English 2: Quarter 4 Lesson Plans

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject:10th Grade/ English 2
Lesson and/or Unit: Digital Textbook: HMH Collection 6: Hard-Won LibertyThe Jungle by Upton Sinclair
Amount of Time: 10 Weeks

LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
LAFS.910.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.910.W.1.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
LAFS.910.W.1.1.b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
LAFS.910.W.1.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
LAFS.910.W.1.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.L.2.3.a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
LAFS.910.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
LAFS.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.910.L.3.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LAFS.910.L.3.5.b Analyze nuances in the meaning of words with similar denotations.
 Learning Focus: Analyze author motivations and historical contexts.

Student Learning Objective: The student will be able to read Upton Sinclair’s The Jungle and utilize their critical analysis skills to understand character motivations, the author’s purpose and the time period that influenced the writer’s text. Students will also be able to make real-life connections between the early 1900s and present- day corruption in the United States.

Assessment For Learning (Summative or Formative): 

  • Research paper/ Documented Essay: Analytical Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  1. FSA Television Packet
  2. Narrative Writing Peer Review Session
  3. Playlist Presentations
  4. Socratic Circle- The Jungle
  5. Thank -You Letter
  6. Vocabulary Charades Game
  7. Metamorphosis Inspired Narrative
  8. The Jungle  Role Sheets
  9. The Jungle Booklet
  10. Finalized Digital Portfolio
Characteristics of the Exemplary Work Product/Lesson Outcome:

 see FSA Writing rubric

Key/Essential Questions: How is Yurgis’ life representative of present-day immigrant communities in America?


Key/Academic Vocabulary: (See weekly daily Starts Words)
Materials/Items Needed: The Jungle by Upton Sinclair, Google Drive

  • Grammar Practice (No Red Ink Quizzes)
  • Journal/ Writing Practice (Write Starts)
  • Vocabulary Practice (Write Starts)
  • Other:

Write Starts Vocab./ No Red Ink (NRI)



Week 31: Bellringer (Weekly Inspiration, lacerate, vociferous).  The Metamorphosis Narrative Assignment. Narrative Writing Notes/ Examples. No Red Ink Pronoun Antecedents Practice.  No Red Ink Restrictive & Nonrestrictive Clauses Quiz.

  • READING TEST/ Reflections on Performance

Week 32: Bellringer (Weekly Inspiration, narrative w/ 20 previous BR words). No Red Ink Commas for Formatting Practice. Begin Upton Sinclair’s The Jungle. No Red Ink Pronoun Antecedents Quiz. 

Week 33: Bellringer (Weekly Inspiration, Political Leanings: If you were to vote for President this morning, who would you vote for? Why? Once you know who you’d vote for, write an argumentative paragraph convincing someone to also vote for your desired candidate. Utilize 5 of your previous vocabulary words). Upton Sinclair’s The Jungle. No Red Ink Commas for Clarity Practice.  .  No Red Ink Commas for Formatting Quiz.

Week 34: Bellringer (Weekly Inspiration: How would you change education so that school isn’t a lock as Suli stated in his video?, Positive Street Art: Write a reflective response on the Preceding Ted Talk. How can street art be better utilized here in South Florida?). Upton Sinclair’s The Jungle. No Red Ink Appositive Phrases Practice.  No Red Ink Commas for Clarity Quiz.

Week 35: Bellringer (Weekly InspirationTolerance: Do you agree with Sarah’s approach to peace-keeping? Explain with evidence from the video). Upton Sinclair’s The Jungle. No Red Ink Capitalizing & Formatting Titles Practice.    

Week 36: Bellringer (Weekly InspirationThe Power of Poetry: Write a five minute poem about how it feels to live within your own body. Are you comfortable? Let us into your world). Finish Upton Sinclair’s The Jungle. Thank- You Letter Assignment.

Week 37: Bellringer ( Weekly InspirationKid President Pep Talk: Do you think Robby Novak’s advice is helpful? Why/ Why not? How can you incorporate Novak’s advice?). Upton Sinclair’s The Jungle– Final Project due May 26/27.   Work on Digital Portfolio (add certificates, final essays/ projects, etc.)

Week 38: May 30th= Memorial Day, Bellringer (Reflect on Yearly Goals, Ms. Ellis’ Yearly Survey). Class Celebrations (June 1/2). Finalize Digital Portfolios (add certificates, final essays/ projects, etc.)

Week 39: LAST WEEK OF SCHOOL.  Celebrate! Bellringer (Plan: How Can I Continue to Grow Intellectually Over the Summer?). Educational Film.

Differentiation Notes: Technology Integration

  1. www.hmhfyi.com Extension activities
  • HP Tablets
  • One Drive
  • One Note Class Notebook
  • No Red Ink
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time

  •  Extended time
Other: Specified in IEP or 504 plan.
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes
  • Usage

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND texts.



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