focus area

Time

major outcomes

Assessments

cpi’s

Common Core State Standards Initiative (NJ)

9-10

11-12

Poetry Analysis

 2 – 3 weeks

1.      Analyze, evaluate, and examine various ways to examine poetry, applying said ways to a poetry writing assignment.

·      Distribute One Approach to Poetry Analysis worksheet. (see handout)

·      Students will read aloud and review elements on aforementioned worksheet, discussing justified reasons why each element is relative to analyzing poetry.

·      Discuss possible reasons individuals interpret works of poetry in various different manners with different interpretations.  Ex. core base knowledge of interpreter, previous knowledge of author and previous knowledge of past works by said author, and others.

·      Students will be orally given the title to their homework assignment; writing a poem entitled Sun/Son (depending on the student’s interpretation) and Moon.

3.1 (E,F,G,H)

3.1 (E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.2 (A,B,C,D)

3.4 (A,B)

3.5 (C)

RL.9-10.10

SL.9-10.1

RL.11-12.10

SL.11-12.1

Writing Exercise

1.     Assess and appraise a situation, being able to justify reasons why there is a distinct difference between vision and perception.

·      Define the terms vision and perception.

·      Students will accompany teacher outside of the building and in silence, form a circle facing out.  For ten minutes, students will both visually as well as auditorally pay attention to and note their surroundings.

·      Upon returning to class, students will free write about their experience.

·      Discuss student responses to aforementioned exercise, noting the distinct differences between each and every students’ response.

·     Have students discuss how various individuals in the same situation can perceive the same things so differently.  Discuss possible reasons for such differences.

·     Revisit students’ definitions of the terms vision and perception, relating the differences to the assignment of writing about their outside experience.

3.2 (B,C,D)

3.4 (A,B,C,D)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B,C,D)

3.5 (A,B,C)

3.1 (F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.10

W.9-10.8

WL.9-10.1

L.9-10.6

RL.11-12.10

W.11-12.8

SL.11-12.1

L.11-12.6

Writing Exercise

1.     Examine, analyze, and present student poems, entitled Sun/Son and Moon.

·      Students will present their previously written poems, noting vast differences and subtle similarities between their own work and those of their classmates.

·     Students will again discuss the idea of vision versus perception, noting possible reasons of how and why various individuals perceive the same situation in distinct and different manners.

·     Have students reinforce the idea of personal interpretations of what we see, hear, and experience in both literature, as well as every day items, discussing why this is part

of our individual makeup as individuals.

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

Edgar Allen Poe

1.     Familiarize themselves with the life and works of Edgar Allen Poe.

·      Students will record and analyze information about the poet Edgar Allen Poe, discussing his lifestyle in relation to his work.

3.1 (E,F,G,H)

3.2 (B,D)

3.3 (A,B,C,D)

3.4 (A,B)

Techniques Used In Writing Poetry

1.     Examine and analyze techniques used in poetry writing.

·      Students will record and analyze the terms Onomatopoeia, Alliteration, Assonance, and Repetition.  Cite examples of aforementioned terms, relating said terms to their importance in poetry, discussing why authors choose to use these methods in their writing.

3.2 (A,B,C,D)

3.5 (C)

Poem

“The Bells”

by

Edgar Allen Poe

1.     Examine and analyze the poem The Bells by Edgar Allen Poe, focusing heavily on its metaphoric aspects.

·      Students will read the poem, The Bells, applying previously given notes on analyzing poetry to their reading of the aforementioned selection.

·      Students will discuss their interpretations of the poem, focusing heavily on its metaphoric connotations.

3.1

(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.10

SL.9-10.1

RL.11-12.10

SL.11-12.1

Poem

“Something Told the Wild Geese”

by

Rachel Field

1.     Examine and analyze a work of poetry.

·      Students will read the poem, Something Told the Wild Geese, by Rachel Field, discussing and analyzing the examples of both imagery and alliteration found throughout the work.

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

RL.9-10.10

RL.11-12.10

Poem

“The Road Not Taken”

by

Robert Frost

1.     Examine and analyze a work of poetry, hypothesizing about its possible metaphoric meaning.

·      Have students discuss a time in their lives when they were forced to make a difficult decision.

·      Students will examine and discuss the coinciding picture associated with the poem The Road Not Taken by Robert Frost, predictinghow thetitle and the picture may possiblecorrelate.

·      Students will read the poem and hypothesize about the poem’s metaphoric meaning.

·      Students will discuss the poem as a metaphor for life and revisit the picture and its relationship to said work, while relating the originally asked question about a difficult decision to the work. 

·      Discuss vocationally pertinent examples to life, as relative to Frost’s poem.

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.3 (A,B,C,D)

3.4(A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.5 (C)

3.1 (E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

RL.9-10.10

SL.9-10.1

L.9-10.6

RL.11-12.10

SL.11-12.1

L.11-12.6

Poem

“To Be of Use”

by

Marge Piercy

1.     Examine and analyze a piece of poetry, hypothesizing about its possible meanings.

·      Read poem To Be of Use by Marge Piercy to students. 

·      Students will examine the poem’s text, drawing conclusions and discussing what they believe the work to be about.

·      Student focus will be directed towards work and the nature of work, wherein students will note concrete examples of aforementioned items.

·      Students will discuss the aspects of “All work and no play”, and how this statement pertains to said work.

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

RL.9-10.10

SL.9-10.1

RL.11-12.10

SL.11-12.1

Poem

“Slam, Dunk, and Hook”

by

Yusef Komunyakaa

1.     Examine and analyze a piece of poetry, hypothesizing and recognizing metaphors, and associated terminology, related to the work.

·      Read the poem, Slam, Dunk, and Hook by Yusef Komunyakaa.

·      Students will relate the adjoining picture to the terminology used throughout the poem, discussing how the game of basketball can be perceived as the game of life.

·      Students will discuss the aspects of winning in both sports as well as in life.

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

RL.9-10.10

SL.9-10.1

RL.11-12.10

SL.11-12.1

Writing Exercise

1.     Demonstrate creativity in writing through the connection of various concepts that are typically unrelated, while analyzing and examining similes and metaphors.

·      Have students take out a piece of notebook paper and fold it into four sections, long ways.  Number columns one and three, 1-10, and columns two and four, 1-5.  Write the word RED atop columns one and two.

·      Students will then choose their own color, placing it atop columns three and four.

·      In column one, have students list ten that are identifiable by said color (RED).

·      Upon completion, verify student responses, making sure that their answers can be identified by said color.  Ex. red – stop sign

·      Next students will list 5 mood/emotion words, related to or associated with color.

·      Upon completion, verify student responses, justifying how each mood/emotion response is associated with said color.

·      Students will then repeat the same activities in columns three and four.

·      Review student answers via their responses of various different colors.

·      Students will then write three sentences from their chosen color  exercise, using words from both the identifiable object column, and the mood emotion column.

·      Students will share answers upon completion. 

·      Discuss with students the relativity of this exercise in helping to choose specific words while writing poetry, wherein a writer may easier write similes, metaphors, use imagery, and convey ambiguity through their own writings.

·      Discuss and relate the term “Figurative Language” to today’s exercise.

3.2 (A)

3.2 (A)

3.2 (A,C,D)

3.2 (A,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.2 (A,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

RL.9-10.10

W.99-10.2

W.9-10.4

W.9-10.5

W.9-10.9

W.9-10.10

SL.9-10.1

L.9-10.1

L.9-10.2

L.9-10.3

L.9-10.4

L.9-10.5

L.9-10.6

RL.11-12.10

W.11-12.2

W.11-12.4

W.11-12.5

W.11-12.9

W.11-12.10

SL.11-12.1

L.11-12.1

L.11-12.2

L.11-12.3

L.11-12.4

L.11.12.5

L.11-12.6

Writing Exercise

Poem

“Fire and Ice”

by

Robert Frost

1.     Evaluate and analyze a work of poetry, via a writing exercise and prepare and construct their own work of poetry.

·      Have students take out a piece of notebook paper and fold it in half long ways.  Atop column one, students will write the word FIRE and atop column two, the word ICE.

·      Students will then revert back to their emotion/mood assignment and instruct them to come up with as many mood and emotion words as they can for each respective term.

·      Discuss student responses to their assignment and how each response relates to each respective term.

·      Upon completion, have students            read the poem Fire and Ice by Robert Frost, then discuss Frost’s use of mood and emotion words within his one work.

·      Students will construct their own poem entitled “Fire and Ice”, using their mood and emotion writing exercise from class, thereby incorporating as many of their mood and emotion words as possible. (Homework)

3.2 (A)

3.1(D,E,F,G,H)3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.2 (A,B,C,D)

RL.9-10.10

W.9-10.2

W.9-10.4

W.9-10.5

W.9-10.9

W.9-10.10

SL.9-10.1

L.9-10.1

L.9-10.2

L.9-10.3

L.9-10.4

L.9-10.5

L.9-10.6

RL.11-12.10

W.11-12.2

W.11-12.4

W.11-12.5

W.11-12.9

W.11-12.10

SL.11-12.1

L.11-12.1

L.11-12.2

L.11-12.3

L.11-12.4

L.11-12.5

L.11-12.6

2.     Present, evaluate, and analyze written interpretations of student constructed poems.

·      Students will present their poems, noting differences and similarities between their own work and those of their classmates.

·      Students will again discuss the reasons of why different individuals perceive the same thing in distinct and different manners.

·      Discuss the exercise as a whole, revisiting the element of differences in interpreting work.

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

W.9-10.4

SL.9-10.3

SL.9-10.4

SL.9-10.6

L.9-10.6

W.11-12.4

SL.11-12.3

SL.11-12.4

SL.1112.6

L.11-12.6

Poem

“A Supermarket in California”

by

Allen Ginsgerg

1.     Express and support responses to teacher interpretations of an orally read poem, as well as their own.

·      Read aloud the poem A Supermarket in California by Allen Ginsberg.

·      Discuss student responses to possible interpretations of said poem.

·      Give brief author background, relative to selected poem.

·      Read poem aloud again, instructing

students to use their recently learned information about the author to help in their interpretations of the author’s work.

·      Give teacher interpretation of  poem, noting how it can be very useful having background information about an author  whose work you may be interpreting.

·      Relate student interpretations of poem to one another’s, as well as the teacher’s.

3.1(D,E,F,G,H)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1 (E,F,G,H)

3.2 (B,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

SL.9-10.3

L.9-10.6

SL.11-12.3

L.11-12.6

Poetry Slam

1.     Express themselves orally, through their chosen medium of interpretation, while evaluating and analyzing classmates’ presentations.

·      In a coffee house setting, students will be given the opportunity to choose from one of the following options for their poetry project:

·      1- Interpret a poem written by a                published author, reading it aloud to the class and giving student’s own interpretation of the chosen work, relating author background to said interpretation, and present it to the class.

·      2- Write a poem and have classmates interpret said work, thereafter, giving student’s own interpretation of their work.

·      3- Play, write, or sing an original or published piece of music, thereafter

discussing its influence on the interpreter.

·      Students will perform chosen topic in a lounge-like setting, explaining their topic choice, prior to their presentation, and

fielding questions and answers from both their classmates and teacher upon their completion of said presentation.

·      Students will discuss the assignment as well as the unit of poetry as a whole.

3.1

(D,E,F,G,H)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

SL.9-10.3

SL.9-10.4

SL.9-10.6

L.9-10.6

SL.11-12.3

SL.11-12.4

SL.11-12.6

L.11-12.6

focus area

TIME

major outcomes

Assessments

Cpi’s

Common Core State Standards Initiative (NJ)

9-10

11-12

SAT Words

#’s 1 - 20

12 days

1.     Define, interpret, apply, and analyze vocabulary from provided selection of SAT words.

·      Define given list of vocabulary, identifying their parts of speech, use each term in a contextual sentence, and devise mnemonic devices, illustrating understanding of given terms.

3.1

(D,E,F,G,H)

3.2 (C,D)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

2.     Present, interpret, analyze, and examine SAT vocabulary terms from the provided list.

·       Students will pair up and place given vocabulary terms on the board.

·      Upon completion of terms being placed on the board, students will begin presenting each word with their partner, conveying each required element of the activity, therein allowing discussion as well as understanding of chosen vocabulary terms by both presenters, as well as classmates.

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

3.     Assess understanding

of learned vocabulary.

·      Vocabulary quiz

3.1 (F,H)

3.2 (B,C)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

SAT Words

#’s 21 – 40

1.     Define, interpret, apply, and analyze vocabulary from provided selection of SAT words.

·      Define given list of vocabulary,  identifying their parts of speech, use each term in a contextual sentence, and devise  mnemonic devices, illustrating  understanding of given terms.

3.1

(D,E,F,G,H)

3.2 (C,D)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

2.     Present, interpret,

      analyze, and examine     

      SAT vocabulary terms    

      from the provided list.

·      Students will pair up and place given vocabulary terms on the board.

·      Upon completion of terms being placed on the board, students will begin presenting each word with their partner, conveying

each required element of the activity, therein allowing discussion as well as understanding of chosen vocabulary terms by both presenters, as well as classmates.

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

3.     Assess understanding of learned vocabulary.

·      Vocabulary quiz

3.1 (F,H)

3.2 (B,C)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

SAT Words

#”s 41 – 60

1.     Define, interpret, apply and analyze vocabulary from provided selections of SAT words.

·      Define given list of vocabulary, identifying their parts of speech, use each term in a contextual sentence, and devise mnemonic devices, illustrating understanding of given terms.

3.1(D,E,F,G,H)

3.2 (C,D)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

2.     Present, interpret, analyze, and examine SAT vocabulary terms from the provided list.

·       Students will pair up and place given vocabulary terms on the board.

·       Upon completion of terms being placed on the board, students will begin presenting each word with their partner, conveying    each required element of the activity, therein allowing discussion as well as

understanding of chosen vocabulary terms, by both presenters, as well as classmates.

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

3.     Assess  understanding of learned vocabulary.

·      Vocabulary quiz

3.1 (F,H)

3.2 (B,C)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

SAT Words

#’s 61 – 80

1.     Define, interpret, apply, and analyze vocabulary from provided selections of SAT words.

·      Define given list of vocabulary,  identifying their parts of speech, use each term in a contextual sentence, and devise mnemonic devices, illustrating understanding of given terms.

3.1(D,E,F,G,H)

3.2 (C,D)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

2.     Present, interpret, analyze, and examine SAT vocabulary terms from the provided list.

·      Students will pair up and place given vocabulary terms on the board.

·      Upon completion of terms being placed on the board, students will begin presenting each word with their partner, conveying each required element of the activity, therein allowing discussion as well as understanding of chosen vocabulary terms, by both presenters, as well as classmates.

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

3.     Assess understanding of learned vocabulary.

·      Vocabulary quiz

3.1 (F,H)

3.2 (B,C)

L.9-10.4

L.9-10.6

L.11-12.4

L.11-12.6

focus area

TIME

major outcomes

Assessments

Cpi’s

Common Core State Standards Initiative (NJ)

9-10

11-12

The Call of the Wild

by

Jack London

4 - 5 weeks

1.     Analyze and examine the terms personification, Naturalism, Social Darwinism, and the theory of evolution.

·      Define the terms personification, Naturalism, Social Darwinism, and the theory of evolution.

·      Discuss how each of the aforementioned terms relates to the story.

3.2 (B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.4

RL.9-10.10

SL.9-10.1

RL.11-12.4

RL.11-12.10

SL.11-12.1

2.     Examine historical facts about the Klondike Gold Rush.

·      Students will record and examine historical facts about the Klondike Gold Rush, using maps and charts from the text,  thereby enhancing their understanding of the time period as well as elements from within the overall story.

3.2 (B,D)

3.4 (A,B)

RI.9-10.7

RI.11-12.6

3.     Analyze and relate background information on the author to the story.

·      Students will discuss the story’s premise, relating the author’s life and other works to this story, citing examples so as to better acquaint themselves with the story’s genre.

3.1 (E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.10

SL.9-10.1

RL.11-12.10

SL.11-12.1

4.     Familiarize themselves with characters from the story.

·      Introduce students to the vast array of characters within the story, separating the dogs from the humans, making sure  students remember that the dogs will be personified throughout the story.

·      Discuss reasons an author may choose to personify an animal.

·      Students will read chapter one, (homework) being able to discuss how the main character is personified by the author, examples of foreshadowing, the inciting incident, various conflicts from said chapter, and a full summary.

3.2 (B,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

RL.9-10.3

RL.9-10.10

SL.9-10.1

RL.11-12.12

SL.11-12.1

5.     Analyze and evaluation

     personification,    

      Naturalism,

      and the

      Klondike Gold

      Rush 

      through events

     within 

      Chapter 1.

·      Discuss the title of Chapter 1 and examine its relativity to events in said chapter.

·      Discuss the personification of the main character and its importance to the story.

·      Discuss Naturalism in the story’s various settings thus far.

·      Discuss the main character’s signs of showing Social Darwinism.

·      Analyze possible inciting incidents, discussing each and its importance as compared to others mentioned.

·      Discuss various conflicts within said chapter, as well as their possible aspects of foreshadowing on future events, as well as instances of foreshadowing and possible student predictions for later events within the story.

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.1

RL.9-10.2

RL.9-10.3

RL.9-10.4

RL.9-10.6

RL.9-10.10

SL.9-10.1

RL.11-12.1

RL.11-12.2

RL.11-12.3

RL.11-12.4

RL.11-12.10

SL.11-12.1

6.     Consider, construct, and support various conflicts from within the story, being able to argue each conflict as to why it pertains to its respective type of conflict.

·      In groups (4), students will work with their assigned group, identifying as many conflicts as possible, describing and supporting how each conflict is relative to their assigned type.

·      Groups will prepare presentations of their respective conflict type, being able to convince each of the other groups why their examples categorically fit into their assigned conflict type.

3.1 (D,E,G,H)

3.2 (A,B,D)

3.3 (A,B,C,D)

3.4(A,B)

3.5 (C)

3.1 (D,E,G,H)

3.3 (A,B,C,D)

3.4(A,B)

3.5 (A,B,C)

RL.9-10.3

RL.9-10.10

SL.9-10.1

SL.9-10.4

RL.11-12.3

RL.11-12.10

SL.11-12.1

SL.11-12.4

7.     Relate conflict group work using text supported examples and justification of noted conflicts through oral group presentations, arguing  pertinence to assigned conflict type.

·      Students will present findings to                 the class, using group work notes, text examples, relative examples from previously read stories as well as any other information beneficial to properly justify their case.

·      Non-presenting groups will listen attentively, not only noting conflict examples and questioning each ones pertinence to said topic type, but evaluating

each conflict to see if it may fit into their perspective group as well.

·      Read chapter 2. (homework)

3.1 (D,E,G,H)

3.3 (A,B,C,D)

3.4(A,B)

3.5 (A,B,C)

3.4(A,B)

3.5 (C)

3.2 (A,B,C,D)

RL.9-10.1

RL.9-10.10

SL.9-10.3

SL.9-10.4

SL.9-10.6

L.9-10.6

RL.11-12.1

RL.11-12.10

SL.11-12.3

SL.11-12.4

SL.11-12.6

L.11-12.6

8.     Relate and support knowledge of their reading assignment to questions.   

·     Students will answer questions relating to chapter 2 (see handout).

3.1(E,F,G,H)

3.2 (A,B,C,D)

RL.9-10.10

RL.11-12.10

9.     Conceptualize, construct, examine, and analyze the ability to personify an object.

·      Discuss possible correct answers to assignment.

·      Students will give a written description of an apple.

·      Revisit the term personification and its benefits when writing.

·      Review student responses to the description of the apple, orally.

·      Note and commend any student personifications of the apple.

·      Have students attempt to personify an apple through their descriptions.

·      Discuss answers.

·      Have students personify an inanimate object from within the classroom.

·      Students will share their personifications of inanimate objects with the class, having students attempt to guess the object presenting student is personifying.

·      Students will personify an object in a paragraph or more as well as read Chapter 3. (homework)

3.3 (A,B,C,D)

3.4(A,B)

3.2 (A,B,C,D)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4(A,B)

3.3 (A,B,C,D)

3.4(A,B)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4(A,B)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4(A,B)

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

RL.9-10.10

W.9-10.3

W.9-10.4

W.9-10.5

W.9-10.10

SL.9-10.1

L.9-10.1

L.9-10.2

L.9-10.3

L.9-10.4

L.9-10.5

L.9-10.6

RL.11-12.10

W.11-12.3

W.11-12.4

W.11-12.5

W.11-12.10

SL.11-12.1

L.11-12.1

L.11-12.2

L.11-12.3

L.11-12.4

L.11-12.5

L.11-12.6

10.  Relate and support knowledge of their             reading assignment to questions.

·      Students will answer questions related to Chapter 3. (see handout)

3.1(E,F,G,H)

3.2 (A,B,C,D)

RL.9-10.10

RL.11-12.10

11.  Analyze and examine Naturalism, Social Darwinism, antagonist, protagonist setting, and mood, in relation to chapters two and three.

·      Discuss possible correct answers to assignment.

·      Revisit the term Naturalism and discuss where it is prevalent throughout the story thus far, citing examples.

·      Identify the protagonist and the antagonist from each chapter and discuss their roles.

·      Discuss the two main characters’ during their eventual confrontation and how Social Darwinism is prevalent.

·      Discuss the various moods throughout the story thus far.  Read Chapter 4. (homework)

3.3 (A,B,C,D)

3.4(A,B)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

RL.9-10.1

RL.9-10.3

RL.9-10.5

RL.9-10.9

RL.9-10.10

RI.9-10.2

RI.9-10.6

SL.9-10.1

RL.11-12.1

RL.11-12.6

RL.11-12.10

RI.11-12.3

RI.11-12.5

SL.11-12.1

12.  Justify the                        importance of providing lesser known characters to a story, assessing the author’s characterization technique of portrayal of behavior.

·      Define the term “portrayal of behavior”.

·      Students will record and discuss the definition and description of the term characterization, discussing various examples of how the author uses the characterization technique of portrayal of behavior.

·      Reintroduce students to the dog Dave, a minor character who plays a lesser role in the action of the story, reminding students                 that Dave is described primarily through the portrayal of his behavior.

3.2 (B,C,D)

3.1 (E,G,H)

3.2 (B,C)

3.3 (A,B,C)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.3

RL.9-10.4

RL.9-10.10

SL.9-10.1

L.9-10.4

L.9-10.5

RL.11-12.4

RL.11-12.10

SL.11-12.1

L.11-12.4

L.11-12.5

13.  Draw conclusions about a character from what the  character says and does.

·      Students will begin a timed (20

minute) writing assignment, discussing what they believe the author reveals about Dave through his behavior, mentioning qualities he possess, as well as which

qualities he is admired by the men and the rest of the dogs for possessing.

·      Discuss student responses.

3.2 (A,B,C,D)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.10

W.9-10.1

W.9-10.4

W.9-10.5

W.9-10.10

SL.9-10.3

RL.11-12.10

W.11-12.1

W.11-12.4

W.11-12.5

W.11-12.10

SL.11-12.3

14.  Summarize Chapter four, assessing the main character’s transformation from the beginning of the story through to the end of Chapter four.  

·      Discuss how Social Darwinism has come full circle by the end of chapter four.

·      Cite examples and discuss the main character’s transformation from the proverbial “king” at Judge Miller’s to the “Master” of  the sled team.

·      Read Chapter five.

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

RL.9-10.1

RL.9-10.3

RL.9-10.10

SL.9-10.1

RL.11-12.1

RL.11-12.2

RO.11-12.5

RL.11-12.10

SL.11-12.1

15.  Evaluate and various conflicts experience by a certain character.

·      Describe the difference between a one dimensional and a three dimensional character.

·      Discuss which characters from the story fit into which character dimension and why.

·      Revisit the term conflict and direct students’ attention to the end of Chapter five, wherein the character John Thornton experiences both external and internal conflicts.

·      Discuss what external conflicts  aforementioned character                 struggles against as well as what internal conflicts causes him to hesitate before defending Buck against Hal.

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

RL.9-10.1

RL.9-10.3

RL.9-10.5

RL.9-10.10

SL.9-10.1

RL.11-12.1

RL.11-12.2

RL.11-12.3

RL.11-12.5

RL.11-12.6

RL.11-12.10

SL.11-12.1

16.  Summarize Chapter five.

·      Discuss and summarize the story as a whole up to this point, having students predict what may happen up through the end of the story.

·      Read the up through and to the end of the story.

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

RL.9-10.1

RL.11-12.1

17.  Evaluate and analyze the     Relationship between the main character and his new master through the summarization of Chapter six, while assessing and        critiquing the relationship between two and three dimensional characters.

·      Discuss the foreshadowing in Chapter six from the chapter’s title.

·      Discuss the main character and his new master as two and three dimensional characters.

·      Compare aforementioned characters to other two and three dimensional characters read throughout the year in previous stories.

·      Summarize the chapter as a whole through student led discussion, focusing on various topics (see lesson plan).

·      Revisit chapter seven and be prepared to discuss. (homework)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

RL.9-10.1

RL.9-10.3

RL.9-10.4

RL.9-10.10

SL.9-10.1

RL.11-12.1

RL.11-12.3

RL.11-12-6

RL.11-12.10

SL.11-12.1

18.  Summarize Chapter seven, analyzing and evaluating the overall transformation of the main character, assessing the level of Naturalism played throughout the story, while justifying and relating previously discussed themes to the story.

·      Discuss whether students feel there is something inherent within each of us that calls to us to make important decisions in life, therein relating students responses to both the title of the story and its relativity to the question posed, as well as their                 Sisyphus assignment from our short story unit.

·      Discuss the different calls to which the main character and his master answer and explain possible reasons students believe they do so.

·      Discuss the main character’s

transformation from the beginning of the story, up through the end, citing concrete reasons for his transformation at different stages, as well as the reasons for said changes.

·      Discuss Naturalism and its role and importance throughout the story, assess their effects on both characters as well as the overall outcome.

·      Revisit overlying themes discussed and analyze how important they were throughout the story, as well as to its ending.

·      Summarize chapter seven as a whole.

·      Discuss students’ overall opinions about the story, examining the relevancy of this story to their own lives as high school students. (Social Darwinism/ survival of the fittest).

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

RL.9-10.10

SL.9-10.1

RL.11-12.10

SL.11-12.1

19.  Assess student comprehension of the story.

·    Test

3.1 (E,F,G,H)

3.2 (A,B,C,D)

RL.9-10.10

RL.11-12.10