Lesson Plans

English III- Downing

Week of January 5th -9th, 2009 

Weekly Objectives:  Students will…

• Understand the terminology used in writing
• Analyze and write a thesis statement
• Comprehend and identify commentary and concrete detail in a given paragraph
• Analyze and write an introductory paragraph

Monday-   

Bellwork: (Copy down Objectives!)

Teacher Activities:

• Re-assign students to a desk.  Make sure all students have a syllabus and additional handouts.

·        Make sure everyone has a notebook with dividers, make a note and call parents. 

·        Refresh students on this year’s activities: MAP- Jan. and April, CRT- Feb., Spring Break, Common Assessments, Spring Break, Final Exams, and Exemptions. I will encourage them to be exempt this semester.

·        Give “new” Spring handout and discuss past errors in behavior, study skills, and attendance.

·        Begin by making sure students have handouts over Tone Words, Transitional Words, Meaningful Sentences, Speeches, Journal Writing, Letter Writing

·        If time, instruct students to copy down Essay Terminology off overhead.

Student Activities:

·        Sit in new assigned seat; make note of all rules and guidelines, dates of importance, and spring schedule. (Listening Skills)

·        Make sure notebook is cleaned out except for what Mrs. Downing says to keep. (Organization and Listening Skills)

·        Copy down Essay Terminology off board: Test (matching) on Friday. (Vocabulary Notebook- Key Terms)

Academic Vocabulary:  thesis, pre-writing, concrete detail, commentary, topic sentence, shaping the

            essay, conclusion, peer response.

Homework:  Make sure notebook has labeled dividers, handouts, and a cover page. Review Thesis

            Terminology.

Resources:  Notebook and handouts

Tuesday-

Bellwork:  (Make sure objectives have been copied down)

Teacher Activities:

• Begin today by making sure all students are in assigned seats, in dress code, and have a  

      notebook.  Remind new students to get a textbook as we will be in it soon (about 3 weeks).

• Review yesterday’s terminology.  Remind students there will be a quiz over it on Friday.
• Give students the handout on Thesis Writing Unit, Day 1. Guide students in the reading and  writing of thesis statements based upon a very elementary level of writing.
• If time, give students handout #2 on Thesis Writing, Writing Your Thesis (more mature level of writing). Assign them a subject and have them write their own thesis over it.  “TV Shows I Detest” (as a possibility).  They will then take turns writing their thesis on the board and, as a class, discuss the subject and the opinion in the sentences.  They will also be instructed to improve upon the sentence if necessary.

Student Activities: 

• Organize notebook
• Take out Thesis Terminology and review (Vocabulary Notebook)
• Analyze Thesis Writing handout #1 with Mrs. Downing.  (Writing Skills and Strategies)
• Write an original thesis over the given subject after reading Thesis Handout #2.  

Academic Vocabulary: thesis, fragment

Homework: study Essay Terminology for Quiz on Friday

Resources:  Notebook, handouts

Wednesday- (PLC, Early Dismissal: 2:40—Discuss Changes in Curriculum [Organization], essay writing)

Bellwork: 

Teacher Activities:

• Pass out Handout #3 Thesis: Identification Practice.  Grade together.
• Review the thesis handout #4 (Freshmen & Sophomores) and go back over Thesis Handouts 1-3.
• Instruct students in the next step of understanding an essay. Give students handout #1 Commentary and Concrete Detail pp. 44-49; 56-60. Carefully guide and explain the difference between Commentary (Opinion) and Concrete Details (fact).  After analyzing the paragraphs, guide students in writing and improving upon it.

Student Activities: 

• Practice thesis writing
• read and analyze Commentary and Concrete Detail use in essay writing handouts pp. 44-60. (Writing Skills and Strategies)

Academic Vocabulary: concrete detail and commentary

Homework:  Study for Essay Terminology Quiz on Friday.

Resources:  thesis handouts, commentary/concrete detail handouts, notebook

Thursday-

Bellwork: 

Teacher Activities:  

• Continue with yesterday’s lesson over Commentary and Concrete Detail.
• Review the Commentary Problems  Handout #2.
• Have students turn in their commentary and concrete detail packets for grading.
• If time, give students 2 newspaper articles and have them find the commentary and concrete detail in the articles. They must find at least 2 articles and follow my directions on what to do with them (underline Concrete Detail and highlight Commentary). They will then tape or paste the articles to a sheet of notebook paper and write a “proper” heading at the top of the page
• Remind students that Essay Terminology Quiz #1 is tomorrow.

Student Activities: 

• Analyze commentary and concrete detail as used in essay writing, turn in for grading.
• Perusing the newspaper, analyze and identify the commentary and concrete detail in 2 articles as according to Mrs. Downing’s instructions. (Close Reading)

Academic Vocabulary: commentary, concrete detail

Homework: study for Essay Terminology Quiz, tomorrow!

Resources: handouts, commentary and concrete detail work, notebook

Friday-

Bellwork: 

Teacher Activities:  

• Administer Essay Terminology Quiz #1 (Quiz #2 next Friday- short answer)
• Discuss the graded commentary and concrete detail packets. Review if needed.
• Introduce how to write an introductory paragraph, guide students to the understanding of how to identify which is appropriate to use and when. (Writing Skills and Strategies)

Student Activities: 

• Take Essay Terminology Quiz #1
• Go over and discuss the graded commentary and concrete detail packets.
• Analyze introductory paragraphs, know and identify the 4 ways to introduce a subject in an essay
• Practice writing introductory paragraphs.

Academic Vocabulary: anecdote, dialogue, startling statement, commentary

Homework: review this week’s lesson, study for Essay Terminology Quiz #1

Resources:  handouts, notebook

Evaluations will be through observations, discussions, notes, thesis writing, and Essay Term quiz.

Lesson Plans

English III AND English IV

Week of Dec. 15th - 19th

Weekly Objectives:

Students will…

·        recall information for testing purposes

Monday-   

Bellwork: 

Teacher Activities:

·        administer Common Assessment to ALL classes (give special scantron)

·        send Common Assessments to AV for grading

·        begin the review for mid-term exam via the Study Guide (handout)

Student Activities:

• answer Common Assessment (use special scantron)
• recall information from the past semester

·        complete the study guide

Academic Vocabulary: 

Homework:  study ALL notes for common assessment and mid-term

Resources:  textbook; notes

Tuesday-

Bellwork: 

Teacher Activities:

• complete the review for mid-term exams
• administer any Common Assessments NOT already taken

Student Activities: 

• complete the answers over the mid-term exams
• take the Common Assessment if not already taken

Academic Vocabulary:

Homework: Study for Common Assessment and Mid-term

Resources:  textbook, notes

Wednesday-

Bellwork: 

Teacher Activities:  

• administer mid-term exams for: 1^st, 4^th, and 6^th hours (use scantron)
• collect all mid-term exams; grade; input grade in grade book

Student Activities: 

• take mid-term exam
• remain quiet until ALL test are in

Academic Vocabulary:

Homework:  Study for Common Assessment and Mid-term

Resources:  textbook, notes

Thursday-

Bellwork: 

Teacher Activities:  

• administer mid-term exams in 3^rd, 5^th, and 7^th (use scantron)
• collect all mid-term exams; grade; input grade in grade book

Student Activities: 

• take mid-term exam (use scantron)
• remain quiet until ALL exams are in

Academic Vocabulary:

Homework:

Resources: 

Friday-

Bellwork: 

Teacher Activities:     CLEAN UP DAY!!!  NO CLASSES!

Student Activities: 

Academic Vocabulary:

Homework: 

Resources: 

Evaluations will be through observations, discussions, study guide, notes, and mid-term exam.

Lesson Plans

English III- Downing

Week of Dec. 8^th – 12^th            

Weekly Objectives:

Students will…

·        label persuasive techniques with the logos, pathos, and ethos terminology

·        identify and describe the persuasive techniques used in speeches

·        express and support responses to text:  Responding to the Test, Critical Thinking, Analyzing Literature

·        analyze literary elements: reminiscence

·        use a variety of reading strategies to comprehend an autobiographical account

·        recall information for testing purposes

Monday-   

Bellwork:  Copy down Objectives! 

Teacher Activities:

• lead students in the completion of notes over pg. 167.
• make sure every student has a copy of the 3 appeals; discuss and read over each one.
• begin reading pg. 168, Patrick Henry’s Speech in the Virginia Convention. Read through once and then go back and…
• discuss the techniques and appeals used in the speech as we read along

Student Activities:

• complete notes on pg. 167 (Summarizing notes for testing purposes)
• read pp 168- 171 discussing the techniques and appeals used in the speech. (Chart/Listing)
• Copy the key elements down in notes (Note Taking)

Academic Vocabulary:  ethos, pathos, logos, restatement, repetition, parallelism, rhetorical questions

Homework:  study ALL notes for common assessment and mid-term

Resources:  textbook, 3 appeals handout

Tuesday-

Bellwork: 

Teacher Activities:

• Go over the questions from yesterday’s assignment
• Begin reading Benjamin Franklin’s Speech in the Convention on pg. 172/173.
• Lead in the same discussion as we did over Henry’s speech yesterday.

Student Activities: 

• Apply the same analysis as done over Henry’s speech to Benjamin Franklin’s speech on pp 172 and 173.  (Questioning the Text)
• Go over questions together and make sure to copy down what Mrs. Downing says will be on the midterm  (Summarizing)

Academic Vocabulary: ethos, pathos, logos, restatement, repetition, parallelism, rhetorical questions

Homework: Study for Common Assessment and Mid-term

Resources:  textbook, 3 appeals handout

Wednesday- (PLC, Early Dismissal: 2:40)

Bellwork: 

Teacher Activities:  

• Give handouts over A Christmas Memory by Truman Capote.
• Be sure students have the definition of reminiscence.
• Discuss thoroughly as we go along and identify any difficult words

Student Activities: 

• Read A Christmas Memory by Truman Capote.  Be sure to identify any difficult words and have them explained. (Vocabulary Notebook)

Academic Vocabulary: ethos, pathos, logos, restatement, repetition, parallelism, rhetorical questions

Homework:  Study for Common Assessment and Mid-term

Resources:  textbook, 3 appeals handout

Thursday-

Bellwork: 

Teacher Activities:  

• Finish yesterday’s assignment
• Answer questions at the end

Student Activities: 

• Finish reading from yesterday (handout)
• Answer: Responding to the Selection and Analyzing Literature (Close Reading)

Academic Vocabulary: Reminiscence, emotive language

Homework: Study for Common Assessment and Mid-term

Resources:  textbook, 3 appeals handout

Friday-

Bellwork: 

Teacher Activities:  

• Complete Review over all that material covered this semester, including Common Assessment material

Student Activities: 

• Compile notes and prepare for a review of semester’s materials (Graphic Organizer)
• Take special notice of Common Assessment information to be taken on Monday

Academic Vocabulary: Reminiscence

Homework: Study for Common Assessment and Mid-term

Resources:  textbook, 3 appeals handout

Evaluations will be through observations, discussions, study guide, and questions.

Lesson Plans

English III- Downing

Week of December 1^st -5^th            

Weekly Objectives:

Students will…

• Use a variety of reading strategies to comprehend poetry, a letter, and historical speeches through guided writing and powers of appeals: ethos, pathos, logos.
• Express and support responses to the text: Critical Thinking.
• Evaluate texts and authority of sources: Reading Strategy.
• Increase knowledge of the rules of grammar and usage through Grammar and Style: double negatives, writing compound sentences.
• Increase knowledge of other cultures and to connect common elements across cultures: Background for Understanding.

Monday-   

Bell work:  Get Objectives! Copy down 5 vocabulary words/definitions (Vocabulary Notebook)

Teacher Activities:

• Observe students as they work on Bell Work. Keep them on task
• Ask students for missing work: pp 143 CT 1-3 and pg 146 RS & LF questions; pg 148 Cornell Notes; and “Grateful” paragraph
• Show chart of “charged words” on the overhead. Have students copy it down
• Give students handout on TPCASTT
• Start the reading of Phyllis Wheatley’s poem To His Excellency, General Washington on pp 148-151 discussing charged words, personification, and author’s purpose.
• Discuss and add to chart

Student Activities:    

• Copy objectives off overhead; copy down new vocabulary words (do not have to write a sentence today). Write sentences (2) at home tonight (Vocabulary Notebook)
• Turn in any missing work from pp 143 and 146.
• Turn in Cornell Notes over pg. 148.
• Use TPCASTT handout to analyze poetry. (TPCASTT)
• Copy chart down off overhead where we compare Jefferson, Paine, and Wheatley. (Graphic Organizer)
• Follow in the reading of Phyllis Wheatley’s poem To His Excellency, General Washington on pp 148-151, discussing charged words, personification, and author’s purpose. (Oral Reading)

Academic Vocabulary:  Personification

Homework: read banned book (Due Friday, Dec. 5^th)

Resources:  textbook, notebook, library novel

Tuesday-

Bell work: check sentences #1 and #2 (Vocabulary Notebook)

Teacher Activities:

• Continue leading students in the reading and analyzing of To His Excellency, General Washington by Phyllis Wheatley on pg 150 through the use of TPCASTT and their chart.  Be sure to go over the questions at then end together.
• Read Wheatley’s poem on pg. 152/153 An Hymn to the Evening, discussing how it is similar or different to her previous poem. Go over the questions at the end together.
• Use TPCASTT and chart to analyze the poem
• Analyze students’ charts and make sure they are placing their responses in the correct columns.

Student Activities:    

• Analyze the poem via use of TPCASTT and write out the answers to the questions as Mrs. Downing goes over them.
• Analyze An Hymn to the Evening on pg. 152/153 using TPCASTT and add responses to the chart started yesterday.

Academic Vocabulary:  Personification.

Homework: read banned book

Resources:  textbook, chart, TPCASTT handout; chart; library novel

Wednesday- (PLC, early dismissal 2:40)  

Bell work: Check sentences #3 and #4 (Vocabulary Notebook)

Teacher Activities:

• Remind students that their banned book assignment is due Friday!
• Lead students in the completion of yesterday’s assignment pp 153 and have them answer questions on pg 154, Literary Focus for a grade.
• If time, read pp 156-159 from Letter From Birmingham City Jail by Martin Luther King Jr.
• Discuss all the persuasive techniques:  parallelism, repetition, personification, ethos, pathos, and logos.
• Guide students in adding information to their charts and turn in for a grade.

Student Activities:    

• Complete yesterday’s assignment on pp. 153 and 154 and turn in.
• Analyze and complete chart from yesterday.
• Turn in TPCASTT.
• If time,  read pp 156-159 from Letter From Birmingham City Jail by Martin Luther King Jr.
• Discuss all the persuasive techniques:  parallelism, repetition, personification, ethos, pathos, and logos.
• Update chart and review with teacher; turn in for a grade.

Academic Vocabulary:  power of argumentation: techniques, appeals: ethos, pathos, logos

Homework: read banned book

Resources:  textbook; chart; vocabulary notebook;

Thursday-   

Bell work:  Check last sentence #5 (Vocabulary Notebook)

Teacher Activities:  

• Remind students their banned book assignment is due Tomorrow!
• Finish yesterday’s assignment o pp 156-159.
• Remind students to add Dr. King to their chart.
• Analyze and answer the questions together on pg. 160. Have students copy the answers down in their notes.
• Assign pg. 159 Critical Thinking for a grade.

Student Activities:

• Complete the discussion over Dr. King’s …Letter From Birmingham Jail on pp. 156-159. and add to notes. Update chart.(Note taking)(Charting)
• Analyze Thematic Connection questions on pg. 160 and answer as a class.
• Write out and answer questions over Critical Thinking on pg. 159. Due end of class.

Academic Vocabulary: argumentation: power of appeals: ethos, pathos, and logos

Homework:  read banned book

Resources: textbook; notes; chart; vocabulary notebook

Friday-

Bell work:  Banned Book Critiques are DUE! Study Meaningful Sentences for Quiz on Monday!

Teacher Activities:

• Lead students in the completion of yesterday’s assignment on pg. 159
• Grade together if time, if not, turn in to be graded
• Begin with a background over Patrick Henry and Benjamin Franklin (review) on pp 166/167.
• Tell students to freewrite for 5-7 minutes over “Give me Liberty or Give me Death.”  What is worth dying for? What would Henry have to say to them to convince them that they, too, should die for liberty?
• Continue with taking notes over pg. 167, especially Literary Focus and Reading Strategy, give them the definitions to ethos, pathos, and logos.
• If time, begin reading Speech in the Virginia Convention by Patrick Henry on pg. 168.

Student Activities:

• Complete work from yesterday and grade.
• Freewrite in journal for 5-7 minutes over “Give me Liberty or Give me Death” and state what is worth dying for. (Timed Writing)
• Take down notes over pg. 167 and what the teacher provides: ethos, pathos, and logos. (Notetaking)
• If time, begin reading Speech in the Virginia Convention by Patrick Henry on pg. 168.

Academic Vocabulary: speeches; double negatives; 3 persuasive appeals: pathos, ethos, and logos

Homework: read speeches

Resources: textbook; notes

Evaluations will be through observations, discussions, questions, chart, TPCASTT(s), timed writing, and banned book critiques.

Lesson Plans

English III- Downing

Week of November 24^th – 28^th           

Weekly Objectives:

Students will…

• Use a variety of reading strategies to comprehend nonfiction through Connect Your Experience.
• Express and support responses to the text: Critical Thinking.
• Critically evaluate texts and the authority of sources via reading strategy: Recognizing Charged Words.
• Increase knowledge of the rules of grammar and usage through Grammar and Style: parallelism.

Monday-   

Bellwork:  Copy down Objectives!  Take Meaningful Sentences Test.   (Vocabulary Notebook)

Teacher Activities:

• Administer bell work “Meaningful Sentences” quiz
• Make sure questions from Tuesday are complete and turned in to be graded.
• Lead students in the reading (aloud) of Thomas Paine’s rhetoric from The Crisis, Number 1.
• Explain it is meant to build the morale of men who are tired, cold, and hungry and just want to go home. How do they keep them fighting? What words does Paine used to build their morale and keep them fighting for our country.
• Lead students in answering the questions on pg 145, Check Your Comprehension and Critical Thinking. Then help them answer questions on pg. 146 Reading Strategy, Literary Focus, and Grammar and Style on pg 146.

Student Activities:

• Look over sentences and take test.
• Finish reading and discussion from Friday-Thomas Paines’s from The Crisis, Number 1.
• Make a list of the charged words used in both the Declaration of Independence by Thomas Jefferson and The Crisis, Number 1 by Thomas Paine. Study these words of persuasion for test purposes.
• Follow Mrs. Downing’s directions and answer questions over pp 145/146 by WRITING them down in notebook. (Questioning the Text)

Academic Vocabulary:  persuasion, charged words, parallelism, sunshine patriot and summer soldier

Homework:  Reading banned book (Due Dec. 5^th)

Resources:  textbook, meaningful sentences, library book

Tuesday-

Bellwork:  None

Teacher Activities:  

• Lead students in finishing questions from yesterday and grade
• Guide students in the writing of 1 paragraph where they will detail “what they are grateful for” this holiday season.

Student Activities: 

• Complete the questions from yesterday and grade.
• Write 1 paragraph detailing  “What I am Grateful for this Holiday Season” (Make a Table/List)

Academic Vocabulary: Charged words, parallelism

Homework:  Read banned book

Resources:  textbook, library novel

Evaluations will be through observations, discussions, questions, & meaningful sentences quiz.

Happy Thanksgiving!

Lesson Plans

English III- Downing

Week of November 17^th – 21^st          

Weekly Objectives:

Students will…

• Develop vocabulary and word identification skills via writing meaningful sentences
• Use a variety of reading strategies to comprehend nonfiction through Connect Your Experience.
• Express and support responses to the text: Critical Thinking.
• Critically evaluate texts and the authority of sources via reading strategy: Recognizing Charged Words.
• Increase knowledge of the rules of grammar and usage through Grammar and Style: parallelism.

Monday-   

Bellwork:  Copy down Objectives!  Take Meaningful Sentences Test.  5 new words (see below)

Teacher Activities:

• Administer bell work “Meaningful Sentences” quiz
• Lead students in copying the words/definitions off the board.
• Grade pg 190 Benjamin Franklin questions together
• Lead students in the taking of notes over pp 120-125 Age of Reason.
• Guide and discuss with students pg 126 the difference in spelling/meaning of words between British and American written words.

Student Activities:

• Look over sentences and take test
• Copy new vocabulary off the board: 5 new words:  insidious, vigilant, infallibility, posterity, and manifest.
• Grade pg. 190
• Take notes off overhead over the pp 120-125 Age of Reason.
• Discus pg. 126 Webster’s dictionary meanings.

Academic Vocabulary: aphorism; almanack

Homework:  Reading banned book (Due Dec. 5^th)

Resources:  textbook, handout

Tuesday-

Bellwork:  write a meaningful sentence for the first 2 words (Vocabulary Notebook)

Teacher Activities:  

• Lead students in the reading of pp 138-143 The Declaration of Independence by Thomas Jefferson et al.
• Explain thoroughly the use of persuasion and parallelism in the document. Citing different techniques such as charged words (diction used to purposefully appeal to incite specific emotions) and punctuation. 
• Ask students to ask themselves why would the colonists want to anger King George?

Student Activities: 

• read and analyze the use of persuasion in The Declaration of Independence on pp 138-143. (Oral Reading)
• Analyze the different techniques of persuasion as well as the use of parallelism.
• Answer the CYC questions with Mrs. Downing, writing down the answers; then answer Critical Thinking Questions 1-5.

Academic Vocabulary: persuasion, parallelism

Homework:  Read banned book

Resources:  textbook, library novel

Wednesday- (PLC, early dismissal 2:40) **Remind students to go and check out their books again if they are not done reading. (Teacher will check & initial sentences from yesterday). Write 1 more sentence.

Bell work:

Teacher Activities:

• SEARCH INSTITUTE PROFILES OF STUDENT LIFE

Student Activities:    

• Complete the Survey for Search Institute

Academic Vocabulary:  Survey

Homework: read banned book

Resources:  survey; library novel

Thursday-   **Remind students to go and check out their books again if they are not done reading.

Bell work: Check & initial last sentence from yesterday.   Study sentences for test on Monday. (Vocabulary Notebook)

Teacher Activities:  

• Make sure questions from Tuesday are complete and turned in to be graded.
• Lead students in the reading (aloud) of Thomas Paine’s rhetoric from The Crisis, Number 1.
• Explain it is meant to build the morale of men who are tired, cold, and hungry and just want to go home. How do they keep them fighting? What words does Paine used to build their morale and keep them fighting for our country.

Student Activities:

• Finish questions from Tuesday, Critical Thinking 1-5 and turn in.
• read and analyze the charged words and parallelism used in the prose by Thomas Paine from The Crisis, Number 1.

Academic Vocabulary: persuasion, parallelism

Homework:  read banned book

Resources: textbook, library novel

Friday-

Bell work:  Study meaningful sentences.

Teacher Activities:

• Lead students in answering the questions on pg 145, Check Your Comprehension and Critical Thinking. Then help them answer questions on pg. 146 Reading Strategy, Literary Focus, and Grammar and Style on pg 146.

Student Activities:

• Follow Mrs. Downing’s directions and answer questions over pp 145/146 by WRITING them down in notebook. (Questioning the Text)

Academic Vocabulary: charged words, parallelism, summer soldiers, sunshine patriot

Homework: read banned book

Resources: textbook, novel

Evaluations will be through observations, discussions, questions, Cornell notes, and vocabulary including meaningful sentences.

Lesson Plans

English III- Downing

Week of November 10^th – 14^th         

Weekly Objectives:

Students will…

• Express and support responses to text: Critical Thinking
• Develop vocabulary and word identification skills: meaningful sentences
• Write meaningful sentences
• Use a variety of reading strategies to comprehend nonfiction: Reading for Success: strategies for constructing meaning.
• Analyze literary elements: Literary Focus: Autobiography
• Use recursive writing processes to write an observation: Guided Writing Lesson - Autobiography

Monday-   

Bellwork:  Copy down Objectives! Discuss the meaningful sentences we will be doing for bell work. 

Teacher Activities:

• Collect all makeup work done over weekend from the students. 
• Aid students in the writing of their movie reviews and collect for a grade.
• Tell students to turn to pg. 117 and look over the timeline and then I will have them read along with me and take notes over pp 120-125 The Autobiography by Benjamin Franklin.
• If time, help students understand the dictionary and its meanings and analyze the changes in the spelling that Webster introduced on pg. 126.

Student Activities:

• Turn in makeup work and movie review (summarizing)
• Read and take notes over pp 117-125.
• Deduce reasons for the changes in spelling that Webster introduced on pg. 126. (questioning the text)

Academic Vocabulary: autobiograhy

Homework:  Read banned book

Resources:  textbook, handout

Tuesday- (Substitute today) after copying cornell notes down –read book assigned and questions at end.

Bellwork:  copy vocabulary off board and use the meaningful sentences method to do it.

Teacher Activities:  

• Assign pg 128 and as I read students will take Cornell Notes (I [sub] will give them a handout. they are not writing proper summaries.
• Tell students to take down the vocabulary words on pg 129 and use the vocabulary handout to stay focused and structured.
• If time, write the quote: “I wished to live without committing any fault at any time.”  Ask students to think about whether they could apply this quotation to everything they have said and done in the past twenty-four hours, if no time…leaves for tomorrow.
• Lead a discussion as to reasons it would be difficult to never commit a fault at any time. [move to Wednesday]

Student Activities: 

• Write Cornell notes over pg 128 (summarizing)
• Write down vocabulary definition, sentences over pg 129. (vocabulary notebook)
• Discuss the idea of never committing a fault at any time, ever in one’s life.

Academic Vocabulary: autobiography

Homework:  Read banned book; makeup work needs to be completed

Resources:  textbook, novel, and handouts

Wednesday- (PLC, early dismissal 2:40)

Bell work: complete yesterday’s work—check students’ sentences

Teacher Activities:

• Read Benjamin Franklin’s from The Autobiography on pp 131-135...discussing as I choose students at random to read.

Student Activities:    

• Read and discuss Benjamin Franklin’s The Autobiography on pp 131-135, taking notes as the work is discussed. (questioning the text)

Academic Vocabulary:  autobiography

Homework: Reading banned book (Critique Due December 5^th); complete any makeup work

Resources:  textbook, novel, and handouts

Thursday-   

Bell work: ***Remind students to go recheck out their books so they won’t have a late fee.

Teacher Activities:  

• Complete the reading and discussion of Benjamin Franklin’s from The Autobiography.
• Discuss the questions on pg. 135, Check Your Comprehension and Critical Thinking on pg. 136.
• Monitor students to be sure they are writing down the answers as they are given.
• Assign pg. 136 Reading Strategy, Literary Focus, and Build Vocabulary.

Student Activities:

• Complete the reading and discussion of Benjamin Franklin’s The Autobiography.
• Answer questions orally and write down answers over CYC and CT on pp 135/136.
• Write out questions and answer Reading Strategy, Literary Focus, and Build Vocabulary on pg. 136.   

Academic Vocabulary: autobiography

Homework:  Read banned book; complete makeup work

Resources: textbook, novel, and questions

Friday-

Bell work:  none on Friday.

Teacher Activities:

• Lead students into the writing of their own autobiography. Requirement: 1 page minimum; may be written in 1^st person. Stay focused on the event in mind.

Student Activities:

• Write an autobiography.  (transformation of text)

Academic Vocabulary: autobiography

Homework: Read banned book; complete makeup work.

Resources: textbook, novel, questions

Evaluations will be through observations, discussions, questions, movie review, Cornell notes, and vocabulary including meaningful sentences.

Lesson Plans

English III- Downing

Week of November 3^rd – 7^th         

Weekly Objectives:

Students will…

• Express and support responses to text
• Develop vocabulary and word identification skills (recall)
• Analyze and write a film review over Salem Witch Trials
• Reading and critiquing a banned book from a given list

Monday-   

Bellwork: 

Teacher Activities:

• (SUBSTITUTE)-  The sub will give the handouts over the Black Cat to the class and instruct them to get a dictionary to answer the vocabulary portion on back and to use one of the story handouts for the front question portion.

Student Activities:

• Take the given handouts and answer both the questions and vocabulary portions.

Academic Vocabulary: (a long list on back of handout) - Psychological Thriller

Homework:  Should be working on Character Diary

Resources:  Black Cat handout, dictionary

Tuesday-

Bellwork: 

Teacher Activities:  

• Collect Character Diaries
• Call for any students who need to make up the Crucible test
• Call for any students who need to make up the Black Cat questions (handout)
• Give handout over video and explain what is to be expected from them
• Start Movie: The Crucible starring Daniel Day Lewis and Winona Ryder

Student Activities: 

• Turn in Character Diary (Transformation of Text)
• Make up Crucible test and Black Cat questions, if necessary
• Listen to instructions over the handout for the movie and then watch the video taking minute details over the actors, stage to film, courtroom scene (setting), costuming, plot, film’s conclusion, and give it a personal rating.

Academic Vocabulary: crucible

Homework:  banned book reading

Resources:  Character Diary, Black Cat handout, video

Wednesday- (PLC, early dismissal 2:40)

Bell work:

Teacher Activities:

Student Activities:     Same as yesterday’s lesson

Academic Vocabulary: 

Homework: Reading banned book (Critique Due December 2^nd)

Resources:  handout

Thursday-   (County-wide Inservice! 11:30)

Bell work: none

Teacher Directed Instructions:  

·        Finish video and discuss

·        Explain to students how to write a review of the film.

Student Independent Activities:

• Finish yesterday’s video and discuss.
• Write a review of the film

Academic Vocabulary:

Homework:  reading of banned book

Resources: handout

Friday-

Bell work:  finish review

Teacher Activities:

• Aiding students in the writing of their critique

Student Activities:

• Complete the writing of film review over The Crucible

Academic Vocabulary:

Homework: reading banned book

Resources:  review

Evaluations will be through observations, discussions, review, questions, and makeup work.

Lesson Plans

English III- Downing

Week of Oct. 27^th – 31^st        

Weekly Objectives:

Students will…

• Express and support responses to text
• Develop vocabulary and word identification skills (recall)
• Exploring and understanding oppression
• Reading and critiquing a banned book from a given list
• Recalling Crucible terms for mastery test

Monday-   

Bellwork: 

Teacher Activities:

• Assist Librarian in the lesson on Banned Books
• Help students by recommending a banned book that would be interesting to them, individually.

Student Activities:

• Listen and follow directions over the Banned Books lesson in library
• Read a banned book from a given list

Academic Vocabulary: Oppression, Banned [books]

Homework:  Should be working on Character Diary

Resources:  library technology, handouts, novel, Character Diary rough drafts

Tuesday-

Bellwork:  Copying objectives off overhead (absentees need to see me for Banned Books Lesson)

Teacher Activities:  

• Assign questions over Act 4 The Crucible on pg. 1168 Reading Strategy, Literary Focus, and Building Vocabulary
• Take down summary notes on overhead over Act 4 of The Crucible

Student Activities: 

• Answer questions over Act 4 The Crucible on pg. 1168 Reading Strategy, Literary Focus, and Building Vocabulary (Questioning the Text)
• Copy summary notes off overhead (Summarizing)

Academic Vocabulary: crucible

Homework:  Character Diary

Resources:  Vocabulary Notebook, Character Diary

Wednesday- (PLC, early dismissal 2:40)

Bell work: none (absentees need to copy down objectives and see me for missing work/handouts from Monday/Tuesday)