English 2, Quarter 3 Lesson Plans

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject:10th Grade/ English 2
Lesson and/or Unit: HMH Collection 3: Responses to Change
Amount of Time: 10 Weeks
 
LAFS:

RL.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.

RL1.2- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.2.6- Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

RI.1.2- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.W. 1.1.- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

RI. 3.7- Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

W. 1.1.- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W. 2.5- 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 Language standards 1–3 up to and including grades 9–10 on page 54.)

W. 2.6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SL. 1.2- Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

L.3.6.- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 Learning Focus: Analyze interactions between character and theme.

Student Learning Objective: The student will be able to read narratives and make inferences in order to analyze a text’s meaning.

Objectives by Text: The student will be able to…

  • Conclude Macbeth  objectives.
  • The Metamorphosis (Novella)- cite evidence to support inferences.
  • The Metamorphosis  (Graphic Novel)- analyze representations in different mediums.
  • FSA Prep- Use retaught strategies to achieve a passing score on the FSA Reading and Writing.
Assessment For Learning (Summative or Formative): 

  • Research paper/ Documented Essay: Argumentative 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. Phase 1: Digital Portfolio
  2. Macbeth Performances
  3. Macbeth Packet
  4. Marginal Note-taking: TV Packet
  5. Prepared for Practice FSA Writing Test
  6. FSA Writing
  7. FSA Review Participation
  8. FSA Practice Test
  9. The Metamorphosis Handout
  10. NRI: Quarter 3 Test
Characteristics of the Exemplary Work Product/Lesson Outcome:

 see FSA Writing rubric

Key/Essential Questions: Is change inevitable? Do the ways in which people respond to change reveal who they are?
Key/Academic Vocabulary: HMH Collection 3 & Write Starts

abstract, evolve, explicit, facilitate, infer

 (See weekly daily Write Starts words)

Materials/Items Needed: HMH Collection 3 (digital or copies made by teacher), Write Starts Grade 10
Bellringer/Engage:

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

Write Starts Vocab./ No Red Ink (NRI): in the weekly breakdown

Activities: 

  • COUNTDOWN TO FSA PREP.

Week 21: Bellringer (Weekly Eye-Opener, resolute, scintillate).  No ThinkCERCA. No NRI Quiz given in class. Practice for Macbeth Performances. Macbeth Packet Part 4.

Week 22: Bellringer (Weekly Inspiration, truncate, ubiquitous). No Red Ink Hyphens Practice. ThinkCERCA #1. No Red Ink Vague Pronouns Quiz. Practice for Macbeth Performances. Macbeth Packet Part 5.

  • Central Idea (RI)/ Review Argumentative Writing/Ethos, Pathos, Logos

Week 23: MACBETH PERFORMANCES ALL WEEK! Bellringer (Weekly Inspiration, vacuous, winnow).  No Red Ink Contractions Practice. Television Packet for FSA Prep Rotations (Do NOT Lose Packet). No Red Ink Hyphens Quiz.

  • Author’s Ideas/ Claims (RI)/ Fallacies/ Counterclaims & Rebuttals

Week 24: Bellringer (Weekly Inspiration, xenophobic, abscond). No Red Ink Comparative and Superlative Adjectives & Adverbs Practice. Finish Television Packet for FSA Prep Rotations. FSA Writing Review.  No Red Ink Quiz= NONE.

  • Cite Textual Evidence to Support Analysis (RL)/ Citing Evidence in Writing/ Elaboration

Week 25: Bellringer (Weekly Inspiration, beguile, churlish). No Red Ink Verb Tense #1 Practice.  FSA Writing Review. Timed Writing Practice- TV Prompt. Computer lab to work w/ FSA site. Black History Month Video OR BHM Video Word DocNo Red Ink Contractions Quiz & Comparative and Superlative Adjectives & Adverbs Quiz.

  • Meanings of words/ phrases (RI)/ Prompt analysis/ Timed writing from FSA Writing Practice test

Week 26: Bellringer (Weekly Inspiration, deleterious, expunge). All- Star Digital Portfolio Examples. No Red Ink Parallel Structure Practice & MLA Citation.  ThinkCERCA #2-3. Macbeth Packet Part 6 & 7 (Due Next Thursday).   No Red Ink Verb Tense #1 Quiz.

  • WRITING TEST – Review above strands w/ Group game

Week 27: Bellringer (Weekly Inspiration, Weekly Inspiration, feckless, harangue). Macbeth Packet Part 9 (Packet Due Thursday).

  • Author’s Choices (RL)/ Reflection on Performance/ Author’s Choices Informational Writing

Week 28: Bellringer  (Weekly Inspiration,  truncate, ubiquitous). NRI:  Choosing Appropriate Conjunctions Practice. ThinkCERCA #4: “Compton, Calif. reassesses native son Dr. Dre” by Angel Jennings. Collection #3: Responses to Change. No Red Ink Parallel Structure Quiz & MLA Citation.

  • Point of View or Cultural Experience (RL)/ POV/ Cultural Experience Writing

SPRING BREAK– FSA Reading Practice Test (Make a copy of my file in Google Drive’s “Handouts and Resources.”

Week 29: Bellringer (Weekly Inspiration, imbue, obsequious). No Red Ink Third Quarter Grammar Practice. ThinkCERCA #5-7. FSA Review: Reading. No Red Ink Choosing Appropriate Conjunctions Quiz.

  • Context clues/ Patterns of Word Changes (L)/ Patterns of Words Changes in Own Writing

Week 30: Bellringer (Weekly Inspiration, proselytize, relegate). No Red Ink Restrictive & Nonrestrictive Clauses Practice.  ThinkCERCA #8. No Red Ink Third Quarter Grammar Test. FSA Review: Reading. LAST WEEK BEFORE TEST!

  • Review ALL with Kahoot.it Game/ One-on- One Strategy session w/ Ms. Ellis

Exit Slips:

  • Review daily EQ and objective
Differentiation Notes: Technology Integration
Honors

  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
ELL

  •  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
  • TPCASTT
  • SOAPSTONE
  • 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.

 

Collection #3: Responses to Change

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Students: On this page, you will find the directions for your assignments in Collection #3, which begins on page 91 of your digital textbook.

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We will have our first Socratic Circle at the end of this unit.


Day 1:

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Think, Pair, Write, Share: Consider the above Chinese proverb. What does it mean?

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  • Copy your academic vocabulary into your Google Drive “Vocabulary” folder.

 

  • Read the background information on the writer Franz Kafka.

  • As you read, note details and pacing that help Kafka’s story evolve. Create the chart below to keep track of your information.

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A copy of this chart is in Google Drive.

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Example: (Please note this example is not finished. Your response must give at least three examples to substantiate your answer).

 A sense of reality was created for the main character because the author described how Gregor felt pain: Gregor attempts to open his bedroom door with his mouth and is overwhelmed with the pain of having to rotate with the door handle (Kafka lines 383-384).

Capture

 

Homework: Complete the analysis question in your “Metamorphosis” handout.


 

Day 2: Read from The Metamorphosis the Graphic Novel by Peter Kuper.

  1. Write your questions generated during the reading. (see digital handout in Google Drive)

  2. Complete questions #1-4 on page 126.

  3. Collaborative Discussion:

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Homework: Complete semantic maps for your vocabulary words. See your digital handout.

Ex:

Capture 1

Day 3: The Metamorphosis -Inspired Narrative Assignment

metamorphosis.jpg

  • Students will create an original narrative inspired by the themes and plot of Franz Kafka’s The Metamorphosis.

  • Directions for the assignment are located in Google Drive.

    • A link to the assignment is also provided here.

  • Due: April 15th  or April 18th 

Cultural Identity

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Sources of Cultural Identity

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Interview: Interview the person sitting in front of you. Ask them to describe the elements that make up their cultural identity. Write down their thoughts as they speak. (3 mins.) Students then switch and repeat. Share.

 

Gerard Addington D’Arcy Irvine’s “Identity: A Sonnet”

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Gallery Walk: Choose one (1) poem. Map out the speaker’s cultural identity by creating him/ her a Facebook page.

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How is one’s cultural identity contextualized through different mediums?

 

Individual Choice

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What do these three topics have in common?

Individual – Nature- Divine

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Choose your path:

Black or Gray?

 

 

Robert Frost’s “The Road Not Taken”

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Black Strips= Stanzas 1 & 3

Gray Strips= Stanzas 2 & 4

  • Make Connections: What’s the connection between the color of your strip and the stanza you read?

  • How is nature connected to individual choice in Frost’s poem?

  • Would you still pull the same strip?

    imgres-5.jpg

 

How is your life defined by individual choices?

Iambic Pentameter: Create a five (5) line poem that discusses how you deal with individual choice on a daily basis. You must include descriptions of nature to contextualize the ease or difficulty of your choice.

11th Grade Retaker Writing Review

 

Step by Step Guide to Writing an Essay


Extra Review Material

Review argumentative essays.

Writing Gallery Walk

Ethos, Pathos, Logos

  • Time Limit: 210 minutes for Retakers

  • Regular  Time limit: 120 minutes

 

Outline of Argumentative Essay

Dissecting the prompt 

  • Highlight the key words in the prompt.

  • Write the prompt in your own words on your planning sheet.

  • Determine the type of essay you should write based on the prompt directions.

  • Write the type of prompt largely on your planning sheet and circle it.

    • This will help you stay focused.

  • Start reading the sources/ taking minimal notes.

Creating Thesis Statements

Proofreading

Troubleshooting During theTest

  • If you are running out of time, close up your body paragraph with a closing sentence and write a quick conclusion.

  • If you only have time to write about two of your reasons and you originally put three in your thesis, delete your third reason from the thesis.

  • Remove personal pronouns by using words like “society” or “communities.”

    • i.e.- NO

      • Technology has a detrimental effect on us.

    • i.e.- YES

      • Technology has a detrimental effect on society.

Kahoot Review Game

  • FSA Kahoot Review Game

  • You won’t be able to play the game at home, but you should be able to see the questions.