Week of Sept. 16 Unit: Decisions, Actions & Consequences
| Objective(s): | TLW take a novel quiz and test. TLW write a rough draft for an expository essay. TLW identify the basic conflicts in a short story. TLW explore the historical background of a novel. TLW write a tone analysis. |
| TEKS: | 2.A-compare and contrast themes; Reading 2.C-relate fig. language to historical and cultural setting.5.B-moral dilemmas; Reading 5.D-develop familiarity with selection; 5C—tone in works; 7-sensory language—make inferences and draw conclusions; Reading Comprehension 10.A—analyze cultural context. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences; 13.C-revise drafts; 13.E-publish works for appropriate audiences; 15-write an analytical essay |
| ELPS/CCRS: | CCRS: ELA II-C.1-Reading-read a wide variety of texts;III.B.2-Speaking-participate actively and effectively in group discussion. ELPS: C.2.C-learn new language structures; C.2.I-demonstrate listening comprehension of increasingly complex spoken English; C.4.C-develop basic sight vocab; derive meaning of environmental print;4G—demonstrate comprehension of increasingly complex English by responding to questions, taking notes; 4H—read silently with increasing ease |
| Materials: | Reading test; quizzes; appropriate handouts; |
| Instructional Strategies: | Monday: Pre-AP: Take reading check quiz on TOTC, Book 2 Ch. 9-14. How to embed quotations lesson. Complete for homework. Assign DIDLS analysis paper to be written in class on Thurs./Fri. Students will receive planning chart to complete for writing. Due on Wed. Homework: Read to Ch. 15-20 by Monday. Vocabulary Unit #2-complete packet for quiz on Tuesday, Sept. 24. Periods 2-4-6-7: MUG #2 to practice usage/grammar. Conflict groups-discuss the various aspects of literary conflicts, complete handout. Fill out notes. HOMEWORK: Complete conflict assignment. Due on Wed. Tuesday: Pre-AP: Test on TOTC. Homework: DIDLS planning sheet due tomorrow. Vocabulary Unit #2-answer on notebook paper. Next quiz-Tues., Sept. 24. Periods 2-4-6-7: Reading check quiz on Silas, Ch. 4-5. Read Ch. 6 together. Planning sheet for expository essay on adjective describing self. Due tomorrow. Wednesday: Pre-AP: How to have a leveled question discussion. Practice session. Homework: Vocabulary Unit 2. Read to Ch. 20 of Book Two by Monday.Periods 2-4-6-7: Read Ch. 7. Begin handout on symbolism. Students should work through symbols found in literature and compare with the text. Short essay on symbolism due on Friday.Homework: Symbolism packet due on Friday. Thursday: Pre-AP: Begin tone analysis in class. Test grade. Homework: Work on analysis at home if needed. Read TOTC to Ch. 20; quiz on Monday. Periods 2-4-6-7: In-class writing of expository essay on adjective that describes self. Complete for homework if needed. Begin working on Silas vocab. Read Ch. 8-10 by Monday. Friday: Pre-AP: Complete tone analysis writing in class. Turn in. Assign themes of TOTC. Students will create an on-line presentation using pictures/words/images that represent one of the major themes of TOTC. Due next Friday. Homework: Reading of novel to Ch. 20, theme project, vocabulary assignment. Periods 2-4-6-7: Continue working on vocab. Begin Cause-effect foldable for Silas Marner. Students will cite six cause-effect relationships from the novel to create a foldable. |
| Assessment/Evaluation: | Reading check quizzes; check orally for comprehension; group question activities; handouts; written paragraphs; all tests and quizzes modified for IEP students |
