Junior English Weeks of October 1 through October 15, 2012

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of October 1, 2012, October 8, 2012, October 12, 2012
Learning Development:	Performance Objective:  UW.G11.3W.C1 PO 1. Write in a variety of expressive forms (e.g. poetry, short story, and/or drama) that: a. use voice and style appropriate to audience and purpose b. organize ideas in writing to ensure coherence, logical progression, and support c. employ literary devices (e.g., irony, conceit, foreshadowing, symbolism) to enhance style and voice Learning Objective: See above. Kid-Friendly Language: I can write in a variety of expressive forms. Key Terms: Voice, Style, Audience, Purpose, Coherence, Logical Progression, Literary devices Essential Questions: 1. What does it mean to write expressively? How do audience and purpose influence the mode of expression? 2. What does organization look like in expressive writing? What effect does the organization have on the writer’s purpose? 3. What are literary devices? What effect does the use of literary devices have on the Writer’s voice?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	In scaffolding upon the prior essential standard, students will write and present a children’s fable with a concrete moral to their fellow students.  The class will then explore the various literary devices that create a well-written piece of literature.
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 October 1, 2012 Students will present their fable children’s stories to their classmates. Teacher will lead class discussion on literary devices utilized in the student made fables and explain why such devices are necessary to the plot and overall readability of a piece of writing.  Students will take interactive notes on PowerPoint presentation reviewing literary devices and brainstorm ways to integrate them in their own writing using a graphic organizer in their journal/notebook. Students will be given a description essay writing activity, in which students will select a picture from a teacher provided National Geographic and construct a well-thought, detailed, and engaging essay.  A anticipatory worksheet will be given to students as a means for brainstorming, a explicit rubric with essay requirements, and a model essay will all be presented and modeled to students to increase overall comprehension and clarity of expectations.  Side note: Students will begin reading The Great Gatsby. Weeks of October 8 and 15, 2012 In teacher created cooperative groups, students will analyze a scene from The Great Gatsby for specific language and scenarios that are unique to the 1920s. They will re-write the scene with modern language and events. The students final product should include a presentation of the scene. A rubric will be provided for the students. Students will be given the opportunity to enter some of their expressive writing in a national contest.
Guided Practice	Teacher will model numerous writing forms and/or techniques before each expressive writing assignment.  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 various writing assignments and explicit use of literary devices.
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 various expressive writing 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 literary devices when executing expressive writing and include specific examples these devices have improved their own writing over the previous weeks.
Independent Practice	Students will take interactive notes, complete various expressive writing activities, analyze, assess, and critique their writing utilizing a rubric.