WeeklyLessonPlan
Teacher: Bandy Course: English 2General Honors Period(s):1-6 DateRange: Aug.10-14,2015
Monday / Tuesday / Wednesday / Thursday / FridayUnitLearning
Goal(s): / Students will learn classroom procedures, expectations and goals. / Students will evaluate their viewpoints on their beginning high school experiences. / Students will understand how reality and perception differ. / Students will receive textbooks for all subjects through English classes. / Students will understand the development of the teenage brain.
DailyLearning
Goal(s): / Students will become familiar with the teacher and the basic goals for English II. / Students will develop and share in small groups the pros and cons of their high school experiences. / As per the county plan, (Kym Sheehan email),theprereading activities for Collection 4-How We See Things-will be understood. / Students will record ownership of all texts and consumables. / Students will locate, label and color code major sections of a human brain.
Standards or Frameworks: / LAFS.910.RI.1.AP.3b: / LAFS.910.W.1.1:
LAFS.910.SL.1.AP.1d:
LAFS.910.SL.1.AP.1e:
LAFS.910.SL.1.AP.1f: / LAFS.910.L.3.AP.5b:
LAFS.910.L.3.AP.5c:
LAFS.910.SL.1.AP.1d:
LAFS.910.SL.1.AP.1f: / LAFS.910.RI.1.AP.2a:
Activities: / The teacher will seat the students with seating chart.
In period 1, the teacher will distribute all opening day forms with instructions regarding their return.
All periods:
The teacher will introduce herself (brief bio) while students record the similarities/differences
First day of school letters will be read, with emphasis on the supplies needed by Aug. 17th.
The teacher will go over procedures and academic goals, referring to the syllabus paperwork.
Students will complete an informational index card, using the model on the overhead.
As an icebreaker, the teacher will lead a name game.
Honors-Reminder about summer assignment on Sylvia Plath’s The Bell Jar. / The teacher will give a brief autobiography while students track similarities and differences.
The teacher will give define and give examples of pros and cons, and give students time to develop their lists.
The teacher will group the students and give them whiteboards on which they will record the various pros and cons.
A student from each group will report results to the entire class.
The teacher will lead a discussion on the results.
The students will write a brief reflection on their reaction to the class results.
Honors-Brief overview of The Bell Jar- the novel, additional readings, poetry, 5 prompts / The teacher will ask students to look up (phones/dictionaries) definitions of reality and perception.
The teacher will relate how the first lit collection(4-How We See Things) connects to the reality vs perception topic.
Each student will list 5 influencing factors on an individual’s perception of a similar experience.
Ex: upbringing, personality, brain chemistry,stressors, genetic makeup, different experiences and maturity levels.
The student will write a paragraph about major influences in their own lives, incorporating their findings after tracking thoughts and self talk.
In small groups, the students will share their reflections. A group member will report results to the class while a flow chart of factors influencing perception is formulated. / The teacher will accompany students to the bookroom, where they will receive all texts and consumables for all subjects.
In the classroom, students will record their names in all books.
The teacher will check for readiness of the three sectioned binders they are required to have for English 2.
The teacher will allow students to leave the binders and consumable books on the shelf alloted by period, and instruct them to bring the literature text every day. / The teacher will distribute illustrations of a dissected brain. Using a distributed handout, the teacher will lead the process of identifying the major parts and their functions while the students label and color code the illustrations.
Honors-Summer Assignments posted to canvas.instructure.com by Aug.17th.
Questioning Techniques: /
- How do we ensure that every student in our class is asked to answer a question?
- When we ask a question to the class and one student answers, how do we know the other students knew the answer or did not?
- When we ask questions, what DOK level of questions do we ask?
Bell Work
Writing Component: / Informational index cards.
Compare/Contrast Venn diagram (with teacher’s bio) / Reflection Paragraph reporting on class results of the pros/cons of high school thus far.
Compare/Contrast Venn diagram (with teacher’s bio) / Reflection Paragraph on what factors influence varying perception of the same reality. / Identifying ownership of texts and consumables. / Labelling parts and functions of the human brain.