Lesson Plans

Lesson Outline: Ms. Fuentes, English 4 March 13-17

Monday-Multiple Choice Section of SCA
Tuesday- Complete SCA and sentence structure lessons on Quill.org
Wednesday-SBA Testing for Juniors
Thursday-Sentence structure lessons on Quill.org
Friday-Complete the reading of Pygmalion, Act 1


Lesson Plans:  Ms. Fuentes, English 4 February 13-17, 2017

 

MONDAY

Objective

(Student will…)

Produce clear and coherent writing in which the development, organization, and style follow storyline/plot of assigned ballad in the form of a news article.

Comment on classmates’ articles: We like, We Wonder.

Class Starter

Teacher Activities

  1. Wrap up news article project in groups.
  2. Instruct students to display news article around the room for the gallery walk.
  3. Explain the process of the gallery walk.
  4. Keep students on task during discussion.

 

Student Activities

  1. Wrap up news article project in groups.
  2. Display news article around the room for gallery walk.
  3. Name one thing you like about each poster and one thing you wonder.

Academic Vocabulary

Ballad, plot, theme

Homework

Study vocabulary

Resources/Differentiated Instruction

Large posters; markers; laptops; Access to ballad analyses

Assessment/Evaluation

Observation and Discussion

 

TUESDAY-Duty

Objective

(Student will…)

Analyze form and content of Shakespearean and Petrarchan sonnets.

Report rhyme scheme and meter of sonnets.

Compose an original sonnet.

Class Starter

Write 5 complex sentences using 5 terms from Vocabulary 9.

Teacher Activities

  1. Introduce/review iambic pentameter and trochaic tetrameter of poetry and Shakespeare.
  2. Review how to assess a poem for rhyme scheme using letters of the alphabet.
  3. Identify characteristics of Petrarchan and Shakespearean sonnets.
  4. Explain how to recognize speaker, audience, and theme of poetry.

Student Activities

  1. Takes notes on iambic pentameter, rhyme scheme, sonnet characteristics, speaker, audience, and theme of poetry.
  2. Participate in class discussion as we assign sonnets a meter, rhyme scheme.

Academic Vocabulary

Speaker, audience, theme, rhyme scheme, meter

Homework

Check grades and make up any missing work.

Resources/Differentiated Instruction

Project sonnets on overhead; notes

Assessment/Evaluation

Question and Answer; Discussion

 

WEDNESDAY – (PLC Early Dismissal at 2:40)

Objective

(Student will…)

Analyze form and content of Shakespearean and Petrarchan sonnets.

identify rhyme scheme and meter of sonnets.

Compose an original sonnet.

Class Starter

Review iambic pentameter, rhyme scheme, and differences between Petrarchan, and Spenserian, and Shakespearean sonnets.

Teacher Activities

  • Have students copy sonnet of choice from Pearson Literature textbook, pages 254-260 and 275-276.
  • Instruct students to label rhyme scheme, then meter.
  • Have students identify speaker, the audience, and the theme.

Student Activities

In pairs,

  1. Copy sonnet of choice from Pearson Literature textbook, pages 254-260 and 275-276.
  2. Label rhyme scheme, then meter.
  3. Identify speaker, the audience, and the theme.

Academic Vocabulary

Speaker, audience, theme, rhyme scheme, meter

Homework

Make up work

Resources/Differentiated Instruction

Pearson Literature Textbook

Assessment/Evaluation

Observation

 

Thursday- PARENT-TEACHER CONFERENCES

Friday

Objective

(Student will…)

Analyze form and content of Shakespearean and Petrarchan sonnets.

 

identify rhyme scheme and meter of sonnets.

 

Compose an original sonnet.

Class Starter

Vocabulary 9 Quiz

Teacher Activities

If needed, continue lesson from yesterday:

  • Have students copy sonnet of choice from Pearson Literature textbook, pages 254-260 and 275-276.
  • Instruct students to label rhyme scheme, then meter.

Have students identify speaker, the audience, and the theme.

 

After completing analysis of sonnets, choose a topic of your own sonnet and plan/write rough draft.

Student Activities

In pairs,

1. Copy sonnet of choice from Pearson Literature textbook, pages 254-260 and 275-276.

2. Label rhyme scheme, then meter.

3. Identify speaker, the audience, and the theme.

After completing analysis of sonnets, choose a topic of your own sonnet and plan/write rough draft.

Academic Vocabulary

Speaker, audience, theme, rhyme scheme, meter

Homework

Make up work

Resources/Differentiated Instruction

Pearson Literature Textbook

Assessment/Evaluation

Observation, discussion, and Quiz


Lesson Plans:  Ms. Fuentes, English 4 February 6-10, 2017

 

MONDAY

Objective

(Student will…)

Students will clarify the meaning of unknown multiple meaning words and phrases by viewing SAT Vocabulary video and creating compound-complex sentences.

Class Starter

Teacher Activities

  1. Project Quack Vocabulary video on screen.
  2. Pause video allowing students time to copy the definition down.

 

Student Activities

  1. Watch Quack Vocabulary video on screen.
  2. Copy definitions each time video pauses.

Academic Vocabulary

Accentuate, lassitude, garrulous, myriad, noxious, accost, beatific, nuance, quagmire, somber, unawares, suffrage, cloister, docile, surfeit, incongruous, aloof, harrowing, chronic, vacillate

Homework

Study vocabulary

Resources/Differentiated Instruction

SAT Prep Video, Hard copy of terms

Assessment/Evaluation

Observation and Spiral Check

 

TUESDAY-Duty

Objective

(Student will…)

Analyze form and content of Renaissance ballads by paraphrasing and identifying theme and tone.

Class Starter

Write 5 compound-complex sentences using 5 terms from Vocabulary 9.

Teacher Activities

  1. Review compound-complex sentences.
  2. Present Ballads via PowerPoint
  3. Play audio of “Twa Corbies.”
  4. Stop and discuss plot of ballad.
  5. Arrange students into groups.

Student Activities

  1. Check compound-complex sentences.
  2. Copy “Themes” section of PowerPoint.
  3. Listen and read along with audio of “Twa Corbies.”
  4. Stop and discuss plot of ballad.
  5. Spin wheel for ballad and select group members.

Academic Vocabulary

Ballad, plot, theme, tone, meaning

Homework

Check grades and make up any missing work.

Resources/Differentiated Instruction

PowerPoint; Pearson Literature Book; Hard copy of “Twa Corbies” summary.

Assessment/Evaluation

Question and Answer

 

WEDNESDAY – (PLC Early Dismissal at 2:40)

Objective

(Student will…)

Analyze form and content of Renaissance ballads by paraphrasing and identifying theme and tone.

Class Starter

 

Teacher Activities

  • Play audio of “Lord Randall,” “Get Up and Bar the Door,” and “Barbara Allen.”
  • Discuss the plot, tone, and theme of each ballad.
  • Assign analysis of ballads-analyze ballad for meaning, tone, and theme.

Student Activities

  1. Read and follow along with readings of each ballad.
  2. Participate in class discussion regarding tone, plot, and theme.
  3. Complete an analysis of ballad with group members.

Academic Vocabulary

Tone, paraphrase, meaning, and theme

Homework

Make up work

Resources/Differentiated Instruction

Audio; Pearson Literature Textbook; Tone Words Packet

Assessment/Evaluation

Question and Answer, Observation

 

THURSDAY

Objective

(Student will…)

Produce clear and coherent writing in which the development, organization, and style follow storyline/plot of assigned ballad in the form of a news article.

Class Starter

Create 5 simple sentences using 5 Vocabulary 9 terms. Use different terms than Tuesday.

Teacher Activities

  1. Review simple sentences.
  2. Introduce news article assignment, which includes a headline, placeline, lead paragraph, and quotation.
  3. Assist students in creating alternative stories of ballads.

Student Activities

  1. Write 5 simple sentences using vocabulary terms.
  2. Class discussion of new article assignment.
  3. As a group, create a newspaper article that follows the same storyline/plot of your ballad.
  4. Be creative! Create your own characters, different animals and situations, and a specific setting.
  5. Write rough draft onto a poster to display the article.

Academic Vocabulary

Plot, setting, quotation, ballad

Homework

Make up work

Resources/Differentiated Instruction

Pearson Literature Textbook; News Report Handout/example

Assessment/Evaluation

Observation; Student-led;

 

FRIDAY

Objective

(Student will…)

  • Produce clear and coherent writing in which the development, organization, and style follow storyline/plot of assigned ballad in the form of a news article.
  • Perform a gallery walk to view classmates’ articles.

Class Starter

Teacher Activities

  • Review simple sentences.
  • Introduce news article assignment, which includes a headline, placeline, lead paragraph, and quotation.
  • Assist students in creating alternative stories of ballads.

Student Activities

  1. Write 5 simple sentences using vocabulary terms.
  2. Class discussion of new article assignment.
  3. As a group, create a newspaper article that follows the same storyline/plot of your ballad.
  4. Be creative! Create your own characters, different animals and situations, and a specific setting.
  5. Write rough draft onto a poster to display the article.


Lesson Plans Week of January 23-27, 2017

English 4

A. Fuentes

English 4

Monday, January 23, 2017

Objective

(Student will…)

Evaluate characterization, literary devices, tragic elements, and theme in Shakespearean drama.

Class Starter

Complete Letter to Macbeth (20 minutes).

Activities

Listening and reading along of Act II.

Assessment/Evaluation

Evaluate the motivations and character flaws in Macbeth and Lady Macbeth.

Homework

Academic Vocabulary

Characterization, tragic elements, and theme.

English 4

Tuesday, January 24, 2017

Objective

(Student will…)

Evaluate characterization, literary devices, tragic elements, and theme in Shakespearean drama.

Class Starter

Review substitute policies and procedures.

Activities

Login to Google Classroom to access listening activity of Modern rap song, “Mind Playing Tricks on Me” by Geto Boys.

Assessment/Evaluation

Evaluate how each verse of paranoia in the song relates to Macbeth.

Homework

Academic Vocabulary

Characterization



English 4

Wednesday, January 25, 2017

Objective

(Student will…)

Evaluate characterization, literary devices, tragic elements, and theme in Shakespearean drama.

Class Starter

Discussion of yesterday’s assignment.

Activities

Listening and reading along of Act 3.

Identify themes, motifs, and types of characterization.

Assessment/Evaluation

Exit ticket: Paraphrase of Act 3

Homework

 

Academic Vocabulary

Theme, motif, and characterization

English 4

Thursday, January 26, 2017

Objective

(Student will…)

Evaluate characterization, literary devices, tragic elements, and theme in Shakespearean drama.

Class Starter

Recap of yesterday’s reading.

Activities

Listen to and read along with Act 3 Scenes 3-6. Stop to discuss irony, characterization, and tragic elements as they arise.

Assessment/Evaluation

Observation of discussion participation.

Homework

 

Academic vocabulary

 

English 4

Friday, January 27, 2017

Objective

(Student will…)

Evaluate characterization, literary devices, tragic elements, and theme in Shakespearean drama. Paraphrase a scene from Shakespeare into modern English.

Class Starter

Choose a scene to rewrite in modern English with a partner.

Activities

Choose either the witches’ soliloquy, Lady Macbeth’s, or Macbeth a scene from Act 3 and paraphrases 10-15 lines of it into modern English into spirals. Be sure to capture the same point as Shakespeare.

Assessment/Evaluation

Paraphrase graded for accuracy of meaning and intent.

Homework

Academic Vocabulary

Paraphrase


Lesson Overview: Dec 12th-16th

Monday
Critical Reading, p. 134 DUE
Read The Wife of Bath's Tale.


Tuesday
Complete the reading of The Wife of Bath's Tale

Wednesday
Critical Reading, p. 150

Thursday
Read ​Sir Gawain and the Green Knight

Friday
Complete reading of ​Sir Gawain and the Green Knight


Lesson Plans: Dec. 5th-9th Ms. Fuentes, English 4

Monday
Character Maps of medieval characters from The Canterbury Tales

Tuesday
Presentations of character maps

Wednesday
Reading of "The Pardoner's Tale"

Thursday
Reading of "The Wife of Bath's Tale"

Friday
Spiral Check
All make-up work due!



Lesson Plans:  Nov. 28
th – Dec. 2nd            Ms. Fuentes, English 4

 

MONDAY 

Objective

(Student will…)

  1. evaluate the philosophical, political, religious, ethical, and social influences of a historical period.
  2. compare literary forms of major literary periods.
  3. identify couplets and rhyme scheme

Class Starter

Submit research papers to turnitin.com

Teacher Activities

  1. ShowPowerPoint(Coll. 2) over The Canterbury Talesby Geoffrey Chaucer and have students take notes.
  2. If time,giveClose Reading: read and answer the questions in the margins over The Canterbury Taleson (Holt Reader pp. 53-67/ pp. 92-119).

Student Activities

1. ShowPowerPoint(Coll. 2) overThe Canterbury Talesby Geoffrey Chaucer and have students take notes.

2.If time, Close Reading:readandanswerthe questions in the margins overThe Canterbury Taleson (Holt Reader pp. 53-67).

Academic Vocabulary

Direct and Indirect Characterization, Style, Bias Narrator, Verbal and Situational Irony, Protocol, couplets, rhyme

Homework

Any missing reading or work.

Resources/Differentiated Instruction

PowerPoint: Collection 2 (One-Stop, Holt)

Assessment/Evaluation

Observations and Discussions.

 

Tuesday

Objective

(Student will…)

  1. analyze imagery in characterization. (IX-D.1)
  2. discuss direct and indirect characterization. (IX-D.1)
  3. classify verbal and situational irony. (IXB.1,3)
  4. evaluate the characteristics and bias of a narrator. (VI-A.1-2)
  5. identify couplets and rhymes.

Class Starter

What is the difference between direct and indirect characterization?

Teacher Activities

1.Assign:notesoff pp. 92-95 (Pearson Textbook). 119

2. Give Close Reading: read and answer the questions in the margins overThe Canterbury Taleson (Holt Reader pp. 53-67/92-123 textbook)

Student Activities

1. Copynotesoff pp. 92-95 (Pearson Textbook). 119

2. Close Reading: read and answer the questions in the margins overThe Canterbury Taleson (Holt Reader pp. 53-67/92-123 textbook)

Academic Vocabulary

Frame Story, Direct and Indirect Characterization, Style, Bias Narrator, Verbal and Situational Irony, Protocol, couplets, rhyme

Homework

Any missed readings and/or questions

Resources/Differentiated Instruction

Textbook; Holt Reader Close Reading Packet

Assessment/Evaluation

Observations and Discussions.

 

Wednesday (PLC Early Dismissal, 2:20)

Objective

(Student will…)

  1. analyze imagery in characterization. (IX-D.1)
  2. discuss direct and indirect characterization. (IX-D.1)
  3. classify verbal and situational irony. (IXB.1,3)
  4. evaluate the characteristics and bias of a narrator. (VI-A.1-2)
  5. identify couplets and rhymes.

Class Starter

Teacher Activities

  1. CompleteClose ReadingoverThe Canterbury Taleson (Holt Reader pp. 53-67).
  2. Assign the last pageMethod of Characterizationcharton pg 68 of the Holt Reader.

Student Activities

1. CompleteClose ReadingoverThe Canterbury Taleson (Holt Reader pp. 53-67).

2. With a partner,answertheMethod of Characterizationcharton pg 68 of the Holt Reader byfilling in the correct quotes or descriptionsof The Wife of Bath and The Miller.

Academic Vocabulary

Frame Story, Direct and Indirect Characterization, Style, Bias Narrator, Verbal and Situational Irony, Protocol, couplets, rhyme

Homework

Any missed readings or work

Resources/Differentiated Instruction

Textbook; Holt Reader Close Reading Packet

Assessment/Evaluation

Observations, Discussions, and Holt Reader Close Reading Packet.

 

THURSDAY-PARCC  ELA RETAKES

Objective

(Student will…)

  1. analyze imagery in characterization (IX-D.1)
  2. discuss direct and indirect characterization. (IX-D.1)
  3. classify verbal and situational irony. (IXB.1,3)
  4. evaluate the characteristics and bias of a narrator. (VI-A.1-2)
  5. identify couplets and rhymes.
  6. work productively in groups.

Class Starter

Teacher Activities

  1. Guide students in the reading ofThe Pardoner’s Tale, pp 123-134.
  2. Discuss, as a class, Irony: verbal and situational as well as archetypal narrative elements.
  3. Ask students if there is any symbolism? What is the Satire?

Student Activities

  1. Guide students in the reading ofThe Pardoner’s Tale, pp 123-134.
  2. Discuss, as a class, Irony: verbal and situational as well as archetypal narrative elements.
  3. Ask students if there is any symbolism? What is the Satire?

Academic Vocabulary

Frame Story, Direct and Indirect Characterization, Style, Bias Narrator, Verbal and Situational Irony, Protocol, couplets, rhyme

Homework

  • Missing work/writings/readings.
  • Check Grades Tonight/return with missing work tomorrow.

Resources/Differentiated Instruction

Textbook

Assessment/Evaluation

Observations, Discussions, and

 

FRIDAY

Objective

(Student will…)

  1. analyze imagery in characterization (IX-D.1)
  2. discuss characteristics of a frame story. (IX-F.1)
  3. classify verbal and situational irony, archetypes, symbolism, and satire. (IXB.1,3)
  4. evaluate the characteristics and bias of a narrator. (VI-A.1-2)
  5. identify couplets and rhymes.

Class Starter

Teacher Activities

1.Complete the Pardoner’s Tale pp 123-134.

Student Activities

2. Complete discussion and questions over The Pardoner’s Tale on pp 123-134.

Academic Vocabulary

Frame Story, Direct and Indirect Characterization, Style, Bias Narrator, Verbal and Situational Irony, Protocol, couplets, rhyme

Homework

Any missing work.

Resources/Differentiated Instruction

Textbook

Assessment/Evaluation

Observations, Discussions, and Questions.


Lesson Plans:  Nov 7th - Nov 11th   Ms. Fuentes, English 4

 

MONDAY

Objective

(Student will…)

  • Understand the purpose of a thesis.
  • Develop and write a thesis for their research paper with the help of their group members. (W.11-12.1A)

Class Starter

  • Login to Google Classroom. Locate Google Form: Thesis Statement.

Teacher Activities

  1. Explain groups and roles:
  2. Facilitators ask questions and introduce exercises.
  3. Presenters introduce research topic and source findings.
  4. Time Keepers track time listed on Google Form and keep group on task.
  5. Note-takers type answers and discussions into Google Form. You are responsible for submitting the form.
  6. Review the definition of a thesis statement.
  7. Monitor students as they work in groups.
  8. Answer any questions students may have.

Student Activities

  1. Choose/assign group roles.
  2. Review thesis statements.
  3. Participate in group discussion based on Google Form: Thesis Statement questions and exercise.

Academic Vocabulary

Thesis, reliable sources, research

Homework

Write a thesis statement for research paper

Resources/Differentiated Instruction

Student-led; Teacher-facilitated; Notes; Databases; Laptops

Assessment/Evaluation

Observations and discussions. Groups will submit Google Form: Thesis Statement.

 

TUESDAY (Early Release: 2:20)

Objective

(Student will…)

  1. Identify steps in creating a research document.
  2. Evaluate potential research sources for relevance and validity.
  3. Write research questions and a thesis to guide research study.
  4. Create a rough outline as a guide in writing and research (W.11-12.2A)

Class Starter

Present rough thesis statement to Ms. Fuentes.

Teacher Activities

  1. Assist students in writing thesis statements.
  2. Present MLA outline from Purdue OWL.
  3. Monitor students as they create rough outline.

Student Activities

  1. Take notes on MLA outline.
  2. Draft your own outline for research paper.

Academic Vocabulary

Sources, research, databases, research, MLA outline

Homework

Read and annotate book source.

Resources/Differentiated Instruction

A packet/list of steps can be given to students to make their research process more concrete. Purdue OWL

Assessment/Evaluation

Discussion and observation.

 

WEDNESDAY – (PLC Early Dismissal at 2:40)

Objective

(Student will…)

  1. Identify steps in creating a research document.
  2. Evaluate potential research sources for relevance and validity.
  3. Write research questions and a thesis to guide research study.

Class Starter

None.

Teacher Activities

  1. Assist students in writing thesis statements.
  2. Present MLA outline from Purdue OWL.
  3. Monitor students as they create rough outline.

Student Activities

  1. Take notes on MLA outline.
  2. Draft your own outline for research paper.

Academic Vocabulary

Reliable sources, database, research

Homework

Annotate sources by writing a paragraph summary. Work on research outline.

Resources/Differentiated Instruction

A packet/list of steps can be given to students to make their research process more concrete.

Assessment/Evaluation

Discussion and observation.

 

THURSDAY- Senior SBA Retakes

 

FRIDAY-Substitute

Lesson available in Google Classroom.






Lesson Plans:  Oct 31st - Nov 4th   Ms. Fuentes, English 4

 

MONDAY

Objective

(Student will…)

  • Analyze characteristics of an epic hero and heroic archetypes.
  • Analyze the universal themes of an epic hero.

Class Starter

  • Choose research topic from list of “British Literature/Culture Topics.

Teacher Activities

  1. Monitor students as they work on their Beowulf projects.
  2. Answer any questions they may have about their projects.

Student Activities

  1. Work on Beowulf picture book.
  2. Ask for help if needed.

Academic Vocabulary

Paraphrase, direct quotations

Homework

Beowulf picture books. DUE TOMORROW!

Resources/Differentiated Instruction

Textbook; Teacher-facilitated; supplies; Notes; Student-led

Assessment/Evaluation

Observations and discussions. Picture book due TOMORROW.

 

TUESDAY

Objective

(Student will…)

  1. Identify steps in creating a research document.
  2. Evaluate potential research sources for relevance and validity.
  3. Write research questions and a thesis to guide research study.

Class Starter

Go to library. Find a computer and login. Open Google Chrome.

Teacher Activities

  1. Go to the Library for a lesson from Mrs. Spruill on how to use the online card catalogue and databases to search for research articles and check out books/copy reference material.

Student Activities

  1. Go to the Library for a lesson on how to use the online card catalogue and databases to search for research articles and check out books/copy reference material.
  2. Use search methods to begin locating sources for your research topic.

Academic Vocabulary

Sources, research, databases, research

Homework

Read and annotate book source.

Resources/Differentiated Instruction

A packet/list of steps can be given to students to make their research process more concrete.

Assessment/Evaluation

Discussion and observation.

 

WEDNESDAY – (PLC Early Dismissal at 2:40)

Objective

(Student will…)

  1. Identify steps in creating a research document.
  2. Evaluate potential research sources for relevance and validity.
  3. Write research questions and a thesis to guide research study.

Class Starter

Teacher Activities

  1. Assist students in finding research sources from school databases and websites.

Student Activities

  1. Find research sources on school databases and internet websites.

Academic Vocabulary

Reliable sources, database, research

Homework

Annotate sources by writing a paragraph summary.

Resources/Differentiated Instruction

A packet/list of steps can be given to students to make their research process more concrete.

Assessment/Evaluation

Discussion and observation.

 

THURSDAY

Objective

(Student will…)

  1. Identify steps in creating a research document.
  2. Evaluate potential research sources for relevance and validity.
  3. Write research questions and a thesis to guide research study.

Class Starter

In-Service Day: 20 minute periods.

Teacher Activities

  1. Substitute Instructions:

Please allow students to access laptops for the search of research sources.

Student Activities

  1. Continue searching for your 5 research sources.

Academic Vocabulary

Research, reliable sources

Homework

Annotate sources.

Resources/Differentiated Instruction

Student may text our remind app for questions.

Assessment/Evaluation

Discussion and observation.

 

FRIDAY

Objective

(Student will…)

  1. Identify steps in creating a research document.
  2. Evaluate potential research sources for relevance and validity.
  3. Write research questions and a thesis to guide research study.

Class Starter

Login to laptops. Go to hobbsschools.net. Wait for further instructions

Teacher Activities

  1. Provide instructions on how to save urls of research sources on a document in Google Classroom.
  2. Remind students their 5 sources are due on Monday, November 7th.
  3. Answer any questions students may have while searching for their sources.

Student Activities

  1. Create a Google Doc in student Google Drive.
  2. Name doc “Sources.”
  3. Copy and paste the URLs of research sources.
  4. Share document with Ms. Fuentes after finding 4 remaining sources.
  5. Begin reading and annotating sources.

Academic Vocabulary

Annotation, research sources.

Homework

Annotate sources.

Resources/Differentiated Instruction

Laptops; On-Screen Instructions; Teacher-facilitated


Lesson Plans: Oct. 17th-21st Ms. Fuentes, English 4

English 4

Monday, October 17, 2016

Objective

(Student will…)

Evaluate the impact of history and culture on the literature from the Anglo Saxon period.

Class Starter

None.

Activities

1. Show the Powernotes presentation about Viking history and culture.

2.Students will note important events and cultural tenets in their class spiral.

Assessment/Evaluation

Notes will be checked and graded for completion.

Homework

None

Academic Vocabulary

Scops, Epic Hero, Anglo-Saxon, Celtic, Norman Conquest

English 4

Tuesday, October 18, 2016

Objective

(Student will…)

  1. Evaluate the impact of history and culture on the literature from the Anglo Saxon period.
  2. Analyze archetypal heroes and what they emphasize about the culture they come from..

Class Starter

Show a clip from Beowulf.

Activities

Introduce Beowulf and read the first section together. Note the combination of pagan and Christian influences.

Assessment/Evaluation

Paraphrase the epic orally and in notebooks.

Homework

Study for Vocab #2 Quiz

Academic Vocabulary

Paraphrase



English 4

Wednesday, October 19, 2016

Objective

(Student will…)

Evaluate the impact of history and culture on the literature from the Anglo Saxon period.

Analyze archetypal heroes and what they emphasize about the culture they come from.

Class Starter

Show a movie clip from “Beowulf and Grendel” to help students visualize the culture and landscape.

Activities

Read the second section of Beowulf and list archetypal qualities of the epic hero.

Assessment/Evaluation

Paraphrase stanza in notebooks.

Homework

Study for Vocab Quiz #2

Academic Vocabulary

Paraphrase

English 4

Thursday, October13, 2016

Objective

(Student will…)

  1. Evaluate the impact of history and culture on the literature from the Anglo Saxon period.
  2. Analyze archetypal heroes and what they emphasize about the culture they come from.

Class Starter

Vocab #2 Quiz

Activities

Read “The Battle with Grendel” from Beowulf and discuss how Beowulf used his archetypal/epic hero qualities.

Assessment/Evaluation

Vocab Quiz; “Battle with Grendel” packet

Homework

Grades Due!

Academic vocabulary

Archetypal/epic hero

English 4

Friday, October 14, 2016

Objective

(Student will…)

  1. Evaluate the impact of history and culture on the literature from the Anglo Saxon period.
  2. Analyze archetypal heroes and what they emphasize about the culture they come from.

Class Starter

Pass out close reading packet for “The Battle with Grendel.”

Activities

Complete the close reading analysis packet for this stanza of the epic.

Assessment/Evaluation

Packets graded.

Homework

Academic Vocabulary

Analysis; Paraphrase


Lesson Plans:  Oct. 10
th – 14th Ms. Fuentes, English 4

 

MONDAY: No School

TUESDAY

Objective

(Student will…)

  1. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.RL.11.3
  2. Demonstrate understanding of word relationships.L.11.5
  3. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11.6

Class Starter

  1. Get SCA packets.

Teacher Activities

  1. Complete writing portion of SCA
  2. Administer SCA by logging students on to Illuminate.

Student Activities

  1. Complete writing portion of SCA
  2. Login to Illuminate
  3. Go to hobbsschools.net > departments > Curriculum and instruction k-12 > Illuminate Ed > Click here for student testing
  4. Username is Student ID
  5. Password is the access code on the board

Academic Vocabulary

SCA, Annotation, RARER

Homework

Any incomplete work/reading

Resources/Differentiated Instruction

SCA; Annotation notes

Assessment/Evaluation

Observations, Discussions, and SCA.

 WEDNESDAY (Early Release 2:20, PLC)

Objective

(Student will…)

  1. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.RL.11.3
  2. Demonstrate understanding of word relationships.L.11.5
  3. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11.6

Class Starter

  1. Get laptops and SCA Packets.

Teacher Activities

  1. Log students on to Illuminate
  2. Assign Multiple Choice section of SCA.

Student Activities

  1. Log on to Illuminate
  2. Complete Multiple Choice section of SCA.

Academic Vocabulary

SCA

Homework

Missed work and/or questions

Resources/Differentiated Instruction

Laptop, Notes

Assessment/Evaluation

Observations, Discussions, and SCA.

THURSDAY

Objective

(Student will…)

  1. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.RL.11.3
  2. Demonstrate understanding of word relationships.L.11.5
  3. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11.6

Class Starter

  1. CopyObjectives

Teacher Activities

  1. Assign: SCA Writing Section in Illuminate.

Student Activities

  1. Complete SCA Writing Section

Academic Vocabulary

SCA, Annotation,

Homework

Missed work/reading

Resources/Differentiated Instruction

Laptops, Annotation Notes

Assessment/Evaluation

Observations, Discussions, and SCA.

 FRIDAY

Objective

(Student will…)

  1. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.RL.11.3
  2. Demonstrate understanding of word relationships.L.11.5
  3. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11.6

Class Starter

  1. None

Teacher Activities

  1. Makeup Day

Student Activities

  1. Makeup Day

Academic Vocabulary

none

Homework

Missed Work/Reading

Resources/Differentiated Instruction

Textbook; Laptops; Annotation Notes

Assessment/Evaluation

Observations, Discussions, and Makeup Work.


Lesson Plans:  Oct. 3
rd – 7th Ms. Fuentes, English 4

 MONDAY—

Objective

(Student will…)

  1. Recognize and analyze literary techniques common in fiction and nonfiction writing.
  2. Write complete argumentative/literary analysis paragraphs.
  3. Link evidence with claims and use context to discern word nuances in multiple choice format.(R11-12.10)

Class Starter

  1. Compound Complex Sentences

Teacher Activities

  1. Guide students in annotating passages over SCA pp. 1-4. Identify:
    • unknown words/context clues
    • content
    • questioning the text
    • Figurative Language, etc…
  2. Guide students to annotate questions—not answers unless it is a word they can’t define, then they are to look it up.

Student Activities

1. Guide students in annotating passages over SCA pp. 1-4. Identify:

  • unknown words/context clues
  • content
  • questioning the text
  • Figurative Language, etc…

2. Annotate questions—not answers unless it is an unknown word-then define the word(s).

Academic Vocabulary

Annotation: argument, diction, author’s perspective, lens of cultural criticism, idea development, fragments, dramatic effect.

Homework

Missing work from last week

Resources/Differentiated Instruction

SCA Packet

Assessment/Evaluation

Observations, Discussions, and Participation.

 

TUESDAY

Objective

(Student will…)

  1. Recognize and analyze literary techniques common in fiction and nonfiction writing.
  2. Write complete argumentative/literary analysis paragraphs.
  3. Link evidence with claims and use context to discern word nuances in multiple choice format.(R11-12.10)

Class Starter

1. Vocabulary Sentences

Teacher Activities

1. Guide students in annotating passages over SCA pp. 5-8. Identify:

  • unknown words/context clues
  • content
  • questioning the text
  • Figurative Language, etc…

2. Guide students to annotate questions—not answers unless it is a word they can’t define, then they are to look it up.

Student Activities

1. Guide students in annotating passages over SCA pp. 5-8. Identify:

  • unknown words/context clues
  • content
  • questioning the text
  • Figurative Language, etc…

2. Annotate questions—not answers unless it is an unknown word-then define the word(s).

Academic Vocabulary

Annotation: argument, diction, author’s perspective, lens of cultural criticism, idea development, fragments, dramatic effect.

Homework

Any incomplete work/reading

Resources/Differentiated Instruction

SCA Packet

Assessment/Evaluation

Observations, Discussions, and Annotation.

 

WEDNESDAY (Early Release 2:20, PLC- Advisory)

Objective

(Student will…)

  1. Recognize and analyze literary techniques common in fiction and nonfiction writing.
  2. Write complete argumentative/literary analysis paragraphs.
  3. Link evidence with claims and use context to discern word nuances in multiple choice format.(R11-12.10)

Class Starter

  1. Vocabulary Sentences

Teacher Activities

  1. Unpack Writing Prompt
  2. Assign students to: Create a rough outline
  3. Tell students to write an essay using textual evidence.

Student Activities

  1. Unpack Writing Prompt
  2. Cr