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?