Lesson Plans
Mrs. Sandra Scott
English II
Week 13 November 10- November 14, 2014
Unit 3: Narrative Writing/Point of View/Word Meaning
MONDAY
Standard(s)
Learning Goal:
Essential
Questions:
Higher Order
Questions:
Objective(s):
Bell Work
RL.1.2 Poem’s theme and main idea
RL.2.5 Evaluate the poem’s
structure and sound devices
RL.1.3 poem “The Highway Man”
7. W.1.3 Write narratives
TUESDAY
WEDNESDAY
THURSDAY
RL.1.2 Poem’s theme and main
idea
RL.2.5 Evaluate the poem’s
structure and sound devices
RL.1.3 poem “The Highway Man”
RL.1.2 Poem’s theme and main
idea
RL.2.5 Evaluate the poems’
structure and sound devices
RL.1.3 poem “The Road Not
Taken” and “The Highway Man”
7. W.1.3 Write objective
summary
Students will identify supporting details an author uses to develop theme and central ideas and analyze its development throughout the text.
FRIDAY
RL.1.2 Poem’s theme and main
idea
RL.2.5 Evaluate the poems’
structure and sound devices
RL.1.3 poem “The Road Not
Taken” and “The Highway Man”
7. W.1.3 Write objective summary
1. How can the supporting details of the text help analyze theme development?
LAFS.7.RL.1.2 (DOK 3)
*How does the author develop the theme over the course of the text?
*What specific instances/events/details in the text strengthen the author’s central idea/theme?
*How does the author connect to the theme(s) of ___?
*Summarize the text objectively
LAFS.7.RL.2.5 (DOK 2)
*What does this section/chapter/scene convey? How does the structure of this section/chapter/scene help the author convey __?
*Why might the author have ordered events in this way?
*Why did the author include __ in this chapter/scene? What is the author trying to convey?
Students will identify elements of a
Students will identify elements of a Students will write an objective
narrative poem to discuss how the
narrative poem to discuss how the
summary in which they compare
structure and figurative language
structure and figurative language
poetic devices and their effects
impact the poems’ meanings
impact the poems’ meanings, and
on at least two poems’ meanings.
they will identify the similarities
Discuss how the structure and
and differences within the two
figurative language impact
poems
meaning. Provide 3-5 supporting
details from the text to support
the answer.
Silent Sustained reading with Ticket
Introduction to compare and
Caught Ya-Grammar and
Out
contrast
Vocabulary
Students will continue to write an
objective summary in which they
compare poetic devices and their
effects on at least two poems’
meanings. Discuss how the
structure and figurative language
impact meaning. Provide 3-5
supporting details from the text to
support the answer.
Silent Sustained Reading with
ticket Out
Agenda/Activities
Vocabulary
I do: Introduce “The
Highway Man” play audio
We Do: Discuss how the
structure and figurative
language impact meaning.
You Do: Take notes to text
code using check-off list
Student/ Teacher
Holiday
Veterans’ Day
We Do: Continue to discuss
how the structure and
figurative language impact
meaning.
You Do: Continue to take
notes to text code and
complete double bubble
map comparing and
contrasting “The Road Not
Taken” and “The Highway
Man”
I Do: Introduce compare
and contrast essay format
We Do: Discuss the
similarities and differences
in “The Road Not Taken”
and “The Highway Man”
You Do:
Write an objective
summary in which you
compare poetic devices
and their effects on at
least two poems’
meanings. Discuss how the
structure and figurative
language impact meaning.
Provide 3-5 supporting
details from the text to
support your answer.
We Do: Revisit the rubric
You Do: Continue to write
objective summary
And brainstorm on
techniques for
transforming narrative
essay into narrative poem
Analyze, central idea, development,
objective, summarize, summary,
text, theme, Figurative language,
simile, metaphor, idiom, Plot,
exposition, rising action, setting,
climax, falling action, resolution,
character, tone, mood
Analyze, central idea, development,
objective, summarize, summary,
text, theme, Figurative language,
simile, metaphor, idiom, Plot,
exposition, rising action, setting,
climax, falling action, resolution,
character, tone, mood
Analyze, central idea,
development, objective,
summarize, summary, text, theme,
Plot, exposition, rising action,
setting, climax, falling action,
resolution, character, tone, mood
Analyze, central idea,
development, objective,
summarize, summary, text,
theme, Plot, exposition, rising
action, setting, climax, falling
action, resolution, character,
tone, mood
Analyze, central idea,
development, objective,
summarize, summary, text,
theme, Plot, exposition, rising
action, setting, climax, falling
action, resolution, character, tone,
mood
--AR Reading
--Complete any unfinished You Do
assignments.
--AR Reading
--Complete any unfinished You
Do assignments.
--AR Reading
Homework
--AR Reading
--Complete any unfinished You Do
assignments.
Accommodations
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of
contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’
comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary.
Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher
assistance
--Complete any unfinished You Do
assignments.