Teacher: Karen Fiery
Monday
English 1
Standard: RL: 11-12.9,10; W11-12.1,9
Objective: TSWBAT:
-apply concepts and information gleaned to match,
identify, differentiate, and recall vocabulary words
and definitions
-recall key vocabulary words and their definitions
Activities:
-Choose the Right Word Unit 4, Level F
-Test on The Crucible
Assessment:
-Vocabulary practice and discussion
-Test
Accommodations:
-extended time
-work sent to resource room if necessary
Standard: Reading 9-10.1,3,5,10 W9-10.1,2,4,9
Objective: TSWBAT:
-recall and define key elements of author’s craft
-analyze literature for author’s craft and structure
-distinguish between character types
-read closely for narrator bias through perspective
-recall key vocabulary words and their definitions
Activities:
-Choose the Right Word Unit 4, Level D
-Continue reading “Caged Bird” on page 238
-Create close reading notes of child’s perspective vs. adult
perspective
-Answer questions 1-5 and 8 on page 247
Assessment:
-Vocabulary practice and discussion
-Discussion
Accommodations:
-none required
-some standard RTI as needed
Tuesday
English 3
Date: September 8-12
Standard: RL: 11-12.2,4,6,10; W11-12.1,9
Objective: TSWBAT:
-explain the historical connection between the
Revolutionary war and literature
-draw conclusions about historical events using
primary sources
- compare key vocabulary words and their
definitions to similar words
Activities:
-Synonyms and Antonyms Unit 4, Level F
-Introduction to Revolutionary War (America the
Story of Us)
-“Speech in the Virginia Convention” pg. 225
-Questions 1-3 and 5 on page 231 in journals
-Discuss answers as a class
Assessment:
-Vocabulary practice and discussion
-Reader response journals
-Discussion
Accommodations:
-extended time
-work sent to resource room if necessary
Standard: Reading 9-10.3,5,10; W9-10.1,2,4,9
Objective: TSWBAT:
-analyze author’s craft in creating narrative structure
-compare the bias and perspective created in different
narrative perspectives
-compare key vocabulary words and their definitions to
similar words
Activities:
-Synonyms and Antonyms Unit 4, Level D
-Anticipatory Writing: Different types of strength
-Begin to read “Blind to Failure” pg. 252-261
-Discuss and create diagram exhibiting the differences in
narrative POV
Assessment:
-Vocabulary practice and discussion
-Discussion
Accommodations:
-none required
-some standard RTI as needed
Wednesday
Thursday
Friday
Standard: RL: 11-12.9,10; W11-12.1,9
Objective: TSWBAT:
-relate knowledge of historical period to primary
sources to create meaning
-read political documents for fluency and
understanding
-analyze figurative language for deeper meanings
-revise sentences using key vocabulary words to
create meaning
Activities:
-Complete the Sentence Unit 4, Level F
-Read “The Crisis” on page 246
-Respond to #1-4 on page 252 in journals
-Discuss answers as a class
Assessment:
-Vocabulary practice and discussion
-Reader response journals
Accommodations:
-extended time
-work sent to resource room if necessary
Standard: RL: 11-12.5,9,10; W11-12.1,9
Objective: TSWBAT:
-utilize informational texts to gather information
about a literary period before reading
-read for comprehension and understanding
Activities:
-In small groups, read through pages 296-305 to
answer questions on Romantic Literature
-Independent study for Vocabulary Unit 4
Assessment:
-Discussion
Accommodations:
-extended time
-work sent to resource room if necessary
Standard: Reading 9-10.1,3,5,10; W9-10.1,2,4,9
Objective: TSWBAT:
-compare/contrast information across texts
-analyze differences in texts using formal writing
-revise sentences using key vocabulary words to create
meaning
Activities:
-Complete the Sentence Unit 4, Level D
-Read “A Different Level of Competition” pg 265
-Create semi-formal response to the following using
journals and texts:
What do people with disabilities gain from participating in
rigorous sports and undertaking other physical challenges?
Use texts to support your answer.
Assessment:
-Vocabulary practice and discussion
-Reader response journals
Accommodations:
-none required
-some standard RTI as needed
Standard: Reading 9-10.1,5,3,10; W9-10.1,2,4,9
Objective: TSWBAT:
-analyze motifs and author’s craft through writing
-create compositions with intention of comparing and
contrasting different literary texts
-use revision strategies to improve writing
Activities:
-Begin Comparison/Contrast Essay (instructions will be
given in class)
-Independent study for Vocabulary Unit 4
Assessment:
-First draft of essays
-Vocabulary Unit 4 Review
Accommodations:
-none required
-some standard RTI as needed
Standard: RL: 11-12.5,9,10
Standard: Reading 9-10.1,3,5,10; W9-10.1,2,4,9
Objective: TSWBAT:
Objective: TSWBAT:
-apply concepts and information gleaned to match, -apply concepts and information gleaned to match,
identify, differentiate, and recall vocabulary words identify, differentiate, and recall vocabulary words and
and definitions
definitions
-evaluate fiction for author bias and hidden
-analyze motifs and author’s craft through writing
meanings
-create compositions with intention of comparing and
Activities:
contrasting different literary texts
-Finish romanticism questions from previous day
-use revision strategies to improve writing
-Begin reading “The Devil and Tom Walker” on page Activities:
310.
-Finish comparison/contrast essay
Assessment:
Assessment:
-Vocabulary test Unit 4, Level F
-Vocabulary test Unit 4, Level D
Accommodations:
-essays
-extended time
Accommodations:
-work sent to resource room if necessary
-none required
-some standard RTI as needed