Jennifer Cupp
Nov. 17, 2014
Monday
Nov. 18, 2014
Tuesday
Nov. 19, 2014
Wednesday
Nov. 20, 2014
Thursday
Nov. 21, 2014
Friday
Standard
ELACC9-10RI3: Analyze
how complex characters (e.g.,
those with multiple or
conflicting motivations)
develop over the course of a
text, interact with other
characters, and advance the
plot or develop the theme.
ELACC9-10RI3: Analyze
how complex characters (e.g.,
those with multiple or
conflicting motivations)
develop over the course of a
text, interact with other
characters, and advance the
plot or develop the theme.
ELACC9-10RI3: Analyze
how complex characters (e.g.,
those with multiple or
conflicting motivations)
develop over the course of a
text, interact with other
characters, and advance the
plot or develop the theme.
ELACC9-10RI3: Analyze
how complex characters (e.g.,
those with multiple or
conflicting motivations)
develop over the course of a
text, interact with other
characters, and advance the
plot or develop the theme
ELACC9-10RI3: Analyze
how complex characters
(e.g., those with multiple or
conflicting motivations)
develop over the course of
a text, interact with other
characters, and advance the
plot or develop the theme.
10SL5:
Make strategic use of digital
media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and
to add interest
10SL4: Present information,
findings, and supporting
evidence clearly, concisely,
and logically such that
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
10SL5:
Make strategic use of digital
media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence
and to add interest
10SL2: Integrate multiple
sources of information
presented in diverse media
or formats (e.g., visually,
quantitatively, orally)
evaluating the credibility
and accuracy of each source
Time
Essential Question/
Key Question
How does Ishmael
struggle through his
rehabilitation?
How can I get
prepared for the
ASSET test?
Lesson Opener
Summary and plot
points through
chapter 15
Explanation of the
ASSET test and how
we are preparing the
answer document
Procedures/Strategies
Whole group reading
of Chapter 16…as we
read, students will
answer their study
guide questions for
chapter 16 (from my
online classroom)
Students will prepare
their answer
documents
Lesson Summary
Answering the EQ:
why is rehab difficult
for Beah?
Assessment/
Evaluation
Chapter 16 Study
guide questions
Materials Needed
Copy of A Long Way
Gone;
Time
Time
Time
What type of
relationship does
Ishmael have with
Esther? How is it
changing?
Review of chapter
17…or see if students
need to read
17…they need more
time, etc.
Partner reading:
students will read
chapters 17 and 18
and answer study
guide questions
(from my online
classroom)
How is Ishmael’s life
improving?
How can I begin
work on this
project?
Possible mini quiz
over chapters 17 and
18…checking for
comprehension and
review before 19
Whole group reading
of chapter 19…as we
read, students will
answer their study
guide questions for
chapter 19 (from my
online classroom)
Turn answer
documents in;
students will read
chapter 17 in A Long
Way Gone
Ticket out the door
(to me) OR Tweet the
author: what do you
most admire about
him?
Questions over
Chapter 19- answer
as a whole group
and/or over project
(due after break)
Discuss project
options with
students and what
they have decided
to do.
Students will work
on their individual
projects (for which
they have five
options using
various forms of
technology); I will
conference with
students
individually as they
work
Questions or
concerns: discussion
as a whole
regarding due date,
etc.
ASSET answer
document; chapter
17 study guide
questions
Copy of A Long Way
Gone; Asset answer
Chapter 17 and 18
Chapter 18 and 19
study guide questions study guide
questions
Project rubric
Copy of A Long Way
Gone;
Copy of A Long Way
Gone;
Copy of A Long Way
Gone;