Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 2/3-2/14

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-

I can identify how characters change or develop over the course of a story.

Evidence-How will we know they learned?

I can identify how characters change or develop over the course of a story.

Meets Character’s development from beginning to end is explained with evidence from the text.

Approaching Character’s development is explained somewhat with gaps in evidence to support the response.

Below Character’s development is not adequately explained; only traits or irrelevant information is discussed.

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

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

2/ 3-2/4 2/5-2/6 2/7-2/10 2/11-2/12 2/13-2/14
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):

● Review Target 2 ● Review Target 2
Guided Practice/Group Guided Practice/Group
Work Work
(We Do): (We Do):
● Small groups- plot ● Discuss character
events thus far in the development in small
play on plot line groups
● Turn-n-talk; ● Sticky note activity;
discussion questions students decide a trait
Act I indicative of each
● Read Act II, Scenes character and add to
II-III class’s anchor chart
that tracks character
Independent Work development
(You Do) ● Read Act III, Scenes
● Synthesis- continue I-II
body biography on ○ Continue
chosen character
tracking
(incorporating how
character
character changes
Act I- II) development
Independent Work
(You Do)
● Synthesis- continue
body biography on
chosen character
(incorporating how
character changes
Act I- II)
● Review Target 2
Guided Practice/Group
Work
(We Do):
● Read Act III, Scenes
III-IV
● Continue tracking
character development
● Sticky note activity;
students decide a trait
indicative of each
character and add to
class’s anchor chart
that tracks character
development
Independent Work
(You Do)
● CFA- Target 2
● Review standard ● Review standard RL.
RL.3 3
Guided Practice/Group Guided Practice/Group
Work Work
(We Do): (We Do):
● Read Act IV, Scene I ● Read Act IV, Scenes
of Othello II-III of Othello
● Continue tracking ● Continue tracking
character development character
development
Independent Work ● Sticky note activity;
(You Do) students decide a trait
● Synthesis- body indicative of each
biography: hands, character and add to
feet, and class’s anchor chart
background that tracks character
○ While development
students
work, teacher Independent Work
holds one-on-
(You Do)
one ● Students’ goal is to
conferences create the physical
regarding body biography on a
yesterday’s large sheet of butcher
CFA paper and begin
sketching/planning
visuals to represent
their answers
submitted via Google
Docs in preparation
for this project.