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English 10. Week of Oct 28- Nov. 1. Monday, October 28, 2013. Review “The Contents of the Dead Man’s Pocket ” Complete Suspense page from Friday Complete reread and read ahead strategies page

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english 10

English 10

Week of Oct 28- Nov. 1

monday october 28 2013
Monday, October 28, 2013
  • Review “The Contents of the Dead Man’s Pocket”
  • Complete Suspense page from Friday
  • Complete reread and read ahead strategies page
  • Objective- Students will learn reading strategies of rereading and read ahead and apply them to future stories.
tuesday october 29 2013
Tuesday, October 29, 2013
  • In small groups, read “The Monkey’s Paw”
    • While reading answer the questions in the margins together.
      • Reading check
      • Literary analysis- foreshadowing
      • Reading strategy- making predictions
  • Objective- Students will learn to read and discuss a story as a group.
wednesday october 30 2013
Wednesday, October 30, 2013
  • Review “The Monkey’s Paw” by answering the focus question.
    • Do the events of the story prove the fakirs’ point that “fate ruled people’s lives, and that those who interfered with it did so to their sorrow.” Support your opinion.
  • Read “The Bridegroom” as a class stopping to discuss margin questions.
  • Objective- Students will learn to respond thoughtfully and critically to a short story.
thursday october 31 2013
Thursday, October 31, 2013
  • Identify what several quotes from “The Monkey’s Paw” and “The Bridegroom” are foreshadowing.
  • Answer questions based on making predictions.
  • Objectives: Students will learn critically analyze how making predictions and identifying foreshadowing adds to suspense.
friday november 1 2013
Friday, November 1, 2013
  • Review for quiz over
    • “Contents of the Dead Man’s Pocket”
    • “The Monkey’s Paw”
    • “The Bridegroom”
  • In small groups, review questions for quiz
  • Objective- Students will review for weekly quiz.
standards
Standards
  • Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 9-10topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.