Adv. English 9 Lesson Plans of Linda Robinson: T2 Week #6 3/5/12-3/9/12
Mon.
Objectives:
(1) Review of yesterday; plan for today;
(2) Students will turn in antonyms worksheet to Vocab Unit 5. Review/correct synonym worksheets (SOL 9.3).
(3) Students will turn in Irony worksheets on Poe’s “Cask of Amontillado” (SOL 9.3, 9.4).
(4) Summary class discussion of novel Wish You Well’s themes, motifs, symbols, and tone. Then, students will play
a Jeopardy-style review game in prep for tomorrow’s test on the novel (SOL 9.4).
(5) Fishbowl discussion of the short story “The Interlopers” (150-155). Students will identify elements of setting
and characterization. Identify tone; describe mood (suspense) and how the author establishes it; infer theme. Point
out forms of irony, especially in the surprise ending (SOL 9.3, 9.4).
Handouts:
(1) Return graded Vocab Unit 5 synonyms worksheets
(2) Eggsbert set; Jeopardy questions for Wish you Well test review
Assignments:
(1) Bring lit book daily
(2) Test tomorrow on Wish You Well---Turn in novels
(3) Quiz Wed. on Vocab Unit 5
(4) Benchmark Test this Thursday – need pencils
Tues.
Objectives:
(1) Review of yesterday; plan for today;
(2) Students will review/correct returned, graded Vocab Unit 5 antonym worksheets (SOL 9.3).
(3) Test on the novel Wish You Well: objective, short answer, and essay. Collect novels (SOL 9.4, 9.6).
(5) Fishbowl discussion: Class will discuss Poe’s short story “Cask of Amontillado”. Examine the effect of the
unreliable 1st person narrator; how do we know he is unreliable? Analyze how suspense is created, and the effect of
certain diction choices. Students will then create and perform skits that demonstrate various forms of irony (SOL
9.1, 9.3, 9.4).
Handouts:
(1) Return graded Vocab Unit 5 antonym worksheets
(2) Return graded irony worksheets
(3) Test on Wish You Well
Assignments:
(1) Bring lit book daily. Turn in novels.
(2) Quiz tomorrow on Vocab Unit 5
(3) Tonight read “Thank You, M’am” in lit book (starts on pg 86). Come prepared to discuss methods of
characterization used.
(4) Benchmark Test this Thursday – need pencils
Wed.
Objectives:
(1) Review of yesterday; plan for today;
(2) Quiz on Vocab Unit 5; Intro to Unit 6 (SOL 9.3).
(3) Fishbowl discussion: Class will discuss the short story “Thank You, M’am”. Examine the methods of
characterization employed by the author, and the effect of dialogue. Analyze character motivation, and the ending
of the story which is rather ambiguous – discuss reader response (SOL 9.3, 9.4).
(4) Grammar: Power point intro to verbs. Students will learn to distinguish between action/linking/helping/
transitive/intransitive verbs. Reinforce through completion of worksheet 14, also projected for whiteboard
exercises. (SOL 9.7).
(5) Students will engage in silent, sustained reading of “The Scarlet Ibis” (343-354). Students will complete a quiz
grade open-book worksheet that calls for analysis of setting details, tone, cause/effect, figurative language,
characterization and motivation, symbolism, etc (SOL 9.4, 9.3) .
(6) Distribution of the study guide for our short stories test (SOL 9.3, 9.4, 9.6).
Handouts:
(1) Quiz on Vocab Unit 5; Vocab Unit 6 words and worksheets
(2) Power point on verbs; grammar worksheet 14, also projected
(3) Open-book quiz on “The Scarlet Ibis”
(4) Study guide for short stories test
Assignments:
(1) Bring lit book daily. Turn in novels.
(2) Vocab Unit 6 synonyms worksheet due tomorrow
(3) Benchmark Test tomorrow – need pencils
(4) Test next Tuesday on our short stories unit
Thurs.
Objectives:
(1) Review of yesterday; plan for today;
(2) Students will turn in completed Vocab Unit 6 synonyms (SOL 9.3).
(3) BENCHMARK TEST (SOL 9.3, 9.4, 9.6, 9.7).
(4) Class discussion of “The Scarlet Ibis” (343-354). Examine tone and how it is created. Infer theme. Discuss
how we know the story is written from the adult perspective of the 1 st person narrator. Examine various forms of
figurative language and what they contribute to reader’s understanding (SOL 9.3, 9.4).
(5) Grammar: Continue study of verb. Students will identify action verbs and will label them as transitive or
intransitive. If transitive, locate the object of the verb. Apply knowledge of transitive vs intransitive to writing.
Complete grammar worksheets 15-16, also projected for whiteboard exercises (SOL 9.7).
Handouts:
(1) Vocab Unit 6 antonyms
(2) Benchmark test booklets and bubble answer sheets
(3) Grammar worksheets 15 and 16, also projected
Assignments:
(1) Vocab Unit 6 antonyms worksheet due tomorrow
(2) Spelling quiz Mon. on Vocab Unit 6
(3) Test next Tuesday on our short stories unit
(4) Vocab Unit 6 quiz next Wed.
Fri.
Objectives:
(1) Review of yesterday; plan for today;
(2) Students will demonstrate development of specific vocabulary by turning in completed Vocab Unit 6 antonyms;
review returned, graded synonyms worksheets (SOL 9.3).
(3) Intro to next major project: A documented research paper with creative visual (power point/photo
story/video/podcast/etc.) for formal oral presentation. Topics relate to the English Renaissance. Through handout
and teacher presentation, students will understand requirements. Sign up for topics today from list (SOL 9.1, 9.2,
9.6, 9.7, 9.8).
(4) Jeopardy review game for test on short stories unit (SOL 9.3, 9.4).
Handouts:
(1) Research project parameters handout; topics sign-up sheet
(2) Return graded Vocab Unit 6 synonyms
(3) Roster for team selection
(4) Eggsbert set and test review questions on literary elements and our short stories unit
Assignments:
(1) Spelling quiz Mon. on Vocab Unit 6
(2) To library Monday for research
(3) Test next Tuesday on our short stories unit
(4) Vocab Unit 6 quiz next Wed.
(5) Typed research paper due Mon. 3/26. Also submit to Turnitin! Formal oral presentations with creative visuals
start Mon., 4/16.