• RL.9.1, RL.9.3, RL.9.5 – Analyze characters, plot, and author’s choices using text evidence.
• W.9.3, W.9.4, W.9.5, W.9.6 – Plan, write, revise, and publish narratives using technology.
• L.9.1, L.9.2, L.9.4 – Apply grammar, punctuation, and vocabulary knowledge.
• SL.9.1 – Participate in collaborative discussions.

• TTW review  expectations for having a strong plot, using dialogue, etc.
• TSW begin handwriting their rough draft continuation of The Most Dangerous Game using the graphic organizer they completed last week.
• TTW circulate to check progress and offer feedback.
• Exit Ticket: TSW turn in their rough draft of the narrative before leaving class.

• TTW teach MLA basics:
• 1-inch margins, double-spacing, Times New Roman 12 pt.
• Header with last name & page number
• Heading with name, teacher, class, date
• Centered title
• TTW demonstrate in Microsoft Word
• TSW practice by setting up their document and typing a sample paragraph.

• Swap handwritten drafts and use a checklist (clarity, detail, grammar, sentence variety).

• Students who are ready may start typing their revised narrative in MLA format.

• Review subordinating conjunctions, dependent/independent clauses, and comma placement.
• Guided practice: combine short sentences into complex sentences.

• Students bring typed draft for a 5-minute conference with the teacher to discuss strengths & revisions.
• While waiting for their own conference time, students will continue revising/editing.

• Students submit typed MLA-formatted final narrative on Canvas.

• English I: Create poster map of Ship-Trap Island. Assignment details in this week's Canvas module.
• Honors English I differentiation: Students will have different options to choose from for their final project. Assignment details in this week's Canvas module.

• TSW continue working on posters/creative projects. TTW circulate to check for accuracy.

• Quick gallery walk to view projects.
• Students complete a short written reflection.

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.

Week 7 Lesson Plans

Standards Covered:

*Plans are subject to change. 

*Plans will be modified to accommodate IEP's.

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)

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)

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!

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)

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.