Emc Lesson Plan For 9-22-22

Lesson: Facing Monsters (Vocab and Short Story Unit)
Lesson Students will review a PowerPoint including the words they have
Overview learned and reviewed in class. This P.P. will provide examples of relevant
SAT/ACT questions that may include these words. This P.P. will also
include examples of how to use these words in everyday life. Along with
this, students will then be briefed on how to execute our review game to
prepare for our vocab quiz tomorrow. Students will be broken up into
groups (in my fourth hour, there will be 5 groups with approx. 3 students
per group) and they will be given a set of words and a set of definitions.
Their job is to match these words up, like the game Memory, and match
the card with their vocab word to the vocab definition.
After the review game, we will review and run through the literary
elements learned in class, as well as the in-text examples that they have
seen within Sniper.
● Due to timing and planned activities/different class structures, I
am unsure whether we will have finished Sniper at this point. If we
HAVE NOT, we will plan to continue and finish sniper (read out-
loud to the class) and fill in the remaining examples of literary
elements within the short story.
● If we HAVE finished, we will plan to review the elements using
examples from the story and we will begin to introduce the next
short story we will cover. (The Most Dangerous Game)
Lesson Goal Be able to accurately describe vocab definitions and provide examples.
This will prepare students for their vocab quiz the following day.
Be able to differentiate between literary elements covered thus far and

provide relevant examples of each element in modern examples (ex:
Shrek) and be able to identify these elements within the short stories
(Sniper and The Most Dangerous Game)
Learning Goal Be able to use these words effectively and correctly within the world
and help expand their vocabulary
Be able to identify literary elements and developments in everyday

examples, such as movies they watch at home. (Ex: be able to tell the
resolution in a scary movie)
Standards Met ● Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
● Determine a theme or central idea of a text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
objective summary of the text
HLTP - Explaining and Modeling Content: Students will review a PowerPoint

including the words they have learned and reviewed in class. This P.P.
will provide examples of relevant SAT/ACT questions that may include
these words. Along with this, students will then be briefed on how to
execute our review game to prepare for our vocab quiz tomorrow.
Students will be broken up into groups (in my fourth hour, there will be 5
groups with approx. 3 students per group) and they will be given a set of
words and a set of definitions. Their job is to match these words up, like
the game Memory, and match the card with their vocab word to the
vocab definition.
● I will explain/review the purpose of learning these particular

words and why it is important to add them to their vocabulary
● I will model the activity of Memory up on the board and explain
the process of playing the game
● The students will then proceed to participate in the activity I have
just modeled and practice their retention and memorization of
these vocabulary words.
Launch Students will review a PowerPoint including the words they have
learned and reviewed in class. This P.P. will provide examples of relevant
SAT/ACT questions that may include these words. This P.P. will also
include examples of how to use these words in everyday life.
Visuals ● Powerpoint with SAT questions and modern/relevant uses of the

vocab words
● Memory Game
● Facing Monsters Worksheet
● The Sniper PDF
Analogies During the memory game, there are no examples of analogies. While
reading the sniper, we may make connections between elements within
the novel, (ex: video games), to help students better understand the
content.
Progress ● Introduce slides and show students examples of SAT questions in

which they may see these words show up
○ Also on the slides, show modern/relevant uses of vocab
words. (ex: a screenshot from a brand new video game
that uses the word ‘Prognosticate’
○ Explain the important of learning the definitions of these
words and why we learn vocab in the first place
● Finish reading “The Sniper” and read it out-loud to class
○ Make connections throughout the reading so that students
may better understand. (ex: underline uses of similes and
show how they can be used in content. Connect this
example to the Facing Monsters worksheet in which they
defined Similies and gave their own examples.)
Conclusion ● Fill out Facing Monsters worksheet with examples from the text
“The Sniper” and put them in their corresponding sections
● Review definitions/examples of literary terms used for far within
the short story to ensure understanding
● Introduce journal prompt “What is a game that you played when
you were a kid” to begin the introduction to the next short story in
the unit “Most Dangerous Game”
Anticipated ● Struggling with the memorization aspect and remembering the

Challenges correct definitions to the terms
● Forgetting events within the short story
● Loss of interest while reading due to the length and writing style
Assessment ● Students will be asked to form grounds and assess their

memorization of definitions of their vocab words by matching the
words to their corresponding definitions
○ Students will have a vocab quiz the following day on these
said vocab terms
● Students will be asked to provide examples of literary elements
within “The Sniper” to show their understanding of the topic and
each individual literary element. This also allows us to see what
we need to review so that students may have a better grasp of
the elements.
Materials PowerPoint:
https://docs.google.com/presentation/d/
1wm50kZCsK2iWiFSJ8YAoKy6ts6WX-bP1Tzs2w9qctw4/edit?
usp=sharing
Memory Game:
https://drive.google.com/file/d/1MyPMqR_WEN6kMtUNlKwJojDqk1Y
CEw5j/view?usp=sharing
Literary Element Sheet:

https://docs.google.com/document/d/1OYX2m7JN7Rbh4Y5l6vryD69L
X9dQtwAvqEXCxnBTTsU/edit?usp=sharing
Sniper Short Story:

https://drive.google.com/file/d/1uF05zmnjsG6dMyrkoy4oODtoAY1Ffe
w2/view?usp=sharing

Emc Lesson Plan For 9-22-22

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Lesson: Facing Monsters (Vocab and Short Story Unit)

Be able to differentiate between literary elements covered thus far and

Be able to identify literary elements and developments in everyday

HLTP - Explaining and Modeling Content: Students will review a PowerPoint

● I will explain/review the purpose of learning these particular

Visuals ● Powerpoint with SAT questions and modern/relevant uses of the

Progress ● Introduce slides and show students examples of SAT questions in

Anticipated ● Struggling with the memorization aspect and remembering the

Assessment ● Students will be asked to form grounds and assess their

Literary Element Sheet:

Sniper Short Story:

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