9th grade lesson planning 2013
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9th grade lesson planning 2013 9th grade lesson planning 2013 Presentation Transcript

  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: August 27th -31st Monday 27thObjectives: • While reading the handout material about “The Necklace,” students will identify specific features and make judgments about a character • After the introduction of Mathilde (main character), students will comment on features of a character and find evidence to support their judgments in the form of quotationCCS (Standards) Students will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate, and appreciate a wide variety of fiction, poetic, and nonfiction texts. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Handouts, binder, pen, pencilAnticipatory Set: Make a list of character traits on the board for students to identify withTeaching/Instructional Process: Today we will explore the character of Mathilde Loisel and use the story to find evidence to back up our judgments about her. We will look for similarities and differences between Mathilde and her husband. There will be: Note taking and Cooperative learning. The students will respond to story referenced questions asked by the teacher or instructor related to character traits (greedy, jealous, selfish, boastful); they will complete a chart describing themselves and someone they know. Students will research Guy Maupassant (author)Guided practice and monitoring:Closure: Take notes, making sure you copy new words for your word bank.Independent Activity: None1
  • Notes:2
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9thth grade Unit/Chapter: Week of: August 27th – 31st Tuesday 28thObjectives: o After viewing Maupassant’s biography, students will be able to recollect details about his life. o After reading Maupassant’s work, students will be able to list elements of Maupassant’s writing style o While watching the slide show, students will be able to analyze Maupassant’s importance and identify his major works.CCS (Standards) The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate, and appreciate a wide variety of fiction, poetic, and nonfiction text. RL1, RL2, RL4, RL9RI6RL7Materials & Resources Power Point slide show Guy de Maupassant’s BiographyAnticipatory set: Yesterday I asked you to describe yourself and someone you know and to list all of the characteristics of self and others. I will introduce to you Guy de Maupassant who is the writer of “The Necklace.” He is the creator of Mathilde and responsible for the direct characterization used in the story.Teaching/Instructional Process: Give the students a historical background, highlighting the fact that when the story was written, to belong to the upper social class was important in those times as well as keeping appearances.Guided practice and monitoring: >Present a power point slide show detailing Maupassant’s background, major works, writing style, and importance. Explain that he was considered one of the fathers of the modern short story and one of the forms finest exponents. Explain that many of the stories are set during the Franco-Prussian War of the 1870s and several describe the futility of war and the innocent civilians who, caught in the conflict, emerge changed. He authored some 300 short stories, six novels, three travel books, and one volume of verse. >Give the students a summary handout of Maupassant’s biography to be put in their binders.3
  • Closure: Introduce the short story “The Necklace.”Independent Activity: For homework: students will answer the following questions: Lying is acceptable in some situations, when do you think is appropriate to lie? Life sometimes hands you cruel situations, what must one do in such cases? How would you handle the situation? Material goods, like clothing and cars are extremely important to being happy. What makes you happy?Notes:4
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: August 27th-31st Friday 31stObjectives: While listening to the explanation about narrative elements, students will create their own story and apply what they have learned.CCS (Standards) The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate, and appreciate a wide variety of fiction, poetic, and nonfiction text. RL1, RL2, RL4, RL9RI6RL7Materials & Resources Binder, paper, pen or pencil, dictionaryAnticipatory Set: Homework check: To be orally presented to the class (debate issue)Teaching/Instructional Teacher will copy on the board the following words: Setting, plot, conflict, falling action, rising action, climax, andProcess: resolution, then ask students to define them orally without using a dictionary.Guided practice and 1.Teach the Narrative Elements to them (Setting, plot, conflict, Events, Resolution)monitoring: a) Ask students if they know the meaning of irony and have them share their knowledge. 1.whole class discussion of The Necklace 2. Continue reading the selection of the Necklace 3. Class discussion of reading 4. Ask: What is ironic so far in the story?Closure: Correct homework5
  • Independent Activity: Define dramatic irony, situational irony, and verbal irony.Notes:6
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 3rd-7th Monday 3rdObjectives: Upon completion of the story, students will learn about the types of ironies and describe them by using examples from the text and from personal experience. While reading “The Necklace,” students will be able to respond to literature using ideas and details from the text to support reactions and make literary connections.CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Handout, glossary, binder, textbookAnticipatory Set: Call for homework assignment and check them.Teaching/Instructional Process: Class discussion on Mathilde and her situation concerning the ball. In class reading of the Necklace Theme/irony assessment Students will respond to questions related to The Necklace Students will complete study guide Students will complete side questions (textbook or handout questionnaire) Ask: What is irony? Irony is the contrast between an appearance or an expectation about something and the realityGuided practice and monitoring: of that thing. Irony also often involves some form of deceit, duplicity, or hypocrisy, be it intentional or accidental.Closure: Students will take notes on story vocabulary Questions and answer session7
  • Independent Activity: Research women’s role today and in pre 19th century. Write 1 or 2 paragraphs about it. Construct a Venn Diagram where you will compare and contrast both.Notes:8
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 3rd-7th Tuesday 4thObjectives: After reading through the Necklace students will be able to identify features of a plot. After researching women’s role in today’s society as well as in the pre 19th century, students will be able to compare and contrast their roles and the changes that they have under gone. While answering a series of questions related to women’s role, students will be able to cite from text about the changes in society between today and pre 19th centuryCCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Venn Diagram, marker, board, binder, pen or pencil, textbookAnticipatory Set: What is a woman’s role in society?Teaching/Instructional Process: Quiz on ironyGuided practice and monitoring: Handout quiz and monitor studentsClosure: Collect quiz and grade themIndependent Activity: None9
  • Notes:10
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 3rd-7th Friday 7thObjectives: After sharing about favorite movie, students will break down the story by using the Freytag’s Triangle or pyramidCCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Handout on Freytag’s pyramid, binder, pen or pencil, textbookAnticipatory Set: Think of one of your favorite movies and write down the storyline. What happens in the very beginning of the film? What do you learn at the beginning? What starts to happen next? Are there certain problems the main character faces? What is the highest point of action or tension in the movie? What happens after? How does it end? Is the main character better or worse off than he/she was at the beginning? How has he/she changed?”Teaching/Instructional Process: Students will answer the questions in their notebooks for about 10 minutes and then share out with a partner or tablemates to look for similarities in structure. Ask students if they found any similarities in the different storylines of their favorite movies and discuss them briefly as a whole class. Explain that they probably did because most stories follow a basic dramatic structure. Project Freytag’s Pyramid and explain: Gustav Freytag analyzed Greek and Shakespearean drama and noticed a pattern in the way the stories were told. He viewed the dramatic structure as a pyramid or triangle, and we can apply this dramatic structure to many stories, novels and films. Hand out copies and have students take notes. Ask a student volunteer to see if they think their movie fits this structure and have student share aloud, or get up and use projected pyramid as model as they explain their story.11
  • Bring out the story “The Necklace,” and tell students that they should work together to locate the different parts of the dramatic structure as they read in small groups. Students discuss where the exposition, rising action, climax and resolution are and plot them on second side ofGuided practice and monitoring: pyramid hand out. Review as a whole class, field questions, check for understanding, re-teach students as needed; explain you will be looking at this structure throughout the unit.Closure: Have students collect work and take notes on lessonIndependent Activity: Study guide completion (vocabulary)Notes:12
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September10th -14th Monday 10thObjectives: • While reading The Necklace students will use information from text to support ideas. • After discussing Mathilde’s character students will draw inferences from work. • After reviewing the text, students will be able to connect themes from the story of their own livesCCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Textbook, The NecklaceAnticipatory Set: Discuss Mathilde and her husband’s character traitsTeaching/Instructional Process: 1. Ask interpretation questions 2. 1. Oral reading 2. Have a discussion to answer any major questions the students may have about the story.Guided practice and monitoring:Closure: Students will take notes on what was read and discussedIndependent Activity: In class work: Handout questionnaire or study guide Homework: Students will complete questionnaire13
  • Notes:14
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 10th -14th Tuesday 11thObjectives: Students will cite text from “The Necklace,” and the “Gift of the Magi” to list and identify direct, indirect characters and label round, flat, static, and dynamic characters After reading the Gift Of the Magi, students will be able to compare and contrast both characters using a Venn DiagramCCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Venn Diagram Template, The Necklace, The Gift of the MagiAnticipatory Set: Introduce the Gift of the Magi to the studentsTeaching/InstructionalProcess: Have students read out loud the story taking turns and asking questions related to the story Have them take out the Venn Diagram Template Instruct them into taking note, which will later be used for a comparison and contrast essay on both story. Students read “The Gift of the Magi” in table groups, annotating and making connections to “The Necklace.” Come back together as whole class and have students share out similaritiesGuided practice and Students then work in pairs/tables to create outline for a 4 paragraph comparative essay using the two stories and the notes onmonitoring: their Venn diagrams Circulate to check for understanding Hand out Sample essay, read as a class, discuss Students make outline based on essay (was it organized by elements or by story?) Circulate to check for understanding Define the terms: round, flat, dynamic, and static, and discuss how writers use these different types of characters.15
  • Closure: In class: Students will sketch both Bella and Mathilde including their similarities and differences cited on the Venn DiagramIndependent Activity: Homework: Students will be handed a questionnaire from both stories to be completes and studied for a test.Notes:16
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 10th-14th Friday 14thObjectives: • After reading the sample essay, students will review effective paper writing strategiesCCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Handouts, binder, pen or pencilAnticipatory Set: Handout a sample essay for in class reading to be use as guide for essay writing.Teaching/InstructionalProcess: Discussion on essay format Introduction to comparison and contrast essay Hand out essay samples for students to use as guide to excellent writing. Discussion on writing thesis papers. What is a thesis and how do we try to prove it? Discussion on how quotes can provide support for our arguments.Guided practice and Guide students through the writing process by thoroughly detailing each step and by providing examples of previous essayist.monitoring:Closure: Start with first draft of a comparison and contrast essay on two short stories.17
  • Independent Activity: Re-write draft by correcting teacher’s comments and suggestions.Notes:18
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 17th -21st Monday 17thObjectives: Upon completion of the short stories, The Necklace and the Gift of the Magi, students will compose a three-paragraph essay explaining the lesson learned in one of the stories.CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set: Guide students to think about one of the stories and to jot down ideas for writing an essay.Teaching/Instructional Instruct student to write a first draftProcess: Correct the draft Re write second draft Revise Students will have the entire 45 minutes period to complete an in-class essay. The prompt, which will be written on the board, is: Write an essay about one of the two stories that we have read in class where you demonstrate your understanding and explain the lesson learned or moral of the story. You have two totally different characters as you have seen, one who is selfish and egocentric and the other who is caring and concerned. Choose one of the stories and write about what it taught you as anGuided practice and individual.monitoring:Closure: Go over written materials and collect second draft after they are finish19
  • Independent Activity: Students who have not handed the second draft must finish at home to turn in tomorrow.Notes:20
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 17th – 21st Tuesday 18thObjectives: After reviewing the prior assignments, students will prepare for a monthly evaluation While recalling information, students will be able to answer a series of text related questions.CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Test, Essays, pen or pencil, erasers, sharpeners (if needed)Anticipatory Set: Collect essays or allow extra time if needed for completionTeaching/Instructional Individual work: Students will complete study guide, which will help for tomorrow’s exam.Process:Guided practice and Review: Students will respond to story referenced questions asked by instructor.monitoring: The students will complete study guide material and prepare for formal evaluationClosure: Students will take note on story and vocabulary.Independent Activity: Homework: Students will study for a monthly evaluation tomorrow.Notes:21
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9thth grade Unit/Chapter: Week of: September 17th – 21st Friday 21st No Class Religious DayObjectives:CCS (Standards)Materials & ResourcesAnticipatory Set:Teaching/InstructionalProcess:Guided practice andmonitoring:Closure:Independent Activity:Notes: No Class Religious Day22
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 24th -28th Monday 24th No Class Religious DayObjectives:CCS (Standards)Materials & ResourcesAnticipatory Set:Teaching/InstructionalProcess:Guided practice andmonitoring:Closure:Independent Activity:Notes: No Class Religious Day23
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: September 24th-28th Tuesday 25thObjectives: • After reviewing prior lessons, students will formally be evaluated by a form of a written examination.CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & Resources Test, pen, pencilAnticipatory Set:Teaching/Instructional Process: Instructor will make sure that all students are present for test and /or mark absences Instructor will hand out the monthly test for students to complete.Guided practice and monitoring: Students will respond and complete a monthly exam based on Literary elements, The Necklace and the Gift of the Magi, grammar fro writing, and vocabularyClosure: Students will hand out test to instructor for gradingIndependent Activity: In class monthly examNotes:24
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 9th grade Unit/Chapter: Week of: September 24th -28th Friday 28thObjectives:CCS (Standards)Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:Guided practice and monitoring:Closure:Independent Activity:25
  • Notes:26
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 1st -5th Monday 1stObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:Guided practice and monitoring:Closure:Independent Activity:27
  • Notes:28
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 1st -5th Tuesday 2ndObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:29
  • Guided practice and monitoring:Closure:Independent Activity:Notes:30
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 1st-5th Monday 1stObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:31
  • Guided practice and monitoring:Closure:Independent Activity:Notes:32
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 1st-5th Wednesday 3rdObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:33
  • Guided practice and monitoring:Closure:Independent Activity:Notes:34
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 1st-5th Thursday 4thObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:35
  • Guided practice and monitoring:Closure:Independent Activity:Notes:36
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 8th-12th Monday 8thObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:37
  • Guided practice and monitoring:Closure:Independent Activity:Notes:38
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 8th 12th Wednesday 10thObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:39
  • Guided practice and monitoring:Closure:Independent Activity:Notes:40
  • Saint David School Prepared by: Martha Bisono Grade/Subject: 12th grade Unit/Chapter: Week of: October 8th -12th Thursday 11thObjectives: •CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7Materials & ResourcesAnticipatory Set:Teaching/Instructional Process:41
  • Guided practice and monitoring:Closure:Independent Activity:Notes:42
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