Schedule for January 27-31

Lesson Plans – Week of January 28

Monday:  Graduation Project Letters

EQ:  How do I propose an idea in a formal way?

CC Standards:  W 11-12.2, W 11-12.4, L 11-12.4

 

1.  Collect signed syllabi and money for Shakespeare production

2.  Introduce students to weekly vocabulary

3.  Introduce students to GP letters by showing them what one student’s looks like – review components and what makes it sound formal.

4.  Step-by-step formatting

5.  Students write their first draft and save it to the public drive.

 

Tuesday:  Graduation Project Letters and Anne Bradstreet

 

EQ:  How does poetry of the 17th century reflect early American society?

CC Standards:  RL 11-12.9, RL 11-12.10, L 11-12.4

 

1.  Collect signed syllabi and money for Shakespeare production

2.  Have students make corrections to GP letters

3.  Introduce academic vocabulary for the unit

4.  Assign vocabulary homework

5.  Anne Bradstreet background and poetry  (“To my Dear and Loving Husband” and “Upon the Burning of Our House”)

–  http://www.poemhunter.com/anne-bradstreet/

–  Read poems with students and discuss ways in which they reflect what we already know about Puritan society

–  Ticket out of the room:  Write a six word memoir that would be reflective of the society YOU live in.

 

Wednesday:  Phillis Wheatley and Native American Literature

 

EQ:  How does the content of Phillis Wheatley’s poetry differ from that of Anne Bradstreet?  What might these differences suggest?  How does Native American literature differ from what we’ve seen of early American literature?

CC Standards:  RL 11-12.9, RL 11-12.10, L 11-12.4

 

1.  Collect signed syllabi and money for Shakespeare production

2.  Graduation project paperwork – Hand out and sign

                – Students will read a Native American story “How the Earth Was Made” while I am calling them one by one to my desk                            concerning paperwork.

3.  Discuss “How the Earth Was Made” and answer questions

4.  Phillis Wheatley background and poetry (“On Being Brought from Africa to America”, “To His Excellency General Washington”, “An Hymn to the Evening”)

– http://www.poetryfoundation.org/bio/phillis-wheatley

– Read poems, answer questions, and discuss how Wheatley’s story is so unlike Bradstreet’s.

5.  Journal entry – answer the essential questions in a paragraph.

 

Thursday:  “Sinners in the Hands of an Angry God”

 

EQ:  How does Jonathan Edwards use diction and imagery to incite fear in his congregation?

CC Standards:  RI 11-12.6, RI 11-12.10

 

1.  Collect signed syllabi and money for Shakespeare production

2.  Vocabulary review (academic and content specific)

3.  Review – what is diction?  What is imagery?

4.  Puritanism background – what is it?  What can we compare it to?

                – Game:  Fact or Fiction? Puritan Edition

5.  “Sinners in the Hands of an Angry God” audio

6.  Analyze sections for diction and imagery; discuss; illustrate an image that sticks out to you.

 

Friday:  Introduction to The Crucible

 

EQ:  How is The Crucible reflective of Puritanism in early America? 

CC Standards:  L 11-12.4, RL 11-12.5

 

1.  Collect signed syllabi and money for Shakespeare production

2.  Vocabulary Quiz!

3.  Review Puritanism

4.  Introduce characters of The Crucible

5. Begin reading The Crucible Act I.

 

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