Standards-Based Weekly Lesson Plan for Course/Content Area Teacher: M. McCottrell Department: English Grade



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Standards-Based Weekly Lesson Plan for Course/Content Area
Teacher: M. McCottrell Department: English Grade: 9 11 12 Subject: RLA AP F/S Week: 16
Weekly Overview

This week, students will practice the multiple choice and free response portions of the AP English Language exam.



Unit Standard(s)

  • 1A. Apply word analysis and vocabulary skills to comprehend selections.

  • 1B. Apply reading strategies to improve understanding and fluency.

  • 1C. Comprehend a broad range of reading materials.

  • 2A. Understand how literary elements and techniques are used to convey meaning.

  • 3A. Use correct grammar, spelling, punctuation, capitalization and structure.

  • 3B. Compose well-organized and coherent writing for specific purposes and audiences.

  • 4A. Listen effectively in formal and informal situations.

  • 4B. Speak effectively using language appropriate to the situation and audience.

  • 5A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

  • 5B. Analyze and evaluate information acquired from various sources.


Unit Benchmark(s)

  • 1.A.5b Analyze the meaning of abstract concepts and the effects of particular word and phrase choices.

  • 1.B.5b Analyze the defining characteristics and structures of a variety of complex literary genres and describe how genre affects the meaning and function of the texts.

  • 1.C.5b Analyze and defend an interpretation of text.

  • 1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material.

  • 1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques).

  • 2.A.5d Evaluate the influence of historical context on form, style and point of view for a variety of literary works.

  • 3.A.5 Produce grammatically correct docuĀ¬ments using standard manuscript specifications for a variety of purposes and audiences.

  • 3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriĀ¬ate elaboration and support and overall coherence.

  • 4.A.5b Use techniques for analysis, synthesis, and evaluation of oral messages.

  • 4.B.5a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences.

  • 4.B.5b Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

  • 5.A.5a Develop a research plan using multiple forms of data.

  • 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms.


Unit Performance Descriptor (s)

  • Analyze and interpret specialized vocabulary/ terminology.

  • Determine the relationship(s) between pairs of words in analogous statements.

  • Extend ideas and enrich vocabulary through independent exploration of words.

  • Select/use strategies to analyze the meaning of abstract concepts to facilitate comprehension.

  • Define the characteristics and structures of a variety of complex literary genres and analyze how genre affects the meaning and function of the texts.

  • Analyze and compare a variety of texts for purpose, structure, content, detail, and effect.

  • Use topic, theme, organizational pattern, context, and point of view to guide interpretation.

  • Analyze and defend an interpretation of text by integrating interpretation with text-based support.

  • Evaluate how authors and illustrators use text and art to express their ideas.

  • Critically evaluate information from multiple sources.

  • Synthesize key points and supporting detail to form conclusions.

  • Evaluate how a text reflects a culture, society, or historical period.

  • Edit/revise draft documents to more effectively communicate the intended message.

  • Produce grammatically correct document using standard manuscript specification for a variety of purposes and audiences.

  • Use appropriate style manuals and guides (e.g., MLA, APA).

  • Format documents in final form for submission and/or publication.

  • Proofread for correct English conventions.

  • Organize around a structure appropriate to purpose, audience, and context.

  • Compose a clear thesis/claim that contains the main idea in an essay.

  • Communicate the intended message.

  • Elaborate ideas.

  • Employ appropriate editing and revision strategies.

  • Evaluate and demonstrate the use of figurative language.

  • Critique word and/or technique choices.

  • Publish writing using an appropriate format.

  • Analyze, synthesize, and evaluate information.

  • Communicate effectively the intended message.

  • Analyze possible discussion roles; select, evaluate, and reselect as appropriate.

  • Survey a subject and select a topic.

  • Distinguish among kinds of data needed to solve a problem, present possible solutions, or extend information about a topic or problem (e.g., fact/opinion, example/evidence).

  • Identify information most pertinent to task.

  • Cite all source(s) of quoted and borrowed information.


Unit College Readiness

  • Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in virtually any passage

  • Locate and interpret minor or subtly stated details in more challenging passages

  • Use details from different sections of some complex informational passages to support a specific point or argument

  • Understand implied or subtly stated cause-effect relationships in more challenging passages

  • Determine the appropriate meaning of words, phrases, or statements from figurative or somewhat technical contexts

  • Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas, and so on



Monday

Essential Question(s): What skills are necessary to perform well on the AP exam?
Daily Objective(s): Pass practice multiple choice with 70% accuracy or better.
CRI Integration: Comprehension Word Knowledge Fluency Writing
Weekly Assessments/Evidence of Student Mastery/Products: Ethan Frome Essay; Daily Bell Ringers; Practice Multiple Choice Tests; Lord Chesterfield Timed Writing; Rhetorical Triangle, Five Canons, and SOAPSTone for Lord Chesterfield Piece; Class Discussion; and Observation
Student Learning Activities: Before: Collect Ethan Frome essays and pass back the "A Modest Proposal" imitations! Bell Ringer--What are some things students should do or keep in mind when they take the multiple choice portion of the AP exam? Students will briefly share their bell ringer responses with the class. During: Practice Mulitple Choice--Students will answer questions on a practice multiple choice section of the AP Exam. After: Grading--Students will grade and discuss their responses to the practice test. They should analyze their reasoning and discuss options with the class.
Accommodations: Made as needed
Resources (Materials/Texts/Visuals/Technology): Practice Multiple Choice, Binders, Ethan Frome Essay
Homework: None


Tuesday

Essential Question(s): What skills are necessary to perform well on the AP exam?
Daily Objective(s): Write an essay that aptly answers the prompt.
CRI Integration: Comprehension Word Knowledge Fluency Writing
Weekly Assessments/Evidence of Student Mastery/Products: Ethan Frome Essay; Daily Bell Ringers; Practice Multiple Choice Tests; Lord Chesterfield Timed Writing; Rhetorical Triangle, Five Canons, and SOAPSTone for Lord Chesterfield Piece; Class Discussion; and Observation
Student Learning Activities: Before/During/After: Timed Writing Assessment for Lord Chesterfield letter--Today, students will practice a timed writing activity. They will be given exactly forty minutes to complete the essay.
Accommodations: Made as needed
Resources (Materials/Texts/Visuals/Technology): Lord Chesterfield letter and looseleaf
Homework: None


Wednesday

Essential Question(s): What skills are necessary to perform well on the AP exam?
Daily Objective(s): Use the rhetorical triangle and five canons of classical rhetoric to analyze a text.
CRI Integration: Comprehension Word Knowledge Fluency Writing
Weekly Assessments/Evidence of Student Mastery/Products: Ethan Frome Essay; Daily Bell Ringers; Practice Multiple Choice Tests; Lord Chesterfield Timed Writing; Rhetorical Triangle, Five Canons, and SOAPSTone for Lord Chesterfield Piece; Class Discussion; and Observation
Student Learning Activities: Before/During: Rhetorical Triangle--Complete a rhetorical triangle for the Lord Chesterfield letter. After five minutes, the class will create a rhetorical triangle that aptly reflects the text. After: Five Canons--Students will begin a five canon analysis of the text written by Lord Chesterfield to his son.
Accommodations: Made as needed
Resources (Materials/Texts/Visuals/Technology): Lord Chesterfield letter, loose leaf, and binder
Homework: Complete Five Canon Analysis of the Lord Chesterfield piece


Thursday

Essential Question(s): What skills are necessary to perform well on the AP exam?
Daily Objective(s): Use SOAPSTone to analyze a text.
CRI Integration: Comprehension Word Knowledge Fluency Writing
Weekly Assessments/Evidence of Student Mastery/Products: Ethan Frome Essay; Daily Bell Ringers; Practice Multiple Choice Tests; Lord Chesterfield Timed Writing; Rhetorical Triangle, Five Canons, and SOAPSTone for Lord Chesterfield Piece; Class Discussion; and Observation
Student Learning Activities: Before: Bell Ringer--How might your Lord Chesterfield Timed Writing be different now that you have a better understanding of the letter? Explain using specific details. During: Collaborative Grouping--In small collaborative groups, students will complete a SOAPSTone worksheet for the Lord Chesterfield piece. After: Group Presentations--Students will present their analyses to the class for discussion and evaluation.
Accommodations: Collaborative Grouping
Resources (Materials/Texts/Visuals/Technology): SOAPSTone Worksheet, Binders, Lord Chesterfield letter
Homework: None


Friday

Essential Question(s): What skills are necessary to perform well on the AP exam?
Daily Objective(s): Pass practice multiple choice with 70% accuracy or better.
CRI Integration: Comprehension Word Knowledge Fluency Writing
Weekly Assessments/Evidence of Student Mastery/Products: Ethan Frome Essay; Daily Bell Ringers; Practice Multiple Choice Tests; Lord Chesterfield Timed Writing; Rhetorical Triangle, Five Canons, and SOAPSTone for Lord Chesterfield Piece; Class Discussion; and Observation
Student Learning Activities: Before: Practice Multiple Choice--Students will have the number of minutes per question on a practice multiple choice exam. They should identify the correct answers to each of the questions. During: Grading and Discussion of Multiple Choice--Students will analyze their choices to the practice multiple choice and evaluate their accuracy. After: Overview of Extra Credit Assignment--The teacher will discuss and model the extra credit assignment with students.
Accommodations: Made as needed
Resources (Materials/Texts/Visuals/Technology): Practice Multiple Choice, Loose Leaf, Binders, and Project Sheet
Homework: Extra Credit Assignment.








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