Jennifer Cupp
Standard
Oct. 6, 2014
Oct. 7, 2014
Oct. 8, 2014
Oct. 9, 2014
Oct. 10, 2014
Monday
Tuesday
Wednesday
Thursday
Friday
ELACC9-10RL2: Determine
ELACC9-10RL3: 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.
ELACC9-10RL3: 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.
ELACC9-10RL1: Cite strong
and thorough textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text.
ELACC9-10RI8: 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.
ELACC9-10W2: 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.
10W4: 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.)
a theme or central idea of
text and analyze in detail its
development over the course
of the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective
summary of the text.
ELACC9-10RL3: 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.
a. Introduce a topic; organize
complex ideas, concepts, and
information to make
important connections and
distinctions; include
formatting (e.g., headings),
graphics (e.g., figures, tables),
and multimedia when useful
to aiding comprehension.
b. Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete details,
quotations, or other
information and examples
appropriate to the audience’s
knowledge of the topic.
Essential Question/
How does Achilles
meet his fate?
What is the objective How can I translate
correlative?
the objective
correlative and
imagery into a
written response
How can I review all
three Books for this
test?
Did I study enough
for this test?
Review Book 24
thus far
Explain the objective
correlative and how
it relates to imagery
and writing
Students will write
their paragraph
responses regarding
imagery found in
Book 24
Review for Unit Test
over The Iliad
(Books 1, 22, and
24)
Answer any review
questions, etc.
Procedures/Strategies Read and annotate
Book 24
Students will search
for examples of
objective correlative
in Book 24 of The
Iliad and prepare an
outline
Students will write a
written response (in
Pages) for the
imagery and textual
evidence in Book 24
Students will review
for their unit test
through a review
sheet and using the
texts.
Unit 1 Test over all
of the Books of the
Iliad (1, 22, 24)
Lesson Summary
How can you explain
the objective
correlative as a math
equation?
Thinks; pair; sharewhat
images/examples of
evidence did you
write about?
Go over review for
the test
Test
Key Question
Tim
e
Lesson Opener
Tim
e
Tim
e
Film clips- from
Book 24
Tim
e
Assessment/
Annotation
Checkpoint for
Objective
Correlative
Pages-
Review for test
tomorrow
Socrative test and
objective correlative
paragraph
Book 24 text
(iBooks); ipad
Objective correlative
handout (online
classroom) and
Book 24 text
(iBooks); ipad
Pages; objective
correlative (online
classroom) and
Book 24 text
(iBooks); iPad
iPad; review; copies
of Book 1, 22, and
24
Socrative app; Pages
Evaluation
Materials Needed