NOVEMBER2016 SUBJECT English PERIOD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

Begin Unit: 1: POV 2: 3: Lit 4: Theme: 5/6

What is Discussion Workshop Groups Moral
Racism? Intro Education
Bellringer Bellringer Bellringer
-Describe Bellringer -Mini-lesson on
process Whole group how to use a Lit Group reading of 30 Min Silent Reading
discussion on Writer’s Workshop “Body Rituals among (TKAM or Choice
-Introduce perspective: the Nacirema” Book)
Perspective/Intention -Use rest of time to
/Connection -Whose perspective work on the Whole group: Reveal Journal prompt: What
Breakdown, give due do we have so far in breakdown or meaning (Nacirema do Scout’s
date 11/11 this story? catch up on = American experiences in school
reading. backwards). make you think about
-Model this -What can we tell the things (or ways)
1

breakdown method about this town and -Individual What does this tell one should learn
via think-aloud with the dynamics of Conferences us about how we things in school?
the Bellringer Poem how our narrator view others we don’t What lessons are the
of the day fits into it? understand? most important?
What does Miss.
-Why does this What does this tell Caroline’s rigidity and
matter? us about why subsequent failure
perspective matters? teach us, and what
could they symbolize?

Homework: Begin Relate to text: the

Homework: Read Weekend Homework:
notes

Reading TKAM kids play ‘Boo

WEEK

TKAM Ch. 4-6 Read TKAM Ch. 7-10

Ch. 1-3 Radley’ in Ch. 4.

7: Theme: 8: Old 9: 10: 11: 12/13

Innocence Racism Workshop Perspective Workshop
Wed
Bellringer Bellringer Bellringer Bellringer
Use workshop time
Dissect quote from -Supplemental Text: for breakdown or -Whole-Group 30 Min Silent Reading
Ch. 10 “It’s a sin to kill Macaluso section to catch up on discussion: What (TKAM or Choice)
a mockingbird” about “old racism” reading TKAM. would change if this
story were told from Workshop for final
-Could Atticus be -Whole group Individual the view of Tom edits, questions, and
talking about discussion: Conferences to Robinson instead of peer review for
something bigger What do we think check on status of Scout? Breakdown.
here? racism is? How does breakdown; -Gallery Walk
2

it show itself? remind them it’s Activity: Small DUE at end of hour:
-Think-Pair-Share: due on Fri. groups make simple Perspective/Intention
Mind Map/Graphic posters that show /Connection
Organizer for these changes, Breakdown
who/what evaluate, and bring
‘mockingbird’ could back to whole group
symbolize. to explain, evaluate,
& discuss.
Relate to text: they
Homework: Read are about to see Homework: Read Weekend Homework:
notes

TKAM Ch. 11-13 outright ‘old racism’ TKAM Ch. 14-16 Read TKAM Ch. 17-20
WEEK

in action in Ch. 15
 14: Critical 15: Jigsaw 16: 17: 4 18: Debate 19/20
Reading Workshop Corners
Strategy Wed
Bellringer - Bellringer Bellringer Bellringer
-Introduce Genre Use for
Swap and give due -Jigsaw activity: brainstorming. -4 Corners activity: -30 min Silent
date 11/25 piece of text from “TKAM is the best Reading
-Macaluso ‘reading TKAM, reading ‘for’ Optional individual book for schools to
against’ TKAM, and ‘against’ the conferences to read to discuss -Classroom Debate
introducing white passage from Ch. 15 develop genre racism.” (prewriting strategy
savior complex, Tom where Scout and swap rubrics “Scout’s POV is the for coming research
Robinson as plot Jem meet up with (needed if they are most useful for all project) Is TKAM a
device. Atticus outside the creating their own people to racist book, or is it a
-Model ‘reading jail while he is project). understand racism.” book about racism?
3

against’ a passage. attempting to

Journal prompt: How protect Tom from -Composing prompt:
does this change-or the lynch mob. OR How does the POV of
reinforce- the way we another passage of the narrator
read the book? their choosing. influence a story’s
-What might validity or the way
influence someone we read that story?
read a book like Use TKAM as an
TKAM either ‘for’ or example.
‘against’?
Weekend Homework:
Homework: Read Homework: Read
notes
WEEK

Finish TKAM Ch. 27-

TKAM Ch. 21-23 TKAM Ch. 24-26
end (31)

21: Start 22: 23: 24: 25: 26/27

Monster Character- Workshop Webquest Workshop
ization Wed
Bellringer Bellringer Bellringer
Bellringer Use for drafting Webquest Including:
-Use Macaluso article Genre Swap -Define the term 30 Minutes Silent
on ‘new racism’. Whole group ‘systemic (or Reading
discussion: How Peer review institutionalized)
-Think-Pair-Share: does the way Tom racism’ Workshop for final
How does this differ Robinson is Individual -Relate x amount of edits, questions, and
from the ‘old racism’ characterized in conferences. current news stories peer review for Genre
we talked about TKAM differ from to new/old racism Swap.
before? the way Steve -Find x amount of
4

Harmon is in laws that support

-Journal Prompt: Monster? systemic racism DUE at the end of the
Does this change -Write a paragraph hour: Genre Swap
what we define as What do these connecting the
‘racism’? differences tell us information learned
about the in this Webquest to
author/narrator’s Steve’s experiences
perspective? in Monster.

Homework: Read Homework: Read Weekend Homework:

notes

pages 1-46 of pages 47-99 of Read pages 100-148

Monster Monster of Monster
WEEK
 28: Zora 29: 30: 1: Credible 2. New vs. 3/4
Neale Argument- Workshop Sources Old Racism
Hurston ative Wed
Writing
Bellringer Bellringer Bellringer Bellringer
Introduce research Use time to draft
project and give due Argumentative or research for the Research 101: 30 Min Silent Reading
date 12/9 Writing 101: Research Project. -How to incorporate
-Elements of the sources into writing -Gallery Walk: In
Read Zora Neale genre Individual to support ideas. small groups,
Hurston’s “How it -Different ways to conferences. -How do we know if categorize Steve and
Feels to be Colored communicate ideas we can trust a Tom’s experiences in
Me” individually. via argumentative source? their respective trials
writing as ‘old’ or ‘new’
Think-Pair-Share: Activity: 2 truths racism in a graphic
How does Hurston’s Worksheet/ and a lie. Two of organizer or poster.
viewpoints on her Resource handout these websites are
5

race and experience for tips on credible, one is not;

with racism differ argumentative figure out which via
from or mirror writing structure Think-Pair-Share.
Steve’s? (5-section essay) And support your
reasoning in whole-
group discussion.
Use “Save the
Pacific Northwest
Tree Octopus” or
“Dihydrogen
Monoxide” as fake
source.

Homework: Read Homework: Read Weekend Homework:

notes

pages 149-200 of pages 201-243 of Read pages 244-

WEEK

Monster Monster 281(end) of Monster

5: Theme: 6. POV 7: 8: POV 9: 10/11

Justice Socratic Workshop Swap Workshop
Seminar Wed
Bellringer Bellringer Bellringer Bellringer
-Use for drafting 30 Min Silent
4 Corners Activity Socratic Seminar: and finalizing Reading 30 Min Silent Reading
based on statements: Generating Research Project Journal Prompt:
question: How would this Workshop for final
-Steve is guilty of -How do the -Peer review story be different if edits, questions, and
committing the crime experiences of the it were told from the peer review for
he was arrested for. narrators (Scout -Individual perspective of Research Project.
6

-Steve is innocent. and Steve) differ in conferences Steve’s Lawyer,

-Steve’s trial was fair. the way they O’Brien?
-Steve’s screenplay is understand and DUE at the end of the
biased and therefore experience racism? Revisit Macaluso hour: Research
cannot be trusted to article comparing Project
be the truth. new/old racism.

Homework for the

rest of the unit:
notes
WEEK

finish Research
Project.