Morgan CityHigh School Weekly Lesson Plans

Spring 2011

Teacher: Constance Wallace March 28 – April 1, 2011

Basic Reading and Writing (English I Prep.)

/

GLE’s

Ongoing Daily practices / MUG Shots, Formatives, Vocabulary, SSR, and Learning logs are done on a daily basis.
  • LCC Unit 1-6Activity 1: Reading (Ongoing)(GLEs: 01a, 02a, 02b, 04a, 09e, 10c, 11a, 11e, 13)
  • LCC Unit 1-6 Activity 2: Vocabulary Study (Ongoing)(GLEs:01a, 01d, 22a, 22b, 23g, 26)
  • LCC Unit 1-6 Activity 3:Writing Prompts to Make Real-Life Connections and to Assess Understanding(Ongoing)(GLEs: 05, 10c, 12b, 21d, 32a, 32b, 35a)
  • LCC Unit 1-6 Activity 4: Grammar/Usage Mini-Lessons (Ongoing)(GLEs: 22a, 22b, 22c, 24a, 24b, 24d, 25)
Key
Highlighted items = Literacy Strategies
Highlighted items = LCC activities
Highlighted items = HONORS ONLY
Highlighted items = REGULARS ONLY / 1a: use of context clues
1d tracing etymology
2a: direct and indirect characterization
2b: author’s pacing of action and use of plot development, subplots, parallel episodes, and climax to impact the reader
4b: draw conclusions and make inferences
5: connect to real-life situations and other texts
9e: analyze in written responses short stories and novels
10c: reflecting life experiences
11a: summarizing and paraphrasing
11e: inferences and drawing conclusions
12b: analyzing relationships b/w prior knowledge and info in text
13: impact of author’s life
21d: connect life to text supported interpretations
22a: avoiding fragments
22b: avoiding run-ons
22c: avoiding syntax problems
23g: using parts of speech appropriately
24a: commas to set off appositives
24b: quotation marks
25: correct spelling
26: variety of sources to verify spelling
32a: monitor messages for clarity
32b: select and organize essential information
35a: identify strengths/talents of other participants
Monday / TLW analyze an elegy, a ballad, an ode, and a concrete poem.
Bellringer
10- MUGS 22.1
10 – vocab 22.1
20 – notes on elegy, ballad, ode, and concrete poetry via Promethean
45 – Read, analyze, and synthesize the following:
  • Elegy – “Elegy for the Giant Tortoises” by Margaret Atwood p.688
  • Concrete Poetry – “400-Meter Free Style” by Maxine Kumin p. 692
  • Ode – “Ode to my Socks” by Pablo Neruda p. 706
  • Ballad – “O What Is That Sound” by W.H. Auden
5 – Closure – WDWLT? Continue reading your novels, only two more weeks to go until testing. In addition, poetry unit test scheduled for Wednesday. / 3b imagery
4d poetry
9c ballad
11a summarize/paraphrase
11c comparing/contrasting
11e making inferences and drawing conclusions
Tuesday / TLW complete analysis on poetry from yesterday, have a quick review of materials for test tomorrow, and create two of their own from the list on Monday.
Bellringer
10 – MUGS 22.2
10 – Vocab 22.2
20 – finish any poetry not completed from yesterday.
30 – Review for poetry test. The following poems will be on test:
  • “The Road Not Taken”
  • Lucille Clifton “Miss Rosie”
  • Denise Leverto “The Sharks” ML p.378
  • Maya Angelou: “Still I Rise,” “Phenomenal Woman,” “I Know Why the Caged Bird Sings (online)
  • “Beware: Do Not Read This Poem” by Ishmael Reed (online)
  • ”Egg Horror Poem” by Laurel Winter ML p. 710
  • “My Papa’s Waltz by Theodore Roethke ML p. 676
  • ”Fire and Ice” by Robert Frost
  • ”One day I wrote her name upon a Strand” by Edmund Spencer”
  • Sonnet 116” by William Shakespeare
  • And any Poetry notes
15 – For the remainder of the hour, students will choose either an elegy, ballad, concrete poem, or ode.
5 – Closure – WDWLT? Poetry test tomorrow. / 3b imagery
4d poetry
9c ballad
11a summarize/paraphrase
11c comparing/contrasting
11e making inferences and drawing conclusions
Wednesday / TLW be accessed on the poetry unit.
Bellringer
10 – MUGS 22.3
10 – Vocab 22.3
65 – Poetry test
  • Early finishers work on completing poetry.
  • If finished with poetry, read novels.
5 – closure – WDWLT? Tomorrow we begin drama!!! / 3b imagery
3a mixed metaphors
3g implied metaphors
4d poetry
9c ballad/sonnet
11a summarize/paraphrase
11c comparing/contrasting
11e making inferences and drawing conclusions
12a supporting evidence
12b analyzing relationships
14a identifying cause and effect
Thursday / TLW begin learning about Shakespeare and the period of time in which the playwright lived.
LCC unit 4, Activity 5: Web Search for “Fascinating Facts”/Pre-reading (modified)
Bellringer
10 – MUGS 22.4 & 22.5
10 – Vocab 22.4
30 – Teacher led notes on Promethean (PowerPoint presentation). Students can download handouts from PBWiki Website
35 – Students will conduct a web search to locate and access sources with accurate information on the life and times of Shakespeare. Students will select and record five facts related to the life of Shakespeare and five related to the period of time in which the playwright lived. Information should be new (not covered in PowerPoint). Students will record this information and report it in a learning log. Students will write bibliographies of sources on learning log as well.
5 – Closure – WDWLT? Poetry is due tomorrow. / 7 identify and explain connections between historical contexts and works of Shakespeare
12c Solve problems using reasoning skills and including technology
28b selecting appropriate language
29a Taking accurate notes
36b locating relevant info for research purposes
38 analyze the usefulness and accuracy of sources
39b access info and conduct research
Friday / TLW begin reading Prologue and Act I of Romeo and Juliet
LCC Unit 7, Activity 7: Taking a Stage Play to the Movies to Analyze Mood/During Reading (modified)
Bellringer
10 – MUGS Week 22 quiz
10 – Vocab 22 quiz
30 – Students will read the introductory scene(s) of the script of Romeo and Juliet and then draw a line graph tracking the intensity of the scene. P. 941 ML
*A line graph can be used to show how something changes over time. It has an x-axis (horizontal) and a y-axis (vertical). For this activity, the x-axis represents plot development/passage of time, and the y-axis represents intensity.
20 – Next, students will listen and watch the corresponding section of the movie version. Students will create another line graph based on the intensity of the scene.
15 – Learning log – How are the two graphs similar? How are they different? What can a filmmaker use sound and images to do? Which genre, the play or the film version, more effectively establishes the appropriate mood, and why?
5 – Closure – WDWLT? Sonnets due. Other two poems due as well. (ballad, ode, elegy, or concrete poem) / 4c five-act plays
4e film/visual texts
9d drama, including Renaissance
11c comparing and contrasting
12b analyzing relationships between prior knowledge and life experiences and info in texts
19 Develop paragraphs
39c Using graphic organizers
Notes / *Please note that times are subject to change as Tuesday and Thursday are GEE review days.