Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 1/6-1/17

Unit Details: The Things They Carried by Tim O’Brien
Desired Results--What do we want students to know and do?

Essential Standard(s)-
Character 1.A: Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s
motives.
Setting 2.A: Identify and describe specific textual details that convey or reveal a setting.
Structure 3.A: Identify and describe how plot orders events in a narrative.
Structure 3.B: Explain the function of a particular sequence of events in a plot.
Narration 4.A: Identify and describe the narrator or speaker of a text.
Narration 4.B: Identify and explain the function of point of view in a narrative.
Literary argument 7.A: Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself

Learning Target(s)/Objective(s) in Student Friendly Language-

I can identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
I can identify and describe specific textual details that convey or reveal a setting.
I can identify and describe how plot orders events in a narrative.

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative

Students will perform 80% or higher accuracy on College Board prepared assessments.

Learning Plan--Plan for instruction, intervention, and extension.

Monday/Tuesday Wednesday/Thursday Friday/Monday Tuesday/Wednesday Thursday/Friday

1/6-1/7 1/8--1/9 1/10-1/13 1/14-1/15 1/16-1/17
Guided Practice/Group Guided Practice/Group Guided Practice/Group Guided Practice/Group Independent Work
Work (We Do): Work (We Do): Work (We Do): Work (We Do): (You Do):

● Review analytical ● Gallery Walk- ● Group outline for ● Hero’s Journey ● Timed Writing in
The Things They poetry explication preparation for AP
writing process and Archetypes
Carried of “To An Athlete Introduction
Exam in May
and author’s Dying Young” ○ Students
purpose with ● Elements of
● Presentation for must apply
students. Style lecture
critiques from their
● Practice Independent Work
● “Dulce Et identifying
classmates
(You Do):
elements
● Revisions as a of style
Decorum” by elements of style ● Begin
group knowledge
Wilfred Owen as in a poem: “To brainstorming for in their
review practice An Athlete Independent Work Hero’s Journey poetry
(analysis and Dying Young” (You Do): project explication
author’s purpose) by A.E. .
● Multiple Choice test
Housman ● Multiple Choice
corrections
Independent Work practice test in
(You Do): Independent Work preparation for
(You Do):
● Prompt: In a AP Exam
well-developed ● TWIST graphic
paragraph, organizer for
discuss point of identifying
view and what elements of style
effect the poem’s
point of view(s)
are intended to
have on the
reader. Use
textual evidence
from the poem to
help develop your
response.