Weekly+Lesson+Plans

= January 3-7, 2011. Week 19 = Objectives. Students will
 * identify the themes in //Julius Caesar// by Wm. Shakespeare by producing a video using Animoto.com
 * complete a final which will reflect all that has been learned throughout the semester course.


 * Monday:**
 * Present video projects


 * Tuesday:**
 * Present video projects

= = = December 20-24, 2010 Week 18 =
 * Wednesday, Thursday, and Friday**
 * **Final tests!!!**

Objectives: Students will...
 * identify themes in the Shakespearean play //Julius Caesar//
 * express the ideas combining images and text
 * utilize technology effectively


 * Monday**
 * Introduce video project--**sample available on Home page of the website.**
 * To library--work on video project


 * Tuesday**
 * To library--work on project


 * Wednesday--2 hour early dismissal**
 * To library--work on project
 * FINAL BLOG DUE---
 * Project is due Monday, Jan 3, 2011 :)

= = = = = = =** December 13-17, 2010, Week 17. **=
 * Thursday and Friday--No School. Winter break begins!!**

· **Students will read with comprehension—//Julius Caesar//** · **Students will recognize the plot structure of Shakespeare’s 5 act plays** · **Students will work in learning communities and discuss the play** · **Students will watch the movie and comprehend the dialogue**
 * Objectives:**

A. Monday moment B. Begin reading Act IV
 * Monday:**

A. Finish Act IV B. Do the study guide
 * Tuesday:**

A. Read Act V B. Do study guide and review the play
 * Wednesday**

A. Watch Act IV and V
 * Thursday:**

A. TEST: //Julius Caesa//r
 * Friday:**

= December 6-10, 2010, Week 16 .=

· **Students will read with comprehension—//Julius Caesar//** · **Students will analyze literature: respond in writing on Doc file** · **Students will recognize the plot structure of Shakespeare’s 5 act plays** · **Students will use Wiki website to post a blog about independent reading** · **Students will use the Wiki discussion tool to respond to classmates’ blogs** · **Students will access and utilize a public Google doc to do coursework**
 * Objectives:**

A. Monday moment B. Online Discussion Day: 1. Post your blog on the class Wiki 2. Respond to 3 classmates’ blogs and comments on the Wiki Discussi 3. Go to Discussion Questions page on Independent Reading Wiki 4. Choose three questions to discuss and type your thoughts C. Work time
 * Monday:**

A. Summarize some of the points from the online discussion held yesterday B. Read and act: Act III scene i C. Discuss plot structure of Shakespearean plays A. Continue reading Act III aloud B. Do study guide at the end of hour to check for comprehension
 * Tuesday:**
 * Wednesday (early out)**

A. Discussion Questions: page 797 B. Watch movie of Act III
 * Thursday:**

A. Finish movie B. Begin reading Act IV
 * Friday:**

= November 29-Dec. 4, 2010, Week 15 =

· **Students will read with comprehension—//Julius Caesar//** · **Students will analyze literature** · **Students will identify character traits and support with text** · **Students will define foreshadowing and give examples**
 * Objectives:**

A. Continue reading //Julius Caesar// Act I aloud in class B. Fill out study guide after each scene to check comprehension A. Continue reading out loud to finish Act I B. Discuss using Study Guide to check comprehension C. Watch Act I
 * Monday:**
 * Tuesday:**

A. In CL’s—do discussion questions over Act I B. Begin reading Act II aloud in class
 * Wednesday—**

A. Continue reading Act II aloud in class B. Use study guide for comprehension check
 * Thursday**—

A. Finish Act II B. Do discussion question C. Watch Act II
 * Friday**—

= November 22-26, 2010. Week 14 =

· **Students will read with comprehension—//Julius Caesar//** · **Students will analyze literature** · **SWBAT list 5 significant facts about Shakespeare** · **SWBAT explain the events surrounding Julius Caesar’s death**
 * Objectives:**

//__Final draft of 12 Angry Men Essay is due!__// Proof one last time.
 * Monday:**

A. Group work: 1. What do you think of when you think of Shakespeare? 2. What do you know about Julius Caesar and the Roman Empire? 3. Large group discussion B. Begin reading //Julius Caesar// Act I, scene I aloud in class C. Fill out study guide after each scene to check comprehension A. Continue reading out loud to finish Act I B. Discuss using Study Guide to check comprehension C. If we finish Act I—work on discussion questions in guide in LC’s.
 * Tuesday:**


 * Wednesday—no school. Thanksgiving break**


 * Thursday**--**no school. Thanksgiving break**

= = = = = = = November 15-19, 2010. Week 13 =
 * Friday**--**no school. Thanksgiving break**.

· SW know the four basic sentence structures · SW punctuate these sentence structures correctly · SW review and use comma rule · SW write an effective comparison/contrast essay · SW demonstrate critical thinking about the play //12 Angry Men//
 * Objectives:**

A. PowerPoint: Other uses of the comma B. Do Ex. 1, 2, and 4 in comma packet C. 10 minute free write: 1st draft of compare/contrast essay
 * Monday:**

A. Grammar/mechanics work 1. PowerPoint: comma splice/fused sentences 2. Do pages 7-9 in comma packet B. Work on paper-finish first draft. DUE TOMORROW.
 * Tuesday:**

A. Peer edit first draft in class
 * Wednesday**

A. To computer lab: type final draft B. **INDEPENDENT READING BLOG TIME**
 * Thursday**

A. To computer lab: type final draft.
 * Friday**

FINAL DRAFT DUE MONDAY

= November 8-12, 2010. Week 12 =

· SW know the four basic sentence structures · SW punctuate these sentence structures correctly · SW review and use comma rule · SW write an effective comparison/contrast essay · SW demonstrate critical thinking about the play //12 Angry Men//
 * Objectives:**

A. Grammar/mechanics work 1 Pretest: the Simple Sentence 2. PowerPoint: Conquering the Comma—go through compound 3. Do Compound Sentence Pretest B. Comparison/Contrast Paper: peers edit the prewriting in LC’s
 * Monday:**

A. Grammar/mechanics work 1. Review: do worksheet Simple or Complex sentence 1. PowerPoint: dependent clause and introductory clauses 2. Do Complex sentence quiz and discuss in class B. Comparison/Contrast Paper: Begin writing first draft
 * Tuesday:**

A. Grammar/mechanics work 1. Pretest: Compound/complex sentences 2. Worksheet—drill the four types of sentences B. Comparison/Contrast Paper: Writing first draft A. Grammar/mechanics work 1. PowerPoint: Essential Phrses and Clauses 2. Do Ex. 1-3 in comma packet B. Comparison/Contrast Paper: Writing first draft
 * Wednesday**
 * Thursday—**

A. Grammar/mechanics work 1. PowerPoint: comma splice error 2. Do pages 7-9 in comma packet B. Comparison/Contrast Paper: Writing first draft
 * Friday—**

= November 1-5, 2010. Week 11 =

· Students will read with comprehension · Students will understand the conventions used in drama · Students will analyze a play—//12 Angry Men// · Students will work collaboratively in learning communities · Students will access technology effectively: Google docs and Wikispaces · Students will read independently
 * Objectives:**

· Finish reading Act III · Complete study guide
 * Monday: Mrs. Olson in class**

· Watch DVD of //12 Angry Men//
 * Tuesday—Mrs. Olson in class**

· Check student study guides · Finish movie
 * Wednesday—**

*Blogging day! *Begin large group discussion over questions in Study Guide
 * Thursday—**

·If time, introduce next unit: Comparison/Contrast Writing (see class handout page)
 * Friday—**
 * Finish large group discussion

= Week of Oct. 25-29, 2010 =


 * Objectives:**

· Students will read with comprehension

· Students will understand the conventions used in drama

· Students will analyze a play—//12 Angry Men//

· Students will work collaboratively in learning communities

· Students will access technology effectively: Google docs and Wikispaces

· Students will read independently


 * Monday:**

· Discuss study guide questions over Act I

· Begin reading Act II


 * Tuesday**

· Continue reading Act II

· Do study guide at end of hour


 * Wednesday—**

Read Act II aloud together


 * Thursday—**

Learning Communities: Placemat activity. BE SURE TO EXPLAIN YOUR ANSWERS
 * Has your opinion of the boy's guilt or innocence changed?
 * What are your thoughts on this jury
 * Is this jury realistic? Could a group of people like this be found in Boone, Iowa
 * Does this play affect your thoughts/feelings on the jury system found here in the U.S.?


 * Friday—**

· Reading Act III

= Week of Oct. 18-22, 2010. Week 9 =

· Students will read with comprehension · Students will understand the conventions used in drama · Students will analyze a play—//12 Angry Men// · Students will work collaboratively in learning communities · Students will access technology effectively: Google docs and Wikispaces · Students will read independently
 * Objectives:**

· Finish and share via Google docs //Of Mice and Men// paper—**THIS IS YOUR TEST FOR THE UNIT!** · Go to our Independent Reading Wiki and do 2 things: 1. Enter a new blog 2. Respond to at least 2 other classmates’ reading blog · Introduce new unit: Judging and its impact on identity (p. 548 in text) · Do Pre-reading work on p. 549 (I will handout a chart) · Assign reading parts: ALL ARE REQUIRED TO READ ONCE EACH WEEK · Read notes on characters and costumes (p. 550) · If time, begin reading Act I  · Read aloud in Act I (together in class—set up desks like a jury) · Fill in study guide at end of hour to ensure comprehension
 * Monday: To open lab**
 * Tuesday**
 * Wednesday—**

· Continue reading Act I and check for comprehension · Finish reading Act I  · In Learning Communities—Do questions 1-5 on page 564. Be ready to share with large group.
 * Thursday—**
 * Friday—**

= Week of Oct. 11-15, 2010 Week 8 = = = = = = = = =

· Students will think critically about their novel · Students will support their critical thinking with text · Students will use correct essay structure · Students will use correct mechanics in writing · Students will collaborate effectively
 * Objectives:**


 * Monday: NO School. Teacher Inservice Day**

· **Sign students up for Google docs** · Students are to submit their outline via Google docs
 * Tuesday**

· Lesson: Writing a good conclusion (see Class Handouts page for handout) · Work time—finish first draft for tomorrow
 * Wednesday—**

· Look at sample paper and identify all the pieces of a good essay · Underline the key parts of body paragraph (topic sentence, supporting detail, text, and clincher)
 * Thursday—**

· Peer edit with learning community member and polish for final draft
 * Friday—**


 * Final draft is due Monday, Oct. 18—can be submitted electronically.**

= Week of Oct. 4-8, 2010 Week 7 =

· Students will think critically about their novel · Students will support their critical thinking with text · Students will use correct essay structure · Students will use correct mechanics in writing · Students will collaborate effectively
 * Objectives:**

· Brainstorming activity: What theme(s) are you considering for your paper? · Share brainstorm with learning communities— · Circle the theme you will write about—hand in brainstorm list for credit · Last half of class: Watch video of __Of Mice and Men__
 * Monday: (Mrs. Olson will be absent at least through the morning)**

· Next step of paper: develop three main areas of the theme that you will discuss in the paper · Complete an outline of the paper’s idea (see class handout page) ·
 * Tuesday**
 * Freewrite--10 minutes**

· Lesson: Writing introductions (see class handouts page) Hand out sample paper and discuss body of paper (see class handouts page) · Note the pieces of the body paragraphs: topic sentence, supporting detail, quote, clincher
 * Wednesday—**

· Watch movie and/or work on paper
 * Thursday—Mrs. Olson absent--at ICTE**

· Finish movie and/or work on paper
 * Friday—Mrs. Olson absent--at ICTE**

Paper will be due Friday, Oct. 15

=** Week of September 27-Oct. 1, 2010. Week 6 **=

· **Students will build their reading comprehension and analysis skills** · SW work collaboratively in learning communities · SW make connections with US History and the novel · SW analyze the characters: what makes them do what they do? · SW analyze the moral dilemmas presented in the novel · SW analyze the effects of dreams on a person’s life
 * Objectives:**

· Finish “traveling partner” discussion of chapter 4 · Assignment read chapter 5
 * Monday:**

· QUIZ chapter 5 · Discussion of chapter 5 in Learning Communities ·  · Finish discussion · Assignment read chapter 6
 * Tuesday**
 * each group will act out one section of the chapter
 * Wednesday**

· QUIZ—chapter 6 · Discussion of chapter 6
 * Thursday**

· Discussion of Chapter 6 and novel as a whole **__Assignment: Writing about Of Mice and Men__** (see handout page)
 * Friday**

= Week of September 20-24, 2010. Week 5 =

· Students will build their reading comprehension and analysis skills · SW work collaboratively in learning communities · SW make connections with US History and the novel · SW analyze the characters: what makes them do what they do? · SW analyze the moral dilemmas presented in the novel · SW analyze the effects of dreams on a person’s life
 * Objectives:**

· QUIZ—chapter 2 __Of Mice and Men__ · Learning communities work: fill in character chart (one character per group), draw the bunkhouse, draw the dog, why George hates Curley, why don’t George and Lennie just leave.
 * Monday:**

· Reading day---read chapter 3
 * Tuesday**

· QUIZ—of chapter 3 · Learning Communities work: Study guide work
 * Wednesday**

· Reading day—read chapter 4
 * Thursday**

· QUIZ—chapter 4 · Discuss chapter 4
 * Friday**

= Week of Sept. 13-17, 2010. Week 4 =

· Review tests and discuss and learn · Introduce next unit: Of Mice and Men and the Great Depression · To computer lab and complete Great Depression activity (see class handouts page)
 * Monday**

· Finish Computer activity in the lab
 * Tuesday**

· Discussion of The Great Depression and view pictures on PowerPoint · Handout novels: __Of Mice and Men__ __ASSIGNMENT__--read chapter 1 for hours 2 and 3
 * Wednesday**

· QUIZ--chapter 1 for hours 2 and 3 Discuss chapter 1 ASSIGNMENT for 1st hour--read chapter 1
 * Thursday**

· Comprehension quiz—chapter 1 (for first hour) · ASSIGNMENT: read chapter 2 for Monday. There will be a quiz then!
 * Friday**

= = = = = Week of Sept. 6-10, 2010. Week 3 =


 * Monday**

· No Classes—Labor Day


 * Tuesday**

· PowerPoint: ACT Test

· Do page 1—ACT test

· Discussion notes: building suspense

· Assignment: Read “Lather and Nothing Else” (p. 122)


 * Wednesday**

· ACT practice page 2

· Comprehension quiz—“Lather”

· Discuss “Lather”


 * Thursday**

· Learning community work: poetry study

· Read “The Road Not Taken” and “Choices” on page 49

· Do worksheet together as group

· Large group discussion


 * Friday**

· ACT page 3

· Finish poetry discussion

· Review for TEST—will be on Monday.

o “The Fan Club”; “Like Mexicans”; “Lather and Nothing Else”; “The Road Not Taken” and “Choices”---Literature studied for test

o Elements of Lit on test: character, characterization, plot, setting, point of view and suspense

= Week of Aug 30-Sept. 3, 2010. Week 2 =


 * Monday**
 * **1st hour--Learning Communities work on story elements and a paragraph on theme**
 * · Show samples of paragraphs and discuss differences
 * · Notes: Non-fiction (PowerPoint)


 * Tuesday**
 * 1st hour--finish learning community work first
 * Finish notes--Non-Ficiton (first hour will receive ALL of these notes and be caught up today)
 * Assignment: Read "Like Mexicans"


 * Wednesday**
 * **QUIZ--"Like Mexicans" (comprehension only)**
 * Discuss point of view and its effect on a piece of literature
 * Learning communities: Write a monologue from a different point of view

·
 * Thursday**
 * Perform monologues
 * Notes on storytelling technique of building suspense
 * Friday--Pictures Today!**
 * shortened class period due to pictures and pep rally
 * finished monologues

= Week 1: August 23-27, 2010 =

**Learning Objectives for the Week**

 * SW complete a pretest to the best of their abilities
 * SW learn 7 new vocabulary words
 * SW read with comprehension
 * SW analyze literature and connect it to life
 * SW define theme and point of view and identify it in a piece of literature
 * SW collaborate effectively

Monday
 * Finish partner speeches
 * Pretest: Read "The Weapon" on p. 640 and answer the questions on the worksheet (see class handouts page)
 * Note: 1st Hour did not have class so did NOT have the pretest assigned

Tuesday

 * Pretest due!! First hour will be doing the pretest
 * Discuss independent reading requirements for the semester
 * Pre-reading: partner talk--talk about one choice that was difficult for you and its impact on you
 * Begin reading "The Fan Club" outloud (p. 20-25 in textbook)
 * Assignment: Finish reading "The Fan Club"

Wednesday

 * Comprehension quiz-- not for 1st hour 2B. Will do quiz on Thursday
 * Notes: elements of a story (get from a classmate)

Thursday -.

 * to the computer lab to create a Wiki account.
 * join the English 2B Independent Reading

Friday
= Week 0.5: August 16-22, 2010 =
 * **1st Hour:** take quiz over "The Fan Club" and begin Learning Communities Work
 * **2nd and 8th Hour:** Learning communities group discussions over "The Fan Club"
 * identify story elements of "Fan Club"
 * NOTES: what are the elements of a good paragraph.
 * Write a paragraph as a group: What is the theme of this story.

1. TW Learn about students names, interests, and technology access 2. TW Learn student reading and writing abilities (pretest)
 * Learning Objectives**

Monday—No school

Tuesday—No school

Wednesday—No school

Thursday— A. Syllabus B. Partner speeches (see handout) a. Work on partner speeches and begin delivering speeches Friday— A. Give partner speeches