Revised 2 Edsc Weekly Schedule Format Lord of The Flies II

Revised 7.1.
13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 2)
For lannin! uroses" assu#e $our unit %ill be!in on a Monda$. &u##ari'e ea(h ele#ent as su((in(tl$ as ossible but rovide salient details. )able %ill e*and as $ou t$e. +se
additional a!es as ne(essar$ to lan for #ulti,%eek units. -our unit lan should in(lude a variet$ of instru(tional" en!a!e#ent" and assess#ent strate!ies. .dd links to resour(es
as aroriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
Le$$n
Title &
T'i(
/hara(ter Refle(tin!
(/hara(ter )ransfor#ation
throu!h lot)
)o Be For /ivili'ation or to
be a!ainst /ivili'ation in
the (lassroo#0 )hat is the
question.
1o#esi(k 2ains &$#bolis# Found in Lord of the Flies
Ma3or )he#es
found in Lord of the Flies
CA
Cntent
Stan!a&!
)* N#m+e&
/o##on /ore RL,1. /ite
stron! and thorou!h
te*tual eviden(e to suort
anal$sis of %hat the te*t
sa$s e*li(itl$ as %ell as
inferen(es dra%n fro# the
te*t" in(ludin! deter#inin!
%here the te*t leaves
#atters un(ertain.
/o##on /ore W,3b. +se
narrative te(hniques" su(h
as dialo!ue" a(in!"
des(rition" refle(tion" and
#ultile lot lines" to
develo e*erien(es"
events" and4or (hara(ters.
stron! and thorou!h
#atters un(ertain.
/o##on /ore &L 1(.
2roel (onversations b$
osin! and resondin! to
questions that robe
reasonin! and eviden(e5
ensure a hearin! for a full
ran!e of ositions on a
toi( or issue5 (larif$"
verif$" or (hallen!e ideas
and (on(lusions5 and
ro#ote diver!ent and
(reative erse(tives. and
/o##on /ore &L 3.
6valuate a seaker7s oint
of vie%" reasonin!" and
use of eviden(e and
rhetori(" assessin! the
stan(e" re#ises" links
a#on! ideas" %ord (hoi(e"
oints of e#hasis" and
tone used.
stron! and thorou!h
#atters un(ertain.
/o##on /ore W,3a.
6n!a!e and orient the
reader b$ settin! out a
roble#" situation" or
observation and its
si!nifi(an(e" establishin!
one or #ultile oint(s) of
vie%" and introdu(in! a
narrator and4or (hara(ters5
(reate a s#ooth
ro!ression of
e*erien(es or events.
/o##on /ore RL,1. /ite stron! and
thorou!h te*tual eviden(e to suort
anal$sis of %hat the te*t sa$s e*li(itl$ as
%ell as inferen(es dra%n fro# the te*t"
in(ludin! deter#inin! %here the te*t leaves
#atters un(ertain.
/o##on /ore L,8a.
9e#onstrate understandin! of fi!urative
lan!ua!e" %ord relationshis" and nuan(es
in %ord #eanin!s.
a. :nterret fi!ures of see(h (e.!."
h$erbole" arado*) in (onte*t and anal$'e
their role in the te*t.
/o##on /ore W,1. Write ar!u#ents to
suort (lai#s in an anal$sis of substantive
toi(s or te*ts" usin! valid reasonin! and
relevant and suffi(ient eviden(e.
stron! and thorou!h
#atters un(ertain.
/o##on /ore L,8a.
9e#onstrate
understandin! of fi!urative
lan!ua!e" %ord
relationshis" and nuan(es
in %ord #eanin!s.
a. :nterret fi!ures of
see(h (e.!." h$erbole"
arado*) in (onte*t and
anal$'e their role in the
te*t.
/o##on /ore W,2b.
9evelo the toi(
thorou!hl$ b$ sele(tin! the
#ost si!nifi(ant and
relevant fa(ts" e*tended
definitions" (on(rete
details" quotations" or
other infor#ation and
e*a#les aroriate to
the audien(e7s kno%led!e
of the toi(.
1
Revised 7.1.13
as aroriate.
Mea$#&a+l
e O+,e(ti-e
,:ndividuall$" 11
th
or 12
th

!rade students %ill (ite
stron! and thorou!h
te*tual eviden(e" in %ritten
for#" to suort anal$sis of
%hat the L;F te*t sa$s
e*li(itl$ as %ell as
te*t" in ans%erin! their
(he(k for readin! and
understandin! qui' and as
%ell as in refle(tin! for the
ro#t on the ba(k of their
qui'. )hen" havin! alread$
read the first five (haters
of L;F" students %ill
(reate a (o#arison (hart
of the #ain (hara(ters that
in(lude at least ten fa(ts.
,:ndividuall$" 11
th
or 12
th

stron! and thorou!h
for#" to suort anal$sis
of %hat the L;F te*t sa$s
qui'. )hen the students
%ill identif$ the ob3e(t of
the !a#e b$ verball$
robin!" reasonin!" and
usin! verbal4 oral linka!e
a#on! ideas and %ord
(hoi(e (in seakin!)" and
after arti(iatin! in an
e*erien(e %hi(h la(ks
obvious rules" students %ill
anal$'e their rea(tion (and
ossibl$ the rea(tion of
others).
,:ndividuall$" 11
th
or 12
th

stron! and thorou!h
for#" to suort anal$sis
of %hat the L;F te*t sa$s
qui'. )hen students %ill"
on notebook aer" %rite
fro# the erse(tive of
Ralh lon!in! for ho#e"
des(ribin!" e*lainin!" and
definin! his (urrent
situation" introdu(in!
(hra(ters to (reate a
s#ooth ro!ression of
e*erien(es or events in a
letter of at least one a!e
of len!th.
,:ndividuall$" 11
th
or 12
th
!rade students %ill
(ite stron! and thorou!h te*tual eviden(e" in
%ritten for#" to suort anal$sis of %hat the
L;F te*t sa$s e*li(itl$ as %ell as inferen(es
dra%n fro# the te*t" in ans%erin! their
(he(k for readin! and understandin! qui'
and as %ell as in refle(tin! for the ro#t on
the ba(k of their qui'. )hen" in !rous of
three to four" students %ill define and
de#onstrate understandin! of
the ter# <s$#bolis#< as fi!urative lan!au!e"
and" havin! alread$ read (haters 1,=" the
students %ill e*lain the s$#bols on their
handout %ith eviden(e fro# L;F.
,:ndividuall$" 11
th
or 12
th

stron! and thorou!h
for#" to suort anal$sis of
%hat the L;F te*t sa$s
qui'. )hen" in !rous of
three to four" students %ill
define and de#onstrate
understandin! of the ter#
<the#e< as fi!urative
lan!ua!e" and identif$ at
least three to five #a3or
the#es in L;F" e*lainin!
their (hosen the#es
throu!h three to five
quotations (%ith the a!e
nu#ber in(luded)" fro# the
novel.
Le$$n
Int&!#(ti
n
,Briefl$ dis(uss readin!
fro# the da$s before. .sk
questions and %ait for
student resonse.
,/he(k for Readin! and
+nderstandin! >ui' for
/h. 85 Refle(t on /h. 8
fro# the ni!ht before. .sk
student resonse.
/h. ?5 Refle(t on /h. ?
ro#t on the ba(k of qui'
student resonse.
/h. 75 Refle(t on /h. 7
,Briefl$ dis(uss readin! fro# the ni!ht
before. .sk questions and %ait for student
resonse.
,/he(k for Readin! and +nderstandin! >ui'
for /h. =5 Refle(t on /h. = ro#t on the
ba(k of qui' to %rite to.
,)rade qui''es and (he(k qui''es as a
(lass.
student resonse.
/h. @5 Refle(t on /h. @
2
Revised 7.1.13
as aroriate.
to %rite to.
,)rade qui''es and (he(k
qui''es as a (lass.
,Return !raded qui''es to
students to sho% s(ore.
tea(her to be inutted on
online !radin! s$ste#.
,>ui''es %ill be returned
to#orro%.
,)ake the oortunit$ to
return Frida$7s !raded
qui'.
Int&!#(tin:
,&ho% short /h.8
&u##ar$ and .nal$sis
Aideo /li.
,:n student friendl$
lan!ua!e" tea(her %ill
share #easurable
ob3e(tive(s) %ith the
students at the be!innin!
of the lesson.
to %rite to.
qui''es as a (lass.
to#orro%.
return $esterda$7s !raded
qui'.
Int&!#(tin:
,&ho% short /h.?
Aideo /li.
share #easurable
of the lesson.
to %rite to.
qui''es as a (lass.
to#orro%.
qui'.
Int&!#(tin:
,&ho% short /h.7
Aideo /li.
share #easurable
of the lesson.
,Return !raded qui''es to students to sho%
s(ore.
,Return !raded qui''es to tea(her to be
inutted on online !radin! s$ste#.
,>ui''es %ill be returned to#orro%.
,)ake the oortunit$ to return $esterda$7s
!raded qui'.
Int&!#(tin:
,&ho% short /h.= &u##ar$ and .nal$sis
Aideo /li.
,:n student friendl$ lan!ua!e" tea(her %ill
share #easurable ob3e(tive(s) %ith the
students at the be!innin! of the lesson.
to %rite to.
qui''es as a (lass.
to#orro%.
qui'.
Int&!#(tin:
,&ho% short /h.@
Aideo /li.
share #easurable
of the lesson.
Le$$n
B!"
.Di&e(t
In$t&#(tin
/
,)ea(her %ill dire(t
students to air u and
(hoose to either %rite
about Ba(k or %rite about
Ralh in their airs.
, )ea(her %ill dire(t
students to %rite in their
o%n %ords for the notes
,)ea(her %ill be!in b$
havin! students for# a
(ir(le and then infor#in!
students the$ %ill be
la$in! a %ord !a#e that
requires (riti(al thinkin!"
and the onl$ %a$ to fi!ure
out ho% to la$" is to tr$ to
la$ the !a#e" but the

,;n the 6l#o" the tea(her
%ill revie%4 le(ture on /h.
7Cs ortion about Ralh
lon!in! for ho#e (2a!e
1D@,112). Eotes %ill be a
set of bullet oints to
revie% %ith students.
,)ea(her %ill then dire(t
,;n the 6l#o" tea(her %ill %rite out and read
a di(tionar$ definition of <s$#bolis#< (usin!
e*a#les to better hel students
understand).
,)ea(her %ill ass out a s$#bolis# (hart
(httF44%%%.do(sto(.(o#4do(s4GD?1@2GD4Lor
d,of,the,Flies,,,&$#bolis#,/hart)" for their
L;F novel and oint out a fe% #a3or
s$#bols in the novel on the 6l#o to hel !et
;n the 6l#o" tea(her %ill
%rite out and read a
di(tionar$ definition of
<the#e< (use e*a#les to
better hel students
understand). )ea(her %ill
then ut u an e*a#le of
a the#e on the 6l#o and
%alk students throu!h one
e*a#leF
3
Revised 7.1.13
as aroriate.
!iven. ;n the 6l#o" the
tea(her %ill le(ture and
%rite on 6l#oF #a3or
(han!es (not all 3ust an
e*a#le) re!ardin! the
#ain (hara(ters" Ralh
and Ba(k" fro# the
be!inninn! of the novel to
the end of /h. 8" in(ludin!
the !rou of bo$s on the
island" in(lude
aearan(e" rules"
attitudes and events
,)ea(her %ill e*e(t
arti(iation fro# students"
%ith (onsideration" and
bein! #indful of stru!!lin!
students" if (hoosin!
students to ans%er.
,)ea(her %ill sho%
students ho% to dra% their
(o#arison (hart (&i#le
2 (olu#n aer" %ith
/olu#n 1 labeled
HBe!innin!I and /olu#n 2
labeled H6nd of /h. 8I) and
tea(her %ill %rite at least
one e*a#le for ea(h
(hara(ter,Ralh and Ba(k
to hel students in
be!innin! their in,(lass
assi!n#ent.
students #a$ onl$
arti(iate4la$ the !a#e
b$ statin!" <:n the Land of
the 9ee but Eot
2rofound< and then !o on
%ith an ans%er.
,)ea(her %ill announ(e
and %arn that an$
students a%are of the
ans%er4 ob3e(t of the
!a#e #a$ E;) reveal it to
other students for the sake
of #anners" edu(ation and
learnin!,,in other %ords"
not killin! the assi!n#ent
for the rest of their eersJ
,)he tea(her %ill be!in b$
verball$ statin! a fe%
e*a#lesF <:n the Land of
the 9ee" but not
2rofound< there are trees"
but not forests. 6KF :n the
Land of the 9ee but Eot
2rofound" there are
2i!!$Cs but no Ba(ks. 6KF
:n the Land of the 9ee
but Eot 2rofound" there
are shells" but no (on(hes.
)ea(her %ill let a student
kno% that the$ are (orre(t
b$ verball$ raisin! the#
for a (orre(t resonse and
ni(el$ and kindl$ re3e(tin!
in(orre(t resonses.
Eote for the +nit 2lan
readerF Eoti(e that the
students to ut the#selves
in RalhCs shoes and %rite
a letter ho#e to #o#
(RalhCs).
)his is a tea(her 6K the
tea(her %ill shareF
9ear Mo#"
: a# so !lad : have so#e
ti#e to %rite to $ou. :7# so
sad on this island but : a#
tr$in! #$ best to sta$
ositive. : #iss $ou and
the rest of #$ life so badl$
ba(k ho#e. : %ant to (ut
#$ hair off so badl$J -ou
%ouldn7t believe ho% #u(h
: %ould like a bar of soa
to hel #e %ash u.
the assi!n#ent !oin! and ut u4 fill in the
(hart %ith so#e e*a#les4 e*lanations of
the #a3or s$#bols in the novel on the 6l#o
%ith (lass arti(iation" %ith (onsideration"
and bein! #indful of stru!!lin! students" if
(hoosin! students to ans%er.
6KF )he (on(h be(o#es introdu(ed earl$
on in the novel. )hink about its uses. What
(an it stand for0 (/allin! of order4 . need for
order4 1e %ho holds the (on(h has o%er"
et().
,)ea(her %ill then break u students into
!rous of three to four.
,&tudents %ill then be dire(ted to fill out the
re#ainder of the s$#bolis# (hart %ith their
!rous.
6KF )he the#e of fallin!F
)hrou!hout this novel" $ou
read about #an$ thin!s
that are fallin!. )he novel
even starts %ith fallin!F
,2lane Fallin! (/h.1)
,2i!!$Cs fallin! !lasses
(/h. G)
,2ara(hutist Fallin! (/h.
?).
6K 1 for 2i!!$Cs Fallin!
Llasses (/1.G.)F <Ralh
#ade a ste for%ard and
Ba(k s#a(ked 2i!!$Cs
head. 2i!!$Cs !lasses fle%
off and tinkled on the
ro(ks. 2i!!$ (ried out in
terrorF <M$ se(s< (Loldin!
71)J )his line reresents
the the#e of fallin!
be(ause it re(ounts that
2i!!$Cs !lasses fall fro#
hi#. :t sho%s that
so#ethin! (reated b$
(ivili'ation" 2i!!$Cs
!lasses" does not survive
Ba(kCs sava!er$" it also
!ives the reader insi!ht
that erhas Ba(k %ill
be(o#e #ore dan!erous
sin(e he raised his hand to
another bo$.
,)ea(her %ill then break
u students into !rous of
three to four.
G
Revised 7.1.13
as aroriate.
ob3e(t of the !a#e is to
fi!ure out the ob3e(t of the
!a#e b$ la$in!. )he
ob3e(t is to onl$ in(lude
double (onsonants and
e*(lude an$ %ords %ithout
double (onsonantsF 6KF :n
the Land of the 9ee but
not 2rofound" there is
fd" but no i!s.
,)hen the tea(her %ill
allo% for the students to
take over fro# this oint
on and let the# e*lain the
rest of the quotes for this
e*a#le the#e.
,)he tea(her %ill %alk
around the (lassroo#"
(he(kin! u on !rous"
#akin! sure students (an
(orre(tl$ quote" %ith a!e
nu#ber in(luded" and
e*lain quotes %ith the
the#es the$ have (hosen.
Le$$n
B!"
.St#!ent
A(ti-it"/
,&tudent %ill air u and
(hoose to either %rite
about Ba(k or %rite about
Ralh in their airs
(students de(ide bet%een
ea(h other).
,&tudents %ill" in their o%n
%ords" %rite le(ture notes"
fro# tea(her" (onsiderin!
their (hosen (hara(ter.
,&tudents %ill arti(iate in
the be!innin! for a fe%
#inutes" su!!estin! to the
tea(her %hat to %rite on
the 6l#o for either
(hara(ter. &tudents %ill
raise their hand to
arti(iate %hen
aroriate or be read$ to
,:ndividuall$" students %ill
follo% the tea(her7s
dire(tions" sittin!4 standin!
in unison in a !iant (ir(le
in the (lassroo#" and
listenin! to the tea(her7s
instru(tions.
,.fter tea(her verball$
de#onstrates e*a#les"
students %ill la$ the
!a#e b$ resondin!" <:n
the Land of the 9ee but
not 2rofound< in order to
fi!ure out the ob3e(t of
!a#e. &tudents %ill
re(eive verbal
raise for (orre(t
resonses and have
in(orre(t resonses ni(el$
and kindl$ re3e(ted.
,Fro# tea(her rovided
revie%" students %ill take
le(ture notes" in their o%n
%ords" on notebook aer"
on /h. 7Cs ortion about
Ralh lon!in! for ho#e
(! 1D@,112).
,.fter%ards" students %ill
ut the#selves in RalhCs
la(e4 shoes and on a
searate sheet of
notebook aer" %rite a
letter ho#e ( fro# Ralh to
RalhCs #o#) about
#issin! ho#e. )he$ %ill
use (reativit$ and se(ifi(
details to des(ribe"
e*lain" and define RalhCs
(urrent situation" in(ludin!
introdu(in! (hara(ters to
(reate a s#ooth
,&tudents %ill %rite out the di(tionar$
definition of the ter# Hs$#bolis#"I alon! %ith
tea(her e*a#le(s) in their o%n %ords.
,&tudents %ill be assed out a s$#bolis#
(hart for their L;F novel and arti(iate
%hile the tea(her oints out a fe% #a3or
s$#bols in the novel on the 6l#o to hel !et
the assi!n#ent !oin!. )he students %ill then
follo% alon! %ith the tea(her7s e*a#les4
e*lanations of the #a3or s$#bols in the
novel" fillin! out their (hart" in their o%n
%ords" savin! it in order to have an e*a#le
to !o off of for their in (lass s$#bolis#
assi!n#ent.
,&tudents %ill be broken u into !rous of
three to four.
,&tudents then ro(eed to fill out the rest of
their s$#bolis# (hart in their !rouF
httF44%%%.do(sto(.(o#4do(s4GD?1@2GD4Lor
,&tudents %ill %rite out the
di(tionar$ definition of the
ter# Hthe#eI and (o$ the
e*a#le of the#e the
tea(her %ill %alk the#
throu!h" alon! %ith the
e*lanations rovided" in
their o%n %ords" savin! it
in order to have an
e*a#le to !o off of for
their in (lass the#e
assi!n#ent.
,&tudents %ill be broken
u into !rous of three to
four.
,:n their !rous of three to
four" %hen the tea(her
allo%s for the students to
take over the assi!n#ent"
students %ill look for a
8
Revised 7.1.13
as aroriate.
be (alled uon.
,:n airs" students %ill" on
notebook aer" (reate a
%ritten (o#arison (hart"
based on %hat the tea(her
be!ins to %rite on the
el#o" fo(usin! on %hat
(hara(ter the$ have
(hosen" either Ralh or
Ba(k (;ne student %ill take
either (hara(ter but
(ollaborate %ith ea(h
other)" for ea(h (hara(ter
to hel !uide the# durin!
the (lass assi!n#ent.
6KF Ralh
:dentif$F Ralh
9efine 2ositionF &tranded
on island. 1as the #ost
(ivil lans in #ind. )his is
de#onstrated b$ tr$in! to
build shelters.
6*lanation and
des(rition of (han!e fro#
/h. 8F :n the be!innin!"
Ralh has a (lean hair (ut.
(;n other side of
(olu#n)MEo%" Ralh has
has his hair !ro%in! over
his fa(e" (overin! his e$es.
9ialo!ueF
9es(ritionF
Refle(tionF
Multile lot linesF
,&tudents %ill then #ove
Eote for the +nit 2lan
readerF
Eaturall$" fro# e*erien(e"
this !a#e %ill drive
students %ild %ith %ords"
havin! students naturall$
and verball$ robin!"
reasonin!" and usin!
verbal linka!e a#on!
(orre(t verbal ans%ers"
ideas" and %ord (hoi(e" to
tr$ to fi!ure out the ob3e(t
of the !a#e.
ro!ression of %ritten
e*erien(es or events to
#ake their one a!e letter
as realisti( as ossible.
d,of,the,Flies,,,&$#bolis#,/hart" helin!
ea(h other and !oin! throu!h the L;F novel
to (o#lete their (harts.
quote (%ith the a!e
nu#ber in(luded) and
%rite an e*lanation to
e*lain the rest of the
!iven e*a#le the#e of
fallin! throu!h the quoteF
,2lane fallin! (/h.1)
.nd
,2ara(hutist fallin! (/h. ?).
,.fter%ards" students %ill
%ork in !rous to follo%
the tea(her e*a#le"
(o#in! u %ith other #a3or
the#es found in the novel
(.re We Reall$ /ivili'ed0"
)he Fi!ht for the 2osition
of 2o%er" )he Eeed for
&ave!ar$" et(.)" as %ell as
quotations (%ith a!e
nu#ber in(luded) follo%ed
b$ e*lanations that
e*lain their (hosen
the#es.
?
Revised 7.1.13
as aroriate.
on to identif$ the
(hara(ter" define the
(hara(terCs osition in the
te*t" and e*lain and
des(ribe ho% the (hara(ter
has (han!ed F;RM)6K)
u to the end of /h. 8 %ith
the use of dire(t dialo!ue"
des(rition" refle(tion" and
#ultile dire(t4quoted lot
lines" to develo the
(hosen (hara(ter.
Le$$n
Cl$#&e
, .fter %alkin! around" and
takin! note of %hat
students have %ritten"
tea(her %ill return to 6l#o
to have students share
their %ritten (o#arison
(harts" of at least ten fa(ts"
re!ardin! Ralh and Ba(k
in the be!innin! of L;F
novel to the end of /h.8
%here the$ %ill identif$ the
(hara(ter" define the
(hara(terCs osition in the
te*t" and e*lain and
des(ribe ho% the (hara(ter
has (han!ed u to the end
of /h. 8 %ith the use of
dialo!ue" des(rition"
refle(tion" and #ultile lot
lines" %ith a!e nu#ber" to
develo both (hara(ters.
, )ea(her %ill ask students
if the$ have an$ questions.
,:f enou!h students fi!ure
out the ob3e(t of the !a#e
(half the (lass or #ore b$
a sho% of verbal ans%ers)"
the tea(her %ill ask a
student volunteer to reveal
and verball$ e*lain the
ob3e(t of the !a#e" or the
tea(her %ill e*lain it
the#selves. :f not" the
ob3e(t of the !a#e %ill not
be revealed. &tudent %ill
be #ade to 2R;M:&6 not
to ass on the ob3e(t of
this !a#e4 ans%er to
others to not soil their
!a#e. .lso" students #a$
la$ this !a#e at a later
ti#e.
,)ea(her %ill infor#all$ (b$
askin! verball$) ask
students %hat led the# to
the identifi(ation of the
,)ea(her %ill ask students
to share a fe% lines fro#
their letter that des(ribe"
e*lain" and define RalhCs
(urrent situation"
introdu(in! (hara(ters to
(reate a s#ooth
ro!ression of
AT CONCLUSION OF
LESSON:
Letters ho#e fro# Ralh
%ill be turned in before the
end of the eriod to be
!raded.
ho#e%orkF Read /h. = in
L;F. /he(k for Readin!
and +nderstandin! qui'
to#orro%J
,.fter %alkin! around" and takin! note of
%hat students have %ritten" tea(her %ill
return to 6l#o to revie% as a (lass the
definition of the ter# Hs$#bolis#<" alon! %ith
e*a#les" and have student !rous share
valid reasonin! and relevant and suffi(ient
eviden(e as to %hat so#e se(ifi( s$#bols
#i!ht stand for.
,)ea(her %ill be %alkin! around and si!nin!
students off durin! ro!ress #onitorin!.
,)ea(her %ill ask students if the$ have an$
questions.
AT CONCLUSION OF LESSON:
,)ea(her %ill announ(e ho#e%orkF Read
/h. @ in L;F. /he(k for Readin! and
+nderstandin! qui' to#orro%J
, .fter %alkin! around" and
takin! note of %hat
students have %ritten"
tea(her %ill return to 6l#o
to revie% as a (lass the
definition of the ter#
Hthe#eI and have students
volunteer or" %ith
(onsideration" and bein!
#indful of stru!!lin!
students" (hoose students
to finish the e*a#le
the#e of fallin!" as %ell as
share so#e of their
findin!s in identif$in! a
#a3or the#e in L;F and
e*lainin! their (hosen
the#e throu!h a quotation
(%ith a!e nu#ber
in(luded) fro# the novel"
follo%ed b$ an
e*lanation.
,)ea(her %ill be %alkin!
7
Revised 7.1.13
as aroriate.
AT CONCLUSION OF
LESSON: Re(orded
(o#arison (harts %ill be
turned in before the end of
the eriod %ith aired
#e#ber na#es" to be
!raded.

ho#e%orkF Read /h. ? in
to#orro%J
ob3e(t of the !a#eF 1.
What verbal robes %ere
used" 2. What
t$e of reasonin! %as
used (ho% did students
reason)" 3. What verbal4
oral linka!e a#on! ideas
and %ord (hoi(e (ould
have been used (%hat
ideas did the$ linkN%hat
%ords said #a$ have been
helful)" G. ho% did the$
think (these questions %ill
be u on the 6l#o after
the !a#e or %ritten behind
the s(reen on the board).
)his kind of questionin!
%ill be vie%able around
the (ir(le of students in
e*lainin! the dis(over$ of
the ob3e(t of the !a#e.
&tudents %ill think about
%hat the$ are asked"
su##ari'e the ro(ess"
and volunteer their ans%er
or %ith (onsideration" and
bein! #indful of stru!!lin!
students" tea(her %ill
(hoose students to
ans%er.
)ea(her %ill infor#
students that this %as a
de#onstration of
(onfusion in a (ivili'ed
settin! be(ause of a la(k
of !round rules set and
that there is an ever
around and si!nin!
students off durin!
ro!ress #onitorin!.
AT CONCLUSION OF
LESSON:
ho#e%orkF Read /h. 1D in
and +nderstandin! qui' on
Monda$J
=
Revised 7.1.13
as aroriate.
resent stru!!le to
understand" as the bo$s in
L;F novel find the#selves
%ithout rules.
0)ea(her %ill ask students
AT CONCLUSION OF
LESSON:
ho#e%orkF Read /h. 7 in
to#orro%J
A!a'tatin
*
En1a1eme
nt
St&ate1ie$
,6&L students and
students %ith se(ial
needs la(ed in !rous to
follo% alon! %ith a(tivit$
and arti(iate. )ea(her
%ill (onstantl$ %alk around
and #onitor (lass4 assess
student ro!ress and be
available for hel if
needed. :f available"
tea(herCs aide4
:nstru(tional .ide %ill be
used to the #ost
rodu(tive e*tent ossible
for assistan(e.
,)ea(her %ill have a
!uided handout and sho%
an e*tra e*a#le.
,&tudents %ith learnin!
needs #a$ do %rite at
least ei!ht fa(ts.
,)ea(her %ill reeat an$
,6&L students and
tea(herCs aide4
used to the #ost
for assistan(e.
,)ea(her %ill verball$
e#hasi'e (orre(t %ords
used durin! the !a#e.
verbal readin! or dire(tion
as ne(essar$.
,6&L students and
tea(herCs aide4
used to the #ost
for assistan(e.
,2a(in! notes %ill be
rovided to students %ith
learnin! needs.
,. list of (hara(ters %ill be
rovided for students %ho
need suort.
,6&L students and students %ith se(ial
needs la(ed in !rous to follo% alon! %ith
a(tivit$ and arti(iate. )ea(her %ill
(onstantl$ %alk around and #onitor (lass4
assess student ro!ress and be available
for hel if needed. :f available" tea(herCs
aide4 :nstru(tional .ide %ill be used to the
#ost rodu(tive e*tent ossible for
assistan(e.
,)ea(her %ill brin! in a(tual4 h$si(al ite#s if
available" su(h as the (on(h" and a to$
ara(hute soldier" et( to #ore easil$
understand s$#bols.
,)ea(her %ill rovide e*tra e*a#les to
suort students %ith learnin! needs.
,2a!e nu#bers %ill be rovided to #ore
easil$ lo(ate s$#bols in the te*t.
,)er# Hs$#bolis#I %ill !o onto %ord %all
((lassroo# %all %ith %ords to kno%).
,)ea(her %ill reeat an$ verbal readin! or
dire(tion as ne(essar$.
,6&L students and
tea(herCs aide4
used to the #ost
for assistan(e.
,)ea(her %ill rovide a list
of the#es in order hel
find quotations for students
%ith learnin! needs.
,)er# Hthe#eI %ill !o onto
%ord %all ((lassroo# %all
%ith %ords to kno%).
@
Revised 7.1.13
as aroriate.
as ne(essar$.
as ne(essar$.
as ne(essar$.
A$$e$$me
nt
,P&1&e$$ Mnit&in1F
,>ui' /h. 8" Readin! and
+nderstandin! >ui' O
2ro#t qui(k %rite

,)ea(her %ill (he(k to see
if students are ro!ressin!
b$ %alkin! around to see
ho% students are doin! in
their airs" and stoin! b$
to (he(k %hat the airs
have re(orded. .lthou!h
the tea(her #a$ initiate the
(o#arison (hart" tea(her
%ill serve #ore to verball$
!uide students throu!h the
assi!n#ent. &tudents
re(eive raise"
en(oura!e#ent" and
advi(e. )ea(her %ill ask
students if the$ have an$
questions.
,For#al assess#ent
based off of Readin! and
2ro#t qui(k %rite %ill be
taken.
,For#al assess#ent
based off of artnered
(o#arison (harts.
P&1&e$$ Mnit&in1F
,>ui' /h. ?" Readin! and
2ro#t qui(k %rite

,)ea(her %ill see if
students are ro!ressin!
b$ verball$ raisin!
students for (orre(t
resonses and ni(el$ and
kindl$ re3e(tin! in(orre(t
resonses. )ea(her %ill
serve #ore to verball$
re(eive raise"
en(oura!e#ent" and
questions
,For#al assess#ent
2ro#t qui(k %rite %ill be
taken.
P&1&e$$ Mnit&in1 F
,>ui' /h. 7" F;RM)6K)
Readin! and
2ro#t qui(k %rite
around and seein! ho%
students are doin!"
stoin! b$ to read
rando#l$" but tou(hin!
uon ea(h studentCs
%ritin!. &tudents re(eive
raise" en(oura!e#ent"
and advi(e. )ea(her %ill
ask students if the$ have
an$ questions
,S#mmati-eF
,Letters ho#e fro# Ralh
%ill be turned in before the
end of the eriod to be
!raded. )ea(her %ill
revie% letter to see that
the letter des(ribes"
e*lains" and defines
RalhCs (urrent situation"
and introdu(es (hara(ters
to (reate a s#ooth
ro!ression of
,For#al assess#ent
,P&1&e$$ Mnit&in1F
,>ui' /h. =" F;RM)6K) Readin! and
+nderstandin! >ui' O 2ro#t qui(k %rite
,)ea(her %ill be %alkin! around to see ho%
students are doin! in their !rous" stoin!
b$ to (he(k %hat the !rous have re(orded"
and si!nin! students off.
,)ea(her %ill serve #ore to verball$ !uide
students throu!h the assi!n#ent. &tudents
re(eive raise" en(oura!e#ent" and advi(e.
)ea(her %ill ask students if the$ have an$
questions
,For#al assess#ent based off of Readin!
and +nderstandin! >ui' O 2ro#t qui(k
%rite
,For#al assess#ent based off of s$#bolis#
(hart fill in.
, P&1&e$$ Mnit&in1F
,>ui' /h. @" Readin! and
2ro#t qui(k %rite

around to see ho%
students are doin! in their
!rous" stoin! b$ to
(he(k %hat the !rous
have re(orded and si!nin!
students off. )ea(her %ill
serve #ore to verball$
re(eive raise"
en(oura!e#ent" and
questions
,For#al assess#ent
2ro#t qui(k %rite
1D
Revised 7.1.13
as aroriate.
2ro#t qui(k %rite
,Re!ardin! individual
(lassroo# a(tivit$" at doorF
&tudents %ill na#e one
non,h$si(al lu*ur$ that
the$ %ould reall$ #iss
fro# ho#e if the$ %ere
stranded (6*F 1o#e
/ooked #eals fro# #o#"
hu!s fro# loved ones"
(o#fort fro# ets" et().
Re$#&(e$
,/h. 8 Readin! >ui'
,2aer for /hart
,/h. 8 &u##ar$ and
.nal$sis Aideo /li
,L;F Eovel
,/h. ? Readin! >ui'
,/h. ? &u##ar$ and
.nal$sis Aideo /li
,Aast a#ount of
vo(abular$ variation in
#ind
,/h. 7 Readin! >ui'
,/h. 7 &u##ar$ and
.nal$sis Aideo /li
,/h. 7 Eotes
,L;F Eovel
,/h. = Readin! >ui'
,/h. = &u##ar$ and .nal$sis Aideo /li
,)ea(her notes for s$#bolis#
&$#bolis# /hartF
httF44%%%.do(sto(.(o#4do(s4GD?1@2GD4Lor
d,of,the,Flies,,,&$#bolis#,/hart
,L;F Eovel
,/h. @ Readin! >ui'
,/h. @ &u##ar$ and
.nal$sis Aideo /li
,)ea(her notes for the#e
,L;F Eovel
11

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