Download here: http://gg.gg/o22d4
Several Type 3 and Type 4 writings (based on the John Collins writing program) were completed in each unit, giving the students many chances to apply the grammar skills (along with several other skills) in their own writing. Follow the links on the side of this page for more information on the unit for ’The Most Dangerous Game’ and The Odyssey. During my student teaching at Charlevoix High School, I took over the English 1 classes at the beginning of the short stories unit. I started the unit with a mini-unit on Richard Connell’s short story, ’The Most Dangerous Game.’ This unit focused on several literary elements such as imagery, mood, and figurative language such as simile.
Short Story Unit will cover the following titles: The Cask of Amontillado The Most Dangerous Game The Red-Headed League The Lady and the Tiger The Secret Life of Walter Mitty The Necklace The Gift of the Magi. .NHS 2019-2020 TEACHER RECOMMENDATIONS.NHS Sholarship Application TEACHER OF THE YEAR 2019 Nominations National Honors Society 2019-2020 Leadership Electionclick for application: deadline is 5.12.16NHS 2019-2020 Leadership TeamSenior Preside. Another teacher for having horrible activities for ’The Most Dangerous Game.’ You’re looking for some ’Most Dangerous Game’ lesson plans. And you found them. Here are Common Core Standards covered by at least one of the assignments in this unit. L.9-10.2 Demonstrate command of the conventions of standard English capitalization.Most Dangerous Game Units. Schrader’s Teaching Portfolio Activities
Learning Targets
I can explain how authors use textual evidencewithin fictional characters to make them more believable and real.
We will be able to gather textual evidence to explore controversial ideas and then successfully defend different viewpoints.
Common Core State Standards
W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.W.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “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]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
SL.9.3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
üQuestioningand discussion techniques:
üEngagingStudents learningMost Dangerous Game Unitms. Schrader’s Teaching Portfolios
üDemonstratingflexibility and responsiveness
üCommunicating withstudents
ü Instruction and Assessment: Domain 3: Standards 3, 4, 6
Most Dangerous Game Unitms. Schrader’s Teaching Portfolio AllocationTime/minDeliverabilityInstructional Strategy
Day 1
Tuesday0-5anticipatory setTeacher read
Calvin and Hobbs5-15
Visual prompt
Journal:Two contrasting images:What do you notice about these two images.15-20
Discuss prompt20-30
Art comparison15-25
Plan B:Story about the unsolvable problem.Heinz’s dilemma25-30Vote
Hand out voting paper.Have students vote.Is the husband justified in breaking the law to save his wife’s life?Don’t reveal results yet30-40Guided instruction
Explain Double Entry notes to the students.They will journal while we read.Column one: a quote word or phrase. Column two: a corresponding question or comment that supports their character.Guided discussion
Discuss argument for the remainder of classAcc. English
Split class into opposing Argument groups
HW. Read part I ’The Most Dangerous Game.’
Take two column notes.
Day 2
Wednesday0-5Journal
Prompt: Is it within your power to decide if rules can be broken?Should rules remain concrete?5-15Teacher lead
Introduce The Most Dangerous Game.Brief summary of characters.Remind students of the word exercises in Charge of the Light Brigade.Background on Characterization of Rainsford15-30Image Comparison
Have two images prepared for analysis, one to represent Rainsford and the other to represent what Gen. Zaroff may have been like.
Show the first and have students openly describe what they see
Show the second and have them compare the two
Discussion about the characters in The Most Dangerous Game’ using the differences in the images as examples.15-20English 9: Guided instructionActivity Observation Assessment
Review Argument process from ’The Charge.’
The Argument DebateSplit class into two groups and remind students of the discussion we had on argument in literature in our intro to the class.
SidesHalf the students will look for evidence that support Zaroff as a good man who wants to help RainsfordHalf the students will look for evidence that support there is something untrustworthy about Zaroff.20-30English 9: Guided instruction
Read up through paragraph 84: In double entry notes, have students record:Practice looking for supporting argument evidenceTwo quotes that they feel supports their argument.A vocabulary word within each quote that is the most significantAfter finished, predict what will happen at the end of the double entry notes30-40English 9: Independent work
Studentscollaborate with each other and share their reasons for the notes they tookEach group should generate a statement including evidence supporting their argument.Assignment: To be turned in before the end of class along with the journals30-40
Acc. English
Activity: Small debate
Day 3
Thursday0-10Teacher lead Class Discussion.PowerPoint slide
No bell activity.Discuss the questions generated by each side of the argument.New Argument: Sides
The students will look for evidence that support Rainsford is justified in being completely against killing another human being.
Students will look for evidence that Zaroff is justified in hunting human beings10-20Guided instruction
Back story: Characterization of General Zaroff’s (back story), connect it to the Charge of the Light Brigade. Have students take notes about Zaroff’s background20-30Independent reading
Read through paragraph 167 as a class: Remind students about double entry notes requirements:two quotes that they feel supports their argument.A vocabulary word within each quote that is the most significantAfter finished, predict what will happen at the end of the double entry notes30-40Small GroupsObservation Assessment
Studentscollaborate with each other and share their reasons for the notes they took.Each group should generate a statement including evidence supporting their argument.Argument: Debate
Day 4
Friday
Maybe add a day and insert an activity0-10Guided instruction.Prezi
No bell activity.Discuss the questions generated by each side of the argument.New Argument: Evidence that Rainsford has decided Killing a human being is acceptable.10-25Student read
Finish Story:Remind students about double entry notes requirements:underline a quote that they feel supports their argument.Circle the vocabulary word within each quote that is the most significantWhen finished record markings in double entry notes25-40Teacher lead
Classroom discussion about the story.Allow students to generate discussion with comments and readdress the essential quesiton. Who decides what is write or wrong? How does this apply in your own lives.Inform students of the next days assignment
Day 5
Friday
Individual Work
Assessment: Through their own perspective, students will write a well organized paragraph taking a stand on one side or the other, using evidence from The Most Dangerous Game to support their argument.Most Dangerous Game Units. Schrader’s Teaching Portfolio Organizer
Download here: http://gg.gg/o22d4
https://diarynote.indered.space
Several Type 3 and Type 4 writings (based on the John Collins writing program) were completed in each unit, giving the students many chances to apply the grammar skills (along with several other skills) in their own writing. Follow the links on the side of this page for more information on the unit for ’The Most Dangerous Game’ and The Odyssey. During my student teaching at Charlevoix High School, I took over the English 1 classes at the beginning of the short stories unit. I started the unit with a mini-unit on Richard Connell’s short story, ’The Most Dangerous Game.’ This unit focused on several literary elements such as imagery, mood, and figurative language such as simile.
Short Story Unit will cover the following titles: The Cask of Amontillado The Most Dangerous Game The Red-Headed League The Lady and the Tiger The Secret Life of Walter Mitty The Necklace The Gift of the Magi. .NHS 2019-2020 TEACHER RECOMMENDATIONS.NHS Sholarship Application TEACHER OF THE YEAR 2019 Nominations National Honors Society 2019-2020 Leadership Electionclick for application: deadline is 5.12.16NHS 2019-2020 Leadership TeamSenior Preside. Another teacher for having horrible activities for ’The Most Dangerous Game.’ You’re looking for some ’Most Dangerous Game’ lesson plans. And you found them. Here are Common Core Standards covered by at least one of the assignments in this unit. L.9-10.2 Demonstrate command of the conventions of standard English capitalization.Most Dangerous Game Units. Schrader’s Teaching Portfolio Activities
Learning Targets
I can explain how authors use textual evidencewithin fictional characters to make them more believable and real.
We will be able to gather textual evidence to explore controversial ideas and then successfully defend different viewpoints.
Common Core State Standards
W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.W.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “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]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
SL.9.3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
üQuestioningand discussion techniques:
üEngagingStudents learningMost Dangerous Game Unitms. Schrader’s Teaching Portfolios
üDemonstratingflexibility and responsiveness
üCommunicating withstudents
ü Instruction and Assessment: Domain 3: Standards 3, 4, 6
Most Dangerous Game Unitms. Schrader’s Teaching Portfolio AllocationTime/minDeliverabilityInstructional Strategy
Day 1
Tuesday0-5anticipatory setTeacher read
Calvin and Hobbs5-15
Visual prompt
Journal:Two contrasting images:What do you notice about these two images.15-20
Discuss prompt20-30
Art comparison15-25
Plan B:Story about the unsolvable problem.Heinz’s dilemma25-30Vote
Hand out voting paper.Have students vote.Is the husband justified in breaking the law to save his wife’s life?Don’t reveal results yet30-40Guided instruction
Explain Double Entry notes to the students.They will journal while we read.Column one: a quote word or phrase. Column two: a corresponding question or comment that supports their character.Guided discussion
Discuss argument for the remainder of classAcc. English
Split class into opposing Argument groups
HW. Read part I ’The Most Dangerous Game.’
Take two column notes.
Day 2
Wednesday0-5Journal
Prompt: Is it within your power to decide if rules can be broken?Should rules remain concrete?5-15Teacher lead
Introduce The Most Dangerous Game.Brief summary of characters.Remind students of the word exercises in Charge of the Light Brigade.Background on Characterization of Rainsford15-30Image Comparison
Have two images prepared for analysis, one to represent Rainsford and the other to represent what Gen. Zaroff may have been like.
Show the first and have students openly describe what they see
Show the second and have them compare the two
Discussion about the characters in The Most Dangerous Game’ using the differences in the images as examples.15-20English 9: Guided instructionActivity Observation Assessment
Review Argument process from ’The Charge.’
The Argument DebateSplit class into two groups and remind students of the discussion we had on argument in literature in our intro to the class.
SidesHalf the students will look for evidence that support Zaroff as a good man who wants to help RainsfordHalf the students will look for evidence that support there is something untrustworthy about Zaroff.20-30English 9: Guided instruction
Read up through paragraph 84: In double entry notes, have students record:Practice looking for supporting argument evidenceTwo quotes that they feel supports their argument.A vocabulary word within each quote that is the most significantAfter finished, predict what will happen at the end of the double entry notes30-40English 9: Independent work
Studentscollaborate with each other and share their reasons for the notes they tookEach group should generate a statement including evidence supporting their argument.Assignment: To be turned in before the end of class along with the journals30-40
Acc. English
Activity: Small debate
Day 3
Thursday0-10Teacher lead Class Discussion.PowerPoint slide
No bell activity.Discuss the questions generated by each side of the argument.New Argument: Sides
The students will look for evidence that support Rainsford is justified in being completely against killing another human being.
Students will look for evidence that Zaroff is justified in hunting human beings10-20Guided instruction
Back story: Characterization of General Zaroff’s (back story), connect it to the Charge of the Light Brigade. Have students take notes about Zaroff’s background20-30Independent reading
Read through paragraph 167 as a class: Remind students about double entry notes requirements:two quotes that they feel supports their argument.A vocabulary word within each quote that is the most significantAfter finished, predict what will happen at the end of the double entry notes30-40Small GroupsObservation Assessment
Studentscollaborate with each other and share their reasons for the notes they took.Each group should generate a statement including evidence supporting their argument.Argument: Debate
Day 4
Friday
Maybe add a day and insert an activity0-10Guided instruction.Prezi
No bell activity.Discuss the questions generated by each side of the argument.New Argument: Evidence that Rainsford has decided Killing a human being is acceptable.10-25Student read
Finish Story:Remind students about double entry notes requirements:underline a quote that they feel supports their argument.Circle the vocabulary word within each quote that is the most significantWhen finished record markings in double entry notes25-40Teacher lead
Classroom discussion about the story.Allow students to generate discussion with comments and readdress the essential quesiton. Who decides what is write or wrong? How does this apply in your own lives.Inform students of the next days assignment
Day 5
Friday
Individual Work
Assessment: Through their own perspective, students will write a well organized paragraph taking a stand on one side or the other, using evidence from The Most Dangerous Game to support their argument.Most Dangerous Game Units. Schrader’s Teaching Portfolio Organizer
Download here: http://gg.gg/o22d4
https://diarynote.indered.space
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