Common Board Configuration
Date:
9/3/20139/10/2013
Unit
Everyday Use, on page 46-56
LA.910.1.6.3 - The student will use context clues to determine meanings of unfamiliar words.
LA.910.1.6.7 - The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.
Benchmark:
LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings.
LA.910.2.1.5 - The student will analyze and develop an interpretation of a literary work by describing an author’s use of literary elements (e.g.,
theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery).
The student will:
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Objective(s):
understand and use the prefix reanalyze conflict and character through close analytical reading
read a short story and an interview
The student will:
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use prepositional phrases to add descriptive detail
For Advanced Learners
 close analytical reading of selected sections
 explore multiple purposes for inclusion of the fire in the story, explore both the symbolic significance and the unresolved conflict.
Essential
Question(s):
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How do we determine what is valuable and what is not?
What role does our upbringing play in our lives? How does family tradition factor into who we are as individual?
Why is the development of a character in the story, the characterization, such an important part of the story telling
process?
Common Board Configuration
Group A: Teacher Led (25 minutes)
Writing Group:
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Students will be given their baseline writing test
Teacher will go over individual and general writing
errors
Rubric will be handed out
Students will be asked to re-write baseline essay
Group B: (25 minutes)
Every Day Use Packet:
Students will complete the “Everyday Use Packet” independently:
Group A: Teacher Led (25 minutes)
Writing Group:

Agenda:
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Students will be given their baseline writing
test
Teacher will go over individual and general
writing errors
Rubric will be handed out
Students will be asked to re-write baseline
essay
Group B: (25 minutes)
Every Day Use Packet:
Students will complete the “Everyday Use Packet” independently:
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Literary Analysis: Character Traits
Literary Analysis---CONFLICT AND CHARACTER
Literary Analysis--MAKE INFERENCES
Vocabulary Study--WORD MAPS
Vocabulary Strategy--THE PREFIX RE
Group C: (25 minutes)
Classroom Quilt
Group C: (25 minutes)
Bell Ringer/
Opening
Routine:
1. Identify something or someone that is
valuable to you. Why is the thing or person
so valuable to you?
2. Draw a Venn diagram of Maggie and Dee.
How are they same? How are they
different?
3. In your opinion what is the author’s
purpose in writing this story? What
message is she trying to communicate?
Common Board Configuration
Classroom Quilt:
HLA:
Exit Slip /
Summary
Activity:
Vocabulary:
1. Analyze what makes something valuable. How do you determine what is valuable and what is not?
2. What connections can be made between who we are and where we come from? How do our family ties and our
traditions help mold who we become?
3. Compare and contrast the values of Maggie and those of her sister. What can do they saw about each of them?
Identify one thing that is valuable to you. If you could only leave this one thing to your children and grandchildren, how would
you explain it value to them?
Furtive, recompose, doctrine, heritage