Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 1/6-1/17

Desired Results--What do we want students to know and do?

Essential Standard(s)-

● RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
● W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective SELECTION (develop thesis, choose relevant and sufficient evidence),
ORGANIZATION (introduction, organize ideas, use transitions, conclusion), and ANALYSIS (make important
connections, clarify relationships among complex ideas and concepts of content).

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

Target 1 - I can analyze the interactions of characters and explain how these interactions reveal the characters’ multiple or conflicting motivations.

Evidence-How will we know they learned?

Precision Chart Target 3:

(rubric) I can research short as well as extended projects to solve problems or answer questions, including
questions that I create.

Meets I can research short as well as extended projects to solve problems or answer questions, including
Expectations questions that I create.

Approaching My research is biased or lacking in adequate sources; questions I create are shallow or lead to one
Expectations direct answer. Sources may not appropriately support the questions created.

Below My research is absent of any credible sources and/or is plagiarized from another person’s work;
Expectations questions are not generated by me and/or lacking in relevance.

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

 Monday/Tuesday Wednesday/Thursday Friday/Monday Tuesday/Wednesday Thursday/Friday
1/6-1/7 1/8--1/9 1/10-1/13 1/14-1/15 1/16-1/17

On-Level: On-Level: On-Level: On-Level: -On-Level:

Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Guided Practice/Group Independent Work
(I Do): (I Do): (I Do): Work (You Do)
- Finish Author’s Teacher will provide (We Do):
Review skills from Purpose Review purpose and quote; In your own words, Summative: Revise and
previous term: students write explain the context of Edit Essay
● I can determine a Guided Practice/Group explanations. Jon Stewart’s speech. **Due Today**
theme. Work ● Summative Intro Refer to your graphic
● I can determine (We Do): organizer for
○ Introduce
author’s purpose. Prompt/ assistance. Why is
● Writing knowing the context
Rubric
Explanations important?
Guided Practice/Group ○ Watch
Work Practice (part 1
video of
(We Do): in groups) Sample Essay Analysis
Jon
Introduction to new Create sample essay
Independent Work Stewart’s
skills: Target 3. using LBJ’s “We Shall
(You Do) speech
Overcome”
The class will review
Guided Practice/Group
examples of how this ● Writing
Work Independent Work
standard is practiced Explanations (We Do): (You Do)
through the reading of Practice (part 2 ● Analyze the Summative Outline:
the Scarlet Ibis by James independently) rhetorical appeals Writer’s Workshop
Hurst. in Stewart’s Students will either
Students will be speech. rotate around writing
presented with the stations OR “Stationary
research question as an Independent Work Stations” to break down
intro activity (You Do) writing process
● Summative Pre-
Writing Graphic
Independent Work Organizer
(You Do)

Use “We Shall

Overcome” to review
Author’s Purpose using
graphic organizer
Review rhetorical
appeals (credibility,
facts/reason/emotional
language)

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

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

12/2-12/3 12/4-12/5 12/6-12/9 12/10-12/11 12/12-12/13
Honors:
Guided Practice/Group
Work
(We Do):
- Act IV and V-
Julius Caesar
- Quote Analysis
Introduction to new skills:
Target 3.
The class will review
examples of how this
standard is practiced
through the reading of
Julius Caesar.
Students will be presented
with the research question
as an intro activity
Independent Work
(You Do)
Introduce students to
prompt and allow for
research to begin.
Honors:
Direct Instruction/Modeling
(I Do):
Review over the current
targets:
W.9-10.7a and b
Review the prompt from
the previous class period,
and lead the class in
breaking down the prompt.
Guided Practice/Group
Work:
Students will watch a short
TED talk focusing on
indifference in society.
Together, we will break
down the credibility of the
speaker and discuss the
appeals used to make their
argument credible.
Independent Work
(You Do)
Students will follow this
short video with research
on indifference to develop
their own researchable
question. Each student will
have to verify their created
question with the instructor
before beginning research.
Once a student’s question
has been verified, he/she
will begin researching the
question, documenting
viable sources as they do
so.
Honors:
Guided Practice/Group
Work:
First ½ of class, students
should solidify their
research focus and produce
at least 3 credible sources
(out of 5 total).
Second ½ of class, the
whole class will participate
in a workshop on
developing an annotated
bibliography by watching a
short video and creating an
annotated bibliography
with the instructor.
Honors: Honors:
Direct Instruction/Modeling Independent Work
(I Do): (You Do)
● Before the class
continues their Individually, students will
individual research, complete their research and
the instructor will annotated bibliographies
have a short
presentation on Before submission on
good, viable Google Classroom,
sources that can be annotated bibliographies
used in the students must follow specific
research. guidelines that include:
● ● 12 font size
● Times New Roman
font
Independent Work ● Double Spaced
(You Do) ● Title
● After discussing ● Proper indentations
the material and bullets
presented, students ● Proper spacing
will have the ● At least 5 sources
remainder of class This assignment must be
to research and turned in before students
work on their exit the class.
annotated
bibliographies.