PC ELA8 Lesson Plan for the Week of May 11-15, 2015
Standard(s)
ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text
ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative
discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
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.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone.)
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e.,
examples of diction, imagery, point of view, figurative language, symbolism, plot events
and main ideas) in a variety of texts representative of different genres (i.e., poetry,
prose [short story, novel, essay, editorial, biography], and drama) and using this
evidence as the basis for interpretation. The student identifies and responds to
differences in style and subject matter in poems by a variety of contemporary and
canonical poets; the student:
a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic,
theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme),
figurative language (i.e., personification, metaphor, simile, hyperbole), and
structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and
lyric) in a variety of poems.
b. Sorts and classifies poems by specified criteria (i.e., fixed and free forms,
rhymed and unrhymed, narrative and lyric, and/or universal themes and
topics).
You may access the Common Core Georgia Performance Standards by clicking
on the link below:
Link
Essential Question(s)
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What poetic strategies are used by playwrights to connect with
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Warm-Up Focus/
Journaling Focus
listeners?
How does craftsmanship positively contribute to effective and
memorable plays and play performances?
The Warm-Up focus this week will be a mixed review focusing on commonly
used strategies in Shakespearean plays and poetry.
The Journaling focus will be reflection on learning and synthesis of skills.
Task(s)
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Assessment(s)
Homework
Students will continue reading Macbeth and will discuss the
significance of key scenes.
Students will continue recording scene summaries and character
analysis data on the Macbeth organizer (due May 20th)
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Macbeth organizer will be collected and graded on 5/20.
Warm-Ups will be checked on 5/21 or 22 (exam date)
Work on updating Macbeth notes, as needed.
Organize Warm-Ups notebooks.