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Trimester 3 wk.

2 Digital Agenda 9th grade


Monday, March 14 -Friday, March 18, 2016
Essential Question(s):
How can we use the acronym F.A.S.T to describe a character in a book?
How can identifying literary elements in a novel help us to comprehend the plot?
Standard(s):
CC.1.2.9-10.B : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences and conclusions based on an authors explicit assumptions and beliefs about a subject.
CC.1.3.9-10.E: Analyze how an authors choices concerning how to structure a text, order events within it and manipulate
time create an effect.
CC.1.3.9-10.J:Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC.1.3.9-10.H: Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements
from source material in a specific work.

Student Objective(s):
L.F.1.1.1Identifyand/oranalyzetheauthorsintendedpurposeofatext.
L.F.1.1.2Explain,describe,and/oranalyzeexamplesofatextthatsupporttheauthorsintendedpurpose.
L.F.1.1.3Analyze,interpret,andevaluatehowauthorsusetechniquesandelementsoffictiontoeffectivelycommunicateanideaorconcept.
L.F.1.2.4Drawconclusionsaboutconnotationsofwords.
L.F.2.2.1Analyzehowliteraryformrelatestoand/orinfluencesmeaningofatext.
L.F.2.2.3Explain,interpret,compare,describe,analyze,and/orevaluateconnectionsbetweentexts.
L.F.2.4.1Interpretandanalyzeworksfromavarietyofgenresforliterary,historical,and/orculturalsignificance.

Key Vocabulary:

indoctrination, demerit, inconspicuous, sanctuary, errant, wan, pseudo, burrow, inciting, and floundering

Assessment and Student Reflection:

Summative: anticipation guide, notetaking on literary elements, F.A.S.T characterization worksheet, and literary element activities.

Direct Instruction
Monday:3/14
1.
2.

Monday:3/14(Firststation)

Teacherwillprovidethe1sthalfoftheliterary
elementnotes
Studentsareexpectedtotakenoteseitheron
theiriPadsoronthepaperversion.

Tuesday:3/15:
1.
2.

2.

Collaborative Station
Monday:3/14:NONE

1.QuizonSoftRains

Tuesday:3/15
Tuesday:3/15

1.

1.CompletetheanticipationguideforSpeak

2.

nd

Teacherwillprovidethe2 halfoftheliterary
elementsnotes
Studentsareexpectedtotakenoteseitheron
theiripadsoronthepaperversion.

Wednesday:3/16
1.

Independent Instruction

Teacherwillmodelhowtoidentifythesetting
andcharacterizationwithinthenovelby
reviewingtheF.A.S.Tworksheet.
Wewillbeginreadingthebook,Speak,asa
class.(StopatSanctuarypg.9)

Thursday:3/17

Wednesday:3/16:

Wednesday:3/16:

1.Finishandsubmityourvocabularyportionformarking
period1.(DUETODAY)

1.Ingroupsof3or4,identifyquotestosupportyour
adjectivesandoverallpersonaofthemaincharacter,Melinda,
inthebook,Speak.

Thursday:3/17:NONE

Thursday:3/17

1.Literaryactivitywithclass

1.

Friday:3/18

2.

1.Literaryactivitywithclass.

Beginworkingonthevocabularyforthefirst
markingperiodinthebook,Speak.
Youmayworkwithapartner.

Friday:3/18:NONE

Studentsmayreadwithpartnersandcontinuetofind
answersfortheF.A.S.Tcharacterizationworksheet.
TheymustreadthroughtoFIZZEDonpage18of
thetext.

Friday:3/18

Trimester 3 wk. 3 Digital Agenda 9th grade


Monday, March 21 Wednesday, March 23, 2016
Essential Question(s):
How do the characters affect the life of the main character?
Why are the literary elements essential to comprehending the text?
Standard(s):
CC.1.2.9-10.B : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences and conclusions based on an authors explicit assumptions and beliefs about a subject.
CC.1.3.9-10.E: Analyze how an authors choices concerning how to structure a text, order events within it and manipulate
time create an effect.
CC.1.3.9-10.J:Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC.1.3.9-10.H: Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements
from source material in a specific work.

Student Objective(s):
L.F.1.1.1Identifyand/oranalyzetheauthorsintendedpurposeofatext.
L.F.1.1.2Explain,describe,and/oranalyzeexamplesofatextthatsupporttheauthorsintendedpurpose.
L.F.1.1.3Analyze,interpret,andevaluatehowauthorsusetechniquesandelementsoffictiontoeffectivelycommunicateanideaorconcept.
L.F.1.2.4Drawconclusionsaboutconnotationsofwords.
L.F.2.2.1Analyzehowliteraryformrelatestoand/orinfluencesmeaningofatext.
L.F.2.2.3Explain,interpret,compare,describe,analyze,and/orevaluateconnectionsbetweentexts.
L.F.2.4.1Interpretandanalyzeworksfromavarietyofgenresforliterary,historical,and/orculturalsignificance.

Key Vocabulary:

indoctrination, demerit, inconspicuous, sanctuary, errant, wan, pseudo, burrow, inciting, and floundering

Assessment and Student Reflection:


Summative: character write-around activity
Formative: Literary Element Quiz

Direct Instruction
Monday:3/21:NONE

Independent Instruction
Monday:3/21:
1.Readpg.1829toCheerleaders

Tuesday:3/22:
1.

Reviewofliteraryelementsquiz

Wednesday:3/23:NONE

Collaborative Station
Monday:3/21:
1.

CharacterWriteAround:Studentswillrecordtextual
evidenceconcerningthephysicalandpersonality
traits,aswellasdescribingtherelationshipMelinda
haswiththefollowingcharacters:
Hairwoman
Heather
DavidPetrakis
Rachel
Mr.Neck

Tuesday:3/22:
Tuesday:3/22:NONE

1.Readpgs.3036toBlueRoses

Wednesday:3/23:

Wednesday:3/23:NONE

1.Quizonliteraryelements

Essential Question:
Unit - How do authors use literary elements to create meaning in text and engage the reader?
Lesson - How does literary conflict advance plot and help to reveal theme?

How do authors emerge, shape and refine a storys theme throughout the text?

Standard(s):

CC.1.3.910.A:Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedby
specificdetails;provideanobjectivesummaryofthetext.
CC.1.3.910.E:Analyzehowanauthorschoicesconcerninghowtostructureatext,ordereventswithinitandmanipulatetimecreateaneffect.

Student Objective(s):

L.F.2.3:Useappropriatestrategiestocompare,analyze,andevaluateliteraryelements.

L.N.2.3.4:Explain,interpret,compare,describe,analyze,and/orevaluatethemeinavarietyofnonfiction:therelationshipbetweenthemeandothercomponentsofatextcomparingandcontrastinghowmajorthemesare
developedacrossgenres;thereflectionoftraditionalandcontemporaryissues,themes,motifs,universalcharacters;andgenres;andthewayinwhichaworkofliteratureisrelatedtothethemesandissuesofitshistorical
period.

Key Vocabulary:

Theme, Motif, Universal Significance

BellRinger:
Direct

Monday

D: Begin and continue reading Speak Third Marking Period, large and
small group discussion and completion of Guided Notes

Independent
I: Complete in order and submit the assignments listed in
the Romeo and Juliet and Today Was a Fairytale
folder. (DUE TODAY!!)
I: Vocab MP 3

Collaborative

C:IdentifyingThemeinFiction
Excerpts

Tuesday

Complete in order and submit the assignments listed in


the Halloween (Speak) and Count on Me folder. (DUE
D:Continue reading Speak Third Marking Period, large and small group
TODAY!!)
discussion and completion of Guided Notes

Wednesday D:Speak Third Marking Period" Quiz

Complete in order and submit the assignments listed in


the Night and Brave folder. (DUE TODAY!!)

D: Begin and continue reading Speak Fourth Marking

Thursday Period, large and small group discussion and completion


HW:IdentifyingThemeinFictionExcerpts
of Guided Notes

C:NarrativeWriting#4(Motif)

Friday

D: Continue reading Speak Fourth Marking Period, large HW:IdentifyingThemeinFictionExcerpts


and small group discussion and completion of Guided
VocabMP3Kahoot
Notes
VocabMP3VocabQuiz

Trimester 3 wk. 4 Digital Agenda 9th grade


Monday, April 4th Friday April 8th, 2016
Essential Question(s):
1.
2.
3.
4.
5.

How
How
How
How
How

do authors use literary elements to create meaning in text and engage the reader?
does an author employ the elements of plot structure to advance the action of a story?
does literary conflict advance plot and help to reveal theme?
is mood created through the setting and actions of characters within a text?
does an author create tone through careful word choice, sentences structure and sensory detail?

C:FigurativeLanguage
Scramble(DUETODAY!!)

Standard(s):
CC.1.3.9-10.A: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.3.9-10.E: Analyze how an authors choices concerning how to structure a text, order events within it and manipulate time create an effect.

Student Objective(s):
L.F.2.3: Use appropriate strategies to compare, analyze, and evaluate literary elements.
L.F.2.3.2: Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction:
*the relationship between setting and other components of a text (character, plot, and other key literary elements) L.F.2.3.3: Explain, interpret, compare,
describe, analyze, and/or evaluate plot in a variety of fiction:
*elements of the plot (e.g., exposition, conflict, rising action, climax, falling action, and/or resolution)
*the relationship between elements of the plot and other components of a text
*how the author structures plot to advance the action
L.N.2.3.2: Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of nonfiction: *elements of plot (e.g., exposition, conflict, rising
action, climax, falling action, and/o resolution)
*the relationship between elements of plot and other components of a text
*how author structures plot to advance the action

Key Vocabulary: from Speak.

Mood, Setting, Plot, Theme, Motif, Exposition, Rising Action, Climax, Falling Action, Resolution, Tone, Fiction, Nonfiction, Universal Significance, Conflict
(character vs. character, character vs. self, character vs. group, group vs. group, character vs. nature / supernatural)

Assessment and Student Reflection:


Summative: Collins writing warm-ups, identifying conflict in action, and the Second marking period worksheet.
Formative: Mental Illness type 3 assignment, guided reading questions from Marking Period 1, narrative writing prompt, and the Found
poetry assignment.

Direct Instruction

Independent Instruction

Collaborative Station

Monday:4/4:

Monday:4/4:

Monday:4/4

FinishreadingMarkingPeriod2(uptopage92)

MoodandTonethroughmusiclyrics.ReviewMoodand
TonePPT(DueTuesday4/5)

NONE

Tuesday:4/5:

Tuesday:4/5:

Tuesday:4/5:

MP2Quiz

VocabcardsforMP3(10)DUETODAY

NONE

Wednesday:4/6

Wednesday:4/6

Wednesday4/6:

ReadThirdMarkingPeriodPg95104(LunchDoom)

NarrativeWednesday(Due4/7)

NONE

Thursday:4/7:

Thursday:4/7

Thursday:4/7

ReadPg104113(ClashofTheTitans)

StartMP3Worksheet

Pair/ShareNarrativewriting

Friday:4/8:

Friday:4/8

Friday:4/8

ReadPg.113120(RidingShotgun)

ContinueMP3worksheet

LitCirclesWorksheet(discussworksheetanswers)

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