English 2: Quarter 2 Lesson Plans

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject:10th Grade/ English 2
Lesson and/or Unit: HMH Collection 5: Absolute Power
Amount of Time: 10 Weeks

LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
LAFS.910.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.910.W.1.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
LAFS.910.W.1.1.b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
LAFS.910.W.1.1.c Use words, phrases, and clauses 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.
LAFS.910.W.1.1.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.
LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.L.2.3.a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
LAFS.910.L.2.3 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.
LAFS.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.910.L.3.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LAFS.910.L.3.5.b Analyze nuances in the meaning of words with similar denotations.
 Learning Focus: Analyze interactions between character and theme.

Student Learning Objective: The student will be able to analyze interactions between characters and theme. The student will be able to analyze representations of a scene. The student will be able to analyze historical text. The student will be able to analyze how an author draws on Shakespeare. The student will be able to make and support inferences about word choice.

Objectives by Text: The student will be able to…

  • Macbeth– analyze interactions between characters and theme.
  • “Why Read Shakespeare”- analyze the use of rhetoric in an argument.
  • Film from Macbeth on the Estate– analyze representations of a scene.
  • History from Holinshed’s Chronicles– analyze historical text.
  • “The Macbeth Murder Mystery”- analyze how an author draws on Shakespeare.
  • “5 P.M., Tuesday, August 23, 2005” – make and support inferences about word choice.


Assessment For Learning (Summative or Formative): 

  • Research paper/ Documented Essay: Analytical Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  1. October Voice Journal
  2. Published Fall Writing Interim Rewrite
  3. November Voice Journal
  4. Make-Up Assignment
  5. December Voice Journal
  6. Prefix, Suffix, Root Booklet
  7. Macbeth Packet
  8. Macbeth Performances
  9. No Red Ink Quarter 2 Test
  10. ThinkCERCA Quarter 2 Average
Characteristics of the Exemplary Work Product/Lesson Outcome:

 see FSA Writing rubric

Key/Essential Questions: What is the use of rhetoric to analyze an argument?


Key/Academic Vocabulary: HMH Collection 5 & Write Starts

rhetoric, iambic pentameter

 (See weekly daily Write Starts words)

Materials/Items Needed: HMH Collection 5 (digital or copies made by teacher), Write Starts Grade 10

  • Grammar Practice (No Red Ink Quizzes)
  • Journal/ Writing Practice (Write Starts)
  • Vocabulary Practice (Write Starts)
  • Other:

Write Starts Vocab./ No Red Ink (NRI)

*Write Starts vocabulary and No Red Ink assignments from 1st quarter were added so we could complete them.

Week 11: Waft, Sanguine/ NRI

Week 12: Yammer, Zenith/ NRI Diagnostic

Week 13: Abrogate, Belie/ NRI Identifying Sentences and Fragments Practice

Week 14: Capricious, Delve/ NRI Iden. Sent. and Frag. Quiz, NRI Components of a Sentence #1 Practice

Week 15: Extol, Facetious / NRI Components of a Sent. #1 Quiz, NRI Components of a Sent. #2 Practice

Week 16: Garrulous, Hector/ NRI Components of a Sent. #2 Quiz, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 17: Inculcate, Jejune/ NRI Conn. Clauses w/ Colons & Semicolons Quiz, NRI punctuation w/ conjunctions practice

Week 18: Lugubrious, Magnanimous/ NRI punctuation w/ conjunctions quiz, NRI adjectives practice

Week 19: Ostensible, Perfunctory/ NRI adjectives quiz, NRI Identifying Parts of Speech #3 practice

Week 20: Resolute, Scintillate/ NRI Identifying Parts of Speech #3 quiz, NRI Commonly Confused Words #2 practice


Week 11: Shakespeare’s Life and Works Group Research, Group Presentations, UPDATE: Gables Stage Performance of Modernized “Julius Caesar” ( Periods 1 & 3 )

Week 12: Pep Rally (Thursday), Bellringers 26-27. ThinkCERCA #2. NRI Quiz: Finish Identifying Parts of Speech #3.  Post-Lit Notes Activity. Continue Shakespeare’s Life and Works Group Presentations. Begin reading MacbethInformational Essays- Introductions. Rewrite Fall Writing Interim Introductions.

Week 13: Bellringers 28-29. NRI Quiz: Commonly Confused Words #2. Introductions are DUE! Mid-Year Assessments on Wednesday!  Rewriting Body Paragraphs. Continue reading Macbeth (See activities in packet).

Week 14: THANKSGIVING! ONLY TWO DAYS OF SCHOOL. ASVAB test. Bellringer 30. Body Paragraphs are DUE! Work on conclusions.

Week 15: Bellringers 31-32. Conclusions are DUE! Type up entire essay using desired format. Continue Macbeth packet

Week 16: Bellringers 33-34. ThinkCERCA #6.  Review 10th Grade Mid-Year Interim Passage #1. Bellringer (Extol) Example. HOUR OF CODE.

Week 17: Bellringer 35. Review 10th Grade Mid- Year Interim Passage #2.  ThinkCERCA #7. Review “Why Read Shakespeare” by Mack in Macbeth packet. Begin Macbeth Act 1, scene 1.

Week 18: Bellringers (inculcate, jejune). ThinkCERCA #8. NRI Single vs. Plural Possessives Practice.  Review 10th Grade Mid- Year Interim Passage #3. Finish Macbeth Act 1 (Collaborative Study Groups/ Cornell Notetaking). NRI Quiz: Lists. Finish creating Digital Portfolios. (Email portfolio links to msdrellis@gmail.com)

Week 19: Bellringers (Weekly Inspiration,lugubrious, magnanimous, ostensible). ThinkCERCA #9. NRI Second Quarter Grammar Review (Your test next week will cover the following:

  • Single vs. Plural Possessives
  • Lists
  • Active/ Passive Voice
  • Commonly Confused Words #2
  • Identifying Parts of Speech #3
  • Connecting Clauses w/ Colons and Semicolons. 
  • NOTE: The review is quite long. Do not wait until the end of the week to start your practice exercises.

Review 10th Grade Mid- Year Interim Passage #4.  Review MYA Assessment Final Publication Grades. NRI Single vs. Plural Possessives Quiz. Macbeth Act 2 & 3.

Week 20: Bellringer (Weekly Inspiration, perfunctory, resolute). ThinkCERCA #10. NRI Vague Pronouns Practice. Review 10th Grade Mid- Year Interim Passage #5. NRI Second Quarter Grammar Test.Macbeth Acts 4 & 5. Choose play performance groups. Grade book Closed.

DI: HMH Close Reader: Collection 1

  • Student- Teacher Writing Conferences

Exit Slips:

  • Review daily EQ and objective
Differentiation Notes: Technology Integration

  1. www.hmhfyi.com Extension activities
  • HP Tablets
  • One Drive
  • One Note Class Notebook
  • No Red Ink
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time

  •  Extended time
Other: Specified in IEP or 504 plan.
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes
  • Usage

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND texts.

Week 1: Daily Voice Journal entries, ThinkCERCA #1

Week 2: Daily Voice Journal entries, ThinkCERCA #2

Week 3: Daily Voice Journal entries, ThinkCERCA #3, NRI

Week 4: Daily Voice Journal entries, ThinkCERCA #3, NRI

Week 5: Daily Voice Journal entries, ThinkCERCA #4, NRI

Week 6: Daily Voice Journal entries, ThinkCERCA #5, NRI

Week 7: Daily Voice Journal entries, ThinkCERCA #6, NRI

Week 8: Daily Voice Journal entries, ThinkCERCA #7, NRI

Week 9: Daily Voice Journal entries, ThinkCERCA #8, NRI

Week 10: Daily Voice Journal entries, ThinkCERCA #9, NRI

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