z-+Honors+English+1+-+Fall+2012


 * Honors English I - Fall 2012**


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


 * Due Dates:**

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


 * Monday - 8/27/12**

1. Review Syllabus with students


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

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

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

4. Introduce the Academic Expectations/Introductory Essay   -Allow students time to start completing this assignment in class.
 * [|Details]
 * [[file:mrjarmanclass01/Academic Expectations Essay Assignment.doc|Download]]
 * 60 KB
 * [|Details]
 * [[file:mrjarmanclass01/Rubric for Academic Expectations Essay.doc|Download]]
 * 33 KB


 * HW:**

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


 * Tuesday - 8/28/12**


 * Start-Up:**

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


 * Guided Learning:**

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

2. Introduce students to the No-Excuses Rules.

3. Have students complete No-Excuses worksheet independently.

-review this worksheet as a class.

-Remind students to apply this to their writing.

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

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

6. Introduce Homework Assignment

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


 * HW:**

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

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

2. What is the topic of this article?

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

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


 * Wednesday - 8/29/12**


 * Start-Up:**


 * Please have your homework out on your desk.

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

2. Read the article on texting.

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

1. What is the topic of this article?

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

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


 * Guided Learning:**


 * Have students turn in their homework.

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

2. Discuss students’ responses to the article.

3. Explain computer lab policies…

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

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

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

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

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

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


 * HW:**

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


 * Thursday - 8/30/12**


 * Start-Up:**

1. Have a copy of your paper on your desk

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

3. Prepare for your presentations


 * Guided Learning:**

1. Discuss expectations for their presentations:

2. Small celebratory Activity.

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

4. Introduce initial portion of Mythology Project: 
 * [|Details]
 * [[file:mrjarmanclass01/StudyGuideformythology-1.doc|Download]]
 * 33 KB

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

6. Have students make “research” folders

7. Look through potential research topics and choose two. 
 * [|Details]
 * [[file:mrjarmanclass01/Ninth Grade Project Research Topics.doc|Download]]
 * 27 KB

8. Complete Initial Research Assignment.


 * [|Details]
 * [[file:mrjarmanclass01/Initial Interest Research Assignment.doc|Download]]
 * 24 KB


 * HW:**

-Have binder organized -Mythology Study Guide


 * Friday - 8/31/12**


 * Start-Up:**

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


 * Guided Learning:**

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

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

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

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


 * [|Details]
 * [[file:mrjarmanclass01/Initial Reflection Assignment.doc|Download]]
 * 26 KB


 * HW:**

-Continue to work on Mythology assignment over the break.


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


 * Due Dates:**

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


 * Tuesday - 9/4/12**


 * Start-Up:**

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

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

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

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


 * Guided Learning:**


 * Review Start-Up

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

2. Review students’ parts of Speech Pre-Test with them. 
 * [|Details]
 * [[file:mrjarmanclass01/POS PreTest.doc|Download]]
 * 31 KB

3. Introduce Weekly Vocabulary.  4. Have students create flash cards
 * [|Details]
 * [[file:mrjarmanclass01/Vocabulary List # 1 .doc|Download]]
 * 25 KB
 * Make sure to specifically show them the desired format.

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


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


 * HW:**

1. Complete Word Graveyard assignment.  2. Continue to work on //Mythology// Study Guide
 * [|Details]
 * [[file:mrjarmanclass01/Word Graveyard Assignment.doc|Download]]
 * 25 KB


 * Wednesday - 9/5/12**


 * Start-Up:**

1. Have HW assignment on your desk.

2. Complete Word Graveyard Assignment # 2 
 * [|Details]
 * [[file:mrjarmanclass01/Word Graveyard Assignment Pt. 2.doc|Download]]
 * 31 KB


 * Guided Learning:**


 * Review HW assignment.

1. Review Graveyard Word Worksheet # 2

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


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

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

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

5. Hand out Research folders to students.

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


 * [|Details]
 * [[file:mrjarmanclass01/Ninth Grade Project Research Topics.doc|Download]]
 * 27 KB

7. Have students complete the initial research assignment. 
 * [|Details]
 * [[file:mrjarmanclass01/Initial Interest Research Assignment.doc|Download]]
 * 24 KB

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


 * HW:**

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


 * Thursday - 9/6/12**


 * Start-Up:**


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

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

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


 * You need to have at least ten.


 * Guided Learning:**

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

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

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


 * [|Details]
 * [[file:mrjarmanclass01/Noun Identification Worksheet.doc|Download]]
 * 25 KB

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

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


 * [|Details]
 * [[file:mrjarmanclass01/Verb Recognition Worksheet.doc|Download]]
 * 26 KB

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

7. Have the students locate three adjectives.

8. Have the students locate two adverbs.

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

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


 * HW:**

Study for your quiz.


 * Friday - 9/7/12**


 * Start-Up:**

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

The loud students walked quietly.

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

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


 * Guided Learning:**

1. Review Start-Up

2. Play Fly Swat Game.

3. Have students take their vocabulary quiz.

4. Have students complete Parts of Speech Scavenger Hunt 
 * [|Details]
 * [[file:mrjarmanclass01/Parts of Speech Scavenger Hunt.doc|Download]]
 * 30 KB

5. Critical Reflection Assignment. 
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Pre-Learning Writing Assignment.doc|Download]]
 * 29 KB

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


 * HW:**

-Parent/Guardian Interviews about the Research Project <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Pre-Learning Writing Assignment.doc|Download]]
 * 29 KB


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


 * Due Dates:**

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


 * Monday - 9/10/12**


 * Start-Up:**


 * Have your homework assignment on your desk.

Identify the verbs in the following sentences:

1. Cedric walked around the park.

2. Mr. Jarman had a restful weekend.

3. The students were excited about returning to school.

4. The student had a new haircut on Monday.


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


 * Guided Learning:**


 * Review start-up activities with students

1. Review the students’ quizzes with them.

2. Introduce the new vocabulary words.

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Vocabulary List # 2.doc|Download]]
 * 27 KB


 * have students make their notecards.

3. Have students complete parts of speech scavenger hunt. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Parts of Speech Scavenger Hunt.doc|Download]]
 * 30 KB

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

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

5. Play the adverb game with students.

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

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Review Worksheet for Part 1.doc|Download]]
 * 44 KB

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

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


 * bring out the white boards if needed.


 * HW:**

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


 * Tuesday - 9/11/12**


 * Start-Up:**


 * Have your HW on your desk.

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

1. Mr. Jarman has really crazy hair.

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

3. Brandon sat quietly in the classroom.


 * study independently


 * Guided Learning:**

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

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

6. Have students construct their notecards.

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


 * HW:**


 * Refine your Critical Reflection Essay


 * Wednesday - 9/12/12**


 * Guided Learning:**

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

2. Return back to class and review guided notes on Parts of Speech Part 2. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/POSNotespt2.doc|Download]]
 * 26 KB

3. Complete Parts of Speech Worksheet. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/POS Part 2 Worksheet.doc|Download]]
 * 27 KB

4. Review it as a class.


 * HW:**

Parts of Speech Pt. 2 HW sheet

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/POS pt. 2 HW.doc|Download]]
 * 24 KB

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


 * Thursday - 9/13/12**


 * Start-Up:**


 * Have your HW on your desk

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


 * Guided Learning:**


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

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


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="POS pt. 2 HW.doc" link="file:mrjarmanclass01/POS pt. 2 HW.doc"]] ||
 * POS pt. 2 HW.doc ||

<span style="background-color: #f3f3f3; color: inherit; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">


 * [|Details]
 * [[file:mrjarmanclass01/POS pt. 2 HW.doc|Download]]
 * 24 KB

2. Review worksheet from the previous day with students.


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="POS Part 2 Worksheet.doc" link="file:mrjarmanclass01/POS Part 2 Worksheet.doc"]] ||
 * POS Part 2 Worksheet.doc ||

<span style="background-color: #f3f3f3; color: inherit; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">


 * [|Details]
 * [[file:mrjarmanclass01/POS Part 2 Worksheet.doc|Download]]
 * 26 KB

3. Have students complete the preposition worksheet.


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="Preposition Practice WS .doc" link="file:mrjarmanclass01/Preposition Practice WS .doc"]] ||
 * Preposition Practice WS .doc ||

<span style="background-color: #f3f3f3; color: inherit; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">


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

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


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="POSScavengerhunt2.doc" link="file:mrjarmanclass01/POSScavengerhunt2.doc"]] ||
 * POSScavengerhunt2.doc ||

<span style="background-color: #f3f3f3; color: inherit; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">


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

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


 * HW**


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="Parts of Speech Quiz Review HW.doc" link="file:mrjarmanclass01/Parts of Speech Quiz Review HW.doc"]] ||
 * Parts of Speech Quiz Review HW.doc ||

<span style="background-color: #f3f3f3; color: inherit; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">


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


 * Friday - 9/14/12**


 * Start-Up:**


 * Please have your HW on your desk.

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


 * Guided Learning:**


 * Collect students essays.

-Review vocab

1. Vocabulary Quiz.


 * Review HW


 * Review Practice questions on the overhead using white boards

2. Parts of Speech Quiz.

3. Initial Reflection Assignment


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


 * Due Dates:**

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


 * Monday - 9/17/12**


 * Start-Up:**


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

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

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


 * Guided Learning:**


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

-Have a student volunteer to share.

1. Reflection Assignment:

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

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

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

4. Overview of Greek Gods Powerpoint/Notes: - Have students take guided notes. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/GodsGoddessesAbbreviated.ppt|Download]]
 * 5 MB

5. Introduce Greek God/Goddess Barbie Project <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Barbie.pdf|Download]]
 * 838 KB

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

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


 * HW:**

work on Greek Barbie Project


 * Tuesday - 9/18/12**


 * Start-Up:**

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


 * Guided Learning:**

1. Trojan War Reading <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/The Trojan War.doc|Download]]
 * 32 KB

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

2. Trojan War Powerpoint/Lecture: <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/The Trojan War.ppt|Download]]
 * 7 MB

-“for the fairest” activity.

-Have students take guided notes…

3. Immediately access students’ knowledge with a quiz.

-Give out guided notes for the Odyssey.

4. Have students read the background information on //The Odyssey// (15 mins) <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/The Odyssey – Background Information.doc|Download]]
 * 34 KB
 * Highlight what you think is the most valuable and pertinent information.


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

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

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

3. Which goddess always supports Odysseus?

4. List two interesting facts about Homer.


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


 * HW:**

Continue to work on your Greek Barbie.


 * Wednesday - 9/19/12**


 * Guided Learning:**


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

After Returning to the Class:


 * Go over Nuts and Bolts:


 * Have students pull out their homework, and

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

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

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

Odysseus and Achilles []

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

4. Read pages 291-292 with students (15 minutes) <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * answer associated guidng questions.
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Guiding Questions Part 1.doc|Download]]
 * 23 KB


 * HW**

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


 * 9/20/12**

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

Aeolus-

Helios-

Apollo-

Athena-

The Muses-


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

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


 * Guided Learning:**

1. Complete character relationship scavenger hunt with the students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Character Relationship Scavenger Hunt.doc|Download]]
 * 25 KB

2. Review the students’ guided questions.

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

4. Read through pages 295-300. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Guiding Questions Pt. 2.doc|Download]]
 * 25 KB

5. Introduce the Essay Assignment <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Have a brief discussion with the students about the essay question.
 * [|Details]
 * [[file:mrjarmanclass01/Odysseus Punishment Essay.doc|Download]]
 * 48 KB

6. Review Thesis statement notes with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Thesis Statement Notes .doc|Download]]
 * 27 KB

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

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odysseus Punishment Essay Outline.doc|Download]]
 * 23 KB

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


 * HW:**

1. Study for Greek God/Goddess Quiz

2. Finish Greek Barbie Project

3. Add more supporting details to your essay outline.


 * Friday - 9/21/12**


 * Start-Up:**

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


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


 * Guided Learning:**

1. Take Vocabulary Quiz.

2. Review the answers with the students.

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

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

4. Have students pull out their outlines. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odysseus Punishment Essay.doc|Download]]
 * 48 KB
 * [|Details]
 * [[file:mrjarmanclass01/Odysseus Punishment Rubric.doc|Download]]
 * 24 KB

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


 * Show the students their rubrics before they begin.

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

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

6. Watch the following clip

[]


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

Read through pages 295-300. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * have the students answer the remaining guiding questions: whatever they do not finish, they will need to complete for homework.
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Guiding Questions Pt. 2.doc|Download]]
 * 25 KB


 * HW**

Continue to draft your essay


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


 * Due Dates:**

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


 * Tuesday - 9/25/12**


 * Start-Up:**

Complete Word Graveyard Assignment Part 3

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Word Graveyard Assignment # 3.doc|Download]]
 * 30 KB


 * Guided Learning:**


 * Review Start-Up with students.

1. Review Homophone Notes with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/UpdatedHomophone Notes.doc|Download]]
 * 28 KB

2. Complete Homophone Practice activity with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Homophone Practice Activity.doc|Download]]
 * 27 KB

3. Watch first two minutes of this clip.

[]


 * HW:**

Two, too, to Homework Assignment

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/TooToTwo HW.doc|Download]]
 * 25 KB


 * Wednesday - 9/26/12**


 * Guided Learning:**

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

2. Collect students’ homework.

3. Review the homework assignment on board.

4. Review guiding questions part 2 with students.

5. watch supplementary film clips if needed.

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

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Guiding Questions Part 3.doc|Download]]
 * 25 KB

7. Discuss answers with students.


 * HW:**

to, two, and too worksheet

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/ToTwoTooCW.doc|Download]]
 * 27 KB


 * Thursday - 9/27/12**


 * Start-Up:**

Complete homophone review activity.

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/ToTwoTooCW.doc|Download]]
 * 27 KB


 * Guided Learning:**

1. Review HW assignment from Tuesday night.

2. Review Homophones

3. Have students take quiz.

4. Immediately allow students to review their quiz.

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

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

[]

15:00 – 45:00

7. Facilitate short discussion about the video clips, and have students read pgs. 306-310 and answer guiding questions part 4. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Guding Questions Pt. 4.doc|Download]]
 * 23 KB


 * HW:**

Complete guiding questions part 4.


 * Friday - 9/28/12**


 * Start-Up:**

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


 * Guided Learning:**


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

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

1. Watch more of the video clip

[]

24:00 – 32:00

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


 * Think pair share

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

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Is Odysseus an Effective Leader.doc|Download]]
 * 28 KB

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odysseus Leadership Essay Outline.docx|Download]]
 * 40 KB

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

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

5. Introduce playlist project and due dates to students.

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Play List Project for The Odyssey.doc|Download]]
 * 29 KB

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


 * HW:**

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


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


 * Due Dates:**

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


 * Monday - 10/1/12**


 * Start-Up:**

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


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


 * Guided Learning:**

1. Review Start – Up with students.

2. Have students read the remainder of the text, and answer the associated guiding questions. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Guiding Questions Part 5.doc|Download]]
 * 24 KB

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

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

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


 * grade students’ notebooks during this time.


 * HW:**

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


 * Tuesday - 10/2/12**


 * Start-Up:**


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="I love you more than ever.doc" link="file:mrjarmanclass01/I love you more than ever.doc"]] ||
 * I love you more than ever.doc ||

<span style="background-color: #f3f3f3; color: inherit; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">


 * [|Details]
 * [[file:mrjarmanclass01/I love you more than ever.doc|Download]]
 * 28 KB

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

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


 * Guided Learning:**

1. Review Start –Up

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

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

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

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

4. Have students hand back guiding questions.

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


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="Odyssey Study Guide.doc" link="file:mrjarmanclass01/Odyssey Study Guide.doc"]] ||
 * Odyssey Study Guide.doc ||

<span style="background-color: #f3f3f3; color: inherit; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">


 * [|Details]
 * [[file:mrjarmanclass01/Odyssey Study Guide.doc|Download]]
 * 24 KB

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

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


 * Wednesday - 10/3/12**


 * Guided Learning:**

1. Head to the computer lab to type essays

2. Show students how to properly create a heading.

3. Remind students of the following rules:

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

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

5. Play jeopardy


 * HW:**

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


 * Thursday - 10/4/12**


 * Start-Up:**

Independently study for your test.


 * Guided Learning:**


 * Verbal Review for the test:

1. Test

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

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


 * HW:**

Finish Playlist Project


 * Friday - 10/5/12**


 * Guided Learning:**

1. Review attendance policy information with students.


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


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

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

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

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/ODYSSEYOBROTHERCOMPARISONNEW.pdf|Download]]
 * 208 KB

4. Lead Brainstorm on Problematic Relationships Essay.


 * HW:**

-Brainstorm for Problematic Relationships Essay.


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


 * Due Dates:**

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


 * Monday - 10/8/12**

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


 * Guided Learning:**

1. Have students add all graded assignments to their academic portfolio folder. 2. Finish Contrastive Analysis of //O Brother// 3. Review Dramatic Terms with students/ Introduce via guided notes. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 4. Have students work on their pre-learning essay.
 * Have students work in groups to finalize their answers.
 * [|Details]
 * [[file:mrjarmanclass01/Dramatic Terms.doc|Download]]
 * 28 KB
 * HW:**

Finish Pre-Learning activity


 * Friday - 10/09/12**


 * Start-Up:**

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


 * Guided Learning:**

1. Introduce the new vocabulary words. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Dramatic Terms.doc|Download]]
 * 28 KB

2. Have students complete their note cards.

3. Shakespearean Powerpoint… Have students write down the name of who they think it is… <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Shakesepare Images.ppt|Download]]
 * 1 MB

4. Have students read and annotate the Shakespearean Bio. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Shakespeare bio handout..doc|Download]]
 * 44 KB

5. Have students take the quiz.

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

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

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


 * Wednesday - 10/10/12**


 * Guided Learning:**

1. Have students type and submit their essays.

2. Have students complete their webquest activities.

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


 * HW:**

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


 * Thursday - 10/11/12**


 * Start Up:**

1. List five known facts about Shakespeare.

2. Explain the difference between a monologue and dialogue.

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


 * Guided Learning:**


 * Discuss Start-Up

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

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

3. Guided Notes on Shakespearean Language.

4. Have students complete the associated worksheets.

5. Grade these sheets together as a class.

6. Complete Prologue activity. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [] -Listen to the spoken version. -Have students read through it once underlining important parts. -Have students circle words they do not know. -Have students read through it again, and attempt to answer the question.
 * [|Details]
 * [[file:mrjarmanclass01/Prologue Activity.doc|Download]]
 * 26 KB

7. Introduce background information associated with the play. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Romeo and Juliet Background and Character Information.doc|Download]]
 * 30 KB


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


 * HW:**

Complete Dramatic Terms Practice Workssheet

Study for your quiz

Complete the webquest


 * Friday - 10/12/12**


 * Start Up:**


 * Independently study your dramatic terms quiz


 * Have completed homework assignment on your desk.


 * Guided Learning:**


 * Flyswat review activity
 * Review students’ Homework assignment.

1. Have students take their quiz. 2.Complete Prologue activity. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [] -Listen to the spoken version. -Have students read through it once underlining important parts. -Have students circle words they do not know. -Have students read through it again, and attempt to answer the question.
 * [|Details]
 * [[file:mrjarmanclass01/Prologue Activity.doc|Download]]
 * 26 KB

3. Introduce background information associated with the play. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Romeo and Juliet Background and Character Information.doc|Download]]
 * 30 KB


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

4. Have students read Act 1, Scene 1, and answer the associated guiding questions. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Romeo and Juliet Act I Study Guide.doc|Download]]
 * 26 KB

5. Discuss the students’ responses.

6. Stop to watch the film version.


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


 * Due Dates:**

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


 * Monday - 10/15/12**


 * Start Up:**

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


 * Guided Learning:**


 * Review Start – Up Activity.


 * Introduce this week’s dramatic terms to students.

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Dramatic Terms Pt 2 .doc|Download]]
 * 24 KB

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

2. Discuss their answers to the guiding questions.

3. Complete DEJ # 1 with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ #1.doc|Download]]
 * 29 KB

4. Have students complete DEJ # 2 on their own, and then discuss their responses as a class. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 2.doc|Download]]
 * 29 KB


 * Tuesday - 10/16/12**


 * Start Up:**

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


 * Guided Learning:**


 * Discussion of start –up activity.

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

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

3. Have students complete DEJ # 3. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 3.doc|Download]]
 * 29 KB

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


 * Wednesday - 10/17/12**


 * Start-Up:**

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


 * Guided Learning:**


 * Discuss start – up.

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

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

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 3.doc|Download]]
 * 29 KB


 * HW:**

-finish literary term note cards.


 * Thursday - 10/18/12**


 * Start Up:**

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


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


 * Guided Learning:**


 * Discuss start – up with students.

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

2. Read Act 2, Scene 1 and answer guiding questions. Discuss these guiding questions with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Official Act 2 Study Guide.doc|Download]]
 * 25 KB

3. Have students complete R and J soliloquy activity. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Romeo Soliloquy Activity.doc|Download]]
 * 26 KB


 * Friday - 10/19/12**


 * Start Up:**

Independently study for your dramatic terms vocabulary quiz


 * Guided Learning:**

1. Play fly swat review game


 * Take quiz

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

3. Review soliloquy activity with students.

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

5. Have students complete DEJ # 4.

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 4.doc|Download]]
 * 52 KB

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


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


 * Due Dates:**

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


 * Monday - 10/22/12**


 * Guided Learning:**

1. Have students complete executive decisions writing prompt. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Executive Decisions Essay Prompt.doc|Download]]
 * 27 KB

2. Have students complete their Letter of Advice writing assignment <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Letter of Advice to Romeo or Juliet.doc|Download]]
 * 28 KB

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


 * HW:**

- Complete Letter of Advice writing assignment


 * Tuesday - 10/23/12**


 * Start Up:**

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


 * Guided Learning:**

1. Have students complete DEJ # 5. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 5.doc|Download]]
 * 51 KB

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

3. Have students complete DEJ # 6. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 6.doc|Download]]
 * 29 KB

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


 * Wednesday - 10/24/12**


 * Guided Learning:**

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

Upon Returning back to the classroom:

2. Have students complete DEJ # 7. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 7.doc|Download]]
 * 30 KB

3. Organize review materials for the midterm.

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

5. Initiate review process.

6. Allow students to independently study.


 * Thursday - 10/25/12**


 * Start Up:**

Study independently for your test.


 * Guided Learning:**

1. Allow students to independently study.

2. Take midterm

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

4. Have students read Act 3, Scene 1 <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Official Act 3 Study Guide.doc|Download]]
 * 36 KB

5. Have students complete DEJ # 8 <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ # 8.doc|Download]]
 * 51 KB


 * Friday - 10/26/12**

- Due to our midterm schedule.


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


 * Due Dates:**

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


 * Monday - 10/29/12**


 * Start Up:**

Read the news article and perform the following tasks:

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


 * Guided Learning:**

1. Discuss Start – Up.

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Introduce the new vocabulary words.
 * [|Details]
 * [[file:mrjarmanclass01/Vocabulary List # 3.doc|Download]]
 * 26 KB

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

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


 * Tuesday - 10/30/12**


 * Start Up:**

Complete DEJs # 9 and # 10. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEJ #9.doc|Download]]
 * 54 KB
 * [|Details]
 * [[file:mrjarmanclass01/DEJ #10.doc|Download]]
 * 56 KB
 * Have your homework out on your desk


 * Guided Learning:**

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

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

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

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


 * HW:**

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

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


 * Wednesday - 10/31/12**


 * Start Up:**

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


 * Guided Learning:**

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

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

3. Head to the computer lab and have students start their initial research using the graphic organizer from my website. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Internet Research Graphic Organizer.doc|Download]]
 * 22 KB

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

4. Head back to the classroom.


 * Collect homework

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

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

7. Class discussion.


 * HW:**


 * Thursday - 11/1/12**

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


 * Guided Learning:**

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

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

3. Read Act 4, Scene 1 – Act 4, Scene 2. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Romeo and Juliet Act IV Study Guide.doc|Download]]
 * 24 KB
 * have students complete study guide.
 * have students develop higher order thinking question.
 * discussion.

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


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


 * HW:**

Study for vocabulary quiz


 * Friday - 11/2/12**


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


 * Guided Learning:**

1. Students will take quiz.

2. Imagery Activity

3. Introduce CSG Project for Act 5. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/CSG for Act 5.doc|Download]]
 * 29 KB
 * [|Details]
 * [[file:mrjarmanclass01/Romeo and Juliet Act V Study Guide.doc|Download]]
 * 22 KB
 * [|Details]
 * [[file:mrjarmanclass01/CSG Rubric.doc|Download]]
 * 26 KB

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


 * HW:**

Complete your portion of CSG project if this is necessary.


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


 * Due Dates:**

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


 * Monday - 11/5/12**


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


 * Guided Learning:**


 * Review Start Up activity

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


 * HW:**

Study for //R and J// test.


 * Tuesday - 11/6/12**


 * no school**


 * Wednesday - 11/7/12**


 * Start Up:**

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


 * Be prepared to share answers.


 * Guided Learning:**


 * Review Start Up

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


 * HW:**

Independently study for your vocabulary quiz.


 * Thursday - 11/8/12**


 * Start Up:**

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


 * Guided Learning:**


 * discussion of start - up

1. Students will take vocabulary quiz.

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

3. hand out essay outline, and review this with students: <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Prevention of Tragedy Essay.doc|Download]]
 * 28 KB

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

4. Review the rubric with the students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Rubric for Prevention of Tragedy Essay.doc|Download]]
 * 24 KB


 * HW:**

Prepare for timed writing


 * Friday - 11/9/12**


 * Start Up:**

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


 * Guided Learning:**

1. Review the essay assignment

2. Have students complete the Prevention of Tragedy Essay.

3. Continue watching the film.

Discussion questions:

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


 * HW:**

Sonnet 130 paraphrase activity <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Sonnet 130 Paraphrase.doc|Download]]
 * 24 KB

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


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


 * Due Dates:**

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


 * Tuesday - 11/13/12**


 * Start Up:**

Answer the following questions in complete sentences:

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


 * Guided Learning:**

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

Discussion questions:

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

3. introduce P.O.L. assignment.


 * HW:**

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


 * Wednesday - 11/14/12**


 * Start Up:**

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


 * Turn HW in.


 * Guided Learning:**

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

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

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

3. Introduce the first ten poetic terms. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Basic Poetic Terms.doc|Download]]
 * 58 KB

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


 * HW:**

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


 * Thursday - 11/15/12**


 * Start Up:**

1. What is poetic justice?

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


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


 * Guided Learning:**

1. Discussion of start – up.

2. Allow students ten minutes to complete their poetry pre-learning survey. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Poetry Survey.doc|Download]]
 * 23 KB

3. Discuss students’ responses.

4. View Poetry powerpoint, and have students write down whether or not they think the examples are poetry <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Poetry Powerpoint.ppt|Download]]
 * 604 KB

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

- have students share their examples

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

- have students share their examples.

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

8. Have students take their poetic terms quiz.

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

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


 * Friday - 11/16/12**

Guidance Counselor Presentation


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


 * Due Dates:**

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


 * Monday - 11/19/12**


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

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


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


 * Guided Learning:**

1. Review Start – Up with students 2. Allow students a chance to organize their notebooks. 3. Introduce the new Poetic Terms 11-18 <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 4. Review Poetry Portfolio with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> -hand out their project details and have students place these sheets in their poetry folders. 5. Review memorization tips from power point. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 6. Have students complete “picture poem” assignment. -Use one of your copies of your poems in order to do this. -If you would like to draw your poems on separate sheets, it is alright if you do this as well. 7. If there is extra time, allow students to memorize and start reciting their poems in small groups.
 * [|Details]
 * [[file:mrjarmanclass01/Basic Poetic Terms.doc|Download]]
 * 58 KB
 * [|Details]
 * [[file:mrjarmanclass01/PoetryOutLoudPortfolio.doc|Download]]
 * 25 KB
 * [|Details]
 * [[file:mrjarmanclass01/PoetryReviewActivities.pptx|Download]]
 * 56 KB


 * HW:**

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


 * Tuesday - 11/20/12**


 * Start Up:**

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

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


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


 * Guided Learning:**


 * Literary Term Game for lottery points.

1. Have students complete the Poem Analysis using the graphic organizer <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/TPCASTT Template2.1.doc|Download]]
 * 34 KB

2. Introduce the Creative Visualization Project.

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

3. Have students complete vision plan assignment for their art work. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Vision Plan for Artwork.doc|Download]]
 * 24 KB

4. Allow students to work on their creative visualization.


 * HW:**

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


 * Wednesday - 11/21/12**


 * Nuts and Bolts:**

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


 * Start Up:**

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

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


 * Guided Learning:**


 * Review Start – Up

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


 * HW:**

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


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


 * Due Dates:**

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


 * Monday - 11/26/12**


 * Start Up:**


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

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


 * Review the start – up with the students.


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

1. review recitation tips:

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

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

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

4. Review the grading rubric with students. []

5. Watch exemplary videos with the students.

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

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

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


 * HW:**

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


 * Tuesday - 11/27/12**


 * Start Up:**

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

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

3. Study for your poem re-write quiz.


 * Guided Learning:**

1. Independently study your poem for ten minutes.

2. Complete re-write of your poem.

3. Poem partner checklist activity. – 20 minutes

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

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

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

6. Introduce reflective writing assignment and allow students to get an early start on it. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Poem Reflection Writing Assignment.doc|Download]]
 * 28 KB

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


 * Wednesday - 11/28/12**


 * Start Up:**

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


 * Guided Learning:**

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

2. Have students print their essays.

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

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

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

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

7. Collect students’ poetry portfolios.


 * HW:**

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


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

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


 * Guided Learning:**

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

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

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

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


 * HW:**

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


 * Friday - 11/29/12**


 * Guided Learning:**

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


 * HW:**

No homework over the weekend!


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


 * Due Dates:**

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


 * Monday - 12/3/12**


 * Start Up:**


 * Please do not write the questions down.

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

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


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


 * Guided Learning:**

1. Review the Start – Up. 2. Have students present their poems. 3. Continue Critical Viewing of DPS. 4. Have class – based discussion using the discussion questions. 5. Have students complete the poetic terms teaching assignment. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Poetic Terms Teaching Assigment.doc|Download]]
 * 46 KB


 * HW:**

Write “hypothetical” thesis statement for personal


 * Tuesday - 12/4/12**


 * Start Up:**

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


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

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


 * Guided Learning:**

1. Discuss start – up 2. Complete the first three brainstorming activities, and have students keep these notes in their research folders. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Brainstorming Techniques.doc|Download]]
 * 37 KB

3. Review Research Topic Notes with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/DEVELOPING A RESEARCH TOPIC AND SEARCH STRATEGY.docx|Download]]
 * 90 KB

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

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

5. Switch back to poetry…

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


 * HW:**

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


 * Wednesday - 12/5/12**


 * Start Up:**

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


 * Have your HW on your desk


 * Guided Learning:**


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

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

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


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

- start working on your annotated bibliography - start working on your outline.
 * HW:**


 * Thursday - 12/6/12**


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the 512 computer lab. 2. Start Reading through digitial sources. 3. Interview appropriate people, and send out interview questions via email. 4. Complete annotated bibliography, and email it to me when you are done with this. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 5. Start working on outline (paper copy).
 * [|Details]
 * [[file:mrjarmanclass01/Official Annotated Bibliography.doc|Download]]
 * 35 KB


 * HW:**

work on annotated bibliography and outline.


 * Friday - 12/7/12**


 * Start Up:**

n/a


 * Guided Learning:**

1. Head to the 412 computer lab. 2. Start Reading through digital sources. 3. Interview appropriate people, and send out interview questions via email. 4. Complete annotated bibliography, and email it to me when you are done with this. 5. Complete tentative outline (paper copy). <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Basic_Outline_of_a_Paper.pdf|Download]]
 * 24 KB


 * HW:**

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


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

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


 * Monday - 12/10/12**


 * Start Up:**


 * PLEASE DO NOT WRITE THE START – UP QUESTION DOWN

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

Also

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


 * Guided Learning:**


 * Review Start – Up

1. Show students how to access digital outline template. - go over my expectations for completion. 2. Show students template for their essay/rough draft. 3. Show students rough draft rubric. 4. Review model research paper with students and focus heavily on what the works cited page looks like with special attention to alphabetical order and format. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 5. Head to the computer lab to independently work on research paper.
 * [|Details]
 * [[file:mrjarmanclass01/Basic_Outline_of_a_Paper.pdf|Download]]
 * 24 KB

Goals for Computer Lab

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


 * HW:**

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


 * Tuesday - 12/11/12**


 * Start Up:**

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

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


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


 * Guided Learning:**


 * Discuss Start – Up.

1. Review Thesis Statement notes with students.


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

2. Review Model Essay. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> - What does the writer do to grab your attention in the essay? -Where is the thesis statement located? -How does the writer cite borrowed information?
 * [|Details]
 * [[file:mrjarmanclass01/Basic_Outline_of_a_Paper.pdf|Download]]
 * 24 KB

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

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

5. Students will complete paraphrase practice sheet # 1 <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Paraphrase Practice Worksheet.doc|Download]]
 * 40 KB

6. Students will complete paraphrase practice sheet # 2 <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Paraphrase Practice Worksheet # 2.doc|Download]]
 * 44 KB

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


 * HW:**

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


 * Wednesday - 12/12/12**


 * Start Up:**


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

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


 * Guided Learning:**

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

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

2. Head back to the classroom

3. Have students turn in their homework assignment.

4. Have students complete final paraphrasing assignment. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Plagiarismpracticeworksheet_000_uid62520121205252.pdf|Download]]
 * 68 KB

5. Review Quotation Notes with students.

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

Have students use the following template as a guide:

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

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

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


 * HW:**

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


 * Thursday - 12/13/12**


 * Start Up:**

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


 * Prepare start –up activities for collection.


 * Guided Learning:**


 * Review Start – Up

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

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

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

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

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

6. Have students look through the model research paper and have students identify what techniques the writer is using to be successful. Also, have them decide if the writer is using quotes or paraphrasing. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Basic_Outline_of_a_Paper.pdf|Download]]
 * 24 KB

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

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

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


 * HW:**

- Complete any missing assignments for research project. - Start composing rough draft. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * -** Complete Final Paraphrase activity
 * [|Details]
 * [[file:mrjarmanclass01/Plagiarismpracticeworksheet_000_uid62520121205252.pdf|Download]]
 * 68 KB


 * Friday - 12/14/12**


 * Start Up:**

n/a


 * Guided Learning:**

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

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


 * HW:**

Start reading for independent reading assignment.


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


 * Due Dates:**

-12/19/12 – Rough Draft Due (both to turnitin.com and hard copy) -12/21/12 – Open writing workshop in 412 Computer Lab -1/7/13- Independent Reading Project Due -1/8/12- Final Research Paper Due (please included updated works cited page)


 * Monday - 12/17/12**


 * Start Up:**

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


 * Guided Learning:**

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> -Let students know that we will be completing some of the work in class, but the majority of it will need to be completed at home or during break.
 * Introduce the Independent Reading Project
 * [|Details]
 * [[file:mrjarmanclass01/Honors English I Independent Reading Project.doc|Download]]
 * 64 KB


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

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

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

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

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

5. Allow students to openly work on their papers.


 * HW:**

1. Work on independent reading project. 2. Work on rough draft of paper.


 * Tuesday - 12/18/12**


 * Guided Learning:**

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


 * HW:**

-Work on Independent Reading Project -Finalize Rough Draft


 * Wednesday - 12/19/12**

1. Head to the 412 computer lab in order to complete rough draft.
 * Guided Learning:**

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

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

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

--- Return to Room 410:

3. Have students take the Capitalization Pre-Test <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Capitalization Pre-Test.doc|Download]]
 * 44 KB

4. Review this with students.

5. Review the Independent Reading assignments in more detail.

6. Allow students to work on their Independent Reading Projects

-create clusters of students who are reading the same book…


 * HW:**

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


 * Thursday - 12/20/12**


 * Start Up:**

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


 * Guided Learning:**


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

1. Have students take the capitalization pre-test. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 2. Review the rough draft rubric with them. 3. Have students grade their papers and make associated changes to their work. When they are done, I want them to staple the rubric to their drafts. 4. Review the project rubric with the students and let them know how I expect them to be working through the text. 5. Allow students to work on their independent reading projects.
 * [|Details]
 * [[file:mrjarmanclass01/Capitalization Pre-Test.doc|Download]]
 * 44 KB
 * Review this with the students when they are done.


 * HW:**

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


 * Friday - 12/21/12**

Independent Work Session in the Computer Lab.


 * HW:**

Continue to work on essay and Independent Reading Projects


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


 * Due Dates:**

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


 * Wednesday - 1/2/13**


 * Start Up:**

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


 * Guided Learning:**

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

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

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

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

4. Go over the Independent Reading Project and the Rubric with students. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Honors English I Independent Reading Project.doc|Download]]
 * 64 KB
 * [|Details]
 * [[file:mrjarmanclass01/Honors Independent Reading Project Rubric.doc|Download]]
 * 24 KB
 * discuss how they will need to organize their work.
 * remind students that they can be completing the majority of the assignments as they read.
 * Use the internet for ideas, but avoid plagiarism at all costs.

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


 * Return student work while students are working independently.


 * HW:**

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


 * Thursday - 1/4/13**


 * Start Up:**

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


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


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


 * Guided Learning:**

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

2. Introduce speech activity… allow students to start planning this out. -Review the rubric with the students as well. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:mrjarmanclass01/Ninth Grade Project Speech Information.doc|Download]]
 * 114 KB
 * [|Details]
 * [[file:mrjarmanclass01/Presentation Grading Rubric.pdf|Download]]
 * 31 KB

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


 * HW:**

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


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


 * Due Dates:**

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


 * Monday - 1/7/13**

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

2. Refine and perfect Research Paper

3. Refine speech outline and presentation

4. Honors English II Summer Reading Assignment


 * HW:**

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


 * Tuesday - 1/8/13**


 * Start Up:**

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


 * Guided Learning:**

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

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

3. Go over speech information in more detail <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> -Discuss Expectations for Presenting. -Attempt to give a model presentation and then have the students critique me.
 * [|Details]
 * [[file:mrjarmanclass01/Ninth Grade Project Speech Information.doc|Download]]
 * 114 KB

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


 * HW:**

-Perfect Final Speeches -Complete any missing assignments.


 * Wednesday - 1/9/13**


 * Start Up:**

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


 * Guided Learning:**

1. Review Start – Up


 * House Cleaning Session

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

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

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

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

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


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


 * HW:**

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