Teacher�s Name: ___Julie McDonald by hXSOq3

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									                                                           2012-2013 WEEKLY LESSON “SNAPSHOT”
       Teacher: Jennifer Craig              Week 0f: Aug. 27 - 31    Course:English IV: Literature Period: 1 & 2
Unit/ Lesson/Learning Targets                                  Briefly outline daily lesson activities/agenda:                BEST PRACTICE INSTRUCTIONAL
(related to KCAS/CC 4.1):                                                                                                     STRATEGIES:
                                                                                                                              Check all that apply this week:
Unit/Lesson: Beuwolf: An Intimate Look at the Epic Hero        BR: What message did you truly get from Beuwolf?                  Chunking content/lesson
Vocab: archetype, epic, epic hero, resolute, vehemently,       Explain…What do you think one universal theme was?                Personal relevant connections
infallible, furled, lavish, assail, extolled, alliteration,    Explain…                                                          Interacting with or previewing new knowledge
kenning, foil, epic simile, archaic language                        1. Students will take time to review material                Processing/elaborating on new information
I can…use prior knowledge from class discussions and                    over Beuwolf.                                            Recording and representing knowledge (note-
readings to effectively be successful in the summative              2. Test over Beuwolf                                      taking, summarization)
assessment of Beuwolf; can effectively take information             3. Students will receive their summaries of each             Reflecting on learning
from literary texts to actively participate in literary                 section of Beuwolf. They will take turns                 Reviewing content
discussions                                                             reading their sections as it arises. Discussion.         Using and reviewing homework
                                                                    4. Discussion of universal themes in Beuwolf                 Examining similarities & differences
                                                               Formative: Test, participation in the reading of                  Examining errors in reasoning
                                                               summaries (for some, participation in listening and               Practicing skills, strategies, processes
                                                               discussing, participation in the discussion of universal          Engaging students in cognitively complex tasks;
                                                               themes                                                         (higher-level thinking, hypothesis, etc.)
Unit/Lesson: The Middle Ages: An Introduction to the           BR: Discuss any information you may remember                      Using cooperative learning, managing response
Times                                                          about the Middle Ages.                                         rate, and using movement
Vocab: Feudalism, king, vassal, lord, knight, serfs, courtly        1. Students will brainstorm over the previous                Using academic games
love, chivalry, romance, ballads, Crusades, Magna Carta,                information they may have over the Middle                Using questioning techniques, probing incorrect
Hundred Year’s War, Black Death                                         Ages.                                                 answers; high expectations for all
I can…draw evidence from literary or informational text to          2. Students will read the literary milestones and            Differentiating instruction
support analysis, reflection, and research                              introductory information on the Middle Ages              Checking for student understanding
                                                                        from the text, annotating their reading.
                                                                    3. Students will discuss new information they          INCORPORATING the following:
                                                                        may have gained about life in the Middle               Student technology use
                                                                        Ages.                                                  Assessment – pre/form/sum/ ACT-like
                                                               Formative: Participation in reading and annotating,             Live-Scoring
                                                               participation in class discussions over the Middle Ages.        Reading & writing to learn strategies
Unit/Lesson: The Middle Ages: An Introduction to the           BR: Discuss three things that you read about during             Writing to demonstrate learning
Times & Ballads                                                the introduction of the Middle Ages…include any other           Writing for publication
Vocab: Feudalism, king, vassal, lord, knight, serfs, courtly   information that may contribute to your answer.                 Rubrics
love, chivalry, romance, ballads, Crusades, Magna Carta,            1. Students will review their introduction over            Graphic organizers
Hundred Year’s War, Black Death,                                        the Middle Ages                                        Bell ringers
I can… draw evidence from literary or informational text to         2. Students will view a power point presentation           Exit slips
support analysis, reflection, and research                              over the inner life in the Middle Ages,                RtI/tutorials
                                                                        focusing on the feudal system and the
                                                                        crusades.
                                                                    3. Students will view a video clip over The
                                                                        Crusades (YouTube)
                                                                    4. Students will complete an exit slip over the

       Please post completed form on teacher blog for each course you teach weekly. (Updated 7/11/11)
                                                                   2012-2013 WEEKLY LESSON “SNAPSHOT”
                                                                           information gathered from the power point
                                                                           presentation and video clip.
                                                                 Formative: Participation in discussions, participation in
                                                                 the power point presentation, participation in viewing
                                                                 the YouTube video clip, completed exit slip
Unit/Lesson: Ballads from the Beginning                          BR: Name a famous rock ballad…how does it tie in to
Vocab: Ballad, refrain, conventions, sensational or tragic       the true definition of the ballad? Explain…
subject matter, omitted details, supernatural events, dialect,        1. After reviewing the introductory material over
stanza                                                                     the Middle Ages, students will revisit and
I can…recognize strong and throrough textual evidence                      review the material over ballads.
with the ballads; explain inferences drawn from the text; I           2. Students will receive the Ballads Quiz
can interpret how the text leaves matters uncertain for the                worksheet; they are to read “Lord Randall,”
reader; I can determine and analyze 2 or more themes or                    “Edward, Edward,” and “Get Up and Bar the
central ideas throughout the ballads                                       Door.” They are to complete the worksheet.
                                                                      3. Students will discuss the three ballads,
                                                                           pointing out central themes and ideas of each
                                                                           as well as talk about the ballad elements that
                                                                           are present in each.
                                                                      4. Students will complete an exit slip over
                                                                           ballads.
                                                                 Formative: Participation in discussions, reading and
                                                                 completion of ballads worksheet, completion of exit
                                                                 slips.
Unit/Lesson: Ballads from the Beginning                          BR: Discuss how musical ballads contain the elements
Vocab: Ballad, refrain, conventions, sensational or tragic       of poetry…use examples…
subject matter, omitted details, supernatural events, dialect,        1. Students will brainstorm and discuss songs
stanza                                                                     they believe are ballads and look at the
I can… determine word meanings and phrases used in                         Checklist for Ballads worksheet to see if they
ballads, including figurative and connotative meanings;                    fall into that category.
analyze the impact of specific word choices in the ballad for         2. Students will discuss the life and times of
meaning and tone, including: multi-meaning words and                       John Lennon and listen to the ballads “Hey
fresh, engaging/beautiful language; evaluate how an artist                 Jude” and “Imagine.” Students are to
chooses to interpret an entire work.                                       complete analysis questions over each.
                                                                      3. Students will discuss the life and times of
                                                                           Lynyrd Skynyrd and the ballad “Free Bird.”
                                                                           Students will listen to the song and complete
                                                                           analysis questions.
                                                                      4. Students will participate in a classroom
                                                                           discussion over the songs they listened to and
                                                                           talk about the literary conventions of the
                                                                           ballad within each.
                                                                 Formative: Participation in classroom discussions,
                                                                 completed analysis questions


        Please post completed form on teacher blog for each course you teach weekly. (Updated 7/11/11)
                                                    2012-2013 WEEKLY LESSON “SNAPSHOT”




Please post completed form on teacher blog for each course you teach weekly. (Updated 7/11/11)

								
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