Teacher Name/Collaborative Group:

Week of: October 28th-November 1st

Unit Details:
Desired Results--What do we want students to know and do?

Essential Standard(s)-
Character 1.A: Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s
motives.
Setting 2.A: Identify and describe specific textual details that convey or reveal a setting.
Structure 3.A: Identify and describe how plot orders events in a narrative.
Structure 3.B: Explain the function of a particular sequence of events in a plot.
Narration 4.A: Identify and describe the narrator or speaker of a text.
Narration 4.B: Identify and explain the function of point of view in a narrative.
Literary argument 7.A: Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself

Learning Target(s)/Objective(s) in Student Friendly Language-

I can
identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.
I can
identify and describe specific textual details that convey or reveal a setting.
I can
identify and describe how plot orders events in a narrative

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative:

Students will perform 80% or higher accuracy on College Board prepared assessments
 Learning Plan--Plan for instruction, intervention, and extension.

Friday/Monday Tuesday/Wednesday Thursday/Friday

10/25-10/28 10/29-10/30 10/31-11/1

Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling

(I Do):
● Students will be provided with a list of
additional questions to consider when
analyzing satire. Students will use this to
practice with additional articles.
Guided Practice/Group Work
(We Do):
● Students will be given an additional
handout entitled “Tools of a Satirist.”This
will be used as a reference and also a
transition into new literary terms.
● Students will receive terms for the literary
terms quiz(google classroom)
● Students will continue to practice
exploring satire through the following
poems: “The Chimney Sweeper”from
Songs of Innocence(William Blake) and
“The Chimney Sweeper” from Songs of
Experience(William Blake).
(I Do):
● Students will learn about the
difference between satire and irony.
○ Situational Irony
○ Verbal Irony
○ Dramatic Irony
Guided Practice/Group Work
(We Do):
● Students will continue to practice
exploring satire through the
following poems: “The Chimney
Sweeper”from Songs of
Innocence(William Blake) and “The
Chimney Sweeper” from Songs of
Experience(William Blake).
● Students will engage in a game of
jeopardy to practice discerning the
difference between satire and irony.
(I Do):
● Discuss and review Tools of the Satirist
with students.
Guided Practice/Group Work
(We Do):
● Analyze satire using questions
○ “I’m Nobody” by Emily
Dickinson
○ “One Perfect Rose” by Dorothy
Parker
○ “The History Teacher” by Billy
Collins
Independent Work (You Do)
● Timed Writing
○ 40 minutes to complete the
timed writing

Independent Work (You Do)

● MC Practice
Independent Work (You Do) ● Terms Quiz
● MC Practice