March 6-10
S.Spurlock—Lesson Plans
Weekly objectives:
English 9—9.1,9.2,9.3,9.4,9.6,9.7
English 10—10.1,10.3,10.4,10.6,10.7
English 9:
-Monday, March 6th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart board; then, we will revise the paragraph as a class and discuss the grammatical conventions applied.
-We will also discuss the three paragraphs students edited independently last week while I was absent. Students will be given time to correct any errors that they missed in their paragraphs.
-Lesson Presentation:
-Vocabulary Lesson 14
-Students will hand in their analytical papers on Romeo and Juliet.
-Students will complete a short exercise on parallel structure.
-We will focus our attention back to persuasive writing with the following prompt: Should collegiate athletes be paid?
-After watching a video about the subject, we will brainstorm as a class and construct a thesis formula.
-Students will, then, be responsible for composing an introductory paragraph and a body paragraph in their SOL Notebooks.
-Focus: Students will revise thesis statements for parallelism.
Tuesday, March 7th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart board; then, we will revise the paragraph as a class and discuss the grammatical conventions applied.
-Lesson Presentation:
-Review Exercise: Parallel Structure
-After watching a brief video concerning the rise of websites and apps that support the sale of other’s writing, students will undertake the following persuasive prompt: Should websites and apps such as Essay Writer and 123 Help Me exist?
-As a class, we will discuss the prompt, brainstorm, and compose a thesis formula.
-Students will work independently to compose an introduction and a body paragraph.
-They are to edit their thesis statements for parallelism; furthermore, they are to reference their persuasive writing checklists while working on this assignment.
-Next, students will explore a grammar related lesson.
Wednesday, March 8th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart board; then we will revise the paragraph as a class and discuss the grammatical conventions applied.
-Lesson Presentation:
-After reviewing parallel structure, students will explore the following persuasive topic: Should drug and cosmetic companies test their products on animals?
-As a class, we will discuss the prompt, brainstorm, and compose a thesis formula.
-Students will, then, independently compose an introduction and body paragraph in their SOL notebooks.
-Grammar Lesson
-Introduction to Night
Thursday, March 9th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart board; then we will revise the paragraph as a class and discuss the grammatical conventions applied.
-Lesson Presentation:
-Students will continue note taking as Night is introduced. We will discuss the author and how his life impacted the novel.
-Grammar Lesson
-Students will examine the following persuasive prompt: In many English classrooms across the country, students are exposed to a variety of classical literature. Should classes focus only on canonical works of literature, or should students, instead, be subjected to new, modern pieces?
-As a class, we will brainstorm the topic and compose a thesis formula.
-Students will, then, work independently to compose an introduction and body paragraph.
-Over the weekend, they will work on the rough draft of their next persuasive paper. For this paper, students may write about any of the persuasive topics in their SOL notebooks that they have not explore in a complete, thesis-driven essay.
Friday, March 10:
**All English 9 Classes will be with Guidance**
English 10
Monday, March 6th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart board; then, we will revise the paragraph as a class and discuss the grammatical conventions applied.
-We will also discuss the three paragraphs students edited independently last week while I was absent. Students will be given time to correct any errors that they missed in their paragraphs.
-Lesson Presentation:
-As a class, we will discuss the last two sections of The Things They Carried.
-We will proceed to review for tomorrow’s unit test.
-Students will complete a study guide using their notes which we will, later, go over as a class.
-If students failed to complete one of last week’s journal entries, they are to use the remainder of class to do so.
-Note: 6th Period will complete Vocabulary Lesson 14
Tuesday, March 7th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart Board; then, we will revise the paragraph a a class and discuss the grammatical conventions applied.
-Lesson Presentation:
-Students will take a unit test on The Things They Carried.
-Should students finish the assignment early, they will explore the following question in a learning inventory: What definition could you provide for creative writing? What experience have you had with creative writing? How does the endeavor make you feel? How is it different from persuasive writing?
Wednesday, March 8th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smar tBoard; then, we will revise the paragraph as a class and discuss the grammatical conventions applied.
-Lesson Presentation:
-Students will be given the guidelines for their final project for The Things They Carried. Ultimately, students are to use the text as an inspiration as they write their own creative work laced with figurative language and various modes of realism.
-We will, then, complete a sensory experience writing activity to give students some inspiration for their assignment: Students will be given a series of specific scenarios in which they are to describe using vivid imagery what they experience around them. At the end of the activity, I will reveal what each of the scenarios reveal about a personality according to Psychology Today.
-If any time is remaining, students will go back and edit their writing.
-Closure:
-Why is it important to use vivid imagery with creative writing? Can it also be used in formal writing?
Thursday, March 9th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart Board; then, we will revise the paragraph as a class and discuss the grammatical conventions applied.
-Lesson Presentation:
-Students will examine the following six word story: “For Sale: Baby Shoes, Never Worn.”
-As a class, we will discuss what this could possibly mean and why Hemingway chose to tell this story in only six words.
-We will then examine some modern six word stories shared via Twitter.
-As a class, we will discuss the possible meanings for each story. Which stories are the most powerful and why?
-Students will then work independently to compose their own six word stories. (I will award one point of extra credit for each six word story students come up with).
-After writing as many six word narratives as they can, students will then pick one story to elaborate on in a larger work.
-They will work on this assignment until the end of class.
-Closure:
-Is writing more or less difficult when one has a word limit?
Friday, March 10th:
-Opener:
-Students will copy and edit the paragraph projected onto the Smart Board; then, we will revise the paragraph as a class and discuss the grammatical conventions applied.
-Lesson Presentation:
-Students will explore the following creative writing prompt as inspiration for their final project for The Things They Carried: If you knew that you could write a letter to someone, but that the person would never see it, what would you include in your letter?
-Students will be given approximately half of the period to free write. Then, students will have the opportunity to share with the rest of the class.
-We will, then, review the conventions of creative writing: Showing vs. Telling, dialogue, etc.
-Students will be given the rest of the period to work on the rough drafts of their final projects, the creative story, which will be due Monday.
-Closure:
-What questions, comments, concerns do you have about your story?
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