1.

VOCABULARY ACTIVITY

Students complete the vocabulary activity. (5 min.)

2.

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

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

3.

SELECT TEXT: RHYME SCHEME

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

4.

CONNECT TEXT: SONNET FORM

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

5.

WRITE: ROMEO AND JULIET'S LANGUAGE

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

EMERGING

WRITING PROMPT:

2) Read lines 90–104 aloud.

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

Use the sentence starter to help you.

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

Click NEXT to see the excerpt.

EXPANDING

WRITING PROMPT:

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

Use the sentence starter to help you.

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

I know this because ___________.

Click NEXT to see the passage.

BRIDGING

WRITING PROMPT:

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

Use these sentence starters to help organize your writing.

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

Click NEXT to see the passage.

CORE

WRITING PROMPT:

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

Click NEXT to see the excerpt.

ADVANCED LEARNERS

WRITING PROMPT:

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

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

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

6.

SHARE

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

WRITING PROMPT:

Original Writing Prompt

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

Click NEXT to see the excerpt.

7.

WRAP-UP: IDENTIFY SONNET

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

8.

SOLO: SPEAK LIKE SHAKESPEARE

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

Wednesday 5/31

 

1.

VOCABULARY ACTIVITIES

2.

HOW TO USE THIS LESSON

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

3.

INDICATIVE MOOD

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

4.

MODALS FOR PROBABILITY

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

5.

ACTIVE AND PASSIVE VOICE

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

6.

FINDING AND FIXING COMMON ERRORS

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

7.

RA & WRITING PROMPT: VERB MOOD AND VOICE

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

WRITING PROMPT:

Directions

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

EXAMPLE:

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

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

WRITING PROMPT:

Writing Prompt

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

8.

MODIFYING THE SUBJECT: ADJECTIVES

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

9.

MODIFYING THE PREDICATE: ADVERBS

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

10.

DEPENDENT AND INDEPENDENT CLAUSES

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

11.

IDENTIFYING AND FIXING COMPLETE SENTENCES II

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

12.

RA & WRITING: MODIFIERS AND DEPENDENT CLAUSES

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

WRITING PROMPT:

Directions

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

WRITING PROMPT:

Writing Prompt

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

Thursday 6/1

 

1.

DISHONORABLE, INFAMOUS, LAUDABLE, OR REVERED?

Students complete the vocabulary activity. (5 min.)

2.

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

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

PRESENT: DISCUSS ILLUSTRATION

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

3.

WORK OUT LOUD: THE BALCONY SCENE

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

4.

SELECT TEXT: ROMEO'S METAPHOR

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

5.

OPT: WORK VISUALLY: TAG THE METAPHOR

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

6.

DISCUSS: DESCRIBING JULIET

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

7.

TRY IT ON: MAKE YOUR OWN METAPHOR

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

8.

OPT: TRY IT ON: DESCRIBING JULIET PART 2

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

9.

WRAP-UP: SELECT A METAPHOR

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

10.

SOLO: SPEAK LIKE SHAKESPEARE

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

11.

MEMORIZATION CARDS: THE PROLOGUE

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

 

Friday 6/2

1.

VOCABULARY ACTIVITIES

Students complete the vocabulary activity. (5 min.)

2.

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

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

PRESENT: PLAY VIDEO

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

3.

USE THE TEXT AS REFEREE: PARAPHRASE JULIET'S LINES

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

4.

WORK OUT LOUD: CHORAL READING

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

5.

DISCUSS: CHECK FOR UNDERSTANDING

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

6.

WRITE: IF ROMEO CHANGED HIS NAME

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

EMERGING

WRITING PROMPT:

 

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

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

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

Scroll down to see the excerpt.

EXPANDING

WRITING PROMPT:

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

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

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

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

Romeo’s name means ___________ to him.

I know this because ___________.

Scroll down to see the excerpt.

BRIDGING

WRITING PROMPT:

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

Scroll down to see the excerpt.

CORE

WRITING PROMPT:

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

Scroll down to see the excerpt.

ADVANCED LEARNERS

WRITING PROMPT:

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

Scroll down to see the excerpt.

7.

SHARE

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

WRITING PROMPT:

Original Writing Prompt

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

Click NEXT to see the excerpt.

 

 

 

 

 

 

 

 

 

                                                                 Friday 5/12

 

1.

VOCABULARY ACTIVITIES

2.

WRITE: SONG LYRICS

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

PLAY VIDEOS

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

3.

DISCUSS: PREPARING TO MEMORIZE

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

4.

PRESENT: MEMORY TRAINING

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

PLAY AUDIO

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

5.

PRESENT: MEMORY TRAINING 2

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

6.

PRESENT: MEMORY TRAINING 3

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

7.

STUDENT PRESENTATION: RECITATION

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

8.

WRAP-UP

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

9.

SOLO

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

Tuesday 5/2

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: STANZA 1

Students recite the first stanza. (4 min.)

3.

USE THE TEXT AS REFEREE: DEFINE AND PARAPHRASE

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

4.

PRESENT: RHYTHM AND RHYME IN STANZA 2

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

5.

DISCUSS: THE POEM'S OPENING

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

6.

WRITE: DETAILS FOR MOVIE

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

EXPANDING

WRITING PROMPT:

 

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

Use these sentence starters to help you get started.

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

BRIDGING

WRITING PROMPT:

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

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

Use the following sentence starter to begin your response:  

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

CORE

WRITING PROMPT:

Directions

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

ADVANCED LEARNERS

WRITING PROMPT:

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

7.

WRAP-UP: POLL AND DISCUSS

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

8.

SOLO

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

Wednesday 5/3

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: STANZA 1

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

3.

DISCUSS: ENTER THE RAVEN

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

PRESENT: STANZAS 1–8

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

OPT: STRANGE VISITOR SKIT

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

PRESENT: NEVERMORE ACTIVITY

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

4.

DISCUSS: ANALYZING NEVERMORE! STANZA 13

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

5.

DISCUSS: ANALYZING NEVERMORE! STANZA 14

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

6.

DISCUSS: ANALYZING NEVERMORE! STANZA 16

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

7.

DISCUSS: ANALYZING NEVERMORE! STANZA 17

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

TEACHER ONLY: SHARING

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

8.

USE THE TEXT AS REFEREE: PARAPHRASE LAST STANZA

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

9.

WRAP-UP: POLL

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

10.

SOLO

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

Thursday 5/4

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: PRACTICE YOUR PERFORMANCE

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

PLAY VIDEO

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

3.

DISCUSS: THE RAVEN ANIMATION

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

DISCUSS: ANALYZING A SCENE

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

4.

SELECT TEXT: LENORE PORTRAIT SCENE

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

5.

SELECT TEXT: LENORE'S TOUCH SCENE

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

6.

SELECT TEXT: RAVEN FROM FLOORBOARDS SCENE

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

7.

SELECT TEXT: NARRATOR ON THE FLOOR SCENE

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

8.

SHARE: DIRECTOR'S VISUALIZATION

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

9.

WRAP-UP: POLL

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

10.

SOLO

(30 min.)

Friday 5/5

1.

VOCABULARY ACTIVITIES

DISCUSS: IMAGES FROM SOLO

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

PRESENT: DIRECTOR'S CHOICE

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

PRESENT: PLAY VIDEO

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

2.

DISCUSS: VISUAL DETAILS

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

3.

WRITE: DESCRIBE DETAILS ABOUT NARRATOR

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

EMERGING

WRITING PROMPT:

 

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

Use the following sentence starters to help you begin writing.

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

EXPANDING

WRITING PROMPT:

Directions:

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

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

Use the sentence starters below to help you:

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

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

BRIDGING

WRITING PROMPT:

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

Use the below sentence starter to help you:

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

CORE

ADVANCED LEARNERS

WRITING PROMPT:

Directions

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

4.

SHARE: WRITING

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

WRITING PROMPT:

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

5.

STUDENT PRESENTATION: RECITATION

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

OPT: PRESENT INTERVIEW WITH THE NARRATOR

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

6.

WRAP-UP: MAKING CONNECTIONS

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

7.

SOLO

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

 

*WASC Week*

 

Spring Packet Check

 

Go over schedule for next 10 weeks

 

Common Errors on PT

(corrections)

 

Reward the do'ers 

 

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

 

CAASPP Testing

Student Led Conferences

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

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

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

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

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

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

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

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

 

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

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

 

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

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

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

Use these sentence starters to help you:

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

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

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

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

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

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

 

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

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

 

1.
VOCABULARY ACTIVITIES

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

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

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

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

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

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

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

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

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

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

Click NEXT to answer the multiple choice questions.

 

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

 

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

Use these sentence starters to help you organize your writing:

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

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

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

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

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

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

 

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

WRITING PROMPT:
Body paragraph 1:

WRITING PROMPT:

Body paragraph 2:

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

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

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

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

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

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

 

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

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

WRITING PROMPT:
1. Listen for sentence flow:

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

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

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


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

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

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

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

 

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

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

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

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

Click NEXT to answer the multiple choice questions.

 

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

 

 

Field trip to SDSU