Your Name and Certification Area: Lisa Blakeley - English

Grade Level and Subject or Course: High School English II

TEKS: Full Address and Student Expectation:

110.32. English Language Arts and Reading, English II (b) (1) (A) Students understand new
vocabulary and use it when reading and writing. Students are expected to determine the meaning of
grade-level technical academic English words in multiple content areas (e.g., science, mathematics,
social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.

Circle the appropriate Strategy:

Brain-Based Learning

Cooperative Learning

Multiple Intelligences/Learning Styles

Strategy Name or Title:

Memory

Strategy Description (How does it work?):

A set of flashcards will be created for the assigned vocabulary words for the week (typically ten to
twelve words). The cards will be created in pairs with one card having the word itself and another
having the definition. Students will play a memory game with the flashcard by laying out all the cards
face down and match the pairs together.

If a pair is matched incorrectly they will be returned to the rest of the cards face-down until
successfully matching. The game ends when all pairs have been completed.

What exact content will you be teaching?

The flashcard game will use each weeks vocabulary words.

Benefit of the Strategy for the Students:

The repetition of the game will help students memorize the words and their definition.

Your Name and Certification Area: Lisa Blakeley - English

Grade Level and Subject or Course: High School English II

TEKS: Full Address and Student Expectation:

110.32. English Language Arts and Reading, English II (b) (14) (A) The student is expected to write a
poem that reflects an awareness of poetic conventions and traditions within different forms (e.g.,
sonnets, ballads, free verse).

Circle the appropriate Strategy:

Brain-Based Learning

Cooperative Learning

Multiple Intelligences/Learning Styles

Strategy Name or Title:

Relevance

Strategy Description (How does it work?):

Students will create a poem relevant to the time of the year or their lives. For example, students may
write sonnets around Valentines Day, create Tombstone Epitaphs during Halloween, or create poems
as gifts for their parents, a crush, or friends. Students may also write about current events they feel are
important.

What exact content will you be teaching?

Expressing oneself through writing poetry.

Benefit of the Strategy for the Students:

Students have the creativity to express themselves while also experimenting and learning about various
poetic conventions.

Your Name and Certification Area: Lisa Blakeley - English

Grade Level and Subject or Course: High School English II

TEKS: Full Address and Student Expectation:

110.32. English Language Arts and Reading, English II (b) (9) (C) Students will make and defend
subtle inferences and complex conclusions about the ideas in text and their organizational patterns.

Circle the appropriate Strategy:

Brain-Based Learning

Cooperative Learning

Multiple Intelligences/Learning Styles

Strategy Name or Title:

Analysis (pt. 1) and Debate (pt. 2)

Strategy Description (How does it work?):

Students will have finished reading a work with an ambiguous ending that could be viewed in a variety
of ways, for example, Charlotte Gilmore Perkins The Yellow Wallpaper in which the woman may
have originally been mentally unstable or driven to it, and decide which they believe is the intended or
true ending. The student will then organize their view of the storys ending supporting it with textual
evidence in preparation for the following class period.

Part two of the activity will be conducted in the following class day in which students of opposite
views must support and defend their chosen view.

What exact content will you be teaching?

Critical thinking and analysis of literary works.

Benefit of the Strategy for the Students:

Students will learn how to develop their own interpretations and analysis of literary works. The two
part activity will make the content engaging and easier to remember.

Your Name and Certification Area: Lisa Blakeley - English

Grade Level and Subject or Course: High School English II

TEKS: Full Address and Student Expectation:

110.32. English Language Arts and Reading, English II (b) (3) Students understand, make inferences,
and draw conclusions about the structure and elements of drama and provide evidence from the text to
support their understanding. Students are expected to analyze how archetypes and motifs in drama
affect the plot of plays.

Circle the appropriate Strategy:

Brain-Based Learning

Cooperative Learning

Multiple Intelligences/Learning Styles

Strategy Name or Title:

Reenact

Strategy Description (How does it work?):

Groups of students will be assigned different parts of a play such as the first having act 1, scene 1, and
the following group having act 1, scene 2 etc. Students will demonstrate their understanding of a
character by writing their own miniature play based upon the original. Students may choose to
exaggerate actions, character behaviors or personalities, or cause-and-effect relations within the play to
draw attention to archetypal characters or reoccurring elements.

What exact content will you be teaching?

The interpretation and understanding of characters and motifs in a drama.

Benefit of the Strategy for the Students:

The reenactments will help students retain information on the play.

Your Name and Certification Area: Lisa Blakeley - English

Grade Level and Subject or Course: High School English II

TEKS: Full Address and Student Expectation:

110.32. English Language Arts and Reading, English II (b) (17) Students understand the function of
and use the conventions of academic language when speaking and writing. Students will continue to
apply earlier standards with greater complexity.

Circle the appropriate Strategy:

Brain-Based Learning

Cooperative Learning

Multiple Intelligences/Learning Styles

Strategy Name or Title:

Journal

Strategy Description (How does it work?):

Students will maintain a daily journal for class. During each class there will be a prompt placed on the
board containing a specific grammar concept for the week such as the subjunctive mood or types of
sentences. Students may write on any topic they choose, such as their day, family, or current events, so
long as it is appropriate and contains the required grammar concept within. Journals will be checked
weekly for a grade.

What exact content will you be teaching?

The inclusion of grammar concepts within writing.

Benefit of the Strategy for the Students:

Reinforces learned grammar concepts through practice. The freedom of topic also allows students a
low period of activity to rest or prepare for the class.