zz-Honors+English+3+-+Spring+2015


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


 * Syllabus **


 * Parent Letter **


 * Week # 1 - 8/26 - 8/29 **


 * Due Dates: **

-8/27 – Major Reading Assessment (in class) -8/28 – Register for Turnitin.com -8/28 – Letter to Me (11:59 PM) -8/29 – Signed Parent Letter due -8/29 – Notebook Check -8/29 - Major Reading Assessment (in class)


 * Tuesday - 8/26**


 * Start Up:**

1. Format a blank sheet of notebook paper as follows :

Your Name Start – Up Week 1 Monday – 8/26

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


 * Guided Learning:**

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

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

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

4. Physically review the syllabus with the students. -pay special attention to the attendance policy and dress code -Role Play:
 * bathroom dance
 * cleaning the room
 * phone
 * tardies

5. Give students a copy of the Parent Letter

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

6. Assign the Letter Writing Assignment.

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

7. Review Directions for Establishing a Turnitin.com Account


 * HW:**

1. Get parent letter signed 2. Establish a turnintin.com account 3. Complete Letter to Mr. Jarman


 * Wednesday - 8/27**


 * Start Up:**

1. Please attempt to sit where you were yesterday

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


 * Have signed parent letter ready to turn in.


 * Guided Learning:**

1. Review start – up via a quick think-pair-share activity

-Review turnintin.com registration -Review Letter Writing Assignment – Allow students fifteen minutes to work on their composition.
 * First Period:

-Introduction to AP Language – Powerpoint -I will model how I expect students to take notes
 * 3rd and 4th Period:

2. Reading Pre – Assessment


 * Brainstorm strategies with students
 * Discuss Strategies with students in advance

-Pages 6-9 – questions 9 -24 and Pages 15 – 17 – questions 30 – 42 (29 questions total) -students will have thirty five minutes to complete the assessment. -students will switch papers and grade each other.


 * Discuss types and styles of questions.

3. Review Classroom Policies: -Sharpening a pencil -Entering the room quietly -Leaving for the bathroom -Cell phone


 * HW:**

1. Get parent letter signed 2. Establish a turnintin.com account 3. Complete Letter to Mr. Jarman 4. Assemble and organize binder


 * Thursday - 8/28**


 * Start Up:**

1. Please write a short narrative about how you learned to read. It should be at least a paragraph in length. If you can’t remember, make it up. Those are usually the best stories anyways.


 * If you finish this in the allotted time, I want you to start thinking about five things the world should know about you.


 * Guided Learning:**

1. Think – pair – share with start up responses. 2. Five things the world should know about you activity. -choose one of these items to share to the group. Line up in the hallway alphabetically, present, and take a seat. When we are done, we will give a round of applause as a group. -when done, turn the five items in to me. 3. **Writer's** Notebook # 1**:** If you were going to write a personal narrative, what parts of your life would you focus on and why? -take a free write approach -try to write for at least ten minutes without stopping -try to fill up at least a page. -make sure to correctly date and label the assignment.


 * HW:**

1. Get parent letter signed 2. Complete Letter to Mr. Jarman 3. Assemble and organize binder 4. Recreational reading


 * Friday - 8/29**


 * Start Up:**


 * Have your writer’s notebook out so that I can stamp your work for completion.
 * Finalize your binder construction/organization.

1. Why is a personal narrative important or valuable?

2. What elements must a story have?

3. What makes a story good?


 * Guided Learning: **

1. Binder Check and Writer’s Notebook Grade

Rubric:

___/5 pts. five organized and correctly labeled sections__ _/5 pts. general organization and neatness ___/10 pts. **Total Grade**

2. Introduction to 200 word personal narrative assignment.

-Have students copy down the rubric for the assignment. -Read Introduction from the Norton Sampler to sudents

3. Advice on Writing: “You must not come lightly to the blank page” – Stephen King

4. Encourage students to use their notes from previous day (response to Writer’s Notebook # 1) and allow students to start drafting their work.


 * HW:**

1. Full rough draft of your two hundred word personal narrative.

-target length 195 – 205 words -it can be typed or handwritten -must be amazing -must have a working title -this rough draft will count as a minor essay grade and will be graded on both participation and adherence to the requirements.


 * Week # 2 - 9/2 - 9/5**


 * Due Dates:**


 * -9/4/14 – School Pictures (3rd Period – 1:15)**
 * -9/4/14- Final Draft of 200 Word Personal Narrative is due via turnitin.com**
 * -9/5/14- RNB/WNB is due**


 * Tuesday - 9/2**


 * Start Up:**


 * Have the rough draft of your essay on your desk, and make sure you have completed an accurate word count.

1. What was the most interesting thing that happened to you last week? Please write at least one paragraph and make sure that your response is as vivid and interesting as possible.


 * Guided Learning:**

1. Review 200 Word Personal Narrative Requirements with students and have them give themselves a grade out of 25 points.

Requirements:

-target length 195 – 205 words -it can be typed or handwritten -must be amazing -must have a working title -this rough draft will count as a minor essay grade and will be graded on both participation and adherence to the requirements.

2. Peer Review of Students’ Narrative -Personal Reaction -1 piece of positive feed back -1 piece of constructive criticism

3. Sherman Alexie “Superman and Me” Activity -model text annotation -have students read the text and work independently on the task. -allow students to work independently on this task. -share out answers.


 * HW:**

1. Finalize “Superman and Me” activity 2. Work on Final Draft of Personal Narrative


 * Wednesday - 9/3**


 * Start Up:**

1. If you had to be a super hero, which one would you be? Please justify your choice in a complete paragraph.

2. What are your favorite television shows to watch and why?


 * Guided Learning:**

1. Review Rubric for Final Draft of the 200 word personal narrative. -don’t be afraid of dialogue -tell a story -sometimes a good story shows and doesn’t tell
 * General advice:

2. Revisit “Superman and Me” - re – read with an emphasis on understanding the purpose. -come to a consensus as a group

3. Literary Scavenger Hunt as a class with “Superman and Me” -hyperbole -simile -repetition -metaphor -allusion

4. Complete “Housing Around with an Essay” Protocol with “Superman and Me” -This will be RNB # 1 – 9/3/14 -copy down the questions and answer them individually -complete this assignment in your Writer’s Notebook

5. Discuss students’ responses


 * HW:**

1. Finalize “Housing Around with an Essay” Assignment with “Superman and Me”

2. Work on Final Draft of the narrative


 * Thursday - 9/4**


 * Start Up:**


 * Have your completed RNB # 1 assignment for me to check
 * If you were absent yesterday, please come and see me about your missing work.

1. What was the most useful thing that you learned yesterday. Please explain why this has impacted you and will continue to impact you in the future.

2. Define the following terms:

-prose -diction -syntax -mood


 * Guided Learning:**

1. Discuss Start – Up


 * Essential Question – What is style?

2. Read “An Album of Styles” on pgs. 551 – 552 in Norton Reader

-Identify and copy down the four most important pieces of information from this, and record this information in your notes section.

3. RNB # 2 – “Nobel Prize Award Speech” - William Faulkner p. 563 Norton Reader

Task 1: Read through the speech and summarize each paragraph in one sentence. Task 2: Based off of your analysis, identify the author’s claim/thesis. Then find three pieces to textual evidence to support your answer. Task 3: Answer questions 1 – 4 in the Norton Reader on p. 567

digital copy of assignment:


 * HW:**

1. Finish work for RNB # 2

2. Finalize 200 word personal narrative and submit via turnitin.com


 * Friday - 9/5**


 * Start Up:**


 * Prepare RNB and WNB assignments. I will be collecting them and grading them today.
 * Finalize your Start – Up Assignments for the week.

1. What are you looking forward to this weekend? Why? Please respond in paragraph form.


 * Write your response using excessively formal diction

2. Please provide a definition for the following words.

Commensurate –

Pinnacle –

Verity –

Travail –

Ephemeral -


 * Guided Learning:**

1. Discuss start – up and then collect

2. Have students find identify the author’s claim and briefly justify it for the Faulkner piece

3. Discuss students’ responses to their HW.

4. Have students Complete Faulkner SOAPSTONE assignment with Faulkner piece -briefly review this with the students. -remind them that this should go in their notes section.


 * HW: **

1. Define first twenty words from the tone list -place the list and definitions in the vocabulary section of your binder


 * Week # 3 - 9/8 - 9/12**


 * Due Dates:**

-9/10 – Vocabulary Pre Assessments -9/11 – Tone Words Quiz -9/12 – RNB and WNB due


 * Monday - 9/8**


 * Start Up:**


 * Have HW out ready to be graded.

Please write a short anecdote about an event from last week or this weekend. In doing this, you must successfully incorporate all five words from your vocabulary log.


 * Please circle the words once they have been incorporated


 * Guided Learning:**

1. Have students briefly discuss their start – up and then share out.

2. Briefly Review SOAPSTONE assignment with students.


 * Quiz

3. Verbally review the quiz and what can pass as an acceptable answer with the class.

4. Have students check their word lists to see if there are any major discrepancies between definitions. -clarify any confusing terms -answer any pertinent questions -have students check their word lists with a partner to see if there are any major discrepancies -have students share out words that they are finding confusing.

5. Introduce students to “Is Style is Meaning” Worksheet. -have students read through the text first -encourage them to use a high lighter and annotate -quick review of the parts of speech if students need it


 * HW:**

1. Complete questions 1 -7 of “Is Style Meaning” worksheet. 2. Study tone words


 * Tuesday - 9/9**


 * Start Up:**


 * Have HW on your desk.
 * If you were absent yesterday, make sure that I grade your work.

Please answer the following questions in complete sentences.

1. How would you define term theme? 2. How is theme different than purpose? 3. Why is the use of exclamation points stylistically inappropriate for your writing? 4. Explain the difference in meaning between ambivalent and apathetic. 5. What is the difference in meaning between burlesque and parody.


 * Guided Learning:**


 * Review Start – Up


 * Allow students to prepare their materials for a short reading quiz from “Is Style Meaning” worksheet

1. Review “Is Style Meaning” worksheet with students.

2. Continued Practice with identification of author’s message

-View clip from DPS - [] -Students will identify message and provide one piece of supporting evidence. -Have students work as a group, synthesize information and submit an answer as a group.

3. RNB # 3
 * HW:**

1. Complete RNB # 3 2. Study tone words


 * Wednesday - 9/10**


 * Start Up:**

1. If you were a teacher, what do you think would be the best policy to follow if a student needs to make up a quiz because of an absence?

2. In regards to your tone list, what is your favorite word and why? Please make sure that your response is at least one full paragraph.

3. Once you are done with your start up, please check out a lap top computer, log in, and wait for directions.


 * Guided Learning:**

1. Vocabulary Pre – Assessment

-passwords are all caps -case sensitive -be careful with 0s and Os -no spaces unless specified -username starts with a capital letter

Test Code: ENGIIIPRE


 * make sure that I record your score before you log out.
 * top score will receive a form of extra credit
 * you are also getting a grade for meaningful participation

2. Work independently on RNB # 3 and study for vocab quiz when you are finished.

3. Continued Practice with identification of author’s message

-View clip from DPS - [] -Students will identify message and provide one piece of supporting evidence. -Have students work as a group, synthesize information and submit an answer as a group.

4. Return all student work


 * HW:**

1. Finalize RNB # 3

2. Study for tone quiz


 * Thursday - 9/11**


 * Start Up:**

1. Teach allusion… what is the difference between and allusion and an illusion? 2. Why would a writer utilize an allusion? 3. What is a specific event that Lincoln alludes to in “The Gettysburg Address” ? 4. Why don’t you call a writer by their first name? 5. What are the most common pronouns used in "The Gettysburg Address" Why is this important?


 * Study tone vocabulary words


 * Guided Learning:**


 * Review Start – Up

1. Students will take vocabulary quiz -students will grade classmates’ responses

2. Quick comprehension quiz about purpose for Lincoln speech

3. Review students’ HW and work with the Lincoln text.

4. RNB # 4 - Pat Conroy Assignment


 * HW:**

1. Complete RNB # 4


 * Friday - 9/12**


 * Start Up:**

1. What is the relationship between purpose and message?

2. Locate what you think is the most compelling statement from the Conroy Letter. Copy this statement down, and then in a few sentences explain why this statement is so powerful.

3. What adjective would you use to describe Conroy’s diction? Why?

4. What adjective would you use to describe his tone? Why?


 * If you have not taken the Vocab Pre-Assessment, please see me about scheduling a time to make this up.


 * Guided Learning:**


 * Discuss Start – Up


 * QUIZ on SOAPS


 * Read the letter aloud or have a student read the letter aloud.

1. Group Quiz on Conroy’s purpose

2. Discuss Homework

3. Introduce students to the critical analysis grid for the Conroy essay. -students need to know that this is a tool that will allow them to conceptually grasp how to write their essays.

4. Notes: show students how to write an introduction paragraph for Conroy essay.


 * Introduction paragraph must contain all elements of SOAPS. Thesis statement must be the last sentence or two sentences of the first paragraph. The thesis must mention the main strategies that the author uses to achieve his purpose and what that purpose is.

-write in the third person -write about events in literature in the present tense -try to avoid using long quotes in introduction -remember that this essay is formal, but that your voice and style should be present as well.
 * Essay Reminders:


 * HW: **

1. Finish Critical Analysis Grid

2. Finish Introductory Paragraph


 * Week # 4 - 9/15 - 9/19**

**Due D****ates:**


 * 9/17/14 – Rough Draft of Conroy essays is due – hard copy in class**
 * 9/17/14 – Start Ups are due**
 * 9/19/14 – Persuader’s Viewing Guide due at end of the class**
 * 9/22/14 – Rhetorical Situation Essay – hard copy in class**
 * 9/24/14 – F. Scott Fitzgerald’s Birthday**


 * Monday - 9/15/14**


 * Start Up:**

1. How do writers and speakers establish credibility with their audience?

2. How do you punctuate the title of a major work (movie, novel, play, album) when typing?

3. How do you punctuate the title of a major work (movie, novel, play, album) when writing by hand?

4. How do you always punctuate the title of a smaller work when writing either by hand or when typing?

5. How should you punctuate the title for one of your own original essays?

6. How do writers and speakers establish credibility with their audience?


 * Guided Learning:**

- Pass back all graded work

- Review Start – Up

1. **Peer Review**

Have students exchange their introductory paragraphs with a partner have their partner give them feedback on whether or not they met the following criteria:

-Contains all elements of SOAPS -Thesis statement is the last sentence or two sentences of the first paragraph -The thesis mentions the main strategies that the author uses to achieve his purpose and what that purpose is

-Writes in the third person -Writes about events in literature in the present tense -Avoids long quotes in introduction -Original style and voice are present… even in the introduction.


 * 2. Writing Notes Part 1**

Writing Notes Part 1 – 9/15/14

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

2. Capitalize the word English!

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

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

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

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

7. When writing by hand, underline the titles of books.


 * 3. Quote Integration Activity**

//With the following information, please correctly introduce and incorporate the quotation into a complete sentence. In doing this, try to use a relevant introductory phrase that leads into the author’s phrasing.//


 * Author:**Pat Conroy


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

4. Revisit the passage and have students refocus on the essay question being asked of them.


 * 5. Notes on How to Write a Body Paragraph – 9/15**

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

2. Support your answer with a number of insightful points in the body paragraphs.

-Two of the more common approaches involve analyzing a different strategy or approach in each paragraph, or working through an analysis of the passage from beginning to end. -Regardless of the approach you take, be sure your paragraphs are layered with assertion, example, and analysis.

3. Use direct and indirect references to the text to illustrate your points. Make sure that these references include at least a few direct quotes of short phrases (no long quotes).

4. Avoid the common tendency to merely summarize the passage. The focus of this essay (as it indeed should be in all three essays) is still on argument; you should use references to the text to back up the points you make about what the author is doing in the passage.

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


 * HW:**

1. Indentify the strongest device that Conroy uses in order to communicate his message. Then write the first body paragraph of this essay in which you specifically show, explain, and analyze how Conroy utilizes this device to achieve his purpose.

2. Extra Credit Opportunity – First three students to email me a copy of a perfect body paragraph that I can use as an example tomorrow.


 * Tuesday - 9/16**


 * Start Up:**

1. For the purposes of this essay do you need to cite the author’s name or page number? Please justify your answer.

2. Why is the concluding sentence so important?

3. What does AEA stand for? Why is using this technique so important.

4. What part of AEA should be the the “biggest,” or contain the most words.

Remind me to give you some personal advice…


 * Guided Learning:**


 * Discuss Start – Up

1. Additional Notes for Body Paragraph – Paragraph Structure – 9/16/14


 * T**opic Sentence
 * A**ssertion about a literary technique and how it contributes to the author’s message
 * E**xample that should come in the form of a textual reference
 * A**nalysis of textual reference in which you explain how the author’s technique contributes to message. This should be the bulk of your paragraph.
 * C**oncluding sentence that finalizes the analysis, wraps up any “loose ends.”


 * Sometimes the T and A can be blended into one sentence
 * If you have a lot to write about with a specific device, you can add an extra **AEA**.
 * If you can make a natural transition to the next body paragraph with your **C**, go ahead and give it a try.

2. Have students edit their own work. They will identify the elements in their paragraphs. If there are missing elements, they need to correct this.

3. Review Student Examples: -identify all of the different paragraph elements -write down two things each person did well -write down one thing you would change

4. Open Workshop for paragraphs


 * HW:**

1. Complete at least three different body paragraphs. You should have four in total 2. Write a “working conclusion” 3. Bring all parts of your essay to class tomorrow


 * Wednesday - 9/17**


 * Start Up:**

1. Turn to your Body Paragraph Notes

2. Give yourself a grade 1 – 20 based off of the quality of your work this week, and justify your response.

3. Prepare all of your materials for the Timed Writing


 * Guided Learning:**

1. **Conclusion Notes – 9/17**

How to conclude with power, grace and style? Here are a few structural options: -You can and should return to former ideas, but present them from a different angle. -Show the combined effect of the writer’s ideas in a rhetorical analysis. -Or, in a persuasive argument, end with a convincing idea that follows from your previous points.

Here are a few techniques that you could try out: -Dramatic sentences (e.g. one-word sentences or sentence fragments -Parallel sentences or parallel element -Anaphora (or any type of intentional repetition). Anaphora is beginning a series of sentences with the exact same words (e.g., “I have a dream….”)

2. Introduce Rhetorical Situation Essay

3. Review Essay Question with students and post on the board:

Read Pat Conroy’s letter to the Charleston Gazette and write a well-developed essay in which you analyze the strategies he uses to make his point.

4. Reminders before writing:

Purpose: Cultivate mental stamina, and master the approach to the analysis essay.

Target: An analysis essay that contains a perfectly structured introduction, three to four body paragraphs and a powerful conclusion.

Goals: transitions, voice, style

5. Give students thirty minutes to complete a final draft of their essay.

6. If students finish early, they may start to work on their Rhetorical Situation essay.

7. Introduce students to the essay rubric and have them grade their own work. Students will also provide a brief justification statement for their grade.


 * HW:**

1. Work on Rhetorical Situation Essay


 * Thursday 9/18 - Friday 9/19**

1. View //The Persuaders// and complete associated viewing guide. 2. Work on Rhetorical Situation Essay

Complete Rhetorical Situation Essay
 * HW:**


 * Week # 5 - 9/22 - 9/26**


 * Due Dates:**

9/24/14 – F. Scott Fitzgerald’s Birthday 9/24/14 – Literary Club Meeting 9/26/14 – Core Vocabulary Quiz # 1 9/26/14 – RNB and WNB due


 * Monday - 9/22**


 * Start Up:**

1. What is the relationship between an author’s purpose and their message?

2. Please provide a brief anecdote (something funny or interesting that happened to you last week)


 * Guided Learning:**

1. Introduce new vocabulary words

2. Quiz – choose a question from //The// //Persuaders// for students to answer.
 * Need to answer the question using the TAEAC format
 * briefly discuss students’ responses

3. View Willie Nelson Commercial

-complete a brief SOAPSTONE -identify the purpose -identify three ways the purpose is achieved
 * Students will:

4. Get students started on their HW


 * HW:**

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


 * Tuesday - 9/23/14**


 * Start Up:**

1. If I write “awk” on your paper, what does that mean? 2. If I write “WC” on your paper, what does that mean? 3. If I write “SP” on your paper, what does that mean? 4. Please provide a definition of the term juxtaposition 5. Please provide an example of juxtaposition from the film yesterday.


 * Guided Learning:**

1. Review Vocabulary -have students share out their individual sentences.

2. Have students read through their Rhetorical Situation Essay and Grade themselves.

Rubric:

_/ 5 correct letter formatting _/ 5 correct grammatical usage and spelling _/ 10 writer’s purpose is made clear _/ 10 writing is fabulous, compelling, and persuasive

_/30 Total

3. Have students exchange letters and share with the class.

4. Teach Core Rhetorical Terms

5. Core Rhetorical Terms Scavenger Hunt. Find an example of each one of our Core Rhetorical Terms from a text that we have worked with this year.


 * HW:**

1. Finish Core Rhetorical Terms Scavenger Hunt

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


 * Wednesday - 9/24**


 * Start Up:**

1. Please write the following sentence in the active voice:

The strongest device used in this letter was the personal statements that led to powerful arguments.

2. Please provide a definition of aphorism in your own words.

3. How is palatable different from delicious in meaning?

4. Please incorporate antiquated into a complete sentence.

5. How is antithesis different from oxymoron?


 * Guided Learning:**

1. Briefly Review HW and Start – Up

2. Have groups work together to synthesize their favorite Fitzgerald aphorisms. Have them make a poster and place them on the side wall.
 * when completed, students will share their responses out
 * most literary and visually appealing wins a prize

3. Review basic notes on rhetoric and an introduction to the rhetorical triangle

4. Introduce Visual Rhetoric Analysis Assignment


 * HW:**

1. Find an effective advertisement and bring it in (hard copy is preferable) 2. Start working on Visual Rhetoric Analysis Assignment 3. Study vocabulary


 * Thursday - 9/25/14**


 * Start Up:**

1. What are some ways that a speaker would establish ethos?

2. What are some literary techniques that contribute to pathos? Please come up with at least three and briefly explain how/why.

3. What are some common examples of logos in speeches and arguments?

4. What are some common examples of logos in advertisements?


 * Guided Learning:**


 * Review Start – Up

1. Short Video to reinforce understanding of rhetoric [] -first time just watch and enjoy. -second time… take notes as you watch in your notes section.

2. Open Workshop – Visual Rhetoric Activity (30 mins) -Student should have an advertisement already selected. If this is not the case, they an select one from one of my magazines.

3. RNB # 5 - Einstein Letter Assignment – HW


 * HW:**

1. Finish RNB # 5 2. Study for Vocabulary Quiz 3. Work on Visual Rhetoric Assignment


 * Friday - 9/26**


 * Start Up:**

1. What is the relationship between an author’s purpose and their message?

2. What are the three different elements of the rhetorical triangle?

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


 * Guided Learning:**

1. Take Vocabulary Quiz 2. Discuss student’s responses to their HW. 3. Review Introduction Paragraph and Body Paragraph Notes.

Introduction Notes:

*Introduction paragraph must contain all elements of SOAPS. Thesis statement must be the last sentence or two sentences of the first paragraph. The thesis must mention the main strategies that the author uses to achieve his purpose and what that purpose is.

*Essay Reminders:

-write in the third person

-write about events in literature in the present tense

-try to avoid using long quotes in introduction

-remember that this essay is formal, but that your voice and style should be present as well.

Additional Notes for Body Paragraph – Paragraph Structure


 * T ** opic Sentence


 * A ** ssertion about a literary technique and how it contributes to the author’s message


 * E ** xample that should come in the form of a textual reference


 * A ** nalysis of textual reference in which you explain how the author’s technique contributes to message. This should be the bulk of your paragraph.


 * C ** oncluding sentence that finalizes the analysis, wraps up any “loose ends.”

*Sometimes the T and A can be blended into one sentence

*If you have a lot to write about with a specific device, you can add an extra **AEA**.

*If you can make a natural transition to the next body paragraph with your **C**, go ahead and give it a try.

4. Einstein Essay Question: Analyze the rhetorical strategies that Einstein uses to achieve his purpose in his “Letter to Phyllis”.

-brainstorm techniques and approaches students can take -encourage students to focus on rhetorical approach as opposed to


 * HW:**

1. Finish Visual Rhetoric Assignment 2. Write introduction and first t body paragraphs for Einstein essay 3. Study for Core Rhetorical Terms Quiz


 * Week # 6 - 9/29 - 10/03**

- 9/30/14 – Core Rhetorical Terms Quiz -10/03/14 - Core Vocabulary Quiz # 2 -10/05/14 – Einstein Essay is due via turnitin.com -10/07/14 – Finalize IRP book decision -10/24/14 – IRP is due
 * Due Dates:**
 * no more than 3 pages typed
 * MLA formatting
 * double spaced


 * Monday - 9/29**


 * Start Up:**

1. What is the difference between antithesis and oxymoron? 2. Generate your best example of antithesis. 3. Generate your best example of paradox. 4. Redraw the rhetorical triangle with all of the correct parts labeled. 5. Write down the word liaison 5 times in a row.


 * Guided Learning:**

1. Discuss Start – Up

2. Have students grade their visual rhetoric assignments. -have students draw the rubric on the assignment and fill it out accordingly.

3. Vocabulary List # 2

4. Give students the AP Essay Rubrics

5. Return Essays


 * HW:**

1. complete another body paragraph for your Einstein Essay
 * focus on making a transition between your two body paragraphs
 * use TAEAC for a tool.

2. Incorporate all of your new vocabulary words into a sentence in a way that demonstrates your understanding of the word.

3.Study for Core Rhetorical terms quiz.


 * Tuesday - 9/30**


 * Start Up:**

1. What is the relationship between ethos and pathos?

2. What is the difference between the rhetorical triangle and rhetorical appeals?

3.Generate an example of an aphorism

4. Generate an example of euphemism.

5. What are you going to use for your example of anecdote on the quiz?

6. What should your thesis statement contain?


 * Please have your signed progress report on your desk.


 * Guided Learning:**

1. Take Core Rhetorical Terms Quiz

--- pass back any graded work

2. Review vocabulary sentences

3. Answer student questions

4. Revisit Einstein Letter

Einstein Essay Question: Analyze the rhetorical strategies that Einstein uses to achieve his purpose in his “Letter to Phyllis”.

-make sure students write down the essay question at the top of their letter -have students read through the letter. -identify purpose and decide on a working definition as a class. -discuss these questions with students


 * How does Einstein establish credibility by saying we?


 * How does he build credibility by responding?


 * What are some of the most logical and powerful statements? Why?


 * What statements have the most emotional impact? Why/


 * What should the thesis statement contain?

5. Review Basic Notes on ELP


 * Ethos: ** the source's credibility, the speaker's/author's authority
 * Logos: ** the logic used to support a claim (induction and deduction); can also be the facts and statistics used to help support the argument.
 * Pathos: ** the emotional or motivational appeals; vivid language, emotional language and numerous sensory details.


 * *emphasize the difference rhetorical appeals and the rhetorical triangle **

6. Peer Review of Einstein Essays and Open Workshop


 * HW:**

1. Two more body paragraphs and a conclusion for the Einstein essay. 2. Study for vocabulary quiz


 * Wednesday - 10/01**


 * Start Up:**

1. Drawing on what you leaned from //The Persuaders// and what you have learned about rhetoric, why is it that many successful advertisements completely lack logos?


 * make sure your response is at least two to three sentences.

2. Why is it bad to use a phrase like “ Albert Einstein uses ethos” ?

3. Incorporate usurp into a grammatically appropriate sentence.

4. What is the difference between usurp and abdicate?

5. Incorporate abject into a complete sentence.


 * Guided Learning:**

1. Review Writing Notes Part 2

2. Peer Review of Essays -identify students who scored a 7 or higher -focus on intro -focus on individual paragraphs -focus on transitions


 * HW: **

1. Study Vocabulary Words List # 2


 * Thursday - 10/02**


 * Start Up for first block**

1. Drawing on what you leaned from //The Persuaders// and what you have learned about rhetoric, why is it that many successful advertisements completely lack logos?


 * make sure your response is at least two to three sentences.

2. Why is it bad to use a phrase like “ Albert Einstein uses ethos” ?

3. Incorporate usurp into a grammatically appropriate sentence.

4. What is the difference between usurp and abdicate?

5. Incorporate abject into a complete sentence.


 * Guided Learning for first block**

1. Review Writing Notes Part 2

2. Peer Review of Essays -identify students who scored a 7 or higher -focus on intro -focus on individual paragraphs -focus on transitions


 * Start Up for third block**

1. How does the meaning of the word analyze relate to the content and the structure of this course?

2. Incorporate arbitrary into a complete sentence.

3. How is arbitrary different in meaning from malleable?

4. Incorporate camaraderie into a sentence.

5. Copy down the word camaraderie five times. 6. Could you say that a writer establishes camaraderie with his audience?


 * Guided Learning for third block**

1. Open Workshop on body paragraphs -focus on structure -focus on transitions -focus on making writing compelling

2. Vocabulary Review session


 * HW:**

1. Study Vocabulary Words List # 2 2. Finalize Einstein Essay


 * Start Up:**

1. What are some simple things that you are doing well that are contributing to your success in this course?

2. What are some things that you can do to help you prepare for the SAT?

3. Incorporate five of the vocabulary words into an anecdote. Should be a paragraph in length. The more humorous, the better.


 * Guided Learning:**

1. Briefly review vocabulary 2. Take vocabulary quiz. 3. Discuss Expectations for the paper and show students how to correctly format their papers:

Your Name

Mr. Timothy Jarman

Honors English III

3 October 2014

Title 5. Critical Analysis of Advertisement []

a. SOAPSTONE – Complete sentences b. find two examples of ethos, pathos, and logos from the commercial c. Pretend that we are completing a rhetorical analysis, and write a model introduction.

6. Brief Introduction to the Independent Reading Project texts:

// The Bluest Eye // – Toni Morrison // The Catcher in the Rye // – J.D. Salinger // A Farewell to Arms // – Ernest Hemingway // East of Eden // – John Steinbeck // Fahrenheit 451 – // Ray Bradbury // On the Road // – Jack Kerouac // The Red Badge of Courage – // Steven Crane // The Sound and the Fury // – William Faulkner // The Maltese Falcon – // Dashiell Hammett // Native Son // – Richard Wright // Narrative of the Life of Frederick Douglass // – Frederick Douglass
 * You may choose one of the following texts: **


 * If you are interested in another book, send me an email with a paragraph justification of why you should be allowed to work with this text.


 * HW:**

1. Finish Einstein Essay and submit to turnitin.com

2. Read Joel Stein Op – Ed a.Complete //thorough// SOAPSTONE
 * Identify at least two examples of ethos, logos, and pathos


 * Week # 7 - 10/6 - 10/10**


 * Due Dates:**

Due Dates: -10/08/14 – Finalize IRP book decision -10/10/14 – Core Vocabulary Quiz # 3 -10/14/14 – Kid President Essay is due via turninitn.com -10/24/14 – IRP is due
 * MLA formatting
 * double spaced


 * Monday - 10/6**


 * Start Up:**

1. Incorporate the word arbitrary into a complete sentence 2. Make a list of at least five things that are arbitrary and briefly explain why. 3. How can an author establish credibility and trust through their writing? 4. What “things” can authors do to contribute to logos in their writing? 5. What “things” or techniques can authors utlize to contribute to pathos in their writing?
 * think of a coin toss or the lottery


 * Guided Learning:**


 * Discuss Start – Up and return graded work

1. Reading Quiz from Stein Op - Ed

2. Discuss Stein Op - Ed

3. Review Vocabulary List # 3

4. Introduce IRP Project in more detail

5. Extended Rhetoric Notes


 * HW:**

1. Incorporate each word into a grammatically correct sentence in a way that demonstrates your understanding of the word.

2. IRP book Selection


 * Tuesday - 10/7/14**


 * Start Up:**

1. What does AEA stand for? 2. Come up with a list of ten reasons for why reading is beneficial. 3. Come up with a list of five reasons why you don’t read as much as you should. 4. What book are you currently thinking about reading? Why?


 * Guided Learning:**


 * Discuss Start – Up

1. Review Vocabulary -assign groups words to put into sentences and allow students to prepare responses. -review words students are struggling with.

2. Conscious attention activity

3. Model reading log process

Date – Time – Page #s

4. Review IRP in more detail

5. Initial Viewing of Kid President Video [] -focus on purpose -focus on identifying examples of ELP.


 * HW:**

1. read for thirty minutes 2. study vocabulary words


 * Wednesday - 10/8**


 * Start Up:**

1. What does AEA stand for? 2. Read through the IRP and generate good questions 3. Identify the most compelling statement you have encountered in your reading so far, and explain why.


 * Guided Learning:**

1. Review IRP and show examples. 2. Conscious attention to rhetoric activity 3. Watch Kid President video [] 4. Go over the Analysis Assignment -students will work on assignment for the remainder of the class period.


 * HW:**

1. Do some background research on your book and author, and find ten relevant and interesting facts. 2. Read for thirty minutes 3. Kid President Analysis Assignment


 * Thursday - 10/8/14**


 * Start Up:**

1. Incorporate five of your vocabulary words into a short story about what you are planning to do for Halloween.

2. Does brusque have a negative or a positive connotation? Please explain.

3. Does laconic have a positive or negative connotation? Please explain.

4. When could you use the word enfranchise in your history class?


 * Guided Learning:**

1. Review Start – Up

2. Questions about vocabulary

3. Re-watch the Kid President video []

4. 25 minute independent work session

5. Review Kid President Analysis assignment

6. Have students copy down essay question:

Write a well – organized essay that evaluates the elements of rhetoric and style used in Kid President’s “Pep Talk to Teachers and Students.” Explain how the filmmaker/Kid President utilizes elements of rhetoric and style to achieve their purpose

7. Have students write introduction and first body paragraph in class


 * HW: **

1. Finish introduction and first body paragraph 2. Study for vocab quiz 3. Meet ninety minute reading goal – Make sure to log your reading


 * Friday - 10/10**


 * Start Up:**

1. Write a full paragraph about a topic of your choice and incorporate at least ten of your vocabulary words.


 * Guided Learning:**

1. Vocab quiz

2. Reflection on IRP

-How many pages of your book have you read? -How much time have you spent reading? -Which character do you identify the most? -What do you like about your novel so far?

3. Review body paragraph structure

4. Final viewing of Kid President video []

5. Open Workshop – Three full body paragraphs


 * HW:**

1. Finish full Rough Draft of Kid President Essay -

Question:

Write a well – organized essay that evaluates the elements of rhetoric and style used in Kid President’s “Pep Talk to Teachers and Students.” Explain how the filmmaker/Kid President utilizes elements of rhetoric and style to achieve their purpose


 * intro
 * four full body paragraphs
 * conclusion

2. Read for at least ninety minutes


 * Week # 8 - 10/13 - 10/17**

-10/14/14 – Kid President Essay via turnitin.com -10/17/14 – Core Vocabulary Quiz # 4 -10/17/14 - At least five hours of reading correctly logged -10/24/14 – IRP Due
 * Due Dates:**
 * 3 page maximum
 * MLA format
 * double spaced


 * Monday 10/13**


 * Start Up:**

1. If you are using a two- part thesis, what comes first, the statement of techniques of the statement of author’s purpose? Please explain your answer.

2. If you are not going to do a two – part thesis, which element must you always have, the statement of techniques or the statement of the author’s purpose? Please explain your answer

3. If you were an element of the rhetorical triangle, which element would you be


 * Guided Learning:**


 * Group Conversation – rhetorical element?
 * Review Start – Up

1. Review Writing Notes Part 3 -have students locate Part 1 and Part 2 of these notes first and read through them.

2. Review Body Paragraph Structure

3. Final viewing of Kid President video []

4. 10 Step Peer Review Assignment

5. Introduce new vocabulary words.


 * HW:**

1. Incorporate each one of your vocabulary words into a grammatically appropriate sentence in a way that demonstrates your understanding of the word.

2. Read through your writing notes and work on the final draft of your essay.

3. Read for at least fifteen minutes


 * Tuesday - 10/14**


 * Start Up:**

1. Copy down the statement and ill in the blanks:

When completing a rhetorical analysis essay, you are analyzing how an author uses _to achieve their ___.

2. Identify and copy down the most powerful quotation from your novel that you have encountered so far. Then write a short paragraph explaining why this excerpt is significant. In doing this use AEA.


 * If you don’t have your book, you need to incorporate all of your vocabulary words into a truthful or fictitious anecdote about what you don’t have your book.


 * Guided Learning:**

1. Review Vocabulary

-have groups generate their sentences and share out.

2. Finalize Peer Review of Essays and Proofread Essays

3. Brief discussion of theme

4. Model how to complete a DEJ


 * HW:**

1. Type and submit essay 2. Complete a DEJ 3. Try to get an hour of reading logged.


 * Thursday - 10/16/14**


 * Start Up:**

Part 1: In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed.


 * 1) Mary is trying hard in school this semester, her father said.
 * No, the taxi driver said curtly, I cannot get you to the airport in fifteen minutes.
 * 1) I believe, Jack remarked, that the best time of year to visit Europe is in the spring. At least that's what I read in a book entitled //Guide to Europe//.

Part 2: Incorporate five of your vocabulary words into an anecdote about what you did yesterday during the PSAT.


 * Guided Learning:**


 * Review Start – Up


 * Theme group brainstorm

1. Theme Notes: - introduction to universal theme handouts - review love example - foundational idea + author’s message about this idea = theme

2. Theme Identification Activity:

- Read “The Gift” by Ray Bradbury – pgs. 259 – 261

-identify possible foundational ideas from universal theme handouts

-as a group choose a foundational idea and connect to author’s message

3. Climax Notes:

-read page 258 -students work collaboratively to identify the climax of “The Gift”

4. Open Workshop on IRP


 * HW:**

1. Study for Vocab Quiz 2. Make sure you have five hours of reading logged 3. Work on IRP


 * Friday - 10/17**


 * Start Up:**

Incorporate ten of your vocabulary words into a short narrative. When constructing this, try to use responsibility as a foundational idea.


 * Guided Learning:**


 * Collect Start – Ups

1. Take Vocab Quiz

2. “Ambush” Activity

-Read background information page 832 – 833. -Read “Ambush” by Tim O’Brien pages 834 – 836
 * while reading try to identify climax and theme.

Task 1 (15 pts.) : Identify theme. Then write a full paragraph in which you indentify the theme and use two supporting examples to support your argument. Your paragraph structure should look like this: TAEAEAC

Task 2 (5 pts.): Answer question # 4 on page 836

3. Open Workshop on IRP

4. Discuss theme from “Ambush”


 * HW:**

1. Identify a character from your IRP. Choose an adjective that best describes this character. Then find two pieces of textual evidence to support this claim. The final product should be a paragraph that is formatted according to TAEAEAC.

2. Finish IRP book and start working on the project.


 * Week # 9 - 10/20 - 10/24**


 * Due Dates:**

-10/23/14 – Core Vocabulary Quiz # 5 -10/24/14 – IRP is due


 * Monday - 10/20**


 * Start Up:**

1. Explain how the meaning of jaded is different worn out or tired.

2. __+__ __ = theme

3. Label the parts of TAEAEAC on your HW assignment from Friday.


 * If you were absent on Friday, copy down your HW assignment.


 * Guided Learning:**

1. Review Start – Up.

2. Have students grade their HW assignment from the weekend. -elements of TAEAEAC -persuasive and well supported.

3. Have students re – read “Ambush” by Tim O’Brien – pages 834 -836. Students will answer questions 1, 2b., 3a, 3b, and 6.


 * 20 minutes to complete the task.

4. Discuss students’ answers and general discussion of theme.
 * have students think pair share with group before cold calling.

5. Introduce new vocabulary


 * HW:**

1. Work on IRP 2. Incorporate each one of your vocabulary words into a grammatically appropriate sentence in a way that demonstrates your understanding of the word.


 * Tuesday - 10/21/14**


 * Start Up:**

1. Incorporate the following quotation into a complete sentence, and make sure to cite the page # and author according to MLA standards.

Author: Timothy Jarman Page Number: 45 Quote: “Students are more perceptive than most teachers realize.”

2. What does TAEAC stand for?

3. Please provide a definition for a noun, a verb, an adjective, and an adverb.
 * Students who have been absent, make sure to turn in any missing assignments that you have… Especially HW. I am about to update grades.


 * Guided Learning:**


 * Discuss Start – Up

1. Vocabulary activity/review
 * show students changes to the list.

2. Review IRP
 * show amazing examples

3. Open Workshop on essay questions for IRP

4. Writer’s Notebook # 2

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

-take a free write approach -try to write for at least five minutes without stopping -try to fill up at least a page. -make sure to correctly date and label the assignment.


 * HW:**

1. Research the term “crucible” and hypothesize why it is the title of the text that we are about to read.

2. Study for Vocab Quiz 3. Work on IRP


 * Wednesday - 10/22**


 * Start Up:**

Phil, anthro, and ante

Copy down the following sentences and identify the subject and the verb.

1. The soccer team defeated the opposing team on Senior Night. 2. The pack of pencils was missing from Mr. Jarman’s desk.

Answer the following questions.

3. What does the root word phil mean? 4. What does the root word ante mean? 5. What does the root word anthro mean?


 * If you were absent yesterday, please find out what you missed and make sure to copy down the prompt for WNB # 2


 * Guided Learning:**


 * Review start – up.
 * Review Homework (have students generate best answers as a group and share out).

1. Introduce Dramatic Terms

Conscious Attention Activity – before and after

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

2. Read pages 1254 and 11255 and write down five most important facts from each passage while reading.

3. Class discussions of the readings.


 * HW:**

1. Obtain a personal copy of //The Crucible// 2. Study for vocabulary quiz


 * Thursday - 10/23/14**


 * Start Up:**

1. Make a graphic organizer and categorize all of your words into the correct part of speech – noun, verb, adjective 2. Incorporate five of your vocabulary words into a short narrative.


 * Guided Learning:**

1. Vocabulary Quiz

2. Assign Crucible books.

3. View Introductory PPT and have students take the notes:


 * have students take notes on slides 1-13.

4. Take a quick “cognitive break”

5. Have students take notes on slides 14-20.

6. Students will be given their copy of “guiding questions” for Act 1 and Act 2

7. Introduce students to stage directions.

8. Read overture as a class. []


 * HW:**

1. Finish IRP 2. Read Act 1 of the Crucible and answer guiding questions on a separate sheet of paper


 * we will have a 45 minute independent period tomorrow in class


 * Friday - 10/24/14**


 * Start Up:**

1. How are stage directions punctuated?

2. The overture of Act One could also be referred to as a ___.

3. How would you punctuate the title of The Crucible?

4. What is the most interesting thing that you have learned so far about The Salem Witch Trials?


 * Guided Learning: **

1. 45 minute open workshop on //The Crucible// 2. Reading Quiz 3. Discussion of Essential Questions


 * HW:**

1. Finalize ACT 1 and answer guiding questions. 2. Work on Midterm Study Guide
 * prepare for reading quiz on Monday


 * Week # 10 - 10/27 - 10/31**

- 10/30 - Midterm Study Guide is due -10/30 - Midterm (Includes vocabulary list # 6, dramatic terms, and questions from midterm study guide)
 * Due Dates:**


 * Monday - 10/27**


 * Start Up:**

1. Explain how the witch hunt years were a time of general revenge.

2. How are Abigail and Reverend Parris related?

3. How would you describe Proctor so far? Please justify your response.

4. Why is Thomas Putnam so bitter?


 * Guided Learning: **

1. Have students collaborate and discuss items that they didn’t understand, or had a difficult time with.

2. Quiz

3. Discussion

4. Independent Session: students will read Act II and answer the associated questions.

5. View recap video for all of Act 1

6. Introduce new vocabulary words and allow students to start working on the sentences.


 * HW:**

1. Finish Act II by Wednesday and answer guiding questions 2. Incorporate each one of your vocabulary words into complete sentences in a way that demonstrates your understanding of the word.


 * Tuesday - 10/28**


 * Start Up:**

Briefly describe the following characters:

-Abigail Williams -Reverend Parris -Rebecca Nurse -John Proctor -Thomas Putnam -Reverend Hale


 * Use a vocabulary word in each description.


 * Guided Learning:**

1. Review Start – Up: 2. Review VOCAB collaboratively. 3. Complete items 1 -5 on the study guide 4. Complete items 6 – 10 on the study guide 5. Allow the students to begin reading Act II
 * discuss and review
 * discuss and review


 * HW:**

1. Read Act II, and answer your guiding questions. 2. Study for your midterm


 * Wednesday - 10/29**


 * Start Up:**

1. What does the word “log” mean?

2. What does the prefix “mono” mean?

3. What does the prefix “sol” mean?

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

5. What is the most common form of verbal irony?

6. Make an MLA Header for today


 * Guided Learning:**

1. reading quiz 2. brief discussion of ACT II 3. review the rest of the information for midterm 4. allow students to study or work on Act III


 * HW:**

1. Finish study guide and prepare for the midterm 2. Finish Act III and guiding questions by Friday


 * Thursday - 10/30**


 * Start Up:**

1. Summarize the plot of //The Crucible.// In doing this, utilize ten of your vocabulary words.


 * Guided Learning:**

1. Mid – Term 2. Students read ACT III and answer guiding questions 3. Take survey


 * HW:**

1. Finish Act III and the associated guiding questions


 * Friday 10/31**


 * Start Up:**

1. Identify the best Giles Corey one liner from Act I 2. The crucial turning point that seems to seal John Proctor’s fate is:

a) Giles’ refusal to name the witness who overheard Parris “brag” about his land gain. b) Hale’s claim that Salem has witches c) Elizabeth’s inability, in court, to accuse her husband of adultery d) Mary Warren’s gift of a poppet to Elizabeth.


 * Guided Learning:**

1. Act III Quiz 2. Quick Discussion 3. Survey


 * HW:**

1. Read Act 4 and answer guiding questions.


 * Beginning of the Second Nine Weeks**


 * Week # 11 - 11/3 - 11/7**
 * Due Dates:**
 * -11/4 - Act 4 Quiz and Final Discussion**
 * -TBA - Timed Writing**


 * Monday - 11/3**


 * Start Up:**

Identify your favorite line from the play that you have encountered thus far. Then, use TAEAC to both justify and explain your choice. The final product should be a fully developed paragraph.


 * Guiding Questions for Act 4 are due tomorrow, and Act 4 Reading quiz got pushed back until tomorrow.
 * If you have any late work you need to turn in, make sure to do that now.


 * Guided Learning:**

1. Allow students fifteen minutes to read through Act III in order to prepare for the discussion. 2. Discuss Act III Guiding Questions. 3. Return all graded work. 4. Reread Act IV, and finalize the guiding questions.


 * HW:**

1. Reread Act IV, and finalize the guiding questions.


 * Tuesday - 11/4**


 * Start Up:**

If you were Arthur Miller, what would you change about Act 4? Why? Your response should follow TAEAC, and be a fully developed paragraph.


 * Guided Learning:**

1. Act 4 Quiz

2. Final discussion

3. Introduce writing prompts for tomorrow

4. Introduce students to TAPS and remind them about: -writing in the third person -citing quotes -analysis should be the bulk of your body paragraphs

5. Allow students to work on their essay brainstorms.


 * HW:**

1. Prepare for timed writing tomorrow -choose a question -create a thesis statement -topic sentence for each body pargagraph -two pieces of textual evidence for each body paragraph (include page #)


 * Wednesday - 11/5**


 * Start Up:**

1. Write the introduction or a body paragraph for your essay.


 * Remind me to explain the difference in “author says” and “character says”


 * Guided Learning:**

1. Complete Timed Writing


 * Use Pen
 * MLA Header
 * Title
 * Make sure to cite page #
 * Make sure to write down the number of the essay you are answering in the top right corner.

2. Vocabulary Corrections: -Identify the correct answer, and a brief justification of why. -Identify ten words that you do not know, define these words, and find a synonym for them as well.

3. Have students return their copies of //The Crucible//

4. Check out copies of //The Great Gatsby// if there is time.


 * HW:**

Writer’s Notebook # 3

Prompt: Describe the “American Dream” in your view, and as you understand our culture’s view. How do they differ? How are they the same?

-avoid graveyard words and “no-excuse” violations. -Make sure that your writing is at least one page hand-written and contains at lease three body paragraphs. -Try to naturally incorporate your vocabulary.

Thursday - 11/6

Start Up:

"Whenever you feel like criticizing anyone, just remember that all the people in this world haven't had the advantages that you've had."

Do you think that the following information is a piece of sound advice? Please justify your response, and in doing so use supporting evidence from your reading or life experience. *Use TAEAC *label the parts

*finalize your response from last night.

Guided Learning:

*Have students share their responses with classmates.

1. Fitzgerald Biographical Information Activity 

2. Listen to Part 1 of Audio Guide - didn't get to today <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">-Have students take notes while listening.

<span style="font-family: Arial,Helvetica,sans-serif;">-List five pertinent facts about F. Scott Fitzgerald.

<span style="font-family: Arial,Helvetica,sans-serif;">-List three facts about the text.

<span style="font-family: Arial,Helvetica,sans-serif;">-Place this information in your notes section.

<span style="font-family: Arial,Helvetica,sans-serif;">3. Assign Books

<span style="font-family: Arial,Helvetica,sans-serif;">4. Gatsby Epigram Assignment <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">5. Students can begin reading

<span style="font-family: Arial,Helvetica,sans-serif;">HW:

<span style="font-family: Arial,Helvetica,sans-serif;">1. Read the first two pages of The Great Gatsby. Complete a paragraph long summary. <span style="font-family: Arial,Helvetica,sans-serif;">2. Finish vocabulary Corrections <span style="font-family: Arial,Helvetica,sans-serif;">-Identify the correct answer, and a brief justification of why. <span style="font-family: Arial,Helvetica,sans-serif;">-Identify ten words that you do not know, define these words, and find a synonym for them as well.


 * Friday - 11/7**


 * Start Up:**

1. Who is the narrator of //The Great Gatsby?// Also, list the three most important facts that you observed about this narrator.

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


 * make sure to turn in your vocabulary corrections


 * Guided Learning:**

1. Discuss the start – up.

2. Please copy down the following quotations, and then analyze them. In doing this, identify the meaning and explain the larger significance of the statement.

“the intimate revelations of young men, or at least the terms in which they express them, are usually plagiaristic and marred by obvious suppressions” (Fitzgerald 2).

“reserving judgments is a matter of infinite hope” ( Fitzgerald 2).

“it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again” (Fitzgerald 2).

3. Listen to Part 1 of Audio Guide []

-Have students take notes while listening.

-List five pertinent facts about F. Scott Fitzgerald.

-List three facts about the text.

-Place this information in your notes section.

4. Review Homework

5. Allow the students to read independently


 * HW:**

Read Chapters 1 and 2 and answer the associated guiding questions.


 * Week # 12 - 11/10 -11/14**


 * Due Dates:**

-11/12- Quiz on Chapters 3 and 4 -11/13 - Quiz on Chapter 5 -11/14 - Quiz on Chapter 6 -11/20 - short fiction workshop with visiting author


 * Monday - 11/10**


 * Start Up:**

1. Identify your favorite quotation that you have encountered while reading the first two chapters of The Great Gatsby, and copy it down. 2. Then, explain why this quote resonated with you personally, and provide substantiating evidence to support this claim. USE TAEAC 3. Hypothesize where Jay – Z got his name? Please feel to be creative in this endeavor.


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


 * Guided Learning:**

1. Discuss Start – Up

2. Pre – Learning Activity

[]

-number 1-10 on a blank sheet of paper. -complete the “interactive” quiz.

3. 25 minute reading period
 * students can either reread or read ahead

4. Reading quiz

5. Discussion of guiding questions

6. Student led critical discussion

7. []


 * use this as a way to introduce chapter 3


 * HW:**

1. Read chapters three and four and answer the associated guiding questions


 * Start Up:**

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

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

3. What is America’s greatest contribution to the world? Please justify your answer.


 * Guided Learning:**


 * Discuss Start – Up


 * Reading Quiz


 * Discussion of Guiding Questions


 * Open Ended Question: What is America’s greatest contribution to the world?

1. Analysis Activity:

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

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

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

2. []

3. . Have students read NEA Handout # 3 on Harlem and the Jazz Age

-Have students write one personal question and one discussion question while reading. -Identify the purpose of the article -When students are done, have them facilitate an academic conversation among -Large group discussion on this article as well.

4. Independent Reading


 * HW:**

Read Chapter 5 and answer the associated guiding questions


 * Start Up:**

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

2. At this point in the novel, who do you think is the most likable character, why?


 * Guided Learning:**


 * Review Start – Up
 * Collect Guiding Questions
 * Take and Review reading quiz

1. Review Guided Notes on Basic Literary Terms 2. Literary Term Scavenger Hunt 3. Review Guiding Questions for Chapter 5 4. Re – Read pages 85 -89 and watch clip of scene in order to identify similarities and differences. [] 5.Have students Read NEA Handout # 1 on Prohibition. [] -Have students write one personal question and one discussion question while reading. 6. Independent Reading


 * HW:**

Read Chapter 6 and answer associated Guiding Questions


 * Friday - 11/14**


 * Start Up:**

1. Why does Gatsby want to be with Daisy? Please use textual evidence and answer in TAEAC form. Label the parts of your paragraph, and make sure the bulk of your paragraph is analysis.


 * look on page 110 for good textual evidence.


 * Guided Learning:**

1. 15 minute open reading period. 2. Take quiz 3. Discuss Guiding questions 4. Introduce students to the Gatsby Color Project. 5. Allow students to work independently either on the project or their reading.

1. Read Chapter 7 and Chapter 8 and answer the associated guiding questions 2. Complete at least one paragraph for the Gatsby Color Project so that we can workshop it in class on Monday.
 * HW:**


 * Week # 13 - 11/17 - 11/21**


 * Due Dates:**


 * -11/15 - Gatsby Color Project - 11:59 PM via turnitin.com**
 * -11/21 - Gatsby film assignment**
 * -11/24 - Vocab Quiz for list # 7**


 * Monday - 11/17**


 * Start Up:**

1. Copy down what you think is the most powerful quote either chapter 7 or 8.

2. Explain why this passages resonates with you personally.

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


 * Guided Learning:**


 * Discuss Start – Up
 * Quiz

1. Discussion of Guiding Questions 2. Review the Gatsby Color Project 3. Have students complete a model paragraph 4. Allow students to work independently on reading


 * HW:**

1. Read Chapter 9 and answer the guiding questions. 2. Work on the Gatsby Color Project


 * Tuesday - 11/18**


 * Start Up:**

"You don't write because you want to say something, you write because you have something to say." What did he have to say in //The Great Gatsby//? Please make sure that your response is in TAEAC form.


 * Guided Learning:**

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

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

[]

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

4. Hand out vocabulary and review terms with students.

5. Independent work session.


 * HW:**

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

2. Complete at least three paragraphs for the Gatsby Project, and have them ready to workshop in class tomorrow.


 * Wednesday - 11/19**


 * Start Up:**

1. Do you think the title is of //The Great Gatsby// is fitting? Please explain why or why not. Use TAEAC in constructing your response.


 * Guided Learning:**


 * Discuss Start – Up

1. brief vocabulary review

2. brief review of paragraphs

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

4. Introduce the Gatsby Film Project and allow students to choose their partners.


 * HW:**

1. Finish the Gatsby Color Project and submit this to turnitin.com 2. Find three facts about Nathan Kotecki and five facts about his books.


 * Thursday - 11/20**

Short Fiction workshop with visiting author Nathan Kotecki


 * HW:**

1. Continue working on The Gatsby Film Assignment.


 * Start Up:**

What is your green light? Respond in TAEAC form.
 * have Wednesday’s night HW ready to turn in.


 * Guided Learning:**

1. Watch the film and the associated activities. 2. Periodic discussions of symbolism.


 * HW:**

1. Study for vocab quiz 2. Work on //Gatsby// film project 3. Start brainstorming ideas for your senior project


 * Week # 14 - 11/24 -11/25**


 * Due Dates:**


 * Start Up:**

1. No formal start ups for this week. 2. Use five minutes to study for your vocabulary quiz.


 * Guided Learning:**

1. Take vocabulary Quiz 2. Give formal feedback for the Gatsby Color Projects: -keep punctuation inside of quotations when you are not citing parenthetically. -the importance of doing simple things well as a means to establish ethos: heading, spell check, following the specifics of the assignment, etc. -follow TAEAC, but don’t be afraid to have voice. -one achieves voice through either the unique structure of their sentences or through the commentary and insight they provide while completing analysis. 3. Finish viewing //The Great Gatsby// film 4. Allow students to finalize the Gatsby film assignment 1. Critical Inquiry Assignment
 * HW: **


 * Tuesday - 11/25**

1. Have students read the “Greenlight” article

[]

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

Students will answer the following questions independently:

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

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

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

d. Generate one discussion question.

e. What is your “green light” and why

3. Complete a thank you card

4. Discussion about using this break as an opportunity to reflect on your next steps as a person and as a student.


 * HW:**

1. Work on Critical Inquiry Assignment


 * Week # 15 - 12/1 - 12/5**

-12/3 – Finalize Research Topic -12/4 - Reading Guide # 1 for TTTC -12/5 - Reading Guide # 2 for TTTC
 * Due Dates:**

-12/7 – Annotated Bibliography is due at 11:59 PM
 * You need at least seven sources correctly cited and annotated


 * Monday - 12/1**


 * Start Up:**

1. Describe your break in 4-6 sentences. Please identify the most interesting or enjoyable aspects.

2. What local, national, or global news story have you been following? Why ? What do you find interesting about this story? 3-5 sentences.


 * Guided Learning:**

1. Return graded work

2. Give formal feedback for the Gatsby Color Projects:

-keep punctuation inside of quotations when you are not citing parenthetically. -cite at the end of a sentence -the importance of doing simple things well as a means to establish ethos: heading, spell check, following the specifics of the assignment, etc. -follow TAEAC, but don’t be afraid to have voice. -one achieves voice through either the unique structure of their sentences or through the commentary and insight they provide while completing analysis.

3. Answer any questions students have about Critical Inquiry Assignment

4. Listen to two of the Fresh Voices Commentary pieces

[]

[]

5. Review Junior Project
 * have students bookmark
 * major difference… it is going to be the best and most meaningful argumentative research paper you will write.

6 Guided Notes on Argumentation and Topic Selection
 * Information can be found in the handouts listed on Junior Project Page

-Have students copy down argumentative essay definition -Take Notes on Developing a Research Topic

7. Allow students to work on HW.

8. Assign copies of //TTTC//


 * HW:**

1. Finish the Critical Inquiry Assignment

2. Come up with a tentative research topic or two based off of your responses from your Critical Inquiry assignment.


 * Tuesday - 12/2**


 * Start Up:**

1. If you were in a war, what is the one personal item that you would bring? Why? 2. What is the difference between a subject and a topic? 3. Write out your research topic using the following method.
 * “What is the effect of || (concept #1) on || (concept #2) ?" ||
 * "What is the role of || (concept #1) in || (concept #2) ?" ||
 * "How has the use of || (concept #1) affected || (concept #2) ?" ||
 * “Why has || (concept #1) led to || (concept #2) ?” ||


 * Guided Learning:**


 * Review HW
 * Review Start – Up
 * Have students grade their HW and turn it in.
 * Have students discuss their tentative topics and then have them turn in their topics to me.

1. Introduction to TTTC - Classroom Activity -have students share out their responses. -put their answers in their note section. 2. Listen to audio recording from the Big Read [] -List facts about Vietnam, the author, and the book. 3. Citation Practice -//TTTC// -CDC Website [] -Green Light article []


 * HW:**

1. Finalize research topic using the template from your notes 2. Start reading //TTTC// and working on Reading Guide # 1. 3. Start Research – Create a Gmail account if you do not have one already.


 * Wednesday - 11/3**


 * Start Up:**

Complete the following start – up while your computers are booting up.

1. Explain the significance of the following quotation: “Men Killed, and died, because they were embarrassed not to” (O’Brien 20).

2. So far, who is your favorite character in the platoon? Why?


 * Guided Learning:**

1. Model How to complete Annotated Bibliography 2. Show students how to use Wikipedia as a research tool and not a source and introduce students to the search engines on my website. 3. Introduce students to Google Scholar and show students how to use the, org, edu, and gov filters. 4. Introduce students to reliable news sources where they can get information about their topics. 5. Listen to a critical commentary [] []

To – Do List

1. Create a file in your Google Drive where you will start your annotated bibliography 2. Enter your research question or parts of your research question into your search and engine start the research process.


 * if you have any questions about citations, visit the OWL Purdue Website or utilize your Easybib handout.

Reminders: 1. Remember, only borrow information from reliable sources (Wikipedia is not a reliable source). 2. Remember that information from youtube videos, ted talks and other instructional videos can serve as sources. 3. Interviews with experts can serve as sources as well. 4. Make sure that all of your citations are formatted correctly with hanging indentions. 5. If you have any questions, ask a neighbor first.


 * HW:**

1. Finish Reading Guide # 1 2. Start working on Reading Guide # 2


 * Thursday - 12/4**


 * Start Up:**

Listen to the this commentary []

Answer the following questions:

1. What is the student’s claim? 2. Did she fully support her claim? 3. How can you apply this listening experience to your Junior Project


 * Guided Learning:**

1. Review Start – Up -Reading Quiz 2. Review Reading Guide # 1 and Preview Reading Guide # 2

3. Showcase model annotated bibliography

4. Work on Junior Project

To Do:

1. Enter your research question or parts of your research question into your search and engine start the research process. 2. Cite and annotate at least seven sources 3. Turn completed annotated bibliography in to turnitin.com 4. Start working on your outline.

Reminders: 1. Use n.d. if there is no publication date 2. Make sure that you have hanging indentions 3. Remember that information from youtube videos, ted talks and other instructional videos can serve as sources. 4. If you have any questions, ask a neighbor first.


 * HW:**

1. Finish Reading Guide # 2 2. Continue to work on annotated bibliography. 3. Start working on Reading Guides # 3


 * Friday - 12/5**


 * Start Up:**

Listen to the this commentary: []

Answer the following questions:

1. What is the student’s claim? 2. Did she fully support her claim? 3. How can you apply this listening experience to your Junior Project


 * Guided Learning:**

-Discuss Start – Up -Take Quiz

1. Finalize work on Annotated Bibliography

To Do:

1. Enter your research question or parts of your research question into your search and engine start the research process. 2. Cite and annotate at least seven sources 3. Turn completed annotated bibliography in to turnitin.com 4. Start working on your outline.

Reminders: 1. Use n.d. if there is no publication date 2. Make sure that you have hanging indentions 3. Remember that information from youtube videos, ted talks and other instructional videos can serve as sources. 4. If you have any questions, ask a neighbor first.

2. Discuss Reading Guide # 2


 * HW:**

1. Finish annotated bibliography and submit to turnitin.com 2. Work on Reading Guide # 3 3. Start working on Reading Guide # 4 4. Start Working on your outline for your research paper


 * Week # 16 - 12/8 - 12/12**


 * Due Dates:**

-12/9 – Reading Guide # 3 -12/10 – Reading Guide # 4 -12/10 – Junior Project Outline at 11:59 PM via turnitin.com -12/12 – Reading Guide # 5


 * Monday - 12/8**


 * Start Up:**

1. What is your plan for the next two years? Please respond in 2 -3 sentences. 2. What is your dream college? Why? Please respond in 2 -3 sentences 3. How do you plan on paying for college?


 * Guided Learning:**

1. Mrs. Craven will be facilitating a CFNC Workshop.


 * HW:**

1. Develop a thesis statement. 2. Finalize Reading Guide # 3 3. Work on Reading Guide # 4 4. Work on your outline for Junior Project
 * Your thesis statement should be your tentative answer to your research questions.
 * make sure to use TAEAC


 * Tuesday - 12/10**


 * Start Up:**

1. Copy down your tentative thesis statement.
 * It should be an answer to your current research question.

2. What are some questions that you have as we make our way to the final stages of this research process?

3. What are some ways that you can get these questions answered on your own?
 * no sarcasm intended with this question.


 * Guided Learning:**


 * Discuss Start – Up

1. Post Thesis builder, and have students finalize their thesis.

2. Show students how to construct their outlines. -review with them the three different methods. -stress the importance of making sure each body paragraph is working to prove the thesis. -if you copy and paste information from your annotated bib, make sure that you go ahead and cite it. 3. Allow students to work independently on their outline. -students should be using their outline as an information source throughout. 4. Brief Discussion of Part Three of //TTTC// -have students volunteer their examples of paradox and antithesis.


 * HW:**

1. Finish Reading Guide Part 4 2. Work on outline

1. What are you enjoying about the novel so far?
 * Start Up:**

2. What is your favorite story?

3. What is something that you are confused about and you need answered?

4. What do you think my rationale is for not having daily discussions?


 * Guided Learning:**

1. Hand out Reading Guide Part 5 and explain that every question should be answered using TAEAC.

2. Review Citations

a. What information would you put into parentheses when citing this source in your paper?

Biehl, Sarah. “school-to-prison pipeline.” Ohiobar.org. OSBA, n.d. Web. 4 Dec. 2014.

"How to Make Vegetarian Chili." //eHow//. Demand Media, n.d. Web. 24 Feb. 2009.

b. What is wrong with this citation?

Citation:Owen, James. “Future Humans: Four Ways We May, or May Not Evolve.” News.nationalgeographic.com. National Geographic News, 24 Nov. 2009.

3. Allow students to work independently on their Junior Project and


 * To Do List**

1. Using the information provided in your annotated bibliography, complete your outline. 2. Submit your outline to turnitin.com 3. Check your Annotated Bibliography grade on turnitin.com, and make suggested corrections on your working copy of your annotated bibliography. 4. Head to the Junior Project section of my website, and review notes on how to correctly write in introduction paragraph. 5. While on the Junior Project section of my website, open the Research Paper Formatting Template and begin writing your introduction

-You need hanging indentions for your citations. -You can still turn in missing assignments for reduced credit. -“Hold on tightly, let go lightly” -If you find new sources, go ahead and make citations for them.
 * Reminders:**

4. Brief discussion of Reading Guide Part 4


 * HW:**

1. Finish Outline and submit it to turnitin.com 2. Work on Reading Guide Part 5.
 * answer all of the questions on TAEAC form.


 * Thursday - 12/11**


 * Start Up:**

1. What are two things you have learned about the research process so far? 2. What are three things that you have learned about your topic? 3. Are you planning on doing an audio commentary for extra credit? Why or why not?

1. Return student work and discuss start – ups. 2. Allow students to work independently on their Junior Project and
 * Guided Learning:**


 * To Do List**

1. Using the information provided in your annotated bibliography, complete your outline. 2. Submit your outline to turnitin.com 3. Check your Annotated Bibliography grade on turnitin.com, and make suggested corrections on your working copy of your annotated bibliography.

4. Head to the Junior Project section of my website, and review notes on how to correctly write in introduction paragraph. 5. While on the Junior Project section of my website, open the Research Paper Formatting Template and begin writing your introduction

-You need hanging indentions for your citations. -You can still turn in missing assignments for reduced credit. -“Hold on tightly, let go lightly” -If you find new sources, go ahead and make citations for them.
 * Reminders:**


 * HW:**

1. Finish Reading Guide Part 5 2. Work on rough draft of your paper


 * Friday - 12/12**


 * Start Up:**

1. If you were to give a character from //The Things They Carried// a Christmas present, who would it be? What would you give them? Please justify your answer.


 * place your signed progress reports on my desk.


 * Guided Learning:**

-discuss start – up -give students a fifteen minute free reading period. -return student work.

1. Reading Quiz 2. Discuss Reading Guide Part 5. 3. Read interview on pages 10-11. -identify most interesting or powerful statement. 4. Read Pages 12 -13 -If you were going to read another one of O’Brien’s books, which one would you read and why? 5. Listen to //TTTC// audio commentary. [] 6. Independent Reading
 * copy down five most important or useful pieces of information.
 * brief discussion.


 * HW:**

1. Complete Reading Guide Part 6 and Part 7. 2. Submit introduction and first body paragraph to turnitin.com


 * Week # 17 - 12/15 - 12/19**

-12/17 – Last day to turn in late work for Junior Project and //TTTC// -12/18 – Submit Final Research Paper and works cited page to turnitin.com. It is due at 11:59 PM. -12/19 – Vocabulary Quiz # 8
 * Due Dates:**


 * Monday - 12/15**


 * Start Up:**

1. Now that we are through with the book, what was your favorite story? Why?

2. What is a theme of this book that you identified while reading? How is this theme valuable, and how does it apply to your life?


 * Guided Learning:**

1. Discuss Start – Up 2. Introduce new Vocabulary 3. Read interview on pages 10-11. -identify most interesting or powerful statement. 4. Read Pages 12 -13 -If you were going to read another one of O’Brien’s books, which one would you read and why? 5. Listen to //TTTC// audio commentary. [] 6. Socratic Seminar – Final Discussion
 * copy down five most important or useful pieces of information.
 * brief discussion.
 * purpose is discovery
 * make sure to use textual evidence.


 * HW:**

1. Incorporate all of your vocabulary words into complete sentences. 2. Work on Final Draft


 * Tuesday - 12/16**


 * Start Up:**

1. Please incorporate the verb harangue into a complete sentence in a way that demonstrates your understanding of the word. 2. Using a chart, organize your words into their corresponding part of speech (noun, verb, adjective)


 * finalize sentences.
 * if you were absent, please pick up a vocabulary list from me and turn in the part 6 and part 7 reading guides.


 * Guided Learning:**

1. Review Model Essay 2. Work on final draft of your paper 3. Follow the directions on the Junior Project Assignment Checklist:


 * HW:**

1. Make sure that you have a copy of your paper saved to word. 2. Work on your final draft 3. Study Vocabulary


 * Wednesday - 12/17**


 * Start Up:**

1. What is going well so far with the research process?

2. What is something that you are unsure of or that you still need help with?

3. What can you do to make sure that your writing is compelling, and that your paper is both fun for you to write and enjoyable for me to read?

3. What is your favorite vocabulary word in our list? Why?


 * Guided Learning:**

1. Review VOCAB 2. Review research paper requirements 3. Review model essay 4. Allow students to work independently on their research paper.


 * HW:**

1. Work on Junior Project Research Paper 2. Complete any and all make up work


 * Thursday - 12/18**


 * Start Up:**

1. In what order should your citations be listed on your works cited page?

2. How many points are deducted every day your paper is late?

3. What should you do if you go to submit your paper and you have trouble with turnitin.com?

4. What three things do you think I am looking for the most when grading your paper? Why?


 * Guided Learning:**

1. Review the model essay

2. Review essay requirements

3. Allow students to work in independently on their research papers and their extra credit assignments.


 * HW:**

1. Finalize Research Paper and submit your final draft with your works cited page attached to turnitin.com

2. Study for your vocabulary quiz


 * Week # 18 - 1/5/15 - 1/9/15**


 * Due Dates:**

1/06 – //TTTC// Extra Credit Essays are due via email 1/12 – Final Cumulative Vocabulary Test 1/14 – Last Day Submit Missing Assignments 1/15 – First Block Exams 1/16 – Second Block Exams 1/20 – Third Block Exams 1/21 – Fourth Block Exams


 * Monday - 1/5/15**


 * Guided Learning:**

1. Review extra credit opportunities

SHOW STUDENTS WHAT THEIR NC FINAL EXAM WILL LOOK LIKE

2. Review how to study for the vocabulary assessment
 * have students complete an initial location activity.

3. Return all of students’ graded work

4. New Years Reflective Activities

Please complete the following activities on a separate sheet of paper.

a. Top Ten List - make a list of the top ten things that brought you joy in 2014 b. Write down personal resolution for the New Year c. Write down academic resolution for the New Year. d. If you could choose your theme word, for 2015, what would it be?
 * please explain why

5. Take notes on basic poetic terms.


 * HW: **

1. Locate and organize all of your vocabulary lists from this year. -you should have 8 in total. -if you are missing any, please try to print them out from my website or copy them from a neighbor.


 * I will be checking this for a homework grade.

2. Study Vocabulary Lists # 1 and # 2.


 * Tuesday - 1/6/15**


 * Start Up:**

1. Identify the different parts of SOAPS

2. When analyzing poetry, I use a SOATS template. What do you think this “T” stands for?

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


 * Remind me to take up your copies of //TTTC//


 * Guided Learning:**


 * Complete tone identification and poem identification activities with selected songs.

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

2. Pass out copies of "Cartoon Physics. Have students read through the text three different times.

a. Complete a SOATSTONE Analysis b. Describe the diction and the mood.


 * after students have worked independently, they will have a moment to consolidate their answers in a group.

4. Students will complete imagery explication activity of “Cartoon Physics.”

5. COLLECT TTTC ESSAYS and BOOKS

6. Vocabulary Review and Prep


 * HW:**

1. Study vocabulary lists # 3 and # 4.

2. Choose a favorite poem or song. Complete a SOATSTONE analysis.


 * Wednesday - 1/07/15**


 * Start Up:**

1. What are three specific things that you can do to ensure a strong finish to the semester?

2. What are some literary techniques that you noticed Nick Flynn using in the poem?


 * have completed HW on your desk.


 * Guided Learning:**

1. Survey about English II

What were the most beneficial activities? Most interesting texts? What do you wish you would have received more instruction in?

2. Survey about AP Language

- Are you interested in the course? Why or Why not?

3. Review TAEAC and how to currectly structure a body paragraph.

4. Revisit “Cartoon Physics” and have students answer the following question:

5. -Identify a theme in the poem and explain how the poet develops this theme through the use of literary technique. Use TAEAC. When you are done, identify the different parts.

6. Review vocabulary

7. Allow students to begin working on their HW.


 * HW:**

1. Study lists #5 and # 6

2. Complete a SOATSTONE Analysis of “Just to Say” by William Carlos Williams


 * Thursday - 1/08/14**


 * Start Up:**

1. What do you do to get creatively inspired for a project? Why? 2-3 sentences.

2. What do you do in order to get motivated for a test? Why? 2 -3 sentences.


 * Guided Learning:**

1. Check In: Make sure that students have their Power School Login

2. AP Language Survey

3. Review SOATSTONE for “This Is Just to Say”

4. Students will compose a practice paragraph.


 * it will be collected for a grade

5. Have students take thirty minutes to complete the poetry section from the practice released exam.


 * prioritize multiple choice section.
 * read the poem three times
 * complete a brief soatstone

6. Review Vocabulary if there is any additional time.


 * HW:**

1. Study Vocabulary List #7 and #8 2. Complete a SOATSTONE analysis of Sonnet 18.


 * Start Up:**

1. Do you know your student portal/ powerschool login and username? If so, go ahead and write that information down.

2. What are you going to do over the weekend to make sure that you are as prepared as possible for the final vocabulary assessment.


 * Pull on your sonnet from last night, and cross out the 130, and put 18 in its place.
 * return any books from me.
 * make attendance appeals if needed


 * Guided Learning: **

1. Have students complete a paraphrase of Sonnet 18.

2. After this, have them complete another SOATSTONE.

3. Review the poem from yesterday, and work through some of the problems with students.

4. Have students work through the short fiction section of the review packet (multiple choice and review).
 * review answers with students when they are done.
 * talk about how to pace this section of the practice test.

5. Play Kahoot if there is enough time.


 * HW:**

1. Study all of your vocabulary to prepare for your final vocabulary assessment on Monday.


 * Take the practice ACT or SAT that is offered by Kaplan


 * Exam Week # 1 - 1/12 - 1/16**


 * Due Dates:**

1/14 – Last Day Submit Missing Assignments 1/15 – First Block Exams 1/16 – Second Block Exams 1/20 – Third Block Exams 1/21 – Fourth Block Exams 1/27 – AP Preparation Assignment


 * Monday - 1/12**


 * Start Up:**


 * There will be no formal start – up for the week. Yet, you need to:

1. Check out a computer and make sure it is functioning correctly. 2. Independently study for fifteen minutes (either hard copy or quizlet).


 * make sure to turn in any books to me that you have checked out.


 * Guided Learning:**


 * Vocabulary Test Instructions

1. Go to URL: https://nhcs.powerschool.com or use the icon for POWERSTUDENT

2. Disregard the title(Parent Page). Enter your usernames and passwords:

3. The next screen will show Grades and Attendance, etc. Students should choose SchoolNet on the left navigation bar. Select Take a Test. Choose a test depending on the test and code given to you by your teacher.

4. Our Test Code Is: 11VOCP2


 * When you are done, make sure that you bring your computer to me to show me your final score.


 * After the Test:

Read “Far and Near” by Thomas Wolfe and complete the following tasks on a separate sheet of paper.

Task 1: Read page 782, and write down the five most important facts about this Thomas Wolfe. Task 2: Read “Far and Near” by Thomas Wolfe, pages 785 – 788 and answer questions 5- 7 in complete sentences. Task 3: Identify the theme of this story. Compose a paragraph using TAEAC in which you identify the theme and explain one way that it is constructed.
 * remember, theme + foundational idea + author’s message about this idea


 * HW:**

1. Finalize any missing assignments 2. Get mentally prepared for your final.


 * Tuesday - 1/13/15**


 * Start Up:**

1.Take ten minutes to finalize the Thomas Wolfe assignment from yesterday.


 * If you are already done, please take ten minutes to write my future students a letter. In this letter, please tell them what they need to do in order to not only survive but thrive in Honors English III


 * Feel free to inject humor into this letter, but make sure you use correct letter formatting, and that your content is amazing.


 * Guided Learning:**

1. Briefly discuss the questions from the Thomas Wolfe assignment 2. Allow the students 40 minutes to complete the non-fiction section of the practice exam. 3. Review the multiple choice portion and the writing section. 4. Begin “Transcendentalism Reading Activity”


 * Please answer all questions on a separate sheet of paper.

Task 1 – Read biographical information on Ralph Waldo Emerson on page 388 and write down the five most important facts.

Task 2 – Read the excerpt from “Self –Reliance” on page 393 twice. Then answer questions

Task 3 – Answer questions 1-3 and 5- 6 on page 394.


 * HW:**

1. AP Students Only - Complete AP Preparation Assignment


 * Wednesday - 1/14/15**


 * Start Up:**

1. Make sure that you know: a. how long the test is b. how many multiple choice questions there are c. how many essay questions there are d. how long should you spend on the three sessions? e. where will you be testing?


 * Guided Learning:**


 * Review Start – Up

1. Finalize “Transcendentalism Reading Activity”


 * Please answer all questions on a separate sheet of paper.

Task 1 – Read biographical information on Ralph Waldo Emerson on page 388 and write down the five most important facts.

Task 2 – Read the excerpt from “Self –Reliance” on page 393 twice. Then answer questions

Task 3 – Answer questions 1-3 and 5- 6 on page 394.

2. Review students’ responses and make sure that they have a basic understanding of transcendentalism.

3. Favorite quote activity

4. Have students write down their plan for tomorrow on a separate sheet of paper. Then I will have them copy down the following strategies.

- Spend an average of 40 minutes per section ( 30 minutes on reading and multiple choice and 10 minutes on the written paragraph). -Skip difficult and ambiguous questions, and come back to them when you are done answering the other questions in that passage. -Briefly preview the questions before reading all passages. -Pay close attention to titles, authors, and any given information. -Read the poem at least three times, and complete a SOATSTONE on the page. -Remember that the author’s claim in a non – fiction text is usually clearly stated in the last two paragraphs of the passage.


 * You have a lot of time, but make sure to use it wisely.
 * Get a good night’s sleep, and make sure to eat breakfast.
 * Bring a snack for after the exam and headphones.

5. Return all graded work.

6. AP students will clean out and organize their binders.

7. Conversation about the two different types of people.


 * HW:**

AP Students – work on AP Prep Assignment