GLET
Weekly Lesson Plans
3B: 4-11 - 4/15/11
Monday
Tuesday
Wednesday
4/11
4/12
4/13
1.d – make connections 6.a – Read, respond to
6.b – apply knowledge
between text and
and discuss a variety of of previously learned
previous knowledge.
literature.
literary terminology to
understand text.

I will identify the
main elements of
modernism by taking
notes and then use
these notes to write a
paragraph showing
how The Great
Gatsby has modernist
themes.

Formative Assessment

Cornell Note-taking.

Key Vocabulary
 Use realia
 Label the room
 Preteach vocabulary
 Connect two
 Word sorts
 Concept maps
 Picture dictionaries
 Dramatize vocabulary
Modernism
Robert Frost
Materialism
Fragmentation
Isolation
Alienation
Disillusionment
Stream-of-Consciousness
Cubism
Content
Objective
I will closely analyze
three poems by
Robert Frost to
identify symbols,
language, tone/mood,
and the theme of
isolation by
completing a chart
and self-reflective
questions.
Robert Frost chart and
questions.
Modernism
Robert Frost
Fragmentation
Isolation
Alienation
Iambic pentameter
Subdued
Unsentimental
Rural
Thursday
4/14
4.a identify and
explain author’s
purpose,
audience, point
of view, and
style.

I will closely read a
Robert Frost poem
and integrate the
poem’s main themes
into a short essay
that compares the
themes of isolation in
three other Robert
Frost poems.


Compare/contrast
short essay.

Modernism
Robert Frost
Fragmentation
Isolation
Alienation
Iambic pentameter
Subdued
Unsentimental
Rural
Friday
4/15
1.d make
connections
between text and
previous knowledge.
4.a explains how the
relationship among
the essential
concepts creates the
author’s approach.
I will closely

analyze
Hemingway’s “The
End of
Something” for
style, mood, and
theme by
responding to
critical questions.
“The End of
Something”
response
questions
Mood
Foreshadow
Style
Fragmentation
Alienation
Isolation
Unsentimental
Disillusionment
I will identify the
main elements of
modernism by
analyzing symbol,
theme, and style
in a quiz on the
poetry of Robert
Frost and an
Ernest Hemingway
short story
 Quiz on
modernism,
Robert Frost, and
Ernest Hemingway
Mood
Foreshadow
Style
Fragmentation
Alienation
Isolation
Unsentimental
Disillusionment
Personification
Warm-ups
Motivation/Building
Background/Anticipatory
Set (Why do we want to
learn this?)
 Think/Pair/Share
 K-W-L
 Making predictions
 Dyad/Journal
 Activate Prior
Knowledge
 Engaging scenario
 Posing an essential
question
Lesson for 1st Time
Instruction (How best
might we learn?)
I Do
Modeled tasks
 Think Aloud
 Modeled Writing
 Read Aloud + Think
Aloud
 Visualization
 Story Frames
 Modeled
Brainstorming
Iambic pentameter
Subdued
Unsentimental
Rural
DGP: Parts of Speech



Teacher will lead
a reading of the
introduction to
modernism
section in the
Language of
Literature
American
Literature (yellow
book) pgs. 99294.
Students will take
notes from each
paragraph as the
teacher pauses
for summaries.
Teacher will show
the Intro to
Modernism
slideshow to
check for
understanding of
Onomatopoeia
DGP: Sentence parts.



Teacher will lead a
reading of Robert
Frost poems,
“Acquainted with
the Night,” (p.
1001) “Mending
Wall,” (p. 100203) and “’Out,
Out—‘” (p. 1004).
At teacher
discretion,
teacher will
complete some of
the boxes on the
Robert Frost chart
handout,
modeling for the
students how to
arrive at the
answers.
Students will read
and listen to the
DGP: Clauses and
Sentence Type


Teacher will lead
a reading of “The
Death of the
Hired Man,” pgs.
1007-11.
Teacher will
demonstrate
how to formulate
ideas/outline for
a short essay.
DGP: Punctuation and
capitalization.



Teacher will
read or lead a
reading of
“Build
Background”
about Ernest
Hemingway
on p. 1018 in
the Language
of Literature
American
Literature
(yellow) book.
Teacher will
also read the
“Focus Your
Reading” and
“Active
Reading”
sections on
this page.
Teacher will
DGP: Quiz

Teacher will
review
expectations
for taking a
quiz.
the main points
for each
paragraph.
We Do
 SQP2RS
(Survey,
Question,
Predict, Read,
Respond,
Summarize)
 Heads Down (Butts
Up)
 Carousel
 Concentric Circles
 Gallery Walk
 Jigsaw
 Round Table Round
Robin
 Interactive writing
 Brainstorming
 Reciprocal teaching
 Socratic Seminar


Teacher will
check to make
sure students are
summarizing the
main ideas of
each paragraph
BEFORE showing
the slideshow
answers.
Students who
have the main
ideas written
down will receive
extra bonus
points as the
teacher checks
the answers.


poems.
Students will copy
down boxes on
the chart handout
that the teacher
completes.
Students will
complete some of
the
boxes/questions
on their own or
with partners and
teacher will check
for understanding
and quality of
answers.

Students will
organize their
ideas and notes
by using their
Frost chart and
the text of the
poems.


lead a reading
of the short
story “The
End of
Something”
from p 101922, while
stopping to
point out key
places of
style,
including the
beginning
with the rundown mills
and the sparse
style of the
conversation.
Teacher will
check for
understanding
that the
students
connect the
idea of postwar
disillusionmen
t to Nick’s
depression
and feeling of
separation
from
Marjorie.
Students will
complete
some of the
answers on
the reading
guide, based
on teacher

None.
You Do
 Small Skills Group
Pull Outs
 Journaling Individual
or Interactive
 Selective underlining
 2-Column Notes/
Cornell Notes
 Jigsaw
 Gallery Walk
 Role Plays
 Group Summaries
 Double Entry
Journals
 Socratic Seminar
Closure
 Review Content and
Language
Objectives
 Summarize
 Response Boards
 Individual reflection
journal
 Cloze activity
 Outcome
Statements

Students will
write a paragraph
response to this
prompt: What
are some of the
main elements of
modernism that
you notice are in
The Great
Gatsby?

Students will be
released to finish
completing the
Frost chart and
questions on their
own.

Students will
write a short
essay answering
the prompt (see
powerpoint slide
from wiki).


Recap, check for
answers;
students submit
paragraphs.

Share out, review.


Think pair share.
Share out.

Differentiation for
struggling or advanced
learners:

Advanced
students read on
their own, more
independent
note-taking.
Teacher
assistance with
writing the
paragraph.


Advanced
students read on
their own, more
independence in
writing their
essay.
Struggling
students – more
teacher



Advanced
students – read
poems on their
own and complete
more of the chart
on their own.
Struggling
students – teacher
assistance.



discretion,
and teacher
will check for
quality of
answers.
Students will
complete
some of the
answers on
the reading
guide, based
on teacher
discretion on
their own and
finish the
story on their
own.

Students will
complete a
quiz on
modernism,
Robert Frost,
and Ernest
Hemingway.
Think pair
share.
Share out.

Students turn
in quiz.
Advanced
students read
more on their
own.
Struggling
students –
more teacher
assistance.

Struggling:
Teacher may
provide
prompts to
help students
lead to the
correct
answer.
Resources:




Language of
Literature
American
Literature
textbook (yellow
book) pgs. 992994.
Intro to
Modernism PDF
slideshow.
Intro to Frost PDF
slideshow.
Loose-leaf /
notebook paper.


Language of
Literature
American
Literature
textbook (yellow
book) Robert
Frost poems on
pgs. 1001-04.
Robert Frost chart
and questions PDF
handout.


assistance to
write their
paragraphs.
Language of
Literature
American
Literature
textbook (yellow
book) Robert
Frost poem “The
Death of the
Hired Man” on
pgs. 1007-11.
Writing prompt
on PDF
slideshow.


Language of
Literature
American
Literature
textbook
(yellow book)
Ernest
Hemingway
“The End of
Something”
pgs. 1018-22.
Ernest
Hemingway
response
questions doc.

Quiz on
Modernism,
Robert Frost,
and Ernest
Hemingway
doc.