English 12 Lesson Plans of Linda Robinson: Week #4 9/26/11-9/30/11
English 12 Classes
Mon.
Jayem-AM
starts!
Altered
bell
schedule
Objectives:
(1) Review of day’s objectives and homework assignments.
(2) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected prompt.
Purpose is to get students thinking, making connections then expressing their ideas in writing. (SOL 12.6)
(3) Who still owes the personal narrative due Friday? (SOL 12.6, 12.7).
(4) Increase use of higher level vocabulary and spelling accuracy to improve writing: Students will
demonstrate mastery of Vocab Unit 2 Part 1 through a quiz – includes spelling. They will then be introduced to the
words, pronunciation, definitions, and usage of Vocab Unit 2 Part 2 (SOL 12.3).
(5) 4th period only: Reading Analysis – Read and comprehend narrative text and poetry—relate to themes
and issues of different historical periods. Finish teacher lecture using power point. Students will complete
guided power notes, Focus on the addition to literature of the heroic couplet, of elements of realism, and of humor
through various devices of satire. Students will learn the different literary forms that emerged in the Middle Ages:
medieval romance, Breton lais, exemplum, mock heroic, etc., and the characteristics of each. (SOL 12.3, 12.4).
(6) Reading Analysis – Read and comprehend narrative text and poetry—relate to themes and issues of
different historical periods. (CRISS: activate prior knowledge) Teacher will ask students to review what they
remember about Chaucer’s innovations to literature: heroic couplets, realistic depiction of characters and details,
use of humor through satire, use of a framework tale structure, as well as what they remember about why people
made pilgrimages to Canterbury. Students will study the character map on pg 93. Class will then start reading
aloud the Prologue to Canterbury Tales (pgs 94-115) . Using a character chart (CRISS) and analyzing both direct
and indirect characterization, students will fill in descriptions of each of the pilgrims. Notice the social order and
groupings. Observe Chaucer’s use of subtle humor & realistic detailing of characters across the social spectrum--NEW! Referring to notes, students will also identify different satirical devices used by Chaucer. How does use of
satire change the meaning of Chaucer’s character descriptions? CRISS think-pair-share then class sharing to
identify satire in the description of one particular character, and what Chaucer seems to really think about that
person (SOL 12.3, 12.4, 12.5).
Handouts:
(1) Writing prompt of the day
(2) Quiz on Vocab Unit 2 Part 1
(3) Words/definitions of Vocab Unit 2 Part 2; syn/antonym worksheet
(4) Power point on Middle Ages/Chaucer/Canterbury Tales; power note sheets on forms of lit and forms of satire.
(5) Character chart on Canterbury Tales pilgrims
Assignments:
(1) Lit books needed daily!
(2) Vocab Unit 2 Part 2 syn/ant due tomorrow
(3) Read The Time Machine ch. 5-8 for tomorrow.—quiz! Answer the questions on reading guide. Bring novel!
Tues.
Objectives:
(1) Review of day’s objectives and homework assignments.
(2) Writing Warm-Up: Students will spend 4-5 minutes writing in response to a projected prompt: Purpose is to
get students thinking, making connections then expressing their ideas in writing. (SOL 12.6).
(3) Increase use of higher level vocabulary and spelling accuracy to improve writing: Students will
demonstrate growing mastery of Vocab Unit 2 Part 2 by turning in completed syn/antonym worksheets. Distribute
choose-the-right-word worksheets (SOL 12.3).
(4) Reading Analysis – Read and comprehend narrative text—relate to themes and issues of different
historical periods. Through a reading check quiz on ch. 5-8 of The Time Machine,, students will demonstrate
comprehension of events and characterization of the two races of beings discovered in the future world. Following
the quiz, teacher will lead students in discussion of events, characterization, symbolism/metaphor in the chapters.
(CRISS: think-pair-share)---Talking with a partner, students will try to determine who the Eloi and the Morlocks
represent in this social metaphor/allegory, explaining their reasoning. Class sharing follows (SOL 12.4).
(5) Reading Analysis – Read and comprehend narrative text and poetry—relate to themes and issues of
different historical periods. (CRISS: activate prior knowledge) Teacher will ask students to review the
pilgrims described in yesterday’s reading of the Prologue. Who was satired? Is there any one group Chaucer
mocks more harshly than others? Make connections: Students will be asked to think of current day real life figures
who correspond to some of these pilgrims. Discussion.
Class will then continue reading aloud the Prologue to Canterbury Tales (pgs 94-115) . Using a character chart
(CRISS) and analyzing both direct and indirect characterization, students will fill in descriptions of each of the
pilgrims. Notice the social order and groupings. Observe Chaucer’s use of subtle humor & realistic detailing of
characters across the social spectrum---NEW! Referring to notes, students will also identify different satirical
devices used by Chaucer. How does use of satire change the meaning of Chaucer’s character descriptions? CRISS
think-pair-share then class sharing to identify satire in the description of one particular character, and what
Chaucer seems to really think about that person (SOL 12.3, 12.4).
Handouts:
(1) Projected writing prompt of the day:
(2) Vocab Unit 2 Part 2 choose-the-right-word worksheet
(3) Quiz on ch. 5-8 of The Time Machine; reading-guide questions for ch. 9-12
Assignments:
(1) Lit books needed daily!
(2) Vocab Unit 2 Part 2 choose-right-word worksheets due tomorrow
(3) Quiz Friday on the Canterbury Tales prologue and pilgrims – review Thursday
(4) Read The Time Machine ch. 9-12 for next Wed.—quiz! Answer the questions on reading guide. Bring novel!
Wed.
Designated
Jayem-AM
day for 3rd
period
Objectives:
(1) Review of day’s objectives and homework assignments.
(2) Increase use of higher level vocabulary and spelling accuracy to improve writing: Students will
demonstrate growing mastery of Vocab Unit 2 Part 2 by turning in completed choose-the-right-word worksheets.
Reinforce mastery through return and review of graded syn/antonym worksheets (SOL 12.3).
(3) Reading Analysis – Read and comprehend narrative text and poetry—relate to themes and issues of
different historical periods. Class will finish reading aloud the Prologue to Canterbury Tales (pgs 94-115) .
Using a character chart (CRISS) and analyzing both direct and indirect characterization, students will fill in
descriptions of each of the pilgrims. Notice the social order and groupings. Observe Chaucer’s use of subtle humor
& realistic detailing of characters across the social spectrum---NEW! Referring to notes, students will also identify
different satirical devices used by Chaucer. How does use of satire change the meaning of Chaucer’s character
descriptions? Students will analyze which characters Chaucer seems to respect, which he only gently mocks, and
which he despises. Students will discuss who is the most evil of the characters, and why (SOL 12.3, 12.4).
(4) Using their notes and pilgrim worksheet organizers, students will work with partners to complete a study guide
for the quiz on Canterbury Tales’ Prologue and characters, which we will then review/correct (SOL 12.4).
Handouts:
(1) Return graded Vocab Unit 2 Part 2 syn/antonym worksheets
(2) Quiz study guide on Canterbury Tales’ Prologue and characters
Assignments:
(1) Lit books needed daily!
(2) Quiz Friday on the Canterbury Tales prologue and pilgrims – review tomorrow
(3) Read The Time Machine ch. 9-12 for next Wed.—quiz! Answer the questions on reading guide. Bring novel!
Thurs.
Designated
Jayem-AM
day for 4th
period
Objectives:
(1) Review of day’s objectives and homework assignments.
(2) Writing Warm-Up: Students will spend 4-5 minutes writing in response to a projected prompt: Purpose is to
get students thinking, making connections then expressing their ideas in writing. (SOL 12.6).
(3) Increase use of higher level vocabulary and spelling accuracy to improve writing: Students will reinforce
mastery of Vocab Unit 2 Part 2 through review of returned, graded choose-the-right-word worksheets (SOL 12.3).
(4) Student teams will compete in a game to review for tomorrow’s quiz on Canterbury Tales’ Prologue and
characters (SOL 12.4).
(5) Reading Analysis – Read and comprehend narrative text —relate to themes and issues of different
historical periods. Through teacher presentation using projection and handout, students will review the definitions
and characteristics of parody, epic, mock epic, and beast fable. They will learn the literary forms of Chaucer’s “The
Nun’s Priest’s Tale” as an intro to our reading of it. Students will then begin to read “The Nun’s Priest’s Tale” (pgs
119-137), noting elements that make it a MOCK heroic and a beast fable, and noting elements of satire/parody
(SOL 12.3, 12.5).
Handouts:
(1) Projected writing prompt of the day
(2) Return graded Vocab Unit 2 Part 2 choose-the-right-word worksheet
(3) Handout and projection on literary forms in “The Nun’s Priest’s Tale”
(4) Small dry-erase boards and markers; review questions on Canterbury Tales’ Prologue and pilgrims.
Assignments:
(1) Lit books needed daily
(2) Quiz tomorrow on the Canterbury Tales prologue and pilgrims
(3) Quiz Mon. on Vocab Unit 2 Part 2
(4) Quiz Tuesday on “The Nun’s Priest’s Tale”
(5) Read The Time Machine ch. 9-12 for next Wed.—quiz! Answer the questions on reading guide. Bring novel!
Fri.
Objectives:
(1) Review of day’s objectives and homework assignments. Distribution of Exit Tickets.
(2) Writing Warm-Up: Students will spend 4-5 minutes writing in response to a projected prompt: Purpose is to
get students thinking, making connections then expressing their ideas in writing. (SOL 12.6).
(3) Through a quiz, students will demonstrate understanding of the events, characters, satire, and purpose of
Canterbury Tales’ Prologue (SOL 12.3, 12.4).
(4) Reading Analysis – Read and comprehend narrative text —relate to themes and issues of different
historical periods. Students will finish reading “The Nun’s Priest’s Tale” (pgs 119-137), noting elements that
make it a MOCK heroic and a beast fable, and noting elements of satire/parody. Following the reading and
discussion, students will be asked to analyze the morals taught by this mock-heroic beast fable from the perspective
of the fox and of Chanticleer. Sharing/discussion follows, with use of projected morals (SOL 12.3, 12.4).
(5) To go along with our reading of our first novel, The Time Machine, students will review/learn the literary
element terminology necessary to the reading/analysis of fiction and other literary works. Students will complete a
practice quiz to identify knowledge gaps. We will then review/correct it (SOL 12.3, 12.4)
Handouts:
(1) Projected writing prompt of the day:
(2) Quiz on the Canterbury Tales prologue and pilgrims
(3) Projected morals on “The Nun’s Priest’s Tale”
(4) Practice quiz on literary elements, also projected
Assignments:
(1) Lit books needed daily
(2) Quiz Mon. on Vocab Unit 2 Part 2
(3) Quiz Tuesday on “The Nun’s Priest’s Tale”
(4) Read The Time Machine ch. 9-12 for next Wed.—quiz! Answer the questions on reading guide. Bring novel!
(5) Study literary elements worksheet for quiz late next week.