Seniors Week of January 28 through February 11, 2013

Teacher: Racquel O’Connor-Mesa	Class: Senior  English		Dates: Week of January 28, 2013, Week of February 4, 2013
Learning Development:	Performance Objective:  UW.G12.2R.C2.PO3 Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. Learning Objective: Analyze culturally or historically significant literary works of British and world literature that reflect the major literary periods and traditions. Kid-Friendly Language: I can discover significant major literary periods of world literature that affect history and culture. Key Terms: Literary works, Traditions, World literature, Literary periods Essential Questions: 1. What is the importance of history and culture within literature? How does history and culture develop/ influence the literary work? 2. What are the literary movements? How do literary movements develop/ influence traditions in society?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Students will answer the following question in their journal. Think about a major event in history that has occurred since you have been born (9/11, Wars in Afghanistan and Iraq, school shootings, hurricane Sandy, etc).  Describe the event, and then explain how this even has affected the lives of American citizens.  Then discuss how it has affected your life directly. Do you think world events can have an impact on media and literature? Explain.
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of January  28, 2013 Students will finish reading the novel, Animal Farm, while answering comprehension questions throughout the reading.  Animal Farm  was written during the time of the Russian Revolution and directly reflects what was occurring in history during this time. Week of February 4, 2013 Students will view a short film on the Russian Revolution in order to gain background knowledge of this time period. The video can be found at: http://www.youtube.com/watch?v=2VldXUyCaeQ.  Students will be required to take extensive notes, consisting of at least 40 facts.  In cooperative learning groups, students will next, compile their facts and create a Venn diagram distinguishing similarities and differences between the Russian Revolution and the novel, Animal Farm.  Students will then match the historical figure in to their satirical character representation in the novel using teacher-made materials.  Using IPADS, students will take a webquest regarding the Russian Revolution found on the following website: http://www.personal.kent.edu/~ksherwoo/russianrevolution.htm.  Students will have a five-paragraph essay assigned to them regarding the parallels between the Russian Revolution and Animal Farm.
Guided Practice
Comprehension Check	The students’ comprehension will be assessed through the successful completion of all assignments.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, reading, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.				Covert   Overt x  Combination
Assessment	x Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will answer all essential questions and define vocabulary terms on back board.
Independent Practice	Students will take interactive notes, complete writing and reading activities, analyze, assess and gather information through use of social media.

*Students will read a class novel and partake on various curricular assignments, both reviewing and previewing language arts standards; concomitantly, with the above essential standard.

Junior Lessons for the Weeks of January 7, 2013-February 11, 2013

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of January 7, 2013 through February 11, 2013
Learning Development:	Performance Objective:  UW.G11.3R.C1.PO 3 C1: Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text Learning Objective: Make relevant inferences by synthesizing concepts and ideas from a single reading selection. Kid-Friendly Language: I can interpret the concepts and ideas non-fiction text. Key Terms: Inference, Concept, Idea, Relevant, Explicit, Implicit Essential Questions: What is a relevant inference? How do you identify and connect ideas within the text to build or draw relevant conclusions?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Students will recall and write a paragraph regarding what they know about the Newtown Shooting, noting where they learned their information.
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation            x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of January 7, 2013 Students will take notes on inference and observation PPT.  Students will watch the President’s reaction to the shooting via YOUTUBE http://www.youtube.com/watch?v=5FeeCBU2io0 and answer the following questions regarding this speech. Identify the main ideas within the speech. How is the piece organized?                 Why is it organized in this manner? Discuss the intent of the speech. What are two of the main ideas from this speech? What inferences can be drawn regarding these main ideas? How are they connected?  (Use specific textual evidence). Week of January 14, 2013 Students will read President Obama’s speech regarding 9/11 and complete worksheet. Week of January 21, 2013 Students will read Mayo Angelo’s eulogy and complete worksheet. (I will add more after this week. I want to evaluate where the students are before planning too far ahead.)
Guided Practice	Teacher will model how to connect ideas within a text in order to produce relevant inferences. Students will be encouraged to actively engage in discussions and generate clarifying questions.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of the analysis of multiple nonfiction pieces and relevant inferences drawn.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will summarize the importance of drawing relevant inferences from nonfiction text.  Students will answer the question, “What is a relevant inference? How do you identify and connect ideas within the text to build or draw relevant conclusions?” in paragraph form using exact examples from the previous week’s assignments.
Independent Practice	Students will take interactive notes, complete various expressive writing activities, analyze, assess, and make relevant inferences in non fiction pieces.

*Students will read a class novel and partake on various curricular assignments, both reviewing and previewing language arts standards; concomitantly, with the above essential standard.

 

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of January 7, 2013 through February 11, 2013
Learning Development:	Performance Objective:  UW.G11.3R.C1.PO 4: Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text Learning Objective: Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases. Kid-Friendly Language: After reading texts on the same topic, I can explain how conclusions are drawn based on information presented within the work. Key Terms: Conclusions, Differences, Evidence, Reasoning, Assumptions, Purposes, Beliefs, Bias Essential Questions: What is the difference between factual and biased information? How can authors reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·        Congruent ·        Active ·        Past Experience	Students will recall and write a paragraph regarding what they know about the Newtown Shooting, noting where they learned their information. (Piggybacks on coinciding standard)
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation            x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of January 7, 2013 Students will take notes on inference and observation PPT.  Students will watch the President’s reaction to the shooting via YOUTUBE http://www.youtube.com/watch?v=5FeeCBU2io0 and answer the following questions regarding this speech. Identify the main ideas within the speech. How is the piece organized?                 Why is it organized in this manner? Discuss the intent of the speech. What are two of the main ideas from this speech? What inferences can be drawn regarding these main ideas? How are they connected?  (Use specific textual evidence). ADDITION TO CONCURRENT STANDARD: Students will watch an interview with a Parent of a survivor of the Newtown shooting http://www.youtube.com/watch?v=epJo_ic_wds. Students will answer these questions: What is the difference between factual and biased information? How can authors/individuals reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions? Week of January 14, 2013 Students will read President Bush’s speech regarding 9/11 and complete worksheet. ADDITION TO CONCURRENT STANDARD: Students will read the Democratic response to Bush’s speech and answer the following question regarding this text: What is the difference between factual and biased information? How can authors/individuals reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions? Week of January 21, 2013 Students will read or view Mayo Angelo’s eulogy http://www.americanrhetoric.com/speeches/mayaangeloueulogyforcorettaking.htm and complete worksheet. (I will add more after this week. I want to evaluate where the students are before planning too far ahead.) ADDITION TO CONCURRENT STANDARD: Students will read ABC News take on the eulogy and answer the following questions: What is the difference between factual and biased information? How can authors/individuals reach conclusions on the same topic using combinations of fact and bias? How do our own assumptions contribute to how we reach conclusions?
Guided Practice	Teacher will model how to connect ideas within a text in order to produce relevant inferences. Students will be encouraged to actively engage in discussions and generate clarifying questions.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of the analysis of multiple nonfiction pieces and relevant inferences and compare different perspective through bias.
Active Participation ·        All Students ·        All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·        Congruent ·        Active ·        Past Experience ·        Student Summary	Students will summarize the importance of drawing relevant inferences from nonfiction text.  Students will answer the question, “What is a relevant inference? How do you identify and connect ideas within the text to build or draw relevant conclusions?” in paragraph form using exact examples from the previous week’s assignments. How does one’s bias affect an overall perception of the exact same reading/event.
Independent Practice	Students will take interactive notes; complete various expressive writing activities, analyze, assess, and make relevant inferences noting bias in non fiction pieces.

*Students will read a class novel and partake on various curricular assignments, both reviewing and previewing language arts standards; concomitantly, with the above essential standard.