Quarter 1- English II Lesson Plan

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject: 10th Grade/ English 2
Lesson and/or Unit: HMH Collection 1: Ourselves and Others
Amount of Time: 11 Weeks

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.3.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.910.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.
LAFS.910.RL.1.2 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.
LAFS.910.RL.1.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
LAFS.910.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.
LAFS.910.SL.1.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Learning Focus: Close Reading and evidence tracking through annotation.

Student Learning Objective: The student will be able to use digital technology to practice close reading and evidence tracking when analyzing multiple selections presented in diverse formats. The student will synthesize ideas about these analyses and will present their findings in a variety of products.

Objectives by Text: The student will be able to…

  • “What of This Goldfish, Would You Wish?”- analyze the impact of cultural background on point of view.
  • “The Wife’s Story”- analyze structures of a story and character development.
  • Court Opinion from Texas v. Johnson & “American Flag Stands for Tolerance”- analyze a Supreme Court decision, cite evidence used to make inferences in an editorial, and compare tone in two texts by analyzing the impact of word choice.
  • “My So-Called Enemy”– analyze how a director unfolds a series of ideas to advance a purpose and a point of view.
  • from The Universal Declaration of Human Rights unpack the aspects of a seminal document and examine its meaning.
  • “The Lottery” – analyze a writer’s choice in terms of pacing, word choice, tone, and mood.
  • “Without Title”- support inferences about theme.


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. English 2 Reading/ Writing Baseline
  2. Summer Reading Assignments
  3. Social Justice Manifesto Presentation
  4. Frayer Model- Collection 1 Vocab
  5. NRI Identifying Sentences and Fragments Quiz
  6. NRI Components of a Sentence #1 Quiz
  7. NRI Components of a Sentence #2 Quiz/ Fall Writing Interim
  8. NRI Connecting Clauses with Colons and Semicolons Quiz
  9. NRI Punctuating with conjunctions Quiz
  10. NRI Parts of Speech #3 Quiz
  11. ThinkCERCA Quarter 1 Average
Characteristics of the Exemplary Work Product/Lesson Outcome:

 see FSA Writing rubric

Key/Essential Questions: What is the impact of cultural background and point of view?


Key/Academic Vocabulary: HMH Collection 1 & Write Starts

discriminate, diverse, inhibit, intervene, rational (frayer model)

 (See weekly daily Starts Words)

Materials/Items Needed: HMH Collection 1 (digital or copies made by teacher), Write Starts Grade 10

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

Write Starts Vocab./ No Red Ink (NRI)

Week 1: Acquiesce

Week 2: Banal, Chide/ NRI Diagnostic

Week 3: Dogmatic, Efface/ NRI Identifying Sentences and Fragments Practice

Week 4: (sign-up for HRW) Fastidious, Garner, Heresy/ NRI Iden. Sent. and Frag. Quiz, NRI Components of a Sentence #1 Practice

Week 5: Innocuous, Jettison, / NRI Components of a Sent. #1 Quiz, NRI Components of a Sent. #2 Practice

Week 6: Sagacious, Languid/ NRI Components of a Sent. #2 Quiz, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Mitigate, Novel, Orthodox, Parsimonious, Quail/ NRI Conn. Clauses w/ Colons & Semicolons Quiz, NRI punctuation w/ conjunctions practice

Week 8: Recalcitrant, Sonorous, Trenchant/ NRI punctuation w/ conjunctions quiz, NRI adjectives practice

Week 9: Umbrage, Volition, Waft/ NRI adjectives quiz, NRI Identifying Parts of Speech #3 practice

Week 10: Sanguine, Yammer, Zenith/ NRI Identifying Parts of Speech #3 quiz, NRI Commonly Confused Words #2 practice

Week 11: Abrogate, Belie, Capricious/ NRI Commonly Confused Words #2 Quiz, NRI Active and Passive Voice practice


Week 1: Introduction, syllabus, tablets, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Ourselves and Others. Group Manifesto Project/ presentations

Week 3: Finish group presentations. Teach NRI Sentences and Fragments. Sign up for Digital HRW textbook (my.hrw.com). “What of This Goldfish, Would You Wish?” by Etgar Keret, Introduce analysis essay (tablet distribution)

Week 4: Wrap up group presentations. Teach NRI Components of a Sentence #1. Review ThinkCERCA questions missed on HW. Interim Essay (District), “The Wife’s Story” by Ursula Le Guin, character development chart, Speaking Activity: discussion, Introduce parts of an essay/ types of essays (tablet distribution)

Week 5: Teach NRI Components of a Sentence #2. Review ThinkCERCA questions missed on HW. Court Opinion from Texas v. Johnson by William J. Brennan & “American Flag, Stands for Tolerance” by Ronald J. Allen, Writing activities: comparison, analysis, Teach introductory paragraphs

Week 6: Teach NRI Connecting Clauses w/ Colons & Semicolons. Review ThinkCERCA questions missed on HW.  “My So-Called Enemy” Directed by Lisa Gossels, Speaking activity: argument, Teach body paragraphs

Week 7: Teach NRI punctuation w/ conjunctions. Review ThinkCERCA questions missed on HW. from The Universal Declaration of Human Rights by UN Commission on Human Rights, Teach conclusions

Week 8: Teach NRI adjectives. Review ThinkCERCA questions missed on HW. “The Lottery” by Shirley Jackson, Writing activity: letter, Examine analysis essays

Week 9: Teach NRI Identifying Parts of Speech #3. Review ThinkCERCA questions missed on HW.”Without Title” by Diane Glancy and The Story of Us: American Buffalo (HISTORY video), Speaking activity: Oral Narrative, Synthesize articles read 1st quarter

Week 10: Teach NRI Commonly Confused Words #2. Review ThinkCERCA questions missed on HW.Write drafts 1-2 of analysis essay

Week 11: Teach NRI Active and Passive Voice. Review ThinkCERCA questions missed on HW.Teacher- student writing conferences. Peer review/ final editing of analysis essay. Analytic essay due.

DI: HMH Close Reader: Collection 1

  1. “The Wife’s Story” by Ursula K. Le Guin
  2. from The Universal Declaration of Human Rights by UN Commission on Human Rights
  3. from Towards a True Refuge by Aung San Suu Kyi
  4. 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: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: Daily Voice Journal entries, ThinkCERCA #1, No Red Ink Diagnostic Assessment, Bring mobile device agreement, and technology fee.

Week 3: Daily Voice Journal entries, ThinkCERCA #2, No Red Ink Sentences and Fragment Practice Exercises

Week 4: Daily Voice Journal entries, ThinkCERCA #3, NRI Components of a Sentence #1 Practice

Week 5: Daily Voice Journal entries, ThinkCERCA #4, NRI Components of a Sent. #2 Practice

Week 6: Daily Voice Journal entries, ThinkCERCA #5, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Daily Voice Journal entries, ThinkCERCA #6, NRI punctuation w/ conjunctions practice

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

Week 9: Daily Voice Journal entries, ThinkCERCA #8, NRI Identifying Parts of Speech #3 practice

Week 10: Daily Voice Journal entries, ThinkCERCA #9, NRI Commonly Confused Words #2 practice

Week 11: Daily Voice Journal entries, ThinkCERCA #10, NRI Active and Passive Voice practice

Prefixes, Suffixes, and Roots Project

Prefixes, Suffixes, and Roots Project

Due: December 14 (even classes) or December 15 (odd classes)

Prefixes, Suffixes, and Roots Booklet -Updated

Full List of Prefixes, Suffixes, and Roots

Paper Booklet Example from Last Year

(Note: Your booklet will be a digital representation.)

PSR Booklet Cover

Your opening slide or screen must contain the cover page information.

PSR Table of Contents

Your table of contents MUST come after your first slide. If you are using Padlet or Glogster, ensure that your order the content in the screen in a logical progression according to my directions.

PSR Prefix Example Page

Example of how to create a prefix page. Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Suffix Example Page

Example of how to create a suffix page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Root Example Page









Example of how to create a root page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).


Your scores are based on the rubric that is at the end of your Prefix, Suffix, and Roots packet. (Look up! There is a digital copy at the beginning of this post.) Please find the points to letter grade breakdown below.



16-14= A

13-11= B

10-8= C

7-5= D

4-0= F







Dead Word Tombstone Assignment

RIP TombstoneDead Word Tombstone Assignment


In order to improve our vocabulary skills and minimize repetitiveness, we are going to eradicate our elementary terms.

  • Create a tombstone for a dead word according to the list below. No words may be reused. Check with your teacher for availability.
  • At the top of your tombstone, write the deceased word.
  • Honor’s Students: Write a eulogy to accompany your term. Your eulogy may be a piece of prose, poetry, or rap. (optional for other classes)
  • Use your thesaurus to locate at least three (3) adequate replacements for the departed word. Include your replacements at the bottom of your tombstone.
  • Please be creative and proofread your work.
  • I will grade you on grammar and the adequacy of the three alternative words you recommend.

Dead Words List:

  1. good
  2. bad
  3. sad
  4. scary
  5. happy
  6. a lot
  7. big
  8. small
  9. first
  10. last
  11. said
  12. gross
  13. like (I Like)
  14. got
  15. exciting
  16. wrong
  17. tired
  18. right
  19. sleepy
  20. take
  21. angry
  22. confused
  23. smart
  24. complicated
  25. dumb
  26. nice
  27. mean
  28. dirty
  29. because
  30. thing/ stuff
  31. funny
  32. beginner
  33. late
  34. new
  35. forgot

Student Example: Tombstone- Student Example

Death Awaits TombstoneDead Word Funeral

The following class period we will have a funeral for our fallen words. Please dress in black to create a somber mood in the classroom.Dead Word Funeral

Collaborative Blog Assignment

Guest blogging

Throughout the school year, pairs of students will be tasked with recording all pertinent information from Ms. Ellis’ class for their assigned week. The blog is due every Saturday at 8pm. Email your blog to Ms. Ellis at msdrellis@gmail.com.

Create your blog in a word document. I will copy and paste your information into our WordPress blog. Please PROOFREAD your work. I will not proofread each post. Your grade will be negatively affected if your blog is unorganized, missing information, or unedited.

Groups should be keeping track of the following information:

  1. Specific HW list from the entire week. (include assignment titles, directions, dates due).

  2. Notes on all texts read. (Be specific! Titles, authors, notes)

  3. Key vocabulary (include definitions)

  4. Class activities (i.e., bellringers, exit slips, group activities/ discussions, tests, etc.)

  5. Any other relevant information covered during the week.

Please see below for a template for your blog. (NOTE: Your blogs do not have to look identical. Feel free to add pictures from class or videos of my lectures. Maybe an inspirational video that you want to share with your classmates. Be sure that anything included is APPROPRIATE for an 11th grade classroom setting.)

Week 2 (August 31- September 4, 2015)

By: Name and Name

(Do not include last names. Include last initial if another student in class shares your first name)

Essential Question (can be found on the dry erase board)


Class Activities

Sites shown in class

Texts Read with Accompanying Notes

HW Completed Throughout the Week

Go get em tiger- small kitty pic

Introduction to HMH Collection 1: Ourselves and Others

Research a Social Justice Issue and Create a Manifesto Explaining How Your Group Would Fix the INJUSTICE

Stand speak act pic


Put yourselves into groups of three (3).

Research a social injustice currently occurring in today’s society. (ISIS beheading Christians/ imposing their religious beliefs on others, other radical groups imposing religious beliefs, Russia invading the Ukraine (human rights), Immigrants traveling to various countries to escape poverty, racism in the US/ Europe, etc.)

You may only choose one (1) social injustice issue.

  • Start research here:

  • Compile your findings into a Prezi presentation. (www.prezi.com)

    • include group member names on the first slide of your Prezi

    • include vital information about:

      • what country or peoples you are concerned about

      • what is going on (give specific details, dates, names, etc.)

      • whether there are people or organizations are already trying to help

  • Add a manifesto to your Prezi (see below)

Create a manifesto with your group members by answering the following questions:

  1. Are you ready to make a declaration? (if not, when will your group be ready? 6 months? a year? college? as an adult?)

  2. What are you ending? (i.e., is it a social injustice: racism, discrimination, gender inequality, LGBTQ+ rights, immigration crisis)

  3. What do you want the world to be like?

  4. What sort of community are you creating?

  5. Who are we? (“We” means you and your group members.)

  6. Who or what are you defeating?

  7. What way of being are you promoting?

  8. What actions are you encouraging?

  9. What can you build so others can live your idea?

Be sure your Prezi is pleasing to the eye. Add graphics, visuals, anything that helps your audience (your classmates/ teacher) understand the information presented.

Be sure your Prezi saves correctly!

 Need an example?

Example of manifesto

Coming to America Introduction: Group Activity



Imagine your group is the first to travel to North America.You are planning on living in North America permanently. (Think 17th century. The pilgrims came over to the New World September of 1620.)

Materials:  (all sheets will be submitted)

  1. Planning Sheet

  2. Lined Paper

  3. Printer Paper (from Ms. Ellis)

Jobs for Group Members:

  1. Scribe #1 (Jot down ideas on planning sheet)

  2. Scribe #2 (Clearly write down group’s specific explanatory paragraph of community’s design)

  3. Artist (Draw visual representation of explanation)

  4. Creative Thinkers (help group brainstorm the specific details of your society)

Video to get you brainstorming:


Get Started:

Create a planning sheet:

Where are you coming from?

What items would you bring? Why?

How many of you are making the voyage to the New World? (i.e., number of men, women, children, or lack thereof)

List from highest importance to lowest importance what you would do as soon as you disembark from your boat. (at least 10)

What laws would you institute to promote the American Dream? Be specific.

What does your community look like? Familial structure?

What is your procedure for meeting the indigenous peoples already residing in North America?

Name your community.

Explanation: (must be in paragraph format)

Write an explanation of your community on a separate sheet of paper. Be as specific as possible. The reader of your explanation should be able to clearly visualize what your community looks like, who lives there, how it came to be, and how the individuals function within its walls.

Visual Representation:

Draw your community. Include all important aspects! Make your explanation come to life.

Bellringer #1: Witness Protection Writing Exercise

Where will your character go?

Where will your character go?

Directions: (to be completed in your class journal)

Put a character in a situation entirely new to the character, e.g., college, a new school, a new job, a new city or country. Let the character improvise a new identity, as most of us do when we’ve moved into a new world. This exercise should not be about the new situation but about how the character adjusts herself and her mind to the new situation.

(Brian Kiteley. The 3 A.M. Epiphany: Uncommon Writing Exercises That Transform Your Fiction. 105-106. Cincinnati, OH. 2005)


  1. Date your journal entry.

  2. Plan. Brainstorm your ideas before writing.

  3. Come up with a creative title.

  4. Specificity (use specific details to enhance your writing)

  5. Vocabulary (utilize the words learned throughout high school career)

  6. Writing Techniques (i.e., incorporate figurative language, sensory details, imagery, tone)

Length: at least three (3) paragraphs

Last Minute Reminders for the FSA- Reading

Forgot what we reviewed the week before the test? Look below for a student- generated list of stuff you should know prior to taking your assessment.

What pic

  1. Bring headphones to the FSA Reading test.
  2. Set up your scrap sheet of paper as soon as you get it. ( At least 4 sections, write “T.E.” on the left side and “?s” on the right side)
  3. Read ALL of the directions FULLY!
  4. Read the questions prior to reading the passage.
  5. Shorthand all notes. (Use your CBT worksheet instead of the computer’s notepad)
  6. Never highlight full sentences or paragraphs.
  7. Short answer responses should be clear and concise.
  8. Write in COMPLETE sentences.
  9. Constantly manually save your work.
  10. Maintain same morning routine! (Do not overeat!) / Get a good night’s sleep.
  11. Grammar section: Be sure to rewrite answers even if you deem them correct! If you do not interact with the highlighted portion, the computer will mark your response incorrect.
  12. Do not take more than seven (7) minutes reading the passages.
  13. Do NOT discuss the test during or after taking it.
  14. Don’t leave the testing session early.
  15. Make sure all electronic devices are turned off or leave them at home.
  16. For the audio portion of the test, do not pass the introduction screen if  you cannot hear the “test” sound.
  17. Remember to take notes during the audio section.
  18. Notes should be written in your own words (PARAPHRASE)
  19. Do not copy answers! Your test and your teacher’s educator’s certificate are on the line.
  20. Maintain an appropriate pace during the test.
  21. Complete all questions! Use process of elimination.
  22. The strongest answer has the clearest connection to the question! Do not be fooled by the distractor.
  23. The test is two 90 minute sessions on two different days. Know your testing dates and be on time!
  24. Don’t alter the test’s background color unless you are sure!
  25. Use the line reader to focus on one sentence at a time.