Date / Standards / SWAT / Daily Launch / Agenda
Quarter 3 Week 1 Picturing the Past and Setting the Context
January 2 / In-Service Day
January 3 / W.9-10.10 / Write routinely over extended time frames. / *Move the words you have learned well in unit 2 to a “T” column of your QHT charts.
*Collaborate on essential question. / Learning Target(s):
*Explore preliminary thinking by writing responses to the essential question.
*Identify the skills and knowledge required to complete EA 3.1 successfully.
EQ: What impact does context have on a novel and the reactions of readers to it?
  1. DL
  2. Unpack the EA 3.1 – determine skills and knowledge and record in your graphic organizers.

January 4 / W.9-10.2
SL.9-10.2 / Write explanatory texts.
Integrate multiple sources of information presented in diverse formats and media. / *Create QHT chart and record literaryterms and academicvocabulary from p.170
*Read the definition of the word context (173). Write a sentence using the word context. / Learning Target(s):
*Identify historical, cultural, social, and geographical context of the setting.
*Summarize observations about context from visual images.
EQ: What is the context of the novel “To Kill a Mockingbird”?
  1. DL
  2. View photographs and record observations on p.174

January 5 / RI.9-10.2
RI.9-10.3 / Determine a central idea of a text.
Analyze how the author unfolds an analysis, including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them. / Writing prompt (175) – collaborate on a writing prompt and write a well- constructed paragraph. / Learning Target(s):
Analyze a secondary and a primary source to understand the cultural, social and legal contexts of the novel “To Kill a Mockingbird”
EQ: What are Jim Crow Laws?
  1. DL
  2. Read informational text (177) with the focus on EQ. Identify the words and phrases that will help you to define the meaning of the term Jim Crow.
  3. Coconstruct the definition of Jim Crow laws.
  4. Read Jim Crow Laws using metacognitive markers – individual.
  5. Answer focus question: How did Jim Crow laws deprive American citizens of their rights? Post your answers.

January 6 / RI.9-10.2
RI.9-10.3 / Determine a central idea of a text.
Analyze how the author unfolds an analysis, including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them. / Answer key ideas and details on pages 178, 179, and 180 – class discussion. / Learning Target(s):
Analyze a secondary and a primary source to understand the cultural, social and legal contexts of the novel “To Kill a Mockingbird”
EQ: What is a primary source? A secondary source?
  1. DL
  2. Create a poster representing 3 categories (education, transportation, health, entertainment, marriage). Write a brief summary of several laws for each category – collect for a grade.
  3. Answer questions collaboratively on p.182.

Week 2 Researching Information and A Time for Change
January 9 / W.9-10.7 / Conduct research projects to answer questions (including self-generated questions) or solve a problem; narrow or broaden the inquiry; synthesize multiple sources on the project, demonstrating understanding of the subject under investigation. / None / Learning Target(s):
Conduct research by exploring a website and gathering information for a presentation on the rise and fall of Jim Crow laws.
Using graphic organizer explore the PBS website “The Rise and Fall of Jim Crow”:
EQ: What is plagiarism?
  1. Designate student groupings!
  2. Generate a question (W column), page 183.
  3. Record the URL of the page (H column).
  4. Summarize answer to your question (L column).

January 10 / RI.9-10.7
SL.9-10.4 / Analyze various accounts of a subject told in different mediums.
Present information, findings, and evidence clearly and logically. / None / Learning Target(s):
Organize information into a coherent piece and make an oral presentation.
EQ: What makes an A+ presentation?
  1. DL
  2. Model index cards
  3. Create your own index card – collect for a grade.
  4. Present your findings to your group members.
  5. Using a graphic organizer, evaluate each presenter (185).

January 11 / RI.9-10.9
RI.9-10.4
RI.9-10.6 / Analyze U.S. documents of historical and literary significance.
Determine the meaning of words and phrases as they are used in the text.
Determine an author’s point of view. / Expository writing (185) / Learning Target(s):
Analyze a historical document for its purpose, audience, claim, and evidence.
EQ: What is the importance of the historical document “Letter from Birmingham Jail”?
  1. DL
  2. Fill in the terminology for SOAPSTone.
  3. Read “Letter from Birmingham Jail” by MLK (187) and highlight logos, pathos and ethos.
  4. Close reading – group work: highlight evidence for the SOAPSTone chart.
  5. Fill in the chart (191).

January 12 / RI.9-10.1
W.9-10.2
W.9-10.2a / Cite strong textual evidence to support analysis.
Write informative/explanatory texts to examine and convey complex ideas.
Introduce a topic and organize complex ideas. / Group discussion questions (190). / Learning Target(s):
*Analyze a historical document for its purpose, audience, claim, and evidence.
*Analyze a timeline to understand how social change occurred during the Civil Rights Movements.
EQ: What is the importance of the historical document “Letter from Birmingham Jail”?
  1. DL
  2. Finish working on the chart.
  3. Analyze chronological text (192)
  4. Comprise 3-5 questions to further your research.

January 13 / RI.9-10.1
W.9-10.2
W.9-10.2a / Cite strong textual evidence to support analysis.
Write informative/explanatory texts to examine and convey complex ideas.
Introduce a topic and organize complex ideas. / None / Learning Target(s):
Formative assessment: write expository paragraph.
EQ: What is the role of cause and effect in the excerpt “The Letter from Birmingham Jail”?
  1. Explain the role of cause and effect in the excerpt – expository paragraph (193).
  2. Multiple choice exam.

Week 3 Historical Research and Citation
January 17 / W.9-10.7 / Conduct research projects to answer questions (including self-generated questions) or solve a problem; narrow or broaden the inquiry; synthesize multiple sources on the project, demonstrating understanding of the subject under investigation. / Read academic vocabulary (194). / Learning Target(s):
*Write research questions.
*Create an annotated bibliography that conforms to the guidelines of a style manual.
EQ: What is bibliography? Annotated bibliography?
  1. DL
  2. Model research questions and co construct questions for the research – whole group.
  3. Understanding annotated bibliography (#2 page 194).
  4. Students practice annotating 2 sources (195).

January 18 / W.9-10.7 / Conduct research projects to answer questions (including self-generated questions) or solve a problem; narrow or broaden the inquiry; synthesize multiple sources on the project, demonstrating understanding of the subject under investigation. / None / Learning Target(s):
*Conduct research to choose a focus for a historical investigation, and begin to gather evidence by taking notes.
EQ: How to generate questions that will create a coherent presentation?
  1. In the lab. Explore a website or timeline about Civil Rights Movement to identify more subjects for you research.
  2. Fill the chart (196) with more subjects.
  3. Generate 4 questions, one for each group member to do research.
  4. Research your question and take thorough notes.Submit your contracts to me!

January 19 / W.9-10.7
SL.9-10.5 / Conduct research projects to answer questions.
Make strategic use of digital media (textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence. / None / Learning Target(s):
*Conduct research to choose a focus for a historical investigation, and begin to gather evidence by taking notes.
EQ: How do we incorporate multimedia in our presentation?
  1. In the lab. Finish research.
  2. Create presentation.

January 20 / RI.9-10.7 / Analyze various accounts of a subject told in different mediums. / Which strategies will I employ to reach my audience? – Quick write. / Learning Target(s):
Analyze photo essays, videos, and multimedia presentations in order to plan effective ways to reach an audience of my peers in a presentation.
EQ: How will I reach my audience?
  1. DL
  2. Show samples of presentations. Students evaluate and record it into the graphic organizer (199)
  3. Group discussions of the effectiveness of the presentations.
  4. Students create guided questions for their audience.

Week 4
January 23 / SL.9-10.2 / Integrate multiple sources of information presented in diverse formats and media. / None / Learning Target(s):
Collaborate on creating a multimedia presentation and practice your delivery.
EQ: How will I reach my audience?
  1. Periods 1 and 2 in HUM 125 Lab, 4-7 in SCI 101.
  2. Put final touches on your presentations.
  3. Practice your delivery.

January 24 / SL.9-10.4
SL.9-10.5 / Present information, findings, and supporting evidence clearly and logically.
Make strategic use of digital media in presentations to enhance understanding and to add interest. / None / Learning Target(s):
Enriching the knowledge of the historical, cultural, and social context of the novel “To Kill a Mockingbird” by answering guiding questions.
Embedded Assessment 3.1:
Groups of 4 present and the rest of the students answer guiding questions for each group.
January 25 / SL.9-10.4
SL.9-10.5 / Present information, findings, and supporting evidence clearly and logically.
Make strategic use of digital media in presentations to enhance understanding and to add interest. / None / Learning Target(s):
Enriching the knowledge of the historical, cultural, and social context of the novel “To Kill a Mockingbird” by answering guiding questions.
Embedded Assessment 3.1:
Groups of 4 present and the rest of the students answer guiding questions for each group.
January 26 / SL.9-10.4
SL.9-10.5 / Present information, findings, and supporting evidence clearly and logically.
Make strategic use of digital media in presentations to enhance understanding and to add interest. / None / Learning Target(s):
Enriching the knowledge of the historical, cultural, and social context of the novel “To Kill a Mockingbird” by answering guiding questions.
Embedded Assessment 3.1:
Groups of 4 present and the rest of the students answer guiding questions for each group.
January 27 / RI.9-10.1
W.9-10.10
L.9-10.6 / Cite strong textual evidence to support analysis.
Write routinely over extended time frames.
Acquire and use accurately general academic and domain-specific words. / Collaborate on essential questions and report to class. / Learning Target(s):
* Identify and analyze the knowledge and skills required to complete EA 3.1 successfully.
*Revise, refine, and reflect on my understanding of vocabulary words on the essential question.
EQ: What impact does context have on a novel and on the reactions of readers to it? How does a key scene from a novel contribute to the work as a whole?
  1. DL
  2. Unpacking EA 3.2
  3. Students examine various responses to the novel:
a)Read and mark the text for tone and personal context.
b)Write a brief summary.
c)Class discussion (206).
Week 5
January 30 / RL.9-10.1 / Cite strong and thorough textual evidence to support analysis. / Collaborate on questions (206) / Learning Target(s):
Analyze the first chapter of a novel to identify details that establish point of view, character, and setting.
EQ: What are POV, setting, and character’s voice?
  1. DL
  2. View the opening credits and record your observations in the chart (207).
  3. Collaborative discussion (207).
  4. Read the opening and highlight the text for a setting, point of view, and character’s voice.

January 31 / RL.9-10.1
RL.9-10.3 / Cite strong and thorough textual evidence to support analysis.
Analyze how complex characters develop over the course of a text and develop the theme. / Based on the opening paragraph record in “My Notes” the setting, POV, and character’s voice. / Learning Target(s):
Analyze the first chapter of a novel to identify details that establish point of view, character, and setting.
EQ: How do flashback and motif contribute to a theme?
  1. DL
  2. Create a graphic organizer to log in literary elements and their analysis.
  3. Understanding motif.
  4. Analyzing chapter 1 for a flashback and motif.
  5. HW: chapters 2-3.

February 1 / RL.9-10.1 / Cite strong and thorough textual evidence to support analysis. / Recall and write down different types of a conflict. / Learning Target(s):
Demonstrate understanding of conflict in writing.
EQ: How does conflict develop a theme?
  1. DL
  2. Revisiting types of conflict.
  3. Analyzing chapter 2 for an external conflict: Scout vs Miss Caroline – record in your logs.

February 2 / W.9-10.2
W.9-10.2a / Write informative/explanatory texts to examine and convey complex ideas.
Introduce a topic and organize complex ideas. / Expository paragraph (212). / Learning Target(s):
Demonstrate understanding of conflict in writing.
EQ: How does conflict develop a theme?
  1. DL
  2. Analyzing chapter 3 for various literary elements.
  3. HW: chapters 4-6.

February 3 / RL.9-10.1
RL.9-10.3 / Cite strong and thorough textual evidence to support analysis.
Analyze how complex characters develop over the course of a text and develop the theme. / Analyze one of the following in chapter 3: conflict, motif, POV, or characterization.
Record in your graphic organizers. / Learning Target(s):
*Analyze motif in a text to determine how characters develop through coming-of-age experience.
*Make predictions, form inferences, draw conclusions, and find evidence to support an analysis of a literary text.
EQ: How does motif contribute to coming-of-age theme? What is plot? Subplot?
  1. DL
  2. Mark the text for significant details (214).
  3. Focus: how the experience of finding gifts in the knot-hole of the Radley tree has helped Jem and Scout come of age – record analysis in your gr. organizers.
  4. Explore the motif in chapters 4, 5, and 6 –use sticky notes to mark textual evidence and to record commentary, predictions, inferences and conclusions.
  5. HW: chapters 11-14.

Week 6
February 6 / RL.9-10.1
RL.9-10.3 / Cite strong and thorough textual evidence to support analysis.
Analyze how complex characters develop over the course of a text and develop the theme. / Read and annotate an excerpt (224).
Passe: worn out, out-of-date
Melancholy: sad, depressed, gloomy
Vicious: mean, cruel, hurtful, spiteful
Apoplectic: furious, angry, spitting mad
Livid: mad, fuming, outraged.
Find these words and underline in a passage (224). / Learning Target(s):
*Gather textual evidence to generate theme statements.
  1. DL
  2. Consider the significance of character, conflict, and setting in this excerpt and record your analysis in the chart.
  3. Choose 2 Atticus’s quotes and create a poster explaining coming of age themes.

February 7 / SCI 101/114 – Grade Registration
February 8 / W.9-10.2
W.9-10.2a / Write informative/explanatory texts to examine and convey complex ideas.
Introduce a topic and organize complex ideas. / “… Atticus, he was real nice…”
“Most people are, Scout, when you finally see them.” – Is this quote relevant today? Why? / Learning Target(s):
*Respond to an analytical writing prompt.
EQ: How does external conflict (Jem v Mrs. Dubose) advance coming of age theme?
  1. DL
  2. “She was the bravest person I ever knew…” – understanding the significance of character (Mrs. Dubose). Class discussion.
  3. Analytical writing prompt (226) – conflict (Jem v Dubose).

February 9 / RL.9-10.1
RL.9-10.2 / Cite strong and thorough textual evidence to support analysis.
Determine a theme of a text and analyze in detail its development over the course of the text. / #2 (228) / Learning Target(s):
Create an outline for an analytical essay about how literary elements contribute to a theme.
EQ: How does organization help produce clear and coherent essay?
  1. DL
  2. Model a close reading of chapter 12. Mark the text for evidence of how setting contributes to the theme: coming of age involves recognizing different perspectives.
  3. Markthe text for character and conflict – partners.
  4. Co-construct an outline for a passage-analysis essay.

February 10 / RL.9-10.1
RL.9-10.2 / Cite strong and thorough textual evidence to support analysis.
Determine a theme of a text and analyze in detail its development over the course of the text. / None / Learning Target(s):
Create an outline for an analytical essay about how literary elements contribute to a theme.
EQ: How does organization help produce clear and coherent essay?
  1. Finish an outline
  2. Mark chapter 13 for voice/tone, character, POV, setting, and conflicts.
  3. Choose 2 elements and create an outline for a passage-analysis essay – assessment grade.
  4. HW: chapters 15-20.

Week 7
February 13 / RL.9-10.1
RL.9-10.2
RL.9-10.7 / Cite strong and thorough textual evidence to support analysis.
Determine a theme of a text and analyze in detail its development over the course of the text.
Analyze various accounts of a subject told in different mediums. / Based on these photographs what can you infer about Atticus and his children? / Learning Target(s):
Compare and contrast how a theme is developed in a key scene in film and text.
EQ: How does Harper Lee develop the mob theme versus the film director?
  1. DL
  2. Close reading of chapter 15. Record setting, conflict, character, and ______in your charts.
  3. Analysis: What could Scout and Jem learn from this experience? Co-construct possible themes.

February 14 / RL.9-10.1
RL.9-10.2
RL.9-10.7 / Cite strong and thorough textual evidence to support analysis.
Determine a theme of a text and analyze in detail its development over the course of the text.
Analyze various accounts of a subject told in different mediums. / None / Learning Target(s):
Compare and contrast how a theme is developed in a key scene in film and text.
EQ: How does Harper Lee develop the mob theme versus the film director?
  1. View a film version and record your observations (231).
  2. Discuss similarities and differences, #6 (231) – partners.
  3. Writing prompt (231) – assessment.

February 15 / RL.9-10.1
RL.9-10.3 / Cite strong and thorough textual evidence to support analysis.
Analyze how complex characters develop over the course of a text and develop the theme. / Create an a) ecstatic and b) furious tone by using imagery and diction. / Learning Target(s):
Explain how diction and imagery, create tone and voice, and support explanations with textual evidence.
EQ: How does voice contribute to a theme?
  1. Identify the speaker – small groups.
  2. Choose 2 quotes, write them down and answer #2 (232) – partners.
  3. Choose 1 quote and answer EQ – individual followed by class discussion.

February 16 / RL.9-10.7
W.9-10.2b / Analyze various accounts of a subject told in different mediums.
Develop the topic with well-chosen details and quotations. / None / Learning Target(s):
*Recognize the rhetorical appeals used in a speech.
*In a written paragraph, compare and contrast the use of rhetorical appeals in a key scene in two mediums.
EQ: What appeals did Atticus use in the trial?
  1. In the excerpt from testimony, identify appeals and support with precise citations (provide an excerpt).
  2. Discussion questions (233) – small group.
  3. Analyze closing argument for essential elements of an argument #2 (233).

February 17 / RL.9-10.7
W.9-10.2b / Analyze various accounts of a subject told in different mediums.
Develop the topic with well-chosen details and quotations. / Quiz – Unit 3 Activity 3.14-3.19 / Learning Target(s):
*Recognize the rhetorical appeals used in a speech.
*In a written paragraph, compare and contrast the use of rhetorical appeals in a key scene in two mediums.