Standard(s):
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. CCRR9 - Georgia Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ELACC9-10RH5 - Georgia Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Learning Target(s):
Learning Target: Students will have higher understanding of Imperialism through a variety of texts.
Opening Session
Warm Up: (Optional)			Activator: (Required) Imperialism with John Green https://www.youtube.com/watch?v=alJaltUmrGo
Other Activities: Go over goals. Directions for moving around room.
Work Session
Gallery Walk –examples of imperialism questions and responses Poem –highlight and analyze
Closing Session
Higher DOK understanding through a differentiated response.
Assessment Strategies
Responses to group questions. Check writing progress.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified
Process		Flexible Grouping – Gallery walk, visuals
Product		Student Choice, student individual response
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – at Osborne
Readiness		Students read through it with teacher. Make sure they understand.
Learning Style		Visual, Intet and Interpersonal
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures,
Methodology		Highlighters – color coded, kinesthetic and visuals
Delivery		Vocabulary defining Scaffolding highlighers

Finish up The Kite Runner

Finish up Essay

Colonialism - Literature

Introduction of EQ/ White Man's Burden

Standards

CCRR9 - Georgia

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

ELACC9-10RH5 - Georgia

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

Learning Target

Students will be able to define Imperialism and explain how symbolism is used in imagery and poetry.

Activator

https://www.youtube.com/watch?v=alJaltUmrGo

Quickly go over Symbolism and Imagery

Project the ad on the board and ask the students to use the evidence from the photo and explain what is going on. 

Resources:

•    : http://40.media.tumblr.com/tumblr_lg4b4feGMD1qbl0k8o1_1280.jpg

Work Session

What is Imperialism?? Anyone have any idea?! Okay well...

Imperialism is forcing one countries rules and power through force or military action. 
Ex) British Invasion....anyone remember this from social studies?! 

Today we are going to read The White Man's Burden and we are going to look at how Imperialism effected different people.

(DO EITHER ASSIGNMENT, DOESNT MATTER WHICH ONE)

1) This T-chart will be due for a grade at the end of class. We are going to go over it together but make sure you are paying attention :)

OR

2) Make sure you take out another sheet of paper and write your own answers down. First, lets read the poem. You guys read it to yourself first, then we I will read it. You always have to read poems over a few times to actually try and understand them. Now, lets try and do the first three questions. You guys try to do them yourself; then we will go over them. 
Next, lets look at the two cartoons and try and see whats going on. 

Resources:

•    Black Man Burden.doc: https://www.filepicker.io/api/file/Kh7UqHvzQGit3TM0RT9c

•    : http://mrdixonsclass.weebly.com/uploads/8/0/1/9/8019996/white_mans_burden.pdf

Closing Session

Exit Ticket:
3 things about Imperialism 
2 things about symbolism in a text
1 example from the poem 

Assessment

Closing ticket
Student answering from the ad

Teacher’s Name:   Eric W. Carlson	Date:  1/15/16
Course::  World Literature	Periods: 2nd, 4th

R.L. Osborne High School

Daily Lesson Plan

Standard(s):
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Learning Target(s):
Learning Target: Students will use details to figure who should receive a heart transplant.
Opening Session
Warm Up: (Optional)			Activator: (Required) Read Conclusion Video on Conclusions
Other Activities: Read Conclusion Sample
Work Session
Write Conclusion The Kite Runner Extended Time – Respond to questions about movie.
Closing Session
Hot Seat Questions
Assessment Strategies
Responses to group questions. Check writing progress.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified Text
Process		Flexible Grouping
Product		Student Choice
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – at Osborne
Readiness		Students read through it with teacher. Make sure they understand.
Learning Style		Visual –use of move for summer reading, Intra and Interpersonal
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Graphic Organizer-example
Methodology		Highlighters – color coded
Delivery		Vocabulary Scaffolding highlighers

Teacher’s Name:   Eric W. Carlson	Date:  1/14/16
Course::  World Literature	Periods: 2nd, 4th

R.L. Osborne High School

Daily Lesson Plan

Standard(s):
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Learning Target(s):
Learning Target: Students will use details to figure who should receive a heart transplant.
Opening Session
Warm Up: (Optional)			Activator: (Required) https://www.youtube.com/watch?v=h35jfS7jnpc Counter - argument
Other Activities: Introduction of The Kite Runner summer reading questions. Hand out Summary of Animal Farm for next week
Work Session
Write Counter-argument Write Conclusion Start The Kite Runner if possible
Closing Session
How is your essay going?
Assessment Strategies
Responses to group questions. Check writing progress.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified
Process		Flexible Grouping
Product		Student Choice
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – at Osborne
Readiness		Students read through it with teacher. Make sure they understand.
Learning Style		Visual, Intet and Interpersonal
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Graphic Organizer-example
Methodology		Highlighters – color coded, previewing
Delivery		Vocabulary Scaffolding highlighers