Point of View, Annotating, and "An Occurrence at Owl Creek Bridge"-1/22

Warm Up:
-Students will take a brief reading quiz on "The Cask of Amontillado"
-This will serve as a formative assessment
-Students will work independently on the initial question for the anticipation guide to "An Occurrence at Owl Creek Bridge"

Work Session:
-Students will briefly take notes on POV and the correct way to annotate a piece of fiction
-As a class we will discuss the Civil War KWL chart to set the tone and mood for the story
-As a class we will read and disuss the entire story
-As students read along  they will answer the reading guide questions
-Students will spend a limited amount of time annotating their own copy of the story

Summarizer:
-Students will copy at least three important quotes from their discussion on sticky notes
-They will attach these quotes to the door frame on the way out of class for today's Exit Ticket

Poe and "The Cask of Amontillado"- 1/21

Warm Up:
-Students will use their graphic organizers to write a chronologically ordered paragraph on the life, death, or legacy of Edgar Allen Poe (10 minutes)

Work Session:
-As a class we will begin reading and discussing "Cask of Amontillado"
-Students will pair up with their BATMAN learning partner from their flexible grouping sheet
-Together, students will complete their reading of "Cask of Amontillado"
-In their partnerships students will use advanced graphic organizers to identify elements of suspense in the story
-On the back of these sheets they will additionally do #1-4 of the Critical Thinking questions on page 68 of the textbook

Summarizer:
-Students will turn in completed learning group work to serve as today's Exit Ticket

Masters of Suspense--1/17

Warm Up:

-We  will be discussing the life, death, and legacy of Edgar Allan Poe at the beginning of class today

-While the instructor presents the pictorial presentation, students are encouraged to take notes using their graphic organizers

Work Session:

-Students will use the other side of their graphic organizers as they move into the next activity

-As a class we will view the episode entitled "Revenge" from "Alfred Hitchcock Presents"

-If time permits we will begin reading and discussing "Cask of Amontillado"

Summarizer:

-Students will complete a 3-2-1 Countdown based on today's lesson

Common Assessment- 1/16

Warm Up:
-Students will take brief notes, and discus the elements of suspense as they appear in short form fiction

Work Session:
-Almost the entire class today will be spent on the first administration of the common assessment
-Students that finish early are encouraged to complete the common assessment performance task if they did not finish yesterday

Summarizer:
-Completed common assessments and performance tasks will serve as today's Exit Ticket

Literary Conflict, Health Surveys, and Common Assessment Performance Task- 1/15

Warm Up:
-Students will take notes on the different types of literary conflict
-Using the visual cue students will respond to Journal Prompt #2 and be prepared to share and discuss

Work Session:
-Students will use the department laptops and their BYOD devices to answer the GA Health Survey
-Students will use the remainder of class to answer the performance task attached to the first administration of the common assessment
-Students that finish early will begin constructing the foldable review booklet that will be used for the summative assessment for "The Most Dangerous Game"

Summarizer:
-Students will complete the 3-2-1 Countdown based on today's lesson

Sentence Fragments/Run-Ons and "The Most Dangerous Game" Reading/Vocab Test- 1/14

Warm Up:
-We will start today by discussing the impact the summer reading has on grades overall
-Students will take notes on sentence fragments and run-on sentences
-Students will complete the first half of the sentence fragments/run-ons worksheet
-As a class we will correct these and discuss
-For homework students will complete the second half of the worksheet

Work Session:
-Students will be taking the reading and vocabulary test for "The Most Dangerous Game"
-As this test is comprehensive, it should take a majority of the class period
-If time permits we will create the foldable review comic book for the short story
-Students will receive directions on what information should be displayed on each page
-This will serve as the performance task for this short story

Summarizer:
-Students will answer the Essential Question on a sticky note for today's Exit Ticket

Finishing "The Most Dangerous Game"- 1/13

Warm Up:
-Students will pair with their WONDER WOMAN learning partner
-Students will continue using BYOD devices to find definitions for the vocabulary words for the short story

Work Session:
-Students will use a majority of the class time to complete reading "The Most Dangerous Game"
-Students will identify the major plot structures for the story
-If time permits, students will be shown how to play Vocabulary Battleship
-Students will play a few rounds of Battleship until the end of class

Summarizer:
-Students will complete a Four Corners formative assessment