Weekly Lesson Plan - Houston Independent School District

[Pages:3]Weekly Lesson Plan

Teacher(s): M. Peters-Chapman

Unit Name: Style and Voice Students explore word parts and examine the author's development of voice and style in short stories, novel excerpts, personal narrative, memoirs, and media. Students explore fictional literary elements such as figurative language, plot, characters, theme, and point of view. The unit reviews the writing process through the creation of a short story.

Subject/Grade: English I /9th grade Unit Essential Questions:

Week of: Sept. 2-6, 2013

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?

Monday

Tuesday

Wednesday/Thursday

Friday(C)

Objectives/TEKS Connections:

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

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.9.13C 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.

SWBAT: understand how authors create believable characters; explicate unfamiliar vocabulary terms; analyze and discuss the purpose of linear and non-linear plot development.

SWBAT: explicate unfamiliar vocabulary terms; analyze how authors create believable characters through direct and indirect characterization.

SWBAT: explicate unfamiliar vocabulary terms; understand the writing process; create an alternate ending to a short story.

SWBAT: explicate unfamiliar vocabulary terms; accurately revise and edit a published piece of writing.

Key Ideas

Weekly formative assessments: vocabulary assessment, alternative ending to story, peer editing workshop

Summative Assessment(s):

Higher Order Thinking 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?

Materials, Texts & Reminders:

Holt McDougal Textbook, Grade 9 Holt McDougal Textbook,

Holt McDougal Textbook, Grade 9

The Most Dangerous Game, page Grade 9

The Writing Process PowerPoint

60.

The Most Dangerous Game,

page 60, STEAL Graphic

Organizer

Do Now (10 minutes): Complete vocabulary Frayer Windows for the following terms: tangible, quarry, disarming, cultivated, and amenity. (Students must provide the definition, etymology, examples and non-examples.)

Do Now (10 minutes): Complete vocabulary Frayer Windows for the following terms: condone, droll, scruples, solicitously, and imperative. (Students must provide the definition, etymology, examples and non-examples.)

Intro to New Material (10 minutes): Most Dangerous Game Anticipation Guide Coordinating

Intro to New Material (10 minutes):

Characterization PowerPoint (Indirect vs. Direct, STEAL acronym)

Conjunctions

Characterization- Characterization

PowerPoint (Static vs. Dynamic)

Guided Practice (10 minutes):

Guided Practice (10 min):

Analyze the characters from The Sniper and complete graphic organizer (focus=static/dynamic).

Analyze the characters from the Sniper and complete graphic organizer

(focus=indirect/direct).

Independent Practice(20 minutes): Independent Practice (20 min):

Start reading The Most Dangerous

Finish reading The Most

Game in class; complete linear vs. non-linear plot graphic organizer with a partner.

Dangerous Game in class, start to complete STEAL characterization graphic

organizer.

Closing (5 minutes): Linear/Non-Linear Plot Review Exit Ticket/Characterization Review Exit Ticket

Homework: Most Dangerous Game vocabulary review

Closing (5 minutes): Characterization Exit Ticket

Homework: Most Dangerous Game review

Modifications/Accommodations/Differentiated Instruction:

Do Now (10 minutes): Complete Frayer Windows for the following terms: zealous, uncanny, chronic, contemptible, and diligent. (Students must provide the definition, etymology, examples and nonexamples.)

Intro to New Material (20 minutes):

The Writing Process (6+1 Traits of Writing)

Guided Practice (25 minutes): The class will rewrite the ending to The Sniper.

Independent Practice (25 min):

Students will individually rewrite the ending to The Most Dangerous Game.

Closing (10 minutes): The Writing Process Review Homework: Finish the alternate ending to The Most Dangerous Game.

Proofreader's Marks PowerPoint, Proofreader's Marks handout, sample essays from released STAAR exam (literary response).

Do Now (10 minutes): Complete Frayer Windows for the following terms: ideally, impertinent, incomprehensible, malicious, obtuse, and pessimistic.(Students must provide the definition, etymology, examples and non-examples.) Intro to New Material (10 minutes):

Peer Editing Workshop Proofreader's Marks

Guided Practice (10minutes): Peer Editing Workshop with student samples from the released STAAR exam.

Independent Practice(10 minutes): Students will correct essays from the released STAAR exam using appropriate proofreader's marks and revision recommendations.

Closing (10 minutes): Vocabulary assessment/Peer Editing Exit Ticket

Homework: Vocabulary Practice, Lesson 11

How will I extend the Text/ Activity/ or product for my more advanced students?

How will I scaffold the Text/ Activity/ or product for my more struggling students?

Student

Modification or check-in plan

Suggestions for Improving this lesson:

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