Patrice Smith
09/02/14 – 09/05/14
Lesson Plans
Monday, Sept. 2, 2014 – Labor Day – Off
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Tuesday, Sept. 3, 2014
Essential Question: How does understanding of etymology – word roots, cognates, origins – inform
reading comprehension and improve writing skills?
CC 1.2.11-12J
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Academic English 12
Teacher distributes Multiple Intelligence and Thinking Styles inventories as well as explanations
of the students’ results; if time, students will self-assess knowledge and comprehension of Vocabulary
for Achievement Units 1-3 by demonstrating complete and accurate responses in workbook, making
corrections as necessary. Reminder: Students should have introduction to The Anglo-Saxon Age (The
British Tradition) read by Wednesday, Sept. 3; self-generated notes should be maintained and will be
checked; notes may be used for brief evaluation of reading/comprehension and follow-up discussion
Wednesday. Reminder: Name Analysis under way, due Monday, Sept. 8 (see Teacher website for
assignment); Independent Reading #2 – 1984 – will be due at the end of the month; purchase John
Gardner’s Grendel if possible for independent reading.
Basic English 12
Same as above: students read and discuss results of start-of-year personal inventories; if time,
students assess knowledge and comprehension of Advancing Vocabulary Skills Units 1 and 2 by
demonstrating complete and accurate responses in workbook, making corrections as necessary.
Reminder: Students should have introduction to The Anglo-Saxon Age (The British Tradition) read by
Wednesday, Sept. 3; self-generated notes should be maintained and will be checked; notes may be used
for brief evaluation of reading/comprehension and follow-up discussion Wednesday. Reminder: Name
Analysis under way, due Monday, Sept. 8; Independent Reading #2 – Siddhartha – will be due at the end
of the month.
MODIFICATIONS: Academic 12 students use a college-preparatory vocabulary text and work to
master three 10-word chapters at a time; Basic 12 students use a fundamental vocabulary
workbook to master two 10-word chapters at a time. AP students are expected to move through
British literature and writing assignments more quickly and are expected to read additional texts
independently.
Advanced Placement English
Students will brainstorm elements of their Braggadocio Resume (see teacher website for
assignment and example); students will also produce any questions regarding the reading of Grendel
(Gardner). Then, students will read introduction to Beowulf in The British Tradition and England in
Literature and compare translations as they read the opening scenes.
Speech
Students will research Informative Speech #1 for facts, statistics, anecdotes, interesting facts,
history, personalities associated with topic of choice and general information; speeches due next Tuesday
through Friday, Sept. 9 through 12. Objective: five-minute informative speech – “teaching speech” –
evaluated on the basis of Pennsylvania High School Speech League judging criteria: Content,
Organization, Language, Voice, Overall Effectiveness. Visual aid optional but encouraged.
Lesson Plans Smith 9/2/14
2
Wednesday, Sept. 3, 2014
Literature: How does historic context inform literary themes, language, author’s perspective, and
reader’s perspective?
ELA STANDARDS
Reading Informational Text CC.1.2.11-12.I
Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
Academic English12
Students will self-assess note-taking strategies through oral quiz on the introduction to the AngloSaxons in The British Tradition, outline-style notes may be used; discussion of era, historical periods in
ancient Europe reviewed; then, students will attempt to “translate” Anglo-Saxon rendering of Beowulf in
England in Literature, comparing and contrasting linguistic elements of both translations. Reminder:
Analysis of student’s name-as-metaphor-for-self is due next Monday, standard Modern Language
Association format and text design. Reminder: assessments on Orwell’s 1984 will be given at the end of
the month; asap, purchase or borrow LHS copy of Gardner’s Grendel, begin reading.
Basic English 12
Students will self-assess note-taking strategies through oral open-notes quiz on the introduction to
the Anglo-Saxons in The British Tradition, outline-style notes may be used; discussion of era, historical
periods in ancient Europe reviewed; then, students will attempt to “translate” Anglo-Saxon rendering of
the Beowulf into modern-day English, comparing and contrasting linguistic elements of both translations.
Reminder: Analysis of student’s name-as-metaphor-for-self is due next week, standard Modern
Language Association format and text design. Reminder: assessments on Hesse’s Siddhartha will be
given at the end of the month. Students who are taking English 12 but who are college-bound are advised
to purchase or borrow LHS copy of Gardner’s Grendel, begin reading.
MODIFICATIONS: Academic English 12 students are expected to take good notes and use them in
oral quiz; Basic 12 students may take Open-Book quiz. AP students will move more quickly
through Beowulf excerpts and read Twain excerpt quickly.
Advanced Placement English Literature
Students will read truncated version of Beowulf (photocopy in back of room) and then focus on
the “Boast” in section one, England in Literature; then, students will read “The Missing Chapter” of
Twain’s The Adventures of Huckleberry Finn and comment on the hyperbole inherent in the raftsmen’s
boasts. Homework: read Grendel (John Gardner), consider plot twists, action options for 24+ line AngloSaxon style poem on a significant scene from Grendel. Also, begin drafting the Braggadocio Resume
(students view a sample “bragging resume”) as correlative with Beowulf reading and analysis and as
preparation for “real” resume construction. Brag Resume due Monday, Sept. 8.
Speech
Students research selected Informative Speech #1 topic using CFF laptops; formal outline due
Friday; homework: Begin research, questioning, fact-gathering, for Informative Speech #1, gather
necessary materials, illustrations, etc.
Thursday, September 4, 2014
How does a writer apply appropriate strategies to construct meaning through interpretation and to
analyze and evaluate an author’s use of techniques and elements of fiction and nonfiction for
rhetorical and aesthetic purposes?
Lesson Plans Smith 9/2/14
CC.1.3.1.11-12K
3
Read and comprehend literary fiction on grade level, reading independently and proficiently.
CC.1.1.3.11-12.J
Acquire and use accurately general academic and domain-specific words and phrases sufficient for
reading, writing, speaking and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.,
Academic English 12
Students will translate a short passage in Old English (Germanic language from which modern
English developed) and discover how English evolved as a result of historical events and conditions;
then, students will read Beowulf introduction and opening segment from The British Tradition and
maintain useful notes on language, character, theme and symbol. Students will identify meanings of
kennings (handout distributed, also on teacher website) and then will compare Brag. Resume assignment
with example (also on website).
Basic English 12
Same as above: Students will translate a short passage in Old English (Germanic language from
which modern English developed) and discover how English evolved as a result of historical events and
conditions; then, students will read Beowulf introduction and opening segment from The British
Tradition and maintain useful notes on language, character, theme and symbol. Students will identify
meanings of kennings (handout distributed, also on teacher website) and then will compare Brag. Resume
assignment with example (also on website).
MODIFICATIONS: Pacing is varied for Old English translation exercise among college-prep and
fundamentals English classrooms; AP students are expected to read Grendel independently.
AP English
Students will continue reading Beowulf from Scholastic copy and both The British Tradition and
England in Literature; Reminder: Comparison of 1984 and Brave New World due end of the month;
college essays under way? Will schedule work sessions on college essays as needed.
Speech
Students will research Informative Speech topics, use CFF computers to develop 3-5 minute
informational talks; Informative Speeches due next week, beginning with Speech II students and
upperclassmen. Reminder: Locate Nursery Rhyme collections and bring them in next week.
Friday, Sept. 5, 2014
How do word roots and affixes alter meaning in English words? How can one determine
meaning from context? How do synonyms and antonyms help define a word? How does
familiarity with parts of speech help in understanding and using vocabulary words? How do
connotation and denotation differ in English words?
ELA STANDARDS
CC.1.3.11-12J
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.1.3.11-12.J
Acquire and use accurately general academic and domain-specific words and phrases sufficient for
reading, writing, speaking and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.,
Lesson Plans
Smith
9/1/14
4
Academic English 12
Students will assess knowledge and comprehension of new vocabulary words from Vocabulary
for Achievement, Sixth Course, Lessons 1 – 3 through teacher-made objective quiz. If completed early,
students will begin reading Beowulf (England in Literature) with assigned partners and/or continue
reading Grendel (Gardner) and taking notes on character, plot, theme and symbol.
Basic English 12
Students will assess knowledge and comprehension of new vocabulary words from Advancing
Vocabulary Skills, Lessons 1-2, through teacher-made objective quiz. If completed early, students will
continue read Beowulf in Translation (England in Literature supplemental anthology) searching
specifically for character development, fundamental plot, literary devices such as kennings and caesuras,
and themes, especially the significance of family and loyalty to the warrior culture.
MODIFICATIONS: Vocabulary quizzes are tailored to challenge college-prep students as well as careerbound students; AP students do not have a structured vocabulary program, but instead learn vocabulary
as needed from more challenging reading material.
AP English
Students will continue abbreviated read-through of Beowulf; compare notes on their Braggadocio
Resumes (due Monday); if completed, students will brainstorm prior knowledge of Greek Mythology,
Homeric tradition; students will read introduction to Tragedy in the Norton Introduction to Literature;
then, students will begin Reader’s Theater presentation of Oedipus Rex by Sophocles (Norton); see
teacher text for casting.
Speech
Using CFF laptops, students will gather information and draft a formal outline of their
Informative Speeches which should include a thesis statement and at least five sections; OUTLINE DUE
TODAY. If time, students will try out Informative Speech material on a partner (previously paired from
Introduction of Partner activity); partner asks pertinent questions to allow speaker to develop and
broaden the informative speech. Request: Please bring Nursery Rhyme collections from home for Poetry
Performance.