S. Spurlock English 9

1/10-1/13

S. Spurlock—English 9

Tuesday, January 10th:

- Please refer to Friday’s plans from last week. (Snow day)

Wednesday, January 11th:

- Opener:

- Students will copy and respond to the bell ringer; we will later explore the question as a class. (9.7)

- Lesson Presentation:

- We will review the conventions of persuasive writing. (9.6)

- As a class, we will examine SOL Prompt #15. (9.6)

- Together, we will TOFA, brainstorm, and construct a thesis statement.

- Students will, then, be responsible for independently composing a completed thesis statement, an introduction, and a body paragraph.

- Students will reference their persuasive writing checklist as the write.

- Next, we will explore Shakespeare’s language: Students will be divided into small group. Each group will be given lyrics to popular songs written in the form of Shake- spearean sonnets. Members of each group will work together to analyze the language and determine the title of the song. (9.4;9.1)

- If students exhibit difficulties determining the songs, they will be given a list from which to choose.

- We will, then, look at each sonnet as a class and discuss why each one is its respec- tive popular song.

- Closure: Shakespeare’s language is like [a 100 piece puzzle or an abstract painting) because ______. (9.4;9.6) 1/10-1/13 Thursday, January 12th:

- Opener:

- Students will copy and respond to Bell Ringer which we will review as a class. (9.7)

- On a note card students will write down three things that they remember about Shakespeare from the film that we watched in class. We will go over the items that stand out to students. (9.2;9.5)

- Students will add two terms to their literature notes: Sonnet; Iambic Pentameter (9.4)

- After discussing what a sonnet is, we will discuss syllables and how they function with iambic pentameter. Students will practice identifying how many syllables are in their names. Then, we will explore the heartbeat rhythm of iambic pentameter. (9.4)

- Next, I will briefly introduce Petrarch to students. Who was he? What is he known for? What country is he from? (9.4)

- Students will also add the concept of blazon and anti-blazon to their literature notes. (9.4)

• We will explore a Petrarchan sonnet. First, students will read and annotate the poem on their own. They will look for examples of blazon. Then, we will discuss the sonnet as a class. What is the form of the poem? How is it organized? How strictly does it follow iambic pentameter? What is the rhyme scheme? (Mark the stressed and unstressed syllables) Who is Laura? (9.4)

• Then, we will examine a Shakespearean Sonnet. Again, students will read and annotate the poem on their own. This time, they will identify examples of anti-blazon. We will discuss the poem as a class, exploring the topics discussed for the Petrar- chan Sonnet. Who is the Dark Lady? (9.4)

• Students will then be given time to complete a Venn Diagram on the two poems in which they indicate the similarities and differences of the Shakespearean and Pe- trarchan Sonnet. (9.4)

• After students have had some time to independently complete that task, we will fill out the diagram on the Smart board. 1/10-1/13 • Assignment: Students will write their own Shakespearean sonnet. They will adhere to the conventions of this particular type of sonnet as discussed in class. Further- more, they will strive to maintain iambic pentameter in their writing. (Of course, I don’t expect it to be perfect, but it will cultivate an appreciation for Shakespeare’s master of the English language). This assignment is ultimately for homework, but they will be given time to begin in class. (9.4)

- Closure: How many lines does a sonnet have? What is the difference in struc- ture between a Petrarchan and a Shakespearean sonnet? (9.4)

Friday, January 13th: (Possible Sub Plans)

- Opener:

- Students will copy and respond to the bell ringer which we will discuss as a class. (9.7)

- Students will explore SOL Prompt 16. They will TOFA, brainstorm, and create a thesis formula. Then, they will complete the thesis formula, and compose an introduction and a body paragraph, using the persuasive writing checklist while they work. (9.6)

- Next, students will make a foldable with descriptions of each character in Romeo and Juliet. (They will function the foldable as we begin reading the play next week). (9.4)

- Closure: Students will be reminded that the rough draft of their next persuasive essay will be due Monday, 1/16. The final copy will be due the following week. 1/10-1/13

S. Spurlock—English 10

Tuesday, January 10th:

- Please refer to Friday’s plans. (Snow day)

Wednesday, January 11th: - Opener: - Students will copy and respond to the bell ringer projected onto the Smart board. - We will go over the question as a class. - Lesson Presentation: - Students will take their bell ringer test. - Then, students will free write on the following topic: What things do you carry with you each day? Are the things we carry always physical? What significance do these items have to you? We will discuss as a class after five minutes. - Next, students will be shown several examples of propaganda that circulated during the Vietnam war. They will, then, guess what war these images are from. What details lets us know these images are from the Vietnam War era? What have you previously learned about the Vietnam war? Do you know anyone from the Vietnam war? - We will, then, read an article about the author and his role in the Vietnam war. - Exit Slip: List three things you learned about the war.

***For the remainder of the week, the lesson plans will be found in the unit plan for the text which will also be posted on my web page***