Pelahatchie High School Lesson Plan Template 2015-2016

Pelahatchie High School Lesson Plan Template 2015-2016

Teacher’s Name:
ElesRenfroe / Subject/Course:
English IV / Grade Level:
12/Week 16
Unit Title:
Theme: Evolution of the Hero/Extended Text: Hamlet / MS Framework Objective(s):
omit / Common Core Framework Objective(s):
omit
Reading Strategies:
As students read independent novels, they will use bookmarks (formative) and novel responses (summative) to help them to read deeply during and after the independent novel. As they read, they will look for Sign Posts to use for their discussion of theme in their novel responses. They are currently reading their third independent novel.
Writing Strategies:
Students will compare/contrast different types of heroes to determine which hero experiences the most growth as a character: Beowulf vs. Gawain vs. Bilbo vs. Hamlet / Learning Outcomes: Students will be able to…
omit
Flipped Classroom Method (Optional) Explain how instruction will occur at home.
LESSON DATE
04/25/16 / LESSON TITLE
Shakespeare Unit / INSTRUCTIONAL STRATEGIES
☐Identifying Similarities & differences
☐Summarizing & Note Taking
☐Effort & Providing recognition
☐Nonlinguistic
☐Cooperative Learning
☐Setting Objectives & Providing Feedback
☐Generating & Testing Hypotheses
☐Cues, Questions, and Graphic Organizers
☐Journals
☐Response Logs
☐Writing Process
☐Read Aloud/ Locate specific information in a passage
☐Make generalizations & draw conclusions from a passage
☐Use of Technology
☐______/ Pre/work or bell ringer?
DGP #16 / ASSESSMENT
How will students apply, assess, or communicate what they have learned? Formative/ Summative
☐Independent Work
☐Guided Instruction
☐Practice Sheets
☐Project/Presentation
☐Conference
☐Test/Quiz
☐Lab Report
☐Rubric
☐______
☐ ______
☐ ______
Daily Activities (include reading and writing activities):
--Empower 3000
--SSR
--Hamlet
--Complete enactments of Act III
--Recap of Act III: Each individual provide a one-line summary of his/her paraphrased lines.
--QW: 5 major events of Act III in chronological order
--QW: Did you learn more by paraphrasing and acting out the lines as opposed to reading the original lines together? Explain.
--Watch Act III
--Log: Why did the director choose to switch “Nunnery” scene and “To Be” scene?
How will this lesson connect to the next day’s lesson?Students will review Act III to prepare for Act IV.
LESSON DATE
04/26/16 / LESSON TITLE
Shakespeare Unit / INSTRUCTIONAL STRATEGIES
☐Identifying Similarities & differences
☐Summarizing & Note Taking
☐Effort & Providing recognition
☐Nonlinguistic
☐Cooperative Learning
☐Setting Objectives & Providing Feedback
☐Generating & Testing Hypotheses
☐Cues, Questions, and Graphic Organizers
☐Journals
☐Response Logs
☐Writing Process
☐Read Aloud/ Locate specific information in a passage
☐Make generalizations & draw conclusions from a passage
☐Use of Technology
☐______/ Pre/work or bell ringer?
Article #16 / ASSESSMENT
How will students apply, assess, or communicate what they have learned? Formative/ Summative
☐Independent Work
☐Guided Instruction
☐Practice Sheets
☐Project/Presentation
☐Conference
☐Test/Quiz
☐Lab Report
☐Rubric
☐ ______
☐ ______
☐ ______
Daily Activities (include reading and writing activities):
--SSR
Hamlet
--Read Act IV
--QWs: Identify major literary devices that Shakespeare uses in his play.
--QW: Pick one literary device and explain why Shakespeare uses this device—to what effect?
How will this lesson connect to the next day’s lesson? Students will be able to identify literary devices and themes in Act V.
LESSON DATE
04/27/16 / LESSON TITLE
Shakespeare Unit / INSTRUCTIONAL STRATEGIES
☐Identifying Similarities & differences
☐Summarizing & Note Taking
☐Effort & Providing recognition
☐Nonlinguistic
☐Cooperative Learning
☐Setting Objectives & Providing Feedback
☐Generating & Testing Hypotheses
☐Cues, Questions, and Graphic Organizers
☐Journals
☐Response Logs
☐Writing Process
☐Read Aloud/ Locate specific information in a passage
☐Make generalizations & draw conclusions from a passage
☐Use of Technology
☐______/ Pre/work or bell ringer?
DOL #16 / ASSESSMENT
How will students apply, assess, or communicate what they have learned? Formative/ Summative
☐Independent Work
☐Guided Instruction
☐Practice Sheets
☐Project/Presentation
☐Conference
☐Test/Quiz
☐Lab Report
☐Rubric
☐ ______
☐ ______
☐ ______
☐ ______
Daily Activities (include reading and writing activities):
--Empower 3000 Stretch
--SSR
Hamlet
----Read Act V
How will this lesson connect to the next day’s lesson?
Students will decide if Hamlet is a hero or coward.
LESSON DATE
04/28/16 / LESSON TITLE
Shakespeare Unit / INSTRUCTIONAL STRATEGIES
☐Identifying Similarities & differences
☐Summarizing & Note Taking
☐Effort & Providing recognition
☐Nonlinguistic
☐Cooperative Learning
☐Setting Objectives & Providing Feedback
☐Generating & Testing Hypotheses
☐Cues, Questions, and Graphic Organizers
☐Journals
☐Response Logs
☐Writing Process
☐Read Aloud/ Locate specific information in a passage
☐Make generalizations & draw conclusions from a passage
☐Use of Technology
☐______/ Pre/work or bell ringer?
Quote #16 / ASSESSMENT
How will students apply, assess, or communicate what they have learned? Formative/ Summative
☐Independent Work
☐Guided Instruction
☐Practice Sheets
☐Project/Presentation
☐Conference
☐Test/Quiz
☐Lab Report
☐Rubric
☐______
☐ ______
☐ ______
☐ ______
Daily Activities (include reading and writing activities):
Hamlet
--Watch Acts IV and V
--Log: Is Hamlet a tragic hero or a coward? Cite one specific example from the play.
--QW: Is Hamlet depressed before the play begins or do the circumstances of his father’s death and his mother’s quick marriage to his uncle cause his depression?
How will this lesson connect to the next day’s lesson?
Students will explore how much personality influences action.
LESSON DATE
04/29/16 / LESSON TITLE
Hamlet / INSTRUCTIONAL STRATEGIES
☐Identifying Similarities & differences
☐Summarizing & Note Taking
☐Effort & Providing recognition
☐Nonlinguistic
☐Cooperative Learning
☐Setting Objectives & Providing Feedback
☐Generating & Testing Hypotheses
☐Cues, Questions, and Graphic Organizers
☐Journals
☐Response Logs
☐Writing Process
☐Read Aloud/ Locate specific information in a passage
☐Make generalizations & draw conclusions from a passage
☐ Use of Technology
☐______/ Pre/work or bell ringer?
Vocabulary in Context #16
--Turn in Bell Ringer Sets 15 and 16
--ACT Grammar Quiz / ASSESSMENT
How will students apply, assess, or communicate what they have learned? Formative/ Summative
☐Independent Work
☐Guided Instruction
☐Practice Sheets
☐Project/Presentation
☐Conference
☐Test/Quiz
☐Lab Report
☐Rubric
☐______
☐ ______
☐ ______
☐ ______
Daily Activities (include reading and writing activities):
--SSR
--3rd Novel Response due next Friday
Hamlet
--Discuss Oedipus Complex and Freud’s famous interpretation of Hamlet.
--QW: What do you believe?
--QWs: Define Oedipus Complex and catharsis
--QW: What evil was purged?
--Log: How much does one’s personality influence his/her actions?
--Take Personality Profile Test
How will this lesson connect to the next day’s lesson? Students will use personality profile chart to place major characters from play into the most obvious profile.