11.3 Apply knowledge of word origns, derivations, and figurative language to extend vocabulary development. Strand b- Use positive and negative connotations to determine the meanings of words.
SOL 11.4 Read, comphrehend, and analyze relationships among American literature, history, and culture. Strand a-Discuss the contributions of different writers to the development of American literature.Strand g-Explain how the use of allegory appeals to the reader's understanding of the story. Strand k-Respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions during and after reading a text.
SOL 11.7 Self-edit writing for proper sentence structure. Strand f-Proofread writing for the omission of fragments and run-on sentences.
Activities/Assignments (step by step)
Mon: Warmup: From The Princeton Review, do writing SOL questions 1-9, pp. 162-164 and go over in class. 11.7f With a handout review sheet and the Smart Board, review the writing section and Stand Alone items on the 9 Week Assessment. 11.6a,c,e,f 11.7f
Tues: Warmup: Review positive and negative connotations, give example questions on the Smart Board and a review sheet, and go over. 11.3b With a handout review sheet and the Smart Board, review the reading section and Stand Alone items on the 9 Week Assessment. 11.3b,c11.4a,e, g,i,k
Wed.: 9 Week Assessment Test on reading and writing. [See SOLs and strands covered on the assessment review on Monday and Tuesday] (Periods 1, 2, and 3-Zapme Lab/Periods 6 and 7-Library)
Thurs: Continue the unit on Romanticism. Introduce Nathaniel Hawthorne with a bio. snapshot on p. 209 in Literature and Language. 11.4a Before reading "Dr. Heidegger's Experiment," discuss the story's allegorical content (wisdom, vanity, hedonism, etc.) p. 193, in LIterature and Language. Pass out a Brace Map for students to com plete as they read the story. From Literature and Language, begin reading/discussing Hawthorne's "Dr. Heidegger's Experiment," pp. 194-205, using a CD of the story. Stop the CD at intervals and discuss/clarify. 11.4g,k
Fri.: Finish reading/discussing "Dr. Heidegger's Experiment" from Literature and Language. Stop the CD at intervals to discuss/clarify. 11.4g,k After finishing the story, collect the Brace Map and discuss the results. ; then, they will divide into groups and do a cubing exercise on thought-provong questions from the selection. One person from each group will report information to the class. 11.4g,k
11.3 Apply knowledge of context clue strategies to determine meanings of unfamiliar words. Strand b-Define the meaning of a word using context clues.
11.4 Read, comprehend and analyze relationships among American literature, history, and culture. Strand k-Respond logically to literal, inferential, evaluative, and critical thinking questions before, during, and after reading texts. Strand i-Read and analyze a variety of dramatic selections. Strand j-Analyze the use of situational irony.
Activities/Assignments (step by step):
Mon: Teacher Planning Day
Tues: Warmup: Do a "sticky note" context clue vocabulary activity with the words from Herman Melville's "What Redburn Saw in Launcelott's Hey" (Students will be given a sheet of vocabulary words, divide into groups, and use context clues to post the definitions. Afterwards, the class will review them.). 11.3b Finish Nathaniel Hawthorne by orally reading/discussing from Scope magazine, "The Birthmark." Review the story's allegorical content (wisdom, common sense, and beauty). For a culminating activity, students will individually do a Flow Map of the story 11.4k
Wed: Warmup: Do a Study Stack review on the Smart Board on the words from " What Redburn Saw..." 11.3b Begin orally reading/discussing Herman Melville's "What Redburn Saw in Launcelott's Hey," pp. 483-488 in Literature and Language. 11.4k
Thurs: Give a vocabulary quiz on the words from "What Redburn Saw..." 11.3b Finish reading/discussing "What Redburn Saw in Launcelott's Hey," pp. 483-488 in Literature and Language. For a culminating activity, pair share on 4 thought provoking questions and share results with the class. 11.4k
Fri: Introduce Melville's novel, Moby Dick by giving background information from a handout of a drama of the novel. Students will choose parts and read/discuss a short play of Moby Dick. On You Tube, students will view the final scene where Ahab dies trying to kill Moby Dick. Afterwards, students will be asked to respond to the following question on paper, "Melville's novel has been described as a struggle of good vs. evil. Who represents good and who represents evil? Support your response with reasons and examples." 11.3i,j
SOL 11.4: Read, comprehend, and analyze relationships among American history, literature, and culture. Strand a-Describe the contributions of different authors to the development of American literature. Strand h-Explain how word choice and seqence of events contributes to the overall effect of a poem.
SOL 11.5: Read and analyze a variety of nonfiction texts Strand g- Recognize and analyze paradox within text.
SOL 11.6g: Use computer technology to research information on a given topic.
SOL 11.7: Edit writing for correct grammar, capitalization, and sentence structure. Strand 11.7f-Proofread and edit writing for intended audience and purpose.
Mon: Warmup: In the Princeton Review, do SOL Writing questions 10-18, pp. 165-167 and go over in class.11.7f Read/discuss "The Murdered Traveler" by William Cullen Bryant from a handout copy and give a mutiple choice quiz on the selection. 11.4h
Tues: Warmup: Give a sentence correction on the Smart Board and go over in class.11.7f Review for a test on Romaticism with a handout sheet and an A-Z review activity in groups. 11.4
Wed: Give Test on Romanticism with discussion. 11.4
Thurs: Show and discuss a Powerpoint on the next unit in literature, Transcendentalism. 11.4a From Literature and Language, review the life of Ralph Emerson on p. 260 and the introductory material on p. 254. Review Emerson's aphorisms on p. 257 and paradox on p. 258. Finally, give an aphorism worksheet for students to complete as a pair share activity. 11.5g Review the technology lesson that students will be completing about Henry Thoreau in the library on Friday. Also, make sure that students know what civil disobedience means. 11.6g
Fri: All classes report to the Science Lab for a technology lesson on Thoreau. 11.6g
Lesson Plans/William Chavis/English 11 Regular and Inclusion/Periods 1,2,3,6,7
Activities/Assignments (step by step)
Mon: Introduce Henry Thoreau with a short biography on p. 271 from Literature and Language. Introduce Walden by reviewing the "Expand Your Knowledge" notes on p. 261 and the reasons why Thoreau went to Walden Pond for two years and two months-simplicity,friendship with nature, and self-reliance. Orally read/discuss excerpts from Walden on pp.262-267. Discuss the difference between literal and figurative language on p. 269 under "Literary Concept" as it relates to the famous quote about hearing a "different drummer."
Tues: Election Day
Mr. Chavis (Inclusion-Ms. Ellis)
Textbooks: Elements of Literature 11 and Language Network 11
Course Description: This course will provide students with instruction in the
following areas: reading/American literature, the elements
of proper grammar and punctuation, composition, research,
and oral language.
Course Objective: 1. Prepare for the SOL writing and reading tests.
2. Study the history of American literature.
3. Study grammar and usage problems.
4. Utilize correct capitalization and punctuation.
5. Write persuasively.
6. Utilize research skills to compose a persuasive research paper.
7. Read and analyze informational materials.
8. Deliver an oral presentation.
Units of study: A. Collection 1: “Encounters and Foundations”
(literature) B. Collection 2: “American Romanticism”
C. Collection 3: “Transcendentalism”
D. Collection 4: “The Rise of Realism”
E. Collection 5: “The Moderns”
F. Collection 6: “Contemporary Literature”
Units of Study: A. Capitalization and Punctuation
(writing skills) B. Sentence Fragments and Run-on Sentences
C. Subject-Verb Agreement
D. Pronoun-Antecedent Agreement
E. Usage Problems
F. Sentence Redundancy
H. Composition and Research
Materials: Pen or pencil, paper, textbook, and notebook are required each day.
Grading: The standard grading scale for the school will be used.
Homework: 10% Unit Tests and Compositions: 35% Daily Work: 35%
9 Week Assessment: 20%
Classroom All students are expected to conduct themselves in an orderly manner at
Behavior: all times. Any inappropriate behavior will not be tolerated. Students are
not allowed to talk while the teacher or another student is speaking. You
are also required to stay awake and be attentive. No eating or drinking. No cell phone usage
or texting. The tardy policy for the school will apply.
Make-up Work: When a student is absent, it is his or her responsibility to make up work
And ask about the material that was missed.