Junior Outline

ENGLISH 5-6 DAILY OVERVIEW, TERM 3:
Unit 5: Emerging Modernism
Standards
NOVEL UNIT w. Lit
Analysis Essay
-Their Eyes were
Watching God
-The Great Gatsby
-A Farewell to Arms or
any American Literature
text of appropriate
Common Core
complexity
DAY ONE
DAY TWO
DAY THREE
DAY FOUR
DAY FIVE
RL.11-12.5 Analyze how an

authors choices concerning
how to structure specific
parts of a text (e.g., the
choice of where to begin or
end a story, the choice to
provide a comedic or tragic
resolution) contribute to its
overall structure and
meaning as well as its
aesthetic impact.
RL.11-12.9 Demonstrate
knowledge of eighteenth-,
nineteenth- and earlytwentieth-century
foundational works of
American literature,
including how two or more
texts from the same period
treat similar themes or
topics.
L.11-12.1 Demonstrate
command of the
conventions of standard
English grammar and usage
when writing or speaking.
command of the
English capitalization,
punctuation, and spelling
when writing.
W.11-12.10 Write routinely
over extended time frames
(time for research,
reflection, and revision) and
shorter time frames (a
single sitting or a day or
two) for a range of tasks,
purposes, and audiences.
SL.11-12.1 Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grades 1112 topics, texts,
and issues, building on
others ideas and expressing
their own clearly and
RL.11-12.1 Cite strong and

thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text, including determining
where the text leaves
matters uncertain.
RL.11-12.2 Determine two
or more themes or central
ideas of a text and analyze
their development over the
course of the text, including
how they interact and build
on one another to produce a
complex account; provide an
objective summary of the
text.
RL.11-12.3 Analyze the
impact of the authors
choices regarding how to
develop and relate elements
of a story or drama (e.g.,
where a story is set, how the
action is ordered, how the
characters are introduced
and developed).
American literature, including
how two or more texts from
the same period treat similar
themes or topics.
command of the conventions
of standard English grammar
and usage when writing or
speaking.
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
(time for research, reflection,
and revision) and shorter

thorough textual evidence to
support analysis of what the
text says explicitly as well as
matters uncertain.
on one another to produce a
complex account; provide an
text.
develop and relate elements
of a story or drama (e.g.,
where a story is set, how the
action is ordered, how the
and developed).
topics.
command of the
command of the
when writing.
RL.11-12.1 Cite strong

and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
matters uncertain.
RL.11-12.2 Determine
two or more themes or
central ideas of a text and
analyze their development
over the course of the
text, including how they
interact and build on one
another to produce a
complex account; provide
an objective summary of
the text.
develop and relate
elements of a story or
drama (e.g., where a story
is set, how the action is
ordered, how the
and developed).
texts from the same
period treat similar
themes or topics.
command of the
English grammar and
usage when writing or
speaking.
command of the

thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text, including
determining where the text
leaves matters uncertain.
on one another to produce
a complex account; provide
the text.
develop and relate
ordered, how the
and developed).
topics.
command of the
command of the
when writing.
persuasively.
Bell Work/
Opening
Learning
Targets/Objectives
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
DIFFERENTIATED
INFORMATIVE ESSAYS
BASED ON THESE THREE
NOVELS:
[Students write for 5 to 10

minutes]
Have you ever wanted to
relive a moment from your
past, to redo it? Describe
the situation. How and why
would you change the past?
time frames (a single sitting

or a day or two) for a range
of tasks, purposes, and
audiences.
groups, and teacher-led) with
diverse partners on grades
1112 topics, texts, and
issues, building on others
ideas and expressing their
own clearly and persuasively.
Grammar: semicolons
(time for research,

others ideas and expressing
their own clearly and
persuasively.
Grammar: semicolons

when writing.
W.11-12.10 Write
routinely over extended
time frames (time for
research, reflection, and
revision) and shorter time
frames (a single sitting or
a day or two) for a range
of tasks, purposes, and
audiences.
discussions (one-on-one,
in groups, and teacher-led)
others ideas and
expressing their own
clearly and persuasively.
Grammar: semicolons

(time for research,
others ideas and
expressing their own clearly
and persuasively.
Grammar: semicolons
Thematic question from text

as discussion prompt
Thematic question from text

as discussion prompt
Thematic question from

text as discussion prompt
Thematic question from

text as discussion prompt
I can be an active listener

and take accurate notes
I can learn new vocabulary
words and use them in
context.
I can read understand text in

Chapter One.
I can read understand text

in Chapter Two.
I can read understand

text in Chapter Three.
I can be an active listener.

I can analyze how multiple
ideas are related and/or
conflict with one another

I can express

I can analyze how
multiple ideas are related
and/or conflict with one
another
I can express

I can express
conscientious, sauntered,
discreetly
Chapters 1-3 vocab
languid, defiant
Chapters 1-3 vocab
incessant, affected
Chapters 1-3 vocab
earnestly, genially
Chapters 1-3 vocab
1.
S
hare out Bell work
2.
H
ave students take the
Great Gatsby AFL preassessment
3.
C
1.
Re
ad Gatsby, chapter 1
2.
Chapter 1 discussion
3.
Cl
osure: Students write
and share out chapter 1
1.
Read Gatsby, chapter
2
2.
3.
Cl
osure: Students write
1.
R
ead Gatsby, chapter 3
2.
3.
I
nteractive Notebook
day Prep
contempt, innuendo
Chapters 1-3 vocab
1.
St
udents work on pop-ups
for Interactive Notebook
character page
entries
theme page entries
summary page
entries
EYES WATCHING GOD:

If Black English Isnt a
Language, then Tell Me
What Is? James Baldwin
GATSBY: The Great
Gatsby and the
Twenties Ronald Berman
FAREWELL TO ARMS: A
Farewell to Arms: The
Impact of Irony and the
Irrational Fred H.
Marcus
Grammar
DGS C Week 1
Independent
Work/Activities
Students:
Teacher:
Differentiation:
Gifted, ELL, ESS
ontext PowerPoint:
Roaring Twenties
featuring F Scott
Fitzgerald and Gatsby
4.
G
atsby preview/intro
presentation (trailer)
5.
Li
terary terms lesson
and activity
6.
G
atsby ch.1-3 vocab
presentation
7.
In
teractive notebook
assignment
8.
G
rammar as the closing
D2SC Resource:
DGS C Week 1-Day 1
summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 1-Day 2
and share out chapter

2 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 1-Day 3
Remind students
chapter question
page entries
of Interactive
personal response
Notebook
page entries
expectations and
2. Closure: Share out
Friday workday
elements of Interactive
4.
C Notebook
losure: Students write
3 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 1-Day 4
D2SC Resource:
DGS C Week 1-Day 5
Teacher:
Facilitate discussion of the
main concepts/themes of
the chapter
Students:
Small Group or whole class
discussion of chapter.
Students:
Interactive notebook work
Teacher:
main concepts/themes of the
chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
-Provide extensive
vocabulary list for students
as needed
-Provide access to Power
Points/Prezis or have
presentations printed for
student
-Depending on the needs of

the class, students can read
silently, take turns reading
aloud, or listen to the
teacher (or an audio
recording).
-Reading can be assigned as
homework due Day 2 so that
time in class is spent
discussing the material.
-Before reading, teachers
should point out what
students are reading for ex:
elements of the interactive
notebook, and/or the chapter
questions.
-Preferably, students will
have their own copies of the
text so they can use marking
the text strategies.

the class, students can read
silently, take turns reading
aloud, or listen to the
teacher (or an audio
recording).
-Spend the class time
discussing the material from
previous day.
students are reading for ex.
notebook, and/or the
chapter questions.
have their own copies of the
text so they can use
marking the text strategies.
-Assign more (or lengthier)
-Depending on the needs

of the class, students can
read silently, take turns
reading aloud, or listen to
the teacher (or an audio
recording).
-Spend the class time
discussing the material..
students are reading for
--elements of the
interactive notebook,
and/or the chapter
questions.
have their own copies of
the text so they can use
marking the text
strategies.
Assign more (or lengthier)

notebook to Gifted
students; less (or shorter)
to those on IEPs.
-Check-in with students on
progress on interactive
notebook.
Sharing/Closure
Assessments
Materials/
Resources

notebook to Gifted students;
less (or shorter) to those on
IEPs.
**Focus on Nick and his role
in being a narrator.
Introduction of characters, a
character sheet would help
students keep track of
characters as the story
progresses

notebook to Gifted students;
less (or shorter) to those on
IEPs.
** Focus on setting an
organizer comparing West
and East Egg to Valley of the
Ashes

notebook to Gifted
to those on IEPs.
-Check for understanding
on Interactive Notebook
process
** Focus on a flow chart
highlighting important
events that occurred at
Gatsbys party.
Grammar activity :
Semicolons
Gatsby "quick write":

Chapter 1 summary and/or
personal response on halfsheet (to be added to
Interactive Notebook)


Chapter 3 summary
and/or personal response
on half-sheet (to be added
to Interactive Notebook)
Share out elements of

Interactive Notebook
Quick Write
Small Group Discussion
Grammar Activity
Chapter 1 Summaries
Partner Share
Classroom Discussion
Student response
Chapter 2 Summary
Student Response
Chapter 3 Summary
Student Response
Formative Assessment for

Chapters 1-3
Roaring Twenties featuring F.

Scott Fitzgerald and Gatsby
PPT
Materials for Thinking Maps
assignment handout and
rubric
Literary Terms information
(handout or web resource)
Grammar activity
Note to teacher: You could
distribute the Interactive
notebook materials in the
previous week so that
students have materials for
the first day of the unit.
Extended vocabulary list
Adapted Grammar
PowerPoint
http://ebooks.adelaide.edu.a
u/f/fitzgerald/f_scott/gatsby/
The Great Gatsby

Gatsby chapter questions for
discussion
Grammar PowerPoint
Students interactive
notebooks
The Great Gatsby

Gatsby chapter questions
for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

for discussion
Grammar PowerPoint
notebooks
Term 3
Standards
Unit 5: Emerging Modernism
DAY SIX
DAY SEVEN
DAY EIGHT
DAY NINE
DAY TEN

evidence to support
matters uncertain.
course of the text,
including how they interact
and build on one another to
produce a complex
account; provide an
text.

evidence to support
matters uncertain.
course of the text,
produce a complex
account; provide an
text.

evidence to support
matters uncertain.
course of the text,
produce a complex
account; provide an
text.

evidence to support
matters uncertain.
over the course of the text,
produce a complex
account; provide an
text.

thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text, including
determining where the text
leaves matters uncertain.
produce a complex
account; provide an
text.
Bell Work/
Opening

develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
audiences.
others ideas and

develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write
audiences.
others ideas and

develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write
audiences.
others ideas and

develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write
audiences.
others ideas and

develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
(time for research,
others ideas and
Gatsby Personal
Reaction/Historical
connection quick write
Use DOG daily grammar for

bell work activity or
Original Bellwork Question.



Learning Targets/
Objectives
I can articulate my
understanding of the
current chapter.
I can articulate my
current chapter.
I can articulate my
current chapter.
I can articulate my
current chapter.
I can articulate my
current chapter.
I can determine my writing

purpose.
I can evaluate literature

using an argument rubric.




I can select supporting

evidence from The Great
Gatsby to support my
analysis topic.

analysis topic.

analysis topic.

analysis topic.
I can support an analysis by

identifying evidence from
the text.

the text.

the text.

the text.
I can draw simple

generalizations and
conclusions using details
that support the main
points of more challenging
passages
I can draw simple

generalizations and
passages
I can draw simple

generalizations and
passages
I can draw simple

generalizations and
passages
Sauntered, Radiated
Chapters 4-6 Vocab
Cordial, Peculiar
Chapters 4-6 Vocab
Incredulous, Pervading
Chapters 4-6 Vocab
Gaudy,, Tangible
Chapters 4-6 Vocab

analysis topic.
the text.
I can draw simple
generalizations and
passages
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 2
Silhouette, Hilarity
Chapters 4-6 Vocab
1.
V
ocabulary Presentation
2.
Students work on popups for Interactive
Notebook
character page
entries
theme page entries
summary page
entries
chapter question
page entries
personal response
page entries
3.
S
hare out elements of
4.
Cl
osure: grammar
D2SC Resource:
DGS C Week 2-Day 1
1.
R
2.
3.
C
4 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 2-Day 2
1.
5
2.
3.
C
4 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 2-Day 3
1.
R
2.
3.
I
nteractive Notebook
day Prep
Remind students
of Interactive
Notebook
expectations and
Friday workday
4.
C
6 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 2-Day 4
1.
Notebook
character page
entries
theme page entries
summary page
entries
chapter question
page entries
personal response
page entries
2. Closure: Share out
elements of Interactive
Notebook
D2SC Resource:
DGS C Week 2-Day 5
Independent
Work/Activities
Students:
Teacher:
Differentiation:
Gifted, ELL, ESS
Sharing/Closure
Assessments
Materials/
Resources
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:

notebook to Gifted
to those on IEPs.

notebook to Gifted
to those on IEPs.

notebook to Gifted
to those on IEPs

notebook to Gifted
to those on IEPs.

notebook to Gifted
to those on IEPs.
ESS: Focus on visual

aspects/projects on the left
side of the notebook.
(characters, plot, maps,
flow charts, etc)
ESS: Focus on visual

aspects/projects on the left
side of the notebook.
(characters, plot, maps,
flow charts, etc). A visual
on who Gatsby claims to be
to Nick in this chapter
would help students track
his development as a
character in the story.
ESS: Eliminate/Shorten
summaries if needed to
have students focus on the
interactive notebook and
chapter questions.
A chart to track the
interaction between Gatsby
and Daisys first interaction
after 5 years would help as
a guide, also highlighting
the role Nick played in this
meeting,
chapter questions.
Nick explains who Gatsby
really is in this chapter, a
new character sheet would
help students compare
Gatsby from chapter 4 to
chapter 6.
chapter questions.




Grammar Activity
Chapter 4 Summary
Student Response
Chapter 5 Summary
Student Response
Chapter 6 Summary
Student Response
Chapters 4-6 Formative

Summary
Student Response
The Great Gatsby

Chapters 4-6 Vocabulary
Presentation
Grammar PowerPoint
notebooks
The Great Gatsby

for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

Grammar PowerPoint
notebooks
Grammar Activity
TERM 3 Unit 5: Emerging Modernism
Standards
DAY ELEVEN
DAY TWELVE
DAY THIRTEEN
DAY FOURTEEN
DAY FIFTEEN

evidence to support
matters uncertain.
produce a complex
account; provide an
text.
develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write

evidence to support
matters uncertain.
produce a complex
account; provide an
text.
develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write

evidence to support
matters uncertain.
produce a complex
account; provide an
text.
develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write

evidence to support
matters uncertain.
produce a complex
account; provide an
text.
develop and relate
ordered, how the
and developed).
topics.
command of the
English grammar and
speaking.
command of the
when writing.
W.11-12.10 Write
a two or more themes
or central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on
one another to produce
a complex account;
provide an objective
summary of the text.
RL.11-12.3 Analyze
the impact of the
authors choices
regarding how to
develop and relate
drama (e.g., where a
story is set, how the
action is ordered, how
the characters are
introduced and
developed).
RL.11-12.7 Analyze
multiple interpretations
of a story, drama, or
poem (e.g., recorded or
live production of a
play or recorded novel
or poetry), evaluating
how each version
interprets the source
text. (Include at least
one play by
Shakespeare and one
play by an American
dramatist.)
RI.11-12.2 Determine
two or more central
ideas of a text and
analyze their
course of the text,
including how they
one another to provide
a complex analysis;
RI.11-12.5 Analyze
and evaluate the
effectiveness of the
Bell Work/
Opening

audiences.
others ideas and

audiences.
others ideas and

audiences.
others ideas and

audiences.
others ideas and
structure an author
uses in his or her
exposition or
argument, including
whether the structure
makes points clear,
convincing, and
engaging.
RI.11-12.8 Delineate
and evaluate the
reasoning in seminal
U.S. texts, including
the application of
constitutional
principles and use of
legal reasoning (e.g., in
U.S. Supreme Court
majority opinions and
dissents) and the
premises, purposes,
and arguments in
works of public
advocacy (e.g., The
Federalist, presidential
addresses).
L.11-12.5a-b Interpret
figures of speech (e.g.,
hyperbole, paradox) in
context and analyze
their role in the text.
Analyze nuances in the
meaning of words with
similar denotations.




Grammar
Status of class writers
workshop
Learning Targets/
Objectives
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 3
I can articulate my
current chapter.
I can articulate my
current chapter.
I can articulate my
current chapter.
I can articulate my
current chapter.





analysis topic.

analysis topic.

analysis topic.

analysis topic.
I can support an analysis

by identifying evidence
from the text.

from the text.

the text.

from the text.
I can draw simple

generalizations and
passages
I can draw simple

generalizations and
passages
I can draw simple

generalizations and
passages
I can draw simple

generalizations and
passages
contralto, crimson
Chapters 7-9 vocab
shiftlessness, complacency
Chapters 7-9 vocab
elated, extinguished
Chapters 7-9 vocab
absurd, dismal
Chapters 7-9 vocab
1.
C
h. 7-9 Vocabulary
Presentation
2.
R
3.
4.
C
7 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 3-Day 2
1.
8
2.
3.
C
8 summaries and/or
personal reactions.
D2SC Resource:
DGS C Week 3-Day 3
1.
R
2.
3.
I
nteractive Notebook
day Prep
Remind students
of Interactive
Notebook
expectations and
Friday workday
D2SC Resource:
DGS C Week 3-Day 4
1.
Notebook
character page
entries
theme page entries
summary page
entries
chapter question
page entries
personal response
page entries
D2SC Resource:
DGS C Week 3-Day 5
I can determine my
writing purpose.
I can work effectively in
a group to accomplish
a goal.
I can mark literary
critiques for specific
information
I can evaluate literary
critiques using an
argument rubric.
grotesque, indifferent
Teacher hands out the

Great Gatsby Essay
writing prompts. Guide
students to pick a
topic.
Direct students into
groups of what essay
prompt they chose.
Students read Gatsby
and their Gatsby notes
to find evidence that
supports their essay
prompt.
D2SC Resource:
DGS C Week 4-Day 1
Independent
Work/Activities
Students:
Teacher:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Teacher:
the chapter
Students:
Students:
Students create a
Flee Map (Tree +
flow) for brainstorming
their essay prompt.
Teacher:
Assist students as
needed during the
writing process.
Conduct evaluation
sessions
Students: Writers
workshop
Analysis essay writing
Differentiation:
Gifted, ELL, ESS

the class, students can
recording).

recording).

recording).

notebook to Gifted
to those on IEPs.
-Review Chapter from

previous day.

previous day.

previous day.

students are reading for
--elements of the
interactive notebook,
and/or the chapter
questions .

students are reading for.

students are reading for.
Check in with students on

their progress on their
interactive notebooks.

Teacher can give guides on
what to annotate.

what to annotate.

notebook to Gifted
to those on IEPs.
**Focusing on a character
map for Wilson in this
chapter would be beneficial
for students.

notebook to Gifted
to those on IEPs.

personal response on half-


what to annotate.
notebook to Gifted
to those on IEPs.
**A Flow map would be
beneficial for chapter 7
because this is where the
plot unfolds.
Sharing/Closure

-Supply models or
scaffolding as needed
for writers workshop
-Modify essay
length/expectations
-Ensure students have
chosen a topic.
**A characterization
element for each character
and who they have become
at the end of the story
would be beneficial for the
students.
Students must report

on their progress at the
end of the class period.
Assessments
Materials/
Resources
sheet (to be added to




Quick Write
Close Reading
Quick Write
Quick Write
Formative Assessment
Quick Write
Thinking Map
Student Notes
Student Report Out
The Great Gatsby

Chapters 7-9 Vocabulary
Presentation
for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

for discussion
Grammar PowerPoint
notebooks
The Great Gatsby

Grammar PowerPoint
notebooks
The Great Gatsby

Student notes
Standards
DAY SIXTEEN
DAY SEVENTEEN
DAY EIGHTEEN
DAY NINETEEN
two or more central ideas
of a text and analyze their
course of the text,
and build on one another
course of the text,
RI.11-12.2 Determine two

or more central ideas of a
course of the text,
DAY TWENTY
RL.11-12.5 Analyze
how an authors
choices concerning
how to structure
specific parts of a
text (e.g., the choice
of where to begin or
to provide a complex
analysis; provide an
text.
RI.11-12.5 Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI.11-12.8 Delineate and
evaluate the reasoning in
seminal U.S. texts,
including the application of
constitutional principles
and use of legal reasoning
(e.g., in U.S. Supreme
Court majority opinions
and dissents) and the
premises, purposes, and
arguments in works of
public advocacy (e.g., The
addresses).
L.11-12.5a,b Interpret
context and analyze their
role in the text. Analyze
nuances in the meaning of
words with similar
denotations.
W.11-12.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.11-12.5 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.
W.11-12.9 Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
text.
uses in his or her
engaging.
seminal U.S. texts,
addresses).
words with similar
denotations.
W.11-12.1 Write
evidence.
needed by planning,
audience.
from literary or
support analysis,
reflection, and research.
text.
uses in his or her
engaging.
seminal U.S. texts,
Court majority opinions and
dissents) and the premises,
purposes, and arguments
in works of public advocacy
(e.g., The Federalist,
presidential addresses).
words with similar
denotations.
W.11-12.1 Write
evidence.
needed by planning,
audience.
from literary or
support analysis, reflection,
and research.
the text.
develop and relate
ordered, how the
and developed).
RL.11-12.7 Analyze
multiple interpretations of
a story, drama, or poem
(e.g., recorded or live
production of a play or
recorded novel or poetry),
evaluating how each
version interprets the
source text. (Include at
least one play by
Shakespeare and one play
by an American
dramatist.)
RI.11-12.2 Determine two
or more central ideas of a
course of the text,
including how they
another to provide a
complex analysis; provide
the text.
uses in his or her
engaging.
seminal U.S. texts,
including the application
of constitutional principles
end a story, the

choice to provide a
comedic or tragic
resolution) contribute
to its overall structure
and meaning as well
as its aesthetic
impact.
RL.11-12.6 Analyze
a case in which
grasping a point of
view requires
distinguishing what is
directly stated in a
text from what is
really meant (e.g.,
satire, sarcasm, irony,
or understatement).
L.11-12.6 Acquire
and use accurately
general academic
and domain-specific
words and phrases,
sufficient for reading,
writing, speaking, and
listening at the
college and career
readiness level;
demonstrate
independence in
gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression.
L11-12.4 a. Use
context (e.g., the
overall meaning of a
sentence, paragraph,
or text; a words
position or function in
a sentence) as a clue
to the meaning of a
word or phrase.

addresses).
L.11-12.5a-b Interpret
words with similar
denotations.
Bell Work/
Opening
Grammar
workshop
Grammar
workshop
Grammar
workshop
Grammar
workshop
What does the term

Alienation mean?
Optional Fine Arts
connection:
Post Jacob Lawrences
War Series: The
Letter and respond
to the style and mood
of the art.
http://whitney.org/Coll
ection/JacobLawrence
/5111
Play The Beatles

Eleanor Rigby
https://www.youtube.
com/watch?v=LOgMWbDGPA&featur
e=kp
Learning Targets/
Objectives

purpose.

purpose.

purpose.
I can determine my
writing purpose.
I can mark literary

information
I can mark literary

information
I can mark literary critiques

for specific information
I can mark literary

information

critiques using an
argument rubric.

critiques using an
argument rubric.

I can write a literary

analysis rough draft with

critiques using an
argument rubric.
I can revise my analysis
rough draft focusing on
appropriate voice, correct

critiques using an
argument rubric.
I can revise my analysis
rough draft focusing on
I can describe/define
the concept of
alienation
-I can explain how it
is reflected in real
events and in
literature during the
1920s 40s
analysis topic.
I can write a working,
debatable thesis
statement.
Vocabulary/Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 4
Independent
Work/Activities
Students:
Teacher:
contingency, gayety
Writers workshop
students complete the
drafting portion of the
analysis process.
Students refer to their
brainstorming ideas (table
or Tree Thinking Map).
Students objectives are to
have a draft with working
thesis statement and body
paragraphs.
working, debatable thesis

statement and evidence to
support my topic written in
body paragraphs.
settee ,vigil
Writers workshop
students complete the
drafting portion of the
analysis process.
1. Students refer to their
brainstorming ideas (table
or Tree Thinking Map).
citations according to MLA,

and diverse sentence
structures.
liability, vitality
Writers workshop
student complete the final
stages of the writing
process: revising and
editing.
Students objective is to
have a final draft ready for
submission by the
beginning of the next class
meeting. This days
emphasis is for revision
and editing. Teachers can
utilize peer editing, one-onone work, and large group
emphasis on common
grammar and/or mechanics
errors to aid in revision
process.
appropriate voice, correct

citations according to
MLA, and diverse sentence
structures.
linger, elude
1.
C
ontinue with work of
Day 19.
2.
C
losure
Modern wo/man
American Modernism
Alienation/
Disillusionment
Basic Poetry terms
and devices
Characterization;
Imagery; Rhyme;
Repetition; Theme
Powerpoint
Modernism section of
Harlem Renaissance
and Modernism
Take Cornell notes on
the causes and
effects that elicit a
feeling/sense of
alienation Post WW1
Suggested Alternate:
Read Excerpts from
the summary analysis
piece Towards a
Definition of
American Modernism
(Daniel Joseph Singal)
that concern the
effect of society and
psychology on the art
and literature of the
Modernist Period.
D2SC Resource:
DGS C Week 4-Day 2
D2SC Resource:
DGS C Week 4-Day 3
D2SC Resource:
DGS C Week 4-Day 4
D2SC Resource:
DGS C Week 4-Day 5
Teacher:
Assist students as needed
during the writing process.
Teacher:
Teacher:
Teacher:
Conduct evaluation
sessions
Conduct evaluation
sessions
Conduct evaluation
sessions
Conduct evaluation
sessions
D2SC Resource:
DGS C Week 5-Day 1
Students compare
the following three
paintings:
Alfred Stieglitz From
the Back window,
291
Students: Writers
workshop
Students: Writers
workshop
Students: Writers
workshop
Students: Writers
workshop
Literary Analysis Rubric
Jacob Lawrence War

Series: The Letter
Edward Hopper
Nighthawks
Students read A
Clean, Well-Lighted
Place.
Students Compare
the mood of the
paintings and how
he achieves it to the
mood of
Hemingways story
and how he achieves
it.
Students analyze the
characters for their
psychological
dissociation.
Announce the weeks
Essay Challenge:
1. In what ways does
the Modernist
character express a
sense of isolation or
alienation? Compare
and contrast the
points of view in at
least two of these
works, using at least
five moments of
evidence to support
your case:
(TEXTS: The Love
Song of J. Alfred
Prufrock; Richard
Cory; Miniver
Cheevy; A Clean
Well-Lighted Place )
Differentiation:
Gifted, ELL, ESS
Sharing/Closure
Assessments
Materials/
Resources
-Supply models or
scaffolding as needed for
writers workshop
-Modify essay
length/expectations
-Supply models or
writers workshop
-Supply models or
writers workshop
-Supply models or
writers workshop
-Modify essay
length/expectations
-Modify essay
length/expectations
-Ensure that students have

started their prewriting
process
-Ensure students have

started a rough draft.
-Teacher reviews writing

and conferences with
student giving them
feedback.
-Teacher ensures student

has the tools necessary to
complete essay in time
restraints.
Students must report on

their progress at the end of
the class period.
Students must report on

their progress at the end of
the class period.
Complete Literary Analysis

writing checklist rubric.
Closure Day 20
Students will take the post
assessment for The Great
Gatsby
Students' first drafts

of the Alienation
essay are due Friday
(day 25).
Rough Draft
Literary Analysis writing
checklist rubric
Student Report Out
Gatsby Post assessment

Drafts
Compare/Contrast
Rough Draft
Student Report Out
Rough Draft
Student Report Out
The Great Gatsby

Thinking Map materials
The Great Gatsby

The Great Gatsby

The Great Gatsby

Interactive notebooks
Compare two
paintings instead of
three paintings.
Modernism and WWI :

PPT
A Clean, Well-Lighted
Place
Alienation Art
Richard Cory (Text
882)
Miniver Cheevy ( 884)
Towards a Definition
of American
Modernism Daniel
Joseph Singal (not
included, but can be
found through the
Johns Hopkins
university press.
Standards
DAY TWENTY ONE
DAY TWENTY TWO
DAY TWENTY THREE
DAY TWENTY FOUR
DAY TWENTY FIVE
RL.11-12.5 Analyze how

an authors choices
concerning how to
structure specific parts of a
text (e.g., the choice of
where to begin or end a
story, the choice to
provide a comedic or
tragic resolution)
contribute to its overall
structure and meaning as
well as its aesthetic
impact.
RL.11-12.6 Analyze a
case in which grasping a
point of view requires
directly stated in a text
from what is really meant
(e.g., satire, sarcasm,
irony, or understatement).
L.11-12.6 Acquire and
RL.11.5 Analyze how an

authors choices
concerning how to
tragic resolution)
impact.
from what is really
meant (e.g., satire,
sarcasm, irony, or
understatement).
RL.11.5 Analyze how an

authors choices
concerning how to
story, the choice to provide
a comedic or tragic
resolution) contribute to its
overall structure and
meaning as well as its
aesthetic impact.
use accurately general
W11.5; Develop and

needed by planning,
audience. (Editing for
conventions should
demonstrate command of
Language standards 1-3
up to and including grades
11-12 here.)
W11.2b: Develop the
topic thoroughly by
selecting the most
significant and relevant
facts, extended definitions,
concrete details,
quotations, or other
information and examples
L 11-12.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
RL 11-12.6 Analyze a
case in which grasping
a point of view
requires distinguishing
what is directly stated
in a text from what is
really meant (e.g.,
satire, sarcasm, irony,
or understatement).
RL 11-12.9
Demonstrate
knowledge of
eighteenth-,
nineteenth- and early-
Bell Work/
Opening

academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate
independence in gathering
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.
L11-12.4 a. Use context
(e.g., the overall meaning
of a sentence, paragraph,
or text; a words position
or function in a sentence)
as a clue to the meaning of
a word or phrase.
W11-12.9 a Apply grades

1112 Reading
standards to literature
(e.g., Demonstrate
knowledge of
eighteenth-, nineteenthand early-twentiethcentury foundational
works of American
literature, including how
two or more texts from
the same period treat
similar themes or
topics).
reading, writing,
speaking, and listening
at the college and career
readiness level;
demonstrate
independence in
gathering vocabulary
knowledge when
phrase important to
comprehension or
expression.
(e.g., the overall
meaning of a sentence,
paragraph, or text; a
words position or
function in a sentence)
as a clue to the meaning
of a word or phrase.

demonstrate independence
in gathering vocabulary
knowledge when
phrase important to
comprehension or
expression.
W11-12.3 d Use precise
words and phrases, telling
details, and sensory
language to convey a vivid
picture of the experiences,
events, setting, and/or
characters.
W 11-12.4 Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 13 above.)
1112 Reading standards
to literature (e.g.,
Demonstrate knowledge
of eighteenth-, nineteenthand early-twentiethcentury foundational works
of American literature,
topics).
or text; a words position or
function in a sentence) as
a clue to the meaning of a
word or phrase.
appropriate to the
audience's knowledge of
the topic.
W11.2c: Use appropriate
and varied transitions and
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships among
complex ideas and
concepts.
W11.2d: Use precise
language, domain-specific
vocabulary, and
techniques such as
metaphor, simile, and
analogy to manage the
complexity of the topic.
W112e: Establish and
maintain a formal style
and objective tone while
attending to the norms
and conventions of the
discipline in which they are
writing.
W112.f: Provide a
concluding statement or
section that follows from
and supports the
information or explanation
presented (e.g.,
articulating implications or
the significance of the
topic).
twentieth-century
including how two or
more texts from the
same period treat
similar themes or
topics.
W11-12.3 d Use
precise words and
phrases, telling details,
and sensory language
to convey a vivid
picture of the
experiences, events,
setting, and/or
characters.
W11-12.9 a Apply
grades 1112 Reading
standards to literature
(e.g., Demonstrate
knowledge of
eighteenth-,
more texts from the
same period treat
similar themes or
topics).
L11-12.4 a. Use
context (e.g., the
or text; a words
to the meaning of a
word or phrase.
What are the

characteristics of a
Modern wo/man?
Students read and respond

to Robert Frosts The Road
Not Taken on projector
What themes does this
poem discuss?
Type 2 define/explain the

term Modern and
alienation as it applies to
literature in the early 20th
century
Pull out first drafts of

research papers, a pen,
and a highlighter.
How do you feel about

living in the city?
Re-read your essay now
Brainstorm a list of
pros and cons for city
Learning Targets/
Objectives
I can describe/define the

concept of alienation.
Mini Lesson/
Direct Instruction
life vs. rural life
I can apply concepts

about Early 20th century
alienation and modern
wo/man to an analysis of
Frosts Road Not Taken
I can link themes from
Road to an analysis of
T.S. Eliots
J. Alfred Prufrock
I can identify
similarities/ differences
between Richard Cory
Miniver Cheever and
J. Alfred Prufrock
I can identify and name

characteristics of the form
of selected Modern
poems as they diverge
from late 19th century
forms.
I can draw correlations
between the form and
content, as it reflects
alienation and the milieu
of the early 20th c.
Weltanschuung
(worldview)
I can analyze the
relationship between
modernist style and
content.
I can write a piece with a
style that is appropriate to
the task, purpose and
audience.
I can rewrite, edit and

revise my rough draft at
least three times using
strategies such as peer
edits, self edits and
reading aloud in order to
ensure that my essay is
error free and publishable
BEFORE I turn it in
I can support an
analysis by identifying
evidence from the
text.
I can draw simple
generalizations and
conclusions using
details that support
the main points of
more challenging
passages
Modern wo/man
American Modernism
Alienation/
Disillusionment
Basic Poetry terms and
devices
Characterization; Imagery;
Rhyme; Repetition; Theme
Modernism
Compare/Contrast
Stream of consciousness,
interior monologue
Title/Form/Content
Trimmers from (p. 934
question 9) - Lit Criticism
Dante Alighieri
Prufrock: etherized,
tedious, insidious, linger,
Michelangelo, formulated,
sprawling, digress, ragged,
malinger, eternal
footman, marmalade,
Lazarus, magic lantern,
differential, meticulous,
obtuse
Paraphrase
Read aloud
Inferences
Mechanics
Imagism
Stream of consciousness,
Peer editing, revising,

editing, publishable
Industrialization
Chicago: husky,
wanton, sneer,
cunning, toil, vivid
Acquainted:
unearthly, luminary,
proclaim, acquaint
My City: threshold,
keenest, subtle,
unutterable, behold
Reading and Analyzing

Poetry from Modern Era
within its
historical context
Read J.Alfred Prufrock,

Applying the Reading a
Poem steps to the poem
Checking significance of
Continue analysis of J.
Alfred Prufrock Paying
particular attention to its
form and stylistic devices
Explaining scope of
todays lesson:
Peer editing sessions
focused around character
Clarify and
respond to questions
from previous 3-2-1 on
alienation and
I can explain how it is

reflected in real events
and in literature during the
1920s 40s
Vocabulary/
Terminology
and come up with

questions you had for your
partner
Title/theme/overall
meaning
Discuss Stream of
Consciousness
Segue to Ezra Pounds In
a
Station of the Metro and
William Carlos Williams
This is Just to Say as
examples of Pounds
theory about Imagism
analysis essay issues, then

self-editing session.
Altstudents who did not
complete essay will work
silently all class for credit,
per teacher grading policy.
D2SC Resource:
DGS C Week 5-Day 2
D2SC Resource:
DGS C Week 5-Day 3
D2SC Resource:
DGS C Week 5-Day 4
D2SC Resource:
DGS C Week 5-Day 5
Students: Partnership
Poetry Analysis of Richard
Cory and Miniver
Cheevy using Reading a
Poem handout
Students: Working with a
partner, create an
evidence-supported
analysis paragraph based
on the CBM
Teacher: CORNELL NOTES
- Historical context
information that affects
aspects of alienation
Teacher: Create
partnerships and divide
the 2 poems as equally as
possible
Students: Read along

with as the Teacher reads
aloud Eliots
Prufrock
http://people.virginia.edu/
~sfr/enam312/prufrock.ht
ml
Students: Find examples

of Stream of
Consciousness in Prufrock.
How is this like the
thoughts of a real person?
What can we learn from
this about him?
Students Find examples
of Imagism in Williams
OPTIONAL: Students will
be creating 2 poems
emulating the style of any
of Modern or Imagist poets.
Suggested: stream of
consciousness writing,
imagism, experimental
punctuation and form.
Teacher: Reviews key
aspects of Modern
poems and the variety of
approaches to
Modern verse
Teacher: Provides
directions for writing 2
original poems in a
Modern style/form
Students Peer editing

missions (suggested:
round robin)
Idea of iconic 20s fictional

characters - Richard Cory,
Miniver Cheevy
Handout: Reading A Poem
Step by Step Process
Grammar
DGS C Week 5
Independent
Work/Activities
Students:
Teacher:
Students Study key lines

from Prufrock and infer
meaning
Students Compare the
character Prufrock to
Richard Cory
http://www.mensaforkids.o
rg/poetically/MFK-Poetry8.pdf
or Miniver Cheevy
http://www.poetryfoundati
on.org/poem/174244
Teacher: Leads a Whole
Class discussion
following and
using the Reading a
Poem handout in a stepby-step
process
DOK 2
Optional: Compare
Prufrock to Grayson Capps
title character in the song
A Love Song for Bobby
Long
Differentiation:
GIFTED: Apply Freudian or
GIFTED: An analysis of
1. Checking researchis it
added well? Is it relevant?
2. Checking format (MLA)
3. Grammar mission:
awkward sentences, find
and remove
Students Self-Editing
missions
1. Quiet read-aloud
2. Backwards sentence
reading
Teachers: In both cases,

suggested best practice:
Annotation (students
guided to write predefined marks on essays.
For instance, a question
mark to represent
something you found
confusing or a star for
something particularly
powerful)
disillusionment. Use it
to segue into next
modernist theme.
PowerPoint:
Modernist reaction to
blossoming city life
and industrialization
D2SC Resource:
DGS C Week 6-Day 1
Students study
Sandburgs Chicago
as the chaotic
celebration of a big
city.
ALT. or ADDITIONAL:
My City James
Weldon Johnson
Jukebox Lovesong
Langston Hughes
Students contrast this
celebration with more
nuanced relationship
with city life:
Acquainted with the
Night by Robert Frost,
or In a Station of the
Metro Ezra Pound
Students Write an
imagery poem of
Phoenix inspired by
one of these models
Teacher Objective
Questions: How do the
rhetorical forms
contribute to their
power? How do these
poems reveal the
poets relationship to
city life?
DOK 2
GIFTED: Read and
GIFTED: get at least two
GIFTED: emulate
Gifted, ELL, ESS
other early 20th psychology

to
characterization of Cory or
Cheever.
compare Marianne
Moores Poetry Wallace
Stevens High Toned
Poem
editors to see your paper
ELL continue to use

Audio
CD of selected poems
ELL continue w/audio CD

of the poems
Poem tied to Jr. text

ESS Teacher points out
the literary devices,
students can read/work
with a group that can
support them. The student
may need a
template/sentence stems
for the analysis paragraph.
ESS Teacher asks guided

questions to enhance
comprehension of poem.
Check webs, outlines, and
any drafts for alienation
essay.
ESS- Teacher asks guided

questions to enhance
comprehension of poem.
Students can analyze/rewrite one poem instead of
two.
ESS: Check alienation

essay draft and provide
feedback for students,
conference when needed.
Partner sharing to whole

class of sections of the
Reading a Poem steps for
each of the 2 poems
Or large group synthesis of
ideas on butcher paper.
Recapping the themes of

(Richard Cory and
Cheever) with ideas in
Prufrock
Due Day 25: Final Draft of
Research Paper, complete
w/MLA Works Cited
Students' first drafts of the

Alienation essay are due
Friday (day 25).
Analysis Paragraph
PartnerShare
Compare/Contrast
Classroom Discussion
Richard Cory (882)

Robert Frosts The Road

Not Taken
Reading a Poem WS
The Love Song of J. Alfred

Prufrock (p.930)
Richard Cory (882)
ELL Audio Anthology CD

of
Sharing/Closure
Assessments
Materials/
Resources
Wallace Stevens poem A

High-Toned Old Christian
Woman
ELL: best practice:

annotation
Write down on your essay

an issue you plan on
fixing. What section you
need to revisit?
Students share an
image from their
poems
Altshow
image of modernist art
of a city
Remind them that they
are writing their first
drafts for their essays,
due on DAY 10
Essay
Edit Sheets
Imagery Poem
Student Share
Round Robin Peer Editing

Directions
Round Robin Peer Editing
Sheet
Proofreader Marks
Nature and The City

PowerPoint
Acquainted with the
Night Frost (898)
My City James
Weldon Johnson (848)
Chicago Carl
Sandburg (890)
I am the People, the
Mob Carl Sandburg
In a Station of the
Metro Ezra Pound
(914)
Jukebox Lovesong
Hughes (Resources)
What would you say are

the main differences in
how a poet conveys
alienation in comparison to
a short story author?
The Love Song of J.

Alfred Prufrock (Text 930)
A High-Toned Old
Christian Woman
(Resources)
Marianne Moores
Poetry (924)
Building Modernist Poetry
WS
Sandburgs style
ELL: group work
poem projects
ESS: whole class
brainstorm of Phoenix
imageryconsider 5
senses
-Give template for
poem
Standards
DAY TWENTY SIX
DAY TWENTY SEVEN
DAY TWENTY EIGHT
DAY TWENTY NINE
DAY THIRTY
RL.11-12.5 Analyze how

an authors choices
concerning how to
tragic resolution)
impact.
W11.2 d
1112 Reading standards
to literature (e.g.,
Demonstrate knowledge
of eighteenth-, nineteenthand early-twentiethcentury foundational works
of American literature,
topics).
RI 11-12.1 Cite strong

evidence to support
matters uncertain.
RL 11-12.1 Cite strong
evidence to support
matters uncertain.
a word or phrase.
W11-12.4 Produce clear
W11-12.5 Develop and
needed by planning,
audience.

evidence to support
matters uncertain.
demonstrate
comprehension or
expression.
W11-12.4 Produce clear
needed by planning,
audience.

evidence to support
matters uncertain.
RI 11-12.2 Determine
course of the text,
including how they
another to provide a
complex analysis; provide
the text.
needed by planning,
audience.
demonstrate
Reading and Grammar

Suggested Resources:
Study Island
English Sharepoint:
grammar (see below)
Write Source
STATE TEST, ACT
Practice books &
materials
http://www.doe.mass.e
du/mcas/2012/release/
g10ela.pdf

demonstrate
comprehension or
expression.
a word or phrase.
a word or phrase.
comprehension or
expression.
as a clue to the meaning
of a word or phrase.
SL.11-12.5: Make
strategic use of digital
media (e.g., textual,
graphical, audio, visual,
and interactive elements)
in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.
Bell Work/
Opening
Teacher shows painting by

Marc Chagall (Couple
Above St. Paul) and Paul
Klee (Full Moon) Ask for a
written response
Be honest: how important

is status in your life? Your
reputation? Material
wealth? Can money buy
love? Who or what
represents high status in
society today?
Ad Posted on projector:
Observe the ad and write a
short evaluation of it.
What is it selling? How is it
trying to sell it? Use the
words purr words,
slogan, and transfer
Suggested music: Buddy,

Can You Spare a Dime?
Start with a picture of Dust
Bowl migrant. Use it to
discuss photograph
analysis:
What is the focal point?
From what distance
(vantage point) is the
photo taken? What
techniques were used and
why? What is the mood
created by the image?
Students: Create a
Tree Map and list each
of these categories:
Introduction, body,
and conclusion.
Underneath each
category, list the items
you need to remember
about each that shows
that it is excellent
writing.
Share maps with class,
add to map as other
present their maps
and yours doesnt
include the ones they
have.
Learning Targets/
Objectives
I can infer meaning from

ambiguous poetry both
literal and symbolic
I can articulate how a
poets choice of form,
structure and punctuation
can contribute or reinforce
poems overall meaning
I can analyze the
modernist style and
content.
I can identify modernist

ideas.
I can accurately use
domain-specific vocab:
purr words, slogan,
transfer

from the text.
evidence from the text.
I can write a piece that is
developed and has
substance that is
appropriate to the task,
I can accurately use

domain-specific vocab:
Image, vantage point,
mood, caption, focal point
Students will be
prepared to take the
reading and writing
portion of the ACT.
Students will learn how
to manage their time
when taking a timed
test.
Students will practice
using testing
OPTIONAL: I can note the

themes in early twentieth
century American
literature and nineteenth
century American thought.
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 6
Independent
Work/Activities
Students:
Teacher:
purpose and audience.

I can find similarities
between characters.
strategies.
Significance of punctuation
Concept of playful or
fanciful imagery
Roaring Twenties
Persuasive techniques,
slogan, transfer
Foreshadowing, Flashback
Gatsby: chauffeur, eternal,

reassurance, external,
convey, constrained, florid,
corpulent, stimulating,
comprehensible, provincial
Stock Market Crash, Dust
Bowl
Image, vantage point,

mood, caption, focal point
Photo Essay: bewildered,
bedraggled, glutted,
itinerant, Okies, squalor,
insoluble, migratory
Top 100 STATE

TEST/ACT Vocabulary
( See Resources)
Show a line of
experimental poetry.
Discuss punctuation in
poetry, what jobs are the
same and what are new?
(p. 921)
A woman without her
man is nothing. vs A
woman: without her, man
is nothing. . classic
example of importance of
punctuation
Read and paraphrase the
e.e. cummings poems
anyone lived in a pretty
how town and In Just
PowerPoint: Roaring
Twenties. Dexter and
Gatsby as the Roaring
Twenties Man.
Whose Dream are you
buying? Advertising in the
Jazz Age (MediaSmart DVD
on projector)
Read Fitzgerald Bio

Read Gatsby Excerpt
PowerPoint (10 min) Great
Depression/Dust Bowl
Overview of historical/
cultural events.
Read Grapes of Wrath
excerpt: temporary camps
Unit test reminderstudy

student model of an
evidence-based analysis
on page 1073-1074.
Teacher leads a photo
analysis discussion.
Class reads and discusses
Photo Essay activities.
Teachers will deliver

instruction and allow
work time for STATE
TEST Prep according
to what their campus
PLC decided to use.
D2SC Resource:
DGS C Week 6-Day 2
D2SC Resource:
DGS C Week 6-Day 3
D2SC Resource:
DGS C Week 6-Day 4
D2SC Resource:
DGS C Week 6-Day 5
Students reread e.e.

cummings anyone lived in
a pretty how town then
In Just and in pairs,
paraphrase the storyline of
the poems
Students then attempt to
apply the conventions of
English syntax to both
punctuate and make
grammatically correct
e.e. Cummings poem
Teacher: Objective
Question: How does his
Teacher introduces
advertising words and
reads jazz age
advertisements (964)
Teacher On Projector
Advertising literacy
activities: require use of 3
new persuasive words
Students complete
advertising literacy
activities based on Jazz
Age Advertisements (966)
Teacher leads discussion:

Seeing Dexter of Winter
Dreams as a prototype for
Gatsby. Make links.
Optional: Film Clip of
Gatsby with Redford. or
with DiCaprio.
Teacher presents Great
Depression / Dust Bowl
Students contrast the
times: Gatsby vs. Grapes
What were the priorities
and daily concerns of
Gatsbys partygoers vs.
Teacher direct students to

open texts to photo essay.
Teacher lead discussion
about observations from
the photos
Students: Make a threecolumn journal organizing
notes on the photos, the
captions, and the essay
notes.
Students: Apply new
vocab: Image, vantage
point, mood, caption, focal
point
Optional: Comparing to
D2SC Resource:
DGS C Week 7-Day 1
To be determined by
teacher/PLC-generated
STATE TEST/ACT prep
materials.
style add to the power of

his ideas? Do the
meanings of these poems
change when we
traditionalize them?
Teacher provides
handout of In Just and
leads discussion about
what punctuation did to
the two poems
OPTIONAL: Coming out of
a discussion of alienation
and the fragmenting of
Victorian values, discuss
how the form of these
poems reinforce these
modernist themes.
Compare Cummings
attitude towards the value
of life and poetic style in
Anyone Lived in to
Whitmans Song of
Myself from 19th century.
modern materialism. Song

analysis of Uptown Girl,
Forget You or any
modern music
that of the migrants in

Grapes?
are the differences/
similarities in personalities
Students Cite evidence
(write the lines down) that
supports your answer and
Create an evidencesupported analysis
paragraph based on the
expectations of the CBM
DOK 3
Students: Analyze:
based on this photo essay,
what have you learned
about their living
conditions? Connect to
our lives.
Students Cite evidence
(write the lines down) that
supports your answer
Gifted: Find a modern

song that celebrates
materialism and status.
Compare.
ELL: Discuss the
conversational English
patterns (pg 963)
ESS: talk through quote,
taking time to unpack each
section and re-word in
simple language.
Response not assessed on
grammar.
Gifted: Connect to Great

Recession of 2007ELL: Graphic organizer to
assist analyzing the
photographs
ESS:
Venn Diagram to record
similarities and
differences.
Gifted: Have students view

all or part of film of
Grapes. Compare to
Bristols presentation of
migrant camps.
ELL: supply graphic
organizer with sample.
Work to clarify idiomatic/
conversational English
from the captions.
ESS:
Vocabulary sheet of new
terms with examples of
each term.
Emphasize test taking

strategies that would
benefit ESS students
Opportunity to do
commercial analysis.
Consider a commercial you
Student Reflectio: A stock

broker is considering
suicide after losing
Tech connection: consider

the skills we discussed
during the photo analysis--
Ticket out: What are

your writing goals for
taking the test?
Recommended Gatsby
Informational Piece:
GATSBY: The Great
Gatsby and the Twenties
Ronald Berman
http://www.jstor.org/discov
er/10.2307/41273926?
uid=3739552&uid=2129&
uid=2&uid=70&uid=4&uid
=3739256&sid=21103838
405671
DOK 3
DOK 3
One might use Poetry by

Marianne Moore (pg 924)
as a thesis for this
comparison.
DOK 3
Differentiation:
Gifted, ELL, ESS
Sharing/Closure
GIFTED: Read and

paraphrase the St. Vincent
Millay poem. Compare
techniques that St. Vincent
Millay employs w/the
techniques of Modern
poetry
ELL: model first few lines
as class. Overtly discuss
what a sentence needs.
ESS:
Work with mixed ability
level groups
Assessments
Materials/
Resources
have recently seen. What

ideas are being sold along
with the product? Possible
homework.
everything. What might

you say to that person?
take your cell phone and

plan a photograph that
consciously includes those
photo techniques. Extra:
turn it into an
advertisement that
includes the jazz-age
advertisement skills
Student Discussion
Poem Puzzle
advertising literacy
activities
Cited Evidence
Paragraph
Student Reflection
Graphic Organizer
Photo Analysis
TreeMap
Ticket Out
Modernist Experimental Art
Advertising in the Jazz Age

(p. 964-967; requires
MediaSmart DVD)
Roaring Twenties featuring
F Scott Fitzgerald and
Gatzby PPT
Advertisement Bellwork
PPT
Grapes of Wrath (978-979)
Gatsby excerpt (962-963)
Great Depression Era and
Dust Bowl PPT
Double Duty compare/
contrast chart (or any
thinking map / graphic
organizer)
Bellwork Dust Bowl Pics

PPT
Study Island
Write Source
STATE TEST, ACT
Practice books &
materials
anyone lived in a pretty

how town ee cummings
(Textbook 922)
In Just ee cummings
Poetry Marianne Moore
(924)
Photo Essay (980-987);

three column journal
organizer (not in
resources)
Standards
DAY THIRTY ONE
DAY THIRTY TWO
Reading and Grammar

Study Island
English Sharepoint:
grammar (see below)
Write Source
Reading and Grammar

Study Island
English Sharepoint:
grammar (see below)
Write Source
DAY THIRTY THREE

Reading and Grammar
Study Island
English Sharepoint:
grammar (see below)
Write Source
DAY THIRTY FOUR
DAY THIRTY FIVE
RL 11-12.4 Determine
the meaning of words
and phrases as they
are used in the text,
including figurative
and connotative
meanings; analyze the
impact of specific word
RI 11-12.1 Cite
strong and thorough
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from
the text, including
STATE TEST, ACT Practice

books & materials

books & materials

books & materials
http://www.doe.mass.edu/
mcas/2012/release/g10ela
.pdf
.pdf
.pdf
choices on meaning
and tone, including
words with multiple
meanings or language
that is particularly
fresh, engaging, or
beautiful. (Include
Shakespeare as well as
other authors.)
W 11-12.2 f. Provide
a concluding
statement or section
that follows from and
supports the
information or
explanation presented
(e.g., articulating
implications or the
significance of the
topic).
W 11-12.4 Produce
clear and coherent
writing in which the
development,
organization, and style
are appropriate to
task, purpose, and
audience.
determining where the

text leaves matters
uncertain.
RL 11-12.1 Cite
strong and thorough
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from
the text, including
determining where the
text leaves matters
uncertain.
L11-12.4 a. Use
context (e.g., the
or text; a words
to the meaning of a
word or phrase.
W 11-12.4 Produce
clear and coherent
development,
are appropriate to
task, purpose, and
audience.
W 11-12.3b Use
narrative techniques,
such as dialogue,
pacing, description,
reflection, and multiple
plot lines, to develop
experiences, events,
and/or characters.
Bell Work/
Opening
Learning Targets/
Objectives
Vocabulary/
Terminology
Students: Create a Circle

Map and in the middle
circle, write reading
strategies. In the big
circle, write all the
strategies you know to
make you a successful
reader.
Share map with the class.
As classmates share, add
their ideas you dont have
to your own circle map.
Gallery walk:
Each student has a copy of
a reading passage w/
questions.
Students will be given

various writing prompts,
and will be asked to map
out their responses. This
could be done with
Thinking Maps-brace
maps, tree maps, flow
maps.
What is a renaissance?
What do you know
about the literary
movement called the
Harlem Renaissance?
Question buffet:
Respond at length to
one or more.
Students will be prepared

to take the reading and
writing portion of the
ACT.

ACT.

ACT.
Students will learn how to

manage their time when
taking a timed test.


I can analyze poetic

devices to determine
how they affect the
overall meaning of the
text.
I can define and
explain the origins of
the Harlem
Renaissance.

using testing strategies.


I can support an
evidence from the
text.
I can write a narrative
that uses examples of
plot, setting, dialogue,
etc.
I can explore the
historical events and
literature as they
emerge in the works of
Harlem Renaissance
authors.
ACT Vocab
ACT Vocab
Harlem Renaissance
Great Migration
Harlem, NY
Jazz music
Line breaks
Harlem Renaissance
Colored Me:
Extenuating,
pigmentation,
exultingly, raiment,
cosmic, miscellany
ACT Vocab
Teachers: Beforehand,
take an extra copy and do
all the work and circle the
correct answers. Then cut
each question out and
tape it to the wall
somewhere. (You could
cover it with a piece of
paper that has the
question number on it.)
Students rotate to various
spots in the room spot,
they see the question
number they need to work.
The work for a few minutes
and discuss it. Then give
them a minute to check
their work- they lift up the
cover page and look at my
answers. Then it is time to
rotate to a new spot.
What is your culture?

How important is your
culture to your
identity? What are the
best parts of your
culture? How do other
people perceive you?
How do you honor your
heritage? What
cultural practices do
you follow?
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 7
Independent
Work/Activities
Students:
Teacher:

instruction and allow work
time for STATE TEST Prep
according to what their
campus PLC decided to
use.

use.

use.
D2SC Resource:
DGS C Week 7-Day 2
D2SC Resource:
DGS C Week 7-Day 3
D2SC Resource:
DGS C Week 7-Day 4
To be determined by
STATE TEST/ACT prep
materials.
To be determined by
STATE TEST/ACT prep
materials.
To be determined by
STATE TEST/ACT prep
materials.
PowerPoint and lit

book context: Harlem
Renaissance 831-832
Historical Connection;
Art and Jazz
connection
OPTIONAL: Cotton
Club video in
PowerPoint
D2SC Resource:
DGS C Week 8-Day 3
OPTIONAL: Students
listen to Billy Holiday:
Strange Fruit,
Gloomy Monday, or
God Bless the Child
and respond on
worksheet.
Teacher discuss the
jazz influence of
Harlem. Rhythm in
poetry.
Lecture/Powerpoint:
Line breaks as poetic
device
Teacher reads
Hughes Jukebox
Lovesong out loud
students do not have
access to text yet.
Students Small group
discussions: Poem
presented in
paragraph form on
handout, students
must develop line
breaks and justify why
they made the choices
they did.
Teacher shows poem
at end. Stress it is not
about right and wrong,
but about choices for
Discussion from bell

worksegue to the
memoir
Read Zora Neale
Hurstons How It Feels
to be Colored Me
OPTIONAL: Langston
Hughes The Negro
Speaks of Rivers
D2SC Resource:
DGS C Week 8-Day 4
Teacher: After reading
How it Feels to be
Colored Me, analyze
and discuss this
question: how does
race shape Hurstons
sense of identity?
Teacher post Countee
Cullens short poem,
Incident on board
and read to class.
Students consider:
Have you ever had an
experience, good or
bad, that made you
aware of your identity?
That you still
remember today?
Teacher: suggested:
model short memoir
example, explain
expectations.
Students: Writing
challenge: write a
narrative memoir (or a
fictional one if you
cannot think of a
personal experience) It
must use examples of
dialogue, description,
action, and a clear
point of view.
meaning. Discuss why

Hughes may have
chosen his spots for
line breaks.
DOK 3
Spanish ELL Cultural

Connection:
Students read Judith
Ortiz Cofers The
Myth of the Latin
Woman: I Just Met a
Girl Named Maria
great three page
memoir/ reflection
DOK 3
Differentiation:
Gifted, ELL, ESS



Gifted: Explain in
depth why the taxis,
busses, subways line
follows such a unique
line break decision.
ELL: cloze notes on
line breaks. Small
group discussions on
Jukebox
ESS:
Have students work in
mixed ability groups.
Gifted: Your version of

Rivers must include
historical allusions
relevant to your
culture.
ELL: Teacher reads
Colored Me out loud.
shortened
expectations for
narrative length.
ESS: shortened
expectations, not
grading on grammar,
give an example of
narrative memoir at
their level.
Sharing/Closure
Ticket out: What are some

goals you have for taking
the state reading test?
Read the Test Preparation

Tips handout and highlight
the ones you will be using
for state testing.
Read the Test Taking Tips

Handout and highlight the
ones that you will use for
state testing.
Ticket out: Is there a

song you like that
sounds like a
ballad/Poem? Which
one? What are some
of the lines to this
song?
Suggested Homework:
300-600w memoir due
Day 42
Circle Map
Ticket Out
Gallery Walk
Student -generated
Graphic Organizers
Ticket Out
memoir
Study Island
Write Source
books & materials
Study Island
Write Source
books & materials
Study Island
Write Source
books & materials
Langston Hughes
Jukebox Lovesong
(Resources)
Line breaks
notes/activity (R)
Harlem Ren. overview
(831)
Great Migration
Harlem Renaissance
PPT
Zora Neale Hurstons

How It Feels to be
Colored Me (860-4)
The Myth of the Latin
Woman (resources)
Teacher created short
memoir example with
dialogue, description,
action highlighted (not
in resources)
Assessments
Materials/
Resources
Line Breaks and the

structure of Poetry PPT
My Memoir Worksheet
MODULE 3 Unit 5: Emerging Modernism
Standards
DAY THIRTY SIX
DAY THIRTY SEVEN
DAY THIRTY EIGHT
DAY THIRTY NINE
DAY FORTY

evidence to support
matters uncertain.
to produce a complex
account; provide an
text.
RL 11-12.9 Demonstrate

evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text,
including determining
matters uncertain.
central ideas of a text
and analyze their
course of the text,
including how they
one another to produce
a complex account;
RL 11-12.9
Demonstrate
knowledge of
eighteenth-,

evidence to support
well as inferences
matters uncertain.
the meaning of words
and phrases as they are
used in the text,
including figurative and
connotative meanings;
analyze the impact of
specific word choices on
meaning and tone,
including words with
multiple meanings or
language that is
particularly fresh,
engaging, or beautiful.
(Include Shakespeare
as well as other

evidence to support
well as inferences
matters uncertain.
RI 11-12.4
L11-12.4 a. Use
context (e.g., the
sentence, paragraph, or
text; a words position
or function in a
sentence) as a clue to
the meaning of a word
or phrase.
W11-12.4 Produce
clear and coherent
development,
are appropriate to task,
command of the
English grammar and
speaking.
L.11-12.3 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.
Bell Work/
Opening

topics.
a word or phrase.

more texts from the
same period treat
similar themes or
topics.
L11-12.4 a.
authors.)
RL 11-12.9
Demonstrate
knowledge of
eighteenth-,
more texts from the
same period treat
similar themes or
topics.
L11-12.4 a. Use
context (e.g., the
sentence, paragraph, or
text; a words position
or function in a
sentence) as a clue to
the meaning of a word
or phrase.

W11-12.5 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.
Suggested song: Louis

Armstrong Black and Blue
(1929)
If you could have a

conversation with the
narrator or subject of
your poem, what would
you want to tell him or
her?
Collect 300-600 word

memoir
List 10 words or
phrases of modern
slang and explain what
they mean. Do you see
patterns? Why do we
have slang?
Have you ever had to

defer something important
in your life? A dream? A
big decision? Have you
ever put off your
happiness or fulfillment for
someone or something
else?
Learning Targets/
Objectives

themes or central ideas
are related and/or conflict
with one another.
I can explore the
literature as they emerge
in the works of Harlem
Renaissance poets and
authors.
I can analyze how

multiple themes or
central ideas are
related and/or conflict
with one another.
I can explore the
literature as they
emerge in the works of
Harlem Renaissance
poets and authors.
When you think of

America, what thoughts
come to mind?
Brainstorm five good
and five bad things
about America or
Americans.
I can participate in a
discussion as an active
listener.
I can compare and
contrast multiple
interpretations of a
drama or story.
I can analyze poetic
devices to determine
how they affect the
overall meaning of the
text.
What is the difference

between slang, dialect,
varieties of language,
and whole language
systems?
I can support an
evidence from the text.
I can interpret how key
vocabulary refines the
meaning of a text.
In what ways does

language relate to
power or status?
Are there language
types (accents, dialects,
syntax, etc) we value
differently by our
society?
Perhaps play audio clips
of different accents to
prompt discussion.
I understand what is
standard English
grammar and usage
I know how language
usage changes over
time and is sometimes
contested.
I know how language
functions in different
contexts, and I can
make effective choices
when listening to
comprehend better.
I can apply my syntax
knowledge to the study
of complex texts.
Vocabulary/
Terminology
Mini Lesson/
Direct Instruction
Grammar
DGS C Week 8
Independent
Work/Activities
Students:
Teacher:
Foreshadow, motif, point of

view
Harlem: Deferred, fester.
Weary Blues: Droning,
syncopated, mellow,
croon, pallor, melancholy,
dialect. Marvel: quibble,
fickle, caprice, inscrutable,
catechism, Tantalus,
Sisyphus If I Must Die:
inglorious, accursed, vain,
constrained, defy
Tableau: splendor, sable,
indignant, unison, oblivious
Foreshadow, motif,
point of view
Harlem: Deferred,
fester. Weary Blues:
Droning, syncopated,
mellow, croon, pallor,
melancholy, dialect.
Marvel: quibble, fickle,
caprice, inscrutable,
catechism, Tantalus,
Sisyphus If I Must
Die: inglorious,
accursed, vain,
constrained, defy
Tableau: splendor,
sable, indignant,
unison, oblivious
I Hear: blithe, robust,

melodious
Comparison/Contrast
juxtaposition
Segregation overview;
Harlem Renaissance
foreshadows some of the
literary themes for Civil
Rights movement
Read whole class:
Langston Hughess
Harlem as many
separate voices.
Students will be given

time at the start of
class to workshop their
poems in preparation
for the presentation
D2SC Resource:
DGS C Week 8-Day 5
Teacher lecture: Dream
as Motif: Children of a
Dream Deferred
Teacher separate
students into groups based
on poem
Students in groups, study
Dialect vs. slang

Baldwin:
Phenomenon,
despairing, qualms,
antecedents,
indignities,
inconceivably,
temporal,
incontestably,
dubiously, submerged,
apprehending,
articulate, mediocrities,
repudiate, sustenance,
despised, essentially,
patronizingly,
inarticulate, compelled,
hostile, transcended,
endured, unassailable,
unprecedented, convey,
alchemy, chattel,
tabernacle, Diaspora
Terminology specific to
linguistics: language
systems, dialect, slang,
diglossia
Teacher In PowerPoint
conducts full class
reading of two pictures
of the American Dream:
Whitman, I Hear
America Singing and
Hughes I, Too
comparison.
Introduce If Black
English Isnt a
Language, Then Tell Me,
What Is? James
Baldwin
Finish Baldwins If
Black English and
discuss initial thoughts.
D2SC Resource:
DGS C Week 9-Day 1
D2SC Resource:
DGS C Week 9-Day 2
D2SC Resource:
DGS C Week 9-Day 3
D2SC Resource:
DGS C Week 9-Day 4
Teacher: model poetic

presentation
Students Present back
to class -- lead
discussion about their
poem.
Students: Create an
Students: Whitman
and Hughes compared.
If I, Too is an
extended metaphor,
what do you think
Hughes is trying to
express here?
Teacher lecture: The

power of language.
Connect to students
lives.
Teacher organize
students into Jigsaw
activity to break up the
If analysis #4 was
assigned for homework,
the following activities
will expand on
Baldwins piece from
yesterday.
Vocab from articles
Excerpt language
devices from Ebonics
Notes and Discussion
by John R. Rickford.
Have students
annotate/mark text
the different speakers in

the following poems:
The Weary Blues, Yet Do
I Marvel, If We Must Die
Tableau, Incident
Mother to Son
Students Argue: How
does racial discrimination
affect the speakers sense
of identity?
How is Hughes original
dream motif answered in
these points of view?
Students Present back to
class at end.
Students: Create an
evidence-supported
analysis paragraph based
on the expectations of the
CBM
evidence-supported
analysis paragraph
Students: Write your

own modern Song of
America
article.
Students discuss the
objective question: how
does Baldwins rhetoric
and style contribute to
the power and
persuasiveness of the
essay?
Students have to cite
evidence (highlight or
write the lines down)
that supports your
answer
Gifted: Research
Segregation issuelynch
mobs, Red Summer,
filmmaker D.W. Griffiths
Birth of a Nation or Oscar
Micheaus Within Our
Gates etc.
ELL: Compare Incident
and Tableau. Work in
pairs. Spend time on
vocabulary.
ESS: Compare Incident
and Tableau. Work in
pairs. Provide definitions
for unknown vocabulary.
Students:
Write a language
autobiography. What is
your story of learning
language? Do you
know more than one
language? Have you
ever had issues
If analysis was not
assigned for homework,
now could be a good
time to compose it:
Comparative Analysis
assigned on day 42 is
due. This could be time
for students to finish
this essay as an in-class
assignment.
1.
How did the
Harlem Renaissance
writers express life in
segregated America?
Compare and contrast
the points of view in at
least two of these
works:
DOK 3
Differentiation:
Gifted, ELL, ESS
Teacher:
Sample clips from Do
You Speak American
Optional extension:
create a tableau of a
moment in your poems
ESS:
Option to present poem
in a smaller group
setting
Gifted: poem must be

written in Modernist
style
ELL: Focus on I, Too
and examine it as a
long metaphor
ESS:
Give student template
to write their own
poem.
Gifted: Further
research African
American Vernacular
English (AAVE) debate
ELL: challenging text
reading strategies will
be necessary.
ESS: select a few
paragraphs from the
essay and do a close
reading of this smaller
section.
ENRICHMENT: Student
work: Rewrite Rivers
through the perspective
of your cultural roots,
ESS/ELL: more time

frontloading/reviewing
syntax terms. Analysis
paragraph can have
textual evidence pulled
from one source instead
of three.
Gifted: Further research
African American
Vernacular English
(AAVE) debate
experimenting with
regional dialect while
considering a new
image as the main
metaphor.
Sharing/Closure
Assessments
Materials/
Resources
Homework: Continue
working on 300-600 word
memoir
Homework: Continue
working on 300-600
word memoir, due
tomorrow
Homework:
1.
Through the
narrators or subjects of
their poetry, How did
the selected Harlem
Renaissance writers
express life in
segregated America?
Compare and contrast
the points of view in at
least two of these
works:
(TEXTS: Zora Neale
Hurstons How It Feels
to be Colored Me;
The Weary Blues;
Yet Do I Marvel,; If
We Must Die;
Tableau; Incident;
Mother to Son; I,
too)
Check in with a partner

on the status of your
developing analysis.
TEACHER: if you
assigned the essay for
homework, tomorrow
could be an interesting
continuation of the
Baldwin discussion.
strategy: Create three
questions that you
might see on a unit test
about the Harlem
Renaissance.
Metacognitive
strategy: Create three
questions that you
might see on a unit test
about the Harlem
Renaissance.
pair grouping
Poem Response
Brain Storm
Evidence Citing
3 Questions
Language
Autobiography
3 Questions
Langston Hughes
PowerPoint, including
poems Harlem (840)
The Weary Blues (844)
If We Must Die Modified
for ELLS (Resources)
Six Poem Response to A
Dream Deferred
(Resources)
Langston Hughes
PowerPoint, including
poems Harlem (840)
The Weary Blues
(844)
If We Must Die
Modified for ELLS
(Resources)
Six Poem Response to
A Dream Deferred
(Resources)
I hear America Singing

(510)
If Black English Isnt a

Language, Then Tell Me,
What Is? James
Baldwin (Resources)
If Black English
Supplemental Ebonics
Notes and Discussion
by John R. Rickford.
Baldwin resource AAVE
distinctive features
PBS has a wonderful
series of lesson plans
based around their
interesting
documentary, Do You
Speak American?
Here is a link:
http://www.pbs.org/spea
k/education/curriculum/
I, Too (843)
Walt Whitman and
Langston Hughes
Poems Powerpoint
Teacher Created
presentation example
(not in resources)
high/aae/
There is a five minute
clip on The Origins of
African- American
English
DAY FORTY ONE

Standards

evidence to support
matters uncertain.
the text.
Bell Work/
Opening
Quick Write: Think about

two people in your family.
What are they known to do
well? Is there a story that
explains why they are
good at this particular
item?
Learning Targets/
Objectives
I can read a text and

understanding the authors
deeper meaning.
I can understand an
authors perspective.
I can compare and
contrast multiple
interpretations of a text.
Vocabulary/
Terminology
Muzzled, mutilated,
ambitious, conception,
legacy, hindered
(Use vocab handout for
this vocabulary.)
Mini Lesson/
Direct Instruction
Discuss background of
Alice Walker (perhaps use
a You-tube clip)\
Go over vocabulary
The teacher reads the

passage giving special
attention to correct
pronunciation, voice
modulation, pause and
understanding.
After students have read
and summarized, the class
shares the GISTS and has a
discussion about legacy.
Grammar
DGS C Week 9
D2SC Resource:
DGS C Week 9-Day 5
Independent
Work/Activities
Students:
Students read the text,

annotating and marking it
as they read.
Teacher:
Students summarize what

they have read by using a
GIST.
Differentiation:
Gifted, ELL, ESS
Gifted: Write your own

legacy poem or story.
ELL/ESS: Add pictures to
vocabulary words for
further understanding.
Read in mixed ability
groups.
Sharing/Closure
Assessments
Materials/
Resources
Ticket out: What do you

think your legacy will be
for your family? Why?
GIST
Ticket Out
In Search of Our Mothers
Gardens by Alice Walker,
Literature book, pages
1216-1219.
Mothers Vocab Handout
GIST handout

Junior Outline

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Junior Outline

Uploaded by

Copyright:

Available Formats

ENGLISH 5-6 DAILY OVERVIEW, TERM 3:

Unit 5: Emerging Modernism

RL.11-12.5 Analyze how an

RL.11-12.1 Cite strong and

RL.11-12.1 Cite strong and

RL.11-12.1 Cite strong

RL.11-12.1 Cite strong and

[Students write for 5 to 10

time frames (a single sitting

(time for research,

punctuation, and spelling

over extended time frames

Thematic question from text

Thematic question from text

Thematic question from

Thematic question from

I can be an active listener

I can read understand text in

I can read understand text

I can read understand

I can be an active listener.

I can be an active listener.

I can be an active listener.

I can be an active listener.

EYES WATCHING GOD:

and share out chapter

-Depending on the needs of

-Depending on the needs of

-Depending on the needs

Assign more (or lengthier)

-Assign more (or lengthier)

elements of the interactive

-Assign more (or lengthier)

Gatsby "quick write":

Gatsby "quick write":

Gatsby "quick write":

Share out elements of

Formative Assessment for

Roaring Twenties featuring F.

The Great Gatsby

The Great Gatsby

The Great Gatsby

The Great Gatsby

Unit 5: Emerging Modernism

RL.11-12.1 Cite strong

RL.11-12.1 Cite strong

RL.11-12.1 Cite strong

RL.11-12.1 Cite strong

RL.11-12.1 Cite strong and

impact of the authors

impact of the authors

impact of the authors

impact of the authors

choices regarding how to

Use DOG daily grammar for

Use DOG daily grammar for

Use DOG daily grammar for

Use DOG daily grammar for

I can determine my writing

I can evaluate literature

I can evaluate literature

I can evaluate literature