Tonya White
Lesson Plans
English III (Inclusion)
Mon. Feb. 8, 2016
Purpose:
The purpose of today’s lesson is to
review some basic grammar errors,
introduce new vocabulary, and continue
reading The Crucible.
Agenda:
1.
2.
3.
4.
5.
6.
*Class Opener #9: Mugshot
Monday: Passage with
grammar errors will be
displayed on Smart board.
Students will come in and
begin writing the paragraph,
editing it as they go. While
they are working, I will
collect their Bell Ringers from
the first 8 days of class.
*I will ask for volunteers to
come up and make the
needed changes on the
Smart board. All errors will
be discussed, and if needed
may move into a mini-lesson.
**I will introduce Vocab.
Lesson 2 (SAT hit list).
**All students will then be
assigned the exercises for
Part A, Part B to complete for
Wed. Feb. 10.
***The rest of the period,
we will use our Smart phones
to work on an interactive
activity called “Salem Witch
Hunt, available at:
https://www.nationalgeogra
phic.com/salem/index/htmo
***We will now begin our
reading aloud (with parts)
The Crucible, Act I. If we
finish Act I today, students
will ***view the film Act I
and complete their study
questions.
Common Core Standards for
Today:
*CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
*CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a
matter of convention, can change over
time, and is sometimes contested.
*CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested
usage, consulting references
(e.g., Merriam-Webster's Dictionary of
English Usage, Garner's Modern
American Usage) as needed.
Tonya White\
Lesson Plans
English III
Tues., Feb. 9, 2016
Agenda:
1.
2.
*CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
** Vocabulary Acquisition and Use:
**CCSS.ELA-LITERACY.L.11-12.4
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grades 11-12
reading and content, choosing flexibly
from a range of strategies.
**CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of
a sentence, paragraph, or text; a word's
position or function in a sentence) as a
clue to the meaning of a word or
phrase.
***CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts
and tasks, demonstrating a command of
formal English when indicated or
appropriate.
***CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentiethcentury foundational works of American
literature, including how two or more
texts from the same period treat similar
themes or topics.
***CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a
story, drama, or poem (e.g., recorded or
live production of a play or recorded
novel or poetry), evaluating how each
version interprets the source text.
(Include at least one play by
Shakespeare and one play by an
American dramatist.)
****CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain.
Class Opener #10: Journal
entry
Continue reading The
Crucible Act I; when finished,
complete study questions
and view Act I of the film.
Common Core Standards covered
today:
*CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or
purpose in a text in which the rhetoric is
particularly effective, analyzing how
style and content contribute to the
power, persuasiveness or beauty of the
text.
**CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse
perspectives; synthesize comments,
claims, and evidence made on all sides
of an issue; resolve contradictions when
possible; and determine what additional
information or research is required to
deepen the investigation or complete
the task.
**CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
***CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's
choices regarding how to develop and
relate elements of a story or drama
(e.g., where a story is set, how the
action is ordered, how the characters
are introduced and developed).
Tonya White
Lesson Plans
English III
Wed. Feb. 10, 2016
Agenda:
1.
2.
Class Opener #11: Finish a
story starter.
**Vocab. 2: Exercises (Parts A, B)
are due today. We will go over
these in class and I will take a
grade. Assign Parts C, D for Friday,
Feb. 12.
3.
The Crucible: Begin reading Act II
with parts aloud. Have students
complete study questions. If time
allows, view Act II of the film.
Common Core Standards covered
today:
*CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of
a sentence, paragraph, or text; a word's
position or function in a sentence) as a
clue to the meaning of a word or
phrase.
***CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's
choices regarding how to develop and
relate elements of a story or drama
(e.g., where a story is set, how the
action is ordered, how the characters
are introduced and developed).
****CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having
read and researched material under
study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
Tonya White
Lesson Plans
Thurs. Feb. 11, 2016
3.
4.
***CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentiethcentury foundational works of American
literature, including how two or more
texts from the same period treat similar
themes or topics.
CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a
story, drama, or poem (e.g., recorded or
live production of a play or recorded
novel or poetry), evaluating how each
version interprets the source text.
(Include at least one play by
Shakespeare and one play by an
American dramatist.)
Tonya White
Lesson Plans
Fri. Feb. 12, 2016
Agenda:
Agenda:
2.
**CCSS.ELA-LITERACY.L.11-12.6
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.
Eng. III
English III
1.
*CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain.
Class Opener #12: Journal
entry
Pre-test for English III NC
Final Exam. The results of
this test will help me
determine specific needs of
my students to help them
succeed both in class as well
as on the NC Final exam in
June.
SSR when finished.
***We will continue reading
aloud the drama The Crucible
by Arthur Miller. Students
will respond to questions as
they read along.
Common Core Standards covered
today:
1.
5.
*Bell-Ringer: Film Clip
Friday: Students will watch a
2 min. clip of a characterbuilding video. They will
then respond to the video’s
contents in their journals.
2. **Vocab. 2: We will go over
the last exercises (Parts C, D)
3. **Vocab. 2 quiz: Students
will write using the last
section of the vocabulary 2
packet: Writing and
Speaking.
4. respond and discuss whole
class.
****Next, we will return to
reading The Crucible, moving into
Act III, if ready. Students will
continue to respond to the
accompanying study questions.
Common Core Standards covered
today:
*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.
**CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of
a sentence, paragraph, or text; a word's
position or function in a sentence) as a
clue to the meaning of a word or
phrase.
***CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having
read and researched material under
study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
****CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentiethcentury foundational works of American
literature, including how two or more
texts from the same period treat similar
themes or topics.