Diaz Week 23 Feb 28- Mar 3 English 10 H Monday Materials: https://drive.google.com/drive/folders/1jIuH9GLoIeK02JB5phWUeWj6Tnj5eG8O?usp=sharing Unit Title Novel Study: Lord of the Flies Lesson Title State Standards Psychology of Tribalism RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2 Determine a central idea of a text and analyze 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. Assessment Essential Question How will you analyze informational text as they relate to a work of literature? How can you relate tribalism to your daily life? How is the tribe mentally presented in the novel? Lesson Objective Students will be able to explain analysis of an informational text using textual evidence (SWBAT) Students will be able to evaluate the central idea of an informational text as it relates to a work of literature. Do Now RACES Paragraph Practice: Read the passage and write a 5 sentence paragraph using the RACES format. (TPT - Quick Write) Share your answer with a neighbor (TPT-Turn and Talk) 5 minutes Misconception 5 minutes Mini Lesson 25 minutes Teacher will present a series of statements regarding the “tribal” mentality for students to respond to on a scale of Strongly Agree - Strongly Disagree. I am a part of a group of people that share my values, morals, and ethics. It is important for me to feel a sense of belonging no matter what the cost Diaz Week 23 Feb 28- Mar 3 English 10 H Work Period 20 minutes I make decisions based on what the majority of the people around me believe My beliefs depend on the beliefs of the majority of a group of people My actions depend on the actions and behaviors of the majority of a group of people My identity is depended upon my acceptance by a group of people I must belong to a group of people who share my values in order to feel protected I will follow the leader of my group even if I don’t agree with their decisions I believe the group I belong to is superior to all other groups. Those who don’t belong to the same group as me are my enemies. → Which statement did you agree and disagree with the most? Explain your reasons using specific examples. (Quick Write - Turn and Talk) Teacher will review informational reading and annotation techniques Students will participate in a read aloud with the teacher of the article, “Madness of Humanity: Tribalism” answering regents aligned questions during and after reading. Students will participate in 10 minutes of independent reading of the class novel. Reading Prompt: Consider the ways in which the boys on the island share a Tribal Mentality. Closure In 3-5 complete sentences, explain how the Tribalism article directly relates to what is happening to the group of boys on the island. (TPT - Quick Write) 3 minutes Exit Ticket Which of the following quotes from the novel BEST describes the boy’s “Tribal” mentality? Justify your answer! 3 minutes “The others, waiting in the grass, saw Jack and Ralph unharmed and broke cover into the sunlight. They forgot the beast in the excitement of exploration.” (107) “The clamor broke out. Some of the boys wanted to go back to the beach. Some wanted to roll more rocks. The sun was bright and danger had faded with the darkness.” (109) “The chant rose ritually, as at the last moment of a dance or a hunt. ‘Kill the pig! Cut his throat! Bash him in!’ Ralph too was fighting to get near… The desire to squeeze and hurt was over-mastering” (115). “Argument started again. Ralph held out the glimmering conch and Maurice took it obediently. The meeting subsided.” (88) Diaz Week 23 Feb 28- Mar 3 English 10 H Homework Tuesday https://app.edulastic.com/author/tests/verid/620d30e556e818000a1f124d Unit Title Novel Study: Lord of the Flies Lesson Title State Standards Assessment Day RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 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 RL.9-10.3 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. RL 9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Assessment LOTF Test 2: Essential Question How will you demonstrate your understanding of what you have read of the novel so far? Diaz Week 23 Feb 28- Mar 3 English 10 H Lesson Objective Students will be able to explain analysis of theme in a work of literature. (SWBAT) Students will be able to explain analysis of characters and conflicts in a work of literature. Students will be able to summarize the plot of a work of literature. Students will be able to evaluate figurative language in a work of literature. Do Now Sort the plot events from the novel (TPT: Pair-Share) 5 minutes Ralph calls a meeting to try to reset order on the island and Piggy’s glasses are broken during an argument Samneric see the dead pilot on top of the mountain and think he’s the beast The older boys search the island for the beast Jack and Ralph argue during a meeting about the beast and Jack calls for a reelection for chief in which he loses so he decides to create his own tribe Jack and the hunters kill a mother pig and leave her head on a stick as an offering to the beast Ralph and Piggy realize most of the older boys have abandoned them for Jack’s tribe Simon speaks to the “lord of the flies” Ralph and Piggy go the Castle Rock to try to reason with Jack Simon discovers that the beast is really just a dead pilot and attempts to inform the others Simon is killed during a frenzy fueled by fear and paranoia of the beast Misconception 5 minutes Mini Lesson 25 minutes Teacher will review the do now. (TPT: Share Out) White Board Hold Up: From 0-5, (Low-High), rank the following topics based on how confident you feel about them for the test. Plot Events, Characters, Conflicts, Symbolism, Figurative Language, Theme Teacher will review chapters 5-9 based on student responses. Diaz Week 23 Feb 28- Mar 3 English 10 H Work Period Students will use the work period to complete the LOTF Quiz. 20 minutes Students who finish early will have the option of silent reading or completing a LOTF fill in the blank vocabulary activity for extra credit. Closure n/a 3 minutes Exit Ticket n/a 3 minutes Homework Reading goal Chapter 12 Wednesday Unit Title Lesson Title State Standards Novel Study Lord of the Flies Juvenile Justice W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Assessment Essential Question How will you justify your opinions on a topic using clear and coherent writing? Lesson Objective Students will be able to create a work of writing to analyze a specific topic. (SWBAT) Students will be able to defend a claim in their writing using reasoning and evidence. Diaz Week 23 Feb 28- Mar 3 English 10 H Do Now 5 minutes Do you believe that children should be tried and punished the same as adults for similar crimes? Explain your answer using evidence from your own experiences or knowledge. (TPT: Quick Write) Misconception 5 minutes Mini Lesson Teacher will introduce the article “Do Juvenile Killers Deserve Life Behind Bars?” and lead the class in a read aloud, stopping periodically to check for comprehension. 25 minutes Teacher will pose the question for students to answer on the ppt with Peardeck (TPT): How does this relate to the boys’ actions on the island? Teacher will introduce the writing assignment. (On Google Classroom) Writing Prompt: Imagine that the boys’ murder of Simon was discovered upon their rescue. Should they be held accountable for their actions and face criminal charges for murder? Explain and defend your answer using specific reasons and evidence from the article. Use the RACES format to structure your paragraphs. (Writing requirement: 2-3 paragraphs) Work Period Students will use the work period to write their responses to the prompt. 20 minutes Students who finish early will use the remainder of the work period to continue reading the class novel. Reading Prompt: Consider the boys’ behavior on the island. Are they liable for their actions? Closure 3 minutes Students who volunteer will share their claims and reasons with the class. Those who do not share out will be asked to respond with why they agree or disagree with the shared claims. Exit Ticket 3 minutes Which of the following pieces of evidence BEST supports the main idea of the article “Do Juvenile killers deserve life behind bars?” Justify your answer. (Peardeck) Diaz Week 23 Feb 28- Mar 3 English 10 H A. “…a mandatory punishment of life without parole for a 14-year-old is cruel and unusual punishment because the defendant's age and background…cannot mitigate punishment.” (Paragraph 9) B. “Fourteen-year-olds, for instance, are not allowed to drink, to marry, to vote, to serve on juries or even to drive.” (Paragraph 14) C. “‘The one thing that we don't know is what the potential of the life would be that was snuffed out in the crime...’” (Paragraph 24) D. “‘It takes them years before they even get what it means to be sentenced to life in prison without parole, because they're just not used to thinking that far ahead.’” (Paragraph 32) Homework Reading goal chap 12 Thursday Unit Title Lesson Title State Standards Novel Study Lord of the Flies Final Unit Project RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 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 RL.9-10.3 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. RL 9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a Diaz Week 23 Feb 28- Mar 3 English 10 H formal or informal tone). RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Assessment Essay Essential Question How will you demonstrate your comprehension and analysis of a work of literature? Lesson Objective Students will be able to explain analysis of theme using specific text evidence (SWBAT) Students will be able to explain analysis of complex characters and conflicts using specific text evidence Students will be able to explain analysis of symbolism using specific text evidence Students will be able to summarize and interpret plot events using specific text evidence Students will be able to present information and analysis appropriately through an organized and developed essay. Do Now Create a list of 3 pros and cons for writing an essay. Explain your answer using specific details from your own experiences. (TPT: White Board Hold Up) 5 minutes Misconception 5 minutes Mini Lesson 5 minutes Teacher will introduce the requirements for the final project for Lord of the Flies Teacher will present rubric for the project Diaz Week 23 Feb 28- Mar 3 English 10 H Work Period Students will use the work period to begin working on the Lord of the Flies Unit Project. The assignment will be due Tuesday March 8, 2022. 40 minutes Closure Explain in 3 sentences: How did you use evidence to support your essay? 3 minutes Exit Ticket In 3-5 complete sentences, explain how analyzing literary devices is important to your understanding of the novel. (TPT: Quick Write) 3 minutes Homework Students will work on this assignment during the weekend to bring into class Monday for a final review and finishing touches to submit Tuesday.
