Teacher Name: Ringleben
Building: HAHS
Subject: English I
Start Date(s): Jan. 31 2017
End Dates(s): Feb. 3 2017
Grade Level(s): 9
Day
Objective (s)
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
1
Students will - Determine a theme
or central idea of a text and
analyze in detail its development
over the course of the text,
including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.
2
Close reading of The Necklace Excerpts – identifying character
traits and static/dynamic characters
3
4
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“Fleshing out a character” activity
Begin reading, analyzing, and discussing “The Necklace”
Discussion on the story/Student self-assessment – how close were
they in their close reading?
Students will - Use precise words
and phrases, telling details, and
sensory language to convey a vivid
picture of the experiences, events,
setting, and/or characters.
Pencils,
Paper,
Projector,
Textbooks,
Highlighters,
Hand-outs,
Notes,
Laptop,
White board
Formative- Fleshing out a character
activity, discussion questions, selfreflection write up, close reading
excerpts
Summative- Unit 1 Short Story Test,
Unit 1 Performance Task
Student Self-Assessment-
Students will - Analyze how
complex characters (e.g., those
with multiple or conflicting
motivations) develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
Students will - Cite strong and
thorough textual evidence to
support analysis of what the text
says explicitly as well as inferences
drawn from the text.
The Necklace plot diagram with explanations
3
4
Necklace Vocabulary Exercise
Gift of the Magi pre-reading exercise – Gifts of your life
3
Students will - Analyze how
complex characters (e.g., those
with multiple or conflicting
motivations) develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
Begin reading, analyzing, and discussing “Gift of the Magi”
“Gift of the Magi” Plot diagram
“Gift of the Magi” Character Traits and Evidence activity
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Pencils,
Paper,
Projector,
Textbooks,
Highlighters,
Hand-outs,
Notes,
Laptop,
White board
Formative- Plot Diagrams, Discussion
Questions, Traits and Evidence
Activity
Summative- Unit 1 Short Story Test,
Unit 1 Performance Task
Student Self-Assessment-
Students will - Cite strong and
thorough textual evidence to
support analysis of what the text
says explicitly as well as inferences
drawn from the text.
4
Students will - Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through the
effective selection, organization,
and analysis of content.
Students will - Analyze how
complex characters (e.g., those
with multiple or conflicting
motivations) develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
Students will - Determine a theme
or central idea of a text and
analyze in detail its development
over the course of the text,
including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.
5
Students will - Apply appropriate
strategies to analyze, interpret, and
evaluate how an author unfolds an
analysis or series of ideas or
events, including the order in which
the points are made, how they are
introduced and developed, and the
connections that are drawn
between them.
Students will - Analyze how words
and phrases shape meaning and
tone in texts.
Character traits and evidence activity (cont.) – identifying
direct/indirect characterization.
3
4
Re-reading (combing) “Gift of the Magi” for examples of literary
elements and their effectiveness in the story.
Comparing and contrasting the use of irony, direct/indirect
characterization and other literary elements between Gift of the
Magi and The Necklace
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Pencils,
Paper,
Projector,
Textbooks,
Highlighters,
Hand-outs,
Notes,
Laptop,
White board
Formative- Traits and Evidence
Activity, Discussion Questions,
Character Analysis
Summative- Unit 1 Short Story Test,
Unit 1 Performance Task
Student Self-Assessment-
Examples of good character analysis writing vs. poor character
analysis writing, with evidence, examples, etc.
“Gift of the Magi” Character analysis paper
Review of Close reading strategies
Close/cold Read 1
Button, Button anticipation guide
Pencils,
Paper,
Projector,
Textbooks,
Highlighters,
Hand-outs,
Notes,
Laptop,
White board,
Cold-Reads
Formative- Close Read, Discussion
Questions, Anticipation Guide
Summative- Keystone Exam, Unit 1
Short Story Test, Unit 1 Performance
Task
Student Self-Assessment-
Teacher Name: Rinlgben
Building: HAHS
Subject: English II
Start Date(s): Jan. 31 2017
End Dates(s): Feb. 3 2017
Grade Level(s): 10
Day
Objective (s)
DOK
Level
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials /
Resources
Assessment of Objective (s)
1
Students will - Analyze how
complex characters develop over
the course of a text, interact with
other characters, and advance the
plot or develop the theme.
3
4
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Examining the if there is a difference between reality and truth
After Reading Questions – plot diagram
Students will - Analyze how an
author’s choices concerning how to
structure a text, order events within
it and manipulate time create an
effect.
2
Continue analyzing, reading, and discussing Contents of a Dead
Man’s Pocket
Analyzing the cause and effect relationship throughout the story.
Paper,
Pencils,
Notes,
Textbooks,
Hand-outs,
Laptop,
Projector,
Packets,
Sticky Notes
Formative- Plot Diagrams, Discussion
Questions, Packets, Character Traits
activity
Summative- Unit 1 Performance
Task, Unit 1 Quiz
Student Self-Assessment-
Paper,
Pencils,
Notes,
Textbooks,
Hand-outs,
Laptop,
Projector,
Packets,
Sticky Notes
Formative- Discussion Questions,
Packets, TPS Hand-ins
Summative- Unit 1 Performance
Task, Unit 1 Quiz
Student Self-Assessment-
Comparing and contrasting the main character’s attitude from the
beginning of the story to the end. What are Tom’s goals? How does
his change in perspective change his goals? – use evidence
Students will - Analyze how an
author draws on and transforms
themes, topics, character types,
and/or other text elements from
source material in a specific work.
Character Traits and Evidence activity
Character Analysis excerpt examples
Students will - Cite strong and
thorough textual evidence to
support analysis of what the text
says explicitly as well as inferences
and conclusions based on an
author’s explicit assumptions and
beliefs about a subject.
Students will - Analyze how
complex characters develop over
the course of a text, interact with
other characters, and advance the
plot or develop the theme.
3
Students will - Determine the point
of view of the text and analyze the
impact the point of view has on the
meaning of the text.
3
4
Discussion on Progress and Conflict – Can progress be made
without conflict?
Student self-reflection – Have they ever made progress while
avoiding conflict? Have you ever used someone else to make
progress?
How much Land Does a Man Need? Pre-Reading
Reading, Analyzing, and Discussing “How much Land Does a Man
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Need?”
Think, Pair, Share – After Reading Questions
Students will – Compare and
contrast the ambition, goals,
progress, and conflicts of the
characters from “Contents of a
Dead Man’s Pocket” and “How
Much Land does a man Need?”
Students will - Analyze how
complex characters develop over
the course of a text, interact with
other characters, and advance the
plot or develop the theme.
4
Review of previous day(s) lesson(s)
3
4
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Comparing and contrasting the ambition, goals, progress, and
conflicts of the characters from “Contents of a Dead Man’s Pocket”
and “How Much Land does a man Need?”
Reflection on students’ own goals/desires/ambition
Properly setting up a paper activity
Beginning Performance Task 1 – structuring students plans to their
goals – “A Map for Success”
Paper,
Pencils,
Notes,
Textbooks,
Hand-outs,
Laptop,
Projector,
Packets,
Sticky Notes,
Unit 1 Rubric,
Paper set up
guide
FormativeSummative- Unit 1 Performance
Task, Unit 1 Quiz
Student Self-Assessment-
Paper,
Pencils,
Notes,
Textbooks,
Hand-outs,
Laptop,
Projector,
Packets,
Sticky Notes,
Close Reads,
Unit 1 Rubric,
Paper set up
guide
Formative- Close Reads, Discussion
Questions
Summative- Unit 1 Performance
Task, Unit 1 Quiz, Keystone Exams
Student Self-Assessment-
Students will - Develop and
strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is
most significant for a specific
purpose and audience.
Students will - Write with a sharp
distinct focus identifying topic, task,
and audience.
Students will - Determine a theme
or central idea of a text and
analyze in detail its development
over the course of the text,
including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.
5
Students will - Apply appropriate
strategies to analyze, interpret, and
evaluate how an author unfolds an
analysis or series of ideas or
events, including the order in which
the points are made, how they are
introduced and developed, and the
connections that are drawn
between them.
Students will - Analyze how words
and phrases shape meaning and
tone in texts.
Review of Close reading strategies
Close/cold Read 1
Continuing Performance Task 1 – Setting up the paper and
mapping out students’ plans – “Putting a Plan in Motion”
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