Hobbs High School

Objectives

(Students will…)

I will…

• analyze allusions
• identify a speaker’s perspective
• make connections between allusions and perspectives

Focus Question: How can allusions reveal a speaker’s perspective?

Class Starter

• Copy Objectives
• Take Roll

Teacher Activities

1. Analyze poem: Midsummer by Derek Walcott.

• Go over Warm-up and Instruction using Guided Notes

• Students answer slides: 3, 4, 7, 9 (Instruction).

2. Assign: Assignment.

Student Activities

1. Analyze a poem, Midsummer, by Derek Walcott.

• Complete Guided Notes and Assignment.

Academic Vocabulary

Allusion, perspective, images, speaker, inference,

Homework

Complete missing work

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity; Guided Notes

Assessment/Evaluation

Observations, Discussions, Guided Notes, and Assignment.

Objectives

(Students will…)

I will…

• read from Midsummer by Derek Walcott
• analyze allusions
• identify a speaker’s perspective
• make connections between allusions and perspectives

Focus Question: How can allusions reveal a speaker’s perspective?

Class Starter

• Copy Objectives
• Take Roll

Teacher Activities

1. Review lesson from yesterday

2. Assign Quiz.

3. Check for completion of missing work.

Student Activities

1. Review poem: Midsummer by Derek Walcott.
2. Answer Assignment- may use Guided Notes
3. Complete Missing Work.

Academic Vocabulary

Allusion, perspective, images, speaker, inference

Homework

Complete missing work

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity; Guided Notes

Assessment/Evaluation

Observations, Discussions, and Quiz.

Objectives

(Students will…)

I will…

• recognize the structure of a procedural text.
• analyze text features
• follow a procedure and evaluate results

Focus Question: How do you follow a procedural text in order to achieve a goal?

Class Starter

• Copy Objectives
• Take Roll

Teacher Activities

1. Discuss Warm-up and Instruction: How to Find Out Anything by Don MacLeod.

• Guided Notes

Student Activities

1. Discuss Warm-up and Instruction over How to Find Out Anything.

• Fill in Guided Notes

Academic Vocabulary

Procedural, structure, evaluate, sequence, signal words, text features, informational text

Homework

Complete missing work

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity; Guided Notes

Assessment/Evaluation

Observations, Discussions, and Participation.

Objectives

(Students will…)

I will…

• read from Midsummer by Derek Walcott
• analyze allusions
• identify a speaker’s perspective
• make connections between allusions and perspectives

Focus Question: How can allusions reveal a speaker’s perspective?

Class Starter

• Copy Objectives
• Take Roll

Teacher Activities

1. Complete yesterday’s work
2. Discuss and read Instruction and Summary over Midsummer.
3. Quiz over Midsummer by Derek Walcott

Student Activities

1. Complete yesterday’s work
2. Quiz over Midsummer by Derek Walcott- may use Guided Notes

Academic Vocabulary

Allusion, perspective, images, speaker, inference,

Homework

Complete missing work

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity; Guided Notes

Assessment/Evaluation

Observations, Discussions, and Quiz.

Objectives

(Students will…)

I will…

• recognize the structure of a procedural text.
• analyze text features
• follow a procedure and evaluate results

Focus Question: How do you follow a procedural text in order to achieve a goal?

Class Starter

• Copy Objectives
• Take Roll

Teacher Activities

1. Check for Missing Work.

Student Activities

2. Complete Missing Work.

Academic Vocabulary

Procedural, structure, evaluate, sequence, signal words, text features, informational text

Homework

Complete missing work

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity

Assessment/Evaluation

Observations, Discussions, and Missing Work.

Objectives

(Students will…)

I will…

• Analyze diction in a poem
• Identify sound devices in a poem
• Compare and contrast two poems.

Exit Ticket: Tell how what you learn today helped you.

Focus Question: How do diction and sound devices affect a poem’s meaning?

Class Starter

• Copy Objectives
• Take Roll
• Seat students

Standards

• 12 L.11-12.4(a);12L.11-12.4(d); 12L.11-12.5(a); 12 L.11-12.5(b)

  12 L.11-12.6.;

• 12 RI.11-12.a.; 12 RI.11-12.b.; 12RI.11-12.4.;
• 12 RL.11-12.a.; 12 RL.11-12.b.; 12RL.11-12.1.;12RL.11-12.10.

  12 RL.11-12.2.;12 RL.11-12.4.;12 RL.11-12.5.;12 RL.11-12.7.

  12 RL.11-12.9.

• 12W.11-12.9(a)

Teacher Activities

1. Analyze the poem, “Digging,” by Seamus Heaney

• Discuss students sound devices and diction through a video and Edgenuity. (Sound devices are elements of literature and poetry that emphasize sound. There are a few different types of sound devices including alliteration, rhyme schemes and rhythm. Alliteration is the repetition of constant sounds. Rhyme schemes are the pattern in which a poem rhymes while rhythm is the number of syllables in the lines of poetry.) Katie Aquino (video)

YouTube: https://www.brightstorm.com/english/writing/writing-terms/sound-devices/?jwsource=em

• Follow up with https://youtu.be/dIzJgbNANzk (Seamus Heaney reading his own poem at various points of his life)

2. If time, go over the poem as a class looking for alliteration, rhyme, and rhythm.

Student Activities

1. Analyze the poem, “Digging,” by Seamus Heaney

• Discuss/identify sound devices and diction.

2. Watch videos and take notes over sound devices.

Academic Vocabulary

Diction, sound devices, compare/contrast

Homework

Complete or re-read poem tonight.

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity

Assessment/Evaluation

Observations, Discussions, and Participation.

Objectives

(Students will…)

I will…

• Analyze diction in a poem
• Identify sound devices in a poem
• Compare and contrast two poems.

Exit Ticket/Focus Question: How do diction and sound devices affect a poem’s meaning?

Class Starter

• Copy Objectives
• Take Roll

Standards

• 12 L.11-12.4(a);12L.11-12.4(d); 12L.11-12.5(a); 12 L.11-12.5(b)

  12 L.11-12.6.;

• 12 RI.11-12.a.; 12 RI.11-12.b.; 12RI.11-12.4.;
• 12 RL.11-12.a.; 12 RL.11-12.b.; 12RL.11-12.1.;12 RL.11-12.10.

  12 RL.11-12.2.;12 RL.11-12.4.;12 RL.11-12.5.;12 RL.11-12.7.

  12 RL.11-12.9.

• 12W.11-12.9(a)

Teacher Activities

1. discussing Warm-up & Instruction over “Digging,” by Seamus Heaney.

• Assign: Assignment (Edgenuity)

Student Activities

1. Analyze the poem, “Digging,” by watching, listening, and discussing Warm-Up and Instruction in Edgenuity.

• Answer the Assignment in Edgenuity.
• Answer Focus Question as an Exit Card

Academic Vocabulary

Diction, sound devices, compare/contrast

Homework

Complete assigned work/reading tonight: Assignment.

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity;

Assessment/Evaluation

Observations, Discussions, Exit Card and Assignment.

Objectives

(Students will…)

I will…

• Analyze diction in a poem
• Identify sound devices in a poem
• Compare and contrast two poems.

Focus Question: How do diction and sound devices affect a poem’s meaning?

Class Starter

• Copy Objectives
• Take Roll

Standards

• 12 L.11-12.4(a); 12L.11-12.4(d); 12L.11-12.5(a); 12 L.11-12.5(b); 12 L.11-12.6.;
• 12 RI.11-12. a.; 12 RI.11-12.b.; 12RI.11-12.4.;
• 12 RL.11-12.a.; 12 RL.11-12.b.; 12RL.11-12.1.; 12RL.11-12.10.

  12 RL.11-12.2.; 12RL.11-12.4.;12RL.11-12.5.;12RL.11-12.7.; 12RL.11-12.9.

• 12 W.11-12.9(a)

Teacher Activities

1. Go over Instruction and Summary.

2. Assign Quiz.

Student Activities

1. Discuss Instruction and Summary.

2. Complete Quiz over “Digging.”

Academic Vocabulary

Diction, sound devices, compare/contrast

Homework

Missing work

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity; Google Classroom.

Assessment/Evaluation

Observations, Discussions, and Missing Work.

Objectives

(Students will…)

I will…

• Analyze diction in a poem
• Identify sound devices in a poem
• Compare and contrast two poems.

Focus Question: How do diction and sound devices affect a poem’s meaning?

Class Starter

• Copy Objectives
• Take Roll

Standards

• 12 L.11-12.4(a); 12L.11-12.4(d); 12L.11-12.5(a); 12 L.11-12.5(b); 12 L.11-12.6.;
• 12 RI.11-12. a.; 12 RI.11-12.b.; 12RI.11-12.4.;
• 12 RL.11-12.a.; 12 RL.11-12.b.; 12RL.11-12.1.; 12RL.11-12.10.

  12 RL.11-12.2.; 12RL.11-12.4.;12RL.11-12.5.;12RL.11-12.7.; 12RL.11-12.9.

• 12 W.11-12.9(a)

Teacher Activities

1. Check for completion of Quiz from yesterday.

2. Tell students: ALL missing work due by Tuesday- no more chances.

Student Activities

1. Complete yesterday’s Quiz over “Digging” if not already done.

2. Complete missing work- no more chances- due Tuesday.

Academic Vocabulary

Diction, sound devices, compare/contrast

Homework

Missing work due Tuesday

Resources/Differentiated Instruction

Teacher-Facilitator; Edgenuity;

Assessment/Evaluation

Observations, Discussions, and Quiz.