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Most Dangerous Game Unitms. Schrader's Teaching Portfolio

Learning Targets

  1. Most Dangerous Game Unitms. Schrader's Teaching Portfolio Strategies
  2. Most Dangerous Game Units. Schrader's Teaching Portfolio Analysis
  3. Most Dangerous Game Units. Schrader's Teaching Portfolio Activities
  4. Most Dangerous Game Units. Schrader's Teaching Portfolio Assessment
  5. Most Dangerous Game Units. Schrader's Teaching Portfolio Allocation

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.

Jan 23, 2017 - Explore Coleen Vargas's board 'subordinating conjunctions' on Pinterest. See more ideas about subordinating conjunctions, teaching reading, teaching. Another teacher for having horrible activities for 'The Most Dangerous Game.' You're looking for some 'Most Dangerous Game' lesson plans. And you found them. Here are Common Core Standards covered by at least one of the assignments in this unit. L.9-10.2 Demonstrate command of the conventions of standard English capitalization. Philosophy of Teaching. L-6 'Most Dangerous Game' Setting and Mood. L-10 Unit 1 Test. L-11 'Lamb to the Slaughter' and Thematic Statement. PORTFOLIO - Introducing ERWC 12: Portfolios and Metacognition. 'The Most Dangerous Game' and 'Casey at the Bat'. Unit 1: Inside the Nightmare.

PortfolioUnits.

Common Core State Standards

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.

Most Dangerous Game Unitms. Schrader's Teaching Portfolio Strategies

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”).

Most

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

üDemonstratingflexibility and responsiveness

Most Dangerous Game Units. Schrader's Teaching Portfolio Analysis

üCommunicating withstudents

Schrader

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

Most Dangerous Game Units. Schrader's Teaching Portfolio Activities


Most Dangerous Game Units. Schrader's Teaching Portfolio Assessment

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.'

Take two column notes.

Day 2

Wednesday

0-5

Journal

Prompt: Is it within your power to decide if rules can be broken?Should rules remain concrete?

5-15

Teacher lead

Introduce The Most Dangerous Game.Brief summary of characters.Remind students of the word exercises in Charge of the Light Brigade.Background on Characterization of Rainsford

15-30

Image Comparison


Have two images prepared for analysis, one to represent Rainsford and the other to represent what Gen. Zaroff may have been like.

Show the first and have students openly describe what they see

Show the second and have them compare the two

Discussion about the characters in The Most Dangerous Game' using the differences in the images as examples.

15-20

English 9: Guided instruction

Activity Observation Assessment


Review Argument process from 'The Charge.'

The Argument Debate
Split class into two groups and remind students of the discussion we had on argument in literature in our intro to the class.

Sides
Half the students will look for evidence that support Zaroff as a good man who wants to help Rainsford
Half the students will look for evidence that support there is something untrustworthy about Zaroff.

20-30

English 9: Guided instruction

Read up through paragraph 84: In double entry notes, have students record:
Practice looking for supporting argument evidence
Two quotes that they feel supports their argument.
A vocabulary word within each quote that is the most significant
After finished, predict what will happen at the end of the double entry notes

30-40

English 9: Independent work

Studentscollaborate with each other and share their reasons for the notes they took
Each group should generate a statement including evidence supporting their argument.
Assignment: To be turned in before the end of class along with the journals

30-40

Acc. English

Activity: Small debate

Day 3

Thursday

0-10

Teacher lead Class Discussion.PowerPoint slide

No bell activity.Discuss the questions generated by each side of the argument.
New Argument: Sides

The students will look for evidence that support Rainsford is justified in being completely against killing another human being.

Students will look for evidence that Zaroff is justified in hunting human beings

10-20

Gear definition is - clothing, garments. How to use gear in a sentence. Gear.com is for outsiders. We are a premium, hand-curated store to shop for the best gear. Find your proven favorites, as well as new athlete-founded and designer-driven brands that are hard to find anywhere else. A gear is a rotating circular machine part having cut teeth or, in the case of a cogwheel or gearwheel, inserted teeth (called cogs), which mesh with another toothed part to transmit torque. Gears tactics.

Guided instruction

Back story: Characterization of General Zaroff's (back story), connect it to the Charge of the Light Brigade. Have students take notes about Zaroff's background

20-30

Independent reading

Read through paragraph 167 as a class: Remind students about double entry notes requirements:
two quotes that they feel supports their argument.
A vocabulary word within each quote that is the most significant
After finished, predict what will happen at the end of the double entry notes

30-40

Small Groups

Observation Assessment


Studentscollaborate with each other and share their reasons for the notes they took.
Each group should generate a statement including evidence supporting their argument.
Argument: Debate

Day 4

Friday

Maybe add a day and insert an activity

0-10

Guided instruction.Prezi

No bell activity.Discuss the questions generated by each side of the argument.
New Argument: Evidence that Rainsford has decided Killing a human being is acceptable.

10-25

Student read

Finish Story:Remind students about double entry notes requirements:
underline a quote that they feel supports their argument.
Circle the vocabulary word within each quote that is the most significant
When finished record markings in double entry notes

25-40

Teacher lead

Classroom discussion about the story.
Allow students to generate discussion with comments and readdress the essential quesiton. Who decides what is write or wrong? How does this apply in your own lives.
Inform students of the next days assignment

Day 5

Friday

Individual Work

Assessment: Through their own perspective, students will write a well organized paragraph taking a stand on one side or the other, using evidence from The Most Dangerous Game to support their argument.

Most Dangerous Game Units. Schrader's Teaching Portfolio Allocation


The State Administration of Market Regulation has kicked off investigations into the Alibaba Group, laying claim that the company has been involved in monopolistic conduct such as 'forced exclusivity' by requiring e-commerce merchants to pick only one platform as their exclusive distribution channel, according to the South China Morning Post.
The paper says the investigation is being led by a former official from the state-owned China Communications Network Information Center (CCNIC), which oversees internet censorship and content management. The CCNIC was responsible for censoring the country's most popular social media platforms like Weibo and QQ after they were launched in 2009.
Alibaba has denied any wrongdoing and said it will fight the accusations. 'We are confident that we have not broken any laws,' an Alibaba spokesman told the newspaper. A spokesman for the government's Administration of Government Bureaus told the paper, 'If we find evidence, we will take strict action.'
Alibaba Group started out as a online Alibaba.com marketplace, and now encompasses several other services and companies. The company's affiliate Cainiao, which handles logistics, is reported to be one of the targets of the market regulation investigation.
Alibaba is China's biggest online retailer by total sales, and its Tmall platform — similar to Amazon's online marketplace — has also become a shopping destination for many in the country.
The company's founder, Jack Ma said in a speech in 2014 that if the government shut down Alibaba, more than 4,000 offline companies that depend on it would fail.
Tmall launched in 2013 and now has more than 500 brands and 30 million products, according to its website.
It is not the first time that the company has faced government scrutiny.
In 2012, Bloomberg reported that Alibaba was under investigation by the Cyberspace Administration for suspected financial fraud and a potential security threat in the wake of the September 11 attacks. The company denied those allegations, and the investigation was reportedly closed by the CACAB months later.
Alibaba was also reported to have faced a similar investigation by the State Administration for Industry and Commerce (SAIC), which is part of the State Council, over allegations that online food sales platforms like Eat天下 and Amazon Food were illegally selling hard to get medical drugs and other goods. The company said at the time that it would 'not bow down to external pressure and we will continue to operate as normal.'
In December, the company pulled its online food delivery service in Shenzhen for health and safety reasons.
Alibaba's future in the country has been called into question as well.
In early December, a media report said Jack Ma was looking to sell a 40 percent stake in the company.