English+12

rough W-10-2.3 OC-10-1.2 OC-10-1.4 || Discuss and explain syllabus and answer questions as required
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 2/4 || //Random Family:// Initial Impressions || Understand course objectives and begin to think about what it means to hail from the ghetto? || W-10-11.2

Individually and then as a class, brainstorm all ideas surrounding the word "ghetto" and discuss as a class. Goal is to appreciate both the superficial and the deeper associations. || Teacher observatons

Class participation || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 || Many students are absent || R-10-4.2 R-10-11.2 || Discuss homework turn in and other paperwork procedures using the folder systerm
 * 2/7 || //Random Family:// Initial Impressions || Review classroom protocols and understand cast of characters and their role in the story thus far (ch.1) || R-10-4.1

First individually and then together as a class, construct family tree from the characters presented in chapter 1

Begin chapter 2 and finish for H/W || Teacher observations

Class work complete and accurate || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 || N/A || W-10-2.3 W-10-3.2 W-10-3.3 OC-10-1.2 OC-10-1.4 || After first doing a personal written response, we will have class discussion on whether or not Boy George is a knight in shining armor or something else.
 * 2/8 || //Random Family:// Initial Impressions || Understand the events in chapter 2 and sustain silent reading for chapter 3 || R-10-11.2

Students will read chapter 3 on own and demonstrate comprehension by completing a complimentary reading guide

Homework is chapters 4 & 5 || Participation in class discussion

Reading guide filled out at a suitable pace || //Random Family// by Adrian Nicole LeBlanc

Chapter 3 reading guide || 1 2 3 || N/A || W-10-2.3 W-10-3.1a W-10-3.3 W-10-3.4 || Gather quotes and examples in order to completely answer test prompt. || Test prompt: "Those who did well in the trade - who survived it had something to show for it later - tended to be not only ruthless and calculating but lucky" (Leblanc 45). Explain how Boy George possesses all of these traits. || //Random Family// by Adrian Nicole LeBlanc
 * 2/9 || Absent: Ms. Owsik teaches sex ed to all classes ||  ||   ||   ||   ||   ||   ||   ||
 * 2/10 || //Random Family:// Initial Impressions || Test: Complete paragraph that demonstrates a heightened understanding of the complex character Boy George as he exists in chapters 4 & 5 || W-10-2.1

Handout with test prompt || 1 2 3 4 || If students do not complete during class they may finish for homework and turn it in the following day || 2/14 || //Random Family:// Initial Impressions || Understand the myriad issues facing the characters in our text and be able to find supporting evidence throughout the text thus far || W-10-2.3 R-10-5.3 R-10-5.5 W-10-3.3 OC-10-2.1 OC-10-2.3 OC-10-2.5 || As a class, brainstorm all the issues affecting the characters and then with a partner, choose the one issue that most resonates with you as reader.
 * 2/11 and

Find at least 2 quotes from the text that support that issue

Visually represent the issue on chart paper

Stand up and present chart paper to class || Completed chart paper with issue, two quotes and visual representation.

Articulate dissemination of information to class || //Random Family// by Adrian Nicole LeBlanc

Completed chart paper project || 1 2 3 4 || Students choose their own partners || R-10-16.1 R-10-16.2 || Students will SSR and then write a complete paragraph detailing an experience analogous to the characters in the book || Detailed and thoughtful paragraph showing significant connections to the characters || //Random Family// by Adrian Nicole LeBlanc
 * 2/15 || //Random Family:// Initial Impressions || Sustain Silent Reading (SSR) of Ch. 6 and be able to make significant personal connections || R-10-11.2

Chapter 6 handout || 1 2 3 || If students do not complete during class they may finish for homework || 2 ||  || (CCSS) ||   ||   ||   ||   ||   ||   ||   || Impressions || Read Chapters 7 & 8 and be able to pose significant questions about the material in preparation for a whole-class discussion || R-10-11.2 R-10-4.3 || Students will SSR and then pose both Level 2 and Level 3 questions about the text that will serve as catalysts for next day's discussion || Thoughtful and opinion-based questions based on the reading || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 4 || If students do not complete during class they may finish for homework || and 3/4 || //Random Family:// Deeper Impressions || Hold two daily discussions on student-generated questions dealing with chapters 7 and 8 in order to understand and appreciate textual content || 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 || //Random Family// by Adrian Nicole LeBlanc
 * 2/16 and 2/17 || Absent: Ms. Owsik teaches health lessons to all 3 classes ||  || N/A ||   ||   ||   ||   ||   ||
 * 2/18 || //Random Family:// Initial Impressions || Watch the film //Beat Street// and appreicate the setting, local color, and issues of the South Bronx during the mid 80's || **Film** || See Objective || Students participate in Q&A about the film througout (note: teacher pauses film in critical places to discuss) || //Beat Street// || 1
 * 2/28 and 3/1 || Proffesional Development
 * 3/2 || //Random Family:// Deeper
 * 3/3

Handout containing all discussion questions || 1 2 3 4 || Students who don't speak will be encouraged to participate by teacher-led prompting and questioning || R-10-5.5 W-10-2.3 W-10-3.1a W-10-3.3 W-10-3.4 || Students will read essay overview and ask questions as needed. They will then write their thesis statement and choose significant quotations. Finally they will move to the computer lab where they will begin to draft this essay || Strong thesis statement and significant quotations. Teacher observations during computer lab drafting || //Random Family// by Adrian Nicole LeBlanc
 * 3/7 || //Random Family:// Deeper Impressions || Understand the intricacies of essay assignment and begin to draft essay in the computer lab || R-10-5.1

Essay overview handout and rubric || 1 2 3 4 || N/A || 3/10 || //Random Family:// Deeper Impressions || Draft and finalize essay in computer lab || W-10-10 W-10-1.1 W-10-1.2 W-10-1.4 W-10-2.1 W-10-2.3 W-10-3.1a W-10-3.3 W-10-3.4
 * 3/8-
 * Tech** || Students will report to the computer lab for a total of 3 days where they will focus on their essays. || Teacher observations during computer lab drafting/finalizing || //Random Family// by Adrian Nicole LeBlanc

Essay overview handout and rubric

MLA Reference guide located in students' agenda || 1 2 3 4 || Students may turn in essays early if they are finished || R-10-4.1 R-10-4.2 W-10-2.1
 * 3/11 || //Random Family:// Deeper Impressions || SSR of chapter 11 and be able to identify and then summarize critical events of the chapter || R-10-11.2
 * Drawing** || Students will SSR of chapter 11 and then complete handout which asks them to focus on the significant events of the chapter, summarize these events and then finally, visually depict them. || Teacher observations

Correctly completed handout || //Random Family// by Adrian Nicole LeBlanc

Chapter 11 handout || 1 2 3 || N/A || R-10-7.3 R-10-7.4 R-10-8.1 R-10-8.2 R-10-8.3 R-10-8.4 R-10-8.6 || As a class we will read and discuss the 2 articles on mandatory minimum sentencing and then students will SSR chapter 12 and determine the impact of this sentencing on the main character, Jessica || Class participation
 * 3/14 || //Random Family:// Deeper Impressions || Understand how the events of chapter 12 are part of a larger issue in the American judicial system: Mandatory Minimum Sentences || R-10-7.2

Engagement while reading || //Random Family// by Adrian Nicole LeBlanc

2 Articles on Mandatory Minimum Sentencing || 1 2 3 || N/A || W-10-2.3 W-10-3.1a W-10-3.3 W-10-3.4 || Gather quotes and examples from both sources in order to completely answer test prompt. || Thoughtful and substantive response to test prompt: //Are mandatory minumum sentences fair and just?// || //Random Family// by Adrian Nicole LeBlanc
 * 3/15 || //Random Family:// Deeper Impressions || Test: Complete paragraph that demonstrates a heightened understanding of the injustice and unfairness of mandatory minimum sentencing by citing both the text and the two articles || W-10-2.1

Handout with test prompt || 1 2 3 4 || Students may finish for HW || R-10-4.3 || Students will SSR and then pose 3 Level 3 questions about the text that will serve as catalysts for next day's discussion || Thoughtful and opinion-based questions based on the reading || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 4 || Students may finish for HW if not completed in class || 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 || //Random Family// by Adrian Nicole LeBlanc
 * 3/16 || //Random Family:// Deeper Impressions || Read Chapters 13 & 14 and be able to pose significant Level 3 Questions about the material in preparation for a whole-class discussion || R-10-11.2
 * 3/17 || //Random Family:// Deeper Impressions || Hold daily discussion on student-generated Level 3 questions dealing with chapters 13 and 14 in order to understand and appreciate textual content || OC-10-1.1

Handout containing all students' Level 3 questions || 1 2 3 4 || Students who don't speak will be encouraged to participate by teacher-led prompting and questioning || W-10-2.3 W-10-3.3 OC-10-1.2 OC-10-1.4 OC-10-1.5 || Students will engage in chorale reading of Ch. 15 & 16 and then complete a handout in pairs that asks students to determine whether or not the system is injurious or helpful to those it's designed to protect. Then, as a class, we'll chart all repsonses on the board. || Reading fluency
 * 3/18 || //Random Family:// Deeper Impressions || As a class, read chapter 15 & 16 and discuss how the system (i.e., welfare, housing, other agencies/bureaucracies) both help and hurt the people it's designed to protect || R-10-11.2

Engagment and participation with partner on handout

Whole-class participation || //Random Family// by Adrian Nicole LeBlanc

Ch. 15/16 handout for HW || 1 2 3 4 || N/A || OC-10-1.2 OC-10-1.4 R-10-5.1 R-10-5.3 R-10-16.1 R-10-16.2 R-10-7.2 R-10-17.2 || Teacher will call on students to offer their findings and make a whole-class chart on the board. Students will add to their own as needed.
 * 3/21 || //Random Family:// Fixing What's Broken || As a class, chart findings from HW (i.e. positive and negative aspects of the system) on the board and appreciate how imperfect the system is despite its sincere efforts to aid and support those most in need. Next, choose partners and introduce project and begin brainstorming ideas. || OC-10-1.1

Read and understand project overview (i.e. identify worst negative issue and devise an improvement plan, a way to remedy the current system).

Begin to brainstorm ideas and ask teacher clarifying questions as needed. || HW completed and checked

Participation with class list

Negative aspect identified and possible plan for improvement begun || Ch. 15/16 handout with addes class answers

Project overview handout and rubric || 1 2 3 4 || N/A || 3/24 || //Random Family:// Fixing What's Broken || Pairs of students will draft and ultimately finalize their improvement plan project and be ready to brief the class on their findings || W-10-6.1 W-10-6.2 W-10-6.3 W-10-6.4a W-10-7.1 W-10-7.2 W-10-7.3 W-10-7.4 W-10-8.1 W-10-8.2 W-10-8.3 W-10-8.4 || Have drafts checked by teacher and then revised for clarity and thoughtfulness.
 * 3/22, 3/23 &

Pairs will also use this time to practice/rehearse so that they are ready to deliver project orally to class || Drafts check by teacher

Daily progress determined through teacher observations || Project overview handout and rubric

Draft then final copy of project || 1 2 3 4 || Pairs will exchange phone #'s/emails in case of absences - no extra time afforded to groups for partner absences || OC-10-2.2 OC-10-2.3 OC-10-2.4 OC-10-2.5 || Pairs present project while audience members pose questions/comments to ask during Q&A session
 * 3/25 & 3/28 || //Random Family:// Fixing What's Broken || Pairs present project || OC-10-2.1

Pairs must answer all questions/comments thoughtfully and sensibly || Rubric to assess both content of project as well as presentation skills || Rubric || 1 2 3 4 || N/A || R-10-4.3 || Students will SSR and then pose and answer 3 Level 2 questions about the text that will serve as catalysts for next day's discussion || Thoughtful and opinion-based questions and answers based on the reading || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 4 || Students may finish for HW if not completed in class || 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 || //Random Family// by Adrian Nicole LeBlanc
 * 3/29 || //Random Family:// Deeper Impressions || Read Chapters 17 and be able to pose and answer significant Level 2 Questions about the material in preparation for a whole-class discussion || R-10-11.2
 * 3/30, 3/31 or 4/1 || //Random Family:// Deeper Impressions || Hold daily discussion on student-generated Level 2 questions dealing with chapters 17 in order to understand and appreciate textual content || OC-10-1.1

Handout with students' Level 2 questions and answers || 1 2 3 4 || Note: only seeing each of my 3 classes once during these 3 days because of Alpha Capstone Presentations || R-10-5.3 R-10-5.5 OC-10-1.5 OC-10-1.4 || Students will choose their partners and opt to creatively interpret chapters 18, 19, or 20 through reenactment, skit, poem, drawing, song, etc. They will have 2 days to prepare for this interpretation || Diligent use of class time, adequate daily progress || //Random Family// by Adrian Nicole LeBlanc
 * 4/4 & 4/5 || //Random Family:// Deeper Impressions || Pairs form and plan a way to creatively interpret chapters 18, 19, or 20 which they will then teach to the class || R-10-5.2

Handouts with instructions and rubric for presentation || 1 2 3 4 || N/A || OC-10-2.2 OC-10-2.3 OC-10-2.4 OC-10-2.5 || Pairs present project while audience members pose questions/comments to ask if needed || Rubric to assess both content of project as well as presentation skills || Rubric || 1 2 3 4 || H/W: Read chapters 21 & 22 and make predictions for both Jessica and Coco || R-10-11.2 R-10-4.1 R-10-4.2 W-10-3.2 W-10-3.3 || Engage in whole class discussion to share predictions about Coco and Jessica
 * 4/6 & 4/7 || //Random Family:// Deeper Impressions || Pairs present project (i.e. creative interpretation) || OC-10-2.1
 * 4/8 || //Random Family:// Deeper Impressions || Discuss and share predictions (H/W) to push thinking and then SSR chapter 23, noting how Coco and Cesar's relationship has changed || OC-10-1.4

Read Chapter 23 and be able to accurately capture just how their relationship has changed and who seems to be better off for it || Completed prediction H/W and participation

Engagment during reading and completed paragraph that accurately and thoughtfully discusses the shift in their relationship || //Random Family// by Adrian Nicole LeBlanc

Ch. 23 handout || 1 2 3 || N/A || R-10-1.1 OC-10-1.1 OC-10-1.2 OC-10-1.4 || "Popcorn" reading of interview. Teachers stops class at various places to explain, clarify or go deeper with regard to LeBlanc's politics, philosophy and process || Teacher observation of students intently following along, participating in the reading, and asking questions/active listening during discussions || Adrian Nicole LeBlanc Interview (from //Atlantic Monthly//) || 1 2 3 || N/A || R-10-7.4 R-10-8.2 R-10-8.3 R-10-8.4 R-10-8.5 R-10-12.1 || Students will review interview and annotate places where they agree, disagree and are challenged by the author.
 * 4/11 || //Random Family:// Deeper Impressions || Read interview with Adrian Nicole LeBlanc and engage in whole class discussion about various topics the interview presents || R-10-11.2
 * 4/12 || //Random Family:// Deeper Impressions || Annotate LeBlanc interview to show in-depth understanding || R-10-7.3

They will then transfer these 3 different findings onto a handout (for ease of information) || Thoughtfully annotated interview and transference to handout || Adrian Nicole LeBlanc Interview (from //Atlantic Monthly//)

Handout with 3 separate columns for "agree," "disagree," and "challenged by" || 1 2 3 4 || Students who were absent during the class reading of the interview will read together as a group outside in the hallway || W-10-6.2 W-10-6.3 W-10-6.4a W-10-6.4b W-10-6.5 W-10-7.1 W-10-7.2 W-10-7.3 W-10-8.1 W-10-8.2 W-10-8.4
 * 4/13, 4/14 & 4/15 || //Random Family:// Deeper Impressions || Write (type) an essay revealing specific instances of agreement, disagreement and challenges || W-10-6.1
 * TECH** || Students will synthesize all annotations and determine the two ideas (i.e. find quotes)that most resonate with them, with regard to agreement, disagreement, and challenges.

They will then draft and ultimately type the final copy of this essay || Completed essay which shows thoughtful analysis/explanation of ideas || Adrian Nicole LeBlanc Interview (from //Atlantic Monthly//)

Handout with 3 separate columns for "agree," "disagree," and "challenged by"

Essay overview handout and rubric || 2 3 4 || Students work in the computer lab for these 3 days

Due the Monday we come back from vacation, 4/25. || R-10-4.1 R-10-4.2 R-10-5.3 R-10-5.5 || Students will SSR Chapters 24 & 25 and write thoughtful and sophisticated responses to pre-selected quotes that inlcude: connections, significances, predictions, reactions, wonderings, and questions || Completed and thoughtul responses || //Random Family// by Adrian Nicole LeBlanc
 * 4/25 || //Random Family//: Final Impressions || SSR of Chapters 24 & 25 and be able to write robust and lengthy DENTs || R-10-11.2

DENT Handout || 2 3 4 || N/A || R-10-4.3 || After checking and discussing DENTs from yesterday, students will pose at least 3 Q's that directly stem from given issues. Questions should be relevant, important and emotionallly-charged || Completed and thoughtful Level 3 Questions || //Random Family// by Adrian Nicole LeBlanc
 * 4/26 || //Random Family//: Final Impressions || Pose significant and relevant Level 3 Questions that stem from yesterday's chosen quotes on the DENT handout || R-10-11.2

Issues/Questions Handout || 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 || Four groups of 4-5 students will hold discussions based on Level 3 Q's generated from yesterday. We will come back together as a whole class and share out particularly interesting trends in agreement/disagreement || Plentiful and thoughtful discussing in small group || Level 3 Q's (Issues/Questions Handout) || 2 3 4 || All classes are given Capstone "Break" HW - Read 26-28 for Monday, 5/2 || (BETA's) ||  ||   ||   ||   ||   ||   ||   || R-10-11.2 || Students will take a prove-to-me-you-read-it test (i.e. all Level 1 Q's)on Chapters 26-28. They will then SSR Ch. 29. || Completion of test
 * 4/27 || //Random Family//: Final Impressions || Level 3 Discussion || OC-10-1.1
 * 4/28 & 4/29 || CAPSTONE
 * 5/2 || //Random Family//: Final Impressions || Test and then SSR of Ch. 29, noting the problematic nature of both Cesar's and Coco's letters to each other || W-10-2.1

Thoughtful letter writing activity || //Random Family// by Adrian Nicole LeBlanc

Ch. 29 Letter Writing Handout || 1 2 3 4 ||  || W-10-4.2 || Complete an activity for HW that has students rewrite either Coco's or Cesar's letter to reflect a healthier, more sophisticated, and psychologically sound piece || Thoughtful letter writing activity || //Random Family// by Adrian Nicole LeBlanc
 * 5/3 || //Random Family//: Final Impressions || Letter writing activity: rewrite/reimagine Coco's letter to Cesar or Cesar's letter to Coco || W-10-4.1

Ch. 29 Letter Writing Handout || 2 3 ||  || W-10-2.3 W-10-3.1a W-10-3.3 W-10-3.4 || Gather quotes and examples from the text in order to completely answer test prompt || Thoughtful and substantive response to test prompt: //Does Jessica have a legitimate case?// || //Random Family// by Adrian Nicole LeBlanc
 * 5/4 || //Random Family//: Final Impressions || Test: Complete paragraph that demonstrates an understanding of the complexitites of issues surrounding women in prison and their legal rights || W-10-2.1

Handout with test prompt || 1 2 3 4 || Note: Students must finish during the class period || R-10-4.3 || Students will SSR and then pose 5 Level 2 and/or Level 3 questions about the text that will serve as catalysts for next day's discussion || Thoughtful and opinion-based questions and answers based on the reading || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 4 ||  || 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 || Four groups of 4-5 students will hold discussions based on Level Q's generated from yesterday. We will come back together as a whole class and share out particularly interesting trends in agreement/disagreement || Plentiful and thoughtful discussing in small group || //Random Family// by Adrian Nicole LeBlanc
 * 5/5 || //Random Family//: Final Impressions || Read Chapters 31 & 32 and be able to pose significant Level 2 & 3 Questions about the material in preparation for a whole-class discussion || R-10-11.2
 * 5/6 || //Random Family//: Final Impressions || Class discussion on students' Level 2 and Level 3 Questions || OC-10-1.1

Students' 5 Level Q's || 2 3 4 ||  || R-10-8.4 R-10-8.5 R-10-8.6 || Students will log onto sentencingproject.org and find 3 articles on issues surrounding women in prison - (2) Agree; (1) Disagree - that resonate with them. || All 3 articles selected and checked by teacher || Chapter 35 and Prison Project Handout
 * 5/9 || //Random Family// Prison Project || Read and select all 3 articles from the sentencingproject.org || R-10-7.1

Prison Project Rubric

//Random Family// by Adrian Nicole LeBlanc || 1 2 3 4 || N/A || W-10-6.4a W-10-8.4 || By the end of class, students must annotate all 3 articles AND find a quote from //Random Family// that connects well to one of the articles
 * 5/10 || //Random Family// Prison Project || Annotate all 3 articles and find //Random Family// quote dealing with some aspect of Jessica's incarceration || W-10-6.2

Annotation must reflect thoughtful thinking and connections || All 3 articles annotated and //RF// quote found || Chapter 35 and Prison Project Handout

Prison Project Rubric

//Random Family// by Adrian Nicole LeBlanc || 2 3 4 ||  || W-10-7.2 W-10-7.3 W-10-7.4 W-10-7.5 W-10-8.1 W-10-8.2 W-10-8.3 W-10-8.4 || One body paragraph must be complete with correct citations, thoughtful analysis and evidnece of following the rubric || Thoughtful completion of one paragraph || Chapter 35 and Prison Project Handout
 * 5/11 || //Random Family// Prison Project || Rough draft of at least one paragraph complete || W-10-7.1

Prison Project Rubric

//Random Family// by Adrian Nicole LeBlanc || 2 3 4 ||  || W-10-7.2 W-10-7.3 W-10-7.4 W-10-7.5 W-10-8.1 W-10-8.2 W-10-8.3 W-10-8.4 || Second body paragraph must be complete with correct citations, thoughtful analysis and evidnece of following the rubric || Thoughtful completion of second paragraph || Chapter 35 and Prison Project Handout
 * 5/12 || //Random Family// Prison Project || Rough draft of second paragraph complete || W-10-7.1

Prison Project Rubric

//Random Family// by Adrian Nicole LeBlanc || 2 3 4 || Note: Today is 1/2 day because of P/T conferences || W-10-7.2 W-10-7.3 W-10-7.4 W-10-7.5 W-10-8.1 W-10-8.2 W-10-8.3 W-10-8.4 || Third body paragraph must be complete with correct citations, thoughtful analysis and evidence of following the rubric || Thoughtful completion of third paragraph
 * 5/13 || //Random Family// Prison Project || Rough draft of third paragraph OR turn in early for extra credit || W-10-7.1

OR

Turn in entire project early for extra credit || Chapter 35 and Prison Project Handout

Prison Project Rubric

//Random Family// by Adrian Nicole LeBlanc || 2 3 4 || Project is due Monday, 5/16 || R-10-4.1 R-10-4.2 W-10-2.1 || Students will SSR Ch's 36-40, taking notes of significant plot and character developments in preparation for a test on chapters' material || Silent engagment of the reading evidenced by thoughtful and critical note-taking || //Random Family// by Adrian Nicole LeBlanc
 * 5/16 & 5/17 || //Random Family//: Final Impressions || SSR of Chapters 36-40, noting significant events || R-10-11.2

Graphic organizer for note-taking || 1 2 3 4 || Test is on 5/18 || 2 ||  || R-10-4.1 R-10-4.2 R-10-5.3 R-10-5.5 || Students will SSR Chapters 41-44 and write thoughtful and sophisticated DENTs that inclcude: connections, significances, predictions, reactions, wonderings, and questions || Completed and thoughtul responses || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 4 || DENTs are due Monday, 5/23 || OC-10-1.2 OC-10-1.4 || Using completed DENTs as a springboard, we will have a final whole class discussion on the book's ending, namely: -were we satisfied? -did our predictions hold up? -final thoughts about poverty and privilege || Completed DENTs
 * 5/18 || //Random Family//: Final Impressions || Test || W-10-2.1 || Students will take a prove-to-me-you-read-it test (i.e. all Level 1 Q's) on Chapters 36-40 || Completion of test || Notes on Ch's 36-40 || 1
 * 5/19 & 5/20 || //Random Family//: Final Impressions || Complete DENTs for Chapters 41-44 - FINISHING THE BOOK!!! || R-10-11.2
 * 5/23 || //Random Family//: Final Impressions || Understand and appreciate the significance of the book's ending through discussion || OC-10-1.1

Verbal participation in class discussion || //Random Family// by Adrian Nicole LeBlanc || 1 2 3 4 || Final is handed out at the end of class || W-10-3.1a W-10-3.3 || Teacher will read though the final (actual final is given to students which contains two possible essay prompts. While students have to prepare for both only one will be required for the final)
 * 5/24 || //Random Family:// Final Prep || Understand the two final essay prompts and know how to appropriately and thoughtfully respond || W-10-10

Teacher will show class how they might "attack" a difficult prompts such as these by modeling on the board

Students will have the rest of class to prepare || Earnest start at prepping for the final (teacher checks and observations) || //Random Family// by Adrian Nicole LeBlanc

Final handout || 1 2 3 4 ||  || AND 5/31 & 6/1 || //Random Family:// Final Prep || Students will thoroughly plan for their final (e.g. outline, find quotes, organize, use graphic organizer) || W-10-10 W-10-3.1a W-10-3.3 || With teacher assistance, students will use these "prep days" to outline and organize responses to both prompts. Most importantly, students must gather quotes because use of book on final will not be allowed
 * 5/25-5/27

If time is managed properly and appropriately, students will be more-than-ready/prepared to succeed on final || Major headway at prepping for the final (teacher checks and observations) || //Random Family// by Adrian Nicole LeBlanc

Final handout || 1 2 3 4 || Note: only seeing each of my 3 classes once during 5/25-5/27 because of Gamma Capstone Presentations

Seeing all classes on 5/31 & 6/1 except for those who are exempt || Exams ||  ||   ||   ||   ||   ||   ||   || Type in the content of your page here.
 * 6/2 || Blocks 1 & 2 Exams ||  ||   ||   ||   ||   ||   ||   ||
 * 6/3 || Blocks 3 & 4