Teacher: Alyssa Duksta Dates: May 9, 2016-May 12, 2016 Class: Honors English I Grade: 9
Building: Hazleton Area High School
Objectives / Activities / DOK Level / Materials / AssessmentStudents will analyze Elie Wiesel's diction, citing strong and thorough textual evidence that supports this analysis.
Students will initiate and participate in collaborative discussions about topics such as Elie Wiesel's coming of age, as well as his transformation from a static to dynamic character. / -PDN
-Chapter 4 Discussion (Review student reflection with post it notes)
-Chapter 4 Reading Comprehension Questions / 3 / -paper
-pencils
-copies of Night by Elie Wiesel
-Comprehension Questions for Chapter 4 / Summative-Chapter 4 Comprehension Questions
Formative-Observation/Q+A
Student Reflection-Discussion/post it note annotation (close read)
Students will analyze Elie Wiesel's diction, citing strong and thorough textual evidence that supports this analysis.
Students will initiate and participate in collaborative discussions about topics such as Elie Wiesel's coming of age, as well as his transformation.
from a static to dynamic character. / -PDN
-Chapter 5 Discussion (review student reflection with post it notes)
-Read Chapter 6 of Night / 3
4 / -paper
-pencils
copies of Night by Elie Wiesel
-Poster paper
-Markers
-Laptops / Summative-n/a
Formative-Observation/Q+A
Student-Reflection- peer review sheet
Students will analyze Elie Wiesel's diction, citing strong and thorough textual evidence that supports this analysis.
Students will initiate and participate in collaborative discussions about topics such as Elie Wiesel's coming of age, as well as his transformation.
from a static to dynamic character.
Students will read grade level nonfiction literature independently and sufficiently, analyzing the dynamic change in Elie Wiesel's character. / -Short write
-Chapter 6 Discussions
-Begin reading Chapter 7 (Close Read) / 3 / -copies of Night by Elie Wiesel
-post it notes / Summative-Reading Refleciton Sheet
Formative-Observation/Q+A
Student-Reflection: Close reading/post it notes
Students will read independently for analysis of the author's purpose. / -PDN
-Close read, “The Word 'Ghetto'” / 2
3 / -copies of “The Word Ghetto” article / Summative-Close Read
Formative-Observation
Student-Reflection: N/A
Objectives / Activities / DOK Level / Materials / Assessment
Students will collaboratively synthesize a reflection of John Steinbeck's use of figurative language, as well as characterization and key events. / -PDN
-Complete Chapter 3 group activity
-Read Chapter 4 / 3 / -poster paper
-markers
-copies of novel / Summative-Chapter 3 group work
Formative-Observation/Q+A/Discussion
Student Reflection-Peer review sheet
Students will analyze John Steinbeck's diction, as well as identify the purpose of particular characters within the novel. / -PDN
-Chapter 4 Quiz / 2 / -copies of quiz
-copies of novel / Summative-Chapter 4 Quiz
Formative-Observation
Student-Reflection-N/A
-Students will collaboratively create an alternative scene from Chapter 5, told through the perspective of a character of their choice.
Students will analyze John Steinbeck's diction, as well as identify the purpose of particular characters within the novel. / -PDN
-Read Chapter 5 of novel
-Group activity / 3 / -paper
-pencils
-copies of novel
-markers
-poster paper / Summative-Group Activity
Formative-Observation/Q+A
Student-Reflection-Peer Review Sheet
-Students will evaluate the ending of the novel, citing textual evidence that supports their opinion on the action of the protagonist in the story. / -PDN
-Read Chapter 6 of novel
-Short Write / 3 / -copies of novel
-paper
-pencils / Summative-Short Write
Formative-Observation
Student-Reflection-Self-guided rubric
Teacher: Alyssa Duksta Course: English IIIDates: May 9, 2016-May 12, 2016
Grade: 11Building: Hazleton Area High School
Teacher: Alyssa DukstaCourse: English IDates: May 9, 2016-May 12, 2016 Grade: 9
Building: Hazleton Area High School
Objectives / Activities / DOK Level / Materials / AssessmentStudents will apply the elements of of argumentative writing in order to analyze evidence provided in a fictional crime scene. / -PDN
-Argumentative Writing Notes
-Slip or Trip? Prewriting
-Ticket out the door / 2
3 / -laptop
-PowerPoint
-Projector
-Copies of Slip or Trip? Picture / Summative-N/A
Formative-Observation/Discussion
Student Reflection-Ticket out the door
Students will evaluate evidence by completing a chart depicting laws of logic as supportive evidence. / -PDN
-Class Discussion-Slip or Trip?
-Evidence/Rule Chart
-Ticket out the door / 3 / -Copies of evidence/rule charts / Summative-Evidence/Rule chart
Formative-Observation/Q+A/Discussion
Student Reflection: Ticket out the door
Students will create a draft of their argumentative analysis essay regarding the Slip or Trip? Incident. / -PDN
-Draft of Slip or Trip? Argumentative analysis
-Ticket out the door / 3 / -Laptops / Summative-Argumentative Analysis
Formative-Q+A/Observation
Student Reflection-Ticket out the door
Students will create a draft of their argumentative analysis essay regarding the Slip or Trip? Incident. / -PDN
-Final draft of Slip or Trip? Argumentative analysis
-Ticket out the door / 3 / -Laptops / Summative-Argumentative Analysis
Formative-Q+A/Observation
Student Reflection-Ticket out the door