English1234(A) Week 1

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Teacher:
Dulski/Block
Class: Eng.
134/234
(A)
Period: 1
Activities/
Accomadations
Assessments
Homework
Assigned
Course Introduction
Students and teacher
will go over course
syllabus, expectations,
classroom rules and
management plan.
(Check for
Understanding)
Signed classroom
management
sheet.
Share and have
signed the
classroom
management
plan
Classroom rules
Syllabus
Management plan
N/A
Conduct an
Icebreaker
A student will conduct
an interview of a
fellow classmate and
vice versa. With the
information, students
will introduce each
other to class. (Check
for Understanding)
Informal speeches
in front of class
going over the
interview.
N/A
Interviews
N/A
Freedom Writer’s
Introduction:
Students will create
their own coat of arms
that will serve as an
introduction to
themselves, serve as a
permanent reminder
of what they have in
common with other
students, and inspire
they own sense of
individual pride.
(Redirection, Check for
understanding,
organization, restate
directions)
Finalized coat of
arms.
Finish coat of
arms
Coat of Arms
Worksheet
Color pencils
Objectives
Mon.
Date:
6/10/13
Welcome! Now, let’s
have some learning fun!
Resources
Standards
Students will:
Coat of arms
Journal
Reading
\
Students will
write/tell a story
about an experience in
their lives that
illustrates one aspect
of their coat of arms
(something that makes
them unique).
(Redirection, Check for
understanding,
organization, restate
directions)
If time allows, students
and teachers will read
and discuss “The
Freedom Writer’s
Diary. Teacher will
read, students will
volunteer. Students
read silently. Teacher
Identify the central idea or main topic of a
straightforward piece of writing (20-23).
Journal entry
One Sentence
Summaries
Finish journal
Novel will be
read in class.
Journal
worksheets
Novel
Notebook paper
(Google Docs?)
Determine relevancy when presented with
a variety of sentence-level details (20-23)
Determine a theme or central idea of a
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.
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
will introduce the
concept of onesentence summaries.
Teacher will
demonstrate. Students
and teacher will create
together. Students will
do summaries.
I can identify and
use nouns properly.
Tues.
Students will be
able to create
sentences and
correctly identify
nouns with 90%
accuracy.
Students will be
given time to
work in class.
Paper, Pencil
SR: 20-23
Students will be
given time to
work in class.
Paper, Pencil,
Textbook
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
SR: 20-23
N/A
Questions and
rules for the line
game.
Novels
Identify clear relationships between
people, ideas, and so on in uncomplicated
passages (20-23).
Students will
demonstrate current
level of understanding
nouns by generating a
list of nouns as a
group. Then they will
identify nouns in given
sentences. Finally,
they will create their
own sentences and
correctly identify the
nouns in their
sentences.
(Redirection, Check for
understanding,
organization, restate
directions, clarify
information, re-teach)
I can identify and
use nouns properly.
Students will be given
a short
story/paragraph.
They will highlight all
the nouns and be able
to state if it is
representing a person,
place, thing/idea.
Then they will take a
quiz on identifying
nouns in a given text.
(Redirection, Check for
understanding,
organization, restate
directions, clarify
information, re-teach)
Worksheets
The Freedom
Writers:
Students will…
Read a novel
critically.
Draw connections
to their lives as they
read about the lives
of the Freedom
Writers.
Break down
boundaries.
Learn to discuss and
share.
Teacher will conduct
“The Line Game” to get
students pumped
about reading. The line
game is featured in the
movie. A line divides
the class and questions
are given. If yes,
students go to the line.
This gives an
opportunity to get to
know one another and
teach that there are
others like us out
there. Teacher and
students will then read
the novel. Teacher will
read. Students will
read. Students will
SSR. Discussion will
commence as novel is
read using think-pairshare, one sentence
Discussion
Quiz (at end of
unit)
Draw generalizations and conclusions
about people, ideas, and so on in
uncomplicated passages (20-23).
Draw simple generalizations and
conclusions using details that support the
main points of more challenging passages
(20-23).
Short Stories:
Students will….
Analyze plot and
setting.
Analyze character
and theme
Analyze narrator
and voice.
Wed.
I can identify and
use adjectives
properly.
The Freedom
Writers:
Students will…
Read a novel
critically.
Draw connections
to their lives as they
read about the lives
of the Freedom
Writers.
Break down
boundaries.
Learn to discuss and
share.
Write a diary.
summaries, etc.
(Redirection, Check for
understanding,
organization, restate
directions, clarify
information, re-teach)
N/A
Transparency
Projector
Markers
Teacher’s manual
Determine a theme or central idea of a
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.
Students will be
engaged in
discussion and
activity.
Students will be
given time to
work in class.
Paper, Pencil,
markers,
computers/iPads,
large paper.
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
SR: 20-23
Journals
One sentence
summaries
Discussion
Diary (Googledocs)
Finish journal
Novels
Transparency/proj
ector
Markers.
Determine a theme or central idea of a
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.
Discussion
Notes
Teacher will show
students and
introductory video
that will outline the
big ideas:
Encountering the
Unexpected, Making
Choices, Life
Transitions. Teacher
and students will read
and discuss pages pg
1-6.
Students will take twocolumn notes on the
selection. Teacher will
guide students
through process
(Teacher do, Together
do, Students do).
(Redirection, Check for
understanding,
organization, restate
directions, clarify
information, re-teach)
Students will discuss
how an adjective is a
word that describes a
noun. They will create
examples of adjectives
on posters or in movie
form. (Redirection,
Check for
understanding,
organization, restate
directions, clarify
information, re-teach)
Teacher and students
will continue reading
the novel. Teacher and
students will trade off
reading. Students will
have time for SSR.
Teacher will require
students to make one
sentence summaries.
Several of the
summaries will be
done together. This
will be done
throughout reading
period. Students will
then begin their own
“Freedom Writers”
journal. They will
make one journal
entry a day.
(Redirection, Check for
understanding,
organization, restate
directions, clarify
information, re-teach)
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of
a text, interact with other characters,
“The Californian’s
Tale” (pg. 17)
Students will…
- Encounter the
Unexpected
- Foreshadow!
- Analyze Causeand-Effect
Relationships.
Thurs.
I can identify and
use adjectives
properly.
Teacher and students
will read the story on
page 17. Teacher will
require students to
answer the column
questions in their
notebooks after they
are discussed. Teacher
will lead the reading
with student
volunteers. (Check for
understanding,
scribing,
Orgainzaition)
Students will present
their posters or
movies about
adjectives to the class.
The Freedom
Writers:
Students will…
Read a novel
critically.
Draw connections
to their lives as they
read about the lives
of the Freedom
Writers.
Break down
boundaries.
Learn to discuss and
share.
Write a diary.
Students will use
GOOGLE docs to type
diary entry. If time
permits, students and
teacher will read and
discuss novel.
Teacher and students
will continue to read
and discuss the novel.
Students will continue
one sentence
summaries.
(Redirection, Check for
understanding,
organization, restate
directions, clarify
information, re-teach)
“Contents of the
Dead Man’s Pocket”
(Pg. 33)
Students will…
- Encounter the
unexpected
- Identify conflict
- Respond to
characters.
Class will read the
story that begins on
page 20. Teacher will
lead discussion as
everybody reads.
Students must
complete selection
questions on page 49
(1-7). Students will
work in groups.
(Redirection, Check for
understanding,
organization, restate
directions, clarify
information, re-teach,
scribe)
Teacher’s Manual
Quiz
Column questions.
N/A
Students will be
able to explain
how their
adjectives are
describing the
nouns.
Students will be
given time to
work in class.
Paper, Pencil, Text
book, BW-journal
Finish diary
Computer time
Google docs
prepped for
assignments.
Novels, Notebooks,
Pens, Pencils
Diary
One-Sentence
Summaries
and advance the plot or develop the
theme.
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
SR: 20-23
Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn
from the text.
Determine a theme or central idea of a 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.
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.
Selection
questions
Finish story and
questions in full
sentences.
Teacher’s manual
Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn
from the text.
Determine a theme or central idea of a 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.
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.
Fri.
No Class!!!
Read a book!
Study the book!
Read a book!
Study a book!
READ!!!!!
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