Weekly Lesson Plan

Huntsville High School20010-11 Language Arts Eleventh Grade Lesson Plan 
Teacher:

Julie Williams

Week/Day: Week of August 16, 2010

Course:

English 11

Period: periods 1,3,5,6,7

AHSGE Content Standard (check all that apply):

LANGUAGE:

Identify correct noun forms

Identify correct verb forms

Recognize subject-verb agreement

Recognize pronoun-antecedent

Identify verb shiftsIdentify correct pronoun caseIdentify effective use of voiceDetermine correct use of modifiersIdentify commonly confused wordsUse clear, vivid, precise languageUse formal and informal language Demonstrate correct sentence structureDemonstrate internal parallelismDemonstrate correct use of capitalizationDemonstrate correct use of comasDemonstrate semicolon and colon usageDemonstrate quotation marks and underliningDemonstrate correct use of the apostropheParagraph progressions and completeness READING:Identify supporting detailsDetermine sequence of eventsFollow directionsIdentify main ideaDraw conclusionsDetermine cause and effectPropaganda; Fact from opinionRecognize summary statementsRecognize logic and argumentsAnalyze literary elementsUnderstand figurative languageDetermine meaning of wordsPreview, predictDiscern organizational patternsDemonstrate reference material usage
Technology utilized:Video presentation (DVD) of Steinbeck’s Of Mice and Men 
Lesson format:Monday 8/16: Watch OMM video; students complete video response worksheet.Tuesday 8/17: Watch OMM video; students complete video response worksheet.Wednesday 8/18: Announce vocab quiz for Friday; OMM intro:  Read the first few pages aloud; Discuss JS’s depiction of the natural world; Terminology review: Plot, Character Development, Themes, Allusions, Foreshadowing, Figurative Language; Divide class into groups, hand out the “chapter” presentation assignment; Work in “chapter” presentation groupsThursday 8/19: Literary term: allusion; Read Burns poem “To A Mouse”; Poetry response; Talk about oral presentation skills, distribute presentation rubric; If time, work in groupsFriday, 8/20:  Vocab quiz; Work in presentation groups  
Practice/Assessment:
  • Students complete a video response worksheet to facilitate their analysis of the film.
  • Students collaborate in groups to facilitate their analysis of the written text.
  • Students prepare a poetry response to Burns’ “To A Mouse.”
  • Students will be quizzed on vocabulary taken from the text.
AL COS Content Standard/Objective for Subject:1.) Analyze authors' use of literary elements including characterization, theme, tone, setting, mood, plot, and literary point of view, in American short stories, drama, poetry, or essays and other nonfiction literature, predominantly from 1900 to the present.• Identifying major historical developments of language and literature in America from 1900 to the presentExamples: relationships to place and time, changes in American lexicon as a result of the industrial revolution; chronology, genre, style• Evaluating author technique2.) Analyze use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages.• Explaining use of allusions• Analyzing use of analogies for meaning• Interpreting irony• Analyzing poetry for rhythm and rhyme schemes3.) Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage.Examples:- informational materials--employee manuals, technical manuals, safety and trouble-shooting information, subject-area texts- functional materials--posted weather warnings, lease and credit agreements, memoranda, federal laws, medical instructions and information, nutritional pamphlets• Recognizing fallacies in logic• Drawing conclusions to determine author intent• Applying advanced knowledge of context clues and structural analysis to determine word meaning• Evaluating quality of writing4.) Analyze twentieth and twenty-first century American literary selections for plot structure, cultural significance, and use of propaganda.Examples: narratives, editorials5.) Evaluate twentieth and twenty-first century American authors' use of language, including length and complexity of sentences, diction, and Standard English versus dialect.6.) Determine word meaning in twentieth and twenty-first century American literature using word structure and context clues.Examples: prefixes, suffixes, root words7.) Compare the writing styles of two or more American authors or public figures.Examples: Martin Luther King, Jr., Zora Neale Hurston, Ernest Hemingway8.) Write the text for an oral presentation with attention to word choice, organizational patterns, transitional devices, and tone.• Using a variety of sentence patterns• Developing an effective voice suitable for audience and purpose9.) Analyze writing for parallelism in literary selections and student writing.10.) Edit writings, including student papers, for correct parallel form in clauses in a series and with correlative conjunctions and for correct use of subject-verb agreement with subjects with intervening phrases; subjects with collective nouns; subjects with indefinite pronouns when the verb form depends on the rest of the sentence; and subjects in sentences with correlative conjunctions or in inverted order.• Editing writings for mechanics, usage, grammar, and style• Demonstrating appropriate use of ellipses, parentheses, hyphens and suspended hyphens, hyphenation of number-and-noun modifiers, slashes, and use of commas with subordinate clauses and nominative absolutes11.) Differentiate between the use of active and passive voice.12.) Use the research process to manage, document, organize, and present information to support a thesis on a literary topic.Examples: documented essay, research paper• Using paraphrasing and documentation of sources to avoid plagiarism13.) Compare the use of oral presentation skills of self and others.14.) Identify propaganda in nonprint media. 
SPE/504/BBSST/ELL accommodations:

Presentation of material: monitor student’s comprehension of language used during instruction; highlight important concepts to be learned in text material; require verbal responses to indicate comprehension

Time Demands: allow extra time for completion of test or assignments (when required); alternate quiet and active tasks; set time limits for specific task completion

Attention: give advance warning of transitions between activities; use physical proximity and to help students focus

Reluctant starters: give a personal cue to begin work; make sure the appropriate books and materials are open to the correct pages; check for student understanding of instructions; check progress often in the first few minutes of work

Environment: use preferential seating

Materials: Avoid pressures of speed and accuracy; often give written directions to supplement verbal directions; alert student’s attention before expressing key points; use visual aids such as charts and graphs; cue student by calling his/her name before asking questions; demonstrate how new material relates to previously learned information

English Language Learners: closely monitoring the progress of ELLs and working with ELL instructor

 
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