English 3

North Panola High School

Gilchrist
Fourth Nine Weeks, Week 4

MONDAY
UNIT THEME or ESSENTIAL/ORGANIZING QUESTION: How does one succeed? What is success;
What are the qualities of a successful person?; How does one overcome obstacles in order to achieve?; How did
the social change in the 1960s affect American literature and culture?
Domain/Strand: W/RL, 11
Standard/Objective: The student will: identify and explain the effect of figurative language in poetry.
Date: Monday, April 6
A. Bell Ringer Activity: (Time: 10)
ACT Drill
B. Lesson Introduction: (Time: 10)
Self-Check ACT drill; go over grammar rule and difficult questions
C. Modeling & Instructional Strategies- I DO: (Time : 5)
Reading and examples of new terms
D. Guided Practice- WE DO: (Time: 5)
Guided reading of poem with annotation
E. Independent Practice YOU DO: (Time: 18)
Read poem independently, annotating and concluding with AJI paragraph comparing and contrasting two
poems language
F. Closure: (Time: 2)
Homework/tutoring reminders
Homework (if applicable):
Textbook poetry reading
Assessments/Evidence of Learning (EOL):
Vocabulary: Sadlier Oxford Level F

Pre-requisite Skills:

Materials/Resources:
Activity for Writing across the Curriculum:

TUESDAY
UNIT THEME or ESSENTIAL/ORGANIZING QUESTION: How does one succeed? What is success;
What are the qualities of a successful person?; How does one overcome obstacles in order to achieve?; How did
the social change in the 1960s affect American literature and culture?
Domain/Strand: W/RL, 11
Standard/Objective: The student will: identify and explain the effect of figurative language in poetry.
Date: Tuesday, April 7
A. Bell Ringer Activity: (Time: 15)
Homework Quiz/Response
B. Lesson Introduction: (Time: 2)
Discuss basic plot; announce next homework assignment
C. Modeling & Instructional Strategies- I DO: (Time : 8)
Model reading technique/annotation on poetry
D. Guided Practice- WE DO: (Time: 5)
Teacher monitors students completion of same poem
E. Independent Practice YOU DO: (Time: 15)
Students complete two poem annotations/analyses
F. Closure: (Time: 5)
Homework/tutoring reminders
Homework (if applicable):
Textbook poetry reading
Assessments/Evidence of Learning (EOL):
Vocabulary: Sadlier Oxford Level F

Pre-requisite Skills:
Materials/Resources:
Activity for Writing across the Curriculum:

WEDNESDAY
UNIT THEME or ESSENTIAL/ORGANIZING QUESTION: How does one succeed? What is success;
What are the qualities of a successful person?; How does one overcome obstacles in order to achieve?; How did
the social change in the 1960s affect American literature and culture?
Domain/Strand: W/RL, 11
Standard/Objective: The student will: identify and explain the effect of figurative language in poetry.
Date: Wednesday, April 8
A. Bell Ringer Activity: (Time: 5)
Introduction-writing drill
B. Lesson Introduction: (Time: 2)
Reading reminder
C. Modeling & Instructional Strategies- I DO: (Time : 8)
Poetry writing technique: Notes and example
D. Guided Practice- WE DO: (Time: 5)
Model/guided practice of writing said technique
E. Independent Practice YOU DO: (Time: 25)
Independent writing of one poem utilizing skills/rubric
F. Closure: (Time: 5)
Preview tomorrows Serial episode
Preview Fridays timed writing
Homework reading reminder
Homework (if applicable):
Textbook poetry reading
Assessments/Evidence of Learning (EOL):
Vocabulary: Sadlier Oxford Level F

Pre-requisite Skills:
Materials/Resources:
Activity for Writing across the Curriculum:

THURSDAY
UNIT THEME or ESSENTIAL/ORGANIZING QUESTION: How does one succeed? What is success;
What are the qualities of a successful person?; How does one overcome obstacles in order to achieve?; How did
the social change in the 1960s affect American literature and culture?
Domain/Strand: W/RL, 11
Standard/Objective: The student will: listen and communicate effectively; make inferences based on data.
Date: Thursday, April 9
A. Bell Ringer Activity: (Time: 10)
Journal: Hook into weeks podcast topic
B. Lesson Introduction: (Time: 2)
Discuss responses to topic
C. Modeling & Instructional Strategies- I DO: (Time : 3)
Vocabulary words that they will hear
Explanation of how to complete days activity
D. Guided Practice- WE DO: (Time: 23)
Listen and complete categorical notes
E. Independent Practice YOU DO: (Time: 10)
Respond in mini-discussions throughout podcast
Complete response prompt using notes taken during listening.
F. Closure: (Time: 2)
Homework reading reminder
Preview of tomorrows timed writing
Homework (if applicable):
Textbook poetry reading
Assessments/Evidence of Learning (EOL):
Vocabulary: Sadlier Oxford Level F

Pre-requisite Skills:
Materials/Resources:
Activity for Writing across the Curriculum:

FRIDAY
UNIT THEME or ESSENTIAL/ORGANIZING QUESTION: How does one succeed? What is success;
What are the qualities of a successful person?; How does one overcome obstacles in order to achieve?; How did
the social change in the 1960s affect American literature and culture?
Domain/Strand: W/RL, 11
Standard/Objective: The student will: identify and explain the effect of figurative language in poetry.
Date: Friday, April 10
A. Bell Ringer Activity: (Time: 10)
Personal journal on weekly umbrella theme
B. Lesson Introduction: (Time: 2)
Second video (TEDtalk) with NEW information/analysis on weeks umbrella theme + mini-discussion
C. Modeling & Instructional Strategies- I DO: (Time : 5)
Prompt breakdown with highlighting and annotation
Rubric explanation
D. Guided Practice- WE DO: (Time: 0)
E. Independent Practice YOU DO: (Time: 30)
Read poem independently, annotating and concluding with AJI paragraph comparing and contrasting two
poems use of weeks main poetry-reading skill
F. Closure: (Time: 5)
Preview Saturdays and next weeks topic and lessons
Homework (if applicable):
Textbook poetry reading
Assessments/Evidence of Learning (EOL):
Timed writing
Vocabulary: Sadlier Oxford Level F

Pre-requisite Skills:
Materials/Resources:
Activity for Writing across the Curriculum: