KEMP’S CLASSES

Mardrette Kemp Lesson Plans

E-1

Week of November 23-24, 2009	Student/Teacher Activities	Assessment	Homework	Materials
Monday	Journals Literary focus groups assigned. Begin Great Expectations unit begins. (Students read/discuss novel and packet page. Each group has a leader whom they elect, a vocabulary person who looks up unknown words and list words and stands ready to define them when they get to the word, a secretary who writes down what the group discusses and a timekeeper who keeps the group abreast of the time and of how long they have to complete each chapter. The goal is two chapters a day is possible. IF THE STUDENTS GET TOO LOUD OR TALK “ACROSS GROUPS” (THAT ARE NOT THEIR OWN), WE WILL RETURN TO WHOLE GROUP LEARNING!!)	Graded journals this week Graded class work Graded vocabulary quiz	Read AR books each night. Do vocabulary packets and study for vocabulary quiz Friday.	Great Expectations novels Packet pages White board Paper Writing instruments Dry-erase board Chalk board
Standards and Indicators	Standard E1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 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. Standard E1-3 The student will use word analysis and vocabulary strategies to read fluently. 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.) Suggested focus terms: 1. Conflict a) Internal b) External 2. Plot a) Basic Situation b) Exposition c) Complications d) Climax e) Resolution / Denouement 3. Foreshadowing 4. Suspense 5. Character 6. Characterization a) Direct b) Indirect 7. Flashback 8. Setting 9. Irony a) Verbal b) Situational c) Dramatic 10. Point of View a) First Person b) Omniscient 11. Narrator 12. Imagery Third Limited 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. Standard E1-3 The student will use word analysis and vocabulary strategies to read fluently.
Tuesday	Literary circle group or whole group learning-depending on whether or not students follow directions. Novel is Great expectations. Packets cover a number of literary skills already covered.	Graded journals this week Graded class work Graded vocabulary quiz	Vocabulary packet exercise Study words Read twenty minutes in AR book	Great Expectations novels Packets (teacher-made) White board Paper Writing instruments Dry-erase board Chalk board
Standards and Indicators	Standard E1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 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. Standard E1-3 The student will use word analysis and vocabulary strategies to read fluently. 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.) Suggested focus terms: 13. Conflict a) Internal b) External 14. Plot a) Basic Situation b) Exposition c) Complications d) Climax e) Resolution / Denouement 15. Foreshadowing 16. Suspense 17. Character 18. Characterization a) Direct b) Indirect 19. Flashback 20. Setting 21. Irony a) Verbal b) Situational c) Dramatic 22. Point of View a) First Person b) Omniscient 23. Narrator 24. Imagery Third Limited 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. Standard E1-3 The student will use word analysis and vocabulary strategies to read fluently.

STUDENTS WILL BE ON THANKSGIVING HOLIDAY WEDNESDAY, THURSDAY, AND FRIDAY OF THIS WEEK. THEY WILL RETURN MONDAY OF NEXT WEEK.

Ongoing Assignments:

Self-Selected Reading	Journal Writing	Vocabulary Development
TLWBAT: R1.1 Read independently R1.8 Draw conclusions R2.8 Impact of conflict on plot and character	TLWBAT: Express himself in a journal.8W2 8W 1.1-1.6	TLWBAT: Define words from sight, context and from structure. 8R 3.1 and 8R 3.2

Mardrette Kemp Lesson Plans

ELA-8

Week of -November 23-24, 2009	Student/Teacher Activities		Assessment	Homework	Materials
Monday	Journal (free-topic) Movie I Know Why the Caged Bird Sings.		TO	Read AR books twenty minutes a night	Journals Projector Smartboard movie
Standards and Indicators
Tuesday	Journal (free-topic) Movie I Know Why the Caged Bird Sings.	TO		Read AR books twenty minutes a night	Journals Projector Smartboard movie
Standards and Indicators

STUDENTS WILL BE ON THANKSGIVING HOLIDAYS FROM WEDNESDAY THROUGH MONDAY OF NEXT WEEK. THEY RETURN MONDAY.