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Week 3
English 10; Periods 4 & 6
1/221/26
Key Content Standards and CA ELD Standards (Integrated ELD)
· LT1: Cite strong and thorough textual evidence to support analysis of the text.
· LT2: Determine the meaning of words and phrases as they are used in the text; analyze the impact on meaning.
· LT3: Write an argument that incorporates all argumentative elements effectively.
· LT4: Write informative/explanatory texts to convey complex concepts and information clearly and accurately.
· LT5: Write narratives to develop real experiences using effective techniques and wellchosen details.
· LT6: Produce clear and coherent writing that incorporates technology and in which the development, organization, and style
are appropriate to task.
· LT7: Develop and strengthen writing as needed by planning, revising, editing, and rewriting.
· LT8: Conduct research.
· LT9: Develop working on reading and writing over extended periods of time.
· LT10: Socratic seminar.
· LT11: Prepare and give a presentation that uses technology effectively.
· LT12: Use proper language conventions.
· LT13: Acquire and use new vocabulary effectively.
*bolded LTs are used within this learning segment
CrossDisciplinary Connection Incorporating Visual and Performance
Biology Students will visually illustrate their analysis of the text and
Geometry share out
History
*all will be incorporated through ‘Project Based Learning’
Lesson Objective(s): What do you want students to know and be able to do?
Week: Introducing focus text and Memoir Monday format and “Narrative Parallel” deliverable
Day 1: Identify forms of pathos in a text.
Introducing Memoir Monday and imagery (pathos and literary device) + finish voting process
highlight the passage (using class model)
3 chemical weapons (before they exit, have them choose a topic from the 3)
Day 2: Assess forms of pathos in a text.
Assign topic groups and have students identify patterns of pathos in written text
*emphasize that everyone needs to contribute
I do, We do, You do
we are doing this now so that you can do this on your own
Day 3: C onstruct a personal response to a text.
Compare pathos methods in visual text to written text and respond to its imagery.
make sure visual text is related to our topic
we find one you find one
Prerequisite Skills: What do students need to know and do in order to engage with the lesson?
Know:
how to observe text and make inferences
different forms of personal appeal
literary devices
Do:
Write personal narrative
identify pathos in written text
identify pathos in spoken text
Summative Assessment(s)
Unit Summative Assessment: “Narrative Parallel,” students will use a text to parallel the author’s experience with their own
interpretation of the given literary situation.
Ethnic Studies Assessment: “Personal Bio,” students will write a brief narrative on their personal connection to “weapons.” In the
“about the author(s)” section of the Zine, each student will contribute their story.
Final Summative Assessment: Students will create a Zine addressing (1) issue on the topic of “Chemical Weapons.” In small
groups of 3 or 4, the students will construct an electronic and printed Zine executing all semester learning targets. After they have
published their Zine, students will present in either a classroom or community setting.
Checking for Understanding (Formative Assessments): How will you formally and informally monitor students’ learning to
make modifications during the lesson?
Exit slips
Whip arounds
Walking around/engaging with students
Finger checkins
Word bank
ThinkPair Share
SelfAssessment & Reflection: How will you involve students in assessing their own learning?
Students will become experts in their field area and share out in new groups.
Content Specific Vocabulary
Community Solidarity
Chemical Weapons
3 I ’s of oppression
Humanity
Morality
General Academic Vocabulary
Persuasive Argumentation
Perspective
Research
Imagery
Tone
Diction
Pathos
Other text structures, organizational, stylistic, or language/grammatical features that will be explicitly taught
*appendix of Gibson pook (172)
Approaches to Support English Language Learners & Standard English Learners in Reading, Writing, listening, and
Speaking
Accommodations:
● Chromebooks for accessibility
● Distributing texts at reading level
● LowReading Level, High Cognitive Ability (ZPD)
● Incorporating passports in lesson plans
● Incorporating multilingual texts
Daily Lesson Plan(s)
Instructional Learning Strategies to Support Student Learning (learning objective):
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interest and prior learning 2)
identify learning outcomes 3) present material, guide practice and build independent learning, 4) monitor student learning during
instruction, 5) build metacognitive understanding
Students will identify forms of pathos in a text.
(50 minutes)
Time Students Teacher Moves Resources/Materials
Instructional
Activities 10 minutes Students follow along with Introduce the deliverable for this
(+) task card and rubric for unit: narrative parallel.
narrative parallel assignment.
15 minutes Get into assigned groups and Make sure groups get organized. Google doc of narrative
work and read the assigned *remind students of the classroom resources: Top 3 topics..
article for their topic, during expectation RESPECT, these are Atomic Bomb.
this time students will choose your groups be mindful. Selected Text 1
a passage they will want to Prompt students where to find the Selected Text 2
focus on links on Google docs. Selected Text 3
20 minutes Work through part 2 of Prompt part 2 of handout
Handout Handout (what passage are
you choosing, identify the
literary devices)
(have students find
examples of diction,
imagery, and tone in the text
pertaining to the groups
topic.)
*make sure instructions and
expectations are explicit.
17 minutes Students begin writing their Check in with each group.
narrative parallel using their For those students who are
annotations from the ahead they can begin next
beginning part of the handout weeks handout. (Narrative
Parallel Graphic Organizer)
Share out in small groups.