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English 12 Mrs. Thornton Lesson Plans

Anglo-Saxon / Medieval Unit Plan

Day 1:Objective: Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.[RI. 12.9]

Target: I will identify main ideas and important details of Anglo-Saxon history as presented in the historical essay.

Before: Introduce Syllabus and review course requirements; have students complete surveysDuring: Complete Anglo-Saxon anticipation guideAfter: Begin outlining historical essay for Unit 1

Day 2Objective:Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.[RI. 12.9]

Before: Complete 1.1 grammar review and review outlining proceduresDuring: Finish outline of historical essay for Unit 1After: Complete historical essay quiz

Day 3Objectives: 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.[RI. 12.9]

Target: A. I will explain author’s purpose using details from the text. B. I will identify main ideas and important details of Anglo-Saxon history as presented in

the historical essay.

Before: Complete Clauses mini lesson and 1.2 grammar slideReview the role of monks and monasteries in Anglo-Saxon EnglandDuring: Read from Interactive Reader pages 20-25 “A History of English Church and People” After: Review “How to Embed a Quote” handout and have students answer the question on page 24 by embedding a quote

Day 4 Objectives:

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]4. Determine word meanings and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone including words with multiple meaning or language that is particularly fresh, engaging, or beautiful.8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]

Target: A. I can identify alliteration, kennings, and explain how they impact my reading of the text.

B. I can identify qualities of an epic hero and give textual examples of them.

Before: Complete participial phrases mini lesson and 1.3 grammar slideComplete open outline quiz on Anglo-Saxon history; Review the role of the warrior in Anglo-Saxon societyDiscuss the Beowulf poet, traits of an epic, & Old English poetry on page 40-41 - Students can follow this in their interactive readers pages 2-3; During: Read and annotate pages 4-14; Stop and answer questions in margins; After: Complete pages 15-17 in interactive reader reviewing characteristics of an epic, Old English poetry, & Vocabulary;

Day 5Objectives: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]4. Determine word meanings and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone including words with multiple meaning or language that is particularly fresh, engaging, or beautiful.39. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L 12.5]8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]

Target: A. I can identify alliteration, kennings, and explain how they impact my reading of the text.

B. I can identify qualities of an epic hero and give textual examples of them.

Before: Complete prepositional phrase mini lesson and 1.4 grammar slide Review kenning, alliteration, and epic hero qualities. Review Beowulf’s battle with Grendel During: Students will read Beowulf pages 55-70 and answer Beowulf’s last Battle text-based questions After: Students will create their own epic hero

Day 6:Objectives:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)

Target: I can identify the irony inherent in Chaucer’s writing and thereby identify the primary character traits of the pilgrims.

Before: Complete transition word mini lesson and 1.5 grammar slide. Complete quiz on Beowulf; Read about Chaucer’s Style on page 140-141; Read about Chaucer’s life on page 142; During: Use the interactive reader to introduce characterization and read the first 177 lines of the Prologue to the Canterbury Tales together as a class. After: Students will individually finish reading the prologue excerpt and complete pages 34-39

Day 7 Objectives: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)

Target: A. I can identify the irony inherent in Chaucer’s writing and thereby identify the primary character traits of the pilgrims.

Before: Complete 1.6 grammar slide. Review the setting, narrator, and purpose of the prologue. Discuss the Monk and Friar, the chart on page 39, and complete the Assessment Practice on page 41 During: Finish reading the prologue (pages 163, beginning with line 735, to page 166) and answer the Canterbury Tales Prologue text-based questions and turn inAfter: Review the tale-telling contest and host. Take Quiz on the Prologue. Review the Quiz

Day 8:Objectives:3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]

5. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact; [RL 12.5]29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively;

Target: I can identify verbal, situational, and dramatic irony.

Before: Complete 1.7 grammar slide. Review “The Prologue” and the parameters of the tale –telling contest. Introduce the Pardoner During: Review AEC paragraph development Have students write a paragraph describing the Host (or one of the characters). You must have a topic sentence, three examples from the text (embedded quotes), and a concluding sentence. After: Read “The Pardoner’s Tale” (20 min) Discuss verbal, situational, and dramatic irony. Work with a group to answer the text based question for “The Pardoner’s Tale” (35 min)

Day 9Objectives: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]

Target: I can use details from the text to make inferences about the characters and plot.

Before: Complete 1.8 grammar slide. Introduce research paper assignment, topics, and supplies Discuss making inferences (pg 53 in IR) and Medieval Romances and chivalry. During: Read Sir Gawain & the Green Knight on pages 54-68 answering questions in the margins. While students are silently reading, meet with them and discuss their paragraphs. Discuss margin questions dealing with inferences. Answer assessment practice on page 71.After – Writing Activity: What can you infer about the importance of honor in the code of chivalry? You must have a topic sentence. support your answer by embedding three partial quotes in your response, and have a concluding sentence – Quiz Grade

Homework: Gather research project supplies

Day 11:Objectives:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W. 12.2]35. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking [L.11-12.1]36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing [L.11-12.2]

Target: A. I can identify subordinate clauses, participial phrases, prepositional phrases, a thesis, transition words, and

correctly punctuate quotations. B. I can organize and build an essay based on evidence.

Before: Complete 1.10 grammar slide. Review subordinate clauses, participial clauses, prepositional phrases, transitions, and quotations During: Complete grammar and writing review for Unit 1. (takes 25 min to complete) Check grammar and writing review. After: Review Beowulf practice essay. Complete evidence and outline sheet for practice essay.

Homework: Find supplies and decide on a topic for research paper

Day 12Objectives:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]4. Determine word meanings and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone including words with multiple meaning or language that is particularly fresh, engaging, or beautiful.5. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact; [RL 12.5]6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]

Before: Complete 1.11 grammar slide. Complete grammar and writing kahoot During: Assessment Practice on Pages 284-285. Use Kahoot review game to check for correct answersAfter: Review Unit 1 Study Guide

Homework: Study for test, gather research supplies, and complete pre-researching sheet

Day 12 Objectives:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]4. Determine word meanings and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone including words with multiple meaning or language that is particularly fresh, engaging, or beautiful.

5. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact; [RL 12.5]6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony, or understatement)8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W. 12.2]35. Apply understanding that usage is a matter of convention, can change over time, and is sometimes contested; [L1a]

Target: I can pass the Unit 1 test using the skill I gained throughout Unit 1.

Unit One Test: Anglo-Saxon and Middle Ages

Homework: Prepare for essay and gather research supplies

Day 13: Objectives:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]8. Demonstrate knowledge of foundational works of European Literature with a concentration in British lit, including how two or more texts from the same period treat similar themes [RL 12.9]20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W. 12.2]

Target: A. I will write a well-organized essay using evidence from the text and providing analysis of that evidence.

B. I will better understand the fundamentals of correctly writing an MLA style research paper.Activities: Complete essay portion of Unit 1 Test After: Complete MLA Quiz

Senior Research Project

Day 14 Objectives:12.25 Conduct short as well as more sustained research projects to answer a question; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation [W.11-12.7]

Reserve computer lab!!!

Target: A. I will understand what plagiarism is.

B. I will know more about my topic today than I did yesterday and find three possible main points.

Activities:Before: Turn in research supplies. Review the “How to Recognize Plagiarism”During: Discuss choosing and shaping a topic (handout). Using the computer lab, students will complete pre-research sheet and prewriting sheet After: Turn in planning and pre-writing sheets

Day 15: Objectives:12.25 Conduct short as well as more sustained research projects to answer a question; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation [W.11-12.7]12.26 Gather relevant information from multiple authoritative sources, using advances searches effectively; assess the sources in terms of task, purpose and audience; integrate information selectively to maintain flow of ideas, avoiding plagiarism and overreliance on any one source and following standard format for citation [W.11-12.8]12.27 Draw information from informational texts to support analysis, reflection, and research [W.11-12.9]12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]

Reserve computer lab!!

Target: I will create a source card and four note cards that do not contain plagiarism

Before: Review plagiarism handout and smartboard lesson: source cards and note cards and AVL mini lesson During: Make source card and four note cards for at least one AVL article After: Turn in completed source card and note cards

Day 16 Objectives:12.25 Conduct short as well as more sustained research projects to answer a question; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation [W.11-12.7]12.26 Gather relevant information from multiple authoritative sources, using advances searches effectively; assess the sources in terms of task, purpose and audience; integrate information selectively to maintain flow of ideas, avoiding plagiarism and overreliance on any one source and following standard format for citation [W.11-12.8]12.27 Draw information from informational texts to support analysis, reflection, and research [W.11-12.9]12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]

Reserve computer lab!!


Activities: Before: Review using search engines (pg 1409), evaluating sources (pg 1410) and finding credible websites (pg 1411)During: Review smartboard lesson: creating a source card for a website Make source card and four note cards for at least one credible website

Day 17Objectives:12.25 Conduct short as well as more sustained research projects to answer a question; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation [W.11-12.7]12.26 Gather relevant information from multiple authoritative sources, using advances searches effectively; assess the sources in terms of task, purpose and audience; integrate information selectively to maintain flow of ideas, avoiding plagiarism and overreliance on any one source and following standard format for citation [W.11-12.8]12.27 Draw information from informational texts to support analysis, reflection, and research [W.11-12.9]12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]


Activities:Review proper source card format for book sourcesStudents will use library resources to find credible sources on research paper topicStudents will make a source cards with bibliographic information according to MLA standards and at least four note cards for one book source

Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.


Target: I will finish my source cards today.

Activities:

Before: Review Unit 1 TestDuring: Students will formulate research questions handout and turn in for teacher review as well as make a research plan on page 1422Students will use library resources to find credible sources on research paper topicStudents will finish making source cards with bibliographic information according to MLA standards – Seven completed source cards are due at end of classAfter: Turn in source cards for completion check

Homework: If possible, read and annotate printed sources Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.

Day 19Objectives:12.25 Conduct short as well as more sustained research projects to answer a question; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation [W.11-12.7]12.26 Gather relevant information from multiple authoritative sources, using advances searches effectively; assess the sources in terms of task, purpose and audience; integrate information selectively to maintain flow of ideas, avoiding plagiarism and overreliance on any one source and following standard format for citation [W.11-12.8]12.27 Draw information from informational texts to support analysis, reflection, and research [W.11-12.9]12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]

Target: A. I will identify how many source and note cards I still need to complete and what my potential thesis is.

B. I will correctly make note cards with in-text citations. Activities:Before: Read Developing Your Thesis pgs 1418 – 1419 and Draft a Controlling Idea pg 1425Students will complete research paper self-check sheet – turn in for teacher review During: Students will read sources and highlight information pertinent to building argument of paperStudents will quote, summarize, or paraphrase information from sources onto 4x6 index cards, providing parenthetical citations at the bottom of each note card After: Students will turn in completed note cards along with sources for teacher review

Homework: Students may continue to find and print sources as well as read an annotate sources Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.

Day 20Objectives:12.25 Conduct short as well as more sustained research projects to answer a question; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation [W.11-12.7]

12.26 Gather relevant information from multiple authoritative sources, using advances searches effectively; assess the sources in terms of task, purpose and audience; integrate information selectively to maintain flow of ideas, avoiding plagiarism and overreliance on any one source and following standard format for citation [W.11-12.8]12.27 Draw information from informational texts to support analysis, reflection, and research [W.11-12.9]12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]

Target: I will correctly make note cards with in-text citations.

Activities:Students will read sources and highlight information pertinent to building argument of paperStudents will quote, summarize, or paraphrase information from sources onto 4x6 index cards, providing parenthetical citations at the bottom of each note card After: Students will turn in completed note cards along with sources for teacher review

Homework: Students may continue to find and print sources as well as read an annotate sources Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.


Target: I will finish making note cards with correct in-text citations.

Activities:During: Students will read sources and highlight information pertinent to building argument of paperStudents will quote, summarize, or paraphrase information from sources onto 4x6 index cards, providing parenthetical citations at the bottom of each note card After: Students will turn in 35 note cards for completion check

Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.

Day 22: Objectives:

12.25 Conduct short as well as more sustained research projects to answer a question; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation [W.11-12.7]12.26 Gather relevant information from multiple authoritative sources, using advances searches effectively; assess the sources in terms of task, purpose and audience; integrate information selectively to maintain flow of ideas, avoiding plagiarism and overreliance on any one source and following standard format for citation [W.11-12.8]12.27 Draw information from informational texts to support analysis, reflection, and research [W.11-12.9]12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]

Target: I will write a thesis and an outline that effectively organizes my information into logical points.

Activities: Before: Read Create an Outline pg 1425. Review outline handout. During: Organize note cards into piles based on three points of thesisAfter: Write a full sentence outline based on groupings of note cards

Homework: Finish outline Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.


Target: I will write a rough draft that is well-organized, uses transition words or phrases, and is correctly documented.

Activities:Before: Turn in outlines for completion check. Read and discuss drafting pg 1426Review proper methods of incorporating source information (paraphrasing, placement, etc)Review parenthetical documentation (pg 1427)Review rough draft handout During: Using information from note cards, the first point of the rough draft of research paper, documenting sources correctly. After: Turn in completed first point for editing check

Homework: None-students can not work on research paper at home. Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.



Activities:Before: Students will individually read Analyze a Student Draft on pgs 1429-1435 and discuss student exampleReview importance of transitions (handout if needed)Review proper methods of incorporating source information (paraphrasing, placement, etc)Review parenthetical documentation During: Using information from note cards, write the second point of the rough draft of research paper, documenting correctlyAfter: Turn in completed second point for completion check

Homework: None-students can not work on research paper at home. Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.



Activities:Before: Review revising checklist on page 1428. Review importance of logical flow to ideas- using transitions During: Meet with students individually to discuss rough draftUsing information from note cards, students will write the third point of the rough draft of research paper, documenting correctly After: Turn in completed third point for completion check

Homework: Students should be typing completed and stamped rough draft Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.


Target: A. I will write an effective introduction and conclusion. B. I will correctly organize and format my sources on a works cited page.

Activities:Before: Review introduction, conclusion, and works cited page handout During: Students will write introduction, conclusion and works cited page for rough draft After: Turn in completed rough draft for a completion check

Homework: Take home stamped, completed rough draft begin typing for peer revision. Assessment: Students will receive a folder grade worth 200 points for preliminary work on the research paper.

Day 27 Objectives12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]12.24 Use technology to produce, publish, and update individual writing products [W.11-12.5]

**Reserve Mobile Lab

Target: I will use Microsoft word to correctly format and publish my writing according to MLA standards.

Activities:Before: Review MLA formatDuring: Type senior research paper.

Homework: Continue typing research paper.

Day 28: Objectives: 12.11 Determine two or more central ideas of a text [RI.11-12.3]12.16 Integrate multiple sources of information presented in different media formats to address a question [RI.11-12.7]

**Reserve Mobile Lab If students are not finished, allow them to continue typing paper.

Target: I will identify the main points and important details of Renaissance theater. Activities:Before: View Power point on Shakespeare’s Macbeth During: Students will read and outline pages 340-341. For each subheading indentify at least one or two main ideas. Discuss student outlinesStudents will read pages 342-345 on Shakespearean tragedy and complete note taking worksheetAfter: Have students turn in worksheets along with outlines

Assessment: Students will be assessed based upon completed class work.

Day 29: Objectives:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL 12.1]3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where the story is set, how the action is ordered, how the characters are introduced and developed) [RL 12.3]5. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact; [RL 12.5]29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively;

Target: I will find and correct errors in content, mechanics, grammar, and format in my and my peer’s paper.

ActivitiesBefore: Check off typed rough drafts

During: Review scoring rubricFollowing teacher-led checklist, students will review own paper Students will work with a partner to peer edit research papers After: Review final paper requirements

Homework: Type final draft and prepare all materials to be turned in tomorrow in final research project packet. ALL MATERIALS must be turned in within the first 15 minutes of class to be considered on time and not receive the 10 point penalty for late papers.

Assessment: Students will be formally assessed based on final paper of research project

Day 30: Objectives:12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story [RL.11-12.3]12.7 Analyze multiple interpretations of a story, evaluating how each version interprets the source text [RL.11-12.7]

Target: I will indentify key points in plot progression and character development. Activities: Students will turn in final research paper, all rough drafts, prewriting, note cards, source cards View Jane Eyre film

Assessment: Students will be formally assessed based on final research paper

Day 31-32 Objective:12.7 Analyze multiple interpretations of a story, evaluating how each version interprets the source text [RL.11-12.7]

Target: I will indentify key points in plot progression and character development. View Jane Eyre Film

The Renaissance including The Tragedy of Macbeth Day 33Objectives:12.8 Demonstrate knowledge of foundational works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]12.11 Determine two or more central ideas of a text; provide an objective summary of the text [RI.11-12.3]12.35 Demonstrate command of the conventions of Standard English grammar and usage when writing [L.11-12.1]

Target: I will identify main ideas and important details in informational text.

Activities Before: Intro to Renaissance

During: Students will work in groups to create a class outline of the Renaissance. Divide students into groups based on note taking guide (9 groups). Each group should create an outline or presentation to teach the class about their part of the Renaissance. Students will then take a quiz using the notes created through group presentations. After: Students will complete handout on Renaissance tragedy.

Assessment: Students will be assessed based upon class participation and completed work

Day 34Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]

Target: A. I will identify how Shakespeare established mood in Macbeth. B. I will describe the character development of Macbeth using examples from the text. C. I will identify the use of the motif of supernatural involvement in Macbeth.

Activities Before: Students will read “Can you ever be too ambitious?” on page 347 and complete the quickwrite. Discuss student responsesDuring: Read scenes 1-3 of Act I as a class, completing analysis guide After: View PBS version of Macbeth for scenes 1-3. Exit slip: What scene is out of order?

Assessment: Students will be assessed based upon class participation.

Day 35Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundation works of European literature with a concentration in British literature [RL.11-12.9]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.32 Present information such that listeners can follow the line of reasoning [SL.11-12.4]12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]

Target: A. I will describe the character development of Macbeth and Lady Macbeth using examples from the text.

B. I will identify the use of dramatic irony.ActivitiesBefore: Review scenes 1-3 of Act IDuring: Finish reading Act I, completing analysis guide. View scene 4 of Act I from PBS version of Macbeth After: Complete Act I quiz – review

Assessment: Students will be assessed based on class participation and quiz score

Day 36Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundation works of European literature with a concentration in British literature [RL.11-12.9]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.32 Present information such that listeners can follow the line of reasoning [SL.11-12.4]12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]

Target: A. I will explain plot progression in Act II using details from the text. B. I will explain character development using details from the text. C. I will work with a group to analyze the development of a motif in Act II.

ActivitiesBefore: Review Act IDuring: Listen to Act II, completing active reading sheet. View scene 1 of Act II of Macbeth After: Break students into groups to analyze Act II based on assigned section of analysis sheet.

Assessment: Students will be assessed based on class participation and completed class work.

Day 37Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]

12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]12.9 By end of Grade 12, read and comprehend literature at the high ends of CCR text complexity band independently and proficiently [RL.11-12.10]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.32 Present information such that listeners can follow the line of reasoning [SL.11-12.4]12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]

Target: A. I will explain plot progression in Act III using details from the text. B. I will explain character development using details from the text.

Activities Before: Allow students to return to analysis groups in order to share analysis with class During: View Macbeth bites from BBC.org as review of Acts I and II and intro to Act IIIStudents will read Act III, completing active reading worksheet After: View scene 4 of Act III


Day 38Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]12.9 By end of Grade 12, read and comprehend literature at the high ends of CCR text complexity band independently and proficiently [RL.11-12.10]

Target: A. I will read and understand Shakespeare’s Macbeth on my own. B. I will explain the use of foreshadowing.

Activities: Before: Have students preview text based questions for each scene before reading Act IVDuring: Students will individually read Act IV, stopping after each scene to answer text based questionsAfter: Discuss Act IV and View scene 1 of Act IV

Assessment: Students will be assessed based on completed class work.

Day 39

Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]12.9 By end of Grade 12, read and comprehend literature at the high ends of CCR text complexity band independently and proficiently [RL.11-12.10]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]

Target: I will work with a group to explain the use of situational irony, the resolution of the play, and Macbeth’s role as a tragic hero.

Activities:Before: Review Act IV and complete quiz on Act IVDuring: Assign reading groups to students. In groups, students will read Act V and answer the text-based questionsAfter: Assign each reading a group a scene or scenes to explain to the class. Reading groups will need to provide answers to text-based questions and their own additional commentary on the scene


Day 40Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text [RL.11-12.2]12.8 Demonstrate knowledge of foundational works of European literature with a concentration in British literature [RL.11-12.9]12.11 Determine two or more central ideas of a text [RI.11-12.3]12.15 Determine author’s point of view or purpose in a text [RI.11-2.6]12.16 Integrate and evaluate multiple sources of information in order to address a question [RI.11-12.6]12.27 Draw evidence from literary or information texts to support analysis, reflection, and research [W.11-2.9]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]

Target: I will identify primary traits of main characters of Macbeth

Activities: Before: Grammar Slide 2.1. Introduce Post-Mortem activity

During: Divide students into groups of seven, assign each student a body part and character. Have them complete their assigned analysis. Then have them come together as a group to create their visualAfter: Students will present their characters to the class.

Assessment: Students will be assessed based upon class participation and completed class work.

Day 41Objectives:12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundational works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]12.21 Use precise words and phrases to convey a vivid picture of experiences, events, or characters [W.11-12.3d]12.22 Produce clear and coherent writing appropriate to task [W.11-12.4]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.37 Apply an understanding of syntax to the study of complex texts when reading [L.11-12.3a]

Target: A. I will identify a sonnet’s form and rhyme scheme.B. I will identify and explain the use of imagery, metaphor, and simile. C. I will identify and explain the theme of the sonnet.

Activities: Before: Grammar Slide 2.2. Complete sonnet worksheet. Discuss how associations are formed. Perhaps show ads. During Students will participate in a learning carousel to identify associations of Sonnet 18. Discuss sonnet structure, rhyme scheme, theme, imagery and turn. As a class read Sonnet 18 and complete analysis questionsAfter: Review thematic statements. Students will write a thematic statement for Sonnet 18.

Day 42Objectives:12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.8 Demonstrate knowledge of foundational works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]12.21 Use precise words and phrases to convey a vivid picture of experiences, events, or characters [W.11-12.3d]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]

Target: A. I will identify a sonnet’s form and rhyme scheme.B. I will identify and explain the use of imagery, metaphor, and simile. C. I will identify and explain the theme of the sonnet.

Activities Before: Grammar Slide 2.3. Review sonnet structure.

During: Students will complete sonnet puzzle pack activity using Shakespeare’s sonnets. Students will each be given a part of a sonnet to analyze. Students will then work to put their sonnet puzzles together – find their sonnet group. Sonnet groups will then create an analysis of their sonnet. After: Students will present their analysis to the class.

Assessment Students will be assessed based on class participation and quiz.

Day 43Objectives: 12.4 Determine the meaning of words and phrases as they are used in the text, including figurative meanings [RL.11-12.4]12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5a]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]

Target: A. I will identify metaphysical conceits and explain their comparisons. B. I will identify paradoxes and explain their hidden truths. C. I will identify and explain the theme of metaphysical writings.

Activities: Before: Grammar Slide 2.4 Introduce Donne and metaphysical conceits. During: Students will create an annotation foldable to analyze Donne’s “A Valediction Forbidding Mourning” and the use of metaphysical conceits. After: Students will share their annotation foldables

Assessment: Students will be assessed based on class participation and completed class work

Day 44Objectives: 12.4 Determine the meaning of words and phrases as they are used in the text, including figurative meanings [RL.11-12.4]12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5a]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]

Target: A. I will identify metaphysical conceits and explain their comparisons. B. I will identify paradoxes and explain their hidden truths. C. I will identify and explain the theme of metaphysical writings.

Activities: Before: Grammar Slide 2.5 Review metaphysical conceits, paradoxes and “A Valediction Forbidding Mourning” During: Students will complete an annotation foldable on Donne’s “Holy Sonnet 10” focusing on paradox. After: Individually, students will read, annotate, and complete the analysis questions for “Meditation 17.” Discuss student findings. In groups of four, students are to complete charts on page 139 and questions on page 146 of interactive reader.

Assessment: Students will be assessed based on class participation and completed class work

Day 45Objectives:

12.2 Determine themes or central ideas of a text and analyze their development [RL.11-12.22]12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.8 Demonstrate knowledge of foundation works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]12.11 Determine two or more central ideas of a text [RI.11-12.2]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5b]

Target: A. I will identify and explain the use of hyperbole, personification, imagery, and simile. B. I will identify and explain the theme of the poems.

Activities:Before: Grammar slide 2.6. Review notes on Cavalier poets. Review theme, figurative language, imagery and hyperbole (pg 531)During: Students will be divided into analysis teams to analyze “To His Coy Mistress” Each team will subdivide based on section and primary literary device. These small analysis groups will analyze their assigned section and then reconvene in the larger group to produce a whole poem analysis. After: Analysis teams will create a visual analysis and thematic statement. Assessment: Students will be assessed based on class participation.

Day 46 Objectives: 12.2 Determine themes or central ideas of a text and analyze their development [RL.11-12.22]12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.8 Demonstrate knowledge of foundation works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]12.11 Determine two or more central ideas of a text [RI.11-12.2]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5b]

Target: A. I will identify and explain the use of hyperbole, personification, imagery, and simile. B. I will identify and explain the theme of the poems.

Activities:Before: Gram 2.7. Review notes on Cavalier poets. Review theme, figurative language, imagery and hyperbole (pg 531)During: Students will participate in learning carousel to explore associations from lines from “To the Virgins to Make Much of Time.” Students will be divided into analysis teams to complete a pome analysis chart. After: Students will then individually complete culminating activity where they choose their show of mastery – personal response, illustration, modernization of the poem itself

Assessment: Students will be assessed based on class participation.

Day 47Objectives:

12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; [RL.11-12.2]12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundation works of European literature with a concentration in British literature [RL.11-12.9]12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]

Target: A. I will identify and explain the theme and literary devices used in given poems. B. I will identify and correct pronoun-antecedent agreement problems. C. I will identify sentence types and correctly combine sentences. D. I will effectively add sensory detail to sentences.

ActivitiesBefore: Review Grammar / Test Study Guide. Complete grammar practice worksheets During: Students will complete practice Unit 2 Test on pages 550-555After: Complete Unit 2 Practice Test Kahoot

Homework: Study for Unit 2 TestAssessment: Students will be assessed based on Unit 2 Test and final poetry analysis

Day 48 Objectives: 12.2 Determine themes or central ideas of a text and analyze their development [RL.11-12.22]12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.8 Demonstrate knowledge of foundation works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5b]

Target: A. I will identify and explain the theme and literary devices used in given poems. B. I will identify and correct pronoun-antecedent agreement problems. C. I will identify sentence types and correctly combine sentences. D. I will effectively add sensory detail to sentences. E. I will identify and explain tragic hero, tragic flaw, antagonist, and foreshadowing as

used in Macbeth. ActivitiesBefore: Complete Unit 2 Practice Test Kahoot if necessary. Review grammar focusDuring: Complete Unit 2 Poetry / Drama Test PracticeAfter: Using Kahoot, check poetry / drama test practice

Homework: Study for Unit 2 Test Assessment: Students will be assessed based on class participation and completed class work.

Day 49

Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text [RL.11-12.1]12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text; [RL.11-12.2]12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama [RL.11-12.3]12.4 Determine meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.5 Analyze how an author’s choices concerning how to structure specific parts of the text contribute to structure and meaning as well as aesthetic impact [RL.11-12.5]12.8 Demonstrate knowledge of foundation works of European literature with a concentration in British literature [RL.11-12.9]12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings [L.11-12.5]

Target: I can pass the Unit 2 Exam using strategies and skills gained during the coursework of Unit 2.

Activities: Complete Unit 2 exam

Assessment: Students will be formally assessed based on objective exam

Day 50Objectives:12.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content [W.11-12.21-f]12.22 Produce clear and coherent writing appropriate to task, purpose, and audience [W.11-12.4]12.23 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach [W.11-12.5]12.27 Draw evidence from literary texts to support analysis, reflection, and research [W.11-12.9a-b]12.28 Write routinely over extended time frames [W.11-12.10]12.35 Demonstrate command of conventions of grammar and usage [L.11-12.1]12.36 Demonstrate command of conventions of capitalization, punctuation, and spelling [L.11-12.2]12.37 Vary syntax of effect [L.11-12.3a]

Target: A. I will identify and explain literary devices used to develop the theme of a poem. B. I will effectively organize and write a poetry analysis, using transitions.

ActivitiesBefore: Hand out poetry analysis assignment; review it; read sample poetry analysisReview poetry planning sheet – complete outline for first pointDuring: As a class, we will write the first body paragraph of our poetry analysis After: Review Unit 2 Test

Assessment: Students will be assessed based on class participation and final essay

Day 51

Objectives:12.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content [W.11-12.21-f]12.22 Produce clear and coherent writing appropriate to task, purpose, and audience [W.11-12.4]12.23 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach [W.11-12.5]12.27 Draw evidence from literary texts to support analysis, reflection, and research [W.11-12.9a-b]12.28 Write routinely over extended time frames [W.11-12.10]12.35 Demonstrate command of conventions of grammar and usage [L.11-12.1]12.36 Demonstrate command of conventions of capitalization, punctuation, and spelling [L.11-12.2]12.37 Vary syntax of effect [L.11-12.3a]


ActivitiesBefore: Review structure for first body paragraph During: Students will work in groups of three to write a second body paragraph. Groups will then swap and edit paragraphsAfter: Individually students will write a third body paragraph.

Assessment: Students will be assessed based on class participation and final essay

Day 52Objectives:12.20 Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content [W.11-12.21-f]12.22 Produce clear and coherent writing appropriate to task, purpose, and audience [W.11-12.4]12.23 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach [W.11-12.5]12.27 Draw evidence from literary texts to support analysis, reflection, and research [W.11-12.9a-b]12.28 Write routinely over extended time frames [W.11-12.10]12.35 Demonstrate command of conventions of grammar and usage [L.11-12.1]12.36 Demonstrate command of conventions of capitalization, punctuation, and spelling [L.11-12.2]12.37 Vary syntax of effect [L.11-12.3a]


ActivitiesBefore: Review body paragraph structure. Review poetry analysis handout, structure of introduction and conclusion and works cited page. Read sample intro and conclusion. Discuss strategies for introduction and conclusion

During: Individually students will revise third body paragraph, and write introduction, and conclusion After: Students will then submit written worked to be checked.

Homework: Type poetry analysis essaysAssessment: Students will be assessed based on class participation and final essay

Day 53Objectives12.28 Write routinely over extended time frames, including time for research, reflection, and revision [W.11-12.10]12.24 Use technology to produce, publish, and update individual writing products [W.11-12.5]

**Reserve Mobile LabTarget: I will use Microsoft word to correctly format and publish my writing according to MLA standards.

Activities:Before: Review MLA formatDuring: Type formal poetry analysis.

Homework: Continue typing poetry analysis.

Day 54Objectives: Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.[RI. 12.9]

Target: A. I will identify main ideas and important details of the Enlightenment period as presented in the historical

essay.B. I will find and correct errors in my and my peer’s paper

**Reserve Mobile Lab – allow students to finish typing if necessary

Activities: Before: Review requirements for Poetry Analysis During: Peer Edit poetry analysis After: Outline historical essay for Unit 3.

Homework: Make final corrections to poetry analysis and print final copy to be turned in with all rough drafts tomorrow within the first fifteen minutes of class Assessment: Students will be assessed based on class participation and final essay

Day 55Objectives:12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story [RL.11-12.3]

12.7 Analyze multiple interpretations of a story, evaluating how each version interprets the source text [RL.11-12.7]

Target: I will indentify key points in plot progression and character development. Activities: Students will turn in final poetry analysis Before: Complete Introductory activity and worksheet for Pride and PrejudiceDuring: View movie and complete plot outline

Assessment: Students will be formally assessed based on final poetry analysis.

Day 56Objective:12.7 Analyze multiple interpretations of a story, evaluating how each version interprets the source text [RL.11-12.7]

Target: I will indentify key points in plot progression and character development. View Pride and Prejudice After: Complete Unit 3 historical essay guide

Satire Unit Day 57ObjectivesStudents will: 12.1 Cite strong and thorough textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text(RL.11-12.1)12.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone (RL.11-12.4)12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact (RL.11-12.5)12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.9 Read and comprehend literature at the high end of the CCR complexity band independently and proficiently (RL.11-12.10)12.29 Initiate and participate effectively in a range of collaborative discussions (SL.11-12.1)12.31 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric (SL.11-12.3)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)12.40 Acquire and use accurately domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge (L.11-12.6)

Target: A. I will identify and explain the literary elements used to develop the satire. B. I will identify the implied message of the satire.

Activities:Before: Students will read “Industrial Revolution Provides Millions of Out-of-Work Children with Jobs.”

After they have had a chance to read it, I ask them to respond to it. I ask them further questions as to why they do not take it seriously or what is wrong with the article. When we finally come to the conclusion that the pieces is satire, we discuss the definition of satire. During: Pass out the A Modest Proposal analysis guide. Read the background information and literary guide.As a class we will read A Modest Proposal, answering the marginal questions in interactive reader pages 176 – 186After: Exit slip: What is the implied message of the satire?

Assessment: Students will be assessed based upon submitted work

Day 58ObjectivesStudents will: 12.1 Cite strong and thorough textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text(RL.11-12.1)12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.9 Read and comprehend literature at the high end of the CCR complexity band independently and proficiently (RL.11-12.10)12.29 Initiate and participate effectively in a range of collaborative discussions (SL.11-12.1)12.31 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric (SL.11-12.3)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)

Target: A. I will identify and explain the literary elements used to develop the satire. B. I will identify the implied message of the satire.

ActivitiesBefore: Grammar Slide 3.1 Review A Modest Proposal by completing the chart on page 18 and assessment practice on page 188 in IRDuring: SOAPS analysis strategy on A Modest Proposal analysis guide. In groups students will complete the SOAPS analysis of A Modest Proposal . As a class we will discuss their answersAfter: Students will write a two paragraph response to the question on page 187 of the IR: What did Jonathan Swift really think about Ireland’s rich and poor. Each paragraph should have a topic sentence, two pieces of evidence (quotes), and a concluding sentence


Day 59 (delete during fall semester) ** reserve computer labObjectivesStudents will: 12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.29 Initiate and participate effectively in a range of collaborative discussions (SL.11-12.1)12.30 Integrate multiple sources of information presented in diverse formats (SL.11-12.2)12.31 Evaluate speaker’s point of view, reasoning, and use of evidence and rhetoric (SL.11012.3)

12.33 Make strategic use of digital media in presentations to enhance understanding (SL.11-12.5)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)

Target: I will indentify and explain an example of satire from the web.

Activities: Before: Grammar Slide 3.2 Discuss parody and view example (“Don’t Download this Song”). Analyze “Don’t Download this Song” using SOAPS methodDuring: Pass out group satire project handout, discuss requirements and grading criteria, and assign groups and roles of each group member. Students will then work in computer lab to find examples of satire and analyze example of satireAfter: Students will submit source / location of example and analysis (if finished)


Day 60ObjectivesStudents will: 12.1 Cite strong and thorough textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text(RL.11-12.1)12.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone (RL.11-12.4)12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact (RL.11-12.5)12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.9 Read and comprehend literature at the high end of the CCR complexity band independently and proficiently (RL.11-12.10)

Target: A. I can identify and explain literary devices of a mock epic. B. I can identify implied message of satire.

Before: Grammar Slide 3.3 In groups of four, students will complete vanity questionnaire on page 611 of textbook. During: Discuss background information on Pope, the mock epic, and The Rape of the Lock . As a class we will read and analyze Canto 3. Students will then individually read Canto 5, answering text-based questions After: Using an exit slip, students will respond to the following questions:

1. In what way does the final destiny of Belinda’s lock, from lines 189-198, feed her sense of vanity?

2. How do you think Pope felt about vanity? 3. While the mock epic The Rape of the Lock was written nearly 300 years ago to poke fun

at vanity, beauty, and pride, in what ways does the satire reflect today’s society?


Day 61 (delete during fall semester) ** Reserve computer lab Objectives

Students will: 12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.29 Initiate and participate effectively in a range of collaborative discussions (SL.11-12.1)12.30 Integrate multiple sources of information presented in diverse formats (SL.11-12.2)12.31 Evaluate speaker’s point of view, reasoning, and use of evidence and rhetoric (SL.11012.3)12.32 Present information, conveying a clear and distinct perspective, appropriate to purpose, audience, and task (SL.11-12.4)12.33 Make strategic use of digital media in presentations to enhance understanding (SL.11-12.5)12.24 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English (SL.11-12.6)12.37 Apply knowledge of language to understand how language functions in a variety of contexts (L.11-12.3)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)12.40 Acquire and use accurately domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge (L.11-12.6)

Target: A. I can identify and explain literary devices of a mock epic. B. I can identify implied message of satire. C. I will work with peers to produce an original satire presentation.

Activities Before: Grammar Slide 3.4 Review text based guide for Rape of the Lock and then complete quiz and discuss quiz During: Review requirements for presentations as well as presentation tips on back of handoutWork in computer lab to create digital presentation After: Each group will submit a sheet itemizing accomplished tasks vs. tasks to be accomplished as well as plan for original satire / parody


Day 62Objectives: 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5)12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)12.18 Read and comprehend literary nonfiction [RI.11-12.10]12.29 Participate effectively in collaborative discussions (SL.11-12.1)

Target: I will identify the elements of argument and counterargument in persuasive writing.

Activities Before: Grammar Slide 3.5 Students will complete the survey activity on page 200 of their interactive readers; discuss resultsReview background information on Wollstonecraft essay on pages 200-201 of interactive readerDuring: Students will individually read from “A Vindication on the Rights of Woman,” completing marginal activities on pages 202-210. Students will complete assessment practice on page 212-213 of interactive reader.

After: As a class, we will discuss the essay

Homework: Continue work on satire project Assessment: Students will be assessed based on completed class work

Day 63ObjectiveStudents will: 12.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning [W.11-12.1]

Target: I will write a persuasive essay that addresses the opposing view and provides a clear counterargument.

Activities: Before: Grammar Slide 3.6 Review Counterargument activity from Wollstonecraft’s essay. Discuss opposing arguments and counter argument. During: Students will work in groups to analyze the development of Wolllstonecraft’s essay. They will carousel around the room until they have examined each argument and counterargument. We will then discuss these arguments as well as the conclusion to her essay.After: Students will then outline for their persuasive essays, modeling after Wollostonecraft’s style.

Homework: Work on satire project Assessment: Students will be assessed based on class participation.

Day 64 ObjectiveStudents will: 12.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning [W.11-12.1]

Target: I will write a persuasive essay that addresses the opposing view and provides a clear counterargument.

Activities: Before: Grammar Slide 3.7 Review development of Wollstonecraft’s essayDuring: Write Unit 3 Test Essay After: Students will answer questions regarding modern satires

Homework: Work on satire project Assessment: Students will be assessed based on test essay

Day 65 **reserve mobile lab in springObjectivesStudents will: 12.19 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning [W.11-12.1]12.29 Initiate and participate effectively in a range of collaborative discussions (SL.11-12.1)

12.30 Integrate multiple sources of information presented in diverse formats (SL.11-12.2)12.31 Evaluate speaker’s point of view, reasoning, and use of evidence and rhetoric (SL.11012.3)12.32 Present information, conveying a clear and distinct perspective, appropriate to purpose, audience, and task (SL.11-12.4)12.33 Make strategic use of digital media in presentations to enhance understanding (SL.11-12.5)12.24 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English (SL.11-12.6)

Target: A. I can identify implied message of satire. B. I will work with peers to produce an original satire presentation.

ActivitiesBefore: Grammar Slide 3.8 Review direct versus implied message of satireDuring: Students will first individually read current satires and answer questions. Students will then work in groups to compare / discuss / finalize answers. After: In the spring students will work with groups in computer lab to finalize projects and complete group assessment paper. In the fall, students will read and answer marginal questions from A Dictionary of the English language IR pages 190 – 196 and complete the assessment practice on page 199.

Homework: Email presentation to Mrs. Thornton

Day 66ObjectivesStudents will: 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5)12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)12.18 Read and comprehend literary nonfiction [RI.11-12.10]12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.37 Apply knowledge of language to understand how language functions in a variety of contexts (L.11-12.3)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)

Target: A. I can apply the skills gained during Unit 3 coursework to pass the Unit 3 practice test. B. I will identify my own areas of weakness so that I can score higher on the real Unit 3

test. Activities:Before: Grammar Slide 3.9 Review answers for modern satiresDuring: Students will complete pages 742 – 747 for test review; following a teacher led discussion, work with a partner to make sure answers are correct After: Using Kahoot review game, check practice test

Homework: Email satire projects and study for test Assessment: Students will be assessed based upon completion of assignment

Day 67ObjectivesStudents will: 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5)12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)12.18 Read and comprehend literary nonfiction [RI.11-12.10]12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.37 Apply knowledge of language to understand how language functions in a variety of contexts (L.11-12.3)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)12.40 Acquire and use accurately domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge (L.11-12.6)

Target: A. I will correctly identify the implied message of satireB. I will use context clues to identify the correct synonym. C. I will correctly choose the most persuasive and effective language.

Activities: Before: Grammar slide 3.10 Review literary devices of satire and style of Jonathan SwiftDuring: Complete Unit 3 satire and word choice practice. Following a teacher led discussion, work with a partner to make sure answers are correctAfter: Using Kahoot Review game, check answers

Homework: Study for test.

Day 68ObjectivesStudents will: 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5)12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)12.18 Read and comprehend literary nonfiction [RI.11-12.10]12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (RL. 11-12.6)12.37 Apply knowledge of language to understand how language functions in a variety of contexts (L.11-12.3)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)12.40 Acquire and use accurately domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge (L.11-12.6)

Target: Using the skills gained during Unit 3 coursework, I will pass the Unit 3 Exam.

Complete Unit 3 Exam

If time permits, meet with group members concerning tomorrow’s presentations

Homework: Finalize satire presentations – make sure they have already been emailed to me Assessment: Students will be formally assessed based on Unit 3 Exam

Day 69 & 70 (delete during fall semester – replace with one day in lab to complete group satire exploration on web)ObjectivesStudents will: 12.31 Evaluate speaker’s point of view, reasoning, and use of evidence and rhetoric (SL.11012.3)12.32 Present information, conveying a clear and distinct perspective, appropriate to purpose, audience, and task (SL.11-12.4)12.33 Make strategic use of digital media in presentations to enhance understanding (SL.11-12.5)12.24 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English (SL.11-12.6)12.39 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.11-12.5)12.40 Acquire and use accurately domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge (L.11-12.6)

Target: I will work collaboratively with my peers to present a well-organized, easily understood satire analysis.

ActivitiesBefore: Students will meet with groups to finalize presentationsI will review presentation etiquette During: Groups will present satire projects to the class After: Class will vote on best satire presentation

Assessment: Students will be formally assessed based upon group satire presentations

Federalist Unit Day 71Objectives:12.16 Integrate and evaluate multiples sources of information presented in different media in order to address a question (RI.11-12.7)12.17 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principle and use of legal reasoning (RI.11-12.8)12/18 Read and comprehend literary nonfiction at the high end of text complexity band (RI.11-12.10)12.27 Draw evidence from information texts to support analysis and reflection (W.11-12.9b)12.29 Participate in collaborative discussions (SL.11-12.1b) 12.14 Evaluate the effectiveness of the structure an author uses in argument (RI.11-12.5)12.13 Determine of clarify the meaning of unknown words (RI.11-12.4)

Target: I will identify the reasoning used in support of establishing a Federalist government in America.

Activities:

Before:Using three column chart (handout), give students two to three minutes to decide which decisions should be made by parents, parents and teenagers together, and teenagers aloneOnce students have responded, discuss responses. Also have students respond to the following questions:

1. Did every student in the class have the same perspective about who might make certain decisions?

2. Have you and your parents or guardians ever had conflict over who gets to make certain decisions?

3. Why is it important that some decisions are made exclusively by parents or guardians?Discuss how the division of power between teenagers and parents is similar to the division of power between the states and federal government. Discuss federalism, which is the division of government power. Have students copy the definition of Federalism: a system in which power is divided between local, state, and national governments. During: Explain background of Federalist vs. Anti-Federalists to students and John Marshall (The Federalist Papers PPT)Introduce Madison as one of the premier writers of the Federalist papers. Read Federalist 51, annotating the text Students should also identify and define at least five challenging vocabulary words (write definition above word). After: Students will then answer Federalist 51 summary questions.

Assessment: Class participation and completion of handouts

Day 72Objectives:12.17 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principle and use of legal reasoning (RI.11-12.8)12.18 Read and comprehend literary nonfiction at the high end of text complexity band (RI.11-12.10)12.27 Draw evidence from information texts to support analysis and reflection (W.11-12.9b)12.29 Participate in collaborative discussions (SL.11-12.1b) 12.14 Evaluate the effectiveness of the structure an author uses in argument (RI.11-12.5)

Target: I will clearly express my interpretations of the ideas of Federalist 10 through an organized class discussion.

ActivitiesBefore: Review idea of Federalism, purpose of Federalist Papers, and Federalist 51During: Pass out Socratic Seminar quote list. Students are to identify one quote from quotes 1-5 and one quote from quotes 6-10 they especially like and write their own interpretation of the quote as well as an analysis of the quote’s veracity and applicability to Madison’s purpose and today society. After: Using a Socratic Seminar Format, students will discuss these quotes, using the Questions for Socratic Seminar sheet/guide

Assessment: Student will be assessed based on their class participation in the Socratic seminar.

Day 73

Objectives:12.17 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principle and use of legal reasoning (RI.11-12.8)12.18 Read and comprehend literary nonfiction at the high end of text complexity band (RI.11-12.10)12.27 Draw evidence from information texts to support analysis and reflection (W.11-12.9b)12.29 Participate in collaborative discussions (SL.11-12.1b) 12.14 Evaluate the effectiveness of the structure an author uses in argument (RI.11-12.5)

Target: I will identify the reasoning used in support of establishing a Federalist government in America.

Activities:Before: Review Federalist 51. Define FactionDuring: Students will read and annotate Federalist 10, answering summary questionsAfter: Students will work in groups to analyze Federalist 10 using AAPARTS graphic organizer

Assessment: Students will be assessed based upon class work.

Frankenstein Day 7412.17 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principle and use of legal reasoning (RI.11-12.8)12.18 Read and comprehend literary nonfiction at the high end of text complexity band (RI.11-12.10)Analyze documents of historical and literary significance for their themes, purposes, and rhetorical features.[RI. 12.9]

Target: A. I will identify the reasoning used in support of establishing a Federalist government in America.

B. I will identify main ideas and supporting details in the historical essay on the Romantic Period

Before: Review ideas of Federalist 51 and 10During: Students will complete multiple choice quiz on Federalist 51 and 10After: Students will answer Romantic Period Historical Essay Guide

Assessment: Student will be assessed based on multiple choice quiz and completion of class work.

Day 77Objectives:12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story {RL.11-12.3]12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact12.38 Determine or clarify the meaning of multiple-meaning words and phrases, choosing flexibly from a range of strategies [L.11-12.4]

Target: A. I will identify Romantic elements and theme in The Rime of the Ancient Mariner

Activities:Before: Review elements of Romanticism (ppt). Review poetic form on page 244 of interactive reader and frame storyDuring: As a class we will read The Rime of the Ancient Mariner and complete marginal activities found in interactive reader pages 246-270 After: Students will work in groups to complete the chart on page 245 and assessment practice on page 273Discuss group decisionsAlternate activity: Divide students into groups of four. Each group is assigned one part of the poem. As a group the students must provide 1) a summary of the part; 2) points to know (literary devices, plot development, main idea); 3) identification and explanation of Romantic elements of the section; 4) an illustration that captures the main idea of the section.

Assessment: Students will be assessed based on class participation.

Day 78Objectives: 12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5)12.18 Read and comprehend literary nonfiction [RI.11-12.10]12.30 Integrate multiple sources of information presented in diverse formats to make informed decisions (SL.11-12.2)12.40 Acquire and use accurately domain-specific words and phrases (L.11-12.6)

Target: A. I will identify primary elements of Frankenstein. (gothic, Romantic, Frame story)B. I will identify the use of frame story in FrankensteinC. I will identify the use of allusion.

Activities Before: Pass out novels and novel guides. Complete theme quick write activity (found on study guide)Discuss student responses. Identify quiz schedule. During: Read Introducing the Novel worksheet and Before You Read Letters 1-4 and answer study guide questions. After: Read “Letters 1-4” answering study guide questions

Homework: Finish reading “Letters 1-4” and answering study guide questionsAssessment: Students will be assessed based on completed class work.

Day 79Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2)12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3)12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4)12.5 Analyze how author structures specific parts of a text (RL.11-12.5)

12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9)12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4)

Target: A. I will identify Romantic and gothic elements. B. I will describe character development.

ActivitiesBefore: Journal: Why do you think Shelley tells the story of Frankenstein and his creature as a story within a story? Hopefully students will connect the use of the framing device to the Romantic interest in subjectivity, point of view, and story versus the Enlightenment pursuit of objective truth – think Rime of the Ancient MarinerDuring: Discuss Letters 1-4 and discuss focus activity on “Before You Read, Chapters 1-10”Read “Before You Read, Chapters 1-10,” answering study guide questions on same page as journalTurn in study guide answers along with journal response After: Begin reading Chapters 1-5, answering study guide questions

Homework: Finish reading Chapters 1-5, completing characterization Assessment: Students will be assessed based on completed class work.

Day 80 Objectives: 12.2 Determine themes or central ideas of a text and analyze their development [RL.11-12.22]12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the impact of specific word choices on meaning and tone [RL.11-12.4]12.8 Demonstrate knowledge of foundation works of European literature, including how two or more texts from the same period treat similar themes or topics [RL.11-12.9]12.11 Determine two or more central ideas of a text [RI.11-12.2]12.29 Initiate and participate effectively in a range of collaborative discussions [SL.11-12.1]12.39 Interpret figures of speech in context and analyze their role in the text [L.11-12.5b]

Target: A. I will identify and rephrase inverted syntax. B. I will identify and explain the theme of the poems. C. I will identify Romantic elements in poetry.

ActivitiesBefore: Complete “Are You a Romantic” quiz on interactive notebook. Review qualities of RomanticismDuring: Read intro to Wordsworth on page 230 of IR. Using the jigsaw method, students will work in groups to analyze a specific section of the poem. After: Students will then return to their original groups to share their specific analysis to create a whole group understanding of the poem.

Homework: Finish reading Chapters 1-5, completing character worksheet - quiz tomorrowAssessment: Students will be assessed based on class participation.

Day 81Objectives:12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)

12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story or drama (RL.11-12.3)12.4 Determine the meaning of words and phrases as they are used in the text (RL.11-12.4)12.10 Cite strong textual evidence to support analysis of text (RI.11-12.1)12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2)12.27 Draw evidence from literary or information texts to support analysis (W.11-12.9)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)12.40 Acquire and use accurately general and domain-specific words and phrases (L.11-12.6)

Target: A. I will identify Romantic and gothic elements. B. I will describe character development.

ActivitiesBefore: Complete Quiz on Chapters 1-5, Discuss quiz During / After: Read Chapters 6-10, finishing characterization worksheet

Homework: Finish reading Chapters 6-10 and characterization worksheet, quiz tomorrowAssessment: Students will be assessed based on quiz, class participation, and completed class work

Day 82Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2)12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3)12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4)12.5 Analyze how author structures specific parts of a text (RL.11-12.5)12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9)12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)

Target: A. I will identify Romantic and gothic elements. B. I will describe character development. C. I will identify the use of allusion.

ActivitiesBefore: Quiz on Chapters 6-10, Discuss Chapters 1-10During: Read “Before You Read, Chapters 11-16”, answer study guide questions and turn inAfter: Begin reading Chapters 11-16, completing active reading worksheet

Homework: Read Chapters 11-16, completing active reading worksheet Assessment: Students will be assessed based on quiz, class participation, and completed class work

Day 8312.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4)

12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9)12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)

Target: A. I will identify and simplify the use of difficult syntax. B. I will identify the use of allusion. C. I will identify author’s purpose. D. I will describe character development.

ActivitiesBefore: Discuss Monster’s comparison of himself to Satan and Adam (allusion in Frankenstein)During: As a class we will read and complete the marginal activities for Paradise Lost in the interactive reader pages 122- 134. Complete assessment on page 137. Students will work with partners to complete the chart on page 136. OR complete Paradise Lost study guide. After: Students will complete the venn diagram comparing Satan to the monster.

Homework: Finish reading Chapters 11-16, completing active reading worksheet – quiz tomorrowAssessment: Students will be assessed based on completed class work.

Day 84 Objectives:12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2)12.12 Analyze a complex set of ideas and explain how they develop over the course of a text (RI.11-12.3)12.14 Analyze and evaluate the effectiveness of the structure of text (RI.11-12.5)12.15 Determine an author’s point of view or purpose (RI.11-12.6)12.27 Draw evidence from literary or information texts to support analysis (W.11-12.9)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)

Target: A. I will identify Romantic and gothic elements. B. I will describe character development. C. I will identify the use of foreshadowing and creation of suspense.

ActivitiesBefore: Complete quiz on Chapters 11-16, discuss Chapters 11-16During: Read “Before You Read, Chapters 17-21,” answering questions After: Read Chapters 17-21, complete active reading worksheet

Homework: Read Chapters 17-21, complete active reading worksheetAssessment: Students will be assessed based on quiz, class participation, and completed class work.

Day 85Objectives:12.27 Draw evidence from literary or information texts to support analysis (W.11-12.9)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)12.21. Write narratives to develop real or imagined experiences (W.11-12.3)

Target: A. I will work collaboratively to analyze the monster using details from the text.

B. I will work collaboratively to create a narrative voice for the monster.

ActivitiesBefore: Journal: What is a monster? Are all monsters make believe?During: Break into groups and complete create a creature groups activity steps one through fiveAfter: Complete step six of create a creature activity (share with class)

Homework: Read Chapters 17-21, complete active reading worksheetAssessment: Students will be assessed based on class participation.

Day 86Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2)12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3)12.5 Analyze how author structures specific parts of a text (RL.11-12.5)12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9)12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)12.30 Evaluate a speaker’s point of view, reasoning, and use of evidence (SL.11-12.2)12.32 Present information, findings, and supporting evidence, conveying a clear and distinct perspective (SL.11-12.4)

Target: A. I will identify Romantic and gothic elements. B. I will describe character development. C. I will identify the use frame story.

ActivitiesBefore: Complete quiz on Chapters 17-21, Discuss Chapters 17-21During: Read “Before You Read Chapters 22-24 and answer study guide questionsAfter: Read Chapters 22-24, completing active reading worksheet

Homework: Read Chapters 21-24, completing active reading worksheet Assessment: Students will be assessed based on quizzes, group presentations, and class participation

Day 8712.10 Cite strong textual evidence to support analysis of text (RI.11-12.1)12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2)12.13 Determine meanings of words or phrases as they are used in a text (RI.11-12.5)12.14 Analyze and evaluate the effectiveness of the structure an author uses (RI.11-12.5)12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)12.27 Draw evidence from literary or information texts to support analysis (W.11-12.9)12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)

Target: A. I will identify main ideas of an information text. B. I will compare the message of a work of fiction to the idea of current controversy in

today’s society. ActivitiesBefore: Journal: Are there any current scientific advancements that parallel Victor’s desire to create the monster?During: Introduce report on cloning from the President’s Council on BioethicsTogether as a class, complete the first section on the overhead “The Meaning of Human Cloning: An Overview.”Then assign students sections. After students have had a chance to complete their assigned section, they meet with others assigned their same section to review answers Then students break in to small groups comprised of all the various section. Together they will complete the Overall Analysis. We will go over this as a class . After: Individual students answer 1-7 Relationship to Frankenstein on their own and turn it in

Homework: Finish reading Chapters 22-24, completing active reading worksheet Assessment: Students will be assessed based on completed class work.

Day 88Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)12.2 Determine two of more themes or central ideas of a text and analyze their development over the course of the text (RL.11-12.2)12.3 Analyze the impact of author’s choices regarding how to develop and relate elements of a story (RL.11-12.3)12.4 Determine meaning of words and phrases as they are used in the text (RL.11-12.4)12.5 Analyze how author structures specific parts of a text (RL.11-12.5)12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9)12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9)12.29 Participate effectively in a range of collaborative discussions (SL.11-12.1)

Target: A. I will identify themes of Frankenstein.. B. I will describe character development. C. I will identify the use frame story, Romantic elements, and gothic elements.

ActivitiesBefore: Complete quiz on chapters 22-24, discuss Chapters 22-24During: In groups, answer summative questions. Discuss answers After: Review for test

Assessment: Students will be assessed based on quiz and class participation

Day 89Objectives12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9)12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9)12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2)

12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)12.7 Analyze multiple interpretations of a story (RL.11-12.7)

Target: A. Using the knowledge gained during Unit 4, I will complete the Unit 4 study guide.B. I will effectively prepare for my essay question

ActivitiesBefore: Journal: If you could cast anyone for the role of Victor Frankenstein, who would it be and why?Discuss student responsesDuring: Complete Unit 4 study guide After: View movie adaptation of Frankenstein

Homework: Study for Unit 4 testAssessment: Students will be assessed based on completion of class activities.

Day 90Objectives: 12.1 Cite strong and thorough textual evidence to support analysis of text (RL.11-12.1)12.8 Demonstrate knowledge of foundational works of European literature (RL.11-12.9)12.22 Produce clear and coherent writing appropriate for purpose and audience (W.11-12.4)12.27 Draw evidence from literary texts to support analysis and reflection (W.11-12.9)12.11 Determine two or more central ideas of a text and analyze their development over the course of the text (RI.11-12.2)12.13 Determine meanings of words or phrases as they are used in a text (RI.11-12.5)12.15 Determine an author’s point of view or purpose in a text in which rhetoric is particularly effective (RI.11-12.6)

Target: Using the knowledge gained during Unit 4, I will pass the Unit 4 test

Complete Unit 4 Exam

Assessment: Students will be formally assessed based on objective exam.

Day 91Objectives12.22 Produce clear and coherent writing appropriate to task and purpose (W.11-12.4)12.7 Analyze multiple interpretations of a story (RL.11-12.7)

Target: I will identify similarities and differences between the novel and movie adaptation of Frankenstein

ActivitiesBefore: Journal: Is Victor portrayed as an “evil scientist”? What characteristics of Victor does the director highlight in the movie adapation?Discuss student responsesDuring: View movie adaptation of Frankenstein After: Discuss differences between novel and movie

Day 92Objectives12.22 Produce clear and coherent writing appropriate to task and purpose (W.11-12.4)12.7 Analyze multiple interpretations of a story (RL.11-12.7)

Target: I will identify similarities and differences between the novel and movie adaptation of Frankenstein

ActivitiesBefore: Journal: Do you think the portrayal of the monster matches the novel’s description physically? Emotionally? What characteristics of the monster does the director highlight in the movie adaptation?Discuss student responsesTurn in past three journal responses During: View movie adaptation of Frankenstein After: Discuss differences between novel and movie

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