Lesson Plans 10a

(Teacher, School, Grade and Subject)
*Priority Instructions*
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Assessment, Benchmarks or Standards) on the Lesson Plan Sheet. It must be changed on the Unit page so that both have the same information.
Team/Department Outcomes Page

Fill in the name of the team (e.g., K-2nd Grade, 3rd-5th Grade) or the department (e.g., Middle school language arts, high school social studies) in which the course exists. Then fill in 4-7 Outcomes that students will achieve by the end of the multiple years in that team or department.
Course Page
Fill in the Course Title, Course Objectives, and elements of each unit. In the Course Outcomes space place the number or numbers of the respective course outcomes that will be addressed.
Template authors: Michael Saleeby Timothy Welsh
Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07
Full Year Template 2010
(Teacher, School, Grade and Subject)

The Unit Concept, Unit Goal, Prior Knowledge, and Unit Assessment all drop into the appropriate Unit Cover Page automatically. To jump directly to a specific unit, click on that unit # on the lefthand side. As you type, cells will automatically expand; if they do not, highlight the row, go to Format, and under Row choose Autofit (unless they are merged cells).
Unit Pages
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Lesson Plan Pages

1 Complete the top portion of the template. The left side contains permanent information while the right side contains information that may change from year to year. 2 Assessment - the formal/informal, formative/summative tools you plan to use to assess your students' mastery of the given objective (these could include tests, projects, observation, participation). 3 Enrichment and Accommodations - Activities that provide challenge and that recognize the particular needs of exceptional students. 4 Equipment/Materials - list the materials you will need throughout the lesson (this will aid considerably in organizing yourself). 5 Student Learning Task or Activity - What the student is doing during the indicated class time, explained in enough detail for a substitute teacher to execute with students. Teacher METHOD or Activity - In CAPS, what instructional method the teacher is employing (e.g., DIRECT INSTRUCTION, GROUP WORK); be sure to note any time the teacher is assessing student learning, and what type of assessment is being used (e.g., INFORMAL ASSESSMENT(IA) or FORMAL ASSESSMENT (FA)). Then if necessary, describe very briefly in lower case letters any additional details about what or how the teacher is executing the particular instructional method. A brief description of content is given in the 2nd column if Students are primarily dealing with that content or in the 6 The Number of Days, Lesson Plan Objective, Lesson Plan Assessment, and the Standards drop in automatically. To go back to the Unit Cover Page, click on the link in the top lefthand corner.
Inserting Pictures, Equations, Diagrams

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Headers and Footers

Template authors: Michael Saleeby Timothy Welsh Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07
(Teacher, School, Grade and Subject) To customize the headers and footers go to "View" > "Headers and Footers" > Click on the header or footer you would like to change and then type in your personalized information
(Purcell, Walled Lake Central High School, 10th Grade English)

Team/ Department
10th Grade English Language Arts

Team/Department Outcomes
1 2 3 4
Literary Analysis Essay: Discuss how the theme, "Power of the Individual," is explored in the literature you have read using specific examples from the text Compare and contrast how two characters did or did not stand up for their values using specific examples from the text(s) read In a reflective essay, share what you have learned from unit texts concerning the impact of class, religion, race, disability, and culture on relationships Persuasive writings: essay to persuade another perosn to stand up for what is right in a current social issue related to themes in novels
Template authors: Michael Saleeby Timothy Welsh Modified V. Garza 07, M. Kloser 08

Unit # 1
Introductions
This unit will take place during the first week of school and will be used to assess where the students are after the summer vacation. This unit will also allow us to pre-test the students and their knowledge so we may create a baseline around which to plan improvement strategies since the students will take the same tests at the end of the semester to determine overall learning. Get to know students and the classroom space/expectations N/A N/A
Lesson Objective Lesson Assessment
Estimated Duration
4 days
Unit Rationale
Unit Goal Unit Prior Knowledge Unit Assessment Lesson # (Click on Estimated # the LP# to of days jump to that LP)
Benchmarks, Standards or Mastery Codes
LP1
Objective: Assessment: Objective:
LP2
1 Assessment: Objective: Assessment:
LP3
LP4
Objective: Assessment:
SWBAT recognize their classmates and their teacher(s) they will be working with for the year in order to begin building a classroom community SW participate in an ice-breaker game SWBAT examine the class syllabus in order to identify the expectations that will be placed upon them for the year SW demonstrate their understanding of the syllabus' by answering questions about its content SWBAT demonstrate their knowledge of 10th grade vocabulary in order create a baseline for growth SW take a vocabulary pre-test SWBAT demonstrate their ability to write a standard 5 paragraph essay in order to create a baseline for improvement SW complete a timed, ACT write
N/A
N/A
N/A
N/A
Modified V. Garza 07, M. Kloser 08

Unit # 2
The Crucible
In this unit, students will not just be reading the play, but will also be working through significant historical events. Students will examine the time period and historical context surrounding the Salem Witch Trials in order to have a greater understanding of the text. This unit, in order to make greater connections with students, will start with a study of the historical background of the text but various themes from the play will then be pulled through to modern times in the hopes of making a more personal connection with students and also increasing their understanding of the text. The activities and assignments in this unit allow students to actively engage in the text because plays are meant to be performed, not simply read. Different types of activities and assignments also help students (and teachers) reach various standard requirements imposed on ELA classrooms including those in reading, writing, evaluation and performance/presentation. To examine the effects of hysteria on the progression of the Salem Witch trials and the relationships between those it affected as well as examine common literary terms used to describe textual elements No prior knowledge required but prior knowledge of literary terms would be beneficial Crucible exam and benchmark essay comparing the themes of fear and mass hysteria from the novel to a modern day event
Estimated Duration
18
Unit Rationale
Unit Goal
Unit Prior Knowledge Unit Assessment Lesson # (Click on Estimated the LP# to # of days jump to that LP) Objective:
Benchmarks or Standards
LP1
1 Assessment: Objective:
LP2
SWBAT predict what the Crucible is about by examining the origin of its title in order to begin building a context for the reading of the play SW write a journal entry in which they hypothesize the meaning behind the title of the Crucible SWBAT describe the Puritan lifestyle surrounding the Salem Witch Trials in order to begin building a historical context around the content of the play SW write 3 aspects of Puritian lifestyle or society by writing out and turning in an exit ticket following the completion of the lesson SWBAT identify the elements of McCarthyism in order to continue building a historical context surrounding the play
1.2, 1.3, 1.4
1.1, 1.2, 3.3
LP3
1.1, 1.2, 3.3
(Purcell, Walled Lake Central High School, 10th Grade English) LP3
1 Assessment:
Objective:
LP4
LP5
LP6
SW participate in a guilty or innocent activity, after which they will discuss the various elements that caused people to lie or deflect suspicion away from themselves and ultimate create chaos SWBAT apply their knowledge of how hysteria develops in order to predicit potential incidents of hysteria in the future SW brainstorm possible future incidents of hysteria in society based on their knowledge of how hysteria develops SWBAT compare the elements of hysteria examined in previous lessons to the hysteria that develops throughout the course of Act I in the play SW write a journal entry in which they examine the elements of the play that allowed for the development of hysteria in Act I SWBAT examine the development of character relationships within the play in order to understand how the incidents of hysteria affect communities SW draw an image depicting the relationship between two designated characters of the play SWBAT compare the Puritan court to the modern judicial system in order to determine whether or not the Witch Trials would have developed in the present era SW discuss the ways in which people can be led to believe things that are not true based on the way the information may be presented to them SWBAT examine the elements surrounding John Proctor's confession in Act IV in order to understand the effects the trials had on the Salem community both at present and in the future SW write or discuss the elements surrounding John Proctor's confession
1.1, 1.2, 3.3
2.1, 3.4
1.4, 2.1, 2.3, 3.1
1.3, 1.4, 1.5, 2.1, 2.3, 3.1
LP7
4 Assessment:
1.2, 1.3, 2.1, 2.3
LP8
Objective: Assessment:
1.2, 1.3, 2.1, 2.3
(Purcell, Walled Lake Central High School, 10th Grade English) LP9 LP10
1 Objective: Assessment: Objective: Assessment:
SWBAT identify and describe various characters, incidents and elements of the play 2.3, SW take a teacher created exam on the Crucible SWBAT examine the ways in which their thoughts have developed throughout the course of 1.1, 1.2, 1.3, 1.4, 1.5, 2.2, the play based upon class lessons and discussions 3.1, 3.2, 3.3 SW write a benchmark-style essay

Unit # 3
To Kill A Mockingbird
In this unit, students will not just be reading the novel, but will also be working through significant historical events. Students will examine the time period and historical context surrounding the Great Depression, segregation and the Jim Crow Laws in order to have a greater understanding of the text and its significance. This unit, in order to make greater connections with students, will include insight into the students personal lives and perceptions in the hopes of increasing their understanding of the text and its themes. The activities and assignments in this unit allow students to actively engage in the text to extrapolate meaning beyond the literal level. Different types of activities and assignments also help students (and teachers) reach various standard requirements imposed on ELA classrooms including those in reading, writing, evaluation and performance/presentation. To understand the historical context surrounding the Great Depression, Jim Crow Laws and segregation in order to understand what life was like for various people in the United States during that time and apply that knowledge to a ficticious mock trial replicating an actual trial from the era No prior knowledge required Benchmark essay exploring the social injustices of at least two historical events
Estimated Duration
28
Unit Rationale
Unit Goal
Unit Prior Knowledge Unit Assessment Lesson # (Click on Estimated the LP# to # of days jump to that LP)
LP1
LP2
LP3
SWBAT identify their current stance on various issues from the novel in order to lay a foundation for future post-reading reflection SW complete an anticipation guide in which they take a stance on various issues that will Assessment: arise throughout the novel SWBAT describe the historical context surrounding the setting of the novel in order to Objective: understand the ideas of segregation, Jim Crow laws, controversy and the Great Depression SW write an exit ticket describing what they have learned about segregation, Jim Crow Assessment: laws, controvesy and the Great Depression SWBAT infer physical and personal characteristics of Boo Radley in order to better Objective: understand his characterization, role and development SW examine quotations from the text and make inferences about Boo Radley based upon Assessment: their descriptive devices
Objective:
1.2, 1.3, 1.4
1.1, 1.2, 3.3
1.1, 1.2, 3.3
(Purcell, Walled Lake Central High School, 10th Grade English) SWBAT identify the characteristics of being an 'other' apart from a group in order to understand how identity relates to otherness SW act out a scene (tableaux) from the novel that represents the theme of being an Assessment: outsider
Objective: Objective:
LP4
2.1, 3.4
SWBAT interpret the inaccuracies of drawing conclusions on people based on outward apperances in order to apply these principals to issues of prejudice depicted in the novel SW identify their own inner and outer qualities through picutres or items and present those to the class to understand what sort of inferences people make about others based on such little information SWBAT analyze the concept of manhood in the novel in order to explore life for African Americans during the Jim Crow era SW write about the concept of manhood/womanhood from the point of view of a particular character SWBAT analyze courage, empathy and other literary themes within the novel in order to understand character roles and development SW identify and write about how each theme affects the role or development of a particular character SWBAT compare the character of Tom Robinson to Emmett Till in order to understand the historical significance of the novel SW discuss the paralles between the treatment of Emmett Till and the treatment of Tom Robinson as both are captured and charged for a crime
LP5
2 Assessment:
1.4, 2.1, 2.3, 3.1
Objective:
LP6
1.3, 1.4, 1.5, 2.1, 2.3, 3.1
LP7
1.2, 1.3, 2.1, 2.3
LP8
1 Assessment:
1.2, 1.3, 2.1, 2.3
(Purcell, Walled Lake Central High School, 10th Grade English) SWBAT outline the characteristics of an effective court proceeding in order to understand the elements of a trial SW watch the video "Twelve Angry Men" and discuss the characteristics of a court Assessment: proceeding
Objective:
LP9
1.2, 1.3, 2.1, 2.3
LP10

Unit # 4
Night
Estimated Duration
16
Unit Rationale
Unit Goal Unit Prior Knowledge Unit Assessment Lesson # (Click on Estimated the LP# to # of days jump to that LP) Objective:
This unit will be focused on teaching students useful comprehension strategies through Holocaust survivor Elie Wiesels memoir, Night. Students will participate in class discussions, small groups, and individual reflection. The students will use reciprocal teaching strategies as they read through the novel. The idea behind reciprocal teaching is that everyone in the classroom takes turns assuming the teacher role, as the class works with four key comprehension strategies: predicting, question generating, summarizing, and clarifying. Reciprocal teaching allows students to take more responsibility for their learning by participating in the classroom as equal partners with everyone, even the teacher. As Palincsar and Brown explain the process, In reciprocal teaching, the adult and students take turns assuming the role of teacher. The teacher is responsible for leading a dialogue about a passage which the students are reading silently or with the assistance of the adult (772). To focus class exploration, the discussion relies on four comprehension strategies: predicting, question generating, summarizing, and clarifying. This student-centered technique stimulates discussion and promotes interaction in the classroom community while reinforcing comprehension strategies that students can rely on when reading independently. To read and identify various themes and events within a text in order to make comparisons between the text and modern depictions of similar events Prior knowledge about the Holocaust and Nazi Germany is helpful, but students will be given a small introduction to those ideas SW take a teacher test (Midterm exam) based on the novel and information they have learned
Lesson Objective Lesson Assessment Benchmarks, Standards or Mastery Codes
LP1
SWBAT define important terms in order to understand background information about the novel SW fill out entrance slips assessing their understanding of the novel's historical context SWBAT understand the historical context surrounding the text by interpreting a first hand account of historical events
1.2, 1.3, 1.4
LP2
1.1, 1.2, 3.3
(Purcell, Walled Lake Central High School, 10th Grade English) LP2
SW view a film regarding the Holocaust as told by a Holocaust survivor
1.1, 1.2, 3.3
LP3
SWBAT identify historical events surrounding the time of the Holocaust in order to create a context in which to understand the text SW create a timeline of events as well as make cause and effect connections Assessment: SWBAT identify the main ideas and themes in the text SW discuss the mood and tone of the book in order to answer various questions about the Assessment: novel and its characteristics SWBAT compare the themes and events from the novel to modern portrayals of the Objective: Holocaust SW watch video clips that depict events from the Holocaust in order to take a teacher test Assessment: (Midterm Exam)
Objective:
1.1, 1.2, 3.3
LP4
12
2.1, 3.4
LP5
1.3, 1.4, 1.5, 2.1, 2.3, 3.1

Unit # 5
Transcendentalism
SWBAT develop their own views on the subjects of individualism, nature and passive resistance None Required SW write an essay in which they identify transcendentalist thought as represented in various modern genres
Estimated Duration
9
Unit Rationale Unit Goal Unit Prior Knowledge Unit Assessment Lesson # (Click on Estimated the LP# to # of days jump to that LP)
LP1
LP2
SWBAT identify elements of transcendentalism such as the connection between people and nature, an individuals ability to think freely, and the importance of spiritual self-reliance to 1.1, 1.2, 1.3, the individual found in the works of Emerson and Thoreau 2.2, 2.3, 3.1 SW write a working definition of transcendentalism they will revisit and revise after they read Assessment: and analyze the works of Emerson and Thoreau SWBAT identify the elements of transcendentalism as represented in present-day genres Objective: 1.4, 2.1, 2.3, (comic strips, lyrics, and music) 3.2 Assessment: SW locate examples of transcendentalism in any media
Objective:
LP3
LP4
1.2, 1.5, 3.3, 4.1 SW locate examples of transcendentalism in any media and write how those samples Assessment: represent transcendentalist ideas SWBAT develop their own views on the subjects of individualism, nature and passive Objective: 1.2, 1.3, 1.4, resistance 1.5, 2.1, 2.2, SW write an essay in which they identify transcendentalist thought as represented in various Assessment: 3.2, 3.3, 4.1 modern genres
Objective:
SWBAT investigate the representation of transcendentalist though in social commentaries
Click on the LP# to jump to that LP

Unit # 6
Fahrenheit 451
This book offers a wonderful insight for students into a world without the existence of books. I wanted to choose a topic for debate that would revolve around students interests and one that would entice them into debating mode. Fahrenheit 451 offers a platform for just that. As students debate the topic of banned books they will be able to pull from the opposing sides within the novel to further strengthen their own convictions for or against the issue. The banning and burning of books is no foreign concept to our history books, but inside of a classroom with one mention of the word banned anything, students eyes light up. With Fahrenheit 451 being on some of the top banned book lists, we felt strongly that through this novel we could make strong connections to censorship and in turn argument writing. Some of the essential questions I am looking to challenge my students with throughout the course of the unit were as follows: How far is to far? Where are the limits on what and how much the government limits materials that are made public? How far would you be willing to go to prevent something you love from becoming extinct? What would the burning of all literature imply about the direction of our government for future generations? I wanted my students to question not only aspects within the bounds of this book, but also within their own surroundings. To apply the theme of censorship within the novel to modern day, societal events MLA format, use of research databases SW give a speech about a banned or challenged book and discuss the reasons it was banned as well as what implications that banning had on society at the time
Estimated Duration
19
Unit Rationale
Unit Goal Unit Prior Knowledge Unit Assessment Lesson # (Click on Estimated # the LP# to of days jump to that LP)
LP1
LP2
SWBAT identify details about Bradbury's history of writing and the historical context of the 1950's in order to predict the content of the novel Fahrenehit 451 1.1, 3.3, 4.1 SW complete an exit ticket on which they predict what the novel will be about based on the Assessment: information about Bradbury and the culture of the 1950's SWBAT analyze schooling processes and systems in order to make text-to-self and text-toObjective: world comparisons 1.1, 1.2, 2.1, SW complete a Venn diagram in which they compare the educational experience of 3.1, 3.2 Assessment: Clarisse and the youth in the novel to their own educational experiences and what they observe in the world around them
Objective:

Objective:
LP3
6 Assessment:
Objective:
LP4
1 Assessment:
Objective:
LP5
LP6
LP7
Assessment:
SWBAT recall the themes depicted in the novel and their significance to the meaning of the story SW choose one symbol from the novel to illustrate as well as explain its significance in the context of the novel SWBAT apply the concepts of cultural assimilation and free thought in order to identify objects that promote these concepts in the novel; SWBAT infer meaning from quotations in order to identify significant themes SW complete a journal entry in which they generate ideas of objects that would be in Clarisse's home vs. Montag's home; SW also complete a worksheet in which they respond to quotes from the book and discuss why they are significant SWBAT identify quotes used throughout the novel as symbolic elements in order to develop their understanding of the novel's themes SW collect quotes from the novel and discuss their significance within the context of history and the development of literature SWBAT analyze the behaviors of the main characters in order to understand the novel's comment on human nature and societal norms SW discuss the actions of the novel's characters and determine what they mean in the context of society and social norms SWBAT describe the significance of the novel's title SW write a journal entry describing the significance of the novel's title as well as identifying instances in which the number 451 appears in the novel
1.1, 3.3, 4.1
1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2
1.1, 1.2, 2.1, 3.1, 3.2
1.1, 3.3, 4.1
1.1, 1.2, 2.1, 3.1, 3.2
(Purcell, Walled Lake Central High School, 10th Grade English) SWBAT argue whether or not a society such as the one in the novel could ever exist today 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, SW find instances of censorship in modern society and discuss their implications on media Assessment: 2.2 and information
Objective:
LP8
Introductions
Unit 1: Click for Cover Page # of Days 1 LP Prior No prior knowledge required Enrichment Knowledge SWBAT recognize their classmates and their Lesson teacher(s) they will be working with for the year in order Accommodations Objective to begin building a classroom community Lesson SW participate in an ice-breaker game Changes for Next Assessment Time Benchmarks N/A September 4th (Dates) or Standards Materials ice-breaker pairing cards Needed
LP1
Student Learning Task or Activity Students will listen to the teacher give an introduction about herself so they may be aquainted with their 10 minutes instructor for the year
Time
METHOD
teacher presentation
Teacher Activity Introduce yourself to students; explain that you are a student teacher from Michigan State and let them know a little about yourself in attempts to create relatability Ask (and encourage) students to introduce themselves to their classmates and lead them in an icebreaker game; it may be helpful to make a note of students as they introduce themselves to better help you remember their names/faces (OPTIONAL) Hand out to students a copy of the syllabus to take home with them so they may read it and return with questions
Students will introduce themselves to their classmates and participate in an icebreaker game 40 minutes student participation Pick up a copy of the class syllabus to read at home 2 minutes handouts 52 minutes
Syllabus Day
Unit 1: Click for Cover Page # of Days 1 LP Prior No prior knowledge required Enrichment Knowledge SWBAT examine the class syllabus in order to identify Lesson the expectations that will be placed upon them for the Accommodations Objective year Lesson SW demonstrate their understanding of the syllabus' by Changes for Next Assessment answering questions about its content Time Benchmarks N/A September 5th (Dates) or Standards Materials Copies of the class syllabus Needed
LP2
Time
Student Learning Task or Activity Listen to the teacher present the syllabus to the class; ask questions as they arise
METHOD
20 minutes teacher presentation Participate in a game that asks students to demonstrate their understanding of the syllabus 32 minutes
Teacher Activity Hand out a copy of the syllabus to each student and go over it with them; talk through each section and make sure students understand the content and its expectations; answer any questions as they arise
Lead students through a syllabus review game; this game will allow students to demonstrate their understanding of the syllabus' content but will also teach them how to use their syllabus as a class participation resource throughout the course of the year
52 minutes
Vocabulary Pre-Test Day

Unit 1: Click for Cover Page # of Days LP Prior Knowledge Lesson Objective Lesson Assessment Benchmarks or Standards Materials Needed
Time
LP3
1 No prior knowledge required SWBAT demonstrate their knowledge of 10th grade vocabulary in order create a baseline for growth SW take a vocabulary pre-test N/A Copies of the vocabulary pre-test Enrichment Accommodations Changes for Next Time (Dates) September 6th
Student Learning Task or Activity Students will receive a copy of the vocabulary pre-test and listen to instructions on how it should be completed
METHOD
2 minutes teacher instruction Complete the vocabulary pre-test 50 minutes silent testing 52 minutes
Teacher Activity Hand out a vocabulary pre-test to each student and go over the directions; this is an individual test so there should be no talking or looking at others papers. Students will have the entire hour to complete the test but will not get any additional time outside of class. Observe the students as they are taking the vocabulary pre-test to make sure no students are talking, looking at others papers or doing anything that would compromise their score.
ACT Write
Unit 1: Click for Cover Page # of Days 2 LP Prior Characteristics of a 5-paragraph essay Knowledge SWBAT demonstrate their ability to write a standard 5 Lesson paragraph essay in order to create a baseline for Objective improvement Lesson SW complete a timed, ACT write Assessment Benchmarks N/A or Standards Materials ACT Write prompt, paper, pencils/pens Needed
LP4
Enrichment Accommodations Changes for Next Time (Dates) September 7th, September 10th (optional)
Time
Student Learning Task or Activity Listen to instructions for the ACT write, ask any questions as they arise
METHOD
20 minutes teacher presentation Complete the ACT write 30 minutes silent work 50 minutes
Teacher Activity Explain to the students the components of the ACT write; it may be necessary to give a presentation on the characteristics of a 5paragraph essay (thesis, support, intro, conclusion, etc) Observe students as they complete the ACT write to make sure students are not talking or doing anything that would compromise their score
*If students require more instruction regarding the 5-paragraph essay and there is not 30 minutes of class time left once the presentation is over, the ACT write could be completed on the next class day
Template authors: Michael Saleeby Timothy Welsh Modified V. Garza 07, M. Kloser
What is a Crucible?
Unit 2: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge SWBAT predict what the Crucible is about by Lesson examining the origin of its title in order to begin building Accommodations Objective a context for the reading of the play Lesson SW write a journal entry in which they hypothesize the Changes for Next Assessment meaning behind the title of the Crucible Time Benchmarks 1.2, 1.3, 1.4 September 10 (Dates) or Standards Materials Journal prompt, projector, writing materials Needed
LP1
Time
10
Student Learning Task or Activity Journal writing: compose a journal response to the prompt that will be displayed on the board
10
Pair up with your table buddy and discuss what you have written for your journal responses; you may then share with the class what you and your partner have discussed
Teacher Activity Post the following journal prompt on the board: What is a crucible? (or what do you think a Crucible is?) Why do you think Arthur Miller titled individual activity his play "The Crucible?" Before introducing or reading the text, have students write out journal responses to the aforementioned questions. Once studens have been given time to think about and compose their responses, ideas will be shared in a 'think-pairthink-pair-share share' format. Journals will be collected and stored so they may be revisited upon the completion of the play, which will allow students to re-evaluate their reponses and compare their initial thoughts to their concluding thoughts. This may also help students generate ideas for their final benchmark essay topic.
METHOD
(Purcell, Walled Lake Central High School, 10th Grade English) Continued in lesson 2
Introduction to the Puritans

Unit 2: Click for Cover Page # of Days 1 LP Prior Knowledge SWBAT describe the Puritan lifestyle surrounding the Lesson Salem Witch Trials in order to begin building a Objective historical context around the content of the play SW write 3 aspects of Puritian lifestyle or society by Lesson writing out and turning in an exit ticket following the Assessment completion of the lesson Benchmarks 1.1, 1.2, 3.3 or Standards Materials copies of the vocabulary list, introduction to the Needed Puritans powerpoint
LP2
Enrichment Accommodations Changes for Next Time (Dates) September 10
Time
25
METHOD Student Learning Task or Activity Listen to a presentation about the Puritans and their lifestyle; be prepared to fill out an exit ticket detailing 3 new things you learned, found interesting or still have mini lecture questions about
Teacher Activity Present students with information regarding the Puritans and their lifestyle; the goal is to begin creating a historical context for the play
Introduction to the Puritan lifestyle: The Puritans were a group of people who grew discontent in the Church of England and worked toward religious, moral and societal reforms. The writings and ideas of John Calvin, a leader in the Reformation, gave rise to Protestantism and were pivotal to the Christian revolt. They contended that The Church of England had become a product of political struggles and manmade doctrines. The Puritans were one branch of dissenters who decided that the Church of England was beyond reform. Escaping persecution from church leadership and the King, the Puritans came to America. God was law and he was the motivation for all their actions: Religion and God were the most important things in a Puritan's life. Everything they did was done because they believed it was God's will. People would be hesitant to help others if they were ill or their farm was troubled as they believed God wanted it to be that way, otherwise it would not have happened. ****Address this point when the text talks about Proctor's struggling farm and the grievances he faces for not regular attending church
Receive a copy of the vocabulary list 1 (lit terms); begin looking at the quizlet website 5
DEFINE ALL THE VOCABULARY WORDS ON YOUR OWN HOMEWORK 50 mins
Puritan dress/attitude: Puritan women dressed in very dark, floor length clothing, not showing any of their figure to men. The women also wore bonnets because to see a woman's hair fully was viewed as seductive and therefore not for the eyes of all, but only those of their husband and on rare occasions. Puritan children and young adults were to walk around with their hands by their sides and their heads slightly bowed, and were not to speak until spoken to. Puritan adults would never take a holiday from work, and they did not celebrate Christmas, because if a holiday from work were taken, it would mean that more time could be spent reading the bible (not relaxing). Hand out the first vocabulary list and explain to students that they will be responsible for going home and looking up all of the words. Also remind students that they will have one and a half weeks to complete their activities on quizlet. Quizet will be checked on Wednesday, September 19. STUDENTS MUST DEFINE ALL THE VOCABULARY WORDS ON THEIR OWN AND BRING THEM TO CLASS ON THURSDAY, SEPTEMBER 13.
Introduction to the Salem Witch Trials and McCarthyism

Unit 2: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge SWBAT identify the elements of McCarthyism in order Lesson to continue building a historical context surrounding the Accommodations Objective play SW participate in a guilty or innocent activity, after Lesson which they will discuss the various elements that Changes for Next Assessment caused people to lie or deflect suspicion away from Time themselves and ultimate create chaos Benchmarks 1.1, 1.2, 3.3 September 12 (Dates) or Standards innocent slips for the guilty/innocent activity, Materials http://aaronfrank.tv/videos.php?v=McCarthyism_Final.2 Needed &h=373&w=480
LP3
Time
Student Learning Task or Activity Listen to a teacher-led presentation on McCarthyism and how it relates to the Salem Witch Trials
METHOD
mini lecture
Teacher Activity Present students with information on McCarthyism (a more modern, American, witch hunt) and show how it relates to the Salem Witch Trials Senator Joseph McCarthy accused many American leaders of being communists, which led to many unfounded accusations that others were also communists. McCarthy was, in effect, conducting "witch hunts." The victims in the Crucible and the McCarthy trials have many similar aspects. The accused were not fairly tried and were convicted on limited evidence.
(Purcell, Walled Lake Central High School, 10th Grade English) View the video clip on McCarthyism and write down 3 things you learned, were surprised by or confused by 15 Show the following video on McCarthyism: http://aaronfrank.tv/videos.php?v=McCarthyism_ Final.2&h=373&w=480; have students write down 3 things from the video they learned, were surprised by or confused by First, appoint a judge (can be the teacher), then a victim (can be a student or the teacher). Each of the students will be given a slip of paper with 'guilty' or 'innocent' written on it. A mock trial will be conducted in which the victim will accuse someone of stealing something of theirs. The goal is to find the student with the slip of paper that says guilty on it. What studens are unaware of is that they all have innocent slips, but they must be lead to believe that one of them is definitely guily. See what happens and what lies people will tell to deflect the suspicion away from them. This is to show students how the suspicion and anger rose amonst the village, and what they were willing to do to save their own lives.
Participate in the guilty or innocent activity; receive a slip of paper with 'guilty' or 'innocent' written on it and try to help the victim find the person with the 'guilty' slip in order to identify them as the one who is responsible for the crime; think carefully about how/why you are identifying possible suspects
25
group activity Continued in lesson 4
Mass Hysteria in Modern Society

Unit 2: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge SWBAT apply their knowledge of how hysteria Lesson develops in order to predicit potential incidents of Accommodations Objective hysteria in the future SW brainstorm possible future incidents of hysteria in Lesson Changes for Next society based on their knowledge of how hysteria Assessment Time develops Benchmarks 2.1, 3.4 September 12 (Dates) or Standards pictures/examples of hysteria in modern society; copies Materials of the Act I question sheet, crucible books, copies of Needed the ACT I questionaire
LP4
Time
Student Learning Task or Activity Brainstorm what mass hysteria is and share responses with the class
METHOD
Teacher Activity Ask students to brainstorm what mass hysteria is; what does it look like? What are some of its characteristics? How does it happen? Mass hysteria may begin when a group witnessess an individual becoming hysterical during a traumatic or extremely stressful event. A potential symptom is group nausea, in which a person becoming violently ill triggres a similar reaction in other group member. People want to find a scapegoat and take out their frustrations on him/her/them (which is often fatal to the scapegoat) instead of looking for the cause of the problem and potentially finding themselves to be guilty
class activity
(Purcell, Walled Lake Central High School, 10th Grade English) Brainstorm events or incidents in recent times that could be considered instances of hysteria 15 Ask students to brainstrom (and/or journal) instances of hysteria in modern times. These instances can be the result of bombings, someone being violently sick, something scary is near you and you feel threatened, you are stuck in an elevator, etc. Have students think-pairshare their responses. My examples: Y2K, swine flu, the death of princess Di Can students think of any future instances?
think-pair-share Review with the teacher incidents of hysteria from the modern era; why did these events create such hysteria? Brainstorm instances of hysteria that could (or have the class discussion potential to) develop in the future Begin reading Act I of the Crucible and fill out the Act I question sheet as you read. 30
Hand out the Act I question sheet to students so they may answer the questions as they read. Remind students that this worksheet will be collected Wednesday, September 19 (after they have finished Act I) or the day of the Act I quiz. class participation Begin reading (out loud) Act I of the Crucible. *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points) **As a former student turned teacher I know kids will be running up to me right before report cards are due asking for extra credit, so here is their chance to earn some STUDENTS SHOULD READ TO THE END OF THE FIRST SECTION (PAGE 14) IF THAT POINT WAS NOT REACHED DURING CLASS. STUDENTS SHOULD CONTINUE FILLING OUT THE ACT I QUESTIONAIRE AS THEY READ (TO QUESTION #8)
FINISH READING THE SECOND SECTION OF ACT I (PAGE 14) AND FILL OUT THE ACT I QUESTIONAIRE (TO QUESTION #8)
HOMEWORK 95 mins
Mass Hysteria in the Crucible

Unit 2: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT compare the elements of hysteria examined in Lesson previous lessons to the hysteria that develops Accommodations Objective throughout the course of Act I in the play SW write a journal entry in which they examine the Lesson Changes for Next elements of the play that allowed for the development Assessment Time of hysteria in Act I Benchmarks 1.4, 2.1, 2.3, 3.1 September 13-14 (Dates) or Standards Materials crucible books, Needed http://www.youtube.com/watch?v=k3jt5ibfRzw
LP5
Time
Student Learning Task or Activity Review/write down the proper definitions for this week's vocabulary list and relate the vocabulary words to elements of the play
METHOD
Teacher Activity Check to make sure students have brought with them their discovered definitions for this week's vocabulary list; once all students have been checked, post a list of the definitions you would like them to have for each word so they may change any of their definitions that do not fit also identify the vocabulary words within the text thusfar (ie. protagonist, antagonist, setting, etc) Review the characteristics of hysteria talked about in the previous lesson. Also review what has happened in the text up to this point.
30
independent activity 10 Review elements of the hysteria lesson from the previous day class activity
(Purcell, Walled Lake Central High School, 10th Grade English) From Sparknotes: Another critical theme in the Crucible is the role that hysteria can play in tearing apart a community. Hysteria supplants logic and enables people to believe that their neighbors, whom they have always considered upstanding people, are committing absurd and unbelievable crimes. With the help of the students, create a venn diagram that will compare and contrast the elements of hysteria involved in McCarthyism to that of the Salem Witch trials depicted in the Crucible. Continue reading ACT I of the Crucible; *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points) As students are reading, stop at various points in the play that might help students fill in the Crucible side of the venn diagram. Talk about how the hysteria of the play has progressed and discuss the elements it embodies. Continue filling out questions on the ACT I question sheet. (CAN BE DELETED IF TIME IS RUNNING SHORT) Have students journal the following prompt as an exit ticket: Would these accusations or acts of hysteria have survived in a modern community? Why or why not? Use the text to support your claim.
Venn diagram activity; help the teacher fill in a venn diagram that is comparing the characteristics of the hysteria surrounding McCarthyism to the hysteria depicted in the text; it might be helpful to also copy down the venn diagram for your own notes Continue reading ACT I of the Crucible in class
class activity
30
class reading
Journal your response to the posted prompt 15 independent activity
(Purcell, Walled Lake Central High School, 10th Grade English) Watch the Witch Scene from Monty Python and the Holy grail and discuss the absurdity of the witch accusatons in the play
15
video FINISH READING SECTION TWO OF ACT I (PAGE 34) AND CONTINUE FILLING OUT THE ACT I QUESTIONARIE (TO QUESTION #17) HOMEWORK 95 mins DAY 2 10 Review what has happened in ACT I thusfar class discussion Continue reading ACT I and filling out the questionaire
Show the students the witch scene from Monty Python and the Holy Grail to display the absurdity of the witch hunts and how easily a crowd is convinced to believe something absurd: http://www.youtube.com/watch?v=k3jt5ibfRzw STUDENTS SHOULD FINISH THE REST OF SECTION TWO (IF NECESSARY) FOR HOMEWORK (PAGE 34) AND CONTINUE FILLING IN THEIR ACT I QUESTIONAIRE AS THEY READ (TO QUESTION #17)
With the students, review what has happened in ACT I thusfar Continue reading ACT I of the play; *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points) Ask students if they have any remaining questions about the events that have taken place in ACT I STUDENTS SHOULD FINISH READING ACT I IF IT IS NOT ALREADY COMPLETED; THEIR ACT I QUESTIONAIRES WILL BE COLLECTED AT OUR NEXT CLASS MEETING; STUDENTS WILL ALSO HAVE AN ACT I QUIZ AT THE NEXT CLASS MEETING; QUIZLET WILL ALSO BE CHECKED ON WEDNESDAY SO REMIND STUDENTS TO GET THOSE ACTIVITIES DONE
35
class reading 12 Ask any remaining questions you may have about what has happened so far in ACT I class discussion FINISH READING ACT I; FINISH FILLING OUT THE ACT I QUESTIONAIRE; STUDY FOR THE ACT I QUIZ; MAKE SURE YOU HAVE COMPLETED YOUR QUIZLET ACTIVITIES
HOMEWORK
(Purcell, Walled Lake Central High School, 10th Grade English) 52 mins
Character Relationships
Unit 2: Click for Cover Page # of Days 3 LP Prior Enrichment Knowledge SWBAT examine the development of character Lesson relationships within the play in order to understand how Accommodations Objective the incidents of hysteria affect communities Lesson SW draw an image depicting the relationship between Changes for Next Assessment two designated characters of the play Time Benchmarks 1.3, 1.4, 1.5, 2.1, 2.3, 3.1 September 19-21 (Dates) or Standards Materials grammar books, crucible books, character pairs, white Needed paper, copies of the ACT II questionaire
LP6
Time
30
Student Learning Task or Activity Take the ACT I quiz Participate in a tableaux review activity; you will be divided into three groups (remember them because they will be your vocabulary team later on)
METHOD independent activity
20
group work Write a two sentence summary about your assigned 5 minutes to section of pages and create a still image that divide into represents the events of that section. Everyone must groups; 15 be involved in the still picture. You will then present minutes to your image and your summary to the class. work; 5 minutes to present
Teacher Activity Give students the ACT I quiz after collecting their ACT I questionaires Divide students into 3 groups for the tableaux activity (ask students to remember their groups as they will also be working with them for the vocabulary activity later in the day); assign each group one section of ACT I they will be responsible for during this activity Once the groups have been given their sections, instruct each group to write a two sentence summary about their section they will make into a tableaux (still picture). Give students time to create their still pictures (of which everyone must have a part) they will then present to the class along with their two sentence summary.
group work
(Purcell, Walled Lake Central High School, 10th Grade English) Begin reading ACT II and filling out the ACT II questionaire
20
class reading 5 Review vocabulary terms and their place within the context of the play Play the vocabulary game "Hot Seat" class activity
20 class activity Appoint one member of the team to begin in the hot seat; the teacher will write a vocabulary word on the board behind the backs of the hot steat member and they are not too look at the word; the hot seat member will take turns asking their team questions to help them identify what the vocabulary word could be; hot seat members may ask only yes or no questions to help lead them to the correct word
Hand out the ACT II questionaire and begin reading the first section of ACT II; *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points) Review vocabulary terms and identify their relationship to the play Vocabulary game "Hot Seat"; divide students into 3 teams (have them get back into their tableaux groups); each group will appoint one member to sit in the front of the room in the 'hot seat' facing away from the board The teacher will write a vocabulary word on the board and each hot seat member will have the chance to ask their teams questions to try to guess what the vocabulary word is (like 20 questions but each team will only get 3 before they have to make a guess); only one hot seat member may ask a question at a time so team one will ask a question, then team two, then team three and then it goes back to team one. Hot seat members may only ask yes or no questions to help them identify the vocabulary word; they may ask part of speech, letters or anything else. The first team to guess the word gets the point. After a word has been guessed, all hot seat members must rejoin their team and a new hot seat member must be appointed. The team with the most points when time runs out wins
(Purcell, Walled Lake Central High School, 10th Grade English) FINISH THE FIRST SECTION OF ACT II (PAGE 53) AND CONTINUE FILLING OUT THE ACT II QUESTIONAIRE (TO QUESTION #5) HOMEWORK 95 min DAY 2 3 Review the incidents that have happened thusfar in act class discussion II Conintue reading ACT II Review with students the events that have happened thusfar in act II Continue reading ACT II; *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points) Provide the students with the following questions and guide them through a discussion on the following: Does the witch hunt affect any of the relationships between characters? How so. Why do certain characters hate each other? (Refer back to the Puritan lifestyle and beliefs) Why are some characters more highly regarded in the community while others are not? 30 Complete the character analysis activity with your table partner partner activity Assign each student a partner (use their table buddy) they will complete this assignment with HAVE STUDENTS FINISH THE FIRST SECTION OF ACT II (PAGE 53) IF NOT DONE SO ALREADY AND CONTINUE ANSWERING THE ACT II QUESTIONAIRE (TO QUESTION #5)
25
class reading Examine character relationships within the play and how they have changed from ACT I to ACT II; keep in mind the questions posed by the teacher during the class discussion class discussion
15
(Purcell, Walled Lake Central High School, 10th Grade English) Draw from a hat a slip of paper with two characters on it; with your partner, discuss the development of these characters and the relationship between them; illustrate this relationship and choose one or two lines from the play that best describe the image; products will be shared with the class
partner activity Begin grammar review on parts of speech 32 class activity Complete the diagnostic preview on page 2; work will be handed in. After everyone has finished the teacher will go over the correct answers, mark any mistakes that you have.
independent activity Identify what a noun is and give some examples (it might be helpful to put this information in your notes) class discussion Identify the difference between common and proper nouns and give some examples (it might be helpful to put this information in your notes)
Have each pair draw from a hat a slip of paper with two characters on it. Each pair will then be responsible for examining the relationship between those two characters; pairs must draw an illustration representing the relationship between the two characters and choose one or two lines from the play that describes the relationship; products will be shared with the class (**you may consider providing students with a character map - or creating one as a class that they may reference for this activity) Begin a grammar review pertaining to parts of speech; see grammar book; Parts of speech (the noun and the pronoun - Chapter 1) Have students complete the diagnostic preview on page 2 of their grammar book; I would prefer students complete this task on their own so they (and myself) can guage where they are in terms of their knowledge; work will be collected. After students have been given a chance to complete the activity, go over the correct answers and have them mark anything they answered incorrectly Ask students to define what a noun is (a person, place, thing or idea) and to give some examples Ask students to explain the difference between common and proper nouns (a proper noun names a person, place, thing or idea and is capitalized; a common noun names any one group of persons, places, things or ideas and is generally not capitalized)
class discussion
(Purcell, Walled Lake Central High School, 10th Grade English) Complete the classifying nouns activity as a class; do not shout out answers, rather hold up a fist for common place nouns and a 5 for proper nouns Have students complete the classifying nouns practice outloud as a class; have them hold up a fist for common nouns and a 5 for proper nouns this is a quick way to survey the class' participation and understanding without singling out certain students
class activity Identify the difference between concrete and abstract nouns and provide examples (record in your notes); complete Exercise 1 on page 4 of your book; the teacher will call on students to supply answers for review Review compound and collective nouns (page 5) Define what a pronoun is and provide examples (record in your notes) Identify the difference between reflexive, intensive, demonstrative, interrogative, relative and indefinite pronouns and give examples (record in your notes)
Ask students to explain the difference between concrete and abstract nouns; complete Exercise class discussion/ 1 on page 4 independently, then review the independent answers as a class by calling on students to activity supply answers Review compound and collective nouns with the class discussion students (page 5) Ask students to define what a pronoun is and class discussion provide examples Ask students to identify the difference between reflexive, intensive, demonstrative, interrogative, relative and indefinite pronouns and give class discussion examples (page 8) *If there is time, have students complete exercise 5 on page 9 of the grammar book (identifying pronouns); otherwise assign it as homework; ask for volunteers to supply answers for review HAVE STUDENTS FINISH READING THE SECOND SECTION OF ACT II (PAGE 68) IF THEY HAVE NOT YET REACHED THAT POINT AND HAVE THEM CONTINUE FILLING OUT THE ACT II QUESTIONAIRE (TO QUESTION #20); REMIND STUDENTS THEY HAVE A VOCABULARY QUIZ TOMORROW; HAVE STUDENTS COMPLETE EXERCISE 3 ON PAGE 6 OF THEIR GRAMMAR BOOKS AS WELL AS EXERCISE 5 ON PAGE 9
Complete exercise 5 on page 9 of your grammar book (identifying pronouns); the teacher will ask for independent volunteers to supply answers for review activity/class discussion FINISH READING THE SECOND SECTION OF ACT II (PAGE 68) AND CONTINUE FILLING OUT THE ACT II QUESTIONAIRE (TO QUESTION #20); STUDY FOR VOCABULARY QUIZ; COMPLETE EXERCISE 3 ON PAGE 6 OF YOUR GRAMMAR BOOK AS WELL AS EXERCISE 5 ON PAGE 9
HOMEWORK 95 mins
DAY 3 30 Vocabulary quiz Continue reading ACT II and filling out the ACT II questionaire 30 independent activity Give students the vocabulary quiz Continue reading ACT II; *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points); continue filling in the ACT II questionaire HAVE STUDENTS FINISH READING ACT II IF THEY HAVE NOT REACHED THAT POINT ALREADY; HAVE STUDENTS COMPLETE THE ACT II QUESTIONAIRE AS IT WILL BE COLLECTED ON THE NEXT CLASS DAY
class reading FINISH READING ACT II AND COMPLETE THE ACT II QUESTIONAIRE, IT WILL BE COLLECTED ON THE NEXT CLASS DAY HOMEWORK 60 min
The Court
Unit 2: Click for Cover Page # of Days 4 LP Prior Enrichment Knowledge SWBAT compare the Puritan court to the modern Lesson judicial system in order to determine whether or not the Accommodations Objective Witch Trials would have developed in the present era
LP7
SW discuss the ways in which people can be led to Lesson believe things that are not true based on the way the Assessment information may be presented to them Benchmarks 1.2, 1.3, 2.1, 2.3 or Standards Materials copies of the ACT III questionaire, Crucible books, Needed samples of thesis statements, grammar books
Time
Changes for Next Time (Dates) September 24-28
Student Learning Task or Activity Review the events of the play thusfar; begin reading ACT III of the Crucible and fill out the ACT III questionaire
METHOD
Teacher Activity Hand out the ACT III questionaire; Review with students what events have occured thusfar in the play; begin reading ACT III out loud as a class; *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points) Hand out the new vocabulary list and read through the list of words with the students
40
class reading 10 Get the new vocabulary list and look it over to see if you have any questions class activity
(Purcell, Walled Lake Central High School, 10th Grade English) FINISH READING THE FIRST SECTION OF ACT III (PAGE 88) AND FILL OUT THE ACT III QUESTIONAIRE (TO QUESTION #7); DEFINE THIS WEEK'S VOCABULARY WORDS ON YOUR OWN, THEY WILL BE DUE THURSDAY, SEPTEMBER 27 HOMEWORK 50 mins DAY 2 20 Listen to instruction regarding the structure of the benchmark essay you will be writing at the conclusion of the Crucible Take notes on the elements of an introduction Begin providing writing instruction for the benchmark essay the students will be writing; focus on the structure of a 5 paragraph essay Introduction: contains a hook, a thesis statement and provides a brief overview on what your paper will be about - tells the reader what to expect 3 body paragraphs: these paragraphs are the support for your argument (with each paragraph representing its own argument); these paragraphs should address the claims made in your thesis Conclusion: the concluding paragraph wraps up your paper, it provides a summary or overview about what you argued in the body of your paper and then provides a final punch to hammer home your point with the reader Ask students to define what an adjective is and provide examples Go over demonstrative adjectives (and pronouns) by having a student volunteer to read that section; take another volunteer to read the noun or adjective section HAVE STUDENTS FINISH READING THE FIRST SECTION OF ACT III (PAGE 88) AND FILL OUT THE ACT III QUESTIONAIRE (TO QUESTION #7); HAVE STUDENTS GO HOME AND DEFINE THE VOCABULARY WORDS ON THEIR OWN, DEFINITIONS WILL BE DUE THURSDAY, SEPTEMBER 27
mini lecture
35 mini lecture Take notes on the elements of body paragraphs
mini lecture Take notes on the elements of a conclusion
mini lecture As a class, define what an adjective is and provide class activity examples Read through the demonstrative adjective and pronoun section as well as the noun or adjective section (copy down in your notes if you'd like) class activity
(Purcell, Walled Lake Central High School, 10th Grade English) Go through exercise 6 on page 12 of the grammar book as a class; hold up a fist if you wish to answer 'noun' or a 5 if you wish to answer 'adjective'; ask any questions as they arise class activity As a class, define what a verb is and provide examples class discussion Discuss the difference between main and helping verbs (copy down in your notes if you'd like) Go through exercise 8 on page 15 of the grammar book - pay attention as this will be a cold call technique, but you are afforded the 'poll the class' and 'phone a friend' lifelines if you need them Discuss the difference between action and linking verbs (copy down in your notes if you'd like) Complete exercise 11 on page 18 of the grammar book; one you are done check your answers against those of your table buddy before going over the exercise as a class think-pair-share Discuss the difference between main and helping verbs (copy down in your notes if you'd like) COMPLETE EXERCISES 14 AND 15 ON PAGE 20 OF THE GRAMMAR BOOK HOMEWORK 55 min DAY 3 class discussion
class activity
class discussion
Go through exercise 6 on page 12 of the grammar book; ask students to hold up a fist if they wish to answer 'noun' and a 5 if they wish to answer 'adjective' - discuss any instances in which there is not a unanimous class vote Ask students to define what a verb is and provide examples Discuss with students the difference between main and helping verbs With students, complete exercise 8 on page 15 of the grammar book; use a cold calling technique (but provide students with lifelines if they need them) With students, discuss the difference between action verbs and linking verbs as well as provide examples Go through exercise 11 on page 18 of the grammar book; have students complete the task on their own, then discuss their answers with their table buddy before asking for volunteers to share with the class Discuss with students the difference between transitive and intrasitive verbs HAVE STUDENTS COMPLETE EXERCISES 14 AND 15 ON PAGE 20 OF THE GRAMMAR BOOK - IT WILL BE COLLECTED ON THE NEXT CLASS DAY
(Purcell, Walled Lake Central High School, 10th Grade English) Review/write down the proper definitions for this week's vocabulary list and relate the vocabulary words to elements of the play 20 Check to make sure students have brought with them their discovered definitions for this week's vocabulary list; once all students have been checked, post a list of the definitions you would like them to have for each word so they may change any of their definitions that do not fit also identify the vocabulary words within the text if applicable Examine the court scenes from ACT III With the help of students, make a venn diagram comparing the Puritan court to our modern judicial system; (chalk talk - let the students thinkpair-share and then come up to the board and write their ideas in the proper areas; once everyone has contributed the diagram will be discussed as a class) Continue reading the second section of ACT III as a class and filling out the ACT III questionaire; *For reading: ask for volunteers and award each of them 1 point for reading (students have the chance to earn one point for each day that they read, but those who have not read and volunteer on another day will be given first choice over those that have already earned points) Two truths and a lie activity: in pairs, have students tell their partner three statements. Two statements should be true, one statement will be a lie. The partner will then guess which statement is the lie. Reverse the roles and perform again.
20
class discussion Examine the court scenes from ACT III As a class, create a venn diagram comparing the Puritan court to the modern judicial system; first think about your own ideas and then discuss them with your table buddy before coming up to the board to write out what you have discussed chalk talk Continue reading the second section of ACT III and filling out the ACT III questionaire
20
20
class reading Participate in the 'two truths and a lie' activity with your table partner; each person will take a turn telling the other 3 statements (2 statements should be truths, and one statement can be a lie); the goal is to fool your partner into believing the lie (the partner will guess partner activity which statement is the lie)
(Purcell, Walled Lake Central High School, 10th Grade English) As a class, discuss how the activity went. Were you able to detect the lie? Why or why not? How does your experience help you better understand why the girls were so convincing in court?
class activity Respond to the posted journal prompt
After all students have had a chance to participate, call the class back to attention and discuss with them how many were able to guess the lie/how many were not; for those that were not, disucss what made them believe the statement that turned out to be the lie - what was convincing about it? How does this relate to what the girls were doing in court? *Assembly scheduled - optional activity; Journal question: Would these cases have survived in a modern court? Why or why not. What made the girls' performance in court so convincing that the court believed them over other members of the community? (think about the truth and lie activity) HAVE STUDENTS FINISH READING THE SECOND SECTION OF ACT III (PAGE 101) AND FILLING OUT THE ACT II QUESTIONAIRE (TO QUESTION #13)
15 independent activty FINISH READING THE SECOND SECTION OF ACT III (PAGE 101) AND FILL OUT THE ACT III QUESTIONAIRE (TO QUESTION #13) HOMEWORK 95 min DAY 4 Continue reading the last section of ACT III and filling out the ACT III questionaire 20 class activity 40 As a class, define what an adverb is and provide examples As a class, complete exercise 17 on page 23 of the grammar book - volunteers will be asked to supply answers class activity
class activity As a class, define what a preposition is and provide examples

class activity
Have students continue reading the third section of ACT III and filling out the ACT III questionaire (that will be collected on the next class day - they will also be taking an ACT III quiz on the next class day) With students define what an adverb is and provide examples As a class complete exercise 17 on page 23 of the grammar book; call on volunteers to supply the answers (Have students complete exercise 19 on page 25 for homework if they are not getting the hang of adverbs) With students define what a preposition is and provide examples
(Purcell, Walled Lake Central High School, 10th Grade English) Complete exercises 22 and 23 on pages 30 and 31 partner activity Have students complete exercise 22 on page 30 as well as exercise 23 on page 31 *If there is time left over, quickly go through the conjunction with students on pages 31 and 32 exercise 24 may be assigned for homework if necessary Writing instruction - how to write a good thesis Thesis statements should be specific - they should be a one sentence summary of what you will discuss in your paper Thesis statements generally come at the end of the first (introductory paragraph) Provide examples of a thesis statement (as well as good/bad ones) Let students practice writing thesis statements on various topics; you may provide them with a list of claims they must write a thesis statement for or they may choose claims of their own
20
Listen to a mini lecture on how to construct a good thesis; ask any questions as they arise
mini lecture
10
Practice writing thesis statements and ask for help if anything is unclear or you are unsure of how you are progressing independent activity
90 mins
The Confession
Unit 2: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT examine the elements surrounding John Lesson Proctor's confession in Act IV in order to understand Accommodations Objective the effects the trials had on the Salem community both at present and in the future Lesson SW write or discuss the elements surrounding John Changes for Next Assessment Proctor's confession Time Benchmarks 1.2, 1.3, 2.1, 2.3 October 1-2 (Dates) or Standards Materials copies of the ACT III quiz, copies of the ACT IV Needed questionaire, Crucible books, grammar books
LP8
Time
Student Learning Task or Activity Take the ACT III quiz
30 Get a copy of the final essay topics you may write about for the Crucible benchmark essay 10
Teacher Activity Give students the ACT III quiz (you may answer any questions they have about ACT III prior to handing out the quiz if necessary) Hand out to students a copy of the possible essay topics for the Crucible benchmark essay; Essays should be 5 paragraphs in length, with each paragraph containing at least 5-8 sentences Hand out a copy of the ACT IV questionaire; Have students begin reading ACT IV (because the time is short, you may provide students with the option of reading out loud as a class or reading silently on their own) HAVE STUDENTS FINISH READING THE FIRST SECTION OF ACT IV (PAGE 123) AND FILL OUT THE ACT IV QUESTIONAIRE (TO QUESTION #11)
class activity Begin reading ACT IV and filling out the ACT IV questionaire 10 class activity FINISH READING THE FIRST SECTION OF ACT IV (PAGE 123) AND FILL OUT THE ACT IV QUESTIONAIRE (TO QUESTION #11) HOMEWORK
(Purcell, Walled Lake Central High School, 10th Grade English) 50 min DAY 2 Finish the first chapter of the grammar book 25 class activity Finish reading the rest of ACT IV and filling out the ACT IV questionaire 20 Grammar - Finish chapter 1 (the interjection, determining parts of speech and the chapter review) Have students finish reading the rest of ACT IV and fill out their ACT IV questionaires (QUESTIONAIRES (1-4) WILL BE COLLECTED ON THURSDAY OCTOBER 4); discuss with students the events surrounding John Proctor's confession if time allows - how do they feel about it? Hand back the journal responses the students wrote in the first day of the unit about "what is a Crucible"; define for students what a crucible is and discuss with them why Aruthur Miller might have titled his play as such; compare students initial thoughts with their thoughts after finishing the play - how have they changed? HAVE STUDENTS FINISH READING THE PLAY AND FILLING OUT THE ACT IV QUESTIONAIRE; ALSO REMIND STUDENTS THAT THEIR QUIZLET ACTIVITIES ARE DUE TOMORROW
class activity Review your journal responses from the day 1 brainstorming activity; how have your thoughts/ideas changed? 15
class discussion FINISH READING THE PLAY AND FILLING OUT THE ACT IV QUESTIONAIRE IF YOU HAVE NOT ALREADY DONE SO; MAKE SURE YOU HAVE COMPLETED ALL YOUR QUIZLET ACTIVITIES FOR HOMEWORK THIS WEEK 60 min
Revisit and Review the Crucible

Time
LP9
1 Enrichment SWBAT identify and describe various characters, incidents and elements of the play SW take a teacher created exam on the Crucible 2.3, Accommodations Changes for Next Time (Dates) October 3-4
Student Learning Task or Activity Gather all of your questionaires from the play to use as study materials before the Crucible test
METHOD
5 teacher activity 15 20 20 STUDY FOR THE CRUCIBLE TEST AND CONTINUE WORKING ON YOUR BENCHMARK ESSAY
HOMEWORK 60 mins
Teacher Activity Hand back all of the questionaires from the entire play so that students may use them to study for their test; REMIND STUDENTS TO PUT THESE IN A SAFE PLACE BECAUSE THE ACT IV QUESTIONAIRE WILL NEED TO BE TURNED IN ON THE DAY OF THE TEST Essay instruction (do's and don'ts - transtions, contractions, etc) Vocab review Crucible review REMIND STUDENTS TO STUDY FOR THEIR CRUCIBLE TEST; ALSO HAVE STUDENTS KEEP WORKING ON THEIR BENCHMARK ESSAYS THAT WILL BE DUE ON MONDAY, OCTOBER 8
Benchmark Essay
Unit 2: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT examine the ways in which their thoughts have Lesson developed throughout the course of the play based Accommodations Objective upon class lessons and discussions Lesson SW write a benchmark-style essay Changes for Next Assessment Time Benchmarks 1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3 October 4-5 (Dates) or Standards Materials copies of the Crucible test, copes of the vocabulary Needed quiz
LP10
Time
60
Student Learning Task or Activity Take the Crucible test
Begin chapter 2 in the grammar book (20) class activities STUDY FOR YOUR VOCABULARY QUIZ HOMEWORK 60 min DAY 2 30 Take the vocabulary quiz independent activity
Teacher Activity Hand out the Crucible test to students and collect their ACT IV questionaires *If all students have finished the Crucible test with at least 10 minutes left in the class period, a grammar lesson may be implemented, but if students require the full hour to take the Crucible test, then the grammar lesson may be taught the next day Begin chapter 2 in the grammar book - try to cover all sections relating to the subject and the predacate (up to page 52) HAVE STUDENTS STUDY FOR THEIR VOCABULARY QUIZ
Have students take the vocabulary quiz
(Purcell, Walled Lake Central High School, 10th Grade English) Begin chapter 2 in the grammar book 20 class activities Take a virtual field trip of Salem to see the people, names and places of the events you have just read; is Salem what you pictured? Why or why not. Begin chapter 2 in the grammar book - try to cover all sections relating to the subject and the predacate (up to page 52) If time allowed for the grammar lesson to be completed on the previous day, take students on a virtual field trip of Salem (students may also do this at home if we do not have a chance to get to it in class) Give students an opportunity to talk about or ask questions about their essays that will be due at the next class period HAVE STUDENTS FINISH THEIR CRUCIBLE BENCHMARK ESSAYS - THEY WILL BE COLLECTED AT THE NEXT CLASS DAY
(20)
10
Ask any questions you may have regarding the development of your essay class discussion FINISH YOUR CRUCIBLE BENCHMARK ESSAY HOMEWORK
60 min
Pre-Reading Anticipation
Unit 3: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT identify their current stance on various issues Lesson from the novel in order to lay a foundation for future Accommodations Objective post-reading reflection SW complete an anticipation guide in which they take a Lesson Changes for Next stance on various issues that will arise throughout the Assessment Time novel Benchmarks 1.2, 1.3, 1.4 October 5, October 8 (Dates) or Standards Materials copies of the TKM anticipation guide, grammar Needed powerpoint, copies of the new vocabulary list
LP1
Time
5 30
Student Learning Task or Activity Turn in any papers you have; ask any questions as they arise; listen to any annoucements Take a vocabulary quiz
METHOD
20
Get a copy of the TKM anticipation guide; make sure you not only fill out the agree/disagree side but give reasons for why you agree or disagree - bring this back on Monday Take notes on a grammar instruction powerpoint; ask powerpoint any questions as they arise; get a copy of the grammar presentation worksheet and complete it HOMEWORK
idependent activity independent activity
Teacher Activity Hand back any papers that need to be returned; answer any questions students may have and give any annoucements Give students a vocabulary quiz Hand out copies of the TKM anticipation guide for students to work on when they have finished with their quiz and are waiting on the rest of the class to be finished Grammar Instruction: go over the next section of the grammar powerpoint; hand out a grammar worksheet upon conclusion of the presentation FINISH FILLING OUT THE TKM ANTICIPATION GUIDE IF YOU HAVE NOT ALREADY DONE SO; GRAMMAR WORKSHEETS
(Purcell, Walled Lake Central High School, 10th Grade English) 55 mins DAY 2 Students will turn in their Crucible essays 3 Trade your paper with your table partner and take turns reading your essays out loud, making changes as necessary partner activity powerpoint presentation Collect Crucible essays from students and answer any questions/give any necessary teacher collection annoucements Instruct students to trade their essays with their table partners. The table partner will then read the essay out loud so its author can listen to their writing and make any corrections if necessary Grammar Instruction: go over the next section of the grammar powerpoint Have students take out their TKM anticipation guide to lead them in a class discussion concerning their responses; students should be providing brief rationales for why they are for or against a particular issue Ask students to discuss their repsonses with the class (volunteers only) to lay a foundation for discussion of issues that will be presented in the novel Hand out the new vocabulary list FILL OUT VOCABULARY WORKSHEET WILL BE DUE FOR CHECKING ON THURSDAY
20
20
Take notes on the grammar instruction for the day Take out your TKM anticipation guide and discuss your responses as they relate to your current beliefs or ideals
independent activity 10 2 Discuss your responses with the class to begin thinking about issues that will arise as you begin reading the novel class discussion
HOMEWORK 55 minutes
Setting A Historical Context

Unit 3: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge SWBAT describe the historical context surrounding the Lesson setting of the novel in order to understand the ideas of Accommodations Objective segregation, Jim Crow laws, controversy and the Great Depression SW write an exit ticket describing what they have Lesson Changes for Next learned about segregation, Jim Crow laws, controvesy Assessment Time and the Great Depression Benchmarks 1.1, 1.2, 3.3 October 10 (Dates) or Standards copies of each section of information, copies of the Materials historical context worksheet, grammar powerpoint, Needed grammar review sheets
LP2
Time
METHOD Student Learning Task or Activity Turn in any homework from the night before and listen to any directions or announcements the teacher may class discussion have; ask any questions as they arise Listen to the instructions for the day; ask any questions as they arise
Teacher Activity Collect any homework from the previous day; discuss any announcements and answer any questions students may have Explain to students that To Kill a Mockingbird is another text with great historical significance; before even beginning reading the text, students must first understand the context of society at that time; explain that students will participate in a jig-saw activity to help them learn more about the United States during this time period Have students count off by 5'shave students move into groups based on their designated numbers; once students have settled, begin explaining the jig-saw activity
teacher lecture 5 Count off by 5's and then organize yourself into groups by corresponding numbers teacher lecture
(Purcell, Walled Lake Central High School, 10th Grade English) Read through the provided material to answer the questions about your particular section of history; make sure you are reading/listening carefully because your goal is to become an "expert" on the subject; you will then be teaching your subject material to your classmates
25
Jig-saw activity: each group will be assigned one aspect of the historical society they will read about and become an "expert" on. Once each member of the group has become an expert, the groups will be dispersed to make new groups, each containing 4 members with different numbers (in the expert groups, all 1's should be together, all 2's together, all 3's together and all 4's together but in the jig-saw groups, each group will have a 1,2,3, and 4) Once students have answered the questions about their designated area, have the class divide up into jig-saw groups; in their jig-saw groups, each member should take turns teaching the others about their area of expertise; all students are responsible for answering all questions so make sure you know your material and can tell the rest of the class about it! ***To insure that students are not merely giving answers to the questions to their fellow group members, require students to fill out an exit ticket in which they write down 1 interesting thing they learned from each of their group members that is NOT INCLUDED IN THE QUESTIONS Grammar notes and review; go over another section of the grammar powerpoint and review any questions students may have about any of the material covered in chapters one and two (parts of speech and parts of a sentence) FINISH GRAMMAR WORKSHEET
Break into your jig-saw groups and take turns teaching your material to your group members; answer any questions they may have about your area of expertise 30
group activity As an exit ticket, write down 3 interesting things you learned through the presentations today (you must write down one thing for each topic area and it must be something that WAS NOT covered by the questions on your sheet) idependent activity Take notes on the grammar powerpoint; ask any questions as they arise 30 powerpoint presentation HOMEWORK 95 mins
The Character of Boo Radley

Unit 3: Click for Cover Page # of Days 1 LP Prior Knowledge SWBAT infer physical and personal characteristics of Lesson Boo Radley in order to better understand his Objective characterization, role and development SW examine quotations from the text and make Lesson inferences about Boo Radley based upon their Assessment descriptive devices Benchmarks 1.1, 1.2, 3.3 or Standards grammar powerpoint, copies of the Boo Radley Materials worksheet, copies of chapter questions; TKM books Needed
LP3
Enrichment Accommodations Changes for Next Time (Dates) October 11
Time
Student Learning Task or Activity Turn in grammar homework
3 As a class, read the first chapter of TKM; make sure you are filling out your chapter questions as we go along
60
Teacher Activity Collect students grammar homework; answer any questions they have and give any teacher collection annoucements Hand out copies of the chapter questions; Lead students in reading the first chapter of TKM; ask for volunteers to read; make sure students are filling out their chapter questions as we go --stop and offer any notes or add comments as class activity necessary powerpoint presentation Grammar instruction: go over the next section of the grammar powerpoint (parts of a sentence) Hand out copies of the Boo Radley character sheet; go over as many as time allows --- the rest will be homework
METHOD
20
Take notes on the grammar powerpoint; asking any questions as they arise Begin going over the Boo Radley character sheet
10 class activity
(Purcell, Walled Lake Central High School, 10th Grade English) FINISH THE BOO RADLEY CHARACTER SHEET; STUDY FOR GRAMMAR QUIZ
HOMEWORK 93 mins
The Concept of the Outsider

Unit 3: Click for Cover Page # of Days 2 LP Prior Knowledge SWBAT identify the characteristics of being an 'other' Lesson apart from a group in order to understand how identity Objective relates to otherness Lesson SW act out a scene (tableaux) from the novel that Assessment represents the theme of being an outsider Benchmarks 2.1, 3.4 or Standards Materials copies of the grammar quiz, TKM books Needed
LP4
Enrichment Accommodations Changes for Next Time (Dates) October 12, 15
Time
Student Learning Task or Activity Turn in your Boo Radley character worksheet
METHOD teacher activity
2 20 Take a quiz on parts of speech and parts of a sentence independent activity Brainstorm characteristics for what it means to be an outsider; what does it look like? How are people determined to be outsiders? independent activity Count off by 6's and get yourself into groups according to your number; each group will be assigned a scene to depict through a tableaux; tableaux's will be presented to the class class activity Begin reading chapters 2-3 in TKM as a class; make sure you are filling out your chapter questions as you silent reading read
optional
30
Teacher Activity Collect the Boo Radley character workseets; answer any questions students may have and give any necessary annoucements Give students a grammar quiz about parts of speech and parts of a sentence Place the question on the board, "What does it mean to be an outsider? What does it look like? What makes someone an outsider?" Ask students to keep this in mind as they read the next couple chapters Divide students into six groups (4-5 people per group); give each group a scenario from the book they will need to express through a tableaux; each scene will deal with the concept of being an outsider Begin reading chapters 2 in TKM silently; make sure students are filling out their chapter questions as they go along
(Purcell, Walled Lake Central High School, 10th Grade English) FINISH READING CHAPTER 2 AND FILLING OUT THE CHAPTER QUESTIONS
HOMEWORK 52 mins DAY 2 3 20 5 30 Listen to the annoucements for the day; ask any questions as they arise Take a pop quiz on chapter 2 As any questions you have about what happened in chapter 2, or questions that were confusing to you Begin reading chapter 3 in TKM teacher activity independent activity class activity class reading
Give any annoucements for the day; answer any questions as they arise POP QUIZ on Chapter 2 Ask students if they have any questions about chapter 2 Begin reading chapter 3 in TKM FINISH READING CHAPTER 3 AND FILLING OUT THE CHAPTER QUESTIONS; CHAPTER QUESTIONS WILL BE COLLECTED ON THE NEXT CLASS DAY
HOMEWORK 58 mins
Prejudice
Unit 3: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT interpret the inaccuracies of drawing Lesson conclusions on people based on outward apperances Accommodations Objective in order to apply these principals to issues of prejudice depicted in the novel SW identify their own inner and outer qualities through Lesson picutres or items and present those to the class to Changes for Next Assessment understand what sort of inferences people make about Time others based on such little information Benchmarks 1.4, 2.1, 2.3, 3.1 October 17-18 (Dates) or Standards Materials copies of the chapter 4-6 questions, copies of the Needed chapter 7-9 questions; paper bags
LP5
Time
Student Learning Task or Activity Turn in your chapter 1-3 questions; ask any questions if you have them; listen to any annoucements Review the characteristics of an outsider that you noticed while reading the first 3 chapters of the novel
METHOD
Teacher Activity Collect the chapter 1-3 questions; answer any questions as they arise; give any annoucements Review the characteristics of an outsider the students noticed as they read the first 3 chapters of the book Introduce the 'prejudice bag' activity; Discuss what is prejudice? Why does prejudice occur? Hand out a paper bag to each student; ask students to take this bag home and bring it back the next day - STUDENTS WILL ALSO NEED TO WRITE A PARAGRAPH EXPLANING TO ME WHAT THEY PUT INSIDE/OUTSIDE OF THEIR BAG AND WHY
teacher activity 5
class activity 10 Listen to the instructions for the prejudice bag activity; ask any questions as they arise teacher activity
(Purcell, Walled Lake Central High School, 10th Grade English) Ask students to search through newspapers, magazines, small objects or even photo albums at home; find pictures or items that symbolize aspects of their personalities; students should put their pictures/objects into two piles - inner qualities (aspects they may not share often or at all with others) and outer appearances (aspects of their personalities that they often share with others) Reassure students that they do not need to disclose their deepest, darkest secrets - only what they feel comfortable disclosing in the classroom setting Students should secure pictures and items representing their outward personality traits to the outside of the bag; inner personality traits go inside the bag Brainstorm characters from the novel who are victims of prejudice; choose one character and journal why that character is a victim; name some outer apperances which make them susceptible to prejudice, and find some inner qualities they may have which are not always apparent upon the first reading of the text As a class, have students brainstorm characters of the novel who are victims of prejudice; ask students to then choose one character and journal why that character is a victim; name some of their outer apperances which make them susceptible to prejudice, and find some innter qualities they may have which are not always apparent upon the first reading of the text Vocabulary review game; lead students in a vocabulary review As a class, begin reading TKM chapters 4-5 and remind students to fill out their chapter questions FINISH READING CHAPTERS 4-5 AND FILLING OUT THE CHAPTER QUESTIONS; MAKE YOUR PREJUDICE BAGS
optional
30 45
Participate in a vocabulary review game Begin reading chapters 4-5 in TKM; make sure you are filling out the chapter questions as we read
HOMEWORK 95 mins DAY 2

(Purcell, Walled Lake Central High School, 10th Grade English) 5 5 Listen to any annoucements for the day; ask any questions as they arise View a presentation of a prejudice bag If you wish, share your prejudice bag with your classmates Give any annoucements and answer any questions students may have Present my own prejudice bag to show students what you are expecting Ask for volunteers to present their prejudice bags to the class; once all who would like to share have finished, collect all the prejudice bags and explanations Discuss the theme of prejudice with students; The theme of prejudice between opposing individuals and groups creates a tension that runs throughout the whole story There is tension between males and females, blacks and whites, and different economic and social groups. This theme is relevant today because these prejudices are still with us and have to be resolved. They are not restricted either, to any particular age group or geographic location Begin reading chapters 6-7 in TKM; instruct students to fill out their chapter questions as we go along FINISH READING CHAPTERS 6-7 IN TKM; FILL OUT THE CHAPTER QUESTIONS (CHAPTERS 4-6 QUESTIONS WILL BE COLLECTED ON THE NEXT CLASS DAY); STUDY FOR VOCAB QUIZ; MAKE SURE YOUR VOCAB WORKSHEETS ARE FILLED OUT
20
10
Discuss the theme of prejudice as a class; ask any questions as they arise
50
Begin reading chapters 6-7 in TKM; make sure you are answering the chapter questions as we go along
HOMEWORK 90 mins
Gender Roles and What it Means to "Be A Man"

Unit 3: Click for Cover Page # of Days 7 LP Prior Enrichment Knowledge SWBAT analyze the concept of manhood in the novel Lesson in order to explore life for African Americans during the Accommodations Objective Jim Crow era SW write about the concept of manhood/womanhood Lesson Changes for Next from the point of view of a particular character Assessment Time
LP6
Benchmarks 1.3, 1.4, 1.5, 2.1, 2.3, 3.1 or Standards copies of chapter questions, copies of grammar worksheets, copies of vocabulary and grammar Materials quizzes, copies of man/womanhood worksheet, copies Needed of reader's theater roles, grammar powerpoint, TKM books
Time
(Dates)
October 19-31
Student Learning Task or Activity Turn in any homework (vocabulary worksheets); ask any questions you may have and listen to any important announcements Take a vocabulary quiz Begin reading chapter 8 silently; make sure you are answering the chapter questions as you read (use them to guide your reading and understanding of the novel)
METHOD
Teacher Activity Collect any homework (vocabulary worksheets) from the previous day; answer any student questions and give any necessary annoucements Vocabulary quiz Begin silently reading chapter 8 silently; make sure students are using their chapter questions to guide them FINISH READING CHAPTER 8 AND FILLING OUT THE CHAPTER QUESTIONS
30
teacher activity independent activity
30
silent reading HOMEWORK
65 mins
(Purcell, Walled Lake Central High School, 10th Grade English) DAY 2 5 20 Turn in any homework from the previous day; ask any questions you may have and listen to any necessary annoucements Take notes on the grammar instruction for the day; ask any questions you may have Listen to the directions for the reader's theater activity; make sure you know what group you have been assigned to and listen to the descriptions of the roles; make sure you get the proper role sheet for the role you have been assigned Collect any homework from the previous day; answer any student questions and give any necessary annoucements Grammar instruction (chapter 3)
teacher activity powerpoint presentation
10
teacher presentation
Introduce reader's theater; divide students into groups (of 5) and assign each of them a role before we begin Summarizer: Your job is to prepare a summary of the reading. Don't tell the whole story, just focus on the important parts. The other members of your group will be counting on you to give them a quick statement that tells about the story, and the key points. Connecter: Your job is to find connections between the book you are reading and the outside world. This means connecting what you read with your own life, to what happens at schoolor in the community, to similar events at other times and places, or to other people or problems. Illustrator: Your job is to draw some time of picture related to what you read in your section. It can be a sketch, cartoon, diagram or stick figure scene. It can be about something that you read, something that the reading reminded you about, or an element of the story (plot, character, setting).
(Purcell, Walled Lake Central High School, 10th Grade English) Discussion director: Your job is to write a list of questions that your group might want to discuss about this part of the book. The best questions will come from your own thoughts, feelings, and ideas about this section of the book. You also need to write your own answers to these questions. Literary luminary: Your job is to choose a paragraph or sentences from the book to discuss with your group. Your purpose is to help other students by spotlighting something interesting, powerful, funny, puzzling, or important from the text. You can read parts aloud yourself, or ask another group member to read them. Include your reasons for picking the paragraphs or sections you did. Please record the page number and paragraph. Instruct students to pay attention to the novel as we are reading, so they can gather material for their assigned roles; a reader's theater will be performed on the next class day in which groups will get together and share their role activity with the group; role activities will be collected for credit Begin reading chapter 9 of TKM as a class; make sure students are filling out their chapter questions as well as their reader's theater roles Hand out the new vocabulary list; have students write out definitions and sentences (in which they use the vocabulary word correctly) - will be due the following Thursday
30
teacher activity Begin reading chapter 9 of TKM as a class; make sure you are filling out your chapter questions as well as paying attention to the information you need to gather class activity as part of your reader's theater role Get the new vocabulary list; make sure you write out the definitions as well as use each vocabulary word correctly in a sentence - this will be due the following teacher activity Thursday
(Purcell, Walled Lake Central High School, 10th Grade English) FINISH READING CHAPTER 9 AND FILLING OUT THE CHAPTER QUESTIONS; COMPLETE THE GRAMMAR WORKSHEET; COMPLETE YOUR READERS THEATER ROLE ASSIGNMENT; BEGIN FILLING OUT THEIR VOCABULARY WORKSHEET
HOMEWORK 65 mins DAY 3 5 20 Turn in any homework from the previous day; ask any questions you may have and listen to any necessary annoucements Take notes on the grammar instruction for the day; ask any questions as they arise Get into your assigned reader's theater groups and disucss chapter 9 of TKM; you should be sharing the work that you did for your specific role with the rest of the group so that you can piece together a good discussion about the text; ask any questions as they arise Begin reading chapter 10 in TKM; make sure you are filling out the chapter questions as we read
Collect any homework from the previous day; answer any questions students may have and give any necessary annoucements Grammar instruction (chapter 3)
20
group activity class activity
50
HOMEWORK 95 mins DAY 4 5 Turn in any homework from the previous day; ask any questions you may have and listen to any necessary teacher activity annoucements Get your vocabulary checked in; ask any questions that you have about words, their pronounciation or their class activity defintion
Have students get into their reader's theater groups and share their role activites with one another; circulate the room answering questions as they arise Begin reading chapter 10 of TKM; make sure students are filling out their chapter questions FINISH READING CHAPTER 10 AND ANSWER THE CHAPTER QUESTIONS; COMPLETE THE GRAMMAR WORKSHEET AND STUDY FOR A CHAPTER 3 GRAMMAR QUIZ (THAT WILL BE ON FRIDAY)
20
Collect any homework from the previous day; answer any questions students may have and give any necessary annoucements Check in vocabulary worksheets; go over definitions if necessary; answer any questions students may have about the words
(Purcell, Walled Lake Central High School, 10th Grade English) 30 40 Participate in a grammar review activity; ask any questions you may have Begin reading chapter 11 in TKM as a class; make sure you are filling out the chapter questions as we read
class activity
Grammar review (chapter 3) Begin reading chapter 11 in TKM; make sure students are answering the chapter questions FINISH READING CHAPTER 11 AND FILLING OUT THE CHAPTER QUESTIONS; STUDY FOR THE GRAMMAR QUIZ (COMPLETE THE GRAMMAR REVIEW SHEET)
class activity
HOMEWORK 95 mins DAY 5 5 Turn in any homework from the previous day (grammar review sheet); ask any questions you may have and listen to any necessary annoucements Take a grammar quiz on chapter 3 Get a new role for your reader's theater groups; make sure you are given a role you have not yet had before teacher activity Begin silently reading chapter 12 in TKM when you finish your grammar quiz; make sure you are filling out the chatper questions and gathering information you independent need to complete your assigned reader's theater role activity teacher activity independent activity
Collect any homework from the previous day; answer any questions students may have and give any necessary annoucements Give students a grammar quiz on chapter 3 Assign students new roles in their reader's theater groups Begin silently reading chapter 12 in TKM; make sure students are filling out their chapter questions as well as their reader's theater role activities FINISH READING CHAPTER 12 AND FILLING OUT THE CHAPTER QUESTIONS; FINISH READER'S THEATER ROLE ASSIGNMENTS
20 3
25
HOMEWORK 53 mins DAY 6 5 Turn in any homework from the previous day; ask any questions you may have and listen to any necessary annoucements
teacher activity
Collect any homework from the previous day; answer any questions students may have and give any necessary annoucements
(Purcell, Walled Lake Central High School, 10th Grade English) Get into your reader's theater groups and talk about chapter 12 of TKM; make sure you are sharing the information you gathered for your specific role to help group activity build a discussion of the text Begin reading chapter 13 of TKM as a class; make sure you are filling out your chapter questions; ask any questions as they arise HOMEWORK 55 mins DAY 7 5 30 Turn in any homework from the previous day; ask any questions you may have and listen to any necessary annoucements Participate in a vocabulary review activity; ask any questions as they arise Collect any homework from the previous day; answer any questions students may have and give any necessary annoucements Vocabulary review Have students get into their reader's theater groups and share their activities with each other; circulate the room answering questions as they arise Begin reading chapter 13 in TKM as a class; make sure students are filling out their chapter questions FINISH READING CHAPTER 13 AND FILLING OUT THE CHAPTER QUESTIONS
20
30
teacher activity class activity
Courage, Empathy and Other Literary Themes

Unit 3: Click for Cover Page # of Days 10 LP Prior Knowledge SWBAT analyze courage, empathy and other literary Lesson themes within the novel in order to understand Objective character roles and development SW identify and write about how each theme affects Lesson the role or development of a particular character Assessment
LP7
Enrichment Accommodations Changes for Next Time (Dates) November 1-21
Benchmarks 1.2, 1.3, 2.1, 2.3 or Standards copies of vocabulary lists, copies of grammar Materials homework, copies of TKM chapter questions; grammar Needed powerpints; TKM books
Time
5 20 10
Student Learning Task or Activity Turn in any homework; ask any questions you may have and listen to any important announcements Take notes on the grammar instruction for the day; ask any questions you may have Complete some grammar examples together as a class; ask any questions as they arise Begin reading chapters 15-16 of TKM as a class; make sure you are filling out your chapter questions as well as paying attention to the information you need to gather as part of your reader's theater role
METHOD
teacher activity powerpoint presentation class activity
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Grammar instruction (chapter 3) Complete some examples from the grammar homework on the board as a class Begin reading chapters 15-16 of TKM as a class; make sure students are filling out their chapter questions as well as their reader's theater roles
50
class activity
(Purcell, Walled Lake Central High School, 10th Grade English) Write down the themes: courage, empathy, gender roles; brainstorm what they mean and what characters are affected by them 10 Write the following words on the board: Courage, empathy, gender roles; Ask students what each of these words or phrases means; then preface for students that they will be journaling about one of those three themes tomorrow so they should think about the themes tonight and the characters who are involved in/affected by these themes FINISH READING TKM CHAPTERS 15-16; FINISH YOUR ILLUSTRATOR ROLE STREET AND STUDY FOR YOUR VOCABULARY QUIZ
class discussion
HOMEWORK 95 mins DAY 2 5 30 Turn in any homework; ask any questions you may have and listen to any important announcements Take a vocabulary quiz Begin journaling about the themes from the novel: courage, empathy and gender roles; talk about how the themes are presented and what characters are affected by these themes 15 teacher activity independent activity
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Vocabulary quiz Once students have finished taking their vocabulary quizzes, instruct them to begin journaling about one of the three themes from the previous day (courage, empathy, gender roles); students should describe the theme, give an example of how it is shown in the text and explain how it affects the characters of the novel; journal responses should be one paragraph in length (at least 6 sentences) and include a topic sentence and a closing sentence Have students begin reading TKM chapter 17 silently; students should be answering their chapter questions as they read FINISH READING TKM CHAPTER 17 AND ANSWERING THE CHAPTER QUESTIONS
independent activity 15 Begin reading TKM chapter 17 silently; make sure you are filling out the chapter questions as you read silent reading HOMEWORK 65 mins
DAY 3 5 20 10 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Take notes on the grammar instruction for the day; ask powerpoint presentation any questions you may have Complete some grammar examples together as a class activity class; ask any questions as they arise Begin reading chapter 18 of TKM as a class; make sure you are filling out your chapter questions as well as paying attention to the information you need to class activity gather as part of your reader's theater role Collect any homework from the previous day; answer any student questions and give any necessary annoucements Grammar instruction (chapter 3) Complete some examples from the grammar homework on the board as a class Begin reading chapter 18 of TKM as a class; make sure students are filling out their chapter questions as well as their reader's theater roles FINISH READING TKM CHAPTER 18; MAKE SURE YOU ARE FILLING OUT YOUR CHAPTER QUESTIONS AS YOU READ; FILL OUT YOUR WEEKLY VOCABULARY WORKSHEET
30
HOMEWORK 65 mins DAY 4 5 30 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Grammar review activity; ask any questions about the class activity grammar that you have Begin reading chapters 19-20 of TKM as a class; make sure you are filling out your chapter questions as well as paying attention to the information you need to class activity gather as part of your reader's theater role
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Lead students through a grammar review activity Begin reading chapters 19-20 of TKM as a class; make sure students are filling out their chapter questions as well as their reader's theater roles FINISH READING TKM CHAPTERS 19-20; MAKE SURE YOU ARE FILLING OUT YOUR CHAPTER QUESTIONS; STUDY FOR YOUR GRAMMAR QUIZ
60
HOMEWORK 95 mins DAY 5

(Purcell, Walled Lake Central High School, 10th Grade English) Turn in any homework; ask any questions you may have and listen to any important announcements Take a grammar quiz teacher activity independent activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Grammar quiz Begin reading chapters 21-22 of TKM as a class; make sure students are filling out their chapter questions as well as their reader's theater roles FINISH READING TKM CHAPTERS 21-22 AND FILLING OUT THE CHAPTER QUESTIONS
5 30
60
Begin reading chapters 21-22 of TKM as a class; make sure you are filling out your chapter questions as well as paying attention to the information you need to class activity gather as part of your reader's theater role
HOMEWORK 95 mins DAY 6 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Take notes on grammar (infinitives) and begin working powerpoint on a practice worksheet as a class; ask any questions activity/class activity as they arise Begin reading chapter 23 of TKM as a class; make sure you are filling out your chapter questions as well as paying attention to the information you need to class activity gather as part of your reader's theater role
20
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Give students grammar notes (infinitives) and complete a few practice examples together as a class Begin reading chapter 23 of TKM as a class; make sure students are filling out their chapter questions as well as their reader's theater roles FINISH READING TKM CHAPTER 23 AND FILLING OUT THE CHAPTER QUESTIONS; FINISH GRAMMAR WORKSHEET
30
HOMEWORK 55 mins DAY 7 5 30 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Participate in a vocabulary review activity; ask any questions as they arise class activity
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Vocabulary review activity
(Purcell, Walled Lake Central High School, 10th Grade English) Begin reading chapters 24-25 of TKM as a class; make sure you are filling out your chapter questions as well as paying attention to the information you need to class activity gather as part of your reader's theater role
60
Begin reading chapters 24-25 of TKM as a class; make sure students are filling out their chapter questions as well as their reader's theater roles FINISH READING TKM CHAPTERS 24-25 AND FILLING OUT THE CHAPTER QUESTIONS
HOMEWORK 95 mins DAY 8 5 30 Turn in any homework; ask any questions you may have and listen to any important announcements Take a vocabulary quiz teacher activity independent activity
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Vocabulary quiz
Tom Robinson vs. Emmett Till

Unit 3: Click for Cover Page # of Days 1 LP Prior Knowledge SWBAT compare the character of Tom Robinson to Lesson Emmett Till in order to understand the historical Objective significance of the novel SW discuss the paralles between the treatment of Lesson Emmett Till and the treatment of Tom Robinson as Assessment both are captured and charged for a crime Benchmarks 1.2, 1.3, 2.1, 2.3 or Standards Materials the murder of Emmett Till from google video; Twelve Needed Angry Men film; copies of the Bob Dylan lyrics
LP8
Enrichment Accommodations Changes for Next Time (Dates) November 28
Time
Student Learning Task or Activity Turn in any homework (last set of chapter questions); ask any questions you may have and listen to any important announcements Go over one set of chapter questions; make sure you write down any inconsistencies you have with the responses discussed; ask any questions as they arise Discuss the reading you were assigned over the Thanksgiving break about Emmett Till; fill out your organizational chart to help you with your essay
METHOD
Teacher Activity Collect any homework from the previous day (last set of chapter questions); answer any student questions and give any necessary annoucements Guide students through a review of one set of their chapter questions; ask volunteers for responses to questions and fill in any gaps as seen necessary Ask students to recall what they read about the Emmett Till case over the Thanksgiving break; make connections between the Emmett Till case and the Tom Robinson case; discuss how these cases relate to the themes of the novel (as well as the essay topics)
teacher activity 20
teacher led discussion
10 teacher led discussion
(Purcell, Walled Lake Central High School, 10th Grade English) Watch the video "The Death of Emmett Till"; follow along to the Bob Dylan song video Discuss the video; look at the Emmett Till case in relation to the novel and the Tom Robinson case 15 class discussion Begin watching the film "Twelve Angry Men"; make sure you are filling in your organizational chart to help with your essay video 5 93 mins Ask any questions about any of the material from the lesson today or about the upcoming essay assignment class discussion Show students the video "The Death of Emmett Till"; give students a copy of the lyrics to the Bob Dylan song to follow along Discuss with students the video; discuss the similarities between the Emmett Till case and the Tom Robinson case; how do both these cases relate to the novel and the essay prompt? Begin watching the film "Twelve Angry Men"; stop and discuss scenes from the film when necessary for clarification; instruct students to be filling out their organizational charts to help them with their essays Answer any questions students have about the material from the day or the essay expectations; remind students that they will have a vocabulary quiz on Friday
10
30
Twelve Angry Men

Unit 3: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT outline the characteristics of an effective court Lesson proceeding in order to understand the elements of a Accommodations Objective trial Lesson SW watch the video "Twelve Angry Men" and discuss Changes for Next Assessment the characteristics of a court proceeding Time Benchmarks 1.2, 1.3, 2.1, 2.3 November 28-29 (Dates) or Standards Materials Film "Twelve Angry Men" (can be found on youtube or Needed google video)
LP9
Time
Student Learning Task or Activity Turn in any homework; ask any questions you may have and listen to any important announcements
METHOD
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Begin to show students the film "Twelve Angry Men"; stop and annotate when necessary
DAY 1 5
teacher activity 90 95 minutes DAY 2 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity 15 Begin watching the film "Twelve Angry Men"; try to make connections between the film and the texts we have read in this unit
video projection
Review the events depicted in the film thusfar from the previous day class activity
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Review the events depicted in the film thusfar from the previous day; ask students what they notice and how that is similar or different to the literature we have been reading in this unit
(Purcell, Walled Lake Central High School, 10th Grade English) Finish watching the film "Twelve Angry Men"; then discuss the film in relation to the unit and the literature 75 video projection 95 minutes Finish watching "Twelve Angry Men"; stop and annotate when necessary; when the film is over, discuss with students the film's relation/significance to this unit and the literature we have read in this unit
Introduction to the Holocaust

Time
LP1
1 Enrichment SWBAT define important terms in order to understand background information about the novel SW fill out entrance slips assessing their understanding of the novel's historical context 1.2, 1.3, 1.4 lecture notes, projector, writing materials, copies of entrance slips Student Learning Task or Activity Turn in any homework; ask any questions you may have and listen to any important announcements Take notes on the grammar lesson for today; ask any questions as they arise METHOD Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Lead students through a grammar lesson for today (clauses) Hand out entrance slips to each of the students; ask them to write what they know about the Holocaust and how it affects them on the entrance slip When students have finished writing out their entrance slips collect them; next have students write down the following information Accommodations Changes for Next Time (Dates) December 5
5 25
10
independent activity
15
Template authors: Michael Saleeby Timothy Welsh Modified: V. Garza 07, M. Kloser 08
25
powerpoint presentation
15 journal
Definition of Holocaust: The Holocaust refers to a specific genocidal event in 20th century history: the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945. Jews were the primary victims; 6 million were murdered; Gypsies, Poles, and people with disabilities also were targeted for destruction based on racial, ethnic, or national reasons. Millions more, including homosexuals, Jehovahs Witnesses, Soviet prisoners of war and political dissidents, also suffered grievous oppression and death under Nazi tyranny Excerpted from the United States Holocaust Memorial Museum Discuss maturity: The things we are going to read about, watch in videos, and discuss in class are going to be intense, emotional, and sometimes hard to listen to. Learning about this event in history is important and can be very interesting to read about. Remember what we have been learning this year about decency and acceptance. Remember that as we read, no one should be making stereotypes about people good or bad. On the same paper the students wrote down the definition of 'Holocaust' and 'maturity' have students take notes on an introductory presentation of the novel and its themes Once students have finished taking notes, ask them to write a journal entry on the following prompt: "What would you feel like if you were taken away from everything - your family, friends, home, all your possessions. How would you feel? What would you do?"
(Purcell, Walled Lake Central High School, 10th Grade English) FINISH YOUR JOURNAL ENTRY IF YOU DID NOT FINISH IT IN CLASS 95 minutes
HOMEWORK
"One Survivor Remembers"

Unit 4: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge SWBAT understand the historical context surrounding Lesson the text by interpreting a first hand account of historical Accommodations Objective events Lesson SW view a film regarding the Holocaust as told by a Changes for Next Assessment Holocaust survivor Time Benchmarks 1.1, 1.2, 3.3 December 6 (Dates) or Standards "One survivor remembers" film (can be found on Materials youtube or google video); video/projection equipment Needed
LP2
Time
METHOD
teacher activity 5 teacher activity 15 50 class activity video presentation
20 class discussion 95 minutes
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Check in student's vocabulary worksheets for this week; students should have definitions, sentences and synonyms for each word Check the grammer exercises from the previous day; collect all worksheets then redistribute them to students to check Play the film "One survivor remembers" for students Discuss student's reactions to the video; talk about how the film relates to what they have learned about the Holocaust thusfar and how this information might show up in the text
Holocaust Timeline
Unit 4: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge SWBAT identify historical events surrounding the time Lesson of the Holocaust in order to create a context in which to Accommodations Objective understand the text Lesson SW create a timeline of events as well as make cause Changes for Next Assessment and effect connections Time Benchmarks 1.1, 1.2, 3.3 December 7 (Dates) or Standards Materials copies of the Holocaust timeline Needed
LP3
Time
5 2
Student Learning Task or Activity Turn in any homework; ask any questions you may have and listen to any important announcements Get a copy of the Holocaust timeline
METHOD
teacher activity teacher activity Going around the room, one student at a time will read a section of the Holocaust timeline; try to guess or figure out what information fills in the blanks; once you have guessed the correct answer or run out of options, the teacher will give you the correct information to fill in the blanks
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Hand out a copy of the Holocaust timeline to each student Go around the class and have students read the events aloud; when an event is read, have students guess what information would fill in the blanks on their timeline (you can make them guess from memory, you can let them search through google or can post the information from the blanks scrambled and have them try to decide which word or phrase fits)
30
class activity
(Purcell, Walled Lake Central High School, 10th Grade English) Make sure you are filling in the blanks on your timeline After students have had a chance to guess; give students the proper information to complete their timeline (key provided); this process should be continued until each blank is filled in Hand out a copy of the Cause and Effect worksheet; students are to use the timeline they just created to fill in one event as the cause, and one as the effect; students should also provide a 5 sentence rationale for the events they chose When students have finished filling out their cause and effect worksheets, you may let them discuss what they wrote with a partner and then ask for volunteers to share with the class Collect the cause and effect worksheets from students; this will be their exit ticket out the door
class activity Get a copy of the cause and effect worksheet; choose two events on your timeline that you think are related (one will be the cause, the other the effect); write these on your worksheet and provide an explanation for why independent you choose these two events activity Discuss the causes and effects you chose and why
10
10 think-pair-share 2 59 minutes Hand in your cause and effect worksheet before you leave class teacher activity
Night: Elie Weisel's Journey Through the Holocaust

Unit 4: Click for Cover Page # of Days 12 LP Prior Knowledge Lesson SWBAT identify the main ideas and themes in the text Objective SW discuss the mood and tone of the book in order to Lesson answer various questions about the novel and its Assessment characteristics Benchmarks 2.1, 3.4 or Standards Materials copies of Night chapter questions; answers to Night Needed chapter questions
LP4
Enrichment Accommodations Changes for Next Time (Dates) December 10 - January 11
Time
Student Learning Task or Activity Turn in any homework (TKAM Benchmark essay); ask any questions you may have and listen to any important announcements
METHOD
Teacher Activity
DAY 1 5 Collect any homework from the previous day (TKAM Benchmark essay); answer any student questions and give any necessary annoucements Pass out copies of the Night chapter questions; students should be using these questions to guide their reading of the text Begin reading the first section of Night to the students; stop and annotate whenever necessary; make sure students are filling out their chapter questions as we go along
teacher activity Get a copy of the Night chapter questions 5 teacher activity 40 50 mins DAY 2 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity
Follow along as the first section of Night is read aloud to you; fill out your chapter questions as you go teacher reading
Collect any homework from the previous day; answer any student questions and give any necessary annoucements
Modified V. Garza 07, M. Kloser08
(Purcell, Walled Lake Central High School, 10th Grade English) 20 30 class activity 35 90 minutes DAY 3 5 20 Turn in any homework; ask any questions you may have and listen to any important announcements Take a pop quiz on the first two sections of Night Go over the first section of Night questions; make any corrections as necessary 25 class activity 40 90 minutes DAY 4 5 25 Turn in any homework; ask any questions you may have and listen to any important announcements Take a vocabulary quiz teacher activity independent activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Give students a vocabulary quiz Follow along as the next section of Night is read aloud to you; fill out your chapter questions as you go teacher reading teacher activity independent activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Give students a pop quiz on the first two sections of Night Go over the first section of Night questions with the students; project the answers on the Elmo so students may visually see the response and have an opportunity to write it down Begin reading the next section of Night to the students; stop and annotate whenever necessary; make sure students are filling out their chapter questions as we go along Follow along as the next section of Night is read aloud to you; fill out your chapter questions as you go teacher reading Take notes on the grammar instruction for the day; ask powerpoint presentation any questions you may have Participate in a vocabulary review activity
Grammar instruction (chapter 3) Lead the class through a vocabulary review activity; make sure to remind students about their upcoming vocabulary quiz Begin reading the next section of Night to the students; stop and annotate whenever necessary; make sure students are filling out their chapter questions as we go along
Template authors: Michael Saleeby Timothy Welsh Modified V. Garza 07, M. Kloser08
(Purcell, Walled Lake Central High School, 10th Grade English) Silently read the next section of Night; fill out the chapter questions as you go along silent reading FINISH THE SECTION OF NIGHT ASSIGNED FOR THE DAY IF YOU DID NOT FINISH READING IN CLASS 50 minutes DAY 5 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity 20 Go over a section of Night questions; make any corrections as necessary class activity 35 60 minutes DAY 6 5 35 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Take notes on the grammar instruction for the day; ask powerpoint presentation any questions you may have Follow along as the next section of Night is read aloud to you; fill out your chapter questions as you go teacher reading 15 Use this time to begin your grammar homework student activity FINISH THE GRAMMAR ASSIGNMENT IF YOU DID NOT DO SO IN CLASS
20
Have students silently read the next section of Night when they are finished with their quiz; remind them to not be neglecting the chapter questions
HOMEWORK
Follow along as the next section of Night is read aloud to you; fill out your chapter questions as you go teacher reading
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Go over a section of Night questions with the students; project the answers on the Elmo so students may visually see the response and have an opportunity to write it down Begin reading the next section of Night to the students; stop and annotate whenever necessary; make sure students are filling out their chapter questions as we go along
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Grammar instruction (chapter 3) Begin reading the next section of Night to the students; stop and annotate whenever necessary; make sure students are filling out their chapter questions as we go along Give students some work time in class to begin working on their grammar assignment
40
HOMEWORK
(Purcell, Walled Lake Central High School, 10th Grade English) 95 minutes DAY 7 5 20 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Grade yesterday's grammar assignment class activity Follow along as the next section of Night is read aloud to you; fill out your chapter questions as you go teacher reading 85 minutes DAY 8 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity 50 55 minutes DAY 9 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Follow along as the next section of Night is read aloud to you; fill out your chapter questions as you go teacher reading Collect any homework from the previous day; answer any student questions and give any necessary annoucements Begin reading the next section of Night to the students; stop and annotate whenever necessary; make sure students are filling out their chapter questions as we go along Collect any homework from the previous day; answer any student questions and give any necessary annoucements Pass out all of the grammar assignments so that students may grade their peer's work Begin reading the next section of Night to the students; stop and annotate whenever necessary; make sure students are filling out their chapter questions as we go along
60
The Holocaust and "Band of Brothers"

Unit 4: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge Lesson SWBAT compare the themes and events from the Accommodations Objective novel to modern portrayals of the Holocaust SW watch video clips that depict events from the Lesson Changes for Next Holocaust in order to take a teacher test (Midterm Assessment Time Exam) Benchmarks 1.3, 1.4, 1.5, 2.1, 2.3, 3.1 January 14 (Dates) or Standards Materials Holocaust video clips (can be found on youtube); Band Needed of Brother's dvd (Part 9)
LP5
Time
5 20
METHOD
teacher activity Go over the remaining sections of Night questions; class activity make any corrections as necessary Watch various video clips relating to the Holocaust; try to make connections between the clips and the text video presentation
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Go over the remaining sections of Night questions Show students various clips about/from the Holocaust including a scene from Band of Brothers (part 9) that depicts similar events to those described by Elie Weisel in the novel Night
30
55 minutes
Template authors: Michael Saleeby Timothy Welsh Modified V. Garba 07, M. Kloser 08
Introduction to Transcendentalism
Unit 5: Click for Cover Page # of Days 5 LP Prior Knowledge SWBAT identify elements of transcendentalism such as the connection between people and nature, an Lesson individuals ability to think freely, and the importance of Objective spiritual self-reliance to the individual found in the works of Emerson and Thoreau SW write a working definition of transcendentalism Lesson they will revisit and revise after they read and analyze Assessment the works of Emerson and Thoreau Benchmarks 1.1, 1.2, 1.3, 2.2, 2.3, 3.1 or Standards Materials powerpoint presentation; chart paper; copies of Needed discussion questions; video projector
LP1
Enrichment
Accommodations
Changes for Next Time (Dates) January 24-January 31
Time
METHOD
teacher activity 5
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Introduce the basic characteristics and historical background of the transcendentalist movement
(Purcell, Walled Lake Central High School, 10th Grade English) From 1840-1855, literature in America experienced a rebirth called the New England Renaissance. Through their poetry, short stories, novels, and other works, writers during this period established a clear American voice. No longer did they see their work as less influential than that of European authors. Transcendentalism was a part of this "flowering" of American literature. Ralph Waldo Emerson and Henry David Thoreau were important voices in this philosophical movement that sought to have individuals "transcend" to a higher spiritual level. To achieve this goal, the individual had to seek spiritual, not material, greatness and the essential truths of life through intuition. Emerson was the philosopher and teacher. Thoreau was the student and the practitioner. To learn more about this complex philosophy visit the Web of American Transcendentalism. Invite students to discuss the concepts of transcendentalism by considering the following small group work questions: How are you affected by nature? Do you find comfort in it? Do you reflect the moods of nature? What is the role of nature in your life? What is meant by an individual's spiritual side? How do you define it? Is ther a connectio between the individual's spirit and nature? If so, what is that connection? What does it mean to know something intuitively? For example, has a parent or sibling ever known something was wrong with you without having talked with or seen you? What do we mean when we say "I just know it"?
20
In small groups, brainstrom and discuss your responses to the following questions:
(Purcell, Walled Lake Central High School, 10th Grade English) How do you demonstrate that you are an individual? Do you think independently of other or do you follow the crowd? Circulate the room as the groups work to brainstorm and answer these questions. 40 Once you have finished brainstorming and answering these questions, write your answers on yellow chart paper As a class, come up with a working definition of transcendentalism As students to put their answers on chart paper; then have the groups display their chart paper small group work and share their responses with the class By the end of this lesson, students should have established a shared, class definition of transcendentalism. This definition will be posted whole class in a spot where students can refer to it in the discussion following lessons. Give students notes about the transcendentalism movement as well as some of the key people involved in its development and maintenance
30 95 minutes DAY 2 5 47 52 minutes DAY 3 5
Take notes on transcendentalism and its founders/leaders powerpoint presentation
Turn in any homework; ask any questions you may have and listen to any important announcements Take a vocabulary pre-test teacher activity independent acvtivity
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Students will take a vocabulary pre-test
Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Follow along as the class is reading excerpts from Emerson's "Nature"; once the reading is done, get into class activity/small groups and discuss the following questions group work
40
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Read and discuss the excerpt chosen from Emerson's "Nature" with students, using the following questions to guide the exploration of the text:
(Purcell, Walled Lake Central High School, 10th Grade English) What different moods does Emerson note in the excerpt? How is nature connected to these moods? What effect does nature have on Emerson? What does he mean when he says "I become a transparent eyeball"? In what ways does Emerson connect nature, humankind, and God? In what way does Nature serve as a teacher? How is nature portrayed as noble? As a source of comfort? How are human beings represented as part of nature? How can human beings learn from nature? How does this learning affect the individal's spirituality? Give students a few minutes to identify key quotations from the excerpt that reveal Emerson's thinking about the relationship between humans and nature and to record their observations in their journals. Encourage students to explain the relationship between the quotations they've chosen and the basic characteristics of transcendentalism, as identified in the previous session. After students have all had a chance to identify a quotation, ask them to share their quotation and ideas with the class
6 51 minutes DAY 4 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity
Collect any homework from the previous day; answer any student questions and give any necessary annoucements
(Purcell, Walled Lake Central High School, 10th Grade English) Complete a vocabulary review activity 20 partner activity 5 As a class, summarize (review) the ideas gathered about transcendentalism from the lessons up to this point Have students complete a vocabulary review activity that deals with the vocabulary words for the week as well as their synonyms and antynoms Return to the ideas gathered in the previous class periods and summarize what you've discovered about transcendentalism to this point Introduce Emerson's essay "Self-Reliance" as another text that demonstrates transcendental thought Read and discuss the excerpt you've chosen from Emerson's "Self-Reliance" with the students, using the following questions to guide your exploration of the text. What does Emerson mean when he says that "envy is ignorance and imitation is suicide"? What does he want each individual to recognize about him/herself? What does he say about "power" and "work"? How is trust a part of being self-reliant? Why does Emerson see society as the enemy of individuality? What is the role of nonconformity? What did that word mean to Emerson? What is a "foolish consistency"? How does it get in the way of genius? To summarize the characteristics of transcendental thought covered so far in the lesson, have students fill in the Examples of Transcendental Thought handout (IF NEEDED) HAVE STUDENTS FINISH FILLING OUT THE TRANSCENDENTAL HANDOUT; THIS WILL BE COLLECTED ON THE NEXT CLASS DAY
45
Follow along as the excerpt from Emeson's "Selfreliance" is read; once the reading has been finished, get into small groups and discuss the following questions
15
Based on your discussion, fill out the Examples of Transcendental thought handout
HOMEWORK 90 minutes
(Purcell, Walled Lake Central High School, 10th Grade English) DAY 5 5 30 25 Turn in any homework; ask any questions you may have and listen to any important announcements Take notes on the grammar lesosn for the day Follow along as excepts from Thoreau's "Walden" are read teacher activity powerpoint presentation class activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Teach students the grammar lesson for the day (commas) Read the excerpts from Thoreau's "Walden" Ask students to identify how Thoreau is practicing the philosophy Emerson writes about in the excepts read previously. Students can use the information that they have recorded on their handouts as a resource at this point Explain the historical connection between the two writers: Emerson as teacher and Thoreau as practitioner Ask students to go back to the questions they answered during the first class session, and have them revise their responses based on what they have learned so far about Transcendentalism By the end of this class period, students should have revised and clarified their class definition of transcendentalism. FINISH THE COMMA PRACTICE WORKSHEET
20 class discussion 10
HOMEWORK
Transcendentalism in Comics
Unit 5: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT identify the elements of transcendentalism as Lesson represented in present-day genres (comic strips, lyrics, Accommodations Objective and music) Lesson SW locate examples of transcendentalism in any Changes for Next Assessment media Time Benchmarks 1.4, 2.1, 2.3, 3.2 February 1-February 4 (Dates) or Standards copies of the vocabulary quiz; copies of discussion Materials questions; copies of transcendentalist excerpts; video Needed projector
LP2
Time
5 20
Student Learning Task or Activity Turn in any homework; ask any questions you may have and listen to any important announcements Take a vocabulary quiz
METHOD
teacher activity independent activity
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Give students a vocabulary quiz Explain that during the next few sessions, students will look for examples of transcendental thought in popular culture. In particular, students will be looking at comic strips and songs, but encourage students to share examples that they find in other media as well (sitcoms, television dramas, children's cartoons, movies, commercials) Divide students into small groups and provide each group with copies of several comic strips that reflect the transcendental qualities discussed to this point
(Purcell, Walled Lake Central High School, 10th Grade English) Ask the students to read the strips, paying close attention to both the text and the drawings, with the goal of identifying the literary elements of transcendentalism Review the characteristics of transcendentalism from the previous sessions Give the groups time to read their comics, then ask them to find conncections to the concepts you've discussed regarding transcendentalism; students should be recording these notes on their handouts After groups have had time to work, ask each group to share the comics they reviewed as well as the connections they identified to the ideas of Emerson and Thoreau; as students share the comic strips, encourage them to discuss specific lines from the texts that you've studied that can be connected to the comics As a homework assignment, students can locate other examples of comics that would provide literary links to what you've studied; students should bring these comics to class along with a paragraph of explanation
20
10
HOMEWORK 60 minutes DAY 2 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity 20 Share the examples of transcendentalism you found the night before think-pair-share
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Spend the beginning of the day inviting students to share the examples that they found in a thinkpair-share format
(Purcell, Walled Lake Central High School, 10th Grade English) Explain to students that during this session, they will begin looking for examples of transcendentalism in songs. Listen to a sample song and follow along with the lyrics class activity As you are listening, jot down any notes about the song that relate it to any ideas of transcendental thought independent activity Discuss your notes/observations 20 class discussion After the song has finished playing, ask students to share their observations. Encourage students to make connections to the readings and the comic strips, as appropriate. Give students a list of songs they may chose from to explore the ideas of transcendentalism though Hand out a copy of the essay topics to students; students should begin thinking about their essays as we finish the transcendentalist unit STUDENTS SHOULD LISTEN TO THEIR SONG AND BRING IN A COPY OF THE SONG'S LYRICS ALONG WITH AN EXPLANATION AS TO HOW THAT SONG DEMSONSTRATES TRANSCENDENTALIST THOUGHT Play the example song that you've chosen for students; provide a copy of the lyrics if possible Ask students to listen carefully and follow along with the lyrics while the song is playing. Ask students to jot down notes as they hear any words that suggest the ideas of transcendentalism.
10
10
Get a copy of the essay topics, ask any questions you have teacher led discussion
HOMEWORK 60 minutes
Transcendentalism in the Media

Unit 5: Click for Cover Page # of Days 4 LP Prior Enrichment Knowledge Lesson SWBAT investigate the representation of Accommodations Objective transcendentalist though in social commentaries SW locate examples of transcendentalism in any Lesson Changes for Next media and write how those samples represent Assessment Time transcendentalist ideas Benchmarks 1.2, 1.5, 3.3, 4.1 February 6-11 (Dates) or Standards Copies of the grammar assignments; copies of Materials discussion questions; copies of song lyrics; audio/video Needed equipment
LP3
Time
Student Learning Task or Activity Turn in any homework; ask any questions you may have and listen to any important announcements Begin researching for your final essay/project in the computer lab
METHOD
teacher activity 90 95 minutes DAY 2 5 30 Turn in any homework; ask any questions you may have and listen to any important announcements Take notes on the grammar lesson for the day teacher activity powerpoint presentation Independent research
Teacher Activity Collect any homework from the previous day; answer any student questions and give any necessary annoucements Students will be going down to the computer lab to begin researching for their Transcendentalism final project
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Teach the grammar lesson for the day (semicolons)
(Purcell, Walled Lake Central High School, 10th Grade English) Listen to songs that express ideas of transcendental thought; place the songs where they belong on the various chart paper
15
15 5
Play portions of songs expressing transcendental thought between classes and for the first few minutes of the period; post chart paper around the room, listing musical genres (oldies/classics, pop/rock, R&B/rap, new age/classical, country) Invite students to discuss the reasons that the songs fit the characteristics of transcendental thought while the songs are playing Take a few minutes for students to share some of the titles they identified Divide students into four or five small groups; each group member should take turns discussing the songs they have brought to class Taking turns, students from each group should add the artist and title for songs they have identified to the chart paper in the room COMPLETE THE GRAMMAR PRACTICE WORKSHEET FOR THE DAY
20
HOMEWORK 90 minutes DAY 3 5 Turn in any homework; ask any questions you may have and listen to any important announcements teacher activity Continue researching your final essays/projects 50 55 minutes DAY 4 5 30 Turn in any homework; ask any questions you may have and listen to any important announcements Get into small groups and discuss the following questions Independent research
Collect any homework from the previous day; answer any student questions and give any necessary annoucements Students will be going down to the computer lab to begin researching for their Transcendentalism final project
Collect any homework from the previous day; answer any student questions and give any teacher activity necessary annoucements Divide students into groups to brainstorm and small group work discuss the following questions:
(Purcell, Walled Lake Central High School, 10th Grade English) Which category has the most songs? What did you expect to see on the charts? Do they match your expectations? What surprises do you see about the lists? Are there kinds of songs that aren't wellrepresented? What would happen if songs were divided further, into sub-genres (e.g., heavy metal, alternative rock)? Are there artists whom you think of as following transcendental ideas? Do their songs represent those ideas? How do the songs that are listed represent your individualism? Return to the class definition of transcendentalism. Ask students to consider how the class exploration of comic strips and music affect the definition. Revise the definition to fit students' observations.
As a class, revise your definition of transcendentalism that you had originally written 15 class activity 50 minutes
Transcendentalism Final Project

Unit 5: Click for Cover Page # of Days 3 LP Prior Knowledge Lesson SWBAT develop their own views on the subjects of Objective individualism, nature and passive resistance SW write an essay in which they identify Lesson transcendentalist thought as represented in various Assessment modern genres Benchmarks 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.2, 3.3, 4.1 or Standards Materials Computer (for reseach and typing up the final essay Needed product); copies of the essay requirements
LP4
Enrichment Accommodations Changes for Next Time (Dates) February 6-13
Time
Student Learning Task or Activity
METHOD
Teacher Activity Examining Transcendentalism through Popular Culture: Final Project
Look at all the resources in pop culture that you have access to. You can consider genres such as sitcoms, television dramas, children's cartoons, movies, commercials, newspaper editorials, and so forth. Your job is to find examples that complete the Transcendental thought chart. Provide at least one example for each characteristic of transcendental thought. You may provide more than one example if you wish. Choose a different quotation for each category of your chart. You can repeat the sources that you choose but you should find different example quotations or actons. For example, two of your quotations might come from the movie "Harry Potter"; but the quotations from the movie must be different.
(Purcell, Walled Lake Central High School, 10th Grade English) Look for examples from multiple genres. Try to include at least two different genres in your chart. Be sure to provide explanations for the quotations or examples that you've chosen that show why each is an example of transcendental thought. If possible, attach a copy of each of your examples to the chart that you submit.
Introduction to Fahrenheit 451

Unit 6: Click for Cover Page # of Days 2 LP Prior Knowledge SWBAT identify details about Bradbury's history of Lesson writing and the historical context of the 1950's in order Objective to predict the content of the novel Fahrenehit 451
LP1
Enrichment
Accommodations
SW complete an exit ticket on which they predict what Lesson the novel will be about based on the information about Assessment Bradbury and the culture of the 1950's Benchmarks or Standards Materials Needed
Time
Changes for Next Time February 25-28 (Dates)
1.1, 3.3, 4.1
book titles for 'what's the word' game; copies of F451 anticipation guide Student Learning Task or Activity METHOD Teacher Activity Wecome students back from break; collect transcendentalism essays; give any necessary annoucements Lead students in a modified version of the game "what's the word"; show students 4 books and ask them what they all have in common (3 rounds); once students have exhausted their options or solved the puzzle, discuss their reactions/what the point of the activity was Each of the sets of books will be some of the most commonly banned books in schools; discuss what implications that has; ask students why I might be showing them this
10 teacher activity
15
class activity
class discussion
Modified: V. Garza 07, M. Kloser 08
(Purcell, Walled Lake Central High School, 10th Grade English) Explain to students that in a few days they will be beginning a book about the banning of books (kind of ironic isn't it?) that deals with some of the things they just discussed
teacher discussion
10
10 50 minutes DAY 2 5 Take notes on a presentation about the author of Fahrenheit 451 - Ray Bradbury; ask questions as they arise
Hand out copies of the F451 anticipation guide; ask students to take a few minutes to fill out the anticipation guide as they see fit; they should independent also write one paragraph about one of their activity statement choices (as instructed on the handout) Discuss with students their responses; why do teacher led class they think the way that they do about these discussion statements?
30
15
Read a handout on the culture of the 1950's; think about how this era is represented in the text; ask questions as they arise Discuss the following questions:
15
Greet students; give any necessary annoucements Give students a presentation on author Ray Bradbury that includes details about his personal life and puts much emphasis on his work as a prezi presentation science fiction writer http://prezi.com/eb78zf_wghh0/ray-bradburyscience-fiction-writing/ Give students a copy of the 1950's handout; ask students to read the article independently and silent reading then discuss what they learned/know about the discussion era of the 1950's and its culture Lead sutdents in a class discussion of the class discussion following questions: How would you feel if someone always told you no? How would you feel if you were always told what you can and cannot do? How would you feel if someone took away something that was important to you and told you that youd never see it again?
How would you feel if someone always told you no? How would you feel if you were always told what you can and cannot do? How would you feel if someone took away something that was important to you and told you that youd never see it again?
(Purcell, Walled Lake Central High School, 10th Grade English) Ask students to fill out an exit ticket about what they think the novel will be about based on the information they have learned over the past two days Hand out copies of the first section questions; students should be filling out these questions as they read As a class, begin reading the first section of F451 (pages 1-8)
Ask students to fill out an exit ticket about what they think the novel will be about based on the information they have learned over the past two days Hand out copies of the first section questions; students should be filling out these questions as they read teacher activity As a class, begin reading the first section of F451 (pages 1-8) class reading FINISH READING THE FIRST SECTION OF F451 (PAGES 1-8) AND ANSWER THE SECTION HOMEWORK QUESTIONS
5 20
95 minutes
The Hearth and the Salamander

Unit 6: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT analyze schooling processes and systems in Lesson order to make text-to-self and text-to-world Accommodations Objective comparisons SW complete a Venn diagram in which they compare the educational experience of Clarisse and the youth in Lesson Changes for Next the novel to their own educational experiences and Assessment Time what they observe in the world around them
LP2
Benchmarks 1.1, 1.2, 2.1, 3.1, 3.2 or Standards Books for silent reading, copies of chalk talk questions, Materials copies of section questions, F451 books, audio Needed equipment
Time
(Dates)
March 1-4
METHOD Teacher activity
5 20 3 20 Sliently read for 20 minutes Review your vocabulary words before you take your quiz Take a vocabulary quiz Go up to the board and jot down some ideas pertaining to the following questions:
Silent reading independent activity independent activity
Teacher Activity Greet students; give any necessary annoucements Read Across America: students should spend 20 minutes silently reading Give students a few minutes to study for their vocabulary quiz Administer the vocabulary quiz Students will come up to the board and jot down ideas pertaining to the following prompt/questions that will then be discussed as a class:
20
Chalk talk
(Purcell, Walled Lake Central High School, 10th Grade English) The very first sentence of the book reads, "It was a pleasure to burn." Based on what you've read so far, what does this mean? Why would someone say this? Why would it be more enjoyable to burn something, rather than engage in it? (Why would it be more enjoyable to burn the book rather than to read it?) Discuss the following questions as a class: How do firemen in the novel differ from our understanding of a fireman? They seem to be polar opposites but what does the term fireman imply? How does this fit with the novel? Why might Bradbury have created fireman that burn rather than put out fires? Begin looking for connections between the characters of Montag and Clarisse. The very first sentence of the book reads, "It was a pleasure to burn." Based on what you've read so far, what does this mean? Why would someone say this? Why would it be more enjoyable to burn something, rather than engage in it? (Why would it be more enjoyable to burn the book rather than to read it?) The real 'fire' man: How do firemen in the novel differ from our understanding of a fireman? They seem to be polar opposites but what does the term fireman imply? How does this fit with the novel? Why might Bradbury have created Class discussion fireman that burn rather than put out fires? Character analysis/mapping: Montag and independent Clarisse - What do we know about them? How activity does this affect the story?
READ F451 PAGES 23-35; ANSWER THE SECTION QUESTIONS; BEGIN WORKING ON YOUR HOMEWORK CHARACTER CHART 68 minutes DAY 2 5 10 class discussion 40 Follow along as the teacher reads pages 35-45 of F451 teacher reading Text to world connections: Consider the quote on page 29 about the social nature of schooling. Journal the following questions: think-pair-share What are their classes like? What kinds of things do independent they learn about? activity Read to students F451 pages 35-45 Text to world connections: Consider the quote on page 29 about the social nature of schooling. Have students discuss or journal the following questions: What are their classes like? What kinds of things do they learn about? Teacher activity Greet students; give any necessary annoucements Character analysis/mapping: Montag and Clarisse - What do we know about them? How does this affect the story?
25
What does school mean for them? Now think about your own history of going to school. How is it the same or different? What was your motivation for going to school? Did you have classes where information was poured down the spout and out the bottom? What does that mean? Listen to Simon and Garfunkle's "The Sound of Silence"
independent activity independent activity independent activity independent activity
What does school mean for them? Now think about your own history of going to school. How is it the same or different? What was your motivation for going to school? Did you have classes where information was poured down the spout and out the bottom? What does that mean? Play for students Simon and Garfunkle's "The Sound of Silence" (distribute a copy of the lyrics) In one million words or less, have students respond to the song making text-to-world connections How does this song relate to what were reading? Think about it in the context of pages 11-14. Also be sure to list at the bottom of their homework, the repetition of words that have to do with the concept of silence in any way.
25
audio recording In one million words or less, respond to the song making text-to-world connections How does this song relate to what were reading? Think about it in the context of pages 11-14. Also be sure to list at the bottom of their homework, the repetition of words that have to do with the concept of silence in any way. 105 minutes
student journal
student journal
Themes and Symbols

Unit 6: Click for Cover Page # of Days 6 LP Prior Knowledge Lesson SWBAT recall the themes depicted in the novel and Objective their significance to the meaning of the story SW choose one symbol from the novel to illustrate as Lesson well as explain its significance in the context of the Assessment novel Benchmarks 1.1, 3.3, 4.1 or Standards Materials F451 books, section questions, drawing paper, Needed markers, F451 quotes/close reading sheet
LP3
Enrichment Accommodations Changes for Next Time (Dates) March 7-15
Time
METHOD Teacher activity
5 40 Listen as pages 39-45 of Fahrenheit 451 are read to you; make sure you are filling out the section questions
class reading Discuss the character of the mechanical hound 5 class discussion 5 15 Describe the mechanical hound (using evidence from the text) Draw a picture of the mechanical hound (what do you imagine it looks like?) Decide and defend: Do we have any "hounds" in our present day society? What are they? What are their functions?
Teacher Activity Greet students; give any necessary annoucements As a class, read pages 39-45 in Fahrenheit 451; remind students to be filling out their section one questions as they are reading The Mechanical hound - machine of terror; discuss with students the character of the mechanical hound Describe it (with evidence from the text) Draw it Debate: Do we have any "hounds" in the present day society? What are they? (Consider the function of the hound as well as its design)
10
(Purcell, Walled Lake Central High School, 10th Grade English) Take notes on the various symbols that have been represented in the first section of the novel 15 powerpoint presentation
Symbolism lesson; discuss with students the symbols that have already appeared in Bradbury's novel; discuss what the symbols are as well as what they represent - consider why Bradbury might have chosen these symbols Symbols to consider: the great python; pigeonwinged books; black beetle-colored helmet; salamander; Phoenix; Clarisse; Guy Montag; Black cobra; Beatty; November 4th; Stoneman and Black; time has falen asleep in the afternoon sunshine; Tower of Babel; automatic reflex; our fingers in the dike
95 minutes DAY 2 5 Spend a few minutes trying to figure out the four semicolon rules based on the examples provided for you; discuss your ideas with others in a fishbowl type format to come up with the four rules; write down the rules as given to you once the fishbowl discussion has been exhausted Teacher activity Greet students; give any necessary annoucements Give students a copy of the grammar notes worksheet; ask students to spend a few minutes looking at the notes on their own; students should look for patterns or clues to help them figure out what the rule might be regarding the usage of semicolons; let students discuss what they have found in a fishbowl format; once the conversation has been exhausted, go through the rules with the students As a class, read pages 45-60 in Fahrenheit 451; remind students to be filling out their section one questions as they are reading
30
think-fishbowl 15 Listen as pages 45-60 of Fahrenheit 451 are read to you; make sure you are filling out the section questions class reading FINISH READING PAGES 45-60 (IF NOT FINISHED IN CLASS) AND COMPLETE THE GRAMMAR PRACTICE ASSIGNMENT 50 minutes DAY 3
HOMEWORK
(Purcell, Walled Lake Central High School, 10th Grade English) 5 25 20 Take notes on information regarding the themes of Fahrenheit 451 Greet students; give any necessary annoucements Vocabulary activity Give students information regarding the themes teacher led class of Fahrenheit 451 and their relation to the genre discussion of dystopian novels Themes to consider: censorship; knowledge class discussion versus ignorance Teacher activity As a class, read pages 61-65 in Fahrenheit 451; remind students to be filling out their section one questions as they are reading (questions will be due the class day after section one is finished)
44
Listen as pages 61-65 of Fahrenheit 451 are read to you; make sure you are filling out the section questions (questions will be due the class day after section one is finished) class reading FINISH READING PAGES 61-65 (IF NOT FINISHED IN CLASS) AND ANSWER THE SECTION ONE QUESTIONS (WILL BE DUE THE NEXT CLASS DAY)
HOMEWORK
94 minutes DAY 4 5 Take some time to think backwards about the grammar lesson; try to figure out the rule based on the notes and examples given 30 Teacher activity Greet students; give any necessary annoucements Give students a copy of the grammar handout; students should notice that there are blank spaces where all the rules should be, but all examples and notes are included; instruct students to "think backwards" about the grammar rules - that is, based on the examples and notes given, what do you think the rule is? Once students have been given an opportunity to work their way through the grammar rules; ask them to share their findings; as students are sharing make sure students are given the proper rule to record in their notes
student activity Share your findings with the class; make sure you get the proper information and record it on your notes sheet class activity
(Purcell, Walled Lake Central High School, 10th Grade English) Take notes on the symbol lesson; make sure you know what a symbol is and will be able to find symbols within the text teacher lecture 40 Follow along as the teacher reads F451 pages 67-76; fill out the section questions as you go along; ask any questions as they arise FINISH READING PAGES 67-76 (IF NOT COMPLETED IN CLASS); GRAMMAR PRACTICE WORKSHEER Give students a quick lesson on symbols and symbolism; draw their attention to symbols that have already appeared in the text and alert students to be looking for symbols as they continue reading Read pages 67-76 in Fahrenheit 451 to the class; stop and clarify or point out important plot events/information
15
class reading
HOMEWORK
90 minutes DAY 5 5 3 25 20 Turn in Fahrenheit 451 section one questions Take a teacher created vocabulary quiz Once you have finished quizzing, begin reading pages 76-88 of Fahrenheit 451 FINISH READING F451 PAGES 76-88 53 minutes DAY 6 5 Get a list of quotes from the novel and go through the steps of close reading them 30 class activity Teacher activity Greet students; give any necessary annoucements Give students a list of quotes from the novel they can close read, respond to and ask questions about to further their understanding of the novel (give students a 'how to do a close reading' handout) "There must be something in books, things we can't imagine, to make a woman stay in a burning house; there must be something there. You don't stay for nothing." (51) silent reading HOMEWORK Teacher activity teacher activity independent activity Greet students; give any necessary annoucements Collect Fahrenheit 451 section one questions Administer a vocabulary quiz Once students have finished their vocabulary quiz ask them to read pages 76-88 of Fahrenheit 451
(Purcell, Walled Lake Central High School, 10th Grade English) "We all must be alike. Not everyone born free and equal, as the Constitution says, but everyone made equal. Each man the image of every other; then all are happy, for there are not mountains to make them cower, to judge themsleves against. So! A book is a loaded gun in the hosue next door. Burn it." (58) How is conformity presented in the novel? How do the characters feel about conformity? Does conformity really promote happiness like the novel says it does? "and the books say nothing! Nothing you can teach or believe. They're about nonexistent people, figments of imagination, if they're fiction." (62) 30 Follow along as pages 88-97 of F451 are read to you; answer the section questions; ask any questions as they arise FINISH READING PAGES 88-97 OF F451 (IF NOT COMPLETED IN CLASS)
class reading HOMEWORK
Read pages 88-97 of Fahrenheit 451 to students
65 minutes
The Family Home

Unit 6: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge SWBAT apply the concepts of cultural assimilation and free thought in order to identify objects that promote Lesson these concepts in the novel; SWBAT infer meaning Accommodations Objective from quotations in order to identify significant themes
LP4
SW complete a journal entry in which they generate ideas of objects that would be in Clarisse's home vs. Lesson Montag's home; SW also complete a worksheet in Assessment which they respond to quotes from the book and discuss why they are significant Benchmarks 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2 or Standards Materials discussion questions, journal prompts, projector, F451 Needed books
Time
Changes for Next Time March 18-20
(Dates)
METHOD
5 40
teacher activity Follow along as pages 97-106 of F451 are read; answer the section questions as you go along; ask any class reading questions as they arise
Teacher Activity Greet students; collect any homework or handouts; give any necessary annoucements
Read pages 97-106 of Fahrenheit 451
(Purcell, Walled Lake Central High School, 10th Grade English) Discuss questions posed by the teacher using evidence from the text as support for your thoughts/claims
30
class discussion 20 95 minutes Journal your thoughts about the promps given to you by the teacher independent journal
Once students have finished reading the section of the novel for the day, lead them through the following discussion questions: In this section of the book we learn that Montag has found some books including what might be the last copy of the bible. Do you agree with Montag for stealing and reading those books even though they are banned and he is going against the law? What would you do if you were Montag? Why do you think Montag doesn't burn the books but instead decides to read them? Have students journal responses to the following questions: Who is Faber? Why is he significant? How does he add depth to the story?
Quoting Quotes
Unit 6: Click for Cover Page # of Days 3 LP Prior Knowledge SWBAT identify quotes used throughout the novel as Lesson symbolic elements in order to develop their Objective understanding of the novel's themes SW collect quotes from the novel and discuss their Lesson significance within the context of history and the Assessment development of literature Benchmarks 1.1, 1.2, 2.1, 3.1, 3.2 or Standards Materials F451 books, discussion questions/prompts, copies of Needed the part 3 questions
LP5
Enrichment Accommodations Changes for Next Time (Dates) March 21-25
Time
5 Discuss the prompts provided by the teacher using evidence from the text to support your claims; ask any questions as they arise
25
class discussion (fishbowl)
40
Follow along as pages 107-115 of F451 are read to you; answer the section questions as you can; ask any class reading questions as they arise
Teacher Activity Greet students; collect any homework or handouts; give any necessary annoucements Discuss with students the following elements of the novel: After Montag meets Faber and asks him to teach him about the books, Montag reveals a plan to plant books in other firemen's houses so they will get caught and their houses burned down. What do you think about this plan? What does it accomplish? Montag believes it will destroy the foundation of the firemen themselves, but could his plan backfire? What would that mean for the society? As a class, read pages 107-115 of Fahrenheit 451; stop and clarify important plot events when necessary
(Purcell, Walled Lake Central High School, 10th Grade English) Return to the quoting war between Baetty and Montag; discuss the prompts provided by the teacher; ask any questions as they arise Return to the passage in which Baetty and Montag get into an argument at the firehouse and begin using quotes of books to respond to one another. Ask students if they recognize any of the quotes. What do they mean? How are they significant in the conversation?
25
think-pair-share 95 minutes DAY 2 5 2 45 teacher activity teacher activity
Turn in F451 section 2 questions Follow along as pages 115-130 of F451 are read to you; answer the section questions as you can; ask any class reading questions as they arise FINISH READING PAGES 115-130 OF F451 (IF NOT HOMEWORK FINISHED IN CLASS)
Greet students; collect any homework or handouts; give any necessary annoucements Collect F451 section 2 questions As a class, read pages 115-130 of Fahrenheit 451; stop and clarify important plot events when necessary
52 minutes DAY 3 5 30 teacher activity Follow along as pages 130-138 of F451 are read to you; answer the section questions as you can; ask any class reading questions as they arise Write down one open ended discussion question; take your discussion question to a fishbowl discussion and converse about the novel with your peers Greet students; collect any homework or handouts; give any necessary annoucements As a class, read pages 130-138 of Fahrenheit 451; stop and clarify important plot events when necessary Ask students to take a minute and write down one open ended question they have about anything pertaining to the novel; explain that these cannot be yes or no questions, they must require thought or explanation as students will be bringing their question to a fishbowl discussion; once students have their question, set up and facilitate a fishbowl discussion
20
fishbowl 55 minutes
The Behavioral Mankind

Unit 6: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge SWBAT analyze the behaviors of the main characters Lesson in order to understand the novel's comment on human Accommodations Objective nature and societal norms SW discuss the actions of the novel's characters and Lesson Changes for Next determine what they mean in the context of society and Assessment Time social norms Benchmarks 1.1, 3.3, 4.1 March 27 (Dates) or Standards Materials F451 books, projector, discussion questions/journal Needed prompts
LP6
Time
5 Journal the prompt provided for you by the teacher 20
class discussion 15 class discussion
20
think-pair-share
Teacher Activity Greet students; collect any homework or handouts; give any necessary annoucements Journal and then discuss: Why do you think Millie sounded the alarm on her own house? What does that say about her relationship with Montag? Read and discuss the passages in which Montag is forced to burn down his own house and then retaliates by killing 3 firemen including Captain Baetty The police and the mechanical hound are not willing to admit that they lost track of Montag so they end up capturing and killing an innocent man. What does this say about their society? Would you let an innocent person fulfill your punishment or would you risk your own life for what is right?
(Purcell, Walled Lake Central High School, 10th Grade English) Follow along as pages 138-148 of F451 are read to you; answer the section questions as you can; ask any class reading questions as they arise FINISH READING PAGES 138-148 (IF NOT HOMEWORK COMPLETED IN CLASS) As a class, read pages 138-148 of Fahrenheit 451; stop and clarify important plot events when necessary
30
90 minutes
Fahrenheit 451
Unit 6: Click for Cover Page # of Days 1 LP Prior Enrichment Knowledge Lesson SWBAT describe the significance of the novel's title Accommodations Objective SW write a journal entry describing the significance of Lesson Changes for Next the novel's title as well as identifying instances in which Assessment Time the number 451 appears in the novel Benchmarks 1.1, 1.2, 2.1, 3.1, 3.2 March 28 (Dates) or Standards Materials F451 books, copies of vocab quiz Needed
LP7
Time
METHOD teacher activity independent activity
5 20 30 Take a vocabulary quiz Once you are done quizzing, finish reading the last few pages of F451
Teacher Activity Greet students; collect any homework or handouts; give any necessary annoucements Administer a vocabulary quiz Once students have finished their vocabulary quiz, instruct them to finish reading F451 (pages 148-158) Journal: What is the significance of the title "Fahrenheit 451"?
silent reading Journal a response to the question posed by the teacher 55 minutes journal question
Dystopia in the Present Day

Unit 6: Click for Cover Page # of Days 2 LP Prior Enrichment Knowledge Lesson SWBAT argue whether or not a society such as the Accommodations Objective one in the novel could ever exist today SW find instances of censorship in modern society and Lesson Changes for Next discuss their implications on media and information Assessment Time
LP8
Benchmarks 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2 or Standards Materials copies of speech rubric, timer, projector equipment Needed
Time
(Dates)
March 27-28
METHOD
90 95 minutes
teacher activity Take turns presenting your final speeches (3-5 minutes in length); be a good audience member when you are Speech not presenting Presentations
Teacher Activity Greet students; collect any handouts or homework; give any necessary annoucements Students will take turns presenting their final speech (3-5 minutes in length); remind students to be good audience members while their peers are presenting

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Team/Department Outcomes Page

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07

Full Year Template 2010

(Teacher, School, Grade and Subject)

Lesson Plan Pages

Inserting Pictures, Equations, Diagrams

Headers and Footers

Full Year Template 2010

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07

Full Year Template 2010

(Purcell, Walled Lake Central High School, 10th Grade English)

10th Grade English Language Arts

(Purcell, Walled Lake Central High School, 10th Grade English)

Benchmarks, Standards or Mastery Codes

Objective: Assessment: Objective:

1 Assessment: Objective: Assessment:

Template authors: Michael Saleeby Timothy Welsh

Modified V. Garza 07, M. Kloser 08

(Purcell, Walled Lake Central High School, 10th Grade English)

1.2, 1.3, 1.4

1.1, 1.2, 3.3

1.1, 1.2, 3.3

1.1, 1.2, 3.3

1.4, 2.1, 2.3, 3.1

1.3, 1.4, 1.5, 2.1, 2.3, 3.1

1.2, 1.3, 2.1, 2.3

1.2, 1.3, 2.1, 2.3

(Purcell, Walled Lake Central High School, 10th Grade English)

Benchmarks, Standards or Mastery Codes

1.2, 1.3, 1.4

1.1, 1.2, 3.3

1.1, 1.2, 3.3

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07

1.4, 2.1, 2.3, 3.1

1.3, 1.4, 1.5, 2.1, 2.3, 3.1

1.2, 1.3, 2.1, 2.3

1.2, 1.3, 2.1, 2.3

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07

1.2, 1.3, 2.1, 2.3

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07

(Purcell, Walled Lake Central High School, 10th Grade English)

1.2, 1.3, 1.4

1.1, 1.2, 3.3

Template authors: Michael Saleeby Timothy Welsh

Modified: Matt Kloser 07/06 Modified: Vanessa Garza 07/07

SW view a film regarding the Holocaust as told by a Holocaust survivor

1.1, 1.2, 3.3

1.1, 1.2, 3.3

1.3, 1.4, 1.5, 2.1, 2.3, 3.1

Template authors: Michael Saleeby Timothy Welsh