You are on page 1of 2

Date: 4/3 - 7/2017 Subject(s): English Grade: 11th

Teacher(s): Hess School: LHS

LESSON ELEMENT
1. Arkansas ELA Standard(s) Addressed:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.
W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection,
research, and/or synthesis.
SL.11-12.1 Initiate and participate effectively in a range of collaborative conversations (one-on-one,
in groups, and teacher-led) with diverse partners on Grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.

2. Learning Target(s):
SWBAT develop their academic vocabulary through methodical practice.
SWBAT identify how historical events influence the setting of a text.

3. Relevance/Rationale:
Academically, students will be reading an informational text and pulling out the main ideas from it,
which is a necessary career and college skill. Through reading and analyzing literature, they will learn
the importance of paying attention to detail and understanding concepts through context. With all
readings, students will be challenged to connect the text to their life, developing a genuine
understanding. They will also practice taking notes, which is a necessary skill in college.

4. Formative Assessment Criteria for Success:


Monday – study guide, DRS
Tuesday– vocabulary matches, A/B statements, study guide, DRS
Wednesday–vocabulary sentences, study guide, DRS
Thursday–vocabulary quiz, Six Word Stories, study guide, DRS
Friday – vocabulary test, review game

5. Activities/Tasks:
Monday
Bell Ringer: Complete Frayer Vocabulary Activity (learn new words)
Pre Reading: Grammar mini-lesson
During Reading: Teacher and volunteer students will read Chapter 1 of Go Set a Watchman (Target
Page: 16). As the class reads, they will answer questions on the study guide and/or fill out the character
chart.
Post Reading: Teacher will explain expectations for the Daily Reading Stem (full sentence, references
text, does not use personal pronoun). Students will respond to the DRS and share exemplars on the board.

Tuesday
Bell Ringer: Complete Frayer Vocabulary Activity (match words to images)
Pre Reading: Students will practice the grammar skill by using A/B cards.
During Reading: Teacher and volunteer students will read Chapter 2 of Go Set a Watchman (Target
Page: 25). As the class reads, they will answer questions on the study guide and/or fill out the character
chart.
Post Reading: Class will discuss ideas and stereotypes of Northerners versus Southerners, using these
ideas to create the context that characters live in. Using this discussion, students will respond to the DRS.

Wednesday
Bell Ringer: Complete Frayer Vocabulary Activity (write sentences for 12 minutes).
During Reading: Teacher and volunteer students will read Chapter 3 of Go Set a Watchman (Target
Page: 39). As the class reads, they will answer questions on the study guide and/or fill out the character
chart. Students will respond to the DRS.
Post Reading: Students will go to the library for AR/make up work time.

Thursday
Bell Ringer: Complete Frayer Vocabulary Activity (study for 2 minutes, take practice quiz, and review
correct answers).
Pre Reading: Students will complete the “Six-Word Story” activity in which they must use only six
words to describe different parts of their experience (e.g. going to school, learning to read, taking the
ACT).
During Reading: Students will read summary of Chapter 4 in study guide. Teacher and volunteer
students will read Chapter 5 of Go Set a Watchman (Target Page: 62). As the class reads, they will answer
questions on the study guide and/or fill out the character chart.
Post Reading: Class will discuss the difference between duty and desire, naming situations in which
people must or can do one or the other. Students will use this discussion to respond to the DRS.

Friday
Bell Ringer: Complete Frayer Vocabulary Activity (study for 3 minutes, then take test)
Pre Reading: Review grammar skill.
During Reading: Teacher and volunteer students will read Chapter 6 of Go Set a Watchman (Target
Page: 70). As the class reads, they will answer questions on the study guide and/or fill out the character
chart. Students will respond to the DRS.
Post Reading: Class will play Review Bingo to check for comprehension of the novel so far.

6. Resources/Materials:
Frayer Word Model, Smartboard, Writer’s notebooks, writing portfolios, novel and audiobook for Go Set
a Watchman, study guide, Bingo Board/terms

7. Access for All:(Consider all aspects of student diversity.)


Students will work in groups and engage with the material through hands-on close-reading strategies to
ensure comprehension. Teacher will scaffold questions to push students to more critical reading.

8. Modifications/Accommodations:
Word Wall, grouping by reading level, extra notes, altered tests (according to individual needs)

You might also like