Teacher Name: Alyssa Duksta Subject: Honors English I Start Date(s): May 2, 2016 Grade Level(s): 9

Building: Hazleton Area High School End Dates(s): May 6, 2016

DAILY PLAN
Day / Objective (s) / DOK Level / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1 / Students will read, understand, and respond to informational text-with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.
Students will initiatie and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly persuasively. / 2+3 / -PDN
-Continue Jigsaw activity
-Reflection / -Excerpts/materials of non-Jewish Holocaust victims / Formative- Observation/Q+A
Summative-
Student Self-Assessment-Q+A
2 / Students will write for different purposes and audiences, incorporating a counter claim as they develop an argumentative essay. / 2 / -PDN
-Complete Argumentative Essay Outline
-Discuss / -Essay rubrics
-Essay Brainstorming Sheet / Formative-Observation/Q+A
Summative-Argumentative Essay Draft
Student Self-Assessment-Discussion
3 / Students will write for different purposes and audiences, incorporating a counter claim as they develop an argumentative essay. / 2 / -PDN
-Argumentative Essay Draft
-Begin reading Night by Elie Wiesel
-Ticket out the door / -Copies of Night by Elie Wiesel / Formative-Q+A
Summative-Argumentative Essay Draft
Student Self-Assessment-Ticket out the door
4 / Students will develop and strengthen writing as needed by planning, revising, editing, rewriting and focusing on addressing what is most significant for a specific purpose and audience.
Students will synethsize meaning from fiction, identifying important quotations and their meaning. / 3 / -PDN
-Continue reading Night/ close reading
-Work on Argumentative Essay
-Homework: Complete reflective worksheet / -Post it notes
-Copies of Night by Elie Wiesel
-Copies of reflective reading worksheet / Formative-Q+A/Discussion
Summative-Argumentative Essay
Student Self-Assessment-Reflective Worksheet
5 / Students will develop and strengthen writing as needed by planning, revising, editing, rewriting and focusing on addressing what is most significant for a specific purpose and audience.
Students will synethsize meaning from fiction, identifying important quotations and their meaning. Students will / 3 / -PDN
-Review reflective worksheet
-Continue Argumentative Essay
-Homework: Read Night chapters Two and Three/Fill out Reflective Worksheet / -Copies of reflective reading worksheet
-Argumentative essay materials (rubric, brainstorming sheet) / Formative-Observation
Summative-Argumentative Essay
Student Self-Assessment-Reflective Worksheet (homework)

Teacher Name: Alyssa Duksta Subject: English III Start Date(s): May 2, 2016 Grade Level(s):11

Building: Hazleton Area High School End Dates(s): May 6, 2016

DAILY PLAN
Day / Objective (s) / DOK Level / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1 / Students will read independently, analyzing the author’s diction and how it contributes to indirect and direct characterization. / -PDN
-Read Chapter 2 Of Mice and Men
-Class Discussion / 2 / Copies of novel / Formative- Discussion
Summative-
Student Self-Assessment-Class Discussion
2 / Students will evaluate how words and phrases shape me meaning and tone in texts. / -PDN
-Chapter 3 Of Mice and Men quiz / 2/3 / Copies of quizzes and of novel / Formative-Observation
Summative Chapter 3 Quiz-
Student Self-Assessment-N/A
3 / Students will evaluate how words and phrases shape meaning and tone in texts.
Students will read and respond to works of literature with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. / -PDN
-Close reading of Chapter 4 Of Mice and Men
-Close reading reflection / 3 / -Copies of close reading worksheet
-Copies of novel / Formative-Observation/Q+A
Summative-N/A
Student Self-Assessment-Close Reading
4 / Students will collaboratively analyze selected sections of the text in order to evaluate the author’s chosen structure and diction. / -PDN
-Group close reading of Chapter 5 Of Mice and Men
-Group Presentations / 3 / -Copies of Of Mice and Men
-Group Presentation Rubric
-Post it notes
-Poster paper
-Markers / Formative-Observation
Summative-Group Close Reading
Student Self-Assessment-Peer Review
5 / Students will initiate and participate in collaborative discussions regarding the symbolism of a novel, as well as make connections between the novel and significant historical events. Students will / -PDN
-Continue Group presentations
-Silent Sustained Close Reading / 3 / -Posters
-Markers
-Post it notes
-Copies of novel / Formative-Observation/Q+A
Summative-Group Close Reading
Student Self-Assessment-Peer Review

Teacher Name: Subject: Start Date(s): Grade Level(s):

Building: End Dates(s):

DAILY PLAN
Day / Objective (s) / DOK Level / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1 / Students will analyze an informational piece of nonfiction for the author’s purpose. / -PDN
-Continue close reading of “Segregated From Its History, How “Ghetto” Lost Its Meaning by Camilia Domonoske
-Review Comprehension Questions / -Copies of, “Segregate From Its History, How “Ghetto” Lost Its Meaning” by Camilia Domonoske / Formative-Observation
Summative-Close Reading Questions
Student Self-Assessment-Q+A
2 / Students will read independently and sufficiently, analyzing the author’s word choice and the purpose of the author’s figurative language. ll / -PDN
-Continue reading Night by Elie Wiesel
-Text-dependent analysis quiz
-Ticket out the door / -Copies of novel
-Copies of text-dependent quiz / Formative-Q+A
Summative-Text-dependent analysis quiz
Student Self-Assessment-Ticket out the door
3 / Students will read independently and sufficiently, analyzing the author’s word choice and the purpose of the author’s figurative language.Students will / -PDN
-Continue reading Night by Elie Wiesel
=Comprehension Questions
-Ticket out the door / -Copies of novel
-Copies of Comprehension questions / Formative-Q+A/Observation
Summative-Comprehension Questions
Student Self-Assessment-Ticket out the door
4 / Students will read independently and sufficiently, analyzing the author’s word choice and the purpose of the author’s figurative language.Students will / -PDN
-Review Comprehension Questions
-Continue reading Night by Elie Wiesel, utilizing Close Reading method / -Copies of Night by Elie Wiesel / Formative-Observation/Class Discussion
Summative-N/A
Student Self-Assessment-Close Reading (post it notes)
5 / Students will analyze a piece of non-fictional writing by annotating and highlighting the piece of writing for key ideas, author’s opinions, and use of modes of persuasion. / -PDN
-Close reading of Elie Wiesel’s Nobel Peace Prize Speech / -Copies of Elie Wiesel’s Nobel Peace Prize
-Highlighters / Formative-Q+A
Summative-Close Reading
Student Self-Assessment-