Teacher Name: Alyssa Duksta
Grade Level(s): 9
Building: Hazleton Area High School
Subject: Honors English I
Start Date(s): May 2, 2016
End Dates(s): May 6, 2016
Day
Objective (s)
Students will read, understand, and
respond to informational text-with
emphasis on comprehension,
vocabulary acquisition, and making
connections among ideas and
between texts with focus on textual
evidence.
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
2+3
-PDN
-Continue Jigsaw activity
-Reflection
Excerpts/materi
als of nonJewish
Holocaust
victims
Formative- Observation/Q+A
SummativeStudent Self-Assessment-Q+A
2
-PDN
-Complete Argumentative Essay Outline
-Discuss
-Essay rubrics
-Essay
Brainstorming
Sheet
Formative-Observation/Q+A
Summative-Argumentative Essay
Draft
Student Self-Assessment-Discussion
2
-PDN
-Argumentative Essay Draft
-Begin reading Night by Elie Wiesel
-Ticket out the door
-PDN
-Continue reading Night/ close reading
-Work on Argumentative Essay
-Homework: Complete reflective worksheet
-Copies of Night
by Elie Wiesel
Formative-Q+A
Summative-Argumentative Essay Draft
Student Self-Assessment-Ticket out the
door
Formative-Q+A/Discussion
Summative-Argumentative Essay
Student Self-Assessment-Reflective
Worksheet
-PDN
-Review reflective worksheet
-Continue Argumentative Essay
-Homework: Read Night chapters Two and Three/Fill out Reflective
Worksheet
-Copies of
reflective
reading
worksheet
-Argumentative
essay materials
(rubric,
1
2
3
4
5
Students will initiatie and
participate effectively in a range of
collaborative discussions on gradelevel topics, texts, and issues,
building on others’ ideas and
expressing their own clearly
persuasively.
Students will write for different
purposes and audiences,
incorporating a counter claim as
they develop an argumentative
essay.
Students will write for different
purposes and audiences, incorporating
a counter claim as they develop an
argumentative essay.
Students will develop and
strengthen writing as needed by
planning, revising, editing, rewriting
and focusing on addressing what is
most significant for a specific
purpose and audience.
Students will synethsize meaning
from fiction, identifying important
quotations and their meaning.
Students will develop and
strengthen writing as needed by
planning, revising, editing, rewriting
and focusing on addressing what is
most significant for a specific
purpose and audience.
3
3
-Post it notes
-Copies of
Night by Elie
Wiesel
-Copies of
reflective
reading
worksheet
Formative-Observation
Summative-Argumentative Essay
Student Self-Assessment-Reflective
Worksheet (homework)
Students will synethsize meaning
from fiction, identifying important
quotations and their meaning.
brainstorming
sheet)
Teacher Name: Alyssa Duksta
Grade Level(s):11
Building: Hazleton Area High School
Subject: English III
Start Date(s): May 2, 2016
End Dates(s): May 6, 2016
Day
1
2
3
4
5
Objective (s)
Students will read independently,
analyzing the author’s diction and how
it contributes to indirect and direct
characterization.
Students will evaluate how words and
phrases shape meaning and tone in
texts.
Students will evaluate how words and
phrases shape meaning and tone in
texts.
Students will read and respond to
works of literature with emphasis on
comprehension, vocabulary
acquisition, and making connections
among ideas and between texts with
focus on textual evidence.
Students will collaboratively analyze
selected sections of the text in order
to evaluate the author’s chosen
structure and diction.
Students will initiate and participate in
collaborative discussions regarding the
symbolism of a novel, as well as make
connections between the novel and
significant historical events.
Teacher Name:
Building:
DOK
Level
Grouping
DAILY PLAN
Activities / Teaching Strategies
Materials /
Resources
Assessment of Objective (s)
-PDN
-Read Chapter 2 Of Mice and Men
-Class Discussion
2
Copies of novel
Formative- Discussion
SummativeStudent Self-Assessment-Class Discussion
-PDN
-Chapter 3 Of Mice and Men quiz
2/
3
Copies of quizzes
and of novel
-PDN
-Close reading of Chapter 4 Of Mice and Men
-Close reading reflection
3
-Copies of close
reading
worksheet
-Copies of novel
Formative-Observation
Summative Chapter 3 QuizStudent Self-Assessment-N/A
Formative-Observation/Q+A
Summative-N/A
Student Self-Assessment-Close Reading
-PDN
-Group close reading of Chapter 5 Of Mice and Men
-Group Presentations
3
-PDN
-Continue Group presentations
-Silent Sustained Close Reading
3
-Copies of Of
Mice and Men
-Group
Presentation
Rubric
-Post it notes
-Poster paper
-Markers
-Poters
-Markers
-Post it notes
-Copies of novel
Subject:
Start Date(s):
End Dates(s):
DAILY PLAN
Formative-Observation
Summative-Group Close Reading
Student Self-Assessment-Peer Review
Formative-Observation/Q+A
Summative-Group Close Reading
Student Self-Assessment-Peer Review
Grade Level(s):
Objective (s)
DOK
Level
Activities / Teaching Strategies
3
4
5
Materials /
Resources
Assessment of Objective (s)
Students will analyze an
informational piece of nonfiction for
the author’s purpose.
-PDN
-Continue close reading of “Segregated From Its History, How
“Ghetto” Lost Its Meaning by Camilia Domonoske
-Review Comprehension Questions
-Copies of,
“Segregate
From Its
History, How
“Ghetto” Lost
Its Meaning” by
Camilia
Domonoske
Formative-Observation
Summative-Close Reading Questions
Student Self-Assessment-Q+A
Students will read independently
and sufficiently, analyzing the
author’s word choice and the
purpose of the author’s figurative
language.
Students will read independently
and sufficiently, analyzing the
author’s word choice and the
purpose of the author’s figurative
language.
Students will read independently
and sufficiently, analyzing the
author’s word choice and the
purpose of the author’s figurative
language.
Students will analyze a piece of
non-fictional writing by annotating
and highlighting the piece of writing
for key ideas, author’s opinions,
and use of modes of persuasion.
-PDN
-Continue reading Night by Elie Wiesel
-Text-dependent analysis quiz
-Ticket out the door
-Copies of
novel
-Copies of textdependent quiz
-PDN
-Continue reading Night by Elie Wiesel
=Comprehension Questions
-Ticket out the door
-Copies of
novel
-Copies of
Comprehensio
n questions
-Copies of
Night by Elie
Wiesel
Formative-Q+A
Summative-Text-dependent analysis
quiz
Student Self-Assessment-Ticket out
the door
Formative-Q+A/Observation
Summative-Comprehension
Questions
Student Self-Assessment-Ticket out
the door
Formative-Observation/Class
Discussion
Summative-N/A
Student Self-Assessment-Close
Reading (post it notes)
Formative-Q+A
Summative-Close Reading
Student Self-Assessment-
1
2
Grouping
Day
-PDN
-Review Comprehension Questions
-Continue reading Night by Elie Wiesel, utilizing Close Reading
method
-PDN
-Close reading of Elie Wiesel’s Nobel Peace Prize Speech
-Copies of Elie
Wiesel’s Nobel
Peace Prize
-Highlighters