Name: James Laughlin Subject: Honors English II

Common Core Standard(s): Date: Day 1

CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
Central Focus: Students will be able to respond thoughtfully and respectfully to diverse
perspectives as it relates to personal beliefs and values on the concept of sin, summarize
points of agreement and disagreement as it relates to this concept, justify their personal ideas
and beliefs on the concept of sin, and make new connections in light of the evidence and
reasoning being presented by their fellow classmates.
Language Demands: Justify, Symbolic Retribution, Discourse of modern global beliefs on sin,
Sin.
Materials Needed:
https://play.kahoot.it/#/?quizId=202155c3-0c11-4e2d-9a05-7f0a71fbb547
Daybooks
Pens/Pencils
Scrap Paper
Assignment sheet
Writing into the Day (7-10 minutes):
What is sin? Why do we feel that we have to have sin in society? Is sin important?
*The teacher will project this on the SmartBoard for students to see at the start of class.
*Students will take out their daybooks and begin responding to this as they see fit.
*Students should respond to the prompt as closely as possible, being careful to address all
aspects of the prompt.
*The teacher will use this time to help students with prompt and ensuring that students
understand what is being asked of them.
Discussion on Writing into the Day (10-15 minutes):
*Students will keep their daybooks out for access to responses to use during this time.
*The teacher will ask the questions from the Writing into the Day to the students and allow the
students the opportunity to respond and defend their responses as individuals.
*Students have already set up a respectful atmosphere for group discussions, but the teacher
should remind students of these rules (be respectful, listen when someone is talking, challenge
in a respectful way.)
*The teacher will serve as a mediator during this time, asking prompting questions and
challenging students as needed.
Discussion on Kahoot (50-60 minutes):
*The teacher will pull up the Kahoot for the students to take.
*The students should take out their phones and log onto Kahoot.it and enter the game PIN
provided.
*Going question to question, the teacher will display the question and read it aloud for students
who might be vision impaired.
*After all students have answered the question, the results will display on the screen.
*The teacher will now call on students to explain why they agreed/disagreed with each question
or why they chose their answer for various questions.
*The teacher should not offer much input during this time, but should moderate the discussion
and allow students to discuss amongst themselves.
*The teacher may pose prompting questions, offer insight as needed, or call on students who
seem not to be responding.
*As students are responding to the questions, the goal is to have them justify their answers from
their own personal values, community values, or from past learning.
*After discussion seems to have ended for one question, move on to the next question.
*This process will repeat until all questions have been covered.
Exit-ticket (10 minutes):
*Teacher will pass out small scrap pieces of paper to students.
*The students are to write one thing that they learned from the discussion about the concept of
sin that they have never thought about before.
*Students are to elaborate in a few sentences why this is important to them and why they are
thinking about this one particular moment from the discussion.
Introduce project (5 minutes):
*The teacher will pass out the assignment sheet and rubric to the students and go over what is
expected of them.
*After reading the assignment sheet out-loud and explaining the rubric, the teacher will take any
questions to ensure the students understand what is expected of them.
Opportunities for differentiation: The Kahoot link may be shared electronically to students
with specific learning needs via email or a Google classroom site prior to the discussion so that
these students can ask questions and be prepared for the discussion. This will ensure that
these students will feel prepared to participate in the discussion and offer their own perspective
to the discussion. During Writing into the Day, the teacher may choose to walk around and
assist students and guide them through the prompts and responding to the prompts as needed.
Assessment (informal): The informal assessment of this lesson will be the exit ticket in the
way that this will demonstrate students abilities to reflect on the discussion and demonstrate
that they are critically thinking about what they have learned and what they are planning on
doing with this learning. This will also show the teacher that the students are thinking about and
responding to the language demand of the concept of sin and they are justifying their beliefs
and stances on sin in order to begin thinking about symbolic retribution as it will relate to their
final project by justifying the punishments they will select for Dantes sins in the text. In addition
to this, this will show me that my students have critically analyzed their own beliefs and values
on sin as well as cultural values in order to prepare for the background on early Christian values
on sin tomorrow.
Name: James Laughlin Subject: Honors English II
Common Core Standard(s): Date: Day 2

CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings
Central Focus: Students will be able to define and understand key words and phrases related
to Dantes Inferno and will be able to discuss the background of the text by looking at early
Christianity and their values and beliefs on the concept of sin.
Language Demands: Define, Purgatory, Malice, Allegory, Gluttony, Avail, Avarice, Fortitude,
Symbolic Retribution, En Medias Res, Incontinence, Inferno, Epic, Wrath, Paradise, Discourse
of early Christian beliefs on sin.
Materials Needed:
Textbooks
Daybooks
Pens/Pencils
Quiz-Quiz-Change cards (made in classroom)
Writing into the Day (7-10 minutes):
Thinking back over the discussion yesterday, what new perspective(s) did you gain on the
concept of sin? Would you define sin as a religious or moral wrong-doing? Both? Why?
*The teacher will project this on the SmartBoard for students to see at the start of class.
*Students will take out their daybooks and begin responding to this as they see fit.
*Students should respond to the prompt as closely as possible, being careful to address all
aspects of the prompt.
*The teacher will use this time to help students with prompt and ensuring that students
understand what is being asked of them.
Quick discussion on Writing into the Day (10-15 minutes):
*Students will keep their daybooks out for access to responses to use during this time.
*The teacher will ask the questions from the Writing into the Day to the students and allow the
students the opportunity to respond and defend their responses as individuals.
*Students have already set up a respectful atmosphere for group discussions, but the teacher
should remind students of these rules (be respectful, listen when someone is talking, challenge
in a respectful way.)
*The teacher will serve as a mediator during this time, asking prompting questions and
challenging students as needed.
*For the purposes of this discussion, the teacher will focus on the idea of sin being a religious
wrong solely or if this can also be a moral wrong against humanity.
*Some key things to point out could include:
-Bullying is never truly considered a sin for most religions, but American and global society
seems to look down on it.
-In the South, going to church is considered a necessity, yet this is never explicitly laid out in the
Bible or any religious text for that matter as a mandate from God.
-Many of our concepts of sin come from proverbs passed down for centuries, so why are these
often associated with religious reasoning?
*The teacher may choose to offer these points as talking points for this discussion.
Quiz-Quiz-Change (15-20 minutes):
*The teacher will explain to the class how this is to be played.
(Each student will be given a card. To signify you need a partner, raise your hand. To partner up
with someone, give them a high-five. Show your partner the term with the definition facing
toward you. Coach each other through defining the word. Once you both have correctly defined
the term, swap cards and look for another partner. This will repeat until you have each got a
chance to learn and teach each word.)
*The teacher will walk around during this time and observe students to ensure that they are
playing the game the way it should be played to help learn the vocabulary needed for this
learning segment.
*Once the game has ended, the teacher is to take up the cards, and show the terms one-by-one
to the class to assess for understanding of each word as a whole-class.
Preparation for reading (35-40 minutes):
*The teacher will have the students turn in their textbooks to the introductory section on pages
731-735.
*The teacher will have the class take turns reading paragraphs for this section, pausing to check
for understanding as the reading is happening.
*This section explains Dantes background, background on early Christianity, and the concept of
the seven deadly sins.
*On page 735, the textbook maps out Dantes hell. The teacher will have the students draw this
map in their daybooks to have to reference as we go through the reading and to reference when
working on their own individual projects. (Some sins may need to be explained more in detail,
so the teacher will need to check for understanding of each sin at this point.)
Opportunities for differentiation: During Writing into the Day, the teacher may choose to walk
around and assist students and guide them through the prompts and responding to the prompts
as needed. During the Quiz-Quiz-Change game, the teacher may need to assist students in
teaching the vocabulary to help students with specific learning needs understand and define the
words needed to comprehend this text.
Assessment (informal): The informal assessment for this particular lesson will be the teachers
observations of the students at work during Quiz-Quiz-Trade to show the teacher that the
students are defining and internalizing the words needed to comprehend this text. The teacher
will also informally assess the entire class by running back through the cards and taking
collective responses from the class to demonstrate understanding of the words. The early
Christian beliefs on sin will be assessed as students work through the graphic organizers for the
next three days.
Name: James Laughlin Subject: Honors English II
Common Core Standard(s): Date: Day 3

CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RL.9-10.6
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details
Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.
Central Focus: Students will be able to determine one of the central ideas of symbolic
retribution, or the punishment meeting the crime in literature, in Dantes Inferno. This central
focus will reflect the cultural/religious values of early Christianity by showing the belief that all
sin is punishable.
Language Demands: Determine, Symbolic Retribution, Discourse of early Christian beliefs on
sin, Sin.
Materials Needed:
Textbooks
Daybooks
Pens/Pencils
Laptops
Writing into the Day (7-10 minutes):
Why does it seem that early Christians seemed to never excuse sin for any reasons, yet we
seem to make excuses all the time for sin? Is sin ever excusable? Why/why not?
*The teacher will project this on the SmartBoard for students to see at the start of class.
*Students will take out their daybooks and begin responding to this as they see fit.
*Students should respond to the prompt as closely as possible, being careful to address all
aspects of the prompt.
*The teacher will use this time to help students with prompt and ensuring that students
understand what is being asked of them.
Discussion on Writing into the Day (10-15 minutes):
*Students will keep their daybooks out for access to responses to use during this time.
*The teacher will ask the questions from the Writing into the Day to the students and allow the
students the opportunity to respond and defend their responses as individuals.
*Students have already set up a respectful atmosphere for group discussions, but the teacher
should remind students of these rules (be respectful, listen when someone is talking, challenge
in a respectful way.)
*The teacher will serve as a mediator during this time, asking prompting questions and
challenging students as needed.
*The teacher will be prompting students to respond based on early Christian views that were
covered yesterday, citing from the textbook as needed.
*The students will blend their modern perspective on sin that was covered in the discussion on
lesson day one with the values covered yesterday to respond to the discussion for this particular
lesson.
Reading of Canto 1 (15-20 minutes):
*The teacher will have the students get out their textbooks.
*The students will turn to Canto 1 on page 737.
*The teacher will read out loud to the students, pausing to ask questions to assess for
understanding.
*These questions might include:
-What just happened here?
-Why would Dante right this?
-Whats important about this?
*As the teacher is reading, the students will be taking down notes in their daybooks, focusing on
plot, the idea of symbolic retribution, and how Dante seems to be doing in this Canto.
*Following the reading, the teacher will ask for questions to check for any misunderstandings or
confusion about the text.
Graphic Organizer (15-20 minutes):
*The teacher will pass out the graphic organizers to the students.
*The students will get into groups of 3 or 4 to help each other work through the graphic
organizers.
*The students are to respond to each of the questions, being sure to cite line and page numbers
to justify their responses and help categorize comprehension of the text.
*The students may use each other to help with comprehension, and the teacher will walk around
to check with groups to ensure that students are working and are understanding the reading.
*Once these are finished, the students will turn these in for the teacher to assess.
Reading of Canto 3 (15-20 minutes):
*The teacher will have the students get out their textbooks.
*The students will turn to Canto 3 on page 740.
*The teacher will read out loud to the students, pausing to ask questions to assess for
understanding.
*These questions might include:
-What just happened here?
-Why would Dante right this?
-Whats important about this?
*As the teacher is reading, the students will be taking down notes in their daybooks, focusing on
plot, the idea of symbolic retribution, and how Dante seems to be doing in this Canto.
*Following the reading, the teacher will ask for questions to check for any misunderstandings or
confusion about the text.
Graphic Organizer (15-20 minutes):
*The teacher will pass out the graphic organizers to the students.
*The students will get into groups of 3 or 4 to help each other work through the graphic
organizers.
*The students are to respond to each of the questions, being sure to cite line and page numbers
to justify their responses and help categorize comprehension of the text.
*The students may use each other to help with comprehension, and the teacher will walk around
to check with groups to ensure that students are working and are understanding the reading.
*Once these are finished, the students will turn these in for the teacher to assess.
Opportunities for differentiation: During Writing into the Day, the teacher may choose to walk
around and assist students and guide them through the prompts and responding to the prompts
as needed. Before beginning the reading, the teacher may share with students with specific
learning needs a copy of the graphic organizer to have these students fill this out as the teacher
is reading so that they can write line numbers and quotes as they pass them. During the group
work time, the teacher may pull these students to a different place in the room and walk them
through the graphic organizer and ensure that these students are understanding why the wrote
what they did and how this is helping them comprehend the text. The teacher may also pull a
focus group of mixed ability students to a different location in the room to help with the
planning process for the project. The teacher will serve as a mediator between the group and
allow them to offer ideas for the project to their peers and receive feedback early in the planning
process.
Assessment (informal): The informal assessment for this particular lesson will be the graphic
organizers. The teacher will check these for correctness, citations, and any notes that will be
taken on these. The teacher will return these tomorrow for the students to have to help them
remember what was read on this day and the major literary elements that were covered.
Name: James Laughlin Subject: Honors English II
Common Core Standard(s): Date: Day 4

CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RL.9-10.6
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details
Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.
Central Focus: Students will be able to determine one of the central ideas of symbolic
retribution, or the punishment meeting the crime in literature, in Dantes Inferno. This central
focus will reflect the cultural/religious values of early Christianity by showing the belief that all
sin is punishable.
Language Demands: Determine, Justify, Symbolic Retribution, Discourse of early Christian
beliefs on sin, Sin.
Materials Needed:
Textbooks
Daybooks
Pens/Pencils
Graphic Organizers
Plan sheet
Writing into the Day (7-10 minutes):
Think back to our reading yesterday. How does Dantes punishments fit the sin of not deciding
to follow Jesus or Satan? How would you punish this? Why?
*The teacher will project this on the SmartBoard for students to see at the start of class.
*Students will take out their daybooks and begin responding to this as they see fit.
*Students should respond to the prompt as closely as possible, being careful to address all
aspects of the prompt.
*The teacher will use this time to help students with prompt and ensuring that students
understand what is being asked of them.
Discussion on Writing into the Day (10-15 minutes):
*Students will keep their daybooks out for access to responses to use during this time.
*The teacher will ask the questions from the Writing into the Day to the students and allow the
students the opportunity to respond and defend their responses as individuals.
*Students have already set up a respectful atmosphere for group discussions, but the teacher
should remind students of these rules (be respectful, listen when someone is talking, challenge
in a respectful way.)
*The teacher will serve as a mediator during this time, asking prompting questions and
challenging students as needed.
*The teacher will be prompting students to respond based on early Christian views that were
covered yesterday, citing from the textbook as needed.
*The students will blend the reading from yesterday with their understanding of early Christian
values for this discussion.
Reading of Canto 5 (15-20 minutes):
*The teacher will have the students get out their textbooks.
*The students will turn to Canto 5 on page 744.
*The teacher will read out loud to the students, pausing to ask questions to assess for
understanding.
*These questions might include:
-What just happened here?
-Why would Dante right this?
-Whats important about this?
*As the teacher is reading, the students will be taking down notes in their daybooks, focusing on
plot, the idea of symbolic retribution, and how Dante seems to be doing in this Canto.
*Following the reading, the teacher will ask for questions to check for any misunderstandings or
confusion about the text.
Graphic Organizer (15-20 minutes):
*The teacher will pass out the graphic organizers to the students.
*The students will get into groups of 3 or 4 to help each other work through the graphic
organizers.
*The students are to respond to each of the questions, being sure to cite line and page numbers
to justify their responses and help categorize comprehension of the text.
*The students may use each other to help with comprehension, and the teacher will walk around
to check with groups to ensure that students are working and are understanding the reading.
*Once these are finished, the students will turn these in for the teacher to assess.
Group work to prepare for final submission of projects (20-25 minutes):
*The teacher will break off students into groups based on their choice of presentation method.
*The students will arrange themselves in the room accordingly.
*The teacher will pass out the plan sheet to help guide students through thinking about their
justification sheet portion and the presentation of their punishments.
*The students will use this time to give out ideas to peers that are using the same presentation
method as they and help polish each others presentations before they are due.
*Students can use this time to ask questions, offer critiques, or assist their peers in any way that
may be needed.
*Once students are finished with their plans, students are to hang on to their sheets to help
them finish their projects.
Opportunities for differentiation: During Writing into the Day, the teacher may choose to walk
around and assist students and guide them through the prompts and responding to the prompts
as needed. Before beginning the reading, the teacher may share with students with specific
learning needs a copy of the graphic organizer to have these students fill this out as the teacher
is reading so that they can write line numbers and quotes as they pass them. During the group
work time, the teacher may pull these students to a different place in the room and walk them
through the graphic organizer and ensure that these students are understanding why the wrote
what they did and how this is helping them comprehend the text. The teacher may also pull a
focus group of mixed ability students to a different location in the room to help with the
planning process for the project. The teacher will serve as a mediator between the group and
allow them to offer ideas for the project to their peers and receive feedback early in the planning
process. During the peer help session working on the projects, the teacher may choose to pull a
mixed-ability group and serve as a mediator for their discussion. The teacher may choose to
help questions students on the punishments they chose along with the celebrities for each level
and help students with specific learning needs justify their punishments and celebrities. The
higher-performing students can also serve as models and guides to help assist these students
so that the teacher is not the only one doing the talking during this time.
Assessment (informal): The informal assessment for this particular lesson will be the graphic
organizers. The teacher will check these for correctness, citations, and any notes that will be
taken on these. The teacher will return these tomorrow for the students to have to help them
remember what was read on this day and the major literary elements that were covered. The
teacher will observe students working on their plan sheets and listen in on groups to ensure that
students are helping each other polish their final projects. These sheets will lead to the formal
assessment tomorrow as students submit their final projects.
Name: James Laughlin Subject: Honors English II
Common Core Standard(s): Date: Day 5
CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RL.9-10.6
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details
Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.
Central Focus: Students will be able to determine one of the central ideas of symbolic
retribution, or the punishment meeting the crime in literature, in Dantes Inferno. This central
focus will reflect the cultural/religious values of early Christianity by showing the belief that all
sin is punishable.
Language Demands: Determine, Justify, Symbolic Retribution, Discourse of early Christian
beliefs on sin, Sin.
Materials Needed:
Textbooks
Daybooks
Pens/Pencils
Graphic Organizers
Writing into the Day (7-10 minutes):
Think back on how Dante uses a hurricane to symbolize the rush of lust. Relating to your
project, do you feel that you did a good job using something to symbolize your sin? Why/why
not? What does this do for a reader?
*The teacher will project this on the SmartBoard for students to see at the start of class.
*Students will take out their daybooks and begin responding to this as they see fit.
*Students should respond to the prompt as closely as possible, being careful to address all
aspects of the prompt.
*The teacher will use this time to help students with prompt and ensuring that students
understand what is being asked of them.
Discussion on Writing into the Day (10-15 minutes):
*Students will keep their daybooks out for access to responses to use during this time.
*The teacher will ask the questions from the Writing into the Day to the students and allow the
students the opportunity to respond and defend their responses as individuals.
*Students have already set up a respectful atmosphere for group discussions, but the teacher
should remind students of these rules (be respectful, listen when someone is talking, challenge
in a respectful way.)
*The teacher will serve as a mediator during this time, asking prompting questions and
challenging students as needed.
*The teacher will be prompting students to respond based on early Christian views that were
covered yesterday, citing from the textbook as needed.
*The students will blend the reading so far with their individual work done on the projects for this
discussion.
Reading of Canto 34 (15-20 minutes):
*The teacher will have the students get out their textbooks.
*The students will turn to Canto 34 on page 747.
*The teacher will read out loud to the students, pausing to ask questions to assess for
understanding.
*These questions might include:
-What just happened here?
-Why would Dante right this?
-Whats important about this?
*As the teacher is reading, the students will be taking down notes in their daybooks, focusing on
plot, the idea of symbolic retribution, and how Dante seems to be doing in this Canto.
*Following the reading, the teacher will ask for questions to check for any misunderstandings or
confusion about the text.
Graphic Organizer (15-20 minutes):
*The teacher will pass out the graphic organizers to the students.
*The students will get into groups of 3 or 4 to help each other work through the graphic
organizers.
*The students are to respond to each of the questions, being sure to cite line and page numbers
to justify their responses and help categorize comprehension of the text.
*The students may use each other to help with comprehension, and the teacher will walk around
to check with groups to ensure that students are working and are understanding the reading.
*Once these are finished, the students will turn these in for the teacher to assess.
Begin presentations of projects (30 minutes):
*Students will submit their papers/projects either electronically before class or bring to class in
person.
*The teacher will draw at random the order of presentations.
*As the students are presenting, the teacher will take notes in regards to the rubrics and the
requirements of this assignment.
*After each presentation, the students and the teacher should feel free to ask any questions that
may exist.
Opportunities for differentiation: During Writing into the Day, the teacher may choose to walk
around and assist students and guide them through the prompts and responding to the prompts
as needed. Before beginning the reading, the teacher may share with students with specific
learning needs a copy of the graphic organizer to have these students fill this out as the teacher
is reading so that they can write line numbers and quotes as they pass them. During the group
work time, the teacher may pull these students to a different place in the room and walk them
through the graphic organizer and ensure that these students are understanding why the wrote
what they did and how this is helping them comprehend the text. The teacher may also pull a
focus group of mixed ability students to a different location in the room to help with the
planning process for the project. The teacher will serve as a mediator between the group and
allow them to offer ideas for the project to their peers and receive feedback early in the planning
process. The final project is geared toward students with different learning styles, so this should
be a good representation of how each student learns in the way that they present the project.
Assessment (formal): The teacher will assess the projects based on the rubric and will return
these to the students once all students have presented. This will show the teacher how the
students understood the text and how it uses symbolic retribution and how they responded to
this by making it more modern and adding their own unique punishments to Dantes sins.
Students will be blending early-Christian beliefs on sin with their own, and this project will
demonstrate the various levels of learning along with the language demands listed to the
teacher.