Lesson Plans - August 25-29

English I Lesson Plans - Week 4

Mrs. White

Standards: 

RL.9.1, RL.9.3, W.9.2, W.9.4, W.9.5, W.9.9, SL.9.1, SL.9.4, SL.9.5, SL.9.6, L.9.1, L.9.2, L.9.3

Daily Agendas: 

Monday

• Bellringer
• Complex Sentence Lesson/Review
• Complex Sentence Worksheet
• Begin Ship-Trap Island Project - due Wednesday

 

Tuesday

• Bellringer
• Complex Sentence Review / Go over Worksheet answers from yesterday
• Continue working on Ship-Trap Island Project - due tomorrow

 

Wednesday

• Bellringer
• Complex Sentence Practice (continued)
• Complete and Present Ship-Trap Island Projects (Gallery Walk)
• Paragraph Writing Response using P.E.E.L. Method

 

Thursday

• English I Pre-Test

 

Friday

• Go over Pre-Test
• Scarlet Ibis Anticipation Guide and Introduction

 

Plans are subject to change. 

Plans will be modified to meet IEPs.

Lesson Plans - September 15-19

Week 7 Lesson Plans

Standards: RL.9.1, RL.9.2, RL.9.3, RL.9.4, RL.9.5, RL.9.10,RI.9.1, RI.9.2, RI.9.4, L.9.1, L.9.4, L.9.5

*Plans are subject to change. 

*Plans will be modified to accommodate IEP's.

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Day 1 – Monday

Essential Questions:

• How can sentence structure affect clarity in writing?

• How does an author’s tone shape the reader’s understanding of a text?

Agenda

1. Bellringer – Identify sentence type (5 min)

2. Mini-Lesson Review – Simple, compound, complex, compound-complex sentences (15 min)

   • Direct teaching with examples + quick student practice.

3. Practice – Sentence identification activity (10 min)

4. Lesson: Tone vs. Mood (15 min)

   • Define both terms.

   • Watch short video clips and identify tone as a class.

5. Group Work – Tone/mood practice with short excerpts (20 min)

   • Identify tone, cite textual evidence, share responses.

6. Independent Work – Read a short poem, answer guided tone/mood questions (20 min)

7. Wrap-Up – Share poem answers and clarify tone/mood (5 min)

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Day 2 – Tuesday

Essential Questions:

• What are the characteristics of Gothic literature?

• How does an author use vocabulary and sentence structure to create tone?

Agenda

1. Bellringer – Sentence types warm-up (5 min)

2. Sentence Types Review Questions – Individual or partner (10 min)

3. Introduction to Gothic Literature – PowerPoint & notes (20 min)

   • Key features: setting, atmosphere, characters, themes.

4. Introduce “A Rose for Emily” (10 min)

   • Context about William Faulkner and Southern Gothic.

5. Vocabulary Practice – “A Rose for Emily” vocabulary activity (25 min)

   • Definitions, context clues, and practice sentences.

6. Exit Ticket – Gimkit game on identifying sentence types (15 min)

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Day 3 – Wednesday

Essential Questions:

• How does Faulkner use Gothic elements in “A Rose for Emily”?

• How do sentence types support meaning in writing?

Agenda

1. Bellringer – Sentence types review (5 min)

2. Sentence Types Review Questions – Quiz prep (10 min)

3. Guided Reading – Read “A Rose for Emily” (30 min)

   • Stop periodically for comprehension checks.

4. Guided Questions + Graphic Organizer – Students work individually/in groups (25 min)

5. Exit Ticket – Gimkit: sentence types identification (15 min)

6. Reminders: quiz tomorrow on sentence types!

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Day 4 – Thursday

Essential Questions:

• How does Faulkner’s word choice contribute to tone and theme in “A Rose for Emily”?

• How does Lincoln’s “Speech on Slavery” reflect values and persuade his audience?

Agenda

1. Bellringer – Quick grammar warm-up (5 min)

2. Sentence Types Quiz (20 min)

3. Continue Reading/Discussion – Finish “A Rose for Emily” if needed (10 min)

4. Class Discussion – Go over guided reading questions (20 min)

5. Complete Graphic Organizer

6. Independent Reading – Lincoln’s “Speech on Slavery” (15 min)

   • Students annotate and answer comprehension/analysis questions.

7. Wrap-Up – Discuss connections between fiction (Faulkner) and nonfiction (Lincoln) (5 min)

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Day 5 – Friday

Essential Questions:

• How does analyzing Gothic literature improve understanding of theme and tone?

• How can we demonstrate comprehension through group collaboration?

Agenda

1. Bellringer - Identify tone 

2. Test on “A Rose for Emily” 

3. Introduce Group Project 

   • Assign roles & explain expectations (poster/creative project analyzing tone, mood, theme, symbols, or Gothic elements).

4. Group Work – Begin working on project 

   • Teacher circulates, provides guidance.

5. Wrap-Up – Quick check-in on project progress (5 min)

   • Reminder: Finish on Monday & present.

 

Lesson Plans - September 22-26

Lesson Plans - September 22-26

Mrs. Bairfield - English I

Standards: 

• RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development.

• RL.9-10.3: Analyze how complex characters develop, interact, and advance the plot or theme.

• RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

• RL.9-10.5: Analyze how an author’s choices regarding structure, order of events, and point of view create effects.

• RL.9-10.6: Analyze how an author develops and contrasts the points of view of different characters or narrators.

Writing (W.9-10):

• W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly.

• W.9-10.4: Produce clear and coherent writing appropriate to task, purpose, and audience.

• W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Language (L.9-10):

• L.9-10.1: Demonstrate command of standard English grammar and usage.

• L.9-10.2: Demonstrate command of standard English capitalization, punctuation, and spelling.

 

Essential Questions:

• How does Edgar Allan Poe create suspense, mood, and tone in his works?

• How does figurative language contribute to meaning and emotional impact in literature?

• How do authors use literary devices, such as symbolism and irony, to develop characters and themes?

• How does understanding vocabulary and historical context enhance comprehension of a story?

• How does plot structure and author choice affect suspense and the reader’s experience?

• How can effective sentence structure and grammar improve clarity and style in writing?

*Plans are subject to change. 

*Plans will be modified to accommodate IEPs.

 

Agendas

Monday

1. Bellringer

2. Test on "A Rose for Emily"

3. Introduction to Poe Unit - Video and Notes

 

Tuesday

1. Bellringer

2. Commas Lesson and Practice Questions 

3. Read and annotate "The Raven" as a class (Close-Reading Questions)

4. Identify literary devices/figurative language in the poem.

5. Exit Ticket: Quickwrite Prompt using PEEL Method (Choose one of the three options)

 

Wednesday

1. Bellringer

2. Commas Practice Questions

3. Review "The Raven" assignments from yesterday.

4. Introduction to "Cask of Amontillado" 

• Pre-Reading Assignment
• Vocabulary

 

Thursday

1. Bellringer - Commas Practice

2. Literary Terms Review 

3. Read "The Cask of Amontillado"

• As you read, annotate the passage using #mainidea method.
• After reading, complete the literary terms worksheet - Identifying examples of literary terms in the story.
• Plot Diagram - Together as a class.
• Exit Ticket: Plot Sequencing Quiz

 

Friday

1. Bellringer - Vocabulary Review

2. "The Cask of Amontillado" Sentence-Combining Worksheet

3. Symbolism/Motif Mini-Lesson

4. Symbolism/Motif in "The Cask of Amontillado"

5. Exit Ticket: Quickwrite Prompt: Choose one and use the PEEL method to answer the prompt. 

• Analyze a symbol from the story and explain how it contributes to the theme.

   

• Compare two symbols or motifs in the story and explain their effects.

• Reflect on Montresor’s character: What does his behavior symbolize about human nature?

 

Lesson Plans - September 29-October 3

Lesson Plans English I/Honors English I - Week 9 (September 29-October 3)

Teacher: Mrs. Bairfield

Standards

• RL.9.1 – Cite strong and thorough textual evidence to support analysis.

• RL.9.2 – Determine theme or central idea and analyze development.

• RL.9.4 – Determine the meaning of words/phrases, including figurative and connotative meanings.

• RL.9.7 – Analyze how a film or adaptation of a text compares to the original.

• RI.9.1–RI.9.10 – Reading Informational Standards (tested on 9 weeks exam).

• RL.9.1–RL.9.10 – Reading Literature Standards (tested on 9 weeks exam).

• L.9.1 – Demonstrate command of conventions of standard English grammar.

• L.9.2 – Demonstrate command of capitalization, punctuation, and spelling.

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Essential Questions

1. How do authors use symbolism to develop deeper meaning in a text?

2. How can grammar choices (such as sentence combining and commas) improve clarity in writing?

3. How do themes of revenge and pride shape The Cask of Amontillado?

4. How do film adaptations enhance or change the meaning of a story?

---

Monday

Objective: Students will review Poe vocabulary, recall events in The Cask of Amontillado, and practice sentence combining and comma rules to strengthen writing.

Agenda:

1. Bellringer/Review Game: Blooket review of Poe vocabulary (10 min).

2. Plot Review & Quiz: Quick recap of The Cask of Amontillado followed by a short quiz (20 min).

3. Sentence Combining Practice: Students rewrite groups of simple sentences into complex/compound forms (20 min).

4. Grammar Mini-Lesson: Teach Comma Rule #4. Students complete a short practice sheet (15 min).

5. Wrap-Up/Exit Ticket: Combine two simple sentences into a correct sentence using commas (5 min).

---

Tuesday

Objective: Students will analyze symbolism in The Cask of Amontillado and review literary terms in preparation for their 9 weeks test.

Agenda:

1. Bellringer: Write one sentence using Comma Rule #4 correctly (5 min).

2. Symbolism Activity: In groups, analyze major symbols in the story (trowel, carnival, Amontillado, Montresor’s coat of arms) and explain how each contributes to theme (20 min).

3. Class Share-Out: Groups present their symbolism findings (10 min).

4. Literary Terms Review

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Wednesday & Thursday – 9 Weeks Exams

Agenda:

1. 9 Weeks Test 

2. After Test: Choice board extension activities:

   • Poe vocabulary crossword or word search

   • Design Montresor’s coat of arms

   • Create a comic strip version of the story

   • Write a 6-word story summary of The Cask of Amontillado

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Friday

Agenda:

1. Makeup Work: Students complete any unfinished assignments 

2. Film Viewing & Comparison: Watch a short film adaptation of The Cask of Amontillado. Students complete a chart comparing similarities/differences with the story.

Romeo and Juliet Unit Plan

Teacher: Mrs. Bairfield

Standards: 

Reading Literature: RL.9.1, RL.9.2, RL.9.3, RL.9.4, RL.9.5, RL.9.7, RL.9.10

Reading Informational: RI.9.1, RI.9.2, RI.9.3, RI.9.6, RI.9.9

Writing: W.9.1, W.9.2, W.9.4, W.9.5, W.9.9

Speaking and Listening: SL.9.1, SL.9.2, SL.9.4, SL.9.6

Language: L.9.1, L.9.2, L.9.3, L.9.4, L.9.5, L.9.6

Week 10

Grammar Focus: Phrases (Appositive & Prepositional)

Essential Questions (Week 1):

• How does Shakespeare introduce themes of fate and conflict in the opening of the play?
  
  
• What role does family loyalty play in shaping identity?
  
  
• How do phrases strengthen and clarify meaning in writing?
  
  

MONDAY – Shakespeare’s World

• Bellringer: Quick write → “What makes a love story timeless?”
  
  
• Grammar: Intro to Phrases → Appositive phrases mini-lesson + practice sentences.
  
  
• Reading/Activity: Short background article: “Who Was William Shakespeare?” → guided notes.
  
  
• Activity: Shakespeare or Rap? (students identify source of quotes).
  
  
• Wrap-Up: Exit ticket → “What surprised you most about Shakespeare?”
  
  

TUESDAY – Shakespeare’s Language

• Bellringer: Identify subject/verb in tricky sentence.
  
  
• Grammar: More practice with appositive phrases → rewrite sentences.
  
  
• Reading/Activity: Shakespearean vocab scavenger hunt (thou, thee, art, etc.).
  
  
• Activity: Translate 3 modern lines into Shakespearean English.
  
  
• Wrap-Up: Essential Question → “Why might Shakespeare’s language still matter today?”
  
  

WEDNESDAY – Elizabethan Theatre

• Bellringer: Picture prompt → Globe Theatre sketch, “What do you notice?”
  
  
• Grammar: Prepositional phrases mini-lesson + group practice.
  
  
• Reading/Activity: Article: “Elizabethan Theatre Life” → group jigsaw notes.
  
  
• Discussion: How might this theatre setting shape how audiences viewed Romeo & Juliet?
  
  
• Wrap-Up: Exit ticket → EQ check-in.
  
  

THURSDAY – Sonnets

• Bellringer: Listen to Sonnet 18 read aloud → “What is the tone?”
  
  
• Grammar: Practice writing sentences with prepositional phrases.
  
  
• Reading/Activity: Analyze Sonnet 18 (theme + structure of sonnet).
  
  
• Wrap-Up: Essential Question → “How does Shakespeare’s poetry prepare us for his plays?”
  
  

FRIDAY – Sonnets & Transition to Play

• Bellringer: Compare Sonnet 18 to Sonnet 130 (love imagery).
  
  
• Grammar: Mini-quiz on appositive & prepositional phrases.
  
  
• Reading/Activity: Group compare/contrast chart on the two sonnets.
  
  
• Wrap-Up: EQ → “What do Shakespeare’s sonnets teach us about his views on love?”
  
  

English I – Week Plan 11 (Romeo and Juliet Act I)

Teacher: Rose White and Tonya Bairfield

MCCRS Standards

Reading Literature

• RL.9.1: Cite strong and thorough textual evidence to support analysis.
  
  
• RL.9.3: Analyze how complex characters develop and interact.
  
  
• RL.9.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  
  
• RL.9.10: Read and comprehend literature, including dramas, at the high end of the grades 9–10 text complexity band.
  
  

Language

• L.9.1a,b: Demonstrate command of conventions of standard English grammar and usage.
  
  
• L.9.5: Demonstrate understanding of figurative language and word relationships.
  
  

Writing

• W.9.2: Write informative/explanatory texts to examine and convey ideas clearly.
  
  
• W.9.9: Draw evidence from literary texts to support analysis, reflection, and research.
  
  

Speaking & Listening

• SL.9.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led).
  
  

Essential Questions

1. How does Shakespeare use language to reveal emotion and conflict?
   
   
2. What can grammar teach us about writing clearly and powerfully?
   
   
3. How do love and hatred drive the events of Romeo and Juliet?
4. How does a person balance their own desires with expectations from family members?
5. How does love impact a person's actions and decisions in life? Are some types of love more powerful than others?
6. To what extent is a person's life dictated by fate or free will?
   
   

Monday

Objective:
Students will identify prepositions and prepositional phrases. Students will analyze how Shakespeare introduces the themes of love and conflict.

Materials:

• List of common prepositions
  
  
• Romeo and Juliet text or script
  
  
• Act I Study Guide
  
  
• Whiteboard/projector
  
  

Procedure:

1. Bellringer – ACT-style grammar questions
   
   
2. Grammar Mini-Lesson (15 min) – Introduce prepositions and prepositional phrases; distribute list. Practice identifying in sample sentences.
   
   
3. Literature (50 min) –
   
   
• Review Shakespeare, the language of Shakespeare, and Elizabethan theatre.
  
  
• Read Act I, Scenes i–ii.
  
  
• Discuss feud between Montagues and Capulets; Romeo’s infatuation with Rosaline.
  
  
• Begin Act I Guided reading questions.
  
  
4. Closure (10 min) – Continue memorizing Prologue (lines 5-8).

Tuesday

Objective:
Students will apply prepositional phrases in writing and analyze Juliet’s attitude toward love and marriage.

Materials:

• Grammar practice worksheet
  
  
• Romeo and Juliet text
  
  
• Study Guide
  
  

Procedure:

1. Bellringer: identify prepositional phrases.
   
   
2. Grammar – Review prepositional phrases as adjectives/adverbs; students write 3 sentences using prepositional phrases.
   
   
3. Literature
   
   
• Read Act I, Scenes iii–iv.
  
  
• Discuss Lady Capulet’s and the Nurse’s roles.
  
  
• Analyze Mercutio’s “Queen Mab” speech (imagery and tone).
  
  
• Act I Guided Reading Questions.
  
  
4. Closure (5–10 min) – Practice Prologue lines 5–8.
   
   

Wednesday 

Objective:
Students will identify participial phrases and analyze figurative language in Act I, Scene v.

Materials:

• Grammar handout: participles and participial phrases
  
  
• Romeo and Juliet text
  
  
• Figurative language handout
  
  

Procedure:

1. Bellringer – ACT English questions
   
   
2. Grammar Mini-Lesson (15 min) – Define and identify participial phrases; rewrite dull sentences using participial phrases.
   
   
3. Literature (50–55 min) –
   
   
• Read Act I, Scene v (the Capulet party).
  
  
• Identify oxymorons and discuss their effect (“O brawling love! O loving hate!”).
  
  
• In groups, act out the meeting between Romeo and Juliet.
  
  
4. Closure (5–10 min) – Practice Prologue lines 9–12.
   
   

Formative Assessment:
Participation in grammar and scene acting; figurative language notes.

Thursday

Objective:
Students will review figurative language, complete the study materials for Act I, and respond to a higher-order analysis question.

Materials:

• Study Guide and Timeline templates
  
  
• Romeo and Juliet text
  
  
• Writing notebooks
  
  

Procedure:

1. Bellringer - identify prepositional and participial phrases.
   
   
2. Grammar Review (10 min) – Quick quiz/game reviewing phrase types.
   
   
3. Literature Review (55 min) –
   
   
• Complete Act I Questions and Timeline.
  
  
• Act 1 Study Guide
  
  
• Quickwrite (DOK 3–4): What contrasts does Shakespeare set up in Act I, and how do they reflect human nature?
  
  
4. Closure (5–10 min) – Recite final Prologue lines (13–14).
   
   

Friday -

Materials:

• Study Guide
  
  
• Romeo and Juliet text
  
  

Procedure:

1. Bellringer– Short grammar ACT-style question.

Writing (30 min) –  Act I Written Response:
Choose one character from Act I. Explain how Shakespeare’s language reveals that character’s personality, emotions, and motivations. Use at least one quote and one participial phrase.

Lesson Plans - English I/Honors 

October 27-31

Teacher: Bairfield

Standards: 

RL.9-10.1, 2, 3, 4, 5, 6

W.9-10.2, 4, 9

L.9-10.1, 1b, 2, 3, 4

SL.9-10.1, 4

Monday

Bellringer:

• Error corrections - Grammar

Reading/Activities:

• Quick recap of Act 1 events
• Act 1 Quiz

• Literary Analysis Paragraph

Tuesday – Act 2, Scenes 1–2

Bellringer:

• Prediction: “What problems might arise from secret love?”

Grammar:

• Subject-verb agreement Mini-Lesson: rules and short practice sentences

Reading/Activities:

• Act 2 Pre-Reading Activities (Comic and analysis)
• Concept Vocabulary Handout
• Balcony scene: student volunteers read
• Identify figurative language 
• Discuss symbolism and emotional impact

Wrap-Up/Exit Ticket: Write one line from Scene 2 that best expresses Romeo or Juliet’s feelings and explain why

Wednesday – Act 2, Scenes 3–4

Bellringer:

• Prediction: “How might friends and mentors influence secret love?”

Grammar:

• Parallel structure: rules and practice

Reading/Activities:

• Read Act 2, Scenes 3–4 (Friar Lawrence’s advice, Mercutio and Romeo contrast)
• Discuss character motivations and symbolism (light/dark, secrecy, poison)
• Figurative Language Handout

Wrap-Up/Exit Ticket:

• EQ: “What role do friends and mentors play in Romeo and Juliet’s decisions?”
• Quick reflection: What advice would you give Romeo if you were Friar Lawrence?

Thursday – Act 2, Scenes 5–6

Bellringer: Grammar (Parallel structure)

Grammar:

• Review subject-verb agreement and parallel structure
• Practice handout

Reading/Activities:

• Finish Act 2: Scenes 5–6
• Discuss tension, impulsiveness, and secrecy
• Mini-Lesson on types of structure (rhyming verse, prose, and blank verse)
• Handout: Inference Handout

Wrap-Up/Exit Ticket:

• EQ: “What role do friends and mentors play in Romeo and Juliet’s decisions?”
• Prediction: What might go wrong in their marriage?

Friday – Act 2 Review & Quiz

Bellringer:

• Parallel Structure Practice Questions

Reading/Activities:

• Review for quiz
• Act 2 Quiz (what happens in the story, symbolism, theme, vocabulary, and parallel structure)
• If time permits, we will watch Act 2 after the quiz.

Lesson Plans – English I/Honors English I

Teacher: Bairfield

Grade: 9th

Week: November 3-7, 2025 Text: Romeo and Juliet by William Shakespeare

 

*Plans are subject to change.

* Plans will be modified to accommodate IEPs.

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Standards

● RL.9.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferences drawn from the text.

● RL.9.3: Analyze how complex characters develop, interact, and advance the plot or theme.

● RL.9.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

● W.9.3: Write narratives or creative texts using effective technique and well-structured sequences.

● L.9.1: Demonstrate command of the conventions of standard English grammar and usage.

● L.9.4: Determine or clarify the meaning of unknown and multiple-meaning words using context clues.

● SL.9.4: Present information and ideas clearly, concisely, and logically.

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Essential Questions

1. How do individual choices and emotions influence the course of events in Romeo and Juliet?

2. How do Shakespeare’s language and structure develop character and theme?

3. How can creative writing and performance deepen our understanding of literature?

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Monday

Objective: Students will demonstrate understanding of Act 2 through class discussion and assessment.

Bellringer (5–10 min): Act 2 Vocabulary Review

Lesson/Activities:

● Review Act 2 events and clarify questions.

● Administer Act 2 Test.

● If time permits, begin reading Act 3, Scene 1 aloud (assign student roles).

Closure: Students predict how Romeo’s decisions might create future conflict.

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Tuesday

Objective: Students will write creatively to retell Act 3, Scene 1 through a news article and obituary.

Bellringer (10 min): Grammar Review – Subject-verb agreement with prepositional phrases before the verb.

Lesson/Activities:

● Review main events in Act 3, Scene 1.

● Introduce Newspaper Project: Students write a news article about the fight and an obituary for Mercutio or Tybalt.

● Review expectations and allow students to begin drafts.

Closure: Students will share their projects with the teacher before leaving class for progress checks.

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Wednesday

Objective: Students will perform the Prologue from memory and continue developing creative writing skills through project completion.

Bellringer (5 min): Quick-write: “Which character—Romeo, Mercutio, or Tybalt—is most responsible for the tragedy in Act 3, Scene 1?”

Lesson/Activities:

● Students continue working on their Newspaper and Obituary Project.

● One at a time, students recite the Prologue from memory for a test grade.

● Teacher circulates and checks project progress.

Closure: Students complete a peer review on their project for feedback.---

Thursday

Objective: Students will analyze character emotions and conflicts in Act 3, Scenes 2–3.

Bellringer (5–10 min): Vocabulary Review Act 3.

Lesson/Activities:

● Read Act 3, Scenes 2–3 aloud.

● Pause for discussion of Juliet’s emotions and Romeo’s banishment.

● Complete guided reading questions for comprehension and analysis.

Closure: EQ Reflection – “How does Shakespeare use misunderstanding to build conflict in this act?”

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Friday

Objective: Students will demonstrate comprehension of Act 3 and analyze the consequences of Romeo’s choices.

Bellringer (5 min): Act 3 Vocabulary Quick Quiz.

Lesson/Activities:

● Finish reading Act 3, Scenes 4–5.

● Discuss major themes and conflicts.

● Administer Act 3 Test.

Closure: Reflection – “What lesson about impulsive behavior can be learned from Act 3?"

English I/Honors English I Lesson Plans

December 1-5, 2025

Teacher: Bairfield

Unit: Lamb to the Slaughter by Roald Dahl

* Plans are subject to change and will be modified to accommodate IEP’s.

* Standards are listed with each day.

Monday

Standards:

• RL.9-10.1 (cite textual evidence)
• RL.9-10.2 (determine theme/central idea)
• RL.9-10.4 (word choice, tone, meaning)
• L.9-10.2 (punctuation)

Objectives:

• Students will activate background knowledge about themes such as loyalty, betrayal, and justice.
• Students will identify and explain the three types of irony.
• Students will begin reading Lamb to the Slaughter and annotate for irony.
  
  

Activities:

1. Bell Ringer: Grammar review (colons, commas, dashes).

• Pre-Reading Theme Activity:

• Students will be given a list of thematic statements that relate to the story and respond with their own views on the statements.

1. . Mini-Lesson: Types of Irony:

• Direct instruction on verbal, situational, and dramatic irony (examples included).

• Begin Reading Lamb to the Slaughter:

• Students annotate moments that may become ironic later.

• Exit Ticket:

• Define one type of irony and give an example not from the story.

Tuesday

Standards:

• RL.9-10.3 (plot, conflict, character)
• RL.9-10.1 (textual evidence)
• RI.9-10.6 (author’s use of rhetoric)
• SL.9-10.1 (discussion)
• L.9-10.2 (punctuation)
  
  

Objectives:

• Students will complete the story and identify plot structure.
• Students will identify rhetorical appeals (ethos, pathos, logos) in provided excerpts.

Activities:

1. Bell Ringer: Grammar review.
2. Finish Reading the Story:
• Students note events for plot diagram.
3. Plot Diagram Activity:
• Students fill in exposition, rising action, climax, falling action, resolution.
4. Mini-Lesson: Rhetorical Appeals:
• Define ethos, pathos, logos with examples.
5. Rhetorical Appeals Assignment:
• Teacher will provide short scripts/excerpts.
• Students label examples of ethos, pathos, and logos.
• Quick whole-class discussion.

Exit Ticket: Which rhetorical appeal is most effective in courtroom settings? Explain why.

Wednesday

Standards:

• SL.9-10.1 (collaborative discussions)
• SL.9-10.4 (present information clearly)
• RL.9-10.1 (use textual evidence)

Objectives:

• Students will analyze character motivations and evidence to prepare for a mock trial.
• Students will collaborate to assign roles, write arguments, and gather textual evidence.

Activities:

1. Bell Ringer: Grammar review.
2. Explain the Mock Trial Scenario: Is Mary Maloney guilty of murder?
   Group Assignments:
• Prosecution
• Defense
• Witnesses (Mary, police officers, grocer, etc.)
• Jury
• Bailiff/Judge (teacher or selected student)
3. Preparation Work:
• Prosecution & defense gather evidence from the text
• Witnesses prepare testimony based on story events
• Jury prepares a list of questions
• Review rhetorical appeals to strengthen arguments
4. Teacher Check-Ins:
• Ensure each group is on task and using evidence correctly.

Exit Ticket: Write one strong rhetorical appeal argument your team plans to use.

Thursday

Standards:

• SL.9-10.1 (collaborative speaking)
• SL.9-10.4 (presentation skills)
• RL.9-10.1 (cite evidence)

Objectives:

• Students will participate in a structured mock trial using textual evidence.
• Students will analyze and respond to arguments in real time.

Activities:

1. Bell Ringer: Grammar review.
2. Mock Trial Execution:
• Opening statements
• Witness testimony & cross-examination
• Use of rhetorical appeals encouraged
• Closing statements
3. Jury Deliberation & Verdict
4. Whole-Class Debrief:
• What arguments were strongest?
• How did rhetorical appeals influence the trial?

Exit Ticket:

Which side (prosecution or defense) presented a stronger case and why?

Friday

Standards:

• RL.9-10.1, RL.9-10.2, RL.9-10.3, W.9-10.2

Objectives:

• Students will analyze how irony develops theme.
• Students will write a short paragraph using evidence.

Activities:

1. Bell Ringer: Final grammar review and mini-quiz (5 questions).
2. Short Irony Analysis Activity:
• Students identify 3 ironic moments in the story and explain why each is ironic.
3. Paragraph Writing:
• Prompt: How does Dahl’s use of irony influence the reader’s understanding of Mary Maloney?
• Use PEEL structure.
  
  
4. Collect and assess.

Exit Ticket:

Which type of irony was most important in the story? Explain.

"Lamb to the Slaughter" continued from week 16. (State Testing last week and this week.) 

 

Test- Wednesday

Vocab test- Friday