2015 2016 Daily Overview Unit 3

CC Standards
English 2: Daily Overview
Day 1
RI.9-10.3. Analyze how the
author unfolds an analysis or
series of ideas or events,
including the order in which the
points are made, how they are
introduced and developed, and
the connections that are drawn
between them.
RI.9-10.4. Determine the
meaning of words and phrases
as they are used in a text,
including figurative,
connotative, and technical
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone.
W.9-10.2. Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and
information clearly and
accurately through the effective
selection, organization, and
analysis of content.
W.9-10.4. Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
L.9-10.1. Demonstrate command
of the conventions of standard
English grammar and usage
when writing
English capitalization,
punctuation, and spelling when
writing.
Day 2
RI.9-10.4. Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone.
W.9-10.3 Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured
event sequences.
W.9-10.5. Develop and
strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions with
diverse partners building on
others ideas and expressing
their own clearly and
persuasively
L.9-10.3. Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more fully
when reading or listening.
Unit Three: Literary Nonfiction- Reflection (memoir, essay and speech)
Day 3
Day 4
RI.9-10.1 Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
text.
RI.9-10.2. Determine a central RI.9-10.2. Determine a central
idea of a text and analyze its
development over the course
of the text, including how it
emerges and is shaped and
refined by specific details.
refined by specific details.
including the order in which
the points are made, how they the points are made, how they
are introduced and developed, are introduced and developed,
and the connections that are
and the connections that are
drawn between them.
drawn between them.
meaning of words and
phrases as they are used in a
phrases as they are used in a
text, including figurative,
text, including figurative,
word choices on meaning and word choices on meaning and
tone.
tone.
RI.9-10.5 Analyze in detail how RI.9-10.5 Analyze in detail how
an authors ideas or claims are an authors ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions paragraphs, or larger portions
of a text
of a text
W.9-10.9 Draw evidence from SL.1 Initiate and participate
literary or informational texts
to support analysis, reflection, collaborative discussions with
and research.
diverse partners building on
others ideas and expressing
their own clearly and
persuasively.
Day 5
inferences drawn from the text.
RI.9-10.2. Determine a central
development over the course of
the text, including how it
refined by specific details;
provide an objective summary
of the text.
between them.
tone.
RI.9-10.5 Analyze in detail how
an authors ideas or claims are
paragraphs, or larger portions
of a text
RI.9-10.9. Analyze seminal U.S.
documents of historical and
literary significance including
how they address related
themes and concepts.
Bell Work/
Opening
Journal:
Journal: For Sale: baby shoes, Sharing: share your 6 word
What is the purpose of taking a never worn. What story do these memoir!
pre- or post- assessment?
six words tell? Who is the
author?
can cite text-based evidence I can define the characteristics
that provides strong and
of a memoir.
thorough support for an
I can write a memoir using six
analysis of literary text.
very powerful words.
I can determine the theme or
central idea of a literary and
informational text.
I can analyze how an authors
choices about how to structure
text, order events and
manipulate time create
intended effects.
I can write
informative/explanatory texts.
Pre-assessment
Memoir
autobiography
Explain the
Mini Lesson/
Direct Instruction
can identify memoir

characteristics from the text.
I can read and analyze a text.
Journal: Which is more

appealing to you, Ethos, Logos
or Pathos. Why?
can identify and analyze

I can analyze and synthesize
rhetorical strategies.
how the nonfiction
characteristics were used in
I can analyze and synthesize
how the memoir characteristics different texts.
were used in different texts. I can perform the literature
circle roles.
Analyze
Synthesize
Ethos, Pathos, Logos
Rhetorical Strategies
Literature Circles
powerful words
sensory details
Grammar
Focus
Vocabulary
Learning Targets
Objectives/
Sub-Objectives
Journal: What is Pathos?

Ethos? Logos?
purpose of a preassessment.
Distribute the materials
Instruct students to do their
best work
When students finish, have
them read and mark the article
Fredrick Douglas Memoir
(Informational Text)
Introduce the new unit: begin

by examining ourselves and
others via memoirs, how we
impact change (speeches),
and how we can persuade
others to change (research).
Present the essential
questions for the unit
https://www.youtube.com/watc
h?v=mBnP0DoGjRI Have
students watch short clip on 6
word memoirs.
Distribute Douglass Memoir Rhetorical

Introduce Memoirs.
Strategies: https://owl.english
Model how to find information
.purdue.edu/owl/resource/58
about author, time period,
8/04/ Ethos, Pathos, Logos
text.
Introduce Rhetorical
Strategies to Students
Read Douglass Memoir as a
class.
Cornell Notes about Pathos,
Ethos and Logos.
Model close reading skills.
Worksheets: Identifying
Rhetorical strategies,
Rhetorical Strategies.
Distribute The Coming

Merger of Mind and
Machine.
Introduce reading
with: https://www.youtube.com
/watch?v=egNms4KJFrA
Introduce and model
Literature Circles.
Divide students in groups of 4
to begin reading.
Differentiation:
Gifted, ELL, SPED
Independent Work
Activities Students:
Pre-Assessment
Reading articles Introductions
and Conclusions
Whip around: What was the

most challenging part of the
pre-assessment? Why?
Homework
Materials/
Resources
ELL/SPED: Give students

ELL/SPED: give students a
suggestions, let them use
highlighter or alternate
other languages.
leveled text.
Honors/Pre-AP: have
Honors/Pre-AP: have
students create more than
students read silently
one.
independently.
Class discussions
Finish questions about
Create personal six-word
Douglass Memoir
memoir: show students this
website for
ideas: http://www.sixwordmem
oirs.com/
Whip Around
Share memoir by hanging them
on a classroom wall
Six-word memoir
Assessment/
DOK
Check for
Understanding
Sharing/
Closure
ELL/SPED: Extra time to

complete.
Honors/Pre-AP: Have
students mark the text for
articles and take Cornell notes
Finish reading and marking the Make memoirs pretty

text for the memoir of Fredrick
Douglass (Informational Text)
Pre-assessment
Fredrick Douglas memoir
Six Word Memoirs
Rally Table
Discussion/share:
What qualities make a
memoir?
Annotated text, Questions
answered
ELL/SPED: give students

specific cornell notes, or a
cheat sheet
Honors/Pre-AP: Have
students create examples of
Rhetorical Strategies.
Identify and explain Ethos,
Logos or Pathos used in
Douglass Memoir.
Pair-Share
Share one Rhetorical Strategy
you found.
Reflection/Quick Write
Did you complete your role?
Reflect on participation
Lit Circles
Finish whatever is not finished Finish whatever is not finished

in class.
in class.
Fredrick Douglass Reading
ELL/SPED: give students

extra time to read. Group
students according to level.
Honors/Pre-AP: Give
students specific roles. Group
students according to level
Read The Coming Merger of
Mind and Machine.
Complete one role in
LitCircles
Finish whatever is not finished in

class.
Fredrick Douglass Reading

Lit Circles
The Coming Merger of Mind and
Identifying Rhetorical Strategies. Machine.
CC Standards
Day 6
RI.9-10.1 Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
RI.9-10.2. Determine a central idea of
a text and analyze its development
over the course of the text, including
how it emerges and is shaped and
refined by specific details; provide
an objective summary of the text.
RI.9-10.3. Analyze how the author
unfolds an analysis or series of
ideas or events, including the order
in which the points are made, how
they are introduced and developed,
and the connections that are drawn
between them.
RI.9-10.4. Determine the meaning of
words and phrases as they are used
in a text, including figurative,
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone.
RI.9-10.5 Analyze in detail how an
authors ideas or claims are
developed and refined by particular
sentences, paragraphs, or larger
portions of a text
RI.9-10.6. Determine an authors point
of view or purpose in a text and
analyze how an author uses rhetoric
to advance that point of view or
purpose.
RI.9-10.7. Analyze various accounts of
a subject told in different mediums
determining which details are
emphasized in each account.
SL.1 Initiate and participate effectively
in a range of collaborative
discussions with diverse partners
building on others ideas and
expressing their own clearly and
persuasively
Day 7
text.
of the text.
an authors ideas or claims
are developed and refined by
of a text
RI.9-10.9. Analyze seminal
U.S. documents of historical
and literary significance
including how they address
related themes and concepts.
L.9-10.4. Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases based on grades 9
10 reading and content,
choosing flexibly from a range
of strategies.
SL.9-10.1. Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades 9
10 topics, texts, and issues,
expressing their own clearly
and persuasively.
Day 8
text.
of the text.
an authors ideas or claims are
of a text
L.9-10.4. Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases based on grades 9
10 reading and content,
choosing flexibly from a range
of strategies.
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades 9
10 topics, texts, and issues,
expressing their own clearly
and persuasively.
Day 9
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
text.
RI.9-10.2. Determine a
central idea of a text and
analyze its development
over the course of the
text, including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of the
text.
U.S. documents of
historical and literary
significance including
W.9-10.3. Write narratives
to develop real or
imagined experiences or
events using effective
technique, well-chosen
details, and wellstructured event
sequences. (memoirs)
discussions (one-on-one,
in groups, and teacherled) with diverse partners
on grades 910 topics,
texts, and issues, building
on others ideas and
expressing their own
clearly and persuasively.
Day 10
author unfolds an analysis
or series of ideas or events,
the points are made, how
they are introduced and
developed, and the
connections that are drawn
between them.
phrases as they are used in
a text, including figurative,
cumulative impact of
specific word choices on
meaning and tone.
RI.9-10.5 Analyze in detail
how an authors ideas or
claims are developed and
refined by particular
sentences, paragraphs, or
larger portions of a text
RI.9-10.6. Determine an
authors point of view or
purpose in a text and
analyze how an author uses
rhetoric to advance that
point of view or purpose.
RI.9-10.7. Analyze various
accounts of a subject told in
different mediums
determining which details
are emphasized in each
account.
SL.1 Initiate and participate
collaborative discussions
with diverse partners
building on others ideas
and expressing their own
clearly and persuasively
Bell
Work/Opening
Journal: What is your favorite

commercial and why? What is
the commercial trying to do?
Journal: what historical

significance does your reading
have? How do you know?
I can organize our group.

I can perform the literature circle
roles.
I can analyze and synthesize how
the nonfiction characteristics were
used in different texts.
I can read, annotate and

analyze the text.
I can perform literature circle
roles.
I can analyze and identify
persuasive techniques.
persuasion
Vocabulary
Learning Targets/
Objectives/
Sub-Objectives
Which memoir from the other day

was the most memorable? Why?
I can close read the text.

I can analyze and evaluate
how persuasion was used.
Connotation
Denotation
Journal: What are some

events from your life that
are significant? That you
still think and talk about
today?
I can use the writing
process
I can brainstorm and
outline my writing.
I can create a Narrative
or Memoir
Narrative
Memoir
Journal: which Lit Circle

Role do you prefer? Which is
difficult for you?
I
can read, annotate and

analyze the text.
I can perform literature
circle roles.
persuasive techniques
Grammar
Focus
Connotation/denotation
Review The Coming Merger of

Mind and Machine.
students will create a t-chart of
strengths and struggles of
Literature Circles. .
strengths
struggles
Differentiation:
Gifted, ELL, SPED
Mini Lesson/
Direct Instruction
At the bottom, have students

write what they will do to make
sure their LitCircle is Productive.
Circulate and support/assess
students during LitCircle process
ELL/SPED: assign students
specific roles.
Honors/Pre-AP: assign students
specific roles
Introduce persuasive
terminology
Show and discuss magazine
articles and video clips
Distribute the readings to
each group: Gettysburg,
Birmingham, March, and
Inaugural (Informational Text)
Explain that each group will
be reading and performing lit
circles, then switching.
ELL/SPED: group students

appropriately, and assign
role.
Honors/Pre-AP: group
students appropriately, and
assign role.
Introduce students to reader

response questions and
model how to answer using
evidence from the text.
Assign groups discussion
questions based on the
specific text. (World Caf:
Alternate Assignment, Fish
Bowl, Philosophical Chairs)

appropriately, and assign
role.
assign role.
Review characteristics of
Memoirs and Narratives
Show
students: http://www.tee
nink.com/nonfiction/mem
oir/ for examples
Model how to brainstorm
events from your life.
Model how to put them
into an outline form.
ELL/SPED: print off

examples for students.
Honors/Pre-AP: have
students write about
specific times\events.
Review the steps in

Literature Circles.
Distribute the readings to
each group: Gettysburg,
Inaugural.
Monitor students in Lit
Circles.
ELL/SPED: group
students appropriately,
and assign role.
students appropriately,
and assign role.
Independent Work
Sharing/
Closure
Assessment/
DOK
Check for
Understanding
Homework
Materials/
Resources
Read Lit Circle Group assigned

reading for today.
Complete one Lit Circle role
Read, annotate and analyze

reading with group
Complete Lit Circle Role.
Rally table/Pair-Share:
Did you complete your role?
Group discussion:
Discussion of Lit Circle
Procedure.
Lit Circles
Lit Circles
Finish whatever is not finished in

class.
Find an advertisement and

identify the element of
persuasion used and evaluate
the effectiveness.
Lit Circles
The Coming Merger of Mind and
Machine.
Gettysburg Address (Lincoln)

Birmingham Jail (King)
March on Washington (King)
Second Inaugural. (Lincoln)
Lit Circle Roles
Annotate the texts

Brainstorm ideas for
Specific answers to reader
Narrative\Memoir
response with use of
Look at examples from
evidence.
TeenInk
Group discussion
Begin writing draft.
participation.
Group discussion or
What events are you
evidence:
thinking about using?
Highlight the evidence used in a
partners answers.
Evidence is used, answering

questions.
Outline
Read, annotate and

analyze reading with
group
Complete Lit Circle Role.
Discussion of Lit Circle

Procedure.
Lit Circles
Start Outline and

Brainstorming.
Gettysburg Address (Lincoln)

Lit Circle Roles Reader
Response Questions.
Gettysburg Address
(Lincoln)
Lit Circle Roles Reader
Response Questions.
CC Standards
Day 11
support analysis of what the text
says explicitly as well as
provide an objective summary of
the text.
RI.9-10.8. Delineate and evaluate
the argument and specific claims
in a text, assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning.
themes and concepts
W.9-10.3. Write narratives to
details, and well-structured
event sequences.
W.9-10.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
Day 12
RI.9-10.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RI.9-10.2. Determine a central idea
of a text and analyze its
the text, including how it emerges
and is shaped and refined by
specific details; provide an
objective summary of the text.
RI.9-10.8 Delineate and evaluate
the argument and specific claims
in a text, assessing whether the
reasoning.
literary significance including how
they address related themes and
concepts
details, and well-structured event
sequences.
support analysis, reflection, and
research.
Day 13
of the text.
RI.9-10.8. Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning.
themes and concepts
effective technique, wellchosen details, and wellstructured event sequences.
support analysis, reflection,
and research.
Day 14
text.
of the text.
reasoning.
themes and concepts
effective technique, wellchosen details, and wellstructured event sequences.
to support analysis, reflection,
and research.
Day 15
text says explicitly as well
as inferences drawn from
the text.
idea of a text and analyze
its development over the
course of the text, including
how it emerges and is
shaped and refined by
specific details; provide an
objective summary of the
text.
reasoning.
U.S. documents of
historical and literary
significance including how
they address related
themes and concepts
experiences or events
using effective technique,
well-chosen details, and
well-structured event
sequences.
to support analysis,
reflection, and research.
Bell Work/
Opening
Journal/Quick Write:
How is this reading like the 1st
What is the most important
How does reading affect my
reading? How are they different? lesson\idea from your life event you writing?
chose to write about?
I can read, annotate, and
analyze the text
I can analyze and evaluate how
persuasion was used.
I can identify problems,
solutions, and rhetorical devices
Mini Lesson/
Direct Instruction
Differentiation:
Gifted, ELL, SPED
I can read, annotate and

analyze the text.
roles.
Review the steps in Literature

Circles.
Distribute the readings to each
group: Gettysburg,
Inaugural.
Monitor students in Lit Circles.
can read, annotate and

analyze the text.
roles.
I can use the PQP strategy

to peer edit a paper.
I can revise and edit
according to peer
suggestions
I can use the writing
process.
Connotation
Denotation
punctuation of dialogue
response questions and model
how to answer using evidence
from the text.
questions based on the specific
text. (World Caf: Alternate
Assignment, Fish Bowl,
Philosophical Chairs)
Independent Work
I can use the writing process

I can draft my essay
I can use persuasion, and
rhetorical devices in my writing.
I can create a Narrative or
Memoir
Literacy
rhetorical devices
Grammar
Focus
Vocabulary
Learning Targets/
Objectives/SubObjectives
What part of the reading is your PQP what is it? Why do we
favorite? Why?
do it?

appropriately, and assign role
assign role.
Annotate the texts

response with use of evidence.
Group discussion participation.
Model how to turn outline into

draft.
Model how to add in persuasive
techniques or rhetorical devices.
Model editing for punctuation of
dialogue.
Model the PQP strategy.

Model how to edit and
revise based on
suggestions.
Monitor Peer Editing.
Show
students: https://www.yout
ube.com/watch?v=V1pnpL
8295E for Writing Process
Review
ELL/SPED: show student specific ELL/SPED: group students
ELL/SPED: show student
areas to improve upon. Limit length
appropriately, and assign role.
appropriately, and assign role
specific areas to improve
of writing.
upon. Limit length of
writing.
Honors/Pre-AP: assign specific
assign role.
assign role
length requirements.
Honors/Pre-AP: have
students get 2-3 PQP
Finish drafting narrative\memoir
Read, annotate and analyze
Annotate the texts
Finish editing\revising
essay.
reading with group
Peer Edit according to PQP
response with use of
Add dialogue punctuation
Complete Lit Circle Role
Finish writing Final Draft.
evidence.
Add persuasive techniques or
rhetorical devices.
Group discussion
participation.

response questions and
model how to answer using
evidence from the text.
questions based on the
specific text. (World Caf:
Alternate Assignment, Fish
Bowl, Philosophical Chairs)
Sharing/
Closure
Assessment/
DOK
Check for
Understanding
Homework
Materials/
Resources
Findings from the text
Read the first line of your essay to

your partner.
LitCircle Role Discussion
Group Discussion Questions
Highlight two changes you

made in your Draft.
Evidence is used, answering

questions.
Has a draft.
Lit Circles Role
Answers to Reader Response

Questions
PQP strategy followed

Revisions\ edits
Finish Outline and Brainstorming. Finish writing the draft. Begin

Start Draft
editing\revising.
Finish writing the draft, begin

editing\revising.
Finish writing the draft, begin

editing\revising.
Finish writing final draft. Typed.

Turn in to : Turnitin.com
Gettysburg Address, Birmingham

Jail, March on Washington and
Second Inaugural.
Reader Response Questions. Lit
Circle Roles.
Gettysburg Address,
Birmingham Jail, March on
Washington and Second
Inaugural.
Circle Roles.
Gettysburg Address,
Birmingham Jail, March on
Washington and Second
Inaugural.
Circle Roles.
CC Standards
Day 16
strengthen writing as needed
by planning, revising, editing,
W.9-10.6. Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technologys capacity to link to
other information and to
display information flexibly and
dynamically.
SL.9-10.4. Present information,
findings, and supporting
evidence clearly, concisely,
and logically such that listeners
can follow the line of reasoning
and the organization,
development, substance, and
style are appropriate to
purpose, audience, and task.
when writing
writing.
Day 17
display information flexibly and
dynamically.
and logically such that listeners
can follow the line of reasoning
and the organization,
development, substance, and
style are appropriate to
purpose, audience, and task.
when writing
writing.
Day 18
display information flexibly
and dynamically.
and logically such that
listeners can follow the line of
reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
L.9-10.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing
command of the conventions of
standard English capitalization,
writing.
Day 19
technologys capacity to link
to other information and to
display information flexibly
and dynamically.
and logically such that
listeners can follow the line of
reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
of standard English grammar
and usage when writing
of standard English
capitalization, punctuation,
and spelling when writing.
Day 20
between them.
tone.
W.9-10.2. Write
examine and convey complex
ideas, concepts, and
information clearly and
accurately through the effective
selection, organization, and
analysis of content.
W.9-10.4. Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
when writing
writing.
Bell Work/
Opening
What is your favorite part of your How is your solution
Narrative\Memoir? Why?
implementation going? What do
you need to do this week?
I can present my essay.
Memoir
Differentiation:
Gifted, ELL,
SPED
Mini Lesson/
Direct Instruction
Grammar Vocabulary
Focus
Learning Targets/Objectives
Student Memoir\Narrative
Presentations

rhetorical devices in my
writing.
Memoir
Presentations
How can your notes help you
organize your essay? What do
you still need to know?
writing.
Memoir
Presentations
What are ten things that you are
proud about from your first
semester?
I
can cite text-based evidence

that provides strong and
thorough support for an
analysis of literary text.
I can determine the theme or
central idea of a literary and
informational text.
choices about how to structure
text, order events and
manipulate time create
intended effects.
I can write
informative/explanatory texts.
Post-assessment
Instruct students to do their
best work
When students finish, have
them read and mark the article
Fredrick Douglas Memoir
(Informational Text)
ELL/SPED: Additional time for ELL/SPED: Additional time for ELL/SPED: Additional time
ELL/SPED: Additional time
writing; present to teacher
writing; present to teacher
for writing; present to teacher
for writing; present to teacher
complete.
only or small group
only or small group
only or small group
only or small group
Honors/Pre-AP:
Honors/Pre-AP: Present to
multiple classes on stage
Presentations
Read through your draft
quickly. What did you do well?
What is still a struggle? What
questions do you still have?
writing.
Memoir.
Explain the
Independent Work
Sharing/
Closure
Assessment/
DOK
Check for
Understanding
Homework
Materials/
Resources
Presenter: present
Presenter: present
Presenter: present
Presenter: present
Pre-Assessment
Non-Presenter: take notes on

strengths and areas for
improvement

improvement

improvement

improvement
Writing a semester reflection
Whip around responding to:

The best thing I saw was



Whip around: What was the

most challenging part of this
unit? Why?
Presentation
Presentation
Presentation
Presentation
Finish Final Draft, Typed,

Turnitin.com

Turnitin.com

Turnitin.com

Turnitin.com
Post-Assessment
Day 21
Day 22
Day 23
Day 24
Day 25
CC Standards
Bell Work/
Opening
W.9-10.7 Conduct short as well as RI.9-10.3. Analyze how the author

more sustained research projects
unfolds an analysis or series of ideas
or events, including the order in
to answer a question/solve a
which the points are made, how they
problem; synthesize multiple
are introduced and developed, and
sources, demonstrating
understanding of subject; W.5; L.1,
between them.
L.2
RI.9-10.4. Determine the meaning of
words and phrases as they are used
in a text, including figurative,
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone.
W.9-10.2. Write
examine and convey complex ideas,
concepts, and information clearly
and accurately through the effective
selection, organization, and analysis
of content.
W.9-10.4. Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
L.9-10.1. Demonstrate command of
the conventions of standard English
grammar and usage when writing
L.9-10.2. Demonstrate command of
the conventions of standard English
capitalization, punctuation, and
spelling when writing.
Read through your draft quickly.
What did you do well? What is still
a struggle? What questions do
you still have?
What are ten things that you are
proud about from your first
semester?
can cite text-based evidence that

provides strong and thorough
support for an analysis of literary
text.
I can determine the theme or central
idea of a literary and informational
text.
choices about how to structure text,
order events and manipulate time
create intended effects.
I can write informative/explanatory
texts.
Post-assessment
Grammar
Focus
Vocabulary
Learning Targets/
Objectives

Memoir.
Independent Work Differentiation:

Activities Students: Gifted, ELL,
SPED
Mini Lesson/
Direct Instruction
Presentations
ELL/SPED: Teacher
conference/additional editing
from teacher
Honors/Pre-AP:
Explain the
Instruct students to do their best
work
When students finish, have them
read and mark the article Fredrick
Douglas Memoir (Informational
Text)
complete.
Honors/Pre-AP:
Pre-Assessment
Writing a semester reflection
Sharing/
Closure
Assessment/
DOK
Check for
Understanding
Homework
Materials/
Resources

Whip around: What was the most

challenging part of this unit? Why?
Presentation

Turnitin.com
Post-Assessment

2015 2016 Daily Overview Unit 3

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CC Standards

English 2: Daily Overview

Unit Three: Literary Nonfiction- Reflection (memoir, essay and speech)

can identify memoir

Journal: Which is more

can identify and analyze

Journal: What is Pathos?

Introduce the new unit: begin

Distribute Douglass Memoir Rhetorical

Distribute The Coming

Whip around: What was the

ELL/SPED: Give students

ELL/SPED: Extra time to

Finish reading and marking the Make memoirs pretty

Six Word Memoirs

ELL/SPED: give students

Finish whatever is not finished Finish whatever is not finished

Fredrick Douglass Reading

ELL/SPED: give students

Finish whatever is not finished in

Fredrick Douglass Reading

Journal: What is your favorite

Journal: what historical

I can organize our group.

I can read, annotate and

Which memoir from the other day

I can close read the text.

Journal: What are some

Journal: which Lit Circle

can read, annotate and

Review The Coming Merger of

At the bottom, have students

ELL/SPED: group students

Introduce students to reader

ELL/SPED: group students

ELL/SPED: print off

Review the steps in

Read Lit Circle Group assigned

Read, annotate and analyze

Finish whatever is not finished in

Find an advertisement and

Gettysburg Address (Lincoln)

Annotate the texts

Evidence is used, answering

Read, annotate and

Discussion of Lit Circle

Start Outline and

Gettysburg Address (Lincoln)

I can read, annotate and

Review the steps in Literature

can read, annotate and

I can use the PQP strategy

I can use the writing process

ELL/SPED: group students

Annotate the texts

Model how to turn outline into

Model the PQP strategy.

Introduce students to reader

Findings from the text

Read the first line of your essay to

LitCircle Role Discussion

Group Discussion Questions