zzz+-+Honors+English+3+-+Spring+2014


 * On this page you will find daily assignments and important handouts


 * Syllabus**




 * Parent Letter**




 * Week # 1 - 8/27/13 - 8/30/13**


 * Due Dates:**

-8/28/13- Signed Parent Contact Sheet -8/29/13- Registration for Turnitin.com account -8/29/13- Letter to Mr. Jarman via turnitin.com -8/30/13- Summer Reading Assignment -8/30/13- NB Check


 * Tuesday - 8/27/13**


 * Start Up:**

Why do you want to take this course? Please answer the following question by writing one paragraph. Please use supporting detail to support your response/claim.


 * Guided Learning:**

1. Pass out syllabi while students are completing their start – up.

2. Have a few students volunteer to share out their responses.

3. Review the syllabus with the students. --- In doing this, show them how to navigate my site. -allow them to review them individually. -have them highlight what they think are the three most pertinent pieces of information.

4. Physically review the syllabus with the students. -pay special attention to the attendance policy and the bathroom policy. -Role Play: --- If there is enough time.
 * bathroom dance
 * cleaning the room
 * phone
 * tardies

---PASS OUT ACADEMIC Calendar and review dates.

5. Give students a copy of the Parent Letter -tell students to disregard the little note on the first page. -encourage the students to fill out the student information section if there is enough time. -remind students that they will need to return the whole packet to me.

6. Assign the Letter Writing Assignment. -Have students write down the due date --- Thursday, 11:59 PM to turnitin.com -Give student form for turnitin.com

7. Address the Summer Reading Assignment.


 * Allow students to continue working on their assignment.

1. Study for rules quiz 2. Get parent contact sheet signed. 3. Create turnitin.com account.
 * HW:**


 * Wednesday - 8/28/13**


 * Start Up:**

1. Please write a one paragraph response to the following question. What is a potential topic that you would like to research for your Junior Project? Why are you interested in researching this topic?


 * Study for your rules quiz.
 * Have signed parent letter ready to turn in.


 * Guided Learning:**

1. Vocabulary Pre-Assessment – 30 minutes
 * explain to students what they need to do when they are done with their assignment.

2. Group based rule quiz… students have a minute to answer in groups collaboratively on their whiteboard.

3. Give students my letter and ask them if they have any questions.

4. Hand out the No Excuses List and review with students the significance of this list. -Show students where this will be going in their binder.

5. Assign Sherman Alexie – “Superman and Me” analysis assignment. -model text annotation. -allow students to work independently on the assignment for the remainder of the period.


 * HW:**

1. Complete Registration for turnitin.com 2. Complete Sherman Alexie Analysis activity. 3. Letter Writing Assignment.


 * Thursday - 8/29/13**


 * Start Up:**

1. In two to three sentences, explain whether or not you enjoy multiple-choice tests. Please support your claim with supporting evidence.

2. Please describe one specific strategy that you employ in order to maximize your success on multiple choice questions.


 * Turn in Parent Letters if you have not done so already.
 * Have “Superman and Me” Homework assignment.
 * Make sure that your name is on your HW assignment


 * Guided Learning:**


 * Briefly discuss students’ responses to their start up questions.

1. Students will complete AP Style Multiple Choice Test. --- 1-24.
 * allow the students thirty minutes to complete this assignment.
 * Remember to use scoring sheet.
 * Have students individually score their responses.

2. Hand out no-excuses list…
 * Review the concepts associated with the list with the students.
 * Have the students identify what they thing are the three most important rules.

3. Students will work in their designated groups in order to come to a consensus about the author’s claim/thesis.
 * They will then designate one of their group members to write down this claim and the three best pieces of supporting evidence that they can find in order to.
 * Students will designate a presenter that will share the group’s claim to the rest of the class along with one piece of supporting textual evidence.
 * Reiterate to students that this is one of the most important parts of AP Language… Deciding what the author’s message/thesis is.

4. Have students read the Conroy Letter to themselves. -encourage students to read through this one time without annotating it.

5. Have students start working on the Conroy analysis assignment.


 * HW**

1. Complete Conroy “Letter Analysis” Assignment 2. Finalize “Letter to Me” and submit to turnitin.com


 * Friday - 8/30/13**


 * Start Up:**

1. What adjective would you use to describe Pat Conroy’s “tone” in this letter and why?

2. Locate an allusion inside of his letter and discuss its significance.

3. What adjective would you use to describe the diction in Conroy’s letter?

4. In the most simplistic form, what is the author’s claim?


 * If you finish your start-up early, take a moment fully organize your notebook.
 * I will be collecting your start –up sheet


 * Guided Learning:**

1. Review the start – up with students and then collect their start-up sheets.


 * Pass Out AP Grading Rubric and have students place this in their notebook.

2. Announce to students that we will be addressing the essay question from the Conroy Letter.

3. Break down the prompt with the students.

4. Introduce the Critical Analysis Grid to the students and allow them fifteen minutes to complete this process.

5. Discussion of Expectations for the Class --- as far as workload goes.

At any time if you want to talk with me about the nature of the course… or whether or not this is the right course for you, just come and see me. I am not in the business of pushing people out of my course. If you like a challenge, you are ready to work, and you turn your assignments in on time… you will be fine.


 * HW:**

1. Try to obtain a copy of //The Crucible// and //The Norton Reader// 11th edition.

2. Rhetorical Situation essay.


 * Week # 2 - 9/3/13 - 9/6/13**


 * Due Dates:**


 * -9/6/13- Vocabulary Quiz**


 * Tuesday - 9/3/13**


 * Start Up:**

1.//With the following information, please correctly introduce and incorporate the quotation into a complete sentence.//


 * Author:** Pat Conroy


 * Quote:** My English teachers pushed me to be smart and inquisitive, and they taught me the great books of the world with passion and cunning and love.

2. When completing timed writings, do you need to cite the author’s name or page number?


 * Have HW on your desk.
 * Make sure that your critical analysis grid is complete.


 * Guided Learning:**

1. Short multiple choice sample.
 * Same sheet as the other MC assignment.

2. Review the start – up with students verbally.


 * write a correct example on the board.

3. Pass out the quote integration sheet, and review the process with students.

4. Have students successfully integrate the quotation from their start –up on a scrap sheet of paper and turn it into me.

5. Give students the AP Essay Template, and review the following items with them:

- Shoot for 4 body paragraphs. If you go beyond that, it is totally fine.

- Focus on what the question being asked of you is.

- Write in the third person present tense when writing about literature.

-Topic sentences and concluding sentences are helpful for your reader.

-Remember to correctly integrate quotes

-When referring to the letter, please put in quotations.

6. Show students how they should use their analysis grid as a guide.

7. Give students thirty five minutes to compose their essay.

8. Introduce new vocabulary from the country designated list.


 * Pass back multiple choice scores if there is time.


 * HW:**

1. Incorporate all of your vocabulary words into grammatically appropriate sentences. Please underline your words.

2. Try to obtain a copy of //The Crucible…// Please check out at the library if you are able.

Wednesday - 9/4/13


 * Start Up:**

1. What was the most difficult aspect of the timed writing yesterday? Please explain your answer in specifics and brainstorm some strategies or skills you need to develop in order to improve.

2. What is something that you did well? Please explain in detail.


 * have HW on your desk. – I will be coming around to check it as you work on your start – up.


 * Guided Learning:**


 * Discuss Start – Up

1. Review the vocabulary words in more detail

2. Have students read over each others’ sentences… marking it up for both grammar and whether or not the sentences are effectively communicating meaning.

3. Identify words that students are struggling with and review examples of how to use them effectively.

4. Review the AP Essay rubric in extensive detail with students… -The importance of understanding the rubric and how it will ultimately contribute to success on the exam.


 * Have students review elements of good writing… before they grade… give them something to look for when making comments.

5. Have students switch essays with their partners. Students will give a grade and write a 2-3 sentence justification statement citing the language from the rubric about why the students received their grade.


 * Post Elements of Good Writing on the board. Have students use this as criteria as well.

6. Students will return their papers to their partners and they will then grade their own work. Once again, they will write a 2-3 sentence justification statement about their grade.

7. I will collect these essays and I will give them a final grade and make additional comments.
 * students will have the opportunity to complete a re-write during tutorial.

8. Students will then share their rhetorical situation essays with their partners
 * students will read each other’s writing and give it a grade on a scale of 1-10 on perceived effectiveness, and write a mini statement about the effectiveness of the strategies that their partners used for persuading the reader.


 * HW:**

1. Research the term rhetoric, and locate/create a working definition.


 * Thursday - 9/5/13**

1. Multiple Choice Corrections. -Students can work on corrections for their multiple choice. -If students finish early or are already finished, then they need to create flash cards for vocabulary. -Turn in any missing assignments (with the exception of homework)
 * Students need to be reminded to write a two sentence justification statement and staple the corrections on the back of their answer sheet.

2. Essay Re-Writes
 * pass back student essays.
 * remind students of effective tips for good writing.
 * Students will have thirty minutes to re - write their essay.
 * When students are finished, they can personally decide which essay to submit.

3. Vocabulary Review: -allow students five minutes to study independently -have students share out successful strategies for remembering words/studying. -Have students gather in their groups and prepare for the day’s review activities:
 * This will culminate in a student/teacher challenge.


 * HW**

1. Study for your vocabulary quiz.


 * Friday - 9/6/13**


 * Start Up:**

Identify the two words that you are struggling the most with. Then write a paragraph in which you successfully incorporate these words into a sentence along with at least three additional vocabulary words.


 * Guided Learning:**


 * Students will take the vocabulary quiz…

1. Review Basic Notes on Rhetoric and the Rhetorical Triangle. 2. Review TED talk video so that students can visualize rhetoric [] -first time just watch and enjoy. -second time… take notes as you watch in your notes section. -complete the multiple choice section through groups. 3. Give Rhetorical Triangle to students and review this with them. 4. Have students identify Ethos, Logos, and Pathos in their letters. If they don't have a letter, they can either work with a partner or complete the assignment. 5. Have students use highlighters to identify ethos, pathos, and logos… If there is an appropriate balance... then you should have an effective piece of writing. 6. For the remainder of the class period, have students share their responses… and we will have a contest to see who can write the most persuasive essay through the use of ethos, logos, and pathos. 7. Review image of Einsten, and have students brainstorm background information. Question… Why do we remember this guy. 8. Review Homework assignments for the weekend.
 * Watch the film twice:
 * We will focus first on how this applies to us as writers, and then we will start completing rhetorical analysis of other people’s wrting.


 * HW:**

1. Eintstein Letter Rhetorical Analysis 2. Find an effective “advertisement” from a magazine and bring it to class on Monday.


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


 * Due Dates:**

-9/12/13- Vocabulary Quiz -9/13/13- Quiz on weekly writing notes. -9/13/13- Finalize selection for Independent Reading Project.


 * Monday - 9/9/13**


 * Start – Up:**


 * Remember that you will be completing your start –up on your own sheet this week, and each day should be formatted as follows:

Monday, September 9, 2013

1. Re-Draw the rhetorical triangle from your notes on Friday. 2. Provide a definition of ethos, pathos, and logos. 3. Identify Einstein’s purpose/claim in his letter, and provide supporting textual evidence.


 * Have HW on your desk.


 * Guided Learning:**

1. Preview the terms anecdote and consumption with students. Remind students that Twain is known for his colloquial style. 2. Have the students complete the practice multiple choice assignment. - Have students number 39 – 55 on their paper. -Allow students twelve minutes to read the short passage and answer the question.

3. Have a brief discussion about how they felt about this passage.

4. Make sure to return student’s graded work.

5. Return students graded essays. -allow students to read through the comments. -If students have any questions about grading policies, they can see me after school or during tutoring.

6. Have students take guided notes on what I noticed from this round of essays. Remind them that these notes along with their essay needs to be placed in their writing section.


 * Notes:**


 * 1. Avoid “water is wet” statements.**
 * Example: The writer uses diction in their essay….**


 * 2. Capitalize the word English!**


 * 3. Always introduce quotes.**
 * Example: Pat Conroy States, “…….”**


 * 4. Do not start a body paragraph with a quote from the text. Instead… WRITE A TOPIC SENTENCE that lets your reader know what the paragraph is going to be about.**


 * 5. Do not end a paragraph with a quote from the text. Instead… WRITE A CONCLUDING SENTENCE**


 * 6. When writing analytical essays, identify successful literary techniques of the author, and then analyze how the use of these techniques help the author achieve their purpose or claim.**


 * 7. When writing by hand, __underline__ the titles of books.**

7. Complete SOAPS TONE and Einstein Letter Gallery Walk activity. -assign each group an element of SOAPS TONE or EPL -have students work collaboratively come up with a group answer for each one of their elements. -Have them write their answers on butcher paper, and place them on the wall in the classroom. -Have each group share their answers out.
 * Celebrate as a group… we just complete our first rhetorical analysis!!!

8. Pass out vocabulary List # 2 and allow students to begin working on their HW.
 * Make sure to show the Rhetoric video to third and have them take a quiz on this material.


 * HW:**

1. Incorporate all of your vocabulary words into grammatically correct sentences in a way that demonstrates your understanding of those words.

2. Find an example of an effective advertisement, and bring in the hard copy to class.


 * Tuesday - 9/10/13**


 * Start Up:**

1. Provide a definition of ethos, pathos, and logos. 2. Incorporate the word camaraderie into a complete sentence. 3. Are there any classic American novels that you would like to read? If so, what is the novel, and why are you interested in reading it.


 * Make sure that you have your HW on your desk…. Both your sentences and your advertisement.


 * If you have your own personal highlighter, please take this out at this time.


 * You will also need the copy of your Rhetorical Situation essay # 1 for today’s lesson.


 * Guided Learning:**


 * Introduce the new novels for the Independent Reading Project.

I will be officially assigning texts tomorrow… make sure that you research the book you are wanting to work with.

1. Review the start – up questions with the students. 2. Have students review each other’s sentences… looking for awkward phrasings. 3. Post vocabulary list and review this list with the students. 4. Return multiple choice scores to students and allow them to check their grades. 5. Review Further Notes on Ethos, Pathos, and Logos 6. Have students take out their “Rhetorical Situation Essays” -have students first attempt to identify “ethos,” they will get another color highlighter and attempt to find “pathos” in their letter. They will switch highlighters again and identify “logos.” -When students are finished, they will then place this in their “notes” folder. -If students cannot find their letter, then they will simply need to work with a partner. -Students will determine whether or not there is an appropriate balance between all elements of the triangle and then explain whether or note they think there letter is effective. 7. Students will then complete a rhetorical analysis of Conroy’s Letter using the SOAPSTONE Template. -Review the template with students. -Encourage students to look at this work from a rhetorical vantage point.
 * allow students to re-write the sentences that they “struggled” with.
 * make sure that students have highlighters
 * have students modify the information about ethos… make sure that students know that ethos deals with credibility.


 * HW:**

1. Study your VOCAB! 2. Complete Conroy Rhetorical Analysis


 * Wednesday - 9/11/13**


 * Start Up:**

1. After our various discussion on the topic of rhetoric, please come up with an all encompassing definition for the term.

2. At this point, which book are you thinking about reading? Please explain why.

3. Please incorporate the words “patronage” and “arbitrary into complete sentences.


 * Have your HW on your desk.
 * If you were absent yesterday, please see me for your missing assignments.


 * Guided Learning:**

1. Have students go “book shopping”


 * set up book stations throughout the room.
 * record numbers of borrowed books.
 * have students fill out book receipts and return them to me.
 * If students already have their book, they can just simply study for their vocabulary quiz.

2. Quick Vocabulary Review using whiteboards…

3. Have students complete a visual rhetoric analysis of their advertisement.


 * HW:**

1. Complete visual rhetoric analysis of advertisement. 2. Study for VOCAB quiz.


 * Thursday - 9/12/13**


 * Start Up:**

Identify the two words that you are struggling the most with. Then write a paragraph in which you successfully incorporate these words into a sentence along with at least three additional vocabulary words.


 * Make sure that your Visual Rhetorical Analysis is attached to your advertisement before you turn it in.

G**uided Learning:**

1. Students will take their vocabulary quiz. 2. Review Nuts and Bolts with students. 3. Have students read Faulkner essay on page 38 of the AP success book once and identify what the author’s purpose or claim is. 4. Discuss the question that is being asked of them for the essay assignment. 4. Have students complete the SOAPS TONE analysis situation in order for them to understand the rhetorical situation. 5. Have students read through the text again and have them identify the rhetorical and literary devices that the author is using in order to achieve his purpose. 6. Remind students that they can discuss the manner in which he uses ethos, pathos, and logos… yet they need to discuss these in specifics and to avoid general statements. 7. Have students complete the critical analysis grid to analyze the strategies that the author uses to prove his claim. 8. Remind students that they can use both of these sheets tomorrow when they complete their timed writing.
 * Remind students that they can not write in the book.
 * have students convene as a group to identitfy what they think the author’s purpose is and to share out their answers.


 * HW:**

1. Study for writing notes quiz. 2. Start working on Independent Reading Project


 * Friday - 9/13/13**


 * Start Up:**

1. Re – Write the seven pieces of advice from the writing notes in your own words in the most condense manner possible.


 * remember that this is an excellent study technique!


 * Make sure that you have a copy of your IRP book on your desk.
 * Remember that I will be collecting your start - up assignments today.


 * Guided Learning:**

1. Group quiz on the writing notes. -students will have seven minutes to write down the rules. -students will have seven minutes to convene with their group and work to collaboratively produce their best reproduction of the “seven writing rules.”


 * Review writing Reminders with students**

-Follow the rules that you were just quizzed on. -STAY focused on the author’s purpose and how they achieve it through literary and rhetorical devices. -Write in third person! -Write about the content of literature in the present tense!

Literary Devices and Rhetorical Devices for essay:

-Tone -__ diction -allusion -repetition -how the author establishes ethos/credibility -use of logos/logical appeals -use of pathos/emotional appeals -other literary devices that you deem effective

2. Allow students forty minutes to compose their essays in response to the Faulkner reading on page 38. -let students know that they can finalize their notes and organize their essay during the time. -Let students know that they can any and all of their writing notes. -Remind students to continuously stay focused on the question being asked of them.

3. Have students grade their own work and write a 2-3 sentence justification statement explaining why they received that particular grade.

4. They will switch their papers and they will have a partner read their work, grade it, and write a 2-3 sentence justification explaining the grade they gave the paper.

5. They will then average the two scores that they received. They will write an average of the two scores on the top of their paper.

6. Let students know that I will be grading these this weekend, but I will not be giving as much detailed feedback. I will simply just write a final grade on their paper based off of their feedback and my personal critique.

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If students feel that this grade is representative of their work and the quality of their essay, they can keep this grade. If there is any discrepancy, I will help decide for them.

7. Allow students to start working on their Independent Reading Projects.

Review the details for the Independent Reading Project and allow students to begin working.


 * HW:**

1. Work on Independent Reading Project – make sure that you have selected an appropriate book for you.

2. Please look up and define the following words in preparations for your multiple choice practice test on Monday.

-exposition- -declarative sentences – -imperative sentences- -treatise - -admonition-


 * Week # 4 - 9/16/13 - 9/20/13**


 * Due Dates:**


 * -9/20/13- Vocabulary Quiz**
 * -9/30/13- Independent Reading Project Due**


 * Monday - 9/16/13**


 * Start Up:**


 * Remember that you will be completing your start –up on your own sheet this week, and each day should be formatted as follows:

Monday, September 16, 2013

1. Please explain the difference between imperative and declarative sentences.

2. Incorporate the word admonition into a complete sentence.

3. If I tell you to write an “expository” essay, what do I mean by that?

4. Please explain one strategy that has contributed to your success on the multiple choice question sets.


 * Have HW on your desk


 * Guided Learning:**

1. Review the start – up and the terms.

-exposition- -declarative sentences – -imperative sentences- -treatise - -admonition


 * Students will have ten minutes to complete eight multiple choice questions*

2. Review the Vocabulary list with students.

-have them copy down the words this week. -emphasize the importance of this in regards to retention strategies.

3. Have students take guided notes on tone, diction, and mood

4. Give students the tone list and briefly review the significance of this list.

5. Give students copies of the Manguso and Eggers and the Associated assignments. -explain that the need to practice basic literary analysis. -explain the genre. -Read a story aloud and walk them through the process. -Have students complete the readings and the accompanying worksheet.

6. After students complete their reading of the Eggers and Manguso stories, they will select the story that they thought was the most effective. From here students will:

Write a 6-8 sentence paragraph in which you identify the most effective story from either the Manguso or Eggers collection of stories. You will then explain why this story was the most effective and why it resonated so strongly with you personally. In doing this, make sure discuss how both literary elements and stylistic devices contributed to the effect.

HW:

1. Write a 6-8 sentence paragraph in which you identify the most effective story from either the Manguso or Eggers collection of stories. You will then explain why this story was the most effective and why it resonated so strongly with you personally. In doing this, make sure discuss how both literary elements and stylistic devices contributed to the effect.

2. Work on your IRP.


 * Tuesday - 9/17/13**


 * Start Up:**

1. List the various literary elements that contribute to the “mood” of a text. 2. Explain the difference in meaning between “tone” and “mood.” 3. Explain the difference in meaning between “laconic” and “brusque.” 4. Explain the difference between “ebullient” and “vivacious.”


 * Make sure that you staple your paragraph response to your answer sheet.


 * Guided Learning:**

1. Allow students fifteen minutes to complete their re-test and to write their justification statements.

-give students five minutes to re-read the passage. -pass back answer sheets and allow students ten minutes to complete corrections.
 * remind students to cover their answers when they are done.


 * Return Student work and allow them to organize this work in their notebooks.

2. Tone Review Activity:

-Have students pull out a separate sheet of paper and their tone notes. - Have students identify the tone of the “targeted” text, and justify their answer in 2 sentences.
 * have students consolidate their answers and consolidate their answers as a group.

3. Complete some skits for students and have them identify the tone that I am using with them, and have them write two sentence justification statements.

4. Introduce core rhetorical terms.



5. Have students locate and then copy down an example from each of the non-fiction texts that we have worked with.


 * These texts include:

“Superman and Me” “Letter to the Editor” Any of the texts that we have worked with in the AP Success book “Eintein’s Letter”

6. Have students work in their group to consolidate their answers and turn these answer in as a group.

7. Review IRP in further detail. -Pass out DEJ template and have students copy it down. -Allow students to work independently


 * HW:**

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

2. Continue to work on your IRP


 * Wednesday - 9/18/13**


 * Start Up:**

1. Please provide a definition of a metaphor in your own words.

2. How does an author/speaker establish ethos?

3. What are some “things” that let you know the author is trying to utilize logos?

4. What emotional appeals usually have the most preponderance?


 * have HW on your desk.
 * If you did not complete your corrections please see me for directions about what to do when the class discusses certain questions.
 * turn in any missing assignments that you have.


 * Guided Learning:**


 * Review Start – Up.

1. Have students check for awkward usage in partner’s vocabulary sentences. -answer any student questions they have in regards to word usage.

2. Pass back student answer sheet. -have students review answers and explanations from the AP Success book. -Review three of the questions with the students and provide them with a rationale for the answer choices.

3. Watch Kid President video.

4. Pass out Rhetorical Analysis sheet for the video.

[]

-Watch the video again. -encourage students to complete the first two sections on a separate sheet of paper. -have students complete their critical analysis essays in groups of two. – give students ten minutes to compose this essay.

5. Pass back any extra student work.

6. Answer any questions that the students have about their IRP… Allow students to work independently on their projects. -have individual student conferences.


 * HW:**

1. Work on IRP 2. Study vocabulary


 * Thursday - 9/19/13**


 * Start Up:**

1. What are some of the ways in which “Kid President” established ethos?

2. How does the quality of the video production and editing contribute to ethos?

3. What do you consider the “genesis” of the Kid President video? Choose between ethos, pathos, and logos. Make sure that you justify your response.

4. How do you use the noun “rhetoric” as an adjective?


 * have IRP book on your desk.


 * Guided Learning:**

1. Discuss start – up.

2. Have students split up into parts of the room depending on what they think the genesis of the Kid President video is. Have students choose a speaker or rhetor and have a debate on this topic.

3. Introduce core rhetorical terms.

4. Have students locate and then copy down an example from each of the non-fiction texts that we have worked with.

“Superman and Me” “Letter to the Editor” Any of the texts that we have worked with in the AP Success book “Eintein’s Letter” “Iroquois Confederacy”
 * These texts include:

4. Have students work in their group to consolidate their answers and turn these answer in as a group.

5. Allow students to work on IRP…

7. Some form of VOCAB review… -have team nominate their “best” competitors.


 * HW:**

1. Study for vocabulary quiz 2. Work on Independent Reading Project


 * Friday - 9/20/13**


 * Start Up:**

Identify the two words that you are struggling the most with. Then write a paragraph in which you successfully incorporate these words into a sentence along with at least three additional vocabulary words.


 * Guided Learning:**

1. Answer any questions students have about their vocab. 2. Students will take their vocab quiz. 4. Students can choose between Conroy and Faulkner essays for their re-writes. 5. Students can use the remainder of the period to work on their IRPS.


 * HW:**

1. Work on your IRP.


 * Week # 5 - 9/23/13 - 9/27/13**


 * Due Dates:**

-9/24/13- F. Scott Fitzgerald’s Birthday -9/26/13- Core Rhetorical Terms (1-5) Quiz -9/27/13 – Quiz on writing notes -10/02/13- IRP due


 * Monday - 9/23/13**


 * Start Up:**

1. Please explain how a paradox is different from irony. 2. What makes an different from a cliché? 3. Why are anecdotes effective rhetorical strategies? 4. Please incorporate the word “taut” into a grammatically appropriate sentence. 5. What is one thing that you are going to do in order to ensure your success on MC this week?


 * make sure that you have a copy of your IRP book with you.


 * Guided Learning:**

1. Review Start – Up

2. Have students complete their Multiple Choice Monday Passage -give students twenty minutes

3. Review nuts and bolts, and ask them how they felt about this passage.

4. Pass back returned work and allow students to organize their binders.

5. Review Writing Notes Part 2

6. Allow students to work on their IRPs.
 * Review any questions that students might have about the project during this time.


 * HW:**

1. Find a famous aphorism by F. Scott Fitzgerald -copy it down and briefly explain its significance.

2. Work on IRP


 * Tuesday, September 24, 2013**


 * Start Up:**

1. Do you think that an anecdote is used to establish logos, ethos, or pathos? 2. Why would a speaker or writer use a euphemism? What effect does this have on the reader? 3. Provide an example of an antithesis.


 * have a copy of your IRP on your desk.
 * have HW on your desk.
 * If you were absent yesterday, please see me about how to take the MC.


 * Guided Learning:**


 * review start up:


 * have students complete “three corners” exercise in response to question # 1.

1. Have groups work together to synthesize their favorite Fitzgerald aphorisms. Have them make a poster and place them on the side wall.
 * most literary and visually appealing.

2. Allow students five minutes to re-read the passage.

3. Allow students twenty minutes to make corrections.

4. Have students locate examples of the following rhetorical devices from the “Kid President” video : []


 * have students complete these items on a separate sheet of paper.

paradox-

euphemism-

aphorism-

anecdote-

antithesis –

5. Allow students to partner up and synthesize answers.

6. Have students share out answers.
 * full class verbal quiz.
 * everyone gets a 100 if we get a 100 as a class. Otherwise I will have to grade them independently.

7. Review HW for the night
 * if you don’t have internet access, use class texts… please don’t just re-write examples from the scavenger hunt we completed last week.

8. Allow students to work on their IRPs.


 * HW:**

1. Research and locate examples of each one of our rhetorical terms. Make sure to copy down each example and write a brief justification statement for each selection.

2. Work on IRP


 * Wednesday - 9/25/13**


 * Start Up:**

1. Why would a writer or speaker utilize antithesis? 2. How is paradox different from anithesis? 3. When a writer uses an aphorism, is he doing so to establish ethos, pathos, or logos? Or… does this all just depend on the “context” of the speech.


 * Guided Learning:**


 * Review start – up and have students play “three” corners.

1. Have students review each others’ HW and make sure that they have correctly identified the terms.

-Students will share out any of the terms that they are struggling with.

2. Competitive review of terms and phrases.

3. Please write a short anecdote about the best thing that happened to you this summer. -Date… and writer’s notebook # 1 -Remember… anecdotes are short.

4. Review MC Problems that students are “struggling” with

5. Tone Identification activity: -Weekly tone activity/encourage students to identify literary devices being used.
 * Bob Dylan “To Ramona” activity…

6. Allow students to work on IRP. If you are done, please use this time to help others.


 * HW:**

1. Study for Rhetorical Terms Quiz 2. Work on IRP


 * Thursday - 9/26/13**


 * Thursday **


 * Start Up:**

Write down an example of every one of our terms. Please try to do this from memory, so that you can more fully prepare yourself for your quiz.


 * Guided Learning:**

1. Have students take quiz.

2. Have students copy down the out line and take notes as they view the film.

[]

Give students Kid President Prompt and have them plan in advance:

Claim:

Intro:

1:

2:

3:

4:

5:

Conclusion:

3. Allow the students time to synthesize their notes and further plan their essay.

4. Watch the video one more time.

5. Allow the students to complete their timed writing.
 * make sure students know tht they can simply refer to the director/creater/speaker as “kid president. “

6. Have students grade their essays and their partner essays. Students will write justifications with the language of the prompt. Students will then average the two grades and write this number on the top of their essay.


 * HW:**

1. Work on IRP


 * Friday - 9/27/13**


 * Start Up:**

If you could do something differently in regards to your essay, what would it be and why?


 * make sure that you have your essay notes and any materials you will need for the Kid President Re-Write on your desk.


 * Guided Learning:**

1. Review with students observations from yesterday. -Focus on a few example per body paragraph and engage with them deeply. -You do not have to be excessively technical in regards to the terms. -Make sure to analyze in relation to the claim. You might even want to use your concluding sentence as a structuring device for connecting your analysis to your claim.

2. View the video again. []

3. Allow the students to re-write their essays or work on their independent reading projects.


 * HW:**

Work on IRP


 * Week # 6 - 9/30/13 - 10/4/13**


 * Due Dates:**


 * -10/02/13- Independent Reading Project**
 * -10/04/13- Vocabulary Quiz**


 * Monday - 9/30/13**


 * Start Up:**

1. What are two specific goals that you have for improving as a writer? 2. What are you going to do in order to meet these personal goals?


 * Please study your writing notes part 2 in preparation for your quiz today.
 * If you were absent on Friday, please turn in your start – up sheet from last week.


 * Guided Learning:**


 * Review start – up questions

1. Writing Quiz

2. Multiple Choice Mondays - postponed

3. Pass back graded work.


 * Review details for the IRP

4. Review VOCAB List # 4.

5. Have students take out a sheet of paper in preparation for the film viewing questions.

-Remind students to leave at least five lines for each and that they will be revisiting these questions at the end of the film.

Pre – Learning Questions:


 * In your opinion, how is advertising affecting our lives?


 * Explain: “Once a culture becomes entirely advertising-friendly, it ceases to be a culture at all.” Do you agree or disagree? Explain.

6. Start viewing //The Persuaders// and have students complete the associated video guide


 * HW:**

1. Work on IRP.


 * Tuesday - 10/01/13**


 * Start Up:**

1. Explain the difference between lofty and condescending.

2. Does the word fortuitous have a positive or negative connotation? Please explain your answer

3. Use the words ambrosial and acrid in a sentence together.

4. Provide your initial response from the documentary that we viewed yesterday.


 * Have a copy of your //Persuaders// answer sheet.


 * Guided Learning:**

1. Continue watching //The Persuaders// and completing the associated viewing guide. 2. Class discussion based on selected questions.


 * HW:**

1. Work on IRP


 * Wednesday - 10/02/13**


 * Start Up:**

1. Please discuss at least three “things” that you “learned” while reading your book?

2. If you could do it all over again, would you work with the same text, or read another book? Please explain your answer.


 * Have your IRP on your desk.


 * Feel free to collaborate with a partner in order to best answer questions from yesterday’s video.


 * Guided Learning:**

1. Collect Independent Reading Projects: 2. Have students finish film and questions
 * Have students revisit questions # 1 and # 2

3. Have students give themselves a grade and write a brief justification statement at the top of their paper. 4. Have students answer the 7 reflective questions on a separate sheet of paper.

5. Allow students to start working on their HW


 * HW:**

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

2. Complete the “7” reflective questions from your viewing guide.


 * Thursday - 10/03/13**


 * Start Up:**

1. Explain the difference in meaning between “onstentatious” and “lofty” 2. Incorporate the words “fortuitous” and “antagonism” in the same sentence. 3. Please write a short anecdote about something “fortuitous” that has happened to you recently.


 * Please see me if you were absent yesterday.


 * make sure to have your HW on your desk


 * Guided Learning:**

1. Have students switch their vocabulary sentences and closely read their partner’s papers looking for usage errors or awkward phrases.

2. Discuss any words that students are still having difficulty with.

3. Pass back students’ IRP Assignments and other graded work with the exception of their essays).

4. Have students take Writing Notes Part 3

5. Hand back student’s last timed writing and have them read over this.

6. Have them locate which of the rules they “violated,” and what they will do to make sure that this does not happen again in the future.

7. Tone identification activity.

8. Vocabulary Review


 * HW:**

1. Study for vocabulary quiz 2. Start researching potential topics for your “persuasive speech”


 * Friday - 10/04/13**


 * Start Up:**

1. Write a sentence about what your plans for the weekend in which you incorporate at least three of your vocabulary words.


 * Prepare start – ups for collection.
 * Study for vocab quiz.


 * Guided Learning:**

1. Students will take their vocabulary quiz.

2. One paragraph in which students complete a rhetorical analysis of the Willie Nelson commercial – [|www.youtube.com/watch?v=aMfSGt6rHos]

Identify the purpose of this video and one way in which “Chipotle” effectively communicates their purpose.

Have students give themselves a grade.

3. Writer’s Notebook Question # 2:

I want you to create a hypothesis about in regards to the following question: How do we accurately learn about our nation’s history? Please answer in 4-6 sentences. In answering, I want to encourage you to think about the role of primary documents, “history” books, anecdotes, and works of historical fiction (film and literature).


 * have a full class discussion afterwards.


 * HW:**

1. Locate two potential topics for your persuasive speech and bring them to class on Monday. 2. Write down a two sentence justification statement for each topic you choose explaining either why your were interested or how you could benefit from studying this topic.


 * Week # 7 - 10/07/13 - 10/11/13**


 * Due Dates:**


 * -10/10/13- Dramatic Terms Quiz**
 * -10/11/13- Finalize Research Topic**
 * -10/11/13- Writing Notes Part 3 Quiz**


 * Monday - 10/07/13**


 * Start Up:**

1. Explain how “diction” contributes to “tone.” 2. Provide a definition of what an “aphorism” is in your own words. 3. Explain the difference between “antithesis” and an oxymoron 4. Please provide a definition of the term “ambivalent.”


 * If you were absent on Friday, please make sure to turn in your start – up and plan a time to come and make up your vocab quiz.
 * Make sure that you have your two potential “research” topics selected


 * Guided Learning:**

1. Review Start – Up 2. Multiple Choice Monday 3. Return all graded work. -collect all books from IRP if students are done with the project. 4. Give students Dramatic Terms and review them with students. 5. Have students write down their justifications for the two topics that they have chosen. -Why are the students interested in the topic -How they could benefit from learning about the topic -How others could become further educated or better informed through learning about the topic.


 * Let students know that they will be using this as “research” and I will not be collecting this for a grade.


 * HW:**

1. Continue to research and investigate potential topics 2. Obtain a personal copy of //The Crucible//


 * Tuesday - 10/08/13**


 * Start Up:**

1. Explain the difference between a “paradox” and an “oxymoron.” 2. Explain the relationship between “tone” and “mood.” 3. Please provide a logical argument for why cellular phones or web browsing devices detract from your learning within a traditional classroom setting. Response needs to be 2-4 sentences.


 * If you were absent yesterday, please see me about what to do for multiple choice Monday.
 * Please place a post it note on your IRP book with your name on it. Then please turn this book in to me.


 * Guided Learning:**

1. Review Start – Up.

2. Test Corrections for MC

-5 minutes to re-read and 15 minutes for corrections. If you need additional time, I will see you at tutoring.

3.Students will read an excerpt of “The Mayflower Compact” pgs. 3-4 of AR

-Students will answer the following questions independently:

-provide an adjective to describe the diction

-provide and adjective to describe the tone

- identify the “purpose,” and justify your response

- identify the “tone,” and justify your responses.

4. Students will read excerpt of “The Landing” pgs. 5-7 of AR

Students will answer the following questions independently:

- identify the “purpose,” and justify your response

- identify the “tone,” and justify your responses.

- Is this an example of expository, persuasive, narrative, or descriptive writing? Justify your response.

- What did you notice about the spelling?


 * have students discuss as a group and compose answers collectively.

5. Culminating Activity/Exit Ticket: -Write three things that you have learned about American History through the reading of these documents.


 * HW:**

1. Research the term “crucible” and hypothesize why it is the title of the text that we are about to read. 2. Obtain a personal copy of //The Crucible//


 * Wednesday - 10/09/13 **


 * 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? 5. What is the difference between a monologue and dialogue? 6. What is the difference between a soliloquy and a monologue?


 * Guided Learning:**


 * Review Start – Up.
 * Hand out persuasive speech topics to students
 * Have a brief discussion with students about topics.

1. Discussion of previous night’s HW 2. View Introductory PPT and have students take the notes. -show students how I expect them to take notes. -Underline headings and then make bullet points for other relevant facts. -Let me talk and then take a moment to write. -You don’t have to write everything down on the page. 3. Take a quick “cognitive break” 4. Have students take notes on slides 14-20. 5. Haves students read page 1255 of their textbook. 6. Students will be given their copy of “guiding questions” for Act 1 and Act 2. 7. Assign books. 8. Allow students to begin their reading and discuss best strategies for answering the guiding questions.
 * have students take notes on slides 1-13.
 * students will jot down three “facts” or “valuable pieces of information.


 * Thursday - 10/10/13**


 * Start Up:**


 * Identify whether the following examples are either verbal, situational, or dramatic irony.**

1. A man is staring out a window looking at a miserably muddy rainy day and remarking, "lovely day for a stroll." –

2. You have just washed your car, and then it immediately rains afterwards. –

3. During Romeo and Juliet the audience knows that both Romeo and Juliet are of rival families, yet when they meet each other they do not know that their families are enemies. –

4. generate one discussion question from your reading last night.


 * have your HW on your desk.
 * turn in your IRP book


 * Guided Learning:**


 * collect students’ HW.
 * review the start – up.

1. Review Homework assignment for the night with students. Have them copy the assignment down on a separate sheet of paper.:
 * Narrow your potential topics down to two. And then write down justifications for the two topics that you have chosen.**

-Why are you interested in the topic ? -How you and others benefit from learning about the topic? -How others could become further educated or better informed through learning about the topic? -Could you give a persuasive speech on this topic? Why or why not?


 * Give students fifteen minutes to complete this assignment in class.

2. Allow students to independently read ACT I and respond to their Guiding Questions.

3. Review Character slides from the powerpoint.

4. As a class we will discuss questions 1-14.


 * Pass back student student work…**


 * 5. Tone identification activity.**


 * 6. Allow students to continue on with their reading**

HW:

Narrow your potential topics down to two. And then write down justifications for the two topics that you have chosen.
 * 1. Finish reading Act I and answering the Guiding Questions.**
 * 2. Finish writing justification for research topics.**


 * -Why are you interested in the topic ?**
 * -How you and others benefit from learning about the topic?**
 * -How others could become further educated or better informed through learning about the topic?**
 * -Could you give a persuasive speech on this topic? Why or why not?**
 * 3. Study for writing notes quiz part 3.**


 * Friday - 10/11/13**


 * Start Up:**

1. To what did Tituba confess and why? Please use textual evidence to substantiate your claim.


 * Study for your writing notes quiz
 * Have your two different Homework assignments on your desk


 * Guided Learning:**


 * Have students turn in both of their HW assignments.
 * Have students grade their start –ups

1. Notes Quiz Part 3 Writing Quiz

2. Friday Writing Assignment:


 * Writer’s Notebook # 3**

“All America lies at the end of the wilderness road, and our past is not a dead past, but still lives in us. Our forefathers had civilization inside themselves, the wild outside. We live in the civilization they created, but within us the wilderness still lingers. What they dreamed, we live, and what they lived, we dream.”

― [|T.K. Whipple]


 * Part 1**

In one paragraph, please explain what this paragraph means.


 * Feel free to use first person.


 * Part 2**

In three paragraphs, either qualify or reject the “claim” made in this quotation. In doing this, please use supporting evidence form your personal experiences, reading, history, and popular culture in order to support your argument.

3. Discussion of Act I Guiding Questions.


 * let students know that they will get a grade based on participation…
 * one “meaningful comment” from each student.

4. Allow students to begin working on their HW


 * Return graded work.

1. Read all of Act II and answer all of the guiding questions on a separate sheet of paper.
 * HW:**


 * Week # 8 - 10/14/13 - 10/18/13**

-9/16/13 – PSAT -9/17/13 – Final Submission for Research Topic -9/18/13 – Vocabulary Quiz # 5
 * Due Dates:**


 * Monday - 10/14/13**


 * Start Up:**

1. Please provide a brief character description of John Proctor (2-3 sentences). 2. Please provide a brief character description of Rev. Parris (2-3 sentences). 3. Please write one discussion question from your reading of Act II.


 * make sure to submit research topics if you have not done so already.
 * have your Guiding Questions on your desk.


 * Guided Learning:**

1. Return students’ speech topics and discuss “the next step” of the process. 2. Return all of students’ completed work. 3. Brief discussion about protocol for grades and improving grades. 4. Allow for students to prepare for their ACT II quiz. - Re – read key passages of the text. 4. Have students complete their ACT II Quiz. 5. Discuss questions “guiding questions” from Act II 6. Allow students to start working on their HW assignment.
 * grade… students get full credit for one “meaningful” or productive response.
 * have students volunteer discussion questions from their start – up.

1. Read first half of Act 3 and answer Guiding Questions 1 – 8.
 * HW:**


 * Tuesday - 10/15/13**
 * Start Up:**

1. Do you think that interrogation is an effective way to discover the truth? Please use supporting evidence to substantiate your claim.

2. Do you think that threat of punishment is an effective way to elicit the truth? Please use supporting evidence to substantiate your claim.


 * turn in any missing assignments that you have.
 * see me in regards to obtaining Act III questions from yesterday if you were absent.
 * see me about making up quiz from Act II yesterday.
 * Guided Learning:**

1. Review Start – Up

2. Introduce VOCAB words. -have students copy these down.

3. Have students incorporate their vocab words into complete sentences. -have students review each others’ work for correct usage.

4. Have students share out any words that they have specific questions about.

5. Discuss all guiding questions that students have answered up to this point.

6. Allow students to continue reading/get started on their homework


 * HW:**

1. Finish Act 3 and associated guiding questions – This is also the homework for Wednesday.


 * Wednesday - 10/16/13**


 * Start Up:**

1. Please provide a synonym for the word “equivocal.”

2. Please explain the difference between abstruse and ambiguous

3. Incorporate the words plethora into a complete sentence.


 * Guided Learning:**


 * Review the Start – Up Question
 * Review all discussion questions for Act II and Act III with first and second period.

1. Discuss strategies for the Critical Reading section. -vocabulary and the timed reading.

2. Have students complete questions 1-8 in “Reading Section # 1” and review the answers with the students.


 * Remind students to record their answers in the correct places.
 * Review the students’ answers with them and discuss strategies for success.

3. Have students complete questions 9-12 and review the answers with the students.

4. Have students complete questions 13 – 24 and review these answers with the students.

5. Discuss expectations/strategies for the essay prompt.

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

7. Explain the SAT rubric, and have students give themselves a grade on their work. After this, the students need to write a justification statement.


 * HW:**

1. Finish Act III and the associated guiding questions. 2. Study for vocabulary quiz


 * Thursday - 10/17/13**


 * Start Up:**

1. Identify a character from //The Crucible// who is obdurate, and provide a brief justification statement.

2. Explain the different between “tepid” and “trepidation.”

3. Identify a character in the play who is surreptitious, and provide a brief justification statement.


 * Have HW on your desk.


 * Guided Learning:**


 * Review Start – Up

1. Have students finalize their “final” topic and have them write an accompanying justification statement for this. Have students specifically discuss:

-Why have you decided on this topic? -Can you find research to support “both” sides of your argument? - How are you going to access information about your topic? -Are you going to interview any professionals in the field? -Is your topic still too broad? If so, what are you going to do in order to “narrow” it down?

2. Discuss Remaining questions for Act III

3. Pass back returned work (with the exception of the Act II quizzes).

4. Have students complete Tragic Hero Reading independently.

5. Have students answer the associated questions independently.

6. Discuss these questions with the students.

7. Give students a copy of the “Tragic Hero Notes”

8. Allow students to get started on their HW.


 * HW:**

1. Read Act 4 and answer the associated guiding questions. 2. Study for vocabulary quiz. 3. Start gathering evidence for whether or not Proctor is a tragic hero.


 * Friday - 10/18/13**
 * Start Up:**

1. Please explain the word “antecedent” in your own words.

2. Give me an example of a concept that is “abstruse” and explain why this is so.

3. Do you concur with the statement, “John Proctor is a tragic hero.” Please provide a short justification statement.


 * Your quiz will consist of you providing definitions of the words.
 * have HW on your desk (Act 4 Guiding Questions)
 * finalize your start – ups for the week. I will be taking them up shortly.


 * Guided Learning:**


 * discuss start – up.
 * Have students give themselves a grade on their start – up and turn it in.

1. Have students take their vocabulary quiz

2. Discuss final questions from Act IV

3. Hand out the essay question

4. Seminar:

-students will pull out a separate sheet of paper.

-students will complete a five minute brainstorm addressing the elements of the prompt. -students will make a venn diagram representing different “sides” of the argument. -seminar will last for twenty minutes


 * Remind students of the purpose of seminar: it is not about being right, not about showing off your knowledge, and it is not about arguing. It is about listening, talking, learning, and thinking.

5. Have students complete a written outline

6. Allow students to get started on their HW


 * HW:**

1.Gather Supporting Evidence for your essay 2. Complete initial outline (strong thesis statement and at least four body paragraphs).


 * Week # 9 - 10/21/13 - 10/25/13**


 * Due Dates:**


 * -10/24/13- Crucible Final Essay via Turnitin.com**
 * -10/24/13- Plan Survey and Review**
 * 10/25/13 - Core Vocabulary Quiz # 6**


 * Monday - 10/21/13**
 * Guided Learning:**

1. Review Start – Up

2. **Writer’s Notebook # 4 – 10/21/13**

Between Elizabeth and John Proctor, who do you think is more of a “tragic hero?”

-Your writing should be at least two paragraphs. -You need specific evidence from the text and the Tragic Hero Notes to substantiate your claim

2. Seminar: -students will pull out a separate sheet of paper. -have students copy down essay question. -allow students ten minutes to brainstorm in response to the essay question. -will make a venn diagram representing different “sides” of the argument. -seminar will last for twenty minutes


 * Remind students of the purpose of seminar: it is not about being right, not about showing off your knowledge, and it is not about arguing. It is about listening, talking, learning, and thinking.


 * collect examples of exemplary work.

3. Hand back returned work.

4. Give students their graded outlines back.

5. Review Introduction Paragraph notes (from AP Essay Template)

6. Allow students ten minutes to compose an introduction.

7. Review paragraph notes (from AP Essay Template)

8. Allow students to get started on their HW.


 * HW:**

1. Complete introduction and first body paragraph ( preferably by hand).


 * Tuesday - 10/22/13**
 * Start Up:**

1. Is it all right for your thesis to be more than one sentence long? Please explain your answer.

2. Where should your thesis be located? Why should it always be located there?

3. Is your current thesis statement effective? Please justify either why or why not/

-Have HW on your desk.


 * Guided Learning:**


 * Review the Start – Up.


 * Collect HW after I review the start – up.


 * Pass back graded work.

1. Review Persuasive Speech Topics with students when I return them.

2. Review new vocabulary words

3. Have students incorporate the new vocabulary words into grammatically appropriate sentences.

4. Have students share out any vocabulary words they are having a difficult time incorporating into a sentence.

5. Pass back students homework.

6. Have them switch their essays with a partner for proofreading. -make sure thesis is strong. - indentify awkward phrases -Make sure that both introduction and body paragraph are correctly structured.

7. Review Notes on effective introduction and body paragraphs.

8. Allow students to compose their other body paragraphs.

-have individual writing conferences with students as they work…


 * HW:**

1. Make noted revisions to the essay from today. 2. Write two more body paragraphs (you should have a total of an introduction and three body paragraphs)


 * Wednesday - 10/23/13**


 * Start Up:**


 * might want to look through your writing notes in order to answer these questions.

1. Explain the purpose of topic sentences for your body paragraphs. 2. What should you always do when writing your concluding sentence for a body paragraph? 3. How much back ground information should you give in your body paragraphs? 4. How many quotes should you use per body paragraph?


 * make sure to have AP Essay Template on your desk.
 * have your HW on your desk


 * Guided Learning:**


 * Review Start – Up with students

1. Pass back students’ topics and briefly review.

2. Review Extra Credit Opportunities with students.

3. Briefly review how to incorporate and cite quotations.
 * remind students of the importance of powerful quotations in their essays.
 * have students incorporate quotes 1-5 into complete sentences while also correctly citing them.
 * have students check each other’s

3. Review Body Paragraph Notes

4. Have students use quote # 1 and #3 to write a body paragraph about how John Proctor is destroyed by Abigail’s desire to be his wife.

5. Have students switch with a partner and evaluate the situation.

6. Have students use quote #2, #4, and #5 to write a body paragraph about how John Proctor’s proctor is destroyed by the irrationality of his setting.

7. Students will proofread their partners essays up until this point.

8. Allow students to begin working on their HW


 * HW:**

1. Complete final body paragraphs and conclusion. 2. Make any needed changes to your essay.


 * Thursday - 10/24/13**
 * Start Up:**

1. Please provide an example of a rabble that you have seen in person, and explain what made it a rabble. 2. Identify someone or something that is an enigma, and explain what is enigmatic about either this person or thing. 3. Incorporate the word “nuance” into a grammatically appropriate sentence. 4. What should you do in your conclusion paragraph? 5. What should you not do in your conclusion paragraph.


 * Guided Learning:**

Review start – up with students.

1. Have students read the “Witchcraft of Mycotoxin” article and answer the questions from the worksheet (give students thirty minutes to complete this assignment). 2. Discuss student responses to this text. 3. Have students grade their assignment and write a brief justification for their grade. 4. Return student essays and discuss how to prevent common errors that I noticed while grading these. 5. Allow students to proofread and finalize their essays. 6. Proofreading Protocol: -Read through the essay once without making corrections. -Identify awkward phrasings. -Make sure that all of the body paragraphs support the thesis. -Make sure that quotes are correctly introduced and cited. -Make sure that quotes are analyzed in relation to the argument being made. -Make sure there are effective topic and concluding sentences. -Check for graveyard words. 7. Review Vocabulary


 * HW:**

1. Study for vocabulary quiz 2. Complete essay and submit to turnitin.com by 11:59 PM.


 * Friday - 10/25/13**
 * Start Up:**

1. Please incorporate drudgery, regime, and timorous into a complete sentence. 2. Please explain the difference between a philanthropist and a misanthrope. 3. Please incorporate concoct and complacent into a complete sentence.


 * Study for vocabulary quiz


 * Guided Learning:**

-have students turn in their books with their name attached via a sticky note.
 * Collect Crucible Books

1. Vocab Quiz

2. Have students read “Why I Wrote the Crucible” -have the students preview the guiding questions. -allow students twenty five minutes to read. -allow students thirty minutes to compose their responses.

3. Discuss responses as an entire class.

4. Have students give themselves a grade and complete justification statements for why they deserve this specific grade. The assignment is worth fifty points. There are five points awarded for each question.


 * HW:**

1. Students will research biographical information about F. Scott Fitzgerald and complete the associated Scavenger Hunt.


 * Week # 10 - 10/28/13 - 11/01/13**


 * Due Dates:**


 * -10/29/13- Midterm**
 * -10/31/13- Midterm Corrections**
 * -11/01/13- Gatsby Vocabulary Quiz # 1**


 * Monday - 10/28/13**


 * Start Up:**

1. Identify and explain at least three different things that you are planning to do in order to successfully complete your midterms.

2. Identify and explain at least one thing that you plan to do in order to successfully finish this nine weeks.


 * have HW on your desk


 * Guided Learning:**


 * Review the Start – Up

1. Allow students twenty five minutes to finalize their work for “Why I Wrote the Crucible”

2. Discuss the answers

3. Have students give themselves a grade on the assignment and write a brief justification statement. Total grade is worth 50 points. 5 points per question.

4. Have students turn in all of their Crucible Texts -let students know that I will be drafting due bills for the IRP texts.

5. Pass back all of students graded work.

6. Introduce //Gatsby// Vocab List # 1

7. Have students synthesize the answers to their HW assignments and share out responses to the entire group.


 * HW:**

1. Incorporate all of your vocabulary words into a grammatically appropriate sentence in a way that demonstrates your understanding of the word. 2. Get mentally prepared for the midterm. 3. Complete and submit any late assignments.


 * Tuesday - 10/29/13**


 * Start Up:**

1. What are some strategies that you use for success on the Multiple Choice? 2. Do you find it helpful to preview the questions first? Please explain your answers 3. What information is usually in the initial and last paragraph or a longer reading? 4. How important is the information in the beginning of the text that is in italics?

Explain why this is so.


 * Have HW on your desk.


 * Guided Learning:**

1. Students will complete “midterm” that consists of twenty five multiple choice questions.

2. Have students take out their vocabulary and make this modification to their list intimation (n.) - an indication or hint.

3. Return all graded work with the exception of the Biographical Scavenger Hunt

4. Collect copies of //The Crucible//

5. Review the biographical elements… have students share their answers out… have groups compose “posters.”

6. Analysis of “targeted” Fitzgerald quotes - have students explicate quotes and then explain what these quotes mean to them personally.


 * HW:**

1. Study vocabulary


 * Wednesday - 10/30/13**


 * Start Up:**

If you could ask F. Scott Fitzgerald one question, what would it be? Please make sure to explain why you would ask this question.


 * if you have a book to return, please grab a stick note, label your book and turn it in to me.


 * Guided Learning:**

1. Have students take out their vocabulary and make this modification to their list intimation (n.) - an indication or hint.

2. Prompt: Describe the “American Dream” in your view, and as you understand our culture’s view. How do they differ? How are they the same? -avoid graveyard words and “no-excuse” violations. -Make sure that your writing is at least one page hand-written and contains at lease three body paragraphs. -Try to naturally incorporate your vocabulary.
 * Let students know that they will be sharing this reflection with a student from their group.

3. Listen to the Big Read Audio Guide Track 1. []

-Have students take notes while listening. -List five pertinent facts about F. Scott Fitzgerald. -List three facts about the text. -Place this information in your notes section.

4. Gatsby Epigram Assignment.

5. Assign books and bookmarks


 * HW:**

1. Read and paraphrase the first two pages of the novel.


 * Thursday - 10/31/13**
 * Start Up:**

The narrator Nick Carraway says, “reserving judgments is a matter of infinite hope.”

1. What is meant by this quotation? Please explain in at least two – three sentences.


 * if you have a book to return, please grab a sticky note, label your book and turn it in to me


 * have HW on your desk


 * Guided Learning:**

1. Briefly discuss start- up. 2. Midterm corrections. -Allow students to partner up. -Allow ten minutes for close reading. -Return answer sheets and allow students twenty five minutes to finalize answers.
 * no interactions with other groups, or you will be denied the privilege of completing the re-take.
 * students who have not taken the test, you need to take it in the hallway. You have thirty minutes to take the test.
 * If you finish extremely early, you can quietly read your Gatsby novel.
 * Please talk as quietly as possible.

3. Review model student essay -After reading the first three paragraphs, what grade would you give this essay? Please justify your response -How does this writer use quotes? - Explain whether or not this writer analyzes the quotes to effectively prove their argument. -What can you “borrow” from this writer’s technique in your future writing assignments?

4. Quotation analysis activity for Chapter One

5. Discuss students’ responses to this activity

6. Review Vocabulary


 * HW:**

1. Read Chapter One and answer the guiding questions on a separate sheet of paper. 2. Study for vocabulary quiz


 * Friday - 11/01/13**
 * Start Up:**

1. Incorporate three of your vocabulary words into complete sentences in a description of what you did last night. It can be fictional.


 * Have HW on your desk.
 * Turn in any extra credit that you have
 * Turn in any copies of //The Crucible// that you have


 * Guided Learning:**

1. Review Start – Up. 2. Vocabulary Review game if there is enough time – SLAP game. 3. Vocab quiz 4. Discuss Act 1 Guiding Questions -Remind students that this is the last day for discussion points for the semester. 5. Independent Reading. 6. Return any missing assignments.


 * HW:**

1. Read Chapter Two and answer associated guiding questions.


 * Week # 11 - 11/04/13 - 11/08/13**


 * Due Dates:**


 * -11/07/13- Writing Notes Quiz**
 * -11/08/13-** **Gatsby Vocab Quiz # 2**


 * Monday - 11/04/13**
 * Start Up:**

1. Identify your favorite quotation that you have encountered while reading the first two chapters of //The Great Gatsby,// and copy it down.

2. Then, explain why this quote resonated with you personally, and provide substantiating evidence to support this claim. 3. Hypothesize where **Jay – Z** got his name? Please feel to be creative in this endeavor.


 * Have Act 1 and Act 2 Guiding questions on your desk.


 * Guided Learning:**


 * Collect Homework

1. Discuss Start – Up


 * @http://www.vulture.com/2013/01/jay-z-great-gatsby-quiz.html

-Have students number 1-10 on a blank sheet of paper.

-Have students complete the “interactive” quiz.

2. Allow students five minutes to prepare for their reading quiz.

3. Students will take chapter one and two reading quiz.

4. Review Responses to the quiz.
 * have students exchange papers and grade their quizzes.
 * allow students to ask any questions they have about the grades.

5. Have students Read NEA Handout # 1 on Prohibition. http://www.neabigread.org/teachers_guides/handouts/greatgatsby/gatsbyhandout01.pdf -Have students write one personal question and one discussion question while reading. -When students are done, have them facilitate an academic conversation among their groups. -Each group is responsible for generating one discussion question. -Large group discussion on this article as well. -Focus on the effect that alcohol has on the narrative and why Fitzgerald has chosen to use this as a motif throughout.

6. Pass students guiding questions and discuss these on the whole class level.
 * allow students to “warm – up” for higher – level questions.

7. Allow students to get started on their HW.


 * HW:**

Read Chapter three and answer the associated guiding questions.


 * Tuesday - 11/05/13**


 * Start Up:**

1. Why do you think chapter three is written and structured in such a “disorienting” way? Please provide a two sentence justification for your answer.

2. What is the effect of this “disorienting” and “fragmented” narrative structure on the reader?


 * have HW on your desk


 * Guided Learning:**

1. Introduce vocabulary words


 * have students incorporate these words into grammatically appropriat sentences.

2. Pass Back Returned Work.

3. Review Writing Notes Part 4 with students.

4. Discuss Chapter 1, Chapter 2, and Chapter 3 guiding questions.

5. Allow students to begin their reading/homework for the night.


 * HW:**

1. Read Chapter 4 and answer the associated guiding questions.


 * Wednesday - 11/6/13**
 * Start Up:**

1. Explain the significance of the following excerpt from Chapter 4. Please make sure your response is at least 3 -4 sentences.

“a limousine passed us, driven by a white chauffeur, in which sat three modish negroes, two bucks and a girl. I laughed aloud as the yolks of their eyeballs rolled toward us in haughty rivalry” (69).

2. Using context clues, define the words modish and haughty.


 * Guided Learning:**


 * have students pass up their HW

1. Review Start – Up

2. Have students take the Act 4 reading quiz.

3. Discuss answers to the quiz.

4. Class Discussion of Guiding questions.

5. Have students read NEA Handout # 3 on Harlem and the Jazz Age -Have students write one personal question and one discussion question while reading. -Identify the purpose of the article -When students are done, have them facilitate an academic conversation among -Large group discussion on this article as well.

6. Listen to King Oliver’s “Chimes Blues,” which includes Louis Armstrong’s first recorded solo. Move on to Armstrong’s “Sugar Foot Stomp” and “West End Blues.” []

7. []

8. Informal discussion on whether or not F. Scott Fitzgerald has depicted this scene authentically.


 * HW:**

1. Read Chapter 5 and answer the associated guiding questions.


 * Thursday - 11/07/13**
 * Start Up:**

Why do you think that Fitzgerald incorporates so much figurative language into his writing? Also, what are the types of figurative language that he is regularly employing in his writing? Make sure your response is at least 3 -5 sentences.


 * Your Writing Notes Quiz has been moved to Friday


 * Guided Learning:**


 * Review Start – Up
 * Reading Quiz

1. Review Literary Terms for Scavenger Hunt assignment.

2. Literary Terms Scavenger Hunt -students will work independently and then consolidate the answers as a group.

3. Discussion of film excerpt from Chapter 5 and Associated Guiding Questions.

[]

5. Vocabulary Activity: -students will incorporate their words into grammatically appropriate sentences. -students will review for awkward usage.


 * HW:**

1. Read Chapter 6, and answer the associated guiding questions. 2. Study for vocabulary quiz


 * Friday - 11/8/13**
 * Start Up:**

1. Identify the three words that you are struggling with most, and incorporate them into complete sentences.


 * Prepare any questions that you have.


 * Guided Learning:**


 * Review Start – Up.
 * Vocabulary Slap Game
 * Have students grade their start ups and turn them in.

1. Students will take the vocabulary Quiz.

2. Chapter 6 Reading Quiz (group) and Discussion of Chapter 6 guiding questions

-review quiz answers. -discussion of chapters. -crtitical reading and analysis of “kiss scene” on page 110.

3. Have students organize their notebooks (post pone until Tuesday if there is not enough time). -have students place all graded work in their student folder (Yet make sure to keep all essays and revisions in your writing section) -have students organize all notes and writing assignments. -Have students recycle irrelevant materials.

4. Have students read NEA Handout # 2 on Gatsby (postpone for Tuesday if there is not enough time). [] -Identfiy the two most important facts -Identify a discussion question -Identify the author’s purpose and briefly justify claim.

5. Introduce the Gatsby Color Project

6. Writing Notes Quiz -Have students make writing notes posters in their groups. -Have students make posters…


 * HW:**

1. Read Chapters 7 and 8 and answer the associated guiding questions.


 * Week # 12 - 11/12/13 - 11/15/13**


 * Due Dates:**


 * -11/15/13 - Gatsby Color Project due via turnitin.com**
 * -11/15/13- Core Vocabulary Quiz # 7**


 * Tuesday - 11/12/13**
 * Start Up:**

1. Identify what is wrong with the following sentence:

The young man made an innuendo comment about the sheet of paper.

2. Explain the difference between the words vehement and passionate.

3. Correctly incorporate the words vehement into a complete sentence.

4. Correctly incorporate the word


 * have any late work or missing assignments prepared to turn in.


 * Guided Learning:**


 * Review start – up, and encourage students to look at the nuance associated with their vocab words.

1. Allow students to prepare for their Chapter 7 and Chapter 8 quiz, and grade their HW while they are preparing.

2. Introduce the vocabulary words for the week.

3. Have students organize their notebooks (post pone until Wednesday if there is not enough time). -have students place all graded work in their student folder (Yet make sure to keep all essays and revisions in your writing section) -have students organize all notes and writing assignments. -Have students recycle irrelevant materials.

4. Have students read NEA Handout # 2 on Gatsby (postpone for Tuesday if there is not enough time). [] -Identfiy the two most important facts -Identify a discussion question -Identify the author’s purpose and briefly justify claim.

5. Review specific details for the Gatsby Color Project -allow students to compose a model paragraph.


 * HW:**

1. Read Chapter 9 and complete the guiding questions. 2. Prepare responses for the final discussion of the novel.


 * Wednesday - 11/13/13**


 * Start Up:**

1. Copy down what you think is the most powerful quote in the last chapter.

2. Explain why this passages resonates with you personally.

3. Explain the significance of this quotation in relation to a theme presented in the text.


 * Guided Learning:**

1. Briefly review start – up and return graded work.

2. Have students listen to second half of the Audio Guide. Students will write down what they find to be the five most important pieces of information.
 * []**

3. Final Discussion of //The Great Gatsby.// Review discussion expectations.



4. Review expectations for the Color Project -review how students should incorporate the quotes -review how students should cite information from their respective sources.


 * HW:**

1. Complete three paragraphs for the Color Project and have them ready to “workshop tomorrow” in class.


 * Thursday - 11/14/13**


 * Start Up:**

1. Fitzgerald wrote, "You don't write because you want to say something, you write because you have something to say." What did he have to say in Gatsby? Pleae make sure that your response is at least 3 – 5 sentences.


 * Have your HW on your desk.


 * Guided Learning:**


 * Discuss start – up
 * Discuss remaining guiding questions (for sencond and third).

1. Have students incorporate each one of their vocabulary words into a grammatically correct sentence in a way that demonstrates understanding of the word.

2. Allow students to ask questions about specific words they are having a difficult time incorporating into sentences.

3. Review model paragraph with students and answer any questions that they have about this process.



4. Have students proofread their paragraphs for the Gatsby Color Project -look for citation errors -look for awkward use of quotations. -make sure that the writers are meeting the criteria for the assignment.

Review how to use quotes and how to effectively cite.

5. Have students read the “Greenlight” article []

6. Students will then complete the following tasks on a separate sheet of paper:

Students will answer the following questions independently:

1. provide an adjective to describe the diction and justify and justify your response

2. provide an adjective to describe the tone and justify your response

3. identify the “purpose,” and justify your response

4. Generate one discussion question.

5. What is your “green light” and why


 * HW:**

1. Complete three more paragraphs for your Gatsby Color Project

2. Study for Vocabulary Quiz.


 * Friday - 11/15/13**


 * Start Up:**

1. Choose the three vocabulary words that you are struggling with the most, and incorporate them into sentences in a way that demonstrates your understanding of the word.


 * Guided Learning:**

1. Quick vocabulary review game.

2. Students will take vocabulary quizzes.

3. Have students organize their notebooks -have students place all graded work in their student folder (Yet make sure to keep all essays and revisions in your writing section) -place vocab quizzes with vocab notes. -have students organize all notes and writing assignments. -Have students recycle irrelevant materials. -salvage any handouts or documents that I can use for next year.

4. Return graded work for the new nine weeks.

5. Return graded paragraphs and answer any final questions that the students have about the assignment.

6. “Million Dollar Bill” activity.

-students will connect the meaning behind the lyrics in the song to a theme from Gatsby, and justify their response.

5. Writer’s Notebook Prompt # 5:


 * Part 1: ** Write a paragraph about what the green light represents in //The Great Gatsby.// *hint: it is not simply Daisy


 * Part 2: ** Write two paragraphs in which you explain what your green light is and why. You may also discuss the ways in which you plan to pursue your green light.


 * HW:**

1. Complete the Gatsby Color Project and submit your final paper to turnitin.com.


 * Week 11/18 - 11/22**


 * Due Dates:**


 * -11/22/13 - //The Great Gatsby// Film Assignment**
 * -11/22/13 - Core Vocabulary Quiz # 8**
 * -11/25/13 - Submission of Writer's Notebooks 1 - 5**


 * Monday - 11/18/13**


 * Start Up:**

1. If you had to choose three colleges/universities in North Carolina that you would like to attend, which one’s would you choose? Please provide a 2 sentence justification for each selected college/university.


 * If you were absent Friday, please turn in your start – up and any missing assignments.
 * submit any additional extra credit assignments that you would like to turn in.


 * Guided Learning:**

1. Students will spend first half of the period registering for their CFNC profiles with Mrs. Craven.

2. I will return all graded work to students and discuss the importance of organization for this nine weeks.

3. Million Dollar Bill” activity. -students will connect the meaning behind the lyrics in the song to a theme from Gatsby, and justify their response.

4. Pass out Writer’s Notebook rubrics, and explain when these assignments will be due. -Review Expectations for assignments during this time.

5. Allow students to get started on their HW.


 * HW:**

1. Finalize your Writer’s Notebook responses.


 * Tuesday - 11/19/13**


 * Start Up:**

1. What does an effective introduction for an argumentative essay have to contain?
 * List at least three components and justify each response.


 * Guided Learning:**


 * Review start – up.


 * Introduce Vocabulary…

1. Review SAT Essay notes. -have students read each paragraph aloud. -synthesize the most important aspects of this process.

2. Review strategies: - Remind students to effectively and creatively state their argument. Do not simply repeat the prompt (this is a last resort). -talk about a variety of examples to use. -review rubric

3. Students will use twenty-five minutes to complete the writing assignment.

4. Students will grade each other’s responses. -switch with two different people. -five minutes per grading session. -two sentence justification statement

5. Student will grade their own essay and will average all of the grades.

6. Culminating discussion

7. Million Dollar Bill Activity students will connect the meaning behind the lyrics in the song to a theme from Gatsby, and justify their response.


 * HW:**

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


 * Wednesday - 11/20/13**


 * Start Up:**

Briefly reflect on your experience with the timed writing yesterday. What went well, and identify some areas where your still need improvement.


 * have your HW on your desk.


 * Guided Learning:**

1.Review Vocabulary and any words that students are struggling with.

2. Students will grade each other’s responses. -switch with two different people. -five minutes per grading session. -two sentence justification statement

3. Have students give themselves a grade out of 25 on the timed writing. Students will write a short justification statement.

4. View Gatsby Film and allow students to begin working on their assignment.


 * HW:**

1. study vocabulary 2. complete Gatsby film assignment


 * Thursday - 11/21/13**


 * Start Up:**


 * No Start Up


 * Guided Learning:**

1. Students will view the remainder of the //Great Gatsby//


 * HW:**

1. Study for VOCAB quiz 2. Work on //Gatsby// film assignment 3. Finalize WNB


 * Friday - 11/22/13**


 * Start Up:**

1. Identify the two words you are struggling with the most, and incorporate them into grammatically appropriate sentences.


 * Guided Learning:**

1**.** Review and take quiz 2. Finish viewing film 3. Allow students to work independently on their film assignment. 4. Individual writing conferences


 * HW:**

1. Finalize Writer’s Notebooks 2. Start completing internet research for persuasive essay


 * Week of Thanksgiving Break - 11/25/13 - 11/29/13**
 * Due Dates: **


 * -11/26/13- Reader's Guide Part One is due**
 * -12/02/13- Reader's Guide Part Two is due**


 * Monday - 11/25/13**


 * Start Up:**

In regards to //The Great Gatsby//, did you like the film or the novel better? Please justify your response in 2-3 sentences.


 * Guided Learning:**

1. Discuss Start – Up 2. Finalize //Gatsby// film project – have students grade their own work. 3. Have students return their novels and any other texts that they have. 4. Pass back all graded work. 5. Assign new novel. 6. Introduce reading assignment for tonight and Thanksgiving Break. 7. Allow students to begin reading the novel.


 * HW:**

1. Read the first chapter of //TTTC// and complete the Reading Guide Part 1. 2. Start completing initial research for your persuasive speech.


 * Tuesday - 11/26/13**
 * Start Up:**

1. The following quotations is an example of what literary device? - “Rather they were too afraid t be cowards.”

2. What event makes Jimmy Cross change?

3. Why does Kiowa have a newfound respect for Jimmy Cross? How is this ironic?


 * Guided Learning:**

1. Briefly review the start – up assignment. 2. Have students grade their reading guides. Discuss the different components as well. 3. Thanksgiving Activity: -list of ten things that you are thankful for. -write a note to a person who you are thankful for – provide students with an envelope. 4. Final Discussion of questions from Reading Guide Part 1 5. Allow students to complete their assigned reading and work on Reading Guide Part 2.


 * HW:**

1. Complete assigned reading and finish Reading Guide Part 2 2. Start completing initial research for Persuasive Speech Topic


 * Week # 14 - 12/2/13 - 12/6/13**


 * Due Dates:**


 * -12/4/13 – 12/5/13 – Media Center**
 * -12/6/13- 612 Lab for half of the day**
 * -12/6/13- Annotated Bibliography is due to turnitin.com**
 * -12/6/13- Works Cited Page is due to turnitin.com**


 * Monday - 12/2/13**


 * Start Up:**

1. There will be no start up today

2. Yet, take this time to: -locate your Junior Project Topic -get your HW on your desk -get your book out -organize your binder


 * Guided Learning:**

1. Pass back all graded student work. Remind students that if they have questions about anything, that they need to see me on their own time.

2. Pass WNBs back out. Have students look through their work and my responses to it. Short discussion about the importance of students’ WNB: -Many of you have demonstrated superior writing and critical thinking skills through this medium. - Take ownership of your quality ideas and expression. -Thank you for doing an excellent job -The purpose of these assignments is to develop as a writer and a thinker, and many of you have done this and shown a great deal of improvement along the way. -Reflection leads to discovery and new insights… this is the basis of what we did at Harvard. -Questions: why abroad? How much should your “green light” involve others?

3. Pass out the Final Calendar and Review this information with the students.

4. Review Junior Project website with students

5. Review students’ homework and have them grade their assignments. -there should be no writing, simply listening, engaging, and critically reviewing your own work. -After this process, answer any clarifying questions that the students might have.

6. Complete Classroom Activity # 1 for //TTTC//

7. Allow students to get started on their HW.


 * HW:**

1. Complete //TTTC// Assignment.

2. Finalize topic for persuasive essay.

3. Peruse Junior Project page on my website.


 * Tuesday - 12/3/13**


 * Start Up:**

Complete Classroom Activity # 1


 * Guided Learning:**

1. Complete Classroom Activity # 1. 2. Briefly discuss and grade HW. 3. Pass out Research Folders and allow students to briefly decorate and label these materials.


 * students will need three scratch sheets of paper to complete the following steps.

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 create a citation of their novel. Create a citation then as a class, and have them check their answer.

Part 3: 1. Review the annotated bibliography template with students. 2. Students will create a citation for the “Greenlight” article and write down five pieces of useful information. 3. I will be completing the same process on the computer while they are working independently.

Part 4: 1. Show students all of the MLA materials available on my website. 2. Show them the websites that they will need to access. 3. Show students how to manually make a citation on a website for Easy Bib.

Part 5: Allow students to get started on their HW.


 * HW:**

1. Complete assigned reading and finish reading guide # 4 – This is due on Friday

2. Continue working on your annotated bibliography.


 * Wednesday - 12/4/13**


 * Guided Learning:**

1. Review Initial Activities with students. 2. Show students how to access the Junior Project Tab from my website. 3. Allow students to start gathering pertinent information for their annotated bibliographies.


 * HW:**

1. Complete Reading Guide Part 4 – technically due Friday 2. Continue compiling information in your annotated bibliography


 * Thursday - 12/5/13**


 * Guided Learning:**

1. Review Works Cited Formatting 2. Remind students: -use hanging indentions when making citations. -make sure to correctly cite Works Cited Page -we are still in the exploratory stage or research. Don’t be afraid to research counterpoints. 3. Continue working on Annotated Bibliography and Works Cited Page


 * HW:**

1. Finalize your annotated bibliographies and works cited pages. 2. Finish Reading Guide Part 4.


 * Friday - 12/6/13**
 * Start Up:**

Please turn to the Notes Section of your binder and title a new page:

Audio Notes Part I for //TTTC –// 12/06/13


 * Guided Learning:**

1. Quickly Review formatting notes for Works Cited Page

2. Have students listen to audio guide part 1 and take guided notes – Indentify the ten most pertinent pieces of information from the audio selection.

3. Review Reading Guide Part 4, discuss, and have students grade each other’s responses.

4. Explain HW and that responses need to be in paragraph form

5. **Writer’s Notebook # 6 – 12/6/13**

Imagine that you are going to war and can only take three personal items. Write a short essay describing each item and the reason why you want to carry it. Each discussion of an item and its significance should be at least a paragraph in length.


 * the minimum length requirement is three paragraphs


 * HW:**

1. Complete assigned reading and Reading Guide # 5.

2. Submit Annotated Bib and Works Cited to turnitin.com 3. Work on Outline


 * Week # 15 - 12/9/13 - 12/13/13**


 * Due Dates:**


 * -12/11/13 - Outline is due via turnitin.com**
 * -12/11/13 - Poetry Out Loud**
 * -12/13/13 – Vocabulary Quiz # 9**
 * -12/13/13 – Introductory Paragraph and First Body Paragraph are due to turnitin.com**




 * Monday - 12/9/13**


 * Start Up:**

On a separate sheet of paper, write down a tentative thesis statement that you could support with the research that you have been completing.


 * Guided Learning:**

1. Pass back student work. 2. Review Vocabulary Words. 3. Grade and discuss questions from Readers Guide 4. Complete thesis statement building activity. 5. Review Process for Outline again. 6. Allow student to work independently on their reading and their Reading Guide.


 * HW:**

1. Complete Reading Guide Part 6 – due on Wednesday 2. Work on Outline


 * Tuesday - 12/10/13**

1. Review comments for annotated bibliography and works cited page via turnitin.com.

2. Make any necessary corrections to your works cited page. In doing this, make sure your document is correctly formatted, that you have hanging indentions for every citation, and that your citations are in alphabetical order.


 * Make sure that your annotated bibliography and works cited page are completed and submitted to turnitin.com before your move any further with your paper.**

3. Visit my website: mrjarmanclass01.wikispaces.com. Then click on the Junior Project tab.

4. Open the “Outline Sample and Example” file.

5. Open the “Outline Template,” and start outlining your essay based on your research. **MAKE SURE TO PUT YOUR ATTENTION GRABBER AND THESIS STATEMENT IN THE RIGHT PLACE ON YOUR OUTLINE!**

6. If you find yourself completing additional research, make sure to add this information to both your annotated bibliography and your works cited page.

7. Open up the How to “Write an Introductory Paragraph” file, and start working on your introduction.

8. When you start composing your essay, make sure that you use the “How to Format a Research Paper” file, so that you correctly format your essay.


 * HW:**

1. Complete Reading Guide Part 6 2. Study Vocab 3. Work on Outline


 * Wednesday - 12/11/13**


 * Start Up:**

n/a


 * Guided Learning:**

1. Review Part 6 HW with students. 2. Review overview of the paper: -introduction paragraph notes. - model essay -how to correctly cite. 3. Complete Task List for Research Project


 * HW:**

1. Finalize outline 2. Work on other parts of the research project. 3. RG # 7 - due Friday


 * Thursday - 12/12/13**


 * Start Up:**


 * Guided Learning:**

1. Tutorial:

-in text citations -review notes on introductory paragraph -remind students that if using a direct quote, you must introduce it, analyze it, and relate it to your argument. -formatting -review rubric.

2. Open Workshop to finalize work.

3. Vocabulary Workshop


 * HW:**

1. Complete RG # 7. 2. Study for Vocab Quiz 3. Work on all aspects of the research process


 * Friday - 12/13/13**


 * Start Up:**

1. Take five minutes to prepare for your vocabulary quiz.


 * Guided Learning:**

1. Students will take vocabulary quiz

2. Have students finalize course sections.

3. Discuss and allow students to grade Reading Guide Part 7.

4. **Writer’s Notebook # 7**

Analyze the symbolic role of one of the objects a soldier carries in the book's title story. Describe what the object represents to that character and why he chooses to carry it. Support your analysis with passages the text.


 * Your response should be at least three paragraphs and must include textual evidence.

4. Discuss students responses to WNB # 7
 * Have student read the nonfiction handout on

5. **Writer’s Notebook # 8**

“On the Rainy River” O’Brien writes, “Courage, I seemed to think, comes to us in finite quantities, like an inheritance, and by being frugal and stashing it away and letting it earn interest, we steadily increase our moral capital in preparation for that day when the account must be drawn down” (40).

Do you believe there are any heroes in the book? If so, how do they display courage? Also, do you think the narrator’s opinion of courage changes during the course of the book?

Your response must be three paragraphs in length and contain textual evidence.

6. Give students Reading Guide # 8 and allow them to begin working.


 * HW:**

1. Submit introductory paragraph and first body paragraph to turnitin.com

2. Complete Reader’s Guide # 8.


 * Week # 16 - 12/16/13 - 12/20/13**


 * Due Dates:**

-12/19/13- Vocab Quiz # 10 -12/20/13- Final Paper and Works Cited page is due via turnitin.com


 * Monday - 12/16/13**

n/a
 * Start Up:**


 * Guided Learning:**

1. Mini Lesson: -review research paper requirements -review rubric -review model essay

2. Review assignment list for the day.
 * make sure to read through the reminders

3. Allow students to work independently


 * HW:**

1. Complete Reading Guide # 8 and associated reading. Then Prepare for final discussion. 2. Continue to work on research paper 3. Work on writer’s notebooks


 * Tuesday - 12/17/13**


 * Start Up:**

1. Review Reading Guide Eight in preparation for quiz.


 * Guided Learning:**

1. Quiz -have students grade each other’s work.

2. Introduce the vocabulary.

3. Review Final Elements of the Research Process: -review research paper requirements -review rubric -review model essay

4. Final Discussion for //TTTC//


 * Collect student books


 * HW:**

1. Incorporate all of your vocabulary words into a grammatically appropriate sentence in a way that demonstrates your understanding of the word. 2. Finalize your research paper 3. Complete Writer’s Notebook Assignments


 * Wednesday - 12/18/13**


 * Start Up:**

n/a


 * Guided Learning:**

1. Collect Homework 2. Allow students to work on the associated research paper tasks. 3. If students finish early, they can: -Finalize WNB work -Study Vocab -Start working on extra credit essays


 * HW:**

1. Finalize research paper 2. Study for Vocab Quiz


 * Thursday - 12/19/13**


 * Start Up:**

Independently study for your vocabulary quiz.


 * Guided Learning:**

1. Vocab review

2. Vocab quiz

3. Final review of the research paper elements.

4. Review WNB Processes, and the importance of leaving space for your other responses.

5. **Writer’s Notebook # 9 – 12/19/13**

Throughout the book, O'Brien casts doubt on the veracity of his stories. Why does he do so? Does it make you more or less interested in the book? Does it increase or decrease your understanding? What is the difference between facts and truth? Is it fair to readers that the author uses elements of his own life and blurs the lines between fact and fiction in these stories?


 * please address of the separate elements of this prompt. Your response should be at least five well – developed and correctly formatted paragraphs.

6. Have the students go through and finalize other work, and underline moments of power in their thinking and writing… either with a highlighter or a pen/pencil.

7. Finish discussion


 * HW:**

Finalize your Writer’s Notebooks. Finalize all aspects of your paper.


 * Friday - 12/20/13**


 * Guided Learning:**

1. 20 minutes of work on Writer’s Notebook and Extra Credit Writing Assignment. 2. Allow students to complete Independent Work. 3. Stations: Christmas Cards and New Year’s Resolutions.


 * HW:**

1. Finalize and submit research paper. 2. Finalize WNB 3. //TTTC// Extra Credit Assignments


 * Week # 17 - 1/06/14 - 1/10/14**


 * Due Dates:**

-1/09/14- //TTTC// Extra Credit Assignments -1/09/14- Writer’s Notebooks 6 - 9 are due. -1/10/14 - County Vocabulary Assessment -1/13/14 – Poetry Out Loud County Championships -1/15/14 – Tim O’ Brien event at 7PM -1/17/14 – First Block Exams -1/21/14 – Second Block Exams -1/22/14 – Third Block Exams


 * Monday - 1/06/14**


 * Start Up:**

1. Please write a 4 -6 sentence anecdote in which you describe either the most enjoyable or interesting aspect of your break.

2. Hypothesize what you think your grade is for this nine weeks and provide a brief rationale for the number you come up with.


 * Guided Learning:**

1. Review Start – Up with students.

2. Return Work

3. Pass back students’ essays. -have a volunteer student log in and I will walk students through the grading and comments component.

4. Review with students: -remember to always introduce and analyze quotes. -When citing an author, always cite the last name.

5. Vocabulary Workshop -have students make sure they have all ten lists. -if they don’t they need to borrow a neighbor’s and make a copy. -remind students that the master list will be posted online. -allow students to independently study and work on this.

6. Review what the MSL will consist of and ultimately look like.

7. Hand out the new rubrics for the Writer’s Notebooks.

8. Pass back students’ progress reports


 * HW:**

1. Study Vocabulary 2. Finalize WNB assignments 3. Extra – Credit Assignments


 * Tuesday - 1/07/13**


 * Start Up:**

1. Provide a definition of tone.

2. Provide a definition of mood.

3. Explain either the relationship or major difference between these tone and mood.


 * Guided Learning:**

1. Review basic poetic terms

2. Review how to read a poem. -read once straight through -read through a second time paying close attention to word choice and tone -read the third time analytically, start discovering meaning.

3. Pass out copies of cartoon physics. Have students read through the text three different times.

Students will complete the following taks on a separate sheet of paper.:


 * make sure to use textual support for all of your responses.

1. Identify the diction

2. Identify the topic

3. Identify the tone

4. Identify the mood

5. Identify a theme in the poem and explain how the author develops this theme through the use of literary technique.

4. Students will complete imagery explication activity of “Cartoon Physics.” -students will read through the poem three times with an increasing attention to powerful images. -students will share their responses with the group.

5. Vocabulary Review


 * HW:**

1. Study vocabulary 2. WNB 6 – 9 3. Extra Credit assignments


 * Guided Learning:**


 * 1.** Have students give themselves a grade for their HW out of eighteen points.


 * 2.** Review Formal elements of a poem with students (five minutes)


 * 3.** Students will complete a formal analysis of the poem (ten minutes)


 * make sure to use textual support for all of your responses.

1. Identify the diction

2. Identify the topic

3. Identify the tone

4. Identify the speaker of the poem

5. Identify the mood

6. Identify a theme in the poem and explain how the author develops this theme through the use of literary technique. 3 -5 sentences.


 * 4.** Briefly review students answers and then have them give themselves a grade for the assignment and turn the work in.


 * 5**. Introduce TRIAC


 * 6.** Students will use TRIAC to answer the following question about “Cartoon Physics.” Remind them to write in the third person, and that they need to correctly introduce and cite quotations. Author’s last name will do.

Based on the poem, how does the poet’s use of tone impact its meaning? Include one example from the text to support your answer.


 * 7.** The students will have 7 minutes to complete this task and then I will collect the assignment for a grade. Before students turn in their work, make them identify the elements of TRIAC.


 * HW:**

1. Study Vocabulary 2. Finalize WNBs 3. Extra Credit assignments. 4. Study TRIAC


 * Thursday - 1/09/14**


 * Start Up:**

1. How did you feel about out work with the TRIAC template yesterday? Explain whether it was beneficial or problematic. 2 -3 sentences


 * Guided Learning:**


 * collect Writer’s Notebooks

1. Review: -how to introduce a quotation. -citations -writing in the third person -transitional phrases. -refer to the author by last name -titles of poems, short stories, and articles are in quotations.

2. Pass out TRIAC responses and have students grade and write a tip for improvement.

3. Review model TRIAC Response with class.

4. Allow students to independently study their vocabulary.

5. Write a one paragraph reflection on your this semester in which you incorporate at least fifteen of your vocabulary words. In doing this, you must draw from at least five of the lists.

6. Review VOCABULARY flashcards with students.
 * complete FLASH Card activities
 * complete matching problem sets with students

7. Complete “This Is Just to Say” TRIAC activity. Allow students twelve minutes to compose their responses.


 * HW:**

1. Study your vocabulary and use the quizlet as a study tool.

2. Complete any needed extra credit


 * Friday - 1/10/13**


 * Start Up:**

1. Incorporate five of your vocabulary words into a reflective paragraph. As for the topic, you can write about whatever you desire… as long as it is school appropriate.


 * Make sure to sign the sheet going around if you know you will be able to attend the Tim O’Brien event. Don’t sign it if it is a maybe.


 * Turn in any copies of //TTTC// that you have


 * Guided Learning:**

1. Independently study vocab for five minutes.

2. Students will take count vocabulary assessment. Give students thirty minutes.
 * discuss testing protocol: silent and no phones or out until the testing session is over.

3. Review MSL… Review the components of TRIAC briefly with students.
 * have students take their notes out and make specific modifications.
 * clarify what is meant by rephrase… Don’t be tirelessly repetitive unless it is an absolute last resort.

4. Students will read “This Is Just to Say” and complete the following tasks:


 * make sure to use textual support for all of your responses.

1. Identify the diction

2. Identify the topic

3. Identify the tone

4. Identify the speaker of the poem

5. Identify the mood

6. Identify a theme in the poem and explain how the author develops this theme through the use of literary technique. 3 -5 sentences.

7. Students will complete a TRIAC Response.

8. If there is additional time, students will complete a sample from the green test preparation book.


 * HW:**

1. Finalize any missing work 2. Study for NC Common Exam


 * Week # 18 - 1/13/14 - 1/17/14**


 * Due Dates:**

-1/13/14 – Poetry Out Loud County Championships -1/15/14 – Tim O’ Brien event at 7PM -1/17/14 – First Block Exams -1/21/14 – Second Block Exams -1/22/14 – Third Block Exams


 * Monday - 1/13/14**


 * Start Up:**

1. On your final exam you will have 48 multiple choice questions and 2 constructed responses. You have one hundred and twenty minutes to complete the exam. Come up with a plan for how you are going to best utilize your time?


 * study for your TRIAC quiz.


 * Guided Learning:**

1. Take TRIAC Quiz -Have to label the tasks and offer a brief description of each step. -Have students grade the responses.

2. Review Nuts and Bolts, Testing Information and the Start – Up.
 * Technology
 * Room #s and administrators

3. Complete Poetry Common Exam Practice (20 – 25 minutes).
 * have students complete both the constructed response and the multiple choice.
 * no phones/no breaks

4. Grade the multiple choice and review any of the questions that the students have.

5. Review any final questions that students have.


 * HW:**

1. Study for Final Exam 2. Extra Credit 3. Missing assignments


 * Tuesday - 1/14/14**


 * Start Up:**

1. What was a strategy that worked well for you during the practice test yesterday?

2. What strategies are you planning to use for the Final?

3. How are you going to prepare for the Final over the course of the weekend?

4. How should you punctuate the titles of poems, short stories and articles?


 * Guided Learning:**

1. Pass back student work (with the exception of MSL Practice). 2. Pass out Practice books 3. Review a few of the poetry questions with the students. 4. Informal Notes: -make sure to correctly punctuate titles -answer the question being asked of you -process of elmination. -“point of view” -preview questions in advance.

5. Have students complete non - fiction Excerpt (25 – 30 minutes)


 * remember to look at the title of the article, the author, the date, the source…
 * preview the questions.
 * preview the essay question.
 * use discretion when deciding between point of view.

6. Review answers with students and if there is time, work on another practice section.


 * HW:**

1. Study for Final Exam 2. Complete any needed extra credit work.


 * Wednesday - 1/15/14**


 * Start Up:**

1. Provide a definition of rhetoric.

2. What are the three elements of rhetoric?

3. List at least five rhetorical devices or techniques.


 * Guided Learning:**


 * Review Start – Up:
 * Pass back all missing work.

1. Review break down of time for the test. 2. Reminders: -watch -eat a good breakfast -Timing is crucial. -Remember where to look for crucial information. 3. Review the structure of the Crane passage and the question that it asks. 4. Allow students 25 minutes to complete the practice excerpt. 5. Answer any final questions that the students have… 6. Final 3-2-1

3 - List 3 “things” that you have learned over the course of the semester. 2- List 2 texts that you enjoyed reading or 2 activities that we completed 1- If I was teaching this class next year, what is one “thing” I should do differently.


 * On the same sheet of paper, write a letter to me. It can be about:

-the course -the AP Course next semester -something funny -basically, you can write to me about anything that you would like.


 * HW:**

Prepare for the final


 * Syllabus**


 * Parent Information Sheet**


 * 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 get to this 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. Introduce critical analysis exercise (Did not get to this assignment because of time constraints) -allow students to look over the rubric. -Remind students of importance of thesis statement. 8. Students will score their own essays. 9. Students can work independently on academic expectations essay if there is additional time.


 * HW:**

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


 * 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 HW on your desk.
 * 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. Introduce critical analysis exercise. -allow students to look over the rubric. -Remind students of importance of thesis statement.

4. Students will score their own essays.

5. Show students how to establish their own turnitin.com accounts.

6. Introduce Fitzgerald biographical homework assignment and allow them to get started with it.


 * Explain to the students that they will be using the reading guide as their notes throughout our reading of the text.


 * HW:**

1. Establish your turnitin.com account

2. Students will read pages 2-11 of the //Great Gatsby// Reader’s Guide in preparation for a quiz on Monday.


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


 * Due Dates:**

-1/29/13- Establish Turnitin.com account for this course. -1/30/13- American Dream Reflection Due -2/1/13- Vocabulary Quiz -2/1/13- Notebook Check


 * 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.


 * Have your completed Homework assignment on your desk.


 * Guided Learning:**

1. Complete Writer’s Notebook Prompt # 1: Prompt: Describe the “American Dream” in your view, and as you understand our culture’s view. How do they differ? How are they the same? -avoid graveyard words and “no-excuse” violations. -Make sure that your writing is at least one page hand-written and contains at lease three body paragraphs. * Let students know that they will be sharing this reflection with a student from their group.
 * Show students how to correctly log this information in their Writer’s Notebook.

2. When students are done with their prompt, have them switch their essays and have their classmates look for “no-excuse” violations.

3. Hand out the new vocabulary list, and briefly review the words with the students.
 * Let students know that for this set of words, they will have to re-write the definitions verbatim.

4. Give students brief tutorial on turnitin.com and pass out the associated handouts.

5. Have students complete “group-work” assignment.


 * HW:**

Incorporate each vocabulary word into a grammatically correct sentence.


 * Tuesday - 1/29**

If you could ask F. Scott Fitzgerald one question, what would it be? Please make sure to explain why you would ask this question.
 * Start Up:**


 * You do not have to write the question down.
 * Please have your HW assignment on your desk.


 * Guided Learning:**

1. Listen to the Big Read Audio Guide Track 1. http://www.neabigread.org/books/greatgatsby/radioshow.php

-Have students take notes while listening. -List five pertinent facts about F. Scott Fitzgerald. -List three facts about the text. -Place this information in your notes section.

2. Culminating Discussion.

3. Epigram Assignment. -Have students answer the questions in their classwork section. -Allow the students to discuss their answer with one another. -Class discussion (need to hear from at least one of the representatives from each of the groups.

4. Assign Books (note card method).

5. Introduce Reading Assignment: Pages 1-21. -Have students answer Chapter 1 questions on a separate sheet of paper.

6. Read aloud the first page and have a short discussion with the students.


 * HW:**

1. Finish American Dream Reflection. (Bring lap top tomorrow if you are able) 2. Study Vocabulary 3. Register for turnitin.com account. 4. Answer Chapter 1 questions in short answer form while reading pages 1-21 of //The Great Gatsby//


 * Wednesday - 1/30**


 * Start Up:**

Explain why you think Nick is telling this story? Why is Nick “confused and a little disgusted” (p. 20) at the end of the chapter? Please write a minimum of 4-6 sentences in answering both of these questions.


 * Guided Learning:**

1. Head to the Computer Lab 2. Type Essays and submit to turnitin.com 3. Upon arrival to classroom, have students complete their start – up assignment. 4. Have students reflectively write in response to the following prompt: Literary critic Maureen Corrigan explains that in this novel, “you can’t get at the truth.” Qhat do you think Corrigan means? Is there any indication, in the first twenty-one pages, that we will not “get at the truth”? 5. Discussion of students’ comprehension questions. -Model discussion expectations -I expect to hear from all students. 6. Allow students to work on their assigned reading.
 * Discuss start – up activity with the students.


 * HW:**

-Read Chapter Two (pages 22-38) and answer associated discussion questions. -Study for vocabulary quiz.


 * Thursday - 1/31**


 * Start Up:**

What does Nick learn about Tom at the end of Chapter 2? How does Tom’s treatment of Mrs. Wilson affect Nick? Please provide a 5 -7 sentence response in paragraph for.


 * Guided Learning:**

1. Discuss Start – Up Activity.

2. Have students Read NEA Handout # 1 on Prohibition. -Have students write one personal question and one discussion question while reading. -When students are done, have them facilitate an academic conversation among their groups. -Large group discussion on this article as well.

3. Have students read NEA Handout # 3 on Harlem and the Jazz Age -Have students write one personal question and one discussion question while reading. -When students are done, have them facilitate an academic conversation among their groups. -Large group discussion on this article as well. 4. Listen to King Oliver’s “Chimes Blues,” which includes Louis Armstrong’s first recorded solo. Move on to Armstrong’s “Sugar Foot Stomp” and “West End Blues.” []

5. Students will write a paragraph in which they address the following question: how does this music capture the spirit of the 1920s? - have a brief class discussion in response to this.

6. After reading these handouts and listening to Louis Armstrong’s music, students should write a paragraph in response to the following prompt: In the first twenty-one pages of the novel, is Fitzgerald’s depiction consistent with what we have learned about this era? Why or why not? -Have them write this information down in their classwork section. -Have students then discuss their answers with the entire class.
 * -**Have students discuss as a group.

7. Review discussion questions from Chapter Two.

8. Have students respond to this question as well:

-Chapter 2 begins with the “valley of ashes” and the “eyes of Doctor T.J. Eckleburg.” What do they reveal about Nick’s character and point of view? What do they reveal about the landscape?

8. Assign students their homework, and allow them to begin reading.


 * ”Flapper Girl” assignment if there is time


 * HW:**

1. Study for vocabulary quiz 2. Read Chapter Three and answer the associated comprehension questions.


 * Friday - 2/1**

Re-write the word and the associated definition for the three words that you are struggling with the most.
 * Start Up:**


 * Guided Learning:**

1. Have students take vocabulary quiz.

2. Explain Gatsby/SAT Writing Prompt to students. -Have the students read through the SAT Rubrics. -Go through basic expectations of the prompt. -Have students assign themselves grades for the essay prompt, and make necessary corrections. -Have the students return their essays.

3. Have students respond to the following prompt in their classwork section: List five “things” that you have learned about Nick Carraway throughout the course of the novel. **Then answer the following question in paragraph form:** How might his background color the way he tells this story? How trustworthy is Nick?

4. Have entire class discussion centered around this question.


 * Have first period class discussion about chapter two.

5. Have students respond to the following question in their classwork section. What do we learn about Gatsby from Nick’s observations before we meet him (pages 39-59)? - Allow students to have small group discussion centered around this topic.

6. Class Discussion centered based on chapter three comprehension questions. -Have groups discuss in the small group setting, and then have them share their responses out.

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


 * HW:**

1. Read Chapter 4, and answer the associated guiding questions. 2. Locate what you think is the most significant quote that you have encountered while reading this novel. Please be prepared to analyze this in more detail on Monday.


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


 * Due Dates:**

-2/6/13- Antagonist/Protagonist Essay due to turnitin.com -2/7/13- CAPS Advisement Night -2/8/13- Vocabulary Quiz -2/8/13- NB Check


 * Monday - 2/4**


 * Start Up:**

Why does Nick say, “There are only the pursued, the pursuing, the busy, and the tired” (p. 79)? Also, what does he mean by saying this? Please write 4-6 sentences.


 * Please have your HW on your desk
 * Please have your selected quote ready.


 * Guided Learning:**

1. Have students complete the DEJ # 1 assignment using their selected quote. -students will share their responses with their group. -students will eventually turn these in for a classwork grade. 2. Introduce this week’s vocabulary.

3. Have students respond to the following prompt in their classwork section: List five “things” that you have learned about Nick Carraway throughout the course of the novel. **Then answer the following question in paragraph form:** How might his background color the way he tells this story? How trustworthy is Nick?


 * Review new expectation for class discussion… Book out… full engagement with each other’s ideas.

4. Have entire class discussion centered around this question.


 * Have first period class discussion about chapter two.

5 . Class Discussion centered based on chapter three comprehension questions. -Have groups discuss in the small group setting, and then have them share their responses out.

6. Class Discussion centered around chapter four comprehension questions.

7. Allow students to start reading Chapter 5.


 * HW:**

1. Incorporate VOCAB words 1-10 into complete sentences in a way that demonstrates your understanding of the word. 2. Read Chapter 5, and answer the corresponding questions.


 * Tuesday - 2/5**


 * Start Up:** Why do you think that Fitzgerald incorporates so much figurative language into his writing? Also, what are they types of figurative language that he is regularly employing in his writing?


 * Guided Learning:**

1. Discuss Start – Up Activity

2. Guided notes of metaphor, simile, allusion, etc.

3. Complete figurative language scavenger hunt.

4. Discuss Chapter 4 and 5 questions.

5. Introduce Antagonist and Protagonist notes

6. Assign essay, and have students draft essay at home.


 * HW:**

1. Complete your essay in preparation for typing it tomorrow in class.


 * Wednesday - 2/6**


 * 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.


 * Guided Learning:**


 * Have students head to the computer lab to complete their Antagonist Essays and submit them to turnitin.com

1. Review Start – Up

2. Discuss questions for Chapter 5.

3. Complete Interactive Jay – Z activity with the students []

4. Complete “Flapper Girl” Assignment. -In classwork section, please write down specific details from the song that relate to certain aspects of the text or Fitzgerald’s life. -Discuss in small groups. -Share out responses to the entire class.

5. Complete “Million Dollar Bill” Assignment -Please write three sentences in which you describe how this relates to Gatsby’s Dream/Actions or the epigram at the beginning of the book.

6. Complete Pursuit of Happiness Assignment -Please write three sentences in which you articulate how the lyrics of this song relate to some characters or events in the novel. -Also, why do you think that I chose this song?


 * HW:**

1. Incorporate words 11-18 into grammatically correct sentences in a manner that demonstrates your understanding of the words.

2. Read Chapter 6 and answer associated guiding questions.

3. Identify what you think is the most significant quotation from the novel.


 * Thursday - 9/7**


 * Start Up:**

At the end of Chapter 5, Nick says, “It was the hour of a profound human change, and excitement was generating on the air” (p. 95). What happens in Chapter 6 to fulfill Nick’s prediction?


 * Guided Learning:**

1. Finish “Million Dollar Bill” activity.


 * have students discuss connections in small group setting.
 * have students share out their responses.

2. Complete “Flapper Girl” activity.


 * have students discuss connections in small group setting.
 * have students share out their responses.

3. Complete “Pursuit of Happiness” activity.


 * have students discuss connections in small group setting.
 * have students share out their responses.

4. Discuss Guiding Questions for Chapter 5.

5. Discuss Guiding Questions for Chapter 6.

6. Have students reading through Grok Symbolism Chart. Then have the students read the Gatsby Article form the New York Times.

7. Have students respond to the following prompt in their Writer’s Notebook:

Writer’s Notebook Prompt # 2: Gatsby looks for Daisy in the green light at the end of her dock. Does anyone in the story truly know Daisy? How does the green light become a symbol for something else? What is your green light?

8. Have students share their writing with members of their group.

9. Class Discussion.

10. Allow students to begin their homework assignment for the night.


 * HW:**

1. Read Chapter 7, and complete associated guiding questions.

2. Come to class with the two most important turning points in the novel.

3. Study in preparation for your vocabulary quiz.


 * Friday - 2/8**


 * Start Up:**

Compose a paragraph about how you think the story will end while incorporating at least five of your vocabulary words.


 * Guided Learning:**

1. VOCAB QUIZ

2. Have students respond to the following prompt in their Writer’s Notebook:

Writer’s Notebook Prompt # 2: Gatsby looks for Daisy in the green light at the end of her dock. Does anyone in the story truly know Daisy? How does the green light become a symbol for something else? What is your green light?

-have students share their narratives on the small group level. -have full class discussion.

3. Discuss Chapter 6 and 7 questions.

4. Short reflective activity/Writer’s Notebook # 3: At the end of Chapter 7… How would you end the novel at this point in the story? Please also explain why (your writing should be at least two paragraphs.

5. Assign Color and Symbolism Project.

6. Allow students to begin completing their reading assigned for the weekend.


 * HW:**

1. Read Chapters 8 and 9… re-read if you are able. Complete associated guiding questions, and locate what you think is the most important quotation from the novel. 2. Prepare for final discussion. 3. Work on symbolism and color project.


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

-2/15/13- Color and Symbolism Project due -2/15/13- Vocabulary Quiz -2/15/13- Notebook Check
 * Due Dates:**


 * Monday - 2/11**


 * Start Up:**

1. Incorporate the following quotation into an analytical sentence and then correctly cite it according to MLA standards.

“it came about that in college I was unjustly accused of being a politician, because I was privy to the secret griefs of wild, unknown men.” – page 1 of //The Great Gatsby//

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

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


 * Have HW and Signed Progress Report on your desk


 * absent students: need to turn in work…. Especially start up sheets. See me in regards to making up your quizzes.


 * Guided Learning:**

1. Discuss Start – Up

2. Introduce this week’s new vocabulary

3. Have students listen to audio guide part two. - have students list ten most important facts while listening.

4. Discuss Expectations for final discussion.

5. Discuss chapters 8 and 9.

6. Facilitate final discussion

7. DEJ Activity – students will choose most significant quote and articulate why.

8. Allow students to work independently on their Color and Symbolism Projects.


 * HW:**

-Work on Color and Symbolism Project -Complete any necessary make-up assignments.


 * Tuesday - 2/12**


 * Start Up:**

-Do you think that Daisy will be portrayed as a likable or an unlikable character in the film? Please explain your answer in 3-5 sentences.

-Also, what do you think Nick Carraway will physically look like? Please explain your answer in 2-4 sentences.


 * Guided Learning:**

>
 * 1) Discussion of Start-Up Activity
 * 2) 1974 Gatsby film viewing assignment
 * 1) Students will complete contrastive analysis worksheet throughout this process.


 * HW:**

-Work on Color and Symbolism Project


 * Wednesday - 2/13**


 * Start Up:**

Please write one complete paragraph in which you discuss your observations from the film yesterday, and make sure that you incorporate at least five of your vocabulary words in doing so.


 * Guided Learning:**

1. Head to the Computer Lab to allow students to work independently on their Color Projects

2. Allow students to briefly collaborate in order to perfect answers.

3. Continue critical film viewing of 1974 version of //The Great Gatsby//


 * HW:**

1. Continue to work on your Color and Symbolism Project. 2. Study for Vocabulary Quiz


 * Thursday - 2/14**


 * Start Up:**

Write at least three sentences in which you characterize either Nick, Daisy, or Tom. Make sure that you incorporate at least one vocabulary word in every one of these sentences.


 * Guided Learning:**

1. Allow students to briefly collaborate in order to perfect answers.

2. Continue critical film viewing of 1974 version of //The Great Gatsby//

3. Stop periodically to review/discuss student answers and to synthesize information.


 * HW:**

1. Incorporate all of you vocabulary words into grammatically appropriate sentences.

2. Complete Gatsby and Color Project

3. Study for your vocabulary quiz.


 * Friday - 2/15**


 * Start Up:**

How has watching the film enhanced your understanding of the novel and allowed you to develop “deeper” insights about the story?


 * Guided Learning:**

1. Review start – up. 2. Students will take their vocabulary Quiz. 3. Finish Contrastive Analysis of 1974 version of Gatsby. 4. Final discussion of the film.


 * HW:**

Come up with a list of five general resolves that will contribute to you being a “better” person. Use page 173 as a guide.


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


 * Due Dates:**

-2/21/13- Parent Interview Assignment is due. -2/22/13- Vocabulary Quiz -2/22/13- NB Check -2/22/13- Internet Research Graphic Organizer


 * Monday - 2/18/13**


 * Start Up:**

Please compose a list of five personal general resolves that will contribute to self -betterment. Use pg. 173 as a guide.


 * If you have already complete this assignment, please re-write your resolves in the allotted space.


 * Make sure to put all assignments with a grade in your graded work section of your binder.


 * Guided Learning:**

1. Introduce this week’s Vocabulary (List # 1) 2. Finish watching film. 3. Guided discussion afterwards. -collect film viewing questions for major class work grade. 4. Have students read “Green Light” article. 5. Have students complete main organizer using the thinking maps template (I will model this for the students). 6. Students will have a general discussion about article based on guiding questions. 7. Writer’s NB assignment # 2: What is your “green light” and why? -Please construct a reflective response that is at least two paragraphs in length. 8. Have students share their reflections in the small group setting. 9. Have students volunteer to share their reflections.


 * HW:**

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


 * Tuesday - 2/19**


 * Start Up:**

Please list three specific steps that you are planning on taking in order to continue pursuing your “green light.”


 * Have your homework on your desk.


 * Guided Learning:**

1. Have students share their reflections with a chosen partner. Allow students and opportunity to discuss their impressions/responses.

2. Please read “Gatsby’s Guide to Manhood” article. Then write down what the main idea of the text is, and support this statement with two quotations from the text.

3. Writer’s NB # 3: In two paragraphs, please answer the following questions: Are your resolves realistic and attainable? Are they consistent with what American culture expects of an educated young person? (have the students simply discuss if we are short on time).

4. Pass out Research Folders and then have students brainstorm: What are things you love, hate, affect you/those around you, you wish could change?

5. Have student complete review of topic list.

6. Hand out Initial Interest Research Assignment 7. Model expectations and instructions for research in the lab tomorrow. -creating a file folder -how to use google filters for reliable sources. -expectations/directions for completing internet research graphic organizer.


 * HW:**

1. Parent Interview Assignment 2. Initial interest assignment 3. Study Vocabulary


 * Wednesday - 2/20**


 * Start Up:**

What do you know about homelessness today? What are some of the reasons for homelessness? Why do you think people were homeless in the 1930s? Would teenagers have different reasons for being homeless than adults, both in the past and today? 5-7 sentences…


 * Have HW and Progress Reports on your desk.

Guided Learning:

1. Head to the computer lab to allow students to start working on their Internet Research Graphic Organizer. -If students finish early, they can start printing and annotating their articles.

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


 * Facilitate class discussion with students.

3. Introductory Powerpoint of John Steinbeck.

4. Have students take associated guiding notes.

5. Assign students their reading for the night.

[]
 * Remind students that there are many audio recordings that they can use to supplement their reading as well.


 * HW:**

1. Read chapter one and complete the associated guiding questions. 2. Study for your vocabulary quiz… 3. Complete Parent Interview assignment.


 * Thursday - 2/21**


 * Start Up:**

Please describe the relationship between George and Lennie. Also, please identify other characters from films or literature that have had a similar relationship to one another. Please write 3-5 sentences.


 * Guided Learning:**


 * Discuss Start – Up


 * Writer’s Notebook # 4: “Man himself has become our greatest hazard and our only hope.” Write a response to this quote. What do you think the writer is saying here? How is this statement true or relevant to our world today?

1. Discuss Guiding Questions. 2. Vocabulary Swap Game 3. Review slides 25-37. 4. Allow students to start reading chapter two in class. Have them complete their reading and answer associated guiding questions for HW.


 * HW:**

1. Choose most significant quote from this night’s reading. 2. Read Chapter Two and answer associated guiding questions. 3. Prepare for your vocabulary quiz.


 * Friday - 2/22**


 * Start Up:**

Please copy down what you think is the most significant quote from your reading that you have encountered thus far.


 * Have HW on your desk
 * Start studying for VOCAB Quiz.


 * Guided Learning:**

1. Take vocabulary quiz.

2. Have students complete Writer’s Notebook # 5
 * -**Write about a time when you were unkind to someone mentally or physically disabled, or you witnessed someone else being unkind to a mentally or physically disabled person. Describe what happened, and how you felt at that time.


 * allow students to share their ideas and writing in the small group setting.

3. Discuss Chapter Two Guiding Questions as a class.

4. Have students complete DEJ activity with what they think is the most significant quote from the first two chapters.

5. Students can get started on their reading assignment for the weekend.


 * HW:**

1. Read Chapters 3 and 4 and complete the associated guiding questions. 2. Complete any missing assignments that you have at this point.


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


 * Due Dates:**

-2/28/13-Thesis statement due -3/1/13- Annotated Bibliography due -3/1/13- Vocabulary Quiz (List 2) -3/7/13- Outline and Works Cited Page due -3/8/13- OMAM Film Essay Due to Turnitin.com -3/13/13- Rough Draft of Essay Due -3/22/13- Final Draft of Essay Due


 * Monday - 2/25**


 * Start Up:**

1. George’s relationship with Lennie is much more complicated than Lennie’s relationship with George. Do you agree or disagree with this statement? Use supporting detail to substantiate your claim.


 * Guided Learning:**

1. Review start – up and discuss difficulties students were having with the quiz. 2. Introduce the new vocabulary words and let students know that they will need to be prepared to incorporate all of the words into grammatically appropriate sentences. 3. Writer’s Notebook # 6: Agree or disagree with each of the following statements, and give reasons for your opinions:

1. If one has an animal, one has a responsibility to put it out of its misery if it becomes too old or sick to be any good.

2. Mercy-killing (euthanasia) should be legalized for human beings.

-From your reading last night, please generate at least two discussion questions.

4. Discuss Chapter three guiding questions.

5. Writer’s Notebook # 7: What can we learn about a person, judging by the setting they inhabit? Please use substantiating evidence and specific examples to support your claim.

6. Discuss Guiding Questions Part Four.


 * HW:**

1. Read Chapters Five and Six and answer associated guiding questions. 2. Write down two specific discussion questions that we can use for discussion based on this reading. 3. Finalize your official research topic.


 * Tuesday - 2/26**


 * 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.


 * Guided Learning:**

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

Part 1:


 * Make sure students know that they will need multiple pieces of paper and need to take notes throughout this process.

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

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…


 * If there is additional time… have students finalize their thesis statement/prepare for their Socratic Seminar.


 * HW:**

1. Start annotated bibliography. 2. Finish Reading //Of Mice and Men// 3. Finalize Thesis Statement 4. Prepare Responses for Socratic Seminar


 * Wednesday - 2/27**


 * Start Up:**

Please agree or disagree with the following statement, "no matter our label, we are all people first.” Please write three to four sentences and use substantiating evidence to support your claim.


 * Have chapter 5 and 6 guiding questions on your desk.


 * Guided Learning:**

1. Head to the computer lab. 2. Pass out thesis statement templates. 3. Allow students to start working on their annotated bibliography. 4. Head back to the classroom and have students complete their start-up activity. 5. Guest presentation on Autism and other developmental disorders. 6. If there is additional time, allow students to finalize their thesis statements or get started on their homework assignments.


 * HW:**

1. Incorporate words from vocabulary list # 2 into grammatically appropriate sentences. 2. Prepare response for Socratic Seminar 3. Finalize thesis statements.


 * Thursday - 2/28**


 * Start Up:**

Yesterday’s Start – Up: Please agree or disagree with the following statement, "no matter our label, we are all people first.” Please write three to four sentences and use substantiating evidence to support your claim.

Today’s Start – Up: Develop three specific rules that you think are absolutely necessary for a class discussion.


 * have thesis statement templates on your desk.


 * Guided Learning:**

1. Discuss start – up. 2. Discuss Expectations for Socratic Seminar: -I will simply be a moderator, but it is up to you all to create the academic discussion and to create the ideas. -You need to address each other’s comments and make appropriate eye contact. -The point of this is not to debate, but to have robust academic conversation. -You need to have your book out, jot down your ideas, and stay actively engaged throughout the entire discussion. -We will move on to another questions when there is nothing else to be discussed. 3. Facilitate Socratic Seminar -Before the seminar begins, check the students’ work for completion. 4. Have students complete sentence “development” activities. 5. Hand out the film viewing assignment and have students complete the first part. Allow them to use their phones for this and work in pairs. [] []

1. Study for vocabulary quiz 2. Complete Annotated Bibliography 3. Complete film viewing guide initial assignment.
 * HW:**


 * Friday - 3/1**


 * Start Up:**

Incorporate the words scourge and calculating into complete sentences. After you do this, choose three other words you are struggling with and attempt to incorporate them into sentences.


 * Guided Learning:**

1. Have students finalize their annotated bibliographies in the Computer Lab. 2. Make sure the students submit their work to turnitin.com 3. Have students start working on their outlines --- hand back thesis approval forms. 4. Collect students’ OMAM books as they work.

Part 2:

1. Head back to the classroom and have students take their vocabulary Quiz. 2. Show students expectations for completion of their outlines. 3. Show students expectations for completion of their works cited pages. 4. Give mini-lecture about film and the language of film. [] 5. Allow students to get started on their homework assignment.


 * HW:**

1. Complete film viewing guide initial assignment. [] 2. Work on Outline and Works Cited Page for Research Paper


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


 * Due Dates:**

-3/5/13- ACT -3/7/13- Outline and Works Cited Page due -3/8/13- Introductory Paragraph Due -3/8/13 – Vocabulary Quiz (List # 3) -3/13/13- Rough Draft of Essay Due -3/22/13- Final Draft of Essay Due


 * Monday - 3/4**


 * Start Up:**

1. List three particular testing strategies that you are planning to implement in order to insure your success on the ACT tomorrow. 2. List any specific questions that you have about the tests and the associated processes as well.


 * Have your HW on your desk.


 * Guided Learning:**

Part I: Computer Lab

Haves students work on the following assignments:

1. Finalizing their annotated bibliographies 2. Complete Outline 3. Complete Works Cited Page 4. Correctly format rough draft 5. Start drafting introductory paragraph of research paper


 * Collect students’ books as they work.

Part 2: Classroom

1. Review Start –Up: stress importance of ACT. 2. Review an ACT writing Prompt and show students how to plan and write their essays. [] 3. Review vocabulary words for the week (list three) 4. Review the language of film handout. [] 5. Start watching film if there is time.


 * HW:**

1. Work on Outline, Works Cited Page, and Introductory Paragraph. 2. Get mentally prepared for the ACT 3. Study vocabulary words


 * Tuesday - 3/5**


 * No class due to ACT testing**


 * 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?


 * Guided Learning:**

Part 1 – Computer Lab:

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 avaialble


 * Go over the vocabulary terms with second period.


 * HW:**

1. Incorporate all vocabulary words into a grammatically appropriate sentence 2. Paraphrase/College Preparation 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:**

Part 1 – Computer Lab

1. Turn in research assignments and any missing assignments 2. Complete Introductory Paragraph and submit it. 3. Start drafting your essay.

Part 2 – Classroom


 * 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. Allow students to play the sentence game or the slap vocabulary game.


 * HW:**

1. Work on Rough Draft 2. Study for vocabulary quiz part 2


 * Friday - 3/8**


 * Start Up:**

1. Copy down the word and the associated definition for the three words that you are struggling with the most.

2. Study!!! Remember, you will also have to identify the correct part of speech.


 * Guided Learning:**

1. Take vocabulary quiz

2. Show students sample Research Paper

3. Review the lecture notes on Film [] []

4. Begin watching 92 version of OMAM.

5. Have students complete contrastive analysis of film.


 * HW:**

1. Complete any missing assignments 2. Work on rough draft of research paper


 * 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:**

1. Partner up and review your responses to your viewing guide questions. Please feel free to collaborate in order to catch up on missed segments of the film or to answer questions that you are struggling with.


 * Guided Learning:**

1. Handout this week’s vocabulary 2. Review Expectations associated with the paper (show students model research paper) -focus on importance of citation. 3. Finish watching film. 4. Complete contrastive analysis and facilitate final discussion.


 * HW:**

1. Work on Rough Draft 2. Complete writing assignment and finalize answers for the viewing guide.


 * Tuesday - 3/12**

Computer Lab Day - Composed Rough Draft


 * Wednesday - 3/13**


 * Start Up:**

In your experience, are American as a whole traditionally a happy people? Explain your answer in 4-6 sentences.


 * Guided Learning:**

1. Head to the Computer Lab so that students can finish composing their rough drafts and submit them to turnitin.com


 * have students proofread each other’s papers.

2. Head back to the classroom

3. Discuss Start – Up

4. Review Vocabulary Words

5. Read introduction to Democracy in America

6. Read “Restless” article and allow students to get started on their homework.


 * HW:**

1. Incorporate all of your vocabulary words into grammatically appropriate sentences.

2. Complete associated questions for “Why Americans Are so Restless”


 * Thursday - 3/14**


 * Start Up:**

Writers’s NB

Is the legal, constitutional, and political equality of Americans more likely to lead them to be happy or unhappy? Explain in at least four to six sentences.


 * have your HW assignments available on your desk.
 * If you were absent yesterday, please see me so that you can obtain a copy of the text.
 * Have signed Progress Reports available on your desk.


 * Guided Learning:**

1. Have students complete sentence addition activity. 2. Discuss students’ responses to their HW assignments. 3. Read the article again. While doing this, make sure that you: 4. When you are done, please answer the following questions in at least three to five sentences on a separate sheet of paper
 * UNDERLINE KEY PHRASES/SENTENCES, CIRCLE UNKNOWN WORDS, AND WRITE NOTES IN YOUR MARGINS. **

1) Does Tocqueville think that Americans are mistaken in desiring prosperity and equality? 2) Why does Tocqueville think there is a constant strife between the desires inspired by equality and the means it supplies to satisfy them? 3) According to Tocqueville, what is the sort of equality Americans long for? 4) Why does Tocqueville think men can achieve a satisfactory degree of liberty but not a satisfactory degree of equality?

5. Have students discuss these questions in their small group settings in preparation for sharing out their responses. 6. Have a class discussion of these questions.


 * Play vocabulary “slap” game if there is enough time.


 * HW:**

1. Complete “Restless” HW Part 2 2. Study for your vocabulary quiz.


 * Friday - 3/15**


 * Start Up:**

Copy down the definition of the three words that you are struggling with the most, and then study in preparation for your quiz.


 * Guided Learning:**

1. Take vocabulary quiz 2. Discuss students’ response to their “Restless” HW 3. Have students take the “Restless” quiz 4. Practice SAT Writing Prompt -remind students how to plan out their essays -allow students time to compose their essays -have students grade their own responses
 * Play vocabulary Review Game
 * Let students know that I will be taking this up for a quiz.


 * HW:**

1. Continue work on your essay. 2. If you could give three pieces of advice to today’s youth, what would this advice be and why?


 * 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**


 * Guided Learning:**

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.


 * HW:**

1. Finalize three pieces of Advice 2. Continue to work on Final Draft


 * Tuesday - 3/19**


 * Start Up:**

WNB # 10 – Write three pieces of advice to your future self. Make sure that you provide rationales for this suggested advice.


 * have HW on your desk.


 * Guided Learning:**


 * Have students share their responses among their groups

1. Review Final Draft Rubric 2. Have students take notes on tone and diction. 3. Review Twain powerpoint with students/mini-lecture 4. Have students read “Advice to Youth” once. 5. During their second reading make sure that they annotate the text: -comments in margins -circle words they do not know -indentify significant passages and phrases 6. Allow students to independently answer the Analysis Questions on a separate sheet of paper. 7. Facilitate group discussion of analysis questions.
 * allow students to “warm up” for discussion by talking in their small groups first.


 * HW:**

1. Continue to work on final draft 2. Finalize Analysis Questions


 * Wednesday - 3/20**


 * Guided Learning:**


 * 1st Period:**

-Finalize Research Paper -Peer Revisions -Submit final essay. -Work on Advice to Teachers Essay


 * 2nd Period:**

1. Allow students to work in the computer lab on their drafts (thirty minutes) 2. Have students draft their letters of advice in the classroom


 * HW:**

1. Continue to work on final draft. 2. Work on Advice to Teachers assignment


 * Thursday - 3/21**


 * 1st Period:**

-Finalize Research Paper -Advice to Teacher’s Essay


 * 2nd Period:**

-Finalize Research Paper -Peer Revisisions -Work on Advice to Teacehers Essay


 * HW:**

1. Presentation Power Point 2. Complete Final Draft 3. Complete Advice to Teachers Essay


 * Friday - 3/22**


 * Guided Learning:**

1. Finish Final Draft and submit to turnitin.com 2. Work on Letter of Advice to Teachers 3. Final Presentation and Speech


 * HW:**

1. Junior Project Presentation 2. Advice to Teachers Essay


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


 * Due Dates:**

-4/3/13- Advice to Teachers essays are due to turnitin.com -4/5/13- Dramatic Terms Quiz -4/5/13- Outline for final speech is due (hard copy) -4/11/13- Final Presentations and Power Points are due


 * 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
 * Review my personal teaching goals as well.

1. Review information for Advice to Youth Essay… 2. Review information for the students final powerpoint presentation and speech 3. Introduce the new dramatic terms to students – Have them copy this information down.
 * stress the importance of vocabulary usage.

4. Pass out books and have students write down their names and their book numbers on a scratch sheet of paper. 5. Allow students to complete //Raisin in the Sun// Reflection # 1

Do you agree or disagree with the following statement:

“I wish to live because life has within it that which is good, that which is beautiful, and that which is love. Therefore, since I have known all of these things, I have found them to be reason enough and--I wish to live. Moreover, because this is so, I wish others to live for generations and generations and generations and generations.”

― [|Lorraine Hansberry], [|//To Be Young, Gifted and Black//]

In drafting your response make sure:

-you write a minimum of 8-10 sentences. -quote at least a portion of the excerpt -use personal examples to support their answers -write in correct paragraph form

6. Allow students to independently work on their HW assignments or organize their binder.

7. Hand back students research paper grades.


 * HW:**

1. Finalize Letter of Advice 2. Read Lorraine Hansberry Bio information -List the three most important facts about her life. -List the two most interesting facts about the play.


 * Wednesday - 4/3/13**


 * Start Up:**

What is a dream deferred? Have you ever experienced this? What was your reaction? Please answer in 3-5 sentences


 * Have HW on your desk.


 * Guided Learning:**

1. Head to the computer lab for fist half of class:

-Finalize Advice to Teachers essay -Work on Speech Outline. - Work on Powerpoint Presentation.

2. Return to class and complete start-up activity.

3. Short discussion of start-up

4. Have students take guided notes on Lorraine Hansberry Powerpoint
 * students will list the ten most important facts from the presentation.

5. Have students complete Poetry Pre-Learning activity.
 * have a student volunteer to read.
 * collect students’ work at the end of the class period.



6. Hand out guiding questions and assign their reading.

1. Read Act 1, Scene 1, and answer associated guiding questions. 2. Speech Outline 3. Presentation Powerpoint
 * HW:**


 * Thursday - 4/4/13**


 * Start Up:**

1. How do individuals determine or understand their place in society? Please provide a 3-5 sentence response.


 * Have HW on your desk


 * Guided Learning:**


 * Review Poetry Pre-Learning Exercise if we did not get to it yet.


 * Discuss students’ responses to their start-up.

1. Discuss the guiding questions with students.
 * Call on five students to share their discussion questions for the act.

2. //A Raisin in the Sun// Reflection # 2 (20 minutes)

Choose one of the characters that has a challenge or problem you can identify with. Who is the character and what is the problem? What do you see as the possible outcomes or solutions to these problems?

-write a minimum of 8-10 sentences. -quote at least a portion of the text -use personal examples and textual evidence to support your argument. -write in correct paragraph form

When students are done, have them discuss their answers with a partner. After that, have them assigne themselves a grade and have them also add a one sentence justification as to why they should receive that grade.

3. Hand out retrieval information sheet for Act 1: -clarify what characters the students will need to focus on. -show students examples of how this is done. -Have students focus on: Beneatha, Walter, Ruth, and Mama

4. Allow students to start reading Act 1, Scene 2 in class and answering the associated guiding questions and encourage students to work on the retrieval activity for act 1.

5. In the last five minutes of class take a moment to review for the dramatic terms quiz with students.


 * HW:**

1. Complete Act One retrieval sheet 2. Read Act 1, Scene 2 and answer associated guiding questions. 3. Study for Dramatic Terms Quiz 4. Complete Outline for Speech


 * Friday - 4/5/13**


 * Start Up:**

1. What does the root word “mono” mean? 2. What does the root word “di” mean? 3. What is the difference between a soliloquy and a monologue?


 * Have HW on your desk


 * Guided Learning:**

Computer lab for the first half of class:

-submit Letters of Advice -work on Outline -work on associated //Raisin// assignments -study for your quiz

1. Take vocabulary quiz 2. Discuss Act 1, Scene 2 3. Introduce students to character retrieval assignment for Act II and Act III
 * allow students to independently work on this.
 * allow students to work independently on guiding questions


 * HW:**

1. Read all of ACT 2 and complete associated guiding questions. 2. Work on ACT 2 and Act 3 Retrieval Activity 3. Practice and further prepare your presentation.


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


 * Due Dates:**

-4/10/13- Act 2 and Act 3 Retrieval Sheet due. -4/10/13- Connecting Character and Theme sheet due (end of class) -4/11/13- Presentations Start/Powerpoints due -4/18/13- Final //Raisin// essay due


 * Monday - 4/8/13**


 * Start Up:**

In this dialogue between Mama and Beneatha, do you agree with Mama’s opinion? Please justify your answer by writing at least four sentences.

Beneatha: Love him? There is nothing left to love.

Mama: There is always something left to love. And if you ain't learned that, you ain't learned nothing


 * Guided Learning:**

Part 1 - Computer Lab: 1. Finalize Power Points 2. Practice Presentations 3. Submit any late work 4. Check graded assignments on turnitin.com 5. Catch up on reading/read ahead. 6. Complete Retrieval information.

Part 2 – Classroom

1. Complete Start-Up 2. Prepare for reading quiz 3. Introduce Retrieval Assignment and Connection to Theme activity. 4. Discussion of Act 2 (if there is not enough time, we will finish discussing this info tomorrow). 5. Give students the opportunity to indpedendently work on new assignments


 * HW:**

1. Read all of Act III and complete guiding questions. 2. Complete Act II and Act III retrieval assignment 3. Complete connecting character to theme assignment. 4. Finalize presentation and powerpoint.


 * Tuesday - 4/9/13**


 * Start Up:**

At the end of Act II, what would you do if you were Walter in order to rectify the situation? Please explain in 2-3 sentences


 * Have guiding questions for Act 2 and Act 3 out on you desk, and read ahead independently in preparation for the Socratic Seminar.


 * Guided Learning:**

1. Allow students to independently read in preparation for group

2. Discussion:
 * Allow students to discuss questions and then discuss on the whole class level.
 * In order to receive full-credit, a group must have at least five points.
 * Encourage students to focus on responding to each others’ ideas.
 * Clearly assign groups…

3. Review information for the presentation… -review speech rubric -review powerpoint rubric.

4. Independent work on character retrieval information and associated activities


 * HW:**

1. Complete Retrieval activity for Act II and Act III 2. Complete connecting character to theme activity 3. Finalize PPT and practice your presentation


 * Wednesday - 4/10/13**


 * Start Up:**

List three specific steps that you plan to take in order to adequately prepare for a successful presentation.


 * Guided Learning:**

Part I: computer lab -Finalize presentation. -Save a copy of your presentation in multiple places -Complete any associated //Raisin// activities. -Complete any missing assignments -Practice and further prepare for your presentation.

Part II: Classroom

1. Discuss Start – Up 2. Review essay assignment.

3. Review Speech and PPT information. 4. Review Rubric 5. Allow students to work independently.
 * Importance of quality thesis


 * HW:**

1. Prepare for your final presentation


 * Thursday - 4/11/13**

Final Presentations


 * Friday - 4/12/13**


 * 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.


 * Guided Learning:**

1. Hand back graded student work. 2. Review essay prompt with students. 3. Break the prompt down for students 4. Finish presentations


 * HW:**

1. Start Rough Draft for //Raisin// Essay


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


 * Due Dates:**

-4/18/13- Final Essay for //A// //Raisin in the Sun// -4/18/13- Vocab Quiz for SAT List # 2


 * Monday - 4/15/13**


 * Start Up:**

What are three specific “things” you will do in order to be successful on your final essay for //A Raisin in the Sun?//


 * Guided Learning:**

1. Review Start-Up and Nuts and Bolts 2. Resume Presentations 3. Introduce new vocabulary words 4. Allow students to get started on their HW.


 * HW:**

1. Rough Draft of //Raisin// Essay 2. Read pages 105-114 of //A Raisin in the Sun// and write down five important observations about the historical context or particular aspects of Hansberry’s life.


 * Tuesday - 4/16/13**


 * Start Up:**

N/A


 * Guided Learning:**

We will be in the Computer Lab for the Duration of the Period To –Do List:

1. Correctly format your essay according to MLA formatting 2. Start Composing your draft. Remember to: -focus on a strong thesis -write in the third person -incorporate quotes -correctly cite quotes -use introductory and concluding sentences -write about events taking place in literature in the present tense -Make sure your thesis is the last sentence of your first paragraph
 * remember to use your analysis and retrieval sheets for information on the character

3. Review model essay on my website. 4. Complete HW: Read pages 105-114 of //A Raisin in the Sun// and write down five important observations about the historical context or particular aspects of Hansberry’s life. 5. Complete any missing assignments

Model Essay


 * HW:**

1. Write Draft of //Raisin// Essay 2. Read pages 105-114 of //A Raisin in the Sun// and write down five important observations about the historical context or particular aspects of Hansberry’s life.


 * Wednesday - 4/17**


 * Start Up:**

1. What skills, concepts or genres would you like to be taught during the homestretch? Please identify at least five different skills, concepts, or genres that you would like to pursue.


 * have HW on your desk


 * Guided Learning:**

Part 1: Computer Lab for the first half of the period:

1. Correctly format your essay according to MLA formatting 2. Start Composing your draft. Remember to: -focus on a strong thesis -write in the third person -incorporate quotes -correctly cite quotes -use introductory and concluding sentences -write about events taking place in literature in the present tense -Make sure your thesis is the last sentence of your first paragraph 3. Review model essay on my website. 4. Make sure that you print a copy of your essay that we can work with in class.
 * remember to use your analysis and retrieval sheets for information on the character

Part 2: Classroom

1. Have students complete their start – up. 2. Have students complete the turnitin.com survey. 3. Have students collaborate in their small groups: -Present five most important facts that they have decided on as a group. 4. Thesis statement revision and checklist activity. 5. Hand out Progress Reports
 * collect HW


 * HW:**

1. Continue working on your rough draft. 2. Study for vocabulary quiz.


 * Thursday - 4/18/13**


 * Start Up:**

What has been your favorite “text” that we have worked with throughout the year. Please substantiate your claim with at least three supporting sentences.


 * Guided Learning:**

1. Have students complete the self-reflection prompt for their project.
 * discuss how they can use their work for Senior Project

2. Have students’ revise a partner’s essay, and then revise their own essay using the provided template (twenty minutes)
 * encourage students to make additions and to write their conclusion by hand.
 * when they are done, they need to staple this to their draft.

3. Have students play the “vocabulary”. -work through the words in numerical order. -have students share their responses. -If you see something written awkwardly, please note it.

4. Raising in the Sun Reflection # 3

 Do you agree or disagree with the following quotation?


 * "Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that."**
 * -Martin Luther King, Jr.**

Please substantiate your claim with examples from personal life and literature. You must write at least two correctly formatted paragraphs with topic and concluding sentences.


 * make sure that students complete their reflection before the end of class.**


 * HW:**

1. Study for your quiz 2. Finalize your draft of your //Raisin// Essay.


 * Friday - 4/19/13**

Incorporate the three words that you are struggling with the most into complete sentences.
 * Start Up:**


 * Have HW on your desk.
 * Guided Learning:**

Part 1 – Computer Lab

1. Make suggested corrections to your essay.
 * make sure that it is correctly formatted
 * written in active voice
 * written in the third person
 * quotations are introduced and cited correctly

SAT Writing Prompt # 2

1. Take the vocabulary quiz 2. Have students complete the second practice SAT writing prompt
 * Let the students know that we will be scoring these on Monday.


 * HW:**

1. Finalize //Raisin// essay and submit to turnitin.com


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


 * Due Dates:**

-4/24/13- Finalize Final Raisin reflection and turn it in to turnitin.com


 * Monday - 4/22/13**

Writing Workshop


 * Tuesday - 4/23/13**


 * Start Up:**

Rewrite the following sentences in correct grammatical form.

1. When Mr. Jarman was young he used to be very nice.

2. Mr. Jarman was very nice, when he was young.

3. The students are tired of all the homework and the teachers are tired of grading it.


 * If you were absent yesterday, please get the missing work and start working on your SAT practice essay.


 * Guided Learning:**


 * Review Start – Up

1. Introduce students to the SAT Rubric.
 * make sure that they keep a copy in their binder.

2. Have students read through their essays and give themselves a grade on their essay.
 * students need to then write a one page justification statement for what contributed to their grade
 * students need to note three areas of improvement and write this on their sheet as well.

3. Have students complete the transition sentence exercise.
 * Review the first half verbally with students as a class.
 * Have students complete the second exercise and turn it in for a class work grade… Encourage students to use the model compound sentences on the first page as a guide.

4. Have students proofread through their Raisin Reflection.
 * have students make additions and revisions.
 * remind students that they will be typing this in the computer lab tomorrow and submitting it for a grade.


 * HW:**

1. Read Pages 115 – 120 of //Raisin// and complete associated assignments

2. Finalize proofreading of last reflection


 * Wednesday - 4/24/13**


 * Start Up:**

Rewrite the following sentences in correct grammatical form.

1. The students were crazy, the teacher was tired.

2. Chris thinks that he is stronger then Mr. Jarman.

3. Not sleeping has a deleterious affect on students’.

4. The student went fishing and the teacher graded papers.


 * Guided Learning:**

Part 1 - Computer Lab:

1. Revise, Finalize, and submit //A Raisin in the Sun// essay on turnitin.com 2. Finalize and submit any missing assignments. 3. Complete your HW if you have not done so already.

Part 2 – Classroom:

1. Review start –up 2. Have students work collaboratively in their groups to synthesize information from HW assignment. 3. Discuss questions from “Letter to Nephew” reading. 4. Introduce “Letter to Nephew” Prompt
 * Assign roles
 * Discuss answers
 * Write down final answers on a new sheet of paper.
 * Make sure that everyone’s names are on the sheet.


 * focus on how students should refer to the prompt.


 * HW:**

1. Compose outline for “Letter to Nephew” Assignment 2. Write Introduction to “Letter to Nephew” Assignment


 * Thursday - 4/25/13**


 * Start Up:**

Rewrite the following sentences in correct grammatical form.

1. While Beneatha has a strong personality she makes some very immature decisions.

2. The character Walter Lee is walking in.

3. The teacher could not tell weather or not the student was effected by the situation.

4. The teacher was laughing, while grading the students notebooks.

5. The bouquet of flowers are on her desk.


 * I will be taking your start-ups today…


 * Guided Learning:**

1. Review the start – up.

2. Review the prompt with the students one more time.
 * focus on how they should refer to the title of the story.

3. Five minute open workshop on introduction.

4. Facilitate a peer revision of the introduction.

5. Allow students five – ten minutes to work on their outline. 6. Facilitate peer review and suggestions.


 * If there is enough time allow students to work on their drafts.

7. Have students read Hughes bio.

8. Have a student volunteer to read the poem.

9. Have students identify the tone, diction, and a possible theme.

10. Have students complete associated worksheet

11. Assign the poem writing assignment


 * HW:**

1. Work on “Letter to Nephew” essay.


 * Week # 14 - 4/29/13 - 5/1/13**


 * Due Dates:**

-5/1/13- “Letter to Nephew” essay due -5/2/13 – Poetic Terms Quiz (1-10) -5/3/13 - Poetic Terms Quiz (11-18)


 * Monday - 4/29/13**


 * Start Up:**

Write down the correct MLA formatting for your paper in your start-up section.


 * Guided Learning:**

1. Open workshop in the computer lab using


 * HW:**

Continue working on Final Draft of your essay.


 * Tuesday - 4/30/13**


 * Start Up:**

1. Please explain some of the new writing skills that you have acquired as a writer throughout this course.

2. Please target areas where you are still struggling, and outline an action plan for personal improvement.


 * Make sure that you have a copy of your essay prepared for the proofreading session.


 * Guided Learning:**

1. Review Rough Draft Checklist with students.

2. Allow students to proofread one another’s papers.

3. Introduce terms poetic terms.

4. Have students read through Hughes bio and locate the three most important facts and have them write them down on the sheet.


 * briefly discuss the biography.

5. Have a student volunteer to read the poem.

6. Have the students read through the poem and complete the following tasks on a separate sheet of paper: -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.


 * HW:**

1. Continue working on “Letter to Nephew” essay.


 * Wednesday - 5/1/13**


 * Start Up:**

1. List at least five literary devices that contribute to the “mood” of a poem.


 * Have completed HW on your desk.


 * Guided Learning:**

Part 1 – Computer Lab:

1. Finalize and submit “Letter to Nephew” writing assignment 2. Complete any needed make up assignments.

Part 2 – Classroom:

1. Review Start –Up 2. Review students’ responses to their HW 3. Have students complete comparative worksheet and discuss.


 * Thursday - 5/2/13**


 * Start Up:**

Do you think the meaning of a poem can be more universal if the poet is not the speaker? Explain why or why not. Please explain in 2-3 sentences.


 * Study for poetic terms quiz!


 * Guided Learning:**

1. Poetic Terms quiz

-Incorporate literary devices 1-10 into a poem -on a separate smaller sheet of paper, please copy your poem down and identify and explicate your usage of examples. -make sure this piece of paper is attached to your larger sheet of paper. -The catch is… you only have twenty minutes to do this.

2. Allow students to present their poems if they would like.

3. Have a volunteer read through the “Parents” poem with students

5. Have students read the poem and answer the following questions: -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. Allow students to discuss their response with their neighbors. 8. Discuss students responses on the whole class level. 9. Read the corresponding non-fiction article. 10. Have students complete contrastive worksheet. 11. Discuss students’ responses to the worksheet.


 * Friday - 5/3/13**


 * Start Up:**

1. Explain the difference between tone and mood.


 * study poetic terms 11-18


 * Guided Learning:**

1. Review start – up. 2. Complete “Dreams” quiz assignment. 3. Introduce Cartoon Physics. 4. Have students independently complete the Analysis Templates 5. Have students work together in order to synthesize their responses, and they will turn one final sheet in. 6. Have students complete the imagery activity for this poem. 7. Discuss expectations for homework, and allow students to begin.


 * HW:**

1. Theme B Poem Activity


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


 * Due Dates:**

-5/8/13- Theme for English 3 Poem due to turnitin.com -5/9/13- Select and obtain copy of your favorite Shell Silverstein poem -5/9/13- Final Poetry Assessment


 * Start Up:**

1. What does a burning candle symbolize? 2. What is one specific thing that students can do in order to increase their personal happiness while being academically successful?


 * please explain in 2-3 sentences?


 * Guided Learning:**

1. Students will watch //The Dead Poets Society// and complete the viewing guide associated with this.


 * HW:**

1. Answer discussion questions from the film guide


 * Tuesday - 5/7/13**


 * Start Up:**

Please explain compare and contrast the phrases “carpe diem” and “yolo.” Please make sure that your response is at least 2-3 sentences.


 * If you were absent yesterday, please see me about a start-up sheet and a viewing guide.


 * Guided Learning:**


 * allow students to collaboratively answer/work on questions (5 minutes)

1. Finish Film viewing. -have students paraphrase the major events from the text.


 * HW:**

1. Complete rough draft of Theme B Poem. 2. Start researching Shel Silverstein poem.


 * Wednesday - 5/8/13**


 * Start Up:**

What do you think is my purpose for this film viewing assignment?


 * Guided Learning:**

Part 1:

1. Research in lab for Silverstein poem 2. Type Theme for English 3 poem and submit to turnitin.com

Part 2:

1. Allow students to collaboratively work on their film viewing guides. 2. Finish film. 3. Allow students to finalize their film viewing guides. 4. Review discussion questions with the entire class. 5. Have students select their best analysis sheet among the group and submit for a group grade. 6. Discuss the significance of the following symbols from the film. Please write at least three sentences for each symbol: -the snow -the burning candle in the beginning of the film -vomit in the snow -the crown of thorns. -smoke 7. Have students collaborate and submit their final answers.


 * HW:**

1. Study Poetic Terms in preparation for poetry assessments tomorrow. 2. Finalize choice of Shel Silverstein poem.


 * Thursday - 5/9/13**


 * Start Up:**

How many times should you “read” through a poem before you begin to analyze it for deeper meaning? Please substantiate your claim in 2-3 sentences.


 * Have HW on your desk


 * Guided Learning:**

1. Complete Analysis for target poem. 2. Allow students twenty-five minutes to finalize their work. 3. Give students fifteen minutes to collaboratively respond
 * make sure they are switching roles with every response.
 * ensure a different person in writing each time in order to make their work as interactive as possible.

4. Introduce Independent Reading Project… Allow students to start reading…
 * I will give you time to decide so that you can make an adequate and appropriate choice.

5. Read biographical information on William Carlos Williams p. 724.

6. Briefly discuss biographical information.

7. Read: “The Red Wheelbarrow”, “The Great Figure”, and “This is Just to Say” – William Carlos Williams – on pages 733-734.

8. Answer the analysis questions 1-6 on page 734.


 * HW:**

1. Make sure that you have selected a Shel Silverstein poem and have printed it out


 * Friday - 5/10/13**


 * Start Up:**

Make corrections so that the following sentences are grammatically correct:

1. Jame’s style of writing is enjoyable. 2. People sometimes that think that I am “crazy”. 3. The Title of the article was “The boy Who talked.”


 * make sure that you have a selected copy of your poem.


 * Guided Learning:**


 * we will be using these poems as the basis for our MSL work on Monday.

1. Read biographical information on William Carlos Williams p. 724.

2. Briefly discuss biographical information.

3. Read: “The Red Wheelbarrow”, “The Great Figure”, and “This is Just to Say” – William Carlos Williams – on pages 733-734.

4. Answer the analysis questions 1-6 on page 734.

5. Have students collaborate as a group and submit their final answers.

6. Discuss students’ responses.

7. Open Session for Independent Reading Projects: -students can check out books -students can “sample” books to see if they are genuinely interested in the texts.

8. Silverstein activities


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


 * Due Dates:**

-5/16/13- Literary Terms Quiz – applied -5/24/13- Independent Reading Project due


 * Monday - 5/13**


 * Start Up:**

In a few sentences, please reflect on how your independent novel project is going… If you have not started yet, please clearly outline what you can do in order to successfully prepare for this assignment.


 * Guided Learning:**

1. Review Literary terms
 * have students highlight concepts that they are unfamiliar with.
 * briefly review via overhead projector.

2. Practice MSL Assignment -Only allow students twenty minutes to work on the assignment.

3. Have students grade their responses using the rubric.

4. Allow students to work on their independent Reading Project

5. Follow up with Shel Silverstein assignment. Reiterate the importance of literature and have the students put their poem in an accessible place.


 * HW:**

Independent Reading Project


 * Tuesday - 5/14**


 * Start Up:**

What was the “biggest” struggle that you encountered when you were responding to the practice MSL prompt yesterday? What can you do to overcome this obstacle?


 * If you were absent, make sure that you pick up a start – up sheet.
 * When you are done with your start-up, please turn to the “Notes” section of your binder.


 * 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. Read the first three Dave Eggers pieces of short fiction.

8. Open Workshop for the Independent Reading Project


 * HW:**

1. Finish Eggers Readings 2. Study for TRIAC quiz


 * Wednesday - 5/15**


 * Start Up:**

Of the three short readings, which ones did you enjoy the most and why?


 * have HW on your desk.
 * study for TRIAC quiz

Part 1 - Computer Lab : 1. Allow students to work independently on all aspects of their Independent Reading Projects
 * Guided Learning:**

Part 2 - Classroom:

1. TRIAC Quiz

2. Have students collaboratively review their Eggers work and finalize answers. Spot Check their HW when I get back to the room.

3. Based on the Dave Eggers’ short story “The Go Getters”, how does the author’s use of stylistic devices contribute to the story’s meaning its mea? Include one example from the text to support your answer.


 * have students grade their own responses…

3. Have students work on their Manguso readings and responses for the rest of the class period.


 * HW:**

1. Complete Manguso reading and answers 2. Continue working on Independent Reading Project


 * 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 HW on your desk.


 * Guided Learning:**

1. Complete Eggers TRIAC assignment

Start class with Eggers TRIAC…

2. Have students grade their responses: - Grade out of 10. -Pass back work. -Type up a “10” and review the work.

3. Have students finalize their answers to the Manguso pieces and turn in one group sheet.

4. Briefly review “11” essential terms

5. Have students read the short story

6. Reading quiz.

7. Have students switch their papers and grade each other’s responses.

8. Continued TRIAC Practice: In the text, the author uses a simile when she states, “the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other.” How does this simile contribute to the meaning of the story?


 * HW:**

Work on Independent Reading Project


 * Friday - 5/17**


 * Start Up:**

N/A


 * Guided Learning:**

1. Read the short story entitled “The Lottery” by Shirley Jackson. When you are finished, please answer all of the discussion questions at the end of the story in paragraph form on a separate sheet of paper.

2. Work on Independent Reading Project
 * allow students to use class computers
 * allow students to use analysis sheets.


 * HW:**

Work on Independent Reading Project.


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


 * Due Dates:**


 * -**4/24/13- Independent Reading Project due


 * 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 get a copy of “The Lottery”


 * Guided Learning:**

1. Allow students to work collaboratively on their responses from “The Lottery” and turn in a new answer sheet.
 * prepare new answer sheets
 * make sure that students take turns writing responses.
 * give students twenty five minutes.

2. Pass “11” out and gives students five minutes to read the story and attempt to identify a theme.

3. Have students complete their “11” TRIAC Response.
 * Type up a few model responses.

4. Allow students to work independently on their projects.
 * Pass out DEJ sheets
 * Let students know that I have supply materials that they can use if needed.


 * HW:**

1. Work on Independent Reading Projects


 * Tuesday - 5/21/13**


 * Start Up:**

What are two specific strategies that you can utilize in order to perform better on multiple choice assessments?


 * Have answers to Lottery Questions on your desk.
 * Make sure that you have a highlighter.


 * Guided Learning:**

1. Have students read through example TRIAC response. - identify the different elements -identify the signal and transitional phrases - evaluate whether or not they completed the different elements successfully or not. - give the paper a grade with a two sentence justification statement.

2. Hand back the TRIAC assignments and have students grade each other’s work.

-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.

3. Students will read “BDNF” article (10 minutes) -identify the author’s claim. -indentify three pieces of evidence that support the author’s claim. -attempt to locate a counter claim inside of the article.

4. Complete TRIAC Response (15 minutes)

Identify the author’s claim and explain how it is refined within the selection. Analyze how the author addresses any counterclaims in the text. Include two examples from the text to support your answer.


 * Identify the author’s claim is the most important… If there is no counterclaim then simply do not address it!
 * If it asks for two examples… make sure that you have IAIA
 * Remember to use signal phrases



5. Open workshop for Independent Novel Project
 * pass out DEJ sheets


 * HW:**

Work on Independent Reading Project


 * Wednesday - 5/22/13**


 * Start Up:**

Please re-write these sentences in correct grammatical form:

1. In the article, the author, states that higher levels of BDNF contribute to better cognitive functioning.

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

3. Specifically the author states that people who exercise despite their age with benefit from these process.


 * Guided Learning:**

Part 1 – Computer Lab:

1. Open workshop on Independent Reading Project

Part 2 – Classroom:

1. Have students complete grading processes for the TRIAC assignment they completed yesterday.

2. Open working session on students’ independent reading projects


 * HW:**

Continue to work on Independent Reading Project


 * Thursday - 5/23/13**


 * Start Up:**

Recall an event from your experience that you whish had ended differently. In a few sentences, write the ending you wish had taken place.


 * Guided Learning:**

1. Have students read “Ambush” -complete multiple choice questions on a separate sheet of paper. 2. Complete TRIAC assignment # 1

The title refers to the narrator’s “ambush” of his unsuspecting enemy. How does the ending suggest that long after the episode, the young man would still “ambush” the narrator?
 * Please use only one supporting example from the test to substantiate your claim.

3. Complete TRIAC # 2 –

Explain how the setting of the story contributes to the mood. Please use one example from the text to substantiate your claim.

4. “Complete Land of Giants” reading and complete multiple choice questions

5. Open session on independent reading projects

Independent Reading Project
 * HW:**


 * Friday - 5/24/13**


 * Start Up:**

Would you recommend your book to future students? Please justify your recommendation.


 * Guided Learning:**

1. Complete “Land of Giants” reading and complete multiple choice questions

2. Read “Digging the Past” p. 24

3.Digging the Past TRIAC

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.

4. College Essay Rough Draft


 * HW:**

Continue working on college essay draft


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


 * Due Dates:**


 * -5/19/13- College Essay due to turnitin.com**


 * Tuesday - 5/28/13**


 * Start Up:**

1. Explain what steps you can take to condense you TRIAC responses down to four lines while still maintaining their quality.


 * Please just complete your start-ups on a blank sheet of paper for this week.


 * If you were absent on Friday, make sure that you see me about missing assignments.
 * Have TRIAC notes on your desk.


 * Guided Learning:**

1. Take up Independent Book Reading Projects

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. Open Workshop on college essay


 * HW:**

Finalize College Essay Draft


 * 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.


 * Guided Learning:**

1. Computer Lab

-Allow students to work on their college application essays. -remind them to submit their essays to turnitin.com

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

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.


 * Try to get this down to four lines!

5. Have students grade their TRIAC responses

6. complete short multiple choice activity if there is enough time.


 * HW:**

Finalize college essay and submit to turnitin.co 