Week 1 Instructional Objective monday, june 29,1863



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2nd Quarter Pacing chart Mrs. Salter
THE KILLER ANGELS PERIOD: 3 AND 4


Week

1


Instructional Objective

MONDAY, JUNE 29,1863



Assignments and Assessment


Homework

Monday

11/3/14

Foreword,

Chapter 1, The Spy
Welcome, syllabus, rules, introductions,

Bell-Work, Introduce Material, Motivational Speech


Bell-Work



N/A

Tuesday

11/4/14

Students will be given a reading pre-test to demonstrate their knowledge in reading comprehension.

Recognize major character and their characteristics



*Bell-Work

*Demonstrate 90% of reading comprehension

*Characterization
*Give a short description of events that occur in the chapter


Read. MONDAY, JUNE 29,1863

Ch 1. The Spy Pretend you are Lee. Write a Letter home describing your thoughts and concerns when you learned what the spy had to report.



Wednesday

11/5/14

Chapter 2, Chamberlain

Examine the relationship between Lee and Longstreet

Define foreshadowing


*Bell-Work

* Review foreshadowing

*Create a visual of the relationship between Lee and Longstreet

*


Read. MONDAY, JUNE 29,1863

Ch 2. Chamberlain




Thursday

11/6/14

Identify leadership qualities

Identify and use adjectives



*Bell-Work

*Describe the relationship between Chamberlain, Kilrain, and Tom. Then explain their intervention in the battle of Gettysburg

*Give a short description of events that occur in each chapter


Ch 2. Chamberlain

As Tom, Write a letter home about what it is like to be serving under your brother


Finish assignments.



Friday

11/7/14

Review the reading assignments and catch up with class activities

*Bell-Work

* students will demonstrate 90% of Reading comprehension on a Quiz Test



Read:

MONDAY, JUNE 29,1863

  1. Buford

Week

2

MONDAY, JUNE 29,1863








Monday

11/10/14

NO SCHOOL

VETERANS’S DAY CELEBRATION







Tuesday

11/11/14

NO SCHOOL

VETERANS’S DAY CELEBRATION







Wednesday

11/12/14

Chapter 3, Buford

Students will be able to read grade level passages aloud and silent with 90% comprehension.

Examine the characterization of Buford


*Bell-Work

* Read:


MONDAY, JUNE 29,1863

3.Buford

*brainstorm how geographic features can affect a battle

*explain what strategy one might take to attack Gettysburg, and what strategy one might take to defend it.

*review characterization

*write a synopsis of your understanding of Buford’s character, based on your reading of the text

*Give a short description of events that occur in the chapter


Buford Ch.3

Using someone you know well, write a brief characterization of them by showing their response to a difficult situation, real or imagined. Try to “show, “not “tell.”



Thursday

11/13/14

Chapter 4, Longstreet

Examine how war affects friends and family




*Explain How will Armistead’s friendship with Hancock affect him in this battle?

* Write a short essay about the methods the author uses to characterize Pickett.

*Give a short description of events that occur in the chapter


*Give a short description of events that occur in the chapter

Friday

11/14/14

Students will be assess on reading grade level passages in silent with 90% comprehension

Review the reading assignments and catch up with class activities




*Bell-Work

* students will demonstrate 90% of reading comprehension on a Quiz Test






Week

3

WEDNESDAY, JULY 1, 1863: THE FIRST DAY







Monday

11/17/14


Chapter 1, Lee

Understand characteristics of historical fiction




*Bell-Work
*Discuss works of historical fiction in general and create a chart of some of the characteristics that those works have in common.

* describe historic fact and literary imagery

*Give a short description of events that occur in the chapter


Lee Ch.1

Take a brief episode of your life and write a fictionalized account of it, taking care to be as faithful to fact as possible



Tuesday

11/18/14

Examine the theme of mortality

*Bell-Work

*Examine the chapter and write down images and references to mortality.

*Share the images with the class and discuss: How does Less’ knowledge of his mortality affect him as a leader? How could his heart disease, though real, be seen as symbolic? How do the images of mortality in this chapter enhance the story? How might Lee lead differently if he did not have health concerns?


Write a short essay on your thoughts on Lee’s leadership thus far. Is he someone you think you would be willing to follow?

Wednesday

11/19/14

Chapter 2, Buford

This is the first time in the novel that a major character has been killed. It makes more real the theme of war. The objective for this class is to examine the theme.



*Bell-Work

* Read. Chapter 2, Buford

*In-depth class discussion: Reynolds’ character. What do we know of him? How has he differentiated himself from other leaders Buford has deal with? How as a reader do you respond to Reynolds as a character? How does the author’s portrayal of the interaction between Buford and Reynolds affect the reader’s response to Reynolds’ death?

*Give a short description of events that occur in the chapter



Buford Ch.2

Compare and contrast Lee, Buford and Reynaldo


Read. Chapter 3, Lee


Thursday

11/20/14

Chapter 3, Lee

A theme of this chapter is the importance in fighting an effective battle. The objective of this lesson is to understand Lee’s position as general and how the conveyance of information directly affects the battle.


To understand Foreshadowing

*Bell-Work

* Read. Chapter 3, Lee

*As a class, discuss battle from a soldier’s perspectives vs. general' perspectives

* Discuss the difficulties presented by the restrictions and how they relate to the difficulties in communication on the battlefield.

* you will receive an instance of foreshadowing to examine

* Share predictions with the class


*Give a short description of events that occur in the chapter



Friday

11/21/14

Determining the cause and effect relationship of two related events in a literary selection.

Review the reading assignments and catch up with class activities



Quiz Test

Read. Chapter 4, Chamberlain

Week 4

WEDNESDAY, JULY 1, 1863: THE FIRST DAY







Monday

11/24/14

Chapter 4, Chamberlain

Understand symbolism



*Bell-Work

Read. Chapter 4, Chamberlain

*Define symbolism

*determine why the author chose to tile the novel The Killer Angels




Chamberlain Ch.4

Chamberlain finds himself in a very different environment when he joins the army, yet he finds it also fits him. Write a letter to your teacher about a time that you found yourself in a strange situation or new environment, and how you responded to it.



Tuesday

11/25/14




*Bell-Work

* Read the passage from Hamlet that contains the line, “What a piece of work is man…?” (Act 2, Scene 2). Fold a piece of paper in half, on one side put the qualities named by Hamlet, and on the other side, determine which characters may illustrate those qualities.






Wednesday

11/26/14

Students will be evaluated in understand symbolism

Review the reading assignments and catch up with class activities



*Bell-Work

Chamberlain Ch.4

*Chamberlain finds himself in a very different environment when he joins the army, yet he finds it also fits him. Write a letter to your teacher about a time that you found yourself in a strange situation or new environment, and how you responded to it.

*Give a short description of events that occur in the chapter

* Quiz Test





Thursday

11/27/14

THANKSGIVING HOLIDAY

NO SCHOOL







Friday

11/28/14

THANKSGIVING HOLIDAY

NO SCHOOL








Week 5

WEDNESDAY, JULY 1, 1863: THE FIRST DAY







Monday

12/1/14

Chapter 5, Longstreet

A major theme of The Killer Angels is honor. The objective of this lesson is to examine what honor means to the men in this novel and how it affects their actions.



*Bell-Work

*Class discussion. What does honor mean to you? How can one’s concept of honor affect the choices one makes in life?

* from the novel, illustrate one character’s concept of honor





Tuesday

12/2/14



*Bell-Work

* Share your depiction with the class and explain how their person’s idea of honor affected their decisions

* Write a short essay about your concept of honor and an episode in your life where your idea of honor affected your decisions or actions.
*Give a short description of events that occur in the chapter


Read. Chapter 6, Lee

Wednesday

12/3/14

Chapter 6, Lee

The object of this lesson is for you to recognize changes in the author’s style of writing and identify the purpose for those changes.



*Bell-Work

*Class discussion: Writing style. Discuss the styles of writing in different books that you have read, and how you responded to those styles.

* Examine the chapter or any previous chapter, focusing on writing style. Create a chart identifying different styles of writing.

*Give a short description of events that occur in the chapter



Lee Ch.6

Ewell let down Lee by not trying to take the hill, yet Lee forgave him. Write a short letter EITHER to someone you let down and ask for forgiveness OR to someone who let you down, forgiving that person. The situation can be real or imagined

Read. Chapter 7, Buford


Thursday

12/4/14

Chapter 7, Buford

Buford though the novel is based on actual events, there are still moments of irony throughout. The objective of this lesson is to examine that irony




*Bell-Work

* Define irony

*examine the chapter for irony and create a visual depicting one example of irony

*As a class, share the illustrations and discuss why these are examples of irony and how they add to the story

*Give a short description of events that occur in the chapter


Irony may be humorous. Write a letter to author, arguing for against the use of humor in a book on such a serious subject.

Friday

12/5/14

Students will be assess on reading grade level passages in silent with 90% comprehension
Review the reading assignments and catch up with class activities

Reading- Mid-term Exam


Read. Chapter 1, Fremantle

Week 6

THURSDAY, JULY 2, 1863: THE SECOND DAY







Monday

12/8/14

Chapter 1, Fremantle

Fremantle, as an Englishman, has different views on the people involved in and the reasons behind the war. The objective of this lesson is to continue to examine the author’s use of point of view to enrich the novel.



*Bell-Work

Class discussion: does he identify with them? Why would the author include the perspective of someone not directly involved in the battle? What is his hope for the outcome of the war? How does his perspective influence you as a reader?

* Write down adjective or phrases to describe Southerners from Fremantle’s perspective, then discuss why

* Review point of view



Fremantle Ch.1

Imagine you are a stranger to your school, and most of the customs, activities, and manners of your school are foreign to you. Write a letter to someone back home describing your school from the foreigner’s perspective.




Tuesday

12/9/14



*Bell-Work

*Give a short description of events that occur in the chapter



Read. Chapter 2. Chamberlain

Wednesday

12/10/14

Chapter 2, Chamberlain

Chamberlain has his self-perception shaken when he and his men encounter a wounded escape slave. The objective of this lesson is to visit the prevailing culture and mindset in the U.S. at the time of the Civil War.



*Bell-Work

* Fold a piece of notebook paper in half. One side, describe Chamberlain’s feelings about blacks before the war, as illustrated by his interaction with the Baptist minister. On the other side, escribe Chamberlain’s feelings about the escaped slave he and his men encountered.

*Class discussion: How did the encounter with the slave affect Chamberlain? What did he learn about himself through that encounter? …

*Give a short description of events that occur in the chapter



Read. Chapter 3, Longstreet
Chamberlain Ch.2

Write a poem about a time when you learned something new about yourself, positive or negative, and how that knowledge affected you.


Read. Chapter 3, Longstreet

Thursday

12/11/14

Chapter 3, Longstreet

Reading is a richer experience if one can draw connections between texts. Longstreet in this chapter may be compare to Cassandra in Homer’s Iliad. The objective of this lesson is for you to understand how drawing connections between texts may enrich your understanding.



*Bell-Work

*Independently read a synopsis of the story of Cassandra and her role in the Trojan War

* Create a Venn diagram showing the similarities and differences between Longstreet and Cassandra

* Discuss what the future may hold in the battle, if the Longstreet/Cassandra similarity holds.







Friday

12/12/14

Students will be evaluated on how to examine the author’s use of point of view to enrich the novel.
Review the reading assignments and catch up with class activities


*Bell-Work

*Write a short journal entry about any character or event in the novel thus far reminds you another work you have read. How does drawing the connection to another piece of literature affect your understanding of the novel?

*Give a short description of events that occur in the chapter

Quiz Test


Read. Chapter 4, Chamberlain

Week 7

THURSDAY, JULY 2, 1863: THE SECOND DAY







Monday

12/15/14

Chapter 4, Chamberlain

Chamberlain’s friendship with Kilrain is an important theme in this chapter. The objective of this lesson is to examine how this theme is developed and how it affects the reader’s understanding of Chamberlain’s character.



*Bell-Work

* Write down what makes a good friend in a battle? Why do people need friends on the battlefield? In what way might it be dangerous to make friends in warfare?

* Write a paragraph describing the friendship between Chamberlain and Kilrain and be prepared to share with the class.





Tuesday

12/16/14




*Bell-Work

*Prepare for class discussion: What you think the autor is trying to say about the power of friendship in this chapter? Is it positive, negative or both? Why?

* Write a poem about friendship from the point of view of Chamberlain or Kilrain.

*Give a short description of events that occur in the chapter




Read. Chapter 5, Longstreet

Wednesday

12/17/14

Chapter 5, Longstreet

Longstreet Two chapters ago, we discussed the parallels between Longstreet and Cassandra. That parallel appears again in this chapter. The objective of this lesson is to examine that parallel further.





*Bell-Work

*Class discussion: Review the Cassandra parallel from three classes earlier.

* fold a sheet of notebook paper in fourths. In the first column, write the predictions Longstreet made 2 chapters ago. In the next column, indicate in what ways he was correct. In the third column, write Longstreet's expectations for how the battle will progress. In the fourth column, predict what will happen in subsequent chapters. Will Longstreet be proven correct again? Will Lee listen to him?


Write down the answers of Why is Longstreet being used as a scapegoat in place of Lee? What characteristics of Longstreet's allow this to happen?
*Give a short description of events that occur in the chapter


Longstreet Ch.5

Create a Venn diagram comparing and contrasting Longstreet and Cassandra. Then write a paragraph with differences and another one with the similarities


Read. Chapter 6, Lee


Thursday

12/18/14

Chapter 6, Lee

A theme of this chapter is Lee's faith: in his officers, in his moral position, in his men, and in God. The objective of this lesson is to examine that theme.





*Bell-Work

*Prepare your answer for a class discussion: What does 'faith' mean to you? What different kinds of faith, besides a religious sense, do people exhibit?

* Go on a "scavenger hunt" through the chapter and find references to Lee's faith. Write a short essay on the instances of Lee's faith and whether the group thinks that faith is justified.

* share your essay with the class.




Write a journal entry about something you have faith in, and why it is important to you.



Friday

12/19/14

Review the reading assignments and catch up with class activities
Examine the theme of faith

*Bell-Work

*Give a short description of events that occur in the chapter



Quiz Test




Week 8

FRIDAY, JULY 3, 1863







Monday

1/5/15

Chapter1, Chamberlain

Chamberlain In this chapter, the theme of leadership is revisited through the characterization of Chamberlain. The objective of this lesson will be to examine that theme as it relates to Chamberlain.





*Bell-Work

* Class discussion: In a novel about a battle, why would the author pause the action to address the musings of one of the characters? What purpose does this chapter serve?

* write a reader response to this chapter, describing your understanding of Chamberlain as a leader. What qualities of leadership does Chamberlain embody? Share the responses with the class


Write a short essay about your interpretation of Chamberlain’s realization that he felt alive during the battle. Why would he feel that way? What might it mean for his future?

Tuesday

1/6/15




*Bell-Work

* Read. Chapter2 Longstreet

*Give a short description of events that occur in the chapter





Wednesday

1/7/15

Chapter 2, Longstreet

There is strong foreshadowing in this chapter. The objective of this lesson is to examine that foreshadowing and predict the future of the battle.





*Bell-Work

* choose an interaction within the chapter that you think is an example of foreshadowing.

* As a class, discuss how you think the battle will turn out. What will become of Lee? What will become of Longstreet? Will each get the credit or blame they deserve? Why or why not?

* Create an illustration of the tension and respect between Lee and Longstreet.

*Give a short description of events that occur in the chapter


Longstreet Ch.2

Create an illustration of the tension and respect between Lee and Longstreet.


Read Chapter 3, Chamberlain

Thursday

1/8/15

Chapter 3, Chamberlain

The quiet of Chamberlain's day is interrupted when the Confederates attack once again. The objective of this lesson is to examine how the imagery of this chapter helps paint the picture of battle and the contrast with the resting times.




*Bell-Work

*Define the literary device imagery

* choose three images that you find exceptionally vivid. Then draw a picture of each image presented and label it with the quote used in the novel. Share your findings.

* Class discussion: Which image is most powerful? Why? How do these images help you visualize the plot, setting and characters in this chapter? What senses do you use to "experience" these images? How do these images help you understand the situation better? What have you learned about Civil War battles through these images?

*Give a short description of events that occur in the chapter


Pick one of the images/descriptive phrases from this chapter and write a poem using the image as its title or its topic.

Friday

1/9/15

The quiet of Chamberlain's day is interrupted when the Confederates attack once again. The objective of this lesson is to examine how the imagery of this chapter helps paint the picture of battle and the contrast with the resting times.

Review the reading assignments and catch up with class activities




*Bell-Work

Quiz Test

Read. Chapter 4, Armistead


Week 9

FRIDAY, JULY 3, 1863







Monday

1/12/15

Chapter 4, Armistead

The theme of honor in war recurs throughout the novel. The objective of this lesson is to examine this theme further.





*Bell-Work

* Class discussion: Has your continued reading of this novel changed your interpretation of honor in warfare? What characteristics do you now think make up an honorable soldier? When is the pursuit of honor not necessarily a good thing? Who in the novel personifies honor for you?

* find an example of honor within the chapter. Then write a paragraph on your example. Why do they think it is an example of honor? Is this an example of "rightful" honor or "misguided" honor?


Choose another instance of honor within the novel, and compare and contrast it with Armistead's conduct in this chapter.

Tuesday

1/13/15




*Bell-Work

* Class discussion: How does Armistead's death illuminate his character further? What is admirable about his dying? What, if anything, do you think he should have done differently?

*Give a short description of events that occur in the chapter





Wednesday

1/14/15

Chapter 5, Longstreet

Though this is a novel based on historic fact, the author still employs literary devices, including symbolism. The objective of this lesson is to examine symbolism within this chapter and in the work as a whole.




*Bell-work

* Class discussion: How is Garnett symbolic of the Confederate troops as a whole? He does not play a major role in the story, so why would the author give so much attention to him?

*Find a chapter to examine the symbols, then fold a sheet of notebook paper in half, and on one side note the symbol, and on the other side, what it symbolizes.

* As a class, examine the symbols each group found. Is there a pattern? How does the author's use of symbolism enrich the reader's experience?

*Give a short description of events that occur in the chapter


Choose a symbol not discussed today that has especially affected you. Write a reader response to that use of symbolism.

Thursday

1/15/15

Chapter 6, Chamberlain

The objective of this lesson is to wrap up the novel and reexamine how the author used point of view to tell the story.





*Bell-Work

*) In small groups. You will be assign one or two characters, create a chart of the character, his role in the novel, and what the reader learns through his eyes that the reader could not learn through someone else.

* As a class, discuss each group's chart.

*Give a short description of events that occur in the chapter

* Class discussion: How would the novel be affected if you removed one of the characters? What other perspectives would you like to have read? Why would the author choose to write each chapter from a different character's perspective, rather than the whole novel from a more traditional use of a third person omniscient narrator?


Write a letter to your teacher about how this novel has affected your thoughts on war, and your understanding of the Civil War. Is this novel one you would recommend to a friend or why not?

Friday

1/16/15

* The objective of this lesson is to wrap up the novel and reexamine how the author used point of view to tell the story.

Review the reading assignments and catch up with class activities



*Bell-Work

Quiz Test




Week 10

AFTERWORD







Monday

1/19/15

MARTIN LUTHER KING DAY

NO SCHOOL






Tuesday

1/20/15

Compare and contrast
Review the reading assignments and catch up with class activities

Bell-work

*Movie Comparison

The movie "Gettysburg" is based on The Killer Angels. Watch the movie in class and compare and contrast it with the novel.





Wednesday

1/21/15

Recruitment Poster

Review the reading assignments and catch up with class activities



In the Foreword, we learn that at the time of the battle of Gettysburg, the draft is just beginning in the North. Have students create a recruitment poster to encourage men to join the army before they are drafted.




Thursday

1/22/15

Review for final Exam

Review the reading assignments and catch up with class activities









Friday

1/23/15

Review the reading assignments and catch up with class activities

Unit Final Exam





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