English 11 - Lesson Plans: American Dream Unit - Winter's Bone
August 13-16, 2019
UNIT 1: THE AMERICAN DREAM - WINTER'S BONE
In this first week of class, students will be introduced to classroom protocols and expectations, and also their responsibilities throughout the semester, including Google Classroom and www.quizlet.com. Also, students will be asked about their own educational and career hopes and the their plans for personal post-high-school success.
UNIT 1: THE AMERICAN DREAM - WINTER'S BONE
In this first week of class, students will be introduced to classroom protocols and expectations, and also their responsibilities throughout the semester, including Google Classroom and www.quizlet.com. Also, students will be asked about their own educational and career hopes and the their plans for personal post-high-school success.
August 19-23, 2019
This week, students will continue to explore "The American Dream," and will be introduced to two new classroom elements: The daily bell ringers and Quizlet. Discussions of the short story, "Smart Guy," and feedback from the formal writing task will also occur, and students will begin to establish a "Mastery Chart" of written skills.
This week, students will continue to explore "The American Dream," and will be introduced to two new classroom elements: The daily bell ringers and Quizlet. Discussions of the short story, "Smart Guy," and feedback from the formal writing task will also occur, and students will begin to establish a "Mastery Chart" of written skills.
August 26-30, 2019
This week, students will read and collaboratively annotate non-fiction texts examining "The American Dream." They will also take the first of three Reading Inventories to assess their vocabulary and text comprehension skills, and find their current Lexile reading level.
This week, students will read and collaboratively annotate non-fiction texts examining "The American Dream." They will also take the first of three Reading Inventories to assess their vocabulary and text comprehension skills, and find their current Lexile reading level.
September 2-6, 2019
This week, students will begin reading Winter's Bone by Daniel Woodrell. Close reading strategies, group discussions and comprehension activities will accompany the story's progress, as well as the weekly Quizlet vocabulary words, taken from the text.
This week, students will begin reading Winter's Bone by Daniel Woodrell. Close reading strategies, group discussions and comprehension activities will accompany the story's progress, as well as the weekly Quizlet vocabulary words, taken from the text.
September 9-13, 2019
Once again this week, students will continue reading Winter's Bone by Daniel Woodrell. Quickwrites and Madlib paragraphs will accompany the story's progress, as well as the weekly Quizlet vocabulary words, taken from the text.
Once again this week, students will continue reading Winter's Bone by Daniel Woodrell. Quickwrites and Madlib paragraphs will accompany the story's progress, as well as the weekly Quizlet vocabulary words, taken from the text.
September 16-20, 2019
Students will read the rising action of Winter's Bone by Daniel Woodrell. Discussions of plot, themes and characterizations will supplement the reading, and written activities will involve formal and informal pieces. As always, the weekly Quizlet vocabulary words, taken from the text.
Students will read the rising action of Winter's Bone by Daniel Woodrell. Discussions of plot, themes and characterizations will supplement the reading, and written activities will involve formal and informal pieces. As always, the weekly Quizlet vocabulary words, taken from the text.
September 23-27, 2019
Students will read the climactic chapters of Winter's Bone by Daniel Woodrell. Close reading strategies will be employed, as well as analysis of supplemental texts (poetry), and students will be asked to complete an essay response that compares themes found in their poem with those in Winter's Bone.
Students will read the climactic chapters of Winter's Bone by Daniel Woodrell. Close reading strategies will be employed, as well as analysis of supplemental texts (poetry), and students will be asked to complete an essay response that compares themes found in their poem with those in Winter's Bone.
September 30-October 4, 2019
Students will read the climax of Winter's Bone by Daniel Woodrell. Discussions of plot, themes and characterizations will supplement the reading, and written activities will involve formal and informal pieces. As always, the weekly Quizlet vocabulary words, taken from the text.
Students will read the climax of Winter's Bone by Daniel Woodrell. Discussions of plot, themes and characterizations will supplement the reading, and written activities will involve formal and informal pieces. As always, the weekly Quizlet vocabulary words, taken from the text.
October 7-11, 2019
Winter's Bone will reach its concluding chapters, and students will discuss how Woodrell has created theme and realism withing the text. "Quickwrites" and personal reflections will supplement the reading.
Winter's Bone will reach its concluding chapters, and students will discuss how Woodrell has created theme and realism withing the text. "Quickwrites" and personal reflections will supplement the reading.
October 15-18, 2019
The class will complete Winter's Bone and reflect on the success of the denouement to satisfy the reader. Round table discussions will revolve around characters' 'end points' and whether Ree's new direction was foreshadowed.
The class will complete Winter's Bone and reflect on the success of the denouement to satisfy the reader. Round table discussions will revolve around characters' 'end points' and whether Ree's new direction was foreshadowed.
October 21-25, 2019
Students will self-select a character from Winter's Bone and complete a group "autopsy" using butcher paper to represent their character both physically and philosophically. This will lead into an analytical essay on addiction within the novel. As usual, a new Quizlet set will be offered.
Students will self-select a character from Winter's Bone and complete a group "autopsy" using butcher paper to represent their character both physically and philosophically. This will lead into an analytical essay on addiction within the novel. As usual, a new Quizlet set will be offered.
October 28 - November 1, 2019
UNIT 2: THE AMERICAN DREAM DEFERRED - INQUIRY UNIT
Students will begin the exploration of a new unit of inquiry. As an entry event, they will discuss and define three concepts: stereotypes, prejudice and cultural misconceptions. Then, they will take Cornell notes over a TED Talk titled: "A Tale of Two Americas, and the Mini-Mart Where they Collided." They will also take the Harvard IAT for implicit bias, and reflect over how our minds can misinform us about people and 'facts' we take for granted.d
UNIT 2: THE AMERICAN DREAM DEFERRED - INQUIRY UNIT
Students will begin the exploration of a new unit of inquiry. As an entry event, they will discuss and define three concepts: stereotypes, prejudice and cultural misconceptions. Then, they will take Cornell notes over a TED Talk titled: "A Tale of Two Americas, and the Mini-Mart Where they Collided." They will also take the Harvard IAT for implicit bias, and reflect over how our minds can misinform us about people and 'facts' we take for granted.d
November 4-8, 2019
Students will continue the exploration of inquiry into prejudice and bias. More articles about studies and experiments will be shared and discussed, and students will self-select a topic of prejudice that they wish to explore more fully, ultimately creating a research paper about the causes and effects of this societal prejudice or bias.
Students will continue the exploration of inquiry into prejudice and bias. More articles about studies and experiments will be shared and discussed, and students will self-select a topic of prejudice that they wish to explore more fully, ultimately creating a research paper about the causes and effects of this societal prejudice or bias.
November 11-15, 2019
Students will continue creating their research paper about the causes and effects of a societal prejudice or bias. Rubrics will be provided, with templates, and advice for selecting relevant and credible websites, as well as style and form mini-lessons.
Students will continue creating their research paper about the causes and effects of a societal prejudice or bias. Rubrics will be provided, with templates, and advice for selecting relevant and credible websites, as well as style and form mini-lessons.
November 23-30, 2019
Students will publish their research paper about the causes and effects of a societal prejudice or bias, and the classes will discuss what they have learned. They will then form groups to produce 100 points worth of projects from a "Choice Board" of options, including a Public Service Announcement, a new government Bill, artwork or other creative form.
Students will publish their research paper about the causes and effects of a societal prejudice or bias, and the classes will discuss what they have learned. They will then form groups to produce 100 points worth of projects from a "Choice Board" of options, including a Public Service Announcement, a new government Bill, artwork or other creative form.
December 2-13, 2019
Students will complete their group projects from a "Choice Board" of options, including a Public Service Announcement, a new government Bill, artwork or other creative form. Hopefully, working together will produce an empathy and common goal, which has been proven to combat stereotyping and prejudging others. Any remaining time will be spent publishing and reflecting on the unit, before Final Semester Exams.
Students will complete their group projects from a "Choice Board" of options, including a Public Service Announcement, a new government Bill, artwork or other creative form. Hopefully, working together will produce an empathy and common goal, which has been proven to combat stereotyping and prejudging others. Any remaining time will be spent publishing and reflecting on the unit, before Final Semester Exams.
January , 2019
UNIT 3: CIVIL RIGHTS AND YOUR RIGHTS - A RAISIN IN THE SUN
This month, students will begin the exploration of their own lives, families and personalities by building an online autobiography. They will also read, act and discuss Lorraine Hansberry's A Raisin in the Sun. By the month's end, students will have completed Act I.
UNIT 3: CIVIL RIGHTS AND YOUR RIGHTS - A RAISIN IN THE SUN
This month, students will begin the exploration of their own lives, families and personalities by building an online autobiography. They will also read, act and discuss Lorraine Hansberry's A Raisin in the Sun. By the month's end, students will have completed Act I.
February 5-9, 2019
This week, students will continue to read, act and discuss Lorraine Hansberry's A Raisin in the Sun, focusing on theme and characterization development. They will also continue the exploration of their own lives, families and personalities by building a list of twenty likes and dislikes, and a web-based family tree.
This week, students will continue to read, act and discuss Lorraine Hansberry's A Raisin in the Sun, focusing on theme and characterization development. They will also continue the exploration of their own lives, families and personalities by building a list of twenty likes and dislikes, and a web-based family tree.
February 12-16, 2019
This week, students will complete Lorraine Hansberry's A Raisin in the Sun, focusing on author's theme and political activism. They will also continue the exploration of their own lives, families and personalities by building a list of twenty likes and dislikes, and a web-based family tree.
This week, students will complete Lorraine Hansberry's A Raisin in the Sun, focusing on author's theme and political activism. They will also continue the exploration of their own lives, families and personalities by building a list of twenty likes and dislikes, and a web-based family tree.
February 19-23, 2019
This week, students will complete a thematic analysis essay over Lorraine Hansberry's A Raisin in the Sun, focusing on author's themes. They will also continue the exploration of their own lives, families and personalities by building a "highs and Lows" chart and narrative essay.
This week, students will complete a thematic analysis essay over Lorraine Hansberry's A Raisin in the Sun, focusing on author's themes. They will also continue the exploration of their own lives, families and personalities by building a "highs and Lows" chart and narrative essay.
February 26-March 2, 2019
This week, students will select and research topics from A Raisin in the Sun to debate in a formal setting. They will have partners or teams, and need a total of 13 minutes of information. Lessons will focus on the Rhetorical triangle and persuasive strategies.
This week, students will select and research topics from A Raisin in the Sun to debate in a formal setting. They will have partners or teams, and need a total of 13 minutes of information. Lessons will focus on the Rhetorical triangle and persuasive strategies.
March 5-9, 2019
This week, students will finalize their debate plans and begin debating. They will be graded on their use of time, and on their understanding of the Rhetorical triangle and persuasive strategies. Bonus points to the winner, as judged by their peers.
This week, students will finalize their debate plans and begin debating. They will be graded on their use of time, and on their understanding of the Rhetorical triangle and persuasive strategies. Bonus points to the winner, as judged by their peers.
March 12-16, 2019
This week, students will continue debating topics taken from A Raisin in the Sun. They will be graded on their use of time, and on their understanding of the Rhetorical triangle and persuasive strategies. Bonus points to the winner, as judged by their peers.
This week, students will continue debating topics taken from A Raisin in the Sun. They will be graded on their use of time, and on their understanding of the Rhetorical triangle and persuasive strategies. Bonus points to the winner, as judged by their peers.
March 19-23, 2019
SPRING BREAK - No classes.
SPRING BREAK - No classes.
March 26-30, 2019
UNIT 4: PERCEPTION AND CODES OF CONDUCT - BLACK LIKE ME
Students will begin a unit on perception, self-expression and societal influences, using the novel Black Like Me by Howard Griffin.
UNIT 4: PERCEPTION AND CODES OF CONDUCT - BLACK LIKE ME
Students will begin a unit on perception, self-expression and societal influences, using the novel Black Like Me by Howard Griffin.
April 1-5, 2019
Students will begin reading and discussing excerpts from Black Like Me by Howard Griffin. Discussions and close reading exercises focus on character analysis, empathy for their situation and contextual enrichment.
Students will begin reading and discussing excerpts from Black Like Me by Howard Griffin. Discussions and close reading exercises focus on character analysis, empathy for their situation and contextual enrichment.
April 8-12, 2019
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Activities include Socratic Seminar discussions, mini-research tasks and written reflections over personal codes of conduct and ethics.
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Activities include Socratic Seminar discussions, mini-research tasks and written reflections over personal codes of conduct and ethics.
April 15-19, 2019
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Students begin to build their own personal code of ethics - rules to live by.
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Students begin to build their own personal code of ethics - rules to live by.
April 22-26, 2019
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Students learn and apply knowledge of the reading analysis tool: SOAPSTone, and explore Emotional Intelligence.
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Students learn and apply knowledge of the reading analysis tool: SOAPSTone, and explore Emotional Intelligence.
April 29- May 3, 2019
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Students learn and apply knowledge of the reading analysis tool: SOAPSTone, and explore Emotional Intelligence.
Students will continue reading and discussing excerpts from Black Like Me by Howard Griffin. Students learn and apply knowledge of the reading analysis tool: SOAPSTone, and explore Emotional Intelligence.
May 6-10, 2019
Students will learn "How to Make a Good First Impression" and discuss the ways young adults are perceived. They will then continue reading and discussing excerpts from Black Like Me by Howard Griffin, and discuss the definitions of race.
Students will learn "How to Make a Good First Impression" and discuss the ways young adults are perceived. They will then continue reading and discussing excerpts from Black Like Me by Howard Griffin, and discuss the definitions of race.
May 13-17, 2019
Students will continue building their personal Codes of Ethics, using the online tool, PowToons. They will then continue reading and discussing excerpts from Black Like Me by Howard Griffin, and complete an empathy-building activity.
Students will continue building their personal Codes of Ethics, using the online tool, PowToons. They will then continue reading and discussing excerpts from Black Like Me by Howard Griffin, and complete an empathy-building activity.
May 20-24 SPRING SEMESTER EXAM WEEK