November 7th Lesson Plan - Longwood Blogs
November 7th Lesson PlanTeacher: Ms. Erika MillerTopic: Intro to Night, HolocaustGrade: 10th grade AP EnglishEssential Question(s): What role does the government play in promoting social justice? What role do Ihave?NCTE/ILA Standard(s):Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.They draw on their prior experience, their interactions with other readers and writers, theirknowledge of word meaning and of other texts, their word identification strategies, and theirunderstanding of textual features (e.g., sound-letter correspondence, sentence structure, context,graphics).SOL & Essential Skills from Curriculum Framework:10.4 b) Make predictions, draw inferences, and connect prior knowledge to support readingcomprehension. CF Skills: construct meaning from text by making connections between what theyalready know and the new information they read.m) Use reading strategies to monitor comprehension throughout the reading process. CF Skills: usereading strategies to improve comprehension and to achieve the purposes for reading: predicting andadjusting predictions; questioning the text; restating main ideas and summarizing supporting details;and close reading.Anticipatory Set-(Pre-Test LG 1-6 questions, three short answer and three multiple choice regarding history ofHolocaust, literary devices, and allusions);- “Mugshot” on SMART board with Microsoft Word;-RTL: What do you know about the Holocaust? What happened during that event?Allow students to write this on a scratch sheet of paper; turn it in after a few minutes of discussion asa class.Students will be able to. . .The teacher will. . .1. Apply continued revision skills to the Mugshot 1. Practice the Mugshot in Word documentexample.with the class working on:a) Punctuation, Grammar, Spelling,Misplaced Modifiers, etc.2. Use prior knowledge of the Holocaust to2. Interpret the RTL questions explaining:answer the RTL.a) What the Holocaust isb) What happened during the HolocaustMain Lesson Activities1. PowerPoint on Holocaust, Elie Wiesel, and Nobel Peace Prize;2. Handouts of the Author’s Biography and Book Summary of Night; “Background Just for you!”;Handout of “Judaic Term List”; “” of “Character List”; “” of “Pre-Reading Questions”; “” of “NovelRoad Map to Success”; The Novel Road Mad to success will be continuously filled out at part of theirclose reading comprehension skills;4. Show a video about what social justice means to other people: VIDEO;3. Talk about Prezi storyboard presentation that will be presented to the whole class nextWednesday.
Students will be able to. . .1. Describe who Elie Wiesel is, and why he isimportant from Night.The teacher will. . .1. Discuss Author Biography and BookSummary by:a) Reading aloud who Elie Wiesel is and;b) What the book is about2. Apply active listening skills to the Prezi by2. Interpret the history of the Holocaustkeeping heads up and facing the front, andthrough the PowerPoint using:not talking or chatting with classmates.a) Prezi Presentation;b) Facts about Holocaust, Wiesel;c) Nuremburg laws;d) Hitler;e) The year it happened and where it tookplace;f) Aftermath.3. Use their prior Pre-Reading skills by3. Practice Pre-Reading questions by modelinganswering Pre-Reading questions relating towith class in answering a random one:Night as a class, then answering individually.a) Then having the students complete therest individually4. Identify that the Prezi project is a group4. Explain the Prezi project includes:project that deals with storyboarda) Groupwork;characteristics.b) Storyboards with images, description,action, audio.Closure-Handout about “Novel Road Map to Success”; continuing close-reading comprehension skills;-Quick discussion on reading processes;-Exit Question: How would you handle misconceptions in the media or news?Students will be able to. . .The teacher will. . .1. Apply close-reading skills, reading1. Discuss purpose of Handout “Novel Roadcomprehension, and vocabulary with themap to Success” for:handout “Novel Road map to Success”.a) Close-reading skills, Readingcomprehension and;b) Extending vocabulary2. Illustrate reading processes by with an SOL2. Practice what reading processes with ananswer example by highlighting passages,example SOL answer prompt by:underlining unfamiliar words or newa) Highlighting important passagesvocabulary, and writing own questions otherb) Underlining unfamiliar words orthen what are given on the handoutvocabularyc) Writing down your own questions thatare not part of the handoutAssignments:-Start reading Night and answering the questions for the “Novel Road Map to Success” on a separatesheet of paper part 1;-Mention a “Netflix” storyboard project that will be discussed for the next day as part of a groupproject;-Homework: Ask your parents what reading processes they have when they read documents for work,or just reading a good book. What are their processes? Write down if you want, but it’s not required.Extenders/Back-up Activities:
Ask the students of the Holocaust reminds them about any issues we are having in the 21st centuryrelating to social justice.Instructional Materials:PowerPoint of Night, The Holocaust, and Elie Wiesel
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Social Justice video
Assessments:Continuing Reading questions as they read the novel and fill out on a separate sheet of paper;try to have them include reading processes.Class discussion on Holocaust; make notes of responses from students; possibly ask questionsregarding PowerPoint slides.
Teacher’s notes: (November 7, 2016)Student responses on Holocaust PowerPoint1. What was the consensus when learning about Germany’s past in theHolocaust?2. How did it make you feel knowing this was going on during WWII?3. What does this encourage you to do?
Sources:Elie Wiesel. (2016). (The Elie Wiesel Foundation for Humanity) Retrieved November 1, 2016, from TheElie Wiesel Foundation for Humanity: xStaff, H. (2009). The Holocaust. Retrieved November 1, 2016, from r-ii/the-holocaustStigmatize. (2016). (Oxford University Press) Retrieved November 1, 2016, from Oxford EnglishDictonary: cial Justice in Education Documentary Trailer. (2016, September 12). (YouTube) Retrieved November4, 2016, from YouTube: https://www.youtube.com/watch?v uLYGRAjzxn8
November 9th Lesson PlanTeacher: Ms. Erika MillerTopic: Vocabulary, reading, social justiceGrade: 10th grade AP EnglishEssential Question(s): What role does the government play in promoting social justice? What role do Ihave?NCTE/ILA Standard(s):Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciatetexts. They draw on their prior experience, their interactions with other readers and writers,their knowledge of word meaning and of other texts, their word identification strategies, andtheir understanding of textual features (e.g., sound-letter correspondence, sentence structure,context, graphics).Students read a wide range of print and non-print texts to build an understanding of texts, ofthemselves, and of the cultures of the United States and the world; to acquire new information;to respond to the needs and demands of society and the workplace; and for personalfulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.SOL & Essential Skills from Curriculum Framework:10.3e) Identify literary and classical allusions and figurative language in text. CF- use prior readingknowledge and other study to identify the meaning of literary and classical allusions.f) Extend general and specialized vocabulary through speaking, reading, and writing. CF-consultgeneral and specialized reference materials (e.g., dictionaries, glossaries, thesauruses, both print anddigital, to find the pronunciation of a word or determine or clarify its precise meaning, its part ofspeech, its etymology, or its standard usage.g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaboratethe meaning of texts. CF- use context (e.g., the overall meaning of a sentence, paragraph, or text; aword’s position or function in a sentence) as a clue to the meaning of a word or phraseAnticipatory SetMugshot on SMART boardRTL: What would you do if you saw something bad happen, but knew if you disobeyed you wouldface consequence?Class discussion on a poem of Phillis Wheatley On Being Brought From Africa To AmericaStudents will be able to. . .The teacher will. . .3. Apply previous revision skills to the Mugshot3. Practice revision skills with the class with aon the SMART board.mugshot on the SMART board, typed on aMicrosoft word document (make sureautocorrect is turned off before class starts)4. Apply critical thinking skills to the RTL and4. Demonstrate critical thinking skills bythey would you do in this given situation.explaining the RTL question to the class:a) Someone you just met, that you haveknown for less than a month, is beingbullied for money. What would you do,knowing there would be consequencesafterwards?
5. Interpret the poem and explain that Cain is abiblical reference (he killed his brother) andwhy, what Wheatley is implying about herpeople from what others think of her kind,and what pagan means in a broad spectrum.5. Discuss and read aloud the poem with theclass:a) Describe the biblical reference with Cainand Wheatley: “Wheatley appliedbiblical symbolism to evangelize and tocomment on slavery.”b) Discuss what Wheatley’s society thinksabout people of her color andbackground.c) Define what Pagan is from OED: A personnot subscribing to any major or recognizedreligion, esp. the dominant religion of asociety.Main Lesson Activities-Handout index card numbered 1-4 to group the students; (they need to remember their groupnumber);-Quick discussion about metaphors and allusions (SMART board); RAFT PowerPoint; Storyboard;-YouTube video more about Social justice: More Social Justice;-Paideia 10-20 minutes regarding first 46 pages of Night;-Handout of Vocabulary exercise, critical reading, and discussion questions for Night;-Work on Prezi Presentations for 10-15 minutes with checklistStudents will be able to. . .The teacher will. . .5. Describe what a metaphor and allusion are5. Discuss what metaphors and allusions are:in literature.a) Metaphors: are a literary figure ofspeech that uses an image, storyor tangible thing to represent a lesstangible thing or some intangible qualityor idea.b) Allusions are: a figure of speech, inwhich one refers covertly or indirectly toan object or circumstance from anexternal context. It is left to the audienceto make the connection; where theconnection is directly and explicitlystated (as opposed to indirectly implied)by the author, an allusion is instead6. Discuss how the YouTube video relates tousually termed a reference.Night’s aspects of social justice; give some6. Discuss the YouTube video in relation toexamples from the text and the real world.what is going on in Night and other parts of7. Practice a Paideia with the teacher thatthe world.involves critical thinking in regards to social7. Demonstrate a Paideia that involves criticaljustice, themes from Night, and the biggerthinking regarding:picture of social justice.a) Social justiceb) Aspects and themes from Night8. Apply reading, comprehension, andc) The bigger picture of social justiceextending vocabulary skills to the handout8. Explain the handout improves:while reading Night.
9. Analyze Prezi prewrite by using the RAFTprewriting technique and template forformat, audience, role, and topic.a) Vocabulary development, and Criticaland close reading skills with classdiscussions.9. Inspect students during Prezi prewrite by:a) Having students use RAFT prewritingtechnique and templateb) Using Prezi for the projectClosure-Continue reading Night part pg.46-65-Exit Question: If you were going into a concentration camp like Elie, and you are only allowed tobring two things, what would they be?Students will be able to. . .The teacher will. . .3. Apply critical reading and reading process3. Explain that critical reading and readingskills throughout the Unit and the school year.processes will continue in the handoutthroughout the Unit.4. Practice saying the Judaic terms with the4. Practice reading the Judaic Terms with theteacher aloud.class aloud.5. Use critical thinking skills to answer what two 5. Demonstrate the Exit question with thethings they would take with them and why.class:a) Say what you would take and why.Assignments:-Continue filling out Novel Road map to success for pgs. 46-65;-Handout Prezi Checklist, have students bring this back with them every classExtenders/Back-up Activities:-Explore how to use Prezi a little bit, help students refresh their minds on the tools in Prezi(inserting audio, pictures, videos).-Explain that for next Wednesday they are to complete a Prezi project within their groups focusingon assigned sections of reading.
Instructional Materials:Phillis Wheatley Poem
Assessments:NamesDateClassChecklist for Prezi Storyboard (group)Put anext to each one you have accomplished.Leave blank that you are either having trouble with, or have not finishedyet.1. Are the visuals user friendly? Will they be able to be seen from the back ofthe class?2. Are the ideas organized Chronologically/Coherently?3. Are there actions?4. Does the audio fit the overall topic of the presentation?
5. Is it explainable? Will you be able to read your classmates writing if youdon’t read your own?6. Are there at least 4 out of 6 slides completed?7. Has everyone included their ideas, pictures, or dialogue in thestoryboard?8. Have you included an MLA bibliography for the book, or one other onlinesource, for your presentation?Include signatures of group stating that they have put forth equal effort:
Sources:RAFT Writing template. (2016). Retrieved November 1, 2016, from 3.htmlGreiner, A. (2005). Night: Novel Guide. Auburn Hills, MI: Teacher's Discovery Publications.Allusion. (2016, October 31). (Wikipedia) Retrieved November 5, 2016, from onMetaphor. (2016, November 1). (Wikipedia) Retrieved November 5, 2016, from orOxford English Dictionary. (2016). (Oxford English Press) Retrieved November 1, 2016, frompagan: m pagan#eidPhillis Wheatley. (2016). (Poetry Foundation) Retrieved November 1, 2016, fromPoetryfoundation.org: ets/detail/phillis-wheatleyPrezi Rubric. (n.d.). Retrieved November 1, 2016, /prezi%20rubric1.doc.
November 14th Lesson PlanTeacher: Ms. Erika MillerTopic: GroupworkGrade: 10th grade AP EnglishEssential Question(s): What role does the government play in promoting social justice? What role do Ihave?NCTE/ILA Standard(s):-Students employ a wide range of strategies as they write and use different writing processelements appropriately to communicate with different audiences for a variety of purposes.-Students use a variety of technological and information resources (e.g., libraries, databases,computer networks, video) to gather and synthesize information and to create andcommunicate knowledge.SOL & Essential Skills from Curriculum Framework:10.6 a) Generate, gather, plan, and organize ideas for writing to address a specificaudience and purpose. CF- write expository texts that: show cause and effect; enumeratedetails; plan and organize their ideas for writing; develop writing that analyzes complex issues.c) Elaborate ideas clearly through word choice and vivid description. CF- identify andapply features of the writing domains, including: effective organization; clear structure;sentence variety; unity and coherence; tone and voice; effective word choice; clear purpose;appropriate mechanics and usage; and accurate and valuable information.g) Use computer technology to plan, draft, revise, edit, and publish writing. CF: use peerand self-evaluation to review and revise writing; use computer technology to assist in thewriting process.Anticipatory Set-Mugshot in Microsoft Word;-RTL: SOL answer prompt practice with grammar, punctuation, and spelling; discuss in groups why itreceived the score that it did.Students will be able to. . .The teacher will. . .6. Demonstrate prior revisions skills with6. Practice the grammar, punctuation, andmugshot.spelling on the mugshot with the class.7. Explain why the SOL prompt received the7. Discuss the SOL answer prompt in regardsscore that it did, and apply surface fixes onto:the SMART board.a) Why it received the score that it did;b) What can be fixed about it just from thesurface, and;c) How the students could fix a few detailsof the paper.Main Lesson Activities-Excerpt from The Giver; discuss what it addresses to the audience and why;-RAFT in Prezi prewriting; working on laptops within assigned groupsStudents will be able to. . .The teacher will. . .10. Discuss, in groups, who and what is the10. Explain the excerpt from The Giver:excerpt addressing in The Giver, thea) What is this excerpt addressing?importance of the passages, and theb) Why is it important?audience.c) Who is the possible audience besidesstudents?11. Use class time to work on Prezi presentations.
11. Schedule the students to work on Prezipresentations in class.12. Demonstrate effective groupwork by12. Illustrate the aspects of effective groupwork:exchanging ideas with one another, staying ona) Exchanging new ideas;task, splitting responsibility on groupwork inb) Staying on task;regards to descriptions, pictures, actions, etc.c) Everyone has equal responsibilityand participation in the project, and;d) Inspecting students work every fewminutes.Closure-Show them a quick video introducing the Giver as the movie aspect; The Giver.Students will be able to. . .The teacher will. . .6. Discuss the trailer as an adaptation of the6. Describe that the movie trailer is annovel The Giver.adaptation of a novel called The Giver.7. Describe that a Utopian society is sameness,7. Explain that in the movie and novel, theno emotions, no sickness, no hatred, nosociety is known as a Utopia where:conflict.a) Fear, love, hatred, conflict, and hungerhave been eliminated.8. Discuss aspects of the trailer and the8. Express to the students:concept of a Utopian society: Should wea) Is it better to have all thesecarry all these emotions with us? Reasoning?emotions or have sameness insociety? And;b) Why?Assignments: Work on and FINISH Prezi’s for next class; Homework handout regarding benefits anddisadvantages to a Utopian societyExtenders/Back-up Activities: Have the students describe the trailer in one or two words; what aretheir reactions to this kind of society?Instructional Materials:
NameDateUtopian SocietyFrom watching the trailer about The Giver, I want you to list as many things as you can for bothsides of the Utopian society. Explain why for each if you can. If you still want to know more
about what the characteristics of a society like this is, here is a link you can type into yourbrowser at home: tagesAssessments:Prezi RubricCategoryOriginality/Content/3Presentation showsconsiderableoriginality and2Presentation showssome originality andinventiveness. The10Presentation showsan attempt atPresentation showsvery little attemptat original thought.
inventiveness. Thecontent and ideas arepresented in a uniqueand interesting way.All requirements weremet.Presentation has rightamount of detail todescribe the scene onthe slides withoutusing too many words.content and ideas arepresented in a
Describe who Elie Wiesel is, and why he is important from Night. 2. Apply active listening skills to the Prezi by keeping heads up and facing the front, and not talking or chatting with classmates. 3. Use their prior Pre-Reading skills by answering Pre-Reading questions relating to Night as a class, then answering individually. 4.
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Lesson Plan). The lesson plan (sometimes also called lesson note) is included both Type A and Type B. The format of the lesson plan is the same as the standard lesson plan that Ghana Education Service (GES) provides. The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page of the standard lesson plan.
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Lesson 41 Day 1 - Draft LESSON 42 - DESCRIPTIVE PARAGRAPH Lesson 42 Day 1 - Revise Lesson 42 Day 1 - Final Draft Lesson 42 - Extra Practice LESSON 43 - EXPOSITORY PARAGRAPH Lesson 43 Day 1 - Brainstorm Lesson 43 Day 1 - Organize Lesson 43 Day 1 - Draft LESSON 44 - EXPOSITORY PARAGRAPH Lesson 44 Day 1 - Revise
Level 7 Theory Intermediate Theory Leading-tone Diminished 7th Chords 1. Name the key and write the functional chord symbol for each diminished 7th chord. 2. Write diminished 7th chords using the key signature and accidentals. 3. Write diminished 7th chords using accidentals. 4. o7Identify each chord as diminished 7th (vii ) or dominant 7th (V7).
The dominant 7th scale that is created is also known as the mixolydian mode. There are corresponding scales for each of these 7th chords. The major 7th chord generally By lowering the 3rd and the 7th, we create a scale that corresponds to the minor 7th chord. This minor 7th scale is also known as the dorian mode .
