9th grade lesson planning 2013

Saint David School

Prepared by: Martha Bisono Grade/Subject: 9th grade

Unit/Chapter: Week of: August 27th -31st

Monday 27th

Objectives: • While reading the handout material about “The Necklace,” students will identify specific features and make judgments about a character• After the introduction of Mathilde (main character), students will comment on features of a character

and find evidence to support their judgments in the form of quotation

CCS (Standards) Students will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate, and appreciate a wide variety of fiction, poetic, and nonfiction texts. RL1, RL2, RL3, RL4RL5, RL6, RL7

Materials & Resources Handouts, binder, pen, pencil

Anticipatory Set: Make a list of character traits on the board for students to identify with

Teaching/Instructional Process: Today we will explore the character of Mathilde Loisel and use the story to find evidence to back up our judgments about her. We will look for similarities and differences between Mathilde and her husband.

There will be: Note taking and Cooperative learning.

Guided practice and monitoring:

The students will respond to story referenced questions asked by the teacher or instructor related to character traits (greedy, jealous, selfish, boastful); they will complete a chart describing themselves and someone they know.Students will research Guy Maupassant (author)

Closure: Take notes, making sure you copy new words for your word bank.

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Independent Activity: None

Notes:

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Saint David School

Prepared by: Martha Bisono Grade/Subject: 9thth grade

Unit/Chapter: Week of: August 27th – 31st

Tuesday 28th

Objectives: o After viewing Maupassant’s biography, students will be able to recollect details about his life.o After reading Maupassant’s work, students will be able to list elements of Maupassant’s writing styleo While watching the slide show, students will be able to analyze Maupassant’s importance and

identify his major works.CCS (Standards) The student will actively engage in the reading process and read, understand, respond to, analyze,

interpret, evaluate, and appreciate a wide variety of fiction, poetic, and nonfiction text. RL1, RL2, RL4, RL9RI6RL7

Materials & Resources Power Point slide show

Guy de Maupassant’s Biography

Anticipatory set: Yesterday I asked you to describe yourself and someone you know and to list all of the characteristics of self and others. I will introduce to you Guy de Maupassant who is the writer of “The Necklace.” He is the creator of Mathilde and responsible for the direct characterization used in the story.

Teaching/Instructional Process: Give the students a historical background, highlighting the fact that when the story was written, to belong to the upper social class was important in those times as well as keeping appearances.

Guided practice and monitoring: >Present a power point slide show detailing Maupassant’s background, major works, writing style, and importance. Explain that he was considered one of the fathers of the modern short story and one of the form's finest exponents. Explain that many of the stories are set during the Franco-Prussian War of the 1870s and several describe the futility of war and the innocent civilians who, caught in the

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conflict, emerge changed. He authored some 300 short stories, six novels, three travel books, and one volume of verse.

>Give the students a summary handout of Maupassant’s biography to be put in their binders.Closure: Introduce the short story “The Necklace.”

Independent Activity: For homework: students will answer the following questions: Lying is acceptable in some situations, when do you think is appropriate to lie?

Life sometimes hands you cruel situations, what must one do in such cases? How would you handle the situation?

Material goods, like clothing and cars are extremely important to being happy. What makes you happy?

Notes:

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Saint David School


Unit/Chapter: Week of: August 27th-31st

Friday 31st

Objectives:

While listening to the explanation about narrative elements, students will create their own story and apply what they have learned.

CCS (Standards) The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate, and appreciate a wide variety of fiction, poetic, and nonfiction text. RL1, RL2, RL4, RL9RI6RL7

Materials & Resources Binder, paper, pen or pencil, dictionary

Anticipatory Set: Homework check: To be orally presented to the class (debate issue)

Teaching/Instructional Process:

Teacher will copy on the board the following words: Setting, plot, conflict, falling action, rising action, climax, and resolution, then ask students to define them orally without using a dictionary.


1.Teach the Narrative Elements to them (Setting, plot, conflict, Events, Resolution)

a) Ask students if they know the meaning of irony and have them share their knowledge.

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1.whole class discussion of The Necklace2. Continue reading the selection of the Necklace3. Class discussion of reading4. Ask: What is ironic so far in the story?

Closure: Correct homework

Independent Activity: Define dramatic irony, situational irony, and verbal irony.

Notes:

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Saint David School


Unit/Chapter: Week of: September 3rd-7th

Monday 3rd

Objectives: Upon completion of the story, students will learn about the types of ironies and describe them by using examples from the text and from personal experience. While reading “The Necklace,” students will be able to respond to literature using ideas and details from the text to support reactions and make literary connections.

CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7

Materials & Resources Handout, glossary, binder, textbook

Anticipatory Set: Call for homework assignment and check them.

Teaching/Instructional Process: Class discussion on Mathilde and her situation concerning the ball.

In class reading of the Necklace

Theme/irony assessment

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Students will respond to questions related to The NecklaceStudents will complete study guide Students will complete side questions (textbook or handout questionnaire) Ask: What is irony? Irony is the contrast between an appearance or an expectation about something and the reality of that thing. Irony also often involves some form of deceit, duplicity, or hypocrisy, be it intentional or accidental.

Closure: Students will take notes on story vocabularyQuestions and answer session

Independent Activity: Research women’s role today and in pre 19th century. Write 1 or 2 paragraphs about it. Construct a Venn Diagram where you will compare and contrast both.

Notes:

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Saint David School



Tuesday 4th

Objectives: After reading through the Necklace students will be able to identify features of a plot.

After researching women’s role in today’s society as well as in the pre 19th century, students will be able to compare and contrast their roles and the changes that they have under gone.

While answering a series of questions related to women’s role, students will be able to cite from text about the changes in society between today and pre 19th century


Materials & Resources Venn Diagram, marker, board, binder, pen or pencil, textbook

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Anticipatory Set: What is a woman’s role in society?

Teaching/Instructional Process: Quiz on irony

Guided practice and monitoring: Handout quiz and monitor students

Closure: Collect quiz and grade them

Independent Activity: None

Notes:

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Saint David School



Friday 7th

Objectives: After sharing about favorite movie, students will break down the story by using the Freytag’s Triangle or pyramid

CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL2, RL3, RL4RL5, RL6, RL7

Materials & Resources Handout on Freytag’s pyramid, binder, pen or pencil, textbook

Anticipatory Set: Think of one of your favorite movies and write down the storyline. What happens in the very beginning of the film? What do you learn at the beginning? What starts to happen next? Are there certain problems the main character faces? What is the highest point of action or tension in the movie? What happens after? How does it end? Is the main character better or worse off than he/she was at the beginning? How has he/she changed?”

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Teaching/Instructional Process: Students will answer the questions in their notebooks for about 10 minutes and then share out with a partner or tablemates to look for similarities in structure. Ask students if they found any similarities in the different storylines of their favorite movies and discuss them briefly as a whole class.

Explain that they probably did because most stories follow a basic dramatic structure. Project Freytag’s Pyramid and explain: Gustav Freytag analyzed Greek and Shakespearean drama and noticed a pattern in the way the stories were told. He viewed the dramatic structure as a pyramid or triangle, and we can apply this dramatic structure to many stories, novels and films. Hand out copies and have students take notes. Ask a student volunteer to see if they think their movie fits this structure and have student share aloud, or get up and use projected pyramid as model as they explain their story.


Bring out the story “The Necklace,” and tell students that they should work together to locate the different parts of the dramatic structure as they read in small groups.

Students discuss where the exposition, rising action, climax and resolution are and plot them on second side of pyramid hand out.

Review as a whole class, field questions, check for understanding, re-teach students as needed; explain you will be looking at this structure throughout the unit.

Closure: Have students collect work and take notes on lesson

Independent Activity: Study guide completion (vocabulary)

Notes:

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Saint David School


Unit/Chapter: Week of: September10th -14th

Monday 10th

Objectives: • While reading The Necklace students will use information from text to support ideas.• After discussing Mathilde’s character students will draw inferences from work.• After reviewing the text, students will be able to connect themes from the story of their own lives


Materials & Resources Textbook, The Necklace

Anticipatory Set: Discuss Mathilde and her husband’s character traits

Teaching/Instructional Process: 1. Ask interpretation questions

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2.


1. Oral reading2. Have a discussion to answer any major questions the students may have about the story.

Closure: Students will take notes on what was read and discussed

Independent Activity: In class work: Handout questionnaire or study guide

Homework: Students will complete questionnaire

Notes:

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Saint David School


Unit/Chapter: Week of: September 10th -14th

Tuesday 11th

Objectives: Students will cite text from “The Necklace,” and the “Gift of the Magi” to list and identify direct, indirect characters and label round, flat, static, and dynamic characters

After reading the Gift Of the Magi, students will be able to compare and contrast both characters using a Venn Diagram


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Materials & Resources Venn Diagram Template, The Necklace, The Gift of the Magi

Anticipatory Set: Introduce the Gift of the Magi to the students

Teaching/Instructional Process: Have students read out loud the story taking turns and asking questions related to the story

Have them take out the Venn Diagram TemplateInstruct them into taking note, which will later be used for a comparison and contrast essay on both story.


Students read “The Gift of the Magi” in table groups, annotating and making connections to “The Necklace.”Come back together as whole class and have students share out similaritiesStudents then work in pairs/tables to create outline for a 4 paragraph comparative essay using the two stories and the notes on their Venn diagramsCirculate to check for understandingHand out Sample essay, read as a class, discussStudents make outline based on essay (was it organized by elements or by story?)Circulate to check for understanding Define the terms: round, flat, dynamic, and static, and discuss how writers use these different types of characters.

Closure: In class: Students will sketch both Bella and Mathilde including their similarities and differences cited on the Venn Diagram

Independent Activity: Homework: Students will be handed a questionnaire from both stories to be completes and studied for a test.

Notes:

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Saint David School


Unit/Chapter: Week of: September 10th-14th

Friday 14th

Objectives: • After reading the sample essay, students will review effective paper writing strategies


Materials & Resources Handouts, binder, pen or pencil

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Anticipatory Set: Handout a sample essay for in class reading to be use as guide for essay writing.


Discussion on essay format

Introduction to comparison and contrast essay

Hand out essay samples for students to use as guide to excellent writing.

Discussion on writing thesis papers. What is a thesis and how do we try to prove it?

Discussion on how quotes can provide support for our arguments.


Guide students through the writing process by thoroughly detailing each step and by providing examples of previous essayist.

Closure: Start with first draft of a comparison and contrast essay on two short stories.

Independent Activity: Re-write draft by correcting teacher’s comments and suggestions.

Notes:

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Saint David School


Unit/Chapter: Week of: September 17th -21st

Monday 17th

Objectives: Upon completion of the short stories, The Necklace and the Gift of the Magi, students will compose a three-paragraph essay explaining the lesson learned in one of the stories.

CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the

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meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7

Materials & Resources

Anticipatory Set: Guide students to think about one of the stories and to jot down ideas for writing an essay.


Instruct student to write a first draft

Correct the draft

Re write second draft

Revise


Students will have the entire 45 minutes period to complete an in-class essay. The prompt, which will be written on the board, is: Write an essay about one of the two stories that we have read in class where you demonstrate your understanding and explain the lesson learned or moral of the story. You have two totally different characters as you have seen, one who is selfish and egocentric and the other who is caring and concerned. Choose one of the stories and write about what it taught you as an individual.

Closure: Go over written materials and collect second draft after they are finish

Independent Activity: Students who have not handed the second draft must finish at home to turn in tomorrow.

Notes:

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Saint David School


Unit/Chapter: Week of: September 17th – 21st

Tuesday 18th

Objectives: After reviewing the prior assignments, students will prepare for a monthly evaluationWhile recalling information, students will be able to answer a series of text related questions.

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Materials & Resources Test, Essays, pen or pencil, erasers, sharpeners (if needed)

Anticipatory Set: Collect essays or allow extra time if needed for completion


Individual work: Students will complete study guide, which will help for tomorrow’s exam.


Review: Students will respond to story referenced questions asked by instructor.The students will complete study guide material and prepare for formal evaluation

Closure: Students will take note on story and vocabulary.

Independent Activity: Homework: Students will study for a monthly evaluation tomorrow.

Notes:

Saint David School

Prepared by: Martha Bisono Grade/Subject: 9thth grade

Unit/Chapter: Week of: September 17th – 21st

Friday 21st

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Objectives: No Class Religious Day

CCS (Standards)


Anticipatory Set:



Closure:

Independent Activity:

Notes:

No Class Religious Day

Saint David School



Monday 24th

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Objectives: No Class Religious Day

CCS (Standards)


Anticipatory Set:



Closure:


Notes:

No Class Religious Day

Saint David School


Unit/Chapter: Week of: September 24th-28th

Tuesday 25th 24

Objectives: • After reviewing prior lessons, students will formally be evaluated by a form of a written examination.


Materials & Resources Test, pen, pencil

Anticipatory Set:

Teaching/Instructional Process: Instructor will make sure that all students are present for test and /or mark absences Instructor will hand out the monthly test for students to complete.

Guided practice and monitoring: Students will respond and complete a monthly exam based on Literary elements, The Necklace and the Gift of the Magi, grammar fro writing, and vocabulary

Closure: Students will hand out test to instructor for grading

Independent Activity: In class monthly exam

Notes:

Saint David School



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Friday 28th

Objectives:

CCS (Standards)


Anticipatory Set:



Closure:


Notes:

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Saint David School

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Unit/Chapter: Week of: October 1st -5th

Monday 1st

Objectives: •



Anticipatory Set:



Closure:


Notes:

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Saint David School


Unit/Chapter: Week of: October 1st -5th

Tuesday 2nd

Objectives: •



Anticipatory Set:


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Closure:


Notes:

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Saint David School


Unit/Chapter: Week of: October 1st-5th

Monday 1st

Objectives: •



Anticipatory Set:


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Closure:


Notes:

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Saint David School



Wednesday 3rd

Objectives: •



Anticipatory Set:


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Closure:


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Saint David School



Thursday 4th

Objectives: •



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Anticipatory Set:



Closure:


Notes:

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Saint David School


Unit/Chapter: Week of: October 8th-12th

Monday 8th

Objectives: •

CCS (Standards) Students will apply literary elements. Students will answer questions related to text. Students will use their knowledge of word origins and word relationships, as well as

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historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. RL1, RL2, RL3, RL4RL5, RL6, RL7


Anticipatory Set:



Closure:


Notes:

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Saint David School


Unit/Chapter: Week of: October 8th 12th

Wednesday 10th

Objectives: •

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Anticipatory Set:



Closure:


Notes:

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Saint David School


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Unit/Chapter: Week of: October 8th -12th

Thursday 11th

Objectives: •



Anticipatory Set:



Closure:

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Notes:

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9th grade lesson planning 2013

Education