Bell Work/

Opening

CC Standards

English 1: Daily Overview

Unit One: Life at the Crossroads, Short Stories and the Writing Process

Day 1
RL.9-10.1. Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RL.9-10.2. Determine a theme or
central idea of a text and analyze
in detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details.
RL.9-10.5. Analyze how an authors
choices concerning how to
structure a text, order events within
it, and manipulate time create such
effects as mystery, tension, or
surprise.
RI.9-10.1. Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
W. 9-10.2 Write informative/
explanatory text.

Day 2
W. 9-10.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through the
effective selection, organization,
and analysis of content.
W.9-10.10 Write routinely over
extended time frames and shorter
time frames for a range of tasks,
purposes and audiences.
L.9-10.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions with
diverse partners

Day 3
Day 4
Day 5
W. 9-10.2 Write
RL.9-10.2 Determine a theme or W. 9-10.2 Write
informative/explanatory texts to
central idea of a text and
informative/explanatory
examine and convey complex
analyze in detail its
texts to examine and
ideas, concepts, and information
development
convey complex ideas,
clearly and accurately through the L.9-10.1 Demonstrate command concepts, and
effective selection, organization,
of the conventions of standard information clearly and
and analysis of content.
accurately through the
English grammar and usage
effective selection,
when writing or speaking.
W.9-10.10 Write routinely over
organization, and
extended time frames and shorter
analysis of content.
time frames for a range of tasks,
purposes and audiences.
W.9-10.5 Develop and
strengthen writing as
L.9-10.1 Demonstrate command of
needed by planning,
the conventions of standard
revising, editing,
English grammar and usage when
rewriting
writing or speaking.
SL.9-10.1 Initiate and participate
L.9-10.1 Demonstrate
effectively in a range of
command of the
collaborative discussions with
conventions of standard
diverse partners;
English grammar and
usage when writing or
speaking.

Journal:
What is the purpose of taking a
pre- or post- assessment?

Display Life at a Crossroads (pic)

Journal:
on document camera: Journal:
What is the main idea of The
What is the purpose of a
Road Not Taken
crossroads?
What did you like about the
poem?
What do you do at a crossroads?
How is 9th grade like a
crossroads?

Journal:
Journal: When you write,
Describe one part of the writing what are your
process you remember from
strengths
struggles
yesterday.

can cite text-based evidence that I can set a goal, explain my plan
provides strong and thorough
and describe the actions needed
support for an analysis of literary
to achieve it.
text.
I can read poetry.
I can determine the theme or
central idea of a literary and
informational text.
I can analyze how an authors
choices about how to structure
text, order events and manipulate
time create intended effects.
I can write informative/explanatory
texts.
Pre-assessment
Crossroad
metaphor

Using Parts of Speech 1st

PowerPoint, Slides 1-7 Nouns, take
notes on the School House Rocks
Worksheet

Grammar Focus

Vocabulary

Learning Targets
Objectives/ Sub-Objectives

Mini Lesson/
Direct Instruction

Explain the

purpose of a preassessment.
Distribute the materials
Instruct students to do their best
work
When students finish, have them
read and mark the articles
Introductions and Conclusions

Discuss crossroads metaphor

Discuss how 9th Grade is a
crossroads and crossroads they
have encountered thus far.
Provide background for The Road
Not Taken.
Read The Road Not Taken, mark
the text.
Model close reading process of
The Road Not Taken.
Discuss how this road relates to
the picture and discussion earlier.
ALTERNATE ASSIGNMENT:
Give students (AoW) Article of the
Week for close reading.

I can fill in a goal setting outline.

I can analyze poetry.
I can take Cornell notes on the
writing process.

Writing process
Cornell notes

Using Parts of Speech 1st

PowerPoint, Slides 8-12 Verbs,
take notes on the School House
Rocks Worksheet
The Road Not Taken
students take notes
(Cornell Notes) on the writing
process.
As a class, go over the Goal
Setting Essay.
Give examples of goals, discuss
different types of goals.
Review
Have

I can draft an essay following

the writing process.

self-assess
essay
main idea
supporting details
commentary
Using Parts of Speech 1st
PowerPoint, Slides 13-17
Pronouns, take notes on the
School House Rocks
Worksheet

pre-write
draft
praise
polish

Introduce Learning Targets

and their importance.
Finish filling in the Goal
Setting Outline.
Discuss the NF Articles from
Day 1 (Introductions and
Conclusions)
Model pre-writing and drafting.
Begin Drafting the Goal
Essay.

can apply the steps to

the writing process.
I can create a thesis
statement.
I can identify pronouns
correctly.

Using Parts of Speech

1st PowerPoint, Slides
13-17 Pronouns, take
notes on the School
House Rocks Worksheet
Introduce and explain
PQP to students.
Model PQP on
teachers paper with
students reviewing.
Pair students for peer
review of Goal Essays.

ELL/SPED: Extra time to

complete.
Honors/Pre-AP: Have students
mark the text for articles and take
Cornell notes

Differentiation:
Gifted, ELL, SPED

Sharing/
Closure

Independent Work
Activities Students

Pre-Assessment
Reading articles Introductions and
Conclusions

ELL/SPED Give students

minimum marks for close reading.
Honors/Pre-AP: have students
read and close read
independently after 1 stanza.

Mark the text of The Road Not

Taken

ELL\SPED: provide goals to ELL/SPED: give students

strive towards. Give students
examples of Goal essays
cloze notes of writing process Honors/Pre-AP: Have
instead of Cornell.
students choose a short
range, mid-range and long
Honors\Pre-AP: Walk
range goal to write about.
students through the whole
Cornell notes process. Have
students choose a short
range, mid-range and long
range goal to write about.
Finish filling out Goal Setting
Finish Drafting Goal Essay
Outline.

Whip around: What was the most Whip around: Describe the most
challenging part of the preinteresting thing learned today.
assessment? Why?

Begin drafting Goal Essay.

Share with a Partner: what is your Share with a Partner: what is

goal?
your first step in Action

Materials/
Resources

Homework

Assessment/DOK
Check for Understanding

Appropriate responses to discussion Properly filled in Cornell Notes,

Randomly call on students to

read their first sentences.

Finish reading and marking the text

for the articles about Introductions
and Conclusions
Pre-assessment
Introduction NF article
Conclusion NF article

ELL/SPED: Pair
students with
appropriate level
student.
Honors/Pre-AP: Have
students pick a different
partner for each type of
essay. (short, mid, long
range)

Have students
complete PQP
Additional PQP if time.
Begin writing Final
Draft.

Share with a Partner: first

sentence of paper
Made changes based on
PQP

Complete unfinished
classwork

Life as a Crossroads, Essential

questions, The Road Not Taken,
Goal Setting Essay,
Parts of Speech 1st Powerpoint,
School House Rocks Note sheet

The Road Not Taken, Goal Setting

Essay, Writing Process
Parts of Speech 1st Powerpoint,
School House Rocks Note sheet

The Road Not Taken, Goal

Setting Essay, Writing Process
Parts of Speech 1st Powerpoint,
School House Rocks Notesheet

PQP, Parts of Speech 1st

Powerpoint, School
House Rocks Notesheet

CC Standards
Bell Work/
Opening
Learning Targets/
Objectives/
Sub-Objectives

Day 6
Day 7
Day 8
W. 9-10.2 Write
RI.9-10.3 Analyze how the
RI.9-10. 3 Analyze how the author
informative/explanatory texts to
author unfolds an analysis or
unfolds an analysis or series of
examine and convey complex
series of ideas or events,
ideas or events, including the
ideas, concepts, and information
including the order in which
order in which the points are
clearly and accurately through
the points are made, how
made, how they are introduced
the effective selection,
they are introduced and
and developed, and the
organization, and analysis of
developed, and the
connections that are drawn
content.
connections that are drawn
between them.
between them.
W.9-10.4 Produce clear and
L.9-10.1 Demonstrate command of
coherent writing
the conventions of standard
L.9-10.1 Demonstrate
command of the conventions English grammar and usage
W.9-10.5 Develop and strengthen
of standard English grammar when writing or speaking.
writing as needed by planning,
and usage when writing or SL.9-10.1 Initiate and participate
revising, editing, rewriting
speaking.
effectively in a range of
L.9-10.1 Demonstrate command of
collaborative discussions with
the conventions of standard
SL.9-10.1 Initiate and
diverse partners
English grammar and usage when participate effectively in a
range of collaborative
writing or speaking.
discussions with diverse
partners

Day 9
Day 10
RI.9-10.3 Analyze how the
RL9-10.2. Determine a theme
author unfolds an analysis or
or central idea of a text and
series of ideas or events,
analyze in detail its
including the order in which
development over the
the points are made, how
course of the text, including
they are introduced and
how it emerges and is
developed, and the
shaped and refined by
connections that are drawn
specific details; provide an
between them
objective summary of the
text.
W.9-10.10 Write routinely over
extended time frames and
L.9-10.1 Demonstrate
shorter time frames for a
command of the
range of tasks, purposes and
conventions of standard
audiences.
English grammar and usage
L.9-10.1 Demonstrate command when writing or speaking
of the conventions of standard
English grammar and usage
when writing or speaking
SL.9-10.1 Initiate and
participate effectively in a
range of collaborative
discussions with diverse
partners

Journal: what was one change you Literary Terms Survey

made based on yesterdays group
work

Journal:
What are morals?
Do you have morals? If so what
are some?

Journal: What was the

Journal: What is point of
climax\turning point in the
view?
Streets of Memphis, how do you
know?

can sequence the elements in a

short story plot.
I can identify and explain plot
structure.
I can give examples of adverbs.
I can label conflict in the story.

Plot
Exposition
rising action
falling action
climax
resolution

Conflict
point of view

can identify and apply the steps

in the writing process to my own
writing.
I can revise and edit my essay.
I can write sentences using
adjectives.

Vocabulary

Turnitin.com

I can read a short story for

comprehension and
understanding plot.
I can sequence the elements
in a short story plot.
I can give examples of
adverbs.
Plot
Exposition
rising action
falling action
climax
resolution

can comprehend what I am

reading.
I can determine point of view
in a story.
I can name examples of
conjunctions.

I can determine the point

of view and provide
examples from the text
I can comprehend what I
am reading.
I can listen and consider
the viewpoint of others.
Imagery
Character
inferences

Grammar Focus

Using Parts of Speech 1st

PowerPoint, Slides 14-23
Adjectives, take notes on the
School House Rocks Worksheet
Show students how to log in to
Turnitin.com
Show students how to get to
Microsoft word to type their final
drafts.
Show students how to submit
their paper to Turnitin.com

NF article From
HMWK: Teens taunted by
bullies more likely to consider,
attempt suicide (5 min)
WATCH: Five Things
(Elements of a Short Story
Flocabulary
https://www.youtube.com/wat
ch?v=c6I24S72Jps
Distribute Streets of
Memphis
Complete Anticipation Guide
with students.
Read Streets of Memphis
with students.
Discuss story and morals.
Distribute Plot Chart and go
over with students.
Model Plot Sequence with
first part of Streets of
Memphis
ELL/SPED: give students
ELL\SPED: Give students
additional time for typing and
additional time to read the
turning it in. Give students a set
story. Distribute pre-filled plot
number of revisions to make.
charts.
Honors/Pre-AP: for revisions,
Honors\Pre-AP: Have
upgrade words using synonyms. students discuss morals in
story compared to their own.

Mini Lesson/
Direct Instruction

Differentiation:
Gifted, ELL, SPED

Using Parts of Speech 1st

PowerPoint, Slides 24-28
Adverbs, take notes on the
School House Rocks
Worksheet
Discuss

Using Parts of Speech 1st

PowerPoint, Slides 24-28
Adverbs, take notes on the School
House Rocks Worksheet
Discuss

NF article Stand Up to
BullyingTeen Essay-(5min)
Model Say Something
Strategy with the beginning of
The Rights to the Streets of
Memphis
Review plot chart.
Using The Rights to the
Streets of Memphis, Assess
understanding of plot by
reviewing Plot Chart.
WATCH: Literary Conflict
https://vimeo.com/74535941
Introduce types of conflict:
person vs. person, person vs.
self, person vs. nature, person
vs. society, person vs. fate
(model using Cinderella).
Discuss the interconnectivity
between literary elements.
ELL/SPED: Give specific
assignments for Say Something.
Pair with specific leveled
partners.
Honors/Pre-AP: Have students
work in groups or individual. Do
additional Say Somethings
Plot Focus worksheet

Using Parts of Speech 1st

PowerPoint, Slides 29-33
Conjunction, take notes on the
School House Rocks
Worksheet

Find a sentence from The

Jacket that you think creates
the best visual image.
Compare with a classmate.
How many adjectives are
used in each sentence?
Introduce The Jacket by
Review youtube video from
Gary Soto (NF article before
yesterday. Ask students
story text)
what other stories would
change with a different
Distribute The Jacket and
point of view
read with students.
Review plot sequences
Split students into groups
and have them rewrite a
Model how to find Point of
part of the story from a
View in a story.
different point of view
Discuss Point of View. 1st
(jacket, mom, brother, etc)
person, 3rd person, etc. Show
Students: https://www.youtub Complete Point of View
worksheet for the Jacket.
e.com/watch?v=m75aEhmBYw (3 little pigs, wolf point of
view) How does this change
the story?
OR http://www.readingaz.com/book.php?id=793

ELL\SPED:

Give students
additional time.
Honors\Pre-AP: Discuss
omniscience, limited
omniscience

ELL/SPED: Allow students

to choose a small part of
the story to re-write. Give
students examples of
different point of views. .
For Comic strips, allow
students to choose 1-3
POV instead of all 5.
Honors/Pre-AP: Have
students rewrite a part of
the story using
Omniscience or Limited
Omniscience. Or a
completely different
character (friend,
classmate)

Materials/
Resources

Homework

Assessment/
DOK
Check for Understanding

Sharing/
Closure

Independent Work
Activities Students

Mark

changes using the

proofreaders marks.
Make corrections and write final
copy
Type final paper on Word and
submit to Turnitin.com

Ticket out the door: 3 things you

learned 2 things you needed to
fix 1 question you have
Whip around: best change made
to essay

Turnitin.com
Read NF article Teens taunted by
bullies more likely to consider,
attempt suicide---read and mark
the text
PQP, Four Types of Sentences,
Turnitin.com
Parts of Speech 1st PowerPoint,
School House Rocks Note sheet

Streets of Memphis
to answer questions at the
end of the reading.
Look back at the anticipation
guide and fill in After portion.
Finish Plot chart
Re-read

Utilize the Say Something

strategy with a partner while
reading the story.
Process with a partner: How
would the story have changed if
the exposition were different?
Why do you think the author
chose to share this event with
readers? How does plot
structure fit together?
Share with a Partner: did any Ticket out the door: Draw a
of your answers to the
picture of one of the events in the
Anticipation Guide change?
plot.
How? Why?
Proper discussion responses.
Say Something Completed.
Anticipation Guide
discussion responses

Finish marking the text and

answering the questions at
the end of the reading.
Actively participate in class
discussions.

Complete a re-write with

your group.
Pay attention to Point of
View using the original
text.
Comic Strip completion

3-2-1: Three things you

learned today, 2 questions you
have, 1 thing you need to work
on.
Group work, discussion
responses

Group Share: have the

groups share with another
group their re-write.

Parts of Speech 1st

PowerPoint, School House
Rocks Worksheet, The Jacket.

The Jacket, Point of View

Worksheet

Discussion responses,
completed worksheet,
closure

Read NF article Stand Up to

BullyingTeen Essay---read
and mark the text
The Rights to the Streets of
Memphis Parts of Speech 1st
PowerPoint,

The Rights to the Streets of

Memphis, Say Something, Plot
Chart ,

CC Standards
Bell Work/
Opening

Day 11
RL 9-10.2. Determine a theme or
central idea of a text and
analyze in detail its
development over the course of
the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
W.9-10.10 Write routinely over
extended time frames and
shorter time frames for a range
of tasks, purposes and
audiences.
L.9-10.1 Demonstrate command
of the conventions of standard
English grammar and usage
when writing or speaking
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions with
diverse partners
Journal: what cultural traditions
do your family follow? Why?

Vocabulary

Learning Targets/
Objectives/Sub-Objectives

can determine the setting of a

story.
I can use context clues to
interpret setting.
I can create a visual image
using adjectives.

Interpretation
Setting
context clues

Day 12
Day 13
Day 14
RL.9-10.1 Cite strong and
RL.9-10.3 Analyze how complex RL 9-10.1 Cite strong and
thorough textual evidence to
characters develop over the
thorough textual evidence to
support analysis of what the
course of a text, interact with other support analysis of what the text
text says explicitly as well as
says explicitly as well as
characters, and advance the plot
inferences drawn from the
inferences drawn from the text;
or develop the theme;
text.
SL.9-10.1 Initiate and participate
RL.9-10.7 Analyze the
effectively in a range of
representation of a subject or a
RL.9-10.3. Analyze how
collaborative discussions with
key scene in two different artistic
complex characters develop
diverse partners building on
mediums.
over the course of a text,
interact with other characters, others ideas and expressing
W. 9-10.2 Write
clearly and persuasively.
and advance the plot or
informative/explanatory texts to
develop the theme.
examine and convey complex
ideas, concepts, and information
L.9-10.2 Demonstrate
clearly and accurately through
command of the conventions
the effective selection,
of standard English
organization, and analysis of
capitalization, punctuation
content.
and spelling when writing.
L.9-10.4 Determine or clarify the
L.9-10.2 Demonstrate command
meaning of unknown or
of the conventions of standard
multiple meaning-words and
English capitalization,
phrases based on Grades 9punctuation and spelling when
10 reading and content,
writing.
choosing flexibly for a range
of strategies.
Journal: where does the story, Journal: Do you have something Journal: What is theme? What
Everyday Use take place? How in your family that is very important are some examples of theme?
or priceless? What is it?
did you know?

Day 15
RL9-10.1 Cite strong and
thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text
RI.9-10. 3 Analyze how the
author unfolds an
analysis or series of
ideas or events, including
the order in which the
points are made, how
they are introduced and
developed, and the
connections that are
drawn between them.
L.9-10.1 Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking

can determine setting.

can define setting.
I can use context clues to
define new words.
I can read the text closely for
textual evidence.
I can identify correct
punctuation for dialogue.

can identify elements of

literature: plot, setting, POV
I can read the text closely for
textual evidence.
I can create a poem using
literary\figurative language.

can support a thesis statement

with evidence from the text.
I can define the theme(s).
I can state the theme and
provide examples from the text
that led me to the theme.

Prediction
inference

Figurative language

Theme
Thesis
evidence

Journal: What is your

favorite activity during the
summer, why?
can use context clues to
learn the meaning of
unknown words.
I can predict what will
happen based on clues
and inference.
I can create original
sentences using plural
nouns.
Theme
evidence

Grammar Focus
Direct Instruction
Differentiation:
Gifted, ELL, SPED

Write an original sentence using

five or more adjectives that
creates a visual image of a
tradition.

Model quoting and paraphrasing. Using the Singular and

Ask students to add a quote and Plural Nouns Power
a paraphrase to a question.
point, students should
view the Power point and
then write an original
sentence using all of the
plural nouns listed on the
last slide.
Read NF biography Alice
Model and complete The
ALTERNATE ACTIVITY: I am
Distribute Bass River Sheila
As a class, decide which
Walker before story
Everyday Use Setting
Poem\Quilt
Mant.
theme is the most
worksheet with students.
appropriate.
The Everyday Use by Alice
Students will be writing a poem
Discuss Anticipation Guide and
Walker.
(outline provided) to add to a quilt complete with students.
Discuss how to figure out
Next, determine how the
to make for the classroom.
setting. Time period, etc.
theme is created: conflict,
Distribute Everyday Use and
Read Bass River Sheila
changes in characters,
read as a class.
Model how to complete I am
Distribute the Focus on Theme
etc
poem.
worksheet
Have students mark the text
while reading and answer in
Create a Quilt on the wall of their
Philosophical Chairs:
text questions.
Should he have chosen
poems.
the bass or Shelia?
Review Plot and Point of View.
Why?
ELL/SPED: Give students
ELL/SPED: Give students a list ELL/SPED: Ask
ELL/SPED: Provide a tip sheet ELL/SPED: Give students
extra time to read. Allow them with the steps to follow to
of possible themes they will
students to orally
suggestions or detailed outline
to take questions home for
see in this story. Have them
process with a partner
determine setting
Honors/Pre-AP: Have students
homework.
make
a
check
and
write
down
before beginning
Honors/Pre-AP: Explain DOK create 2 stanzas or edit for
key
words
that
helped
them
Honors/Pre-AP: Have

Honors/Pre-AP: During
adjectives or other figurative
questions levels 2 and 3. Tell
find the themes in the story.
students determine theme,
Philosophical Chairs:
language
students that their questions
plot, point of view while
also compare the theme
Honors/Pre-AP: with a
must be either DOK 2 or 3.
reading.
in Streets of Memphis
partner: Orally, compare the
with the theme in The
theme in Streets of Memphis
Bass, the River, and
with the theme in The Bass,
Sheila Mant
the River, and Sheila Mant.
Complete in reading questions
Complete marking the text
Decide and defend which
choice the main character
should have made.

Independent Work Activities

Students

Using Punctuating Dialogue 1

PowerPoint, have students
use colored cards ( one for
choice 1 and one for choice
2) to indicate which of the
sentences are correct on the
power point.

Finish Everyday

and questions

Use setting

Model quoting and paraphrasing.

Ask students to add a quote and a
paraphrase to a question.

Finish the

I am Poem\Quilt
Utilize Say Something
and other strategy while reading the
story.
questions to Everyday Use
Complete Focus on the
Theme worksheet

Finish Setting worksheet

Write a reflection to
Philosophical Chairs.
Determine the theme(s)
and how it (they) were
created.
Decide and defend
which choice the main
character should have
made.
.

Sharing/
Closure

Turn to a partner: How does Sharing: Share the first line of you Sticky note wrap up: on a sticky
the author give clues about what poem with a partner.
note, ask students to write what
the setting is?
they will remember most from this
story.

In text questions, marking the

text entry, ticket out the door.

Definitions, list of
quotations/inferences

Materials/
Resources

Setting chart, I am poem

Share with a Partner:

Share with your partner a
summary of your
reflection on Philosophical
chairs.
Theme worksheet, Say Something Theme Worksheet
Strategy
participation in partner
read, Bass River Sheila
Mant

Write four questions about the

story focused on plot, character,
title, theme

Homework

Assessment/
DOK
Check for
Understanding

Ticket out: Why did the main

character make that choice?

Everyday Use

Blooms Taxonomy, 8 Methods Everyday Use, I am Poem

of Characterization PowerPoint,
Everyday Use

Focus on Theme Worksheet, Bass Singular and Plural Nouns

River Sheila
Power point, Prediction
Chart Page 99 of text

CC Standards
Bell Work/
Opening
Learning Targets/Objectives
Vocabulary

Day 16
Day 17
Day 18
Day 19
RL.9-10.1 Cite strong and thorough RL.9-10.3 Analyze how complex W.9-10.2 Write informative texts to RL.9-10.3 Analyze how complex
textual evidence to support analysis characters develop over the
examine complex ideas, concepts, characters develop over the
course of a text, interact with and information clearly/accurately course of a text, interact with
of what the text says explicitly as
other characters, and
other characters, and advance
well as inferences drawn from the
through the effective selection,
advance the plot or develop
the plot or develop the theme.
text
organization, and analysis of
the
theme.
content.
RI.9-10.3 Analyze how the author
L.9-10.5 Demonstrate
unfolds an analysis or series of
understating of figurative
W.9-10.2 Write informative texts L.9-10.1 Demonstrate command of
ideas or events, including the order to examine and convey
language, word relationships,
the conventions of standard
in which the points are made, how complex ideas, concepts, and English grammar and usage when and nuances in word meaning.
SL.9-10.1 Initiate and participate
they are introduced and developed, information clearly/accurately writing or speaking
effectively in a range of
and the connections that are drawn through the effective
collaborative discussions with
selection, organization, and
between them.
diverse partners
analysis of content.
L.9-10.1 Demonstrate command of
the conventions of standard
L.9-10.1 Demonstrate
English grammar and usage when command of the conventions
writing or speaking
of standard English grammar
and usage when writing or
speaking
Journal: https://www.youtube.com/
What do you think a Scarlet
T: Show picture of Scarlet Ibis.
Describe the Narrators mood
watch?v=CZUiq17QDxQ
Ibis is? Draw a picture or
What theme do you encounter most describe this thing.
Compare and Contrast your
picture/description from previous
often?
day.
I can state the theme and provide I can examine the text for
I can read for comprehension
I can prepare for reading a
examples from the text that led me examples of mood or tone
and understanding.
challenging text.
to the theme.
I can correctly identify and
I can identify tone and mood in a I can explain setting, mood and
define mood and tone.
short story.
tone.
I can defend my interpretation.
I can listen and consider the
I can distinguish the difference
viewpoint of others.
between connotation and
denotation.
I can create a visual image using
adjectives.

Mood
Tone

Symbolism

Revenge
connotation
denotation
Symbolism

Day 20
RL.9-10.3 Analyze how
complex characters
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
L.9-10.5 Demonstrate
understating of figurative
language, word
relationships, and
nuances in word
meaning

Have you ever made a

sacrifice in order to help
others or to make
someone else happy?
I

can understand
challenging text.
I can dissect complex
characters.
I can use context clues to
learn the meaning of
unknown words.
I can predict what will
happen based on clues
and inference.
Characterization
Inference
Symbolism

Grammar Focus

Using Parts of Speech 1st Power

point, Slides 34-38 Prepositions,
complete the School House Rock
Note Sheet and activity embedded
in the slides.

Mini Lesson/
Direct Instruction

Review Plot Chart for Bass River

Sheila, POV and review Theme.

ELL/SPED: Provide assistance in

filling in Plot chart.
Honors/Pre-AP: How does the
conflict change the narrator by
the resolution?

Differentiation:
Gifted, ELL, SPED

Independent Work Activities Students

Finish pairs

reading and complete

the Predicting Chart.
Draw and label the plot map of the
story
Go back through the story looking
for symbols. Add those to your
plot map at the time in the story
where they appear.
Make a bulleted list of symbol,
page number where found and
what the symbol represents.
Write a statement about why you
think the author chose three
specific symbols and why you
think are most important in the
story.
Use prepositions correctly in your
statement.

Using Parts of Speech 1st

PowerPoint, Slides 39-43
Interjections, complete the
School House Rock Note
sheet and writing activity
embedded in the slides.
What is mood?
What is tone?
Distribute Mood\Tone
worksheet
Discuss directions and
examples.
Model how to figure out tone
or mood from a short
story\passage.

PowerPoint: Revising Editing

Using Connotation and

Denotation PowerPoint slides 15, students take Cornell notes on
Connotation and denotation with
examples

Using Connotation and

Denotation PowerPoint
slides 6-13, students take
Cornell notes on
connotation and
denotation with examples
Distribute Scarlet Ibis
Discuss Symbolism NF Article Distribute Gift of the Magi
Ask students to share their ideas
from homework
Discuss Anticipation
about bell work. Then show
guide, specifically
Discuss: What is/are symbolic in
picture of scarlet ibis and have
sacrifice, and deception.
the story Scarlet Ibis?
students guess what the story is Review Tone and Mood
Read Gift of the Magi
going to be about.
and annotate the text.
Review Plot, Theme and POV
with Scarlet Ibis.
Complete and discuss
anticipation guide.
Finish reading and annotating.
Read Scarlet Ibis, stopping
Discuss questions at the end of
periodically for questions and
the reading.
clarification. .
ELL/SPED: Have them
ELL/SPED: Provide additional
ELL/SPED: Additional support
ELL/SPED: Audio
complete certain # of
time, have students share with a
on understanding mood and
version of selection
questions.
partner first.
tone of Scarlet Ibis
Honors/Pre-AP: have
students complete with
Honors/Pre-AP: Give them
Honors/Pre-AP: Have students
Honors/Pre-AP: Have
partners.
alternate assignment of
come up with group definitions
students complete Plot Chart
choosing a short story and
of scarlet ibis, then class
for the story.
finding tone and mood by
definition then compare to the
themselves.
story.
Complete Tone\Mood
Read and annotate Scarlet Ibis.
Finish Tone Worksheet
Read The Gift of the
Worksheet with a partner.
Complete comprehension
Finish questions at the end of
Magi
questions while reading.
Scarlet Ibis
Annotate the text.
Begin working on short answer
essay.

Sharing/
Closure
Assessment/
DOK
Check for Understanding
Homework
Materials/
Resources

Think pair share: compare the

three symbols that they chose and
why.

Ticket out the door: What is

one word that describes
mood\tone?

Ticket out the Door: What is a

Scarlet Ibis?

Complete Prediction Chart, plot

map, list of symbols and written
statement about three symbols,
entry on School House Rock Note
sheet, drawn image from bell work

Completion of worksheet
Class Discussion

Completed reading and

annotation.

Assignments not completed in

class

Finish worksheet

NF Article Symbolism

Parts of Speech 1st Power point,

Prediction Chart Page 99 of text
Figurative Language PowerPoint

Tone Worksheet, Scarlet Ibis,

PowerPoint: Revising Editing,

Scarlet Ibis, Tone Worksheet, NF
Article Symbolism

Turn to a partner: what is

setting? What is the setting for
this story?

Sticky note check out:

What characters are in the
story and what is their
relationship?

Finish any work not

completed in class

Scarlet Ibis, Tone Worksheet,

Plot Chart.

Connotation and
Denotation PowerPoint,
Gift of the Magi

CC Standards

Day 21
Day 22
RL.9-10.1 Cite strong and thorough RL.9-10.5 Analyze how an
textual evidence to support
authors choices of
analysis of what the text says
structuring a text, order
explicitly as well as inferences
events within it, and
drawn from the text
manipulate time creates
such effects as mystery,
W.9-10.2 Write informative texts to
examine complex ideas, concepts, tension, or surprise.
and information clearly/accurately L.9-10.3 Apply knowledge of
through the effective selection,
language to understand how
organization, and analysis of
language functions in
content.
different contexts, to make
effective choices for
L.9-10.5 Demonstrate understating
meaning or style, and to
of figurative language, word
comprehend more fully when
relationships, and nuances in
reading or listening.
word meaning.
L9-10.6 Acquire and use
accurately grade appropriate
general academic and
domain specific words and
phrases; gather vocabulary
knowledge when considering
a word or phrase important
to comprehension or
expression.

Day 23
RL.9-10.1 Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
RL.9-10.5 Analyze how an
authors choices of
structuring a text, order
events within it, and
manipulate time creates
such effects as mystery,
tension, or surprise.
W. 9-10.2 Write
informative/explanatory texts
to examine and convey
complex ideas, concepts,
and information clearly and
accurately through the
effective selection,
organization and analysis of
content.
L.9-10.3 Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.

Day 24
RL 9-10.1 Cite strong and
thorough textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RL9-10.2. Determine a theme or
central idea of a text and
analyze in detail its development
over the course of the text,
including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.
RL.9-10.5 Analyze how an
authors choices of structuring a
text, order events within it, and
manipulate time creates such
effects as mystery, tension, or
surprise.
W. 9-10.2 Write
informative/explanatory texts
L.9-10.3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
L.9-10.5 Demonstrate
understating of figurative
language, word relationships,
and nuances in word meaning.
L.9-10.3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions with
diverse partners

Day 25
RL 9-10.1 Cite strong and
thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RL9-10.2. Determine a
theme or central idea of a
text and analyze in detail
its development over the
course of the text,
including how it emerges
and is shaped and refined
by specific details
RL.9-10.5 Analyze how an
authors choices of
structuring a text, order
events within it, and
manipulate time creates
such effects as mystery,
tension, or surprise.
W. 9-10.2 Write
informative/explanatory
L.9-10.3 Apply knowledge of
language to understand
how language functions in
different contexts, to make
effective choices for
meaning or style, and to
comprehend more fully
when reading or listening.
L.9-10.5 Demonstrate
understating of figurative
language, word
relationships, and
nuances in word meaning.
SL.9-10.1 Initiate and
participate effectively in a
range of collaborative
discussions with diverse
partners

Bell Work/
Opening

What is characterization?

can understand challenging text.

can dissect complex characters.
I can use context clues to learn
the meaning of unknown words.
I can predict what will happen
based on clues and inference.

Grammar Focus

Vocabulary

Learning Targets/Objectives

Journal: name 1-2 things you Journal: What are some basics
would give up for someone you of the Writing Process?
love. What wouldnt you give
up?
I

can explain setting, mood

and tone.
I can explain
characterization and identify
quotes to support it.
I can identify ways to
improve sentence structure.

follow the writing process to

create a literary analysis
I can identify ways to improve
sentence structure.
I can write a literary analysis

Plot
Literary Analysis
Theme
Characterization
POV
Tone
Setting
Using connotation and Denotation Varying Sentence Structure
Varying Sentence Structure
PowerPoint slides 15-22, students Have students watch the
Using Writing Sentencesin pairs use white boards to answer
video on Improving
Improving Sentence Structure
the questions
Sentence Structure
PowerPoint slides 1-5
http://www.youtube.com/wa Students take Cornell Notes
tch?v=AQrW-aDAQk&feature=player_embe
dded#at=41

Journal: Create a Checklist of

Journal: look over your
what you need to accomplish with checklist and mark off what
you literary analysis
you have finished and what
you need to do today.
I can define and research; cite
sources correctly; distinguish
between paraphrasing and
quoting.
I can determine the point of
view of the narrator, the theme,
the point of view, the setting,
the mood, tone, irony,
figurative language,
characterization and plot
structure.
I can write a literary analysis
essay.
I can apply the writing process
to develop an essay.
I can identify ways to improve
sentence structure.

Varying Sentence Structure

Using Writing SentencesImproving Sentence Structure
PowerPoint slides 6-11
Students take Cornell Notes

I can identify ways to

improve sentence
structure.
I can write a literary
analysis essay.
I can apply the writing
process to develop an
essay

Varying Sentence Structure

Using Writing SentencesImproving Sentence
Structure PowerPoint
slides 12-17
Students take Cornell
Notes
Handout activity on
Writing SentencesImproving Sentence
Structure

Review Gift of the Magi,

Go over Characterization
Powerpoint
Discuss Characters in the story.
Distribute Character Worksheet
Model how to find character traits
in The Gift of the Magi.
Do one character as a class the
other in small groups.
ELL/SPED: Give additional time
to complete this assignment
Honors/Pre-AP: have students
complete in small groups then
compare answers to other
groups. .

Review

Plot, Theme,
Characterization, POV, Tone,
Setting with The Gift of the
Magi.
Review Gift of the Magi
reading
Review characterization
worksheet

Review

Writing Process from

Week 1
Distribute and Discuss Literary
Analysis.

Discuss

Literary Analysis Project

and sources for research.

ELL/SPED: Allow more

ELL/SPED: Give students
ELL/SPED: Assist students
time for processing. Have
particular stories to analyze
with choosing an appropriate
students complete one of
selection at an appropriate
Honors/Pre-AP: Give
the literary terms.
Lexile level.
students specific stories to
analyze.
Honors/Pre-AP: Have
Honors/Pre-AP: Assist
students complete plot chart
students with choosing an
and find POV, Tone, Setting
appropriate selection at a
and Theme.
stretch Lexile level.
Finish pairs reading and Character Complete a Plot Chart of
Follow instructions in Literary
Student project explanation and
Worksheet
the story.
Analysis Project.
first work day
Finish annotating and questions at Go through the text looking
the end of Gift of the Magi.
for specific examples of
mood, setting and tone. List
on a sheet of paper and
compare with a partner.
Ticket out the door: What are 2
Turn to a partner: Who made Ticket out the Door: What story Status check: how is your project
character traits about one of the
the ultimate sacrifice? Why?
are you going to use for your
going? What has been one of the
characters you found.
literary analysis?
challenges so far? What have you
accomplished so far?

Completed character worksheet

Student work day

ELL/SPED: Assist
students with thesis
statement
Honors/Pre-AP: Assist
student groups as
needed.

Student second workday.

Status check: how is your

project going? What has
been one of the challenges
so far? What have you
accomplished so far?
Draft of paper

Materials/
Resources

Homework

Assessment/
DOK
Check for
Understanding

Sharing/
Closure

Independent Work
Activities Students

Differentiation:
Gifted, ELL, SPED

Mini Lesson/
Direct Instruction

Gift of the Magi, Character

Worksheet,

Improving Sentence
Writing Process, Short Stories,
Structure video, Gift of the Literary Analysis.
Magi, Character Worksheet,
Plot Chart

Writing Sentences-Improving
Sentence Structure Powerpoint
Literary Analysis

Writing SentencesImproving Sentence

Structure Powerpoint and
handout

CC Standards

Day 26
RL 9-10.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RL9-10.2. Determine a theme or
central idea of a text and analyze
in detail its development over the
course of the text, including how it
emerges and is shaped and
refined by specific details; provide
an objective summary of the text.
RL.9-10.5 Analyze how an authors
choices of structuring a text,
order events within it, and
manipulate time creates such
effects as mystery, tension, or
surprise.
W. 9-10.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through
the effective selection,
organization and analysis of
content.
L.9-10.3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style, and
to comprehend more fully when
reading or listening.
L.9-10.5 Demonstrate understating
of figurative language, word
relationships, and nuances in
word meaning.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions with
diverse partners

Day 27
RL.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
RL.9-10.2. Determine a theme
or central idea of a text and
analyze in detail its
development over the
course of the text, including
how it emerges and is
shaped and refined by
specific details.
RL.9-10.5. Analyze how an
authors choices concerning
how to structure a text,
order events within it, and
manipulate time create such
effects as mystery, tension,
or surprise.
RI.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
W. 9-10.2 Write
informative/explanatory text.

Day 28

Day 29

Day 30

Bell Work/
Opening
Learning Targets/
Objectives

Journal:
What is the purpose of taking
a pre- or post- assessment?
I

can cite text-based

evidence that provides
strong and thorough support
for an analysis of literary
text.
I can determine the theme or
central idea of a literary and
informational text.
I can analyze how an
authors choices about how
to structure text, order
events and manipulate time
create intended effects.
I can write
informative/explanatory
texts.
Post-assessment

Grammar Focus

Vocabulary

Journal: look over your checklist

and mark off what you have
finished and what you need to do
today.
I can analyze the model.
I can self-assess my ability to
write a research piece.
I can select a topic to research.
I can use the data bases to find an
article.
I can identify ways to improve
sentence structure.

Varying Sentence Structure

Using Writing SentencesImproving Sentence Structure
PowerPoint slides 18-21
Students take Cornell Notes

Mini Lesson/
Direct Instruction

Student work day

OR student presentation day

Explain the

purpose of a
post-assessment.
Distribute the materials
Instruct students to do their
best work
When students finish, have
them read and mark the NF
article New SAT puts focus
on Achievement

Sharing/ Independent
Differentiation
Closure Work Activities Gifted, ELL, SPED
Students

Student presentation day.

TURN IT IN TO:
Turnitin.com
Presentation, paper

Materials/
Resources

ELL/SPED: Extra time to

complete.
Honors/Pre-AP: Have
students mark the text for
articles and take Cornell
notes
Post Assessment

Whip around: How did you

do on the post assessment?
What was the easiest part?
Most difficult part?
Post Assessment

Finish reading and Marking

the text New SAT puts focus
on Achievement

Homework

Assessment/
DOK
Check for
Understanding

ELL/SPED: Coach during

presentation as needed
Honors/Pre-AP:

Writing Sentences-Improving
Sentence Structure PowerPoint

Post-assessment
NF Article New SAT puts
focus on Achievement

***Use the article from Post Test day to discuss with students the significance of Standardized Testing and how it is important to prepare for next steps in High School.
Philosophical Chairs or Socratic Seminar discussion could be options if time permits.