Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: World Literature- English III
UNIT OUTCOME(S):
ESSENTIAL QUESTIONS:
Resources
(Materials/Texts/Visuals/Technology):
Room: 230
Week 8
10/20-24/2014
Compare and contrast two texts
Interpret and analyze passages
Support claims using proper textual evidence
What is culture? How can an author use a work of fiction to make a statement about culture?
What happens when two different cultures clash? How might the cultural fabric of a
community be stretched or altered when it encounters new ideas and members? In what ways
do family, culture and society influence who you are? How does our history affect our
present? What is manhood?
Handouts, computer, projector, Things Fall Apart, Art supplies, highlighters, guiding questions
graphic organizer
from Common Core State Standards for English Language Arts:
COMMON CORE STANDARDS
--CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
-- CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and
phrases as they are used in the text, including figurative and connotative
meanings; analyse the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone).
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
IB Language and Literature – Knowledge and Understanding
Demonstrate a critical understanding of the various ways in which the reader
constructs meaning and of how context influences this constructed meaning
Demonstrate an understanding of how different perspectives influence the
reading of a text
IB Language and Literature
IB Language and Literature – Application and Analysis
Demonstrate an ability to substantiate and justify ideas with relevant examples
IB Language and Literature- Synthesis and Evaluation
Demonstrate an ability to evaluate conflicting viewpoints within and about a text
IB Language and Literature- Selection and use of appropriate
presentation and language skills
Demonstrate an ability to express ideas clearly and with fluency in both written
and oral communication
Demonstrate an ability to use the oral and written forms of the language, in a
range of styles, registers and situations
Demonstrate an ability to discuss and analyse texts in a focused and logical
manner
1
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: World Literature- English III
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MODIFICATIONS AND
ACCOMMODATIONS (for the week):
Room: 230
Week 8
10/20-24/2014
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 – 10/20/2014
Daily Objective:
Skills: What the students will be able to
do…
To analyze the relationships among characters and how those
relationships advance the plot of a novel.
1.
2.
3.
4.
Activities and Strategies
5.
6.
7.
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: DOL
Review bell ringer.
We will read/listen chapter 8 of TFA and answer guiding questions.
I will explain to students that in this activity, they will more closely
consider the significance of the character of Ikemefuna and the effect
he has on the village, Okonkwo, and his family.
Students will use a graphic organizer to list details about Ikemefuna.
After completing graphic organizer, students share with a partner.
Closure: Students will write a short narrative from the point of view of
either Okonkwo or Nwoye that reveals Ikemefuna’s influence on the
community (his arrival, presence, death). Include textual evidence
from the novel.
Modeling
Guided practice
Audio book
None
TUESDAY – 10/21/2014
Daily Objective:
Skills: What the students will be able to do…
To analyze the relationships among characters and how those
relationships advance the plot of a novel.
1.
2.
3.
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)
2
4.
5.
6.
Bell Ringer: DOL
Review bell ringer.
I will explain to students that in this activity, they will more closely consider
the significance of the character of Ikemefuna and the effect he has on the
village, Okonkwo, and his family.
Students will use a graphic organizer to list details about Ikemefuna.
After completing graphic organizer, students share with a partner.
Closure: Students will write a short narrative from the point of view of either
Okonkwo or Nwoye that reveals Ikemefuna’s influence on the community (his
arrival, presence, death). Include textual evidence from the novel.
Modeling
Guided practice
Graphic Organizer
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: World Literature- English III
Homework: (Not a completion of class
activities!)
Room: 230
Week 8
10/20-24/2014
None
WEDNESDAY – 10/22/2014
Daily Objective:
Skills: What the students will be able to do…
To analyze how character is revealed through relationships to
other characters.
1.
2.
3.
Activities and Strategies
4.
5.
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: DOL
Review bell ringer.
Read/listen to chapter 9 of TFA, and complete comprehension
questions.
With a partner, students will create Okonkwo’s family tree. Then,
under each character’s name list two facts about that character.
Closure: Share out
Modeling
Guided practice
Graphic organizer
Frayer Model for Chapter 10 vocabulary words.
THURSDAY – 10/23/2014
Daily Objective:
Skills: What the students will be able to do…
To analyze key ideas and themes of a novel
1.
2.
3.
Activities and Strategies
4.
5.
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
Bell ringer: What does it mean for a society to be “civilized?”
Review bell ringer. Collect Homework
Read/listen Chapter 10 of Things Fall Apart. Answer comprehension
questions.
I will review definition of OEA and what it looks like.
Students will write an OEA paragraph in which they argue the degree to
which the IBO culture depicted in TFA represents a civilized society.
Modeling
Graphic organizer
Audio book
None
Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: M. Funnye
Content Area: World Literature- English III
Room: 230
Week 8
10/20-24/2014
FRIDAY – 10/24/2014
Daily Objective:
Skills: What the students will be able to do…
To analyze the different roles characters play in a narrative.
1.
2.
3.
4.
Activities and Strategies
5.
6.
7.
8.
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
Modeling
Visual aides
Audio book
Xerox copies of chapter
none
Bell Ringer: DOL
Review bell ringer.
Students will do a close read of chapter 11 of TFA.
Students will spend a few moments reflecting on what has
happened and how Okonkwo, Ekwefi, and Ezinma reacted to
the events.
I will explain RAFT (Role-Audience-Format-Topic) Activity.
Students will use the RAFT strategy to create a first-person
narrative in the voice of Okonkwo, Ekwefi, and Ezinma.
Students can write a letter or a dairy entry using appropriate
diction, syntax and tone to convey the character’s voice. I will
review the literary terms.
Closure Share out