Mon, Wed, Fri (double period Wed) · 24 students
Tue, Thu · 21 students
| Section | Title | Lessons | Student Edition |
|---|---|---|---|
| 1.1 | Getting Started | 2 / 6 planned | pp. 1-30 |
| 1.2 | Building the Argument | 0 / 4 planned | pp. 31-52 |
| Section | Title | Lessons | Student Edition |
|---|---|---|---|
| 2.1 | Not Yet Planned | 0 / 8 planned | pp. 53-90 |
Everything on this site — every class, lesson and date — comes from one text file. You don't need to understand it. You just need to be able to copy it and paste it somewhere.
Right now your file holds 2 classes, 2 units, 2 written lessons, 16 still empty.
Three that work well. Copy one and change the details:
Getting it back into this dashboard. The AI hands you a new version of the file. Three steps turn it back into these pages:
data/course.json in the project folder, replacing what's
there. (Keep a copy of the old one first — the Download button above gives
you that.)npm install and wait for it to finish.node build.js. That rewrites this Dashboard, the
Calendar and every lesson page from your new file. Reload the page to see it.If step 3 prints an error instead, it names the lesson it didn't like. Paste that message back to the AI along with the file and ask it to fix it — that loop usually closes in one go.
If you're reading this from the single downloaded file rather than the project folder, there's nothing here to rebuild — you'd need the project itself to turn an edited file back into pages.
One caution. Treat this file like a public webpage before you share it: no real gradebook or class-platform links, no real student names.
| Sheets | What to print | Notes |
|---|---|---|
| 24 | Goal-setting index cards | pre-cut if possible |
| 24 | Total |
Extra cards live in the front tray for latecomers.
| Time | Beat | Links |
|---|---|---|
| 0:00 | Warm-up | |
| 0:10 | Unit overview | |
| 0:25 | Goal setting |
On the board before they walk in: Warm-up: What story from your own life would you tell a stranger?
The Teacher's Edition suggests modeling one goal aloud before students write their own.
Students respond to the board prompt in their notebooks.
Walk through the unit's essential question and the texts it covers.
Each student writes one goal for the unit on an index card.
| Type | Evidence |
|---|---|
| Formative | Completed goal card |
Do not cut: Goal setting — later lessons reference these cards directly.
Next lesson: Lesson 2 introduces the first text with a close-reading protocol.
| Sheets | What to print | Notes |
|---|---|---|
| 24 | Annotation guide | double-sided |
| 24 | Total |
| Time | Beat | Links |
|---|---|---|
| 0:00 | Warm-up | |
| 0:10 | Modeled annotation | |
| 0:25 | Independent annotation |
On the board before they walk in: Warm-up: circle one word in today's passage that feels 'loud.'
Students mark one 'loud' word in the passage and jot why.
Model annotating the first paragraph on the projector.
Students annotate the remaining two paragraphs on their own.
| Type | Evidence |
|---|---|
| Formative | Annotated passage |
Do not cut: Modeled annotation — students need to see the process once before doing it alone.
What carries forward: The annotation habit from today carries through the rest of the unit.
Next lesson: Lesson 3 moves from annotation to a short written response.