Mrs. Cimney’s Lesson Plans

Last updated November 15, 2009

Supplies for Cimney’s English 3 CP and Honors classes

· 3 ring binder w/ loose leaf college-ruled paper

· 1 composition notebook – no spirals!

· Black or blue ink pens, pencils

· 1 plain manila envelope

· Jump or flash drive computer storage – recommended

English III CP Lessons English III CP Page

English III CP class notes

English III Honors Lessons English III Honors Page

English 3 Honors class notes Mrs. Cimney’s Home Page

Click here for archived Eng. 3 CP lessons Link to Web Quests Site

Click here for archived Eng. 3 Honors lessons

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Nov. 16-20 Mrs. Cimney English III-H class notes
S.C. Standards Addressed: E3-1.1 Compare/contrast ideas within and across literary texts to make inferences. E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, and paradox). E3-1.4 Evaluate the relationship among character, plot, and theme in a given literary text. E3-1.5 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. E3-3.3 Understand how American history and culture have influenced the use and development of the English language. E3-4.2 Use complete sentences in a variety of types in written works. E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E3-4.4 Use the conventions of written Standard American English. RS2.6 Demonstrate the ability to use note-taking strategies to record facts and opinions from sources. R1.1 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. R1.2 Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other texts, and the world.		R1.3 Demonstrate the ability to apply integrated strategies to evaluate selections from a variety of literary genres and real-world texts. R1.4 Demonstrate the ability to evaluate the clarity or accuracy of information as indicators of an author’s bias. R2.9 Demonstrate the ability to analyze the impact of conflict (internal and external) on plot and character in a literary work. R2.10 Demonstrate the ability to present interpretations of texts by using methods such as Socratic questioning, literature circles, class discussion, PowerPoint presentations, and graphic organizers. R1.8 Demonstrate the ability to draw conclusions and make inferences. R2.4 Demonstrate the ability to compare and contrast universal literary themes as they are developed in works in various genres. R2.5 Demonstrate the ability to compare and contrast authors’ styles on the basis of such elements as word choice and sentence structure (syntax). W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies. W1.2 Demonstrate the ability to generate drafts that use a logical progression of ideas to develop a topic for a specific audience and/or purpose W1.3 Demonstrate the ability to develop an extended response around a central idea, using relevant supporting details. W1.4 Demonstrate the ability to revise writing for clarity, sentence variety, precise vocabulary, and effective phrasing through collaboration, conferencing, and self-evaluation. W1.5 Demonstrate the ability to edit for language conventions such as spelling, capitalization, punctuation, agreement, sentence structure (syntax), and word usage.
The Student Will Be Able To: Recall, identify, and define vocabulary words Demonstrate understanding of vocabulary words Compare and contrast the same theme in different works Identify, discuss and interpret symbolism in Transcendental literature Identify, discuss and interpret motivation and attitudes in Transcendental literature Identify, discuss and interpret themes in Transcendental literature Analyze characteristics of Transcendentalism in popular culture Create a poem with nature as the subject, using several literary devices, such as rhyme, metaphor, alliteration, etc. Identify, discuss and interpret symbolism in Anti-Transcendental literature Identify, discuss and interpret motivation and attitudes in Anti-Transcendental literature Identify, discuss and interpret themes in Anti-Transcendental literature Locate, evaluate and analyze information in sources for research
	Procedures		Evaluation	Homework
Monday	SAT (Smart Board) Nature Walk – observation sheet and Transcendental survey Movie: Dead Poets Society		Teacher observation, questioning, student participation	Outline and thesis statement due tomorrow – see class notes for instructions/example Work on Nature poem
Tuesday	SAT (Smart Board) Transcendental Songs - student led Movie: Dead Poets Society		Teacher observation, questioning, student participation, graded quiz	Nature poem due tomorrow Begin studying for Transcendental Unit test on Thursday
Wednesday	SAT (Smart Board) Poetry readings (numeracy – poetry will contain rhyme) Movie: Dead Poets Society		Teacher observation, questioning, student participation	Study for Transcendental Unit test tomorrow
Thursday	SAT (Smart Board) Transcendental Unit test Introduce Anti-Transcendentalists (Power Point notes)		Teacher observation, questioning, student participation, graded test	Read Moby Dick excerpt, pp. 368-374 Begin reading The Scarlet Letter – Chapters 1-6 – due Monday, Nov. 30, journal due as well
Friday	SAT (Smart Board) Moby Dick excerpt quiz Begin Moby Dick movie		Teacher observation, questioning, student participation, graded quiz	Rough draft due Monday – peer editing Work on reading The Scarlet Letter – Chapters 1-6 – due Monday, Nov. 30, journal due as well
Monday	SAT (Smart Board) Peer editing of rough drafts Moby Dick movie			Work on reading The Scarlet Letter – Chapters 1-6 – due Monday, Nov. 30, journal due as well
Tuesday	SAT (Smart Board) Moby Dick movie			Work on reading The Scarlet Letter – Chapters 1-6 – due Monday, Nov. 30, journal due as well

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English 3 CP Lessons Week of Oct. Nov. 16-20 Mrs. Cimney English III CP Class Notes
S.C. Standards Addressed: E3-1.1 Compare/contrast ideas within and across literary texts to make inferences. E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, and paradox). E3-1.4 Evaluate the relationship among character, plot, and theme in a given literary text. E3-1.5 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. E3-3.3 Understand how American history and culture have influenced the use and development of the English language. E3-4.2 Use complete sentences in a variety of types in written works. E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E3-4.4 Use the conventions of written Standard American English. RS2.6 Demonstrate the ability to use note-taking strategies to record facts and opinions from sources. R1.1 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. R1.2 Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other texts, and the world.		R1.3 Demonstrate the ability to apply integrated strategies to evaluate selections from a variety of literary genres and real-world texts. R1.4 Demonstrate the ability to evaluate the clarity or accuracy of information as indicators of an author’s bias. R2.9 Demonstrate the ability to analyze the impact of conflict (internal and external) on plot and character in a literary work. R2.10 Demonstrate the ability to present interpretations of texts by using methods such as Socratic questioning, literature circles, class discussion, PowerPoint presentations, and graphic organizers. R1.8 Demonstrate the ability to draw conclusions and make inferences. R2.4 Demonstrate the ability to compare and contrast universal literary themes as they are developed in works in various genres. R2.5 Demonstrate the ability to compare and contrast authors’ styles on the basis of such elements as word choice and sentence structure (syntax). W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies. W1.2 Demonstrate the ability to generate drafts that use a logical progression of ideas to develop a topic for a specific audience and/or purpose W1.3 Demonstrate the ability to develop an extended response around a central idea, using relevant supporting details. W1.4 Demonstrate the ability to revise writing for clarity, sentence variety, precise vocabulary, and effective phrasing through collaboration, conferencing, and self-evaluation. W1.5 Demonstrate the ability to edit for language conventions such as spelling, capitalization, punctuation, agreement, sentence structure (syntax), and word usage.
The Student Will Be Able To: Identify, discuss and interpret themes in The Scarlet Letter and Moby Dick Identify, discuss and interpret symbolism in The Scarlet Letter and Moby Dick Identify, discuss and interpret character motivation and attitudes in The Scarlet Letter and Moby Dick Recall, identify, and define vocabulary words Demonstrate understanding of vocabulary words Compile and evaluate information in sources Organize elements of written paper
	Procedures		Evaluation	Homework
Monday A	SAT (Smart Board) The Scarlet Letter video, part 2 In-class writing assignment – Letter from Dimmesdale Vocabulary 9		Teacher observation, questioning, student participation, study questions	Chapters 15-18 of The Scarlet Letter due tomorrow – quiz! Click here for Study Guide question Research paper rough drafts due Wednesday
Tuesday A	SAT (Smart Board) Chapters 15-18 quiz Vocabulary 9 Smart Board presentation Discussion Read Chapters 19-20		Teacher observation, questioning, student participation, study questions, graded quiz	Rough draft due tomorrow!! Chapters 19-24 of The Scarlet Letter due Thursday – quiz! Click here for Study Guide question
Wednesday A	SAT (Smart Board) Vocabulary worksheet The Scarlet Letter video, part 3		Teacher observation, questioning, student participation, checked class work	Chapters 19-24 of The Scarlet Letter due tomorrow – quiz Click here for Study Guide question
Thursday A	SAT (Smart Board) Chapters 19-24 quiz Discuss “SIN” graphic organizer – using Inspiration (numeracy) The Scarlet Letter video, part 4		Teacher observation, questioning, student participation, graded quiz
Friday A	SAT (Smart Board) The Scarlet Letter video, part 4 Group work -storyboards		Teacher observation, questioning, student participation, study questions, graded quiz

Resources used for English 3

· Elements of Literature, Fifth Course

· Elements of Language

· The Writer’s Craft

· Smart board

· Hand-outs

English 3 Standards: Back to top

· R1.1 Demonstrate the ability to read independently for extended periods of time to

derive pleasure and to gain information.

· R1.2 Demonstrate the ability to make connections between a text read

independently and his or her prior knowledge, other texts, and the world.

· R1.3 Demonstrate the ability to apply integrated strategies to evaluate selections

from a variety of literary genres and real-world texts.

· R1.4 Demonstrate the ability to evaluate the clarity or accuracy of information as

indicators of an author’s bias.

· R1.5 Demonstrate the ability to define the purpose of a variety of communication

formats such as poetry, drama, fiction, essays, business letters, memos,

instructions, policy statements, user manuals, lab reports, and Web sites.

· R1.6 Demonstrate the ability to explain how layout is handled in a variety of

informational texts.

· R1.7 Demonstrate the ability to analyze the relationships among thesis (main idea),

evidence (concrete supporting details), and argument to evaluate claims made

in informational texts such as newspaper editorials and campaign speeches.

· R1.8 Demonstrate the ability to draw conclusions and make inferences.

· R1.9 Demonstrate the ability to read several works on a particular topic, paraphrase

the ideas, and synthesize them with ideas from other works addressing the

same topic.

· R2.1 Demonstrate the ability to show how the cultural, philosophical, political,

religious, or ethical perspectives of a particular period influence the plots,

characters, settings, and themes of literary works written during that period.

· R2.2 Demonstrate the ability to contrast the principal periods in American literature

in reference to themes, styles, or trends.

· R2.3 Demonstrate the ability to evaluate an author’s use of stylistic elements such

as foreshadowing, flashback, soliloquy, irony, dialect, asides, tone, and

figurative language.

· R2.4 Demonstrate the ability to compare and contrast universal literary themes as

they are developed in works in various genres.

· R2.5 Demonstrate the ability to compare and contrast authors’ styles on the basis of

such elements as word choice and sentence structure (syntax).

· R2.6 Demonstrate the ability to describe with specific examples how the narrator’s

point of view or an author’s choice of narrator affects a work of fiction.

· R2.7 Demonstrate the ability to use a knowledge of internal structures to compare

selections from works in a variety of genres.

· R2.8 Demonstrate the ability to apply personal criteria for evaluating texts in a

variety of genres.

· R2.9 Demonstrate the ability to analyze the impact of conflict (internal and

external) on plot and character in a literary work.

· R2.10 Demonstrate the ability to present interpretations of texts by using methods

such as Socratic questioning, literature circles, class discussion, PowerPoint

presentations, and graphic organizers.

· R3.1 Demonstrate the ability to analyze the origin and meaning of new words by

using a knowledge of culture, mythology, or literature.

· R3.2 Demonstrate the ability to use context analysis to determine the meanings of

unfamiliar and multiple-meaning words.

· R3.3 Demonstrate the ability to use a general dictionary, a specialized dictionary,

and a thesaurus.

· R3.4 Demonstrate the ability to use analogies, idioms, and words with precise

connotations and denotations in a variety of oral, written, and graphic

presentations.

· W1.1 Demonstrate the ability to choose a topic, generate ideas, and use oral and

written prewriting strategies.

· W1.2 Demonstrate the ability to generate drafts that use a logical progression of ideas to

develop a topic for a specific audience and/or purpose

· W1.3 Demonstrate the ability to develop an extended response around a central

idea, using relevant supporting details.

· W1.4 Demonstrate the ability to revise writing for clarity, sentence variety, precise

vocabulary, and effective phrasing through collaboration, conferencing, and

self-evaluation.

· E3-W1.5 Demonstrate the ability to edit for language conventions such as spelling,

capitalization, punctuation, agreement, sentence structure (syntax), and word

usage.

· W1.6 Demonstrate the ability to write and publish in a variety of formats.

· W1.61.1 Demonstrate the ability to write multiple-paragraph compositions,

friendly letters, and expressive and informational pieces.

· W1.6.2 Demonstrate the ability to write memos and business letters.

· W1.6.3 Demonstrate the ability to write essays, reports, articles, and proposals.

· W1.6.4 Demonstrate the ability to write resumes and job applications.

· W1.6.5 Demonstrate the ability to use the internet to communicate with others.

· W2.1 Demonstrate the ability to use writing to explain and inform.

· W2.2 Demonstrate the ability to use writing to learn, entertain, and describe.

· W2.3 Demonstrate the ability to use writing to persuade, analyze, and transact

business

· W3.1 Demonstrate the ability to respond to texts both orally and in writing.

· W3.2 Demonstrate the ability to use literary models to refine his or her own writing.

· W3.3 Demonstrate the ability to use texts to make connections and to support ideas

in his or her own writing.

· W4.1 Demonstrate the ability to write legibly using print or cursive handwriting.

· W4.2 Demonstrate the ability to use keyboarding skills to produce texts.

· C1.1 Demonstrate the ability to use language, vocabulary, images, sensory details,

and presentation techniques including multimedia that are appropriate for the

purpose and audience.

· C1.2 Demonstrate the ability to express and explain ideas orally with fluency and

confidence.

· C1.3 Demonstrate the ability to use oral language to inform, to analyze, to explain,

to persuade, and to compare and contrast different viewpoints.

· C1.4 Demonstrate the ability to use effective organizational strategies, techniques,

and methods including technology to develop oral presentations.

· C1.5 Demonstrate the ability to choose appropriate patterns of organization to

Inform and to persuade in oral presentations.

· C1.6 Demonstrate the ability to present information in formats such as panel

discussions, oral reports, speeches, and debates.

· C1.7 Demonstrate the ability to participate and respond appropriately in

conversations, discussions, speeches, and debates.

· C1.8 Demonstrate the ability to present dramatic readings of literary selections with

a clarity and force that show an understanding of the meaning of the selection.

· C1.9 Demonstrate the ability to conduct interviews and to participate in reading and

writing conferences.

· C1.10 Demonstrate the ability to use Standard American English (SAE) in formal

speaking situations and in the classroom.

· C1.11 Demonstrate the ability to deliver effective oral presentations to unfamiliar

audiences.

· C1.12 Demonstrate the ability to formulate appropriate oral responses by using

accurate and detailed references to texts.

· C1.13 Demonstrate the ability to analyze and refine varied presentations through

collaboration, conferencing, and self-evaluation.

· C2.1 Demonstrate the ability to evaluate the clarity, quality, effectiveness, and

general coherence of a speaker’s important points, arguments, evidence,

organization of ideas, delivery, word choice, and syntax.

· C2.1 Demonstrate the ability to evaluate the clarity, quality, effectiveness, and

general coherence of a speaker’s important points, arguments, evidence,

organization of ideas, delivery, word choice, and syntax.

· C2.2 Demonstrate the ability to analyze historically significant speeches to identify

the rhetorical devices and features that make them memorable.

· C2.3 Demonstrate the ability make predictions, to distinguish between fact and

opinion, to compare and contrast information, and ideas, and to make

inferences with regard to what he or she heard.

· C2.4 Demonstrate the ability to analyze the types of arguments used by speakers.

· C2.5 Demonstrate the ability to conduct interviews and to participate in reading and

writing conferences.

· C2.6 Demonstrate the ability to use critical analysis is to formulate appropriate oral

responses through accurate and detailed references to texts.

· C3.1 Demonstrate the ability to analyze and evaluate the effectiveness of the

techniques used in nonprint sources for a particular audience.

· C3.2 Demonstrate the ability to interpret and evaluate the various ways events are

presented and information is communicated in nonprint sources.

· C3.3 Demonstrate the ability to identify the aesthetic effects that appear in nonprint

sources and to evaluate the techniques used to create them.

· C3.4 Demonstrate the ability to make predictions, to distinguish between fact and

opinion, to compare and contrast information and ideas, and to make

inferences with regard to what he or she has viewed.

· C3.6 Demonstrate the ability to compare and contrast the treatment of a given

situation or event in nonprint sources.

· C3.7 Demonstrate the ability to analyze nonprint sources for accuracy, bias, intent,

and purpose.

· C3.8 Demonstrate the ability to make connections between nonprint sources and his

or her prior knowledge, other sources, and the world.

· RS1.1 Demonstrate the ability to ask questions to guide his or her research inquiry.

· RS1.2 Demonstrate the ability to ask questions to investigate all aspects of a topic,

including various viewpoints regarding it.

· RS2.1 Demonstrate the ability to distinguish between primary and secondary

sources.

· RS2.2 Demonstrate the ability to evaluate the credibility of sources, including

consideration of accuracy and bias.

· RS2.3 Demonstrate the ability to document sources by using a standardized system

of documentation.

· RS2.4 Demonstrate the ability to gather and evaluate information for its relevance

to his or her research questions.

· RS2.5 Demonstrate the ability to refine a topic and ask additional questions based

on the information that he or she has gathered.

· RS2.6 Demonstrate the ability to use note-taking strategies to record facts and

opinions from sources.

· RS3.1 Demonstrate the ability to synthesize information from a variety of sources

including those accessed through the use of technology.

· RS3.2 Demonstrate the ability to draw conclusions from synthesized information to

create a documented research project.

· RS3.3 Demonstrate the ability to present his or her research findings in a variety of

formats.

· RS3.4 Demonstrate the ability to differentiate among standardized systems of

documentation.

· RS3.5 Demonstrate the ability to prepare a Works Cited list.

· RS3.6 Demonstrate the ability to distinguish his or her own ideas from the ideas and

discoveries of others.

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