Kerry Naylor
9th Grade English
Lessons – February 7-10
Monday, February 6
SUB PLANS
Tuesday, February 7
Objectives:
 Read and analyze literature
 Make judgments based on literature
 Interpret important quotations
Procedure:
 Complete Reading Response 2
 Review Act 1 Scene 1 of Romeo and Juliet
 Share reading responses
 DO NOW - Friar Lawrence will tell Romeo, “Young men love with their eyes, not their hearts.”
What do you think he means, and do you agree or disagree with this statement? Discuss.
 Begin reading Act 2 Scenes 2 and 3.
Evaluation: Classwork, R and J packets
Wednesday, February 8
Objectives:
 Read and analyze literature
 Make judgments based on literature
 Interpret important quotations
Procedure:
 Complete Act 2 Scenes 3 and 4
 View Act 2 Scenes 2 and 3
 Assign reading response 3
Evaluation: classwork, R and J packets, reading response 3
Thursday, February 9
Objectives:
 Read and analyze literature
 Make judgments based on literature
 Interpret important quotations
Procedure:
Share reading response 3
DO NOW – recap the 5 events that have gotten Romeo and Juliet to the point where they are at now.
Share.
Read Act 2, Scenes 5 and 6
Friday, February 10
Objectives:
 Read and analyze literature
 Make judgments based on literature
 Interpret important quotations
Procedure:
 Share reading response 3
 Review tragic hero and tragic flaw.
 Make a guess on Romeo’s tragic flaw. Share.
 Read Act 1 Scene 3
Evaluation: Classwork, R and j packets
STANDARDS: 1.1.9 AB & D; 1.3.9 AB&D
PD 3
Tuesday
Read Act 2 Scene 1 and 2
View Act 2 Scenes 1 and 2
Reading response 2
Wednesday
Read Act 2 scenes 3 and 4
Thursday
View scenes 3 and 4
Reading response 3
Friday
Read Act 3 Scene 1
Kerry Naylor
12th Grade English
Lessons – February 8-10
Wednesday, February 8
Objectives:
 To understand the purpose of poetic devices
 To recognize poetic devices
Procedure:
 Review answers to article of the week from Monday. View The immortalists.
 Review imagery and figurative language.
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Read To An Athlete Dying Young; determine speaker, situation.
Re-read the poem.
Students work in partners answers questions on figurative language.
Discuss message: it extends beyond the situation of the poem.
Students work together to determine message. Discuss.
Evaluation: Classwork
Thursday, February 9
Objectives:
 To understand the purpose of poetic devices
 To recognize poetic devices
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DO NOW – crazy thought, but if you had to die, how would you rather go? In your sleep or wide
awake? Why? Share.
Review symbolism, rhyme scheme
Read Do Not Go Gentle. Determine speaker/situation.
Re-read: students conduct stanza-by-stanza analysis.
Determine symbolism and major comparison.
Review rhyme scheme for parody assignment.
Evaluation: classwork
Friday, February 10
Objectives:
 To understand the purpose of poetic devices
 To recognize poetic devices
Procedure
Introduce parody assignment by modeling a parody of Do Not Go Gentle.
Provide time for students to draft parodies.
View spoken word poetry from button poetry.
Evaluation: Parody poems, classwork
Kerry Naylor
CHS Argument
Lessons –January 30-February 3
Tuesday, February 7
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View a Lincoln Douglas debate and judge the participants
Share evaluations
Discuss the debate
Wednesday, February 8-Friday, February 10
Objectives:
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Prepare for a Lincoln-Douglas Debate
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Develop an argument reaching to ethos, pathos and logos
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Analyze a Lincoln-Douglas debate
Procedure:
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View requirements for debate and debate format
Watch a Lincoln-Douglas debate and discuss format, styles and points of emphasis
Teams work together in groups to develop arguments
Discuss best practices
Clarify questions
Evaluation: Debate rubric