Curriculum Map for Secondary English
Week
1
Dates
Aug 4
Course Material
Introduction to Teacher/Students.
Assessments
Establishment of Classroom Rules and
Aug 5
Aug 6
Procedures
Note-Taking Methods: Cornell, Outlining,
*Short Quiz on Syllabus
Mapping, Charting
and Classroom
Introduction to Grammar: Parts of Speech
Procedures
*Grammar Quiz (not for
*Allows instructor to see what level students
a grade just to measure
are at and assess where needs or review may be class as a whole)
Aug 7
Aug 8
necessary
Grammar Continued: Punctuation
Final Grammar Review
Grammar Quiz (for
grade)
2
Aug 11
Aug 12
Aug 13
Aug 14
Aug 15
Thinking Maps: Tools for Learning
Introduction to Essay Writing: Types of Essays
Components of an Essay
How to Prewrite/Plan
How to conduct Research and Cite
Introduction to First Essay: Research Paper &
Rubric
3
Aug 18
Aug19
3 Narrowed Essay Ideas Circle Mapped
Final topic chosen. Preplanning begins
Final Topic must be
Aug 20
Research Day
chosen
Prewriting to be turned
Aug 21
Aug 22
Constructing your Outline
Begin Rough Draft
Aug 25
Revision Process and Intro to Peer Editing
in
4
Aug 26
Aug 27
Hard-copy Rough Draft due for Peer Editing
Edited/Revised Rough
Final Rough Drafts due
to Instructor
Aug 28
Aug 29
Literary Devices and Figurative Language
Literary Devices and Figurative Language
Short quiz on literary
devices
5
Sep 1
LABOR DAY
Sept 2
Sept 3
Sep 4
Writing/Lab Day
Writing/Lab Day
Finding and Analyzing Figurative Language:
Sep 5
In Music
Finding and analyzing Figurative Language:
Final Drafts Due for
Reading and Studying: The Story of an Hour
Grade
6
Sep 8
Sep 9
Sep 10
Symbolism: The Story of an Hour
Theme: The Story of an Hour
Characterization: Complex/Non-Complex
Sep 11
Characters
Read and Study: Hills Like White Elephants
Short quiz on
Symbolism,
characterization and
Sep 12
Divide and Conquer: Students break into
Theme
Group Presentation
groups focus on (1) Symbolism, Theme,
Characterization, Figurative Language
7
Sep 15
Sep 16
Read and Study: The Lottery
Read and Study: The Lottery
Student Quick Write
Due
Sep 17
Read: A Short Guide to Writing About
Sep 18
Literature
Read: A Short Guide to Writing About
Sep 19
Literature
Read: A short Guide to Writing About
Literature
8
Sep 22
Frontloading: The Great Depression (For of
Sep 23
Sep 24
Sep 25
Sep 26
Mice and Men)
Frontloading: Of Mice and Men
Frontloading: Of Mice and Men
Class Reading of Chapter 1
Class Reading of Chapter 1
Sep 29
Sep 30
Oct 1
Oct 2
Oct 3
OMAM: Chapter 2
OMAM: Chapter 2
OMAM: Chapter 3
OMAM: Chapter 3
Provide prompts/topics for students to consider
Chapter 1 Reading Log
9
Chapter 2 Reading Log
Chapter 3 Reading Log
while reading
Watch: First half of film: Of Mice and Men
10
Oct 6
Oct 7
Oct 8
Oct 9
Oct 10
Fall Break
Fall Break
Fall Break
Fall Break
Fall Break
Oct 13
Oct 14
Oct 15
Oct16
Oct 17
OMAM: Chapter 4
OMAM: Chapter 4
OMAM: Chapter 5
OMAM: Chapter 5
OMAM: Chapter 6
Oct 20
OMAM: Chapter 6
Oct 21
Oct 22
Oct 23
Watch 2nd half: Of Mice and Men
Of Mice and Men Test Day
Introduction to Essay 2: Writing about
11
Chapter 4 Reading Log
Chapter 5 Reading Log
12
Chapter 6 Reading Log
Literature Of Mice and Men
Oct 24
Essay 2 Rubric and Topic/Prompt
Essay Topic/Prompt due
Brainstorming
13
Oct 27
Oct 28
Oct 29
Prewriting
Prewriting
Outline Due
Outline due with
quotations
Oct 30
Oct 31
Lab Day
Lab Day
Rough Draft due Nov 3
Nov 3
Nov 4
Nov 5
Nov 6
Nov 7
Rough Draft Peer Editing/Teacher Check
Rough Draft Peer Editing/Teacher Check
Frontloading: Satire/Irony
Read and Analyze: A Modest Proposal
Read and analyze: A Modest Proposal
Final Draft Essay 2 Due
14
Jonathon Swift
15
Nov 10
Read and Analyze: Some Reflections Upon
Nov 11
Nov 12
Marriage Mary Astel
VETERANS DAY
Read and Analyze: Some Reflections Upon
Nov 13
Marriage
Intro to Group Project: Create your Own
Modest Proposal or Reflection Upon a Topic
Nov 14
Rubric
Split Groups
Groups Decide on Topic/Issue
Brain-storming
16
Nov 16
Nov 17
Nov 18
Nov 19
Prewriting/Teacher Approval of Topic
Drafting
Drafting
Lab Day
Nov 20
Lab Day
Nov 24
Nov 25
Lab Day
Group Presentations
Final Typed Proposal/
Nov 26
[Early Release]
Reflection Due
Group Presentations
Nov 27
Nov 28
Group Presentations
Thanksgiving Holiday
Thanksgiving Holiday
Dec 1
Dec 2
Dec 3
Frontloading: The Hero Cycle and Literature
Define Hero Cycle The Stages
Archetypes in Hero Cycle
Dec 4
Dec 5
Read and Explore: Greek Myth Hercules
Read and Explore: Greek Myth Hercules
Dec 8
Dec 9
Read and Explore: Greek Myth Hercules
Compliment/ Complicate Big Hero 6
Dec 10
Watch film
Compliment/Complicate Big Hero 6
Dec 11
Watch film
Compliment/Complicate Big Hero 6
Student Quick Write on
Analyze Hero Cycle in Big Hero 6
Hero Cycle.
17
Due for Grading
18
Quiz on Hero cycle
Vocab and Terminology
19
-Compare/Contrast
Hercules and Big Hero
6
Dec 12
Intro to Group Project: Hero Cycle Map
Introduced. Rubric
Group Project Work Day
Topic of Hero Cycle Must be picked (Lord of
the Rings, Book, Movie, prior literature, etc
something the whole group has seen)
20
Dec 15
Dec 16
Dec 17
Dec 18
Group Project Work Day
Group Project Work Day
Group Project Work Day
[Early Release]
Dec 19
Group Presentations
[Early Release]
Group Presentations
Group Presentations
Due
21/22
Dec 22-
Winter Break
Jan 11
23
Jan 12
Jan 13
Jan 14
Jan 15
Jan 16
Frontloading to the Poetry
Italian v English
Read and Analyze: Shakespeares Sonnets
Read and Analyze: Lady Mary Wroth
Ballads
Quiz on Sonnet Forms
The Lady of Shallot
24
Jan 19
Jan 20
Jan 21
Jan 22
Jan 23
No School MLK Day
Elegy
Epic Poetry: The Faerie Queene
Epic Poetry The Faerie Queene
Narratives:
Begin Bisclavret
25
Jan 26
Finish Bisclavret
Begin A Nymph Complains About the Death
Jan 27
of Her Fawn
Finish A Nymph Complains About the Death
Jan 28
Jan 29
Jan 30
of Her Fawn
Review of Poetry
Poetry Exam
Frontloading: Art of Persuasion
Feb 2
Propaganda Techniques
26
Poetry Exam
Feb 3
Commercialism and Advertisements
Group Project: Build your own commercial
Feb 4
Feb 5
Feb 6
implementing propaganda techniques
Group Project Work Day
Group Project Work Day
Presentation Day
Propaganda Techniques
Quiz
27
Feb 9
Feb 10
Feb 11
Speech and Rhetoric
Fallacies in Argument/Persuasion
Read and Analyze: Presidential Campaign
Speeches
Feb 12
JFK
Read and Analyze: Presidential /Policy
Feb 13
Campaigns
Read and Analyze: MLK
Feb 16
Feb 17
Feb 18
Feb 19
Feb 20
No School PRESIDENTS DAY
Read and Analyze: Malcom X
Read and analyze Mahatma Gandhi
Frontloading: Speech and Debate
Frontloading: Speech and Debate
Feb 23
Feb 24
Intro to Structure and purpose of Debate
9 Principles of Good Debating
Feb 25
Feb 26
Logical Fallacies
Logical Fallacies
Feb 27
Watch current presidential election debates
Class Activity: Picking Sides
Quiz on Principles of
Casual Debate.
Debate and Logical
Provide prompts for students to pick sides
Fallacies
28
29
*students not guaranteed to get what they want
30
Mar 2
Whole Class Practice Debate
Mar 3
Instructor Provides Research and Topics
Intro to Group Projects: Speech and Debate
Student teams have been organized randomly
by instructor. Students begin to collaborate and
plan. Debate teams are made depending on
Mar 4
Mar 5
topic.
Lab and research Day
Lab and Research day
Mar 6
Prewriting
Mar 9
Mar 10
Mar 11
Mar 12
Rough draft due
Watch and Analyze Debate
Finalize Drafts
Debate Presentations
31
Group Debate
Presentations for
Mar 13
Debate Presentations
Grading
Group Debate
Presentations for
Grading
32
March
SPRING BREAK
16-24
33
Mar 25
Mar 26
Mar 27
Frontloading: Perks of Being a Wallflower
Frontloading: Perks of Being a Wallflower
Class Reading of Part 1 Chapter 1-5
Part 1 Chapter 1-5
Reading Log
34
Mar 30
Read and Analyze: POBAW Part 1 chapter 5-
Part 1 Chapter 6-10
10
Reading Log
Introduction to Final Project:
Independent Journaling Multi genre paper
-Prose
-journal entries
-poetry
-art
-lists
-letters
Mar 31
-etc
Read Excerpts from Fearless Writing
Apr 1
Apr 2
Discuss and Analyze
Show Class Examples of Multi-genre Papers
No School Good Friday
Apr 6
Apr 7
Apr 8
Apr 9
Apr 10
No School Easter Monday
Test Prep
Test Prep
Test Prep
STATE TESTING
Apr 13
Analyze POBAW Part 2 Chapters 1-5
35
36
Part 2 Ch 1-5 Reading
Log
Character Analysis
Apr 14
Making Predictions of POBAW
Theme
Apr 15
Symbols so far?
Analyze Part 2 Chapters 6-10
Part 2 Ch 6-10 Reading
Apr 16
Analyze Part 2 Chapters 11-15
Log
Part 2 ch 11-15 Reading
In Class Writing: Write a letter to Charlie
Log
Letter to Charlie
Apr 17
Whole class collaboration:
-What questions do you have?
-What do advice do you want to give?
37
Apr 20
Compliment/Complicate
Apr 21
Watch scenes from POBAW
Prewriting/Outlining Multigenre
Apr 22
Paper/Portfolio
Read and Analyze Part 3 Chapters 1-5
Part 3 Chapter 1-5
Reading Log
Apr 23
Apr 24
Class Day to Work on Multi Genre Paper
Class Day to Work on Multi genre Paper
Apr 27
Analyze Part 3 Chapters 6-12
38
Part 3 Chapter 6-12
Reading Log
Apr 28
Class Discussion on POBAW
Apr 29
Drawing Character Maps
Analyze Part 4 Chapters 1-5
Apr 30
May 1
Finishing up Character Maps and Presentations
Class Day to Work on Multi-genre Paper
May 4
Analyze Part 4 Chapters 6-10
May 5
Class Discussion on POBAW
May 6
Themes and Symbols
Analyze Part 4 Chapters 11-Epilogue
May 7
Watch and analyze Select scenes from film
May 8
adaptation of POBAW
Class Quick Write- Final Letter to Charlie
May 11
May 12
Class Day to Work on Multi-genre paper
Class Day to Work on Multi-genre Paper
Reading Log Part 4
Chapters 1-5
Character Maps/Posters
39
Part 4 Chapters 6-10
Reading Log
Part 4 chapters 11Epilogue Reading Log
40
Final Letter to Charlie
May 13
May 14
May 15
Class Day to Work on Multi-genre Paper
Craft Day to Put-together Portfolio
Multi genre Paper Due!
May 18
May 19
Study Guide and Review for Senior Finals
Final Study Day
May 20
May 21
May 22
Class Game of Concept Trivia
Finals
Finals
Finals & Last Day
41
LESSON PLAN
Your Name: Sara Hendricks
Date: 2/12/15
Course Title: English 9-10
Period: 0
Organizational Structures:
Individual
Group Work (Partners)
Whole Class
Bell work:
Think back to a time where you wanted to talk about something with
someone but you had to speak round-about or vaguely so no one else could
understand. In a paragraph and write about that experience. School
appropriate, be prepared to share.
Aim: How will students learn to make inferences by citing key details from
the text and apply them in determining where the text leaves matters
uncertain? (application)
Instructional Objectives:
Highlighting and observing important details in a text.
Determining the value of what a text says explicitly and what a text
leaves uncertain
Work collaboratively to determine what a text is about and justify
inferences.
Make inferences based on textual analysis
Standard:
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain. ([Link].1)
Literacy Skills:
Students will be able to read Hills Like White Elephants and highlight,
underline, and annotate key details, symbols, imagery.
Students will be able to make a personal inferences about the text.
Students will be able to verbally share with their partner what their
inference about the text was.
With a partner students will create a poster or image of a key detail,
image, or symbol that they are interested in and share its importance
with the class.
As a whole class students will be able to construct Freytags Pyramid
based on the text and discuss what the text was about and whether or
not the conflict was resolved.
Motivation: Devices you will use to hook students into the lesson; what you
will use to arouse their interest in the topic. Here are some examples-Plan
for two-three:
Charts (The iceberg)
Video clip of Hills Like White Elephants acted out
Images/Art based on text
Directions: (After reading the text out loud as a class)
1. You should already have your text out. Now you have twenty seconds
to take out a blank sheet of paper and a pencil or pen.
2. Right now you will be reading silently and independently annotating
the text, Hills Like White Elephants You will have ten minutes to
annotate.
3. Pay attention to and take special note of the significance of key details
in setting, symbolism, imagery, and tone.
4. While you read, also make inferences about what the text is saying and
not saying, or directly telling us about.
5. When you have finished annotating, on your blank sheet of paper I
want you to head your paper in MLA format. This will be turned in.
Number your paper 1-6 leaving least 3 o4 four lines between them all.
You will have 5 -10 minutes.
6. I have written on the board what questions you will have to answer.
Number one is your statement or guess about what the text is about.
2-5 are a list of key details that you found most interesting or
important to the story. Explain the significance and what you think its
inclusion in the story means.
7. When you are done, you will raise you hand and wait quietly for further
instruction.
Pivotal Questions:
1. Ernest Hemingways writing is largely influenced by his Iceberg theory,
also referred to as the Theory of Omission, which is based off the idea
that 7/8ths of an iceberg lies beneath the surface and only a small
fraction is visible.
Based on Hills Like White Elephants, how do you think this
theory applies to Hemingways story?
2. How would you describe the unnamed American in the text?
3. What do you think is the significance of the setting of the story?
4. How would you describe the interactions between the main male and
female character?
5. Does Hemingway give any inclination to how this story will be
resolved? Is there a resolution at all?
Medial Summary:
So far you have learned to pinpoint and annotate key details in a text
and make inferences based upon what you have read. We began this lesson
by reading our text out loud as a class. Then, all of you have independently
formed your own inferences on the text based on your independent reading.
With partners, we chose a key detail and explained its importance and
meaning to the whole class. As a whole class, we shared our ideas and
interpretations and become well acquainted with drawing inferences not only
from what a text explicitly states, but what is also left unsaid.
Application:
Today for closure I want you to imagine you are writing a note to your friend
but do not want the contents of it understood by others in case it is lost so
you opt to write vaguely or in code. Write this note and include back and
forth responses between sender and receiver. Afterwards, describe what the
note is about. School appropriate. Be prepared to share.
Final Summary: Randomly call upon students to share what they have
learned. Have them explain the Iceberg Theory/ Theory of Omission.
Have them explain how this theory worked or didnt work in the text, Hills
Like White Elephants
Metacognitive on Pedagogy:
How did todays bell work apply to what we learned today.
o It reflected the conversation that the main characters in the story
had.
How did the closure have you apply the concepts we have worked
together on in class?
o It made us create our own example and apply the theory of
omission.
Metacognitive on Learning: Ask 1-2 students to talk about how they learned
the material today. You do not have to do this in your lesson plan for our
class, but be sure to include it in your actual lesson plan.
Review Homework: Refer back to the Iceberg Theory diagram that we have
gone over in class. Using this handout I have given you, I want you to apply
the iceberg theory to your own lives. The top of the iceberg should include a
list of things that people can see or know about you easily. Next to the
bottom of the iceberg, write a list of qualities about yourself that are beneath
the surface. This means the list should consist of thing people might infer,
but do not directly know about you. There should be 5 items of each. 10
total.
Homework: For homework, refer back to the Iceberg Theory that we have
gone over in class. Use the iceberg diagram I am providing you and at home
come up with a list of five qualities that people can easily observe or know
about you, and five qualities that are beneath the surface or that you find are
omitted. Have fun with this assignment and be school appropriate!
WHO AM I? WHAT DOES IT MEAN TO BE ALIVE
A Unit Plan in Sophomore English
Generic High School
Montauk
Sara Hendricks
This unit will cover the universal and essential existential question of Who am I? and
What does it mean to be alive? Not only will we explore the universal and philosophical
theories on what being alive means such as carpe diem but we will traverse through our own
personal takes and interpretations of this abstract concept. In particular, we will explore the
various ways the theme of identity and life and living are introduced and carried throughout
young adult literature. The main novels to be introduced in literature circles include: Its Kind of
a Funny Story, The Perks of Being a Wallflower, The Fault in Our Stars, and Me and Earl and
the Dying Girl. Students will create a group presentation on their novel and explain how the
novel covered the theme as well and write an independent essay to demonstrate mastery of their
novel. Students will also create a personal statement on who they are and what being alive means
to them by the end of the unit. Through literature circles, class discussion, and presentations and
journaling students will be able to build off of one another and the material provided to them and
gain knowledge as well as cover various Arizona Career and Readiness Standards.
This unit will address the following Arizona Career and Readiness Standards
([Link]
Grades 9-10 Students:
Reading Literature
Key Ideas and Details
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. ([Link].2)
3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme. ([Link].3)
Craft and Structure
4. 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). ([Link].4)
Integration of Knowledge and Ideas
7. 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., Audens
Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus). ([Link].7)
Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 910 text complexity band proficiently, with scaffolding as
needed at the high end of the range. ([Link].10) By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the grades
910 text complexity band independently and proficiently. ([Link].10)
Reading Informational Texts
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. ([Link].1)
Writing
Production and Distribution of Writing
6. 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. (9-10.W.6)
Research to Build and Present Knowledge
9. Draw evidence from literary or informational texts to support analysis, reflection,
and research. (9-10.W.9)
Range of Writing
10. 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. (9-10.W.10)
Speaking and Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (oneon
one, in groups, and teacherled) with diverse partners on grades 910 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 decisionmaking
(e.g., informal consensus, taking votes on key issues, and 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. ([Link].1)
Presentation of Knowledge and Ideas
4. 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.
([Link].4)
5. 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. ([Link].5)
Materials:
Novels:
The Fault in Our Stars, John Green
Me and Earl and the Dying Girl, Jesse Andrews
The Perks of Being a Wallflower, Stephen Chbosky
Its Kind of a Funny Story, Ned Vizzini
Fangirl Rainbow Rowell
Howls Moving Castle, Diana Wynne Jones
The Catcher in the Rye, J.D. Salinger
The Picture of Dorian Gray, Oscar Wilde
To Build a Fire, Jack London
The Book Thief, Markus Zusak
The Outsiders, S.E. Hinton
Poetry Collections
Survival Songs, Meggie Royer
Healing Old Wounds With New Stitches, Meggie Royer
If, Rudyard Kipling
The Road Not Taken, Robert Frost
All The Worlds A Stage, William Shakespeare
Videos and CDs
2014- The Fault in Our Stars (movie clips)
2012- The Perks of Being a Wallflower (movie clips)
2015- Me and Earl and the Dying Girl (movie clips)
2009 Scrubs My Last Words (video clip)
2012 Watsky Wounded Healer (music video)
Site on the Internet
1. Maslows Hierarchy of Needs
[Link]
2. What Does it Mean to be Alive
[Link]
3. Poetry Foundation
[Link]
4. Quotes on Being Alive
[Link]
5. Platos Allegory of the Cave
[Link]
6. Who am I?
[Link]
Nonfiction
This Star Wont Go Out: The Life and Words of Esther Grace Earl, Esther Earl
The Diary of Anne Frank, Anne Frank
Interview with Ned Zizzini by Strength of [Link]
Interview with John Green by Goodreads
Interview with Jesse Andrews by NY Times
Field Trips
Last Friday: Trip to Flagstaff and NAU theatre stage for student final presentations and
performances to classmates on What Being Alive Means to Me Parents, faculty, etc. welcome
to attend showing.
Instructional Strategies
1.
2.
3.
4.
5.
6.
7.
Literature Circles
Independent Literary Analysis
Group Presentations on novels
Journaling
Annotations
Internet Research
Final Presentation on Personal Statement What it means to be alive
Calendar and Activities Attached
Students learning will be assessed in the following ways:
Points
1.) 25
2.) 5
3.) 10
4.) 10
Assessment Instrument
Daily Literature Circle Role/Assignment Forms
Peer Contribution Evaluations
Poem Annotation and Analysis
Personal Journal
5.) 50
6.) 25
7.) 25
8.) 5
9.) 10
***5
Independent Literature Analysis
Group Presentation on Novel
Personal Statement and Oral/Visual Performance5 Participation
Participation
Discussion
Extra Credit Class Book Recommendation
Grading
A 90-100%
B 80-89%
C 70-79%
D60-69%
F 59% and below
Week 1
Introduction to
TED-Ed Talks
Essential
Question
Introduce Lit
In-Class
Poem Analysis
Content Mini
Journaling,
and Annotation
Quiz: Maslows
Maslows
Conference
Hierarchy of
with Teacher
Needs
Circles
hierarchy, Ted
Read Excerpts
Ed Talks, Vocab
From NonLiterature
fiction
Circles Day 1
Literature
Circles Day
Introduce
Journaling
Assign Song
Lyrics (find a
song that
represents
you/your take
on meaning of
life)
Week 2
Song lyrics
Poem Analysis
Activity and
and Annotations
TedEd Talks
volunteer
In Class
presentations
Journals
Literature
Literature
Circles Day
Circles Day
Watch select
Literature
video clips
Circles Day
Independent
Work on in-
Quick Write
class
independent
Class
paper Outline
Discussion
Journals Part I
Week 3
Literature
Poetry Analysis
LAST
Group Work
Due
Group Work
Circles Day
and Annotations
Literature
Day
Day in LAB
Circles
Create Poster
for Poem
Week 4
LAST Group
Group
Class Socratic
Field Trip
Journals Part
Work Day in
Presentations
Discussion
Permission
II Due
LAB
Due
Slips Due
FIELD TRIP:
Group
Independent
Work On
Independent
Member
Literary
Personal
What it
Evaluations
Analysis Due
Statement
means to be
Due
alive
Work on
statement
Personal
Performance/
Statement
Presentations