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Quarter 1:
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Wasútȟuŋ-wí (August)
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WeekDatesUnitSkillsOSEU StandardsState StandardsLinks to LessonLinks to Resources
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18/14/23 to 8/17/23Short Non-Fiction Respond to spontaneous questions / create a piece of creative writing in a genre of their choosing11-12.SL.1 Initiate and participate effectively in a variety of collaborative discussions (one-on-one, in groups, and teacher-led) on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Week 1 Lesson Plans
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Choose and explain textual evidence to support a claim / close reading / respond to spontaneous questions11-12.RL.1 Accurately cite strong, relevant, and thorough textual evidence to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
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11-12.RL.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
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28/21/23 to 8/25/23Short Non-Fiction Respond to spontaneous questions / provide written responses to literature11-12.SL.1 Week 2 Lesson Plans
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Choose and explain textual evidence to support a claim / close reading / respond to spontaneous questions11-12.RL.1
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Identify universal ideas and connect them to our lives11-12.RL.3
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Historical context and life of the author impacts our understanding of the narrative11-12.RL.4
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11-12.RL.9
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38/28/23 to 8/31/23Short Non-Fiction and NWEA MAPSChoose and explain textual evidence to support a claim / close reading / respond to spontaneous questions11-12.RL.1 Week 3 Lesson Plans
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Historical context and life of the author impacts our understanding of the narrative11-12.RL.4
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Analyze multiple interpretations of a story, drama, or poem in different artistic mediums, evaluating how each version interprets the source text.11-12.RL.7
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Quarter 1:
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Čhaŋwápeǧi-wí (September)
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WeekDatesUnitSkillsOSEU StandardsState StandardsLinks to LessonLinks to Resources
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49/5/23 to 9/8/23Essay on what it means to be an educated personDevelop a succinct summary of short essays and develop an outline for drafting an essay focusing on the body paragraphs first.9-10.RI.2Week 4 Lesson Plans
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Begin drafting a five paragraph essay with transitions, supporting details, an introduction, and a conclusion.9-10.RI.5
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Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence9-10.W.1
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Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.9-10.W.2
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Produce clear and coherent writing in which the development, organization, style, and tone are appropriate to task, purpose, and audience9-10.W.4
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Use a writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing what is most significant for a specific purpose and audience. Use guidance and support from peers and adults as needed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)9-10.W.5
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Draw relevant evidence from literary or informational texts to support analysis, reflection, and research.9-10.W.9
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59/11/23 to 9/14/23
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Quarter 1:
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Čhaŋwápe Kasná Wí (October)
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WeekDatesUnitSkillsOSEU StandardsState StandardsLinks to LessonLinks to Resources
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Quarter 2:
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Waníyetu-Wí (November)
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WeekDatesUnitSkillsOSEU StandardsState StandardsLinks to LessonLinks to Resources
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12
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Quarter 2:
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Waníčhoka-Wí (December)
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WeekDatesUnitSkillsOSEU StandardsState StandardsLinks to LessonLinks to Resources
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Quarter 3:
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Wiótheȟika-Wí (January)
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WeekDatesUnitSkillsOSEU StandardsState StandardsLinks to LessonLinks to Resources