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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