Standard: (varies by student)

Learning Target: I will make up work from my English classes in order to remediate my knowledge and raise my grade.

Opening Session: Welcome to CardinalCon!

Work Session: Make Up work from your literature teacher

Closing Session: Turn in your make up work!

Assessment: Make up work will be given to teachers for assessment.

Differentiation: Each student will be working on individual assignments.


Feminism TEST DAY!!!


  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I will demonstrate my knowledge of our feminism unit by taking a comprehensive unit test.

Opening Session: An oddly satisfying video to get you relaxed and ready to test

Work Session: Test time! Good luck everyone!

Closing Session: CardinalCon passes and directions for tomorrow!!!

Assessment: Test will be graded

Differentiation: Test is leveled and students provided accommodations as needed.


Lab + Review!


  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I will complete a formative assessment to determine how much I have mastered citing strong textual evidence.

Opening Session: To the lab!! We will open class today by heading down to room 201 and completing a formative assessment on standard RI1.

Work Session: JEOPARDY TIME!!!!

We’re going to come back up to the classroom and play REVIEW JEOPARDY!!!

Remember, you’re playing for 5 points extra credit on your unit test, which is TOMORROW! We’re going to use a different buzz in style this time – I’ve got the desks set up with a row across the front, and only the people sitting in the front row can buzz in. You’re still playing on teams, but only the front row is eligible to answer each question. That means everyone gets a chance to play – and everyone has to try!!

Closing Session: Final Jeopardy!!

Assessment: Formative assessments will be formatively assessed. Jeopardy participation will be formatively assessed. Winning teams will earn bonus points on tomorrow’s unit test.

Differentiation: Process (team size, hang time for answers)


Valentine’s Day Massacre


ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points or agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Learning Target: I will participate in a thorough and successful debate against my peers about the merits if feminism in modern society.

Opening Session: 

Debrief with your group and get ready to debate – 10 minutes!

Work Session: Welcome to class! As I previewed for you yesterday, today we’re going to be staging a debate using some of the material from We’ll be looking at the merits of feminism in modern society and whether or not it’s still needed today. You should argue and discuss your side, and remember, everyone should speak up at least once during the debate. I will be taking notes!

Closing Session: Say thank you to the opposing side and shake hands, the come back and write me a brief reflective paragraph on the experience.

Assessment: Formative assessment (observation) during the debate; reflective paragraph could be graded.

Differentiation: Interest (choice of side in the debate); Process (students can be given points early to learn/review)



The Handsomest Two Words


  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: I will analyze a cultural experience reflected in a work of magical realist literature by drawing an illustration of a short story and then teaching that short story to my peers.

Opening Session: Audi 2017 Super Bowl ad

Work Session: Today we’re going to split the class in half and read a couple stores! So we’ll go around the room and number off 1 or 2. Half of you are going to read a story out of our textbook called “The Handsomest Drowned Man In The World” by Gabriel Garcia Marquez and the other half are going to read a story that I’ve made copies of called “Two Words” by Isabel Allende.

After you finish reading your respective stories, we’re going to pass around the printer paper and I’d like everyone to choose a quote from your story and make an illustration of it. Write your quote on your paper along with your picture. You will turn these in, so be neat and creative!

When our drawings are complete, we’re going to jigsaw back together into groups of four. Each group should have 2 people that read each story. Your job is to teach your group members what happened in the story you read, and since we are in our feminism unit, you should focus specifically on the role of women in the story you read.

Closing Session: For your ticket out the door, write a short paragraph comparing and contrasting the two stories we read in class today. How do these magical realism stories differ in theme and representation of women?

Assessment: Illustrations will be graded; group discussions will be formatively assessed for understanding.

Differentiation: Learning style (illustration for visual learners, movement and discussion for kinesethetic learners)

© Osborne 10th Grade World Literature