Lesson Plans
Mrs. Sandra Scott
English II
Week 9: October 13- October 17, 2014
Unit 2 Explanatory Writing/Literary Elements/Word meanings
MONDAY
TUESDAY
7. W.1.2
LAFS.7.RL.1.3
LAFS.7.RL.2.4
7.SL.2.4
7. L.1.2
7. L.3.5
LAFS. 7. L.1.1 (DOK 2) Giggles in
the Middle
WEDNESDAY
LAFS.7.RL.1.3
7.SL.2.4
THURSDAY
FRIDAY
7. W.1.2
LAFS.7.RL.1.3
LAFS.7.RL.2.4
7.SL.2.4
7. L.1.2
7. L.3.5
LAFS. 7. L.1.1 (DOK 2) Giggles in
the Middle
7. W.1.2
LAFS.7.RL.1.3
LAFS.7.RL.2.4
7.SL.2.4
7. L.1.2
7. L.3.5
LAFS. 7. L.1.1 (DOK 2) Giggles in the Middle
Standard(s)
LAFS.7.RL.1.3
7.SL.2.4
Learning Goal:
(All Week)
Students will identify literary elements within text and analyze how elements interact and shape one another.
Student will be able to analyze figurative and connotative words and phrases to determine the impact of word
choice on the story.
(continues throughout the unit)
Essential
Questions:
(All Week)
1. How do the story elements interact with one another in the text?
2. How does the author’s use of specific types of figurative language and connotations affect the meaning of a text?
3. How do rhyming and alliteration affect the mood and tone of a text?
LAFS.7.RL.1.3 (DOK 3)
*How does setting shape the plot?
*How might plot) be different if Icarus had listened?
*What is the impact of Daedalus’ personality on the plot? Cite textual evidence.
*How do the interactions between the characters shape the text?
LAFS.7.RL.2.4 (DOK 3)
*What is the meaning of rash in paragraph 2 p.918? Which words help you understand the meaning of rash?
*What is the impact of the repetition of the word warmer in the last paragraph on p. 918?
*How does the use of the phrase “these cautions went in at one ear and out by the other.” shape the tone or
meaning of the text?
Higher Order
Questions:
Objective(s):
Today students will read “Icarus
and Daedalus” and identify literary
elements within text and analyze
how elements interact and shape
one another by answering the
critical thinking questions
Bell work
silent sustained reading
ticket out: name of book and what
was interesting in what was read
today
First period: conducted data chats
Students will identify literary
elements within text and
analyze how elements interact
and shape one another as I
conduct the second read and
stop in certain sections of the
text
Grammar with a Giggle
Students will identify literary
elements of the plot within text
and analyze how elements
interact and shape one another
by completing the plot diagram
Students will identify literary
elements of figurative language
within text and analyze how
these elements interact and
shape one another.
Students will identify literary elements
within text and analyze how elements
interact and shape one another by writing
the one paragraph objective summary.
3rd-6th silent sustained reading
ticket out: name of book and
summary of what was read
Grammar with a Giggle
silent sustained reading
ticket out: name of book and what was the
author’s purpose in writing
Agenda/Activities
I do: In preparation for the reading
of “Icarus and Daedalus” p. 916920, I will introduce the elements
of myths
We do: Discussion of each element
and other myths they may know
You Do: Conduct 1st read and
complete critical thinking
questions.
(Each student has a copy of the
myth to highlight unknown
vocabulary words etc.) Critical
thinking questions p. 920 go in
higher order: respond, analyze,
infer, compare and contrast, and
take a position
I do: 2nd read of “Icarus and
Daedalus” p. 916-920 I will
stop at certain places to discuss
with students
We do: Discussion of Higher
order questions from p. 920
and those from unit 2
You do: Analyze how certain
parts of the myth affect the
other parts
Analyze the cause and effect
relationships
I do: Review of plot
We do: 3rd read of “Icarus and
Daedalus” p. 916-920
You Do: Plot Diagram
3rd will have pictures from the
story to help place the important
parts of the plot onto the plot
diagram
4th and 6th will directly plot onto
the plot diagram using the text
I do: Introduce figurative
language by using the
Vocabulary Workshop p. 10521053
We do: Discuss the types listed
and the examples p.1052
You do: Practice A
Identify each instance of
figurative language as a simile
or metaphor
(this will be done with shoulder
partners)
I do: Reintroduce objective summary
We do: Discussion of rubric
You do: write a one-paragraph objective
summary in which you analyze the effects
of figurative and connotative words and
phrases in shaping cultural values. Provide
3-5 supporting details from the text to
support your answer.
Will choose one or two of the questions
below to create their paragraph:
What types and examples of figurative
language are used within the text? Cite
textual evidence
Complete the cause and effect
multi-flow thinking map
How are cultural values exhibited within
the text? Cite textual evidence
How does the theme affect cultural
values?
Plot, exposition, rising action, setting,
climax, falling action, resolution, character,
tone, mood
Plot, exposition, rising action,
setting, climax, falling action,
resolution, character, tone, mood
Plot, exposition, rising action,
setting, climax, falling action,
resolution, character, tone,
mood
Plot, exposition, rising action,
setting, climax, falling action,
resolution, character, tone, mood
Plot, exposition, rising action,
setting, climax, falling action,
resolution, character, tone,
mood
Homework
Read AR book
Read AR book
Read AR book
Read AR book
Accommodations
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of
contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’
comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary.
Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assists
Vocabulary
Read AR book