Rotation Start Date: 9/19/12 / Class: Advanced English 9
Periods: 1,3,4, & 7
LESSON 1 / STANDARDS:
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.9-10.1c 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 conclusion / Topic:
Essential Question(s) / Objectives:
What types of conflict are evident in my life and the world around me?
Reading Comprehension: How do we identify conflict in short stories?
Can you identify the internal and external conflicts in “The Most Dangerous Game?” / Instructional Activities:
Conflict: Instruction through You-Tube Video. Students will write the definitions in the graphic organizer. Teacher will stop after each type of conflict to have students brainstorm an example in the graphic organizer. At then end, teacher will discuss which subgroups are internal and external conflicts. (10 Minutes)
http://www.youtube.com/watch?v=WsfLxsx8lQI&feature=related
Small Groups: Identifying conflict in Short Stories. Teacher will model examples of how to identify conflict within a text. Teacher will pull passages of conflict from “The Most Dangerous Game” and post on large sheets of paper. Teacher will model 1 example of conflict from the text. Students will work in groups to identify 8 more conflicts and explain how the conflict applies to the passage. Groups will write their answers around the sheet of paper and pass the conflict to the next group. Groups will rotate passages every five minutes. Through teacher and partner work, all examples of conflict in the short story will be covered. (30 Minutes)
Whole Class: Teacher will present student generated responses in regards to the conflict passages. (10 Minutes)
Exit Card: Identify the two types of conflict and subgroups.
(5 minutes)
Teacher: Inform students to check Edmodo for a supplemental Power Point with definitions and examples of conflict for review.
Homework: Complete Internal/External “The Most Dangerous Game” graphic organizer.
Test Review: Plot Diagram, Vocabulary, Sequence of Events, and Conflict. / Assessments:
Graphic Organizer
Passage Identification: Conflict
Conflict Exit Card
“The Most Dangerous Game”
Graphic Organizer
LESSON 2 / STANDARDS:
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 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.
L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. / Topic:
Essential Question(s) / Objectives:
Short Stories: Do I understand how the plot affects the events in a short story? Can I identify types of conflict: Internal and External? How well can I apply vocabulary? Did I read closely to identify the sequence of events?
What is annotation and how can I use it while reading? / Instructional Activities:
Teacher will check internal/external graphic organizer to see if the students grasped the concept before the test.
Students will take “The Most Dangerous Game” Test.
Annotation: Teacher will discuss the importance of annotation, the strategies, and symbols to use. Teacher will create an anchor chart to hang in the room. Teacher will post anchor chart on Edmodo.
Classwork/ Homework: Students will read an informational article on “The Most Dangerous Game” and practice annotating. Students will answer multiple-choice questions to practice pulling information from the text. / Assessments:
“The Most Dangerous Game” Test
Informational Article Annotations and Questions
LESSON 3 / STANDARDS:
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.9-10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.1a 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. / Topic:
Essential Question(s) / Objectives:
How can descriptive words and details create a visual for a reader?
How does annotating help one to read closely and ask questions while reading?
What type of text am I reading? What is being asked of me? What should I be looking for in the text? / Instructional Activities:
Types of Text and Questions:
Poetry:
Teacher will play You-Tube Video with student reading the text and pictures to depict the words. Students will be instructed to visualize what Billy Collins is trying to relay to the reader/listener.
Quick Write: (Type 1) What can you take away from this poem after viewing the pictures and listening to the words that were read to you? Teacher will collect responses.
Teacher will pass out a hard copy of the poem and ask students to re-read the text. Independently, students will be asked to annotate the text.
“On Turning Ten” by Billy Collins Text
http://www.poemhunter.com/poem/on-turning-ten/
Pair: Students will share annotations with their partner and discuss the poem.
Whole Class: Teacher will use student name sticks to ask for annotations for each stanza. Teacher will record answers on the over-head.
Teacher will pass out multiple-choice questions for “On Turning Ten.” Students may use annotations that they pulled from the text. Students will switch papers and “grade” one another.
Teacher will go over the students’ homework from the informational article and correct the multiple-choice questions.
Teacher will return the short story test for “The Most Dangerous Game” and discuss the results.
Instruction: Teacher will draw three columns on the board: Informational Text, Short Stories, and Poetry. Teacher will ask students to work in partners to discuss the types of questions and KEY WORDS from each of the types of multiple-choice questions that they encountered today.
Homework: Soundtrack to My Life Project due next class. / Assessments:
Quick Write (Type 1)
Annotation Work: Think, Pair, Share
“On Turning Ten” Practice Quiz
“The Most Dangerous Game” Informational Article Questions
Three Column Graphic Organizer on types of text/questions
Approved
Principal’s Comments