Matched+Lesson+PLans

**Teacher: ** Mann- Dale **Plan: ** //__Matched__// by Ally Condie **Group: **Orange Primary CCCS Standards Covered
 * **Lesson Plans **
 * Read Text RL. 9-10/11-12 .10
 * Reflect/Respond to lit, cite evidence RL. 9-10/11-12 .1
 * Increase vocabulary RL. 9-10/11-12 .4
 * Discuss details and concepts from the text. SL.9-10/11-12 .5&6
 * Analyze author's work RL. 9-10/11-12 .5&6
 * Analyze characters RL. 9-10/11-12 .3
 * Analyze theme RL. 9-10/11-12 .10
 * Compare/Relate w/other author's works RL. 9-10/11-12 .7
 * Compare/Relate w/other media (artistic and literary) RL. 9-10/11-12 .9
 * Other standards incidental to activities


 * Essential Question: **
 * How much freedom should be sacrificed for comfort and security?
 * How much individual freedom should be sacrificed for the common good?
 * Who decides how much freedom to sacrifice?
 * // Note: //**// Lessons are not necessarily one day’s worth of content. //
 * **Lesson 1 ****How to use Kindle **

Use technology Read text Respond to literature (reflection)
 * Objectives: **


 * CCCS: **
 * RL.9-10.10 **By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
 * RL.11-12.10. ** By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.


 * Activities: **

Introduce use of Kindle and its features:
 * Finding your book
 * Selecting text options
 * Highlighting text
 * Tracking where you are (not pages)
 * Unknown words - dictionary feature
 * Notes added to text

Explain expectations of Kindle Use:
 * Read for uninterrupted period of time using Kindle
 * Reflection on what was read (Reflection Sheet)
 * Note date, time began and stopped, location
 * Note 3 unknown words and define (use Kindle features)
 * Write a summary of daily reading
 * **Lesson 2 ****Before **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Reading **//Matched//**


 * Objectives: **

Engage in Discussion of EQ Use technology (Kindle) Read text Develop vocabulary Respond to literature (reflection) Explore Literary Genres Read Informational Text

<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.10. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories,
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.10. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories,
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">RL.9-10.1 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.9-10.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.11-12.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text(e.g., how Madison defines //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">faction //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">in //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">Federalist //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">No. 10).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.9-10.1. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.11-12.1. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


 * Activities: **

Introduce dystopia setting Cloze/Close Reading Text Compare contrast dystopia with utopia (Venn) Discuss Text features of Literature (fiction)


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 3 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Reading **Matched; Analyze Characters**


 * Objectives: **

Analyze Characters Make Inferences Respond to literature (reflection) Develop vocabulary Read Informational Text


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.3. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.3.. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">faction //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">in //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">Federalist //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">No. 10).


 * Activities: **

Discuss selected quotes of characters’ dialogue Analyze quotes for character traits (paper) Read for uninterrupted period of time – Kindle

Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 4 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;"> Reading **//Matched//**


 * Objectives: **

Examine Point of View (POV)-(Narrative) Analyze Visuals – Interpret and Respond Respond to literature (reflection) Develop vocabulary


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">faction //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">in //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">Federalist //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">No. 10).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.5. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.5 **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.7. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">Landscape with the Fall of Icarus //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.7. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)


 * Activities: **

Discuss POV (Narrative) Analyze text for POV Discuss first person POV Analyze and discuss book cover Read for uninterrupted period of time - Kindle

Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 5 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Reading **//Matched//**


 * Objectives: **

Connect Reading to Real Life Analyze Author’s Choices Respond to literature (reflection) Develop vocabulary


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">faction //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">in //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">Federalist //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">No. 10).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.5. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.5 **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">RL.9-10.6 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">RL.9-10.7 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).


 * Activities: **

Discuss cultural elements: dating, choosing a mate, family heirlooms Analyze author’s use of words and alternate definitions: artifacts, match, etc. Read for uninterrupted period of time - Kindle

Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 6 **

Read Informational Text Scheme: Background Knowledge
 * Objectives: **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.9-10.1. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.11-12.1. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.9-10.10. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.11-12.10. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Explore silk production Cloze/Close Reading
 * Activities: **

Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 7 **


 * Objectives: **

Examine author’s use of source material Analyze poetry Compare themes Analyze across mediums Examine and Compare POV


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.5. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.5 **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.6. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.6. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.7. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">Landscape with the Fall of Icarus //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.7. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.9. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.9. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.9-10.10. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.11-12.10. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Discuss Condie’s use of poetry in the plot Discuss Censorship and Banning Books Review list of books that have been banned and why Read and Discuss //Do Not Go Gently// by Dylan Thomas that was banned in the story View a PowerPoint of the poem (teacher made) View a segment of //Dangerous Minds// (movie) that discusses the poem Analyze Thomas’ choices of literary features and devices Discuss POV in the poem Read about Dylan Thomas and why he wrote this poem Read and Discuss //Crossing the Bar// by Alfred Lord Tennyson that was also banned Read about Tennyson and why he wrote this poem Discuss POV in the poem Read and Discuss //Death Shall Have No Dominion// by Dylan Thomas View a PowerPoint of the poem (teacher made) Discuss meaning and theme. Discuss POV in the poem Compare with //Do Not Go Gently,// Thomas’ other poem in the lesson Read and Discuss //Because I Could Not Stop for Death// by Emily Dickinson View a PowerPoint of the poem (teacher made) Discuss meaning and theme. Discuss POV in the poem Review //Stopping by Woods on a Snowy Evening// by Robert Frost (read earlier this year) View a PowerPoint of the poem (teacher made) Discuss POV in the poem in relation to others Read about Frost and why he wrote this poem Discuss why the Society kept this poem as one of “The Hundred Poems” Make a poster on Glogster about at least one of the poems Compare POV from the poems and the book //Matched// // ( // Rage, Defiance, Acceptance, and Anticipation) Compare two well known painting that connect to //Matched// (a woman in green by two different artist who were part of different art movements: art deco and impressionist) painting are on wiki.
 * Activities: **


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 8 **
 * Objective: **

Analyze Symbolism

Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading

<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">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). <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">grades 9–10 reading and content //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">, choosing flexibly from arrange of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.4. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">faction //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">in //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">Federalist //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">No. 10).
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.5. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.5 **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">L.11-12.4 **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //<span style="font-family: 'Gotham-BookItalic','sans-serif'; font-size: 10px;">grades 11–12 reading and content //<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">, choosing flexibly from arrange of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


 * Activities: **

Analyze text significant symbols Discuss possible symbol representations Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 9 **

Read Text Analyze Author’s Choices
 * Objective: **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.9-10.5. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> 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.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.5 **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">RL.9-10.10 **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RL.11-12.10. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Guided Reading (of passages from Matched) Cooperative Learning Pairs Identify author’s use of imagery (senses it draws from) Discuss findings Independent Practice (of passages from Matched) Choose a favorite passage using imagery and create a graphic image
 * Activities: **

Review Plot Use Technology Answer content based questions
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Lesson 10 **
 * Objective: **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">CCCS: **
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.9-10.1. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;">RI.11-12.1. **<span style="font-family: 'Gotham-Book','sans-serif'; font-size: 10px;"> Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

On-line quizzes about //Matched –// For missed questions, locate in text the correct answer and document where it was found. View PowerPoint on plot events, discuss and take notes
 * Activities: **


 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Assessment **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Written test including: **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Text Dependent Questions (analyze) **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Plot Content/Right There Questions (multiple choice) **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Cross Media Questions (compare) **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Differentiation: **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">For students who are struggling reading the text will be offered one-on-one assistance in the form of discussion and summaries. Assignments will be scaffolded as need to allow for each student to be successful. **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Students who finished //Matched// ahead of the others, will be permitted to continue with the next book in the series, //Crossed//. They will be asked to describe how the POV structure is different than //Matched// and required to provide text evident of this difference from both texts. If that is completed the finial book of the series, //Reached//, will be allowed in the same manner. They will get extra credit for these assignments. **