Teacher’s Name: ___Julie McDonald
Mrs. Tucker Week 0f October 27th-31st
English IIA Unit Title: A Raisin in the Sun
|List daily lesson topic and Depth of |List learning target |Briefly outline daily lesson activities/agenda: |Check all that apply each day: |
|Knowledge: |(related to Core Academic Standard): | | |
|Monday |I can… |BR #7: Sub/verb agreement practice |XBellringer |
|Lesson Topic: A Raisin in the Sun |Correctly use subject/verb agreement |Read pages 76-95 of A Raisin in the Sun |XFormative Assessment |
|Sub/Verb agreement |Identify and discuss the themes, motifs, and symbos of A |Work on symbols chart |Writing to learn |
| |Raisin in the Sun |Flas Card Review |Writing to demonstrate learning |
|Critical Vocab: |Identify and explain the conflicts of gender, race, and | |Cooperative Learning |
|Assimilationism |poverty | |XMI/DI |
|Thematic Idea | | |Student technology use |
| | | |ACT/CATS-like assessment |
| | | |Live-Scoring |
| | | |Reading Strategies |
| | | |Lab |
|Tuesday |I can… |BR#8: Sub/verb agreement worksheet |XBellringer |
|Lesson Topic: |Correctly use subject/verb agreement |Read pages 96-109 of A Raisin in the Sun |XFormative Assessment |
|A Raisin in the Sun |Identify and discuss the themes, motifs, and symbos of A |Cooperative Activity: Work in groups to discuss the conflicts of race|Writing to learn |
|Sub/Verb agreement |Raisin in the Sun |and gender. |XWriting to demonstrate learning |
|Critical Vocab: |Identify and explain the conflicts of gender, race, and |Flash Card Review |XCooperative Learning |
|Literary Devices |poverty | |XMI/DI |
|EOC | | |Student technology use |
| | | |ACT/CATS-like assessment |
| | | |Live-Scoring |
| | | |Reading Strategies |
| | | |Lab |
|Wednesday |I can… |BR#9: EOC M/C practice |XBellringer |
|Lesson Topic: |Pass the EOC! |Read pages 110-130 of A Raisin in the Sun |XFormative Assessment |
|A Raisin in the Sun |Describe the struggles of the Younger family through |“I, Too, Sin America” poem and discussion |Writing to learn |
|Passing the EOC |conflict |Activity: In pairs, find as many thematic ideas that relate to the |XWriting to demonstrate learning |
| | |poem and the play |XCooperative Learning |
|Critical Vocab: | |Flash Card Review |XMI/DI |
|Literary Devices | | |XStudent technology use |
| | | |ACT/CATS-like assessment |
| | | |Live-Scoring |
| | | |Reading Strategies |
| | | |Lab |
|Thursday |I can… |BR #10: Parts of Speech Review |XBellringer |
|Lesson Topic: |Read to comprehend in multiple types of reading |Read pages 131-151 of A Raisin in the Sun |XFormative Assessment |
|A Raisin in the Sun | |Discuss the play as a whole |Writing to learn |
|Critical Vocab: | |*Drug survey with Mr. Birdwhistell |Writing to demonstrate learning |
|Literary Devices | | |Cooperative Learning |
| | | |XMI/DI |
| | | |Student technology use |
| | | |ACT/CATS-like assessment |
| | | |Live-Scoring |
| | | |XReading Strategies |
| | | |XLab |
|Friday |I can… |BR #11: Organize into stations |XBellringer |
|Lesson Topic: |Effectively write a Literary analysis |Discuss play as whole |XFormative Assessment |
|Literary Analysis workshop |Organize a paper in a logical and sensical order |Pass out study guide |XWriting to learn |
| | |Literary Analysis workshop: Students will spend 10 mins at each |XWriting to demonstrate learning |
|Critical Vocab: | |station working on all parts of the literary analysis |XCooperative Learning |
| | | |XMI/DI |
| | | |Student technology use |
| | | |ACT/CATS-like assessment |
| | | |Live-Scoring |
| | | |Reading Strategies |
| | | |Lab |
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