Teacher: K. Powell Week of: January 23-27 Subject: Honors English 10 Period: 3

OBJECTIVES / College and Career Readiness Standards (CCRS) / ACTIVITIES / HOMEWORK / EVALUATION
Daily (30%); Major (65%); Academic Readiness (AR-5%)
MON / See Activities column. / Cite textual evidence to support analysis. (CCRS 1, 10)
Identify theme and/or main idea of a text. (CCRS 2, 7, 11)
Analyze elements of literature in a text. (CCRS 2, 3, 5, 6, 12, 15, 41)
Define vocabulary in context and demonstrate understanding of other academic vocabulary (CCRS 40, 41)
Analyze use of diction, figurative language, rhetorical devices and strategies to convey meaning and tone in a text.(CCRS 4, 8, 12, 13, 14, 17, 41)
Prepare for and actively participate in collaborative discussions on varied tasks. (CCRS 31, 32, 34, 35, 36) / Before: Draw a card and “match” it with
two other students’ cards to determine
your group of three.
During: Review the learning menu on The Scarlet Letter with your group and determine which tasks to complete and how best to complete them. Before working independently, have a conversation about each task and discuss creative ways to complete it.
Step 1: Read the menu
Step 2: Decide which tasks to complete; select a scene to “perform” in a tableau.
Step 3: Engage in a conversation about how to approach each task, discussing ideas.
Step 4: Begin work on the tasks.
Step 5: Make a list of supplies to bring and/or “to do” list for homework to make Tuesday go smoothly
/ HW: Work on independent task so that this assignment can be completed in class on Tuesday or for homework Tuesday night. Presentations are Wednesday. / Formative Assessment: Observations of students working in groups.
TUE / See Activities column. / Demonstrate appropriate diction, grammar, mechanics, and sentence style for the audience and situation of the writing task. (CCRS 37, 38)
Apply rigorous revising and editing skills to communicate effectively. (CCRS 23, 24, 25, 30, 39, 40) / Before: Make a “to do” list as a group.
During: Check off the tasks as these are completed in class. Make good use of class time to work collaboratively on learning menu.
Practice the tableau; make a list of “props” to bring to enhance the tableau. / HW: Prepare your portion of the learning menu tasks; bring necessary props if applicable
WED / See Activities column. / Prepare for and actively participate in collaborative discussions on varied tasks. (CCRS 31, 32, 34, 35, 36)
Evaluate speaker’s reasoning and use of evidence and rhetoric. (CCRS 32, 33) / Before: Confer in groups for 5 minutes
to decide the order of the presentations,
who will speak, and how to execute the
tableau.
During: Presentations of Learning Menu tasks (no more than 6 min. per group)
After: Exit Slip (Evaluation) / Major Grade:
Individual Task, Collaboration, and Presentation
THUR / 3rd period does not meet on Thursday
F
R
I / See Activities column. / Cite textual evidence to support analysis. (CCRS 1, 10)
Identify theme and/or main idea of a text. (CCRS 2, 7, 11)
Analyze elements of literature in a text. (CCRS 2, 3, 5, 6, 12, 15, 41)
Define vocabulary in context and demonstrate understanding of other academic vocabulary (CCRS 40, 41)
Analyze use of diction, figurative language, rhetorical devices and strategies to convey meaning and tone in a text.(CCRS 4, 8, 12, 13, 14, 17, 41)
Write arguments to support claims, using valid textual evidence. (CCRS 21, 22, 27, 29)
Write clearly and precisely, using the mode and presentation appropriate for the audience and situation. (CCRS 22, 24, 25, 26, 28, 35)
Produce clear and coherent writing by engaging in the writing process from pre-writing to polished draft. (CCRS 22, 24, 25, 29, 30)
Demonstrate appropriate use of information from sources, including correct documentation style. (CCRS 8, 22, 24, 25, 28, 29, 35) / Before: Prepare for the test
During: Unit Test on The Scarlet Letter- (objective/short answer)
Plan In-class essay / Major Grade: Unit Test
Begin draft of TSL Essay