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Name: Dawson Date: 10/31/16 -11/04/16

Subject: English I Pre-AP Unit 3: Influence

Component Monday/Tuesday Wednesday Thursday/Friday


TEKS (CONTENT OBJ.) 2B Analyze the influence of mythic, classical 2B Analyze the influence of 5B Analyze how authors develop
(Use the number & alpha of the TEK; and traditional literature on 20th and 21st mythic, classical and complex yet believable characters
Use student-friendly language; Place century literature. traditional literature on in works of fiction through a range
on the classroom board & review with 20th and 21st century of literary devices, including
students; HIGHLIGHT any SPIRALED 2C Relate (compare/contrast) the figurative literature. character foils.
TEKS) language of a literary work to its historical
and cultural setting. 2C Relate
(compare/contrast) the
figurative language of a
Students will understand, make inferences literary work to its historical
Pre-Planning: Unpacking the Standards

and draw conclusions about the structure and cultural setting.


and elements of fiction and provide
evidence from text to support their
understanding.

Describe different forms of point-of-view,


including first- and third-person.

Discuss, describe, and analyze the


importance of different forms of point-of-
view, including first-and third-person in a
narrative text.
ELPS (LANGUAGE OBJ.) ELPS C.4j Demonstrate English ELPS C.4j Demonstrate ELPS C.4d Use prereading supports
(Use the number & alpha of the ELPS; comprehension and expand reading skills by English comprehension and as graphic organizers, illustrations,
Use student-friendly language; Place employing inferential skills such as predicting, expand reading skills by and pretaught topic-related
on the classroom board & review with making connections between ideas, drawing employing inferential skills vocabulary and other prereading
students.) inferences and conclusions from text and such as predicting, making activities to enhance comprehension
graphic sources, and finding supporting text connections between ideas, of written text.
drawing inferences and
evidence commensurate with content area
conclusions from text and ELPS C.4f Use visual and contextual
needs.
graphic sources, and finding support and support from peers and
ELPS C.4k Demonstrate English supporting text evidence teachers to read grade-appropriate
commensurate with content content area text, enhance and
comprehension and expand reading skills by
area needs. confirm understanding, and develop
employing analytical skills such as evaluating
vocabulary, grasp of language
written information and performing critical ELPS C.4k Demonstrate structures, and background
analyses commensurate with content area English comprehension and knowledge needed to comprehend
and grade-level needs. expand reading skills by increasingly challenging language.
employing analytical skills
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

ELPS C.4d Use prereading supports as such as evaluating written ELPS C.5e Employ increasingly
graphic organizers, illustrations, and information and performing complex grammatical structures in
pretaught topic-related vocabulary and other critical analyses content area writing commensurate
prereading activities to enhance commensurate with content with grade-level expectations, such
comprehension of written text. area and grade-level needs. as: using correct verbs, tenses, and
pronouns/antecedents
Mastery Awareness I will know my students have mastered this I will know my students I will know students have mastered
(I will know my students have standard when they can analyze figurative have mastered this the objective when they can use
mastered this standard when they language in a passage as it relates to the standard when they can characterization to predict a
can.) theme. I will know my students have determine the cause and characters role in a piece of fiction.
mastered this standard when they can tell the effects of peer influence.
differences between point of views.
Assessment Measure Speak pgs. 4-9 end at Sanctuary Do you think it is possible Speak pgs. 9-12 end at Espaol
(I will assess the standard by..) I stand in the center aisle of the auditorium, to say not to peer pressure? AP Literature Question Stems
a wounded zebra in a National Geographic Why or why not? (2-3 1. The speaker views high
special, looking for someone, anyone, to sit sentences) school as...
next to. The author uses figurative language I think it is/is not A. Sad
primarily to possible to say no B. Unique
a. Highlight Melindas isolation at to peer pressure C. Acidic
Merry Weather High School because. . For D. Apologetic
b. Express the pain felt after you are example,. . . All in E. Daunting
dropped off at school all, in order to 2. Which line provides the best
c. Create an intended effect using a combat peer evidence that Melinda is
metaphor pressure, we must intimidated by high school
Gain recognition through creative writing a. My first class is biology. I
cant find it and get my
first demerit.
b. I stand in the center
aisle of the
auditorium, a
wounded zebra in a
National Geographic
special.
c. Her eyes meet mine for
a second. I hate you.
She mouths silently.
d. Theres no point looking
for my ex-friends. Our
clan, the Plain Janes, has
splintered and the pieces
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

are being absorbed by


rival factions.
e. Nice seeing you again,
too. I bet he suffers from
post-traumatic stress
disorder. Commented [DBJ1]: As mentioned in Keeping Special Ed
in Proportion, discrepanciesfor both African-American
Vocabulary Genre Peer Pressure Characterization and Hispanic studentsare far worse in many individual
(Academic & content-specific; daily Fiction Influence Direct Characterization districts (Rebora, 2012), which directly impacts the level of
integration; word wall.) Theme Decision Making Indirect Characterization students who are placed in gifted and talented programs. I
Characters Interpersonal Skills teach English I Pre-AP, rigorous and fast-paced take on
Dialogue English I. Unlike many teachers I do not have any students
Plot who require special education 504s or accommodations.
Text Structures Furthermore, my student body is rarely comprised of
Figurative language African-American students. The majority of my students are
Archetypes Latino/a identified. These Exit Tickets are used to increase
Cultural values the expectations for all students, for many students have
Historical setting been left with low expectations.
Simile
Metaphor
Hyperbole
Personification
Allusion
Paradox
Imagery
Symbol/Symbolism
Point of View
First Person Point of View
Third Person Omniscient Point of View
Omniscient Point of View Commented [DBJ3]: It is extremely clear that students in
Limited Point of View English I Pre-AP can do the work! In contrast, many students
Objective Point of View who are not enrolled in a Pre-AP course have been fed
Engage/Hook: Students will make a prediction about Students will read the quote and
messages that suggest they are incapable of rigorous
(Warm-up/Do now) Speak using text elements. Teacher will answer in their journals. Teacher
Lesson Cycle

instruction. If we truly want to change this perspective, my


solicit responses using a running roster will select 2-3 students using campus should organize meetings in cross-functional
method or online application. (5-8 http://www.abcya.com/random teams to explore educators own experiences and
minutes) _name_picker.htm to share theirperspectives[] to examine their practice and their
Directions: Answer the questions using answer. (5-7 minutes) curriculum (Rebora, 2012). These Do Nows attempt to
complete sentences. Be prepared to share make the learning accessible by providing sentence stems
your responses! and scripted lessons. When I know that I am doing or saying,
students are able to understand the material more and I can
help all learners.
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

https://www.youtube.co
m/watch?v=RVOlwxvxh
bY

Students will watch the


video on peer pressure
and answer the
questions. Students will
respond to the question
(10-12 minutes):
What would you do?
Why do you think
they chose not to
speak up? Read the quote and unpack its
SAY: Great responses! meaning.
Today we will be What is the quote saying? Do you
considering ways in which agree or disagree? Why or why not?
we are influenced by the Have you ever make assumptions
Sentence Starter Bank world around us. Today we based on someones actions? (4-5
Based on the title, I predict the text willwill
be be focusing
about. . . on peer sentences)
The title reminds me of. . . pressure. o The quote means. . In my
The illustrations prepare me for reading by. . . opinion, I agree/disagree/am
The (title/subtitle/heading/illustration/captions/bold print/italicized phrases) reveal(s). .
neutral because. . For
example, .. . In conclusion,
I firmly believe. . .
SAY: Wow! Great responses
students. Similar to what we all do
every day, we will be analyzing the
1. Based on the title, what predictions behavior of characters in literature
can you make about the text? What and make conclusions about them. Commented [EE4]: I admire the fact that you are
do you think the text will primarily be intentional about the praise you provide your students. That
about? (2 sentences) is one aspect of teaching that I have always struggled with.
2. When you scan the text features Do you typically point out certain ideas that you found
(title, subtitle, headings, illustrations, especially impressive or provide general praise to the class?
captions, bold print, italicized If so, why?
phrases), what clues do they reveal?
(1 sentence)
SAY: Great predictions! We will be reading
Speak the next few weeks, a realistic fiction
novel told from the perspective of a high
school student. You all will absolutely LOVE
this text! As we read, begin to think about
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

your experience as a 9th grader and how you


are influenced by the world around you.

Modeled Direct Instruction: Teacher will review figurative language, Teacher and students Teacher will administer the
___min theme, and point of view. Teacher will will read Peer Pressure: characterization handout or post
(I DO, Introduce New perform check for understanding Its Influence on Teens on the HUB to view. Teacher will
Material/Review; Teacher models) questions to ensure understanding. (15- and Decision Making explicitly model how to complete
17 minutes) paragraphs 1-3. Teacher a STEAL Chart. (12-15 minutes)
will ask the following SAY: Today we will be talking about
Commented [DBJ6]: This would have been a perfect
SAY: In this unit, we will explore the theme check for understanding characterization, the process authors
opportunity to affirm the identities of students of differing
of influence by addressing the essential questions (10-12 use to develop characters and create
backgrounds (Villegas, A. & Lucas, T., 2002, p. 23). Given
question, How am I influenced by the world minutes) images of the characters for the the fact that my students are predominantly
around me? through the analysis of Paragraph 1 is audience. Hispanic/Latino/a identified, many of my African American
persuasive techniques in text and media, and primarily about. . students feel misunderstood and vice versa. There is a great
reading and comparing fiction and poetry. As a teen, how have Based on how a character speaks,divide between my Black students and Latino/a students.
you experienced the thinks, acts, looks, or affects others,
We will be reading Speak by Laurie Halse
effect of peer we can draw conclusions about their Commented [EE5]: Would there be time for students to
Anderson the next few weeks. In order to
influence? purpose. have time to respond to this prompt? I feel that this is a
understand and appreciate the novel, we
How are we very crucial question for teenagers to tackle, and will likely
must review key literary elements: theme,
influenced by our Characterization is the process byget them hooked.
point of view, and figurative language.
peers? Is it which the writer reveals the
positive? Negative? personality of a character.
Or both? Characterization is revealed through
direct characterization and indirect
characterization.
Direct Characterization tells the
audience what the personality of the
character is.
Example: The patient boy and quiet
girl were both well mannered and
did not disobey their mother.
Explanation: The author is directly
telling the audience the personality
of these two children. The boy is
patient and the girl is quiet.
Indirect Characterization shows
things that reveal the personality of
a character. There are five different
methods of indirect characterization:
1. Speech: What does the character
say? How does the character speak?
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

2. Thoughts: What is revealed


through the characters private
thoughts and feelings?
3. Effect on others toward the
character: What is revealed through
the characters effect on other
people? How do other characters feel
or behave in reaction to the
character?
4. Actions: What does the character
do? How does the character behave?
5. Looks: What does the character
look like? How does the character
dress?
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

Guided Instruction/Practice: Teacher will perform Check for Students will read final Teachers and students will read
___min Understanding Questions. Teacher will sections What Scientific Speak pgs.7-8 to review.
also administer a Speak anticipation Research Tells Us About Teacher will ask the following
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

(WE DO, Teacher & students work guide prior to reading. Students and Peer Influence and The check for understanding
together) teacher will work collaboratively to Positive Side. Students questions. You may use Kahoot,
discuss topics mentioned in the text: will answer the Mentimeter.com, or a Stop-and-
peer pressure, depression, rape, gender questions then complete Jot to complete the CFUs (10-15
expression and inequality, friendships, the choice board minutes):
etc. TEACHER WILL READ ALOUD activities. (20-25 Why is Melinda frustrated?
OPENING PAGE AND PAGES 3-4 (20-25 minutes) How is Melinda
minutes) characterized? Use your
SAR: After reading Peer STEAL graphic organizer
Identify the figurative languagesimile, Pressure: Its Influence on for reference.
metaphor, or personification. Describe the Teens and Decision Can you explain what is Commented [DBJ7]: Through providing rigorous lessons,
effect: explain how the figurative language Making, do you think peer happening? What is the text I aim to be an agent of change (Villegas, A. & Lucas, T.,
communicates meaning to the reader. influence is positive or primarily about? 2002, p. 24). While some of my students find high
(Simile) The classroom is as cold negative? Be sure to Based on what weve read so expectations challenging, I always provide rationale that
as a refrigerator. How does substantiate your claim far, how would you describe connects to their lives outside of high school. To be clear,
figurative language communicate using evidence from the Melindas experience? Use oneexplaining to students the importance of these expectations
meaning to the reader? selection. adjective to describe it! can be daunting at times, for they are apathetic towards the
Essentially, what is the sentence If you were Melinda, how idea of being expected to do more than the minimum.
saying? Grading Category would
Highly you haveSomewhat
Effective handled the first
Effective Needs Improvement
(Metaphor) My parents and few days of school?
3/3=90%-100% 2/3=75%-89% 1/3=60%-74%
friends mean the world to me. Predict what will happen next?
How does figurative language Sentence Structure Student answered the Student answered Student attempted to answer the
communicate meaning to the question using the question, but question, but the answer is
reader? Essentially, what is the complete sentences. the answer was too unclear.
sentence saying? vague or
ambiguous.

Textual Evidence Student provided Student referenced Student failed to include or


and Support relevant textual the text but did not reference evidence from the text.
evidence to support include specific
their response. quotes.

Explanation and Student explains how Student discusses The evidence provided is not
Rationale the evidence supports evidence but does thoroughly explained or is
their response. not extend their unrelated to the answer
answer. provided.

Independent Practice: ___min Choice # 1: Sell It To Me! Students who finish Students will read pgs. 9-12 and
early will choose 1-2 end at Espanol. Students will
choose one character from the
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

(YOU DO, Students work Directions: Create an advertisement selling activities to complete. novel to perform a STEAL
Individually--or if necessary with one a product of your choice. (ex. Make up, (15-20 minutes) analysis on them. (25-30
partner/teacher) shoes, vehicles) In order to persuade the Choice Board Activities minutes)
audience, be sure to choose and Watch One
incorporate two figurative language Simple Skill to
elements in your advertisement: Overcome Peer
Pressure| The
Metaphor Behavioral
Science Guys.
Simile
What is the video
Hyperbole
primarily about? Do
Personification you think the
Symbolism method provided is
Imagery an effective way to
overcome peer
Remember: you are trying to persuade the pressure? Why or
audience to purchase the product! why not?
Figurative language will evoke emotions Create an
and encourage the audience to buy your advertisement to
product. persuade youth to
be mindful of peer
Types of Indirect 2 Quotes
1. You may use PowerPoint, pressure. Think
Characterization
Microsoft Word, or paper to sell about other forms
your product. of media: Snapchat,
Instagram, Twitter, Speech: What does Example: The kids behind me laugh so Melindas
2. Provide a 10-15 sentence
Facebook. You may Melinda say? How does her loud I know theyre laughing about me. I self-confid
explanation explaining your
use PowerPoint, speech (or lack thereof) cant help myself. (4) anxiety. M
choices and how your use of
Microsoft Word, or influence our perception of events th
figurative language will convince
paper. You must her? It is my first morning of high school. I first day o
the audience to buy your
include quotes from have seven new notebooks, a skirt I realizes th
product.
the article!!!! hate, and a stomachache. (3) want to a
anymore.
Read the article Melinda w
"The one thing about music is when it on online challenges high scho
hits you, you feel no pain." and their impact in Thoughts: What does the
Choice #2: Music Corner Greenville, SC. character think?
What message do
Directions: Many artists today use figurative you think Latrice
language to evoke emotions in listeners. Hurst wants to send
to parents? What
about teens? Think
about our
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

discussion today. Effect on Others: How


1. Find 3 songs by 3 different artists Citing evidence does Melinda interact with
that employ figurative language from the article other characters? How do
in their lyrics. read in class, can other characters interact
2. Copy and paste segments of the lyrics you explain the with Melinda?
Commented [DBJ8]: Student choice is a practice heavily
in a Microsoft Word document or the science behind his
anchored in believing all students are capable learners who
submission page. decision?
continuously strive to make sense of new ideas Villegas, A.
3. Provide a 5 sentence summary for & Lucas, T., 2002, p. 25). Students find more intrinsic
each song explaining how the motivation in activities they can relate to. I create my
figurative language provides lessons to begin on the Analysis section of Blooms
meaning to the song. Make sure Actions: How does
Hierarchy, then work my way up. Again, being that this is a
to include the artist, song title, Melindas actions influence
Pre-AP course, it is expected that students be able to work
and the types of figurative her character?
at this level. I use the Guided Practice and Modeled
language found in the song. The Instruction to scaffold students to work at this level by the
song must be school end of the class period.
appropriate or censored!! Looks: How is Melinda
physically characterized?
Types of Figurative Language

Metaphor
Simile
Hyperbole
Paradox
Personification
Symbolism

Evaluate: I stand in the center aisle of the auditorium, Do you think it is possible Speak pgs. 9-12 end at Espaol
(Closing-restate objective; Exit ticket a wounded zebra in a National Geographic to say not to peer pressure? AP Literature Question Stems
include exit ticket) special, looking for someone, anyone, to sit Why or why not? (2-3 3. The speaker views high
next to. The author uses figurative language sentences) school as...
primarily to I think it is/is not F. Sad
d. Highlight Melindas isolation at possible to say no G. Unique
Merry Weather High School to peer pressure H. Acidic
e. Express the pain felt after you are because. . For I. Apologetic
dropped off at school example,. . . All in J. Daunting
f. Create an intended effect using a all, in order to 4. Which line provides the best
metaphor combat peer evidence that Melinda is
pressure, we must intimidated by high school
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

g. Gain recognition through creative f. My first class is biology. I


Commented [DBJ9]: We are encouraged to create Exit
writing cant find it and get myTickets that are aligned to the end of course test: STAAR
first demerit. Exam. Sometimes I find it difficult to increase student
g. I stand in the center engagement in this form because all core subjects (Math,
aisle of the Science, English, Biology) give frequent mini-assessments
auditorium, a and snapshots that all surmount to test-prep.
wounded zebra in a
National Geographic Commented [EE10R9]: As a teacher, the value of these
special. exit tickets is in the student-performance data. What if you
h. Her eyes meet mine for involved students in the data tracking process to engage
a second. I hate you. them?
She mouths silently.
i. Theres no point looking
for my ex-friends. Our
clan, the Plain Janes, has
splintered and the pieces
are being absorbed by
rival factions.
j. Nice seeing you again,
too. I bet he suffers from
post-traumatic stress
disorder.

PowerUp Resources that will be


used for this lesson

Homework
Instructional Support

Enrichment Choose an activity to complete from the Choose an activity to Choose an activity to complete from
Extension Activity Board: complete from the the Extension Activity Board:
-Vocabulary: Extension Activity Board: -Vocabulary:
www.vocabulary.com -Vocabulary: www.vocabulary.com
-Inferences: www.vocabulary.com -Inferences:
www.reading.ecb.org -Inferences: www.reading.ecb.org
-Grammar Bytes www.reading.ecb.org -Grammar Bytes
www.chompchomp.com -Grammar Bytes www.chompchomp.com
-English 1 Gateway www.chompchomp.com -English 1 Gateway
-Single SAR (NewsELA or -English 1 Gateway -Single SAR (NewsELA or
Tween Tribune) -Single SAR (NewsELA or Tween Tribune)
-Figurative Language Tween Tribune) -Figurative Language
www.ereadingworksheets.com -Figurative Language www.ereadingworksheets.com
-Perspective Rewrite (2nd Person) -Perspective Rewrite (2nd Person)
Name: Dawson Date: 10/31/16 -11/04/16
Subject: English I Pre-AP Unit 3: Influence

-Crossover SAR English 1 Gateway www.ereadingworksheets.c -Crossover SAR English 1 Gateway


-Write and Expository Essay om -Write and Expository Essay
(How do you feel about school culture/what -Perspective Rewrite (2nd (How do you feel about school
can the school do to increase school spirit?) Person) culture/what can the school do to
-Crossover SAR English 1 increase school spirit?)
Gateway
-Write and Expository Essay
(How do you feel about
school culture/what can the
school do to increase school
spirit?)

Unit 3: Influence - How am I influenced by the world around me?

Part 1-

Reading Focus: Persuasive texts and media with thematically-linked SARs


Writing Focus: Argumentative essay

Part 2-

Reading Focus: Fiction and poetry with thematically-linked SARs


Writing Focus: Short story and poetry

In this unit, students explore the theme of influence by addressing the essential question, How am I influenced by the world around me?
through the analysis of persuasive techniques in text and media in Part 1 and the reading and comparison of fiction and poetry in Part 2.
Students demonstrate their abilities to make connections between texts by crafting thematically-linked short answer responses (SARs). In
Part 1, students write an argumentative essay utilizing persuasive techniques. In addition, students craft a short story and a poem in Part 2.