Category Archives: ELA 11.01

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

(C) infer word meaning through the identification and analysis of analogies and other word relationships;

(D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and

(E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed.(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

(C) infer word meaning through the identification and analysis of analogies and other word relationships;

(D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and

(E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed.

A.P. English III Lesson Plans for April 3 – 7, 2017

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The Great Gatsby

M: The students will discuss and take notes over the dominant character traits of Nick Carraway, Jay Gatsby, and Tom and Daisy Buchanan. Announce Hallmarks of The Jazz Age quiz on Friday.

T: The students will read pages 23 – 32 and discuss the significance of the Valley of Ashes and the “foul dust” that pervades chapter two, They will also discuss the eyes of Dr. T.J. Eckleburg.

W: Fine Arts Day

Th: The students will read pages 33 – 38 and discuss the brutality of Tom Buchanan and his attitude toward George Wilson and men like him.

F: The students will complete the Hallmarks of the Jazz Age quiz.

English III Lesson Plans for April 3 – 7, 2017

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The Great Gatsby

M & T: Class discussion and notes on the hallmarks of the Jazz Age: time period, advances for women, Prohibition, urban corruption, 1919 World Series scandal, the “People’s Car,” dancing, backlash from the “decade that roared.”

W: Fine Arts Day

Th: The students will view the Biography Channel production of F. Scott Fitzgerald: The Great American Dreamer and answer questions about the author of the novel.

F: Chapter One vocabulary. The students will read pages 1 – 10 of the novel, identifying examples of characterization for the characters Nick Carraway, Jay Gatsby, and Tom & Daisy Buchanan.

English III Lesson Plans for March 27 – 31, 2017

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M: The students will read The Notorious Jumping Frog of Calaveras County, afterwards identifying examples of humor and regional dialect. Notes and discussion. Announce Humor In American Literature test for Friday, March 31

T; The students will complete a reading comprehension and regional dialect exercise on Jumping Frog. Due at end of class period.

W: The students will complete a review for the Humor in American Literature test.

Th: The students will complete the ACT-based vocabulary exercise, QUACK! Lesson 5

F: The students will complete the Humor in American Literature Test.

English III Lesson Plans for March 20 – 24, 2017

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M: The students will be introduced to the work of Mark Twain; notes and discussion.

T – W: The students will view Dr. Elliot Engel’s video lecture on the work of Mark Twain and will answer the accompanying questions.

Th: White Oak High School will dismiss classes at 9:00 a.m. to host the UIL Academic District Meet.

F: The students will read The Celebrated Jumping Frog of Calaveras County and complete an answer on local dialect.

2.29.3.4

English III Lesson Plans for February 6 – 10, 2017

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M: The students will complete the Dr. Elliot Engle video presentation  over the life of Edgar Allan Poe and the recurring themes in his work. Announce the raven project.

T: The students will complete the major test over The Crucible.

W: The students will complete the vocabulary and be introduced to the interpretations of the colors featured in The Masque of the Red Death. Assign research of  ravens in various cultures, due Friday.

Th: The student will read The Masque of the Red Death.

F: The students will report on their research of ravens in various cultures.

A.P. Lesson Plans For February 6 – 10, 2017

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M: The students will complete the Dr. Elliot Engel video presentation on the the life and recurring themes in his work. A test will be given over the Gothic literature notes on Friday.

T: The students will complete the major test over The Crucible.

W – F: The students will review the vocabulary for and read The Fall of the House of Usher, completing analysis chart for elements of Gothic literature as they read.

W: American Romantics assignment due.

F: Gothic literature notes test.

A.P. English III Lesson Plans for January 16 – 20, 2017

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The Crucible

M: School Holiday

T: Distribute Act IV Vocabulary Builder; due Thursday, January 19, quiz Friday, January 20.  The students will write a one-page response to the question: Who bears the most guilt for the fate of those hanged in the Salem witch trials–the girls who accused innocent people or the judges who sentenced them to death? Support your answers with evidence from the text.

W: The students will complete a quiz over Act III. Read pages 1217 – 1220 and discuss the description of Salem in chaos could warn against anti-communist fear and suspicion in Arthur Miller’s time.

Th: The students will read pages 1220 – 1226 and discuss (1) how Parris’s description of Proctor suggests the qualities of a tragic hero and (2) Elizabeth’s reluctance to plead with John to confess to witchcraft and save himself.

F: The students will read pages 1227 – 1233 and discuss (1) how  Proctor’s refusal to incriminate others relates to the McCarthy hearings of the 1950s, (2) the ways Proctor’s statements reflect those of a tragic hero, and (3)  the insights expressed by Proctor.

A.P. English III Lesson Plans for January 9 – 13, 2017

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The Crucible

M: The students will select their character roles for Act III and will define the act’s vocabulary words at the bottom of pg. 1186. Vocabulary Builder exercise due Tuesday, Jan. 10. The students will read pages 1187 – 1193 and discuss Danforth’s statement on 1192 as a logical fallacy.

T: The students will read pages 1193 – 1201 identifying and discussing of examples of verbal irony.

W: The students will complete the Act II quiz. The students will read pages 1202 – 1205 and discuss what conflicts, both external and internal, that Danforth experiences in that scene.

Th & F: The students will read and discuss pages 1202 – 1213 and write a one-page response to the question: Imagine that Elizabeth Proctor had told the truth. In what way might the outcome of the trials have been different?

English III Lesson Plans for January 9 – 13, 2017

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The Crucible

M: The students will complete the Act I study guide in class and select their role for Act II.

T: External conflict. The students will read pages 1161 – 1165 and identify details that suggest tension in the relationship of John and Elizabeth Proctor.

W: Rising action. The students will read pages 1166 – 1170 and identify factors in the conflict developing between the Proctors and their community.

Th: The students will complete the Act I Quiz.  The students will complete the vocabulary terms for Act II.

F: Internal conflict The students will read pages 11 71 – 1176 and using the dramatic exposition, determine the internal conflict experienced by Rev. Hale.

A.P. English III Lesson Plans for January 2 – 6, 2017.

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The Crucible

M: Literary analysis (TEK 4) of Biblical allusions (TEK 7) in the play and Act II Vocabulary Builder (TEK 1) assignments, Wednesday. The students will read pages 1161 – 1165 and discuss (a) the details that suggest tension in the Proctors’ relationship and (b) the meaning of Elizabeth’s allusion to the parting of the Red Sea as it relates to Abigail’s new standing in the community.

T: The students will read pages 1165 – 1169 and discuss the conflict developing between the Proctors and their  community.

W: Literary analysis and Vocabulary Builder assignments due. The students will read pages 1169 – 1175 and discuss (a) the internal conflict that the stage directions suggest that Rev. Hale experiences, and (b) the meaning of Hale’s allusion to the Devil in relation to the accusations against Rebecca Nurse.

Th & F: The students will read pages 1175 – 1181 and discuss (a) how Proctor’s allusion to Pontius Pilate is an insult to Hale, and predict (a) how the poppet will affect Elizabeth’s future, (b) what will be the fate of those accused, and (c) how the charge of lechery  will impact Proctor and his family.