Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Literacy Objective Content Objectives Essential Question: SWBAT

Reading: Interact with the text by reading instructions and connecting with

the concepts

Writing: Use proper grammar, sentence structure

and strong ideas to formulate responses

Speaking:Inquire about expectations and work with

shoulder partner in literature circles while using professional academic language

Listening:Follow directions and acknowledge peer

questions, opinions, and answers

SWBAT Content Objectives---WHAT we will learn today and WHY it is important to you!

Practice on serial commas independently BECAUSE – sentence structure matters in the real world, I don’t want to appear uneducated

Exercise Mastery on several Latin Root Suffixes BECAUSE – this will help me to uncover new words independently throughout life while reading/testing, and comprehending peer discussions

Explore the mental and physical journey of Chris McCandless in both novel and film BECAUSE – studying another’s journey will encourage empathy in my writing and understanding of those around me.

Create cumulative one pagers for each lesson throughout the novel BECAUSE creating your own version allows you to reflect on what you: READ, DISCUSSed, CONNECTed, and DESIGNed throughout the novel study.

Enduring UnderstandingENDURING UNDERSTANDING1 st Unit – “The Journey”– We all experience a Journey of some kind in our lives that will affect/effect the relationships around us and our own personal growth.

Essential Questions1. How does the

character’s journey demonstrate growth? Mentally? Physically?

Teacher Responsibility Student Responsibility

Standards Addressed

OpeningThis is another opportunity to explore the Journey of Chris McCandless in the Novel INTO THE WILD—students work together in literature circles to read/examine the text/ reflect and

Organize students into groups with the expressed idea of deepening their knowledge of content (declarative) and practicing a skill, strategy, or process (procedural).

Provide guidance regarding group interactions

Can describe previous content on which the lesson is based today

Speaking and Listening – Comprehension and CollaborationSL 9-10.1

Initiate and participate

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

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connect.

Go over the agenda and learning objectives for the day.-Tutor entire class on how to use Quizlet today to customize their own exam for suffixes-Review expectations for one pager

Outcomes:

Students prepare by pulling out all graded papers/notes from prior lessons and philosophical chairs/and copies of the play for any additional feedback / final responses.

Provide guidance on one or more conative skill Provide guidance on cognitive skills appropriate

for the lesson

Can explain why group work variation helps them learn

Interact in explicit ways to deepen knowledge

Have organized purpose

Take various perspectives

Interact responsibly

effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Supports C3

1a

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Supports C3

1d

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

understanding and make new connections in light of the evidence and reasoning presented. Supports C3

ActivityWork Time

2 Assessments occur today.

Assessment #1 -Students will reflect on their learning with LESSON #4 – One Pager that allows them to Read/Discuss/Analyze/Reflect/and Design their learning to a rubric that allows for the flexibility of their creativity but the standards required for connecting back to the overall enduring understanding and essential questions.

Assessment #2 -Students have practiced several suffixes up to today, they will have an opportunity to take a quiz that they customize to show how much they remember of these suffixes.

I do: I will show the students what the class should look like and sound like. I will give the students a demonstration of how to review the one pager and

I do: I will also go over the instructions again for how to log into quizlet.com and customize their test

Help to make points of clarification where necessary by asking questions

WE do: student will have a practice run with shoulder partner/graders

Students may use their notes and make revisions where necessary

Students may refer to their books for evidence when necessary

Students will hand in homework with one pager

YOU do: students execute their recitations and share their

RI 9-10.2 Key Ideas and DetailsDetermine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. C1/T9

RL 9-10.7 Integration of Knowledge and IdeasAnalyze the representation of a subject or a key scene in two different artistic

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

connections with shoulder partners.

Students acquired knowledge will be recorded at close of formative assessment in one pager

mediums, including what is emphasized or absent in each treatment

L 9-10.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. C2, C3

Closing

Students will have an exit ticket question to answer on a post it note to reflect on their personal connection to the unit. Students will also double check that everything is turned in and take the time to ascertain the checklist on the exit ticket.

What did you learn about yourself as you reflected on your philosophical chairs activity yesterday?

Students will pair/share with a shoulder partner and volunteer answers as closing discussion.

Language KnowledgeL 9-10.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. C2, C3

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Materials 15 copies of “Into the Wild” –Jon

KrakauerCopies of the #4 One Pager Assignment--attached

Copy paper/glue/scissors/colored markers/pencils/crayons…for one pager completion

10-15 laptops for Quizlet.com activity Serial Comma Worksheet for homework

class set

Notes: Below is the power point for next week. This shows all activities for the week leading up to the work they will be completing when you see us on Friday. Students have already completed Lesson 1, 2, and 3…..LESSON #4 will be the student responsibility, if they finish early …. LESSON #5 is on the back, and sometimes kiddos like to either work ahead, or like to have it just in case they are gone.All assignments are also included on student view as well as a digital copy of the power point and the novel “Into the Wild”

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Into The Wild by Jon KrakauerStudents! This will be an exciting opportunity to explore the mental and physical journey of Chris McCandless in

both novel and film. The nonfiction piece is written as a compilation of letters and stories from all of the people that Chris encountered during his journey. Additionally, the will be input from expert travelers, psychiatrists and opinions from another explorer, our author John Krakauer.

You will also explore some of the literature from the authors that Chris studied in college, Leo Tolstoy, Ralph Waldo Emerson and Henry David Thoreau.

Each lesson below will be concluded with a one pager, when all one pagers are compiled together a book will be created of your own that allows you to reflect on what you: READ, DISCUSS, CONNECT, and DESIGN.

Your final lesson will be to compile a short persuasive essay which guides the audience of your book to greater understand whether they should believe that Chris McCandless was on a physical and mental journey that was thrust upon him to achieve greatness or one that simply complimented his lack of sanity.

Reading Schedule:1. Author’s Note2. “Carthage” Pg. 19 4th paragraph to bottom of Pg. 23 (3.5 pgs)3. “Detrital Wash” Pg. 28 Paragraph 1 to bottom of Pg. 29 (2 pgs)

Pg. 33 to bottom of Pg. 37 (5 pgs)4. “Anza Borrego” Pg. 53 from February 28th to bottom of 53 (1 pg.)

Pg. 56-to end of Pg. 60 (5 pgs.)5. “Carthage” Pg. 64 3rd paragraph to the end of Pg. 69 (6 pgs.)MOVIE INTERLUDE 1 hour 30 minutes—time to go back perfect one pagers6. “The Alaska Interior” Pg. 163 2nd paragraph through 171 (9 pgs) 7. “The Stampede Trail” Pg. 189 to end of paragraph 1 Pg. 191 (3 pgs.)

Pg. 195 to end of 199 (5 pgs)MOVIE CONCLUSION After his travels at trailer camp, nudist camp, and time with Walt

25 minutes (from 2:03 to 2:28)—perfect one pagers

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Lesson One—One Pager DUE DATE: READ: The Authors Note

On the front only of one piece of copy paper:DISCUSS: (all discussion questions must be answered by another person in the classroom during your literature circles—you ask them

the question, and write down their answer. They must sign next to your answer in legible print so that I can grade them.—after which, you must say whether or not you agree/disagree and why)1. What are all of the things in your world that you think are “worth” running from? What makes you angry/what is useless? List at

least 3.2. If you could escape your world, what would your escape name be? Use the prompts below to create one Examples: Blue Glenn Omnipotent, Red Monterray Pain Stopper

Favorite Color Street you grew up on Superability

CONNECT: Read the information below independently. Consider: do you believe yourself to be a more “rational” and “scientific” – rules/regulations/proof person, or do you believe yourself to be a “spiritual” transcendentalist? Choose one or the other. Explain why in at least 3 sentences.

TRANSCENDENTALISM is a very formal word that describes a very simple idea. People, men and women equally, have knowledge about themselves and the world around them that "transcends" or goes beyond what they can see, hear, taste, touch or feel.

This knowledge comes through intuition and imagination not through logic or the senses. People can trust themselves to be their own authority on what is right. A TRANSCENDENTALIST is a person who accepts these ideas not as religious beliefs but as a way of understanding life relationships.

Ralph Waldo Emerson was a Harvard-educated essayist and lecturer and is recognized as our first truly "American" thinker. In his most famous essay, "THE AMERICAN SCHOLAR," he urged Americans to stop looking to Europe for inspiration and imitation and be themselves. He believed that people were naturally good and that everyone's potential was limitless. He inspired his colleagues to look into themselves, into nature, into art, and through work for answers to life's most perplexing questions. His intellectual contributions to the philosophy of transcendentalism inspired a uniquely American idealism and spirit of reform.

DESIGN: Using colored pencils/crayons or markers, design what you envision “The Wild” to be in your mind. You may make either make a picture, a border, or a background for this “wild” idea.

Rubric for Lesson One:

Section Titles Present and Bold: 8 points

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

o INTO THE WILD by: Jon Krakauer (main heading)o Transcendental or Scientific o Worth Running Fromo Escape Name

Color and Creativity for “Wild” in your mind: 10 points 3 sentences on choice of transcendental or scientific and WHY. 10 points 2 escape names, one for you and one for a friend- 6 points 2 lists of items worth running from, yours and a classmate. Additionally explain whether you agree or disagree with your classmate,

and WHY. Lists 6 points, Explanation 5 points.

Total Points for Lesson ONE: 45 points

Lesson TWO—One Pager DUE DATE: READ: “Carthage” Pg. 19 4th paragraph to bottom of Pg. 23 (3.5 pgs)

On the front only of one piece of copy paper:DISCUSS: (this time, discuss these questions, and put down YOUR belief and YOUR evidence. Ask for a partner to sign next to your

belief after hearing yours, and then you sign next to theirs after hearing theirs!)1. Chris McCandless’s parents don’t love him as a person. Agree or Disagree? Why?2. Chris is spoiled rotten and ungrateful. Agree or Disagree? Why?

EVIDENCE! For each of the above answers, copy a line from the text that supports your opinion. Follow the quote with an MLA citation. Example (Krakauer 21) or, McCandless said, “…sdlfkjsdlfj” (Krakauer 21).

CONNECT: Leo Tolstoy, born September 9, 1908, was a Russian author that Chris McCandless read often both in college and on his journey. Your job will be to connect to what McCandless’s belief and inspiration for his own family happiness might have been. Select 2-3 quotes from the grab bag in the front of the room from Tolstoy’s “Family Happiness”, find one that you can personally relate to. Copy it onto your one pager followed by the citation (Family Happiness,Tolstoy 1859) – follow this with how you can see this in families today, or even in your own with 3 or more sentences. You can also learn more information about him below:

Born to an aristocratic Russian family in 1828, he is best known for the novels War and Peace (1869) and Anna Karenina (1877), often cited as pinnacles of realist fiction. He first achieved literary acclaim in his twenties with his semi-autobiographical trilogy, Childhood, Boyhood, and Youth (1852–1856), and Sevastopol Sketches (1855), based upon his experiences in the Crimean War. Tolstoy's fiction includes dozens of short stories and several novellas such as The Death of Ivan Ilyich, Family Happiness, and Hadji Murad. He also wrote plays and numerous philosophical essays.

In the 1870s Tolstoy experienced a profound moral crisis, followed by what he regarded as an equally profound spiritual awakening, as outlined in his non-fiction work A Confession. His literal interpretation of the ethical teachings of Jesus, centering on the Sermon on the Mount, caused him to become a fervent Christian anarchist and pacifist. Tolstoy's ideas on nonviolent resistance, expressed in such works as The Kingdom of God Is Within You, were to have a profound impact on such pivotal 20th-century figures as Mohandas Gandhi,[2] and Martin Luther King, Jr..[3] Tolstoy also became a dedicated advocate of Georgism, the economic philosophy of Henry George, which he incorporated into his writing, particularly Resurrection.

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

DESIGN: You are running away and reinventing yourself. You are only allowed to take 3 items with you. What are those three items, why did you choose them? Using colored pencils/crayons or markers, or cut from magazines/print from the internet these three items. Include your reasoning in a short paragraph by following the prompt here: If I left everything behind and ran away, the three items I would take with me would be ___________,__________, and ___________. The reasoning behind this is…..

Rubric for Lesson TWO: Section Titles Present and Bold: 8 points

o Main Heading: Family Happinesso Love and Gratefulnesso Tolstoy Says…o My 3 Items

Color and Creativity for 3 runaway items: 9 points 3-5 sentences on why you would take these items with you 5 points 3-5 sentences responding to Tolstoy quote 5 points Agree/Disagree statements, two sentences why, and 2 lines of evidence 18 points

Total Points for Lesson Two: 45 points

Lesson THREE—One Pager DUE DATE: READ: “Detrital Wash” Pg. 28 Paragraph 1 to bottom of Pg. 29 (2 pgs)

Pg. 33 to bottom of Pg. 37 (5 pgs)On the front only of one piece of copy paper:

DISCUSS: (this time, discuss these questions, and put down YOUR belief and YOUR evidence. Ask for a partner to sign next to your belief after hearing yours, and then you sign next to theirs after hearing theirs!)

1. McCandless believes in rules/law/and authority. Agree or Disagree. Why?EVIDENCE! For each of the above answers, copy a line from the text from 28-29 and another line in the section of 33-37

that supports your opinion. Follow the quote with an MLA citation. Example (Krakauer 21) or, McCandless said, “…sdlfkjsdlfj” (Krakauer 21).

CONNECT: Read about Thoreau below, then select one of the 5 sections written by Henry David Thoreau “On Civil Disobedience” from the grab bag– using a highlighter, highlight/find 3 elements in the text that could have swayed Alexander Supertramp’s ideals. Glue to your one pager. After it, please write why you see the connection between his behavior and Thoreau’s beliefs.

Henry David Thoreau (see name pronunciation; July 12, 1817 – May 6, 1862) was an American essayist, poet, philosopher, abolitionist, naturalist, tax resister, development critic, surveyor, and historian. A leading transcendentalist,[2] Thoreau is best known for his book Walden, a reflection upon simple living in natural surroundings, and his essay "Civil Disobedience" (originally published as "Resistance to Civil Government"), an

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

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English 2

argument for disobedience to an unjust state. He was also deeply interested in the idea of survival in the face of hostile elements, historical change, and natural decay; at the same time he advocated abandoning waste and illusion in order to discover life's true essential needs

DESIGN: Using colored pencils/crayons or markers, design your page to have “canals that break off in a multitude of directions” (McCandless, 34). Remembering that being lost can be as a direct result of his lack of respect for law/rule/authority. Draw also a canoe, an oar…What might the Canoe represent? The oars? …”he screams and beats canoe with oar…the oar breaks” (McCandless, 36) label the canals, the canoe, and the oar with what you think they may symbolize.

Rubric for Lesson Three:

Section Titles Present and Bold: 8 pointso Detrital Wash (main heading)o Thoreau’s Influenceo Rules and Authorityo Canals, Canoe, Oar

Color and Creativity canals, canoe, oar: 11 points Rules/Authority statement, why, and 2 elements of evidence proper MLA: 15 points Symbolic representation labels for canals, canoe, oar: 6 points 3 highlights on Thoreau and subsequent explanation. 20 points

Total Points for Lesson Three: 60 points

Lesson Four—One Pager DUE DATE: READ: “Anza Borrego” Pg. 53 from “…February 28th” to bottom of 53 (1 pg.)

Pg. 56-to end of Pg. 60 (5 pgs.)On the front only of one piece of copy paper:

DISCUSS: (this time, discuss these questions, and put down YOUR belief and YOUR evidence. Ask for a partner to sign next to your belief after hearing yours, and then you sign next to theirs after hearing theirs!)

1. McCandless has an astonishing capability to win friends and influence people. Did Ron Franz benefit from his time with Chris? Yes/No—explain.

2. McCandless writes in his letter to Ron, “You are wrong if you think Joy emanates only or principally from human relationships” (Krakauer 57). Agree/or Disagree, Why?

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

EVIDENCE! For #1 find your own element of evidence in the text and copy it to support your opinion. For #2, copy the bold words and follow with your agree/disagree statement and why. Example (Krakauer 21) or, McCandless said, “…sdlfkjsdlfj” (Krakauer 21).

CONNECT: Interview someone who is 65 years of age or older! Ask them the following questions and list both the questions and their answers. Be respectful and mind your manners! Ask them to sign your paper here_________________________________Age________.#1 What is your life’s greatest joy?#2 What is your life’s greatest regret?#3 What advice would you give a young person about life’s ups and downs?#4 What advice would you wish a young person could give you?

DESIGN: Using colored pencils/crayons or markers, design your page to have the elements of nature that you believe you could comfortably connect with. What part of nature makes you feel at peace? Or happy? Perhaps it’s trees? Mountains? Sunrise? Sunset? Animals? A specific season? Explain why in 3 or more sentences.

Rubric for Lesson Four:

Section Titles Present and Bold: 8 pointso RON (main heading)o Friend or Foe (#1 above)o Joy is…(#2 above) (you fill this in with what brings you joy)o An Interview…

Color and Creativity nature design: 8 points Friend/foe statement, why, and 1 element of evidence proper MLA: 8 points Joy: Humans or Nature statement, why --- just copy the quote listed above in #2 6 points Interview. 20 points

Total Points for Lesson FOUR: 50 points

Lesson Five— One Pager DUE DATE: READ: “Carthage” Pg. 64 3rd paragraph to the end of Pg. 69 (6 pgs.)

On the front only of one piece of copy paper:

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

DISCUSS: (this time, discuss these questions, and put down YOUR belief and YOUR evidence. Ask for a partner to sign next to your belief after hearing yours, and then you sign next to theirs after hearing theirs!)

1. “McCandless was drawn to women but remained largely or entirely celibate, as chaste as a monk” (Krakauer, 65). Why do you believe that this was so?

2. McCandless writes in his final letters that this is his “last communication” or the “last you will ever hear from me” (Krakauer 68-69). He signs his letters “Alexander”. Some are of the opinion that his trip to Alaska was meant to be a suicide, not a self-discovery mission. What do you believe at this point? What does your shoulder partner believe? Make a Venn-Diagram to show how your beliefs are the same/different. Label each circle with your name and your classmates.

EVIDENCE! For #1 find your own element of evidence in the text and copy it to support your opinion. For #2, no evidence is necessary at this time. Example (Krakauer 21) or, McCandless said, “…sdlfkjsdlfj” (Krakauer 21).

CONNECT: Read below, and then rewrite the statement in your own words. Title this “Truth” for yourself.Rather than love, than money, than fame, give me truth. I sat at a table where were rich food and wine in abundance, an obsequious attendance, but sincerity and truth were not; and I went away hungry from the inhospitable board. The hospitality was as cold as the ices.

~Henry David Thoreau , from Walden (passage was highlighted in one of the books found with Chris McCandless’s Remains. At the top of the page “TRUTH” had been written in large block letters in McCandless’s hand (Krakauer, 117).

DESIGN: Using colored pencils/crayons or markers, design your page to create your own hieroglyphics on a belt for yourself. Each picture must represent an important memory or stage in your journey through life. You must have 5 pictures. Be ready to share these in a small group.

Rubric for Lesson Five:

Section Titles Present and Bold: 8 pointso Truth (main heading)o Chastity (#1 above)o Suicide or Self Discovery? (#2 above) (your Venn Diagram)o My Journey Belt

Color and Creativity 5 pictures/belt: 25 points Chastity statement with MLA citation: 10 points Suicide or Self Discovery Venn Diagram: 10 points Rewrite of Truth in your own words 10 points

Date: 10/6/2017 Focus: Elements 7, 15, 21 NAME: Kimberly Miller Organizing students to practice and deepen knowledge

(middle of the green Marzano in a nutshell elements book)

English 2

Total Points for Lesson Five: 63 points