October 20, 2014 - October 24, 2014
Monday, October 20
Tuesday, October 21
Wednesday, October 22
Thursday, October 23
Friday, October 24
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
from A Lincoln
Preface
from A Lincoln
Preface
"I Have a Dream"
from "Rosa Parks:My
Story"
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to compare
the approaches the authors
take.
CCRL1 Demonstrate
command of the conventions
of Standard English grammar
and usage when writing or
speaking.
CCRL2 Demonstrate
command of the conventions
of Standard English
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to compare
the approaches the authors
take.
CCRL1 Demonstrate
command of the conventions
of Standard English grammar
and usage when writing or
speaking.
CCRL2 Demonstrate
command of the conventions
of Standard English
"There Is A Longing"
and "I Hear America
Sing"
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR5 Analyze the structure
of texts, including how specific
sentences, paragraphs, and
larger portions of the text (e.g.,
a section, chapter, scene, or
stanza) relate to each other
and the whole.
CCRR7 Integrate and evaluate
content presented in diverse
formats and media, including
visually and quantitatively, as
well as in words.
Essential question
What was the dream? Did it
Standards
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR7 Integrate and evaluate
content presented in diverse
formats and media, including
visually and quantitatively, as
well as in words.
CCW4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
CCW5 Develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach.
CCW10 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
tasks, purposes, and
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCW5 Develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach.
CCRL3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
Essential question
Why is it important for different
capitalization, punctuation, and
spelling when writing.
Essential question
capitalization, punctuation, and
spelling when writing.
Essential question
How do extraordinary times
How do extraordinary times
DLP(Daily Language Practice)
audiences.
CCRLS3 Evaluate a speaker's
point of view, reasoning, and
use of evidence and rhetoric.
Essential question
produce extraordinary people?
produce extraordinary people?
Vocabulary
Is civil disobedience always a
DLP(Daily Language Practice)
Bellringer
Bellringer
creed, oppression, oasis,
bad thing?
Vocabulary
DLP(Daily Language Practice)
DLP(Daily Language Practice)
exalted
Bellringer
determination, endurance
Vocabulary
Vocabulary
Limited lecture
DLP(Daily Language Practice)
Limited lecture
despotic, chattel
cipher, censure
We will have a short lecture on
Vocabulary
Short discussion on Native
Limited lecture
Limited lecture
civil rights.
complied, manhandled
Americans and how
Short discussion about the civil
Short talk about the Mississippi
Graphic organizers
Limited lecture
Europeans changed their lives
war.
river.
n/a
Limited lecture over civil rights
forever.
Graphic organizers
Graphic organizers
Lesson
and what they are.
Graphic organizers
n/a
bubble map to portray Lincoln's
Start with introduction to
Graphic organizers
bi-fold paper to compare word
Lesson
personality.
writing to win
double bubble think map
usage.
vocabulary test unit 3
Lesson
give out topics and complete
comparing Rosa Parks to MLK
Lesson
vocabulary
Finish from A Lincoln Preface
assignment page.
Jr.
Pp.145-147
Start from A Lincoln Preface
Pp. 128-134
close reading of "I Have A
Lesson
compare the two poems, the
Pp. 128-134
Higher order thinking
Dream.
Pp.143-144 from "Rosa
meanings of each, and how
Higher order thinking
Why would a president be
P140-142
Parks:My Story"
the authors use language to
How did such a humble man
willing to violate the
I will model first paragraph and
Writing to win-advanced
get their points accross.
gain the U.S. Presidency?
constitution?
students will do one on their
organizer for argument
Higher order thinking
Summarizer(closer)
Summarizer(closer)
own, and finally review in
Higher order thinking
How do the authors compare
3-2-1 ticket out the door.
Think pair share about the
pairs.
Why is it important to go
Native american pride and
8:39-9:29AM
10th grade lit. 3rd period
story.
Higher order thinking
against established norms on
American pride? What are the
8:39-9:29AM
10th grade lit. 3rd period
What is the dream?
occasion?
similarities in the two poems?
How can this dream be
Summarizer(closer)
How are the poet's thoughts on
realized?
Review double bubble think
freedom and spirit linked?
What will it take for society to
maps with a partner.
Summarizer(closer)
live in harmony?
8:39-9:29AM
3-2-1 ticket out the door.
"Content of the Dead
Man's Pockets"
Standards
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
"Content of the Dead
Man's Pockets"
Standards
CCRR2 Determine central
ideas or themes of a text and
come true?
Bellringer
ethnic group to hold on to their
traditions?
Bellringer
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRL2 Demonstrate
command of the conventions
of Standard English
capitalization, punctuation, and
spelling when writing.
CCRL4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases by using context
clues, analyzing meaningful
word parts, and consulting
general and specialized
reference materials, as
appropriate.
Essential question
What are the important things
in Life?
Bellringer
DLP(Daily Language Practice)
Vocabulary
flimsy, convoluted
Limited lecture
limited lecture on making good
decisions.
Graphic organizers
Lesson
unit 4 vocab practice
Pp. 4-18. read and discuss
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRL2 Demonstrate
command of the conventions
of Standard English
capitalization, punctuation, and
spelling when writing.
CCRL4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases by using context
clues, analyzing meaningful
word parts, and consulting
general and specialized
reference materials, as
appropriate.
Essential question
Summarizer(closer)
10th grade lit. 3rd period
We will see what each group
"The Final Assault"
comes up with about the
speech.
8:39-9:29AM
10th grade lit. 3rd period
"Content of the Dead
Man's Pockets"
limited lecture on making bad
Standards
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRL2 Demonstrate
command of the conventions
of Standard English
capitalization, punctuation, and
spelling when writing.
CCRL4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases by using context
clues, analyzing meaningful
word parts, and consulting
general and specialized
reference materials, as
appropriate.
Essential question
decisions
What are the important things
Graphic organizers
Lesson
in Life?
What are the important things
in Life?
Bellringer
DLP(Daily Language Practice)
Vocabulary
grimace, deftness,
imperceptability
Limited lecture
unit 4 vocab practice
Bellringer
Standards
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to compare
the approaches the authors
take.
CCRR8 Delineate and
evaluate the argument and
specific claims in a text,
including the validity of the
reasoning as well as the
relevance and sufficiency of
the evidence.
CCW1 Write arguments to
support claims in an analysis
of substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
CCW4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
CCW7 Conduct short as well
as more sustained research
projects based on focused
questions, demonstrating
understanding of the subject
under investigation.
Essential question
8:39-9:29AM
10th grade lit. 3rd period
"The Final Assault"
Why would anyone want to
Standards
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to compare
the approaches the authors
take.
CCRR8 Delineate and
evaluate the argument and
specific claims in a text,
including the validity of the
reasoning as well as the
relevance and sufficiency of
the evidence.
CCW1 Write arguments to
support claims in an analysis
of substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
CCW4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
CCW7 Conduct short as well
as more sustained research
projects based on focused
questions, demonstrating
understanding of the subject
under investigation.
Essential question
summit Everest?
Why would anyone want to
Bellringer
summit Everest?
story
Pp. 4-18. read and discuss
DLP(Daily Language Practice)
DLP(Daily Language Practice)
Higher order thinking
story
Vocabulary
Vocabulary
why do people put so much
Higher order thinking
reveling, interminable
buffeted, precipitous,
importance on things that do
How important is it to succeed
Limited lecture
discernible, belay
not matter?
in your career? Is there
Limited lecture on knowing
Limited lecture
Summarizer(closer)
anything more important?
what is important in life and
Limited lecture about pushing
Short discussion about story
Summarizer(closer)
how and why you should
yourself to the limits
think pair share about how the
appreciate some things more
Graphic organizers
story will end.
than others.
n/a
Graphic organizers
Lesson
bi fold paper that has important
unit 4 vocab practice
and trivial things that people
focus on in life.
Lesson
unit 4 vocab practice
Pp. 4-18. read and discuss
story
Higher order thinking
Is your relationship with your
loved ones more important
than your career?
Summarizer(closer)
3 facts from the story to get out
the door.
Bellringer
DLP(Daily Language Practice)
Vocabulary
encroaching
Limited lecture
Limited lecture on going above
and beyond-literally.
Graphic organizers
n/a
Lesson
unit 4 vocab practice
writing to win-brainstorming
Intro to writing to win
complete assignment page
Pp.24-32-read and discuss
story
Higher order thinking
Why did these two guys decide
to climb a mountain that would
more than likely kill them?
What was in it for them?
Summarizer(closer)
3-2-1 ticket out the door
and jot list.
Pp.24-32-read and discuss
story.
Higher order thinking
What are the risks of boldly
going where no man has gone
before? Would you? Why?
How? What preparations
would you have to make?
Would it be worth the effort?
Why?
Summarizer(closer)
think pair share on how it
would feel to be on top of the
world.