English11

Essential Question
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/8 || How do we start the year off right with proper routines? || To Start the year off right... ||  || We will review course syllabus and expectations

For homework students will write a one-paragraph essay on what they think they will need help with to be successful on the ELA NECAP || The handing in of the parargraph || Course syllabus and expectations || 1,2 ||  || 11.W.1 11.W.2 11.W.4 11.W.5 11.W.9 11.W.10
 * 9/13 || How do students successfully prepare for and take the NECAP Test? || To successfully prepare for and take the NECAP Test || R-10-1.1
 * 9/13 || How do students successfully prepare for and take the NECAP Test? || To successfully prepare for and take the NECAP Test || R-10-1.1

W–10–2.1 W–10–3.1a W–10–3.3 W–10–3.4 || Students will take Spelling Unit 1 Quiz

Students will write a complete and accurate response that includes details and support from the text to demonstrate proficiency in constructed response writing (Norm Abrams essay)

We will attack the prompt determining how Norm Abrams learned carpentry,

we will make a T-Chart to compare how we learn to Abrams, we will then connect the two. || Spelling 1 Quiz

Five-Paragraph Essay

T-chart on test sheet || Spelling quiz

Released NECAP items || 1,4 || NECAP Prep ||
 * 9/15 || How do students successfully prepare for and take the NECAP Test? || To successfully prepare for and take the NECAP Test || R-10-1.1

11.W.1 11.W.2 11.W.4 11.W.5 11.W.9 11.W.10

W–10–2.1 W–10–3.1 W–10–3.4 || Students will take Spelling Unit 2 Quiz

I will field questions on the assignment.

We will read and review the NECAP Writing Rubric

We will review and analyze a 6 and a 0 released response to the Norm Abrams essay.

Students will then score their own response for homework. || Spelling Quiz 2

Self-Scored rubric || Spelling quiz

Released NECAP items || 1,4 || NECAP Prep || R–10–2.1b
 * 9/17 || How do students successfully prepare for and take the NECAP Test? || To successfully prepare for and take the NECAP Test || R–10–2.1a

11.W.4 11.SL.1 11.SL.5

11.L.1 11.L.2 || We will view a Brain Pop video on "The Mysteries of Life" and take the reading/viewing comprehension quiz.

We will discuss points that students they feel they need help with on the ELA NECAPs.

Students will note, define and record the functions of Noun, along with both proper and common nouns, pronoun and adjective

Students will watch the Grammar Rock videos for nouns, pronouns and adjectives

Students will write five sentences marking the nouns, pronouns, and adjectives in each

We will review websites with released NECAP items || Video Score

Participation

Notes

Five sentences

RIDE Website || BrainPop Application

Grammar Rock Video || 2,3 || Saturday NECAP Academy 9-11 ||
 * **DATE** || **Essential Questions** || **Daily Objective** || **Standards** || **Learning Activites** || **Assessments** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 9/20 || How do students successfully prepare for and take the NECAP Test? || To successfully prepare for and take the NECAP Test || R-10-1.1

W-10-10 W–10–14 W–10–11 W–10–1 W–10–2 W–10–3

W.11.2 11.W.4 11.W.111.W.5 11.RL.1 11.RL.2 11.RL.3 11.RL.9 11.RL.10 || Spelling Quiz 3

Entrance Ticket – Was the self-correction exercise helpful? What did you learn? What did you do well? Where do you feel you need improvement?

Students will be given a list of the types of NECAP essays with the characteristics of each essay.

Review Norm Abram self-correction exercise.

Students will develop a constructed response assignment (Response to Text-Literary-Poem) based on John Lennon's song "Beautiful Boy"

Students will also self-correct this essay as part of their homework. || Spelling Quiz

Entrance Ticket

Completion level of exercise

Essay

Completion of self-correction || NECAP Released Items

Entrance Ticket

Essay type handout || 3,4 || NECAP Prep || 11.L.1 11.L.2
 * 9/22 || How do students successfully prepare for and take the NECAP Test? || To successfully prepare for and take the NECAP Test || R-10-1.1

W-10-10 W–10–14 W–10–11 W–10–1 W–10–2 W–10–3

11.W.2 11.W.4 11.W.5 11.W.9 || Spelling Quiz 4

Entrance Ticket - Write a one paragraph essay on how and why you know you are intelligent and creative.

Review Poetry self-correction exercise.

Students will be given the following constructed response assignment (Response to Text-Literary-Fact Sheet): Life 10,000 years ago.

We will attack the prompt and organize the essay. || Spelling Quiz

Completion of paragraph

Completion of exercise

Completion of essay || Quiz

Entrance Ticket

Exercise

NECAP Release Item || 3,4 || NECAP Prep || R-10-1 R–10–2 R-10-3 R-10-4 R–10–7 R-10-8 R-10-13
 * 9/24 || How do students successfully prepare for and take the NECAP Test? || To successfully prepare for and take the NECAP Test || R–10–11

R–10–2.1a R–10–2.1b

11.W.4 11.SL.1 11.SL.5

11.L.1 11.L.2 || We will view a Brain Pop video on "The Mysteries of Life" and take the reading/viewing comprehension quiz.

Students will note, define and record the functions of verb, along with action, state of being, helping and linking verbs, and adverb.

Students will watch the Grammar Rock videos for verbs and adverbs || Quiz Score

Notes || BrainPop Application

Grammar Rock Videos ||  || Saturday NECAP Academy 9-11 || W-10-11 W-10-1 W-10-2 W-10-3 W-10-6 W-10-7 W-10-8
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Activites** || **Assessments** || **Resources/Readings** || **DOK** || **Special Consideratios** ||
 * 9/27 || How do students successfully prepare for and take the NECAP Test? || Students will write a complete and accurate response that includes details and support from the text to demonstrate proficiency in constructed response writing through writing a fact sheet essay. || W-10-10
 * 9/27 || How do students successfully prepare for and take the NECAP Test? || Students will write a complete and accurate response that includes details and support from the text to demonstrate proficiency in constructed response writing through writing a fact sheet essay. || W-10-10

11.W.2 11.W.4 11.W.5 11.W.9 || We will read the released item as projected on the board. We will then properly categorize the different elements of life 10,000 years ago and students will compare those to life today || Participation in class wide exercise || NECAP Released Items

ELMO || 3,4 || NECAP Prep || W-10-11 W-10-1 W-10-2 W-10-3 W-10-6 W-10-7 W-10-8
 * 9/29 || How do students successfully prepare for and take the NECAP Test? || To review and self-edit writing || W-10-10

11.W.2 11.W.4 11.W.5 11.W.9 || Students will review their own fact sheet essay || Revisions on fact sheet essay || Released item, student created essay || 3,4 || NECAP Prep || W-10-11 W-10-1 W-10-2 W-10-3 W-10-6 W-10-7 W-10-8
 * 10/1 || How do students successfully prepare for and take the NECAP Test? || To review NECAP writing genres, formats, and reading comprehension strategies || W-10-10

R-10-11 R-10-1 R-10-2 R-10-3 R-10-4 R-10-5 R-10-8 R-10-12 R-10-13 R-10-14 R-10-17

11.W.2 11.W.4 11.W.5 11.W.9 11.W.10

11.RL.1 11.RL.2 11.RL.6 11.RL.9 11.RL.10

11.RIT.1 11.RIT.2 11.RIT.6 11.RIT.9 11.RIT.`0 || Students will note writing genres and formats along with reading comprehension strategies || Notes || Genre handouts, five paragraph graphic organizers || 1,2 || Saturday Academy for NECAP Prep || R-10-1 R–10–2 R-10-3 R-10-4 R–10–7 R-10-8 R-10-13 || Cooperatively review NECAP released items on reading comprehension || Completion of simulated assessments || NECAP Released Reading Comprehension items || 3,4 || Covered Health Classes for NECAP Reading Comprehension Prep || R-12-5
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activites** || **Assessments** || **Resources/Readings** || **DOK** || **Special Consideratios** ||
 * 10/4 || How do students successfully prepare for and take the NECAP Test? || Review NECAP Reading Comprehension Strategies || R–10–11
 * 10/4 || How do students successfully prepare for and take the NECAP Test? || Review NECAP Reading Comprehension Strategies || R–10–11
 * 10/5 || NECAP - Writing || NECAP - Writing || NECAP - Writing || NECAP - Writing || NECAP - Writing || NECAP - Writing ||  || NECAP - Writing ||
 * 10/6 || NECAP - Writing || NECAP - Writing || NECAP - Writing || NECAP - Writing || NECAP - Writing || NECAP - Writing ||  || NECAP - Writing ||
 * 10/11 || **No School** || **No School** || **No School** || **No School** || **No School** || **No School** ||  || **No School - Woonsocket Primary Day** ||
 * 10/12 || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension ||  || NECAP - Reading Comprehension ||
 * 10/13 || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension || NECAP - Reading Comprehension ||  || NECAP - Reading Comprehension ||
 * 10/18 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || To explore the three themes we will be exploring throughout the academic year. || R-12-4

11.RL.2 || In small cooperative groups, students will create murals that represent rugged individualism and the American Dream; they will also write a sentence about what the American Dream and Rugged Individualism means to them || Poster Completion || Poster paper, markers ||  || First day of class that is not NECAP prep driven || 11.L.1 W-10-14
 * 10/20 || NECAP-Math || NECAP-Math || NECAP-Math || NECAP-Math || NECAP-Math || NECAP-Math ||  || NECAP-Math ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Consideratios** ||
 * 10/25 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard" || R-12-1
 * 10/25 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard" || R-12-1

R-12-11 R-12-4 R-12-5 W-12-10 W-12-11 W-12-3

11.RIT.1 11.RIT.2 11.RIT.3 || Students will receive and review Spelling Lists 6 & 7

Students will complete two questionnaires re: NECAP; one for reading and one for writing

Students will read the essay "On Father's Day -- Learning to Let Go of the Atticus Finch Gold Standard" and employ directed notes... What is not finished in class will be finished for Homework || Questionnaire answers

Completion of homework || Article, "On Father's Day -- Letting Go of the Atticus Finch Gold Standard"

Triple Entry Journal || 2,3,4 ||  || 11.L.1 R-12-11
 * 10/27 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard" || R-12-1

11.RIT.1 11.RIT.2 11.RIT.3

R-12-11 R-12-4 R-12-5 W-12-10 W-12-11 W-12-3

11.W.2 11.W.4 11.W.5 11.W.6 11.W.9 11.W.10 || Spelling Test 6 & 7

Check Directed Notes on Article

Check Triple Entry Journals Student will continue to work on their essays on Aidan's pursuit of the American Dream, Rugged Individualism, and American Exceptionalism Period 1 - Will finish graphic organizer for first paragraph and move onto second Period 2 - will review each others' papers and hand in

Period 3 - Will continue drafting || Spelling Test 6 & 7

Homework Check

Homework Check

Computer Lab Participation || Article, "On Father's Day -- Letting Go of the Atticus Finch Gold Standard"

Computer Lab, Triple Entry Journal || 2,3,4 ||  || 11.L.1 W-12-10 W-12-11 || Spelling Test 8
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/1 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard" || R–12–1
 * 11/1 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard" || R–12–1

Students will peer edit each other's papers. || Spelling Test 8

Completion of peer editing form || Spelling Test

Peer editing form || 3,4 ||  || 11.L.1 W-12-10 W-12-11 W-12-3
 * 11/3 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard" || R–12–1

11.W.2 11.W.4 11.W.5 11.W.6 11.W.9 11.W.10

W-12-10 W-12-11 W-12-3

R-12-7 R-12-8 R-12-12 || Spelling Test 9 - All

1 - Finish BP1 Graphic Organizer, Begin BP2

2 - Do Now Journal - "Is it good to be selfish?"

Read article "Counterfiet Individualism" by Nathaniel Brown, do directed notes, discuss

3 - Finish BP2 & 3 graphic organizers || Spelling Test 9

Graphic Organizer || "Counterfiet Inidividualism" by Nathaniel Braden from the book //The Virtue of Selfishness// Graphic Organizer || 2,3,4 ||  ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/8 || **No School - Woonsocket Election Day** || **No School - Woonsocket Election Day** || **No School - Woonsocket Election Day** || **No School - Woonsocket Election Day** || **No School - Woonsocket Election Day** || **No School - Woonsocket Election Day** ||  || **No School - Woonsocket Election Day** ||
 * 11/10 || Why is it good to be selfish? || To construct a five-paragraph reflective essay || W-12-14
 * 11/10 || Why is it good to be selfish? || To construct a five-paragraph reflective essay || W-12-14

11.W.2 11.W.4 11.W.6 || All Classes will write a reflective essay: Why is it good to be selfish? || Completed essay || Computer Lab || 4 || Attending a Seminar ||
 * || ** Second Quarter ** || ** Second Quarter ** || ** Second Quarter ** || ** Second Quarter ** ||  || ** Second Quarter ** ||   || ** Second Quarter ** ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/14 || What are the American Dream, Rugged Individualism, and American Exceptionalism?
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/14 || What are the American Dream, Rugged Individualism, and American Exceptionalism?

Why is it good to be selfish? How does being selfish related to rugged individualism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard"

To introduce Ayn Rand and her philosophy of Objectivism in preparation of reading //Anthem//. || R-12-3 11.L.3 W-12-10 W-12-11 W-12-3

11.W.2 11.W.4 11.W.5 11.W.6 11.W.9 11.W.10

R-12-7 R-12-8 R-12-12

11.RIT.2 11.RIT.3 || Assign Idioms 3,4,5

1 - Review BP2 Graphic Organizer and work on it... move onto BP3 Graphic Organizer... students will work on BP3 for homework... we will compose on Wednesday

2 - We will finish reading Counterfeit Individualism in class and discuss

3 - We will read and discuss Counterfeit Individualism in class || Idiom worksheet completion

Graphic organizer completion

Discussion participation || Idiom worksheet

Graphic Organizer

"Counterfeit Individualism" || 3,4 ||  ||
 * 11/16 || What are the American Dream, Rugged Individualism, and American Exceptionalism? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard" || R-12-1

W-12-10 W-12-11 W-12-3 11.L.3

11.W.2 11.W.4 11.W.5 11.W.6 11.W.9 11.W.10

OC-12-1 R-12-11 R-12-4 11.RL.2 || Spelling Test 10

Review Idioms 3

1- Computer Cart 1 - Draft Aiden Paper

3- Computer Cart 1 - Draft Aiden Paper

2- Pass out //Anthem;// view Fountainhead || Spelling Test 10

Idiom worksheet completion

Writing progress

//Fountainhead// film || Spelling Test

Idiom worksheet

Computer cart

//Anthem// books || 2,3,4 ||  ||
 * 11/18 || What are the American Dream, Rugged Individualism, and American Exceptionalism?

How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in Ayn Rand's literary works? || Students will connect and relate these essential questions to the eight-year-old Aidan in the article "The Atticus Finch Gold Standard"

To introduce Ayn Rand and her philosophy of Objectivism in preparation of reading //Anthem//. || R-12-3 11.L.3

W-12-10 W-12-11 W-12-3 11.L.3

11.W.2 11.W.4 11.W.5 11.W.6 11.W.9 11.W.10

OC-12-1 R-12-11 R-12-4 11.RL.2 || Review Idioms 4 & 5

Assign Idioms 6,7,8

1- Computer Cart 1 - Draft Aiden Paper

3- Computer Cart 1 - Finish Aiden Paper; pass out //Anthem//

2- Complete viewing Fountainhead || Idiom worksheet completion

writing progress || Computer cart

//Anthem// books

//Fountainhead// film || 2,3,4 ||  || explored and exemplified in Ayn Rand's literary works? || To expose students to a cinematic version of one of Rand's literary works. || R-12-3 11.L.3 R-12-11 11.RL.2
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Consideratios** ||
 * 11/21 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism
 * 11/21 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism
 * 11/21 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism

OC-12-1 R-12-11 R-12-4 || Review Idioms 6 & 7

Period 3 - Complete Fountainhead || Idiom worksheet completion || Idiom worksheet

//Fountainhead// film || 2,3,4 ||  || explored and exemplified in Ayn Rand's literary works? || To introduce Ayn Rand and her philosophy of Objectivism in preparation of reading //Anthem//. || R-12-3 11.L.3 OC-12-1 R-12-11 R-12-4 || Review Idioms 8
 * 11/23 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism

Assign Idioms 9 & 10

Period 1 view Ayn Rand interview with Mike Wallace

Periods 2 & 3 view Ayn Rand interview with Phil Donahue || Idiom worksheet completion

Interview question worksheet || Idiom worksheet

Interview worksheet

YouTube videos of interviews || 2,3,4 || Hour long blocks due to Clash of the Classes || explored and exemplified in Ayn Rand's literary works and other's works? || To review student intial understanding of the novella //Anthem.// || R-12-3 11,L.3 R-12-11 R-12-1 11.L.4
 * 11/25 || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** ||  || ** Thanksgiving ** ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/28 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism
 * 11/28 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism
 * 11/28 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism

OC-12-1 R-12-11 R-12-4

R-12-5 11.RL.2 11.RL.4 || Review Idioms 9 & 10

Assign Vocab 1,2,3

//Anthem// Reading Comprehension Test

View video and read lyrics of Johnny Cash's "Big Bad John" to note elements of Rugged individualism. || Idiom worksheet completion

Reading comprehension test

Discussion participation || Idiom worksheet

Test

YouTube Video & Lyrics || 2,3,4 || First day back after Thanksgiving break || explored and exemplified in Ayn Rand's literary works? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-3 11.L.4
 * 11/30 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism

OC-12-1 R-12-11 R-12-4

11.RL.2 11.RL.4

R-12-5 || Review Vocab 1,2

View video and study lyrics of "I've Got to be Me" by Sammy Davis, Jr.

Students will receive the sheet explainng Dystopia and the worsheet on Dystopian Charactersitics. We will review the concept of Dystopia and they will complete the characteristic sheet for homework. || Vocab worksheet completion || Vocab worksheet, YouTube video and lyrics, Dystopia sheet, Anthem || 2,3,4 ||  || explored and exemplified in Ayn Rand's literary works? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-3 11.L.4
 * 12/2 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism

OC-12-1 R-12-11 R-12-4

11.RL.2 11.RL.4

R-12-5 11.SL.1 11.SL.4 || Review Vocab 3

Assign Vocab 4,5,6

View video and study lyrics of "My Way" by Frank Sinatra

We will discuss the dystopian characteristics as they relate to //Anthem//.

Coopertatively, students will note how Equality 7-2521 is a rugged individualist, an American Exceptionalist, and fulfills his American Dream using quotes from the novel. || Vocab worksheet completion

Discussion of themes

Discussion of Dystopian characteristics

Completion of cooperative work. || Vocab worksheet, YoutTube video and lyrics, markers and large sheets of paper || 2,3,4 ||  || explored and exemplified in Ayn Rand's literary works? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-3 11.L.4
 * **Date** || **Essential Queston** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 12/5 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism
 * 12/5 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism
 * 12/5 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism

R-12-11 R-10-4 R-10-5

11.RL.2 11.RL.7

11.SL.1 11.SL.4

R-10-7 R-10-8

11.RIT.2 11.RIT.3 11.RIT.10 || Review Vocab 4

Period 1 will read and discuss Chapters 3 - 6

Period 2 & 3 - coopertatively, students will note how Equality 7-2521 is a rugged individualist, an American Exceptionalist, and fulfills his American Dream using quotes from the novel.

Students will also read and apply directed notes to the article "Boy 9, Suspended for Calling Teacher Cute" || Vocab worksheet completion || Vocab Worksheet, markers, large paper, "Boy 9..." article, || 2,3,4 ||  || Allowed students to prepare their art work for this evening's event || ** Junior Arts Night ** || ** Junior Arts Night ** ||  || ** Junior Arts Night ** || explored and exemplified in Ayn Rand's literary works? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-3 11.L.4
 * 12/7 || ** Junior Arts Night ** || ** Junior Arts Night ** || ** Junior Arts Night ** || ** Junior Arts Night **
 * 12/9 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism

11.RIT.2 11.RIT.3 11.RIT.10

R-12-3 11.L.4

R-12-11 R-10-4 R-10-5

11.RL.2 11.RL.7 || Review Vocab 4, 5, 6

Periods 2 & 3: Students will also read aloud, discuss and debate the article "Boy 9, Suspended for Calling Teacher Cute"

Period 1 will complete reading the novel //Anthem// aloud || Vocab worksheet completion || Vocab Worksheet, markers, large paper, "Boy 9..." article, || 2,3,4 ||  || R-12-4 R-12-5 R-12-6
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 12/12 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-11
 * 12/12 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-11
 * 12/12 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-11

11.RL.1 11.RL.2 11.RL.3 11.RL.4 11.RL.10 11.SL.1 11.SL.4 || Periods 2 & 3 will read the short story "Harrison Bergeron" by Kurt Vonnegut and relate to the "Cute" article

Period 1: coopertatively, students will note the dystopian charactersistics and how Equality 7-2521 is a rugged individualist, an American Exceptionalist, and fulfills his American Dream using quotes from the novel. || Discussion

Group work, findings || Vocab Worksheet, markers, large paper, "Boy 9..." article, || 2,3,4 ||  || 11.L.4
 * 12/14 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-3

W-12-10 W-12-11 W-10-2 W-10-3

11.W.1 11.W.2 11.W.4 11.W.5 11.W.8 11.W.9 11.W.10 || Review Vocab 7-8

Periods 2 & 3 will pre-write and draft a paper on how they displayed their individuality in ways akin to Prometheus in //Anthem// and the title character in Harrison Bergerson || Vocab worksheet completion || Vocab Worksheet, markers, large paper, "Boy 9..." article, || 2,4 ||  || 11.L.4
 * 12/16 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || To explore themes of individuality and the concept of the dystopia in American Literature. || R-12-3

W-12-10 W-12-11 W-10-2 W-10-3

11.W.1 11.W.2 11.W.4 11.W.5 11.W.8 11.W.9 11.W.10 || Review Vocab 9-10

Periods 2 & 3 will pre-write and draft a paper on how they displayed their individuality in ways akin to Prometheus in //Anthem// and the title character in Harrison Bergerson || Vocab worksheet completion

Graphic organizers || worksheet, graphic organizer || 2,4 ||  || 11.W.8 11.W.9 11.W.10 || Relation to Character paper due || Paper due at end of class || Computer lab || 4 ||  || W-10-11 W-10-14
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 12/19- 12/21 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || Students will write a paper in which they relate themselves to characters, situations and themes in //Anthem// and "Harrison Bergeron" || 11.W.2
 * 12/19- 12/21 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || Students will write a paper in which they relate themselves to characters, situations and themes in //Anthem// and "Harrison Bergeron" || 11.W.2
 * 12/19- 12/21 || How are the concepts of the American Dream, rugged individualism, and American Exceptionalism explored and exemplified in another literary works outside //Anthem//? || Students will write a paper in which they relate themselves to characters, situations and themes in //Anthem// and "Harrison Bergeron" || 11.W.2
 * 12/23 || Christmas Party || Christmas Party || Christmas Party || Christmas Party || Christmas Party || Christmas Party ||  || Christmas Party ||
 * 12/24-1/2 || **Christmas Break** || **Christmas Break** || **Christmas Break** || **Christmas Break** || **Christmas Break** || **Christmas Break** ||  || **Christmas Break** ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 1/4 || What are some of today's health issues faced by teens? || Students will draft their Health Paper || W-10-10

11..W.1 11.W.2 11.W.4 11.W.10 || Students will outline, draft, and review each other's helath papers || Progress on Helalth paper by period's end || Writing expectations sheet developed by Ms. Moynihan and I || 2,3 || Writing Across the Curricula ||
 * 1/6 || How are the themes and issues presented and confronted in //Anthem// and "Harrison Bergeron" relevant in today's society? || After 20 minutes of prep times, students will debate issues brought up in this unit's readings || OC-10-1.1 OC-10-1.2 OC-10-1.3 OC-10-1.4 OC-10-1.5

11.SL.1 11.SL.3 11.SL.6 || Socratic Debate || Debate participation || Questions and issues to be debated || 3,4 || Unit wrap-up || OC-10-1.2 OC-10-1.3 OC-10-1.4 OC-10-1.5
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 1/9 -1/11 || What are the historical issues relevant in //To Kill A Mockingbird//? || Group members will combine knowledge on respective topics and make presentation to disseminate to class that is easy to understand, informative, and engaging || OC-10-1.1
 * 1/9 -1/11 || What are the historical issues relevant in //To Kill A Mockingbird//? || Group members will combine knowledge on respective topics and make presentation to disseminate to class that is easy to understand, informative, and engaging || OC-10-1.1

11.W.6 11.W.7 11.SL.1 11.SL.3 11.SL.4 || Students will combine to work with other students who had their same research topic. They will then combine knowledge into the form of an engaging presentation which assumes all members have a speaking role and that there is a visual component to accentuate the presentation || Finished product by the end of class || Webquest answers in notebook Chart paper || 1,2,3,4 || Transitioning into new unit; coming up on exam season || OC-10-1.2 OC-10-1.3 OC-10-1.4 OC-10-1.5
 * 1/13 || What are the historical issues relevant in //To Kill A Mockingbird//? || Groups present information to the class. Audience members take notes on important points disseminated || OC-10-1.1

11.W.6 11.W.7 11.SL.1 11.SL.3 11.SL.4 || Each of the 5 groups will present their topic's information and successfully navigate through a Q&A session afterward. Additionally, audience members will take copious notes on the critical facts imparted || Completed presentation that was engaging, informative and easy to follow Audience Participation Log filled out completely || Audience Participation Log || 1,2,3,4 || Groups are not penalized for an individual's absence or lack of performance || OC-12-1.2
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 1/18 || What are the historical issues relevant in //To Kill A Mockingbird//? || To View the film //To Kill A Mockingbird// || OC-12-1.1
 * 1/18 || What are the historical issues relevant in //To Kill A Mockingbird//? || To View the film //To Kill A Mockingbird// || OC-12-1.1

11.SL.2 || Students will view the film //To Kill A Mockingbird// || Midterm Exam || Film

Viewers Guide || 1 ||  || W-12-2.3 W-12-3.1a W-12-3.1b W-12-3.2 W-12-3.3 W-12-3.4
 * 1/20 - 1/23 || What are the historical issues relevant in //To Kill A Mockingbird//? || Midterm Exam || W-12-2.1

11.W.2 11.W.4 11.W.5 11.W.6 11.W.9 || Students will list and explain three important historical issues and how they manifest themselves in the film //To Kill A Mockingbird// in a five-paragraph essay || Midterm Exam || Viewers Guide

Audience Participation Log || 4 || Midterm Exam || OC-10-1.4 R-10-4 R-10-5
 * || ** Second Semester **
 * Third Quarter ** || ** SecondSemester **
 * Third Quarter ** || ** Second Semester **
 * Third Quarter ** || ** Second Semester **
 * Third Quarter ** || ** Second Semester **
 * Third Quarter ** || ** Second Semester **
 * Third Quarter ** ||  ||   ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 1/31-2/2 || What is the spoken word? What makes for a good spoken word performance? What is good story telling? || To expose students to a quality spoken word performance involving intricate story telling. || OC-10-1.1 through

11.SL.2 11.SL.3 11.SL.4 || Students will watch the 1983 comedy concert //Bill Cosby: Himself.//

Students will read a short biography on Bill Cosby, view a short biography on Bill Cosby on my digication page, and answer questions about the performance. || Question SheetS || YouTube, projector, question sheet. || 2,3 ||  || R-10-6.1 W-10-2.1 W-10-2.3 W-10-3.1a W-10-3.4
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 2/7 || African American Voice: Pre-Civil Rigths Era || Explore the question:What happens to a dream deffered? || R-10-5.5
 * 2/7 || African American Voice: Pre-Civil Rigths Era || Explore the question:What happens to a dream deffered? || R-10-5.5

11.RL.2 11.RL.3 11.RL.4 11.RL.5 11.RL.9 11.RL.10

11.W.4 11.W.5 11.W.9 11.W.10

11.L.1 11.L.2 11.L.3 11.L.4 11.L.5 11.L.6 || Students will read "A Dream Deferred" and analyze its meaning, its significance in the African American community (pre-civil rights). They will then write a complete paragrah which explores this significance || Complete paragraph response: What is the most sad/damaging/unfortunate image in the poem and why? || Langston Hughe's "A Dream Deferred" || 1,2,3 || Students have the opportunity to analyze poem's significance with a partner before sharing out to the class || R-10-8.2 W-10-2.1 W-10-3.1a W-10-3.3 W-10-3.4
 * 2/9 || African American Voice: Pre-Civil Rigths Era || What was MLK's dream? || R-10-8.1

11.RL.2 11.RL.3 11.RL.4 11.RL.5 11.RL.7 11.RL.9 11.RL.10

11.W.4 11.W.5 11.W.9 11.W.10

11.L.1 11.L.2 11.L.3 11.L.4 11.L.5 11.L.6

11.SL.1 11.SL.2 11.SL.3 11.SL.5 || Students will read an excerpt from MLK's "I Have a Dream" speech. They will then write a complete paragraph which describes the essence of his dream... Students will also view the speech via YouTube. || Complete paragraph response: Describe King's dream using evidence from the text to support your answer || Excerpt from MLK's "I Have a Dream" speech; YouTube recording || 1,2,3,4 || Unfamiliar vocab words and phrases will be discussed either before or during the reading ||
 * 2/14 || African American Voice: Pre-Civil Rights era || Pre-Reading Test on //A Raisin int he Sun//
 * 2/14 || African American Voice: Pre-Civil Rights era || Pre-Reading Test on //A Raisin int he Sun//

Read and analyze Act 1.1 of //A Raisin in the Sun// || R-10-4.1 R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3

11.RL.2 11.RL.7 11.RL.9 || Students will volunteer to read parts for Act 1.1 and then answer questions dealing with Act 1.1 || Pre-Reading Test responses

Correctly answer study guide questions for Act 1.1 || Pre-Reading Test

//A Raisin in the Sun// by Lorraine Hansberry

Study Guide Questions || 1,2,3,4 ||  || R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3
 * 2/16 || African American Voice: Pre-Civil Rights era || Read and analyze Act 1.2 of //A Raisin in the Sun// || R-10-4.1 R-10-4.2 R-10-11.1

11.RL.2 11.RL.7 11.RL.9 || Students will volunteer to read parts for Act 1.2 and then answer questions dealing with Act 1.2 || Correctly answer study guide questions for Act 1.2 || //A Raisin in the Sun// by Lorraine Hansberry

Study Guide Questions || 2,3 || Exciting Day... last class prior to vacation; students learned their individual NECAP scores || R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3
 * || ** 2/20-2/24 February Break ** || ** 2/20-2/24 February Break ** || ** 2/20-2/24 February Break ** || ** 2/20-2/24 February Break ** || ** 2/20-2/24 February Break ** || ** 2/20-2/24 February Break ** ||  || ** 2/20-2/24 February Break ** ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 2/28-2/29 || African American Voice: Pre-Civil Rights era || Continue reading and analyze Act 1.2 of //A Raisin in the Sun// || R-10-4.1 R-10-4.2 R-10-11.1

11.RL.2 11.RL.7 11.RL.9 || Students will volunteer to read parts for Act 1.2 and then answer questions dealing with Act 1.2 || Correctly answer study guide questions for Act 1.2 || //A Raisin in the Sun// by Lorraine Hansberry

Study Guide Questions || 2,3 || Will do a discussion recap of what has already been read || R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3
 * 3/6-3/8 || African American Voice: Pre-Civil Rights era || Students will continue and complete reading //A Raisin in the Sun// || R-10-4.1 R-10-4.2 R-10-11.1

11.RL.2 11.RL.7 11.RL.9 || Students will read and analyze //A Raisin in the Sun// || Students will correctly answer study guide questions and vocabulary || //A Raisin in the Sun// by Lorraine Hansberry || 2,3 || Will do a discussion recap of what has already been read || R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 || Students will take post-reading comprehension test on //A Raisin in the Sun//
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 3/13 || Did I Understand the Reading of "A Raisin in the Sun"? || To discover student mastery || R-10-4.1

continue with paperwork for //A Raisin in the Sun// or do make-up work || Reading Comprehension Test || On-Line Reading Comprehension Test || 4 || Students who were absent for last part of the reading may re-take test || OC-12-1.2
 * 3/19-3/21 || How Does as Classic Literary Work Transfer to Another Medium, Particularly Film? || To note the use of different media to portray the drama "A Raisin in the Sun" || OC-12-1.1

11.SL.2 || Students will view the Sidney Poitier film //A Raisin in the Sun// || Paper || DVD of Sidney Portier Film || 3 || Note similarities and differences of script to film ||
 * 3/27-4/5 || How are the male or female protagonists portrayed in the play "A Raisin in the Sun"? || To analyze Walter Lee Younger's character in relation to George Murchinson and Joseph Asagai or Ruth Younger's character in relation to Beneatha and Lena (Mama) Younger

Advanced Students will develop their own topics for research and interpretation || 11.W.2 11.W.4 11.W.5 11.W.6 11.W.7 11.W.8 11.W.9 11.W.10 || Students will construct a five-paragraph essay

Advanced Students will construct a more extensive essay || Paper || Computer Lab, Computer Cart

Triple Entry Journals || 4 ||  || OC-12-1.2
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 4/9-4/14 || Why must the rugged individualist stand up against an unjust society? || Students will know who Arthur Miller is and his reason from writing //The Crucible//; students will also be able to identify the reasons for the Salem-Witch trials, and define and note the causes of the Red Scare || OC-12-1.1

11.SL.2

11.W.6 11.W.9 || Students will view the film //The Crucible//

Students will complete a //Crucible-//related webquest || Webquest || The film //The Crucible//

Court document pertaining to the pressing of Giles Corey

Computer Lab 1 || 1,2,3 || Week prior to April Vacation

Truncated period Friday 13 due to Clash of the Classes || 11.W.4 11.W.6 || Students will employ their self-critiquing and reflective writing skills in the computer lab || Completion of Reflections for portfolio presentations || Computer Lab 1 || 3,4 || Junior Portfolio Presentations are coming up in May
 * ** 4/16-4/20 ** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** ||  || **April Vacation** ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 4/23-4/25 || What has made this particular academic experience successful for me? || Students will compose reflections on their Digication page for portfolio presentations || 11.W.2
 * 4/23-4/25 || What has made this particular academic experience successful for me? || Students will compose reflections on their Digication page for portfolio presentations || 11.W.2

This time is allotted for portfolio preparation || Lab...
 * 4/27-4/30 in Computer

5/2-5/4 in class presentations || What was the era known as the Roaring 20s like? || Students will explore the zeitgeist of the Roaring 20s || 11.RIT.1 11.RIT.2 11.RIT.3 11.RIT.8 11.RIT.9 11.RIT.10

11.W.2 11.W.4 11.W.6 11.W.7 11.W.8

11.SL.1 11.SL.2 11.SL.4 11.SL.5 11.SL.6 || In groups of 2 or 3, students will select an aspect of the 1920s to explore via research and create a PowerPoint presentation for the class || Productivity in Computer Lab

Quality of PowerPoint Presentation || Computer Lab 1

Resources Students research online || 2,3,4 || This is preparation for the unit on //The Great Gatsby// which will be the last full unit of the year || 11.RL.4 11.RL.6 11.RL.9 11.RL.10 || Class discussion on events that led students to developing their identities, what constitutes individualism || Discussion Lit Circles Final Exam || //The Great Gatsby// || 2,3 || Last novel of the year... accommodations may have to finish the novel || 11.RL.4 11.RL.6 11.RL.9 11.RL.10 || Students will gather in literature circles || Lit Circle worksheets || //The Great Gatsby// || 3,4 || - Who are the characters? - What is Gatsby's origin story? - How does Gatsby's cover story unravel? - How are Tom and Gatsby foil characters to each other? What is the significance of the green light? || 11.W.4 11.W.5 11.W.6 11.W.7 11.W.9 11.W.10 || Students will begin the writing process for the final exam || Quote entry journals, outline || //The Great Gatsby// || 3,4 ||  || 11.W.4 11.W.5 11.W.6 11.W.7 11.W.9 11.W.10 || Students will compose essay that comprises their final exam || Final exam || Novel, outline, quote entry journals, final draft || 3,4 || Final Exam ||
 * 5/7 || What is the tragedy in forsaking one's identity? || Students will take a pre-preading test on //The Great Gatsby// ||  ||   ||   ||   ||   ||   ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Reading/Resources** || **DOK** || **Special Considerations** ||  ||   ||
 * 5/9 || What happens when you sacrifice your individuality? || Students will be introduced to //The Great Gatsby// and we will read chapter 1 in class || 11.RL.3
 * 5/11-5/25, 530 || What happens when you sacrifice your individuality? || Students will participate in cooperative literature circles for each chapter of the novel... in some cases we will read the novel aloud in class. For the sake of time, we will read some of the chapters aloud in class. || 11.RL.3
 * 5/11-5/25, 530 || What happens when you sacrifice your individuality? || Students will participate in cooperative literature circles for each chapter of the novel... in some cases we will read the novel aloud in class. For the sake of time, we will read some of the chapters aloud in class. || 11.RL.3
 * 6/1 || ** Through a well-developed essay, discuss the following issue: Historian Frederick Jackson Turner once noted regarding the concept of rugged individualism that “ **** Americans…were a rugged, self-made race of men, forged in adversity through the pioneering experience, reborn and purified into a breed unique on earth.” Using this as a definitive framework, prove whether or not James Gatz is a rugged individualist. ** || Students will outline their final exam || 11.W.1
 * 6/6-6/7 || //See prompt above// || Students will take their final exam || 11.W.1