Most Dangerous Game Unitms. Schrader's Teaching Portfolios
Most Dangerous Game Units. Schrader's Teaching Portfolio Assessment
Most Dangerous Game Units. Schrader's Teaching Portfolio Activities
Most Dangerous Game Units. Schrader's Teaching Portfolio Lesson
Most Dangerous Game Units. Schrader's Teaching Portfolio Analysis

Learning Targets

The unit for The Odyssey took the last 3 weeks of the trimester to complete. During this time, we focused on different literary elements at work in the epic poem such as epic simile and metaphor, personification, repetition, epic, epic hero, and dramatic irony. Unit 1 – Spine Tinglers. Most Dangerous Game; Fairy Tale Comparisons; Theme Writing; The Birds; Composition. Parts of Speech. Teaching Lit Portfolio.

PORTFOLIO - Introducing ERWC 12: Portfolios and Metacognition. 'The Most Dangerous Game' and 'Casey at the Bat'. Unit 1: Inside the Nightmare. Unit 1 – Spine Tinglers. Most Dangerous Game; Fairy Tale Comparisons; Theme Writing; The Birds; Composition. Parts of Speech. Teaching Lit Portfolio.

I can explain how authors use textual evidencewithin fictional characters to make them more believable and real.

We will be able to gather textual evidence to explore controversial ideas and then successfully defend different viewpoints.

Most Dangerous Game Unitms. Schrader's Teaching Portfolios

Common Core State Standards

Most Dangerous Game Units. Schrader's Teaching Portfolio Assessment

W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

W.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SL.9.3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

üQuestioningand discussion techniques:

üEngagingStudents learning

Most Dangerous Game Units. Schrader's Teaching Portfolio Activities

üDemonstratingflexibility and responsiveness

üCommunicating withstudents

Most Dangerous Game Units. Schrader's Teaching Portfolio Lesson

ü Instruction and Assessment: Domain 3: Standards 3, 4, 6

Most Dangerous Game Units. Schrader's Teaching Portfolio Analysis

Time/min	Deliverability	Instructional Strategy
Day 1	Tuesday
0-5	anticipatory set Teacher read	Calvin and Hobbs
5-15	Visual prompt	Journal:Two contrasting images:What do you notice about these two images.
15-20	Discuss prompt
20-30	Art comparison
15-25	Plan B:Story about the unsolvable problem.Heinz's dilemma
25-30	Vote	Hand out voting paper.Have students vote.Is the husband justified in breaking the law to save his wife's life? Don’t reveal results yet
30-40	Guided instruction	Explain Double Entry notes to the students.They will journal while we read. Column one: a quote word or phrase. Column two: a corresponding question or comment that supports their character.
Guided discussion	Discuss argument for the remainder of class
Acc. English	Split class into opposing Argument groups HW. Read part I 'The Most Dangerous Game.'