Final Unit Plan

Embracing the Ordinary
A unit about Realism, and the lives of individuals
Neva McConnaughey
Boise State University
2013
Table of Contents
Overview
Rationale
Learning Goals & Targets
Assessment
o Assessment Plan
o Culminating Performance Task Prompt
o Culminating Performance Task Rubric
Instruction
o Five Kinds of Composing
o Instructional Sequence
o Calendar (teacher version)
o Calendar (student version)
o Lesson Plans (frontloading, reading, speaking and listening,
writing, and language)
References
Acknowledgements
Process Reflection
Overview
With 11th grade curriculum focusing on American literature, on specific

time periods, and on the evolution of literature over those periods, the semester
lends itself easily to an examination of what inspires literature and how it inspires
us. A look into literature brings an investigation into the authors of literature, their
background and environment, and the themes of their writing. The central texts of
this unit will be those that embody characteristics of Realism. Among them are the
writings of Frederick Douglas, To Build a Fire by Jack London, We Wear the Mask
by Paul Laurence Dunbar, The Story of an Hour by Kate Chopin, and Mark Twains
The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer. Students
will have an opportunity to read work that is not only valuable to the literary
community, but is also historically relevant. Group discussion will be an important
aspect of this unit. The ideas that blossom during small-group conversations will
foster a different perspective and deeper understanding of the readings.
Our essential question for this unit is What defines us? From this question,
students should embark on an investigation into what influences us, and how we
turn into the people we are. Because the focus on Realism is continued from the
end of the previous semester, there will be less instruction on the unit, and more
concentration on . As we read timeless, literary texts, it helps to consider an
authors background and environment. Why did he/she write the way they did?
What influenced them? What, in turn, are they trying to influence? Who WERE
they, and how does that translate through their writing? As we consider these
things, we will also try to assess the value of these documents in our lives. How
have they shaped us? Our community? Our nation? The world? Frederick Douglas
wrote of freedom and equality among races - his writing, along with the word of
others, led to an extraordinary shift in culture. He wrote from his experiences, and
his work is still studied today. By identifying a writer's purpose, and inferring ideas
through reading, students can attempt to understand not just what the author had
to say, but who they were. Through this analytical lens, students will read to
discover about the author, and about themselves.
The culminating task for the unit will be an Ethnography, in which the
students will look at their family from a journalists perspective, in the same way a
writer for National Geographic would look at native tribes of Africa, or the people
of India. Said examination of what shaped authors and how they have shaped us
will direct us to a conversation about what other things shape, or define, us. The
Realism era provides a good backdrop for this assignment, because of the
emphasis placed on the life of the individual, and their everyday experiences.
Through research, students will practice their inquiry. We wont just be reading the
works of authors; the students will be assigned the biographies of Mark Twain and
William Dean Howells to read and evaluate, culminating in a discussion about what
makes biographies interesting, and what we need to successfully write them. The
results of this discussion will set the bar (and criteria) for their ethnographies,
which mirror biographies in style and content. In their Ethnography, they will be
asked to look at their family as a culture. Their family should be treated the same
way we encounter different cultures around the world, with respect and
understanding, and new curiosity.
Learning goals for this unit emphasize research - how we conduct research,
what kinds of questions to ask, and how to draw that information together,
cohesively - and writing - why do we write about each other, and what kinds of
things do we say? Socratic Seminars, pair-share, and microlab discussions will
help to answer those questions and experiment with ideas. Anchor charts, and
gallery walks offer opportunities to create and see products of research. Through
daily writing prompts called Writing Into the Day, students will be given guiding
questions to help transition from yesterdays lesson to todays, and to connect with
the essential question. This unit is designed to inspire thought about what makes
us into the people that we are. It asks students who they think they are, and is
meant to make them turn around and re-asses their answer. Are we defined by
what we do, what we look like, or is it something deeper? How does our
environment and all the things and experiences in it aid in our development? The
essential question is meant to provoke thought about identity. The lessons are
intended to give lots of attention to improving students' writing and discussion
skills, as a means of working through those thoughts.
From here we can begin to discuss how literature/reading impacts our lives,
in the same way movies and experiences do. Students will be asked to provide
artifacts of their culture; among these artifacts, they will need to include at least
one text that has shaped or affected their families culture. For some, it may be a
book they read every christmas, or someone may choose a letter that confirmed
their parents citizenship in the state of Idaho. Components of culminating
ethnography will be completed over the course of the entire unit, so that students
have the opportunity to connect their discoveries with the text readings. To give
students a chance to reflect on the experience, and on their learning, they will be
asked to complete self-assessments and several short and long reflections
throughout the 7 weeks. The goal of this reflection process is in composition
practice, and in providing an assessment of the students connection with the
central themes and questions of the lessons. This unit is meant to teach students
about themselves, as much as about other people.
Rationale
This unit asks students to look at themselves and others to decide for
themselves, what defines us? The hope is that by looking at the lives of others,
through biographies and their culminating Ethnography, they can see that we are
not just defined by elements that make us up individually, such as race, haircolor,
or origin, but rather that we are all shaped as a community, and by our community.
Their Ethnography will probe an investigation of their individual families, where
they take themselves out of the group and act like a journalist on assignment,
discovering a culture that few people in the world even know about.
Because students will be asked to look at their family as if they were

strangers, they will have to take themselves out of it. This will inspire students to
ask questions that they might not read much into, normally. What kinds of things
does this group do? Where do they do it? What sorts of experiences do they have?
When you think of this family, what do you think of? Do they listen to specific types
of music, read certain types of books? What DEFINES them? Digging a little
deeper, students will be asked to incorporate at least one pivotal text that could
have shaped or might define their family. This could be something as simple as
the bible, or a book of fables that had to be read to them every night to get them to
fall asleep. For others it might be a military letter. The possibilities are endless,
and it requires students to get up-close-and-personal with the history of their
family, and the history of their lives. History, after all, can be anything that has
occurred before now, whether 10 or one hundred years ago.
Writing is something that should become a habit, especially in an

English/Language Arts class. I believe that by asking the students to write for 4-5
minutes at the opening of each class, and by creating opportunities for short pieces
of writing, students will gain practice and become better writers. These short
writings are usually followed by some discussion session, either in pairs or groups
or as a whole class. Bouncing back and forth between writing and conversation
facilitates deeper thinking, and emulates the revision process, where ideas and
opinions can be changed after something new is introduced. It conveys the idea
that changing your mind is okay. These discussions, due to frequency and depth,
benefit the growing community environment of the classroom, where students are
encouraged to feel comfortable sharing and working with each other. Anchor
charts are used to build this community as well. To set the criteria for components
of certain assignments, students collectively develop the list, using anchor charts.
Another benefit of the anchor chart is in setting standards for etiquette. My

focus on research, and on the standards for speaking and listening, leads us to a
discussion about behavior and rules of respect. This is not just something for them
to consider for this class, it is something they will be encountering for the rest of
their lives. By asking students to set these norms and to practice interviewing each
other, they learn skills that apply to real-world situations and prepare them to
complete their research - even though it is with family - professionally.
The presentation aspects of this unit will help achieve the targets for
speaking and listening, that ask them to pose questions and give authentic
responses to the questions asked by their peers. The students have multiple
opportunities to perform, to converse, and to offer each other suggestions or
feedback in a professional way. They will learn how to be good presenters, and
good listeners. They will learn how to be an active audience, and how to activate
their audience.
In addition to meeting the goals for learning, this unit will meet the goals of
the district curriculum, which require a study of Realism. The texts of this unit
either embody the characteristics of realism, or otherwise pertain to a Realism Era
author. An understanding of the life and personality of an author is important to
understanding their work. It is for this reason that Ive incorporated biographies of
specific, renowned authors as texts for the students to read and analyze. The
biographies are a gateway to their final product, which will be an article whose
structure will be fashioned by that of the biographies they read. The influences on
a writer may impact his/her writings, just as the writings of others affect the way
we write ourselves. This is something Id like the students to consider when they
use these biographies as a model and inspiration. Their writing will improve as
they mirror professional narratives, and the discovery of an authors life will help
them discover more about themselves, the authors of my class.
Not all students of 11th grade will have faced that pivotal crisis of identity,
but for those that are, this unit will seek to offer comfort and resolve to that issue.
One of my goals for teaching is that students learn about themselves through
reading and writing. Reflections are one way to guage this process. Ive
incorporated self-assessments and reflections at different intervals in this unit, as a
means of looking into the personal growth that is happening with my students. The
daily writing prompts also function towards this purpose, because they are written
to help connect the lessons and constantly be in that larger conversation about
what defines us. As they are asked to look at themselves and see who they are,
they will be examining things that, perhaps, theyve never considered before. All of
the books theyve ever read, all of the music theyve ever heard, and all of the
places that theyve been have played some role in the person theyve become. We
are supported by our communities and the things that, collectively, have been
accomplished. Id like them to see identity as a product of change and evolution. In
their presentations of their ethnography, students will have an opportunity to brag
about their families. Taking ownership in where they come from will, hopefully,
inspire confidence and pride in those that may feel unsure about who they are or
want to be.
Learning Goals & Targets
Type of Common Core State Learning Target

Knowledg Standard
e
Procedural Writing: I can demonstrate the planning

Knowledge process for writing.
W.11-12.5 Develop and
strengthen writing as needed I can identify the intended
by planning, revising, editing, audience for a published work
rewriting, or trying a new of writing.
approach, focusing on
addressing what is most I can develop and strengthen
significant for a specific writing by planning, revising,
purpose and audience. editing, rewriting, or trying a
new approach.
W.11-12.10 Write routinely
over extended time frames
(time for research, reflection, I can generate questions for
and revision) and shorter time inquiry
frames (a single sitting or a day
or two) for a range of tasks, I can demonstrate an
purposes, and audiences. understanding of my research.
W.11-12.7 Conduct short as

well as more sustained I can reflect {evaluate and
research projects to answer a remark on its significance and
question (including a self- function} on my own writing,
generated questions) or solve a through additional writing.
problem; narrow the subject,
demonstrating understanding I can conduct short as well as
of the subject under sustained research.
investigation.
I can name and use reliable
resources for research.
I can narrow or broaden the

inquiry, when necessary.
Language:
I understand word
L.11-12.1 Demonstrate a relationships.
command of the conventions of
standard English grammar and I can clarify the meaning of
usage when writing or unknown and multiple-meaning
speaking. words and phrases.
a) Apply the understanding
that usage is a matter of
convention, can change over
time, and is sometimes I can consult general and
contested. specialized reference materials
b) Resolve issues of complex or to find the pronunciation and
contested usage, consulting meaning of a word.
references as needed.
L.11-12.4 Determine or I can identify and use figurative

clarify the meaning of unknown language in a piece of writing.
and multiple-meaning words
and phrases based on grades I can analyze nuances in the
11-12 reading and content, meaning of words with similar
choosing flexibly from a range denotations.
of strategies.
c) Consult general and
specialized reference
materials, both print and
digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard
usage.
L.11-12.5 Demonstrate
understanding of figurative
language, word relationships,
and nuances in word meanings.
a) Interpret figures of speech
in context and analyze their
role in the text.
b) Analyze nuances in the
meaning of words with similar
denotations.
Reading:
I can recognize an authors
RL.11-12.5 Analyze how an choices for how to organize
authors choices concerning parts of a text.
how to structure specific parts
of a text (e.g., the choice of I understand that organization
where to begin or end a story, affects the overall meaning and
the choice to provide a comedic impact of the writing.
or tragic resolution) contribute
to its overall structure and
meaning as well as its aesthetic
impact.
I can determine the central
RL.11-12.6 Analyze a case in themes or ideas of a text
which grasping point of view
requires distinguishing what is I can explain how individuals,
directly stated in a text from ideas, or events develop over
what is really meant. the course of a text.
RI. 11-12.2 Determine two or

more central ideas of a text
and analyze their development I can distinguish between what
over the course of the text, is directly stated in a text and
including how they interact what is meant implicitly.
and build on one another to
provide a complex analysis,
provide an objective summary I can integrate multiple sources
of the text. of information, in different
media formats, to address a
RI. 11-12.7 Integrate and question.
evaluate multiple sources of
information presented in
different media or formats I can read and comprehend
(e.g., visually, quantitatively) as literary nonfiction.
well as in words in order to
address a question or solve a
problem. I can summarize a text.
RI. 11-12.10 By the end of

grade 11, read and
comprehend literary nonfiction
in the grades 11. CCR text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
Speaking & Listening: I can evaluate a speakers or
writers point of view through
their reasoning, tone, word
SL.11-12.3 Evaluate a choice, or premises.
speakers point of view,
reasoning, and use of evidence
and rhetoric, assessing the I can initiate and participate in
stance, premises, links among collaborative discussions about
ideas, word choice, points of texts.
emphasis, and tone used.
I can respond to questions and
SL.11-12.1 Initiate and ideas posed during discussion
participate effectively in a by extending, expanding, and
range of collaborative challenging.
discussions with diverse
partners on grades 11-12 I can respond thoughtfully to
topics, texts, and issues, diverse perspectives, and
building on others ideas and synthesize comments.
expressing their own clearly
and persuasively. I can propel conversation by
a)Come to discussions posing and responding to
prepared, having read and questions
researched material under
study; explicitly draw on that
preparation by referring to I can ask provoking questions
evidence from texts and other or submit new ideas that have
research on the topic or issue not been suggested.
to stimulate a thoughtful, well-
reasoned exchange of ideas. I can refer to text, research, or
b)Work with peers to promote prior experience to enhance the
civil, democratic discussions discussion.
and decision-making, set clear
goals and deadlines, and
establish individual roles as I can contribute to my (class)
needed. community by engaging in civil
c)Propel conversations by conversation.
posing and responding to
questions that probe reasoning I can work with my peers to set
and evidence; ensure a hearing criteria and develop standards
for a full range of positions on for a successful product.
a topic or issue; clarify, verify,
or challenge ideas and
conclusions; and promote
divergent and creative
perspectives.
d)Respond thoughtfully to
diverse perspectives;
synthesize comments, claims,
and evidence made on all sides
of an issue; resolve
contradictions when possible;
and determine what additional
information or research is
required to deepen the
investigation or complete the
task.
Type of Common Core State Learning Target
Knowledg Standard or Enduring
e Understanding
Declarative Writing: I can make a routine of writing.

Knowledge
The key to quality writing is to
know audience and purpose. I can adjust my writing for a
range of tasks, purposes, and
Writing Routinely and revising audiences.
are crucial to growing as a
writer.
I can write to a specific
audience.
Language: I understand language that is

appropriate to conveying my
Language has the power to ideas and reaching my
change our thoughts and our audience.
lives.
Language is ever changing, I can apply my understanding

inconsistent, and is different in that usage is a matter of
every corner of the world. convention, changes over time,
and is sometimes contested.
I can use research to learn

about an aspect of language
that I dont understand.
I can observe the changes in

language over time.
Reading: I understand how the structure

or organization of a text affects
What we read affects how we the way I read it.
make sense of our own world,
the world around us, and of
others
I can participate in and create

Speaking and Listening: questions for a peer discussion.
All of us have unique I can synthesize the ideas and

perspectives and biases that thoughts of my peers and
are formed as a result of our generate conversation from
experiences and them.
our environments.
Our ability to converse, to I can use my own experiences to

speak and listen to each other, further the conversation.
is necessary for real world
interactions.
I can consider someone elses
perspective in a discussion.
I can conduct a successful,

respectful one-on-one
conversation with a peer.
Assessment Plan
An assessment is more that just a grade. To assess is to measure progress,

not to punish or reward those who learn in different ways or at different speeds
than others. From a mentoring or teaching standpoint, a teacher should be a
sensei, dropping bits of wisdom and motivation, watching how the students grow,
and putting students in situations where they can experience and take ownership
of their learning. These are not situations that call for an A or B grading scale.
In my class, there will be an emphasis on conferencing and written

commentary, rather than letter grades. I will use the availability provided by
research and reading time to take students aside and give feedback or evaluations
of their classwork. When such opportunities cant be afforded, my comments and
suggestions will be provided either on the actual assignment that they turned in,
or stapled to it on a separate paper.
Most of the in-class assignments are practice or preparation for the things
they need to do to complete their Ethnography. Instead of a number grade for each
of these items, I will focus on providing authentic and guiding feedback that will
drive them towards meeting the goals of the final project. The students start each
day with a journal response, I call Write Into the Day (WITD), in which the students
respond to either a quote or guiding question. These will be checked every 2 weeks
as a formative assessment to see how the lessons are contributing to the essential
question, and to the larger culminating assignment.
These will be given back to students with either a check mark(2 points), a
check minus(1 point), or a check plus(3 points). The check marks will indicate
whether they met the expectations of the assignment, or exceeded expectations.
The check minus will only be given when a students completes the writing but fails
to make any valuable connections to it. Each assignment awarded a check mark is
worth 2 points This is an evaluation system which will already be in place for their
Write Into the Day journals, exit slips, and any research notes that get submitted
for credit.
Because all of the assignments in this unit build towards the final culminating
task, each one will be assessed simply on whether or not the work was done and all
required components included. If the work was complete, it will receive a check-
mark. If the work was not, it will be returned to the student to finish. These
checkmarks will contribute to the overall participation grade. Other factors for
participation include exit slips, which, depending on the class session, will be
answers to questionnaires that connect guiding questions to the lesson, evidence
of research or observations, or written peer feedback. Each one of these is
considered participation, because it demonstrates how the students interacted
with that days lesson, and monitors how they are processing and relating to the
information.
In his article The Case Against Grades, Alfie Kohn states, The more students
are led to focus on how well theyre doing, the less engaged they tend to be with
what theyre doing. This is a philosophy that I wholeheartedly share, and it is the
reason that I have such a small emphasis on distributing number or letter grades
on assignments. Most of what I ask the students to do is formative, as it serves
only the purpose of personal reflection for the students, and letting me look inside
their brains for a while. There will be periodic process self-assessments, in which
the students will give honest feedback about their own progress and productivity
and questions. Each will be worth 5 points, because this check-in is so important to
making sure that the directions are clear and that Ive allotted for enough work
time for everyone. There will also be a mid-project check in which I will check on
their project so far, to make sure that they have completed the necessary
assignments thus far. This check will give them a tentative grade - they have the
opportunity to do anything that was missing or unfinished, before they turn it in for
good. The grade written at this time will be simply an indication of what their final
grade might look like if they complete the presentation. This will not go into the
gradebook.
The final project is work 30% of their unit grade, while the WITDs will be worth
10%. Participation will also be worth 10%, and that will be assess on a day to day
basis, taking into consideration the students enthusiasm and involvement in
discussions, presentations, and listening to his/her peers. Twice throughout the
unit, there will be a Teacher Feedback session, during which time students and
myself will conference one-on-one about the work theyre doing. In our final one,
we will discuss the students work in the class for the unit, and try to reach an
agreement on what would be an appropriate grade to reflect the effort theyve put
forth.
Culminating Performance Task Prompt
o G What is the goal of the task? What is it designed to assess?

Groups of people are created and defined by different things, and that makes them
special and unique to the world (a family with the last name Smith is not just like every
other Smith family). Yet at the same time, they are not defined by things such as hair,
religion, or skin color. Youre going to look more into this issue to find out what things truly
define us.
Your task is to immerse yourself in the culture of your family, and learn what defines
them. The goal is to recognize their characteristics, habits, and traditions from the
perspective of a stranger. You should try to understand them, by learning their philosophies
and mantras, where they came from, what got them to where they are. The challenge is that
you are already a member of this group, so it might be harder for you to recognize the
things an outsider would normally see. To do this might require some digging, to the deeper
roots of the group, to figure out who they really are.
o R What real-world role will the student assume as he/she is performing the task?
You are a journalist, working for your class magazine. This is a magazine like
National Geographic that specializes in articles of exploration that teach about cultures and
different places around the world.
o A Who is the audience?

Your audience is the world. Only your classmates will see the information you find,
but youre writing this article to expose the world to the hidden gem that is your family. To
be successful, your article needs to convince your audience of the uniqueness of these
people, by describing what defines them and their culture (what makes them THAT family?
Why should we be intrigued by them?)
o S What is the situation that provides the context for the task?
You have been asked by your magazine to spend some time with a group of people
and describe their culture, environment, and lifestyle. Youve been sent on special
assignment to live with them and get to know them. As you get to know different people,
you will need to conduct an interview with one member of the group, to reference in your
article.
o P What is the product and/or performance that is required by the task?

At the end of your research, you will write your article for submission to the
magazine. This article will go to your teacher for proofreading and final publication.
Before you are finished, you must pitch the article to your classmates. This will
require a presentation of some sort, to share pictures and artifacts and everything you
learned from your journey. Your audience will expect to see at least one artifact, and no less
than five photographs. You must use some form of media to capture their interest -- some
possible presentations include: photo journal, powerpoint, prezi, or video. If you would like
to do a presentation in some other media format, please get it approved by your teacher.
o S By what standards will the product and/or performance be evaluated?

Your final grade will be determined by the rubric attached to this sheet. You will also
receive a presentation evaluation from each of your peers.
Culminating Performance Task Rubric
Descriptions of a
Successful Project Yes! Almost Developing Not Yet
There
Final article and/or
presentation includes
references to specific texts,
documents, music, films,
and/or historical events that
may have shaped this group
into who they are.
Final article addresses

customs, beliefs, and
characteristics of the people
observed. The author gave
attention to everyday-life
details, but also focused on
deeper origins and traits.
Presentation includes some
visual aids or artifacts.
Multimedia is utilized
effectively in conveying
information.
Evidence of in-depth
observations and discussions
with group members,
demonstrated by the
inclusion of an interview,
quotes, and personal
examples.
Article contains quotes from

the interview
Article is organized and well

written, with few errors, and
is no less than 2 full pages in
length.
Written reflection is no
shorter than 1 pages. It
contains a brief summary of
the group characteristics,
and shows that the author is
now considering
himself/herself as a member
of the group. A successful
reflection will make
connections between you
and your culture.
Five Kinds of Composing
Type Instructional Strategies
Composing to Plan 2-column notes from research

Brainstorming inquiry questions
Bell Ringer and Anchor Chart identifying components of
biographies
Composing to Drafting possible interview questions

Practice Summarizing partner interview information
Regional Summary
Writing autobiographies
Composing to Think, Puzzle, Explore about Ethnography; what do you

Draft want to know/learn?
Regional Research One-Shot paper
Composing to Peer revision notes for article

Finalize Revising draft for teacher feedback, before final
Editing and Drafting final interview questions
Composing to Reflection of presentation

Transfer Reflection on interview process
Written answers to Socratic Seminar questions, about what
and why we write about other people
Mid-project Process Self Reflection
Instructional Sequence
Week Sub-Topic Procedural Knowledge Declarative Knowledge

Learning Targets Learning Targets
I can refer to text, I can use my own

What masks do we research, or prior experiences to further Write
Week experience to enhance the conversation.
wear? Who do we (WIT
#1 the discussion. I can make a routine of
pretend to be? Read
I can respond writing.
What does our way Shar
thoughtfully to diverse
of speaking say Galle
perspectives, and
about us? Agre
synthesize comments.
How important is I can determine the ques
the life of an central themes or ideas Word
individual? of a text Fray
I can clarify the meaning I can use my own
What can the of unknown and multiple- experiences to further Write
Week meaning words and the conversation.
principles of (WIT
#2 phrases. I can observe the changes
realism teach us I can reflect {evaluate and in language over time. Word
about examining remark on its significance I can use research to Thin
individuals and/or and function} on my own learn about an aspect of Two-
groups of writing, through language that I dont Galle
individuals? additional writing. understand. PQP
I can generate questions
for inquiry
Useful research I can conduct short as
techniques and well as sustained
resources research.
I can narrow or broaden
the inquiry, when
necessary.
I can analyze nuances in
the meaning of words with
similar denotations.
Instructional Sequence (continued)
Week Sub-Topic Procedural Declarative Knowledge

Knowledge Learning Targets
Learning Targets
What do we have to I can propel

know in order to conversation by I can conduct a Writ
Week #3 posing and successful, respectful
know another person? (WIT
responding to one-on-one conversation
questions with a peer. Thin
Developing interview I can generate I can apply my Expl
skills and questions questions for inquiry understanding that usage Micr
I can conduct short is a matter of convention, Anch
as well as sustained changes over time, and is
Formulating inquiry Rubr
research. sometimes contested.
focus for Ethnography I can narrow or Galle
broaden the inquiry, Q&A
when necessary. Refle
I can respond
thoughtfully to
diverse perspectives,
and synthesize
comments.
Why do we write about I can work with my I can use my own
others? What kinds of peers to set criteria experiences to further Writ
Week #4 things do we write? and develop the conversation.
(WIT
standards for a I can synthesize the ideas
successful product. and thoughts of my peers Socr
What is a biography?
I can propel and generate Thin
Why do we
conversation by conversation from them. KWL
read/write/watch these? posing and Auto
responding to
What is the difference questions
between an I can contribute to
my (class) community
ethnography and a
by engaging in civil
biography?
conversation.
I can read and
comprehend literary
nonfiction.
I can initiate and
participate in
collaborative
discussions about
texts.

I can reflect {evaluate I can conduct a

How do and remark on its successful, respectful Write
Week #5 significance and one-on-one
books/music play (WIT
a role in who we function} on my own conversation with a Onlin
writing, through peer.
are? discu
additional writing. I understand how the
Proc
I can determine the structure or
Asse
central themes or ideas organization of a text
of a text affects the way I read proje
I can explain how it.
individuals, ideas, or
events develop over the
course of a text.
I can respond to
questions and ideas
posed during discussion
by extending,
expanding, and
challenging.
I can develop and
strengthen writing by
planning, revising,
editing, rewriting, or
trying a new approach.

I can propel conversation I can adjust my writing

What are some by posing and responding for a range of tasks, Write
Week #6 to questions purposes, and
elements of (WIT
I can reflect {evaluate and
story? audiences. Book
remark on its significance
and function} on my own First
How can we writing, through subm
make nonfiction additional writing. Tap-O
I can contribute to my
tell a story? Dram
(class) community by
engaging in civil Read
conversation.
I can develop and
strengthen writing by
planning, revising,
editing, rewriting, or
trying a new approach.
I can evaluate a speakers I can conduct a
or writers point of view successful, respectful Pres
Week #7 through their reasoning, one-on-one Refle
tone, word choice, or conversation with a Thin
premises.
peer.
I can reflect {evaluate and
remark on its significance
and function} on my own
writing, through
additional writing.
I can refer to text,
research, or prior
experience to enhance the
discussion.
I can respond thoughtfully
to diverse perspectives,
and synthesize comments.
I can respond to questions
and ideas posed during
discussion by extending,
expanding, and
challenging.
I can contribute to my
(class) community by
engaging in civil
conversation.
Calendar (Teacher Version)

* Embracing the Ordinary unit starts on Tuesday
Monday Tuesday* Wednesday Thursday
Lesson 47 minutes Lesson 1 47 minutes Lesson 2 47 Lesson 3 47
minutes minutes
LT: Identify literary LT: Refer to text, LT: Identify LT: synthesize LT
devices and figurative background, and themes, and literary ideas and thoughts, th
lang. experience to devices generate
enhance discussion conversation
IS: IS: IS: IS: IS
WITD: Respond to the WITD: Respond to WITD: What kinds WITD: What is W
following quote: the following quote: of masks do we individuality? Ask a th
Realism is nothing Most people are wear? What kinds of few students to share. W
more and nothing less other people. Their things do we in
Show excerpt from
than the truthful thoughts are pretend to be? sp
George Carlin on
treatment of material. - someone else's us
Individuality (only
William Dean Howells opinions, their lives We Wear the Mask first minute).
a mimicry, their by Paul Laurence Latin saying defining Te
Teacher will define passions a Dunbar individuality, sh
literary devices quotation. Oscar Teacher will read displayed on re
necessary for Tuesdays Wilde poem aloud, while whiteboard: "quod est ch
lesson and the terms class follows along. in se indivisum, ab R
will be added to the Students will answer aliis vero divisum" (a pr
being undivided in
Word Wall a questionnaire, Individual stanzas as
itself but separated
followed by a annotated by R
Teacher will hand out physical groups. from other beings). St
Frayer Model worksheet agree/disagree Gallery walk of in
for next activity. session with whole stanzas. Tap-Out Discussion: N
Working with clock class. Teacher will lead We are individuals W
partners, students will whole class born out of groups an
(families, cliques,
be assigned terms(one Afterwards, students discussion about W
clubs, organizations,
lit. device per pair) to write in their what they noticed, th
churches, schools).
find notebooks about what common How does our se
examples/nonexamples/t anything they themes arise. individuality de
raits learned, a new contribute to our hy
Pairs share what theyve perspective, or Introduce EQ: What community, and vice ea
concluded. something they defines us? versa? no
changed their mind Exit Slip: How often fe
Practice by analyzing a about during the are we defined by Exit Slip: One big take cl
away
text session. our masks? pr
de
Share ad
discoveries/thoughts
with a clock partner
HW: Finish analysis of HW: None HW: Write own HW: None H
literary devices if not poem about the sh
done in class. Due masks everyone
tomorrow. sees on you.
Monday Tuesday Wednesday Thursday
Lesson 5 47 Lesson 6 47 Lesson 7 47 Lesson 8 47
minutes minutes minutes minutes
LT: Use experience LT: Conduct LT: Research to LT: Reflecting on LT
to further the research, understand, clarify process, generating me
dialogue. broaden/narrow meaning of words, questions ob
Summarize inquiry summarize text lan
IS: IS: IS: IS: IS:
WITD: What WITD: To complete WITD: When you WITD: What is an WI
challenges did you your research, where were assigned a ethnography? do
face in writing your are you going to state/country, you res
dialogue? look? What are you wrote initial ideas Finish up anything an
Add voice to Word going to look for? about their needed on regional Wh
Wall; define for class. culture/traditions summary. Audio use
Pose question In Computer lab, before conducting notes and research ob
based off experience begin or continue research. What did paper due by end of you
writing dialogue, research of customs, you learn? Were you day.
what is tough about histories, beliefs. right? Ho
capturing voice in Take two-column Listen to an Gallery Walk of qu
writing? notes about what audiotape of a maps. Students take ass
Think/Pair/Share they find and what it person from that note of which looks
makes them think geographical area. the most interesting As
Turn in Fridays about. All research (audio clips/tapes to them, for som
dialogue HW. Pick a needs to be done will be provided by tomorrow. *Write it exa
few students to read today, or as HW. This instructor) Write down in notebook, col
theirs aloud. information will be your observations. under todays WITD. diff
Transition: we all added to their maps These will be turned for
talk differently, and (they can be in with the final Answer exa
that is partly based colored). summary. questionnaire about
on where we come Continue drafting or the challenges and Tex
from geographically. Students who are edit/revise summary opportunities of Ai
Students will pull the done with their of region. Students region assignment. So
name of a region out research will be will have at least two rew
of a hat, to research. asked to start peers read their Hand out and wa
Draw an outline of a drafting the paper and give PQP introduce you
map of that state or expository feedback. Ethnography it t
country. Inside the component. Need to Assignment. Read Tu
outline, list customs, have 1 pg about Exit Slip: Turn in through together. cla
beliefs, and histories what they found PQPs.
of the culture(over about the regions Exit Slip: One big
next two days). culture, traditions, take away
beliefs.
Exit Slip: two-column

notes from research
HW: Begin HW: Research, if HW: Look up HW: Review HW
researching, if necessary ethnography to assignment sheet.
motivated! discuss tomorrow. Write down any
questions you may
have.
LT: Apply LT: Apply LT: Conducting LT: Connecting LT
understanding of understanding of short research and answers to questions Pro
changes in language changes in language interviews, to make larger by
generating questions picture, narrowing
inquiry, synthesizing
comments
IS: IS: IS: IS: IS:
WITD: Ms. WITD: Have you WITD: What kinds WITD: Using your WI
McConnaughey calls ever been to another of questions should organization som
a remote the country? To another we ask, to get to homework, write a lea
clicker, and her state? What do you know someone? brief summary of the
friend calls a spatula feel when you your partners int
a flipper. Do you experience a new Microlab discussion personality/interests int
have any fun names place, and a new of WITD prompt. Th
for things? What are culture? som
they? Take out 1-2 minute ho
Virtual World Tour Ethnography presentation for each you
Students will be the Teacher will call Assignment Sheet student.
asked to choose out a different and rubric to review. On
region from country or state from First assignment due Based on mock pa
Thursdays gallery the original list used Monday. interviews, Whole Ex
walk (this should for the Regional Student will begin class will create an gro
have been written Summary. For each drafting possible Anchor Chart what inv
down with WITD country on the list, interview questions should our interview wh
entry for that day). there will be a large at least 10. questions have, to be fin
Students will use the picture displayed on Teacher pairs up effective? Ed
computer lab again, the overhead screen. students for them to yes
to research popular When she calls on a do mock interviews, qu
phrases/words from region, everyone who 10 questions per Exit Slip: One big sur
that area, and chose to research person. take away about the rel
compare them to our that region will stand interview process Eth
language and and go to the front of mu
vernacular in Idaho. the class, with the qu
How are they picture. Speaking of
different? Example: a one at a time, they by
hoodie in U.S.A. is will impart to their
called bunny hug classmates what they Ex
in Canada. learned about the Th
language of that Ex
Exit slip: Something region.
new you learned
HW: none HW: none HW: Graphic HW: Reflect what is HW

Organizer beneficial about som
connecting interview interviewing we
responses for someone? Du
summary.
LT: Engaging in LT: Use experience LT: LT: Synthesizing LT
respectful to further dialogue, Participate in comments, pla
conversation, read and understand collaborative propelling cri
contributing to nonfiction discussions about conversation w/
community texts questions
IS: IS: IS: IS: IS:
WITD: Who did you WITD: Why do we WITD: Based on the WITD: Why do we WI
interview? How and read/watch biographies you just write about others? ab
why did you choose biographies? read, what are some What kinds of things 3o
that person out of Think/Pair/Share things you notice? do we write? sig
everybody in your What information do exp
family? Students will these texts usually on
complete short KWL include? Socratic Seminar!
Collect interview on what they know -W
Q&A. about biographies. Pass out final Desks will be in two au
Teacher will use questions for circles (or arcs).
Meet with clock these responses to Socratic Seminar, Students will be Tea
partner and come up draft final questions based off of paired up; roles are an
with some ideas for the Socratic yesterdays KWL Talker and Mentor. fol
about what a Seminar. responses. For the Teacher will exc
respectful rest of class, fill in distribute handout Lif
conversation looks Introduce Socratic answers, using and ask student to Fre
like, based on your Seminar about quotes, observations, write their goals for
interviewing biographies. We will or personal the session. An
experiences. be reading about experiences. are
American authors bio
As a class, talk about Mark Twain, William au
these ideas. Teacher Dean Howells, and sho
will write them down and Henry James. pro
to use as criteria for Students will pick for
upcoming Socratic one biography for a inf
Seminar. paired reading, and a to
second to read eth
independently. wil
list
Reading should be to
done today, or
finished as
homework.
HW: HW: Biography HW: Answer Soc. HW: None HW

reading, if needed Sem. Questions, au
prepare for ad
tomorrow discussion po
LT: Identify authors LT: Reflection, LT: Central themes, LT: Strengthen and LT
choices, organization organization one-on-one develop writing, ch
conversation, extend, Writing process
expand, challenge
IS: IS: IS: IS: IS:
WITD: In your WITD: The author of WITD: Who are the WITD: What WI
ethnography, you are your book is one of the important characters chapter of your book you
writing a profile of a authors we read a bio in your book? List are you currently on? wr
group how is this of. What do you their names, and two Recap the last ord
similar to a biography? remember from it?
characteristics of chapter in the next of
Different? What connections
each. few minutes. ord
between their
history/lifestyle can ha
Transition from
biography to novel by you make with the Students will pair up In-Class work time to fla
discussing how the things happening so far with someone finalize first draft of wo
events of one persons in your book? reading the same Ethnography Article, diff
life tell a story, whether text. Each pair will or Book Club reading
fiction or true story. Pass out Reading engage in discussion time if finished with Ha
Book Club Choose 1 Planner. Students will about these qs: article. an
of 3 Realism era texts count how many pages
What are the central res
to read (Huck Finn, they have to read, and
themes of your book? Exit slip: What did som
Tom Sawyer, or Daisy fill in how much they
How does the author you get done today? diff
Miller). They will be need to read to get the
book finished in the organize the wit
doing a group
performance, or amount of days information? Do you Sa
dramatic reading, of allowed. notice any patterns,
these to practice or anything Bo
talking in front of class. Book Club reading in- interesting? in-
Individually, will need class
to take two-column After this discussion, Co
notes on at least three Mid-Project Check and
students will join the dra
chapters, and follow Feedback session by
larger group of Eth
handout with guided teacher, while students
are reading Should
everyone reading for
questions about
organization of events have Reaction Notes, that text, and rev
and authors choices: Interview, and broaden the be
What did/didnt they Autobiography to conversation. Each
include? discuss. person must share
Teacher will hand out something they
Start reading today. Process Self talked about with
Assessment for the partner.
Exit slip: What do you work theyve done on
already know about Ethnography so far.
Exit slip: Did
your book? Have you Exit slip: make a
prediction about what
yesterdays
read it before? What do
you think its about? is going to happen next prediction about
in your book. your book come
true?
HW: Book club HW: Process Self HW: Book club HW: Finish first HW
reading (at least 1 Assessment, Book reading with notes draft, digital format. rea
Ch. Tonight) with club reading with Book club reading
notes notes
LT: Writing process, LT: Reflection, LT: Practice LT: Practice LT
adjust writing, Writing process speaking, speaking, con
respectful contributing to contributing to sel
conversation community of community of
listeners listeners
IS: IS: IS: IS: IS:
WITD: Creative WITD: Did reading WITD: Respond to WITD: Creative WI
writing: Whether and/or revising the following quote: Writing: In the time wh
youve finished your someone elses paper You are not your allotted, write a sig
teach you anything
book or not, write job, you're not how short story about a in
about your own
out what happens much money you group of people with ab
writing? What, if
next to your have in the bank. You opposite mo
anything?
characters. are not the car you characteristics as
Pass back revisions to drive. You're not the your family. On
Blind Revision of owners of drafts. contents of your dis
Ethnography article. wallet. You are not Have a few students com
Teacher will Teacher will pass out your fucking khakis. share their short Fo
distribute drafts, on Process Self You are all singing, stories. on
which names have Assessment about all dancing crap of stu
Reading Planner and
been replaced with the world. Chuck Students turn in we
progress with novel.
numbers. Students Palahniuk, from revised draft of giv
read through and Fight Club article for teacher me
Teacher will put
give suggestions for students into groups of feedback over sha
revision. Reviewers 3 or 4 people, based on Performances weekend. or
name must be Book Club text. For the around 10 minutes som
written at top for remainder of class, each. Finish up to
credit. In peer groups must plan and performances ge
review, students practice for a dramatic Students are allowed around 10 minutes ad
should pay attention reading of some to use their books each
portion of their book.
to surface errors, Th
Performances/dramatic
content, and overall do
readings will be held
structure and tomorrow. There is
Re
organization. non-specific criteria Lo
Students must because students Fir
provide at least one should get creative! div
polite suggestion for sep
improvement. go
the
at
sw
Tea
HW: Revise-a-friend HW: Process Self HW: HW: HW

for extra credit! Assessment Eth
Book club with notes Pre
we
LT: Extend, expand, LT: conduct one-on- LT: Evaluate LT: Evaluate LT
challenge. one conversation, speakers POV, refer speakers POV, refer sel
Participate in contribute to to text, research to to text, research to
conversation, community enhance discussion enhance discussion
synthesize
IS: IS: IS: IS: IS:
WITD: As a WITD: Respond to WITD: What are you WITD: What WI
journalist, your is to the following quote: most proud of, in defines us (the class) quo
tell a story. How can Nothing of me is your ethnography? as a community? in s
ver
you make sure your original. I am the
und
article & combined effort of All Ethnography Presentations!
sep
presentation tells a everyone I've ever articles due today, at Second half of
bei
story? known. Chuck the end of class, students res
Palahniuk unless students have Ha
Tap-Out discussion made other Teacher will hand cha
about WITD prompt, Draw lots, to see who arrangements with out evals to class. saw
and what are the presents on teacher. Everyone will any
elements of a story Wednesday and who complete a short per
of any kind. presents on Presentations! presentation
Tea
Thursday. First half of students reaction/evaluation
res
Popcorn Read The for each presenter,
and
Story of an Hour. In-Class work time, Teacher will hand and turn in. These to
Discuss elements of to finalize articles or out evals to class. will be returned to
story; Teacher will work on presentation Everyone will presenters with their Co
list these on the materials. If work complete a short article and rubric. Jou
board. Also talk time is not necessary presentation las
about how text for some, they may reaction/evaluation Teacher will pass out figu
pertains to Realism, do additional for each presenter, reflection prompt defi
and lit. devices used. homework, catch up and turn in. These before students you
you
on anything missing, will be returned to leave. These are due
defi
Using list on or SSR. presenters with their on Friday
som
whiteboard, how can article and rubric. ste
we incorporate these Feedback session evo
into nonfiction, such with Teacher Teacher will pass out Stu
as article writing? students will visit reflection prompt wit
Tell students to one-on-one with before students of t
check their structure teacher to talk about leave. These are due cho
before submitting on participation and on Friday. wo
Wednesday. work in this unit. If the
do
run out of time,
col
Pass back articles finish on Friday.
cla
with Teacher
feedback.
HW: none HW: Finalize article, HW: Reflection, if HW: Reflection, if HW
prep for presented today presented today
presentation!
Name: _________________________
Unit: Embracing the Ordinary
Essential Question: What Defines us?
Calendar (Student Version)
Monday Tuesday Wednesday Thursday Friday

* END OF *The Masks *The Masks *Individuality *The Way You
PREVIOUS that we Wear that we Wear Talk
UNIT
HW: none HW: Write own HW: none HW: CW
HW: Analysis poem about Write a short
of literary the masks dialogue using
devices everyone sees colloquialism
on you
*Regional *Regional *Regional *Ethnography *Colloquialism
Outline Research Summary in Texts and
Society
HW: Review
HW: Begin HW: Conduct HW: Look up assignment HW: none
researching, if research, as the word sheet and
motivated! necessary ethnography write down
any questions
you have
*Regional *Regional *Getting to *Asking the *Brainstormin
Slang Slang Know You Right g
Questions
HW: Graphic
HW: HW: none Organizer to HW: Reflect HW: Interview
Research, if connect what is a family
necessary responses for beneficial member over
summary about the weekend.
interviewing Due Monday
someone?
*Community *Biographies *Socratic *Socratic *Autobiograph
Conversation Seminar Seminar y
HW: none HW: Bio HW: Write

reading, if HW: Answer HW: none your (short)
needed Soc. Sem. autobiography,
Questions, to add to your
prepare for journalist
discussion portfolio
*Book Club *Book Club *Book Club *Work Day *Structure and
Organization
HW: Book HW: Process HW: Book club HW: Finalize HW: Book club
Club Self reading with first draft, in reading with
reading(at Assessment, notes digital format. notes
least 1 Ch. Book club Book Club
Tonight) with reading with reading with
notes notes notes
*Revision * Reflection *Performances *Performances *Integrating
Media
HW: Revise-a- HW: Process HW: none HW: none
friend for Self HW: Work on
extra credit! Assessment presentations
for next week!
*Telling a *Work/Feedba *Presentations *Presentations *What Defines
Story ck Day ! ! YOU?
HW: Finalize HW: none

HW: none article, prep HW: Reflect on HW: Reflect on
for presentation, presentation,
presentation if presented if presented
today today
* This is the theme or general focus for that class
CONTRACT
The universal understanding of this class is that any work not finished
in class, is homework. Even when the calendar says none, the expectation
is that any work that was supposed to be completed in class will be finished
before the next day. Because of the demanding out-of-class time that is
necessary to work on components of the culminating assignment (an
Ethnography), there is a lighter homework load for this unit. If at any time
an assignment cannot be completed by the due date, or other
accommodations are necessary, please come see me before or after class.
Please sign below, indicating that you have read and understand the
schedule and expectations for this unit.
Signature: ___________________________________ Date:
__________________
Frontloading Lesson Plan
Grade Level: 11 Unit: Embracing the Ordinary Day: Lesson 1-2
Essent
ial What defines us?
Questi
on
Guidin
g What masks do we wear?
Questi How/when are we identified by those masks?
on(s)
Learni Declarative Knowledge:

ng
Target o I can consider someone elses perspective in a discussion.
s
o I can use my own experiences to further the
(You conversation.
may
not
have Procedural Knowledge:
learnin
g o Reading:
targets R.I. 11-12.2 I can determine the central theme or ideas
in each of a text
area
for o Speaking & Listening:
every SL. 11-12.1 I can respond to questions and ideas posed
lesson.) during discussions by extending, expanding, and
challenging
SL. 11-12.1 I can initiate and participate in collaborative
discussions about texts.
o Language:
L.11-12.5 I can identify and use figurative language in
a piece of writing.
Materi
als Paul Laurence Dunbar We Wear the Mask
Butcher Paper/Poster Paper
Markers
Deliver
able Annotated stanzas and completed questionnaire
(What Exit Slip
will the Own poem about masks(HW)
student
s
produc
e by
the
end?)
Outlin Time Instructional Strategy/Formative Purpose
e Assessment
(Specifically describe what you and
the students will be doing.)
Day 1
Write Into the Day -- As students
come in they will respond to the
prompt: Respond to the following
quote: Most people are other
people. Their thoughts are
someone else's opinions, their
lives a mimicry, their passions a
quotation. Oscar Wilde
5 minutes Gets students
To fill out thinking about
questionna Complete a questionnaire, to be how we look, who
ire followed by a physical we are, and what
agree/disagree session, led by facades we put on
20 minutes the teacher. around others
For Possible Questionnaire
agree/disa Statements:
gree -What you see is what you
get, when you look at
someone you dont know.
-Our dispositions (cheerful,
sad, grumpy) are directly
related to how things are
going in our lives.
-There is never a good
reason to look or act like
someone you arent.
-In general, people have
good judgment of others.
-People who pretend to be
something they arent
cannot be trusted.
-Thing such as class, Reflection is a
wealth, and social standing good way to just
are often ways of get your thoughts
determining somebodys on paper. Not
5 minutes personality everyone will
-Something questionable have a chance to
you did one time will stay say what they
with you always, and will think, so this is
alert everyone about what an opportunity
5 minutes kind of person you are. for them to get
their ideas out
Students return to seats and there.
write in their notebooks about
anything they learned, a new
perspective, or something they
changed their mind about.
Share with a clock partner
4-5 The previous

minutes days subject
Day 2 matter leads into
Write Into the Day -- As students the themes of this
come in they will respond to the poem, about
prompt: What kinds of masks do being something
we wear? What kinds of things we arent, and
15 minutes do we pretend to be? why
Teacher will distribute copies of As 11th graders,

poem We Wear the Mask, by students should
Paul Laurence Dunbar know how to
annotate poems.
Teacher will read poem aloud, Proper
15-20 while class follows along. annotations will
minutes have been
Students will be counted into 3 learned, before
groups. Each group gets one this.
stanza to analyze. Each stanza
should be written out, big, on Sometimes
butcher/poster paper, and then looking at a
annotated. All students in each stand-alone
group should contribute at least stanza gives you
one annotation. a different take
on it, rather than
Gallery walk of stanzas. looking at the
poem as a whole.
Students will return to desks, for
whole class discussion about
what they noticed, what common
themes were used. What
message is the poem conveying?
Teacher will introduce Essential

Question for unit: What defines
us?
After introducing question,

Teacher will pass out a list of
Realism Era texts and authors.
The ones that will be covered in
the unit are highlighted.
Exit Slip: How often are we

defined by our masks?
Homework: Write your own poem

about masks other people see on
you.
Reading-Focused Lesson Plan
Essentia
l What defines us?
Question
Guiding How does an authors background influence his/her

Question writing?
(s) What works, for revision?
How can our writing routines help us connect with a
text?
Learning Declarative Knowledge:
Targets
o I understand how the structure or organization of a
(You may text affects the way I read it
not have
learning
targets in Procedural Knowledge:
each area
for every o Writing:
lesson.) I can reflect {evaluate and remark on its
significance} on my own writing, through additional
writing.
o Reading:
I can summarize a text.
I can explain how individuals, ideas, or events
develop over the course of a text.
I can recognize an authors choices for how to
organize parts of a text.
o Speaking & Listening:

I can initiate and participate in collaborative
discussions about texts
I can connect to my community by engaging in civil
conversation
Material Texts: The Adventures of Huckleberry Finn, The Adventures of

s Tom Sawyer, Daisy Miller
Process Self Assessment
Reading Planner
Notecards for Exit Slips
Delivera
ble 2-Column Reading Notes
(What Predictions and Summaries through Exit Slips and Bell
will the Activity
students Dramatic Reading/Performance
produce Reading Planner
by the Reflection/self assessment
end of Peer Review
the
lesson to
demonstr
ate their
understa
nding?)
Outline Time Instructional Purpose
Strategy/Formative
Assessment
Day 1 Comparing their

5 Write Into the Day -- As assignment to
minutes students come in they will published work
respond to the prompt: In helps them start
your ethnography, you are thinking about
writing a profile of a group writing as readers
how is this similar to a and reading as
biography? Different? writers
7-10
minutes Teacher will transition from We need to do
biography to novel by leading more than just
discussion about how the relay information,
events of one persons life tell we have to
a story, whether fiction or true structure it, make
7-10 story. it interesting
minutes
Teacher will introduce Book Students have
Club Choose 1 of 3 Realism some say in which
era texts to read (Huck Finn, book they read,
Tom Sawyer, or Daisy Miller). while meeting the
Texts provided by teacher. needs of
They will be doing a group curriculum. Book
performance, or dramatic club provides
reading, of these to practice opportunity for
talking in front of class. collaboration and
Individually, students will be diverse
required to take two-column discussions
notes on at least three
15-20 chapters(any three chapters in
minutes the book), and follow a
handout with guided questions
5 about the organization of
minutes events and authors choices:
What did/didnt they include?
Students will start reading in Making

class, today. predictions,
activating
Exit slip: What do you already background
know about your book? Have
you read it before? What do
you think its about?
5
minutes HW: Book club reading (at
least 1 Ch. Tonight) with notes
Our
Day 2 backgrounds/lives
Write Into the Day -- As play into our
5-7 students come in they will writing
minutes respond to the prompt: The sometimes.
author of your book is one of Making
the authors we read a bio of. connections with
What do you remember from authors themes
it? What connections between and history, to
their history/lifestyle can you understand why
make with the things they do what they
happening so far in your do.
30 book? Involving
minutes students in
Teacher will pass out and planning process,
explain Reading Planner. making them
Students will count how many aware of the time
pages they have to read in constraints and
their text, and fill in how much what they have to
they need to read to get the do. Giving them
book finished in the amount of organizational
days allowed. skills
Class time offered

5 Book Club reading in-class because of the
minutes short time period
available for
Mid-Project Check and assignment.
Feedback session by teacher,
while students are reading Checking-in to
5 Should have Reaction Notes, guage work load
minutes Interview, and Autobiography and where
to discuss. students are at in
Teacher will hand out Process CPT. Should be
Self Assessment for the work halfway done.
theyve done on Ethnography
so far.
7 Making
minutes Exit slip: make a prediction predictions,
about what is going to happen formative
next in your book. assessment
.
Day 3
Write Into the Day -- As Making writing a
students come in they will routine, formative
15-20 respond to the prompt: Who assessment about
minutes are the important characters in reading
your book? List their names,
and two characteristics of
each. A chance to
bounce ideas off
Students will pair up with each other with
someone reading the same just one-on-one
text. Each pair will engage in a before moving to
7-10 discussion about these larger group
minutes questions: What are the
central themes of your book?
How does the author organize
the information? Do you notice Collaborating
5 any patterns, or anything with others who
minutes interesting? are reading the
same text.
After the pair discussions, Teaching how to
students will join the larger be good listeners
group of everyone reading that and give
5 text, and broaden the contributions to
minutes conversation. Each person in conversation.
the group must share
something that occurred to
them, or something they talked
about with their partner. Each Debrief,
person must talk at least once. clarification
35-40
minutes Teacher will bring class back
together and everyone will
return to seats. Ask for
volunteers to share some Formative
conclusions with the rest of the assessment
5 class. Questions?
minutes
Exit slip: Did yesterdays
prediction about your book
come true? Formative
assessment,
connecting with
Day 4 reading,
Write Into the Day -- As summarizing a
5 students come in they will text.
minutes respond to the prompt: What
chapter of your book are you
currently on? Recap the last
chapter in the next few Giving students a
minutes. chance to
complete any
In-Class work time to finalize work they may
first draft of Ethnography not be able to
7-10 Article, or Book Club reading finish at home by
minutes time if finished with article. the deadline.
Self-Asessment,
bringing day to a
Exit slip: What did you get close.
done today? What do you still Makes students
need to do? aware of what
work they have
25 left in Book Club
minutes or in
Ethnography.
2-3 Day 5
minutes
Write Into the Day -- As
students come in they will Structure and
respond to the prompt: organization is
Suppose your book was very important to
written in a different order. how we perceive
Maybe instead of chronological a text.
5 order everything happened in
minutes flashbacks. How would you Hearing different
read it differently? perspectives,
looking for
Have students share and similarities and
discuss their responses with differences,
someone reading a different sparking
book than they are. End with conversation.
My Partner Said Students will
have to convey
certain
information for
readers of other
5-7 books to
minutes Book Club reading in-class understand what
time is going on in
their themes.
Collect all student drafts of
Ethnography article for
Mondays blind revision. These Need to be in
must be in digital format. digital format so
that teacher can
30 remove names for
minutes Day 6 blind revision

students come in they will
respond to the prompt: Making
Creative writing: Whether predictions, and
youve finished your book or narrative writing
not, write out what happens practice.
next to your characters.
Blind Revision of Ethnography

article. Teacher will distribute
first drafts, which were turned
in on Fridays class. Student Anonymity helps
names have been replaced students be
with numbers, and Teacher has honest with each
the key. Students will not know other, and avoid
whose paper they are reading. biases.
5
minutes Teacher will start small
discussion about why
anonymity is beneficial in
critiquing/peer reviewing
Students read through and Working through
3-5 give suggestions for revision. the writing
minutes Reviewers name must be process
written at the top of the page
for credit. In peer reviews,
5 students should pay attention
minutes to surface errors, content, and
overall structure and
organization. Students must
provide at least one polite
suggestion for improvement,
somewhere on the article or Opportunity for
30 attached to it. extra credit, to
minutes boost grade, as
HW: Revise-a-friend for extra well as gain more
credit! experience with
Students may get together revising.
with a friend/peer to share
their articles and review them,
outside of class. They must
provide evidence that they
took this extra step in the
revision process, to receive
credit.
5
minutes Day 7 Reflecting on the
revision process.
respond to the prompt: Did Reading revisions
reading and/or revising
someone elses paper teach
you anything about your own Reflecting on the
writing? What, if anything? revision process
some more.
Teacher will pass back
40 revisions to owners of drafts.
minutes Dramatic
Teacher will pass out and talk readings change
about Process Self Assessment how we interpret
about Revisions. What works the text.
for you and what doesnt? Performing in
What kind of feedback did you front of
receive from classmates? This classmates will be
will be homework. good practice for
presentations.
Teacher will put students into
groups of 3 or 4 people, based
on Book Club text. For the
remainder of class, groups
must plan and practice for a
dramatic reading of some
portion of their book. Connecting back
Performances/dramatic to the EQ.
readings will be held
tomorrow. There is non-specific
criteria because students
should get creative!
Day 8

respond to the prompt: Practice
Respond to the following performing.
quote: You are not your job,
you're not how much money
you have in the bank. You are
not the car you drive. You're
not the contents of your wallet.
You are not your fucking
khakis. You are all singing, all
dancing crap of the world.
Chuck Palahniuk, from Fight
Club
Performances around 7 to 10
minutes each.
Students are allowed to use

their books
Speaking & Listening-Focused Lesson Plan
Grade Level: 11th Unit: Embracing the Ordinary Day: Lesson 12-14
Essentia
l What defines us?
Questio
n
Guiding What do you have to know, to know someone?

Questio What kinds of questions do you have to ask to know
n(s) someone?
Learnin Declarative Knowledge:

g
Targets o I can conduct a successful, respectful one-on-one
conversation with a peer.
(You may
not have o I can synthesize ideas and thoughts of my peers and
learning generate conversations from them.
targets
in each
area for Procedural Knowledge:
every
lesson.) o Writing:
W.11-12.7 I can conduct short research to answer a
question.
W.11-12.7 I can narrow or broaden the inquiry
when appropriate.
W.11-12.5 I can develop and strengthen writing by
planning, revising,
editing, rewriting, or trying a new approach.

SL.11-12.1 I can respond thoughtfully to diverse
perspectives, and synthesize comments.
SL. 11-12.1 I can propel conversation by posing and
responding to questions
Material Pencils, paper

s
Delivera
ble Answers to Think, Puzzle, Explore
(What Notes from micro-lab
will the Peer Interviews questions with answers
students
produce
by the
end?)

Strategy/Formative Assessment
DAY 1
4-5 Write Into the Day -- As Gets students in a

minutes students come in they will mindset for
respond to the prompt: What interviews,
kinds of questions should we thinking about
ask, to get to know someone? what it really
means to know
Teacher will conduct a micro- someone.
lab in which the groups discuss
their answers to the bell activity
8-10 prompt. Students will be
minutes counted off by 3s and put into Students will have
groups. Number 1s will go first, a chance to share
then 2s, then 3s. Each will ideas; students
have around 2 minutes to talk. must listen
Students must take notes, when silently to one
others are talking, to turn in. another and
5 minutes record their
Open discussion to the small thoughts, which is
groups everyone is allowed to practice for
talk. interviews
2 minutes
After micro-lab discussion is
over, students will return to
their seats to reflect or add to Some students
their bell activity notes anything might change
they found enlightening. their minds or
have additional
2-3 ideas about
minutes Teacher will ask students to conversational
take out assignment sheet for topics, after this
Ethnography assignment, to discussion.
review. Teacher will tell them:
the interview with a group
member is a major part of the
final piece. People practice
interviews for jobs; we need just
as much practice asking
questions as we do answering
them.
7 minutes
Students will perform mock-
interviews with their
classmates.
Begin drafting possible

interview questions at least Composing to
12-15 10. Students should try to avoid Practice; this will
minutes simple questions, or information lead students to
that they already know, such as creating useful
what is your favorite color? or interview
do you like the Beatles? questions.
Students will be paired up, to

interview each other. One
student should be the Actual practice for
interviewee for all 10 questions, their interviews
before they switch roles.
Answers must be written down. For Ethnography,
students have to
Homework: students should connect
connect related answers/ideas information
25 either through a graphic gathered from
minutes organizer, a list, or some other group members to
organizational method. create a cohesive
image of the
group. This is
practice linking
ideas; will show
DAY 2 how to adjust
Write Into the Day -- As questions to get
students come in they will the answers they
4 minutes respond to the prompt: Using are looking for.
your organization homework
write a brief summary of your
partners personality/interests.
Students will start out in the
pairs they finished with
yesterday. Using the
organization homework, they
should be able to summarize
their partners
15 personality/interests into a 1-2
minutes minute presentation. Students
will stand up together and Composing to
present their findings from Draft
interviews. Guided thinking,
to help revise and
Think, Puzzle, Explore develop effective
Having reviewed the interview
assignment sheet for the questions
culminating Ethnography
assignment, students will pre-
write about the group they are
investigating, and what they
expect to find. What do you
think you know about this
family? What questions do you
have about this group of
people? What kinds of
explorations will help you
answer those questions?
Students will edit/revise/draft

yesterdays interview questions,
making sure they are relevant
to the Ethnography. They must
have 15 questions by the end of
class, checked off by the
teacher.
Exit Slip: Students will turn in

their answers to the Think,
Puzzle, Explore thinking
routine. They are free to change
their responses, after
brainstorming.
Language-Focused Lesson Plan
Essentia
l What defines us?
Questio
n
Guiding How does language affect us? Does it make or break us?
Questio
n(s)
Learnin Declarative Knowledge:

g
Targets o I can observe changes in language, over time
o I can apply my understanding that usage is a matter of
(You may convention, changes over time, and is sometimes
not have contested.
learning o I can use research to learn about an aspect of language
targets that I dont understand.
in each
area for Procedural Knowledge:
every
lesson.) o Writing:
W. 11-12.7 I can name and use reliable resources for
research
o Reading:
R.I. 11-12.7 I can integrate multiple sources of
information, in different media formats, to address a
question.

SL. 11-12.1 I can refer to texts, resources, or prior
experience to enhance the discussion.
o Language:
L. 11-12.5 I can analyze nuances in the meaning of
words with similar denotations.
L. 11-12.5 I can understand word relationships.
Material Computer lab, reserved
s Audio tapes/clips, screened from internet
List of countries and states
Large paper, for maps
Questionnaire
CPT assignment sheet
Delivera
ble A map of selected country/state with listed characteristics
(What A short research paper
will the 2 column notes
students Written observations
produce PQP student feedback
by the
end?)

Strategy/Formative Assessment
Day 1
1-2 Write Into the Day -- As Applying
minutes students come in they will knowledge of
respond to the prompt: What language/literary
challenges did you face in devices
writing your dialogue?
Defining new
10 Students will turn in yesterdays devices, looking at
minutes homework: a short dialogue the role/challenge
written by each student, of a writer
including examples of
colloquialism or dialect.
Add voice to the class Word

Wall; define for students to add A chance to see
5-7 to note. Teacher will pose the different
minutes question: Based off your perspectives and
experience writing a dialogue consider the ideas
with colloquialism, what is of others
2-3 tough about capturing
minutes someones voice in writing?
Think/Pair/Share responses to
this question.
Transition: We all talk a little

differently, and that is partly Randomness is
based on where we come from fairness
2-3 geographically. Now that weve
minutes learned about colloquialism and Obvious
the terms for our differences in accents/dialects
speech, Were going to look at such as French or
the influences on those southern will be
language differences. simplest to detect
15 and connect with
minutes Students will pull the name of a
region out of a hat, to research. Activating prior
This will be either a country or knowledge and
specific state, but one with making
noticeable differences in predictions
language.
Exploring how
Each student will draw an region and culture
outline of that state or country. and language play
Inside the outline, they will list part in who we are
initial ideas about that region, or become
whether legitimate or
hypothesized.
5 minutes
Over the next few days,
students are going to research Getting students
the customs, beliefs, language, in the zone for
and histories of that culture. research.
HW: begin researching your
region, if youre motivated!
10
minutes,
including Day 2 Discussing what
travel to Write Into the Day -- As makes for valid
computer students come in they will research.
lab respond to the prompt:: To
complete your research about
30 your region, where are you
minutes going to look? What kind of
resources are available? What In-Class research
information are you going to time ensures that
look for? students are all
giving it the same
Teacher will ask a few students 30 minutes of
to share. Short discussion about thought, whether
reliable sources before going to or not they work
the computer lab. on it later as well.
In Computer lab, begin or

continue research of customs, Students need to
histories, beliefs etc. Students do more than just
should take two-column notes list, as they do on
about what they find and what it the map. A
makes them think about. All summative
research needs to be done exposition of the
today, or finished as HW. This information
5 minutes information will be added to replicates a more
their maps (they can also be intensive research
colored). paper
Students who are done with

their research will be asked to For teacher to
5 minutes start drafting the expository reference student
component. This will be a 1 pg research abilities
paper summarizing and and give feedback
5 minutes describing the regions
characteristics. The information
included here will be an
expansion of what was included
on the map, as well as
additional details. Comparing
hypotheses to
Exit Slip: turn in two-column results
notes from research
3-5 Return to classroom by/before
minutes the bell
per audio
clip
40 Day 3
minutes Write Into the Day -- As
of class students come in they will
time, respond to the prompt: When
total you were assigned a True examination
state/country, you wrote initial of language, and
ideas about their how it varies
culture/traditions before based on location,
conducting research. What did surroundings, and
you learn? Were you right? culture
Listen to an audiotape of a
person from your geographical
area. Audio clips/tapes will be
40 provided by the teacher.
minutes Students will need to take turns
of class listening to clips with
time, headphones, while the rest of
total the class works on their
revisions. The teacher will Another part of
monitor the audio station to get the writing
everybody through. Students process
should write their observations
from the audio tape in any
format they choose, so long as For teacher to
they can be turned in. These take a look at
will be submitted in with the their responses
expository piece. The audio and critique
notes do not need to be etiquette
mentioned in the paper, but at
least one example should be
included on the map.
20 Students will continue drafting

minutes or editing/revising their papers,
unless they are listening to their
audio clip. Two-column notes
will be returned to those that
need it for drafting. Students
will be required to have at least
10-15 one peer read their paper and Extra class time
minutes, give PQP feedback. for anyone who
as needed more
needed Exit Slip: Turn in PQPs. feedback or
guidance.
5-7 HW: Look up the word
minutes ethnography Gallery walk is a
chance to look at
Day 4 other students
Write Into the Day -- As work and reflect
10 students come in they will on their own. This
minutes, respond to the prompt: What is is necessary for an
or an Ethnography? upcoming
remainin assignment
g class Finish up anything needed on
time final drafts. Audio notes and Reflecting,
research paper due by end of composing to
day. Anyone who doesnt need transfer
this additional time may spend Making sure the
it reading silently or working on students
5 minutes other homework. understand all
directions and
Gallery Walk of maps. Students expectations
take note of which looks the
most interesting to them, for
another lesson.
Personal
30-35 Students will answer a short connections with
minutes questionnaire about the everyday
(includin challenges and opportunities of language.
g travel the region assignment.
time to
computer Teacher will hand out and
lab) introduce the Ethnography
Assignment sheet. Whole class
will read through it together, This time students
and HW will be to look it over get to choose the
and write down any questions region most
about it. interesting to
5 minutes them.
Day 5
Write Into the Day -- As Similar research
students come in they will as the summary,
respond to the prompt: Ms. but focused
5 minutes McConnaughey calls a remote entirely on
the clicker, and her friend calls language
a spatula a flipper. Do you
have any fun names for things?
What are they?
Students will be asked to Formative

40 choose region from Thursdays Assessment
minutes gallery walk (this should have
been written down with WITD
entry for that day).
Students will use the computer
lab again, to research popular Connecting
phrases/words from that area, background and
and compare them to our experiences to
language and vernacular in research and
Idaho. How are they different? assignment.
Example: a hoodie in U.S.A. is
called bunny hug in Canada.
Exit slip: Something new you Presentation,

learned sharing neat
And head back to class information with
everyone.
Day 6
respond to the prompt: Have
you ever been to another
country? To another state?
What do you feel when you
experience a new place, and a
new culture?
Virtual World Tour the

Teacher will call out a different
country or state from the
original list used for the
Regional Summary. For each
country on the list, there will be
a large picture displayed on the
overhead screen. When she
calls on a region, everyone who
chose to research that region
will stand and go to the front of
the class, with the picture.
Speaking one at a time, they
will impart to their classmates
what they learned about the
language of that region.
References
Campbell, D. (2012). Realism in American Literature, 1860-1890. Retrieved from

http://public.wsu.edu/~campbelld/amlit/realism.htm
Fredricksen, J., Wilhelm, J., Smith, M., (2012). So, Whats the Story? Teaching
Narrative to Understand Ourselves, Others, and the World. Porsmouth, NH.
Heinemann.
Independent School District of Boise. English 11: Course Scope and Sequence.
Retrieved from
http://school.boiseschools.org/modules/groups/homepagefiles/cms/2386916/File/Cu
rriculum/LanguageArts/11_scope.pdf?
sessionid=d4de5dd42a2326520b7758e55d2d3849
Marc Prensky (2012). Teaching the Right Stuff. Retrieved from
http://marcprensky.com/writing/Prensky-TheRightStuff-EdTech-May-Jun2012.pdf
Ritchhart, R., Church, M., Morrison, K. (2011). Making Thinking Visible. San
Francisco, Ca. Jossey Bass.
Acknowledgements
All my gratitude to Emily Morgan, my Block II mentor, for showering me with ideas and inspiration,
and for making me feel at home in the classroom. You gave me the confidence, and the push, to
teach.
Thank you, also, to Charles McAllister, Eva Matuszyk,, Brent Becker, Alex Willson, Sheridan Zenor,
Erin Tetreault, Dory Hammersley, Laura Jaeckel, and Justin Kelso for all your constructive
feedback, your encouragement, your lovely ideas, and all the things you say and do that bring out
the hard worker in me and make me hopeful that I can be a good teacher someday.
Finally, thank you Jessica Westhoff for being the most awesome teacher, and for helping me to feel
truly, blissfully excited about teaching again.
Process Reflection
The uncertainty of teaching can be a hindrance to planning. Everything Ive

discovered about creating a unit has taught me that temporary holes are okay, and
that even tentative plans are better than nothing at all. This was my biggest
challenge: getting through portions of my unit (whether I know everything for it or
not) without running away or becoming so overwhelmed by my lack of
completeness that I shut down and cant proceed. My ability to overcome that
deeply personal obstacle has helped me grow as a person and a future educator.
Ive never felt more capable to be in a classroom.
While this success held a bit of joy, there were a few more poignant
instances of enjoyment in this process. I loved taking such a close look at the
CCSS. School and district curriculums have usually baffled and daunted me, but I
found that by focusing on standards, rather than the specific school requirements
(not that I disregarded them, mind you), I was more enthusiastic about creating
lessons, and eager to find new strategies to use. Its less of a chore, I guess, when
you focus on the standards and an Essential Question, rather than the list of what
texts and terms you should teach..
I was recently introduced to the word educationese, which is a term to

more or less encompass the language, or jargon, that we as teachers and student
teachers use in our professional conversations. I hadnt paid much attention to it
before, but I realized that yes, there are a great many words that we toss around in
all of our discussions. Not long after it was brought to my attention, I was reading
some examples of plans, rationales, assessments, and educationese popped back
into my mind. Well of course my own writing came into play and I was immediately
aware that I do not talk (or write) like a teacher. I want to be a good teacher, and I
was misled into thinking that meant I needed to look and sound and act like a
teacher. If it looks like a duck and quacks like a duck, it must be a duck, right? This
stopped me for a moment, and I had a tense encounter with apprehension. This
was my come-to-jesus moment of the semester, and while it didnt quell my anxiety
to be a successful educator, it cemented forever the bottom line of my teaching
philosophy, which is: it is and will always be about the student first. No matter how
curriculum changes, no matter where you teach - the learning experiences of your
students have to be your main concern. Im hoping that this will enable me to push
all other concerns about policies and administrations to the back of my mind.
All this time Ive been sorting out my principles and my beliefs about
education, Ive been held back by the things I havent experienced, and by my need
to give effective instruction. I want to be a great teacher, and I feel that to do so
means that my students learn as much about themselves as they learn about
English or any other course content. Personal growth is something I highly value
as both a learner and an educator. When I first began considering teaching as a
career, I spoke to one of my old teachers about the possibility. Ill never forget
what he said: teaching about more than just teaching your studentsstuff. Its
about helping them become productive citizens of the world. Ive heard similar
phrasings over the years, but this was the first time anything like that had ever
been introduced to me, and it was HUGE. The impact that statement had on my
perspective and my life goals was paramount. I truly believe that helping my
students come to realizations about themselves and their learning, by opening
their brains and showing them whats inside, is the best way to meet those richer
goals of making each one of them successful, motivated, ladies and gentleman.
I like the idea of giving my students the benefit of the doubt. While I assume
nothing, in terms of what they do or do not know, I think that we should never be
afraid to assign difficult work, and we should never think that a higher discussion
is going to be too much for them to reach. They can do it, and if they cant, its my
job as a teacher to get them there. I never used to feel this way, until planning this
unit. As I wrote activity after activity, I began to wonder about the workload I was
throwing at my students. It was a moment where the uncertainty I mentioned
earlier became something of a blessing. I know that lessons are bound to change,
and with confidence in that I know I can shoot for the moon now and adjust my
plans when we get to them, on the off-chance things dont work out the way Id
hoped.
Real world examples are something Im trying out, and learning about,
because of this unit. As I tried to fit my lessons to the Common Core, basing
everything around research and inquiry, I found that bringing real-world elements
into the mix were the most sensible ideas. In my unit I asked them to look at
specific places in the world and specific people. Not specific people as in famous
I asked them to look at random people, and to make them matter. To plan a unit
means you have to constantly be alternating between the large and small focus. It
felt like I was a voyager, always extending and retracting my telescope. At times I
needed the larger ideas to write the small ones, and sometimes I couldnt build
larger ones without the fine details. It takes time and lots of dedication, but that
fluctuation is what helps you to see how standards fit in, and how to best meet
them. This unit should show that I understand how to meet the needs of the CCSS,
balanced with demands from the school district. It should show that I put students
learning and experiences first, and I try to use standards that serve that purpose.
This unit should demonstrate that my course goals revolve around opportunities to
emulate a real life situation, where students can be professionals as well as
learners, and have a voice in their community and assessment.
True to my beliefs about teaching and learning, Ive learned so much about
myself in creating this unit. Everything Ive said in this composition utterly
surprises me. Two years ago I might have felt all of these same emotions and
ambitions, but I would have never known how to say them. Through planning this
unit, I havent just learned how to plan a unit. Ive learned how to articulate what I
see and want and feel in teaching and planning to teach. While I am still somewhat
unsure about my stance, in certain areas, as a teacher, I feel more than ever like I
know exactly what Im doing. Theres confidence, and that can lead to success.

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Embracing the Ordinary

A unit about Realism, and the lives of individuals

Learning Goals & Targets

With 11th grade curriculum focusing on American literature, on specific

Because students will be asked to look at their family as if they were

Writing is something that should become a habit, especially in an

Another benefit of the anchor chart is in setting standards for etiquette. My

Type of Common Core State Learning Target

Procedural Writing: I can demonstrate the planning

W.11-12.7 Conduct short as

I can narrow or broaden the

L.11-12.4 Determine or I can identify and use figurative

RI. 11-12.2 Determine two or

RI. 11-12.10 By the end of

Declarative Writing: I can make a routine of writing.

Language: I understand language that is

Language is ever changing, I can apply my understanding

I can use research to learn

I can observe the changes in

Reading: I understand how the structure

I can participate in and create

All of us have unique I can synthesize the ideas and

Our ability to converse, to I can use my own experiences to

I can conduct a successful,

An assessment is more that just a grade. To assess is to measure progress,

In my class, there will be an emphasis on conferencing and written

o G What is the goal of the task? What is it designed to assess?

o A Who is the audience?

o P What is the product and/or performance that is required by the task?

o S By what standards will the product and/or performance be evaluated?

Final article addresses

Article contains quotes from

Article is organized and well

Five Kinds of Composing

Type Instructional Strategies

Composing to Plan 2-column notes from research

Composing to Drafting possible interview questions

Composing to Think, Puzzle, Explore about Ethnography; what do you

Composing to Peer revision notes for article

Composing to Reflection of presentation

Week Sub-Topic Procedural Knowledge Declarative Knowledge

I can refer to text, I can use my own

Instructional Sequence (continued)

Week Sub-Topic Procedural Declarative Knowledge

What do we have to I can propel

Instructional Sequence (continued)

Week Sub-Topic Procedural Knowledge Declarative Knowledge

I can reflect {evaluate I can conduct a

Instructional Sequence (continued)

Week Sub-Topic Procedural Knowledge Declarative Knowledge

I can propel conversation I can adjust my writing

Calendar (Teacher Version)

Exit Slip: two-column

HW: none HW: none HW: Graphic HW: Reflect what is HW

HW: HW: Biography HW: Answer Soc. HW: None HW

HW: Revise-a-friend HW: Process Self HW: HW: HW

Unit: Embracing the Ordinary

Essential Question: What Defines us?

Calendar (Student Version)

Monday Tuesday Wednesday Thursday Friday

HW: none HW: Bio HW: Write

HW: Finalize HW: none

* This is the theme or general focus for that class