Stage One: Desired Results

Course/Grade: 9th Grade Literature/Technology Teachers: Dawson, Farley, Hall, /Goseer Common Core Standards: Dates: February 4-8, 2013

ELACC.9-10.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ELACC.9-10.R.I.10 - By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end o f the grades 9-10 text complexity band independently and proficiently.4.1.1 Read, view, and listen for pleasure and personal growth. CC.9-10.R.L.10 - By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. CC.9-10.SL.1 - Initiate and participate effectively in a range of collaborative discussions (one-onone, 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. 21st Century Learne r 1.1.9 Collaborate with others to broaden and deepen understanding. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4.1.1 Read, view, and listen for pleasure and perso nal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. 4.3.1 Participate in the social exchange of ideas, both electronically and in person.

Skills: Students will Research a theme from one of the scenes of the novel and produce a presentation depicting that scene. Stage Two: Assessment Evidence Performance Tasks/Projects Other Evidence (quizzes, tests, academic prompts, (Summary): Class Discussions, Reading, observations, dialogues, work samples, student selfNote taking assessment): Stage Three: Learning Plan Be very specific in explaining and describing activities/performance in which students will complete Day Instructional Procedure Strategies B Block Schedule Opening: Report to library.

MON

Differentiated Instruction Prior Knowledge Technology Integration

1. Prior to the beginning of class, the teacher will prepare questions related to the characters in the novel, Tears of a Tiger, and write them on sticky notes. 2. Place the sticky notes underneath student desks/chairs so that they are hidden from view. 3. At the start of class, inform the students that several of them are sitting on "Hot Seats" and will be asked to answer questions related to Tears of a Tiger. 4. Discuss the novel Tears of a Tiger. 5. Students who have questions on sticky notes will then take turns reading the question and attempting to provide an answer.
Closing: Tell me something about character in the novel. . Refer to the County Curriculum.

A Block Schedule Media Note taking Journal Graphic Organizer

TUES

B Block Schedule

Recall Note-taking Discussion Technology Cooperative Learning

Opening: Report to media center Mini-lesson: Students will be briefed over how to create a movie and a word cloud. . Work Period: Library Students will choose a character from the novel and re-enact their favorite scene by using pictures.

WED

All presentations must include the following: The title of the novel and the author. The brief description of the scene. Re-Enact the actual scene. At least one journal entry about scene you chose. Use the vocabulary words to create a word cloud.
The movie must be a least one minute in length.

You must use clear and pertinent pictures related to the scene you are presenting (at least 6-10 pictures). Self-Assessment The student will write at least three of the following statements. I learned . . . . . . . . from reading Tears of a Tiger I would like to know . . . . . . . . after reading Tears of a Tiger.
A Block Schedule THURS Reading Differentiated Instruction B Block Schedule Recall Journal entry Discussion Technology Cooperative Learning Refer to the County Curriculum.

Opening: Report to the media center Mini Lesson: Student will review the component for creating the movie and the word cloud. Work Period: Student will discuss the title and the meaning Tears of a Tiger. Students will discuss an entry from their journal. Student will continue to work on their project.

FRI