Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 10/28-11/8

Unit Details: Satire- collection of short works
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 Friday/Monday Tuesday/Wednesday Thursday/Friday

10/28-10/29 10/30-10/31 11/1-11/4 11/5-11/6 11/7-11/8
Guided Practice/Group
Work (We Do):
Students will read and
analyze the excerpt from
Jonathan Swift's "A
Modest Proposal" and
answer the attached
questions regarding satire.
Independent Work
(You Do):
Following this, identify, in
the same document as your
questions, what satirical
terms apply to this text.
The terms are attached for
you.
Guided Practice/Group Direct Guided Practice/Group Guided Practice/Group
Work (We Do): Instruction/Modeling Work (We Do): Work (We Do):
Two sentence horror (I Do): Complete the following Introduction to
stories activities with students: Shakespearean Language
Review satire terms with “I’m Nobody” by Emily Shakespearean Insults
students from previous
Dickinson Intro activity- Macbeth
“The Gashlycrumb class. Quotes
Tinies” by Edward Gorey “One Perfect Rose” by
Dorothy Parker Summary with quotes
Text Guided Practice/Group
included!
Work (We Do): “The History Teacher”
Comparison satirical by Billy Collins
Porphyria's Lover
By Robert Browning pieces Act I, Scenes I-III
Complete each activity Assign parts and read
with students Independent Work
aloud
(You Do):
“The Chimney Sweeper” Timed Writing Provide
(poem 1) by William students with the prompt Independent Work
Blake from Songs of (You Do):
and 40 minutes to
Discussion questions for
Innocence; complete the timed
journals/homework
“The Chimney Sweeper” writing
(poem 2) by William
Blake from Songs of
Experience