Teacher Name/Collaborative Group:

Week of: October 21st-October 25th

Unit Details:
Desired Results--What do we want students to know and do?

Essential Standard(s)-
Character 1.A: Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s
motives.
Setting 2.A: Identify and describe specific textual details that convey or reveal a setting.
Structure 3.A: Identify and describe how plot orders events in a narrative.
Structure 3.B: Explain the function of a particular sequence of events in a plot.
Narration 4.A: Identify and describe the narrator or speaker of a text.
Narration 4.B: Identify and explain the function of point of view in a narrative.
Literary argument 7.A: Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself

Learning Target(s)/Objective(s) in Student Friendly Language-

I can
identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
I can
identify and describe specific textual details that convey or reveal a setting.
I can
identify and describe how plot orders events in a narrative

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative:

Students will perform 80% or higher accuracy on College Board prepared assessments
 Learning Plan--Plan for instruction, intervention, and extension.
Monday/Tuesday Wednesday/Thursday
10/21-10/22 10/23-10/24
Direct Instruction/Modeling Direct Instruction/Modeling
(I Do): (I Do):
● Discuss the Rhetorical
Appeals(ethos, pathos, logos) with
students and administer a pretest for
Guided Practice/Group Work
the appeals.
(We Do):
● Students will be given examples of
each rhetorical appeals to practice
identifying them in different
Independent Work situations.
(You Do)
Guided Practice/Group Work
● IN CLASS ESSAY OVER (We Do):
FRANKENSTEIN. This will serve as the ● Students will complete an activity to
summative for Frankenstein. continue practicing the use of the
rhetorical appeals--Is this article
satirical?
● Students will be divided into groups
and will analyze a short news article
(each group will have a different
article). Groups will present their
findings aloud.
Independent Work
(You Do)
● Students will be provided with a list
of additional questions to consider
when analyzing satire. Students will
use this to practice with additional
articles.
Friday/Monday
10/25-10/28
Direct Instruction/Modeling
(I Do):
● Students will be provided with a list of
additional questions to consider when
analyzing satire. Students will use this
to practice with additional articles.
Guided Practice/Group Work
(We Do):
● Students will be given an additional
handout entitled “Tools of a Satirist.
“This will be used as a reference and
also a transition into new literary terms.
● Students will receive terms for the
literary terms quiz (google classroom)
● Students will continue to practice
exploring satire through the following
poems: “The Chimney Sweeper “from
Songs of Innocence (William Blake)
and “The Chimney Sweeper” from
Songs of Experience(William Blake).
Independent Work (You Do)
● MC Practice