English III Lesson Plans 1st 9wks, Weeks 1-3 2014-2015 Week of 7/28-8/1 Monday Tuesday Wednesday Thursday Friday Class Objective We will summarize school/course policies We will evaluate essay process for a personal essay We will identify reading initiative strategies and technology tools We will identify key parts of ISN's We will...continue developing Interactive notebooks Lesson Activity: Course Syllabus Overview-New Grading Policy/Expectations& Rules Activity: Peer Introductions Varies by teacher Activity: Guidelines for Personal Essay Activity: Students will compose their Personal Essay Prompt: Tell me something about you that will make me know you better Bell-ringer: Discuss reading in your life and your favorite book Activity: Reading Initiative Activity: Cornell Notes Activity: Student Tools: /Online Textbook – myhrw.com teacher web pages Activity: Response on how technology has affected your daily life. Bell-ringer: ISN PowerPoint Activity: Create Title Page /TOC/ Assignment Pages Activity: Decorate ISN's Activity: Continue Creating/Decorating ISN's Closing Task I will explain the importance of course rules/expectations I will complete all parts to my personal essay I will have learned how to use technology tools available and how the reading initiative will help me. I will complete Create Title Page /TOC/ Assignment Pages I will work on finishing my ISN's exterior decorating Vocabulary/Word Wall Syllabus Expectations Personal Essay - Reading Initiative -HRW ISN ISN Accommodations ELL (SIOP): SPED (Inclusion): extended time, vocabulary, seating At-Promise: ELL (SIOP): modeling, one on one assistance, SPED (Inclusion): extended time, vocabulary, seating, graphic organizer At-Promise: ELL (SIOP): modeling SPED (Inclusion): extended time, vocabulary, seating At-Promise: ELL (SIOP): modeling, one on one assistance, SPED (Inclusion): extended time, vocabulary, seating At-Promise: ELL (SIOP): modeling, one on one assistance, SPED (Inclusion): extended time, vocabulary, seating At-Promise: TEKS Week of 8/4-8/8 Monday Tuesday Wednesday Thursday Friday
opportunity At-Promise: re-do opportunity At-Promise: re-do opportunity SPED (Inclusion): word wall repeated review simplified language At-Promise: word wall repeated review simplified language SPED (Inclusion): ISN simplified language repeated review At-Promise: re-do opportunities word wall ISN (Inclusion): word wall repeated review simplified language shortened assignment At-Promise: opportunity to simplified language graphic organizer TEKS Fig 19b Week of Monday Tuesday Wednesday Thursday Friday
Week Monday Tuesday Wednesday Early Release Periods 1-4 Thursday Friday Class Objective We will compare and contrast prior colonial readings. We will compare and contrast prior colonial readings. We will engage in a class building activity We will evaluate the elements of poetry in early American writings. We will learn how to analyze a poem Lesson Bell-ringer: discuss similarities/differences in previous readings. Activity: create and begin filling in comparison/contrast chart for: Of Plymouth Plantation & Sinners sermon. Activity: continue filling in the comparison/contrast chart for the selected pieces. Activity: Vocabulary Jeopardy game- class game Bell-ringer: Meet the Author: Bradstreet and Taylor (take Cornell notes on important details surrounding their lives) Activity: Class song analysis Bell-ringer: Activity: Introduce TPCASTT- notes in ISN Activity: Read "To My Dear and Loving Husband" Activity: Review common elements in Early American Poetry and TPCASTT the poem Closing Task I will complete 3 columns of the comparison/contrast chart I will complete the remaining columns of the comparison/contrast chart I will work with my team on the class builder I will explain the elements of poetry in the examples discussed. I will use TPCASTT to analyze a poem. Vocabulary/Word Wall compare and contrast Compare and contrast Jeopardy TPCASTT TPCASTT Accommodations ELL (SIOP)/ SPED (Inclusion)/At Promise: ELL (SIOP): dictionary peer-assistance preferential seating re-do one-on-one instruction shortened task repeated review simplified language graphic organizers re-do opportunities ELL (SIOP)/ SPED (Inclusion)/At Promise: ELL (SIOP): dictionary peer-assistance preferential seating re-do one-on-one instruction shortened task repeated review simplified language graphic organizers re-do opportunities : ELL (SIOP)/ SPED (Inclusion)/At Promise: ELL (SIOP): dictionary preferential seating re-do one-on-one instruction shortened task repeated review simplified language ELL (SIOP)/ SPED (Inclusion)/At Promise: ELL (SIOP): dictionary peer-assistance preferential seating re-do one-on-one instruction shortened task repeated review simplified language graphic organizers ELL (SIOP)/ SPED (Inclusion)/At Promise: ELL (SIOP): dictionary preferential seating re-do one-on-one instruction shortened task repeated review simplified language
graphic organizers re-do opportunities re-do opportunities graphic organizers re-do opportunities : TEKS Week of 9/2-9/6 Monday Tuesday Wednesday Thursday Friday Class Objective We will relax and enjoy our day off! We will use TPCASTT to analyze a new poem. We will use TPCASTT to analyze a new poem. We will use TPCASTT to analyze “Upon the Burning of Our House” We will analyze “Huswifery” for 6wk CA Lesson LABOR DAY- NO SCHOOL Activity: Continue analyzing “To My Dear and Loving Husband” and complete TPCASTT of the poem Activity: Summarize the poem and then translate it into your own poem. Bell-ringer: What do you value most? Activity: Read "Upon the Burning of Our House" Activity: Use TPCASTT to analyze the poem. Complete TPCASTT analysis of “Upon the Burning of Our House” Stanza translation into modern language- assign stanza per group Activity: Review figurative language (extended metaphor) Activity: Read "Huswifery" Activity: Common Assessment No. 7. on page 121 How do the "holy robes for glory" mentioned in line 18 of "Huswifery" complete the poem's extended metaphor? Closing I will I will complete I will provide I will complete I will complete my 6wk