English 10
Mrs. Reynolds
Lesson Plans
Week Six: October 6-10, 2014
Day 25: 10/6/14
SOLs:
10.1: The student will participate in, collaborate in, and report on small-group learning activities.
10.5: The student will read, interpret, analyze, and evaluate nonfiction texts.
Objectives: The students will organize their persuasive information into a cohesive, well-developed persuasive essay.
The students will analyze the way point of view affect characterization and plot.
The students will contrast different points of view and explain how they affect the overall theme of a work.
Essential Question:
What are the three points-of-view that an author may choose to use in a story? What can each achieve that the others cannot? For future reference, you will be able to identify the point-of-view of a given selection.
Warm Up: The following quote will be on the board: “What I am trying to achieve is a voice sitting by a fireplace telling you a story on a winter’s evening”—Truman Capote. In their cooperative groups, the students will try to determine what Capote’s goals in writing hinged upon.
Direct Instruction/Explore and Apply: The students will become the experts. They are to count off within their groups. 1’s will study Omniscient Point of View; 2’s will study First Person Point of View; 3’s will study Third Person Limited Point of View; if we have groups of 4, the 4’s will study Tone. The students will read to themselves their particular section from pp 138-139. They then will share what they have learned guiding their peers through the samples of each point of view.
Assessment: co-teachers will provide feedback and assistance as they monitor the process. When all have finished, as a full group, we will focus on Voice (and Tone, if there were no 4’s).
Independent Practice: We read Cinderella a few weeks ago. How might the story be different and how might it be the same if it were told by one of the stepsisters? Would the tone change? What do you imagine the tone would be if it were to change? The students will answer these questions independently. They will share with their groups, and their answers will be posted in the room.
Any remaining time may be utilized for sustained silent reading of the novel or working on the rough draft.
Assessment: see above, but also formative assessment of their answers to the Cinderella question.
Homework: Rough Drafts are due tomorrow.
Honors Assignment: Read “The Education of Frank McCourt” answer #11 on 204 3 paragraph minimum; no teaching this time.
Differentiation:
Part of this lesson is done at the student’s own pace, making it ideal for all levels. In addition, the honors students will have an extension activity that will be completed independently.
Day 26: 10/7/14
SOLs:
10.4: The student will read, comprehend, and analyze literary texts of different cultures and eras.
10.6: The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.
10.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
Objectives: The students will utilize a rubric to peer edit one another’s persuasive essays.
The students will analyze the way first-person point of view affects characterization and plot.
Essential Question:
Same as previous day. In addition, what point-of-view is this selection told from?
Direct Instruction: I will walk through and explain the rubric process to the students. I will also explain the importance of understanding how the rubric works as this is the same rubric that is used on the SOL test.
Explore & Apply: Students will use the rubric peer edit a partner’s essay. (Independent Practice will occur as students reflect and edit their own papers, now and in the future.)
Homework: final draft is due in 3 class periods (Friday).
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Warm Up: In their groups, the students will do a quick review of the 3 narrator types.
Direct Instruction: I will give a brief lecture on Allusion with examples as well as to point out the allusion in the title of their next reading “By the Waters of Babylon” (pp 141-150).
Guided Practice/Model: We will read the first two pages aloud (pp. 141-142).
Independent Practice: the students will answer the following questions independently: Who is telling the story (the son of a priest), What kind of society does the narrator live in (a primitive one with few resources), Where is the narrator going (to the Place of the Gods, the ruins left after the Great Burning), Why (to learn more about the Dead Places and what they mean). We will make sure that all understand exactly what we’ve seen so far. If they don’t, we will go back and use the text to illustrate the reasons. We will continue with the students reading some passages to themselves and others aloud, pausing as needed.
This lesson will be continued tomorrow
Assessment: informal assessment of their answers.
Differentiation:
All students will benefit from having others provide feedback. Above level students sometimes balk at this idea, but even they will benefit. As for the story, it is futuristic/ sci-fi and often is a struggle for all students. Stopping early on and allowing for all to get to the “same page” will benefit all, but especially the at- and below-level students.
Handouts: Scoring Rubrics
Day 27: 10/8/14
SOLs:
10.4: The student will read, comprehend, and analyze literary texts of different cultures and eras.
Objectives: The students will analyze the way first-person point of view affects characterization and plot.
Essential Question:
What is the point-of-view of the selection? How does it affect characterization and plot?
Direct Instruction:
None, as this is a continuation of yesterday’s lesson.
Guided Practice/Model: We will continue reading “By the Waters of Babylon” with the students reading some passages to themselves and others aloud, pausing as needed. Assessment: Informal--What are some reasons that civilizations disappear? What role do the people play in their destruction? (Model): How would I question and clarify the text? I will point out the flawed narrator. He is naïve and lacking knowledge that we as a modern audience recognize.
Independent Practice: Was the first person narrator a good choice? This is to be answered independently and then shared with the group. The students will answer page 152 #10; they will discuss in the group and then with the whole class.
Remaining time, if any, will be used for final draft writing and/or SSR of TKAM.
Assessment: 5 question true/false quiz.
Differentiation: The questioning throughout this selection is a little more in-depth than on some of the others, which will benefit above-level students. Through guidance though, the at-level and below-level students will be able to reach them as well.
Day 28: 10/9/14
SOLs:
10.4: The student will read, comprehend, and analyze literary texts of different cultures and eras.
(10.6): The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.
Objectives: The students will analyze the way omniscient point of view affects characterization and plot.
The students will understand and analyze satire.
They will understand a writer’s purpose.
Essential Question:
What is satire? What is satirical about “The Storyteller”? What is the point-of-view of the selection? How would the selection change if the point-of-view were to change?
Warm Up: In collaborative groups, the students will review with one another the definition of
omniscient point-of-view.
Direct Instruction: I will explain satire to the group. The students should take notes in the same
section that they took notes about point of view/narrators.
Guided Practice & Independent Practice: I will read aloud the first page of “The Storyteller” pp 155-
159. The students will then silently read to the top right of page 159. As they read, they will jot down
instances where they found signs of the omniscient narrator. When all have read to the top of 159, we
will share the signs of the omniscient narrator, and we will predict what will happen to Bertha. We will
read aloud to the end of that page (the end of the selection).
Assessment: How is Saki’s story satire? (Saki uses irony for satire. Bertha’s medals for goodness
ultimately lead to her demise.) Also, students will answer questions 2, 3, & 4 on page 161.
Homework: The students will pick a passage from the selection and re-tell it through a first person
narrator. They will be free to choose one of the children, the bachelor or the aunt.
Differentiation: Above-level students will also add a brief (1 paragraph) explanation about what
changes when the narrator is changed. In addition, this is an assignment that allows these higher level
students to show off their creativity.
Day 29: 10/10/14
SOLs:
10.2: The student will analyze, produce, and examine similarities and differences between visual and verbal media messages.
10.4: The student will read, comprehend, and analyze literary texts of different cultures and eras.
10.5: The student will read, interpret, analyze, and evaluate nonfiction texts.
10.6: The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.
10.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
Objectives: The students will analyze the way the third-person limited point of view affects characterization and plot.
The students will contrast different points of view and explain how they affect the overall theme of the work.
The students will read a classic American novel.
Essential Question:
What is the point-of-view of “The Cold Equation”? How would the story be different if the point-of-view were to change? (I’ll provide more specifics as part of the lesson.
Collect persuasive essay final drafts.
Informal Assessment: We will go over the TKAM part 3 study guide together.
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Warm Up: Nobody gets through life without having to make hard decisions. What kinds of choices might have difficult consequences no matter what we decide to do? Jot down some ideas about such a choice. How would you make such a hard choice?
Direct Instruction: This selection is going to involve a very difficult decision—one that no one should ever have to make and one that no one would want to make. What do you think “The Cold Equations” means? What does it make you think of? (Model): I will read aloud pp 165-167. We will pause to answer questions about the text (questions that good readers would ask as they read). The students will read independently pp 167-176 in class and for homework. They are to write out their answers to the reading check questions within the text (up to question 8). There is no closure today as the lesson will need to continue Monday.
Assessment: Other than feedback as we read, there will be no assessment today.
Homework: none
Differentiation: to follow on the next plan.