English12

Problem-solving skills builder || OC-12-1.1, OC-12-1.5, CC- 12.SL.1 || Team Problem Solving Competitions, Journal Entry, Questionnaire, Syllabus Review, Class Procedures || Journal Entry Writing Sample ||  || 1, 2 ||   || CC-- 12.SL.1, 12.RI.10, 12.RI.7, 12.RI.6 || Journal, Group Word Splash (brainstorming activity): What does it mean to be from the ghetto? What kinds of things do you associate with the ghetto? SSR Chapter 1 and begin to build a family tree independently || Journal, Informal Assessment of class discussion, group work chart paper word splash || Random Family: Chapter 1 || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1, 12.RI.3, 12.W.9, 12.W.10 || Go over family tree, work in groups to complete character sketches for main characters. Present to whole class. || Group's chart paper with character sketch- look for understanding of character's personality and traits. Chapter 1 Activity Sheet. || Random Family: Chapter 1 || 1,2,3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10 || Finish character sketches, whole class discussion using "put your two cents in" where all students must make two comments or ask two questions || Observations, probing questions, Ch 2 & 3 Activity Sheet || Random Family || 1,2,3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Class discussion- compare/contrast Jessica & Coco, work in pairs to come up with positive and negative qualities of George with support from text || Chapter 4 & 5 Activity sheet, group answers to question, observations of active engagement || Random Family || 1,2,3 ||  || CC- 12.R.1-3, 12.W.1, 12.W.4-6 || Mini-lesson on paraphrasing a source, review of MLA format, computer lab for student research on an issue seen in Random Family || Observations, conferencing one on one throughout class, Essay || Random Family, Computer Lab, || 1,2,3,4 ||  || CC- 12.W.3, 12.W.9, 12.SL.1 || Watch episode of "Beyond Scared Straight" and write a letter to Cesar detailing what awaits him if he pursues a life of crime. || Letter that uses examples from the televison show || "Beyond Scared Straight" from A & E, Random Family || 1,2,3 ||  || CC- 12.W.4-6, 12.SL.1, 12.W.1 || Peer editing and teacher/student conferencing on Issue Essay, discussion of events of chapter 6 using blog comments that were posted for homework || Informal assessments of active participation, peer review sheet || Random Family, Digication blog || 1,2,3 ||  || CC-12.SL.1, 12.RI.1, 12.RI.2, 12.RI.3, 12.RI.5-7 || Whole Class Discussion of Chapters 7 & 8 || Guided discussion, direct questioning || Random Family || 1,2,3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 ART || Guided class discussion, discussion of what the American Dream is and if it is possible for all Americans, Visual Depiction of chapter events organizer || Completed organizer, observations, guided questions and student responses` || Random Family || 1,2,3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Quiz on reading, Level 3 questions on incarceration, read two articles on mandatory minimum sentencing || Mandatory Sentencing writing assignment, level 3 questions from reading || Random Family, two articles from drugpolicy.org on minimum sentencing || 1,2,3,4 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Share mandatory sentencing essays, connect to material in book || double entry journal ch 15 & 16 || Random Family || 1,2,3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Watch Gangland episode on drug kingpins Frank Lucas and Nicky Barnes, essay comparing them to RF characters || Essay || Random Family, Gangland, American Gangster episode || 1,2,3 ||  || W-12-6.2 W-12-6.3 W-12-6.4a W-12-7.1 W-12-7.2 W-12-7.3 W-12-8.1 W-12-8.2 W-12-8.3 W-12-8.4 || Assign mini-project and partners, class time to begin work on project || project, observations of active engagement || Random Family, materials to construct poster || 1,2,3,4 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Group work- student led discussions of each chapter- present ideas || Observations of active engagement || Random Family || 1,2 ||  || W-12-6.2 W-12-6.3 W-12-6.4a W-12-7.1 W-12-7.2 W-12-7.3 W-12-7.4 W-12-8.1 W-12-8.2 W-12-8.3 W-12-8.4 CC- 12.W.2 12.W.4 12.W.7 12.W.9 12.SL.1 12.SL.3, 12.SL.4 12.Sl.5 || Pairs work on mini- projects || Observations of active engagement || Random Family, materials to construct poster || 1,2,3,4 || Shortened class periods- whole school to play next door || OC-12-2.2 OC-12-2.3 OC-12-2.4 OC-12-2.5 || Pairs present projects || Completed projects, presentations ||  || 1,2,3,4 ||   || 12.SL.1 || Discuss different kinds of journalism, brainstorm newspaper ideas, assign roles || Observations of active engagement || Copies of "The Call" || 1,2 ||  || 12.SL.1 || Go over news writing, ethics, assign stories || Observations, drafts of articles || Handouts on ethics, news writing || 1,2 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || SSR Chapters 19 & 20, complete a double entry journal || Double entry journal || Random Family || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RL.1 || Read poetry of Langston Hughes, listen to "I Have a Dream" by Common- work in groups to show how these "texts" connect to RF- present to class || Observations of active engagement, group presentations HW- Read chapters 21 & 22- make predictions about Coco and Jessica || "Harlem" and "Democracy" by Hughes, "I Have a Dream" recording and lyrics by Common || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Discussion on chapters 21 & 22- students share predictions about the two main female characters based on what they know about each up to this point in the novel. || Homework responses and class discussion shows insight into characters. All students contribute to class discussion. || Random Family || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Students contribute to class discussion of how Coco and Cesar's relationship has changed based on their reading of chapter 23. Conversation shows insight into the complexity of their relationship. || Thoughtful written response to prompt about their relationship. Active participation in class discussion. || Random Family || 1, 2, 3 ||  || CC- 12.W.3, 12.W.9, 12.SL.1 || Students will go online to play the "game" Spent at [|www.playspent.org] to simulate the real life challenges of living in poverty. Students will do this several times, choosing different low- level jobs and trying to make ends meet for a month on very limited budgets. Students will write a reflection on the activity and the specific decisions they had to make throughout the game. || Students take task seriously. Response show thoughtful reflection on the precarious situations those living in poverty face on a daily basis. || computer cart || 1, 2, 3 ||  || CC- 12.RL.7 12.W.2 12.W.4 12.W.5 12.W.6 12.W.7 12.W.8 12.W.9 || Student will begin research on an informational MLA essay. This will require them to research non-profit organizations that assist those living in poverty with a myriad of problems as seen in Random Family. Students will interview a member of the organization's staff and will connect the organization's mission to Random Family- how would it specifically benefit any of the family in the book? || Students are engaged in research throughout class. || Computer cart, Random Family, graphic organizers for MLA essay || 1, 2, 3, 4 ||  || CC- 12.RL.7 12.W.2 12.W.4 12.W.5 12.W.6 12.W.7 12.W.8 12.W.9 || Students continue work on community resource informational essays. || Students are engaged in writing/research throughout class. Essays show an understanding of the social issues in the text and present realistic solutions for improving the lives of the characters in the book. || Computer cart, Random Family, graphic organizers || 1, 2, 3, 4 ||  || The History of Welfare || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2 CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Students will read and annotate a historical perspective on welfare in the US. Each pair will be assigned a period in history to discuss with the class. All students will complte a T chart on the differences between the attitudes toward welfare under Presidents Reagan and Johnson Students will SSR chapters 24 & 25 and will complete double entry journal notes for each chapter. || Double entry notes show a deeper understanding of the text- level three responses. || Random Family Southern Poverty Law's Historical Perspective on Welfare in the US || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Class discussion of chapters 24 & 25 using double entry notes. Students work in pairs to decide on points to contribute to class discussion. Students then complete a handout that asks them to generate level three questions on how various topics are depicted in the novel. || Active particpation, handouts show understanding of issues presented in the text on a cultural level. Questions are level three in nature. || Random Family, handout on social issues || 1, 2, 3 ||  || CC- 12.RL.7 12.W.2 12.W.4 12.W.5 12.W.6 12.W.7 12.W.8 12.W.9 || Students receive graded informational essays. Discussion of problematic trends in writing. Class discussion on level three questions. SSR chapters 26 & 27. Students write a response to two questions posed by a classmate by choosing post-its that students post to the board. || Students actively engaged in class discussion. Responses to level three questions show insight and understanding of how the text depicts social and cultural issues in a broader context. || Random Family || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Small group discussions of reading of chapters 24 & 25. Teacher sits in with each group to promote discussion. || Students actively engaged. Discussions show deeper understanding of text. || Random Family || 1,2,3 ||  || Reading quiz || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 || Quiz to check for completion of reading. Class discussion on the evolution of the characters throughout the text. Have their lives improved in any way? How is the cycle of poverty broken? What should each of the characters do to improve their lives? Where do you see them heading? || Quizzes show that students understand events in text- level one questions to check for reading. Active participation in class discussion. || Random Family || 1, 2, 3 ||  || CC- 12.W.3, 12.W.9, 12.SL.1 || Class discussion of education system in the US and the inequalities that exist based on socio-economics. Connect these ideas to Random Family. Watch documentary- Waiting for Superman. Students respond to level three questions raised by the film. || Class discussion shows understanding that education and poverty are inextricably linked. Student tesponses to questions show understanding of the relationship between poverty and education. || Waiting for Superman || 1, 2, 3 ||  || W-12-11.2, W-12-1.1 W-12-1.2, W-12-1.3, W-12-1.4 OC-12-1.2 OC-12-1.3 CC- 12.W.3, 12.W.9, 12.SL.1 || Finish film- Waiting for Superman || Students respond to level three questions raised by the film. || Waiting for Superman || 1, 2 || Many students absent- day before break || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Hold group discussions of chapters 27-29 and generate three level three questions for class discussion. Students then write a revised, healthier letter from Cesar to Coco or from Coco to Cesar based on the reading. || Groups are negaged and contribute to class discussion. Letters show a more psychologically healthy communication between Coco and Cesar. Letter captures the nature of their relationship. || Random Family || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Students discuss Jessica's incarceration and the lives of women in prison. All students contribute at least one comment to conversation- ensured by use of a penny that they hand to me when they have contributed. Students then write a response on whether Jessica has a case against the prison system. || All students contribute to discussion. Student responses show thoughtful consideration of Jessica's mistreatment in prison. || Random Family || 1, 2, 3 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Reading test- level one questions prove students have read. Whole class discussion of the material. Students use double entry notes to generate class discussion. || All students actively participate in discussion. Reading tests show that students have read and comprehend events of RF. || Random Family || 1, 2, 3 ||  || CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.SL.1 || Students discuss the end of the book. Was it disappointing? What did you hope would happen? Read interview with Adrian Nicole Leblanc and discuss the points she makes about her experience researching and writing the book. Discuss the voices we do not hear as readers- that of Milagros and the journalist. Discuss the accuracy of her work. || All students are engaged in class discussion. Thoughtful contributions to the conversation. || Random Family, Atlantic Monthly Interview with Adrian Nicole Leblanc || 1, 2, 3 ||  || CC- 12.SL.1, 12.SL.3 || All students hear from a speaker from Family Resources, a local non-profit that works with those living in poverty. In class- students prepare questions for speaker, prep for mid-term || Students are attentive and pose thoughtful questions. || Speaker- Darlene Magaw from Family Resources and Community Action || 1, 2 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Students prepare for the midterm exam. They are given a choice of two prompts for a five paragraph MLA essay. Students prepare an outline or other pre-writing to answer the prompt. || Students work throughout block on pre-writing. || Random Family, graphic organizers || 1,2, 3, 4 ||  || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Students prepare for the midterm exam. They are given a choice of two prompts for a five paragraph MLA essay. Students prepare an outline or other pre-writing to answer the prompt. || Students work throughout the block on pre-writing. || Random Family, graphic organizers || 1, 2, 3, 4 || Only meet Block 1- exam schedule || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Students prepare for the midterm exam. They are given a choice of two prompts for a five paragraph MLA essay. Students prepare an outline or other pre-writing to answer the prompt. || Students work throughout the block on pre-writing. || Random Family, graphic organizers || 1,2, 3, 4 || Blocks 3 & 4- exam schedule || CC- 12.SL.1, 12.RI.1-3, 12.RI.6, 12.RI.10, 12.W.9 || Students take mid-term. Write MLA essays using pre-writing that they prepared ahead of time. || Essays show a clear understanding of RF. Sophisticated use of evidence to support thesis. ||  || 1, 2, 3, 4 ||   || W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RL.1 12.RL.2 12.RL.3 12.RL.4 12.RL.5 12.RL.6 12.RL.10 12.SL.1 || Students will read five different novels over the course of the semester. Overview of group roles, reading schedule, expectations and assignments. Groups are assigned and decide roles, which will change with each new book. Groups make a timeline of reading assignments for the four week period they have to complete the first novel. || Teacher observation of groups being productive. Completed handout that details group roles and reading assignments. || The Alchemist The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1 2 3 || Roles for Lit Circles: Discussion Director/Questioner Illuminator/Quotation Finder Illustartor/Facilitator Summarizer || Groups meet || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16, W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || Class discussion on ways to attack texts. What makes reading literature different from other kinds of reading? Go over strategies to understand texts on a deeper level. Discuss ways to promote rich discussion in lit circles. Groups meet for the first session. Teacher sits in with each group for 15 minutes to observe and facilitate discussion. || Observations of active engagement of all groups. Students hand in notes and other prepared work for discussion according to assigned roles. || Suggested questions for reading sheet Reading Guide for The Kite Runner The Alchemist The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1 2 3 || Literacy Specialist posts unfamiliar vocab for Kite Runner and The Alchemist for students || W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion. || Observations of student engagement, homework is complete, all group members contribute to discussion. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1,2,3 ||  ||   ||   ||   || OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion || Observations of student engagement, homework is complete, all group members contribute to discussion. ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/9 || Introductions, Icebreakers, Syllabus || Set expectations
 * 9/12 || Intro to Random Family || Students begin to think about the themes of the book || R-12-4.3, R-12-5.1, R-12-16.1, R-12-7.3, OC-12-1.2, OC-12-1.4
 * 9/14 || Random Family || Become familiar with the characters in Chapter One || R-12-5.1, R-12-5.2, OC-12-1.5, W-12-11.2, W-12-3.3
 * 9/16 || Random Family || Gain insight into the events of chapter 2 & 3 || R-12-16.2, OC-12-1.2, OC12-1.4, R-12-17.2, W-12-11.2, W-12-3.3
 * 9/19 || Random Family || Chapters 4 & 5 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 9/21 || Random Family || Essay Assignment || R-12-5.3, R-12-16.2, R-12-15, R-12-5.1, W-12-2.3, W-12-3.3, W-12-6.4b
 * 9/23 || Random Family || Making connections to outside sources || W-12-11.2, W-12-1.1 W-12-1.2, W-12-1.3, W-12-1.4
 * 9/26 || Random Family || Writer's Workshop, Gain Insight into Chapter 6 || W-12-1.4, W-12-3.1, W-12-3.3, W-12-3.4, W-12-6.4, W-12-6.4b, OC-12-1.4, OC-12-1.2
 * 9/28 || Random Family || Insights into Chapters 7 & 8 || R-12-5.3, R-12-16.1, R-12-16.2, R-12-7.4, OC-12-1.4, OC-12-1.2
 * 9/30 || Random Family || Examine Social Issues in the text || R-12-8.2, R-12-17.2, R-12-16.2, R-12-7.2, OC-12-1.4, OC-12-1.5 || Discuss the social inequality seen in RF, group work to provide a visual and quote/example from the text of the issue's significance || Completed Chart Paper of Issue Depiction || Random Family || 1,2,3 ||  ||
 * 10/3 || Random Family || Insight into Chapters 9 & 10 || R-12-16.2, R-12-7.2, R-12-8.2, R-12-7.4, OC-12-1.4, OC-12-1.2, W-12-14.1 || Students lead class discussion with prepared level 2 & 3 questions (HW), students choose a post-it that contains another's question and write a paragraph response to it. || Paragraph responses, observations, guided questions || Random Family || 1,2,3 ||  ||
 * 10/7 || Random Family || Insight into Chapter 11, Make Connections to Social Issues in Society at large || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 10/14 || Random Family || Discuss Chapters 12, 13, 14, connect info from outside sources to text || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 10/17 || Random Family || Ch 15 & 16 discussion || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 10/19 || Random Family || Understand the culture of poverty- compare to text || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 10/24 || Random Family || Examining the system, solutions || W-12-6.1
 * 10/26 || Random Family || Chapter 17 & 18 insights || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 10/28 || Random Family || Mini-project- examining the system || W-12-6.1
 * 10/31 || Random Family || Mini-project- examining the system || OC-12-2.1
 * 11/2 || Journalism || Intro to journalism, connect to RF || CC- 12.W.2, 12.W.4, 12.W.5, 12.W.6, 12.W.7
 * 11/4 || Journalism || Topics in journalism || CC- 12.W.2, 12.W.4, 12.W.5, 12.W.6, 12.W.7
 * 11/7 || Random Family || Chapters 19 & 20 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 11/9 || Random Family || Examining culture of poverty, connecting outside sources to text || R-12-16, R-12-4.4, R-12-4.5, R-12-5, OC-12-1.2
 * 11/15 || Random Family || Chapters 21 & 22 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 11/17 || Random Family || Chapter 23 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 11/22 || Random Family || Connecting text to social issues, making personal connections || W-12-11.2, W-12-1.1 W-12-1.2, W-12-1.3, W-12-1.4
 * 11/24 || Thanksgiving break ||  ||   ||   ||   ||   ||   ||   ||
 * 11/29 || Random Family || Community Resource paper- Informational Writing || W-12-10, W-12-6, W-12-7. W-12-8
 * 11/31 || Random Family || Community Resource Paper- Informational Writing || W-12-10, W-12-6, W-12-7. W-12-8
 * 12/1 || Random Family || Chapters 24 & 25
 * 12/6 || Random Family || Connecting to outside texts, history of welfare || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 12/8 || Random Family || Chapters 24 & 25 || R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2, W-12-10,
 * 12/13 || Random Family || Chapters 25 & 26 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 12/15 || Random Family || Continue discussion of text to this point- looking back, looking forward
 * 12/20 || Random Family || Connect text to Education System in US, Start film Waiting for Superman || W-12-11.2, W-12-1.1 W-12-1.2, W-12-1.3, W-12-1.4
 * 12/22 || Random Family || Finish Waiting for Superman || FILM
 * 1/3 || Random Family || Discuss Education in US- review where we left off || W-12-11.2, W-12-1.1 W-12-1.2, W-12-1.3, W-12-1.4 CC- 12.W.3, 12.W.9, 12.SL.1 || Summarize major points of film- Waiting for Superman. Class discussion of inequalities in education and how that ties into poverty. Students answer level three questions about the film in pairs. || Active patrticipation in class discussion. Answers to questions show an understanding of the reflexive relationship between education and poverty. ||  || 1, 2, 3 ||   ||
 * 1/5 || Random Family || Chapters 27, 28, 29 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 1/10 || Random Family || Chapters 30, 31, 32 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 1/12 || Random Family || Chapters 33-38 || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 1/17 || Random Family || Final Impressions- End of the book || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 1/19 || Random Family || Speaker || OC-12-1.2, OC-12-1.3, OC-12-1.4
 * 1/24 || Random Family || Exam prep || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 1/26 || Random Family || Exam prep || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 1/27 || Random Family || Exam prep || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 2/1 || Midterm || Midterm Exam || OC-12-1.2, OC-12-1.4, W-12-11.2, R-12-4.2, R-12-5.1, R-12-5.2, R-12-5.3, R-12-7.2
 * 2/3 || Field trip- All students go to Bryant to tour film facility. ||  ||   ||   ||   ||   ||   ||   ||
 * 2/6 || Literature Circles || Intro to Literature Circles, Planning Session || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16,
 * 2/8 || Literature Circles || How do we read literature?
 * 2/8 || Literature Circles || Groups meet || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16,
 * 2/10 || Literature Circles || Groups meet || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16, W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4

W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion. || Observations of student engagement, homework is complete, all group members contribute to discussion. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1,2,3 || OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion. || Observations of student engagement, homework is complete, all group members contribute to discussion. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1,2,3 ||  || W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion. || Observations of student engagement, homework is complete, all group members contribute to discussion. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1, 2, 3 ||  || W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion. || Observations of student engagement, homework is complete, all group members contribute to discussion. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1, 2, 3 ||  || W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion. Students assign tasks and begin work on mini-projects. Students also share ideas for individual essays due on Monday. || Observations of student engagement, homework is complete, all group members contribute to discussion. Mini- projects and essays show insight into book, answer essential question and show a fruitful group dynamic. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1, 2, 3, 4 ||  || W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4 OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion. || Observations of student engagement, homework is complete, all group members contribute to discussion. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1 2 3 4 ||  || OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion || Observations of student engagement, homework is complete, all group members contribute to discussion. Mini-projects and response to text essays for each text show insight and in-depth understanding of text. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1 2 3 4 ||  || OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || Respond to Sartre's quote "Hell is other people." Relate to self and protagonist of the book you are reading. Discuss with group members before engaging in lit circle activities. || Observations of student engagement, homework is complete, all group members contribute to discussion. Mini-projects and response to text essays for each text show insight and in-depth understanding of text. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1, 2, 3, 4 ||  || OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion || Observations of student engagement, homework is complete, all group members contribute to discussion. Mini-projects and response to text essays for each text show insight and in-depth understanding of text. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1,2,3,4 ||  || OC-12-2.1 CC- 12.RI.1 12.RI.2 12.RI.3 12.RI.5 12.RI.6 12.RI.10 12.W.2 || All groups meet and discuss their respective reading assignments. Teacher sits in with each group for 15 minutes to make sure they are on task and to encourage discussion || Observations of student engagement, homework is complete, all group members contribute to discussion. Mini-projects and response to text essays for each text show insight and in-depth understanding of text. || The Kite Runner Memoirs of a Geisha The House on Mango Street Things Fall Apart || 1,2,3,4 ||  || Students take notes as needed || Observations of student engagement and note- taking MLA paper & project that requires students to take on their own experiement of trying to get through a month earning minimum wage || Nickel & Dimed || 1, 2, 3 ||  || Persuasive Letter ||  || Students finish the book and draft a letter to their state rep making a case for a living wage || Letters to state reps that use evidence from the book || Nickel & Dimed || 1, 2, 3 ||   || Prompt- The struggle to define one's identity in the face of opposing outside forces is a timeless theme. Using two of the novels you have read in your literature circels, compare how each text addresses this theme. || Observations of student engagement, final exam || The House on Mango Street Kite Runner Memoirs of a Geisha Things Fall Apart The Alchemist || 1, 2, 3, 4 ||  || Kite Runner Memoirs of a Geisha Things Fall Apart The Alchemist || 1, 2, 3, 4 ||  ||
 * 2/10 || Lit Circles || Groups Meet || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16,
 * 2/13 || Literature Circles || Groups Meet || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16, W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4
 * 2/15 || Lit Circles || Groups Meet || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16,
 * 2/17 || Lit Circles || Groups Meet || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16,
 * 2/27 || Lit Cirlces || Groups Meet- finishing up book one || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16,
 * 2/29 ||  || Book 2 || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16,
 * 3/2- 3/23 || Literature Circles || Book 2 || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16, W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4
 * 3/26 || Literature Circles || Book 2 || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16, W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4
 * April 10 || Lit Circles || Finishing Book 2- papers due, projects presented || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16, W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4
 * 4/12-5-17 || Final Lit Circle Rotation || Book 3 || R-12-14.1, R-12-14.3, R-12-17.2, R-12-4, R-12-5, R-12-6, R-12-16, W-12-11.2W-12-3.2, W-12-3.3, W-12- 3.4
 * 5/22- 5/24 || Nickel & Dimed || Reading Sections 1 & 2 ||  || Students SSR Sections 1 & 2 of Nickel & Dimed for a interdisciplinary project- English & Math
 * 5/29-5/31 || Nickel & Dimed || Reading Section 3
 * 6/5 || Exam Prep ||  ||   || Students work on pre-writing for final exam
 * 6/7 || Exam ||  ||   || All students type up their final essay. || Exams || The House on Mango Street