|Teacher: Ms. Ellis Robert Morgan Educational Center|
|Grade Level & Subject:10th Grade/ English 2|
|Lesson and/or Unit: HMH Collection 3: Responses to Change|
|Amount of Time: 10 Weeks|
RL.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.
RL1.2- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.2.6- Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
RI.1.2- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.W. 1.1.- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
RI. 3.7- Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
W. 1.1.- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W. 2.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
W. 2.6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
SL. 1.2- Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
L.3.6.- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| Learning Focus: Analyze interactions between character and theme.
Student Learning Objective: The student will be able to read narratives and make inferences in order to analyze a text’s meaning.
Objectives by Text: The student will be able to…
|Assessment For Learning (Summative or Formative):
|Characteristics of the Exemplary Work Product/Lesson Outcome:
see FSA Writing rubric
|Key/Essential Questions: Is change inevitable? Do the ways in which people respond to change reveal who they are?|
|Key/Academic Vocabulary: HMH Collection 3 & Write Starts
abstract, evolve, explicit, facilitate, infer
(See weekly daily Write Starts words)
|Materials/Items Needed: HMH Collection 3 (digital or copies made by teacher), Write Starts Grade 10|
Write Starts Vocab./ No Red Ink (NRI): in the weekly breakdown
Week 21: Bellringer (Weekly Eye-Opener, resolute, scintillate). No ThinkCERCA. No NRI Quiz given in class. Practice for Macbeth Performances. Macbeth Packet Part 4.
Week 22: Bellringer (Weekly Inspiration, truncate, ubiquitous). No Red Ink Hyphens Practice. ThinkCERCA #1. No Red Ink Vague Pronouns Quiz. Practice for Macbeth Performances. Macbeth Packet Part 5.
Week 23: MACBETH PERFORMANCES ALL WEEK! Bellringer (Weekly Inspiration, vacuous, winnow). No Red Ink Contractions Practice. Television Packet for FSA Prep Rotations (Do NOT Lose Packet). No Red Ink Hyphens Quiz.
Week 24: Bellringer (Weekly Inspiration, xenophobic, abscond). No Red Ink Comparative and Superlative Adjectives & Adverbs Practice. Finish Television Packet for FSA Prep Rotations. FSA Writing Review. No Red Ink Quiz= NONE.
Week 25: Bellringer (Weekly Inspiration, beguile, churlish). No Red Ink Verb Tense #1 Practice. FSA Writing Review. Timed Writing Practice- TV Prompt. Computer lab to work w/ FSA site. Black History Month Video OR BHM Video Word DocNo Red Ink Contractions Quiz & Comparative and Superlative Adjectives & Adverbs Quiz.
Week 26: Bellringer (Weekly Inspiration, deleterious, expunge). All- Star Digital Portfolio Examples. No Red Ink Parallel Structure Practice & MLA Citation. ThinkCERCA #2-3. Macbeth Packet Part 6 & 7 (Due Next Thursday). No Red Ink Verb Tense #1 Quiz.
Week 27: Bellringer (Weekly Inspiration, Weekly Inspiration, feckless, harangue). Macbeth Packet Part 9 (Packet Due Thursday).
Week 28: Bellringer (Weekly Inspiration, truncate, ubiquitous). NRI: Choosing Appropriate Conjunctions Practice. ThinkCERCA #4: “Compton, Calif. reassesses native son Dr. Dre” by Angel Jennings. Collection #3: Responses to Change. No Red Ink Parallel Structure Quiz & MLA Citation.
SPRING BREAK– FSA Reading Practice Test (Make a copy of my file in Google Drive’s “Handouts and Resources.”
Week 29: Bellringer (Weekly Inspiration, imbue, obsequious). No Red Ink Third Quarter Grammar Practice. ThinkCERCA #5-7. FSA Review: Reading. No Red Ink Choosing Appropriate Conjunctions Quiz.
Week 30: Bellringer (Weekly Inspiration, proselytize, relegate). No Red Ink Restrictive & Nonrestrictive Clauses Practice. ThinkCERCA #8. No Red Ink Third Quarter Grammar Test. FSA Review: Reading. LAST WEEK BEFORE TEST!
|Differentiation Notes:||Technology Integration|
|ESE (IEP/ 504)
|Other: Specified in IEP or 504 plan.|
|Teacher Strategies – Best Practices
HW: See REMIND texts.