Lesson Plans
English II 1st Q 05.06 Lesson Plans
Week: 09/05/2005 Instructor: Duane Hannan Academics
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Monday:
No school--Labor Day.
Tuesday:
Turn in "Issue Logs"

Commemorative days--in large group, list five commemorative days; in small groups, list for 5-10 minutes;

List the roles members of groups play in a group; transform list into chart, print copy for each student; do group dynamics evaluation.

Dump drawer; four students classify contents for 5-10 minutes. Discuss criteria for grouping, process for arriving at criteria.

In same small groups, students classify their commemorative days, creating a chart matrix: categories vs. days. Groups summarize their cagegories/criteria.

The sentence and sentence types--students write a sentence, on the board classify each by name: simple, compound, complex, compound/complex. Why have each in students' writing? Define each. Sentence: define; clause: define, ex. Clauses (handout p. 85). Clause types--independent clause, subordinate (dependent clause); ex. 1, p. 493-494
Wednesday:
Identify culturally other group’s days; define “Culture” as a shared group identity such that “railroad engineers” could be a cultural group, as “French speaking Canadian” could be a cultural group, as “married couples” could be a cultural group, Orthodox Jews could be a cultural group. In groups, students brainstorm cultural groups, select a group then assemble a list of the group’s days.

The notion of “keyword” is defined, and a list of search engines is generated. The students list possible keywords then search internet sources for information concerning the holidays of their chosen culture groups.

Review independent/subordinate clauses, ex. Independent Clauses (handout p.86), ex. Subordinate Clauses (handout p. 87).

"Issue Log"--find article using internet article search.
Thursday:
In large group, one of the commemorative days is broken down into its component parts (analyzed). Attention is given to what types of questions are asked in order to identify the degree to which the commemorative day displays the quality. For example, what is the degree to which the commemorative day is lighthearted or serious? Memorial Day is serious. St. Patrick’s Day is lighthearted (in the United States currently). Other questions are identified that focus on the nature of the commemorative day; for example, what do people do to observe the commemorative day? And what do people believe regarding the commemorative day? And is the commemorative day celebrated now as it was 100 years ago? 500 years ago?

Students select one of the commemoration days identified in their previous search. They then identify questions related to the analysis of the commemorative day and analyze.

Subordinate clause types: adjective, adverb, noun--list examples; identify each; define; ex. 3, p. 497, ex. 4, p. 499, ex. 6, p. 502.

Sentence types--simple, compound, complex, compound/complex; ex. 7, p. 505. Why use each type?

Friday:
Sentence combining ex. (handout); following students identify the types of sentences they created.

Database design and creation; using a database to track citations.

Identify keywords to use in an internet search engine to answer the questions regarding the analysis of the chosen commemorative day. Track citations using a database.

 
 
 
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