Tonya White
Lesson Plans
English III AP
Monday, October 19, 2015
Agenda:
1. * Bell-Ringer:
Monday Mugshot:
Edit the paragraph,
being sure to find all
errors in
punctuation,
capitalization,
sentence structure,
spelling, etc. Then
discuss whole class.
2. **Vocabulary list 9:
Introduce words,
assign exercises: due
Wednesday. Assign
imagiwords: due
Thursday. Quiz
Friday.
3. If students did not
finish the “Speeches
of the 19th Century”
work, they should
turn it in today. We
will discuss these
speeches and which
ones students
thought were
particularly effective.
4. I will go over the
rubric for scoring
students’ persuasive
speeches. Then I will
draw from a hat to
see who will present
first (unless someone
volunteers). We will
share about 4-5
speeches today in
class.
Common Core Targets
covered today:
*CCSS.ELA-LITERACY.L.1112.2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
*CCSS.ELA-LITERACY.L.1112.2.A
Observe hyphenation
conventions.
*CCSS.ELA-LITERACY.L.1112.2.B
Spell correctly.
Vocabulary Acquisition and
Use:
**CCSS.ELA-LITERACY.L.1112.4
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grades 1112 reading and content,
choosing flexibly from a
range of strategies.
**CCSS.ELA-LITERACY.L.1112.4.A
Use context (e.g., the overall
meaning of a sentence,
paragraph, or text; a word's
position or function in a
sentence) as a clue to the
meaning of a word or phrase
***CCSS.ELALITERACY.SL.11-12.1.D
Respond thoughtfully to
diverse perspectives;
synthesize comments,
claims, and evidence made
on all sides of an issue;
resolve contradictions when
possible; and determine
what additional information
or research is required to
deepen the investigation or
complete the task.
***CCSS.ELA-LITERACY.SL.1112.4
Present information, findings,
and supporting evidence,
conveying a clear and distinct
perspective, such that listeners
can follow the line of reasoning,
alternative or opposing
perspectives are addressed, and
the organization, development,
substance, and style are
appropriate to purpose,
audience, and a range of formal
and informal tasks.
***CCSS.ELA-LITERACY.SL.1112.5
Make strategic use of digital
media (e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.
***CCSS.ELA-LITERACY.SL.1112.6
Adapt speech to a variety of
contexts and tasks,
demonstrating a command of
formal English when indicated
or appropriate.
Tonya White
Lesson Plans
Common Core Targets
covered today:
Tuesday, October 20, 2015
* Research to Build and Present
Agenda:
Knowledge:
1. *First half of class:
Computer lab:
Students will
continue to take
notes, both on the
notetaking sheets I
provided them, as
well as on note
cards/notebook
paper, as they
prefer. They will
begin writing the
outline for their
paper as soon as
they gather all
necessary
information.
2. ***Individual
persuasive speeches
will continue. We
will present 4-5
speeches today.
3. Patterns text: Read
another selection
from the “persuasive
writing” chapters.
Allow students to
work together to
respond to the
questions at the end
of the selection.
CCSS.ELA-LITERACY.W.11-12.7
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or
solve a problem; narrow or
broaden the inquiry when
appropriate; synthesize multiple
sources on the subject,
demonstrating understanding of
the subject under investigation.
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the strengths and
limitations of each source in
terms of the task, purpose, and
audience; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.
**CCSS.ELA-LITERACY.L.11-
12.4.A
Use context (e.g., the overall
meaning of a sentence,
paragraph, or text; a word's
position or function in a
sentence) as a clue to the
meaning of a word or phrase
***CCSS.ELALITERACY.SL.11-12.1.D
Respond thoughtfully to
diverse perspectives;
synthesize comments,
claims, and evidence made
on all sides of an issue;
resolve contradictions when
possible; and determine
what additional information
or research is required to
deepen the investigation or
complete the task.
***CCSS.ELA-LITERACY.SL.1112.4
Present information, findings,
and supporting evidence,
conveying a clear and distinct
perspective, such that listeners
can follow the line of reasoning,
alternative or opposing
perspectives are addressed, and
the organization, development,
substance, and style are
appropriate to purpose,
audience, and a range of formal
and informal tasks.
***CCSS.ELA-LITERACY.SL.1112.5
Make strategic use of digital
media (e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.
***CCSS.ELA-LITERACY.SL.1112.6
Adapt speech to a variety of
contexts and tasks,
demonstrating a command of
formal English when indicated
or appropriate.
Common Core
Targets covered
today:
Lesson Plans
English III AP
Wednesday, October 21,
*CCSS.ELA-LITERACY.RI.11-
2015
12.5
Analyze and evaluate the
Agenda:
1. * Bell-Ringer: ACT
Practice exercises.
Students read the
passage and respond
to the questions.
Then we’ll discuss
whole class.
2. **Vocabulary list 9:
Go over exercises in
class. Imagiwords
are due on Thursday.
4. *** Individual
persuasive speeches
will continue. We
will present 4-5
speeches today.
5. Patterns text: Read
another selection
from the “persuasive
writing” chapters.
Allow students to
work together to
respond to the
questions at the end
of the selection.
6. If time allows,
introduce the
Romantic Period and
the Transcendentalists,
Emerson and Thoreau.
effectiveness of the structure
an author uses in his or her
exposition or argument,
including whether the
structure makes points clear,
convincing, and engaging.
**Vocabulary Acquisition
and Use:
**CCSS.ELA-LITERACY.L.1112.4
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grades 1112 reading and content,
choosing flexibly from a
range of strategies.
**CCSS.ELA-LITERACY.L.1112.4.A
Use context (e.g., the overall
meaning of a sentence,
paragraph, or text; a word's
position or function in a
sentence) as a clue to the
meaning of a word or phrase.
***CCSS.ELA-LITERACY.SL.1112.4
Present information, findings,
and supporting evidence,
conveying a clear and distinct
perspective, such that listeners
can follow the line of reasoning,
alternative or opposing
perspectives are addressed, and
the organization, development,
substance, and style are
appropriate to purpose,
audience, and a range of formal
and informal tasks.
***CCSS.ELA-LITERACY.SL.1112.5
Make strategic use of digital
media (e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.
***CCSS.ELA-LITERACY.SL.1112.6
Adapt speech to a variety of
contexts and tasks,
demonstrating a command of
formal English when indicated
or appropriate.
Tonya White
Lesson Plans
5. We will discuss the
literary term,
“aphorism” and
English III AP
discuss how it
Thursday, October 22, 2015
applies to Emerson’s
big ideas.
Agenda:
Common Core Targets
1.
*First half of class:
covered today:
Computer lab for
***CCSS.ELALITERACY.SL.11-12.1.D
Respond thoughtfully to
diverse perspectives;
synthesize comments,
claims, and evidence made
on all sides of an issue;
resolve contradictions when
possible; and determine
what additional information
or research is required to
deepen the investigation or
complete the task.
College/University
** Research to Build and
***CCSS.ELA-LITERACY.SL.11-
research. Students
Present Knowledge:
will complete their
CCSS.ELA-LITERACY.W.11-12.8
outline by the end of
Gather relevant information
class today. They
from multiple authoritative
should begin writing
print and digital sources, using
their research paper
advanced searches effectively;
if time allows.
assess the strengths and
12.4
Present information, findings,
and supporting evidence,
conveying a clear and distinct
perspective, such that listeners
can follow the line of reasoning,
alternative or opposing
perspectives are addressed, and
the organization, development,
substance, and style are
appropriate to purpose,
audience, and a range of formal
and informal tasks.
2. **Vocab. 9:
limitations of each source in
Students will present
terms of the task, purpose, and
their imagiwords.
audience; integrate information
Quiz tomorrow.
into the text selectively to
3. ***Persuasive
maintain the flow of ideas,
speeches continue.
avoiding plagiarism and
We will present 4-5
overreliance on any one source
speeches today.
and following a standard format
4. ****If time allows,
for citation.
we will read a
**CCSS.ELA-LITERACY.L.11-
portion of Emerson’s
12.4.A
Use context (e.g., the overall
meaning of a sentence,
paragraph, or text; a word's
position or function in a
sentence) as a clue to the
meaning of a word or phrase
“Self Reliance” essay.
I will have students
begin collecting their
“usable quotes”
toolbox. (Give them
a handout for this).
***CCSS.ELA-LITERACY.SL.1112.5
Make strategic use of digital
media (e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.
***CCSS.ELA-LITERACY.SL.1112.6
Adapt speech to a variety of
contexts and tasks,
demonstrating a command of
formal English when indicated
or appropriate.
Tonya White
We will present 4-5
Lesson Plans
today.
English III AP
4.
***Finish the study of
Friday, October 23, 2015
Emerson’s essay “Self-
Agenda:
Reliance” and examine
1.
*Vocabulary list 8:
Emerson’s essay
Allow students to play
“Education.” Analyze
a review game before
his persuasive
they quiz. They know
techniques and overall
the rules, and they
message.
know how to play this
game by themselves.
DeOnna can be the
2.
Common Core Targets
covered today:
6. CCSS.ELA-
**CCSS.ELA-LITERACY.SL.1112.6
Adapt speech to a variety of
contexts and tasks,
demonstrating a command of
formal English when indicated
or appropriate.
***CCSS.ELALITERACY.RI.11-12.5
“teacher,” as she has
LITERACY.L.11-12.4
Analyze and evaluate
done it before. Each
*Determine or clarify
the effectiveness of
team will receive extra
the meaning of
the structure an
credit points: the
unknown and
author uses in his or
winning team 5, the
multiple-meaning
her exposition or
game leader and
words and phrases
argument, including
scorekeeper 5, and the
based on grades 11-
whether the
losing team 2.
12 reading and
structure makes
*After the game, give
content, choosing
points clear,
students the vocab. 8
flexibly from a range
convincing, and
quiz (handouts
provided). Tell them to
put their extra credit
amount on the top of
their quiz before
turning it in at the
basket.
3.
5.
**CCSS.ELA-LITERACY.SL.1112.5
Make strategic use of digital
media (e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.
**We will continue
presenting individual
persuasive speeches.
of strategies.
**CCSS.ELA-LITERACY.SL.1112.4
Present information, findings,
and supporting evidence,
conveying a clear and distinct
perspective, such that listeners
can follow the line of reasoning,
alternative or opposing
perspectives are addressed, and
the organization, development,
substance, and style are
appropriate to purpose,
audience, and a range of formal
and informal tasks.
engaging.