Montgomery County Schools

Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. / 1 / LT1: I can describe guidelines for collegial discussion. / K / Collegial
Discussion
Active Participation vs. Passive Participation / Brainstorm ideas about worst case discussion scenarios and best case discussion scenarios / Paragraph on the definition of collegial discussion / Graphic organizer
2 / LT2: I can describe ways to make collaborative decisions (e.g., informal consensus). / K / Collaborate
Consensus / Brainstorm ideas about worst case scenario decision making and best case scenario decision making / Flow chart of collaborative decision making model / Flow chart Template
I can express my own ideas clearly, persuasively, and tactfully to a group of my peers. / P / Collegial discussion
Collaboration
Active participation / Share an individual brainstorm with a small peer group, explaining guidelines for effective and ineffective participation in a group. / Group- generated rubrics for grading group work / “empty” chart to generate a rubric for grading groups
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. / 3 / I can collaborate to develop guidelines for successful discussion and decision-making. / P / Guideline / Work in small group and whole group to modify individual brainstorming lists from days 1 and 2
In small groups and whole group, finalize rules for discussion and decision-making
Read “Respect the Learning Environment” / Write a paragraph explaining how rules were created / Chart paper, markers, post-it notes
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. / 4 / I can/know how to ask thought-provoking questions. / K / Effective Questions
Effective Answers / Distinguish between effective questions and effective answers / Write two effective questions and answers / Graphic organizer; 4 quandrants
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. / 5 / I can formulate opinions, ideas, and conclusions based on prior and new evidence. / R / Evidence
Reasoning
Qualify
Justify / Discuss real situations in which rules for discussion and decision-making improved or deteriorated a culture / Write a one paragraph justification for the importance of rules to a culture
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
RIT1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / 6 / I can identify strong and thorough textual evidence to support what the text says explicitly (literal meaning, or “on the line”). / K / Evidence
Explicit / Discuss real situations in which rules for discussion and decision-making improved or deteriorated a culture / Write a one paragraph justification for the importance of rules to a culture
7 / I can draw inferences (read between the lines) from the explicit text. / R / Infer, Inference / Significant item inference activity
Read Lady and the Tiger
Vocabulary words / Multiple choice question
(Short Girl)
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise. / 8 / I can identify the aspects of text’s structure (6 elements of plot). / K / Plot, Exposition, Narrative Hook, Rising Action, Climax, Falling Action, Resolution, Setting, Mood / Read The Most Dangerous Game
Plot diagram cut-out activity
Stations – TMDG in groups
Read the Interlopers / Plot diagram cut-out activity
9 / I can identify (on a graphic organizer) how the author manipulates time in order to sequence events of a plot. / K / Plot, Exposition, Narrative Hook, Rising Action, Climax, Falling Action, Resolution, Setting, Mood / Read The Most Dangerous Game
Plot diagram cut-out activity
Stations – TMDG in groups
Read The Interlopers / Worksheet in stations
10 / I can analyze how the author’s order of events within a text creates an effect. / R / Plot, Exposition, Narrative Hook, Rising Action, Climax, Falling Action, Resolution, Setting, Mood / Read The Most Dangerous Game
Plot diagram cut-out activity
Stations – TMDG in groups
Read The Interlopers / Identify the story’s climax and justify choice.
11 / I can identify order of events in the text including foreshadowing, flashback, and chronology. / K / Plot, Exposition, Narrative Hook, Rising Action, Climax, Falling Action, Resolution, Setting, Mood, Foreshadowing, Flashback, Chronology / Group work – cite foreshadowing and what event it hints at / Holt Reader margins
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
W9: Draw evidence from literary or information texts to support analysis, reflection, and research. A. Apply grades 9-10 Reading standards to literature.. (E.g. Analyze how an author draws on and transforms source material in a specific work.) / 12 / I can identify key ideas and details which provide evidence to support conclusions about the text accessed through research. / K / Source material / Research authors, stories, source material / In one paragraph, identify how the author transformed source material into a specific work.
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
W9: Draw evidence from literary or information texts to support analysis, reflection, and research. Apply grades 9-10 Reading standards to literary nonfiction. (e.g. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. / 13 / I can analyze key ideas and details in a text as evidence for supporting understanding of text. / R / Argument
Claim
Reasoning
Evidence
Fallacious / Show Me the Quote Game / Show me the Quote Game
Common Core Standards / Date / DO
By the end of this lesson,
I CAN …
(Daily Learning Target) / Target Type
(K,R,S,P) / Vocabulary / Activity (ies) / Formative Assessment / Resources /
W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. / 14 / I can recognize writing task, audience, and purpose. / K / Writing Task
Writing Audience
Writing Purpose / Read writing samples and identify task, audience, purpose / Completed Graphic Organizer / BYU graphic organizer
15 / I can determine organizational structure for a range of tasks, purposes, and audiences. / R / 3.5 paragraph
Chronological
Spatial
Cause/Effect / Determine which organizational structure would be best for given writing tasks / Graphic organizer with structures paired with tasks
16 / I can write routinely over shorter time frames. / P / Reflection
Interpretation
Connection / Write reflection on interpretation, reaction, and connection to text. / Reader Response Journal Entry / Journal

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