Mon.
LHS Summer
Academy Teacher:
Dulski/Bloch
Activities
Class:
134/234
(B)
Period: 2
Objectives
I can create a project that demonstrates my improved writing skills.
Drama
Shakespeare’s
Twelfth Night.
Students will:
- Make inferences about characters.
-Identify Blank
Verse
- Explore Loyalty and Betrayal
- Explore portraits of real life
- Discover a “Farce”
- Recognize
Author’s Purpose
- Universal messages of love.
- What is in an identity?
Fallen Angels
Students will…
- critically read the novel.
- Students will be able to examine the language and textual features of a literary text to make meaning of the text.
-Students will be able to identify and employ figurative language to show its effect on both the narrative and the reader.
- students will reflect on values
Students will begin final draft of their time traveler stories.
Students will take the play to the “stage”. The classroom will be transformed into the
GLOBE Theater. Class will begin ACT FIVE after a performing in front of class.
Students will then be given time to work on their Comic Life
Projects adding two pages that represent
ACT FIVE. The comic must contain dialogue from the play. . (Pull out, re-state directions, re-phrase questions, re-teach)
Class will continue reading the novel.
Teacher will introduce the concept of one- sentence summaries.
After a certain amount of time, reading will stop, and teacher will summarize the passage in a good, complete sentence.
After a few examples, class will compose sentences. Finally, students will go solo.
Students will continue reading guides.
Students will be engaged in activity.
Informal through discussion.
Informal through participation.
Formal through
Comic Life project.
Informal through discussion.
Formal through reading guide.
One sentence summaries
Assessments Homework
Assigned
Students will be given time to work in class.
Students will be given time to work in class.
Students will be given time to work in class.
Date:
July 15 –
July 18
Resources
Paper, Pencil, computers, internet access, projector
Art supplies/Compute rs/Projector/Copi es of ACT
FIVE/Pen/Paper/I nternet connection/What
210 has to offer
Novels/Reading
Guides/Paper/
Pencil/Pen
LAST WEEK! Are you going to panic or succeed?
Standards
TOB 401
Identify the central idea or main topic of a straightforward piece of writing
SR: 20-23
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Tues.
Wed.
I can create a project that demonstrates my improved writing skills.
Drama
Shakespeare’s
Twelfth Night.
Students will:
- Make inferences about characters.
-Identify Blank
Verse
- Explore Loyalty and Betrayal
- Explore portraits of real life
- Discover a “Farce”
- Recognize
Author’s Purpose
- Universal messages of love.
- What is in an identity?
Fallen Angels
Students will…
- critically read the novel.
- Students will be able to examine the language and textual features of a literary text to make meaning of the text.
-Students will be able to identify and employ figurative language to show its effect on both the narrative and the reader.
- students will reflect on values
I can create a project that demonstrates my improved writing skills.
Drama
Shakespeare’s
Twelfth Night.
Students will:
- Make inferences about characters.
-Identify Blank
Verse
- Explore Loyalty and Betrayal
- Explore portraits of real life
Students will complete their time traveler story and turn in for grading.
Students will take the play to the “stage”. The classroom will be transformed into the
GLOBE Theater. Class will finish ACT FIVE after a performing in front of class.
Students will then be given time to work on their Comic Life
Projects adding two pages that represent
ACT FIVE. The comic must contain dialogue from the play. . (Pull out, re-state directions, re-phrase questions, re-teach)
Class will continue reading the novel.
Students will continue one- sentence summaries. After a certain amount of time, reading will stop, and teacher will summarize the passage in a good, complete sentence.
After a few examples, class will compose sentences. Finally, students will go solo.
Students will continue reading guides.
Students will have time to make up missing assignments.
They may also modify assignments for a better grade.
Students will finish their comic book that represents “Twelfth
Night”. Comic books will be share with the class.
Students can use this time to finish late work once comics are finished. . (Pull out, re-
Students will be engaged in making up or correcting work.
Informal through discussion.
Informal through participation.
Formal through
Comic Life project.
Students will be engaged in activity.
Informal through discussion.
Informal through participation.
Formal through
Comic Life project.
Informal through discussion.
Formal through reading guide.
One sentence summaries
Students will be given time to work in class.
Students will be given time to work in class.
Students will be given time to work in class.
Students will be given time to work in class.
Students will be given time to work in class.
Paper, Pencil, computers, internet access, projector
Art supplies/Compute rs/Projector/Copi es of
FIVE/Pen/Paper/I nternet connection/What
210 has to offer
Novels/Reading
Guides/Paper/
Pencil/Pen
TOB 401
Identify the central idea or main topic of a straightforward piece of writing
SR: 20-23
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Paper, Pencil, computers, internet access, projector, journals
Computers/Projec tor/Copies of
TWELFTH
NIGHT/Pen/Paper
/Internet connection/What
210 has to offer
TOB 401
Identify the central idea or main topic of a straightforward piece of writing
SR: 20-23
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Thurs. I can create a project that demonstrates my improved writing skills.
Drama
Shakespeare’s
Twelfth Night.
Students will:
- Make inferences about characters.
-Identify Blank
Verse
- Explore Loyalty and Betrayal
- Explore portraits of real life
- Discover a “Farce”
- Recognize
Author’s Purpose
- Universal messages of love.
- What is in an identity?
Class PARTY!!!
Everyone bring
- Discover a “Farce”
- Recognize
Author’s Purpose
- Universal messages of love.
- What is in an identity?
Fallen Angels
Students will…
- critically read the novel.
- Students will be able to examine the language and textual features of a literary text to make meaning of the text.
-Students will be able to identify and employ figurative language to show its effect on both the narrative and the reader.
- students will reflect on values state directions, rephrase questions, reteach)
Class will continue reading the novel.
Students will continue one- sentence summaries. After a certain amount of time, reading will stop, and teacher will summarize the passage in a good, complete sentence.
After a few examples, class will compose sentences. Finally, students will go solo.
Students will continue reading guides. (Pull out, re-state directions, re-phrase questions, re-teach)
Students will take part in a viewing a film that culminates the experiences and skills they have had during summer school.
(Finish any missing work, re-teach, redirect, pull out)
Students will compare and contrast the stage play with a modern adaptation of “Twelfth
Night”. Students will write ideas as they watch the film for their last assignment using a
Venn Diagram.
Informal through discussion.
Formal through reading guide.
One sentence summaries
Students will be engaged in the film and write a reaction to what they have seen and tie it to what they have learned.
They will describe how this experience will impact their futures.
Venn Diagram
You made it through summer
Students will be given time to work in class.
Students will be given time to work in class.
Students will be given time to work in class.
I hope you have a great fall!
Novels/Reading
Guides/Paper/Pen cil/Pen
Paper, Pencil, computers, internet access, projector, journals
DVD: “She’s the
Man”/
Speakers/Monitor
/Projector
Maybe I will have some of you in
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
TOB 401
Identify the central idea or main topic of a straightforward piece of writing
SR: 20-23
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Until then, have a great summer!

Fri. something to share to end the summer right!!!
It’s not
Congratulations!!!
To late school!
To read class.
Something So you can Be Smarter! READ!!!