Eric W. Maroney
Engineering and Science University Magnet School
Lesson Plans for English 1 (grade 9)
Dates: 11/26– 11/30
Periods 1 and 3 (A and B)
Objectives and Outcomes:
1. CCSS.RL.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
2. CCSS.W.1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
Do Now
Focus Area &
Time Frame
(Mon/Tues)
Day 1
(Wens/Thurs)
Day 2
Do Now: Is it possible to be in love with
Do Now: How can our environments more than one person at the same time?
impact the way we look, behave and Explain.
feel?
Learning Target: Contrast Ethan Frome’s
Learning Target: Use close reading
Character in the past to the present
to analyze a quotation.
( Friday)
Day 3
Do Now: Use the word
tangible or intangible in a
sentence.
Learning Target: Contrast
Zeena and Matties character
while analyzing author’s craft
Vocabulary
& Accessing background
Knowledge (review of last class
learning & objectives)
Tangible/intangible
Diction
Students will generate examples for
each word. Students are held
accountable for vocabulary on
reading quizzes.
Students will generate examples for each
word. Students are held accountable for
vocabulary on reading quizzes.
querulous -- (adj)
complaining, irritable
rancorous -- (adj) bitter,
hateful
use words to explore Zeena’s
character.
Students will generate
examples for each word.
Students are held accountable
for vocabulary on reading
quizzes.
Focus Area
& Time
Literacy Activity 3
Independent practice
Literacy activity 2
Strategy/genre/craft focus
-
-
-
-
Day 1
Read aloud Ethan Frome from
page 5 – 15
STOP at page ten. Distribute
quote attack and model close
reading to annotate and analyze.
“All the dwellers in
Starkfield...put there.”
Stop at page 10
Students will perform close
reading to “attack” quotes
“When a man’s
been...nowadays”(7)
“He seemed...Starkfield winters”
(8).
Guided Imagery activity.
Students will explore setting and
imagery as symbolism.
Students will prepare to contrast
old Ethan with Young Ethan
through journaling.
Wrap up
& Closure
Read Forward and compose an
initial response 1 full page.
Day 2
Read aloud Ethan Frome Pages 15-24
-Stop at page 18
instruct students to highlight
descriptions of Mattie.
Why does Edith Wharton describe her
this way?
-Continue reading asking students to
mark or highlight Ethan’s response to
Mattie. What are his thoughts? How does
he behave?
-Partner talk: How is Ethan feeling? How
do you know.
Generalize conversation whole class.
Show Film Scene of Ethan Walking
Mattie home from the dance.
Discuss reactions to film. What do you
notice? What sticks out to you?
How is Ethan different in this scene than
he was in the past?
Homework: Journal response
contrasting Ethan in the present with
Ethan in the past. You must include at
least 2 quotes. Use Axes model.
Day 3
Instruct Students to turn to
page 31.
Read aloud description of
Zeenobia Frome.
Quick write: How does Zeena
contrast with the description of
Mattie Silver?
Discuss student responses.
Instruct students to turn back
to page 25. Read aloud 25-31
Students will take turns to read.
Distribute William Butler Yeats
poem, “Ephemara”
In pairs students will use
poetry reading guide to read
and respond.
How does the poem connect to
Ethan Frome?
Day 1
Do Now:
Independent reading.
Reader Response
List two stings that stuck
out to you as you read.
Objective: Determine
theme.
Introduce the idea that
theme is character actions
+ outcome.
Day 2
Do Now:
In what ways does the
story “Shaving” remind
you of Ethan Frome?
Objective :
1) Determine theme.
2) Compose and
initial response.
Read aloud the story
“Shaving.”
Model completing theme
graphic organizer for
shaving
In pairs have students
discuss comprehension
questions.
Discuss theme and
connections to Ethan
Frome.
Day 3
Do Now
Independent reading.
Day 4
Do Now:
Independent Reading
Day 5
Do Now:
Reader response: If you
could ask your character
any question what would
it be and why?
Objective
1) monitor
comprehension of
Ethan Frome
Reader Response:
Describe what happened
in your book today.
Tentative plan is to begin
group book project, if
classes have been
changed.
Books are Outliers
Autobiography of my
Dead Brother
Like Water for
Chocolate.
In pairs students will
reread pages 5-15 to
answer study questions.
Teacher will monitor
pairs and check for
understanding.
---------------------------------
Closure:
Share out response.
Take out Forward of
Ethan Frome, read with a
partner and compose and
initial response.
Closure:
Share out responses.
Objective: Contract
characters
Students will create a
venn diagram in their
notebooks.
Reread passages from
Ethan Frome page 3 and
page 18.
Brainstorm differences
using Venn Diagram
between old Ethan and
New Ethan.
Students will complete
homework for English
one in class.
Closure:
Share out responses
Closure: Share
responses
Closure