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ENGLISH 5-6 DAILY OVERVIEW, MODULE AMODULE A: Unit 1: A New World WEEK ONE DAY ONE DAY TWODAY THREEDAY FOUR DAY FIVEStandards(policies, syllabus, ice breakers, opening activities, etc.)(Teacher created Materials)W.11-12.2 (a,b) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audienceW.11-12.2 (a,b) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audienceW.11-12.2 (a,b) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audienceCRT Writing Pre-Assessment (D2SC)CRT Reading Pre-Assessment (D2SC)Bell Work/Opening On a T-Chart, list your reading skills strengths and weaknesses.Share with a partner. On a T-Chart, list your writing skills strengths and weaknesses.Share with a partner. On a T- Chart, list your Learning Style skills strengths and weaknesses. Share with a partner. Learning Targets/Objectives I can identify my reading strengthsI can identify my reading weaknessesI can summarize my reading strengths and weaknesses I can identify my writing strengthsI can identify my writing weaknessesI can summarize my writing strengths and weaknesses I can identify my Learning Style skills strengthsI can identify my study skills weaknessesI can summarize my Learning Style skills strengths and weaknesses Vocabulary/Terminology Annotating textSkimming 6 traitsPeer editing Subject-Verb Agreement Mini Lesson/Direct Instruction Rules & ProceduresExplanation of the “Who I am as a Student Essay” that is due on Friday.Explanation of why it’s important to understand student strengths and weaknesses of academic skills. Rules & ProceduresExpectations of “Who I am as a Student” Essay using Informative Essay RubricGuiding students through graphic organizer for writing their “Who I am as a Student” Essay 5 Paragraph Essay: “Who I am as a Student” is due today.GrammarCorrect the Celebrity!(D2SC)Pronoun Agreement(D2SC)Please note: You can click on the link on the handout to show answers to the worksheet.Subject-Verb Agreement(D2SC)Please note: You can click on the link on the handout to show answers to the worksheetApostrophes(D2SC)Please note: You can click on the link on the handout to show answers to the worksheetFragments(D2SC)Please note: You can click on the link on the handout to show answers to the worksheetIndependent Work/ActivitiesStudents: Teacher:Students will complete the reading skills survey.Students will write a summary of their reading skills. Students will complete the writing skills survey.Students will write a summary of their reading skills. Students will complete the study skills survey.Students will write a summary of their reading skills.Students will complete their graphic organizer for their essayStudents can begin writing their rough drafts of the essay Students continue working on their essay after completing the pre-assessment. Differentiation:Gifted, ELL, SPED Length of essay can be increased or decreased according to skills Length of essay can be increased or decreased according to skills Length of essay can be increased or decreased according to skills Sharing/Closure Ticket out: Write three things you learned today.Write two questions you have about the lesson. Write one thing you would like to know more about. Think Pair Share: Think about what you have learned about yourself as a student by taking these two surveys. Share with a partner. Double Bubble Thinking Map or Venn Diagram: In partners chart your similarities and differences of your study skills. Materials/Resources Rules & Procedures (teacher created)Reading Skills SurveyWho I Am as a Student Essay Explanation Rules & Procedures (teacher created)Writing Skills SurveyStudy Skills SurveyInformative Essay Rubric CRT Writing Pre-Assessment CRT Reading Pre-Assessment MODULE A: Unit 1: A New World WEEK TWO DAY SIX DAY SEVEN DAY EIGHTDAY NINEDAY TENStandardsW.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.W.11-12.2 (a,b) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.7, Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.2 (a,b) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.7, Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.2 (a,b) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.7, Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.2 (a,b) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.7, Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.Bell Work/Opening Free Write: What do you know about the first Americans? Describe them. If you don't know anything, what do you THINK the first Americans were like? Use as many descriptive details as possible.Free Write:When someone gives you information, how do you know that you can believe him and that it’s accurate?Students answer the following questions: What is the difference between a summary and a paraphrase?What is a direct quote?Students complete the following task: Highlight the areas of your research paper that you need to focus on now that your partner edited it yesterday. Students complete the following task: Create a checklist of what you need to finish your research paper today. Be prepared to follow it as you type your research paper.Learning Targets/Objectives I can identify multiple ideas in an informational text.I can read and interpret informational text.I can describe criteria for evaluating legitimate academic sources.I can explain the differences in the level types of source.I can identify elements of an MLA format. I can articulate how to do MLA in-text documentation and a proper Works Cited Page. I can find relevant research for my topic.I can incorporate direct quotes/ evidentiary research details into my paper in a variety of sentence styles. I can incorporate direct quotes/ evidentiary research details into my paper in a variety of sentence styles.I can determine the best organizational strategy for my particular topic. Vocabulary/Terminology New Worldresourcesrelevantauthoritative MLA paraphrasesummaryquote/direct quotecitationplagiarismcitationExplain: direct quotes vs paraphrasing vs summarizingMini Lesson/Direct Instruction NATIVE AMERICAN MINI RESEARCH PROJECTTeacher provides direct instruction on Native Americans through PPT: First Americans Teacher distributes Mini Research instructions [Two pages: Page 1 is a research paper with at least one graphic, 6 paraphrases, and 2 quotes, all cited in MLA style. Page two is the Works Cited Page. (See D2SC Resources) . If time, students choose a research topic and begin working.Teacher provides direct instruction how to find accurate, authoritative, and relevant resources. (See MLA PowerPoint in Resources).Teacher provides direct instruction on how to cite and format in MLA style. Teacher facilitates student discussion of author’s format and style choices. Teacher facilitates student discussion of plagiarism. Students type up their research papers in the computer lab or with classroom laptops. GrammarD2SC: PowerPoint:Grammar Module A: Week 2D2SC: PowerPoint:Grammar Module A: Week 2D2SC: PowerPoint:Grammar Module A: Week 2D2SC: PowerPoint:Grammar Module A: Week 2D2SC: PowerPoint:Grammar Module A: Week 2Independent Work/ActivitiesStudents: Teacher: Students are taking notes, choosing topics, and brainstorming eight questions they will research on their topic.Teachers will assist students with research. Students are working on getting sources for their research topic on the Internet.Teachers are assisting students as needed. Students are analyzing sources and then writing direct quotes and paraphrasing for their research papers.Teachers are assisting with writing as needed. Students are analyzing sources and then writing summaries, direct quotes, and paraphrasing for their research papers.Students are typing their research papers.Teachers are assisting with writing as needed. Students are analyzing sources and then writing summaries, direct quotes, and paraphrasing for their research papers.Students are typing their research papers.Teachers are assisting with writing as needed.Differentiation:Gifted, ELL, SPED ELL/SPED: Students can use a note taking guide SPED & ELL: Working in pairs.Gifted: Students can write an essay using the information from the mini research pages.SPED & ELL:Working in pairs.Gifted: Students can write an essay using the information from the mini research pages SPED & ELL:Working in pairs.Gifted: Students can write an essay using the information from the mini research pagesSPED & ELL:Working in pairs.Gifted: Students can write an essay using the information from the mini research pagesSharing/Closure Ticket out: 3-2-1. Name three things you never knew before about the first Americans. Write two questions that you have about new Americans.Write down one thing down that you will remember about the new Americans. Ticket out: What is something you learned and were surprised about in researching your topic?Partner edit paraphrases, summaries, and direct quotes. Ticket out: How will you make sure that you didn't plagiarize?Students will evaluate their research papers using the research paper rubric.Materials/ResourcesLaptops/Computer LabMini-Research RubricMini-Research ExpectationsMini-Research Graphic OrganizerMini Research TemplateMini Research Works Cited exampleMini-Research Graphic Organizer TemplateLink to tribal information LabMini-Research RubricMini-Research ExpectationsMini-Research Graphic OrganizerMini Research TemplateMini Research Works Cited exampleMini-Research Graphic Organizer TemplateLaptops/Computer LabMini-Research RubricMini-Research ExpectationsMini-Research Graphic OrganizerMini Research TemplateMini Research Works Cited exampleMini-Research Graphic Organizer TemplateQuotation vs Paraphrasing vs summarizing PowerPoint:Laptops/Computer LabMini-Research RubricMini-Research ExpectationsMini-Research Graphic OrganizerMini Research TemplateMini Research Works Cited exampleMini-Research Graphic Organizer TemplateLaptops/Computer Lab Mini-Research Rubric MODULE A: Unit A: New World WEEK THREE DAY ELEVENDAY TWELVE DAY THIRTEEN DAY FOURTEEN DAY FIFTEENStandardsRL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL. 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)SL.11-12.1, Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.11-12.4, Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)RI.11-12.3, Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.W 11-12. 9 Draw evidence from literary or informational text to support analysis, reflection, and research. RI.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.4, Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.RI.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.4, Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Bell Work/Opening Free Write: How was the world created? Is your answer related to science or religion?If time allows, show Ken Quiethawk’s “Oral Tradition” from YouTube.Students answer the following question: List three types of lessons that can be taught through the telling of creation myths. Students complete the following tasks: Hand in Analysis Task #1, Module 1, Creation myth ComparisonSee Of Plymouth Plantation excerpt in textbookStudents complete the following task: Part 1: Create a list of qualities that good leaders possess (10)Part 2: Group discussion about Bradford as a leader-support with text from notes.Students complete the following task: View two teacher-selected images and use a Thinking Map (Double Bubble) to compare and contrast the images. Learning Targets/Objectives I can identify the literary elements in a story or drama (e.g., setting, plot, character development).I can analyze the development of literary elements.I can analyze the effectiveness of the author’s use of literary elements.I can write a piece with organization that is appropriate to the task, purpose and audienceI can write a piece that is developed and has substance that is appropriate to the task, purpose and audience.I can write a piece with a style that is appropriate to the task, purpose and audience. I can use basic end mark and internal punctuation correctly in my writing.I can adjust presentations so that listeners can follow the logical sequence and reasoning.I can work collaboratively with my group.I can identify strategies an author uses to develop ideas in a text.I can analyze the effectiveness of the author’s strategies.I can produce a written response to literary or informational text.I can use evidence from the text to support my analysis and reflectionI can describe what I have learned.I can identify strategies an author uses to develop ideas in a text.I can analyze the effectiveness of the author’s strategies.I can produce a written response to literary or informational text.I can use evidence from the text to support my analysis and reflectionI can describe what I have learnedI can write informative/ explanatory pieces where each new piece of information builds on previous information to create a unified whole.I can write informative/ explanatory pieces that include facts, concrete details, quotations, extended definitions, examples (evidence).I can write informative/ explanatory pieces that include sentence structure and transitions that clarify the relationships between ideas and information.Vocabulary/Terminology CreationMythOral Tradition CreationMythOral TraditionComparisonAnalysis SyntaxArchaic wordsSummarizeSee Bradford Vocabulary resource sheetCompare/contrastPoint of viewToneStylePurposeBlockpoint-by-pointsimilarities/differencesMini Lesson/Direct Instruction Teacher provides direct instruction/facilitates student discussion on analyzing the structure of a myth:Character descriptionDialogueParagraphingCreation theoryUse Reciprocal Reading strategy to read the creation myth on page 34, “World on the Turtle’s Back.”Teacher facilitates student discussion of the function of Creations Myths in society using the following questions/topics: Roles and relationships of men and women in societyAttitude towards nature and animalsView of their godsImportant food, games, and ritualsBeliefs about good and evilDistribute and explain Myth Instructions and Rubric (homework, Analysis task #1, Module A) Teacher places students into groups and instructs them to reciprocal read through the King James version of Genesis (or any other creation story of appropriate length and thematic complexity)Teacher reviews models of comparison/contrast essay structures. (If students still need scaffolding, consider guiding them through thinking maps with another example.) Whole class reading: Of Plymouth Plantation excerpt on pg 100. (Teacher: read aloud, use CD, or play from )Students summarize key points as they read each section or use QAR strategy worksheetTeacher provides direct instruction on the first literary movement (refer to Literary Movements timeline, p. 19-27).Read The General History of Virginia (pg 90).Students take Cornell Notes as they read.Teacher provides direct instruction on organizational methods for compare/contrast essays. Students use their notes from this week to complete a T-Chart or Double Bubble Thinking Map that compares and contrasts Bradford and Smith.Students Use rest of period to begin rough draft of Compare / contrast essay.Teacher conducts individual writing conferences as needed.GrammarD2SC: PowerPoint:Grammar Module A: Week 3D2SC: PowerPoint:Grammar Module A: Week 3D2SC: PowerPoint:Grammar Module A: Week 3D2SC: PowerPoint:Grammar Module A: Week 3D2SC: PowerPoint:Grammar Module A: Week 3Independent Work/ActivitiesStudents: Teacher: Reciprocal readingClass discussion for understandingLead Discussion about the function of Creations Myths in society?Roles and relationships of men and women in society??Attitude towards nature and animals??View of their gods??Important food, games, and rituals??Beliefs about good and evil?Take turns reading and discussing text in pairs Students Analyze the second myth on the same criteria as Turtle, asking questions and marking the text as you go.Teacher:Give out copies of the Creation Story Comparison Analysis Essay (PARCC model) (in resources)Analysis Task #1, Module 1Students:Work independently to complete short comparison essay. Read Of Plymouth Plantation excerpt p. 100During act-summarize each section into one or two sentences Read excerpt from The General History of Virginia p. 90Take Cornell Notes as they read. View compare/contrast PowerPointComplete T-Chart or Venn Diagram or Double Bubble Thinking MapBegin rough draft of essayDifferentiation:Gifted, ELL, SPED Ability pairingGifted/extension: Write your own creation myths, adopting the language of the epic storyteller. Include three thematic aspects you would like to express through the narrative. Ability pairingTeacher type drafts for students if needed (SPED) Class/whole group readingDuring reading questions to check for understandingReciprocal readingReduce essay lengthPre-Printed Power Point for referenceSharing/Closure Write down three concepts you learned today.Homework: complete a creation myth comparison analysis using rubricIn last few minutes, quick peer edit. Is their argument clear so far? Are there any suggestions you could give them as they take it home to finish?Homework: Complete a creation myth comparison (based on PARCC literary analysis model) using rubricAnalysis Task #1 Module 1Share summaries with a partnerGroup discussion that evaluates Smith according to bell work list of what makes a good pare to Disney’s Pocahontas. Discuss, what was changed? Why was it changed? Was this appropriate? Give students a sticky note and have them write one thing that they still need clarification on and have them place in room somewhere on their way out (Muddiest Point)Materials/Resources Myth PowerPoint “World on Turtle” (Textbook 32) Myth Analysis WS Comparing Creation Stories: Genesis Comparing Creation Stories: sample analysis Creation Story Comparison Analysis Essay (PARCC model) (in resources)Creation Myth Comparison Analysis - Instructor Directions Myth Comparison Rubric Comparing Creation Stories: Genesis, King James Version Text Comparing Creation Stories: sample analysis Creation Story Comparison Analysis Essay (PARCC model) (in resources) Creation Myth Comparison Analysis - Instructor DirectionsMyth Comparison Rubric Of Plymouth Plantation excerpt (textbook 98)MarkersQAR Strategy Sheet The General History of Virginia (textbook 88) Of Plymouth Plantation excerpt (textbook 98) The General History of Virginia excerpt (textbook 88) Butcher paper for Double Bubble Map Compare Contrast PowerPointEditing Checklist for Comparison MODULE A: Unit 1: A New World WEEK FOUR DAY SIXTEENDAY SEVENTEEN DAY EIGHTEEN DAY NINETEEN DAY TWENTYStandardsSL.11-12.1-2, Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL. 11-12.2 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.RL.11-12..5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7, Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.RI.11-12.3, Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5, Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.RL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Bell Work/Opening Teacher facilitates student discussion on Friday’s “Muddiest Points.” Teacher facilitates student discussion on the following question: How do you get people to do what you want? Freewrite: Several questions may be posed regarding the themes of The Crucible, such as hysteria, individuality, reputation, or family/women’s roles in Puritan society. As an example, teachers may use the Key Idea question on page 131 of the text: “What fuels a mob?”Students answer the following question: We defined hysteria during the background video of The Crucible. What role do you think rumor has in the creation of hysteria in any community? Students read and respond in writing: Students read “You All Know the Story of the Other Woman” by Anne Sexton (1969). Students answer the following questions: What is the poem about? Who is involved? Who is the narrator? Learning Targets/Objectives I can begin and take part in group discussions on topics, texts, and issues at grade levelI can sort through and utilize information in order to prepare for discussion.I can write informative/ explanatory pieces where each new piece of information builds on previous information to create a unified whole.I can write informative/ explanatory pieces that include facts, concrete details, quotations, extended definitions, examples (evidence).I can write informative/ explanatory pieces that include sentence structure and transitions that clarify the relationships between ideas and information. I can identify strategies an author uses to develop ideas in a text.I can analyze the effectiveness of the author’s strategies.I can interpret how key vocabulary refines the meaning of a text.I can understand the implication of a familiar word or phrase and of simple descriptive language.I can identify an author’s argument or explanation.I can show how the reasoning and rhetoric support an argument.I can identify the validity of an argument.I can identify faulty reasoning within an argument. I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. I can analyze multiple interpretations of a story, and evaluate how each version interprets the source text. I can describe what I have learned.I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine the meaning of words and phrases as they are used in the text. I can analyze the impact of specific word choices on meaning and tone. I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine the meaning of words and phrases as they are used in the text. I can analyze the impact of specific word choices on meaning and tone. I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.Vocabulary/Terminology Blockpoint-by-pointsimilarities/differences Great awakeningVocab from SinnersSalem, Salem village, malevolent, specter, Gaelic, Puritan, Barbados, Wabanaki, land-lust, cry witch, old scores, creed, predilection, paradox, hysteria, crucibleMultiple meanings of the following: sport, dumb, white, cold, element, pray.Outdated forms of: bid me come, let you tell, witched, opened with me.Multiple meanings of the following: sport, dumb, white, cold, element, pray.Outdated form of: bid me come, let you tell, witched, opened with me.Mini Lesson/Direct Instruction Class is a writing workshop. Allow students time to complete rough drafts of Puritan Informational Text Comparative Analysis. Instruct students to solicit feedback from peers.Conduct writing conferences as needed. View TV evangelist clipRead Jonathan Edwards’ sermon, “Sinners in the Hands of an Angry God on page 120 of course textbook.Distribute Cornell notes or Cloze notes for background of the Witch Trials.Discuss expectations of note-taking while film is playing.Access the film at the following address: (). Play from 0:00 to 27:54. This duration provides sufficient background for the play (Teachers may periodically pause film to explain points. Preferred film is the 1996 production with Lewis and Ryder. Other productions exist on YouTubeIf time permits, begin reading selections of the Overture. Suggestions are: pg. 134, paragraphs 1-4; pg. 136, paragraphs 2-5; pg. 137, paragraphs 1, 3, and 4. Teacher facilitates student discussion of bell work responses. Teacher decides how the class will read Act 1 (volunteers, teacher-assigned reading roles, jump-in reading, etc.). If assigning roles, use the “Speaking Roles for The Crucible” document. Teachers may want to assign a student to read the stage direction or read it themselves. Teacher checks periodically for student understanding of characters and plot, especially those concerning Parris, Proctor, Abigail, Hale, Putnam, Corey, Mrs. Putnam, and RebeccaTeacher facilitates student discussion of bell work responses. Continue reading Act 1.Teacher checks periodically for student understanding of characters and plot, especially those concerning Parris, Proctor, Abigail, Hale, Putnam, Corey, Mrs. Putnam, and RebeccaGrammarD2SC: PowerPoint:Grammar Module A: Week 4D2SC: PowerPoint:Grammar Module A: Week 4D2SC: PowerPoint:Grammar Module A: Week 4D2SC: PowerPoint:Grammar Module A: Week 4D2SC: PowerPoint:Grammar Module A: Week 4Independent Work/ActivitiesStudents: Teacher:Finish writing essayEdit essay based on peer feedback Journal activityRead sermon Note-taking while viewing/readingNote-taking while readingNote-taking while readingDifferentiation:Gifted, ELL, SPED Mixed-ability pairs for peer editingReduce assignment length Use CDCloze notes for video and Overture Pre-annotated copies of the OvertureUse audio version (available on the Audio Anthology CD)Use audio version (available on the Audio Anthology CD)Gifted/Extension: Dear Abby challenge--imagine John, Elizabeth, or Abigail wrote a “Dear Abby” letter, what advice might you give them?Sharing/Closure Group discussion about something that has been helpful or something that stood out them in another person’s writing. Whole group discussion: If you were a member of Edwards’ congregation, would you have found this sermon successful? Why or why not? Identify as many hysteria-creating rumors or circumstances that have taken place so far in Act 1. Students write their responses on their notes/handout/thinking mapsRelate Anne Sexton’s poem to a character in Act 1. Why make the connection this character? Cite evidence for your conclusions.Materials/Resources Of Plymouth Plantation excerpt (textbook 98) The General History of Virginia excerpt (textbook 88)Editing Checklist for ComparisonYou Tube evangelist clip Sinners In the Hands of an Angry God (textbook 120)● The Puritans PowerPoint● The Overture of the The Crucible (Textbook 134)● Salem Witch Trials video ()Cloze notes or Cornell notes for video ● The Crucible Act 1 (Textbook 133-158)● “Drawing Conclusions” handout● Bubble Thinking Maps (optional)● “Speaking Roles for The Crucible” document● Cornell notes handout ● The Crucible Act 1 (McDougal Littell Literature, pgs. 133-158)● “Drawing Conclusions” handout● Bubble Thinking Maps (optional)● “Speaking Roles for The Crucible” document● Cornell notes handout “You All Know the Story of the Other Woman” by Anne Sexton MODULE A: Unit 1: A New World WEEK FIVE DAY TWENTY ONE DAY TWENTY TWO DAY TWENTY-THREE DAY TWENTY FOUR DAY TWENTY-FIVEStandardsRL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.RL.11-12.7, Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.RI.11-12.3, Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5, Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RL.11-12.7, Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.RI.11-12.3, Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5, Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audienceRL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Bell Work/OpeningStudents answer the following question: Several conflicts have arisen between many people in Salem. List three conflicts and explain why these individuals are fighting with others.Students answer the following questions:Should men and women have specific roles in society? If so, what should they be and why? If not, explain your position.Students complete the following activity:Students write their discussion questions from the reading on the board. Students ask peers to answer these questions with evidence from the reading.Students complete the following activity:Students write their discussion questions from the reading on the board. Students ask peers to answer these questions with evidence from the reading.Students answer the following question: Act 3 takes place mostly in court. The husbands of the accused witches will attempt to save their wives. Given what you know about 1692 Salem, will the court be sympathetic to the husbands’ efforts?Learning Targets/Objectives I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine the meaning of words and phrases as they are used in the text. I can analyze the impact of specific word choices on meaning and tone. I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. I can analyze multiple interpretations of a story, and evaluate how each version interprets the source text. I can describe what I have learned. I can write a thesis statement that is facts-based and clear. I can use descriptive word choice to clearly explain my argument and remain objective. I can vary my sentences to effectively explain my position and create cohesion among my ideas. I can write a thesis statement that is facts-based and clear. I can use descriptive word choice to clearly explain my argument and remain objective. I can vary my sentences to effectively explain my position and create cohesion among my ideas. I can improve my writing by revising, editing, and rewriting where necessary.I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine the meaning of words and phrases as they are used in the text. I can analyze the impact of specific word choices on meaning and tone. I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.Vocabulary/TerminologyMultiple meanings of the following: sport, dumb, white, cold, element, pray.Outdated form of: bid me come, let you tell, witched, opened with me.Multiple meanings of the following: court, fault, mad, tried, wild, clapped, black, wonder.Shewed, saith, faileth, showeth (any archaic terms found in the reading)Shewed, saith, faileth, showeth (any archaic terms found in the reading)Drafting, revising, editing, rewriting, finalizing, thesis statementDrafting, revising, editing, rewriting, finalizing, thesis statementContentious, deposition, imperceptible, effrontery, immaculate, daftMini Lesson/Direct Instruction Teacher facilitates student discussion of bell work responses.Continue reading Act 1.Teacher checks periodically for student understanding of characters and plot, especially those concerning Parris, Proctor, Abigail, Hale, Putnam, Corey, Mrs. Putnam, and Rebecca.Teacher facilitates student discussion of bell work responses.Begin playing Act 2. Students may complete Cornell notes or complete a flow thinking map.Students complete quick write on the actions of Hale, Proctor, and Elizabeth. Have students answer the following: What observations did you make about Proctor and Elizabeth’s relationship? Did Proctor and Elizabeth pass Hale's test of a Christian home? In your opinion, was the poppet and needle evidence enough to arrest Elizabeth? Students finish “Duties...” reading and analysis. Students start Major Analysis Writing #3: Crucible Female Character and “Duties...” Comparative Analysis. Students will respond to the prompt, “Which character in The Crucible best fits the roles of Puritan men and women established in Dod and Cleaver’s work? Which character goes against the traditional roles of men and women? Cite evidence from Acts 1 and 2 of The Crucible to support your claims.”This on-demand writing piece should be 350 to 400 words and adhere to MLA guidelines for formatting and citations.Use Write Source to assist students with specific objectives, such as thesis creation (pgs. 233 and 238), word choice (pgs. 242-245), and sentence variety (pgs. 246-247).Writing may extend into a second day if necessary. Teachers have flexibility to adapt this writing activity as necessary.Writing process can be completed in pairs or individually.Students continue to work on Major Writing Analysis #3. Adjust as needed if writing is done in class. Teachers may choose to proceed to Act 3 once writing process is complete. Teacher facilitates student discussion of bell work responses. Teacher checks periodically for student understanding of characters and plot, especially those concerning Proctor, Abigail, Danforth, Putnam, Corey, Elizabeth, and Mary Warren.GrammarD2SC: PowerPoint:Grammar Module A: Week 5D2SC: PowerPoint:Grammar Module A: Week 5D2SC: PowerPoint:Grammar Module A: Week 5D2SC: PowerPoint:Grammar Module A: Week 5D2SC: PowerPoint:Grammar Module A: Week 5Independent Work/ActivitiesStudents: Teacher:Note-taking while readingNote-taking while viewing the film Argument essay-writing Argument essay-writing Note-taking while readingDifferentiation:Gifted, ELL, SPED Use audio version (available on the Audio Anthology CD)Display subtitles if availableChoose one character who meets the definition or one character who does not meet the definition of roles.Use online writing assistance ( or Criterion)Choose one character who meets the definition or one character who does not meet the definition of roles.Use online writing assistance ( or Criterion) Use audio version (available on the Audio Anthology CD)Sharing/Closure Of the conflicts you identified, which conflict will be the most significant? Explain your answer. Start “Duties” annotation and questioningReflect on the question you answered before yesterday’s class. Should men and women have specific roles in society? Complete the Argument Essay Self-Assessment Checklist.Of the attempts at defense by the husbands in Act 3, which is the most surprising to you? Explain your answer citing evidence from the text.Materials/ResourcesNOTE: tomorrow, class will require The Crucible DVD (1996) ● The Crucible Act 1 (McDougal Littell Literature, pgs. 133-158)● “Drawing Conclusions” handout● Bubble Thinking Maps (optional)● “Speaking Roles for The Crucible” document● Cornell notes handout ●Copy of The Crucible DVD (1996)●Copy of “Duties of Husband and Wife”●Cornell notes handout●Highlighters●Lined paperNote: If DVD is unavailable, several reenactments of The Crucible found on YouTube. ●Copy of “Duties of Husband and Wife”●Write Source (assistance with defending a position) pgs. 219-258.●The Crucible Act 2 (McDougal Littell Literature, pgs. 160-174).Argument Essay Rubric ●Copy of “Duties of Husband and Wife”●Write Source (assistance with defending a position) pgs. 219-258.●The Crucible Act 2 (McDougal Littell Literature, pgs. 160-174).Argument Essay Rubric ●The Crucible Act 3 (McDougal Littell Literature, pgs. 176-194).● Bubble Thinking Maps (optional)● “Speaking Roles for The Crucible” document● Cornell notes handout“Analyzing Argument” handout MODULE A: Unit 1: A New World WEEK SIX DAY TWENTY SIX/S5 DAY TWENTY SEVEN/S5 DAY TWENTY EIGHT/S5 DAY TWENTY NINE/S5 DAY THIRTY/S6 StandardsRL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.RL.11-12.7, Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. RI.11-12.3, Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5, Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.RI.11-12.6, Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.SL.11-12.1, Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.11-12.4 Presentation of knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.Bell Work/Opening Free write: What is your definition of courage? List possible definitions based on your own experiences, knowledge, or previous reading.Use DOG daily grammar for bell work activity.Use DOG daily grammar for bell work activity.Students complete the following activity: K/W/L Chart of the Middle PassageStudents answer the following questions: What does writing in first person mean?Third person?What does point of view mean?Learning Targets/Objectives I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine the meaning of words and phrases as they are used in the text. I can analyze the impact of specific word choices on meaning and tone. I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. I can analyze multiple interpretations of a story, and evaluate how each version interprets the source text. I can describe what I have learned.I can write a thesis statement that is facts-based and clear. I can use descriptive word choice to clearly explain my argument and remain objective. I can vary my sentences to effectively explain my position and create cohesion among my ideas. I can improve my writing by revising, editing, and rewriting where necessary.I can begin and take part in group discussions on topics, texts, and issues at grade level.I can interpret the text to create an analysis.I can support an analysis by identifying evidence from the text. I can support an analysis with inferences drawn from the text. I can support an analysis with citations from the text.I can write in someone else’s point of viewI can analyze various authors’ texts to see recurring themes. Vocabulary/Terminology Contentious, deposition, imperceptible, effrontery, immaculateMultiple meanings of the following: hold to, goes to the heart of the matter, put your heart at rest, it does not escape me, search your heart, put her out, struck me true/falseConciliatory, adamant, gibbet, condemn, heaving, fury, hysterically, burst, terror, plead, frantic, crucibleDrafting, revising, editing, rewriting, finalizing, thesis statementEquiano Vocabsensory detailsanecdote Point of viewomniscient Mini Lesson/Direct Instruction Teacher facilitates student discussion of bell work responses. Students continue reading Act 3.Teacher checks periodically for student understanding of characters and plot, especially those concerning Proctor, Abigail, Danforth, Putnam, Corey, Elizabeth, and Mary Warren.Begin playing Act 4. Students may complete Cornell notes or complete a Flow thinking map. Students complete quick write on the actions of Danforth, Proctor, and Elizabeth, and Parris. Have students answer the following: In the play, Abigail does not speak with Proctor while he’s in jail. Why did the movie director decide to add this conversation? Was justice served in this episode of history?If time permits, distribute copies of “The Crucible Writing Prompt Options” assignment and Argument Essay Rubric. Discuss essay expectations and potential topics for their writing assessment. Teacher facilitates student discussion of essay expectations and potential topic. Place emphasis on the length, necessity of citations, and MLA formatting. If necessary, provide an example of an MLA essay from Purdue University’s Online Writing LabTeachers may permit time in class to begin the writing process or assign for homework.Teacher provides direct instruction on new vocabulary terms for class (strategy TBDt). Read “The Interesting Narrative of the Life of Olaudah Equiano” (p. 80). Students complete the Detail Chart (p. 79). Teacher facilitates student discussion, examining “Thoughtshots.”Teacher distributes instructions for narrative assignment. Teacher facilitates discussion on Lecture/Discussion: Point of View from “General History of Virginia”Challenge: How does his distance from first person narrative create a sense of objectivity that may not actually be there?GrammarD2SC: PowerPoint:Grammar Module A: Week 6D2SC: PowerPoint:Grammar Module A: Week 6D2SC: PowerPoint:Grammar Module A: Week 6D2SC: PowerPoint:Grammar Module A: Week 6D2SC: PowerPoint:Grammar Module A: Week 6Independent Work/ActivitiesStudents: Teacher: Note-taking while reading Note-taking while viewing the film Essay writing Teacher: unpack the challenging ideas of the text. Direct students to moments when it would be interesting to the reader to hear Equiano’s specific thoughts.Students will look back into “Interesting Narrative” and find moments of extreme emotion and internal conflict.Rewrite and expand a sentence or two into a paragraph including sensory details and thoughtshots.Present the Narrative: Write a personal account from the perspective of one of the characters we have studied so far. Try to use an authentic voice. Writing workshop timeTeacher moves about and assists as needed Differentiation:Gifted, ELL, SPED Use audio version (available on the Audio Anthology CD) Display subtitles if availableUse online writing assistance ( or Criterion) Suggested extension piece: clip from Amazing Grace when Equiano walks along a slave ship, or (Graphic materials!) clip from Amistad. Gifted--independent research on Equiano’s role in ending the British slave trade Gifted: adopt specific language of the times as you write your narrative.ELL: provide modelsSharing/Closure Did Proctor’s actions meet your definition of courage? Why or why not? Write your thoughts below your bell work response.Is there a significant difference between the courage Proctor shows and what Giles Corey shows? Explain your answer with evidence from the film and the play? Sharing out of student samples. Introduce the narrative writing assignment and give expectations. Narrative first drafts due date Materials/Resources ● The Crucible Act 3 (McDougal Littell Literature, pgs. 176-194).“Analyzing Argument” handout ●Copy of The Crucible DVD (1996)●Pre-Printed Cornell notes sheets● The Crucible (McDougal Littell Literature, pgs. 133-208)● “The Crucible Writing Prompt Options” handout● Argument Essay RubricNote: If DVD is unavailable, several reenactments of The Crucible found on YouTube. ● The Crucible (McDougal Littell Literature, pgs. 133-208)● “The Crucible Writing Prompt Options” handout● Argument Essay RubricOlaudah Equiano “Interesting Narrative” (Textbook 78)Middle Passage PowerpointThoughtshots Worksheet Access to Texts that have been read so far: Equiano, Bradford, Smith, MillerNarrative rubric MODULE A: Unit 1: A New World WEEK SEVEN DAY THIRTY ONE DAY THIRTY TWO DAY THIRTY THREE DAY THIRTY FOUR DAY THIRTY FIVE Standards SL.11-12.1, Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.11-12.4 Presentation of knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.RL.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11.2, Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11.3, Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.SL.11-12.1 Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.RL.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11.2, Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11.3, Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.SL.11-12.1 Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.RL.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11.2, Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11.3, Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.SL.11-12.1 Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.RL.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11.2, Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11.3, Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.SL.11-12.1 Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Bell Work/Opening Free write: What do you think the person you selected [for your Narrative] was thinking? Feeling? Free write: What challenges might come with learning a second language?Pair-Share: In partners, share your Socratic Seminar questions and give feedback.Students answer the following questions: Who was Socrates? What is the story and root of the idea of the Socratic Seminar?Free write: Have you ever had people doubt your abilities? How did you react to the experience?Learning Targets/Objectives I can appreciate how certain ingredients add to the storytelling quality of a narrative.I can use specific details, dialogue, action, and internal conflict to tell a rich story. I can identify strategies an author uses to develop ideas in a text.I can analyze the effectiveness of the author’s strategies.I can begin and take part in group discussions on topics, texts, and issues at grade level.I can interpret the text to create an analysis.I can support an analysis by identifying evidence from the text and citing that evidence.I can support an analysis with inferences drawn from the text. I can begin and take part in group discussions on topics, texts, and issues at grade level.I can interpret the text to create an analysis.I can support an analysis by identifying evidence from the text and citing that evidence.I can support an analysis with inferences drawn from the text.I can identify strategies an author uses to develop ideas in a text.I can analyze the effectiveness of the author’s strategies.Vocabulary/Terminology story elementsinternal conflict, dialogue, action Context vocabulary from Phillis Wheatley Socratic Seminar Socratic Seminar Context vocabulary from GatesMini Lesson/Direct Instruction Teacher provides direct instruction through model WS of “Making a Scene: Narrative elements highlighting writing”Students complete Writing Activity-- highlight and label the elements in an excerpt of “Of Plymouth”--the task is to show that it is light on certain ingredients we expect from modern narratives, and could be enhanced with their inclusion. Teacher provides direct instruction on Phillis Wheatley, background Read Wheatley texts as classTeacher provides direct instruction on Socratic seminar procedure Teacher provides direct instruction (again) on on Socratic Seminar procedure. Students continue to work on their Socratic Seminar questions.Socratic Seminar: investigate the life of Phillis Wheatley after contextualizing her works (use informational text). Teacher plays Gates speech (audio, video option)Students take notes as the speech continues, identifying key ideas in Gates’s speech. Students evaluate Gates’s rhetorical moves GrammarD2SC: PowerPoint:Grammar Module A: Week 7D2SC: PowerPoint:Grammar Module A: Week 7D2SC: PowerPoint:Grammar Module A: Week 7D2SC: PowerPoint:Grammar Module A: Week 7D2SC: PowerPoint:Grammar Module A: Week 7Independent Work/ActivitiesStudents: Teacher: Writing workshop timeTeacher moves about and assists as needed Discuss the AVID strategy levels of questioning, and provide models for studyGive students time to trial-and-error building questions. Share a few as a class. Assign as homework: students must generate 3 higher level questions for each pieceExplain the model of socratic seminar you will be conducting in 2 days.. (fishbowl, gallery walk, world cafe, etc)Students will work on socratic seminar questions and get feedback from partners.Students do a socratic seminar Evaluate the artistic merits of several of her texts Analyze Wheatley’s complex message Students should Revisit Wheatley’s texts Students should consider the dilemma that Gates introducesDifferentiation:Gifted, ELL, SPED Gifted: adopt specific language of the times as you write your narrative.ELL: provide models Gifted: consider tying back to EquianoGifted: consider tying back to Equiano Gifted: consider tying back to Equiano Gifted: consider tying back to EquianoSharing/Closure If you were to evaluate your narrative so far, how much of it do you think has been dedicated to 1. Setting details 2. Character actions 3. Dialogue 4. Internal thoughts Narrative final drafts due tomorrow. Homework: students must generate 3 higher level questions for each pieceHomework: students must edit 3 higher level questions for each piece. Due tomorrow.Exit Slip: what are your overall feelings about the use of Socratic Seminar Encourage students to go home and watch TED talksMaterials/Resources Texts that have been read so far Narrative rubric“Making a Scene” WorksheetDepth of Knowledge QuestionsBloom’s Taxonomy Levels of Questioning “On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254)Socratic Seminar ResourcesBloom’s Taxonomy Levels of QuestioningOn Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254) “On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254)Common Core Sample Lesson Plan: Phyllis Wheatley The Trials of Phillis Wheatley, by Henry Louis Gates, Jr. Lecture Online at the C-SPAN Library at The Trials of Phillis Wheatley, by Henry Louis Gates, Jr. TEXT“On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254) MODULE A: Unit 1: A New World WEEK EIGHT DAY THIRTY SIX DAY THIRTY SEVEN DAY THIRTY EIGHT DAY THIRTY NINE DAY FORTYStandardsRI.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11.2, Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11.3, Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11.2, Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11.3, Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RL.11.1, RL.11.2, SL.11.1b, SL.11.1c, SL.11.1b,c,dRL.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11.2, Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RI.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11.2, Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RL.11.2, Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.W.11.1a,b,d, W.11.2a,b Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.RI.11.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11.2, Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.SL.11.1.b,c,d Comprehension and Collaboration: Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. W.11.1 W.11.1a,b,c,d,e Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Bell Work/Opening Students complete the following activity: Summarize the content of the speech we studied yesterday.Students complete the following activity: Defend or challenge this statement: Society puts restraints on an artist when they label him or her with a certain identity. Students answer the following questions: What is the importance of debate in our society?What are the rules and structures of a formal debate? Why do they exist? Students complete the following activity: Pull out notes and readings so far and go over your positionStudents answer the following questions: Play devil’s advocate for a moment: what were the weaknesses in your team’s debate position? Learning Targets/Objectives I can gather information relevant to Wheatley’s “trials”I can identify strategies an author uses to develop ideas in a text.I can analyze the effectiveness of the author’s strategies.I can produce a written response to literary or informational text.I can use evidence from the text to support my analysis and reflectionI can describe what I have learnedI can gather information relevant to Wheatley’s “trials”I can identify strategies an author uses to develop ideas in a text.I can analyze the effectiveness of the author’s strategies.I can produce a written response to literary or informational text.I can use evidence from the text to support my analysis and reflectionI can describe what I have learned I can Evaluate the controversy over Wheatley’s textsI can gather information relevant to Wheatley’s “trials” I can Evaluate the controversy over Wheatley’s textsI can gather information relevant to Wheatley’s “trials”Debate the merits of each side of the dispute I can write an argument to support my claim about a topic, using reason and evidence to back it up, and make the whole thing sound formal and intelligent.I can logically organize my argument, help the audience see why my side is valid, and approach the other side of the argument.When I develop arguments for and against my case, I can point out the strengths and weaknesses of each side.I can transition well between ideas.I can write a great conclusion.Vocabulary/Terminology Context vocab from Gates Context vocab from Hughes DebatePros/Cons Debate transitions claimcounter-argumentrefuteconcedeMini Lesson/Direct Instruction Teacher facilitates student discussion of modern connections to Wheatley and/or Gates. Students identify key ideas in Hughes’s “The Negro Artist and the Racial Mountain” Students Revisit Wheatley’s textsStudents continue to identify key ideas in Hughes’s “The Negro Artist and the Racial Mountain.” Students continue to revisit Wheatley’s texts. Teacher facilitates student discussion on whether Wheatley fulfilled Hughes’ challenge. Teacher provides direct instruction on background of the debate over Wheatley’s writings.Teacher divides the class into two groups.Students conduct research and prepare debate document(s). Teacher provides direct instruction on structure and procedure of debateTeacher facilitates student debate. Students complete Analysis Writing Task #4, Module 1) After spending eight days exploring the writing of Wheatley and the issue of authenticity and identity, write an individual analysis of our class debate topic, using specifics from the texts we have read to support your argument.GrammarD2SC: PowerPoint:Grammar Module A: Week 8 * Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 254, 257 D2SC PowerPointGrammar Module A: Week 8 Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 265, 278D2SC PowerPointGrammar Module A Week 8 Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 302-304D2SC PowerPointGrammar Module A Week 8 Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 310-311D2SC PowerPointGrammar Module A: Week 8Independent Work/ActivitiesStudents: Teacher: Consider whether Wheatley fulfilled Hughes’s challenge Challenge Hughes’s perspective Juxtapose Gates’s and Hughes’s views 2. Step by Step:a. Divide the class into two groups. Do not allow students to choose sides. (An easy way to avoid dispute is to count the students in ones and twos, then all the ones become one side, while all the others are the other side.)b. In groups, students:― Closely re-read Wheatley’s work― Analyze Gates and list his key ideas― Analyze Hughes and list his key ideas― Conduct further research on the dispute― Conduct internal debate and anticipate the other side’s positionc. Each side produces a three-page document or digital presentation that presents and defends its views.Continued from Debate Day d. Each side summarizes its position.e. Each side takes notes while listening.f. Lead the debate following the reading of both papers.Students: Work in pairs to gather and consider the arguments they have discussed over the last week.Students:Working alone, articulate your claim and compose an analysis defending your position on the debate Differentiation:Gifted, ELL, SPED Gifted: consider tying back to EquianoELL, SPED: Creating detailed charts may help this process. Students divide into groups and act out/dramatize the key ideas by Wheatley, Gates, and Hughes (in order to reinforce them). These dramatizations can be recorded using a video camera for future reference. Gifted: consider tying back to EquianoELL, SPED: Creating detailed charts may help this process. Students divide into groups and act out/dramatize the key ideas by Wheatley, Gates, and Hughes (in order to reinforce them). These dramatizations can be recorded using a video camera for future reference. Gifted: Encourage students to conduct research beyond the material provided. Encourage students to find examples of strong debates, and create a “rubric” for what makes a strong debate. Share the rubric with all students, and point out these qualities during the debate.ELL, SPED: Assist some of the students while they are working on step b. The class can collaboratively track key points using a shared spreadsheet. Or, encourage students to use ReadWriteThink’s “Literary Graffiti Interactive” to help them visualize and remember what they are reading about. Gifted: Ask students to share their findings with their groups and incorporate appropriate material into their presentations.ELL, SPED: Creating detailed charts may help this process. Students divide into groups and act out/dramatize the key ideas by Wheatley, Gates, and Hughes (in order to reinforce them). These dramatizations can be recorded using a video camera for future reference. Length of essay, expectations for evidence.Sharing/Closure What are three observations you made of Gates’ speech?What of these do you agree or disagree with? What are three observations you made of Hughes’ essay?What of these do you agree or disagree with?Possible Homework: Each side produces a three-page document or digital presentation that presents and defends its views. Provide the class with an assessment of the debate, pointing to key ideas in this ongoing dispute.If still working: Status of class before students finish writing at home If done: Backwards edit for spelling and grammar. Materials/ResourcesCommon Core Sample Lesson Plan: Phyllis Wheatley“On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254) The Trials of Phillis Wheatley, by Henry Louis Gates, Jr. Common Core Sample Lesson Plan: Phyllis Wheatley“On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254) “The Negro Artist and the Racial Mountain,” by Langston HughesLaptop/ Computer Lab for research and group essay writingCommon Core Sample Lesson Plan: Phyllis Wheatley “On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254) The Trials of Phillis Wheatley, by Henry Louis Gates, Jr. “The Negro Artist and the Racial Mountain,” by Langston HughesLaptop/ Computer Lab for research and group essay writingCommon Core Sample Lesson Plan: Phyllis Wheatley “On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254) The Trials of Phillis Wheatley, by Henry Louis Gates, Jr. “The Negro Artist and the Racial Mountain,” by Langston HughesLaptop/ Computer Lab for research and group essay writingCommon Core Sample Lesson Plan: Phyllis Wheatley “On Being Brought from Africa to America,” by Phillis Wheatley “An Hymn to the Evening,” by Phillis Wheatley “To His Excellency General Washington,” by Phillis Wheatley Letter to the Rev. (textbook 254) The Trials of Phillis Wheatley, by Henry Louis Gates, Jr. “The Negro Artist and the Racial Mountain,” by Langston Hughes MODULE A: Unit 1: A New World WEEK NINE DAY FORTY-ONE DAY FORTY-TWO DAY FORTY-THREEDAY FORTY-FOUR DAY FORTY-FIVE Standards CRT: Reading/Grammar and Writing CRT: Reading/Grammar and Writing CRT: Reading/Grammar and Writing CRT: Reading/Grammar and Writing Flex Day, half day. End of Term and module 1.Bell Work/Opening Learning Targets/Objectives Vocabulary/Terminology Mini Lesson/Direct Instruction Grammar Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 321, 349D2SC PowerPoint: Grammar Module A: Week Nine Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 359, 384D2SC PowerPoint: Grammar Module A: Week Nine Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 401, 411D2SC PowerPoint: Module A Week Nine Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 449, 564-565D2SC PowerPoint: Module A Week Nine Evaluate own sentence style by identifying common sentence patterns and constructions. (ACT B.4d.)Write Source 748, 750.1D2SC PowerPoint: Module A Week NineIndependent Work/ActivitiesStudents: Teacher: Differentiation:Gifted, ELL, SPED Sharing/Closure Materials/Resources Suggested Resources:Study IslandAVID Weekly Suggested Resources:Study IslandAVID Weekly Suggested Resources:Study IslandAVID Weekly Suggested Resources:Study IslandAVID Weekly ................
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