Teacher - Houston Independent School District



Teacher: Adams Houston Independent School District Westside High School

Subject: English I-Prep Secondary Lesson Plan Sheet Week of: Feb 24-28, 2014

|Day |H.I.S.D. Objectives |Student Objectives |Teaching and Enrichment Activities |List Resources and Materials |Hm Wk |

| | |SWBAT: |Do First: Perouse Romeo and Juliet Act IV and V study guide |-Scantron |None |

| |Ⓡ ELA.9.Fig19B Make complex inferences about |- Show mastery of literary devices|Lesson of the Day: Show mastery understanding of Romeo and |-SAR response answer sheet | |

| |text and use textual evidence to support |Shakespeare used in Romeo and |Juliet and Shakespeare’s use of figurative language. |-pencil | |

| |understanding. |Juliet Acts IV and V. |Activity 1: Clear your desk | | |

| |Ⓢ ELA.9.7A Analyze and explain the role of | |Activity 2: Take exam and answer SAR | | |

| |irony, sarcasm, and paradox in literary works.| | | | |

| | | | | | |

| | |SWBAT: |Do First: Read graded SAR from Romeo and Juliet Exam |- SAR from Romeo and Juliet |None |

| |Ⓡ ELA.9.Fig19B Make complex inferences about |- Write an introduction that draws|Lesson of the Day: Enhance previously written SAR for a higher |Exam | |

| |text and use textual evidence to support |in reader and clear thesis for |grade |-blank SAR 26 line prompt | |

| |understanding. |STAAR SAR |Activity 1: Discuss students’ effective prewriting strategies |-McDougal text book | |

| |Ⓡ ELA.9.13B Structure ideas in a sustained and|-Infer from text, synthesize |Activity 2: Read student examples of: thesis and conclusion. |-“The Art of Chinese cooking” | |

| |persuasive (logical) way (e.g., using |information, and draw conclusions |Discuss why they were effective. |and “Home Cooking” prompts w/ | |

| |outlines, note taking, graphic |about short passages |Activity 3: Rewrite SAR to receive a minimum 3 grade |multiple choice questions | |

| |organizers, lists) and develop drafts in timed| |----- | | |

| |and open-ended situations that include | |Activity 4: Reading comprehension from McDougal text book | | |

| |transitions and the rhetorical | |Activity 5: Read selections and answer questions. Discuss | | |

| |devices used to convey meaning. | |answers. | | |

| | |SWBAT: |Do First: What are the elements of a level 4 SAR? How will I |-Students’ Journal | None |

| |Ⓡ ELA.9.13B Structure ideas in a sustained and|- Write a minimum level 3 SAR |ensure that I remember and utilize these elements (pneumonic |-McDougal text book | |

| |persuasive (logical) way (e.g., using |according to STAAR rubric |devices)? |-SAR prompt | |

| |outlines, note taking, graphic | |Lesson of the Day: Write SAR from “The Art of Chinese cooking” | | |

| |organizers, lists) and develop drafts in timed| |and “Home Cooking” | | |

| |and open-ended situations that include | |Activity 1: Reread “The Art of Chinese Cooking” and “Home | | |

| |transitions and the rhetorical | |Cooking” | | |

| |devices used to convey meaning. | |Activity 2: Read annotations “For a high-scoring response” | | |

| |Ⓡ ELA.9.13C Revise drafts to improve style, | |Activity 3: Write SAR from questions 13 & 14 | | |

| |word choice, figurative language, sentence | | | | |

| |variety, and subtlety of | | | | |

| |meaning after rethinking how well questions of| | | | |

| |purpose, audience, and genre have been | | | | |

| |addressed. | | | | |

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