25 Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire. Students annotate the text. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 26 Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire. Students annotate the text. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 27 Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire. Students annotate the text. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 28 Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire. Students annotate the text. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 29 Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire. Students annotate the text. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 October 2017 Monday Tuesday Wednesday Thursday Friday
Text dependent question: How do authors apply humor to drive home a greater meaning? Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling” W.12.4. RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay. Text dependent question: How do authors apply humor to drive home a greater meaning? Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling” W.12.4. effective essay. Text dependent question: How do authors apply humor to drive home a greater meaning? Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling” W.12.4. an effective essay. Text dependent question: How do authors apply humor to drive home a greater meaning? Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling” W.12.4. DOQ 1.2 Test ID 135247 16 Much Ado About Nothing- Act II Scene III (see learning plan in unit plan) OR Don Quixote OR Pardoner’s Tale Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards (see unit I in the curriculum portal for learning plans) 17 Much Ado About Nothing- Act II Scene III (see learning plan in unit plan) OR Don Quixote OR Pardoner’s Tale Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards (see unit I in the curriculum portal for learning plans) 18 UNIT REVIEW FOR UNIT I TEST 19 UNIT REVIEW FOR UNIT I TEST 20 Professional Development Day
1 SECOND/THIRD READ OF THE WIFE OF MANDELA Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions. OR Let Freedom Ring (learning plan) OR A Modest Proposal textbook) OR Nonviolence (Gandhi) RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 2 SECOND/THIRD READ OF THE WIFE OF MANDELA Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions. OR Let Freedom Ring (learning plan) OR A Modest Proposal textbook) OR Nonviolence (Gandhi) RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 3 DOQ 2.1 Test ID 135286 Review/Reteach DOQ 1.2 standards Let Freedom Ring (learning plan) OR A Modest Proposal textbook) OR Nonviolence (Gandhi) 6 SECOND/THIRD READ OF THE WIFE OF MANDELA Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions. OR 7 Election Day- District Holiday 8 SECOND/THIRD READ OF THE WIFE OF MANDELA Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions. OR Let Freedom Ring 9 NJEA Conference 10 NJEA Conference Veteran’s Day
SECOND/THIRD READ OF MP Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions. See page 7 of the Unit 2 plan for additional text suggestions RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 OR Circle back and select one of the options not previously covered. Like: Let Freedom Ring (learning plan) OR Nonviolence (Gandhi) RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 UNIT II ASSESSMENT Complete Final Read and check mastery of culminating question And/Or RESPONSE ESSAYS W.12.4 (RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5) UNIT II ASSESSMENT Complete Final Read and check mastery of culminating question And/Or RESPONSE ESSAYS W.12.4 (RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5) UNIT II ASSESSMENT Complete Final Read and check mastery of culminating question And/Or RESPONSE ESSAYS W.12.4 (RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5) 1 pm dismissal for all staff 25 Have a safe and Happy Holiday 26 Have a safe and Happy Holiday 27 Have a safe and Happy Holiday 28 Have a safe and Happy Holiday 29 Have a safe and Happy Holiday STANDARDS:
February 2018 Monday Tuesday Wednesday Thursday Friday 1 FIRST/SECOND READ OF “CONFESSIONS OF A BLACK GENTRIFIER” Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding. Teacher chunks part of the text to demonstrate UNIT’S focus on CONTROVERSY. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 2 FIRST/SECOND READ OF “CONFESSIONS OF A BLACK GENTRIFIER” Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding. Teacher chunks part of the text to demonstrate UNIT’S focus on CONTROVERSY. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 5 ___________ 6 Research Assignment. Students choose from topics and compose a research paper arguing 7 _______ 8 _____________ 9 __________
May 2018 Monday Tuesday Wednesday Thursday Friday 1 FIRST READ OF NO NAME WOMAN - EXCERPT Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding. Teacher chunks part of the text to demonstrate UNIT’S focus on female archetypes. RI.12.1, RI.12.2, RI.12.4, 2 FIRST READ OF NO NAME WOMAN - EXCERPT Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding. Teacher chunks part of the text to demonstrate UNIT’S focus on female archetypes. RI.12.1, RI.12.2, RI.12.4, 3 FIRST READ OF NO NAME WOMAN - EXCERPT Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding. Teacher chunks part of the text to demonstrate UNIT’S focus on female archetypes. RI.12.1, RI.12.2, RI.12.4, 4 SECOND/THIRD READ Students do a second read accompanied by an assignment instructing them to identify AND analyze archetypes presented. Author word choice. RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5