Week of Jan. 30

Objective(s): TLW read poetry selections. TLW analyze a poem. TLW write a short answer response. TLW complete TAKS practice exercises. TLW read and analyze drama.
TEKS: (1) B-reading/vocabulary development; (2) B-reading comprehension of a literary text; RC-10 (A) Reading comprehension skills; (1) A; E reading/vocabulary development ; (3) Poetry (7) Sensory language (14) write a poem
ELPS/CCRS: ELPS: c/2C; c/2D; c/2I; c/3E; c/3G; c/3H; c/4C; c/4G CCRS: Reading II.A. 6, 8, 10, &11; II. C (all); II.D.1 & 2
TAKS Domain(s): All domains
Literature books, handouts, student TAKS workbooks, study questions; sonnet outline/planning sheet
Instructional Strategies
Monday Pre-AP: Continue reading “Antigone”/Complete chart on Creon/Antigone arguments. Assign characters for body bios and begin working on.
Periods 2-4-6-7: Finish problem/solution paper in Plato Lab. Students who have finished their essays will work on grammar practice for revising and editing. If lab time is not needed, students will read “Out, Out” by Robert Frost and complete an analysis.
Tuesday Pre-AP: Finish reading “Antigone.” Work on literary device handout-students will determine what figurative language is found in the play and what each statement mean. Character charts for “Antigone” Homework: Rough draft on psychoanalytic criticism on Cat in the Hat.
Periods 2-4-6-7: Work through “Connotation/Denotation” pages 778-79 in literature book. Finish “Out, Out” if did not complete on Monday. Complete a short answer response on the poem. Read“Glory” in lit. book page 721; discuss; answer questions on the poem.
Wednesday Pre-AP: Finish body biographies; present
Periods 2-4-6-7: TAKS warm-up pages: read “400 Meter Free Style” in literature book page 782; review terms/information for test using a review handout. Practice analysis for poem: “The Bean Eaters” by Gwendolyn Brooks (pg. 703) Use guided questions/handout to construct this analysis.
Thursday Pre-AP: Test over “Antigone.” Assign Vocabulary Unit #8. Go over directions for masks. Students describe a mask that would represent themselves and explain to the class. Students begin working on masks.
Periods 2-4-6-7: Read and discuss “Insecure Position.” Answer questions. Students will write their own analysis of the poem.
Friday Pre-AP: Masks for “Antigone”
Periods 2-4-6-7: Test on poetry. Students will complete analysis for “Insecure Position.”
Assessment/Evaluation: quizzes/handouts/oral reading checks/TAKS practice exercise; reading response questions/tests
Published in: #1-First Six Weeks on January 27, 2012 at11:39 am Comments (0)

Week of January 23

Objective(s): TLW complete TAKS practice exercises. TLW write a practice TAKS-styled essay. TLW read a drama. TLW read and analyze poetry.
TEKS: (1) B-reading/vocabulary development; (2) B-reading comprehension of a literary text;(4) Reading drama; (5) irony and paradox; RC-10 (A) Reading comprehension skills; (1) A; E reading/vocabulary development ; (7) Poetry; Writing: 14.C write a script; (16) Persuasive Texts A-F
ELPS/CCRS: ELPS: c/2C; c/2D; c/2I; c/3E; c/3G; c/3H; c/4C; c/4G CCRS: Reading II. C, II.D.
TAKS Domain(s): All domains
  Literature books, handouts, student TAKS workbooks, study questions
Instructional Strategies  
Monday Pre-AP: Intro to Antigone: “Greek Allusions in Our Modern World” handout (research/connection to mythology)-due on Wed.

Notes on Classical Greek Theatre; Intro to Psychoanalytic Criticism (Cat in the Hat exercises); Homework: Autobiographical Essay-rough draft due on Wednesday
  Periods 2-4-6-7: TAKS essay using Essay Scorer in Plato Lab. Topic: Many people face obstacles that restrict and complicate their lives. For example, a person may not have a car, yet need to drive in order to keep a job. Choose a problem, and write an essay that presents a practical solution to the problem. Students will complete research for a wider world view portion to be added to their essays. Personal evaluation/editing with each student before beginning essays.
Tuesday Pre-AP: Assign Journals for “Antigone” due in Feb. Cat in the Hat exercise on id, ego, superego. Students will read the book and complete an analysis on the various characters in the book using characterization charts. Review and assign essay over characterization and psychoanalytic criticism—due next week.
  Periods 2-4-6-7: TAKS essay using Essay Scorer in Plato Lab. Topic: Many people face obstacles that restrict and complicate their lives. For example, a person may not have a car, yet need to drive in order to keep a job. Choose a problem, and write an essay that presents a practical solution to the problem.
Wednesday Pre-AP: Oral reading of “Antigone” in textbook. Assign study questions. Due on Friday along with a quiz.
  Periods 2-4-6-7: TAKS essay using Essay Scorer in Plato Lab. Topic: Many people face obstacles that restrict and complicate their lives. For example, a person may not have a car, yet need to drive in order to keep a job. Choose a problem, and write an essay that presents a practical solution to the problem.
Thursday Pre-AP: Oral reading of “Antigone.” Significant Quotes/discuss. Work on during class.
  Periods 2-4-6-7: TAKS warm-ups-Revising and Editing passage #2. Intro to poetry: Oral reading/discussion of “Mushrooms” by Sylvia Plath; “Oranges” by Gary Soto. Discuss: themes/imagery/simile/figurative language; complete answer sheet.
Friday Pre-AP: Quiz on “Antigone.” Work on significant quotations.
  Periods 2-4-6-7: TAKS warm-ups pages 43-44; Read “My City” in textbook (pg.677) answer guided questions; discuss sonnet technique, meaning; read “Those Winter Sundays” pg. 693/answer questions orally from book (TAKS styled); complete charts.
Assessment/Evaluation: quizzes/handouts/oral reading checks/TAKS practice exercise; reading response questions/tests
Published in: #1-First Six Weeks on January 20, 2012 at9:31 am Comments (0)

Week of Jan. 16, 2012

Objective(s): TLW read fiction selections. TLW write a short answer response. TLW complete TAKS practice exercises. TLW write a practice TAKS-styled essay. TLW read a drama. TLW complete the pre-writing of an essay on a social issue.
TEKS: RC-10 (B) make complex inferences; Literary Analysis (7) symbolism; Writing (13) Writing Process (A), first draft C) structure ideas in a persuasive way (16) Persuasive Texts (A) clear thesis; (D) organized structure; (F) range of appropriate appeals
ELPS/CCRS: ELPS: 5.B, 5.C, 5.E, 5.F CCRS: Reading A.6, A.7; A.8, A.10 Writing (A) 1, 2, 5
TAKS Domain(s): All domains
Materials: Student textbooks; handouts for “Antigone” as needed; notes for color symbolism
Instructional Strategies  
Monday Pre-AP: student holiday
  Periods 2-4-6-7: student holiday
Tuesday Pre-AP: Model UN/first period gone; Period 5-read pages 84-110; work on themes (due Wednesday).
  Periods 2-4-6-7: Read “The Masque of the Red Death” in lit. book (page 372) Vocabulary handout- use words from page 370 in text; Discuss symbolism. Complete symbolism handout.(small groups)
Wednesday Pre-AP: Continue reading HOMS, complete storyboard (Period 5 only)
  Periods 2-4-6-7: TAKS prep-workbook pages 4-5; pages 10-11 (optional) Assign study questions for “Masque”-due on Thursday. Planning/brainstorming on a social issue.
Thursday Pre-AP: Final test for HOMS/TAKS styled test w/non-fiction selection. TAKS essay included. Turn in planning sheet for auto-biographical essay. Distribute Vocabulary #7.
  Periods 2-4-6-7: TAKS warm-up—practice exercise on revising and editing; Essay planning guide-begin planning essay on a social issue.
Friday Pre-AP: TAKS practice/final test for HOMS.
  Periods 2-4-6-7: Test on Poe. Complete planning guide for essay.
Assessment/Evaluation: quizzes/handouts/oral reading checks/TAKS practice exercise; reading response questions/tests
Published in: #1-First Six Weeks on January 17, 2012 at8:41 am Comments (0)

Week of January 9

Objective(s): TLW read fiction selections. TLW write a short answer response. TLW complete TAKS practice exercises. TLW write a practice TAKS-styled essay. TLW take a Universal Screen. TLW take a test. TLW complete a graphic organizer.
TEKS: 1.B-reading/vocabulary development; 2.A-theme; 2.B-reading comprehension of a literary text; 2.C-figurative language/historical and cultural setting; 7-Sensory Language; RC-10 (A) Reading comprehension skills; (1) A; E reading/vocabulary development
ELPS/CCRS: ELPS: c/2C; c/2D; c/2I; c/3E; c/3G; c/3H; c/4C; c/4G CCRS: Reading A.1;A.5; A.7; II-B.1,2,3; IV.B.1
TAKS Domain(s): All domains
Materials: Student textbooks; handouts for HOMS as needed; copies of “Cask of Amontillado” and appropriate handouts.
Instructional Strategies  
Monday-proximity:

closeness; nearness

 Pre-AP: HOMS: Table of Contents assignment (Students will review novella’s TOC and create a TOC of their own for their own life-10 chapter titles based off significant events in their own lives.) Refine TOC for homework. Finish Photo Vignette assignment.
  Periods 2-4-6-7: Universal Screen for RtI/Homework: Prepare for “Swimming” quiz
Tuesday-rummage: to search; to hunt Pre-AP: HOMS: students will practice telling the story of one of their titles to their peers; students will free-write about one of the incidents, finish for homework. Quiz tomorrow on HOMS.
  Periods 2-4-6-7: TAKS Prep: pages 12 & 13; Quiz on “Swimming to Antarctica.” Tone exercise: “Masque of the Red Death”; begin reading “The Cask of Amontillado.” Assign study questions. Due on Thursday.
Wednesday-linear: direct; straight Pre-AP: Quiz on HOMS. Continue reading HOMS orally and discuss themes. Add to theme charts. Assign pre-writing for autobiographical incident. (Cluster Chart). Give students guided questions for oral discussion on a vignette from the novella.
  Periods 2-4-6-7: TAKS warm-up using “Cask” exercise on vocabulary (“Words to Own”); “Revenge” graphic organizer for “Cask” ; on-line background information for “The Masque of the Red Death.” [technology] Student handout on color symbolism. Discuss the meaning of colors in literature.
Thursday-infiltrate: to invade; to intrude Pre-AP: Vocabulary Unit #6/check exercises and take quiz. HOMS/Students will select favorite vignette so far and lead class in a discussion of that section. (use Analysis handout to formulate questions).
  Periods 2-4-6-7: TAKS warm-up (Review Dialogue Marks in packet. “Exercise A-Quotation Marks/Proofreading); read and discuss “The Masque of the Red Death.” Assign study questions.
Friday-hospitable: welcoming; generous Pre-AP: Continue reading HOMS/Students will select favorite vignette so far and lead class in a discussion of that section
  Periods 2-4-6-7: TAKS practice—use individual workbooks-pg. 14 & 15; Context Clues/Symbols handout for “Masque.” Reading practice using “Far Side” cartoons; Assign study questions for “Masque”-due next Tuesday.
Assessment/Evaluation: quizzes/handouts/oral reading checks/TAKS practice exercise; reading response questions/tests
Published in: #1-First Six Weeks on January 6, 2012 at11:16 am Comments (0)

Week of Jan. 2

Objective(s): TLW read non-fiction selections. TLW write a short answer response to a non-fiction selection. TLW complete TAKS practice exercises for reading and writing. TLW read a novella. TLW answer questions to check comprehension.
TEKS: (6)-Non-fiction; (9)-expository texts; 1A-academic vocabulary, 1C, 5A, 14A, 18A, 24A; 18A-capitalization, 18B-nonrestrictive phrases, etc.
ELPS/CCRS: ELPS: c/2C; c/2D; c/2I; c/3G; c/3H; c/4C; c/4G CCRS: Reading A.1;A.5; II-B.1,2,3; IV.B.1
TAKS Domain(s): All domains
Materials: Vocabulary lesson from Vocab Workshop; textbooks; news articles; short answer handouts; expository essays on names
Instructional Strategies  
Monday-jocose: playful; teasing Pre-AP: Intro The House on Mango Street; Pre-reading activities/journal responses (Technology-use internet to determine meaning of names); Read expository essay on nicknames-”Don’t Call Me Great or Wise, Just Call Me Disorganized”; students will create mini-poster of personal nickname; assign Vocabulary Unit #6-quiz next Thurs.
  Periods 2-4-6-7: TAKS packet—expository information pg. 30-31; News articles on “The Electric Car” and “The Internet is Spying on Your”–practice short answer responses.
Tuesday-quirk: peculiarity; oddity Pre-AP: TAKS Two-Min. Skill drill-vivid action words; Warm up on descriptive writing/ HOMS-Ch. 1-3; personal response writing on a physical trait a student likes/dislikes about themselves.[“Hairs” Modeling Assignment] Distribute study questions. Packet #1 questions due on Friday.
  Periods 2-4-6-7: TAKS practice-continue with short answer responses if did not complete on Mon.; Technology: Internet prep for story using Pearson website materials; Workbook pages for “Swimming to Antarctica” Predictions/Using Prior Knowledge/Vocabulary pages 20-23. Packet will be due on Thursday.
Wednesday-anomaly: deviation; aberration Pre-AP: HOMS-Ch. 4-6/Practice TAKS revising and editing using passage from HOMS from Applied Practice workbook
  Periods 2-4-6-7: TAKS Warm-up pg.36-37; Read “Swimming” on page 62 of literature book; assign study questions for comprehension-complete for homework.
Thursday-obliterate: to wipe out; to annihilate Pre-AP: HOMS-Ch. 7-9/students will complete a journal response on personal hopes/dreams. Homework: be ready for reading check quiz on HOMS
  Periods 2-4-6-7: TAKS Warm-up pg. 38-39 on spelling; TAKS practice on reflexive pronouns (handout); write full page journal response to quotation. Turn in tomorrow if need more time. Homework: Read “Police Sweep” and complete short answer responses. Due on Fri.
Friday-entrench- to fortify; to dig in Pre-AP: Reading Quiz on HOMS; TAKS reading practice using HOMS Applied Practice exercises. Read Ch. 10-12 for homework
  Periods 2-4-6-7: TAKS Warm-up pg. 2-3; Vocabulary exercises-how to determine origin of a word; multiple meaning words illustrations-take multiple meaning word pre-test; use words from “Swimming” and create graphic organizer of words (handout)
Assessment/Evaluation: quizzes/handouts/oral reading checks/TAKS practice exercise; reading response questions
Published in: #1-First Six Weeks on December 13, 2011 at11:05 am Comments (0)

Exam Schedule

Wed., Dec. 14

Periods 1 -3 -7

Thurs., Dec. 15

Periods 2 -5

Fri., Dec. 16

Periods 4 – 6

Published in: #1-First Six Weeks on at11:04 am Comments (0)

Week of Dec. 5

Objective(s): TLW write an literary analysis/research paper on a short story. TLW write a persuasive essay. TLW answer analysis questions on literary selections-fiction and non-fiction. TLW take a test on short stories. TLW evaluate persuasive techniques in writing.
TEKS: Writing/Writing/Persuasive Texts:16.A-clear thesis; 16.B-consider whole range of information; 16.C-writing counter-arguments; 16.D-organizing structures; 16.E-data analysis; 16.F-appeals;17.A-verbals Research/Research Plan 20.A-brainstorm; 20.B-plan for research; 21.A-compile data; 21.B-organize information; 21.C-cite information; 22.A-focus research plan; 22.B-evaluate information; 22.C-critique research process; 23.A-clear thesis; 23.B-logical progression of ideas; 23.E- MLA
ELPS/CCRS: C.2.C-learn new language; C.2.D-monitor spoken language during class; C.3.E-share information in cooperative learning interactions; C.4.C-develop basic sight vocabulary/CCRS: Writing, A.1; Reading 9.A-identify and analyze the audience, purpose, and message of a persuasive text.
TAKS Domain(s): Writing
Materials: Student lit books; workbook pages; lit vocab (reg); vocab exercise
Instructional Strategies for the week:
Monday Pre-AP: Finish discussion on “Monkey’s Paw” if needed; read “The Sniper” and complete study questions for homework. How to write a work cited page.
Periods 2-4-6-7: Plato Lab-use Writing Coach to plan and construct persuasive essay on changing the driving age to 21. Afternoon classes need to plan writing and complete planning sheets before going to lab.
Tues Pre-AP: Review short stories for Wed. test; watch “The Lottery” on youtube.com
Periods 2-4-6-7: Plato Lab-use Writing Coach to plan and construct persuasive essay on changing the driving age to 21.
Wednesday Pre-AP: Take test on Short Stories.
Periods 2-4-6-7- Plato Lab-use Writing Coach to plan and construct persuasive essay on changing the driving age to 21.
Thursday Pre-AP: Vocabulary quiz #5; check packets and take quiz. Get back copies of literary analysis papers for instruction if have not received copies via email with MS Word mark-up/corrections. Final copies due on Friday. Go to library if needed to type up work cited pages.
Periods 2-4-6-7: Plato Lab-use Writing Coach to plan and construct persuasive essay on changing the driving age to 21. (If needed-if not, return to classroom and complete reading of a non-fiction selections on cell phones and drug study and complete questions, short answer responses.)
Friday Pre-AP: Read “One Thousand Dollars” by O. Henry. Begin compare/contrast chart on two short stories selected by students. Cannot use stories previously discussed in papers.
Periods 2-4-6-7: Test on gerunds, persuasive writing, and the writing process.
Assessment/Evaluation: Tests; analysis questions;oral questioning; written responses; unit test; quizzes; papers
Published in: #1-First Six Weeks on December 4, 2011 at9:48 pm Comments (0)

Week of Nov. 21; Week of Nov. 29

Objective(s): TLW read a short story. TLW evaluate literary examples of irony. TLW write an literary analysis/research paper on a short story. TLW write a persuasive essay. TLW answer analysis questions on literary selections-fiction and non-fiction. TLW take a test on a drama. TLW evaluate persuasive techniques in writing.
TEKS: Writing/Writing/Persuasive Texts:16.A-clear thesis; 16.B-consider whole range of information; 16.C-writing counter-arguments; 16.D-organizing structures; 16.E-data analysis; 16.F-appeals;17.A-verbals Research/Research Plan 20.A-brainstorm; 20.B-plan for research; 21.A-compile data; 21.B-organize information; 21.C-cite information; 22.A-focus research plan; 22.B-evaluate information; 22.C-critique research process; 23.A-clear thesis; 23.B-logical progression of ideas; 23.E- MLA
ELPS/CCRS: C.2.C-learn new language; C.2.D-monitor spoken language during class; C.3.E-share information in cooperative learning interactions; C.4.C-develop basic sight vocabulary/CCRS: Reading 9.A-identify and analyze the audience, purpose, and message of a persuasive text.
TAKS Domain(s): Writing
Materials: Student lit books; workbook pages; lit vocab (reg); vocab exercise
Instructional Strategies for the week:
Monday Pre-AP: Finish reading “The Monkey’s Paw.” Complete annotated notes. Begin “Reading for Meaning” handout.
Periods 2-4-6-7: Test on “Caesar” Watch video if time permits.
Tues Pre-AP: Irony powerpoint. Discuss examples of irony in the real world. Activities for “Paw”-short answer response, complete “Reading for Meaning”
Periods 2-4-6-7: Watch “Twilight Zone”-complete vocabulary and answer plot questions. Episode: “Time Enough at Last”
Monday Pre-AP: Students will begin library research on a literary analysis paper in the library. Homework: Monkey’s Paw-short answer response handout. Characterization chart for “Paw.” Turn in both on Wed.
Periods 2-4-6-7- Writing Coach-workbook page 20-21 Persuasive Text warm-up; page 32-33 Persuasive Texts exercise; Writing Coach pg. 368-Gerunds; pg. 372 in Writing Coach textbook-practice with gerunds, writing gerund phrases (may need to back up and review participles on pg. 366-67 of Writing Coach)
Tuesday Pre-AP: Students will continue library research on a literary analysis paper in the library.
Periods 2-4-6-7: Warm Up-pg. 373 gerunds in Writing Coach; Writing Process exercise; pg. 172 in Writing Coach-Argumentative Essay-read and discuss the effective essay characteristics; read Mentor Text on pg. 174-175; complete 1-5 on “Try It” on notebook paper to evaluate the essay.
Wednesday Pre-AP: Students will construct a rough draft for a literary analysis paper.
Periods 2-4-6-7: Begin packet on “Witnesses and Responsibility”/Read “The Witness Dilemma” and complete the attached handouts for evaluation of the topic/writing a counter-argument.
Thursday Pre-AP: Students will continue a rough draft for a literary analysis paper. Students will complete a works cited page for the draft.
Periods 2-4-6-7: Warm-up on “The Writing Process” pages 26-27 of Writing Coach workbook. Begin brainstorming for persuasive essay ideas; pre-assigned topic on changing the driving age to 21. Complete opinion statement and introduction.
Friday Pre-AP: Students will complete a rough draft for a literary analysis paper. Turn in for review/editing.
Periods 2-4-6-7: Warm-Up on comma usage-misuse of commas on pg. 108 in Writing Coach workbook & “Dear John” exercise with commas. Complete evidence/conclusion for persuasive essays planning sheet, turn in for grade along with “Witnesses and Responsibility” pages. May use internet evidence from insurance websites.
Assessment/Evaluation: Graphic organizers; tests; analysis questions;oral questioning; written responses; unit test
Published in: #3-Third Six Weeks on November 18, 2011 at2:06 pm Comments (0)

Week of Nov. 14

Objective(s): TLW read a short story. TLW evaluate literary examples of irony. TLW write an in-class essay on a short story. TLW read a Shakespearean play.TLW answer analysis questions on literary selections. TLW complete a literary analysis of a play. TLW evaluate the motivation of characters in a drama.
TEKS: 2.B.4-archetypes in classical literature; 2.A-theme; 2.C- figurative language; RC-10.A-reflect on understanding to monitor comprehension; 4-archetypes and motifs in drama; 7.A-literary text/sensory language; 8.A-culture and history;
ELPS/CCRS: C.2.C-learn new language; C.2.D-monitor spoken language during class; C.3.E-share information in cooperative learning interactions; C.4.C-develop basic sight vocabulary/CCRS: II.C. Reading-analyze information within literary texts from a variety of cultures and historical periods.
TAKS Domain(s): All domains
Materials: Student lit books; workbook pages; lit vocab (reg); vocab exercise
  Instructional Strategies for the week:
Monday Pre-AP: Read “The Open Window” by Saki (literature book) Answer analysis questions. [homework if needed; due tomorrow] Work on allegory graphics for “Masque”
  Periods 2-4-6-7: Period 1-”Caesar” Act I quiz; continue reading Act II. Begin study questions for Act II. Watch Video Sparknote on Caesar [periods 2-4-6]
Tuesday Pre-AP: Students will complete a short answer response on the irony in “The Open Window.” Read “Lamb to the Slaughter” in class. Complete POV handout on both stories.
  Periods 2-4-6-7-Finish reading Act II. Complete study questions. Homework: study questions for quiz.
Wednesday Pre-AP: Theme for “Lamb to the Slaughter.” Complete handout. Background/vocabulary prep for “Cask of Amontillado” from open source. Read story; complete handout/questions—due on Friday.
  Periods 2-4-6-7: Act II Quiz. Watch Act III video version.[youtube] Compare Brutus/Antony speeches.
Thursday Pre-AP: Continue with discussion on “Cask”-evaluate irony, symbolism of “Cask” /POV evaluation of story and Theme
  Periods 2-4-6-7: Finish comparison of Brutus/Antony speeches. Review questions for Act I. Homework: study for Caesar test.
Friday Pre-AP: Vocabulary Unit #4 quiz-check packet; turn in for daily grade. Receive Unit #5 packet. Begin “The Monkey’s Paw.” Read together in class. Complete annotated class notes page on story. [finish reading/notes on Monday]
  Periods 2-4-6-7: Test on “Caesar.” Watch BBC video for Act IV&V if time permits. If majority of students are attending the Volleyball Tourney, test will be on Monday.
Assessment/Evaluation: Graphic organizers; tests; analysis questions;oral questioning; written responses; unit test
Published in: #3-Third Six Weeks on November 11, 2011 at5:12 pm Comments (0)

Week of Nov. 7

Objective(s): TLW read a short story and create a story map. TLW evaluate real world examples of irony. TLW write an in-class essay on a short story. TLW read a Shakespearean play.TLW answer analysis questions on literary selections. TLW read a non-fiction historical article. TLW complete a literary analysis of a play. TLW evaluate the motivation of characters in a drama. TLW evaluate advertisements for persuasive techniques.
TEKS: 2.B.4-archetypes in classical literature; 2.A-theme; 2.C- figurative language; RC-10.A-reflect on understanding to monitor comprehension; 4-archetypes and motifs in drama; 7.A-literary text/sensory language; 8.A-culture and history; 12.A-evaluate messages in media;
ELPS/CCRS:
C.2.C-learn new language; C.2.D-monitor spoken language during class; C.3.E-share information in cooperative learning interactions; C.4.C-develop basic sight vocabulary/CCRS: II.C. Reading-analyze information within literary texts from a variety of cultures and historical periods.
TAKS Domain(s): All domains
Materials: Student lit books; workbook pages; lit vocab test (reg); vocab exercise
Instructional Strategies for the week:
Monday Pre-AP: Lesson on Irony. Students will view photos and determine the type of irony used [real-world examples]. Students will view powerpoint on irony. Students will read a non-fiction article and complete a fishbone chart on the irony used. Homework: Students will read “The Lottery” by Shirley Jackson; be prepared to discuss the plot structure; create a story map. [teacher copies]
Periods 2-4-6-7: Persuasive Appeals project: students will find five ads and explain how each uses a persuasive appeal to sell their product. Students will mount ads on paper and write a detailed explanation of the appeal used. (Two test grades).
Tuesday Pre-AP: Story map for “The Lottery.” Students will create map and turn in for daily grade. Distribute Vocabulary #4. Discuss color symbolism used in literature/take notes.
Periods 2-4-6-7-Persuasive Appeals project: students will find five ads and explain how each uses a persuasive appeal to sell their product. Students will mount ads on paper and write a detailed explanation of the appeal used. (Two test grades).
Wednesday Pre-AP: Students will read “The Masque of the Red Death” by Poe. Answer study questions on story. Turn in for grade (homework if needed).
Periods 2-4-6-7: Motivation chart for characters in “Caesar.” Continue reading “Caesar.” Homework: test on Caesar history information; complete study questions and study for test.
Thursday Pre-AP: Discuss the seven stages of man from “The Tempest” by Shakespeare as applied to “Masque of the Red Death.” Apply color symbolism to story. Students will create graphics for stages of man/color symbolism as found in the rooms in the story.
Periods 2-4-6-7: Test on History of Caesar. Important quotations for Act I. Fill out study sheet. Go over study questions for Acts I -will grade in class/Continue reading play. Homework: study questions for tomorrow’s quiz.
Friday Pre-AP: In-class writing on “Masque of the Red Death”-students will receive essay topics and will complete an in-class essay impromptu on the story. Will be able to use textbooks.
Periods 2-4-6-7: Quiz on Acts I of “Caesar”/ Turn in Reviews. Continue reading play. Note: Classes that do not meet because of Veteran’s Day program will take quiz on MONDAY.
Assessment/Evaluation: Graphic organizers; tests; analysis questions; workbook pages; oral questioning; written responses; vocabulary quiz; unit test
Published in: #3-Third Six Weeks on November 4, 2011 at7:25 am Comments (0)
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