Vision: Our Students…Our Community…Our Future…Together
Name: Richard Stanton
Date: Oct 27th-31st
Monday
English 1 CP
No school – report cards and parent conferences
Standards:
CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.3
Activity: rereading of selected passages from “Where Have You Gone, Charming Billy?”
Objectives : Determine a theme or central idea of a text and analyze in detail its development over the course 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.
Tuesday
Assessment: Students will cite passages that show Paul Berlin’s conflicting emotions
Note: Our approach to fiction and literary nonfiction is based on two major ways of understanding: analysis of writing
style and understanding of author/narrator’s perspective. Our reading routine involves a review of important literary
terms such as irony, point of view, setting, mood – whichever item seems most relevant to the story. We read aloud
for the first part of a story, then read silently. All students get the opportunity to complete the story without
unnecessary scaffolding or summary by others. We use close reading methods to focus on any part of the story that is
unclear or elicits contradictory interpretations from students during discussion. A brief writing activity, involving
citation of evidence from the text, might be included to help support an accurate understanding. We often put our
observations on the board and then analyze them as a group.
Continue vocab unit 9
CCSS.ELA-LITERACY.L.9-10.2.C CCSS.ELA-LITERACY.L.9-10.4.B CCSS.ELA-LITERACY.L.9-10.4.A
Activity: Continued study in the Vocabulary Workshop Level D programs
Objectives: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence)
as a clue to the meaning of a word or phrase.
Students will spell correctly, use patterns of word changes that indicate different meanings, learn synonyms and
antonyms to grade-level vocabulary, and use context to understand the meanings of words
Assessment: Vocabulary quiz 9
Wednesday
Standards:
Activity: Continue Points of View Reference Center research and writing activity
Objective: Conduct a guided research project
We are working on a guided research paper, using sources from the Points of View Reference Center, a database of information on
controversial topics that is provided on SCDiscus. For this paper, each student selected a topic based on interest. They are taking
notes on the three aspects of the controversy that the database covers: the overview of the topic, a perspective on the topic called the
“point,” and the contrary perspective, which is called the “counterpoint.” Students break into their topic by first verifying that they
understand most of the vocabulary, and using various strategies, including the use of dictionaries, to increase understanding. The
work up from the word level to the sentence and paragraph level until they can take accurate and useful notes on the topic in their
own words, either paraphrasing, summarizing, or making lists. Their writing goal is to use those notes to summarize the background
of the topic and the arguments used in the point and counterpoint perspectives. Their paper will be written in standard English and an
objective style, observing the language objectives established for English 1 in the 2007 ELA standards and the Common Core State
Assessment: paper will be graded on a rubric
Standards:
Thursday
CCSS.ELA-LITERACY.W.9-10.7
CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.3
Activity: Reading “The Cask of Amontillado
Objective Determine a theme or central idea of a text and analyze in detail its development over the course 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.
Assessment: Students will explain Montresor’s strategy for getting revenge and his use of verbal irony as part of his plot
Friday
CCSS.ELA-LITERACY.L.9-10.2.C CCSS.ELA-LITERACY.L.9-10.4.B CCSS.ELA-LITERACY.L.9-10.4.A
Vocabulary quiz 9
CCSS.ELA-LITERACY.W.9-10.7
Continue Points of View Reference Center Reading and Writing Activity (detailed description on Wednesday)