7th Grade Humanities Per. 2 (Keiller Leadership Academy)

Due: 05/04/2018

Sun, 29 Apr 2018 20:41:02 PDT

Monday 4/30

VOCABULARY ACTIVITIES

Students complete the vocabulary activity. (5 min.)

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.)

READ: THE PROLOGUE

Students listen to and recite The Prologue. (15 min.)

PRESENT: PLAY VIDEO

Students watch a film clip of The Prologue.

SELECT TEXT: SETTING, CHARACTER, PLOT

Students begin to explore The Prologue as a guide to the story of *Romeo and Juliet*. (10 min.)

WORK OUT LOUD: SPEAK LIKE SHAKESPEARE

Students practice memorization strategies they will use to learn The Prologue. (10 min.)

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.)

SOLO: SPEAK LIKE SHAKESPEARE

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

MEMORIZATION CARDS: THE PROLOGUE

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

Tuesday 5/1

VOCABULARY ACTIVITIES

Students complete the vocabulary activity. (5 min.)

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

Students present what they have memorized. (5 min.)

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.)

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?

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.

WRAP-UP: POLL

Students respond to a poll about the tone of The Prologue. (5 min.)

SOLO: SPEAK LIKE SHAKESPEARE

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

MEMORIZATION CARDS: THE PROLOGUE

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

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

VOCABULARY ACTIVITIES

Students complete the vocabulary activity. (5 min.)

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.)

PRESENT: ROMEO AND JULIET’S FIRST ENCOUNTER

Students hear the First Encounter Scene for the first time. (3 min.)

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.)

DISCUSS: ACTOR'S MOVEMENTS

Students describe how an actor’s movement helped them understand the meaning of a particular line. (5 min.)

SOLO: SPEAK LIKE SHAKESPEARE

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

MEMORIZATION CARDS: THE PROLOGUE

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

Friday 5/4

ARE YOU COURTEOUS, CIVIL, INSOLENT, OR BRASH?

Students complete the vocabulary activity. (5 min.)

STUDENT PRESENTATION: SPEAK LIKE SHAKESPEARE

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

PRESENT: HOLY PALMER IMAGES

Show students illustrations that visually represent the terms in the palmer/pilgrim sonnet. (5 min.)

DISCUSS: HOLY PALMERS

Students read the complex wordplay in the first conversation between Romeo and Juliet. (16 min.)

USE THE TEXT AS REFEREE: FILL-IN-THE-BARD

Students write synonyms for specified words to learn to paraphrase Shakespeare. (14 min.)

WRAP-UP: POLL

Students select the line from the sonnet that they believe won Juliet’s heart. (5 min.)

SOLO: SPEAK LIKE SHAKESPEARE

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

MEMORIZATION CARDS: THE PROLOGUE

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

Due: 04/13/2018

Sun, 08 Apr 2018 21:28:32 PDT

Monday 4/9

VOCABULARY ACTIVITIES

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.”

DISCUSS: PREPARING TO MEMORIZE

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

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.

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.)

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.)

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.)

WRAP-UP

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

SOLO

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

Tuesday 4/10

VOCABULARY ACTIVITIES

STUDENT PRESENTATION: STANZA 1

Students recite the first stanza. (4 min.)

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.)

PRESENT: RHYTHM AND RHYME IN STANZA 2

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

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.)

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

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).
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.
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?

WRAP-UP: POLL AND DISCUSS

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

SOLO

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

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

VOCABULARY ACTIVITIES

STUDENT PRESENTATION: STANZA 1

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

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.)

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.)

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.)

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.)

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.)

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.)

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

VOCABULARY ACTIVITIES

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.)

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.)

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.)

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.)

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.)

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.)

SHARE: DIRECTOR'S VISUALIZATION

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

WRAP-UP: POLL

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

10.

SOLO

(30 min.)

Due: 02/23/2018

Mon, 19 Feb 2018 19:02:56 PST

Tuesday 2/20

VOCABULARY ACTIVITIES

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.)

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.)

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

SHARING

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

WRITING PROMPT:

Directions

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.)

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

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.*

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)

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
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.
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

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
In the text, identify two more text details that connect to your idea.
Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.

CLOSE READING AND DISCUSSION

Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)

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.

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.

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.)

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.)

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.)

SOLO

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

Thursday 2/22

VOCABULARY ACTIVITIES

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.

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.

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.

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.)

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.)

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

Due: 02/09/2018

Mon, 05 Feb 2018 20:47:54 PST

Tuesday 2/6

VOCABULARY ACTIVITY

PRESENT: ESSAY PROMPT AND CALENDAR

Students review the Essay Prompt and the work they will do on the essay in this lesson. (5 min.)

SELECT TEXT: ADOLESCENT BEHAVIOR

Students reread text to highlight and list four examples of adolescent behavior. (10 min.)

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.)

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."

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.

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

WRITING PROMPT:

Directions

Reread your Writing Response from Phineas Gage, Lesson 10.
If you did not respond to the prompt, navigate back to Lesson 10 and write your response now.

Wednesday 2/7

Revise writing from Tuesday's lesson

Review parts of the brain

Thursday 2/8

VOCABULARY ACTIVITY

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.)

SELECT TEXT: PHINEAS'S BRAIN STRUCTURE

Students review a Writing Response about the location of Phineas's injury, reread part of chapter 4 to find more information about the brain, and add to this piece. (8 min.)

WRITING PROMPT:

Directions

Review what you wrote about Phineas’s brain injury in Phineas Gage, Lesson 10, below.
Reread this passage from the end of Phineas Gage, highlighting additional evidence about the location of Phineas's brain injury.
Skip two lines at the bottom of your writing below. Write 2–4 sentences, explaining the evidence that you highlighted in the text.

WRITE: REREAD FOR EVIDENCE AND WRITE

Students reread a passage from "Demystifying..." that describes development in the brain during adolescence, and then compare Phineas's brain to an adolescent brain. (20 min.)

WRITING PROMPT:

Directions

Reread what you wrote about the location of the injury in Phineas’s brain below.
Read the text on the left and highlight any details that show how both a typical adolescent brain and Phineas's brain are physically similar.
(Note: prefrontal cortex = frontal cortex)
Then, make sure to scroll down to complete the Writing Prompt below.

WRITING PROMPT:

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

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.)

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Friday 2/9

VOCABULARY ACTIVITY

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.)

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:

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:

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:

Read them both out loud to a partner, then copy and paste the one you like better into your essay.

TRANSITIONS IN DIFFERENT TEXT TYPES

Students compare and contrast transition sentences in narrative writing and informational writing or arguments. (10 min.)

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.

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.

SOLO

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

Due: 01/19/2018

Tue, 16 Jan 2018 15:24:32 PST

Tuesday 1/16

VOCABULARY ACTIVITIES

USE THE TEXT AS REFEREE: BACTERIA

Students answer a poll to uncover misunderstandings about how bacteria actually harm a body. (7 min.)

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.)

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.)

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.)

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.)

WRAP-UP: MISUNDERSTANDINGS

Students make an entry in the Misunderstanding Notebook. (8 min.)

WRITING PROMPT:

Directions

Make an entry in your Misunderstanding Notebook app.
When you're done, copy and paste your entry into the writing space.

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

VOCABULARY ACTIVITIES

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.)

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.)

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.)

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.)

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.)

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.)

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.)

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.

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

VOCABULARY ACTIVITIES

USE THE TEXT AS REFEREE: PHINEAS'S RECOVERY

Students respond to a poll to uncover misunderstandings about Phineas's recovery. (3 min.)

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.)

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.)

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.)

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.

WRAP-UP: MISUNDERSTANDINGS

Students make an entry in the Misunderstanding Notebook. (8 min.)

WRITING PROMPT:

Directions

Make an entry in your Misunderstanding Notebook app.
When you're done, copy and paste your entry into the writing space.

SOLO

Students read a passage from *Phineas Gage* and then answer multiple choice questions. (15 min.)

Due: 01/12/2018

Sun, 07 Jan 2018 13:02:01 PST

Monday 1/8

VOCABULARY ACTIVITIES

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.)

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.)

READ: A NEW TEXT

Students are introduced to a new text and complete multiple choice questions to check their understanding of it. (12 min.)

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.)

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.)

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.

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.)

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

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.)

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.)

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.

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

VOCABULARY ACTIVITIES

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.

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.)

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.)

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.)

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.)

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

Make an entry in your Misunderstanding Notebook app.
When you're done, copy and paste your entry into the writing space.

SOLO

Students will read about how the doctors treated Phineas after his accident, focusing on reading for accuracy. (15 min.)

Friday 1/12

VOCABULARY ACTIVITY

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.)

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.)

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.)

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.)

WRAP-UP: MISUNDERSTANDINGS

Students review their own misunderstandings and make an entry in the Misunderstanding Notebook. (8 min.)

WRITING PROMPT:

Directions

Make an entry in your Misunderstanding Notebook app.
When you're done, copy and paste your entry into the writing space.

SOLO

Students read about what doctors in 1848 knew about infection and answer 6 multiple choice questions. (15 min.)

Due: 12/08/2017

Sun, 03 Dec 2017 22:16:58 PST

Monday 12/4

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).

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).

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).

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.)

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.)

DISCUSS: WALTER’S CHOICE

Students write about, and discuss, why Walter changed his mind about accepting the money.(7 min.)

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:

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

SOLO

Students read "Harlem" and then answer multiple choice questions. (30 min.)

Tuesday 12/5

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.*

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)

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
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.
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

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
In the text, identify two more text details that connect to your idea.
Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.

CLOSE READING AND DISCUSSION

Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)

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.

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.

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.)

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.)

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.)

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Wednesday 12/6

VOCABULARY ACTIVITIES

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.)

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.

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.

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.)

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)

SELECTED RESPONSE QUESTIONS

Students complete 20 selected response questions to show their proficiency with the skills practiced in this unit. (30 min.)

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.

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.

Due: 12/01/2017

Sun, 26 Nov 2017 22:24:47 PST

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

VOCABULARY ACTIVITIES

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.)

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.)

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.)

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.)

WRAP-UP: OBSTACLES

Students write about what might prevent their chosen characters from reaching their dream.(5 min.)

SOLO

Students will read a new passage, add to their Want/Obstacle/Action chart, and answer multiple choice questions. (30 min.)

Wednesday 11/29

VOCABULARY ACTIVITIES

WORK OUT LOUD: WHO IS LINDNER?

Students analyze Lindner in terms of Want / Obstacle / Action so that they can understand him better. (15 min.)

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.)

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.

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.

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

VOCABULARY ACTIVITIES

WORK OUT LOUD: BOBO’S VISIT

Students act out Bobo’s visit to experience the climax of the play together. (10 min.)

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.)

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.)

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.)

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

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).

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).

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).

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.)

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.)

DISCUSS: WALTER’S CHOICE

Students write about, and discuss, why Walter changed his mind about accepting the money.(7 min.)

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:

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:

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

SOLO

Students read "Harlem" and then answer multiple choice questions. (30 min.)

Due: 11/09/2017

Sun, 05 Nov 2017 21:44:25 PST

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.

Due: 11/03/2017

Sun, 29 Oct 2017 19:58:50 PDT

Monday 10/30

VOCABULARY ACTIVITIES

DISCUSS: WHO ARE THESE CHARACTERS?

Students discuss what the obstacle is and what characters could do with the money. (5 min.)

DISCUSS: OVERLAPPING MOTIVATIONS

Students review the Venn diagram results from the previous Solo. (6 min.)

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.)

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.)

CONNECT TEXT: WANT+OBSTACLE+ACTION=CHARACTER

Students draw a conclusion about a character based on how that character responds to obstacles. (15 min.)

SOLO

Students read and annotate, respond to a short answer prompt, complete a Venn Diagram, and then answer multiple choice questions. (30 min.)

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)

Go to My Work and find a recent writing activity (or your teacher will identify one for you).

Copy and paste your writing below.

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.

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

Go to My Work and find a recent writing activity (or your teacher will identify one for you).

Copy and paste your writing below.

In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.

In the text, identify two more text details that connect to your idea.

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.)