Weekly Lesson Plan

Weekly Lesson Plan
Teacher(s): M. Peters-Chapman
Unit Name: Style and Voice
Students explore word parts and examine the
author’s development of voice and style in short
stories, novel excerpts, personal narrative, memoirs,
and media. Students explore fictional literary
elements such as figurative language, plot,
characters, theme, and point of view. The unit
reviews the writing process through the creation of a
short story.
Monday
Objectives/TEKS Connections:
th
Subject/Grade: English I /9 grade
Unit Essential Questions:
Week of: Sept. 2-6, 2013
EQ1: How does understanding the building blocks of words help people develop a rich vocabulary?
EQ2: How does understanding the different aspects of an author’s craft enable the reader’s ability to enjoy literature?
EQ3: How does figurative language enhance communication?
EQ4: What makes a character believable, and why is it important?
EQ: 5 How do effective writers ensure the quality of their published work?
Tuesday
Wednesday/Thursday
Friday(C)
ELA.9.1A Determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other
linguistic roots and affixes.
Ⓡ ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their
etymology.
Reading
ELA.9.Fig19A Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images.
Ⓡ ELA.9.Fig19B Make complex inferences about text and use textual evidence to support understanding.
Ⓡ ELA.9.5B Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.
Writing
ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling idea.
Ⓡ 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.9.14A Write an engaging story with a well-developed 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.9.13D Edit drafts for grammar, mechanics, and spelling.
Ⓡ ELA.9.19A Spell correctly, including using various resources to determine and check correct spellings.
ELA.9.13E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
SWBAT: understand how authors
create believable characters;
explicate unfamiliar vocabulary
terms; analyze and discuss the
purpose of linear and non-linear
plot development.
Key Ideas
SWBAT: explicate unfamiliar
vocabulary terms; analyze how
authors create believable
characters through direct and
indirect characterization.
SWBAT: explicate unfamiliar vocabulary terms;
understand the writing process; create an alternate
ending to a short story.
SWBAT: explicate unfamiliar
vocabulary terms; accurately
revise and edit a published
piece of writing.
Weekly formative assessments: vocabulary assessment, alternative ending to
story, peer editing workshop
Summative Assessment(s):
Higher Order Thinking Questions:
EQ1: How does understanding the building blocks of words help people develop a rich vocabulary?
EQ2: How does understanding the different aspects of an author’s craft enable the reader’s ability to enjoy literature?
EQ3: How does figurative language enhance communication?
EQ4: What makes a character believable, and why is it important?
EQ: 5 How do effective writers ensure the quality of their published work?
Materials, Texts & Reminders:
Holt McDougal Textbook, Grade 9 Holt McDougal Textbook,
Holt McDougal Textbook, Grade 9
The Most Dangerous Game, page Grade 9
The Writing Process PowerPoint
60.
The Most Dangerous Game,
page 60, STEAL Graphic
Organizer
Do Now (10 minutes):
Complete vocabulary Frayer Windows
for the following terms: tangible,
quarry, disarming, cultivated, and
amenity. (Students must provide the
definition, etymology, examples and
non-examples.)
Proofreader’s Marks
PowerPoint, Proofreader’s
Marks handout, sample
essays from released STAAR
exam (literary response).
Do Now (10 minutes):
Complete vocabulary Frayer
Windows for the following terms:
condone, droll, scruples,
solicitously, and imperative.
(Students must provide the
definition, etymology, examples and
non-examples.)
Intro to New Material (10 minutes):
Do Now (10 minutes):
Complete Frayer Windows for the following terms: zealous,
uncanny, chronic, contemptible, and diligent. (Students must
provide the definition, etymology, examples and nonexamples.)
Most Dangerous Game
Anticipation Guide
Coordinating
Conjunctions
Characterization- Characterization
PowerPoint (Static vs. Dynamic)
Characterization PowerPoint
(Indirect vs. Direct, STEAL
acronym)
The Writing Process (6+1 Traits of Writing)
Peer Editing Workshop
Proofreader’s Marks
Guided Practice (10 minutes):
Analyze the characters from The
Sniper and complete graphic
organizer (focus=static/dynamic).
Guided Practice (10 min):
Guided Practice (25 minutes):
Analyze the characters from the
Sniper and complete graphic
organizer
(focus=indirect/direct).
The class will rewrite the ending to The Sniper.
Guided Practice (10minutes):
Peer Editing Workshop with
student samples from the
released STAAR exam.
Independent Practice(20 minutes):
Start reading The Most Dangerous
Game in class; complete linear vs.
non-linear plot graphic organizer with
a partner.
Independent Practice (20 min):
Independent Practice (25 min):
Independent Practice(10 minutes):
Finish reading The Most
Dangerous Game in class, start
to complete STEAL
characterization graphic
organizer.
Students will individually rewrite the ending to The
Most Dangerous Game.
Students will correct essays from
the released STAAR exam using
appropriate proofreader’s marks
and revision recommendations.
Closing (5 minutes): Linear/Non-Linear
Plot Review Exit Ticket/Characterization
Review Exit Ticket
Closing (5 minutes): Characterization
Exit Ticket
Closing (10 minutes): The Writing Process Review
Closing (10 minutes): Vocabulary
assessment/Peer Editing Exit Ticket
Intro to New Material (10 minutes):
Homework: Most Dangerous Game
vocabulary review
Homework: Most Dangerous Game
review
Modifications/Accommodations/Differentiated Instruction:
Intro to New Material (20 minutes):
Homework: Finish the alternate ending to The Most Dangerous
Game.
Do Now (10 minutes):
Complete Frayer Windows for the
following terms: ideally,
impertinent, incomprehensible,
malicious, obtuse, and
pessimistic.(Students must provide
the definition, etymology, examples
and non-examples.)
Intro to New Material (10 minutes):
Homework: Vocabulary Practice,
Lesson 11
How will I extend the Text/ Activity/ or
product for my more advanced students?
Suggestions for Improving this lesson:
How will I scaffold the Text/ Activity/ or
product for my more struggling
students?
Student
Modification or check-in plan