Course Title: Eng I
3891Day
#: 2
8/1112/14
Teacher: McClure
Unit Title: Short Stories
Essential Question: Are you in
charge of your destiny or is it predetermined (fate)?
Lesson Title:
Learning Class Procedures and Establishing
Class Values
Reading on the Line, Between the Lines,
Beyond the Lines
DLT(s): I can establish the values of a culture from a text.
I can identify strong and thorough textual evidence to support what the text says explicitly.
10 Minutes: Lesson Opener/ Bell ringer: ACT-aligned Grammar Conventions
Part One: Subject/Verb Agreement
Exercises:
1. Most of this soccer equipment (belong, belongs) to the township.
2. The delivery of milk (arrive, arrives) each morning at six o'clock.
Grammar Mini-Lesson: http://www.grammarbook.com/grammar/subjectVerbAgree.asp
Rule: Basic Rule. A singular subject (she, Bill, car) takes a singular verb (is, goes, shines),
whereas a plural subject takes a plural verb.
Example: The list of items is/are on the desk.
If you know that list is the subject, then you will choose is for the verb.
Teaching/ Learning/ Practice Activities:
10 Minutes: Vocabulary: http://quizlet.com/1022309/college-board-top-100-common-satactvocabulary-words-flash-cards/
Tour the website and test-drive Quizlet; focus on first five words (abbreviate, abstinence,
adulation, adversity, and aesthetic)
10 Minutes: Finish Rules, Procedures, Syllabus and Check Supplies
40 Minutes: Finish Icebreakers
15 Minutes: Cornell Notetaking Method and Notes on Collaboration/Active Learning
Resources:
5 Minutes: Lesson Closure/ Ending Assessment: Whiteboard Drill on Class Rules, Cornell Notes,
Active Learning, and understanding texts.
Day #: 3
8/13-14/14
Unit Title: Short Stories
Lesson Title:
Essential Question: Are you in
Learning Class Procedures and Establishing
charge of your destiny or is it pre- Class Values
determined (fate)?
DLT(s): DLT(s): I can establish the values of a culture from a text.
I can identify strong and thorough textual evidence to support what the text says explicitly.
10 Minutes: Lesson Opener/ Bell ringer: ACT-aligned Grammar Conventions
Part One: Subject/Verb Agreement
3. Peanut butter and jelly (is, are) my favorite lunch.
Course Title: Eng I
Teacher: McClure
4. The students (walk, walks) quickly to get to class on time.
Teaching/ Learning/ Practice Activities:
10 Minutes: Vocabulary: http://quizlet.com/1022309/college-board-top-100-common-satactvocabulary-words-flash-cards/
Tour the website and test-drive Quizlet; focus on first five words (abbreviate, abstinence,
adulation, adversity, and aesthetic)
10 Minutes: Cornell Notetaking Method and Notes on Socratic Seminar
60 Minutes: Read “The Follower,” Complete Group Work, Conduct Mock Socratic Seminar
Resources:
Lesson Closure/ Ending Assessment: Responses from Socratic Seminar
Day #:4
8/15 &
18/14
Unit Title: Short Stories
Lesson Title:
Essential Question: Are you in
Learning Class Procedures and Establishing
charge of your destiny or is it preClass Values
determined (fate)?
DLT(s): DLT(s): I can establish the values of a culture from a text.
I can identify strong and thorough textual evidence to support what the text says explicitly.
10 Minutes: Lesson Opener/ Bell ringer: ACT-aligned Grammar Conventions
Part One: Subject/Verb Agreement
5. Several pieces of lawn furniture (need, needs) to be replaced.
6. Drama Club (meet, meets) on Tuesdays and Thursdays at three o'clock.
Teaching/ Learning/ Practice Activities:
10 Minutes: Vocabulary: http://quizlet.com/1022309/college-board-top-100-common-satactvocabulary-words-flash-cards/
Tour the website and test-drive Quizlet; focus on first five words (abbreviate, abstinence,
adulation, adversity, and aesthetic)
BOOK MONEY DUE
10 Minutes: Review plot of “The Follower” and connect to essential question of unit; challenge
class to find evidence from story to support answer to essential question.
10 Minutes: Review for WFA 1 and handout data charts.
20 Minutes: Take WFA 1, share results, analyze data.
30 Minutes: Re-teach, introduce novel with biographical/cultural information.
Resources:
Lesson Closure/ Ending Assessment: WFA 1
Course Title: Eng I
Teacher: McClure
Day #: 5
8/1920/14
Unit Title: Short Stories
Lesson Title:
Essential Question: Are you in
Reading on the Line, Between the Lines,
charge of your destiny or is it preBeyond the Lines
determined (fate)?
DLT(s): DLT(s): I can establish the values of a culture from a text.
I can identify strong and thorough textual evidence to support what the text says explicitly.
Lesson Opener/ Bell ringer: ACT-aligned Grammar Conventions
Part One: Subject/Verb Agreement
7. Mr. and Mrs. Jones (commute, commutes) to the city by train.
8. The big oak tree in the front yard (shade, shades) our front porch most of the day.
Teaching/ Learning/ Practice Activities:
Resources:
Lesson Closure/ Ending Assessment:
Day #: 6
8/21-22/14
Unit Title: Short Stories
Lesson Title:
Essential Question: Are you in
Reading on the Line, Between the Lines,
charge of your destiny or is it pre- Beyond the Lines
determined (fate)?
DLT(s): DLT(s): I can establish the values of a culture from a text.
I can identify strong and thorough textual evidence to support what the text says explicitly.
Lesson Opener/ Bell ringer: ACT-aligned Grammar Conventions
Part One: Subject/Verb Agreement
9. Sue or Jill (is, are) likely to be voted this year's prom queen.
10. Nothing ever (seem, seems) to bother him.
Teaching/ Learning/ Practice Activities:
Resources:
Lesson Closure/ Ending Assessment:
Course Title: Eng I
Teacher: McClure
Day #:7
8/2526/14
Unit Title: Short Stories
Lesson Title:
Essential Question: Are you in
Reading on the Line, Between the Lines,
charge of your destiny or is it preBeyond the Lines
determined (fate)?
DLT(s): DLT(s): I can establish the values of a culture from a text.
I can identify strong and thorough textual evidence to support what the text says explicitly.
Lesson Opener/ Bell ringer: ACT-aligned Grammar Conventions
Part One: Subject/Verb Agreement
Bellwork Quiz
Teaching/ Learning/ Practice Activities:
Resources:
Lesson Closure/ Ending Assessment: