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English 101 S. Thornton

A227

Day 1Objectives:W 34 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. [SL 11-12.6]Target: I will become familiar with class procedures, course requirements and class rules.I will be able to write a paragraph using a topic sentence, evidence and a concluding sentence.

Before: Welcome students to class. Distribute syllabus and discuss class rules, procedures and expectations.During: Chapter 1: Writing in Academic Contexts PPT. Have students complete information sheets. After: Write one paragraph about most influential person / event based on evidence / analysis example.

Homework: Have parents sign syllabus form and return it tomorrow. Finish paragraph to turn in tomorrow.

Day 2 Objectives: LL 35: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [LL. 11-12.1]LL.36: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [LL.11-12.2]W 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]

Target: I will improve my writing through a greater understanding of English grammar and mechanics.

Before: Introduce No Red InkDuring: Complete NRI diagnostic examAfter: Read Chapters 1-4 in the Norton Field Guide to Writing

Day 3 Objectives:LL 35: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [LL. 11-12.1]W 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]RI 10: Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]RI 11. Determine two or more central ideas of a text and analyze their development over the course of the text [RI.11-12.2]

Target: I will be able to write a well-organized and strongly developed essay that illustrates mastery of English grammar and punctuation rules.

Before: Review Verbs power point. During: Chapter 3: Summarizing and Responding.

After: Using one of the articles from Chapter 62, write a summary response essay following model given in Chapter 3.

Assessment: Students will be assessed based on essay.

Day 4Objectives:LL 35: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [LL. 11-12.1]W 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]RI 10: Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]RI 11. Determine two or more central ideas of a text and analyze their development over the course of the text [RI.11-12.2]

Target: I will analyze a text, using evidence from the text in support of my claim.

Before: NRI Active / Passive practice (20 min)During: Chapter 11: Analyzing texts. After: Using one of the articles from Chapter 60, analyze the text by answering the questions at the end of the article (read individually / answer in a group). Students can then share their group finding with class in the form of an analysis.

Homework: Bring in / locate online an advertisement to analyze.

Assessment: Students will be assessed based on answers to analytical questions.

Day 5Objectives:RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL. 11-12.5]

Target: I will be able to locate evidence, determine associations, and analyze how they combine to highlight the meaning of a text.

Before: Participial Phrases PPTDuring: Review Deegan’s Toyota Corrolla analysis. Read essay on page 95. After: Write an analysis of your own advertisement, following the example given on page 95.

Assessment: Students will be assessed based on completed class work.

Day 6 Objectives:RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL. 11-12.5]

RI 11 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]RI 14 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5]RI 18 By the end of grade 11, read and comprehend literary nonfiction in the Grade 11 College and Career Readiness text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]L 37 Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. [L.11-12.3a]L 38 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]L 40 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. [L.11-12.6]

Target: Students will be able to locate style in poetry, focusing on imagery, diction and mood.

Before: Prepositional Phrases power pointDuring: Chapter 17: Literary Analysis After: Read Frost poem “Acquainted with the Night,” “Nothing Gold Can Stay, ” and “Out, Out—“ using set a purpose for reading questions in IR as focus. Students will annotate the poem, noting use of diction, imagery, and mood. In groups, answer analysis guide. Review instructions for writing a literary analysis

Assessment: Students will be assessed based on completed class work.

Day 7

Objectives:RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL. 11-12.5]RI 11 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]RI 14 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5]RI 18 By the end of grade 11, read and comprehend literary nonfiction in the Grade 11 College and Career Readiness text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]L 37 Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. [L.11-12.3a]L 38 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]L 40 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. [L.11-12.6]

Target: Students will be able to locate style in poetry, focusing on imagery, diction and mood.Before: Possessives PPTDuring: Analyze Frost’s “Birches” (pink guide)After: Complete NRI Appositives and Modifiers practice

Day 8Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

Target: Students will be able to locate style in poetry, focusing on imagery, diction and mood. I will be able to summarize the central idea in a stream of consciousness poem.

Before: Pronouns KahootQuickwrite #6 “Human kind cannot bear very much reality.” –What is Elliot saying about humans? Do you think this statement is true? Give examples to support your argument. Read Frost Biography p. 936. Discuss style, imagery, diction and mood (page 310-311 in IR). Analyze picture pg 939 (analyze visuals pg 938)During: Read Introduction to T.S. Elliot p. 968. Look at Elliot powerpoint focusing on alienation, summarization and stream of consciousness (pg 318 in IR) Read and discuss “The Love Song of J. Alfred Prufrock.” Students will complete the interactive reader and analysis guide. Illustrate Prufrock and give a thematic statement.After: Review instructions for writing a literary analysis (PPT). Complete NRI Pronouns and Possessives

Day 9Objectives: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL. 11-12.5]RI 11 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]

Target: I will analyze a work of literature, using evidence from the text in support of my claim.

Activity: Review instructions for writing a literary analysis (PPT). Students will write literary analysis #1

Assessment: Students will be assessed based on their literary analysis.

Day 10Objectives:RL 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]W 19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]L 37 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [L.11-12.3]L38 Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]

Target: I will be able to analyze sequence in a text using stream of consciousness. I will be able to find evidence to support my argument.

Before: Watch history channel’s brief bio on William Faulkner During: Individually read “A Rose for Emily” annotating the text. After: In groups, complete analysis guide

Assessment: Students will be assessed based on completed classwork.

Day 11Day 10Objectives:RL 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]W 19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

L 37 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [L.11-12.3]L38 Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]

Target: I will be able to analyze sequence in a text using stream of consciousness. I will be able to find evidence to support my argument.

Before: Commas PPTDuring: Complete ACT Reading test diagnosticAfter: Individually read “Barn Burning” pg 515 in DiYanni anthology. In groups, complete analysis guide at end of story


Day 12Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

Target: I will be able to identify types of dramatic irony and situational irony as well as analyze the author’s use of descriptive detail.

Before: Watch HC brief bio on O’Connor Read introduction to Flannery O’Connor. Introduce types of irony, foreshadowing, paradox, characterization, humor and descriptive detail.During: Read and discuss “A Good Man is Hard to Find” and complete text evidence chart worksheet while reading. After: Complete analysis guide.




Activity: Review instructions for writing a literary analysis. Students will write literary analysis #2

Assessment: Students will be assessed based on their literary analysis.

Day 14Objectives: LL 35: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [LL. 11-12.1]LL.36: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [LL.11-12.2]W 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.11-12.4]

Target: I will improve my writing through a greater understanding of English grammar and mechanics.

Before: Clauses PPT and Parallelism PPT. Review Reading ACT diagnostic Discuss Chapter 1 Students will complete Practicing What You’ve Learned pg 18 part bStudents will complete Practicing What You’ve Learned pg 22 AIn groups (two groups for each of the three assignments) complete the assignment on pgs 23-25Discuss Chapter 2 Complete Practicing What You’ve Learned pg 42, identifying assertion and thesis map Complete Assignment page 43 After: NRI Phrases and Dependent Clauses Practice and Parallelism practice

Day 15 Goals:11.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4)11.23 Develop and strengthen writing process as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience [W.11-12.5]

Target: I will be able to effectively organize my writing.

Activities: Before: Semicolons PPT and Exposition / Example PPTDuring: Discuss essay assignment for Example Essay. Complete prewriting, thesis, and outline for example essay – due at end of class. Complete audience analysis for example essay

Day 16: Goals: 11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-11.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]

11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

ActivitiesBefore: Transitions power pointPass back outlines and discuss any problemsDuring: Draft PPT and Discuss paragraph development (Chapter 3)Complete Practicing What You’ve Learned pg 62 A (in partners) Complete Practicing What You’ve Learned pg 66 (select only 1 paragraph)Complete Practicing What You’ve Learned pg 76 paragraph 2 After: Write body paragraph 1 and turn in for teacher review

Day 17: Goals: 11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Activities Before: Grammar Slides on sentence types. Sentence Types Kahoot During: Discuss Chapter 40 Details PPT and Chapter 6, Effective Sentences PPT. Students will complete Practicing What You’ve Learned pg 125, 131, 136, Write body paragraph 2After: Turn in body paragraph 2 for teacher review.

Day 18 Goals: 11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]

11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Activities Before: Hyphens, Dashes, and Parenthesis power pointDuring: Discuss Chapter 7. Students will complete Practicing What You’ve Learned pg 163 A & BDiscuss Chapter 40 – adding detail Write body paragraph 3 After: Turn in body paragraph 3 for teacher review

Day 19Goals: 11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: Grammar Slides on Quotes During: View smartboard lesson on introductions and conclusions. Discuss Chapter 4. After: Students will write introduction and conclusion and leave for my review.

Day 20:Goals: 11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]

11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: Grammar Slide on redundancy. ACT Reading War Test 2 passage 1 Using the checklist on pg 106, students will work in peer edit groups to proofread Example Essay Review Blackboard instructions and final paper instructionsHomework: Type final paper – title page, outline, audience analysis, and essay – turn in all rough work, tooSubmit final paper on Canvas

Day 21Goals:11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.13 Determine the meaning of words and phrases as they are used in the text. [RI.11-12.13]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.16 Integrate and evaluate multiple sources of information presented in different media or formats [RI.11-12.7]11.18 by the end of Grade 11, read and comprehend literary nonfiction in the Grades 11- CCR text complexity band proficiently [RI.11-12.10]

ActivitiesBefore: Turn in Example Essays. WW 1-10During: Watch A&E biography on Ernest Hemingway

Assessment: Students will be assessed based on example essay.

Day 22Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]RL 8- Demonstrate knowledge of twentieth-and twenty first-century foundational works of American literature, including how two or more texts from the same time period treat similar themes or topics. [RL.11-12.9]

Target: I will be able to analyze modern short stories for plot and style and use of language, to use sentence context to define a word.

Before: WW 11-20 Review sensory details pg 344 – 345 in IR. Act Read War Test 2 passage 2 During: Read intro to Hemingway 563. Review dialogue, characterization, plot, setting, and symbolism. Read “Hills Like White Elephants” and complete evidence chart. After: No Red Ink Combining Sentences or Read and answer margin questions for “A New Kind of War” pgs 346-355. Discuss findings.

Day 23Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 8- Demonstrate knowledge of twentieth-and twenty first-century foundational works of American literature, including how two or more texts from the same time period treat similar themes or topics. [RL.11-12.9]

Target: I will be able to analyze modern short stories for plot and style and use of language.

Before: WW 21-30 As a class answer analysis questions for “Hills Like White Elephants”During: Read intro to Shirley Jackson on page 572. Review setting, plot, foreshadowing, characterization, and symbolism. Read “The Lottery.” Complete evidence chart. After: Work in groups to answer analysis questions. Discuss as a class. Review requirements for literary analysis.



Activity: Review instructions for writing a literary analysis. Students will write literary analysis #3

Assessment: Students will be assessed based on their literary analysis

Day 25Goals: 11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.13 Determine the meaning of words and phrases as they are used in the text. [RI.11-12.13]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.16 Integrate and evaluate multiple sources of information presented in different media or formats [RI.11-12.7]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.8 Demonstrate knowledge of twentieth-and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics11.18 by the end of Grade 11, read and comprehend literary nonfiction in the Grades 11- CCR text complexity band proficiently [RI.11-12.10]

Before: WW 31-40 Ask students to define “the American Dream.” Brainstorm as a class, listing on the board all ideas, words, and phrases that students offer. Meet with groups to discuss the following questions:

1. Do you believe the American Dream has changed over time? If so, how? 2. Do all U. S. citizens have equal opportunity to achieve the American Dream? What is your

opinion based on? 3. Is the belief in the American dream necessary to society? Why / why not?4. How do you personally define the American Dream?

Read through Winthrop’s American Dream, listen to Neil Diamond’s “America” and Casting Crown’s “American Dream.” Analyze visuals of “The American Dream.” Record interpretations of the American Dream. During: Read / Listen to American Radio Works American Dream broadcast online. Identify at least 8 shifts in the American Dream. After: Discuss Findings as a Class

Day 26Objectives:11.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text [RL.11-12.2]11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama [RL.11-12.3]11.4 Determine the meaning of words and phrases as they are used in the text [RL.11-12.5]11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]

11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]11.9 By the end of Grade 11, read and comprehend literature in the Grades 11- CCR text complexity band proficiently [RL.11-12.9]

ActivitiesBefore: WW 11-20ACT Read War Test 2 Passage 3 Have students to respond to the following question: Is the American Dream unique to Americans or is it a human dream? Read aloud the last six paragraphs of The Great Gatsby and then have students reread the text independently. They should annotate the text - underline or circle any words and phrases with strong connotations or multiple meanings. Then have them review these annotations to determine the tone of the passage.

1. According to both texts, what connections exist between the past and the present? Explain how the past motivates individuals to act in the present.

2. Define and describe the American Dream as explained in the text. During: Classification / Division PPT and intro activities After: Write outline for Classification / Division essay and submit for teacher review

Day 27Goals:11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: WW 51-60 Read and discuss “Grad Who Beat the Odds” During: Students will write rough draft in class. Individual writing conferences After: Students will turn in Body Para 1 for teacher review

Day 28Goals:11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]

11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: WW 61-70. Read and discuss “Ex Basketball Player” During: Students will continue to write rough draft (2nd body and 3rd body)After: Students will submit work for teacher review


Before: WW 71-80. Read and Discuss “Hollywood Dreams of Wealth and Beauty” During: Students will continue to write rough draft (intro and conclusion)After: Students will submit work for teacher review

Day 3011.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text [RL.11-12.2]11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]

Before: Check off rough drafts ACT Read War Test 2 Passage 4During: ACT Reading War Test 1 Passage 4 After: Students will meet with revision groups to peer edit papers

Homework: type final draft and submit electronically

Day 31Goals: 11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.13 Determine the meaning of words and phrases as they are used in the text. [RI.11-12.13]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.16 Integrate and evaluate multiple sources of information presented in different media or formats [RI.11-12.7]11.18 by the end of Grade 11, read and comprehend literary nonfiction in the Grades 11- CCR text complexity band proficiently [RI.11-12.10]

ActivitiesBefore: Students will turn in Classification / Division Essay (101 Essay #2). WW 71-80During: Watch A&E bio on Fitzgerald or complete Gatsby Webquest (greatgatsbyweebly.com or KalenBarber webquest)Assessment: Students will be assessed based upon formal essay.

Day 32Objectives:11.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text [RL.11-12.2]11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama [RL.11-12.3]11.4 Determine the meaning of words and phrases as they are used in the text [RL.11-12.5]11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]11.9 By the end of Grade 11, read and comprehend literature in the Grades 11- CCR text complexity band proficiently [RL.11-12.9]

Before: Introduce F. Scott Fitzgerald (bio video or PPT)During: Have students read Chapters 1-4 of The Great Gatsby . Complete graphic organizer to : analyze the development of the characters. Column1 - descriptions of the character’s appearance and actions (quote the text)Column 2 - interpret / explain the connotations of the words and phrases and rationale for characters thoughts and actions

Column 3 - determine the author’s attitude toward the character


ActivitiesBefore: WW 102-113During: Discuss 101 Essay #3: Comparison / Contrast, Comparison / Contrast smartboard lesson (PPT)Review example essayAfter: Students will complete prewriting, thesis, outline, and audience analysis

Day 34 Goals:11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: WW 114-124. Discuss Gatsby Ch. 1-4During: Students will continue to write rough draft (1st body)After: Students will submit work for teacher review

Day 35Goals:

11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: 124-133During: Students will continue to write rough draft (2nd body and 3rd body)After: Students will submit work for teacher review


Before: WW 144-153During: Students will continue to write rough draft (intro and conclusion)After: Students will submit work for teacher review

Day 37Goals:11.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text [RL.11-12.2]11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama [RL.11-12.3]11.4 Determine the meaning of words and phrases as they are used in the text [RL.11-12.5]11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]

11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]11.9 By the end of Grade 11, read and comprehend literature in the Grades 11- CCR text complexity band proficiently [RL.11-12.9]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]

Before: WW 154-163ACT Read War Test 3 Passage 1 Students will meet with revision groups to peer edit papers After: Read Ch. 5

Homework: Finalize paper and submit final paper via blackboard. Prepare for Gatsby trial.

Day 38Goals:11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.13 Determine the meaning of words and phrases as they are used in the text. [RI.11-12.13]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.16 Integrate and evaluate multiple sources of information presented in different media or formats [RI.11-12.7]11.18 by the end of Grade 11, read and comprehend literary nonfiction in the Grades 11- CCR text complexity band proficiently [RI.11-12.10]

Before: Students will turn in 101 Essay # 3: Comparison / Contrast. WW 144-153During: Read Chapters 5-7Add to character graphic organizer.

Day 39Goals:11.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text [RL.11-12.2]11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama [RL.11-12.3]11.4 Determine the meaning of words and phrases as they are used in the text [RL.11-12.5]11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]

11.9 By the end of Grade 11, read and comprehend literature in the Grades 11- CCR text complexity band proficiently [RL.11-12.9]

Before: WW 154-163. Discuss Chapters 5-9 in The Great GatsbyDuring: Read Tocqueville’s “Volume II: Chapter XIII, Why Americans are so Restless in the Midst of Their Prosperity” annotating the text and defining unknown wordsDuring: Have students work in groups to answer the following:

1. Analyze use of repetition. Notice how Tocqueville uses gratification and inequality over the course of the text. What is the effect of their repetition?

2. Identify at least two central ideas discussed. What is Tocqueville’s stated purpose? 3. Next to each paragraph, paraphrase or summarize the content. 4. How do the central ideas interact over the course of the text? Identify three quotations

from the text that support the relationship between the ideas. What ideas are left unsupported or need additional information to verify the credibility of Tocqueville’s claims?

5. Explain the structure of Tocqueville’s argument based on how each paragraph relates. Does the structure support his argument and make it clearer, more convincing, or more engaging?

6. Cite words or phrases that reveal Tocqueville’s attitude toward the American desire for wealth. What is Tocqueville’s tone? What meaning and purpose does Tocqueville’s tone reveal?

7. How does Tocqueville appeal to his audience to convince them of his purpose? 8. How does Tocqueville define the American Dream? Do you agree or disagree with his

interpretation? 9. Locate evidence in The Great Gatsby that supports or contradicts Tocqueville’s argument.

Does Fitzgerald portray his characters as Tocqueville described? After: Prepare for Literary Analysis



Activity: Review instructions for writing a literary analysis. Students will write literary analysis on The Great Gatsby


Day 41 Goal: 11.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text [RL.11-12.7]

View movie adaptation of The Great Gatsby, noting how the director used different stylistic elements to convey the theme of the novel.

Day 42Goal: 11.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text [RL.11-12.7]

View movie adaptation of The Great Gatsby, noting how the director used different stylistic elements to convey the theme of the novel.

Day 43Goals:11.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence [W.11-12.1]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: WW 174-183ACT Read War Test 3 Passage 2 Read and discuss Sidel’s piece “The New American Dreamers”After: NRI Quotes and MLA

Day 44Goals:11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.13 Determine the meaning of words and phrases as they are used in the text. [RI.11-12.13]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.16 Integrate and evaluate multiple sources of information presented in different media or formats [RI.11-12.7]11.18 by the end of Grade 11, read and comprehend literary nonfiction in the Grades 11- CCR text complexity band proficiently [RI.11-12.10]11.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence [W.11-12.1]

Before: WW 184-193Before: How has your view of the American Dream changed over this unit?

During: Read Steinbeck’s “Paradox and Dream” Have students record their reactions to the piece.

1. How does Steinbeck define the American Dream? Do you agree or disagree?2. How does Steinbeck present the American people? 3. What comments about Americans stood out to you - either positively or negatively? 4. What is his tone in the piece? Provide evidence to support your answer.

Assign Argumentative Paper on the American Dream. Discuss possible stances: 1. Does everyone have an equal opportunity to achieve the American Dream? 2. Is the belief in the American Dream necessary to society?3. Is the American Dream even attainable? 4. Has the American Dream been vanquished or is it corrupted?

Discuss 101 Essay #4: Documented Argument Essay. Students will complete prewriting, thesis, outline, and audience analysis After: Students will turn in outline for teacher review

Assessment: Students will be assessed based upon completed outline

Day 45Goals:11.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence [W.11-12.1]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: ACT Lang Test 1 1-15During: Students will continue to write rough draft (1st body)After: Students will submit work for teacher review

Day 46Goals:11.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence [W.11-12.1]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]

11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: ACT Lang Test 1 16-30During: Students will continue to write rough draft (2nd body and 3rd body)After: Students will submit work for teacher review

Assessment: Students will be informally assessed based on first body paragraph

Day 47Goals:11.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence [W.11-12.1]11.25 Conduct short as well as more sustained research projects [W.11-12.7]11.26 Gather relevant information from multiple authoritative sources, using advanced searches effectively [W.11-12.8]11.27 Draw evidence from informational texts to support analysis, reflection, and research [W.11-12.8]11.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]11.8 Demonstrate knowledge of twentieth-and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics

Before: ACT Lang Test 1 31-45During: Students will complete library researchAfter: Students will evaluate sources for use in paper and incorporate information into paper

Assessment: Students will be assessed based upon final paper

Day 48Goals: 11.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence [W.11-12.1]11.27 Draw evidence from informational texts to support analysis, reflection, and research [W.11-12.8]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]


Before: ACT Lang Test 1 46-60During: Write introduction and conclusion to essay After: Submit rough draft for teacher review

Day 49Goals11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.16 Integrate and evaluate multiple sources of information presented in different media or formats [RI.11-12.7]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]

Before: ACT Lang Test 1 61-75ACT Read War Test 3 Passage 3 Check rough drafts for correct in-text citations and works cited page. Stamp typed rough draftsDiscuss any problems with rough drafts. Students will meet with revision groups to revise essaysHomework: Type final draft – 101 Essay # 4 due tomorrow, and submit electronically

Assessment: Students will be assessed based upon final paper

Day 50Goals: 11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain (RL.11-12.1)11.2 Determine two or more themes and analyze their development over the course of a text (RL.11-12.3)11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of as story (RL.11-12.3)11.4 Analyze the impact of specific word choices on meaning and tone (RL.11-12.4)11.8 Demonstrate knowledge of foundation works of European literature with a concentration in British literature (RL.11-12.9)

11.8 Demonstrate knowledge of twentieth-and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics

Before: Students will turn in 101 Essay # 4: Documented Argument. ACT 36-40Mrs. McClenny (ACT Language Whole Test Practice)

Assessment: Students will be formally assessed based upon final paper and informally assessed based upon completion of novel guide

Day 51Mrs. McClenny or (ACT Reading Practice Test War)


Target: Students will be able to locate style in poetry, focusing on imagery, diction and mood. I will be able to summarize the central idea in.

Before: ACT Read War Test 3 Passage 4 History Channel Bio on Langston Hughes During: Read (listen on audio)“Harlem”, “The Negro Speaks of Rivers”, “I, Too” and “The Weary Blues” and annotate poems. Students will work in pairs to complete Speaker analysis chart (page 297). Complete Hughes poetry quiz.After: Intro to Lorraine Hansberry Review symbols (graphic organizer) - clock, plant, title, characters’ names, sunlight v. darknessReview themes: selling out, strength of family, dreams / dreams deferred, conflict between expectations, stereotyping / prejudiceDuring: Read “Dream” by Langston Hughes, and “I Have a Dream” by MLK Jr. Work in groups to answer the following questions:

1. Identify the American Dream as presented by each author. 2. Compare and contrast the themes of each piece. 3. According to each poem, how is / should this dream be accomplished? Is it within our

control? 4. Identify the tone and explain how it is established in each piece. 5. How is repetition used in both “My Dream Is..” and “I Have a Dream” to highlight the

theme and establish the tone?6. How is imagery used to highlight the theme in each piece?

7. How does the American Dream as presented in these two pieces compare and contrast with previous works we have read? Provide at least two examples of comparison and two examples that contrast.

Day 53Goals: 11.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text [RL.11-12.2]11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama [RL.11-12.3]11.4 Determine the meaning of words and phrases as they are used in the text [RL.11-12.5]11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]11.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text [RL.11-12.7]11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]11.9 By the end of Grade 11, read and comprehend literature in the Grades 11- CCR text complexity band proficiently [RL.11-12.9]

Before: ACT 9-12Read and discuss “Harlem” by Langston Hughes. What does it hint will be the theme of the play? During: Read Act. I scene 1 aloud. Record examples of symbolism / theme on graphic organizer After: Work in groups to answer analysis questions for Act I scene 1.


Before: ACT 13-16. Review Act I scene 1During: Read Act I scene 2After: Work in groups to answer analysis questions for Act I scene 2

Day 55

Goals: 11.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text [RL.11-12.2]11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama [RL.11-12.3]11.4 Determine the meaning of words and phrases as they are used in the text [RL.11-12.5]11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]11.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text [RL.11-12.7]11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]11.9 By the end of Grade 11, read and comprehend literature in the Grades 11- CCR text complexity band proficiently [RL.11-12.9]

Before: ACT 17-20. Review Act IDuring: Read Act IIAfter: Work in groups to answer analysis questions for Act II


Before: ACT 21-24. Review Act II During: Read Act IIIAfter: Work in groups to answer analysis questions for Act III Read Frost’s “Mending Wall” and answer the following questions:

1. What does the wall symbolize? 2. How does the wall appear to the speaker - support your answer with evidence from the text. 3. What attitude does the neighbor have toward the wall? Support your answer with evidence from

the text. 4. What does Frost seem to be saying about humankind? What is the theme? Do you agree with

Frost? 5. How does this relate to A Raisin in the Sun ?

Day 56Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]RL 9 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grade 11 College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]RL 7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]

Target: Students will be able to analyze ARITS, citing evidence from the play .

Activities: ACT Lang 2 1-15 Assign literary critiqueDuring: Write outline for literary critique. Placing quotes in outline After: Turn in outline for teacher review.

Assessment: Test will be graded based on students’ ability to correctly analyze plot elements from Hamlet.

Day 57Goals:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]

RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]RL 9 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grade 11 College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: ACT Lang 2 16-30During: Students will continue to write rough draft (1st body)After: Students will submit work for teacher review

Day 58Goals:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]RL 9 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grade 11 College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]

11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: ACT Lang 2 31-45During: Students will continue to write rough draft (2nd body and 3rd body)After: Students will submit work for teacher review

Day 59Goals:11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: ACT Lang 2 46-60During: Students will continue to write rough draft (intro/conclusion) After: Students will submit work for teacher review

Day 60Goals:11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: ACT Lang 2 61-75ACT Read War Test 4 Passage 1 During: Work in groups to revise literary critiques

After: Students will submit work for teacher review

Homework: Finalize papers and submit electronically

Day 61Goals: RL 7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]

Before: Turn in 101 Essay #5: Literary Critique of A Raisin in the Sun During: View A Raisin in the Sun, comparing it to the text

Day 62Goals: RL 7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]

View A Raisin in the Sun, comparing it to the text

Day 6311.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)11.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as aesthetic impact. [RL.11-12.5]11.8 Demonstrate knowledge of twentieth and twenty-first century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]11.9 By the end of Grade 11, read and comprehend literature in the Grades 11- CCR text complexity band proficiently [RL.11-12.9]11.10 Cite strong and thorough textual evidence to support analysis of text [RI.11-12.1]11.11. Determine two or more ideas of a text and analyze their development over the course of the text [RI. 11-12.2]11.14 Analyze the effectiveness of the structure an author uses in his or her exposition or argument [RI.11-12.14]11.15 Determine an author’s point of view or purpose [RI.11-12.15]11.16 Integrate and evaluate multiple sources of information presented in different media or formats [RI.11-12.7]

Before: Have students respond to the question: What are some shortcomings of the American Dream? During: Read “Let America Be America Again” by Langston Hughes and “American Dream Faces Harsh New Reality” by Ari Shapiro. Answer the following questions. You must provide at least two pieces of evidence in each response.

1. What are two themes established by Hughes in “Let America Be America Again,” and how does the tone of the poem contribute to the development of those themes?

2. Explain what Shapiro describes as “uniquely American” in “American Dream Faces Harsh New Reality.”

3, Explain how the central ideas of “American Dream Faces Harsh New Reality” interact and connect over the course of the text. Then explain how this structure contributes to Shapiro’s argument. 4. How do these two authors portray the American Dream? Evaluate the effectiveness of each text in achieving the intended purpose.

Assessment: Response will be graded as a reader response grade

Day 64 Objectives:RI 11 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]RI 14 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5]RI 18 By the end of grade 11, read and comprehend literary nonfiction in the Grade 11 College and Career Readiness text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]L 37 Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as Style) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. [L.11-12.3a]L 38 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]L 40 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. [L.11-12.6]

Target: I will be able to locate main ideas-implicit and explicit in nonfiction and discuss how repetition and parallel structure affect the message of a nonfiction work.

Before: ACT Read War Test 4 Passage 2 Read Zora Neale Hurston’s biography p. 898 focusing on main idea. Look at powerpoint and review main idea, repetition and parallel structure (page 300-301 in IR). During: Read “How It Feels to Be Colored Me” and annotate using the interactive reader focusing on main idea- implicit and explicit, repetition and parallel structure.Students will work with partner to complete pages 307 – 309 in IR

Day 65 Objectives:RI 10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]RI 13 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

RI 15 Determine an author’s point of view or purpose in a text which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6]

Target: I will be able to discuss how words affect argument, analyze a poem, and reference allusions.

Activities:Before: Grammar slide 6.5-6 Read “Ballad of Birmingham” p. 1214 Have students discuss what this poem is describing. Quickwrite: When does action speak louder than words? Discuss quickwrite in pairsDevelopmental: Read introduction to Martin Luther King Jr. on p. 372 of IR. Review allusion and elements of an argument. Read aloud and discuss Letter from Birmingham Jail p. 1204-1213. Answer margin questions while reading. After: Complete charts on pages 387-388 and assessment practice on 389. Answer # 5 on p. 1215

Day 66 (book mobile lab)Objectives:W 22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W. 11-12.4]W 23 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W.11-12.5]W 28 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes and audiences. [W. 11-12.10]L 36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]L 37 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [L.11-12.3]

Target: I will be able to write a resume.

Activities:Before: ACT Read War Test 4 Passage 3During: Chapter 22 Resume PPT After: Type resume and email to teacher

Assessment: The resume will be graded based on the rubric provided for the students

Day 67Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development

over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

Before: ACT Language Test 3 Questions 1-15During: Steinbeck Intro Video After: Read Chapters 1 and 2 (pages 1-37) and answer study guide questions


Before: ACT Language Test 3 Questions 16-30During: Discuss Chapters 1-2 (answer analysis guide questions) After: Read Chapter 3 (pages 38-65)

Day 69 Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning

and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

Before: ACT Language Test 3 Questions 31-45During: Discuss Chapter 3 and answer analysis guide questionsAfter: Read Chapter 4 (pages 66-83)

Day 70 Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

Before: ACT Language Test 3 Questions 46-60During: Discuss Chapter 5 and answer analysis guide questionsAfter: Read Chapters 5 and 6 (pages 84-107)

Day 71 Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]

RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

Before: ACT Language Test 3 Questions 61-75During: ACT Reading War Test 4 Passage 4 After: Discuss Chapters 5 and 6 and answer analysis guide questions

Day 72 Objectives: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL. 11-12.5]RI 11 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]


Activity: Review instructions for writing a literary analysis. Students will write literary analysis on The Great Gatsby


Day 73Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]RL 9 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grade 11 College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]

Target: I will be able to discuss ideas and themes prevalent in Hamlet as well as analyze and interpret Shakespearian language.

Activities:Before: Watch Bruce Derby’s 3 Part intro to Hamlet on YouTube and complete viewing guide During: Work in groups to complete introductory activities.

Assessment: Informal discuss, pre-reading questions will be graded as part of the Hamlet notebook


Target: Students will be able to analyze Hamlet’s speech from Act I scene ii.Students will be able to analyze family dynamics visible in Hamlet by closely looking at Polonius’ instructions to his son.Students will be able to discuss various plot elements from Hamlet Act I

Activities:During: Read Act I and complete reading guideAfter: Complete close read worksheet for Act I

Day 75Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]

RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]RL 9 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grade 11 College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]

Target: Students will be able to analyze and interpret significant quotes used in Act II. Students will be able to summarize the plot of Act II. Students will be able to translate a Shakespearian soliloquy into modern language.

Activities:Journal 2- “This above all- to thine own self be true. And it must follow…thou can not then be false to any man” is a very famous line from Hamlet. What does Polonius mean by this? Why is this difficult to follow? Explain whether you believe this is true or not, and why.During: (View) Read and discuss Act II. Answer Act II questions while reading. Complete Significant quotes sheetAfter: Translate Act II Scene ii soliloquy


Target: Students will be able to analyze Shakespearean language. Students will be able to summarize Act III.

Activities:During: (View) Read and discuss Hamlet Act III. Answer Act III questions while readingAfter: As a class, analyze Hamlet’s “To be or not to be” soliloquy


Target: Students will be able to analyze Hamlet’s soliloquy, discuss major plot elements of Acts III and IV, and translate Shakespearian language.

Activities:Why does Hamlet not take the opportunity to kill the king while he is kneeling in prayer? Does his hesitation say anything about his character? Is this just and excuse? Explain what you think.During: Read Hamlet Act IV. Answer study questions while readingAfter: Complete Act IV Scene iv “How All Occasions Do Inform Against Me” translation, figurative language worksheet and revenge worksheet.

Assessment: Study questions and Scene iv translation will be graded for completion as part of the Hamlet notebook

Day 78Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly

stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]RL 9 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grade 11 College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]

Target: Students will be able to discuss major plot elements of Act IV and V of Hamlet.

Activities:During: Read and discuss Hamlet Act V. Answer Act V questions while readingAfter: Complete quotation analysis sheet.

Homework: Complete quotation analysis sheet

Optional Day Objectives:RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL. 11-12.1]RL 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. [RL.11-12.4]RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]RL 9 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grade 11 College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]RL 7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]

Target: Students will be able to analyze Hamlet, citing evidence from the play .

Activities: Write literary analysis of Hamlet

Assessment: Test will be graded based on students’ ability to correctly analyze plot elements from Hamlet.

Day 79Goals:

11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Before: Pass out topic sheet for 101 final exam. Discuss rubric for final exam. During: Students will write outlines for choices 1-9 on final exam topic sheet

Day 80Goals:11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]11.36 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2] During: Students will write outlines for choices 10-18 on final exam topic sheet

Day 81Goals:11.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information [W.11-12.2]11.22 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience [W.11-12.4]11.23 Develop and strengthen writing as needed by planning, revising, editing, rewriting [W.11-12.5]11.24 Use technology, including the Internet, to produce, publish, and update writing products [W.11-12.6]11.28 Write routinely over extended time frames [W.11-12.10]11.35 Demonstrate command of the conventions of Standard English grammar and usage [L.11-12.1]


Students will complete 101 final exam

Documents

images.pcmac.orgimages.pcmac.org/.../English_101_Lesson_Plans.docx · Web viewObjectives: W 34 Adapt speech to ... RI 15 Determine an author’s point of view or purpose in a text