High School Week 1

Lesson Day 1 Day 2 (English Language Day 3 (United States Day 4 Day 5
Component Arts) History)

Standard Math RI 7.3 Analyze the US.8 History. The student Sci Re-teach
day
interactions between understands the impact of

individuals, events, and significant national and

ideas in a text (e.g., how international decisions and

ideas influence individuals conflicts in the Cold War on

or events, or how the United States.

individuals influence ideas

or events).

Essential What does it mean to How did the decisions and

Question empower someone? conflicts of the Cold War

change The United States?

What makes you feel

empowered?

Who empowers you?

(Newsela, 2020)

Objective I can connect individuals to I can describe the events of

ideas in a text. the Cold War and their

effects on the United Scates.

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Exit ticket How can language be How did the Cold War affect

used to inspire and the United States?

empower others? Use at

least two details from the A. People in the United

text to support your States felt on edge.

There were drills to

response.
prepare for a nuclear
Alternate prompt: What is
war
the text's message about

the central idea of

empowerment​? Use

specific details to support

your response. (Newsela,

2020)

Highest The Harlem Renaissance​- Containment, totalitarianism,

leverage A movement in NYC reparations

vocabulary/ neighborhood, Harlem,

word wall where black americans

thrived in the arts.

Tackled​- to address
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something

Contributions​- to give

Folk art- ​Art and literature

from local people

Concentrated -​ A steady

focus

Boundaries- ​the force that

holds something or someone

in or back

Interracial-​ a combining of

people from different races

Perspective- ​The viewpoint

of someone

Texts for Poetry and Fiction of The Historical analysis of the Film
adaptation
lessons Harlem Renaissance ​(850L) cold war from 1949
of The Cask
of
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Amontillado

Newsela article about Russia

Digital Newsela, Zoom whiteboard- Crash course US history

resource teacher can make digital

flash cards in a digital Digital quiz

classroom. The Newsela

article comes with standard

aligned questions and

vocabulary.

While the teacher is reading

students can write or draw in

this flow chart

“​Students will create a

flowchart that shows the

ripple effects of using

language to inspire others.

Have students base their

chart on one article of their

choice. Students should be

as specific as possible as
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they fill out the flowchart.

Consider offering these

questions to guide them:

What situation or condition

led someone to use language

as inspiration?

How was language used as a

response?

Who was inspired by that

language and in what ways”

(​Newsela, 2020)?

Key points Highlight while reading Russian Revolution of 1977-

examples of people replacing the Tzar rulership

inspiring or empowering with Communism

others in YELLOW;

highlight examples of Lenin lost power to Stalin

empowering or inspiring because Lenin became ill

messages in GREEN. and Stalin blocked his ideas.

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The Harlem Renaissance Russia was in need of a new

was a time when form of government.
African-Americans expressed

themselves as writers.
Lenin’s view was “​Russia
"The Fire in the Flint" (1924)
and the republics would all
is about a black doctor who is
be equals within this Union”
killed by a racist mob of

whites. White was writing

(Newsela, 2020).

about how black

professionals were being

blocked by racism.

Folk art was considered

different from white traditions.

Marxism influenced the

positive thoughts Du Bois had

about overcoming capitalism.

(Newsela, 2020)

Student Student may struggle to find

misconceptions empowering messages in the Students misunderstand Tzar

story- Student can make a and Communism as the

word cloud with uplifting different governments.

words about themselves-

Students can make a word Lenin lost power to Stalin

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cloud for themselves and a but not seeing the cause and

separate word cloud linking effect relationship in the

to the story. history.

Students may confuse

communism with socialism

or not know how politics

changed.

Re-teach/ Using sentence stems and a Students can change and

scaffolded word bank, on Friday we alter the lexical levels in the

learning can fill in the blanks of article. Have students

vocabulary words and give highlight the main idea

students an opportunity to sentence in one color and

use the words correctly. details in another color.

According to Catapano,

“​What we surround students

with in our classroom is

what will sink in” (​Par. 15).

A digital word wall will be

used on Zoom and expose

students to the vocabulary

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words before each class and

on Friday. This will

reinforce their knowledge of

the words and meanings