Teacher:



|Teacher: Wendy Kempe |Semester: I |

|Subject/Grade: GT/Pre-AP & On-level ELA |Week of: Oct. 3--7 |

Weekly Lesson Plans

|Daily Plans and Activities for Monday | |

|Objective: |Objective: |

|Recognize conversational voice |Note Taking on point of view—from textbook |

|Describe different forms of point of view, including first person |Students will be able to describe different forms of |

|Understand how author’s sensory language creates imagery |point of view, including first person |

|Identify and discuss how similes and repetition for effect help create a vivid description of |Identify and discuss how similes and repetition for |

|main character (characterization) |effect help create a vivid description of main character|

|Distinguish between internal and external |(characterization) |

| |Create graphic organizer depicting point of view of |

| |character |

|Procedure: |Procedure: |

|Copy Plans |Copy Plans |

| | |

|Word Wall 6.5—students will learn/write new Greek/Latin stems into Journal |Word Wall 6.5—students will learn/write new Greek/Latin |

| |stems into Journal |

| | |

|Begin 2 Day assignment | |

|Students will study short story, “Eleven” and write an essay analyzing how the author, Sandra |Begin 3 Day assignment |

|Cisneros, used literary techniques to characterize Rachel. |Students will read and study short story, “Eleven” |

| | |

| |Partner Work— |

| |Hand out gum to each student and ask them to watch each |

|Students will begin by learning and understanding point of view. |other chew—like a cow, Chihuahua, a nervous person, a |

|Students will listen to the storybook, “Who is Melvin Bubble?” We will discuss everyone’s point |person with an attitude, etc. Volunteers will come |

|of view of Melvin and how it affected his point of view of himself. |forward and show different ways a person can chew gum |

|Distribute glasses handout—Like in story, Melvin’s friends and family described Melvin from their|Partners will write down a situation that their parents |

|points of view. Students will be given 3 copies of glasses. They will select 3 different |would yell at them from their point of view |

|characters from their silent reading book (the one they should have read by today to create their|Discuss why they were able to act like their parents so |

|book trailers) and each minor character will describe the main character of the book. Students |well. Because you know their facial expressions, body |

|will write their description of character on one side of glasses and a picture of how they see |movements, etc. |

|the character in the other. |Why is it important to know what point of view a story |

|Literature Book—Students will read pgs. 192+--Students will take notes on point of view. They |is being told? |

|will read the pages and fill in their notes on Resource Manager pg. 9 . |Literature Book—Students will read pgs. 192+--Students |

| |will take notes on point of view. They will read the |

| |pages and fill in their notes on Resource Manager pg. 9 |

| |. |

|Evaluation: | |

|Class participation |Class participation |

|Daily Plans and Activities for Tuesday | |

|Objective: |Students will read and annotate short story |

|Identify and discuss how similes and repetition for effect help create a vivid description of |Students will recognize point of view in a short story |

|main character (characterization) |Students will role-play scene from short story to gain |

|Distinguish between internal and external |insight about character’s feelings |

|Students will role-play scene from short story to gain insight about character’s feelings |Continue Objectives from yesterday |

|Procedure: |Writer’s Notebook: Pt of View Activity |

|Writer’s Notebook: Pt of View Activity | |

| |In Reader’s Journal—students answer the Big Question |

|In Reader’s Journal—students answer the Big Question and web—TE pg. 199 (use Power Notes) |and web—TE pg. 199 (use Power Notes) |

| | |

|Notes—point of view (from Power Notes) |Notes—point of view (from Power Notes) |

| | |

|Read “Eleven” by Sandra Cisneros—as you read, write down: Internal (things Rachel thinks) and |Read “Eleven” by Sandra Cisneros—Inter Active Readers |

|External (things Rachel does) AND 2 methods of characterization: direct characterization—(the |Students will read and “annotate” in the margins of |

|writer directly states) or indirect characterization-(the write allows the reader to draw his/her|their Inter Active Readers |

|conclusions based on info from other characters or the narrator.) | |

|Annotate passage—students should be able to pick out similes and repetition for effect—how does |Role-Play scene from story (teacher has script) |

|that add to the characterization of Rachel? | |

|Role-Play scene from story (teacher has script) |Graphic Organizer—students will complete an Open Mind |

|Write 1 page essay answering prompt— |graphic organizer in which they will record Rachel’s |

|Students will study short story, “Eleven” and write an essay analyzing how the author, Sandra |ideas, opinions, and thoughts. Students will use |

|Cisneros, used literary techniques to characterize Rachel & Mrs. Price. |different colors to indicate strong feelings and |

| |emotions. Teachers Resource pg. 16 |

| | |

|Day 2 of this assignment will be Friday | |

|Evaluation: | |

|Informal assessment—annotated passage | |

|Daily Plans and Activities for Wednesday | |

|Objective: | |

|Students will create a Book Trailer to complement their silent reading books |Students will complete objectives from yesterday |

| |Students will finish One-Pagers (book report) |

|Procedure: |Complete “Eleven” assignments from yesterday |

|DEAR—10 minutes |Students can work on their One-Pagers that are due |

|Computer Lab—Book Trailers—Students will use Animoto to create a book trailer for their library |tomorrow. ( (One-Pagers were assigned two weeks ago) |

|book. So far, the students have read a fiction piece (150 pgs. +) and created a hand-written |Title of novel |

|storyboard. They will have 12-15 slides to “persuade” someone else to read their book. |Author of novel |

| |Part of the novel student liked best |

| |Brief summary |

| |2 direct quotes that show personality of character |

| |Explain one conflict |

| |Identify one theme |

| |Two very important illustrations |

|Evaluation: | |

|Informal assessment—Three adults will be helping students create technology piece. I’m looking | |

|for on-task behavior, a willingness to learn new technology, and consistent working on project. |Graphic Organizers=daily grade |

|Daily Plans and Activities for Thursday | |

|Objective: |Students will share book reports—One-Pagers |

|Students will complete their Book Trailers |Identify character traits using strong adjectives |

| |Vocabulary building using synonyms and antonyms of |

| |adjectives |

|Procedure: |Writer’s Notebook: Think of the last disagreement you |

|Writer’s Notebook: Think of the last disagreement you had with either your mom or dad. From |had with either your mom or dad. From their pt. of |

|their pt. of view share the disagreement. |view share the disagreement. |

| | |

|Computer Lab—finish and share book trailers with class. |One-Pagers are due!! ( |

|If time allows, students will start their “Adjectives of Personality” assignment—(review/practice|Adjectives of Personality—(review/practice of |

|of adjectives & character traits) |adjectives & character traits)—students will select |

| |four adjectives that best represent the main character |

| |of their one-pagers (silent reading book) |

|Evaluation: |One-Pagers=major grade |

|Book Trailers=major grade | |

|Daily Plans and Activities for Friday | |

|Objective: |Identify character traits using strong adjectives |

|Students will use information gathered and write a one-page essay comparing/contrasting two |Vocabulary building using synonyms/antonyms and making |

|characters in a short story |connections with adjectives |

|Identify character traits using strong adjectives | |

|Vocabulary building using synonyms/antonyms and making connections with adjectives | |

|Procedure: |DEAR—10 minutes |

|DEAR—10 minutes | |

|Finish “Eleven” assignment—students will write their one-page essay-- Write 1 page essay |Finish “Adjectives of Personality” |

|answering prompt— | |

|Write a one-page essay analyzing how the author, Sandra Cisneros, used literary techniques to | |

|characterize Rachel & Mrs. Price. | |

|Adjectives of Personality—students will select four adjectives that best represent the main | |

|character of their book trailers (silent reading book) | |

|Evaluation: | |

|Essays=daily grade |Adjectives of Personality=daily grade |

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