Point of view spiralling It would be a natural fit to spiral previously taught skills when students are analyzing the significance of Annemarie’s point of view at different times (1.03, 1.06, 1.09, 1.14, 1.16) throughout the unit to push rigor/complexity with this recurring skill: Examples of what this might look like: ● SWBAT determine how an author’s choice to tell the story from a certain point of view creates suspense. ○ How does the author’s choice to tell the story from Annemarie’s point of view create suspense for the reader? ● SWBAT determine how an author’s choice to tell the story from a certain point of view contributes to the mood of the scene. ○ How does the author’s choice to tell the story from Annemarie’s point of view contribute to the mood of the scene? ● SWBAT analyze how telling the story from a specific point of view contributes to a theme of the novel. ○ In what ways did Annemarie’s* naivety (could be knowledge or ignorance?) in certain scenes contribute to a theme of the novel? ■ *At different points in the novel, this could even be Kirsti’s or Ellen’s too?
Comparing an actual historical account and a fictional portrayal (with alignment to end of unit writing task) Throughout Unit 1, students must analyze similarities and differences between a historical account and a fictional portrayal of a historical event with the ultimate goal of completing the writing task, “Why did the author choose to tell this story from an underrepresented perspective/setting (Denmark)?” Throughout the unit, there could be some scaffolding to this culminating writing task that pushes students to consider, “Why did the author of Number the Stars choose to portray ___ in this way?” given a specific excerpt from the day’s reading. Examples of what this might look like (maybe in the form of a during-reading question or exit ticket): ● 1.02 → Compare and contrast the way Danish cultural values are revealed in the historical account and in the fictional portrayal. Why would the author choose to develop the fictional portrayal in this way? ● 1.06 → (Depending on the reading focus of Chapter 7) Compare and contrast the way [Sweden’s role/the dangers of wearing the Star of David] are portrayed in the historical account and in Number the Stars. Why would the author choose to develop the fictional portrayal in this way?
sfamug Beginning of Year Meeting Name:
Roland
Working
Q1 Goals:
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on
questioning this year
response analysis implementation joyfulAppg witoon.EE managing pacing on fE turnaround grading Better student papers assessing to data inmastery a and responding way that doesn't disrupt pacing 0 Data
Weekly Check-In Time: (will begin week of August 20th) #1 Choice #2 Choice
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Y.IE YoFIEi so Deliverables Schedule: ¨ 1 Week in Advance: By Sunday 8am, submit resources for Monday-Friday of the following week. ¨ Weekly Check-In Monday: By Sunday 8am, submit resources for Wednesday-next Tuesday. ¨ Weekly Check-In Tuesday: By Monday 8am, submit resources for Thursday-next Wednesday. ¨ Weekly Check-In Wednesday: By Tuesday 8am, submit resources for Friday-next Thursday. ¨ Weekly Check-In Thursday: By Wednesday 8am, submit resources for Monday-next Friday. ¨ Weekly Check-In Friday: By Thursday 8am, submit resources for Tuesday-next Monday. ¨ Other: ________________________________________________________________
Today
your VEI
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SMBAT
Back up their ideas and arguments with relevant evidence And explain why Feel confident in their abilities to read a text analytically and anyanswer questions
their ideas effectively both verbally and in written form Build vocabulary within a text Annotate effectively Be exposed to diverse texts written in different forms and focused on diverse characters outings Communicate
HT
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Express complex ideas in writing
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