Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: Survey of Literature - English I
UNIT OUTCOME(S):
Room: 230
Week: 3 9/15-19/2014
Short story writers use conventions of the genre to create texts that explore different
themes.
Factual— What is characterization? What are the parts of plot (exposition, rising
action, climax, falling action, resolution)? What is irony? What is setting? What are
the types of point of view? What is foreshadowing? What is suspense? What is
theme? What is symbolism? What is tone? What is inference?
ESSENTIAL QUESTIONS:
Resources
(Materials/Texts/Visuals/Technology):
COMMON CORE STANDARDS
COLLEGE READINESS STANDARDS
MODIFICATIONS AND
ACCOMMODATIONS (for the week):
Conceptual— To what extent does the author use foreshadowing to set up
suspense or irony? To what extent does setting play a role in moving the plot of the
story along? How does the writer use symbols? How does the author use point of
view to affect the reader? How does the author create characters in the story and
how does the author shape the reader’s response to characters? How does the
author develop the theme of the story?
Handouts, computer, projector
CCSS.ELA-Literacy.RL.9-10.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Criterion A (1-3)
Criterion B (1-3)
Criterion D (1-4)

Repeat directions in various modes (oral, written on board and in notes, and student
response).

Oral and written explanation of instructions

Work in teams for support.

Allow additional time, as required.

Check students, as appropriate, for on-task work.

Reduce workload
Examples of Instructional Activities and Strategies: (i.e. demonstration, explanation, discussion, lecture, lecture—
discussion, case studies, cooperative learning, discovery learning, problem based solving, scaffolding, please be
specific) modeling, large and small group discussions, text-marking, shared readings.
MONDAY – 9/15/2014
Daily Objective:
Skills: What the students will be able to
do…
Find examples of irony while reading “Lamb to the Slaughter” and
discuss what traits the main character possesses.
1.
2.
Activities and Strategies
3.
4.
5.
1
Bell Ringer: Students will copy definitions for three types of irony.
Students will finish reading “Lamb to the Slaughter” and identify examples of
irony.
Students will highlight or underline various character traits describing the main
character.
Students will complete graphic organizer analyzing the main character.
Closure: Review notes for quiz
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: Survey of Literature - English I
Alternative Instructional Activities and
Strategies: (anticipating student confusion,
please include other strategies to help
students who do not understand after the
first set of instructional activities and
strategies)
Homework: (Not a completion of class
activities!)
Room: 230
Week: 3 9/15-19/2014
Oral reading of text
Modeling
Guided practice
Study notes for quiz
TUESDAY – 9/16/2014
Daily Objective:
Skills: What the students will be able to do…
Students will compare and contrast Hitchcock’s version of Lamb to the
Slaughter” to the text and take a short quiz.
1. Bell Ringer: Write a definition for one of the three types of
irony.
2. Review the bell ringer.
3. Teacher will distribute and explain the purpose of a Venn
diagram. I will provide the Hitchcock video.
4. Students will compare and contrast video and text.
5. Students will take a short quiz on “Lamb to the Slaughter”.
6. Closure: If time allows whole class grade quiz.
Activities and Strategies
Alternative Instructional Activities and
Strategies: (anticipating student confusion,
please include other strategies to help
students who do not understand after the first
set of instructional activities and strategies)
Homework: (Not a completion of class
activities!)
Modeling
Guided Practice
WEDNESDAY – 9/17/2014
Daily Objective:
Skills: What the students will be able to do…
Activities and Strategies
2
To define levels of questions and practice writing them in
response to a text. Read a short story and write level questions
that will lead to deeper understanding of the text.
1. Bell Ringer: What is the difference between an easy and
a hard question? Write one example.
2. Review bell ringer and give background information on
level questioning and introduce Bloom’s wheel.
3. I will explain foreshadowing and guide students through
the reading of the short story “The Chaser.”
4. We will discuss the various question stems from
Bloom’s wheel.
5. Students will read “The Chaser” and write level 1, 2, 3
questions based on the story.
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: Survey of Literature - English I
Alternative Instructional Activities and
Strategies: (anticipating student confusion,
please include other strategies to help
students who do not understand after the first
set of instructional activities and strategies)
Homework: (Not a completion of class
activities!)
Room: 230
Week: 3 9/15-19/2014
Modeling
Guided practice
none
THURSDAY – 9/18/2014
Take the diagnostic assessment by reading “Fish Cheeks” and analyzing it
by identifying the best answer choice and writing in response
Daily Objective:
Skills: What the students will be able to do…
1. Bell Ringer – Grammar practice
2. I will provide a copy of “Fish Cheeks” and assessment
materials to students. I will tell them which assessment
Criteria will be used to evaluate their work.
3. Students will read “Fish Cheeks” and identify the best answer
to a series of questions focused on standards. Then they will
respond to the following prompts: How does Tan draw her
reader into the story form the beginning? Why foes Tan linger
over the food in paragraph three? What is the effect of this
paragraph? What sentence sums up the lesson Tan was not
able to understand until years later? They will be assesses
using criterion A (1-3), C (1).
Activities and Strategies
Alternative Instructional Activities and
Strategies: (anticipating student confusion,
please include other strategies to help
students who do not understand after the first
set of instructional activities and strategies)
Homework: (Not a completion of class
activities!)
Oral and written directions
none
FRIDAY – 9/19/2014
Daily Objective:
Skills: What the students will be able to do…
Activities and Strategies
3
Take the diagnostic assessment by reading “Fish Cheeks” and analyzing it
by identifying the best answer choice and writing in response
1. Bell Ringer – Grammar practice
2. I will provide a copy of “Fish Cheeks” and assessment
materials to students. I will tell them which assessment
Criteria will be used to evaluate their work.
3. Students will read “Fish Cheeks” and identify the best answer
to a series of questions focused on standards. Then they will
respond to the following prompts: How does Tan draw her
reader into the story form the beginning? Why does Tan
linger over the food in paragraph three? What is the effect of
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: Survey of Literature - English I
Room: 230
Week: 3 9/15-19/2014
this paragraph? What sentence sums up the lesson Tan was
not able to understand until years later? They will be
assesses using criterion A (1-3), C (1).
Alternative Instructional Activities and
Strategies: (anticipating student confusion,
please include other strategies to help
students who do not understand after the first
set of instructional activities and strategies)
Homework: (Not a completion of class
activities!)
4
Oral and written directions
none