Egan, Brian - English Lang Arts Teacher / Weekly Lesson Plans

Grapvine-Colleyville Independent School District

Note: Lesson plans are subject to change on a daily basis according to student learning and pacing.

Click here to access the English IV TEKS

English IV/Egan ~ Tentative Weekly Lesson Plans for the 4th Six Weeks~ 2011-2012

SpringBoard Focus: Unit 5 Creating Perspectives

Literature and Film: Print and non-print journalistic texts; theatrical trailer of Shut Up and Sing

Major Grades: SB Embedded Assessment 1: Examining How an Issue Is Presented in Media Texts

(Research-based Argumentative Essay on 4th SW);

SB Embedded Assessment 2: Creating a Media Text (on 4th SW);

Independent Reading Assignment (final grade will go on 5th SW)

Student Goals aligned with Spring Board:

To identify ways in which media shape how and what we know about particular events
To investigate how different media channels communicate information about a particular event
To investigate a variety of perspectives on a single event
To analyze how different critical perspectives shape the reporting and interpreting of events
To create a media text applying multiple lenses to the investigation and representation of an event

Jan. 8/9: Objective- 1. Students will analyze the skills and knowledge necessary for success in the unit. 2. To contextualize prior knowledge about key ideas and concepts.

Lesson: Activity 5.1 Answer the two Essential Questions for Unit 5; students pair-share responses to the two Essential Questions. Skim and scan the Unit Opener/mark the text to activate prior knowledge and record findings on a KWL chart. Close reading of Embedded Assessment 1: mark the text, paraphrase, and create a web graphic organizer that lists the knowledge and skills identified by students.

TEKS: 1 (regarding Literary Terms for SB Unit 5).

Jan. 10/11: Objective- 1. Students will analyze the skills and knowledge necessary for success in the unit. 2. To contextualize prior knowledge about key ideas and concepts. Students will be signed up for Springboard on-line in Lab 401.

Lesson: Finish Activity 5.1. Group Activity: Create Word Wall for Unit 5 using index cards and concept wheels. Concept Wheel Template

TEKS: 1 (regarding Literary Terms for SB Unit 5).

Jan. 14/15: Objective- 1. Students will read, in order to eventually analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Lesson: Students will visit the library to choose/check out a book for their Independent Reading Assignment. This assignment will encourage you to develop the habit of regular reading--for pleasure and/or to gain information. I encourage you to choose a book from a genre you especially enjoy. Broad reading of a multitude of authors and genres is an excellent habit to acquire.

TEKS: 3; 5; 6.

Jan. 16/17: Objective- 1. Students will explore sources through which news is delivered. 2. To consider how media information is processed by media consumers. 3. To activate and extend prior knowledge of media channels and terms.

Lesson: Activity 5.2 Students will complete the graphic organizer individually. Then divide into small groups to think-pair-share all of the information they ca about the details in their graphic organizers. Then view a segment from Frontline's "News War" Part III (Ch.16-18). Return to the quote from Step 1, discuss, and complete graphic organizer in small groups.

TEKS: 12 A-D.

Jan. 18: Objective- 1. Students will review criteria for identifying bias in nonfiction texts. 2. To evaluate competing explanations for the nature of media bias. 3. To evaluate the effectiveness of two competing arguments.Lesson: Activity 5.3 Quickwrite. Close reading of Sheila Gribben Liaugminas' essay, How the Media Twist the News. Close reading of Tyler Cohen's essay, Media Bias Comes from Viewers Like You. Student Response Activity and Student Small Group Discussions.

TEKS: 12 A-D.

Jan. 22: Objective-1. Students will analyze a news media text for evidence of bias. 2. To analyze how writers use biased language to influence reader's perspectives of the subject. 3. To compare points of view in contrasting news texts.

Lesson: Activity 5.4 Rhetorical Slanters Discussion; utilize Fox News and MSNBC and analyze the same subject with different perspectives. Complete graphic organizers in SB.

TEKS: 12 A-D.

Jan.23: Objective-1. Students will establish central questions for the investigation of a news event. 2. To examine how critical lenses can be used to interpret the significance of news events. 3. To analyze a nonfiction text using critical lenses.

Lesson: Activity 5.5 Quickwrite. Complete the reading guide for "The Dixie Chicks" by Betty Clarke as you read the article makes notes in the margin and annotate information connected to your focus question. Each student will have a different focus question. Small Group Discussions by focus questions. Class discussion of #5. Watch the Shut Up and Sing theatrical trailer (see helpful links).

TEKS: 12 A-D.

Jan. 24: Objective-1. Students will understand 12 basic comma rules and apply that understanding in a controlled freewrite to improve editing skills for research topic.

Lesson: Grammarpunk - The Comma pp..4&5. Model Grammarpunk (Rule #1 Joining independendent clauses w/ conjunction to create a compound sent.)

Students will complete own 11 sentences utilizing each of the comma rules #1-11.

Due TODAY: SPRINGBOARD WORKBOOKS pp.. 269-285. DROP in YOUR CLASS PERIOD BIN!!!

TEKS: 17B,18,19

Jan. 25: Objective-1. Students will utilize technology to access information for research project. Students will access opposing news sources for research paper project applying a specific criticism to that topic (Ex.:Marxist,Historic,Feminist)

Due at end of class: YOU MUST IDENTIFY YOUR TOPIC BEFORE YOU LEAVE ON FRIDAY!!!

TEKS: 12A-D

Jan. 28: Objective-1. Students will investigate how critical lenses shape and reflect perspectives on news events.

Lesson: Activity 5.6 - Students will analyze a text to make connections to other articles on the Dixie Chicks controversy identifying textual evidence linked to a lense of thier choice. Students will synthesize (Lit. term p.286) evidence in support of what is revealed when looking at the controversy from a specific lense. (Analysis guiding questions are on p.287).

TEKS: 10A,B 13A,B

Jan. 29: Objective-1. Students will analyze how reporting on the same news event can differ.

Lesson: Activity 5.6 - Students will analyze a 2nd article on the Dixie Chicks controversy identifying textual evidence linked to a lense of thier choice. Students will synthesize (Lit. term p.286) evidence in support of what is revealed when applying the specific lense of choice. (Analysis guiding questions are on p.287).

TEKS: 10A,B 13A,B

Jan. 30: Objective-1. Students will utilize the rules for semi-colons and quotation marks to craft 6 perfect sentences in GRAMMARPUNK pp.. 8 & 9. Students will be expected to craft perfect sentences focusing on spelling, capitalization,punctuation, parts of speech,and word choice.

TEKS: 17B,18,19

Jan. 31/Feb. 1: Objective-1. Students will utilyze technology to synthesize connections between texts through thier specific critical lense tin support of an overall interpretation of the issue.

Lesson: Students will utilize technology to plan the presentation including the following: 1.) Significant info from the article related to the who,what,where,when,why,and how of the event. 2.) discuss how the article frames the controversy. 3.) Analysis of what lense you connected to the text. 4.) Quotes from the text to support your claims about its rhetoric and its perspective.

TEKS: 12A-D. 10A,B. 13A,B.

NOTE: Lesson plans are subject to change on a daily basis according to student learning and pacing.

EnglishIV ~ Tentative 2nd Weekly Lesson Plans~ 2011-2012

SpringBoard Focus: Unit 2 The Collective Perspective

Literature: Anonymous's Beowulf, Kate Chopin's "The Story of an Hour," and William Faulkner's "A Rose for Emily"

Film: Rear Window, by Alfred Hitchcock

Major Grades: College Essay (Will go on this Six Weeks); Embedded Assessment 2: Applying a Critical Perspective (Analytical Essay that will go on 3rd Six Weeks);

Student Goals aligned with Spring Board:

To enhance critical thinking by studying the Feminist, Marxist, and Archetypal critical perspectives

To apply multiple critical perspectives (literary theories) to drama, nonfiction, and non-print texts

To engage in the writing process to generate an analytical response

Oct. 9: Objective- 1. Students will gain an appreciation for and show an understanding of effective college essay writing strategies. 2. Students will write their own college essay. 3. Students will submit their final work for publication.

Lesson: Introduction to College Essays. Take Cornell notes over lecture: "Going Beyond Cliché: How to Write a Great College Essay." View: http://www.nytimes.com/packages/html/us/20070726_COLLEGE_FEATURE/index.html College Essay Brainstorm Activity. Assessment will be the final draft of the college essay; the end goal is that students will write their own college essays and ultimately submit their work for publication to Teen Ink: http://www.teenink.com/College Directory/.

TEKS: 13A.

Oct. 10: Objective- 1. Students will gain an appreciation for and show an understanding of effective college essay writing strategies. 2. Students will write their own college essay. 3. Students will submit their final work for publication.

Lesson: College Essay Brainstorm Activity: "Essay Development" graphic organizer. Begin creating rough draft of college essay. Assessment will be the final draft of the college essay; the end goal is that students will write their own college essays and ultimately submit their work for publication to Teen Ink: http://www.teenink.com/College Directory/.

TEKS: 13A-B.

Oct. 11: Objective- 1. Students will gain an appreciation for and show an understanding of effective college essay writing strategies. 2. Students will write their own college essay. 3. Students will submit their final work for publication.

Lesson: Turn in College Essay Brainstorm Activity. Continue working on rough draft. View: Writing a College Admissions Essay ; utilize the College Essay Checklist. Assessment will be the final draft of the college essay; the end goal is that students will write their own college essays and ultimately submit their work for publication to Teen Ink: http://www.teenink.com/College Directory/.

TEKS: 13B.

Oct. 12: Objective- 1. Students will determine and show an understanding of the meaning of grade-level vocabulary terms.

Lesson: Vocabulary Quiz-Unit 1 on Quizlet. Create Unit 2 Flashcards if time permits.

TEKS: 1A-E.

Oct. 15: Objective- 1. Students will show an understanding of effective college essay writing strategies. 2. Students will write their own college essay. 3. Students will submit their final work for publication.

Lesson: Students will finish creating their rough draft in an electronic version. Mini-lesson on How to Utilize Track Change in Word. (We'll be in Computer Lab 609).

TEKS: 13B.

Oct. 16: Objective- 1. Students will make revisions based on peer feedback. 2. Students will show an understanding of effective college essay writing strategies. 3. Students will write their own college essay. 4. Students will submit their final work for publication.

Lesson: Read through the eyes of a college admissions officer...a reminder of what you are looking for: http://youtu.be/bwxQ6J9_fLY Students will participate in a "Musical Chairs" Peer Review using Track Change in Computer Lab 609 (Agenda/Instructions).

TEKS: 13B-E.

Oct. 17: Objective- 1. Students will show an understanding of effective college essay writing strategies. 2. Students will write their own college essay. 3. Students will submit their final work for publication.

Lesson: Students will write their own college essays and submit their work for publication to Teen Ink: http://www.teenink.com/College-Directory/. 6 Word Memoir Wordles: http://youtu.be/jEkAHATRuRU , http://youtu.be/ejndNExso9M and http://www.wordle.net/show/wrdl/5872970/6_Word_Memior. Does your essay "show" who you are or who you will be? Time to do surgery...be concise, finish revisions, self-edit (get rid of "to be" verbs, fragments, and run-ons, etc.), and create the final draft of your College Essay (We will be in Computer Lab 609)! We will also work on final drafts tomorrow due to the short periods today. After tomorrow, you will finish the final draft on your own time, if not finished in class and turn it in via Evernote or e-mail by midnight on Saturday, Oct. 20th!

TEKS: 13C-E.

Oct. 18: Objective- 1. Students will show an understanding of effective college essay writing strategies. 2. Students will write their own college essay. 3. Students will submit their final work for publication.

TEKS: 13C-E.

Oct. 19: Objective- 1. Students will contextualize prior knowledge about key concepts and ideas associated with Archetypal, Feminist, and Marxist critical perspectives. 2. Students will analyze the skills and knowledge necessary for success in the unit.

Lesson: Activity 2.1 "Previewing the Unit" in SpringBoard. Pair-share responses to the Essential Questions. Class discussion-Begin with the end in mind/Close reading of the prompt, steps, and Scoring Guide criteria in Embedded Assessment #2. Small group summary and web graphic organizer that lists the knowledge and skills.

TEKS: 9A; 26.

Oct. 22: Objective- 1. Students will review film terminology and the relationship between action and intended effect. 2. Students will deliver a creative and informative investigation and presentation of film terminology using iPads/iMovie.

Lesson: View from a Lens: A Review of Film Terms; Group Assignment (Activity 2.20 p. 133-134).

TEKS: 26.

Oct. 23: Objective- 1. Students will analyze cinematic techniques for effect. 2. To synthesize multiple images and create meaning. 3. To apply context clues and predict characterization.

Lesson: Applying Film Terms to the opening of Rear Window (Activity 2.21 p. 135-137). See Time-lapse link and viewing of Rear Window The Opening Montage (Hitchcock Explains Montage), then application of Key Scenes 00:00-35:00.

TEKS: 2A; 5B; 12B.

Oct. 24: Objective- 1. Students will apply Feminist Criticism to a film text. 2. Students will write a feminist critique of a scene(s) in the film.

Lesson: Re-Viewing of Rear Window: 00:00- 0:36:30; Writing Prompt (p. 138).

TEKS: 2A; 5B.

Oct. 25: Objective- 1. 1. Students will apply Feminist Criticism to a film text. 2. Students will write a feminist critique of a scene(s) in the film.

Lesson: Discussion: How are women presented? What roles do they play? Writing Prompt (p. 139).

TEKS: 2A; 5B.

Oct. 26: Objective- 1. Students will apply Feminist Criticism to a text and use textual examples as support. 2. To analyze the power relationships between men and women. 2. Students will write a feminist critique of a scene(s) in the film.

Lesson: Viewing Rear Window: 0:36:33-1:18:37; Begin Writing Prompt Response if time permits (SB p. 140).

TEKS: 2A; 5B.

Oct. 29: Objective- 1. Students will formulate a response to the film using the assumptions of Feminist Criticism.

Lesson: Finish Writing Prompt Response (SB p. 140). Discussion: Who has the power and/or the influence in this section?

TEKS: 2A; 5B.

Oct. 30: Objective- 1. Students will formulate a response to the film using the assumptions of Feminist Criticism. 2. To compare and contrast the role of men and women in the film. 3. To revise a piece of writing improving its coherence.

Lesson: Viewing Rear Window: 1:18:37-End. Revise previous written feminist critique.

TEKS: 2A; 5B.

Oct. 31: Objective- 1. Students will apply additional perspectives to a text previously encountered. 2. To self-select appropriate critical perspectives.

Lesson: Class Discussion: What do the actions of the characters say about who they are? Group Subplot and Characters Poster Activity.

TEKS: 2C; 5B.

Nov. 1: Objective- 1. Students will use elements of the writing process (planning, drafting, revising, etc) to compose text.

Lesson: Applying Critical Perspective; begin Embedded Assessment 2 (Test grade). Read Kate Chopin's "The Story of an Hour" and "A Rose for Emily" by William Faulkner. Create a graphic organizer to record textual evidence and quotations that support your critique.

TEKS: 2C; 5B; 13A-B.

Nov. 2: Objective- 1. Students will engage in the writing process to generate an analytical response.

Lesson: Prewriting to generate, evaluate, and critique student ideas for their analytical essay. Discuss rhetorical purpose and specific devices. Draft analytical essay.

TEKS: 13A-C; 15C.

Nov. 5: Objective- 1. Students will engage in the writing process to generate an analytical response.

Lesson: Finish draft of essay; share draft with peers who used the same story; use guiding questions (SB p. 144). Revise essay based on peer feedback.

TEKS: 13D-E; 15C.

Nov. 6: Objective- 1. Students will engage in the writing process to generate an analytical response.

Lesson: Finish sharing draft with peers who used the same story; use guiding questions (SB p. 144). Revise essay based on peer feedback. Type final draft of essay!

TEKS: 13D-E; 15C.

Nov. 7: Objective- 1. Students will recognize the positive traits of heroes as depicted in music, art, and literature. 2. Students will examine how perceptions of a "Hero" change. 3. Students will examine Beowulf as an archetypal character.

Lesson: Introduction to Anonymous's Beowulf: Beowulf ("99 Luftballons" by Nena) video Beowulf an Overview Divide the class into small groups. Each group will review the following chapters: III, IV, VII, IX, XI, and XII

TEKS:

Nov. 8: Objective- 1. Students will recognize the positive traits of heroes as depicted in music, art, and literature. 2. Students will examine how perceptions of a "Hero" change. 3. Students will examine Beowulf as an archetypal character.

Lesson:

For each chapter, group members will review and take detailed notes on the character of Beowulf.Each group should pay particular attention to references to qualities of the archetypal HERO with in the context of Anglo-Saxon poetry. Each group should present relevant information about Beowulf as it relates to the archetypal HERO to the class. Hint: Refer to your previous notes and theory resources.
Each group will create a graphic representation of their findings and present them to the class.

TEKS:

Nov. 9: Objective- 1. Students will understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 2. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry.

Lesson: Revisit J. Kincaid Writing Assignments (Discuss, Revise, and Publish). Evaluate a Marxist Analysis of Kincaid's Girl: Marxist Analysis of Girl. Begin Poetry Project (Test grade that will go on 3rd Six Weeks); Money, Power, and Class in music/poetry.

TEKS: 3.

*End of the 2nd Six Weeks! All make-up, late, or missing work must be turned in by 4:00 p.m. today, Nov. 9th!

Nov. 11: Objective- 1. Students will understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 2. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry.

Lesson: Protest Songs & Poetry: Tone and Word Choice. “The unexamined life is not a life worth living for a human being” ~Socrates, 420 BC.

TEKS: 3.

Note: See the Syllabus Tab for Homework info. or Go to the Homework Tab for homework,assignment due dates, etc...

Last Modified on January 30, 2013