HS English Website

 

Standards for Grading Period 1:

RL.2.1, RL.2.2, RL.3.2, RN.1, RN.2.3, RN.3.3, RN.4.1, RN.4.2, RV.1, RV.3.1, RV.3.3, W.1, W.3.1, W.4, W.5, SL.3.1,

Grammar Explanations and Practice:

http://ed.psu.edu/englishpds/11-12/thomas/Domain_C_files/Grammar_packet.pdf

http://www.language-worksheets.com/support-files/grammar-worksheets-secondary.pdf

 

http://blogs.monashores.net/bradshawk/files/2013/09/Grammar-Worksheet-Packet-2013-2014.pdf

http://www.lccsnj.org/common/pages/DisplayFile.aspx?itemId=22858655

 

http://glencoe.com/sites/common_assets/workbooks/language_arts/gpw/10gpw2.pdf

Lesson Plans for Grading Period 1:

 

Wks. 1-2:  Addressing Writing Prompts Effectively by Using Precise Language and Original Details

Wks. 3-4:   Interpret Implied and Explicit Meaning of Texts Through Short Stories

 Wks. 5-6:  Compare and Contrast Points of View in Nonfiction Resources (including biographies, newspapers, on line journals, and magazines)

  • Read a nonfiction article about a controversial topic:  racism in America, equal rights for transgender persons, immigration laws, or another topic of interest.  Learn how to evaluate the article to identify the writer's point of view along with supporting evidence.  
  • Conduct research to find a different nonfiction article that presents an opposing point of view.  Identify that point of view and supporting evidence.
  • Learn how to create a compare and contrast graphic organizer to sort through information in various nonfiction articles.  
  • Using the information gathered in the first two articles, students will conduct additional research in order to develop their own point of view.  Learn how to state a point of view and support it with additional resources.
  • Using proper citation, students will write a short essay expressing their point of view and incorporating information from the additional resources.  Include this essay in the student's writing portfolio.
  • Link to supporting evidence worksheets:  http://www.englishworksheetsland.com/grade5/readinginfo/8/1support.pdf 

Wks. 7-9:  To Kill a Mockingbird

  • Click on the appropriate tab for the novel above.
  • Study of setting and how it can shape the attitudes of the reader.
  • Study of theme, symbolism, and figurative language in the novel.
  • Discussion about rumors and gossip and how damaging those items can be.  How have the rumors damaged Boo Radley?

 

Standards for Grading Period 2:

RL.2.1, RL.2.2, RL.3.2, RN.1, RN.2.3, RN.3.3, RN.4.1, RN.4.2, RV.1, RV.3.1, RV.3.3, W.1, W.3.1, W.4, W.5, SL.3.1,

Lesson Plans for the Second Grading Period: 

Wks. 1-2:  To Kill a Mockingbird

            Study Guide:

            http://glencoe.com/sec/literature/litlibrary/pdf/to_kill_mockingbird.pdf

  • Study of setting and how it can shape the attitudes of the reader.  Complete the Setting and Character Analysis chart.
  • Study of theme, symbolism, and figurative language in the novel.  Students identify at least two examples of each for chapters 1-11:  irony, symbolism, simile, metaphor
  • Discussion about rumors and gossip and how damaging those items can be.  How have the rumors damaged Boo Radley?  In at least two complete paragraphs, students write their reflections regarding this topic.

Wks, 3-4: 

 

Wks. 3-4:  Identifying Types of Conflict in Literature and Media

  • Students will learn about the various types of conflict by reading "The Interlopers".
  • Respond to and discuss comprehension questions centered about conflict in the novel.
  • After students have identified conflict in the short story, they will watch various television and movie clips and decide what type of conflict is being displayed.
  • Students will work in pairs to create a short story that demonstrates at least three types of conflict clearly
  • Lesson Plan for Conflict:  http://www.scholastic.com/teachers/lesson-plan/conflict-interlopers

Wks. 5-6: 

Wks. 7-9:  Analyze and write about themes found in the novel The Giver    (Click on the tab above for The Giver)

  • Read and discuss the novel, analyzing themes throughout.
  • Complete the reading comprehension and vocabulary activities found by clicking on The Giver tab.  
  • Review how to identify a theme for a novel by thinking about various topics and then a life lesson related to that topic.  Review how to write an effective thesis statement.  
  • Learn how to identify the most effective pieces of supporting detail that will support the thesis statement.  Practice writing concise sentences that clearly link the supporting details to the thesis statement.
  • Write an essay on theme for the novel to include in the student's writing portfolio.  Apply the ISTEP rubric for writing as a grading tool.  

 

Standards for Grading Period 3:

11-12.RL.1, 11-12.RL.2.1, 11-12.RL.3.1, 11-12.RL.3.2, 11-12.RL.4.1, 11-12.RL.4.2, 11-12.RV.2.1, 11-12.RV.2.5, 11-12.RV.3.1, 11-12.RV.3.3, 11-12.W.1, 11-12.W.3.1, 11-12.W.3.2, 11-12.SL.2.1, 11-12.SL.2.2, 11-12.SL.2.4, 11-12.SL.3.1

Lesson Plans for Grading Period 3:  

 

Wks. 1-2:  Read and interpret a classic play written by William Shakespeare.  (Hamlet) Click on the appropriate tab above.  

  • Watch the biography of William Shakespeare to introduce students to the playwright and the time period in which he wrote.
  • As an introduction to the play, watch Mel Gibson's documentary summarizing the play and discussing the language in which is is written and how to help understand it while reading.
  • Watch the Ted Talks episode to expose students to common quotes and expressions that we use all the time that come from Shakespeare's plays.
  • Watch Act 1 and 2 of the play.  After viewing each act,  students complete the "Two Column Summary" for each act.  
  • Students read Act 1 and 2 using the online resource with modern language translation.  After reading the acts, students fill in the second column on the "Two Column Summary". 
  • Students complete the comprehension questions for Act 1 and 2.  
  • Students practice interpreting lines from Act 1 and 2 and paraphrasing in modern English.  They also practice doing the same with lines from a different Shakespeare play.
  • Students learn about the literary term "tragedy".  How is the play and example of a tragedy in the first two acts?  
  •  

Wks. 3-4:  Read and Interpret a classic play written by Williams Shakespeare:  Hamlet

  • Watch Act 3 and 4 of the play.  After viewing each act,  students complete the "Two Column Summary" for each act.  
  • Students read Act 3 and 4 using the online resource with modern language translation.  After reading the acts, students fill in the second column on the "Two Column Summary". 
  • Students complete the comprehension questions for Act 3 and 4.  
  • Students practice interpreting lines from Act 3 and 4 and paraphrasing in modern English.  They also practice doing the same with lines from a different Shakespeare play.

  • Students look for examples of alliteration and similes in Acts 3 and 4. 

Wks. 5-6:  Write a literary analysis and properly cite quotations from a text.  Read and Interpret a short story.

  • Students will find quotations to support a literary opinion about varying views on revenge.  
  • Students will learn how to properly cite a quotation from a literary source.  
  • Using quotations and supporting evidence, students will write a 5 paragraph essay analyzing the different forms of revenge that three characters in Hamlet utilize.  They must give their opinion about which form of revenge was most effective and use the evidence from the play to support their opinion.
  • Students will type their essay, learning how to use proper formatting and citations.
  • Students will REad the short story, the CAsk of Amontillado as a follow up to Hamlet.  AFter reading, students will think about the type of revenge utilized in this short story and relate it to those in Hamlet.  
  • Summary and Analysis:    https://youtu.be/EnPN0IlwAb4
  •  

Lesson Plans for the Fourth Grading Period:

Wks. 1-2:  Of Mice and Men, Chapters 1 and 2

  • Students will read chapters 1 and 2 of the novel.
  • Students will do a brief internet research to learn about the following:  The Great Depression, the Dust Bowl, and migrant workers of the 30's. 
  • Students will take notes from a powerpoint presentation in order to learn about Steinbeck and the characters and setting for the novel.  They will learn that this used to be a banned book and why it no longer is.
  • Identify characters and setting for the new novel.  Learn how Steinbeck uses description of characters and setting to allow reader to learn about the time period.
  • Focus on Steinbeck's use of imagery and language to set the scene and help reader's learn about the historical time period. 
  • Students practice identifying specific quotes for the novel to support and opinion or idea about characters and setting.
  • Students learn to make predictions about characters motives based upon specific vocabulary used.
  • Students will continue to practice identifying tone and mood in the chapters and supporting their findings based on specific quotations from the chapters.
  • Students will learn a set of vocabulary words for chapter 2 and practice with these words, using them in contest and in original sentences. 
  • Click on links under the Of Mice and Men tab for specific links to vocabulary, comprehension questions, powerpoint, and other resources for this novel. 

Wks. 3-4: 
Of Mice and Men, Chapters 3-5

  • Continue reading chapters 3-5 of the novel.
  • Reading comprehension questions for the chapters.
  • Discuss with the class as important events or elements of the plot are revealed.
  • Complete vocabulary assignments for the chapters.  The focus is on identifying the meaning of unknown words with context clues.
  • Learn to use direct and indirect characterization to discuss characters and infer personality traits about them. 
  • Learn to identify imagery in the chapters and describe how it reflects the events and issues of the novel. 
  • Click on the tab for the novel to access resources, vocabulary, and questions for the novel.