Teacher: Chapman
Subject: Linked Learning English I-PAP
Tuesday
Monday
Day
Houston Independent School District
Secondary Lesson Plan Sheet
H.I.S.D. Objectives
Student Objectives
Ⓡ ELA.9.13B Structure ideas in a sustained and
persuasive (logical) way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in
timed and open-ended situations that include
transitions and the rhetorical devices used to convey
meaning.
Ⓡ ELA.9.13B Structure ideas in a sustained and
persuasive (logical) way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in
timed and open-ended situations that include
transitions and the rhetorical devices used to convey
meaning.
Ⓡ ELA.9.5B Analyze how authors develop complex yet
believable characters in works of fiction through a
range of literary devices, including character foils.
Ⓢ ELA.9.5A Analyze and discuss the purpose of nonlinear plot development (e.g., flashbacks,
foreshadowing, sub-plots, parallel plot structures) and
compare it to linear plot development.
Ⓡ ELA.9.17A.i Use and understand the function of
more complex active and passive tenses and verbals
(gerunds, infinitives, participles) in the context of
reading, writing and speaking.
Ⓡ ELA.9.17C Use a variety of correctly structured
sentences (e.g., compound, complex, compoundcomplex).
Ⓡ ELA.9.13C Revise drafts to improve style, word
choice, figurative language, sentence variety, and
subtlety of meaning after rethinking how well
questions of purpose, audience, and genre have been
addressed.
SWBAT:
-Analyze how an
author conveys tone
through diction and
imagery by
composing a tone
analysis essay in a
timed setting
SWBAT:
-Analyze how syntax
helps to create an
author’s unique style
as well as convey
voice
-Create sentences
which effectively
employ
prepositional,
participial and
infinitive phrases
Westside High School
Week of: Sept. 15-19, 2014
Teaching and Enrichment
Activities
Do First: Journal Prompt
Review: Tone/Diction
Lesson of the Day: Tone Analysis
Timed Writing
Activity 1: Tone Analysis of “The
Pie” or “The Story of an Hour”
List Resources and
Materials
-Student Journals
-LTF Style Analysis
Scoring Guide
-Copies of “The Pie” by
Gary Soto
-Copies of The Story of
an Hour” by Kate
Chopin
-Smart board
Do First: Journal Prompt
Review: Timed Writing
Performance
Lesson of the Day: Syntax
Activity 1: Syntax Overview
Activity 2: Style Analysis of “Story
of an Hour” through annotation
st
Activity 2: Revise 1 body
paragraph of tone analysis essay
by employing prepositional,
participial and infinitive phrases.
-Student Journals
-Smart board
-Graded Style Analysis
Essays
-LTF Syntax Handouts
-Highlighters
Hm Wk
Read “The Most
Dangerous Game”
(pgs. 60-80) in
textbook and
answer questions
1-8.
Due Friday.
MDG Homework
Due Friday
Friday
Wednesday/Thursday
Day
H.I.S.D. Objectives
Ⓡ ELA.9.14A Write an engaging story with a welldeveloped conflict and resolution, interesting and
believable characters, and a range of literary strategies
(e.g., dialogue, suspense) and devices to enhance the
plot.
Ⓡ ELA.9.13C Revise drafts to improve style, word
choice, figurative language, sentence variety, and
subtlety of meaning after rethinking how well
questions of purpose, audience, and genre have been
addressed.
Ⓡ ELA.9.17C Use a variety of correctly structured
sentences (e.g., compound, complex, compoundcomplex).
Ⓡ ELA.9.13D Edit drafts for grammar, mechanics, and
spelling.
ELA.9.13E Revise final draft in response to feedback
from peers and teacher and publish written work for
appropriate audiences.
ⓇⓈ ELA.9.Fig19B Make complex inferences about
text and use textual evidence to support
understanding.
Ⓢ ELA.9.5A Analyze and discuss the purpose of nonlinear plot development (e.g., flashbacks,
foreshadowing, sub-plots, parallel plot structures) and
compare it to linear plot development.
Ⓡ ELA.9.5B Analyze how authors develop complex yet
believable characters in works of fiction through a
range of literary devices, including character foils.
ELA.9.Fig19A Reflect on understanding to monitor
comprehension (e.g., asking questions, summarizing
and synthesizing, making connections, creating
sensory images.
Student Objectives
SWBAT:
-Create an engaging
short story
-Convey style and
voice through various
sentence structures
and literary devices
SWBAT:
-Create a summary of
“The Most
Dangerous Game”
-Characterize two
characters from MDG
Teaching and Enrichment
Activities
Do First: “The Most Dangerous
Game” Anticipation Guide
Review: Syntax-Phrases/Elements
of Fiction
Lesson of the Day: Style and Voice
Activity 1: Clockwork Short Story
Activity
Activity 2: Spicy Syntax Activity
Activity 3: Voice through Dialogue
Activity
Activity 4: MDG Active
Anticipation Guide Activity
List Resources and
Materials
-Student Journals
-“The Most Dangerous
Game” Anticipation
Guide
-Clockwork Short Story
Handout
-LTF Syntax Handout
-Dialogue Handout
-Highlighters
Do First: Journal Prompt
Review: Style and Voice
Lesson of the Day:
Characterization
Activity 1: “The Most Dangerous
Game” Summary-Graphic
Organizer
Activity 2: Characterize two
characters from “The Most
Dangerous Game” using the STEAL
method
Activity 3: MDG Exit Ticket
-Student Journals
-Holt McDougal
Textbooks, Grade 9
-STEAL Characterization
ReadWriteThink
Handout
-MDG Exit Ticket
-Copies of Short Story
Tiered Assignment
Hm Wk
MDG Homework
Due Friday
Short Story Tiered
Assignment
Due October 2.