Date: Tuesday, January 5, 2016

Lesson: One (45 minutes)

Standards:
11.1.1: Verbal and nonverbal cues impact the intent of communication
a. Give informal talks using an appropriate level of formality of verbal language and nonverbal
interaction with audience
11.1.2: Validity of a message is determined by its accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)

Goals:

Students will get to know their new classmates/get to know the class (assuming new students)
Students will understand (whether review or be introduced to) the ideas of the American Dream
discussed over first semester.
Classroom expectations will be reevaluated and new ones may be set if the students (or I) see the
need.

Materials:

Projector and screen

Slides with writing prompts (prompts will be addressed in Procedure on the day they will be
used.)
Giant stickies/y (or butcher paper)
Large, colorful markers
Dry erase markers
Normal sized sticky notes
Last semesters expectations poster
Tape

Procedure:

Before class: Students will come in and sit in their seats. Students can sit where they want for the
first few days. I will make a seating chart based on their preference at the end of the week.
5 minutes: I will introduce myself to the class as well as welcome any new students. I will ask the
students to introduce themselves to their peers, asking them their name and favorite thing.
10 minutes: I will show the students their writing prompt for the day (this will usually come at the
very beginning of class as students are trickling in, but I want to make sure the new students feel
comfortable and not thrown into anything.) There will be two different writing prompts for the
students: Returning students: What do you remember about the American Dream? How has it
changed since we first started talking about it? New students: Write a short letter to me. Explain
who you are, what you like to do, things you enjoy, etc. I know all of my returning students pretty
well, I want to get to know you a little bit more. While students are writing, I will walk around
the room and give each student a sticky note for their ticket out the door (to be used at the end of
class.)

Note: I will have already gotten letters from my returning students are the beginning of
the first semester. I want to do the same for these students so I actually get to know them
and the sense of culture and climate can grow even though we have some students
transitioning into the class.
o Also note: On 45 minute days, these writing prompts should only last five minutes and
ten on 90 minute days, but because Im having the new students write letters, I want to
give them more time.
10 minutes: I will ask a few of the returning students to share out what they wrote down for their
writing prompts. I will hint at everyone maybe writing some of these down. New students may
need to know this (depending on what class they came from) and returning students may need a
refresher.
o Things Ill be looking for: The Great Gatsby and the Lost Generation dream, the
transcendental dream, bootstrap pulling, capitalism, the American Dream during
wartime.
Meta-note: These concepts will all be more developed in the actual classroom, as
students are to infer their own meaning from each of the units; Im not guiding
them to any main objective.
15 minutes: During this time, I will put up a large sticky (or tape up a piece of butcher paper in
case I cannot find a giant sticky) so we can rebuild our classroom expectations. I will ask
returning students if any of the expectations need revising or omission. I will then ask the new
students (and returning students) if theres anything they want to add.
9 minutes: For the last nine minutes of class, I will go over what the semester will look like,
explaining that well start tomorrow with the Harlem Renaissance, reading poetry and a novel
(Their Eyes Were Watching God by Zora Neale Hurston.) I will briefly go over the other units
(Voice, Youth, Absent, and Now) so the students know how the rest of their school year will look.
1 minute: I will ask students to write one thing theyre looking forward to this semester on their
sticky note and stick it to the door on their way to their next class.
o

Assessment:

For returning student writing prompt: Things Ill be looking for: The Great Gatsby and the Lost
Generation dream, the transcendental dream, bootstrap pulling, capitalism, the American
Dream during wartime.
I will be looking through new student letters to try and understand them better, seeing how I can
best manipulate my classroom to fit their needs.

Teacher Resources:

Co-Planning/Teaching: I should search out my new students previous teachers and see if they
have any information on them. *James Bond music*
Thank you to Garrett Marquez for the sticky idea. Garrett, Ive never met you, but your YLP and
UP have helped me more than you know.
Thank you to Chris Vanjonack, a current educator, for the Letter to Teacher I have my new
students do.

For Lesson 2, refer to the Understanding by Design Lesson Plan on this page

Date: Friday, January 8, 2016

Lesson: Day Three (45 minutes)
Standards:
11.2.1: Complex literary texts require critical reading approaches to effectively interpret and evaluate
meaning
a. Use Key Ideas and Details to:
i: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain. (CCSS: RL.11-12.1)
ii: Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. (CCSS: RL.11-12.2)

Goals:

Students will understand how poets of the Harlem Renaissance (specifically Langston Hughes)
responded to a more antiquated idea of the American Dream (Walt Whitman).
Students will understand the self-set fishbowl expectations

Materials:

Class set of I Hear America Singing by Walt Whitman

Class set of I, Too by Langston Hughes
Butcher paper
markers
tape

Procedure:
5 minutes: Students will come into the class and complete their daily writing. During this time, I

will pass out the students set of I Hear America Singing and I, Too. I will ask the students to
look over them when theyre done.
o What do you think the poetry of the Harlem Renaissance looks like?
5 minutes: I will have a student volunteer read I Hear America Singing and we will discuss the
themes that are present in the poem. Brief discussion about how it encompasses the idea of the
American Dream at the time.
10 minutes: We will then transition into I, Too. Students will volunteer and read this poem. We
will then discuss how the ideas of the American Dream have changed in the poem.
5 minutes: I will break the students up into three separate groups for their fishbowl activity that
will occur over the next three class periods.
15 minutes: We will then discuss the rules of the fishbowl and set expectations. Things I will be
looking for (and suggest if they arent): each student will try to speak up at least once, treat all

classmates opinions with respect, etc. I will also assign the poems to the students (Harlem,
Po Boy Blues and Riverbank Blues.)
5 minutes: Students will give a sticky out the door explaining what theyre looking forward to
with their fishbowl.

HW: Read Harlem by Langston Hughes

Assessment: During this time, Im looking for students to understand the transition and response that
the HR was to the American Dream. Im also looking for students to set expectations that respect their
peers during their fishbowl.

Teacher Resources: None

Date: Monday, January 11, 2016

Lesson: Day Four (45 minutes)

Standards:
11.1.1: Verbal and nonverbal cues impact the intent of communication
a. Give informal talks using an appropriate level of formality of verbal language and nonverbal
interaction with audience
d. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
11.2.1: Complex literary texts require critical reading approaches to effectively interpret and evaluate
meaning
a. Use Key Ideas and Details to:
i. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. (CCSS: RL.11-12.2)
b. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. (CCSS: RL.11-12.2)
i. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)
Goals:
Students will understand the ideas that were popular at the time in Harlem during the HR.
Students will gain a better understanding of the poetry at the time of the HR.
Students will communicate effectively and efficiently with their peers while discussing Harlem.
Materials:
Desks should be arranged in a circle.
Procedure:
5 minutes: Students will come in and complete their daily writing. Write down your immediate
reactions to the poem Harlem by Langston Hughes. What did you think of it? Did you enjoy it?
What do you think the theme of the poem is? Why?
3 minutes: Students will arrange their desks into two circles. The inside circle will be the group
that had read and analyzed Harlem for that day, the outer circle is all of the other students.
35 minutes: Students will complete their fishbowl activity. Students from the inner circle will
discuss what they thought about the poem, asking questions on theme, identity and race. Students
on the outside should be writing down things they think are important that are being discussed in
the inner circle. There will be opportunities for students from the outer circle to jump into the
inner circle and discuss the poem, adding their opinion or asking the group questions. Students
should be actively engaging with the text, having it in front of them, writing down any notes.

2 minutes: Once the discussion is finished, I will have students write down on a half sheet of
paper what they thought about the discussion and how their view of Harlem changed if it did
and why or why not. This will be their ticket out the door.

Assessment:
Im going to be looking for students to understand the poem Harlem on a deeper level and relate it back
to the other things we have read during this unit and the things weve learned about the HR and the
people during this time. I will also be making sure that students are being respectful of one another, not
making any rude comments. If they do, they will lose their participation grade for the day.
HW: Read Po Boy Blues by Langston Hughes
Teacher Resources:
Co-Planning: I specifically remember in high school using an internet program that was designed to have
students on the outer circle of the fishbowl engaged in the conversation. It was like a group instant
messaging app that allowed people on the outside to keep up with the discussion and ask questions of
their own, instead of simply writing things down on a sheet of paper. I should talk to Mr. Robinson
through Facebook and see if he still remembers what that program was. If not, Im sure I could talk to my
colleagues around the school and see if they have anything similar.

Date: Tuesday, January 12, 2016

Lesson: Day Five (45 minutes)
Standards:
11.1.1: Verbal and nonverbal cues impact the intent of communication
a. Give informal talks using an appropriate level of formality of verbal language and nonverbal
interaction with audience
d. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
11.2.1: Complex literary texts require critical reading approaches to effectively interpret and evaluate
meaning
a. Use Key Ideas and Details to:
i. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. (CCSS: RL.11-12.2)
b. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. (CCSS: RL.11-12.2)
i. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)
Goals:
Students will understand the ideas that were popular at the time in Harlem during the HR.
Students will gain a better understanding of the poetry at the time of the HR.
Students will communicate effectively and efficiently with their peers while discussing Po Boy
Blues.
Materials:
Desks should be arranged in a circle.
Procedure:
Note: This day will follow almost the exact same procedure as the previous day, since the class period is
the same length and the students are doing the same thing, but with a different text and a different group
of students leading discussion.
5 minutes: Students will complete their daily writing: What are your immediate reactions to the
poem Po Boy Blues. How does it relate to the other Hughes poems weve read? How does it
differ? What are some themes that are present in this poem?
3 minutes: Students will transition into their fishbowl.
35 minutes: Students will complete their fishbowl following the same guidelines as the previous
day.

2 minutes: The same ticket out the door question as the day before but on Po Boy Blues
instead of Harlem.

Assessment:
Im going to be looking for students to understand the poem Harlem on a deeper level and relate it back
to the other things we have read during this unit and the things weve learned about the HR and the
people during this time. I will also be making sure that students are being respectful of one another, not
making any rude comments. If they do, they will lose their participation grade for the day.
HW: Read Riverbank Blues by Sterling Brown

Date: Wednesday, January 13, 2016

Lesson: Day Six (90 minutes)
Standards:
11.1.1: Verbal and nonverbal cues impact the intent of communication
a. Give informal talks using an appropriate level of formality of verbal language and nonverbal
interaction with audience
d. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
11.2.1: Complex literary texts require critical reading approaches to effectively interpret and evaluate
meaning
a. Use Key Ideas and Details to:
i. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. (CCSS: RL.11-12.2)
b. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. (CCSS: RL.11-12.2)
i. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)
Goals:
Students will understand the ideas that were popular at the time in Harlem during the HR.
Students will gain a better understanding of the poetry at the time of the HR.
Students will communicate effectively and efficiently with their peers while discussing
Riverbank Blues.
Students will understand the difference of dialect in which many of the writers at the time of the
HR wrote.
Materials:
Desks should be arranged in a circle.
Mad Gab
Class set of Their Eyes Were Watching God
Procedure:
10 minutes: Students will complete their daily writing assignment: What did you think of
Riverbank Blues? How did it relate to the two previous poems weve read? How did it connect
with the ideas that the Harlem Renaissance had? Did you find the poem difficult to understand?
Why?

3 minutes: Students will then transition into their fishbowl activity and discuss. Same rules apply
as the days previous.
35 minutes: Fishbowl on Riverbank Blues.
5 minutes: I will ask students to return to their seats as were going to move into our next activity.
After they are finished moving, Im going to split the groups up into six (divide the three groups
in two) and have this be their Mad Gab Group.
2 minutes: I will then distribute Mad Gab cards to the group and explain the rules of the game.
o The rules of the game are as follows: The person reading the card is the one guessing
what the card says. They are looking at the words on the card and trying to decipher the
title or phrase that is hidden in the other words (ex: Add Ham And Heave would be
Adam and Eve). Students listening might here it right away, so they shouldnt tell the
guesser what they hear, or it will spoil the game for everyone!
10-15 minutes: Depending on time and how engaged the students are, I may give the class
slightly more time to play this game. However, I want to make sure that we have enough time in
the class period to begin reading Their Eyes Were Watching God.
5 minutes: Students will move back to their desks and hand me the Mad Gab cards. Ill begin
handing out Their Eyes Were Watching God.
14 minutes: The students and I will popcorn read the first chapter of TTWWG.
1 minute: Sticky out the door: How did the Mad Gab activity help with your understanding of the
language in TTWWG and the poems that weve fishbowld?

HW: Their Eyes Were Watching God chapter 1.

Assessment:
I will be looking for the students to gain a sense of understanding from the Mad Gab activity and the
language that is used to express the writers of the HR. Some students may understand that the differing
dialect that the writers choose is a form of expression. If most students are getting this, were ahead of
schedule and can focus more on the plot points of the novel quicker.
Teaching Resources:
Co-Planning: I once again owe Mr. Robinson, my 11th grade English teacher, a huge thanks for the Mad
Gab activity. During my time in his class, we used this before reading Huckleberry Finn and it worked
tremendously.

Date: Friday, January 15, 2016

Lesson: Day Seven (45 minutes)
Standards:
11.3.1: Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain
an audience
a. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3)
ii. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters. (CCSS: W.11-12.3b)
iv. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters. (CCSS: W.11-12.3d)
Goals:
Students will gain a deeper understanding of code switching and how it plays a part in what they
have read so far in TTWWG.
Students will understand code switching
Students will write a story in their own code.
Materials:
Their Eyes Were Watching God novel
Coded Story Assignment Sheets
Key and Peele Sketch Obama Meet and Greet (https://www.youtube.com/watch?
v=nopWOC4SRm4)
Butcher Paper
Markers
Procedure:
5 minutes: Students will come in and complete their daily writing: Think about the way that the
characters in Their Eyes Were Watching God speak. Do you have your own way of speaking?
What is it?
5 minutes: Show the students the Key and Peele sketch Obama Meet and Greet
10 minutes: Discuss the video. Im looking for students to notice how the Obama character
changed the way he spoke and acted around different people. Ill let the students know that this is
known as code switching. Ill ask the students what they think the real code is for the Obama
character and ask for evidence as to why they think that. Ill ask the students what they wrote for
their daily writing, seeing if they switch up their codes when speaking to teachers, parents or
peers. They most likely do.
15 minutes: Ill introduce the reading guide for students. Ill explain that I want my students to
lead discussion on the novel instead of having me stand in front of them and lecture about what
the book could mean or what meaning we can pull from the book. Ill explain that I want them to
look at the novel through the lens of why culture is important. Ill also tell them to ask themselves
throughout their reading what they think Janie (the character) and Zora Neale Hurstons (the
author) idea of the American Dream is. Is it the same? Ill explain to the student that I want, for
every chapter, three discussion questions and three questions they still have about the book up to

that point. Ill hang up the butcher paper and well start brainstorming discussion questions they
have after reading the first chapter for homework. Ill write these on the butcher paper and we
will return to them at the end of each chapter and see how they have changed.
10 minutes: With the final ten minutes of class, Ill allow the students to start working on their
Coded Story assignment. During this time, Ill pass out the rubric for that assignment and answer
any questions the students may have concerning the assignment.

HW: Their Eyes Were Watching God chapters 2-5 (50 pages). Reading Guide.
Assessment:
Ill be looking for strong discussion questions from the students on the first chapter of the novel. What is
Janies story? Who is Tea Cake? Why are the women saying the things they are about him? etc. Ill
also be looking for examples of the American Dream as the students understand it in the story so far.
Ill also be looking to make sure the students understand code switching and their own individual code.
After the video, Ill look to see if students grasp that we code ourselves to certain people. Ill be looking
for connections to the text they have read for today (TTWWG chapter 1).
Teaching Resources:
Co-Teaching: A huge thanks to Mercedes Mayes, a future educator, for the idea for the code switching
lesson. Im borrowing her video and discussion questions for the video that she showed in our Methods of
Teaching Language Arts class.

Date: Tuesday, January 19, 2015

Lesson: Day Eight (45 minutes)
Standards:
11.2.3: Knowledge of language, including syntax and grammar, influence the understanding of literary,
persuasive, and informational texts
a. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(CCSS: L.11-12.3)
i. y when reading or listening. (CCSS: L.11-12.3) i. Vary syntax for effect, consulting
references (e.g., Tuftes Artful Sentences) for guidance as needed; apply an understanding of syntax to the
study of complex texts when reading. (CCSS: L.11-12.3a)
11.3.3: Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity
a. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (CCSS: L.11-12.1)
v. Ensure that a verb agrees with its subject in complex constructions (such as inverted
subject/verb order, indefinite pronoun as subject, intervening phrases or clauses)
c. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
expectations 12 above.) (CCSS: W.11-12.4)
Goals:

Students will understand what a dangling modifier is.

Students will understand how to fix a dangling modifier.
Students will understand how to find dangling modifiers in texts.
Students will finish or get close to finishing their Coded Story.

Materials:
White boards (class set)
Markers for the white board (only a few per group)
Markers for my white board
Their Eyes Were Watching God novel (should be reading this already)
Procedure:

5 minutes: What is your coded story? How is it coming? Do you have any questions for me?
*for the next ten minutes of class, please see the Grammar Mini Lesson below.
30 minutes: Students will have the last thirty minutes of class to work on their Coded Story
assignment. Ill answer any questions the students have at this time about dangling modifiers or
their assignment.
o If students are finished with their assignment, they can start their reading for the next day
and work on their reading guides.

HW: Their Eyes Were Watching God chapter 6 (30 pages). Reading Guide. Coded Story Assignment.

Assessment:
Ill be looking for students to understand dangling modifiers. If students can show me through their
whiteboard work that the modifying verb or phrase comes as close to the noun or phrase that its
modifying as possible, Ill know that the students are understanding the concept.

Date: Wednesday, January 20, 2016

Lesson: Day Nine (90 minutes)
Standards:

11.2.1: Complex literary texts require critical reading approaches to effectively interpret and evaluate
meaning
a. Use Key Ideas and Details to:
i. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain. (CCSS: RL.11-12.1)
Goals:
Students will understand their final project for this course.
Students will begin brainstorming the genre they want to do for their final culture project.
Students will lead discussion on the first six chapters of Their Eyes Were Watching God
Materials:
Class set of the My Culture Assignment Sheet and Rubric
Butcher paper
Markers
White board markers
Tape
Procedure:
10 minutes: Students will complete their daily writing: Think about your culture, your family,
how you grew up. How did these things shape you? How did these things make you how you are
today?
5 minutes: Students will move their desks into a circle (like a fishbowl but without the inner
circle.)
30 minutes: Students will lead a discussionwith me facilitatingabout the first six chapters of
TTWWG. Ill be making sure the conversation stays on track, chiming in when needed to make
sure students are talking about the ideas of culture present in the novel and the ideas of the
American Dream that Janie may possess.
5 minutes: Students will move their desks back to where they were and I will begin to pass out
the assignment sheet. (Im holding off the rubric until later in the class period.)
20 minutes: I will go over the assignment sheet with them and answer any questions they have on
the assignment. Its supposed to be student-centered, so I dont necessarily just want a boring old
paper on their family tree. Although they need to have their culture history in their project, I want
it to be creative. Ill accept creative writing pieces (nonfiction, poetry), videos, slam poems,
anything the student comes up with (that is presentable). Students will have five minutes to
present their project to the class. (Some projects could go shorter, but some may go slightly
longer. If they are longer, they should only share part of their project.)
20 minutes: For the last bit of class, I will give the students work time to work on their project,
brainstorm ideas, hand in their topic proposal and continue reading TTWWG.
Ticket out the door: Topic proposal.
HW: Their Eyes Were Watching God chapters 7-10 (29 pages). Reading Guide. Find one website that tells
you a little bit more about your culture and bring in the information tomorrow. (You may bring it in on
your phones or computers.)

Assessment:
Ill be looking for students to understand the first few chapters of TTWWG and connecting it back to the
overarching concept. Ex: Finding yourself, being happy, accepting and loving your culture, etc.

Date: Friday, January 22, 2016

Lesson: Day Ten (45 minutes)

Standards:
11.3.3: Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity
a. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (CCSS: L.11-12.1)
vi. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. (CCSS: L.11-12.1)
Goals:
Students will understand how to format their work in MLA format.
Students will continue reading TTWWG.
Students will continue working on their final project for the unit.
Materials:
White board markers
White board
MLA handout w/ examples and work space
Procedure:
5 minutes: Students will complete their daily writing: Yesterday, you turned in your topic
proposals for the My Culture Project. What did you choose? Why? What are some of your
thoughts on the project? Use this time to brainstorm a little more and begin to go in depth with
your project.
10 minutes: I will hand out the MLA format sheet and have the students work alone on this with
the link that they brought into class for today about their culture.
10 minutes: After the students are finished, I will model how to do this on the board. This will
further ensure that the students understand how they are to format their Work Cited page for their
final project.
20 minutes: At this point, I will give the students a choice between having silent reading time or
time to work on their projects. Whichever they choose, they are to be productive.
Sticky out the door: On a scale from 1-5 how are you feeling about your project? 1 being Im not
feeling it, 5 being Im ready to turn it in tomorrow and get an A+++.
Assessment:
Ill be looking to make sure students are understanding how to properly cite MLA format and make sure
that they are comfortable with their project.
Teacher Resources:
Co-Teaching: Big thanks to Chris Vanjonack, a current educator, for sharing his MLA worksheet with me.
I owe him big time.

Date: Monday, January 25

Lesson: Day Eleven (45 minutes)
Standards:
11.4.1: Self-designed research provides insightful information, conclusions, and possible solutions

a. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS:
W.11-12.7)
b. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
(CCSS: W.11-12.8)
Goals:
Students will get to a good place on their My Culture project and ask any final, lingering
questions.
Students will leave class feeling comfortable about where they are on their project.
Materials:
None
Procedure:
5 minutes: Students will come into class and complete their daily writing assignment: What is one
interesting thing you found out about your culture that you didnt know? Why did this draw you
attention? Will it play a part in your project at all?
40 minutes: Students will spend the rest of the class period working on their project and preparing
for their class discussion tomorrow about the latter half of Their Eyes Were Watching God.
Ticket out the door: Write down one discussion question you plan on sharing tomorrow during
student-led discussion.
Homework: Their Eyes Were Watching God chapters 14-17 (28 pages). Reading Guide. Prepare for
student led discussion.
Assessment: Theres nothing much to assess today other than if the students walk out of class prepared for
the next class. This should give me a small window into who will be active and passive during
tomorrows class.

Date: Tuesday, January 26, 2016

Lesson: Day Twelve (45 minutes)
Standards:

11.2.1: Complex literary texts require critical reading approaches to effectively interpret and evaluate
meaning
a. Use Key Ideas and Details to:
i. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain. (CCSS: RL.11-12.1)
Materials:
None
Procedure:
5 minutes: Students will complete their daily writing: If you could be part of one other culture,
what would that be?
30 minutes: Students will spend most of the class discussing the latter half of Their Eyes Were
Watching God. By this point, the students will be introduced to the character of Tea Cake and
have seen Joe leave the story. Ill be listening for students to talk about the transition between
characters and Janies husbands and their importance. Most of the assessment will come through
their ticket out the door from the previous day, however.
10 minutes: We will spend the last ten minutes of class preparing for tomorrows workshop. I will
let the students know how it will work that day so they can spend almost the entire 90 minutes
tomorrow workshop-ing their project. STUDENTS WILL NEED A CLOSE-T0-FINAL DRAFT
FOR TOMORROWS CLASS.
Assessment:
During the student led discussion, Ill be listening for students to talk about the transition between
characters and Janies husbands and their importance. Most of the assessment will come through their
ticket out the door from the previous day, however.

Date: Wednesday, January 27

Lesson: Day 13 (90 minutes)
Standards:

11.1.1: Verbal and nonverbal cues impact the intent of communication

a. Give informal talks using an appropriate level of formality of verbal language and nonverbal
interaction with audience
d. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
Goals:
Students will leave the class with a better understanding of how to better their project to fit the
rubric and earn a good grade on their project.
Students will help their peers better their projects by guiding them through the workshop process.
Materials:
About 5 class sets of the My Culture Essay Rubric
Procedure:
60 minutes: Students will come in and get straight to work workshopping their peers projects.
They will receive feedback from three of their peers and give feedback to three of their peers.
Each workshop will last 20 minutes. Students will walk their partner through their project, even
performing it for them. Students will follow the workshop handout and make sure that they are
addressing everything they are doing well as well as things they could improve upon.
30 minutes: The final half hour of class will be dedicated to students going over their workshop
comments and asking their peers any questions. This will also give the students time to work on
their project to get it in good grade range.
Teacher Resrouces:
Co-Teaching: Thanks again to Chris Vanjonack (for the umpteenth time) for sharing his workshop
assignment sheet and rubric with me so I could base mine off of something.

Date: Friday, January 29

Lesson: Day Fourteen (45 minutes)
Standards:

11.1.1: Verbal and nonverbal cues impact the intent of communication

a. Give informal talks using an appropriate level of formality of verbal language and nonverbal
interaction with audience
d. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
Goals:
Students will present their projects
Students will turn in their projects
Students will watch and respect their peers
Materials:
Class set of rubrics
Procedure:
45 minutes: Students will spend the entire class period performing their projects. We wont get
through everyone, so the leftover students will go on Monday.
Assessment:
See My Culture Project Rubric for how I will be assessing each student on their project.

Date: Monday, February 1

Lesson: Day Fifteen (45)
Standards:

11.1.1: Verbal and nonverbal cues impact the intent of communication

a. Give informal talks using an appropriate level of formality of verbal language and nonverbal
interaction with audience
d. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
Goals:

Students will present their projects

Students will turn in their projects
Students will watch and respect their peers
Students will reflect and address any concerns they have as we finish up the unit.

Materials:
Class set of rubrics
Class set of exit surveys
Procedure:
30 minutes: Students will finish up their project presentations.
15 minutes: I will pass out the end of the year reflection sheet and allow students time to fill the
worksheet out.
Ticket out the door: End of the Year Reflection
Assessment:
I will be assessing students using the My Culture Project Rubric. I will also be looking into what they
enjoyed and what they didnt enjoy about the unit.