- Most Dangerous Game Unitms. Schrader's Teaching Portfolio Organizer
- Most Dangerous Game Unitms. Schrader's Teaching Portfolios
- Most Dangerous Game Units. Schrader's Teaching Portfolio Lesson
Learning Targets
- 'The Most Dangerous Game' turned out to be by far the favorite lesson among the accelerated students. Students were anxious and willing to debate. The challenge for them was how I assigned topics. The were challenged to defend the argument that on the previous day they fought against. This gave the students unique perspective.
- MDG WS 21-31 Most Dangerous Game Quiz The Most Dangerous Game vocab The Most Dangerous Game Worksheet pg Worksheets Mrs. Wingo “Only the very weak-minded refuse to be influenced by literature and poetry.”.
- Most Dangerous Game; Fairy Tale Comparisons. Teaching Portfolio. Syllabus and Summer Work. This is the introduction unit to elements of short stories.
- .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.
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.
Dana Alexander's Teaching Portfolio. Unit Plan Lesson Plans Technology Awards & Certificates. The Most Dangerous Game- Ship-trap Island Map.
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 learning
üDemonstratingflexibility and responsiveness
üCommunicating withstudents
ü Instruction and Assessment: Domain 3: Standards 3, 4, 6
Time/min | Deliverability | Instructional Strategy |
Day 1 | Tuesday | |
0-5 | anticipatory set | Calvin and Hobbs |
5-15 | Visual prompt | Journal:Two contrasting images:What do you notice about these two images. |
15-20 | Discuss prompt | |
20-30 | Art comparison | |
15-25 | Plan B:Story about the unsolvable problem.Heinz's dilemma | |
25-30 | Vote | Hand out voting paper.Have students vote.Is the husband justified in breaking the law to save his wife's life? |
30-40 | Guided instruction | Explain Double Entry notes to the students.They will journal while we read. |
Guided discussion | Discuss argument for the remainder of class | |
Acc. English | Split class into opposing Argument groups HW. Read part I 'The Most Dangerous Game.' Take two column notes. | |
Day 2 | Wednesday | |
0-5 | Journal | Prompt: Is it within your power to decide if rules can be broken?Should rules remain concrete? |
5-15 | Teacher 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 Rainsford |
15-30 | Image 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. |
15-20 | English 9: Guided instruction Activity Observation Assessment | Review Argument process from 'The Charge.' The Argument Debate Sides |
20-30 | English 9: Guided instruction | Read up through paragraph 84: In double entry notes, have students record: |
30-40 | English 9: Independent work | Studentscollaborate with each other and share their reasons for the notes they took |
30-40 | Acc. English | Activity: Small debate |
Day 3 | Thursday | |
0-10 | Teacher lead Class Discussion.PowerPoint slide | No bell activity.Discuss the questions generated by each side of the argument. 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 beings |
10-20 | Guided 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 background |
20-30 | Independent reading | Read through paragraph 167 as a class: Remind students about double entry notes requirements: |
30-40 | Small Groups Observation Assessment | Studentscollaborate with each other and share their reasons for the notes they took. |
Day 4 | Friday | |
Maybe add a day and insert an activity | ||
0-10 | Guided instruction.Prezi | No bell activity.Discuss the questions generated by each side of the argument. |
10-25 | Student read | Finish Story:Remind students about double entry notes requirements: |
25-40 | Teacher lead | Classroom discussion about the story. |
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. |
November 11, 2013
Unit 4, Day 1
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Journal- What was your favorite story as a child? Describe what the story was, and who first told you the story (or where you first read it)
(Discuss warm-up)
Explicit Instructions: Introduce new vocabulary unit. Students complete first exercise as a class while following along with Ms. Emig’s instruction
Explicit Instructions: Ms. Emig will distribute in-class notebooks to students. These notebooks will be used for in-class notes. Ms. Emig will show students a PowerPoint describing the procedures for the in-class notebook
Guided Practice: Students will write names on notebooks, place them in files according to their names. Ms. Emig will direct them in the organization process
Independent Practice: Ms. Emig will present an “Elements of Short Stories: PowerPoint. Today’s lesson will focus on note-taking for the following elements:
Setting
Characters/Characterization
Plot/ Conflict
Point of View
(Theme, Irony, symbolism, Flashback, and Foreshadowing will be covered the next day in class)
Notes URL: http://www.readwritethink.org/files/resources/interactives/lit-elements/overview/
Homework:
- Complete Chapter 8 Vocab
- Study for quiz on Friday
November 12, 2013
Unit 4, Day 2
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Students will read short story about a hazing event on a college campus. Students will respond in their journals to the following question:
What is the main idea of this article? Who were the people involved, and what was the event that happened?
Then, the class will discuss this article together
URL: http://abcnews.go.com/blogs/headlines/2013/08/new-claims-filed-in-lawsuit-over-fraternity-hazing-death-at-niu/
Explicit Instructions: Students will take out in-class notebooks for note-taking
Guided Practice: Ms. Emig will continue giving notes for the following fiction elements: Theme, Irony, symbolism, Flashback, and Foreshadowing
(Close notebooks, distribute pre-assessments)
Independent Practice: Students will complete “The Lottery” pre-assessment paper
Closure: Discuss results of pre-assessment
Homework:
- Complete Chapter 8 Vocab
- Study for quiz on Friday
____________________________________________________________________________________________
November 13, 2013
Unit 4, Day 3
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up Journal : Can you think of any outdated or old traditions that are still around today? For example, a father is supposed to walk his daughter up the aisle at her wedding. In olden times, this was a sign of the father giving ownership of his daughter to her new husband (“dowry”).
Discuss answers
Explicit Instructions: Ms. Emig will distribute pieces of paper, with the majority of them having red dots and one with a black dot. She will ask students to hang on to the papers until the class is over. Students are NOT to show any one the piece of paper, and they are not to open them.
Guided Practice: Ms. Emig will distribute copies of a plot triangle. She wil model how the plot triangle is completed by asking students to help her complete an example using “The Crucible”
URL: http://www.readwritethink.org/files/resources/interactives/plot-diagram/
Independent Practice: Students will complete plot triangle for “The Lottery”
Closure: Students will review and discuss plot triangle
Homework:
- Complete Chapter 8 Vocab
- Study for quiz on Friday
____________________________________________________________________________________________
November 14, 2013
Unit 4, Day 4
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up Journal: Do you know anything about hunting? What place, people, or images come to your mind when you think of hunting?
Discuss warm-up
(Check vocab books for completion)
Explicit Instructions: Ms. Emig will ask students to take out their short story packets and turn to “The Most Dangerous Game”
Guided Practice: Ms. Emig will explain the author’s background and themes in the story while students take notes in their in-class notebooks.
Ms. Emig will then demonstrate how to create annotations in the margins on the text. Students will need to make at least three annotations while reading the story. Annotations can be able the following topics: character, setting, plot,
Independent Practice: Students will
Closure: Students will begin working on their homework, a plot triangle of “The Most Dangerous Game”
Homework:
- Study for Chapter 8 Vocab
- Complete 'Most Dangerous Game' plot triangle
- Study for quiz on Friday
November 15, 2013
Unit 4, Day 5
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Students will study vocab and complete a Quizlet review for vocabulary Chapter 8
Explicit Instructions: Ms. Emig will explain the directions for the vocab quiz and will take any questions that the students have
Independent Practice: Students will complete vocabulary quiz
If time allows…
Guided Practice: Ms. Emig and students will continue reading 'The Most Dangerous Game'
Closure: Ms. Emig will explain the “Short Story Fair” and assignment that students will have at the conclusion of the unit (summative assessment)
___________________________________________________________________________________________
November 18, 2013
Unit 4, Day 6
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Students will read over the new vocabulary words for Unit 9, taking notes and drawing picture reminders as needed
Guided Practice: Complete Vocabulary Chapter 9 “Ten Words in Context” as a class. Teacher will encourage students to draw pictures/write reminders for each word as needed
Guided Practice: Students then will then take out ‘The Most Dangerous Game.” First, students will read pages 5-10 independently. Students may use headphones while reading. Then, students and Ms. Emig will finish reading the story by alternating reading roles using a “random student selector” tool online. Ms. Emig will point out examples of foreshadowing as they read
Explicit Instructions: Ms. Emig will ensure that students understand the directions for the “Most Dangerous Game Foreshadowing Finder” worksheet.
Independent Practice: Students will revisit the text to look for examples of foreshadowing. They will gather quotes on the outline and will construct a thesis sentence. They
Closure: Questions about foreshadowing worksheet
Return all notebooks and papers to portfolio
Homework:
Foreshadowing worksheet due by 11/19
_________________________________________________________________________________________
November 19, 2013
Unit 4, Day 7
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm-Up: Students will respond to the following question in their journals:
What is the scariest story you have ever heard (or the scariest TV show) you’ve ever seen? What made it so terrifying?
Discuss
Guided Practice: Complete Vocabulary Chapter 9 “Matching” as a class. Teacher will encourage students to draw pictures/write reminders for each word as needed
Independent Practice: Ms. Emig will present an Edgar Allan Poe slideshow so the students can learn about the author’s life and work. Students will copy these notes in their in-class notebook
Most Dangerous Game Unitms. Schrader's Teaching Portfolio Organizer
(Show “Poe Boy” and “Edgar Allan Poe” cartoons)
Explicit Instruction: Ms. Emig will distribute “Poe Vocabulary” worksheets. Students will define the following words, which will be seen in Poe’s work:
- Audacity
- Phantasm
- Vexed
- Dissimulation
- Intemperance
Students may use their cell phone dictionaries or a traditional dictionary to search for these words.
Guided Practice: Students will then listen to Vincent Price’s reading of Edgar Allan Poe’s “The Tell-Tale Heart”
Closure/Homework: Students will be asked to locate a murder mystery story or current event and complete a compare/contrast Venn Diagram (due Friday). Students will have laptops available on Tuesday to locate articles as needed.
Homework
Complete all of Chapter 9 by 11/21
Study for Vocab Chap. 9 on 11/22
Murder Venn Diagram due 11/26
*Students will be reminded to bring in their headphones for class tomorrow*
____________________________________________________________________________________________
November 20, 2013
Unit 4, Day 8
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Warm Up: Students will watch the following video as a pre-reading warm-up. Students will discuss the video and make predictions about the story
“Finding Stories in Ordinary Places” http://www.youtube.com/watch?v=mhmc5_WxdTo
Guided Practice: Students will each sign-out a laptop and log on to the following website to listen to Edgar Allan Poe’s “The Black Cat.” Students will listen to and read the story at their own pace. After each section of reading, students will choose a picture to represent each section. Students will be able to scroll over vocabulary words to check the word’s definition.
(NOTE: This reading activity will be broken up into two days)
Independent Practice: After students have had time to listen to sections of “The Black Cat,” they will write a journal closure entry to summarize what they have read so far.
Closure: When students have completed the activity, they will search for a murder mystery article
Homework
Complete all of Chapter 9 by 11/21
Study for Vocab Chap. 9 on 11/22
Murder Venn Diagram due 11/26
Most Dangerous Game Unitms. Schrader's Teaching Portfolios
___________________________________________________________________________________________
November 21, 2013
Unit 4, Day 9
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Warm Up: Students will complete “Sentence Check 1”
Review as a class
Ms. Emig will check for Chapter 9 completed vocab
Guided Practice: Students will each sign-out a laptop and log on to the following website to listen to Edgar Allan Poe’s “The Black Cat.” Students will listen to and read the story at their own pace. After each section of reading, students will choose a picture to represent each section. Students will be able to scroll over vocabulary words to check the word’s definition.
(NOTE: This reading activity will be broken up into two days)
Independent Practice: After students have had time to listen to sections of “The Black Cat,” they will write a journal closure entry to summarize what they have read so far.
If time allows…
Students will have time to look up murder mystery articles for their Poe Venn Diagram Assignment
Homework
Study for Vocab Chap. 9 on 11/22
Murder Venn Diagram due 11/26
____________________________________________________________________________________________
November 22, 2013
Unit 4, Day 10
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Warm Up: Students will have time to study or their vocabulary quiz. They may use their book, their notecards, or the Quizlet app
Explicit Instructions: Ms. Emig will explain each section of the vocabulary test
Independent Practice: Students will complete the Chapter 9 vocabulary tests
If time allows…
When students finish the test, Ms. Emig will provide them with an “elements of short story” project. Students will be permitted to choose an element of fiction and will create a small poster to define and illustrate the term they choose. These will be due on Wednesday, November 27th
______________________________________________________________________________________________________________
11/25/13
Unit 4, Day 11
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Ms. Emig will ask students to report the status of their progress on the Poe Venn Diagram assignment. If students need time to complete the project, they can work on the diagram before beginning the author research project.
Explicit Instructions: Ms. Emig will explain the procedures for researching in the media center. Students are to remain respectful of all individuals in the media center, and are to stay on task.
Guided Practice: Students will research their short story authors and take notes on their lives. Ms. Emig will help students determine important information
Independent Practice: Students will choose and author/short story to research.
Closure: Ms. Emig will ask students to share the status of their progress.
_______________________________________________________________________________________________
11/26/13
Unit 4, Day 12
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
(Poe Venn Diagram due)
Warm Up: Ms. Emig will ask students to gather all materials needed for continuing their research in the Media Center.
Explicit Instructions: Ms. Emig will explain the procedures for researching in the media center. Students are to remain respectful of all individuals in the media center, and are to stay on task.
Guided Practice: Students will research their short story authors and take notes on their lives. Ms. Emig will help students determine important information and take notes
Independent Practice: Students will continue working on research projects and will begin drafts for the project
Closure: Ms. Emig will ask students to share the status of their progress.
_______________________________________________________________________________________________
Unit 4, Day 13
11/27/13
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Journal- What do you think Edgar Allan Poe’s daily life was like? Did he live in a normal way? Explain your answer.
Explicit Instruction: Ms. Emig will introduce students to the Edgar Allan Poe biography video
Guided Practice: Ms. Emig will introduce students to the questions on the video note sheets
Independent Practice: Students will complete the video notes sheet while watching the Edgar Allan Poe biography film
Closure: Collect video note sheets
_______________________________________________________________________________________________
12/02/13
Unit 4, Day 14
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Have you ever heard of the Legend of Sleepy Hollow? If not, what do you think it is?
Discuss Warm-up
Guided Practice: Students and teacher will complete the introduction to Chapter 10 vocabulary unit
Most Dangerous Game Units. Schrader's Teaching Portfolio Lesson
Show student Quizlet flashcards, remind them to review for Unit Test (Chapter 6-10) next Friday
Guided Practice: Students will take notes on the life and work of Washington Irving and the impact of his story, “The Legend of Sleepy Hollow”, upon modern culture
Explicit Instructions: Ms. Emig will explain the Literature Circle Group Roles packet and the individual responsibilities of each role
Source: http://www.gcisd-k12.org/cms/lib/TX01000829/Centricity/Domain/61/Literature_Circles.pdf
Independent Practice: Students will be placed into their assigned groups and will need to determine which group member will have each role.
Closure: Students will share which roles they chose for their individual group members and why they chose the roles
Homework
Study for Ch. 10 vocab on 12/6
Vocab Ch. 10 due on 12/5
Bring in materials for poster on 12/5 and 12/6
_______________________________________________________________________________________________
12/03/13
Unit 4, Day 15
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Can you think of any other legends, stories, or actual events that are similar to “Sleepy Hollow?”
Explicit Instructions: Ms. Emig will instruct all students to take out their Literature Circle papers. Papers will be graded per appropriate amount of progress
Guided Practice: Ms. Emig will ask students to come up to the board and fill in what has happened in the story so far on the plot triangle (triangle will be projected onto the board, and students will use markers to fill in information)
Independent Practice: Students will be placed into their assigned groups and will need to determine which group member will have each role.
Closure: Students will be asked to summarize the events of the story so far
Homework
Study for Ch. 10 vocab on 12/6
Vocab Ch. 10 due on 12/5
Bring in materials for poster on 12/5 and 12/6
_______________________________________________________________________________________________
12/04/13
Unit 4, Day 16
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Complete Vocabulary exercises
Explicit Instructions: Ms. Emig will instruct all students to take out their Literature Circle papers. Papers will be graded per appropriate amount of progress
Guided Practice: Ms. Emig will ask students to come up to the board and fill in what has happened in the story so far on the plot triangle (triangle will be projected onto the board, and students will use markers to fill in information)
Independent Practice: Students will be placed into their assigned groups and will need to determine which group member will have each role.
Closure: Students will be asked to summarize the events of the story so far
Homework
Study for Ch. 10 vocab on 12/6
Vocab Ch. 10 due on 12/5
Bring in materials for poster on 12/5 and 12/6
_______________________________________________________________________________________________
12/05/13
Unit 4, Day 17
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Turn in Literature Circle group worksheets
Take out vocabulary books to be checked and graded by Ms. Emig
Explicit Instructions: Ms. Emig will explain the directions for the open note quiz
Independent Practice: Students will complete the “Sleepy Hollow” open note quiz and turn it into the folder on Ms. Emig’s desk when complete
Independent Practice: Once students have completed their open notebook quizzes, they will have the opportunity to work on their Author Study projects using the laptops provided
Closure: Students will record on a piece of paper the progress of their project. Ms. Emig will collect these and use them as a reference
Homework
Study for Ch. 10 vocab on 12/6
Bring in materials for poster on 12/5 and 12/6
_______________________________________________________________________________________________
12/06/13
Unit 4, Day 18
Objectives
- Identify elements of fiction and components of short stories
- Cite connections between short story themes and modern events
- Practice personal organization and critical thinking by keeping organized notes and important documents
Instructional Plan
Warm Up: Students will have time to study vocabulary using their books, handmade flashcards, or online Quizlet flashcards
Explicit Instructions: Ms. Emig will explain the directions for the vocabulary quiz and will answer any questions from the students
Independent Practice: Students will complete the Chapter 10 vocabulary quiz and turn it into the folder on Ms. Emig’s desk when complete.
Independent Practice: Once students have completed their open notebook quizzes, they will have the opportunity to work on their Author Study projects using the laptops provided
Closure: Students will complete a “Short Story Project Checklist” which Ms. Emig can use to understand what students need to complete
Homework
Work on Author Study Short Story Projects