March 23, 2015 - March 27, 2015
Monday, March 23
Tuesday, March 24
Wednesday, March 25
Thursday, March 26
Friday, March 27
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
7:45AM-2:20PM
9th grade lit. 1st, 4th, 5th,
6th, 7th periods
The Most Dangerous
Game
The Most Dangerous
Game
The Most Dangerous
Game
The Interlopers
The Interlopers
Standards
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCRLS1 Prepare for and
participate effectively in a
range of conversations and
collaborations with diverse
partners, building on others'
ideas and expressing their
own clearly and persuasively.
Standards
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCRLS1 Prepare for and
participate effectively in a
range of conversations and
collaborations with diverse
partners, building on others'
ideas and expressing their
own clearly and persuasively.
Standards
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR4 Interpret words and
phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCRLS1 Prepare for and
participate effectively in a
range of conversations and
collaborations with diverse
partners, building on others'
ideas and expressing their
own clearly and persuasively.
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRR5 Analyze the structure
of texts, including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter,
scene, or stanza) relate to
each other and the whole.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to
compare the approaches the
authors take.
Essential question
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRR5 Analyze the structure
of texts, including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter,
scene, or stanza) relate to
each other and the whole.
CCRR6 Assess how point of
view or purpose shapes the
content and style of a text.
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to
compare the approaches the
authors take.
Essential question
Why do families feud?
How do the authors that we
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to
compare the approaches the
authors take.
Essential question
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to
compare the approaches the
authors take.
Essential question
CCRR9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to
compare the approaches the
authors take.
Essential question
Activating strategy
what elements of this text
How does the author set the
Is hunting animals moral?
Vocabulary
foreshadow The events that
tone for this story?
What makes a human
Sadlier unit 10, level D
are going to take place in this
Activating strategy
civilized?
vocabulary.
story?
(Writing to win sentence
Activating strategy
practice vocabulary with
Activating strategy
building strategies)USA
(Writing to win sentence
online vocab. practice
(Writing to win sentence
testprep milestone test prep
building strategies)USA
Limited lecture
building strategies)USA
bell ringer.
testprep milestone test prep
Lecture about hatred and the
testprep milestone test prep
Vocabulary
bell ringer.
problems that go with being
bell ringer.
Sadlier unit 10, level D
Vocabulary
angry-will relate this to the
Vocabulary
vocabulary.
Sadlier unit 10, level D
feud in Romeo and Juliet.
Sadlier unit 10, level D
practice vocabulary with
vocabulary.
Graphic organizers
vocabulary.
online vocab. practice
practice vocabulary with
n/a
practice vocabulary with
Limited lecture
online vocab. practice
Lesson
online vocab. practice
short lecture on survival skills
Limited lecture
7th will have to do tkes
Limited lecture
and being hunted,
Lecture about being civilized
evaluation before we split.
short lecture dealing with
Graphic organizers
vs. being a savage.
1/2 of 4th, 6th and 7th goes to
suspense, humanity, and
flowmap thinkmap of events in
Graphic organizers
computer lab. students will be
survival.
the story.
n/a
selected by using data from 9
Graphic organizers
Lesson
Lesson
weeks tests for practice work.
n/a
Give back and go over 9
1/2 of 4th and 5th goes to
We will read and analyze the
Lesson
weeks test.
computer lab. students will be
story and how the author uses
Finish test over The Cask of
finish reading the story and
selected by using data from 9
scenery to create a sense of
Amontillado
work on questions at end of
weeks tests for practice work.
suspense.
Start reading The Most
story.
We will finish reading the
co-teacher will help with
view video clip
story, review questions, and
(Writing to win sentence
building strategies)USA
testprep milestone test prep
bell ringer.
have read this year present
hate? What is the reoccuring
theme here?
Activating strategy
(Writing to win sentence
building strategies)USA
testprep milestone test prep
bell ringer.
Vocabulary
Sadlier unit 10, level D
vocabulary.
practice vocabulary with
online vocab. practice
Limited lecture
We will discuss the story and
how it connects to all of the
other stories in this unit.
Graphic organizers
n/a
Lesson
1/2 of 6th and 7th goes to
computer lab. students will be
selected by using data from 9
weeks tests for practice work.
We will finish reviewing the
story and test over its
content.co-teacher will help
administer test and help with
vocabulary practice.
Dangerous Game
1/2 of 5th goes to computer
test over the story
vocabulary practice.
Instructional stratagies
lab. students will be selected
co-teacher will help with
Instructional stratagies
lecture, students reading to
by using data from 9 weeks
vocabulary practice.
lecture, students reading to
one another, class discussion,
tests for practice work.
Instructional stratagies
one another, class discussion,
group game for vocabulary
co-teacher will help with
lecture, students reading to
group game for vocabulary
practice, independent work on
vocabulary practice.
one another, class discussion,
practice, independent work on
group game for vocabulary
ticket out the door.
practice, independent work on
independent work on
ticket out the door.
co-teacher will help administer

video
Instructional stratagies
lecture, students reading to
one another, class discussion,
group game for vocabulary
practice, independent work on
ticket out the door.
independent work on
USATestprep in computer lab.
Test over story.
test and help with vocabulary
Instructional stratagies
ticket out the door.
USATestprep in computer
practice.
lecture, students reading to
independent work on
lab..
Higher order thinking
one another, class discussion,
USATestprep in computer
Higher order thinking
Why does Rainsford fall off of
group game for vocabulary
lab.
Why do these guys carry on
the boat? What would you do
practice, independent work on
use test to analyze students
the age old feud?
in his situation? How would
ticket out the door.
comprehension of concepts.
Will either family benefit from
you react if you found yourself
independent work on
Higher order thinking
the hatred?
on an island with a
USATestprep in computer
What wins out in the end:
How is this similar to the last
psychopath?
lab..
instinct or reason? How does
story?
Summarizer(closer)
Higher order thinking
Rainsford survive?
Do the two authors use similar
3-2-1 ticket out the door.
what is it about Rainsford's
Why did Connell make
techniques to create
8:39-9:29AM
10th grade lit. 3rd period
demeanor that allows him to
Rainsford an American and
suspense?
defeat Zarroff?
Zaroff a Cossack? Is there a
Summarizer(closer)
Ragged Dick
What is it about Zarroff that
political message to this
Think-pair-share
leads to his ultimate defeat?
story?
Summarizer(closer)
Should we make anything of
8:39-9:29AM
10th grade lit. 3rd period
$2 summary
Rainsford’s initial attraction to
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
Ragged Dick
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
8:39-9:29AM
10th grade lit. 3rd period
Zaroff? Are the two men
Ragged Dick
Is the ending conclusive or
Standards
CCRR1 Read closely to
sort of open? Why? What do
similar?
Ragged Dick
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
Higher order thinking
How does this theme
resonate in the other stories
we have read?
Why is the ending ironic?
How is the ending different
from the other tragic stories
that we have read?
Summarizer(closer)
3-2-1 ticket out the door.
8:39-9:29AM
10th grade lit. 3rd period
summarize the key supporting
details and ideas.
CCRL1 Demonstrate
command of the conventions
of Standard English grammar
and usage when writing or
speaking.
CCRL2 Demonstrate
command of the conventions
of Standard English
capitalization, punctuation,
and spelling when writing.
CCRL3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
CCRL4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases by using context
clues, analyzing meaningful
word parts, and consulting
general and specialized
reference materials, as
appropriate.
CCRL6 Acquire and use
accurately a range of 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.
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
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRL1 Demonstrate
command of the conventions
of Standard English grammar
and usage when writing or
speaking.
CCRL2 Demonstrate
command of the conventions
of Standard English
capitalization, punctuation,
and spelling when writing.
CCRL3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
CCRL4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases by using context
clues, analyzing meaningful
word parts, and consulting
general and specialized
reference materials, as
appropriate.
CCRL6 Acquire and use
accurately a range of 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
summarize the key supporting
details and ideas.
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRLS1 Prepare for and
participate effectively in a
range of conversations and
collaborations with diverse
partners, building on others'
ideas and expressing their
own clearly and persuasively.
CCRL1 Demonstrate
command of the conventions
of Standard English grammar
and usage when writing or
speaking.
Essential question
Shmoops)
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRR3 Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCRLS1 Prepare for and
participate effectively in a
range of conversations and
collaborations with diverse
partners, building on others'
ideas and expressing their
own clearly and persuasively.
CCRL1 Demonstrate
command of the conventions
of Standard English grammar
and usage when writing or
speaking.
Essential question
Summarizer(closer)
Why do people suspect poor
Activating strategy
3-2-1 ticket out the door.
people more often than those
(Writing to win sentence
8:39-9:29AM
10th grade lit. 3rd period
that are well dressed?
building strategies)USA
Activating strategy
testprep milestone test prep
(Writing to win sentence
bell ringer.
building strategies)USA
Vocabulary
testprep milestone test prep
Sadlier unit 10, level E
bell ringer.
vocabulary.
Vocabulary
practice vocabulary with
Sadlier unit 10, level E
online vocab. practice
vocabulary.
Limited lecture
practice vocabulary with
Lecture about thieves and
online vocab. practice
honesty.
Limited lecture
Graphic organizers
you think happens next?
Does everyone follow the
rules of the game? Any
cheaters there? Do rules
count if only one person
knows them?
What, ultimately, is “the most
dangerous game”? Does
"game" refer to the hunted
("game animals"), or to the
competition between
Rainsford and Zaroff? Or
both? Does that change the
meaning of the story?(from
Ragged Dick
Standards
CCRR1 Read closely to
determine what the text says
explicitly and make logical
inferences from it; cite specific
textual evidence when writing
or speaking to support
conclusions drawn from the
text.
CCRR2 Determine central
ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas.
CCRL1 Demonstrate
Why is honesty so important?
How does the author
develope this trait in Dick?
plot or develop the theme.
ELACC9-10RL2 Determine 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.
ELACC9-10RL1 Cite strong
and thorough textual evidence
to support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
ELACC9-10RL4 Determine
the meaning of words and
phrases as they are used in
the text, including figurative
and connotative meanings;
analyze the cumulative impact
of specific word choices on
meaning and tone (e.g., how
the language evokes a sense
of time and place; how it sets
a formal or informal tone.)
ELACC9-10RL9 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).
Essential question
Why would a young man
become generous when he
has so little?
Activating strategy
(Writing to win sentence
building strategies)USA
knowledge when considering
a word or phrase important to
comprehension or expression.
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.
ELACC9-10RL2 Determine 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.
ELACC9-10RL1 Cite strong
and thorough textual evidence
to support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
ELACC9-10RL4 Determine
the meaning of words and
phrases as they are used in
the text, including figurative
and connotative meanings;
analyze the cumulative impact
of specific word choices on
meaning and tone (e.g., how
the language evokes a sense
of time and place; how it sets
a formal or informal tone.)
ELACC9-10RL9 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).
Essential question
command of the conventions
of Standard English grammar
and usage when writing or
speaking.
CCRL2 Demonstrate
command of the conventions
of Standard English
capitalization, punctuation,
and spelling when writing.
CCRL3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
CCRL4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases by using context
clues, analyzing meaningful
word parts, and consulting
general and specialized
reference materials, as
appropriate.
CCRL6 Acquire and use
accurately a range of 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.
Essential question
We will talk about how we
n/a
perceive others before we
Lesson
even speak to them and the
Read and discuss chapters
effects that it can have on that
11-13
person.
vocabulary practice from
Graphic organizers
vocabulary book
n/a
Instructional stratagies
Lesson
lecture, students reading to
Read and discuss chapters 8-
one another, class discussion,
10
group game for vocabulary
vocabulary practice from
practice, independent work on
vocabulary book
ticket out the door.
Instructional stratagies
Higher order thinking
lecture, students reading to
How did Dick figure out who
one another, class discussion,
stole his bank book?
group game for vocabulary
What does having a savings
practice, independent work on
account represent for Dick?
ticket out the door.
Summarizer(closer)
think-pair share about the
3-2-1 ticket out the door.
day's lesson
Higher order thinking
Why is Dick so smart?
How did he know what was
happening to the country guy?
How can being honest be
Summarizer(closer)
beneficial?
$2 summary
Activating strategy
(Writing to win sentence
building strategies)USA
testprep milestone test prep
How does the author use
testprep milestone test prep
bell ringer.
Dick's personality to create
bell ringer.
Vocabulary
tone in this story?
Vocabulary
Sadlier unit 10, level E
Activating strategy
Sadlier unit 10, level E
vocabulary.
(Writing to win sentence
vocabulary.
practice vocabulary with
building strategies)USA
practice vocabulary with
online vocab. practice
testprep milestone test prep
online vocab. practice
Limited lecture
bell ringer.
Limited lecture
Lecture about giving to others
Vocabulary
lecture about street smarts
and why you would want to do
Sadlier unit 10, level E
and how it is very important.
that.
vocabulary.
Graphic organizers
Graphic organizers
practice vocabulary with
n/a
n/a
online vocab. practice
Lesson
Lesson
Limited lecture
Read and discuss chapters 6-
go to computer lab for tkes
Lecture about giving to others
7
student evaluations
and why you would want to do
vocabulary practice from
read chapter 4-5
that.
vocabulary book
quiz over chapters 1-5
Graphic organizers
Instructional stratagies
grade quizzes as a class
n/a
lecture, students reading to
instructional strategies lecture,
Lesson
one another, class discussion,
independent work on quiz and
unit 9 vocabulary test.
group game for vocabulary
ticket out the door, group work
read chapters 6-7
practice, independent work on
on vocabulary practice.
Instructional strategies-group
ticket out the door.
Higher order thinking
vocabulary game, read to
Higher order thinking
How s this character
class, short lecture,
How does Dick know the boy
inspirational?
independent work on possible
is scamming him with the
How would you survive on the
test questions
wallet?
streets?
Think pair share
Why does he help the country
How do you feel about
Higher order thinking
guy get his money back?
homeless people?
How s this character
What lesson does this teach
Summarizer(closer)
inspirational?
Frank?
$2 summary
How would you survive on the
Summarizer(closer)
streets?
3-2-1 ticket out the door.
How do you feel about
homeless people?
Summarizer(closer)
$2 summary