z-+Special+Interest+Reading

On this page you will find daily assignments and important hand


 * Syllabus**




 * Writer's Notebook Handout**




 * Week # 2**


 * Due Dates**

NB Check- 9/2/11

Letter Writing Assignment - 9/2/11

Writer's Notebook # 1 - 9/2/11


 * 8/31/11**


 * Class Work**

1. Independent Reading Time

2. Writer's Notebook

3. Discussion of the article on why reading is important

4. Introduction to Letter Writing Assignment




 * Homework**

Complete Rough Draft of Letter Writing Assignment


 * 9/1/11**

1. Independent Reading Time

2. Writer's Notebook

3. Model the "No-Excuses" List

4. Head to the computer lab to work on the "no-excuses" list


 * 9/2/11**

1. Peer Response Writing assignment



2. Students present introductory letters.

3. 3-2-1 Reflection


 * Week # 3**


 * Due Dates:**

NB Check-9/9/11

Homophone Quiz (Two, Too, To) - 9/7/11

Parts of Speech Quiz (adverb, verb, adjective, noun) -9/9/11


 * 9/6/11**

1. Independent Reading/Writer's Notebook

2. Parts of Speech Pre-Test



3. Homophones Lesson

[|HomophoneNotespt.1.doc]

4. To, Two, Too Worksheet

[|Twototooclasswork.doc]


 * Independent Work/ Homework**

1. Study for homophone quiz

2. Homophone Worksheet



3. Independent Reading


 * 9/7/11**

1. Independent Reading

2. Writer's Notebook Assignments

3. Reflection on Returned Essays

4. Guided Notes on Parts of Speech



5. Parts of Speech Practice




 * 9/8/11**

1. Independent Reading

2. Writer's Notebook Assignments

3. Review of Parts of Speech Worksheet

4. Parts of Speech Scavenger Hunt



5. Computer Lab Grammar Review

[|Grammar Ninja]


 * 9/9/11**

1. Critical Reflection Activity



2. Parts of Speech Basketball Activity

3. Parts of Speech Fly Swat Activity

4. Parts of Speech Quiz

5. Library Time--- independent reading/selection of new books


 * Week # 4**


 * Due Dates:**

Parts of Speech Re-Take Quiz- 9/13

Return Progress Reports - 9/14

Definite and Indefinite Article Quiz - 9/15

Writer's Notebook # 2 - 9/16


 * 9/12/11**

1. Independent Reading

2. Writer's Notebook

3. Review Parts of Speech Quiz/ Parts of Speech Notes

4. School House Rocks Review Activity





5. Library time for selection of independent reading books.


 * HW:**

1. STUDY for P.O.S. Re-take. 2. Short-Response: **If you were a part of speech which one would you be? Please explain your answer? Please write 3-5 complete sentences.**


 * 9/13/11**

1. Independent Reading

2. Writer's Notebooks

3. Independent Study Time for Parts of Speech Re-take

4. Parts of Speech Re-take quiz

5. Short Reading Comprehension Assignment

6. Proper Nouns v. Common Nouns worksheet.


 * HW**

Proper Noun v. Common Noun worksheet


 * 9/14/11**

1. Independent Reading

2. Writer's Notebook

3. Review Homework

4. Reading comprehension activity- "Marco Polo"

5. Proper Nouns v. Common Noun reinforcement worksheet


 * HW**

Adjectives and Articles Worksheet


 * 9/15/11**

1. Independent Reading

2. Writer's Notebook

3. Adjective review

4. Guided notes on "articles"

5. "Articles" Reinforcement Worksheet

6. Head to the computer lab to register for turnitin.com

1. Study for "Articles" quiz 2. "Articles" review sheet
 * HW**


 * 9/16/11**

1. Thesis Statement Guided Notes

[|Thesis Statement Notes .doc]

2. Introduction to Writing Assignment

[|Military Service Essay.doc]

3. Pre-Writing Outlining for Essay

[|5 paragraph Essay GO.pdf]

4. Composition of Rough Draft

[|Rubric for Importance of Military Service Essay.doc]

5. Article Quiz

6. Visit Library for new Books for Independent Reading


 * Week # 5**


 * Due Dates:**

9/21/11- Official Progress Reports sent out 9/23/11- Writer's Notebooks due 9/23/11- Notebook Check 9/23/11- Parts of Speech Quiz Part Two


 * 9/19/11**

1. Independent Reading

2. Writer's Notebook

3. Reflection on Essay Writing

4. Word Graveyard Assignment

5. Article Pop Quiz

6. Head to library in order to renew/check out independent reading books.


 * 9/20/11**

1. SSR 2. Writer’s Notebook 3. Play the adverb game 3. Guided Notes on Parts of Speech Part 2 4. NAP VAP IC Guided Notes 5. Pronoun and Preposition Identification -Have students write this on a separate sheet of paper and turn in. 6. Assign re-enforcement work sheet for homework


 * 9/21/11**

1. SSR (15 minutes) 2. Short Reading Comprehension assignment (25 minutes) 3. School House Rocks Pt. 2 (20 minutes) - Complete associated worksheet. 4. Parts of Speech Part 2 Re-enforcement worksheet (20 minutes) - Go over this with the students.

5. Pass out preposition and conjunction lists for students to put in their notes section (5 minutes) 6. Have students complete “Preposition Practice Worksheet” (20 minutes)

-Review it with them/Have them finish it for homework.


 * 9/22/11**

1. Peer Review of each other’s essays.

2. Assign Homework

3. take students to computer lab (Remainder of Class) -Have them register for turnitin.com -Have them type the final drafts of their essays.



4. Students will type their essays and print them out.


 * HW**

Study for Parts of Speech Quiz

Complete Parts of Speech Worksheet


 * 9/23/11**

1. Critical Reflection Essay: - “What Part of Speech Are You? Extended Response” (30 minutes)

2. Review HW Review Assignments (15 min)

3. Fly Swat Review (15 min)

4. P.O.S. Quiz Part 2

5. Independent Reading/ Writer’s Notebook Entries.


 * HW**

1. Independent Reading

2. Complete Registration for turnitin.com




 * Week # 6**


 * Due Dates:**


 * -Progress Report- 9/26/11**
 * -Homophone Quiz Part 2 - 9/28/11**
 * -Writer's Notebook- 9/30/11**
 * -Notebook Check- 9/30/11**
 * -Vocabulary Quiz- 9/30/11**


 * 9/26/11**

1. Independent Reading 2. Writer's Notebook 3. Review Parts of Speech Quiz 4. Preposition Practice Work Sheet

5. Parts of Speech Scavenger Hunt/Collage


 * 9/27/11**

1. Independent Reading (15 mins) 2. Writer’s Notebook (10 mins) 3. Introduce new vocabulary (10 minutes)

4. Guided Notes on Correct use of their, there, they’re (15 minutes)

5. Practice Worksheets (20 minutes)

6. Assign Homework.

7. Head to the library for the remainder of class.


 * 9/28/11**

1. Independent Reading (10 mins) 2. Have students read and reflect on their essays (10 mins) -Brief discussion about the quality of their writing. 3. Review Homework from previous night (10 minutes) 4. Review (5 minutes) 4. Quiz (10 minutes) -Review the quiz with the students. 5. Short Reading Comprehension Activity 6. Introduce Vocabulary Flash Card Assignment (Remainder of Class) -Pass out necessary materials. -I will be grading this on Friday at the beginning of class


 * 9/29/11**

1. Independent Reading (10 minutes)

2. Short Reading Comprehension Exercise.


 * Word Graveyard Assignment

3. Review Quiz from Previous day.

4. Students will proof-read each others’ papers (10 minutes) -Looking for graveyard words and misuse of homophones.

5. Head to the computer lab.

6. Have students correctly register for turnitin.com (15 mins

7. Have them type their essays (20 mins)

8. Have them submit them to turnitin.com (10 mins)


 * HW**

1. Study for vocabulary quiz

2. Complete flash card assignment

3. Finish Writer's Notebooks


 * 9/30/11**

1. Student Reflection on Hope (20 minutes) 2. Review for vocabulary Quiz- “fly swat game” (10 minutes) 3. Take Vocabulary Quiz (10 minutes) 4. Writer’s Notebooks/Independent Reading (remainder of class)


 * Week # 7**


 * Due Dates:**


 * -Writer's Notebook- 10/7/11**
 * -Notebook Check- 10/7/11**


 * 10/3/11**

1. Independent Reading (15 min) 2. Writer’s Notebooks (10 min) 3. Introduce Book Club Process (5 min) 4. Independent Studying for Vocab (5 min)

5. Fly Swat Game (10 mins) 6. Take Quiz (10 min) 7. Brainstorm about Native Americans (10 minutes) 8. Watch short film on reservation life (10 minutes) – 6:38 [] 9. Reflective worksheet. 10. Go to the library for remainder of class.


 * 10/4/11**

1. Independent Reading (15 minutes) 2. Writer’s Notebooks (5 minutes) 3. Have students watch short film excerpt and respond to questions (15 min) [] 4. Students read the Sherman Alexie Biography (10 minutes) 5. Quiz on their reading (5 minutes) 6. Have students complete their surveys (5 minutes) 7. Introduce the book, and have students scan through it (5 minutes) 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) -Explain the importance of the guiding questions to the students… that they will use them as study guides. 10. Have students complete book club activities.
 * Their tests will come directly from these questions.


 * 10/5/11**

1. Independent Reading 2. Read (pgs. 7-14) aloud and have complete guiding questions pt. 2 (25 minutes) 3. Discuss the last guiding question (5 mins) 4. Guided Notes on Simile, Metaphor, and Allusion (10 minutes) 5. Skills reinforcement exercise (15 minutes).
 * have students discuss with neighbor and then share out.

6. Scavenger Hunt (10 minutes) 7. Writer’s Notebooks 8. Book Club 9. Let students read ahead if there is remaining time.


 * 10/6/11**

1. SSR: Have students complete scavenger hunt exercise. 2. Review scavenger hunt and worksheet from previous day. 3. Have students write their “what makes you feel important” prompt (20 minutes) 4. Book Club Presentations (15 minutes). 5. Head to the computer lab so that students can refine their essays, type them, and submit them to turnitin.com

1.Finish Essay 2.Complete Independent Reading
 * HW:**


 * 10/7/11**

1. Characterization Writing Exercise (25 minutes). 2. Read pgs. 15-24 (20 minutes) 3. Answer Guiding Questions (10 minutes) 4. Characterization Graphic Organizer (15 minutes)

5. Book Club Presentations 6. Independent Reading/ Writer’s Notebook


 * HW**

Independent Reading/Writer's Notebook


 * Week # 8**


 * Due Dates:**


 * -Writer's Notebook - 10/14**
 * -NB Check - 10/14**
 * -Vocabulary Quiz - 10/14**


 * 10/10/11**

1. Independent Reading (15 minutes) 2. Writer’s Notebook (10 minutes) 3. Read Absolutely (25-32) – (30 minutes) - Have discussion about use of language in the text. -Answer guiding questions. -Discuss answers 4. Have students complete their “Book Club Presentations” 5. Head to the library
 * remember to pass back graded work


 * 10/11/11**

1. Independent Reading (15 minutes) 2. Writer’s Notebook (5 minutes) 3. Review Lit Term Notes (5 minutes) 4. Have students complete metaphor building assignment on scratch paper (10 minutes) 5. Eminem- “Toy Soliders” Allusion Activity (10 minutes)


 * If there is available time, complete book presentations.


 * 10/12/11**

1. Independent Reading (15 minutes) 2. Writer’s Notebook (5 minutes) 3. Introduce New Literary Terms (protagonist, antagonist, foil, and hyperbole) (10 minutes) 4. Literary Term Scavenger Hunt Part 2 (10 minutes) 5. Read pgs. 32-43, and answer guiding questions Part 5 (30 minutes) 6. Book Club Presentations- allow students a few moments to prepare.


 * 10/13/11**


 * All of the information for the midterm is listed under: "English 1 Midterm Information"**

1. Independent Reading (15 minutes) 2. Select Topics for research Presentation. 3. Complete “Folders Process” 4. Introduce the outline by going over the process on-line. - When we head to the lab today, you will simply fill in the information in the blanks, and save this as a word document. -You will use this outline as a way to structure your speech. 5. Go over midterm speech information via my website. 6. Head to the lab and get started.


 * 10/14/11**

1.Read pages 43-47 (10 minutes)
 * answer guiding questions (10 minutes)
 * Discsussion (5 minutes).

2. Read the Colin Powell Excerpt with the class (10 minutes)
 * Short Discussion (5 minutes)

3. Letter to Rowdy Writing Assignment

4. Have students complete literary term scavenger hunt when they are done writing their essay.

5. Students will be allowed to work on their writer’s notebooks/work independently.

6. Book Club Presentations.

7. Take copies of their graded work and put it in their folders.


 * Week # 9**


 * Due Dates:**


 * - Literary Term Quiz- 10/19/11**
 * - Midterm Presentation Outline- 10/20/11**
 * - Writer's Notebooks Due- 10/21/11**


 * 10/17/11**

-Students who need to catch up on the novel should be doing that.

2. Writer’s Notebooks (10 minutes)

2. Introduce New Literary Terms (protagonist, antagonist, foil, and hyperbole) (10 minutes)



3. Literary Term Scavenger Hunt Part 2 (10 minutes)

4 .Contemporary Literary Term PowerPoint (25 minutes) - have students complete the associated worksheet.

5. Read pgs. 48-53 -answer guiding questions part 7.



6. Head to library for last 10 minutes of class.


 * 10/18/11**

1. Independent Reading (15 minutes)

2. Writer’s Notebook (10 minutes)

- have them brainstorm their responses, relate it to the text, and have them work on the classroom graphic organizer. (10 mins)
 * Return students “Hope Reflections”

3. Discuss students’ answers to guiding question part 7. (10 min)

4. Discuss use of language in this text (5 min)

5. Read pgs. 54-66 (20 minutes)

-answer guiding questions part 8.

6. On a scratch piece of paper, make students give me an example of a:

1. metaphor

2. simile

3. allusion

4. antagonist

5. protagonist

6. foil

7. hyperbole


 * Students will only have 10 minutes to do this.

7. Book Presentations.


 * 10/19/11**

1. Have students read pgs. 67-73 (20 mins) -Have them answer guiding questions pt. 9

2. Discuss their answers.

3. Have them complete literary term scavenger hunt pt. 3 (20 minutes) -Discuss answers.

4. Quick Studying of literary terms (10 mins) – going over their homework - have students write on both of the boards… -or do the slap game.

5. Take literary Terms Quiz (10 mins)

6. Have them fill out characterization charts. (20 mins)

7. Independent Reading/ Book Club Presentations.


 * 10/20/11**

1. Independent Reading/ Studying 2. Quick Fly Swat Review (5 minutes) 3. Take Quiz 4. Go over expectations again for the project via my website. 5. Head to the computer lab for remainder of class so that students can work on their projects.

6. Make sure they complete technology survey.


 * 10/21/11**

1. Read pages 74-77 and answer guiding questions part 10 (15 minutes)

2. Brief discussion/brainstorm about friendship (10 minutes) - Write brainstorm down on a large post-it note.

3. Reflection Exercise: What contributes to a healthy friendship? (10 minutes)

4. Argumentative Essay: Why are Rowdy and Junior such good friends (20 minutes) 5. Read pages 77-81 (remainder of class) -answer guiding questions.

6. If there is any remaining time, I will show the clip from the Colbert Report and have students answer the associated questions.


 * Week # 10**


 * Due Dates:**


 * -Writer's Notebooks- 10/28**
 * -Mid Term Speech- 10/26**


 * 10/24/11**

1. Read pages 77-81 (20 minutes) -answer guiding questions. -discuss guiding questions.

2. Briefly review expectations and requirements for mid-term speech by going over the handouts on my website.

3. Head to the 300s lab so that my students can work on their presentations for the remainder of class.


 * 10/25/11**

1. Head to the 400s lab with my students, so that they can complete their midterm project.


 * 10/26/11**

1. Students will present their midterms. 2. When we are through, students will complete a reflection assignment on the process. 3. Students will have an opportunity to complete any make-up work. 4. Read pages 82-98 and answer guiding questions


 * 10/27/11**

1. Make-up midterms presentations 2. If there is remaining time, head to the lab to finish technology survey.


 * Week # 11**


 * Due Dates:**


 * -Writer's Notebooks- 11/4**
 * -Vocabulary Quiz- 11/4**


 * 11/1/11**

1. Independent Reading for 15 minutes or Re-Read 82-98 and answer guiding questions. 2. Writer’s notebook for 10 minutes. 3. Discuss Guiding Questions. 4. Introduce new vocabulary words (10 minutes) 5. Allow students to finish their short answer responses and then discuss answers (30 minutes). 6. Have students read pgs. 99-103 and answer guiding questions part thirteen (10 minutes) 7. have a classroom vote on whether or not Junior will start dating Penelope. 8. Read 103-113 and answer guiding questions.


 * 11/2/11**

1. Independent reading (15 minutes)

or complete the short answer quiz that was due for homework

2. Writer’s Notebooks (10 min)

3. Introduce vocabulary and have students copy down their vocabulary words on notecards (10 min)

4. Have students read pgs. 99-103 and answer guiding questions part thirteen (10 minutes)

5. have a classroom vote on whether or not Junior will start dating Penelope.

6. Read 103-113 and answer guiding questions part fourteen.


 * HW:**

1. Use each one of your vocabulary words in a grammatically correct sentence.


 * 11/3/11**

1. Finish reading pages 104-113, and answer the guiding questions. If you are done with this, you may read independently. (15 mins)

2. Have a brief discussion of the Guiding Questions with the students. (5 mins)

3. Character Analysis Improvisation Activity: 20 mins
 * Students will have improvisational conversations as if they are the characters.

-You will receive a card… you will think about the character and what they would say… I will be assessing your character knowledge based on the quality of your conversation -Model this first with Chris Dorn. -You will stand up and address each other in conversation. -While there is inappropriate language in the text, please do not use any during this activity.

4. Read pgs. 114-117 and answer guiding questions (10 minutes)


 * Briefly discuss these guiding questions.

5. Vocabulary Review Activity (15 minutes)


 * HW**

Have the students incorporate the words into grammatically correct sentences.


 * 11/4/11**


 * 1. Essay: Reflection on Semester**



2. Vocabulary Review Activity: Fly Swat

3. Vocabulary Quiz

4. Further Reading of the text

5. Read pgs. 114-117 and answer guiding questions, Read pgs. 118 -129 and answer guiding questions 15-16. (30 minutes)


 * Spend extra time discussing the final guiding questions.

6. If there is remaining time, allow students to work on their writer’s notebooks or complete independent reading.


 * Week # 12**


 * Due Dates:**


 * -Vocabulary Quiz- 11/10**


 * 11/7/11**

1. Re-read pages 118 -129 and answer guiding questions 15-16. (20 minutes)

2. Discussion of Guiding Questions (10 minutes)

3. Review old vocabulary words and introduce the new ones (15 minutes)
 * have the students write down the definitions… and examples on a notecard.

4. Unpacking the Title: 10 minutes

1. Consider the adjectives: “absolutely true” and “part-time” 2. Do you think that this text is “completely true?” 3. What does it mean that he is a “part-time” Indian? 4. How is this title significant?

5. Sherman Alexie Clip about language used in the text. (10 minutes)

6. Read pgs. 130-134, answer guiding questions, and then discuss them as a group.


 * 11/8/11**

1. Read pages 130-144 and answer guiding questions (20 minutes)


 * stop after 15 minutes and discuss the initial guiding questions.

2. I will read pages 144-149 aloud to students (10 minutes)

3. Discuss the Guiding questions (20 minutes)
 * Emphasis on discussing the last question.
 * Have students “Think, Pair, Share” in order to truly investigate the last guiding question.
 * “The quality of a man’s life is direct proportion to his commitment to excellence, regardless of his chosen field of endeavor” (148). Explain what this quotation means to you in your own words.

4. Interactive Letter Writing Assignment: (Remainder of Class) - Students will write a letter from Junior’s perspective -Students will exchange letters with one another and respond to the letter from Rowdy’s perspective. -Students will then share their responses in front of the entire class (extra-credit)


 * HW:** Use your vocabulary words in complete sentences.


 * 11/9/11**

1. Complete Interactive Writing assignment (20 minutes) -switch papers. -Write your name on the other person’s paper so I can give you credit. -Read their essay -Respond to their letter as if you were Rowdy. -If you did not complete yours yesterday, you will have to respond to your own.

2. Have students share their essays out for Extra Credit.

3. Review Homework (5 minutes)

4. Review for Quiz (30 minutes) independently study vocab words (5 minutes) -fly swat Review Game against me (15 minutes) -have the students face off and write sentences on the white boards (10 minutes) -have students independently write incorporate their words into sentences, and have them approved by me (Remainder of Class)

5. Take quiz (10 minutes)

6. Characterization Activity: The questioning game… from both Junior and Rowdy’s perspective… -can only ask questions -incorporate other character when becoming trite.


 * 11/10/11**

1. Extended Short Answer Responses to essential questions (40 minutes)

2. Have students read pgs. 150-158 and answer associated guiding questions (20 minutes)

3. Have students complete literary term project for the remainder of class.
 * remind them that this is a project grade.


 * Week: 11/14-11/18**


 * Due Dates:**


 * -Notebook Check - 11/18/11**


 * 11/14/11**

1. Read/Re-Read pgs. 150-158 and answer guiding questions (20 mins) -If students have already completed this, have them work on their storyboard assignment. 2. Discussion of Guiding Questions (5 mins) 3. Review vocabulary quiz (10 mins) -Have students who received full credit write the answers on the board. -Have the students use the words in a sentence: call and response activity. 4. Allow students to finish answering the short answer questions. (15 minutes) -if students are already done, I will have them complete the story board activity 5. Allow students to complete the literary term scavenger hunt. 6. Introduce story board activity.


 * 11/15/11**

- If students are done, I will allow them to complete their story board activity.
 * Have students complete their Short Answer Quiz (20 minutes)

1. Read pages 159-167 and answer guiding questions part 21 (20 minutes) 2. Read pages 168-178 and answer associated guiding questions.

3. Complete short answer quiz

4. Complete the storyboard assignment


 * 11/16/11**

1. Re-read pages 169-178 and answer guiding questions. (20 minutes)
 * In depth discussion…
 * Lazaro and Austin Kiser will be leading the discussion…

2. Have students complete the capitalization pre-test (10 minutes)

3. Go over guided notes part 1 on capitalization (20 mins)

4. Go over capitalization worksheet with the students (10 minutes)

5. Capitalization guided notes part 2 (20 minutes)


 * HW:** Capitalization HW


 * 11/17/11**

1. Read pages 180-189 (20 mins)
 * answer associated guiding questions.
 * Stop and have a critical discussion of this excerpt.

-Aryn and Marissa will be leading the discussion.

2. Capitalization Notes Part 2 (15 minutes)

3. Capitalization Paragraph Scavenger Hunt Assignment (20 minutes)
 * Review the answers on the overhead.

4. Read pages 189-198 (30 minutes)
 * Complete guiding questions.

5. Final Capitalization review activity/homework


 * 11/18/11**

1. List Writing Assignment (30 minutes)



-Check Notebooks
 * Short discussion of the text.

2. Final Capitalization Review Activity (15 minutes)

3. Independent studying (10 minutes)

4. Take quiz (10 minutes)


 * Week # 14**


 * 11/21/11**

1. Read pages 189-198 (20 minutes)
 * Please prepare for a brief discussion.

2. Review capitalization quiz with students.
 * also make sure to hand back their scavenger hunt activity.

3. Read pgs. 199-213 and answer associated guiding questions 24-25 (30 mins)



4. Questioning Improvisational Game (15 minutes) -students will maintain conversations (as characters in the text), yet they can only communicate with each other through questioning.

5. Discuss hope and make additions to the classroom graphic organizer.

6. Continue reading if there is time.


 * 11/22/11**

1. Read pages 214-218. (15 mins)
 * complete associated activities.
 * brief discussion.



2. Discuss with students the importance of the end of the book, and how to approach an end of the book. Also, discuss with them that it is alright to have an emotional response while finishing such a powerful book…

3. Have students read pgs. 219-230 on their own. (40 minutes) -Have them complete the associated activities and writing assignment as well.

4. Have a think pair share, and then a group discussion around the topic.

5. Move the desks, and have a Socratic seminar for the remainder of the class based on the discussion questions.



6. Have students complete 4-3-2-1


 * Week # 15**


 * Due Dates:**


 * -Progress Report Due- 12/2**
 * -Absolutely Test - 12/2**


 * Monday**

1. SSR: Have students reading through the text in order to prepare for final discussion questions.
 * allow students to come up with substantial answers. (20 minutes)

2. Model the tenets of Socratic Seminar (5 minutes)

3. Review the Rules: 1. Only one person talking at a time. 2. Always stay focused and use the text to support your answer. Never just give your opinion. 3. Have your book so you can be ready to draw from the text. 4. Don’t raise your hand… participate as if this is a polite, group conversation. 5. You will receive a grade on your participation in this. 6. Eye contact is crucial, and make sure that you are engaging with each other’s comments.
 * move the desks into a circle…

4. Socratic Seminar (20 minutes)…. Using final discussion questions.

5. Introduce the Sherman Alexie letter writing assignment.

6. Allow students to work on this letter for the remainder of class…


 * Tuesday**


 * Start- Up**
 * 4-3-2-1

-Have Homework (letter) on your desk

1. Have students peer edit each other’s letters (15 minutes)
 * Word Grave Yard and No Excuses List
 * If students were absent I want you to use this time to go ahead and get started on your writing.

2. Have an envelope decorating contest ( 20 minutes)
 * Give all students a white Sheet of Paper.

address:

FallsApart Productions

PMB 2294

10002 Aurora Ave N #36

Seattle, WA 98133

-have students focus on how to correctly label and mail a letter. -Best Envelope will be the one in which we use to send all of the letters.

3. Head to the computer lab for the remainder of the period so that the students can type their letters.
 * Teach students how to correctly punctuate their titles.

4. Students must have me proofread and another classmate to proof-read before their letter can be eligible for sending off.


 * Wednesday**


 * Have students read “Hurricane” article



-complete allusion activity 1. hand back guiding questions (20 mins)… and have students read through them and reflect on all of the work that they have done throughout the course of this unit. -give all students a paper clip for these. -make students put them in chronological order.
 * Truly focus on teaching effective study skills during this process.

2. Hand out the study guide to the students.

3. Re-teach/Revisit the vocabulary section of the unit (referring to the study guide)

4. Re-teach/Re-enforce literary terms.

5. Have students work on their study guide for the remainder of the period.


 * discuss short answer sections


 * Thursday**

1. Have students complete a final proof-read of their letters in the computer lab (20 min) -print the letters. -submit them to turnitin.com (contribute to their digital writing portfolio).


 * If you have already submitted your letter, you need to study for the test by reviewing the online quizzes posted on my website.

2. Independent work/study time for the test (15 min)

3. Jeopardy

4. If there is extra time…. We will play the vocabulary fly swat game.


 * Friday**

1. 10 minutes of independent studying. 2. Take Test (45 minutes)
 * Complete Vocabulary Fly Swat Review.
 * if students finish early, they can keep working on their envelope design.
 * If you finish early I have a grammar based assignment that you need to start working on.
 * I Am Poems


 * Week # 16**


 * Due Dates:**


 * -Vocabulary Quiz- 12/9**
 * -Notebook Check- 12/9**


 * Monday**

1. Theme V. Topic Guided Notes (10 minutes) 2. Have students create a venn-diagram on the opposite side (5 mins) 3. Have students come up with a theme from the text on a scratch sheet of paper (15 minutes) -have them share out. -discuss whether or not they have come up with a valid them by putting it through the test. -have a recorder writing down all of the really strong themes that everyone has come up with (Aryn). 4. Pass out Odyssey Pre-Learning essay and have the students work to complete 5. Odyssey Vocabulary-Guided Notes

6. Vocabulary Teaching Activity




 * Wednesday**

1. Have students read through their vocabulary list. 2. Have students write down their vocabulary words on their note cards. 3. Group Brainstorm on what students know about Greek Mythology, have them share out responses and document on large post it note (10 minutes) 4. Pass out Guided Notes on the Greek Gods that students will need to know about for our reading of “The Odyssey” (20 min)
 * Guided Notes
 * Briefly review the gods component.
 * remind students that they will be having a quiz on these gods tomorrow.

5. Review Power Point on the Gods -have students take their own guided notes. -underline the god’s name and write down two important facts.

6. Watch Reinforcing film clips.

Poseidon: []

Apollo: []

Zeus: []

Athena: []

Exit Ticket: Which god are you the most particularly interested in? Why?


 * If there is extra time, complete the Vocabulary Group Work activity!!!


 * Thursday**

1. Briefly review for the quiz 2.Take short quiz on Gods and Goddesses (5 minutes) 3. Short Film clip from “Troy” - [] 4. Powerpoint on the History of the Trojan War (25 minutes)
 * Independent Studying

5. Have students take quiz. -checking for understanding. 6. Show Video Clip… this is where we will begin. []
 * Have students take guided notes
 * Immediately Review the quiz with the students.

7. Read pages 291-293 and then have students work on guiding questions
 * at this point read aloud with students.


 * Friday**

1. SSR: Read through pages 295 (20 minutes) 2. Brief discussion of guiding questions. 3. View supplementary film clips.
 * Have students answer guiding questions
 * Re-read this out lod with the students.


 * Week # 17 (12/12-12/16)**


 * Due Dates:**
 * -Vocab Quiz- 12/12**
 * -NB Check- 12/16**


 * Monday**

1. Students will independent study their flash cards and vocabulary words (10 mins) 2. Quick verbal review 3. Fly Swat (me vs. the students) (10 mins) 4. Take vocabulary quiz (10 mins) 5. *Think Pair Share: 25 mins 6. Character Relationship Scavenger Hunt
 * break students into groups of four.
 * Have them read the text.
 * Summarize the major events: create 5 bullet points
 * Share the information with their classmates by presenting.

7. When students are done… I will initiate debate about whether or not Odysseus deserves his punishment.


 * Tuesday**

1. Read Pages 294-296. (20 minutes) 2. Watch clip from the film (10 minutes) [] 3. Discuss the guiding questions with the students. 4. Introduction to Essay assignment (20 minutes) -Discuss the Prompt. -Class Debate: does Odysseus deserve the punishment? -Review Thesis Statement Notes (from my website) -Review Template (Tiffany’s example) 5. Allow students thirty minutes to compose their essay.
 * Answer Guiding Questions Part Two 1-6.
 * Review Character Scavenger Hunt from the previous day.
 * If students finish early then they will be allowed to read ahead.


 * Wednesday**

1. Read pages 297-300. (25 minutes) 2. Discussion of guiding questions (10 minutes) 3. Watch Clip from the ’97 film (15 mins) [] -start watching this clip at 6:15 [] -quit watching at 5:47 4. Introduce Vocabulary Part 2 (20 minutes) 5. Have students complete a brainstorm for examples of EPICS 6. Have students complete a brainstorm examples of stories that involve odysseys 7. If there is extra time… simply read ahead. 8. Question of the day: If you found out that all of your best friends had been turned into pigs, what sacrifices would you make to get them turned back into humans?
 * answer the remaining guiding questions
 * have students complete note cards for this.
 * Log this information on a large sticky note.


 * Thursday**


 * Watch this clip, starting from 8:22: []
 * Watch this clip up until 2:34
 * []**

-Briefly discuss the differences between the film and print version.

1. Read pages 300-302 (15 mins) 2. Discuss guiding questions. 3. Have students copy their vocabulary words down on their flashcards. 4. Cultural significance power point (25 minutes) -Focus on how many aspects of both our popular culture and literature are indebted to this text.
 * Answer guiding questions part three 1-6.

5. Read pages 303-305.
 * students will answer the remainder of the guiding questions.

2:25-7:30
 * We will watch the following clip
 * []**


 * Friday**
 * Guided Learning:**

We will watch the following clip 2:25-7:30
 * []**


 * Read pages 302-305 and finish answering guiding questions part 3.

1. Read pages 306-310 (25 minutes) 2. Watch supplementary film clips (30 minutes)
 * Answer Guiding Questions Part 4

[] -Circe Clip

[] - watch entire clip

[] - watch until 1:20

3. Discuss all of the differences of these short film clips and what takes place in the text…
 * discuss why the filmmakers decided to take creative liberties!

4. Allow students to compose their rough draft: Does Odysseus Deserve the Punishment?


 * Week # 18**


 * Monday**

1. Independently study Odyssey Vocabulary List # 2 (10 minutes) 2. Review Game (Fly Swat) (10 minutes) 3. Verbally review vocabulary (5 minutes) 4. Take Vocabulary Quiz (10 minutes) 5. Re-Read Pages 306-310 (15 minutes) 6. Read 310-313 (15 minutes)
 * make sure that I distinguish between the noun form and the adjective form of “Epic.”
 * have students complete the guiding questions for this assignment
 * briefly discuss the answers to this portion of the text.
 * answer guiding questions part 5 questions 1-6.

7. *Watch until the end of the clip starting at 6:55 8. Discuss similarities and differences between the two versions. 9. Read ahead if there is time.
 * []**


 * Tuesday**

1. Read pgs. 313-315. (15 minutes) 2. Watch this clip: (15 mins) [] 3. Have students read pgs. 315-318 (20 mins) 4. Watch the last part of the film (12 mins): [] 5. Discuss similarities and differences between film and text: Theme v. Topic Exercise 6. Socratic Seminar Based on Discussion Questions.
 * answer guiding questions 7 and 8.
 * Discuss guiding questions.
 * have them complete the guiding questions.
 * Brief discussion of guiding questions.


 * Week # 19**


 * Due Dates:**


 * -1/4 - Final "How Would You Feel?" reflection essay**
 * make sure to submit this on turnitin.com**


 * Tuesday**

1. SSR 2. Discussion: -What is the best gift that you either received or gave over the holidays? -Have students share out their answers.
 * Explain to them that the gift giving will continue, and I have decided that there is no way that I will give them a test on the Odyssey. Instead we will be finishing our creative writing assignment, and composing our final draft of the argumentative essay.
 * If you completed your study guide over break, I will award you with extra credit for your efforts.

3. New Years Reflection:

-Have students share, and clap for them accordingly.
 * Write down one New Year’s Resolution that is academically related… Please be prepared to briefly share out your responses.


 * Now: Write your New Years Resolution as if you were me (focus on the one thing that I should strive to do as a teacher).
 * I will be using these as a resolution for myself.

4. Explain to the students that we will be “polishing” the Creative Essays that they have already composed
 * For students that did not receive one back, let them know that they can work on these while they are in the lab, and complete them for homework as well.

5. Head to the computer lab so that the students can type their essays.
 * Students will submit drafts to me as we are working, so that I can continuously make edits on their work.


 * Wednesday**

1. Have students read the lyrics to “Wedding Song”


 * Have them make conjectures as to…

-Who is the author of this text? -Why do you think this is the author?


 * Play the song, and then have the students answer the questions.


 * review on the overhead projector.


 * Continue to discuss the cultural significance of the text.

2. *Discuss expectations for the film viewing exercise.


 * Discuss the role of adaptation, and how the contrastive analysis of the worksheet will serve as a quiz grade.


 * Begin film viewing of “O Brother”


 * Thursday**

1. Short Reading on Adaptation, and Background information for the film. 2. Discuss answers that we have found thus far in the text. 3. Continued film viewing/contrastive analysis.
 * SSR


 * Friday**


 * Read teen disappearance article

-Make conjectures about what will happen to them.

1. Have students complete their reflective writing assignment.
 * If students finish early, then they will read NYT articles, and complete associated activities.

2. Discussion definition of adaptation and symbolism from the “O Brother.” -circle -Importance of names -blindness -religious allusion: flood/Water, cross, and redemption -transportation -power of music

3. Complete //Odyssey// grammar exercise from the book. -Explain to students how to approach these types of assignments: read through the article first. -give students fifteen minutes to complete their work. - Have the students grade each other’s assignments. -Review answers. -Discuss their needs.

4. Review of basic concepts with students : Comma Rules, Punctuation of Titles, Fragments and Run-Ons

5. Complete celebratory New Years Resolution with students.


 * Week # 20**


 * Monday**

1. Complete //Odyssey// grammar exercise from the book…. (25 minutes)


 * Page 6 of Green Grammar Book

-Explain to students how to approach these types of assignments: read through the article first. -give students fifteen minutes to complete their work. - Have the students grade each other’s assignments. -Review answers. -Discuss their needs in regards to grammar.

2. View Power Point of Shakespeare Images (10 minutes)


 * guess as to why all of the images are so different?
 * What is the meaning behind the differences of these images?

3. Read Shakespeare Biography (10 minutes)
 * remind students to highlight what they think is important information.
 * remind students to pay attention to the dates.

4. Take quiz on Shakespeare’s Biography (10 minutes)


 * Review Quiz

5. View Movie Trailers and film clips:

Anonymous: []

Shakespeare in Love

[]

Shakespeare v. Dr. Seuss

[]

Romeo and Juliet

[]


 * Discuss cultural significance/legacy

6. View First fifteen minutes of //Shakespeare in Love// (15 minutes)


 * Focus on Cultural Context of Elizabethan England

7. Have students complete viewing guide, and associated short answer response (25 minutes)


 * Discuss students’ answers


 * Tuesday**

1. Show students where to find the link for the Shakespearean web quest on my website. 2. Show students the steps that they need to follow to complete the webquest. 3. Head to the computer lab and have students begin the Shakespearean/Romeo and Juliet background information webquest.


 * Wednesday**


 * Have students take a quiz on my website address.

1. Head to the lab and have students continue to work on their webquest.

2. Stop periodically to have students answer questions and complete discussions in regards to the sections of the webquest they are completing.


 * Thursday**

1. Independent work in the computer lab/finalize speech, presentation, and portfolio.

2. Students will give their presentations.


 * If students finish early, then we will start viewing the Romeo and Juliet Film


 * Friday**

1. Have students print their webquests and we will discuss their answers. 2. Share Shakespearean Insults 3. Organize students’ binders and returned work: reiterate the importance of keeping an organized binder as we head through the home stretch.


 * Week # 21 - 1/17-1/21**


 * Tuesday - 1/17**

1. Take a moment and read through your Shakespeare Web Quests.


 * If you do not have yours, then log onto one of the computers and print yours out.

2. Review the answers with the students.

3. Have a discussion with the students about their answers.

4. Share our Shakespearean Insults out with the class.

5. Have students re-read the Shakespeare Bio Information.


 * Wednesday - 1/18**


 * Start-Up (15 minutes)**

Students read through the Shakespeare Biography Handout and underline what you think are the five most important facts about Shakespeare.


 * List these facts on the bottom of the sheet
 * Have students decide on the most important facts as a class and Post them on a oversized post-it note in the classroom.

1. Have students read through the Shakespearean Language Handout on their own, high-lighting what they think is the most important information (15 minutes)

2. Review the handout/notes with the students, showing them the information that they need to highlight (20 minutes)

3. Allow them to try and answer the questions in which they have to insert the correct Shakespearean pronouns (20 mins)
 * Make sure that they are all using pencil.
 * have students make corrections to any errors that they have made.

3. Improvisational game using our new pronouns: Write a 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.
 * Confrontation Exercise:


 * Use only Shakepearean forms of the second person: thou, thine, and thy!


 * Have students share these letters aloud for extra-credit.

4. *If we could compare Shakespeare to any person from our culture right now, who would it be, and why???

Example: Steven Spielberg, Lil Wayne, Nas, Jay-Z, Stephen King, etc.


 * Thursday - 1/19**


 * Sonnets:**




 * Start-Up:**

Students will read Sonnet # 130


 * They will answer the following questions:

1. What is this poem about? 2. Who do you think wrote this poem? 3. What is the “form” of this poem? 4. What is the poet’s tone?


 * Have students find the five punctuation errors and one comma error in the Shakespeare Biography Poster.


 * Guided Learning**

1. Review Iambic Pentameter and Sonnet Structure with students via guided Notes.
 * have students take the notes (15 mins)




 * Have students pull out a blank sheet of paper.

2. Challenge students to write a quatrain in iambic pentameter (quiz) about anything of their choosing (10 mins)

3. Have the students write a couplet in iambic pentameter on the same sheet (5 mins)

4. Have students share their poems with their classmates (speed dating poetry sharing) (15 mins)


 * I will access their knowledge of this as I move through the classroom and listen to their sharing.

5. Have students perform a choral reading of Sonnet # 18.


 * Friday - 1/20**

1. Pass out the handout of Shakespearean Sonnets -What is the poem about? -What is the poet’s tone? -What is the form of the poem?
 * Have students read sonnet 18 again
 * Have students answer the following questios:

2. Show students the paraphrased version of this poem.
 * discuss with students the paraphrase process.

3. Have students complete paraphrase of Sonnet # 130 (20 minutes)
 * remind students that this a major classwork grade.

4. Have students compose a sonnet of their own
 * write sonnet structure on the board.
 * we will be publishing these sonnets!!! And using them as the first round of submissions for our class poetry anthologies.