ABCDEFGHIJKLMNOPQ
1
2
Ms. Kinard - 9th Grade Honors EnglishMs. Kinard - 9th Grade Honors EnglishMs. Kinard - 9th Grade Honors English
3
DateNovember 17 , 2025 (11/21/25)DateNovember 19, 2025 (11/21/25)DateNovember 21, 2025 (11/21/25)
4
Lesson Title Activity 1.11 - Activity 1.15Lesson Title Activity 1.16Lesson Title Activity 1.16
5
Standard(s)Analyze how an author's choice in structure, shifting perspective, and language creates tone and meaning (RL/RI.9.6, RL.9.4). Use context and reference materials to determine meaning and connotation (L.9.4).Standard(s)Analyze how an author's choice in structure, shifting perspective, and language creates tone and meaning (RL/RI.9.6, RL.9.4). Use context and reference materials to determine meaning and connotation (L.9.4).Standard(s)Analyze how an author's choice in structure, shifting perspective, and language creates tone and meaning (RL/RI.9.6, RL.9.4). Use context and reference materials to determine meaning and connotation (L.9.4).
6
Class Objective1. Analyze the author's craft, including shifts in perspective, literary devices (like flashback), and language choices that shape tone and meaning.
2. Interpret textual evidence (telling and sensory details) to determine a character's traits and state of mind, and to monitor reading comprehension.
3. Plan and draft a focused literary analysis paragraph using an outline and generating a claim-driven topic sentence.		Class ObjectiveI can identify and explain how specific literary devices (irony, allusions, symbolism) develop complex characters.
I can interpret how the development of a complex character expresses the theme of coping with emotional turmoil.
I can construct written commentary to evaluate the contemporary significance of the text's theme.		Class ObjectiveI can identify and explain how specific literary devices (irony, allusions, symbolism) develop complex characters.
I can interpret how the development of a complex character expresses the theme of coping with emotional turmoil.
I can construct written commentary to evaluate the contemporary significance of the text's theme.
7
Lesson ComponentTime in LessonTeacher ActionsStudent ActionsLesson ComponentTime in LessonTeacher ActionsStudent ActionsLesson ComponentTime in LessonTeacher ActionsStudent Actions
8
Bellworkprior to bellAttendance, check students are prepared. prepare materials
follow task on board (Turn to page 95, read the check your understanding question)		Bellworkprior to bellAttendance, check students are prepared. prepare materials
follow task on board		Bellworkprior to bellAttendance, check students are prepared. prepare materials
follow task on board
9
1.16 Check Your Understanding7 minutesReview question with students. Independently handwrite to answer the check your understanding question from 1.161.16 Intervention/Extension15 minutesSmall group intervention over 1.16 Check Your UnderstandingSmall group students will meet at my desk, receive feedback on writing, and rewrite to make corrections.
Extension students will complete the Writing to Sources task from 1.16		1.18 Intervention/Extension15 minutesSmall group intervention over 1.18 Check Your UnderstandingSmall group students will meet at my desk, receive feedback on writing, and rewrite to make corrections.
Extension students will complete the Writing to Sources task from 1.18
10
1.16 Quiz15 minutesI will grade and enter quiz scores as student turn in. Students will use their completed work for the assigned lesson to independently answer multiple choice questions.1.18 Check Your Understanding7 minutesIntroduce question, ask for questions.
Grade/Return Returning to Text questions 1.18 		Independently handwrite to answer the check your understanding question from 1.181.20 Working from the Text, questions 4 and 510 minutesCirculate to check answers and answer questions.
Review questions by writing volunteer student answers on the board		Work with a partner to delineate the prompts and answer questions 4 and 5.
Volunteer to share answers whole group
11
1.18 First Read of "There Will Come Soft Rains"20 minutesGrade Quiz and return Independently read There Will Come Soft Rains and annotate As You Read Tasks. 1.18 Quiz1.20 Check Your Understanding7 minutesIntroduce question, ask for questions.
Grade/Return Returning to Text questions 1.20 if not already done. 		Independently handwrite to answer the check your understanding question from 1.20
12
1.18 Returning to the Text20 minutesTake student volunteers to share annotions. Circulate to monitor student work and answer clartifying questions. Independently ansewr the Returning to the Text Questions for There Will Come Soft Rains1.20 As You Read, "Martha, Martha" part 130 minutesGrade Quiz and return
Take student volunteers to share annotions. Circulate to monitor student work and answer clartifying questions. 		Independently read Martha, Martha and answer returning to the text Questions. 1.20 Quiz
13
1.18 Working From the Text20 minutesCirculate to monitor student work and answer clartifying questions. Work with a partner to complete the SIFT graphic organizer for lesson 1.181.20 Working from the Text, question 320 minutesCirculate to identify complete and correct character anaylses, one for each character. With student permission, scan these tables to the board and allow the class to check and correct their own papers. Students will be numbered off, 1 and 2. Students numbered 1 will analyze the character of Martha, students numbered 2 will analyze the character of Pam. They will be pair with someone of the opposite number. They will work beside each other to help each other with the skill, but apply the skill on their own. 1.21 As You Read, "Martha, Martha" part 220 minutesGrade Quiz and return
Take student volunteers to share annotions. Circulate to monitor student work and answer clartifying questions. 		Independently read "Martha, Martha" part 2 and annotate As You Read Tasks.
14
Assessment(s)1.16 - Check Your Undestanding, 1.16 Writing to Sources, 1.18 Returning to the TextAssessment(s)1.20 Returning to the Text, 1.20 Working from the TextAssessment(s)
15
Interventions /
Differentiation 		Students who struggled to complete 1.16 Returning to the Text questions will complete this task at my desk and I will guide them through the questions. These are foundational questions, so they must answer these or they will not be successful on the rest of the lesson, as the quesitons increase in DOK. Interventions /
Differentiation 		Small group to work through reading part 1 of Martha, Martha and questions. Interventions /
Differentiation
16
Resources / LinksSpringBoard Textbook. Resources / LinksSpringBoard TextbookResources / Links
17
NotesNotes9th Grade field trip to NEACTC 9:15-11:!5Notes
18