Teachers: Miller, Crowder, and McAllister
Day 1 5/4-5/5
Day 2 5/6-5/7
CCSS
W2a-f, W5, W7
W2a-f, W7, SL1a-d
Standard
Learning
Target
Conduct short as
well as more
sustained research;
synthesize multiple
sources on the
subject,
demonstrating
understanding of
the subject under
investigation.
Develop and
strengthen writing
as needed by
planning, revising,
editing, rewriting, or
trying a new
approach, focusing
on addressing what
is most significant
for a specific
purpose and
audience.
Dates: 5/4-5/15
Day 3 5/8-5/11
W2a-f, W7, SL4, SL5
Write informative/
explanatory texts to
examine and convey
complex ideas,
concepts, and
information clearly
and accurately
through the effective
selection,
organization, and
analysis of content.
Subject: English III
Day 4 5/12-5/13
SL4, SL5, W6
Present information,
findings, and supporting
evidence, conveying a
clear and distinct
perspective, such that
listeners can follow the
line of reasoning,
alternative or opposing
perspectives are
addressed, and the
organization,
Write
development, substance,
informative/explana
Develop and
and style are appropriate
tory texts to
Write
strengthen writing as to purpose, audience, and
examine and convey informative/explana needed by planning,
a range of formal tasks.
complex ideas,
tory texts to
revising, editing,
concepts, and
examine and convey rewriting, or trying a Make strategic use of
information clearly
complex ideas,
new approach,
digital media in
and accurately
concepts, and
focusing on
presentations to enhance
through the
information clearly
addressing what is
understanding of
effective selection,
and accurately
most significant for a findings, reasoning, and
organization, and
through the
specific purpose and evidence to add interest.
analysis of content.
effective selection,
audience.
organization, and
Use technology, including
Develop and
analysis of content.
Present information, the Internet, to produce,
strengthen writing
findings, and
publish, and update
Day 5 5/14-5/15
SL4, SL5, SL6
Present information,
findings, and supporting
evidence, conveying a
clear and distinct
perspective, such that
listeners can follow the
line of reasoning,
alternative or opposing
perspectives are
addressed, and the
organization,
development, substance,
and style are appropriate
to purpose, audience, and
a range of formal tasks.
Make strategic use of
digital media in
presentations to enhance
understanding of
findings, reasoning, and
evidence to add interest.
Adapt speech to a variety
of concepts and tasks,
demonstrating a
as needed by
planning, revising,
editing, rewriting, or
typing a new
approach, focusing
on addressing what
is most significant
for a specific
purpose and
audience.
Bell Ringer
76) What happens
when you wait until
the last minute to do
things? Explain.
Initiate and
participate
effectively in a range
of collaborative
discussions with
diverse partners on
topics, texts, and
issues, building on
others’ ideas and
expressing their
own clearly and
persuasively.
77) Based on your
effort this year,
what grade do you
deserve? Explain.
supporting evidence,
conveying a clear and
distinct perspective,
such that listeners
can follow the line of
reasoning,
alternative or
opposing
perspectives are
addressed, and the
organization,
development,
substance, and style
are appropriate to
purpose, audience,
and a range of formal
tasks.
Make strategic use of
digital media in
presentations to
enhance
understanding of
findings, reasoning,
and evidence to add
interest.
78) What is the most
helpful thing you
have learned this
year in English?
individual or shared
writing products in
response to ongoing
feedback, including new
arguments or
information.
command of formal
English when indicated
or appropriate.
79) What are your plans
this summer? Explain.
N/A
Class
Agenda –
TSW
WRITING/
GRAMMAR
Finish rough drafts,
using parenthetical
citations
WRITING/
GRAMMAR
Peer edit rough
drafts and complete
handout
For those that finish
early, they can sort
note cards
according to the
order the quotes are
used in the paper.
Begin typing
revisions that begin
with topic outline,
paper, Works Cited,
and annotated
bibliography
Begin peer editing
SPEAKING/
LISTENING
Review Works Cited
Break into pairs and
read papers aloud,
making suggestions
for revision
Rough drafts must
be finished for
homework.
Explain.
WRITING/
GRAMMAR
Continue typing
and begin compiling
information and
working on
PowerPoint
presentation
PAPER due next class
with CHECKLIST and
everything else
Turn in EVERYTHING,
including final (typed) topic
outline, paper, and Works
Cited, annotated
bibliography, and WRITTEN
rough draft with proof of
editing, sources/copies of
sources with
highlighted/underlined
information, Bib (source)
cards, ten note cards in the
order they were used
WRITING/
GRAMMAR
Finish PowerPoint
presentation for exam
To be finished for
homework if not done
Presentations
Formative
Assessment
Daily grade for
completed rough
draft with citations
Daily grade peer
edit
Summative/
Homework
MUST BE FINISHED
FOR HOMEWORK
Teachers: Miller, Crowder, and McAllister
Day 1 5/18-5/19
Day 2 5/20-5/21
CCSS
SL4, SL5, SL6
SL4, SL5, SL6
Dates: 5/18-5/22
Day 3 5/22
SL4, SL5, SL6
Standard
Learning
Target
Present information,
findings, and
supporting
evidence, conveying
a clear and distinct
perspective, such
that listeners can
follow the line of
reasoning,
alternative or
opposing
perspectives are
addressed, and the
organization,
development,
substance, and style
are appropriate to
purpose, audience,
Present information,
findings, and
supporting
evidence, conveying
a clear and distinct
perspective, such
that listeners can
follow the line of
reasoning,
alternative or
opposing
perspectives are
addressed, and the
organization,
development,
substance, and style
are appropriate to
purpose, audience,
Present information,
findings, and
supporting evidence,
conveying a clear and
distinct perspective,
such that listeners
can follow the line of
reasoning,
alternative or
opposing
perspectives are
addressed, and the
organization,
development,
substance, and style
are appropriate to
purpose, audience,
and a range of formal
BELL RINGERS DUE THE
DAY OF EXAM
Bell ringer grade
Summative for MLA
format, grammar, and
content
Rubric - EXAM GRADE
FOR PRESENTATION
Subject: English III
and a range of
formal tasks.
Bell Ringer
Class
Agenda –
TSW
Formative
Assessment
and a range of
formal tasks.
tasks.
Make strategic use of
digital media in
presentations to
enhance
understanding of
findings, reasoning,
and evidence to add
interest.
Make strategic use
of digital media in
presentations to
enhance
understanding of
findings, reasoning,
and evidence to add
interest.
Make strategic use
of digital media in
presentations to
enhance
understanding of
findings, reasoning,
and evidence to add
interest.
Adapt speech to a
variety of concepts
and tasks,
demonstrating a
command of formal
English when
indicated or
appropriate.
Adapt speech to a
variety of concepts
and tasks,
demonstrating a
command of formal
English when
indicated or
appropriate.
N/A
Presentations
N/A
Presentations
N/A
Presentations
Bell ringer grade
Bell ringer grade
Bell ringer grade
Adapt speech to a
variety of concepts
and tasks,
demonstrating a
command of formal
English when
indicated or
appropriate.
Summative/
Homework
Rubric - EXAM
GRADE FOR
PRESENTATION
Rubric - EXAM
GRADE FOR
PRESENTATION
Rubric - EXAM
GRADE FOR
PRESENTATION