Week of:

Subject: English I

Teacher: Ahlmark

Student Engagement Strategies:

___x____ Guided Lecture________ Buddy Buzz___x____ KWL________ Whip Around___x____ Summing Up___x____ Quick Write________ Canned Popsicle sticks___x____ Think Pair Share________ Window Notes________ Drill Partners________ 3-2-1___x____ Draw a picture___x____ Turn to your neighbor…___x____ Three person jigsaw________ Jumbled summary________ Other-

Bloom’s Taxonomy

___x____ Create___x____ Evaluate___x____ Analyze___x____ Apply___x____ Understand___x____ Remember

Lesson 1

Objective: Working collaboratively, student will be able to sort vocabulary words into three main categories to show its relationship.Using inquiry, students will be able to determine the steps to vocabulary building to increase reading comprehension by two grade levels by the end of the year. Bellwork: Go over this week’s vocabulary words on the board. Are there any that are familiar to you? Are there any that aren’t?

Assignment: Complete the KW chart, definitions, and sentences.

Standard: R S1 C4 PO1, 2, 5__________________________________________________________________Lesson 2

Objective: Given their reading of the article Monty’s Method, Students will be able to:1. Identify and explain the author’s use of figurative language and style with 80% accuracy; 2. Write a summary of the process of taming a wild horse with 80% accuracy.

Bellwork: Have your KWL vocabulary chart out for check. In your notes, list challenges one might expect to encounter when taming a wild animal.

Assignment: Read article, answer comprehension questions, and write a summary.

Standard: R S2 C1 PO2, W S1 C1 PO12, PO____________________________________________________________________Lesson 3

Objective: Given their reading of the article Monty’s method, write a page to a page and a half response to the following questions as if they are Monty Roberts, scoring a 12 out of 15 for reading and a 4 out of 5 for writing (scoring an 80%):

a. How would you describe the “magic” that you would perform at public events?b. What are your beliefs about horses and children?c. Why do you think you are so successful at what you do?

Bellwork: Correct 2 of the 4 sentences with grammar errors.

Assignment: Assume the role of Monty Roberts and answer 3 questions referencing the text.

Standard: W S3 C1 PO1 ____________________________________________________________________Lesson 4

Objective: Given their reading of the article Monty’s method, Students will be able to: identify the genres and characteristics of the genres in the article with 80% accuracy; and write an article describing Monty’s methods and how they can be applied in schools with 80% accuracy.

Bellwork: Compare and contrast a news paper article from a magazine article.

Assignment: Students will write a mock magazine article detailing the methods Monty uses to tame wild horses.

Standard: W S3 C3 PO1. R S3 C1 PO2 ____________________________________________________________________Lesson 5

Objective: TLW research the life story of Monty Roberts and select key points in order to write a two paragraph bibliography on his life scoring at least 4 out of 6 for ideas and content.

Bellwork: Free write Friday

Assignment: Students will write a bibliography with a partner using what they found while researching. Standard: R S3 C1 PO4, 8

Key Vocabulary:

TechniquesCreditedAcknowledgesCollusionImitatingScurriesRevolutionizeMethod

Resources/Materials Needed:

Monty’s Method reading Worksheet for reading