LTF English Ten Lesson Plans August 22-26, 2016 (Hatcher)

Teacher:

Hatcher

Monday Tuesday Wednesday Thursday Friday

ACCRS RL.10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

L.10.5 - Understanding figures of speech (paradox)

RL.10.4 - Analyze how specific word choices can change meaning and tone.

L.10.4 – Use context clues to figure out the meanings of unfamiliar word

L.10.4 – Use context clues to figure out the meanings of unfamiliar words

RL.10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

L.10.5 - Understanding figures of speech (paradox)

RL.10.4 - Analyze how specific word choices can change meaning and tone.

RL.10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

L.10.4 – Use context clues to figure out the meanings of unfamiliar words

L.10.5 - Understanding figures of speech (euphemism)

RL.10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

L.10.4 – Use context clues to figure out the meanings of unfamiliar words

L.10.5 - Understanding figures of speech (oxymoron)

L.10.4 -Understanding

figures of speech

(oxymoron, euphemism,

paradox)

RL. 10.1 -Cite strong and

Thorough textual evidence

To support analysis of what

The text says explicitly, as

Well as inferences drawn

From the text.

*** Some planned activities may have to be held over until next week, due to pep rally shortening 6th and 7th periods.

Before Figures of speech: paradox

(video/exer-

cise)

Warmup: paradox (video/exercise)

AEC essay format

Warmup: euphemisms in language(video/ex.)

Receive 2nd set of tone words

(receive on tone words project - due

Warmup: oxymoron (exercise)

Test - Oxymoron, Paradox,

Euphemism

Monday)

During: Finish “I Know Why the Caged Bird Sings”/ Begin to Annotate Robert Frost’s “Stopping by Woods on a Snowy Evening”

Tone Words Vocabulary Quiz

WDC quiz - chapters 1-2

Read Chapter 3 of WDC silently

(As students read, they should gather evidence to answer the prompt provided in 2-3 paragraphs - students should use AEC format)

Read chapter 4 of WDC silently

(As students read, they should gather evidence to answer the prompt provided in 2-3 paragraphs - students should use AEC format)

After Exit pass- TBA Students should work on one-paragraph essay on theme of Frost poem. Students should use annotations to write essays.

TBA TBA TBA

Desired Outcome

1.Students will be able to recognize and solve a given paradox.

2. Students will continue to show ability to annotate a text.

1. Students will begin to build a base of knowledge for the function of paradox in our literature and language.

2. Students will demonstrate the ability to use tone words effectively.

3. Students will be able to read for literal and figurative meaning.

1. Students will continue to exhibit the ability to comprehend pieces of literature.

2. Students will be able to grasp the relationship between tone and author purpose.

3. Students will be able to understand the purpose of euphemism in our language.

1. Students will continue to exhibit the ability to comprehend pieces of literature.

2. Students will be able to answer question or prompt effectively, based on the reading they have done.

1. Students will be able to

demonstrate an understand-

ing of figures of speech

Formative/Summative

Formative – Informal assessment of paradox recognition/problem solving.

Formative – Informal assessment of ability to annotate effectively

Formative - informal assessment of paradox usage

Summative - tone words quiz

Formative - informal assessment of how euphemism functions in our language and our literature

Summative - Quiz on chapters 1-3 of WDC

Formative - informal assessment of grasp of themes and concepts of WDC

Fomative - informal assessment of grasp of AEC concept of essay writing

Summative – Figures of

speech test

Higher Order Questions

What is the most effective way of strengthening student abilities to read and interpret pieces of literature and to become or remain proficient on the Common Core standards as proscribed by the State of Alabama?

What is the most effective way of strengthening student abilities to read and interpret pieces of literature?

What is the most effective way of strengthening student abilities to read and interpret pieces of literature?

What is the most effective way of strengthening student abilities to read and interpret pieces of literature?

What is the most effective

way of strengthening

student abilities to read

and interpret pieces of

literature and to become or

remain proficient on the

Common Core standards as

proscribed by the State of

Alabama?