34 2/15/18 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. SWBAT: recognize word relationships (figurative language usage) and complete summative writing assessment 1:00 dismissal/test review for EOU assessment (see unit plan) 33 2/16/18 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 and score proficient on EOU assessment based on in and out of class readings EOU assessment. Use vocabulary/materials from Other Wes Moore- standards listed is anchor for text) 32 2/20/18 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 textual evidence to support claims by completing a paired reading text. These tasks learning tasks/first third of the unit should take ~15 days. Two paired texts Torture’s Terrible Toll (McCain) and The Case for Torture (Levin) introduction. Use the Learning plan Page 4 of unit plan) First read from McCain text (use learning plan) Use close reading strategies.
31 2/21/18 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 textual evidence to support claims by completing a paired reading text. The first part of this unit should take ~15 days. Two paired texts Torture’s Terrible Toll (McCain) and The Case for Torture (Levin) introduction. Use the Learning plan Page 4 of unit plan) First/second read from McCain text (use learning plan) Use close reading strategies. 30 2/22/18 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: analyze McCain’s torture claims based on text. Targeted Tasks for Second or Third Read: On a two column chart, jot examples of relevant and sufficient evidence that McCain uses to support his argument. In the second column, identity any false statements and fallacious reasoning he uses. Underline or highlight particular sentences, paragraphs, or large portions of the text that BEST convey McCain’s central argument. Be prepared to explain your reasoning to a partner, in small groups or whole class discussion.
29 2/23/18 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: analyze McCain’s torture claims based on text. Targeted Tasks for Second or Third Read: On a two column chart, jot examples of relevant and sufficient evidence that McCain uses to support his argument. In the second column, identity any false statements and fallacious reasoning he uses. Underline or highlight particular sentences, paragraphs, or large portions of the text that BEST convey McCain’s central argument. Be prepared to explain your reasoning to a partner, in small groups or whole class discussion.
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. 10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). SWBAT: recognize word relationships (figurative language usage) and use context clues to determine word choice and function Students should be able to complete Appendix C and D 10
25 3/1/18 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. 10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). SWBAT: recognize word relationships (figurative language usage) and use context clues to determine word choice and function Students should be able to complete Appendix G and H
23 3/5/18 RL 10.2 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. SWBAT: determine central idea of Hamlet Act I Scenes One by reading, analyzing and completing shared/paired reading See novel guide. Text dependent questions and evidence based answers embedded.
21 3/7/18 RL 10.2 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. SWBAT: determine central idea of Hamlet Act I Scenes 3 and 4 by reading, analyzing and completing shared/paired reading. SWBAT: Complete syntax work Act 1 Scenes 3 and 4. Students will annotate and complete character/plot development chart in a TPS setting. 20 3/8/18 RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SWBAT: cite textual evidence from Hamlet Act I Scenes 3 and 4 by reading, analyzing and completing shared/paired reading. SWBAT: Complete syntax work Act I Scene 5 (focal scene, See page 4 of novel guide focal scene and TDQ and evidence based answers. Discussion task: How was Hamlet’s father murdered? What does this passage reveal about the characterization of the king, the queen, and Hamlet’s uncle? Optional Socratic Seminar: After reading this passage from Act I, Scene V, create 3 discussion questions to propose to your small groups/class in the form of a Socratic seminar. Be sure to ask questions that address the nature of sin, power, and murder.
19 3/9/18 RL 10.2 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. SWBAT: recapitulate Act I and begin Act II by completing novel guide/appendix activities in the CCSD curriculum and reading the text. Act I recap, Act II Scene 1 18 3/12/18 RL 10.2 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. SWBAT: determine a central idea of Act I and be introduced to Act II by answering teacher questions and reading text Act II Scene 2 (very long scene, if finish scene 1 early, may want to go into scene 2)
17 3/13/18 RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SWBAT: compose annotations, a double entry diary, and a Brief Constructed Response (BCR) at the end of this scene SWBAT: Complete syntax work (Focal scene- Act II Scene 2. See page of novel guide focal scene and TDQ and evidence based answers 16 3/14/18 RL 10.2 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. SWBAT: determine a central idea of Act III Scene 1 by answering teacher questions and reading text. Act III Scene 1. Emphasize in all Shakespeare plays, act III is the climax (Hamlet downfall). Act II recap
15 3/15/18 RL 10.2 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. SWBAT: determine a central idea of Act III Scene 2 by answering teacher questions and reading text. Act III Scene 2 14 3/16/18 RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SWBAT: determine a central idea of Act III Scene 3 by answering teacher questions and reading text SWBAT: Complete syntax work Act III Scene 3 See page 16 of novel guide focal scene and TDQ/evidence based answers
9 3/26/18 RL 10.2 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. SWBAT: determine a central idea of Act IV Scene 5 by answering teacher questions and reading text Read Act IV Scene 5 8 3/27/18 RL 10.2 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. SWBAT: determine a central idea of Act IV Scenes 6 and 7 by answering teacher questions and reading text Read Act IV Scenes 6 and 7
4 4/10/18 RL.10.1 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 textual evidence to support analysis from Hamlet (see novel guide) Act V Scene 2 See page 23 of novel guide focal scene and TDQ/ evidence based answers (LINE 298) 3 4/11/18 RL.10.1 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 textual evidence to support analysis from Hamlet (see novel guide) Act V Scene 2 See page 23 of novel guide focal scene and TDQ/ evidence based answers (LINE 298) 2 4/12/18 RL.10.1 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 textual evidence to support analysis from Hamlet (see novel guide) Act V Scene 2 See page 23 of novel guide focal scene and TDQ/ evidence based answers (LINE 298) 1 4/13/18 RL 10.2 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. SWBAT: make correlations to the lessons of Hamlet and real life examples (deceit, family, mental health) Complete closing activities from novel guide PARCC begins 4/16/18