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Mrs. Prommasit’s
English I CP
Lesson Plans
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Click here for Previous Lesson
Plans
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The table below shows my plans for the week.
If you need any help, feel free to contact me.
Address: West
Florence High
School
221 Beltline Drive
Florence, SC
29501
Phone: 843-664-8472
Fax: 843-664-8475
Email: jprommasit@fsd1.org
jprommasit@yahoo.com
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Weekly
Objectives
The student will be able to:
*review the purpose of non-fiction references.
*read Great
Expectations independently and discuss readings as a class.
*analyze a graph and answer questions based on the data.
*use comparative and superlative adjectives correctly.
*understand the definitions of figurative language and
other poetry terms.
*use vocabulary words correctly
Resources and
Materials
The Elements of
Language, 3rd Course
The Elements of
Literature, 3rd Course
Language Handbook worksheets
Various handouts
Other resources as needed
CP Daily Lesson Plan Chart December 1, 2008
Standards covered
this week: E1-2; E1-3; E1-5; E1-6
Note: Full South Carolina Standards are located below
the Weekly Lesson Plan
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Date
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Activity
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Method
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Assessment
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Homework
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12/1
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1.
comparative and superlative adjectives: an
introductory lesson.
2.
Review non-fiction notes.
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Whole group
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informal
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Read “Not Much of Me” and create
notes outline.
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12/2
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1.
review “Not Much of Me”
2.
Read “An Indian’s View of Indian Affairs
And
create an outline of Chief Joseph’s arguments
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Whole group
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HW grade for Lincoln outline and class grade
Chief Joseph outline.
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Study for Non-Fiction Test
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12/3
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1.
Non-Fiction Test
2.
begin review of Unit 3 vocabulary words
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individual
2. whole group
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1. test grade
2. informal
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Study for Unit 3 vocabulary quiz on Friday
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12/4
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1.
Unit 3 voc review
2.
sentence diagramming
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1. Whole group
2. individual with whole
group review
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informal
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Study for Unit 3 vocabulary quiz
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12/5
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1.
Unit 3 vocabulary quiz
2.
sentence diagramming
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1. individual
2. individual with whole
group review
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1. class grade
2. informal
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none
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South Carolina State Standards
ENGLISH
1
READING: Understanding and Using Literary Texts
Standard E1-1
The student will read and comprehend a variety of literary
texts in print and nonprint formats.
Students in English 1 read four major types of literary
texts: fiction, literary nonfiction, poetry, and drama. In the category of
fiction, they read the following specific types of texts: chapter books,
adventure stories, historical fiction, contemporary realistic fiction, young
adult novels, science fiction, folktales, myths, satires, parodies, allegories,
and monologues. In the category of literary nonfiction, they read classical
essays, memoirs, autobiographical and biographical sketches, and speeches. In
the category of poetry, they read narrative poems, lyrical poems, humorous
poems, free verse, odes, songs/ballads, and epics.
The teacher should continue to address earlier indicators
as they apply to more difficult texts.
Indicators
E1-1.1
Compare/contrast ideas within and across literary texts to
make inferences.
E1-1.2
Analyze the impact of point of view on literary texts.
E1-1.3
Interpret devices of figurative language (including
extended metaphor, oxymoron, pun, and paradox).
E1-1.4
Analyze the relationship among character, plot, conflict,
and theme in a given literary text.
E1-1.5
Analyze the effect of the author’s craft (including tone
and the use of imagery, flashback, foreshadowing, symbolism, irony, and
allusion) on the meaning of literary texts.
E1-1.6
Create responses to literary texts through a variety of methods
(for example, written works, oral and auditory presentations, discussions,
media productions, and the visual and performing arts).
E1-1.7
Compare/contrast literary texts from various genres (for
example, poetry, drama, novels, and short stories).
E1-1.8
Read independently for extended periods of time for
pleasure.
READING: Understanding and Using Informational
Texts
Standard E1-2
The student will read and comprehend a variety of
informational texts in print and non-print formats.
Students in English 1 read informational
(expository/persuasive/argumentative) texts of the following types:
historical documents, research reports, essays (for example, social,
political, scientific, historical, natural history), position papers (for example,
persuasive brochures, campaign literature), editorials, letters to the
editor, informational trade books, textbooks, news and feature articles,
magazine articles, advertisements, journals, speeches, reviews (for example,
book, movie, product), contracts, government documents, business forms,
instruction manuals, product support materials, and application forms. They
also read directions, schedules, and recipes embedded in informational texts.
In addition, they examine commercials, documentaries, and other forms of
non-print informational texts.
The teacher should continue to address earlier indicators
as they apply to more difficult texts.
Indicators
E1-2.1
Compare/contrast theses within and across informational
texts.
E1-2.2
Compare/contrast information within and across texts to
draw conclusions and make inferences.
E1-2.3
Analyze informational texts for author bias (including
word choice, the exclusion and inclusion of particular information, and
unsupported opinions).
E1-2.4
Create responses to informational texts through a variety
of methods (for example, drawings, written works, oral and auditory
presentations, discussions, and media productions).
E1-2.5
Analyze the impact that text elements have on the meaning
of a given informational text.
E1-2.6
Analyze information from graphic features (for example,
charts and graphs) in informational texts.
E1-2.7
Analyze propaganda techniques in informational texts.
E1-2.8
Read independently for extended periods of time to gain
information.
READING: Building Vocabulary
Standard E1-3
The student will use word analysis and vocabulary
strategies to read fluently.
The teacher should continue to address earlier indicators
as they apply to more difficult texts.
Instructional appendixes are provided as the baseline
expectations for instruction and are not intended to be all inclusive
documents.
Indicators
E1-3.1
Use context clues to determine the meaning of technical
terms and other unfamiliar words.
E1-3.2
Analyze the meaning of words by using Greek and Latin
roots and affixes.
(See Instructional Appendix: Greek and Latin Roots and
Affixes.)
E1-3.3
Interpret euphemisms and connotations of words to
understand the
meaning of a given text.
E1-3.4
Spell new words using Greek and Latin roots and affixes.
(See Instructional Appendix: Greek and Latin Roots and
Affixes.)
WRITING: Developing Written
Communications
Standard E1-4
The student will create written work that has a clear
focus, sufficient detail, coherent organization, effective use of voice, and
correct use of the conventions of written Standard American English.
The teacher should continue to address earlier indicators
as they apply to more difficult texts.
Indicators
E1-4.1
Organize written works using prewriting techniques,
discussions, graphic organizers, models, and outlines.
E1-4.2
Use complete sentences in a variety of types (including
simple, compound, complex, and compound complex).
E1-4.3
Create multiple paragraph compositions that have an
introduction and a conclusion, include a coherent thesis, and use support
(for example, definitions and descriptions).
E1-4.4
Use grammatical conventions of written Standard American
English, including
· subject verb agreement,
· pronoun antecedent agreement,
· agreement of nouns and their modifiers,
· verb formation,
· pronoun case,
· formation of comparative and
superlative adjectives and adverbs, and idiomatic usage.
(See Instructional Appendix: Composite Writing Matrix.)
E1-4.5
Revise writing to improve clarity, tone, voice, content,
and the
development of ideas. (See
Instructional Appendix: Composite Writing
Matrix.)
E1-4.6
Edit written pieces for correct use of Standard American
English, including the reinforcement of the mechanics previously taught.
(See Instructional Appendix: Composite Writing Matrix.)
Instructional appendixes are provided as the baseline
expectations for instruction and are not intended to be all inclusive
documents. By the beginning of high
school, students should have mastered the concepts listed below. Review and/or re-teaching may be necessary.
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Conventions of
Grammar
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Mechanics of
Editing
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Parts of Speech
nouns (common
and proper nouns, singular and plural nouns, collective nouns, agreement of
nouns and their modifiers)
pronouns
(personal pronouns, nominative and objective case pronouns, pronoun
antecedent agreement, indefinite pronouns, pronoun case)
verbs (past,
present, and future verb tenses; past participles of commonly misused
verbs; subject verb agreement; consistent verb tenses; verb
formation)
adverbs
(adverbs of time, place, manner, and degree; irregular adverbs;
formation of comparative and superlative adverbs)
adjectives
(comparative and superlative adjectives, proper adjectives, irregular,
comparative and superlative adjectives, formation of comparative and
superlative adjectives)
conjunctions
(and, but, or, because, since, yet, until, although, while, neither, nor)
prepositions and
prepositional phrases
interjections
Usage
· subject-verb agreement
· subject-verb and pronoun-antecedent agreement with collective nouns
· main and subordinate clauses
· idiomatic usage
· placement of modifiers
· shifts in construction
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Capitalization
first word of a sentence
names of people
the pronoun I
proper nouns
the initials of a person’s name
courtesy titles (for example, Mr. and Ms.)
days of the week
months of the year
titles of books
poems
songs
geographic names
holidays
historical and special events
titles of works of art
titles of publications
brand names
proper adjectives
names of organizations
names of ethnic and national groups
names of established religions
and languages
Punctuation
end punctuation
(periods, exclamation points, question marks)
commas (to enclose appositives; to separate items
in a series; in dates, addresses, and greetings and closings in
letters; in compound sentences; between main clauses; to
separate introductory clauses and long introductory phrases from the main
body of sentences)
periods in abbreviations
apostrophes
(contractions, possessive nouns)
quotation marks
(to show dialogue, in direct quotations, to indicate titles of short pieces
within longer pieces, underlining or italics of titles of separately
published works)
colons
hyphens
semicolons
ellipses
parentheses
Spelling
(high-frequency words; three- and four-letter short
vowel words; words that do not fit regular spelling patterns;
basic short-vowel,
Long-vowel, r controlled, and consonant-blend patterns;
misused homonyms; commonly
confused words; words that have blends;
contractions; compound words; words with orthographic patterns; words with suffixes and prefixes; multisyllabic words; commonly
confused words; double consonant patterns;
irregular vowel patterns in multisyllabic words;
and words with Greek and Latin roots and affixes)
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WRITING: Producing Written Communications
in a Variety of Forms
Standard E1-5
The student will write for a variety of purposes and
audiences.
The teacher should continue to address earlier indicators as
they apply to more difficult texts.
Indicators
E1-5.1
Create informational pieces (for example, letters of
request, inquiry, or complaint) that use language appropriate for the
specific audience.
E1-5.2
Create narratives (for example, personal essays, memoirs,
or narrative poems) that use descriptive language to create tone and mood.
E1-5.3
Create descriptions for use in other modes of written
works (for example, narrative, expository, and persuasive).
E1-5.4
Create persuasive pieces (for example, editorials, essays,
speeches, or reports) that develop a clearly stated thesis and use support
(for example, facts, statistics, and firsthand accounts).
E1-5.5
Create technical pieces (for example, proposals, instructions,
and process documentation) that use clear and precise language appropriate
for the purpose and audience.
RESEARCHING:Applying the Skills of
Inquiry and Oral Communication
Standard E1-6
The student will access and use information from a variety
of sources.
The teacher should continue to address earlier indicators
as they apply to more difficult texts.
Indicators
E1-6.1
Clarify and refine a research topic.
E1-6.2
Use direct quotations, paraphrasing, or summaries to
incorporate into written, oral, auditory, or visual works the information
gathered from a variety of research sources.
E1-6.3
Use a standardized system of documentation (including a
list of sources with full publication information and the use of in-text
citations) to properly credit the work of others.
E1-6.4
Use vocabulary (including Standard American English) that
is appropriate for the particular audience or purpose.
E1-6.5
Create written works, oral and auditory presentations, and
visual presentations that are designed for a specific audience and purpose.
E1-6.6
Select appropriate graphics, in print or electronic form,
to support written works, oral presentations, and visual presentations.
E1-6.7
Use a variety of print and electronic reference materials.
E1-6.8
Design and carry out research projects by selecting a
topic, constructing inquiry questions, accessing resources, evaluating
credibility, and organizing information.
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