Joe
Dulski
Objectives
Monday
Students will
study phrases:
-Identify adjective
phrases
-Identify adverb
phrases
-Identify
participial phrases
-Identify gerund
phrases
-Identify infinitive
phrases
-Identify
appositive
phrases.
Carry Over from
Last week:
Students will be
introduced to
Shakespeare Part
II with a focus on:
--‐
Simile
and
Metaphors
--‐
Activities
Course:
English
435
Assessments
The teacher will
conduct a
discussion on
phrases using a
worksheet as a
guide. Students
will complete the
worksheets after
discussion to
practice concepts.
Practice worksheets
Teacher will
discuss and read
(along with class)
selections from
Shakespeare’s
Sonnets, Songs,
and Soliloquies
(pg. 282 --‐ 305).
Each selection will
have general
discussion with
question and
Informal through
discussion.
Period 5
Homework
Resources/
Materials
Standards/
WorkKeys
N/A
Worksheet:
“Identifying Phrases”
& “Prepositional
Phrases”
Revise to avoid faulty placement of
phrases and faulty coordination and
subordination of clauses in sentences
with subtle structural
Problems (24-27).
Students will write
soliloquies! After
reading some of
Shakespeare’s
soliloquies, the students
will construct one on
their one (min. 10
lines), that may or may
not be shared based on
time. Assignment due
Monday!
Teacher’s Manual
Determine the appropriate meaning of
words, phrases, or statements from
figurative or somewhat technical contexts
(28--‐32).
Eventual Quiz
Written assignment.
Date:
11/28 –
12/2
Full week! Buckle up for
learning fun!
Locate and interpret minor or subtly
stated details in more challenging
passages (28--‐32).
Infer the main idea or purpose of more
challenging passages or their paragraphs
(28--‐32).
Figures
of
Speech
--‐
Themes
--‐
Tone
--‐
Voice
Tuesday
Students will
write “off the cuff”
when given a
prompt.
Students will read
a drama and:
-Analyze motif
-Evaluate
credibility
-Analyze blank
verse
-Analyze literary
periods
-Evaluate
historical
influence
answer periods.
Teacher will read a
selection. Students
will read a section
aloud. Students
will read one
silently. The
overall purpose is
to get students
familiar with
Shakespeare’s
style for better
Understanding of
the Main
Course:
MACBETH!
The weekly journal
is an assignment to
give students a
chance to think on
their feet while
being creative.
They will respond
to a prompt and
must write at least
¾ of a page a
school appropriate
response. This
week’s prompt is:
Explain: “POWER
CORRUPTS”
The teacher will
discuss some tid-‐bits about
Macbeth
(pg. 307) and
assign roles.
The students
(from their seats
initially) will read
the play by acting
the parts. Teacher
will discuss the
Written Response
N/A
Journal prompt
worksheet
Maintain a consistent and logical use of
verb tense and pronoun person on the
basis of information in the paragraph or
essay as a whole (28--‐32).
Informal through
discussion.
Formal through notes.
Quizzes (i.e., selection
tests after acts 1 &
2/acts. 3 & 4, and a final
test after Act
5).
Students will work on
soliloquies.
Teacher’s manual
Determine the author’s or narrator’s
position toward a specific topic, issue, or
idea by noting key facts, claims, and
details from the text (28--‐32).
Reading Guides (Act
1 and Act 2)
Use information from one or more
sections of a more challenging passage to
draw generalizations and conclusions
about people, ideas, and so on (28--‐32).
Determine the appropriate meaning of
words, phrases, or statements from
concepts, themes,
etc., as students
read. For basic
understanding, the
students will
complete a reading
guide.
Wednesday
figurative or somewhat technical contexts
(28 – 32).
Understand implied or subtly stated
cause—effect relationships in more
challenging passages (28--‐32).
Students will
study Macbeth
Vocabulary!
Students will be
introduced to
Macbeth
vocabulary by
completing a
crossword.
Crossword
Students will
identify “author’s
purpose”.
The students will
be handed a
packet that
contains an article
and various
exercises that
focus author’s
purpose. Students
will read the
article and
complete the
exercises. Students
are to work
individually (two
articles will be
presented).
Completed packet
SUB TODAY!
Study vocabulary works
Eventual quiz
Crossword
Listing of words
Completed packet
Packet: Article(s)
TBD
Determine the appropriate meaning of
words, phrases, or statements from
figurative or somewhat technical
contexts (28-32).
Order sequences of events in
uncomplicated passages
Understand relationships between
people, ideas, and so on in uncomplicated
passages (24-27).
Understand implied or subtly stated
cause-effect relationships in
uncomplicated passages (24-27).
Infer the main idea or purpose of
straightforward paragraphs in more
challenging passages (24-27).
Summarize basic events and ideas in
more challenging Passages (24-27).
Understand the overall approach taken
by an author or narrator (e.g., point of
view, kinds of evidence used) in
more challenging passages (24-27).
Thursday
Students will
study phrases:
-Identify adjective
phrases (Focus)
-Identify adverb
phrases (Focus)
-Identify
participial phrases
-Identify gerund
phrases
-Identify infinitive
phrases
-Identify
appositive
phrases.
Students will
complete the
following exercises
after direction
from teacher.
Worksheets
Study MacBeth
vocabulary words.
Worksheets:
“Adjective Phrase”
& “Adverb Phrase”
Revise to avoid faulty placement of
phrases and faulty coordination and
subordination of clauses in sentences
with subtle structural
Problems (24-27).
Students will read
a drama and:
-Analyze motif
-Evaluate
credibility
-Analyze blank
verse
-Analyze literary
periods
-Evaluate
historical
influence
The students
(from their seats)
will read Macbeth
(pg. 304) (by
acting the parts.
Teacher will
discuss the
concepts, themes,
etc., as students
read. For basic
understanding, the
students will
complete a reading
guide.
Informal through
discussion.
Formal through notes.
Quizzes (i.e., selection
tests after acts 1 &
2/acts. 3 & 4, and a final
test after Act
5).
N/A
Teacher’s manual
Determine the author’s or narrator’s
position toward a specific topic, issue, or
idea by noting key facts, claims, and
details from the text (28--‐32).
Reading guides
Use information from one or more
sections of a more challenging passage to
draw generalizations and conclusions
about people, ideas, and so on (28--‐32).
Determine the appropriate meaning of
words, phrases, or statements from
figurative or somewhat technical contexts
(28 – 32).
Understand implied or subtly stated
cause—effect relationships in more
challenging passages (28--‐32).
Friday
Students will
work with
vocabulary!
Students will
complete a
worksheet where
they must
determine the
right word to
complete a
sentence.
Worksheet
Study vocabulary
words!
Worksheet:
Vocabulary fill-inthe-blank.
Use context to determine the
appropriate meaning of some figurative
and nonfigurative words, phrases, and
statements in more challenging passages
(24-27).
Students will read
a drama and:
-Analyze motif
-Evaluate
credibility
-Analyze blank
verse
-Analyze literary
periods
-Evaluate
historical
influence
The students
(from their seats)
will read Macbeth
(pg. 304) (by
acting the parts.
Teacher will
discuss the
concepts, themes,
etc., as students
read. For basic
understanding, the
students will
complete a reading
guide. Students
will be quizzed on
Acts 1 & 2.
Informal through
discussion.
Formal through notes.
Quizzes (i.e., selection
tests after acts 1 &
2/acts. 3 & 4, and a final
test after Act
5).
N/A
Teacher’s Manual
Determine the author’s or narrator’s
position toward a specific topic, issue, or
idea by noting key facts, claims, and
details from the text (28--‐32).
Quiz on Acts 1 and 2
Reading Guides for
Acts 3 and 4
Use information from one or more
sections of a more challenging passage to
draw generalizations and conclusions
about people, ideas, and so on (28--‐32).
Determine the appropriate meaning of
words, phrases, or statements from
figurative or somewhat technical contexts
(28 – 32).
Understand implied or subtly stated
cause—effect relationships in more
challenging passages (28--‐32).