Category Archives: E1.09

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion;

(B) differentiate between opinions that are substantiated and unsubstantiated in the text;

(C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and

(D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.

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English I Lesson Plan, Week 9

Week 9 Lesson Plans Sept. Oct. 9-13

English I Pre-AP

MON

 Sub-grammar lesson Sub-grammar lesson

TUE

 1. Thesis Statement video https://www.youtube.com/watch?v=wCzuAMVmIZ8

2. Writing a Thesis Statement? Review (practice the first several together; assign the rest for independent practice)

3. Grade thesis statements together (Have them put a box around the topic and underline the main points.)

 1. Thesis Statement video https://www.youtube.com/watch?v=wCzuAMVmIZ8

2. Writing a Thesis Statement? Review (practice the first several together; assign the rest for independent practice)

3. Grade thesis statements together (Have them put a box around the topic and underline the main points.)

WED

 1. Thesis Statement video https://www.youtube.com/watch?v=wCzuAMVmIZ8

2. Thesis Practice-partner work

3. Discuss the Expository Planning Sheet

4. Hmwk- 7-12 Writing a Thesis Statement?

 1. Thesis Statement video https://www.youtube.com/watch?v=wCzuAMVmIZ8

2. Thesis Practice-partner work

3. Discuss the Expository Planning Sheet

4. Hmwk- 7-12 Writing a Thesis Statement?

THR

 SU- Grading and Phone Analogy

1. Discuss the STAAR expository rubric

2. Discuss and annotate score point 4 essays

3. Score released essays as a class

 SU- Grading and Phone Analogy

1. Discuss the STAAR expository rubric

2. Discuss and annotate score point 4 essays

3. Score released essays as a class

FRI

 1. Allusion #8

2. Have students copy a score point 4 essay onto the planning sheet.

3. Have students highlight/label the parts

 1. Allusion #8

2. Have students copy a score point 4 essay onto the planning sheet.

3. Have students highlight/label the parts

TEKS: 9.13, 9.15, 9.17-9.19

 

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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.

 

 

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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.

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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.