Day 10, 50 minutes

Teacher: Miriam Gueck

Subject Area: World Literature and Composition
Unit Title: Welcome!
Lesson Title: Catch up/Wrap up/Student Choice/Games

Grade Level: 10

Objectives:
Catch up on any work we need to conclude
Wrap up any loose ends
If time allows, I will let students choose between activities they would like to do more of, such
as illustrating poetry and/or reading their outside reading book and/or going to the school
library, esp. since that fire drill kept us from going that modified day..
Maybe games e.g., Boggle, Scrabble; Perhaps, stations - one station for games, while one
group goes to the library, while another illustrates poetry, etc.
Preview Unit 2: Producing Research, Debate and Reports While Studying African Nonfiction
Standards:
Standard 1. Oral Expression and Listening
1.2.a.iv. Listen actively in groups to accomplish a goal
1.2.a.vi. Choose specific words for intended effect on particular audiences
1.2.a.vii. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions. (CCSS: SL.9-10.1b)
Standard 2. Reading for all Purposes
2.2.b. Provide a response to text that expresses an insight (such as an authors perspective or the nature of conflict)
or use text-based information to solve a problem not identified in the text (for example, use information from a
variety of sources to provide a response to text that expresses an insight)
2.2.e. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper). (CCSS: RI.9-10.4)
2.3.a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910
reading and content, choosing flexibly from a range of strategies. (CCSS: L.9-10.4)
i. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a
sentence) as a clue to the meaning of a word or phrase. (CCSS: L.9-10.4a)
ii. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy). (CCSS: L.9-10.4b)
iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech,
or its etymology. (CCSS: L.9-10.4c
iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary). (CCSS: L.9-10.4d)
Standard 3. Writing and Composition
3.2.a.iii. Choose and develop an effective appeal
3.2.a.iv. Collect, organize, and evaluate materials to support ideas

Day 10, 50 minutes

Materials/Resources Needed: TO BE DETERMINED, BUT PERHAPS MAY INCLUDE

Poems and art supplies
Outside Reading Book
To Read Next list, interactive notebook
Board Games
Teachers computer
Smart board/projector
Students laptops
Anticipatory Set:
Its the last day of our first Unit! Yesterday we determined that today we would
(3 minutes)
Activities:
If we have work to conclude we will do so this day. If we have loose ends from this introductory unit
to tie up we will do so this day.
Otherwise, I will allow students to choose what they would like to do this day. I think stations would
work well, allowing for differentiation for varying students desires and abilities. Some students may
want to read their Outside Reading Book and may do so in our cozy reading corner. Some students
may want to keep working with poetry from the day before and may do so. Some students may want
to go the library and update their To Read Next list. Of course, I will use my discretion at allowing
students to go unsupervised to the library. I may let them know that I will check on them/to be back
at a certain time. The more students are trusted, the more they rise to the occasion. Some students
may want to play Scrabble or Boggle and may do so.
(30 minutes)

2 minutes to get back to desks with laptops ready

At this point we will preview Unit 2: Producing Research, Debate and Reports While Studying African
Nonfiction. Students will create 7 flaps and adhere them to a page in their interactive notebooks.
The page will be titled, Unit 2 Prep Definitions. Each flap will be labeled on the outside with the
following words: Dinka, SPLA, refugee, jihad,
genocide, murahiliin, and UNHCR. I will then
introduce They Poured Fire On Us From the
Sky, The True Story of Three Lost Boys from
Sudan by Benson Deng, Alephonsion Deng,
and Benjamin Ajak. I will show them a map
of Sudan and together we will locate the
Dinka region that the three boys spent their
early childhood in. And I will assign their
homework, which will be to fill in the
definitions for the flaps they created in their
interactive notebooks. (15 minutes)