Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 11/8-11/19

Unit Details: The Devil’s Highway and Julius Caesar/ Night
Desired Results--What do we want students to know and do?

Essential Standard(s)-

RI 9-10. 6 Determine an author's point of view, perspective, or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
W 9-10.7 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 an
understanding of the subject under investigation.

Learning Target(s)/Objective(s) in Student Friendly Language-

I can identify and explain literary and stylistic techniques the author uses to support his position.

Evidence-How will we know they learned?

Precision Chart Target 2:

(rubric) I can identify and explain literary and stylistic techniques the author uses to support his position.

Meets Expectations I can identify and explain literary and stylistic techniques the author uses to support his position.

Approaching I attempt to identify AND explain literary and stylistic techniques the author uses to support his position,
Expectations but my response is lacking in explanation.

Below Expectations I can identify and explain literary and stylistic techniques the author uses to support his position.

Learning Plan--Plan for instruction, intervention, and extension.

Monday/Tuesday Wednesday/Thursday Friday/Monday Tuesday/Wednesday Thursday/Friday

11/11-11/12 11/13-11/14 11/15-11/18 11/19-11/20 11/21-11/22
Mrs. G gone to Chicago
On-Level: On-Level: On-Level: On-Level: -On-Level:
Direct Instruction/Modeling Direct Instruction/Modeling Guided Practice/Group
(I Do): Independent Work (I Do): Work Independent Work
- Chapter 5 reading (You Do) - Introducing (We Do): (You Do)
quiz- Night - Discussion author’s technique - Chapter 6 Quiz
- Turn in reading Questions- Ch.5 with questions you Night - Chapter 7 quiz
response journals - Read Chapter 6 and can ask - “Vilna” by Kim Night
from Chapters 4 complete a Reading - “First They Came” Roberts Analyze - Begin Reading
and 5 Journal Analyze and and discussion Chapters 8 and 9
discussion questions in groups Night and complete
Guided Practice/Group questions in - What is the a Reading Journal
Work Honors: groups: What is the author’s purpose? - Teacher
(We Do): Independent Work author’s purpose? - How do you know? conferences
- Review skill- (You Do) How do you know? regarding target
author’s purpose Independent Work check
and technique - Students will need (You Do)
- Mini-debate using to finish the Independent Work - Target Check
research skills and reading pp.133-176 (You Do) 10.2.2
invoking effective of The Devil’s Read Chapter 6 and - Read Chapter 7 in
language Highway complete a Reading Night and complete
- Following this, Journals. Quiz next class. a Reading Journal Honors:
students should - Quiz next class. Direct Instruction/Modeling
read the discussion (I Do):
Honors: with Luis Urrea in Honors:
Direct Instruction/Modeling the back of the text Honors: - The teacher will
(I Do): pp. 15-20 in the Guided Practice/Group Direct Instruction/Modeling conference with
- Students will watch Reading Guide in Work (I Do): students about the
the opposing views the back of the (We Do): previous day’s
of the border wall book target check.
debate, taking notes - After this, students - Socratic Seminar- - Background on
on loaded should begin and The Devil’s Caesar himself - Act II- Julius
language. complete the Highway - Introduction to Caesar
- Following this, socratic seminar Julius Caesar - Act II, Scene II
students will questions in - “First They Came” - Roman Republic - Omens, Rituals,
identify the point of preparation for the Analyze and - Caesar’s Rise to and Soothsayers
view in each video seminar on Friday. discussion Power - Act II Discussion
and use their notes questions in - Discussion Questions
to write a reflection groups: What is the Questions- Act I - Quote analysis (out
using evidence author’s purpose? (in-class) of class)
from the videos. How do you know?
Independent Work
(You Do)
Guided Practice/Group
Work
(We Do): - Target Check
- Mini-debate using 10.2.1
research skills and - Quote analysis (out
invoking effective of class)
language

Independent Work
(You Do)

- Following this,
students will be
either
- Reworking their
target check or
- Reading pp.133-
176 which
discusses the story
of the death walk
of Yuma 26; Plot;
language; theme;
climax; tragedy