Teacher Name: Alyssa Duksta
Grade Level(s): 9
Building: Hazleton Area High School
Subject: Honors English I
Start Date(s): April 11, 2016
End Dates(s): April 15, 2016
Day
Objective (s)
Students will explain, interpret,
compare, describe analyze,
and/or evaluate character in a
variety of fiction.
DOK
Level
Materials /
Resources
Assessment of Objective (s)
3
While working in collaborative groups, students will
effectively analyze a specific character from Julia Alvarez's
novel In the Time of the Butterflies by creating a PowerPoint
presentation which will include textual evidence, studentgenerated discussion questions, and explanations of indirect
and direct characterization.
Laptops,
copies of In
the Time of
the
Butterflies by
Julia Alvarez
Formative- Observation/ Q+A
Summative-Overall presentation
will be assessed
Student Self-Assessment-Peer
review sheets
2
Students will deliver presentations about their group’s
character, engaging their follow classmates by analyzing
passages and prompting discussion questions.
Laptops,
copies of In
the Time of
the
Butterflies by
Julia Alvarez
Formative-Observation/Q+A
Summative- Overall presentation
will be assessed
Student Self-Assessment-Q+A
Students will analyze theactions, motives, dialogue,
emotions/feelings, traits, an
relationships between
characters within fictional text.
1
Activities / Teaching Strategies
Grouping
DAILY PLAN
Students will collaboratively
organize an analysis of a
particular character and
identify indirect and direct
characterization techniques
Students will accurately cite
meaningful textual evidence to
support their analysis of a
specific character.
Students will explain, interpret,
compare, describe analyze,
and/or evaluate character in a
variety of fiction.
2
Students will analyze theactions, motives, dialogue,
emotions/feelings, traits, an
relationships between
characters within fictional text.
Students will collaboratively
organize an analysis of a
particular character and
identify indirect and direct
characterization techniques
Students will accurately cite
meaningful textual evidence to
support their analysis of a
specific character.
Students will analyze how a
complex character develops
over a novel in their
interactions with other
characters.
Students will evaluate a
speaker’s perspective,
reasoning, and use of evidence
and rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence.
3
1
2
Students will develop an understanding of the art of rhetoric
and modes of persuasion by applying their knowledge to
different aspects of a selected speech. Next, students will
read, “Letter from Birmingham Jail” by Martin Luther King
Junior while highlighting key ideas through a close reading
activity. Finally, students will identify ethos, pathos, and
logos within the letter.
PowerPoint
presentation,
speakers,
laptop, copies
of, “A Letter
to
Birmingham
Jail” mode of
persuasion
worksheet,
highlighters,
pencils
Formative- Observation/Q+A
Summative-Students will use
information for unit’s
performance task
Student Self-Assessment-Student
guided work
3
In collaborative groups, students will choose a speech with
rhetorical significance. To prepare for an in depth rhetorical
laptops,
printed
Formative-Observation/Q+A
Summative-Students will be
Students will analyze how
words and phrases shape
meaning and tone in texts.
Students will determine an
author’s particular point of
view and analyze how rhetoric
advances the point of view.
4
Students will use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to
display information flexibly and
dynamically
3
5
Students will use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to
display information flexibly and
dynamically.
analysis of the speech, students will use highlighters to
perform a close read of the speech while identifying tone,
mood, diction, syntax, and rhetorical devices.
copies of
chosen
speech,
highlighters
graded on presentation and
content
Student Self-Assessment-Peer
assessment sheets
Students will begin creating their group’s rhetoric
PowerPoint presentation.
laptops,
printed
copies of
chosen
speech,
highlighters
Formative-Observation/Q+A
Summative-Students will be
graded on presentation and
content
Student Self-Assessment-Peer
assessment sheets
Teacher Name: Alyssa Duksta
Building: Hazleton Area High School
Subject: English III
Start Date(s): April 11, 2016
End Dates(s): April 15, 2016
Grade :11 Level(s):
Da
y
Objective (s)
Students will determine and
analyze the relationship
between two or more central
ideas of a text, including the
development and interaction of
the central ideas; provide an
objective summary of the text.
1
DOK
Level
2
Activities / Teaching Strategies
Students will complete a graphic organizer plot diagram,
identifying plot elements in The Crucible by Arthur Miller.
Next, students will independently complete guided reading
questions for Act II of The Crucible.
Grouping
DAILY PLAN
Materials /
Resources
The Crucible
by Arthur
Miller
Assessment of Objective (s)
Formative- Observation/Q+A
Summative- Act II Test
Student Self-Assessment- Q+A
Plot diagram
graphic
organizer
Copy of
guided
reading
questions
Students will cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences and conclusions
based on and related to an
author’s implicit and explicit
assumptions and beliefs.
Students will identify how
situational, dramatic, and
verbal irony are used within the
text.
Students will assess a
character's motives, beliefs,
and actions based off of direct
and indirect characterization.
2
Students will analyze theactions, motives, dialogue,
emotions/feelings, traits, and
relationships between
characters within fictional text.
3
Students will work collaboratively in small groups to analyze
a specific character's motives, actions, and dialogue by
creating a character poster, citing textual evidence and
applying characterization techniques to 'teach' the class
about that character.
Poster paper,
markers,
pencils,
textbooks
Formative-Observation/Q+A
Summative-Overall product and
presentation
Student Self-Assessment-Student
Peer Review sheets
Students will evaluate how
words and phrases shape
meaning and tone in texts.
3
5
Students will read Act III of The Crucible and participate in
whole class discussion.
The Crucible
by Arthur
Miller
Formative-Q+A
Summative-Act III test
Student Self-Assessment-Q+A
2
Students will read Act III of The Crucible and participate in
whole class discussion.
The Crucible
by Arthur
Miller
Formative-Q+A
Summative-Act III Test
Student Self-Assessment-Q+A
Students will view the 2004 movie production of the play, as
well as create a compare and contrast diagram to assess the
film’s reproduction of the original text.
2004 film
adaptation of
The Crucible
Formative-Observation/Q+A
Summative-Act III Test
Student Self-Assessment-Guided
Worksheet
Students will participate in
discussions that will exercise
speaking and listening skills
paired with grade level topics,
such as theme.
Students will evaluate how
words and phrases shape
meaning and tone in texts.
4
2
Students will participate in
discussions that will exercise
speaking and listening skills
paired with grade level topics,
such as theme.
Students will analyze multiple
interpretations of a story,
drama, or poem (e.g., recorded
or live production of a play or
recorded novel or poetry),
evaluating how each version
interprets the source text.
(Include at least one play by
Shakespeare and one play by
an American dramatist.)
Subject :English I
Da
y
DOK
Level
Objective (s)
Activities / Teaching Strategies
Grade Level(s): 9
Materials /
Resources
Assessment of Objective (s)
3
Students will listen to the audio clip of, “I Have a Dream” by
Martin Luther King Junior. As the students listen to the audio
clip, they will follow along in their printed copies of the
speech. After every selected chunk, students will list key
ideas of the speech, and identify any rhetorical devices that
were used. By the end of the speech, students will have
developed a thorough understanding of its meaning and its
rhetorical approaches.
Audio clip,
copies of
speech,
highlighters,
pencils
FormativeObservation/Q+A/Class
Discussion
Summative-Speech Analysis
Student Self-Assessmenthighlighting/annotations
Students will gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess the
usefulness of each source in
answering the research
question.
2
Students will complete a WebQuest in order to explore
various historical aspects of the Holocaust, as well as key
events in Eli Wiesel's life.
WebQuest
packets,
computers
FormativeSummativeStudent Self-Assessment-
Students will analyze how an
author’s choices concerning
how to structure a text, order
events within it and manipulate
time create an effect.
3
Students will independently read the first chapter of Night
by Eli Wiesel while using post it notes to perform a close
read, noting key events and figurative language use.
Copies of
Night by Elie
Wiesel
Formative-Observation
Summative-Sections 1 and 2
Assessment
Student Self-Assessment-Post it
notes and annotations
Students will evaluate a
speaker’s perspective,
reasoning, and use of evidence
and rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence.
1
Start Date(s): April 11, 2106
End Dates(s): April 15, 2016
DAILY PLAN
Grouping
Teacher Name: Alyssa Duksta
Building: Hazleton Area High School
Students will analyze how
words and phrases shape
meaning and tone in texts.
Students will determine an
author’s particular point of
view and analyze how rhetoric
advances the point of view
2
3
Students will determine the
point of view of the text and
analyze the impact the point of
view has on the meaning of the
text.
Students will read
independently and sufficiently.
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.
2
Students will complete an assessment in identifying specific
figurative language used in the novel thus far.
3
Students will independently read the second chapter of
Night by Eli Wiesel while using post it notes to perform a
close read, noting key events and figurative language use.
Copies of
figurative
language
worksheet,
copies of
novel
Formative-Class
Discussion/Observation
Summative-Figurative Language
Worksheet
Student Self-AssessmentDiscussion
4
Students will respond to
perform text dependent
analysis questions, citing
thorough textual evidence to
support their responses.
Students will analyze how an
author’s choices concerning
how to structure a text, order
events within it and manipulate
time create an effect.
5
Students will determine the
point of view of the text and
analyze the impact the point of
view has on the meaning of the
text.
Students will read
independently and sufficiently.
Copies of
Night by Elie
Wiesel
Formative-Observation
Formative-Observation
Summative-Sections
Summative-Section 1+2
1 Assessment
Assessment
Student Self-Assessment-Post it
Student
Self-Assessment-Post
it
notes and
annotations
notes/annotations