RED BANK REGIONAL HIGH SCHOOL
Daily Lesson Plans
Subject: English 3CP
Name: Sean Hickey
Period(s): 2B, 3B
Date – Week ending: 2/15/13
Monday
2/11/13
B
ACTIVITIES/ASSESSMENTS
Objective: Students will be able to:
 Define SAT vocabulary words.
 Write a fully-developed response to an open-ended question, using
specific information from the text to support their answer.
 Analyze and evaluate the origins of fear, relating it to both a Gothic
story and personal experience.
 Critically read and judge a peer’s response based on given criteria.
Activities:
 1) 3B Review answers to Frankenstein HSPA reading passage.
 Quack! Unit 6 Intro. Tell students that last year, a Quack word showed
up on the HSPAs, so it would behoove us to get through as much vocab
as we can in the next few weeks.
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2) Discuss: belief in the paranormal; things we are afraid of even if we
don’t quite believe in them.
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3) Read Stephen King’s “The Reaper’s Image” in class.
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4) HSPA-style open-ended question: What does Stephen King’s “The
Reaper’s Image” suggest about the nature of fear?
Write two full paragraphs, including specific references to the story.
Extend your answer beyond the text to personal experience or the
world at large.
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5) Students will grade one another’s responses on a 0-4 scale and
provide feedback.
Students will be evaluated on their open-ended response and also their
grading of another student’s response.
Homework: Work on research paper revisions (due 2/20).
Study for vocab quiz (Friday 2/15).
Materials/Technology: Projector.
 Stephen King – “The Reaper’s Image.”
 More Quack! DVD.
 3B Frankenstein HSPA packet.
Assignment: Study for vocab quiz.
Assessment/Evaluation:
 Reading check quiz.
 Class discussion.
 3B HSPA reading passage.
 Open-ended response.
 Peer evaluation.
Wednesday
2/13/13
B
Objective: Students will be able to:
 Write a five-paragraph persuasive essay in preparation for the HSPA.
 Structure a persuasive essay properly and provide valid support for
their argument.
 Define SAT vocabulary words.
Activities:
 1) Quack! Unit 6 Review.
 Students should start up laptops and sign in as the review plays, so
that they have enough time for Criterion afterwards.
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2) Explain Criterion sign-up process.
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3) Students will write a persuasive essay in Criterion in response to a
given prompt..
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Homework: Revise persuasive essay if your score was
unsatisfactory.
Homework: Finish the bulk of your research paper revision.
You will have a reading assignment for homework next class.
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Materials/Technology: Projector.
 More Quack! DVD.
 Criterion (essay created ahead of time).
 Laptop cart.
Assignment: Write a persuasive essay in response to a given prompt. Revise
your research paper.
Friday
2/15/13
B
Assessment/Evaluation:
 Criterion – persuasive essay.
 Active work on essay.
Objective: Students will be able to:
 Define SAT vocabulary words.
 Make connections between a non-fiction article and stories read for
class.
 Identify Gothic and Southern elements in Flannery O’Connor’s “A Good
Man is Hard to Find.”
 Interpret ambiguous passages and provide citations from the text to
back up their assertions.
Activities:
 1) Quack! Unit 6 quiz.
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2) When finished, students will respond to the following quickwrite:
What is your view of the South? What has shaped it?
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3) Review quickwrite responses, along with the article: “Babies help
unlock the origins of morality.”
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4) Introduce Flannery O’Connor, her beliefs, and her writing.
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5) Begin reading “A Good Man is Hard to Find,” a story featuring “The
Misfit” and providing food for thought in considering morality and
“other-”ness.
Alert students to the fact that the story contains racial slurs, but just
like in Huck Finn, the author’s intent must be determined, and the
sections in question provide analytical opportunity.
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6) View selected pictures of Southern highway signs from:
http://edsitement.neh.gov/lesson-plan/flannery-oconnors-good-man-hard-findwhos-real-misfit#sect-thelesson
How do we interpret the grandmother’s behavior?
Characterization: The Grandmother, Bailey.
Homework: Finish reading “A Good Man is Hard to Find” and
write a one-paragraph (10-sentence) personal response to the
story. It may include questions, theories, likes or dislikes.
Materials/Technology: Projector.
 Textbooks.
 Unit 6 cumulative Vocab quiz.
 Copies of “A Good Man is Hard to Find.”
Assignment: Finish reading “A Good Man is Hard to Find” and write a oneparagraph personal response to the story.
Assessment/Evaluation:
 Vocab quiz.
 Quickwrite.
 Class discussion and active reading.