GRADES 10 ELA CCGPS UNIT PLAN: __1st____ 9 WEEKS, 2nd PART (1ST, 2ND, 3RD, OR 4TH) Use your grade-level curriculum map to determine the reading and writing focuses of your unit and the numbers and types of assessments
READING FOCUS : _____Literary___________ (Literary or Informational)
THEME:
ONE EXTENDED TEXT FROM AMERICAN OR WORLD LITERATURE:
Winter’s Bone by Daniel Woodrell
SHORT TEXTS FROM AMERICAN OR WORLD LITERATURE:
Paradise Lost excerpts by John Milton
TBD from textbook
SHORT INFORMATIONAL TEXTS INCLUDING PRIMARY AND SECONDARY SOURCE DOCUMENTS FROM U.S. AND WORLD HISTORY:
“Meth Labs in America’s Heartland” by NBC Nightline
SUPPLEMENTAL MATERIALS:
WRITING FOCUS: __Argumentative__ (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)
ASSESSMENT TASKS (These writing prompts will serve as the assessments for this unit.)Informative/Explanatory writing should focus on why literary and rhetorical choices are made by the author, and how those choices are intended to affect or impact the reader based solidly in text evidence; argumentative/opinion writing must advance a specific claim or claim(s) and provide strong and logical support, based solidly in text, for claims.
Task 1: After researching ________ (informational texts) on ________ (content), write a/an essay that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
*Note: Students will be given topics they can use to fill in the blanks of this writing prompt. The writing prompt will address themes and issues from the novel.
ROUTINE WRITING Notes, summaries, process journals, and short responses across all genres
My Big Campus discussions Writing summaries of
Section 1: What Task?
TEACHING TASKTeaching task:
Task 1: After researching ________ (informational texts) on ________ (content), write a/an essay that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
Reading texts:
Winter’s Bone by Daniel Woodrell, excerpts from Paradise Lost, “Meth Labs in America’s Heartland”
Background to share with
Ozark region, dangers of meth labs, National Guard prevention against drugs tactics, community vs. family
SCORING RUBRIC FOR ____________________________TEMPLATE TASKS – INSERT THE APPROPRIATE WRITING RUBRIC FOR THE CORRECT UNIT FOCUS (E.G., ARGUMENTATIVE OR INFORMATIVE/EXPLANATORY; CONSULT UNIT MAP REQUIREMENTS)
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Section 2: What Skills?
LDC Skills List ExampleSpecific
SkillsWhat skills are
Skills Defined (“Ability to …”)
How do you define/describe Skills Cluster 1: Preparing for the task1. Bridging Conversation Ability to connect the task and new content to existing knowledge, skills, experiences,
interests, andconcerns.2. Task analysis Ability to understand and explain the task’s prompt and rubric.
3. Project planning Ability to plan so that the task is accomplished on time.Skills Cluster 2: Reading process1. Reading “habits of mind”
Ability to select appropriate texts and understand necessary reading strategies needed for the task.2. Essential Vocabulary Ability to apply strategies for developing an understanding of a text(s) by locating words and phrases that identify key concepts and facts, or information.
3. Note-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase.4. Organizing Notes Ability to prioritize and narrow supporting information.
Skills Cluster 3: Transition to writing1. Bridging Conversation Ability to transition from reading or researching phase to the writing phase.Skills Cluster 4: Writing process1. Initiation of Task Ability to establish a controlling idea and consolidate information relevant to task.2. Planning Ability to develop a line of thought and text structure appropriate to an informational or
explanatory task.3. Development Ability to construct an initial draft with an emerging line of thought and structure.4. Revision Ability to apply revision strategies to refine development of information or
explanation, including line of thought, language usage, and tone as appropriate to audience and purpose.
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Section 3: What Instruction? GRADES 11-12 ELA CCGPS TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks.
ASSESSMENT 1: Integrating reading selections from the unit into a writing task
Task 1: After researching ________ (informational texts) on ________ (content), write a/an essay that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
SKILL BUILDILNG TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.ESSENTIAL QUESTIONSWhat is more important, being loyal to one’s community or being loyal to one’s family?
TASK: _________________________________Standards:
READING LITERARY (RL)
Key Ideas and Details
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Integration of Knowledge and Ideas
ELACC9-10RL2: Determine a theme or central idea of 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.
ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
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other characters, and advance the plot or develop the theme.
Craft and StructureELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
Range of Reading and Level of Text Complexity
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC9-10RL6: 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.
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WRITING (W)
Text Types and Purposes
ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.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.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.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.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.e. Provide a concluding statement or section that follows from and supports the argument presented.
Production and Distribution of Writing
ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)ELACC9-10W5: 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.)ELACC9-10W6: 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.
Research to Build and Present Knowledge
ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Range of Writing
ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
SPEAKING AND LISTENING (SL)
Comprehension and Collaboration
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
ELACC9-10SL4: 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.ELACC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
LANGUAGE (L)
Conventions of Standard English
ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use parallel structure.*b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Spell correctly.d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Knowledge of Language
ELACC9-10L3: 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.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.
Vocabulary Acquisition and Use
ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.ELACC9-10L6: 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.
Instruction:
PACING TASKS ASSESSMENT
INSTRUCTIONAL STRATEGIES
SKILLS CLUSTER 1: PREPARING FOR THE TASKDay 1 Opening Write your topic down in your daily warm-up section. Identify three
areas of research to investigate and list these after your topic.Self-assessment
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Day 1 Work Session
1. Mini Lesson: The CRAP method for evaluating sources2. Find at least three sources for indicated areas of research3. Build a Prezi on your topic. Prezi must include the following:
Title At least five slides/frames; each of these frames should
represent a paragraph of your future essay. The first slide should introduce your topic. You may include areas of research or research questions in the first slide. The next three slides should be body slides where you present your topic. The last should be the conclusions, which can be a review of the topic and the answers to the research questions posed on the first slide. Basically think of the Prezi as an outline of your informational essay.
Each frame should have a topic with a bulleted list under your topic. Include picture(s) in each frame to illustrate your point.
Cite sources—any information you found during your research should be cited to avoid plagiarism. For now cite sources by adding the website where you found information. Later you will learn how to cite sources in your paper.
All prezis must be shared with me. To do this you must save and close the prezi, then at the bottom of the screen click “Share.” Then click email and add my email address [email protected].
Prezi as outline of informational essay
Crap method
Prezi as a pre-writing strategy
Day 1 Closing Be sure to email the prezi but review it before sending it. Exit ticket
Day 2 Opening Write your thesis statement on your warm-up sheet. Quickwrite Formative assessment—later the students will self-assess and peer edit.
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Day 2 Work Session
1. Mini-lesson: Revising your thesis (Research Paper Procedure)2. Revise your thesis3. Mini-lesson 2: Avoiding plagiarism and citing sources
(Research Paper Procedure)4. Finish Prezi—if students finish early they can begin writing
their rough drafts.
Thesis statementCorrect source citations
(Research Paper Procedure)
Writing Process Skills
Day 2 Closing Exit ticket: How is a thesis statement different from a thesis for you essay?
Exit ticket
Day 3 Opening Define revision and editing. What are the differences between the two? Quickwrite
Day 3 Work Session
1. Mini-lesson: Defining revising and editing2. Mini-lesson two: Using transitions in writing with activity3. Students will have class time to draft and revise their essays.
Transitions activityRough draft
Writing process skills
Using transitions to improve writing
Day 3 Closing Create a compare/contrast map of revising and editing. Exit ticket Teaching for mastery
Day 4 Opening Quickwrite: Why is it important to use transitional words and phrases in your writing?
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Day 5 Opening Write three rules of capitalization. Use transitional words in your response.
Quickwrite; assessing previously taught concepts
Teaching for mastery
Day 5 Work Session
1. Mini-lesson: Verb tenses (prezi and activity/practice)2. Work on rough drafts
Verb tenses practiceRough drafts
Prezi and targeted instruction: verb tenses
Day 5 Closing Review your thesis statement as well as the thesis of your paper. Remember your thesis should be supported throughout your entire paper.
Self-assessment
Thesis statements; teaching for mastery
Students learn to self-assess
Day 6 Opening How does one revise a thesis? Quickwrite Essential question
Day 6 Work Session
1. Mini-lesson: Review of verb tenses with activity2. Final day to work on rough drafts in class; rough drafts are due
by the end of the day
Grammar handoutRough drafts due
Teaching for mastery
Rough drafts will enable students to revise their essays later and help them better understand the writing process
Day 6 Closing Email final drafts by the end of the day; during the closing students need to assess where they are in their rough draft writing and set a goal for completion by the end of the day.
Rough drafts due
Teaching students to self-regulate by setting goals
Day 7 Opening Post a picture of the Ozark region. Have students write a quick response to how the picture makes them feel/think. (Picture to be posted onto My Big Campus; students will post their responses in their daily warm-up section of their notebooks.)
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Day 7 Worksession
1. Post the following vocabulary enrichment words for the students to copy into their notes:Haggard—adj. worn in appearanceVenison—n. deer meatLooming—adj. hovering over in a threatening wayTandem—n. two people placed one behind the otherImplacable—adj. impossible to appease or satisfyMelt—n. snow or ice that has melted into a puddlePenance—n. a self-imposed punishment for wrongdoingFlubbing—v. botching or messing upPotbelly—n. a type of stove used for heatingCrank—n. drugs; in this case meth
2. Briefly go over the vocab words and model how students can use context clues to figure out the meaning of unfamiliar words. Use this passage to do so:“Ree needed often to interject herself with pleasant sounds, stab those sounds past the constant screeching, squalling hubbub regular life raised inside her spirit, poke the soothing sounds past that racket and deep where her jittering soul paced on a stone slab in a gray room, agitated and endlessly provoked but yearning to hear something that might bring a moment’s rest.”Ask students if they can infer from the text what the phrase screeching, squalling hubbub means.
3. Briefly introduce themes in the novel: the hero’s journey, the search for the father, and the importance of folklore within a culture. Let students know that we will be covering those themes in depth later. Have students write the themes in their notes.
4. Introduce Southern Gothic as a genre of literature (prezi)5. Read Chapters 1-5 and note the author’s use of the following to
establish the Southern Gothic mood:settingallusiondialectword choiceHave students keep a chart on a sheet of paper with each of these words serving as a heading. Have them fill out textual evidence/examples where they observed each one during
Vocabulary
Context clues
Notes on themes
Notes on Southern Gothic
Graphic organizer
Research-based strategy: Vocabulary words in context
Day 8 Opening Have students write about how Woodrell establishes mood in the opening chapters of Winter’s Bone. Extension: what do you think Woodrell’s tone is towards his subject?
Quickwrite Discussing the difference between mood and tone
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Day 8 Work Session
1. Review vocabulary from previous day’s Southern Gothic prezi. Students should record vocabulary words into their notebooks.
2. Briefly discuss John Milton and Paradise Lost; tell students how the name Milton alludes to John Milton. Ask them how themes from Paradise Lost are reflected in Winter’s Bone.
3. Ask students if they can make any predictions about the novel based on what they know about John Milton.
4. Review complex characters and characterization5. Supernatural “Wendigo”6. Have students make a chart like they did the day before, only
have them make the following categories:BrokenInnocentFreakGrotesque
7. Graphic organizers should be completed while viewing Supernatural.
8. Reading comp check: class discussion
Vocabulary
Allusion
Making predictions
Graphic organizer
PowerPoint Presentation
Innovative teaching strategy: using tv shows to teach literary concepts. Student will learn to identify important literary concepts and terms to the television show Supernatural. This is to promote student engagement with something familiar as they gain new and insightful knowledge to guide them in their reading process. Next, they will learn to apply what they learned while watching the show to the book we are reading in class by using the same strategies they used while actively viewing the show. While the episode is playing, I will pause it many times, reminding the students how good readers use the same strategies as good viewers. Students will also learn to annotate a text while they are reading since they will be taking detailed notes during their viewing of Supernatural.
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Day 8 Closing Vocab check: have students play the vocab game where one student gets a vocab word taped to his or her back. The class has to give the definition of the word and the student has to say the word they are describing. Do this several times until most of the words have been covered.
Informal vocab assessment
SKILLS CLUSTER 2: READING PROCESS
Day 9 Opening How can knowing a word parts and root words help me to better understand new and unfamiliar terms?
Quickwrite Word parts
Day 9 Worksession
1. Have students record vocab for Chapters 6-10 in their notebooks (to be posted on MBC); go over the term “etymology”
2. Review domain-specific vocabulary covered up to this point (quiz):AllusionDialectDialogueSouthern Gothic (with genres)FolkloreCasual registerFormal register
3. Break the students into small groups, giving each group a research question involving meth. Have students visit the site www.methproject.org in groups to find answers to the research questions. Give the students five minutes to research the question, then have groups share individually with the rest of the class.
4. Have students read the article “Meth Labs in America” and write a summary of the article.
1. Read Chapters 6-7.2. Reading comp check (introduce lit circles)3. Give back rough draft grades and go over how to create a works
cited page. Instruct students that they are to create a works cited page and revise their essay. On Monday we will go over how to format a paper MLA style.
Reading and vocab quiz
Lit circles
MLA formatting
Day 10
Closing To close have students fill in the following: Today’s lessons helped me better understand ______________________; however, I still would like the following theme, idea, and/or concept clarified: ______________________________. Collect these.
Exit ticket
Day 11
Opening Post another essential question; have students respond by posting to the discussion.
Essential questionTechnology integration
Day 11
Work Session
1. View Supernatural2. Tie in Sothern Gothic themes and archetypes while
viewing; briefly mention the hero’s journey (will cover more in detail next week).
Day 11
Closing Have students write a paragraph explaining how Dean in the show can be compared to Ree.
Writing assignment
Day 12
Opening MBC assignment—static, dynamic, flat, and round characters MBC post
Day 12
Work Session
1. Read Chapters 8-102. Reading comprehension checks/ small group
discussions
Reading comp check
Small group discussions
Day 12
Closing What’s in a name? MBC post—students post on the meaning of their names. This reflects the naming traditions in Winter’s Bone.
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Day 13
Opening Layers in a story: clip from Shrek (onions have layers). Compare Shrek’s explanation to Donkey of his many layers to the layers of a story. We don’t just look at one aspect (such as character types) but many aspects that, when put together, create a well-written text. Overview of elements of fiction (domain specific vocab including the four Southern Gothic archetypes; static, dynamic, flat and round characters; major vs minor characters; the hero’s journey/quest.
Day 13
Work Session
1. Three major phases of a hero’s journey:a. Separation from homeb. Initiation—hero is tried and the very core of
his/her being is testedc. Return—hero returns either triumphant or with
knowledge gained through journeyLink to Prezi on Hero’s Journey
2. Supernatural “The Phantom Traveler” (Episode 4); focus for the day: the hero’s journey. Discuss how the plane ride and what happens to Sam is Dean’s initiation; not only does he have to face his fear but he also has to watch his brother become possessed. Literary connections: just as Dean is tried so is Ree tried. What is Ree’s quest? Why is she on this quest? (Direct students to consider Ree’s similarity to Dean; Ree tries to protect her brothers just as Dean protects his brother; both face their biggest fears—Dean’s fear is the plane ride, Ree’s fear is Thump according to her conversation with Megan) Notice that Sam’s character is not the one tried as much as Dean’s character is. Pause as necessary
3. Graphic organizer for episode—should monitor student comprehension
Day 13
Closing Beach ball bash—questions about Dean and Ree’s connection, the hero’s journey, Southern Gothic archetypes, etc.
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Day 16 Work Session
1. Read Chapter 152. Listen to two songs: Nickelback’s “Hero” and Mariah
Carey’s “Hero.”3. Have students take notes while the two songs are
playing, paying attention to which one of the two songs about heroes they feel best represents Ree in her own hero’s journey.
4. Silent writing time: have students have a 15 minute silent reflection time to write.
Writing assignment
Differentiated instruction
Day 16 Closing Give students a few minutes to complete writing assignment; review standards addressed in the lesson. Standards review
Day 17 Opening Instruct students to prepare for their SLO assessments.
Day 17 Work Session
1. SLO assessment Day 12. After the assessment is completed for the day,
students will continue to read Winter’s Bone. The SLO is three days long and one major concern is that students will get behind in their daily reading.
SLO Assessment for 10th Grade Lit
Day 17 Closing Follow-up reading quiz Reading quiz exit ticket
Exit ticket
Day 18 Opening Instruct students to prepare for their SLO assessments.
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Day 18 Work Session
1. SLO assessment Day 22. After the assessment is completed for the day,
students will continue to read Winter’s Bone. The SLO is three days long and one major concern is that students will get behind in their daily reading.
SLO Assessment for 10th Grade Lit
Day 18 Closing Follow-up reading quiz Reading quiz exit ticket
Exit ticket
Day 19 Opening Instruct students to prepare for their SLO assessments.
Day 19 Work Session
1. SLO assessment Day 32. After the assessment is completed for the day,
students will continue to read Winter’s Bone. The SLO is three days long and one major concern is that students will get behind in their daily reading.
SLO Assessment for 10th Grade Lit
Day 19 Closing Follow-up reading quiz Reading quiz exit ticket
Exit ticket
Day 20 Opening Using colons to introduce quotes (pull from script of movie Winter’s Bone). Post a part of the script on MBG and explain to students that playwrights use colons to introduce a quote from a particular speaker. Have students take a couple of minutes to write their own fan fiction of a conversation between Sam and Dean or Ree and Teardrop. Students can choose two other characters from the show or book if they wish. Make sure students use colons after a character’s name when that character is speaking.
Fan fiction: routine writing
Integrated writing conventions: using colons correctly
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Day 20 Work Session
1. Take time to allow students to read their responses.2. Discuss the differences between formal register and casual
register. Provide a couple examples of formal and casual register from the text (or give students a handout with both formal and casual register quotes from the book and have them identify each quote as being written in formal or casual register. Next, have them share what they found with a partner. Last, have them share with the class the examples of formal and casual register they found.
3. Explain the difference between dialect and dialogue. Explain that dialect is often written in casual register whereas dialogue can be written in either. Provide examples from the text of dialect and dialogue. Instruct students to look back at the script posted on MBC. Have them see if they can find examples of dialect in the dialogue.*NOTE: FORMAL VS INFORMAL REGISTER IS IMPORTANT BECAUSE IT NEEDS TO BE ADDRESSED EARLY ON IN THE WRITING PROCESS FOR UNDER RESOURCED LEARNERS WHO OFTEN HAVE TROUBLE UNDERSTANDING THE DIFFERENCE. THEY WILL NEED TO KNOW HOW TO KEEP THEIR WRITING IN FORMAL REGISTER WHEN THEY ARE WRITING THEIR ARGUMENTS. DIALECT AND DIALOGUE CAN BE TAUGHT SEPARATELY BUT THEY SEEM TO GO WELL TOGETHER WITH THIS TOPIC AND THEY STILL NEED TO BE COVERED AT SOME POINT DURING THE NOVEL.
4. Last, have students switch their fan fiction with a neighbor. Have them read each other’s fan fiction. Pass out markers and have them choose one color to represent formal register and another color to represent casual register. Have the students underline or make stars beside examples of each (formal register and casual register) on their neighbor’s fan fiction. Also have the students identify examples of dialect (if there are any) on their neighbor’s fan fiction.
5. Post-activity class discussion
Formal register vs. casual register assignment
Dialect vs. dialogue informal assessment
Peer review—finding examples of dialect, formal, and casual register
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Day 20 Closing To close have students fill in the following: Today’s lessons helped me better understand ______________________; however, I still would like the following theme, idea, and/or concept clarified: ______________________________. Collect these.
Exit ticket
Day 21 Finding resources scavenger hunt—post a scenario on MBC where someone needs to find some info fast! Have students find a good resource for the person in need and post that resource or link to MBC in the discussion, explaining why they picked that particular resource.
Resource scavenger hunt
Introducing research strategies
Day 21 Work Session
1. Introduce the CRAP method for evaluating sources.2. Pass out rubric for argumentative essay along with
the writing prompts. Tell students they can choose their writing prompt but explain to them that each prompt will involve research. Tie in what they learned in the CRAP method by informing them that they will be responsible for using credible sources and for explaining in their papers what makes their source credible. Go over rubric and allow time for students’ questions.
3. Teach students two or three ways to brainstorm. Give students 10 minutes of silence to begin brainstorming their topic.
4. Have students read Chapters 16-20, taking notes that relate to their topics. Model questions that you would ask as a reader that may lead to areas of research.
Brainstorming—take this up to assess students’ direction in their research
CRAP method
Pre-writing strategies
Modeling
Day 21 Give students the last few minutes of class to review their brainstorming lists. Tell students to list areas of interest that pertain to their topic that they will need to research. Some students may create these in the form of a question.
Georgia Department of EducationDr. John D. Barge, State School Superintendent
February 2012
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Day 13 Opening
Day 13 Work Session
Day 13 Closing
Day 14
Day 14
Day 14
MATERIALS, REFERENCES, AND SUPPORTSFOR TEACHERS FOR STUDENTS
GRADES 11-12 ELA CCGPS TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks.
ASSESSMENT 2: integrating reading selections from the unit into a writing task
SKILL BUILDILNG TASKS Note: tasks may take more than a single day.Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.ESSENTIAL QUESTIONTASK: _________________________________Standards:
Dr. John D. Barge, State School SuperintendentFebruary 2012
30
Add days as needed
MATERIALS, REFERENCES, AND SUPPORTSFOR TEACHERS FOR STUDENTS
GRADES 11-12 ELA CCGPS TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks.
ASSESSMENT 3: integrating reading selections from the unit into a writing task
SKILL BUILDILNG TASKS Note: tasks may take more than a single day.Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.ESSENTIAL QUESTIONTASK: _________________________________Standards:
Dr. John D. Barge, State School SuperintendentFebruary 2012
33
GRADES 11-12 ELA CCGPS TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks.
ASSESSMENT 4: integrating reading selections from the unit into a writing task
SKILL BUILDILNG TASKS Note: tasks may take more than a single day.Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.ESSENTIAL QUESTIONTASK: _________________________________Standards:
Dr. John D. Barge, State School SuperintendentFebruary 2012
36
Section 4: What Results?
STUDENT WORK SAMPLES[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)Classroom assessment taskBackground to share with students (optional):Reading texts:
ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC[As of September 2011, this rubric is under construction]
