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          K.Wetzel

     
     

    https://ms.nextera.questarai.com/tds/#practice

     

    https://www.mdek12.org/sites/default/files/Offices/MDE/OA/OSA/MAAP/maap-quick-tips-for-students_navigation_tools.pdf

    It is going to be a great second semester!

     

    Week’s Focus: Argument

    Unit Focus: Outsiders and Outcasts:

    Doll’s House- 3-Week Assessment/Intro to The Crucible

    Subject and Level: Eng II (Reg and Inclusion)

    Time Frame: January. 23-27, 2023


    Lesson Essential Questions



    Whole-Class Learning 

    • Do people need to belong?


    Small-Group Learning 

    • Is difference a weakness? Is sameness a strength?


    Performance-Based Assessment

    • Is the experience of being an “outsider'' universal?

    Standards and Objectives:


    MS College and Career Readiness Standards


    Summary (RI 9-10.2)

    Concept Vocabulary, Word Study: Denotation and Connotation (L.9–10.4b, d; L9-10.6)

    Craft and Structure: Modernism (RL.9–10.5; RI.9–10.8; RI 9-10.9)

    Reasoning and Evidence (RI.9–10.1; RI.9–10.3; RI.9–10.8

    Conventions/Author's Style: Use of Language/Diction (RL.9-10.2; RL.9-10.4)

    Conventions: Types of Phrases (L.9–10.1, 1.b)

    Writing to Compare: Argumentative Essay ( W.9-10.1; W.9-10.5; W.9-10.10)


    Student-Centered Objectives:


    The Student will….

    1. Evaluate written argumentative texts by analyzing how authors convey complex ideas, concepts, and information.

    2. Expand your knowledge and use of academic and concept vocabulary.

    3. Correctly integrate quotations and other evidence into written texts and presentations.

    4. Collaborate with your team to build on the ideas of others, develop consensus, and communicate.

    5. Integrate visuals and text in presentations to cover the author's purpose, tone, mood, structure, main idea (theme), rhetorical appeal, and figurative language.

    6. Identify the historical impact that influenced Miller’s novel.

    7. Be able to draw parallels between the McCarthy era and the Salem witch hunts.

    8. Be able to define and identify “Mob Mentality”

    Vocabulary



    Introductory Unit

    Contradict

    Negate

    Objection

    Verify

    Advocate

     

    “Doll”s House”

    Shunned

    Sneered

    Spitful




    INSTRUCTIONAL PROCEDURES/RESOURCES

    Please note that each day may run into the following day, depending on the differentiation needed for each class.

    Monday: 1-23-23: 

    • Bell-ringer: ACT Practice #3

    • Anticipatory Set: What has “The Doll’s House” taught you about outsiders and outcasts? Whole class discussion.

    • Procedures:   

      • Continue with “Doll’s House”; annotating and breaking down the story through standards.

      • Comprehension Check #1-6 p.207  

      •  Analyze the text p. 208

      • Concept Vocab p.208

      • Word Study p.208       

    • Closure: Weekly Learning Log; First Block homework

    • Assessment: Formative – teacher observation and questioning; predictions; questions

    Tuesday: 1-24-23

    • Bell-ringer: MAAP Practice

    • Anticipatory Set

    • Procedures:

      • Analyze craft & Structure p.209

      • Author’s Style p. 210

      • Study Guide for a 3-week test

      • Draw a doll’s house that would be symbolic of the Kelvey girls. How would the outside differ from the inside? Students share their descriptions with the class, describing their reasoning for each symbolic element. (This is only if we get through the study guide).

    • Closure: Weekly Learning Log, then gallery walk of students' doll houses.

    • Assessment: Formative – teacher observation and questioning; predictions; questions

    Wednesday: 1-25-23

    • Bell-ringer: All belongings at the front of the room

    • Anticipatory Set: Students will find their assigned seats for the test.

    • Procedures:

      • 3-week assessment.

      • Early finishers will work on finishing up “The Doll’s House”

    • Closure: Exit Ticket - Fill out Weekly Learning Log

    • Assessment: Summative – 

    Thursday: 1.26.23

    • Bell-ringer: MAAP Practice

    • Anticipatory Set:  Puritan Photograph- quick write “What do you see in the photograph? What was the artist’s purpose in creating this image?

    • Procedures:

      • Complete the KWL chart, noting their understanding of the Salem Witch Trials and/or McCarthyism. 

      • TCW began note-taking in the early Puritan Era.

      • List some ideas of what restrictions the Puritans had in their era.

      • Puritan Anticipatory Guide” 

      • TCW reviews photographs and common laws/punishments of the Puritan people. 

    • Closure: Weekly Learning log. 

    • Assessment: Formative – teacher observation and questioning; predictions; questions

    Friday: 1.27.23

    • Bell-ringer: ACT Review game (bonus points will be added to the winners' ACT average)

    • Anticipatory Set:  What are your first impressions of the Puritan People?

    • Procedures: 

      • You’ve been called into the principal’s office and accused of stealing an answer key to a test. You are adamant that you did not steal the answers; however, you seem to be getting nowhere with the administrator. He offers you a deal: Either plead guilty and serve a teacher detention (not on your record) or deny it and be suspended (on the record). As a side note, he adds that if you name anyone else who assisted you, your suspension will last for two days and you can still go to homecoming. What do you do? 

      • The “Duck and Cover” video clip was used to introduce McCarthyism. 

      • TCW continue historical notes for The Crucible focused on Arthur Miller and McCarthyism. 

      • Students will read a sample memoir of Kinue Tomoyasu discussing her experience of the atomic attack on Hiroshima.

      • Video Clips  of Interview and/or McCarthyism  Included

      • Digital Painting Archives  

    • Closure: Finish the weekly learning log and turn it in.

    • Assessment: Formative – teacher observation and questioning; predictions; questions






     

     

     
     
     

     

     

     
     

     

     

    Tutoring

          ◊My tutoring days are Wednesday afternoons from 3:40 to 4:40 (There will be no tutoring this week).  I am available every morning before school for tutoring as well; however, prior notification is needed.   I do have cafeteria duty for the third nine weeks and will not be available in the mornings. Other arrangements after school may be made by contacting me via email. kristine.wetzel@gulfportschools.org

     

    "You are only as good as you allow yourself to be!" - Anonymous 

     

    Detention

    • If your child has a minor infraction in my class, there is a discipline ladder that is listed on my syllabus.
    • Detention will be the first step for any minor infraction the student receives in my class. Detention will be held the same day as my tutoring day, Wednesday, from 3:40 to 4:40. I am available every morning before school for detention as well; however, prior notification is needed.  I do have cafeteria duty for the third nine weeks and will not be available in the mornings. Other arrangements after school may be made by contacting me via email. kristine.wetzel@gulfportschools.org