1.

VOCABULARY ACTIVITY

Students complete the vocabulary activity. (5 min.)

2.

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

Students work in pairs to recite from memory more lines from The Prologue. (5 min.)

3.

SELECT TEXT: RHYME SCHEME

Teacher reads the sonnet aloud with emphasis, then works with the class to label the rhyme scheme. (6 min.)

4.

CONNECT TEXT: SONNET FORM

Students discuss where Romeo and Juliet rhyme with themselves and with each other. (11 min.)

5.

WRITE: ROMEO AND JULIET'S LANGUAGE

Students write about the variety of ways Shakespeare uses language in this sonnet to show Romeo and Juliet’s attraction. (11 min.)

EMERGING

WRITING PROMPT:

2) Read lines 90–104 aloud.

3) What do you notice about how these lines sound, especially at the end of the lines? How does Romeo and Juliet’s language show that they make a good couple?

Use the sentence starter to help you.

• Romeo and Juliet’s tone in these lines is _______. I know this because _______.

Click NEXT to see the excerpt.

EXPANDING

WRITING PROMPT:

1. In Romeo’s first speech to Juliet, he uses the words “unworthiest” (90), “gentle” (92), and “tender” (93). In Juliet’s first reply to Romeo, she uses the words “good” (94) and “mannerly” (95). What mood do these words create?
2. Read lines 90–104 aloud.
3. Do you notice anything about how these lines sound, especially at the end of the lines? How does Romeo and Juliet’s language show that they make a good couple?

Use the sentence starter to help you.

Romeo and Juliet’s tone in these lines is ___________.

I know this because ___________.

Click NEXT to see the passage.

BRIDGING

WRITING PROMPT:

How does Romeo and Juliet’s language show that they make a good couple? Look carefully at rhyme, repetition, and the imagery they both use.

Use these sentence starters to help organize your writing.

• I noticed that Romeo and Juliet’s language...
•  
• I notice that Romeo and Juliet...
•  
• I think that Romeo and Juliet’s language...

Click NEXT to see the passage.

CORE

WRITING PROMPT:

How does Romeo and Juliet’s language show that they make a good couple?

Click NEXT to see the excerpt.

ADVANCED LEARNERS

WRITING PROMPT:

Write a sonnet of your own, focusing on the relationship between any two people you like. (The relationship does not have to be romantic; it could be two friends, or siblings, or a parent and child.) Use the proper rhyme scheme for sonnets: ABAB-CDCD-EFEF-GG.

When you have finished your sonnet, write a one paragraph reflection about it. Following this pattern of rhymes required you to choose certain words and reject others. Did these restrictions make it harder or easier to write? Do you like the result? Why or why not?

When you are finished, copy and paste your writing into the first pencil icon, the one without the plus sign.

6.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

WRITING PROMPT:

Original Writing Prompt

How does Romeo and Juliet’s language show that they make a good couple?

Click NEXT to see the excerpt.

7.

WRAP-UP: IDENTIFY SONNET

Students will use what they just learned about the features of a sonnet to identify a sonnet they’re already familiar with—the Prologue. (3 min.)

8.

SOLO: SPEAK LIKE SHAKESPEARE

Students reread text, answer multiple choice questions, and continue to memorize Shakespeare. (20 min.)

Wednesday 5/31

 

1.

VOCABULARY ACTIVITIES

2.

HOW TO USE THIS LESSON

Students learn how to complete the lesson activities, and you assign them to activity streams.(5 min.)

3.

INDICATIVE MOOD

Students receive instruction in the indicative mood and answer questions to assess their understanding. (5 min.)

4.

MODALS FOR PROBABILITY

Students receive instruction in modal auxiliary verbs and answer questions to assess their understanding. (5 min.)

5.

ACTIVE AND PASSIVE VOICE

Students receive instruction in the active and passive voice (formation and usage) and answer questions to assess their understanding. (5 min.)

6.

FINDING AND FIXING COMMON ERRORS

Students receive instruction and practice how to avoid shifts in verb mood, voice, and tense in accordance with the conventions of standard English. (5 min.)

7.

RA & WRITING PROMPT: VERB MOOD AND VOICE

Students apply the skills they just practiced to a revision and writing activity, allowing the teacher to assess the impact of this practice. (25 min.)

WRITING PROMPT:

Directions

1. Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
2. Copy and paste your writing into this new writing space.
3. Reread your writing and underline two sentences that contain two (or more) verbs in each sentence.
4. Skip to the bottom of the writing and rewrite each sentence, using a different verb mood (indicative, interrogative, imperative, conditional, subjunctive) or voice (active, passive). (You may need to change or rearrange other words in the sentence.)

EXAMPLE:

Original Sentence: At first, the boy soldiers were excited to be fighting in a battle, but they soon realized the horror of warfare.

Revised Sentence: If, at first, the boy soldiers were excited to be fighting in a battle, soon they would realize the horror of warfare.

WRITING PROMPT:

Writing Prompt

Write about one problem faced by your community, your nation, or the larger world. Describe the problem and 2–3 possible things that could be done to improve the problem.

8.

MODIFYING THE SUBJECT: ADJECTIVES

Students learn key ways to modify and expand the simple subject and answer questions to assess their understanding. (5 min.)

9.

MODIFYING THE PREDICATE: ADVERBS

Students learn key ways to modify and expand the simple predicate and answer questions to assess their understanding. (5 min.)

10.

DEPENDENT AND INDEPENDENT CLAUSES

Students learn to distinguish between a dependent and an independent clause and answer questions to assess their understanding. (5 min.)

11.

IDENTIFYING AND FIXING COMPLETE SENTENCES II

Students identify sentence fragments to demonstrate their knowledge of dependent and independent clauses and their understanding of ways to expand the subject and predicate. (5 min.)

12.

RA & WRITING: MODIFIERS AND DEPENDENT CLAUSES

Students apply the skills they just practiced to a revision and writing activity, allowing you to assess the impact of this practice. (25 min.)

WRITING PROMPT:

Directions

1. Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
2. Copy and paste your writing into this new writing space.
3. Copy one of your longest sentences. Skip to the bottom of your writing and paste this sentence.
4. Rewrite this sentence in two different ways. You can rearrange the order or split the sentence into more than one sentence.

WRITING PROMPT:

Writing Prompt

Write about one moment when you were in a new place. Describe what you noticed about this place and what you felt and did.

Thursday 6/1

 

1.

DISHONORABLE, INFAMOUS, LAUDABLE, OR REVERED?

Students complete the vocabulary activity. (5 min.)

2.

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

Students work in pairs to recite from memory more lines from The Prologue. (5 min.)

PRESENT: DISCUSS ILLUSTRATION

Use the illustration to fill in plot between the sonnet and the Balcony Scene. (2 min.)

3.

WORK OUT LOUD: THE BALCONY SCENE

The teacher reads the Balcony Scene out loud with fluency and emphasis to introduce Romeo’s language. (2 min.)

4.

SELECT TEXT: ROMEO'S METAPHOR

Students identify Romeo’s initial metaphor for Juliet to begin to trace his extended metaphor.(8 min.)

5.

OPT: WORK VISUALLY: TAG THE METAPHOR

Teacher leads activity to label Juliet with her metaphors to create a physical image of the metaphors. (12 min.)

6.

DISCUSS: DESCRIBING JULIET

Students discuss Romeo's extended metaphor to understand Romeo’s intended meaning. (8 min.)

7.

TRY IT ON: MAKE YOUR OWN METAPHOR

Students will play with metaphor, making up their own comparisons for Juliet. (15 min.)

8.

OPT: TRY IT ON: DESCRIBING JULIET PART 2

Students discuss Romeo’s metaphors for Juliet's eyes and play with metaphor by making up their own. (20 min.)

9.

WRAP-UP: SELECT A METAPHOR

Students select one metaphor from the list and identify what they like about it. (5 min.)

10.

SOLO: SPEAK LIKE SHAKESPEARE

Students reread text, answer multiple choice questions, and continue to memorize Shakespeare. (20 min.)

11.

MEMORIZATION CARDS: THE PROLOGUE

Students use this set of cards to continue memorizing if they do not have paper cards.

 

Friday 6/2

1.

VOCABULARY ACTIVITIES

Students complete the vocabulary activity. (5 min.)

2.

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

Students work in pairs to recite from memory more lines from The Prologue. (10 min.)

PRESENT: PLAY VIDEO

Students watch and consider a performance of Juliet’s lines. (3 min.)

3.

USE THE TEXT AS REFEREE: PARAPHRASE JULIET'S LINES

Students paraphrase some of Juliet’s lines. (4 min.)

4.

WORK OUT LOUD: CHORAL READING

Students perform Juliet’s lines 40–51. (10 min.)

5.

DISCUSS: CHECK FOR UNDERSTANDING

Students will highlight and rewrite some of Juliet’s arguments so you can see whether they understand them. (5 min.)

6.

WRITE: IF ROMEO CHANGED HIS NAME

Students write about the significance of Romeo’s name and whether giving it up would really let Romeo and Juliet be together. (12 min.)

EMERGING

WRITING PROMPT:

 

3) If Romeo changed his name, would his and Juliet's problems be solved?

Use the following sentence starters to help you get started writing.

• If Romeo changed his name it (would/ would not) solve the problem because _____.
• Changing Romeo's name (would/ would not) help the Montagues and Capulets get along because _____.
• If Romeo changed his name _____ would happen because _____.

Scroll down to see the excerpt.

EXPANDING

WRITING PROMPT:

Romeo and Juliet see each other in secret because their families are fighting. If Romeo changed his name, would this problem be solved? Use textual evidence to explain your answer.

What is a name, aside from a label people use for both legal purposes and simply to refer to you? What would it mean to give up your name?

Use the following quote and sentence frame to help you answer the prompt.

“My name, dear saint, is hateful to myself / Because it is an enemy to thee” (2.2.59–60)

Romeo’s name means ___________ to him.

I know this because ___________.

Scroll down to see the excerpt.

BRIDGING

WRITING PROMPT:

Romeo and Juliet see each other in secret because their families are fighting. If Romeo changed his name, would this problem be solved? Use textual evidence to explain your answer.

Scroll down to see the excerpt.

CORE

WRITING PROMPT:

If Romeo gave up his name, would all of his and Juliet’s problems be solved?

Scroll down to see the excerpt.

ADVANCED LEARNERS

WRITING PROMPT:

If Romeo gave up his name, would all of his and Juliet’s problems be solved? What if Juliet gave up her name? Use textual evidence to support your answer.

Scroll down to see the excerpt.

7.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (4 min.)

WRITING PROMPT:

Original Writing Prompt

If Romeo gave up his name, would all of his and Juliet’s problems be solved?

Click NEXT to see the excerpt.

 

 

 

 

 

 

 

 

 

                                                                 Friday 5/12

 

1.

VOCABULARY ACTIVITIES

2.

WRITE: SONG LYRICS

Students write down the lyrics to a memorized song to demonstrate that they memorize regularly. (7 min.)

PLAY VIDEOS

Students listen to 2 performances of the opening to "The Raven.”

3.

DISCUSS: PREPARING TO MEMORIZE

Students listen to, and discuss, 2 performances of the opening to "The Raven.” (10 min.)

4.

PRESENT: MEMORY TRAINING

Students try out the first 4 memory techniques to see how much of the first stanza they can memorize in a short time. (8 min.)

PLAY AUDIO

Students continue to move through the 7 memory techniques to help them explore the sounds, rhymes, and rhythms of the first stanza.

5.

PRESENT: MEMORY TRAINING 2

Students use 2 more memory techniques to help them explore the sounds, rhymes, and rhythms of the first stanza. (9 min.)

6.

PRESENT: MEMORY TRAINING 3

Students use the final memory technique to test their recall of the final words of each phrase in the first stanza. (5 min.)

7.

STUDENT PRESENTATION: RECITATION

Students recite the first stanza as a class to see how much they were able to memorize in a short period. (2 min.)

8.

WRAP-UP

Students respond to a poll to consider the connection between memorizing and understanding. (3 min.)

9.

SOLO

Students continue practicing different strategies and viewing various performances of "The Raven." (30 min.)

Tuesday 5/2

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: STANZA 1

Students recite the first stanza. (4 min.)

3.

USE THE TEXT AS REFEREE: DEFINE AND PARAPHRASE

Students define particular words and paraphrase small phrases to gain a precise understanding of what is being described and the qualities of the words. (8 min.)

4.

PRESENT: RHYTHM AND RHYME IN STANZA 2

Students focus on the continued patterns of rhythm and rhyme in the second stanza. (4 min.)

5.

DISCUSS: THE POEM'S OPENING

Students look at the poem through the distinct lenses of setting, subject, and particular word choice to build a cumulative understanding of the feeling Poe is evoking. (15 min.)

6.

WRITE: DETAILS FOR MOVIE

Students "read like a movie director" in order to shape their own vision of the poem's opening, then write about it in advance of seeing *The Raven* animation. (8 min.)

EXPANDING

WRITING PROMPT:

 

2) You have been asked to direct a movie of "The Raven." What details would you include to show how the narrator is feeling in the first three stanzas (lines 1–18).

Use these sentence starters to help you get started.

• When I read the first three stanzas, it’s clear that the narrator feels__ because __.
• I would include ____ to show how the narrator is feeling because ____.

BRIDGING

WRITING PROMPT:

You have been asked to direct a movie of "The Raven," and you want to make sure your audience gets a clear sense of what the narrator is feeling and experiencing in the first three stanzas.

Reread the first three stanzas of the poem. How does the narrator feel? Find two details from the text and describe how each detail helps you understand the narrator’s feelings.

Use the following sentence starter to begin your response:  

When I read the first three stanzas, it’s clear that the narrator feels...

CORE

WRITING PROMPT:

Directions

1. You have been asked to direct a movie of "The Raven," and you want to make sure your audience gets a clear sense of what the narrator is feeling and experiencing in the first three stanzas (lines 1–18).
2. Describe three details (images, sounds, or character emotions) you would include in your movie (you may include a detail not explicitly in the poem). Explain what part of the text led you to include each detail.
3. Click NEXT to see the text.

ADVANCED LEARNERS

WRITING PROMPT:

Think back to “The Cask of Amontillado.” Which movie do you think would align more closely with the text; “The Cask of Amontillado” or “The Raven?” Which text gives you more detail about the narrator’s point of view?

7.

WRAP-UP: POLL AND DISCUSS

Students consider the effect of Poe’s word choice. (1 min.)

8.

SOLO

Students draw one of the details they wrote about, read the whole poem, continue memorization work, and answer multiple choice questions. (25 min.)

Wednesday 5/3

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: STANZA 1

Students practice reciting the first stanza. (4 min.)

3.

DISCUSS: ENTER THE RAVEN

Students follow the raven’s entrance and begin to consider the strangeness of the situation. (3 min.)

PRESENT: STANZAS 1–8

Preview the beginning of the animation of "The Raven" to establish the strangeness of the raven’s entrance, and prepare students for the puzzle of analyzing “Nevermore.” (6 min.)

OPT: STRANGE VISITOR SKIT

This skit continues the idea of a “visitor” enacting a key dynamic from each Poe text. In this case, it's the strangeness of a visitor who says only one word.

PRESENT: NEVERMORE ACTIVITY

Present the activity as a puzzle to which there may be various solutions, so students don’t think they're trying to guess at one correct answer. (4 min.)

4.

DISCUSS: ANALYZING NEVERMORE! STANZA 13

Groups working on stanza 13 analyze the narrator’s suppositions about the meaning of "Nevermore" to consider whether the bird carries a message or is senseless. (10 min.)

5.

DISCUSS: ANALYZING NEVERMORE! STANZA 14

Groups working on stanza 14 analyze the narrator’s suppositions about the meaning of "Nevermore" to consider whether the bird carries a message or is senseless. (10 min.)

6.

DISCUSS: ANALYZING NEVERMORE! STANZA 16

Groups working on stanza 16 analyze the narrator’s suppositions about the meaning of "Nevermore" to consider whether the bird carries a message or is senseless. (10 min.)

7.

DISCUSS: ANALYZING NEVERMORE! STANZA 17

Groups working on stanza 17 analyze the narrator’s suppositions about the meaning of "Nevermore" to consider whether the bird carries a message or is senseless. (10 min.)

TEACHER ONLY: SHARING

Students review the interactions between the raven and the narrator and begin to determine what kind of a message the raven brings. (7 min.)

8.

USE THE TEXT AS REFEREE: PARAPHRASE LAST STANZA

Students restate the final stanza in their own words to practice paraphrasing tough language and to understand that—even at the end—the raven’s identity is unclear. (10 min.)

9.

WRAP-UP: POLL

Students understand that 2 different readers can arrive at different conclusions about this strange bird—even when both are reading the poem closely. (2 min.)

10.

SOLO

Students answer 3 multiple choice questions. (10 min.)

Thursday 5/4

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: PRACTICE YOUR PERFORMANCE

Students who have memorized stanza 1 perform it individually or in pairs. (4 min.)

PLAY VIDEO

Introduce *The Raven* animation and explain how the filmmakers tried to present the poem in a way that would express their understanding of what the poem is saying. (11 min.)

3.

DISCUSS: THE RAVEN ANIMATION

Students identify what surprises them in this animation of "The Raven" to begin to grasp that both their reading and the animation represent interpretations of Poe’s words. (3 min.)

DISCUSS: ANALYZING A SCENE

Project and explain each still from the animation and explain which stanza from the poem the still image accompanies. (5 min.)

4.

SELECT TEXT: LENORE PORTRAIT SCENE

Students who choose Lenore Portrait analyze the director’s interpretation by connecting stills from the animation to the text. (12 min.)

5.

SELECT TEXT: LENORE'S TOUCH SCENE

Students who choose Lenore's Touch analyze the director’s interpretation by connecting stills from the animation to the text. (12 min.)

6.

SELECT TEXT: RAVEN FROM FLOORBOARDS SCENE

Students who choose Raven From Floorboards analyze the director’s interpretation by connecting stills from the animation to the text. (12 min.)

7.

SELECT TEXT: NARRATOR ON THE FLOOR SCENE

Students who chose Narrator on Floor analyze the director’s interpretation by connecting stills from the animation to the text. (12 min.)

8.

SHARE: DIRECTOR'S VISUALIZATION

Students share their thoughts about how the director “read” the poem. (4 min.)

9.

WRAP-UP: POLL

Students consider the connection between the image and the stanza. (1 min.)

10.

SOLO

(30 min.)

Friday 5/5

1.

VOCABULARY ACTIVITIES

DISCUSS: IMAGES FROM SOLO

Students share their illustrations from the first 3 stanzas to see the connections and distinctions between interpretations. (5 min.)

PRESENT: DIRECTOR'S CHOICE

Students watch a brief interview with the Moonbot Studios filmmakers to consider how they read the text and tried to reflect it in their animation. (5 min.)

PRESENT: PLAY VIDEO

Students re-watch the opening shots of *The Raven* animation to consider visual details that convey what the narrator is feeling and experiencing. (5 min.)

2.

DISCUSS: VISUAL DETAILS

Students document the visual details the filmmakers use in the opening shots of *The Raven* animation to establish the emotion and experience of the narrator. (10 min.)

3.

WRITE: DESCRIBE DETAILS ABOUT NARRATOR

Students describe particular images created by the filmmakers and explain how those images help establish what the narrator is feeling and experiencing. (12 min.)

EMERGING

WRITING PROMPT:

 

2) Write 4–5 sentences explaining what the details showed you about how the narrator is feeling or what the narrator is experiencing.

Use the following sentence starters to help you begin writing.

• One detail in the film that showed me something about the narrator was ________.
• Another detail in the film that showed me something about the narrator was ________.

EXPANDING

WRITING PROMPT:

Directions:

1) Highlight two details that show you what the narrator is feeling or the experience he is having at the beginning of the poem?

2) What do these details show you about the narrator’s feelings or his experience?

Use the sentence starters below to help you:

One detail in the film that showed me something about the narrator was...

Another detail in the film that showed me something about the narrator was...

BRIDGING

WRITING PROMPT:

Describe three details (images, sounds, or depictions of the characters) from the opening of the animation that give you a clear sense of what the narrator is feeling and experiencing.

Use the below sentence starter to help you:

Details from the opening help me to know that the narrator is feeling...

CORE

ADVANCED LEARNERS

WRITING PROMPT:

Directions

Describe three details (images, sounds, or depictions of the characters) from the opening of the animation that give you a clear sense of what the narrator is feeling and experiencing.

4.

SHARE: WRITING

Students share what they wrote and notice the common and distinct ideas about the film. (5 min.)

WRITING PROMPT:

Describe three details (images, sounds, or depictions of the characters) from the opening of the animation that give you a clear sense of what the narrator is feeling and experiencing.

5.

STUDENT PRESENTATION: RECITATION

Students who have memorized stanzas from the poem perform them individually or in pairs. (4 min.)

OPT: PRESENT INTERVIEW WITH THE NARRATOR

Have students watch an interview with the actor who portrays the narrator in the animated version of "The Raven" to consider what tools he used to interpret the character. (4 min.)

6.

WRAP-UP: MAKING CONNECTIONS

Students discuss what they think about Poe's works. (2 min.)

7.

SOLO

Students prepare for the essay sub-unit by answering questions about Poe's narrators and reading a sample essay. (25 min.)

 

*WASC Week*

 

Spring Packet Check

 

Go over schedule for next 10 weeks

 

Common Errors on PT

(corrections)

 

Reward the do'ers 

 

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

1.
VOCABULARY ACTIVITIES
2.
SHARE: SOLO
Students share pictures they drew for the Solo to create a gallery of the visual details they "saw" as they read. (5 min.)

PLAY AUDIO: PARAGRAPHS 1–2
Teacher plays audio to create an opportunity for students to begin a pattern of visualizing as a step in close reading.
3.
WORK VISUALLY: VISUALIZE PARAGRAPHS 1–2
Students begin a pattern of visualizing as a step in close reading. (8 min.)

PLAY VIDEO: PARAGRAPHS 1–2
Students view a professional storyboard artist's visualization of this passage and compare it to their own visualization. (4 min.)

PLAY AUDIO: PARAGRAPHS 3–10
Teacher plays audio to create an opportunity for students to continue the pattern of visualizing as a step in close reading.
4.
WORK VISUALLY: VISUALIZE PARAGRAPHS 3–10
Students continue the pattern of visualizing as a step in close reading. (11 min.)

PLAY VIDEO: PARAGRAPHS 3–10
Students view a professional storyboard artist's visualization of this passage and compare it to their own visualization. (7 min.)

PLAY AUDIO: PARAGRAPHS 11–13
Teacher plays audio to give students an opportunity to continue the pattern of visualizing as a step in close reading.
5.
WORK VISUALLY: VISUALIZE PARAGRAPHS 11–13
Students continue the pattern of visualizing as a step in close reading. (9 min.)

PLAY VIDEO: PARAGRAPHS 11–13
Students view a professional storyboard artist's visualization of this passage and compare it to their own visualization. (5 min.)
6.
TEXT AS REFEREE: WHAT NARRATOR TELLS ABOUT HIMSELF
Students reread and delve into the meaning of the first paragraph to begin to discover the strangeness of the narrator's perspective. (5 min.)

WRAP-UP
Students gather their observations about the narrator in a brief discussion to begin to reflect on his strange perspective. (2 min.)
7.
SOLO
Students read through the end of "Tell-Tale Heart" and answer questions to focus them on the events and the narrator's understanding of these events.

 

1.
VOCABULARY ACTIVITIES
2.
DISCUSS: SOLO REVIEW
Students discuss the Solo to transition into storyboarding the end of the story from the narrator’s perspective. (5 min.)

TEACHER ONLY: PRESENT THE NARRATOR'S PERSPECTIVE
Use paragraph 16 to model how the storyboard app, Tell-Tale Art, can help students close read a complex passage. (10 min.)
3.
SELECT TEXT: THE NARRATOR'S PERSPECTIVE
Students highlight text in the final paragraphs of the story to warm up for the storyboard app. (5 min.)
4.
WORK VISUALLY: THE NARRATOR’S PERSPECTIVE
Students look closely at the final 2 paragraphs and storyboard exactly what the narrator says happens at the end of his story to understand his version of events. (12 min.)
5.
WRAP-UP: POLLS
Students respond to polls that will introduce doubt about the narrator’s understanding of events. This will help prepare them for "the reader's perspective" in the next lesson. (5 min.)
6.
SOLO
Students answer 5 multiple choice questions to show their understanding of the text. (10 min.)

 

1.
VOCABULARY ACTIVITIES
2.
READ: EVALUATE NARRATOR'S CLAIM
Students answer questions about 2 places the narrator hears the exact same sound to evaluate the narrator’s claim that his hearing is "sensitive," but he is not mad. (10 min.)

DISCUSS: THE READER’S PERSPECTIVE
Students discuss how their perspective of events might differ from the narrator’s. (4 min.)
3.
WORK VISUALLY: THE READER’S PERSPECTIVE
Students discuss evidence and revise storyboard panels to reflect their interpretation of what is happening. (12 min.)
4.
WORK VISUALLY: COMPARING PERSPECTIVES
Students compare their storyboards to identify how the reader’s perspective differs from the narrator’s perspective, then the class shares the differences they identified. (8 min.)

DISCUSS: STORYBOARDS
The teacher presents the definition of an unreliable narrator to initiate a discussion of how the storyboards reveal that the narrator of the story fits this definition. (3 min.)
5.
WRITE: AGREE OR DISAGREE WITH NARRATOR?
Students compare their perspective of events with the narrator’s, using details from the text to support their ideas. (12 min.)
EMERGING
WRITING PROMPT:
3) Do you agree or disagree with the narrator? Use details from the text to support your answer.

Use these sentence starters to help you:

The narrator describes _____.
When I read _____, I thought _____.
I agree/disagree with the narrator because _____.
EXPANDING
WRITING PROMPT:
Do you agree or disagree with the narrator’s description of what is happening? Use details from the text to explain your answer.

Use these sentence starters to help you:
The narrator describes ___________.
When I read ___________, I thought ___________.
I agree/disagree with the narrator because ___________.

BRIDGING
WRITING PROMPT:
Do you agree or disagree with the narrator’s description of what is happening? Why would an author create an unreliable narrator? What does that suggest about the author's position and how it is different from others? Use details from the text to explain your answer.

Use the sentence starters to help you:
The narrator...
I think...
I agree/disagree...
An author might create an unreliable narrator because...

CORE
ADVANCED LEARNERS
WRITING PROMPT:
Directions
Do you agree or disagree with the narrator’s description of what is happening? Use details from the text to explain your answer.

6.
WRAP-UP: POLL
Students state whether they consider the narrator sane or insane before studying a legal definition of those terms in the Solo. (1 min.)
7.
SOLO
Students read the M’Naghten Rule and answer questions to show understanding of the text. (15 min.)

 

1.
VOCABULARY ACTIVITIES
2.
OPTION 1: WORK VISUALLY: EXTRA STORYBOARDS TIME
Students complete their storyboards or add to their existing storyboards based on a more developed understanding of the 2 perspectives. (10 min.)
3.
OPTION 2: SHARING ADDITIONAL STORYBOARDS
Students who did not have the opportunity to share their storyboards in the previous lesson do so now so that the class sees the range of details students noticed from the text. (12 min.)
4.
OPTION 3: REVISION ASSIGNMENT
Students revise their writing from Lesson 3 to practice developing their evidence in support of an idea. (10 min.)
WRITING PROMPT:
Revision Assignment—Use of Evidence
Directions
Reread your writing from the previous lesson and underline a sentence(s) where you used details from the book to develop your idea. (Your teacher may have underlined a sentence for you.)
Reread the passage and identify 1–2 more details that connect to your idea.
Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Original Writing Prompt: Do you agree or disagree with the narrator's description of what is happening? Use details from the text to explain your answer.

5.
SOLO
Students review the conditions outlined by the M’Naghten Rule to prepare to find evidence of these conditions in "The Tell-Tale Heart." (15 min.)

 

1.
VOCABULARY ACTIVITIES

DISCUSS: NARRATOR'S SANITY
Students identify how they think about the narrator before considering how their view may differ from the legal understanding. (4 min.)
2.
USE THE TEXT AS REFEREE: PARAPHRASE
Students discuss paraphrases to ensure they understand the M'Naghten Rule for the upcoming debate. (5 min.)
3.
DEBATE: PREPARE THE EVIDENCE
Students will practice explaining how one section of the story might illustrate a condition for legal sanity or insanity to prepare for presenting their argument in the debate. (6 min.)
4.
SELECT TEXT: LEGALLY INSANE
Students will prepare evidence to argue their case that the narrator should be judged legally insane based on the M’Naghten conditions. (12 min.)
5.
SELECT TEXT: LEGALLY SANE
Students will prepare evidence to argue their case that the narrator should be judged legally sane based on the M’Naghten conditions. (12 min.)
6.
WRITE: THE OPENING ARGUMENT
Each group will select their most convincing piece of evidence to use in an opening argument. (10 min.)
WRITING PROMPT:
Directions
As a group, determine your most convincing piece of evidence, based on your explanations, and write your opening argument for the debate.

You may begin your argument with the following statement or write your own:
It is absolutely clear that the defendant was (sane/insane) when he committed this crime. The evidence I am about to describe will prove this beyond a doubt.

7.
WRAP-UP: REVIEW PROCEDURES
The class reviews the debate guidelines for the next lesson. (3 min.)
8.
SOLO
Students write a second opening argument to prepare for the debate and answer multiple choice questions. (10 min.)
WRITING PROMPT:
Directions
Prepare a second opening argument.

Navigate back to the evidence chart and find a piece of evidence that you didn’t use in the opening argument you wrote in class.

Use this second piece of evidence to write another opening argument about why the narrator should be judged sane or insane.

You may begin your argument with the following statement or write your own:
It is absolutely clear that the defendant was (sane/insane) when he committed this crime. The evidence I am about to describe will prove this beyond a doubt.

1.
VOCABULARY ACTIVITIES
2.
PRESENT: DOWNLOAD THE UNIT TEXTS
Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

TEACHER ONLY: READING LIKE A MOVIE DIRECTOR
Introduce the idea of reading like a movie director to get students excited about practicing *seeing* what the writer describes. (2 min.)
3.
DISCUSS: SILENCE
Students discuss various ways they might picture silence to prepare for reading about silence. (5 min.)
4.
PRESENT: “THE WHITE HORSE”
Students listen to a poem to create a mental image of what the poem describes. (4 min.)

PLAY AUDIO
Students listen to another voice read the same poem to try making the mental movie created by the poem’s language.
5.
DISCUSS: VISUALIZING THE POEM
Students listen to another voice read the same poem and then describe and discuss the mental movie created by the poem’s language. (10 min.)
6.
WORK VISUALLY: “THE SILENCE”
Students repeat the process of making a mental movie with a second poem to continue to practice visualization as a close reading technique. (10 min.)
7.
WRAP-UP: WRITE YOUR OWN POEM
Students write down their own "pictures of silence" to experiment with creating both a precise image and a feeling for their reader. (8 min.)
WRITING PROMPT:
Directions
Write your own “Silence” poem.

Think back to the image you had in your mind when you pictured what silence looks like.
Describe what you are picturing, trying to capture the look, sound, and feeling of your silence.
8.
SOLO
Students finish their "silence" poems and read "A narrow fellow in the grass" to continue to consider how to work with concrete imagery. (30 min.)
WRITING PROMPT:
Directions
Complete your “silence” poem.

Click NEXT to answer the multiple choice questions.

 

1.
VOCABULARY ACTIVITIES
2.
DISCUSS: UNDERSTANDING IMAGERY
Students identify the images that Dickinson describes in her poem to begin to "see" the identity of the "narrow fellow.” (18 min.)
3.
WORK VISUALLY: EXAMINING IMAGERY
Students identify 2 images they used to identify the snake to begin to develop an overall picture of the narrow fellow’s particular characteristics. (17 min.)
4.
WRAP-UP:POLL
Students see the variety of reactions people have to snakes to get them thinking about how they might describe a snake. (5 min.)
5.
SOLO
Students reread the poem, highlight details, and answer questions so they begin to consider the writer's tone towards the snake. (30 min.)

 

1.
VOCABULARY ACTIVITIES
2.
DISCUSS: SEEING THE SNAKE
Students do close work with figurative language and imagery in lines 9–16 to get a clear picture of the speaker’s reaction to the snake as described by Dickinson. (4 min.)
3.
DISCUSS: SEEING THE SPEAKER’S REACTION
Students do close work with imagery in stanzas 17–24 to get a picture of the speaker’s reaction to the snake. (19 min.)
4.
WRITE: USING IMAGERY
Students respond to a Writing Prompt to analyze the evolving imagery of the snake in the poem. (11 min.)
BRIDGING
WRITING PROMPT:
In what ways do the images in the poem make snakes seem not scary? In what ways do images in the poem make snakes seem scary? Why might Dickinson have included both types of images? Use specific images from the poem to make your arguments.

Use these sentence starters to help you organize your writing:

Dickinson includes images to make the snake not scary because...

When she writes _____, the snake is/isn’t scary because...

Dickinson also includes images to make the snake seem scary because...

She includes both images because...
CORE
ADVANCED LEARNERS
WRITING PROMPT:
Directions
In what ways do the images in the poem make snakes seem not scary? In what ways do images in the poem make snakes seem scary? Why might Dickinson have included both types of images? Use specific images from the poem to make your arguments.

5.
SHARING
Students give their classmates feedback about a specific place in their writing that made an impact on them. (4 min.)
WRITING PROMPT:
Directions
In what ways do the images in the poem make snakes seem not scary? In what ways do images in the poem make snakes seem scary? Why might Dickinson have included both types of images? Use specific images from the poem to make your arguments.

6.
WRAP-UP
Students consider the speaker’s reactions to the snake, how the reactions at the beginning differ from those at the end, and what the poem might be saying about fear. (2 min.)
7.
SOLO
Students begin to read “The Tell-Tale Heart,” draw a picture of one detail, and answer multiple choice questions. (30 min.)
8.
EXTRA: ADDITIONAL TEXT WRITING PROMPT
This extra Writing Prompt asks learners to read a new text at a similar level of complexity. It is designed for additional practice with reading and writing skills from this lesson. (30 min.)
WRITING PROMPT:
Read “Chicago” by Carl Sandburg. In what ways do the images in the poem make Chicago seem like a “wicked” city? In what ways do the images in the poem make Chicago seem like a “proud” city? Why might Sandburg have included both types of images? Use specific images from the poem to make your arguments.

 

1.
VOCABULARY ACTIVITIES
2.
HOW TO USE THIS LESSON
Students learn how to complete the lesson activities, and you assign them to activity streams. (5 min.)
3.
RECOGNIZING VERBS AND TIME MARKERS
Students review the basic components of verbs and time markers and answer questions to assess their basic recognition. (5 min.)
4.
BASIC VERB TENSES
Students review common tenses of regular and irregular verbs (present, past, future), and answer questions to assess their understanding. (5 min.)
5.
PERFECT TENSES
Students receive instruction in the formation and common usage of the perfect tense and answer questions to assess their understanding. (5 min.)
6.
FINDING AND FIXING COMMON VERB ERRORS
Students practice how to use verb tense consistently and in accordance with the rules of standard English in specific situations. (5 min.)
7.
RA & WRITING PROMPT: BASIC VERB TENSES
Students apply the skills they just practiced to a revision and writing activity, allowing the teacher to assess the impact of this practice. (25 min.)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Reread your writing and underline two sentences that contain two (or more) verbs in each sentence.
Skip to the bottom of the writing and rewrite each sentence, using a different verb tense (past, present, or future), but maintaining the correct sequence of time between the actions.
EXAMPLE:

Original Sentence: Almost before Odysseus has finished speaking, the Cyclops grabs one of his men.

Revised Sentence: Almost before Odysseus had finished speaking, the Cyclops grabbed one of his men.

WRITING PROMPT:
Writing Prompt
Write about a moment of action that took three minutes or less.

(When you finish writing, reread your prompt and check whether your verb tenses are correct, so the reader understands the sequence of action.)

8.
DEFINING A COMPLETE SENTENCE
Students review the basic components of a complete sentence and answer questions to assess their understanding. (5 min.)
9.
THE SIMPLE SUBJECT: NOUNS
Students review key aspects of the simple subject and answer questions to assess their understanding. (5 min.)
10.
THE SIMPLE PREDICATE: VERBS
Students review key aspects of the simple predicate and answer questions to assess their understanding. (5 min.)
11.
IDENTIFYING AND FIXING COMPLETE SENTENCES I
Students apply their understanding of the basic sentence components to identify complete sentences. (5 min.)
12.
RA & WRITING PROMPT: SUBJECT AND PREDICATE
Students apply the skills they just practiced to a revision and writing activity, allowing the teacher to assess the impact of this practice. (25 min.)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Copy three complete sentences from this writing.
Skip to the bottom of your writing and paste these sentences.
Underline the simple subject and italicize the simple predicate in each sentence.
WRITING PROMPT:
Writing Prompt
Write directions for one thing that you do regularly, describing how you do that task or activity.

13.
REVISION AND WRITING IN RESPONSE TO TEXT
Students return to an earlier response to text to practice the skill of Focus or Use of Evidence. Then, they complete a new writing activity. (30 min.)
WRITING PROMPT:
Revision Assignment: Use of Evidence
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
Reread that part of the book and identify 1–2 more details that connect to your idea.
Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
WRITING PROMPT:
Revision Assignment: Focus (in Response to Text)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
Copy and paste your writing from that activity into this new writing space.
Reread your writing and find a place where you focused on one idea about the reading.
Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.
WRITING PROMPT:
Writing Prompt
Reread the last piece of reading you were assigned (or your teacher will assign one to you).
Copy and paste one passage from this reading assignment that surprised or interested you.
Paraphrase the passage that you copied (restate the passage into your own words).
Describe what you notice about this passage and why it is so surprising or interesting.
14.
SOLO
Students have time for independent reading. Let them know that this activity is not optional.

 

1.
VOCABULARY ACTIVITIES
2.
SHARE: SOLO
Students share pictures they drew for the Solo to create a gallery of the visual details they "saw" as they read. (5 min.)

PLAY AUDIO: PARAGRAPHS 1–2
Teacher plays audio to create an opportunity for students to begin a pattern of visualizing as a step in close reading.
3.
WORK VISUALLY: VISUALIZE PARAGRAPHS 1–2
Students begin a pattern of visualizing as a step in close reading. (8 min.)

PLAY VIDEO: PARAGRAPHS 1–2
Students view a professional storyboard artist's visualization of this passage and compare it to their own visualization. (4 min.)

PLAY AUDIO: PARAGRAPHS 3–10
Teacher plays audio to create an opportunity for students to continue the pattern of visualizing as a step in close reading.
4.
WORK VISUALLY: VISUALIZE PARAGRAPHS 3–10
Students continue the pattern of visualizing as a step in close reading. (11 min.)

PLAY VIDEO: PARAGRAPHS 3–10
Students view a professional storyboard artist's visualization of this passage and compare it to their own visualization. (7 min.)

PLAY AUDIO: PARAGRAPHS 11–13
Teacher plays audio to give students an opportunity to continue the pattern of visualizing as a step in close reading.
5.
WORK VISUALLY: VISUALIZE PARAGRAPHS 11–13
Students continue the pattern of visualizing as a step in close reading. (9 min.)

PLAY VIDEO: PARAGRAPHS 11–13
Students view a professional storyboard artist's visualization of this passage and compare it to their own visualization. (5 min.)
6.
TEXT AS REFEREE: WHAT NARRATOR TELLS ABOUT HIMSELF
Students reread and delve into the meaning of the first paragraph to begin to discover the strangeness of the narrator's perspective. (5 min.)

WRAP-UP
Students gather their observations about the narrator in a brief discussion to begin to reflect on his strange perspective. (2 min.)
7.
SOLO
Students read through the end of "Tell-Tale Heart" and answer questions to focus them on the events and the narrator's understanding of these events.

VOCABULARY VIDEO
Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.
1.
VOCABULARY ACTIVITY
2.
OPT: REVIEW ESSAY PROMPT AND CALENDAR
Students review the Essay Prompt and the work they will do on the essay in this lesson. (5 min.)
3.
WORK VISUALLY: COMBINE PARAGRAPHS
Students combine their two paragraphs into one piece so that it will be easier to work with. (5 min.)
WRITING PROMPT:
Directions
Copy and paste each of your body paragraphs into the space below.

WRITING PROMPT:
Body paragraph 1:

WRITING PROMPT:

Body paragraph 2:

4.
REVISE: LEADS AND CLAIMS
Students try a variety of ways to write leads and claims, experimenting to find the best one. (20 min.)
WRITING PROMPT:
Directions
Write your lead first:
1. Reread the two paragraphs you have written.
2. At the top of the writing box, press return a few times to create some room to work on your lead.
3. Write 1–3 sentences (your lead) that will make someone want to read these two paragraphs.
4. Skip two lines. Write another lead that is different from the one you already wrote.
5. Turn to a partner and read your two leads out loud. Notice his or her response. Underline the one you like better.

Now, work on your claim:
6. Write a sentence or two, or more, that assert what you're suggesting in these two paragraphs about Phineas and adolescents. Your claim should answer the question: How do Phineas’s behavior and brain compare to those of an adolescent?
7. Reread your claim to yourself; then reread it aloud, followed by a silent read of your two paragraphs.
8. Go back to the top of the essay, find your claim, skip two lines. Now rewrite your claim another way. Read them both out loud to a partner and underline the one you like better.

5.
TRANSITIONS IN DIFFERENT TEXT TYPES
Students compare and contrast transition sentences in narrative writing and informational writing or arguments. (10 min.)
6.
WRITE: TRANSITIONS
Students consider what else they need to include in an introduction and add necessary transitions to make their pieces flow. (10 min.)
WRITING PROMPT:
The piece below includes the main parts of your essay.
Add and delete information that will make it easy for your reader to follow the essay from the beginning to the end.

Directions
First, work on your introduction:
1. Delete the parts that you don't need and remove any underlining. (If you still have two leads and two claims, delete one of each.)
2. Reread your lead and claim and notice whether there is any background information about Phineas or about a scientific concept that a reader would need to know to make sense of these sentences.
3. Gather any additional information your reader needs and add it here to complete your introduction.
4. Make sure that you have included information about the texts' titles and authors.

Next, work on sequence and transitions:
5. Reread the essay starting with the introduction.
6. Decide if it makes sense to start the comparison with the behaviors first or the physical brain first, and then order your paragraphs accordingly.
7. Write a sentence at the beginning of the second body paragraph—whichever one you decide should be second—that explains how the topics of the two paragraphs are connected.

7.
WRAP-UP
Students look at their leads and try to write another one, and then share both leads with a partner or with the class to see which one is most engaging. (5 min.)
WRITING PROMPT:
Directions
Look at the lead you have written.
Consider: Is it still a good lead for this essay? You have changed your essay quite a bit since you first wrote it.
Try writing another lead. (Make sure to press return to give yourself some room at the top so you can see the difference between the two.)
Share the leads you have written so far with a partner, and then underline the one you like better.
8.
SOLO
Students have time for independent reading. Let them know that this activity is not optional.

 

1.
VOCABULARY ACTIVITY
2.
REVIEW: ESSAY PROMPT AND CALENDAR
Students review the Essay Prompt and the work they will do on the essay in this lesson. (5 min.)
3.
REVISE: CONCISE LANGUAGE
Students revise their essays to choose language that expresses ideas precisely and concisely and eliminates wordiness and redundancy. (10 min.)
WRITING PROMPT:
Directions
1) Reread your essay and underline the important sentences.
2) Bold or italicize any words or sentences that can be deleted.

4.
REVISE: EDITING
Students polish their essays in two steps: first, focusing on sentence flow and essay completeness, and then on proofreading issues. (20 min.)
WRITING PROMPT:
Editing Process, Part 1
Read your most recent draft of your essay. You may want to read it aloud quietly to the wall, or to a partner—not for peer editing but to remind yourself that you are trying to communicate with your reader. If you think something might not be clear enough, it probably isn't. Try explaining it out loud and then rewrite it.

WRITING PROMPT:
1. Listen for sentence flow:

Read your essay aloud to yourself, quietly and slowly.
Is it clear how each sentence follows from the sentence before it?
Rewrite sentences in order to make that connection obvious to the reader.
2. Check for completeness: To answer the prompt completely, be sure to include...

an introduction with a lead, a claim, and necessary background information.
one body paragraph that compares the behavior of Phineas to an adolescent's.
one body paragraph that compares the brain of Phineas (post-accident) to an adolescent's.
a transition between the two paragraphs that helps the reader see the connection between the two.
Remember to get rid of any underlines (for example, your favorite lead) that may still be in your draft.

WRITING PROMPT:
WRITING PROMPT:
Editing Process, Part 2
Read the next draft of your essay here. It should flow better than when you read it 10 minutes ago. It is not too late to make an additional change.


WRITING PROMPT:
1. Read for errors in grammar and spelling:

Read the sentences from the end of the essay to the beginning (out of order so that you notice if each one stands alone as a complete sentence).
Correct errors in punctuation that make it difficult to tell each sentence from the other.
Check for spelling errors. Which words do you tend to misspell? Which are the scientific words you want to make sure you get right? Check them in the text.
2. Check the citations and punctuation of your quoted text:
There are a lot of little things to get right:

Make sure you can tell which parts someone else wrote (quotation marks around those parts).
Make sure you can tell which text each quotation comes from (author, text name, paragraph number) so that a reader can find it in the text.
See the diagram to note where the commas are and how to quote something that is already a quote.
5.
SHARE
Students share two versions of one part of their essays. (12 min.)
WRITING PROMPT:
Essay Prompt
Compare Phineas's behavior and brain to those of an adolescent.

6.
ORGANIZATION OF TYPES OF WRITING
Students compare and contrast the organization of the essay writing they are doing and the narrative writing they are writing about. (10 min.)

 

1.
VOCABULARY ACTIVITIES
2.
PRESENT: DOWNLOAD THE UNIT TEXTS
Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

TEACHER ONLY: READING LIKE A MOVIE DIRECTOR
Introduce the idea of reading like a movie director to get students excited about practicing *seeing* what the writer describes. (2 min.)
3.
DISCUSS: SILENCE
Students discuss various ways they might picture silence to prepare for reading about silence. (5 min.)
4.
PRESENT: “THE WHITE HORSE”
Students listen to a poem to create a mental image of what the poem describes. (4 min.)

PLAY AUDIO
Students listen to another voice read the same poem to try making the mental movie created by the poem’s language.
5.
DISCUSS: VISUALIZING THE POEM
Students listen to another voice read the same poem and then describe and discuss the mental movie created by the poem’s language. (10 min.)
6.
WORK VISUALLY: “THE SILENCE”
Students repeat the process of making a mental movie with a second poem to continue to practice visualization as a close reading technique. (10 min.)
7.
WRAP-UP: WRITE YOUR OWN POEM
Students write down their own "pictures of silence" to experiment with creating both a precise image and a feeling for their reader. (8 min.)
WRITING PROMPT:
Directions
Write your own “Silence” poem.

Think back to the image you had in your mind when you pictured what silence looks like.
Describe what you are picturing, trying to capture the look, sound, and feeling of your silence.
8.
SOLO
Students finish their "silence" poems and read "A narrow fellow in the grass" to continue to consider how to work with concrete imagery. (30 min.)
WRITING PROMPT:
Directions
Complete your “silence” poem.

Click NEXT to answer the multiple choice questions.

 

1.
VOCABULARY ACTIVITIES
2.
DISCUSS: UNDERSTANDING IMAGERY
Students identify the images that Dickinson describes in her poem to begin to "see" the identity of the "narrow fellow.” (18 min.)
3.
WORK VISUALLY: EXAMINING IMAGERY
Students identify 2 images they used to identify the snake to begin to develop an overall picture of the narrow fellow’s particular characteristics. (17 min.)
4.
WRAP-UP:POLL
Students see the variety of reactions people have to snakes to get them thinking about how they might describe a snake. (5 min.)
5.
SOLO
Students reread the poem, highlight details, and answer questions so they begin to consider the writer's tone towards the snake. (30 min.)

 

 

Field trip to SDSU

1.
VOCABULARY ACTIVITIES
2.
USE THE TEXT AS REFEREE: HOT AND COLD COGNITION
Students check their understanding of their Solo reading with 2 quick questions about hot and cold cognition. (7 min.)
3.
DISCUSS: HOT AND COLD COGNITION IN SPORTS
Students find areas of agreement and disagreement about how hot/cold cognition applies to sports to reinforce that this concept can work differently for individuals. (7 min.)
4.
WORK VISUALLY: CHART RATES OF PROGRESS
Students complete a chart to compare the moments at which different parts of their brains—and thus, different sorts of thinking—develop. (11 min.)
5.
WRITE
Students respond to a Writing Prompt that uses information from the graph and from the text. (12 min.)
WRITING PROMPT:
Directions
Use evidence from the graph on the board and the text to respond to the question.

Why do teenagers who are capable of logical reasoning do foolish things?

6.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)
WRITING PROMPT:
Original Writing Prompt
Why do teenagers who are capable of logical reasoning do foolish things?

7.
SOLO
Students have time for independent reading. Let them know that this activity is not optional.

 

1.
VOCABULARY ACTIVITIES
2.
HOW TO USE THIS LESSON
Students learn how to complete the lesson activities, and the teacher assigns them to activities. (5 min.)
3.
WHAT ARE PRONOUNS?
Students review the basic components of a pronoun. Then, they answer questions to assess their basic recognition. (5 min.)
4.
SUBJECT PRONOUNS
Students review key aspects of subject pronouns. Then, they answer questions to assess their understanding. (5 min.)
5.
OBJECT PRONOUNS
Students review key aspects of object pronouns. Then, they answer questions to assess their understanding. (5 min.)
6.
POSSESSIVE PRONOUNS
Students review key aspects of possessive pronouns. Then, they answer questions to assess their understanding. (5 min.)
7.
REFLEXIVE AND INDEFINITE PRONOUNS
Students review key aspects of reflexive and indefinite pronouns. Then, they answer questions to assess their understanding. (5 min.)
8.
RA & WRITING PROMPT: PRONOUNS I
Students apply the skills they just practiced to a revision and writing activity, allowing the teacher to assess the impact of this practice. (25 min.)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Reread your writing.
Find and underline three pronouns you used.
Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun.
WRITING PROMPT:
Writing Prompt
Write about a moment when a friend or family member did something that made you laugh.

9.
PRONOUN AGREEMENT I
Students review personal pronoun/antecedent agreement and consistency. Then, they answer questions to assess their understanding. (5 min.)
10.
PRONOUN AGREEMENT II
Students review agreement issues with indefinite, relative, demonstrative pronouns. Then, they answer questions to assess their understanding. (5 min.)
11.
CLEAR PRONOUN REFERENCE I
Students review personal pronoun/antecedent reference rules and common errors. Then, they answer questions to assess their understanding. (5 min.)
12.
CLEAR PRONOUN REFERENCE II
Students review pronoun reference errors with vague and missing antecedents, including relative and demonstrative pronouns. Then, they answer questions to assess understanding. (5 min.)
13.
FINDING AND FIXING PRONOUN ERRORS
Students answer questions to assess their understanding of the pronoun usage rules covered in Flex Day lesson activities. (5 min.)
14.
RA & WRITING PROMPT: PRONOUNS II
Students apply the skills they just practiced to a revision and writing activity, allowing the teacher to assess the impact of this practice. (25 min.)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Reread your writing. Find and underline two places where you used a demonstrative pronoun this, that, those, these or the relative pronoun which or that.
Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun. Or, if the reference is not clear, rewrite the sentence.
WRITING PROMPT:
Writing Prompt
Write about a moment in a book where a character made a decision you disagreed with. Describe the decision and explain why you disagreed with it.

15.
REVISION AND WRITING IN RESPONSE TO TEXT
Students return to an earlier response to text to practice the skill of focus or use of evidence. Then, they complete a new writing activity. (30 min.)
WRITING PROMPT:
Revision Assignment: Use of Evidence
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
Reread that part of the book and identify 1–2 more details that connect to your idea.
Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
WRITING PROMPT:
Revision Assignment: Focus (in Response to Text)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
Copy and paste your writing from that activity into this new writing space.
Reread your writing and find a place where you focused on one idea about the reading.
Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.

 

1.
VOCABULARY ACTIVITY
2.
PRESENT: ESSAY PROMPT AND CALENDAR
Students review the Essay Prompt and the work they will do on the essay in this lesson. (5 min.)
3.
SELECT TEXT: ADOLESCENT BEHAVIOR
Students reread text to highlight and list four examples of adolescent behavior. (10 min.)
4.
SELECT TEXT: PHINEAS’S BEHAVIOR
Students reread text to find examples of Phineas's behaviors after his accident, looking for those behaviors to compare to those they listed from "Demystifying..." (8 min.)
5.
WRITE
Using their lists as jumping-off points, students develop their observations about how Phineas's behavior compares to that of an adolescent. (10 min.)
WRITING PROMPT:
Compare Phineas's behavior to that of an adolescent.

6.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (7 min.)
WRITING PROMPT:
Original Writing Prompt:

Compare Phineas's behavior to that of an adolescent.

7.
SOLO
Students have time for independent reading. Let them know that this activity is not optional. (25 min.)
WRITING PROMPT:
Directions
Reread your Writing Response from Phineas Gage, Lesson 10.
If you did not respond to the prompt, navigate back to Lesson 10 and write your response now.

 

1.
VOCABULARY ACTIVITY
2.
OPT: REVIEW ESSAY PROMPT AND CALENDAR
Students review the Essay Prompt and the work they will do on the essay in this lesson. (5 min.)
3.
SELECT TEXT: PHINEAS'S BRAIN STRUCTURE
Students review a Writing Response about the location of Phineas's injury, reread part of chapter 4 to find more information about the brain, and add to this piece. (8 min.)
WRITING PROMPT:
Directions
Review what you wrote about Phineas’s brain injury in Phineas Gage, Lesson 10, below.

Reread this passage from the end of Phineas Gage, highlighting additional evidence about the location of Phineas's brain injury.

Skip two lines at the bottom of your writing below. Write 2–4 sentences, explaining the evidence that you highlighted in the text.

4.
WRITE: REREAD FOR EVIDENCE AND WRITE
Students reread a passage from "Demystifying..." that describes development in the brain during adolescence, and then compare Phineas's brain to an adolescent brain. (20 min.)
WRITING PROMPT:
Directions
Reread what you wrote about the location of the injury in Phineas’s brain below.
Read the text on the left and highlight any details that show how both a typical adolescent brain and Phineas's brain are physically similar.
(Note: prefrontal cortex = frontal cortex)
Then, make sure to scroll down to complete the Writing Prompt below.
WRITING PROMPT:

3. In what way is Phineas’s brain (after his injury) physically similar to that of an adolescent brain?
(After you find and explain at least one similarity, you can write about contrasts as well.)

5.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)
WRITING PROMPT:
Original Writing Prompt:

In what way is Phineas’s brain (after his injury) physically similar to that of an adolescent brain?


WRAP-UP
Help students see ways in which Phineas and the adolescent are similar but not the same. (3 min.)
6.
SOLO
Students have time for independent reading. Let them know that this activity is not optional. (25 min.)

 

Finish "Phineas Gage Before and After," poster project.

 

1.
VOCABULARY ACTIVITIES
2.
HOW TO USE THIS LESSON
Students learn how to complete the lesson activities, and the teacher assigns students to activity streams. (5 min.)
3.
WHAT ARE PRONOUNS?
Students review the basic components of a pronoun and answer questions to assess their basic recognition. (5 min.)
4.
SUBJECT PRONOUNS
Students review key aspects of subject pronouns and answer questions to assess their understanding. (5 min.)
5.
OBJECT PRONOUNS
Students review key aspects of object pronouns and answer questions to assess their understanding. (5 min.)
6.
POSSESSIVE PRONOUNS
Students review key aspects of possessive pronouns and answer questions to assess their understanding. (5 min.)
7.
REFLEXIVE AND INDEFINITE PRONOUNS
Students review key aspects of reflexive and indefinite pronouns and answer questions to assess their understanding. (5 min.)
8.
RA & WRITING PROMPT: PRONOUNS I
Students apply the skills they just practiced to a revision and writing activity, allowing the teacher to assess the impact of this practice. (25 min.)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Reread your writing.
Find and underline three pronouns you used.
Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun.
WRITING PROMPT:
Writing Prompt
Write about a moment when you and a friend (or friends) were playing outside.

9.
PRONOUN AGREEMENT I
Students review personal pronoun/antecedent agreement and consistency and answer questions to assess their understanding. (5 min.)
10.
PRONOUN AGREEMENT II
Students review agreement issues with indefinite, relative, and demonstrative pronouns, then answer questions to assess their understanding. (5 min.)
11.
CLEAR PRONOUN REFERENCE I
Students review personal pronoun/antecedent reference rules and common errors, then answer questions to assess their understanding. (5 min.)
12.
CLEAR PRONOUN REFERENCE II
Students review pronoun reference errors with vague and missing antecedents, including relative and demonstrative pronouns. Then, they answer questions to assess understanding. (5 min.)
13.
FINDING AND FIXING PRONOUN ERRORS
Students answer questions to assess their understanding of the pronoun usage rules covered in Flex Day lesson activities. (5 min.)
14.
RA & WRITING PROMPT: PRONOUNS II
Students apply the skills they just practiced to a revision and writing activity, allowing the teacher to assess the impact of this practice. (25 min.)
WRITING PROMPT:
Directions
Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
Copy and paste your writing into this new writing space.
Reread your writing. Find and underline two places where you used a demonstrative pronoun this, that, those, these or the relative pronoun which or that.
Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun. Or, if the reference is not clear, rewrite the sentence.
WRITING PROMPT:
Writing Prompt
Write about something you did recently that did not go the way you expected.

15.
REVISION AND WRITING IN RESPONSE TO TEXT
Students return to an earlier response to text to practice the skill of focus or use of evidence. Then, they complete a new writing activity. (30 min.)
WRITING PROMPT:
Revision Assignment: Use of Evidence

 

1.
VOCABULARY ACTIVITIES
2.
READ: PATTERNS IN MISUNDERSTANDING NOTEBOOK
Students look for patterns in their own misunderstandings to see if there is content they should review more carefully and to notice the benefit of tracking mistakes. (12 min.)

WORK OUT LOUD: PARTS OF THE BRAIN
Play the audio for the students as they read along to learn about the physical structure of the brain.
3.
WORK VISUALLY: PARTS OF THE BRAIN
Students match the areas of the brain and their functions in order to learn more about the anatomy of the brain and understand the rest of the book. (13 min.)

WORK OUT LOUD: PARTS OF THE CORTEX
Play the audio for the students as they read along to learn about the physical structure of the cortex.
4.
WORK VISUALLY: PARTS OF THE CORTEX
Students describe and match the parts of the cortex and their functions so that they will be able to pinpoint the exact part of the cortex that was affected by Phineas’s injury. (10 min.)
5.
WRAP-UP: THE FACTS OF THE CASE
The lesson ends with 8 poll questions that will reveal which facts students do or do not remember. (6 min.)
6.
SOLO
Students reread the text to remember details of how Phineas reacted to his injury—both immediately after he was hurt and then later when he seemed to be fully recovered. (15 min.)

 

1.
VOCABULARY ACTIVITIES
2.
WORK VISUALLY: THE SITE OF PHINEAS'S INJURY
Students figure out what has changed about Phineas after the accident and label the part of the brain responsible for these behaviors to diagnose his injury. (12 min.)

DISCUSS: FOCUS ON A PART OF THE CORTEX
Identify that it was the cortex that was damaged. Ask students which *part* of the cortex might have been injured in the accident. (3 min.)
3.
WRITE: WHAT PART OF PHINEAS'S BRAIN WAS INJURED?
Students pull together the facts from the diagrams and the text to support their claim about which part of Phineas's brain was injured. (20 min.)
EMERGING
WRITING PROMPT:

3) Which area of Phineas's brain do you think was injured? Support your claim/idea with evidence from the text and what you have learned about the brain.

EXPANDING
WRITING PROMPT:
Describe the connection between Phineas's behavior and the things that the injured part of the brain controls.
BRIDGING
WRITING PROMPT:
Identify which area of Phineas's brain was injured and support your claim with evidence from the text about his behavior and from your knowledge of the brain's structure.

Use these sentence starters to help organize your writing.

Phineas injured his _______ (part of his brain). I know this because ________.
The part of Phineas brain that was injured was ____ because _____.
CORE
WRITING PROMPT:
Identify which area of Phineas’s brain was injured and support your claim with evidence from the text about his behavior and from your knowledge of the brain's structure.

ADVANCED LEARNERS
WRITING PROMPT:
Identify which area of Phineas's brain was injured and support your claim with evidence from the text about his behavior and from your knowledge of the brain's structure. In your explanation be sure to use evidence to prove why it wasn’t a different part of the brain that was injured.

4.
SHARE
Students listen for particularly clear explanations of the physical structure of the brain. (5 min.)
WRITING PROMPT:
Original Writing Prompt:

Identify which area of Phineas’s brain was injured and support your claim with evidence from the text about his behavior and from your knowledge of the brain's structure.

5.
SOLO
Students make an entry in the Misunderstanding Notebook and read how doctors from two schools of thought about the brain both claim Phineas’s injury supports their theories. (25 min.)

 

1.
VOCABULARY ACTIVITIES
2.
SELECT TEXT: SUMMARIZING BRAIN THEORIES
Students select the essential elements of the 2 competing brain theories that enable them to summarize them effectively, and then compare their approaches with a partner. (7 min.)
3.
WORK VISUALLY: TWO VERSIONS OF YOUR BRAIN
Students draw a visual representation of both theories on a bathing cap to demonstrate and develop their understanding of each theory. (12 min.)
4.
WORK VISUALLY: COMPARE VISUAL INTERPRETATIONS
Partners compare their work and try to figure out whether the differences are a result of their creative choices or their understanding of the theories. (8 min.)
5.
DISCUSS: HOW CONVINCING ARE THESE THEORIES?
Students answer a quick poll about which theory they find more convincing in order to start to consider the logic and evidence behind them. (2 min.)
6.
WORK VISUALLY: THE EVIDENCE FOR EACH THEORY
Students notice that both theories used Phineas Gage's medical case, the same piece of evidence, as proof. They need to look at *how* the theories used the evidence. (10 min.)
7.
READ: HARLOW'S VS. SIZER'S INTERPRETATION
Students compare how Dr. Harlow and Dr. Sizer described Phineas's behavior and used the same evidence, to notice how a writer shapes a reader's understanding of the facts. (5 min.)
8.
DISCUSS: WHICH OF PHINEAS'S TRAITS DID YOU MAP?
Students see what they have in common with Phineas after his accident. If they drew on their bathing caps, they put them on to show how goofy and fearless they can be. (1 min.)
9.
SOLO
Students read and answer multiple choice questions. (30 min.)

 

 

 

 

 

VOCABULARY VIDEO
Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.
1.
VOCABULARY ACTIVITY
2.
DISCUSS: QUICK REVIEW OF MAYBELLE
Students share and discuss their highlights. (5 min.)
3.
WORK VISUALLY: MAYBELLE
Students now analyze the text more closely in order to get a deeper feeling for Maybelle’s character—or at least how Pete sees it. (10 min.)
4.
DISCUSS: DESCRIPTIONS OF SUCKER AND MAYBELLE
With your help, students fill out a chart with quotes from the text and then discuss it. (17 min.)
5.
WORK VISUALLY: PETE'S RULES
Students write about Pete's rules for admiring and despising. (8 min.)
6.
SOLO
Students read and annotate the next section of "Sucker" and then answer a short essay question and multiple choice questions. (30 min.)
WRITING PROMPT:
Directions
Read the second part of “Sucker,” starting with the sentence, “At night, in bed, I would imagine about Maybelle” (9).

Choose a new color and highlight anything that shows that Pete notices different characteristics in Maybelle and Sucker.

Choose another color, highlight one detail that shows a change in Pete's relationshiop with Maybelle, and then write an annotation that describes the change.

Using the same color as step 2, highlight one detail that shows a change in Pete's relationship with Sucker and write an annotation that describes the change.

Explain which change (from steps 2 and 3) has a greater impact on Pete, and why.

 

VOCABULARY VIDEO
Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.
1.
VOCABULARY ACTIVITY
2.
SELECT TEXT: PART II, CHANGES IN CHARACTERS
Students chart how the characters have changed in this second passage of the story and consider what may have caused these changes. (18 min.)
3.
WORK VISUALLY: UNPACK PETE'S EMOTIONS
Students use a chart to dig deeply into the author's rich emotional language and gain insights into Pete's experience of feeling close to Sucker. (11 min.)
4.
DISCUSS: TROUBLE
Students focus on the first sentence in this passage to consider why this night full of warmth and all of the other emotions that they captured could be the seeds of the *trouble*. (10 min.)
5.
WRAP-UP: GUESS AGAIN
Students write about, and discuss, a bad situation that could come about in "Sucker." (4 min.)
6.
SOLO
Students read a passage from "Sucker," respond to short answer questions, and then answer multiple choice questions. (30 min.)

 

 

VOCABULARY VIDEO
Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.
1.
VOCABULARY ACTIVITY
2.
SELECT TEXT: PART III, CHANGES IN THE CHARACTERS
Students discuss the changes that we see in Pete and Sucker from Part II to Part III and look in the text for the causes of those changes. (4 min.)
3.
WORK OUT LOUD: WHAT PETE FEELS ABOUT SUCKER
Students hear the language at the end of the story that helps them define how Pete comes to feel about Sucker. (10 min.)
4.
SELECT TEXT: EXPLAIN PETE'S FEELINGS
Students choose some quotes that they will use to answer the Writing Prompt about why Pete ends up feeling the way he does about Sucker. (4 min.)
5.
WRITE: WHAT HAPPENED?
Students use their highlights to write about what causes Pete to feel the way he does toward Sucker. (12 min.)
EXPANDING
WRITING PROMPT:
Why have Pete’s feelings about Sucker changed? Explain how the details you highlighted from the story helped you understand Pete’s feelings.

Use the following sentence starters to organize your response:

In the beginning of the story Pete thinks of Sucker as ______________________.

At the end of the story Pete thinks of Sucker as _______________________.

His feelings change because ___________________________.


BRIDGING
WRITING PROMPT:
What causes Pete to end up feeling the way he does about Sucker?

Use the following sentence starters to help you organize your writing.
At the end Pete feels _____ about Sucker because _______.
Pete’s feelings about Sucker change because _______.

CORE
WRITING PROMPT:
What causes Pete to end up feeling the way he does about Sucker?

ADVANCED LEARNERS
WRITING PROMPT:
What causes Pete to end up feeling the way he does about Sucker? Was Maybelle the reason for this change? Why or why not?

6.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (7 min.)
WRITING PROMPT:
Original Writing Prompt
What causes Pete to end up feeling the way he does about Sucker?

7.
WRAP-UP: PETE’S INACTION
Students think in terms of want/obstacle/action to figure out why Pete doesn’t seem able to *do* anything to make things better with Sucker. (4 min.)

 

 

1.
VOCABULARY ACTIVITIES
2.
PRESENT: DOWNLOAD THE UNIT TEXTS
Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)
3.
DISCUSS: TAMPING IRON AND SKULL
Students imagine the impact of a tamping iron piercing a brain to prepare to appreciate how amazing Phineas's survival was. (5 min.)
4.
READ: A NEW TEXT
Students are introduced to a new text and complete multiple choice questions to check their understanding of it. (12 min.)
5.
SELECT TEXT: A PASSAGE THAT GRABS YOUR ATTENTION
Students reread 5 passages from the first paragraphs of *Phineas Gage,* focusing on Fleischman's writing style and how he attempts to engage the reader. (4 min.)
6.
WORK VISUALLY: FIND A DIFFERENT RESPONSE
Students see that other students have responded to the text in different ways; each student finds someone who has a different response with whom to have a discussion. (2 min.)
7.
DISCUSS: HOW DO FLEISCHMAN'S WORDS ENGAGE YOU?
Students discuss why they chose specific passages in order to generate additional language that describes how the text grabs their attention. (7 min.)

PRESENT: VIDEOS SHOWING METHODS OF ENGAGEMENT
Introduce, watch, and discuss Video 1, and then let students re-watch and respond to Videos 2–4.
8.
DISCUSS: ENGAGING THE AUDIENCE
Students consider how the short films' director got their attention in each video and try to find the language they need to explain how the director engaged them. (13 min.)

WRAP-UP
Describe each filmmaker’s method of engagement in one word. These summaries will help students use their observations about the videos to describe what they see in the text. (2 min.)
9.
SOLO
Students should notice that the author of this short story, like Fleischman, goes to great lengths to engage them. They'll practice describing how the text gets their attention. (30 min.)

 

 

1.
VOCABULARY ACTIVITIES

SHARE: DIRECTOR'S TECHNIQUES OF ENGAGEMENT
Remind students of the techniques they saw in the videos during the previous lesson and show them powerful ways that students described those techniques. (3 min.)
2.
SELECT TEXT: THE AUTHOR'S TECHNIQUES
Students connect techniques they saw film directors use to the 5 passages by Fleischman to find language to describe how those passages engage them. (15 min.)
3.
WRITE
Students choose one of the passages from the preceding activity, then describe what the author did to engage the reader in that passage. (12 min.)
EMERGING
WRITING PROMPT:
Directions
Reread this passage. Describe what the author does to get your attention. Make sure you cite textual evidence to support your answer. Use the sentence stems below.

The author gets my attention with _________.
When I read this, it makes me feel _________.
After reading this paragraph, I want to know more about _________.
When Fleischman writes _________ it really grabs my attention because _________.
EXPANDING
WRITING PROMPT:
Choose a passage that got your attention as a reader. Make sure you cite textual evidence to support your answer. Describe what the author does to get your attention. Use the sentence stems below.

The author gets my attention with _________.
When I read this, it makes me feel _________.
After reading this paragraph, I want to know more about _________.
One passage that made me want to keep reading was _________.
BRIDGING
WRITING PROMPT:
Choose one of the passages that you looked at in the preceding activity. Describe and explain exactly what Fleischman does in this passage with his writing to grab you. Make sure you cite textual evidence to support your answer.

Use the sentence starters to help you organize your writing.

The passage that really grabbed my attention was _________ because _________.
When Fleischman writes _________ it really grabs my attention because _________.
CORE
WRITING PROMPT:
Choose one of the passages that you looked at in the preceding activity. Describe and explain exactly what Fleischman does in this passage with his writing to grab you.

ADVANCED LEARNERS
WRITING PROMPT:
Yesterday, you read a few passages that got your attention as a reader. What are the different strategies that Fleischman uses? Why are they effective in getting the attention of the reader? Use evidence from the text in your explanation.

4.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)
WRITING PROMPT:
Original Writing Prompt:

Choose one of the passages that you looked at in the preceding activity. Describe and explain exactly what Fleischman does in this passage with his writing to grab you.

5.
SOLO
Students read the description of the accident and answer multiple choice questions that require close attention to the details of exactly what happened and why. (20 min.)

 

1.
VOCABULARY ACTIVITIES
2.
OPT: REVIEWING THE ESSAY
Students review the Essay Prompt and the work they will do on the essay in this lesson. (5 min.)
3.
REVIEW: CLAIM STATEMENTS
Students write and discuss sample claim statements. (10 min.)
4.
WRITE: HARVESTING GOOD CONNECTIONS
Students review the writing they did in the previous lesson to find connections they might use when writing their claim. (4 min.)
WRITING PROMPT:
Original Writing Prompt
Describe one way your character changes from the beginning to the end of the play. Focus on making comparisons between the passages.

5.
WRITE: YOUR ESSAY CLAIM STATEMENT
Students review the claim sentences they wrote in Write an Essay, Lesson 2, to try to capture the change they see and draft potential claim statements for their essays. (8 min.)
WRITING PROMPT:
Directions
Reread your claim statement for each body paragraph.
Think about the change from that first action in the earlier scene, to the action in the final scene of the play.
Remember, the character’s motivations (for this essay) stay the same:
Walter: to be the head of the family
Mama: to improve life for the family
Above your writing, add a sentence that describes the change.
Do this two more times, then choose the one you like best and delete the others.
6.
DISCUSS: INTRODUCTIONS
Students review the Elements of an Introduction. (5 min.)
7.
WRITE: INTRODUCTIONS
Students write their introductions. (12 min.)
EMERGING
EXPANDING
BRIDGING
WRITING PROMPT:
Add a few blank lines above your writing to make space to work on your introduction.
Click back to the second activity, Independent Work: Harvesting Good Connections, and copy the three sentences you underlined.
Paste them in the space above your writing.
Consider whether you want to use any of those sentences in your introduction to help make the comparison more clear. If you decide not to later, you can delete them.
Follow the Introduction Guidelines and write an introduction for your essay.
CORE
ADVANCED LEARNERS
WRITING PROMPT:
Directions
Add a few blank lines above your writing to make space to work on your introduction.
Using the Elements of an Introduction, write an introduction for your essay.
8.
REVISE: CHECK FOR FLOW
Students share their claims and introductions with a partner and make necessary revisions. (5 min.)
WRITING PROMPT:
Directions
Read your introduction out loud to your partner and notice if the sentences flow and if you have included all the essential elements.
Switch roles.
Go back and rewrite to fill in any gaps and smooth out any rough sentences.
9.
WRAP-UP
Students respond to a poll about what part of their draft could be improved the most, and then discuss the results. (3 min.)

 

 

 

 

 

 

Caaspp Performance Task

 

Caaspp Performance Task

 

Caaspp Performance Task

 

 

Lesson at a Glance
1.
VOCABULARY ACTIVITIES
2.
WORK OUT LOUD: BOBO’S VISIT
Students act out Bobo’s visit to experience the climax of the play together. (10 min.)
3.
DISCUSS: WHAT DOES WALTER REALLY MEAN?
Students explore the sentence that Walter yells to try to understand what that money meant to him—and what losing it did to him. (10 min.)
4.
WORK OUT LOUD: THE REST OF THE FAMILY REACTS
Students read aloud the rest of Act II to capture the particular reactions of Mama, Beneatha, and Ruth. (5 min.)
5.
READ: START ACT III
Students read silently to get through a good portion of Act III, a complex scene which will be the focus of the next lesson. (13 min.)
6.
SOLO
Students respond to a prompt, and then answer multiple choice questions that help students understand the scene between Beneatha and Asagai. (30 min.)

 

 

Watch and analyze clips from the movie "A Raisin in the Sun"

Reward the Do'ers activities

 

 

 

 

 

 

 

 

1.
VOCABULARY ACTIVITIES
2.
WORK OUT LOUD: WHO IS LINDNER?
Students analyze Lindner in terms of Want / Obstacle / Action so that they can understand him better. (15 min.)
3.
SELECT TEXT: YOUR CHARACTER’S REACTION
Students highlight a few key moments in the text in which their chosen characters react to Lindner to prepare for writing. (5 min.)
4.
WRITE: YOUR CHARACTER’S REACTION
Students show that they understand how to write about their characters in terms of the obstacles they face. (15 min.)
BRIDGING
WRITING PROMPT:
Describe exactly how your character reacts to Lindner’s visit and then explain why Lindner represents an obstacle for your character. Make sure you cite textual evidence to support your answer.

Use these sentence starters to help structure your writing.
When Mr. Lindner shows up my character_________.
At first my character acts _______ towards Mr. Lindner, but then _______.
Mr. Lindner represents an obstacle for my character because _______.

CORE
WRITING PROMPT:
Describe exactly how your character reacts to Lindner’s visit, and then explain why Lindner represents an obstacle for your character.

ADVANCED LEARNERS
WRITING PROMPT:
Describe exactly how your character reacts to Lindner’s visit and then explain why Lindner represents an obstacle for your character. Compare your character’s reaction in this scene to his or her reaction to an obstacle in an earlier scene from the play. Make sure you cite textual evidence from both scenes to support your answer.

5.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)
WRITING PROMPT:
Original Writing Prompt
Describe exactly how your character reacts to Lindner's visit and then explain why Lindner represents an obstacle for your character.

 

 

 

 

 

1.
VOCABULARY ACTIVITIES
2.
DISCUSS: OVERLAPPING MOTIVATIONS
Students review the Venn diagram results from the previous Solo. (6 min.)
3.
WORK VISUALLY: WHAT CHARACTERS WANT, ACT I
Students review what characters seem to want in Act I so they'll be ready to choose a character to follow particularly closely for the rest of the play. (9 min.)
4.
WORK VISUALLY: WANT / OBSTACLE / ACTION
Students choose their characters, brainstorm ideas about them, and then fill out a line of the Want/Obstacle/Action chart. (10 min.)

 

 

5.
CONNECT TEXT: WANT+OBSTACLE+ACTION=CHARACTER
Students draw a conclusion about a character based on how that character responds to obstacles. (15 min.)
6.
SOLO
Students read and annotate, respond to a short answer prompt, complete a Venn Diagram, and then answer multiple choice questions. (30 min.)
7.
EXTRA: ADDITIONAL TEXT WRITING PROMPT
Choose between two extra prompts that ask students to read a new text: 1) provides additional practice with lesson skills, 2) provides practice writing to multiple texts. (30 min.)
WRITING PROMPT:
Directions
1) Use the prompt your teacher assigns to you.

2) Read “Mother to Son” by Langston Hughes.

Writing Prompt 1: Identify an obstacle faced by the mother or son in the poem. Describe what you think about either the mother or the son based on how he or she acts when faced with this obstacle.

Writing Prompt 2: Both the speaker of the poem and Mama in A Raisin in the Sun offer advice to their children based on how they have faced challenges.

Compare the mother, the speaker in "Mother to Son," to Mama in A Raisin in the Sun. Use two details from each text to describe how each character acts when faced with an obstacle.

 

 

 

 

 

 

 

 

VOCABULARY: PLAY VIDEO
Students will watch a short video that teaches the definition of the vocabulary word and will complete 2 activities that support the learning of the word in the correct context.
1.
VOCABULARY ACTIVITY
2.
PRESENT: DOWNLOAD THE UNIT TEXTS
Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

PRESENT: NEW TEXT, A RAISIN IN THE SUN
Project images and give students minimal background information to introduce the author, Lorraine Hansberry, and the setting of the play. (3 min.)
3.
WORK OUT LOUD: SCENE ONE, FOCUS ON THE DIALOGUE
Students hear part of Scene One read aloud, and then practice reading lines out loud in order to understand the format and basic family relationships in the play. (22 min.)
4.
USE THE TEXT AS REFEREE: SETTING AND STAGE DIRECTIONS
Students look at the long stage directions that come before the opening lines and read closely for more information to use when they act out the scene again. (8 min.)
5.
WORK OUT LOUD: SCENE ONE, STAGE DIRECTIONS
Students use the new information from the play’s long opening stage directions to show more about each character as they act out the first part of the first scene again. (8 min.)
6.
WRAP-UP
Students jumpstart their curiosity about each of the people they have met (Travis, Walter, and Ruth). (2 min.)
7.
SOLO
Students read a passage from *A Raisin in the Sun*, respond to a short answer question, and then answer multiple choice questions. (30 min.)
WRITING PROMPT:
1) What does Walter mean when he says, “DAMN MY EGGS” (Act I, Scene One, 110)?

Write 2–3 sentences explaining what you think Walter is feeling and trying to express in this moment.

VOCABULARY: PLAY VIDEO
Students will watch a short video that teaches the definition of the vocabulary word and will complete 2 activities that support the learning of the word in the correct context.
1.
VOCABULARY ACTIVITY
2.
DISCUSS: WHAT DOES WALTER MEAN?
Students review their answers to a question from the Solo and compare hearing a line read in a film to reading a line aloud in class. (10 min.)
WRITING PROMPT:
Directions
Share what you think Walter means when he says, “DAMN MY EGGS” (Act I, Scene One, 110).


WORK OUT LOUD: PLAY VIDEO
Students watch the film version of this scene so they can consider to what extent the film’s portrayal of the scene varies from the images they created in their heads.
3.
WORK VISUALLY: HOW SHOULD WALTER SHOW EMOTION?
Students watch the film version of this scene so they can consider to what extent the film’s portrayal of the scene varies from the images they created in their heads. (21 min.)
4.
INTRODUCE: DRAMATIC READING ASSIGNMENT
Students think more about the film's interpretation of Hansberry's text to prepare for a new assignment in which they will interpret the text dramatically. (15 min.)
5.
SOLO
Students read and practice lines, and then answer multiple choice questions that focus students on understanding the characters in the play. (30 min.)

 

1.
VOCABULARY ACTIVITIES
2.
INTRODUCE: WANT, OBSTACLE, ACTION
Students walk through the characters' reactions to the obstacles in the way of using the shared bathroom so they can then analyze wants/obstacles/actions in other scenes. (12 min.)
3.
WORK VISUALLY: ANALYZING TRAVIS AND BENEATHA
Students analyze either Travis or Beneatha regarding Want/Obstacle/Action in preparation for writing about that character. (10 min.)
4.
WRITE
Students use the information in their tables to write about a character's one specific want, the obstacle that gets in the way, and how the character acts in response. (12 min.)
WRITING PROMPT:
What is one thing that your character (Travis or Beneatha) wants right now? What obstacle gets in his or her way, and how does he or she react?

Refer to your chart for ideas.

WRITING PROMPT:
What is one thing that your character (Travis or Beneatha) wants right now? What obstacle gets in his or her way and how does he or she react? Make sure you cite textual evidence to support your answer.

Use these sentence starters to help you organize your writing and refer to your chart for ideas.
(Travis/ Beneatha) wants _______, but _______.
(Travis/ Beneatha) reacts to this by (saying/ doing) _______.

WRITING PROMPT:
What is one thing that Travis wants right now? What obstacle gets in his way and how does he react? Compare this to what Beneatha wants and how she responds to the obstacle getting in her way. What does this tell you about these characters?

Make sure you cite textual evidence to support your answer.

5.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (6 min.)
WRITING PROMPT:
Original Writing Prompt
What is one thing that your character (Travis or Beneatha) wants right now? What obstacle gets in his or her way and how does he or she react?

6.
SOLO
Students answer multiple choice questions that focus students on the character of Mama. (30 min.)
7.
EXTRA: ADDITIONAL TEXT WRITING PROMPT
Choose between two extra prompts that ask students to read a new text: 1) provides additional practice with lesson skills, 2) provides practice writing to multiple texts. (30 min.)
WRITING PROMPT:
Directions
1) Use the prompt your teacher assigns to you.

2) Read the excerpted passage from O. Henry’s short story “The Gift of the Magi.”

Writing Prompt 1: What does Della want? What obstacle gets in her way, and how does she react? In your answer, consider whether the text indicates a shift in her reaction.

Writing Prompt 2: What does Della want? What obstacle gets in her way, and how does she react?

Compare Della's reaction to the reaction of your character (Travis or Beneatha). Describe what each person's reaction to an obstacle reveals about his or her character.

 

 

 

 

 

1.
VOCABULARY ACTIVITY
2.
REVIEW: ESSAY PROCESS
Students review the work they have done and go over the work they will complete in this lesson. (2 min.)
3.
WRITE: THE BODY PARAGRAPH
Students write about the moment when they noticed a change in Ji-li and describe the text details that illustrated this change. (14 min.)
WRITING PROMPT:
Diretions
Reread your description of Ji-li before the change.
Go to the end of your writing and write a second paragraph to explain how Ji-li has changed. Use details from your second moment to describe this change.
To see the book, go to the Amplify Library and open Red Scarf Girl.

4.
REVISE: DEVELOP YOUR EVIDENCE
Students read over their writing from a reader’s point of view, and look for a moment where they could make things clearer by adding more. (15 min.)
WRITING PROMPT:
Directions

Reread what you’ve already written.
Underline your favorite detail(s) that you used from the text.
WRITING PROMPT:
Directions
Add 3–4 sentences that explain what you think about the details you’ve included.

(You can also add other details from the text if they would help you show what you’re trying to say.)

5.
SHARE
Students can hear what classmates wrote and can provide and receive specific positive feedback about their work. (7 min.)
WRITING PROMPT:
Original Essay Prompt
What is one way Ji-li changes over the course of her story?

6.
WRAP-UP
Students share with the teacher and/or classmates anything about the writing process that’s going especially well or causing them trouble. (2 min.)

Lesson at a Glance
1.
VOCABULARY ACTIVITIES
2.
REVISE: USE OF EVIDENCE
Students experiment with their writing by including additional, relevant details and by saying more about how those details develop their ideas. (12 min.)
WRITING PROMPT:
Revision Assignment: Use of Evidence

Read your writing to find a place where you used details from the book to develop your idea.

Reread that part of the book and identify one or two additional details that connect to your idea.

Write 3–5 more sentences that use those details to explain your idea.

Skip a few lines, and then write your sentences below what you wrote in the last lesson.

3.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)
4.
SELECT TEXT: READING CLOSELY
Students closely read another scene where Ji-li is unwilling, or unable, to join in the crowd’s enthusiasm about *da-zi-bao*. (16 min.)
WRITING PROMPT:
Why doesn’t Ji-li enjoy participating in the Cultural Revolution as much as her classmates? (Write 4–5 sentences.)


WRAP UP: PLAY AUDIO
Students hear a few sentences from their next reading assignment to draw them in and make them curious about the text.
5.
WRAP-UP
Students hear a few sentences from their next reading assignment to draw them in and make them curious about the text. (4 min.)
6.
SOLO
Students highlight and annotate a passage from *Red Scarf Girl* and then answer multiple choice questions. (30 min.)

 

 

Lesson at a Glance
1.
VOCABULARY ACTIVITIES
2.
DISCUSS: SHARING WHAT WE NOTICED
Students hear a few different observations about and responses to the text. (3 min.)
3.
WORK OUT LOUD: PREPARING TO ACT
Students prepare to act out a scene. (2 min.)
4.
STUDENT PRESENTATION: ACTING OUT A SCENE
Students act out the election scene to experience, physically, how Ji-li’s hopefulness shifts during the class election of the Red Successors. (21 min.)
5.
WRITE
Students write about how Du Hai's feelings change as he gains power over Ji-li. (12 min.)
WRITING PROMPT:
What happens to Du Hai’s feelings during this scene? What makes him feel the way he does?

WRITING PROMPT:

What happens to Du Hai’s feelings during this scene? What makes him feel the way he does?

WRITING PROMPT:
Reread paragraphs 24–35. What happens to Du Hai’s feelings during this scene? What makes him feel the way he does? Use the sentence starters below to help you.

In this scene, Du Hai feels ___________ because ___________.
Du Hai’s feelings change when…
He feels this way because…

Make sure you cite textual evidence to support your answer.

WRITING PROMPT:
What happens to Du Hai’s feelings during this scene? What makes him feel the way he does? Use the sentence starters below to help you.

Du Hai feels ___________. He feels this way because ___________.

WRITING PROMPT:
What happens to Du Hai’s feelings during this scene? What makes him feel the way he does? Compare this to Ji-li’s feelings during this scene. What happens to her feelings and why do they change?

6.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)
WRITING PROMPT:
Original Writing Prompt

What happens to Du Hai’s feelings during this scene? What makes him feel the way he does?


WRAP-UP
Students wrestle with the question of fairness to explore the ways in which Ji-li’s ideas of right and wrong have been completely upended by the Cultural Revolution. (4 min.)
7.
SOLO
Students read and annotate, and then answer multiple choice questions that focus students on understanding "The Red Successors." (30 min.)

 

 

Lesson at a Glance
1.
VOCABULARY ACTIVITIES
2.
INTRODUCE: USING THE HOPE-O-METER
Students use the Hope-o-Meter to focus in on Ji-li's inner thoughts and feelings during this scene. (5 min.)
3.
INTRODUCE: INTERNAL NARRATION
Students compare 2 versions of a comic strip (one with internal narration, one without) to explore the impact of an author taking us inside a character’s head. (6 min.)
4.
WORK OUT LOUD: ACTING OUT A SCENE
Students act out a scene to encounter the tension between Ji-li’s thoughts and actions. (5 min.)
5.
INTRODUCE: INTERNAL NARRATION
Students analyze closely 2 parts of the scene they acted out, paying attention to how Ji-li’s internal narration reveals her conflicting feelings toward her teacher. (6 min.)
6.
WRITE
Students write a focused exploration of how a specific detail reveals Ji-li’s feelings. (12 min.)
WRITING PROMPT:
Why do you think Ji-li’s voice broke when she looked in Teacher Gu’s eyes?

WRITING PROMPT:
Why do you think Ji-li’s voice broke when she looked in Teacher Gu’s eyes?

Use these sentence starters to help you.

Ji-li’s voice broke when she looked in Teacher Gu’s eyes because…
Ji-li felt ___________ because in the text, it says ___________.

WRITING PROMPT:
In the original prompt, you focused on Ji-li’s emotions. Reread the passage and consider what Ji-li’s portrayal reveals about Teacher Gu. Use evidence from the text to support your answer.

7.
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)
WRITING PROMPT:
Original Writing Prompt

Why do you think Ji-li’s voice broke when she looked in Teacher Gu’s eyes?


PRESENT: PLAY AUDIO
Students listen to a few sentences from the next Solo to make them curious about what is going on in the text.
8.
WRAP-UP
Students listen to a few sentences from the next Solo to make them curious about what is going on in the text. (3 min.)
9.
SOLO
Students will read, reread, and annotate, and then answer multiple choice questions. (30 min.)