Miss Green

Lesson Plan

Objectives to be covered:

Vocabulary Development

ELA.9.1.A- Determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin, Greek or other linguistic roots and affixes.  

ELA.9.1E - Use a dictionary, a glossary, or a thesaurus to determine or confirm the meanings of words and phrases, including their connotations, denotations, and their etymology.

Reading

ELA.RC.9A -Reflect on understanding to monitor comprehension.

ELA.9.5C –Analyze the way in which a work of fiction is shaped by the narrator’s point of view.

ELA.9.5B -Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices.

ELA.9.6A –Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation.

Writing

ELA.9.17C – Use a variety of correctly structured sentences.

ELA.9.1A- Spell correctly, including using various resources to determine and check correct spellings.

Monday 8/25

Opening day activities:

         Explanation of course syllabus.

·         Overview of bell schedule.

·         Issuance of student information sheet.

·         Novel Selection.

Tuesday 8/26

SWBAT -identify various documented classroom rules and regulations listed on class syllabus, identify prefixes and complete response to novel.

TEW- introduce students to prefixes (poly, meta, psuedo) along with various vocabulary words.

Wednesday 8/27

SSR: (Silent Sustained Reading) and Response (Students will state what the image on the cover of their chosen novel tell them about the contents of the book and how accurate they feel this information is.)

Do Now: Students will explain the five steps they take to get ready for school each day as an introduction to the expository writing process.

Direct Teach: The educator will introduce various literary devices to students explaining the parts of a narrative or literary text; similes; expository or informational text; including genre identification (fiction/non-fiction) and relate the newly introduced terms to their roots/origins.

The teacher will read the  Elements of Fiction and Cat and The Fox selection from Neauhaus DMS.

Provide various images of luxurious items that people often desire and have students identify their distinctive attributes. The student will construct similes to describe the luxurious items.

Introduce denotation and connotation, demonstrate the difference with desire (n.).

Independent Practice: Students will answer comprehension level questions from both selections and work in groups to review answers and comprehension.

Students will use provided student friendly definitions, examples and non-examples for listing examples of their personal desires and rank synonyms as positive, negative or neutral. Provide examples to support ranking.

Homework: Students will be required to construct a short expository or informational essay over a process of their choice.

Thursday 8/28

SSR: (Silent Sustained Reading) and Response (Students will state what the image on the cover of their chosen novel tell them about the contents of the book and how accurate they feel this information is.)

Do Now: Students will explain the five steps they take to get ready for school each day as an introduction to the expository writing process.

Direct Teach: The educator will introduce various literary devices to students explaining the parts of a narrative or literary text; expository or informational text; including genre identification (fiction/non-fiction) and relate the newly introduced terms to their roots/origins.

The teacher will read the Elements of Fiction and Cat and The Fox selection from Neuhaus DMS.

Provide various images of luxurious items that people often desire and have students identify their distinctive attributes. The student will construct similes to describe the luxurious items.

Introduce denotation and connotation, demonstrate the difference with desire (n.).

Independent Practice: Students will answer comprehension level questions from both selections and work in groups to review answers and comprehension.

Students will use provided student friendly definitions, examples and non-examples for listing examples of their personal desires and rank synonyms as positive, negative or neutral. Provide examples to support ranking.

Homework: Students will be required to construct a short expository or informational essay over a process of their choice.

Friday 8/29

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will explain one thing that gets in the way of their success.

Direct Teach: The teacher will review the previously introduced terms through a matching activity using various examples.

The teacher will introduce Plot and Conflict, and lead students through salient information. Students will be led in a discussion about meaning and connotation of specific language from The Elements of Fiction.

Independent Practice: Students will compose original sentences with the target terms.

Students will complete Spelling Assessment 1

Homework: Students will be asked to find an article from home and document the 5ws of the article, identify the genre and give the connotative and denotative meaning of 3 words found in the article.

Monday 9/1 – HOLIDAY

Tuesday 9/2

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will explain one thing that gets in the way of their success.

Direct Teach: The teacher will review the previously introduced terms through a matching activity using various examples.

The teacher will introduce Plot and Conflict, and lead students through salient information. Students will be led in a discussion about meaning and connotation of specific language from The Elements of Fiction.

Independent Practice: Students will compose original sentences with the target terms.

Students will complete Spelling Assessment 1

Homework: Students will be asked to find an article from home and document the 5ws of the article, identify the genre and give the connotative and denotative meaning of 3 words found in the article.

Wednesday 9/3

SSR: (Silent Sustained Reading) and Response (Students will complete a short summary over the 5 Ws).

Do Now: Students will draw an inference on short story.

Direct Teach: The teacher will introduce various character traits including strengths and weaknesses of humankind. Elicit a list of characters from familiar literature and relate it to the strengths and weaknesses previously introduced. Lastly the teacher will explain character foil to students along with various examples.

Independent Practice: Students will list three positive character traits and three flaws. Proceed to groups to locate four synonyms of desire from Wednesday. Students will locate the meaning of four synonyms for desire and discuss appropriate ways to use them (denotative/connotative).

Students will compose original sentences with the target terms.

Students will complete Spelling Assessment 2

Homework: Students will bring back a list of characters along with their traits from 4 movie titles found at home. Should also include their strengths and weaknesses.

Thursday 9/4

SSR: (Silent Sustained Reading) and Response (Students will complete a short summary over the 5 Ws).

Do Now: Students will draw an inference on short story.

Direct Teach: The teacher will introduce various character traits including strengths and weaknesses of humankind. Elicit a list of characters from familiar literature and relate it to the strengths and weaknesses previously introduced. Lastly the teacher will explain character foil to students along with various examples.

Independent Practice: Students will list three positive character traits and three flaws. Proceed to groups to locate four synonyms of desire from Wednesday. Students will locate the meaning of four synonyms for desire and discuss appropriate ways to use them (denotative/connotative).

Students will compose original sentences with the target terms.

Students will complete Spelling Assessment 2

Homework: Students will bring back a list of characters along with their traits from 4 movie titles found at home. Should also include their strengths and weaknesses.

Friday 9/5

SSR: (Silent Sustained Reading) and Response (Students will complete a short summary over the 5 Ws and list two characters, their traits and supporting evidence).

Do Now: Students will Name ways in which people show greed and ways in which people show generosity.

Direct Teach: The teacher will introduce various concepts of the effects of greed to students and allow oral feedback as an opener to The Goose That Laid The Golden Eggs

(Listening Comprehension) The teacher will read the passage to students using various images and allow students to retell the passage using the images.

Independent Practice: Students will complete a summary for the passage.

Students will complete one on one conference with teacher about Spelling Assessments 1 & 2 results. The teacher will also return graded questions from previous assignment.

Monday 9/8

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will answer a reflection question regarding last week’s lesson.

Direct Teach: The teacher will introduce students to figurative language and how it is used in various fictional and non-fiction pieces.

Power Point that fully details parts of figurative and literal language.

Independent Practice: Students will take notes on power point and complete short 25 question visual quiz over figurative language.

Tuesday 9/9

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will answer a reflection question regarding last week’s lesson.

Direct Teach: The teacher will introduce students to figurative language and how it is used in various fictional and non-fiction pieces.

Power Point that fully details parts of figurative and literal language.

Independent Practice: Students will take notes on power point and complete short 25 question visual quiz over figurative language.

Wednesday 9/10

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will answer a reflection question regarding figurative language.

Direct Teach: The teacher will introduce students to vocabulary terms regarding previous 2 units and discuss the importance of defining academic vocabulary, synonyms, antonyms and using the terms in complete sentences.

Independent Practice: Students will define academic vocabulary.

Thursday 9/11

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will answer a reflection question regarding figurative language.

Direct Teach: The teacher will introduce students to vocabulary terms regarding previous 2 units and discuss the importance of defining academic vocabulary, synonyms, antonyms and using the terms in complete sentences.

Independent Practice: Students will define academic vocabulary.

BEGIN iStation BOY

Friday 9/12

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will answer short prompt about their current high school experience.

Independent Practice: Students will define continue completing academic vocabulary.

BEGIN iStation BOY

Monday 9/15

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will answer a kwl question about their previous knowledge of vowels and consonants.

Direct Teach: The teacher will introduce students to blank vowel chart and guide them in completing the chart as well as acknowledging word and sound relation.

The teacher will also assist in guided practice with vowel chart practice assignment.

Independent Practice: Students will complete practice assignment over vowel chart association and syllabication.

Tuesday 9/16

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will answer a kwl question about their previous knowledge of vowels and consonants.

Direct Teach: The teacher will introduce students to blank vowel chart and guide them in completing the chart as well as acknowledging word and sound relation.

The teacher will also assist in guided practice with vowel chart practice assignment.

Independent Practice: Students will complete practice assignment over vowel chart association and syllabication.

Wednesday 9/17

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will scaffold previous vowel assignment and go over the pronunciation of vowels vs. consonants

Independent Practice: Students will be guided in consonant vs. vowel assignment.

Thursday 9/18

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will scaffold previous vowel assignment and go over the pronunciation of vowels vs. consonants

Independent Practice: Students will be guided in consonant vs. vowel assignment.

Friday 9/19

SSR: (Silent Sustained Reading) and Response (Students will identify the genre of their novel and give textual evidence to support their choice.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will scaffold previous vowel assignment and go over the pronunciation of vowels vs. consonants

Independent Practice: Students will be guided in consonant vs. vowel assignment.

Monday 9/22

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will introduce students to interactive power point over 6 syllable types. 

Independent Practice: Students will be guided in completing interactive pieces in powerpoint and apply those short answer responses to sectional questions per syllable type.

Tuesday 9/23

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will introduce students to interactive power point over 6 syllable types. 

Independent Practice: Students will be guided in completing interactive pieces in powerpoint and apply those short answer responses to sectional questions per syllable type.

Wednesday 9/24

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will introduce students to interactive power point over 6 syllable types. 

Independent Practice: Students will be guided in completing interactive pieces in powerpoint and apply those short answer responses to sectional questions per syllable type.

Thursday 9/25

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will continue 6 syllable type powerpoint .

Independent Practice: Students will be guided in completing interactive pieces in powerpoint and apply those short answer responses to sectional questions per syllable type.

Friday 9/26

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will continue 6 syllable type powerpoint .

Independent Practice: Students will be guided in completing interactive pieces in powerpoint and apply those short answer responses to sectional questions per syllable type.