Teacher Name: Alyssa Duksta Grade Level(s): 9 Building: Hazleton Area High School Subject: Honors English I Start Date(s): May 2, 2016 End Dates(s): May 6, 2016 Day Objective (s) Students will read, understand, and respond to informational text-with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. DOK Level Activities / Teaching Strategies Grouping DAILY PLAN Materials / Resources Assessment of Objective (s) 2+3 -PDN -Continue Jigsaw activity -Reflection Excerpts/materi als of nonJewish Holocaust victims Formative- Observation/Q+A SummativeStudent Self-Assessment-Q+A 2 -PDN -Complete Argumentative Essay Outline -Discuss -Essay rubrics -Essay Brainstorming Sheet Formative-Observation/Q+A Summative-Argumentative Essay Draft Student Self-Assessment-Discussion 2 -PDN -Argumentative Essay Draft -Begin reading Night by Elie Wiesel -Ticket out the door -PDN -Continue reading Night/ close reading -Work on Argumentative Essay -Homework: Complete reflective worksheet -Copies of Night by Elie Wiesel Formative-Q+A Summative-Argumentative Essay Draft Student Self-Assessment-Ticket out the door Formative-Q+A/Discussion Summative-Argumentative Essay Student Self-Assessment-Reflective Worksheet -PDN -Review reflective worksheet -Continue Argumentative Essay -Homework: Read Night chapters Two and Three/Fill out Reflective Worksheet -Copies of reflective reading worksheet -Argumentative essay materials (rubric, 1 2 3 4 5 Students will initiatie and participate effectively in a range of collaborative discussions on gradelevel topics, texts, and issues, building on others’ ideas and expressing their own clearly persuasively. Students will write for different purposes and audiences, incorporating a counter claim as they develop an argumentative essay. Students will write for different purposes and audiences, incorporating a counter claim as they develop an argumentative essay. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting and focusing on addressing what is most significant for a specific purpose and audience. Students will synethsize meaning from fiction, identifying important quotations and their meaning. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting and focusing on addressing what is most significant for a specific purpose and audience. 3 3 -Post it notes -Copies of Night by Elie Wiesel -Copies of reflective reading worksheet Formative-Observation Summative-Argumentative Essay Student Self-Assessment-Reflective Worksheet (homework) Students will synethsize meaning from fiction, identifying important quotations and their meaning. brainstorming sheet) Teacher Name: Alyssa Duksta Grade Level(s):11 Building: Hazleton Area High School Subject: English III Start Date(s): May 2, 2016 End Dates(s): May 6, 2016 Day 1 2 3 4 5 Objective (s) Students will read independently, analyzing the author’s diction and how it contributes to indirect and direct characterization. Students will evaluate how words and phrases shape meaning and tone in texts. Students will evaluate how words and phrases shape meaning and tone in texts. 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. Students will collaboratively analyze selected sections of the text in order to evaluate the author’s chosen structure and diction. Students will initiate and participate in collaborative discussions regarding the symbolism of a novel, as well as make connections between the novel and significant historical events. Teacher Name: Building: DOK Level Grouping DAILY PLAN Activities / Teaching Strategies Materials / Resources Assessment of Objective (s) -PDN -Read Chapter 2 Of Mice and Men -Class Discussion 2 Copies of novel Formative- Discussion SummativeStudent Self-Assessment-Class Discussion -PDN -Chapter 3 Of Mice and Men quiz 2/ 3 Copies of quizzes and of novel -PDN -Close reading of Chapter 4 Of Mice and Men -Close reading reflection 3 -Copies of close reading worksheet -Copies of novel Formative-Observation Summative Chapter 3 QuizStudent Self-Assessment-N/A Formative-Observation/Q+A Summative-N/A Student Self-Assessment-Close Reading -PDN -Group close reading of Chapter 5 Of Mice and Men -Group Presentations 3 -PDN -Continue Group presentations -Silent Sustained Close Reading 3 -Copies of Of Mice and Men -Group Presentation Rubric -Post it notes -Poster paper -Markers -Poters -Markers -Post it notes -Copies of novel Subject: Start Date(s): End Dates(s): DAILY PLAN Formative-Observation Summative-Group Close Reading Student Self-Assessment-Peer Review Formative-Observation/Q+A Summative-Group Close Reading Student Self-Assessment-Peer Review Grade Level(s): Objective (s) DOK Level Activities / Teaching Strategies 3 4 5 Materials / Resources Assessment of Objective (s) Students will analyze an informational piece of nonfiction for the author’s purpose. -PDN -Continue close reading of “Segregated From Its History, How “Ghetto” Lost Its Meaning by Camilia Domonoske -Review Comprehension Questions -Copies of, “Segregate From Its History, How “Ghetto” Lost Its Meaning” by Camilia Domonoske Formative-Observation Summative-Close Reading Questions Student Self-Assessment-Q+A Students will read independently and sufficiently, analyzing the author’s word choice and the purpose of the author’s figurative language. Students will read independently and sufficiently, analyzing the author’s word choice and the purpose of the author’s figurative language. Students will read independently and sufficiently, analyzing the author’s word choice and the purpose of the author’s figurative language. Students will analyze a piece of non-fictional writing by annotating and highlighting the piece of writing for key ideas, author’s opinions, and use of modes of persuasion. -PDN -Continue reading Night by Elie Wiesel -Text-dependent analysis quiz -Ticket out the door -Copies of novel -Copies of textdependent quiz -PDN -Continue reading Night by Elie Wiesel =Comprehension Questions -Ticket out the door -Copies of novel -Copies of Comprehensio n questions -Copies of Night by Elie Wiesel Formative-Q+A Summative-Text-dependent analysis quiz Student Self-Assessment-Ticket out the door Formative-Q+A/Observation Summative-Comprehension Questions Student Self-Assessment-Ticket out the door Formative-Observation/Class Discussion Summative-N/A Student Self-Assessment-Close Reading (post it notes) Formative-Q+A Summative-Close Reading Student Self-Assessment- 1 2 Grouping Day -PDN -Review Comprehension Questions -Continue reading Night by Elie Wiesel, utilizing Close Reading method -PDN -Close reading of Elie Wiesel’s Nobel Peace Prize Speech -Copies of Elie Wiesel’s Nobel Peace Prize -Highlighters