English I Lesson Plans, Week 11

Week 11 Lesson Plans Sept. Oct. 23-27

English I Pre-AP English I

MON

-Current Event

-Read and analyze “The Interlopers” literature book p. 270 (Focus on Irony and Making Inferences)

-Finish Reading Warm-Up A (homework)

-Current Event

-Read and analyze “The Interlopers” literature book p. 270 (Focus on Irony and Making Inferences)

-Finish Reading Warm-Up B ( homework)

TUE

-Current Event

-Finish reading and analyzing “The Interlopers” p. 270

-Grade Reading Warm-up A (Grade & discuss missed questions)

-Current Event

-Finish reading and analyzing “The Interlopers” p. 270

-Turn in Reading Warm-up B

-Begin writing a Found Poem using only lines from the story (5-7 lines required)

WED

-Current Event

-Plot Development review foldable

-Plot diagram for “The Interlopers” (label exposition, climax, and resolution with the class)

-Current Event

-Finish writing a Found Poem using only lines from the story (5-7 lines required)

***Have them turn them in on a slideshow presentation. Copy and paste theirs into one slideshow for all classes to see all of the poems.

THR

-Current Event

-Finish Plot Diagram for “The Interlopers”

-STAAR Revising & Editing passage

-Current Event

-View/present some of the found poems

-STAAR Revising & Editing passage

FRI

-Current Event (if needed)

-”Interlopers” Quiz

-Current Event

-Grade and discuss STAAR Revising & Editing passage

English I Lesson Plans, Week 10

Week 10 Lesson Plans Sept. Oct. 16-19

English I Pre-AP English II

MON

-Model writing a body paragraph 1 with the class-I Do (TEX-Topic sentence, Example, eXpand with 2-3 sentences)

***Let’s write this on the planning sheet to get them used to it

(Choose one of the essays from last week)

-Expository Essay Structure Quiz

-Model writing a body paragraph with the class-I Do (TEX-Topic sentence, Example, eXpand with 2-3 sentences)

TUE

-Annotate a scored essay for TEX (highlight)

-Write a body paragraph 2 as a class or with a group

-Annotate a scored essay for TEX (highlight)

-Write a body paragraph as a class or with a group-We Do

WED

-Expository Essay Thesis Statements Test

-”The Interlopers”  Reading Warm-up A

-Expository Essay Test

-”The Interlopers” Reading Warm-up B

THR

-Glue Types of Irony foldable in composition book

-Watch videos on situational, verbal, and dramatic irony: https://www.youtube.com/watch?v=tqg6RO8c_W0

https://www.youtube.com/watch?v=IiR-bnCHIYo

https://www.youtube.com/watch?v=RZFYuX84n1U

-Define types of irony together in comp. book on foldable

-Identifying Irony practice (do a couple together; finish with groups)

https://www.ereadingworksheets.com/reading-worksheets/irony-worksheet.pdf

-Glue Types of Irony foldable in composition book

-Watch videos on situational, verbal, and dramatic irony: https://www.youtube.com/watch?v=tqg6RO8c_W0

https://www.youtube.com/watch?v=IiR-bnCHIYo

https://www.youtube.com/watch?v=RZFYuX84n1U

-Define types of irony together in comp. book on foldable

-Assign Irony Scavenger Hunt (share slideshow template on Google Classroom)

FRI

TEACHER WORK DAY!!! TEACHER WORK DAY!!!

TEKS:

English I Pre-AP, Week 5

Monday- Students will begin by relating a 9/11 quote with our Unit Theme of Survival. Students will then discuss the events of 9/11 and present Current Events.

Tuesday- Students will complete a comma mini lesson and continue work on their projects. Students will be assigned “The Tell Tale Heart”

Wednesday- Students will respond to a survival question and continue work on their projects.

Thursday- Students will respond to a What If? question and continue work on their projects.

Friday- Students will take notes on the allusion on Munch’s The Scream and may either complete the final Lion Saver Scope or complete work on their projects.

English I, Week 5

Monday- Students will begin by relating a 9/11 quote with our Unit Theme of Survival. Students will then discuss the events of 9/11 and present Current Events.

Tuesday- Students will complete a comma mini lesson and continue work on their projects.

Wednesday- Students will respond to a survival question and continue work on their projects.

Thursday- Students will respond to a What If? question and continue work on their projects.

Friday- Students will take notes on the allusion on Munch’s The Scream and may either complete the final Lion Saver Scope or complete work on their projects.

English I, Week 4 Lesson

Monday- Labor Day

Tuesday- Students will complete a comma mini-lesson and begin notes on Literary Devices.

Wednesday- Students will answer a survival question and continue notes on Literary Devices.

Thursday- Students will answer a survival question and continue notes on Literary Devices.

Friday- Students will record Allusion #4 (Munch’s The Scream) and complete one of four Scope Magazine article assignments.

 

ENGLISH I PRE-AP, WEEK 4 LESSON

Monday- Labor Day

Tuesday- Students will complete a comma mini-lesson, complete notes on Literary Devices. Students will be assigned The Tell-Tale Heart to read by 9/12

https://www.poemuseum.org/the-tell-tale-heart

Wednesday- Students will answer a survival question and continue work on the Survival Unit Project in their groups.

Thursday- Students will answer a What If? question and continue work on the Survival Unit Project in their groups.

Friday- Students will record Allusion #4 (Munch’s The Scream) and complete one of four Scope Magazine article assignments.

 

 

English I Pre-AP, Week 3 Lesson

Monday- Students will respond to a quote from renowned survivalist Bear Grylls. Then groups 1 & 2 will present current events and issues. Students will be introduced to Socratic Seminar and begin taking notes on Common Literary Devices.

Tuesday- Students will complete a mini comma applications grammar assignment, groups 3 & 4 will present current events, and students will continue notes on Common Literary Devices.

Wednesday- Students will respond to a survival question, groups 5 & 6 will present current events, and finish notes on Common Literary Devices.

Thursday- Students will respond to a What If? question, and take a test over “The Most Dangerous Game”

Friday- Students will record Allusion #3 and complete one of four Scope Magazine assignments.

English I Week 3, Lesson

Monday- Students will respond to a quote by renowned survivalist Bear Grylls. Then, students will work with their groups to research Worst Case Scenarios. The groups will find WCS to read and discuss.

Tuesday- Students will complete a mini comma applications grammar assignment and continue work on the group WCS.

Wednesday- Students will answer a question about survival and continue work on WCS.

Thursday- Students will respond to a What If? and then complete a test over “The Most Dangerous Game.”

Friday- Students will record Allusion #3. Students will then complete one of four Scope Magazine assignments.

 

English I Week 2 Lesson 8/21-25

Monday- Students will respond to a Jacques Cousteau quote about survival. The teacher will then introduce the short story fiction selection, “The Most Dangerous Game.” The class will read the first two pages and discuss the author’s use of IMAGERY.

Tuesday- Students will complete a Grammar Mini Lesson on comma usage. Students will then continue their reading of “The Most Dangerous Game.”

Wednesday- Students will respond to a survival question and complete their reading of “The Most Dangerous Game.” Students will have time remaining after completing the reading to begin group work on their project.

Thursday- Students will respond to a What If? question. Students will then either complete reading or work on the group project.

Friday- Students will record Allusion #2. Students will then complete 1 of 4 Scope Magazine activities (Narrative, Drama, Paired Selection, or Fiction).

 

Start-Ups-

https://docs.google.com/document/d/1_VWpeNKQLGNyWGfkm52ffhbW6g4ha7p_wqxkxzaMXEQ/edit

The Most Dangerous Game

https://archive.org/stream/TheMostDangerousGame_129/danger.txt

English I Pre-AP Week 2 Lesson 8/21-25

Monday- Students will begin by explaining a Jacques Cousteau quote about survival. We will then discuss an introduction to and begin reading “The Most Dangerous Game.” Students will have the last 10 minutes of class to work on their Summer Reading Project due Thursday.

Tuesday- Students will complete a mini grammar lesson over commas and then read “The Most Dangerous Game.” Students will have the last 10 minutes of class to work on their Summer Reading Project.

Wednesday- Students will answer a survival question then complete their reading of “The Most Dangerous Game.” Students will have the last 10 minutes of class to work on their Summer Reading Project.

Thursday- Students will complete a What If? question, submit their Summer Reading Project and be assigned their first Current Events and Issues Project.

Friday- Students will complete 1 of 4 Scope Magazine reading assignments (Narrative, Drama, Paired Selection, or Fiction).

 

Start-Ups-

https://docs.google.com/document/d/1_VWpeNKQLGNyWGfkm52ffhbW6g4ha7p_wqxkxzaMXEQ/edit

The Most Dangerous Game

https://archive.org/stream/TheMostDangerousGame_129/danger.txt