Monday 11-5-12

Name: Nadine Dare Grade: 10 Date: 11/5/12 Opportunity Focus: This lesson will help students to develop interactive reading skills.
Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Indiana Academic Standards and Indicators: 10.3.3 Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. Example: Compare the development of the characters as they are represented in Merlin: The Coming of Arthur by Sir Thomas Malory, retold in a collection by David Day and The Acts of King Arthur and His Noble Knights by John Steinbeck. Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). Example: Read works, such as Im Nobody! Who Are You? by Emily Dickinson or In Search of Our Mothers Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description. Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Example: Read Darkness at Noon by Harold Krents and discuss the impact of the narration as the story unfolds.

10.3.4

10.3.9

Objectives: 1. Students will be able to participate in class through reading aloud from The Opportunity by John Cheever.

Materials: - Elements of Literature Textbook - The Opportunity scripts

Strategies: - Discussion - Reading Aloud

Monday 11-5-12
Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Procedures:

1 Introduce The Opportunity by asking students if they have ever had adults in their lives disagree with what they want to do. 2 Begin reading The Opportunity by John Cheever with students reading aloud various parts as in a play.

Evaluation: 1: Students will demonstrate class participation by reading aloud parts from a script of The Opportunity.

References: Holt Elements of Literature: Fourth Course

Tuesday 11-6-12 Name: Nadine Dare Grade: 10 Date: 11/6/12 Opportunity

Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Focus: This lesson will help students make connections to themes in John Cheevers work, The Opportunity.

Indiana Academic Standards and Indicators: 10.3.3 Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. Example: Compare the development of the characters as they are represented in Merlin: The Coming of Arthur by Sir Thomas Malory, retold in a collection by David Day and The Acts of King Arthur and His Noble Knights by John Steinbeck. Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). Example: Read works, such as Im Nobody! Who Are You? by Emily Dickinson or In Search of Our Mothers Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description.

10.3.4

Objectives: 1. Students will be able to participate in class through classroom discussion.

2. Students will be able to show comprehension of the text through writing answers to questions.

Materials: - Literature Textbook

Strategies: - Reading Aloud - Writing - Discussion

Tuesday 11-6-12
Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Procedures:

1 Collect writing projects from Periods 1, 4, and 6. (5 min) 2 Finish The Opportunity together as a class in script format if necessary. 3 Discuss The Opportunity. (5 min) 4 Direct students to take out their Literary Terms papers and turn to page 84 in their literature books. 5 Read the article together in class reviewing direct and indirect characters (Literary Terms # 21,22) while adding literary terms numbers 23 through 27 (dramatic monologue, soliloquy, flat character, round character, and stock character) as they are encountered in the text. (10 min) 6 Introduce Lucinda Matlock poem by Edgar Lee Masters p.111. (5 min) 7 Lucinda Matlock out loud to the class. (5min) 8 Discuss Lucinda Matlock poem together as a class. (10min) 9 Pass out handouts on Lucinda Matlock and allow students time to complete it. (7 min)

Evaluation: 1: Students will demonstrate class participation through discussion. 2: Students will demonstrate reading comprehension through written response to questions.

References: Holt Elements of Literature Lucinda Matlock handout with revisions

Wednesday 11-7-12
PLC Schedule: Period 1 8:10-9:00 Period 3 10:00-10:50 Period 4 10:55-11:45 Period 5 11:50-12:40 Period 6 1:15-2:05

Name: Nadine Dare Grade: 10 Date: 11/7/12 By Any Other Name

Focus: This lesson will help students see a specific cultural experience in India through a literary work.

Indiana Academic Standards and Indicators: 9-10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Objectives: 1. Students will be able to display reading comprehension through answering questions on a handout about the excerpt By Any Other Name by Santha Rau. 2. This lesson will help students make personal connections to themes in Santha Raus work, The Opportunity through creating a booklet.

Materials: - Literature Textbook - Booklet Paper (98 copies)

Strategies: - Reading - Writing

Wednesday 11-7-12
PLC Schedule: Period 1 8:10-9:00 Period 3 10:00-10:50 Period 4 10:55-11:45 Period 5 11:50-12:40 Period 6 1:15-2:05

Procedures:

1 Pass out booklet papers with writing prompts on them and instruct students how to fold each paper into a booklet. (5 min) 2 Allow students time to write responses to the prompts in their booklets. (10min) 3 Instruct Students to take out their vocabulary sheets and add vocabulary numbers 40 through 49 for By Any Other Name, p.138. (10 min) 4 Direct students to then take out their Literary Terms sheets and add Autobiography as number 28. (2 min) 5 Introduce By Any Other Name by informing the students that this is the first autobiographical text that we have read together. Also tell the students about the historical context of this story: It takes place in 1928, during British colonial rule, many British people would live in India for years without assimilating any Indian culture, The importance of names in Indian culture. (5 min) 6 Watch video on the importance of Indian names. (2 min) 7 Begin reading By Any Other Name with students following along with the audio in their books. (15min) 8 Pause while reading, and ask comprehension questions. (3min)

Evaluation: 1: Students will display reading comprehension through answering questions on a handout about By Any Other Name by Santha Rau. 2: Students will create a booklet displaying personal connections to themes in Santha Raus By Any Other Name.

References: Literature Textbook

Thursday 11-8-12
Name: Nadine Dare Grade: 10 Date: 11/8/12 Powder
Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Focus: This lesson will help students determine character traits from dialogue within the text.

Indiana Academic Standards and Indicators: 10.3.4 Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).

Objectives: 1. Students will be able to determine character traits from character dialogue through class discussion. Students will be able to show reading comprehension through written response to questions about Powder by Tobias Wolff.

2.

Materials: - Literature Textbooks - Powder handout

Strategies: - Reading - Writing - Discussion

Thursday 11-8-12
Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Procedures:

1 Hand out open book quiz over By Any Other Name and allow students time to complete it. (15 min) 2 Introduce Powder, by Tobias Wolff p.156 through talking about how this is the only story in this section with a male protagonist. (5 min) 3 Direct students to read Powder aloud in class popcorn style. (12min) 4 Discuss Powder together as a class asking for what character traits are revealed through the dialogue. (5 min) 5 Direct students to turn to page 159 in their books and answer the nine questions on Powder, while ensuring to remind students that their constructive response needs to be at least five sentences. (10min)

Evaluation: 1: Students will demonstrate character traits revealed from dialogue in the text through class discussion. 2: Students will demonstrate reading comprehension through written response to questions about Powder by Tobias Wolff.

Friday 11-9-12
Name: Nadine Dare Grade: 10 Date: 11/9/12 Dangling Character Interactions
Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Focus: This lesson will help students to apply literary terms that they have been learning.

Indiana Academic Standards and Indicators: 10.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Example: Read Darkness at Noon by Harold Krents and discuss the impact of the narration as the story unfolds.

Objectives: 1. 2. Students will be able to demonstrate reading comprehension through class discussion. Students will be able to demonstrate knowledge of dangling and misplaced modifiers through completion of grammar practice sheets.

Materials: - PowerNotes - Literature Textbooks - Literary Terms Pages

Strategies: - Reading - Writing - Discussion

Friday 11-9-12
Success Schedule: Period 1 8:05-8:52 Period 3 9:49-10:36 Period 4 10:41-11:28 Period 5 12:04-12:51 Period 6 1:26-2:13

Procedures: 1 Remind students of the STI tests that they took the previous week, and go over them together as a class. (10 min) 2 Pass out Dangling and Misplaced modifier (For Periods 3 and 6: pages 311, 312) (For Periods 4 and 5: pages 179, 313). (15 min) 3 Direct students to open their books to page 161 while passing around a handout for pages 161 and 122. 4 Discuss the techniques used in the passage on page 161 together as a class. (7 min) 5 Direct students to open their books to page 122 and fill in literary terms 29 through 33 while following along with PowerNotes. (15 min)

Evaluation: 1: Students will show participation through class discussion. 2: Students will demonstrate their knowledge of dangling and misplaced modifiers through the completion of grammar practice sheets.