Jan 8 Lesson Plan 2023

English II Lesson Plan

Day 1

Texts: “Sonnet, With Bird” by: Sherman Alexie

“Elliptical” by: Harryette Mullen

“Fences” by: Pat Mora

Standard: 9-10.RL.CS.5- Analyze how an author’s choices concerning

how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.

SWBAT describe the structure and major events IOT analyze how an author’s choices concerning how to structure a text, order events
within it (parallel plots) and manipulate time (pacing and flashbacks), create such effects as mystery, tension, or surprise.

(1) recognize and name the structure of the literary text; and

(2) provide textual evidence that supports the designation of the structure of the literary text

This standard also requires students to perform three major tasks:

(1) analyze how the author’s choices relative to the structure of a literary text impacts the creation of mystery, impacts the creation
of tension, and impacts the creation of surprise;

(2) analyze how the author’s choices relative to the order of events within the text (including, but not limited to parallel plots)
impacts the creation of mystery, impacts the creation of tension, and impacts the creation of surprise; and

(3) analyze how the author’s choices relative to the manipulation of time (including, but not limited to pacing and flashbacks)
impacts the creation of mystery, impacts the creation of tension, and impacts the creation of surprise.

Conceptual understanding of the following terms and definitions are central to the demonstration of mastery of this standard:

Mystery – anything that is kept secret or remains unexplained or unknown
Tension – suppressed suspense, anxiety, or excitement
Surprise – to elicit or bring out suddenly or without warning

Bellwork

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.

5 minutes

Participation

.
1
.

Bellwork Breakdown

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.

5 minutes

Participation

-

Student Leader

.
1
.

Standard: 9-10.RL.CS.5 SWBAT describe the structure and major events IOT
analyze how an author’s choices concerning how to structure a text, order events
within it (parallel plots) and manipulate time (pacing and flashbacks), create such
effects as mystery, tension, or surprise.

What are you DOING?

DESCRIBE – to
represent or give an
account in words

ANALYZE – to break
into smaller components
for the purpose of study or
examination

We are going to _________________________ so that we are able to __________________________________.

What are you DESCRIBING?

•Structure – the arrangement
of and relationship between
the parts or elements

•Major – big; very important

•Event – something that
happens or happened

What are you ANALYZING?

•Choices – decisions

•Order – the arrangement of things in relation
to each other according to a particular
sequence, pattern, or method

•Parallel Plots – two or more plots that take
place at the same time (side by side) in the
same story, drama/play

•Manipulate – control or influence

•Effect – outcome

•Mystery – anything that is kept secret or
remains unexplained or unknown

•Tension – suppressed suspense, anxiety, or
excitement

•Surprise – to elicit or bring out suddenly or
without warning

Match

Match the following

• Describe

• Tension

• Structure

• Manipulate

• Mystery

to represent or give an account

suppressed suspense or excitement

the arrangement of relationships

control or influence

anything that is kept secret or unknown

• to represent or give an account

• suppressed suspense or excitement

• the arrangement of relationships

• control or influence

• anything that is kept secret or unknown

Open Ended

Based on the standard, CREATE a learning target (PBO) for today.

Connection/Hook

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Today, you will learn: how writers make literary decisions within
their texts on how to order the events and manipulate time.
Outside of school, you can use what you learn today to: critique movies,
books, and even stories told by others.
You will know you understand it when: you can write about the
various techniques an author uses to show mystery, tension, or
surprise.

Up to 5 minutes

Class Participation

Connection/Hook

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

5 minutes

Participation- Stop, Jot, Share! Find someone with the same hairstyle to share with.

Let’s Discuss the Tweet!

1. How did you feel about the relationship the
author was describing after reading the first 2
sentences?

2. What about the last sentence?

3. Why did the order of the information he
provided make this post funny?

4. Which effect (mystery, tension, or surprise)
is used in this tweet?

I Do and CFU

Standard: Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.

10 minutes

Teacher explains, demonstrates, and models.
Students actively listen and fill in guided notes.

•Narrative Structure= plot

•Poem Structures- sonnet, haiku, ode, prose,

ballad, epic, rhyme, acrostic, free verse,

cinquain, etc. (Handout)

•Strategies to manipulate time= dreams,

memories, flashbacks, foreshadowing, pacing

(long detailed descriptions or short rapid

descriptions) Hint: look for changes in tense

(past, present, future) and punctuation

•Created effects= mystery, tension, or surprise

Step 1: Read and
annotate the
questions. Read the
text.

Step 2: Annotate
with a purpose.

Step 3: Get the
gist.

Step 4: Complete
graphic organizer.

❑ Read and

annotate the
questions:

1. How is the poem
structured?
2. What are the
events in the poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s choices
create?
❑ Read “Sonnet,

With Bird” by
Sherman Alexie.

❑ Annotate
with a purpose
based on guiding
questions:

1. How is the poem
structured?
2. What are the
events in the poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s choices
create?

❑ Get
the Gist

✓ Write
a summary
statement for
the selection
read.

Complete the
Educational
Epiphany graphic
organizer
9-10.RL.CS.5

I Do and CFU

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Participation

Step 2: Annotate
with a purpose.

❑ Annotate
with a purpose
Use annotation
guide to analyze
the text based
on guiding
questions.

1. How is the
poem structured?
2. What are the
events in the
poem?
3. Where is there
a manipulation of
time?
4. What effects do
the author’s
choices create?

Sonnet, With Bird

1.Seventeen months after I moved off the reservation,
and on the second plane flight of my life, I traveled to
London to promote my first internationally published
book. 2. A Native American in England! I imagined the
last Indian in England was Maria Tall Chief, the Osage
ballerina who was once married to Balanchine An
Indian married to Balanchine! 3. My publishers put me
in a quaint little hotel near the Tate Gallery. I didn’t go
into the Tate. Back then, I was afraid of paintings of and
by white men. I think I’m still afraid of paintings of and
by white men. 4. This was long before I had a cell
phone, so I stopped at payphones to call my wife. I miss
the intensity of a conversation measured by a dwindling
stack of quarters. 5. No quarters in England, though,
and I don’t remember what the equivalent British coin
was called. 6. As with every other country I’ve visited,
nobody thought I was Indian. This made me lonely.
7. Lonely enough to cry in my hotel bed one night as I
kept thinking, “I am the only Indian in this country right
now. I’m the only Indian within a five-thousand-mile
circle.” 8. But I wasn’t the only Indian; I wasn’t even the
only Spokane Indian.

1. The poem is called a Sonnet because it has 14 “lines”
like a sonnet and shifts in the last two “lines”, but it is
structured as prose written in free verse because it
sounds like everyday speech and doesn’t rhyme .

2. The events are leaving the reservation for England,
staying in a hotel, using a payphone, and crying in bed
one night. They are listed chronologically.

3. Time is manipulated because the author flashbacks to
a moment from his past while telling the story in the
current day. He mentions how he felt in the past and that
he still has the same feeling in the present day.

4. The author’s choice in structure and time
manipulation create mystery because there is so much
untold when details are expected in stories. His choices
also create tension because his emotions cause anxiety
around his fears and loneliness.

I Do and CFU

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Participation

Step 3: Get
the gist.

❑ Get
the Gist

✓ Write
a summary
statement for
the selection
read.

The author, Sherman Alexie wrote a poem to recount his
experience as well as how he felt in England after leaving
the Indian reservation.

Check for Understanding

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.

1. What do we look for when trying to

determine structure and time

manipulation in a text?

2. How does an author create mystery,

tension, or surprise?

5 minutes

Participation

Snowball
1.

Write your answer
to the questions
on a piece of
paper, ball it up,
and throw it to the
back of the room.

2.

Pick up a
snowball, read the
answer out loud.

3.

Throw it in the
trash.

I Do and CFU

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Participation

Step 4:
Complete
graphic
organizer

Complete the
Educational
Epiphany
graphic
organizer
9-10.RL.CS.5

Participation

Free Verse;
Sonnet

Flashback

The Sonnet isn’t long enough to give
the kind of details needed in a
story such as the one Alexie is
telling, so there is so much that
remains unknown.

The conversational tone of free verse
would allow for more discussion
around the loneliness Alexie mentions,
but he doesn’t further explain, so we
feel tension as the reader.

Because the poem is being told in the
present day and flashbacks to the past,
the reader is left with many questions
about the events and emotions
expressed as well as the current events
and emotions.

Alexie’s emotions surrounding his
fear of white men’s paintings and
loneliness causes anxiety in the
reader because we don’t know why
or if he will get over them.

The order of events creates tension
because the reader feels excitement
in the beginning of the poem that
turns to sadness at the speaker’s
loneliness in the middle.

Chronological

Because we know plot structure, the
chronological order of events creates
mystery because details are missing
from the plot.

Aggressive Monitoring

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.

/

Students who

receive a

check mark have

mastered

the step. Students

need 3-4

exclamation

marks to begin the
You Do in Pairs at

Tier 1.

Students who
receive a slash

have a

slight understandi
ng of the content
but are struggling
with the task on

the table.

Students who
receive mostly

slashes will

begin You Do in
Pairs at Tier 2.

Students who
receive a dot do

not understand the

content

are struggling to

master

the standard/PBO.​

Students who

receive dots will
begin You Do in
Pairs at Tier 3.​

Lap

Steps I modeled during the I Do

1

Read and annotate the questions.

2

Annotate the text while reading
using the guided questions. Answer
the questions.

3

Write the GIST statement.

4

Complete the Graphic Organizer.

We Do: Aggressively Monitor

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Teacher explains, demonstrates, and models.
Students actively listen and fill in guided notes.

Step 1: Read and
annotate the
questions. Read
the text.

Step 2: Annotate
with a purpose.

Step 3: Get
the gist.

Step 4: Complete
graphic organizer

❑ Read and

annotate the
questions:

1. How is the
poem structured?
2. What are the
events in the
poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s
choices create?
❑ Read “Sonnet,

With Bird” by
Sherman
Alexie.

❑ Annotate
with a purpose
based on guiding
questions:

1. How is the
poem structured?
2. What are the
events in the
poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s
choices create?

❑ Get
the Gist

✓ Write
a summary
statement
for the
selection
read.

Complete the
Educational
Epiphany
graphic
organizer
9-10.RL.CS.5

Sonnet, With Bird Cont’d

9. On the payphone, my mother told me that a childhood
friend from the reservation was working at a London pub. So I
wrote down the address and took a taxi driven by one of
those cabdrivers with extrasensory memory. 10. When I
entered the pub, I sat in a corner, and waited for my friend to
discover me. When he saw me, he leapt over the bar and
hugged me. “I thought I was the only Indian in England,” he
said. 11. His name was Aaron and he died of cancer last
spring. I’d rushed to see him in his last moments, but he
passed before I could reach him. Only minutes gone, his skin
was still warm. I held his hand, kissed his forehead, and said,
“England.” 12. “England,” in our tribal language, now means,
“Aren’t we a miracle?” and “Goodbye.” 13. In my strange little
hotel near the Tate, I had to wear my suit coat to eat breakfast
in the lobby restaurant. Every morning, I ordered eggs and
toast. Everywhere in the world, bread is bread, but my eggs
were impossibly small. “What bird is this?” I asked the waiter.
“That would be quail,” he said. On the first morning, I could
not eat the quail eggs. On the second morning, I only took a
taste. On third day, I ate two and ordered two more. 14. A
gathering of quail is called a bevy. A gathering of Indians is
called a tribe. When quails speak, they call it a song. When
Indians sing, the air is heavy with grief. When quails grieve,
they lie down next to their dead. When Indians die, the quail
speaks.

Check for Understanding

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.

4 minutes

Participation- 1,2,3:White board me!

- Name 3 events the author describes.

- Give 2 ways time is manipulated in the
description of these events.

- Explain 1 reason why the order or time
manipulation creates the effect of mystery,
tension, or surprise.

Audio Response

Provide an audio response to the following CFU. Your response should be in a complete sentence. For example, "The 3 events the author describes are"...

Open Audio Recorder

You Do In Pairs
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Tier

Time

Allotted

Blended
Learning

Which students will

complete each tier? What
skill did they demonstrate
they needed to practice?

Task Explanation

The task MUST cause students to interact with the others in the group.

What student outputs do you expect to see during this phase of the lesson?

What should

students do once

they have

completed the task?

3

6 minutes

Teacher

Facilitated

Based on data, students

who begin working in this
tier need to practice pre-

requisite skill before
working on today’s

learning target

1.Review the I Do of the lesson.

2.Work together to complete the We Do with 100% accuracy.

Tier 2

2

6 minutes

On-line

Based on data, students

who begin working in this

tier need to practice the

SKILL from today’s

learning target

1.Watch the 1st 3 commercials of the video and explain to your partner
how an author would write the script to create the mystery, tension, or
surprise in one of the commercials.

Tier 1

1

18 minutes

Off-line

Based on data, students

who begin working in this

tier need to practice the
SKILL and CONCEPT
from today’s learning

target

1.RAG “Elliptical” by Harryette Mullen

Be sure to use the same guided questions from I Do and We Do (1. How is the poem
structured? 2. What are the events in the poem? 3. Where is there a manipulation of time? 4. What effects do the author’s choices
create?

1.Complete the graphic organizer.

CFU

Up to

18 minutes

Classwork

Check for Understanding
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

5 minutes

1. How does the structure and subject of the poems,

“Elliptical” and “Sonnet, With Bird” compare to
each other? Select all that apply.

a. both poems discuss loss
b. both poems are free verse poems
c. both poems are sonnets
d. both poems discuss being an outsider

Participation- Stop; Jot on Tiered chalk table, Share (1 from each tier)

Multiple Select

How does the structure and subject of the poems, “Elliptical” and “Sonnet, With Bird” compare to each other? Select all that apply.

• both poems discuss loss

• both poems are free verse poems

• both poems are sonnets

• both poems discuss being an outsider

You Do Alone…
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Up to 15 minutes

Classwork- My Access!

Write an ACECE response to answer the question
below in My Access!
“Sonnet, With Birds” and “Elliptical” share a
common structure. What is that structure and how
does it create either mystery, tension, or surprise?
Be sure to use:
✓Correct punctuation and grammar
✓Evidence from both texts
✓Your graphic organizer

Closure
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Parking Lot A & B

Write down one thing you learned about

this standard on one post it note and

place it on the “A” Parking Lot.

Write down one question you still have

about the standard on a second post it

note and place it on the “B” Parking Lot.

5 minutes

Participation

Ticket-Out-The-Door
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Up to 8 minutes

Exit Ticket—Mastery Connect Assessment

Mastery Connect Test IDs:
Girls 1st & 2nd Block-

Boys A 3rd & 8th Block-
Honors 5th & 6th Block-
Boys B 7th & 10th Block-

Ticket-Out-The-Door
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Up to 8 minutes

Exit Ticket—Mastery Connect Assessment

1. Part A.
In “Sonnet, With Bird,” what event has
caused the speaker great sorrow?

a. moving off the Indian

reservation

b. missing his wife while staying in

London

c.a conversation with his mother
about a childhood friend

d. the death of the childhood

friend he once visited with in
London

2. Part B.
Which quotation provides the best
support to Part A?

a. “Seventeen months after I
moved off the reservation…”

b. “…I stopped at payphones
to call my wife.”

c. ”…but he passed before I
could reach him.”

d. “When Indians die, the
quail speaks.”

Ticket-Out-The-Door
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Up to 8 minutes

Exit Ticket—Mastery Connect Assessment

3. Part A
Of the following explanations, which best
explains the implications of the ellipses, or set
of three dots, that appear throughout
“Elliptical”?

a. The speakers have been
interrupted by someone or
something.

b. The speakers ae too hesitant or
confused to finish their remarks.

c. The statements are so predictable
that they need not be completed.

d. The omitted words are considered
vulgar or otherwise inappropriate.

4. Part B.
Which of the following statements
would best fit within the poem based
upon the answer to part A?

a. They are the best…

b. We know they aren’t…

c. Do not interrupt me…

d. Forget all of that…

English Lesson Plan

Day 2

Writing

Bellwork
Standard:9-10.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific
meaning and add variety and interest to writing or presentations.

1.When Delores realized that her father

had made lima beans and rice for
dinner, she __________, claimed to
feel nauseous, and excused herself
from the table. The bag of stale
popcorn in her room would tide her
over until breakfast.

A. clutched her stomach
B. was clutching her stomach
C. did clutch her stomach
D. clutching her stomach

5 minutes

2. Not only did Hank despise the way
June chewed with her mouth open,
_________ finding her wet towels all
over the bathroom floor.

A. but also disliked

B. but also disliking

C. but he also disliked

D. but also dislike

Bellwork Breakdown
Standard:9-10.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific
meaning and add variety and interest to writing or presentations.

1.When Delores realized that her father

had made lima beans and rice for
dinner, she __________, claimed to
feel nauseous, and excused herself
from the table. The bag of stale
popcorn in her room would tide her
over until breakfast.

A. clutched her stomach
B. was clutching her stomach
C. did clutch her stomach
D. clutching her stomach

5 minutes

2. Not only did Hank despise the way
June chewed with her mouth open,
_________ finding her wet towels all
over the bathroom floor.

A. but also disliked

B. but also disliking
C. but he also disliked

D. but also dislike

Connection/Hook
Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning supported by relevant and sufficient evidence

Today, you will learn: how to write an argumentative introductory
paragraph with sufficient evidence.
Outside of school, you can use what you learn today to: use the right
formula to solve the problem presented to you.
You will know you understand it when: you can write in
argumentative style about an event.

Formula – a method, statement, or procedure for achieving something,

especially reconciling different aims or positions.

Up to 5 minutes

Class Participation

Connection/Hook
Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning supported by relevant and sufficient evidence

1. Read the prompt: What is the best shoe you have ever worn?
2. Write your answer in a complete sentence stating it as a fact.
3. What are three reasons why this shoe is the best?

Up to 5 minutes

Class Participation

I Do and CFU
Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning supported by relevant and sufficient evidence

Up to 15 minutes

Class Participation- Students fill out closed notes

What are the advantages or disadvantages of the author using travel journalism elements to convey the central idea of the article?

Attention Grabber

Anecdotal quote, song lyric, strong GIST

“There is something deeply rooted in the human soul that
draws us to sites of unimaginable disaster (paragraph 7).”

Connection

​Connect the attention grabber to your opinion

​Many believe that society has become overstimulated with
both manmade and natural disasters. However, responses
to travel journalism prove that these experiences are still
relevant.

Definition

​Define a key word in your connection

sentence

​Travel journalism is defined as a type of literary nonfiction
in which the writer describes what it is like to visit a
particular place.

Opinion (stated as fact)

​State your opinion as fact (No, I think, I

believe, I feel, or In my opinion)

​Johnson’s use of travel journalism in “Nuclear Tourist” is
advantageous in conveying the central idea of the article.

Reasons (Three)

​Reasons should be textual evidence

​There are myriad reasons why, but three of the most
important include: the fallout that spread within days, the
description of operating rooms and abandoned classrooms,
and the description of the sound and feel of broken glass.

Transition (FNOE)

Transition from the introductory paragraph to

the 1stbody paragraph discussing your 1st

reason

First and foremost, sharing fact-based information such as
the fallout that spread within days provides details about
how the accident occurred.

Creative Information
Fact-based Information

We Do and CFU

Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported
by relevant and sufficient evidence

Up to 15 minutes

With a partner, take the contents in one Ziplock bag and organize the sentence

strips correctly using the ACDORT formula. Be prepared to provide an

explanation for your sentence order.
(Use your closed notes as an exemplar!)

Class Participation

Lap

Modeled Step

1

Identify that you all have
introductory sentence parts

2

Match all sentences to the
correct ACDORT label

Writing Prompt Discussion
Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning supported by relevant and sufficient evidence

20 minutes

Classwork- Discussion 2 Corners

You have read poems addressing ideas about what it means to belong

and what it means to be an outsider. Develop a position on the following

questions: Is difference a weakness? Is sameness a strength?

Think about your answer and go to your corner, each person share why

they are in that corner.

A- Difference is a weakness and sameness is a strength
D- Difference is a strength and sameness is a weakness

E- Undecided because there are advantages and disadvantages of both

You Do In Pairs
Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning supported by relevant and sufficient evidence

Tier

Time

Allotted

Blended
Learning

Which students will

complete each

tier? What skill did they
demonstrate they needed

to practice?

Task Explanation

The task MUST cause students to interact with the others in the

group. What student outputs do you expect to see during this phase of

the lesson?

What should students

do once they have
completed the task?

2

8 minutes

Teacher
Facilitated

Based on data, students

who begin working in this

tier need to “RAG” the

text and answer the

question “O” (of ORT)

With a partner, find the correct “OR” sentences for your ACDORT
introductory paragraph! Remember, these sentences are fact-based. Once
you have identified the sentences, write them in paragraph form on your
chart paper. Be sure to include correct punctuation (remember parallelism
from bell work).

Tier 1

1

8 minutes

Off-line

Based on data, students

who begin working in this

tier need to practice

“ACD”

With a partner, find the correct “ACD” sentences for your
ACDORT introductory paragraph! Remember, these sentences are creative.
Once you have identified the sentences, write them in paragraph form on
your chart paper. Be sure to include correct punctuation (remember
parallelism from bell work), tell in the margin what type of attention
grabber you chose and underline the defined word.

Level 5 on Nitrotype

10 minutes

Classwork

You Do Alone… (task of the day)
Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning supported by relevant and sufficient evidence

20 minutes

Classwork

You have read poems addressing ideas about what it means to belong

and what it means to be an outsider. Develop a position on the following
questions: Is difference a weakness? Is sameness a strength? Create your
ACDORT introductory paragraph in My Access. Be sure to include Be

sure to include the “T”.

Save but do not submit for a score.

English Lesson Plan

Day 3

5 minutes
Bellwork

Standard: 9-10.RL.CS.5Analyzehow an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Participation

5 minutes
Bellwork

Standard: 9-10.RL.CS.5Analyzehow an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Participation

Connection/Hook
Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

6 minutes

Participation

This is the opening
scene of Thor:
Ragnarok. Why do
you think the people
who made the movie
decided to make this
the opening? What
effect does this scene
create?

I Do

Standard: Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.

10 minutes

Teacher explains, demonstrates, and models.
Students actively listen and fill in guided notes.

•Narrative Structure= plot

•Poem Structures- sonnet, haiku, ode, prose,

ballad, epic, rhyme, acrostic, free verse,

cinquain, etc. (Handout)

•Strategies to manipulate time= dreams,

memories, flashbacks, foreshadowing, pacing

(long detailed descriptions or short rapid

descriptions) Hint: look for changes in tense

(past, present, future) and punctuation.

•Created effects= mystery, tension, or surprise

Step 1: Read and
annotate the
questions. Read the
text.

Step 2: Annotate
with a purpose.

Step 3: Get the
gist.

Step 4: Complete
graphic organizer

❑ Read and

annotate the
questions:

1. How is the poem
structured?
2. What are the
events in the poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s choices
create?
❑ Read “Sonnet,

With Bird” by
Sherman Alexie.

❑ Annotate
with a purpose
based on guiding
questions:

1. How is the poem
structured?
2. What are the
events in the poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s choices
create?

❑ Get
the Gist

✓ Write
a summary
statement for
the selection
read.

Complete the
Educational
Epiphany graphic
organizer
9-10.RL.CS.5

(May be TPCASTT)

I Do

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Participation

Step 2: Annotate
with a purpose.

❑ Annotate
with a purpose
Use annotation
guide to analyze
the text based
on guiding
questions.

1. How is the
poem structured?
2. What are the
events in the
poem?
3. Where is there
a manipulation of
time?
4. What effects do
the author’s
choices create?

Elliptical By: Harryette Mullen

They just can’t seem to . . . They should try harder
to . . . They ought to be more . . . We all wish they
weren’t so . . . They never . . . They always . . .
Sometimes they . . . Once in a while they . . .
However it is obvious that they . . . Their overall
tendency has been . . . The consequences of which
have been . . . They don’t appear to understand
that . . . If only they would make an effort to . . . But
we know how difficult it is for them to . . . Many of
them remain unaware of . . . Some who should know
better simply refuse to . . . Of course, their
perspective has been limited by . . . On the other
hand, they obviously feel entitled to . . . Certainly we
can’t forget that they . . . Nor can it be denied that
they . . . We know that this has had an enormous
impact on their . . . Nevertheless their behavior
strikes us as . . . Our interactions unfortunately have
been . . .

1. The poem is a free verse poem but none of the thoughts are
complete. There are a lot of negative beginning statements
throughout and each phrase has a variation of “they” as well as
ellipses.

2. The only event evident is the conversation about “they” and
the speaker’s opinions of them.

3. Time is manipulated because the author uses ellipses that
removes the content of the conversation and cuts it short while
also including rapid statements in succession which shows
mindless chattering and shared opinions. This choice impacts
pacing.

4. The author’s choice in structure and time manipulation create
mystery because there is so much unsaid and assumed. Her
choices also create tension because the negative connotation
spread throughout the poem induce anxiety and self-
consciousness. Her choices also create surprise because the
unfinished sentences aren’t expected.

I Do and CFU

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Participation

Step 4:
Complete
graphic
organizer

Complete the
Educational
Epiphany
graphic
organizer
9-10.RL.CS.5

Participation

Free Verse

Ellipses - Pacing

The free verse structure creates tension with
the negative sentence stems and the use of
“they” because they cause anxiety in
wondering who is the subject of the
negativity as well as who is sharing in the
opinion of the speaker.

The free verse structure creates mystery
by beginning negative statements but not
finishing them and never identifying the
“they”. This keeps many questions
unanswered which could be addressed in
free verse.

The ellipses create mystery by beginning
negative statements and letting us know
that information was intentionally left
out. Although we can assume, many
questions are still unanswered.

The ellipses create surprise because the
reader is not used to every sentence ending
in ellipses instead of concrete words. Poetry
generally tells us how the speaker feels, but
this poem in its lack of information tells us
more about how the author feels.

The ellipses create tension because the
reader doesn’t know if the speaker will
finish with a complete statement, they
create a rapid and run together pace.

I Do

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Participation

Step 3: Get
the gist.

❑ Get
the Gist

✓ Write
a summary
statement for
the selection
read.

The author, Harryette Mullen wrote, “Elliptical” where the speaker speaks negatively about an
unnamed “they” through various sentences starters but ends each one with ellipses
and never actually finishes the statements.

Check for Understanding

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Up to 3 minutes

Participation- 1,2,3 White board me, Please!

What questions should I ask myself
when analyzing structure and time

manipulation?

We Do

Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Teacher explains, demonstrates, and models.
Students actively listen and fill in guided notes.

Step 1: Read and
annotate the
questions. Read
the text.

Step 2: Annotate
with a purpose.

Step 3: Get
the gist.

Step 4: Complete
graphic organizer

❑ Read and

annotate the
questions:

1. How is the
poem structured?
2. What are the
events in the
poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s
choices create?
❑ Read “Sonnet,

With Bird” by
Sherman
Alexie.

❑ Annotate
with a purpose
based on guiding
questions:

1. How is the
poem structured?
2. What are the
events in the
poem?
3. Where is there a
manipulation of
time?
4. What effects do
the author’s
choices create?

❑ Get
the Gist

✓ Write
a summary
statement
for the
selection
read.

Complete the
Educational
Epiphany
graphic
organizer
9-10.RL.CS.5

Fences By: Pat Mora

Mouths full of laughter,

the turistas come to the tall hotel

with suitcases full of dollars.

Every morning my brother makes

the cool beach new for them.

With a wooden board he smooths

away all footprints.

I peek through the cactus fence

and watch the women rub oil

sweeter than honey into their arms and legs

while their children jump waves

or sip drinks from long straws,

coconut white, mango yellow.

Once my little sister

ran barefoot across the hot sand for a taste.

My mother roared like the ocean,

“No. No. It’s their beach.

It’s their beach.”

Check for Understanding

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

5 minutes

Does the highlighted stanza in the poem create mystery,
tension, or surprise?

Explain

Think, Write, Pair, Share

Once my little sister

ran barefoot across the hot sand for a taste.

My mother roared like the ocean,

“No. No. It’s their beach.

It’s their beach.”

Participation- Think, Write, Pair, Share

You Do In Pairs

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Tier

Time

Allotted

Blended
Learning

Which students will

complete each tier? What
skill did they demonstrate
they needed to practice?

Task Explanation

The task MUST cause students to interact with the others in the group.

What student outputs do you expect to see during this phase of the lesson?

What should students

do once they have
completed the task?

3

6 minutes

Teacher

Facilitated

Based on data, students

who begin working in this
tier need to practice pre-

requisite skill before
working on today’s

learning target

❑ RAG—read, annotate, get the gist of “Fences”

Tier 2

2

6 minutes

Off-line

Based on data, students

who begin working in this

tier need to practice the

SKILL from today’s

learning target

❑ RAG “Fences”
❑ Complete the graphic organizer

Tier 1

1

6 minutes

On-line

Based on data, students

who begin working in this

tier need to practice the
SKILL and CONCEPT
from today’s learning

target

❑ What would happen if you changed the authors’ choices for each

poem? List out how the poem would change.

Begin writing task

Provide an objective or

critical summary

Up to

18 minutes

Classwork

Check for Understanding
Standard: 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

5 minutes

Participation- Stop; Jot on Tiered chalk table, Share (1 from each tier)

Tier 3 1. List the order of events in “Fences”.

Tier 2 1. How does the author create mystery, tension, or surprise in “Fences” in her

choices?

Tier 1 1. How does the author’s choices concerning text structure, plot structure, and/or time

manipulation create effects such as mystery, tension, or surprise in “Fences”?

You Do Alone… (task of the day)

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

20 minutes

Classwork

Rewrite one of the poems in this collection, altering a key aspect of its structure or content.

Then answer the questions. Choose from the following options:

1.

Complete each sentence in the poem “Elliptical.” Write out the poem in its entirety. Use

questions such as the following to guide your work: To whom does “they” refer in the

original poem? How does completing the sentences change the meaning of the poem?

Does the poem have greater impact with completed sentences or without them?

2.

Change the structure of “Sonnet, With Bird” by rearranging line breaks and phrasing. Note
that poets use line breaks and phrasing to group together discrete thoughts, images, and

emotions. Use questions such as the following to guide your work: Which thoughts,

feelings, images, or emotions does the restructuring affect? In what ways? How does the

restructuring change the meaning of the poem?

3.

Rewrite “Fences” as a prose poem. Include the same general information and images as
the original but change the line breaks and modify sentences so that they work as prose.
Add more detail if necessary. Use questions such as the following to guide your work: How

does the change in structure affect the meaning of the poem? Does the poem have a

greater impact in its original form or as a prose poem?

Closure (summary of what was learned today)

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

5 minutes

Participation- give your index card to your elbow partner and answer the question on the back.

On an index card, write a question about the standard or texts based
upon your initial tier using one of the stems below:
1. Knowledge- What is______?
2. Comprehension- What differences exit between…?
3. Application- How is _____ related to ______?
4. Analysis- What are the parts or features of________?
5. Synthesis- What would have happened if_________?
6. Evaluation- What criteria would you use to assess_______?
Tier 3 Tier 2 Tier 1

Ticket-Out-The-Door

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Exit Ticket—Mastery Connect Assessment

In “Fences,” what is the main reason
the poet uses the title “Fences”?

a. to help the reader envision the
cactus fence around the beach area
b. to stress the barrier between the
tourists and the speaker and her family
c. to highlight the brother’s hard work
in smoothing the sand on the beach
d. to underscore the differences
between the older people and the
children

1.

2.

In these lines from “Fences,” what key idea
is most clearly emphasized by the
following lines?
My mother roared like the ocean,
“No. No. It’s their beach.
It’s their beach.”

a. the idea that the sand is very hot
b. the idea that the sister is very young
c. the idea that people are like the ocean
d. the idea that the beach is for other
people

Ticket-Out-The-Door

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Exit Ticket—Mastery Connect Assessment

3. “Sonnet, With Bird,” “Elliptical,”
and “Fences” all explore what
human experience?

a. homesickness and loneliness
b. uncomfortable social barriers
c. experiences in overseas travel
d. death or absence of loved ones

4. Although “Sonnet, With Bird” is not a traditional sonnet, the
last two numbered sections, the ones about the quail, do
correspond to the final couplet in a Shakespearean sonnet. Which
statement best describes why sections 13 and 14 of “Sonnet,
With Bird” function in the same way as a traditional final
couplet?
a. The quail help to resolve the speaker’s isolation and comfort
him in his grief.
b. The quail represent a cultural difference to which the speaker
was not able to adapt.
c. The quail provide important information about the speaker’s
travel abroad in general.
d. The quail present a new twist on the ideas about isolation and
grief from earlier in the poem.

Ticket-Out-The-Door

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Exit Ticket—Mastery Connect Assessment

5. Which statement best describes the
form of all three poems—“Sonnet, With
Bird,” “Elliptical,” and “Fences”?

a. Each is a prose poem.
b. Each is written in free verse.
c. Each combines enjambed and end-
stopped lines.
d. Each has a fixed number of lines
that form a pattern.

6. Both “Sonnet, With Bird” and “Elliptical”
lack certain basic features of traditional poetry
and are classified as prose poems.
Which characteristic best shows why they are
still considered poems?
a. Like all prose poems, they rhyme.
b. Like many prose poems, they have a regular
meter.
c. Like some prose poems, they concern
traditional poetic topics.
d. Like many prose poems, they suggest
meanings rather than stating them directly.

Ticket-Out-The-Door

Standard: : 9-10.RL.CS.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

10 minutes

Exit Ticket—Mastery Connect Assessment

Mastery Connect Test IDs:
1.Girls: 1st & 2nd Block-
2.Boys A: 3rd & 8th Block-
3.Honors: 5th & 6th Block-
4.Boys B: 7th &10th Block-

English Lesson Plan

Day 4

Writing

Bellwork
Standard:9-10.L.CSE.2- Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing; when reading and writing, explain
the functions of semicolons and colons to separate related ideas and use them correctly
to do so; write and edit work so that it conforms to a style guide appropriate for the
discipline and writing type.

1.
2.

Up to 5 minutes

Which change, if any, could be used to correct the
underlined text?
individually, therefore,
A. individually and
B. individually, and
C. individually … and
D. No change

Bellwork Breakdown
Standard:9-10.L.CSE.2- Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing; when reading and writing, explain
the functions of semicolons and colons to separate related ideas and use them correctly
to do so; write and edit work so that it conforms to a style guide appropriate for the
discipline and writing type.

1.
2.

Up to 5 minutes

Which change, if any, could be used to correct the
underlined text?
individually, therefore,
A. individually and
B. individually, and
C. individually … and
D. No change

Connection/Hook
Standard: 9-10.W.TTP. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning supported by relevant and sufficient evidence.

Today, you will learn: how to write an argumentative body
paragraph with sufficient evidence.
Outside of school, you can use what you learn today to: use the right
formula to solve the problem presented to you.
You will know you understand it when: you can write in
argumentative style about an event.

Formula – a method, statement, or procedure for achieving something,

especially reconciling different aims or positions.

Up to 5 minutes

Class Participation

I Do and CFU
Standard:9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning supported by relevant and sufficient evidence.

Up to 15 minutes

Participation- Closed Notes on

There is something deeply rooted in the human soul that draws us to sites of unimaginable disaster (paragraph

7).” Many believe that society has become overstimulated with both manmade and natural disasters. However, responses
to travel journalism prove that these experiences are still relevant. Travel journalism is defined as a type of literary
nonfiction in which the writer describes what it is like to visit a particular place. Johnson’s use of travel journalism in
“Nuclear Tourist” is advantageous in conveying the central idea of the article. There are myriad reasons why, but three of
the most important include: the fallout that spread within days, the description of operating rooms and abandoned
classrooms, and the description of the sound and feel of broken glass. First and foremost, sharing fact-based information
such as the fallout that spread within days provides details about how the accident occurred.

A- Attention Grabber
C- Connection
D- Definition
O- Opinion
R- Reasons
T- Transition

Introductory Paragraph

I Do and CFU
Standard:9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning supported by relevant and sufficient evidence.

Up to 15 minutes

Participation- Closed Notes on First Body Paragraph

According to the text, “The Nuclear Tourist”, the author, George Johnson explained that the fallout

from the accident spread within days of the incident. His use of travel journalism was advantageous in allowing
him to convey the central idea of the text. When George wrote in paragraph 18, “Chernobyl workers and their
families stood on balconies and watched the glow…” the reader understood that people were fascinated by the
accident. This evidence shows that adventure tourism was born with the people going through the incident and
carried into those who learned about it later. Additionally, when George wrote in paragraph 19 “they went
about their routines of shopping, Saturday morning classes, picnics in the park. It was not until 36 hours after
the accident that the evacuation began” it was clear that people did not view the accident as dangerous as it
was and wouldn’t know the effects for years to come. In addition to George detailing the fallout from the
accident, he also used travel journalism to describe the operating rooms and classrooms.

A- Answer the prompt
C- Cite evidence
E- Explain the evidence in relation to the prompt
C- Cite new evidence
E- Explain the new evidence in relation to the prompt
T- Transition to next reason

First Body Paragraph

CFU
Standard:9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning supported by relevant and sufficient evidence.

2 minutes

Participation- Rock, Paper, Shoot with your elbow partner to determine who will share with the class.

Turn & Talk

How should my next paragraph begin?

You Do In Pairs
Standard:9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
supported by relevant and sufficient evidence.

Tier

Time

Allotted

Blended
Learning

Which students will

complete each tier? What
skill did they demonstrate
they needed to practice?

Task Explanation

The task MUST cause students to interact with the others in the

group. What student outputs do you expect to see during this phase of the

lesson?

What should students

do once they have
completed the task?

3

8 minutes

Teacher
Facilitated

Based on data, students

who begin working in this

tier need to compose
narrative writing in

response to one of three

prompts.

1.Revise the ACDORT Introductory paragraph.

Tier 2

2

18

minutes

Off-line

Based on data, students

who begin working in this
tier need to complete final
draft of narrative writing

task.

1.Compose the first and second body paragraphs for your essay.

You Do Alone

Up to

18 minutes

Classwork

You Do Alone… (task of the day)
Standard: 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning supported by relevant and sufficient evidence

35 minutes

Classwork

You have read poems addressing ideas about what it means to belong

and what it means to be an outsider. Develop a position on the following

questions: Is difference a weakness? Is sameness a strength?

Create your last body and concluding paragraphs in My Access where

you saved ACDORT. Submit for a score.