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.

English III Lesson Plans for January 2 – 6, 2017

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The Crucible

M: The students will complete the Act 1 vocabulary for a quiz Thursday. Introduce and discuss literary analysis (TEK 4). Discuss making inferences and drawing conclusions while reading pages 1124 – 1134.

T: The students will read pages 1134 – 1140. Discussion of how the plot is propelled forward by the arrival of Goody Putnam and the conflict with the villagers that Parris is trying to avoid.

W: The students will read pages 1140 – 1149. Discuss (a) how combination of stage direction and dialogue reveals Mrs. Putnam’s eagerness to seen signs of witchcraft and (b) how Parris intensifies his conflict with Proctor.

Th: Act I vocabulary quiz( TEK 1). The students will read pages 1149 – 1151. Discuss (a) students’ impression of Rev. Hale based on the dramatic exposition, stage directions, and dialogue, and (b) the details in the dramatic exposition that explain Giles’ Corey’s remarks about his wife, Martha.

F: The students will read pages 1152 – 1157 and discuss how Tituba’s confirmation of Parris’s and Hale’s suspicions adds to the play’s rising action.

 

A.P. English III Lesson Plans for November 14 – 18, 2016

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M: The students will be introduced to the dramatic form, tragedy, and the characteristics of the tragic hero. Notes and discussion.

T: The students will complete the character guide of The Crucible.  Notes and discussion.

W: The students will read the Arthur Miller biographical sketch on pgs.1118 -1119 and Contemporary Commentary on pgs. 1120 – 1121. Assignment: Complete Thinking About the Commentary on pg. 1121. Assign roles for Act I.

Th: The students will complete a quiz over the Witch Hunt! notes. They will complete the Act I vocabulary for The Crucible and read pages 1124 – 1125. Introduce Act I.

F: The students will read pgs. 1126 – 1131.

English III Lesson Plans for November 14 – 18, 2016

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M: The students will complete a review for the A Nation is Born unit test.

T: The students will be introduced to rhetoric and Aristotle’s Rhetorical Triangle. Notes and Discussion.

W: The students will be introduced to the three rhetorical appeals. Notes and discussion.

Th: The students will complete the A Nation is Born test.

F: The students will view Lesson Four of the QUACK! SAT-based vocabulary video and complete its 40-question exercise.

English III Lesson Plans for October 24 – 28, 2016

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M: The students will define charged words and will note and discuss the persuasive structure of the Declaration of Independence. Assignment: Using the Latin Word Pairs -rect and -tude. Due Thursday.

T: Graded papers will be returned to the students and filed. For the remainder of the period, the students will have a work day.

W: The students will complete the SAT-based vocabulary Lesson 6 Mythology.

Th: The students will read the Declaration of Independence and identify charged words and persuasive devices. Monday’s assignment due.

F: The students will read and persuasively analyze The Crisis, Number One.

 

A.P. English III Lesson Plans for October 24 -28, 2016

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M: The students will begin a review for The American Dream (Colonial Literature) Test.

T: Graded papers will be returned to the students and they will use the remainder of the class period to prepare for the American Dream test.

W: The students will complete the SAT-based vocabulary Lesson 6 Mythology. Letters from an American Farmer essay due.

Th: The students will view the final installment of the PBS documentary, Colonial House.

F: The students will complete the American Dream Test.

English III Lesson Plans for October 10 – 14, 2016

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M: The students will complete a timeline covering the events and literature of the literary era 1750 – 1800.

T: The students will be introduced to the literature of the American Revolution. Notes and discussion.

W: The students will read Patrick Henry”s Speech to the Virginia Convention and identify examples of parallelism and restatement. Notes and discussion.

Th: The students will review for the nine weeks test to be given Tuesday, Oct. 18.

F: The students will view the final installment of Colonial House documentary to verify the results of its prior predicting outcomes lesson.

 

A.P. English Lesson Plans for October 10 – 14, 2016

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M: The students will complete a timeline on the events and literature of 1750 – 1800.

T: The students will read Letters from an American Farmer, pgs. 193 – 197. Notes and discussion of epistle and author’s representation of America as a melting pot.

W: The students will write a two-page essay on how the three tenets of the American Dream are presented in Letters from an American Farmer.

Th: The students will review for the nine-weeks test.

F: To conclude the colonial literature unit, the students will view the first installment of the documentary, Colonial House.

English III Lesson Plans for September 26 – 30, 2016

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M: Introduction to Gone with the Wind: “It’s not about the Civil War, it’s about people with gumption.”

Margaret Mitchell’s approach to her masterpiece.

T: Due to the simplicity of the Puritan lifestyle, they had few possessions, dressed somberly  and uniformly, and didn’t believe in expressing themselves creatively. Because they have left so little behind, they remain a mystery in many ways. Journal Writing – List five personal possessions that best express your individuality. What would they tell future generations about your lifestyle and personality? Write at least one page and no more than two.

W:  Read Edward Taylor biographical sketch, pg. 88. Define direct address. Read Huswifery, pg. 93. Notes and discussion.

Th: The students will view the first installment of Gone with the Wind, noting examples of Scarlett’s level of maturity and main concerns.

F: The students will read Iron Bird: Cal Ripken’s Work Ethic, to conclude The Puritan Influence unit.

 

A.P. English III Lesson Plans for September 26 – 30, 2-16

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M: Introduction to Gone with the Wind: “It’s not about the Civil War, it’s about people with gumption.” Margaret Mitchell’s approach to her masterpiece.

T: Administration of ACT college entrance exam.

W & Th: The students will be in the Plato Lab writing their comparison papers over Our Town and White Oak.

F: SAT-based vocabulary Lesson 5: Jobs and Professions.

English III Lesson Plans for September 19 – 23, 2016.

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M & T: Announce test over My Bondage and My Freedom and the development of American English for Thursday, September 22. The students will be introduced to Puritan literature. Note sermon and selection vocabulary. Read Sinners in the Hands of an Angry God. Complete reading comprehension exercise. Assignment: bring a copy of your favorite love song lyrcs to class.

W: Show students selected line from their love song lyrics and ask them to identify the line not written in modern times.  Define Puritan plain style. Read To My Dear and Loving Husband, and complete contextual vocabulary exercise.

Th: Test. The students will define direct address and conceit, read and discuss Literary Analysis. Read Huswifery. Notes, discussion and complete inference exercise.

F: Distribute sampler frames and test assignment.