z-+English+1

On this page you will find daily assignments and important handouts


 * Syllabus**


 * Parent Information Sheet**


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


 * Due Dates:**

-8/28/12 – Rules Quiz -8/28/12- Parent Contact Information sheet -8/30/12- Rough Draft of Essay Due -8/31/12 Letter Presentations -8/31/12- Binder/Notebook Check -9/6/12- Final Draft of Essay Due


 * Monday - 8/27/12**

1. Review Syllabus with students


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

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

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

4. Introduce the Academic Expectations/Introductory Essay

-Allow students time to start completing this assignment in class.


 * HW:**

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


 * Tuesday - 8/28/12**


 * Start-Up:**

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


 * Guided Learning:**

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

2. Introduce students to the No-Excuses Rules.

3. Have students complete No-Excuses worksheet independently.

-review this worksheet as a class.

-Remind students to apply this to their writing.

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

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

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

-Continue to work on the Academic Expectations Essay. -Organize/set-up binder
 * HW:**


 * Wednesday - 8/29/12**


 * Start-Up:**


 * Please pull out your introductory letter assignment, and any work that you have put forth on this writing project at this point.


 * Guided Learning:**


 * Hand back their quizzes and make sure that their materials are in the correct place in binder. Review answers to the quiz.

1. Allow students to start composing their drafts in class.

2. Work with students individually and in groups to address concerns and to help with the writing process.

3. Introduction to Computer Lab Policies:

Explain computer lab policies…

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

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

5. Head to the computer lab

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

7. Students will register for turnitin.com

8. Students will have the opportunity to type their essays. -Need to save their essays on their flash drives…


 * HW:**

1. Complete Rough Draft of Essay.


 * Thursday - 8/30/12**
 * Start-Up:**


 * On a scratch sheet of paper, come up with five rules about how you should behave while in the library.


 * Guided Learning:**

Discussion of students’ responses to the “start-up” prompt

1. First 45 minutes: we will head to the media center for orientation

2. Have student complete the “Curriculum” reading and answer the following questions independently:

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

- What is the topic of this article? - Explain one major difference between the new Common Core curriculum for English and the traditional North Carolina Standard Course of Study.

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

3. Have students read the “Texting” reading and answer the following questions:

-What is the topic of this article?

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

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

4. When reviewing the questions with students, allow them to perform “think, pair, shares” before they provide their answers.

5. If there is additional time, allow students to complete the parts of speech pre-assessment.


 * HW:**

-Prepare for short presentation tomorrow of your writing.

-Completely organize your binder so that you can make an excellent grade on your notebook check.


 * Friday- 8/31/12**


 * Start-Up:**

On a separate sheet of paper, please write down three specific academic goals that you have for the year. Please be specific, and please be prepared to share these goals.


 * Guided Learning:**

1. Discuss expectations for their presentations:

-we will be moving in alphabetical order. -eye contact with the class. -getting a classwork grade both on the quality of your very short presentation along with your participation as an audience member. -As soon as a person is done, we applaud, and the next person come up on the stage. We need to make this as seamless as possible.

2. Model the process for the students.

3. Students will deliver their presentations. (15 mins)

4. Have students’ complete Parts of Speech Pre-Assessment (20 mins)

5. Review the answers with the students and allow them to grade their own papers (10 mins)

6. Review Personality Test results with students (20 mins).

7. Introduce Initial Reflection Assignment, and allow students to compose their essays (25 mins – remainder of class) (encourage students to write in their writer’s nb).




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


 * Due Dates:**

-9/6/12- Hard Copy of your English I Introductory Assignment. -9/6/12- Picture Day -9/6/12- After School Tutoring -9/7/12- Presentation of Academic Goals -9/7/12- Vocabulary/Grammar Quiz


 * Tuesday** **- 9/4/12**


 * Start-Up:**


 * TURN TO THE START-UP SECTION IN YOUR NOTEBOOK, MAKE SURE THERE IS PAPER IN THIS LOCATION, AND WAIT FOR DIRECTIONS.

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

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

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

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


 * Guided Learning:**


 * Discuss student responses to the Start-Up.

1. Hand back students’ reflective writing assignments.
 * have a general discussion with students about expectations for these assignments in the future.

2. Review Parts of Speech Pre-Test with students. Have them grade their own papers.
 * short discussion following this activity.

3. Introduce this week’s vocabulary List.



4. Have students make their Vocabulary note cards.
 * Model this Process for the students.

5. Have students read through list of potential research topics, and select two that they are personally most interested in.


 * Make sure to pass out folders for the students to use for their Research.


 * HW:**

Word Graveyard Assignment


 * Wednesday - 9/5/12**


 * Start-Up:**

1. Have HW assignment on your desk.

2. Complete Word Graveyard Assignment # 2


 * Guided Learning:**

1. Review Word Graveyard Assignment # 1

2. Review Word Graveyard Assignment # 2


 * Remind students to place this in their class work section when they are done.

3. Hand back students’ writings, and have them get rid of all of the grave yard words in their writing.

4. Have studentsproof-read their papers looking for no-excuses violations.

5. Head to the computer lab so that students can make the finishing touches on their essay.

6. Have students print their essays. Also have students to submit their essays to turnitin.com.


 * HW:**

1. Finish your essay, and make sure that you have printed it out in hard copy. 2. Submit your essay to turnitin.com. 3. Write a sentence in which you incorporate each and everyone of your vocabulary words into a grammatically correct sentence.


 * Thursday - 9/6/12**


 * Start-Up:**


 * Have homework on your desk.

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

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


 * Make a list of at least ten.


 * Guided Learning:**

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

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

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

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

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

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

7. Have the students locate three adjectives.

8. Have the students locate two adverbs.

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

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


 * HW**

Study for you vocabulary quiz.


 * -Friday - 9/7/12**


 * Start-Up:**

1. Identify the nouns, verbs, adjectives, and adverbs in the following sentence:

The loud students walked quietly.

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

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


 * Guided Learning:**

1. Review Start-Up

2. Play Fly Swat Game.

3. Have students take their vocabulary quiz.

4. Have students complete Parts of Speech Scavenger Hunt.

5. Critical Reflection Assignment.

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


 * HW:**

-Parent/Guardian Interviews about the Research Project




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


 * Due Dates:**

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


 * Monday - 9/10/12**


 * Start-Up:**


 * Have your homework assignment on your desk.

Identify the verbs in the following sentences:

1. Cedric walked around the park.

2. Mr. Jarman had a restful weekend.

3. The students were excited about returning to school.

4. The student had a new haircut on Monday.


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


 * Guided Learning:**


 * Review start-up with students.

1. Review the students’ quiz with them.

2. Have students read through their essays, and have them look for any additional graveyard words or “no-excuses” violations.

3. Introduce the new vocabulary words to the students.




 * have students make flash cards for new vocabulary words.

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

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

5. Play the adverb game with students.

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



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

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


 * bring out the white boards if needed.


 * HW:**

Study for Parts of Speech quiz Return Progress Report


 * Tuesday - 9/11/12**


 * Start-Up:**


 * Turn in parent interview assignment if you have not done so already.

Copy down the following sentences, and then identify the verb, noun, adjective, and adverbs in the following sentences:

1. Mr. Jarman has really crazy hair.

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

3. Brandon sat quietly in the classroom.


 * study independently


 * Guided Learning:**

1. Review start up.

2. Review for quiz… both verbally and on the board.
 * use the different white boards as needed.

3. Have students take the quiz.

4. Have students complete reflection for 911:

September 11th is a Day of Remembrance. As we honor those who lost their lives on this day 2001, make a list of everything in your life that you are thankful for.

5. Have students create their flash cards.

6. Have students work independently on their critical writing assignments for the remainder of class.

-when there is ten minutes left, have the students switch papers with a partner, and have them proof-read each other’s work.


 * HW:**

Finish rough draft of your essay.


 * Wednesday - 9/12/12**


 * Guided Learning:**

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

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

3. Complete Parts of Speech Worksheet.

4. Review it as a class.


 * HW:**

Parts of Speech Pt. 2 HW sheet



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


 * Thursday - 9/13/12**


 * Start-Up:**


 * Have your HW on your desk

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


 * Guided Learning:**


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

1. Review Student’s HW assignment with them (after I have collected the assignment).

2. Review worksheet from the previous day with students.

3. Have students complete the preposition worksheet.



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



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


 * HW**




 * Friday - 9/14/12**


 * Start-Up:**


 * Please have your HW on your desk.

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


 * Guided Learning:**


 * Collect students essays.

-Review vocab

1. Vocabulary Quiz.


 * Review HW


 * Review Practice questions on the overhead using white boards

2. Parts of Speech Quiz.

3. Green Folder Assignment

-Pass out students’ Green Folders, and then have them complete their initial research assignment for their Freshman Project (give students fifteen minutes to work independently).

4. Role Model Reflection Assignment:

Respond to the following prompt in your Writer’s Notebook. Respond in three paragraphs:

Who is one person you admire/look up to? What is it about this person that inspires you to be like him/her? What steps are you taking to becoming like your role model?


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


 * Due Dates:**

-9/18/12- Trojan War Quiz -9/20/12- Role Model essay due on turnitin.com -9/21/12- Gods and Goddesses Quiz -9/21/12- Greek God/Goddess Barbie Project due


 * Monday - 9/17/12**


 * Start-Up:**


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

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

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


 * Guided Learning:**


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

-Have a student volunteer to share.

1. Pass back green folders and have students complete their initial research assignment.
 * Pass back the homework “interview” that they have completed.

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

3. Have students share out, and have a student record this information on a large post-it note.

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

5. Introduce Greek God/Goddess Project.

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

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

Athena: []


 * Tuesday - 9/18/12**


 * Start-Up:**

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


 * Guided Learning:**

1. Trojan War Reading

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

2. Trojan War Powerpoint/Lecture: -“for the fairest” activity.

-Have students take guided notes…

3. Immediately access students’ knowledge with a quiz.

-Give out guided notes for the Odyssey.

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


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

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

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

3. Which goddess always supports Odysseus?

4. List two interesting facts about Homer.


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


 * HW:**

Continue to work on your Greek Barbie.


 * Wednesday - 9/19/12**


 * Guided Learning:**

-use additional time to complete research for their gods/goddesses. -this time can also be used for students to submit their essays to turnitin.com
 * Head to computer lab to perfect their role-model reflection essays.

After Returning to the Class:


 * Go over Nuts and Bolts:


 * Have students pull out their homework, and

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

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

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

Odysseus and Achilles []

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

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




 * HW:**

-Study for God/Goddess Quiz - Complete Greek Barbie Project


 * Thursday - 9/20/12**

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

Aeolus-

Helios-

Apollo-

Athena-

The Muses-


 * Guided Learning:**

1. Character Relationships Scavenger Hunt

2. Review the students’ guided questions.

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

4. Read through pages 295-300.
 * have the students answer the remaining guiding questions

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

6. Review Thesis statement notes with students.

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

-Remind students that we will be writing the essay tomorrow. -Approve students’ work

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


 * HW:**

1. Study for Greek God/Goddess Quiz

2. Finish Greek Barbie Project

3. Add more supporting details to your essay outline.


 * Friday - 9/21/12**


 * Start-Up:**

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


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


 * Guided Learning:**

1. Take Gods Quiz.

2. Review the answers with the students.

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

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


 * Have volunteers showcase some of their work

4. Have students pull out their outlines.

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


 * Show the students their rubrics before they begin.

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

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

6. Watch the following clip

[]


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

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


 * HW:**

Continue to refine your essay, so that you can type it when we head to the lab on Wednesday.


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


 * Due Dates:**

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


 * Tuesday - 9/25/12**


 * Start-Up:**

Complete Word Graveyard Assignment Part 3


 * Guided Learning:**


 * Review Start-Up with students.

1. Review Homophone Notes with students.

2. Complete Homophone Practice activity with students.

3. Watch first two minutes of this clip.

[]

4. Review where we are in the text… and tell students that we are about to start learning about O’s adventures.

5. Have students read pages 295-300, and complete guided questions.



6. Discuss the answers with the students.


 * HW:**

Two, too, to Homework Assignment




 * Wednesday - 9/26/12**

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

2. Collect students’ homework.

3. Review the homework assignment on board.

4. Allow students ten minutes to complete their guiding questions for part 2. -discuss the answers with students. -collect their responses.

5. Have students read pages 300 – 305, and complete guiding questions part three. -have students partner up and then share out.

6. Have a final discussion.

7. Assign Homework, and have discussion about effective study habits.


 * HW**


 * Thursday - 9/27**


 * Start-Up:**

To, Two, and Too activity




 * Guided Learning:**


 * Review start-up.

1. Review HW assignment from Tuesday night.

2. Review Homophones

3. Have students take quiz.

4. Immediately allow students to review their quiz.

5. Allow students ten minutes to independently work on their guiding questions for part 3, or complete independent reading.

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

[]

15:00 – 45:00

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




 * HW:**

Finish guiding questions part 4.


 * Friday - 9/28/12**


 * Start-Up:**

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


 * Guided Learning:**


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

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

1. Watch more of the video clip

[]

24:00 – 32:00

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


 * Think pair share

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

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

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

5. Introduce playlist project and due dates to students.



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


 * HW:**

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


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


 * Due Dates:**

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


 * Monday - 10/1/12**


 * Start-Up:**

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


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


 * Guided Learning:**

1. Review Start – Up with students. 2. Have students read the remainder of the text, and answer the associated guiding questions.

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

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

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


 * grade students’ notebooks during this time.


 * HW:**

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


 * Tuesday - 10/2/12**


 * Start-Up:**

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

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


 * Guided Learning:**

1. Review Start –Up

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

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

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

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

4. Have students hand back guiding questions.

5. Allow students time to work on their study guides for their test.

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

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


 * Wednesday - 10/3/12**


 * Guided Learning:**

1. Head to the computer lab to type essays

2. Show students how to properly create a heading.

3. Remind students of the following rules:

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

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

5. Play jeopardy


 * HW:**

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


 * Thursday - 10/4/12**


 * Start-Up:**

1. Independently study for your test.

2. Turn in your paper if you have not already done so.


 * Guided Learning:**


 * Verbal Review for the test:

1. Test

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

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


 * HW:**

Finish Playlist Project


 * Friday - 10/5/12**


 * Guided Learning:**

1. Review attendance policy information with students.


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


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

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

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

4. Lead Brainstorm on Problematic Relationships Essay.


 * HW:**

-Brainstorm for Problematic Relationships Essay.


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


 * Due Dates:**

-10/11/12 – Problematic Relationship Essay Due to turnitin.com -10/12/12 - Dramatic Terms Quiz


 * Monday - 10/8/12**


 * Start-Up:**

1. Please Remove all graded material from your notebook. 2. Put this work in chronological order. 3. Place it in a neat stack on your desk.


 * Guided Learning:**

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


 * Tuesday - 10/9/12**


 * Start-Up:**

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


 * Guided Learning:**

1. Introduce the new vocabulary words/dramatic terms

2. Have students complete their note cards.

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

4. Have students read and annotate the Shakespearean Bio



5. Have students take the quiz.

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

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


 * HW:**

- Complete Problematic Relationships Reflection Essay.


 * Wednesday - 10/10/12**


 * Start Up:**

1. List five known facts about Shakespeare.

2. Explain the difference between a monologue and dialogue.

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

1. Head to the computer lab so that students can type their essay and submit it to turnitin.com.
 * Guided Learning:**


 * If students finish early, they can start working on the webquest for extra credit.

2. Complete Start-Up activity upon arriving to class.

3. Have students watch first fifteen minutes of //Shakespeare in Love//, and complete the viewing guide.


 * Have thorough class discussion about the film.

4. If there is additional time, have the students complete the “prologue” activity.




 * HW:**

1. Complete Prologue activity (tentative).

2. Complete essay component of the viewing guide.


 * Thursday - 10/11/12**


 * Start Up:**

1. Explain the difference between dialogue and monologue

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

3. What is a synonym for verbal irony?

4. Explain what Dramatic irony is in your own words.

5. Please provide an example of situational irony from either a film you have watched, or a book that you have read.


 * Guided Learning:**


 * Review Start – Up with students.

1. Hand back their language handouts from the previous day, and have them grade each others responses.

2. Hand out slips of paper, and have students memorize their lines.
 * Allow students Three minutes to memorize their lines.
 * Have students recite the prologue in correct order as a class.

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

4. Discussion of the Prologue Activity.

-Have students put this in their classwork section.

5. Introduce background information associated with the play.


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


 * HW:**

write: an8-10 sentence letter in which you are either confronting someone for something they have done wrong to you or address the letter to a person that you love/admire and explain to them why you like/love them so much.


 * the catch is that you have to do this using Shakespearean pronouns and common verb forms.


 * Friday - 10/12/12**


 * Start Up:**

-Independently study for your quiz


 * Guided Learning:**


 * Fly Swat Review game

1. Take dramatic terms quiz.


 * Collect homework.

2. Pass out the books, and have students look through them. Explain the different versions of the text.

3. Re-iterate the situation in the text, have a short discussion, and allow students to start reading the text.

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

5. Discuss the students’ responses.

6. Stop to watch the film version.

7. Have students read Act 1, Scene 2, and answer the associated guiding questions.

8. Complete DEJ # 1 along with students. After we have discussed this, have them place this in their class work section.

9. Have students read ahead if we have enough time.


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

-10/16/12 – Hard Copy of Problematic Relationship Reflection (does hot have to be typed) -10/16/12 – Short answer quiz for ACT I. -10/18/12 – Freshman Parent Night at 6 PM -10/19/12 - NB Check -10/19/12 – Dramatic Terms Quiz Part II


 * Monday - 10/15/12**


 * Start Up:**


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


 * Guided Learning:**

1. Discussion of Start – Up.

2. Introduce Dramatic Terms Part Two

3. Have students pull out their DEJ # 1, and review it digitally with the students. -have them place this is their class work section.

4. Have students summarize five key events from the play so far on a scratch sheet of paper…. Allow students to discuss this with their neighbor.

5. Have students complete DEJ # 2.

6. Review Guiding Questions for Act I, Scene II.


 * Tuesday - 10/16/12**


 * Start Up:**

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


 * Guided Learning:**


 * Discussion of start –up activity.
 * have students make note cards for their literary terms.

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

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

3. Have students complete DEJ # 3.

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

5. Have students read Act 1, Scene V, and answer associated guiding questions.

6. Watch the first portion of the film version.


 * Wednesday - 10/17/12**


 * no class due to PSAT Testing**


 * Thursday - 10/18/12**


 * Start Up:**

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


 * Guided Learning:**
 * Discuss start – up.

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

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

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

4. Discussion of Guiding questions.

5. Have students complete their dramatic term note cards.


 * Friday - 10/19/12**


 * Start Up:**

Independently study for your dramatic terms vocabulary quiz


 * Guided Learning:**

1. Play fly swat review game


 * Take quiz

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

3. Read Prologue together as a group and have students complete the summary activity.

4. Read Act 2, Scene 1 and answer associated Guiding Questions.


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


 * Due Dates**

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


 * Monday - 10/22/12**


 * Guided Learning:**

1. Have students complete executive decisions writing prompt.

2. Have students complete their Letter of Advice writing assignment

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


 * HW:**

- Complete Letter of Advice writing assignment


 * Tuesday - 10/23/12**
 * Start Up:**

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


 * Guided Learning:**

1. Read Act 2, Scene 2 with students and have them answer the associated guiding questions.

2. Have students complete DEJ # 4.
 * have students lead class through a discussion of this.

3. Have students read Act 2, Scene 3, and Act 2, Scene 4.

4. Have students complete DEJ # 5


 * Wednesday - 10/24/12**


 * Guided Learning:**

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

Upon Returning back to the classroom:

2. Read Act 2, Scene 4.

3. Have students complete DEJ # 6.


 * Thursday - 10/25/12**


 * Start Up:**

List three strategies that you use when studying for a midterm.


 * Guided Learning:**

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

2. Initiate review process.


 * HW:**

Study for the midterm.


 * Friday - 10/26/12**


 * Start Up:**

Independently study…


 * Guided Learning:**

1. Allow students time to independently study.

2. Take the midterm

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

4. Complete the second half of the midterm.


 * HW:**


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


 * Due Dates:**

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


 * Monday - 10/29/12**


 * Start Up:**

Read the news article and perform the following tasks:

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


 * Guided Learning:**

1. Discuss Start – Up.


 * Introduce the new vocabulary words.

2. Have students complete DEJ # 7

3. Pass out Guiding Questions – Will take these up for a grade.

4. Have students read Act 3, Scene 1 - have students write a “higher – order” discussion question while/after reading.


 * HW:**

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


 * Tuesday - 10/30/12**

Complete DEJ # 8
 * Start Up:**
 * have your homework out on your desk.


 * Guided Learning:**

1. Review Start – Up Activity.

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

3. 10:30 – 11:00 – Mrs. Cronin will be delivering her presentation.

4. Read Act 3, Scene 2


 * HW:**

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

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


 * Wednesday - 10/31/12**


 * Start Up:**

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


 * Guided Learning:**

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

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

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

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

4. Head back to the classroom.

5. Have students complete DEJ # 9




 * dicuss the DEJ and the guiding questions.


 * HW:**

Make flashcards for your new vocabulary words.


 * Thursday - 11/1/12**

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


 * have your homework out on your desk.


 * Guided Learning:**

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

2. Write sentences on the board, have students vote, make students have out their “sheets”

3. Have students read Act 3, Scene 3.
 * have students compose higher order thinking question.

4. Have students complete DEJ # 10.

5. Have students read Act 3, Scene 4
 * have students compose higher order thinking question.

6. Have students read Act 3, Scene 5
 * have students compose higher order thinking question.

7. Collect students’ ACT 3 Study guide and have final discussion of the scene.


 * HW:**

Study for your vocabulary quiz.


 * Friday - 11/2/12**

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


 * When completed… study independently for your quiz.


 * Guided Learning:**

1. Students will take quiz.

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

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


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

4. Complete Imagery Activity


 * HW:**


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


 * Due Dates:**

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


 * Monday - 11/5/12**

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


 * Guided Learning:**

1. Review Start Up Activity 2. Introduce CSG Activity for Act 5.

3. Allow students to work independently on the project. 4. Have students submit their group work. 5. Allow students time to organize their study packets for their test.
 * DEJS…
 * Study Guides
 * Short Answer Questions


 * HW:**

Study for //R and J// Test


 * Tuesday - 11/6/12**


 * no school**


 * Wednesday - 11/7/12**


 * Start Up:**

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


 * Be prepared to share answers.
 * Guided Learning:**


 * Review Start –Up

1. Allow groups twenty minutes to finalize their projects. 2. Discuss Act 5. 3. Have students complete their test. 4. Head to the computer lab: - have students complete their internet research graphic organizer. -have students print out at least one of their articles, and begin the reading and annotation process.


 * HW:**

Independently study for your vocabulary test.


 * Thursday - 11/8/12**


 * Start Up:**

Write a cohesive paragraph in which you incorporate all of the words.


 * locate words you are having difficulty with, and develop specific questions in regards to the words.
 * Guided Learning:**

1. Verbally review the vocabulary with the students. 2. Take the vocabulary Quiz 3. Take //Romeo and Juliet// test 4. Begin contrastive analysis of film viewing.
 * Identify ten similarities and ten differences between the play and the film. Be prepared to turn these in at the end of the period.


 * HW:**

Prepare your notebook for the first notebook check of the marking period.


 * Friday - 11/9/12**


 * Start Up:**

What makes //Romeo and Juliet// a story worth learning about?


 * Guided Learning:**

1. Head to the computer lab:

- have students complete their internet research graphic organizer. -have students print out at least one of their articles, and begin the reading and annotation process.

2. Review the start – up.

3. Have students begin watching film.

4. On a separate sheet of paper, students must list ten similarities and ten differences between the movie and the text.


 * HW:**

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


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


 * Due Dates:**

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


 * Tuesday - 11/13/12**


 * Start Up:**

Answer the following questions in complete sentences: -What are three specific “things” that you have learned this year? -What are two specific “things” that you have been surprised by? -What has been your favorite literary text/or film throughout the course? Explain why.


 * You do not have do write the questions down for this start – up activity.


 * Guided Learning:**

1. Finish watching the film.

2. Introduce the “film text” assignment

3. Introduce P.O.L. assignment to students.


 * HW:**

1. Research Poem []

2. Complete your “film text” response.


 * Wednesday - 11/14/12**


 * Start Up:**

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


 * Guided Learning:**

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

- Need to print out three copies of the poem. -Explain the assignment in more detail. 2. Upon arriving back to the classroom, give students another folder. -make sure they correctly label it. - two copies

3. Introduce the first ten poetic terms.

4. Introduce P.O.L. Assignment in more detail.

5. Finish Viewing Romeo and Juliet

6. Allow students to complete the “film text” assignment.


 * HW:**

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


 * Thursday - 11/15/12**


 * Start Up:**

Provide and example of an oxymorom and personification. Also, please write a line of poetry using alliteration.


 * Have HW on your desk.


 * Guided Learning:**

1. Hand out P.O.L. Folder. 2. Have students turn in their poem, and organize P.O.L materials. 3. Introduce the P.O.L. assignment in more detail. 4. Have students independently study for poetry quiz. 5. Take poetry quiz. 6. Poetry Pre-Learning survey. 7. Discuss those answers with students. 8. Have students view the power point - write down whether not the examples are poetry -Independently discuss.
 * highlight the two different video clips.

9. Have each group collaboratively work to come up with a working definition of poetry.

10. Have each group collaboratively work to come up with why it matters.

11. Have students re-write their poems in a way that will maximize their understanding of their poem.


 * HW:**

Finish Poem re-write


 * Friday - 11/16/12**

Guidance Counselor Presenation


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


 * Due Dates:**

-11/29/12 – Poetry Out Loud Presentations


 * Monday - 11/19/12**


 * Start Up:**


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

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


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


 * Guided Learning:**

1. Review Start – Up with students 2. Allow students to independently study for their poetry quiz on terms 1-10. Make it clear that I will be looking for examples. 3. Introduce the new Poetic Terms 11-18 4. Review Poetry Portfolio with students. -hand out their project details and have students place these sheets in their poetry folders. 5. Review memorization tips from power point. 6. Have students complete “picture poem” assignment. -Use one of your copies of your poems in order to do this. -If you would like to draw your poems on separate sheets, it is alright if you do this as well. 7. If there is extra time, allow students to memorize and start reciting their poems in small groups.
 * Take the quiz


 * HW:**

1. Complete “picture” poem assignment. 2. Continue practicing your poem in preparation for memorization.


 * Tuesday - 11/20/12**


 * Start Up:**

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

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


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


 * Guided Learning:**

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

2. Play the alliteration game and oxymoron game for lottery points.

3. Introduce the re-write of the poem assignment. Allow students twenty minutes to complete this assignment.


 * collect students’ responses, grade them, and immediate return these back to the folders.

4. Give students the analysis template, and lead students through their guided analysis.

5. Allow students to work independently on the analysis sheet


 * HW:**

1. complete “analysis” of poem. 2. continue practicing your poem in preparation for memorization.


 * Wednesday - 11/21/12**


 * Nuts and Bolts:**

1. Announce that CJ won the translation activity… prizes differ. 2. Study and practice over the break in preparation for our class competition.


 * Start Up:**

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

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


 * Guided Learning:**


 * Review start – up.

1. Thanksgiving acrostic poem

2. Announce missing assignments.

3. Have students finish analysis worksheet. -collect it when they are done.

4. Have an Open Workshop for Poetry Out Loud assignments.


 * HW:**

continue practicing your poem in preparation for recitation.


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


 * Due Dates:**

-11/27/12- Re-write Quiz (from memory) -11/29/12- Poetry Out Loud Presentations


 * Monday - 11/26/12**


 * Start Up:**


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

1. What was the most enjoyable aspect of your break? 2. If you could do one thing differently about your break, what would it be and why? 3. Did you practice with your poem over the break? In what ways did you practice? 4. What steps could you take in order to become better prepared for your presentation?


 * Guided Learning:**


 * Review the students’ answers to their start-up.

1. review recitation tips:

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

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

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

4. Review the grading rubric with students. []

5. Watch exemplary videos with the students.

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

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

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


 * HW:**

-Prepare for poetry re-write quiz. - Practice recitation at home or after school. -Practice memorization techniques.


 * Tuesday - 11/27/12**


 * Start Up:**

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

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

3. Study for your poem re-write quiz.


 * Guided Learning:**

1. Independently study your poem for ten minutes.

2. Complete re-write of your poem.

3. Poem partner checklist activity. – 20 minutes

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

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

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

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


 * HW:**

1. Complete reflective writing assignment rough draft. 2. Study your poem and practice recitation.


 * Wednesday - 11/28/12**


 * Start Up:**

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


 * Guided Learning:**

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

2. Have students submit their writings to their turnitin.com account when they are done.

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

4. Have students partner up and practice their recitations.

5. Have students volunteer for practice presenations.

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

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


 * HW:**

-Prepare for poetry recitations. -Practice both memorization and recitation.


 * Thursday - 11/29/12**


 * Start Up:**

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


 * Guided Learning:**

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

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

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

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


 * HW:**

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


 * Friday - 11/29/12**


 * Guided Learning:**

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


 * HW:**

No homework over the weekend!


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


 * Due Dates:**

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


 * Monday - 12/3/12**


 * Start Up:**

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

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

-S.D. please prepare for your poetry recitation.


 * Guided Learning:**

1. Review the Start – Up. 2. Have students present their poems. 3. Continue Critical Viewing of DPS. 4. Have class – based discussion using the discussion questions. 5. Have students complete the Poetic Terms Teaching Assignment.


 * HW:**

Write a “hypothetical” thesis statement for your research paper.


 * Tuesday - 12/7/12**


 * Start Up:**

1. Finish responding to your discussion questions for //DPS// 2. Finalize your thesis statement for your paper.


 * Please have your thesis out so that I can review your HW.


 * Guided Learning:**


 * Facilitate final discussion from DPS

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


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

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

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

3. Review Research Topic Notes with students.

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

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

5. Switch back to poetry…

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


 * HW:**

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


 * Wednesday - 12/5/12**


 * Start Up:**

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


 * Have your HW on your desk


 * Guided Learning:**


 * Review Start – Up:

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

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


 * Complete Sonnet 130 translation if there is any extra time available.


 * HW:**

Start working on your annotated bibliography and outline.


 * Thursday - 12/6/12**


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the 512 computer lab. 2. Start Reading through digitial sources. 3. Interview appropriate people, and send out interview questions via email. 4. Complete annotated bibliography, and email it to me when you are done with this. 5. Start working on outline (paper copy).


 * HW:**

work on annotated bibliography and outline.


 * Friday - 12/7/12**


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the 412 computer lab. 2. Start Reading through digital sources. 3. Interview appropriate people, and send out interview questions via email. 4. Complete annotated bibliography, and email it to me when you are done with this. 5. Complete tentative outline (paper copy).


 * HW:**

Work on digital outline. Start rough draft of your paper.


 * Week # 16 - 12/10/12 - 12/14/12**


 * Due Dates:**

-12/10/12- Official Outline Due -12/11/12- Sonnet 130 Activity Due -12/12/12- Works Cited Page Due -12/14/12 – Introductory paragraph and first “body” paragraph due


 * Monday - 12/10/12**


 * Start Up:**


 * PLEASE DO NOT WRITE THE START – UP QUESTION DOWN

1. So far during the research process, what has been the biggest obstacle that you have faced? What steps are you taking to overcome this obstacle?

Also

Explain one specific “thing” that you have learned during this process.


 * Guided Learning:**


 * Review Start – Up

1. Show students how to access digital outline template. - go over my expectations for completion. 2. Show students template for their essay/rough draft. 3. Show students rough draft rubric. 4. Review model research paper with students and focus heavily on what the works cited page looks like with special attention to alphabetical order and format. 5. Head to the computer lab to independently work on research paper.

Goals for Computer Lab

- Complete and print out copy of digital outline - Complete and print out works cited page. -Print out copies of important articles that you are working with. -Start drafting your essay.


 * HW:**

-Finish outline. -work on works cited page -work on rough draft of research paper. -Complete Sonnet 130 activity if you have not done so already. -email interview questions to experts in your field.


 * Tuesday - 12/11/12**


 * Start Up:**

1. Explain why a thesis statement is important in 2-3 sentences.

2. Is it alright for your thesis statement to change from now until when your paper is completed? Explain your answer.


 * Make sure Sonnet # 130 Activity is completed and on your desk.


 * Guided Learning:**


 * Discuss Start – Up.

1. Review Thesis Statement notes with students.


 * Pass out students returned outlines and other related work, and have them place this information in their folder.

2. Review Model Essay. - What does the writer do to grab your attention in the essay? -Where is the thesis statement located? -How does the writer cite borrowed information?

3. Discussion? How will you incorporate evidence from your essay in a way that will support your thesis statement?

4. Students will take notes on the difference between paraphrasing and summarizing using this website. [] -when students are done, they should put these notes in their research folder.

5. Students will complete paraphrase practice sheet # 1

6. Students will complete paraphrase practice sheet # 2

7. If there is additional time, review notes on introductory paragraph and have students start composing.


 * HW:**

-Finalize your research citations in preparation for your works cited page.


 * Wednesday - 12/12/12**


 * Start Up:**


 * You do not have to write this start – up down.

-List three facts that you have learned about your topic throughout this process. -List two skills that you have developed or acquired. -List one thing that you can do to ensure that you can complete this project, and “finish” strong.


 * Guided Learning:**

1. Head to the computer lab for independent work on your research paper.

Goals: - Make suggestion corrections to your outline and your works cited page. -Turn in a hard copy of your outline and your works cited page if you have not already done so. -Print out extremely important articles. -Start writing your introduction and your first body paragraphs if you are able. - Organize and “back” up all research materials. -If you have started composing your rough draft, please print out what you have so far.

2. Head back to the classroom

3. Have students turn in their homework assignment.

4. Have students complete final paraphrasing assignment.



5. Review Quotation Notes with students.

6. Have students correctly introduce and cite five quotes from the facebook article.
 * Make sure that students do not write on the article.

Have students use the following template as a guide:

According to _, "this is where your quote goes" (Citation 12).

___ states that, "this is where your quote goes" (Citation 12).

Studies show that, "this is where your quote goes" (Citation 12).


 * HW:**

Complete any activities that you have failed to turn in for the research project.


 * Thursday - 12/13/12**


 * Start Up:**

At this point in the research project, what are you most worried about? What steps can you take to mitigate your worry and stress level?


 * Prepare start –up activities for collection.


 * Guided Learning:**


 * Review Start – Up

1. Read through the first page of the “Facebook” article: -Identify three quotes that support the statement, “facebook is harmful for personal relationships.” -Introduce these three different quotations, and correctly cite them.

2. Have students share this information with their class mates.

3. Have students take guided notes on how to incoprate quotations in their papers.

4. Verbally review the class notes on “How to Write an Introduction.”

5. Allow students fifteen minutes to work on or better their introduction.

6. Have students look through the model research paper and have students identify what techniques the writer is using to be successful. Also, have them decide if the writer is using quotes or paraphrasing.

-emphasize the importance of a topic sentence and concluding sentences for body paragraphs.

7. Allow an open workshop for student to compose their introductions and body paragraphs by hand.

-Provide special assistance in regards to quote integration and citation.


 * HW:**

- Complete any missing assignments for research project. - Start composing rough draft.


 * Friday - 12/14/12**


 * Start Up:**

N/A


 * Guided Learning:**

1. Head to the Media Center Lab to independently work on research project.

Goals: 1. Correctly format the rough draft by using the correct template. 2. Type your introductory paragraph and first body paragraph. Make sure to print this out when done. 3. Make sure that you have completed or printed out any assignments that you have turned in late at this point. 4. Organize all digital materials and paper copies. 5. Have classmates proofread over your material.


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

-12/19/12 – Rough Draft Due (both to turnitin.com and hard copy) -12/21/12 – Open writing workshop in 412 Computer Lab -1/8/12- Final Research Paper Due (please included updated works cited page)
 * Due Dates:**


 * Monday - 12/17/12**


 * Start Up:**

1. Read through your drafts, eliminate all “grave yard” words. Please add appropriate replacement words.


 * Please have your paraphrase HW from last week on your desk.
 * Guided Learning:**


 * All students who have not made sufficient progress on their drafts need to continue working on them.

1. Have students read through their essay and make sure that all of their citations are right. -make sure that they are citing borrowed information. -make sure that they will be able to cite from at least five of their sources. -make sure that students are citing sources with no authors correctly.
 * Make sure that students are adding their own thoughts and analysis along with the sources that they are quoting.
 * remind students that if they find more information that they simply need to make a citation and add the appropriate information.

2. Make sure that all writing with the exception of the introduction is written in the third person. -Please fix any violations of this rule.

3. Switch papers with a partner, and have them check to see if your thesis is strong, and if the rest of your paper is related to your thesis.

4. Have a partner proofread for overall readability… with specific incidence on grammatical mistakes and the “flow” of the paper.

5. Allow students to openly work on their papers.


 * HW:**

Continue to work on your rough draft.


 * Tuesday - 12/18/12**


 * Start Up:**

-On a separate sheet of paper, write a list of ten “things” that bring the most joy to your life. Under these items, provide a brief explanation of why.


 * Guided Learning:**

1. Discuss answers to students’ start –up… 2. Capitalization Pre-Test with students and then immediately review their answers. 3. Introduce the English I Independent Reading Project. 4. Have students switch their papers with another classmate that is different from yesterday, and have them proofread each other’s papers. Focus On: - Strong Thesis Statement. - Correct citations - Correct use of third person -Indentify places where students need to either clarify or elaborate. 5. Allow students to have a mini – conference with each other in regards to what they can do to improve their essays. 6. Allow students to choose their books. 7. Allow students to work on their independent reading projects


 * HW:**

-Work on Independent Reading Project -Finalize Rough Draft.


 * Wednesday - 12/19/12**


 * Wednesday **


 * Nuts and Bolts:**

1. Print rough draft out, and submit it digitally to turnitin.com 2. I am leaving school early today for a doctor’s appointment. 3. Check to see how many students will be in class on Thursday and Friday. 4. Feel free to wear holiday gear on Friday.
 * IDs


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the 412 computer lab in order to complete rough draft.

When making additions and revisions to your paper, make sure that you focus on:

- Strong Thesis Statement. - Correct citations - Correct use of third person -Indentify places where students need to either clarify or elaborate.

2. Please submit and print your paper, and also submit it digitally to turnitin.com

--- Return to Room 410:

3. Have students take the Capitalization Pre-Test

4. Review this with students.

5. Review the Independent Reading assignments in more detail.

6. Allow students to work on their Independent Reading Projects


 * HW:**

1. Work on Independent Reading Project 2. Continue to work on Ninth Grade Research Project


 * Thursday - 12/20/12**


 * Start Up:**

-List either five goals or “things” that you would like to accomplish over the break.


 * Guided Learning:**


 * Allow students to partner up and share out their start – up responses.

1. Have students take the capitalization pre-test. 2. Review the rough draft rubric with them. 3. Have students grade their papers and make associated changes to their work. When they are done, I want them to staple the rubric to their drafts. 4. Review the project rubric with the students and let them know how I expect them to be working through the text. 5. Allow students to work on their independent reading projects.
 * Review this with the students when they are done.


 * HW:**

1. Work on Independent Reading Projects 2. Make necessary additions to your rough draft if you need to.


 * Friday - 12/21/12**

Independent Work Session in the Computer Lab.


 * HW:**

Continue to work on essay and Independent Reading Projects


 * Week # 18 - 1/2/13 - 1/4/13**


 * Due Dates:**

-1/7/13- Independent Reading Project Due -1/7/13- Class will be held in the 412 Computer Lab -1/8/13- Class will be held in the 412 Computer Lab -1/8/13- Final Research Paper Due (please included updated works cited page) -1/9/13- Rough Draft/Outline for Final Speech is due. -1/12/13- Final Speech Presentations and Exam.


 * Wednesday - 1/2/13**


 * Start Up:**

On a separate sheet of paper, please write down at least three things that you are planning on doing so that you can finish the semester strong.

1. Head to 412 Lab for Independent Work on Research Paper. Have students focus on the following areas when making suggested corrections to their papers:
 * Guided Learning:**

-Make sure that you always introduce your quotes -Avoid first and second person pronouns throughout your paper. -You can not just copy and paste large chunks of information and then cite. You need to use information, and then analyze it in relation to your argument. -If you do not use a source in your paper, then you need to remove it from your works cited page. -Make sure that you are always using a standard 12 point font, and that you double space throughout your paper. -Cite all information that is not common knowledge. -Make sure that you have introductory and concluding sentences in all of your body paragraphs. -Make sure that when writing your paper that you are drawing from at least five sources.

2. Head back to the classroom and have students complete their start-up activity.

3. Briefly discuss the start-up activity with students.

4. Go over the Independent Reading Project and the Rubric with students.
 * discuss how they will need to organize their work.
 * remind students that they can be completing the majority of the assignments as they read.
 * Use the internet for ideas, but avoid plagiarism at all costs.

5. Allow students to work independently on their reading projects.


 * Return student work while students are working independently.


 * HW:**

-Work on Final Draft of Research Paper -Work on Independent Reading Project and associated assignments


 * Thursday - 1/4/13**


 * Start Up:**

On a separate sheet of paper, please answer the following question in one 5-7 sentences:


 * Our society uses the word //hero// in many different ways.** //How would you define “hero,” and who is a hero in your life?//


 * This is the same question that you will be answering tomorrow.


 * Guided Learning:**

1. Discuss start – up. -explain how it will be an initial part of a series that we will be writing for college preparation, and a special project that we will be completing on the last day of class.

2. Introduce speech activity… allow students to start planning this out. -Review the rubric with the students as well.

3. Allow students time to work on and perfect their independent reading project.
 * Have students focus more on completing the assignments as opposed to actual reading.


 * HW:**

-Work on Final Draft of paper -Work on Independent Reading Project -Work on Speech and Speech Outline.


 * Exam Week # 1 - 1/7/13 - 1/11/13**


 * Due Dates:**

-1/7/13- Independent Reading Project Due -1/7/13- Class will be held in the 412 Computer Lab -1/8/13- Class will be held in the 412 Computer Lab -1/8/13- Final Research Paper Due (please included updated works cited page) -1/9/13- Rough Draft/Outline for Final Speech is due. -1/14/13- Final Speech Presentations and Exam


 * Monday - 1/7/13**

1. Allow students time to work on and perfect their independent reading project.
 * Guided Learning:**
 * Have students focus more on completing the assignments as opposed to actual reading.

2. Refine and perfect Research Paper

3. Refine speech outline and presentation

4. Honors English II Summer Reading Assignment


 * HW:**

- Make suggested corrections to Research Paper, and Prepare Final Speech.


 * Tuesday - 1/8/13**


 * Start Up:**

Complete End of the Year Reflection # 2 upon returning from the Computer Lab.


 * Guided Learning:**

1. Computer Lab Independent Work: -submit final essays (both digitally and in hard copy) -submit Independent Reading Projects. - Prepare Outlines for Speech -Prepare power point for speech (optional)

2. Classroom: -Complete End of the Year Reflection # 2

-Collect End of the Year Reflection # 1 -Have students turn in their books as they write EOY Reflection # 2.

3. Go over speech information in more detail -Discuss Expectations for Presenting. -Attempt to give a model presentation and then have the students critique me.

4. Allow students to work independently on their Final Speeches.


 * HW:**

-Perfect Final Speeches -Complete any missing assignments.


 * Wednesday - 1/9/13**


 * Start Up:**

On a scratch piece of paper, answer the following question. Why is it important or valuable for you to save work that you are proud of?


 * Guided Learning:**

1. Review Start – Up


 * House Cleaning Session

-Clean Binders: -Have students donate any unwanted instructional supplies -Copies of //The Odyssey// -Have students organize all of the work that they are most proud of in their folders. Have students recycle the rest. -Have students start adding their reflective work into their folder.

2. Another Reflective Activity – End of the Year Reflection # 3

3. Review Speech Expectations -review rubric -review expectations -allow students time to draft their speeches.

4. Another practice speech, and have students critique my work once more.

5. Have students partner up and deliver their presentations to partners.


 * Students should have their “work” folder and their their “research” folder.


 * HW:**

- Finish outlining speech - Practice your speech - Complete any missing assignments that you have currently not turned in.


 * Below is a syllabus and list of daily activities for an English I course that I taught during the spring of 2012**

On this page you will find daily assignments and important handout


 * Syllabus**


 * Week # 1**


 * Due Dates:**


 * -1/26/12- Academic Expectations Essay Due**
 * -1/26/12- Parent Contact Sheet needs to be returned**
 * -1/27/12- First Binder/Notebook Check**


 * Tuesday - 1/24/12**

1. Students will take the pre-assessment 2. Review the syllabus with students. 3. Have students take their rules quiz. 4. students will read the letter I wrote to them…. 5. We will review the No-Excuses List 6. Students will write their new academic expectations essay.
 * hand out bathroom passes.
 * allow students to independently study first.
 * Have students complete the “desk” activity.


 * Wednesday - 1/25/12**

1. Students will finish composing their academic expectations essay. (20 minutes) 2. Have students complete basic grammar pre-assessment in order to see precisely in what areas they are struggling (25 mins). 2. Students will complete Shakespearean Prologue exercise (25 minutes) 3. Discussion of Red and Blue and the cultural significance of these colors (10 minutes) -Complete a brainstorm on the whiteboard. 4. Discussion of cultural legacy of Romeo and Juliet (10 minutes)
 * REVIEW NEW SYLLABUS with students…
 * Discussion of student hypotheses and their answers.
 * Show the Film Clip…


 * Thursday - 1/26/12**

1. Have students read the background information on Romeo and Juliet
 * review Guided Notes on Romeo and Juliet Background information.
 * show student which passages to highlight, and thoroughly discuss the character relationships. (25 mins)

2. Read the prologue again. 3. Watch the film clip of the Prologue from both the Zeff film and the BL film (10 mins) 4. Have students read Act 1, Scene 1 lines 1-64 (10 min) 5. Assign roles and perform these lines with the students (use their colors) (15 min). Sampson- De’Jon Gregory- Zan Abraham- Chris Benvolio- Rivenbark Capulet- Austin Kiser Wife of Capulet- Aryn Montague- Robert Lady Montague- Daphne 6. Have students complete the study guide for Act 1 Scene 1.


 * Watch Zeff version if there is extra time.
 * Discuss significance of Benvolio’s name.


 * Friday - 1/27/12**

1. Executive Decisions Essay Prompt
 * Have this prompt posted on the overhead for students to see.
 * If students finish early, they can work on their Academic Expectations Essay
 * Have students share out their answers when they are done with this assignment.

2. Watch Zeff version of Act 1, Scene 1 with students (15 minutes).


 * Week # 2**


 * Due Dates:**


 * -2/2/12 - Sentence Fragment Quiz**
 * -2/2/12 - Act I Quiz (open book)**
 * -2/3/12 - NB Check**


 * Monday - 1/30/12**

1. Read Act 1, Scene 2 lns. 1-40

2. Complete DEJ # 1 with students (15 minutes)

3. Have students read the remainder of Act 1, Scene 2 (10 minutes)
 * have students finish answering their guiding questions.

4. Perform this scene (10 minutes)

Romeo: Mr. Jarman Servant: Daphne Benvolio: Austin Lewis


 * Discuss the Guiding Questions when they are done.

5. Have students complete DEJ # 2 on their own (15 minutes)

6. Have students read Act 1, Scene 3 and answer the guiding questions in the Study Guide.
 * Discuss the answers with the students.


 * Tuesday - 1/31/12**


 * Start-Up:**


 * Finish reading Act 1, Scene 3… answer guiding questions.
 * If you are finished, please read ahead.


 * Guided Learning**


 * Discuss answers to Act 1, Scene 3

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

2. Have students read Act 1, Scene 4 and answer the associated guiding questions (20 minutes)

3. Complete DEJ # 3 (15 minutes) 4. Discussion of DEJ

5. Discussion of Queen Mab Speech


 * HW:**

Complete Verb Recognition Worksheet




 * Wednesday - 2/1/12**

1. Hand out the Dramatic Literary Terms Notes: Briefly go over these with the students. Have students read through this material on their own.

2. Complete the irony identification exercise with the students.
 * Review the students answers to their homework.

3. Watch up to Act 1, Scene 4 of the Zeff film.

4. Review students’ homework on the whole class level.

5. Review first three pages of Sentence vs. Fragment Notes (20 minutes)

6. Complete “shortest sentence challenge”

7. Start Sentence Fragment Identification Worksheet... finish it for homework.


 * Thursday - 2/2/12**

1. Review students’ homework. 2. Have students share their answers to their start-up: what is the shortest sentence in the English language? 3. Review the remainder of the notes… 4. Complete Subject and Predicate Assignment on the overhead with students. 5. Further reinforcement through Subject and Predicate combination exercise. 6. Look back over the Complete Sentences v. Fragments worksheet (10 mins). 7. Have students complete Sentence Fragment Identification Sheet (10 mins). 8. Have students complete the sentence fragment “repair exercise”


 * Friday - 2/3/12**

1. Independent studying… Have students take their quiz. 2. Review homework. 3. Take quiz on sentence fragments. 4 .Students will read Act 1, Scene 5 lns. 1-95 and answer the associated guiding questions (15 minutes) 5. We will perform lns. 58-95 (5 minutes)

Andrew- Capulet Me-Tybalt. 6. Read the remainder of the Act and Answer the Guiding Questions (15 minutes)

7. Watch this portion of the Zeff film (15 minutes)

8. Have students take open note quiz on Act 1.


 * Week # 3**


 * Due Dates:**


 * -2/10/12- Dramatic Terms Quiz**
 * -2/10/12- Notebook Check**


 * Monday - 2/6/12**

1. Reflective Writing Prompt: What is “love?” Do you think that love at first sight can exist? Are teenagers capable of experiencing love? Explain your answers. (10 mins)


 * Please respond to this is “free-write” form.
 * Make sure that your response is 8-10 sentences long and on a separate sheet of paper.
 * This will be taken up for a grade.

2. Review students’ quiz (5 mins)

3. Discuss students’ answers to the writing prompt (10 mins)

4. Watch the Zeff version of the film (15 minutes).

5. Have students complete their short answer quiz (they can use their notes, their guiding questions, and their book if needs be).


 * Tuesday - 2/7/12**


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

1. Irony recognition worksheet. 2. Discussion of students’ writing 3. Have Students read the ACT II prologue -Have students summarize what is being said into three sentences -collect this for a grade.
 * Introduce Dramatic Terms


 * Wednesday - 2/8/12**

1. Have students complete Romeo Soliloquy activity

2. Have students read Act 2, Scene 1 and answer the guiding questions. 3. Read Act 2, Scene 2, lns. 1-55. 4. Read the remainder of the act and answer associated guiding questions.
 * briefly discuss their answers.


 * Thursday - 2/9/12**


 * Start-Up:**

1. List as many words that contain the prefix“di” as you are able. 2. List as many words that have have the prefix “mono” as you are able. 3. List as many words that have the prefix "solo" as you are able.

1. Have students complete DEJ # 4 – Have Rivenbark lead the class through the analysis. 2. Catch up on film viewing
 * Guided Learning:**

3. Interactive Review of Dramatic Terms

4. Return of student work and organization of notebook


 * HW:** Study for dramatic terms quiz


 * Friday - 2/10/12**

1. Romeo and Juliet Letter of Advice writing assignment 2. Independent studying for dramatic terms quiz 3. Fly Swat Review Game 4. Take Vocabulary Quiz 5. Have students read Act 2, Scene 3 lns 1-30. 6. Discuss students’ responses 7. Students will complete DEJ # 5. 8. Watch film version.
 * have them summarize Friar Lawrence’s speech
 * have them condense into three lines.


 * Week # 4**


 * Due Dates:**
 * -2/15/12- Letter of Advice needs to be submitted to turnitin.com**
 * -2/16/12 – Quiz on Shakespearean Vocabulary and Dramatic Terms**


 * Monday - 2/13/12**

1. Re-Read the first 30 lines of Act 2, Scene 3 and perfect your responses for DEJ # 5. 2. Review students’ quiz from Friday. 3. Discuss their responses to DEJ # 5 4. Introduce New Dramatic Terms 5.Watch the remainder of Act 2, Scene 3 and the beginning of Act 2, Scene 4 from the film version. 6. Students will read all of Act 2, Scene 4 and answer the guiding questions. 7. We will discuss the guiding questions. 8. Students will read all of Act 2, Scene 4 and answer the guiding questions. 9. We will discuss the guiding questions.

-Write in “free-write” form and make sure that your response is at least 8-10 sentences long.
 * HW:** Essential Question Writing Assignment: How is an individual’s life affected by outside events, family situations, fate, or cultural, political, and social trends?


 * Tuesday - 2/14/12**


 * On the Board:**


 * 1. Have homework on your desk**
 * 2. Have signed progress report on your desk**
 * 3. Use your book to answer DEJ # 6 – Paige will be leading our class discussion of the significance of the quote.**


 * Guided Learning**

1. Discuss DEJ # 6. 2. Discuss students’ response to their homework. 3. Read Act 2, Scene 5 answer guiding questions. 4. Have students complete DEJ # 7 (15 minutes)
 * Watch film version of this scene.


 * Wednesday - 2/15/12**

1. Have students read Act 3, Scene 1 and answer associated guiding questions (20 mins) 2. Watch Film version (15 mins) 3. Have students complete DEJ # 8 (Didn't get to this assignment today) 4. Discuss students’ responses to their homework assignment in relationship to the events it 3.1. (10 minutes) 5. Have students complete the paraphrase of Juliet’s speech in 3.2. (20 minutes) 6. Finish Reading Act 3, Scene 2 7. Have students Read up until line 114 on Act 3, Scene 3 8. Watch the film version of this scene.
 * Review the paraphrase with the students
 * Discuss guiding questions
 * Discuss their answers to the guiding questions.


 * Thursday - 2/16/12**

-Discuss answers to this assignment with students. 1. Have students read 3.3. Independently and answer the guiding questions. 2.Discuss Guiding Questions 3. Complete paraphrase activity of Friar Lawrence’s speech to Romeo (lns. 114-164). 4. Review students answers of this assignment. 5. Finish the remainder of the act. 6. Have students answer the guiding questions and discuss their answers as a class. 7. Read Act 3, Scene 4 and answer associated guiding questions.
 * Have students complete DEJ # 8
 * Watch Film Component with students.


 * Week # 5**


 * Due Dates:**
 * -2/22/12- Dramatic Terms Quiz part 2**
 * -2/24/12- Characterization Poem due**
 * -2/24/12- Argumentative essay on //R and J//**
 * -2/28/12- R and J Test**


 * Tuesday - 2/21/12**

1. read Act 3, Scene 5 (25 minutes) Discuss guiding questions.
 * we have already watched the film version, so it is alright for you to skim.


 * Discussion: Why do you think Sir Capulet has so quickly changed his mind about the wedding proposal?

2. Read Act 4, Scene 1 (15 mins)
 * answer guiding questions

3. Read Act 4, Scene 2 (15 mins)
 * answer guiding questions


 * HW:** Study for Dramatic Terms Part 2 Quiz


 * Wednesday - 2/22/12**

1. Have students complete the paraphrase activity for Act 4, Scene 3

2. Read Act 4, Scene 3 (15 mins) -Have students answer guiding questions.

3. Read Act 4, Scene 4 -answer guiding questions

4. Read Act 4, Scene 5
 * answer guiding questions


 * watch film version.

5. Dramatic Terms Quiz:

1. Students count themselves off into threes 2. They will create a 2 minute lesson plan for teaching the rest of us the literary term. 3. Must have a visual aid 4. Must make classmates take notes. 5. Must have a strong example or catchy way for the class to remember your term.

6. Read Act 5, Scene 1 and have students answer guiding questions.


 * Thursday - 2/23/12**

1. Choose an article of Substantial length from one of the News Papers. Read the article, and in your “Start-Up” section of your binder, complete the following tasks (20 minutes):

1. Write down the title and the author – Remember to correctly punctuate the title. 2. Summarize what the article is about 2-3 sentences. 3. Describe the author’s purpose for writing the article. 4. Come up with an adjective to describe the author’s tone.

2. Read Act 5, Scene 2 3. Read Act 5, Scene 3 (40 minutes) 4. Watch final scene from the film. 5. “Imagery Activity” 5. Discussion of Essential Question in Relation to the text.
 * complete associated guiding questions
 * complete associated guiding questions


 * Friday - 2/24/12**

1. Complete associated Writing Assignmen 2. 5 minute Romeo and Juliet 3. Have students complete the study guide for their test on Tuesday. 4. Hand back their DEJs 5. Hand back their study guides. 6. Teach students how to study and prepare for their test.
 * Complete Imagery Activity:


 * HW:**

Study for R and J Test - Complete Study Guide


 * Week # 6**


 * Due Dates:**

-2/28/12- Romeo and Juliet Test -2/29/12- Benchmark Test -2/29/12- Signed Progress Reports Due -3/1/12- Argumentative Essay Timed Writing -3/2/12- NB Check


 * Monday - 2/27/12**

1. Watch Spartknotes video summary of the text [|Romeo and Juliet Sparknotes Summary]

2. Review for test… have students complete their study guide. -students that get done early can assist the others.

3. Jeopardy Review Game


 * HW**

-Study for Romeo and Juliet Test


 * Tuesday - 2/28/12**

1. Review -Root Words -Examples of Irony -Expectation for Short Answer 2. Take Test 3. Clean and Organize binders. -Place returned work in portfolios… -Get rid of miscellaneous handouts.
 * Independently study for your test.
 * do not leave anything blank…. And answer what you can.
 * When students finish early, have them work on independent reading assignments.


 * Wednesday - 2/29/12**

1. Head to the computer lab and have students complete their class scapes assessments.

2. Have students complete Class Scapes Homework assignment when they are done.

3. Have students start working on their initial research for their Freshmen Project.


 * Thursday - 3/1/12**

1. Read through the following essay. -paragraph structure -supporting detail, analysis, etc. -transition sentences -concluding paragraph.
 * highlight the thesis statement.
 * write down three specific things this person did well:

2. Review essay as a class

3. Allow students to read through the essay prompt.

4. Hand them their responses back.

5. Have them complete an outline.

-have them complete the 1-5 method on a separate sheet of paper.

6. Once they have finished their outline, I will approve them to start writing.

7. Have students complete an argumentative timed writing on how the tragedy of Romeo and Juliet’s death could have been prevented.




 * If students finish early, they will need to complete the following exercise:

1. Choose an article of Substantial length from one of the News Papers. Read the article, and in your “Start-Up” section of your binder, complete the following tasks (20 minutes):

1. Write down the title and the author – Remember to correctly punctuate the title. 2. Summarize what the article is about 2-3 sentences. 3. Describe the author’s purpose for writing the article. 4. Come up with an adjective to describe the author’s tone.


 * Friday - 3/2/12**

1. Poetry Pre-Learning Survey (20 mins) 2. Discussion of students’ responses. 3. Review Poetry Powerpoint. (25 minutes) 4. Allow students to compose their Bio Poems. 5. Allow students to compose their I AM Poems. 6. Host a workshop at the end of class in which students share their works with their classmates.
 * after each slide or associated video, ask students if what they see is poetry, and if they think it holds meaning and significance.


 * Remind students that I will be reading their poetry during the weekend and I am going to start selecting pieces for submission.


 * Week # 7**


 * Due Dates:**

-Argumentative Essays due- 3/9/12 -How to Read a Poem Quiz- 3/9/12 -NB Check- 3/9/12


 * Monday - 3/5/12**

1. Have students read “Marty” article

answer the following questions on a separate sheet of paper:


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


 * Please summarize the article in 2-3 sentences


 * What are some benefits that the student discussed received? How will his participation in this contest help him in the future?

2. Brief discussion of the article and the students’ responses (5 mins)

3. Have students compose their “I Am” poems (10 mins)

4. Have students count off into 1s and 2s, and share this information with their neighbors (10 mins)


 * Tuesday - 3/6/12**

Read through Speaker Notes -If you were absent, see me for a copy.

1. Review “Speaker” notes with students (10 minutes)

2. Have students complete the worksheet associated with Sara Teasdale’s poem entitled “Barter.” (20 mins)
 * Read it aloud first.
 * Have them read it again.
 * have students answer work sheet.

3. Short discussion of the poem (10 minutes)

-point of view -tone -summary of what the poem is about.

4. Review Point of View notes (15 minutes)



5. Have students complete “gallery walk” POV exercise (15 minutes) (depending if we have time)


 * Wednesday - 3/7/12**


 * Start-Up**

1. Write a 12 line poem in which you give somebody advice about life:

-You must write using “second person” point of view -You can address it to anyone you like: teachers, friends, parents, animals, etc. -You are allowed to be the “speaker.”


 * Guided Learning:**

1. Have students proof-read their essays.
 * kill grave yard words.
 * make sure that you have a strong thesis.

2. Have students type their essays in the computer lab.

3. Submit their essays to turnitin.com

4. Have students print their essays for me to grade.

5. When students are done, they can type their poems that are worthy of submission and have them submit them to me for the class anthology.


 * HW:**


 * Finish poem.


 * Thursday - 3/8/12**


 * Start-Up:**

-What does RAP TASSTE FATT stand for? Have the acronym so students can write it out.


 * Guided Learning:**

1. Review RAP TASSTE FATT notes with students (15 minutes)



2.. Complete analysis of “Nothing Gold Can Stay” by Robert Frost (15 minutes)

3. Complete associated worksheet (15 minutes)

4. Discuss students’ answers (10 minutes)

5. Watch clip from //The Outsiders//

//[]// 6. Have students read “Parents” (10 minutes)

7. Complete RTF Protocol as a class and have a discussion based on this.

8. Have students hypothesize where this poem came from, and what motivated the poem to write this.

9. Have students read the article (5 mins)

10. Short discussion

11. Have students complete the associated worksheet (15 minutes)


 * HW:**


 * Study for RTF quiz.
 * complete worksheet


 * Friday - 3/9/12**

1. Found poetry activity activity introduction.

2. Students will complete found poetry activity using both newspapers and magazine that are available in the room.



3. Introduce Poetry Out Loud Competition to students. Explain:



-Class winners will participate in the school competition next Fall -The benefits of participation: scholarship, public speaking skills, grades, confidence, and exploring love of poetry.

[]

[]

4. You will need to choose a poem from the Poetry Out Loud database, the Poetry Out Loud book, or from the poems that I already have available.

5. By the end of class you need to have chosen your poem, printed at least three copies, and be well on your way to memorizing your poem.
 * HW:**

Start memorizing your poem.


 * Week # 8**


 * Due Dates:**


 * -3/15/12 – Poetic Terms Quiz**
 * -3/15/12 – Poetry Memorization Quiz**
 * -3/16/12 – P.O.L. Recitation**
 * -3/16/12 – NB Check**


 * Monday - 3/12/12**

1. Read through the list of Poetry Terms:


 * place a 1 next to terms that you are totally familiar with and that you know the definition of already.


 * place a 2 next to terms that you are somewhat familiar with.


 * place a 3 next to terms that you have no familiarity with at all.

2. Review Basic Poetry Terms Notes with students

3. Finalize Selection Process: 30 mins


 * Read off list of students who have already selected their poems.
 * I want you all to quietly start to work on memorizing your poems.
 * If you have a smart phone, I want you to find a copy of your poem and “bookmark” it.

If you have not already selected a poem, you need to use this time to do so…


 * You may use the website, the books, or the copies of the poem.
 * I need one copy of your poem and you need at least two – one in your binder and one to keep with you at all times.


 * Tuesday- 3/13/12**


 * Start-Up:**

1. Independently study your poem for 10 minutes.


 * Guided Learning:**

1. students complete the Personal/Initial Poem Assignment ( 20 minutes)

2. Metaphor Building Writing Exercise (20 minutes)

3. Independent studying of poem

4. Watch Videos of students reciting their poems and discuss their strengths and weaknesses, and how students can borrow successful techniques.

@http://www.poetryoutloud.org/poems-and-performance/video-recitation-series


 * Wednesday - 3/13/12**


 * Start-Up:**

1. Students will complete the Poem Analysis Assignment


 * Guided Learning:**

1. Students will complete their Poem Analysis Assignment.

2. Watch Videos of students reciting their poems and discuss their strengths and weaknesses, and how students can borrow successful techniques.

[]

3. Personification Worksheet

4. Independent Studying of Poem:


 * Re-Write on the large Post-It Note
 * Practice with an individual partner.
 * re-write it on the white board.
 * practice writing it from memory.
 * find literary terms…


 * HW:**

Study… prepare for your poem re-write.


 * Thursday - 3/15/12**

1. Study poem independently

2. Quiz: Re-Write poem from memory.

3. Interactive review for Poetry Terms quiz… -sounds -mini-white boards -fly swatter

4. Independent Studying of Poem.

5. Partner Checklist Activity:

-students will recite poetry to different partners and have them give suggestions.

6. Independent studying of poetry.

7. View associated film clips so students have an understanding of the performative element of the process.


 * HW**

Study for poetry recitation process...


 * Friday - 3/16/12**


 * Guided Learning:**

1. Independent studying for recitation.

2. Voice activities with students…

3. Interactive performative games to get them prepared for their peformances. – “pass the noise”

4. Poetry Out Loud Competition.

-Vote on a class winner.

5. Found Poetry/Magnetic Poetry Acitivy


 * Week # 9**


 * Due Dates:**

-3/20/12- Poetry Test – EOC Format -3/21/12- Computer Lab day. -3/22/12- 30 minute homeroom – CAPS -3/23/12 – Progress Reports


 * Monday - 3/19/12**

1. Remaining P.O.L. performances.

2. Take poetry Survey - I will hand back student work as they complete this assignment.

3. Compare students’ responses to how they initially answered the questions.

4. Read Langston Hughes Biography.

5. Have the students read through the poem twice and answer the questions.

6. Read the poem aloud to the students.
 * host final discussion.


 * HW:**

1. Study for Poetry Test.


 * Tuesday - 3/20/12**


 * Start-Up:**

1. Complete short answer questions associated with the poem.


 * Guided Learning:**

1. Discuss students short answer responses to “Theme B”

2. Introduce “Theme B” writing assignment

3. Allow students twenty minutes to compose their work.

4. EOC style Poetry Test

-Tell Students:

-do not be afraid to use process of elimination.
 * Pay close attention to the titles.
 * Read the poem once to your self and try to identify the tone and the mood.
 * Briefly look at the questions.
 * Read the poem again with the questions in mind.
 * Try and answer the questions to the best of your ability.

5. When students are done they continue to work on their poems… or they can complete the “Red Dress” assignment for extra credit.

6. Have students share their poetry with their classmates.

7. Poetry Reading… students share their poetry and their classmates make comments and give suggestions for improvement.


 * Wednesday - 3/21/12**


 * Guided Learning:**

1. Type //Romeo and Juliet// essays.

2. Submit these essays to turnitin.com

3. Print a hard copy of these essays.

4. Start typing poems that have been selected for submission.

5. Collaboratively work as a class to construct our literary magazine.


 * Thursday - 3/22/12**


 * Guided Learning:**

1. Review answers to students‘ tests.

2. Have students articulate why they missed certain problems.

3. Share student responses out.

4. Have students read through literary terms and place a “star” beside terms they are unfamiliar with.




 * Friday - 3/23/12**

1. Writing Prompt: What is the most important lesson that you learned from an older person? What was the circumstance that led you to learning this lesson? How has this impacted your life? Answer this in 10-15 sentences.

2. Finish reviewing the Elements of a Story Notes.

3. “Actions speak louder than words” -have a general sharing out of what the students think that this term means.

4. Notebook organizing session


 * Week # 10**


 * Due Dates:**

-3/27/12- Characterization Quiz -3/28/12 – Mid-Term -3/29/12- CAPS Night -3/29/12- NB Check


 * Monday- 3/26/12**


 * Start-Up:**

Daily Grammar Exercise


 * Guided Learning:**

1. Review Start-Up

2. Quick-Write: What should the title of our literary magazine be, and why?

3. Review Characterization notes

4. Interactive Characterization Activity


 * HW:** study for characterization quiz


 * Tuesday - 3/27/12**


 * Start-Up:**

Complete Grammar Exercises


 * Guided Learning**

1. Discuss answers to the Start Up

2. Independently study for characterization quiz.

3. Take characterization quiz.

4. Dicuss students’ lesson learned writing prompts.

5. Review comprehension strategies: making initial predictions about a text.


 * HW:**

Study for Midterm


 * Wednesday - 3/28/12**


 * Guided Learning:**

1. Take Mid-Term:

2. Review answers to the characterization quiz

3. Discuss students’ predictions of what the text will be about.

4. Discuss reading comprehension strategies

5. Read through “Thank You M’am” collaboratively as a class.


 * Aryn– Old Lady
 * Robert – Young Boy
 * Jarman- narrator

6. Stop periodically to fill in information in our characterization graphic organizer.



7. Synthesize theme together.

Have students answer the following questions on a separate piece of paper:

What was the climax of the story ?

What type of conflict was demonstrated?

Who is the protagonist?

Who is the antagonist?

What was the setting?

What was the mood?

8. Have students complete the short answer writing prompt associated with the activity.


 * Thursday - 3/29/12**

1. Have students read through their essays and articulate why they got certain problems incorrect.

2. Review challenging passage that they all struggled with.

3. Review their quizzes

4. Further discuss characterization.


 * Friday - 3/30/12**

1. Writing Prompt:

Paragprah 1: What are two academic mistakes that you have made in my class this year?

Paragraph 2: What contributed to you making these mistakes?

Paragraph 3: What did you learn by making these mistakes?


 * If you have not made two major mistakes, please use examples from other courses.

2. Discussion: focus on the necessity of finishing strong in all endeavors… and how to pace your self and get mentally prepared for difficult weeks of school.

3. Free-Write:

What can you do to make this your spring break as relaxing, healthful and productive as possible?

Ideas to explore:

-goals that you want to accomplish -activities that you want to complete -friends that you want to spend time with -making time available for family
 * what movies do you want to watch
 * what books do you want to read
 * what types of exercise do you want to partake in?

4. Organize Binders: collect returned work and place it in students’ folders.


 * Week # 11**

-4/11/12 – Starting Research -4/13/12- NB Check -4/13/12 -CAPS Deadline -4/13/12- Critical Reading Quiz
 * Due Dates:**


 * Monday - 4/9/12**

1. Spring Break 3-2-1 Reflection Activity (10 mins)

-pass back student work while they complete this (do not hand back their essay).

2. Develop at least one academic goal that you have for this final 9 weeks. Make sure that it is specific and that you are truly committed to achieving this goal (5 mins)

3. Goal sharing activity (10 mins)

4. Further discuss characterization.

-difference between showing and telling.

5. Read through “Thank You M’am” collaboratively as a class.


 * Aryn– Old Lady
 * Austin L. – Young Boy
 * Jarman- narrator

6. Stop periodically to fill in information in our characterization graphic organizer.


 * Tuesday - 4/10/12**

1. Daily Grammar Exercise

2. Synthesize theme together/discuss students’ answers to the worksheet from yesterday.

3. Have students answer the following questions:

What was the climax of the story ?

What type of conflict was demonstrated?

Who is the protagonist?

Who is the antagonist?

What was the setting?

What was the mood?

4. Discuss students’ answers

5. Have students complete short answer writing prompts.

5. Introduce the Freshmen Research Project

6. Have students read through list of topics and identify the topics they are interested in.
 * Form is located under Ninth Grade Research Project Tab

7. Have students complete the initial research assignment.
 * Form is located under Ninth Grade Research Project Tab.


 * HW:**

Complete initial research assignment


 * Wednesday - 4/11/12**


 * Start-Up:**

1. Daily Grammar Exercise


 * Guided Learning:**


 * Review students’ homework.


 * Return their initial research assignment

1. Review the structure and purpose of argumentative writing also review the handout on how to develop a research topic.

- Allow students to specify their topic
 * Walk students through the process of making a topic.

2. Take the students through the brainstorming process. -make them brainstorm in at least two different ways.

3. Discussion: -Five sources -Narrow down focus… -Must be argumentative in nature… If you decide to do a compare and contrast, you will need to make it argumentative. -reliable sources: databases, scholarly websites, can use links from wikipeda, but nothing from Wikipedia. -Focus on students only using google scholar and NYT at first (other news-based websites as well)

4. Show students how to use easybib.

5. Students can start the research process, then they can start working on their annotated bibliography.

6. Take students to the lab and allow them to start working on their annotated bibliography.


 * HW:** Continue to work on bibliography


 * Thursday - 4/12/11**

1. Daily Grammar Exercise

2. Review the problems with students.

3. Hand out student research folders. -have students add their annotated bibs.

4. Review brainstorming process and have students do this… and add this to folder.


 * Friday - 4/13/12**

1. Daily Grammar Exercise

2. What is a short Story Brainstorm:

-how is different from other genres? -how long does it have to be? -Why are many movies based off of short stories?

3. Review literary terms.

-place extra emphasis on “diction”

-write down appropriate adjectives to describe diction on a large post – it note.

4. Begin reading the Eggers pieces and answer the associated questions.


 * Week # 12**

-4/17/12- Research/ Lab Day -4/18/12- Class Scapes -4/19/12- Annotated Bibliography Due -4/20/12- NB Check
 * Due Dates:**


 * Monday - 4/16/12**

1. Complete Daily Grammar Exercise.
 * On the back of the sheet answer the following questions:

- What is diction? How would you define this term in your own words.

-What are the two most common adjectives used to describe diction?

2. Take up Daily Grammar Assignment.

3. Review Grammar Assignment with students on the overhead.

4. Finish the Short Story Reading Assignments (Manguso Text) and the associated guiding questions that accompany them.


 * HW:**

Finish the short story reading assignments.


 * Tuesday - 4/17/12**


 * Start-Up:**

Finalize the reading and associated assignments from last night.


 * Guided Learning:**

1. Review Easy Bib Processes.

2. Review Annotation Processes

3. Stress the importance of having five sources.

4. Stress the importance of valid sources: NYT, Huffington Post, and Ebsco Host.

5. Head to the lab to work on student research.


 * HW:**

-Continued work on short fiction text.

-Continue working on your research project.


 * Wednesday - 4/18/12**


 * Guided Learning**

1. Students will complete their Class Scapes pre-assessment and accompanying exercise.

2. When students are done they can use this time to work on their annotated bibliography for their research paper.


 * HW:**

Finish short fiction writing reading comprehension assignment.


 * Thursday - 4/19/12**

1. If you were to interview an expert from your field about your topic and use it as a source, what questions would you ask them? On a separate sheet of paper, write down three specific questions that you would like to ask.

2. Explain purpose of an annotated bibliography and how students will update it throughout their research process.

3. Review Letter of Intent format with students.

4. Review Outline format with students: discuss purpose of this activity.

5. Head to the computer lab for independent work on the project.


 * Friday - 4/20/12**

1. Daily grammar assignment part 6.

2. Read Academic Expectations Article:

Students will answer the following questions on a separate sheet of paper:

1. What is the author’s tone?

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

3. Find one statement from the text that you agree with and explain why you agree with it.

4. Find one quotation from the text that you disagree with and explain why disagree with it.

5. Do you agree or disagree with the argument that the author is making? Why?

6. Do you think that your parents would enjoy reading this article? Why or Why not?

3. Review students’ answers to their responses.

4. Review students’ answer to short-fiction responses.

-Focus on students’ understanding of literary terms… especially diction.


 * HW:**

Share the article with your parents. Have them write 2-3 sentences their general opinion of the article. Have this returned to me by Monday.


 * Week 4/23 - 4/27**


 * Due Dates:**

-4/25/11- Letter of Intent Due -4/27/11- Vocabulary Quiz -4/27/11 Outline Due -5/4/11- Rough Draft Due


 * Monday - 4/23/12**

1. EOC Review – Student Essay # 1

2. Review answers with students.

3. Test students’ capitalization knowledge – pop quiz

4. Paragraph Writing Exercise:

5. Have students read “Little Read Riding Hood”


 * Tuesday - 4/24/12**

1. Re-Read “Little Red Riding Hood”
 * finalize answers to questions.

2. Discuss the students’ answers to their homework:

-What does the wolf symbolize? -What about Little Red Riding Hood? --- think of colors and personality based characteristics


 * Collect students’ responses.

3. Pre-Learning Activity: American Graffiti

[]


 * View associated images and continue to brainstorm:







4. Initiate Reading: First two guiding questions…



5. I want you to circle all symbols as we read through this text.


 * stop after every two pages.

6. Read the text and answer the guiding questions.


 * HW:**

Finish answering the guiding questions.


 * Wednesday - 4/25/12**

1. Compose ten interview questions.

2. Review Outline Structure

-emphasis on thesis statement and attention grabber

3. Review Thesis Statement notes

-show students templates of annotated bibliographies…

4. Head to the lab to complete independent work for your Freshmen Research Project.


 * Thursday - 4/26/12**


 * Have your guiding questions for the text out on your desk.


 * Use your vocabulary lists to answer the following questions/perform the following tasks on a separate sheet of paper. I will be taking this up for a grade.

1. Which form of characterization is when the author **shows**?

2. Which form of characterization is when the author **tells**?

3. What is the difference between **infer** and **portray**?

4. Define **prose** in your own words.

5. Incorporate the word **tentative** into a sentence.

6. Incorporate the word **melancholy** into a sentence

7. Incorporate the word **mock** into a sentence.

2. Listen to the Dylan song and answer the first question.

-have a volunteer student “set” the record. -Have students identify what they have liked about the story so far.

3. Guided Reading while stopping periodically to answer the guiding questions.

4. Show students the numbers based symbolism activtity.

5. Complete the guiding questions and discuss them.

6. Have students answer the discussion questions. Then we will discuss their answers as a class.


 * HW:**

1. Finish answering discussion questions 2. Study for vocabulary test


 * Friday - 4/27/12**

1. vocabulary review - verbal

2. vocabulary quiz

3. Discussion:

-make sure that your paper is argumentative in scope. -Review outline. -Review thesis statement example.

4. In the lab you need to complete your letter of intent, your outline, and if you are done with that, you need to start working on your draft.

Lab Goals:

1. Finish Letter of Intent:

2. Perfect Outlines and submit

3. Start working on annotated bibliographies

4. Send emails to desired interviewees.


 * Week # 14**


 * Due Dates:**

-5/2/12- Outline Due -5/4/12- Rough Draft Due -5/4/12- Grammar Quiz


 * Monday - 4/30/12**

1. Was the “Where” a good story. Why or Why not? In answering please give a detailed account of what contributed to the effectiveness of this story.

2. Quick Check on the Mimio to see if students still know how to identify fragments/ can repair them.

3. Discuss Start-up.

4. Listen to the Bob Dylan song. Explain the significance. -have a volunteer place the needle on the track.

5. Allow students to finish answering the comprehension questions. Discuss their answers.

6. Allow student to finish the short answer questions

7. Have the students complete the literary term scavenger hunt with a partner.


 * review the literary terms before they begin.


 * Tuesday - 5/1/12**

1. Sentence Fragment identification with students.



2. Review it on the overhead projector with students.

3. Have students complete short answer section of “Where.”

-Discuss their answers. -Take their written response up for a quiz grade.

-have students answer on a separate sheet of paper.

4. Literary Term Scavenger Hunt for Where.

5. Complete Dylan Exercise with students.

6. Have students brainstorm whether or not they believe the song is the major source for the text.


 * Wednesday - 5/2/12**

1. Have students read the Charles Schmid article

-brief discussion.

2. Review thesis statement notes:

emphasize where the thesis needs to go.

3. Review notes on an effective introduction paragraph

4. Show students how to access their rough draft template.

5. Review quote integration practices.

6. Review MLA Citation Techniques.

Head to the computer lab for independent work.

Goals:

1. Complete outline. 2. Complete Works Cited page 3. Correctly format rough draft. 4. Write introduction paragraph 5. Successfully integrate quotations.


 * Thursday - 5/3/12**

1. Subject and Verb Activity

2. Review thesis statement notes:

emphasize where the thesis needs to go.

3. Review notes on an effective introduction paragraph

4. Show students how to access their rough draft template.

5. Review quote integration practices.

6. Review MLA Citation Techniques.

7. Review exemplar paper.

8. Review introductory paragraph notes.

9. Review MLA citation handout

10. Review quote integration hand out.

Lab Goals:

1. Correctly format your works cited page. 2. Continue composing your drafts.
 * finish your outlines if you have not done so yet.


 * Friday - 5/4/12**

1. QUIZ – subject and predicate

2. Independent work on the Ninth Grade Research Project.

Lab Goals:

1. Correctly format your works cited page. 2. Continue composing your drafts.
 * finish your outlines if you have not done so yet.


 * Week # 15**


 * Due Dates:**

hard copy- rough draft, works cited page, outline… use green folder to turn it. Digital copy- just your paper.
 * -5/7/12**- Turn in Rough Draft and Works Cited Page.
 * -5/11/12-** Turn in Final Draft
 * -5/11/12-** Grammar Quiz


 * Monday - 5/7/12**

1. Parts of Speech Activity and Have students complete this as a start-up.


 * Review Citation for Outline

2. Review Quote Integration and Citation from my website:

-Discuss how to integrate quotations and how to cite them.

3. Practice citation activity…


 * Have works cited pages on the screen.
 * Half sheets of paper… make students fill in the correct citation in parentheses.
 * Cite the first thing that appears on your works cited page!!! This is the reason why it is formatted this way.

4. Head to the computer lab so that students can continue to work on their drafts.


 * HW:**

Continue to work on drafts.


 * Tuesday - 5/8/12**

1. Start-Up: Complete Pages 156-159 in the purple book. Please write the correct answers on a separate sheet of paper.

2. Head to the computer lab for independent work on students’ research paper. - Remind students of importance of citations…


 * Wednesday - 5/9/12**

1. Review students’ answers to their start-up activity from the previous day.

2. Have students take subject and predicate quiz.

3. Discuss:

-the importance of correctly incorporating quotations. - introducing quotations. -conclusion: creative restatement of your thesis. -feel free to use interviews and small images… yet, make sure that you have these correctly formatted in your works cited page and that your cite them correctly.

4. Head to the compute lab for more independent Work.


 * Thursday - 5/10/12**

1. the importance of correctly incorporating quotations… even when paraphrasing. - introducing quotations. -conclusion: creative restatement of your thesis. -feel free to use interviews and small images… yet, make sure that you have these correctly formatted in your works cited page and that your cite them correctly. -Conclusion.

2. Use your example essay as a guide… especially when trying to write the conclusion.

3. When you are waiting for assistance, you need to check your paper using the no-excuses list to avoid simple mistakes.

4. Independently work on final drafts.


 * Friday - 5/11/12**

1. Independent Work in the computer lab.


 * Week # 16**


 * Due Dates:**

-5/16/12- Final Paper Due -5/18/12- Grammar Quiz -5/19/12- Saturday Review
 * submit to hard copy and turnitin.com


 * Monday - 5/14/12**

1. Read through the article once, and attempt to answer the questions to the best of your ability. 2. Have students critically read, taking their time, and then answer the questions. 3. Draw story elements chart for students. 4. Review Literary Element Notes – emphasis on parts of a story.
 * Focus on having a purpose for reading… and revisiting the text for understanding.
 * You will have more time than you need on the EOC, and having an approach will contribute to your effectiveness.
 * have them hypothesize what this symbolizes.


 * Tuesday - 5/15/12**


 * //Start-Up://**

//1. How would you define tone in your own words?//

//2. What are some common adjectives that you would use to define “tone?”//

//3. How would you define mood?//

//4. What literary elements contribute to the mood of the story?//

1. Discuss answers to the students’ start-up.

2. Read “Gertrude” reading together as a class.

3. Have students fill in the correct story elements.

4. Review students’ responses together as a class.

5. Discussion: describe an incident in elementary school that had a profound effect on your life, or your attitude towards school. Please make sure that you use vivid details.


 * Wednesday - 5/16/12**

1. Independent Computer Lab Work.

2. Finalize draft, and submit to turnitin.com

3. Print out hard copy along with works cited page.


 * Thursday - 5/17/12**

1. “Stan Musial” tone recognition exercise.

2. Review notes on diction, tone, and theme.

3. Review Character Type information.



4. Have students work in groups to fill in the associated information from handout.

5. Free-Write: In a paragraph, describe an incident in elementary school that had a profound effect on your life, or your attitude towards school. Please make sure that you use vivid details.

6. Have students independently read “11” -Have them annotate the text.

7. Immediately have students take the quiz: -make sure that I review the specific literary devices -discuss words that they might not know at the beginning of


 * HW:**

Study for Story Elements and Tone Quiz


 * Friday - 5/18/12**

Study for your Tone and Literary Element Quiz.

1. Tone Quiz.

2. Story Elements Quiz.

3. Have students complete the “Deeper Analysis” Activity. 4. Have students complete their reflection letter --- remind them that this will be for a grade.


 * Time the students for every paragraph, and have a discussion based on their overall work.


 * Grade their EOC packets at this time.


 * Week # 17**


 * Due Dates:**

5/24/12- Literary Term/Song Project Due 5/25/12- Literary Term Quiz


 * Monday- 5/21/12**

1. Independently study your EOC grammar packet, and have your academic calendars out.

2. Discuss “11” Deeper Analysis Worksheet.

3. Give students “tone” quiz after this.


 * make sure that I teach them associated vocabulary.

4. Review students’ literary elements quiz. -Focus on theme, topic, climax, plot, main idea.

5. Start working on pages 45-56 of Purple Work Book.

6. assign students their own books for the class…
 * remind students to grade their responses with a different colored marker.

7. Introduce Literary Term Project.




 * HW:**

1. Work on Literary Term Project

2. Study EOC Packet.


 * Tuesday - 5/22/12**

1. Discuss Deeper Analysis of “11” Worksheet.

2. Discuss answers to pgs. 46-47 of workbook.

3. Have students independently work on pages 48-56.


 * HW:**

Work on Literary Term Project


 * Wednesday - 5/23/12**

1. Start off class with point of view review.

2. Review exercise from previous day.
 * Award associated prizes.

3. Complete another reading comprehension acivity.

4. Complete Grammar-Based Exercise


 * Thursday -5/24/12**

1. Have students complete subject verb agreement pre-assessment activity…
 * give them a quick mini-lesson.

2. Introduce miscellaneous literary terms.

3. Parallel Structure Notes.

4. Parallel Structure Activities.
 * Review students’s answers to these questions.

5. Review EOC Prep Activities from the previous day.

6. Review subject and Verb Agreement work with the students.

7. Complete reading comprehension activity with the students.

8. EOC Prep activity from the purple book… work up to page 71.


 * HW:**

Work on Literary Term Project


 * Friday - 5/25/12**

1. Continued Parallel Structure Work (take this up for a grade)/ Impromptu subject verb agreement work. 2. Review Exercises From Wednesday. 3. Grammar Exercise # 2 4. Phrases and Clauses Notes.
 * Take subject and verb agreement re-take quiz – for a grade – review this with students.


 * Week # 18**


 * Due Dates:**

-5/29/12- After School EOC Review -5/31/12- After School EOC Review -5/31/12- Last day to turn in any missing assignments/make-up work -5/31/12- Grading EOC Folders. -6/5/12- English EOC


 * Tuesday - 5/29/12**

1. Review Phrases and Clause Notes with students. 2. Complete Independent v. Dependent Clause Worksheet. 3. Introduce the Comma Rule Notes to students. 4. Complete Comma HW/Test Review with students (using the mimio).
 * have students complete the independent sections and then review these with the students via the mimio.


 * Wednesday - 5/30/12**

1. Review Homework from previous night. 2. Introduce Run-On Notes. 3. Explain the difference between an comma splice and a run-on sentence. 4. Comma Practice Parts 3 and 4. 5. Have students Complete the Comma Quiz 6. Comma v. Semi Colon notes. 7. Green book activities 2-5.
 * Immediately review this with the students.
 * Discussion of what we need to focus on for the Homestretch