McDaniel Hill, ELA 10

Weekly plans are subject to change based on student progress and other factors
Monday, October 31, 2016 / Daily Learning Target: By the end of class, you will be able to support your position on the following, citing both textual/video evidence and logic to support your claim.
How do our military robot dogs compare to the mechanical hound described in F451? Do you have enough information to make a thorough comparision?
Topics/Learning Goals/Standards - Literary Analysis: Argumentative
C5: Understand how various accounts of a subject told in different mediums (e.g., a person’s life story, in both print and multimedia), determines which details are emphasized in each account. (RI.10.7)
[Norms of Writing: Argumentative
C1: Draft an argument(s) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.10.1; W.10.4 W. 10.5; W.10.6)]
Supplies: notebook, F451, dialectical journal, looseleaf notebook paper.
Focus Activity: Copy daily learning target on dialectical journal, column #3.
Critical Input: Students will be able to compare our military robot dog to the mechanical hound in F451 via video and text.
https://www.youtube.com/watch?v=gLqM7TJX4BE
Active Processing: Re-read F451, pages 28 (40:30) to 36 (55:30) – 15 minutes. What does the hound know about Montag?
Exit Ticket/Evidence of Understanding: How do our military robot dogs compare to the mechanical hound described in F451? Do you have enough information to make a thorough comparision?
Include descriptions/evidence from the video and text. (5-sentence RACE)
Intervention/Enrichment: Small and whole group discussion, read-aloud/text, video support, note taking graphic organizer, oral/written instructions. Opportunity for independent critical thinking: How is the Mechanical Hound an example of progress in both F451 and our society? Explain some of the futuristic (fantastic) technological advances seen in the novel. How do they compare with some technologies in the current world. / Notes:
Tuesday, November 1, 2016 / Daily Learning Target: By the end of class, you will be able to support your position on the following, citing both textual evidence and logic to support your claim.
Agree or Disagree - The closer Montag gets to knowledge, the more danger he is in.
Topics/Learning Goals/Standards: Norms of Writing: Argumentative
C1: Draft an argument(s) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.10.1; W.10.4 W. 10.5; W.10.6)
Supplies: notebook, F451, dialectical journal, looseleaf notebook paper.
Focus Activity: Copy daily learning target on dialectical journal, column #3.
Opening/Critical Input: KWL
Active Processing: Read F451, pages 36 (55:30) to 62 (1:40:30) – 45 minutes
Exit Ticket/Evidence of Understanding: Agree or Disagree - The closer Montag gets to knowledge, the more danger he is in. Cite evidence from text to support your analysis.
Intervention/Enrichment: Small and whole group discussion, read-aloud/text, video support, note taking graphic organizer, oral/written instructions. Opportunity for independent critical thinking: / Notes:
Wednesday, November 2, 2016 / Daily Learning Target: By the end of class, you will be able to support your position on the following, citing both textual evidence and logic to support your claim.
Agree or Disagree: Mildred represents many in today’s society who have no purpose and are content to be entertained.
Topics/Learning Goals/Standards: Norms of Writing: Argumentative
C1: Draft an argument(s) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.10.1; W.10.4 W. 10.5; W.10.6)
Supplies: notebook, F451, dialectical journal, looseleaf notebook paper.
Focus Activity: Copy daily learning target on dialectical journal, column #3.
Opening/Critical Input: Character development review
Active Processing: Read F451, pages 62 (1:40:30) to 87 (2:24:39) – 45 minutes
Exit Ticket/Evidence of Understanding:.
Agree or Disagree: Mildred represents many in today’s society who have no purpose and are content to be entertained.
Support your position on the following, citing both textual evidence and logic to support your claim.
Intervention/Enrichment: Small and whole group discussion, read-aloud/text, video support, note taking graphic organizer, oral/written instructions. Opportunity for independent critical thinking: flowers and fireworks, page 85,
What are your thoughts about their society calling the people on the television “the family”? How are they Mildred’s “family”? How are they not her family? How is it ironic to call them “family”? What kind of feelings is the irony meant to stir inside the reader? / Notes: Those students absent Monday are required to use Tuesday or Wednesday prompt to complete dialectical journal.
Thursday, November 3, 2016 / Daily Learning Target: By the end of class, you will be able to support your position on the following, citing both textual evidence and logic to support your claim.
Does Faber accurately portray our society?
Faber says these are the 3 things a culture needs in order to grow:
#1 - Quality of Information
#2 - Leisure to Digest It
#3 - The Right to carry out actions based on what we learn from the interaction of #1 & #2.
How is he wrong or right?
Topics/Learning Goals/Standards: Norms of Writing: Argumentative
C1: Draft an argument(s) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.10.1; W.10.4 W. 10.5; W.10.6)
Supplies: notebook, F451, dialectical journal, looseleaf notebook paper.
Focus Activity: Copy daily learning target on dialectical journal, column #3.
Opening/Critical Input: What does Faber mean?
Active Processing: Read F451, pages 87 (2:24:39) to 105 (3:00:04) – 45 minutes
Exit Ticket/Evidence of Understanding:
Does Faber accurately portray our society?
Faber says these are the 3 things a culture needs in order to grow:
#1 - Quality of Information
#2 - Leisure to Digest It
#3 - The Right to carry out actions based on what we learn from the interaction of #1 & #2.
How is he wrong or right?
Intervention/Enrichment: Small and whole group discussion, read-aloud/text, video support, note taking graphic organizer, oral/written instructions. Opportunity for independent critical thinking: How do we symbolically “burn books” in our society? / Notes: Modified plans- assignment due Friday.
Create a three-column poster reflecting technology in F451, 2016 (NOW), and your predictions for 2016 (future). Draw three pictures in each column and write 3 or more sentences about each to describe and explain the purpose.
[OR]
Complete 3 or more entries in dialectical journal to address the focus questions for 11/2, 11/3 and 11/4/16 and/or the enrichment questions noted on this week's plans (
If you do both, you will earn extra credit. This is due Friday, but if you need more time, let me know.
11/2/16: Agree or Disagree: Mildred represents many in today’s society who have no purpose and are content to be entertained.
11/3/16: Does Faber accurately portray our society?
Faber says these are the 3 things a culture needs in order to grow:
#1 - Quality of Information
#2 - Leisure to Digest It
#3 - The Right to carry out actions based on what we learn from the interaction of #1 & #2.
How is he wrong or right?
11/4/16: Make a prediction – How will Montag respond to Beatty’s authority? Explain.
Friday, November 4, 2016 / Daily Learning Target:
Make a prediction – How will Montag respond to Beatty’s authority? Explain.
Topics/Learning Goals/Standards: Norms of Writing: Argumentative
C1: Draft an argument(s) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.10.1; W.10.4 W. 10.5; W.10.6)
Supplies: notebook, F451, dialectical journal, looseleaf notebook paper.
Focus Activity: Copy daily learning target on dialectical journal, column #3.
Opening/Critical Input: Predictions made to date
Active Processing: Read F451, pages 105 (3:00:04) to 113 (3:14:06) – 14 minutes
Exit Ticket/Evidence of Understanding: Make a prediction – How will Montag respond to Beatty’s authority? Explain.
Intervention/Enrichment: Small and whole group discussion, read-aloud/text, video support, note taking graphic organizer, oral/written instructions. Opportunity for independent critical thinking: Why is it important to ask why instead of how? / Notes:
Reading progress
1st -6th hour p. 115
Start Part III-Burning Bright on Monday.