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2011/2012 Star International Academy Weekly Lesson Plan Guide for English 11

“I __________, Therefore I Am,” Unit #1, Week 1 of 16 Instructor: Mr. B.Unit (and

supporting) Questions:

*Who am I?*When you say your name in response to the “Who are you?” what does this mean?*What makes me, me?*How do I define myself?

Weekly Overview:Sept. week 1

*This week is an introduction to the year-long course. We’ll be starting out unit on identity by showing clips from a movie that explores this topic. The students’ writing ability will also be assessed (on Friday).

ATLSkills:

*Organization: Organizing school materials & being fully prepared for class *Collaborative skills: Learning to discuss ideas, themes, etc.Needed

Materials:*Aladdin, chart paper, twitter summary, Smart board, DVD/CD player, Internet I.B. Learner Profile Trait Connection: *Thinker

Session 1 (50 minutes); Focus Question: Who am I?Focus Standard(s)/Objectives: You students will be able to…

*W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening activity: daily affirmation (vocabulary) *We’ll start every class period by saying something positive that happened.*Collection of summer packet materials (product)*Review the weekly plan*Brief room introduction and orientation… *We’ll go around the room and explore where things are*Name game… *The class will form a circle. Each person will say his/her name and attach some type of action to it (like clapping or giving a salute). The next person will introduce all the previous people (including their gestures/actions) before introducing him/herself and adding his/her own movement. We’ll continue around the circle until everyone knows everyone else.*We’ll introduce the unit question: “Who am I?” *Mr. B. will present his answer through a wanted poster and a twitter summary. *The students will then “tweet” an answer to our unit title and explain their answer; these answers will be tacked to the board at the back of the room.*Class closure—thanking everyone for a great class

21st Century Skills Focus:*Not applicable on this first day.

Differentiation (what and/or how):*Learning profile: As most students are bodily-kinesthetic learners, our naming activity involves students getting out of their seats to move around.

Homework:*Bring back the parent-student contract forms

Session 2 (150 minutes); Focus Question: Who am I (according to Aladdin)?Focus Standard(s)/Objectives: You students will be able to…

*SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions.*RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Daily affirmation (and collect late summer packet materials if necessary)*Review the class syllabus including teacher and school expectations*Review Mr. B.’s IPGP (individualized, professional growth plan)*Review Mr. B.’s website

—Ten minute break—

*Brief discussion of our guiding and supporting questions as well as what self-actualization is (vocabulary)*View the Disney film Aladdin *Tweet thoughts about identity from Aladdin’s point of view throughout the film *Discuss and analyze how the viewed scenes from the film fit our unit’s theme *Examine Aladdin’s character and journey to realize himself (characterize)*As the non-swearing version of Eminem’s “The Way I Am” plays, the students will write a brief reflection of what we learned and discussed from the day’s lesson (product).*Class closure

21st Century Skills Focus:*Media Literacy: Understand both how and why media messages are constructed, and for what purposes.

Differentiation (what and/or how):*Product: According to what the student desires to do, he/she can write the end-of-day’s reflection in any format he/she likes (poem, tweet, short response, movie review, text conversation, etc.).*Interest: To stimulate student interest in our starting unit, we’ll begin by watching scenes from an action film.

Homework:*Prepare for tomorrow’s summer packet post-assessment

Session 3 (50 minutes); Focus Question: Do I like the new block schedule?Focus Standard/Objective(s): You students will be able to…

*W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Daily affirmation (and collect final late summer packet materials if necessary)*Summer packet assessment (product) *Students will write an argumentative/persuasive essay regarding block scheduling. This activity should last the remainder of the class period.*Class closure

21st Century Skills Focus:*Critical Thinking: Analyze and evaluate major alternative points of view.

Differentiation (what and/or how):*Not today. The teacher needs to see where the students are at without any help. (Similar to a standardized test.)

Homework:*Get some rest! It will be a long time before we don’t have HW again.

Weekly Accommodations: Vocabulary:*Providing students with a copy of the week’s lesson plan*Putting all verbal directions in written form on the smartboard*Seating/grouping kids near front/co-educator to meet indiv. needs*Asking frequent questions to keep pupils interested and thinking*Movement for bodily-kinesthetic learners

*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand

*Affirmation, self-actualization, characterization, persuasive/argumentative writing


“I __________, Therefore I Am,” Unit #1, Week 2 of 16 Instructor: Mr. B.

Unit (and


*Who am I?*How do I define myself?*When you say your name in response to the “Who are you?” what does this mean?*What makes me, me?


*This week we will begin reading the major text of our first unit: The Great Gatsby. We will also introduce the strategies and skills needed to succeed on the Michigan Merit Exam. The other big news is that the BIG, FOURTEEN week autobiography project will be introduced.

ATLSkills:

*Organization: Test taking skills*Organization: Organizing school materials and being fully prepared for classNeeded

Materials:*Quality Core, “The Way I Am”, “Ain’t I a Woman”, The Great Gatsby, S-O Vocab. Workshop, Cultural Autobio project, Smartboard, Dry-erase boards, new speaker system I.B. Learner Profile Trait Connection: *Communicator

Monday/Tuesday (150 minutes); Focus Question: What defines me?Focus Standard(s)/Objectives: You students will be able to…

*RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):(Miscellaneous: Monday there is an assembly in the gymnasium from 10:30-10:50.)*Opening: daily affirmation—stating something positive that happened*MME reading practice (vocabulary work will be built into this activity) *Discussion of good testing strategies—how to use them*Interest inventory (determining what type of learner everyone is)*Analyzing Eminem’s “The Way I Am” in terms of our unit/guiding question *In groups, created from the interest inventory, you students will demonstrate your understanding of how the song fits the unit according to your learning style (create a product that showcases your comprehension of the lyrical content)

Break—Ten Minutes—Break*Introduction to the BIG Cultural Autobiography project *Breaking down each section and the important due dates*Read, then view a presentation of “Ain’t I a Woman” by Sojourner Truth *Explore—through class discussion—how this speech fits our unit and how Truth would define herself *Create MME-style questions (with answer key) to show understanding of BIG ideas in this speech

21st Century Skills Focus:*Creativity and Innovation; Think Creatively: Use a wide range of idea creation techniques (such as brainstorming).

Differentiation (what and/or how):*Product: Based on which multiple intelligence style each student identifies with, the groups will create different products to display and communicate their understanding of the song’s content.*Learning profile: Students will be placed into groups based on the multiple intelligence they identify with the most (as a result of the interest inventory.

Homework:*Bring back your progress report signed by your parent/guardian*Sign off on the project agreement with your parent/guardian

Wednesday/Thursday (150 minutes); Focus Question: Who is Tom Buchanan?Focus Standard(s)/Objectives: You students will be able to…

*RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: daily affirmation and checking in homework from our first session*MME English practice utilizing strategies we discussed earlier this week*Introduction to our first novel: The Great Gatsby by F. Scot Fitzgerald (including a look at the quote that helped inspire the novel) *Anticipatory set questions for chapter one of The Great Gatsby *Reading and discussion of the first six pages together, stopping to partially analyze the narrator, Tom Buchanan, and the two Eggs (East and West) *Silent reading of the rest of chapter one *As you read, you will take notes on the different main characters, the chosen vocabulary for the week, and anything else you find important.

Break—Ten Minutes—Break

*Review the vocabulary using the “Hoop of Knowledge”*”The Adjective Game” (from the T.V. show SportsNation) *Each group of three-four will collaborate and discuss what adjectives best define Tom. The class will then regroup and debate their adjectives against the other groups.*MME reading practice (from The Great Gatsby)

21st Century Skills Focus:*Communication and Collaboration; Communicate Clearly: Use communication for a range of purposes (inform and persuade)

Differentiation (what and/or how):*Content: Advanced and/or quicker readers will create a T-chart to show the differences between the West Egg and East Egg*Product: To demonstrate understanding of vocabulary words, students can define the word, draw a picture, act it out, use it in a sentence, etc.*Interest: Group collaborative debate activity to analyze Tom Buchanan (rather than merely discussing it or writing about it

Homework:*Read chapter two of The Great Gatsby, taking notes on the vocabulary and “tweeting” a summary of the chapter. *There will be a quiz on Friday

Friday (50 minutes); Focus Question: What in the world is going on?Focus Standard/Objective(s): You students will be able to…

*SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions—coming to discussion prepared drawing from that preparation.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: daily affirmation and checking in homework from our second session*Short assessment on the content of chapter two*Review the chapter two vocabulary using the “Hoop of Knowledge”*Breakfast with B.” *To discuss the second chapter (and all it’s symbols, characters, environments, etc.), we will run class like a radio talk show. Two students will assist The Teacher in running the radio program as we take questions from callers to discuss and analyze chapters one and two of The Great Gatsby. *Pause at the end of the radio program/class to reflect on what we covered on the program.*Review the weekend homework—Gatsby, chapter three comprehension questions

21st Century Skills Focus:*Social and Cross-Cultural Skills; Interact Effectively with Others: Know when it is appropriate to listen and when to speak.

Differentiation (what and/or how):*Interest: Class will be run like the “Mojo in the Morning” radio program (very popular with students this age).

Homework:*Read chapter three of The Great Gatsby and PROVE it (use the rubric)!!

Weekly Accommodations: Vocabulary:

Contact Info: Phone: (313) 724-8990 ext. 132, Cell: (248) 561-2619, Web: http://p180B.webs.com, E-Mail: [email protected], Twitter: leifteach

mailto:[email protected]


http://p180B.webs.com/

*Providing students with a copy of the week’s lesson plan*Putting all verbal directions in written form on the smartboard*Seating/grouping kids near front/co-educator to meet indiv. needs*Asking frequent questions to keep pupils interested and thinking*Movement for bodily-kinesthetic learners

*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Tossing a football to engage bodily-kinesthetic learners

*Word wall literary terms, feign supercilious, conscientious, complacent, intimation, facet, cower, interpose, languid, deft



Unit (and




*This week, in order to get relevant data to help guide instruction, we will be taking a practice ACT exam on Friday. But before Friday, we will be delving into chapters one through three of The Great Gatsby.

ATLSkills:

*Communication: Participation in class discussion.*Communication: Paraphrasing/summarizing (verbally and in writing).

NeededMaterials:

*Quality Core, The Great Gatsby, S-O Vocab. Workshop, Smartboard, Dry-erase boards, New speaker system, ACT prep book, News article

I.B. Learner Profile Trait Connection: *Thinker

Monday/Tuesday (150 minutes); Focus Question: Who are these Gatsby characters?Focus Standard(s)/Objectives: You students will be able to…

*RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: checking in weekend homework (proof of ch. two), and daily affirmation*MME reading practice (using our test-taking strategies; vocabulary practice); 30 min.*Short assessment on the content of chapter two (to ensure reading and comprehension)*”Eat with Teach.” (approximately one hour) *To discuss the first and second chapters (including how the main characters—including Nick, Tom, Daisy, Jordan, and even Gatsby—would answer our guiding question, the symbols in the novel, the different environments, and the basic plot) class will be run like a radio talk show. Two students will assist The Teacher in directing the radio program as we take questions from callers to discuss and analyze chapters one and two of The Great Gatsby. *Pause at the end of the radio program to reflect on what we covered in class

Break—ten minutes—Break*Review vocabulary so far using the “Hoop of Knowledge” (approximately 50 min.)*”The Adjective Game” (from the television show SportsNation) *Each group of three-four will collaborate and discuss what adjectives best define Tom, Daisy, Jordan, Nick, and Gatsby. The class will then regroup and debate their adjectives against the other groups.

21st Century Skills Focus:*Communication and collaboration, collaborate with others: Demonstrate ability to work effectively and respectfully with others.

Differentiation (what and/or how):*Interest: Class will be run like the “Mojo in the Morning” radio show—very popular with students this age.*Learning profile: For the debate activity, groups will be formed based on the multiple intelligence inventories from week two.*Product: Students can create what they wish to “prove” they read ch. three.

Homework:*Bring back your progress report signed by your parent/guardian.*Read chapter three of The Great Gatsby and PROVE it (use the rubric)!!*Write down thought-provoking quotes/sections to analyze next meeting.

Wednesday/Thursday (150 minutes); Focus Question: What is/are the “big picture” implication(s)?Focus Standard(s)/Objectives: You students will be able to…

*RL.11-12.1: 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.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: daily affirmation and checking in homework from our first session*MME reading practice (using our test-taking strategies; vocabulary practice); 30 min.*Summer packet assessment (approximately 45 min.) *You will be given an unfamiliar article and asked to answer ten multiple-choice questions about the text (being sure to use your newly acquired test-taking strategies) as well as write a short response to an essay prompt.

Break—ten minutes—Break*Analysis of The Great Gatsby chapter three through learning centers after a brief plot and vocabulary review (approximately 75 min.) *In small groups of four, you will select a line or section from the text that your group finds interesting and thought-provoking. Then you’ll decide who does what role… *Scribe: writes down main point from the group analysis *Creative Expert: creates a comic, poem, illustration, rap, picture, or something else representing the group’s analysis *Reporter: will report/share the group’s analysis with the class *Political Rep.: will answer class-posed questions about the selection after the group analysis

21st Century Skills Focus:*Flexibility and adaptability, adapt to change: Adapt to varied roles, jobs responsibilities, schedules and contexts.

Differentiation (what and/or how):*Product: Creative experts get to create a product however they see fit to showcase their group’s analysis.*Interest: Students are able to analyze any piece from the chapter that they find interesting (and thought-provoking).*Learning profile: Students get to chose which group role they desire.

Homework:*Read chapters four and five The Great Gatsby (completing the vocabulary) and complete the comprehension questions.

Friday (50 minutes); Focus Question: How would I do if I took the A.C.T. today?Focus Standard/Objective(s): You students will be able to…

*L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: daily affirmation and checking in homework from our second session*Practice A.C.T. part of the Michigan Merit Exam. *You will prepare for the ACT by taking a practice exam catered to mirror the actual ACT (which you will take in March). You will stay in your first hour class for all portions of the test. The following are the sections you will take, the order you will take them in, and the amount of time you will be allotted to finish each section. *English (75 questions) forty-five minutes *Mathematics (60 questions) sixty minutes

21st Century Skills Focus:*Critical thinking and problem solving, reason effectively: Use various types of reasoning as appropriate to the situation.

Differentiation (what and/or how):*Unnecessary. All students will take the same ACT exam.

Homework:





*Read chapters four and five The Great Gatsby (completing the vocabulary) and complete the comprehension questions.

*Reading (40 questions) thirty-five minutes *Science (40 questions) thiry-five minutes*Review the weekend homework (see left)


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Using the “Hoop of Knowledge” to engage students with vocab.

*Word wall literary terminology, facet, cower, interpose, languid, deft, permeate, vehement, cordial, impetuous, provincial



Unit (and




*Open House is this Friday from 2:00 to 4:00. Please be sure to come!!*We’ll be starting our focus on writing this week. Please make sure you come ready to write and with your humanities materials on Wed./Thur.

ATLSkills:

*Problem-Solving and Thinking Skills: Support ideas/arguments with evidence*Collaborative Skills: Group work (starting in small groups and working up)Needed

Materials:*Quality Core, The Great Gatsby, S-O Vocab. Workshop, Smartboard, Dry-erase boards, ACT prep book, Humanities materials, Writing guides I.B. Learner Profile Trait Connection: *Communicator

Monday/Tuesday (150 minutes); Focus Questions: Who is Tom? Who is Daisy? Who is Nick? Who is Jay Gatsby?Focus Standard(s)/Objectives: You students will be able to…

*RL.11-12.1: 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.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*MME reading practice—focusing on our test-taking strategies (20 min.)*Opening: checking in the weekend homework (ch. 4, 5 ques.) AND daily affirmation*Review vocabulary using the “Hoop of Knowledge”*”The Adjective Game” (45 minutes) *Each small group of three or four will collaborate and discuss what adjective best defines/describes Tom, Daisy, Jordan, Nick, and Gatsby. The class will then regroup and debate their adjectives against the other groups. The Teacher will then choose a “winner,” and the class will briefly review each important character.

Break—ten minutes—Break*Analyzing The Great Gatsby through learning centers (60 minutes) *In small groups of four, you will choose a quote/group of lines to analyze and break down. You will present this analysis to the class. The group roles are… *Scribe: writes down the main points of the group analysis *Creative Expert: creates a comic, poem, illustration, rap, picture, or something else representing the group’s analysis *Reporter: will share/report the group’s analysis with the class *Political Rep.: will answer questions about the analysis the class or Teacher has


Differentiation (what and/or how):*Content: Creative experts are allowed to produce and product they desire to represent the group’s analysis.*Interest: Groups will analyze whichever citation they find most interesting.*Learning profile: For “The Adjective Game” the groups will be formed based on the multiple intelligence inventories from week two.

Homework:*Bring back your progress report signed by your parent/guardian.*Bring in research/data from Humanities to write on Wednesday.*Review vocabulary for Friday assessment.

Wednesday/Thursday (150 minutes); Focus Question: How do I write an effective introduction quickly?Focus Standard(s)/Objectives: You students will be able to…

*W.11-12.1: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logical sequences claim(s), counterclaims, reasons, and evidence.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*MME reading practice—focusing on our testing strategies (20 min.)*Opening: daily affirmation and checking in homework from our first session*Review vocabulary using the “Hoop of Knowledge”*Examining your persuasive essay on block scheduling from week one (30-40 min.) *Things we did well and things we need to work on *Review the writing plan and how we’re going to meet our goal *Focus on one paragraph at a time, mastering the assignment bit by bit *Create our portfolios for English Language Arts (putting in these persuasive essays and the summer packet assessment

Break—ten minutes—Break*How to write an introduction paragraph (30 mi.) *Go over the steps of writing a successful introduction *View a model introduction paragraph *Write an introduction paragraph for a persuasive/argumentative essay*Working through the prewriting for your summative assessment in Humanities *Examining the pros and cons and completing the prewriting (looking at structure)

21st Century Skills Focus:*Flexibility and adaptability, be flexible: Deal positively with praise, setbacks and criticism.

Differentiation (what and/or how):*Process: The Teacher will break down how to prepare for a persuasive/ argumentative response.*Readiness: The Teacher will model what an effective introduction looks like and how to write one quickly.

Homework:*Prepare for vocabulary assessment on Friday.*Finish completing your prewriting guide for your humanities response.

Friday (50 minutes); Focus Question: What’s going on in The Great Gatsby?Focus Standard/Objective(s): You students will be able to…

*SL.11-12.1: Come to discussions prepared, having read and researched the material explicitly drawing on that preparation to stimulate a thoughtful, well-reasoned exchange of ideas.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: vocabulary assessment of words we’ve covered so far this unit (10 min.)*Discussion of The Great Gatsby up to chapter five (40 min.) *Briefly review the plot of the first five chapters *Delve into and analyze the major characters—how would each character answer our unit question (see above) at this point in the story?

21st Century Skills Focus:*Social and cross-cultural skills, interacting effectively with others: Conduct themselves in a respectable, professional manner.





*Symbolism in the story—what symbols have presented themselves? *Will it work out? *East Egg and West Egg differences.*Review homework: Proof is optional for chapter six. Some students will be required to answer additional comprehension questions (based on readiness).

Differentiation (what and/or how):*Product: If quieter students do not want to speak up during class discussion, they may write down their ideas and turn them in so that The Teacher can see that everyone is participating (verbally or in writing).

Homework:*Read (completing the vocab.) chapter six of The Great Gatsby (proof opt.).


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Modeling how to write effectively (giving students the example)

*Word wall literary devices/techniques, sporadic, elicit, valor, denizen, jaunty, rout, reproach, serf, exult, nebulous, permeate, vehement, cordial, impetuous, provincial



Unit (and



Weekly Overview:Oct. week 1

*This week we’ll be getting back to The Great Gatsby and focusing on characterization in the novel, constantly asking the question: “Who is Jay Gatsby?” We are also continuing to master the introduction paragraph.

ATLSkills:

*Collaborative Skills: Discussing to learn about ideas, themes, etc.*Reflection: Applying a rubric to one’s own work.Needed

Materials:*Quality Core, The Great Gatsby, S-O Vocab. Workshop, Smartboard, Dry-erase boards, ACT prep book, Writing guides, chart paper, note paper I.B. Learner Profile Trait Connection: *Communicator

Monday/Tuesday (150 minutes); Focus Question: What’s going on in The Great Gatsby?Focus Standard(s)/Objectives: You students will be able to…

*SL.11-12.1: Come to discussions prepared, having read and researched the material explicitly drawing on that preparation to stimulate a thoughtful, well-reasoned exchange of ideas.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” (see daily focus question)*Quick quiz to demonstrate understanding and comprehension of chapter six (hw)*Daily affirmation—stating something positive that happened*Introduction paragraph practice (50 minutes) *Review the results of last week’s paragraphs and vocabulary quiz *View several effective, well-written introductions *Break down a new persuasive topic, and write another introduction

Break—ten minutes—Break*MME reading practice—focusing on our test-taking strategies (25 minutes)*Discussion of The Great Gatsby (60 minutes) *Brief review of the plot of the first six chapters *Delve into and analyze the major characters—how would each character answer our unit question (see above) at this point in the story? *Symbolism in the story—what symbols have been presented? *Will it work out? *East Egg and West Egg differences.*Review homework: see left

21st Century Skills Focus:*Social and cross-cultural skills, interacting effectively with others: Conduct themselves in a respectable, professional manner.

Differentiation (what and/or how):*Readiness: When writing introduction paragraphs, students will be grouped according to readiness level to better address their needs.*Product: If quieter students do not want to speak up during class discussion, they may write down their ideas and turn them in so that The Teacher can see that everyone is participating (verbally or in writing).

Homework:*Bring back your progress report signed by your parent/guardian.*Optional: some students need to answer comp. questions about the novel.

Wednesday/Thursday (150 minutes); Focus Question: Who is Jay Gatsby?Focus Standard(s)/Objectives: You students will be able to…


Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” and check in homework from our first session*Daily affirmation—stating something positive that happened*Introduction paragraph practice (40 minutes) *Review the previous session’s introductions *View several introductions that struggled and how to revise/edit them *Break down a new persuasive topic, and write another introduction

Break—ten minutes—Break*MME reading practice—focusing on our test-taking strategies (25 minutes)*Analysis of The Great Gatsby through learning centers (60 minutes) *In small groups of four, you will be given a topic, concept, character, etc. to analyze and break down. You will present this analysis to the class. The group roles are… *Scribe: writes down the main points of the group analysis *Creative Expert: creates a comic, poem, illustration, rap, picture, or something else representing the group’s analysis *Reporter: will share/report the group’s analysis with the class *Political Rep.: will answer questions about the analysis the class or Teacher has


Differentiation (what and/or how):*Content: Creative experts are allowed to produce and product they desire to represent the group’s analysis.*Interest: Groups will analyze whichever citation they find most interesting.*Readiness: Students will be grouped according to their readiness to discuss the novel—determined from previous class discussions and scores on reading comprehension quizzes.

Homework:*Review vocabulary for an assessment on Friday.*Read chapter seven of The Great Gatsby (proof optional).

Friday (50 minutes); Focus Question: How does everything unravel?Focus Standard/Objective(s): You students will be able to…

*SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, word choice, and tone used.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):





*Opening: Introduction paragraph for a persuasive essay using words we’ve covered so far from this unit (10 minutes)*Discussion of The Great Gatsby (40 minutes) *Briefly review the plot of the novel focusing on chapter seven and all that happens *Concepts to discuss/analyze in class: *The heat, the eyes of Dr. T.J. Eckleburg, Nick’s 30th birthday *Why Gatsby must hear that Daisy has never loved Tom, the car accident *Does Nick see Gatsby as a “super, magical, awesome” protagonist, or does he view Gatsby as more of a scoundrel?

*Review homework: see left

21st Century Skills Focus:*Critical thinking and problem solving, make judgments and decisions: Interpret information and draw conclusions based on the best analysis.

Differentiation (what and/or how):*Product: To demonstrate ability to use the vocabulary words, the students can use them how they best see fit in their introduction paragraphs.

Homework:*Finish reading The Great Gatsby (be ready for a quiz)—proof optional


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Grouping students according to writing-readiness level

*Word wall literary devices/techniques, laudable, insidious, antecedent, perturb, elusive, lapse, tumult, portentous, vicarious, formidable



Unit (and




*This week we’ll be focusing discussion on The Great Gatsby and how the narrative ends. We are also beginning work on the second paragraph of a persuasive essay: the “opposition” paragraph.*The school Pep rally is THIS WEEK. Show your colors!

ATLSkills:

*Collaborative Skills: Listening to others and sharing ideas freely*Communication Skills: Writing (persuasive essay)Needed

Materials:*Quality Core, The Great Gatsby, S-O Vocab Workshop, Smartboard, ACT prep book, Note paper, Computers, Notebook, Chart paper I.B. Learner Profile Trait Connection: *Communicator

Monday/Tuesday (150 minutes); Focus Question: What should be in the second paragraph of a persuasive essay?Focus Standard(s)/Objectives: You students will be able to…

*W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts [developing] claims and counterclaims fairly and thoroughly.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” (see daily focus question above)*Quick quiz over chapters seven, eight, and nine on The Great Gatsby*Daily affirmation—stating something positive that happened*Writing Lab—focusing on the “opposition paragraph” (75 min.) *Review the results of last week’s introduction paragraphs and identify areas of focus *Review the purpose of the opposition paragraph and view a model *(Students will use the “bulletpoint organizer” to help structure the paragraph) *Write an introduction and opposition paragraph to a new topic

Break—ten minutes—Break*MME reading practice—focusing on using our test-taking strategies (15 minutes)*Analysis of The Great Gatsby (45 minutes) *Reviewing the plot—those who did not read the text—as evidenced by the quiz at the beginning of the period—will have additional work to do to catch up *Concepts to discuss/analyze in class: *The heat, the eyes of Dr. T.J. Eckleburg, Nick’s thirtieth birthday *Why Gatsby must hear that Daisy has never loved Tom, the car accident*WORD OF THE WEEK: Formidable

21st Century Skills Focus:*Flexibility and Adaptability: Adapt to Change: Incorporate feedback effectively.

Differentiation (what and/or how):*Product: Students who prove they have not read (or have not comprehended what they read) will have questions to answer as they read during class discussion.*Readiness: Students who struggle with reading the novel will get the discussion questions ahead of time.

Homework:*Bring back your progress report signed by your parent/guardian.

Wednesday/Thursday (150 minutes); Focus Question: What happens in chapter seven?Focus Standard(s)/Objectives: You students will be able to…

*SL.11-12.1: Initiate and participate in collaborative discussions; respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” and check in homework from our first session*Daily affirmation—stating something positive that happened since we last met*MME reading practice—focusing on our test-taking strategies (15 minutes)*Writing lab—focusing on the “opposition paragraph” (60 minutes) *Review results and several examples (focusing on how to improve, revise, edit them) *Analyze a new persuasive topic, and writ another introduction paragraph

Break—ten minutes—Break*Discussion and analysis of The Great Gatsby (65 minutes) *Silent/threaded/twitter discussion of the narrative. Topics of discussion include… *Why there’s a wedding inserted into chapter seven *Why Gatsby needed Daisy to say she never loved Tom, and how she can’t say it *The significance of Nick’s thirtieth birthday *What is the significance of the eyes of Dr. T.J. Eckleberg *Why Nick feels Gatsby is worth “the whole bunch put together” *The choice Daisy makes, why, and if Gatsby sees it coming *George Wilson’s character and why he acts how he actually does

21st Century Skills Focus:*ICT: Apply Technology Effectively: Use technology as a tool to research, organize, evaluate, and communicate information.

Differentiation (what and/or how):*Readiness: More advanced students will get to discuss topics using the “threaded discussion” format, while readers who struggle more will discuss the same topics, but through twitter.*Learning profile: Rather than merely discussing important topics in The Great Gatsby, students get to use technology to learn (see plan).

Homework:*Write down two questions you have about the last chapter of the novel.

Friday (50 minutes); Focus Question: Do we need the last chapter of The Great Gatsby?Contact Info: Phone: (313) 724-8990 ext. 132, Cell: (248) 561-2619, Web: http://p180B.webs.com, E-Mail: [email protected], Twitter: leifteach




Focus Standard/Objective(s): You students will be able to…*SL.11-12.1: Work with peers to promote civil, democratic discussions.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: daily affirmation*Class discussion on the last chapter of The Great Gatsby (in the stand-up, sit-down, talk, talk, talk format) *Why does Nick feel responsible for taking care of the situation? *What does Gatsby father reveal? *What is significant about Owl Eyes being the only one to attend Gatsby’s funeral? *Why Nick defines Tom and Daisy as “careless people”? *What does Nick mean when he writes, “I’m thirty…I’m five years too old to lie to myself and call it honor”? *What is the significance of the last line of the novel: “so we beat on, boats against the current, borne back ceaselessly into the past”?

21st Century Skills Focus:*Social and Cross-Cultural Skills: Work Effectively in Diverse Teams: Respond open-mindedly to different ideas and values.

Differentiation (what and/or how):*Process: For bodily-kinesthetic learners, they get to move around during class discussion as part of the learning experience.*Product: Students who are more quiet can write down their thoughts rather than sharing them out loud with the rest of the class.

Homework:*Optional: If interested, see The Teacher for a “Gatsby” writing assignment.


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Giving “at-risk” students questions ahead of time

*Word wall literary devices/techniques, formidable, vicarious, portentous, tumult, lapse, in cahoots, divot, garrulous, forlorn, laden, superfluous, elocution, subtle


“I __________, Therefore I Am,” Unit #1, Week 7 of 16 Instructor: Mr. B.Unit (and




*This week we’ll be focusing discussion on The Great Gatsby and on how the narrative ends. We will also complete work on the second paragraph of a persuasive essay, now that we’re experts on how to write an opposition paragraph.

ATLSkills:

*Reflection: Applying a rubric to one’s own work.*Communication Skills: Writing (persuasive essay)Needed

Materials:*Quality Core, The Great Gatsby, S-O Vocab Workshop, Smartboard, ACT prep book, Note paper, Computers, Notebook, Chart paper, balanced project I.B. Learner Profile Trait Connection: *Reflective

Monday/Tuesday (150 minutes); Focus Question: Why isn’t the story told from Gatsby’s point of view?Focus Standard(s)/Objectives: You students will be able to…

*SL.11-12.1: Initiate and participate in collaborative discussions; respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” (see daily focus question above) and affirmation*MME reading practice—focusing on using our test-taking strategies (15 minutes)*Discussion and analysis of The Great Gatsby (65 minutes) *Silent/threaded/twitter discussion of the narrative. Topics of discussion include… **What is the significance of Nick’s thirtieth birthday? How is TGG reflective of the time period? **How would feminists view this story? How would Marxists view this story? *Why is the story told from Nick’s point of view (and not another character’s)? *Why does Nick feel Gatsby is worth “the whole bunch put together”? *Who is George Wilson (analyze him) and why does he act the way he does? *Why does Gatsby need Daisy to say she never loved Tom? *What is the significance of the eyes of Dr. T.J. Eckleberg? *Why does Daisy make the choice to stay with Tom, and does Gatsby see it coming?

Break—ten minutes—Break*English language arts (ELA) practice—focusing on punctuation*Group analysis of The Great Gatsby from our threaded/silent/twitter discussion*WORD OF THE WEEK: superfluous

21st Century Skills Focus:*ICT: Apply Technology Effectively: Use technology as a tool to research, organize, evaluate, and communicate information.

Differentiation (what and/or how):*Readiness: More advanced students will get to discuss topics using the “threaded discussion” format, while readers who struggle more will discuss the same topics, but through twitter.*Learning profile: Rather than merely discussing important topics in The Great Gatsby, students get to use technology to learn (see plan).


Wednesday/Thursday (150 minutes); Focus Question: Why is The Great Gatsby considered an American classic?Focus Standard(s)/Objectives: You students will be able to…

*W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts [developing] claims and counterclaims fairly and thoroughly.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” and share our daily affirmations*English language arts (ELA) practice—focusing on punctuation*Writing Lab—focusing on the “opposition paragraph” (75 min.) *Review the results of last week’s opposition paragraphs and identify areas of focus *Review the purpose of the opposition paragraph and view a model *(Students will use the “bulletpoint organizer” to help structure the paragraph) *Write an introduction and opposition paragraph to a new topic

Break—ten minutes—Break*Class discussion on the last chapter of The Great Gatsby (stand up, sit down, t-t-t) *Why does Nick feel responsible for taking care of the situation? *What does Gatsby father reveal? *What is significant about Owl Eyes being the only one to attend Gatsby’s funeral? *Why Nick defines Tom and Daisy as “careless people”? *What does “I’m thirty…five years too old to lie to myself and call it honor” mean? *What is the significance of the last line of the novel: “so we beat on, boats against the current, borne back ceaselessly into the past”?

21st Century Skills Focus:*Flexibility and Adaptability: Adapt to Change: Incorporate feedback effectively.

Differentiation (what and/or how):*Process: Struggling writers will have to use the bulletpoint organizer.*Process: For bodily-kinesthetic learners, they get to move around during class discussion as part of the learning experience.*Product: Students who are more quiet can write down their thoughts rather than sharing them out loud with the rest of the class.

Homework:*If interested, see The Teacher for an extra writing analysis assignment on The Great Gatsby (optional/not required/not madatory).





Friday (50 minutes); Focus Question: Are you a balanced individual? (Why or why not—citing specific examples)Focus Standard/Objective(s): You students will be able to…

*W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, & well-structured event sequences.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” (see the daily focus question)*English language arts (ELA) practice—focusing on one specific skill: the semicolon*Introduction to the updated summative assessment: the balanced project *Review the purpose of such an assignment *Review how everyone will complete the project and the time/commitment it requires on a regular, daily basis *Review the project in all detail and specifically what the homework is.

21st Century Skills Focus:*Communicate Clearly: Use communication for a range of purposes (e.g. to inform, instruct, motivate, and persuade).

Differentiation (what and/or how):*Process: For bodily-kinesthetic learners, they get to move around during class discussion as part of the learning experience.*Product: Students who are more quiet can write down their thoughts rather than sharing them out loud with the rest of the class.

Homework:*Work on your summative balanced project—three reflections due Monday!


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Having students assist with the lesson plans

*Word wall literary devices/techniques, formidable, vicarious, portentous, tumult, lapse, in cahoots, divot, garrulous, forlorn, laden, superfluous, elocution, subtle



Unit (and




*This week we will be wrapping up The Great Gatsby, completing our summative assessment (a character analysis) on Friday. We’ll also be working on (and completing) our balanced project all week. Student-parent-teacher conferences are Thursday and Friday!!!!!!!!

ATLSkills:

*Reflection: Developing skills for revision/editing on written work.*Reflection: Reflecting on self, teacher, course….Needed

Materials:*The Great Gatsby, The Man Who Was Almost a Man, S-O Vocab. Workshop, Smartboard, Quality Core, chart paper, balanced project

I.B. Learner Profile Trait Connection: *Balanced

Monday/Tuesday (150 minutes); Focus Question: What have you learned about yourself from the project so far?Focus Standard(s)/Objectives: You students will be able to…

*RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” (see daily focus question above)*Review the first few days of the balanced project and how everyone is doing so far*MME English language arts (ELA) practice—focusing on punctuation (25 minutes)*Discussion of The Great Gatsby (60 minutes) *The class will start with everyone finding one good quote to describe two of the following characters: Tom, Daisy, Nick, Gatsby, George, Myrtle, and Jordan *Next, the class will write these quotations on a piece of chart paper per character *The class will then discuss each character, analyzing what the various quotes reveal about each person’s identity.

Break—ten minutes—Break*Writing mini-lesson on how to include quotations (with the proper citation) to support analysis (20 minutes)*Read “Superman” by Five for Fighting (35 minutes) *Analyze and discuss how this song fits our unit as well as comparisons that can be drawn to The Great Gatsby*Introduce The Man Who Was Almost a Man by Richard Wright

21st Century Skills Focus:*Communication and Collaboration: Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts.

Differentiation (what and/or how):*Product: Each student will be able to find quotes that speak to him/her about just two of the main characters.*Interest: Students will be reading a popular song which should appeal to the students over standard reading material.

Homework:*Bring back your progress report signed by your parent/guardian.*Finish reading The Man Who Was Almost a Man

Wednesday/Thursday (150 minutes); Focus Question: Who is Dave? How would Dave define himself/manhood?Focus Standard(s)/Objectives: You students will be able to…

*RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” and check in homework from our first session*The Teacher will also check to see how people are doing on their balanced project*MME reading practice from The Man Who Was Almost a Man (20 minutes)*Analyze The Man Who Was Almost a Man (60 minutes) *Review plot of the story, the different characters, vocabulary, theme(s), connection to history/time period, how the story fits into our “knowing oneself” unit, etc.

Break—ten minutes—Break*MME English language arts (ELA) practice—focusing on punctuation (from The Man Who Was Almost a Man by Richard Wright)*Continue to delve into Wright’s The Man Who Was Almost a Man (30 minutes)

21st Century Skills Focus:*Critical Thinking and Problem Solving: Use various types of reasoning as appropriate to the situation.

Differentiation (what and/or how):

*Product: Students get to design a t-shirt about the character Dave based on how they interpret him.





*Design a t-shirt that Dave would wear *Debate whose t-shirt best describes/illustrates Dave’s character (30 minutes)*Review homework that you students will need for Friday’s summative assessment

Homework:*Create a notecard to use on Friday’s summative assessment (a character analysis of one of the primary protagonists/antagonists)

Friday (50 minutes); Focus Question: So do you feel you are a balanced individual?Focus Standard/Objective(s): You students will be able to…

*W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text using valid reasoning and relevant and sufficient evidence.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” and check in homework from our first session(*Put balanced project out on your desk so The Teacher can see that you’ve been working on/completed it)*Summative assessment on The Great Gatsby: *Analyze one of the main characters (Gatsby, Nick, Tom, or Daisy) examining who he/she is using plenty of textual evidence to back up your position. (*Once you’ve completed the assessment, be sure to use the universal writing checklist [the revising and editing guide] to review/polish your work.)*Turn in copies of The Great Gatsby

21st Century Skills Focus:*Initiative and Self-Direction: Utilize time and manage workload effectively.

Differentiation (what and/or how):*Readiness: At-risk students will only have to include two quotations to support their analysis on their chosen character.*Interest: Students get to choose which character (from The Great Gatsby) they wish to analyze for the summative assessment.

Homework:*None. Get some rest and thank your Teacher


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Modeling all activities/assessments for learners

*Word wall literary devices/techniques, and all past vocabulary from The Great Gatsby



Unit (and



Weekly Overview:Nov. week 1

*This week we will be continuing our “knowing oneself” unit and exploring ourselves as we start to analyze the balanced project. We will also be working through various poems to explore our unit’s focus.

ATLSkills:

*Organizational Skills: Read to understand instructions, for comprehension and analysis/inquiry.*Prob.-Solving and Thinking Skills: Consider carious solutions/interpretations.Needed

Materials:*”I, Too”, “Phenomenal Woman”, “Still I Rise”, S-O Vocab. Workshop, Smartboard, Quality Core, chart paper, balanced project I.B. Learner Profile Trait Connection: *Thinker/Balanced

Monday/Tuesday (150 minutes); Focus Question: What do the results of the balanced project tell you?Focus Standard(s)/Objectives: You students will be able to…


Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Finish the last page of the balanced project (if you haven’t already) AND complete the “Do-Now” (see daily focus question above) and affirmation*MME English Language Arts (ELA) practice—focusing on punctuation (30 minutes)*Balanced project reflection information (30 minutes) *Review how you students need to reflect on the project (showcasing what is important to you versus how you spent your time, whether you need to make some changes, what this project tells you about yourself, and whether you are balanced)

Break—ten minutes—Break*The class will break into three groups to discuss/analyze three different poems: *“I, Too” by Langston Hughes, “Still I Rise” by Maya Angelou, and “Phenomenal Woman” by Maya Angelou *Each group will then discuss their respective poem (focusing on the speaker) using the analysis guide *Create a presentation for the poem analyzing how at least two literary devices help to illuminate meaning *Each individual will create three MME reading questions about the text *Discuss how the poem fits our “knowing oneself” unit*Re-visit the “Do-Now” and write a short-response about it (15 minutes)

21st Century Skills Focus:*Communication and Collaboration: collaborate with others: Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.


*Product: Students have the opportunity to showcase their balanced project reflection in whatever manner they see fit.*Interest: Students will choose which poem they would like to discuss/analyze based on which they find the most intriguing/interesting.

Homework:*Bring back your progress report signed by your parent/guardian.*Create a plan of how to present your balanced project—write it down in GREAT detail—you cannot explain it to The Teacher, you must write it!!!!

Wednesday/Thursday (150 minutes); Focus Question: Who is the speaker of your group’s poem?Focus Standard(s)/Objectives: You students will be able to…

*SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing your own clearly and persuasively.*SL.11-12.4: Present information and findings and supporting evidence….

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” and check in homework from our first session*Review how the balanced project reflection should be “real world” applicable. (For instance, it might be in the form of a website, a prezi, an apology letter to yourself, a presentation [with visuals] to an audience, a speech, a PowerPoint presentation, etc.)*MME reading practice using questions created by the various groups (30 minutes)

21st Century Skills Focus:*Productivity and Accountability: manage projects: Prioritize, plan, and manage work to achieve the intended result.





*One group will then present their respective poem to the class (based on the previous lesson’s plan), and lead discussion on why the poem was selected. (20 minutes)

Break between first and second presentations-ten minutes—Break*The next two groups will present their poems to the class and lead discussion on who the speakers are (20 minutes each group)*Assuming there is still time left in class, the students will compare/contrast the three poems and find differences/similarities amongst their themes, speakers, messages, etc.*Re-visit the “Do-Now” and write a short-response about it (15 minutes)

Differentiation (what and/or how):*Process: Groups are able to determine the way they desire to present their thoughts about the poem. *Product: Groups are able to determine the way they desire to present their thoughts about the poem.

Homework:*Outline balanced reflection (WHAT you will do and HOW)

Friday (50 minutes); Focus Question: Who are the people on the smartboard?Focus Standard/Objective(s): You students will be able to…

*SL.11-12.1: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” and check in homework from our first session*You will receive a picture of two individuals and will then write down smart/apt assumptions we can make about these two different people *The Teacher will then reveal who the individuals really are *Discussion will then revolve around whether we can/should judge based on appearance and whether we can honestly help it (30 minutes) *Another discussion topic: Should we change our appearance to reflect who we are or who we would like to be perceived as?*Last activity: Hold a mirror up to yourself, and write down assumptions observers would make about who YOU are (and why)

21st Century Skills Focus:*Leadership and Responsibility: be responsible to others: Act responsibly with the interests of the larger community in mind.

Differentiation (what and/or how):*Product: Students who are uncomfortable sharing their thoughts aloud can take notes to show their understanding and ideas about the topic.

Homework:*Work on your balanced reflection (whatever it is)


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Allowing students to lead the class and teach themselves.

*Word wall literary devices/techniques, all poetry terminology (terms to analyze poems with)*Word of the week: fortuitous



Unit (and




*As this week is so short, we will be reviewing how to communicate effectively and give an effective apology. You also need to complete work on your balanced project as this 100 POINT reflection is due the first day of class next week!!!!!

ATLSkills:

*Collaborative Skills: Developing a sense of responsibility to self and others*Information Literacy: Film analysisNeeded

Materials:*”Beauty: When the Other Dancer is the Self”, Smartboard, Youtube apologies, apology rubric, common core standards I.B. Learner Profile Trait Connection: *Communicator

Monday/Tuesday (150 minutes); Focus Question: insert question to guide inquiry-based instructionFocus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” (see daily focus question above)*

Differentiation (what and/or how):*Content: *Process: *Product: *Readiness: *Interest: *Learning profile:


Thursday (150 minutes); Focus Question: What trait that others perceive as “negative,” can you turn into a positive?





Focus Standard(s)/Objectives and 21st Century Skills Focus: You students will be able to…

*Demonstrate mastery of one “key ideas and details” standard and one “craft and structure” standard from the common core English language arts standards working collaboratively in small groups.*Communication and Collaboration: Collaborating with others.*RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the “Do-Now” ending with a well-developed thesis (5 minutes)*Affirmation from the previous five days*Review the daily objectives and the plan for the day (and week) (*Think about which two common core standards you wish to demonstrate understanding of)*Read Alice Walker’s “Beauty: When the Other Dancer is the Self” stopping periodically to analyze and recap what is happening in the essay (60 minutes) *Work in small groups of three/four to demonstrate mastery of your chosen common core reading (informational text) reading standard through Walker’s essay (45 minutes)

Break—ten minutes—Break*Share group products with the Teacher and the class*Discuss and analyze why Walker’s essay is a part of our “knowing oneself” unit*Brainstorm ideas we can do as an 11th grade class to make our school better*Re-visit the “Do-Now” and write a short response about it using the word of the week (last 15 minutes)

Differentiation (what and/or how):*Readiness: Small groups get to choose which standards they wish to address and demonstrate mastery of.*Interest: Small groups get to choose which standards they wish to address and demonstrate mastery of.*Product: Each group will create something that demonstrates mastery of their selected standard.

Homework:*Work on balanced reflection—this is due Monday!! (Worth 100 points!!!!)

Friday (50 minutes); Focus Question: How does one give an effective apology?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Recognize an effective apology, and determine why false apologies are ineffective.*Write/give a real apology when necessary.*SL.11-12.2, SL.11-12.3, L.11-12.3

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Complete the daily “do-now” and affirmation*Brief review of how the balanced project will be do the first day of class next week*Introduction to apologies *Review why this is such an important skill *We will brainstorm what makes a good apology as a class *View the apology rubric and review the differences between effective and ineffective apologies *View several apologies from celebrities (including Tyrelle Pryor, Marion Jones, and Andrew Bynum) and assess whether their apologies were genuine/real.

Differentiation (what and/or how):*Learning profile: Visual learners will get to view real apologies rather than just reading them.

Homework:*Complete work on your balanced project!!! Due Monday/Tuesday!!!!


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Group work to help struggling students.

*Word wall literary devices and techniques

*Word of the week: superfluous



Unit (and




*We will be working in groups all week to analyze various aspects of differentiated texts. You will also be introduced to a collaborative writing project between mathematics and English this Friday. (So be there! )*We will have a movie day if we win the can drive! Bring in your cans!!!

ATLSkills:

*Organizational Skills: Listening (to teacher, fellow students, advisors, etc.)*Problem-Solving and Thinking Skills: Distinguish the main ideas from detailsNeeded

Materials:*The Catcher in the Rye, upfront magazine, Lit textbook, S-O Vocab. Workshop, common core standards, Smartboard, portfolios, englishforeveryone.org I.B. Learner Profile Trait Connection: *Communicator and

*Thinker

Monday/Tuesday (150 minutes); Barons and Dukes: Who is America? Earls: Who is Holden Caulfield?


*Present your balanced project reflections to the rest of the class.*Analyze a specific text “citing strong and thorough textual evidence” to support your assertions within the context of a group setting.*Work collaboratively in a group to analyze a specific text.

*Barons and Dukes: RI.11-12.1; *Earls: RL.11-12.1

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Use planner and write in the objectives on the daily reflection sheet*Review the weekly plan and turn in balanced reflection projects*View balanced reflection presentations (as quickly as possible)*Update student portfolios (as quickly as possible)

Break—ten minutes—Break





*Review objectives of the day’s lesson and work in differentiated groups (rest of class) *Barons: read “Tulsa’s Forgotten Riot” and tweet eight summaries—every other para. *Analyze who America is citing “strong and thorough textual evidence” (RI.11-12.1) *Dukes: read the “Declaration of Independence” one paragraph at a time (aloud) stopping to summarize what Jefferson means—paragraph by paragraph (one person in the group needs to write down the group’s summaries) *Analyze who America is citing “strong and thorough textual evidence” (RI.11-12.1) *Earls: review the plot of The Catcher in the Rye up to chapter fifteen *Decide on a plan to finish the novel by December 12—plan reading by days *Analyze who Holden is citing “strong and thorough textual evidence” (RL.11-12.1)

Differentiation (what and/or how):*Product: Students are able to reflect on their balanced project in any way of their choosing as long as they meet the requirements of the rubric.*Content and Readiness: Students are reading different texts based on their readiness level. The Earls are reading The Catcher in the Rye, the Dukes will read Jefferson’s “Declaration of Independence”, and the Barons will read an upfront magazine article entitled “Tulsa’s Forgotten Riot.”


Wednesday/Thursday (150 minutes); Barons and Dukes: Who is America? Earls: Who is Holden Caulfield?


*Correct grammatical punctuation errors dealing with semicolons.*Use semicolons correctly in your own writing.*Analyze a specific text “citing strong and thorough textual evidence” to support your assertions within the context of a group setting.*Self-evaluate your own work within the group.*RI.11-12.1, RI.11-12.7, RI.11-12.5, RI.11-12.6, RL.11-12.1, RL.11-12.3

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Use planner and write in the objectives on the daily reflection sheet*Mini-grammar lesson on semicolons—be sure to take notes (15 minutes)*Short quiz on semicolons (five minutes)*Review the objective of the day’s lesson and work in differentiated groups: (75 min.) *Barons: review “Tulsa’s Forgotten Riot” *Analyze who America is citing “strong and thorough textual evidence” (RI.11-12.1) *Demonstrate mastery of RI.11-12.7 and RI.11-12.1 (analyzing who America is) *Dukes: review the “Declaration of Independence” *Demonstrate mastery of RI.11-12.5, RI.11-12.6, and RI.11-12.1 (analyzing who America is) *Earls: discuss and analyze The Catcher in the Rye up to chapter fifteen *Demonstrate mastery of RL.11-12.3, RL.11-12.5, and RI.11-12.1 (analyzing who Holden is)*Write a short reflective evaluation of yourself and your group’s work

Break—ten minutes—Break*Re-visit the reflection sheet and write a short response using the word of the week (tumultuous) and semicolons in two different ways (20 minutes)

Differentiation (what and/or how):*Content and Readiness: Students are reading different texts based on their readiness level. The Earls are reading The Catcher in the Rye, the Dukes will read Jefferson’s “Declaration of Independence”, and the Barons will read an upfront magazine article entitled “Tulsa’s Forgotten Riot.”*Product: In their respective groups, the students are able to choose how to demonstrate the mastery of their common core standards.

Homework:*No homework at this point.

Friday (50 minutes); Focus Question: insert question to guide inquiry-based instructionFocus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Demonstrate reading comprehension by reading an unfamiliar text and answering several questions about it.*Debate a relevant issue.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Michigan Merit Exam reading practice (differentiated by reading ability)*Debate practice: *Individually, we’ll read an article from upfront magazine, and then debate the issue at hand (good practice for the persuasive essay on the Michigan Merit Exam)*Math report introduction: *As a result of collaborating with Mr. Z., we will be working on writing a similarity report. This report needs to not only have the content required by the math department, but the style and organization of any English assignment.

Differentiation (what and/or how):*Content and Readiness: Based on reading ability, students will get different texts to practice M.M.E. reading skills.

Homework:*No homework at this point.


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Groupings students based on reading readiness

*Word wall literary devices & techniques, superfluous, vehement, fortuitous, deft,

*Word of the week: tumultuous



Unit (and




*In this short week, we will work on drafting your report for mathematics (or English depending on your teacher) and delve into the true history of the Civil War and the motivations behind the decision to “free” the slaves.

ATLSkills:

*Informational Literacy: Use of media/news literature*Informational Literacy: Develop research skillsNeeded

Materials:*The Catcher in the Rye, upfront magazine, Lit textbook, S-O Vocab. Workshop, Smartboard, portfolios, englishforeveryone.org

I.B. Learner Profile Trait Connection: *Thinker

Monday/Tuesday; Earls: Who is Holden Caulfield? Focus Question: Why did Lincoln “free” the slaves?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Work on the draft of your math report or your report on how the fall of the Soviet Union changed the world.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Use planner and write in the objectives on the daily reflection sheet





*In a group setting, determine a character’s driving motivations “citing strong and thorough textual evidence” to support your assertions.*Work collaboratively in a group to analyze a specific text.*Use semicolons correctly in your own writing.

*Barons and Dukes: RI.11-12.1, RI.11-12.3; *Earls: RL.11-12.1

*Review the short, weekly plan*Work on your math reports—the collaboration dealing with self-similarity and intimation guided by your math class (60 minutes) *(Those who do not have Mr. Z. will work on their report on the Cold War and how the Fall of the Soviet Union changed the world)


*Review objectives of the day’s lesson and work in differentiated groups (60 minutes) *Barons and Dukes: read “How Slavery Really Ended in America” pausing to verbally summarize each section/division (there are five sections) *Analyze why Adam Goodheart, the author, feels that Lincoln freed the slaves using “strong and thorough textual evidence” (RI.11-12.3 and RI.11-12.1) *Barons: Analyze who Lincoln is and why he freed the slaves (why he really did it, what his motivation were) *Dukes: Analyze who General Butler is and why he took the actions he did (what his motivations were) *Earls: review the plot of The Catcher in the Rye up to the group’s plan. *Discuss themes, motifs, symbols, Holden’s character, etc. *Create what you feel would be a good, summative project for this novel keeping in mind our unit question*Re-visit the reflection sheet and write a short response using the word of the week (ubiquitous) and semicolons in two different ways (20 minutes)

Differentiation (what and/or how):*Content: Based on their mathematics class, the students who do not have Mr. Z. will write a report about the results of the fall of the Soviet Union and the end of the Cold War.*Content and Readiness: Students are reading different texts based on their readiness level. The Earls are reading The Catcher in the Rye; the Barons and Dukes will read an upfront magazine article entitled “How Slavery Really Ended in America.”*Content and Readiness: The Barons and Dukes will look at different characters from the text to explore the character’s motivations.*Product: The Earls will create their own summative assignment for the novel The Catch in the Rye.


Wednesday (50 minutes); Focus Question: Are online classes a good idea?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Demonstrate reading comprehension by reading an unfamiliar text and answering several questions about it.*Debate a relevant issue AND write a paragraph introducing the topic to a reader making your point of view SBAC-in-the-face clear.

*W.11-12.1

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Michigan Merit Exam reading practice (differentiated by reading ability)*Debate practice: *Read “Are online classes a good idea” from upfront magazine taking notes on the pros and cons of the issue *We will then split the class into two groups and debate whether or not online classes are a good choice for high school students (great practice for the persuasive essay of the Michigan Merit exam)*In the last five minutes of class, you students will write an introduction paragraph to introduce the reader to your stance on this issue/topic.

Differentiation (what and/or how):*Content and Readiness: Based on reading ability, students will receive different texts to practice M.M.E. reading skills.

Homework:*Work on your mathematics/English report!!!! It is due December 2nd (that’s the Friday we come back from break!!!!!)Friday (50 minutes); Focus Question: insert question to guide inquiry-based instruction


*

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):

Differentiation (what and/or how):*

Homework:*


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Groupings students based on reading readiness

*Word wall literary devices & techniques, superfluous, vehement, fortuitous, languid, tumultuous, *Word of the week: ubiquitous



Unit (and



Weekly Overview:Dec. week 1

*This week we will be working on revising and editing our own writing as we work on our math/Cold War reports (and daily reflections on the objective). BIG/HUGE mathematics report due Friday!!!!!!!!!!!!!!!!!!!!!!

ATLSkills:

*Collaborative Skills: Respecting others’ views, opinions, beliefs, ideas, etc.*Collaborative Skills: Encouraging contributions of others and offering constructive feedback/criticismNeeded

Materials:*The Catcher in the Rye, Lit textbook, S-O Vocab. Workshop, Smartboard, englishforeveryone.org, Bloom’s Taxonomy I.B. Learner Profile Trait Connection: *Reflective

Monday/Tuesday (150 minutes); Focus Question: What is Frederick Douglass’s argument?Contact Info: Phone: (313) 724-8990 ext. 132, Cell: (248) 561-2619, Web: http://p180B.webs.com, E-Mail: [email protected], Twitter: leifteach





*Demonstrate how to use colons and semicolons properly.*Barons and Dukes: Work through Bloom’s Taxonomy to judge/evaluate Douglass’s Learning to Read and Write “cit[ing] strong and thorough textual evidence to support analysis.” (RI.11-12.1)*Earls: Work to create a plot map and soundtrack for The Catcher in the Rye “cit[ing] strong and thorough textual evidence to support analysis.” (RL.11-12.1)

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Use your planner and write in the objectives on the daily reflection sheet*Review the weekly plan*Grammar practice: colons, with a review of semicolons (15 minutes) *Quiz on colon usage (5 minutes)*Barons and Dukes: *Read Frederick Douglass’s “Learning to Read and Write” (from Narrative of the Life of Frederick Douglass, An American Slave)

Break—ten minutes—Break *Work together in your differentiated groups to create all kinds of products that shows how your group addresses each level in Bloom’s Taxonomy for the given text (*You may NOT split up the levels; every student is responsible for each level)*Earls: *Work on the first two projects of the given project assignments—due Friday *If you do not finish both projects in class—and I’m assuming you won’t—make sure your group divvies up the responsibilities and gets the projects done by Friday!*ALL: Revisit the reflection sheet and write a short response using the word of the week (indispensable), a past w.o.t.w., one semicolon, and one colon.


*Content and Readiness: Students are reading and studying different texts based on reading readiness level.*Process and Product: Each group gets to decide how to climb the ladder of Bloom’s Taxonomy in a way that works for them.

Homework:*Bring back your progress report signed by your parent/guardian.*Print draft of math report and bring it to class on Wednesday/Thursday!!!!

Wednesday/Thursday (150 minutes); Focus Question: Does Douglass’s argument hold weight?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Demonstrate how to use colons and semicolons properly.*Revise and edit your mathematics and English collaborative report.*Barons and Dukes: Work through Bloom’s Taxonomy to judge/evaluate Douglass’s Learning to Read and Write “cit[ing] strong and thorough textual evidence to support analysis.” (RI.11-12.1)*Earls: Analyze a previously unseen text through its literary devices and techniques “cit[ing] strong and thorough textual evidence to support analysis.” (RL.11-12.1)

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Use your planner and write in the daily homework*Quick quiz on how to use colons and semicolons (5-10 minutes)*ALL: Work on revising and editing your mathematics report (or Cold War report) rough draft

Break—ten minutes—Break*Barons and Dukes: *Work together in your differentiated groups to create all kinds of products that shows how your group addresses each level in Bloom’s Taxonomy for the given text (*You may NOT split up the levels; every student is responsible for each level)*Earls: *Work analyzing a short, previously unseen text through it’s literary devices and techniques (including imagery, personification, selection of detail, and figurative lang. *Come up with a plan for how to teach the rest of the class to analyze a text through its literary devices/techniques—to be taught on Friday!!*ALL: Revisit the reflection sheet and revise/edit your short response using the word of the week (indispensable), a past w.o.t.w., one semicolon, and one colon.

Differentiation (what and/or how):*Content and Readiness: Students are reading and studying different texts based on reading readiness level.*Process and Product: Each group gets to decide how to climb the ladder of Bloom’s Taxonomy in a way that works for them.*Process: The Earl group will teach everyone else how to analyze literary techniques and devices to illuminate meaning.

Homework:*Finish your mathematics-English collaborative report!!!!! Due Friday!!!!!

Friday (50 minutes); Focus Question: How do literary devices/techniques illuminate meaning?


*Demonstrate reading comprehension by reading an unfamiliar text and answering several questions about it.*Analyze a previously unseen text through its use of literary elements and techniques (as taught by your peers).

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Michigan Merit Exam reading practice (differentiated by reading ability)*Lesson on how to analyze a text by examining its literary devices and techniques. *This lesson will be led by the Earl groups *Other groups will listen, learn, and then evaluate how the Earl’s did

Differentiation (what and/or how):*Process: The Earl group will lead the lesson on how to analyze based on literary devices/techniques.

Homework:*Earls need to be working on their summative assessment


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Grouping students based on reading readiness

*Word wall literary devices & techniques, superfluous, vehement, fortuitous, languid, tumultuous, ubiquitous, and…*Word of the week: indispensable



Unit (and




*Just a reminder: there is no school this Tuesday.*Be sure to bring your world history book to English class every day!*This week we’ll be writing a persuasive essay (which will count in your history class as well as English).

*Communication Skills: Writing (persuasive essay)





ATLSkills: *Informational Literacy: Poster/image analysisNeeded

Materials:*The Catcher in the Rye, Lit textbook, S-O Vocab. Workshop, Smartboard, Practical ELA Handbook, Lean on Me film, World History textbook, “Morals of the Prince” I.B. Learner Profile Trait Connection: *Principled and

*Thinker

Monday/Tuesday (Two fifty-minute blocks); Focus Question: Is it better to be loved or feared?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Read Niccolo Machiavelli’s “Morals of the Prince.”*Discuss/analyze whether it is better to be loved or feared “cit[ing] strong and thorough textual evidence to support analysis” using Machiavelli’s “Morals of the Prince” (RI.11-12.1).*Discuss/evaluate whether Justinian was an effective ruler drawing on ideas from Machiavelli’s text.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Use your planner and write in the objectives on the daily reflection sheet*Review the weekly plan, focusing on how the humanities and English class will be working together constantly and how you’ll be writing a persuasive essay on Friday about whether authority figures should be loved or feared*Actively read (meaning taking notes as you go) Niccolo Machiavelli’s “Morals of the Prince: Whether it is Better to be Loved or Feared.” *Large group discussion on the day’s focus question drawing on textual evidence from Justinian and/or Ivan the Terrible.

Break—five minutes to get to Mr. Johnson’s class—Break

The second fifty-minute block…*Actively read (meaning taking notes as you go) a short biography on Justinian.*Actively view (taking notes) a short video on Justinian and the Nikka riots. *Large group discussion on whether Justinian was actually an effective ruler drawing on ideas from Machiavelli and your world history textbook.


*Content and Readiness: All students will be using the same text, but based on their readiness level, students who are at-grade level and are more advanced will read the original translation of Machiavelli while others will read a modern English interpretation/summary of the text.

Homework:*Bring back your progress report signed by your parent/guardian.*Bring your world history book to class.

Wednesday/Thursday (150 minutes); Focus Question: How does the film/movie apply to us?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Quickly write an effective introduction paragraph for a persuasive essay.*Demonstrate comprehension of an information text by answering several M.M.E. style questions about it.*Watch a movie/film as a reward for winning the can drive last month.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: For five minutes, write an introduction paragraph for the persuasive response on whether authority figures should be loved or feared.

*Complete a reading quiz on the Byzantine Empire from your world history textbook (structured like a section of the Michigan Merit Exam).

*As a reward for winning the can drive two weeks ago, watch a reward film. *Discuss how the film applies to us.


*Readiness: Based on reading-level, students will get M.M.E.-style questions with either three or four answer options/possibilities.

Homework:*Bring your world history book to class.*Begin drafting on your persuasive essay (if you wish; this is optional)

Friday (50 minutes); Focus Question: Is it better for an authority figure to be loved or feared?


*Demonstrate your ability to use semicolons, colons, and slashes correctly in writing (along with the current word of the week and a past w.o.t.w.).*Write a persuasive essay on a theme/concept we’ve been studying all week in humanities and in English (W.11-12.1).

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Short review of how to use slashes (/) *Persuasive writing workshop *For the rest of class, you will individually work on your persuasive essay about whether it is more effective for an authority figure to rule through fear or love *You need to write two body paragraphs and a conclusion *The first body paragraph should develop the opposition and then refute it *The second body paragraph should develop your point of view with SPECIFICS *Your conclusion should wrap everything up nicely and comment on the “bigger” picture *Your essay needs to include references to both Justinian and Ivan the Terrible*Your essay needs to include the word of the week (fickle), a past w.o.t.w., one semicolon, one colon, and one slash.*When you think you’re done writing, go back and check your essay for great/unique TRANSITIONS and that your sentences BEGIN IN MANY DIFFERENT WAYS


*Product: As our students tend to develop their paragraphs to a GREAT degree, some students will only write two body paragraphs as opposed to the recommended three.

Homework:*Bring your world history book to class next week.*Earls need to work on their summative assessment.


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Grouping students based on reading readiness

*Word wall literary devices & techniques, superfluous, vehement, fortuitous, languid, tumultuous, ubiquitous, indispensable, and*Word of the week: fickle







Unit (and




*This is a VERY independently-driven week. You’ll have until Friday to complete your learning contract. Do an AWESOME job!!! *This week we’ll be writing a persuasive essay on Friday (which will count in your science class as well as English).

ATLSkills:

*Organizational Skills: Study practices (understanding time management for successful homework completion and studying)*Organizational Skills: Goal settingNeeded

Materials:

*The Catcher in the Rye, S-O Vocab. Workshop, Upfront magazine, Smartboard, Practical English Handbook, Learning contract, http://owlet.letu.edu, englishforeveryone.org

I.B. Learner Profile Trait Connection: *Balanced

Monday/Tuesday (150 minutes); Focus Question: Who is Africa?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…

*Demonstrate you knowledge of how to use hyphens and dashes correctly.*Read and discuss “Africa’s Quiet Resurgence” in terms of our unit.*Work on creating products to demonstrate masters of this week’s focus standards: RI.11-12.1, SL.11-12.1, and L.11-12.2.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Class affirmation and a review of the week, including how the learning contract works (your choice of projects, all of which are due Friday)*Review of how to use hyphens (-) and dashes (—) *Quick quiz to assess understanding of how to use hyphens and dashes (five minutes)*Choosing of learning contract options

Break—five minutes—Break

*Actively read “Africa’s Quiet Resurgence” by Nicholas Kristof (50 minutes) *Discuss how this informational text fits our unit through the adjective game (*Students will work in small groups to come up with adjectives to characterize the various regions in the text: Mauritania, Niger, Burkina Faso, and Africa itself. We will share these adjectives with the entire class and support/argue our choices.)

Break—five minutes—Break

*One mod to work on learning contract (45 minutes) *One random group of students (about eight) will discuss the text in terms of our unit *All other students will work independently on one of their learning contract options

Differentiation (what and/or how):*Interest and Product: Based on their interests, the students are creating different products to show they have mastered the standards being focused on this week.*Readiness: Students are allowed to choose a product that best serves their individual learning needs.

Homework:*Bring back your progress report signed by your parent/guardian.*Work on your learning contract as you see fit.

Wednesday/Thursday (150 minutes); Focus Question: Can I control my own learning?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Quickly write an effective introduction paragraph for a persuasive essay.*Demonstrate comprehension of an informational text by answering several M.M.E. style questions about it.*Work on creating products to demonstrate masters of this week’s focus standards: RI.11-12.1, SL.11-12.1, and L.11-12.2.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: For five minutes, write an introduction paragraph for the persuasive response on whether the laws of motion should be taught in school*Complete a reading quiz to prepare for the Michigan Merit Exam*One mod to work on learning contract (45 minutes) *One random group of students (about eight) will discuss the text in terms of our unit *All other students will work independently on one of their learning contract options


*Grammar practice: Take another quiz to ensure retention of how to use hyphens and dashes (10 minutes)*One mod to work on learning contract (45 minutes) *The last group of students (about eight) will discuss the text in terms of our unit *All other students will work independently on one of their learning contract options

Differentiation (what and/or how):*Interest and Product: Based on their interests, the students are creating different products to show they have mastered the standards being focused on this week.*Readiness: Students are allowed to choose a product that best serves their individual learning needs.

Homework:*Work on your persuasive essay (there’s A LOT of science content).*Work on your learning contract as you see fit.

Friday (50 minutes); Focus Question: Do the laws of motion really need to be taught?


*Demonstrate your ability to use semicolons, colons, slashes, dashes, and hyphens correctly in writing (along with two selected vocabulary terms).*Write a persuasive essay on a theme/concept you’ve thoroughly studied in your science class (W.11-12.1).

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Persuasive writing workshop *For the rest of class, you will individually work on your persuasive essay about whether the laws of motion should still be taught in school *You need to write two body paragraphs and a conclusion *The first body paragraph should develop the opposition and then refute it *The second body paragraph should develop your point of view with SPECIFICS *Your conclusion needs to comment on the “bigger” picture *Your essay needs to include content regarding Newton’s laws, Kepler’s laws, and the Law of Universal Gravitational Attraction*Your essay needs to include the word of the week (fortify), a past w.o.t.w., one semicolon, one colon, one slash, one dash, and one hyphen.*When you think you’re done writing, go back and check your essay for great/unique TRANSITIONS and that your sentences BEGIN IN MANY DIFFERENT WAYS

Differentiation (what and/or how):*Process: As our students tend to develop their paragraphs to a GREAT degree, some students will only write two body paragraphs as opposed to the recommended three.*Product: Those who don’t have Ms. Visea will write about another topic.

Homework:*Not applicable. Enjoy the weekend! No wait—I take that statement back. Bring in coats and gently used clothes for the clothing/coat drive.

Weekly Accommodations: Vocabulary:*Providing students with a copy of the week’s lesson plan*Putting all verbal directions in written form on the smartboard*Seating/grouping kids near front/co-educator to meet indiv. needs

*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand

*Word wall literary devices & techniques, superfluous, vehement, fortuitous, languid, tumultuous, ubiquitous, indispensable, fickle, and





http://owlet.letu.edu/

*Asking frequent questions to keep pupils interested and thinking*Movement for bodily-kinesthetic learners

*Allowing students to guide their own learning with a contract *Word of the week: fortify



Unit (and




*Be sure to bring in your gently-used coats and clothes for the drive!*This week we’ll be wrapping up our “Who am I?” unit by exploring who you are from various perspectives—as well as who Star International Academy is.

ATLSkills:

*Reflection: Setting goals for a next assignment based on feedback form a previous one*Reflection: Ability to articulate one’s strengths and weaknesses accurately and honestly and make a plan for improvement

NeededMaterials:

*S-O Vocab. Workshop, ACT Quality Core, Smartboard, www.edmodo.com, “The Office”, student portfolios I.B. Learner Profile Trait Connection: *Reflective

Monday/Tuesday (150 minutes); Focus Question: Who are you? Who is Star International Academy?


*Reflect on the guiding question from various perspectives.*Characterize/analyze the school from various perspectives.*Actively participate in a class discussion.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Daily affirmation and the passing back of essays and learning contracts*Brief discussion of grades and putting items in portfolios*Discussion of the end of this unit and a reflection on how it went*Breaking down who you are… *Write short responses to the following prompts: *From your perspective, who are you? *From your teachers’ perspective, who are you? *From an outside adult’s perspective, who are you? *From a college acceptance board’s perspective, who are you? *Who do you want to be seen as?

Break—ten minutes—Break*“Who is Star International Academy?” discussion *From a student’s perspective *From a teacher’s perspective *From a parent’s perspective *From a community member’s perspective *From an educational perspective*Once we have notes on each of these perspectives, we’ll discuss ways to improve Star’s identity if it is not currently what we want it to be*Complete an MME reading practice quiz if there’s sufficient time left

Differentiation (what and/or how):*Product: Students will be able to define/explore who they are in any way they see fit. (E.g. they can draw pictures, write paragraphs, make bulletpoints, create poems, etc.) *No other differentiation needed/required.

Homework:*Bring back your progress report signed by your parent/guardian.*Respond to the “Improving S.I.A.” discussion in edmodo.com. The group code is afkhch.*Students with a BIG missing assignment…see The Teacher

Wednesday/Thursday (150 minutes); Focus Question: Who are we—as students?Focus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*Demonstrate comprehension of a previously unseen text by answering several comprehension questions about it.*Write successful and effective introduction and conclusion paragraphs for a persuasive essay topic.*Discuss how to take an issue and think about the bigger picture.*Work with a partner to discover how to answer MME reading questions.

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: Daily affirmation and a passing back of portfolios *Examine our portfolios and reflect on the material inside *What you’re doing well, what you need to continue to work on, etc.*Complete an MME reading quiz as practice for the MME exam—part of our identity as Star students *Check your work with a partner to come up with the proper answers (and reasons for those answers)

Break—five minutes—Break*View a short clip from the television show “The Office”*Write an introduction paragraph for a persuasive essay on the following topic: in your opinion, was Dwight justified in setting the fire? (five minutes)*Discuss the issue and whether Dwight has a right to do what he did as well as the “bigger picture” involved with this issue*Write a conclusion paragraph on the same topic started earlier (four minutes)

Break—five minutes—Break*Complete another MME reading quiz as practice for the MME exam—part of our identity as Star students *Check your work with a partner to come up with the proper answers (and reasons for those answers)

Differentiation (what and/or how):*Readiness and Learning Profile: To help students prepare for the Michigan Merit Exam’s reading section, students will attempt to answer a text’s reading questions individually, and then with a partner.*No other differentiation needed/required.

Homework:*Enjoy the much-deserved break!!!!

Friday (50 minutes); Focus Question: insert question to guide inquiry-based instructionFocus Standard(s)/Objectives and 21st Century Skills Focus:

You students will be able to…*

Process (Include opening/anticipatory set, how vocabulary will be included, all learning activities, products/assessments being completed, and necessary breaks):*Opening: *Differentiation (what and/or how):

*

Homework:Contact Info: Phone: (313) 724-8990 ext. 132, Cell: (248) 561-2619, Web: http://p180B.webs.com, E-Mail: [email protected], Twitter: leifteach




http://www.edmodo.com/

*


*Scaffolding discussion topics (start with lower-order thinking questions and then build to the more challenging, higher-order thinking topics)*Calling on those who don’t normally volunteer/raise their hand*Grouping students according to reading readiness

*Word wall literary devices & techniques, superfluous, vehement, fortuitous, languid, tumultuous, ubiquitous, indispensable, fickle, and

*Word of the week: fortify

Unit Reflection

Well let me think… overall, I feel this unit went really, really well. Sure, there was a little hiccup at first when the unit project (the cultural autobiography) was seen in a negative light, but the concept of this project has been given the go-ahead. Next year, the eleventh graders will complete that autobiography project—where the students explore who they are. I’ll just have to be sure to not be so specific as to the areas I ask the students to delve into so as not to risk offending/upsetting people/families (as this is certainly not my intention).

However, the other project we all completed—the balanced project—was in large a great success. The students did a very good job with their reflections, and I think that while it may not have help instigate personal change as much as I would have liked the project to, the reflection definitely forced the students to use their higher-order thinking skills, and I don’t think I could have been more impressed with their reflections . In the future though, I think I will do a project follow-up about two weeks after the balanced reflection has been completed to help reinforce the changes that the students want to make/claim to make. I’ll have to come up with some kind of follow-up project. (I already have ideas where students wake up 15-20 minutes earlier each day, just to see what more they can do with an extra two hours a week.)

Now with regards to the non-project/more-regular work that the students did during the week… I felt things went really well. The weekly learning contract (modified from a unit contract) was a HUGE success that I will most certainly have to repeat. It gave students—all students—the opportunity to increase their grade and take charge of their own learning. The students did very well on the learning contracts overall.

Going back to the first part of the unit, we started with The Great Gatsby, and unfortunately I was trying to get the students to do too much at once. I was trying to teach them how to structure their writing, reading strategies (for the Michigan Merit Exam), grammar and punctuation stuff, etc. And because I was trying to do too much at once… the novel felt a little chopped up and inconsistent. There were some days where





we didn’t even get to discuss/analyze the novel or its characters, and because we’ve switched to a block schedule, four days without looking at the novel is too much. In planning for next year, I will focus on the novel more and let the reading and grammar practice come from the novel text.

Later on, I had the advanced students (a few in each class) read The Catcher in the Rye to meet their advanced needs. Unfortunately I did not plan this well enough. I was able to give those students some work; however, I felt as though I was simply trying to “fill” their time with activities, and this was not as beneficial as it could be. In planning for next year, I will be certain to sketch out a mini-unit for the advanced students when they read this text. (The students loved this novel by the way .)

I found a delicious resource in Upfront magazine. The students really like the articles—as do I! They are informative, well-written, and interesting. We were able to use many articles from this resource to look at our guiding question. I am continuing to use this resource on a weekly basis as it is so beneficial.

On that note, I found a lot of connections with Mr. Johnson’s world history class. Their guiding question (“What makes us, us?”) was remarkably similar to my supporting question: “What makes me, me?”. We were able to do a few interdisciplinary projects, and will continue to do so throughout the school year. I was also able to collaborate and create projects with both math and physics as well. The persuasive writing Fridays was a great place to have the students practice persuasive writing (for my subject area) and bring in the content from other classes (for their subject areas). This led to a decrease in overall student writing as the students wrote for me AND another subject, and because the grade went in both gradebooks, the students took it very seriously a did well on these writing assignments.

I created an amazing resource in my persuasive essay script (both four and five paragraph versions to differentiate for our students’ needs)! It may be the best writing assistant I’ve created yet. Scores and soared since I instituted it, and it has given the students A LOT more confidence in their writing. Also, building in vocabulary and punctuation practice into the writing rubrics seems to have been a stroke of genius! Sure, I have to modify the writing rubric slightly every time there is a new assignment, but the students are really starting to write better and in a more advanced manner. The persuasive rubrics (including the overall persuasive essay rubric, an introduction and conclusion rubric, and an introduction and oppositional paragraph rubric) are the best rubrics I have created, and they are really helping the students. I feel they need to be





shared with all high school teachers as they are clear and really help guide student writing.

Well, overall this was a very successful unit. There is some work to be done, but on the whole, this was certainly a unit worth repeating!





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