Mrs. Sherrill's Lesson Plans (2 Weeks Worth)

 

Aug. 8-Aug. 12

 

Name LeeAnn Sherrill

Stone Memorial High School

Course Name Honors English 11/ English 11

Week of: Aug. 8-Aug. 12

State Standards for the week: (CLE-Course Level Expectations)

 

Monday

Topic of Lesson: 

First Day

Objective:

 

Activities/Materials:

 

Assessments:

 

Assignments:

First day of class paperwork

 

 

Tuesday

Topic of Lesson: 

Research Paper

Objective:

ELA-L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases base on grades 11-12 reading and content

 

ELA-RL7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text

 

ELA-W9 Draw evidence from literary or informational texts to support analysis, reflection, and research

 

 

Activities/Materials:

Handouts

Assessments:

Research Paper

Assignments:

Discuss parts of a research paper; Choose research topics; Start topic outline

 

 

Wednesday

Topic of Lesson: 

Research Paper

Objective:

ELA-RL7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text

 

ELA-W9 Draw evidence from literary or informational texts to support analysis, reflection, and research

 

Activities/Materials:

Handouts and video

Assessments:

Research Paper

Assignments:

Finish topic outline; Discuss plagiarism and how to avoid it

 

 

Thursday

Topic of Lesson: 

Research Paper

Objective:

ELA-W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

ELA-L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases base on grades 11-12 reading and content

ELA-W9 Draw evidence from literary or informational texts to support analysis, reflection, and research

 

Activities/Materials:

Video demo

Assessments:

Research Paper

Assignments:

How to write a research paper

 

 

Friday

Topic of Lesson:

Research Paper

Objective:

ELA-RL7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text

 

ELA-W9 Draw evidence from literary or informational texts to support analysis, reflection, and research

ELA-W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

Activities/Materials:

Library sources

Assessments:

Research Paper

Assignments:

In library for research

 

 

 

 

 

 

 

 

Name LeeAnn Sherrill

Stone Memorial High School

Course Name English 12

Week of Aug. 8-Aug. 12

 

State Standards for the week: (CLE-Course Level Expectations)

 

Monday

Topic of Lesson: 

First Day

Objective:

 

Activities/Materials:

 

Assessments:

 

Assignments:

First day of class paperwork

 ,

 

Tuesday

Topic of Lesson: 

Semester Groups

Objective:

ELA-L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases base on grades 11-12 reading and content

 ELA-RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

ELA-W10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences

Activities/Materials:

Take notes/ Pen, pencil, paper /

 

Assessments:

Teacher observation/Student feedback

Assignments:

Semester Groups: Assign duties, name group, create logo/motto

 

 

Wednesday

Topic of Lesson: 

Writing Techniques

Objective:

ELA-W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

Activities/Materials:

Write / Paper, pen

Assessments:

Teacher observation/Student feedback

Assignments:

Writing Techniques: Mapping

 

 

Thursday

Topic of Lesson: 

Brainstorming and Perspective

Objective:

ELA-L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases base on grades 11-12 reading and content

 ELA-W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

 ELA-RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

Activities/Materials:

Group work/ Paper, pen

Assessments:

Teacher observation

Assignments:

Brainstorming and Perspective Activities

 

Friday

Topic of Lesson:

Leads/ Memory Book

Objective:

ELA-W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

 ELA-RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

 ELA-SL6 Adapt speech to a variety of context and tasks, demonstrating a command of formal English when indicated or appropriate

Activities/Materials:

 

Pen, paper,/

Assessments:

Teacher observation and questions

Assignments:

Writing good leads activity; Write Memory Book Ch. 1

 

 

 

 

Name LeeAnn Sherrill

Stone Memorial High School

Course Name  RTi (Year Long)

Week of: Aug. 8-Aug. 12

State Standards for the week: (CLE-Course Level Expectations)

 

 

 

Monday

Topic of Lesson:

First Day Paperwork and “Get to Know”

Objective:

 

Activities:

/Pen or pencil, paper/

Assessments:

Teacher observation

Assignments:

First Day Paperwork and “Get to Know”

 

 

Tuesday

Topic of Lesson:

“The Boston Molasses Flood of 1919”

Objective:

ELA-L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases base on grades 11-12 reading and content

 

 ELA-RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

ELA-W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

Activities:

Read for comprehension /Pen or pencil, paper

Assessments:

Teacher observation/ Unit grade

Assignments:

Read silently and then again out loud, taking turns/ Civic Test review

 

 

Wednesday

Topic of Lesson:

“The Boston Molasses Flood of 1919”

Objective:

ELA-RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

Activities:

Take notes/ pen, pencil, paper;

Assessments:

Teacher observation/ Unit Test

Assignments:

Review article; Take quizzes; Civics review

 

Thursday

Topic of Lesson:

“The Boston Molasses Flood of 1919”

Objective:

ELA-RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

ELA-W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

Activities:

Take notes/ pen, pencil, paper;

Assessments:

Teacher observation/ Unit Test

Assignments:

Vocabulary Review; Start: “What’s the Purpose?”; Civics review

 

Friday

Topic of Lesson:

“The Boston Molasses Flood of 1919”

Objective:

ELA-RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

ELA-W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

Activities:

Take notes/ pen, pencil, paper;

Assessments:

Teacher observation/ Unit Test

Assignments:

Finish: “What’s the Purpose?’; Five W’s activity; Writing Activity

 

 

 

 




 

 


 

 

 

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