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1 hour

Students are introduced to close reading and learning vocabulary from context.

1 hour

Students will listen to a read aloud, experiencing the text by answering and asking questions.

1 hour

Students continue to participate in comprehension activities to more deeply experience and comprehend the text.

1 hour

Students participate in an evidence-based discussion using text-dependent questions.

1 hour

Students continue to practice reading closely through annotating text.

1 hour

Students will discuss and write responses to two questions using evidence from the text.

1 hour

Students continue answering text-dependent questions through writing.

1 hour

Students close read through annotation and answering text-dependent questions.

1 hour

Students focus on close reading through annotation and answering text-dependent questions.

1 hour

Students will individually write responses to an assessment prompt.

1 hour

Students will review their earlier reading annotation and interact with and discuss the text.

1 hour

Students learn how to work collaboratively with others during the revision process.

1 hour

Students will work collaboratively to conduct an analysis of one of the stages of development.

1 hour

Student groups present their analysis of a stage of development.

1 hour

Students will add introductions and conclusions to the written response they began previously.

1 hour

Students write formally using strong and thorough textual evidence to analyze character development.

1 hour

Students have finished their close reading and will write a formal evidence-based essay.

1 hour

Students will close read and analyze an excerpt from the text.

1 hour

Students continue to analyze and explore how the author uses metaphor.

1 hour

Students analyze the author's development of central ideas.

1 hour

Students will prepare for and craft a formal essay about how the author uses language.

1 hour

Students analyze the cumulative impact of specific word choices on meaning and tone.

1 hour

Students will consider the author's use of figurative language.

1 hour

Students discuss and analyze how the author develops characters.

1 hour

Students practice collecting and organizing details from the text to support analysis.

1 hour

Students analyze how the author refines the central idea and introduces a new one.

1 hour

Students will trace the development of central ideas in both texts.

1 hour

Students will demonstrate their ability to describe complex characters and analyze paired texts.

1 hour

This lesson serves as the initial exposure to Shakespearean language.

1 hour

Students develop their close reading skills and analyze how the author introduces Romeo.

1 hour

Students analyze how the author develops a central idea using figurative language.

1 hour

Students analyze how the author develops Juliet's character through her interactions with her mother.

1 hour

Students analyze the author's use of figurative language in the scene at the Capulet Ball.

1 hour

Students explore the effect of the author's structural choices in the lines of soliloquies.

1 hour

Students analyze how Shakespeare uses dialogue to develop a central idea.

1 hour

Students craft a formal response about how character development refines a central idea.

1 hour

Students explore Romeo's character development through his interactions with Tybalt and Mercutio.

1 hour

Students analyze the development of a central idea of fate.

1 hour

Students read and analyze Juliet's soliloquy expressing her eagerness for Romeo's arrival.

1 hour

Students analyze how artists treat the same subject in different media.

1 hour

Students analyze the cumulative impact of Shakespeare's word choices on Romeo's character development.

1 hour

Students analyze how Shakespeare develops Juliet's character through her interactions with Friar Laurence.

1 hour

Students analyze Friar Laurence's plan for Juliet to avoid marrying Paris and be with Romeo.

1 hour

Students analyze how central ideas are refined in the scene where Romeo kills himself.

1 hour

Students explore a central idea of fate in the scene where Juliet kills herself.

1 hour

Students explore the elements of tragedy and how Romeo and Juliet is an example.

1 hour

Students collect and discuss evidence about Romeo and Juliet as tragic hero and heroine.

1 hour

Students craft a formal response to a prompt about the development of tragic heroes/heroines.

1 hour

Students begin to analyze the first paragraph, in which Poe introduces the narrator.

1 hour

Students will explore how Poe begins to develop central ideas through specific textual details.

1 hour

Students focus on Poe’s structural choices, and the effects of this on the reader.

1 hour

Students learn how the narrative point of view contributes to the reader’s understanding.

1 hour

Students will consider how Poe’s structural choices develop and refine the text’s central ideas.

1 hour

Students analyze how Poe drives the story toward the narrator’s confession.

1 hour

Students analyze choices concerning text structure, time, and order of events in the entire text.

1 hour

Students discuss contributions to the development of a central idea.

1 hour

Students explore the overall meaning of the poetic speaker's funeral metaphor.

1 hour

Students explore how Dickinson develops the central idea of madness through the funeral metaphor.

1 hour

Students consider how Dickinson uses structural choices to develop the central idea of madness.

1 hour

Students analyze how the two unit texts talk to each other.

1 hour

Students write an essay about a central idea shared by both texts.

1 hour

Students are exposed to Sophoclean dramatic structures.

1 hour

Students examine the key details established thus far.

1 hour

Students consider the effects created by Sophocles' unique plot structure.

1 hour

Students explore the relationship between human and divine power and the role of fate.

1 hour

Students analyze textual details relating to both literal and figurative blindness.

1 hour

Students examine the figurative language of Teiresias’s riddle.

1 hour

Students explore the effects created key details being revealed through riddles.

1 hour

Students explore the development of the central idea of the role of fate.

1 hour

Students consider how Jocasta’s story develops the central idea of fate.

1 hour

Students examine Oedipus’s opinion of who might be responsible for this crime.

1 hour

Students examine Oedipus’s account of a violent past.

1 hour

Students develop a claim about the relationship between prophecy and Oedipus’s actions.

1 hour

Students consider how Sophocles creates mystery and tension.

1 hour

Student analyze the role of the steady revelation of key details.

1 hour

Students collect evidence on how the steady revelation of key details shapes the central idea.

1 hour

Students explore how the revelation of Oedipus’s true identity develops relationship between choices and fate.

1 hour

Students use a tool to collect key details of Oedipus’s final act of self-mutilation.

1 hour

Students explore Oedipus’s account of his tragic situation.

1 hour

Students prepare for developing evidence-based claims.

1 hour

Students explore how Sophocles develops the central idea Oedipus’s guilt throughout the play.

1 hour

Students discuss the difference between informational and literary texts.

1 hour

Students examine how Mosley develops his second central idea of the feeling of vulnerability.

1 hour

Students analyze Mosley's central idea about the role of fiction.

1 hour

Students determine the qualities of a strong written response.

1 hour

Students determine how Mosley develops and refines his central claim.

1 hour

Students analyze the response of a classmate for strength of evidence.

1 hour

Students engage in a rich discussion to comprehend ideas and concepts.

1 hour

Students examine the Bernard Madoff scandal through the lens of a book review.

1 hour

Students determine and present the development of the central idea in a portion of text.

1 hour

The teacher will model the development of a discussion question for the students.

1 hour

Students answer questions and engage in textual analysis.

1 hour

Students identify and analyze the development of central ideas.

1 hour

Students synthesize analysis across multiple texts during an assessed discussion.

1 hour

Students are introduced to inquiry-based research to deepen understanding.

1 hour

Students analyze the text regarding claims about autism and understanding animal behavior.

1 hour

Students read and analyze passages about behaviorism, and track potential topics for research.

1 hour

Students examine how Grandin unfolds her central idea, and generate inquiry questions.

1 hour

Students analyze how Grandin unfolds a series of events, and refine their inquiry questions.

1 hour

Students examine how Grandin unfolds an analysis of problems in the cattle industry.