Web viewdefine real-life vocabulary terms related to correspondence- i.e. business letters, ... grammar errors, word usage ... Resume Builder

Teacher: CORE Year: 2012-13 Course: English 12 Month: All Months

August

Writing probe ~ Reaction journal

Standards Essential Questions Assessments Skills Content Lessons Resources

1.3.F-Read and respond to literary works. read and respond to fiction and non-fiction

Current Events- Teen Topics

Scholastic Scope Magazine or current newspaper article

1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.1.5.D-Write with effective style.

write a well-developed, focused reaction that supports his/her position on a particular topic (unexcused absences linked to acquiring a driver's license 2009, 2010)

Current Events-Teen topics

Student Journal

September

Vocabulary


1.1.F-Understand the meaning of and apply key vocabulary.

Teacher Made Vocab. Test Unit 3 9/30/2012

define real-life vocabulary terms related to correspondence- i.e. business letters, wedding invitations, letter of complaint, etc.

Real-life vocabulary related to correspondence

400 Words That Work Workbook by August Franza. J.Weston Walch, Publisher. Portland, ME 1998


Teacher Made Vocab Test Unit 5 9/30/2012

define real-life vocabulary terms related to common household medicine cabinets and simple medical terms i.e., dosage, ingestion, pharmacist, physician, etc.

Real-life vocabulary related to common household medicine cabinet items and simple medical terms




define and use real-life vocabulary terms related to banking (account, debit, credit) and keeping a checking/savings account

Real-life vocabulary related to common terms involved in banking and keeping a savings/checking account


Beowulf


1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.1.6.F-Use media for learning purposes.1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.1.H-Read fluently with a high level of comprehension.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.C-Evaluate the effectiveness of authors' use of literary devices (e.g., sound techniques, figurative language, literary structures).1.3.F-Read and respond to literary works.

respond with relevant information or opinions to questions asked.

listen to and acknowledge the contributions of others.

take notes on literary terms and the characteristics and events of an epic poem.

use forms of media to complete class assignments or elicit information.

summarize/reflect on what has been heard.

read, understand and respond to fiction including poetry and drama.

define and analyze the uses and effectiveness of literary elements used by the author.

read materials aloud with accuracy and use appropriate rhythm, flow, pronunciation, as well as self-correct mistakes.

demonstrate after-reading understanding and interpretation of fiction text expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings. Use a dictionary or related reference.

Background information on culture of the time period.

Summary background information on Beowulf.

Literary terms: alliteration, consonance, assonance, litote, kenning, caesura.

Characteristics and events of an epic poem

Characteristics of an epic hero.

Pagan versus Christian influences.

Themes of good vs. evil and Good always triumphs over evil

Prentice Hall Literature -The British Tradition-2005"Beowulf"

Old version- Unferth's Taunt

Progress Monitoring ~ Baseline


1.1.H-Demonstrate fluency and comprehension in reading.1.6.B-Listen to selections of literature (fiction and/or nonfiction).

Graded level passages for Listening Comprehension 9/30/2012

demonstrate comprehension through answering main idea, detail, sequence and inference questions with at least 75% accuracy

Stories written at different grade levels to determine an independent level that a student understands at least 75% of the material

Burns and Roe Informal Reading Inventory c. 2007, 2009

1.1.H-Demonstrate fluency and comprehension in reading.

Graded level passages for Reading Fluency 9/30/2012

read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level

Passages written at different grade levels to determine an instructional level at which a student can accurately pronounce 55-94% of the material

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th edit.


Graded level passages for Reading Comprehension 9/30/2012


Stories written at different grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%


1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.

Finished Writing piece 9/30/2012

write a well-developed, organized reaction that supports his/her position on a particular topic (what makes a hero OR write a detailed, organized reaction to the perfect meal

Writing Prompts of different types: Persuasive, Descriptive

District Writing Rubric (Courtesy of Exeter Twnsp. Schl. Dist. & BCIU) with 6 Headings: Spelling, Grammar/Sentence Structure, Sequence and Organization, Word Choice/ Vocabulary, Capitalization and Punctuation

Oc

Vocabulary

tober




define and use real-life vocabulary terms related to banking (account, debit, credit) and keeping a checking/savings account

Real-life vocabulary related to common terms involved in banking and keeping a savings/checking account




define and use real-life vocabulary terms related to entering a lease; premises, tenant, violate, lease,etc.

Real-life vocabulary related to common terms involved in entering a housing lease


Media Unit


1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.2.A-Read and understand informational texts and documents.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.C-Speak using skills appropriate to formal speech situations.1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.6.F-Use media for learning purposes.1.8.B-Locate information using

discuss the components of media: pictures, words and sounds and define "mass media" compare and contrast the powerfulness of different types of media; radio, television, internet

li?st the 4 main consequences of mass media- personal, economic, artistic and political

take notes on the history /popularity of radio and write a reaction to Orson Welles "War of the Worlds" broadcast

use the internet to answer questions about the evolution

"You and the Mass Media" by August Franza. J Weston Walch, Publisher: Portland, Maine 1998"War of the Worlds" Starring Orson Welles-presented by Radio Reruns: Metacom, Inc. Minneapolis, MN 1977. Audio recording - cassette tapes-

"TV Evolution Pictures". How Stuff Works. <http://www.howstuffworks.com/tv-evolution-pictures.htm>"Who We are and What We Do". Nielsen Media Research. 2001. Accessed 27 Nov. 2001. http://www.nielsenmedia.com/main_frame.html and http://www.nielsenmedia.com/who_we_are.htmlFederal Communications Commission Website.<http://fcc.gov/aboutus.html> and <http://www.fcc.gov/omd/history/> 2010.

http://www.fcc.gov/omd/history/

http://fcc.gov/aboutus.html

http://www.nielsenmedia.com/main_frame.html

http://www.nielsenmedia.com/main_frame.html

http://www.howstuffworks.com/tv-evolution-pictures.htm

http://www.howstuffworks.com/tv-evolution-pictures.htm

appropriate sources and strategies.1.4.C-Write persuasive pieces that:1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.8.3.12.C-Evaluate how continuity and change in U.S. history are interrelated with the world. â€¢ Belief systems and religions â€¢ Commerce and industry â€¢ Technology â€¢ Politics and government â€¢ Physical and human geography â€¢ Social organizations

of television and write a persuasive essay about the positive or negative aspects of TV or the good or bad influence of TV

use the internet to answer questions about the Nielsen Media rating system in America

interpret the meaning of both positive and negative quotes about the media and journalism

locate information and orally present a mini-debate about censorship in various areas of life

calculate the amount of time spent on advertising and discuss how advertising impacts the average American

Progress Monitoring






Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th edit. Burns and Roe Informal Reading Inventory c. 2007, 2009

1.1.H-Demonstrate fluency and comprehension in

Graded level passages for

demonstrate comprehension through answering main idea,

Stories written at different


reading. Reading Comprehension 10/31/2012

detail, sequence and inference questions with at least 75% accuracy

grade levels to determine an instructional level at which a student understands at least 75% of the material and an independent level of at least 90%






November

Vocabulary




define and use real-life vocabulary terms related to entering a lease; premises, tenant, violate, lease,etc.

Real-life vocabulary related to common terms involved in entering a housing lease




define and use real-life vocabulary related to Limited Warranties on electronics /equipment; guarantee, shoddy, defective, effective, etc.

Real-life vocabulary related to limited warranties on electronics / equipment products


Media Unit


1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.2.A-Read and understand informational texts and documents.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.C-Speak using skills appropriate to formal speech situations.1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.6.F-Use media for learning purposes.1.8.B-Locate information using appropriate sources and strategies.8.3.12.C-Evaluate how continuity and change in U.S. history are interrelated with the world. â€¢ Belief systems and religions â€¢ Commerce and industry â€¢ Technology â€¢ Politics and government â€¢ Physical and human geography â€¢ Social organizations

interpret the meaning of both positive and negative quotes about the media and journalism

locate information and orally present a mini-debate about censorship in various areas of life

calculate the amount of time spent on advertising and discuss how advertising impacts the average American

"You and the Mass Media" by August Franza. J Weston Walch, Publisher: Portland, Maine 1998Federal Communications Commission Website.<http://fcc.gov/aboutus.html> and <http://www.fcc.gov/omd/history/> 2010.

Decem

ber

Vocabulary




define and use real-life vocabulary related to Limited Warranties on electronics /equipment; guarantee, shoddy, defective, effective, etc.

Real-life vocabulary related to limited warranties on electronics / equipment products




define and use real-life vocabulary terms related to working, salaries, and completing tax forms Ex. gross, internal, revenue, deductions, etc.

Real-life vocabulary related to common terms involved in working, salaries, and completing tax forms


Progress Monitoring

http://www.fcc.gov/omd/history/

http://fcc.gov/aboutus.html

















Short Story Unit


1.1.D-Identify basic facts and ideas in text using specific strategies (e.g., recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion).1.1.E-Expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative

Short Story Essay 12/31/2012

Expand a reading vocabulary and multiple meaings of words using the book and reference materials as needed

Fluently read units of short stories both orally and silently (with minimal-moderate teacher assistance)

Comprehend plot components, story lines and make connections on a literal and inferential level

The Hitchhiker- elements of surprise, 1st person point-of-view (POV) Man vs. Man conflict

August Heat-foreshadowing, Man vs. Supernatural

The Bicycle/Ghosts and Shadows- POETRY-

Globe Fearon Literature- Green Level. Globe Fearon: NJ. 2001

"The Gift of the Magi" Adapted. Scholastic SCOPE Magazine. December 13, 2010

Vonnegut, Kurt. "Harrison Bergeron". Adventures in

meanings. Use a dictionary or related reference.1.1.G-Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.1.1.H-Demonstrate fluency and comprehension in reading.1.3.A-Read and understand works of literature.1.3.B-Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.1.3.C-Analyze the effectiveness, in terms of literary quality, of the author's use of literary devices.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.

Participate in class discussions involving the plot components and literary elements

Watch a short film version of "Harrison Bergeron" entitled, '2081" and react to the differences and similarities

compare/contrast

Promise Kept, Promise Broken-Japanese tale Man. vs.Supernatural

Gift of the Magi- Situational irony

Harrison Bergeron- futuristic fiction - equality for all- Man vs. Society

Appreciation. Harcourt, Brace, Jovanovich:FL.1989.

"2081". Dir. Unknown. www.izzit.org. 2011. DVD.

The Writing Process-Introduction ~ Students will learn how to proceed through the proper steps in the writing process to produce written work.


1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.1.5.E-Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.

Identify sentences, fragments and run-on sentences

Create a topic sentence identifying ideas in clusters.

Distinguish areas of concern in rough draft of essay after thorough read through and thoughts about revision.

Identify spelling errors, grammar errors, word usage errors, mechanics, accuracy, and legibility issues during the editing/proofeading phase.

The drafting phase: focusing on the form of the writing, developing a strong lead, using transition, providing sentence structure, providing paragraph structure, wrapping up the writing.

The revising phase: using a logical approach to analyzing the student's work, mark cues in the student's work to further

Warriner's Complete Course-John Warriner. Harcourt Brace and Jovanovich, Pub. Orlando, FL: 1986

http://www.izzit.org/

1.5.F-Edit writing using the conventions of language.1.8.B-Locate information using appropriate sources and strategies.

Correct errors and make revisions based on previous steps in the writing process to produce a typed final copy essay

examine, examine the overall structure of the work

The editing/proofreading phase: address spelling errors, grammar errors, word usage, mechanics, accuracy, and legibility

January

Vocabulary-Income Tax Form




define and use real-life vocabulary terms related to working, salaries, and completing tax forms Ex. gross, internal, revenue, deductions, etc.

Real-life vocabulary related to common terms involved in working, salaries, and completing tax forms


The Writing Process-Introduction ~ Students will learn how to proceed through the proper steps in the writing process to produce written work.


1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.1.5.E-Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.1.5.F-Edit writing using the conventions of language.1.8.B-Locate information using appropriate sources and

Identify sentences, fragments and run-on sentences

Create a topic sentence identifying ideas in clusters.

Distinguish areas of concern in rough draft of essay after thorough read through and thoughts about revision.

Identify spelling errors, grammar errors, word usage errors, mechanics, accuracy, and legibility issues during the editing/proofeading phase.

Correct errors and make revisions

The drafting phase: focusing on the form of the writing, developing a strong lead, using transition, providing sentence structure, providing paragraph structure, wrapping up the writing.

The revising phase: using a logical approach to analyzing the student's work, mark cues in the student's work to further examine, examine the overall structure of the work

The editing/proofreading phase: address spelling errors, grammar errors, word usage,

Warriner's Complete Course-John Warriner. Harcourt Brace and Jovanovich, Pub. Orlando, FL: 1986

strategies. based on previous steps in the writing process to produce a typed final copy essay

mechanics, accuracy, and legibility

Progress Monitoring

















F

e

b

ru

a

Five Paragraph Essays

Standards

Essential Questions

Assessments Skills Content Lessons Resources

1.5.A-Write with a sharp, distinct focus.

Write a well-developed introductory paragraph with three main points and thesis/main idea

Introductory Paragraph- attention grabber, three

Thay. "How to write a simple five-paragraph essay". Web. http://www.ehow.com/print/how_4562285_write-simple-fiveparagraph-essay.html

http://www.ehow.com/print/how_4562285_write-simple-fiveparagraph-essay.html

http://www.ehow.com/print/how_4562285_write-simple-fiveparagraph-essay.html

ry

1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.1.5.E-Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.1.5.F-Edit writing using the conventions of language.

Provide well-written body paragraphs with transitions and stay focused on the topic

Conclude the five paragraph essay with a clincher statement/questions that either summarizes the intro or persuades the reader to do some action or new thinking

main points, and main idea/thesis

Body Paragraphs- Support the three main points- one per paragraph

Conclusion- summary (restating of points) or conclusion (offering new insight or call to action) and clincher sentence

Barnard, Paula. "Five-Paragraph Expository Essay Model". Web. 22 Sept. 2010. http://www2.asd.wednet.edu/Pioneer/barnard/wri/essay_model.htm

Graphic Organizers: Grades 4-8. "Five-Paragraph Essay". Teacher Created Resources, Inc. Web. http://www.teachervision.fen.com/graphic-organizers/printable/43086.html

http://www.teachervision.fen.com/graphic-organizers/printable/43086.html

http://www.teachervision.fen.com/graphic-organizers/printable/43086.html

http://www2.asd.wednet.edu/Pioneer/barnard/wri/essay_model.htm

Vocabulary- Employment Ads/Applications

Standards

Essential Questions




define and use real-life vocabulary related to employment classified/want ads Ex. aptitude, commission, courteous, initiative, personnel, punctual, etc.

Real-life vocabulary terms related to terminology used in employment classified/want ads




define and use real-life vocabulary related to employment applications Ex. applicant, discrimination, preceding, prohibit, qualification, etc

Real-life vocabulary related to terms on employment applications


World of Work-Writing ~ Preparing documentation for entering the working world

Standards

Essential Questions


1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from

Workforce Writing Pre-test 2/28/2013Writing Skills Self-Assessment 2/28/2013Personal Resume 2/28/2013Personal Cover Letter

Complete job applications with all relevant information and understand what your signature means

Complete mini-vocabulary and comprehension checks about resumes and cover letters

Use media to search for,

Self inventory of Writing Skills

Personal Data sheets

Job Applications

Cover Letters and Business Envelopes

Resumes

Diamond, Harriet. Project Consultant. Workforce: Building Success "Writing". Steck -Vaughn. Austin:TX 1997

Career Crusing. Portfolio Homepage. Specialized Tools. Resume Builder.www.careercrusing.com

Cover Letter Template. http://www.thepcmanwebsite.com/cover_letter_creator/cover_letter_creator.php OR www.jobbankusa.com/resumes/cover_letters_free_samples/examples_templates_formats

Keys2Work on-line program. Improve tab. Improve skills through KeyTrain.

http://www.jobbankusa.com/resumes/cover_letters_free_samples/examples_templates_formats

http://www.jobbankusa.com/resumes/cover_letters_free_samples/examples_templates_formats

http://www.thepcmanwebsite.com/cover_letter_creator/cover_letter_creator.php

http://www.thepcmanwebsite.com/cover_letter_creator/cover_letter_creator.php

http://www.careercrusing.com/

text.1.2.B-Use, understand, and evaluate a variety of media.1.4.D-Maintain a written record (i.e., portfolio) organized by theme or topic which includes:1.4.E-Write a personal resume that could be effectively utilized as part of a college application, a scholarship application, or a job application.1.6.D-Contribute to discussions.1.6.F-Use media for learning purposes.

2/28/2013 view, and extract information to create a resume and cover letter suitable for the student's probable career choice

Create a memo and mock customer service letter and complete a phone message and e-mail message using the given information

Writing with a Computer/Memos

E-mail/Phone Messages and Customer Service Letters

Handbook of Skills- Sentences, Run-ons & Fragments, Punctuation, Spelling, & Homonyms

The Writing Process -business related

Interview ProcessFollow-up letters and W-9/Other Forms

Career Skills. The Job Search. Interviewing Skills. http://smartfutures.org/

Progress Monitoring

http://smartfutures.org/

Standards

Essential Questions




read materials aloud with accuracy and use appropriate rhythm, flow and pronunciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level








1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle





organization.1.5.D-Write with a command of the stylistic aspects of composition.

March

Core Shakespeare- Macbeth


1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.F-Read and respond to literary works.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-

Act I and Act II Quiz 3/31/2013Act III and Act IV Quiz 3/31/2013Act V Quiz 3/31/2013Persuasive Essay Beowulf vs. Macbeth 3/31/2013

Take notes on Macbeth's family tree and the historical roots behind the play

Read a map showing the primary locations discussed in the play

Take notes and discuss the literary elements involved in the dramatic tragedy

Read the scenes with minimal assistance and discuss the plot

Display comprehension through quizzes of plot material

Watch a film version of "Macbeth" and compare to the written playDiscuss the similarities and differences between the two tragic heros we have read about this year and develop a T-chart with the information

Complete a planning worksheet and select a topic sentence to start their five-

Macbeth's Family Tree- Fact or FictionGeography Map of the area

Literary Structural Elements: exposition, exciting force, rising action, climax, falling action, catastrope (resolution)

Act 1-Battle victories, witches prophesies, Malcolm is Duncan's succesor, Lady Macbeth plans Duncan arrives at M.Beth's castle, Lady M.Beth puts plans into place

Act 2-Dagger vision, King Duncan's murder, discovery of murder, Macbeth becomes King and Malcolm and Donalbain flee

Costello, Mary Enda. ,et al. "Macbeth- William Shakespeare". Curriculum Unit. The Center for Learning:OH. 1988.

Shakespeare, William. "MACBETH". AGS Classics Classroom Reading Plays. Adapted by Joanne Suter. Circle Pines: MN. 1996.

Little, Jennifer and Taro, Kuriyama, ed. "Macbeth Quizzes". Gradesaver. 23 June 2008. Web. Retrieved29 Mar. 2011

http:www.sparknotes.com/shakespeare/macbeth/quiz.html (Parts of Quiz III and IV)

Macbeth. Dir. Roman Polanski. Perf. Jon Finch, Francesca Annis and Martin Shaw. Columbia Pictures., 1971 Renewed 1999. DVDTeacher made: Family Tree Note Sheet, Part of Quizzes III and IV; Quiz V, and Boys of Power Planning Worksheet

http://www.sparknotes.com/

Contribute to discussions.1.6.E-Participate in discussions and presentations.1.1.H-Read fluently with a high level of comprehension.1.4.C-Write persuasive pieces that:1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.

paragraph persuasive essay Act 3-Murderers hired to kill Banquo who suspects, Macbeth and Lady MB start to split, Banqu??o's murder and Fleance escapes, Banquo's ghost, Hecate plans Macbeth's ruin, Macduff goes to England for help

Act 4- Witches visions, Mucduff's family murdered, Malcolm tests Macduff

Act 5- Lady MB walks in sleep and starts going crazy, military preparations made, Birnam Wood moves, Lady MB dies, battle at Castle Dunsinane and the death of MB from Macduff

Lady Macbeth's positive and negative qualities

Progress Monitoring




read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a

Passages written at different grade levels to determine an instructional level at


98% accuracy level for an independent level and a 90-95% for an instructional level at the appropriate determined grade level

which a student can accurately pronounce 55-94% of the material











Vocabulary- Insurance Application


1.1.F-Understand the meaning of and apply key


define and use real-life vocabulary related to insurance applications Ex. beneficiary,

Real-life vocabulary terms related to terminology used on insurance


vocabulary. applications

April

Core Shakespeare- Macbeth


1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.F-Read and respond to literary works.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.1.H-Read fluently with a high level of comprehension.1.4.C-Write

Act I and Act II Quiz 4/30/2013Act III and Act IV Quiz 4/30/2013Act V Quiz 4/30/2013Persuasive Essay Beowulf vs. Macbeth 4/30/2013

Take notes on Macbeth's family tree and the historical roots behind the play

Read a map showing the primary locations discussed in the play

Take notes and discuss the literary elements involved in the dramatic tragedy

Read the scenes with minimal assistance and discuss the plot

Display comprehension through quizzes of plot material

Watch a film version of "Macbeth" and compare to the written playDiscuss the similarities and differences between the two tragic heros we have read about this year and develop a T-chart with the information

Complete a planning worksheet and select a topic sentence to start their five-paragraph persuasive essay

Macbeth's Family Tree- Fact or FictionGeography Map of the area

Literary Structural Elements: exposition, exciting force, rising action, climax, falling action, catastrope (resolution)

Act 1-Battle victories, witches prophesies, Malcolm is Duncan's succesor, Lady Macbeth plans Duncan arrives at M.Beth's castle, Lady M.Beth puts plans into place

Act 2-Dagger vision, King Duncan's murder, discovery of murder, Macbeth becomes King and Malcolm and Donalbain flee

Act 3-Murderers hired to kill Banquo who suspects, Macbeth and Lady

Costello, Mary Enda. ,et al. "Macbeth- William Shakespeare". Curriculum Unit. The Center for Learning:OH. 1988.

Shakespeare, William. "MACBETH". AGS Classics Classroom Reading Plays. Adapted by Joanne Suter. Circle Pines: MN. 1996.

Little, Jennifer and Taro, Kuriyama, ed. "Macbeth Quizzes". Gradesaver. 23 June 2008. Web. Retrieved29 Mar. 2011

http:www.sparknotes.com/shakespeare/macbeth/quiz.html (Parts of Quiz III and IV)

Macbeth. Dir. Roman Polanski. Perf. Jon Finch, Francesca Annis and Martin Shaw. Columbia Pictures., 1971 Renewed 1999. DVDTeacher made: Family Tree Note Sheet, Part of Quizzes III and IV; Quiz V, and Boys of Power Planning Worksheet

http://www.sparknotes.com/

persuasive pieces that:1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed and appropriate content.1.5.C-Write with effective and logical organization that supports unity and clarity.

MB start to split, Banqu??o's murder and Fleance escapes, Banquo's ghost, Hecate plans Macbeth's ruin, Macduff goes to England for help

Act 4- Witches visions, Mucduff's family murdered, Malcolm tests Macduff

Act 5- Lady MB walks in sleep and starts going crazy, military preparations made, Birnam Wood moves, Lady MB dies, battle at Castle Dunsinane and the death of MB from Macduff

Lady Macbeth's positive and negative qualities

Progress Monitoring




read materials aloud with accuracy and use appropriate rhythm, flow and pronounciation, as well as, self-correct mistakes with a 98% accuracy level for an independent level and a 90-95% for an instructional level



at the appropriate determined grade level








write a well-developed, organized reaction that supports his/her position on a particular topic OR write a detailed, organized descriptive essay



Vocabulary-Service Station Work Order




define and use real-life vocabulary terms related to maintaining a vehicle and taking it for service Ex. appraise, economical, gauge, odometer, transmission, velocity, etc.

Real-life vocabulary related to common terms involved in maintaining a vehicle or taking it for service


M Core Novel- Animal Farm

ay Standards Essential

Questions Assessments Skills Content Lessons Resources

1.1.D-Utilize effective comprehension strategies to extract essential ideas from text.1.1.G-Understand and apply knowledge gained from text.1.3.A-Read and understand works of literature.1.3.B-Evaluate author's use of literary elements.1.3.F-Read and respond to literary works.1.6.A-Listen to others.1.6.B-Listen to selections of literature (fiction and/or nonfiction).1.6.D-Contribute to discussions.1.6.E-Participate in discussions and presentations.1.8.A-Select, refine, and narrow a topic for research.1.8.B-Locate information using appropriate sources and strategies.1.8.C-Organize, summarize, and present the main ideas from the research.

Russian Revolution background-Key players/concepts

Chapter Plot summaries

Progress Monitoring










Stories written at different grade levels to determine an instructional level at which a student understands at


least 75% of the material and an independent level of at least 90%



write a well-developed, organized reaction that supports his/her position on a particular topic OR write a detailed, organized descriptive essay



Vocabulary-Help Line Directory




define and use real-life vocabulary terms related to seeking our services through a (telephone) directory Ex. advocacy, delegation, intervention, obtain, regulation, subsidy, etc.

Real-life vocabulary related to common terms involved in seeking out services through a (telephone) directory


Documents

Web viewdefine real-life vocabulary terms related to correspondence- i.e. business letters, ... grammar errors, word usage ... Resume Builder