Day 1 Day 2 Day 3 Day 4 Day 5

English Standard: Standard: Standard: Standard: Standard:

Writing 3- Write Reading 1- Speaking and Speaking and Speaking and
narratives to Cite strong and Listening 2- Listening 2- Listening 4-
develop real or thorough Integrate Integrate Present
imagined textual multiple sources multiple sources information,
experiences or evidence to of information of information findings, and
events using support analysis presented in presented in supporting
effective of what the text diverse media diverse media or evidence
technique, well- says explicitly or formats (e.g., formats (e.g., clearly,
chosen details, as well as visually, visually, concisely,
and well- inferences quantitatively, quantitatively, and logically
structured drawn from the orally) orally) (using
event text. evaluating the evaluating the appropriate eye
sequences credibility and credibility and contact,
ELD 9- 10 accuracy of accuracy of each adequate
ELD 9- 10 5. Listening each source. source. volume, and
10. Writing actively clear
a) Write longer Demonstrate ELD 9- 10 ELD 9- 10 pronunciation)
and more comprehension 8. Analyzing 8. Analyzing such that
detailed literary of oral language language listeners can
and presentations choices choices follow the line
informational and discussions Explain how a Explain how a of reasoning
texts (e.g., an on a variety of writers or writers or and
argument about social and speakers choice speakers choice the
water rights) academic topics of a variety of of a variety of organization,
collaboratively by asking and different types of different types of development,
(e.g., with answering phrasing or phrasing or
detailed and substance, and
peers) and words (e.g., words (e.g.,
independently complex style are
hyperbole, hyperbole,
using questions that appropriate to
varying varying
appropriate text show thoughtful connotations, connotations, the purpose,
organization and consideration of the cumulative cumulative audience, and
register. the ideas or impact of word impact of word task.
--- arguments with choices) choices)
OBJECTIVES light support. produces produces ELD 9- 10
Class discussion --- nuances and nuances and 9. Presenting
on racial bias in OBJECTIVES different effects different effects Plan and deliver
To Kill a Class discussion on the audience. on the audience. a variety of oral
Mockingbird on --- --- presentations
socioeconomic OBJECTIVES OBJECTIVES and reports on
from the prior
bias in To Kill a --- --- grade
nights reading
Mockingbird Class discussion Class discussion appropriate
---
topics that
Students are from the prior on gender bias on ageism bias
express complex
introduced nights reading in To Kill a in To Kill a
and abstract
rhetorical Mockingbird Mockingbird
ideas, well
devices in the Class read from the prior from the prior supported by
novel via aloud of To Kill nights reading nights reading evidence and
vocabulary a Mockingbird Students will reasoning, and
graphic chapter 16 Students will review their are delivered
organizer --- review their reading sheets using an
Students will reading sheets from the night appropriate level
Students will review their from the night before and of formality and
reading sheets before and
then be from the night discuss their discuss their understanding
introduced to to before and thoughts, thoughts, of register.
interview discuss their questions, and questions, and ---
questions, thoughts, epiphanies with epiphanies with OBJECTIVES
instructed on questions, and their table their table ---
how to epiphanies with groups groups Students will
compose their table prepare and
interview groups One student per One student per present
questions, and table will report table will report Informal
told their One student per a minimum of a minimum of Service
expectations for table will report two thoughts, two thoughts, Learning
the interview a minimum of questions, or questions, or Presentations
two thoughts, epiphanies on epiphanies on
Students will questions, or the back board the back board
review epiphanies on
rhetorical the back board Class discussion Class discussion
devices regarding bias regarding bias in
vocabulary and Class discussion in the novel, the novel,
determine if regarding bias thoughts, thoughts,
any of the in the novel, questions, and questions, and
vocabulary can thoughts, epiphanies epiphanies
be used for questions, and
their interview epiphanies Class will act Class will act out
out chapter 17 chapter 18 and
Students will Class read of the trial chapter 19 of
practice aloud chapters scene from To the trial from To
interview 18 and 19 Kill a Kill a
questions and Mockingbird Mockingbird
interview
techniques Students will Students will
begin to design continue to
their service design their
learning service learning
presentation presentation.