zz-+Honors+English+1+-+Spring+2013

On this page you will find daily assignments and important handouts


 * Syllabus**




 * Parent Information Sheet**




 * Academic Calendar**




 * Week # 1 - 1/23/13 - 1/25/13**


 * Due Dates:**

- 1/24/12 – Parent Information Sheet - 1/25/12- Academic Expectations Essay - 1/25/12- NB Check - 1/25/12 – Student Goal Presentations


 * Wednesday - 1/23**


 * Start Up:**

//On a separate sheet of paper please complete the following task://

Please write a cohesive paragraph in which you describe three specific “things” that I need to know about you in order to teach you effectively. Please conclude your paragraph by describing what you want to learn while taking this course.


 * Please refrain from using graveyard words.


 * These paragraphs will be collected after approximately ten minutes.


 * Guided Learning:**

1. Call Roll – name clarifications/preferences 2. Review Syllabus with students.
 * Hand out academic calendar and go over due dates with students.
 * Remind them that this calendar and their syllabus need to be the first two items in their binder.
 * They will receive a grade based on whether or not they have these in the correct place.
 * Remind students that they will be tested on the classroom rules first thing tomorrow.

Part 2:

Model the classroom rules for all students to see: -bathroom -cell phone usage -how to clean up the room -discipline -how to earn points for the lottery.

3. Have students complete the Reading Pre-Assessment (Did not completed due to time constraints). 4. Have students read their letter from me. 5. Introduce Academic Expectation Essay Assignment. 6. Allow students to start drafting their essays in class.
 * prize for the first student to find the grammatical error in the letter.
 * have students write down one question on the letter.


 * HW:**

-Organize/Establish Notebook -Get Parent Information Sheet Signed -Academic Expectations Essay.


 * Thursday - 1/24**


 * Start Up:**

//On a separate sheet of paper please complete the following task:// Please write a cohesive paragraph in which you describe your previous experiences in English courses. In doing this, please discuss: specific texts that you have worked with, projects that you benefitted from, and specific skills that you acquired.


 * Please refrain from using graveyard words.


 * These paragraphs will be collected after approximately five minutes


 * Have signed parent contact sheet on your desk


 * When you are done, please study your “rules” section from your syllabus because we will be having a pop quiz on this information.


 * Guided Learning:**

1. Brief discussion about the rules quiz. 2. Have students take the rules quiz. 3. Have students grade their own and facilitate discussion based off of their results. 4. Introduce pre-reading rest. 5. When students are done, have them grade their own sheets and have them turn the answers in to me. 6. Movement break 7. P.O.S. Pre-assessment (Did note get to due to time constraints) 8. Independent Working Session: allow students to work on their essays/organize their binder 9. Additional ice breakers if there is time.
 * friend scavenger hunt…

-Organize/Establish Notebook -Get Parent Information Sheet Signed -Academic Expectations Essay.
 * HW:**


 * Friday - 1/25**


 * Start Up:**

1. Have a copy of your paper on your desk

2. Copy down the three academic goals that you set for your self on a separate sheet of paper

3. Prepare for your presentations

4. Get your notebook prepared for the “notebook” check


 * Have your signed parent contact sheet on your desk.


 * Guided Learning:**

1. Have students present their goals: -discuss expectations -discuss etiquette -“lining up” …. And then sit down at your desk when you are through.

2. Small celebratory activity

3. Have students complete their P.O.S. Pre – Assessment

4. Show students how to establish their turnitin.com accounts.

5. Have students complete their “Habit” reflection. Make sure that students complete their reading pre-assessment if they have not already done so. 6. Introduce Mythology Assignment for students to complete


 * HW:**

1. Register for turnitin.com account. 2. Mythology Study Guide 3. Complete “Habits” reflection.


 * Week # 2 - 1/28/13 - 2/1/13**


 * Due Dates:**

-1/30/13- Registration for turnitin.com due -2/1/13- Mythology Study Guide Due -2/1/13- Vocabulary Quiz


 * Monday - 1/28**


 * Start Up:**

Please write one paragraph in which you vividly describe what you “did” over the weekend. Please make sure that you avoid using graveyard words, and violating the “no-excuses” rules in the process of composing this paragraph.


 * Please take a seat where your returned papers are located.


 * Guided Learning:**

1. Have students share their responses with a partner from their “cluster group.” 2. Word Graveyard Assignment # 1 3. Have students complete capitalization pre-assessment. -Review this with the students when they are finished. 4. Have students grade their own reading pre-assessments. 5. Introduce new vocabulary words 6. Hand out “research folders” 7. Hand out research topic list and have students choose two that they are interested in.
 * explain to students that I will be assessing them based on their ability to perfectly define each one of the terms.


 * HW:**

1. Incorporate each vocabulary word into a grammatically correct sentence.


 * Tuesday - 1/29**


 * Start Up:** What research topics are you currently interested in? Why are you interested in these particular topics? What steps could you take to become more interested?


 * Guided Learning:**

1. Watch this video clip, and talk with students about how they can draw from multimedia as a source for their research paper. []

2. Have students complete initial interest research assignment. -Collect these assignments from students.

3. Show students how to create a “research” folder under their username.

4. Show students how to complete searches that will give them reliable web sources.

5. Model how the students will use the internet research graphic organizer for their work tomorrow.

6. Grade student Reading Tests:

7. Critical Reading Activity: You will read the “Curriculum Changes on Tap” article. You will then answer the following questions using complete sentences.

1) What is the author’s purpose for writing this article?

2) What is the topic of this article?

3) Explain one major difference between the new Common Core curriculum for English and the traditional North Carolina Standard Course of Study.

4) Do you think that being able to read and focus on more technical writing is more important than understanding and appreciating literature? Please explain your answer in at least three to five sentences.

8. Allow students to think-pair-share, and in preparation for being called upon.

9. Discuss the text as a class.

10. Please Read the article on texting and answer the following questions:

1) What is the topic of this article?

2) Using context clues, what do you think the word “dexterity” means?

3) Do you think the author’s purpose for writing this article is to entertain, persuade, or inform? Please explain your answer.


 * HW:**

1. Work on Mythology Study Guide 2. Parent Interview Assignment (due Friday) 3. Register for turnitin.com


 * Wednesday - 1/30**


 * Start Up:**

List three specific pieces of knowledge or skills you have learned since the beginning of the course. Then, list one “thing” you would like to learn before the end of the year.


 * Guided Learning:**

1. Complete Internet Research Graphic Organizer in the computer lab. -Have students email me their finished graphic organizers.

2. Return back to the classroom.

3. Introduce Parts of Speech Notes Part 1

4. Review noun identification worksheet with students.

5. Review Verb Recognition worksheet with students.

6. Have students complete Parts of Speech Worksheet # 1


 * HW:**

1. Mythology Study Guide 2. Parent Interview Assignment 3. Parts of Speech Assignment (if not completed in class). 4. Study for vocabulary quiz.


 * Thursday - 1/31**


 * Start Up:**

Please Read the article on texting and answer the following questions:

1) What is the topic of this article?

2) Using context clues, what do you think the word “dexterity” means?

3) Do you think the author’s purpose for writing this article is to entertain, persuade, or inform? Please explain your answer.


 * Guided Learning:**

1. Discuss Start – Up with students. 2. Briefly Review vocabulary, and discuss what will be on the quiz tomorrow. 3. Review Parts of Speech Worksheet from previous day. 4. Have students complete verb recognition worksheet. 5. Have students complete the Parts of Speech Scavenger Hunt in their student groups. 6. Review Parts of Speech Notes Part Two. 7. Parts of Speech Part Two Worksheet (Complete this with students’ interactively) 8. Complete “Parts of Speech HW Assignment” if there is enough time 9. Review if there is enough time.


 * HW:**

-Parent Interview Assignment -Study for Vocabulary Quiz -Complete Mythology Study Guide


 * Friday - 2/1**


 * Start Up:**

1. Explain the fundamental difference between an adjective and an adverb. 2. Explain the fundamental difference between a conjunction and a preposition.


 * Guided Learning:**

1. Have students take their vocabulary quiz. 2. Have students take notes on NAP VAC IC. 3. Have students complete Preposition Worksheet 4. Have students complete identify and justify worksheet. 5. Introduce Critical Reflection Essay -Remind students that they will be perfecting this essay in the computer lab on Wednesday. -Remind students that this will be a competition for a pretty amazing prize… We will be competing against two sections of Mr. Thomas’ students. 6. Have students proofread their essays when they are done. 7. Small Celebratory activity for students’ accumulation of lottery points.


 * HW:**

1. Continue to refine critical reflection essay. 2. Study your parts of Speech


 * Week # 3 - 2/4/13 - 2/8/13**


 * Due Dates:**

-2/5/13- Parts of Speech Test -2/5/13- Library Orientation -2/6/13- Critical Reflection essay due to turnitin.com -2/8/13- Vocabulary Quiz -2/8/13- Notebook Check


 * Monday - 2/4**


 * Start Up:**

Explain the difference between the function of a conjunction and of a preposition. Please explain the difference between an adverb and an adjective.


 * Guided Learning:**

1. Review Start – Up


 * Introduce New Vocabulary

2. Practice Labeling Parts of speech with explanation. a. Complete as a class:

With an arrogant tone, Cameron told Mr. Jarman that his apple was rotten. b. Individual practice:

Samaria left urgently after Christie threw the computer mouse at her.

3. Have students complete the Identify and Justify worksheet on their own.
 * Discuss their work in small groups.
 * Discuss their work as an entire class.

4. Have students independently complete “Review” Worksheet.

5. Complete P.O.S. HW worksheet as a class.

6. Divide up into groups and play “vocab swat” game with remaining time.


 * HW:**

- Continue working on your Critical Reflection Essay - Study for Parts of Speech Test.


 * Tuesday - 2/5**


 * Start Up:**

Independently study for your Parts of Speech Test. Please write down one specific question that you have about the parts of speech.


 * Guided Learning:**

1. Students will take parts of speech Pre-Test. 2. Students will attend Library Orientation.


 * HW:**

Perfect critical reflection essay.


 * Wednesday - 2/6**


 * Start Up:**

1. Please explain why you cannot end a sentence with a preposition.

2. Please explain why you cannot begin a sentence with a conjunction.


 * Guided Learning:**

1. Students will head to the computer lab to finish typing their critical reflection essays and will submit these essays to turnitin.com

2. Introduce Mythology Barbie assignment. -Explain that this will be due Monday 3. Fill up a scratch sheet of paper with everything they know about Greek mythology, or anything that comes to their mind when this term is brought up.

4. Review God/Goddesses notes
 * Show students my expectation for their note taking.
 * two most pertinent facts between slides.

5. watch reinforcing video clips if there is enough time available.

**Poseidon:** __**http://www.youtube.com/watch?v=qkVkVM7CFeg&feature=related**__

**Apollo:** __**http://www.youtube.com/watch?v=QPIg8JcXvH0&feature=related**__

**Zeus:** __**http://www.youtube.com/watch?v=-2a55nFy1xA&feature=related**__

**Athena:** __**http://www.youtube.com/watch?v=99Vvx8L5xQo&feature=related**__


 * HW:**

1. Incorporate your vocabulary words into grammatically correct sentences in a manner that demonstrates your understanding of the word.

2. Work on Greek Barbie Project

3. Study for VOCAB quiz.


 * Thursday - 2/7**


 * Start Up:**

Which god are you the most particularly interested in? Why? Explain in 4-6 sentences


 * have HW on your desk


 * Guided Learning:**

1. Review Start – Up

2. Complete Guided Notes on Gods and Goddesses.

3. watch reinforcing video clips if there is this is needed:


 * Poseidon: []**


 * Apollo: []**


 * Zeus: []**


 * Athena: []**

4. Have students complete Trojan War Reading:

- underline what you think is important information that will be valuable to our study of Greek mythology. -circle words that you do not know. -place question marks next to passages that you are unsure of.

5. Trojan War Powerpoint/Lecture: -for the fairest activity -Have students take associated guided notes.

6. Have students read the background information on The Odyssey (15 mins)

- underline what you think is important information that will be valuable to our study of Greek mythology. -circle words that you do not know. -place question marks next to passages that you are unsure of. -Have students discuss what they think are the three most important aspects of the text.

7. Have students answer the following questions of a separate sheet of paper.

1. When is it believed that The Odyssey was composed?

2. Has The Odyssey influenced other cultures? Explain your answer.

3. Which goddess always supports Odysseus?

4. List two interesting facts about Homer.

8. Hand out Guided Notes on //The Odyssey// and review this information with the students.


 * HW:**

1. Continue to work on your Greek Barbie

2. Study for your vocabulary test.


 * Friday - 2/8**


 * Start Up:**

Please write a paragraph in which you summarize what you learned about The Trojan War. Make sure that you incorporate at least three vocabulary words, and make sure that you underline these words.


 * Guided Learning:**

Vocab Quiz

1. Pass out guided notes on The Odyssey

2. View Short Film clip from “Troy” - []

Odysseus and Achilles []

3. Show Video Clip… this is where we will begin. []

4. Read pages 291-292 with students
 * answer associated guidng questions.

5. Show this film clip: []

6. Have students independently read the remainder of part 1, and have the students answer the associated guiding questions.

7. Discussion of associated guiding questions.

8. Complete Character Relationship Scavenger Hunt Activity (never got to this on Friday)


 * HW:**

1. Complete Barbie Project 2. Read Part 2 of //The Odyssey// and answer corresponding guiding questions.

**Week # 4 - 2/11/13 - 2/15/13**

**Due Dates:**

-2/13/13- Odysseus Punishment Essay due to turnitin.com -2/14/13- Grammar Quiz -2/15/13- Vocabulary Quiz -2/15/13- NB Check


 * Monday - 2/11**


 * Start Up:**

Please copy down the following two sentences and make the necessary changes in order to make them grammatically correct.

1. Actually Mr. Jarman is not crazy but he is a slight perfectionist.

2. Because you have high expectations of yourself you will eventually succeed.

Answer these questions as well:

3. How would you capitalize the title of a major text when you are typing?

4. How would you capitalize the title of a major text when you are writing by hand?


 * Have your HW assignments and Projects on your desk.


 * Guided Learning:**


 * Review Start – Up
 * Have students turn their guiding questions in from over the weekend.


 * Introduce Vocabulary List for the Week

1. Have students share their Projects with one another.
 * have students write letters of explanation who have failed to turn their projects in.

2. Have students complete character relationship scavenger hunt.
 * have students work individually.
 * have students compare their answers with member in their group.
 * first person done will receive a prize.

3. Discuss answers from Scavenger Hunt with students.

4. Discuss answers to Guiding Questions Part 2.

5. Introduce thesis statement notes.

6. Introduce essay prompt, and make students aware of my expectations for tomorrow. -Allow students to practice outlining their essays and composing thesis statements


 * HW:**

1. Brainstorm for tomorrow’s essay assignment.


 * Tuesday - 2/12**


 * Start Up:**

Write a one paragraph summary of what has taken place so far in //The Odyssey// while incorporating at least five of your new vocabulary words.


 * Guided Learning:**

1.Discussion of start – up 2.Complete outline of essay 3.Complete draft of essay 4. Read part three of //The// Odyssey, and complete associated guiding questions part 3.


 * HW:**

1. Complete Rough Draft of Essay. 2. Complete Guiding questions part three of //The Odyssey//


 * Wednesday - 2/13**


 * Start Up:**

Please write a five sentence summary of what has taken place thus far in //The Odyssey//.


 * Guided Learning:**

1. Head to the computer lab. -have students proofread each other’s essays while they are in the computer lab with a focus on a strong thesis statement, avoiding “no-excuse” violations, and graveyard words. -Have students correctly format their essays and submit them to turnitin.com -When they are done, they need to start printing out articles for their research papers. They need to read these articles and correctly annotate them.

2. Return back to the classroom and have students complete the start – up assignment.


 * Review start – up activity through utilizing a thinking map technique.

3. Introduce playlist project

4. Discuss student answers to Guiding Questions Part 3.

5. Have students read section 4, and complete the associated Guiding Questions.


 * HW:**

1. Vocabulary Homework – Incorporate all of your vocabulary words into grammatically correct sentences in a way that demonstrates your understanding of the word. 2. Finish reading part four of //The Odyssey// and answering associated Guiding Questions


 * Thursday - 2/14**


 * Start Up:**

What do you think/imagine will happen to Odysseus when he arrives back home to Ithaca? Please explain your answer in 4-6 sentences. You must use at least one of our vocabulary words and underline it.


 * Have HW on your desk.


 * Guided Learning:**

1. Discuss students’ start – up. 2. Have class discussion of guiding questions part three. -Students will receive grades based on their discussions. 3. Discuss guiding questions part four. 4. Complete Wedding Song Activity.


 * Read through the sheet on your desk and answer the corresponding questions:

1. Who wrote this? 2. Why are we reading this? 3. How does this song relate to what we are doing in class?


 * Facilitate short discussion

Have students answer the following questions as they listen to the song.

1. Underline three example of how this song is related to The Odyssey 2. Circle two examples of how the lyrics are different from The Odyssey 3. Which character’s theme song would this be?

5. Reading guiding questions Part 5 and discuss these questions with the students.


 * HW:**

1. Study for Vocabulary Quiz 2. Complete Part Five and the associated Guiding Questions (if we do not complete in class). 3. Work on Playlist Project


 * Friday - 2/15**


 * Start Up:**

Re-Write the words and associated definitions of the three words that you are struggling to remember most.


 * have answers to Guiding Question Part 5 on your desk.


 * Guided Learning:**

1. Vocabulary Quiz. 2. Discuss Guiding Questions Part Five 3. Facilitate final discussion 4. Hand out the Study Guide for test preparation. -remind students that there will be a vocabulary component on the test. 5. Allow students to work independently on their Play List Project


 * HW:**

1. Complete study guide. 2. Study for your test 3. Complete playlist project


 * Week # 5 - 2/18/13 - 2/22/13**


 * Due Dates:**

-2/21/13- Annotated Bibliography is Due -2/22/13- NB Check -2/22/13- Vocabulary Quiz


 * Monday - 2/18**


 * Start Up:**

Please write down one specific question about the test that you have for me in regards to the test.


 * When you are done, you may independently study.


 * Guided Learning:**

1. Students will take their test. 2. Introduce the new vocabulary for the week. 3. View cultural connection powerpoint and complete associated discussion. 4. Start viewing //O Brother// and complete contrastive analysis


 * HW:**

Incorporate all of your vocabulary words into grammatically appropriate sentences in a way that demonstrates your understanding of the word.


 * Tuesday - 2/19**


 * Tuesday **


 * Nuts and Bolts:**


 * IDs

1. Missing Assignments: get these turned in as soon as possible. 2. I will announce the winner of the writing contest this Friday once we have our prizes fully assembled and judges have made their final decisions. 3. I will be available after school today and Thursday for any needed assistance. 4. I should have your //Odyssey// assignments for you by Friday at the latest. 5. All things research related need to stay in your research folder.


 * Start Up:**

Of your two research topics, which one are you currently feeling the most confident about researching? Please explain your answer in 2-4 sentences.


 * Have your research folder on your desk.
 * Have last night’s homework assignment on your desk.


 * Guided Learning:**

1. Have students share their start-up responses with their neighbors.

2. Complete the first three brainstorming activities, and have students keep these notes in their research folders.

3. Review Research Topic Notes with students.

4. Have students develop their research topic or topics so that they can narrow their research process.

5. Allow students to begin framing their thesis… Keep in Mind: I will be asking you to choose one of two options to frame your thesis: • _(topic)_ is _(opinion)_ because of ___.__ __• _(topic)_ is a problem. Three solutions to this problem are__, , and _

Part 2:

1. Have students pull out their research folders. 2. Give students MLA Handouts… Review these handouts with students. when done, have them place these in their folders. 3. Have students choose a book from the shelf and complete the process. Make sure that students number their citations. 4. Have students put their books back and choose another. 5. For the third and final time, have students complete this same process. 6. Show students all of the MLA materials available on my website. 7. Pull up a website and have students complete the MLA citation manually on their sheet of paper. 8. Show students how to use Easy Bib. Start my entering a book manually. Then show students how to find the citation by searching for it. 9. Show students how to enter in a website on Easy Bib. 10. Have various students come up and model the process. After each student has made their citation then they will accept constructive feed back from the class. 11. Show students how we will be working with the annotated bibliography -Demonstrate this form my students, and then have students come up and practice. 12. Introduce students to the Annotated Bibliography Process.
 * have all the work done on note cards…

Part 3:

Start completing contrastive analysis of //O Brother// …. If there is time.


 * HW:**

1. Begin working on your annotated bibliography 2. Come to class tomorrow with specific questions that you are having in regards to your work. 3. Finalize research topic


 * Wednesday - 2/20**


 * Start Up:**

N/A – students will spend entire class period working in computer lab.


 * Guided Learning:**

1. Students will work on locating sources and compiling information for their research paper using the annotated bibliography template.

2. When students are done, they will submit their annotated bibliography to their turnitin.com account.

3. If students complete the assignment in its entirety, then can start printing out articles and annotating them.


 * HW:**

1. Study for vocabulary quiz. 2. Complete Annotated Bibliography.


 * Thursday - 2/21**

Use the following template to generate a thesis statement based on your initial research:
 * Start Up:**

_(topic)_ is _(opinion)_ because of ___.__ ___(topic)_ is a problem. Three solutions to this problem are__, , and _


 * Guided Learning:**

1. Review students’ thesis statements. 2. Vocabulary Swap 3. Start contrastive analysis of //O Brother//

4. Stop periodically to allow students to make the cultural and symbolic connections between the film and the text.


 * HW:**

1. Study for Vocabulary Test 2. Complete annotated bibliography and make sure to submit this to turnitin.com.


 * Friday - 2/22**


 * Start Up:**

What do you think is the symbolism behind the protagonist’s obsession with his physical appearance (especially his hair)?


 * Study for vocabulary quiz.


 * Guided Learning:**

1. Take Vocabulary Quiz 2. Finish Contrastive Analysis of //O Brother// 3. Introduce Problematic Relationship Reflection. -encourage students to think more about characters from literature.


 * HW:**

1. Complete Problematic Relationship Reflection. 2. Continue to work on the Research Process.


 * Week # 6 - 2/25/13 - 3/1/13**


 * Due Dates:**

-2/28/13- Outline Due -3/1/13- Dramatic Terms Quiz -3/1/13- Works Cited Page is Due -3/1/13- Shakespearean Webquest is due. -3/13/13- Rough Draft of Essay Due -3/22/13- Final Draft of Essay Due


 * Monday - 2/25**


 * Start Up:**

“We learn through making connections and meaningful associations to our pre-existing forms of knowledge. While constructing and developing our ideas in this manner we have to also be diligent and spend time studying specific concepts and definitions.” Do you agree or disagree with this statement? Make sure to substantiate your claim with specific details while writing a 4-6 sentence response.


 * Guided Learning:**

1. Introduce “dramatic” terms for the week.
 * Discuss Start – Up:

2. Take up students’ problematic reflections HW

3. Have students work in collaborative groups to find answers for their contrastive analysis.

4. Finish watching //O Brother//

5. Final discussion/synthesis activity.

6. Introduce Webquest Assignment.


 * Tuesday - 2/26**


 * Start Up:**

Who is the most famous person in the entire history of the English language?


 * Guided Learning:**


 * Discuss Start – Up.

1. Pre-Learning Powerpoint… Have students write down who they think this person is and why (scratch sheet of paper)

[] 2. Have students Read Shakespeare Bio Information. -Have students write down the three most important facts. -Have students collaborate and synthesize as a group and then share this information out. 3. Have students view the first fifteen minutes of Shakespeare in Love and complete associated study guide. 4. Show students the outline template and example. 5. Hand student thesis statement graphic organizer so they can prepare for their work.
 * View trailer


 * HW:**

1. Study dramatic terms. 2. Finalize thesis 3. Finish Writing assignment for //Shakespeare in Love// handout 4. Complete Shakespearean Webquest


 * Wednesday - 2/27**


 * Start Up:**

N/A


 * Guided Learning:**


 * Make sure to collect students’ thesis statement templates.

1. We will spend the entire day in the computer lab. 2. Students will finalize their annotated bibliography. 3. Students will construct their outline. 4. Students will construct their works cited page 5. Students will work on their Shakespearean Web Quest activity.


 * HW:**

1. Shakespearen WebQuest Activity 2. Study for Dramatic Terms quiz 3. Continue to work on all aspects of your research


 * Thursday - 2/28**


 * Start Up:**

1. What does the word log/logue mean? 2. What does the prefix “mono” mean? 3. What does the prefix “di” mean? 4. What does the prefix “sol” mean?


 * Guided Learning:**

1. Head to the computer lab so students can continue to work on their research. 2. Model what works cited page should look like, and the fact that students can continue to add sources. 3. Students will complete outline, works cited page, and their Shakespearean Web Quest

Part 2

1. Return back to class and have students discuss their Start – Up responses. 2. Individually have students provide examples of situational irony, verbal irony, and dramatic irony. 3. Have students collaborate with group members and then share out their responses. 4. Shakespearean Language Matching activity


 * HW:**

1. Submit outline 2. Submit works cited page 3. Complete Shakespearean Web Quest 4. Study for Dramatic Terms Quiz


 * Friday - 3/1**


 * Start Up:**

1. List the three most interesting facts that you learned while completing your webquest. 2. Please explain the difference between monologue and soliloquy. 3. Please explain the difference between dialogue and monologue.


 * Guided Learning:**

Part 1: Computer lab for the first half of class

1. Submit Outline. 2. Submit Works Cited Page 3. Email me your Web Quest 4. Start writing introductory paragraph. 5. Turn in any missing assignments.


 * If students finish early with all of these assignments, they can study for quiz.

Part 2: Classroom

1. Review Start – Up Activity. 2. Take quiz. 3. Interactive Prologue Activity. 4. Official Prologue activity. 5. Pass out notes for homework assignment.
 * Review different types of irony with the students.


 * HW:**

1. Study background information on //Romeo and Juliet// in preparation for quiz on Monday. 2. Continue working on all aspects of the research process.


 * Week # 7 - 3/4/13 - 3/8/13**


 * Due Dates:**

-3/6/13- Introductory Paragraph due -3/8/13- Dramatic Terms Quiz -3/8/13- NB Check -3/13/13- Rough Draft of Essay Due

-3/22/13- Final Draft of Essay Due


 * Monday - 3/4**


 * Start Up:**

Are you apprehensive about reading a major Shakespearean in the original language? If so, what are you worried the most about? What specific steps can you take to over come your fears?

Or…..

Are you excited about reading a major Shakespearean text? If so, please justify why you are so particularly excited.


 * Have HW on your desk.


 * Guided Learning:**

1. Review Prologue Activity with students that was assigned for HW 2. Introduce Dramatic Terms Part 2 and then review notes on Introductory Paragraph 3. Introduce Shakespearean Language activity to the students. 4. Give students common Shakespearean terms handout as well. 5. Allow students to demonstrate their language acquisition through composing sentences. 6. Have students take guided notes on Sonnet Structure. 7. Allow students to get started on the Sonnet Paraphrase Activity.
 * Review answers with students when they are done.


 * HW:**

1. Work on all aspects of the research process (particularly introductory paragraph) 2. Complete Sonnet 130 paraphrase activity


 * Tuesday - 3/5**


 * No class due to ACT**


 * Wednesday - 3/6**


 * Start Up:**

1. Where should your thesis statement be located at in your first paragraph?

2. Technically, how long should your thesis statement be?

3. When writing a research paper, what point of view should you always attempt to write in?

4. How many sources do you need to draw from/cite throughout the course of your research paper?


 * Have your HW on your desk

Part 1 – Computer Lab:
 * Guided Learning:**

1. Students will complete and submit their outline. 2. Students will complete and submit their works cited page 3. Students will complete and submit their introductory paragraph 4. Students will review my comments on assignments that they have already turned in to me.

Part 2 - Classroom

1. Review Start – Up Activity 2. Show students where to find template for my rough draft on my website. 3. Review notes with students on how to effectively write an introductory paragraph. 4. Review basic paraphrasing skills with the Paraphrase Practice Sheet 5. Continue to review paraphrase skills using Paraphrase Practice Sheet # 2 6. Allow students to get started on their homework if there is additional time available 7. Assign textbooks if time permits


 * HW:**

1. Complete Shakespearean letter assignment 2. Complete Paraphrase/College Prep worksheet 3. Related Research Paper Assignments


 * Thursday - 3/7**


 * Start Up:**

1. How would you correct cite a source if your citation looks like this:

"Epigenetics." //Learn.genetics.utah.edu//. The University Of Utah, 2013. Web. 26 Feb. 2013


 * Check students’ HW


 * Guided Learning:**


 * Have students complete the second side of the paraphrase work sheet.

1. Review quote integration templates 2. Allow students to start integrating their quotations. 3. Allow students to complete their quote integration worksheets. 4. Review sample essay with students… 5. Remind students on how to cite a website. 6. Have students take guided notes on Sonnet Structure. 7. Distribute background information for the text. 8. Distribute textbooks. 9. Start Reading Act 1, Scene 1 together as a class. 10. Allow students to carry on from there.
 * use extra paraphrase worksheet for this.


 * HW:**

1. Work on your rough draft. 2. Study for your quiz 3. Read Act 1, Scene 1 and Act 1, Scene 2 and complete the associated guiding questions.


 * Friday - 3/8**


 * Start Up:**

1. Explain the difference between a comedy and a tragedy.

2. Explain why a playwright utilizes comic relief.

3. Explain how the climax is different from the catastrophe.


 * Have HW on your desk


 * Guided Learning:**


 * Review Start – Up

1. Take quiz.

2. Complete DEJ # 1 as a class.

3. Students will complete DEJ # 2 independently.
 * Remind students that they will need to keep these in order to write their final essays.

4. Have students complete R and J survey

5. Have students discuss their responses in the small group setting.

6. Have students independently read Act 1, Scene 3 – Act 1, Scene 4.

7. Have students complete DEJ # 3.


 * HW:**

1. Read Act 1, Scene 5 – Act 2, Scene 2 and answer associated guiding questions.


 * Week # 8 - 3/11/13 - 3/15/13**


 * Due Dates:**

-3/13/13- Rough Draft of Essay Due -3/15/13 – Vocabulary Quiz -3/22/13- Final Draft of Essay Due


 * Monday - 3/11**


 * Start Up:**

At this point in the play are Romeo and Juliet capable of loving one another? Please answer in 3-5 sentences and substantiate your claim with evidence from the text.


 * Have DEJ # 3 on your desk.


 * Guided Learning:**

1. Introduce new vocabulary words for the week and then review expectations for research paper. (show students model research paper and focus on importance of citation)

2. Partner up and review your responses to your study guide questions. Please feel free to collaborate in order to catch up on areas that you were having a difficult time with. 3. Have students take the short answer quiz. 4. Discussion of Study guide responses (for participation grade). 5. Review DEJ # 3 as a class. 6. Review answers from quiz. 7. Have students complete DEJ # 4 - have a student lead us through the analysis. 8. Read Act 2, Scene 3 as class. 9. Allow students to get started on their HW.


 * HW:**

1. Finish Act II and the associated guiding questions (by Wednesday) 2. Complete DEJ # 5,6,7 (by Wednesday). 3. Work on your rough draft


 * Tuesday - 3/12**

Computer Lab Day - Worked on Rough Drafts


 * Wednesday - 3/13**


 * Start Up:**

1. If you could give Romeo or Juliet one piece of advice right now… what would it be.

2. Also, write a sentence justifying why you have decided to give them this piece of advice.


 * Have your Progress Report and your completed homework on your desk


 * Guided Learning:**

1. Head to the computer lab and have students finalize their rough drafts and submit them to turnitin.com.

2. Upon Returning to class… Have students complete start –up.

3. Allow students to collaborate in their groups and prepare their responses for Act II study guide.

4. Have students complete Short Answer Quiz Part 2.

5. Discuss answers to the quiz with the students.

6. Lead students through discussion of assorted DEJs.
 * Remind students that their HW grade will come from their ability to discuss and analyze the text.

7. Have a student lead us through a DEJ.

8. Assign homework and allow students to get started on this.


 * HW:**

1. Study vocabulary 2. Read all of Act III and answer the associated guiding questions.


 * Thursday - 3/14**


 * Start Up:**


 * “These violent delights have violent ends **
 * And in their triumph die, like fire and powder, **
 * Which, as they kiss, consume. **

1. Please tell me what this quotation means in your own words. 2. Explain how this statement is an example of foreshadowing.

*Complete any DEJs that you have not finished. * Finalize responses for guiding questions part three.


 * Guided Learning:**


 * hand back student work and review responses to the students’ start – up activities.

1 . Assign Homework and Letter of Advice Writing Assignment.
 * Allow students to begin working on their writing assignment.

2. Allow students to collaborate as a group and share their responses for the ACT III study guide.

3. Discuss Act 3, Scene 1.

4. Have students completed DEJ # 8 and discuss student responses as a class.

5. Discuss the rest of Act 3 with students.

6. Complete DEJ # 9 and # 10 with students. - have students volunteer to lead us through the analysis of this text.

7. Use the last ten minutes to play the sentence combining game with students or the vocabulary “slap” game. Allow students to vote or make a choice based on positive behavior.


 * HW:**

1. Study for your vocabulary quiz. 2. Work on Letter of Advice Essay (due Monday) 3. Read Act 4 and complete the associated study guide. 4. Continue to work on your research paper


 * Friday - 3/15**


 * Start Up:**

1. Identify the three words that you are struggling with the most and incorporate these into grammatically appropriate sentences.


 * have progress reports on your desk


 * Guided Learning:**


 * play vocabulary review game

1. students will take vocabulary quiz.

2. Disscuss guiding questions to Act 4.

3. Watch film up to beginning of Act 5.


 * HW:**

1. Complete Letter of Advice writing assignment 2. Complete Act 5 Guiding Questions 3. Continue working on your draft.


 * Week # 9 - 3/18/13 - 3/22/13**


 * Due Dates:**

-3/22/13- Final Draft due (turnitin.com and hard copy) -4/12/13- Final Presentations and Power Points


 * Monday - 3/18**

1. Review checklist with students 2. Have students finalize the Final Drafts. 3. Have students proofread partner’s papers -find places for elaboration -check citations -look for awk. Phrasing. 4. Individual conferences with students in regards to their writing. 5. Remind students to save in multiple places.
 * Guided Learning:**


 * HW:**

1. Re-read ACT 5 and prepare for synthesis project 2. Continue making corrections to your final draft


 * Tuesday - 3/19**


 * Start Up:**

1. Provide a personal definition of the term poetic justice. Then attempt to explain how “poetic justice” operates in the plot of the play.


 * Guided Learning:**


 * Hand back student papers.

1. Review GQ pt. 4 and GQ pt. 5
 * allow students to prepare responses and then discuss.

2. Introduce Final Essay Assignment and due date.

3. Introduce CSG assignment and due date.

4. Allow students to independently work on CSG assignment for Act 5.


 * show students CSG examples


 * HW:**

1. Complete Final Draft 2. Complete CSG Activities 3. Complete Letter of Advice and submit to turnitin.com.


 * Wednesday - 3/20**


 * Guided Learning:**

1. Finalize letter of advice 2. Work on final draft – have peers review and edit your work – submit your assignment when you are finished. 3. Finalize CSG work 4. Work on Final essay for R and J.


 * HW:**

1. Work on your final draft. 2. Finalize CSG work 3. Work on final R and J essay 4. Submit Letter of Advice


 * Thursday - 3/21**


 * Guided Learning:**

1. Allow students to finalize their work for their CSG during the first fifteen minutes of class. Collect the students’ work as is after exactly fifteen minutes. 2. Resume film at 23 minutes (end of Mercutio’s speech) 3. Have students write five similarities and differences between the film and the play. 4. Short synthesizing discussion after viewing the film.
 * allow students who need to work on their essay


 * HW:**

1. Finalize Final Draft 2. Work on R and J final essay.


 * Friday - 3/22**


 * Guided and Learning:**

1. Review final essay requirements… 2. Allow students to start drafting their essays. 3. Focus on how to correctly cite sources. 4. Encourage students to use their DEJs for their essays. 5. Watch a portion of the film. 6. Small celebratory activity for the end of the nine weeks.


 * HW:**

1. Work on Final Presentation 2. Complete Final //R and J// essay


 * Week # 10 - 4/2/13 - 4/5/13**


 * Due Dates:**

-4/3/13- Final R and J essays are due to turnitin.com -4/5/13 – Need to have poem selection for poetry project -4/5/13- Outline for Presentation Due -4/5/13 – Poetic Terms Quiz (1-10) -4/12/13- Final Presentations
 * Need to print three copies of this poem.


 * Tuesday - 4/2/13**


 * Start Up:**

Establish four expectations or goals for yourself. In doing this focus on goals that will allow you to finish the semester strong. For each goal please write a one sentence justification statement.


 * Guided Learning:**


 * discuss start-up with students

1. Review the details for the Final R and J essay 2. Review Speech/Presentation Information 3. Introduce new poetic terms (1-10). 4. Informally introduce the Poetry Portfolio Project 4. Finish viewing R and J film.
 * emphasis on the incorporation of vocabulary words.
 * continue to have students chart similarities and differences between film and play.


 * HW:**

1. Complete Final R and J essay 2. Start Preparing for Speech and Final Presentation


 * Wednesday - 4/3/13**


 * Start Up:**


 * N/A**


 * Guided Learning:**

1. Review CPR Training Powerpoint 2. Head to room 802 for CPR Training 3. Head to the Computer Lab for an Independent Work session: -Poem selection -Finalize essays -Work on Speech -Work on final presentations


 * HW:**

1. Finalize R and J Essay 2. Outline for Speech 3. Study for Poetic Terms quiz


 * Thursday - 4/4/13**


 * Start Up:**

Has viewing the film allowed you to have a deeper understanding of the text? Please explain why or why not.


 * Guided Learning:**

1. Complete sensory assignment and allow students to write a short reflection. 2. Finish R and J film 3. Introduce poetryoutloud website and show students where they can find their poems. -remind students that they will have two weeks to both complete their poetry portfolios and to memorize their poems. 4. Have students complete Poetry Pre-Learning Survey (if there is enough time) 5. View poetry powerpoint and have students respond to whether or not they think the examples provided are poetry.


 * HW:**

1. Compose an original poem on the theme “high school” Your poem must contain at least five of you poetic terms. You must also annotate these terms inside your paper and provide a brief explanation of how the operate inside of your work. 2. Work on your speech outline. 3. Finish your R and J essay.


 * Friday - 4/5/13**


 * Start Up:**

Independently study your poetic terms.


 * Guided Learning:**

1. Poetic Terms Quiz (twenty minutes) 2. Allow students to work independently on: -Final //R and J// essay -Outline -Poem research


 * HW:**

1. Start memorizing your poem. 2. Start practicing in preparation for your final presentation.


 * Week # 11 - 4/8/13 - 4/12/13**


 * Due Dates:**

-4/10/13- Need to have poem selected for the poetry project -4/11/13- Final Presentations -4/12/13- Poetic Terms Quiz Part 2 (11-18)


 * Monday - 4/8/13**


 * Start Up:**

1. Please describe your past experiences with learning poetry in 3-4 sentences. While doing this, please discuss aspects that you have enjoyed or have not enjoyed.


 * Please have your poetic terms notes on your desk.


 * Guided Learning:**


 * Allow students time to organize returned work and to clean out their binders.

1. Review Presentation Expectations with students 2. Introduce the new poetic terms. 3. Read through the “Parents” poem with students 4. Have a volunteer read it aloud. 5. Annotate the poem with students. 6. Students will: -identify the tone -identify the speaker -identify the mood -identify any of the literary elements that we have been working with. - hypothesize … where did this poem come from? 7. Read the corresponding non-fiction article. 8. Have students complete contrastive worksheet. 9. Discuss students’ responses to the worksheet.
 * Please make suggested corrections on your outline.


 * HW:**

1. Complete “Parents” worksheet. 2. Finalize Speech and Powerpoint 3. Select poem for poetry portfolio


 * Tuesday - 4/8/13**


 * Start Up:**

1. Please explain the difference between tone and mood. 2. Please list three differences between poetry and prose. 3. List three factors that contribute to the “mood” of a poem


 * Guided Learning:**

1. Review Presentation information. 2. Review Presentation rubric 3. Review Poetry Portfolio information. 4. Review Poetry Outloud Powerpoint with students and explain the processes. 5. Have students read Langston Hughes bio and write down the three most important facts while also annotating the text. 6. Have students read through the poem one time without analyzing. 7. Have students volunteer to read. 8. Have students complete these analysis questions on the back of the poem: -identify the tone -identify the diction -identify the speaker -identify the mood -identify any of the literary elements that we have been working with. -what is a possible theme of this poem.
 * remind students that we will be presenting in alphabetical order.
 * Let students know that we will have final due dates tomorrow


 * discuss students’ responses.

9. Allow students to complete the analysis worksheets 10. Discuss answers. 11. Hand out original composition worksheet and have students start writing their own poem.


 * HW:**

1. Complete “Theme B” poem 2. Select P.O.L. Poem 3. Finalize work for your presentations and powerpoints.


 * Wednesday - 4/10/13**


 * Start Up:**

N/A


 * Guided Learning:**


 * The entire class will be held in the computer lab.

To –Do List:

1. Finalize Powerpoint and Speech 2. Save powerpoint to multiple places 3. Complete P.O.L. Selection 4. Turn in any missing assignments (including 5. Memorize/Practice your speech 6. Memorize and practice poetry recitation


 * HW:**

1. Prepare for your presentation


 * Thursday - 4/10/13**

Presentations for Ninth Grade Project


 * Friday - 4/11/13**


 * Start Up:**

Of all the presentations yesterday, which one did you enjoy the most? In developing your response, make sure that you articulate what the presenter did well.

If you were absent… write down three specific “things” that you want to do in order to make sure that your presentation was a success


 * have a copy of your selected poem on your desk.


 * Guided Learning:**

1. Finish Presentations 2. Independently study for poetic terms quiz 3. Take poetic terms quiz 4. Complete self-reflection prompt (if time permits) 5. Organize Research Folder and use it for Poetry Portfolio 6. Review Poetry Portfolio expectations. 7. Re-Write of Poem 8. Complete picture notes if there is enough time. 9. Complete survey if there is enough time


 * HW:**

1. Get Absolutely letter signed 2. Start memorizing your poem.


 * Week # 12 - 4/15/13 - 4/19/13**


 * Due Dates:**

-4/18/13- Poetic Terms Quiz (terms 19-24) -4/19/13 - Poem quiz (Re-Write from memory) -4/24/13- Poetry Portfolio due -4/25/13 – Poetry Recitation

**Monday - 4/15/13 **


 * Start Up:**

1. What factors contributed to you choosing your poem? Please provide a two to three sentence justification.


 * Have a copy of your poem on your desk.
 * If you haven’t presented yet, please get prepared for your presentation.


 * Guided Learning:**

1. Finalize presentations and Complete self-reflection prompt (only allow fifteen minutes) 2. Review Final Poetic Terms (19-24) 3. Organize Research Folder and use it for Poetry Portfolio 4. Review Poetry Portfolio expectations. 5. Review Poetry Out Loud Overview 6. Review Memorization techniques powerpoint 7. Have students re-Write of Poem 8. Complete picture notes if there is enough time. 9. Complete survey if there is enough time
 * give students a new folder of they do not want to reuse
 * let students know that they can potentially use this for their portfolio.


 * HW:**

1. Get Absolutely Letter Signed 2. Memorize poem


 * Tuesday - 4/16/13**


 * Start Up:**

Please write down what you think is the most “powerful” line from your poem and please substantiate your claim in 2-3 sentences.


 * have signed //Absolutely// Letters on your desk.


 * Guided Learning:**

1. Complete turnitin.com survey…
 * when students are done, they can start memorizing their poems.

2. Introduce Haiku Notes: -have students fill in the notes and have them annotate. -Have students identify the three most important elements.

3. Have students read through the Haiku and have them answer the guiding questions.

4. Discuss students’ responses to the questions.
 * allow students to discuss on the group level before they share out.

5. Introduce Haiku Writing Assignment

6. Introduce HW Assignment and website


 * HW:**

1. Write an original, 5-7-5 haiku in an unrhymed style based on the topic below:

A perfect travel experience is…

[|http://www.scholastic.com/peopletopeople/?eml=SMP/e/20130415////peopletopeople//enternow/SL1_V1///&ym_MID=1473903&ym_rid=15965821#]

2. Continue memorizing your poem and working on your poem portfolio.


 * Wednesday - 4/17/13**


 * Start Up:**

1. What specific poetic devices contribute to the mood of a poem? Provide at least three.

2. Do you think that poetry was meant to be read or heard? Explain your answer in 2-3 sentences.


 * Guided Learning:**

Part 1 in Computer Lab:

To Do List:

1. Type your Haiku and submit them to the contest.

[|http://www.scholastic.com/peopletopeople/?eml=SMP/e/20130415////peopletopeople//enternow/SL1_V1///&ym_MID=1473903&ym_rid=15965821#]

2. Type and Print out your creative re-write of your poem.

3. Type and email any poems that you would like to submit to the class poetry anthology. Email me at timothy.jarman@nhcs.net

4. Work on cover page for your poetry portfolio

5. Complete background research on your poem.

Part 2: Classroom

1. Review students’ responses to the start-up. 2. Have students complete and submit their Haiku assignments 3. Review analysis template and have students work on this in class
 * encourage students to write others when they are done with this assignment.
 * remind students that this is for their poetry portfolio, and I will also be grading this and returning it.


 * HW:**

1. Complete poem analysis 2. Continue to memorize your poem 3. Study for your poetic terms quiz tomorrow


 * Thursday - 4/18/13**


 * Start Up:**

1. What have you enjoyed the most about our poetry unit thus far?

2. What are two specific things that you have learned?


 * when you are finished, please study for your last poetic terms quiz


 * Guided Learning:**

1. Vocabulary slap game: boys v. girls 2. Have students take their poetic terms quiz. 3. Allow students ten minutes to finalize their analysis template. 4. Have students complete the personification windows activity. 5. Review Poetry Out Loud Contest videos 6. Introduce the creative visualization project: -8 ½ by 11… -You can make it on the computer. -collage, drawing, original art, abstract art, etc. -No stick figures. It all has to be high quality work. -If you have any additional ideas, you will need to get them approved by me. -Use the vision plan assignment as a tool for brainstorming. 7. Have students complete vision plan assignment for their art work. 8 . Allow students to work on their creative visualization.
 * students can study their poem if they are already done.


 * HW:**

1. Complete your vision plan assignment. 2. Start working on your creative visualization. 3. Continue to work on the memorization and recitation of your poem.


 * 4/19/13**


 * Start Up:**

1. Explain the difference between personification and metaphor. 2. What “type” of poem is yours? 3. If we had a class poetry anthology, what would we title it?


 * Guided Learning:**

1. Review P.O.L. Contest videos 2. Allow students fifteen minutes to work independently on their vision plan and associated portfolio activities. 3. Have students complete Magnetic Poetry assignment. Best poem wins a prize. Mr. Thomas will be the judge of this contest.
 * Complete reflection for ninth grade project


 * HW:**

1. Work on Poetry Portfolio 2. Memorize Poem 3. Prepare for Poem Memorization Quiz


 * Week - 4/22/13 - 4/26/13**


 * Due Dates:**

-4/24/13- Poetry Recitation due -4/26/13 – Poetry Test -4/26/13- Final submissions for class poetry anthology -4/29/13 –Poetry Portfolio due


 * Monday - 4/22/13**


 * Start Up:**

List three specific “things” that you do/will do in order to fully prepare for your poetry recitation.


 * independently study for your “re-write” quiz.


 * Guided Learning:**

1. Have students complete their re-write quiz. -have them grade themselves for accuracy and note disparities. -have students assign themselves a numerical grade out of 20. Students then have to write a one paragraph statement defending why they gave themselves this grade.

2. Review start – up and review studying strategies with the students. - aloud before going to sleep at night, and repeat it when you wake up. -Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it. -Practice your poem by saying it to family and friends.

3. Review Portfolio excpectations again.
 * let students know that we will be writing the reflection in the lab on Thursday

4. Review POL PPT and associated videos

5. Have students complete a twenty minute workshop in which they are allowed to work independently either on analysis assignments, or the memorization and recitation of their poem.

6. Have students present their poems from Friday if there is enough time.


 * HW:**

1. Practice the recitation of your poem. 2. Work on poetry portfolio items.


 * Tuesday - 4/23/13**


 * Start Up:**

At this point, what are you most worried about in regards to your presentation?


 * please explain what you plan to do in order to overcome this fear.


 * Guided Learning:**

1. Review rubric for the presentations


 * Give model presentation

2. Review the criteria for presentation with the students. []

3. Watch exemplary videos with the students.

[|http://poetryoutloud.org/poems-and-performance/video-recitation-series#farley]

-have students make a list of the presenter’s strengths.

4. Partner Recitation Practice
 * alternate partners every five minutes

5. Allow five minutes of independent studying/synthesis

6. Have students pick a final partner to practice with.
 * assign if students are having a difficult time with this.

7. I will complete a practice recitation so the students can become accustomed to the process.


 * HW:**

1. Work on your portfolio 2. Practice your recitation.


 * Wednesday - 4/24/13**


 * Start Up:**

1. What are you going to do in order to he a supportive and attentive audience member? 2. What are two strategies that you plan on implementing in order to be successful during your presentation?


 * Guided Learning:**

1. Review Start- Up 2. Pass the noise game… 3. Poetry Presentations 4. When students are finished they can work on their poem reflection assignment.


 * HW:**

1. Continue working on Poetry Portfolio


 * Thursday - 4/25/13**

Open Workshop in the Computer Lab for Poetry Portfolio


 * HW:**

Finalize Portfolio


 * Friday - 4/26/13**

View DPS and complete Contrastive Analysis


 * Week # 14 - 4/29/13 - 5/2/13**


 * Due Dates:**

-5/2/13- Short Fiction Terms Quiz (applied)


 * Monday - 4/29/13**


 * Start Up:**

1. Why do you think that I decided for us to watch the //DPS// film? Please substantiate your claim with specific evidence.


 * Please have your poem portfolios on your desk, ready to be collected.


 * Guided Learning:**

1. Discussion of Start – Up 2. Finish viewing of DPS 3. Stop periodically so students can fill in their viewing guide.


 * HW:**

Study short fiction terms


 * Tuesday - 4/30/13**


 * Start Up:**

Explain the significance of the following symbols from the film in 2-3 sentences.

1. crown of thorns

2. snow


 * finalize your answers for the viewing guide
 * if you were absent… please make this known on your viewing guide.


 * Guided Learning:**

1. Discuss start – up. 2. Have students review discussion questions from film as a group. 3. Facilitate group discussion. 4. Introduce short fiction terms. 5. Complete Eggers and Manguso short fiction exercises 6. Have students collaborate and then share out their responses.


 * HW:**


 * Wednesday - 5/1/13**


 * Start Up:**

Please state the theme of “Go Getters” and provide supporting evidence from the text to substantiate your claim.


 * Guided Learning:**

1. Review Start up

2. Finalize Manguso short stories and analysis sheets

d


 * HW:**

1. Study short fiction terms in preparation for the quiz tomorrow


 * Thursday - 5/2/13**


 * Start Up:**

What should you do in order to maximize your attention and focus while reading a piece or short-fiction?


 * have HW on your desk.
 * please have a # 2 pencil on your desk.


 * Guided Learning:**

1. Take guided notes on Tone, Mood, Diction and Sandra Cisneros 2. Read “11” one time --- have students annotate if they would like using a pencil. 3. Pass out quiz and have students complete the associated assignments 4. Review quiz answers 5. Have students complete the “Deeper Analysis” Assignment


 * HW:**

1. Complete “Deeper” Analysis Assignment.


 * Friday - 5/3/13**


 * Start Up:**

Recall an event from your experience that you wish had ended differently. In a brief paragraph write the ending that you wish had taken place. Please write at least 3-5 sentences.


 * Have your “HW” on your desk.


 * Guided Learning:**

1. Grade homework based on completion. 2. Have students share their responses with one another and synthesize these responses as a group and record them on one document. 3. Brief discussion of students’ answers. 4. Have students share their narratives in the small group setting. 5. Review close reading strategies with students. 6. Have students read “Ambush” and answer the quiz questions (allow students 20 minutes to do this). Remind students that they need to answer their questions on a separate sheet of paper. 7. Review quiz answers with the students. 8. Provide students with ten minutes to answer the “Talking it Over” questions. 9. Have students discuss their answers among their group and then discuss in the large group setting. 10. Have students answer the “Implied Theme” question on the same sheet of paper. 11. Final discussion…
 * have them record this information on the same sheet.


 * HW:**

Complete “Implied Theme” question if not completed in class.


 * Week # 15 - 5/6/13 - 5/10/13**


 * Due Dates:**

-5/8/13- Letter to the Editor Assignment is due to turnitin.com -5/9/13- Quiz on “Where” Literary Terms


 * Start Up:**

1. Of the two short stories that you have read so far, which one have you “enjoyed” the most, and why?


 * Guided Learning:**

Part 1:

1. Have students collaborate on their answers for “Ambush” and submit a singular group response. 2. Review the discussion questions and the “implied theme” questions. 3. Introduce the new literary terms for the week.

Part 2:

1. Have students read “The Lottery” by Shirley Jackson. http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf 2. Have students answer the “discussion questions” at the end of the passage on a separate sheet of paper.


 * When students are done with the reading and the questions, have them pick up a copy of the Letter to the Editor Assignment and allow them to complete this.


 * HW:**


 * Tuesday - 5/7/13**


 * Start Up:**

1. What does the word scapegoat mean? 2. Why do scapegoats exist in our society?


 * Guided Learning:**

1. Have students collaboratively work on and submit their discussion questions. 2. Facilitate short discussion. 3. Talk about the process yesterday and why we all enjoyed it so much. 4. Allow students to prepare their answers for the final discussion. - Why do you think the people in this village have this lottery? What is the reason behind them continuing their process?
 * Assign roles

-This story was published in 1948. Is this JUST a story about this particular time and place, or is she trying to say something important about human nature? If so, what is it saying about human nature?

-This story is about “scapegoating.” Many rituals in our society depend upon this principle. What are some examples of “scapegoating” that still occur in our society today?

-Why does “scapegoating” still occur in our society today, even though we have seen that it is barbaric and inhumane?

5. Have students work on their draft for their Letter to the Editor assignment


 * have students share their responses if there is additional time.


 * HW:**

1. Finish Rough Draft of “Letter to the Editor” assignment 2. Study new literary terms and vocabulary 3. Complete Little Red Riding Hood Reading assignment.


 * Wednesday - 5/8/13**


 * Start Up:**

Please explain the difference between direct and indirect characterization.


 * Have HW on your desk.


 * Guided Learning:**

Part 1 – Computer Lab:

1. Review Letter Formatting with students 2. Have students compose their “Letter to the Editor” and submit their work to turnitin.com

Part 2 – Classroom:

1. Review Start – Up. 2. Have students complete their characterization activity. 3. Complete “LLRH” activity. 4. Have students finalize and submit their answers as a group. 5. Full class discussion based around students’ final answers.


 * HW:**

1. Study for tomorrow’s quiz.


 * Thursday - 5/9/13**


 * Start Up:**

1. Incorporate “melancholy” and “tentative” into complete sentences.


 * study for your quiz.


 * Guided Learning:**

1. Take quiz


 * Have students complete a free-write on the targeted images as a pre-reading assignment.

2. Listen to Bob Dylan Song…

3. After twenty minutes make have students answer the guiding questions. Break the reading up in “half” --- stop and discuss guiding questions…

4. Allow students to finish reading the short story, and have students answer both the guiding questions and the discussion questions.

5. Facilitate class discussion in the remaining time.


 * Friday - 5/10/13**


 * Start Up:**

Why do you think that Oates decided to tell this story through a symbolic medium? How does this enhance the quality of her work?


 * Have HW on desk


 * Guided Learning:**

1. Full Class Discussion of text and guiding questions -Listen to the Dylan song and have students identify the tone. 2. Allow students to discuss in small group setting first and then have students share their responses out. 3. Have students read through C.S. article and locate details that were used in the text. 4. Have students annotate “It’s All Over Now Baby Blue” and annotate elements that Joyce Carol Oates borrowed. 5. Have students complete the associated worksheet. 6. Writing Assignment: In one correctly formatted paragraph clearly argue whether Oates’ work was more influenced by the news article or the Dylan song using specific evidence to substantiate your claim.


 * HW:**

Complete Literary Term Scavenger Hunt


 * Week # 16 - 5/13 - 5/17**


 * Due Dates:**


 * -5/15/13- Literary Terms Quiz (applied)**


 * Monday - 5/13**


 * Start Up:**

1. Where you surprised on how many symbols and literary devices where imbedded in “Where?” Also, how will you take what you have learned from this assignment into your future work?


 * Have your HW on your desk


 * Guided Learning:**

1. Allow students to finalize their answer as a collective group on their scavenger hunt. Allow students fifteen minutes, and make sure to assign different roles for the group members. 2. Have students complete the practice MSL assignment… Only allow students fifteen minutes to complete.
 * Let students that we will be review this tomorrow.
 * Review basic information with students about this assignment.
 * Your response should be one paragraph in length. It should also include:

-A topic sentence (should introduce the text and the argument that you are trying to make). - A correctly introduce quote (don’t need to cite) - Analysis of quotation - Appropriate transitional phrases - A concluding sentence

3. Watch Crow Creek Documentary - [] - didn't get to this assignment today.

Have students answer the following reflective questions:

-Explain what statistic “stuck out” to you the most and explain why.

-Explain one thing that you learned.

-What information did you find surprising? Explain why.

-Write down one question that you have after watching this documentary.

4. Have students share their responses in the small group setting and use these conversations as the basis for large group discussion.

5. Have students read and annotate the Sherman Alexie’s biography

6. Brief discussion of biography and how it is important to understand the background information of an author that you are reading.

7. Discuss formatting of how students should organize their discussion questions


 * HW:**

1. Read first two chapters of //Absolutely// and write down a discussion question for each chapter that you read.


 * Tuesday - 5/14**


 * Start Up:**

List three character traits of Arnold Spirit (Junior) that you have already come to learn.


 * have your HW on your desk.
 * If you were absent yesterday, please see me about obtaining your missing work.


 * Guided Learning:**

1. Review Start – Up.

2. Pass out student responses and copies of the prompt

3. Have students correctly label their notes and write out:


 * T**opic sentence
 * R**estatement
 * I**llustration
 * A**nalysis
 * C**onclusion



3. Review the powerpoint on TIAC and have students complete the guided notes.

4. When they are done, have the identify TRIAC in their responses from yesterday.

5. Have them write a new paragraph using the same prompt.

Review TRIAC and have students re-write their response according to the format. Have students grade their new responses based on whether or not they have successfully met the requirements.

6. Have students switch, identify the elements, and grade each others’ work

7. Watch CROW Creek Documentary and have students answer the following discussion questions: - didn't get to this assignment

-Explain what statistic “stuck out” to you the most and explain why.

-Explain one thing that you learned.

-What information did you find surprising? Explain why.

-Write down one question that you have after watching this documentary.

7. Facilitate Discussion of //Absolutely// based off of student discussion questions along with my own.

8. Allow students to get started on their HW


 * HW:**

1. Read Pages 15 – 42 and write down one discussion question for every chapter. 2. Study for TRIAC quiz


 * Wednesday - 5/15**


 * Start Up:**

Why do you think the character Arnold spends so much time writing and drawing about events from his life? Please explain in 2 – 3 sentences.


 * Study for TRIAC Quiz


 * Guided Learning:**


 * Take TRIAC quiz

1. Have students view the Crow Creek Documentary and answer the associated reflective questions on a separate sheet of paper:

-Explain what statistic “stuck out” to you the most and explain why.

-Explain one thing that you learned.

-What information did you find surprising? Explain why.

-Write down one question that you have after watching this documentary.

2. TRIAC – What Makes You Feel Important Prompt
 * have students give themselves a grade after grading their own responses.

3. Discussion of Previous night’s reading.


 * Facilitate group discussion off of previous night’s readings.
 * Have students write their responses to discussion questions on a separate sheet of paper.
 * Encourage students to take notes on our discussions and to use this for a study guide for the test that they will take on the novel.

4. Literary Term Quiz/Scavenger Hunt

5. Allow student to collaboratively synthesize answers.

6. Allow students to start reading ahead independently


 * HW:**

1. Read pages 43 -73 of //Absolutely// and write a discussion question for each chapter.


 * Thursday - 5/16**


 * Start Up:**

1.Explain the two different parts of the “R” in TRIAC

2. The TR =

3. What is an appropriate “signal phrase” for letting your reader know that your argument is coming to an end?

4. How would you punctuate the title of a short story? How would you punctuate the title of a novel?


 * have all of your discussion questions on your desk. There should be in total


 * Guided Learning:**

1. Hand back TRIAC Responses. 2. Have students read through model responses and locate the different elements of TRIAC. Also, have the students circle the exemplary use of transitional phrases. 3. Full class discussion of the examples provided. 4. Have students view the Crow Creek Documentary and answer the associated reflective questions on a separate sheet of paper:

-Explain what statistic “stuck out” to you the most and explain why.

-Explain one thing that you learned.

-What information did you find surprising? Explain why.

-Write down one question that you have after watching this documentary.

5. Discussion of Previous night’s reading.


 * Facilitate group discussion off of previous night’s readings.
 * Have students write their responses to discussion questions on a separate sheet of paper.
 * Encourage students to take notes on our discussions and to use this for a study guide for the test that they will take on the novel.

6. TRIAC – Is Junior’s Choice to attend Reardan a good choice? Please substantiate your claim with supporting evidence from the text.


 * HW:**

1.Read pages 73-110 and write down a discussion question for each chapter.
 * make sure that all of your discussion questions are written down on one sheet.


 * Friday- 5/17 **


 * Nuts and Bolts:**

N/A
 * Start Up:**


 * Guided Learning:**

1. Allow students twenty minutes to complete Letter to Rowdy Part 1 on a separate sheet of paper.

2. Have students complete the Literary Term Scavenger Hunt Activity.

3. Allow students to get started on their assigned reading for the weekend.


 * HW:**

1. Read pages 110 – 149 and write down a discussion question for each chapter that you read.


 * Week # 17 - 5/20/13 - 5/24/13**


 * Due Dates:**

-4/23/13- Final Discussion of Absolutely -4/24/13- Final Absolutely Test


 * Monday - 5/20/13**


 * Start Up:**

What did you do over the weekend to make your life extraordinary? Please make sure that your response is school appropriate and that you respond in TRIAC form.


 * If you were absent on Friday, please make sure that you see me so that I can get you immediately caught up on your work.


 * Guided Learning:**

1. Pass back Literary Term Scavenger Hunt and have students complete this activity in their groups.
 * assign roles

2. Letter assignment : -pass out letters written last Friday -have students respond to one another’s letters. -have students volunteer to share their responses if there is enough time.

3. Friendship TRIAC - Why are Rowdy and Junior are such strong friends, and what contributes to making their friendship so mutually beneficial? Include one example from the text to support your answer.

-Have students switch their papers with a partner and have them grade. This person needs to write a two sentence justification. -Have students then write down their own grade and write a justification statement. -From here the students need to finalize their average grade.

4. Review TRIAC responses with students.

5. Have students take their short answer quiz.


 * HW:**

1. Read pages 149 – 196 and write down a discussion question for each chapter that you have read. 2. Start studying for your test


 * Tuesday - 5/20/13**


 * Start Up:**

Write down a list of ten things that bring you the most joy.


 * Guided Learning:**

1. Review start – up.

2. Pass back TRIAC responses from previous day.

3. Have students switch their papers with a partner and have them grade. This person needs to write a two sentence justification. -Have students then write down their own grade and write a justification statement. -From here the students need to finalize their average grade.

4. DEJ activity for Lombardi quote : “The quality of a man’s life is in direct proportion to his commitment to excellence, regardless of his chosen field of endeavor”

5. TRIAC: In the novel Junior discovers that he actually has really good parents. Specifically, what makes his parents “good,” and how are they different from the majority of the other parents at Reardan? Please use an example from the text to support your answer.

6. Allow students to work on their study guides.


 * HW:**

1. Finish reading //Absolutely// 2. Work on your study guide (due Friday) 3. Finalize your discussion questions for your individual chapters (due Thursday)


 * Wednesday - 5/22/13**


 * Start Up:**

Please re-write these sentences in correct grammatical form:

1. In the novel Junior, discovers that he has really good parents.

2. For example in the story it talks about how much Junior’s dad drinks.

3. Specifically Juniors parents want him to Reardan, so he can have a better life then them.


 * Guided Learning:**

1. Review TRIAC from previous day, and have students grade their essays.

2. Have students complete “Beliefs” short answer quiz

3. Have students complete “Appropriate Ending” Activity

4. Give students copies of the discussion questions

5. Allow students to start preparing responses for their discussion questions and working on their study guides.


 * HW:**

1. Prepare responses for class discussion 2. Finalize your discussion questions from your reading. 3. Work on Study Guide in preparation for your test


 * Thursday - 5/23/13**


 * Start Up:**

1. Would you recommend that I continue to teach this text to ninth graders? Please discuss why or why not in at least three to four sentences.

2. If you have any suggestions on how I could improve my teaching of this novel, what would it be and why?


 * Guided Learning:**

1. Watch Crow Creek Documentary

[]

-Explain what statistic “stuck out” to you the most and explain why.

-Explain one thing that you learned.

-What information did you find surprising? Explain why.

-Write down one question that you have after watching this documentary.

2. Socratic Seminar -have students give themselves a grade and write a reflection about the experience.
 * simply just turn the desks around so that students are facing one another.
 * have students generate questions as a group.
 * have students use questions they generated.

3. If students finish early, have them start working on their study guides.


 * HW:**

Complete Study Guide


 * Friday - 5/24/13**


 * Start Up:**

1. Write down two specific questions that you have about the test.


 * Guided Learning:**

1. Take test

2. Have students write their letter’s to Alexie when they are done.


 * HW:**


 * Week # 18 - 5/27/13 - 5/31/13**


 * Due Dates:**


 * Tuesday - 5/28/13**

1. Discuss MSL Processes and expectations.

2. Read “Digging the Past” p. 24

3. Digging the Past TRIAC

4. What is the Jenny Lawrence’s purpose for writing her article entitled “Digging the Past? ” Please use one piece of supporting evidence to substantiate your claim.


 * Try to get this down to four lines!

5. Review the guiding elements of TRIAC. Have students grade each other’s responses

6. Complete poetry multiple choice practice assignments (p. 20 and p. 21 of green book).


 * review strategies for approaching poetry.


 * Wednesday - 5/29/13**


 * Start Up:**

1. What are the first three things that you need to do when approach a multiple choice passage?


 * Get out a copy of your TRIAC notes.

2. Please explain the difference between hyperbole and simile.

3. Please explain the difference between simile and metaphor.

4. Please define what an allusion is in your own words.


 * Guided Learning:**

1. Review Start – Up. 2. Review elements of TRIAC 3. Digging the Past TRIAC – Give students five minutes to re-read the article. 4. What is the Jenny Lawrence’s purpose for writing her article entitled “Digging the Past? ” Please use one piece of supporting evidence to substantiate your claim. 5. Have students grade their TRIAC responses. 6. Complete Poetry Practice MSL 7. Complete poetry MSL if there is enough time to do so.
 * Try to get this down to four lines!


 * HW:**

-Study TRIAC notes and literary terms


 * Honors English I - Fall 2012**


 * Week # 1 - 8/27 - 8/31**


 * Due Dates:**

-8/28/12 – Rules Quiz -8/28/12- Parent Contact Information sheet -8/30/12- Introductory Letter -8/31/12 Letter Presentations -8/31/12- Binder/Notebook Check


 * Monday - 8/27/12**

1. Review Syllabus with students


 * Hand out academic calendar and go over due dates with students.
 * Remind them that this calendar and their syllabus need to be the first two items in their binder.
 * They will receive a grade based on whether or not they have these in the correct place.

2. Model the classroom rules for all students to see -bathroom -cell phone usage -how to clean up the room -discipline -how to earn points for the lottery.

3. Have students read my letter to them. -Have students generate at least 10 questions. -I will answer the students’ questions.

4. Introduce the Academic Expectations/Introductory Essay -Allow students time to start completing this assignment in class.


 * HW:**

1. set up your binder 2. have your parents read and sign the parent information sheet 3. start working on your essay assignment.


 * Tuesday - 8/28/12**


 * Start-Up:**

-Independently study your syllabus and prepare for the rules quiz. -Have signed parent contact information on your desk ready for collection.


 * Guided Learning:**

1. Students will complete the Rules Quiz.
 * we will go over this as a class.

2. Introduce students to the No-Excuses Rules.

3. Have students complete No-Excuses worksheet independently.

-review this worksheet as a class.

-Remind students to apply this to their writing.

4. Play the “getting to know each other game” - remind students that the completion of the associated worksheet will serve as their first major class work grade. -Review the results of their responses.

5. Complete the Learning Styles inventory with the entire class -explain the significance of how we all learn differently, and how this should apply to how we approach group work.

6. Introduce Homework Assignment

7. Independent Working Session: allow students to work on their essay, or organize their binders.


 * HW:**

Directions: You will read the “Curriculum Changes on Tap” article. You will then answer the following questions using complete sentences.

1. What is the author’s purpose for writing this article?

2. What is the topic of this article?

3. Explain one major difference between the new Common Core curriculum for English and the traditional North Carolina Standard Course of Study.

4. Do you think that being able to read and focus on more technical writing is more important than understanding and appreciating literature? Please explain your answer in at least three to five sentences.


 * Wednesday - 8/29/12**


 * Start-Up:**


 * Please have your homework out on your desk.

1. Open your binder and add a piece of loose leaf paper to your start-up section of your notebook. Wait for directions on how to correctly date and set this page up.

2. Read the article on texting.

3. Please answer the following questions in the designated space:

1. What is the topic of this article?

2. Using context clues, what do you think the word “dexterity” means?

3. Do you think the author’s purpose for writing this article is to entertain, persuade, or inform? Please explain your answer.


 * Guided Learning:**


 * Have students turn in their homework.

1. Discuss reading strategies, Discuss how to look at text features.

2. Discuss students’ responses to the article.

3. Explain computer lab policies…

-not allowed to listen to music unless I say so. -You are not allowed to visit non-related websites (I will explain the associated penalties).

4. I will model that the first thing that students need to do is register for turnitin.com

5. We will then head to the computer lab and they will register for an account on turnitin.com

6. Give students their assigned seats for the computer lab and discuss lab policies.

7. Students will have the opportunity to continue writing their essays. -Need to save their essays on their flash drives…

8. Remind students that they need to submit their essay to turnitin.com, and that they also need to print out a hard copy.


 * HW:**

1. Continue to work on your essay… get it prepared for our presentation on Thursday. 2. Print a hard copy of the essay out, and submit a copy of the essay to turnitin.com in the “academic expectations” assignment folder.


 * Thursday - 8/30/12**


 * Start-Up:**

1. Have a copy of your paper on your desk

2. Copy down the three academic goals that you set for your self on a separate sheet of paper

3. Prepare for your presentations


 * Guided Learning:**

1. Discuss expectations for their presentations:

2. Small celebratory Activity.

3. Review the Results of the Personality test
 * when going over the results, have students sit in a certain part of the room that corresponds with their personality “color”
 * short independent discussion afterwards

4. Introduce initial portion of Mythology Project:

5. Have students complete the Parts of Speech Pre-Test.

6. Have students make “research” folders

7. Look through potential research topics and choose two.

8. Complete Initial Research Assignment.




 * HW:**

-Have binder organized -Mythology Study Guide


 * Friday - 8/31/12**


 * Start-Up:**

In your start-up section, come up with five rules about how you should behave while in the library.


 * Guided Learning:**

1. Briefly Review students’ responses to the start-up.
 * model behavior in the library – particularly “inside voices”

2. Head to the media center for the first 45 minutes for orientation

3. Have students Review their “pre-assessment” (if there is time)

4. Introduce Initial Reflection Assignment
 * grade students’ notebooks while this is taking place.
 * Tell students’ to write their essay in their “writer’s nb” if they are able.




 * HW:**

-Continue to work on Mythology assignment over the break.


 * Week # 2 - 9/4 - 9/7**


 * Due Dates:**

-9/6/12- After School Tutoring -9/6/12- //Mythology// Study Guide due -9/6/12- Picture Day -9/7/12- Vocab/Grammar Quiz


 * Tuesday - 9/4/12**


 * Start-Up:**

In the start-up section of your Binder, please answer the following questions in complete sentences:

1. Do you think that an understanding of grammar is important? Explain why or why not.

2. Do you think there is a relationship between an understanding of grammar and confidence/proficiency as a writer?

3. Please list the three most enjoyable activities that you engaged in over the long weekend.


 * Guided Learning:**


 * Review Start-Up

1. Pass back rules quiz, and briefly review that with students.

2. Review students’ parts of Speech Pre-Test with them.

3. Introduce Weekly Vocabulary. 4. Have students create flash cards
 * Make sure to specifically show them the desired format.

5. Have students collect their writer’s notebooks from Friday. Count students off into 1s and 2s. Have them complete a think, pair, share in which they discuss with their partner what/who they wrote about.


 * Make sure that partners are prepared to share at least a few sentences about what they learned from working with their partner.


 * HW:**

1. Complete Word Graveyard assignment. 2. Continue to work on //Mythology// Study Guide


 * Wednesday - 9/5/12**


 * Start-Up:**

1. Have HW assignment on your desk.

2. Complete Word Graveyard Assignment # 2


 * Guided Learning:**


 * Review HW assignment.

1. Review Graveyard Word Worksheet # 2

2. Hand back students’ essays Allow them to read over their papers, and look for any additional violations of the no-excuses list. Also, have students “kill” any graveyard words in their paper as well.


 * This will be a time where others can print off their essays who have not turned this in.

3. When students are done, I will have them raise their hand if they made a 25/25. I will then have a short ceremony in which these are inducted into the “wall-material” wall.

4. Have students make the note cards for their vocabulary words.
 * make sure to explicitly model the process with them.

5. Hand out Research folders to students.

6. Have students read through a list of potential research topics and choose two that they are interested in.



7. Have students complete the initial research assignment.

- Have a short, think, pair share after this….


 * HW:**

-Study for your vocabulary quiz
 * -**Complete //Mythology// Study Guide


 * Thursday - 9/6/12**


 * Start-Up:**


 * Have your completed study guide on your desk
 * Have your complete initial interest assignment completed as well.

We all know the “language” that is used online, in text messages, and in the doodles on your notebooks. These words are much different from those we may find in books and papers. Many times, this language comes from abbreviated forms of words, such as “cuz” instead of “because,” or “brb” instead of writing out “be right back.”

Brainstorm as many spelling conventions as you can that are acceptable in online communication. Next to each one, write the “translation” in formal English.


 * You need to have at least ten.


 * Guided Learning:**

1. Share out and make a list on the white board.

2. *Pass out highlighters. -Review Parts of Speech Notes on the overhead Projector.

3. Have students complete the noun identification worksheet in their classwork section.



4. hand each student a group of cut-out words. Have them sort out the nouns in the group of words that I have given them.

5. Have students complete the verb recognition worksheet in their classwork section of their notebooks.



6. Pass the words back out, and have the students find three verbs.

7. Have the students locate three adjectives.

8. Have the students locate two adverbs.

9. Have students complete the final portion of the learning lab by composing a sentence using the selections from their piles of words they have gathered.

10 . If there is any additional time, play the “adverb” game with students.


 * HW:**

Study for your quiz.


 * Friday - 9/7/12**


 * Start-Up:**

1. Copy the following sentence down, and identify the nouns, verbs, adjectives, and adverbs in the following sentence:

The loud students walked quietly.

2. An adjective can only modify/describe what part of speech?

3. In your own words, explain the difference between an adjective and an adverb.


 * Guided Learning:**

1. Review Start-Up

2. Play Fly Swat Game.

3. Have students take their vocabulary quiz.

4. Have students complete Parts of Speech Scavenger Hunt

5. Critical Reflection Assignment.

6. If students finish early, have them decorate their research folder, or complete a parts of speech collage for extra-credit.


 * HW:**

-Parent/Guardian Interviews about the Research Project


 * Week # 3 - 9/10 - 9/14**


 * Due Dates:**

-9/11/12- Parts of Speech Quiz -9/14/12- Critical Reflection Essay due to turnitin.com -9/14/12- Vocabulary Quiz/Grammar Quiz -9/14/12- Notebook Check


 * Monday - 9/10/12**


 * Start-Up:**


 * Have your homework assignment on your desk.

Identify the verbs in the following sentences:

1. Cedric walked around the park.

2. Mr. Jarman had a restful weekend.

3. The students were excited about returning to school.

4. The student had a new haircut on Monday.


 * Please also write a sentence about something you enjoyed from last week in this class.


 * Guided Learning:**


 * Review start-up activities with students

1. Review the students’ quizzes with them.

2. Introduce the new vocabulary words.




 * have students make their notecards.

3. Have students complete parts of speech scavenger hunt.

4. Hand out scratch sheets of paper to the students, and have them answer the following questions:

1. What is the function of an adjective? 2. What is the function of an adverb? 3. What is the difference between these two parts of speech?

5. Play the adverb game with students.

6. Have students complete the parts of speech review assignment.



7. Go over this with the students.
 * complete additional practice with students as needed.

8. Allow students to independently study their parts of speech notes, and model what good studying looks like with them.


 * bring out the white boards if needed.


 * HW:**

-Study for Parts of Speech quiz. -Return your progress report


 * Tuesday - 9/11/12**


 * Start-Up:**


 * Have your HW on your desk.

Identify the verb, noun, adjective, and adverbs in the following sentences:

1. Mr. Jarman has really crazy hair.

2. The students love when class goes by really fast.

3. Brandon sat quietly in the classroom.


 * study independently


 * Guided Learning:**

1. Review Start-Up. 2. Review Homework assignment. 3. Review for quiz. 4. Take quiz.
 * What is the function of an adjective?
 * What is the function of an adverb?
 * What is the difference between these two parts of speech?

5. Have students answer the following prompt in their writer’s notebook: September 11th is a Day of Remembrance. As we honor those who lost their lives on this day 2001, make a list of everything in your life that you are thankful for.

6. Have students construct their notecards.

7. Have students complete an open writing workshop on their work… if they are done with their piece, then they can work on their independent reading projects.


 * HW:**


 * Refine your Critical Reflection Essay


 * Wednesday - 9/12/12**


 * Guided Learning:**

1. Have students head to the computer lab to type up their essays.

2. Return back to class and review guided notes on Parts of Speech Part 2.

3. Complete Parts of Speech Worksheet.

4. Review it as a class.


 * HW:**

Parts of Speech Pt. 2 HW sheet



Finish typing essay - print hard copy and submit a digital copy to turnitin.com


 * Thursday - 9/13/12**


 * Start-Up:**


 * Have your HW on your desk

1. Incorporate each one of your vocabulary words into a grammatically correct sentence, in a manner that demonstrates your understanding of the word.


 * Guided Learning:**


 * Review Start-Up: Have students write sentences on the different boards…

1. Review Student’s HW assignment with them (after I have collected the assignment). 
 * [|Details]
 * [[file:mrjarmanclass01/POS pt. 2 HW.doc|Download]]
 * 24 KB

2. Review worksheet from the previous day with students. 
 * [|Details]
 * [[file:mrjarmanclass01/POS Part 2 Worksheet.doc|Download]]
 * 26 KB

3. Have students complete the preposition worksheet.


 * [|Details]
 * [[file:mrjarmanclass01/Preposition Practice WS .doc|Download]]
 * 25 KB

4. Have students complete the Parts of Speech Scavenger Hunt. -Explain the process to the students…


 * [|Details]
 * [[file:mrjarmanclass01/POSScavengerhunt2.doc|Download]]
 * 33 KB

5. Allow students’ independent studying time… or allow students to work on their essays.


 * HW**


 * [|Details]
 * [[file:mrjarmanclass01/Parts of Speech Quiz Review HW.doc|Download]]
 * 24 KB


 * Friday - 9/14/12**


 * Start-Up:**


 * Please have your HW on your desk.

Write a paragraph about either a real or an imaginary odyssey, and in doing this make sure that you successfully incorporate all of your vocabulary words.


 * Guided Learning:**


 * Collect students essays.

-Review vocab

1. Vocabulary Quiz.


 * Review HW


 * Review Practice questions on the overhead using white boards

2. Parts of Speech Quiz.

3. Initial Reflection Assignment


 * Week # 4 - 9/17/12 - 9/21/12**


 * Due Dates:**

-9/19/12- Trojan War Quiz -9/21/12- Greek Gods Quiz -9/22/12- Greek Mythology Barbie Project


 * Monday - 9/17/12**


 * Start-Up:**


 * I will be taking your start-up for a grade today.

On a separate sheet of paper, please complete the following task:

Please write a paragraph in which you describe what you did over the weekend. In doing this, please incorporate your vocabulary words from last week. Also… you can completely make this story up.


 * Guided Learning:**


 * Collect start-ups and discuss importance of incorporating these vocabulary words into their everyday speech.

-Have a student volunteer to share.

1. Reflection Assignment:

-You will switch your reflective essays with a partner of your choice. -You will allow this person to read your reflection while they read yours. -When you are done reading your partners essay, write down three specific questions that you have about their reflection. Please then sit quietly until everyone is done. -You will then have a three minute conversation about your writing. - Then I will randomly select students to tell me one interesting fact from their partner’s reflective writing.
 * students will receive a grade for all of this.

2. Have students pull out their green research folders, and pass back the associated materials.

3. Free-Write: Have students fill up a scratch sheet of paper with everything they know about Greek mythology, or anything that comes to their mind when this term is brought up.

4. Overview of Greek Gods Powerpoint/Notes: - Have students take guided notes.

5. Introduce Greek God/Goddess Barbie Project

6. Watch Reinforcing clips on youtube if there is time.

Poseidon: [] Apollo: [] Zeus: [] Athena: []


 * HW:**

work on Greek Barbie Project


 * Tuesday - 9/18/12**


 * Start-Up:**

Which god are you the most particularly interested in? Why? Explain in 4-6 sentences.


 * Guided Learning:**

1. Trojan War Reading

- underline what you think is important information that will be valuable to our study of Greek mythology. -circle words that you do not know. -place question marks next to passages that you are unsure of.

2. Trojan War Powerpoint/Lecture:

-“for the fairest” activity.

-Have students take guided notes…

3. Immediately access students’ knowledge with a quiz.

-Give out guided notes for the Odyssey.

4. Have students read the background information on //The Odyssey// (15 mins)
 * Highlight what you think is the most valuable and pertinent information.


 * Answer the following questions on a separate sheet of paper (or in classwork section).

1. When is it believed that //The Odyssey// was composed?

2. Has //The Odyssey// influenced other cultures? Explain your answer.

3. Which goddess always supports Odysseus?

4. List two interesting facts about Homer.


 * Give students guided notes on //The Odyssey// and allow them to start annotating the text.


 * HW:**

Continue to work on your Greek Barbie.


 * Wednesday - 9/19/12**


 * Guided Learning:**


 * complete research for their gods/goddesses.
 * this time can also be used for students to submit their essays to turnitin.com
 * this time can also be used for completion of assignments that people have failed to turn in.

After Returning to the Class:


 * Go over Nuts and Bolts:


 * Have students pull out their homework, and

1. Pass out guided notes on //The Odyssey//

-Make sure to remind students that these are the Gods that they will need to know for their quiz.

2. View Short Film clip from “Troy” - []

Odysseus and Achilles []

3. Show Video Clip… this is where we will begin. []

4. Read pages 291-292 with students (15 minutes)
 * answer associated guidng questions.


 * HW**

- Study for God and Goddess quiz -Work on Greek Barbie Project


 * 9/20/12**

Provide a brief description of each one of these gods in the start-up section of your notebook.
 * Start-Up:**

Aeolus-

Helios-

Apollo-

Athena-

The Muses-


 * Play music and have students guess which song applies to who, and for them to explain why they think this song applies to…

-single ladies, not a player, RESPECT, etc.


 * Guided Learning:**

1. Complete character relationship scavenger hunt with the students.

2. Review the students’ guided questions.

3. Watch the following video clip, and discuss that this is where we are starting off. Discuss that Odysseus has already been on his journey for a long time. []

4. Read through pages 295-300.

5. Introduce the Essay Assignment
 * Have a brief discussion with the students about the essay question.

6. Review Thesis statement notes with students.

7. Have students come up with a thesis statement, and three main ideas.



8. If there is remaining time, allow students to work on their “Greek Barbie Project”


 * HW:**

1. Study for Greek God/Goddess Quiz

2. Finish Greek Barbie Project

3. Add more supporting details to your essay outline.


 * Friday - 9/21/12**


 * Start-Up:**

1. If you could earn the favor/protection from any of the gods associated with //The Odyssey//, who would you want it to be? Please explain your answer in 4-6 sentences.


 * Independently study for your Vocabulary Quiz.
 * Make final preparations on “Barbie Project.”


 * Guided Learning:**

1. Take Vocabulary Quiz.

2. Review the answers with the students.

3. Sharing Session: I want your to find a partner and simply discuss your project with them, and explain the choices that you made for your design features and accessories.

-If you have note complete your assignment, I want you to simply sit at your desk and write me a letter telling me why you have failed to turn it, and what you will do to make sure that this does not happen again.

4. Have students pull out their outlines.

-Hand out the essay prompt -Reintroduce the assignment. -Have students share some of their thesis statements and their points that they plan to argue. -Remind students that the must avoid the first person. -They need to not violate the “no-excuses” list, and they also need to avoid using graveyard words. -try to incorporate our vocabulary words.


 * Show the students their rubrics before they begin.

5. Allow students twenty - five minutes to compose to their essays.

-at the end of the time, let them know that we will be typing these up on Wednesday and that they can make additions if they want to their work throughout the course of the weekend.

6. Watch the following clip

[]


 * Remind students that we are now about to start learning about Odysseus’ adventures.
 * Class Work grade based upon completion and effort for this.

Read through pages 295-300.
 * have the students answer the remaining guiding questions: whatever they do not finish, they will need to complete for homework.


 * HW**

Continue to draft your essay


 * Week # 5 - 9/25-9/28**


 * Due Dates:**

-9/27/12- Odysseus Punishment Essay needs to be submitted to turnitin.com and in “hard copy” -9/27/12- Grammar Quiz -9/28/12- NB Check


 * Tuesday - 9/25/12**


 * Start-Up:**

Complete Word Graveyard Assignment Part 3




 * Guided Learning:**


 * Review Start-Up with students.

1. Review Homophone Notes with students.

2. Complete Homophone Practice activity with students.

3. Watch first two minutes of this clip.

[]


 * HW:**

Two, too, to Homework Assignment




 * Wednesday - 9/26/12**


 * Guided Learning:**

1. Head to the lab, and type up the Odysseus punishment essays. -submit them to turnitin.com -print out hard copies as well.

2. Collect students’ homework.

3. Review the homework assignment on board.

4. Review guiding questions part 2 with students.

5. watch supplementary film clips if needed.

6. Read pages 300 – 305 and answer guiding questions part 3.



7. Discuss answers with students.


 * HW:**

to, two, and too worksheet




 * Thursday - 9/27/12**


 * Start-Up:**

Complete homophone review activity.




 * Guided Learning:**

1. Review HW assignment from Tuesday night.

2. Review Homophones

3. Have students take quiz.

4. Immediately allow students to review their quiz.

5. Allow students to prepare their answers for guiding questions part three.

6. Review the guiding questions with students verbally, and then watch supplementary clip

[]

15:00 – 45:00

7. Facilitate short discussion about the video clips, and have students read pgs. 306-310 and answer guiding questions part 4.


 * HW:**

Complete guiding questions part 4.


 * Friday - 9/28/12**


 * Start-Up:**

Do you think that Odysseus is an effective leader? Why or why not? Please explain your answer in 4-6 sentences.


 * Guided Learning:**


 * Allow students five minutes to read through guiding questions part 4.

-maybe allow students a few minutes to complete their reading.
 * Review/discuss guiding questions part 4.

1. Watch more of the video clip

[]

24:00 – 32:00

2. Have a group discussion of the start – up.


 * Think pair share

3. Introduce the essay assignment, and then have students complete an outline for the essay assignment:





-Focus on thesis statement… I must approve all students’ thesis statements before you can begin to start your outline.

-Please use your notes and your text to guided you through this process.

5. Introduce playlist project and due dates to students.



6. Allow students to have an opportunity to complete their playlist projects.


 * HW:**

1. Start studying for your test. 2. Work on your playlist project.


 * Week # 6 - 10/1 - 10/5**


 * Due Dates:**

- 10/3/12 – Progress Reports going out. - 10/4/12 – Odyssey Test. - 10/4/12 - Leadership Essay Due… both in hard copy and turnitin.com - 10/5/12 – Signed Progress Reports due -10/5/12 – Playlist Project Due


 * Monday - 10/1/12**


 * Start-Up:**

What do you think/imagine will happen to Odysseus when he arrives back home to Ithaca? Please explain your answer in 4-6 sentences. You must use at least one of our vocabulary words and underline it.


 * If you get done early, please prepare your binder…. We will be having a binder check today.


 * Guided Learning:**

1. Review Start – Up with students.

2. Have students read the remainder of the text, and answer the associated guiding questions.

3. Watch the last ten minutes of the film. []

4. Have a final discussion about the text. -In doing this discuss how the film contributes to student’s overall understanding of the text.

5. Allow students thirty minutes to compose their essays -Remind students to write about events taking place in literature in the present tense. -Remind students to write about literature only using the third person -Review thesis statements and thesis statement notes. -remind students that we will be typing these essays in the lab.


 * grade students’ notebooks during this time.


 * HW:**

Finish rough draft of essay, and start studying for your //Odyssey// test


 * Tuesday - 10/2/12**


 * Start-Up:**

 Read through the sheet on your desk and answer the corresponding questions:
 * [|Details]
 * [[file:mrjarmanclass01/I love you more than ever.doc|Download]]
 * 28 KB

1. Who wrote this? 2. Why are we reading this? 3. How does this song relate to what we are doing in class?


 * Guided Learning:**

1. Review Start –Up

2. Have students answer the following questions as they listen to the song.

1. Underline three example of how this song is related to The Odyssey 2. Circle two examples of how the lyrics are different from The Odyssey 3. Which character’s theme song would this be?

3. Review Essay assignment with students and allow students thirty minutes to compose their essays:

-Remind students to write about events taking place in literature in the present tense. -Remind students to write about literature only using the third person -Review thesis statements and thesis statement notes. -remind students that we will be typing these essays in the lab.

4. Have students hand back guiding questions.

5. Allow students time to work on their study guides for their test. 
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Study Guide.doc|Download]]
 * 24 KB

-allow students to complete the study guide.
 * -**hand back guiding questions.

- playlist project - study guide - finish rough draft of your essay
 * HW:**


 * Wednesday - 10/3/12**


 * Guided Learning:**

1. Head to the computer lab to type essays

2. Show students how to properly create a heading.

3. Remind students of the following rules:

-Remind students to write about events taking place in literature in the present tense. -Remind students to write about literature only using the third person -Review thesis statements and thesis statement notes. -remind students that we will be typing these essays in the lab.

4. Upon returning to class, allow students to work on their study guide and playlist project as well.

5. Play jeopardy


 * HW:**

-Study for test. -Work on Play List Project -Finish essay.


 * Thursday - 10/4/12**


 * Start-Up:**

Independently study for your test.


 * Guided Learning:**


 * Verbal Review for the test:

1. Test

2. Have students view Cultural Legacy PP, and facilitate discussion.

3. Complete Contrastive Analysis of //O Brother//


 * HW:**

Finish Playlist Project


 * Friday - 10/5/12**


 * Guided Learning:**

1. Review attendance policy information with students.


 * Post on projector and go through this with the students.


 * Allow time for questions, and make sure that students sign the associated box.

2. Post Rubric on the Projector, discuss paper requirements, and have students decide which essay they ultimately want to submit for their grade. Remind students that there grade will count for two papers.

3. Continue film viewing and contrastive analysis of //O Brother//



4. Lead Brainstorm on Problematic Relationships Essay.


 * HW:**

-Brainstorm for Problematic Relationships Essay.


 * Week # 7 10/8 - 10/12**


 * Due Dates:**

-10/11/12 – Shakespearean Webquest due via email. -10/11/12 – Problematic Relationship Essay Due to turnitin.com -10/12/12 - Dramatic Terms Quiz


 * Monday - 10/8/12**

1. Please remove all graded material from your notebook. 2. Put this work in chronological order. 3. Place it in a neat stack on your desk.
 * Start-Up:**


 * Guided Learning:**

1. Have students add all graded assignments to their academic portfolio folder. 2. Finish Contrastive Analysis of //O Brother// 3. Review Dramatic Terms with students/ Introduce via guided notes. 4. Have students work on their pre-learning essay.
 * Have students work in groups to finalize their answers.
 * HW:**

Finish Pre-Learning activity


 * Friday - 10/09/12**


 * Start-Up:**

- Allow students fifteen minutes to finalize their draft of their “problematic relationships” essay


 * Guided Learning:**

1. Introduce the new vocabulary words.

2. Have students complete their note cards.

3. Shakespearean Powerpoint… Have students write down the name of who they think it is…

4. Have students read and annotate the Shakespearean Bio.

5. Have students take the quiz.

6. Watch first fifteen minutes of //Shakespeare in Love//, and have students answer the associated questions and answer the essay component of this sheet as well.

7. Discussion of //Shakespeare in Love// with a focus of the historical context of the play.

- Complete Problematic Relationships Reflection Essay.
 * HW:**


 * Wednesday - 10/10/12**


 * Guided Learning:**

1. Have students type and submit their essays.

2. Have students complete their webquest activities.

3. Have individual conversations with students about their progress in the course.


 * HW:**

-Complete webquest -Study for vocabulary quiz. -Complete Shakespeare in Love viewing guides


 * Thursday - 10/11/12**


 * Start Up:**

1. List five known facts about Shakespeare.

2. Explain the difference between a monologue and dialogue.

3. What is the difference between a soliloquy and a monologue?


 * Guided Learning:**


 * Discuss Start-Up

1. Have students complete their literary term notecards.
 * show students the correct format to follow

2. Discuss answer to the view guide of //Shakspeare in Love//

3. Guided Notes on Shakespearean Language.

4. Have students complete the associated worksheets.

5. Grade these sheets together as a class.

6. Complete Prologue activity. [] -Listen to the spoken version. -Have students read through it once underlining important parts. -Have students circle words they do not know. -Have students read through it again, and attempt to answer the question.

7. Introduce background information associated with the play.


 * Have students create a graphic organizer on the back of their sheet.


 * HW:**

Complete Dramatic Terms Practice Workssheet

Study for your quiz

Complete the webquest


 * Friday - 10/12/12**


 * Start Up:**


 * Independently study your dramatic terms quiz


 * Have completed homework assignment on your desk.


 * Guided Learning:**


 * Flyswat review activity
 * Review students’ Homework assignment.

1. Have students take their quiz. 2.Complete Prologue activity. [] -Listen to the spoken version. -Have students read through it once underlining important parts. -Have students circle words they do not know. -Have students read through it again, and attempt to answer the question.

3. Introduce background information associated with the play.


 * Have students create a graphic organizer on the back of their sheet.

4. Have students read Act 1, Scene 1, and answer the associated guiding questions.

5. Discuss the students’ responses.

6. Stop to watch the film version.


 * Week # 8 10/15 - 10/19**


 * Due Dates:**

-10/16/12 – Short answer quiz for ACT I. -10/18/12 – Freshman Parent Night at 6 PM -10/19/12 - NB Check -10/19/12 – Dramatic Terms Quiz Part II


 * Monday - 10/15/12**


 * Start Up:**

If you were in Prince Escalus’ situation, what would you do in order to ensure that the Montagues and Capulet’s would stop disturbing the peace? Please write 3-5 sentences.


 * Guided Learning:**


 * Review Start – Up Activity.


 * Introduce this week’s dramatic terms to students.



1. Have students read Act I, Scene II and respond to guiding questions.

2. Discuss their answers to the guiding questions.

3. Complete DEJ # 1 with students.

4. Have students complete DEJ # 2 on their own, and then discuss their responses as a class.


 * Tuesday - 10/16/12**


 * Start Up:**

Where do you think dreams come from? Why do we have dreams? Do you think that dreams predict something that will happen in the future? Explain your answer in 4-6 sentences.


 * Guided Learning:**


 * Discussion of start –up activity.

1. Have students read Act I, Scene III and answer associated guiding questions.

2. Have students read Act I, Scene IV and answer associated guiding questions.

3. Have students complete DEJ # 3.

4. Have students take their short – answer quiz. -allow twenty five minutes.


 * Wednesday - 10/17/12**


 * Start-Up:**

What is “love?” Do you think that love at first sight can exist? Are teenagers capable of experiencing love? Explain your answer in 3-5 sentences.


 * Guided Learning:**


 * Discuss start – up.

1. Allow a ten minute open work session in which students can either read independently, organize their notebooks, or finish their quizzes.

2. Complete DEJ # 3 and discuss students’ responses.




 * HW:**

-finish literary term note cards.


 * Thursday - 10/18/12**


 * Start Up:**

Explain the fundamental difference between a tragedy and a comedy. Explain how foreshadowing contributes to dramatic irony. Explain how comic relief is related to situational irony.


 * when you are finished with your assignment, pull out your notecards so that you can study for your test.


 * Guided Learning:**


 * Discuss start – up with students.

1. Have students read/ re-read Act 1, Scene 5 and answer the associated guiding questions.

2. Read Act 2, Scene 1 and answer guiding questions. Discuss these guiding questions with students.

3. Have students complete R and J soliloquy activity.


 * Friday - 10/19/12**


 * Start Up:**

Independently study for your dramatic terms vocabulary quiz


 * Guided Learning:**

1. Play fly swat review game


 * Take quiz

2. Writing Assignment: How important is your name to you? Does your name affect the way you act? Do you judge people because of their names? Are their any names that you especially dislike? Are there any names that you particularly lke? Would you choose not to date or be friends with someone just because of their name? *Explain your answer in 8-10 sentences.

3. Review soliloquy activity with students.

4. Read Act 2, Scene 2, and answer/discuss associated guiding questions.

5. Have students complete DEJ # 4.



5. Have students read Act 2, Scene 3 and answer the associated guiding questions.


 * Week # 9 10/22 - 10/26**


 * Due Dates:**

-10/24/12- Letter of Advice assignment due to turnitin.com -10/25/12- Midterm (3rd Period) -10/26/12- Midterm (2nd Period) -10/26/12 – NB Check


 * Monday - 10/22/12**


 * Guided Learning:**

1. Have students complete executive decisions writing prompt.

2. Have students complete their Letter of Advice writing assignment

3. View 1968 version of //Romeo and Juliet//


 * HW:**

- Complete Letter of Advice writing assignment


 * Tuesday - 10/23/12**


 * Start Up:**

List three similarities and three differences between the film version and the actual play.


 * Guided Learning:**

1. Have students complete DEJ # 5.

2. Have students read Act 2, Scene 4 and answer associated guiding questions.

3. Have students complete DEJ # 6.

4. Have students read Act 2, Scene 5 and Act 2, Scene 6


 * Wednesday - 10/24/12**


 * Guided Learning:**

1. Have student type their letter of advice essays and submit them to turnitin.com
 * Model to students how to correctly format their letter of advice.
 * when they are finished, they can start independently studying for their test.

Upon Returning back to the classroom:

2. Have students complete DEJ # 7.

3. Organize review materials for the midterm.

4. Review material checklist: - Vocabulary Lists # 1 and # 2 -Vocabulary Quizzes # 1 and # 2. -Dramatic Term Lists # 1 and # 2. -Dramatic Quizzes # 1 and # 2.

5. Initiate review process.

6. Allow students to independently study.


 * Thursday - 10/25/12**


 * Start Up:**

Study independently for your test.


 * Guided Learning:**

1. Allow students to independently study.

2. Take midterm

3. Watch the film version… up until Act 3, Scene 1.

4. Have students read Act 3, Scene 1

5. Have students complete DEJ # 8


 * Friday - 10/26/12**

- Due to our midterm schedule.


 * Week # 10 10/29/12 - 11/2/12**


 * Due Dates:**

-11/2/12- Vocabulary Quiz -11/2/12- Notebook Check


 * Monday - 10/29/12**


 * Start Up:**

Read the news article and perform the following tasks:

1. What did you find most surprising about this article? 2. What do you think eventually happened to the teenagers? 3. Write one “discussion” question. Please feel free to relate it to //Romeo and Juliet//.


 * Guided Learning:**

1. Discuss Start – Up.


 * Introduce the new vocabulary words.

2. Have students read Act 3, Scene 2 - have students write a “higher – order” discussion question while reading. -facilitate discussion on the scene

Incorporate vocabulary words # 15-19 into grammatically correct sentences.
 * HW:**


 * Tuesday - 10/30/12**


 * Start Up:**

Complete DEJs # 9 and # 10.
 * Have your homework out on your desk


 * Guided Learning:**

1. Review DEJs -have students lead the class through this process.

2. Write vocabulary words from HW assignment on board. - have class vote to see if the words were used properly.

3. 12:45 – 1:15 – Mrs. Cronin will be delivering her presentation.

4. Read Act 3, Scene 3 – Act 3, Scene 4 - have students write a “higher – order” discussion question while reading. -facilitate discussion on the scene.


 * HW:**

1. Incorporate vocabulary words # 20-24 into grammatically correct sentences.

2. Continue to brainstorm research topics. – Narrow your interest down to two specific topics.


 * Wednesday - 10/31/12**


 * Start Up:**

What is one important new piece of information that you learned from yesterday’s presentation?


 * Guided Learning:**

1. Give mini-lesson on how to access graphic organizer, and organize the associated information for our research by creating a research folder.

2. Show students how to filter out non-reliable sources by using the :gov,:edu,:org methods.

3. Head to the computer lab and have students start their initial research using the graphic organizer from my website.

-Skim through the site or document in order to figure out if it is going to be reliable/helpful.

4. Head back to the classroom.


 * Collect homework

5. Discuss Act Three, Scene four questions.
 * use student – generated discussion questions.

6. Have students read Act Three, Scene 5 questions.
 * Have students generate their own questions.

7. Class discussion.


 * HW:**


 * Thursday - 11/1/12**

1. Write a cohesive paragraph in which you incorporate at least five of your vocabulary words.
 * Start Up:**


 * Guided Learning:**

1. Have students share out their start – up responses.

2. Have students make flash cards for their vocabulary words.

3. Read Act 4, Scene 1 – Act 4, Scene 2.
 * have students complete study guide.
 * have students develop higher order thinking question.
 * discussion.

4. Read Act 4, Scene 3 – Act 4, Scene 5


 * have students complete study guide.
 * have students develop higher order thinking question.
 * discussion.


 * HW:**

Study for vocabulary quiz


 * Friday - 11/2/12**


 * Start Up:** Use the following words in complete sentences: gamut, imperative, eclectic, and clarity


 * Guided Learning:**

1. Students will take quiz.

2. Imagery Activity

3. Introduce CSG Project for Act 5.

4. Allow students to work independently on this for the remainder of the class period.


 * HW:**

Complete your portion of CSG project if this is necessary.


 * Week # 11 11/5/12 - 11/9/12**


 * Due Dates:**

-11/7/12- Internet Research Graphic Organizer (needs to be emailed). -11/7/12- Romeo and Juliet Test -11/8/12- Vocabulary Quiz -11/9/12- NB Check -11/9/12- R and J Essay (in class/timed).


 * Monday - 11/5/12**


 * Start Up:** If you were to give any advice to Romeo or Juliet, what would you tell them? 4-6 sentences.


 * Guided Learning:**


 * Review Start Up activity

1. Allow students to finalize their CSG assignments (30 minutes) 2. Final Discussion of Act 5 3. Have students organize their study materials for their test. 4. Film viewing/Contrastive Analysis
 * DEJS…
 * Study Guides
 * Short Answer Questions


 * HW:**

Study for //R and J// test.


 * Tuesday - 11/6/12**


 * no school**


 * Wednesday - 11/7/12**


 * Start Up:**

Use the following words in complete sentences: gamut, imperative, clarity, feasible, and eclectic.


 * Be prepared to share answers.


 * Guided Learning:**


 * Review Start Up

1. Take test. 2. Head to the computer lab: - have students submit internet research graphic organizer. - have students print out at least one article and thoroughly read through it, looking for valuable information that they can use in their paper.


 * HW:**

Independently study for your vocabulary quiz.


 * Thursday - 11/8/12**


 * Start Up:**

How is a great piece of literature like a statue? Explain in 4-6 sentences


 * Guided Learning:**


 * discussion of start - up

1. Students will take vocabulary quiz.

2. When continuing to view the film… have students complete contrastive analysis of what is taking place.
 * stop periodically for discussion.

3. hand out essay outline, and review this with students:

- Do not write on your assignment. - You can take time to prepare in advance, yet when writing, you must have a completely cleared desk.

4. Review the rubric with the students.


 * HW:**

Prepare for timed writing


 * Friday - 11/9/12**


 * Start Up:**

Why do you think that the acting style associated with the film is dramatic and overly expressionistic? Explain your answer in 3-5 sentences.


 * Guided Learning:**

1. Review the essay assignment

2. Have students complete the Prevention of Tragedy Essay.

3. Continue watching the film.

Discussion questions:

1. How does the context of the film affect its overall style? 2. Why do you think that the director purposefully chose young and attractive actors? 3. Who is the desired audience of the film? 4. How is the cross symbolic? 5. Why are details from the play left out of the film? 6. What portions of the play do you now understand better after viewing the film?


 * HW:**

Sonnet 130 paraphrase activity

Start your search for your poetry out loud poem of choice:


 * Week # 12 - 11/12 - 11/16**


 * Due Dates:**

-11/14/12 – Approved Poem for P.O.L. -11/15/12- Quiz on Poetic Terms 1-10. -11/16/12 – Guidance Counselor Presentation


 * Tuesday - 11/13/12**


 * Start Up:**

Answer the following questions in complete sentences:

1. Why do you think that the director purposefully chose young and attractive actors? 2. Who is the desired audience of the film?


 * Guided Learning:**

1. Finish watching the film 2. final discussion of text and have students answer the following questions on a separate piece of paper.

Discussion questions:

1. How is the cross symbolic? 2. Why are details from the play left out of the film? 3. What portions of the play do you now understand better after viewing the film? 4. How does viewing a film of a literary text both enhance and detract from your experience with the orignal story?

3. introduce P.O.L. assignment.


 * HW:**

1. Start research for the poem. [] 2. Complete responses to discussion questions


 * Wednesday - 11/14/12**


 * Start Up:**

Why did you select your poem? Explain your answer in 2-3 sentences.


 * Turn HW in.


 * Guided Learning:**

1. Head to the computer lab to select poems (30 minutes)

- Need to print out three copies of the poem. -Explain the assignment in more detail.

2. Upon arriving back to the classroom, give students another folder. -make sure they correctly label it. - two copies

3. Introduce the first ten poetic terms.

4. Finish Viewing Romeo and Juliet - short discussion. -second chances discussion.


 * HW:**

Provide one example for each literary term. Do this for literary terms 1-10.


 * Thursday - 11/15/12**


 * Start Up:**

1. What is poetic justice?

2. How is poetic justice served at the end of //Romeo and Juliet?// Provide a 2-3 sentence response and be prepared to share your answers with your class mates.


 * Have your HW on your desk.
 * If you finish early, study your poem.


 * Guided Learning:**

1. Discussion of start – up.

2. Allow students ten minutes to complete their poetry pre-learning survey.

3. Discuss students’ responses.

4. View Poetry powerpoint, and have students write down whether or not they think the examples are poetry

5. Have groups collaboratively work together in order to provide a definition of poetry.

- have students share their examples

6. Have groups collaboratively work together to create a statement of why poetry matters.

- have students share their examples.

7. Allow students to independently study for poetic terms quiz.

8. Have students take their poetic terms quiz.

9. Have students complete a re-write of their poem that will maximize memorization.

Finish re-write of poem and place in your poetry folder.
 * HW:**


 * Friday - 11/16/12**

Guidance Counselor Presentation


 * Week 11/19/12 - 11/21/12**


 * Due Dates:**

-11/28/12 – Poem Portfolio Due -11/29/12 – Poetry Out Loud Presentations


 * Monday - 11/19/12**


 * Start Up:**
 * This week you will not have to use a start – up sheet.
 * Please do not write today’s question down.

- What are three specific “things that you learned during the presentation on Friday? -What are two specific “things” that you liked about the presentation. -Write down one question that you still have about the presentation.


 * have poetry out loud folders on your desk so that I can check for completed activities.


 * Guided Learning:**

1. Review Start – Up with students 2. Allow students a chance to organize their notebooks. 3. Introduce the new Poetic Terms 11-18 4. Review Poetry Portfolio with students. -hand out their project details and have students place these sheets in their poetry folders. 5. Review memorization tips from power point. 6. Have students complete “picture poem” assignment. -Use one of your copies of your poems in order to do this. -If you would like to draw your poems on separate sheets, it is alright if you do this as well. 7. If there is extra time, allow students to memorize and start reciting their poems in small groups.


 * HW:**

1. Complete “picture” poem assignment. 2. Continue practicing your poem in preparation for memorization. 3. Complete a "modern" re-write of your poem -It has to contain the same number of lines.


 * Tuesday - 11/20/12**


 * Start Up:**

1. Explain the difference between a simile and a metaphor.

2. Re-write the definition for poetic terms 11-18 in your own words.


 * Have picture poem assignment on your desk so that I can check it


 * Guided Learning:**


 * Literary Term Game for lottery points.

1. Have students complete the Poem Analysis using the graphic organizer

2. Introduce the Creative Visualization Project.

-8 ½ by 11… -You can make it on the computer. -collage, drawing, original art, abstract art, etc. -No stick figures. It all has to be high quality work. -If you have any additional ideas, you will need to get them approved by me. -Use the vision plan assignment as a tool for brainstorming.

3. Have students complete vision plan assignment for their art work.

4. Allow students to work on their creative visualization.


 * HW:**

1. Complete your vision plan assignment. 2. Start working on your creative visualization. 3. Continue to work on the memorization and recitation of your poem.


 * Wednesday - 11/21/12**


 * Nuts and Bolts:**

1. Have students use vision plan to guide their artistic process. Allow this to guide their work. 2. Homework over the break. 3. Make sure that your poetry portfolios are presentable.


 * Start Up:**

1. What specific poetic devices contribute to the mood of a poem?

2. Do you think that poetry was meant to be read or heard? Explain your answer in 4-6 sentences.


 * Guided Learning:**


 * Review Start – Up

1. Thanksgiving acrostic poem. 2. Open workshop on poetry portfolio.


 * HW:**

1. Complete all aspects of the “portfolio” project except the one page reflection. 2. Continue to memorize your poem. 3.Practice recitation with your friends and family members…. They will be impressed.


 * Week # 14 11/26/12 - 11/30/12**


 * Due Dates:**

-11/27/12- Re-write Quiz (from memory) -11/28/12- Poetry Portfolios are due. -11/29/12- Poetry Out Loud Presentations


 * Monday - 11/26/12**


 * Start Up:**


 * You do not have to copy the questions down, but you must respond to questions in complete sentences.

1. What was the most enjoyable aspect of your break? 2. If you could do one thing differently about your break, what would it be and why? 3. Did you practice with your poem over the break? In what ways did you practice? 4. Right now, what is the area of your portfolio that you need to work on the most? 5. What steps can you take in order to be better prepared for your presentation?
 * Guided Learning:**


 * Review the start – up with the students.


 * Review the portfolio rubric with the students, and allow them to ask any questions that they might have.

1. review recitation tips:

-Rewrite your poem by hand several times. Each time, try to write more and more of it from memory. -Read your poem aloud before going to sleep at night, and repeat it when you wake up. -Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it. -Practice your poem by saying it to family and friends.

2. Have students complete a thirty minute workshop in which they are allowed to work independently either on analysis assignments, or the memorization and recitation of their poem.

3. Review the criteria for presentation with the students. []

4. Review the grading rubric with students. []

5. Watch exemplary videos with the students.

[|http://poetryoutloud.org/poems-and-performance/video-recitation-series#farley]

-have students watch video and respond by completing evaluations as a group. -after students are done viewing, they will work together in order to collaboratively score the student performances they are watching. -We will facilitate class discussion based on the videos and the students’ perception of them.

6. Allow students to complete memorization and recitation practice independently.


 * HW:**

-Prepare for poetry re-write quiz. - Practice recitation at home or after school. -Practice memorization techniques. -Continue working on your poetry portfolio that is due on Wednesday.


 * Tuesday - 11/27/12**


 * Start Up:**

1. What steps are you going to take in order to make sure that your presentation is successful?

2. At this point, what are you most worried about in regards to your presentation?

3. Study for your poem re-write quiz.


 * Guided Learning:**

1. Independently study your poem for ten minutes.

2. Complete re-write of your poem.

3. Poem partner checklist activity. – 20 minutes

4. Watch two more video clips of poetry recitations, and have students analyze them as a group.

[|http://poetryoutloud.org/poems-and-performance/video-recitation-series#farley]

5. Allow students fifteen minutes to continue working independently on their poem and associated activities.

6. Introduce reflective writing assignment and allow students to get an early start on it.

1. Complete reflective writing assignment rough draft. 2. Study your poem and practice recitation.
 * HW:**
 * complete portfolio - based assignments


 * Wednesday - 11/28/12**


 * Start Up:**

1. Explain how you are going to best prepare for your presentation tomorrow. 2. Explain how you are going to exude confidence. 3. Explain how you plan to add appropriate dramatic effect during your recitation.


 * Guided Learning:**

1. Head to the computer lab and have the students complete their poem reflections.

2. Have students print their essays.

3. Head back to the classroom and allow students to independently study their poems/finalize their portfolios.

4. Model my expectations for students during their presentations tomorrow.

5. Review the rubric for the students’ poetry recitations.

6. Allow certain students to present their poems for extra - credit

7. Collect students’ poetry portfolios.


 * HW:**

-Practice recitation with parents and friends.
 * -** Take the necessary steps to prepare for poetry recitation tomorrow.


 * Thursday - 11/28/12**
 * Start Up:**

1. List three specific things that you are going to do in order to make sure that you are successful today.


 * Guided Learning:**

1. Play “pass the noise” game with students. 2. Model expectations for poetry presentations. 3. Begin poetry recitations. 4. Hold class votings. -discuss what accepting prize as class winner entails. 5. Have a reflection session.

In a well – developed paragraph, please explain whether or not you agree with the following statement. Also, make sure to explain why or why not.

“Poetry lets us see the world through others eyes, and equips us imaginatively and spiritually to face the joys and challenges in our lives.**”**

6. Begin viewing of //DPS// and associated viewing guide. -brief discussion of the context of the film.


 * HW:**

-Fill in missing information from your viewing guide. -Independent Work on Ninth Grade Research Project


 * Friday - 11/29/12**


 * Guided Learning:**

1. Watch //DPS// 2. Stop periodically to have students fill in the answers to their guiding questions. 3. Facilitate mini-discussions with students throughout the process. 4. Collect students' guiding questions and discussion questions.


 * HW:**

No homework over the weekend!


 * Week # 15 - 12/3/12 - 12/7/12**


 * Due Dates:**

-12/6/12 – Class will be held in the 512 computer lab. -12/7/12- Class will be held in the 412 computer lab. -12/7/12- Annotated Bibliography Due -12/7/12- Preliminary Outline will be due


 * Monday - 12/3/12**


 * Start Up:**


 * Please do not write the questions down.

1. Of your two topics you have been researching for Ninth Grade Project, which one have you officially decided on? Why have you made this choice?

2. What steps can you personally take to make sure that you complete your assignments for this project on time?


 * S.C. and C.W. need to prepare for their poetry recitation.


 * Guided Learning:**

1. Review the Start – Up. 2. Have students present their poems. 3. Continue Critical Viewing of DPS. 4. Have class – based discussion using the discussion questions. 5. Have students complete the poetic terms teaching assignment.


 * HW:**

Write “hypothetical” thesis statement for personal


 * Tuesday - 12/4/12**


 * Start Up:**

Do not write this start – up down. Instead, read through these specific categories to see if you have a “strong” thesis?


 * 1) Have I taken a position that others might challenge or oppose?
 * 2) Is my thesis statement specific enough?
 * 3) Does my thesis pass the “so-what” test?

-If your thesis does not meet all of these requirements, what is something that you could do to improve it?


 * Guided Learning:**

1. Discuss start – up 2. Complete the first three brainstorming activities, and have students keep these notes in their research folders.

3. Review Research Topic Notes with students.

4. Have students develop their research topic or topics so that they can narrow their research process.

• _(topic)_ is _(opinion)_ because, _,. • _(topic)_ is a problem. Three solutions to this problem are _, ___,__ __.
 * Keep in Mind: I will be asking you to choose one of two options to frame your thesis:

5. Switch back to poetry…

6. Have students complete EOC Style Poetry assignments in order to see if they are both acquiring and applying poetic skills.


 * HW:**

1. Finalize choice of topic 2. Write ten interview questions that you can use to gather information on your research topic.


 * Wednesday - 12/5/12**


 * Start Up:**

Have you ever heard of MLA format? When have you used it? Why does it exist?


 * Have your HW on your desk


 * Guided Learning:**


 * Review start –ups
 * Review assignments from previous day
 * Transition into MLA work.

1. Have students pull out their research folders. 2. Give students MLA Handouts… Review these handouts with students. when done, have them place these in their folders. 3. Have students choose a book from the shelf and complete the process. 4. Have students put their books back and choose another. 5. For the third and final time, have students complete this same process. 6. Show students all of the MLA materials available on my website. 7. Pull up a website and have students complete the MLA citation manually on their sheet of paper.
 * Make sure that students number their citations.
 * have all the work done on note cards…

8. Show students how to use Easy Bib. Start my entering a book manually. Then show students how to find the citation by searching for it. 9. Show students how to enter in a website on Easy Bib. 10. Have various students come up and model the process. After each student has made their citation then they will accept constructive feed back from the class. 11. Show students how we will be working with the annotated bibliography -Demonstrate this form my students, and then have students come up and practice. 12. Introduce students to the Outline Process.


 * Complete Sonnet 130 translation if there is any extra time available.

- start working on your annotated bibliography - start working on your outline.
 * HW:**


 * Thursday - 12/6/12**


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the 512 computer lab. 2. Start Reading through digitial sources. 3. Interview appropriate people, and send out interview questions via email. 4. Complete annotated bibliography, and email it to me when you are done with this. 5. Start working on outline (paper copy).


 * HW:**

work on annotated bibliography and outline.


 * Friday - 12/7/12**


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the 412 computer lab. 2. Start Reading through digital sources. 3. Interview appropriate people, and send out interview questions via email. 4. Complete annotated bibliography, and email it to me when you are done with this. 5. Complete tentative outline (paper copy).


 * HW:**

Work on digital outline. Start rough draft of your paper.


 * Week # 16 - 12/10/12 - 12/14/12**

-12/10/12- Official Outline Due -12/11/12- Sonnet 130 Activity Due -12/12/12- Works Cited Page Due -12/14/12 – Introductory paragraph and first “body” paragraph due
 * Due Dates:**


 * Monday - 12/10/12**


 * Start Up:**


 * PLEASE DO NOT WRITE THE START – UP QUESTION DOWN

1. So far during the research process, what has been the biggest obstacle that you have faced? What steps are you taking to overcome this obstacle?

Also

Explain one specific “thing” that you have learned during this process.


 * Guided Learning:**


 * Review Start – Up

1. Show students how to access digital outline template. - go over my expectations for completion. 2. Show students template for their essay/rough draft. 3. Show students rough draft rubric. 4. Review model research paper with students and focus heavily on what the works cited page looks like with special attention to alphabetical order and format. 5. Head to the computer lab to independently work on research paper.

Goals for Computer Lab

- Complete and print out copy of digital outline - Complete and print out works cited page. -Print out copies of important articles that you are working with. -Start drafting your essay.


 * HW:**

-Finish outline. -work on works cited page -work on rough draft of research paper. -Complete Sonnet 130 activity if you have not done so already. -email interview questions to experts in your field.


 * Tuesday - 12/11/12**


 * Start Up:**

1. Explain why a thesis statement is important in 2-3 sentences.

2. Is it alright for your thesis statement to change from now until when your paper is completed? Explain your answer.


 * Make sure Sonnet # 130 Activity is completed and on your desk.


 * Guided Learning:**


 * Discuss Start – Up.

1. Review Thesis Statement notes with students.


 * Pass out students returned outlines and other related work, and have them place this information in their folder.

2. Review Model Essay. - What does the writer do to grab your attention in the essay? -Where is the thesis statement located? -How does the writer cite borrowed information?

3. Discussion? How will you incorporate evidence from your essay in a way that will support your thesis statement?

4. Students will take notes on the difference between paraphrasing and summarizing using this website. [] -when students are done, they should put these notes in their research folder.

5. Students will complete paraphrase practice sheet # 1

6. Students will complete paraphrase practice sheet # 2

7. If there is additional time, review notes on introductory paragraph and have students start composing.


 * HW:**

-Finalize your research citations in preparation for your works cited page.


 * Wednesday - 12/12/12**


 * Start Up:**


 * You do not have to write this start – up down.

-List three facts that you have learned about your topic throughout this process. -List two skills that you have developed or acquired. -List one thing that you can do to ensure that you can complete this project, and “finish” strong.


 * Guided Learning:**

1. Head to the computer lab for independent work on your research paper.

Goals: - Make suggestion corrections to your outline and your works cited page. -Turn in a hard copy of your outline and your works cited page if you have not already done so. -Print out extremely important articles. -Start writing your introduction and your first body paragraphs if you are able. - Organize and “back” up all research materials. -If you have started composing your rough draft, please print out what you have so far.

2. Head back to the classroom

3. Have students turn in their homework assignment.

4. Have students complete final paraphrasing assignment.

5. Review Quotation Notes with students.

6. Have students correctly introduce and cite five quotes from the facebook article.
 * Make sure that students do not write on the article.

Have students use the following template as a guide:

According to _, "this is where your quote goes" (Citation 12).

___ states that, "this is where your quote goes" (Citation 12).

Studies show that, "this is where your quote goes" (Citation 12).


 * HW:**

Complete any activities that you have failed to turn in for the research project.


 * Thursday - 12/13/12**


 * Start Up:**

At this point in the research project, what are you most worried about? What steps can you take to mitigate your worry and stress level?


 * Prepare start –up activities for collection.


 * Guided Learning:**


 * Review Start – Up

1. Read through the first page of the “Facebook” article: -Identify three quotes that support the statement, “facebook is harmful for personal relationships.” -Introduce these three different quotations, and correctly cite them.

2. Have students share this information with their class mates.

3. Have students take guided notes on how to incoprate quotations in their papers.

4. Verbally review the class notes on “How to Write an Introduction.”

5. Allow students fifteen minutes to work on or better their introduction.

6. Have students look through the model research paper and have students identify what techniques the writer is using to be successful. Also, have them decide if the writer is using quotes or paraphrasing.

-emphasize the importance of a topic sentence and concluding sentences for body paragraphs.

7. Allow an open workshop for student to compose their introductions and body paragraphs by hand.

-Provide special assistance in regards to quote integration and citation.


 * HW:**

- Complete any missing assignments for research project. - Start composing rough draft.
 * -** Complete Final Paraphrase activity


 * Friday - 12/14/12**


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the Media Center Lab to independently work on research project.

Goals: 1. Correctly format the rough draft by using the correct template. 2. Type your introductory paragraph and first body paragraph. Make sure to print this out when done. 3. Make sure that you have completed or printed out any assignments that you have turned in late at this point. 4. Organize all digital materials and paper copies. 5. Have classmates proofread over your material.


 * HW:**

Start reading for independent reading assignment.


 * Week # 17 - 12/17/12 - 12/21/12**


 * Due Dates:**

-12/19/12 – Rough Draft Due (both to turnitin.com and hard copy) -12/21/12 – Open writing workshop in 412 Computer Lab -1/7/13- Independent Reading Project Due -1/8/12- Final Research Paper Due (please included updated works cited page)


 * Monday - 12/17/12**


 * Start Up:**

1. Read through your drafts, eliminate all “grave yard” words. Please add appropriate replacement words.


 * Guided Learning:**

-Let students know that we will be completing some of the work in class, but the majority of it will need to be completed at home or during break.
 * Introduce the Independent Reading Project


 * All students who have not made sufficient progress on their drafts need to continue working on them.

1. Have students read through their essay and make sure that all of their citations are right. -make sure that they are citing borrowed information. -make sure that they will be able to cite from at least five of their sources. -make sure that students are citing sources with no authors correctly.
 * Make sure that students are adding their own thoughts and analysis along with the sources that they are quoting.
 * remind students that if they find more information that they simply need to make a citation and add the appropriate information.

2. Make sure that all writing with the exception of the introduction is written in the third person. -Please fix any violations of this rule.

3. Switch papers with a partner, and have them check to see if your thesis is strong, and if the rest of your paper is related to your thesis.

4. Have a partner proofread for overall readability… with specific incidence on grammatical mistakes and the “flow” of the paper.

5. Allow students to openly work on their papers.


 * HW:**

1. Work on independent reading project. 2. Work on rough draft of paper.


 * Tuesday - 12/18/12**


 * Guided Learning:**

1. Discuss answers to students’ start –up… 2. Capitalization Pre-Test with students and then immediately review their answers. 3. Discuss elements of the English I Independent Reading Project 4. Have students switch their papers with another classmate that is different from yesterday, and have them proofread each other’s papers. Focus On: - Strong Thesis Statement. - Correct citations - Correct use of third person -Indentify places where students need to either clarify or elaborate. 5. Allow students to have a mini – conference with each other in regards to what they can do to improve their essays. 6. Allow students to choose their books. 7. Allow students to work on their independent reading projects


 * HW:**

-Work on Independent Reading Project -Finalize Rough Draft


 * Wednesday - 12/19/12**

1. Head to the 412 computer lab in order to complete rough draft.
 * Guided Learning:**

When making additions and revisions to your paper, make sure that you focus on:

- Strong Thesis Statement. - Correct citations - Correct use of third person -Indentify places where students need to either clarify or elaborate.

2. Please submit and print your paper, and also submit it digitally to turnitin.com

--- Return to Room 410:

3. Have students take the Capitalization Pre-Test

4. Review this with students.

5. Review the Independent Reading assignments in more detail.

6. Allow students to work on their Independent Reading Projects

-create clusters of students who are reading the same book…


 * HW:**

1. Work on Independent Reading Project 2. Continue to work on Ninth Grade Research Project


 * Thursday - 12/20/12**


 * Start Up:**

-List either five goals or “things” that you would like to accomplish over the break.


 * Guided Learning:**


 * Allow students to partner up and share out their start – up responses.

1. Have students take the capitalization pre-test. 2. Review the rough draft rubric with them. 3. Have students grade their papers and make associated changes to their work. When they are done, I want them to staple the rubric to their drafts. 4. Review the project rubric with the students and let them know how I expect them to be working through the text. 5. Allow students to work on their independent reading projects.
 * Review this with the students when they are done.


 * HW:**

1. Work on Independent Reading Projects 2. Make necessary additions to your rough draft if you need to.


 * Friday - 12/21/12**

Independent Work Session in the Computer Lab.


 * HW:**

Continue to work on essay and Independent Reading Projects


 * Week # 18 - 1/2/13 - 1/4/13**


 * Due Dates:**

-1/7/13- Independent Reading Project Due -1/7/13- Class will be held in the 412 Computer Lab -1/8/13- Class will be held in the 412 Computer Lab -1/8/13- Final Research Paper Due (please included updated works cited page) -1/9/13- Rough Draft/Outline for Final Speech is due. -1/14/13- Final Speech Presentations and Exam


 * Wednesday - 1/2/13**


 * Start Up:**

On a separate sheet of paper, please write down at least three things that you are planning on doing so that you can finish the semester strong.


 * Guided Learning:**

1. Head to 412 Lab for Independent Work on Research Paper. Have students focus on the following areas when making suggested corrections to their papers:

-Make sure that you always introduce your quotes -Avoid first and second person pronouns throughout your paper. -You can not just copy and paste large chunks of information and then cite. You need to use information, and then analyze it in relation to your argument. -If you do not use a source in your paper, then you need to remove it from your works cited page. -Make sure that you are always using a standard 12 point font, and that you double space throughout your paper. -Cite all information that is not common knowledge. -Make sure that you have introductory and concluding sentences in all of your body paragraphs. -Make sure that when writing your paper that you are drawing from at least five sources.

2. Head back to the classroom and have students complete their start-up activity.

3. Briefly discuss the start-up activity with students.

4. Go over the Independent Reading Project and the Rubric with students.
 * discuss how they will need to organize their work.
 * remind students that they can be completing the majority of the assignments as they read.
 * Use the internet for ideas, but avoid plagiarism at all costs.

5. Allow students to work independently on their reading projects.


 * Return student work while students are working independently.


 * HW:**

-Work on Final Draft of Research Paper -Work on Independent Reading Project and associated assignments


 * Thursday - 1/4/13**


 * Start Up:**

On a separate sheet of paper, please answer the following question in one 5-7 sentences:


 * Our society uses the word //hero// in many different ways.** //How would you define “hero,” and who is a hero in your life?//


 * This is the same question that you will be answering tomorrow.


 * Guided Learning:**

1. Discuss start – up. -explain how it will be an initial part of a series that we will be writing for college preparation, and a special project that we will be completing on the last day of class.

2. Introduce speech activity… allow students to start planning this out. -Review the rubric with the students as well.

3. Allow students time to work on and perfect their independent reading project.
 * Have students focus more on completing the assignments as opposed to actual reading.


 * HW:**

-Work on Final Draft of paper -Work on Independent Reading Project -Work on Speech and Speech Outline.


 * Exam Week # 1 - 1/7/13 - 1/11/13**


 * Due Dates:**

-1/7/13- Independent Reading Project Due -1/7/13- Class will be held in the 412 Computer Lab -1/8/13- Class will be held in the 412 Computer Lab -1/8/13- Final Research Paper Due (please included updated works cited page) -1/9/13- Rough Draft/Outline for Final Speech is due. -1/14/13- Final Speech Presentations and Exam


 * Monday - 1/7/13**

1. Allow students time to work on and perfect their independent reading project.
 * Guided Learning:**
 * Have students focus more on completing the assignments as opposed to actual reading.

2. Refine and perfect Research Paper

3. Refine speech outline and presentation

4. Honors English II Summer Reading Assignment


 * HW:**

- Make suggested corrections to Research Paper, and Prepare Final Speech.


 * Tuesday - 1/8/13**


 * Start Up:**

Complete End of the Year Reflection # 2 upon returning from the Computer Lab.


 * Guided Learning:**

1. Computer Lab Independent Work: -submit final essays (both digitally and in hard copy) -submit Independent Reading Projects. - Prepare Outlines for Speech -Prepare power point for speech (optional)

2. Classroom: -Complete End of the Year Reflection # 2 -Collect End of the Year Reflection # 1 -Have students turn in their books as they write EOY Reflection # 2.

3. Go over speech information in more detail -Discuss Expectations for Presenting. -Attempt to give a model presentation and then have the students critique me.

4. Allow students to work independently on their Final Speeches.


 * HW:**

-Perfect Final Speeches -Complete any missing assignments.


 * Wednesday - 1/9/13**


 * Start Up:**

On a scratch piece of paper, answer the following question. Why is it important or valuable for you to save work that you are proud of?


 * Guided Learning:**

1. Review Start – Up


 * House Cleaning Session

-Clean Binders: -Have students donate any unwanted instructional supplies -Copies of //The Odyssey// -Have students organize all of the work that they are most proud of in their folders. Have students recycle the rest. -Have students start adding their reflective work into their folder.

2. Another Reflective Activity – End of the Year Reflection # 3

3. Review Speech Expectations -review rubric -review expectations -allow students time to draft their speeches.

4. Another practice speech, and have students critique my work once more.

5. Have students partner up and deliver their presentations to partners.


 * Students should have their “work” folder and their their “research” folder.


 * HW:**

- Finish outlining speech - Practice your speech - Complete any missing assignments that you have currently not turned in.

On this page you will find daily assignments and important handouts
 * Below is a syllabus and list of daily activities for an English I course that I taught during the spring of 2012**


 * syllabus**


 * Week # 1**


 * Due Dates:**


 * -1/26/12- Academic Expectations Essay Due**
 * -1/26/12- Parent Contact Sheet needs to be returned**
 * -1/27/12- First Binder/Notebook Check**


 * Tuesday - 1/24/12**

1. Have students take their pre-assessment (1 hr) 2. Go over the Syllabus with the students. 3. Have the students read the letter that I wrote to them.
 * Model basic classroom policies.
 * If there is time, introduce the Academic Expectations Essay Prompt to the students.


 * Wednesday - 1/25/12**

1. Have students take their parts of speech pre-test.

2. Have students read the letter that I composed to them.

3. Introduce the Academic Expectations Essay



4. Review “No-Excuses” List
 * Have students highlight the important sections.

DISCUSS COMPUTER LAB EXPECTATIONS!!!!

5. Have students start typing their writing assignment (I will mark up their drafts, and students finish early will serve as peer-editors correcting No-Excuses Errors)


 * Thursday - 1/26/12**

1. Students will exchange their essays with a classmate and proof-read their essays. *They will be looking specifically for violations of “no-excuses” rules.

2. Head to the computer lab -Make suggested corrections to your papers. -When you are done, print at least one draft for me to read through. -When you feel that you have corrected your essay to perfection, please print two copies. Print one copy for me, and one copy for yourself that you will use during your presentation.

3. When students are done with their essays, they need to prepare their speech. -Underline sections that you want to share. -Practice on what you plan to say.

4. If students are finished with all aspects of their work then they need to: -work on their book review assignments. -look through my website and familiarize themselves with the different educational resources available to them on my website.


 * HW:**

Rehearse the presentation that you will deliver to the class tomorrow. You will be delivering your presentations in alphabetical order.


 * Friday- 1/27/12**

1. Review assignment details for the “Odyssey” Pre-Learning Essay (10 minutes) 2. Have students compose their essays (45 minutes) 3. Discuss Presentation Expectations. -Eye Contact -Appropriate tone and volume -Audience Expectations 4. Begin Student Presentations 5. Discuss details for homework assignment: 1. Compose their “I AM” poems. 2. Complete research interest assignment
 * emphasize the fact that the students will be composing a “dramatic monologue”
 * Have them turn their notebooks in to the front of class so that I can check them.
 * I AM poem: students should take this poem just as seriously as their composition of essays.
 * Research Project: It is important to choose a topic that is meaningful to you, and it is equally important that you choose a topic which you can benefit from researching.
 * HW:**






 * Week # 2**


 * Due Dates:**
 * -2/3/12- Vocab Quiz**
 * -1/31/12- Gods and Goddesses Quiz**
 * -2/1/12- Critical Reflection Essay needs to be submitted to turnitin.com.**
 * -2/3/12- NB Chec**k


 * Monday - 1/30/12**

1. Read through the passage, and fix all violations of the “no-excuses” list (15 minutes). -Review the students’ answers on the overhead projector. 2. Review the Vocabulary List Part 1 for //The Odyssey// (20 minutes). 3. Briefly review the gods and goddesses for //The Odyssey// via Guided Notes Part 1 (5 minutes)… explain the importance of these notes to the students. 4. Review Gods and Goddess Powerpoint: (25 minutes) -Have students take notes based on this information. -underline the god’s name and write down two important facts. 5. Have students deliver their presentations…
 * Have the students mark up the text using their highlighters.
 * eye contact
 * tone of voice
 * pace
 * posture

6. Introduce Homework assignment:


 * HW:**

1. Study your Greek Gods from your Odyssey Notes Handout. 2. Which god are you the most particularly interested in? Why? Explain in 4-6 sentences.


 * Tuesday - 1/31/12**

1. Head to the library for Freshmen Library Orientation. 2. Students will independently study their gods and goddesses as I check their homework assigment. 3. Students will discuss with their partners their responses to their homework assignment. 4. Students will take quiz on the Gods and Goddesses. 5. Watch reinforcing clips on You Tube (15 minutes)
 * Prep clips while students take their quiz.

Poseidon: []

Apollo: []

Zeus: []

Athena: []

6. Have students read through background information on the Trojan War -Have students highlight what they think is the most important information.



7. Take Guided Notes on “Trojan War”

8. Immediately access students knowledge by giving them a quiz on the information.

1. Incorporate each one of your new vocabulary words into a grammatically correct sentence in a way that demonstrates your understanding of the word.
 * HW**


 * Wednesday - 2/1/12**


 * Start-Up:**

1. Have your homework out on your desk. 2. Independently study your notes for your Trojan War Quiz.


 * Guided Learning:**


 * Take Quiz on the Trojan War

1. Have students complete Word Graveyard Assignment Part 2 2. Have students proof-read their Essays looking for violations of the “No-Excuses” List. 3. Before we head to the lab pass out students vocabulary cards. 4. Head to the computer lab and have all students register for turnitin.com (20 minutes) 5. Have students type their essays and submit them to turnitin.com (30 minutes)
 * Review this assignment on your desk.
 * As they do this, I will check their homework.
 * Students who have been absent can begin drafting their essays.
 * teach students how to specifically label these cards.

1. Create flashcards for each one of your new vocabulary words (make sure that your cards are hole punched).
 * HW**


 * Thursday - 2/2/12**

1. Have students read the background information on //The Odyssey// (15 mins)
 * Highlight what you think is the most valuable and pertinent information.


 * Answer the following questions in your start-up section if your notebook:

1. When is it believed that //The Odyssey// was composed? 2. Has //The Odyssey// influenced other cultures? Explain your answer. 3. Which goddess always supports Odysseus? 4. List two interesting facts about Homer.

2. View Short Film clip from “Troy” - [] Odysseus and Achilles [] 3. Show Video Clip… this is where we will begin. [] 4. Read pages 291-292 with students (15 minutes) 5. Have students independently read pages 292-295 and answer the remaining guiding questions (25 minutes) 6. Discuss the students’ answers. [] 7. Read through pages 295-300.
 * answer associated guidng questions.
 * Show Clip to clarify (view until 1:30)
 * have the students answer the remaining guiding questions: whatever they do not finish, they will need to complete for homework.


 * HW:**
 * Study for VOCAB Quiz
 * Create flash cards for vocabulary words.


 * Friday - 2/3/12**


 * Start-Up:**

1.Re-Read pages 294-300.

2.Finish answering Guiding Questions Part II.

3. Organize your binder in preparation for the NB Check.


 * Guided Learning**


 * Review Thesis Statement Notes with students…

Have notes projected on the overhead

1. Odysseus Punishment Essay (45 minutes) -Discuss the Prompt. -Class Debate: does Odysseus deserve the punishment? -Review Thesis Statement Notes (from my website) -Allow students thirty minutes to compose their essay. -Avoid first person use of “I.”
 * If students finish early then they will be allowed to read ahead or study for their vocab quiz.

2. Independent studying of vocabulary words (5 mins)

3. Take vocabulary quiz (10 mins)

4. Discuss Guiding Questions Part 2 (15 minutes)

5. Watch supplementary film clips:

[]

[]

6. Complete Character Relationships Scavenger Hunt... If there is not time, have the students complete this assignment for homework.




 * Week # 3**


 * Due Dates:**
 * -2/9/12 – Final “Punishment” Essay needs to be submitted to turnitin.com**
 * -2/10/12- Vocabulary Quiz Part 2**
 * -2/10/12- Notebook Check**
 * -2/14/12- //Odyssey// Playlist Project**
 * -2/14/12 – //Odyssey// Test**


 * Monday - 2/6/12**

1. 3-2-1 Reflection

2. Discuss Answer the character relationship Scavenger Hunt: -explain rationale behind this activity.

3. Discuss Guiding Questions Part 2 (15 minutes)

4. Watch supplementary film clips:

[]

[]

5. Introduce the new vocabulary words for the Odyssey




 * Tuesday - 2/7/12**


 * Guided Learning**

1. Word Graveyard assignment (10 minutes) 2. Have students Independently Read pages 300-305. 3.Read Pages 306-310 (20 minutes) 4. Answer guiding questions part 4 (10 minutes) 5. Watch supplementary film clips (30 minutes) [] -Circe Clip [] - watch entire clip
 * Have students complete Guiding Questions Part 3
 * Discuss answers to Guiding Questions Part 3 (10 minutes)

[] -Watch until 1:20

6. Discussion of these clips and their significance with the students.


 * HW:**


 * Incorporate each one of your vocabulary words into a grammatically correct sentence in a manner that demonstrates you understand the meaning of the word.


 * Finish Reading pages 306-310 and answer guiding questions part 4.


 * Wednesday - 2/8/12**

1. Wedding Song Activity:




 * Have students answer the following questions:

1. Who wrote this? 2. Why are we reading this? 3. How does this song relate to what we are doing in class?


 * Have a short discussion about this song.


 * Play song and have students follow along, have students collect the following information on a separate piece of paper:

1. Provide three example of how this song is related to The Odyssey 2. Provide two examples of how the lyrics are different from The Odyssey 3. Which character’s theme song would this be?

2. Have students proof-read each other’s essays and have them kill “grave yard” words and correct violations of the “No-Excuses” rules.
 * Review their responses to this song through a class discussion.

3. Head to the computer lab and have students finalize their drafts and submit them to turnitin.com.

4. When students are done typing their essays, they can take the time to type their selected poetry and submit it to me.

5. Students may also practice grammatical skills through the interactive grammar games on my website.


 * HW:**

Make sure that your "Odysseus Punishment" essay is submitted to turnitin.com


 * Thursday - 2/9/12**


 * Start-Up:**

Re-Read pages 306-310


 * Guided Learning:**


 * Review students’ answers to Guiding Questions Part 4.
 * Watch Supplementary film clips:

[] -Circe Clip- start at 3:10 [] - watch entire clip

[]

-Watch until 1:20

1. Have students read pages 310-314. Have students answer the associated guided questions (Guiding Questions Part 5). 2. Discuss their answers. 3. Watch Supplementary film clip. 4. Read from 314-318. 5. Answer the remaining guiding questions. 6. Socratic Seminar on final guiding/discussion questions…. Discussion of Themes of the text: have students write down what the theme is on a scratch sheet of paper. 7. Watch the film version of the ending… Discuss similarities and differences.

@http://www.youtube.com/watch?v=2QEO3XvsR5s&feature=related

@http://www.youtube.com/watch?v=B8xEsh2b9m0&feature=related

8. Introduce the Odyssey Playlist Project… due 2/14/12


 * Friday - 2/10/12**


 * Watch the remainder of the film

http://www.youtube.com/watch?NR=1&feature=endscreen&v=B8xEsh2b9m0

1. Pre-Writing Brainstorm on the tenets of effective leadership (10 minutes) Free-Write (5-10 sentences)

What qualities must a leader possess?
 * What are some personal sacrifices that leaders have to make?
 * Give me an example of an effective leader. What makes this person effective in their role?

Review Exemplary essays that the students composed earlier in the week.

-Show students how to correctly punctuate titles.

2. Have students take thesis statement pop quiz (moved to Monday 2/13/12 due to time constraints).

3. Timed Persuasive Writing- Essay Question: Is Odysseus an effective leader? (30 minutes)

3. Allow students independent studying time for their vocabulary quiz

4. Play Fly Swat Review Game

5. Take vocabulary quiz

6. Hand out Study Guide

7. Re-introduce Playlist Project and allow students to work on it/their study guide.


 * Week # 4**


 * Due Dates:**


 * -2/14/12 – //Odyssey// Test**
 * -2/14/12 – //Odyssey// Study Guide Due**
 * -2/14/12- Playlist Project Due**
 * -2/14/12- Return permission slips for //Absolutely//**
 * -2/15/12 – Leadership essay needs to be submitted to turnitin.com**


 * Monday - 2/13/12**

1. Independently study vocabulary list part 2 (10 minutes) 2. Take quiz (10 minutes) 3. Review Cultural Legacy Power Point with the students. (20 minutes) 4. Review Theme v. Topic Guided Notes (20 minutes) 5. Allow students to work independently on their Study Guide 6. Discuss Test-Taking Strategies and Study Strategies. 7. Initiate our “jeopardy” game.
 * Have students come up with at least three different themes from the text.
 * Have students decide what the most powerful theme is, and write this down on a scratch sheet of paper.


 * HW:**
 * 1. Study for //Odyssey// Test**
 * 2. Return permission slips for //Absolutely//**
 * 3. Complete Study Guide**
 * 4. Finalize playlist project**


 * Tuesday - 2/14/12**

1. Independently study for five minutes 2. Finish Jeopardy game (25 minutes) 3. Have students take their //Odyssey// Test. 4. When they are done, start our contrastive analysis activity of //O Brother//


 * Wednesday - 2/15/12**

1. Watch another twenty minutes of //O Brother// 2. Review notes on punctuation of titles 3. Head to the computer lab so that the students can type their “Leadership” essays and submit it to turnitin.com


 * HW:**

Have leadership essay typed and submitted to turnitin.com


 * Thursday - 2/16/12**

1. Finish Viewing of “O Brother” 2. Short Discussion of the movie and the symbolism associated with this film. 3. Have students start “Epic Poetry” worksheet assignment.


 * Week # 5**


 * Due Dates:**


 * -Parts of Speech Quiz Part 1- 2/23/12**
 * -NB Check- 2/24/12**


 * Tuesday - 2/21/12**


 * Start-Up:**

Who is your favorite character from //The Odyssey?// Why? Write 4-6 sentences in your start-up section.


 * Guided Learning:**

1. Finish Contrastive analysis of //O Brother// (20 minutes) 2. Discussion of symbolism in the text (10 minutes) 3. Have students complete passage out of the “green book.” (25 minutes) 4. Teach Students how to punctuate titles by reviewing notes (10 minutes) 5. Have students complete the associated worksheet. (15 minutes) 6. Review Parts of Speech Notes Part 1 7. Review Noun Identification Worksheet via the projector – Have students write answers in their class work section.
 * Discuss the importance of grammar to our studies…


 * Wednesday - 2/22/12**

1. Choose an article of Substantial length from one of the News Papers. Read the article, and in your “Start-Up” section of your binder, complete the following tasks (20 minutes):

1. Write down the title and the author – Remember to correctly punctuate the title. 2. Summarize what the article is about 2-3 sentences. 3. Describe the author’s purpose for writing the article. 4. Come up with an adjective to describe the author’s tone.
 * Remember- Tone is simply the author’s attitude

2. Discuss your answers with your neighbor (5 minutes): -practice listening -I might call on you to tell me about your neighbor’s article


 * Review Punctuation of a Title Notes (didn’t get to this on Tuesday)


 * Have students complete the worksheet (didn’t get to this on Tuesday)

3. Review School House Rocks Power Point (20 minutes)

4. Have students complete accompanying worksheet (5 minutes)


 * Complete Noun Identification Worksheet via the Projector (didn’t get to it on Tuesday).

5. Have students complete the verb recognition worksheet (10 mins)

6. Review this via the projector.

7. Have students complete “helping verb” worksheet (15 mins)

8. Review this on the overhead with students.

9. Have students complete the Parts of Speech Scavenger Hunt Assignment with a partner (remainder of class).


 * HW:**

1. Study for Parts of Speech Quiz


 * Thursday - 2/23/12**

1. Choose an article of Substantial length from one of the News Papers. Read the article, and in your “Start-Up” section of your binder, complete the following tasks (20 minutes):

1. Write down the title and the author – Remember to correctly punctuate the title. 2. Summarize what the article is about 2-3 sentences. 3. Describe the author’s purpose for writing the article. 4. Come up with an adjective to describe the author’s tone.

2. Discuss your answers with your neighbor (5 minutes): -practice listening -I might call on you to tell me about your neighbor’s article


 * Complete scavenger hunt (didn’t get to this on Wednesday)

3. Play the interactive “adverb” game with students (15 minutes)

4. Adjective Interactive game- Have students come up with appropriate adjectives to describe items that I present them with- do this “gallery” style. (15 mins)

5. Have students locate the first four items on Scavenger Hunt Part 2 (20 minutes)



6. Have students take their Parts of Speech Quiz Part 1


 * Friday - 2/24/12**

1. Which Part of Speech Are You Writing assignment (30 minutes) 2. Review answers to POS Quiz.

3. POS guided notes part 2


 * HW**




 * Week # 6**


 * Due Dates:**


 * -2/28/12 – Scavenger Hunt Part 2**
 * -2/28/12- P.O.S. Quiz Part 2**
 * -2/29/12- Benchmark Exam**
 * -3/1/12- NAP VAP IC Quiz**
 * -3/1/12- Signed Progress Reports due**
 * -3/2/12- Shakespearean Webquest is due (preferably emailed to me)**


 * Projects:**




 * Monday - 2/27/12**

1. Read through the student essay that is on your desk. - Identify three “things” that this writer did that made this essay successful. Make sure you either highlight or underline examples from the text. Think about: -Then, identify one “thing” that this writer could improve upon to strengthen the quality of their essay.
 * introductory paragraph
 * strong thesis statement
 * structure of body paragraphs
 * use/analysis of supporting detail
 * body paragraphs support the thesis statement.
 * transition sentences
 * concluding paragraph.

2. Review the Student Essay with Class on the overhead (10 mins) -short discussion about quality argumentative writing
 * emphasis on supporting argument and use of third person.

3. Review Homework Assignment (10 minutes) -chance to earn lottery

4. School House Rocks Part 2. (20 minutes) -Have students complete associated worksheet

5. Have students complete Preposition Practice Worksheet 6. Show students’ NAP VAP IC
 * Have students take this down in their notes section.

7. Have students’ complete “HW” Review Sheet (complete as a class)

- Complete HW Review Sheet - Study for P.O.S. Quiz Part 2
 * HW**


 * Tuesday - 2/28/12**

1. Independently study for your quiz (5 mins) 2. Review HW worksheet


 * Wednesday - 2/29/12**


 * Take P.O.S. Quiz Part 2

1. Head to the computer lab and have students complete their class scapes assessments.
 * Introduce worksheet and explain the significance to the students.

2. When students are done, they will need to start completing their Shakespeare Web Quest. -let them know that if they do not have internet access that they can see me before school, after school, or during lunch to get this done. -Let them know that they cannot simply cut and paste the answer. They must parphrase.


 * HW:**


 * Study for the NAP VAP IC Quiz
 * Complete Class Scapes Homework Portion
 * Work on Webquest


 * Thursday - 3/1/12**

1. Independently study for your “articles” quiz and NAP VAP IC Quiz 2. Have students take quiz. – students will replicate NAP VAP IC graphic organizer on the back of their quiz. 3. Review Parts of Speech Quiz from previous day. 4. View Power Point of Shakespeare Images (10 minutes) 5. Read Shakespeare Biography (10 minutes) 6. Take quiz on Shakespeare’s Biography 7. Review Quiz.
 * guess as to why all of the images are so different?
 * What is the meaning behind the differences of these images?
 * remind students to highlight what they think is important information.
 * remind students to pay attention to the dates.


 * Have students read the “Parbable” and have a short discussion on this/ answer associated questions.

- High light biographical examples from Shakespeare’s life. - Explain why this is an example of great writing. - What genre of writing is this.

8. View Movie Trailers and film clips:

Anonymous: []

Shakespeare in Love

[]

Shakespeare v. Dr. Seuss

[]

Romeo and Juliet

[]


 * Discuss cultural significance/legacy

Finish Shakespearean Web Quest
 * HW:**
 * Bring at least one Shakespearean insult to class with you.**


 * Friday - 3/2/12**

Start-Up:**

1. Why is it important to study the historical context of a an author/playwright? 2-3 sentences

2. Why is it both important and valuable to study an author/ playwright’s biographical information? 2-3 sentences


 * Be prepared to maintain a discussion with me.


 * Guided Learning**

1. View First fifteen minutes of Shakespeare in Love (15 minutes)


 * Focus on Cultural Context of Elizabethan England

2. Have students complete viewing guide (10 mins)


 * Discuss questions on the viewing guide

3. Have students respond to the essay component of the viewing guide (20 minutes)

-Separate Sheet of Paper

4. Review Shakespearean Language Handout. -Show students what to high light.

5. Allow them to work independently to answer the questions.


 * exchange papers and have students grade their peer’s papers.


 * Prize for the highest grade- collection of Shakespearean sonnets.

6. Have the students write: an 8-10 sentence letter in which you are either confronting someone for something they have done wrong to you or address the letter to a person that you love/admire and explain to them why you like/love them so much.


 * the catch is that you have to do this using Shakespearean pronouns and common verb forms.


 * Week # 7**

- Act 1 quiz – 3/9/12 - //Othello// Vocabulary Quiz Part 1 – 3/9/12 -NB Check – 3/9/12
 * Due Dates:**


 * Monday - 3/5/12**


 * Start- Up:**


 * answer in start-up section.

1. How many words does Shakespeare’s vocabulary consist of ? How large is the avegrage person’s vocabulary?

2. What was the “purpose” of marriage during the Elizabethan era?

3. Was it common for people to marry for love during this era? Explain your answer.


 * make sure that your Shakespearean Language handout is complete.
 * have your homework on your desk for me to collect.


 * Guided Learning**

1. Complete Start-Up Activity. 2. Review Students P.O.S. Pt. 2 quizzes (10 mins) 3. Review answers to Shakespearean language handout (15 minutes) 4. Have students read each other’s homework assignment (10 minutes) 5. Have students take guided notes on Sonnets (15 minutes) 6. Have students read through sonnet 18 have them answer the following questions:
 * collect papers and hand them out to other students.
 * have students’ grade each other’s responses.
 * brief discussion
 * collect homework assignment.

- Summarize the overall meaning of the poem in 2-3 sentences - What is the speaker’s tone? - Underline the most powerful line of this poem.

7. Allow students to discuss their summaries with their class mates.
 * discuss summaries as a class.

8. go over remix of sonnet 18 as a class… discuss with the students whether or not the overall meaning of the poem stayed the same.

9. Have the students read sonnet # 29.

On the same sheet of paper, answer the same questions:

- Summarize the overall meaning of the poem in 2-3 sentences - What is the speaker’s tone? - Underline the most powerful line of this poem.

10. Discuss answers with neighbor
 * Discuss answers as an entire class.


 * Tuesday - 3/6/12**

1. Read Sonnet 130 and answer the following questions/perform associated activities:

1. Break the poem down into its four quatrains and couplet. 2. Summarize what the poem is about in 2-3 sentences. 3. What is the poet’s tone? 4. Underline the most powerful line of this poem.


 * Then complete sonnet paraphrase activity

2. Sonnet Recitation activity (20 minutes)


 * Split the room up into two sides.
 * Same sonnet… Have a competition…

3. Introduce vocabulary for //Othello//




 * HW**

Essential Vocabulary Handout (20 mins)


 * Wednesday - 3/7/12**


 * Guided Learning:**

1. Read cultural context of //Othello//

2. Review Powerpoint and have students take guided notes.

3. Have students read Act 1, Scene 1.

4. Have students answer associated questions.



5. Watch film version for Act 1, Scene 1.

6. Have students read Act 1, Scene 2 on their own.

7. Have students answer guiding questions.

8. Watch film version.


 * HW:**

1. Incorporate all of your vocabulary words into a grammatically correct sentence.


 * Thursday- 3/8/12**


 * Start-Up:**


 * Have HW on desk

Complete DEJ # 1




 * Guided Learning:**

1. Have students read Act 1, Scene 2 on their own.

2. Have students answer guiding questions.

3. Watch film version.
 * []**

4. Read Act 1, Scene 3 and answer associated guiding questions (25 minutes)
 * discussion of questions.


 * HW**

Study for vocabulary quiz.


 * Friday - 3/9/12**

1. Discuss answers to Guiding Questions for 1.3.

2. Take Act 1 quiz.

3. Fly swat game

4. Vocabulary quiz


 * grade their notebooks during this time

5. Have students Complete Further Synthesis Actitivty (15 minutes)
 * host discussion with the students.




 * Week # 8**


 * Due Dates:**


 * -3/14/12- Act 2 Quiz**
 * -3/16/12- Dramatic Terms Quiz**
 * -3/16/12- NB Check**


 * Monday - 3/12/12**

1. Review CAPS Powerpoint with students (10 mins)

2. Review answers to students’ quiz: both Act 1 and Vocab.

3. Discuss students’ answers to their HW assignment (10 minutes)

4. Introduce the essential question writing prompt to the students, and explain to them that this assignment will need to be completed for HW.

5. Review Dramatic Term Notes (15 mins)

6. Watch film version (15 mins)


 * HW:**

-Complete Essential Question Essay

-Study for Act 2 Quiz


 * Tuesday - 3/13/12**

1. Watch film version

2. Performatively read Act 2, Scene 1

3. Read Act 2, Scene 2 aloud

4. Read Act 2, Scene 3 individually (15 mins)

5. Read small sections as a group:

Cassio, Othello, Iago, Montano, Desdemona, Roderigo

6. Answer Guiding Questions


 * discuss answers as a class.

-Take QUIZ

7. Have students complete DEJ # 2

8. Have students complete DEJ # 3


 * watch film version if there is time.


 * Wednesday - 3/14/12**


 * Start-Up:**

1. Study for Act 2 Quiz 2. Have DEJ # 2 Completed


 * Guided Learning:**


 * Review Act 2, Scene 3 Guiding Questions.


 * Review DEJ # 2


 * Take Act 2 Quiz

1. Begin Research Process for Freshmen Research Project.
 * hand back initial interest research assignment.
 * have students create their new research assignments.

2. Review Notes from website on the nature of argumentative writing.

3. Review Notes from website on how to develop a research topic.

-have students write down topic on a blank sheet of paper. -approve all students topics before we continue.

4. Review Notes on how to brainstorm for a topic.


 * Have students select at least 2 different brainstorming methods and begin their process.
 * Let students know that I will be taking these brainstorms up for an initial grade.


 * HW:**

Study for Dramatic Terms Quiz


 * Thursday - 3/15/12**


 * Start-Up:**

Have students complete DEJ # 3


 * Guided Learning:**


 * Review students’ answer with them.

1. Have students take the Act 3 Survey

2. Short activity in which students stand or sit down depending on whether they agree or not.

3. Read Act 3, Scene 1 – Act 3, Scene 2 and answer guiding questions.




 * Perform scenes if we have time.

4. Read Act 3, Scene 3 and answer guiding questions.


 * HW:**

Read Act 3, Scene 4

Answer guiding questions:



Study for Dramatic Terms Quiz


 * Friday - 3/16/12**

1. Dramatic Terms Quiz

2. Students will complete DEJ # 4.



3. We will discuss students’ answers to Act 3 Guiding Questions.


 * discuss what a motif is… reoccurring symbol or object.

4. Student will lead discussion of Act 3, Scene 4 questions.

5. Students will take Act 3 quiz

6. Students will start reading Act 4

HW:

1. Read all of Act 4 and answer associated guiding questions.


 * Week # 9**


 * Due Dates:**

-3/21/12- Tragic Hero Quiz -3/22/12- //Othello// Test -3/22/12- 30 minute homeroom – CAPS


 * Monday - 3/19/12**


 * Start-Up:**


 * Have guiding questions for Act 4 on your desk.

In your start-up section, answer the following questions:

1. At the end of ACT 3, who has the handkerchief, and why?

2. How did this character get the handkerchief?

3. What is the difference between a monologue and a soliloquy?

4. Explain the difference between a metaphor and a simile.

5. Define the term motif


 * I will collect these start-ups for a grade if there is legitimate reason to do so.


 * Guided Learning:**


 * Review Start-Up:

1. Students will complete DEJ # 5

2. Review students’ responses for Act 4, Scene 1.

3. Have students complete DEJ # 6 4. Review students’ responses to Act 4, Scene 2

HW:

1. Read Act 5 2. Answer the guiding questions. 3. Prepare for a discussion. 4. Study for tragic hero quiz.


 * Tuesday - 3/20/12**


 * Start-Up:**


 * 1.** Copy the following term down in your notes section:

3/20/12


 * motif (n.)-** a recurring object, concept, or structure in a work of literature


 * pronounced (moh-TEEF)
 * The major difference between a “motif” and a symbol is that a motif is repeated multiple times throughout a literary text.


 * 2. foreshadowing (n.)- ** the use of hints and clues to suggest what will happen later in a plot


 * Guided Learning**


 * Discuss new literary terms


 * Complete “Language” Activity

1. DEJ #7 2. Discuss remainder of ACT 4 Guiding Questions

3. Discuss Guided Guiding Questions for Act 5


 * HW:**

Continue to work on Iago Trial activity


 * Wednesday - 3/21/12**


 * Guided Learning:**

1. Have students complete DEJ # 8 -short discussion.

2. Review Tragic Hero Notes.



3. Discuss whether or not Othello is a Tragic Hero.

4. Tragic Hero Quiz…. Verbally….

5. Iago Trial Activity…
 * collect students responses when they are done.

6. Have students read through their topics and “sharpen” them up. -show handout… -discuss how narrowing their topic will allow them to more effectively research.

7. Take students through the brainstorming component.
 * make them brainstorm in at least two different ways.
 * Have them create folders…


 * HW:**

Start completing initial research on your topic.


 * Thursday - 3/22/12**


 * Guided Learning:**

1. Study independently for your //Othello// Test.

2. Test

3. Begin Writing Othello Essay.
 * have the students complete a brainstorming assignment.
 * Remind students that they will need to write about literature using the present tense.
 * Remind students that they will also need to write in the third person.
 * review paragraph structure.
 * Review thesis statement notes- Thesis Statement Activity.

4. Have students complete an outline using my template.




 * Friday - 2/23/12**

1. Break down the writing prompt and start to work on articulating the different sides of the argument.

2. Allow students to start working on their outline. Focus on their thesis statement.

3. Complete Gravestone activity.

4. //Othello// art-based activity.


 * HW:**

1. Finish outline. 2. Work on rough draft.


 * Week # 10**


 * Due Dates:**

-3/26/12 – Outline Due -3/28/12- Computer Lab Day (typing our //Othello// essays) -3/29/12- Grammar Quiz -3/29/12- CAPS Night -3/29/12- Initiating Research for Freshman Project -3/30/12- NB Check -3/30/12- Final Draft Due


 * Monday - 3/26/12**


 * Start-Up:**

1. Daily Grammar Exercise


 * Guided Learning**

1. Review Grammar Exercise

2. Review //Othello// Test: -mark answers you are unsure of. -show students how to look for what the question is truly asking, and how to choose the best answer.
 * review test-taking strategies:

3. Review Prompt: Hand out new copies to students who need them

4. Mini-Lesson: - remind students that they need to write in the third person. - when writing about literature, make sure to keep it in the present tense.

5. Review Body Paragraph Components

-Collaboratively write a body paragraph with students.

6. Independent Work/Writing Workshop:

Continue to work on rough drafts.
 * HW:**


 * Tuesday - 3/27/12**


 * Start-Up:**

Complete grammar exercises


 * Guided Learning:**

1. Review answers to students’ start-up assignment.

2. Guided Notes on Homophones

3. Practice Worksheet



4. Mini-Lesson: - remind students that they need to write in the third person. - when writing about literature, make sure to keep it in the present tense.

5. Review Body Paragraph Components

-Collaboratively write a body paragraph with students on the board.

6. Independent Work/Writing Workshop:

1. complete rough draft
 * HW:**


 * Wednesday - 2/28/12**


 * Guided Learning:**

1. Head to the computer lab and type the essay and submit it to turnitin.com

2. Have students start completing their initial research for their project…

3. If students finish early then they can complete their homework and study as well.


 * HW:**

1. Homophone Review Sheet

2. Study for homophone quiz

1. Review the practice worksheets and the homework.
 * Thursday 2/29/12**

2. Take homophone quiz.

3. Pass back students’ topics.


 * have students take out a blank sheet of paper

4. Take the students through the brainstorming process. -make them brainstorm in at least two different ways. -Review techniques 1-3

state: we are still working on specifying a topic… this is the best way to do this.

5. Remind students that they will be using this information to focus their topic today.

6. Discussion – Have students take notes of this information. -Five sources and one must be a book. -Narrow down focus… -Must be argumentative in nature… If you decide to do a compare and contrast, you will need to make it argumentative. -reliable sources: databases, scholarly websites, can use links from wikipeda, but nothing from Wikipedia.

7. Show students the correct links to use on my website.

8. Show students how to use easybib.com

9. Show them how to access my annotated bibliography.

10. Model the process of finding a website and correctly annotating the source along with citing it correctly.

11. The goal today is to find at least four great informational sources and to start annotating them along with citing your sources correctly.

12. Head to the computer lab and begin this process.


 * HW:**

continued work on the research project


 * Friday - 3/30/12**

1. Writing Prompt:
 * Guided Learning:**

Paragprah 1: What are two academic mistakes that you have made in my class this year?

Paragraph 2: What contributed to you making these mistakes?

Paragraph 3: What did you learn by making these mistakes?


 * If you have not made two major mistakes, please use examples from other courses.

2. Discussion: focus on the necessity of finishing strong in all endeavors… and how to pace your self and get mentally prepared for difficult weeks of school.

3. Free-Write:

What can you do to make this your spring break as relaxing, healthful and productive as possible?

Ideas to explore:

-goals that you want to accomplish -activities that you want to complete -friends that you want to spend time with -making time available for family
 * what movies do you want to watch
 * what books do you want to read
 * what types of exercise do you want to partake in?

4. Organize Binders: collect returned work and place it in students’ folders.


 * Week # 11**


 * Due Dates:**

-4/11/12- Need to have five sources for your research paper and have them correctly annotated. -4/13/12- NB Check -4/13/12 CAPS Deadline.


 * Monday - 4/9/12**

1. Spring Break 3-2-1 Reflection Activity (10 mins)

2. Develop at least one academic goal that you have for this final 9 weeks. Make sure that it is specific and that you are truly committed to achieving this goal (5 mins)

3. Goal sharing activity (10 mins)

4. Review sample of students writing (20 mins)

1. Underline the writer’s thesis statement.

2. Highlight at least three different techniques that the writer uses that increase the quality of their essay.

3. Identify at least one thing that the writer can improve upon.

4. Write 2-3 sentences about whether or not the writer supported their thesis statement throughout their paper.

5. Discussion of student writing:

6. Introduce Vocabulary for //Absolutely//




 * Tuesday - 4/10/12**


 * Tuesday **


 * Nuts and Bolts:**

1. You will not need to have a book source for your annotated bibliography.

2. We will be hopefully be visiting the library later in the week.

3. When reading this book, we will only be using the guiding questions intermittently on an as needed basis.

4. Homework tonight is to finish your reflection on “Hope” and to work on your annotated bibliography… remember, you only need five sources to be correctly cited and annotated.

5. I will be available after school today for extra assistance. I would like to stop by the softball game today…

6. Also, for your paper, you can use interviews with experts in the field as sources…. Gina H., this will be huge for you.


 * Guided Learning:**

1. Daily Grammar Exercise.

2. Allow students to complete reflection on Hope (20 minutes)




 * They can finish it for homework if they do not finish this in the allotted time.

3. Have students watch short film excerpt and respond to questions (15 min) []

4. Students read the Sherman Alexie Biography (10 minutes) - didn't get to this today

5. Quiz on their reading (5 minutes) - didn't get to this today

6. Have students complete their surveys (5 minutes)

7. Introduce the book, and have students scan through it (5 minutes)- didn't get to this today

8. Start reading the "The Absolutely True Diary of a Part-Time Indian" aloud (12 minutes) – Read through first 7 pages.

9. Allow students to complete the guiding questions (15 minutes)




 * HW:**

1. Finish "Hope" reflection

2. Finish Annotated Bibliography


 * Wednesday - 4/11/12**

1. Have students complete survey.


 * complete associated activity

2. Have students read Bio of Sherman Alexie

3. Quiz.

4. Verbally review guiding questions with students for Part 1

5. Have students read Part 2 (pgs. 7-14) and answer guiding questions.

6. Review annotation process with students.

-Five Sources

7. Introduce students to the new databases and how to access them.

-in order to cite these websites correctly, you can use “easybib” or the OWL citation guide.
 * Ebscohost
 * **[]**

8. Allow students to complete their research in the computer lab.

9. If students get done early, I will allow them to start working on their letter of intent.


 * HW:**

Write at least three to five sentences in paragraph form in which you explain the difference between racism and prejudice.


 * Thursday - 4/12/14**

1. Complete “Importance” writing prompt. 2. Students will complete literary term scavenger hunt



3. Complete Guiding Questions part 1-4 (up to page 31).





4. If students finish early they can simply read ahead.


 * Friday - 4/13/12**

1. Daily Grammar Exercise

2. Review Grammar Excercise

3. Discuss Literary Term Scavenger Hunt/ Writing Prompts.

4. Verbally review Guiding Questions from previous day.

5. Introduce Protocol for reading/discussion questions.



6. Continue reading/ stop periodically to facillitate discussion questions.

-stamp off quality discussion questions.

7. If we have extra time, discuss “Arnold Spirit” questions.


 * HW:**

Study for your vocabulary quiz


 * Week # 12**


 * Due Dates:**

-4/18/12- Class Scapes -4/18/12- Letter of Intent Due -4/19/12- Discussion Questions Pt. 2 and associated reading (up to p. 129) -4/20/12- NB Check -4/20/12- Outline Due at the end of class


 * Monday - 4/16/12**

1. Independently study for your vocabulary Quiz

2. Take vocabulary quiz.

3. Introduce new literary terms.



[]

[]

4. Allow students to finish up with their discussion questions.

5. Discussion/Socratic Seminar.


 * HW:** Complete Literary Term Scavenger Hunt Part 2.




 * Tuesday - 4/17/12**


 * Start-Up:**


 * 1) Finish literary term scavenger hunt/have it on your desk.
 * 2) Continued work on discussion questions.


 * Guided Learning:**

1. Hand out folders for students to organize their information.

2. Model Letter of Intent

3. Model Outline

4. Allow students to work independently in lab on bibliography, letter of intent and their outline.


 * HW:**

Continue to work on your discussion questions and independent reading.


 * Wednesday - 4/18/12**


 * Guided Learning:**

1. Students will take Class Scapes assessment. Students will complete accompanying activity with their Class Scapes work.

2. Students will continue to work on their letters of intent, their outlines, and the initial drafts of their paper.


 * HW:**

1. Finish Discussion Questions.

2. Continue to work on your Outline.


 * Thursday - 4/19/12**

1. Read Academic Expectations Article:

Students will answer the following questions on a separate sheet of paper:

1. What is the author’s tone?

2. What is the author’s purpose for writing this article?

3. Find one statement from the text that you agree with and explain why you agree with it.

4. Find one quotation from the text that you disagree with and explain why disagree with it.

5. Do you agree or disagree with the argument that the author is making? Why?

6. Do you think that your parents would enjoy reading this article? Why or Why not?

2. Review answers to the scavenger hunt


 * place emphasis on “hyperbole”

3. Absolutely Discussion/Socratic Seminar

4. Assign new discussion questions and reading for the students.



5. Assign new scavenger hunt for students to work on.



6. Binder Cleaning Session


 * HW:**

1. Independent Reading and completion of discussion questions.

2. Work on your outline.


 * Friday - 4/20/12**


 * Start-Up:**

1. Take all graded assignments out of your binder and organize them so that I can add it to your collection of work.


 * Guided Learning:**

1. Review outline structure/ thesis writing:

-students who are at this point should focus on correctly formatting their essay and composing their introductory paragraph.

2. Head to the computer lab

3. Have students complete their “beliefs” quiz.



4. Allow students to finalize their outlines/ start composing their introductory paragraphs.

5. If students finish early they can work on their independent reading and associated work.


 * check students notebooks as they work in the lab.


 * HW:**

complete scavenger hunt and discussion questions part three.


 * Week 4/23 - 4/27**


 * Due Dates:**

-4/26/12- Discussion Questions Part 4 due -4/27/12- NB Check -4/27/12- Grammar Quiz -4/30/12- Absolutely Test -5/2/12- Rough Draft Due


 * Monday - 4/23/12**


 * Start-Up:**

1. Complete Grammar Exercise and have your Scavenger Hunt pt. 3 and Discussion Questions Part 3 on your desk ready to turn in.


 * Guided Learning:**

1. Grammar Exercise for Week 4

-Review Grammar Exercise with students.

2. Review Capitalization Notes pt. 1

3. Review Finding Proper Nouns Overhead with students.

4. Review Proper Noun “HW” assignment.

5. Discussion/Socratic Seminar of Absolutely:


 * HW:**

1. Develop ten interview questions related to your topic that you are researching. Please know that you will be using these to conduct interviews with professionals in your field.

2. Guiding Questions Part 4


 * Tuesday - 4/24/12**

1. Complete Capitalization Pre-Test



2. Review Outline Structure- Remind students where their thesis and attention grabber need to go.

3. Review Thesis Statement notes.

4. Review Notes on effective introduction paragraph.

5. Review Quotation Notes

6. Review MLA Citation Notes

7. Head to the Computer Lab. Goals for Lab:

1. Make suggested corrections to your outline. 2. Create a digital folder to store all of your Freshman Project information. 3. Turn in outline if you have not done so yet. 4. Write introductory Paragraph – make sure that your thesis is your last sentence. 5. Continue to write your rough draft. 6. If you feel that you need more research information, look up a book on OPAC or simply conduct an interview using your research questions. 7. Print a preliminary draft so that I can go ahead and start making edits.


 * HW:**

Guiding Questions Part 4.




 * Wednesday - 4/25/12**

1. Have students independently work on Discussion Questions Part 4.

2. Review Capitalization Notes Part 2.



3. Have students complete the capitalization scavenger hunt.

4. Have students complete capitalization exercise as a class (allowing students to utilize the mimio software).

5. Finalize Discussion/Socratic Seminar.


 * HW:**

Guiding Questions Part 4


 * Thursday - 4/26/12**

1. Have students look through the exemplar research paper.

-read through the draft with students. -emphasize citation patterns. -emphasize well-argued paragraphs. -discuss the format of the works cited page and the relationship to the format and the citation methodology.
 * discuss how you have to tab every line but the first in the works cited page.

2. Review how to integrate quotation notes again.

3. Review Final Draft Rubric

4. Head to the computer lab so that students can continue to work on their rough drafts.

Lab Goals:

1. Create Works Cited Page. 2. Type and Print Copies of interview questions. 3. Complete outlines and print them out. 4. Compose introductory paragraph 5. Continue to write your paper using your outline as a guide and your annotated bibliography as a source.
 * make sure that you are citing all sources that you are borrowing from.


 * Friday - 4/27/12**

1. Independently study for your quiz.

2. Take Quiz.

3. Have final discussion



4. Independent work on students’ study guide.




 * HW:**

1. Work on Rough Draft

2. Complete Study Guide


 * Week # 14**

-5/2/12- Rough Draft Due – Hard Copy ( draft and works cited) -turnnitin.com (draft) -5/4/12- Grammar Quiz
 * Due Dates:**


 * Monday - 4/30/12**

1. Study independently for ten minutes.
 * Come up with one question that you really want to ask me about the test
 * Have your signed progress report on your desk.

2. Review the jeopardy flash cards with students.

3. Take //Absolutely// Test.

4. Have students compose their letter to Sherman Alexie



5. Collect students’ books.

6. Allow students to finish working on their letters to Sherman Alexie.


 * HW:**

1. Think of a way that we could attract Sherman Alexie’s attention, so that he will read our letters.

2. Finish your rough draft.


 * Tuesday - 5/1/12**

1. Have students pre-read the subject and predicate notes.
 * take out a highlighter.



2. Review the notes with the students.

3. S and P Combo Activity.

4. Review How to integrate quotations.

5. Head to the computer lab so students can work independently.

Lab Goals:

1. Correct formatting of rough draft.

2. Correct formatting of works cited page.

3. Correct integration of quotations.

4. Continue composing your draft.


 * HW:**

Sentence Fragment Identification activity. -identify fragments with a highligther.


 * Wednesday - 5/2/12**

1. Have students complete the sentence fragment repair worksheet on a separate sheet of paper.



2. Briefly review sample writing, and citation expectations.

-emphasis on incorporating sources and correctly citing them

3. Head to the computer lab to finish working on drafts:

Lab Goals:

1. Perfect works cited page.

2. Correctly format paper.

3. Effectively paraphrase and incorporate quotations.

4. Attempt to finish your rough draft.

5. You need a minimum of 2 quality pages of writing to receive full-credit for your draft.


 * Thursday - 5/3/12**

1. Read “LRRH” and answer associated questions.



-What does the wolf symbolize? -What about Little Red Riding Hood? - think of colors and personality based characteristics

2. Review elements of a story guided notes with students.

3. Pre-Learning Activity: American Graffiti

[]

4. Image-based brainstorm.



5. Start reading “Where” and have students complete guiding questions.




 * Friday - 5/4/12**

1. Subject and Verb Activity: TT Activity.

2. Subject and Predicate Quiz.

3. Discuss students’ comprehension questions.

4. Answer the discussion questions collaboratively as a class.

5. Charles Schmid Activity



6. Bob Dylan Activity -Listen to Dylan Song…




 * Week # 15**


 * Due Dates:**

hard copy- rough draft, works cited page, outline… use green folder to turn it. Digital copy- just your paper.
 * -5/9/12-** Where Scavenger Hunt due…
 * -5/10/12-** Final Draft Due
 * -5/11/12-** Grammar Quiz.


 * Monday - 5/7/12**

1. In your own words... please explain why a works cited page is formatted in the manner that it is.

also...

True or False: Never quote unless the meaning would be lost in the paraphrase/summary. Make sure to explain your answer!

2. Review Quote Integration and Citation from my website: -Discuss how to integrate quotations and how to cite them.

3. Practice citation activity…

4. Head to the computer lab so that students can continue to work on their drafts.


 * HW:**

“Where” Scavenger Hunt




 * Tuesday- 5/8/12**

1. Start-Up: Complete Pages 156-159 in the purple book. Please write the correct answers on a separate sheet of paper.

2. Review the answers with the students.

3. Review Short Fiction Notes with students.



4. Read “Gertrude” text.

5. Have students independently read through the text and fill in the correct literary terms on the associated worksheet.


 * HW:**

1. Complete Scavenger Hunt.

2. Read “11” by Sandra Cisneros for homework.


 * Wednesday - 5/9/12**


 * On Board:**

1. Have scavenger hunt on your desk. 2. Re-read “11” so that you will be prepared for the comprehension quiz.
 * Have your answer for “11” ready for discussion/collection.


 * Start-Up:**

1. In your own words, define what a narrative is.

2. Also, define narrator.

3. Explain the difference between these two words.


 * Guided Learning:**

1. Pop quiz

2. Discuss students’ answers to their homework assignment.

3. Quickly review notes on diction, tone, and mood.



4. Have students complete further assignments for “11.”


 * Thursday - 5/10/12**

1. Students will write their reflections for their project – model this process.

2. Finishing touches on students’ drafts: Independent work on research paper

- Have students review their paper using the “no-excuses” list to avoid simple grammatical errors.

3. Students will work on grammar activities from the website

4. Students will submit a hard copy of their paper to me, and submit a copy to the correct folder on turnitin.com.


 * Friday - 5/11/12**

1. Tone Quiz.

2. Tone Identification through song.






 * Week # 16**


 * Due Dates:**

-5/18/12- Grammar Quiz -5/19/12- Saturday Review


 * Monday - 5/14/12**


 * Start-Up:**


 * 1.** On a separate sheet of paper, answer the following questions:

1. How is the formal name of the beginning of a story in which the characters and setting is introduced?

2. What are the two most common adjectives for describing diction?

3. How would you define “tone” in your own words?

4. What literary elements contribute to the mood?

5. Explain the difference between mood and tone.


 * 2.** Review tone quiz


 * 3.** Complete song-based mood, tone, and diction activities.


 * 4.** Finalize work with tone and diction through reading of “Eggers” and Manguso Short fiction.


 * HW:**

1. Finish short fiction exercises.


 * Tuesday - 5/15/12**

1. Complete Short Fiction Readings/Study EOC Packet.

2. Discussion of Students’ answers to HW assignment.

3. Finish Tone Activity with songs…. If there is time

4. Review Topic, Theme, and Characterization notes: make students add this to their EOC folder.



5. Complete interactive characterization activity as a class.

6. Have students make predictions about what the text will be about by scanning through the text.

7. Have students read “TYM.”

8. Complete TYM graphic organizer


 * Wednesday- 5/16/12**

1. Have students complete the elements of a story graphic organizer for TYM.


 * Review this graphic organizer with students.

2. Hand out notes on characterization for students to put in their EOC binder.

3. Briefly Review students TYM graphic organizer they completed the previous day.

4. Allow students to respond to the short answer questions.




 * Facillitate a class discussion based off of their responses.

5. Complete characterization activity with students using the Mimio.

6. Complete “tone” based EOC Activity with students.

7. Review Character Type Notes with students (make students add this to their EOC Packet).


 * Thursday - 5/17/12**

1. Introduce new vocabulary words for students.



2. Extended Notes on Parallel Structure.

3. Parallel Structure EOC style activity.

4. View Twain PowerPoint.



5. Read the excerpt and have students answer associated questions.

6. Have students identify literary elements inside of the story.



7. Discuss students’ recognition of literary terms and their answers to guiding questions.


 * HW:** Study for Literary Elements Quiz (you will not be tested on your miscellaneous terms)


 * Friday - 5/18/12**


 * Study independently for story elements and characterization quiz.

1. Characterization Quiz:

2. Writer their letters…



---Highlight the literary devices where they are used…


 * Complete EOC Packet Check during this time.

3. EOC Style Practice (Green Book)-


 * HW:**

1. Study EOC Packet.


 * Week # 17**


 * Due Dates:**

-5/22/12- Misc Lit Terms Quiz -5/23/12- Advice to Youth Assignment due on turnitin.com -5/24/12- Literary Term Project -5/25/12- Quiz


 * Monday - 5/21/12**

1. Have students read through passage in the green book again, and answer the corresponding questions.
 * Discuss the answers as a class.

2. Read through a second reading comprehension passage and answer corresponding questions.
 * Discuss answers as a class.


 * Introduce Literary Term/Song Project**


 * 3. Review students’ Literary Elements Quiz.**


 * 4. Complete Grammar Style EOC passage, and answer the corresponding questions.**
 * Discuss students’ responses.**


 * 5. Hand back poetry EOC Material and discuss students’ responses.**


 * 6. Poetry Pre-Learning Survey: Project the questions and have the students answer the questions.**

HW:


 * -Continue to work on “Advice to Teachers”**
 * -Study EOC Packet**
 * -Study for miscellaneous terms quiz.**
 * -Start working on your “song” project.**

Tuesday - 5/22/12


 * 1. Explain Misc. Lit Term Quiz.**
 * 2. Assign Groups and allow them twenty minutes to complete mini-project.**
 * 3. EOC green book grammar assessment.**
 * - Get and idea of where students are struggling and direct instruction to those areas.**
 * 3. Re-visit EOC style Poetry Assignment.**

HW:

1. Work on Literary Term Project. 2. Study materials in EOC folder.


 * Wednesday - 5/23/12**

1. EOC Grammar-Based exercise. 2. Head to computer lab so students can type their advice to teachers essays.


 * HW:**

Complete Literary Term/ Song Project


 * Thursday - 5/24/12**

1. English II Writing Assignment.

2. Subject verb agreement pre-assessment.


 * Friday - 5/25/12**

1. Discussion about Expectations in preparation for the EOC/ Review Subject Verb Agreement work. 2. Introduce Poetic Terms. 3. Introduce Protocol for reading poetry. 4. Personification Poem Acitivity. 5. Poetry Pre-Assessment 6. Introduce Phrase and Clause Notes.
 * Take subject and verb agreement re-take quiz – for a grade – review this with students.


 * HW:**

Study EOC Packet


 * Week # 18**


 * Due Dates:**

-5/29/12- After School EOC Review -5/31/12- After School EOC Review -5/31/12- Last day to turn in any missing assignments/make-up work -5/31/12- Grading EOC Folders. -6/4/12- English EOC


 * Tuesday - 5/29/12**

1. Review Phrases and Clause Notes with students. 2. Complete Independent v. Dependent Clause Worksheet. 3. Introduce the Comma Rule Notes to students. 4. Complete Comma HW/Test Review with students (using the mimio). 5. Introduce Run-On Notes. 6. Explain the difference between an comma splice and a run-on sentence.
 * have students complete the independent sections and then review these with the students via the mimio.


 * Wednesday - 5/30/12**

1.Review students’ HW assignment. 2. Comma worksheets # 3 and # 4. 3. Comma v. Semi Colon Notes 4 Green book activity # 4 and # 5 5. Last Poetry EOC Review Assignment (green book) 6. Start working from the practice test that I am able to access digitally.
 * Take Quiz Comma Rule Quiz


 * Week - 4/22/13 - 4/26/13**


 * Due Dates:**

-4/24/13- Complete SAT Writing Prompt # 2 -4/24/13- Finalized Raisin Reflection # 3 is due to turnitin.com


 * Monday - 4/22/13**


 * Start Up:**

In all seriousness… what do you imagine your life to be like five years from now. Please answer in three to four sentences.


 * Guided Learning:**

1. Ms. Todd will be giving her CFNC Presentation. 2. Students will submit any missing assignments. 3. Students can check their grades for their essays.


 * HW:**

1. Initiate a meaningful conversation with your parents about your future plans. 2. Write one paragraph about why the college of your choice should accept you. Or write one paragraph about why a future employer should hire you for your dream job.