WESTSIDE HIGH SCHOOL LESSON PLANS 2013-2014



WESTSIDE HIGH SCHOOL LESSON PLANS 2013-2014

|TEACHERS: |Adams, Alonzo |DEPARTMENT: |English |

| | | | |

| | |TEAM: |9th Grade Team |

|COURSE: |English I PREAP |SIX WEEKS: |1ST 6 WEEKS |

|GRADE RANGE: | 9 |UNIT LENGTH: |6 WEEKS |

|UNIT TITLE: |Style and Voice |

|UNIT DESCRIPTION: |Enduring Understandings: |

|Students explore word parts | |

|and examine the author’s |EU1: Students will understand that the study of affixes and word roots helps the reader discover the meaning of unfamiliar words. |

|development of voice and | |

|style in short stories, |EU2: Students will understand that through the development of plot, characters, and point of view, an author sets the mood, conveys his/her tone, and |

|novel excerpts, personal |shares the theme of a literary work. |

|narrative, memoirs, and | |

|media. Students explore |EU3: Students will understand that figurative language enriches a short story by communicating ideas that go beyond the literal or ordinary meaning of |

|fictional literary elements |words. |

|such as figurative language,| |

|plot, characters, theme, and|EU4: Students will understand that authors of short stories use literary elements to create believable characters. |

|point of view. The unit | |

|reviews the writing process |EU5: Students will understand that effective writers plan, draft, and revise using a variety of devices. |

|through the creation of a | |

|short story. | |

| |Essential Questions: |

| | |

| | |

| |EQ1: How does understanding the building blocks of words help people develop a rich vocabulary? |

| | |

| |EQ2: How does understanding the different aspects of an author’s craft enable the reader’s ability to enjoy literature? |

| | |

| |EQ3: How does figurative language enhance communication? |

| | |

| |EQ4: What makes a character believable, and why is it important? |

| | |

| |EQ: 5 How do effective writers ensure the quality of their published work? |

| | |

|TEK | |

|STANDARDS per HISD English I|Student Outcomes (S.O.’s): |

|Scope and Sequence for 6th | |

|six weeks: |ELA.9.1A Determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the|

| |arts) derived from Latin, Greek, or other linguistic roots and affixes. |

| |Ⓡ ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including |

| |their connotations and denotations, and their etymology. |

| |Reading |

| |ELA.9.Fig19A Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating |

| |sensory images. |

| |Ⓡ ELA.9.Fig19B Make complex inferences about text and use textual evidence to support understanding. |

| |Ⓢ ELA.9.5A Analyze and discuss the purpose of non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and |

| |compare it to linear plot development. |

| |Ⓡ ELA.9.5B Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character |

| |foils. |

| |ELA.9.12B Analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) |

| |on-visual texts and analyze the effectiveness of each. Ⓢ ELA.9.2C Relate (compare/contrast) the figurative language of a literary work to its historical |

| |and cultural setting. |

| |Ⓢ ELA.9.5C Analyze the way in which a work of fiction is shaped by the narrator’s point of view. |

| |Ⓢ ELA.9.6A Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a |

| |situation or event. |

| | |

| |Writing |

| |ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics |

| |through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. |

| |Ⓡ ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts|

| |in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning. |

| |Ⓡ ELA.9.14A Write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary |

| |strategies (e.g., dialogue, suspense) and devices to enhance the plot. |

| |Ⓡ ELA.9.17A.i Use and understand the function of more complex active and passive tenses and verbals (gerunds, infinitives, participles) in the context of|

| |reading, writing and speaking. |

| |Ⓡ ELA.9.17C Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). |

| |Ⓡ ELA.9.13C Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well |

| |questions of purpose, audience, and genre have been addressed. |

| |Ⓡ ELA.9.13D Edit drafts for grammar, mechanics, and spelling. |

| |Ⓡ ELA.9.19A Spell correctly, including using various resources to determine and check correct spellings. |

| |ELA.9.13E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. |

| | |

| | |

LESSON PLAN

INSTRUCTIONAL STRATEGIES:

|QUESTIONING STRATEGIES: |HOT questions, Socratic Seminar, Anticipation Guide |

|CHECK FOR UNDERSTANDING: Exit Tickets, Journal Entrees |

| PRE – ASSESSMENT |Questionnaires, Writing Diagnostics (letter to the teacher, RAFT), Revising and Editing Diagnostic |

| PROGRESS ASSESSMENT |First Drafts, Journal Entries, Graphic Organizers, Writing Samples, Exit Tickets |

| POST - ASSESSMENT |Unit Test, Writing Product (short story), Author Study Project |

|EVIDENCE of STUDENT ENGAGEMENT: | |

WEEKLY PLAN

|LESSON SEQUENCE |WEEK OF: | August 26, 2013 |

| |MON. |TUES. |WED./THURS. |FRIDAY |

| |(date) | | | |

|GOALS: |Students will know where |Students will be able to fully |Students will be able to fully understand: |Students will be able to fully |

| |my room is located, what |understand: | |understand: |

|(What will students be |I expect from them when | |Excellence is a habit. | |

|able to UNDERSTAND?) |they arrive, and that we |My syllabus, including classroom | |Excellence is a habit. |

| |will be working |procedures. Students will |The purpose of plot development in literature and | |

| |diligently from the |understand the different components|media. |The necessity of review in order to |

| |moment the bell rings. |and the role of revision and | |fully develop content mastery. |

| | |editing when evaluating a piece of |The differences in the two types of plot, linear and| |

| | |writing. |non-linear. |How to apply previously learned |

| | | | |concepts to new material. |

| | |The teacher is the facilitator of |How to effectively use conjunctions in their | |

| | |the classroom. |writing. |how thinking about concepts that will |

| | | | |apply to future material is beneficial |

| | |Excellence is a habit. |The meaning of important root words and affixes. |to the learning process. |

| | | | | |

| | |Both the student and teacher will | |How to effectively use conjunctions in |

| | |do whatever it takes in order to | |their writing. |

| | |ensure excellence among the | | |

| | |freshman English team! | | |

|OBJECTIVES | |SWBAT: |SWBAT: |SWBAT: |

| | |Use a variety of correctly |Analyze and discuss the purpose of non-linear plot |Use a variety of correctly structured |

|(What student OUTCOMES | |structured sentences (e.g., |development (e.g., flashbacks, foreshadowing, |sentences (e.g., compound, complex, |

|are expected?) | |compound, complex, |sub-plots, parallel plot structures) and compare it |compound-complex). |

| | |compound-complex). |to linear plot development. | |

| | | | |Structure ideas in a sustained and |

| | |Structure ideas in a sustained and |Determine the meaning of grade-level technical |persuasive (logical) way (e.g., using |

| | |persuasive (logical) way (e.g., |academic English words in multiple content areas |outlines, note taking, graphic |

| | |using outlines, note taking, |(e.g., science, mathematics, social studies, the |organizers, lists) and develop drafts |

| | |graphic organizers, lists) and |arts) derived from Latin, Greek, or other linguistic|in timed and open-ended situations that|

| | |develop drafts in timed and |roots and affixes. |include transitions and the rhetorical |

| | |open-ended situations that include | |devices used to convey meaning. |

| | |transitions and the rhetorical |Use a dictionary, a glossary, or a thesaurus | |

| | |devices used to convey meaning. |(printed or electronic) to determine or confirm the | |

| | | |meanings of words and phrases, including their | |

| | | |connotations and denotations, and their etymology. | |

|STUDENT ACTIVITIES: |Students will |Students will deliver the parent |Students will take Cornell notes on plot |Students and teacher will close read |

| |individually complete a |contact form to their parents and |development, focusing on linear and non-linear plot,|the story, Cask of Amontillado. |

|(What will students DO?) |“Getting to Know You” |bring it back to the teacher by the|as the teacher presents a PowerPoint. | |

| |handout. |following Tuesday. | |Students will demonstrate their mastery|

| | | |Using a T-chart, students will compare/contrast the |of plot development by changing the |

| |Students will |Students will take notes as the |structure of the movie trailers for Vantage Point, |structure of a Cask of Amontillado to |

| |individually complete a |teacher discusses his/her classroom|Crash, and/or Valentine’s Day. Class discussion will|substantiate a non-linear plot. |

| |reading inventory. |rules and procedures. |ensue. | |

| | | | |Students will revise and edit their |

| |Students will write a one|Students will follow along with the|Using an excerpt from The Hobbit, students will |RAFTS from Tuesday by including both |

| |page letter to the |teacher as he/she goes over the |analyze and discuss the purpose of linear and |coordinating and subordinating |

| |teacher indicating how |syllabus. |non-linear plots. |conjunctions. |

| |they learn best. | | | |

| | |Students will answer the revising |Students create a T-chart, analyzing the differences| |

| | |and editing questions which |between linear and non-linear plots. | |

| | |accompany two passages. | | |

| | | |Students will create five Frayer Windows in which | |

| | |Students will compose a RAFT. |they must identify the definition and etymology of | |

| | | |five SAT vocabulary words as well as identify | |

| | | |examples as well as non examples of each. | |

| | | | | |

| | | |Students will create a graphic organizer as they | |

| | | |review coordinating and subordinating conjunctions. | |

|MATERIALS: |Getting to Know You | | | |

| |handout |Rules and Procedures |Holt McDougal Grade 9 Literature textbook |Holt McDougal Grade 9 Literature |

| | |Parent Contact Form |Plot Diagram PowerPoint |textbook (Cask of Amontillado) |

| |Reading Inventory handout|Discuss class syllabus |Copies of Cornell Notes template |Graded copies of submitted RAFTs. |

| | |Revising and Editing Diagnostic |Copies of T-chart graphic organizer |Filler paper |

| |Letter to the teacher |RAFT handout |Movie trailers for the movies Vantage Point, Crash, | |

| |handout | |and Valentine’s Day (see Dropbox). | |

| | | | | |

| | | | | |

|HOMEWORK: |Bring required class |Bring required class materials and |Bring required class materials and forms to school |Bring required class materials and |

| |materials and forms to |forms to school by next Tuesday. |by next Tuesday. |forms to school by next Tuesday. |

| |school by next Tuesday. | | | |

| | | | | |

|TEST DATES/REMINDERS: |Complete the letter to | | | |

| |the teacher. | | | |

| | | | | |

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