Weekly Plans
English 10 Link to English 10 Documents
Monday - Review Characters and their settings/ Introduce Vocabulary List 6
Tuesday - Review Movie: The Great Gatsby Director choices/ Read The Great Gatsby Ch. 3: Complete for homework
Wednesday - The Great Gatsby Ch. 3 Discussion/ Vocabulary Activity 2
Wednesday - The Great Gatsby Ch. 3 Discussion/ Vocabulary Activity 2
Thursday - The Great Gatsby Ch. 4 Reading: Reading for Homework.
Friday - The Great Gatsby Ch. 4 Reading: Vocabulary Activity 3
CCS Anchor Standards: Reading
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CCRA.R.5
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Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
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CCRA.R.6
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Assess how point of view or purpose shapes the content and style of a text.
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CCS Standards: Reading – Literature
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RL.9-10.1
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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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RL.9-10.2
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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.
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RL.9-10.4
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Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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RL.9-10.9
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Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
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CCS Standards: Writing
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W.9-10.2.b, d
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Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
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W.9-10.9
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
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CCS Standards: Speaking & Listening
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SL.9-10.1
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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
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CCS Standards: Language
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L.9-10.4.a
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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
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L.9-10.5
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Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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Monday - Read aloud pp. 81-86 of LC re: argument. Complete activity on p. 86. Read pp. 87-94 for HW. Take notes for HW.
Tuesday - Review claims of fact, value, and policy. Read aloud pp. 94-96 of LC; complete activity on p. 96-97. Read aloud pp. 97-100 of LC re: presenting evidence, fallacies. Read pp. 101-108 for HW; take notes.
Wednesday - Read aloud pp. 111-123 of LC: Shaping Argument. Read pp. 125-136 of LC for HW. Take notes.
Thursday -Review Toulmin Model, and analyzing visual texts.
Friday - Group Activity: argument terms and fallacies. Assign 2 terms per student. Begin in pairs. Students circulate the room and review their terms with others.HW--”I Know Why the Caged Bird Cannot Read” (pp. 176-186 in LC). Take notes in reading journal re: ethos diction, tone, connotation, allusion).
