Teacher: Leslie Colvin
Week 1: August 18-22
Day
Learning Target
M-T
I can compare and
contrast how a
theme or central
idea of a text is
developed in an
academic and a
literary nonfiction
text.
W
I can identify
types of phrases
and use them in
writing.
I can revise writing
to include phrases
Course: English II
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
*****Finish Activity 1.2 – Communicating Effectively (only 5-8 minutes)
Activity 1.3- Exploring Cultural Identity
 Think Pair Share - Before Reading- question 1
 Independent Read- “What is Cultural Identity?”
 Mark the Text- highlight new cultural vocabulary while reading. Write the list
of new words in the “My Notes” column in the book
 Identify- features of the text (question as the title, boldfaced headings to
help focus the reader’s attention)
 Whole Group Reading- reread first two paragraphs aloud. What is the focus
of this definition of cultural identity?
 Discuss- what is meant by “cultures are dynamic”?
 Discuss- academic voice
 Think Pair Share- After Reading questions
 Discuss- “How does the title introduce the topic without being explicit? What
makes this an effective title?”
 Whole Group Reading- paragraphs 1-2
 Group Work- identify stylistic choices the writer makes that are
characteristic of a more informal voice.
 Group Discussion- After Reading Questions (answer in book)
 Writing Prompt- Choose a characteristic of culture and use it to explain your
cultural identity.
 Annotating- students annotate their own writing to identify several stylistic
choices that contribute to their informal voice.
Activity 1.4- Language and Writer’s Craft: Syntax
 Independent Read- “Understanding Phrases” and definition of syntax
 Think Pair Share- definition of syntax and its components
 Grammar- handbook pgs 398-400
 Whole Group Discussion- gerunds, participles, and infinitives
 Pair Work- label sample sentences, write model sentences
 Discuss- prepositional and appositive phrases (word list)
After Reading
Questions
Finish writing
prompt
Writing
prompt
Writing
annotation
Materials
Technology
Resources
Media
Highlighters
Paper for word webs
Writing
annotation
Model
sentences
Check Your
Understanding
Springboard
Prepositional and
appositive word lists
and parenthetical
expressions.
THF
I can analyze how
two characters
interact and
develop over the
course of a text to
explain how
conflict is used to
advance the
theme of a text.

Pair Work- label appositive and prepositional phrases in sample sentences.
Write model sentences
 Discuss- parenthetical expressions
 Independent work- write model sentences using parenthetical expressions
 Assessment- Check Your Understanding (writing revision)
Activity 1.5- “Two Kinds” of Cultural Identity
 Four Corners- students move depending on reaction to each statement. Each
group justifies their decisions before moving to the next statement.
 Think Pair Share- brainstorming prompt
 Before Reading- read info on Amy Tan and predict the conflict in the story
based on the biographical information.
 During Reading- identify the conflict, its causes, its resolution, and its
connection to the work as a whole.
 Think Aloud (Questioning the text)- Chunk #1
 Marking the Text and Generating Questions- generate questions in the
margins and mark the text with their thoughts as they read
 Analyzing While Reading (pg. 19)- analyze the author’s use of phrases
 Analyzing While Reading (pg. 20)- How would you describe the syntax and
what is the effect on the perception of the mother?
 Discussion Circle- groups gather their five best questions while reading,
Writing
Prompt
Writing
Prompt
discuss with group members
 Graphic Organizer- after reading graphic organizer
 Writing Prompt
 Group Work- Check Your Understanding
Differentiation Strategies/Modifications
x
Anchor Activities
x
Extended Time
x
Chunking
x
Modified Assignments
x
Flexible Grouping
x
Rephrase Directions
Jig-Saw
x
Prompting/Cueing
Learning Center/Stations
Reading/Scribing
Tiered Activities
Learning Contracts
Interest Groups
Independent Study
Literature Circles
x
AP/Honors
Multiple Intelligence Options
Mentorships
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
“Four Corners” signs