English IA College Prep Bellaire High School
Lesson Plan #7 Week #7
Oct.5-9, 2009
Topic: “The Odyssey” by Home
- Focus on classic tradition
Vocabulary Words: #s 96-115 (http://campus.digication.com/English9/1._Handouts_and_Teacher_Links)
NOTE: A copy of the vocabulary words can be found below as well.
HOMEWORK: Vocabulary SAT notes – Every Thursday, completion check
Grammar – GUM, p. 5 and 25- due Monday 10/5
GUM, p. 65 - due Tuesday 10/6
GUM pages TBA throughout the week
Sentences, due: Thursday
Activities
Monday
1. Review prepositional phrases: adjective prepositional phrase and adverb prepositional phrase. Distribute PHRASE TOOLBOX.
2. Quiz #5. Discuss.
- Gum p.
3. Distribute sentence homework and handouts: “What is myth?”/“Creation”/”How Evil Came Into the World”
4. Distribute and discuss “Mechanics of Research” handout and details of HERO Project.
Tuesday
1. Handouts reading check.
2. Discuss handouts and preliminary research notes.
3. Read Homer’s World, pp. 887-889; The Epic, pp. 890-891, and “The Odyssey” Book One Invocation, p. 895, LOL. Discuss.
Wednesday
1. GUM- Types of sentences. Discuss and practice.
2. Read “The Odyssey” Book Nine, pp. 896-913. Pause, discuss, and take notes after certain parts.
Thursday
Library visit
Friday
1. Continue reading “The Odyssey” Book Nine.
2. Answer and discuss questions.
Prepare for a quiz Monday.
Friday, October 2, 2009
Friday, September 25, 2009
6th week Sept. 29-Oct. 2, 2009
English IA College Prep Bellaire High School
Lesson Plan #6 Week #6
Sept.29-Oct.2, 2009
Topic: “The Necklace” by Guy de Maupassant and “The Gift of the Magi” by O. Henry
- Focus on personal narrative, SIFT, irony, characterization, foreshadowing, allusion
Vocabulary Words: #s 60-80 Refer to new.schoolnotes.com attachment or the 9th website (http://campus.digication.com/English9/1._Handouts_and_Teacher_Links)
NOTE: Vocabulary #s 60-80 is below as well.
HOMEWORK: Vocabulary – Every Thursday
Grammar – 1st grammar packet Parts of Speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections) : random pages due this week
Sentences, due: Thursday along with the other 10 vocabulary words
Diary Entry: Write a diary entry in which the mother explains her hopes, dreams, and expectations for her daughter, as well as her sense of frustration. DUE: 9/29
Activities
Tuesday
1. Read “The Necklace” and discuss.
2. Reading check.
3. Discuss two pages from the 1st grammar packet and collect.
Wednesday
1. Read “The Gift of the Magi” and discuss.
2. Reading check.
3. Discuss two pages from the 1st grammar packet and collect.
Thursday
1. Warm-up: GUM pp. 2-4.
2. GUM p. 5- Pronuns and antecedents.
3. Discuss CLAUSE and TYPES OF SENTENCES from the second packet.
4. Practice exercises in the 2nd packet.
Prepare for the short story unit test tomorrow.
Friday
1. Short story UNIT TEST.
2. Remaining time will be used to do CASPAR.
Lesson Plan #6 Week #6
Sept.29-Oct.2, 2009
Topic: “The Necklace” by Guy de Maupassant and “The Gift of the Magi” by O. Henry
- Focus on personal narrative, SIFT, irony, characterization, foreshadowing, allusion
Vocabulary Words: #s 60-80 Refer to new.schoolnotes.com attachment or the 9th website (http://campus.digication.com/English9/1._Handouts_and_Teacher_Links)
NOTE: Vocabulary #s 60-80 is below as well.
HOMEWORK: Vocabulary – Every Thursday
Grammar – 1st grammar packet Parts of Speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections) : random pages due this week
Sentences, due: Thursday along with the other 10 vocabulary words
Diary Entry: Write a diary entry in which the mother explains her hopes, dreams, and expectations for her daughter, as well as her sense of frustration. DUE: 9/29
Activities
Tuesday
1. Read “The Necklace” and discuss.
2. Reading check.
3. Discuss two pages from the 1st grammar packet and collect.
Wednesday
1. Read “The Gift of the Magi” and discuss.
2. Reading check.
3. Discuss two pages from the 1st grammar packet and collect.
Thursday
1. Warm-up: GUM pp. 2-4.
2. GUM p. 5- Pronuns and antecedents.
3. Discuss CLAUSE and TYPES OF SENTENCES from the second packet.
4. Practice exercises in the 2nd packet.
Prepare for the short story unit test tomorrow.
Friday
1. Short story UNIT TEST.
2. Remaining time will be used to do CASPAR.
Friday, September 18, 2009
5th week Sept. 21-25, 2009
English IA College Prep Bellaire High School
Lesson Plan #5 Week #5
Sept.21-25, 2009
Topic: “Two Kinds” by Amy Tan
- Focus on personal narrative, SIFT, irony, characterization, foreshadowing, allusion
Vocabulary Words: #s 61-71 (formica, debut, prelude, staccato, spinet, tutus, disaster, sentimental, curtsy, conspire, betrayal, devastate, discordant, fiasco, indignity, lament, prodigy, ream, reproach, reverie, conspire)
HOMEWORK: Vocabulary – Every Thursday
Grammar assignments, due: Wednesday
Sentences, due: Thursday along with the other 10 vocabulary words
Activities
Monday
1. Quiz #4- “The Scarlet Ibis”, parts of a sentence, vocabulary
2. Read “Two Kinds” by Amy Tan.
3. Distribute grammar and vocabulary homework.
Tuesday
1. Reading check.
2. Close reading: character, characterization, conflict, allusion, theme, simile, plot elements/ SOAPSTONE + T
3. Discuss.
Wednesday
1. Discuss grammar concept: more parts of speech (verbs, adjectives, and adverbs) and sentence.
2. Work on exercises.
Thursday
1. Discuss grammar homework.
2. Write sentences on strips.
Friday
1. Write a diary entry in which the mother explains her hopes, dreams, and expectations for her daughter, as well as her sense of frustration.
2. Review for Monday’s quiz.
Lesson Plan #5 Week #5
Sept.21-25, 2009
Topic: “Two Kinds” by Amy Tan
- Focus on personal narrative, SIFT, irony, characterization, foreshadowing, allusion
Vocabulary Words: #s 61-71 (formica, debut, prelude, staccato, spinet, tutus, disaster, sentimental, curtsy, conspire, betrayal, devastate, discordant, fiasco, indignity, lament, prodigy, ream, reproach, reverie, conspire)
HOMEWORK: Vocabulary – Every Thursday
Grammar assignments, due: Wednesday
Sentences, due: Thursday along with the other 10 vocabulary words
Activities
Monday
1. Quiz #4- “The Scarlet Ibis”, parts of a sentence, vocabulary
2. Read “Two Kinds” by Amy Tan.
3. Distribute grammar and vocabulary homework.
Tuesday
1. Reading check.
2. Close reading: character, characterization, conflict, allusion, theme, simile, plot elements/ SOAPSTONE + T
3. Discuss.
Wednesday
1. Discuss grammar concept: more parts of speech (verbs, adjectives, and adverbs) and sentence.
2. Work on exercises.
Thursday
1. Discuss grammar homework.
2. Write sentences on strips.
Friday
1. Write a diary entry in which the mother explains her hopes, dreams, and expectations for her daughter, as well as her sense of frustration.
2. Review for Monday’s quiz.
Friday, September 11, 2009
4th week Sept. 14-18, 2009
English IA College Prep Bellaire High School
Lesson Plan #4 Week #4
Sept.14-18, 2009
Topic: “The Scarlet Ibis” by James Hurst
- Focus on personal narrative, SIFT, irony, characterization, foreshadowing, allusion
Vocabulary Words: #s 41-60 (prim-reiterate) NOTE: Follow this link to access the Master Vocabulary packet: http://campus.digication.com/English9/1._Handouts_and_Teacher_Links
HOMEWORK:
Venn diagram: - character
- suspense
- experiences
o DUE: 9/15
Vocabulary – Every Thursday
Activities
Monday
1. Quiz #1 – “Cask…”, vocabulary, and adjectives
2. Read “The Scarlet Ibis.”
3. Distribute vocabulary words and grammar work. Due - Thursday
Tuesday
Answer the following questions: (adapted and modified from a unit online)
A. Have you ever been disappointed by a family member, either by their actions, their appearance, or their abilities? Describe the situation and what you felt at the time. Write your response in one paragraph.
B. Why is the narrator’s pride in his brother both wonderful and terrible?
Write your response in one paragraph. Include evidence from the text.
C. The members of the family react in different ways to the scarlet ibis. What does Doodle’s reaction reveal about his character?
Write your response in one paragraph. Include evidence from text.
Wednesday
1. Reporting – TMDG project (2 groups)
2. Discuss previous day’s questions.
Thursday
1. Reporting – TMDG project (2 groups)
2. Work on Putting it all together pages 61-62. (Sensory details)
Friday
1. Reporting – TMDG project
2. Discuss parts of a sentence and work on a grammar exercise.
Lesson Plan #4 Week #4
Sept.14-18, 2009
Topic: “The Scarlet Ibis” by James Hurst
- Focus on personal narrative, SIFT, irony, characterization, foreshadowing, allusion
Vocabulary Words: #s 41-60 (prim-reiterate) NOTE: Follow this link to access the Master Vocabulary packet: http://campus.digication.com/English9/1._Handouts_and_Teacher_Links
HOMEWORK:
Venn diagram: - character
- suspense
- experiences
o DUE: 9/15
Vocabulary – Every Thursday
Activities
Monday
1. Quiz #1 – “Cask…”, vocabulary, and adjectives
2. Read “The Scarlet Ibis.”
3. Distribute vocabulary words and grammar work. Due - Thursday
Tuesday
Answer the following questions: (adapted and modified from a unit online)
A. Have you ever been disappointed by a family member, either by their actions, their appearance, or their abilities? Describe the situation and what you felt at the time. Write your response in one paragraph.
B. Why is the narrator’s pride in his brother both wonderful and terrible?
Write your response in one paragraph. Include evidence from the text.
C. The members of the family react in different ways to the scarlet ibis. What does Doodle’s reaction reveal about his character?
Write your response in one paragraph. Include evidence from text.
Wednesday
1. Reporting – TMDG project (2 groups)
2. Discuss previous day’s questions.
Thursday
1. Reporting – TMDG project (2 groups)
2. Work on Putting it all together pages 61-62. (Sensory details)
Friday
1. Reporting – TMDG project
2. Discuss parts of a sentence and work on a grammar exercise.
Friday, September 4, 2009
3rd week Sept. 8-11, 2009
English IA College Prep Bellaire High School
Lesson Plan #3 Week #3
Sept.8-11, 2009
Topic: “Cask of Amontillado” by Richard Connell
- Focus on mood, character, characterization, plot elements, diction, detail, foreshadowing, imagery, figurative language, irony
Vocabulary Words: #s 21-40 (tangible-vault) NOTE: Follow this link to access the Master Vocabulary packet: http://campus.digication.com/English9/1._Handouts_and_Teacher_Links
HOMEWORK:
TMDG Project – Due: Friday, Sept. 11
TMDG essay – Due: Tuesday, Sept. 8
Vocabulary – Every Thursday
Activities:
Monday
HOLIDAY
Tuesday
1. Quiz #2
2. Distribute vocabulary words list.
3. Read “Cask…” Left-over parts will become homework.
Wednesday
ANSWER GUIDE QUESTIONS AND ANNOTATE STORY:
• What information does the narrator give at the beginning of the story that sets the plot of the story in motion and defines the story’s CONFLICT?
• What can be INFERRED about the narrator from his dialogue with Fortunato?
• SETTING: What ADJECTIVES can be used to describe the narrator’s home?
• Why is the family motto appropriate? How is the narrator’s translation of it IRONIC?
• How does the author create a frightening, and spooky MOOD?
• How was the NARRATOR’s action FORESHADOWED earlier in the story?
• What SOUND IMAGERY contributes to the mood of the story?
• Identify the CLIMAX and RESOLUTION of the story.
Thursday
COMPARE CHARACTERS:
1. Venn Diagram- Montresor and General Zaroff (Most Dangerous Game) share certain qualities, yet they are different in many ways. Compare and contrast Montressor and Gen. Zaroff.
2. Zaroff and Montresor use similar strategies to attract Rainsford and Fortunato. How does each man use a shared interest to lure and trap his “guest”?
COMPARE SUSPENSE
1. Write an evaluation of Connell’s and Poe’s strategies for building tension/suspense. First, compare and contrast how they use setting and plot development. Based on the comparison, tell which author is more effective in building suspense. Support evaluation with reasons and examples from their stories.
2. Find examples of pronouns, verbs, adjectives, and prepositional phrases in the short story.
HOMEWORK: Grammar activity sheets. Due – Friday
Friday
COMPARE EXPERIENCES
Imagine that Fortunato and Rainsford could discuss their experiences.
IN what ways are Fortunato and Rainsford similar? What is different about their personalities and actions?
What might they say to each other? Write a dialogue between the two characters, exploring the similarities and differences in their experiences.
Rehearse and perform in class.
Prepare for Monday’s quiz.
Lesson Plan #3 Week #3
Sept.8-11, 2009
Topic: “Cask of Amontillado” by Richard Connell
- Focus on mood, character, characterization, plot elements, diction, detail, foreshadowing, imagery, figurative language, irony
Vocabulary Words: #s 21-40 (tangible-vault) NOTE: Follow this link to access the Master Vocabulary packet: http://campus.digication.com/English9/1._Handouts_and_Teacher_Links
HOMEWORK:
TMDG Project – Due: Friday, Sept. 11
TMDG essay – Due: Tuesday, Sept. 8
Vocabulary – Every Thursday
Activities:
Monday
HOLIDAY
Tuesday
1. Quiz #2
2. Distribute vocabulary words list.
3. Read “Cask…” Left-over parts will become homework.
Wednesday
ANSWER GUIDE QUESTIONS AND ANNOTATE STORY:
• What information does the narrator give at the beginning of the story that sets the plot of the story in motion and defines the story’s CONFLICT?
• What can be INFERRED about the narrator from his dialogue with Fortunato?
• SETTING: What ADJECTIVES can be used to describe the narrator’s home?
• Why is the family motto appropriate? How is the narrator’s translation of it IRONIC?
• How does the author create a frightening, and spooky MOOD?
• How was the NARRATOR’s action FORESHADOWED earlier in the story?
• What SOUND IMAGERY contributes to the mood of the story?
• Identify the CLIMAX and RESOLUTION of the story.
Thursday
COMPARE CHARACTERS:
1. Venn Diagram- Montresor and General Zaroff (Most Dangerous Game) share certain qualities, yet they are different in many ways. Compare and contrast Montressor and Gen. Zaroff.
2. Zaroff and Montresor use similar strategies to attract Rainsford and Fortunato. How does each man use a shared interest to lure and trap his “guest”?
COMPARE SUSPENSE
1. Write an evaluation of Connell’s and Poe’s strategies for building tension/suspense. First, compare and contrast how they use setting and plot development. Based on the comparison, tell which author is more effective in building suspense. Support evaluation with reasons and examples from their stories.
2. Find examples of pronouns, verbs, adjectives, and prepositional phrases in the short story.
HOMEWORK: Grammar activity sheets. Due – Friday
Friday
COMPARE EXPERIENCES
Imagine that Fortunato and Rainsford could discuss their experiences.
IN what ways are Fortunato and Rainsford similar? What is different about their personalities and actions?
What might they say to each other? Write a dialogue between the two characters, exploring the similarities and differences in their experiences.
Rehearse and perform in class.
Prepare for Monday’s quiz.
Friday, August 28, 2009
2nd Week August 31- September 4, 2009
English IA College Prep Bellaire High School
Lesson Plan #2 Week #2
Aug. 31- Sept. 4, 2009
Topic: “The Most Dangerous Game” by Richard Connell
Vocabulary Words: dank, palpable, opaque, lacerate, palatial, bizarre, amenity, affable, cosmopolitan, condone, droll, scruple, bland, grotesque, opiate, sallow, solicitous, venerable, deplorable, zealous
HOMEWORK: TMDG Project – Due: Monday Sept. 7
Vocabulary – Every Thursday
Activities:
Monday
1. Quiz #1. Discuss.
2. Distribute literary terms handout and vocabulary handout.
3. Read “The Most Dangerous Game” by Richard Connell.
HOMEWORK: Read the rest of the short story at home. Be prepared tomorrow.
Tuesday
1. Discuss CONFLICT, SUSPENSE, FORESHADOWING, CHARACTERS/CHARACTERIZATION, IMAGERY, and FIGURATIVE LANGUAGE. Find and identify examples from text.
2. Discuss Library visit and project. (Photocopy project details prior to discussion.)
v Specific Information: The students will need to look at resources with information on 19th c. hunting. Information on Richard Connell, author of "The Most Dangerous Game" will also be helpful. Knowing the author's background will help students know the author's motive or purpose for writing a story with hunting at the center of the plot. At the end of the project, the students will recreate scenes from the short story applying their knowledge and interpretation.
Draw lots for project and parts of the story.
v Rainsford (draw character and use quotes for direct and indirect characterization)
v (2) General Zaroff (draw character and use quotes for direct and indirect characterization)
v (3) Malay-man catcher (draw or create a model and use direct quotes to describe the catcher and identify the mood evoked through descriptive language)
v (4) Burmese tiger pit (draw or create a model and use direct quotes to describe the pit and identify the mood evoked through descriptive language)
v (5) Draw a MAP from the yacht to the island and Rainsford’s destination from place to place on the island (use 5 vocabulary words, quotes, and legends to identify the places he has been)
3. Work on Diction, p. 3
Wednesday
1. Discuss TMDG project.
2. Mr. Casteel's visit.
Thursday
Visit the library.
Friday
1. CONFLICT Chart.
2. Review parts of speech, preposition, and prepositional phrases.
3. Prepare for Tuesday’s quiz.
Lesson Plan #2 Week #2
Aug. 31- Sept. 4, 2009
Topic: “The Most Dangerous Game” by Richard Connell
Vocabulary Words: dank, palpable, opaque, lacerate, palatial, bizarre, amenity, affable, cosmopolitan, condone, droll, scruple, bland, grotesque, opiate, sallow, solicitous, venerable, deplorable, zealous
HOMEWORK: TMDG Project – Due: Monday Sept. 7
Vocabulary – Every Thursday
Activities:
Monday
1. Quiz #1. Discuss.
2. Distribute literary terms handout and vocabulary handout.
3. Read “The Most Dangerous Game” by Richard Connell.
HOMEWORK: Read the rest of the short story at home. Be prepared tomorrow.
Tuesday
1. Discuss CONFLICT, SUSPENSE, FORESHADOWING, CHARACTERS/CHARACTERIZATION, IMAGERY, and FIGURATIVE LANGUAGE. Find and identify examples from text.
2. Discuss Library visit and project. (Photocopy project details prior to discussion.)
v Specific Information: The students will need to look at resources with information on 19th c. hunting. Information on Richard Connell, author of "The Most Dangerous Game" will also be helpful. Knowing the author's background will help students know the author's motive or purpose for writing a story with hunting at the center of the plot. At the end of the project, the students will recreate scenes from the short story applying their knowledge and interpretation.
Draw lots for project and parts of the story.
v Rainsford (draw character and use quotes for direct and indirect characterization)
v (2) General Zaroff (draw character and use quotes for direct and indirect characterization)
v (3) Malay-man catcher (draw or create a model and use direct quotes to describe the catcher and identify the mood evoked through descriptive language)
v (4) Burmese tiger pit (draw or create a model and use direct quotes to describe the pit and identify the mood evoked through descriptive language)
v (5) Draw a MAP from the yacht to the island and Rainsford’s destination from place to place on the island (use 5 vocabulary words, quotes, and legends to identify the places he has been)
3. Work on Diction, p. 3
Wednesday
1. Discuss TMDG project.
2. Mr. Casteel's visit.
Thursday
Visit the library.
Friday
1. CONFLICT Chart.
2. Review parts of speech, preposition, and prepositional phrases.
3. Prepare for Tuesday’s quiz.
Subscribe to:
Posts (Atom)