1. 10-05-15 Multicultural Fiction & Nonfiction

2. Commercials & Trailers

3. How important is WHAT students read vs. WHETHER they read? For example, how long do you let a reluctant reader read books you consider to be lower quality before encouraging (or even requiring) that student to move on to “higher quality” literature for SSR? Or do you let students read whatever they want during SSR, figuring that they will read “high quality” texts at other times? What restrictions, if any, might you impose on SSR? (Minimum number of pages? Simply recording the number of pages and a summary for each day or week? Only novels? “Magazine Mondays”? Prohibitions on any particular kinds of reading – magazines, comic books, poetry, textbooks, etc?) Write your responses to these questions before we discuss them.

4. The National Reading Panel found SSR at least as effective as whatever practices were already in place, so at the very least, SSR does no harm. Smith and Wilhelm have shown that a strong social element can encourage reading, and SSR provides such a social element. Gallagher argues that even leisure reading can build knowledge capital, which in turn can improve students’ reading abilities, and SSR can help students build their knowledge capital. Mitchell describes a change in his school culture when SSR was implemented as a school-wide activity, so SSR can help create a culture in which reading is the norm. Common objections to SSR tend to be based on misunderstanding of what SSR is or what it hopes to accomplish. Finally, SSR can be a powerful symbol that a school (or a teacher) values reading. Making the Call on SSR From Thompson, “Finding Value in Silent Sustained Reading”

5. Using SSR: Monday Tuesday Wednesday Thursday Friday Bellwork: 1 st 10-15 min Monday Tuesday Wednesday Thursday Friday Alternate Days: 1 st 15-20 min Monday Tuesday Wednesday Thursday Friday Alternate Days: last 20-25 min Monday Tuesday Wednesday Thursday Friday Free Reading Friday: 2 nd half of class Goal: In-class reading, at least 45 minutes, maybe up to 75 minutes, per week.

6. What is our responsibility with respect to what students read from the class or school library? How to we choose which books to TEACH to the whole class or to small groups?

8. Reality check: works you might be told to use… FDHS, 9 th grade - Card: Ender’s Game - Dickens: Great Expectations - Dramer: Romiette and Julio - Finn: Breaking Point - Gibson: The Miracle Worker - Grimes: Bronx Masquerade - Hamilton: Mythology - Hickam: October Sky - Homer: The Odyssey - Lee: To Kill a Mockingbird - Lipsyte: The Contender - Philbrick Last Book in the Universe - Shakespear Romeo and Juliet - Spinelli: Stargirl - Steinbeck The Pearl - Townsend: Secret Diary of Adrian Mole FDHS, 10 th grade - Anaya: Bless Me Ultima - Bradbury: Fahrenheit 451 - DuBois: The Souls of Black Folk - Frank: Alas Babylon - Gaines: Autobiography of Miss Jane Pittman - Guy: Friends - Hesse: Out of the Dust - Knowles: A Separate Peace - Lowry: The Giver - Myers: Monster - Potok: The Chosen - Rand: Anthem - Remarque: All Quiet on the Western Front - Rose: Twelve Angry Men - Salinger: Catcher in the Rye - Shakespeare: Julius Caesar - Weisel: Night

9. Reality check: works you might be told to use… FDHS, 11 th grade - Conroy: The Water is Wide - Fitzgerald: The Great Gatsby - Gaines: A Gathering of Old Men - Hansberry A Raisin in the Sun - Hawthrone: The Scarlet Letter - Hemingway: The Old Man and the Sea - Lawrence/Lee: Inherit the Wind - Miller: The Crucible - Myers: Fallen Angels - Steinbeck Of Mice and Men - Twain: The Adventures - Cather: My Antonia - Crane: The Red Badge Of Courage - O’ Brien: The Things They Carried - Wharton: Ethan Frome - Williams: The Glass Menagerie FDHS, 12 th grade - Benitez:A Place Where the Sea Remembers - Bronte:Wuthering Heights - Christie:And The There Were None - Doyle:The Hounds of the Baskerviles - Golding: Lord of the Flies - Orwell:1984 - Shakespeare: Macbeth - Shelley: Frankenstein - Swift: Gulliver’s Travels - Uchida: The Picture Bride - Wilde: The Picture of Dorian Gray

10. Reality check: works you might be told to use… WAHS, 9 th grade Animal Farm Cold Sassy Tree Cry, the Beloved Country Everyman (Honors Eng. I) Fahrenheit 451 The Good Earth (Honors Eng. I) Great Expectations Hard Times The Hobbit House on Mango Street Hunger of Memory (excerpts) I Know Why the Caged Bird Sings The Illiad (Honors Eng. I) Much Ado About Nothing Narrative of Frederick Douglass Old Man and the Sea The Power and the Glory Pygmalion Romeo and Juliet Siddhartha (Honors Eng. I) The Tempest (Honors Eng. I) Utopia (Honors Eng. I) The Virginian The Water is Wide WAHS, 10 th grade All Quiet on the Western Front Candide (Honors Eng. II) Cyrano De Bergiac Ethan Frome Fast Food Nation (excerpts) The Glass Menagerie Julius Caesar Long Walk to Freedom Lord of the Flies (Honors Eng. I) Midsummer Night’s Dream 1984 (Honors Eng. II) Night Of Mice and Men Portrait of a Lady Pride and Prejudice (Honors Eng. II) Return of the Native A Separate Peace Silas Marner The Stranger (Honors Eng. II) A Tale of Two Cities Things Fall Apart 12 Angry Men

11. Reality check: works you might be told to use… WAHS, 11 th grade) Absalom, Absalom! The Adventures of Huck Finn The Crucible Death of a Salesman (AP Lit. also) For Whom the Bell Tolls The Fountainhead The Great Gatsby The House of Mirth O'Neill Plays A Raisin in the Sun The Red Badge of Courage The Scarlet Letter Sketchbook A Streetcar Named Desire The Sun Also Rises Their Eyes are Watching God Three Plays - Wilder Trifles in A Book of Plays WAHS, 12 th grade Beowulf Canterbury Tales Don Quixote Dr. Faustus Dr. Jekyll and Mr. Hyde Epic of Gilgamesh (Honors Eng. I) Frankenstein (Honors Eng. II) Hamlet Heart of Darkness (Honors Eng. II) Hedda Gabler Ibsen Plays (Honors Eng. II) The Importance of Being Earnest Jane Eyre (Honors Eng. II) King Lear Les Miserables Macbeth Moll Flanders Murder in the Cathedral Oliver Twist One Day in the Life of Ivan Denisovich

13. Key Ideas and Details CCRA.R.1CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.R.2CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCRA.R.3CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure CCRA.R.4CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCRA.R.5CCRA.R.5 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. CCRA.R.6CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas CCRA.R.7CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCRA.R.8CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCRA.R.9CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity CCRA.R.10CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

14. Text Types and Purposes CCRA.W.1CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCRA.W.2CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCRA.W.3CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Production and Distribution of Writing CCRA.W.4CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCRA.W.5CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCRA.W.6CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge W.7W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.8W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRA.W.9CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing CCRA.W.10CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

15. Canterbury Tales – standard text for English IV (Brit Lit) (Well, part of the prologue, plus maybe two or three tales, anyway) So – what’s the purpose of teaching whatever parts of CT we teach? Teach part of the history of the English language? Teach medieval culture? Expose students to great texts of western civilization? Read closely to determine what the text says explicitly and to make logical inferences from it? Determine central ideas or themes of a text and analyze their development? Assess how point of view or purpose shapes the content and style of a text? Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence? Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience? Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences?

16. Planning a “unit” of study District Guidelines/Requirements English 3 (Am Lit), Second Semester: Realism Literary Modernism; The Great Gatsby The Harlem Renaissance Of Mice and Men Contemporary American Lit English 4 (Brit Lit), Second Semester: Satire The Romantics The Gothics; Dr. Jekyll and Mr. Hyde The Lord of the Flies Working within your guidelines or requirements, select a focus for your unit of study.

17. List the standards (SC ELA, CCSS, or whatever) you will address Describe what the standards look like in your particular unit Generate activities that let you know whether (or how well) students hit the benchmarks The student will be able to … (TSWBAT)

18. What do students need to “bring to the table”? How can you tell whether they have the knowledge/skills? How can you accommodate for vision/hearing/etc? List the main ideas students should “get” from the unit. List the variety of methods you will use. Ex: lecture, discussion, small group work, readaloud, audio/video recording, student presentations whole class, small group, pairs, individualhistory, art, music, etc readaloud, audio file, video, annotate, etc

19. books, articles, etcaudio files (MP3, CDs, tapes) video files computer, projector, document camera, overhead projector, etc You’ll list individual activities and estimated times for each day’s lesson

20. Informal (evidence from class discussions, Q&A, exit slips, written work in progress, etc Formal (anything that gets graded: quiz, test, paper, project, oral presentation, etc) Formative (intended to “monitor & adjust” while unit is in process) Summative (intended to measure learning at completion of unit) Alternative ways students can show learning, or accommodations listed earlier After teaching the lesson or unit, reflect on the effectiveness of the various activities and assessments, and comment on what you would change for the next time

21. Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.1CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure CCSS.ELA-Literacy.CCRA.R.4CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5CCSS.ELA-Literacy.CCRA.R.5 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. CCSS.ELA-Literacy.CCRA.R.6CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.R.7CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-Literacy.CCRA.R.8CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.CCRA.R.10CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. Let’s say you want to teach a unit on “persuasion” (or “propaganda”)...

22. CCSS.ELA-LITERACY.W.11-12.1CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 12.1.A12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. 12.1.B12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. 12.1.C12.1.C Use words, phrases, and clauses as well as varied syntax 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. 12.1.D12.1.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. 12.1.E12.1.E Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-LITERACY.W.11-12.2CCSS.ELA-LITERACY.W.11-12.2 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. 12.2.A12.2.A Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 12.2.B12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 12.2.C12.2.C Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 12.2.D12.2.D Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 12.2.E12.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 12.2.F12.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

24. CCRA.R.1CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.R.4CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCRA.R.5CCRA.R.5 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. CCRA.R.6CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCRA.R.7CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCRA.R.9CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCRA.R.10CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. W.11-12.1W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2W.11-12.2 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. Students will read a variety of texts – fiction and nonfiction, overtly and implicitly persuasive – and identify persuasive methods and messages. Students will identify and understand connections between medium, format, and message. Students will write accurate analyses of various forms of persuasion. Students will identify persuasive methods and messages in a variety of texts – fiction, nonfiction, posters, and audio-visual media – related to WWII. Students will identify connections between medium, format, and message in those texts. Students will write a paper in which they accurately analyze the persuasive techniques and messages presented in various WWII-related texts. TSWBAT identify and analyze persuasive techniques and messages in a variety of documents and media. TSWBAT write an accurate, well-crafted analysis of persuasive techniques and messages, following the conventions of standard academic English.

25. Some general knowledge of WWII. Ability to write multi-paragraph paper. Printed word, graphics, and audio-visual media available Elements of persuasion Analytical skills How to write an analytical essay Lecture: WWII background; elements of persuasion; analysis; how to write an analytical essay Small group & whole class reading & discussion: novels, nonfiction, posters, and other media Independent & small group writing whole class, small group, pairs, individualhistory, art, film guided questions, readaloud, A/V files

26. Soldier Boys, Maus, Flyboys, newspaper & textbook articles, posters, sample analytical articles audio files of various WWII speeches and radio broadcasts video files (YouTube) computer, projector, document camera, overhead projector

27. Informal: evidence from class discussions, Q&A, exit slips, written work in progress Formal: quiz (persuasion), answers to study questions, mini-essay, final paper or presentation Formative: quiz, study questions, mini-essay Summative: final paper or presentation Students have choice of texts to read, discuss, and analyze, to include print-only texts, graphic texts, and audio/visual files Students may write a traditional paper or, with teacher permission, create an oral or video presentation of their analysis

28. Lesson Plan Rubrics: to help you know what’s expected…eventually

31. Marketing YA Lit: Changing with the Times

37. Use remaining class time to discuss, brainstorm about, or workshop your formal paper, which is due on 11/12.