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English Exam Review Honors
Due Date: 5/14/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: May 14- - May 18 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

 

*MLA Works Cited Page, Parenthetical Documentation

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

**Review for Exams

Review MLA style rules for research paper.

Review MLA style rules for research paper.

**Review for Exams

Review MLA style rules for research paper.

**Review for Exams

Review MLA style rules for research paper.

**Review for Exams

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English Exam Review
Due Date: 5/14/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: May 14- - May 18 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

 

*MLA Works Cited Page, Parenthetical Documentation

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

**Review for Exams

Review MLA style rules for research paper.

Review MLA style rules for research paper.

**Review for Exams

Review MLA style rules for research paper.

**Review for Exams

Review MLA style rules for research paper.

**Review for Exams

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Career Prep Exam Review
Due Date: 5/14/2018
Subject: Career Prep (9th Grade)

Final Exam Review

Make-up work



Insurance
Due Date: 5/7/2018
Subject: Career Prep (9th Grade)

Insurance Policies

Typing.com

Finances

Review information for exam

 



English 11
Due Date: 5/7/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __May 7 – May 11 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

 

*MLA Works Cited Page, Parenthetical Documentation

 

*How to set up paper MLA style

 

*Work in Literature book some days. “The RockPile”

 

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English 11 Honors
Due Date: 5/7/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __May 7 – May 11 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

 

*MLA Works Cited Page, Parenthetical Documentation

 

*How to set up paper MLA style

 

*Work in Literature book some days. “The RockPile”

 

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English 11
Due Date: 4/30/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 30- May 4 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

 

*MLA Works Cited Page, Parenthetical Documentation

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English 11
Due Date: 4/30/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 30- May 4 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

 

*MLA Works Cited Page, Parenthetical Documentation

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Career Prep Insurance
Due Date: 4/30/2018
Subject: Career Prep (9th Grade)

Overview

Homeowners Insurance: The Basics is a 60 minute lesson designed to cover the fundamentals of homeowners insurance. This lesson introduces students to the concept of homeowners insurance. The question of what a basic homeowners and renters insurance policy is made up of. Students will also recognize factors that can enable them to reduce the risk of owning/renting a home.

_______________________________________________________________

Objectives

The students will:

Discuss ways to prevent home loss claims

Recognize basic homeowner’s insurance terminology

Determine that renters insurance is a valuable financial tool

Recognize basic policy types

Understand risk avoidance in their home

Identify basic policy features

_______________________________________________________________

Time Required

60 Minutes

_______________________________________________________________

Materials:

To download the materials, right click and ‘save target as’ (PC) or hold down the option key and click the link (Mac).

Power Point Presentation

Renter’s Insurance Worksheet

Scenarios for Renters Worksheet

Scenarios for Renters Worksheet – Key

_______________________________________________________________

Procedures:

Download/View the lesson procedures.

_______________________________________________________________

Assessment:

Renters Insurance Worksheet

Scenarios for Renters

_______________________________________________________________

 



Career Prep Insurance
Due Date: 4/23/2018
Subject: Career Prep (9th Grade)

Overview

Homeowners Insurance: The Basics is a 60 minute lesson designed to cover the fundamentals of homeowners insurance. This lesson introduces students to the concept of homeowners insurance. The question of what a basic homeowners and renters insurance policy is made up of. Students will also recognize factors that can enable them to reduce the risk of owning/renting a home.

_______________________________________________________________

Objectives

The students will:

Discuss ways to prevent home loss claims

Recognize basic homeowner’s insurance terminology

Determine that renters insurance is a valuable financial tool

Recognize basic policy types

Understand risk avoidance in their home

Identify basic policy features

_______________________________________________________________

Time Required

60 Minutes

_______________________________________________________________

Materials:

To download the materials, right click and ‘save target as’ (PC) or hold down the option key and click the link (Mac).

Power Point Presentation

Renter’s Insurance Worksheet

Scenarios for Renters Worksheet

Scenarios for Renters Worksheet – Key

_______________________________________________________________

Procedures:

Download/View the lesson procedures.

_______________________________________________________________

Assessment:

Renters Insurance Worksheet

Scenarios for Renters

_______________________________________________________________



English 11
Due Date: 4/23/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 23 – April 27 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English 11
Due Date: 4/23/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 23 – April 27 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

Rough Draft

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English 11
Due Date: 4/16/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 16 – April 20 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

**OUT WEATHER DAY**

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing   Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English 11
Due Date: 4/16/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 16 – April 20 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“How do I write a good thesis statement?”

“What information must be included in note cards and source cards?”

“How do I write a rough draft?”

**OUT WEATHER DAY**

Objective

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

The students will investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

Go over rules for note cards, source cards, thesis, rough draft, and final paper.

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Students will be working on source/note cards, thesis, rough draft, and final paper.

Extension/

Refining

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Work on finalizing daily work to turn in.

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing   Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

“Write 2 new facts that you learned about your topic from your research”.

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

Review MLA style rules for research paper.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Do examples on board.

*TECHNOLOGY IN USE FOR SOME OF THE DAYS THE STUDENTS WILL USE PHONES FOR RESEARCH AND SOURCE CARDS

 

*SOME DAYS, WE WILL WORK FROM THE LITERATURE BOOK SO WE CAN FINISH READING SOME OF THE REQUIRED READING

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

Work on thesis, note cards, rough draft, and works cited page.

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Career Prep
Due Date: 4/16/2018
Subject: Career Prep (9th Grade)

Overview

Automobile Insurance: The Basics is a short, 60 minute lesson designed to cover the fundamentals of automobile insurance. Students will understand that accidents happen more than most people think and that they are very expensive when they do happen. The lesson covers what automobile insurance is, how insurance companies classify risk, what determines premium amounts, and finally what the students can do to reduce risks.

_______________________________________________________________

Objectives

The students will:

Define basic automobile insurance terms

Identify what determines automobile insurance premiums

List at least 5 reasons they need insurance

Determine their insurance coverage needs and explain their choice

Recognize what they can do to reduce risk

_______________________________________________________________

Time Required

60 Minutes

_______________________________________________________________

Materials:

To download the materials, right click and ‘save target as’ (PC) or hold down the option key and click the link (Mac).

Risk Responsibility Reality video clip

Power Point Presentation

Vocabulary Worksheet

Vocabulary Worksheet – Key

Automobile Insurance Situations Worksheet

Automobile Insurance Situations Worksheet – Key

Automobile Insurance Coverages Worksheet

_______________________________________________________________

Procedures:

Download/View lesson procedures

_______________________________________________________________

Assessment:

Teachers can choose from the following assignments:

Have students complete the vocabulary worksheet on automobile insurance

Automobile Insurance Situations worksheet

Automobile Insurance Coverages Worksheet

_______________________________________________________________

Resources:

According to the National Safety Council, there are more than 12 million motor vehicle accidents annually

The US Department of Transportation estimates that the typical driver will have a near automobile accident one or two times per month and will be in a collision of some type on average of every 6 years

The National Center for Statistics and Analysis reports crashes are the leading cause of death for ages 3-33

Crews, Tana B. Fundamentals of Insurance



Career Prep
Due Date: 4/9/2018
Subject: Career Prep (9th Grade)

Ch 7 Book

Finish Performance Series Testing and PSAT



Research Paper
Due Date: 4/9/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 9 – April 13 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

ACT TEST

What is an expository essay? Requires students to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Students will choose a topic for their essay

Start MLA style research

Objective

*Students will be in the library all week for research…working on research papers.

 

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

ACT TEST

Discuss MLA format

Review format

Review format

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers

MLA style

MLA style

Extension/

Refining

Check daily practice tests

ACT TEST

 

 

 

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

ACT TEST

Intro to research papers

Intro to research papers

Intro to research papers

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

ACT TEST

RESEARCH

RESEARCH

RESEARCH

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Research Paper
Due Date: 4/9/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 9 – April 13 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

ACT TEST

What is an expository essay? Requires students to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Students will choose a topic for their essay

Start MLA style research

Objective

*Students will be in the library all week for research…working on research papers.

 

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

ACT TEST

Discuss MLA format

Review format

Review format

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers

MLA style

MLA style

Extension/

Refining

Check daily practice tests

ACT TEST

 

 

 

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

ACT TEST

Intro to research papers

Intro to research papers

Intro to research papers

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

ACT TEST

RESEARCH

RESEARCH

RESEARCH

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Research Paper
Due Date: 4/3/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 3 – April 6 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

Students out

MEDIA CENTER FOR RESEARCH

How do I get a good thesis statement?

What does my paper have to include?

What is MLA format?

Objective

 

MEDIA CENTER FOR RESEARCH

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

 

 

Discuss MLA format

Review format

Review format

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

 

MEDIA CENTER FOR RESEARCH

Go over MLA style research papers

MLA style

MLA style

Extension/

Refining

Check daily practice tests

 

 

 

 

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

 

MEDIA CENTER FOR RESEARCH

Intro to research papers

Intro to research papers

Intro to research papers

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

 

MEDIA CENTER FOR RESEARCH

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

 

MEDIA CENTER FOR RESEARCH

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

 

MEDIA CENTER FOR RESEARCH

RESEARCH

RESEARCH

RESEARCH

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Research Paper
Due Date: 4/3/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __April 3 – April 6 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS      Mac Books       Computers       Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

Students out

MEDIA CENTER FOR RESEARCH

How do I get a good thesis statement?

What does my paper have to include?

What is MLA format?

Objective

 

MEDIA CENTER FOR RESEARCH

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

 

 

Discuss MLA format

Review format

Review format

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

 

MEDIA CENTER FOR RESEARCH

Go over MLA style research papers

MLA style

MLA style

Extension/

Refining

Check daily practice tests

 

 

 

 

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

 

MEDIA CENTER FOR RESEARCH

Intro to research papers

Intro to research papers

Intro to research papers

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

 

MEDIA CENTER FOR RESEARCH

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

 

MEDIA CENTER FOR RESEARCH

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

 

MEDIA CENTER FOR RESEARCH

RESEARCH

RESEARCH

RESEARCH

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Career Prep
Due Date: 4/3/2018
Subject: Career Prep (9th Grade)

Begin Ch 6 



MLA FORMAT
Due Date: 3/23/2018
Subject: English 11

Margins

Except for the running head (see below), leave margins of one inch at the top and bottom and on both sides of the text. If you plan to submit a printout on paper larger than 8½ by 11 inches, do not print the text in an area greater than 6½ by 9 inches.

Text Formatting

Always choose an easily readable typeface (e.g., Times New Roman) in which the regular type style contrasts clearly with the italic, and set it to a standard size (e.g., 12 points). Do not justify the lines of text at the right margin; turn off any automatic hyphenation feature in your writing program. Double-space the entire research paper, including quotations, notes, and the list of works cited. Indent the first line of a paragraph half an inch from the left margin. Indent set-off quotations half an inch as well (for examples, see 76–80 in the MLA Handbook). Leave one space after a period or other concluding punctuation mark, unless your instructor prefers two spaces.

Heading and Title

Beginning one inch from the top of the first page and flush with the left margin, type your name, your instructor’s name, the course number, and the date on separate lines, double-spacing the lines. On a new, double-spaced line, center the title (fig. 1). Do not italicize or underline your title, put it in quotation marks or boldface, or type it in all capital letters. Follow the rules for capitalization in the MLA Handbook (67–68), and italicize only the words that you would italicize in the text.

Local Television Coverage of International News Events

The Attitude toward Violence in A Clockwork Orange

The Use of the Words Fair and Foul in Shakespeare’s Macbeth

Romanticism in England and the Scapigliatura in Italy

Do not use a period after your title or after any heading in the paper (e.g., Works Cited). Begin your text on a new, double-spaced line after the title, indenting the first line of the paragraph half an inch from the left margin.

Fig. 1. The top of the first page of a research paper.

A research paper does not normally need a title page, but if the paper is a group project, create a title page and list all the authors on it instead of in the header on page 1 of your essay. If your teacher requires a title page in lieu of or in addition to the header, format it according to the instructions you are given.

Running Head with Page Numbers

Number all pages consecutively throughout the research paper in the upper right-hand corner, half an inch from the top and flush with the right margin. Type your last name, followed by a space, before the page number (fig. 2). Do not use the abbreviation p. before the page number or add a period, a hyphen, or any other mark or symbol. Your writing program will probably allow you to create a running head of this kind that appears automatically on every page. Some teachers prefer that no running head appear on the first page. Follow your teacher’s preference.

Fig. 2. The running head of a research paper.

 

Placement of the List of Works Cited

The list of works cited appears at the end of the paper, after any endnotes. Begin the list on a new page. The list contains the same running head as the main text. The page numbering in the running head continues uninterrupted throughout. For example, if the text of your research paper (including any endnotes) ends on page 10, the works-cited list begins on page 11. Center the title, Works Cited, an inch from the top of the page (fig. 3). (If the list contains only one entry, make the heading Work Cited.) Double-space between the title and the first entry. Begin each entry flush with the left margin; if an entry runs more than one line, indent the subsequent line or lines half an inch from the left margin. This format is sometimes called hanging indention, and you can set your writing program to create it automatically for a group of paragraphs. Hanging indention makes alphabetical lists easier to use. Double-space the entire list. Continue it on as many pages as necessary.

Fig. 3. The top of the first page of a works-cited list.

Tables and Illustrations

Place tables and illustrations as close as possible to the parts of the text to which they relate. A table is usually labeled Table, given an arabic numeral, and titled. Type both label and title flush left on separate lines above the table, and capitalize them as titles (do not use all capital letters). Give the source of the table and any notes immediately below the table in a caption. To avoid confusion between notes to the text and notes to the table, designate notes to the table with lowercase letters rather than with numerals. Double-space throughout; use dividing lines as needed (fig. 4).

Fig. 4. A table in a research paper.

Any other type of illustrative visual material—for example, a photograph, map, line drawing, graph, or chart—should be labeled Figure (usually abbreviated Fig.), assigned an arabic numeral, and given a caption: “Fig. 1. Mary Cassatt, Mother and Child, Wichita Art Museum.” A label and caption ordinarily appear directly below the illustration and have the same one-inch margins as the text of the paper (fig. 5). If the caption of a table or illustration provides complete information about the source and the source is not cited in the text, no entry for the source in the works-cited list is necessary.

Fig. 5. A figure in a research paper.

Musical illustrations are labeled Example (usually abbreviated Ex.), assigned an arabic numeral, and given a caption: “Ex. 1. Pyotr Ilich Tchaikovsky, Symphony no. 6 in B, opus 74 (Pathétique), finale.” A label and caption ordinarily appear directly below the example and have the same one-inch margins as the text of the paper (fig. 6).

Fig. 6. A musical example in a research paper.

Paper and Printing

If you print your paper, use only white, 8½-by-11-inch paper of good quality. If you lack 8½-by-11-inch paper, choose the closest size available. Use a high-quality printer. Some instructors prefer papers printed on a single side because they’re easier to read, but others allow printing on both sides as a means of conserving paper; follow your instructor’s preference.

Corrections and Insertions on Printouts

Proofread and correct your research paper carefully before submitting it. If you are checking a printout and find a mistake, reopen the document, make the appropriate revisions, and reprint the corrected page or pages. Be sure to save the changed file. Spelling checkers and usage checkers are helpful when used with caution. They do not find all errors and sometimes label correct material as erroneous. If your instructor permits corrections on the printout, write them neatly and legibly in ink directly above the lines involved, using carets () to indicate where they go. Do not use the margins or write a change below the line it affects. If corrections on any page are numerous or substantial, revise your document and reprint the page.

 

 

Works Cited: A Quick Guide

 

 

 



ACT and Research Paper
Due Date: 3/19/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __March 19 – March 23 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS       Mac Books       Computers        Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

ACT TEST

What is an expository essay? Requires students to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Students will choose a topic for their essay

Start MLA style research

Objective

 

 

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

ACT TEST

Discuss MLA format

Review format

Review format

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers

MLA style

MLA style

Extension/

Refining

Check daily practice tests

ACT TEST

 

 

 

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

ACT TEST

Intro to research papers

Intro to research papers

Intro to research papers

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

ACT TEST

RESEARCH

RESEARCH

RESEARCH

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



ACT and Research Paper Honors
Due Date: 3/19/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __March 19 – March 23 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

19. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level, concerns, values, and possible biases.

[W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument

presented. [W.11-12.1e]

20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concepts.

[W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,

simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance

of the topic). [W.11-12.2f]

11th

2016 Revised Alabama Course of Study: English Language Arts 89

21. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple

plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create

a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative. [W.11-12.3e]

Production and Distribution of Writing

22. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 19-21 above.) [W.11-12.4]

23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of the first three standards in

the Language strand in Grades K-11.) [W.11-12.5]

24. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

[W.11-12.6]

Research to Build and Present Knowledge

25. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. [W.11-12.7]

26. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of

the task, purpose, and audience; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation. [W.11-12.8]

27. Draw evidence from literary or informational texts to support analysis, reflection, and research.

[W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of

twentieth- and twenty-first-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics”).

[W.11-12.9a]

11th

2016 Revised Alabama Course of Study: English Language Arts 90

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United

States documents of historical and literary significance [e.g., Roosevelt’s “Four

Freedoms” speech, King’s “Letter from a Birmingham Jail”]), including how they

address related themes and concepts. [W.11-12.9b]

Range of Writing

28. Write routinely over extended time frames, including time for research, reflection, and revision,

and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,

and audiences. [W.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS       Mac Books       Computers        Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

ACT TEST

What is an expository essay? Requires students to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Students will choose a topic for their essay

Start MLA style research

Objective

 

 

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and conscise manner.

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

ACT TEST

Discuss MLA format

Review format

Review format

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers

MLA style

MLA style

Extension/

Refining

Check daily practice tests

ACT TEST

 

 

 

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

ACT TEST

Intro to research papers

Intro to research papers

Intro to research papers

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

ACT TEST

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Go over MLA style research papers and topics

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

ACT TEST

RESEARCH

RESEARCH

RESEARCH

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



Career Prep
Due Date: 3/19/2018
Subject: Career Prep (9th Grade)

CH 5 and CH 6

Typing .com

 



Career Prep
Due Date: 3/12/2018
Subject: Career Prep (9th Grade)

Papaer on Hunger Games and Jobs and Careers

Start on Ch 5 in book



ACT English
Due Date: 3/12/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __March 12 – March 16 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS       Mac Books       Computers        Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

Objective

 

 

 

 

 

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

Review rules for essays

Go over author’s purpose, style, and informational text

Go over practice test

Check practice test

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Extension/

Refining

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



ACT English
Due Date: 3/12/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __March 12 – March 16 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS       Mac Books       Computers        Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

Objective

 

 

 

 

 

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

Review rules for essays

Go over author’s purpose, style, and informational text

Go over practice test

Check practice test

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Extension/

Refining

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

 

Assessment: ……..assessments after daily reading

This Week’s Vocabulary:



English 11 ACT
Due Date: 3/5/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __March 5 – March 9 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS       Mac Books       Computers        Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

Objective

 

 

 

 

 

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

Review rules for essays

Go over author’s purpose, style, and informational text

Go over practice test

Check practice test

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Extension/

Refining

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests



English Honors 11 ACT
Due Date: 3/5/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __March 5 – March 9 , 2018 ________________________Subject: __English_ ACT_ ____________________ Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards: ACT Grammar, Reading, and Writing Standards

 

Alabama Technology Standards:

 

Instructional Strategies: Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

KWL

 

 Word Splash

 

 Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

Survey

 

   Possible Sentence

 

 Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

First Word

 

 Concept Map

 

 Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

Word Map

 

   Frayer Model

 

 Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

- Collaborative Group Work                             - Writing to Learn                             - Literacy Groups Other

- Questioning Techniques                               -   Scaffolding Text                         -Classroom Talk

 

Technology Integration: Smart board       Document Camera     IPADS       Mac Books       Computers        Kindles       Interactive Tablets         Digital/ Video Camera                                                                                                                                     Clickers     ACCESS       Computer Program:_____________________   Other  

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

Objective

 

 

 

 

 

Preview

(Before)

Review some of the grammar rules that we have done previously in the year.

Review rules for essays

Go over author’s purpose, style, and informational text

Go over practice test

Check practice test

 

Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Extension/

Refining

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Homework

 

 

 

 

 

 

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other

 

               


Summarizing:         3-2-1   Ticket out the Door The Important Thing  Cue Cards   Teacher Questions   Student Summary Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

Review some of the grammar rules and reading guidelines that we have done previously in the year.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests



Career Prep
Due Date: 3/5/2018
Subject: Career Prep (9th Grade)

Continue "Hunger Game

The students will write a paper after each part of Hunger Games that connect the DIstricts to real life jobs and careers.

We will discuss the role/benefits of each District and how they contribute to the Capitol (society)



Career Prep
Due Date: 2/26/2018
Subject: Career Prep (9th Grade)

Hunger Games/Districts:  Watch the movie and write paper comparing how the districts coincide with society and the jobs/careers.  



ACT English
Due Date: 2/26/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 26 – March 2   ,  2018 ________________________Subject: __English_ ACT_ ____________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  ACT Grammar, Reading, and Writing Standards

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

Objective

 

 

 

 

 

Preview

(Before)

Review some of the grammar rules that we have done previously in the year. 

Review rules for essays

Go over author’s purpose, style, and informational text

Go over practice test

Check practice test

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Extension/

Refining

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



ACT English
Due Date: 2/26/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 26 – March 2   ,  2018 ________________________Subject: __English_ ACT_ ____________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  ACT Grammar, Reading, and Writing Standards

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

Objective

 

 

 

 

 

Preview

(Before)

Review some of the grammar rules that we have done previously in the year. 

Review rules for essays

Go over author’s purpose, style, and informational text

Go over practice test

Check practice test

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Extension/

Refining

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

 

Assessment:  ……..assessments after daily reading

 

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 26 – March 2   ,  2018 ________________________Subject: __English_ ACT_ ____________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  ACT Grammar, Reading, and Writing Standards

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities to activate prior knowledge, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

“What information do I need to know to do well on ACT English, Reading, and Writing?”

Objective

 

 

 

 

 

Preview

(Before)

Review some of the grammar rules that we have done previously in the year. 

Review rules for essays

Go over author’s purpose, style, and informational text

Go over practice test

Check practice test

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Students will be given practice ACT booklets.

We will work thru the booklets, focusing on English, Reading, and Writing.

Extension/

Refining

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Questions daily about prior knowledge

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

Review some of the grammar rules and reading guidelines that we have done previously in the year. 

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

We will work thru the booklets, focusing on English, Reading, and Writing.

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

Check daily practice tests

 

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:

This Week’s Vocabulary:



Gatsby Board Games and TEST
Due Date: 2/19/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 19 – Feb 23  ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

 

 

Who was James Gatz?

Is Gatsby un-realistic in his pursuits?

Would you be friends with Gatsby? Explain why or why not.

Objective

*OUT  HOLIDAY*

*TEACHER IN-SERVICE*

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

 

 

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

 

 

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Games due

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Review for test

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*TEST*

 

Extension/

Refining

 

 

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

 

 

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

 

 

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

 

 

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Gatsby Board Games and TEST
Due Date: 2/19/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 19 – Feb 23  ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

 

 

Who was James Gatz?

Is Gatsby un-realistic in his pursuits?

Would you be friends with Gatsby? Explain why or why not.

Objective

*OUT  HOLIDAY*

*TEACHER IN-SERVICE*

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

 

 

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

 

 

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Games due

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Review for test

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*TEST*

 

Extension/

Refining

 

 

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

 

 

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

 

 

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

 

 

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Career Prep
Due Date: 2/19/2018
Subject: Career Prep (9th Grade)

Hunger Games

Students will write essay explaing how the "Districts" in the Hunger Games can be compared to jobs/careers.



Career Prep
Due Date: 2/12/2018
Subject: Career Prep (9th Grade)

Test on Ch 2 and 3

Start on Ch 4 



Gatsby Ch 8-9
Due Date: 2/12/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 12 – Feb 16  ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“Was Gatsby a ‘self-made’ man?”  Explain

“How did Dan Cody help shape Gatsby’s life?”

Who was James Gatz?

Is Gatsby un-realistic in his pursuits?

Would you be friends with Gatsby? Explain why or why not.

Objective

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Students will listen to Ch 8 of Gatsby.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Students will listen to Ch 9 Gatsby and work on board-game

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Watch Gatsby

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Watch Gatsby

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Board-Games Due 

Finish Movie

 

Extension/

Refining

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will start anticipation guide together.

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Gatsby Ch 8-9
Due Date: 2/12/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 12 – Feb 16  ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“Was Gatsby a ‘self-made’ man?”  Explain

“How did Dan Cody help shape Gatsby’s life?”

Who was James Gatz?

Is Gatsby un-realistic in his pursuits?

Would you be friends with Gatsby? Explain why or why not.

Objective

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Students will listen to Ch 8 of Gatsby.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Students will listen to Ch 9 Gatsby and work on board-game

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Watch Gatsby

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Watch Gatsby

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

*Board-Games Due 

Finish Movie

 

Extension/

Refining

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will start anticipation guide together.

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Gatsby CH 7-9
Due Date: 2/5/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 5 – Feb 9 ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“Was Gatsby a ‘self-made’ man?”  Explain

“How did Dan Cody help shape Gatsby’s life?”

Who was James Gatz?

Is Gatsby un-realistic in his pursuits?

Would you be friends with Gatsby? Explain why or why not.

Objective

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

Students will get info and rubric for game

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

Extension/

Refining

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will start anticipation guide together.

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Gatsby CH 7-9
Due Date: 2/5/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Feb 5 – Feb 9 ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

“Was Gatsby a ‘self-made’ man?”  Explain

“How did Dan Cody help shape Gatsby’s life?”

Who was James Gatz?

Is Gatsby un-realistic in his pursuits?

Would you be friends with Gatsby? Explain why or why not.

Objective

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

Students will get info and rubric for game

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

Extension/

Refining

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Group discussion;  work on packet; work on board-game; prepare for test; watch movie

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will start anticipation guide together.

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Career Prep
Due Date: 2/5/2018
Subject: Career Prep (9th Grade)

Ch 3 and 4

 



Career Prep
Due Date: 1/29/2018
Subject: Career Prep (9th Grade)

Begin Ch 3 Book 

"Getting The Job"



Gatsby Honors
Due Date: 1/29/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Jan.29-Feb 2  ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

Write a short summary of Chapters 3 and 4 of “Gatsby”

Write a short summary of Chapters 3&4 of “Gatsby”

Write a short summary of Chapters 3&4 of “Gatsby”

Write a short summary of Chapters 3&4 of “Gatsby”

Write a short summary of Chapters 3&4of “Gatsby”

Objective

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

Students will get info and rubric for game

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

Extension/

Refining

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

We will start anticipation guide together.

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

We will start anticipation guide together

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

Students will complete parts of anticipation guide.  We will listen to the audio of the book while we follow along with book.

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Gatsby
Due Date: 1/29/2018
Subject: English 11

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Jan.29-Feb 2  ,  2018 ________________________Subject: ____English___”The Great Gatsby” _______________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English

Alabama COS: standards:  The Great Gatsby 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1] 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2] 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4] 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5] 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6] Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7] 8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 87 Range of Reading and Level of Text Complexity 9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1] 11. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2] 12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] Craft and Structure 13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4] 14. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5] 15. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] Integration of Knowledge and Ideas 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7] 17. Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham Jail”), including how they address related themes and concepts. [RI.9-10.9] 11th 2016 Revised Alabama Course of Study: English Language Arts 88 Range of Reading and Level of Text Complexity 18. By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

 

Alabama Technology Standards:

 

Instructional Strategies:   Pre-writing activities, quick writes, Cooperative learning,

 

 

ACTIVATING LEARNING STRATEGY:                                                       COGNITIVE TEACHING STRATEGIES:

 

 

 

 

 

 

 

 

 

 

 

 

 

  KWL

 

  Word Splash

 

  Anticipation Guide

 

Lecture

 

Graphic Organizer/VLT

 

Poem, Rhymes, etc.

 

 Survey

 

   Possible Sentence

 

  Think-Pair-Share

 

Reading

 

Pictograph

 

Acronyms/Word

 

 First Word

 

  Concept Map

 

  Vocabulary Overview

 

Model

 

Diagram

 

Other: ____________

 

 Word Map

 

   Frayer Model

 

  Daily Language Practice (DLP)___________________

 

Hands-on

 

Mind Map/Visual Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

Engagement Strategies:

 - Collaborative Group Work                               - Writing to Learn                               - Literacy Groups   Other

 - Questioning Techniques                                -  Scaffolding Text                        -Classroom Talk

 

Technology Integration: Smart board       Document Camera       IPADS      Mac Books         Computers       Kindles         Interactive Tablets          Digital/ Video Camera                                                                                                                                     Clickers    ACCESS      Computer Program:_____________________    Other 

 

 

PROCEDURAL CONTENT (application)

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Essential Question

Write a short summary of Chapters 3 and 4 of “Gatsby”

Write a short summary of Chapters 3&4 of “Gatsby”

Write a short summary of Chapters 3&4 of “Gatsby”

Write a short summary of Chapters 3&4 of “Gatsby”

Write a short summary of Chapters 3&4of “Gatsby”

Objective

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Students will be able to recognize Motif, Internal Conflict, Simile, Metaphor, and Hyperbole.  They will also see the relevance of the themes of the story.

Preview

(Before)

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

Anticipation Guide, Background info, Timeline

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

 

 

Students will get info and rubric for game

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

We will go over the major characters, historical and literary timeline, and Anticipation guide for prior knowledge of time period.  We will discuss Anticipation guide daily.

Extension/

Refining

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Group discussions of timelines and anticipation guides.  Students will be given packet for “Gatsby”.

Homework

 

 

 

 

 

 

Assessment (formal or informal):  class work notebook homework quizzes tests computer activities  collaborative work  project based  Other

 

               


Summarizing:         3-2-1   Ticket out the Door  The Important Thing   Cue Cards   Teacher Questions   Student Summary  Other

 

EXPLICIT INSTRUCTION

 

Monday

Tuesday

Wednesday

Thursday

Friday

Bell Ringer

 

 

Resources:

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Questions daily about prior knowledge/previous reading on Gatsby

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

I will go over introduction to the book, characters, historical, and literary content of Gatsby.

 

Guided Practice:

WE DO

 

MINUTE