Sem 2: Week 2 (1/11-1/15)
Bell Ringer
Monday
Verb Tense
Tuesday
Verb Tense
Wednesday
Verb Tense
Thursday
Verb Tense
Friday
Verb Tense Quiz
Monday
Set
Students will review the RACE method introduced last Thursday. After they have recalled the four steps,
they will use the method and the biography of Ray Bradbury to compose an answer to the question: What
is something that Bradbury considered while writing Fahrenheit 451?
Guided Practice
After reviewing the method, students will complete the questions assigned on last Thursday. As they finish,
they will bring their responses to the teacher for immediate feedback. Once they have completed their
responses, they will begin pre-reading work for There Will Come Soft Rains by Bradbury.
As pre-reading work for There Will Come Soft Rains, students will complete the note-taking for the
Narrative Devices Workshop in the textbook. They will also complete the vocabulary practice for the text.
Closure
Students will review their work as the teacher discusses the information in the workshop and the
vocabulary work. With remaining time, the teacher will review the summer reading test from last Friday.
Tuesday
Set
Students will recall what they know about narratives from their work yesterday. They will also recall their
prior knowledge about the structure of a narrative including the plot diagram.
Students will receive a blank plot diagram that also has a place to record other basic elements of the
narrative text (POV, structure, etc.). They will also recieve a list of common narrative terms that they will
be responsible for learning before the next assessment.
Guided Practice
Students will follow along as they listen to a recording of the text. The teacher will stop the text
periodically so that students can make notes on their plot diagram.
Closure
Students will return to what they've learned about the RACE method and use it along with the text to
answer one of the following reading check questions (students will be assigned a question at random):
1.
2.
3.
4.
5.
How is the house in the story different from most houses today?
What makes this house unique in Allendale, California?
What has become of the family that lived in the house?
Why does the house go into a sudden state of alarm after a tree limb crashes through a window?
What happens to the house at the end of the story?
Wednesday
Set
Students will review the plot of the story with a multiple-choice quiz.
Guided Practice
Students will answer more in-depth questions about the text. They will use the RACE method to compose
their answers to each question.
Closure
Students will read the short text "Inside the Home of the Future" and answer the reading check questions
that accompany it. They will be prepared to begin synthesizing information from the two texts tomorrow.
Thursday
Set
Students will review their work from yesterday.
Guided Practice
Students will work in groups on a venn diagram that compares and contrasts the "smart" houses described
in the story and the article. They will hang their diagrams when they are completed. Students will then
trade with another group so that they are with another group's diagram. They will then mark all positive
details with a yellow hightlighter. Students will trade diagrams again. This time they will mark any negative
details in blue.
Students will receive a handout that walks them through supporting an opinion. They will record their
opinion of whether technology is more helpful or harmful. They will carousel to the various diagrams and
find support for their opinion. They will return to their seat and record personal experiences that support
their opinion.
Closure
Students will compose a RACE paragraph that states their opinion on whether technology is more helpful
or harmful. They will incorporate support for their opinion from each text and from their personal
experience.
Friday
Set
Students will review the narrative devices that have been discussed this week. They will focus on the
terms that we have not discussed in detail, especially tone.
The teacher will show students two versions of the trailer for Mary Poppins. Students will describe the tone
of each and list what elements of the video led them to that description. The teacher will provide students
with a list of tone words and elements of literature that are used to determine tone.
Guided Practice
Students will work with a graphic organizer that helps them to determine a tone for the story There Will
Come Soft Rains and the poem of the same name. Students will be assigned one of the elements of tone
and will find examples of the element in the story and the poem. They will share their findings with the
class.
Closure
Student will complete a fill-in-the-blank analysis of tone in the story and the poem using their notes from
class.
Homework
Monday
Students will continue their outside research of high school sports with their new reading of the week: "Are
High School Sports Good For Kids?" by Daniel Gould, Ph.D. Students will complete a close reading of the
text and complete the reading task attached to the article.
Study Narrative Terms
Tuesday
Reading of the Week
Study Narrative Terms
Wednesday
Reading of the Week
Study Narrative Terms
Thursday
Reading of the Week
Study Narrative Terms
Friday
Study Narrative Terms
Common Core
L.09-10.06 - Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
RI.09-10.01 - Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.09-10.01 - Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.09-10.05 - Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
SL.09-10.01 - Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
SL.09-10.01.a - Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.09-10.01.b - Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
SL.09-10.01.c - Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
SL.09-10.01.d - Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and make
new connections in light of the evidence and reasoning presented.
W.09-10.04 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
W.09-10.07 - Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
W.09-10.08 - Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
W.09-10.09 - Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.09-10.09.a - Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author
draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or
topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").
W.09-10.09.b - Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and
evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and fallacious reasoning").
W.09-10.10 - 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
audiences.