Mrs. Staab
English 134
Lesson Plans
Week of 03/15/10-03/19/10
Standards:
Apply word analysis and vocabulary skills. Recognize word structure and meaning. (1A)
Apply reading strategies to improve understanding and fluency. (1B)
Understand how literary elements and techniques are used to convey meaning. (2A)
Read and interpret a variety of literacy works. (2B)
Use grammar, spelling, punctuation, capitalization and structure. (3A)
Communicate ideas in writing to accomplish a variety of purposes. (3C)
ObjectivesI Can:
1) use context clues from a passage to determine word meanings
2) identify the elements of literature; plot, theme, rising action, climax, resolution
3) define and identify the literary terms allusion & metaphor
4) write to communicate my ideas and understanding
Monday, March 15, 2010
1)Bellringer- copy daily agenda, I can statement
2) Grammar set 7 sentence 2
3) Introduce vocabulary words: reverence, writhe, pugnacious, surreptitiously, plausible
4) Introduction to novelette Of Mice and Men: anticipatory guide- two students to come to
the front of the classroom to do charades for the rest of the class. They will attempt to get the
class to guess the following three words: (1) shoe, (2) soccer, (3) friendship. Discuss results
5) Journal writing-write an answer to the following prompt: “Who is your best friend? What is
he/she like? Why are you best friends?” Volunteers will share responses.
6) Homework- Find and write definitions for vocabulary words
Tuesday, March 16, 2010
1) Bellringer- copy daily agenda, I can statement
2) Grammar set 7 sentence 2
3) Review vocabulary words definitions
4) Continue with building background for novelette Of Mice and Men from yesterday
Introduce students to the poem “Us Two,” by A. A. Milne. Discuss how friendship is depicted in
the poem. Introduce students to " I am a Rock" by Paul Simon. Discuss how friendship is
depicted in this song.
5) Exit slip- Exit slips: Students will write down a sentence or two explaining which model of
friendship they believe is more realistic and why
6) Homework: Find and write antonyms/synonyms for vocabulary words
Wednesday, March 17, 2010
1) Bellringer- copy daily agenda, I can statement
2) Grammar set 7 sentence 3
3) Continue with building background for Of Mice and Men : Students to write down
everything the know about the Great Depression. Examples: When was it? Where was it? What
happened? Do you think any of your family members were alive during that time? et cetera. As
a group complete the K part of the KWL chart based on students' written responses. Solicit
questions for the W section of the KWL chart and complete together. Using website
(http://en.wikipedia.org/wiki/Great_Depression) discuss the great depression era and fill in the
L section of the KWL chart. Using http://en.wikipedia.org/wiki/Soledad,_California introduce
students to Soledad, California (setting for Of Mice and Men)
5) Exit slip- Write down quotation on back of KWL sheet “The best-laid plans of mice and men
often go astray.” What does this quotation mean? Why is Burns comparing mice to men? How
are they similar? Why might this allusion be appropriate for a novel set in the Great
Depression? Based on this allusion, make a prediction about what might happen with
George and Lennie.
6) Homework: Find and write p.o.s for vocabulary words
Thursday, March, 18, 2010
1) Bellringer- copy daily agenda, I can statement
2) Grammar set 7 sentence 4
3) Review vocabulary word definitions and p.o.s.
4) Review students responses to yesterday's exit slip. Start reading chapter 1 Of Mice
and Men as a class.
Friday, March 19, 2010
1) Bellringer- copy daily agenda, I can statement
2) Continue reading chapter 1 Of Mice and Men, bring attention to the references
made to dogs, rabbits and mice. In pairs, ask students to discuss and write down their
responses to the following questions: What do mice, rabbits and puppies have in common?
What references are made to mice or rabbits or dogs in the title and chapter 1 of the novel?
3) Exit slip- Of all the common characteristics of mice, rabbits and puppies, list the three you
believe are the most important ones for Steinbeck. Why do you believe these three are the most
important?
Resources (Materials/ Texts/ Visuals/ Technology):
Computer
LCD Projector
Of Mice and Men novelette
Handouts
Assessment:
Student participation
Student Interactive Notebooks
Handouts
“Us Two” – A.A. Milne
Wherever I am, there's always Pooh,
There's always Pooh and Me.
Whatever I do, he wants to do,
"Where are you going today?" says Pooh:
"Well, that's very odd 'cos I was too.
Let's go together," says Pooh, says he.
"Let's go together," says Pooh.
"What's twice eleven?" I said to Pooh.
("Twice what?" said Pooh to Me.)
"I think it ought to be twenty-two."
"Just what I think myself," said Pooh.
"It wasn't an easy sum to do,
But that's what it is," said Pooh, said he.
"That's what it is," said Pooh.
"Let's look for dragons," I said to Pooh.
"Yes, let's," said Pooh to Me.
We crossed the river and found a few"Yes, those are dragons all right," said Pooh.
"As soon as I saw their beaks I knew.
That's what they are," said Pooh, said he.
"That's what they are," said Pooh.
"Let's frighten the dragons," I said to Pooh.
"That's right," said Pooh to Me.
"I'm not afraid," I said to Pooh,
And I held his paw and I shouted "Shoo!
Silly old dragons!"- and off they flew.
"I wasn't afraid," said Pooh, said he,
"I'm never afraid with you."
So wherever I am, there's always Pooh,
There's always Pooh and Me.
"What would I do?" I said to Pooh,
"If it wasn't for you," and Pooh said: "True,
It isn't much fun for One, but Two,
Can stick together, says Pooh, says he. "That's how it is," says Pooh
Questions to ponder about:
Why is the line “Whatever I do, he wants to do” important? Is liking to do the same things important to
being friends with someone? In stanza 2, what characteristic of a friend is Pooh demonstrating when he
says, “That’s what it is?” Are the dragons really dragons in this poem or something else? If they are not,
what does it mean that Pooh is willing to “play along?”
The narrator says “I’m not afraid” but he also hold’s Pooh’s paw. How can we make sense of both of
these things? In stanza 1, Milne writes that friends “go together” and in stanza 6, he writes that friends
“stick together.” Is there a difference between these two things?
“I Am a Rock” – Paul Simon
A winter's day
In a deep and dark December;
I am alone,
Gazing from my window to the streets below
On a freshly fallen silent shroud of snow.
I am a rock,
I am an island.
I've built walls,
A fortress deep and mighty,
That none may penetrate.
I have no need of friendship; friendship causes pain.
It's laughter and it's loving I disdain.
I am a rock,
I am an island.
Don't talk of love,
But I've heard the words before;
It's sleeping in my memory.
I won't disturb the slumber of feelings that have died.
If I never loved I never would have cried.
I am a rock,
I am an island.
I have my books
And my poetry to protect me;
I am shielded in my armor,
Hiding in my room, safe within my womb.
I touch no one and no one touches me.
I am a rock,
I am an island.
And a rock feels no pain;
And an island never cries.
Questions to ponder about:
How is friendship depicted here? (1) How does the word “shroud” help set the mood for the poem?
What do we think has died? (2) How is a fortress that “none may penetrate” ambiguous (i.e. both
positive and negative)? (3) Why does Simon choose the “rock” as his metaphor for someone rejecting
friendship? (4) Is it realistic that someone could “feel no pain” or “never cry?” Are these things even
desirable?
Name:______________________
Date: ______________________
K
W
L
What I Know
What I Want To Learn
What I Have Learned
Name:______________________
Period:_____________________
Date:______________________
Grammar Set 7
dearest romeo my parents are adverse to our
relationship and what can can we do and who can
we get to help us
all my love Juliet (15)
_______________________________________
that night romeo materialized under juliets window
and she creeps down and they talk in the back yard
for hours (12)
_______________________________________
romeos parents didn't approve of Juliet because
they thought the capulets were pompous and juliets
parents thought that romeos family were a bunch of
weirdos wow what a mess (14)
_______________________________________
romeo and juliet periodically met whenever
possible at the verona mall pretending that they
were meeting there friends their (11)