Teacher: Leslie Colvin
Week 13: November 10-14
Course: English I
Unit 2: Defining Style
Essential Questions:
 What makes a good story?
 What are the elements of a style analysis essay?
Common Core Standards Met:
Learning Target
M
11/10
I can identify how irony is
conveyed through words,
actions, and situations in a
story.
I can develop understanding
of a text by asking and
answering questions that
highlight key ideas.
T
11/11
I can analyze how a poet
explores the idea of
revenge.
I can compare thematic
elements and ideas across
different texts and genres.
Activities
Student Centered Learning Experiences
Differentiation
Assessment
DGP- Monday Parts of Speech
Check Your
Understanding ?s
Activity 2.9 Irony in the Vault (cont.)
 (Cont.) Guided Reading of “The Cask of Amontillado” in
chunks
During Reading FOCUS: Irony (Students have been assigned
one type of irony)
 Apply: PLAN/ACT questions often help determine meaning in a
complex text because they highlight important ideas/topics
Students will answer KI&D questions (Handout) and (practice)
write level 1, 2, or 3 questions that highlight important
ideas/topics.
 Students will share their level 1, 2, & 3 questions using the
overhead. Whole-Group discussion of the strength/ importance
of the questions and the answers.
DGP – Tuesday Phrases and Sentence Parts
Activity 2.10 Connecting Symbolism to Meaning
 Before Reading: Make predictions based on the title “A Poison
Tree”
 Independent Read – Mark the text for diction and imagery that
stands out
Whole-Group Read – Look for symbolism/highlight
Video – “A Poison Tree) You Tube
Final Read – Diffuse the text using the SIFT strategy. Complete
graphic organizer with textual examples for each element.
Use thematic starter: When anger is nurtured…
 Check Your Understanding Questions – Compare thematic ideas
presented in “The Cask of Amontillado” to those presented in “A
Poison Tree” by considering imagery, point of view, irony, and
theme.
Use thematic starter: The narrators of “The Cask of Amontillado”
and “A Poison Tree” both take pleasure in planning a revenge in
which they take advantage of …
KI&D ?s
Student generated
questions
SIFT
Check Your
Understanding
Questions
Thematic
Statements
Homework
Materials
Technology
Resources
Media
DGP
Springboard
Handout
Highlighters
Computer
Overhead
DGP
Springboard
Handout
Highlighters
Computer
Overhead
W
11/12
I can identify the subject
and important details in a
biographical essay.
I can determine the implied
main idea in a text.
TH
11/13
I can identify and analyze
the effect of key stylistic
elements.
I can make connections
between a film and a text
and use textual evidence and
examples to support my
ideas.
F
11/14
DGP – Wednesday Clauses and Sentence Type
KI&D?s
Activity 2.13 Film in Context: An Authorial Study
 Before Reading: Identify the tasks you will be asked to complete
 Whole-Group Read: “Tim Burton: Wickedly Funny, Grotesquely
Humorous
FOCUS: Identify 1 key point for each paragraph
KI&Ds Questions
The topic is Tim Burton’s style and its relationship to ______.
The opinion of the writer is _________.
The thesis is _____________.
 After Reading: Summarizing key ideas in one main-idea
sentence. (Use Sentence Frame)
DGP – Thursday Capitalization and Punctuation
Summary
Statement
Activity 2.13 (cont)
 What are the differences between film and text? (Text is… or
Film is…) (Venn, On Post-Its, On board)
 Brainstorm – What elements that are evident in literature by a
writer are also utilized in film by a director? (Venn on board)
 Whole-Group Discussion: EA 2, analyzing Tim Burton’s style,
focus on mood, diction, syntax, imagery, and point of view.
 Film: “Vincent” (You Tube, 5:00) Students will analyze the film
for the director’s choices in mood, diction, syntax, imagery, point
of view, & tone. (Graphic Organizer)
 Whole-Group Share-Out
 Exit Slip: How did the style of Tim Burton’s first film reflect the
influences discussed in the article “Tim Burton: Wickedly Funny,
Grotesquely Humorous”
Venn Diagram/
Discussion
Graphic Organizer
I can expand my
understanding of a
director’s style and
influence.
Graphic Organizer
Unpacking EA2 – Students will read the EA2 rubric and identify the skills
and knowledge needed for success. Small groups will create
individualized graphic organizers that portray the writing prompt and the
requirements.
DGP
Springboard
Handout
Highlighters
Computer
Overhead
Exit-Slip
DGP – Friday Diagramming
I can identify the knowledge
and skills needed to
complete EA2.
DGP
Springboard
Handout
Highlighters
Computer
Overhead
DGP
Springboard
Handout
Highlighters
Computer
Overhead
Students will look at an example Style analysis Essay.
If Time – Katy Towell video “The Black Halloween” (2:00)
Identify Tim Burton influence re: children’s stories with a dark side
Differentiation Strategies/Modifications
x
Anchor Activities
X
x
Chunking
x
x
Flexible Grouping
x
Extended Time
Modified Assignments
Rephrase Directions
x
x
Marzano’s Best Practices
Identifying Similarities & Differences
Summarizing & Note taking
Reinforcing Effort & Providing Recognition
x
Jig-Saw
Learning Centers/Stations
Tiered Activities
Interest Groups
Literature Circles
Multiple Intelligence Options
x
x
Prompting/Cueing
Reading/Scribing
Learning Contracts
Independent Study
AP/Honors
Mentorships
x
x
x
Homework & Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing Hypothesis
Cues, Questions & Advance Organizers