Patrice Smith
2/22/16 – 2/26/16
Lesson Plans
Monday, February 22, 2016
PA WRITING STANDARDS
Types of Writing: 1.4.9: Writing to Inform: Research, develop, and compose complex
informational pieces (reviews, research papers, instructions, essays, articles, abstracts); apply
purpose/audience appropriate methods to develop the thesis; use discipline-specific vocabulary,
precise language, and relevant detail; use relevant graphics (maps, charts, graphs, tables,
illustrations, photographs); evaluate the validity and significance of primary and secondary sources
as related to the task;
KEYSTONE ENGLISH COMPOSITION STANDARDS – applied to Expository APA-formatted
Essay and Speech Preparation: C.E.1 Writing to Inform – Exposition C.E. 1.1.1: Write with a
sharp controlling point and an awareness of audience and expository task
C.E.1.1.2 Demonstrate and understanding of the purpose with relevant information, content and
details; C.E. 1.1.3 Use appropriate organizational strategies for expository writing (e.g.,
compare/contrast, cause/effect, problem/solution, process analysis, division/classification,
definition/examples
C.E. 1.1.4 Use precise language, stylistic techniques, and a variety of sentence structures to develop
and maintain an appropriate, objective tone.
C.E.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation
ESSENTIAL QUESTION
What strategies can be used to write, develop, and deliver a meaningful expository work which
includes a focused thesis statement, supporting materials, visual and audience-appropriate
examples?
LEARNING OUTCOMES, GROUPING AND MATERIALS
Academic English 12
Students will meet in the LHS Library computer lab to draft their 18th Century Impact research
project. Student selects an 18th C. person, place, invention, historic event, cultural or scientific
development they will research. Using credible scholarship, the student produces an APA-formatted
expository paper examining the background of selected topic as well as its long-term impact. Assignment
sheet and expectations/assessment sheet are located on teacher’s class home page. Complete first draft
package is due Thursday, Feb. 25, for Peer Edits.
Basic English 12
Students will meet in the LHS Library one more time to draft their Career Research paper..
English 12’s Career Research paper focuses on the student’s career choices, education required, finances
required, and eventual job-searches and long-term goals. Assignment sheet and expectations/assessment
sheet are located on teacher’s home page. Research package is due Thursday, Feb. 25.
MODIFICATIONS: For both Aca Eng. 12 and Bas. Eng. 12, teacher guides students through the
topic analysis and narrowing of topic focus; for Basic Eng. 12, teacher assists students in locating
legitimate and useful sources and avoiding questionable and unreliable sources.
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AP English
Students will select one of their Gulliver’s Travels discussion prompts and create a single Essay
Frame: Strong thesis statement followed by at least three examples of direct textual support. Complete in
one period and submit. If they complete the EF early, they may work with their Gulliver Groups to
prepare for in-depth discussions on each book, beginning tomorrow (Tuesday.) Independently, students
are reading Adichie’s Purple Hibiscus, due next Monday, Feb. 29.
Speech
In the LHS Library, students will meet in Mock Trial Fantasy teams to wrap up creation of case
materials based on an established fairy tale or folk legend. Assignment posted on teacher home page.
Tuesday, Feb. 23, 2016
LITERATURE STANDARDS
R11.A.2.: Understand nonfiction and poetry appropriate to grade level;
R11.A.1.1: Identify and apply the meaning of vocabulary in nonfiction and lyric poetry; R11.A.1.2;
Apply word recognition skills; R11.A.1.3: Make inferences, draw conclusions, and make
generalizations based on text; R11.A.1.4 Identify and explain main ideas and relevant details and
record summaries; R11.A.2.5: summarize a nonfictional and poetic text subsection; R11.A.2.6
Identify, describe and analyze genre of text
1.1.12.D: Demonstrate comprehension/understanding before reading, during reading, and after
reading on a variety of grade level texts to support understanding of a variety of literary works
from different cultures and literary movements.
R11.A.1.3: Make inferences, draw conclusions, and make generalizations based on text;
R11.A.1.4 Identify and explain main ideas and relevant details; ; R11.A.1.5: summarize poetic
narrative; Identify, describe and analyze genre of text
ESSENTIAL QUESTIONS
What strategies can be used to construct meaning through interpretation and to analyze and
evaluate an author’s use of techniques and elements of nonfiction and lyric poetry for rhetorical
and aesthetic purposes? How does historic context inform literature?
LEARNING OUTCOMES, GROUPING AND MATERIALS
Academic English 12
Students will read excerpts from Alexander Pope’s “The Rape of the Lock,” examine the
differences between Horatian and Juvenalian satire, and then transition into biography and “Satirical
Elegy” by Swift (England in Literature p. 291 ff.) Independently, students are wrapping up production of
an APA-formatted expository paper examining the background of selected topic as well as its long-term
impact. Assignment sheet and expectations/assessment sheet are located on teacher’s class home page.
Research materials should be brought Thursday and Friday for peer-checks; package is due next Monday,
Feb. 29.
Basic English 12
Same as above: Students will read excerpts from Alexander Pope’s “The Rape of the Lock,”
examine the differences between Horatian and Juvenalian satire, and then transition into biography and
“Satirical Elegy” by Swift (England in Literature p. 291 ff.) Independently, students are producing a
Career Research paper focusing on the student’s career choices, education required, finances required,
and eventual job-searches and long-term goals. Assignment sheet and expectations/assessment sheet are
located on teacher’s home page. Research package is due Thursday, Feb. 25.
MODIFICATIONS: For both Aca Eng. 12 and Bas. Eng. 12, teacher guides students through the
Lesson Plans Smith 2/22/16
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topic analysis and narrowing of topic focus; for Basic Eng. 12, teacher assists students in locating
legitimate and useful sources and avoiding questionable and unreliable sources.
AP English
In groups, students will present previously assigned section of Swift’s Gulliver’s Travels by
reading their assigned sections and responding to discussion questions; today’s section is Book I,
“Voyage to Lilliput,” other students are encouraged to respond, critique, and question. Independently,
students are reading Adichie’s Purple Hibiscus, due next Monday, Feb. 29.
Speech
Students will polish case materials based on researched Fairy Tale establishing a crime, charges,
witnesses and evidence to support a Mock Trial. Students work with Prosecution or Defense teams and
refine their questioning, case development.
Wednesday, February 24, 2016
LITERATURE STANDARDS
R11.A.2.: Understand nonfiction and poetry appropriate to grade level;
R11.A.1.1: Identify and apply the meaning of vocabulary in nonfiction and lyric poetry; R11.A.1.2;
Apply word recognition skills; R11.A.1.3: Make inferences, draw conclusions, and make
generalizations based on text; R11.A.1.4 Identify and explain main ideas and relevant details and
record summaries; R11.A.2.5: summarize a nonfictional and poetic text subsection; R11.A.2.6
Identify, describe and analyze genre of text
1.1.12.D: Demonstrate comprehension/understanding before reading, during reading, and after
reading on a variety of grade level texts to support understanding of a variety of literary works
from different cultures and literary movements.
R11.A.1.3: Make inferences, draw conclusions, and make generalizations based on text;
R11.A.1.4 Identify and explain main ideas and relevant details; ; R11.A.1.5: summarize poetic
narrative; Identify, describe and analyze genre of text
ESSENTIAL QUESTIONS
What strategies can be used to construct meaning through interpretation and to analyze and
evaluate an author’s use of techniques and elements of nonfiction and lyric poetry for rhetorical
and aesthetic purposes? How does historic context inform literature?
LEARNING OUTCOMES, GROUPING AND MATERIALS
Academic English 12
Students will read excerpts from Swift’s “The Beasts’ Confession” (photocopied) with a focus on
finding the targets of Swift’s satire; then, students will read excerpt from Gulliver’s Travels (England in
Literature p. 293 ff.) Finally, students will read the first few pages of “A Modest Proposal,” again
focusing on the targets of the satire. Independently, students are wrapping up production of an APAformatted expository paper examining the background of selected topic as well as its long-term impact.
Assignment sheet and expectations/assessment sheet are located on teacher’s class home page. Research
materials should be brought Thursday and Friday for peer-checks; package is due next Monday, Feb. 29.
Basic English 12
Students will read excerpts from Swift’s “The Beasts’ Confession” (photocopied) with a focus on
finding the targets of Swift’s satire; then, students will read excerpt from Gulliver’s Travels (England in
Literature p. 293 ff.) Finally, students will read the first few pages of “A Modest Proposal,” again
focusing on the targets of the satire. Research package is due next Thursday, Feb. 25.
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MODIFICATIONS: For both Aca Eng. 12 and Bas. Eng. 12, teacher guides students through the
topic analysis and narrowing of topic focus; for Basic Eng. 12, teacher assists students in locating
legitimate and useful sources and avoiding questionable and unreliable sources.
AP English Literature
In groups, students will present previously assigned section of Swift’s Gulliver’s Travels by
reading their assigned sections and responding to discussion questions; today’s section is Book II,
“Voyage to Brobdingnag,” other students are encouraged to respond, critique, and question.
Independently, students are reading Adichie’s Purple Hibiscus, due next Monday, Feb. 29.
Speech
Students will continue to refine Case Materials for extended Fairy Tale Mock Trial; the students
of both teams should be practicing testimony for Prosecution and Defense, both sub-teams should be
drafting applicable law, stipulations, charges, witness statements and potential evidence.
Thursday, February 25, 2016
PA WRITING STANDARDS
Types of Writing: 1.4.9: Writing to Inform: Research, develop, and compose complex
informational pieces (reviews, research papers, instructions, essays, articles, abstracts); apply
purpose/audience appropriate methods to develop the thesis; use discipline-specific vocabulary,
precise language, and relevant detail; use relevant graphics (maps, charts, graphs, tables,
illustrations, photographs); evaluate the validity and significance of primary and secondary sources
as related to the task;
KEYSTONE ENGLISH COMPOSITION STANDARDS – applied to Expository APA-formatted
Essay and Speech Preparation: C.E.1 Writing to Inform – Exposition C.E. 1.1.1: Write with a
sharp controlling point and an awareness of audience and expository task
C.E.1.1.2 Demonstrate and understanding of the purpose with relevant information, content and
details; C.E. 1.1.3 Use appropriate organizational strategies for expository writing (e.g.,
compare/contrast, cause/effect, problem/solution, process analysis, division/classification,
definition/examples
C.E. 1.1.4 Use precise language, stylistic techniques, and a variety of sentence structures to develop
and maintain an appropriate, objective tone.
C.E.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation
ESSENTIAL QUESTION
What strategies can be used to write, develop, and deliver a meaningful expository work which
includes a focused thesis statement, supporting materials, visual and audience-appropriate
examples?
LITERATURE STANDARDS
R11.A.2.: Understand nonfiction and poetry appropriate to grade level;
R11.A.1.1: Identify and apply the meaning of vocabulary in nonfiction and lyric poetry; R11.A.1.2;
Apply word recognition skills; R11.A.1.3: Make inferences, draw conclusions, and make
generalizations based on text; R11.A.1.4 Identify and explain main ideas and relevant details and
record summaries; R11.A.2.5: summarize a nonfictional and poetic text subsection; R11.A.2.6
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Identify, describe and analyze genre of text
1.1.12.D: Demonstrate comprehension/understanding before reading, during reading, and after
reading on a variety of grade level texts to support understanding of a variety of literary works
from different cultures and literary movements.
R11.A.1.3: Make inferences, draw conclusions, and make generalizations based on text;
R11.A.1.4 Identify and explain main ideas and relevant details; ; R11.A.1.5: summarize poetic
narrative; Identify, describe and analyze genre of text
ESSENTIAL QUESTIONS
What strategies can be used to construct meaning through interpretation and to analyze and
evaluate an author’s use of techniques and elements of nonfiction and lyric poetry for rhetorical
and aesthetic purposes? How does historic context inform literature?
Synonyms and Antonyms: R11.A.1.1.2
Syntax and parts of speech: R11.A.1.1.1; R11.A. 1.1.2 R11.A.2.1.1. and R11.A. 2.1.2
Words in context: R11.A.1.2.1; R11.A.1.2.2; R11.A.1.1.1 R11 A.1.1.2; R11 A.2.1.1; R11 A 2.1.2
ESSENTIAL QUESTIONS: How do word roots and affixes alter meaning in English words? How
can one determine meaning from context? How do synonyms and antonyms help define a word?
How does familiarity with parts of speech help in understanding and using vocabulary words?
How do connotation and denotation differ in English words?
LEARNING OUTCOMES, GROUPING AND MATERIALS
Academic English 12
Students will conduct a Critical Reading Workshop on each other’s 18th C. Impact Research
projects, doing checklists on all required segments and features and reading the first draft to edit for
fluency, logic, organization, focus, and writing conventions. Revised 18th C. Impact research project, due
Monday, Feb. 29.
Basic English 12
Students will conduct a Critical Reading Workshop on each other’s Career Research projects,
doing checklists on all required segments and features and reading the first draft to edit for fluency, logic,
organization, focus, and writing conventions. Assignment sheet and expectations/assessment sheet are
located on teacher’s class home page.
MODIFICATIONS: Academic and Basic English 12 classes are doing different research projects;
for both Aca Eng. 12 and Bas. Eng. 12, teacher continues to guide students through the research
topic analysis, narrowing of topic focus, evaluation of sources, and extension for topic’s long-term
impact; for Basic Eng. 12, teacher assists students in locating legitimate and useful sources and
avoiding questionable and unreliable sources.
AP English
In groups, students will present previously assigned section of Swift’s Gulliver’s Travels by
reading their assigned sections and responding to discussion questions; today’s section is BookIII,
“Voyage to Laputa,” other students are encouraged to respond, critique, and question. Independently,
students are reading Adichie’s Purple Hibiscus, due next Monday, Feb. 29. Discussion of Purple
Hibiscus and literary elements begins tomorrow. African-African-American Essay prompts on teacher
website.
Speech
Students will practice testimony and opening and closing statements for Mock Trial. Trials will
proceed next week.
Lesson Plans Smith 2/22/16
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Friday, February 26, 2016
PA WRITING STANDARDS
Types of Writing: 1.4.9: Writing to Inform: Research, develop, and compose complex
informational pieces (reviews, research papers, instructions, essays, articles, abstracts); apply
purpose/audience appropriate methods to develop the thesis; use discipline-specific vocabulary,
precise language, and relevant detail; use relevant graphics (maps, charts, graphs, tables,
illustrations, photographs); evaluate the validity and significance of primary and secondary sources
as related to the task;
KEYSTONE ENGLISH COMPOSITION STANDARDS – applied to Expository APA-formatted
Essay and Speech Preparation: C.E.1 Writing to Inform – Exposition C.E. 1.1.1: Write with a
sharp controlling point and an awareness of audience and expository task
C.E.1.1.2 Demonstrate and understanding of the purpose with relevant information, content and
details; C.E. 1.1.3 Use appropriate organizational strategies for expository writing (e.g.,
compare/contrast, cause/effect, problem/solution, process analysis, division/classification,
definition/examples
C.E. 1.1.4 Use precise language, stylistic techniques, and a variety of sentence structures to develop
and maintain an appropriate, objective tone.
C.E.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation
ESSENTIAL QUESTION
What strategies can be used to write, develop, and deliver a meaningful expository work which
includes a focused thesis statement, supporting materials, visual and audience-appropriate
examples?
LITERATURE STANDARDS
R11.A.2.: Understand nonfiction and poetry appropriate to grade level;
R11.A.1.1: Identify and apply the meaning of vocabulary in nonfiction and lyric poetry; R11.A.1.2;
Apply word recognition skills; R11.A.1.3: Make inferences, draw conclusions, and make
generalizations based on text; R11.A.1.4 Identify and explain main ideas and relevant details and
record summaries; R11.A.2.5: summarize a nonfictional and poetic text subsection; R11.A.2.6
Identify, describe and analyze genre of text
1.1.12.D: Demonstrate comprehension/understanding before reading, during reading, and after
reading on a variety of grade level texts to support understanding of a variety of literary works
from different cultures and literary movements.
R11.A.1.3: Make inferences, draw conclusions, and make generalizations based on text;
R11.A.1.4 Identify and explain main ideas and relevant details; ; R11.A.1.5: summarize poetic
narrative; Identify, describe and analyze genre of text
ESSENTIAL QUESTIONS
What strategies can be used to construct meaning through interpretation and to analyze and
evaluate an author’s use of techniques and elements of nonfiction and lyric poetry for rhetorical
and aesthetic purposes? How does historic context inform literature?
Lesson Plans
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LEARNING OUTCOMES, GROUPING AND MATERIALS
Academic English 12
Students will conduct a Critical Reading Workshop on each other’s 18th C. Impact Research
projects, doing checklists on all required segments and features and reading the first draft to edit for
fluency, logic, organization, focus, and writing conventions. Revised 18th C. Impact research project, due
Monday, Feb. 29.
Basic English 12
Students will conduct a Critical Reading Workshop on each other’s Career Research projects,
doing checklists on all required segments and features and reading the first draft to edit for fluency, logic,
organization, focus, and writing conventions. Assignment sheet and expectations/assessment sheet are
located on teacher’s class home page. Final Research Package – First Draft, two Critical Reads, Final
Draft – due Friday, March 4.
MODIFICATIONS: Academic and Basic English 12 classes are doing different research projects;
for both Aca Eng. 12 and Bas. Eng. 12, teacher continues to guide students through the research
topic analysis, narrowing of topic focus, evaluation of sources, and extension for topic’s long-term
impact; for Basic Eng. 12, teacher assists students in locating legitimate and useful sources and
avoiding questionable and unreliable sources
AP English Literature
In groups, students will present previously assigned section of Swift’s Gulliver’s Travels
by reading their assigned sections and responding to discussion questions; today’s section is Book IV,
“Voyage to Land of the Houyhnymns ,” other students are encouraged to respond, critique, and question.
Independently, students are reading Adichie’s Purple Hibiscus, due next Monday, Feb. 29. Discussion of
Purple Hibiscus cultural and literary elements begins tomorrow. African-African-American Essay
prompts on teacher website.
Speech
Students will rehearse opening statements, testimony, and closing arguments today; trials begin
next week.