Calendar

Week

Unit:

Day 1

Day 2

Day 3

Reader Generated Themes in Miss

Peregrines Home for Peculiar
Children
Day 4

Day 5
--Wrap up previous unit,
turn in projects.
--Reiterate the idea of good
close reading skills. Review
traits of good close readers,
and how to make
inferences. (Prior
knowledge on how to do
this)
HOMEWORK: Read WWII
overview and consider what
you already know about
WWII. Read Prologue and
Ch. 1 of Miss Peregrines
Home for Peculiar Children,
stop and jot summary for
Ch. 1

Pre-

1
--Brainstorm students
knowledge on WWII & circle
the things that apply to what
theyve read so far/what
they infer will be important
to the novel

--Share summaries with a

partner (steal ideas if
needed)
--Mini lesson on
mood/tone/style

Explain each concept

and how they relate

Explain how the

concepts can impact
the theme

Revisit The Lottery,

and examine the
mood/tone/style, and
how it affects the

--Mini lesson on theme

Theme v. Main idea

Generated by readers,
not just authors
Provide a list of
common themes to
consider
Read short story The

Unit Calendar

--Socratic Seminar
Things To Consider:
WWII/Setting
Identified themes
Mood/style/tone
Inferences
HOMEWORK: Read ch. 5 &
6, stop and jot summary for
each chapter, note new
ideas about theme and
passages that may support
those ideas

--Mini lesson on
characterization (direct and
indirect)
Discuss how the way
characters develop can
be one way an author
communicates the
theme
Discuss the pictures
included & how that
helps us identify
characters in this novel
--Have students complete a
storyboard worksheet.
Additional section will ask
students to note how these

--Share summaries with

partner & compare the
development of identified
theme.
--Introduce the Theme
Search.
Explain it
Model it with The
Lottery
They will be filling in a
modified version where
they must cite specific
passages that support
their ideas
Consider:
o Characterization

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Lottery as a class,
and practice identifying
theme and supporting
theme with textual
evidence. Use I
Witness Graphic
Organizer
Students will be
looking for theme as
they read the novel,
jotting down ideas in
their notebooks, and
tracking through
reading to see how it
changes and develops

HOMEWORK: Read Ch. 2,

do a stop and jot summary
in notebook

Unit:

actions and traits are

helping their theme develop.

theme

Reader Generated Themes in Miss

Peregrines Home for Peculiar
Children

Students will write 3-5

adjectives in their
notebooks to describe
the tone of Miss
Peregrines, Share
with a partner

Turn in before leaving,

or upon entering class
tomorrow

HOMEWORK: Storyboard
(if needed), read ch. 7 & 8,
stop and jot summary for
each chapter

EXIT TICKET: Find a

passage from what
theyve read in the
novel that displays the
tone, and explain why

o Mood/tone/style
o Inferences
o Conflicts
Allow in-class time for
reading

HOMEWORK: Finish novel,

stop and jot summaries,
continue to consider theme

HOMEWORK: Read Ch. 3

& 4, keep considering
theme, make predictions in
notebook, stop and jot
summary for each chapter

2
--First half of class: Socratic
Seminar
--Second half of class: Fill
out the modified theme
search for their identified
theme in Miss Peregrines
May discuss with a
partner if needed
HOMEWORK: Complete
theme search if unfinished

Unit Calendar

--Do a quick walk around to

review students theme
search to check on their
progress and understanding
--Introduce essay topic
--Tell students to review
their notes & worksheets
from throughout their
reading
--Look at how their ideas
changed and developed
--Look at what aspects
affected those changes
(Characterization,
mood/tone/style, setting)
--Brainstorm essay ideas
and passages for their

--Work day
Work on essay in
computer lab

--Work day
Work on essay in
computer lab

--Final day in computer lab

HOMEWORK: Complete
draft if possible/needed

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Unit:

Reader Generated Themes in Miss

Peregrines Home for Peculiar
Children

essay
--May begin drafting in
notebook if time allows, or
brainstorm with a partner
HOMEWORK: Come in
prepared to begin drafting

--Begin revising process

--Explain how the revising
process will work during the
week
Emphasize the
difference between
revising and editing
o Explain both will
be a part of the
process this week
Students will be using
the Focused Question
Card strategy
(something theyve
used before), choose
partner
o If they dont finish,
they will be able to
continue tomorrow
HOMEWORK: If completed,
turn in focused question
card (will be returned
tomorrow)

Unit Calendar

--Return Focused Question

Cards
--Finish revising activity
from Monday
--Use extra time in
computer lab to make
necessary revisions

--Have students choose a

new partner. This partner
will look for edits to be
made (punctuation,
grammar, conventions,
spelling, etc.)
HOMEWORK: None

HOMEWORK: Continue
working at home (if needed)

--Finish up editing
conferences if needed
--Be in computer lab for
students to make necessary
edits

--If needed, allow more time

in computer lab to finish
final draft of paper
--Turn in papers
--Begin introducing new unit

HOMEWORK: Work on
final draft if able

*Students will submit all

drafts (including ones with
edit/revision marks),
Focused Question Cards,
and all worksheets used
throughout the reading for
grading*