Pre-AP English Freshmen
Unit One: Reviewing Parts of Speech and How Diction Creates Meaning
(Approximately 3 weeks)
STANDARDS (focused):
o L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
o L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
o RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
ESSENTIAL QUESTION:
o How can grammar control a reader’s understanding and create a distinguished style?
Monday
o I can define and identify
parts of speech in a text.
o I can collaborate
effectively with my peers
by staying focused on a
task and contributing my
own ideas. As a group we
can create new ideas,
present information and
discuss our opinions.
o I can present my
understanding of a topic
to peers in an audible,
organized, coherent
manner.
Steps:
1. Students take notes over
different parts of speech and
the word diction. (Cornell)
2. Students begin LTF
Analyzing a Visual Text with
Parts of Speech
HMWK: p. 47, 51 and 52 of
Grammar Book
Tuesday
CONTINUE
Wednesday
CONTINUE
Thursday
CONTINUE
Friday
CONTINUE
Steps:
1. Collect homework
2. Finish LTF lesson with a
paragraph frame analyzing
students’ work for mood and
one for tone.
3. Groups present art analysis.
HMWK: p. 59 and 60 of
Grammar
o
Steps:
1. Check homework
2. Review previous day’s
work.
3. Student’s take notes on
connotation and denotation.
3. Continue LTF The Best
Word for the Job.
4. If time permits: Voice
Lesson p. 13
Steps:
1. Students take quiz.
2. Finish LTF Best Word if
needed.
3. Voice Lesson p. 10-11.
Have students begin filling
out the chart using words
from LTF lesson.
4. Hand out students
Independent Reading Project
assignment and prepare them
for the library on Monday.
o
I can define and identify
parts of speech in a text.
I can analyze impact of
specific diction and its
impact on a text’s
meaning, style, or tone.
Steps:
1. Check homework.
2. Students take notes on
mood and tone.
3. Discuss how artists’
choices with paint colors,
subject, brush strokes, etc. are
similar to author’s choices
with diction.
4. Begin working on LTF The
Best Word for the Job
HMWK: p. 61 and 63 of
Grammar
HMWK: Study for
vocabulary and grammar quiz
Monday
Steps:
1. Students will need to be
informed that they should
take notes on how to access
computers and email
accounts. THEY WILL DO
THE ACTIONS VANZANT
DESCRIBES.
2. Take students to the library.
3. After presentation, students
need to select their books for
the reading assignment.
Tuesday
o I can define and identify
parts of speech in a text.
o I can make effective word
choice to analyze a text
using my knowledge of
parts of speech
o I can analyze impact of
specific diction and its
impact on a text’s
meaning, style, or tone
Monday
CONTINUE
Steps:
1. Review tone, mood,
connotation, and denotation.
2. Using LTF How an Author
Creates an Intended Effect, go
through the examples of how
to answer questions.
3. Have students get in pairs
and work through exercise A
in LTF lesson.
HMWK: p 69 and 70
Tuesday
CONTINUE
Steps:
1. Students are given “House
of Usher” vocabulary
2. Students are given “House
of Usher” passage. They
complete CSI with the
passage.
3. Think, Pair, Share with
CSI.
4. Students illustrate the
passage from the descriptions
HMWK: p. 75-76
Steps:
1. Place students in small
groups and assign them a part
of speech to identify in the
passage: verbs, adjectives,
adverbs, or nouns.
2. Students highlight these
words in the passage. Check
their progress.
3. Students re-write the story
changing highlighted words.
HMWK: p 77-78
HMWK: Students should
begin reading their books.
They are expected to have
them in class every day.
Wednesday
CONTINUE
Thursday
CONTINUE
Friday
CONTINUE
Steps:
1.Collect homework
2. Review student’s progress
in pairs. Give them half of
class period to finish exercise
A AND discuss answers.
3. Give students copy of “The
Eagle” and have students
complete the same activity
alone.
HMWK: p. 71 and 72
Steps:
1. Check homework. Check
for books as well (gimme
HMWK grade)
2. Students continue work
with “The Eagle.” Students
should be prepared to fill out
a paragraph frame over the
poem on their quiz Friday.
3.Voice Lesson p. 14
HMWK: Study grammar
Steps:
1. Quiz with 1-10 p. 73,
randomized parts of speech
definitions, and paragraph
frame over “The Eagle.”
2. Students should add words
to their “Perfect Words”
Voice Lesson list from “The
Eagle.”
3. Students read books the
remainder of class.
Wednesday
CONTINUE
Thursday
CONTINUE
Friday
CONTINUE
Steps:
1. Check homework.
2. Students finish rewrite.
They write an assertion for
each paragraph examining
tone.
3. Students do a gallery walk
explaining how the story
changed from the word shifts.
Steps:
1. Collect homework
2. Discuss Gallery Walk
findings.
3. REVIEW for TEST
(practice passage?)
Steps:
1. TEST
2. Independent Reading
HMWK: p. 79-80
HMWK: Study grammar,
parts of speech, HoU vocab.,
how diction creates meaning,
how to set up assertion
sentences.
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Daily Unit Outline - Glasgow Independent Schools

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