English 10
-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
English 11
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
-Use precise language and domain-specific vocabulary to manage the complexity of the topic.
English 12
-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.
-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
English 11
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
-Use precise language and domain-specific vocabulary to manage the complexity of the topic.
English 12
-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.
-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Mrs. Menard's Lesson Plans for 2/12/18 - 2/16/18
Day |
English 10 |
English 11 |
English 12 |
Learning Outcomes |
Monday |
Read and highlight an article on the Dust Bowl. Answer questions.
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SAT Question of the Day! Rev. PSAT Test and make corrections.
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Vocabulary - Make flashcards. Look each word up in the novel and write the sentence that the word is used in.
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Guest Teacher
Students will be expected to come to class on time, bring materials to class and complete assignments. |
Tuesday |
Complete vocabulary definitions and sentences.
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SAT Question of the Day! Be A Better Reader - Lesson-3
Students will read a selection and answer questions that deal with Comprehension, Critical Thinking and Character Analysis. |
Discuss Social classes and how they relate to society. Complete Essential Questions.
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Students will be expected to come to class on time, bring materials to class and complete assignments.
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Wednesday |
Rev. Vocab.
Read Chapter 1. What is not finished in class should be completed as homework. |
SAT Question of the Day! Rhetorical Writing...What is Ethos, Pathos and Logos.
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Begin reading Chapter 1 of The Great Gatsby. What is not finished in class should be read for Friday.
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Students will be expected to come to class on time, bring materials to class and complete assignments.
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Thursday |
Guest Teacher
SSR - Read for 30 minutes and complete a summary sheet. |
Guest Teacher
SSR - Read for 30 minutes and complete a summary sheet. |
Guest Teacher
Complete Vocabulary L- 9. |
Guest Teacher
Students will be expected to come to class on time, bring materials to class and complete assignments. |
Friday |
Rev. Vocab.
Discuss what was read for homework. Complete Character chart. Begin reading Chapter 2. |
SAT Question of the Day! What Literary devices that relate to Rhetorical writing. Complete Worksheet.
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Discuss Chapter 1 and complete a character chart. Begin reading Chapter 2.
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Students will be expected to come to class on time, bring materials to class and complete assignments.
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