Torres743unitcuriousincident by Brittany Torres

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

MAT Evidence 3: Unit Plan Cover Sheet Brittany Torres Intern: ________________________

Social Interactions and Order & Logic Title of Unit: ______________________________

English IV/Standard 19 November 2013 Course/Level: _____________________________ Date Submitted: ______________________ Requirements for Evidence 3 include the UbD Chart (with all three stages); a Daily Lesson Plan for each day of the unit; and all major assignment sheets, assessment rubrics, and other materials as specified by the Subject Area Methods instructor. While the evidence of some of the performance indicators is easy to find, some of the indicators are more elusive, or may not have been included at all. This chart will let your evaluators know where you think you have included certain required aspects of the unit. If you have consciously NOT addressed an area, this is the means by which you can account for your decision not to include the element.

Performance Indicator

Where/How Addressed in the Unit

Literacy Instruction

DLP#2,4: Reading of the novel will be done mostly in class for at least 30 minutes. This will include close reading and engaging in study guide questions while reading. As well as reflections about the reading.

Interconnectedness of Content Areas/Disciplines • Note links within or across grades and subjects

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Global Awareness Integration with 21st Century Skills and Content

Critical Thinking and Problem-Solving

DLP#1: Chapter 31 Performance uses drama as a way to communicate the language of the text • Performance Task: Character Monologues uses drama as a way to communicate the language of the text as well as understanding how to show different points-of view. • DLP#3-4: Learning about different syndromes touches on content area of psychology. • DLP #3, 8, 12: The Knight’s Charge (warm-up) for these days focuses on a particular current event that is occurring in our world. Students will read the article on the current event and respond and discuss its implications. Communication and Collaboration • DLP #3: Group reading and presentation of Syndromes, students will have to work together to come up with the best information that they will then teach to the rest of the class. • Performance Task: Final Essay - students will convey their ideas and thoughts about material in daily writings. Media Literacy • DLP#10-11: Students will be asked to analyze a TV show for similarities between then main character of the show and the main character of the novel. Learning and Innovation Skills • Performance Task: Character Monologues- This project asks them to think outside the box and write from a different character’s point of view and come up with what that character would say if their side of the story could be heard. • DLP#12: “I See Everything” Activity- This activity asks students to be creative and describe their favorite place in as much detail as possible. This is their free writing opportunity. Plus they have to draw a picture so it brings out an artistic creativity as well. Study Guide Questions/Prompts: students will be asked to analyze the readings and material and write/reflect about the meaning of certain aspects as it pertains to the unit as a whole.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Social Interactions and Order & Logic A Unit Plan for English IV/British Literature By Brittany Torres Stage 1—Desired Results Established Goals (from NC Standard Course of Study, Common Core State Standards, etc.): Common Core Reading Standards for Literature, Grades 11-12 • •

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. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Common Core Writing Standards, Grades 11-12 • •

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.

Common Core Speaking and Listening Standards, Grades 11-12 •

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data

Understandings: Students will understand that . . .

Essential Questions: •

•

To get beyond our misconceptions and preconceptions about different people we must read texts that directly deal with different kinds of people. Many teenagers have the same issues in their lives and these teach lifelong lessons that will last into adulthood. Personal narratives have the power to teach others, and ourselves, important lessons about the past, present and future. Works of literature contain messages that can help the reader not only understand the world within the text but also their own world. The way an author structures a narrative influences our understanding of key scenes, builds suspense, and contributes to the main themes of the work.

•

• •

How does literature allow us to live vicariously through another person? How do our preconceptions of people different than us hinder or help us understand them? What are the risks of making such preconceptions about different people before really learning about them? How do literary techniques inform our understanding of the literary work? Specifically, how does the use of similes, metaphors, and point-of-view work to develop the main themes of the novel? What do we learn about Christopher’s life and how can that apply to our own lives? What lessons does Chris teach us about life? Why do stories about other people affect us? Is there a moral or underlying meaning to every personal narrative? How can we affect others with our personal stories?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Students will know . . . • •

• • •

Students will be able to . . .

Facts about Asperger’s and Autism The plot, characters and events of Haddon’s novel The Curious Incident of the Dog in the Night-Time. Elements that make up a mystery novel The definitions of different literary techniques (similes, metaphors, point-of-view, etc.) Various ways an author can structure a text.

Texts: • Mark Haddon, The Curious Incident of the Dog in the Night-Time (Vintage Contemporaries, 2004) • Wendler, “My Life with Asperger’s” (TEDxTalk video) • Sir Arthur Conan Doyle, Sherlock Holmes and the Hound of Baskervilles (Chapter 1) • BBC TV: Sherlock Series 2:Episode 2 “The Hounds of Baskerville”

•

• •

Determine how order and logic play a crucial role in the development of the novel and the main character. Identify the social interactions that many people, including the main character of the novel, have trouble with in our ever growing and changing society. Read critically for character development, point of view, setting, similes and metaphors. Write an essay on a predetermined topic that relates to the primary text.

Stage 2—Assessment Evidence Performance Tasks: •

•

Other Evidence:

Final Project—“See What Had Happened Was” Character Monologues will require students to write from the point-of-view of another character in the novel. Final Essay- The final essay for this unit will be 3-paragraphs long and ask the students to discuss one of the major turning points of the novel, the importance of that turning point and the message it conveys to the reader.

•

Reading Quizzes—to assess basic facts about the novel.

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Knight’s Charge—each day a warm up will be given to asses their writing and thinking skills.

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Study Guide Questions—recall and application questions taken from the novel to make sure students understand the material and are following along.

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Unit Test—Students must respond to one essay prompt in 5 paragraphs.

Stage 3—Learning Plan Learning Activities: (Day 1) • Knight’s Charge (warm-up) (15 min) • Begin Unit with Chapter 31 Performance (30 min) • Students work in Pairs to answer discussion Questions (25 min) • Introduction to the Novel Notes (with prezi) (20 min)

Torres, MAT 743, Curious Incident of the Dog in the Night-Time (Day 2) • • • • • • •

Knight’s Charge (warm-up) (10 min) Context Clue Vocabulary (10 min) Frayer Model Vocabulary Exercise (10 min) Review of Chapter 31 Performance and Questions (10 min) Finish Introduction to the Novel Notes (20 min) In-Class reading of Chapters 2-23* (30 min) Homework: o Read Chapters 29-43 o Reading Quiz Tomorrow

(Day 3) • • • • •

Knight’s Charge (warm-up) (15 min) Reading Quiz (10 min) Review of Reading Quiz (5 min) Facial Expressions Activity (20 min) Read/Present Articles on Savant, Asperger’s and Autism Syndrome in Groups (40 min)

(Day 4) • Knight’s Charge (warm-up) (10 min) • In-Class reading of Chapters 47-63 (30 min) • Complete Study Guide Questions # 1-24 (20 min) • View/Discuss TedxTalk: “My Life with Asperger’s” (30 min) (Day 5) • • • • •

Knight’s Charge (warm-up) (10) Vocabulary Quiz (15 min) View/Discuss Mock Title Sequence of the Novel (10 min) Give Lecture on Murder Mystery Genre (with prezi) (30 min) Complete chart on elements of a Murder Mystery in the Novel (25 min)

(Day 6) • • • • •

Knight’s Charge (warm-up) (10 min) Context Clue Vocabulary (10 min) Frayer Model Vocabulary Exercise (10 min) In-Class reading of Chapters 67-73 Complete Study Guide Questions # 1-10

Torres, MAT 743, Curious Incident of the Dog in the Night-Time (Day 7) • • • • • •

Knight’s Charge (warm-up) (5 min) In-Class reading of Chapters 73-97 (25 min) Complete Study Guide Questions #25-26, 10-14 (15 min) Continue In-Class Reading of Chapters 101-107 (25 min) Complete Study Guide Questions #1-8 (15 min) Reading Quiz (5 min)

(Day 8)* • •

Knight’s Charge (warm-up) (10 min) Begin “Whodunit?!” Activity (25 min)

(Day 9) • • • • •

Knight’s Charge (warm-up) (5 min) Finish “Whodunit?!” Activity (20 min) Read Chapter 1 from The Hound of Baskervilles (45 min) Complete Study Guide Questions #1-6 Homework: o Vocabulary Quiz Tomorrow

(Day 10) • • • • • •

Knight’s Charge (warm-up) (8 min) Vocabulary Quiz (10 min) Begin Viewing BBC’s “Sherlock” Episode (40 min) Begin Two-Column Notes on Sherlock vs. Christopher (15 min) In-Class reading of Chapters 113-127 Homework: o Read Chapters 131-139 o Complete Study Guide Questions #1-6 o Reading Quiz Tomorrow

(Day 11) • • • • • •

Knight’s Charge (warm-up) (8 min) Reading Quiz (10 min) Finish Viewing BBC’s “Sherlock” Episode (40 min) Finish Two-Column Notes on Sherlock vs. Christopher (15 min) In-Class reading of Chapter 149 (15 min) Homework: o Read Chapters 151-163 o Complete Study Guide Questions #1-6 o Reading Quiz Tomorrow 5

Torres, MAT 743, Curious Incident of the Dog in the Night-Time (Day 12) • Knight’s Charge (warm-up) (10 min) • Context Clue Vocabulary (10 min) • Frayer Model Vocabulary Exercise (10 min) • In-Class Reading Chapters 167-179 (35 min) • Begin “I See Everything” Activity (25 min) • Homework: o Read Chapters 181-193 o Reading Quiz Tomorrow o Finish “I See Everything” Activity (Day 13) • • • • •

Knight’s Charge (warm-up) (10 min) Reading Quiz (10 min) Finish “I See Everything” Activity (20 min) In-Class Reading Chapters 197-211 (30 min) Homework: o Read Chapters 223-229 o Study Guide Prompt o Reading Quiz Tomorrow

(Day 14)* • • • •

Knight’s Charge (warm-up) (10 min) Vocabulary Quiz (15 min) Reading Quiz (15 min) In-Class Reading of Chapter 233 (30 min)

(Day 15)* • • • •

Knight’s Charge (warm-up) (5 min) Finish writing “See What Had Happened Was” Character Monologues (25) Begin Character Monologue Presentations (30) Homework: o Finish Monologue Presentations Tomorrow

(Day 16) • • • •

Knight’s Charge (warm-up) (10 min) Finish “See What Had Happened Was” Character Monologue Presentations (20 min) “Things are Getting a Little Turned Around”: Pre-writing activity for final essay (50 min) Begin constructing the essay using the essay outline (10 min)

Torres, MAT 743, Curious Incident of the Dog in the Night-Time (Day 17) • Knight’s Charge (warm-up) (10 min) • Finish Outline of Essay (30 min) • Work on/Finish 1st Draft of Essay (50 min) (Day 18) • • • • •

Knight’s Charge (warm-up) (15 min) Self-editing Rough Draft (10 min) Revision of essay based on self-edit and teacher comments (30) Work on Test Review (35 min) Homework: o Final Essay due Tomorrow o Test Tomorrow

(Day 19) • • •

Knight’s Charge (warm-up) (5 min) Finish Test Review (20 min) Unit Test (65 min)

*Notes: • • • •

Chapter Numbers are in order using Prime Numbers. Day 8 landed on an early release day. Day 14 landed on the day that my mentor introduced the senior term papers to the students. Day 15 landed on the day when my mentor wanted to use part of the class time to talk to the students about senior term papers.

* Adapted from Understanding by Design (Expanded 2nd Edition), by Grant Wiggins and Jay McTighe (ASCD, 2005), page 22.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 1 (of 19)

Relevant NC Standard Course of Study Goal(s): •

Specific Lesson Objectives Students will understand that: 1. It is important to set small attainable goals for oneself in order to achieve success. 2. Previewing an excerpt from a text can aide in the formation of hypotheses about the text. 3. Note taking is essential when trying to analyze and understand any piece of text. 4. Learning the background and foundational characteristics of a text can aid in fuller understanding of material. Students will know: 5. Desired outcomes of the unit (performance tasks, reading schedule, expectations). 6. Elements of the novel: the author, themes, characters, setting and themes Students will be able to: 7. Use investigative skills to determine what type of story this is, what the characters are like and what we will be discussing throughout the unit. 8. Analyze and question a text for unfamiliar vocabulary, questions that are raised and anything interesting or intriguing.

• • • • • •

Key Vocabulary for this Lesson Goals, performance, script, acting Analysis, note taking, characters, setting, themes Materials Knight’s Charge (warm-up) Script version of Chapter 31, List of questions for discussion “Introduction to the Novel” Handout Technology Needs Bright Links Projector

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Monday Knight’s Charge will always be the same: • Goal Setting Monday! Whether you are college bound or work force bound, it is important to set small goals for the week. For your Knight's Charge, you are to do the following: * Reflect on your week last week. Did you accomplish everything? Are there certain things you need to make sure to complete this week? *List 3 small, attainable goals for the week and write one sentence to explain the 8

Torres, MAT 743, Curious Incident of the Dog in the Night-Time importance for each goal. Students will have 10 minutes to complete the warm-up. When completed students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Time What the Teacher will do: What the Students will do: Statement of Say: “Today we are starting a new Objective & 15 unit and a new novel! Before we Listen Purpose min. begin reading it is important to do some pre-reading and then take some (incl. notes on what the novel will include.” intro above) Guided “In order to start this novel we will Practice, Input, dive right into a reading of one of the Listen &Modeling chapters.” 30 Students will volunteer for • Teacher will then pick four min. parts or be asked to play a part. students to play Christopher, Christopher’s father, the policeman, and the Narrator. These four volunteers will be brought out into the hallway to be prepped on activity. They will be given a few minutes to practice. • Teacher will then pass out a script Listen of Chapter 31 from The Curious Incident of the Dog in the NightTime to the rest of the class (the audience) and explain that when the students are performing to pay close attention to the words, read along but do not write anything. Teacher will call students back in and Student volunteers will perform while audience watches and ask them to perform. follows along with script. Teacher will then model note taking Students will take notes along of the first page of the script. with the teacher. Independent Practice

25 min.

Teacher will then ask students to do Work alone or with a partner to the same style of note taking and complete note taking and answer the following questions with a answer provided questions. partner or individually for the next two pages of the script: • What is going on in this scene?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

• •

•

• •

Input

20 min.

How, using textual evidence, do Students will turn in questions you know these things? after they are finished. Who is Christopher? What was it like seeing this scene acted out instead of having to just read it? Pick one character and write as much as you can about what is revealed about the character through the text. What was the effect of having two Christophers (the character and the narrator)? Was it important to have both? Why? What interesting aspects about the text did you find? What things stood out to you the most?

Teacher will then provide a brief introduction about the novel and the author.

Students will take notes when prompted. They will have a graphic organizer to organize the information.

Information will be presented in a lecture style with an accompanying Prezi. Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with a check of their responses to the Performance Questions. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: Having the information for the Allowing students to work novel on the prezi as well as an together can improve the organizer for the notes can assit quality of work that a ELL students in making the struggling student will connections between the produce material and having multiple ways of receiving the information. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Having two Standard level classes to teach (with one being an inclusion class) I have to be aware that differentiation is not only catered to specific students but rather to the entire class to ensure they all can succeed. In this lesson plan I model note taking, I present directions in written and verbal form, and I provide graphic organizers for their note taking so that I can scaffold their work in a way that makes sense to each student. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 2 (of 19)

Relevant NC Standard Course of Study Goal(s): •

Specific Lesson Objectives Students will understand that: 1. Building upon our writing helps us develop our skill for writing and respond to a prompt. 2. Learning new vocabulary words will aid in one’s development as a reader and writer. 3. Note taking is essential when trying to analyze and understand any piece of text. 4. Learning the background and foundational characteristics of a text can aid in fuller understanding of material. Students will know: 5. Different vocabulary words and their meanings 6. The characteristics that make up the novel and the importance of each. 7. How and why the novel begins the way it does. Students will be able to: 8. Figure out the meaning of new vocabulary words from context clues and be able to apply them to examples and non-examples. 9. Read through the beginning of the novel and point of key facts and elements of the novel.

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Key Vocabulary for this Lesson apocryphal, corridor, embolism, sanctuary, digress Analysis, note taking, characters, setting, themes Materials Knight’s Charge (warm-up) Context Clue Vocabulary Sheet Frayer Model Vocabulary Exercise Novels Copies of Chapters 29-43 Technology Needs Bright Links Projector

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

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o *One sentence to explain the evidence provided. o *One sentence to summarize your main points Certain people that we meet or know make an impact on our lives. In one complete sentence, write about one person that is or has been an important part of your life.

Students will have 10 minutes to complete the warm-up. When completed students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Time What the Teacher will do: What the Students will do: Statement of Objective, Purpose, and Agenda are Read the board. Objective & 10 always written on the board for Purpose, min. students to see where we are Check for throughout the lesson. Understanding (incl. intro Teacher will provide an example for above) their Knight’s Charge.

Guided Practice & Input

10 min.

Say: “When you are finished with your Knight’s Charge please raise your hand so I can come check it.” Teacher will commence with the vocabulary lesson.

Students will raise hands when warm-up is complete.

Teacher will say word and have the students repeat the word.

Volunteer to read. Write down what they think the word means.

Repeat the words.

Teacher will ask for a volunteer to read each sentence, stopping after each to have student write down what Students will volunteer their they THINK the word means. responses. Teacher will ask for volunteer to say what they think until correct answer is given.

Students will copy down definition.

Teacher will write exact definition on the board. Independent Practice & Check for Understanding

10 min.

Check for Understanding

Teacher will pass out Frayer Model Vocabulary Worksheets and model an example on the board.

Students will complete Frayer Model Exercise and turn it into the box.

As students finish the Frayer Vocabulary Worksheet they will turn

Finish Vocabulary Work

Torres, MAT 743, Curious Incident of the Dog in the Night-Time min.

Input

20 min.

Input Modeling, & Guided Practice

28 min.

Homework

2 min

it into the box. Teacher will pass back the worksheet taken on Chapter 31 Performance from the previous day and a discussion will follow about how the students answered the questions.

Students will volunteer to share answers about previous day’s performance.

Teacher will continue and finish providing notes about the novel and the different elements and characteristics using the Prezi. “Now we will begin reading the novel together.”

Students will continue taking notes on the novel.

Teacher will pass out books to each student.

Receive book.

“Would anyone like to begin reading?”

Students will volunteer

Teacher will stop at different moments to ask questions and provide background.

Read along, listen and answer questions.

Listen

Chapters 2-23 will be read in class. Teacher will pass out copies of Listen chapters 29-43 for students to read for homework. Students will also be informed that they will have a reading quiz the following day. Assessment of Student Learning

Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with a check of their Frayer Vocabulary worksheet. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: Having the information for Having the information for the the novel on the prezi as novel on the prezi as well as an well as an organizer for the organizer for the notes can notes can assist the assist ELL students in making struggling students in the connections between the making the connections material and having multiple 14

Torres, MAT 743, Curious Incident of the Dog in the Night-Time between the material and ways of receiving the having multiple ways of information. receiving the information. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; LEARNING PROFILES?

How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 3 (of 19)

Relevant NC Standard Course of Study Goal(s): •

•

CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.

Specific Lesson Objectives Students will understand that: 1. Reading about current events in our world helps us to stay connected and aware about what’s happening around us. 2. It is important to study about different kinds of people in order to better understand the world we live in. 3. Preconceptions about people or ideas can either hinder or help your understanding of the world. Students will know: 4. The defining characteristics of Asperger Syndrome, Autism, and Savant Syndrome and how these effect an individual’s social interactions Students will be able to: 5. Recall what they read from last night’s reading. 6. Empathize with people diagnosed with Asperger’s, Autism, and Savant Syndrome. 7. Work together to recognize the different aspects of these syndromes and be able to apply it to the main character of the novel.

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Key Vocabulary for this Lesson Asperger’s Syndrome Autism Savant Syndrome Textual Evidence Gender roles, man, woman, “manly”, feminine Materials

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Knight’s Charge (warm-up) Reading Quiz Facial Expressions written on slips of paper Fact sheets about each Syndrome and question sheet for groups Novels Technology Needs Bright Links Projector

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Wednesday’s Knight’s Charge will always be the same, a focus on a current event article: • This week the students will receive an article titled: “China asks: Are its young men manly enough?” Students will read the article and respond to one of the following prompts: o o o o

How do your beliefs agree or disagree with those mentioned in the article? In what ways does the article state that these boys are becoming feminine? According to the article, why is it important that men be soldiers and not scholars? What reasons does the article give as to why boys should be more “manly”?

Students will have 10 minutes to complete the warm-up. When completed, a brief discussion will commence about the article and the prompts the students chose. After the discussion, students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Time What the Teacher will do: What the Students will do: Statement of Objective, Purpose, and Agenda are Read the board. Objective & 15 always written on the board for Purpose, min. students to see where we are Check for throughout the lesson. Understanding (incl. intro Teacher will provide an example for above) their Knight’s Charge. Students will raise hands when Say: “When you are finished with warm-up is complete. your Knight’s Charge please raise Students will also volunteer your hand so I can come check it.” their responses to the prompts. Check for Understanding

Check for Understanding

Guided Practice

10 min.

5 min. 20 min.

Say: “Please clear your desks. You will now be taking your Reading Quiz. Please remember to put your name on it, and when you’re finished put it in the box.”

Listen

Teacher will conduct a short review of last night’s reading.

Students will orally recall what happened and give the responses to the quiz questions.

The teacher will then hand to each student a piece of paper with one of the following emotions written on it: • Anger, sadness, happiness, depression ,jealousy, or excitement.

Finish Vocabulary Work

Receive Quiz and Complete Quiz.

Receive Emotion Slip

Torres, MAT 743, Curious Incident of the Dog in the Night-Time They should not reveal to one another what emotion they have. Students will then be asked to make a facial expression that they feel accurately depicts the emotion on their slip of paper. They will then walk around the room in total silence and try to find the other members of their facial expression group. Students will be given 5 minutes to find their groups. They will then reveal their slips of paper and we shall see if they were correct.

Make Facial Expression and walk silently around the room.

Find Groups.

These groups will serve as their learning groups for the next activity. As a class, we will discuss and answer the following questions: • What was difficult about trying to find the other members of your group? • How might this be even more difficult for someone with Asperger’s? • What did we learn about Christopher in yesterday’s reading that has to do with emotions and facial expressions? Guided Practice & Check for Understanding

40 min.

In the groups they are in (approx. six groups of 4) students will be given one of three articles to read and discuss in their groups: • Savant Syndrome • Asperger Syndrome • Autism Spectrum Disorder Teacher will have students read the article in their groups, answer the questions, and pick one person from their group to be the speaker for their group.

Participate and answer discussion questions

Read article with other group members and answer the questions. During the presentations, those with the other articles will flip their sheet over and take guided notes on the syndrome being presented.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Teacher will collect notes sheets to check for completion and understanding and students will be dismissed. Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with a check of the information they present in their syndrome presentations and what they have written down on their notes sheets. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: Groups will be arranged so that there are strong and struggling students in each group. This will aid in the development of both type of student. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? The current event article that they are receiving has been adjusted to a lower lexile range so that all students could feel successful and be able to comprehend the material. Also students will have guided notes and graphic organizers to help make the note taking process easier, while still forcing them to find the information and use textual evidence. How will you adjust aspects of the lesson to accommodate students’ INTERESTS? The student’s often bicker about what men and women should be and do, I am hoping that with the article they will get a chance to further debate that issue and be intrigued by the topic. Students may have family members or friends with one of these syndromes and may be able to relate or understand to the discussion.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 4 (of 19)

Relevant NC Standard Course of Study Goal(s): •

Specific Lesson Objectives Students will understand that: 1. Building upon our writing helps us develop our skill for writing and respond to a prompt. 2. Reading and applying what one has read assists one in retain information and key ideas. 3. Learning about different areas of life from someone who has direct experience with that area can be beneficial to overall understanding. Students will know: 4. What happens in the next few chapters of the story and how to apply that to study guide questions. 5. How life affects different people in varying ways. Students will be able to: 6. Enhance their writing skills and build upon their previous writing. 7. Apply their reading to answering higher-level study guide questions. 8. Empathize with people diagnosed with Asperger’s Syndrome.

• • • • • • • • •

Key Vocabulary for this Lesson Gender roles, man, woman, “manly”, feminine Asperger Syndrome Textual Evidence Materials Knight’s Charge (warm-up) Novels Study Guide Questions for Chapters 2-67 Discussion Questions for TedxTalk Technology Needs Bright Links Projector TedxTalk on YouTube

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Thursday’s Knight’s Charge will always deal with a quote or question they must respond to using the ACES Structure: • Respond to the question below in the following format: o *One complete sentence answering the question. o *One to two complete sentences citing evidence to your answer. o *One sentence to explain the evidence provided. 20

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

•

o *One sentence to summarize your main points. “Nothing worth having comes easy.” o How can this quote serve as a good piece of advice for someone?

Students will have 10 minutes to complete the warm-up. When completed students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Time What the Teacher will do: What the Students will do: Statement of Objective, Purpose, and Agenda are Objective & 10 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with Students will show warm-up to above) your Knight’s Charge please raise the teacher. your hand so I can come check it”. Input Modeling, & Guided Practice

30 min.

Guided Practice & Check for Understanding

20 min.

Input/ Modeling & Check for Understanding

30 min.

Continue reading from Chapter 47-63 Listen and respond to review questions Teacher will pass out books to each student. Receive book. “Would anyone like to begin reading?” Students will volunteer Teacher will stop at different moments to ask questions and provide background. Read along, listen and answer questions. Teacher: “Here is your first set of Students will work on study study guide questions for this novel. guide questions, and ask Try and knock these out in the next questions as necessary. 25 minutes, if you don’t finish you’ll have to complete them for homework. You may work with a partner or on your own. Teacher will then transition students to viewing the “My Life with Asperger’s” TedxTalk in order to help them hear from someone with Asperger’s and see how what they have been learning about affected a real person.

Students will watch the video.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Teacher will lead students in a short seminar discussion about the talk.

Students will offer their responses to the class.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 5 (of 19)

Relevant NC Standard Course of Study Goal(s): CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.

Specific Lesson Objectives Students will understand that: 1. Reflecting on your week and keeping track of your growth and fallbacks is important to developing as a scholar and as a person. 2. The application of vocabulary words is an essential part of showing an understanding of the words. 3. Mystery stories hold many more meanings and mysteries than they let on. 4. The murder mystery genre has distinct Students will know: 5. Elements that make up a mystery novel. Students will be able to: 6. Apply what they know about the vocabulary terms they were given. 7. Recognize various elements of a mystery novel.

• • • • • • • • •

Key Vocabulary for this Lesson Genre, mystery, suspense, mood, tone Materials Knight’s Charge (warm-up) Vocabulary Quiz Graphic Organizer for Notes on Murder Mystery Genre Graphic Organizer for Similarities between Mystery Genre and Novel Novels Technology Needs Bright Links Projector YouTube Video of Title Sequence Prezi on Murder Mysteries

Torres, MAT 743, Curious Incident of the Dog in the Night-Time plans for the weekend? (Response should be at least 5 sentences) Students will have 10 minutes to complete the warm-up. When completed students will put all completed Knight’s Charges for the week into the work collection box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Time What the Teacher will do: What the Students will do: Statement of Objective, Purpose, and Agenda are Objective & 10 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with Students will show warm-up to above) your Knight’s Charge please raise the teacher. your hand so I can come check it”. Check for Understanding

Input

15 min.

10 min.

Say: “Please clear your desks. You will now be taking your Vocabulary Quiz. Please remember to put your name on it, and when you’re finished put it in the box.”

Listen

Teacher will start the lesson by playing a title sequence video for the mock film adaptation of The Curious Incident of the Dog in the NightTime. http://www.youtube.com/watch?v =Aal7QSClwdk

Listen

Teacher will then ask follow-up questions about the clip:

Participate and volunteer answers for discussion.

• •

Receive Quiz and Complete Quiz.

What is going on in this video? Films (especially the title sequence) will usually lend itself to how the story will be told, what does this title sequence say about the rest of the story?

•

Thus far, we have been reading and discussing this novel, but what genre is this novel? • Teacher provides a brief introduction to the topic of the lesson. The previous video was a mock title sequence for a film adaptation of

Listen

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Mark Haddonâ&#x20AC;&#x2122;s novel, The Curious Incident of the Dog in the Night-Time and today we will continue our study of the novel with a focus on mystery novels and short stories. We will be discussing various elements of this genre and also diving into issues related to life and education. Input and Check for Understanding

Independent Practice/ Check for Understanding

30 min.

25 min.

Teacher will provide a short lecture on the elements of murder mystery novels.

Students will listen and take notes using a provided graphic organizer.

Teacher will ask students to flip over their notes for the murder mystery elements. Here they will find another graphic organizer to help them relate the material they just learned about to the novel. They will be required to use textual evidence.

Listen. Make the connections between the murder mystery elements and the novel.

Find textual evidence to support their answers. Assessment of Student Learning Assessment will be conducted formally through their responses on the vocabulary quizzes to assess whether or not they understand the meaning of the words. Also an informal assessment will be done while they are working on the similarities connections on their own. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: The prezi contains the On the other hand, the prezi Having the information for the information that these also forces the more gifted notes on the prezi as well as an students need in order to students to take notes just by organizer for the notes can adequately understand the listening to the teacher; the assist ELL students in making material, plus it is a visual. prezi does not reveal the connections between the If they do miss any notes, everything. material and having multiple teacher notes are available ways of receiving the for them information. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; LEARNING PROFILES? Sometimes students need a visual that can help them understand exactly what is going on in a story or situation. By showing the title sequence of the book I am providing that opportunity to see the information being presented in another medium. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 6 (of 19)

Relevant NC Standard Course of Study Goal(s): •

•

CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. o CCSS.ELA-Literacy.L.11-12.4a 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. CCSS.ELA-Literacy.RL.11-12.1 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.

Specific Lesson Objectives Students will understand that: 1. Building upon our writing helps us develop our skill for writing and respond to a prompt. 2. Learning new vocabulary words will aid in one’s development as a reader and writer. 3. Reading and applying what one has read assists one in retain information and key ideas. Students will know: 4. Different vocabulary words and their meanings 5. What happens in the next few chapters of the story and how to apply that to study guide questions. Students will be able to: 6. Figure out the meaning of new vocabulary words from context clues and be able to apply them to examples and non-examples. 7. Apply their reading to answering higher-level study guide questions.

• • • • • • •

Key Vocabulary for this Lesson Roisterers, bloke, rubbish, circumspect, intuition Materials Knight’s Charge (warm-up) Context Clue Vocabulary Sheet Frayer Model Vocabulary Exercise Novels Study Guide Questions for Chapters 67-83 Technology Needs Bright Links Projector

Torres, MAT 743, Curious Incident of the Dog in the Night-Time * Reflect on your week last week. Did you accomplish everything? Are there certain things you need to make sure to complete this week? *List 3 small, attainable goals for the week and write one sentence to explain the importance for each goal. Students will have 10 minutes to complete the warm-up. When completed students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Time What the Teacher will do: What the Students will do: Statement of Objective, Purpose, and Agenda are Objective & 10 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with Students will show warm-up to above) your Knight’s Charge please raise the teacher. your hand so I can come check it”. Guided Practice & Input

10 min.

Teacher will pass out context clue vocabulary list.

Receive Vocabulary List

Teacher will say word and have the students repeat the word.

Repeat the words.

Teacher will ask for a volunteer to Volunteer to read. Write down read each sentence, stopping after what they think the word each to have student write down what means. they THINK the word means.

Independent Practice & Check for Understanding

Input Modeling, & Guided Practice

10 min. 35 min.

Teacher will ask for volunteer to say what they think until correct answer is given.

Students will volunteer their responses.

Teacher will write exact definition on the board.

Students will copy down definition.

Teacher will pass out Frayer Model Vocabulary Worksheets and model an example on the board.

Students will complete Frayer Model Exercise and turn it into the box.

Continue reading from Chapter 67-73 Listen and respond to review questions Teacher will pass out books to each student. Receive book.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time “Would anyone like to begin reading?” Students will volunteer Teacher will stop at different moments to ask questions and provide background. Guided Practice & Check for Understanding

25 min.

Teacher: “Here is your next set of study guide questions for chapters 67-83. We have not gotten past Chapter 73 today so only do #1-10. We will complete the rest tomorrow in-class. Knock these out in the next 25 minutes. You may work with a partner or on your own.

Read along, listen and answer questions. Students will work on study guide questions, and ask questions as necessary.

Assessment of Student Learning Assessment will be conducted informally through their responses for the context clue vocabulary exercise to assess whether or not they understand the meaning of the words. Also an informal assessment will be done while they are working on the frayer vocabulary model and the study guide questions. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: Vocabulary words and Vocabulary words and definitions will be written definitions will be written on on the board and said aloud. the board and said aloud. Students have multiple Students have multiple access access points to obtain the points to obtain the information information they need. they need. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 7 (of 19)

Relevant NC Standard Course of Study Goal(s): •

Specific Lesson Objectives Students will understand that: 1. Building upon our writing helps us develop our skill for writing and respond to a prompt. 2. Reading and applying what one has read assists one in retain information and key ideas. Students will know: 3. Different vocabulary words and their meanings 4. What happens in the next few chapters of the story and how to apply that to study guide questions. Students will be able to: 5. Apply their reading to answering higher-level study guide questions. 6. Recall what they read from today’s reading. Key Vocabulary for this Lesson • • • • • • •

Textual evidence Materials Knight’s Charge (warm-up) Novels Study Guide Questions for Chapters 67-83 Study Guide Questions for Chapters 89-107 Reading Quiz Technology Needs Bright Links Projector

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Section Statement of Objective & Purpose

Time 5 min.

What the Teacher will do: Objective, Purpose, and Agenda are always written on the board for students to see where we are throughout the lesson.

(incl. intro Say: “When you are finished with above) your Knight’s Charge please raise your hand so I can come check it”. Input Modeling, & Guided Practice

25 min.

What the Students will do: Listen

Students will show warm-up to the teacher.

Teacher: “Today we have a lot of Listen and respond to review reading to catch up on so we are questions going to do the reading in two chunks with study guide questions in between. Continue reading from Chapter 73-97 Teacher will pass out books to each student.

Receive book.

“Would anyone like to begin reading?”

Students will volunteer

Teacher will stop at different moments to ask questions and provide background.

Read along, listen and answer questions.

Guided Practice & Check for Understanding

15 min.

Teacher: We’re going to take a break Students will work on study and work on the rest of the study guide questions, and ask guide questions for chapters 2-83. Do questions as necessary. #25-26 for Chapters 2-67 and #10-14 for Chapters 67-83. Knock these out in the next 15 minutes. You may work with a partner or on your own.

Input Modeling, & Guided Practice

25 min.

Continue reading from Chapter 101107

Listen and respond to review questions

“Would anyone like to begin reading?”

Students will volunteer

Teacher will stop at different moments to ask questions and provide background.

Read along, listen and answer questions.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Guided Practice & Check for Understanding

Check for Understanding

15 min.

5 min.

Teacher: “Here is your next set of study guide questions for chapters 89-107. Knock these out in the next 15 minutes. You may work with a partner or on your own.

Students will work on study guide questions, and ask questions as necessary.

Now that we have done a bit of reading from the novel I would like to see what you remember.

Listen Receive Quiz and Complete Quiz.

Please clear your desks. You will now be taking your Reading Quiz. Please remember to put your name on it, and when you’re finished put it in the box. Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with their responses on the study guide questions and the reading quiz. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 8 (of 19)*

Relevant NC Standard Course of Study Goal(s): •

Specific Lesson Objectives Students will understand: 1. Reading about current events in our world helps us to stay connected and aware about what’s happening around us. 2. Paying attention to detail is a key element for success in reading. Students will know: 3. What is required to properly find detail within a text. Students will be able to: 4. Identify and pay attention to details from a short pre-reading activity.

• • • •

Key Vocabulary for this Lesson Whodunit, detail, textual evidence Materials Knight’s Charge (warm-up) Whodunit?! Activity Sheet Technology Needs Bright Links Projector

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Wednesday’s Knight’s Charge will always be the same, a focus on a current event article: • This week the students will receive an article titled: “Florida teacher fired after she rented party penthouse for students that included alcohol, condoms.” • Students will read the article and respond to one of the following prompts: o o

Prompt #1: I agree with the ruling of firing the teacher because… Prompt #2: I disagree with the ruling of firing the teacher because…

Torres, MAT 743, Curious Incident of the Dog in the Night-Time min.

Guided Practice & Check for Understanding

students to see where we are throughout the lesson.

(incl. intro Say: “When you are finished with above) your Knight’s Charge please raise your hand so I can come check it”. 25 Teacher: “Today we are going to be min. working on an activity called Whodunit?!” Teacher will explain the directions of the activity: This activity is a short mystery puzzle that we will work through together while paying attention to detail to figure out who the killer is.

Students will show warm-up to the teacher. Listen

Work on activity together.

Teacher will then ask students to put Listen away activity in order to do EXCEL-eration. Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with their responses on the study guide questions and the reading quiz. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Gifted/Advanced English Language Learners: Students: Students: A graphic organizer is provided so that they are more easily able to figure out the information from the activity. Also much of the activity is done together in class. This is not meant to be a difficult activity, but rather a puzzle for them to solve. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS? Many of my students love to solve puzzles and play video games. I thought about this being a good activity because it asks them to use their own powers of deduction to solve a puzzle/mystery.

*Note: Day 8 fell on an early release day. The periods were shortened to 65 minutes and then my time was cut short to 35 minutes because my mentor needed the students to do a different assignment for the last 30 minutes of class. 33

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 9 (of 19)*

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.

Specific Lesson Objectives Students will understand: 1. Building upon our writing helps us develop our skill for writing and respond to a prompt. 2. Reviewing vocabulary terms is essential for better retention. 3. That reading other interpretations and adaptations of stories helps to analyze the primary text. Students will know: 4. The similarities and differences between different characters with similar characteristics. 5. The ways in which stories within stories inform the situations and actions of the characters in the primary text. Students will be able to: 6. Apply the definitions of the vocabulary words to the review game. 7. Recognize the differences and similarities between Sherlock Holmes and Christopher. 8. Explain the ways in which the Sherlock Holmes story fits in with then novel.

• • • • • • • • • • • •

Key Vocabulary for this Lesson Vocabulary terms given up to this point Whodunit Textual evidence Sherlock Holmes Similarities and differences Compare and contrast Materials Knight’s Charge (warm-up) Vocabulary Review Game Whodunit sheet The Hound of Baskervilles Chapter 1 Study Guide Questions 1-6 Technology Needs Bright Links Projector

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Thursday’s Knight’s Charge 34

Torres, MAT 743, Curious Incident of the Dog in the Night-Time will always deal with a statement they must respond to using the ACES Structure: • Respond to the question below in the following format: *One complete sentence answering the question. • Life isn’t always easy or perfect and sometimes we fight, argue or disagree with others. What do you think is the best way to resolve or fix a fight or disagreement? Students will have 5 minutes to complete the warm-up. When completed students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Time What the Teacher will do: What the Students will do: Statement of Objective, Purpose, and Agenda are Objective & 5 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with Students will show warm-up to above) your Knight’s Charge please raise the teacher. your hand so I can come check it”. Input 20 Teacher: “Today we will be finishing Listen Modeling, & min. up the Whodunit?! Activity from Check for yesterday” Understanding Teacher will ask students to take out activity from previous day.

Take out Whodunit?! Worksheet

Teacher will ask students to volunteer Students will volunteer the rest of the information for the other characters. Write down any information they are missing.

Guided Practice, Modeling & Check for Understanding

45 min.

Teacher will ask students who they think the murderer is.

Students will give their opinions and reasons why they think they are right.

Teacher will then reveal to them the correct answer and explain why. Teacher: We are now going to use these skills of deduction to transition into reading a short story about Sherlock Holmes. Together we are going to read the 1st chapter of The Hound of Baskervilles and while we read I am going to show you how to have a conversation with the text (annotating the text). We will work

Listen Listen.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time through this together piece by piece. I want you to pay close attention to how we can compare Holmes to Christopher.

Guided Practice & Check for Understanding

20 min.

Teacher will pass out copies of Chapter 1.

Receive copies

Teacher will ask for volunteers to read and stop every so often to ask questions/break down language/ and model note taking using the bright links board. Teacher: Now that we have read the first chapter, I would like you to answer these six study guide questions that ask about the comparison between Christopher and Sherlock Holmes.

Volunteer, answer questions, take notes.

Students will work on study guide questions, and ask questions as necessary.

Say: “Don’t forget that you will have a Vocabulary Quiz tomorrow!” Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with their responses on the study guide questions. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: Homework

1 min

How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS?

*Note: Day 9’s lesson did not go well and it was a complete flop. After some reflection I decided that the next day (Day 10) would be a revamp of today’s lesson and I would present the Sherlock Holmes information in a much more accessible way. I left the Differentiation Strategies blank for this lesson plan because the lesson went over their heads and I did not do a good job breaking it down for them.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 10 (of 19)

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text •

Specific Lesson Objectives Students will understand: 1. Reflecting on your week and keeping track of your growth and fallbacks is important to developing as a scholar and as a person. 2. The application of vocabulary words is an essential part of showing an understanding of the words. 3. That viewing other interpretations and adaptations of stories helps to analyze the primary text. 4. Contemporary versions of stories help to create more relation for different generations. 5. Reading and applying what one has read assists one in retain information and key ideas. Students will know: 6. The similarities and differences between media representations of characters and literary representations. 7. The ways in which stories within stories inform the situations and actions of the characters in the primary text. 8. What happens in the next few chapters of the story and how to apply that to study guide questions. Students will be able to: 9. Recognize the differences and similarities between Sherlock Holmes and Christopher. 10. Explain the ways in which the Sherlock Holmes story fits in with then novel. 11. Apply their reading to answering higher-level study guide questions.

• • • • • • • • •

Key Vocabulary for this Lesson Vocabulary terms given up to this point Textual evidence Sherlock Holmes Similarities and differences Compare and contrast Materials Knight’s Charge (warm-up) Vocabulary Quiz Two Column Notes for Sherlock episode. “Sherlock” Episode on BBC

Torres, MAT 743, Curious Incident of the Dog in the Night-Time • • • •

Copies of Chapter’s 131-139 Homework Study Guide Questions #1-6 Technology Needs Bright Links Projector Netflix

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Friday’s Knight’s Charge will always have them reflect on their week and tell about the goals they accomplished or still need to work on: • HAPPY FRIDAY!!! I hope that each of you enjoyed your week. For this Knight’s Charge reflect on the goals you set Monday. Did you accomplish any of your goals? If so, which ones? If not, what stopped you? Did you have a good week? What was something that didn’t go so well and how you plan on improving that? What are your plans for the weekend? (Response should be at least 5 sentences) Students will have 10 minutes to complete the warm-up. When completed students will put all completed Knight’s Charges for the week into the work collection box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 8 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Check for Understanding

Input, Guided Practice & Check for Understanding

10 min.

40 min.

Say: “Please clear your desks. You will now be taking your Vocabulary Quiz. Please remember to put your name on it, and when you’re finished put it in the box.”

Listen

Teacher: Today we are going to try something a little different with trying to compare Christopher and Sherlock because yesterday I just don’t think we made that connection, and that’s ok.

Students will work on study guide questions, and ask questions as necessary.

Teacher will then pass out two column notes and give instructions for next activity.

Receive Quiz and Complete Quiz.

Receive two column notes sheet

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Today we will take a look at Holmes through a newer interpretation and see how we can relate him to Christopher. We will be watching BBC’s “Sherlock”. On one side of the two column notes you have 4 spaces in which to write details about Sherlock that you feel really relate to Chris. Today you only have to do 2 out of the four. As you watch the episode, be sure to take those notes about what you notice about Holmes’ behavior and actions.

Input Modeling, & Guided Practice

15 min.

Listen

Teacher will then commence playing of View episode and take notes. the episode and circulate throughout viewing to make sure students get the two facts written down. After about half way through the Receive book episode the teacher will stop the viewing and give everyone a copy of the novel. Teacher will then as students to direct their attention to the other column in the two sides notes. “Now that you have written down two facts that you can compare to Christopher. I would like you to take the next 15 minutes and find the textual evidence in the novel to support the comparison, you may work with a partner.”

Listen Work together to find textual evidence.

After they complete the assignment the Put completed assignment in students will turn in the assignment (To the workbox. be continued the next day). Input, Guided Practice & Check for Understanding

15 min.

Teacher: We will continue reading from Chapter 113-127

Listen and respond to review questions

“Would anyone like to begin reading?”

Students will volunteer

Teacher will stop at different moments to ask questions and provide background.

Read along, listen and answer questions.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Homework

2 min.

Teacher: “For homework you will be responsible for reading chapters 131139, do study guide questions #1-6 and you will have a reading quiz the following day.

Listen Receive Homework

Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with their responses on the study guide questions, two-column notes and the vocabulary quiz. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: Having a visual aid to show the Having a visual aid to show the similarities between similarities between Christopher and Sherlock Christopher and Sherlock Holmes can help to break Holmes can help to break down the information for the down the information for the struggling students. Seeing struggling students. Seeing Sherlock in action rather than Sherlock in action rather than reading about him can help put reading about him can help put it into context. it into context. Also I turned the subtitles on Also I turned the subtitles on because Sherlock talks really because Sherlock talks really fast and it can often be heard to fast and it can often be heard to understand. understand. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS? Students love when they can watch something relevant and interesting to their generation. I chose a more updated version of the Sherlock Holmes stories so that it could be more applicable to their own understanding,

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 11 (of 19)

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text •

Specific Lesson Objectives Students will understand: 1. Building upon our writing helps us develop our skill for writing and respond to a prompt. 2. That viewing other interpretations and adaptations of stories helps to analyze the primary text. 3. Contemporary versions of stories help to create more relation for different generations. 4. Reading and applying what one has read assists one in retain information and key ideas Students will know: 5. The similarities and differences between media representations of characters and literary representations. 6. The ways in which stories within stories inform the situations and actions of the characters in the primary text. 7. What happens in the next few chapters of the story and how to apply that to study guide questions. Students will be able to: 8. Recall what they read from last night’s reading. 9. Recognize the differences and similarities between Sherlock Holmes and Christopher. 10. Explain the ways in which the Sherlock Holmes story fits in with then novel. 11. Apply their reading to answering higher-level study guide questions.

• • • • • • • • • • •

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Technology Needs • •

Bright Links Projector Netflix

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Tuesday’s Knight’s Charge will always deal with a statement they must respond to using the ACES Structure: • Respond to the question below in the following format: *One complete sentence responding to the question. *One to Two complete sentences citing evidence. • We all have different personalities, different ways of dealing with life, different points of view. In your opinion, what is the best part of your personality? Students will have 5 minutes to complete the warm-up. When completed students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 8 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Check for Understanding

Input, Guided Practice & Check for Understanding

10 min.

40 min.

Say: “Please clear your desks. You will now be taking your Reading Quiz. Please remember to put your name on it, and when you’re finished put it in the box.”

Listen

Teacher: Today we will continue our two column notes about Sherlock and Christopher

Students will work on study guide questions, and ask questions as necessary.

Teacher will then pass out two-column notes collected form last class.

Receive two column notes sheet

Receive Quiz and Complete Quiz.

Teacher will then commence playing of View episode and take the episode and circulate throughout notes. viewing to make sure students get the two facts written down.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Input Modeling, & Guided Practice

15 min.

At the end of the episode the teacher will stop the viewing and give everyone a copy of the novel. Teacher will then as students to direct their attention to the other column in the two sides notes. “Now that you have written down two more facts that you can compare to Christopher, I would like you to take the next 15 minutes and find the textual evidence in the novel to support the comparison. You may work with a partner.” After they complete the assignment the students will turn in the assignment.

Input, Guided Practice & Check for Understanding

15 min.

Homework

2 min.

Receive book Listen

Work together to find textual evidence.

Teacher: We will continue reading from Chapter 149

Put completed assignment in the workbox. Listen and respond to review questions

“Would anyone like to begin reading?”

Students will volunteer

Teacher will stop at different moments to ask questions and provide background.

Read along, listen and answer questions.

Teacher: “For homework you will be responsible for reading chapters 151163, do study guide questions #1-6 and you will have a reading quiz the next day.

Listen Receive Homework

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Sherlock in action rather than reading about him can help put it into context. Also I turned the subtitles on because Sherlock talks really fast and it can often be heard to understand.

struggling students. Seeing Sherlock in action rather than reading about him can help put it into context. Also I turned the subtitles on because Sherlock talks really fast and it can often be heard to understand. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; INTERESTS?

Students love when they can watch something relevant and interesting to their generation. I chose a more updated version of the Sherlock Holmes stories so that it could be more applicable to their own understanding,

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 12 (of 19)

Relevant NC Standard Course of Study Goal(s): •

•

CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. o CCSS.ELA-Literacy.L.11-12.4a 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. CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. o CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Specific Lesson Objectives Students will understand: 1. Reading about current events in our world helps us to stay connected and aware about what’s happening around us. 2. Learning new vocabulary words will aid in one’s development as a reader and writer. 3. Reading and applying what one has read assists one in retain information and key ideas. 4. Applying the writing style of the novel can help you express ideas in different ways Students will know: 5. Different vocabulary words and their meanings 6. What happens in the next few chapters of the story and how to apply that to their personal life. Students will be able to: 7. Figure out the meaning of new vocabulary words from context clues and be able to apply them to examples and non-examples. 8. Apply their reading to and the ideas from it in order to describe an area of their own life.

• • • • • • • • •

Key Vocabulary for this Lesson Scarper, rucksack, knickers, plaster, specimen Details Materials Knight’s Charge (warm-up) Context Clue Vocabulary List 3 Frayer model worksheet Novels “I See Everything” Writing Activity Copies of Chapters 181-193 Technology Needs Bright links Projector

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) 45

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Students will be given a Knight’s Charge as they enter the room. Wednesday’s Knight’s Charge will always be the same, a focus on a current event article: • This week the students will receive an article titled: “Cyberbullying Victims Seek Help.” • Students will read the article. After they complete the article respond to the following three questions. They must respond to all three questions with complete sentences and in paragraph form. o How does the article state that teens are getting help with dealing with cyberbullying? o Do you agree that these are the best ways to solve cyberbullying problems? o What is your opinion on cyberbullying and how do you think it can be solved? Students will have 10 minutes to complete the warm-up. When completed, a brief discussion will commence about the article and the prompts the students chose. After the discussion, students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 10 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Guided Practice & Input

10 min.

Teacher will pass out context clue vocabulary list.

Receive Vocabulary List Repeat the words.

Teacher will say word and have the students repeat the word. Teacher will ask for a volunteer to read each sentence, stopping after each to have student write down what they THINK the word means. Teacher will ask for volunteer to say what they think until correct answer is given. Teacher will write exact definition on the board. Independent Practice &

Teacher will pass out Frayer Model Vocabulary Worksheets and model an

Volunteer to read. Write down what they think the word means. Students will volunteer their responses. Students will copy down definition.

Students will complete Frayer Model Exercise and 46

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Check for Understanding

Input Modeling, & Guided Practice

min.

example on the board.

turn it into the box.

35 min.

Students will have 10 minutes to work on this activity and then they will turn it in when completed Continue reading from Chapter 167179

Listen and respond to review questions

Teacher will pass out books to each student.

Receive book.

“Would anyone like to begin reading?” Students will volunteer Teacher will stop at different moments to ask questions and provide background. Input, Guided Practice & Check for Understanding

22 min.

After completing the reading, the Teacher will say: “we are now going to move on to an activity that I hope you will enjoy and help you think a little more like Chris and how he sees the world. I have created an activity called the “I See Everything” Activity. Each of you are going to write a paragraph of about 7-10 sentences describing in as much detail as you can, you favorite place or a place you would like to be. I am talking about Christopher detail! I want to know everything! After you are finished with the paragraph I would like you to draw a picture of the place with the same amount of detail. I know not everyone is an artist but I just want the best you can do. The picture must be colored. This is a quiz grade so make sure you get this done. Does any one have any questions?”

Read along, listen and answer questions. Listen and ask questions accordingly.

“All right you have about 15 minutes of class now to work on this, whatever you don’t finish will be homework.”

Students will work on assignment until the end of class.

Teacher will pass out activity, and paper.

Receive activity, paper and get coloring materials if necessary.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Homework

3 min.

Teacher: “For homework you will be responsible for reading chapters 181193, finish up this writing activity and you will have a reading quiz the next day.”

Listen Receive Homework

Assessment of Student Learning Assessment will be informal and formal. Formal assessment will come from responses on the Frayer vocabulary exercise, and the “I See Everything” Activity. Informal assessment will come from students’ answers and discussion of the material while we read the chapters. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: This is a chance for students who This is a chance for students Drawing is sometimes a struggle to really shine because I who are gifted to really go strength for ELL students am asking them to write about above and beyond because and they are better able to something they know and love. the freedom is there for them express themselves through On top of that I made sure to to do so. I told the students pictures rather than mention that they would be that did not have to be struggling through the penalize for misspelling, restricted to the 7-10 sentence language barrier, however punctuation or any grammar. I limit and the picture could be since I am not penalizing for just wanted them to write it out. as elaborate or as simple as writing mistakes them also needed. have the advantage of not having to worry about form and structure. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? Many students express themselves better through free writing and/or drawing so I am giving the opportunity for both. How will you adjust aspects of the lesson to accommodate students’ INTERESTS? I know that many of my students love to draw and be creative so I have given them this opportunity to express themselves not only through words but also through drawing. I made sure to remind them that I did not expect works of art but that I just wanted them to have fun with the creation because it was something from their hearts and memories.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 13 (of 19)*

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. o CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Specific Lesson Objectives Students will understand: 1. Building upon our writing helps us develop our skill for writing and respond to a prompt. 2. Reading and applying what one has read assists one in retain information and key ideas. Students will know: 3. What happens in the next few chapters of the story and how to apply that to their personal life. Students will be able to: 4. Recall what they read from today’s reading. 5. Apply their reading to and the ideas from it in order to describe an area of their own life. 6. Apply their reading to answering higher-level study guide questions. Key Vocabulary for this Lesson • •

Details Evidence Materials

• • • • •

Knight’s Charge (warm-up) Reading Quiz Novels Copies of Chapters 223-229 Homework Study Guide Prompt Technology Needs

•

Bright links Projector

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Thursday’s Knight’s Charge will always deal with a statement they must respond to using the ACES Structure: • Respond to the question below in the following format: *One complete sentence answering the question. *One to two complete sentences citing evidence to your response.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

•

Life isn’t always easy or perfect and sometimes we fight, argue or disagree with others. What do you think is the best way to resolve or fix a fight or disagreement?

Students will have 5 minutes to complete the warm-up. When completed students will put them away (all Knight’s Charges for the week will be collected on Friday). Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 10 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Check for Understanding

Independent Practice & Check for Understanding

Input Modeling, & Guided Practice

10 min.

20 min. 30 min.

Say: “Please clear your desks. You will now be taking your Reading Quiz. Please remember to put your name on it, and when you’re finished put it in the box.”

Listen

Say: “Today I will give you a little bit more class time to finish your “I See Everything” Activity. Make sure it has color and it is as detailed as possible. Go back and proofread your work. Continue reading from Chapter 197211

Students will complete “I See Everything” Activity and turn it in when completed.

Teacher will pass out books to each student.

Receive Quiz and Complete Quiz.

Listen and respond to review questions Receive book.

“Would anyone like to begin reading?” Students will volunteer Teacher will stop at different moments to ask questions and provide background. Homework

2 min.

Teacher: “For homework you will be responsible for reading chapters 223229, you will complete an extended answer study guide questions and you will have a reading quiz and

Read along, listen and answer questions. Listen Receive Homework

Torres, MAT 743, Curious Incident of the Dog in the Night-Time vocabulary quiz the next day.” Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with their responses on the study guide prompt and the reading quiz. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: This is a chance for students who This is a chance for students Drawing could be a strength struggle to really shine because I who are gifted to really go for ELL students and they am asking them to write about above and beyond because are better able to express something they know and love. the freedom is there for them themselves through pictures On top of that I made sure to to do so. I told the students rather than struggling mention that they would be that did not have to be through the language penalize for misspelling, restricted to the 7-10 sentence barrier, however since I am punctuation or any grammar. I limit and the picture could be not penalizing for writing just wanted them to write it out. as elaborate or as simple as mistakes them also have the needed. advantage of not having to worry about form and structure. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? Many students express themselves better through free writing and/or drawing so I am giving the opportunity for both. How will you adjust aspects of the lesson to accommodate students’ INTERESTS? I know that many of my students love to draw and be creative so I have given them this opportunity to express themselves not only through words but also through drawing. I made sure to remind them that I did not expect works of art but that I just wanted them to have fun with the creation because it was something from their hearts and memories.

*Day 13 landed on the day that my mentor wanted to give them information about the senior term paper that they would be starting at the completion of my unit. My instructional time was cut short by 20 minutes in order to accommodate for the change so that my mentor could give them the information and answer any questions.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 14 (of 19)

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. o CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. o CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Specific Lesson Objectives Students will understand: 1. Reflecting on your week and keeping track of your growth and fallbacks is important to developing as a scholar and as a person. 2. The application of vocabulary words is an essential part of showing an understanding of the words. 3. Reading and applying what one has read assists one in retain information and key ideas. 4. Reflecting on the possible point-of-view of other characters is key to further understanding the story. Students will know: 5. What happens in the last chapter of the story and how to apply that to their final project. Students will be able to: 6. Apply what they know about the vocabulary terms they were given. 7. Recall what they read from today’s reading. 8. Apply their reading to and the ideas from it in order to create a monologue from another character’s point-of-view Key Vocabulary for this Lesson • • • •

Point-of-view Monologue First person Interpretation Materials

• • • • •

Knight’s Charge (warm-up) Vocabulary Quiz Reading Quiz Novels Character Monologues Technology Needs

•

Bright links Projector 52

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge as they enter the room. Friday’s Knight’s Charge will always have them reflect on their week and tell about the goals they accomplished or still need to work on: • HAPPY FRIDAY!!! I hope that each of you enjoyed your week. For this Knight’s Charge reflect on the goals you set Monday. Did you accomplish any of your goals? If so, which ones? If not, what stopped you? Did you have a good week? What was something that didn’t go so well and how you plan on improving that? What are your plans for the weekend? (Response should be at least 5 sentences) Students will have 10 minutes to complete the warm-up. When completed students will put all completed Knight’s Charges for the week into the work collection box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 10 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Independent Practice

Check for Understanding

Independent Practice

Check for Understanding

5 min.

10 min.

5 min.

10 min.

“When you are finished with your Knight’s Charge, take the next 5 minutes and look over your vocab words for the quiz.” Say: “Please clear your desks. You will now be taking your Vocabulary Quiz. Please remember to put your name on it, and when you’re finished put it in the box.”

Study vocab words

“When you are finished with your Knight’s, take the next 5 minutes and look over your vocab words for the quiz.” Say: “Please clear your desks again. You will now be taking your Reading Quiz. Please remember to put your name on it, and when you’re finished put it in the box.”

Study vocab words

Listen Receive Quiz and Complete Quiz.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Input Modeling, & Guided Practice

Guided Practice/ Independent Practice/ Homework

30 min.

20 min.

“Today we will be finishing the novel!” Listen and respond to review questions Continue reading from Chapter 233 Teacher will pass out books to each student.

Receive book.

“Would anyone like to begin reading?”

Students will volunteer

Teacher will stop at different moments to ask questions and provide background.

Read along, listen and answer questions.

Teacher: “Yay we have completed the Listen novel!” Teacher will then have a brief discussion about how the students feel Give reactions and opinions. about the end of the book, and the story overall. “Since we are finished with the novel, I would like to introduce the end of the book project! I have named this project “See What Had Happened Was.” For this quiz assignment you will be creating a character monologue based on the viewpoint of another character in the book. We spent the whole novel seeing one point-of-view in first person, now I would like you to get creative and tell us what would have been the story if another character could tell their side. You will write the monologue and perform it during next class time.” Teacher will then assign each student a character, provide the guidelines by which they have to follow for the structure, give them guiding questions to help them know what to talk about if they get stuck and answer any questions they may have.

Listen

Receive all instructions and ask necessary questions.

Work on Character Monologues.

“You will have until the end of the period to work on these, whatever you don’t finish will be finished for

Torres, MAT 743, Curious Incident of the Dog in the Night-Time homework. Assessment of Student Learning Assessment will be informal and formal. Informal assessment will come from students’ answers and discussion of the material. Formal assessment will be performed with their responses on the reading quiz and vocabulary quiz. Formal assessment will also be in the form of their character monologues, how well they are able to retell the story from another character’s point-of-view, using their own interpretation and how well they are able to bring the character to life when they perform. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: This is a chance for students who This is a chance for students struggle to again show their who are gifted to really go talents for creativity. They will above and beyond because not be graded on grammar, the freedom is there for them spelling or structure, only on the to do so. I told the students ability to tell a story through that did not have to be another viewpoint. restricted to the 30-line limit and they could write more if they so desired. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS? I know that many of my students love to be creative and they are often saying that they wished they could hear another side of the story or write the story themselves. This project gives them that chance. The interest is there, they just need to produce it!

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 15 (of 19)*

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. o CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. o CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Specific Lesson Objectives Students will understand: 1. Answering a question in a complete sentence is the key to the first part of the ACES structure. 2. Reflecting on the possible point-of-view of other characters is key to further understanding the story. 3. Presenting in front of a group can help build confidence, and our speaking abilities. Students will know: 4. How to effectively answer a question using the ACES structure. Students will be able to: 5. Answer a question in a complete sentence. 6. Apply their reading to and the ideas from it in order to create a monologue from another character’s point-of-view. 7. Perform their monologue in front of the class and improve their speaking/performance ability. Key Vocabulary for this Lesson • • • •

ACES Point-of-view Monologue Performance Materials

• • •

UKnighted Knight’s Charge (warm-up) Character Monologue Rubrics Technology Needs Bright links Projector

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) Students will be given a Knight’s Charge, but it is different than it has been in the past couple 56

Torres, MAT 743, Curious Incident of the Dog in the Night-Time weeks. The school has implemented a “UKnighted We Write” Plan that requires all classes in the school to use the same ACES structure and question to be answered for each period. This process consists of addressing each letter in the ACES structure one at a time throughout the week. Today we will focus on the “A” answering the question. The question for this week is: What is a movie that everyone should see? Students will have 5 minutes to complete the warm-up. When completed students will put the Knight’s Charge directly into the box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 5 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Guided Practice/ Independent Practice

Check for Understanding

25 min.

30 min.

“When you are finished with your Work on character Knight’s Charge, go ahead and take out monologues. you character monologues. I am going to give you a little extra time today in class to finish these monologues before we start the presentations. For those of you that are already finished, read over them and make sure that everything is clear and understandable.” “If you need additional help, please do not hesitate to ask.”

Ask questions as necessary.

“I would like everyone to please give me your monologue, we are now going to start the presentations. Let’s give each presenter your full and undivided attention and presenters, I only want you to try your best and have fun. Speak loudly and with as much expression as you can give!”

Students will turn in Monologues.

Students will go to the front “We will do as many presentations as of the classroom and we can today and whoever we don’t get perform their monologues as to will perform tomorrow” the teacher calls them.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Assessment of Student Learning Formal assessment will be in the form of their character monologues, how well they are able to retell the story from another character’s point-of-view, using their own interpretation and how well they are able to bring the character to life when they perform. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: This is a chance for students who This is a chance for students struggle to again show their who are gifted to really go talents for creativity. They will above and beyond because not be graded on grammar, the freedom is there for them spelling or structure, only on the to do so. I told the students ability to tell a story through that did not have to be another viewpoint. restricted to the 30-line limit and they could write more if they so desired. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS? I know that many of my students love to be creative and they are often saying that they wished they could hear another side of the story or write the story themselves. This project gives them that chance. The interest is there, they just need to produce it!

*Note: Day 15 landed on the day that my mentor wanted 30 minutes of class time to give them information about how to do research using notecards for the senior term paper.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 16 (of 19)

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. o CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Specific Lesson Objectives Students will understand: 1. Citing evidence for an answer is important when backing up a claim. 2. Presenting in front of a group can help build confidence, and our speaking abilities. 3. Doing a pre-writing activity can aid in brainstorming ideas about an argument being made. Students will know: 4. How to effectively cite evidence using the ACES structure. 5. How to identify and explain the major turning points of the novel. 6. How to structure an essay based on a claim. Students will be able to: 7. Cite evidence using the ACES structure. 8. Perform their monologue in front of the class and improve their speaking/performance ability. 9. Recognize the turning points in the novel, state their significance and cite evidence to support the claim being made. 10. Structure the essay using an outline. Key Vocabulary for this Lesson • • • • •

ACES Textual evidence Turning point Claim, argument, brainstorm Novels Materials

• • • • •

UKnighted Knight’s Charge (warm-up) Character Monologue Rubrics “Things are Getting a Little Turned Around” Pre-writing Activity Essay Outline Graphic Organizer Technology Needs Bright links Projector

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) The school has implemented a “UKnighted We Write “Plan that requires all classes in the school to use the same ACES structure and question to be answered for each period. This process consists of addressing each letter in the ACES structure one at a time throughout the week. Today we will focus on the “C” citing evidence to support the answer. The question for this week is: What is a movie that everyone should see? Students will have 10 minutes to complete the warm-up. When completed students will put the Knight’s Charge directly into the box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 10 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Check for Understanding

20 min.

“We are going to go ahead and finish the presentations of the monologues today. When I call your name come and get your monologue and go ahead and present it to the class.”

Students will go to the front of the classroom and perform their monologues as the teacher calls them.

Input, Modeling, Guided Practice & Check for Understanding.

50 min.

“All your monologues were wonderfully written and very entertaining. We are now going to move on to a little activity I like to call ‘Things are Getting a Little Turned Around’. In this activity we are going to be talking about the major turning points of the novel, their importance and what effect they have on the reader.”

Listen

Teacher will pass out activity worksheet.

Receive Worksheet

“We will be coming up with the turning points together and Importance together, I will do one full example

Listen

Torres, MAT 743, Curious Incident of the Dog in the Night-Time with you when citing textual evidence and finding the message and then you will work with a partner to come up with the other evidences and messages. Any questions? Let’s begin!”

Ask any necessary questions

Teacher will then proceed in asking them about the turning points, defining what a turning point is, and figuring out the importance and message. Teacher will also, with the help of the students, go through one full example with them. This activity will culminate in their writing of an essay based on one of the turning points. This should take about 20 minutes.

Work with Teacher to figure out turning points, importance and message & citing evidence for one example.

After doing one full example, teacher will ask students to pair up and complete the rest of the activity. They will have about 25 minutes to do so.

Input, Modeling, & Guided Practice

10 min.

Work with a partner on the rest of the activity. Ask any questions along the way.

The last 5 minutes of this activity will Offer responses for other be spent talking about the rest of the turning points. turning points to see what students came up with in their pairs. “Now that we have completed the pre- Listen writing activity, I’d like you to flip your paper over to the essay outline. With the information you gathered on the turning points, you will be writing a short essay. The essay will be three paragraphs long and until the bell rings today we are going to get started on the introduction to the essay.” Teacher will commence in guiding students through the introduction, which includes and brief summary of the book and the thesis statement about the turning point and the importance.

Offer responses about what information should be included in this section.

“Please turn in your outlines before you leave class, we will continue with the body paragraphs and conclusion tomorrow.”

Turn in outline.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Assessment of Student Learning Informal assessment will come from the responses they provide during the pre-writing activity and the beginning of drafting the outline. Formal assessment will come from the essay that will be produced and turned in at the end of the week. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: This essay is highly structured This essay is structured in a This essay is highly and broken down so that each way that even the gifted structured and broken down piece of the writing process is students could move on and so that each piece of the done in class and is scaffolded to write in the information writing process is done in ensure success for each student. without waiting for class and is scaffolded to instructions. The outline is ensure success for each also just a guide for these student. students, not something that they absolutely have to complete. These students can choose to write using the outline or not. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 17 (of 19)

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. o CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

Specific Lesson Objectives Students will understand: 1. Explaining your evidence is important when justifying your answer. 2. An outline for an essay can aid in the development of ideas. Students will know: 3. How to effectively explain their evidence using the ACES structure. 4. How to identify and explain the major turning points of the novel. 5. How to structure an essay based on a claim by using an outline. Students will be able to: 6. Explain their evidence using the ACES structure. 7. Recognize the turning points in the novel, state their significance and cite evidence to support the claim being made. 8. Structure the essay using an outline. Key Vocabulary for this Lesson • • • • • • • • • • • •

ACES Textual evidence Turning point Claim, argument, outline Introductory, Body, Concluding paragraph Materials UKnighted Knight’s Charge (warm-up) Character Monologue Rubrics “Things are Getting a Little Turned Around” Pre-writing Activity Essay Outline Graphic Organizer Red and Green Cards Novels Technology Needs Bright links Projector

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) The school has implemented a “UKnighted We Write “Plan that requires all classes in the school to use the same ACES structure and question to be answered for each period. This process consists of addressing each letter in the ACES structure one at a time throughout the week. Today we will focus on the “E” explaining the cited evidence to support the answer. The question for this week is: What is a movie that everyone should see? Students will have 10 minutes to complete the warm-up. When completed students will put the Knight’s Charge directly into the box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 8 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will show warm-up above) Knight’s Charge please raise your hand to the teacher. so I can come check it”. Input, Modeling, & Guided Practice

Guided Practice & Check for Understanding.

30 min.

50 min.

“Today we are going to continue where we left off with the structure of the essay from yesterday.”

Listen

Teacher will commence in providing input and asking students to help form the introductory, body and concluding paragraphs of the essay. Each student will choose one of the 4 major turning points to write about. The one that was done as an example with the teacher is not up for selection.

Offer responses for input into the structure of the essay.

Teacher will answer any questions that may arise.

Ask questions as necessary.

“Now that we have the outline filled out, I would like each of you to get started on your rough draft. Only work on the Introduction for the next few minutes, when you are finished with the introduction (or if you have a question), turn your card over to the

Listen Write introduction. Ask questions as necessary.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time red side so that I can come read it. I must check your introductory paragraph before you can move on with the rest of the essay.” Teacher will then circulate, answer questions, check introductory paragraphs and allow students to move on to the rest of the essay. The body paragraph will be checked before they can move on to the conclusion, and the conclusion will be checked before they can turn it in.

Write body and concluding paragraph when prompted to do so.

“When you are finished with your Turn in work. rough draft, make sure it is stapled to your outline and turn it into the box.” Homework 2 “If you did not complete your rough Listen. min. draft, you must complete it for homework and it must be in my hand as soon as you walk in the door.” Assessment of Student Learning Informal assessment will come from the responses they provide while drafting the outline. Formal assessment will come from the essay that will be produced and turned in at the end of the week. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Students: Gifted/Advanced Students: English Language Learners: This essay is highly structured This essay is structured in a One on one instruction is and broken down so that each way that even the gifted provided at this point of the piece of the writing process is students could move on and essay structuring so as to done in class and is scaffolded to write in the information ensure the success of each ensure success for each student. without waiting for student. instructions. The outline is also just a guide for these students, not something that they absolutely have to complete. These students can choose to write using the outline or not. How will you adjust aspects of the lesson to accommodate students’ LEARNING PROFILES? How will you adjust aspects of the lesson to accommodate students’ INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 18 (of 19)

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 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. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Specific Lesson Objectives Students will understand: 1. Providing a summarizing sentence to a paragraph gives writing the closure it needs. 2. Self-editing our work can help us see mistakes that we have made. 3. Receiving feedback and rewriting our work can aid in the development of writing. 4. That reviewing for a test is a key factor in success for the test. Students will know: 5. How to effectively write a summarizing sentence using the ACES structure. 6. How to self-edit an essay using a guided self-edit checklist. 7. How to receive constructive criticism about the essay and rewrite it accordingly. 8. What kind of material and content will be included in the unit test. Students will be able to: 9. Write a summarizing sentence using the ACES structure. 10. Self-edit an essay. 11. Rewrite an essay based on the self-edit and teacher comments. 12. Explain different situations, events, key ideas, themes and elements of the novel. Key Vocabulary for this Lesson • • • •

ACES Self-edit Revision Review

• • • • • • •

Materials UKnighted Knight’s Charge (warm-up) Red and Green Cards Self-edit worksheets Copies of students’ essays Original copies of students’ essays with teacher comments Test Review worksheets Novels Technology Needs

Torres, MAT 743, Curious Incident of the Dog in the Night-Time •

Bright links Projector

LESSON ACTIVITIES Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.) The school has implemented a “UKnighted We Write “Plan that requires all classes in the school to use the same ACES structure and question to be answered for each period. This process consists of addressing each letter in the ACES structure one at a time throughout the week. Today we will focus on the “S” summarizing what you have written about and rewriting everything written during the week into one complete paragraph. The question for this week is: What is a movie that everyone should see? Students will have 15 minutes to complete the warm-up. When completed students will put the Knight’s Charge directly into the box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 15 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will turn in K.C. above) Knight’s Charge please put it in the box” Guided Practice

Guided Practice & Check for Understanding.

10 min.

30 min.

“Today we will be working on a selfedit of the rough drafts you wrote yesterday. You will receive a copy of your essay and a self-edit checklist. On your own, read the essay you write and go through the checklist making sure that you have fulfilled each point. If you have not done something correctly, make a note of it on your essay and move on. When you are finished with your self-edit, flip your green card over to the red side so that I know you are ready to move on. Are there any questions?” “As you finish, I will be giving you your original essay back with some comments I made on it. Read my comments to yourself and if you have a question hold on to it, I will be coming up and down the rows and answering

Listen

Ask questions as necessary.

Students will self-edit their essays.

Listen Read through teacher comments, ask questions if necessary. Start working on 67

Torres, MAT 743, Curious Incident of the Dog in the Night-Time everyone’s questions about the essay. If you do not have any questions, or when I answer your question, you may go ahead and get started on your revision. The revision will be due tomorrow; whatever you don’t finish today will be for homework.” Guided Practice & Check for Understanding

35 min.

final draft.

“I would now like you to put your Listen essay materials away, you will have to finish it for homework. We are now going to move on to the test review. For this test review I have created some questions and charts for you to use to help you organize the information from the novel.” Teacher will pass out test review and novels.

Receive materials

“You will have now until the end of class to work on this test review, you may work alone or with a partner. If you have any questions or need assistance, please let me know.”

Work on test review alone or with partner. Ask questions as necessary.

“Turn in the review sheets before you Turn in review sheets. leave class” Homework 2 “Remember that your final draft of Listen min. your essay is due tomorrow.” Assessment of Student Learning Formal assessment will come from the essay that will be produced and turned in at the end of the week and from the unit test that they will be taking the next day. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Gifted/Advanced English Language Students: Students: Learners: One on one instruction is One on one instruction is provided at this point of the provided at this point of the essay editing so as to ensure the essay editing so as to ensure success of each student. the success of each student. With the test review, students will be able to work together and that can aid in the success of other students.

With the test review, students will be able to work together and that can aid in the success of other students. 68

Torres, MAT 743, Curious Incident of the Dog in the Night-Time How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; LEARNING PROFILES? Essay: While they are working on their essay I will ask that the classroom remain quiet so that I can effectively communicate with each student and so that the students that I know like to work in silence can do so. Test Review: I know that many of my students like to work with others and that helps them get their work done quicker and more effectively. The test review allows them to work with a partner, as long as they stay on task. At the same time I have also given them the option to work alone because I know many students do better work on their own. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; INTERESTS?

Torres, MAT 743, Curious Incident of the Dog in the Night-Time

Daily Lesson Plan Course Name: English IV Unit Title:

Social Interactions and Order & Logic

Level: Standard Day/Date: 19 (of 19)

Relevant NC Standard Course of Study Goal(s): • CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text •

Specific Lesson Objectives Students will understand: 1. Reviewing someone else’s work allows us to better enhance our own work. 2. That reviewing for a test is a key factor in success for the test. 3. Taking a test at the end of the unit is a key factor in showing that we understand the material. Students will know: 4. How to effectively review someone else’s work using the ACES Rubric. 5. What kind of material and content will be included in the unit test. Students will be able to: 6. Give a classmate a grade on their paragraph using the ACES Rubric. 7. Explain different situations, events, key ideas, themes and elements of the novel. 8. Take the test that finishes off the unit and show what they know and understand. Key Vocabulary for this Lesson • • •

ACES Rubric Review Unit Test Materials

• • • • •

UKnighted Knight’s Charge (warm-up) Test Review worksheets Novels Tests Technology Needs Bright links Projector

Torres, MAT 743, Curious Incident of the Dog in the Night-Time What is a movie that everyone should see? Students will have 5 minutes to complete the warm-up. When completed students will put the Knight’s Charge directly into the box. Procedure: Include all sections that apply to this lesson; combine as necessary. Section Section Section Section Statement of Objective, Purpose, and Agenda are Objective & 15 always written on the board for Listen Purpose min. students to see where we are throughout the lesson. (incl. intro Say: “When you are finished with your Students will turn in K.C. above) Knight’s Charge please put it in the and final essay drafts. box. Also, make sure that your final essay drafts are turned into the box.” Input & Check for Understanding

Independent Practice

20 min.

65 min.

“Today we will continue our review before we take the test. We will be going through it together so as to ensure that everyone is as successful as possible. You have to stay with me, because I am going to be moving through this pretty quickly.”

Listen

Teacher will hand back test review sheets and commence in going through the answers with them as well as writing it on the board. “Now that we have finished the review, it is time to take the test! Please clear your desk of everything except something to write with, your test review sheet and a novel. Please make sure to put your name on the test, and make sure you respond to the chosen prompt as best as possible. When you are finished, staple the test review, test prompt and essay together and give it to me. If you do not finish before class is over write ‘Not Finished’ on the top of the test and you will have to come in before school, after school, or during your lunch, next week to complete it. Good Luck!” Assessment of Student Learning

Respond to questions, and write down information. Listen Take test. Ask questions as necessary.

Torres, MAT 743, Curious Incident of the Dog in the Night-Time Informal assessment will come from responses to the test review. Formal assessment will come from the essay that was turned in today and from the final test they take today. Differentiation Strategies How will you adjust aspects of the lesson to accommodate student READINESS? Struggling Gifted/Advanced English Language Students: Students: Learners: By going back through and reviewing the test review with the students, every student (especially the struggling) students have a chance to still gain the information they need to succeed. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; LEARNING PROFILES? I realized that many students do well working in partners and some do not (because they get off task) so by doing a lecture style notes with the test review, I hope to fill in the blanks for these students so that they can still remain successful. How will you adjust aspects of the lesson to accommodate studentsâ&#x20AC;&#x2122; INTERESTS?

Table&of&Contents& Daily&Lesson&Plan&Materials& Day&1&………………………………………………………………………………………………………………………………..74& Day&2&………………………………………………………………………………………………………………………………..82& Day&3&………………………………………………………………………………………………………………………………..85& Day&4&………………………………………………………………………………………………………………………………..99& Day&5&………………………………………………………………………………………………………………………………..104& Day&6&………………………………………………………………………………………………………………………………..109& Day&7&………………………………………………………………………………………………………………………………..115! Day&8&………………………………………………………………………………………………………………………………..118& Day&9&………………………………………………………………………………………………………………………………..124& Day&10&………………………………………………………………………………………………………………………………133& Day&11&………………………………………………………………………………………………………………………………138& Day&12&………………………………………………………………………………………………………………………………141& Day&13&………………………………………………………………………………………………………………………………147& Day&14&………………………………………………………………………………………………………………………………150& Day&15&………………………………………………………………………………………………………………………………158& Day&16&………………………………………………………………………………………………………………………………161& Day&17&………………………………………………………………………………………………………………………………162& Day&18&………………………………………………………………………………………………………………………………163& Day&19&………………………………………………………………………………………………………………………………168& & & & & !

Knight's&ChargeDEnglish&IV&& Goal!Setting!Monday!!Whether!you!are!college!bound!or!work!force!bound,!it!is!important!to!set!small!goals! for!the!week.!For!your!Knight's!Charge,!you!are!to!do!the!following:! *!Reflect!on!your!week!last!week.!Did!you!accomplish!everything?!Are!there!certain!things!you!need!to!make! sure!to!complete!this!week?!! ! ! *List!3!small,!attainable!goals!for!the!week!and!write!one!sentence!to!explain!the!importance!for!each!goal.! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! & Knight's&ChargeDEnglish&IV&& Goal!Setting!Monday!!Whether!you!are!college!bound!or!work!force!bound,!it!is!important!to!set!small!goals! for!the!week.!For!your!Knight's!Charge,!you!are!to!do!the!following:! *!Reflect!on!your!week!last!week.!Did!you!accomplish!everything?!Are!there!certain!things!you!need!to!make! sure!to!complete!this!week?!! ! ! *List!3!small,!attainable!goals!for!the!week!and!write!one!sentence!to!explain!the!importance!for!each!goal.! & & & & & & & &

Characters:&Christopher,&Father,&Policeman,&Narrator&& Setting:&begins&in&a&jail&cell&then&moves&to&an&interrogation&room& &

_________________________________

Narrator:!It!was!1:12!a.m.!when!Father!arrived!at!the!police!station.!I!did!not!see!

_________________________________

him!until!1:28!a.m.!but!I!knew!he!was!there!because!I!could!hear!him.!! Father!(unseen!in!other!room):!"I!want!to!see!my!son.!Why!the!hell!is!he!locked! up?!â&#x20AC;ŚOf!course!I'm!bloody!angry."!

_________________________________

_________________________________ _________________________________ _________________________________

Narrator:!Then!I!heard!a!policeman!telling!him!to!calm!down.!Then!I!heard!nothing! _________________________________ for!a!long!while.!At!1:28!a.m.!a!policeman!opened!the!door!of!the!cell!and! told!me!that!there!was!someone!to!see!me.!! I!stepped!outside.!Father!was!standing!in!the!corridor.!He!held!up!

_________________________________ _________________________________

his!right!hand!and!his!fingers!out!in!a!fan.!I!held!up!my!left!hand!and!spread! _________________________________ my!fingers!out!in!a!fan!and!we!made!our!fingers!and!thumbs!touch!each! _________________________________ other.!! We!do!this!because!sometimes!Father!wants!to!give!me!a!hug,!but!I! _________________________________ do!not!like!hugging!people!so!we!do!this!instead,!and!it!means!that!he!loves! _________________________________ me.!! Then!the!policeman!told!us!to!follow!him!down!the!corridor!to! another!room.!In!the!room!was!a!table!and!three!chairs.!He!told!us!to!sit! down!on!the!far!side!of!the!table!and!he!sat!down!on!the!other!side.!There!

_________________________________ _________________________________

was!a!tape!recorder!on!the!table!and!I!asked!whether!I!was!going!to!be!

_________________________________

interviewed!and!he!was!going!to!record!the!interview.!!

_________________________________

Policeman:!â&#x20AC;&#x153;I!don't!think!there!will!be!any!need!for!that."!

_________________________________ _________________________________

Narrator:!He!was!an!inspector.!I!could!tell!because!he!wasn't!wearing!a!uniform.!He! also!had!a!very!hairy!nose.!It!looked!as!if!there!were!two!very!small!mice! hiding!in!his!nostrils.2!Go#to#footnote!

_________________________________ _________________________________ _________________________________

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 2!This!is!not!a!metaphor,!it!is!a!simile,!which!means!that!it!really!did!look!like!there!were!two! very!small!mice!hiding!in!his!nostrils,!and!if!you!make!a!picture!in!your!head!of!a!man!with!two! very!small!mice!hiding!in!his!nostrils,!you!will!know!what!the!police!inspector!looked!like.!And! a!simile!is!not!a!lie,!unless!it!is!a!bad!simile.!

_________________________________

________________________________ Policeman:!"I!have!spoken!to!your!father!and!he!says!that!you!didn't!mean!to!hit! the!policeman."!

________________________________ ________________________________

Narrator:!I!didn't!say!anything!because!this!wasn't!a!question.! Policeman:!"Did!you!mean!to!hit!the!policeman?"!

________________________________ ________________________________ ________________________________

Christopher:!"Yes."!

________________________________

Narrator:!He!squeezed!his!face!and!said,!

________________________________

Policeman:!"But!you!didn't!mean!to!hurt!the!policeman?"! !

________________________________ ________________________________

Narrator:!I!thought!about!this!and!said,!!

________________________________

! Christopher:!"No.!I!didn't!mean!to!hurt!the!policeman.!I!just!wanted!him!to!stop! touching!me."!

________________________________ ________________________________

! Policeman:!"You!know!that!it!is!wrong!to!hit!a!policeman,!don't!you?"!

________________________________ ________________________________

Christopher:!"I!do."!

________________________________

Narrator:!He!was!quiet!for!a!few!seconds,!then!he!asked,!! Policeman:!"Did!you!kill!the!dog,!Christopher?"!

________________________________ ________________________________ ________________________________

Christopher:!"I!didn't!kill!the!dog."!

________________________________

Policeman:!"Do!you!know!that!it!is!wrong!to!lie!to!a!policeman!and!! that!you!can!get!into!a!very!great!deal!of!trouble!if!you!do?"!

________________________________ ________________________________ ________________________________

Christopher:!"Yes."!

________________________________ Policeman:!"So,!do!you!know!who!killed!the!dog?! !

________________________________ Christopher:!"No."!

________________________________

Policeman:!"Are!you!telling!the!truth?"!!

________________________________

Christopher:!"Yes.!I!always!tell!the!truth."!

________________________________ Policeman:!"Right.!I!am!going!to!give!you!a!caution."!

________________________________

Christopher:!"Is!that!going!to!be!on!a!piece!of!paper!like!a!!

________________________________

certificate!I!can!keep?"!

________________________________

Policeman:!"No,!a!caution!means!that!we!are!going!to!keep!a!record!of!what!you!

________________________________

did,!that!you!hit!a!policeman!but!that!it!was!an!accident!and!that!you!didn't! ________________________________ mean!to!hurt!the!policeman."!

________________________________ ________________________________

Christopher:!"But!it!wasn't!an!accident."!

________________________________

Father:!"Christopher,!please."!

________________________________ Narrator:!The!policeman!closed!his!mouth!and!breathed!out!loudly!through!his! nose!and!said,!!

________________________________

Policeman:!"If!you!get!into!any!more!trouble!we!will!take!out!this!record!and!see!

________________________________

that!you!have!been!given!a!caution!and!we!will!take!things!much!more! seriously.!Do!you!understand!what!I'm!saying?"! !

________________________________

Narrator:!I!said!that!I!understood.!Then!he!said!that!we!could!go!and!he!stood!up! and!opened!the!door!and!we!walked!out!into!the!corridor!and!back!to!the! front!desk,!where!I!picked!up!my!Swiss!Army!knife!and!my!piece!of!string! and!the!piece!of!the!wooden!puzzle!and!the!3!pellets!of!rat!food!for!Toby! and!my!ÂŁ1.47!and!the!paper!clip!and!my!front!door!key,!which!were!all!in!a!

________________________________

________________________________ ________________________________ ________________________________

little!plastic!bag,!and!we!went!out!to!Father's!car,!which!was!parked!

________________________________

outside,!and!we!drove!home.!

________________________________ !

________________________________ ! ! ! ________________________________

With!a!partner,!work!on!the!following!charts!and!questions.!Make!sure!to!include!textual! evidence!when!asked!for!and!to!give!your!opinion!and!reasons!about!what!is!happening!in!the! text.! ! 1. Navigating!the!Text! ! !!!!!!!!!!!!!Word!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Definition! Highlight! !!!!!!!! unfamiliar! 1.!_______________!â&#x2C6;&#x2019;!_______________________________________.!! words!(find!at! ! least!2)! ! 2.!_______________!â&#x2C6;&#x2019;!_______________________________________.! ! ! Textual!Evidence! Possible!Explanation!(your!own!words)! Write!down!2! !!!!!!!! ! things!that! 1.! 1.! were!odd,! ! ! confusing!or! ! ! strange! ! ! ! ! ! ! 2.! 2.! ! ! ! ! ! Underline! Textual!Evidence! How!does!this!show!what!story!will!be!about?! words,! ! ! phrases,!or! 1.! 1.! sentences! ! ! that!tell!what! ! ! the!story!will! ! ! be!about! ! ! ! ! 2.! 2.! ! ! ! ! ! ! !

2. What!is!going!on!in!this!scene?!How,!using!textual!evidence,!do!you!know!these!things?!! ! ! ! ! 3. Who!is!Christopher?! ! ! ! ! 4. What!was!it!like!seeing!this!scene!acted!out!instead!of!having!to!just!read!it?! ! ! ! ! ! 5. Pick!one!character!and!write!as!much!as!you!can!about!what!is!revealed!about!the! character!through!the!text.! ! ! ! ! 6. What!was!the!effect!of!having!two!Christophers!(the!character!and!the!narrator)?! ! ! ! ! 7. Was!it!important!to!have!both?!Why?! ! ! ! ! ! 8. What!interesting!aspects!about!the!text!did!you!find?!What!things!stood!out!to!you!the! most?! ! ! !

The Curious Incident of the Dog in the Night-time Information!about!the! book! ! ! ! Christopher! ! ! ! ! Father! ! ! ! ! Sioban! ! ! ! ! Mrs.!Shears! ! ! ! ! Mother! ! ! ! ! Mr.!Shears! ! ! !

Murder!Mystery! ! ! ! ! ! Social!Interactions! ! ! ! ! ! Order!and!Logic! ! ! ! ! ! ! Opening!of!the!Book!Notes:! ! Setting:! ! ! ! ! ! Background/whatâ&#x20AC;&#x2122;s!going!on:! ! ! ! ! !

Knight’s&ChargeDEnglish&IV&& Respond!to!the!statement!below!in!the!following!format:! *One!complete!sentence!responding!to!the!statement.! *One!to!two!complete!sentences!citing!evidence!to!your!response.! *One!sentence!to!explain!the!evidence!provided.! *One!sentence!to!summarize!your!main!points! *LAST&TIME&HAVING&THIS&STATEMENT*&& !

Certain!people!that!we!meet!or!know!make!an!impact!on!our!lives.!In!one!complete!sentence,! write!about!one!person!that!is!or!has!been!an!important!part!of!your!life.! ! ! ! ! ! ! ! ! ! ! !

Certain!people!that!we!meet!or!know!make!an!impact!on!our!lives.!In!one!complete!sentence,! write!about!one!person!that!is!or!has!been!an!important!part!of!your!life.! ! ! ! ! ! ! !

Name:__________________________ Curious Incident of the Dog in the Night-time Vocabulary List 1 Directions: Read each sentence. After you read each sentence, determine the meaning of the underlined bold word. 1. Walter’s apocryphal story about his dog eating his homework did not fool his teacher because Walter was always lying about his homework being done. a. I think apocryphal means ______________________________ because __________________________________________________________________. b. Apocryphal means: _____________________________________. 2. The tour guide took our group down the corridor of the museum. We passed many exhibits and it seemed like the walk would never end. a. I think corridor means ____________________________ because _________________________________________________________________. b. Corridor means: ____________________________________. 3. The Church served as a sanctuary for the homeless and hungry on cold winter nights because they had no where else to go. a. I think sanctuary means ________________________________ because _______________________________________________________________________. b. Sanctuary means: _________________________________________. 4. My college professor would always digress from what he was talking about. The students were always confused about what to study because he never stayed on the same topic for more than a few minutes. a. I think digress means ____________________________ because _______________________________________________________________________. b. Digress means: ______________________________________. 5. The blood clot caused the patient to suffer from an embolism. The doctors were afraid that the patient’s heart wasn’t strong enough to send her home, so they kept her overnight in the hospital. a. I think embolism means ____________________________ because _______________________________________________________________________. b. Embolism means: ______________________________________. !

Write!the!word!in!a!sentence:!

Definition:!

Word:!

Examples:!

NonjExamples:!

Definition:!

Write!the!word!in!a!sentence:! :!

Word:!

NonjExamples:!

Examples:! !!

China&asks:&Are&its&young&men&manly&enough?& Oct.!7,!2013! !

SHANGHAI!—!Zhang!Mei!Lian!is!worried!that!her!16jyearjold!son!does!not!know!how!to!be!a! man.! ! She!is!worried!that!he’s!falling!behind!his!female!classmates!in!school.!She!fears!that!he!isn’t! athletic!enough,!and!that!he!doesn’t!know!how!to!fix!things!like!a!broken!light.! ! “Our!current!education!system!is!really!bad!for!boys,”!Zhang!said.!“Boys!should!be!strong."! Otherwise,!they!turn!into!boys!who!act!like!girls,!she!said.! ! Zhang!isn’t!the!only!one!who’s!worried!about!young!Chinese!men.!Many!people!in!China!are.! This!is!not!just!a!concern!here.!Boys’!falling!scores!in!school!has!been!the!subject!of!several! studies!in!the!United!States.! ! "Lack&Of&Manliness"& ! “We!tend!to!describe!it!as!the!feminization!of!men!or!lack!of!manliness,”!said!Li!Wendao!who! is!the!cojauthor!of!a!book!called!“Save!the!Boys.”! ! Just!as!in!the!United!States,!a!big!worry!is!that!girls!are!doing!better!than!boys!in!school.! According!to!“Save!the!Boys,”!Chinese!girls!score!better!than!boys!on!college!entrance!exams.! They're!also!more!likely!to!go!to!college.!More!of!them!are!winning!scholarships!for!college! money,!too.! ! Experts!blame!the!country’s!education!system.!Parents!and!teachers!force!children!here!to!do! lots!of!memorizing.!The!goal!is!to!help!them!pass!national!exams!for!high!school!and!college.! ! Outside!the!classroom,!they’re!forced!to!take!private!lessons!in!different!subjects.!They!study! at!night,!on!the!weekends!and!during!holidays.!Girls,!these!experts!say,!are!better!able!to! handle!such!studying.!But!boys,!they!argue,!need!more!free!time!to!be!wild.! ! This!type!of!studying!leads!to!behavioral!problems.! ! “There!is!no!question!boys!here!do!not!know!how!to!act!like!men,”!said!Mark!Kurban.!He! teaches!at!a!high!school!in!Shanghai.!“Boys!tend!to!be!lazier!than!the!girls.!They!just!really! want!to!play!basketball!the!whole!time!in!school.”! ! ! ! !

! Turning&Boys&Into&Men& ! One!high!school!in!Shanghai!is!trying!to!fix!the!problem.!Last!fall,!it!began!offering!classes!for! boys!only.!The!classes!teach!wilderness!training,!using!tools,!boxing!and!repairing!things.! ! Lu!Qisheng!is!the!leader!of!the!school.!The!country’s!rule!of!allowing!families!to!have!only!one! child!is!another!challenge.!It!was!put!in!place!more!than!30!years!ago!because!the!number!of! people!in!China!was!growing!quickly.! ! People!wanted!boy!babies!more!than!girls.!The!families!that!did!have!male!children!spoiled! them!so!much!that!these!children!are!called!“little!emperors.”!Most!boys!are!raised!only!by! their!mothers!because!their!fathers!are!out!working.!All!this!resulted!in!males!who!expect! special!treatment.! ! “This!has!weakened!their!ability!to!live!independently,”!Lu!said.! ! Some!people!here!blame!television!shows!and!movies!from!South!Korea.!These!programs!are! watched!in!China!and!show!men!who!don't!look!very!manly.!Some!say!that!is!changing!the! idea!of!being!male.! ! “I!think!Chinese!women,!especially!young!women!in!cities,!some!of!them!share!this!kind!of! preference,”!said!Song!Geng!who!teaches!at!the!University!of!Hong!Kong.! ! Scholar&Or&Soldier?& ! More!men!in!China!are!buying!beauty!products,!even!makeup.! ! There!are!reasons!for!this.!In!old!Chinese!plays!gentle!male!scholars!were!the!ones!who!won! women’s!hearts.!Warriors!did!not.! ! This!idea!disappeared!in!the!early!1900s,!however.!Men!were!forced!to!cut!their!long!hair.!And! then!the!Communist!Party!came!to!power!in!1949.!Soldiers!and!strong!men!who!could!defend! their!country!became!the!model.! ! But!now!things!are!moving!back!to!the!older!view.!There's!a!broader!idea!of!what!makes!a! man!a!man.! ! But!it!creates!problems!in!a!country!where!men!control!things.! ! !

“In!the!family,!women’s!role!is!to!assist!men,"!said!Li!Yinhe.!She!is!one!of!China’s!most!famous! scholars!on!the!difference!between!men!and!women.!“The!Chinese!saying!is!that!the!man! leads!and!the!woman!follows.”! Knight’s&ChargeD&English&IV& & Read!the!article!on!your!desk.!After!you!complete!the!article!choose!one!of!the!following! prompts,!provide!textual!evidence,!and!explain!your!evidence.!(Must&be&at&least&5&sentences)& ! Prompt!#1:!How!do!your!beliefs!agree!or!disagree!with!those!mentioned!in!the!article?! Prompt!#2:!In!what!ways!does!the!article!state!that!these!boys!are!becoming!feminine?! Prompt!#3:!According!to!the!article,!why!is!it!important!that!men!be!soldiers!and!not!scholars?! Prompt!#4:!What!reasons!does!the!article!give!as!to!why!boys!should!be!more!“manly”?! ! Knight’s&ChargeD&English&IV& & Read!the!article!on!your!desk.!After!you!complete!the!article!choose!one!of!the!following! prompts,!provide!textual!evidence,!and!explain!your!evidence.!(Must&be&at&least&5&sentences)& ! Prompt!#1:!How!do!your!beliefs!agree!or!disagree!with!those!mentioned!in!the!article?! Prompt!#2:!In!what!ways!does!the!article!state!that!these!boys!are!becoming!feminine?! Prompt!#3:!According!to!the!article,!why!is!it!important!!that!men!be!soldiers!and!not!scholars?! Prompt!#4:!What!reasons!does!the!article!give!as!to!why!boys!should!be!more!“manly”?!

Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quiz!–!Day!3! ! 1. What!is!one!of!the!reasons!Christopher!gives!for!finding!people!confusing?! ! ! 2. What!does!Father!do!instead!of!hugging!Christopher?! ! ! 3. Why!did!Father!bang!the!steering!wheel!as!they!drove!home?! ! ! 4. What!reason!does!Father!give!for!why!Christopher’s!Mother!is!in!the!hospital?! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quiz!–!Day!3! ! 1. What!is!one!of!the!reasons!Christopher!gives!for!finding!people!confusing?! ! ! 2. What!does!Father!do!instead!of!hugging!Christopher?! ! ! 3. Why!did!Father!bang!the!steering!wheel!as!they!drove!home?! ! ! 4. What!reason!does!Father!give!for!why!Christopher’s!Mother!is!in!the!hospital?! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quiz!–!Day!3! ! 1. What!is!one!of!the!reasons!Christopher!gives!for!finding!people!confusing?! ! ! 2. What!does!Father!do!instead!of!hugging!Christopher?! ! ! 3. Why!did!Father!bang!the!steering!wheel!as!they!drove!home?! ! ! 4. What!reason!does!Father!give!for!why!Christopher’s!Mother!is!in!the!hospital?! ! ! ! ! !

! ! Facial!Expressions!Activity:!Emotion!Slips! ! ! ! ! !

! Angry!

! Happy!

! Anxious!

! Calm!

! ! ! !

! Depressed!

! Guilty!

! Inferior!

! Impatient!

! Jealous!

! Excited!

! ! ! ! ! !

Savant&Syndrome& Fact!Sheet! !

What&is&Savant&syndrome?& Savants!are!people!who!have!serious!mental! or!physical!disability!yet!have!remarkable,! and!sometimes!spectacular,!talents.!Savant& syndrome!is!perhaps!one!of!the!most! fascinating!wonders!in!the!study!of!human! differences!and!cognitive!psychology.!It!is! often!said!that,!because!of!the!amazing! abilities!involved,!we!will!never!truly! understand!human!memory!and!thinking! until!we!understand!the!Savant.!

What&are&the&Characteristics&of&Savant& Syndrome?& Savant!syndrome!is!a!very!rare,!but!an! incredible!condition!in!which!people!with! Autism,!or!other!major!mental!illnesses,!have! amazing!abilities!or!intelligence!that!stands! out!against!their!disability.! ! There!are!three!types!of!Savants:!Splinter# Skills,#Talented#Savants,#and#Prodigious# Savants.# â&#x20AC;˘ Splinter&Skills!where!the!individual!has! specific!skills!that!stands!out!in!their! overall!level!of!functioning.# â&#x20AC;˘ Talented&Savants!where!the!individual! shows!a!high!level!of!ability!that!stands! out!against!their!disability.!! â&#x20AC;˘ Prodigious&Savants&involves!a!much! rarer!form!of!the!condition,! o The!ability!is!not!only!impressive! in!comparison!to!the!disability,! but!would!be!spectacular!even!if!

viewed!in!a!nonjdisabled! person.!

What&are&the&categories&of&Savant&Skills?& & Various!Savant!Skills!Include:! Memorization!j!excellent!memory!is!a! common!feature!of!savant!syndrome,!but!it! also!can!be!a!special!skill!in!its!own!right.! There!are!cases!of!savants!who!have! memorized!population!statistics,!telephone! books,!bus!schedules,!etc.! Lightening&calculation!j!this!is!shown!in!the! instant!calculation!of!multiplications,!square! roots,!etc,!and!the!determination!of!prime! numbers.! Calendar&calculating!j!often!involving!the! ability!to!identify!the!day!of!the!week!upon! which!a!particular!date!falls,!in!one!case!any! time!in!the!last,!or!next,!forty!thousand! years!!!! Musical&ability!j!this!is!a!common!savant!skill.! Savants!will!have!perfect!pitch,!and!can!play!a! complete!piece!of!music!after!hearing!it!only! once.! Artistic&ability!j!not!as!common!as!musical! abilities,!but!there!are!savants!with! exceptional!painting,!sculpture!and!especially! drawing!skills.! Language&ability!j!this!is!rare,!but!there!is!one! case!of!a!savant!who!could!read!write!and! translate!15!to!20!languages.! ! ! !

Savant&Syndrome&Questions&& 1. In!your!own!words,!what!is!Savant!Syndrome?!

! ! ! ! ! ! ! !

2. What!six!skills!are!usually!found!in!Savants?!

3. In!the!chart!below,!choose!two!of!the!skills!that!best!fits! Christopher.!Use!textual!evidence!to!support!your!answer.! Savant&Syndrome& Skill! How!does!this!fit! Textual!Evidence! Christopher?! ! ! !

! !

Use!the!following!charts!to!take!notes!on!the!other!two!Syndromes!while!the!other!groups! teach!the!rest!of!the!class.! ! Autism! 1. What!is!Autism!Spectrum!Disorder?! Spectrum! ! Disorder! ! ! ! ! 2. What!problems!do!people!with!Autism!Spectrum!Disorder!display?! ! ! ! ! 3. How!does!this!relate!to!Christopher?!

Asperger! Syndrome!

1. What!is!Asperger!Syndrome?! ! ! ! ! ! 2. What!problems!do!people!with!Asperger!Syndrome!display?! ! ! ! ! ! 3. How!does!this!relate!to!Christopher?!

Asperger&Syndrome& Fact!Sheet! ! What&is&Asperger&syndrome?& ! Asperger!syndrome!is!one!of!the!autism! spectrum!disorders!(ASDs).!Although! symptoms!are!present!early!in!life,!Asperger! syndrome!is!usually!diagnosed!when!a!child! is!school!aged.!! ! As!with!other!ASDs,!scientists!do!not!know! exactly!what!causes!Asperger!syndrome,! but!it!is!known!that!the!brain!of!someone! with!this!condition!functions!differently! than!that!of!someone!without!Asperger! syndrome.!! ! What&are&the&signs&of&Asperger&syndrome?! ! People!with!Asperger!syndrome!have! problems!with!social,!emotional,!and! communication!skills,!as!well!as!unusual! behaviors!and!interests.! ! Children&and&adults&with&Asperger& syndrome&might:& &  Have!trouble!understanding!other! people’s!feelings!or!talking!about! their!own!feelings.!!  Have!a!hard!time!understanding!body! language.!  Avoid!eye!contact!  Want!to!be!alone;!or!want!to! interact,!but!not!know!how.!  Have!narrow,!sometimes!obsessive,! interests.! !

 Talk!only!about!themselves!and!their! interests!  Speak!in!unusual!ways!or!with!an!odd! tone!of!voice!  Have!a!hard!time!making!friends!  Seem!nervous!in!large!social!groups.!  Be!clumsy!or!awkward.!  Have!rituals!that!they!refuse!to! change,!such!as!a!very!rigid!bedtime! routine.!  Develop!odd!or!repetitive! movements.!  Have!unusual!sensory!reactions.! ! With!appropriate!services!and!support,! people!with!Asperger!syndrome!can!make! progress!in!managing!or!overcoming!these! challenges!and!can!learn!to!emphasize!their! strengths.! ! How&is&Asperger&syndrome&different&from& other&autism&spectrum&disorders?& ! Children!with!Asperger!syndrome!do!not! have!a!language!delay!and,!by!definition,! must!have!an!average!or!above!average!IQ! (measure!of!intelligence).!Children!with! other!autism!spectrum!disorders!may!have! a!language!delay!and!can!have!an!IQ!at!any! level.! ! ! ! ! ! ! ! ! ! ! ! !

Asperger&Syndrome&Questions&& 4. In!your!own!words,!what!is!Asperger!Syndrome?!

! ! ! ! ! ! ! !

5. What!problems!do!people!with!Asperger!Syndrome!display?!

6. From!the!list!above,!choose!two!of!the!characteristics!that!best!fits! Christopher.!Use!textual!evidence!to!support!your!answer.! Asperger&Syndrome& Problem! How!does!this!fit! Textual!Evidence! Christopher?! ! ! !

! ! Use!the!following!charts!to!take!notes!on!the!other!two!Syndromes!while!the!other!groups! teach!the!rest!of!the!class.! ! Savant! 1. What!is!Savant!Syndrome?! Syndrome! ! ! ! ! ! 2. What!problems!do!people!with!Autism!Spectrum!Disorder!display?! ! ! ! ! 3. How!does!this!relate!to!Christopher?!

Autism! Spectrum! Disorder!

4. What!is!Autism!Spectrum!Disorder?! ! ! ! ! ! 5. What!problems!do!people!with!Autism!Spectrum!Disorder!display?! ! ! ! ! ! 6. How!does!this!relate!to!Christopher?!

Autism&Spectrum&Disorders& Fact!Sheet! !

What&are&autism&spectrum&disorders?& & Autism!spectrum!disorders!(ASDs)!are!a! group!of!developmental!disabilities!caused! by!a!problem!with!the!brain.!Scientists!do! not!know!yet!exactly!what!causes!this! problem.!ASDs!can!impact!a!person’s! functioning!at!different!levels,!from!very! mildly!to!severely.!People!with!ASDs!do!not! look!any!different,!but!they!may! communicate,!interact,!behave,!and!learn!in! ways!that!are!different!for!most!people.!! ! The!thinking!and!learning!abilities!of!people! with!ASDs!range!from!gifted!to!severely! challenged.!! ! Autistic!disorder!is!the!most!commonly! known!type!of!ASD,!but!there!are!others,! including!Asperger!Syndrome.! ! What&are&some&of&the&signs&of&ASDs?& ! People!with!ASDs!may!have!problems!with! social,!emotional,!and!communication!skills.! They!might!repeat!certain!behaviors!and! might!not!want!change!in!their!daily! activities.!Many!people!with!ASDs!also!have! different!ways!of!learning,!paying!attention,! or!reacting!to!things.!ASDs!begin!during! early!childhood!and!last!throughout!a! person’s!life.! & & & & !

A&child&or&adult&with&an&ASD&might:& ! • Not!play!“pretend”!games!(pretend! to!“feed”!doll)! • Not!point!at!objects!to!show!interest! (point!at!an!airplane!flying!over)! • Not!look!at!objects!when!another! person!points!at!them! • Have!trouble!relating!to!others!or!not! have!an!interest!in!other!people!at!all! • Avoid!eye!contact!and!want!to!be! alone! • Have!trouble!understanding!other! people’s!feelings!or!talking!about! their!own!feelings! • Prefer!not!to!be!held!or!cuddled!or! might!cuddle!only!when!they!want!to! • Appear!to!be!unaware!when!other! people!talk!to!them!but!respond!to! other!sounds! • Be!very!interested!in!people,!but!not! know!how!to!talk,!play,!or!relate!to! them! • Repeat!or!echo!words!or!phrases!said! to!them,!or!repeat!words!or!phrases! in!place!of!normal!language! (echolalia)! • Have!trouble!expressing!their!needs! using!typical!words!or!motions! • Repeat!actions!over!and!over!again! • Have!trouble!expressing!their!needs! using!typical!words!or!motions! • Repeat!actions!over!and!over!again! • Have!trouble!adapting!when!a! routine!changes! • Have!unusual!reactions!to!the!way! thins!smell,!taste,!look,!feel,!or!sound! • Lose!skills!they!once!had!(for! instance,!stop!saying!words!they! were!using)! !

Autism&Spectrum&Disorder&Questions&& 7. In!your!own!words,!what!is!Autism!Spectrum!Disorder?!

! ! ! ! ! ! ! !

8. What!problems!do!people!with!Autism!Spectrum!Disorder!display?!

9. From!the!list!above,!choose!two!of!the!characteristics!that!best!fits! Christopher.!Use!textual!evidence!to!support!your!answer.! Autism&Spectrum&Disorder& Problem! How!does!this!fit! Textual!Evidence! Christopher?! ! ! !

Use!the!following!charts!to!take!notes!on!the!other!two!Syndromes!while!the!other!groups! teach!the!rest!of!the!class.! ! Savant! 7. What!is!Savant!Syndrome?! Syndrome! ! ! ! ! ! 8. What!problems!do!people!with!Autism!Spectrum!Disorder!display?! ! ! ! ! 9. How!does!this!relate!to!Christopher?!

Asperger! Syndrome!

10.What!is!Asperger!Syndrome?! ! ! ! ! ! 11.What!problems!do!people!with!Asperger!Syndrome!display?! ! ! ! ! ! 12.How!does!this!relate!to!Christopher?!

! ! ! !

Knight’s&ChargeDEnglish&IV& Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!answering!the!question.! *One!to!two!complete!sentences!citing!evidence!to!your!answer.! *One!sentence!to!explain!the!evidence!provided.! *One!sentence!to!summarize!your!main!points! *LAST&TIME&HAVING&THIS&QUESTION*&& !

! “Nothing!worth!having!comes!easy.”! How!can!this!quote!serve!as!a!good!piece!of!advice!for!someone?! ! ! ! ! ! ! ! ! ! ! ! Knight’s&ChargeDEnglish&IV& Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!answering!the!question.! *One!to!two!complete!sentences!citing!evidence!to!your!answer.! *One!sentence!to!explain!the!evidence!provided.! *One!sentence!to!summarize!your!main!points! *LAST&TIME&HAVING&THIS&QUESTION*&& !

! “Nothing!worth!having!comes!easy.”! How!can!this!quote!serve!as!a!good!piece!of!advice!for!someone?! ! ! ! ! ! ! ! ! !

Curious!Incident!Study!Guide!Questions!Chapters!2j67! ! 1. Who!is!Wellington!and!what!happened!to!him?! ! ! ! ! 2. What!are!the!pictures!Siobhan!shows!Christopher!and!why!does!he!need!them?!! ! ! ! 3. Why!does!Christophe!have!trouble!deciding!which!picture!was!most!like!peoples’!faces! when!talking!with!them?!Use!textual!evidence!to!support!your!answer.! ! ! ! ! 4. List!the!reasons!why!Christopher!likes!dogs.!Use!textual!evidence!to!support!your! answer.! ! ! ! ! 5. Why!do!you!think!these!characteristics!are!important!to!Christopher?! ! ! ! ! 6. Explain!why!Christopher!likes!only!murder!mystery!novels.!! ! ! ! ! 7. What!do!you!notice!about!Christopher’s!descriptions!of!the!policeman!and! policewoman?!! ! ! ! ! 8. Explain!why!Christopher!has!trouble!answering!the!policeman’s!questions.!! ! !

9. When!does!Christopher!groan?!Why?!! ! ! ! ! 10.Explain!why!Christopher!hit!the!policeman.!! ! ! ! ! 11.What!effect!does!the!policeman’s!questions!have!on!Christopher,!and!why?!! ! ! ! ! 12.How!does!Christopher!try!to!find!safety?! ! ! ! ! 13.How!did!Christopher!feel!after!the!policeman!arrested!him?!Why?! ! ! ! ! 14.How!are!prime!numbers!like!life,!according!to!Christopher?!! ! ! ! ! 15.What!does!this!mean!for!your!life?! ! ! ! ! 16.What!was!it!about!the!police!cell!that!Christopher!found!“nice”?!! ! ! ! ! 17.Explain!the!two!reasons!Christopher!finds!people!confusing.! !

18.Describe!Christopher’s!reaction!to!his!mother’s!illness.!Is!he!unhappy?! ! ! ! 19.Explain!how!Christopher!decides!the!following:!! a. Good!Day!! ! ! b. Black!Day!! ! ! c. Quite!Good!Day!! ! ! d. Super!Good!Day!! ! ! 20.!Do!you!think!this!is!a!very!logical!way!of!ordering!his!days?!Why?! ! ! ! ! 21.Describe!Christopher’s!reaction!to!his!mother’s!death.!! ! ! ! ! 22.!Does!he!seem!unhappy?!Why?! ! ! ! ! 23.!Christopher’s!father!told!Chris!to!stay!out!of!other!people’s!business.!Why!does!Chris! decide!to!proceed!with!his!“investigation”!of!who!killed!Wellington?! ! ! ! ! 24.!What!is!Christopher’s!understanding!of!rules?!Use!textual!evidence!to!support!your! answer.! ! !

25.!Explain!how!Christopher!feels!about!strangers.!Why!canâ&#x20AC;&#x2122;t!he!look!at!them?! ! ! ! ! 26.!In!the!conversation!with!Mrs.!Alexander,!what!is!revealed!about!Christopher?!! ! ! !

Knight’s&ChargeDEnglish&IV&&

HAPPY!FRIDAY!!!!I!hope!that!each!of!you!enjoyed!your!week.!!For!this!Knight’s!Charge!reflect!on!the!goals!you! set!Monday.!!Did!you!accomplish!any!of!your!goals?!!If!so,!which!ones?!!If!not,!what!stopped!you?!!Did!you!have! a!good!week?!!What!was!something!that!didn’t!go!so!well!and!how!you!plan!on!improving!that?!!What!are!your! plans!for!the!weekend?!!(Response!should!be!at!least!5!sentences)! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Knight’s&ChargeDEnglish&IV&&

!Vocabulary Check!! Read each statement. Complete what each is asking you to do. 1. Think of the definition of the word pernicious. Write about something that you experienced that was pernicious. Must be at least 2 sentences. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 2. Think of the definition of the word digress. Write about an experience you had when someone digressed. Write one sentence about the experience and one sentence explaining what the word means. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 3. Down the (a) hall and up the stairs there is a room that is filled with many books and comfortable chairs. This was Anna’s favorite room in the house; it was her (b) safe place. a. ________________________

b. ________________________

4. My neighbor (a) hates any kind of food that she doesn’t cook herself. She thinks that other foods are (b) disgusting and wants nothing to do with them. a. _______________________

b. _________________________

5. High Fever : Flu :: Blood Clot : ______________. 6. Fact : Fiction :: Truth :______________. Word Bank

detest

cashiered

conjuration

deficient

slander

clamor

credulous

incense

iniquity

insolent

uncivil

chide

penitent

strumpet

cuckold

prate

taint

frailty

ruminate

cozen

balmy

pernicious

odious

puny

direful

apocryphal

corridor

sanctuary

digress

embolism !

!Vocabulary Check!! Read each statement. Complete what each is asking you to do. 1. Think of the definition of the word digress. Write about an experience you had when someone digressed. Write one sentence about the experience and one sentence explaining what the word means. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 2. Think of the definition of the word pernicious. Write about something that you experienced that was pernicious. Must be at least 2 sentences. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 3. My neighbor (a) hates any kind of food that she doesn’t cook herself. She thinks that other foods are (b) disgusting and wants nothing to do with them. a. _______________________

b. _________________________

4. After going through a (a) heart attack the woman became more aware of what she was eating and living her life. She decided that each morning she would do exercises by walking up and down the (b) hall. a. ________________________

b. ________________________

5. Animals : Zoo :: Homeless People : ______________. 6. Fact : Fiction :: Truth :______________. Word Bank

detest

cashiered

conjuration

deficient

slander

clamor

credulous

incense

iniquity

insolent

uncivil

chide

penitent

strumpet

cuckold

prate

taint

frailty

ruminate

cozen

balmy

pernicious

odious

puny

direful

apocryphal

corridor

sanctuary

digress

embolism

Conventions of a Murder Mystery

Typical!Storyline! ! ! ! Characters! ! ! ! ! Setting! ! ! ! ! Terms!to!Know! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

! !

Relation!to!the!Novel! Relate!each!element!of!a!murder!mystery!to!the!novel.!Use!textual!evidence!when!asked.! !

Typical&Storyline&

Element!of!Murder!Mystery& Unresolved&Crime&

Relation!to!the!Novel&

Story&Follows&Detective&

Piecing&Together&Clues& (use!textual!evidence)!

Interrogates&Possible&Witnesses& (use!textual!evidence)!

Characters& Someone&Trying&to&Solve&the&Crime& !

Someone&Who&Did&the&Killing& ! (Make!a!guess!about!who!you!think! killed!Wellington.!Explain.)! Victims/Witnesses& (use!textual!evidence)!

Setting& Where&the&Crime&Takes&Place&

Time&of&Day& (use!textual!evidence)!

! ! !

Knight's&ChargeDEnglish&IV&& Goal!Setting!Monday!!Whether!you!are!college!bound!or!work!force!bound,!it!is!important!to!set!small!goals!for! the!week.!For!your!Knight's!Charge,!you!are!to!do!the!following:! *!Reflect!on!your!week!last!week.!Did!you!accomplish!everything?!Are!there!certain!things!you!need!to!make! sure!to!complete!this!week?!! ! ! *List!3!small,!attainable!goals!for!the!week!and!write!one!sentence!to!explain!the!importance!for!each!goal.! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! & Knight's&ChargeDEnglish&IV&& Goal!Setting!Monday!!Whether!you!are!college!bound!or!work!force!bound,!it!is!important!to!set!small!goals!for! the!week.!For!your!Knight's!Charge,!you!are!to!do!the!following:! *!Reflect!on!your!week!last!week.!Did!you!accomplish!everything?!Are!there!certain!things!you!need!to!make! sure!to!complete!this!week?!! ! ! *List!3!small,!attainable!goals!for!the!week!and!write!one!sentence!to!explain!the!importance!for!each!goal.! &

& & & & & & & & & & & &

Name:__________________________ Curious Incident of the Dog in the Night-time Vocabulary List 2 Directions: Read each sentence. After you read each sentence, determine the meaning of the underlined bold word. 1. My mother told me that she would throw all of my things into the rubbish if I didn’t clean my room by the end of the day. Knowing that she always meant what she said, I decided to clean my room. a. I think rubbish means ______________________________ because __________________________________________________________________. b. Rubbish means: _____________________________________. 2. The detective wondered if she should follow her intuition about who had stolen the jewelry. She knew she had to have evidence, but she was so sure of who it was. a. I think intuition means ____________________________ because _________________________________________________________________. b. Intuition means: ____________________________________. 3. His friends and fellow roisterers were dying to share the story of the adventure they had last night. The party had gotten out of control but they still had an amazing night! a. I think roisterer means ________________________________ because _______________________________________________________________________. b. Roisterer means: _________________________________________. 4. I have noticed that when companies are competing to sell stuff they are more circumspect in making their item because they want to make sure that theirs is the best one to buy. a. I think circumspect means ____________________________ because _______________________________________________________________________. b. Circumspect means: ______________________________________. 5. When I went to my uncle’s house I heard his friend yelling, “And then the bloody bloke tried to steal my wallet and watch!” a. I think bloke means ____________________________ because _______________________________________________________________________. b. Bloke means: ______________________________________. !

Write!the!word!in!a!sentence:!

Definition:!

Word:!

Examples:!

NonjExamples:! Write!the!word!in!a!sentence:!

Definition:!

Word:!

Examples:! !

NonjExamples:! !

Curious!Incident!Study!Guide!Questions!Chapters!67j83! 1.

! Why!doesn’t!Christopher!like!chatting?! ! ! ! How!does!Christopher!work!out!who!his!prime!suspect!is?!! ! ! ! ! In!what!ways!is!Christopher!different!from!the!others!at!this!school?!! ! ! ! ! How!does!Christopher!explain!the!fact!that!everyone!has!learning!disabilities!and!special! needs?!Use!textual!evidence!to!support!your!answer.! ! ! ! ! In!your!own!opinion,!do!you!believe!Christopher’s!reasons!make!sense?!Why?! ! ! ! ! How!is!Christopher!going!to!prove!that!he!is!not!stupid?! ! ! ! ! What!does!Christopher!plan!to!do!after!he!proves!he!isn’t!stupid?! ! ! ! ! What!is!Christopher’s!view!of!marriage?!Use!textual!evidence!to!support!your!answer.! ! !

! !

9. !Just!Behavioral!Problems?!In!the!chart!below,!use!textual!evidence!to!show!how! Christopher’s!behavioral!problems!could!be!a!sign!of!Autism!or!Asperger’s.!List!at!least! Four&examples.!Provide!the!page!numbers!from!the!textual!evidence.! Christopher’s!“Behavior!Problems”! Sign!of!Autism!or!Asperger’s,! !

! 10.After!reading!of!Christopher’s!behavioral!problems,!which!do!you!think!would!create!the! most!difficulty!for!him?!! ! ! ! ! 11.What!is!Christopher’s!explanation!of!a!white!lie?! ! ! ! ! 12.What!makes!Christopher’s!father!so!angry?!! ! ! ! ! !

13.Explain!why!Christopher!thinks!heâ&#x20AC;&#x2122;d!make!a!good!astronaut.!Use!textual!evidence!to!support! your!answer.! ! ! ! ! 14.Do!you!agree!that!he!would!be!a!good!astronaut?!Why?! & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & !

Knightâ&#x20AC;&#x2122;s&ChargeDEnglish&IV&& Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!responding!to!the!question.! !

We!all!have!different!personalities,!different!ways!of!dealing!with!life,!different!points!of!view.!! In!your!opinion,!what!is!the!best!part!of!your!personality?! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Knightâ&#x20AC;&#x2122;s&ChargeDEnglish&IV&& Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!responding!to!the!question.! !

We!all!have!different!personalities,!different!ways!of!dealing!with!life,!different!points!of!view.!! In!your!opinion,!what!is!the!best!part!of!your!personality?! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Homework!Study!Guide!Questions!Chapters!89j97!&!103j107! ! 1. What!does!Christopher!do!after!2!Black!Days!in!a!row?! ! ! ! 2. What!does!Christopher!decide!is!okay!to!ask!Mrs.!Alexander?!Why?! ! ! ! 3. What!did!Mrs.!Alexander!tell!Christopher!about!his!mother?!! ! ! ! 4. How!did!he!react!to!this!news?!! ! ! ! ! ! 5. Who!is!Rhordi?! ! ! ! ! 6. How!are!Christopherâ&#x20AC;&#x2122;s!descriptions!of!people!different!than!other!books?! ! ! ! ! 7. When!Siobhan!asks!Christopher!if!he!is!sad!about!the!affair,!he!says!that!he!is!not.!How!does! he!explain!this?!Use!textual!evidence!to!support!your!answer.! ! ! ! ! ! 8. What!things!does!Christopher!admire!in!Sherlock!Holmes?!Use!textual!evidence.! !

& !

Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!7! ! ! 1. What!does!Christopher!do!to!the!Gobi!Aloo!Sag!before!eating!it?!Why?! ! ! 2. What!is!Christopher’s!favorite!book?! ! ! 3. What!are!the!two!reasons!Christopher!gives!for!liking!the!book?! ! ! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!7! ! ! 1. What!does!Christopher!do!to!the!Gobi!Aloo!Sag!before!eating!it?!Why?! ! ! 2. What!is!Christopher’s!favorite!book?! ! ! 3. What!are!the!two!reasons!Christopher!gives!for!liking!the!book?! ! ! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!7! ! ! 1. What!does!Christopher!do!to!the!Gobi!Aloo!Sag!before!eating!it?!Why?! ! ! 2. What!is!Christopher’s!favorite!book?! ! ! 3. What!are!the!two!reasons!Christopher!gives!for!liking!the!book?!

& &

Knight’s&ChargeD&English&IV& & Read!the!article!on!your!desk.!After!you!complete!the!article!choose!one!of!the!following! prompts!and!explain!your!evidence.!(Must&be&at&least&5&sentences)& ! Prompt!#1:!I!agree!with!the!ruling!of!firing!the!teacher!because…! Prompt!#2:!I!disagree&with!the!ruling!of!firing!the!teacher!because…! ! ! ! ! Knight’s&ChargeD&English&IV& & Read!the!article!on!your!desk.!After!you!complete!the!article!choose!one!of!the!following! prompts!and!explain!your!evidence.!(Must&be&at&least&5&sentences)& ! Prompt!#1:!I!agree!with!the!ruling!of!firing!the!teacher!because…! Prompt!#2:!I!disagree&with!the!ruling!of!firing!the!teacher!because…! ! !

Florida&teacher&fired&after&she&rented&party&penthouse&for& students&that&included&alcohol,&condoms& ! The!party’s!over!for!a!popular!suburban!Miami!dance!teacher.! ! Isabel!DiazjAlmaraz!was!a!popular!dance!teacher!at!South!Miami!Senior!High!School.!But! officials!investigated!her!last!summer!following!claims!that!she!supplied!the!booze!to!the! students!for!a!prom!afterjparty.! ! Isabel!DiazjAlmaraz!was!officially!fired!Wednesday!from!her!job!at!South!Miami!Senior!High! School!after!a!student!posted!incriminating!photos!online!saying!he!received!a!“party!platter”! full!of!booze!and!condoms!from!the!teacher.! ! A!46jpage!document!claims!DiazjAlmaraz!used!$1,000!of!her!own!money!to!rent!a!penthouse! suite!for!students!last!year!during!a!prom!afterjparty.! ! A!student!posted!a!picture!on!Instagram!of!the!fourjbedroom!penthouse!overlooking!the! ocean,!as!well!as!a!second!picture!of!a!party!tray.! ! The!goodies!included!Durex!condoms,!bottles!of!Malibu!Rum!and!Grey!Goose,!JelljO!and! candies.! ! The!student!captioned!the!photo,!“Thank!you!Mrs.D!!!”! ! Officials!said!the!teacher!was!also!at!the!infamous!afterjparty,!although!she!testified!during!the! investigation!that!she!didn’t!supply!the!students!with!alcohol.! ! Some!students!denied!she!was!the!one!who!bought!the!booze.! ! “I!don’t!think!we!should!ever!praise!or!celebrate!the!termination!of!an!employee.!At!the!same! time,!the!standard!of!conduct!—!particularly!behavior!that!could!harm!children—!must!be! maintained.”! ! Students!said!DiazjAlmaraz!appeared!overly!chummy,!describing!her!as!“fun”!and!“young.”! !

! One!mom!who!supported!the!teacher!called!the!investigation!of!her!a!“witch!hunt.”! ! “I!do!not!believe!at!any!time!Mrs.!D!endangered!my!daughter,”!parent!Marci!Sigel!wrote!to!the! school!board.! ! An!administrative!law!judge!had!suggested!over!the!summer!that!the!teacher!be!reinstated,! but!others!disagreed!and!pushed!for!her!firing.! ! DiazjAlmaraz’s!lawyer!claimed!she!only!rented!the!hotel!suite!for!the!students!because!doing! so!required!a!PayPal!account,!which!none!of!the!students!had,!the!Miami!Herald!reported.! ! “This!is!not!a!careerjending!mistake,”!argued!attorney!Mark!Herdman,!adding!that!she!has! taken!responsibility!for!her!actions.! ! DiazjAlmaraz!declined!to!comment.! ! ! ! ! ! ! ! ! ! ! ! ! ! !

& & & & !

Whodunit?! Even!though!it!was!cold,!Officer!Alex!Manning!was!sweating!a!lot!as!he!stood!in!the!front!hall!of! the!dirty!safe!house,!waiting!for!a!superior!to!show!up!and!take!charge!of!the!strangled!body! on!the!floor.!Manning!had!been!in!charge!of!the!body!while!it!was!alive!and!that,!of!course,!was! the!reason!for!Manning's!sweat.! ! For!two!days,!he'd!been!one!of!the!guards!assigned!to!Jake!Miles,!a!harmless!accountant!who'd! been!unlucky!enough!to!witness!a!mob!hit.!The!D.A.!had!begged!Miles!to!testify!and!promised! he!would!be!kept!safe!from!the!Antonio!crime!family.!Officer!Manning!had!stayed!with!Miles,! working!12jhour!shifts!and!actually!growing!to!like!the!humble,!mousy!witness.!And!now!this.! ! The!doorbell!startled!Manning!and!he!opened!it!to!let!in!Captain!Brown,!he!was!only!wearing!a! wrinkled!suit!that!flapped!in!the!icy!breeze.! ! Brown!stared!down!at!the!corpse.!"Why!was!he!left!alone?"! ! "I!got!a!call!from!your!office,"!Manning!hesitated,!pulling!out!his!twojway!radio!as!if!it!proved! something.!"I!was!ordered!back!to!the!stationhouse.!They!said!another!guard!would!take!over.! It!was!half!an!hour!before!I!got!wise!and!got!back!here."! ! "Just!because!it!came!on!the!right!frequency,!you!didn't!think!to!question!it?!The!Antonios!have! connections,!you!idiot.!They!own!people."!The!captain!sighed.!"Who!all!had!keys?"! ! "I!had!the!only!set.!I!told!Miles!not!to!open!up!for!anyone.!When!I!closed!the!door,!it!locked! behind!me,!then!I!heard!him!throw!the!deadbolt.!You!know!him,!Captain.!He!wasn't!a! irresponsible!guy."! ! Brown!knelt!by!the!body.!"Strangled!from!behind.!Probably!a!wire.!Who!would!Miles!open!the! door!for?!Who!knew!he!was!here?!It's!time!we!got!answers."! ! The!captain!grabbed!his!overcoat!from!a!hook!and!led!the!way!to!his!car.!Manning!grabbed!his! own!coat!and!followed.! ! The!first!lead!came!from!the!safe!house's!phone!records.!Just!the!previous!night,!the!victim!had! sneaked!a!call!to!Luther!Dross,!his!brotherjinjlaw.!"My!wife's!in!intensive!care,"!Luther!told!the! officers!when!they!visited!him!at!his!locksmith!shop!across!town.!"Jake!and!her!were!real!close.! Jake!was!worried!and!wanted!the!latest!news!about!her!condition.!We!talked!for!maybe!five! minutes.!He!knew!it!was!against!the!rules!and!he!never!told!me!where!he!was."! !

! The!captain!pulled!a!notepad!and!pen!from!his!coat.!"Where!were!you!today!around!two?"! ! "Is!that!the!time!of!death?"!Luther!asked!weakly.!"I!was!installing!locks!in!a!new!apartment! complex!on!Prospect!Road.!Some!of!the!workmen!must!have!seen!me.!I!came!back!here!to! clean!up!before!going!to!the!hospital.!Can!I!go!now?"! ! Officer!Manning!came!up!with!the!case's!second!lead.!Four!months!ago,!he!remembered!using! this!same!safe!house!to!protect!Buddy!Banks,!a!mob!informer.!When!the!D.A.!was!trying!to! convince!Miles!to!testify,!he!brought!in!Buddy!to!calm!the!accountant's!nerves!and!tell!him!how! safe!protective!custody!could!be.!"Buddy!knew!where!the!safe!house!was.!He!had!mob! connections.!And!Miles!knew!him,!so!he!might!have!opened!the!door."! ! Banks!had!moved!20!miles!away!and!changed!his!name.!Brown!and!Manning!tracked!him!down! to!a!phone!company!where!he!worked!as!a!directory!assistance!operator.!Brown!showed!his! badge!and!had!the!former!informer!sent!out!on!a!break.!He!told!him!the!news.! ! "Wow,"!Banks!said!and!looked!sick!to!his!stomach.!"I!feel!terrible.!If!I!hadn't!talked!him!into! testifying,!he'd!still!be!alive."! ! "Did!Miles!make!contact!with!you?"! ! "No,!I!swear.!I!only!saw!him!that!once!in!the!D.A.'s!office.!And!I!had!no!way!of!knowing!they'd! send!him!to!that!safe!house."! ! "You!could!have!found!out."! ! "Look,!I've!cut!my!ties!to!that!whole!world.!I!work!8!a.m.!to!4!p.m.!every!day,!and!I'm!straight!as! an!arrow."! ! Brown!and!Manning!drove!the!20!miles!back!to!the!city,!turning!everything!over!in!their!minds.! "The!killer!always!makes!a!mistake,"!the!captain!mumbled.! ! "Yes,"!Manning!agreed.! ! They!both!stayed!silent!for!the!rest!of!the!drive.! ! Who!killed!Jake!Miles?! What!mistake!did!the!killer!make?! ! !

Whodunit?! ! Can!you!solve!the!crime!and!use!the!details!from!the!story!to!figure!out!who!the!murdered!Jake! Miles?! Put!your!detective!skills!to!the!test!and!find!out!whodunit??! ! Use!the!following!chart!to!organize!the!suspects,!their!alibis!and!their!mistakes!and!other! details!you!see!in!the!story!about!each!of!the!men.! ! Suspects! Alibi! Details!about!him! Mistake! ! ! ! !

Knight’s&ChargeDEnglish&IV& ! Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!answering!the!question.! !

! Life!isn’t!always!easy!or!perfect!and!sometimes!we!fight,!argue!or!disagree!with!others.!! What!do!you!think!is!the!best!way!to!resolve!or!fix!a!fight!or!disagreement?! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Knight’s&ChargeDEnglish&IV& & Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!answering!the!question.! ! ! Life!isn’t!always!easy!or!perfect!and!sometimes!we!fight,!argue!or!disagree!with!others.!! What!do!you!think!is!the!best!way!to!resolve!or!fix!a!fight!or!disagreement?! ! ! ! ! ! ! ! ! ! !

The!Hound!of!the!Baskervilles! Chapter!1! Mr.!Sherlock!Holmes! !! !!Mr.!Sherlock!Holmes,!who!was!usually!very!late!in!the! mornings,!save!upon!those!not!infrequent!occasions!when!he!was! up!all!night,!was!seated!at!the!breakfast!table.!I!stood!upon!the! hearthjrug!and!picked!up!the!stick!which!our!visitor!had!left! behind!him!the!night!before.!It!was!a!fine,!thick!piece!of!wood,! bulbousjheaded,!of!the!sort!which!is!known!as!a!"Penang!lawyer."!! Just!under!the!head!was!a!broad!silver!band!nearly!an!inch! across.!"To!James!Mortimer,!M.R.C.S.,!from!his!friends!of!the! C.C.H.,"!was!engraved!upon!it,!with!the!date!"1884."!It!was! just!such!a!stick!as!the!oldjfashioned!family!practitioner!used!to! carry!jj!dignified,!solid,!and!reassuring.! !!"Well,!Watson,!what!do!you!make!of!it?"! !!Holmes!was!sitting!with!his!back!to!me,!and!I!had!given!him! no!sign!of!my!occupation.! !!"How!did!you!know!what!I!was!doing?!I!believe!you!have! eyes!in!the!back!of!your!head."! !!"I!have,!at!least,!a!welljpolished,!silverjplated!coffeejpot!in! front!of!me,"!said!he.!"But,!tell!me,!Watson,!what!do!you!make! of!our!visitor's!stick?!Since!we!have!been!so!unfortunate!as!to! miss!him!and!have!no!notion!of!his!errand,!this!accidental! souvenir!becomes!of!importance.!Let!me!hear!you!reconstruct! the!man!by!an!examination!of!it."! !!"I!think,"!said!I,!following!as!far!as!I!could!the!methods!of! my!companion,!"that!Dr.!Mortimer!is!a!successful,!elderly! medical!man,!welljesteemed!since!those!who!know!him!give! him!this!mark!of!their!appreciation."! !!"Good!"!said!Holmes.!"Excellent!"! !!"I!think!also!that!the!probability!is!in!favor!of!his!being!a! country!practitioner!who!does!a!great!deal!of!his!visiting!on! foot."! !!"Why!so?"! !!"Because!this!stick,!though!originally!a!very!handsome!one! has!been!so!knocked!about!that!I!can!hardly!imagine!a!town! practitioner!carrying!it.!The!thickjiron!ferrule!is!worn!down,!so!it! is!evident!that!he!has!done!a!great!amount!of!walking!with!it."! !!"Perfectly!sound!"!said!Holmes.! !!"And!then!again,!there!is!the!'friends!of!the!C.C.H.'!I!should! !

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guess!that!to!be!the!Something!Hunt,!the!local!hunt!to!whose! members!he!has!possibly!given!some!surgical!assistance,!and! which!has!made!him!a!small!presentation!in!return."! !!"Really,!Watson,!you!excel!yourself,"!said!Holmes,!pushing! back!his!chair!and!lighting!a!cigarette.!"I!am!bound!to!say!that! in!all!the!accounts!which!you!have!been!so!good!as!to!give!of!my! own!small!achievements!you!have!habitually!underrated!your! own!abilities.!It!may!be!that!you!are!not!yourself!luminous,!but! you!are!a!conductor!of!light.!Some!people!without!possessing! genius!have!a!remarkable!power!of!stimulating!it.!I!confess,!my! dear!fellow,!that!I!am!very!much!in!your!debt."! !!He!had!never!said!as!much!before,!and!I!must!admit!that!his! words!gave!me!keen!pleasure,!for!I!had!often!been!piqued!by!his! indifference!to!my!admiration!and!to!the!attempts!which!I!had! made!to!give!publicity!to!his!methods.!I!was!proud,!too,!to!think! that!I!had!so!far!mastered!his!system!as!to!apply!it!in!a!way! which!earned!his!approval.!He!now!took!the!stick!from!my!hands! and!examined!it!for!a!few!minutes!with!his!naked!eyes.!Then! with!an!expression!of!interest!he!laid!down!his!cigarette,!and! carrying!the!cane!to!the!window,!he!looked!over!it!again!with!a! convex!lens.! !!"Interesting,!though!elementary,"!said!he!as!he!returned!to! his!favorite!corner!of!the!couch.!"There!are!certainly!one!or! two!indications!upon!the!stick.!It!gives!us!the!basis!for!several! deductions."! !!"Has!anything!escaped!me?"!I!asked!with!some!selfj! importance.!"I!trust!that!there!is!nothing!of!consequence!which!I! have!overlooked?"! !!"I!am!afraid,!my!dear!Watson,!that!most!of!your!conclusions! were!erroneous.!When!I!said!that!you!stimulated!me!I!meant,!to! be!frank,!that!in!noting!your!fallacies!I!was!occasionally!guided! towards!the!truth.!Not!that!you!are!entirely!wrong!in!this!inj! stance.!The!man!is!certainly!a!country!practitioner.!And!he!walks! a!good!deal."! !!"Then!I!was!right."! !!"To!that!extent."! !!"But!that!was!all."! !!"No,!no,!my!dear!Watson,!not!all!jj!by!no!means!all.!I!would! suggest,!for!example,!that!a!presentation!to!a!doctor!is!more! likely!to!come!from!a!hospital!than!from!a!hunt,!and!that!when! the!initials!'C.C.'!are!placed!before!that!hospital!the!words! !

'Charing!Cross'!very!naturally!suggest!themselves."! !!"You!may!be!right."! !!"The!probability!lies!in!that!direction.!And!if!we!take!this!as!a! working!hypothesis!we!have!a!fresh!basis!from!which!to!start!our! construction!of!this!unknown!visitor."! !!"Well,!then,!supposing!that!'C.C.H.'!does!stand!for!'Charing! Cross!Hospital,'!what!further!inferences!may!we!draw?"! !!"Do!none!suggest!themselves?!You!know!my!methods.!Apply! them!"! !!"I!can!only!think!of!the!obvious!conclusion!that!the!man!has! practiced!in!town!before!going!to!the!country."! !!"I!think!that!we!might!venture!a!little!farther!than!this.!Look! at!it!in!this!light.!On!what!occasion!would!it!be!most!probable! that!such!a!presentation!would!be!made?!When!would!his!friends! unite!to!give!him!a!pledge!of!their!good!will?!Obviously!at!the! moment!when!Dr.!Mortimer!withdrew!from!the!service!of!the! hospital!in!order!to!start!in!practice!for!himself.!We!know!there! has!been!a!presentation.!We!believe!there!has!been!a!change! from!a!town!hospital!to!a!country!practice.!Is!it,!then,!stretching! our!inference!too!far!to!say!that!the!presentation!was!on!the! occasion!of!the!change?"! !!"It!certainly!seems!probable."! !!"Now,!you!will!observe!that!he!could!not!have!been!on!the! staff!of!the!hospital,!since!only!a!man!welljestablished!in!a! London!practice!could!hold!such!a!position,!and!such!a!one! would!not!drift!into!the!country.!What!was!he,!then?!If!he!was!in! the!hospital!and!yet!not!on!the!staff!he!could!only!have!been!a! housejsurgeon!or!a!housejphysician!jj!little!more!than!a!senior! student.!And!he!left!five!years!ago!jj!the!date!is!on!the!stick.!So! your!grave,!middlejaged!family!practitioner!vanishes!into!thin! air,!my!dear!Watson,!and!there!emerges!a!young!fellow!under! thirty,!amiable,!unambitious,!absentjminded,!and!the!possessor! of!a!favorite!dog,!which!I!should!describe!roughly!as!being! larger!than!a!terrier!and!smaller!than!a!mastiff."! !!I!laughed!incredulously!as!Sherlock!Holmes!leaned!back!in!his! settee!and!blew!little!wavering!rings!of!smoke!up!to!the!ceiling.! !!"As!to!the!latter!part,!I!have!no!means!of!checking!you,"!said! I,!"but!at!least!it!is!not!difficult!to!find!out!a!few!particulars! about!the!man's!age!and!professional!career."!From!my!small! medical!shelf!I!took!down!the!Medical!Directory!and!turned!up! the!name.!There!were!several!Mortimers,!but!only!one!who! !

could!be!our!visitor.!I!read!his!record!aloud.! !! !!!!!!"Mortimer,!James,!M.R.C.S.,!1882,!Grimpen,!Dartmoor,! !!!!Devon.!Housejsurgeon,!from!1882!to!1884,!at!Charing! !!!!Cross!Hospital.!Winner!of!the!Jackson!prize!for!Comparaj! !!!!tive!Pathology,!with!essay!entitled!'Is!Disease!a!Reversion?'! !!!!Corresponding!member!of!the!Swedish!Pathological!Socij! !!!!ety.!Author!of!'Some!Freaks!of!Atavism'!(Lancet!1882).! !!!!'Do!We!Progress?'!(Journal!of!Psychology,!March,!1883).! !!!!Medical!Officer!for!the!parishes!of!Grimpen,!Thorsley,!and! !!!!High!Barrow."! !! !!"No!mention!of!that!local!hunt,!Watson,"!said!Holmes!with!a! mischievous!smile,!"but!a!country!doctor,!as!you!very!astutely! observed.!I!think!that!I!am!fairly!justified!in!my!inferences.!As! to!the!adjectives,!I!said,!if!I!remember!right,!amiable,!! unambitious,!and!absentjminded.!It!is!my!experience!that!it!is!! only!an!amiable!man!in!this!world!who!receives!testimonials,!only!! an!unambitious!one!who!abandons!a!London!career!for!the!! country,!and!only!an!absentjminded!one!who!leaves!his!stick!! and!not!his!visitingjcard!after!waiting!an!hour!in!your!room."! !!"And!the!dog?"! !!"Has!been!in!the!habit!of!carrying!this!stick!behind!his! master.!Being!a!heavy!stick!the!dog!has!held!it!tightly!by!the! middle,!and!the!marks!of!his!teeth!are!very!plainly!visible.!The! dog's!jaw,!as!shown!in!the!space!between!these!marks,!is!too! broad!in!my!opinion!for!a!terrier!and!not!broad!enough!for!a! mastiff.!It!may!have!been!jj!yes,!by!Jove,!it!is!a!curlyjhaired! spaniel."! !!He!had!risen!and!paced!the!room!as!he!spoke.!Now!he!halted! in!the!recess!of!the!window.!There!was!such!a!ring!of!conviction! in!his!voice!that!I!glanced!up!in!surprise.! !!"My!dear!fellow,!how!can!you!possibly!be!so!sure!of!that?"! !!"For!the!very!simple!reason!that!I!see!the!dog!himself!on!our! very!doorjstep,!and!there!is!the!ring!of!its!owner.!Don't!move,!I! beg!you,!Watson.!He!is!a!professional!brother!of!yours,!and!your! presence!may!be!of!assistance!to!me.!Now!is!the!dramatic! moment!of!fate,!Watson,!when!you!hear!a!step!upon!the!stair! which!is!walking!into!your!life,!and!you!know!not!whether!for! good!or!ill.!What!does!Dr.!James!Mortimer,!the!man!of!science,! ask!of!Sherlock!Holmes,!the!specialist!in!crime?!Come!in!"! !

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!!The!appearance!of!our!visitor!was!a!surprise!to!me,!since!I! had!expected!a!typical!country!practitioner.!He!was!a!very!tall,! thin!man,!with!a!long!nose!like!a!beak,!which!jutted!out!between! two!keen,!gray!eyes,!set!closely!together!and!sparkling!brightly! from!behind!a!pair!of!goldjrimmed!glasses.!He!was!clad!in!a! professional!but!rather!slovenly!fashion,!for!his!frockjcoat!was! dingy!and!his!trousers!frayed.!Though!young,!his!long!back!was! already!bowed,!and!he!walked!with!a!forward!thrust!of!his!head! and!a!general!air!of!peering!benevolence.!As!he!entered!his!eyes! fell!upon!the!stick!in!Holmes's!hand,!and!he!ran!towards!it!with! an!exclamation!of!joy.!"I!am!so!very!glad,"!said!he.!"I!was!not! sure!whether!I!had!left!it!here!or!in!the!Shipping!Office.!I!would! not!lose!that!stick!for!the!world."! !!"A!presentation,!I!see,"!said!Holmes.! !!"Yes,!sir."! !!"From!Charing!Cross!Hospital?"! !!"From!one!or!two!friends!there!on!the!occasion!of!my! marriage."! !!"Dear,!dear,!that's!bad!"!said!Holmes,!shaking!his!head.! !!Dr.!Mortimer!blinked!through!his!glasses!in!mild!astonishment.! !!"Why!was!it!bad?"! !!"Only!that!you!have!disarranged!our!little!deductions.!Your! marriage,!you!say?"! !!"Yes,!sir.!I!married,!and!so!left!the!hospital,!and!with!it!all! hopes!of!a!consulting!practice.!It!was!necessary!to!make!a!home! of!my!own."! !!"Come,!come,!we!are!not!so!far!wrong,!after!all,"!said! Holmes.!"And!now,!Dr.!James!Mortimer!jj"! !!"Mister,!sir,!Mister!jj!a!humble!M.R.C.S."! !!"And!a!man!of!precise!mind,!evidently."! !!"A!dabbler!in!science,!Mr.!Holmes,!a!picker!up!of!shells!on! the!shores!of!the!great!unknown!ocean.!I!presume!that!it!is!Mr.! Sherlock!Holmes!whom!I!am!addressing!and!not!jj"! !!"No,!this!is!my!friend!Dr.!Watson."! !!"Glad!to!meet!you,!sir.!I!have!heard!your!name!mentioned!in! connection!with!that!of!your!friend.!You!interest!me!very!much,! Mr.!Holmes.!I!had!hardly!expected!so!dolichocephalic!a!skull!or! such!welljmarked!suprajorbital!development.!Would!you!have! any!objection!to!my!running!my!finger!along!your!parietal! fissure?!A!cast!of!your!skull,!sir,!until!the!original!is!available,! would!be!an!ornament!to!any!anthropological!museum.!It!is!not! !

my!intention!to!be!fulsome,!but!I!confess!that!I!covet!your! skull."! !!Sherlock!Holmes!waved!our!strange!visitor!into!a!chair.!"You! are!an!enthusiast!in!your!line!of!thought,!I!perceive,!sir,!as!I!am! in!mine,"!said!he.!"I!observe!from!your!forefinger!that!you! make!your!own!cigarettes.!Have!no!hesitation!in!lighting!one."! !!The!man!drew!out!paper!and!tobacco!and!twirled!the!one!up!in! the!other!with!surprising!dexterity.!He!had!long,!quivering!fingers!! as!agile!and!restless!as!the!antennae!of!an!insect.! !!Holmes!was!silent,!but!his!little!darting!glances!showed!me! the!interest!which!he!took!in!our!curious!companion.! !!"I!presume,!sir,"!said!he!at!last,!"that!it!was!not!merely!for! the!purpose!of!examining!my!skull!that!you!have!done!me!the! honor!to!call!here!last!night!and!again!tojday?"! !!"No,!sir,!no;!though!I!am!happy!to!have!had!the!opportunity! of!doing!that!as!well.!I!came!to!you,!Mr.!Holmes,!because!I! recognized!that!I!am!myself!an!unpractical!man!and!because!I!am! suddenly!confronted!with!a!most!serious!and!extraordinary!! problem.!Recognizing,!as!I!do,!that!you!are!the!second!highest!! expert!in!Europe!jj"! !!"Indeed,!sir!!May!I!inquire!who!has!the!honor!to!be!the! first?"!asked!Holmes!with!some!asperity.! !!"To!the!man!of!precisely!scientific!mind!the!work!of!Monsieur!! Bertillon!must!always!appeal!strongly."! !!"Then!had!you!not!better!consult!him?"! !!"I!said,!sir,!to!the!precisely!scientific!mind.!But!as!a!practical! man!of!affairs!it!is!acknowledged!that!you!stand!alone.!I!trust,! sir,!that!I!have!not!inadvertently!jj"! !!"Just!a!little,"!said!Holmes.!"I!think,!Dr.!Mortimer,!you! would!do!wisely!if!without!more!ado!you!would!kindly!tell!me! plainly!what!the!exact!nature!of!the!problem!is!in!which!you! demand!my!assistance."!

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Curious!Incident!and!The!Hound!of!Baskervilles!Study!Guide!Questions! ! 1. Christopher!John!Francis!Boone!and!Sherlock!Holmes! ! ! Your!Opinion! List!3!ways! 1.! Christopher!and! ! Sherlock!Holmes! ! are!alike.! ! ! 2.! ! ! ! ! 3.!

! List!3! characteristics!of! Sherlock!Holmes! that!could!prove! he!has!Autism,! Aspergerâ&#x20AC;&#x2122;s!or! Savant! Syndrome!

Your!Opinion! 1.! ! ! ! ! 2.! ! ! ! ! 3.! ! ! ! !

Textual!Evidence! 1.! ! ! ! ! 2.! ! ! ! ! 3.! ! ! ! ! Textual!Evidence! 1.! ! ! ! ! 2.! ! ! ! ! 3.! ! !

! ! ! ! ! !

! ! 2. !Using!textual!evidence!from!the!novel,!how!can!the!following!quote!from!The#Hound#of# Baskervilles!be!an!explanation!of!Christopher’s!behavior?!! ! ! “Some!people!without!possessing!genius!have!a!remarkable!power!of!stimulating!it.”! ! ! ! ! ! ! ! ! 3. Christopher!often!notices!things!that!other!people!take!for!granted.!!In!The#Hound#of#the# Baskervilles,!Sir!Arthur!Conan!Doyle!makes!a!joke!of!this!when!Watson!asks!Holmes!how!he! knew!Mortimer!had!a!curlyjhaired!spaniel!and!the!dog!is!standing!at!the!door.!Using&textual& evidence,!give!an!example!of!something!that!Christopher!notices!that!others!may!not.! ! ! ! ! ! 4. Write!about!the!amount!of!detail!Sherlock!Holmes!notices!when!first!meeting!Mortimer.!! Compare!this!to!the!detail!Christopher!notices!when!meeting!a!person.!!! ! ! ! !

! 5. Describe!Christopher’s!reaction!to!Sherlock!Holmes.!! ! ! ! ! ! 6. What!does!it!tell!you!about!the!way!his!mind!works?!Use!textual!evidence!to!support!your! answer.! ! & !

Knight’s&ChargeDEnglish&IV&& HAPPY!FRIDAY!!!!I!hope!that!each!of!you!enjoyed!your!week.!!For!this!Knight’s!Charge!reflect!on! the!goals!you!set!Monday.!!Did!you!accomplish!any!of!your!goals?!!If!so,!which!ones?!!If!not,! what!stopped!you?!!Did!you!have!a!good!week?!!What!was!something!that!didn’t!go!so!well! and!how!you!plan!on!improving!that?!!What!are!your!plans!for!the!weekend?!!(Response! should!be!at!least!5!sentences)! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Knight’s&ChargeDEnglish&IV&& HAPPY!FRIDAY!!!!I!hope!that!each!of!you!enjoyed!your!week.!!For!this!Knight’s!Charge!reflect!on! the!goals!you!set!Monday.!!Did!you!accomplish!any!of!your!goals?!!If!so,!which!ones?!!If!not,! what!stopped!you?!!Did!you!have!a!good!week?!!What!was!something!that!didn’t!go!so!well! and!how!you!plan!on!improving!that?!!What!are!your!plans!for!the!weekend?!!(Response! should!be!at!least!5!sentences)! ! ! ! ! ! ! !

!Vocabulary Check!! Read each statement. Complete what each is asking you to do. 1. Think of the definition of the word penitent. Write two sentences that describe what the word means and how you can apply it to yourself. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 2. Think of the definition of the word slander. Write about an experience you had when someone slandered. Write one sentence about the experience and one sentence explaining what the word means. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 3. My sister (a) talked on and on about her new boyfriend and how wonderful he was. Even though I was annoyed with all her talking, I still told her to be (b) careful because sometimes guys are up to no good. a. ________________________ b. ________________________ 4. I walked outside thinking that it was going to be cold but instead it was actually really (a) balmy. I was happy about this because I usually become very (b) frail in the cold. a. _______________________

b. _________________________

5. The (a) trash that my dad was throwing away actually turned out to be all of my collectible trading cards from when I was younger. I became so (b) angry with him that I didn’t speak to him the rest of the day. a. ________________________ b. ________________________ Word Bank

detest

cashiered

conjuration

deficient

slander

clamor

credulous

incense

iniquity

insolent

uncivil

chide

penitent

strumpet

cuckold

prate

taint

frailty

ruminate

cozen

balmy

pernicious

odious

puny

direful

apocryphal

corridor

sanctuary

digress

embolism

intuition

rubbish

circumspect bloke

roisterers !

!Vocabulary Check!! Read each statement. Complete what each is asking you to do. 1. Think of the definition of the word slander. Write about an experience you had when someone slandered. Write one sentence about the experience and one sentence explaining what the word means. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 2. Think of the definition of the word penitent. Write two sentences that describe what the word means and how you can apply it to yourself. ___________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ 3. The (a) trash that my dad was throwing away actually turned out to be all of my collectible trading cards from when I was younger. I became so (b) angry with him that I didn’t speak to him the rest of the day. a. ________________________ b. ________________________ 4. My sister (a) talked on and on about her new boyfriend and how wonderful he was. Even though I was annoyed with all her talking, I still told her to be (b) careful because sometimes guys are up to no good. a. _______________________

b. _________________________

5. I walked outside thinking that it was going to be cold but instead it was actually really (a) balmy. I was happy about this because I usually become very (b) frail in the cold. a.

________________________

b. ________________________

Word Bank

detest

cashiered

conjuration

deficient

slander

clamor

credulous

incense

iniquity

insolent

uncivil

chide

penitent

strumpet

cuckold

prate

taint

frailty

ruminate

cozen

balmy

pernicious

odious

puny

direful

apocryphal

corridor

sanctuary

digress

embolism

intuition

rubbish

circumspect bloke

roisterers !

Sherlock&Holmes&and&Christopher&Boone& While&watching&the&video:!For!each!half!of!the!video,!write!down!at!least!two!details!about! Sherlock!that!you!also!notice!about!Christopher.! After&watching&the&video:!With!a!partner,!now!that!you!have!the!details!about!Sherlock.!Go! back!into!the!book!and!find!how!that!detail!relates!to!Chris.! &

Detail!from!Video!about!Sherlock!

Textual!Evidence!from!Novel!

1.! ! ! ! ! ! ! 2.! ! ! ! ! ! ! 3.! ! ! ! ! ! ! 4.!

& !

Curious!Incident!Study!Guide!Questions!Chapters!131j139! ! 1. List!the!reasons!why!Chris!dislikes!the!following:! a. Yellow! ! ! ! ! ! b. Brown! ! ! ! ! ! 2. Explain,!in&your&own&words,!Christopher’s!reason!for!liking!and!disliking!things.! ! ! ! ! ! 3. What!does!Christopher!think!about!Sir!Arthur!Conan!Doyle?! ! ! ! ! ! 4. What!is!The!Case!of!the!Cottingley!Fairies?! ! ! ! ! ! 5. How!does!Christopher!feel!about!this!case?! ! ! ! ! ! 6. What!is!Occam’s!Razor?!! & !

Knightâ&#x20AC;&#x2122;s&ChargeDEnglish&IV&& Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!responding!to!the!question.! *One!to!two!complete!sentences!citing!evidence!to!your!response.! !

We!all!have!different!personalities,!different!ways!of!dealing!with!life,!different!points!of!view.!! In!your!opinion,!what!is!the!best!part!of!your!personality?! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

We!all!have!different!personalities,!different!ways!of!dealing!with!life,!different!points!of!view.!! In!your!opinion,!what!is!the!best!part!of!your!personality?! !

! ! ! ! ! !

Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!11! ! 1. List!2!reasons!why!Chris!doesn’t!like!the!color!yellow.! ! ! 2. List!2!reasons!why!Chris!doesn’t!like!the!color!brown.! ! ! 3. Where!did!Father!take!Chris!to!show!he!was!sorry!for!hitting!him?! ! ! 4. Why!doesn’t!Chris!like!Sir!Arthur!Conan!Doyle?! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!11! ! 1. List!2!reasons!why!Chris!doesn’t!like!the!color!yellow.! ! ! 2. List!2!reasons!why!Chris!doesn’t!like!the!color!brown.! ! ! 3. Where!did!Father!take!Chris!to!show!he!was!sorry!for!hitting!him?! ! ! 4. Why!doesn’t!Chris!like!Sir!Arthur!Conan!Doyle?! ! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!11! ! 1. List!2!reasons!why!Chris!doesn’t!like!the!color!yellow.! ! ! 2. List!2!reasons!why!Chris!doesn’t!like!the!color!brown.! ! ! 3. Where!did!Father!take!Chris!to!show!he!was!sorry!for!hitting!him?! ! ! 4. Why!doesn’t!Chris!like!Sir!Arthur!Conan!Doyle?! ! ! !

Homework!Study!Guide!Questions!Chapters!157j163! ! 1. Why!do!you!think!Mr.!Boone!told!his!son!that!his!mother!was!dead?!! ! ! ! ! ! 2. How!many!letters!does!Christopher!find?! ! ! ! ! ! ! 3. How!did!Christopherâ&#x20AC;&#x2122;s!mother!explain!why!she!went!away?!! ! ! ! ! ! ! 4. Why!do!you!think!Mr.!Boone!had!kept!the!letters!hidden!from!his!son?!! ! ! ! ! ! ! 5. How!did!reading!the!letters!affect!Christopher?!Why?!! ! ! ! ! ! ! 6. According!to!Christopher,!how!are!people!like!computers?! ! !

! !

Knightâ&#x20AC;&#x2122;s&ChargeD&English&IV& & Read!the!article!on!your!desk.!After!you!complete!the!article!respond!to!the!following!three& questions.!(Must&be&at&least&5&sentences)& ! You!must!respond!to!all!three!questions!with!complete!sentences!and!in!paragraph!form.! ! 1. How!does!the!article!state!that!teens!are!getting!help!with!dealing!with!cyberbullying?! 2. Do!you!agree!that!these!are!the!best!ways!to!solve!cyberbullying!problems?! 3. What!is!your!opinion!on!cyberbullying!and!how!do!you!think!it!can!be!solved?! ! ! ! ! ! ! Read!the!article!on!your!desk.!After!you!complete!the!article!respond!to!the!following!three& questions.!(Must&be&at&least&5&sentences)& ! You!must!respond!to!all!three!questions!with!complete!sentences!and!in!paragraph!form.! ! 1. How!does!the!article!state!that!teens!are!getting!help!with!dealing!with!cyberbullying?! 2. Do!you!agree!that!these!are!the!best!ways!to!solve!cyberbullying!problems?! 3. What!is!your!opinion!on!cyberbullying!and!how!do!you!think!it!can!be!solved?!

& !

Cyberbullying&Victims&Seek&Help& ! WASHINGTON!â&#x20AC;&#x201D;!It!happened!to!Sarah!Ball!when!she!was!15!and!a!sophomore!at!Hernando! High!School!in!Florida.!She!was!bullied!online.! A!friend!posted!something!on!Facebook.!It!said:!"I!hate!Sarah!Ball,!and!I!don't!care!who!knows."! A!Facebook!group!called!"Hernando!Haters"!asked!people!to!rate!her!looks.!Somebody!called! her!a!"waste!of!space"!in!an!email.!She!also!received!a!very!mean!text.!It!came!on!her!16th! birthday.! Sarah!didn't!tell!her!mom!about!any!of!it!until!her!mother!saw!the!messages.!Then!she!told!her! everything.! Seeking&Help&At&Home& More!young!people!are!telling!their!families!about!being!treated!badly!online.!It's!helping.!A! poll!released!Thursday!found!there!is!still!a!lot!of!"digital!abuse."!But!it!is!happening!a!little!bit! less.! Abuse!that!happens!online!is!called!cyberbullying.!Teenagers!and!young!adults!are!more!aware! about!the!harm!it!causes,!the!poll!showed.!A!few!more!people!are!also!willing!to!tell!a!parent! or!sister!or!brother!about!it.! "It!was!actually!quite!embarrassing,!to!be!honest,"!remembers!Ball.!Now!she!is!an!18jyearjold! college!freshman.!But!"really,!truly,!if!it!wasn't!for!my!parents,!I!don't!think!I'd!be!where!I'm!at! today."! The!survey's!findings!come!a!week!after!two!Florida!girls,!ages!12!and!14,!were!arrested!for! serious!bullying.! The!poll!found!that!almost!half!of!young!people!ages!14!through!24!in!the!U.S.!said!they!have! had!at!least!one!brush!with!some!kind!of!online!bullying.!That!is!down!from!about!56!percent!in! 2011.!How!did!those!victims!react?!More!than!onejthird!went!to!a!parent.!Only!27!percent!did!

that!just!two!years!ago.!And!18!percent!asked!a!brother!or!sister!for!help.!Only!12!percent!did! two!years!ago.! It's&Cool&To&Care&About&Others& Hinduja!credits!school!programs!that!are!making!it!"cool!to!care"!about!others.!Adults!are!more! aware!of!the!problem,!too,!he!said.! That!was!the!case!for!Ball.!Her!parents!encouraged!her!to!fight!back!by!speaking!up.!"They!said! this!is!my!ticket!to!helping!other!people,"!she!said.! Ball!sent!copies!of!the!abusive!emails,!texts!and!Facebook!pages!to!school!authorities,! reporters!and!politicians.!She!also!organized!an!antijbullying!rally.!She!still!maintains!a! Facebook!site.!It!is!called!"Hernando!Unbreakable."!She!also!works!with!local!kids!identified!by! the!schools!as!victims!of!cyberbullying.! But!many!kids!fear!making!it!worse,!Ball!said.!That!was!one!reason!Jennifer!Tinsley,!20,!said!she! didn't!tell!her!parents!about!a!problem!in!the!eighth!grade.!Another!student!used!Facebook!to! threaten!to!stab!and!beat!her.! "I!didn't!want!them!to!worry!about!me,"!Tinsley,!now!a!college!student!in!Fort!Wayne,!Ind.,! said!of!her!family.!"I!just!didn't!want!the!extra!attention."! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Name:__________________________ Curious Incident of the Dog in the Night-time Vocabulary List 3 Directions: Read each sentence. After you read each sentence, determine the meaning of the underlined bold word. 1. My grandmother was embarrassed when she found out that her knickers had flown off the clothesline and into all of her neighborsâ&#x20AC;&#x2122; backyards. c. I think knickers means ______________________________ because __________________________________________________________________. d. Knickers means: _____________________________________. 6. When the little girl fell down and cut her knee, the school nurse put a plaster on the cut to stop the bleeding. a. I think plaster means ____________________________ because _________________________________________________________________. b. Plaster means: ____________________________________. 7. The little boys from across the street were always knocking on peopleâ&#x20AC;&#x2122;s doors and then scarpering. Someone should really teach them a lesson in manners! a. I think scarpering means ________________________________ because _______________________________________________________________________. b. Scarper means: _________________________________________. 8. The doctor was very interested in the specimen in front of him. He had never, in his life, seen anything like it before. a. I think specimen means ____________________________ because _______________________________________________________________________. b. Specimen means: ______________________________________. 9. The teacher was always yelling at the students for their very messy rucksacks. One day she had them clean them out and throw all of the junky stuff in the rubbish. a. I think rucksack means ____________________________ because _______________________________________________________________________. b. Rucksack means: ______________________________________. !

Write!the!word!in!a!sentence:!

Definition:!

Word:!

NonjExamples:!

Examples:! Definition:!

Write!the!word!in!a!sentence:! :!

Word:!

NonjExamples:!

Examples:! &

!!!!!!!!!!!!!!!!!!!!!

I See Everything Activity Think!of!a!place!you!know!really!well,!maybe!your!favorite!place.!This!must!be!a!place! that!you!can!list!a!lot!of!detail!about.!Write!about!this!place!in!at&least&7D10&sentences.! List!every!detail!you!can!about!this!place.!You!can!keep!the!following!questions!in!mind! as!you!write:! o What!does!this!place!look!like?! o Are!there!certain!people!at!this!place?! o How!does!this!place!make!you!feel?! o What!things!can!you!find!at!this!place?! o Why!is!this!your!favorite!place/why!did!you!choose!this!place?!! When!you!finish!writing,!you!will!draw!a!picture!of!the!place!you!chose!with!detail.!

!!!!!!!!!!!!!!!!!!!! !

I See Everything Activity Think!of!a!place!you!know!really!well,!maybe!your!favorite!place.!This!must!be!a! place!that!you!can!list!a!lot!of!detail!about.!Write!about!this!place!in!at&least&7D10& sentences.!List!every!detail!you!can!about!this!place.!You!can!keep!the!following! questions!in!mind!as!you!write:! o What!does!this!place!look!like?! o Are!there!certain!people!at!this!place?! o How!does!this!place!make!you!feel?! o What!things!can!you!find!at!this!place?! o Why!is!this!your!favorite!place/why!did!you!choose!this!place?!! When!you!finish!writing,!you!will!draw!a!picture!of!the!place!you!chose!with!detail.! !

Knight’s&ChargeDEnglish&IV! Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!answering!the!question.! *One!to!two!complete!sentences!citing!evidence!to!your!response.! ! Life!isn’t!always!easy!or!perfect!and!sometimes!we!fight,!argue!or!disagree!with!others.!! What!do!you!think!is!the!best!way!to!resolve!or!fix!a!fight!or!disagreement?! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Knight’s&ChargeDEnglish&IV& & Respond!to!the!question!below!in!the!following!format:! *One!complete!sentence!answering!the!question.! *One!to!two!complete!sentences!citing!evidence!to!your!response.! ! Life!isn’t!always!easy!or!perfect!and!sometimes!we!fight,!argue!or!disagree!with!others.!! What!do!you!think!is!the!best!way!to!resolve!or!fix!a!fight!or!disagreement?! ! ! ! ! ! ! ! ! ! ! !

Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!13! ! 1. Christopher!says!that!people!do!what!is!called!glancing.!Why!do!people!do!this?! ! ! 2. What!didn’t!Christopher!like!about!the!train!station?! ! ! 3. What!does!the!policeman!help!Christopher!do!in!the!train!station?! ! ! 4. Why!does!Christopher!like!timetables?! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!13! ! 1. Christopher!says!that!people!do!what!is!called!glancing.!Why!do!people!do!this?! ! ! 2. What!didn’t!Christopher!like!about!the!train!station?! ! ! 3. What!does!the!policeman!help!Christopher!do!in!the!train!station?! ! ! 4. Why!does!Christopher!like!timetables?! ! ! ! ! ! Curious#Incident#of#the#Dog#in#the#Night4time#Reading!Quizj!Day!13! ! 1. Christopher!says!that!people!do!what!is!called!glancing.!Why!do!people!do!this?! ! ! 2. What!didn’t!Christopher!like!about!the!train!station?! ! ! 3. What!does!the!policeman!help!Christopher!do!in!the!train!station?! ! ! 4. Why!does!Christopher!like!timetables?! ! !

Curious!Incident!Study!Homework!Prompt! ! Christopher’s!journey!to!London!highlights!the!difficulties!he!has!being!on!his!own,!and!the!real! disadvantages!of!his!condition!in!terms!of!being!in!the!world.!What!is!most!frightening,! disturbing,!or!moving!about!this!extended!section!of!the!novel![pp.!169–98]! ! You!must!write!at!least!5&complete&sentences.!Use!textual!evidence!to!support!your!answer.! ! !

! ! ! ! ! ! ! ! ! ! ! ! Curious!Incident!Study!Homework!Prompt! ! Christopher’s!journey!to!London!highlights!the!difficulties!he!has!being!on!his!own,!and!the!real! disadvantages!of!his!condition!in!terms!of!being!in!the!world.!What!is!most!frightening,! disturbing,!or!moving!about!this!extended!section!of!the!novel![pp.!169–98]! ! You!must!write!at!least!5&complete&sentences.!Use!textual!evidence!to!support!your!answer.! ! ! ! ! ! !

Knight’s&ChargeDEnglish&IV&& HAPPY!FRIDAY!!!!I!hope!that!each!of!you!enjoyed!your!week.!!Did!you!have!a!good! week?!!What!was!something!that!didn’t!go!so!well!and!how!you!plan!on!improving!that?!!What! are!your!plans!for!the!weekend?!!(Response!should!be!at!least!5!sentences)! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Knight’s&ChargeDEnglish&IV&& HAPPY!FRIDAY!!!!I!hope!that!each!of!you!enjoyed!your!week.!Did!you!have!a!good!week?!!What! was!something!that!didn’t!go!so!well!and!how!you!plan!on!improving!that?!!What!are!your! plans!for!the!weekend?!!(Response!should!be!at!least!5!sentences)! ! ! ! ! ! ! ! ! !

!Vocabulary Check!! For each of the following sentences, write two vocab words that fit the sentence. Next to the vocab word, write the word from the sentence that fits with the word you chose. 1. On my way to class I heard a loud noise that sounded like thunder, but as I turned the corner I realized that it was just the janitor emptying the trashcans. I decided to cross on the other side of the hallway because I knew that the garbage was going to smell really bad. _________________________

__________________________

2. When that man yelled at me to stop being so rude to the person speaking, I became really angry because I don’t like when people tell me what to do. _________________________

__________________________

3. I got into a terrible situation last week when I was at school. Another student lied and told a teacher that I had drugs in my backpack. I would never be involved with drugs because they are so harmful and dangerous. ________________________

__________________________

4. I never realized how many lies we were told when we were little about different times in history. I always just believed everything the adults told me because I didn’t know any better. Now I always think really hard about what people say so I will not be fooled. ________________________ __________________________ Read each statement. Complete what each is asking you to do. 5. Think of the definition of the word plaster. Write two complete sentences about a time in your life that can relate to this word. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 6. Think of the definition of the word digress. How can this word be applied to what we have read in The Curious Incident of the Dog in the Nighttime? Write two complete sentences in your response. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ !

!Vocabulary Check!! For each of the following sentences, write two vocab words that fit the sentence. Next to the vocab word, write the word from the sentence that fits with the word you chose. 1. I never realized how many lies we were told when we were little about different times in history. I always just believed everything the adults told me because I didn’t know any better. Now I always think really hard about what people say so I will not be fooled. ________________________

__________________________

2. I got into a terrible situation last week when I was at school. Another student lied and told a teacher that I had drugs in my backpack. I would never be involved with drugs because they are so harmful and dangerous. ________________________

__________________________

3. On my way to class I heard a loud noise that sounded like thunder, but as I turned the corner I realized that it was just the janitor emptying the trashcans. I decided to cross on the other side of the hallway because I knew that the garbage was going to smell really bad. _________________________

__________________________

4. When that man yelled at me to stop being so rude to the person speaking, I became really angry because I don’t like when people tell me what to do. _________________________ __________________________ Read each statement. Complete what each is asking you to do. 5. Think of the definition of the word plaster. Write two complete sentences about a time in your life that can relate to this word. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 6. Think of the definition of the word digress. How can this word be applied to what we have read in The Curious Incident of the Dog in the Nighttime? Write two complete sentences in your response. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ !

Detest%

Uncivil%

Balmy%%

Intuition%

Cashiered%%%%%

Chide%

Pernicious%

Rubbish%

Conjuration%

Penitent%%%%%

Odious%%%%%

Circumspect%%%

Deficient%

Strumpet%

Puny%

Bloke%%%%%%%%

Slander%

Cuckold%

Direful%%

Roisterers%

Clamor%%%%%%%%

Prate%%%%%

Apocryphal%

Plaster%

Credulous%

Taint%

Corridor%%%%%

Specimen%

Incense%

Frailty%

Sanctuary%%

Rucksack%

Iniquity%%%%%

Ruminate%

Digress%

Knickers%

Insolent%

Cozen%%%%%

Embolism%%%%%

Scarper

153!

Curious'Incident'of'the'Dog'in'the'Night3time'Reading(Quiz,(1(November(2013( 1. Describe(the(situation(that(happened(with(Toby.( ( ( 2. What(did(the(sticker(on(the(guitar(case(say?( ( ( 3. What(does(Mother(try(to(do(when(she(sees(Christopher?( ( ( 4. What(happens(when(Father(shows(up(at(Mother’s(house?( ( ( 5. What(does(Christopher(dream(about?( ( ( Curious'Incident'of'the'Dog'in'the'Night3time'Reading(Quiz,(1(November(2013( 1. Describe(the(situation(that(happened(with(Toby.( ( ( 2. What(did(the(sticker(on(the(guitar(case(say?( ( ( 3. What(does(Mother(try(to(do(when(she(sees(Christopher?( ( ( 4. What(happens(when(Father(shows(up(at(Mother’s(house?( ( ( 5. What(does(Christopher(dream(about?( ( ( Curious'Incident'of'the'Dog'in'the'Night3time'Reading(Quiz,(1(November(2013( 1. Describe(the(situation(that(happened(with(Toby.( ( ( 2. What(did(the(sticker(on(the(guitar(case(say?( ( ( 3. What(does(Mother(try(to(do(when(she(sees(Christopher?( ( ( 4. What(happens(when(Father(shows(up(at(Mother’s(house?( ( ( 5. What(does(Christopher(dream(about?( ( !

154!

See What Had Happened Was… The novel is told entirely from Christopher Boone’s point-of-view, but what about the other characters? There are other voices to be heard and you are going to bring them to life! For this quiz assignment, you will write and perform a monologue from one of the other character’s point-of-view. Your monologue will be about what you think the character would say if they were able to share their side of the story. Your monologue must be no less than 30 full lines and an accurate prediction of the character’s point of view. Please be creative, for this will count as a quiz grade. This monologue will be turned in and performed on Monday, Nov. 4, 2013.

155!

Father:  How do you feel about your wife having an affair and leaving with another man?  How do you feel about having to raise Christopher by yourself?  Why did you kill Wellington?  Do you hope Christopher will regain your trust?  How will you go about regaining that trust?  What will happen now between you and Christopher’s mother?

Mother:  Why did you have an affair and leave?  Did you feel guilty about it?  When you saw Christopher at Mr. Shears’ apartment, were you surprised? Angry? Scared?  How has your life changed now?

Mrs. Shears:  How do you feel about your husband leaving with Christopher’s mother?  You helped Father to take care of Christopher for a while by cleaning the house and cooking – why did you stop?  Why did you care more about Wellington than Father and Chris?

Mr. Shears:  Why did you leave your wife?  What do you think of Christopher coming to live at your apartment? !

156!

Mrs. Alexander:  What do you think about Christopher when you first meet him?  Why did you try to tell him the truth about the situation when you and Christopher were in the park?  When Christopher tells you he is going to London, what did you do? Did you tell his father? The police? Siobhan:  Do you like your job as Christopher’s teacher?  What do you think about Christopher?  Do you know the truth about Christopher’s mother?  Or are you surprised to see Christopher’s mother when she takes him to school? ( ( ( ( ( ( ( ( ( ( !

157!

UKnighted(Writing(Assignment(#1((for(days(15,19)( (

(

Name(______________________________(

Prompt:(What(is(the(worst&day(of(the(week?( ACES(

Your(Writing(

ANSWER in one complete sentence:

(( (( ((

Day 1 Monday(

CITED Evidence #1: Day 2 Tuesday( EXPLANATION for CITED Evidence #1: Day 3 Wednesday

CITED Evidence #2: Day 2 Tuesday( EXPLANATION for CITED Evidence #2: Day 3 Wednesday(

CITED Evidence #3: Day 2 Tuesday EXPLANATION for CITED Evidence #3: Day 3 Wednesday

(

SUMMARY: Day 4 Thursday !

(( (( (( (( (( (( (( (( (( (( (( (( (( (( (( (( (( (( (( (( !

158!

Day(4:(Great(job(so(far!((Now,(in(the(space(below,(write(your(own(paragraph(using(the(sentences(from(the(graphic(organizer(on(the( front.((Do(your(best!( _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

A.C.E.S. (Answer/Claim; Cite Evidence; Explain Evidence; Summarize/Connect your information) Criteria

Answer the

Question/Make a Claim

Cite

Evidence

E S

explain elaborate extend

Summarize

Conventions

4 You restated the question clearly. Your answer showed deep understanding of the question. You gave two or more pieces of insightful evidence that exceeded the basic level of support.

3 You restated the question clearly. Your answer showed that you understood the question. You gave two or more pieces of evidence that support your answer.

2 You partially restated the question, but it is not clear. Your answer is partially correct or incomplete. You gave only one piece of good evidence or you gave evidence that did not support your answer.

1 You did not restate the question. Your answer has nothing to do with the question.

You gave no evidence to support your answer.

You clearly and thoroughly explain how your evidence supports your answer.

You clearly explain how the evidence supports your answer.

You did not clearly explain how your evidence supports your answer.

You made no attempts to explain how the evidence supports your answer.

You clearly and thoroughly summarize your argument.

You clearly summarize your argument.

You did not clearly summarize your argument.

You did not summarize your argument.

No grammatical errors exist.

Grammatical errors exist but do not make your response difficult to understand.

Grammatical errors make some of your response difficult to understand.

Grammatical errors make your entire response difficult to understand.

159!

See!What!Had!Happened!Was…!Activity! ! Student!Name:________________________________________!! ! !!!!!!!!!!!!!!!!!!!!!!!!!!!Grade:!______________________! ! 4 3 2 1 Script Character Personality

Relevance to Plot

Line Requirement

Writer remained true to character’s nature without straying from the point. Words and actions of character accurately relate to the actual events of the play

Writer attempts to stay true to the character but often strays.

Writer sometimes relates accurately to the character. Writer moves in and out of the storyline. Writes things that are untrue of the story. Only 20-24 lines appear in the text

Writer completely ignores character’s true nature Writer does not remain true to storyline and scene makes no sense for the story Less than 20 lines appear in the text

Student’s voice is unclear. Many words pronounced incorrectly. Character is Character is believable; one or established but two character is unnatural or breaks. forced. Inappropriate laughing, smiling, “breaking character”

Student mumbles, and incorrectly pronounces words. Character not established. Seems like just saying lines, flow of scene is disrupted due to lack of character development. Student does not perform or attempt to perform well.

Writer attempts to stay true to the storyline but strays from the point once or twice. Only 25-29 lines appear in the text

30 line requirement met

Scene Presentation Voice & Pronunciation

Student used a clear voice and correct, precise pronunciation.

Character believability

Focused, strong performance. They “become” the character.

Overall Performance

Student seemed confident throughout and no hesitation occurred.

Student’s voice is clear. Student pronounces most words correctly.

Student seems hesitant but still delivers performance well.

Student lacks confidence and delivers lines nervously

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Things(are(Getting(a(Little(Turned(Aroundâ&#x20AC;Ś( Your(job(is(to(identify(the(events(in(the(novel(that(were(major(turning(points(for(the(story,(why(these(events( were(important,(and(what(lesson/message(it(teaches(the(reader.( You(will(also(be(required(to(find(a(quote(that(directly(relates(to(the(turning(point(and(the(importance.( Event((Major(Turning(Point)( Importance( Lesson/Message( Event:( Importance:( ( ( ( ( ( ( ( Quote:( Quote:(

Event:( ( ( ( Quote:(

Importance:( ( ( ( Quote:(

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Event:( ( ( ( Quote:(

Importance:( ( ( ( Quote:(

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Event:( ( ( ( Quote:(

Importance:( ( ( ( Quote:(

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Event:( ( ( ( Quote:(

Importance:( ( ( ( Quote:(

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INTRODUCTORY(PARAGRAPH( BRIEF(SUMMARY(OF(THE(BOOK:(________________________________________________________________( ___________________________________________________________________________________________.((( THESIS(STATEMENT:((_________________________________________________________________________( ______________________________________________(turning(point(you(are(choosing(to(discuss).(This&is& important&because&it&causes_______________________________________((how(does(it(effect(the(characters( and(their(relationships?)((

Turning(point(in(the(book:( ( ( ( ( ( Textual(Evidence:( ( ( ( ( Explanation:(

( (

Importance(of(turning(point:( ( ( ( ( ( ( Textual(Evidence:( ( ( ( ( Explanation:(

What(message(does(this( convey?+

+ CONCLUSION(PARAGRAPH( RESTATE(THESIS(STATEMENT:(___________________________________________________________________( _____________________________________________________________________________________________ ___________________________________________________________________________________________.( TWO(FINAL(SENTENCES(ABOUT(WHAT(CAN(BE(LEARNED(FROM(THIS(TURNING(POINT:(( _____________________________________________________________________________________________ _____________________________________________________________________________________________ _________________________________________________________________________________________.(

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SelfPEditing(Checklist( ( Read(each(item(on(the(checklist(and(make(sure(that(you(have(completed(each(task(before(checking(it(off.(( ( Attach(this(sheet(to(your(essay(when(you(turn(in(your(revision.( (  My(essay(is(3(paragraphs(long( (  My(essay(has(one(introductory,(one(body,(and(one(concluding(paragraph( (  ALL(3(of(my(paragraphs(have(a(strong(topic(sentence.(( (  The(title(of(the(novel(is(UNDERLINED(whenever(it(appears(in(my(essay.( (  I(have(included(the(author(of(the(novel(in(my(essay.( (  The(quotes(that(I(chose(relate(to(point(I(am(trying(to(make.( (  Whenever(I(use(a(quote(I(always(have(the(page(number(written(after(the(quote(in(this(format:((p.(#)( (  Each(paragraph(is(AT(LEAST(3,5(sentences(long( (  I(can(answer(“yes”(to(each(of(the(following(questions(on(my(body(paragraph’s(TOPIC(SENTENCE(( ( o Does(it(let(the(reader(know(the(topic(for(the(paragraph(( o Will(the(reader(be(able(to(accurately(predict(what(the(paragraph(will(be(about?(( (  I(can(answer(“yes”(to(all(of(the(following(questions(on(my(THESIS(STATEMENT(( ( o A)(Does(it(have(a(topic(and(an(opinion?( o B)(Is(it(a(complete(sentence?(( (  My(conclusion(summarizes(my(essay’s(main(points( (  I(have(gone(through(my(essay(VERY(CAREFULLY(and(am(convinced(that(it(has(NO(spelling(errors(or( incomplete(sentences.( (  I(have(read(my(essay(very(slowly(to(myself,(and(can(say(the(following:( o I(have(not(had(to(restart(a(sentence(because(I(got(confused(in(the(middle(or(tripped(over(my( words( o My(sentences(don’t(sound(short(and(choppy( o There(are(no(words(missing(in(my(sentences(( ( ( ( ( ( ( ( ( ( (

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The Curious Incident of the Dog in the Night-time Test Review 1. Define or explain the following terms or concepts as they relate to the novel. Curious Incident Term/Concept Order and Logic

Definition/Explanation

Social Interaction Lying Point-of-View

2. Considering the explanation for the concept of Order and Logic complete the following chart below include textual evidence for your responses on both sides: Yes, Curious Incident has great Order and Logic

No, Curious Incident has bad Order and Logic

Curious Incident is a novel that uses Order and Logic well because:

Curious Incident is NOT a novel that uses Order and Logic well because:

Christopher is a very logical person because:

Christopher is NOT a very logical person because:

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3. Christopher’s relationships with other people are not what most people would call normal. Think of four different relationships that Christopher has in his life (could be before or after the major turning points) and discuss how either Christopher’s or the other person’s actions affect each. Relationship

Your Thoughts

Textual Evidence to Support

Christopher and _____________

Christopher and

Christopher and _____________

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4. Similes and Metaphors. These are mentioned and used quite a few times throughout the novel. Respond to the chart below with your opinion and Christopher’s opinion; support Christopher’s opinion with textual evidence. Your Opinion/Definition

Christopher’s Opinion/Definition

What is a Simile?

What is a Metaphor?

5. Stories told in first person are often hard to read because the reader only gets to see one side of the story. In the chart below, discuss how Christopher viewed the situation and then put yourself into the shoes of the other characters and write about how did or should respond. Situation or Event

Character Responses

Christopher’s Response: Wellington’s 1. Your Opinion: Murder

2. Textual Evidence:

Father’s Response: 1. Your Opinion:

2. Textual Evidence:

Mrs. Alexander’s Response: 1. Your Opinion:

2. Textual Evidence:

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Situation or Event Mother leaving

Finding Out Father Killed Wellington

Character Responses Christopher’s Response: 1. Your Opinion:

2. Textual Evidence:

Father’s Response: 1. Your Opinion:

2. Textual Evidence:

Mother’s Response: 1. Your Opinion:

2. Textual Evidence:

Christopher’s Response: 1. Your Opinion:

2. Textual Evidence:

Mrs. Shears’ Response: 1. Your Opinion:

2. Textual Evidence:

Mother’s Response: 1. Your Opinion:

2. Textual Evidence:

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Name___________________________________+

Grade________________________+

!!!!!!!!!!!!!!!!!!!!The!Curious!Incident!of!the!Dog!in!the!Night4time!Major+Turning+Point+Essay+Rubric+ +

Format

This paper is double-spaced, with 1â&#x20AC;? margins. There is also an appropriate heading with name, date, and class period.

This paper is missing one of the required format components.

This paper is missing two of the required format components.

This paper is missing three or more of the required format components.

Thesis Statement

There is a well-written clear thesis statement in the introduction. The thesis statement addresses the idea of a major turning point in the novel, its importance to the story and a clear message that the reader can learn from the turning point. Your paper is well organized. You have a clear introduction with a thesis statement; a body paragraphs explaining the major turning point, importance and message. Paragraphs all begin with a topic sentence; there is usage of transition phrase to add coherence. Paragraphs are well developed and appropriately divided.

There is a thesis statement in the introduction paragraph. The thesis statement attempts to address the idea of a major turning point in the novel, its importance to the story and a clear message that the reader can learn from the turning point. Your paper is organized. You have an introduction with a thesis statement; a body paragraph that attempts to explain the major turning point, importance and message. Not all paragraphs all begin with a topic sentence; there is some, but little, usage of transition phrase to add coherence. Some paragraphs are not well developed and appropriately divided.

There is a thesis, but it is mostly simplistic. There is no brief mention of the idea of a major turning point in the novel, its importance to the story and a clear message that the reader can learn from the turning point.

There is no thesis statement in the paragraph.

Organization is attempted within your paper, but was not successful. Paragraphs were very simple and disconnected. There were very little to no evident transitions. Paragraphs do not accurately discuss the major turning point, importance and message. There were instances where paragraphs were not appropriately divided.

Paragraph structure does not exist; or is a single rambling paragraph. You did not follow the prompt, at all.

Organization

Content

Your paper discusses a specific major turning point, importance and message. Your essay focused on specific events from the text.

Development & Supporting Details

Ideas are fully developed with clear explanations. Your ideas are fully supported with textual evidence. The textual evidence fits your claim, and it is specific.

Conclusion

Your paper has a well-developed conclusion that restates the thesis statement. You clearly explain your final thoughts on the message that is conveyed to the reader.

There are developed ideas. There is some textual evidence, but there are a few areas where textual evidence was needed or a few areas where the textual evidence did not fit your explanations. Your paper has a strong conclusion that attempts to restate the thesis statement. You attempt to explain your final thoughts on the message that is conveyed to the reader

Grammar

All sentences were complete. Wide variety of effective, powerful sentence styles. There was not any awkward wording or phrasing throughout the paper. There was clear evidence you proofread the paper. There are no spelling errors.

Most sentences were complete. Some instances of varietal sentence style. There was one error of awkward wording or phrasing throughout the paper. You attempted to proofread the paper. There was one spelling error.

Punctuation

Punctuation was used correctly throughout your entire paper.

There was one punctuation error.

Formal Language

You used formal language throughout your entire paper. There was no slang, first person, or second person pronouns used in your paper.

There was one error using informal language.

Spelling

Your paper does not discuss a specific major turning point, importance and message. Your essay did not focus on specific events from the text.

Ideas lack full development. There is insufficient, nonspecific, and/or irrelevant support. Your paper has a weak conclusion that fails to restate the thesis. You donâ&#x20AC;&#x2122;t explain any final thoughts about the message. Several sentences were incomplete and simple. There were two to three errors of awkward wording or phrasing throughout the paper. There was little evidence of proofreading.

Sentences were incomplete. There were more than three errors of awkward wording or phrasing throughout the paper. There was no evidence of proofreading.

There were two to three spelling errors. There were two to three punctuation errors.

There were more than three spelling errors. There were more than three punctuation errors.

There were two to three errors of using informal language.

There were more than three errors of using informal language.

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The(Curious(Incident(of(the(Dog(in(the(Night,time(Unit(Test( ( You(have(4(prompts(below.((You(need(to(choose(ONE(prompt.((You(are(to(construct(a(formal(essay,(using' textual'support,(responding(accurately(to(the(prompt(chosen.((Remember(an(essay(has(an(introduction,(with(a( clear(thesis(statement,(3(body(paragraphs,(and(a(conclusion.((Make(sure(you(pay(attention(to(grammar(as( well.((You(are(also(allowed(to(use(the(book(and(your(notes.((***Your(notes(are(your(body(paragraphs.((You( need(to(come(up(with(your(own(introduction(and(conclusion***(Please(take(your(time(and(do(your(best.( ( 1. Order(and(Logic(is(one(of(the(overall(themes(of(the(novel(and(affects(every(part(of(Christopher’s(life.(In( essay(format,(choose(three(moments(in(the(novel(when(Christopher(uses(order(and(logic(and(discuss,( how(his(thoughts(affect(himself(or(the(other(characters.(Use(textual(evidence(to(support(your( response.( ( 2. Christopher(struggles(with(the(relationships(that(he(has(in(his(life.(In(essay(format,(choose(ONE( relationship(that(Christopher(has(and(discuss(three(ways(the(relationship(is(affected(by(Christopher’s( actions(and/or(the(events(of(the(novel.(Use(textual(evidence(to(support(your(response.( ( 3. Christopher(has(very(strong(feelings(about(lying(and(how(and(when(people(lie.(In(essay(format,(write( about(Christopher’s(feelings(about(lying.(Be(sure(to(still(include(an(introductory(and(concluding( paragraph.(Use(textual(evidence(to(support(your(answers.(Each(body(paragraph(should(answer(a( specific(question(listed(below:( • Body(Paragraph(#1:(What(is(the(definition(of(lying?((( • Body(Paragraph(#2:(How(does(this(relate(to(his(feelings(about(metaphors(and(similes?((( • Body(Paragraph(#3:(How(do(his(feelings(about(lying(cause(Christopher(to(leave(home?( ( 4. This(novel(is(written(only(from(Christopher’s(point,of,view(and(he(is(also(the(narrator(of(the(story.(In( essay(format,(write(about(the(role(the(narrator(plays(and(the(point,of,view(of(the(narrator.(Be(sure(to( still(include(an(introductory(and(concluding(paragraph.(Use(textual(evidence(to(support(your(answers.( Each(body(paragraph(should(answer(a(specific(question(listed(below:( • Body(Paragraph(#1:(In(general,(how(does(having(a(narrator(of(any(story(affect(the(story.(( • Body(paragraph(#2:(How(does(Christopher(being(the(narrator(affect(how(the(story(is(told?((( • Body(Paragraph(#3:(How(would(the(story(be(different(if(a(different(character(told(the(story?( ( Remember(to(use(quotes(from,(The(Curious(Incident(of(the(Dog(in(the(Night,Time.((This(is(an(essay,(not(a( personal(story,(so(you(should(not(use(“I,”(“me,”(“mine,”(“my,”(“us,”(“we,”(“our,”(“you,”(or(“your”.( ( Test Tips: Remember an essay on Ms. Torres’ test has 5 paragraphs. • • •

Introduction (Thesis Statement is last sentence) 3 body paragraphs Conclusion

Remember your notes that we completed in class cover the body paragraphs of each essay. You may use the outline to help you sort out your ideas, but you still have to write a full essay!

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Introduction: (Brief summary, two to three sentences, of the book that includes the title of the book and the author.) __________________________________________________________________________________________ __________________________________________________________________________________________ (Claim/Thesis Statement: Create a sentence that tells what your essay will be about based on the prompt; this is the last sentence in the introduction!!!!!!) __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Body Paragraph A: (Discuss 1st part of your essay) _______________________________________________ __________________________________________________________________________________________ (Textual Evidence)___________________________________________________________________________ (Explanation) _______________________________________________________________________________ __________________________________________________________________________________________ Body Paragraph B: (Discuss 2nd part of your essay) _______________________________________________ __________________________________________________________________________________________ (Textual Evidence)___________________________________________________________________________ (Explanation) _______________________________________________________________________________ __________________________________________________________________________________________

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Body Paragraph C: (Discuss 3rd part of your essay) _______________________________________________ __________________________________________________________________________________________ (Textual Evidence)___________________________________________________________________________ (Explanation) _______________________________________________________________________________ __________________________________________________________________________________________ Conclusion: (Restate Thesis) _________________________________________________________________ __________________________________________________________________________________________ (Final Thoughts on topic)_______________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ( ( ( ( ( ( ( ( !

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Curious Incident of the Dog in the Night-time Test Rubric Student Name ___________________________________ Total Points Possible Total Points Earned 5-paragraph Essay (100) Introduction: 14 Body Paragraph A: 24 Body Paragraph B: 24 Body Paragraph C: 24 Conclusion: 14 Final Score/Comment:

+ +

(

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