Teachers: Miller, Crowder, and McAllister
Day 1 1/20-1/21
Day 2 1/22-1/23
CCSS
W4, SL1b, W9b, SL3 W9b, W10
Standard
Learning
Target
Produce clear and
coherent writing in
which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
Propel
conversations by
posing and
responding to
questions that probe
reasoning and
evidence.
Draw evidence from
literary texts to
support analysis and
reflection by
applying reading
standards to
literature.
Evaluate a speaker’s
Dates: 1/20-2/2
Subject: English III
Day 3 1/26-1/27
Day 4 1/28-1/29
Day 5 1/30-2/2
W9b, SL 3
W9a, SL4
W9a, SL4
Draw evidence
from literary
nonfiction to
support analysis by
applying reading
standards to
literature.
Draw evidence from
literary texts to
support analysis
and reflection by
applying reading
standards to
literature.
Write routinely
over a short time
frame for a specific
purpose.
Evaluate a speaker’s
point of view,
reasoning, and use
of evidence and
rhetoric, assessing
the stance,
premises, lings
among ideas, word
choice, points of
emphasis, and tone
used.
Draw evidence from
literary texts to
support analysis and
reflection by
applying reading
standards to
literature.
Draw evidence from
literary texts to support
analysis and reflection by
applying reading
standards to literature.
Present information,
findings, and supporting
Present information, evidence, conveying a
findings, and
clear and distinct
supporting evidence, perspective, such that
conveying a clear and listeners can follow the
distinct perspective,
line of reasoning,
such that listeners
alternative or opposing
can follow the line of perspectives are
reasoning,
addressed, and the
alternative or
organization,
opposing
development, substance,
perspectives are
and style are appropriate
addressed, and the
to purpose, audience, and
organization,
a range of formal and
development,
informal tasks.
substance, and style
are appropriate to
purpose, audience,
and a range of formal
point of view,
reasoning, and use
of evidence and
rhetoric, assessing
the stance, premises,
links among ideas,
word choice, points
of emphasis, and
tone used.
and informal tasks.
Bell Ringer
46) Describe a time
someone took
advantage of you.
47) Why do most
students say they
hate poetry? What
is good about it?
48) If you were
famous, what would
it be for? Explain.
49) Describe a time
you felt someone
discriminated
against you.
Class
Agenda –
TSW
SPEAKING/
LISTENING
Review local color
and regionalism
http://www.african
african.com/folder1
1/world%20history
3/arna%20bontemp
s/Overview%20of%
20American%20Lite
rature%20.ppt
READING/
VOCABULARY
Overview of the
semester and
poetry notebook
SPEAKING/
LISTENING
Review the Harlem
Renaissance
www.odessa.edu/d
ept/english/dsmith/
Harlem%20Renais
sance1.ppt
READING/
VOCABULARY
-Claude McKay”
“If We Must Die” p.
890 (sonnet)
“America” handout
(personification and
sonnet)
-Countee Cullen
“Tableau” handout
(rhyme and symbol)
“Incident” handout
(ballad)
“Any Human to
Another” p. 894
READING/
VOCABULARY
Read Mark Twain’s
Show an example
of a literary
analysis and
explain that is what
they will do for
their analysis in
reading each
selection
OR
teacherweb.com/C
T/TrumbullHS/Spall
a/HarlemRenaissance.ppt
50) “You can’t judge a
book by its cover.”
Explain the meaning and
describe a time you were
guilty of this.
SPEAKING/
LISTENING
Overview of New Poetry
www.africanafrican.com/
.../Overview%20of%20A
merican%20Literature%
20 .ppt
READING/
VOCABULARY
-Edwin Arlington
Robinson
“Richard Cory” p. 922
(narrative and irony)
“Miniver Cheevy” pp.
tall tale “The
Celebrated Jumping
Frog of Calaveras
County” pp. 684-690
in the text
WRITING/
GRAMMAR
Write a one-page
new adventure for
Smiley that begins
with the end of
Twain’s tale “Well,
thish-yer Smiley had
a yeller one-eyed cow
that didn't have no
tail, only jest a short
stump like a
bannanner, and…” Be
sure to include dialect
in the dialogue and
colorful characters.
For enrichment or if
time allows show
clips of one of the
following versions:
No more than 8
minutes and
“Realistic”
TEST
READING/
VOCABULARY
WRITING/
-Langston Hughes
GRAMMAR
“Harlem” p. 880
Work on poetry
notebook cover and (theme and free
verse)
dedication
“The Negro Speaks
of Rivers” p. 882
Progress to be
(sound and
checked every day
movement)
and to be included
“I, Too” p. 883
in final grade –
(speaker and
Rubric to come
allusion to
next class
Whitman’s “I Hear
America Singing”)
“The Weary Blues”
p. 884 (dialect and
rhythm)
WRITING/
GRAMMAR
Work on handouts
for rough Bio poem
and I Am poem
If time allows, use
computer paper and
colors to
finalize…NO LINED
(methaphors and
similes)
WRITING/
GRAMMAR
Write an original
sonnet and if time
allows finalize
924-925 (narrative and
irony)
“Lucinda Matlock” p. 926
(narrative poem)
WRITING/
GRAMMAR
Work on narrative poem
and illustration
https://www.youtu
be.com/watch?v=XA
37j8h5PJQ
PAPER IS ALLOWED
IN THE FINAL
NOTEBOOK
No more than 8
minutes and a LEGO
version
https://www.youtu
be.com/watch?v=FX
ivgpLSQeo
No more than 20
minutes and a
puppet version
https://www.youtu
be.com/watch?v=W
VqCDexJYyo
Formative
Assessment
Summative/
Homework
REVIEW FOR TEST
Grade for creative
writing
Check for effort
Test grade
Check for effort
Check for effort