jane long academy lesson plan 2014- 2015...students will use twist to analyze “theme for english...

Teacher: Dewitt Content: English II Grade: 10

Jane Long Academy Lesson Plan 2014- 2015

Long Academy Lesson Plan Template

2013-2014

Date(s): 8/25/14-9/8/14 Welcome Activity and

Voice, Tone, and Style in Poetry

Objectives (TEKS, Language ELPs)

ELA.10.1A Determine the meaning of grade-level technical academic English words in multiple content areas ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.2A Compare and contrast differences in similar themes expressed in different time periods ELA.10.2C Relate (compare/contrast) the figurative language of a literary work to its historical and culture setting ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery ELPS- Show comprehension through analytical skills Read silently with comprehension Write using a variety of sentence structures Understand general meaning, main points, and details

Materials and Resources

Springboard “Theme for English B”

Anticipatory Set

Letter to Me Poetic Devices in Music

Lesson Objective (SWBAT/I will be able to…)

Students will analyze the use of poetic devices and examine structure. Students will analyze diction to understand how the author’s style is expressed through voice and tone.

Input/Modeling

After we define our poetic devices, I will create examples for the poetic devices.

Guided Practice

Through a Springboard activity, students will view clips from the film Grease to gain knowledge of voice.




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Students will use pop culture to explore poetic devices, voice, and tone. As a class, we will read “Theme for English B”.

Check for Understanding

After listening to my examples for poetic devices, students will create their own examples. I will cold call on students to hear their examples.

Independent Practice

Students will use TWIST to analyze “Theme for English B”.

Closure

Students will present their TWIST posters.

Monday Tuesday Wednesday Thursday Friday

8/25

Syllabus

8/26

Letter to Me

8/27

Poetic Devices

8/28

Poetic Devices

8/29

Poetic Devices

9/1

No School

9/2

Voice and Tone

9/3

Voice and Tone

9/4

“Theme for English

B”

9/5


B”

9/8


B”




2013-2014

Date(s): 9/9/14-9/12/14 “Where I’m From” Poetry Unit


ELA.10.1A Determine the meaning of grade-level technical academic English words in multiple content areas ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.2A Compare and contrast differences in similar themes expressed in different time periods ELA.10.2C Relate (compare/contrast) the figurative language of a literary work to its historical and culture setting ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery ELPS Use visual and textual supports to read text Use pre-reading supports Narrate, describe, and explain in writing


Springboard “Where I’m From”

Anticipatory Set

Circles of Influence Where are you from?


Students will analyze the use of poetic devices and examine structure. Students will analyze diction to understand how the author’s style is expressed through voice and tone. Students will use poetic devices to create a poem expressing their own voices and styles.

Input/Modeling

I will create a “Where I’m From” poem with 4 symbols to share with students.

Guided Practice

We will annotate “Where I’m From” as a class.




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Students will analyze their own poems for voice.


Students will write their own poems.

Closure

If time permits, students will present a few lines from their poems.




2013-2014

Date(s): 9/15/14-9/17/14 Poetry Review and Assessment


ELA.10.1A Determine the meaning of grade-level technical academic English words in multiple content areas ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.2A Compare and contrast differences in similar themes expressed in different time periods ELA.10.2C Relate (compare/contrast) the figurative language of a literary work to its historical and culture setting ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery ELPS Distinguish formal and informal English Show comprehension through analytical skills Demonstrate listening comprehension


“The Writer” “The Broken Oar”

Anticipatory Set

What makes someone a writer?


Students will analyze the use of poetic devices and examine structure. Students will analyze diction to understand how the author’s style is expressed through voice and tone.

Input/Modeling

“Theme for English B” “ Where I’m From”

Guided Practice

Students will read both poems and answer questions in groups before playing Jeopardy.




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Jeopardy Review


Assessment

Closure

We will review incorrect answer choices, and students will track their data to discover areas of weakness.




2013-2014

Date(s): 9/18/14-9/24/14 Nonfiction


ELA.10.1A Determine the meaning of grade-level technical academic English words in multiple content areas ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery on nonfiction ELA.10.9D Analyze, synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those finding with textual evidence. ELPS Show comprehension through analytical skills Share in cooperative groups Speak using grade level content area vocabulary


Springboard “Cell Phones Don’t Contribute to Learning” “Reading and the Cell Phone: An Up and Coming Romance”

Anticipatory Set

Should cell phones be used in schools? Why or why not?


Students will make predictions based on the title, locate the claim, find patterns throughout the article, and analyze to determine the level of bias in the text.

Input/Modeling

I will model annotating the text, creating a short answer response, and the crossover SAR.

Guided Practice

As a class we will analyze both texts to determine the level of bias and understand both viewpoints.




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Students will answer guided questions.


SAR

Closure

Students will reflect on initial opinions.




2013-2014

Date(s): 9/25/14-10/2/14 Satire


ELA.10.1A Determine the meaning of grade-level technical academic English words in multiple content areas ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.19A Reflect on understanding to monitor comprehension ELPS Understand implicit ideas and information Use new vocabulary in stories


Springboard “Us and Them”

Anticipatory Set

What makes something funny?


Students will analyze the use of satire. Students will analyze diction to understand how the author’s style is expressed through voice and tone.

Input/Modeling

I will model the first step for the graphic organizer.

Guided Practice

Students will create a graphic organizer to understand how satire is used throughout the text.


Students will share the implied messages they found in the text.


Students will find literary terms throughout the text, and they will




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explain how these terms contribute to the author’s purpose.

Closure

Students revisit the initial definition of satire, and they will discuss how this essay fits that definition.




2013-2014

Date(s): 10/3/14-10/6/14 Nonfiction Review and Test


ELA.10.1A Determine the meaning of grade-level technical academic English words in multiple content areas ELA.10.1E Use a dictionary to determine or confirm the meanings of words and phrases ELA.10.19A Reflect on understanding to monitor comprehension ELA.10.6A Evaluate the role of syntax and diction and the effect of voice, tone, and imagery on nonfiction ELPS Read silently with comprehension Understand general meaning, main points, and details Share in cooperative groups


“How to Write”

Anticipatory Set

For the first few minutes of class, I will give students time to review their notes and write any questions they have over this unit. I will answer the questions to help students prepare/review for the assessment.


Students will analyze diction to understand how the author’s style is expressed through voice and tone.

Input/Modeling

I will review terms with students.

Guided Practice

Students will answer questions in preparation for the common assessment.


Students will play Jeopardy using the answers from “How to Write”.




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Students will read “How to Write”. Assessment

Closure

We will review any last minute questions or terms in preparation for the common assessment.

jane long academy lesson plan 2014- 2015...students will use twist to analyze “theme for english...

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