Tech Ed Center English Department Lesson Plans 2015-2016
Week of October 19, 2015- October 23, 2015
Subject: English III
Tuesday
Monday
Objective(s):
We WILL…
Discuss Washington Irving
background information
and begin reading “The
Devil and Tom Walker.”
WE WILL…
Continue reading “The
Devil and Tom Walker” in
order to more fully
understand satire and
imagery.
Teacher: Faith Orsargos
Activities
Procedure:
 Students will participate in a M.U.G. Monday warm-up.
 Teacher will read aloud to the class page 318 of the text
and discuss Washington Irving’s background
information.
 Students will learn about satire and discuss examples of
satire in modern music, television, and movies.
 Students will listen to the song “The Devil went Down
to Georgia” as an introduction to the German legend of
Faust.
 Teacher will introduce the Faust legend and other
works that have been influenced by the legend.
o Using a connect the dots activity- students will
in groups of 2 or 3 find similarities and
differences between works based on the
German Faust legend.
 Students will begin reading aloud “The Devil and Tom
Walker”—teacher uses cold call cards to select readers
to encourage student involvement and engagement.
Assessment:
 Students will complete the warm-up.
 Students will participate in the connect the dots
activity.
 Students will read along and participate in the
discussion.
Procedure:
 Students will participate in a Lit. Term. Tuesday Warmup.
 Teacher will prompt whole class discussion over what
was read Monday.
 Students will continue reading aloud “The Devil and
Tom Walker.”
Assessment:
 Students will complete the warm-up.
 Students will read along and participate in the
discussion.
Weekly TEKS:
110.33(b)(1)(A) 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;
110.33(b)(1)(B) analyze
textual context (within a
sentence and in larger
sections of text) to draw
conclusions about the
nuance in word meanings;
110.33(b)(2)(a) analyze the
way in which the theme or
meaning of a selection
represents a view or
comment on the human
condition;
110.33(b)(7) Students
understand, make inferences
and draw conclusions about
how an author's sensory
language creates imagery in
literary text and provide
evidence from text to
support their understanding.
Students are expected to
analyze the meaning of
classical, mythological, and
biblical allusions in words,
phrases, passages, and
literary works.
110.33(b)(12)(A) evaluate
how messages presented in
media reflect social and
cultural views in ways
different from traditional
texts;
110.33(b)(12)(B) evaluate
the interactions of different
Wednesday
Tech Ed Center English Department Lesson Plans 2015-2016
WE WILL…
Finish reading “The Devil
and Tom Walker,” discuss
the reading via a four
corners activity, and
demonstrate full
comprehension of the
story’s satirical elements.
Friday
Thursday
WE WILL…
View modern political and
social satire and create our
own political and/or social
satirical representations.
WE WILL…
Complete our satirical
representations and
present our projects to the
class.
Procedure:
 Students will participate in a Words Wednesday WarmUp.
 Students will finish reading aloud “The Devil and Tom
Walker.”
 Students will discuss in small groups the short story by
Washington Irving.
o Teacher will direct small group discussion by
leading a four corners activity and asking
students questions about the reading.
 Students will complete individually the Satire
worksheet that accompanies the reading of “The Devil
and Tom Walker.”
Assessment:
 Students will complete the warm-up.
 Students will read along and participate in the
discussion.
 Students will complete the Satire worksheet.
Procedure:
 Students will complete a Think Critically Thursday
warm-up.
 Students will participate in a group activity (assigned
groups):
o Students will be challenged to develop their
own satirical representation of a current
political or social issue.
o Teacher will share several images that
represent modern satire.
o Students will work in their assigned groups to
develop their own piece of satire as a one page
article, an image, or a dramatic representation.
Assessment:
 Students will participate in the warm-up.
 Student will work in their assigned groups to complete
the project.
Procedure:
 Students will complete their group satire projects in the
first 20 minutes of class.
 Students will present their finished products to the
class for a grade.
Assessment:
 Students will complete their group projects and
participate in presenting in front of the class.
techniques (e.g., layout,
pictures, typeface in print
media, images, text, sound in
electronic journalism) used
in multi-layered media;
110.33(b)(17) Students
understand the function of
and use the conventions of
academic language when
speaking and writing.
Students will continue to
apply earlier standards with
greater complexity.
110.33(b)(25) Students
speak clearly and to the
point, using the conventions
of language. Students will
continue to apply earlier
standards with greater
complexity. Students are
expected to give a formal
presentation that exhibits a
logical structure, smooth
transitions, accurate
evidence, well-chosen
details, and rhetorical
devices, and that employs
eye contact, speaking rate
(e.g., pauses for effect),
volume, enunciation,
purposeful gestures, and
conventions of language to
communicate ideas
effectively.