SOUTHWEST JUNIOR HIGH
PRODUCTIVE GROUP WORK
Week __ Lesson Plans
Subject: Pre-AP English
Grade 9
Date 1/17 – 1/20
Summary for the Week
Day 1: In-Service
Day 2: Finish reading Act I, Questions, Scenes 3-5
Day 3: Reading quiz, Act I, begin Act II w/ CD
Day 4: Reading Act II, continue working on Questions
Day 5: Turn in Questions, Act II, Quiz Act II
Lesson Outlines
Day 1
In-service
Day 2
Focus:
Outcomes:
OV.1.9.4 Participate in a variety of such speaking activities as scenes
from a play, oral book reports,
monologues, memorization of lines, character analysis, and literary
reviews; R.9.9.1 Connect own
background knowledge, including personal experience and perspectives
shaped by age, gender, class, or
national origin, to determine author’s purpose; R.9.9.4 Recognize how
works of a given period reflect
author’s background, historical events, and cultural influences; R.10.6.13
Define and identify examples of
dramatic conventions, including soliloquy, aside, monologue, dialogue,
and character types; R.10.6.14
Compare and contrast the elements of character, setting, and plot in
drama; R.10.6.15 Describe how stage
directions help the reader understand the setting, mood, characters, plot,
and theme; R.10.9.11 Read a
variety of dramatic selections, including an Elizabethan tragedy;
R.10.9.16 Define and identify the
elements of Elizabethan; R.10.9.17 Read a variety of literary and content
prose; R.10.9.18 Recognize the
influence of historical context on the form, style, and point of view of a
written work; R.10.9.19 Identify
the characteristics that distinguish literary forms from different cultures;
R.10.9.20 Identify and define
literary terms; R.10.9.22 Identify literary elements in a work; R.11.9.1
Expand vocabulary through reading,
listening, and discussing; W.5.9.9 Write across the curriculum.
Springdale Public Schools: LfL
Rothenberg & Fisher, 2010
Link to Background Knowledge: review information in
video, emphasis on why Shakespeare is still studied & so
well-known world-wide
Key Language & Vocabulary: iambic pentameter, blank
verse, couplets, prologue, soliloquy, aside
Modeling: remind students of the set-up for the sideby-side text; don’t ignore the original text
Student Interaction: finish questions for Act I; library
as needed
Assessment Date: Reading Quiz Wednesday, Act I
Reflection:
Day 3
Focus:
R.10.6.13 Define and identify examples of dramatic conventions,
including soliloquy, aside, monologue,
dialogue, and character types; R.10.6.15 Describe how stage directions
help the reader understand the
setting, mood, characters, plot, and theme; R.10.9.11 Read a variety of
dramatic selections, including an
Elizabethan tragedy; R.10.9.16 Define and identify the elements of
Elizabethan; R.10.9.17 Read a variety
of literary and content prose; R.10.9.19 Identify the characteristics that
distinguish literary forms from
different cultures; R.10.9.23 Explain the use of verbal irony, dramatic
irony, and situational irony; R.11.9.1
Expand vocabulary through reading, listening, and discussing; R.11.9.3
Use reference materials including
glossary, dictionary, thesaurus, and available technology to determine
precise meaning and usage of words.
Link to Background Knowledge: review drama terms
Key Language & Vocabulary: soliloquy, aside, monologue,
irony
Modeling: look for examples of verbal irony
Student Interaction: Reading Quiz Act I; listening to
Act II together
Assessment Date: Reading Quiz Act I
Springdale Public Schools: LfL
Rothenberg & Fisher, 2010
Reflection:
Day 4
Focus:
R.10.6.13 ; R.10.6.15; R.10.9.11; R.10.9.16; R.10.9.17 ;R.10.9.19;
R.10.9.23; R.11.9.1; R.11.9.3
Link to Background Knowledge: distinction of
Elizabethan drama terms
Key Language & Vocabulary:
Modeling: continue with audio of Act II
Student Interaction: answer questions from Act II
Assessment Date: Reading Quiz Friday, Act II
Reflection:
Day 5
Focus:
R.10.6.13 ; R.10.6.15; R.10.9.11; R.10.9.16; R.10.9.17 ;R.10.9.19;
R.10.9.23; R.11.9.1; R.11.9.3
Link to Background Knowledge: use side-by-side text,
and textbook notes as needed
Key Language & Vocabulary: soliloquy, aside, monologue,
Modeling: finish audio of Act II
Student Interaction: Finish Questions, Act II
Assessment Date: Reading Quiz, Act II today
Reflection:
Springdale Public Schools: LfL
Rothenberg & Fisher, 2010