Teachers: Miller, Crowder, and McAllister
Day 1 2/3-2/4
Day 2 2/5-2/6
CCSS
W4, SL1b, W9b, SL3 W9b, W4
Standard
Learning
Target
Produce clear and
coherent writing in
which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
Propel
conversations by
posing and
responding to
questions that probe
reasoning and
evidence.
Draw evidence from
literary texts to
support analysis and
reflection by
applying reading
standards to
literature.
Evaluate a speaker’s
Dates: 2/3-2/16
Subject: English III
Day 3 2/9-2/10
Day 4 2/11-2/12
Day 5 2/13-2/16
W9b, SL3, W4
W9a, W4
W9a, W4, SL3
Draw evidence
from literary
nonfiction to
support analysis by
applying reading
standards to
literature.
Draw evidence from
literary texts to
support analysis
and reflection by
applying reading
standards to
literature.
Draw evidence from
literary texts to
support analysis and
reflection by
applying reading
standards to
literature.
Produce clear and
coherent writing in
which the
development,
organization, and
style are
appropriate to task,
purpose, and
audience.
Evaluate a speaker’s
point of view,
reasoning, and use
of evidence and
rhetoric, assessing
the stance,
premises, lings
among ideas, word
choice, points of
emphasis, and tone
used.
Produce clear and
coherent writing in
which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
Produce clear and
coherent writing in
which the
development,
organization, and
style are
Draw evidence from
literary texts to support
analysis and reflection by
applying reading
standards to literature.
Produce clear and
coherent writing in which
the development,
organization, and style
are appropriate to task,
purpose, and audience.
Evaluate a speaker’s
point of view, reasoning,
and use of evidence and
rhetoric, assessing the
stance, premises, lings
among ideas, word
choice, points of
emphasis, and tone used.
point of view,
reasoning, and use
of evidence and
rhetoric, assessing
the stance, premises,
links among ideas,
word choice, points
of emphasis, and
tone used.
Bell Ringer
51) Would you
rather live in the city
or the country?
Explain.
Class
Agenda –
TSW
SPEAKING/
LISTENING/
Review AGAIN shift
from Romanticism
to Realism to
Naturalism
https://www.youtu
be.com/watch?v=Ec
NxjXS5XVA
to Modernism
(Harlem
Renaissance poets)
and others such as
Carl Sandburg, H.D.,
appropriate to task,
purpose, and
audience.
52) What is the
most important
decision you have
ever made? Did
you regret it? How
did it affect you?
READING/
VOCABULARY
Read and discuss
Robert Frost and
“The Road Not
Taken” (lyric poem
and allegory)
READING BY
FROST
https://www.youtu
be.com/watch?v=ie
2Mspukx14
READING WITH
53) How does
poetry capture
moments? Explain.
54) Describe a time
you felt sorry for
yourself.
55) What do you know
about the Titanic? What
would you have done to
save yourself?
READING/
VOCABULARY
Read Frost’s “Carpe
Diem” (handout)
FILM
INTERPRETATION
https://www.youtu
be.com/watch?v=vk
aRCanefxI
READING/
VOCABULARY
Read T.S. Eliot’s
“The Love Song of J.
Alfred Prufrock” pp.
970-973 (dramatic
monologue)
READING BY
ANTHONY HOPKINS
https://www.youtub
e.com/watch?v=PLN
sPhKlucY
ANIMATED
INTERPRETATION-
READING/
VOCABULARY
Read Thomas Hardy’s
“The Convergence of the
Twain”
https://www.youtube.co
m/watch?v=gC_5MFImK3
M
David R. Slavitt’s
“Titanic”
Funny example of putting
poetry to motion
https://www.youtube.co
m/watch?v=BmvyEuuwy
William Carlos
Williams
“The Red
Wheelbarrow”
Ezra Pound, William
Carlos Williams (The
Imagists), T.S. Eliot,
Robert Frost (THE
LOST
GENERATION)
http://www.powers
how.com/view/42c
4bYTFkY/Modern_Poet
ry_powerpoint_ppt_
presentation
READING/
VOCABULARY
Read and discuss
Sandburg’s
“Chicago” pp. 930931 (speaker and
diction)
READING WITH
PICTURES
https://www.youtu
be.com/watch?v=JN
qx0MXq4V0
“Grass” p. 932 (tone
and diction)
READING BY
SANDBURG WITH
VISUALS
https://www.youtu
be.com/watch?v=K
UaQgRiJukA
“Acquainted with
the Night” p. 938
(structure and
wordplay)
READING WITH
VISUALS
https://www.youtu
be.com/watch?v=2
Qzo7fKGgWU
handout (imagery)
A SCENE FROM THE
FAULT IN OUR
STARS
https://www.youtu
be.com/watch?v=Z_
HmewKxXnQ
NARRATED BY T.S.
Eliot
https://www.youtub
e.com/watch?v=7Y2
a3PL-Iao
John Crowe
Ransom’s
READ BY WILLIAMS (“Fugitives”)
https://www.youtu “Bells for John
be.com/watch?v=Nq Whiteside’s
Il3oX_44s
Daughter” (elegy)
https://www.youtub
“The Great Figure”
e.com/watch?v=MO7
handout (imagery
kwvKhbB0
“Nothing Gold Can
and onomatopoeia)
Stay” p. 940
READING WITH
Whitman’s
(couplets and
SCENES
“To You” (couplet)
epigram)
https://www.youtu
FROM THE
be.com/watch?v=1D WRITING/
OUTSIDERS
gcGGu6qIk
GRAMMAR
https://www.youtu
Write an acrostic
be.com/watch?v=T “This Is Just to Say”
poem with first and
wJ-ppxCGPk
p. 957 (setting and
last name
theme)
Work on literary
“Out, Out-“ p. 941
POEM
analysis
(blank verse and
INTERPRETATION
allusion)
https://www.youtu
STUDENT
be.com/watch?v=o5
REENACTMENT
lZAa1-rT0
f8
SPEAKING/
LISTENING
Example of poetry in
motion
She’s All That poetry in
motion example
WRITING/
GRAMMAR
Write an original poem in
motion
Work on literary analysis
and finish rough draft for
homework (to be peer
edited, revised, and
rewritten for a
summative grade in class
next time)
**Coffee house and
poetry notebook due date
moved to 2/20 (A-day)
and 2/23 (B-day)
VISUALS
https://www.youtu
be.com/watch?v=3G
NXsiI3aBg
https://www.youtu READING BY
be.com/watch?v=T WILLIAMS
1wNSlRXG6g
https://www.youtu
be.com/watch?v=Bc
SHOW EXAMPLES
TfsG-k_58
H. D.’s
OF CONCRETE
E. E. Cummings
“Helen” p. 954 (point POEMS
“anyone lived in a
of view)
“Once by the
pretty how town” p.
READING OF POEM
Ocean” (based on
962 (wordplay)
https://www.youtu Frost’s poem)
READ BY
be.com/watch?v=uJ http://behance.vo.l CUMMINGS
XD93QmCg4
lnwd.net/profiles4 https://www.youtu
/108809/projects/ be.com/watch?v=D
Ezra Pound’s
245757/10880912 TuClB9Xh6w
“In a Station of the
45080478.jpg
Metro” p. 954
“what if a much of a
(haiku)
“Shoe”
which of a wind”
VISUAL
http://1.bp.blogspo handout
INTERPRETATION
t.com/__B3pEc0zK (alliteration)
https://www.youtu Mg/S75PhJgkPVI/A READING
be.com/watch?v=XZ AAAAAAAAGc/d22 https://www.youtu
1R8pyWLX4
OcmIF4be.com/watch?v=m
g/s400/Picture+1. ds9MpIvsKc
RESEARCH/
png
WRITING
“O Distinct”
Write an original
“Panda”
(burlesque)
haiku and take
https://linhaiwen.f
advantage of
iles.wordpress.com WRITING/
library time to
/2012/02/pandap GRAMMAR
research and print
oem.jpg
Write an original
favorite poem (write
one-paragraph
analysis of poem),
favorite song (write
one-paragraph
analysis of song),
and another song to
be used to make a
parody
Formative
Assessment
Summative/
Homework
WRITING/
GRAMMAR
Write an original
concrete poem
Check for effort
SPEAKING/
LISTENING
Discuss Senior
Project and
responsibilities
Check for effort
Work on poetry
notebook
Work on poetry
notebook
burlesque poem
Begin literary
analysis on favorite
poem in the poetry
notebook or
discussed in this
unit of poetry
Check for effort
Quiz
Check for effort
Work on literary
analysis and poetry
notebook
Study for quiz and
know facts about
poets as well as
style and historical
context
Work on literary
analysis and poetry
notebook
Finalize rough draft of
literary analysis
Work on poetry notebook