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Assignments - English 11 Honors(Archived)
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 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: 4/23/2018
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:



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:



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:



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:



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



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:



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:



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 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:



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:



English 11 Honors
Due Date: 1/22/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Jan.22-Jan.26  ,  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 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “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.

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:



English 11 Honors
Due Date: 1/15/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Jan.15-Jan.119  ,  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 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “Gatsby”

Write a short summary of Chapters 1 and 2 of “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.

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:



"The Great Gatsby" English 11 Honors
Due Date: 1/8/2018
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Jan.8-Jan.12  ,  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

“What significance does the “Roaring 20’s” have on our historical and literary culture?”

“What does F. Scott Fitzgerald use in his writing to capture the reader?”

“What significance does the “Roaring 20’s” have on our historical and literary culture?”

“What does F. Scott Fitzgerald use in his writing to capture the reader?”

“What does F. Scott Fitzgerald use in his writing to capture the reader?”

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.

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:



Mid-Term Study Guides
Due Date: 12/11/2017
Subject: English 11 Honors

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Dec 11 ,- Dec 15  ,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons****HONOR”S TURN IN “THE HELP” PROJECT                                                                                      

Alabama COS: standards  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]

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]

 

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

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

Objective

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

Preview

(Before)

Activate Prior Knowledge

 

 

 

 

Activate Prior Knowledge

 

 

 

Activate Prior Knowledge

 

Activate Prior Knowledge

 

Activate Prior Knowledge

 

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

 

 

****STUDY GUIDES FOR MID-TERMS ****

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Start writing individual poetry/free verse/songs

 

 

*Work in groups for presentations

 

 

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

Think-Pair-Share

 

Summarizing

 

 

****STUDY GUIDES FOR MID-TERMS ****

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Start writing individual poetry/free verse/songs

 

 

*Get study guide for Mid-Term exam

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

****STUDY GUIDES FOR MID-TERMS ****

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Get into groups to read poems/songs and choose one for group to perform

 

 

*START PRESENTATIONS

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

****STUDY GUIDES FOR MID-TERMS ****

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Get into groups to read poems/songs and choose one for group to perform

 

 

*START PRESENTATIONS

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

MID TERMS

Prepare for group presentations on Wed,Thur,Fri next week.

 

 

 

 

 

*PRESENTATIONS

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Extension/

Refining

 

 

 

 

 

Homework

Essay question

 

 

 

 

 

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:

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Go over rules for group work for presentations

Hand out study guide

Rules for presentations

Rules for presentations

Rules for presentations

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Group work for presentations

Start on study guide and work on presentations

PRESENTATIONS

PRESENTATIONS

PRESENTATIONS

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Go over Rubric for presentations

Go over Rubric for presentations

Go over Rubric for presentations

Go over Rubric for presentations

Go over Rubric for presentations

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Poetry/Presentations
Due Date: 12/4/2017
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Dec 4 ,- Dec 8,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons****HONOR”S TURN IN “THE HELP” PROJECT                                                                                      

Alabama COS: standards  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]

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]

 

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

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

Objective

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

Preview

(Before)

Activate Prior Knowledge

 

 

 

 

Activate Prior Knowledge

 

 

 

Activate Prior Knowledge

 

Activate Prior Knowledge

 

Activate Prior Knowledge

 

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Start writing individual poetry/free verse/songs

 

 

*Work in groups for presentations

 

 

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

Think-Pair-Share

 

Summarizing

 

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Start writing individual poetry/free verse/songs

 

 

*Get study guide for Mid-Term exam

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Get into groups to read poems/songs and choose one for group to perform

 

 

*START PRESENTATIONS

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Get into groups to read poems/songs and choose one for group to perform

 

 

*START PRESENTATIONS

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

 

Prepare for group presentations on Wed,Thur,Fri next week.

 

 

 

 

 

*PRESENTATIONS

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Extension/

Refining

 

 

 

 

 

Homework

Essay question

 

 

 

 

 

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:

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Go over rules for group work for presentations

Hand out study guide

Rules for presentations

Rules for presentations

Rules for presentations

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Group work for presentations

Start on study guide and work on presentations

PRESENTATIONS

PRESENTATIONS

PRESENTATIONS

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Go over Rubric for presentations

Go over Rubric for presentations

Go over Rubric for presentations

Go over Rubric for presentations

Go over Rubric for presentations

 

Assessment:  ……..assessments after daily reading

 

This Week’s Vocabulary:



Poetry
Due Date: 11/27/2017
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

Teacher: ____Jerkins________________________________     Date: __Nov27 ,- Dec 1,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons****HONOR”S TURN IN “THE HELP” PROJECT                                                                                      

Alabama COS: standards  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]

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]

 

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

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

“How does poetry fit in to American Literature? Into Daily Life? Americana?”

Objective

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

Preview

(Before)

Activate Prior Knowledge

Quick Write

 

Discuss Langston Hughes

 

Activate Prior Knowledge

Quick Write

Discuss Langston Hughes

 

Activate Prior Knowledge

Quick Write

Activate Prior Knowledge

Quick Write

Activate Prior Knowledge

Quick Write

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Start writing individual poetry/free verse/songs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

Think-Pair-Share

 

Summarizing

 

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Start writing individual poetry/free verse/songs

 

 

 

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Get into groups to read poems/songs and choose one for group to perform

 

 

 

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

 

 

View Songs/Poetry

Discuss styles/kinds/poetry/songs

Get into groups to read poems/songs and choose one for group to perform

 

 

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

 

 

 

Prepare for group presentations on Wed,Thur,Fri next week.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Extension/

Refining

 

 

 

 

 

Homework

Essay question

 

 

 

 

 

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:

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Partner/small group

 

Students will write individual poems/songs after reading examples. 

Partner/small group

 

Students will write individual poems/songs after reading examples. 

Partner/small group

 

Students will work together in groups to choose song for presentation

Partner/small group

 

Students will work together in groups to choose song for presentation

Partner/small group

 

Students will work together in groups to choose song for presentation

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.



English Honor's 11
Due Date: 11/13/2017
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

 

Teacher: ____Jerkins________________________________     Date: __Nov 13,- Nov 17,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons****HONOR”S TURN IN “THE HELP” PROJECT NOV 17th

                                                                                               

Alabama COS: standards  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]

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]

 

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

“What are some of the different modes/styles of writing and why are they important?”

“What are some of the different modes/styles of writing and why are they important?”

“What are some of the different modes/styles of writing and why are they important?”

“What are some of the different modes/styles of writing and why are they important?”

“What are some of the different modes/styles of writing and why are they important?”

Objective

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

The students will learn different modes/styles of writing, including poetry.

Preview

(Before)

Activate Prior Knowledge

Quick Write

 

Page 1454 Example essay

Poetry/styles and examples

 

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

Poetry/styles and examples

 

 

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

Poetry/styles and examples

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

Poetry/styles and examples

Activate Prior Knowledge

Quick Write

 

Page 1454 Example essay

Poetry/styles and examples

 

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Graphic Organizer

Poetry by: Robert Frost, Emily Dickinson, Langston Hughes, Edgar Allan Poe,Mark Twain and Walt Whitman. Pages 450,654,746,920,996

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 


Carousel Brainstorm

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Poetry by: Robert Frost, Emily Dickinson, Langston Hughes, Edgar Allan Poe,Mark Twain and Walt Whitman. Pages 450,654,746,920,996

 

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer Poetry by: Robert Frost, Emily Dickinson, Langston Hughes, Edgar Allan Poe,Mark Twain and Walt Whitman. Pages 450,654,746,920,996

 

 

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

Poetry by: Robert Frost, Emily Dickinson, Langston Hughes, Edgar Allan Poe,Mark Twain and Walt Whitman. Pages 450,654,746,920,996

 

 

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

 

Poetry by: Robert Frost, Emily Dickinson, Langston Hughes, Edgar Allan Poe,Mark Twain and Walt Whitman. Pages 450,654,746,920,996

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Extension/

Refining

 

 

 

 

 

Homework

Essay question

 

 

 

 

 

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:

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

“How do I write different styles/modes?  Poetry?”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Partner/small group

Graphic Organizer

POETRY

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

Partner/small group

Graphic Organizer

POETRY

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Partner/small group

Graphic Organizer

POETRY

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Partner/small group

Graphic Organizer

POETRY

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

Partner/small group

Graphic Organizer

POETRY

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

 



Writing
Due Date: 11/6/2017
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

 

Teacher: ____Jerkins________________________________     Date: __Nov 6,- Nov 10,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons**

                                                                                               

Alabama COS: standards  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]

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]

 

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

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

Objective

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

Preview

(Before)

Activate Prior Knowledge

Quick Write

 

Page 1454 Example essay

 

 

Activate Prior Knowledge

Quick Write

 

Page 1454 Example essay

 

*Writing Assessment

 

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

*Possible Movie Day for Grading Writing Assessment

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

*Possible Movie Day for Grading Writing Assessment

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

 

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 


Carousel Brainstorm

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Extension/

Refining

 

 

 

 

 

Homework

Essay question

 

 

 

 

 

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:

“How important is a thesis statement and how do I write one?”

“What are some examples of transition words?”

“What kind of sentence structure is best for essay writing?” 

“How important is format in essay writing?”

“How do proofread my own essay?”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

 

 



English Honor's
Due Date: 10/30/2017
Subject: English 11 Honors

Prattville High School

LESSON PLANS

 

 

Teacher: ____Jerkins________________________________     Date: __October 30- November 3, 2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons**

                                                                                               

Alabama COS: standards  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]

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]

 

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

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

“What is the correct style for a 5 paragraph essay?  What do I need to know about writing for Writing Assessment and ACT Writing?”

Objective

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

The students will learn correct format for 5 paragraph essay and also for the Writing Portion of the ACT. 

Preview

(Before)

Activate Prior Knowledge

Quick Write

 

Page 1454 Example essay

 

 

Activate Prior Knowledge

Quick Write

 

Page 1454 Example essay

 

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

 

Activate Prior Knowledge

Quick Write

 

 

Page 1454 Example essay

 

 

  Instruction

         (During)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(After)

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 


Carousel Brainstorm

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

 

 

Carousel Brainstorm

 

Think-Pair-Share

 

Summarizing

Extension/

Refining

 

 

 

 

 

Homework

Essay question

 

 

 

 

 

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:

“How important is a thesis statement and how do I write one?”

“What are some examples of transition words?”

“What kind of sentence structure is best for essay writing?” 

“How important is format in essay writing?”

“How do proofread my own essay?”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

Go over rules in book.

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

 

Partner/small group

Graphic Organizer

 

Pg 1450 Tense and Point of view

Pg 1452 Revising

Pg 1453 Sentence Fluency

Pg 1455 Proof reading

 

R34  College Application Essay

R44 Rubric for Wriring

R46 Student Sample Persuasive Essay

 

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

 

 



English 11/ English 11 Honor's
Due Date: 10/23/2017
Subject: English 11 Honors

 

 

Prattville High School

LESSON PLANS

 

 

Teacher: ____Jerkins________________________________     Date: __October 23, - October 27, 2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons**

                                                                                               

Alabama COS: standards  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]

 

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]

 

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]

 

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]

 

 

 

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

“How does Arthur Miller’s play, “The Crucible” reflect society? How is this play relative in the world we live in today?”

 

*STUDENTS OUT*

“How does Arthur Miller’s play, “The Crucible” reflect society? How is this play relative in the world we live in today?” “What kind of foods did the Puritans in Salem 1692 eat?”

“How does Arthur Miller’s play, “The Crucible” reflect society? How is this play relative in the world we live in today?”“What kind of foods did the Puritans in Salem 1692 eat?”

“How does Arthur Miller’s play, “The Crucible” reflect society? How is this play relative in the world we live in today?”“What kind of foods did the Puritans in Salem 1692 eat?”

“How does Arthur Miller’s play, “The Crucible” reflect society? How is this play relative in the world we live in today?”“What kind of foods did the Puritans in Salem 1692 eat?”

Objective

Students will determine author’s point of view, central idea, and draw inferences from the text.

They will also compare/contrast the written play with media. 

Students will watch “The Crucible” and bring dishes from Salem 1692.  They will compare/contrast the play with the movie .

Students will watch “The Crucible” and bring dishes from Salem 1692.  They will compare/contrast the play with the movie .

Students will watch “The Crucible” and bring dishes from Salem 1692.  They will compare/contrast the play with the movie .

Students will watch “The Crucible” and bring dishes from Salem 1692.  They will compare/contrast the play with the movie .

Preview

(Before)

Activate Prior Knowledge

Quick Write

 

 

 

 

Activate Prior Knowledge

Quick Write

 

 

 

Activate Prior Knowledge

Quick Write

Activate Prior Knowledge

Quick Write

Activate Prior Knowledge

Quick Write

 

  Instruction

         (During)

 

 

 


(After)

Close Reading

Summarizing

3-2-1

“The Crucible” (each class ended on different pages: will pick up where we left off on Friday)

LISTEN TO AUDIO VERSION

 

Think-Pair-Share

 

Summarizing

Watch “The Crucible” and compare/contrast to the play. 

Bring food from Salem 1692

Watch “The Crucible” and compare/contrast to the play. 

Bring food from Salem 1692

Watch “The Crucible” and compare/contrast to the play. 

Bring food from Salem 1692

Watch “The Crucible” and compare/contrast to the play. 

Bring food from Salem 1692

Extension/

Refining

 

 

 

 

 

Homework

Essay question

 

 

 

 

 

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:

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

Close Read

 

Watch video of “The Crucible”

 

Watch video of “The Crucible”

 

Watch video of “The Crucible”

 

Watch video of “The Crucible”

 

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

Partner/small group

 

Partner/small group…food from Salem 1692

 

Partner/small group…food from Salem 1692

 

 

Partner/small group…food from Salem 1692

 

 

Partner/small group…food from Salem 1692

 

 

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

 



English 11
Due Date: 10/16/2017
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

 

Teacher: ____Jerkins________________________________     Date: __October 16, - October 20,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons**                                                          

                                                                                               

Alabama COS: standards   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]

 

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]

 

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]

 

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]

 

 

 

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 

 

 



English 11 Honor's
Due Date: 10/16/2017
Subject: English 11 Honors

 

Prattville High School

LESSON PLANS

 

 

Teacher: ____Jerkins________________________________     Date: __October 16, - October 20,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons**                                                          

                                                                                               

Alabama COS: standards   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]

 

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]

 

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]

 

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]

 

 

 

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 

 

 



English Honor's 11
Due Date: 10/11/2017
Subject: English 11 Honors

Prattville High School

LESSON PLANS

 

 

Teacher: ____Jerkins________________________________     Date: __October 11, - October 13,  2017 ________________________Subject: ____English__________________________  Block: ____________________1,2,3,5,7 Regular and Honor’s English __**Honor’s Enlgish students will also be reading/discussing “The Help” along with grammar lessons**                                                          

                                                                                               

Alabama COS: standards   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]

 

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]

 

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]

 

 

 

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

“How does Arthur Miller’s play, “The Crucible” reflect society?”

“How does Arthur Miller’s play, “The Crucible” reflect society?”

“How does Arthur Miller’s play, “The Crucible” reflect society?”

“How does Arthur Miller’s play, “The Crucible” reflect society?”

“How does Arthur Miller’s play, “The Crucible” reflect society?”

          Objective

Students will determine author’s point of view, central idea, and draw inferences from the text.

Students will determine author’s point of view, central idea, and draw inferences from the text.

Students will determine author’s point of view, central idea, and draw inferences from the text.

Students will determine author’s point of view, central idea, and draw inferences from the text.

Students will determine author’s point of view, central idea, and draw inferences from the text.

Preview

(Before)

 

 

Activate Prior Knowledge

Quick Write

Activate Prior Knowledge

Quick Write

Activate Prior Knowledge

Quick Write

 

  Instruction

         (During)

 

   

           

(After)

 

 

Close Reading

Summarizing

3-2-1

“The Crucible” (each class ended on different pages: will pick up where we left off on Friday)

LISTEN TO AUDIO VERSION

 

Think-Pair-Share

Summarizing

Close Reading

Summarizing

3-2-1

“The Crucible” (each class ended on different pages: will pick up where we left off on Friday)

 

LISTEN TO AUDIO VERSION

 

 

 

Think-Pair-Share

Summarizing

Close Reading

Summarizing

3-2-1

“The Crucible” (each class ended on different pages: will pick up where we left off on Friday)

 

LISTEN TO AUDIO VERSION

 

Think-Pair-Share

Summarizing

Extension/

Refining

 

 

 

 

 

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:

OUT

OUT

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Daily questions concerning “The Salem Witch Trials” and “The Crucible”

Teacher Presentation:   I DO  

MINUTES ___

 

Resources:

 

 

 

 

Read together

Close Read

TEST ON ACT I

Read together

Close Read

Read together

Close Read

 

Guided Practice:

WE DO

 

MINUTES ___

 

 

Resources:

 

 

 

 

Partner/small group

 

Partner/small group

 

Partner/small group

 

Independent Practice:

YOU DO

 

MINUTES ___

 

Tier II Intervention:

 

Tier III Intervention:

 

Resources:

 

 

 

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.

Summarize daily reading with partner, then share with whole group.



Parts of Speech ACT Prep
Due Date: 9/5/2017
Subject: English 11 Honors

Jerkins

September 5-8, 2017  

English 11

 

EL.11.10

Edit writings, including student papers, for correct parallel form in clauses in a series and with correlative conjunctions and for correct use of subject-verb agreement with subjects with intervening phrases; subjects with collective nouns; subjects with indefinite pronouns when the verb form depends on the rest of the sentence; and subjects in sentences with correlative conjunctions or in inverted order.

 

EL.11.10.a

Editing writings for mechanics, usage, grammar, and style

 

 

Students will be able to correct parts of speech in passages and correct their own writing. 

Grammar:  Parts of Speech

Literature Book, Worksheets, Student Work (for editing)

 

ACT practice Test (grammar/parts of speech)

 

Students will work in groups to correct and edit writing samples.  Students will also do ACT practice for grammar/parts of speech.

 

WTL

Pre-writing activities/quick writes

 

WTL

Records own/group thinking on board/notes*

 

INQ

Ask questions to check for understanding, clarify, problem solve, and metacognate

 

7c

Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge.

 

4

Homework and Practice

 

6

Cooperative Learning

 

7e

Encourage students to lead feedback sessions.

 

3.1

Activate or supply background knowledge

 

 BEFORE:   Activate Prior Knowledge:  Students will write down rules for subject/verb agreement. (Different rules each day of the week)

DURING: Group Work:  Discussion and correcting writing passages.  

Use Textbook to find examples of parts of speech from hand-out.

AFTER:  Graphic Organizer/3-2-1

Write questions for following day activity.

 

 

 

 

 



English 11
Due Date: 8/28/2017
Subject: English 11 Honors

*The lesson was extended due to the following:

Early release on Monday, Aug. 21st , Writing Assessment on Tuesday, Aug. 22nd, Block Schedule on Wednesday and Thursday, and assembly on Friday, Aug. 25th.

 

 

Standards

EL.11.1

Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present.

EL.11.2.a

Explaining use of allusions

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]

CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Essential Question:

"How does literature shape or reflect society?"

 

Literary analysis and objective: Students will read"The Life You Save May Be Your Own" by Flannery O'Connor page 1011

 

*Students will turn in project from last week on "A Rose for Emily"  and will present projects for class.

 

 

 

Lesson / Instruction

Bellringer: Students will write 1 full paragraph about a conflict that they have recently had in their own life.  

Open discussion about conflict/resolution.

 

 

 

BEFORE: Page 1010  Background information:   Flannery O'Connor  Southern Gothic Literature

Time line on pages 692-701-  Activate Prior Knowledge 

"Before You Read" page 1010- Think-Pair-Share 

"The Life You Save May By Your Own" by Flannery O'Connor

 

DURING:  Close Read:"The Life You Save May By Your Own"  Whole group

Analyze structure while reading and look for conflict and resolution.

3-2-1 (Write 3 questions about the text. Write 2 predictions based on the text. Make 1 connection based on the text).

 

AFTER:

Students will do Critical Reading Questions 1-5 on page1023(for class discussion) One question and one comment

Students will do Literary AnalysisQuestions 1-5 on page 1024- Small group

Students will write an essay (pg 1025) Writing.   Individual

 

Differentiation / Accommodations

Support for less proficient readers:  make sure the students have completed the "Before You Read" and "Making Connections" pages.  These pages provide abbreviated skills instruction and a summary.  For struggling learners, have them write down questions they may have as we read the text.  Go over questions/answers with students.  

Homework / Evidence of Learning

Students need to make sure they have read pages1010-1025

Instructional Strategies

1

Identifying Similarities and Differences

1b

Engage students in comparing, classifying, and creating metaphors and analogies.

6

Cooperative Learning

7d

Keep feedback timely and specific.

Materials / Resources / Technology

Prentice Hall Literature Course 2 "The American Experience 1900 to Present"

Alabama Common Core Edition 

 

 

 

 

11th Regular English

Standards

EL.11.1

Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present.

EL.11.2.a

Explaining use of allusions

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]

CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Essential Question:

"How does literature shape or reflect society?"

 

Literary analysis and objective: Students will read"The Life You Save May Be Your Own" by Flannery O'Connor page 1011

 

 

 

Lesson / Instruction

Bellringer: Students will write 1 full paragraph about a conflict that they have recently had in their own life.  

Open discussion about conflict/resolution.

 

 

 

BEFORE: Page 1010  Background information:   Flannery O'Connor  Southern Gothic Literature

Time line on pages 692-701-  Activate Prior Knowledge 

"Before You Read" page 1010- Think-Pair-Share 

"The Life You Save May By Your Own" by Flannery O'Connor

 

DURING:  Close Read:"The Life You Save May By Your Own"  Whole group

Analyze structure while reading and look for conflict and resolution.

3-2-1 (Write 3 questions about the text. Write 2 predictions based on the text. Make 1 connection based on the text).

 

AFTER:

Students will do Critical Reading Questions 1-5 on page1023(for class discussion) One question and one comment

Students will do Literary AnalysisQuestions 1-5 on page 1024- Small group

Students will write an essay (pg 1025) Writing.   Individual

 

Differentiation / Accommodations

Support for less proficient readers:  make sure the students have completed the "Before You Read" and "Making Connections" pages.  These pages provide abbreviated skills instruction and a summary.  For struggling learners, have them write down questions they may have as we read the text.  Go over questions/answers with students.  

Homework / Evidence of Learning

Students need to make sure they have read pages1010-1025

Instructional Strategies

1

Identifying Similarities and Differences

1b

Engage students in comparing, classifying, and creating metaphors and analogies.

6

Cooperative Learning

7d

Keep feedback timely and specific.

Materials / Resources / Technology

Prentice Hall Literature Course 2 "The American Experience 1900 to Present"

Alabama Common Core Edition 

 

 

9th grade Career Prep



English 11 Honor's
Due Date: 8/28/2017
Subject: English 11 Honors

*The lesson was extended due to the following:

Early release on Monday, Aug. 21st , Writing Assessment on Tuesday, Aug. 22nd, Block Schedule on Wednesday and Thursday, and assembly on Friday, Aug. 25th.

 

 

Standards

EL.11.1

Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present.

EL.11.2.a

Explaining use of allusions

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]

CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Essential Question:

"How does literature shape or reflect society?"

 

Literary analysis and objective: Students will read"The Life You Save May Be Your Own" by Flannery O'Connor page 1011

 

*Students will turn in project from last week on "A Rose for Emily"  and will present projects for class.

 

 

 

Lesson / Instruction

Bellringer: Students will write 1 full paragraph about a conflict that they have recently had in their own life.  

Open discussion about conflict/resolution.

 

 

 

BEFORE: Page 1010  Background information:   Flannery O'Connor  Southern Gothic Literature

Time line on pages 692-701-  Activate Prior Knowledge 

"Before You Read" page 1010- Think-Pair-Share 

"The Life You Save May By Your Own" by Flannery O'Connor

 

DURING:  Close Read:"The Life You Save May By Your Own"  Whole group

Analyze structure while reading and look for conflict and resolution.

3-2-1 (Write 3 questions about the text. Write 2 predictions based on the text. Make 1 connection based on the text).

 

AFTER:

Students will do Critical Reading Questions 1-5 on page1023(for class discussion) One question and one comment

Students will do Literary AnalysisQuestions 1-5 on page 1024- Small group

Students will write an essay (pg 1025) Writing.   Individual

 

Differentiation / Accommodations

Support for less proficient readers:  make sure the students have completed the "Before You Read" and "Making Connections" pages.  These pages provide abbreviated skills instruction and a summary.  For struggling learners, have them write down questions they may have as we read the text.  Go over questions/answers with students.  

Homework / Evidence of Learning

Students need to make sure they have read pages1010-1025

Instructional Strategies

1

Identifying Similarities and Differences

1b

Engage students in comparing, classifying, and creating metaphors and analogies.

6

Cooperative Learning

7d

Keep feedback timely and specific.

Materials / Resources / Technology

Prentice Hall Literature Course 2 "The American Experience 1900 to Present"

Alabama Common Core Edition 

 

 

 

 

11th Regular English

Standards

EL.11.1

Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present.

EL.11.2.a

Explaining use of allusions

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]

CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Essential Question:

"How does literature shape or reflect society?"

 

Literary analysis and objective: Students will read"The Life You Save May Be Your Own" by Flannery O'Connor page 1011

 

 

 

Lesson / Instruction

Bellringer: Students will write 1 full paragraph about a conflict that they have recently had in their own life.  

Open discussion about conflict/resolution.

 

 

 

BEFORE: Page 1010  Background information:   Flannery O'Connor  Southern Gothic Literature

Time line on pages 692-701-  Activate Prior Knowledge 

"Before You Read" page 1010- Think-Pair-Share 

"The Life You Save May By Your Own" by Flannery O'Connor

 

DURING:  Close Read:"The Life You Save May By Your Own"  Whole group

Analyze structure while reading and look for conflict and resolution.

3-2-1 (Write 3 questions about the text. Write 2 predictions based on the text. Make 1 connection based on the text).

 

AFTER:

Students will do Critical Reading Questions 1-5 on page1023(for class discussion) One question and one comment

Students will do Literary AnalysisQuestions 1-5 on page 1024- Small group

Students will write an essay (pg 1025) Writing.   Individual

 

Differentiation / Accommodations

Support for less proficient readers:  make sure the students have completed the "Before You Read" and "Making Connections" pages.  These pages provide abbreviated skills instruction and a summary.  For struggling learners, have them write down questions they may have as we read the text.  Go over questions/answers with students.  

Homework / Evidence of Learning

Students need to make sure they have read pages1010-1025

Instructional Strategies

1

Identifying Similarities and Differences

1b

Engage students in comparing, classifying, and creating metaphors and analogies.

6

Cooperative Learning

7d

Keep feedback timely and specific.

Materials / Resources / Technology

Prentice Hall Literature Course 2 "The American Experience 1900 to Present"

Alabama Common Core Edition 

 

 

9th grade Career Prep