Notice: whom the TG p. 434: In paragraph 4, Synthesize Thematic help Interrogative Critical Whole-Class story is about, mark two references to Historical Development describe the pace sentences Analysis Debate what happens, shade or shadows perspective and character of Exclamations where TG p. 436: mark four Answer Theme rural life and when it examples of essential Imagery happens, and colloquial language in Mrs. question Symbol dilatory why involved Tilley’s loitered react as they do. TG p. 437: Investigate hospitality Annotate: Mark conflict squalor vocabulary and TG p. 439: mark two hermitage key passages to adjectives that quaint revisit describe Sylvia and two Connect: Ideas adjectives that describe the within selection to pine tree Etymology what you already TG p. 440: Explore figurative know and have Language read TG p. 442: Mark the Respond: exclamation and the SL.c SL.3, SL.4, Complete questions in paragraph 40 L.4.c, L.4.d SL.5 Comprehension RL.1 L.3 RL.5, W.1 and writing a RL.4, L.5.a RL.2 brief summary of the selection Performance Task: Writing Focus Days 14-15 TG p. 450-457 W.2.a-f, W.5, W.10, L.3.a Performance-Based Assessment Task an Explanatory Essay Prompt: How do American authors use regional details to make the events and themes of a narrative come to life for readers? Language Development: Style: Add Variety: Vary Syntax UNIT 4 Small-Group Learning GRADE 11 Grit and Grandeur Introduction Day 16
TG p. 434: In paragraph 4, mark two references to shade or shadows TG p. 436: mark four examples of colloquial language in Mrs. Tilley’s TG p. 437: Investigate conflict TG p. 439: mark two adjectives that describe Sylvia and two adjectives that describe the pine tree TG p. 440: Explore figurative Language TG p. 442: Mark the exclamation and the questions in paragraph 40 RL.4, L.5.a Synthesize Historical perspective Answer essential question RL.1 Thematic Development Theme Imagery Symbol RL.2 help describe the pace and character of rural life dilatory loitered hospitality squalor hermitage quaint Etymology L.4.c, L.4.d Interrogative sentences Exclamations L.3 Critical Analysis RL.5, W.1 Whole-Class Debate SL.c SL.3, SL.4, SL.5 Notice: whom the story is about, what happens, where and when it happens, and why involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and writing a brief summary of the selection Performance Task: Writing Focus Days 14-15 TG p. 450-457 Performance-Based Assessment Task an Explanatory Essay Prompt: How do American authors use regional details to make the events and themes of a narrative come to life for readers? Language Development: Style: Add Variety: Vary Syntax W.2.a-f, W.5, W.10, L.3.a UNIT 4 Small-Group Learning GRADE 11 Grit and Grandeur Introduction Day 16
myPerspectives_Curriculum_Map_Grade_11FINAL_-_Editable.docx