Teacher: Leslie Colvin
Week 7: September 22-26
Day
Learning Target
M
I can analyze a
work of fiction to
determine and
explain the theme
of the work.
T
I can compare and
contrast how two
different authors
explore similar
subjects and
themes.
WTh
I can compare and
contrast characters
in a nonfiction
text.
Course: English 2
Unit 1: Cultural Conversations
Essential Questions:
 How do cultural experiences shape, impact, or influence our identity and perceptions?
 How do we synthesize multiple sources of information into a cohesive argument?
Activities
Assessment
Homework
Student-Centered Learning Experiences
Differentiation
Activity 1.12- Perspectives on Heritage: Fiction (2 days)
 Quickwrite- Before Reading prompt
 Graphic Organizer- read “Everyday Use” independently while completing
one section of a SIFT chart to analyze the piece. Guide student reading,
stopping at determined points to ask questions that analyze the syntax and
structure of the story (points 4, 5, 6, 7, 8)
 Small Groups- share SIFT with groups and develop a thematic statement for
the story.
 Compare and Contrast- “Everyday Use” and “My Mother Pieced Quilts”
 Jigsaw- compare questions and answers
 Comparing Claims- Create a claim and counterclaim for “Everyday Use” or
“My Mother Pieced Quilts”
 Writer’s Craft- Phrases and Clauses- take notes in Reader/Writer Notebook
 Writing Prompt- Write a claim and counterclaim responding to the
Embedded Assessment 2 prompt, using Maggie and Dee/Wangero as your
subjects. Develop each claim into a paragraph.
Activity 1.12- Perspectives on Heritage: Fiction (2 days)- continued
 Quickwrite- Before reading activity
 Whole Group Discussion- quickwrite
 Chunking/Independent Reading- “Everyday Use” with Key Ideas and
Detail questions while reading- read in chunks then discuss as we go (points
4,5,6,7,8
 Graphic Organizer- SIFT individually
 Small Group/Graphic Organizer- compare texts using venn diagram
 Developing Claims/Counterclaims
 Discussion- Phrases and Clauses
 Assessment- Check Your Understanding- writing prompt (use a phrase or
clause we talked about)
Activity 1.13- Perspectives on Heritage: Nonfiction
 Quickwrite- Before Reading activity
 During Reading- Collaborative Reading Roles
 Guided Reading- author’s syntax (direction 4)
 Think Pair Share- After Reading question 4
 Graphic Organizer- M Chart
Writing
Prompt
Materials
Technology
Resources
Media
Springboard
Writing
Prompt
Springboard
M Chart
Springboard
Timed Writing
Prompt
F
I can draw
conclusions about
individuals’
responses to
culture and explain
conclusions in a
timed essay.
I can analyze the
structure of an
argument.
I can construct an
argument
effectively in a
persuasive letter.


Partner Work- compare the sisters with those in “Everyday Use”
Assessment- Check Your Understanding- Timed Writing Prompt (Outline)
Activity 1.14- Argumentation in “An Indian Father’s Plea”
 Think Pair Share- Before Reading Activity
 Marking the Text- significant details
 Graphic Organizer- Create a graphic organizer in Reader/Writer Notebook
for argument
 Read Aloud- small groups
 Annotation- elements of argument and Key Ideas and Details



Check Your
UnderstandingLetter
questions
Chunking- Chunk the text with small groups to address directions 5,6,
7,8
Graphic Organizer- elements of argument
Assessment- Check Your Understanding- Letter
Differentiation Strategies/Modifications
x
Anchor Activities
x
Chunking
x
Flexible Grouping
x
Jig-Saw
Learning Center/Stations
Tiered Activities
Interest Groups
x
Literature Circles
x
Multiple Intelligence Options
x
x
x
x
x
x
Extended Time
Modified Assignments
Rephrase Directions
Prompting/Cueing
Reading/Scribing
Learning Contracts
Independent Study
AP/Honors
Mentorships
x
x
x
x
x
x
x
Marzano’s Best Practices
Identifying Similarities & Differences
Summarizing & Note-Taking
Reinforcing Effort & Providing Recognition
Homework & Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing Hypothesis
Cues, Questions & Advance Organizers
Springboard