Spring Semester Lesson Plans Honors 2011
Remember:
Put Jeopardy! On home page of writeo.us
Email English teachers re: 1, 2, & 3 papers for persuasive writing
Lesson one: VoiceThread and sentence structure
Beforehand:
Get microphones
Lesson one: Voicethread and the online writers’ support group
Beforehand:
Get headphones
Get mics
Put everyone in groups of 4
Assign everyone to class
Upload VoiceThread training video #1
Find the grammar book pages for Sara & others
At bell: pleasure reading
(Block 2) During bell, give Sara grammar book
Go through punctuating complex sentences (slide 17).
In computer lab:
Hand out headphones and microphones
Have students train on VoiceThread training video #1
If they get done with video #1, then they may do sentence structure homework.
Homework:
Sentence structure set #4. Take as many times as necessary to get 90% or better
correct. No help from anyone! You may, however, use your notes (half-inch binder
pages 53 – 58) and the interactive grammar summary (IGS).
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Lesson two: Voice thread
At bell: pleasure reading
Sentence structure slides 19 – 22 (20 – 22 for blocks 6 and 8).
By working through video #2, you’ll
1. Navigate someone else’s document VoiceThread
2. Comment on that VoiceThread
3. Develop a piece of writing from blog post to publication
By working through video #3, you’ll
2. Choose a piece to prepare for publication
3. Upload your first document VoiceThread
4. Assign your writers’ support group to view and comment
on your VoiceThread
5. Make a detailed comment on your VoiceThread
requesting specific feedback from your writers’ support
group
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We go to computer lab
pick something you blogged or the best thing you think you’ve written this year.
(Not the MDG essay, though.)
We copy and paste it in a Word file, or we call up the Word file we typed it in
originally
We format the Word file so that it’s 12 point Cambria.
We save it in our English folder. Give it any name you’d like.
We log into voicethread.com.
[Voicethread.com lesson.]
Voicethread.com lesson:
Beforehand:
Sign everyone up.
Can students change their email addresses?
Develop Voicethread.com resource pages on writeo.us
Develop pages with links to copyright-free sources
Log in.
Give them chances to change their email addresses.
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Lesson ___ - Voicethread writers’ support group comments
Beforehand:
Print and copy WSG rubrics
Print out “see me after class” slips
Set up Elmo
At bell: pleasure reading
Sentence structure
Go over rubric with Eliza’s “Pie Crust Recipe” from Group 8E
Grade the first comment in pairs
Have kids in groups (quadrants) read the story and have one thing to say about it.
Show the next comment.
Have each group grade it, looking for elements of each part.
As a class, go over the elements of the A for it, and ask for evidence of each part.
Go to computer lab:
1. Finish making comments on your own piece. (Use the rubric on half-inch
binder page 107.)
2. Leave comments to help each group member with the things she asked help
with in her comments about her own work. (Use the rubric on half-inch
binder page 107.)
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Lesson ___
Beforehand:
Print LINCs table
Get book talk for honors classes
Honors:
At bell: go over List 2 words
LINCs table
Grammar
Trip to library
Pleasure reading
Academic:
At bell: go over List 2 words
LINCs table
Collect overdue library books
Sentence structure, starting at slide 24
Work in computer lab on VoiceThread project
Homework (all classes):
Finish LINCs table by next class
Answer all of your group’s questions by next class
Quiz on grammar and on vocab. List 2 Thursday week. If you get a 100, you won’t
have to do a graphics organizer for the next list.
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Dear Laura,
Thanks for subbing for me tomorrow! Blocks 5 and 8 are both honors, and they’ll do
the same things. Block 6 is team taught; they will go to the computer lab instead of
the library, but the rest of the class will be the same. Let Ms. LeAnn Gunther take
the lead during 6th block. (You’ll probably enjoy the breather . . . )
Before class:
1. Make sure the LINCs tables are on the front cart for students to take on the
way in.
2. Turn on the A/V computer (the one in the corner) and go to writeo.us. Click
“Other stuff,” then “For teachers only,” and then “Substitutes.”
At bell: (about 25 minutes) Have the students turn to half-inch binder page 402
(attached). (They have it because they used the front side of it when they did list
one last semester.) Toss the beanie baby (currently on top of the wardrobe under
the television) to a student. Remind her that she should repeat the first term on
page 402 and read the definition and the word in a sentence. Then she tosses it to
someone of the opposite gender, who does the same thing.
Once you’re through the end of the list, crank up the Promethean while students are
pulling out the sheet they got at the beginning of class. Make the first VoiceThread
on the “Substitutes” folder go full screen, and have students copy the information on
it onto the first line of their LINCs table.
Have students work with their assigned partners (they are already sitting next to
their partners) to do at least two more lines in their LINCs table. When you give
them 5 to 10 minutes, remind them that the rest is homework and individual work!
(They can have family members help in a pinch, but that’s it.)
Have students copy the homework in their agendas. (About 5 minutes.) In case
the blackboard is not clear, here is the homework:
1. Finish LINCs table, front and back, by next class. No credit unless all of the
rectangles on both the front and back sides are completed!
2. Finish the comments you started last class on your groups’ VoiceThreads
before next class. Be sure to use the rubrics on page 107.
3. Sentence structure quiz covering the material in sentence structure exercises
3 through 5 next Friday. Quiz on vocabulary list 2 next Friday. If you get
100% on the vocabulary quiz, you will get full credit for the next list’s graphic
organizer (e.g., LINCs table) even though you don’t do it.
Have students take out their grammar packets (half-inch binder pages 53 through
58). (Grammar will take about 15 minutes.) Go over with them the four rules for
combining independent clauses that we learned over the past two classes:
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Rule #7: You may join two independent clauses with a comma and a
coordinating conjunction.
Rule #8: You may join two independent clauses with a semicolon.
Rule #9: You may join two independent clauses with a colon if the second
clause explains or summarizes the first.
Rule #10: You may join two independent clauses with a semicolon, a
conjunctive adverb, and a comma.
Have them work individually on page 58 (attached), numbers 30 through 38. Then
have them pair up in their assigned pairs and have them compare answers with
each other. Finally, go over the answers with them (see attached). Have them say
which rule they used.
You should be about halfway through the block.
Blocks 5 and 8: go to library for about 20 minutes for a librarian’s book talk (I
coordinated them with Mrs. Farzin) and to check out books. Students should leave
everything in the classroom since the class will return to the classroom before the
end of the period.. At the library, Students should check out something to read in
class today even if they have something interesting to read at home unless they
brought that interesting book with them.
Head back to the room so that the class will have about 20 minutes of quiet pleasure
reading in their new books before the bell.
Block 6: Mrs. Gunther will lead students to computer lab L510. (Tell students to
take everything: the class won’t be coming back to the classroom today. Be sure to
take two boxes of headphones and mics from off the wardrobe and to take them
with you.) Students will work on their VoiceThread comments to attach to the other
group members’ work. (This will be their second and final lab session to work on
them.)
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Lesson ___
Each writer will open her piece in Word and turn on “Track changes.” She will
revise her work in the two areas she asked for help with from her online writers’
support group. She will write a comment for each of the two changes that includes a
summary of what each group member advised her to do for that change. The
comment will also describe what change the writer made based on that advice.
With “Track changes” on and Tracking set to “Final Showing Markup,” the writer
will save her work and upload it to TurnItIn.com. The writer will also print the
work and give the printed copy with her name on it to Mr. Stephens.
Mr. Stephens will edit the writers’ pieces before the writers use them in a
VoiceThread again. But, while he’s waiting for Mr. Stephens, a writer will start a
new VoiceThread of his piece’s final draft by uploading graphics that complement
the piece. Writers will make attribution by clicking the information logo and using
that information to make an acknowledgment page. An acknowledgement page is a
separate Word document with two sentences in it. The first sentence gives the
name of the illustration and where it was from. The second sentence tells why the
writer has the right to publish the illustration. If the site says that no one has a
copyright to it, then the writer writes, “Public domain.” If the site tells who has a
copyright to it but asserts that the copyright holder grants permission for viewers to
use the illustration, then the writer will write, “Used by permission.”
Example:
Illustration “Just pig headed” from the Mid-Manhattan Picture Collection of the
New York Public Library. Public domain.
Next lesson: how to publish your piece in a final, celebratory VoiceThread, and how
to comment on other writers’ celebratory VoiceThreads.
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Lesson ____
February 15 – 16
Beforehand:
Prepare publisher packet
Print Apples to Apples sheets
Print new table of contents
Print homonyms
Cut Apples to Apples
Honors:
At bell: pleasure reading
Conform half-inch binder to new table of contents
Learn publishing project
At lab:
Find publishers
Proverbs on Edmodo.com (Or Apples to Apples before going to lab)
Put proverbs on board
Academic (block 2):
At bell: conform half-inch binder to new table of contents
Homonyms work
Apples to Apples
At library:
Book talk
Check out book
Back at classroom: pleasure reading
Homework: two quizzes on Friday
Sketchbook check on March 8 & 9 – 10 pages (big) and 14 pages (small) since the
last check in December.
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Academic (block 6):
At bell: we wrote a sketchbook entry on one of the two anticipatory questions for
Staying Fat for Sarah Byrnes.
We worked through a slide show introducing Christ Crutcher, the book’s author.
We worked though a slide show and had a class discussion about banned books of
which Staying Fat is one.
We went to the library, heard a book talk, and checked out a pleasure book.
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Lesson __
Beforehand
Make 2 quizzes
Put checkmarks in GradeQuick by those who gave you printouts from two classes
ago.
Honors:
At bell: pleasure reading
Homonym exercises 1 – 15
Using the Promethean, go over the checklist on page 115
At lab:
Take two quizzes
Put work in final
Draft any necessary cover letters
Finish all three copies of the publication submission and contest entry planner on
page 113 except for post-submission information
except for post-submission information
Homework:
Due next class: the items on the checklist on page 115.
Due next class: finish homonym exercises 1 through 15
Academic (block 2)
At bell: we wrote a sketchbook entry on one of the two anticipatory questions for
Staying Fat for Sarah Byrnes.
During bell, check homonym homework 1 – 15 pages 117 – 118
We worked through a slide show introducing Chris Crutcher, the book’s author.
We worked though a slide show and had a class discussion about banned books of
which Staying Fat is one.
At lab:
We took two quizzes.
We saved the planet on freerice.com
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Lesson __
Monday, February 22, 2011 and Tuesday
Beforehand:
Secure labs for end of blocks
Secure labs for honors next class
Print out bookmarks
Copy bookmarks
Print out yes/no sheet
Copy same
Print out web quest
Copy same
Print out big 1, 2, 3, 4, and 5
Mark tables 1, 2, 3, 4, and 5
Edit papers
Get copies of TKAM
Cut bookmarks
Handouts:
Two bookmarks
Yes/no sheet
Web quest
At bell: Fill out yes/no sheet, pages 121-122. Follow all directions!
During bellwork, Mr. Stephens passes out edited papers
During bellwork, Mr. Stephens hands out copies of TKAM
Discussion
Read TKAM with bookmarks
Get in groups and answer bookmarks together (with dictionaries)
Go to lab:
Finish publication submissions and publication packets
Start web quest
Blog on inko.us
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Lesson ___
Tuesday, March 1 & Wednesday, March 2
Beforehand:
Print this
Sign up for lab for quizzes in all classes
Work on cumulative sentences slide presentation
Edit publication papers
Get Edmodo.com ready
Make extra copies of cumulative sentence packet, just in case
Read TKAM, or pleasure reading, fill in two bookmarks
During bellwork:
Check homonym sheets
Check publication packets
Hand back publication corrections
Discuss bookmarks & complete them
Collect bookmarks
(Collect progress reports)
Read a recent inko.us post (Veruthica’s, )
Go over homonym answers – compare in groups
Introduce cumulative sentences
Pages 59 & 60
Keynote white slides
Promethean 1 through 6
Go over homework
In lab:
Work on cumulative sentences on Edmodo.com
 Edmodo.com – write the sentence from your sketchbook
 Copy and paste, and then add a phrase
Work on web quest
[Block 1 Hand out progress reports]
Homework:
Cumuative sentences exercises ____
Web quest due Thursday at 11:00 P.M. on TurnItIn.com
[Block 1 – progress reports]
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Lesson ___
Thursday, March 3 and Friday, March 4
Beforehand:
Print out vocab. List 3
Print out some LINCs tables
Find out who didn’t get 100 on last quiz
Make copies of lit circle jobs
Make copies of lit circle practice material (“Love”)
At bell: Read TKAM or pleasure reading
During bellwork, Mr. Stephens collects publication packets and stamps homonym
work.
Get introduced to Vocab. List 3 – throw the dog
Cumulative sentences Part 2: two kinds of phrases: the participial phrase and the
absolute phrase
Using “Love” or a student’s fiction writing, we learned and practiced lit circles to use
next class in discussing To Kill a Mockingbird.
Homonyms game
Homework:
LINCs table for next class, unless exempt
Prepare Lit circle role sheets for chapters 10 through 12
Web quest due ____
Next class:
Vocab game
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Lesson __
Monday, March 6 and Tuesday, March 7
Beforehand:
Lit circle rubric
Jen’s material on question strategies
Bingo cards print, copy, and cut
Find candy!
At bell: TKAM reading or pleasure reading
Go over lit circle rubric
Lit circles
Plenary discussion through ch. 12
Cumulative sentences, part 3
Review by everyone doing Promethean page 4 individually
Check with each other
What’s a participial phrase?
What’s an absolute phrase?
Circling back
We do Promethean page 6 together
We do Promethean page 7 together
We do bottom of page 63 individually.
Digging deeper
We do Promethean page 10 together
We do Promethean page 11 together
We do middle of page 64 together
Bingo for vocabulary list 3
Homework:
Web quest due tonight!
Vocab list 3 quiz 7 homonym quiz Friday
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Lesson __
Wednesday, March 9 and Thursday, March 10
Beforehand:
Check near-term lab assignments
Copy pages 129 - 134
Print pages 129 – 134
Print speaker titles
Newspapers
Scissors
Glue
Seating chart
Bring pencils, scotch tape
Bring speakers
Bring Lean On Me
Bring bingo sheets
Bring Apples to Apples
Sort Apples to Apples cards
Buy candy
At bell: See Keynote
TKAM or pleasure reading
Work through intro to rhetoric Keynote
Newspaper project
Vocab Bingo game
We watched a speech in the movie Lean on Me and discussed it in relation to the
rhetorical triangle that we studied last class.
We learned the speech criteria on page 131.
We watched the same speech again, this time to pick out where the actor uses several of
the ten speech criteria on page 131. We discussed our answers to this.
Each of us picked out a speech from pages 133 – 134 and made notations in it where we
planned to modulate our voices and planned to use a gesture or other body language
during the speech.
We got together in pairs with other students who would present the same speech, and we
practiced our speeches to each other.
We practiced our speeches in front of the class using the gesture and the modulation we
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had planned earlier today.
Here’s the detail:
Give background on Lean on Me leading up to talk to teachers
Show Lean On Me, starting with him in classroom game (DVD #1), then starting at 14:00
on VHS. #5 on DVD
What did you like/ not like? Was it effective? How so?
Using Aristotle’s rhetorical triangle, what was his purpose? Did he achieve his purposes?
How? Who was his audience? Would his talk be any different if he were speaking to
students’ parents, or to students? [We’ll see!]
Go through 131. Highlight:
Diction: 2 worlds – academia and common people. What would be the extremes? Why
is the combination effective?
Modulation: stress – emphasis. Pitch – voice’s highs and lows.
How is pitch different from volume? Demonstrate how each might change.
When you ask a question, what happens to your voice? rising inflection. (Inflection is a
change of pitch or volume)
Go through the rest of 131, comparing it to speech.
“I’m going to show the same clip. Watch for examples of all ten of these things.
Show movie. Ask for examples. They may include:
“No one!” – volume change, repetition, use of silence
“Take out your pencils and write.” – rhythm
“Minimum basic skills test.” “That means they can hardly read!” -- repetition, diction
(simple as possible), volume change
“I wouldn’t be here, would I?” – rhetorical question
Move around room, gestures measured but firm.
Introduce speech assignments. Introduce free speech zones. Give students 4 minutes to
select topic as they take a break, walk around, etc.
Plan to put in at least one element of body language and one of anything else from page
131.
Have kids commit to a pp. 133-134 speech. Group kids by speech. Practice for 5
minutes. Critique each other. If time, give the speeches.
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Lesson __
Friday, March 10 and Monday, March 13
Beforehand:
Seating charts for labs
Write down which labs here
Set up AV computer for
Handouts:
New tables of contents
In classroom:
1. Put homework in agenda
2. Hand back rhetoric frames
3. show video on recitation of poetry
In lab:
1. We'll share our circling back and digging deeper cumulative sentences on
edmodo.com. Go to edmodo.com and await instructions from the teacher.
2. Once we're done with our edmodo.com exercise, open a new Publisher file
(choose 11 x 8.5, landscape) and save the file as CumulativeSentence.pub in
your English folder. Copy and paste into it your favorite cumulative sentence
that developed under an edmodo.com post you made. (You may have written
all of it or only part of it.) Make sure that the clause and all of the phrases are
separated by commas. Make sure your name appears below the sentence.
Save it and print it to the default printer. Give it to Mr. Stephens to
proof. Once he approves it, then print it on the color printer and give it to Mr.
Stephens.
3. Take the quiz on vocabulary list 3.
4. Take the quiz on homonyms and easily confused words.
5. Take the quiz on To Kill a Mockingbird chapters 13 through 18.
6. Take the inko.us survey.
7. Work through VoiceThread video #5 to upload an icon for your VoiceThread
account. (Click the "VoiceThread" link at left.)
8. Work through VoiceThread video #6 to illustrate some of your web quest writing
to the rest of the honors students. (Click the "VoiceThread" link at left.) The
same instructions are on half-inch binder page 125 if you'd prefer that to the
video.
9. Select a poem to memorize from Poetry Out Loud's collection of poems. You'll
eventually memorize at least seventy words of the poem you choose. Once
you select it, copy and paste it into a new Word file and save it in your
English folder. Change the font to make it the way you like it, but keep the
font black. Type your name at the top. Save it again, and print it to the
default printer.
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10.
Pleasure reading or TKAM reading.
Homework:
1. Finish the VoiceThread assignment on half-inch binder page 125 before next
class. (You may wish to use video no. 6 on writeo.us’s VoiceThread page to
help you.)
2. Read TKAM chapters 19 through 21 for next class.
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Lesson __ -- In the classroom
Tuesday, March 15 (Block 1)
Friday, March 18 (Blocks 5 & 8)
Beforehand:
Bring To Kill a Mockingbird to Class
Tape the five speakers to the walls
Set up stereo speakers in front
At bell: pleasure reading
We watched Atticus’s final argument in To Kill a Mockingbird (1:31:45 – 1:39:00) and
discussed it in relation to the rhetorical triangle that we studied last class.
We learned the speech criteria on page 131.
We watched a speech in the movie Lean on Me, this time to pick out where the actor uses
several of the ten speech criteria on page 131. We discussed our answers to this.
Each of us picked out a speech from pages 133 – 134 and made notations in it where we
planned to modulate our voices and planned to use a gesture or other body language
during the speech.
We got together in pairs with other students who would present the same speech, and we
practiced our speeches to each other.
We practiced our speeches in front of the class using the gesture and the modulation we
had planned earlier today.
Here’s the detail:
Give background on Lean on Me leading up to talk to teachers
Show Lean On Me, starting with him in classroom game (DVD #1), then starting at 14:00
on VHS. #5 on DVD
What did you like/ not like? Was it effective? How so?
Using Aristotle’s rhetorical triangle, what was his purpose? Did he achieve his purposes?
How? Who was his audience? Would his talk be any different if he were speaking to
students’ parents, or to students? [We’ll see!]
Go through 131. Highlight:
Diction: 2 worlds – academia and common people. What would be the extremes? Why
is the combination effective?
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Modulation: stress – emphasis. Pitch – voice’s highs and lows.
How is pitch different from volume? Demonstrate how each might change.
When you ask a question, what happens to your voice? rising inflection. (Inflection is a
change of pitch or volume)
Go through the rest of 131, comparing it to speech.
“I’m going to show the same clip. Watch for examples of all ten of these things.
Show movie. Ask for examples. They may include:
“No one!” – volume change, repetition, use of silence
“Take out your pencils and write.” – rhythm
“Minimum basic skills test.” “That means they can hardly read!” -- repetition, diction
(simple as possible), volume change
“I wouldn’t be here, would I?” – rhetorical question
Move around room, gestures measured but firm.
Introduce speech assignments. Introduce free speech zones. Give students 4 minutes to
select topic as they take a break, walk around, etc.
Plan to put in at least one element of body language and one of anything else from page
131.
Have kids commit to a pp. 133-134 speech. Group kids by speech. Practice for 5
minutes. Critique each other. If time, give the speeches.
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Lesson __ -- In the classroom & lab
Wednesday, March 16 (Blocks 5 & 8)
Thursday, March 17 (Block 1)
Lesson __ – Poems Put to Use
To do:
rubric with seven categories 17-19
Order Poetic Justice and Sylvia movies for references to poems
Prepare Keynote with Churchill’s words
Brianstorm sheet: how could quoting poetry be used? What social occasions? What lifecycle events? When between two people? When privately?
Get 28 poetry books from the library
Before class, pick up a copy of the Poetry Uses Brainstorm Sheet and select a poetry
book to bring to your seat before the bell. Beginning at the bell, think of two items for
each quadrant in the Poetry Uses Brainstorm Sheet and write them in. Find a poem in
your new poetry book that would be great for one of your occasions, and write the name
and page number of the poem beside the occasion on your Poetry Uses Brainstorm Sheet.
Anticipatory set: Churchill’s “Give Us the Tools” speech.
Play Poetry Out Loud tracks 7 (“The Good Morrow”) and 17 (“Kay Ryan”) and list new
ideas on Promethean as students add ideas to their Brainstorming sheet.
Teacher gives historical context, then shows Keynote and plays the end of Churchill’s
“Give Us the Tools” speech.
Group work:
Students get in quadrants and steal one another’s situations.
One speaker from each group comes up front and reports group’s findings to class. List
on Promethean.
I assign everyone into groups of three. Pick one purpose from the group and design a skit
around it. The skit will get across the setting, including dialog, and will include four
lines from your chosen poem.
At lab:
Print poster (block 1 only)
Take inko.us survey (blocks 1 & 5 only)
Work through VoiceThread Video #5
Work through VoiceThread Video #6
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Lesson __ – A Poem’s Emotional Narrative
Monday, March 21 and Tuesday, March 22
Beforehand:
Copies of tone list
Copies of tone map
Ask for new Promethean pen
Handouts before class:
Tone list
At bell: see promethean.
Look up four words on the tone list and write their definitions next to them. Give
precedence to words that you don’t know.
Pleasure reading or To Kill a Mockingbird reading.
[“Please put your name on the top of your poem.” During bellwork, teacher collects
poems and has student make a copy of them.]
Play “Anabel Lee” (track 30), including its introduction.
Ask class:
What does the speaker mean by an “emotional narrative”?
How can a poem have an emotional narrative if it isn’t a real narrative poem?
Play “Jenny Kissed Me” (track 3, starting at 0:58) while showing just the poem on the
Promethean.
Does the poem tell a story? Nothing happens except that Jenny kisses the narrator.
What’s the emotional narrative?
Have students mark where there are changes in tone. (Don’t say what the change is yet!)
Show color wheel from PowerPoint. What are the primary colors? What are some inbetween colors?
Any more places where changes in tone for “Jenny Kissed Me”?
Go through PowerPoint presentation on Tone.
In your quadrants, brainstorm names for each tone they have heard in “Jenny Kissed
Me.” Write it beside where the tone resides. Use at least one different name before each
break. Combine terms when needed. Emotions don’t always
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come in primary colors; often colors blend and shade into one another. Feel free to add
words to your list.
Elect a member of the quadrant to come up to the Promethean to add your group’s words
for each section.
Hand out copies of the tone maps. Compare the Promethean with the tone map on page
227 for “Jenny Kissed Me.”
Using two copies of the tone list, complete the first two columns of two tone maps: one
for the poem you chose to perform and the other for your partner’s poem.
More practice speeches.
Homework:
1. Finish the first two columns of the two tone maps you started in class: one map
for the poem you chose to perform and the other map for your partner’s poem.
2. Performance of poems on Thursday, March 31. Bring your poem to every class
until after your performance.
3. Finish reading TKAM by next class.
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Lesson __: Getting across a poem’s tone
Wednesday, March 23, 2011
Thursday, March 24, 2011
Beforehand:
Check out Keynote for WSG
Make vocabulary list
Make quizlet
At bell: Students copy their seventy-word poem into their sketchbook.
During bell, teacher checks on homework – two tone maps.
Short pleasure reading
Teacher hands back purpose in writing paper
Introduce new vocabulary list
Turn to page 138. To begin the next part of the lesson, remind students that performers
will find different emotions in a single poem, and will convey these in contrasting tones
of voice. Play track 11 of the CD, with three performances of Hamlet’s “To be or not to
be” speech, as an example. Have students discuss the contrasting tones they hear in these
different readings. What different questions do the actors seem to be asking? Which
performance do they prefer? Why? What do the performers seem to get out of the lines?
We go over ways to get across a poem’s changing tone.
I show the chart for “Jenny Kissed Me.” [Blow up page 138; put Promethean cover on
it.] How do I get it across?
We put it together as a class on the Promethean. Students stand and demonstrate.
Work in pairs, following this script:
1. Person A shares the tones for the lines in poem B.
2. Person A reads poem B, getting across each tone.
3. Person B shares the tones for the lines in poem B.
4. Person B reads poem B, getting across each tone.
5. Both update poem B’s maps based on ideas from their conversation.
6. Work in pairs to fill out the last column for poem B’s tone map.
7. Do 1 – 6 above for poem A, starting with person B!
We go over ways of memorizing.
In your sketchbook, do a freewrite on what ideas for memorizing you’ll try out.
We start memorizing silently.
We memorize in pairs.
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In lab:
[Block 5] Print out cumulative sentence posters
Finish VoiceThread assignment
Comment on VoiceThreads
Quizlet on new vocab list
Vocabulary game
Homework:
1. LINCs table for vocabulary list 22 due next class, unless exempt or unless you
haven’t taken the last vocabulary quiz. (Pick ten words out of twelve. Leave out
two words you don’t know.)
2. VoiceThread and all comments due before next class. Use the instructions and
rubric on pages 123 – 126.
3. Quiz on vocabulary list 22 and on cumulative sentences on Tuesday
4. Poetry recital on Thursday. Use the rubric on page 136.
Page 26 of 65
Lesson __
Friday, March 25 and Monday, March 28
To cover:
Discussion of TKAM using fat questions
TKAM multiple choice questions pg. 39 & 41
Finish practice speeches (blocks 5 & 6)
Memory practice
Put cumulative posters on walls
Hyphens?
Connotation and denotation?
TKAM vocabulary words from Applied Practice book
Beforehand:
Copy pages 141, 142
Copy TKAM multiple choice questions pg. 39 & 41
Put marks by those who owe LINCs tables
Finalize and print out interims
Handouts at beginning of class:
Pages 141, 142
At bell: in the next blank page of your sketchbook, answer one of your own fat
questions. (2/3 of 8 ½ by 11 sketchbook; 1 full page of smaller sketchbook.)
During bell, I stamp LINCs tables.
TKAM class discussion using fat questions
Stick your poster to the walls.
Go over Keynote on taking multiple-choice quizzes (slide 1 only).
Practice on page 39. Hand out 39 and your fingers.
Go over answers.
Memory practice. (Go through Keynote again.)
Hand out interims.
Finish practice speeches.
Trip to library for new book?
Page 27 of 65
Next class:
Hyphens?
Connotation and denotation?
Homework:
1. Get progress reports signed, and return them to our next class.
2. Quiz on vocabulary list 22 and on cumulative sentences on Tuesday
3. Poetry recital on Thursday. Use the rubric on page 136.
Page 28 of 65
Lesson __
Tuesday, March 29 and Wednesday, March 30, 2011
Find out who got perfect scores on vocab list 3
Create quiz for list 22
Activate quiz for cumulative sentences
Quizlet next list
Pick poem to memorize 70 words of (Eliot?}
At bell:
Pleasure reading (block 1 to library)
During bell, teacher stamps LINCs tables (Never got to it block 1)
Teacher collects progress reports
Use Keynote to teach multiple choice strategies
Share Stanley Alan Jackson video
http://poetryoutloud.org/poems/video_bestpractices.html
“Look for one way he shows a tonal shift.”
Pair up and help each other memorize and perform.
Go to computer lab
Take quizzes
Learn next list on quizlet.
March 31 – April 1:
Practice for recitation
Poetry recitation
Pleasure reading
Page 29 of 65
Tuesday, April 5 and Wednesday, April 6
Beforehand:
Bring index cards to work
Make power outline cards
Tape power outline cards to chalk tray
Make sure enough copies of pages 141 and 142
Make apples to apples cards for list 23
At bell: pleasure reading
To Kill a Mockingbird multiple-choice practice
We put together a rhetoric power outline and copied it onto page 192 (the back of page
191) in our notebooks.
Apples to Apples for list 23
Homework:
LINCs table for List 23 due next class.
Page 30 of 65
Lesson __
Thursday, March 7 and Friday, March 8
Beforehand:
Put PowerPlus books out for students to take
Print out scandalous or no big deal sheets
At bell: pleasure reading
During bellwork, stamp LINCs tables
Go over satire: the use of humor, irony, exaggeration, or ridicule to expose and
criticize people's stupidity or vices, particularly in the context of contemporary
politics and other topical issues.
Go through multiple-choice strategies Keynote
Vocabulary power plus answers to pp. 59 – 62
1C
2 D (or C)
3B
4B
5C
6D
7A
8E
9A
10 C
We learned about connotation and denotation, and we practiced rating words for their
positive or negative connotations. (Page 209)
We worked through a PowerPoint introducing us to the concepts of denotation and
connotation. We applied the concepts to issues involving the internment of Japanese
Americans during World War II, the subject of Farewell to Manzanar.
We worked in pairs again to rank groups of synonyms of Farewell to Manzanar concepts
from the one with the most positive connotation to the one with the most negative
connotation. (Page 210).
Page 31 of 65
Handouts at beginning of class:
1. Scandalous or no big deal sheets (page 189 – 190)
At bell: we started filling out the “Scandalous or No Big Deal?” writing exercise on
pages 189 – 190 in our notebooks.
Lesson 10 – Logic: the first side of the rhetorical triangle
Beforehand:







Call up PPT “AdsFallaciousArguments200708”
Call up Keynote “FallaciousArgumentsProjectExample”
Copy Deduction and Induction Exercises (pages 205 – 206)
Copy Ten Fallacious Arguments (page 207)
Copy Fallacious Arguments project (page 208)
Put sound cord into laptop for ad clips
LINCs table ready?
Handouts at beginning of class:





Ten Fallacious Arguments (page 144)
Fallacious Arguments project (page 145)
Logic frame (page 146)
Deduction and Induction Exercises (pages 147-148)
Scandalous or no big deal writing project (pages 149 – 150)
At bell: Pleasure reading
Introduce list 6
The logic frame
The logic worksheet 1 through 4
Page 32 of 65
Lesson __
Monday, April 11, 2011
Block 1
Make more copies of “Scandalous or no big deal” sheets
Handouts:
Character maps
Bellwork: Scandalous or no big deal writing
Pleasure reading
Collect no big deal writing
We went through a PowerPoint presentation on a new tool in our writer's toolbox:
"Show, don't tell." We learned seven means authors use in characterization and
wrote them down on page ____ in our binders.
We learned how to use a character map (page ____) and began filling it in.
We worked individually on our character map of a relative.
We put our homework in our agendas.
Go through fallacious arguments sheet
Go through print ads and TV commercials for fallacious arguments
Quiz on vocab. List 23
Freerice.com or homework
Homework:
• Complete the character map (binder page 135) that you started in class about a
relative. All geometric shapes need to be completed. Remember: the diamonds are
things you won't tell your readers directly. The rectangles, however, summarize the
six forms of indirect characterization that we went over in class today as applied to
your relative: what your relative thinks, says, or does; what others think, say, or do
because of your relative, and physical descriptions of your relative. Get those
diamonds across with vibrant rectangles, and brainstorm with your family! Due
next class.
Quiz next class
Finish character map of relative
Fallacious arguments project due next class
Page 33 of 65
Lesson ___
Character sketches and fallacious arguments
Wednesday, April 11 and Thursday, April 12, 2011
Beforehand
Make copies of the first page of “The Possibility of Evil.”
Cancel today’s labs
At bell: pleasure reading
[Mr. Stephens stamps the character maps.]
We put “Show, don’t tell!” into our sketchbook’s writer’s toolbox.
We partnered up to improve our character maps. We followed this script:
 Read over each other’s maps.
 Tell them if you agree that what’s in each diamond is a trait – something not
to tell your reader
 Tell them if you agree that what’s in each rectangle is evidence – something
that allows your partner to show, not tell the diamond (trait) connected to it.
We went through the punctuating quotes PowerPoint presentation since we’re
going to use the characterization tool “what the character says” and “what other
people say about the character.” Mr. Stephens dictated sentences for us to
punctuate in our sketchbooks. We checked our work in pairs and then went over
the answers as a class.
Mr. Stephens handed us handout pages 139 and 140.
We read part of the short story "The Possibility of Evil" to discover means of indirect
characterization. As we do, we filled out another character map. [1st paragraph
together on Promethean board (characterization200809); the rest of the page on
our own.]
Mr. Stephens handed out binder pages 141 and 142.
We went over our new assignment (notebook pages 141 – 42): write a character
sketch of a relative. It doesn’t have to cover the whole character map. Notice how
“The Possibility of Evil” mixes the rectangles. It doesn’t use it as a laundry list.
We spent time writing a first draft of our character sketches. (Honors: your choice
of character sketch or other item. Use form to show what you’re working on.)
Page 34 of 65
Lesson __
Friday, April 15 and Monday, April 25
Introduction to Twelve Angry Men
Beforehand:
 Make copies of pages 217 – 220, the blogging instructions for Act 1 and the
character map for Twelve Angry Men
 Get textbooks ready to hand out
 Get book assignment forms
 Set up characterization2000809 Promethean flip chart
At bell: Pleasure reading.
Teaching: input. Students read pages 4 through 7 of Twelve Angry Men. Teacher asks
students what form of characterization is present. Students ID it as direct exposition. “I
thought I told you never to use direct exposition! Why does the playwright do it here?”
Students will answer that it is because the descriptions are not for the audience but for the
director and actors.
Teaching: modeling. Teacher uses an overhead of the Twelve Angry Men character map
to identify diamonds of Juror 7. Students read the first few lines of the play. Teacher
asks students what rectangles are present in the lines for Juror 7. Teacher puts them on
the overhead.
Guided practice. Teacher asks students to check binder page 266 to see what juror they
are. Since most classes have close to 24 students, two jury rooms are used. Some jury
rooms may have more than one of each more prominent juror. Students fill in the
diamonds on their character map from pages 4 and 5.
Teacher input, guided practice, and independent practice. In the computer lab,
students will learn how to use the blogging software by playing around with it, publishing
posts and comments for fun. Teacher will point out the step-by-step instructions, give
basic instructions, and help students having trouble.
In lab, have students download file from the global drive and save it into their English
folder. Close it, then open it in Word. Make sure students are working on a Word file
and not an Internet Explorer file.
Teaching: guided practice and independent practice. Students will take the Twelve
Angry Men web quest (Pages 255 – 256 online), which, when completed, will become
their study guide for the unit quiz.
Homework:
1. Act One Reading and Character Map Assignment. Due next class. Read the
introductory material on Pages 3 through 7. Note how your juror is characterized
Page 35 of 65
on Pages 4 and 5. Use the information about your character on Pages 4 and 5 to
fill in the four diamonds of the Twelve Angry Men Character Map (Attachment F).
As you read Act One, fill in the rectangles in your character map with the
evidence the playwright includes in the play about your character. Make sure to
attach the rectangles (evidence) with the correct diamonds (character traits). If
your juror does not say much, use that as a rectangle for one of the diamonds. If
your juror does not have many lines in act one, fill out a rectangle for each of his
lines. Due next class.
2. Character sketch due Wednesday!
Page 36 of 65
Twelve Angry Men: Act 1 - Characterization
Tuesday, April 26 and Wednesday, April 27
Beforehand:
Create jury rooms in edmodo.com
Redo the web quest
Make sure script keynote is good
Put web quest from web site to global folder
At bell: seated and quiet.
Go over WSG script.
Writers support group work
During WSG, teacher stamps 4 copies of character sketch and Twelve Angry Men
Character map. Teacher puts a sticky note on each map with the correct jury room access
code.
Jury room
1A
1B
2a
2b
5a
5b
6a
6b
8a
8b
code
pzwlx7
r9daw2
c497lh
is9qfo
0agbph
7ydolj
g86cbg
8zp4g9
5hv348
s5pion
Tell students to write their names in Twelve Angry Men.
Put homework in agenda
Go over Act 1 assignment
Go to lab for web quest
Go to lab for Act 1 Assignment
Homework:
Read act 2 of Twelve Angry Men for next class.
Final draft of Relative’s character sketch is due on Monday at 11:00 P.M. on
TurnItIn.com. (Go over the rubric)
Page 37 of 65
Twelve Angry Men – Arguments
Thursday, April 28 and Friday, April 29
To cover:
10 fallacious arguments
Finish act 1 blogging and web quest
To do:
Keynote to introduce TAM Act 2 blogging and commenting
Print out instructions for Act 2 blogging
Print out list of arguments for TAM
Come up with page numbers to study for rhetoric & TAM quiz
Put web quest answer key together
At bell: seated and quiet
[Blocks ____ ]: Go through 10 means of characterization
See examples of them in videos and posters
At lab:
Everyone start with web quest, unless you’ve already finished it.
Go over answers to web quest.
Save and print web quest.
Finish block web quest and act 1 blogging
]Blocks 1 & 2: go through Keynote for act 1 blogging]
[Block 2: write first paragraph first.]
Have a brief class discussion using the questions at the bottom of page 264.
Explain what page 264 is and how students will blog around it.
Go over page 261-263, the instructions and rubric for Act 2 blogging.
Work on acts 1 & 2 blogging
Homework:
Rhetoric & TAM study guide quiz Wednesday (Thursday). tudy pages:
Pg. 129 - rhetoric frame
Page 131 - speech rubric
Page 132 - 5 categories of analysis
Page 141 - definions of connotation & denotions
142 - definition of euphemism
144 - Ten fallacious arguments
163 – 164 – TAM Study guide
Page 38 of 65
Character sketch due in final 11:00 P.M. after our next class on TurnItIn.com. Follow the
directions and rubric on page 157-158
Next class (Monday, May 2 & Tues., May 3)
At bell: irony worksheet
Have teacher go over answers to worksheet
Finish all blogging
Start and finish narrative forms web quest
Next class (Wed., may 4 and Thursday, May 5)
Beforehand:
Make copies of irony worksheet
Set up quizzes
Set up R&J lit terms game
At bell: irony worksheet; then study for quizzes
Go over answers
Act out act 3
In lab to take two quizzes and to finish blogging, and to play the R&J lit terms game.
HW – Acts 1 & 2 blogging assignmnts due before next class
Page 39 of 65
Lesson ___
Friday, May 6 and Monday, May 9
To cover:
Honors assessment practice
Watch TAM (How much if split in two?)
To do:
Bring movie
How long is the movie?
Prepare narrative forms material
Upload NonfictionFrameModernKey2011.pdf - 171
Upload NonfictionFrameKey2011.pdf - 172
Upload NonfictionFrame
Prepare PSAT-style material
Have out scissors and glue
(Blocks 2 & 6) Bring skit material to school for narrative forms
At bell: We worked in pairs putting together a puzzle defining and giving information
about ten forms of narrative.
We went over the answers to the puzzle, and we got a copy of pages 171 and 172, the
summary of ten different narrative forms.
Blocks 2 & 6 – We planned & performed skits
Blocks 1, 5, and 8 – We worked on multiple choice test strategies
We started Twelve Angry Men, the movie.
Homework:
1. Buy the No Fear Shakespeare or other parallel version of Romeo and Juliet
(optional). If you don’t bring your own version of Romeo and Juliet to class,
you’ll have to check out a textbook and take that home, instead! (Academic
students already have copies of the textbook at home.)
Next class:
Honors assessment practice
Watch TAM (How much if split in two?)
Next class: narrative forms & poetry
Page 40 of 65
How far we got in movie:
Block
Where in movie
1
2
37:00 in bathroom
33:00 just counted the secret
ballot
Who won narrative puzzle
contest?
Jeannette & Patrick
Nathaniel & Daniela
5
6
8
Lesson __
Twelve Angry Men: the movie
Academic: we acted out the five skits about the five narrative forms in groups.
Honors: we learned about how to take standardized, vocabulary multiple-choice exams
All classes: we finished watching Twelve Angry Men: the movie.
During the movie, Mr. Stephens handed out progress reports.
Homework: get your progress reports signed and return them to our next class.
Lesson __
We discussed the difference between the play and the movie.
Block 2: the last 3 minutes of the movie.
Characters different?
Was 2 the pushover in the movie?
Was 11 so touchy in the movie?
How was the ending different? Why did 3 give in in play? What did they do when 3 and
8 were alone? How about in the movie?
Why didn’t they the woman witness have glasses on in the courtroom in the movie?
Which did you like better, the play or the movie? Why?
Page 41 of 65
Lesson 11: Fallacious arguments
Beforehand:
Vocab. 6 game
Find examples of fallacious arguments projects
sign up at library
Handouts: none
At bell: Complete page 221 (second page of deduction / induction worksheet)
During pleasure reading, teacher checks LINCs table and publication proof
The rest of the research presentations
Go through fallacious arguments sheet
Go through print ads and TV commercials for fallacious arguments
Explain fallacious arguments project
Vocabulary game for list 6 – Apples to Apples
Homework:
 Quiz on vocabulary list 6, rhetoric, and dashes, hyphens, and parentheses –
Thursday, March 18/Friday
 Fallacious arguments project due Monday, March 22/Tuesday
Page 42 of 65
Lesson __ : Intro to honors assessment essay and intro to meter in poetry
May 11 – 13, 2011
Honors assessment essay lesson 1
Beforehand:
Print out instructional PPT
Print out prompt and passage
Print out rubric
Go over keynote on strategy for writing timed essay
Hand out keynote summary, prompt, and passage
Model breaking down detail 1
In teams break down details 2 and 3
Individual work: take ten minutes to read the passage and to plan your essay. Individual
work. I’ll leave slide 6 up.
I pair up students to compare their notes.
Homework: time yourself. 45 minutes. Write neatly. Type if you’d really prefer to.
Make it as much like an in-class essay as you can. Of course, totally individual work.
Full credit if it looks like 45 minutes of writing. Three students will grade your paper,
though. And I will read it later.
Next class we’ll have a read-around group and put gold stars on the group’s best.
Hand out rubric
Read individually.
“What strikes you about the rubric?”
“What do they think is important?”
“What surprises you about what’s not in here?”
Lesson Nine: Rhythm and Meter (Part 1)
Concepts: rhythm, meter, foot, iamb, iambic, iambic pentameter
Page 43 of 65
Behavioral Objective: Given several verses from a poem, students will be able to
identify which of two standard feet (iambic or trochaic) the verse contains.
Materials needed and things to do beforehand:
1. “Hiawatha” overhead flipchart (Attachment P)
2. Poetry meter definition Keynote (Attachment Q)
3. Poetry packet (Attachment R)
Anticipatory Set
Ask class: Who has had a song going on in their head sometime today?
What song? (Optional: want to sing a little of it for us?)
Is it easy to get music stuck in your head?
Who has had it happen today with songs you don’t even like?
[Have students name songs]
What makes a song stick in your mind?
[Write down answers on blackboard as students mention them. Hopefully the list
will include “rhythm” or “beat.”]
“If you can hear music in your head, you can enjoy poetry the same way.
Concept Formation
Put “Hiawatha” on the Promethean.
“Take a look at this poem. How would you describe its beat? Please read it silently
and raise your hand if you think you can clap to its beat.”
By the shores of Gitche Gumee,
By the shining Big-Sea-Water,
Stood the wigwam of Nokomis
Daughter of the Moon, Nokomis,
Dark behind it rose the forest,
Rose the black and gloomy pine-trees,
Rose the firs with cones upon them;
Bright before it beat the water,
Beat the clear and sunny water,
Beat the shining Big-Sea-Water.
- from “Hiawatha,” by Longfellow
Call on students to clap as they read a line or two out loud. They may clap every syllable.
Page 44 of 65
“Now clap again, but only clap for every other syllables.” That helps a lot of students
pick out the rhythm.
Once they get it, have the entire class clap as they say the poem together.
“Where you clap is called a stressed syllable. Guess what they call a syllable where you
don’t clap.” Show them the characters ⁄ and Place the marks over the first foot or
two of the poem, then have students volunteer where to put the rest of the marks
for a line or two.
Stated purpose: “Today we’re going to learn how to mark a poem to show its rhythm.
At the end of the lesson, we’re going to start writing some poetry with a certain rhythm.”
Concept Formation
Have students turn to page 147 in their notebook. Show poetry meter definition
Keynote. “What do you believe the smallest unit of a poem is? One might say a word
or a letter, but these are common to other genres besides poetry. Often, the smallest
unit of a poem is the verse. But if a poem’s rhythm is regular – that is, if a poem is
written in meter, then the smallest unit of a poem is a foot.
“A verse is a line of poetry.
“Rhythm is the pattern in the beat of the stresses in the stream of the sound. All
poetry – all human speech, even – has rhythm. It may not have a consistent rhythm,
but we call it rhythm anyway.
“Meter is structured rhythm. Our definition of meter is an example of meter. Can
you spot it?” Take volunteers, then show:
΄ ˘ ˘ ˘ ΄ ˘ ˘ ˘ ΄
RHY thm is
΄
˘ ˘ ˘ ΄ ˘˘˘
the PAT tern in the BEAT [rest] of the STRES ses in the
˘ ˘ ˘ ΄
STREAM [rest] of the SOUND.
[You may choose to put some common speech on the overhead, and then take
volunteers to mark it. For instance, say, “Everything we say has rhythm.” Put it on
the overhead, and have students pick out the trochaic meter. (No need to call it
that.)
“A foot is the smallest unit of meter. A foot is the combination of a strong stress and
the associated weak stress or stresses that make up a verse’s meter.” Use a dividing
line to show the first foot in “Hiawatha.”
Page 45 of 65
“What is the next foot on the line?” Go through the entire line.
“How many feet are in this line?”
Define iambic (iamb) and trochaic (trochee) meter.
Take volunteers to show it.
Cooperative learning
Pair students and give poetry packet (Attachment R) to each pair. Students will
examine lines of poetry and group them by feet. Ask students to work only on the
first two sheets of the packet. Teacher will ask students not to give any special
consideration to the stress on the last syllable in a verse, and not to thrown by any
exceptional feet in the verses – feet that don’t fit the general pattern. Also, ignore
the meter in the bracketed portions of a poem. Teams of two or three students will
be handed lines of poetry and encouraged to use the strong stress
΄ and the weak
˘
stress marks to discover the kind of feet in a poem. The teams will then attempt
to group the verses into four groups by taping them in separate places on the wall.
After the teams have finished grouping the verses, they will take turns critiquing
each other’s groupings.
Teacher will question students’ groupings, asking how similar they are. When it
appears the groupings are almost correct, teacher will define the different feet and
ask the students to put the correct name over each group.
Introduce the term “iamb” using the definition overhead. “In Iambic meter, the
verses use iambs.”
Guided Practice
Go over the verses, particularly the ones students found difficult to group, and
emphasize the general meter in them.
Page 46 of 65
Lesson ___ : Monday, May 16 and Tuesday, May 17
Honors: Sonnets & writing instruction
Academic: Sonnets & Romeo and Juliet prologue
Beforehand:
Get copies of R&J prologue
Get promethean pen
Individual work: mark Shakespeare’s Sonnet 18 (binder page 78) with stressed and
unstressed syllables. Use the Keys to Discovering Meter (binder page 181) that you
got last class. Individual work!
Pleasure reading
Honors: during pleasure reading, teacher checks on page 177 for homework credit
Honors: during pleasure reading, get three students to fill in three columns on the
blackboard with points we made about the Cisneros piece last class. I take a photo
of it with my phone.
Go over the poetry packets using the Promethean pen.
PoetryMeterHiawatha.flipchart
Compare your Sonnet 18 stress and unstress marks with your partner and see if you
agree with him or her.
We go over Sonnet 18 using the last page of PoetryMeterHiawatha.flipchart
Go over the sonnet rubric on page 77, filling in the blacks with students. Tell
students that they will have to write a couplet (academic) or a quatrain (honors) of
a sonnet for homework.
“Why do you think they made all these rules for different types of poetry?” Explain
that the Elizabethans competed with one another with their sonnets, so they needed
established rules, as in football. Explain that the rules reinforced a concept of
beauty that a culture sensed.
“Sometimes a stream looks more beautiful when it’s forced through a narrow place.
What happens to it? The same thing happens to our writing.
“Do you think the lines just flowed from Shakespeare’s pen? I don’t think so. I think
he was doing this.” Mimic Shakespeare, with furrowed brow, counting with his
fingers to make iambic pentameter.
Co-construction
Using the Keynote presentation, work through coming up with a line of iambic
pentameter on the board.
Page 47 of 65
“The second trick is shifting words within a sentence. Suppose you have a twosyllable word that is going against the meter. Sometimes you can just shift it over a
syllable to make it fit!” Demonstrate with the line you are creating together.
Individual practice. Have students write a line of iambic pentameter on a new
sheet of paper. Tell them the subject matter can be anything. Go around the room
helping them out.
Homework:
1. Write a couplet (blocks 2 & 6) or a quatrain (blocks 1, 5, and 8) in iambic
pentameter for Friday.
2. Write a 40-minute timed essay on paper answering the prompt on pages 175
– 176. Use the prewrite you did for last class’s homework on page 177. Due
next class.
3. Bring your pleasure book and your copy of Romeo and Juliet (optional) to
every class this year.
Break
Honors:
Timed essay lesson #2:
We go over slides 8 through 11 of Timed essay PPT.
As we go through each slide, we write the Cisneros essay together in class.
We grade our own paper – one team of four for every row on the rubric on page 178.
We share our results with the class.
Academic:
We divided into groups, and each group acted out the prologue of Romeo and Juliet in
two different ways. Use Sarah’s instructions.
Next class:
Hand out packets.
Decide on which intro DVD to show.
Page 48 of 65
Lesson ___:
Wednesday, May 18 and Thursday, May 19
Beforehand:
Have a pair of scissors out for each quadrant
Prepare WSG script PPT
Get Sarah Sturtz’s lesson
Get NC State lecture
Get Romeo + Juliet movie
Have R&J packets done
Sort prelude copies
Get copies of fight scene
Get a set of classroom textbooks
Put a link to R&J on writeo.us
Cue Why Shakespeare
At bell:
Read pages 983 through 989 in the textbook excerpt. As you do so, fill out the
definitions column on page 2 in your Romeo and Juliet packet.
Pleasure reading
Show Why Shakespeare from 5:13 to 8:22
Instruct on WSG script
Break into writers’ support groups
Academic:
Prelude acting in groups:
Round one: do as a round (two sides); do advancing;
Round two: news report, funeral, a lunar landing
Watch Shakespeare lecture
Honors: work on writing essay
Homework:
All classes: final of couplet or quatrain due on TurnItIn.com 11:00 P.M. on day of
next class.
Page 49 of 65
Honors: Write a 40-minute timed essay on paper answering the prompt on pages
175 – 176. Use the prewrite you did for last class’s homework on page 177. Due
next class.
Page 50 of 65
Lesson ___:
Friday, May 20 and Monday, May 23
Beforehand:
Get copies of R&J from storage
Print out 30 copies of R&J
Email Ms. Pearson – may I use copies of R&J?
Melissa Vallor – seating chart change?
Make seating charts
Get newspaper
Cut strips of tape for newspaper swords
Cue 14 social offenses Keynote
Put sonnet assignment on TurnItIn.com
Academic:
At bell: Write a 3/4-page journal entry. Required topic: You’re a town's new police
chief. Your #1 job is to stop the violence between two rival gangs. What different
strategies will you try? Will you be tough or friendly or both? Why?
Pleasure reading
We finished watching the college lecture on Shakespeare
Go over answers to packet, page 1
As individuals and then in groups, we ranked fourteen social offences in the order of how
serious they are. We talked about how all fourteen are present in Romeo and Juliet.
We read part of the first scene of Romeo and Juliet -- "the fight scene” -- using the
scrolling overhead.
We practiced and acted out the fight scene.
Watch act 1 of movie 35:05
Read act 1 of play 36:06
Work on homework
Homework:
1. Sonnet couplets due 11:00 tonight in final form on TurnItIn.com. Make
several copies on document so it will upload.
2. Finish all packet questions for act 1. Just do 1 through 19 in full sentences.
Don’t do the quotes (20 through 25). Individual work!
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Honors classes:
Beforehand:
Annotate a copy of Ginny’s papers
Make copies of unmarked Ginny’s papers
Make copies of Ginny’s annotated papers
Make more copies of blank rubric
Study the prompt for the essay due today
Bell: Watch Shakespeare lecture and fill out page 1 of Romeo and Juliet packet with
it. During bell, teacher stamps essay
Read rubric on page 178 individually. As you do, write down one thing that
surprises you about what’s emphasized.
1. Students in quadrants will compare the unmarked essays with the rubric
and determine the score. I'll collect scores.
2. Students will compare essays with teacher comments with the rubric and
will refine their scoring. I'll collect scores.
3. We'll go over the scored rubrics as a class to see which quadrants win.
4. Grade your own paper with the rubric, and staple the rubric to the back of your paper.
Make sure your name is on the rubric. Hand it in.
Prelude acting in groups:
Round one: do as a round (two sides); do advancing;
Round two: news report, funeral, a lunar landing
Watch act 1 of movie
Read act 1 of play
Homework:
1. Sonnet quatrains due 11:00 tonight in final form on TurnItIn.com. Make
several copies on document so it will upload.
[Teacher grades it before next class. Tues & Weds. – Hand back results and assign the
last essay due Thursday/Friday.]
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Lesson ___
Tuesday, May 24 and Wednesday, May 25
Honors:
At bell: Sketchbook writing. Write at least 2/3 of a page (half of a page if your
sketchbook is 8 ½ by 11 or bigger). Not a freewrite; you must address this prompt.
Based on comments by Mr. Stephens on your essay, what are ways you could improve on
your next timed essay?
During bellwork, I’ll pass around a sign-up sheet for R&J reading. Please
As individuals and then in groups, we ranked fourteen social offences in the order of how
serious they are. We talked about how all fourteen are present in Romeo and Juliet.
We read part of the first scene of Romeo and Juliet -- "the fight scene” -- using the
scrolling overhead.
We practiced and acted out the fight scene.
We watched the fight scene in the movie.
Homework:
Timed essay. Follow directions on half-inch binder page 183.
Academic:
At bell: 3/4-page journal entry. Required topic: Do you believe in love at first
sight? Why or why not? How do you define it? What are the ingredients of a happy
marriage? What should a couple discuss before getting engaged?
We watched act one in Romeo + Juliet, the movie.
Watch act 1 of movie 35:05
We planned skits in small groups using common Elizabethan words from page 25 of the
Romeo and Juliet packet. Everyone must use at least three Elizabethan words from the
list correctly.
We started reading act one of Romeo and Juliet. Read act 1 of play 36:06
We worked on our packet questions for act 1.
Homework:
1. Bring props (optional) and finish preparing for next class’s skits.
2. Complete questions 1 through 19 in R&J packet. Individual work!
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Lesson ___
Thursday, May 26 and Friday, May 27
Beforehand:
Make 3 copies of Caitlin’s and another’s paper
Copy and slice up Shakespearean insults and complements
Set up Elmo
All: Shakespeare puzzle on page ___ . Individual work!
Honors:
WSG. Use script.
Who in group had most red? black? blue?
Show Caitlin’s body paragraphs. Underline with same pens.
Finish Act 1 Movie (start after the fight scene)
Skits with Shakespearean words on page 16
Read Act 1
Watch act 2
Academic:
(Block 6) Put on skits
Read Act 1 (Block 2 starts with scene 2)
Shakespearean insults
Watch Act 2
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Lesson ___:
Tuesday, May 31 and Wednesday, June 1
Honors:
honors essay assessment
Academic:
Beforehand:
1. Get scripts for short skits
2. Move chairs back.
At bell: answer questions 1 through 19 in your Romeo and Juliet packet, beginning
on page 3. You may help each other, but only the people in your quadrant.
Read the rest of Act 2
Act out father-daughter situations
Watch Act 3
Read act three
Homework:
Copy answers from the top of writeo.us’s home page for Acts 1 and 2 into your
Romeo and Juliet packet, pages 3 through 9. Due next class.
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Lesson ___
Thursday, June 2
Beforehand, Mr. Stephens will:
1. Bring white iPod to school
2. Print progress reports
3. Put DVD in AV computer
4. Test AV for sound
5. Mark times on DVD on AV
6. Connect iPod to speaker on black cart
7. put agenda on blackboard
8. put sub plans in folder
9. check folder for correct seating charts
10. set chairs up correctly
11. put stacks of paper on cart
Block 1 – English 9 Honors
[The lay of the land: Block 1 is a right quiet class.]
Handouts: Beneath the light-colored cart in the front of the classroom is a stack of
honors final exam study guides and a stack of academic ones. Put the honors ones
on top of the cart before the block 1 students come in.
At bell: Look at the table of documents on page 2 of your final exam study guide.
These documents, along with your Romeo and Juliet packet, are all you’ll need to
study with for the exam period. Find all of the documents listed there in your halfinch binder. Put them in numerical order and staple them into a packet using the
electric stapler at the front of the classroom.
When you staple your study guide packet, get a copy of Romeo and Juliet from under
the blackboard.
During the bellwork, take roll.
Get out the block 1 progress reports from below the cart. Call students’ names and
have them retrieve their progress reports. If they have any complaints about the
grades, you might point out that there’s not a lot you can do about it. They’ll have to
see me. They should go to “Where to find Mr. Stephens” on our class web site
(writeo.us) to find a time and place convenient to them.
After about 12 or 15 minutes of bellwork, hand out scantron sheets beneath the
light-colored cart. Tell them this goes with the exam they took last class. They fill
out the top gray box. They must use a #2 pencil, so if they don’t have one, they must
share. Put their last name first, first name last. Period 1. Teacher: Stephens. Date is
May 31 (for last class). Under “Language” put honors 9.
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They should write their student ID in the first 6 columns. They should ignore the
rest of the columns to the right. They need to fill in the correct rectangle beneath
each number. “So if your student ID begins with a 2, fill in the 2 rectangle beneath
the 2 you wrote in at the top of the first column.” Please collect them for me.
Tell students to turn to page ___ in Romeo and Juliet (also tell them Act I, scene ii, line
1 for those using their own editions).
Turn on the Romeo and Juliet audio version using the white iPod on the black cart.
(You may need a student’s help if you don’t remember how to use the old wheel . . .)
We’ll finish listening to act 1 as students read along. It should start at 11:55 and go
until 36:02. Feel free to stop the tape as much as you’d like to ask reading
comprehension questions or to point things out. Some things to point out:
1. Romeo is in love with whom? Rosaline, not Juliet.
2. Benvolio wants him to crash the Capulet party to check out the women so
he’ll forget about Rosaline, who has taken a religious vow of chastity
3. Paris is passionless. He goes to Capulet, Juliet’s dad, for permission to marry
Juliet, and Capulet has to tell him to woo his daughter! Paris is Romeo’s foil:
the more Paris looks passionless, the more Romeo looks romantic.
4. Mercutio and Romeo spar over the significance of dreams. Mercutio is a
joker, but he has a serious side, too. He doesn’t trust dreams, and he thinks
Romeo is too much a dreamer. Mercutio is Romeo’s foil, too: the more
Mercutio seems down to earth, the more Romeo looks like a dreamer.
“Queen Mab” is Mercutio’s spoof on dreamers since she grants all the
dreamers exactly what they want.
5. Why does Romeo and Juliet talk religion when they first talk at the party? It’s
a kind of pickup line. Juliet chooses to play along and to play hard to get – at
least a little.
Two-minute stand up, talk, and stretch break.
Have students open their agendas and write this homework in them:
1. Finish answers to act 1 questions if you didn’t finish them in your quadrants
today. Use the link at the top of the writeo.us home page for a searchable,
online version of Romeo and Juliet.
2. Get your progress report signed by a parent and return it to our next class.
Work in your quadrants to answer questions 1 through 19 in your Romeo and Juliet
packet, beginning on page 3. Don’t get help from others outside your packet!
Have them work together for about 15 minutes. Then have students return all of the
class Romeo and Juliet books to the front of the classroom.
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Start watching Act 2 of the movie from _____ to _____ . Let me know how far you got,
and if you got to the movie at all. (The movie is already in the AV computer’s DVD.
The AV computer is the one closer to the corner of the room.)
At the end of Blocks 1 and 2, please put the DVD and the iPod in my box in the main
office’s mailroom. Thanks so much!
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Lesson ___
Thursday, June 2
Block 2 – English 9 Academic
[The lay of the land – block 2 can be chatty. If you have to, warn them that I’ve asked
you to take names of any student who give you any grief. A student returned last
class from a long stay at Douglas – Nassim Driss. He can be fine, but he may fight
you about staying at his seat by the bulletin board. He likes it better next to his
friends at the windows. Please have him stay in his seat instead. Let me know if he
doesn’t comply.]
Handouts: Beneath the light-colored cart in the front of the classroom is a stack of
honors final exam study guides and a stack of academic ones. Put the academic ones
on top of the cart before the block 2 students come in.
At bell: Look at the table of documents on page 2 of your final exam study guide.
These documents, along with your Romeo and Juliet packet, are all you’ll need to
study with for the exam period. Find all of the documents listed there in your halfinch binder. Put them in numerical order and staple them into a packet using the
electric stapler at the front of the classroom.
When you staple your study guide packet, get a copy of Romeo and Juliet from under
the blackboard.
During the bellwork, take roll.
Get out the block 2 progress reports from below the cart. Call students’ names and
have them retrieve their progress reports. If they have any complaints about the
grades, you might point out that there’s not a lot you can do about it. They’ll have to
see me. They should go to “Where to find Mr. Stephens” on our class web site
(writeo.us) to find a time and place convenient to them.
After about 12 or 15 minutes of bellwork, tell students to turn to page ___ in Romeo
and Juliet (also tell them Act I, scene ii, line ____ for those using their own editions).
Turn on the Romeo and Juliet audio version using the white iPod nano (generation
1) on the black cart. (You may need a student’s help if you don’t remember how to
use the old wheel . . .) We’ll listen to act 3 as students read along. It should start at
1:11:55 and go until 1:57:07. (You may need to give them a minute or two to stretch
their legs and talk to wake them up some in the middle of act 3 somewhere.) Feel
free to stop the tape as much as you’d like to ask reading comprehension questions
or to point things out. Some things to point out:
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1. Romeo hints at why he doesn’t want to fight Tybalt, but he doesn’t come out
and say it: he had married Tybalt’s cousin earlier that day.
2. Tybalt kills Mercutio while Romeo is holding Mercutio back from fighting.
3. Mercutio cuts the jokes even while he is dying: “Ask for me tomorrow, and
you’ll find me a grave man.”
4. Mercutio says “a plague on both your houses” because he holds both Tybalt
and Romeo responsible for his death.
5. Juliet can’t wait for the honeymoon in her bedroom! She doesn’t know about
Tybalt’s death until the nurse tells her.
6. They have the honeymoon anyway, but Romeo flees early the next morning
to Mantua in accordance with Friar Lawrence’s directions.
7. Juliet is torn because she loves Romeo but can’t understand why he killed her
cousin Tybalt.
8. At the end of the act, Juliet lies to the nurse about her intentions. Juliet no
longer brings the nurse into her confidence, where she had been for all of
acts 2 and 3 until now.
9. Juliet makes a reference to her possible suicide in the act’s last line.
Two-minute stand up, talk, and stretch break.
Have students open their agendas and write this homework in them:
1. Finish answers to act 2 questions if you didn’t finish them in your quadrants
today. Use the link at the top of the writeo.us home page for a searchable,
online version of Romeo and Juliet. Mr. Stephens will check your work next
class.
2. Get your progress report signed by a parent and return it to our next class.
Work in your quadrants to answer questions ___ through ____ in your Romeo and
Juliet packet, beginning on page 3. Don’t get help from others outside your packet!
Have them work together for about 15 minutes. Then have students return all of the
class Romeo and Juliet books to the front of the classroom.
Start watching Act 4 of the movie from _____ to _____ . Let me know how far you got,
and if you got to the movie at all. (The movie is already in the AV computer’s DVD.
The AV computer is the one closer to the corner of the room.)
At the end of Blocks 1 and 2, please put the DVD and the iPod in my box in the main
office’s mailroom. Thanks so much!
Page 60 of 65
Lesson ___
Monday, June 6
Beforehand, Mr. Stephens will:
1. Bring white iPod to school
2. Attach the iPod and the answers to the practice test to these plans
3. Put DVD in AV computer
4. Test AV for sound
5. Mark times on DVD on AV
6. Connect iPod to speaker on black cart
7. put agenda on blackboard
8. put sub plans in folder
9. check folder for correct seating charts
10. set chairs up correctly
11. put stacks of paper on cart
You’ll have the same lesson plan for blocks 1 and 2, but they are at very different
places in Romeo and Juliet.
[The lay of the land: Block 1 is a quiet class. Block 2 can be chatty. If you have to,
warn them that I’ve asked you to take names of any student who give you any grief.
A student returned last class from a long stay at Douglas – Nassim Driss. He can be
fine, but he may fight you about staying at his seat by the bulletin board. He likes it
better next to his friends at the windows. Please have him stay in his seat instead.
Let me know if he doesn’t comply.]
Handouts on the top of the light-colored cart: The text of most of Romeo and Juliet’s
party scene.
Handouts to give later: the practice test, which is on the bottom of the same cart.
Students will take the text as they enter the room.
At bell: Tell students that they will take a practice test using the text they got at the
beginning of class. Tell them that you will give them the questions as soon as you
finish instructing them about the test. Remind them to skim the questions before
reading the Romeo and Juliet text. Remind them to read the text to get the overall
idea before they answer the questions. Tell them to put a two- or three-word
summary beside each character’s speech. Remind them that, when they answer the
questions, they should not jump at the first one that seems right. Point out that the
test continues on the back of the sheet. Tell them to pleasure read if they finish the
test early. Individual work.
Give them the test from the bottom shelf on the light-colored cart.
Give them around 15 minutes to take the test. Take roll during the test.
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Tell students to work in their quadrants to see if they can agree on what the right
answers are.
Use the attached answer sheet to tell students what the right answers are.
Block 1: watch Act 2 of the movie from 35:06 to 57:29. (The movie is already in the
AV computer’s DVD. The AV computer is the one closer to the corner of the room.)
Block 2: watch Act 4 of the movie from 1:26:33 to 1:32:30. (Very short!)
Two-minute stand up, talk, and stretch break.
Block 1: Tell students to turn to page 94 in Romeo and Juliet (also tell them Act 2,
scene i, line 1 for those using their own editions).
Turn on the Romeo and Juliet audio version using the white iPod attached to these
plans. (You may need a student’s help if you don’t remember how to use the old
wheel . . .) Pull the speaker’s wire from the front of the AV computer and plug it into
the iPod. We’ll listen to act 2 as students read along. It should start at 36:06 and go
until 1:11:58. Feel free to stop the tape as much as you’d like to ask reading
comprehension questions or to point things out if you remember the play.
Block 2: Tell students to turn to page 228 in Romeo and Juliet (also tell them Act 4,
scene i, line 1 for those using their own editions).
Same as block 1, but we’ll listen to act 4 as students read along. It should start at
1:57:15 and go until 2:19:56.
Have students open their agendas and write this homework in them:
Romeo and Juliet unit test during the first twenty-five minutes of the exam
period. It will count toward your fourth quarter grade. Know all of the information
on Romeo and Juliet packet pages 1 through 14. We'll go over the information on
pages 1 and 2 in class. The information for the rest of the pages is available on the
top of writeo.us's home page. Click "Answers to Romeo and Juliet packet pages 3
through 14." Please note: you won't be responsible to identify the speaker of any of
the play's quotes set out in the packet.
Block 1: start watching Act 3 of the movie from 57:29.
Block 1: start watching Act 5 of the movie from 1:32:30.
At the end of Blocks 1 and 2, please put the DVD and the iPod in my box in the main
office’s mailroom. Please also report to me how far you got in each class in the play
and in the movie. Please also let me know about any problems with specific
students. Thanks so much!
Page 62 of 65
Page 63 of 65
Lesson ___
Thursday, June 2
Block 2 – English 9 Academic
[The lay of the land – block 2 can be chatty. If you have to, warn them that I’ve asked
you to take names of any student who give you any grief. A student returned last
class from a long stay at Douglas – Nassim Driss. He can be fine, but he may fight
you about staying at his seat by the bulletin board. He likes it better next to his
friends at the windows. Please have him stay in his seat instead. Let me know if he
doesn’t comply.]
Handouts: Beneath the light-colored cart in the front of the classroom is a stack of
honors final exam study guides and a stack of academic ones. Put the academic ones
on top of the cart before the block 2 students come in.
At bell: Look at the table of documents on page 2 of your final exam study guide.
These documents, along with your Romeo and Juliet packet, are all you’ll need to
study with for the exam period. Find all of the documents listed there in your halfinch binder. Put them in numerical order and staple them into a packet using the
electric stapler at the front of the classroom.
When you staple your study guide packet, get a copy of Romeo and Juliet from under
the blackboard.
During the bellwork, take roll.
Get out the block 2 progress reports from below the cart. Call students’ names and
have them retrieve their progress reports. If they have any complaints about the
grades, you might point out that there’s not a lot you can do about it. They’ll have to
see me. They should go to “Where to find Mr. Stephens” on our class web site
(writeo.us) to find a time and place convenient to them.
After about 12 or 15 minutes of bellwork, tell students to turn to page ___ in Romeo
and Juliet (also tell them Act I, scene ii, line ____ for those using their own editions).
Turn on the Romeo and Juliet audio version using the white iPod nano (generation
1) on the black cart. (You may need a student’s help if you don’t remember how to
use the old wheel . . .) We’ll listen to act 3 as students read along. It should start at
1:11:55 and go until 1:57:07. (You may need to give them a minute or two to stretch
their legs and talk to wake them up some in the middle of act 3 somewhere.) Feel
free to stop the tape as much as you’d like to ask reading comprehension questions
or to point things out. Some things to point out:
Page 64 of 65
10. Romeo hints at why he doesn’t want to fight Tybalt, but he doesn’t come out
and say it: he had married Tybalt’s cousin earlier that day.
11. Tybalt kills Mercutio while Romeo is holding Mercutio back from fighting.
12. Mercutio cuts the jokes even while he is dying: “Ask for me tomorrow, and
you’ll find me a grave man.”
13. Mercutio says “a plague on both your houses” because he holds both Tybalt
and Romeo responsible for his death.
14. Juliet can’t wait for the honeymoon in her bedroom! She doesn’t know about
Tybalt’s death until the nurse tells her.
15. They have the honeymoon anyway, but Romeo flees early the next morning
to Mantua in accordance with Friar Lawrence’s directions.
16. Juliet is torn because she loves Romeo but can’t understand why he killed her
cousin Tybalt.
17. At the end of the act, Juliet lies to the nurse about her intentions. Juliet no
longer brings the nurse into her confidence, where she had been for all of
acts 2 and 3 until now.
18. Juliet makes a reference to her possible suicide in the act’s last line.
Two-minute stand up, talk, and stretch break.
Have students open their agendas and write this homework in them:
3. Finish answers to act 2 questions if you didn’t finish them in your quadrants
today. Use the link at the top of the writeo.us home page for a searchable,
online version of Romeo and Juliet. Mr. Stephens will check your work next
class.
4. Get your progress report signed by a parent and return it to our next class.
Work in your quadrants to answer questions ___ through ____ in your Romeo and
Juliet packet, beginning on page 3. Don’t get help from others outside your packet!
Have them work together for about 15 minutes. Then have students return all of the
class Romeo and Juliet books to the front of the classroom.
Start watching Act 4 of the movie from _____ to _____ . Let me know how far you got,
and if you got to the movie at all. (The movie is already in the AV computer’s DVD.
The AV computer is the one closer to the corner of the room.)
At the end of Blocks 1 and 2, please put the DVD and the iPod in my box in the main
office’s mailroom. Thanks so much!
Page 65 of 65