Course Name: English I B
Language Objective (s) (ELPS):
Teachers: Moultrie, Fraser, Alva, Peterson, Esfandiyari
Week (s): May 4-28
Content Objective(s):
9.1B, RC9B, 9.5D, 9.3A, 9.5B
College and Career Readiness Standards
CCRS 2.A7 Evaluate the use of both literal and figurative language
to inform and shape the perceptions of readers. • CCRS 2.B3 Use reference guides to confirm the meanings
of new words or concepts.
• CCRS 2.D1 Describe insights gained about oneself, others, or the
world from reading specific texts • CCRS 2.D2 Analyze the influence of
myths, folktales, fables, and classical literature from a variety of
world cultures on later literature and film. • CCRS 3.A2 Adjust presentation (delivery, vocabulary, length) to
particular audiences and purposes.
Instructional Strategies/
Monday/ Tuesday
May 4 + 5
Modifications
ELPS C.1h Develop and expand repertoire of learning
strategies such as reasoning inductively or deductively,
looking for patterns in language, and analyzing sayings and
expressions commensurate with grade-level learning
expectations.
ELPS C.2d Monitor understanding of spoken language during
classroom instruction and interactions and seek clarification
as needed.
ELPS C.3b Expand and internalize initial English vocabulary
by learning and using high-frequency English words
necessary for identifying and describing people, places, and
objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and
using routine language needed for classroom communication.
ELPS C.4l Demonstrate English comprehension and expand
reading skills by employing analytical skills such as
evaluating written information and performing critical analyses
commensurate with content area and grade-level needs.
ELPS C.5b Write using newly acquired basic vocabulary and
content-based grade-level vocabulary.
Notes/Resources
STAAR TESTING: Biology (Monday) and Algebra 1 (Tuesday)
Instructional Strategies/
Modifications


“Romeo and Juliet”
audio
Guided notes for
PPT
Wednesday/ Thursday
May 6 + 7
Notes/Resources
“Romeo and Juliet” text
Do Now/ Warm Up: Journal Entry
Students will be introduced to characterization (dynamic, static, round, flat, protagonist,
antagonist) via PPT presentation. The presentation includes definitions, examples, and
educational videos pertaining to characterization.
Students will continue reading “Romeo & Juliet” with Act 3, Scenes 1-3.
Instructional Strategies/
Modifications



Connecting to
outside literature
and history
Synthesizing
connections
Inferencing
Friday/Monday
May 8 + 11
Notes/Resources
Do Now/ Warm Up: Journal Entry
“Romeo and Juliet” text
Students will be introduced to characterization projects. Students will either use the
website smore.com or butcher paper to create a poster analyzing how cast members are
characterized in “Romeo and Juliet.” Student must provide evidence from the text in the
projects to analyze their characters.
Laptops
Students will read “Romeo and Juliet” Act 4, Scenes 1, 3, and 5.
Butcher paper, markers, colored
pencils
Objectives
Vocabulary
Ⓡ ELA.9.1B Analyze
textual context (within a
sentence and in larger
sections of text) to
distinguish between the
denotative and connotative
meanings of words.
Reading
Ⓡ ELA.RC.9B Make
complex inferences about
text and use textual
evidence to support
understanding.
Ⓢ ELA.9.2B Analyze
the influence of mythic,
classical and traditional
literature on 20th and
21st century literature.
Ⓢ ELA.9.3A Analyze
the effects of diction
and imagery (e.g.,
controlling images,
figurative language,
understatement,
Instructional Strategies/
Modifications


“Romeo & Juliet”
audio
Inferencing
Tuesday/ Wednesday (Early Dismissal)
May 12 + 13
Notes/Resources
Do Now/ Warm up: Journal Entry
“Romeo and Juliet” text
Students will continue “Romeo and Juliet” with Act 5. Students will watch the play to
experience the play as it was written.
“Romeo and Juliet’ movie
Student will present their butcher paper or smore.com characterization projects.
Instructional Strategies/
Modifications
Thursday/ Friday
May 14 + 15
Notes/Resources
Students will present their class projects on “Romeo and Juliet.”
Instructional Strategies/
Modifications
Monday/ Tuesday
May 18 + 19
DEAD WEEK
Do Now/Warm Up:
Instructional Strategies/
Modifications

Synthesizing
connections
between imagery,
figurative language,
and dramatic
conventions
Instructional Strategies/
Modifications
Students will review important literary terms learned throughout the semester:
plot elements, conflict, characterization, and irony. Students will work on a
review guide for next week’s final exam.
Wednesday/Thursday
May 20 + 21
DEAD WEEK
Do Now/ Warm up:
Notes/Resources
Final exam Review Guide
Notes/Resources
Final exam Review guide
Students will continue working on final exam review guide, studying the plot,
characters, and vocabulary related to “Romeo and Juliet.”
Friday, Tuesday- Thursday
May 22, May 26-28
FINAL EXAMS
 Friday, May 22: 1st and 5th period Final Exams
 Tuesday, May 26: 2nd and 6th period Final Exams
 Wednesday, May 27: 3rd and 7th period Final Exams
 Thursday, May 28: 4th and 8th period Final Exams
Notes/Resources
overstatement, irony,
paradox) in poetry.
Reading
Ⓢ ELA.9.4A Explain
how dramatic
conventions (e.g.,
monologues,
soliloquies, dramatic
irony) enhance dramatic
text
ELA.9.5D Develop
knowledge of authors
and demonstrate
familiarity with works by
authors from nonEnglish-speaking
literary traditions with
emphasis on classical
literature.
Ⓢ ELA.9.7A Analyze
and explain the role of
irony, sarcasm, and
paradox in literary
works.
(Objectives continued)
Ⓡ ELA.9.5B Analyze
how authors develop
complex yet believable
characters in works of
fiction through a range
of literary devices,
including character foils.