English+11

2 || N/A || R-10-6.1 W-10-2.1 W-10-2.3 W-10-3.1a W-10-3.4 || Students will read "A Dream Deferred" and analyze its meaning, its significance in the African American community (pre-civil rights). They will then write a complete paragrah which explores this significance || Complete paragraph response: What is the most sad/damaging/unfortunate image in the poem and why? || "A Dream Deferred" by Langston Hughes || 1 2 3 || Students have the opportunity to analyze poem's significance with a partner before sharing out to the class || R-10-8.2 W-10-2.1 W-10-3.1a W-10-3.3 W-10-3.4 || Students will read an excerpt from MLK's "I Have a Dream" speech. They will then write a complete paragraph which describes the essence of his dream || Complete paragraph response: Describe King's dream using evidence from the text to support your answer || Excerpt from MLK's "I Have a Dream" speech || 1 2 3 4 || Unfamiliar vocab words and phrases will be discussed either before or during the reading || R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3 || Students will volunteer to read parts for Act 1.1 and then answer questions dealing with Act 1.1 || Correctly answer study guide questions for Act 1.1 || //A Raisin in the Sun// by Lorraine Hansberry || 1 2 3 || Since this is the first day of reading, students will not be made to read aloud if they wish not to || R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3 || Students will volunteer to read parts for Act 1.2 and then answer questions dealing with Act 1.2 || Correctly answer study guide questions for Act 1.2 || //A Raisin in the Sun// by Lorraine Hansberry || 1 2 3 || N/A || W-10-3.1a W-10-3.3 W-10-3.4 || Students will write a constructed response from the 2007 NECAP Released Items Test || Students will write a complete and accurate response that includes details and support from the text to demonstrate proficiency in constructed reponse writing || 2007 NECAP Released Items Reading Test || 1 2 3 || Teacher model of a proficient constructed response was supplied to all students || W-10-3.1a W-10-3.3 W-10-3.4 || Students will write a constructed response from the 2008 NECAP Released Items Test || Students will write a complete and accurate responses that include details and support from the text to demonstrate proficiency in constructed response writing || 2008 NECAP Released Items Reading Test || 1 2 3 || N/A || W-10-3.1a W-10-3.3 W-10-3.4 || Students will write one constructed response from the 2008 NECAP Released Items Test || Students will write a complete and accurate responses that include details and support from the text to demonstrate proficiency in constructed response writing || 2008 NECAP Released Items Reading Test || 1 2 3 || N/A || R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3 OC-10-1.4 || Students will volunteer to read parts for Act 2.1 and then answer questions dealing with Act 2.1. Students will also engage in whole class discussion: //do you agree with mama's decision to buy the house or should she have supported her son?// || Correctly answer study guide questions for Act 2.1 as well as participate in class discussion. Participation equals speaking when called upon or active listening while others are sharing. || //A Raisin in the Sun// by Lorraine Hansberry || 1 2 3 4 || If students do not verbally participate in class discussion they must produce notes on the discussion evidencing their engagment || R-10-8.2 W-10-6.1 W-10-6.2 W-10-6.4a W-10-7.2 W-10-8.1 W-10-8.4 || Students will break down prompt and rewrite it into meaninful and easier language. They will then group fact sheet bullets into relevant categories in order to construct strong thesis statements. Finally, they will write the introductory paragraph for the task: //What would a person from 10,000 years ago find familiar and/or different to life today?// || Completed introductory paragraph that correctly answers the NECAP prompt || 2008 Released Items NECAP Writing Test || 1 2 3 4 || Teacher walks around, offering support when needed || R-10-7.3 R-10-8.1 W-10-2.1 W-10-2.3 W-10-3.1a W-10-3.3 W-10-3.4 || Students will read examples of past students' response to text essays. They will then work in pairs to make a list of all necessary requirements for this type of essay prompt. Finally, together as a class, we will discuss the "how -to's" of this type of essay || Completed list of essay requirements (teacher observation of pair work) || 2009 Released Items NECAP Writing Test || 1 2 3 4 || N/A || R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3 || Students will volunteer to read parts for Act 2.2 and then answer questions dealing with Act 2.2 || Correctly answer study guide questions for Act 2.2 || //A Raisin in the Sun// by Lorraine Hansberry || 1 2 3 || N/A || R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3 || Students will volunteer to read parts for Act 2.3 and then answer questions dealing with Act 2.3. Additionally, they will write a complete paragraph response to the following prompt: //Do you have sympathy for Walter at the end of Act 2 Scene 3//? //Use at least 2 quotes to support your response.// || Correctly answer study guide questions for Act 2.3 and to write a complete and thoughtful response (i.e. //Do you have sympahty for Walter?)// || //A Raisin in the Sun// by Lorraine Hansberry || 1 2 3 || Teacher walks around, offering support when needed || W-10-7.1 W-10-7.2 W-10-8.1 W-10-8.4 || Students will first outline and then write the introductory paragraph and then one body paragraph which inlcludes an effective counterargument || Correctly and thoughtfully written introductory and body paragraph which includes an effective counterargument || Teacher generated handout of persuasive prompt: //Some parents and teachers at your school are suggesting cutting back on your arts classes in order to make time for more English, math, and science instruction. Write an essay to persuade your principal to agree or disagree with this proposal.// Also, teacher generated handout example of a model counterargument || 2 3 4 || Teacher walks around, offering support when needed || and 10/4 || NECAP Prep || Understand how to respond and write a narrative essay (NOTE: 2-DAY LESSON) || R-10-7.2 R-10-8.2 W-10-4.2 W-10-4.5 W-10-4.6 W-10-5.4 W-10-5.5 W-10-5.6 || Students will interpret quotation (i.e. reflective response), construct a fitting thesis statement and write a complete introduction, body paragraphs, and conclusion for this narrative response || Correctly and thoughtfully written narrative essay which directly answers the given prompt || Teacher generated handout of narrative prompt: //Read the quotation and then answer the following in a well-developed essay: explain what the quotation means and how it relates to you - "Everyone is prisoner of his own experience. No one can eliminate prejudices - just recognize them." (Edward R. Murrow)// || 1 2 3 4 || Teacher walks around, offering support when needed || and 10/6 || Writing NECAP Days 1 and 2 ||  ||   ||   ||   ||   ||   ||   || and 10/12 || NECAP Reading Prep || Review multiple choice strategies and constructed response strategies for Reading NECAP || R-10-2.1 R-10-3.1 R-10-3.2 R-10-4.1 R-10-7.1 R-10-7.2 R-10-7.3 R-10-8.3 W-10-2.1 W-10-3.1a W-10-3.2 W-10-3.3 W-10-3.4 || As a class, we will discuss how to "tackle" all the various Reading multiple choice questions and do practice ones. Additionally, we will practice doing a timed constructed response. || Completed multiple choice questions and completed constructed response. || 2008 and 2009 Released Items Reading Test || 1 2 3 || Teacher walks around and checks in individually with each student || and 10/13 || Reading NECAP Days 1 and 2 ||  ||   ||   ||   ||   ||   ||   || R-10-4.2 R-10-11.1 R-10-11.2 R-10-11.3 W-10-2.1 W-10-2.3 || Students will volunteer to read parts for Act 3 and then answer questions dealing with Act 3 || Correctly answer study guide questions for Act 3 || //A Raisin in the Sun// by Lorraine Hansberry || 1 2 3 || N/A || 10/18 || Math NECAP Days 1 and 2 ||  ||   ||   ||   ||   ||   ||   || R-10-5.3 R-10-5.5 R-10-6.1 || Students will read a monologue from the play, //Happy Anniversary, Punk!// and answer questions dealing with aspects of the monologue. || Correctly answer questions about the monologue || Excerpt from the play, //Happy Anniversary, Punk!// by Michael Ajakwe, Jr. || 1 2 3 4 || All answers about the monologue will be written on the board so students can easily copy them into their notebooks || W-10-3.3 W-10-4.1 W-10-4.2 W-10-4.4 W-10-4.5 W-10-4.6 W-10-5.4 W-10-5.6 || Students will complete a character analysis handout, ask any and all questions dealing with the monologue project. If time they will begin to draft their monologues || Questions asked and answered and character analysis handout completed with effort || Character Monologue Overview handout and Character Analysis handout || 1 2 3 4 || Check in and conference with students who need additional explanation/help || W-10-1.4 W-10-4.1 W-10-4.2 W-10-4.3 W-10-4.5 W-10-4.6 W-10-5.4 W-10-5.6 || Students will draft their monologue of their respective //Raisin in the Sun// character || Monologue is well emulated to the actual text || //A Raisin in the Sun// for reference, if needed || 1 2 3 4 || Writers Worksop Model || 10/25 || African American Voice: Pre-Civil Rights era || Watch the film, "A Raisin in the Sun" and compare it to the text version || **NEED FILM STDS** || Students will watch the film and compare it to the text, specifically noting casting choice, and incongruities from one version to another || Thoughtful answers to class handout on comparing character and plot choices in the movie and the text || Film handout || 1 2 3 || N/A || W-10-1.4 W-10-4.1 W-10-4.2 W-10-4.3 W-10-4.5 W-10-4.6 W-10-5.4 W-10-5.6 || Students will type their rough draft, print it out, and then have a peer edit using the Peer Editing handout. Students will then begin to revise respective drafts || Successful peer editing and revising || Peer Editing handout Students' drafts || 1 2 3 4 || Some students may need multiple editors for proper and amply feedback || W-10-1.4 W-10-4.1 W-10-4.2 W-10-4.3 W-10-4.5 W-10-4.6 W-10-5.4 W-10-5.6 || Students will finish revising rough drafts based on peer feedback from 10/26 || Final drafts reflect peer reviewer's comments/suggestions || Peer Editing handout || 1 2 3 4 || Teacher assists those who need additional support with their drafts || W-10-1.4 W-10-4.1 W-10-4.2 W-10-4.3 W-10-4.5 W-10-4.6 W-10-5.4 W-10-5.6 || Students will finish revising rough drafts based on peer feedback from 10/26 || Final drafts reflect peer reviewer's comments/suggestions || Peer Editing handout || 1 2 3 4 || Teacher assists those who need additional support with their drafts || OC-10-2.2 OC-10-2.3 OC-10-2.5 || Students will learn the skills necessary for a dramatic reading and practice dramatically reading their monologues || Teacher observations from students practicing as well as peer feedback || Dramatic reading criteria on the rubric || 2 3 4 || Teacher offers on-the-spot feedback as students practice || OC-10-2.2 OC-10-2.3 OC-10-2.5 || Students will practice and refine reading their monologues dramatically || Teacher observations from students practicing as well as peer feedback || Dramatic reading criteria on the rubric || 2 3 4 || Teacher offers on-the-spot feedback as students practice || OC-10-2.2 OC-10-2.3 OC-10-2.5 OC-10-1.4 || Students will present monologues and class will listen attentively || Assessed on rubric || Dramatic reading criteria on the rubric || 2 3 4 || Students have the choice to read again if they wish to do so || R-10-8.1 R-10-8.2 R-10-8.4 R-10-8.5 R-10-8.6 OC-10-1.3 OC-10-1.4 || Students will read a text dealing with the 1986 Howard Beach incident as well as engage in a discussion on "gentrification" and its many implications for city life || Engagement and participation during class discussion || Handout on the Howard Beach Incident (1986) || 2 3 4 || N/A || 2 3 || N/A || W-10-3.2 W-10-14.4 || In pairs, students will construct two Level 2 questions (opinion-based but grounded in the text) and two Level 3 questions (opinion-based universal questions that stem from the ideas presented in the text) and answer them in preparation for whole-class discussion on film || Viable Level 2/3 questions that are strongly opinion-based. Also, thoughtful written answers in response to these questions || Notes on the details of Level 2 and 3 questions || 1 2 3 4 || Teacher offers on-the-spot feedback as students construct questions || 11/12 11/15 || "Do The Right Thing," A Spike Lee Joint || Hold several daily discussions on student-generated questions dealing with the film on order to understand and appreciate Spike Lee's message and issues surrounding race || OC-10-1.1 OC-10-1.2 OC-10-1.3 OC-10-1.4 OC-10-2.1 OC-10-2.2 OC-10-2.3 OC-10-2.4 OC-10-2.5 || Discussion where all students are encouraged to speak and where students will take notes when their peers push their thinking or challenge their beliefs. || Verbal participation, active listening, and notes handout filled out || Handout containing all discussion questions and notes on each respective question || 1 2 3 4 || Room set up in a circle (more conducive for discussing/sharing ideas) || W-10-2.3 W-10-3.1a W-10-3.2 W-10-3.3 W-10-3.4 || Take Test and complete before the end of the period || Test || Test || 2 3 4 || IEP students have extended time if needed and/or pull out to the the resource room || 2 3 || N/A || R-10-4.2 R-10-5.1 R-10-5.2 R-10-5.3 R-10-5.5 W-10-2.3 W-10-3.2 W-10-3.3 || Read chapters 1-4 and take notes where evidence of identify, struggle, pain & sadness are evidenced || Double-Entry Journal Notes (DENTs) that show thoughtful response || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 2 3 4 || Teacher individually conferences with students as they read and take notes || R-10-4.2 R-10-5.1 R-10-5.2 R-10-5.5 W-10-2.1 W-10-2.3 W-10-3.2 W-10-3.3 W-10-3.4 || After a discussion about chapters 1-4 (using DENTs), students will silently read chapters 5-6 and draw their prediction for the protagonist, Junior. They will also write a 2-3 sentence caption describing their predictions || Students' homework will show understanding of text as well as insight into the novel's themes. Additionally, their drawings will show ability to predict and to effectively capture these predictions with thoughtful captions. || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 4 || Teacher checks homework before discussion || R-10-4.2 R-10-5.1 R-10-5.2 R-10-5.5 W-10-2.1 W-10-2.3 W-10-3.2 W-10-3.3 W-10-3.4 || Students will engage in SSR, reading chapters 7-9 and then will focus on one important quote from each chapter, respectively. They will then write thoughtful and robust reponses to their chosen quotations || Students' chosen quotes and responses will demonstrate understanding of the text as well as the bigger, more significant ideas presented in the novel || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie DENT graphic organizer handout || 1 2 3 4 || N/A || R-10-4.2 R-10-5.1 R-10-5.2 R-10-5.3 R-10-5.4 R-10-5.5 R-10-6.1 W-10-2.3 W-10-3.2 W-10-14.4 OC-10-1.2 OC-10-1.4 OC-10-2.4 || First as a class and then individually, students will read the poem, then analyze it and then fnally, hold a discussion on the significance of the ideas presented in the poem from a list of their own questions || Sophistication and thoughtfulness of questions and participation in discussion. || "Evolution" by Sherman Alexie || 1 2 3 4 || Teacher "pushes" students toward maximum understanding and appreciation of poem || R-10-4.2 R-10-5.1 R-10-5.2 R-10-5.3 R-10-5.4 R-10-5.5 R-10-6.1 W-10-2.1 W-10-2.3 W-10-3.2 W-10-3.3 W-10-3.4 || First out loud as a class and then individually, students will read the poem, answer specific questions about its structure and message about stereotyping and begin to think about ideas for their own poem which must deal with stereotypes || Thoughtful and correct answers on analyzing the poem (handout) || "Sure You Can Ask Me a Personal Question" by Diane Burns || 1 2 3 4 || Teacher "pushes" students toward maximum understanding and appreciation of poem || R-10-5.2 R-10-5.4 R-10-5.5 R-10-2.1 R-10-6.1 W10-12.2 W10-12.3 W10-13.1 W10-13.3 OC-10-2.1 R-10-11.3 || Students will first draft their poem and then after a teacher review, they will revise them and produce a final copy to be read aloud to the class || Correctly emulated poem dealing with specific stereotype that is thoughtful and revealing || "Sure You Can Ask Me a Personal Question" by Diane Burns Example of emulated Burns poem by Ms. Appel || 2 3 4 || Teacher individually conferences with each student during the drafting process || R-10-4.2 R-10-5.1 R-10-5.2 R-10-5.5 W-10-2.1 W-10-2.3 W-10-3.2 W-10-3.3 W-10-3.4 || Students will engage in SSR, reading chapters 10-13 and then will focus on one important quote from each chapter, respectively. They will then write thoughtful and robust reponses to their chosen quotations. Additionally, they will construct a 3-way Venn diagram comparing/contrasting Arnold, Rowdy & Gordy || Students' chosen quotes and responses will demonstrate understanding of the text as well as the bigger, more significant ideas presented in the novel Also, Venn diagram will reflect accurate comparison between the 3 characters || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 4 || N/A || W-10-2.3 W-10-3.1a W-10-3.2 W-10-3.3 W-10-3.4 || -Discuss Venn diagram and how each character is an individual as well as where he can relate to another character -Students will find a "section" of the Venn diagram where they can most easily relate and write a well developed paragraph explaining the comparison || Thoughtful and accurate discussion between student and section on the Venn diagram || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 4 || N/A || W-10-3.2 W-10-3.3 || Students will first understand the definition of theme and then be able to apply this understanding to the text by finding several themes with quotations to support such themes || Accurate themes from the novel as well as purposeful quotes to support these themes || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 4 || Students may work in pairs during theme work if they desire || W-10-2.3 W-10-3.1a W-10-3.2 W-10-3.3 W-10-3.4 || Take Test and complete before the end of the period || Test || Test || 2 3 4 || IEP students have extended time if needed and/or pull out to the the resource room || R-10-4.2 R-10-5.1 R-10-5.2 R-10-5.5 W-10-2.1 W-10-2.3 W-10-3.2 W-10-3.3 W-10-3.4 || Students will read chapters 16 & 17 and then pose Level 2 and Level 3 questions based on the events of the text. These questions will be insightful, multi-faceted and opinion-based || Sophistication and thoughtfulness of questions || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 4 || N/A || OC-10-1.2 OC-10-1.3 OC-10-1.4 OC-10-2.1 OC-10-2.2 OC-10-2.3 OC-10-2.4 OC-10-2.5 || Discussion where all students are encouraged to speak and where students will take notes when their peers push their thinking or challenge their beliefs || Verbal participation, active listening, and notes handout filled out || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie Questions in notebook || 1 2 3 4 || N/A || R-10-5.2 R-10-5.3 R-10-5.5 W-10-2.3 W-10-3.2 W-10-14.2 W-10-14.4 || Students will read chapters 21 and 22 and determine how Arnold deals with his elders' unspoken lessons and then connect this realization to their own lives by responding in the form of DENTs and then in a written paragraph || Responses (both DENTs and paragraph) show understanding of the importance of unspoken lessons between parent and child || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 4 || Students are told that their responses will not have to be shared due to the personal nature of this subject || and 12/15 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Build on their knowledge and understanding of theme by choosing most significant theme of the novel and finding mulitiple evidence to support theme and creative ways to visually represent it || R-10-5.5 W-10-3.2 W-10-3.3 2 3 || N/A || OC-10-2.1 OC-10-2.2 OC-10-2.3 OC-10-2.4 OC-10-2.5 || Partners will each explain how visual representation supports theme, and discuss the signifiance of chosen quotes and how they relate to respective theme Pairs will take turns speaking and answering questions/comments from the class || Accurate representation of themes and quotations and ability to effectively communicate that to the class || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie Chart paper of Theme Project || 1 2 3 || N/A || R-10-4.1 R-10-4.2 R-10-5.1 R-10-5.2 OC-10-1.4 || Students will silently read "In Like a Lion" and then in their notebooks answer the prompt: For whom do you feel more sympathy: Arnold or Rowdy? Class will then share out responses and enter into a discussion || Written responses and participation on class discussion || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 || N/A || W-10-5.2 W-10-5.3 W-10-5.4 W-10-5.5 W-10-5.6 R-10-11.1 R-10-11.2 R-10-11.3 || First students will chooose a pair, write the dialogue and then rehearse the dialogue || Teacher observations of pairs working and practicing their dialogues || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie Dialogue Exercise Handout || 1 2 3 4 || In the case of odd numbers of students, a student may elect to work alone || W-10-5.2 W-10-5.3 W-10-5.4 W-10-5.5 W-10-5.6 R-10-11.1 R-10-11.2 R-10-11.3 || Each pair will present dialogues to the class. Dialogues will: -emulate Alexie's style -be emotional, accurate, and in the authentic voice of Arnold and Rowdy -be presented with confidence and after much practice || Dialogue presenations and final copy of typed/written dialogue || N/A || 1 2 || Pairs will have the option to volunteer to go first || W-10-3.3 R-10-5.2 R-10-5.3 || Students will fill out a graphic organizer which details the 3 connections they have with the protagonist, as well as the quotes that support those connections || Graphic organizer correctly and completely filled out || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie Connection Graphic Organizer || 1 2 3 || N/A || W-10-14.2 W-10-14.3 W-10-14.4 || Students will take notes on the finer points of the introductory paragraph and then write theirs || Completed and correct introduction || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1 2 3 4 || Day before Christmas Break - not much happening!!! || 1/5 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Draft Arnold/Student connection essays || W-10-10 W-10-2.1 W-10-2.3 W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 W-10-1.1 W-10-1.2 W-10-1.3 W-10-1.4 || Students will finish at least their introductions and first body paragraphs || Thoughtful completion of introduction and first body paragraphs || Computer Lab Graphic Organizer Draft || 1 2 3 4 || If students do not finish, they will do so for homework || W-10-2.1 W-10-2.3 W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 W-10-1.1 W-10-1.2 W-10-1.3 W-10-1.4 || Students will complete the rough draft of their essays || Thoughtful completion of all 5 paragraphs || Computer Lab Graphic Organizer Draft || 1 2 3 4 || If students do not finish, they will do so for homework || W-10-2.1 W-10-2.3 W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 W-10-1.1 W-10-1.2 W-10-1.3 W-10-1.4 || Students will find a partner and peer edit using the handout. They will then address all concerns by revising/editing their drafts to produce a final one || Completed peer editing handout filled out completely for peer Revised rough draft based on peer's comments || Computer Lab Graphic Organizer Peer editing handout Draft || 1 2 3 4 || N/A || R-10-7.2 R-10-7.3 W-10-1 || Students will receive 1 of 5 topics to research (e.g. Harper Lee, the Scottsboro boys, The Great Depression, growing up black in the South, and Jim Crow laws). They will read related material and answer provided questions || Completed and accurate answers to questions || Computer Lab Webquest handout and link || 1 2 3 || N/A || OC-10-1.2 OC-10-1.3 OC-10-1.4 OC-10-1.5 || Students will combine to work with other students who had their same research topic. They will then combine knowledge into the form of an engaging presentation which assumes all members have a speaking role and that there is a visual component to accentuate the presentation || Finished product by the end of class || Webquest answers in notebook Chart paper || 1 2 3 4 || Because of the two previous snow days, students are told to work with "extra purpose" to ensure completion || OC-10-1.2 OC-10-1.3 OC-10-1.4 OC-10-1.5 || Each of the 5 groups will present their topic's information and successfully navigate through a Q&A session afterward. Additionally, audience members will take copious notes on the critical facts imparted || Completed presentation that was engaging, informative and easy to follow Audience Participation Log filled out completely || Audience Participation Log || 1 2 3 || If group members are absent the show goes on regradless || 2 3 ||  || Type in the content of your page here.
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/9 || What is the American Dream? || Explore and understand what the American dream means to you || W-10-1.1 W-10-1.4 W-10-14.2 || Students will write a complete sentence capturing the essence of what the American dream means to them as well as drawing/creating an accompanying picture/visual which captures this idea || Completed chart paper containing 'what is the American dream' as well as an accompanying visual || Initial class discussion on different ideas/aspects of the American dream || 1
 * 9/10 || African American Voice: Pre-Civil Rights Era || What happens to a dream deferred? || R-10-5.5
 * 9/13 || African American Voice: Pre-Civil Rigths Era || What was MLK's dream? || R-10-8.1
 * 9/15 || African American Voice: Pre-Civil Rights Era || Read, understand and appreciate Act 1.1 of //A Raisin in the Sun// || R-10-4.1
 * 9/16 || African American Voice: Pre-Civil Rights era || Read, understand, and appreciate Act 1.2 of //A Raisin in the Sun// || R-10-4.1
 * 9/17 || NECAP Prep || Complete Constructed Response || W-10-2.1
 * 9/20 || NECAP Prep || Complete Constructed Response || W-10-2.1
 * 9/21 || NECAP Prep || Complete Constructed Response || W-10-2.1
 * 9/22 || African American Voice: Pre-Civil Rights era || Read, understand, and appreciate Act 2.1 of //A Raisin in the Sun// || R-10-4.1
 * 9/23 || NECAP Prep || Understand how to write a report using a fact sheet || R-10-8.1
 * 9/24 || NECAP Prep || Understand how to write a response to text type of prompt || R-10-7.2
 * 9/27 || African American Voice: Pre-Civil Rights era || Read, understand, and appreciate Act 2.2 of //A Raisin in the Sun// || R-10-4.1
 * 9/28 || African American Voice: Pre-Civil Rights era || Read, understand, and appreciate Act 2.3 of //A Raisin in the Sun// || R-10-4.1
 * 9/29 and 9/30 || NECAP Prep || Understand how to respond to and write a persuasive essay (NOTE: 2-DAY LESSON) || W-10-6.4a
 * 10/1
 * 10/5
 * 10/7
 * 10/8
 * 10/14 || African American Voice: Pre-Civil Rights era || Read, understand, and appreciate Act 3 of //A Raisin in the Sun// || R-10-4.1
 * 10/15 and
 * 10/19 || African American Voice: Pre-Civil Rights era || Understand the characteristics of a dramatic monologue and how to apply them to their own writing of a monologue from the perspective of a character from //A Raisin in the Sun// || R-10-4.1
 * 10/20 || African American Voice: Pre-Civil Rights era || Read and understand monologue project overview handout and then choose one character from //A Raisin in the Sun// to portray in a monologue and begin to draft || W-10-3.2
 * 10/21 || African American Voice: Pre-Civil Rights era || Rough draft of monologue complete || W-10-1.1
 * 10/22 and
 * 10/26 || African American Voice: Pre-Civil Rights era || Perfect rough draft through peer editing and revising || W-10-1.1
 * 10/27 || African American Voice: Pre-Civil Rights era || Finalize draft || W-10-1.1
 * 10/28 || African American Voice: Pre-Civil Rights era || Finalize draft (students needed more time...) || W-10-1.1
 * 10/29 || African American Voice: Pre-Civil Rights era || Learn how to deliver a dramatic reading and practice doing a dramatic reading || OC-10-2.1
 * 11/1 || African American Voice: Pre-Civil Rights era || Practice doing a dramatic reading (continued from 10/29) || OC-10-2.1
 * 11/3 and 11/4 || African American Voice: Pre-Civil Rights era || Present monologues to the class in the form of a dramatic reading || OC-10-2.1
 * 11/5 || "Do The Right Thing," A Spike Lee Joint || In order to appreciate the film and its messages about race relations in America, students must first learn about gentrification, the "Howard Beach Incident" || R-10-7.3
 * 11/8 || "Do The Right Thing," A Spike Lee Joint || Watch the film, "Do the Right Thing" and take notes on the film's message || **NEED FILM STDS** || Students will watch the film and take notes on Lee's messages on life in NYC, how the various races are portrayed in the film, setting, and racism/racial tension || Attentive viewing and handout filled out completely and thoughtfully || Film handout (i.e. response notes) || 1
 * 11/9 || "Do The Right Thing," A Spike Lee Joint || In pairs, construct Level 2 and Level 3 questions dealing with film's important messages. These questions will form the basis for a class discussion on the film over the following several days || W-10-2.3
 * 11/10
 * 11/16 || "Do The Right Thing," A Spike Lee Joint || Students will take a test on the main ideas presented in the discussion from the previous 3 days || W-10-2.1
 * 11/17 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Students will learn about the plight of Native Americans, their current status in present day America, and how it all fits into the context of the novel || **HISTORY GSE's**
 * NEEDED** || Take notes and participate in a discussion about past and present-day Native Americans as well as specific details about the Native Americans from the novel || Copious note-taking || Pass out novel || 1
 * 11/18 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Students will begin reading the novel and will be able to identify themes of identity, struggle, pain & sadness || R-10-4.1
 * 11/19 || Field Trip - Study Hall/Make-Up Work || N/A || N/A || N/A || N/A || N/A || N/A || N/A ||
 * 11/22 || Exploring Native American Identity through //The Absolutely True Diart of a Part-Time Indian// by Sherman Alexie || Students will demonstrate understanding of chapters 1-4 through thoughtful and insightful DENTs as well as be able to predict future events in the novel. || R-10-4.1
 * 11/23 || Exploring Native American Identity through //The Absolutely True Diart of a Part-Time Indian// by Sherman Alexie || Students will demonstrate understanding of chapters 7-9 through thoughtful and insightful DENTs || R-10-4.1
 * 11/24 || Exploring Native American Identity through the poem "Evolution" by Sherman Alexie || Students will read and understand "Evolution" and discuss its impact on Native American culture by posing questions and engagine in small group and whole-class discussion || R-10-4.1
 * 11/29 || Exploring Native American Identity through the poem "Sure You Can Ask Me a Personal Question" by Diane Burns || Students will read and analyze the Burns poem and ultimately understand/appreciate its importance for Native American culture. They will also personalize the poem by thinking about ways in which stereotypes have affected their own lives || R-10-4.1
 * 11/30 and 12/1 || Exploring Native American Identity through the poem "Sure You Can Ask Me a Personal Question" by Diane Burns || Now that students have analyzed the Burns poem and the impact that stereotyping can have on an individual, students will write their own poems emulating Burns' style, structure, and thesis || R-10-5.1
 * 12/2 || Exploring Native American Identity through //The Absolutely True Diart of a Part-Time Indian// by Sherman Alexie || Students will demonstrate understanding of chapters 10-13 through thoughtful and insightful DENTs as well as be able to compare the characters of Arnold, Rowdy and Gordy || R-10-4.1
 * 12/3 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || After an initial discussion about the three charactersa nd their roles in the text, students will personally identify/connect with one of the characters from the Venn diagram and write a complete paragraph where they explain and support similarities. || W-10-2.1
 * 12/6 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Understand theme and be able to reveal multiple themes in the novel || R-10-5.5
 * 12/7 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Students will take a test in the form of DENTs to ensure that they are connecting with and are able to examine the text in signifcant and thoughtful ways || W-10-2.1
 * 12/8 || Junior Arts Night - virtually no students in class so using time as a "make-up" day || N/A || N/A || N/A || N/A || N/A || N/A || N/A ||
 * 12/9 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Students will demonstrate understanding of chapters 16 & 17 by posing thoughtful and insightful questions about the reading || R-10-4.1
 * 12/10 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Students will be able to discuss pertinent questions from the text based on student-driven discussion questions from the day before || OC-10-1.1
 * 12/13 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Understand and appreciate the power of the unspoken lesson that our parents impart to us through the reading of the novel || R-10-5.1
 * 12/14
 * Need Art Standard** || In pairs, partners will uncover the most significant theme, gather at least 3 quotes to support respective theme, and visually depict theme on chart paper (e.g., drawing or collage) || Pairs will have chosen significant themes that are easily evidenced by 3 choice quotes and visual depiction clearly demonstrates such themes || //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || 1
 * 12/16 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Students will effectively present their theme projects by explaining how selected quotations and visual support respective themes || OC-10-1.1
 * 12/17 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Through writing and discussion, understand the complicated nature of friendships as presented in the chapter, "In Like a Lion" || R-10-11.2
 * 12/20 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Students will create a dialogue that is thoughtful, realistic, and shows genuine understanding of the two main characters. This dialogue could have occurred after the events of "In Like a Lion" || W-10-5.1
 * 12/21 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Pairs will present their dialogues to the class and be well prepared to do so || W-10-5.1
 * 12/22 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || As preparation for a literary essay, students will think about the ways in which they can connect to the protagonist, Arnold || W-10-3.2
 * 12/23 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Understand the necessary components of an introductory paragraph || W-10-14.1
 * 1/4 and
 * 1/6 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Continue to draft Arnold/Student connection essays || W-10-10
 * 1/7 || Exploring Native American Identity through //The Absolutely True Diary of a Part-Time Indian// by Sherman Alexie || Peer edit and then revise essays to produce a final draft || W-10-10
 * 1/10 and 1/11 || //To Kill a Mockingbird// Webquest || In order to prepare for the film, students will research related topics that will help them identify the major subjects and themes present in the film || R-10-7.1
 * 1/12 || Snow Day ||  ||   ||   ||   ||   ||   ||   ||
 * 1/13 || Snow day ||  ||   ||   ||   ||   ||   ||   ||
 * 1/14 || //To Kill a Mockingbird// Webquest || Group members will combine knowledge on respective topics and make presentation to disseminate to class that is easy to understand, informative, and engaging || OC-10-1.1
 * 1/18 || //To Kill a Mockingbird// Webquest || Groups present information to the class. Audience members take notes on important points disseminated || OC-10-1.1
 * 1/19 and 1/20 || //To Kill a Mockingbird// || Watch and appreciate the film version of //To Kill a Mockingbird// || **Need film stndrds** || Students will watch the movie and determine how the topics present in the presentations are evidenced in the film || Engagment during the viewing of the movie || Audience Participation Log for reference || 1