / Objectives:
(1) (CRISS) Review of yesterday; plan for today; point out homework on board;
(2) Writing Warm-up: While teacher takes attendance, students will build/reinforce writing skills through journal writing in response to prompt on board. 3rd Period will be introduced to the DEAW words of the week: VALID and UNIQUE (SOL 12.6);
(3) Literature/Drama: Teacher lecture will introduce students to the Tudor dynasty and its relationship to the English Renaissance, Shakespeare and his theater, and the emergence of the sonnet. Students will take detailed notes. Students will also learn the characteristic structure of a Shakespearean tragedy (SOL 12.3, 12.4, 12.5)
(4) Vocab Unit 9 – If time remains, students will be introduced to the words of Unit 9 (SOL 12.3)
(5) CLOSURE
Handouts:
(1) Writing prompt on board;
(2) Tudor Dynasty/Shakespeare power point; guided note-taking sheets
(3) Shakespearean Tragedy handout
Assignments:
(1) Turn in Time Machine novel. Bring Vocab Workbook and lit books daily. There will be an open-book quiz immediately after each Act of Macbeth starting with Act II (best 3 of 4 count; no make-ups)
(2) Homework due Thursday: Vocab Unit 9 sentences
(3) Quiz Fri. on Vocab Unit 9
Tues. / Objectives:
(1) (CRISS) Review of yesterday; plan for today; point out homework on board;
(2) Writing Warm-up: While teacher takes attendance, students will build/reinforce writing skills through journal writing in response to prompt on board. (SOL 12.6);
(3) Vocab Unit 9--- Complete workbook Ex. 2 on pgs. 106-107. Sharing follows (SOL 12.3, 12.6)
(4) Literature/Drama: Distribution and review of dramatic terminology, with emphasis on the various forms of dramatic speech and on the classic definition of a “tragic hero” (SOL 12.3, 12.4)
(5) Literature/Drama: After teacher provides a brief background to the historical truths behind the writing of Macbeth, students will sign up for dramatic reading roles for Act I of the play. Activate prior knowledge --- what do students expect in the Exposition stage of a play? EXAMINE THE CAST OF CHARACTERS on pg 349.
Begin to read Macbeth Act I, pgs 350-366. What is the purpose/effect of using the witches in the opening scene? How does Shakespeare initially present info about Macbeth to the audience? What kind of person is Macbeth at the start of the play? Identify different forms of dramatic speech. Identify possible examples of foreshadowing (SOL 12.1, 12.3, 12.4)
(6) Closure
Handouts:
(1) Writing prompt on board;
(2) Dramatic terminology handout
(3) Sign-up sheet for Macbeth, Act I reading roles
Assignments:
(1) Turn in Time Machine novel. Bring Vocab Workbook and lit books daily. There will be an open-book quiz immediately after each Act of Macbeth starting with Act II (best 3 of 4 count; no make-ups)
(2) Homework due Thursday: Vocab Unit 9 sentences
(3) Quiz Fri. on Vocab Unit 9
Wed. / Objectives:
(1) (CRISS) Review of yesterday; plan for today; point out homework on board;
(2) Writing Warm-up: While teacher takes attendance, students will build/reinforce writing skills through journal writing in response to prompt on board. (SOL 12.6);
(3) Vocab Unit 9--- Complete workbook Ex. 1 on pgs. 105-106. Sharing follows (SOL 12.3, 12.6)
(4) Literature/Drama: GROUP WORK – Using intro notes from Monday’s power point, students will complete a study guide for a quiz on the Tudors/Shakespeare/the sonnet. Afterward, review for accuracy (SOL 12.4, 12.5)
(5) Literature/Drama: Continue to read Macbeth Act I, pgs 350-366. What is the purpose/effect of using the witches in the opening scene? How does Shakespeare initially present info about Macbeth to the audience? What kind of person is Macbeth at the start of the play? Identify different forms of dramatic speech. Identify possible examples of foreshadowing. What COMPLICATION has been introduced, and how do we know Macbeth has been affected by it (and in what way)? Analyze the relationship between Lady Macbeth and her husband (SOL 12.1, 12.3, 12.4)
(6) Closure
Handouts:
(1) Writing prompt on board;
(2) Study guide for quiz on the Tudors/Shakespeare/the sonnet, also projected
(3) Sign-up sheet for Macbeth, Act I reading roles
Assignments:
(1) Turn in Time Machine novel. Bring Vocab Workbook and lit books daily. There will be an open-book quiz immediately after each Act of Macbeth starting with Act II (best 3 of 4 count; no make-ups)
(2) Homework due tomorrow: Vocab Unit 9 sentences
(3) Quiz Fri. on Vocab Unit 9
(4) Quiz Tuesday on the Tudors/Shakespeare/the sonnet
Thurs. / Objectives:
(1) (CRISS) Review of yesterday; plan for today; point out homework on board;
(2) Writing Warm-up: While teacher takes attendance, students will build/reinforce writing skills through journal writing in response to written prompt on board. 3rd period will do their DEAW activity (SOL 12.6);
(3) Vocab Unit 9---Students will turn in their homework sentences, Led by teacher, review/do the “Roots/ Prefixes/Suffixes” Ex. III in Vocab Workbook pg107 (SOL 12.3)
(4) Literature/Drama: FINISH ANY REMAINING Macbeth Act I, pgs 350-366. What is the purpose/effect of using the witches in the opening scene? How does Shakespeare initially present info about Macbeth to the audience? What kind of person is Macbeth at the start of the play? Identify different forms of dramatic speech. Identify possible examples of foreshadowing. What COMPLICATION has been introduced, and how do we know Macbeth has been affected by it (and in what way)? Make predictions. GROUP WORK --- Students will work in small groups to create comic strips of Macbeth Act I. Present to classmates with explanation (SOL 12.1, 12.3, 12.4)
(5) Literature/Drama: Students will sign up for dramatic reading roles for Macbeth Act II, pgs 368-380. Make predictions about what will happen in Act II (what stage of the play are we in with Act II? All Rising Action!). Begin to read Act II. How do we know Macbeth is struggling with internal conflicts over killing the king? Compare the reactions of Macbeth to those of his wife when the deed is done. What is the purpose of the scene with the Porter? (SOL 12.4, 12.3, 12.1)
(6) Closure
Handouts:
(1) Writing prompt on board;
(2) Sign-up sheet for Macbeth, Act I reading roles; Act I summary handout; Sign-up sheet for Macbeth, Act II reading roles
(3) Poster paper, markers and colored pencils
Assignments:
(1) Turn in Time Machine novel. Bring Vocab Workbook and lit books daily. There will be an open-book quiz immediately after each Act of Macbeth starting with Act II (best 3 of 4 count; no make-ups)
(2) Quiz tomorrow on Vocab Unit 9
(3) Quiz Tuesday on the Tudors/Shakespeare/the sonnet
Fri.
Report cards / Objectives:
(1) (CRISS) Review of yesterday; plan for today; point out homework on board;
(2) Writing Warm-up: While teacher takes attendance, students will build/reinforce writing skills through journal writing in response to written prompt on board (SOL 12.6);
(3) Quiz on Vocab Unit 9, after review (SOL 12.3)
(4) Literature/Drama: CONTINUE --- Students will sign up for dramatic reading roles for Macbeth Act II, pgs 368-380. Read Act II. How do we know Macbeth is struggling with internal conflicts over killing the king? Compare the reactions of Macbeth to those of his wife when the deed is done. What is the purpose of the scene with the Porter? What characters pose a threat to Macbeth, and why? (SOL 12.4, 12.3, 12.1)
(5) Closure
Handouts:
(1) Writing prompt on board;
(2) Quiz on Vocab Unit 9
(3) Sign-up sheet for Macbeth, Act II reading roles
Assignments:
(1) Turn in Time Machine novel. Bring Vocab Workbook and lit books daily. There will be an open-book quiz immediately after each Act of Macbeth starting with Act II (best 3 of 4 count; no make-ups)
(2) Quiz Tuesday on the Tudors/Shakespeare/the sonnet