1. 7th Grade Humanities (Period 5)
  2. Assignments

7th Grade Humanities (Period 5) Assignments

Upcoming Assignments RSS Feed

No upcoming assignments.

Past Assignments

Due:

Assignment

Monday 4/30
1.
 
 
VOCABULARY ACTIVITIES
Students complete the vocabulary activity. (5 min.)
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.
 
 
READ: THE PROLOGUE
Students listen to and recite The Prologue. (15 min.)
 
 
 
PRESENT: PLAY VIDEO
Students watch a film clip of The Prologue.
4.
 
 
SELECT TEXT: SETTING, CHARACTER, PLOT
Students begin to explore The Prologue as a guide to the story of *Romeo and Juliet*. (10 min.)
 
5.
 
 
WORK OUT LOUD: SPEAK LIKE SHAKESPEARE
Students practice memorization strategies they will use to learn The Prologue. (10 min.)
6.
 
 
WRAP-UP: WRITE ABOUT PROLOGUE
Students will think and write briefly about The Prologue. The class, as a whole, will celebrate their first experience with Shakespeare. (5 min.)
7.
 
 
SOLO: SPEAK LIKE SHAKESPEARE
Students reread text, answer multiple choice questions, and continue to memorize Shakespeare. (20 min.)
8.
 
 
MEMORIZATION CARDS: THE PROLOGUE
Students use this set of cards to continue memorizing if they do not have paper cards.
 
Tuesday 5/1
1.
 
 
VOCABULARY ACTIVITIES
Students complete the vocabulary activity. (5 min.)
2.
 
 
STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE
Students present what they have memorized. (5 min.)
3.
 
 
USE THE TEXT AS REFEREE: FILL-IN-THE-BARD
Students are introduced to paraphrasing Shakespeare by completing the Fill-in-the-Bard exercise. (13 min.)
 
4.
 
 
WRITE: EXPLAIN THE LINES
Students practice a routine for working with Shakespeare’s language—accurately translating what it says, then explaining what it might mean. (13 min.)
 
CORE
WRITING PROMPT:

Directions

Choose one of the highlighted pairs of lines. Use details from the passage to explain what the line means and what it suggests will happen in the play.

 
EMERGING
WRITING PROMPT:



Now explain what this couplet means, in your own words. What does it suggest will happen in the play?

 
EXPANDING
WRITING PROMPT:


3) Now explain what this couplet means, in your own words. What does it suggest will happen in the play?

 
BRIDGING
WRITING PROMPT:

Choose one of the highlighted pairs of lines. Explain what it means and what it suggests will happen in the play. Note what people are wearing, holding, and doing. What’s in the background? What are the expressions on people’s faces?

Use the following sentence starters to help structure your writing.

  • In the pair of lines I chose, I noticed that...
  • These two lines show...
  • These two lines make me think...
 
ADVANCED LEARNERS
WRITING PROMPT:

Explain, in your own words, what each of the highlighted couplets means. What does each line suggest will happen in the play? Which couplets provide general information and which ones are more specific? What is that specific information, and why do you think Shakespeare doesn’t present it at the very start of the Prologue?

5.
 
 
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

Choose one of the highlighted pairs of lines. Explain what it means and what it suggests will happen in the play.

6.
 
 
WRAP-UP: POLL
Students respond to a poll about the tone of The Prologue. (5 min.)
7.
 
 
SOLO: SPEAK LIKE SHAKESPEARE
Students reread text, answer multiple choice questions, and continue to memorize Shakespeare. (20 min.)
8.
 
 
MEMORIZATION CARDS: THE PROLOGUE
Students use this set of cards to continue memorizing if they do not have paper cards.
9.
 
 
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
 
Wednesday 5/2
Minimum Day
Romeo & Juliet Quiz
 
Thursday 5/3
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: DISCUSS ILLUSTRATIONS
Lead students through 6 images that show the action that precedes Romeo’s first meeting with Juliet. (6 min.)
3.
 
 
PRESENT: ROMEO AND JULIET’S FIRST ENCOUNTER
Students hear the First Encounter Scene for the first time. (3 min.)
4.
 
 
WORK VISUALLY: MATCHING LINES TO ACTIONS
Students match lines from the exchange to actions Romeo and Juliet perform while saying them. (6 min.)
 
 
 
WORK OUT LOUD: PLAY VIDEO
Students watch a professional performance of these same lines to reflect on where the actors made the same physical actions the students just finished discussing. (10 min.)
5.
 
 
DISCUSS: ACTOR'S MOVEMENTS
Students describe how an actor’s movement helped them understand the meaning of a particular line. (5 min.)
6.
 
 
SOLO: SPEAK LIKE SHAKESPEARE
Students reread text, answer multiple choice questions, and continue to memorize Shakespeare. (20 min.)
7.
 
 
MEMORIZATION CARDS: THE PROLOGUE
Students use this set of cards to continue memorizing if they do not have paper cards.
 
Friday 5/4
1.
 
 
ARE YOU COURTEOUS, CIVIL, INSOLENT, OR BRASH?
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.)
3.
 
 
PRESENT: HOLY PALMER IMAGES
Show students illustrations that visually represent the terms in the palmer/pilgrim sonnet. (5 min.)
4.
 
 
DISCUSS: HOLY PALMERS
Students read the complex wordplay in the first conversation between Romeo and Juliet. (16 min.)
5.
 
 
USE THE TEXT AS REFEREE: FILL-IN-THE-BARD
Students write synonyms for specified words to learn to paraphrase Shakespeare. (14 min.)
 
6.
 
 
WRAP-UP: POLL
Students select the line from the sonnet that they believe won Juliet’s heart. (5 min.)
7.
 
 
SOLO: SPEAK LIKE SHAKESPEARE
Students reread text, answer multiple choice questions, and continue to memorize Shakespeare. (20 min.)
8.
 
 
MEMORIZATION CARDS: THE PROLOGUE
Students use this set of cards to continue memorizing if they do not have paper cards.
 
Created: Sunday, April 29 8:41 PM

Due:

Assignment

Monday 4/9
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 4/10
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.)
9.
 
 
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 poem “The Charge of the Light Brigade” by Alfred Lord Tennyson.

  • Writing Prompt 1: Describe three details (images, sounds, or motion) you would include in your movie.

  • Writing Prompt 2: The first three stanzas of Tennyson's "The Charge of the Light Brigade" and Poe's "The Raven" establish a tone of foreboding: a sense that something fearful is about to happen. Use 2–3 details from each text to compare how each poem creates this feeling of foreboding. Which poem do you think creates this feeling more effectively?

Wednesday 4/11
Grammer Flex Day
Go over Spring Packet Assignment
 
Thursday 4/12
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.)
 
Friday 4/13
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.)
Created: Sunday, April 8 9:28 PM

Due:

Assignment

Tuesday 2/20
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.)
 
Wednesday 2/21
1.
 
 
VOCABULARY ACTIVITIES
 
 
 
 
GRAMMAR PRACTICE
Direct students to the grammar lesson in the Grammar Unit that will provide practice with a needed grammar skill or teach a grammar lesson from *Mastering Conventions.*
2.
 
 
REVISION ASSIGNMENT
Students return to an earlier response to text to practice the skill of Focus, Use of Evidence, or Organize and Refine. (15 min.)
WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Focus (in Response to Text)

  1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
  2. Copy and paste your writing below.
  3. Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
  4. Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.
WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Use of Evidence

  1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
  2. Copy and paste your writing below.
  3. In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
  4. In the text, identify two more text details that connect to your idea.
  5. Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.
3.
 
 
CLOSE READING AND DISCUSSION
Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)
4.
 
 
WRITE: ANALYZE ONE TEXT
Students create a new piece of writing analyzing one text. (15 min.)
WRITING PROMPT:

If you are writing about D.H. Lawrence's "The White Horse," click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.

5.
 
 
WRITE: CONNECT TWO TEXTS
Students create a new piece of writing connecting two texts. (15 min.)
WRITING PROMPT:

Click NEXT to view D.H. Lawrence's "The White Horse." When you are finished writing, go to the last card and click HAND IN.

6.
 
 
WORK VISUALLY: KEY IDEAS AND DETAILS
Students work visually to understand a passage’s central idea and supporting details or to connect two moments in a text. (15 min.)
7.
 
 
WORK VISUALLY: CRAFT AND STRUCTURE
Students work visually to paraphrase a passage or to analyze an author's word choices in a passage. (15 min.)
8.
 
 
WORK VISUALLY: INTEGRATION OF KNOWLEDGE AND IDEAS
Students work visually to compare and contrast two versions of a text (a text plus an audio or video recording, or a text plus another text it inspired). (15 min.)
9.
 
 
SOLO
Students have time for independent reading. Let them know that this activity is not optional.
 
Thursday 2/22
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.
 
Friday 2/23
Reward the Doer's Field Trip
Created: Monday, February 19 7:02 PM

Due:

Assignment

Tuesday 2/6
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.

Click NEXT to see "Demystifying the Adolescent Brain."

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

  1. Reread your Writing Response from Phineas Gage, Lesson 10.
  2. If you did not respond to the prompt, navigate back to Lesson 10 and write your response now.
Wednesday 2/7
Revise writing from Tuesday's lesson
Review parts of the brain
 
Thursday 2/8
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

  1. Review what you wrote about Phineas’s brain injury in Phineas Gage, Lesson 10, below.

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

  3. 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

  1. Reread what you wrote about the location of the injury in Phineas’s brain below.
  2. 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.)
 
Friday 2/9
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:
  1. Turn to a partner and read your two leads out loud. Notice his or her response. Copy and paste the one you like better at the top of your essay.
WRITING PROMPT:
  1. Read them both out loud to a partner, then copy and paste the one you like better into your essay.
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

  1. Look at the lead you have written. 
  2. Consider: Is it still a good lead for this essay? You have changed your essay quite a bit since you first wrote it.
  3. 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.)
  4. 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.
Created: Monday, February 5 8:47 PM

Due:

Assignment

Tuesday 1/16
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
USE THE TEXT AS REFEREE: BACTERIA
Students answer a poll to uncover misunderstandings about how bacteria actually harm a body. (7 min.)
3.
 
 
WORK VISUALLY: FIND A PARTNER WITH A DIFFERENT RESPONSE
Students see that they have different answers; each student finds someone who has a different answer with whom he or she will look more closely at the text. (2 min.)
4.
 
 
USE THE TEXT AS REFEREE: COMPARE ANSWERS
Students work in pairs to examine their answers, revisit the text to consider sources of misunderstandings, and answer the question again. (10 min.)
5.
 
 
DISCUSS: WHY ARE BACTERIA DANGEROUS?
Students discuss the correct answer, where to find it in the text, and where in the text they found the wrong answers. (8 min.)
6.
 
 
INDEPENDENT WORK: SHORT ANSWER
Students try to apply knowledge from one of the poll's *wrong* answers (E) to answer a question about bacteria. (5 min.)
7.
 
 
WRAP-UP: MISUNDERSTANDINGS
Students make an entry in the Misunderstanding Notebook. (8 min.)
WRITING PROMPT:

Directions

  1. Make an entry in your Misunderstanding Notebook app.
  2. When you're done, copy and paste your entry into the writing space.
8.
 
 
SOLO
Students reread about Phineas's treatment to understand what doctors knew and didn't know in 1848 and answer multiple choice questions. (15 min.)
 
Wednesday 1/17
Grammar Flex Day 3
 
Thursday 1/18
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
USE THE TEXT AS REFEREE: DOCTORS' KNOWLEDGE, PART 1
Students try to pinpoint the knowledge that doctors had and didn't have about bacteria in 1848 to uncover the doctors' misconceptions and their own. (4 min.)
3.
 
 
WORK VISUALLY: FIND A DIFFERENT RESPONSE
Students see that they have different answers; each student finds someone who has a different answer with whom he or she will look more closely at the text. (1 min.)
4.
 
 
USE THE TEXT AS REFEREE: COMPARE ANSWERS
Students work in pairs to examine their answers, revisit the text to consider sources of misunderstandings, and try to pinpoint doctors' knowledge about bacteria. (6 min.)
5.
 
 
DISCUSS: DOCTORS' KNOWLEDGE OF BACTERIA IN 1848
Students discuss the correct answer, where to find it in the text, and where in the text they found the wrong answers. (10 min.)
6.
 
 
USE THE TEXT AS REFEREE: DOCTORS' KNOWLEDGE, PART 2
Students pinpoint the knowledge that doctors had and didn't have in 1848 about treating infection to uncover the doctors' misconceptions and their own. (4 min.)
7.
 
 
WORK VISUALLY: FIND A DIFFERENT RESPONSE
Students see that they have different answers; each student finds someone who has a different answer with whom he or she will look more closely at the text. (1 min.)
8.
 
 
USE THE TEXT AS REFEREE: COMPARE ANSWERS
Students work in pairs to examine their answers, reread the text to find sources of misunderstandings, and try to pinpoint what doctors knew about antibiotics. (7 min.)
9.
 
 
DISCUSS: DOCTORS' KNOWLEDGE OF ANTIBIOTICS IN 1848
Students discuss the correct answer, where to find it in the text, and where in the text they found the wrong answers. (3 min.)
10.
 
 
WRITE
Students respond to Fleischman’s claim that Phineas should have died. (10 min.)
 
EMERGING
WRITING PROMPT:


3) Write 4–5 sentences explaining why you agree or disagree with Fleischman's claim that, "Phineas should have been dead long before this" (17). Use the text to support your opinion.

 
EXPANDING
 
BRIDGING
WRITING PROMPT:

Fleischman claims, "Phineas should have been dead long before this" (17), and presents reasons for this claim. Do you agree or disagree? Use the text to support your opinion.

Use the sentence starters to help you organize your writing.

  • I agree/disagree that Phineas should have died already.
  • I agree/disagree because ___________.
  • The text says ___________ so it is/is not surprising that he is still alive.
 
CORE
WRITING PROMPT:

Fleischman claims, "Phineas should have been dead long before this" (17), and presents reasons for this claim. Argue for or against Fleischman's claim, using textual evidence.

 
ADVANCED LEARNERS
WRITING PROMPT:

Directions

You will write two entries today to look at two sides of an argument. Fleischman claims, "Phineas should have been dead long before this" (17), and presents reasons for this claim. Argue BOTH for AND against Fleischman's claim, using evidence from the text. Each claim should have its own separate paragraph.

11.
 
 
SHARE
Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)
WRITING PROMPT:

Original Writing Prompt

Fleischman writes, "Phineas should have been dead long before this" (17). Argue for or against Fleischman's claim, using textual evidence.

12.
 
 
WRAP-UP
Students answer a question to show whether they understand the difference between modern medical knowledge and historical medical knowledge. (2 min.)
13.
 
 
SOLO
Students read to understand how Phineas did in fact survive through a combination of his doctor's skill and luck. (15 min.)
 
Friday 1/19
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
USE THE TEXT AS REFEREE: PHINEAS'S RECOVERY
Students respond to a poll to uncover misunderstandings about Phineas's recovery. (3 min.)
3.
 
 
WORK VISUALLY: FIND A DIFFERENT RESPONSE
Students see that they have different answers; each student finds someone who has a different answer with whom he or she will look more closely at the text. (1 min.)
4.
 
 
USE THE TEXT AS REFEREE: COMPARE ANSWERS
Students work in pairs to find sources of misunderstandings in the text and try again to figure out what made Harlow determine that Phineas was fully recovered. (6 min.)
5.
 
 
DISCUSS: HARLOW'S EVIDENCE FOR PHINEAS'S RECOVERY
Students discuss the correct answer, where to find it in the text, and where in the text they found the wrong answers. (10 min.)
6.
 
 
WRITE: PHINEAS'S RECOVERY
Students complete a Writing Response about whether they think Phineas had fully recovered from his accident. (12 min.)
 
EMERGING
WRITING PROMPT:


2) What part of the text caused you to form your idea? Add that quote here and explain why it makes you believe or not believe that Phineas fully recovered from his accident.

 
EXPANDING
WRITING PROMPT:

Dr. Harlow says in the year 1848 that Phineas has fully recovered from his accident. Do you agree or disagree? Make sure you cite textual evidence to support your answer. Use the sentence stems below. 

  • I agree/disagree that Phineas is fully recovered.
  • Dr. Harlow says _________ and/but that means that Phineas is _________.
  • Phineas is/is not recovered because he _________.
  • Before the accident, Phineas was _________ now he is _________.
 
BRIDGING
WRITING PROMPT:

Using evidence from the text, explain why you believe that Phineas is or isn’t fully recovered.

  • I (believe/don’t believe) that Phineas is fully recovered because _________.

  • The text says _________. This makes me think that Phineas is _________.

 
CORE
WRITING PROMPT:

Do you agree with Dr. Harlow's determination in 1848 that Phineas had fully recovered from his accident?

 
ADVANCED LEARNERS
WRITING PROMPT:

Why does Dr. Harlow say that Phineas is fully recovered? Do you agree with Dr. Harlow's determination in 1848 that Phineas had fully recovered from his accident? Make sure you cite textual evidence to support your answer.

7.
 
 
WRAP-UP: MISUNDERSTANDINGS
Students make an entry in the Misunderstanding Notebook. (8 min.)
WRITING PROMPT:

Directions

  1. Make an entry in your Misunderstanding Notebook app.
  2. When you're done, copy and paste your entry into the writing space.
8.
 
 
SOLO
Students read a passage from *Phineas Gage* and then answer multiple choice questions. (15 min.)
Created: Tuesday, January 16 3:24 PM

Due:

Assignment

Monday 1/8
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.)
 
Tuesday 1/9
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.

Wednesday 1/10
 
Solo From Tuesday's Lesson
 
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.)
 
Thursday 1/11
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
USE THE TEXT AS REFEREE: BLASTING PROCESS
Students sequence the blasting process by trying to remember the logical order of the steps to transition into looking at how Fleischman conveys the facts. (6 min.)
 
 
 
WORK OUT LOUD: IDENTIFY THE MOMENT
Play the audio for the students as they read along to identify the moment when the blasting process went wrong.
3.
 
 
USE THE TEXT AS REFEREE: IDENTIFY THE MOMENT
Students reread to identify at which point the blasting process went wrong and caused Phineas’s accident. (5 min.)
4.
 
 
WORK VISUALLY: FIND A DIFFERENT ANSWER
Students see that they have different answers; each student finds someone who has a different answer with whom he or she will look more closely at the text. (1 min.)
5.
 
 
USE THE TEXT AS REFEREE: COMPARE ANSWERS
Students work in pairs to compare answers, reread the text to find sources of misunderstandings, and try again to choose the moment the blasting process went wrong. (8 min.)
6.
 
 
DISCUSS: TELLING STORIES AND MATH
Students read a story with a simple math problem in it to call attention to how a good story can distract them from understanding facts. (8 min.)
7.
 
 
WRAP-UP: MISUNDERSTANDINGS
Introduce the Misunderstanding Notebook to show how the unit focuses on tracking misunderstandings—the students' own *and* those of the doctors in the book. (8 min.)
WRITING PROMPT:

Directions

  1. Make an entry in your Misunderstanding Notebook app.
  2. When you're done, copy and paste your entry into the writing space.
8.
 
 
SOLO
Students will read about how the doctors treated Phineas after his accident, focusing on reading for accuracy. (15 min.)
 
 
Friday 1/12

1.
 
 
VOCABULARY ACTIVITY
 
2.
 
 
USE THE TEXT AS REFEREE: OPEN BRAIN INJURIES
Students respond to and discuss 2 polls to uncover their misunderstandings about the disadvantage and advantage of an open brain injury. (7 min.)
3.
 
 
WORK VISUALLY: FIND A DIFFERENT RESPONSE
Students see that they have different answers; each student finds someone who has a different answer with whom he or she will look more closely at the text. (3 min.)
4.
 
 
USE THE TEXT AS REFEREE: COMPARE ANSWERS
Students work in pairs to examine their answers, reread the text to consider sources of misunderstandings, and try again to find the advantage of an open brain injury. (10 min.)
5.
 
 
DISCUSS: ADVANTAGES/DISADVANTAGES
Lead a discussion of the correct and incorrect answers to the polls so that students can uncover the sources of earlier misunderstandings. (10 min.)
6.
 
 
WRAP-UP: MISUNDERSTANDINGS
Students review their own misunderstandings and make an entry in the Misunderstanding Notebook. (8 min.)
WRITING PROMPT:

Directions

  1. Make an entry in your Misunderstanding Notebook app.
  2. When you're done, copy and paste your entry into the writing space.
7.
 
 
SOLO
Students read about what doctors in 1848 knew about infection and answer 6 multiple choice questions. (15 min.)
 
 
Created: Sunday, January 7 1:02 PM

Due:

Assignment

Monday 12/4
1.
 
 
VOCABULARY ACTIVITIES
 
 
 
 
WORK VISUALLY: PLAY VIDEO
Watch the first clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle).
2.
 
 
CONNECT TEXT: ACT III–MAMA
Students watch the first clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle). (8 min.)
 
 
 
WORK VISUALLY: PLAY VIDEO 2
Watch the second clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle).
3.
 
 
CONNECT TEXT: ACT III–WALTER
Students watch the second clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle). (10 min.)
 
 
 
WORK VISUALLY: PLAY VIDEO 3
Watch the third clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle).
4.
 
 
CONNECT TEXT: ACT III—BENEATHA AND TRAVIS
Students watch the third clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle). (8 min.)
5.
 
 
WORK OUT LOUD: THE END
The class reads aloud and acts out the remainder of the play, from Lindner’s entrance, to see how things turn out for the Younger family. (10 min.)
6.
 
 
DISCUSS: WALTER’S CHOICE
Students write about, and discuss, why Walter changed his mind about accepting the money.(7 min.)
 
7.
 
 
WRITE: DID CHARACTERS CHANGE?
Students write about how characters act in response to obstacles in this scene and consider whether their characters have changed. (10 min.)
 
EMERGING
 
EXPANDING
 
BRIDGING
WRITING PROMPT:

Based on what you know about your character, do his or her actions in this last part of Act III represent a change in the character or are the actions consistent with who the character was before? Use evidence from the ending as well as other parts of the play.

Use these sentence starters to help you get started writing.

  • At the end of the play, ____ said/did ________.
  • At the beginning of the play, ____ acted like ______.
  • These actions were the same/different from how he/she acted at the beginning of the play because _________.
  • When _____ did/said ____, it showed that he/she changed/did not change because __________.
 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Based on what you know about your character, do his or her actions in this last part of Act III represent a change in the character or are the actions consistent with who the character was before? Use evidence from the ending as well as other parts of the play.

8.
 
 
DISCUSS: DID CHARACTERS CHANGE?
Students use their writing to compare how characters act in response to obstacles in this scene to how they have in earlier scenes to consider whether their characters have changed. (8 min.)
WRITING PROMPT:

Original Prompt

Based on what you know about your character, do his or her actions in this last part of Act III represent a change in the character or are the actions consistent with who the character was before? Use evidence from the ending as well as other parts of the play.

9.
 
 
SOLO
Students read "Harlem" and then answer multiple choice questions. (30 min.)
 
Tuesday 12/5
1.
 
 
VOCABULARY ACTIVITIES
 
 
 
 
GRAMMAR PRACTICE
Direct students to the grammar lesson in the Grammar Unit that will provide practice with a needed grammar skill or teach a grammar lesson from *Mastering Conventions.*
2.
 
 
REVISION ASSIGNMENT
Students return to an earlier response to text to practice the skill of Focus, Use of Evidence, or Organize and Refine. (15 min.)
WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Focus (in Response to Text)

  1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
  2. Copy and paste your writing below.
  3. Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
  4. Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.
WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Use of Evidence

  1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
  2. Copy and paste your writing below.
  3. In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
  4. In the text, identify two more text details that connect to your idea.
  5. Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.
3.
 
 
CLOSE READING AND DISCUSSION
Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)
4.
 
 
WRITE: ANALYZE ONE TEXT
Students create a new piece of writing analyzing one text. (15 min.)
WRITING PROMPT:

If you are writing about A Raisin In The Sun, click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.

5.
 
 
WRITE: CONNECT TWO TEXTS
Students create a new piece of writing connecting two texts. (15 min.)
WRITING PROMPT:

Click NEXT to view A Raisin In The Sun. When you are finished writing, go to the last card and click HAND IN.

6.
 
 
WORK VISUALLY: KEY IDEAS AND DETAILS
Students work visually to understand a passage’s central idea and supporting details or to connect two moments in a text. (15 min.)
7.
 
 
WORK VISUALLY: CRAFT AND STRUCTURE
Students work visually to paraphrase a passage or to analyze an author's word choices in a passage. (15 min.)
8.
 
 
WORK VISUALLY: INTEGRATION OF KNOWLEDGE AND IDEAS
Students work visually to compare and contrast two versions of a text (a text plus an audio or video recording, or a text plus another text it inspired). (15 min.)
9.
 
 
SOLO
Students have time for independent reading. Let them know that this activity is not optional.(25 min.)
 
Wednesday 12/6
 
 
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
USE THE TEXT AS REFEREE: FIRST IMPRESSIONS
Students compare what they first noticed about the characters with a partner in order to zoom in on particular lines of text that made an impression. (10 min.)
3.
 
 
WORK VISUALLY: PETE SEES SUCKER
Students read closely and understand how Pete sees Sucker “as he used to be” so that students will make character-based guesses about what could happen next in the story. (10 min.)
 
EMERGING
 
EXPANDING
 
BRIDGING
WRITING PROMPT:

According to Pete, who is Sucker? Use evidence from the text to explain your response.

4.
 
 
WORK VISUALLY: THE READER SEES PETE
Students look at specific quotes in which Pete talks about himself and about other people to understand Pete’s character. (10 min.)
 
EMERGING
 
EXPANDING
 
BRIDGING
WRITING PROMPT:

Directions

Who is Pete? Use evidence from the text to explain your response.

5.
 
 
DISCUSS: GUESS WHAT COULD HAPPEN NEXT
Students consider carefully what they know about the characters by imagining what sort of actions and interactions they are capable of next. (10 min.)
6.
 
 
SOLO
Students reread and annotate part of "Sucker" and answer multiple choice questions. (25 min.)
Thursday 12/7-Friday 12/8
A Raisin in the Sun summative assessment
(In class work, 2 class periods)
 
1.
 
 
SELECTED RESPONSE QUESTIONS
Students complete 20 selected response questions to show their proficiency with the skills practiced in this unit. (30 min.)
2.
 
 
CONSTRUCTED RESPONSE: INFORMATIONAL
Students complete a constructed response using evidence from a single passage. (10 min.)
WRITING PROMPT:

In the excerpt from Act II, Scene One, Ruth, Walter, and Mama debate the purchase of the house. Each character wants something different in this scene and experiences different obstacles to achieving what they want. Choose one character, identify one thing that character wants in this scene, and explain the action the character takes to try to obtain this goal. Use evidence from the text to support your answer.

WRITING PROMPT:

Remember to click HAND IN when you are finished.

3.
 
 
CONSTRUCTED RESPONSE: ARGUMENT
Students complete a constructed response using evidence from two passages. (10 min.)
WRITING PROMPT:

There is an old saying that "families should stick together." In a well-constructed paragraph, compare and contrast what each text suggests about this popular idea. Include at least one piece of evidence from each text to support your answer.

WRITING PROMPT:

You can find each excerpt by clicking NEXT.

Remember to click HAND IN when you are finished.

Created: Sunday, December 3 10:16 PM

Due:

Assignment

Monday 11/27
Raisin in the Sun Review Day
-View Raisin in the Sun film
-Review character names/ summary events
-Review Want/Obstacle/Action graphic organizers
 
Tuesday 11/28
 
1.
 
VOCABULARY ACTIVITIES
 
2.
 
WORK OUT LOUD: WHAT HAS WALTER BEEN UP TO?
Students read aloud the end of Act II, Scene Two, and detail exactly what Walter has been up to while everyone else thought he was working. (5 min.)
3.
 
DISCUSS: MAMA’S DECISION
Students read aloud to the end of Act II, Scene Two, to figure out why Mama gives Walter the money. (10 min.)
4.
 
DEBATE: AGREE OR DISAGREE WITH MAMA
Students respond to a poll about Mama’s decision, then use their answers to the question “which character *should* get the money” to split up into groups for the next activity. (15 min.)
5.
 
USE THE TEXT AS REFEREE: SUPPORT YOUR ANSWER
Groups discuss why a particular character should get the money and why other characters should not. (10 min.)
6.
 
WRAP-UP: OBSTACLES
Students write about what might prevent their chosen characters from reaching their dream.(5 min.)
7.
 
SOLO
Students will read a new passage, add to their Want/Obstacle/Action chart, and answer multiple choice questions. (30 min.)
 
Wednesday 11/29
 
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.

6.
 
SOLO
Students read and annotate, and then answer multiple choice questions that focus students on understanding how each family member feels about the move. (30 min.)
 
Thursday 11/30
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.)
 
Friday 12/1
1.
 
VOCABULARY ACTIVITIES
 
 
 
WORK VISUALLY: PLAY VIDEO
Watch the first clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle).
2.
 
CONNECT TEXT: ACT III–MAMA
Students watch the first clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle). (8 min.)
 
 
WORK VISUALLY: PLAY VIDEO 2
Watch the second clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle).
3.
 
CONNECT TEXT: ACT III–WALTER
Students watch the second clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle). (10 min.)
 
 
WORK VISUALLY: PLAY VIDEO 3
Watch the third clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle).
4.
 
CONNECT TEXT: ACT III—BENEATHA AND TRAVIS
Students watch the third clip from Act III to examine whether or not characters have changed what they want—or have changed their actions (in response to the obstacle). (8 min.)
5.
 
WORK OUT LOUD: THE END
The class reads aloud and acts out the remainder of the play, from Lindner’s entrance, to see how things turn out for the Younger family. (10 min.)
6.
 
DISCUSS: WALTER’S CHOICE
Students write about, and discuss, why Walter changed his mind about accepting the money.(7 min.)
 
7.
 
WRITE: DID CHARACTERS CHANGE?
Students write about how characters act in response to obstacles in this scene and consider whether their characters have changed. (10 min.)
 
EMERGING
 
EXPANDING
 
BRIDGING
WRITING PROMPT:

Based on what you know about your character, do his or her actions in this last part of Act III represent a change in the character or are the actions consistent with who the character was before? Use evidence from the ending as well as other parts of the play.

Use these sentence starters to help you get started writing.

  • At the end of the play, ____ said/did ________.
  • At the beginning of the play, ____ acted like ______.
  • These actions were the same/different from how he/she acted at the beginning of the play because _________.
  • When _____ did/said ____, it showed that he/she changed/did not change because __________.
 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Based on what you know about your character, do his or her actions in this last part of Act III represent a change in the character or are the actions consistent with who the character was before? Use evidence from the ending as well as other parts of the play.

8.
 
DISCUSS: DID CHARACTERS CHANGE?
Students use their writing to compare how characters act in response to obstacles in this scene to how they have in earlier scenes to consider whether their characters have changed. (8 min.)
WRITING PROMPT:

Original Prompt

Based on what you know about your character, do his or her actions in this last part of Act III represent a change in the character or are the actions consistent with who the character was before? Use evidence from the ending as well as other parts of the play.

9.
 
SOLO
Students read "Harlem" and then answer multiple choice questions. (30 min.)
Created: Sunday, November 26 10:24 PM

Due:

Assignment

11/6-11/9
 
This week Humanities classes will be taking the CAASPP test during class time. 
 
We do not have school on Friday 11/10 due to Veteran's Day.
Created: Sunday, November 5 9:44 PM

Due:

Assignment

Monday 10/30
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
DISCUSS: WHO ARE THESE CHARACTERS?
Students discuss what the obstacle is and what characters could do with the money. (5 min.)
3.
 
 
DISCUSS: OVERLAPPING MOTIVATIONS
Students review the Venn diagram results from the previous Solo. (6 min.)
4.
 
 
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.)
5.
 
 
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.)
6.
 
 
CONNECT TEXT: WANT+OBSTACLE+ACTION=CHARACTER
Students draw a conclusion about a character based on how that character responds to obstacles. (15 min.)
7.
 
 
SOLO
Students read and annotate, respond to a short answer prompt, complete a Venn Diagram, and then answer multiple choice questions. (30 min.)
8.
 
 
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.

                                                                   Tuesday 10/31
    1.
     
     
    VOCABULARY ACTIVITIES
     
     
     
     
    WORK VISUALLY: PLAY VIDEO
    Watch a film clip of Act II, Scene One, paying special attention to Walter’s energy with Beneatha, in contrast to his despair at the end of Act I, Scene Two.
     
    2.
     
     
    DISCUSS: EXPLAIN WALTER'S ACTIONS
    Students watch a clip from Act II, Scene One, paying special attention to Walter’s energy with Beneatha, in contrast to his despair at the end of Act I, Scene Two. (10 min.)
     
     
     
    WORK VISUALLY: PLAY VIDEO 2
    Students watch a clip from Act II, Scene One, noticing how Beneatha and George act in response to symbols of African heritage and the word “assimilation.”
    3.
     
     
    DISCUSS: BENEATHA AND GEORGE ON ASSIMILATION
    Students watch a clip from Act II, Scene One, noticing how Beneatha and George act in response to symbols of African heritage and the word “assimilation.” (16 min.)
     
    4.
     
     
    SELECT TEXT: WALTER AND ASSIMILATION
    Students move on to another excerpt from this scene, finding text that shows how Walter acts with George and Beneatha to uncover Walter's view of assimilation. (6 min.)
    5.
     
     
    WRITE: WALTER AND ASSIMILATION
    Students write about Walter's views on assimilation. (12 min.)
     
    EMERGING
    WRITING PROMPT:

    Who would Walter want to fit in with and why?

    Use these sentence starters to help you get started writing.

    • When Walter says ______, it shows that he wants to fit in with people who _______ .
    • Walter uses the words ________ to describe the people he admires. These words show that Walter wishes he could be __________ .
     
    EXPANDING
    WRITING PROMPT:

    3) Who would Walter want to fit in with and why?

    Use these sentence starters to help you get started writing.

    • When Walter says ______, it shows that he wants to fit in with people who _______ .
    • Walter uses the words ________ to describe the people he admires. These words show that Walter wishes he could be __________ .
     
    BRIDGING
    WRITING PROMPT:

    Think about Walter’s view of assimilation at this point in the play.

    Who would Walter want to fit in with and why?

    Use these sentence starters to help you get started writing.

    • When Walter says ______, it shows that he wants to fit in with people who _______ .
    • Walter uses the words ________ to describe the people he admires. These words show that Walter wishes he could be __________ .
     
    CORE
     
    ADVANCED LEARNERS
    WRITING PROMPT:

    Think about Walter’s view of assimilation at this point in the play.

    Who would Walter want to fit in with and why?

    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

    Think about Walter’s view of assimilation at this point in the play.

    Who would Walter want to fit in with and why?

    7.
     
     
    WRAP-UP
    Students discuss poll results to be specific about why assimilating would or would not help Walter reach his goals. (2 min.)
    8.
     
     
    SOLO
    Students read the next passage in Act II, Scene One and answer 5 multiple choice questions.(30 min.)
    Wednesday 11/1
     
    Raisin in the Sun Reading Comprehension Quiz
     
    -Character names
    -Character Want/obstacle/actions
    -Plot summary
    Thursday 11/2
    1.
     
     
    VOCABULARY ACTIVITIES
     
     
     
     
    GRAMMAR PRACTICE
    Direct students to the grammar lesson in the Grammar Unit that will provide practice with a needed grammar skill or teach a grammar lesson from *Mastering Conventions.*
    2.
     
     
    REVISION ASSIGNMENT
    Students return to an earlier response to text to practice the skill of Focus, Use of Evidence, or Organize and Refine. (15 min.)
    WRITING PROMPT:

    Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.

    Directions

    Revision Assignment: Focus (in Response to Text)

    1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
    2. Copy and paste your writing below.
    3. Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
    4. Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.
    WRITING PROMPT:

    Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.

    Directions

    Revision Assignment: Use of Evidence

    1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
    2. Copy and paste your writing below.
    3. In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
    4. In the text, identify two more text details that connect to your idea.
    5. Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.
    3.
     
     
    CLOSE READING AND DISCUSSION
    Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)
    4.
     
     
    WRITE: ANALYZE ONE TEXT
    Students create a new piece of writing analyzing one text. (15 min.)
    WRITING PROMPT:

    If you are writing about A Raisin In The Sun, click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.

    5.
     
     
    WRITE: CONNECT TWO TEXTS
    Students create a new piece of writing connecting two texts. (15 min.)
    WRITING PROMPT:

    Click NEXT to view A Raisin In The Sun. When you are finished writing, go to the last card and click HAND IN.

    6.
     
     
    WORK VISUALLY: KEY IDEAS AND DETAILS
    Students work visually to understand a passage’s central idea and supporting details or to connect two moments in a text. (15 min.)
    7.
     
     
    WORK VISUALLY: CRAFT AND STRUCTURE
    Students work visually to paraphrase a passage or to analyze an author's word choices in a passage. (15 min.)
    8.
     
     
    WORK VISUALLY: INTEGRATION OF KNOWLEDGE AND IDEAS
    Students work visually to compare and contrast two versions of a text (a text plus an audio or video recording, or a text plus another text it inspired). (15 min.)
    9.
     
     
    SOLO
    Students have time for independent reading. Let them know that this activity is not optional.(25 min.)
     
    Friday 11/3
    1.
     
     
    VOCABULARY ACTIVITIES
     
    2.
     
     
    WORK OUT LOUD: REACTIONS TO MAMA'S PURCHASE
    Students act out the scene in which Mama announces her big purchase in order to analyze how their characters respond in terms of Want / Obstacle / Action. (15 min.)
    3.
     
     
    USE THE TEXT AS REFEREE: REACTION TO THE PURCHASE
    Students meet in character groups to share their best evidence about the characters’ responses to Mama’s house purchase. (8 min.)
    4.
     
     
    WRITE
    Students write about their character’s response to the house purchase. (12 min.)
     
    BRIDGING
    WRITING PROMPT:

    Describe how your character reacts to Mama’s choice to buy the house. Does this reaction surprise you? Why or why not? (If you are following Beneatha, use what you know to imagine how she would respond.) Make sure you cite textual evidence to support your answer.

    Use these sentence starters to help structure your writing.

    ______ reacts to Mama’s choice to buy the house by _______. 
    This reaction (is/ is not) surprising because __________.

     
    CORE
    WRITING PROMPT:

    Describe how your character reacts to Mama’s choice to buy the house. Does this reaction surprise you? Why or why not? (If you are following Beneatha, use what you know to imagine how she would respond.)

     
    ADVANCED LEARNERS
    WRITING PROMPT:

    Describe how your character reacts to Mama’s choice to buy the house. Does this reaction surprise you? Why or why not? (If you are following Beneatha, use what you know to imagine how she would respond.)

    Find another scene in the play where your character shows a similar or different reaction to help support your claim about if this was a surprising reaction or not. Make sure you cite textual evidence from both passages 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 how your character reacts to Mama’s choice to buy the house. Does this reaction surprise you? Why or why not? (If you are following Beneatha, use what you know to imagine how she would respond.)

    6.
     
     
    SOLO
    Students read a passage from *A Raisin in the Sun*, answer two short answer questions, and then answer multiple choice questions. (30 min.)
Created: Sunday, October 29 7:58 PM

Due:

Assignment

Monday 10/23
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.)
 
BRIDGING
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) _______.

 
CORE
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.

 
ADVANCED LEARNERS
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.

                                                                 Tuesday 10/24
1.
 
 
VOCABULARY ACTIVITY
 
2.
 
 
DISCUSS: STRATEGIES FOR ACTING IN CHARACTER
Students consider ways to show how their characters are feeling when they recite their lines.(6 min.)
 
 
 
REVIEW: PROCESS FOR PERFORMING DRAMATIC READINGS
Make sure students know exactly what they will need to do when they perform and when they observe others performing.
3.
 
 
STUDENT PRESENTATIONS
Students take turns performing their memorized passages for the class. (25 min.)
 
 
 
 
WORK VISUALLY: PLAY VIDEO
Students watch a film clip to see what happens in the rest of Act I, Scene One, and the start of Scene Two. (9 min.)
4.
 
 
SOLO
Students write about the dramatic readings, read a passage from *A Raisin in the Sun*, and then answer multiple choice questions. (30 min.)
 
Wednesday 10/25
1.
 
 
VOCABULARY ACTIVITIES
 
 
 
 
GRAMMAR PRACTICE
Direct students to the grammar lesson in the Grammar Unit that will provide practice with a needed grammar skill or teach a grammar lesson from *Mastering Conventions.*
2.
 
 
REVISION ASSIGNMENT
Students return to an earlier response to text to practice the skill of Focus, Use of Evidence, or Organize and Refine. (15 min.)
WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Focus (in Response to Text)

  1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
  2. Copy and paste your writing below.
  3. Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
  4. Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.
WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Use of Evidence

  1. Go to My Work and find a recent writing activity (or your teacher will identify one for you).
  2. Copy and paste your writing below.
  3. In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
  4. In the text, identify two more text details that connect to your idea.
  5. Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.
3.
 
 
CLOSE READING AND DISCUSSION
Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)
4.
 
 
WRITE: ANALYZE ONE TEXT
Students create a new piece of writing analyzing one text. (15 min.)
WRITING PROMPT:

If you are writing about A Raisin In The Sun, click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.

5.
 
 
WRITE: CONNECT TWO TEXTS
Students create a new piece of writing connecting two texts. (15 min.)
WRITING PROMPT:

Click NEXT to view A Raisin In The Sun. When you are finished writing, go to the last card and click HAND IN.

6.
 
 
WORK VISUALLY: KEY IDEAS AND DETAILS
Students work visually to understand a passage’s central idea and supporting details or to connect two moments in a text. (15 min.)
7.
 
 
WORK VISUALLY: CRAFT AND STRUCTURE
Students work visually to paraphrase a passage or to analyze an author's word choices in a passage. (15 min.)
8.
 
 
WORK VISUALLY: INTEGRATION OF KNOWLEDGE AND IDEAS
Students work visually to compare and contrast two versions of a text (a text plus an audio or video recording, or a text plus another text it inspired). (15 min.)
9.
 
 
SOLO
Students follow specific directions to practice their dramatic performance of a passage from *A Raisin in the Sun*. (15 min.)
 
Thursday 10/26
1.
 
 
VOCABULARY ACTIVITY
 
2.
 
 
DISCUSS: STRATEGIES FOR ACTING IN CHARACTER
Students consider ways to show how their characters are feeling when they recite their lines.(6 min.)
 
 
 
REVIEW: PROCESS FOR PERFORMING DRAMATIC READINGS
Make sure students know exactly what they will need to do when they perform and when they observe others performing.
3.
 
 
STUDENT PRESENTATIONS
Students take turns performing their memorized passages for the class. (25 min.)
 
 
 
 
WORK VISUALLY: PLAY VIDEO
Students watch a film clip to see what happens in the rest of Act I, Scene One, and the start of Scene Two. (9 min.)
4.
 
 
SOLO
Students write about the dramatic readings, read a passage from *A Raisin in the Sun*, and then answer multiple choice questions. (30 min.)
Friday 10/27
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
USE THE TEXT AS REFEREE: THE CHECK ARRIVES!
Students identify what each character feels when the check arrives to prepare for a Want / Obstacle / Action analysis of each character's reaction to the check. (12 min.)
3.
 
 
WORK VISUALLY: MONEY AND DREAMS
Students analyze how characters talk about money throughout Act I in order to figure out what they want from this check—and how each one feels when it arrives. (10 min.)
4.
 
 
WORK OUT LOUD: ACT OUT THE SAME SCENE AGAIN
Students revisit the scene in which the check arrives to consider how it should be acted out, given the new insights into each character's state of mind. (10 min.)
 
5.
 
 
WRITE
Students write about characters' state of mind and emotions when the check arrives. (10 min.)
 
EMERGING
 
EXPANDING
 
BRIDGING
WRITING PROMPT:

What is one thing that is important for an audience to understand about the characters in this moment? Use details from the text to support your idea and describe how an actor might convey this thing.

Use these sentence starters to help you organize your writing:

  • It is important to understand that ____ is feeling ____.
  • When _____ says/does ____, it shows how she is feeling.
  • ____ may show his/her feelings by (doing/saying) _______.
 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

What is one thing that is important for an audience to understand about the characters in this moment? Use details from the text to support your idea and describe how an actor might convey this thing.

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

Think about Walter’s view of assimilation at this point in the play.

Who would Walter want to fit in with and why?

7.
 
 
INTRODUCE: SOLO
Students are introduced to, and begin, the Venn Diagram. (7 min.)
8.
 
 
SOLO
Students read and annotate, answer multiple choice questions, and then finish the Venn Diagram. (30 min.)
Created: Sunday, October 22 7:04 PM

Due:

Assignment

Monday 10/16
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.
 
 
PRESENT: EDITING RESOURCES
Students review the Editing Checklist and Guidelines for Citing and Punctuating a Direct Quote before using these resources to edit their essays. (7 min.)
3.
 
 
WRITE: EDIT YOUR ESSAY
Students correct mechanical errors in their essays. (13 min.)
4.
 
 
SHARING
Students receive specific, positive feedback about their writing and hear their classmates’ ideas about how Ji-li changed in the book. (15 min.)
WRITING PROMPT:

Original Essay Prompt 
What is one way Ji-li changes over the course of her story?

5.
 
 
WRAP-UP
Students reflect on the essay writing process. (5 min.)
6.
 
 
SOLO
In this Solo, students will be searching for examples that show what Ji-li learned and what Ji-li hopes for the future. (30 min.)
WRITING PROMPT:

Directions

  1. Finish up work on your essay.
  2. Click NEXT to read the Epilogue from Red Scarf Girl.
  3. As you read, highlight any word or phrase that shows something Ji-li learned after the Cultural Revolution ended.
  4. Reread the excerpt and underline a word or phrase that shows something Ji-li hopes.
  5. Answer the multiple choice questions.
Tuesday 10/17
 
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.

Wednesday 10/18

A Raisin in the Sun Anticipation Guide

Discuss United States in 1950's

Thursday 10/19

 
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. (10 min.)
4.
 
 
WRITE
Students write about Walter's emotions during this scene. (12 min.)
 
EMERGING
WRITING PROMPT:

3) What main emotion does Walter show during his “DAMN MY EGGS” (Act I, Scene One, 110) moment? Use details from the script and film to describe how the dialogue, stage directions, and the actor’s voice and body movements show these emotions.

Use these sentence starters to help you get started writing:

  • When Walter (says/ does) ____ it shows that he feels ______.
  • Walter shows his ___ during this scene when he (says/ does) _____.
  • The tone of Walter’s voice is _ and it shows he feels _____.
 
EXPANDING
WRITING PROMPT:

4) What main emotion does Walter show during his “DAMN MY EGGS” (Act I, Scene One, 110) moment? Use details from the script and film to describe how the dialogue, stage directions, and the actor’s voice and body movements show these emotions.

Use these sentence starters to help you get started writing:

  • When Walter (says/ does) ___ it shows that he feels _____.
  • Walter shows his ___ during this scene when he (says/ does) _____.
  • The tone of Walter’s voice is _ and it shows he feels _____.
 
BRIDGING
WRITING PROMPT:

What are two main emotion Walter conveys during his “DAMN MY EGGS" (Act I, Scene One, 110) moment? Use details from the script and film to describe how the dialogue, stage directions, and the actor’s voice and body movements show these emotions.

Use these sentence starters to help you get started writing:

  • When Walter (says/ does) ____ it shows that he feels_______.
  • Walter shows his ______ during this scene when when he (says/ does) ________.
  • The tone of Walter’s voice is ______ and it shows he feels ________.
 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

What are two main emotions Walter conveys during his “DAMN MY EGGS" (Act I, Scene One, 110) moment? Use details from the script and film to describe how the dialogue, stage directions, and the actor’s voice and body movements show these emotions.

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

What are two main emotions Walter conveys during his “DAMN MY EGGS" (Act I, Scene One, 110) moment? Use details from the script and film to describe how the dialogue, stage directions, and the actor’s voice and body movements show these emotions.

6.
 
 
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. (12 min.)
7.
 
 
SOLO
Students read and practice lines, and then answer multiple choice questions that focus students on understanding the characters in the play. (30 min.)
 
Friday 10/20
 
Reward the Do'ers Field Trip to San Diego Zoo

 

Created: Sunday, October 15 8:26 PM

Due:

Assignment

Monday 10/9
1.
 
 
VOCABULARY ACTIVITY
 
2.
 
 
SELECT TEXT: “THE CLASS EDUCATION EXHIBITION”
Students review the passages from the Solo to determine how Ji-li's loyalties to the Revolution and her family are affected by the events at the end of the book. (10 min.)
3.
 
 
DISCUSS: DUTY TO THE REVOLUTION
Students read aloud the scene of the Red Guards coming to search Ji-li’s home in order to figure out the motivations of everyone involved—even those of Thin-Face. (22 min.)
4.
 
 
CONNECT TEXT: HOW DID JI-LI CHANGE?
Students read a passage in which Ji-li summarizes how her life changed, and then they suggest ways Ji-li herself changed. (10 min.)
5.
 
 
WRAP-UP: JI-LI’S HOPEFULNESS
Students wrap up the reading of *Red Scarf Girl* with one last Hope-o-Meter rating to assess how she feels at the end of the memoir. (3 min.)
 
Tuesday 10/10
 
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.
 
 
REVIEW: THE PROLOGUE
Students review the Prologue and their description of Ji-li's understanding of herself at the start of her memoir. (3 min.)
WRITING PROMPT:

Directions

Review what you wrote about Ji-li after reading the Prologue at the beginning of her memoir.

Original Writing Prompt: 
How hopeful do you think Ji-li is at this moment in her story? Which details in the Prologue lead you to think so?

3.
 
 
DISCUSS: MOMENTS THAT MATTERED
Students brainstorm key moments from *Red Scarf Girl* and identify changes suggested by those moments. (12 min.)
4.
 
 
WRITE
Students focus in on details from one moment to describe what they notice about Ji-li before she changes. (12 min.)
WRITING PROMPT:

Directions

  1. Read the essay prompt.
  2. Choose one moment from the text that shows what Ji-li was like before this change. Use details from this moment to describe what Ji-li was like before the change.
  3. Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
5.
 
 
REVIEW: USE OF EVIDENCE
Students examine a sample essay to understand what they’ll need to do in their own essays. (8 min.)
6.
 
 
REVISE: USE OF EVIDENCE
Students begin exploring their thinking about how a moment impacts Ji-li as a way to better understand their own ideas about how Ji-li changed. (5 min.)
WRITING PROMPT:

Directions

  1. Find one place where you used a detail or quote to show what Ji-li was like.
  2. Add 2–3 more sentences that describe what you notice about that detail or quote.
7.
 
 
SHARE
Students share their work to motivate and inspire each other, and give each other ideas for how they might proceed in their own writing. (5 min.)
WRITING PROMPT:

Original Essay Prompt 
What is one way Ji-li changes over the course of her story?

Wednesday 10/11

Red Scarf Girl Summative Quiz

-characters

-reading comprehension

-communism

Thursday 10/12

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:

Directions

  1. Reread your description of Ji-li before the change.
  2. 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.
  3. Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
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

  1. Reread what you’ve already written.
  2. 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.)
 
Friday 10/13
 
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.
 
 
REVIEW: ESSAY PROCESS AND INTRODUCTIONS
Students prepare for today's work by reviewing the work they have done and considering the elements in an introduction. (7 min.)
3.
 
 
WRITE: YOUR CLAIM STATEMENT
Students take a second stab at describing Ji-li's change and select the draft that best reflects the claim they developed in their essays. (6 min.)
4.
 
 
WRITE: THE INTRODUCTION
Students work on developing an introduction to their essays. (12 min.)
5.
 
 
SHARE
Students receive specific feedback about what they’re doing well, which will keep them on the right course and motivated to keep going. (7 min.)
WRITING PROMPT:

Original Essay Prompt 
What is one way Ji-li changes over the course of her story?

6.
 
 
ORGANIZATION OF TYPES OF WRITING
Students compare and contrast the organization of their essay writing and the narrative writing they are writing about. (10 min.)
 
 
 
 
WRAP-UP
Students will maintain momentum when provided consistent, specific, positive feedback when they're doing well. (2 min.)

 

Created: Sunday, October 8 9:27 PM

Due:

Assignment

Monday 9/25
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

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

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

  3. 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. 

Original Writing Prompt: 
Most of Ji-li’s classmates had no trouble writing da-zi-bao that criticize their teachers, but Ji-li couldn’t. Why were some of her classmates so eager to write da-zi-bao? Why was it so hard for Ji-li? How did Ji-li’s position differ from those around her?

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 short answer and multiple choice questions. (30 min.)
 
Tuesday 9/26
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 are introduced to the Hope-o-Meter and 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.)
 
EMERGING
WRITING PROMPT:


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

 
EXPANDING
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.

 
BRIDGING
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 _______.

 
CORE
WRITING PROMPT:

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

 
ADVANCED LEARNERS
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.)
 
Wednesday 9/27
 
Continue viewing "A State of Mind" North Korea and Communism documentary
 
Thursday 9/28
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
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.)
3.
 
 
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.)
4.
 
 
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.)
 
5.
 
 
WRITE
Students write a focused exploration of how a specific detail reveals Ji-li’s feelings. (12 min.)
 
EMERGING
 
EXPANDING
 
BRIDGING
WRITING PROMPT:

Why do you think Ji-li’s voice broke when she looked in Teacher Gu’s eyes? Use evidence from the text to support your ideas.

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 _______.

 
CORE
WRITING PROMPT:

Why do you think Ji-li’s voice broke when she looked in Teacher Gu’s eyes? Use evidence from the text to support your ideas.

 
ADVANCED LEARNERS
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.

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 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.
7.
 
 
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.)
8.
 
 
SOLO
Students will read, reread, and annotate, and then answer multiple choice questions. (30 min.)
 
Friday 9/29
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
WORK VISUALLY: SETTING AND ATMOSPHERE
Students look at 2 images of the same classroom at different times of the year to see how the setting helps tell the story. (4 min.)
3.
 
 
SELECT TEXT: SETTING DETAILS 1
Students look closely at the way Ji-li describes her home at the beginning of her memoir. (5 min.)
4.
 
 
SELECT TEXT: SETTING DETAILS 2
Students analyze a description of Ji-li’s home after the search by the Red Guards. Then they consider how the setting—and the mood it evokes—is reshaped by what happens. (5 min.)
5.
 
 
WRITE
Students use details from the text to explore how Ji-li’s experience reshaped her feelings about the world around her. (12 min.)
 
EMERGING
WRITING PROMPT:

How does Ji-li feel in her home after the Red Guards search it? Did her feelings change from how she felt at the beginning of the story?

Use the sentence starters below to begin writing your answer.

  • At the beginning of Ji-li’s story, Ji-li felt _______ in her home.
  • After the Red Guards searched her home, Ji-li started feeling ______, because _______.
 
EXPANDING
WRITING PROMPT:

3) Compare how Ji-li felt in her home at the beginning of the story to how she felt after the Red Guards searched her home.

Use the sentence starter to begin writing your answer.

  • In her home at the beginning of the story Ji-li felt _______.
  • After the Red Guards searched her home she felt _______.
  • I know her feelings changed because _______.

Use the chart as a reference for details that describe Ji-li’s home and how she feels.

To see Ji-li's initial description of her apartment, click NEXT.

 
BRIDGING
WRITING PROMPT:

Compare how Ji-li felt in her home at the beginning of the story to how she felt after the Red Guards searched her home. Use details from the setting to support your ideas.

Use the sentence starters below to help you.

In her home at the beginning of the story _______. 
After the Red Guards searched her home _______. 
I know her feeling change because _______.

To see Ji-li's initial description of her apartment, click NEXT.

 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Compare how Ji-li felt in her home at the beginning of the story to how she felt after the Red Guards searched her home. Use details from the setting to support your ideas.

To see Ji-li's initial description of her apartment, click NEXT.

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

Compare how Ji-li felt in her home at the beginning of the story to how she felt after the Red Guards searched her home. Use setting details to show your thinking.

 
 
 
WRAP-UP
Students listen to Ji-li reading a passage from *Red Scarf Girl* to spark their interest in the Solo reading. (3 min.)
7.
 
 
SOLO
Students read two passages from *Red Scarf Girl* and then answer multiple choice questions.(30 min.)
Created: Sunday, September 24 8:22 PM

Due:

Assignment

Monday 9/18
1.
 
 
VOCABULARY ACTIVITIES
 
 
 
 
PRESENT: READING ALOUD
Surprise students with an audio recording of a lifeless reading of “Cinderella” to let them experience what it feels like to listen to that kind of reading. (2 min.)
2.
 
 
WORK OUT LOUD: READING ALOUD
One student reads aloud the same passage with feeling to demonstrate how a good reading can bring a story to life. (3 min.)
3.
 
 
DISCUSS: DESCRIBE WHAT YOU NOTICED
Students share something they noticed when reading *Red Scarf Girl* last night so that everyone sees the range of ways that students can react to the same text. (5 min.)
4.
 
 
WORK OUT LOUD: PERFORMING THE SCENE
Students act out this scene to experience the range of emotional shifts through which Ji-li moves in a short span of time. (10 min.)
5.
 
 
DISCUSS: ANALYZING THE SCENE 1
Students use specific words in the text to explain what they think about Ji-li's hopefulness at this moment in this scene. (5 min.)
 
 
 
DISCUSS: JI-LI’S HOPEFULNESS 1
Students try to come to a consensus around a mark on a graph representing Ji-li’s hopefulness in order to debate their views and defend them based on the text. (3 min.)
6.
 
 
DISCUSS: ANALYZING THE SCENE 2
Students use specific words in the text to explain what they think about Ji-li's hopefulness at this moment in this scene. (6 min.)
 
 
 
DISCUSS: JI-LI’S HOPEFULNESS 2
Students try to come to a consensus about how hopeful Ji-li is at this moment in order to compare this moment with the one before it and account for the change. (3 min.)
7.
 
 
WRAP-UP
Students focus on a short passage to look for textual clues to help them puzzle out the meaning of this “trailer.” (3 min.)
8.
 
 
SOLO
In this Solo, students will read and annotate, and then answer multiple choice questions. (30 min.)
 
Tuesday 9/19
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
WORK OUT LOUD: ACTING OUT A SCENE
Students act out the scene in which townspeople destroy a fourolds shop sign, in order to experience the scene’s intense mix of excitement and violence. (8 min.)
3.
 
 
DISCUSS: QUESTIONS ABOUT THE SCENE
Students generate questions about this scene to clarify what is uncertain at this point in the text, providing a focus for what they should try to understand going forward. (7 min.)
 
4.
 
 
WORK VISUALLY: ANALYZING A POSTER
Students analyze a poster that portrays the same scene they just read about (a group of people destroying a fourold) and explore the differences between the 2 portrayals. (10 min.)
5.
 
 
WORK VISUALLY: ANALYZING A PHOTOGRAPH
Students analyze a photograph that portrays the same kind of scene they just explored in the memoir and in the poster. They compare the impact of these different portrayals. (8 min.)
6.
 
 
WRAP-UP
Students listen to a few sentences from tonight’s Solo reading for clues that could help them puzzle out what’s going on. (2 min.)
7.
 
 
SOLO
Students read and annotate, and then answer multiple choice questions that focus students on understanding "Destroy the Four Olds!" (15 min.)
 
Wednesday 9/20
Reading Comprehension Quiz
Red Scarf Girl: The Liberation Army Dancer / Destroy the Fourolds 
 
Thursday 9/21
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
SELECT TEXT: READING CLOSELY
Students dig deeply into the reading to understand how different forces draw Ji-li's emotions back and forth over the course of a scene. (21 min.)
3.
 
 
WRITE
Students clarify their understanding of Ji-li's reaction to this scene by writing about it. (12 min.)
 
EMERGING
WRITING PROMPT:

Write 3–4 more sentences that include details from the passage to explain why you think Ji-li feels the way she does.

Use the sentence frames below to describe the different emotions Ji-li feels in the final moment of this scene.

In this passage, Ji-li feels _______. I know this because the text says _______. 
Ji-li also feels _______. I know this because _______. 
The text says _______, which shows me that Ji-li is feeling _______.

 
EXPANDING
WRITING PROMPT:

  1. Reread the last paragraph, and think about how Ji-li feels when she says:

    • “That poor guy” (74).

    • “He should know better than to dress that way...” (74).

    • “…but I’d just die if somebody cut my pants open in front of everybody like that” (74).

  2. Use the sentence frame to describe the different emotions Ji-li feels in the final moment of this scene:

    Even though Ji-li feels _______ for the man, she thinks he _______.

  3. Write 3–4 more sentences that include details from the passage to explain why you think Ji-li feels the way she does.

 
BRIDGING
WRITING PROMPT:

“That poor guy,” I finally said. “He should have known better than to dress that way, but I’d just die if somebody cut my pants open in front of everybody like that.” (74)

In this last moment of the scene, Ji-li feels a mix of emotions. Describe the different emotions that you think she is feeling. Use evidence from anywhere in the scene to support your ideas.

Use the sentence frame to describe the different emotions Ji-li feels in the final moment of this scene: 
Even though Ji-li feels _______ for the man, she thinks he _______.

 
CORE
WRITING PROMPT:

“That poor guy,” I finally said. “He should know better than to dress that way, but I’d just die if somebody cut my pants open in front of everybody like that.” (74)

In this last moment of the scene, Ji-li feels a mix of emotions. Describe her different emotions. Use evidence from anywhere in the scene to support your ideas.

 
ADVANCED LEARNERS
WRITING PROMPT:

“That poor guy,” I finally said. “He should know better than to dress that way, but I’d just die if somebody cut my pants open in front of everybody like that.” (74)

In this last moment of the scene, Ji-li feels a mix of emotions. Describe the different emotions that you think she is feeling. Compare how she feels now to how she felt in the Prologue. Use evidence from anywhere in the scene and the Prologue to support your ideas.

4.
 
 
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

“That poor guy,” I finally said. “He should know better than to dress that way, but I’d just die if somebody cut my pants open in front of everybody like that.” (74)

In this last moment of the scene, Ji-li feels a mix of emotions. Describe the different emotions that you think are going on inside her. Use words from anywhere in the scene to show your thinking.

5.
 
 
PRESENT: ORGANIZATION OF DIFFERENT TEXT TYPES
Students compare and contrast the organization of narrative writing and argumentative writing. (10 min.)
 
6.
 
 
SOLO
Students read and annotate, and then answer multiple choice questions that focus students on understanding "Writing Da-Zi-Bao." (20 min.)
 
Friday 9/22
1.
 
 
VOCABULARY ACTIVITIES
 
2.
 
 
DISCUSS: SHARING WHAT WE NOTICED
Students practice drawing inferences from their observations. (3 min.)
3.
 
 
SELECT TEXT: DA-ZI-BAO
Students explore how the atmosphere inside Ji-li’s school shifted dramatically as students gained the power to target their teachers as counter-revolutionaries. (7 min.)
 
 
 
WORK VISUALLY: DA-ZI-BAO
Students see what *da-zi-bao* looked like inside and outside schools. (1 min.)
4.
 
 
SELECT TEXT: HIGHLIGHTING AND WRITING
Students explore how Ji-li’s classmates used the new power they were given to criticize their teachers. (10 min.)
 
5.
 
 
WRITE
Students write about Ji-li’s internal conflict. (12 min.)
 
EMERGING
WRITING PROMPT:

  1. Write 4–5 sentences explaining why writing da-zi-bao so hard for Ji-li? How is this different from those around her?

  2. Use these sentence starters to help organize your writing.

    • Writing da-zi-bao was hard for Ji-li because _______.
    • I know this because _______.
    • Ji-li’s classmates were eager to write da-zi-bao because _______.
 
EXPANDING
WRITING PROMPT:

  1. Highlight evidence in the text that shows why Ji-li’s classmates had no trouble writing da-zi-bao.

  2. In a new color, highlight evidence in the text that shows that writing da-zi-bao was hard for Ji-li.

  3. Why was it so hard for Ji-li to write da-zi-bao? How did Ji-li’s position differ from those around her?

    Use the sentence starters below to help you write an objective summary.

    Ji-li’s classmates were eager to write da-zi-bao because _______. 
    Writing da-zi-bao was hard for Ji-li because _______.

 
BRIDGING
WRITING PROMPT:

Directions

Most of Ji-li’s classmates had no trouble writing da-zi-bao that criticize their teachers. But Ji-li couldn’t. Why were some of her classmates so eager to write da-zi-bao? Why was it so hard for Ji-li? How did Ji-li’s position differ from those around her?

Use the sentence starters below to help you write an objective summary.

Ji-li’s classmates were eager to write da-zi-bao because _______. 
Writing da-zi-bao was hard for Ji-li because _______.

 
CORE
WRITING PROMPT:

Most of Ji-li’s classmates had no trouble writing da-zi-bao that criticize their teachers, but Ji-li couldn’t.

Write an objective summary describing:

Why were some of her classmates so eager to write da-zi-bao? Why was it so hard for Ji-li? How did Ji-li’s position differ from those around her?

Make sure you cite textual evidence to support your answer.

 
ADVANCED LEARNERS
WRITING PROMPT:

Write an objective summary to compare how Ji-li and her classmates felt while writing da-zi-bao. How did Ji-li’s position differ from those around her? Find a passage earlier in the text where Ji-li feels conflicted or differently from others about the Cultural Revolution. Use evidence from both passages to explain what this shows about Ji-li’s character.

Make sure you cite textual evidence to support your answer.

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

Most of Ji-li’s classmates had no trouble writing da-zi-bao that criticize their teachers. But Ji-li couldn’t.

Why were some of her classmates so eager to write da-zi-bao? Why was it so hard for Ji-li?

7.
 
 
WRAP-UP
Students listen to a few sentences from tonight’s Solo and look for clues that could help them puzzle out what’s going on. (2 min.)
8.
 
 
SOLO
Students read and annotate, and then answer multiple choice questions. (30 min.)
Created: Sunday, September 17 9:17 PM

Due:

Assignment

Monday 9/11
1.
 
 
VOCABULARY ACTIVITY
 
2.
 
 
WORK VISUALLY: DRAWING A SETTING
Students draw the described setting to see how Whitman creates a vivid sense of setting in the minds of his readers. (5 min.)
3.
 
 
INTRODUCE: ESTABLISHING SETTING
Students compare writing with, and without, setting details to consider how these details impact a reader's understanding of the described situation. (4 min.)
WRITING PROMPT:

Where are they?

4.
 
 
DISCUSS: SETTING AND SENSORY DETAILS
Students come up with words and phrases to describe a specific setting (a kitchen). (3 min.)
5.
 
 
SELECT TEXT: IMAGINING A KITCHEN
Students will complete this short writing activity that focuses on a specific setting to prepare them to choose vivid details when they write in response to the prompt. (5 min.)
WRITING PROMPT:

Imagine that you are standing in the middle of a kitchen you know really well. List 5–7 details about what the kitchen looks like, smells like, and what is happening so that someone could picture it clearly.

6.
 
 
WRITE
Students capture the vivid details of a memorable moment they experienced in a specific setting. (12 min.)
 
EMERGING
WRITING PROMPT:

Write about a brief moment that happened in a kitchen, using specific details to describe the kitchen and what you were doing.

 
EXPANDING
WRITING PROMPT:

Write about a brief moment that happened in a kitchen. Use details to describe or show:

  • What you were doing
  • Who was with you
  • What you said
  • What you did
  • How you felt

Use this sentence starter to help organize your writing.

One time when I was in the kitchen...

 
BRIDGING
WRITING PROMPT:

Write about a brief moment that happened in a kitchen, using specific details to describe the kitchen and what you were doing. Describe what you you did with your body, how your body felt, and what your face looked like.

Use this sentence starter to help organize your writing.

One time when I was in the kitchen….

 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Write about a brief moment that happened in a kitchen, using specific details to describe the kitchen and what you were doing.

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

Write about a brief moment that happened in a kitchen, using specific details to describe the kitchen and what you were doing.

 

Tuesday 9/12

1.
 
 
VOCABULARY ACTIVITY
 
 
 
 
PRESENT: WRITTEN COMMENTS
Students read teacher’s written comments to consider the impact their skills made on an audience.
2.
 
 
TRY IT ON: FOCUSING ON AN OBJECT
Students take photos of classroom objects and choose one to describe. The photos help students focus in on details they may not have noticed otherwise. (12 min.)
WRITING PROMPT:

Directions
1. Look through the pictures you just took, and find one that has lots of interesting details.

2. Write four or five sentences that describe your object vividly, but don’t mention its name! Try to describe it so precisely that your listeners will be able to picture it in their minds.

3.
 
 
WRITE
Students practice using details precisely to make their writing vivid and distinctive. (12 min.)
 
EMERGING
WRITING PROMPT:

Write four to five sentences to describe something you made.

Use these sentence starters to help organize your writing.
One time I made _______ because _______.
I really liked/ did not like how it came out because _______.
It looked like _______.
I felt _______ because _______.

 
EXPANDING
WRITING PROMPT:

Describe something that you made. Use vivid details that will help your reader picture the object you’re describing.

Think about these details:

  • What did you make?
  • How big is it?
  • What color is it?
  • Did you make it by yourself or did someone help you?
  • Why did you make this?

Use these sentence starters to help organize your writing.
One time I made _______ because _______.
I really (liked/did not like) how it came out because _______.
It looked like _______.
I felt _______ because _______.

 
BRIDGING
WRITING PROMPT:

Describe something that you made. Use vivid details that will help your reader picture the object you’re describing. Think about the size, color, texture, and purpose of the object.

Use these sentence starters to help organize your writing.

One time I made _______ because _______.
I really (liked/did not like) how it came out because _______.
It looked like _______.
I felt _______ because _______.

 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Describe something that you made. Use vivid details that will help your reader picture the object you’re describing.

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

Describe something that you made. Use vivid details so your reader can picture the object you’re describing.

Wednesday 9/13

Revision Assignments

Vocab Quiz 

Thursday 9/14

1.
 
 
VOCABULARY ACTIVITY
 
 
 
 
PRESENT: WRITTEN COMMENTS
Students read teacher’s written comments to consider the impact their skills made on an audience.
2.
 
 
DISCUSS: DIFFERENT WAYS OF SHOWING
Students practice revising to show, not tell. (15 min.)
3.
 
 
WRITE
Students practice using the types of details that create a vivid mental picture in the reader’s mind. (12 min.)
 
EMERGING
WRITING PROMPT:

Write 4–5 sentences to describe a moment when you felt uncomfortable. Use details to show how you were feeling.

Use this sentence starter to help you organize your writing.

I was uncomfortable when _______.

 
EXPANDING
WRITING PROMPT:

Write about a moment when you felt uncomfortable.

Use details to describe...

  • where you were.
  • who you were with.
  • how your body felt.
  • how long you were there.

Use this sentence starter to help you organize your writing.

I was uncomfortable when _______.

 
BRIDGING
WRITING PROMPT:

Write about a moment when you felt uncomfortable. Describe what you you did with your body, how your body felt, and what your face looked like.

Use this sentence starter to help you organize your writing.

I was uncomfortable when _______.

 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Write about a moment when you felt uncomfortable.

4.
 
 
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

Write about a moment when you felt uncomfortable.

5.
 
 
REVISE: ADDING DETAILS
Students review what they’ve just written and add a few sentences that show the reader how uncomfortable they felt, but in a different way than before. (7 min.)
WRITING PROMPT:

Directions

Skip a line and add 3–5 more sentences to show the reader how uncomfortable you felt, but in a different way than you did before.

You might add:

  • Dialogue
  • What you were thinking
  • Sensory details
  • Friday 9/15
  • 1.
     
     
    VOCABULARY ACTIVITY
     
     
     
     
    PRESENT: WRITTEN COMMENTS
    Students read teacher’s written comments to consider the impact their skills made on an audience.
    2.
     
     
    DISCUSS: COMPARING SENTENCES
    Students compare sentences and discuss the impact of showing (not just telling) with different types of details that give the reader a vivid picture of what’s being described. (6 min.)
     
     
     
    PRESENT: DIRECT STUDENTS TO CORRECT ACTIVITY
    Direct students to the appropriate Revision Assignment, dependent on whether the class completed Lessons 7–11 or not.
    3.
     
     
    REVISE: LESSON 4
    Students experiment with their writing by adding specific details to focus further on one small moment. (12 min.)
    WRITING PROMPT:

    Complete this activity if your teacher has told you to work on your writing from Lesson 4.

    Revision Assignment: Focus on a Moment

    1. Look at the place in your writing that’s highlighted. This is a place where you focus on one moment but could develop that moment further.

    2. Write 3–4 more sentences to focus on just this highlighted moment, using precise details so that your reader can picture it. Skip a line and write your new sentences below your original response.

    Original Writing Prompt: 
    Describe your most boring moment from today.

    4.
     
     
    REVISE: LESSON 8
    Students experiment with their writing by adding specific details to focus further on one small moment. (12 min.)
    WRITING PROMPT:

    Complete this activity if your teacher has told you to work on your Writing Response from Lesson 8.

    Revision Assignment: Focus on a Moment

    Highlight one place in your writing where you began to focus on one moment, but could add details to develop that moment further (Your teacher may have highlighted a place for you).

    Write 3–4 more sentences to focus on just this highlighted moment, using precise details so that your reader can picture it. Skip a line and write your new sentences below your original response.

    Original Writing Prompt: 
    Write about a brief moment when you ate outside.

    5.
     
     
    OPT: REVISION ASSIGNMENT
    If students have completed the first Revision Assignment, they have the chance to independently choose a strong part of their writing to make even stronger by revising.
    WRITING PROMPT:

    Original Writing Prompt: 
    Write about a brief moment when you ate outside.

    1. You get to choose another part of your writing to revise. Look for a strong part that you want to make even stronger!

    2. Underline the phrase or sentence you’re going to revise, then add details below your Writing Response that show what you’re describing.

    6.
     
     
    SHARE
    Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)
     
     
     
    INTRODUCE: HIGHLIGHTING AND ANNOTATING
    Students explore different ways to highlight and annotate the text. (5 min.)
     
     
     
    WRAP-UP: PLAY AUDIO
    Students listen to the author read one sentence from the Prologue. (2 min.)
    7.
     
     
    SOLO
    Students read, highlight, and annotate the Prologue of *Red Scarf Girl*. (10 min.)
Created: Sunday, September 10 9:42 PM

Due:

Assignment

Tuesday 9/5
1.
 
VOCABULARY ACTIVITY
 
 
 
INTRODUCE: WRITTEN COMMENTS
Students read teacher's written comments to consider one place they used the skill of Focus or vivid details to make an impact on an audience.
2.
 
DISCUSS: THE MOST BORING MOMENT
Students identify vivid "boring" details to practice focusing. (10 min.)
3.
 
TRY IT ON: BRAINSTORMING DETAILS
Students select their own "boring" moment and brainstorm precise details to prepare to write.(5 min.)
4.
 
WRITE
Students choose the most boring moment from their day and describe it in detail. (12 min.)
 
EMERGING
WRITING PROMPT:

Write 3–4 sentences describing your boring moment in detail. Use the sentence starter to help you get started with your writing.

Today, I was really bored when _______.

 
EXPANDING
WRITING PROMPT:

Describe your most boring moment.

Think about the following to help you get started writing:

  • Who were you with?
  • What is one thing you said?
  • What is one thing you did?
  • What is one thing you were thinking?
  • What did your body look like?

Use the sentence starter to help you get started with your writing.

Today, I was really bored when _______.

 
BRIDGING
WRITING PROMPT:

Describe your most boring moment. Describe what you said, what you did with your body, and how your body felt to you. Use a sentence starter to help you get started with your writing.

I was really bored when _______.
The most boring thing that happened was _______.

 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Describe your most boring moment.

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 your most boring moment.

6.
 
WRAP-UP
Students assess the progress they’ve made by comparing how much they’re writing now to how much they wrote when they started the unit. (5 min.)
WRITING PROMPT:

Directions

Look at your Writing Response from Lesson 1.

WRITING PROMPT:

Describe a moment when you ate a disgusting food. Use specific details to help your reader imagine how the food looked, tasted, and smelled—and what your face looked like when you ate it.

WRITING PROMPT:

Now compare it to your writing today.

                                                          Wednesday 9/6

Circle in the meeting area

Discuss goals for humanities

                                                           Thursday 9/7

1.
 
VOCABULARY ACTIVITY
 
 
 
PRESENT: WRITTEN COMMENTS
Students read teacher’s written comments to consider the impact their skills made on an audience.
 
 
PRESENT: CONTRASTING TELLING WITH SHOWING
Students experience the difference between showing and telling by watching the teacher enact them both. (3 min.)
2.
 
WORK VISUALLY: TELLING VS. SHOWING
Students list their observations from each performance of *being angry* to note the distinction between the *telling* and *showing* performances. (4 min.)
3.
 
INTRODUCE: THE SKILL OF SHOWING
Students encounter a series of examples of telling and showing—then start to describe the difference between them. (6 min.)
4.
 
TRY IT ON: TELLING INTO SHOWING
Students practice revising sentences to *show* or *tell* and consider the distinct impact of each mode of description. (6 min.)
5.
 
WRITE
Students practice showing when they write about a moment when they felt a strong emotion.(12 min.)
 
EMERGING
WRITING PROMPT:

Write 4–5 sentences describing the moment when you felt this emotion.

 
EXPANDING
WRITING PROMPT:

Write details to describe a brief moment when you felt a strong emotion. Perhaps you were very excited or very nervous about something. Maybe you were happy or angry.

Think about the following questions:

  • What is one thing you said?
  • What is one thing you did?
  • What did your body look like?
  • What did your body feel like?

Click NEXT to see the emotion chart if you need help choosing an emotion to write about.

 
BRIDGING
WRITING PROMPT:

Write details to describe a brief moment when you felt a strong emotion. Think about what you said, what you did with your body, and how your body felt to you.

 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Write about a brief moment when you felt a strong emotion.

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

Write about a brief moment when you felt a strong emotion.

7.
 
WRAP-UP
Students see 4 very different sentences that prove how showing gives the reader a specific, unique image rather than a vague idea. (2 min.)
8.
 
EXTRA: ADDITIONAL TEXT WRITING PROMPT
This extra Writing Prompt asks learners to read a new text. It is designed for additional practice with reading and writing skills from this lesson. (30 min.)
WRITING PROMPT:

Read the passage from Anne Ylvisaker's novel Dear Papa. While you read, annotate for details that the author uses in order to express her emotion. In 3–5 sentences, describe what the author was feeling and how she uses details to convey that moment.

                                               Friday 9/8

1.
 
VOCABULARY ACTIVITY
 
 
 
PRESENT: WRITTEN COMMENTS
Students read teacher’s written comments to consider the impact their skills made on an audience.
 
 
STUDENT PRESENTATION: ACTING OUT STRONG VERBS
By watching someone act out a strong verb, students see for themselves the power of describing an action precisely. (10 min.)
2.
 
INTRODUCE: STRONG VERBS
Students learn the meaning of strong verbs. (2 min.)
3.
 
DISCUSS: EXAMINING STRONG VERBS
Students see how they can change the meaning of a whole sentence just by choosing a different verb. (9 min.)
 
 
PRESENT: SPOTLIGHTS
Show students their own writing samples in which they have used strong verbs so they can see the real impact these verbs can make on their classmates. (4 min.)
4.
 
WRITE
Students write about a moment from their own experience, using strong verbs to make their writing more precise and powerful. (12 min.)
 
EMERGING
WRITING PROMPT:

Write 4–5 sentences to describe a funny moment that lasted for fewer than three minutes. Use strong verbs to show what happened.

Use this sentence starter to help you start your writing.

It was funny when _______.

 
EXPANDING
WRITING PROMPT:

Think about a funny moment that lasted for fewer than three minutes. Use strong verbs to show what happened.

Think about the following details:

  • Where were you?
  • Who was with you?
  • What did you say?
  • What did you do?
  • What did you do with your body?
  • How did your body feel?

Use this sentence starter to help you start your writing.

It was funny when _______.

 
BRIDGING
WRITING PROMPT:

Think about a funny moment that lasted for fewer than three minutes. Use strong verbs to show what happened.

Use thes sentence starters to help you start your writing.

It was funny when _______.
When _______ happened, I _______.

 
CORE
 
ADVANCED LEARNERS
WRITING PROMPT:

Think about a funny moment that lasted for fewer than three minutes. Use strong verbs to show what happened.

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

Think about a funny moment that lasted for less than three minutes. Use strong verbs to show what happened.

6.
 
EXTRA: ADDITIONAL TEXT WRITING PROMPT
This extra Writing Prompt asks learners to read a new text. It is designed for additional practice with reading and writing skills from this lesson. (30 min.)
WRITING PROMPT:

The poet Paul Laurence Dunbar wrote a poem about a fun moment. Read the poem and annotate it for strong verbs. Then select four verbs and describe how the poet uses them to show that “’Tis fine to play” (1).

 

Created: Monday, September 4 5:59 PM