Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: American Literature Room: 210
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UNIT OUTCOME(S):
ESSENTIAL QUESTIONS:
Resources
(Materials/Texts/Visuals/Technology):
MODIFICATIONS AND
ACCOMMODATIONS (for the week):
Identify and correct errors in mechanics, grammar and usage.
Identify main idea, author’s intent, and supporting details
Character analysis essay
How do errors in sentences affect meaning negatively?
How do we make decisions and deal with the consequences?
Besides Abigail, who is most to blame for the course of events in The Crucible?
Timeless Voices, Timeless Themes: The American Experience; Daily Oral Language; Audio
version of The Crucible, Plot diagram, and Categorizing roles chart.
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COLLEGE READINESS SKILLS:
Week: 17 12/12/-16/2011
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Infer the main idea or purpose and understand the overall approach taken by an
author.
Recognize and correct marked disturbances of sentence flow and structure
Ensure that a verb agrees with its subject when there is some text between the two;
Ensure that a pronoun agrees with its antecedent
Use punctuation to set off complex parenthetical phrases
Recognize inappropriate uses of colons and semicolons
Identify the basic purpose or role of a specified phrases or sentence
Repeat directions in various modes (oral, written on board and in notes, and student
response). Work in teams for support. Allow additional time, as required. Check students, as
appropriate, for on-task work.
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 – 12/12/2011
Daily Objective:
Skills: What the students will be able to do…
While reading Act III of The Crucible, SWBAT identify examples of dramatic and verbal
irony.
1.
Bell Ringer: Sentence correction
2. Teacher will go over bell ringer.
3. Teacher will review definition and give examples of irony, dramatic
irony and verbal irony.
4. Students will take Cornell notes.
5. Whole class will continue to read Act III of The Crucible and
identify examples of verbal and dramatic irony.
6. Closure: Students will share their examples of irony.
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!)
Guided practice
Discussion
Frayer Model: villain
TUESDAY – 12/13/2011
Daily Objective:
Skills: What the students will be able to do…
Activities and Strategies
1
SWBAT identify and categorize the characters by the roles they play in the community
of Salem Village.
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2.
3.
Bell Ringer: Sentence correction
Students will continue reading/listening to audio version of Act III.
Students will compare and contrast Reverend Parris with Reverend Hale
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: American Literature Room: 210
4.
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!)
Week: 17 12/12/-16/2011
and answer the question: how would you categorize the effectiveness of
each in his role as minister?
Closure: Synopsis of Act III and go over homework assignment.
Modeling
Guided Practice
Frayer Model: beguile, conciliatory, adamant
WEDNESDAY – 12/14/2011
Daily Objective:
Skills: What the students will be able to do…
While watching a video of The Crucible, SWBAT complete a video guide comparing
Acts I and II of the film version to Acts I & II of the stage version. What advantages
might the film version have? What advantages might a stage version have?
1.
2.
3.
Activities and Strategies
4.
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!)
Bell Ringer: ( ACT style-Sentence correction)
Teacher will go over the bell ringer.
Students will watch video version of The Crucible and complete video
guide.
Closure: Students will share their answers.
Guided practice
Modeling
Frayer Model: cleave, purged, tantalize
THURSDAY 12/15/2011
Daily Objective:
Skills: What the students will be able to do…
Activities and Strategies
While watching a video of The Crucible, SWBAT chart some of the themes Arthur Miller
conveys in The Crucible.
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2.
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6.
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!)
2
Bell Ringer: ( ACT style-Sentence correction)
Teacher will go over the bell ringer.
Teacher will review definition of a theme.
Students will take Cornell notes
Whole class will watch video of concluding act of The Crucible and chart
at least three themes that the author conveys.
Closure: Students will share their answers.
Guided practice
Modeling
Review for Crucible Quiz
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: American Literature Room: 210
Week: 17 12/12/-16/2011
FRIDAY 12/16/2011
Daily Objective:
Skills: What the students will be able to do…
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!)
3
Given multiple-choice assessment, SWBAT correctly answer
questions related to punctuation, main idea, and author’s purpose,
with 60% accuracy.
1. Bell ringer: Sentence correction
2. Quiz: The Crucible
3. Whole class grading of quiz.
4. Closure: Discussion of character analysis paper.
Oral reading of directions/quiz
Rough Draft of character analysis paper