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Richland High School Lesson Plan Template S/Y 2015-16

Teacher(s): Awad
Subject/Grade Level: English 3
Unit Title: American Romanticism
Date(s) of Implementation: August 25 September 30
Common Core/Mississippi Framework Objectives (List all that apply)
RL.11-12.2 Determine two themes of a text and analyze their development
RL.11-12.4 Analyze the impact of specific word choice on tone
RL.11-12.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of American literature, including how to or more texts
from the same period treat similar themes or topics.
RI.11-12.8 Evaluate purposes or arguments in works of public advocacy.
W.11-12.4 Produce clear and coherent writing in which the development, organization and style are appropriated to task, purpose and audience.
W.11-12.10 Write routinely over short time frames for a range of tasks purposes and audiences.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.4 Use context as a clue as the meaning of a word or phrase

At the end of this Unit, students will be able to:


Analyze historical context
Analyze themes, authors purpose and characters
Analyze diction and tone
Analyze imagery and figurative language
Compose a literary analysis and speech
Develop strategies for reading older texts
Analyze how images impact meaning

I Can Statements
I can understand Romanticism as a literary movement.
I can identify elements of poetry.
I can interpret symbol and allegory.
I can determine and authors point of view and purpose; analyze style and
content.
I can paraphrase main ideas, summarize information and make inferences.
I can clarify.
I can explicitly draw on my preparation by referring to evidence from texts to
stimulate well-reasoned exchange of ideas.
I can recognize that certain standard English usage can be contested, and
individuals can dispute what is correct/proper.

Integrating the Curriculum: How do you incorporate other subjects in this unit?
U.S. History: This unit explores the time of the Industrial Revolution, the Westward Expansion, and the Missouri Compromise.
Technology: This unit includes a piece where students read about the effects of modern technology .

How will the lessons be connected to real world experiences?


The lesson and debate in this unit on If I Can Take My Laptop connects to students need for modern technology.

Differentiation: How will the lesson be differentiated to meet the learning needs of ALL students? List those students with IEPs, 504
rulings, and those in TIER 2 and 3, along with their accommodations/interventions:
Pete Villarreal allow him to complete some assignments orally; provide vocabulary in context; provide background
knowledge with texts; allow him to work with a writing partner
Katie Moody provide extra time for her to complete assignments; provide copies of class notes when necessary; cue to
stay on task

Cameron Givens provide extra time for him to complete assignments; provide copies of class notes when necessary;
cue to stay on task
Jacob Stancil seat him close to the board; provide a magnifier for him to use when reading and completing
assignments; provide him with large print documents; provide extra time for him to complete assignments
DezaRay Vaughn provide a magnifier for her to use when reading and completing assignments; provide her with large
print documents; provide extra time to complete assignments
Mylcom Lewis - provide extra time for him to complete assignments; provide copies of class notes when necessary; cue
to stay on task

Day 1: September 21
Instructional Strategies
Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Cues, Questions, and Graphic Organizers
Journals
Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a
passage
X Make generalizations & draw conclusions from a
passage
____________________________________________

Prework/Bellringer:
Reading comprehension bellringer

How will the students remain engaged?


Students are expected to participate in class discussion.
The teacher will call on different students to answer
questions and aid in classroom activities.
How will the lesson connect to the next days lesson?
This lesson is part of a series, which teaches and
reinforces the response to literature writing process. Each
day reviews the prior lesson and builds on the concepts
taught. The unit is a chronological lesson.

What will this lesson look like? Describe the teacher procedures and student procedures,
including activities (Middle School should have a minimum of 4 transitions; High School should
have a minimum of 3 transitions).
1. TSW complete a reading comprehension on what they read last week. TTW review the
answers.
2. TSW finish reading The Fall of the House of Usher
3. TSW complete a reading check for The Fall of the House of Usher
4. TTW lead students through a PowerPoint on Nathaniel Hawthorne.
How does this lesson build off of prior knowledge?

Essential Question/Guiding Questions:

Students should be familiar with supporting ideas with


textual evidence for written responses and be able to
annotate, synthesize and analyze information.

Is the price of progress ever to high?


Is it patriotic to protest ones government?
Does everyone have a dark side?
Where do people look for truth?

ASSESSMENT

How will students be assess


List any formative and summa
assessments that will be used:

Formative:
Reading
comprehens
bellringer
Reading check
Class discussion (inform
assessment)

SAMR: How will


technology be
incorporated into this
lesson?

Use of the SMARTboard


PowerPoint on board

Day 2: September 22
Instructional Strategies
Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Cues, Questions, and Graphic Organizers
Journals
Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a
passage
X Make generalizations & draw conclusions from a
passage
____________________________________________

Prework/Bellringer:
Vocabulary

How will the students remain engaged?


Students are expected to participate in class discussion.
The teacher will call on different students to answer
questions and aid in classroom activities.
How will the lesson connect to the next days lesson?
This lesson is part of a series, which teaches and
reinforces the response to literature writing process. Each
day reviews the prior lesson and builds on the concepts
taught. The unit is a chronological lesson.

What will this lesson look like? Describe the teacher procedures and student procedures,
including activities (Middle School should have a minimum of 4 transitions; High School should
have a minimum of 3 transitions).
1. TSW complete a vocabulary bellringer for todays text. TTW review the answers.
2. TTW lead students through a Level Up on cultural and historical context. TSW
participate in guided practice.
3. TSW begin reading The Ministers Black Veil and will discuss.

How does this lesson build off of prior knowledge?

Essential Question/Guiding Questions:

Students should be familiar with supporting ideas with


textual evidence for written responses and be able to
annotate, synthesize and analyze information.

Is the price of progress ever to high?


Is it patriotic to protest ones government?
Does everyone have a dark side?
Where do people look for truth?

ASSESSMENT

How will students be assess


List any formative and summa
assessments that will be used:

Formative:
Vocabulary bellringer
Class discussion (inform
assessment)
Level
Up
(inform
assessment)

SAMR: How will


technology be
incorporated into this
lesson?

Use of the SMARTboard


Use of Level Up on boa

Day 3: September 23
Instructional Strategies
Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Cues, Questions, and Graphic Organizers
Journals
Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a
passage
X Make generalizations & draw conclusions from a
passage
____________________________________________

Prework/Bellringer:
Vocabulary practice
How will the students remain engaged?
Students are expected to participate in class discussion.
The teacher will call on different students to answer
questions and aid in classroom activities.
How will the lesson connect to the next days lesson?
This lesson is part of a series, which teaches and
reinforces the response to literature writing process. Each
day reviews the prior lesson and builds on the concepts
taught. The unit is a chronological lesson.

What will this lesson look like? Describe the teacher procedures and student procedures,
including activities (Middle School should have a minimum of 4 transitions; High School should
have a minimum of 3 transitions).
1. TSW complete a vocabulary practice bellringer. TTW review the answers.
2. TSW continue reading The Ministers Black Veil and will discuss.
3. TSW complete a reading skill sheet on historical and cultural context in The Ministers
Black Veil.
4. TTW lead students through a Level Up on symbolism. TSW participate in guided
practice.
How does this lesson build off of prior knowledge?

Essential Question/Guiding Questions:

Students should be familiar with supporting ideas with


textual evidence for written responses and be able to
annotate, synthesize and analyze information.

Is the price of progress ever to high?


Is it patriotic to protest ones government?
Does everyone have a dark side?
Where do people look for truth?

ASSESSMENT

How will students be assess


List any formative and summa
assessments that will be used:

Formative:
Vocabulary
pract
bellringer
Reading skill sheet
Class discussion (inform
assessment)
Level
Up
(inform
assessment)

SAMR: How will


technology be
incorporated into this
lesson?

Use of the SMARTboard


Level Up on board

Day 4: September 24
Instructional Strategies
Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Cues, Questions, and Graphic Organizers
Journals
Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a
passage
X Make generalizations & draw conclusions from a
passage
____________________________________________

Prework/Bellringer:
Reading comprehension questions

How will the students remain engaged?


Students are expected to participate in class discussion.
The teacher will call on different students to answer
questions and aid in classroom activities.
How will the lesson connect to the next days lesson?
This lesson is part of a series, which teaches and
reinforces the response to literature writing process. Each
day reviews the prior lesson and builds on the concepts
taught. The unit is a chronological lesson.

What will this lesson look like? Describe the teacher procedures and student procedures,
including activities (Middle School should have a minimum of 4 transitions; High School should
have a minimum of 3 transitions).
1.
2.
3.
4.

TSW
TSW
TSW
TSW

complete reading comprehension questions on what theyve read this week.


continue reading The Ministers Black Veil and will discuss.
complete a reading check for The Ministers Black Veil.
complete a text analysis of symbolism in The Ministers Black Veil.

How does this lesson build off of prior knowledge?

Essential Question/Guiding Questions:

Students should be familiar with supporting ideas with


textual evidence for written responses and be able to
annotate, synthesize and analyze information.

Is the price of progress ever to high?


Is it patriotic to protest ones government?
Does everyone have a dark side?
Where do people look for truth?

ASSESSMENT

How will students be assess


List any formative and summa
assessments that will be used:

Formative:
Reading
comprehens
bellringer
Reading check
Text analysis
Class discussion (inform
assessment)

SAMR: How will


technology be
incorporated into this
lesson?

Use of the SMARTboard

Day 5: September 25
Instructional Strategies
Identifying Similarities & differences
X Summarizing & Note Taking
X Effort & Providing recognition
Nonlinguistic
X Cooperative Learning
X Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Cues, Questions, and Graphic Organizers
Journals
Response Logs
X Writing Process
X Read Aloud/ Locate specific information in a
passage
X Make generalizations & draw conclusions from a
passage
____________________________________________

Prework/Bellringer:
Reading comprehension questions

How will the students remain engaged?


Students are expected to participate in class discussion.
The teacher will call on different students to answer
questions and aid in classroom activities.
How will the lesson connect to the next days lesson?
This lesson is part of a series, which teaches and
reinforces the response to literature writing process. Each
day reviews the prior lesson and builds on the concepts
taught. The unit is a chronological lesson.

What will this lesson look like? Describe the teacher procedures and student procedures,
including activities (Middle School should have a minimum of 4 transitions; High School should
have a minimum of 3 transitions).
5.
6.
7.
8.

TSW complete reading comprehension questions on what theyve read this week.
TSW finish reading The Ministers Black Veil and will discuss.
TSW complete a review of unit 2.
TTW review unit 2 with the students using a PowerPoint.

How does this lesson build off of prior knowledge?

Essential Question/Guiding Questions:

Students should be familiar with supporting ideas with


textual evidence for written responses and be able to
annotate, synthesize and analyze information.

Is the price of progress ever to high?


Is it patriotic to protest ones government?
Does everyone have a dark side?
Where do people look for truth?

1. Tomandhiswifeareunhappybecausethey
A. worktoomuch
B. fightaboutmoney

C. havenochildren
D. liveinthewoods

ASSESSMENT

How will students be assess


List any formative and summa
assessments that will be used:

Formative:
Reading
comprehens
bellringer
Review
Class discussion (inform
assessment)

SAMR: How will


technology be
incorporated into this
lesson?

Use of the SMARTboard


PowerPoint on the boar

2. Whatistheauthormakingasatireofinthefollowingpassage?Tom

8. RereadthestatementthatTommakesafterhefindshiswifesapron.

wasahardmindedfellow,noteasilydaunted,andhehadlivedsolong
withatermagantwifethathedidnotevenfearthedevil.
A. thedevil
B. Tom
C. wives
D. fears

WhatdoesTomscommentrevealabouthim? Letusgetholdofthat
property,saidheconsolinglytohimself,andwewillendeavortodo
withoutthewoman.
A. Hehopestheapronwillgivecluesabouthiswifeswhereabouts.
B. Heworriesabouthispropertymorethanabouthiswife.
C. Hethinksthathiswifewillcomebacktohimifhefindstheapron.
D. Hewantsthedeviltorunoffwithhiswifeandreturnhisproperty.

3. TombeginsprayingandreadingtheBiblebecausehe
A. wantstoescapethedevil
B. feelsbadaboutcheatingpeople
C. findsgoodfriendswholovehim
D. thinksGodcangivehimmoremoney
4. Theauthormostlikelyusestheimageof

TomsgreenspectaclestoshowthatTomis
A. concernedabouttheafterlife
B. afraidofthedevilsappearance
C. jealousofotherpeopleswives
D. greedyandobsessedwithwealth
5. WhatdoesthedevildotoTomattheendofthetale?
A. hidesTomswealthinthewoods
B. encouragesTomsfaithinGod
C. meetsTomatthechurch
D. carriesTomawayonahorse
6.WhatconvincesTomthatwhatthedevilhastoldhimintheswampis

true?
A. thedisappearanceofTomswife
B. thediscoveryofKiddstreasure
C. AbsalomCrowninshieldsdeath
D. Tomsgrowingbusiness

7. Thenarratordescribesthedevilsfaceasbegrimedwithsoot,asif

hehadbeenaccustomedtotoilamongfiresandforges.Irvingmost
likelychosethisimagerybecause
A. hewantedtocontrastTomandthedevil
B. itincreasesthedarkmoodofthescene
C. peopleknowthisiswhatthedevillookslike
D. hisreaderscanidentifywithalifeoftoil

9. TomissosuccessfulatworkingforthedevilbecauseTom
A. isgreedierthanthedevil
B. istheonlymoneylenderinBoston
C. knowsalotaboutlendingmoney
D. isknownforhisbargainwiththedevil
10. WhoisIrvingcreatingasatireofinthefollowingpassagefromthe

endofthestory?ThegoodpeopleofBostonshooktheirheadsand
shruggedtheirshoulders,buthadbeensomuchaccustomedtowitches
andgoblins,andtricksofthedevil,inallkindsofshapes,fromthefirst
settlementofthecolony,thattheywerenotsomuchhorrorstruckas
mighthavebeenexpected.
A. peoplewhopretendtobeunimpressed
B. bankerswhoworkforthedevilwithTom
C. writerswhotellstoriesaboutthedevilstricks
D. peoplewhopretendtobegoodbutarereallybad
11. Whatdoesmelancholymean?
A. lonely
B. gloomy
C. jealous
D. frightening
12. Whatisavarice?
A. hunger
B. hatred
C. anger
D. greed
13. InthefirststanzaofTheTideRises,theTideFalls,thepoet

developstheideaof
A. migratingbirds
B. endlesstides

C. longsunsets
D. lonelytravelers
14. WhatdoesthespeakerofTheTideRises,theTideFallsexplain

abouthumanlife?
A. Itlastslongerthanbirdslives.
B. Theseaendshumanlife.
C. Itends,buttheworldcontinues.
D. Itslimitsneedtobetested.
15. Howdoesthepoetuserhymebetweenthestanzastoemphasizethe

permanenceofthetidesofTheTideRises,theTideFalls?
A. Thefirst,second,andlastlinesofeachstanzarhyme.
B. Allthelinesineachstanzarhymewiththefirstlineofthepoem.
C. Thefirstandlastwordsofeachstanzaareidentical.
D. Thethirdandfourthlinesfromeachstanzarhymewiththelastword
ofeachstanza.
16. AccordingtoSelfReliance,peoplewhowanttofindthegoodin

theuniverseshouldrelyontheir
A. formaleducation
B. religiousteachings
C. owninvestigation
D. studyofgeniuses

17. WhatdoesEmersonmeanbythefollowingaphorismfromSelf

Reliance? Nothingisatlastsacredbuttheintegrityofyourown
mind.
A. Followyourownbeliefs.
B. NatureisconnectedtoGod.
C. Truthexistsbeyondexperience.
D. DiscovertruththroughGod.
18.Toimportunepeopleisto
A. changethem
B. annoythem
C. understandthem
D. controlthem
19. WhatdoesEmersonsayistheonlywrongin

SelfReliance?
A. contradictingyourselfoften

B. goingagainstyournature
C. trustingtheappearanceofnature
D. workingwithyourhands
20. AccordingtoSelfReliance,theindicationofagreatpersonisa

personwho
A. questionsthewaynatureacts
B. neverthinksaboutpastevents
C. worriesaboutwhatotherpeoplethink
D. followshisorherownmindinacrowd
21. Anonconformistissomeonewho
A. refusestofollowacceptedcustoms
B. wondershowtheworldwascreated
C. feelsinadequateinalargecrowd
D. triestofindmeaninginnature

22. AccordingtoCivilDisobedience,peoplebecomewoodandearth

andstoneswhenthey
A. wanderlostforhoursthroughtheforest
B. fightingovernmentwarsformoney
C. followanunjustgovernmentwithoutthought
D. usetheircommonsenseandconscienceforwar
24. Theauthorpitiedthestateforputtinghiminprisonbecausethe

actionshowedthatthestate
A. couldjaillawbreakersforonlyonenight
B. hadlesscommonsensethanyoungboys
C. wasfullofworkerswhodisagreedwiththelaw
D. couldpunishonlyhisbodybutnothisthoughts
25. Totransgressmeansto
A. violatealaw
B. engageinawar
C. governacountry
D. refusetopayatax
26. Whatdoesimpetuousmean?
A. rude
B. hasty
C. reliable
D. confused

27.WhichstatementbestexplainsThoreausobjectionstoastanding

governmentinCivilDisobedience?
A. Governmentissometimesinconvenientandcanbeabused.
B. Governmentismerelythetoolofthestandingmilitary.
C. TheMexicanWaristhereasonthatthegovernmentshouldbe
destroyed.
D. Governments,attheirbest,areatooltobeusedforthepeople.

28. WhatfigurativelanguagedoesThoreauuseinCivilDisobedience

toclarifyhisconceptofhowtodealwithunjustlaws?
A. Hewondershowthewoodandstonesofgovernmentwillweardown
machines.
B. Hesaysthatwhenpeoplecausefrictioninanunjustsystem,they
shouldremovethemselves.
C. Heusestheimageryofaforesttotalkaboutthetrialsandproblems
ofagovernment.
D. Hecomparesgovernmenttoamachineandinjusticetolevers,
springs,andpulleys.
29.Whichsingleeffectdoestheauthorhelpcreatewiththefollowing

description?thedecayedtrees,andthegraywall,andthesilenttarn
A. gloom
B. concern
C. madness
D. calm
30.Onthefinalnight,thenarratorcannotsleepbecause
A. heisworriedaboutacomingstorm
B. Usherwantstoreadhimafavoritebook
C. heisnervousandhearsunfamiliarsounds
D. thedarknessofthehousefrightenshim
31.ThemainsymptomofthefamilyevilthatRoderickUshersuffers

fromisthathe

A. sleepsasthoughdead
B. coughsallthetime
C. feelsafraidofMadeline
D. hasheightenedsenses
32. UshermostlyisconcernedaboutMadelinebecauseshe
A. maydieandleavehimwithoutacompanion
B. feelsillandisunabletotoleratenoiseandlight
C. walksthroughthehouseasthoughinatrance
D. isdepressedandcannottakecareofhim

33.Whichstatementbestexplainshowthedescriptionofthestorm
contributestothesingleeffectofhorrorinthestory?
A. ThenoiseandthelightfromthestormawakenMadelinefroma
trance.
B. Thecharacterspaceinamannerthatmatchestheincreasingintensity
ofthestorm.
C. Thenarratorbeginstorecognizethegloomyandominous
surroundingsofthehouse.
D. Thestormisunusuallyfierceandcreatesasettingofunnatural
conditions.
34.Avagaryisa
A. scaryrecitation
B. strangeidea
C. completestory
D. observablechange
35. Whatisananomaly?
A. adescentintocompletemadness
B. aconditionthataffectstheheart
C. adeparturefromnormalrules
D. anunknownnoisefrombelow