Tuesday, January 22 11th Grade English

Objective: SWBAT identify the main idea of an informational text in order to make cross-textual comparisons Assessment: SW write a comparison of two informational texts using evidence to identify and compare the main claim of each text Procedure: 1. (5 minutes) Greet students; welcome them back from the long weekend a. Show them the Macbeth Collection iphone cases; have a quick discussion about the relevance/significance of Macbeth in our society 2. (30 minutes) Teach the grammar lesson for the day (ACT punctuation) a. Give students the grammar notes b. Hand out the grammar practice c. Have students try a few minutes of grammar practice before moving on to the next activity 3. (20 minutes) Give students some basic writing instruction concerning quotes and citations a. Show examples of close reading quotes (from Native Son essay) 4. (5 minutes) Explain to students they will be practicing using quotes and citations in their writing; they will also be utilizing the close reading skills we learned during the Macbeth unit in their writing a. Ask students to review what those close reading characteristics are: i. Connotation ii. Denotation iii. Inflection iv. Stress v. Subtext 5. (35 minutes) Hand out an informational text article to the students and ask them to read the article silently (there will be two articles for this activity, each alternating between the students); once the students have finished reading the articles, ask them to partner up with the person sitting next to them (they must have a different article) and write a comparison between the two informational texts (this will require students to discuss their texts with one another before they can begin writing); students must use at least two quotes in their comparison and they must close read the quotes before moving on with their writing --- this is to try to prevent students from drive-by quoting as they do too often in their essays a. During this activity, ask students to express their reading strategies; have them highlight/write on the articles, I will collect these articles so I can see the thought process that occurs currently in their reading --- they should be sure to note some of our close reading strategies on the articles Total time: 95 minutes HOMEWORK: GRAMMAR WORKSHEET

Name: ________________________

HYPHENS AND APOSTROPHES

Practice Directions: Decide whether the punctuation in each question is correct or incorrect. Then place a check in the proper column and adjust the punctuation. Correct ______ Incorrect _______

1. Into the circus arena paraded all the performers and animals; first the

______

_______

2. high stepping horses and bareback riders, then the lumbering elephants with their trainers, followed by the cartwheeling clowns and the

______ ______ ______ ______

_______ _______ _______ _______

3. Brightly costumed trapeze artists. 4. Denniss expertise at skateboarding amazed his friends. 5. The long awaited furniture finally 6. arrived at the Jameses house. In saving a threatened species, a basic

______ ______

_______ _______

7. step is: the study of its diet, mating and 8. reproductive processes, range patterns, and social behavior.

Wednesday, January 23 Thursday, January 24 11th Grade English

Objective: SWBAT explore the themes of the novel through various pre-reading activities Assessment: SW make decisions about survival situations and discuss/defend their choices Procedure: 1. (10 minutes) Greet students, welcome them to class; collect the grammar homework from the day before a. DO NOW: Give students a few ACT style warm up questions (from the English test); once students have had a chance to answer, discuss the correct response as well as some techniques to help them reach the correct answers 2. (5 minutes) Ask students to review the grammar lesson from the day before 3. (20 minutes) Teach the grammar lesson for the day (ACT punctuation) a. Give students the grammar notes b. Hand out the grammar practice c. Have students tray a few minutes of grammar practice before moving on to the next activity 4. (5 minutes) Give students an introduction to our next unit; tell students that during this unit we will be making cross-textual connections between 1984, The Hunger Games, and Lord of the Flies 5. (30 minutes) Give students a short biography of William Golding and a plot synopsis 6. (25 minutes) Survivor: In groups of four, students will be given a sheet with 30 items they can have on an island. As a group they must choose 5 of the items and list in order of their importance. Next, they must make a plan of action. The following day students will have a fishbowl discussion discussing and defending their decisions. Total time: 95 minutes HOMEWORK: GRAMMAR ASSIGNMENT

Name: ___________________________

THE DASH, QUESTION MARK AND EXCLAMATION POINT

Practice Directions: Decide whether the punctuation in each numbered sentence is correct or incorrect. Then place a check in the proper column and correct the punctuation errors. Correct ______ ______ ______ Incorrect _______ 1. The tornado headed no, hurtled our way. _______ _______ 2. The doctor an imposter, actually cleared his throat. 3. The book which was expensive had been his favorite for many years. ______ ______ ______ ______ _______ _______ _______ _______ 4. Dont tell me youre leaving already. 5. Is this the building you want to study! 6. Mr. Williams asked when I could rake his lawn? 7. Last Tuesday, Ill never forget it, was the first time we saw Magic Johnson play. ______ _______ 8. The famous diva who had performed in such eminent opera houses as the Met, LaScala, and Covent Garden was not willing to sing at our school.

Survivor
Directions: As a group, please choose 5 items from this list that you would like to have with you on an island. Then rank these items in list of importance (1 being the most important, 5 being the least important) and provide a brief explanation as to why you made these choices/decisions. 1. Wet suit 2. Hiking boots 3. Flint and steel 4. Matches 5. Nylon Rope 6. Hunting knife 7. Soap 8. Toothbrush and toothpaste 9. Cooler 10. Books 11. Sunscreen 12. Axe 13. Map 14. First aid kit 15. Compass 16. Parachute 17. Flares 18. 3 gallons of water 19. 3 loafs of bread 20. Fishing hooks 21. Mirror 22. Cellphone 23. Flashlight 24. Battery operated radio 25. Sleeping bag 26. Bow and one set of arrows 27. Pots and pans 28. Duct tape 29. Magnifying glass 30. Tool kit (containing a hammer, screw driver, and various wrenches)

Friday, January 25 11th Grade English

Objective: SWBAT apply the principles of grammar to their own writing Assessment: SW write a journal entry using at least one example of each type of grammar principle learned during the course of the week Procedure: 1. (10 minutes) Greet students, welcome them to class; collect the grammar homework from the day before a. DO NOW: Give students a few ACT style warm up questions (from the English test); once students have had a chance to answer, discuss the correct response as well as some techniques to help them reach the correct answers 2. (20 minutes) Free write Friday: Have students write for 20 minutes about any topic of their choice (students should be WRITING during this time, NOT TALKING); if they are stuck and do not have a topic to write about, they may pull a topic out of the fishbowl (but beware, once you pull out a topic, you must write about that topic there is no trading or drawing again) a. Challenge students to use at least one example from each grammar lesson from the week 3. (20 minutes) Hand out an informational text article to students, they are to read the article (and annotate it as necessary), then choose one quote from the article they would like to close read; students should be writing out this close reading on a separate sheet of paper (they should be sure to include the quote they are using and cite it properly according to MLA format) a. Writing is to be completed by the end of the hour and turned in Total time: 50 minutes HOMEWORK: GRAMMAR PRACTICE

Monday, January 28 11th Grade English

Objective: SWBAT identify connections between the events represented within two texts Assessment: SW watch a film related to a text read in a previous unit Procedure: 1. (3 minutes) Greet students; collect any homework 2. Hand out a copy of the vocabulary chart for this week (charts will be due on Friday) 3. (2 minutes) Tell the students we will be watching The Hunger Games before reading Lord of the Flies because there are many parallels between the two stories a. During the movie students should be recalling the themes we talked about from 1984 and trying to make connections; students should be taking notes during this process 4. (50 minutes) Begin showing the film The Hunger Games (it will be finished on the next block day) Total time: 55 minutes HOMEWORK: COMPELTE VOCABULARY CHART FOR FRIDAY

Tuesday, January 29 11th Grade English

Objective: SWBAT identify connections between the events represented within two texts Assessment: SW watch a film related to a text read in a previous unit Procedure: 1. (3 minutes) Greet students; take attendance 2. (90 minutes) Finish watching The Hunger Games Total time: 93 minutes

Wednesday, January 30 Thursday, January 31 11th Grade English

Objective: SWBAT relate the themes of two texts with one another in order to make cross-textual comparisons concerning theme and plot development Assessment: SW discuss the ideas and themes of each text in a fishbowl style discussion Procedure: 1. (10 minutes) Greet students; take attendance a. DO NOW: Have students complete a warm-up activity concerning ACT style questions (from ACT English and Grammar); once students have had a chance to respond, discuss the responses as well as techniques to arrive at the correct answers 2. (10 minutes) Show students the fishbowl demonstration video 3. (30 minutes) Have students gather into a fishbowl to discuss their viewing of The Hunger Games as well as their survivor activity; students should discuss their reactions to these activities as well as how they relate to their recollection of 1984 a. This fishbowl discussion will be student led; each student should speak at least once during this activity b. Ask students to start discussing 1984 with The Hunger Games and then lead into a discussion of the survivor activity 4. (40 minutes) Begin reading the first section of Lord of the Flies (pages 5-27) aloud as a class a. Students should be following along as the novel is read to them Total time: 90 minutes HOMEWORK: FINISH READING LOTF PAGES 5-27 IF NOT ALREADY COMPLETED IN CLASS

Friday, February 1 11th Grade English

Objective: SWBAT recall ACT vocabulary words Assessment: SW take a teacher created vocabulary test Procedure: 1. (5 minutes) Greet students; collect vocabulary charts from students 2. (20 minutes) Give students a vocabulary quiz 3. (25 minutes) Free Write Friday; students should spend the rest of the class time writing; students should use at least one example of each grammar principle we have learned in the last two weeks a. Again if students are stuck for a topic they may choose a topic from the fishbowl b. Writing is to be collected at the end of the class period Total time: 50 minutes

Monday February 4 11th Grade English

Objective: SWBAT compare and contrast the themes of two texts in order to make cross-textual connections Assessment: SW discuss the thematic similarities and differences exhibited by two texts in order to create a venn-diagram Procedure: 1. Welcome students to class; collect the chapter 1 questions for LOTF; give any necessary announcements (5 minutes) 2. Breakdown Hunger Games: Go over students viewing of The Hunger Games; discuss important events that happened as well as important themes; relate these ideas to 1984 (10 minutes) a. Both 1984 and The Hunger Games were written as commentaries on society; they show how things could change b. Important themes from 1984 and The Hunger Games i. The mutability of the past (1984 and THG) ii. The existence of fact through memory (1984) iii. The Political systems of society (1984 and THG) iv. Language as a weapon (1984) v. Right vs. Wrong (in terms of events in history and common knowledge) (1984) vi. The suppression of language (1984) vii. Individual freedom vs. governmental control (1984 and THG) viii. The inequality between rich and poor (1984 and THG) ix. Suffering as entertainment (THG) x. The importance of appearances (1984 and THG) 3. The Hunger Games is the new Lord of the Flies (15 minutes) a. Give students a copy of the article, The Hunger Games is the new Lord of the Flies ask students to read the article and pull out any interesting, important or relevant information from the reading; I want students to think about their viewing of the movie as well as the questions I gave them to think about to draw some hypothesis about similarities we will see as we read; see if students can make any connections between The Hunger Games and the first chapter of Lord of the Flies 4. Lord of the Flies, chapter 1 debrief (20 minutes) a. Debrief the first chapter of Lord of the Flies (go through powerpoint slides) b. Discuss with students plot events as well as themes and symbols that show through the text c. Ask students to make connections between LOTF, The Hunger Games and 1984 5. Grammar instruction project (10 minutes)

a. Explain to students that it became apparent not many grasped the grammar concepts they learned last week; so now we will be working with those same concepts again to try to understand them better b. Their task is to choose two of the grammar elements we learned (hyphens, dashes, question marks, exclamation points, apostrophes) and create their own teaching strategy for teaching/learning these concepts i. Students may work in groups (up to 4 people); they must create a product (either a poster, brochure, pamphlet) that teaches their chosen grammar skills to an audience (their peers) HOMEWORK: Grammar projects are due for peer editing on Wednesday (for 2nd hour) and Thursday (for 1st hour) Total time: 60 minutes

Tuesday February 4 11th Grade English

Objective: SWBAT support an argument citing evidence in order to argue for what they believe to be the most important survival tool Assessment: SW discuss their arguments in a speed debate with their classmates Procedure: 1. Greet students; collect any homework; give any necessary announcements for the day (5 minutes) 2. Give students the grammar lesson for the day (ellipsis points, brackets and parentheses) (30 minutes) 3. Have students get out their survivor worksheet; tell them they will be participating in a speed debate in which they will argue for their number one choice of survival tool (30 minutes) a. Have students re-arrange the desks into one large square around the perimeter of the room (chairs on both sides) b. Students should sit across from a partner; they will have 3 minutes to debate with that partner and try to agree on a number one survival tool; after the three minutes is up the students on the inside of the square should rotate clockwise so they are debating with a new partner c. Students will participate in 3-5 rounds of the speed debate d. At the end of the rounds, have students share with the class their top choice/whether or not they heard a good argument for another top choice; did anyone change their choice based on these debates? e. Have students put the desks back in their original arrangement 4. Pass out copies of the LOTF chapter 2 questions 5. Begin reading LOTF chapter 2 as a class (30 minutes) HOMEWORK: Finish reading LOTF chapter 2 and filling out the chapter questions; grammar practice worksheet Total time: 94 minutes

Wednesday February 6/Thursday February 7 11th Grade English

Objective: SWBAT compare two characters from different texts and cite textual evidence for support Assessment: SW create a comparison chart in which they compare two characters from different texts, citing textual evidence as support Procedure: 1. Greet the students; collect the LOTF chapter 2 questions and grammar practice worksheet; give any necessary announcements (5 minutes) 2. Have students get into their groups for the grammar instruction project (20 minutes) a. Each group should partner up with a second group and teach their lesson/present their product to their peers b. Each group should take turns instructing the other group; when not instructing the audience should be providing feedback to help the groups improve their lesson/product c. Each group will receive a graded peer review from the audience that will be taken into consideration when the final product is graded 3. Debrief LOTF chapter 2 (30 minutes) 4. Character connections activity (20 minutes) a. Give students the character connections handout; students should choose a character from LOTF and either The Hunger Games or 1984 to compare with one another b. Students should be citing textual evidence for their comparisons c. Students will (on the back of their charts) write a paragraph comparing these two characters; students must use at least 1 quote in their paragraph that they close read according to our close reading guidelines 5. Hand out copies of LOTF chapter 3 questions 6. Begin reading chapter 3 of LOTF (20 minutes) HOMEWORK: Revise grammar projects if necessary; finish reading LOTF chapter 3 and filling out the chapter questions; Quizlet/Study for Vocab quiz Total time: 95 minutes

Friday February 4 11th Grade English

Objective: SWBAT recall the vocabulary terms from this week in order to perform a vocabulary quiz Assessment: SW take a vocabulary quiz Procedure: 1. Greet students; collect LOTF chapter 3 questions; give any necessary announcements 2. Collect the grammar projects 3. Give students a few minutes to study for their vocabulary quiz 4. Hand out the vocabulary quiz 5. Once students are done quizzing, they should begin reading LOTF chapter 4 silently a. Hand out the chapter 4-5 questions HOMEWORK: Read LOTF chapters 4-5 and fill out the chapter questions Total time: 52 minutes

Monday February 11 11th Grade English

Objective: SWBAT identify the allegorical elements of the novel Lord of the Flies in order to understand Goldings symbolism and metaphors Assessment: SW make a list of the allegorical elements represented within Goldings novel Procedure: 1. Greet students, welcome them to class; collect the LOTF chapter 3 questions and give any necessary announcements (5 minutes) a. Tell students that because of the snow day on Friday, you will allow Grammar projects to be turned in tomorrow for those that were unprepared to turn them in today b. VOCABULARY QUIZ WILL BE RESECHEDULED FOR TOMORROW 2. Debrief LOTF chapter 3 (10 minutes) 3. Allegory: The Lord of the Flies is an allegorical novel written by William Golding in the post World War II era. Golding uses the concept of stranding young boys between the ages of 612 on an island due to a plane crash as a way of pointing out all the warts and flaws of mankind. (20 minutes) a. This allegory presents the age old question of whether goodness and evil are inborn characteristics or if it is learned behavior. Would young boys imitate adults if they had the opportunity to be independent of themselves? In the novel, Golding explores these quandaries while using allegory and symbolism to elevate the tale beyond simply the plot of an adventure story. b. First we must establish a definition of allegory; an allegory is an extended comparison that encompasses a longer work of literature. There are several levels of allegory in the novel including government, intellect, power and religion that we will talk about today. 4. Student work time: at this time students may work on their grammar project or begin reading LOTF chapter 4 (20 minutes) a. Hand out the LOTF chapter 4 questions HOMEWORK: Finish grammar project; read LOTF chapter 4 and answer the chapter questions (due Wednesday); study for vocabulary quiz Total time: 55 minutes

Allegory Representations in Lord of the Flies

GOVERNMENT ---------------------------------------------------------------------------------------------------------One of the most dominant allegories in the novel is government. Golding early on establishes Ralph as chief. Within a few chapters Jack is already jockeying for power. Later on in the book there is an underlying hint that Roger is increasingly desirous of power too. With this, Golding establishes that leadership is a very tenuous string that is easily cut by those that wish to usurp its strength. The conch is a symbol of government on the island. It provides initial order and control. The boy that has the conch has the right to speak. As the novel progresses, the boys increasingly abandon the conch which was a symbol of order and control. With the later destruction of the conch, it is symbolic that government, order and control have been abandoned on the island. Through this allegory Golding conveys the fragility of government. INTELLECT ---------------------------------------------------------------------------------------------------------------Another important allegory in the novel is intellect. Piggy, with his glasses, embodies the importance of intellect in the world. Piggy is able to see the problems as see the truth from early on. He realizes the boys are acting rashly with the early lighting of the fire. He sees the growing unhappiness of Jack and views him as a threat. He understands that gathering names and shelter are important to their fledgling society. On the other hand, Piggy's intellect is not valued by the boys. Intellect does not always come in a pretty package that sells well. Piggy was not a pretty package nor an articulate messenger. He was insecure, but correct in his judgments. Ralph immediately disregarded Piggy due to his outward appearance. By the end of the book Ralph can see the value of intellect. He sees through the pretty packaging of Jack and understands that truth is not always pretty. With this allegory, Golding establishes how society regards intellect. It is something that is disregarded as unimportant. Power trumps intellect in the society of mankind just as it does in Lord of the Flies. POWER -------------------------------------------------------------------------------------------------------------------Power is another level of allegory in Lord of the Flies. At the beginning of the novel, power lay in government, order and control. Increasingly power comes to lie in the ability to hunt and gather food. Jack grows in power because he has the ability to gather food for the group. The lure of food is much like a baby. A baby does care who is holding the bottle, if it is hungry it will suck. The boys represent citizens of the world. They are depicted as simply going along with the events of the world just as the boys go along with Jack just because he supplies the food. They throw their lot in with the one that they feel will benefit them the most. As Ralph's power degenerates and Jack's power accelerates, the abuse of power becomes an increasing temptation. This level of allegory depicts that whoever is in power as letting it go to his head. Just as Ralph's power is usurped, there is a growing sense of power in Roger. Roger

represents and even more extreme abuse of power: brutality and bloodlust. With the killing a Piggy and the hunting of Ralph, brutality and blood lust have trumped order and intellect. RELIGION-----------------------------------------------------------------------------------------------------------------On a different level The Lord of the Flies represents a religious allegory. Simon is often analyzed as Jesus figure in the novel. He represents goodness and truth, but when he comes to tell the truth to others he is symbolically crucified for it. With the destruction of the symbol of religion in the novel it opens the door for all other forms of evil and brutality to dominate the characters. Mankind is depicted as sinners in this level of allegory. Power trumps religion as well. With these multiple layers of allegory, Golding depicts the world of mankind in an unflattering light. There is good, order and intellect in the world, but they are triumphed over by evil, brutality and bloodlust. Golding is trying to depict to his audience that the island in The Lord of the Flies is just a microcosm of the real world.

Tuesday February 12 11th Grade English

Objective: SWBAT recall vocabulary words in order to take a teacher created vocabulary quiz Assessment: SW take a vocabulary quiz Procedure: 1. Greet students; collect grammar projects; give any necessary announcements for the day (5 minutes) 2. Give students a vocabulary quiz (20 minutes) 3. ACT reading strategy lesson (30 minutes) 4. Debrief LOTF chapter 4 (10 minutes) 5. Begin reading LOTF chapter 5 a. Hand out chapter 5 questions HOMEWORK: Finish reading LOTF chapter 5 and answering the chapter questions (chapter 4-5 questions due tomorrow) Total time: 65 minutes

Wednesday February 13 11th Grade English

Objective: SWBAT identify elements of irony within Goldings novel, Lord of the Flies Assessment: SW make a list of the different types of irony (and their examples) found within the novel Procedure: 1. Greet students; collect LOTF chapter4-5 questions; give any necessary announcements (5 minutes) 2. ACT reading strategy (20 minutes) 3. Irony: Write the following sentence on the board Dont be nervous; its only the most important test of your life. Point out to students that this sentence seems to say that the test is not a cause for worry, but it actually conveys the opposite message. Tell students that the sentence is an example of irony: the result of a contrast between appearance or expectation and reality (between the way things appear and the way they really are). (20 minutes) a. Explain that the sentence introduced earlier is an example of verbal irony, in which words are used to suggest the opposite of their usual meaning. b. Next, explain that dramatic irony, what appears to be true to a character is not what the reader or audience knows to be true. c. Finally, explain that situational iron, what is expected to happen is not what actually occurs. d. Explain to students that writers use irony for various effects. Sometimes writers use irony as a source of humor by creating unusual and amusing situations. Irony might also support a theme of a work, such as the difference between appearance and reality or the idea that one should not make judgments based on assumptions. Tell students that when they notice an ironic situation or remark in their reading, they should consider how that instance of irony serves the work as a whole. 4. Hand out the irony student activity sheet. Students should be filling out this handout as they read the next couple chapters. This handout will be collected on Friday. 5. Debrief LOTF chapter 5 (10 minutes) 6. Begin reading LOTF chapter 6 (10 minutes) a. Hand out LOTF chapter 6 questions HOMEWORK: Finish reading LOTF chapter 6 and answering the chapter questions; students should also be filling out the irony handout as they read the next couple chapters Total time: 65 minutes

Thursday February 14 11th Grade English

Objective: SWBAT apply their knowledge of essay writing in order to complete an ACT practice essay Assessment: SW write a practice ACT essay Procedure: 1. Greet students, collect LOTF chapter 6 questions; give any necessary announcements (5 minutes) 2. ACT reading strategy (20 minutes) 3. ACT timed write (30 minutes) 4. Begin reading LOTF chapter 7 (10 minutes) a. Hand out chapter 7 questions HOMEWORK: Finish reading LOTF chapter 7 and answering the chapter questions Total time: 65 minutes

Friday February 15 11th Grade English

Objective: SWBAT apply close reading skills in order to determine the meaning of excerpts from Rousseau Assessment: SW complete an activity packet that asks them to identify certain elements and characteristics from the reading Procedure: 1. Greet students; collect LOTF chapter 6 questions and irony chart; give any necessary announcements (5 minutes) 2. Hand out copies of theory articles from Rousseau as well as copies of the close reading practice packet (20 minutes) 3. Once you have finished the close reading activity, begin reading LOTF chapter 8 and answering the chapter questions (30 minutes) a. The book should be finished over mid-winter break HOMEWORK: Finish reading LOTF and answering the chapter questions; finish the close reading activity

Monday February 25 11th Grade English

Objective: SWBAT analyze critical theory articles in order to extract the meaning or main ideas of the piece Assessment: SW answer several questions regarding the piece and their understanding of the work Procedure: 1. Greet students, welcome them back from break; explain to students that their chapter questions and irony worksheet will be due tomorrow (February 26) (5 minutes) 2. Ask students to take 10 minutes and write a reaction/reflection to LOTF (10 minutes) 3. Hand out copies of the next vocabulary chart (5 minutes) a. Vocabulary quiz will be on Friday (March 1) 4. Hand out copies of the LOTF essay topic (5 minutes) 5. Explain to students that they essay they will be writing about LOTF will be about the Nature vs. Nurture debate; in order to get some ideas for their topic, they will be reading some theory excerpts from Jean Jacques Rousseau who studied this debate for a long time (25 minutes) a. Explain to students that this reading is challenging so it is not important that they understand each and every word, but rather they should put their critical thinking skills to use to figure out the main ideas/messages b. Students should also fill out the question packet as they read the article i. This activity will be due at the end of the class period Total time: 50 minutes

Tuesday February 26 11th Grade English

Objective: SWBAT apply the rules of grammar in order to prepare for their upcoming benchmark assessment Assessment: SW practice filling out grammar exercises that resemble the concepts of their upcoming exam Procedure: 1. Welcome students to class; collect LOTF chapter questions and irony handout; give any necessary announcements (5 minutes) 2. Debrief LOTF chapters 4-12 (40 minutes) 3. Give students some grammar instruction for their grammar BAs they will be taking over the next couple days (30 minutes) a. Have students complete grammar practice worksheets and discuss the responses (20 minutes) HOMEWORK: PREPARE FOR GRAMMAR BA Total time: 95 minutes

Wednesday February 27/Thursday February 28 11th Grade English

Objective: SW apply their knowledge of grammar rules in order to complete a benchmark assessment exam Assessment: SW take a district mandated benchmark assessment exam Procedure: 1. Greet students; give any necessary announcements 2. Administer the grammar BA test 3. If students have finished their grammar BAs before class time is up, they may begin working on their LOTF essays HOMEWORK: STUDY FOR VOCABULARY QUIZ; FILL OUT VOCABULARY CHART/QUIZLET Total time: 94 minutes

Friday March 1 11th Grade English

Objective: SWBAT recall particular vocabulary words in order to take a vocabulary quiz Assessment: SW take a teacher generated vocabulary quiz Procedure: 1. Greet students; give any necessary announcements (5 minutes) 2. Give students a few minutes to study for their vocabulary quiz (10 minutes) 3. Administer the vocabulary quiz (20 minutes) 4. Once students have finished their vocabulary quiz, they should pick a copy of the next weeks vocab chart as well as the How life is article (20 minutes) a. Students should read the article and then right a reaction to it in which they reflect on how they are working towards achieving their new years resolutions Total time: 55 minutes

Monday March 4 11th Grade English

Objective: SWBAT recall various vocabulary terms in order to complete a teacher vocabulary test Assessment: SW take a vocabulary quiz including various definitions, synonyms and antonyms Procedure: 1. Greet students, take attendance and give any necessary announcements (5 minutes) 2. Read Across America (20 minutes) a. Each student should be reading silently for 20 minutes 3. Give students a few minutes to study for their vocabulary quiz (3 minutes) 4. Collect vocabulary charts and administer the vocabulary quiz (20 minutes) 5. With the remaining time share the symbols and text connections in a think-pair-share format (15 minutes) a. Make sure students pick up a copy of the dystopia final project assignment sheet 6. Hand out vocabulary chart for next week (quiz will be on Monday March 11) Total time: 63 minutes

Tuesday March 5 11th Grade English

NO SCHOOL: JUNIORS TAKING THE ACT EXAM WLC PROFESSIONAL DEVELOPMENT DAY

Wednesday March 6/Thursday March 7 11th Grade English

NO STUDENTS: MME TESTING IN THE A.M.

Friday March 8 11th Grade English

Objective: SWBAT apply their knowledge of structuring a cohesive paragraph in order to evaluate their peers structural paragraphs Assessment: SW write and evaluate structural paragraphs for their upcoming essay Procedure: 1. Greet students, give any necessary announcements (3 minutes) 2. Vocabulary warm up activity (15 minutes) 3. Close reading quotes activity (30 minutes) a. Hand out a copy of the close reading quotes activity sheet b. Students should choose one quote and write a paragraph analyzing the quote based on the prompt questions on their close reading guide c. Students will then switch their paragraphs with others for evaluation and critique 4. Give students some MLA instruction (margins, font, works cited page, parenthetical citations) (20 minutes) 5. Peer review of structural paragraphs (25 minutes) a. Students should pair up with another student and review each others structural paragraphs i. Students should read the paragraph out loud and provide feedback to insure that the paragraph is cohesive HOMEWORK: Study for vocabulary quiz/vocabulary chart/quizlet

Monday March 11 11th Grade English

Objective: SWBAT recall vocabulary words in order to take a teacher created vocabulary quiz Assessment: SW take a teacher created vocabulary quiz Procedure: 1. Greet students; give any necessary announcements (2 minutes) 2. Collect Lord of the Flies Essays (5 minutes) 3. Give students a few minutes to study for their vocabulary quiz (5 minutes) 4. Administer the vocabulary quiz (20 minutes) a. Once students have finished quizzing they should pick up a copy of the article; they are to highlight or underline examples of irony found in the short story and then explain what type of irony it is and how it affects the story 5. Hand out a copy of the Ironic song lyrics; play the song for the students and have them underline any examples of irony they hear in the song (20 minutes) Total time: 52 minutes

Tuesday March 12 11th Grade English

Objective: SWBAT identify elements of effective public speaking in order to practice for an upcoming presentation Assessment: SW perform several public speaking exercises Procedure: 1. Greet students, give any necessary announcements (5 minutes) a. Pep-talk from Kid President video 2. Journal: What do you fear most about public speaking? What aspect of public speaking are you best at? (10 minutes) 3. Journal/Brainstorm: Can you think of a time when you attended a bad presentation? How about a good one? What made them good or bad? (10 minutes) a. Public speaking is the process of speaking to a group of people in a structured, deliberate manner intended to inform, influence, or entertain the listeners 4. Ten tips for Effective Public Speaking (30 minutes) a. Prepare to succeed b. Say it correctly c. Overcome your anxiety d. Make first impressions count e. Stand for attention

f. g. h. i. j.

Act naturally Make eye contact Show your feelings Make yourself heard Silence your distracters

5. Exercise 1: This is the house that Jack built (10 minutes) a. This exercise demonstrates the importance of making natural pauses and taking breaths during those pauses. It may also convince your students that long sentences arent always better sentences. 6. Exercise 2: Esau Wood (10 minutes) a. This exercise requires the students to figure out what intonation and pauses to use to make the words make sense. This is probably the most challenging of the three. It could be especially confusing for non-native speakers of English. 7. Exercise 3: The Cat in the Hat (10 minutes) a. Dr. Suess rhythmic style in this selection makes it easy to read too fast. Ask the students who work on this selection to concentrate on controlling their rate. Also ask them to over-emphasize their intonation. 8. Feedback give students an opportunity to review the feedback they have received and ask any questions they may have about public speaking tips What sorts of feedback were they noticing? What areas do students need to improve on? Set a goal to work on something before their project presentations (10 minutes)

Total time: 95 minutes