Richland High School Lesson Plan Template S/Y 2015-16
Teacher(s): Awad / Subject/Grade Level: English 3Unit Title: American Romanticism / Date(s) of Implementation: August 25 – September 30
Common Core/Mississippi Framework Objectives (List all that apply)
RL.11-12.2 Determine two themes of a text and analyze their development
RL.11-12.4 Analyze the impact of specific word choice on tone
RL.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of American literature, including how to or more texts from the same period treat similar themes or topics.
RI.11-12.8 Evaluate purposes or arguments in works of public advocacy.
W.11-12.4 Produce clear and coherent writing in which the development, organization and style are appropriated to task, purpose and audience.
W.11-12.10 Write routinely over short time frames for a range of tasks purposes and audiences.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.4 Use context as a clue as the meaning of a word or phrase
At the end of this Unit, students will be able to:
Analyze historical context
Analyze themes, author’s purpose and characters
Analyze diction and tone
Analyze imagery and figurative language
Compose a literary analysis and speech
Develop strategies for reading older texts
Analyze how images impact meaning / I Can Statements…
I can understand Romanticism as a literary movement.
I can identify elements of poetry.
I can interpret symbol and allegory.
I can determine and author’s point of view and purpose; analyze style and content.
I can paraphrase main ideas, summarize information and make inferences.
I can clarify.
I can explicitly draw on my preparation by referring to evidence from texts to stimulate well-reasoned exchange of ideas.
I can recognize that certain standard English usage can be contested, and individuals can dispute what is correct/proper.
Integrating the Curriculum: How do you incorporate other subjects in this unit?
U.S. History: This unit explores the time of the Industrial Revolution, the Westward Expansion, and the Missouri Compromise.
Technology: This unit includes a piece where students read about the effects of modern technology.
How will the lessons be connected to “real world” experiences?
The lesson and debate in this unit on “If I Can Take My Laptop” connects to students need for modern technology.
Differentiation: How will the lesson be differentiated to meet the learning needs of ALL students? List those students with IEP’s, 504 rulings, and those in TIER 2 and 3, along with their accommodations/interventions:
Pete Villarreal – allow him to complete some assignments orally; provide vocabulary in context; provide background knowledge with texts; allow him to work with a writing partner
Katie Moody – provide extra time for her to complete assignments; provide copies of class notes when necessary; cue to stay on task
Cameron Givens – provide extra time for him to complete assignments; provide copies of class notes when necessary; cue to stay on task
Jacob Stancil – seat him close to the board; provide a magnifier for him to use when reading and completing assignments; provide him with large print documents; provide extra time for him to complete assignments
DezaRay Vaughn – provide a magnifier for her to use when reading and completing assignments; provide her with large print documents; provide extra time to complete assignments
Mylcom Lewis - provide extra time for him to complete assignments; provide copies of class notes when necessary; cue to stay on task
Day 1: September 28
Instructional Strategies☐ Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
☐ Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
☐ Generating & Testing Hypotheses
☐ Cues, Questions, and Graphic Organizers
☐ Journals
☐ Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a passage
X Make generalizations & draw conclusions from a passage
☐ ______/ Prework/Bellringer:
Reading comprehension questions / ASSESSMENT
How will students be assessed? List any formative and summative assessments that will be used:
Formative:
Reading comprehension bellringer
Review
Class discussion (informal assessment)
How will the students remain engaged?
Students are expected to participate in class discussion.
The teacher will call on different students to answer questions and aid in classroom activities.
How will the lesson connect to the next day’s lesson?
This lesson is part of a series, which teaches and reinforces the response to literature writing process. Each day reviews the prior lesson and builds on the concepts taught. The unit is a chronological lesson.
What will this lesson look like? Describe the teacher procedures and student procedures, including activities (Middle School should have a minimum of 4 transitions; High School should have a minimum of 3 transitions).
1. TSW complete reading comprehension questions on what they read last week.
2. TSW complete a review of unit 2.
3. TTW review unit 2 with the students using a PowerPoint. / SAMR: How will technology be incorporated into this lesson?
Use of the SMARTboard
PowerPoint on the board
How does this lesson build off of prior knowledge?
Students should be familiar with supporting ideas with textual evidence for written responses and be able to annotate, synthesize and analyze information. / Essential Question/Guiding Questions:
Is the price of progress ever to high?
Is it patriotic to protest one’s government?
Does everyone have a dark side?
Where do people look for truth?
Day 2: September 29
Instructional Strategies☐ Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
☐ Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
☐ Generating & Testing Hypotheses
☐ Cues, Questions, and Graphic Organizers
☐ Journals
☐ Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a passage
X Make generalizations & draw conclusions from a passage
☐ ______/ Prework/Bellringer:
Reading comprehension question / ASSESSMENT
How will students be assessed? List any formative and summative assessments that will be used:
Formative:
Reading comprehension bellringer
Note taking
Class discussion (informal assessment)
Summative:
Unit 2 test
How will the students remain engaged?
Students are expected to participate in class discussion.
The teacher will call on different students to answer questions and aid in classroom activities.
How will the lesson connect to the next day’s lesson?
This lesson is part of a series, which teaches and reinforces the response to literature writing process. Each day reviews the prior lesson and builds on the concepts taught. The unit is a chronological lesson.
What will this lesson look like? Describe the teacher procedures and student procedures, including activities (Middle School should have a minimum of 4 transitions; High School should have a minimum of 3 transitions).
1. TSW complete reading comprehension questions on what they’ve read this week.
2. TSW complete a test for Unit 2.
3. TSW begin reading the historical essay for unit 3.
4. TSW complete a note taking assignment for the historical essay and will present notes to the class. / SAMR: How will technology be incorporated into this lesson?
Use of the SMARTboard
How does this lesson build off of prior knowledge?
Students should be familiar with supporting ideas with textual evidence for written responses and be able to annotate, synthesize and analyze information. / Essential Question/Guiding Questions:
Is the price of progress ever to high?
Is it patriotic to protest one’s government?
Does everyone have a dark side?
Where do people look for truth?
Day 3: September 30
Instructional Strategies☐ Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
☐ Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
☐ Generating & Testing Hypotheses
☐ Cues, Questions, and Graphic Organizers
☐ Journals
☐ Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a passage
X Make generalizations & draw conclusions from a passage
☐ ______/ Prework/Bellringer:
Reading comprehension questions / ASSESSMENT
How will students be assessed? List any formative and summative assessments that will be used:
Formative:
Reading comprehension bellringer
Text analysis
Class discussion (informal assessment)
Level Up (informal assessment)
How will the students remain engaged?
Students are expected to participate in class discussion.
The teacher will call on different students to answer questions and aid in classroom activities.
How will the lesson connect to the next day’s lesson?
This lesson is part of a series, which teaches and reinforces the response to literature writing process. Each day reviews the prior lesson and builds on the concepts taught. The unit is a chronological lesson.
What will this lesson look like? Describe the teacher procedures and student procedures, including activities (Middle School should have a minimum of 4 transitions; High School should have a minimum of 3 transitions).
1. TSW complete a vocabulary practice bellringer. TTW review the answers.
2. TTW lead students through a Level Up on audience.
3. TSW read “The Gettysburg Address”.
4. TSW complete a text analysis on audience and form. / SAMR: How will technology be incorporated into this lesson?
Use of the SMARTboard
Level Up on board
How does this lesson build off of prior knowledge?
Students should be familiar with supporting ideas with textual evidence for written responses and be able to annotate, synthesize and analyze information. / Essential Question/Guiding Questions:
What divides a nation?
Is anything worth dying for?
Why do people break rules?
Is it important to face reality?
Day 4: October 1
Instructional Strategies☐ Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
☐ Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
☐ Generating & Testing Hypotheses
☐ Cues, Questions, and Graphic Organizers
☐ Journals
☐ Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a passage
X Make generalizations & draw conclusions from a passage
☐ ______/ Prework/Bellringer:
Vocabulary practice bellringer / ASSESSMENT
How will students be assessed? List any formative and summative assessments that will be used:
Formative:
Vocabulary practice bellringer
Reading for meaning
Class discussion (informal assessment)
How will the students remain engaged?
Students are expected to participate in class discussion.
The teacher will call on different students to answer questions and aid in classroom activities.
How will the lesson connect to the next day’s lesson?
This lesson is part of a series, which teaches and reinforces the response to literature writing process. Each day reviews the prior lesson and builds on the concepts taught. The unit is a chronological lesson.
What will this lesson look like? Describe the teacher procedures and student procedures, including activities (Middle School should have a minimum of 4 transitions; High School should have a minimum of 3 transitions).
1. TSW complete a vocabulary practice bellringer. TTW review the answers.
2. TSW begin reading “An Occurrence at Owl Creek Bridge”.
3. TSW complete a reading for meaning sheet as they read.
4. TTW guide students through a PowerPoint on point of view. TSW participate in guided practice. / SAMR: How will technology be incorporated into this lesson?
Use of the SMARTboard
PowerPoint on board
How does this lesson build off of prior knowledge?
Students should be familiar with supporting ideas with textual evidence for written responses and be able to annotate, synthesize and analyze information. / Essential Question/Guiding Questions:
What divides a nation?
Is anything worth dying for?
Why do people break rules?
Is it important to face reality?
Day 5: October 2
Instructional Strategies☐ Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
☐ Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
☐ Generating & Testing Hypotheses
☐ Cues, Questions, and Graphic Organizers
☐ Journals
☐ Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a passage
X Make generalizations & draw conclusions from a passage
☐ ______/ Prework/Bellringer:
Reading comprehension questions / ASSESSMENT
How will students be assessed? List any formative and summative assessments that will be used:
Formative:
Reading comprehension bellringer
Reading for meaning
Text analysis
Class discussion (informal assessment)
How will the students remain engaged?
Students are expected to participate in class discussion.
The teacher will call on different students to answer questions and aid in classroom activities.
How will the lesson connect to the next day’s lesson?
This lesson is part of a series, which teaches and reinforces the response to literature writing process. Each day reviews the prior lesson and builds on the concepts taught. The unit is a chronological lesson.
What will this lesson look like? Describe the teacher procedures and student procedures, including activities (Middle School should have a minimum of 4 transitions; High School should have a minimum of 3 transitions).
1. TSW complete reading comprehension questions on what they’ve read this week.
2. TSW continue reading “An Occurrence at Owl Creek Bridge”.
3. TSW continue completing the reading for meaning sheet as they read.
4. TSW begin working on a text analysis of POV in “An Occurrence at Owl Creek Bridge”. / SAMR: How will technology be incorporated into this lesson?
Use of the SMARTboard
How does this lesson build off of prior knowledge?
Students should be familiar with supporting ideas with textual evidence for written responses and be able to annotate, synthesize and analyze information. / Essential Question/Guiding Questions:
What divides a nation?
Is anything worth dying for?
Why do people break rules?
Is it important to face reality?
1. Tom and his wife are unhappy because they
A. work too much
B. fight about money
C. have no children
D. live in the woods
2. What is the author making a satire of in the following passage? “Tom was a hard-minded fellow, not easily daunted, and he had lived so long with a termagant wife that he did not even fear the devil.”