Teacher Name: James RinglebenSubject: English IStart Date(s): Sept. 21, 2015Grade Level(s): 9

Building: HAHSEnd Dates(s): Sept. 25, 2015

DAILY PLAN
Day / Objective (s) / DOK Level / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1 / Students will – Analyze the use of poetic devices found in multiple poems.
Student will – Asses the craft used by an author in creating a poem
Students will –Compare the use of poetic devices across multiple forms of poetry. / 2
3
4 / Continuing introduction to poetry
Introduction to poetic devices
Analyzing examples of poetic devices and the different uses for them
Discussion on crafting poetry / S
W
I / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard / Formative- Discussion Questions, reading response, sticky notes, notes
Summative-Poetry test
Student Self-Assessment-
2 / Students will – Analyze the use of poetic devices found in multiple poems.
Student will – Determine the meaning of non-familiar words in a text
Students will – Compare the use of poetic devices across multiple forms of poetry. / 2
3
4 / Reading, analyzing, discussing, and note taking on the different forms of poetry such as stereotypical, haiku, sonnets, etc.
Background knowledge of the sonnets
Reading Shakespeare’s “Sonnet 73”
Determining meaning based on context clues and knowledge of root words in Shakespearean language. / W
S
I / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard / Formative- Discussion questions, sticky notes, identifying different types of poetry activity
Summative- Poetry test
Student Self-Assessment-
3 / Students will – Analyze the use of poetic devices found in multiple poems.
Student will – Create images of poems using the “Stop, talk, and draw” reading strategy”
Students will – Compare the use of poetic devices across multiple forms of poetry. / 2
3
4 / Reading, analyzing, and discussing poetry such as works by Robert Frost and Emily Dickinson
Visualizing poems – Stop, Talk, and Draw activity
Comparing and contrasting the different meanings – making an argument for the meaning. Drawing connections / S
I
W / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard / Formative- Discussion questions, Stop/talk/draw activity, write ups
Summative- Poetry test
Student Self-Assessment-
4 / Students will – Analyze the use of poetic devices found in multiple poems.
Student will – Compare the use of poetic devices across different range of poetry
Students will – Assess the use of poetic devices in the craft and structure in a poem that they have found meaning in.
Students will – Compare the use of poetic devices across multiple forms of poetry. / 2
3
4 / Home poems activity – students bring in a poem from outside of school which they have drawn a connection to, they will then use strategies discussed in class to make new meaning of the poem and to find poetic devices and discuss the craft of the poem.
Poem presentations / I
W / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard / Formative- Discussion questions, review, poem presentations
Summative- Poetry test
Student Self-Assessment-
5 / Students will – Analyze the use of poetic devices found in multiple poems.
Student will – Compare the use of poetic devices across different range of poetry
Students will – Assess the use of poetic devices in the craft and structure in a poem that they have found meaning in.
Students will – Compare the use of poetic devices across / 2
3
4 / Finish Poem presentations
I See, I think, I feel exercise
Begin background knowledge of Edgar Allan Poe and “The Raven” / I
S
W / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard / Formative- Discussion questions, ticket out the door, Poem presentations, I see/think/fell exercise
Summative-Poetry Test
Student Self-Assessment-

Teacher Name: James RinglebenSubject:Engish A&HStart Date(s): Sept. 21, 2015Grade Level(s): 9

Building: HAHSEnd Dates(s): Sept. 25, 2015

DAILY PLAN
Day / Objective (s) / DOK Level / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1 / Students will – Analyze the author’s use of literary devices deployed to create the epic
Students will – identify the elements of an epic/epic hero in The Epic of Gilgamesh
Students will – Cite evidence from the story to explain what makes a character a “hero” / 2
3
4 / Gilgamesh comprehension quiz
Continue reading, discussing, and analyzing the Epic of Gilgamesh tablet 5.
Discussing the elements of death in Gilgamesh and analyzing the psychological affect Enkidu has left on Gilgamesh
Elements of an epic hero activity / I
S
W / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard,
Gilgamesh text / Formative- Determining elements activity, discussion questions, paper marks
Summative-Gilgamesh test/response
Student Self-Assessment-
2 / Students will – Analyze the author’s use of literary devices deployed to create the epic
Students will – identify the elements of an epic/epic hero in The Epic of Gilgamesh
Students will – Cite evidence from the story to explain what makes a character a “hero” / 2
3
4 / Gilgamesh tablet 5 quiz
Reading, analyzing, and discussing the Epic of Gilgamesh tablet 6/ending.
Making meaning of the text - identifying the theme and moral of the story. Analyzing what this says about society and if it still holds true today.
Chapter questions / S
W / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard,
Gilgamesh text / Formative-Determining elements activity, discussion questions, chapter questions, heroic traits
Summative-Gilgamesh test/response
Student Self-Assessment-
3 / Students will – Analyze the author’s use of literary devices deployed to create the epic
Students will – identify the elements of an epic/epic hero in The Epic of Gilgamesh
Students will – Compare and contrast Gilgamesh to Ozymandias in terms of theme/moral/meaning / 2
3
4 / Discussing death in Gilgamesh and the idea of having multiple sons to make your afterlife better – discussion on the different ideas of afterlife.
Reading, analyzing, and discussing Ozymandias
Comparing and contrasting the meanings/views/moral of Gilgamesh with Ozymandias
The Epic of Gilgamesh review / I
SW / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard,
Gilgamesh text,
Ozymandias text / Formative-Determining elements activity, discussion questions, chapter questions, Ozymandias comparison
Summative-Gilgamesh test/response
Student Self-Assessment-
4 / Students will – Analyze the author’s use of literary devices deployed to create the epic
Students will – identify the elements of an epic/epic hero in The Epic of Gilgamesh
Students will – Identify literary elements such as epic simile found in Gilgamesh
Students will – use concepts to solve non-routine problems / 2
3
4 / The Epic of Gilgamesh Test/Essay / I
W / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard,
Gilgamesh text / Formative-Determining elements activity, discussion questions
Summative-Gilgamesh test/response
Student Self-Assessment-
5 / Students will – Use concepts to solve non-routine problems
Students will – compare and contrast the culture/beliefs/ideals of Mesopotamia with Greek culture.
Students will – Hypothesize how culture will influence literature. / 2
3
4 / Close reading activity/Cold read – strategy introduced – visualizing
Begin background knowledge on Greek culture. / I
S
W / Highlighters,
Textbooks,
Sticky notes,
Projector,
Laptop,
Pencils,
Chalkboard,
Gilgamesh text / Formative – Close read, discussion questions, notes
Summative- Gilgamesh test/response
Student Self-Assessment-