Week 7: September 22-26 / Course: English 2
Unit 1: Cultural Conversations
Essential Questions:
- How do cultural experiences shape, impact, or influence our identity and perceptions?
- How do we synthesize multiple sources of information into a cohesive argument?
Day / Learning Target / Activities
Student-Centered Learning Experiences
Differentiation / Assessment / Homework / Materials
Technology
Resources
Media
M / I can analyze a work of fiction to determine and explain the theme of the work. / Activity 1.12- Perspectives on Heritage: Fiction (2 days)
- Quickwrite- Before Reading prompt
- Graphic Organizer- read “Everyday Use” independently while completing one section of a SIFT chart to analyze the piece. Guide student reading, stopping at determined points to ask questions that analyze the syntax and structure of the story (points 4, 5, 6, 7, 8)
- Small Groups- share SIFT with groups and develop a thematic statement for the story.
- Compare and Contrast- “Everyday Use” and “My Mother Pieced Quilts”
- Jigsaw- compare questions and answers
- Comparing Claims- Create a claim and counterclaim for “Everyday Use” or “My Mother Pieced Quilts”
- Writer’s Craft- Phrases and Clauses- take notes in Reader/Writer Notebook
- Writing Prompt- Write a claim and counterclaim responding to the Embedded Assessment 2 prompt, using Maggie and Dee/Wangero as your subjects. Develop each claim into a paragraph.
T / I can compare and contrast how two different authors explore similar subjects and themes. / Activity 1.12- Perspectives on Heritage: Fiction (2 days)- continued
- Quickwrite- Before reading activity
- Whole Group Discussion- quickwrite
- Chunking/Independent Reading- “Everyday Use” with Key Ideas and Detail questions while reading- read in chunks then discuss as we go (points 4,5,6,7,8
- Graphic Organizer- SIFT individually
- Small Group/Graphic Organizer- compare texts using venn diagram
- Developing Claims/Counterclaims
- Discussion- Phrases and Clauses
- Assessment- Check Your Understanding- writing prompt (use a phrase or clause we talked about)
W-Th / I can compare and contrast characters in a nonfiction text.
I can draw conclusions about individuals’ responses to culture and explain conclusions in a timed essay. / Activity 1.13- Perspectives on Heritage: Nonfiction
- Quickwrite- Before Reading activity
- During Reading- Collaborative Reading Roles
- Guided Reading- author’s syntax (direction 4)
- Think Pair Share- After Reading question 4
- Graphic Organizer- M Chart
- Partner Work- compare the sisters with those in “Everyday Use”
- Assessment- Check Your Understanding- Timed Writing Prompt (Outline)
Timed Writing Prompt / Springboard
F / I can analyze the structure of an argument.
I can construct an argument effectively in a persuasive letter. / Activity 1.14- Argumentation in “An Indian Father’s Plea”
- Think Pair Share- Before Reading Activity
- Marking the Text- significant details
- Graphic Organizer- Create a graphic organizer in Reader/Writer Notebook for argument
- Read Aloud- small groups
- Annotation- elements of argument and Key Ideas and Details questions
- Chunking- Chunk the text with small groups to address directions 5,6, 7,8
- Graphic Organizer- elements of argument
- Assessment- Check Your Understanding- Letter
Differentiation Strategies/Modifications Marzano’s Best Practices
x / Anchor Activities / x / Extended Time / x / Identifying Similarities & Differencesx / Chunking / x / Modified Assignments / x / Summarizing & Note-Taking
x / Flexible Grouping / x / Rephrase Directions / x / Reinforcing Effort & Providing Recognition
x / Jig-Saw / x / Prompting/Cueing / x / Homework & Practice
Learning Center/Stations / x / Reading/Scribing / Nonlinguistic Representation
Tiered Activities / Learning Contracts / x / Cooperative Learning
Interest Groups / Independent Study / x / Setting Objectives & Providing Feedback
x / Literature Circles / x / AP/Honors / Generating & Testing Hypothesis
x / Multiple Intelligence Options / Mentorships / x / Cues, Questions & Advance Organizers