Camden PARCC Push At-A-Glance 2018 Strategically use instructional time to ensure your students learn as much grade level content as possible! Teacher: Grade/Course: English I Days to PARCC Date Standard(s) Objective(s) Notes (strategies, texts, context, etc.) 32 2/20/18 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. SWBAT: identify the time period (Civil War) and decipher meaning of words and phrases. Introduce Killer Angels, unit four anchor text, with theme of “Honorable Actions and Honorable Words. Students will start vocabulary index activities (glossary of terms) used in context 31 2/21/18 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. SWBAT: identify the time period (Civil War) and demonstrate the ability to recognize figurative language in text (allusions) Introduce Killer Angels, unit four anchor text, with theme of “Honorable Actions and Honorable Words. Students will start vocabulary index activities (glossary of terms) used in context 10
30 2/22/18 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. SWBAT: complete academic vocabulary chart, using teacher lead instruction, to verbally pronounce and identify word usage in the proper context. Introduce target words: Oral Context Sentences Students prepare three column chart, heading the left column Academic Vocabulary, the center column Smart Guess, and the right column Academic Definition. For each word, the teacher writes it or shows it and pronounces it; students repeat the pronunciation chorally and write the word down. The teacher then uses the word correctly in multiple contexts. (Materials in appendix) After each set of sentences providing context, students write down what they think it probably means in the center column. The teacher then provides the academic definitions for them to record, and reads aloud the sentences from the chapter that contain the words. Decode each sentence to build clear meaning and to anticipate the events of the chapter.
29 2/23/18 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. SWBAT: complete academic vocabulary chart, using teacher lead instruction, and identify synonyms, phrases and sentence types using words in a variety of sentences. Process target words: How many meanings can we find? Preview the use of the resources selected to use. (Electronic dictionary or thesaurus recommended.) Have students set up papers to record definitions, synonyms, phrases or sentences to show the word’s meaning in multiple contexts. Provide a set amount of time (5-10 minutes) and the resources for students to find as many other meanings or uses for the words as they can, beginning by brainstorming or using textual sources, either print or electronic. Next, provide another set amount of time (5-10 minutes) for students to use human resources, including the teacher (and any other adults available) and each other, to find and record additional meanings. Collect student work.
28 2/26/18 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. SWBAT: complete academic vocabulary chart, using teacher lead instruction, and evaluate peers’ responses to their own. Process target words: How many meanings did we find? After assessing student work from previous session, identify students to recognize and celebrate for a) greatest quantity of accurate definitions, synonyms, phrases or sentences to show multiple meanings and b) highest quality examples. Read aloud or share copies of both. Partners turn and talk about words. Partners reread to locate targeted words in the text, and discuss to clarify meaning as they are used in the chapter. Interim summative window opens
27 2/27/18 L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. SWBAT: recognize word relationships (figurative language usage) and use context clues to determine word choice and function by completing partnered activity emphasizing synonyms. Process target words: Word sort Prepare sorts by printing and cutting words apart (Materials in appendix); sets can be clipped or placed in envelopes. Have a copy of the “key” available for each set of partners. Partner work minutes): Students read all words, arrange words that are synonymous or associated with each target word in a column under the word. Set aside words they are unsure of. Group work: (5 minutes) Partners join partners to form groups and compare their sorts; discuss to classify any remaining words; discuss any differences in sort decisions. Closing: Provide “key” to partners to use to cross-reference their sorts with the correct classifications. Answer closing questions and/or invite closing comments.
26 2/28/18 W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SWBAT: recognize word relationships (figurative language usage) and use context clues to determine word choice and function by writing a literary analysis using the vocabulary words Demonstrate acquisition of target words: Summary or literary analysis writing When preparing and organizing textual evidence for either the summary writing and/or the literary analysis writing in response to the culminating question, students must make sure they use all five of the targeted words accurately and meaningfully in their writing. 25 3/1/18 Analyze how an author draws on and transforms source material in a specific work SWBAT: analyze how the foreword about Chamberlain sets the tone for the chapter (students are reading excerpts from the historical novel) Shared read from foreword (pg.xv) about Joshua Lawrence Chamberlain. Emphasis on historical fiction (first read) see page 8 of teacher module 24 3/2/18 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SWBAT: cite the Battle of Little Round Top as the turning point of the Civil War by reading page 210 (bottom) in Killer Angels by conducting a first close read Killer Angels pgs. 210-236 (use various paragraphs) page 8 of teacher module *First read is interrupted only four times and discussed at the end. Explain intent of multiple reading to students in advance*
23 3/5/18 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SWBAT: cite the Battle of Little Round Top as the turning point of the Civil War by reading page 210 (bottom) in Killer Angels by conducting a first close read Killer Angels pgs. 210-236 (use various paragraphs) page 8 of teacher module *First read is interrupted only four times and discussed at the end. Explain intent of multiple reading to students in advance* 22 3/6/18 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SWBAT: cite the Battle of Little Round Top as the turning point of the Civil War by reading pgs. (excerpts) Killer Angels pgs. 206-236 (use various paragraphs) page 9 of teacher module. Second shared read of various excerpts (turn and talk, stop and jots, TPS, and other CFUs embedded.) Will probably take at least two days to do assignment 21 3/7/18 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SWBAT: cite the Battle of Little Round Top as the turning point of the Civil War by reading pgs. (excerpts) Killer Angels pgs. 206-236 (use various paragraphs) page 9 of teacher module. Second shared read of various excerpts (turn and talk, stop and jots, TPS, and other CFUs embedded.)
20 3/8/18 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. SWBAT: complete characterization Chamberlain chart (pg. 9 of appendix) See page nine of appendix.
19 3/9/18 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). SWBAT: evaluate excerpts from “Big Deal from Little Round Top” and evidence from “Killer Angels” and decide how far creative license should go by completing Fact or Fiction chart. Appendix pages 6-8. May take two days to complete
14 3/16/18 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. 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. SWBAT: analyze the second and third paragraphs of the Gettysburg Address after completing a second close read and rewriting the third paragraph. Section 2 From Funeral to New Birth. See section activities. Should take 2 days
12 3/20/18 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. SWBAT: analyze and evaluate the word “dedicate” as it’s used throughout the text Section 3 Activities. Students should highlight where the word “dedicate” is used.
11 3/21/18 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a form and in a manner that anticipates the audience's knowledge level and concerns. SWBAT: write an independent essay answering the prompt stated on page 4 of Section Three Answer the essay prompt: Students should use notes, handouts, and any other information used during GA lessons. This may take up to three days. 3/22/18 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a form and in a manner that anticipates the audience's knowledge level and concerns. SWBAT: write an independent essay answering the prompt stated on page 4 of Section Three Answer the essay prompt: Students should use notes, handouts, and any other information used during GA lessons. This may take up to three days. appropriate
9 3/26/18 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a form and in a manner that anticipates the audience's knowledge level and concerns. SWBAT: write an independent essay answering the prompt stated on page 4 of Section Three Answer the essay prompt: Students should use notes, handouts, and any other information used during GA lessons. This may take up to three days. 8 3/27/18 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a form and in a manner that anticipates the audience's knowledge level and concerns. SWBAT: write an independent essay answering the prompt stated on page 4 of Section Three Answer the essay prompt: Students should use notes, handouts, and any other information used during GA lessons. This may take up to three days. appropriate appropriate
7 3/28/18 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. SWBAT: delineate and evaluate the Chicago Tribune editorial op-ed piece on the GA and answer the guiding reading questions Appendix III page 2 6 3/29/18 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. SWBAT: delineate and evaluate the Chicago Tribune editorial op-ed piece on the GA and answer the guiding reading questions Appendix III page 2 Spring Break