1 / 13

Engaging Lesson Plan with Character Sketch Activity

This lesson plan includes a prayer, grammar exercises, novel discussion, and a creative character sketch activity for a comprehensive understanding of the text. Students will engage in critical thinking and analysis.

bertha-kelley
Download Presentation

Engaging Lesson Plan with Character Sketch Activity

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. English III Unit 4 Day 11- Character sketch, chapter 5

  2. Leader: Good afternoon, Pumas.  Please compose yourselves for prayer by taking a comfortable position in your chairs.  Leader: Ad Majorem  . . . All: Dei Gloriam.  Leader: We study, work and play . . . All: for the greater glory of God. 2-minute reflection Leader: We close by saying, “Glory to the Father, and to Jesus the Son, and to the Holy Spirit . . . All: as it was in the beginning, is now, and will be forever. Amen! ”

  3. Do-now: Have Gatsby chapter 4 part 2 questions out. Determine whether each sentence is correct or not. If incorrect, fix so that it is correct. • No one, not even the girls, want to go to the party. • No one, not even the girls, wantsto go to the party. • Few of us has the energy to get up and go. • Few of us havethe energy to get up and go. • Each of us decide to go home and study instead. • Each of us decidesto go home and study instead. • When the students told Ms. Stitt and the teachers about the decision, the teachers was very happy. . • When the students told Ms. Stitt and the teachers about the decision, the teachers were very happy. .

  4. Tip of the week: • That one (women, woman) was so smart that everyone else was intimidated by her. • Novel titles should be __________ and ____________ • Tip #9: than = comparison; then = time • John was smarter THAN Jane. • Why did she get more THAN me? • THEN, we went to McDonalds to get Shamrock Shakes. • I went to McDonalds THEN to the mall.

  5. Announcements/Reminders: • Outside reading is due: Monday, April 14th. • If you would like more practice with subject-verb agreement or would like to review Gatsby, come talk to me today during 9th! (Or plan to soon!)

  6. Prayer: • Period 6: Yuri, • Thurs: Cynthia G-R., next Wed: Arnulfo, Thurs: Jesus • Period 7: Pablo, • Thurs: Edward, next Wed: Edward, Thurs: Jessica • Period 8: Diana, • Thurs: Cindy, next Wed: Sammie, Thurs: Daniel

  7. SWBAT: • Use textual evidence to support character motive and personality • 7.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as matters that are ambiguous.

  8. Character Sketches • One pair for each character will present their character sketch.

  9. Chapter 5: • Before we begin, remind me and think about… • What does Jay Gatsby want of Nick? • Why does it have to be at Nick’s house? • For those of you who haven’t watched the movie and seen what happens, how do you think Daisy will react? • How do you think Gatsby will feel?

  10. Quick Act/Summary: • You and a group are going to do a “quick act” of what has happened so far in Gatsby. • The purpose is to make your knowledge of what has occurred in the book so far concrete and to clear up any confusion. • Requirements: • Create a one minute skit of your assigned part of the book. • This means you should leave out any unnecessary parts. Only include the parts that are most important. • You may speak. You may even use exact lines from the book. • You do not need a script unless you think it will be helpful. • THESE NEED TO BE READY BY THE BEGINNING OF CLASS TOMORROW.

  11. Groups: • Group 1: p. 1 to 22 (chapt 1) • Group 2: p. 23-38 (chapt 2) • Group 3: p. 39-59 (chapt 3) • Group 4: p. 60-74 (chapt 4 part 1) • Group 5: p. 74-80 (chapt 4. part 2) • Group 6: p. 81-wherever we got today in class

  12. HW: • Finish chapter 5 and do the questions

  13. Exit: • On a scale of 1-5, with 5 being “awesome, I’ve got it” and 1 being “Yikes, I have no idea,” how do you feel about subject-verb agreement (what we do in the do-nows)? EXPLAIN YOUR RESPONSE

More Related