L. Handshumaker Lesson Plans

Field Kindley Memorial High School Home of the Golden Tornado

Lesson Plans

Week of 4-30-07

	Junior English	Credit Recovery
Monday	P– Bell Work – “El Nino,” Working on research paper/note cards/outline.	A+/Blackboard
	Reading/Writing	Reading/Writing
Tuesday	G– Bell Work – “El Nino,” Working on research paper/note cards/outline.
	Reading/Writing
Wednesday	P - MAP testing; Working on research paper/note cards/outline.	A+/Blackboard
	Reading/Writing	Reading/Writing
Thursday	G – MAP testing; Working on research paper/note cards/outline.
	Reading/Writing
Friday	P - Bell Work – “Asteroids and Meteorites,” Working on research paper/note cards/outline. ROUGH DRAFT OF RESEARCH PAPER IS DUE BY 3:00P.M. NO LATE PAPERS ACCEPTED.	A+/Blackboard
	Reading/Writing	Reading/Writing
Standards	S 1, B3, I9; S 2, B1, I 2; S1, B4, I9; S1, B4, I 11
Strategies Used	QAR, drawing inferences, finding main ideas and supporting details, using complete sentences, using context clues; literary analysis; Frayer Model

*Lesson Plans are subject to change during the week as student needs are met*

Curriculum Maps

Subject: Junior English

	Standard Content Topic	Delivery Method & Skills	Assessment Used Verification of Mastery
August	English: S3 B1 I 1 (State) S4 B2 I 1 (State) 3 B (SAM) 4 E, F (SAM) Social Studies: AH 4 B 1-3 (State) AH5 B 4,5,9 (State) AH 1 B1-3 (state) AH 2 B 1(State) AH 3 B 2-7 (State) AH 5 B 1-9 (State) AH 6 B 3,4,6,7,9 (State) 4 B (SAM) 6 A-C (SAM)	Early Colonial Period – Historical introduction; John Smith “The General History of Virginia”; Olaudah Equiano “from The Interesting Narrative …Life”; Jonathan Edwards “Sinners in the…God”; social caste system; Puritan/Pilgrim beliefs; historical background; types of literature from the time period; cultural differences between those who settled in the North vs. those in the South. Honors: Salem trials VS McCarthy hearings; “We Aren’t Superstitious” (Benet)	Understanding historical and cultural influences on literary works. Identifying author’s point of view and bias. Distinguish cause and effect. Determine how early colonial period/literature applies to today’s society. Chronological perspective; understanding prejudice, discrimination and mass hysteria	Teacher made test (objective and essay format). Performance Assessment (Honors) Salem Trials VS McCarthy Hearings		What does literature teach you about life?
September	3 A-I; 4 A-F (SAM) 4 A; 5 A,C (SAM)	Begin reading The Crucible; deal with lit. analysis, text structure, applying to modern society. Continue with The Crucible; write dialogue between two characters involved in the trials (Honors); write a letter to Danforth expressing details of trails and concerns (Activity 1)	Understanding historical perspective, literary analysis skills, text structures. Making inferences and drawing conclusions about story elements (primarily characters and motives); technical writing – formal letter format, use of the writing process, ability to develop a cohesive three part essay.	Final copy of writing assignment (dialogue or formal letter	What does literature teach you about life?
October	4 A-F 3 A-C; 4 D-E 1 E; 4 A-F 1E; 4 C,E; 5 A-D	Review for unit test over The Crucible Historical intro. – Revolutionary Period Read excerpt from Franklin’s “Autobiography” and Poor Richard’s Almanac; answer questions at the end. Read P. Henry’s speech. Students create a graphic organizer of the main idea and supporting details. Discuss persuasive techniques utilized Read T. Paine’s excerpt. Student generated graphic organizer; vocabulary; persuasive techniques. Read Declaration of Independence orally; paraphrase and discuss persuasive techniques; persuasive writing assignment; student complete persuasive THINK SHEET	General literary analysis skills Stated vs inferred ideas; author’s point of view or bias; analyzing text structure Stated vs inferred ideas; main ideas and supporting details Determining the author’s point of view and bias; differentiate between fact and fiction. Graphic organizer; relating literature to modern-day situations; drawing inferences; pre-writing strategies	Teacher-made test Students analyze maxims and write original aphorisms Student generated graphic organizers (rubric)			What methods can you use to persuade someone to your side?
November	5 A-D; 4 A-F	Finish persuasive unit; Romantic writers unit (Irving, Cooper, Poe)	Persuasive techniques; compare/contrast characters; literary analysis techniques	Final copies of persuasive essay or student Declaration of Independence; teacher-made unit test over the Romantic writers.			What methods can you use to persuade someone to your side?
December	3 A-C; 4 A-F	Transcendentalism, Thoreau and Emerson. Read the play, explicate quotes, answer study guides questions.	Interpreting literature, drawing inferences, showing relevance to modern life, historical context and comparison to Vietnam conflict.	Teacher-made test (plus essay for honors class).			What does literature teach you about life?
January	1E; 4 A-F; 5 A-D	Short Story unit (10 stories)	Literary analysis; characterization; 6 Trait; 5 step writing process	Performance assessments – character portrayal; character analysis essay			See December
February		See January					See December
March	4A-F; 5 A-D	The Great Gatsby	See January				See December
April		See March	See March				See December
May		See March	See March and add research skills, technical writing; magazine layout, oral presentation skills	Test of G.G.; performance assessment – write a magazine over the 1920s; publish and present information			See December

Subject:

	Standard Content Topic	Delivery Method & Skills	Assessment Used Verification of Mastery
August
September
October
November
December
January
February
March
April
May

Subject:

	Standard Content Topic	Delivery Method & Skills	Assessment Used Verification of Mastery
August
September
October
November
December
January
February
March
April
May