Professional Documents
Culture Documents
Standards
NOVEL UNIT w. Lit
Analysis Essay
-Their Eyes were
Watching God
-The Great Gatsby
-A Farewell to Arms or
any American Literature
text of appropriate
Common Core
complexity
DAY ONE
DAY TWO
DAY THREE
DAY FOUR
DAY FIVE
persuasively.
Bell Work/
Opening
Learning
Targets/Objectives
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
DIFFERENTIATED
INFORMATIVE ESSAYS
BASED ON THESE THREE
NOVELS:
Grammar: semicolons
Grammar: semicolons
Grammar: semicolons
conscientious, sauntered,
discreetly
Chapters 1-3 vocab
languid, defiant
Chapters 1-3 vocab
incessant, affected
Chapters 1-3 vocab
earnestly, genially
Chapters 1-3 vocab
1.
S
hare out Bell work
2.
H
ave students take the
Great Gatsby AFL preassessment
3.
C
1.
Re
ad Gatsby, chapter 1
2.
Chapter 1 discussion
3.
Cl
osure: Students write
and share out chapter 1
1.
Read Gatsby, chapter
2
2.
Chapter 2 discussion
3.
Cl
osure: Students write
1.
R
ead Gatsby, chapter 3
2.
Chapter 3 discussion
3.
I
nteractive Notebook
day Prep
contempt, innuendo
Chapters 1-3 vocab
1.
St
udents work on pop-ups
for Interactive Notebook
character page
entries
theme page entries
summary page
entries
Grammar
DGS C Week 1
Independent
Work/Activities
Students:
Teacher:
Differentiation:
Gifted, ELL, ESS
ontext PowerPoint:
Roaring Twenties
featuring F Scott
Fitzgerald and Gatsby
4.
G
atsby preview/intro
presentation (trailer)
5.
Li
terary terms lesson
and activity
6.
G
atsby ch.1-3 vocab
presentation
7.
In
teractive notebook
assignment
8.
G
rammar as the closing
D2SC Resource:
DGS C Week 1-Day 1
summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 1-Day 2
D2SC Resource:
DGS C Week 1-Day 3
Remind students
chapter question
page entries
of Interactive
personal response
Notebook
page entries
expectations and
2. Closure: Share out
Friday workday
elements of Interactive
4.
C Notebook
losure: Students write
and share out chapter
3 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 1-Day 4
D2SC Resource:
DGS C Week 1-Day 5
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of the
chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
-Provide extensive
vocabulary list for students
as needed
-Provide access to Power
Points/Prezis or have
presentations printed for
student
Sharing/Closure
Assessments
Materials/
Resources
Grammar activity :
Semicolons
Quick Write
Small Group Discussion
Interactive Notebook
Grammar Activity
Chapter 1 Summaries
Partner Share
Classroom Discussion
Student response
Chapter 2 Summary
Interactive Notebook
Small Group Discussion
Student Response
Chapter 3 Summary
Interactive Notebook
Small Group Discussion
Student Response
Term 3
Standards
DAY SIX
DAY SEVEN
DAY EIGHT
DAY NINE
DAY TEN
Bell Work/
Opening
Gatsby Personal
Reaction/Historical
connection quick write
Learning Targets/
Objectives
I can articulate my
understanding of the
current chapter.
I can articulate my
understanding of the
current chapter.
I can articulate my
understanding of the
current chapter.
I can articulate my
understanding of the
current chapter.
I can articulate my
understanding of the
current chapter.
Sauntered, Radiated
Chapters 4-6 Vocab
Cordial, Peculiar
Chapters 4-6 Vocab
Incredulous, Pervading
Chapters 4-6 Vocab
Gaudy,, Tangible
Chapters 4-6 Vocab
Grammar
DGS C Week 2
Silhouette, Hilarity
Chapters 4-6 Vocab
1.
V
ocabulary Presentation
2.
Students work on popups for Interactive
Notebook
character page
entries
theme page entries
summary page
entries
chapter question
page entries
personal response
page entries
3.
S
hare out elements of
Interactive Notebook
4.
Cl
osure: grammar
D2SC Resource:
DGS C Week 2-Day 1
1.
R
ead Gatsby, chapter 4
2.
Chapter 4 discussion
3.
C
losure: Students write
and share out chapter
4 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 2-Day 2
1.
Read Gatsby, chapter
5
2.
Chapter 5 discussion
3.
C
losure: Students write
and share out chapter
4 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 2-Day 3
1.
R
ead Gatsby, chapter 6
2.
Chapter 6 discussion
3.
I
nteractive Notebook
day Prep
Remind students
of Interactive
Notebook
expectations and
Friday workday
4.
C
losure: Students write
and share out chapter
6 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 2-Day 4
1.
Students work on popups for Interactive
Notebook
character page
entries
theme page entries
summary page
entries
chapter question
page entries
personal response
page entries
2. Closure: Share out
elements of Interactive
Notebook
D2SC Resource:
DGS C Week 2-Day 5
Independent
Work/Activities
Students:
Teacher:
Differentiation:
Gifted, ELL, ESS
Sharing/Closure
Assessments
Materials/
Resources
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
ESS: Eliminate/Shorten
summaries if needed to
have students focus on the
interactive notebook and
chapter questions.
A chart to track the
interaction between Gatsby
and Daisys first interaction
after 5 years would help as
a guide, also highlighting
the role Nick played in this
meeting,
ESS: Eliminate/Shorten
summaries if needed to
have students focus on the
interactive notebook and
chapter questions.
Nick explains who Gatsby
really is in this chapter, a
new character sheet would
help students compare
Gatsby from chapter 4 to
chapter 6.
ESS: Eliminate/Shorten
summaries if needed to
have students focus on the
interactive notebook and
chapter questions.
Interactive Notebook
Small Group Discussion
Grammar Activity
Chapter 4 Summary
Interactive Notebook
Small Group Discussion
Student Response
Chapter 5 Summary
Interactive Notebook
Small Group Discussion
Student Response
Chapter 6 Summary
Interactive Notebook
Small Group Discussion
Student Response
Grammar Activity
Standards
DAY ELEVEN
DAY TWELVE
DAY THIRTEEN
DAY FOURTEEN
DAY FIFTEEN
RL.11-12.2 Determine
a two or more themes
or central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on
one another to produce
a complex account;
provide an objective
summary of the text.
RL.11-12.3 Analyze
the impact of the
authors choices
regarding how to
develop and relate
elements of a story or
drama (e.g., where a
story is set, how the
action is ordered, how
the characters are
introduced and
developed).
RL.11-12.7 Analyze
multiple interpretations
of a story, drama, or
poem (e.g., recorded or
live production of a
play or recorded novel
or poetry), evaluating
how each version
interprets the source
text. (Include at least
one play by
Shakespeare and one
play by an American
dramatist.)
RI.11-12.2 Determine
two or more central
ideas of a text and
analyze their
development over the
course of the text,
including how they
interact and build on
one another to provide
a complex analysis;
provide an objective
summary of the text.
RI.11-12.5 Analyze
and evaluate the
effectiveness of the
Bell Work/
Opening
structure an author
uses in his or her
exposition or
argument, including
whether the structure
makes points clear,
convincing, and
engaging.
RI.11-12.8 Delineate
and evaluate the
reasoning in seminal
U.S. texts, including
the application of
constitutional
principles and use of
legal reasoning (e.g., in
U.S. Supreme Court
majority opinions and
dissents) and the
premises, purposes,
and arguments in
works of public
advocacy (e.g., The
Federalist, presidential
addresses).
L.11-12.5a-b Interpret
figures of speech (e.g.,
hyperbole, paradox) in
context and analyze
their role in the text.
Analyze nuances in the
meaning of words with
similar denotations.
Grammar
Status of class writers
workshop
Learning Targets/
Objectives
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 3
I can articulate my
understanding of the
current chapter.
I can articulate my
understanding of the
current chapter.
I can articulate my
understanding of the
current chapter.
I can articulate my
understanding of the
current chapter.
contralto, crimson
Chapters 7-9 vocab
shiftlessness, complacency
Chapters 7-9 vocab
elated, extinguished
Chapters 7-9 vocab
absurd, dismal
Chapters 7-9 vocab
1.
C
h. 7-9 Vocabulary
Presentation
2.
R
ead Gatsby, chapter 7
3.
Chapter 7 discussion
4.
C
losure: Students write
and share out chapter
7 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 3-Day 2
1.
Read Gatsby, chapter
8
2.
Chapter 8 discussion
3.
C
losure: Students write
and share out chapter
8 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 3-Day 3
1.
R
ead Gatsby, chapter 9
2.
Chapter 9 discussion
3.
I
nteractive Notebook
day Prep
Remind students
of Interactive
Notebook
expectations and
Friday workday
D2SC Resource:
DGS C Week 3-Day 4
1.
Students work on popups for Interactive
Notebook
character page
entries
theme page entries
summary page
entries
chapter question
page entries
personal response
page entries
D2SC Resource:
DGS C Week 3-Day 5
I can determine my
writing purpose.
I can work effectively in
a group to accomplish
a goal.
I can mark literary
critiques for specific
information
I can evaluate literary
critiques using an
argument rubric.
grotesque, indifferent
Independent
Work/Activities
Students:
Teacher:
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Students create a
Flee Map (Tree +
flow) for brainstorming
their essay prompt.
Teacher:
Assist students as
needed during the
writing process.
Conduct evaluation
sessions
Students: Writers
workshop
Analysis essay writing
Differentiation:
Gifted, ELL, ESS
-Supply models or
scaffolding as needed
for writers workshop
-Modify essay
length/expectations
-Ensure students have
chosen a topic.
**A characterization
element for each character
and who they have become
at the end of the story
would be beneficial for the
students.
Share out elements of
Interactive Notebook
Assessments
Materials/
Resources
Close Reading
Interactive Notebook
Quick Write
Interactive Notebook
Quick Write
Formative Assessment
Interactive Notebook
Quick Write
Thinking Map
Student Notes
Student Report Out
Standards
DAY SIXTEEN
DAY SEVENTEEN
DAY EIGHTEEN
DAY NINETEEN
RI.11-12.2 Determine
two or more central ideas
of a text and analyze their
development over the
course of the text,
including how they interact
and build on one another
RI.11-12.2 Determine
two or more central ideas
of a text and analyze their
development over the
course of the text,
including how they interact
and build on one another
RL.11-12.2 Determine
two or more themes or
central ideas of a text and
analyze their development
over the course of the
text, including how they
interact and build on one
DAY TWENTY
RL.11-12.5 Analyze
how an authors
choices concerning
how to structure
specific parts of a
text (e.g., the choice
of where to begin or
to provide a complex
analysis; provide an
objective summary of the
text.
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.8 Delineate and
evaluate the reasoning in
seminal U.S. texts,
including the application of
constitutional principles
and use of legal reasoning
(e.g., in U.S. Supreme
Court majority opinions
and dissents) and the
premises, purposes, and
arguments in works of
public advocacy (e.g., The
Federalist, presidential
addresses).
L.11-12.5a,b Interpret
figures of speech (e.g.,
hyperbole, paradox) in
context and analyze their
role in the text. Analyze
nuances in the meaning of
words with similar
denotations.
W.11-12.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.11-12.5 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.
W.11-12.9 Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
to provide a complex
analysis; provide an
objective summary of the
text.
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.8 Delineate and
evaluate the reasoning in
seminal U.S. texts,
including the application of
constitutional principles
and use of legal reasoning
(e.g., in U.S. Supreme
Court majority opinions
and dissents) and the
premises, purposes, and
arguments in works of
public advocacy (e.g., The
Federalist, presidential
addresses).
L.11-12.5a,b Interpret
figures of speech (e.g.,
hyperbole, paradox) in
context and analyze their
role in the text. Analyze
nuances in the meaning of
words with similar
denotations.
W.11-12.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.11-12.5 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.
W.11-12.9 Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
to provide a complex
analysis; provide an
objective summary of the
text.
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.8 Delineate and
evaluate the reasoning in
seminal U.S. texts,
including the application of
constitutional principles
and use of legal reasoning
(e.g., in U.S. Supreme
Court majority opinions and
dissents) and the premises,
purposes, and arguments
in works of public advocacy
(e.g., The Federalist,
presidential addresses).
L.11-12.5a,b Interpret
figures of speech (e.g.,
hyperbole, paradox) in
context and analyze their
role in the text. Analyze
nuances in the meaning of
words with similar
denotations.
W.11-12.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.11-12.5 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.
W.11-12.9 Draw evidence
from literary or
informational texts to
support analysis, reflection,
and research.
another to produce a
complex account; provide
an objective summary of
the text.
RL.11-12.3 Analyze the
impact of the authors
choices regarding how to
develop and relate
elements of a story or
drama (e.g., where a story
is set, how the action is
ordered, how the
characters are introduced
and developed).
RL.11-12.7 Analyze
multiple interpretations of
a story, drama, or poem
(e.g., recorded or live
production of a play or
recorded novel or poetry),
evaluating how each
version interprets the
source text. (Include at
least one play by
Shakespeare and one play
by an American
dramatist.)
RI.11-12.2 Determine two
or more central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on one
another to provide a
complex analysis; provide
an objective summary of
the text.
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.8 Delineate and
evaluate the reasoning in
seminal U.S. texts,
including the application
of constitutional principles
and use of legal reasoning
(e.g., in U.S. Supreme
Court majority opinions
and dissents) and the
Grammar
Status of class writers
workshop
Grammar
Status of class writers
workshop
Grammar
Status of class writers
workshop
Grammar
Status of class writers
workshop
I can determine my
writing purpose.
I can describe/define
the concept of
alienation
-I can explain how it
is reflected in real
events and in
literature during the
1920s 40s
Gatsby to support my
analysis topic.
I can write a working,
debatable thesis
statement.
Vocabulary/Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 4
Independent
Work/Activities
Students:
Teacher:
contingency, gayety
Writers workshop
students complete the
drafting portion of the
analysis process.
Students refer to their
brainstorming ideas (table
or Tree Thinking Map).
Students objectives are to
have a draft with working
thesis statement and body
paragraphs.
settee ,vigil
Writers workshop
students complete the
drafting portion of the
analysis process.
1. Students refer to their
brainstorming ideas (table
or Tree Thinking Map).
liability, vitality
Writers workshop
student complete the final
stages of the writing
process: revising and
editing.
Students objective is to
have a final draft ready for
submission by the
beginning of the next class
meeting. This days
emphasis is for revision
and editing. Teachers can
utilize peer editing, one-onone work, and large group
emphasis on common
grammar and/or mechanics
errors to aid in revision
process.
linger, elude
1.
C
ontinue with work of
Day 19.
2.
C
losure
Modern wo/man
American Modernism
Alienation/
Disillusionment
Basic Poetry terms
and devices
Characterization;
Imagery; Rhyme;
Repetition; Theme
Powerpoint
Modernism section of
Harlem Renaissance
and Modernism
Take Cornell notes on
the causes and
effects that elicit a
feeling/sense of
alienation Post WW1
Suggested Alternate:
Read Excerpts from
the summary analysis
piece Towards a
Definition of
American Modernism
(Daniel Joseph Singal)
that concern the
effect of society and
psychology on the art
and literature of the
Modernist Period.
D2SC Resource:
DGS C Week 4-Day 2
D2SC Resource:
DGS C Week 4-Day 3
D2SC Resource:
DGS C Week 4-Day 4
D2SC Resource:
DGS C Week 4-Day 5
Teacher:
Assist students as needed
during the writing process.
Teacher:
Assist students as needed
during the writing process.
Teacher:
Assist students as needed
during the writing process.
Teacher:
Assist students as needed
during the writing process.
Conduct evaluation
sessions
Conduct evaluation
sessions
Conduct evaluation
sessions
Conduct evaluation
sessions
D2SC Resource:
DGS C Week 5-Day 1
Students compare
the following three
paintings:
Alfred Stieglitz From
the Back window,
291
Students: Writers
workshop
Analysis essay writing
Students: Writers
workshop
Analysis essay writing
Students: Writers
workshop
Analysis essay writing
Students: Writers
workshop
Analysis essay writing
Literary Analysis Rubric
Differentiation:
Gifted, ELL, ESS
Sharing/Closure
Assessments
Materials/
Resources
-Supply models or
scaffolding as needed for
writers workshop
-Modify essay
length/expectations
-Supply models or
scaffolding as needed for
writers workshop
-Supply models or
scaffolding as needed for
writers workshop
-Supply models or
scaffolding as needed for
writers workshop
-Modify essay
length/expectations
-Modify essay
length/expectations
Closure Day 20
Students will take the post
assessment for The Great
Gatsby
Rough Draft
Literary Analysis writing
checklist rubric
Student Report Out
Compare/Contrast
Rough Draft
Student Report Out
Rough Draft
Student Report Out
Compare two
paintings instead of
three paintings.
Standards
L 11-12.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
RL 11-12.6 Analyze a
case in which grasping
a point of view
requires distinguishing
what is directly stated
in a text from what is
really meant (e.g.,
satire, sarcasm, irony,
or understatement).
RL 11-12.9
Demonstrate
knowledge of
eighteenth-,
nineteenth- and early-
Bell Work/
Opening
appropriate to the
audience's knowledge of
the topic.
W11.2c: Use appropriate
and varied transitions and
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships among
complex ideas and
concepts.
W11.2d: Use precise
language, domain-specific
vocabulary, and
techniques such as
metaphor, simile, and
analogy to manage the
complexity of the topic.
W112e: Establish and
maintain a formal style
and objective tone while
attending to the norms
and conventions of the
discipline in which they are
writing.
W112.f: Provide a
concluding statement or
section that follows from
and supports the
information or explanation
presented (e.g.,
articulating implications or
the significance of the
topic).
twentieth-century
foundational works of
American literature,
including how two or
more texts from the
same period treat
similar themes or
topics.
W11-12.3 d Use
precise words and
phrases, telling details,
and sensory language
to convey a vivid
picture of the
experiences, events,
setting, and/or
characters.
W11-12.9 a Apply
grades 1112 Reading
standards to literature
(e.g., Demonstrate
knowledge of
eighteenth-,
nineteenth- and earlytwentieth-century
foundational works of
American literature,
including how two or
more texts from the
same period treat
similar themes or
topics).
L11-12.4 a. Use
context (e.g., the
overall meaning of a
sentence, paragraph,
or text; a words
position or function in
a sentence) as a clue
to the meaning of a
word or phrase.
Brainstorm a list of
pros and cons for city
Learning Targets/
Objectives
Mini Lesson/
Direct Instruction
I can identify
similarities/ differences
between Richard Cory
Miniver Cheever and
J. Alfred Prufrock
I can support an
analysis by identifying
evidence from the
text.
I can draw simple
generalizations and
conclusions using
details that support
the main points of
more challenging
passages
Modern wo/man
American Modernism
Alienation/
Disillusionment
Basic Poetry terms and
devices
Characterization; Imagery;
Rhyme; Repetition; Theme
Modernism
Compare/Contrast
Stream of consciousness,
interior monologue
Title/Form/Content
Trimmers from (p. 934
question 9) - Lit Criticism
Dante Alighieri
Prufrock: etherized,
tedious, insidious, linger,
Michelangelo, formulated,
sprawling, digress, ragged,
malinger, eternal
footman, marmalade,
Lazarus, magic lantern,
differential, meticulous,
obtuse
Paraphrase
Read aloud
Inferences
Mechanics
Imagism
Stream of consciousness,
Industrialization
Chicago: husky,
wanton, sneer,
cunning, toil, vivid
Acquainted:
unearthly, luminary,
proclaim, acquaint
My City: threshold,
keenest, subtle,
unutterable, behold
Continue analysis of J.
Alfred Prufrock Paying
particular attention to its
form and stylistic devices
Explaining scope of
todays lesson:
Peer editing sessions
focused around character
Clarify and
respond to questions
from previous 3-2-1 on
alienation and
Vocabulary/
Terminology
Title/theme/overall
meaning
Discuss Stream of
Consciousness
Segue to Ezra Pounds In
a
Station of the Metro and
William Carlos Williams
This is Just to Say as
examples of Pounds
theory about Imagism
D2SC Resource:
DGS C Week 5-Day 2
D2SC Resource:
DGS C Week 5-Day 3
D2SC Resource:
DGS C Week 5-Day 4
D2SC Resource:
DGS C Week 5-Day 5
Students: Partnership
Poetry Analysis of Richard
Cory and Miniver
Cheevy using Reading a
Poem handout
Students: Working with a
partner, create an
evidence-supported
analysis paragraph based
on the CBM
Teacher: CORNELL NOTES
- Historical context
information that affects
aspects of alienation
Teacher: Create
partnerships and divide
the 2 poems as equally as
possible
Grammar
DGS C Week 5
Independent
Work/Activities
Students:
Teacher:
DOK 2
Optional: Compare
Prufrock to Grayson Capps
title character in the song
A Love Song for Bobby
Long
Differentiation:
GIFTED: An analysis of
1. Checking researchis it
added well? Is it relevant?
2. Checking format (MLA)
3. Grammar mission:
awkward sentences, find
and remove
Students Self-Editing
missions
1. Quiet read-aloud
2. Backwards sentence
reading
disillusionment. Use it
to segue into next
modernist theme.
PowerPoint:
Modernist reaction to
blossoming city life
and industrialization
D2SC Resource:
DGS C Week 6-Day 1
Students study
Sandburgs Chicago
as the chaotic
celebration of a big
city.
ALT. or ADDITIONAL:
My City James
Weldon Johnson
Jukebox Lovesong
Langston Hughes
Students contrast this
celebration with more
nuanced relationship
with city life:
Acquainted with the
Night by Robert Frost,
or In a Station of the
Metro Ezra Pound
Students Write an
imagery poem of
Phoenix inspired by
one of these models
Teacher Objective
Questions: How do the
rhetorical forms
contribute to their
power? How do these
poems reveal the
poets relationship to
city life?
DOK 2
GIFTED: emulate
compare Marianne
Moores Poetry Wallace
Stevens High Toned
Poem
Analysis Paragraph
PartnerShare
Compare/Contrast
Classroom Discussion
Reading a Poem WS
Sharing/Closure
Assessments
Materials/
Resources
Students share an
image from their
poems
Altshow
image of modernist art
of a city
Remind them that they
are writing their first
drafts for their essays,
due on DAY 10
Essay
Edit Sheets
Imagery Poem
Student Share
Sandburgs style
ELL: group work
poem projects
ESS: whole class
brainstorm of Phoenix
imageryconsider 5
senses
-Give template for
poem
Standards
DAY THIRTY
of a sentence, paragraph,
or text; a words position
or function in a sentence)
as a clue to the meaning of
a word or phrase.
or phrase important to
comprehension or
expression.
L11-12.4 a. Use context
(e.g., the overall meaning
of a sentence, paragraph,
or text; a words position
or function in a sentence)
as a clue to the meaning
of a word or phrase.
SL.11-12.5: Make
strategic use of digital
media (e.g., textual,
graphical, audio, visual,
and interactive elements)
in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.
Bell Work/
Opening
Ad Posted on projector:
Observe the ad and write a
short evaluation of it.
What is it selling? How is it
trying to sell it? Use the
words purr words,
slogan, and transfer
Students: Create a
Tree Map and list each
of these categories:
Introduction, body,
and conclusion.
Underneath each
category, list the items
you need to remember
about each that shows
that it is excellent
writing.
Share maps with class,
add to map as other
present their maps
and yours doesnt
include the ones they
have.
Learning Targets/
Objectives
Students will be
prepared to take the
reading and writing
portion of the ACT.
Students will learn how
to manage their time
when taking a timed
test.
Students will practice
using testing
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 6
Independent
Work/Activities
Students:
Teacher:
strategies.
Significance of punctuation
Concept of playful or
fanciful imagery
Roaring Twenties
Persuasive techniques,
slogan, transfer
Foreshadowing, Flashback
Show a line of
experimental poetry.
Discuss punctuation in
poetry, what jobs are the
same and what are new?
(p. 921)
A woman without her
man is nothing. vs A
woman: without her, man
is nothing. . classic
example of importance of
punctuation
Read and paraphrase the
e.e. cummings poems
anyone lived in a pretty
how town and In Just
PowerPoint: Roaring
Twenties. Dexter and
Gatsby as the Roaring
Twenties Man.
Whose Dream are you
buying? Advertising in the
Jazz Age (MediaSmart DVD
on projector)
D2SC Resource:
DGS C Week 6-Day 2
D2SC Resource:
DGS C Week 6-Day 3
D2SC Resource:
DGS C Week 6-Day 4
D2SC Resource:
DGS C Week 6-Day 5
Teacher introduces
advertising words and
reads jazz age
advertisements (964)
Teacher On Projector
Advertising literacy
activities: require use of 3
new persuasive words
Students complete
advertising literacy
activities based on Jazz
Age Advertisements (966)
Optional: Comparing to
D2SC Resource:
DGS C Week 7-Day 1
To be determined by
teacher/PLC-generated
STATE TEST/ACT prep
materials.
Students: Analyze:
based on this photo essay,
what have you learned
about their living
conditions? Connect to
our lives.
Students Cite evidence
(write the lines down) that
supports your answer
Opportunity to do
commercial analysis.
Consider a commercial you
Recommended Gatsby
Informational Piece:
GATSBY: The Great
Gatsby and the Twenties
Ronald Berman
http://www.jstor.org/discov
er/10.2307/41273926?
uid=3739552&uid=2129&
uid=2&uid=70&uid=4&uid
=3739256&sid=21103838
405671
DOK 3
DOK 3
Sharing/Closure
Assessments
Materials/
Resources
Student Discussion
Poem Puzzle
advertising literacy
activities
Cited Evidence
Paragraph
Student Reflection
Graphic Organizer
Photo Analysis
TreeMap
Ticket Out
Advertisement Bellwork
PPT
Grapes of Wrath (978-979)
Gatsby excerpt (962-963)
Great Depression Era and
Dust Bowl PPT
Double Duty compare/
contrast chart (or any
thinking map / graphic
organizer)
Suggested Resources:
Study Island
Write Source
STATE TEST, ACT
Practice books &
materials
Standards
RL 11-12.4 Determine
the meaning of words
and phrases as they
are used in the text,
including figurative
and connotative
meanings; analyze the
impact of specific word
RI 11-12.1 Cite
strong and thorough
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from
the text, including
http://www.doe.mass.edu/
mcas/2012/release/g10ela
.pdf
http://www.doe.mass.edu/
mcas/2012/release/g10ela
.pdf
http://www.doe.mass.edu/
mcas/2012/release/g10ela
.pdf
choices on meaning
and tone, including
words with multiple
meanings or language
that is particularly
fresh, engaging, or
beautiful. (Include
Shakespeare as well as
other authors.)
W 11-12.2 f. Provide
a concluding
statement or section
that follows from and
supports the
information or
explanation presented
(e.g., articulating
implications or the
significance of the
topic).
W 11-12.4 Produce
clear and coherent
writing in which the
development,
organization, and style
are appropriate to
task, purpose, and
audience.
Bell Work/
Opening
Learning Targets/
Objectives
Vocabulary/
Terminology
Gallery walk:
Each student has a copy of
a reading passage w/
questions.
What is a renaissance?
What do you know
about the literary
movement called the
Harlem Renaissance?
Question buffet:
Respond at length to
one or more.
I can support an
analysis by identifying
evidence from the
text.
I can write a narrative
that uses examples of
plot, setting, dialogue,
etc.
I can explore the
relationship between
historical events and
literature as they
emerge in the works of
Harlem Renaissance
authors.
ACT Vocab
ACT Vocab
Harlem Renaissance
Great Migration
Harlem, NY
Jazz music
Line breaks
Harlem Renaissance
Colored Me:
Extenuating,
pigmentation,
exultingly, raiment,
cosmic, miscellany
ACT Vocab
Teachers: Beforehand,
take an extra copy and do
all the work and circle the
correct answers. Then cut
each question out and
tape it to the wall
somewhere. (You could
cover it with a piece of
paper that has the
question number on it.)
Students rotate to various
spots in the room spot,
they see the question
number they need to work.
The work for a few minutes
and discuss it. Then give
them a minute to check
their work- they lift up the
cover page and look at my
answers. Then it is time to
rotate to a new spot.
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 7
Independent
Work/Activities
Students:
Teacher:
D2SC Resource:
DGS C Week 7-Day 2
D2SC Resource:
DGS C Week 7-Day 3
D2SC Resource:
DGS C Week 7-Day 4
To be determined by
teacher/PLC-generated
STATE TEST/ACT prep
materials.
To be determined by
teacher/PLC-generated
STATE TEST/ACT prep
materials.
To be determined by
teacher/PLC-generated
STATE TEST/ACT prep
materials.
D2SC Resource:
DGS C Week 8-Day 3
OPTIONAL: Students
listen to Billy Holiday:
Strange Fruit,
Gloomy Monday, or
God Bless the Child
and respond on
worksheet.
Teacher discuss the
jazz influence of
Harlem. Rhythm in
poetry.
Lecture/Powerpoint:
Line breaks as poetic
device
Teacher reads
Hughes Jukebox
Lovesong out loud
students do not have
access to text yet.
Students Small group
discussions: Poem
presented in
paragraph form on
handout, students
must develop line
breaks and justify why
they made the choices
they did.
Teacher shows poem
at end. Stress it is not
about right and wrong,
but about choices for
D2SC Resource:
DGS C Week 8-Day 4
Teacher: After reading
How it Feels to be
Colored Me, analyze
and discuss this
question: how does
race shape Hurstons
sense of identity?
Teacher post Countee
Cullens short poem,
Incident on board
and read to class.
Students consider:
Have you ever had an
experience, good or
bad, that made you
aware of your identity?
That you still
remember today?
Teacher: suggested:
model short memoir
example, explain
expectations.
Students: Writing
challenge: write a
narrative memoir (or a
fictional one if you
cannot think of a
personal experience) It
must use examples of
dialogue, description,
action, and a clear
point of view.
DOK 3
Differentiation:
Gifted, ELL, ESS
Gifted: Explain in
depth why the taxis,
busses, subways line
follows such a unique
line break decision.
ELL: cloze notes on
line breaks. Small
group discussions on
Jukebox
ESS:
Have students work in
mixed ability groups.
Sharing/Closure
Suggested Homework:
300-600w memoir due
Day 42
Circle Map
Ticket Out
Gallery Walk
Student -generated
Graphic Organizers
Ticket Out
memoir
Suggested Resources:
Study Island
Write Source
STATE TEST, ACT Practice
books & materials
Suggested Resources:
Study Island
Write Source
STATE TEST, ACT Practice
books & materials
Suggested Resources:
Study Island
Write Source
STATE TEST, ACT Practice
books & materials
Langston Hughes
Jukebox Lovesong
(Resources)
Line breaks
notes/activity (R)
Harlem Ren. overview
(831)
Great Migration
Harlem Renaissance
PPT
Assessments
Materials/
Resources
My Memoir Worksheet
Standards
DAY FORTY
L.11-12.1 Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L.11-12.3 Apply
knowledge of language
to understand how
language functions in
different contexts, to
make effective choices
for meaning or style,
and to comprehend
more fully when reading
or listening.
Bell Work/
Opening
authors.)
RL 11-12.9
Demonstrate
knowledge of
eighteenth-,
nineteenth- and earlytwentieth-century
foundational works of
American literature,
including how two or
more texts from the
same period treat
similar themes or
topics.
L11-12.4 a. Use
context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a words position
or function in a
sentence) as a clue to
the meaning of a word
or phrase.
List 10 words or
phrases of modern
slang and explain what
they mean. Do you see
patterns? Why do we
have slang?
Learning Targets/
Objectives
I can participate in a
discussion as an active
listener.
I can compare and
contrast multiple
interpretations of a
drama or story.
I can analyze poetic
devices to determine
how they affect the
overall meaning of the
text.
I can support an
analysis by identifying
evidence from the text.
I can interpret how key
vocabulary refines the
meaning of a text.
comprehend better.
I can apply my syntax
knowledge to the study
of complex texts.
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 8
Independent
Work/Activities
Students:
Teacher:
Foreshadow, motif,
point of view
Harlem: Deferred,
fester. Weary Blues:
Droning, syncopated,
mellow, croon, pallor,
melancholy, dialect.
Marvel: quibble, fickle,
caprice, inscrutable,
catechism, Tantalus,
Sisyphus If I Must
Die: inglorious,
accursed, vain,
constrained, defy
Tableau: splendor,
sable, indignant,
unison, oblivious
Segregation overview;
Harlem Renaissance
foreshadows some of the
literary themes for Civil
Rights movement
Read whole class:
Langston Hughess
Harlem as many
separate voices.
D2SC Resource:
DGS C Week 8-Day 5
Teacher lecture: Dream
as Motif: Children of a
Dream Deferred
Teacher separate
students into groups based
on poem
Students in groups, study
Terminology specific to
linguistics: language
systems, dialect, slang,
diglossia
Teacher In PowerPoint
conducts full class
reading of two pictures
of the American Dream:
Whitman, I Hear
America Singing and
Hughes I, Too
comparison.
Introduce If Black
English Isnt a
Language, Then Tell Me,
What Is? James
Baldwin
Finish Baldwins If
Black English and
discuss initial thoughts.
D2SC Resource:
DGS C Week 9-Day 1
D2SC Resource:
DGS C Week 9-Day 2
D2SC Resource:
DGS C Week 9-Day 3
D2SC Resource:
DGS C Week 9-Day 4
Students: Whitman
and Hughes compared.
If I, Too is an
extended metaphor,
what do you think
Hughes is trying to
express here?
If analysis #4 was
assigned for homework,
the following activities
will expand on
Baldwins piece from
yesterday.
Excerpt language
devices from Ebonics
Notes and Discussion
by John R. Rickford.
Have students
annotate/mark text
evidence-supported
analysis paragraph
article.
Students discuss the
objective question: how
does Baldwins rhetoric
and style contribute to
the power and
persuasiveness of the
essay?
Students have to cite
evidence (highlight or
write the lines down)
that supports your
answer
Gifted: Research
Segregation issuelynch
mobs, Red Summer,
filmmaker D.W. Griffiths
Birth of a Nation or Oscar
Micheaus Within Our
Gates etc.
ELL: Compare Incident
and Tableau. Work in
pairs. Spend time on
vocabulary.
ESS: Compare Incident
and Tableau. Work in
pairs. Provide definitions
for unknown vocabulary.
Students:
Write a language
autobiography. What is
your story of learning
language? Do you
know more than one
language? Have you
ever had issues
If analysis was not
assigned for homework,
now could be a good
time to compose it:
Comparative Analysis
assigned on day 42 is
due. This could be time
for students to finish
this essay as an in-class
assignment.
1.
How did the
Harlem Renaissance
writers express life in
segregated America?
Compare and contrast
the points of view in at
least two of these
works:
DOK 3
Differentiation:
Gifted, ELL, ESS
Teacher:
Sample clips from Do
You Speak American
Optional extension:
create a tableau of a
moment in your poems
ESS:
Option to present poem
in a smaller group
setting
Gifted: Further
research African
American Vernacular
English (AAVE) debate
ELL: challenging text
reading strategies will
be necessary.
ESS: select a few
paragraphs from the
essay and do a close
reading of this smaller
section.
ENRICHMENT: Student
work: Rewrite Rivers
through the perspective
of your cultural roots,
experimenting with
regional dialect while
considering a new
image as the main
metaphor.
Sharing/Closure
Assessments
Materials/
Resources
Homework: Continue
working on 300-600 word
memoir
Homework: Continue
working on 300-600
word memoir, due
tomorrow
Homework:
Comparative Analysis
1.
Through the
narrators or subjects of
their poetry, How did
the selected Harlem
Renaissance writers
express life in
segregated America?
Compare and contrast
the points of view in at
least two of these
works:
(TEXTS: Zora Neale
Hurstons How It Feels
to be Colored Me;
The Weary Blues;
Yet Do I Marvel,; If
We Must Die;
Tableau; Incident;
Mother to Son; I,
too)
Metacognitive
strategy: Create three
questions that you
might see on a unit test
about the Harlem
Renaissance.
pair grouping
Poem Response
Brain Storm
Comparative Analysis
Evidence Citing
3 Questions
Language
Autobiography
3 Questions
Langston Hughes
PowerPoint, including
poems Harlem (840)
The Weary Blues (844)
If We Must Die Modified
for ELLS (Resources)
Six Poem Response to A
Dream Deferred
(Resources)
Langston Hughes
PowerPoint, including
poems Harlem (840)
The Weary Blues
(844)
If We Must Die
Modified for ELLS
(Resources)
Six Poem Response to
A Dream Deferred
(Resources)
If Black English
Supplemental Ebonics
Notes and Discussion
by John R. Rickford.
Baldwin resource AAVE
distinctive features
PBS has a wonderful
series of lesson plans
based around their
interesting
documentary, Do You
Speak American?
Here is a link:
http://www.pbs.org/spea
k/education/curriculum/
I, Too (843)
Walt Whitman and
Langston Hughes
Poems Powerpoint
Teacher Created
presentation example
(not in resources)
high/aae/
There is a five minute
clip on The Origins of
African- American
English
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text, including determining
where the text leaves
matters uncertain.
RL 11-12.2 Determine
two or more themes or
central ideas of a text and
analyze their development
over the course of the
text, including how they
interact and build on one
another to produce a
complex account; provide
an objective summary of
the text.
Bell Work/
Opening
Learning Targets/
Objectives
Vocabulary/
Terminology
Muzzled, mutilated,
ambitious, conception,
legacy, hindered
(Use vocab handout for
this vocabulary.)
Mini Lesson/
Direct Instruction
Discuss background of
Alice Walker (perhaps use
a You-tube clip)\
Go over vocabulary
D2SC Resource:
DGS C Week 9-Day 5
Independent
Work/Activities
Students:
Teacher:
Differentiation:
Gifted, ELL, ESS
Sharing/Closure
Assessments
Materials/
Resources