Day 1 / (Wens/ Thurs)
Day 2 / (Friday)
Day 3
Do Now / Learning Target: Analyze characterization in The Glass Castle
Do Now: Reading Quiz / Learning Target:
· Evaluate character in various memoirs.
· Connect Memoirs to the Glass Castle
· Analyze structure of memoir/narratives
Do Now: Reading Quiz / Learning Target:
· Analyze change in character.
· Evaluate narrative elements in The Glass Castle.
Do Now: Reading Quiz
Vocabulary
& Accessing background
Knowledge (review of last class learning & objectives) / Tentative-
-Define the word
-read it in context
-ask student to write a sentence using the word.
Ambivalent
-Define word
-use the word to discuss Wall’s feelings about her time in the hospital.
-ask students to write a sentence using the word / Narrative: a piece of writing that contains the elements of story: plot/conflict, character, dialogue, setting….
Raucous: a disturbingly harsh or loud noise
Pg. 71
Beguiled: to charm or enchant in a deceptive way. To trick.
Students will generate examples for each word. Students are held accountable for vocabulary on reading quizzes. / Malicious- spiteful, wicked
Disdain- feeling someone is unworthy of consideration or respect, contempt.
Students will generate examples for each word. Students are held accountable for vocabulary on reading quizzes.
Eric W. Maroney Dates: 10/15 - 10/19
Engineering and Science University Magnet School Periods 1 and 3 (A and B)
Lesson Plans for English 1 (grade 9)
Objectives and Outcomes:
1. RI.910.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. W.9/10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
3. RL.9/10.4:Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Focus Area& Time / Day 1 / Day 2 / Day 3
Literacy activity 2
Strategy/genre/craft focus / Cornell Notes: Types of characterization.
In Groups
Pg 58-61 Rex Walls
Pg 20-22 Every Now and then… (Rex Walls)
29-31 Rex Walls (Jeannette falls out of the car)
Complete round character graphic organizer.
Discussion question: What kind of person is Rex Walls. Defend your answer. / In Groups
Students will be assigned to read one of the following essays: My Father: I Want to be Every Thing he is Not, Home is Where the Hurt Is, Living to Tell the Tale: the Ethics of Creative Nonfiction (Honors groups).
Discussion questions for group work:
1) What character did you most identify with and why?
2) Does the text present good characterization? Explain.
3) Identify the passages where you see good characterization (graphic organizer for some groups).
4) What is the author’s truth? Why did he she write this?
5) In what ways is this similar or different to The Glass Castle.
6) What narrative elements do you notice in the essay? In the Glass Castle?
Each group member will complete a graphic organizer to summarize the group discussion. / 1. Show video clips to demonstrate methods of characterization (Steve Erkle).
· Which elements of characterization (STEAL) do you see?
· Is this effective characterization? Why?
2. Focus Question: How do Jeannette’s experiences impact her character?
Pg 102-104 assault
Pg 113-115 Christmas fire
Pg. 116-118 Dad stops drinking.
· Students will write an Axes Paragraph in response to focus question.
Literacy Activity 3
Independent practice / 1. Select a journal entry from the list.
2. Model composing a journal entry opening with well developed character
3. Students will select a prompt and complete a journal entry that includes characterization.
4. If time permits Students will meet in response groups to share out writing. / · Share out Group discussion summaries (one per group)
1. Select a journal entry from the list.
2. Model composing an entry that includes a sensory description of setting.
3. Students will select a prompt and complete a journal entry that includes a sensory description of setting. / Distribute copies of pgs 7-11of Shimmering Images: A Handy Guide to Memoir writing.
Discussion: What is truth? What does it mean to speak truth or truly? Can one person’s truth be different from another’s? Even if they have had the same experience?
Read Aloud pgs. 7-11
Discussion: What are your thoughts on the reading? What is memoir? What is truth?
Wrap up
& Closure / Share out examples of strong characterization in journals.
Read pages 50-80 in the Glass Castle. / Share out examples of sensory descriptions of setting.
Read pages 80-125 / Exit Ticket: How do you think characterization firs into truth telling and memoir writing?
Read to page 155
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Do Now:
Who is your favorite character in the Glass Castle? Why? / Do Now:
Use the words ambivalent and tentative in a sentence. / Do Now
Reread pages 78- 79. Why do you think Jeanette defends her father to Lori? / Do Now:
Use the words raucous and beguiled in a sentence. / Do Now:
Reread pages 108 and 109. Why do you think Rex gets inside the Cheetah cage?
Objective: Analyze characterization and monitor initial thoughts when reading.
Group work (see attached)
Groups will be given a series of tasks to complete collaboratively throughout the week.
At the end of the week, students will self reflect on the learning activities and what they mastered.
Teacher will rotate among groups to monitor and guide student discussion. / Objective: Analyze characterization and monitor initial thoughts when reading.
Group work (see attached)
Groups will be given a series of tasks to complete collaboratively throughout the week.
At the end of the week, students will self reflect on the learning activities and what they mastered.
Teacher will rotate among groups to monitor and guide student discussion. / Objective: Analyze characterization and monitor initial thoughts when reading.
Group work (see attached)
Groups will be given a series of tasks to complete collaboratively throughout the week.
At the end of the week, students will self reflect on the learning activities and what they mastered.
Teacher will rotate among groups to monitor and guide student discussion. / Objective: Analyze characterization and monitor initial thoughts when reading.
Group work (see attached)
Groups will be given a series of tasks to complete collaboratively throughout the week.
At the end of the week, students will self reflect on the learning activities and what they mastered.
Teacher will rotate among groups to monitor and guide student discussion. / Objective: Analyze characterization and monitor initial thoughts when reading.
Group work (see attached)
Groups will be given a series of tasks to complete collaboratively throughout the week.
At the end of the week, students will self reflect on the learning activities and what they mastered.
Teacher will rotate among groups to monitor and guide student discussion.
Closure:
Exit ticket: What did you achieved to day and how has it helped you? / Closure:
Exit Ticket: What is one thing that worked well in your group today? / Closure:
Share out Journal entries. / Closure
Exit ticket: Why is analyzing character and tracking initial thought important? Describe something you did in class to help you achieve this. / Closure
Group work shout-outs and accolades.
Self evaluation of weeks work.