Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 1/21-2/3

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 1:

(rubric) I can analyze the interactions of characters and explain how these interactions reveal the characters’
multiple or conflicting motivations.

Meets I can analyze the interactions of characters and explain how these interactions reveal the characters’ multiple or conflicting
Expectations motivations.

Approaching My analysis is lacking in clarity and does not logically lead to the understanding of character
Expectations motivations.

Below I am unable to link character interaction to inferred character motivation.

Expectations

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

 Tuesday/Wednesday Thursday/Friday Monday/Tuesday Wednesday/Thursday Friday/Monday
1/21-1/22 1/23--1/24 1/27-1/28 1/29-1/30 1/31-2/3

Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling
(I Do): (I Do): (I Do): (I Do): (I Do):

● Anticipation guide ● Mini-lesson on ● Review Act I ● Review Target I and ● Review the plot of
for Othello. analyzing character ● Review Target 1 discuss how students Othello up to Act III.
● Introduce Target 1 motivation via can apply what they ● Introduce Target 2
● Using a graphic interactions Guided Practice/Group know about specific once all students
organizer, teacher Work
will model how to characters’ have mastered Target
Guided Practice/Group (We Do): motivations to
achieve Target 1 1.
Work ● Preparation for the
while we read develop body ● Discuss how the
(We Do): target check
Othello. biography project. character of Iago has
● Begin group body ● Students turn and talk
biographies using changed over the
Guided Practice/Group about interactions
information from Guided Practice/Group course of the play,
Work and motivations-
Target lesson + Work thus far.
(We Do): Othello characters share out after for (We Do):
● Read Act I of Othello whole-class ● Begin Act II, Scenes
aloud discussions
Guided Practice/Group
Independent Work I-III of Othello Work
(You Do)
(We Do):
Independent Work ● Analyze character Independent Work ● Begin Act III of
(You Do) motivations in Act I (You Do) Independent Work Othello.
● Students practice of Othello based on
● Students take notes,
identifying noted interactions; (You Do)
● CFA- Target 1 individually, on
interactions with teacher facilitates as
● As students finish, Last 30 minutes of class: Iago’s behaviors and
teacher facilitation needed.
they conference with ● Continuing
how they show
using Othello. change in his
the teacher and re- conference with the
teaching occurs. persona.
teacher and re-
(intervention) teaching occurs. Independent Work
● Students who master (intervention) (You Do)
will be directed to ● Students who master
continue body will be directed to ● Add element to body
biography project. continue body biography- quotes
(extension) biography project. that demonstrate
(extension) character change and
what motivations are
influenced based on
these changes.