Week of: October 29-November 2, 2012 / Teacher: Stafford
Monday / Tuesday / Wednesday / Thursday / Friday
Higher Order Questions:
What was Mark Twain’s overall purpose in writing Huck Finn? What was he trying to tell his audience? How does his form of writing further emphasize his purpose in writing? / Higher Order Questions:
What in today’s reading emphasizes the following statement?
Women in nineteenth-century America could not really be free. / Higher Order Questions:
What in today’s reading emphasizes the following statement?
Women in nineteenth-century America could not really be free.
What makes a hook statement effective to the reader? / Higher Order Questions:
Why is the Gettysburg Address still relevant today? What was Lincoln’s purpose and why was it so short? / Higher Order Questions:
What in today’s reading emphasizes the following statement?
Women in nineteenth-century America could not really be free.
Standard(s)/ Objectives/ Indicators:
CC11.RL.1: Cite strong and thorough 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.
CC.RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).
CC.11.RL.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CC.11.W.9: Draw evidence from literary or informational text to support analysis, reflection, and research. / Standard(s)/ Objectives/ Indicators:
CC11.RL.1: Cite strong and thorough 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.
CC.11.W.9: Draw evidence from literary or informational text to support analysis, reflection, and research.
CC.RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). / Standard(s)/ Objectives/ Indicators:
CC.11.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CC.11.W.9: Draw evidence from literary or informational text to support analysis, reflection, and research.
CC.11.RIT.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
CC.11.RIT.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g. U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g. The Federalist, presidential addresses). / Standard(s)/ Objectives/ Indicators:
CC.11.RIT.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CC.11.RIT.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
CC.11.RIT.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g. U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g. The Federalist, presidential addresses). / Standard(s)/ Objectives/ Indicators:
CC11.RL.1: Cite strong and thorough 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.
CC.11.W.9: Draw evidence from literary or informational text to support analysis, reflection, and research.
CC.11.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Bell Ringer:
Students will read the article, “Too Dumb for Complex Texts” and write a summary of the article in their bell ringer spirals. / Bell Ringer:
Parallel structure / Bell Ringer:
Students will provide a written response to the following quote by Eleanor Roosevelt:
“A woman is like a tea bag; you never know how strong it is until it's in hot water.” / Bell Ringer:
Dangling modifiers / Bell Ringer:
Students will read a non-fiction, historical excerpt, and provide a written response to the text.
Vocabulary: Write definitions and parts of speech for this week’s ACT vocab. words. / Vocabulary: Determine synonyms for each ACT vocab. word. / Vocabulary: Determine antonyms for each ACT vocab. word. / Vocabulary: Use each ACT vocab. word in a meaningful sentence. / Vocabulary: Assessment
Direct Instruction: Students will turn in their reading journal entries as a final assessment grade for Huck Finn unit at beginning of class. Students will take a check reading quiz over final chapters of Huck Finn.
Teacher will have students read first three pages of Chapter 28 and consider Twain’s implications about women and their ability to think for themselves. (How does he satirize the popular notion that it’s a man’s world?) Students will find textual evidence to support this.
Students will finish watching the video version of the book.
(In observance of breast cancer awareness week, students will tie dye t shirts if time allows.) / Direct Instruction:
Teacher will explain the different forms of irony: verbal, situational, and dramatic.
Students will read Kate Chopin’s “The Story of an Hour” and keep the following question in mind: Women in nineteenth-century America could not really be free.
They will also be asked to find one of each types of irony in the stories.
Students will then form and answer one question from each level of questioning that in some way relates to the following statement: Women in nineteenth-century America could not really be free.
HW: Students will read “The Yellow Wallpaper” and find 3 quotes from the text to support the essay topic about women’s freedom. / Direct Instruction:
Teacher will explain purpose of hook statements, thesis statements, and paragraph development. She will re-emphasize the three appeals in argumentative writing: ethos, pathos, logos and make sure students include these in their argumentative essays.
Students will practice writing various types of hooks for their upcoming essay on women’s freedom. Each group will be given a different type of hook to form. They will then present their hook statements to the class.
(Upcoming essay: Write an argument in which they agree or disagree with the following statement, offering at least three pieces of evidence from the texts to support their position: Women in nineteenth-century America could not really be free.)
HW: Students will read “The Gettysburg Address” and annotate it, paying close attention to ethos, pathos, logos. / Direct Instruction:
Teacher will discuss logical fallacy and how it pertains to argumentative writing. Students will watch Monty Python logical fallacy clip to further emphasize the need to avoid logical fallacies in argumentative writing.
Students will listen to the Johnny Cash recording of “The Gettysburg Address”. Teacher will then review the Gettysburg Address homework and have students paraphrase the
first paragraph. Teacher will review the Says vs. Does” PP. Student will then answer the following questions in reference to what Lincoln is telling us about this new nation:
1. What does Lincoln mean by “four score and seven years ago”? Who are “our fathers”?
2. What does “conceived” mean?
3. What does “proposition” mean?
4. What is he saying is significant about America? Is he saying that no one has been free or equal before? So what is new?
5. Summarize three ways in which the nation is now new, according to the text.
Students will then analyze how the meaning of the word “dedicate” changes over the course of the text, and what this reveals about the Gettysburg Address.
Students will be required to have at least one reference to the Gettysburg Address in their freedom essays. Teacher will assist students in finding quotes from the text to support their arguments. / Direct Instruction:
Write an argument in which they agree or disagree with the following statement, offering at least three pieces of evidence from at least three of the texts read this week to support their position: Women in nineteenth-century America could not really be free.
Students will then peer edit each other’s essays, paying closing attention to hook statements, thesis statements, topic sentences, and the inclusion of textual evidence.
Students will then return essay to owner, they will review the emendations, and begin revisions. Students will turn in final drafts on Monday.
Indirect Instruction:
Teacher will assist students with text analysis and determining meaning.
Teacher will also assist students with the tie-dye project and illustrate proper technique. / Indirect Instruction:
Teacher will assist students with finding ironic elements present in the text. She will also help them form HOTS questions in relation to the text. / Indirect Instruction:
Teacher will assist students form hook statements for their intro paragraphs. / Indirect Instruction:
Teacher will walk around and assist students with analysis questions and with finding quotes from the text to support their arguments. / Indirect Instruction:
Teacher will assist students with the peer editing and revision process.
Differentiation/Modifications:
Students will be given extra time as needed. In addition, students can work individually or with their clock partner. Students not participating in the tie-dye activity, may choose to research breast cancer or cancer in general and include their findings in either an essay or power point format. To assist in the research process, students may also choose to research the art of tie-dying and explain its origin. / Differentiation/Modifications:
Students will be given extra time as needed. In addition, students can work individually or with their clock partner.
Students can either read story aloud, silently, or listen to audio version. / Differentiation/Modifications:
Students will be given extra time as needed. In addition, students can work individually or with their clock partner. / Differentiation/Modifications:
Students will be given extra time as needed. In addition, students can work individually or with their clock partner. / Differentiation/Modifications:
Students will be given extra time as needed. In addition, students can work individually or with their clock partner.
Closure/Exit Slip:
What is satire? / Closure/Exit Slip:
Define the three types of irony. / Closure/Exit Slip:
Define the following: ethos, pathos, logos. / Closure/Exit Slip:
What is logical fallacy? / Closure/Exit Slip:
What is one thing you learned today?
Assessment:
bell ringer, vocabulary, reading journal entries, reading quiz, exit slip / Assessment:
bell ringer, vocabulary synonyms, story analysis / Assessment:
bell ringer, vocabulary antonyms, hook statements, story analysis, Gettysburg Address analysis / Assessment:
bell ringer, vocabulary sentences, Gettysburg Address analysis & questioning, exit slip / Assessment:
bell ringer, vocabulary assessment, persuasive essay, peer review, exit slip
Required Materials / Equipment: / Required Materials / Equipment: / Required Materials / Equipment: / Required Materials / Equipment: / Required Materials / Equipment:
Homework: Students will read “Desiree’s Baby” and answer analysis questions / Homework: Read “The Yellow Wallpaper” and answer analysis questions / Homework: Students will read “The Gettysburg Address” and annotate it, paying close attention to ethos, pathos, logos. / Homework: / Homework:
Persuasive Essay
Reflection/Notes: / Reflection/Notes: / Reflection/Notes: / Reflection/Notes: / Reflection/Notes:
Argumentative Writing: Write an argument in which they agree or disagree with the following statement, offering at least three pieces of evidence from the texts to support their position: Women in nineteenth-century America could not really be free.
Monday’s Huck Finn Check Reading Quiz
- What effect has the last warning letter had on the Phelpses?
- How does Tom get hurt?
- Why doesn't Huck sneak out at night to visit Tom?
- Who clarifies the identities of Tom and Huck?
- What has happened to Huck's father?
Interpreting Meaning Questions
- What does Jim's behavior in these chapters say about his character?
- What narrative purpose does the doctor's refusal to share a canoe with Huck serve?
- What effect does the doctor's speech in support of Jim have? Is this as great an effect as it should be?
- How believable is the deus ex machina (literally, the "God from a machine," a theatrical term referring to a sudden and unexpected solution to a seemingly insoluble problem), through which Jim is freed? Explain.
- Where is Huck going at the end of the novel? What does this imply about the society in which he lives, and his place in it?
Monday’s quotes to analyze and relate to women’s rights:
Ch. 28: “Oh,” she says, “what am I thinking about!” she says, and set right down again. “Don’t mind what I said—please don’t—you won’t, now, will you?” Laying her silky hand on mine in that kind of a way that I said I would die first. “ I never thought, I was so stirred up,” she says; “now go on, and I won’t do so any more. You tell me what to do, and whatever you say I’ll do it” (Twain 188).
“Why, it’s because you ain’t one of these leather-face people. I don’t want no better book than what your face is. A body can set down and read it off like coarse print” (Twain 190).
“I’m going to do everything just as you’ve told me; and if I don’t ever see you again, I sha’n’t ever forget you, and I’ll think of you a many and a many time, and I’ll pray for you, too!” (Twain 191).
“Pray for me! I reackoned if she knowed me she’d take a job that was more nearer her size. But I bet she done it, just the same—she was just that kind. She had the grit to pray for Judus if she took the notion—there warn’t no back-down to her, I judge. You may say what you want to, but in my opinion she had more sand in her than any girl I ever see; in my opinion she was just full of sand. It sounds like flattery, but it ain’t no flattery. And when it comes to beauty—and goodness, too—she lays over them all….I’ve thought of her a many and a many a million times, and of her saying she would pray for me; and if ever I’d ‘a’ thought it would do any good for me to pray for her, blamed if I wouldn’t “a” done it or bust” (Twain 192).