WESTSIDE HIGH SCHOOL LESSON PLANS 2013-2014
Adams, Alonzo
DEPARTMENT:
COURSE:
English I
TEAM:
SIX WEEKS:
GRADE RANGE:
9
UNIT LENGTH:
TEACHERS:
English
9th Grade Team
1ST 6 WEEKS
6 WEEKS
Style and Voice
UNIT TITLE:
UNIT
Enduring Understandings:
DESCRIPTION:
Students explore
word parts and
examine the
author’s
development of
voice and style in
short stories, novel
excerpts, personal
narrative,
memoirs, and
media. Students
explore fictional
literary elements
such as figurative
language, plot,
characters, theme,
and point of view.
The unit reviews
the writing process
through the
creation of a short
EU1: Students will understand that the study of affixes and word roots helps the reader
discover the meaning of unfamiliar words.
EU2: Students will understand that through the development of plot, characters, and point of
view, an author sets the mood, conveys his/her tone, and shares the theme of a literary work.
EU3: Students will understand that figurative language enriches a short story by
communicating ideas that go beyond the literal or ordinary meaning of words.
EU4: Students will understand that authors of short stories use literary elements to create
believable characters.
EU5: Students will understand that effective writers plan, draft, and revise using a variety of
devices.
Essential Questions:
EQ1: How does understanding the building blocks of words help people develop a rich
story.
vocabulary?
EQ2: How does understanding the different aspects of an author’s craft enable the reader’s
ability to enjoy literature?
EQ3: How does figurative language enhance communication?
EQ4: What makes a character believable, and why is it important?
EQ: 5 How do effective writers ensure the quality of their published work?
TEK
STANDARDS
per HISD
English I
Scope and
Sequence for
6th six weeks:
Student Outcomes (S.O.’s):
ELA.9.1A Determine the meaning of grade-level technical academic English words
in multiple content areas (e.g., science, mathematics, social studies, the arts)
derived from Latin, Greek, or other linguistic roots and affixes.
Ⓡ ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine or confirm the meanings of words and phrases, including their
connotations and denotations, and their etymology.
Reading
ELA.9.Fig19A Reflect on understanding to monitor comprehension (e.g., asking
questions, summarizing and synthesizing, making connections, creating sensory
images.
Ⓡ ELA.9.Fig19B Make complex inferences about text and use textual evidence to
support understanding.
Ⓢ ELA.9.5A Analyze and discuss the purpose of non-linear plot development (e.g.,
flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to
linear plot development.
Ⓡ ELA.9.5B Analyze how authors develop complex yet believable characters in
works of fiction through a range of literary devices, including character foils.
ELA.9.12B Analyze how messages in media are conveyed through visual and
sound techniques (e.g., editing, reaction shots, sequencing, background music) onvisual texts and analyze the effectiveness of each. Ⓢ ELA.9.2C Relate
(compare/contrast) the figurative language of a literary work to its historical and
cultural setting.
Ⓢ ELA.9.5C Analyze the way in which a work of fiction is shaped by the narrator’s
point of view.
Ⓢ ELA.9.6A Analyze how literary essays interweave personal examples and ideas
with factual information to explain, present a perspective, or describe a situation or
event.
Writing
ELA.9.13A Plan a first draft by selecting the correct genre for conveying the
intended meaning to multiple audiences, determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests,
interviews), and developing a thesis or controlling idea.
Ⓡ ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g.,
using outlines, note taking, graphic organizers, lists) and develop drafts in timed and
open-ended situations that include transitions and the rhetorical devices used to
convey meaning.
Ⓡ ELA.9.14A Write an engaging story with a well-developed conflict and resolution,
interesting and believable characters, and a range of literary strategies (e.g.,
dialogue, suspense) and devices to enhance the plot.
Ⓡ ELA.9.17A.i Use and understand the function of more complex active and
passive tenses and verbals (gerunds, infinitives, participles) in the context of
reading, writing and speaking.
Ⓡ ELA.9.17C Use a variety of correctly structured sentences (e.g., compound,
complex, compound-complex).
Ⓡ ELA.9.13C Revise drafts to improve style, word choice, figurative language,
sentence variety, and subtlety of meaning after rethinking how well questions of
purpose, audience, and genre have been addressed.
Ⓡ ELA.9.13D Edit drafts for grammar, mechanics, and spelling.
Ⓡ ELA.9.19A Spell correctly, including using various resources to determine and
check correct spellings.
ELA.9.13E Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
LESSON PLAN
INSTRUCTIONAL STRATEGIES:
HOT questions, Socratic Seminar, Anticipation Guide
QUESTIONING STRATEGIES:
CHECK FOR UNDERSTANDING:
Exit Tickets, Journal Entries
PRE – ASSESSMENT
Questionnaires, Writing Diagnostics (letter to the teacher, RAFT),
Anticipation Guide, Revising and Editing Diagnostic
PROGRESS ASSESSMENT
First Drafts, Journal Entries, Graphic Organizers, Writing samples, Exit
Tickets
Unit test, Writing product (essay, short story, poem)
POST - ASSESSMENT
EVIDENCE of STUDENT ENGAGEMENT:
WEEKLY PLAN
LESSON SEQUENCE
WEEK OF:
MON.
TUES.
August 26, 2013
WED./THURS.
FRIDAY
(date)
GOALS:
(What will
students be able
to
UNDERSTAND?)
Students will know
where my room is
located, what I
expect from them
when they arrive,
and that we will be
working diligently
from the moment
the bell rings.
Students will be able to fully
understand:


My syllabus,
including
classroom
procedures.
Students will
understand the
different
components and
the role of revision
and editing when
evaluating a piece
of writing.
The teacher is the
Students will be able to fully understand:

Excellence is a habit.

The components and purpose of
plot in a piece of literature.

The differences in the two types
of plot, linear and non-linear.

How to effectively use
conjunctions in their writing.
Students will be able to fully
understand:

Excellence is a habit.

Understand the
necessity of review in
order to fully develop
content mastery.

How to apply
previously learned
concepts to new
material.

how thinking about
concepts that will
facilitator of the
classroom.

Excellence is a
habit.

Both the student
and teacher will do
whatever it takes
in order to ensure
excellence among
the freshman
English team!
OBJECTIVES
SWBAT:
(What student
OUTCOMES are
expected?)
Use a variety of correctly
structured sentences (e.g.,
compound, complex,
compound-complex).
Structure ideas in a
sustained and persuasive
(logical) way (e.g., using
outlines, note taking,
graphic organizers, lists)
and develop drafts in timed
and open-ended situations
that include transitions and
the rhetorical devices used
to convey meaning.
STUDENT
ACTIVITIES:
(What will
students DO?)
Students will
individually
complete a
Students will deliver the
parent contact form to their
parents and bring it back to
apply to future
material is beneficial
to the learning
process.
SWBAT:
Analyze and discuss the purpose of nonlinear plot development (e.g., flashbacks,
foreshadowing, sub-plots, parallel plot
structures) and compare it to linear plot
development.
Determine the meaning of grade-level
technical academic English words in
multiple content areas (e.g., science,
mathematics, social studies, the arts)
derived from Latin, Greek, or other
linguistic roots and affixes.
Use a dictionary, a glossary, or a thesaurus
(printed or electronic) to determine or
confirm the meanings of words and
phrases, including their connotations and
denotations, and their etymology.
Students will take
Cornell notes on plot development as the
teacher presents a PowerPoint.
SWBAT:
Use a variety of correctly
structured sentences (e.g.,
compound, complex,
compound-complex).
Structure ideas in a sustained
and persuasive (logical) way
(e.g., using outlines, note
taking, graphic organizers, lists)
and develop drafts in timed
and open-ended situations that
include transitions and the
rhetorical devices used to
convey meaning.
Students and teacher will close
read the story, Sniper.
Students will demonstrate
“Getting to Know
You” handout.
Students will write
a one page letter
to the teacher
indicating how
they learn best.
the teacher by the following
Tuesday.
Using “The Lion King,” students will
analyze the elements of a plot diagram.
Students will take notes as
the teacher discusses
his/her classroom rules and
procedures.
Students will create a T-chart, identifying
the differences between linear and nonlinear plot.
their mastery of plot
development by creating a plot
diagram which includes
appropriate elements from the
story, Sniper.
Students will create 20
sentences which included
either coordinating or
subordinating conjunctions.
Students will follow along
with the teacher as he/she
goes over the syllabus.
Students will complete an
anticipation guide for our next
short story, The Most
Dangerous Game.
Students will answer the
revising and editing
questions which accompany
the passage.
MATERIALS:
Getting to Know
You handout
HOMEWORK:
*Complete the
letter to the
teacher.
TEST
DATES/REMIND
ERS:
Bring required
class materials and
forms to school by
next Tuesday.

Rules and
Procedures
 Parent Contact
Form
 Class Syllabus
 Revising and
Editing Diagnostic
Bring required class
materials and forms to
school by next Tuesday.




Holt McDougal Grade 9 Literature
textbook
Plot Diagram PowerPoint
Copies of Cornell Notes template
Copies of T-chart graphic
organizer
Bring required class materials and forms to
school by next Tuesday.



Holt McDougal Grade
9 Literature textbook
Copies of plot diagram
graphic organizer
Filler paper
Bring required class materials
and forms to school by next
Tuesday.