Teacher Name: Alyssa Duksta
Grade Level(s): 9
Building: Hazleton Area High School
Subject: Honors English I
Start Date(s): April 25, 2016
End Dates(s): April 29, 2016
DAILY
PLAN
D
O
K
Day
Objective (s)
Students will determine an author’s
particular point of view and analyze how
rhetoric advances the point of view.
L
e
v
e
l
Activities / Teaching Strategies
G
r
o
u
p
i
n
g
Materials / Resources
Students will present their rhetorical analysis PowerPoint projects.
Laptops, projector
FormativeObservation/Q+A
SummativePerformance Taskpresentation
Student SelfAssessment-Q+A
-Complete rhetorical analysis presentations
Laptops, projector
FormativeObservation/Q+A
SummativePerformance taskpresentation
Student SelfAssessment-Q+A
Students will Conduct short as well as
more sustained research
projects to answer a question
(including a self-generated
question) or solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject,
demonstrating understanding
of the subject under
investigation.
-PDN
-Stations activity for background information regarding the
Holocaust
(Students will rotate stations (each including a different learning
resource for an aspect of the Holocaust)and summarize information
learned at each)
-Ticket it out the door
-Laptops, Holocaust
resources regarding the
following topics: The
Ghettos, Causes of WWII,
Hitler's Propoganda, Elie
Wiesel background
information, and Auschwitz
Formative-Observation
Summative- Assess
outline created based
off of information
learned
Student SelfAssessment-Ticket out
the door
Students will write routinely over extended
time frames (time for research, reflection,
and revision) and shorter time frames (a
single sitting or a day or two) for a range of
discipline-specific tasks, purposes and
-PDN
-Writing workshop mini-lesson (writing a thesis statement and
transitions)
-Independent practice-writing thesis statements
-Ticket out the door
-Worksheets, laptop,
projector
FormativeObservation/Q+A
Summative- Friday's
writing assignment
Student Self-
1
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
Students will analyze how words and
phrases shape meaning and tone in texts.
3
4
Assessment of Objective
(s)
audiences.
5
Assessment-Ticket out
the door
Students will initiate and participate
effectively in a range of collaborative
discussions on grades level topics, texts,
and issues, building on others’ ideas and
expressing their own clearly and
persuasively.
-Pre-assessment
-Jigsaw activity
-Post-lesson writing piece
-Ticket out the door
Teacher Name: Alyssa Duksta
Grade Level(s): 11
Building: April 29, 2016
Plickers Application
materials, JigSaw materials,
rubrics
Subject: English III
FormativeObservation/Q+A
Summative- Essay
Student SelfAssessment-Ticket out
the door
Start Date(s): April 25, 2016
End Dates(s): April 29, 2016
DAILY
PLAN
D
O
K
Day
Objective (s)
L
e
v
e
l
Activities / Teaching Strategies
G
r
o
u
p
i
n
g
Materials / Resources
Analyze the interaction and development
of a complex set of ideas,
sequence of events, or
specific individuals over the
course of the text.
-Complete Storyboard activity, as well as reflective essay
Laptops, rubric
Formative- Observation
SummativeEssay/Storyboard
Student SelfAssessment-Reflective
essay
Students will read and comprehend literary
non-fiction and informational text on grade
level, reading independently and proficiently.
-PDN
-Stations activity-background information on Great Depression and
John Steinbeck
-Ticket out the door
Formative- Observation
SummativeStudent SelfAssessment-Ticket out
the door
Students will write with a sharp distinct focus
identifying topic, task, and audience.
-PDN
-Watch, “Riding the Rails” Documentary
-RAFT essay instructions
-Ticket out the door
Laptops, materials for
background information
regarding the following
topics: the Great Depression,
migrant workers, Johnathan
Steinbeck, and
-Youtube.com, laptop,
projector, speakers,
assignment sheet
Students will write with a sharp, distinct
focus identifying topic, task, and audience.
-PDN
-Complete RAFT essay
-Begin reading Of Mice and Men by John Steinbeck
1
2
3
4
Assessment of Objective
(s)
Rubrics, copies of Of Mice
and Men
Formative-Observation
Summative-RAFT essay
Student SelfAssessment-Ticket out
the door
Formative-Q+A
Summative- RAFT
essay
5
Students will read and comprehend literary
fiction on grade level, reading independently
and proficiently
-Ticket out the door
Student SelfAssessment-Ticket out
the door
Students will read and comprehend literary
non-fiction and informational text on grade
level, reading independently and proficiently.
-PDN
-Continue reading Of Mice and Men by John Steinbeck
-Text-dependent quiz
-Ticket out the door
Quizzes, copies of Of Mice
and Men
Students will evaluate how an author’s
point of view or purpose
shapes the content and style
of a text
Teacher Name: Alyssa Duksta
Grade Level(s):9
Building: Hazleton Area High School
Subject: English I
Formative-Q+A
Summative-Quiz
Student SelfAssessment-Ticket out
the door
Start Date(s): April 25,2016
End Dates(s): April 29, 2016
DAILY
PLAN
D
O
K
Day
Objective (s)
Students will analyze how words and
phrases shape meaning and tone in texts.
1
Students will 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.
L
e
v
e
l
Activities / Teaching Strategies
-PDN
-Read Chapter 3 of Night by Elie Wiesel
-Short Write
-Ticket out the door
G
r
o
u
p
i
n
g
Materials / Resources
Short write rubric, copies of
Night by Elie Wiesel
Assessment of Objective
(s)
Formative- Q+A
Summative-Short
Writing
Student SelfAssessment-Ticket out
the door
Students will determine an author’s
particular point of view and analyze how
rhetoric advances the point of view.
Students will analyze how words and
phrases shape meaning and tone in texts.
2
Students will 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.
-PDN
-Chapter 3 text-dependent questions
-Review questions as class
-Ticket out the door
-Text-dependent
comprehension questions
Formative- Q+A
Summative- Textdependent questions
Student SelfAssessment-Ticket out
the door
-PDN
-Continue reading Night by Elie Wiesel
-Video clip-Elie Wiesel/Oprah a Auschwitz
-Ticket out the door
-Copies of novel,
youtube.com, projector,
speakers, laptop
Formative-Q+A
SummativeStudent SelfAssessment-Ticket out
the door
PDN
-Complete chapters four and five of Night
-Text-dependent analysis
-Ticket out the door
-Copies of novel
-Copies of Text-dependent
analysis
Formative-Q+A
Summative—Textdependent quiz
Student SelfAssessment-Ticket out
the door
Students will determine an author’s
particular point of view and analyze how
rhetoric advances the point of view.
Students will analyze how words and
phrases shape meaning and tone in texts.
3
Students will 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.
Students will determine an author’s
particular point of view and analyze how
rhetoric advances the point of view.
Students will analyze how words and
phrases shape meaning and tone in texts.
4
Students will 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.
Students will determine an author’s
particular point of view and analyze how
rhetoric advances the point of view.
Students will analyze how words and
phrases shape meaning and tone in texts.
5
Students will 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.
Students will determine an author’s
particular point of view and analyze how
rhetoric advances the point of view.
-PDN
-Night quiz
-Continue reading Night by Elie Wiesel
-Ticket out the door
-Copies of novel
-Copies of quiz
Formative-Q+A
Summative-Quiz
Student SelfAssessment-Ticket out
the door