Lesson Plans
Subject: English III Honors
Teacher:
Mr. Morris
Week of: 11-04-13
Standard:
Monday
Tuesday
Scarlet LetterChapters 5& 6
Measurement
Topic
Common Core
Standard(s)

Learning Target

Scarlet LetterChapters 7 & 8
Wednesday
SAT Vocabulary Set
7
Thursday
Friday
Scarlet Letter-Chapters
9 & 10
Independent Reading
Day
CCSS.ELACCSS.ELACCSS.ELACCSS.ELALiteracy.RL.11-12.1 Literacy.RL.11-12.1 Literacy.RL.11-12.3 Literacy.RL.11-12.1
CCSS.ELALiteracy.RL.11-12.1
CCSS.ELACCSS.ELALiteracy.RL.11-12.2 Literacy.RL.11-12.2
CCSS.ELALiteracy.RL.11-12.2
CCSS.ELALiteracy.RL.11-12.2
CCSS.ELACCSS.ELALiteracy.RL.11-12.3 Literacy.RL.11-12.3
CCSS.ELALiteracy.RL.11-12.3
CCSS.ELALiteracy.RL.11-12.3
CCSS.ELALiteracy.RL.1112.10
By the end of grade
11, read and
comprehend
literature, including
stories, dramas, and
poems, in the grades
11-CCR text
complexity band
proficiently, with
scaffolding as
needed at the high
end of the range.
CCSS.ELACCSS.ELALiteracy.RL.11-12.10 Literacy.RL.1112.10
By the end of grade  By the end of grade
11, read and
11, read and
comprehend
comprehend
literature, including
literature, including
stories, dramas, and
stories, dramas, and
poems, in the grades poems, in the grades
11-CCR text
11-CCR text
complexity band
complexity band
proficiently, with
proficiently, with
scaffolding as needed scaffolding as
at the high end of the needed at the high
range.
end of the range.
Cite strong and
thorough textual

CCSS.ELALiteracy.RL.1112.10
By the end of grade
11, read and
comprehend
literature, including
stories, dramas, and
poems, in the grades
11-CCR text
complexity band
proficiently, with
scaffolding as
needed at the high
end of the range.
Cite strong and
thorough textual
Determine the

meaning of words
and phrases as they
are used in the text,
including figurative
and connotative
meanings; analyze
the impact of
specific word
choices on meaning
and tone, including
words with multiple
meanings or
language that is 
particularly fresh,
Cite strong and
thorough textual

Cite strong and
thorough textual


evidence to support
analysis of what the
text says explicitly
as well as inferences
drawn from the text,
including
determining where
the text leaves
matters uncertain.
evidence to support
analysis of what the
text says explicitly
as well as inferences
drawn from the text,
including
determining where
the text leaves
matters uncertain.
engaging, or
beautiful. (Include
Shakespeare as well
as other authors.)
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text,
including
determining where
the text leaves
matters uncertain.
evidence to support
analysis of what the
text says explicitly
as well as inferences
drawn from the text,
including
determining where
the text leaves
matters uncertain.
Determine two or 
more themes or
central ideas of a
text and analyze
their development
over the course of
the text, including
how they interact
and build on one
another to produce a
complex account;
provide an objective
summary of the
text.
Determine two or
more themes or
central ideas of a
text and analyze
their development
over the course of
the text, including
how they interact
and build on one
another to produce a
complex account;
provide an objective
summary of the
text.

Determine two or 
more themes or
central ideas of a text
and analyze their
development over the
course of the text,
including how they
interact and build on
one another to
produce a complex
account; provide an
objective summary of
the text.
Determine two or
more themes or
central ideas of a
text and analyze
their development
over the course of
the text, including
how they interact
and build on one
another to produce a
complex account;
provide an objective
summary of the
text.

Analyze the impact
of the author’s

choices regarding
how to develop and
relate elements of a
story or drama (e.g.,
where a story is set,
how the action is
ordered, how the
characters are
introduced and
developed).
Analyze the impact
of the author’s
choices regarding
how to develop and
relate elements of a
story or drama (e.g.,
where a story is set,
how the action is
ordered, how the
characters are
introduced and
developed).
Analyze the impact
of the author’s
choices regarding
how to develop and
relate elements of a
story or drama (e.g.,
where a story is set,
how the action is
ordered, how the
characters are
introduced and
developed).
Analyze the impact
of the author’s
choices regarding
how to develop and
relate elements of a
story or drama (e.g.,
where a story is set,
how the action is
ordered, how the
characters are
introduced and
developed).
Lesson
Students will continue
reading the Scarlett
Letter in their
assigned lit circle
groups.
Students will continue
reading the Scarlett
Letter in their
assigned lit circle
groups.
Following the
independent reading,
the instructor will
review chapters 5-6 of
the scarlet letter.
Following the
independent reading,
the instructor will
review chapters 7-8 of
the scarlet letter.
F
F
Assessment (D,F,S)
ESE Accommodations:
ESOL Accommodations:
Students will
complete the SAT
word vocabulary
words list.
Students will continue
reading the Scarlett
Letter in their assigned
lit circle groups.
Following the review,
Students will
complete a word map
for each word.
Following the
independent reading,
the instructor will
review chapters 9-10 of
the scarlet letter.
F
F
Independent Reading
Day.
Students will read for
25 - 30 minutes and
spend 10 – 15
minutes writing a
synopsis of what they
read in their
notebooks– this can
be new words,
characters, questions,
a summary, or ALL
of these things should
you have the time.
F