Category Archives: ELA 11.09

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;

(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

A. P. English III Lesson Plans for October 5 – 9, 2015

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M: The students will read the epistle, Letters from an American Farmer, red classroom set, pgs. 198 – 199 and complete Critical Thinking handout due Wednesday, October 7.

T:The students will complete SAT-based Vocabulary Lesson 7: Social Sciences.

W: The students will complete a review for the nine weeks test to be given Tuesday, October 13.

Th: To conclude the Colonial American Dream unit, the students will write a compare/contrast essay. To prepare, the students will watch the first installment of the PBS documentary, Colonial House.

F: The students will watch the final installment of Colonial House.

English III Lesson Plans for August 31- September 4, 2015

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M: The students will read background information of the Onandaga tribe, pg. 19. Literary terms myth and origin myth will be defined and discussed. The class will read The Earth on Turtle’s Back, pages 20 – 23. Notes and discussion. Summarizing Texts exercise.

T: A Journey Through Texas. Introduce vocabulary, pg. 46 and exploration narrative literary term. Read Cabeza de Vaca biographical sketch, pg. 47. Read selection pgs. 48 – 51 and complete Critical Reading  questions 1 – 3, pg. 54.

W: Students will view the SAT-based vocabulary video, QUACK! Lesson 1 and complete its accompanying 40-question exercise.

Th & F: Discussion of history of the totem pole and continuation of Native American mythology. Given an outline of a totem pole, the students will design a five-part personal totem pole, with each section representing him-/herself, the family, school, hobby and goals, with written commentary for each section. Totem will be a test grade.