Teacher:Leslie Colvin
Week 3: August 25-29 / Course: English I
Unit 1:Coming of Age
Essential Questions:
  • What does it mean to “come of age”?
  • How are rhetorical appeals used to influence an audience?

Common Core Standards Met:RL.9-10.5, RL.9-10.3, RL9-10.4, W.9-10.3b, RI.9-10.6, RI.9-10.5, RI.9-10.3, SL.9-10.1,
Learning Target / Activities
Student Centered Learning Experiences
Differentiation / Assessment / Homework / Materials
Technology
Resources
Media
M / I can explain how a writer creates effects through the connotations of words and images.
I can use textual details to support interpretive claims. / Finish from Friday
Activity 1.5 – Defining Experiences
  • DGP – Monday Parts of Speech
  • Add connotation, denotation, and juxtaposition to Vocabulary Journal
  • Before reading: Add coming of age milestones to timeline on board
Speak excerpts: highlight words that have a negative connotation & re-write keeping same denotation but changing connotation.
  • Writer’s Notebook:How do a writer’s choices contribute to meaning in a text.
  • During reading: Chunk the Text
1-7 Students will highlight words and images that carry connotation and convey Lizabeth’s distinctive voice. (EX: crumbly dust of late summer)
8 – foreshadowing
22&27 – images of the marigolds/ juxtaposition between setting at the beginning of story
Key Ideas and Details questions
  • Jigsaw/Small Groups – complete assigned section of the graphic organizer
Share-Out using overhead
Discuss as needed
  • Check Understanding: Analyzing the Narrator’s Voice
Differentiation:
TWIST strategy
Framed Paragraph for writing analysis
Statement, textual evidence, explanation/commentary / DGP
KI&D questions
Annotations
Graphic Organizer
Analysis Paragraph / IR Activity due today / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
T & W / I can compare and contrast language and content in two texts in different genres
I can explain how a writer’s choices regarding language and content construct the meaning of a text
Draft an account of an interview narrative / Wednesday: Picture Day – From English Class
Activity 1.8 – Two Versions of One Narrative
  • DGP- Tuesday Sentence Parts and Phrases
Wednesday Clauses and Sentence Types
  • Add Prose to Vocabulary Journal
  • Writer’s Notebook – Add graphic organizer (handout) for During Reading activity
  • Before Reading – (Question1) Examine both titles and make inferences regarding the accounts based on the differences.
  • During Reading – Annotate text for diction, imagery, and syntax that helps make inferences about the speaker
  • Key Ideas and Details Questions- Discussion
  • After Reading – Graphic Organizer in groups
  • (If Time) look for parallel structure and discuss the effect
  • Pg. 38 – RAFT activity, Choose one of the alternate characters and construct an account of the incident appropriate to one of the scenarios from RAFT
  • Exit-Slip (Check Your Understanding) – How does changing the speaker, audience, or format influence the telling of an incident?
/ DGP
Annotations
Graphic Organizer
KI&D questions
Exit-Slip / Next IR due Sept 8th / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
TH / Analyze how the relationship between a writer, the target audience, and the writer’s purpose informs a writer’s choices.
Analyze the intended effect of descriptive narrative on readers’ perspectives / Activity 1.9 – Reading an Interview Narrative
  • DGP – Thursday Capitalization and Punctuation
  • Before Reading – View Picture of Chuck Liddell, discuss article title, and source (Men’s Fitness), 4 bullet points describing Liddell that you would include in an interview narrative.
  • During Reading – Highlight text that adds to the narrative structure of the article. What would not have been in the transcript of the interview, but has been added by the writer to add a narrative appeal?
  • After Reading –
KEY IDEAS & DETAILS QUESTIONS (Each group is responsible for one question) Share-Out
Question 4 – Parallel Structure
Small Groups - SOAPSTONE – graphic organizer
  • Writer’s NotebookExit Slip: Explain how O’Connor creates a narrative rather than a simple interview. How does he make it a story? How does he use details and his voice as a writer to appeal to the audience? Use textual evidence
/ DGP
KI&D?s
SOAPSTONE
Exit Slip / Next IR due Sept 8th / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
F / Develop criteria for carefully crafting questions, including follow-up questions
Sequence questions to improve logical flow of an interview / Activity 1.10 – Examining the Art of Questioning
  • DGP – Friday
  • Whole-Group Discussion: What makes a good interview question? (Put on Chart Paper)
  • Independent Read: Interview Transcript – Evaluate the questions and identify them as level 1,2,or 3 based on the class’ interview question criteria
  • Graphic Organizer (pg. 48) Choose three questions (identified as level 3) and revise or create a follow-up question
  • Manipulatives – Re-order the questions so that they help develop a clear flow of ideas. Have groups write a rationale for their reordering of the questions.
/ DGP
Criteria Discussion
Evaluations
Manipulative Rationales / Next IR due Sept 8th / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook

Differentiation Strategies/Modifications Marzano’s Best Practices

x / Anchor Activities / x / Extended Time / Identifying Similarities & Differences
x / Chunking / x / Modified Assignments / Summarizing & Note taking
x / Flexible Grouping / x / Rephrase Directions / x / Reinforcing Effort & Providing Recognition
x / Jig-Saw / x / Prompting/Cueing / x / Homework & Practice
Learning Centers/Stations / Reading/Scribing / Nonlinguistic Representation
Tiered Activities / Learning Contracts / x / Cooperative Learning
Interest Groups / x / Independent Study / x / Setting Objectives & Providing Feedback
Literature Circles / AP/Honors / Generating & Testing Hypothesis
Multiple Intelligence Options / Mentorships / x / Cues, Questions & Advance Organizers