Jane Long Academy Lesson Plan

Transcription

1 Jane Date(s): 8/25/14-9/8/14 Welcome Activity and Voice, Tone, and Style in Poetry ELA.10.1A Determine the meaning of grade-level technical academic Objectives English words in multiple content areas (TEKS, Language ELPs) ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.2A Compare and contrast differences in similar themes expressed in different time periods ELA.10.2C Relate (compare/contrast) the figurative language of a literary work to its historical and culture setting ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery ELPS- Show comprehension through analytical skills Read silently with comprehension Write using a variety of sentence structures Understand general meaning, main points, and details Materials and Resources Springboard Theme for English B Anticipatory Set Letter to Me Poetic Devices in Music Lesson Objective (SWBAT/I will be able to ) Input/Modeling Students will analyze the use of poetic devices and examine structure. Students will analyze diction to understand how the author s style is expressed through voice and tone. After we define our poetic devices, I will create examples for the poetic devices. Guided Practice Through a Springboard activity, students will view clips from the film Grease to gain knowledge of voice.

2 Jane Students will use pop culture to explore poetic devices, voice, and tone. As a class, we will read Theme for English B. Check for Understanding Independent Practice Closure After listening to my examples for poetic devices, students will create their own examples. I will cold call on students to hear their examples. Students will use TWIST to analyze Theme for English B. Students will present their TWIST posters. Monday Tuesday Wednesday Thursday Friday 8/25 8/26 8/27 8/28 8/29 Syllabus Letter to Me Poetic Devices Poetic Devices Poetic Devices 9/1 9/2 9/3 9/4 9/5 No School Voice and Tone Voice and Tone Theme for English B Theme for English B 9/8 Theme for English B

3 Jane Date(s): 9/9/14-9/12/14 Where I m From Poetry Unit ELA.10.1A Determine the meaning of grade-level technical academic Objectives English words in multiple content areas (TEKS, Language ELPs) ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.2A Compare and contrast differences in similar themes expressed in different time periods ELA.10.2C Relate (compare/contrast) the figurative language of a literary work to its historical and culture setting ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery ELPS Use visual and textual supports to read text Use pre-reading supports Narrate, describe, and explain in writing Springboard Materials and Where I m From Resources Anticipatory Set Lesson Objective (SWBAT/I will be able to ) Input/Modeling Circles of Influence Where are you from? Students will analyze the use of poetic devices and examine structure. Students will analyze diction to understand how the author s style is expressed through voice and tone. Students will use poetic devices to create a poem expressing their own voices and styles. I will create a Where I m From poem with 4 symbols to share with students. Guided Practice We will annotate Where I m From as a class.

4 Jane Check for Understanding Independent Practice Closure Students will analyze their own poems for voice. Students will write their own poems. If time permits, students will present a few lines from their poems.

5 Jane Date(s): 9/15/14-9/17/14 Poetry Review and Assessment ELA.10.1A Determine the meaning of grade-level technical academic Objectives English words in multiple content areas (TEKS, Language ELPs) ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.2A Compare and contrast differences in similar themes expressed in different time periods ELA.10.2C Relate (compare/contrast) the figurative language of a literary work to its historical and culture setting ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery ELPS Distinguish formal and informal English Show comprehension through analytical skills Demonstrate listening comprehension The Writer Materials and The Broken Oar Resources Anticipatory Set What makes someone a writer? Lesson Objective (SWBAT/I will be able to ) Input/Modeling Students will analyze the use of poetic devices and examine structure. Students will analyze diction to understand how the author s style is expressed through voice and tone. Theme for English B Where I m From Guided Practice Students will read both poems and answer questions in groups before playing Jeopardy.

6 Jane Check for Understanding Independent Practice Closure Jeopardy Review Assessment We will review incorrect answer choices, and students will track their data to discover areas of weakness.

7 Jane Date(s): 9/18/14-9/24/14 Nonfiction ELA.10.1A Determine the meaning of grade-level technical academic Objectives English words in multiple content areas (TEKS, Language ELPs) ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery on nonfiction ELA.10.9D Analyze, synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those finding with textual evidence. ELPS Show comprehension through analytical skills Share in cooperative groups Speak using grade level content area vocabulary Springboard Materials and Cell Phones Don t Contribute to Learning Resources Reading and the Cell Phone: An Up and Coming Romance Anticipatory Set Should cell phones be used in schools? Why or why not? Lesson Objective (SWBAT/I will be able to ) Input/Modeling Students will make predictions based on the title, locate the claim, find patterns throughout the article, and analyze to determine the level of bias in the text. I will model annotating the text, creating a short answer response, and the crossover SAR. Guided Practice As a class we will analyze both texts to determine the level of bias and understand both viewpoints.

8 Jane Check for Understanding Independent Practice Closure Students will answer guided questions. SAR Students will reflect on initial opinions.

9 Jane Date(s): 9/25/14-10/2/14 Satire ELA.10.1A Determine the meaning of grade-level technical academic Objectives English words in multiple content areas (TEKS, Language ELPs) ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.19A Reflect on understanding to monitor comprehension ELPS Understand implicit ideas and information Use new vocabulary in stories Materials and Resources Springboard Us and Them Anticipatory Set What makes something funny? Lesson Objective (SWBAT/I will be able to ) Input/Modeling Students will analyze the use of satire. Students will analyze diction to understand how the author s style is expressed through voice and tone. I will model the first step for the graphic organizer. Guided Practice Students will create a graphic organizer to understand how satire is used throughout the text. Check for Understanding Students will share the implied messages they found in the text. Independent Practice Students will find literary terms throughout the text, and they will

10 Jane explain how these terms contribute to the author s purpose. Closure Students revisit the initial definition of satire, and they will discuss how this essay fits that definition.

11 Jane Date(s): 10/3/14-10/6/14 Nonfiction Review and Test ELA.10.1A Determine the meaning of grade-level technical academic Objectives English words in multiple content areas (TEKS, Language ELPs) ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.19A Reflect on understanding to monitor comprehension ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery on nonfiction ELPS Read silently with comprehension Understand general meaning, main points, and details Share in cooperative groups How to Write Materials and Resources Anticipatory Set Lesson Objective (SWBAT/I will be able to ) Input/Modeling For the first few minutes of class, I will give students time to review their notes and write any questions they have over this unit. I will answer the questions to help students prepare/review for the assessment. Students will analyze diction to understand how the author s style is expressed through voice and tone. I will review terms with students. Guided Practice Students will answer questions in preparation for the common assessment. Check for Understanding Students will play Jeopardy using the answers from How to Write.

12 Jane Independent Practice Closure Students will read How to Write. Assessment We will review any last minute questions or terms in preparation for the common assessment.