S. Spurlock

English 9

Monday, December 5th:

*Due to an illness, I will have a substitute*

SOL Objectives:

  • 9.6
  • 9.7

Assessment:

Timed Writing

Sub plans:

  • Students are to pick an SOL prompt that we have explored in their SOL notebooks.
  • They are to complete a timed writing in which they compose an in-class, persuasive, thesis-driven essay on their chosen topic.
  • They are to reference their persuasive writing checklists when completing the assignment.
  • They may not be able to compose a complete five paragraph essay in the given time, but it is okay. They are to turn in their writing regardless. No exceptions will be given.
  • The essay will count for a test grade, so they are encouraged to take their time and edit their papers to correct any grammatical/syntactical errors.

Tuesday, December 6th:

SOL Objectives:

  • 9.2
  • 9.4
  • 9.6
  • 9.7

Assessment:

  • Bell Ringer/Exit Slip
  • Discussion

Opener:

  • Students will copy and respond to a bell ringer which will be projected on to the Smart Board.
  • As a class, we will revise the paragraph together.

Lesson Presentation/Activities:

  • After returning Persuasive Paper 2, we will discuss the revision process. What can you do to write more effective essays? How can I help you with that?
  • We will review the revision analysis sheet; if students wish to edit their papers for a higher grade, the revised copies will be due Friday.
  • I will give students a study guide for their midterm exam. We will explore the study guide together. Should students have any questions/concerns about any items featured on the study guide, they are to see me after school or in the mornings.
  • Next, students will be presented with several analytical prompts that correspond with TKAM.
  • Students may pick one of the prompts to compose a thesis-driven, analytical essay on.
  • What is analytical writing? How is it different from persuasive writing?
  • We will explore a PowerPoint detailing the components of analytical writing, and students will take notes.
  • The analytical paper rough draft will be due next Monday. The final copy will be due the Monday after.
  • Next, we will begin watching TKAM, the movie.
  • As we watch the movie, students will take notes notes not he similarities and differences between the movie and the novel.
  • I will periodically ask questions to check for understanding.

Closure:

  • What is analytical writing? How does it differ from persuasive? What two pronouns must you avoid?

Wednesday, December 7th:

SOL Objectives:

  • 9.2
  • 9.4
  • 9.6
  • 9.6

Assessment:

  • Reading Journal
  • Discussion

Opener:

  • Students will copy and respond to the bell ringer.
  • We will explore the paragraph as a class and work to revise it.

Lesson Presentation/Activities:

  • We will resume TKAM, the movie.
  • Students will continue recording the similarities and differences between the novel and the movie.
  • We will discuss periodically.
  • Next, students will be given a sample literary analysis paper.
  • Students will, first, read the paper silently and label the parts of an essay we have already discussed: intro, hook, thesis, body paragraph, topic sentences, supporting sentences, clincher sentences, transitional words/phrases, conclusion, etc.
  • Next, we will explore the paper together. How is it different from papers we have done previously?
  • Why is it important to use textual evidence to support our claims, and how do we correctly cite such quotations?
  • Students will use the paper as a guideline when writing their own.

Closure:

  • Students will remind me of the due dates for the analytical paper.

Thursday, December 8th:

SOL Objectives:

  • 9.1
  • 9.2
  • 9.4
  • 9.6
  • 9.7

Assessment:

  • Reading/Movie notes
  • Discussion
  • Jeopardy

Opener:

  • Students will copy and respond to the bell ringer.
  • We will explore the paragraph as a class and work together to maintain the best revision.

Lesson Presentation:

  • We will finish watching the movie.
  • Is the movie an accurate portrayal of the novel? Does it do the work justice? How might it have been improved? Which has more value? Are the two just different art forms?
  • Students will turn in their notes.
  • As a class, we will play a jeopardy game reviewing the literary devices/ the plot of TKAM for the test tomorrow.

Closure:

  • Students will compose a brief review of the movie on an index card.

Friday, December 9th:

SOL Objectives:

  • 9.4
  • 9.7

Assessment:

  • TKAM Test

Opener:

  • Students will copy and respond to the Bell ringer.
  • We will examine the paragraph as a class and work together to achieve the best revision.

Lesson Presentation:

  • Students will be take the final test for TKAM.
  • The test will take the majority of the period.
  • Should students finish early, they will be given time to work on their analytical papers.

Closure:

  • Reminder: When is your exam? What do you need to study? When are your rough drafts due? Final copies?

S. Spurlock

English 10

Monday, December 5th:*Due to an illness, I will have a substitute*

SOL Objectives:

  • 10.6
  • 10.7

Assessment:

Timed Writing

Sub plans:

  • Students are to pick an SOL prompt that we have explored in their SOL notebooks.
  • They are to complete a timed writing in which they compose an in-class, persuasive, thesis-driven essay on their chosen topic.
  • They are to reference their persuasive writing checklists when completing the assignment.
  • They may not be able to compose a complete five paragraph essay in the given time, but it is okay. They are to turn in their writing regardless. No exceptions will be given.
  • The essay will count for a test grade, so they are encouraged to take their time and edit their papers to correct any grammatical/syntactical errors.

Tuesday, December 6th:

Sol Objectives:

  • 10.4
  • 10.6
  • 10.7

Assessment:

  • Discussion
  • Journal Entry
  • Bell Ringer/Exit Slip

Opener:

  • Students will copy and respond to the Bell ringer
  • We will review the paragraph as a class and work together to achieve the best revision.

Lesson Presentation:

  • I will hand back graded Persuasive Paper 2
  • We will review the revision analysis sheet again.
  • What can you do to improve the quality of your essays? What can I do to help you?
  • Persuasive Paper 3: Rough Draft—next Monday. Final copy—the following Monday.
  • We will finish Act I of our reading.
  • We will discuss the plot/literary devices periodically.
  • Students will complete a journal entry concerning that portion of the text.

Closure:

  • Students will complete a concept analysis question

Wednesday, December 7th:

SOL Objectives:

  • 10.4
  • 10.5
  • 10.6

Assessment:

  • Bell Ringer/Exit Slip
  • Discussion
  • Journal Entry

Opener:

  • Students will copy and respond to the daily bell ringer.
  • We will examine the paragraph as a class and work to achieve the best revision.

Lesson Presentation:

  • Students will be given a study guide for the exam which we will go over in class.
  • Should a student have any questions/concerns about any items on the study guide, he or she is to see me before or after school.
  • We will review the events of Act I.
  • We will then begin listening to an audio of Act II.
  • I will pause the audio periodically to discuss the text.
  • Students will complete a journal entry related to the assigned reading.
  • Should students finish early, they will be given time to work on their rough drafts of Persuasive Paper 3.

Closure:

  • Students will complete a concept-analysis question

Thursday, December 8th:

SOL Objectives:

  • 10.4
  • 10.6
  • 10.7

Assessment:

  • Bell Ringer/Exit Slip
  • Discussion
  • Journal Entry

Opener:

  • Students will copy and respond to the bell ringer.
  • We will examine the paragraph as a class and work together to achieve the best revision.

Lesson Presentation:

  • We will review elements of our reading yesterday.
  • We will finish the audio of Act II.
  • I will stop the audio periodically to discuss events of the text and question students to check for understanding.
  • Students will complete a journal entry that corresponds to the reading.
  • If a student finishes early, he or she must work on the rough draft of persuasive paper 3.

Closure:

  • Students will complete a concept analysis question

Friday, December 9th:

SOL Objectives:

  • 10.4
  • 10.6
  • 10.7

Assessment:

  • Bell Ringer/ Exit Slip
  • Discussion
  • Journal Entry

Opener:

  • Students will copy and respond to the bell ringer.
  • We will explore the paragraph as a class and work together to achieve the best revision.

Lesson Presentation:

  • We will review elements discussed in yesterday’s reading.
  • We will, then, begin Act III.
  • I will pause the audio periodically to discuss the text and assess student understanding.
  • Students will then complete a journal entry related to the reading selection.
  • If there is any time remaining, students will work on Persuasive Paper 3.

Closure:

  • Students will complete a concept analysis question.