Junior Lessons for the Weeks of January 7, 2013-February 11, 2013

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of January 7, 2013 through February 11, 2013
Learning Development:	Performance Objective:  UW.G11.3R.C1.PO 3 C1: Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text Learning Objective: Make relevant inferences by synthesizing concepts and ideas from a single reading selection. Kid-Friendly Language: I can interpret the concepts and ideas non-fiction text. Key Terms: Inference, Concept, Idea, Relevant, Explicit, Implicit Essential Questions: What is a relevant inference? How do you identify and connect ideas within the text to build or draw relevant conclusions?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Students will recall and write a paragraph regarding what they know about the Newtown Shooting, noting where they learned their information.
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation            x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of January 7, 2013 Students will take notes on inference and observation PPT.  Students will watch the President’s reaction to the shooting via YOUTUBE http://www.youtube.com/watch?v=5FeeCBU2io0 and answer the following questions regarding this speech. Identify the main ideas within the speech. How is the piece organized?                 Why is it organized in this manner? Discuss the intent of the speech. What are two of the main ideas from this speech? What inferences can be drawn regarding these main ideas? How are they connected?  (Use specific textual evidence). Week of January 14, 2013 Students will read President Obama’s speech regarding 9/11 and complete worksheet. Week of January 21, 2013 Students will read Mayo Angelo’s eulogy and complete worksheet. (I will add more after this week. I want to evaluate where the students are before planning too far ahead.)
Guided Practice	Teacher will model how to connect ideas within a text in order to produce relevant inferences. Students will be encouraged to actively engage in discussions and generate clarifying questions.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of the analysis of multiple nonfiction pieces and relevant inferences drawn.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will summarize the importance of drawing relevant inferences from nonfiction text.  Students will answer the question, “What is a relevant inference? How do you identify and connect ideas within the text to build or draw relevant conclusions?” in paragraph form using exact examples from the previous week’s assignments.
Independent Practice	Students will take interactive notes, complete various expressive writing activities, analyze, assess, and make relevant inferences in non fiction pieces.

*Students will read a class novel and partake on various curricular assignments, both reviewing and previewing language arts standards; concomitantly, with the above essential standard.

 

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of January 7, 2013 through February 11, 2013
Learning Development:	Performance Objective:  UW.G11.3R.C1.PO 4: Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text Learning Objective: Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases. Kid-Friendly Language: After reading texts on the same topic, I can explain how conclusions are drawn based on information presented within the work. Key Terms: Conclusions, Differences, Evidence, Reasoning, Assumptions, Purposes, Beliefs, Bias Essential Questions: What is the difference between factual and biased information? How can authors reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·        Congruent ·        Active ·        Past Experience	Students will recall and write a paragraph regarding what they know about the Newtown Shooting, noting where they learned their information. (Piggybacks on coinciding standard)
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation            x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of January 7, 2013 Students will take notes on inference and observation PPT.  Students will watch the President’s reaction to the shooting via YOUTUBE http://www.youtube.com/watch?v=5FeeCBU2io0 and answer the following questions regarding this speech. Identify the main ideas within the speech. How is the piece organized?                 Why is it organized in this manner? Discuss the intent of the speech. What are two of the main ideas from this speech? What inferences can be drawn regarding these main ideas? How are they connected?  (Use specific textual evidence). ADDITION TO CONCURRENT STANDARD: Students will watch an interview with a Parent of a survivor of the Newtown shooting http://www.youtube.com/watch?v=epJo_ic_wds. Students will answer these questions: What is the difference between factual and biased information? How can authors/individuals reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions? Week of January 14, 2013 Students will read President Bush’s speech regarding 9/11 and complete worksheet. ADDITION TO CONCURRENT STANDARD: Students will read the Democratic response to Bush’s speech and answer the following question regarding this text: What is the difference between factual and biased information? How can authors/individuals reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions? Week of January 21, 2013 Students will read or view Mayo Angelo’s eulogy http://www.americanrhetoric.com/speeches/mayaangeloueulogyforcorettaking.htm and complete worksheet. (I will add more after this week. I want to evaluate where the students are before planning too far ahead.) ADDITION TO CONCURRENT STANDARD: Students will read ABC News take on the eulogy and answer the following questions: What is the difference between factual and biased information? How can authors/individuals reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions?
Guided Practice	Teacher will model how to connect ideas within a text in order to produce relevant inferences. Students will be encouraged to actively engage in discussions and generate clarifying questions.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of the analysis of multiple nonfiction pieces and relevant inferences and compare different perspective through bias.
Active Participation ·        All Students ·        All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·        Congruent ·        Active ·        Past Experience ·        Student Summary	Students will summarize the importance of drawing relevant inferences from nonfiction text.  Students will answer the question, “What is a relevant inference? How do you identify and connect ideas within the text to build or draw relevant conclusions?” in paragraph form using exact examples from the previous week’s assignments. How does one’s bias affect an overall perception of the exact same reading/event.
Independent Practice	Students will take interactive notes; complete various expressive writing activities, analyze, assess, and make relevant inferences noting bias in non fiction pieces.

*Students will read a class novel and partake on various curricular assignments, both reviewing and previewing language arts standards; concomitantly, with the above essential standard.

Senior English Weeks of January 7-January 21,2013

Teacher: Racquel O’Connor-Mesa	Class: Senior  English		Dates: Week of January 7, 2013, Week of January 14, 2013, & Week of January 21, 2013
Learning Development:	Performance Objective:  G12.2R.C1.PO4 Compare (and contrast) literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme. Learning Objective: Compare (and contrast) literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme. Kid-Friendly Language: I can support my arguments through comparing and contrasting similar themes in literary texts using textual evidence. Key Terms: Arguments, Themes, Literary texts, Textual evidence Essential Questions: 1. What is theme? How does theme demonstrate author’s purpose? 2. How does similar/ different literary text affect the reader’s interpretation of the universal theme text? 3. What is comparing and contrasting? How does comparing and contrasting literature aid in evaluation skills? 4. What is valid argument? How do two different authors interpret/ respond to similar events/ themes? 5. How does a different writing genre affect the contrasting of similar themes?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Students will briefly recall last quarter’s reading of Pride and Prejudice by writing a paragraph explaining the theme and incorporating at least two pieces of textual evidence to support such theme. Teacher will call upon random students to share response randomly.
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of January  7, 2013 Students will view interactive PowerPoint regarding theme and utilizing textual evidence to compare two pieces of literature in terms of theme. Students will then read Charles dickens short story, The Baron of Grogzwig by utilizing either a paper copy of the story or IPADS (http://www.eastoftheweb.com/cgi-bin/version_printable.pl?story_id=BarGro.shtml).  Upon completion of reading students will discuss and create a list of possible themes for this story and select the most appropriate theme as a class.  Then students will make a Venn Diagram comparing them  to of Pride and Prejudice to The Baron of Grogzwignoting, noting at least 2 distinctions in each part of the Venn Diagram, citing textual evidence. Week of January 14, 2013 Students will view and take notes PowerPoint regarding observation and inferences.  Students will then view two pieces of art implementing the inference and observation chart that was taught during PPT.  Students will analyze and evaluate each piece of art citing visual evidence and deriving 2-5 inferences based on that evidence, including an inference of theme.  Students will then compare and contrast two pieces of art in a Venn diagram noting 3 distinctions in each category. Week of January 21, 2013 In Senior Literature Book, Students will read the two poems, The passionate Shepherd to His Love and The Nymph’s Reply to the Shepherd. Students will note the similarities and differences in theme citing textual evidence from each poem in paragraph form.  If IPADS are available, students will research the details of the reference to the story Philomel that is incorporated in the poems.  Students will discover the significance of the bird associated worth each character/  Students will also need to discover how this myth is used on other pieces of literature. After researching and gathering data, students will work in cooperative groups to write a synopsis describing how these authors use this myth.  With a partner, students will create a collage that shows the contrast between the Sheppard’s and the Nymph’s views of romantic love using National Geographic’s.
Guided Practice	Teacher will model how to determine theme, make observations, and derive meaningful inferences through the utilization of textual evidence.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of all assignments.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will answer all essential questions and define vocabulary terms on back board.
Independent Practice	Students will take interactive notes, complete writing activities, analyze, assess, and critique their writing utilizing a rubric.

*Students will read a class novel and partake on various curricular assignments, both reviewing and previewing language arts standards; concomitantly, with the above essential standard.

Senior English Weeks Nov. 26 through Dec. 10, 2012

Teacher: Racquel O’Connor-Mesa	Class: Senior English		Dates: Weeks of November 26, 2012 & December 3, 2012 & December 10, 2012,
Learning Development:	Performance Objective:  UW.G12.2R.C1.PO1 Evaluate the author’s use of literary elements: • theme (moral, lesson, meaning, message, view or comment on life), • point of view (e.g., first vs. third, limited vs. omniscient), • characterization (qualities, motives, actions, thoughts, dialogue, development, interactions), • setting (time of day or year, historical period, place, situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). Learning Objective: See above. Kid-Friendly Language: I can determine the author’s purpose in using theme, point of view, and setting. Key Terms: Purpose, Theme, Point of view, Setting Essential Questions: 1. What is theme? How does theme affect student’s understanding of the author’s purpose? 2. What is setting? How does setting affect student’s understanding of the author’s purpose? 3. What is point of view? How does point of view affect student’s understanding of the author’s purpose?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Students will take interactive notes on a PowerPoint regarding author, Jack Finney. Throughout the PPT, the teacher will relate cultural differences within the setting to the student’s cultural expectations of today.
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice  Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of November 26, 2012 Students will take interactive notes on PowerPoint in order to gain some prior knowledge to the reading of, “Contents of the Dead man’s Pocket.” Students will then read the short story in class, taking turns reading as the teacher selects random students.  Students will then complete a teacher created worksheet regarding plot elements, theme, and point of view.  Students will view a short remake of the short story in theatrical form.  Students will then work in cooperative groups rewriting the story from the wife’s Point of View and present their writing to the class. Week of December 3, 2012 Students will take interactive notes on Author’s purpose and write a paragraph explaining how an author may utilize plot, point of view, and theme in order to convey their intended purpose. Students will be given a worksheet with multiple paragraphs. In cooperative groups of 4, students will be given an envelope with various paragraphs.  It will be up to each student to categorize the paragraph for author’s purpose utilizing the teacher made Pie-Chart Game Board.  Students will lay their paragraphs down face down. When all members of the group have completed sorting their paragraphs, the group will flip each over to make sure they all agree. If there are discrepancies, students will need to defend their selection, or make appropriate changes per peer mentoring.  Week of December 10, 2012 The teacher will select a general topic.  Students will then be placed in cooperative groups. One representative from each group will come draw a slip of paper that has a specific author’s purpose on it.  Then, keeping that purpose in mind, students will write no less than one page regarding that topic.
Guided Practice	Teacher will model how to analyze short stories for author’s purpose based on the elements of plot, point of view, and theme by means of a laptop, document camera, and lcd projector.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of all projects and participation.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing project requirements, and successful completion of all assignments.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	A.     Students will summarize author’s purpose and how an author can use the literary devices of plot, point of view, and theme to effectively convey their message.
Independent Practice	Students will take interactive notes, complete in-text citations, and evaluate various stories, work in cooperative groups, and utilize their knowledge of literary devices to project specific purposes.

"Content of the Dead man's Pocket" Worksheet

Name______________________________________                       Period________

                                                Senior English- Plot/POV/Theme

Use direct quotes to support your answers in every category, (pg.     , author’s last name).

Title________________________________Author______________________________

Exposition:

Conflict-

Setting-

Main Characters with one sentence description for each-

Rising action: A minimum of three events

Climax: One major event

Falling Action: A minimum of three events

Resolution: One event

What Point of View is the story told in?

Give a direct example from the story that shows this Point of View.

What is the theme?

Give a direct example from the story that shows this theme.