ENGLISH LANGUAGE ARTS RESOURCES
ENGLISH LANGUAGE ARTS RESOURCESSAMPLE ACTIVITY PLANS
About the Sample Activity Plans
This section includes sample activities created by North Carolina high school English Language Arts teachers. The activity plans have been designed to demonstrate ways the SCSgoals and objectives can be implemented while meeting student needs and allowing teacher individualization. Teachers approach activity planning differently, depending on the students, resources, and the teacher's own interests. Within these examples, the writers have taken a variety of approaches and developed activities for varying amounts of time. As stated in the forward, these activity plans are intended to be suggestive rather than prescriptive or comprehensive. Teachers will find that even if they do not teach the specific works included in these examples, they can easily adapt many of the elements to the materials they do teach. Unless otherwise noted in the plan, all activities were written and submitted by the members of the development team.
Organization of the Activity Plans
Each activity plan begins with points to consider while planning, including correlation to the NC English Language Arts Standard Course of Study and NC High School Exit Exam, approximate time needed, the teacher's description of objectives, and materials needed. The writers then described the activity as clearly as possible for another teacher to be able to replicate or adapt in the classroom. Assessment information is provided as appropriate, and the Additional Notes section allows the writer to add tips, suggestions for extensions, etc. Teacher's Notes provides space for the classroom teacher to write reactions, ideas, and reflection in response to the activity plans, especially as they try them out in their own classrooms. In some cases, supplemental handouts have been included to help teachers implement the activity.
As teachers choose to use these activities, they may wish to adapt them to meet their own students' needs.
English I Activity Plans
| Activity | Str. | Exp | Info |
Arg | Crit | Lit | G/L |
|---|---|---|---|---|---|---|---|
| Annotating a Text | W | 1.02 | 2.01 | 4.02 | 5.01 | 6.01 | |
| Color-Coding a Text | W | 1.02 | 4.02 | 5.01 | 6.01 | ||
| Defining through Verbal Charades | O W |
1.01 1.02 |
2.01 2.02 |
4.01 | 6.01 | ||
| How-To Presentations | O W |
2.02 2.03 2.04 |
6.01 | ||||
| If I Were in the Crowd: Reaction to "I Have a Dream" | O W M/T |
1.02 | 3.01 3.02 3.03 |
5.01 | |||
| Literary Term Posters | W | 1.02 | 2.02 2.04 |
4.02 | 5.01 | ||
| Multiple Choice Debates in Small Groups | W | 2.01 | 3.02 3.03 |
4.02 | 5.01 | 6.01 | |
| Newspapers in the Classroom | W O |
2.01 2.04 |
3.01 3.03 |
4.01 4.02 |
5.01 | 6.01 6.02 |
|
| W | 1.01 1.02 |
5.01 | 6.01 6.02 |
||||
| W | 1.02 | 4.02 | 5.01 5.02 |
||||
| W O |
1.01 | 6.01 6.02 |
|||||
| W M/T |
2.01 2.03 |
4.01 | 6.01 |
English II Activity Plans
| Activity | Str. | Exp | Info |
Arg | Crit | Lit | G/L |
|---|---|---|---|---|---|---|---|
| Body Biography | W | 4.03
4.04 |
5.01 | ||||
| Cause and Effect Research Essay | W | 2.02 | 3.01 | 6.01
6.02 |
|||
| Controversial Issues Seminar | O
W
|
1.02
|
2.01
2.02 2.03
|
3.01
3.02 3.03 |
4.01
4.02 4.03 4.04 |
6.01
6.02 |
|
| Creating Conceptual Frameworks | W O
|
1.02 | 2.03
|
5.01 | |||
| Imagery in Action | W
|
1.02 |
|
5.01 | 6.01 | ||
| Imagining Film Adaptations | O
W M/T |
1.02 | 2.01
|
4.02
4.03 |
5.01 | 6.01
6.02 |
|
| Issues Letter | 2.01 | 3.01
|
6.01
6.02 |
||||
| Novel Review Project | W
O |
1.02 | 2.01
2.04 |
3.03
|
4.02 4.03 4.04 |
5.01
5.02 |
6.01
6.02 |
| O, W, M/T | 1.02
|
2.02
2.03 |
3.02
3.03 |
6.01
6.02 |
|||
| O | 1.02 | 5.01
5.02 |
|||||
| O
W
|
1.01
1.02 |
4.02 | 5.01 | 6.01
|
|||
Themes through Images and Diction: Revising Poetry with Precision |
W
M/T |
1.02 |
|
4.03 | 5.01 | 6.01
6.02 |
English III Activity Plans
| Activity | Str. | Exp | Info |
Arg | Crit | Lit | G/L |
|---|---|---|---|---|---|---|---|
| Banned Books | O W |
1.02 | 2.01 2.03 |
3.01 3.02 3.03 |
4.01 4.03 |
6.01 6.02 |
|
| Connecting to the Transcendentalists | W | 1.02 | 4.03 | 5.01 5.02 |
6.01
|
||
| Creating a Memoir | W
|
1.01 1.02
|
|
|
|
6.01
6.02 |
|
| Examining Editorials | W |
1.02 |
|
3.01 3.02 3.03 |
4.01 4.03 |
6.01 6.02 |
|
| Local color | W
|
1.02 |
|
4.01 4.02 |
5.01 | 6.01 | |
| Protest Against the Government Project | O W
|
1.02 | 2.01 2.03
|
3.01 3.02 3.03 |
4.03
|
5.01 | 6.01 6.02
|
| "Reading" the Movies | M/T | 1.02 | 2.03 |
|
4.01 4.02 |
5.02 |
|
| Responding to Poetry | W M/T
|
1.02 | 2.03
|
|
4.01 4.02 4.03 |
5.02
|
6.01
|
| W M/T |
1.02
|
2.03
|
|
4.01 | 6.01
|
||
| O W M/T |
1.02 | 2.01 2.02 2.03 |
4.03 |
|
6.01 | ||
| O W M/T
|
|
2.01 2.02 2.03 |
6.01 6.02
|
English IV Activity Plans
| Activity | Str. | Exp | Info |
Arg | Crit | Lit | G/L |
|---|---|---|---|---|---|---|---|
| Applying the "-isms" | O
W |
1.02 |
|
|
4.01
4.02 |
5.01
5.02 |
|
| The Canterbury Tales: A Modern Pilgrimage | W | 1.02 | 5.01
5.02 |
6.01
|
|||
| Critical Review of Film: A Learning Center Approach |
|
1.02
|
2.01 |
|
4.01 4.02 |
5.01
5.02 |
6.01
6.02 |
| Diction, Imagery, and Syntax in Henry IV, Part II | W |
|
|
4.01
|
5.02 | 6.01
|
|
| Heroism and Hero Worship | W
|
1.02 | 2.01
2.02 |
3.01 3.02 |
4.01
4.02
|
||
| Historical Context Argument | O
W
|
1.02 | 2.01
2.03
|
3.02
|
4.02
|
5.01
5.02 |
|
| Johnsonian Dictionary | W | 1.02 | 2.03 |
|
4.02
|
5.01
5.02 |
6.01 6.02 |
| The Rest of the Story | O
|
1.02 | 2.02
2.03
|
|
|
5.02
|
6.01
|
| W
|
|
|
|
5.01
5.02 |
|
||
| O
W
|
1.02 |
|
3.02 | 4.01
4.02 |
5.01 5.02 |
||
| O
W
|
1.02 |
|
6.01
6.02
|
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