Students will discover by looking as word choice and sentence structure how language styles Diction and Syntax from Civil have changed over time. After the reading lesson, students will write two RAFTs in the style of the times to show their War Times to the Present: understanding. In this lesson, students will read and analyze literary devices used in Edgar Allan Poe's "The Masque of the Red Death." They will read the first part of the story with support and modeling from the teacher, the next part in small Creating Suspense Lesson 1: groups, and the final section on their own. Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization.
TERMS 1 & 2 - Unit 1 Outcomes Area of Study Content Summary of Learning Activities Outcome 1 Reading and Responding (Text) Text – ‘Generals Die in Bed’ - Reading journal, novel assignment / learning activities and analytical text response Outcome 2 Creating and Presenting (Writing) Students will develop their writing in response to the Context, ‘Conflict’ (chosen text, ‘The Crucible’) Students are to present a collection of pieces, in a variety of forms, along with their Statement of Intentions, responding in imaginative, persuasive and expository modes. (3 – 5 pieces) Outcome 3 Using language to persuade (Issues) Analysis of the use of written and visual language in the presentation of a point of view. Language analysis work •
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
However, some lessons have a short story regarding a city or person that they need to read to focus on writing and creativity skills. Also at the end of the third lesson, there are activities to help the students learn how to work together to do activities in creating skits of the era for doing tasks, or creating new skills. When doing assessments it is very important that the students have a textbook to help 2 them study and do their best for the formal and authentic assessments. The lesson plan includes its goals, objectives, National Council for Social Studies Standards, and formal assessment that will be use that provides learning criteria and indicators through traditional or alternative assessment means (Kessler, & Judson,
Second, have the students write down a few of the challenging words | | |they may struggle with in the story. Third, the students write the words on their personal dry-erase boards. | | |Fourth, recite them after the teacher says them. Then, the Teacher reads aloud the story “A chair for my | | |mother" by Vera B. Williams. Review the most frequently used words after reading the story.
When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
Visual text is included in the form of editorial cartoons and photos as well. In each case, the intent is to have students explore the deeper meanings of the words or images to form conclusions or connections with course themes, current issues, or other assignments by understanding an author’s purpose, intention, and audience. Students write short responses such as rhetorical précis, have guided classroom discussion, or work in partners or in small groups with guided questions from the teacher to stimulate their interaction.
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
DEPARTMENTAL SYLLABUS English 1301 Catalog Description Designed to prepare students for academic writing, this course focuses on mechanics of expression and principles of English usage, refinement of writing techniques, critical writing skills, responses to written materials, and development of a clear, forceful prose style. Students completing this course should be able to present writing in response to a specific reading and demonstrate proficiency in reading and thinking critically. Course Description English 1301 emphasizes writing and speaking on local, regional, and national issues interesting to us as individuals but about which we may need to know more. As readers, we will examine how people use language to forge connections
English 105: Introduction to Literature Course Information Spring 2011 Instructor Contact Information Instructor: Jay Keith Office Location: 5-528 E-Mail: jkeith@monroecc.edu Voice Mail/Phone: 292-3281 Office Hours: MWF 9-10; TR 8:30-9:30 and by appointment Course Description An introduction to reading and analyzing these primary genres of literature: fiction, poetry, and drama. The course may also include creative nonfiction. Students will respond critically to readings of different historical and cultural contexts through class discussion and written work. These contexts may include different world views, politics, classes, ethnicity, races, genders, and sexual orientations. Course Learning Outcomes • Demonstrate an ability to recognize and explain the differences among the