LESSON PLANS

WEEK OF: Nov 10-14 Week 5 Q2 NAME: Dietrich

Class/Day Monday Tuesday Wednesday Thursday Friday 1st Period Standard: WS12: 6 Standard: WS12: 6 Standard: WS12: 6 Standard: WS12: 6 Standard: WS12: 6 Yearbook Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer: Learning Target: I can use Learning Target: I can use Learning Target: I can use Learning Target: I can use Learning Target: I can use technology to produce, technology to produce, publish, technology to produce, technology to produce, technology to produce, publish, etc. etc. publish, etc. publish, etc. publish, etc. Engagement Techniques: Engagement Techniques: Engagement Techniques: Engagement Techniques: Engagement Techniques: Analyze Examples Analyze Examples Analyze Examples Analyze Examples Analyze Examples Inst. Strategies: group work Inst. Strategies: group work Inst. Strategies: group Inst. Strategies: group work Inst. Strategies: group work Assessment: exit slip Assessment: exit slip work Assessment: exit slip Assessment: exit slip Differentiation: some groups Differentiation: some groups Assessment: exit slip Differentiation: some Differentiation: some are working on different are working on different Differentiation: some groups are working on groups are working on projects. projects. groups are working on different projects. different projects. different projects. 3rd Period “An Occurrence At Owl Creek “An Occurrence At Owl Creek “An Occurrence At Owl CPA Unit CPA Unit HON ENG 3 Bridge” Bridge” Creek Bridge” Strategies for Exposition Create Groups get topics Standard: SL 3 Standard: SL 3 Thesis, Intro, Conclusion Bell Ringer: ACT questions Bell Ringer: ACT questions Test Day Read Troublemakers Learning Target: I can Learning Target: I can W2 Essay evaluate a speaker’s point of evaluate a speaker’s point of view, reasoning, and use of view, reasoning, and use of I can write RIT1 evidence and rhetoric, evidence and rhetoric, expository/explanatory assessing the stance, assessing the stance, premises, text that uses sources to I can use evidence from premises, links among ideas, links among ideas, word introduce and explain a the text to support my word choice, points of choice, points of emphasis, and topic. analysis or the text while emphasis, and tone used. tone used. explaining inferences I have drawn from Engagement Techniques: Engagement Techniques: ambiguous sections. Mock Trial Setting Mock Trial Setting Inst. Strategies: group work Inst. Strategies: group work Assessment: The Courtroom Assessment: The Courtroom Scene Scene

Test Review For Owl Creek 4th Period RTI 5th Period TSLOB TSLOB TSLOB TSLOB TSLOB ENG 4 RL 2 RL 2 RL 2 RL 2 RL 2 I can interpret how the text I can interpret how the text I can interpret how the I can interpret how the text I can interpret how the text supports the themes or supports the themes or central text supports the themes supports the themes or supports the themes or central ideas to produce a ideas to produce a complex or central ideas to produce central ideas to produce a central ideas to produce a complex account of the text. account of the text. a complex account of the complex account of the text. complex account of the text. text. Chapter 3 Questions Chapter 4 Questions Chapter 6 Questions Discussion Discussion Chapter 5 Questions Discussion Chapter 7 Questions Discussion Discussion

6th Period Sustained Silent Reading Compass Test Prep Standard: RIT 1 Standard: RIT 1 Standard: RIT 1 CCR Reading Bell Ringer: Bell Ringer: Bell Ringer: Learning Target: I can Learning Target: I can Learning Target: I can recognize strong and recognize strong and recognize strong and thorough textual evidence thorough textual evidence thorough textual evidence within the text within the text within the text Engagement Techniques: Engagement Techniques: The Engagement Techniques: Graffiti Art: An Essay Swan Essay Are Video Games Art Concerning The Inst. Strategies: Activity 5 – Inst. Strategies: Activity 6 – Recognition of Some TWEET (Summarizing) Gist Forms of Graffiti As Art Assessment: exit slip Assessment: exit slip Inst. Strategies: Activity 5 – Differentiation: 2 ESL Differentiation: 2 ESL TWEET (Summarizing) Students Students Assessment: exit slip Differentiation: 2 ESL Students 7th Period Orphan Train. Orphan Train. Orphan Train. Orphan Train. Orphan Train. Dual Credit Sustained Silent Reading Historicism Symbolism Exercise Complete Section Questions ENG 4 Socratic Seminar Group PowerPoints Develop Discussion Questions Use Questions from Monday Research RL 2 RL 2 RL 2 RL 2 I can interpret how the text I can interpret how the text I can interpret how the text supports the themes or supports the themes or supports the themes or central I can interpret how the central ideas to produce a central ideas to produce a ideas to produce a complex text supports the themes complex account of the text. complex account of the account of the text. or central ideas to produce text. a complex account of the text. 8th Period “An Occurrence At Owl Creek Standard: W3 Standard: W3 Standard: W3 Standard: W3 ENG 3 Bridge” Bell Ringer: ACT Bellringer Bell Ringer: ACT Bellringer Bell Ringer: ACT Bellringer Bell Ringer: ACT Bellringer Standard: W3 Learning Target: I can write a Learning Target: I can Learning Target: I can write Learning Target: I can write Bell Ringer: ACT Bellringer narrative that establishes write a narrative that a narrative that establishes a narrative that establishes Learning Target: I can write a multiple points of view. establishes multiple points multiple points of view. multiple points of view. narrative that establishes of view. multiple points of view. Engagement Techniques: Civil Engagement Techniques: Engagement Techniques: War Pictures Engagement Techniques: Civil War Pictures Civil War Pictures Engagement Techniques: Civil Inst. Strategies: Group Story Civil War Pictures Inst. Strategies: Group Story Inst. Strategies: Group War Pictures Project Inst. Strategies: Group Project Story Project Inst. Strategies: Group Story Assessment: Short Story Story Project Assessment: Short Story Assessment: Short Story Project Differentiation: Groups will be Assessment: Short Story Differentiation: Groups will Differentiation: Groups will Assessment: Short Story determined by skill level Differentiation: Groups be determined by skill level be determined by skill level Differentiation: Groups will will be determined by skill be determined by skill level Test Review for Test on level Rough Draft Due Final Draft Due Wednesday Test Review for Test on Test Day Wednesday