z-+English+2

On this page you will find important assignments and daily handouts


 * Syllabus**




 * Writer's Notebook Instructions**




 * Week # 2**


 * Due Dates:**


 * NB Check- 9/2/11**


 * Academic Expectations Essay - 8/31/11**


 * 8/31/11**


 * Class Work:**

1. Sharing Academic Goals

2. Peer Review of Academic Essay

3. Reading Comprehension Notes

4. Reading "Bible as Literature" pgs. 3-5 and answering questions 1-5 and 8.


 * HW:**




 * 9/1/11**


 * Class Work:**

1. Reading Bible as Literature Article



2. Discussion of Homework Responses

3. Response to Art Transparencies.

4. "Naming" Excercise.

5. Reading "Bible as Literature" pgs. 7-8 and answering questions 1-4, 6-7


 * 9/2/11**

1. Re-Reading and Responding to "Bible as Literature" pgs. 7-8 and answering questions 1-4, 6-7

2. Writing and Performing Dramatic Monologues



3. Reading "Bible as Literature" pgs. 9-12.

4. 3-2-1 Reflection

5. Timed Persuasive Writing Assignment




 * Week # 3**


 * Due Dates:**

NB Check-9/9/11

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


 * 9/6/11**

1. Critical Review of Academic Expectations Essay

2. Homophones Lesson



3. To, Two, Too Worksheet



4. Independent Reading of Bible as Literature (Forbidden Fruit) pgs. 18-20
 * Answer questions: 1-4, and 6-7.


 * Homework**

1. Study for Homophone Quiz 2. Homophone Worksheet 3. Extended Response to "Forbidden Fruit"
 * 9/7/11**

1. Read “Eden is that old-fashioned House” - Emily Dickinson in Bible as Literature pg. 24 * Answer questions 1-3.

2. Homophone Quiz

3. Nina Simone "Forbidden Fruit" Activity



@http://www.youtube.com/watch?v=wkBkvUWx1a4

4. Read “Extracts from Adam’s Diary” by Mark Twain pgs. 29-35 answer questions 1-3 on a separate sheet of paper.


 * 9/8/11**

1. Read “The First Murder” pgs. 38-39, answer questions 1-3 and 5-7

2. Cain Portraiture Activity

3. Biblical Allusions Power Point 4. Read “The Great Flood” pgs. 57-60. Answer questions 1-3, 5 and 6


 * Homework**

5. Biblical Allusion/Symbol Recognition Worksheet




 * 9/9/11**

1. Critical Reflection Writing assignment



2. Review Biblical Allusion Homework

3. Revisit: “The Great Flood” pgs. 57-60. Answer questions 1-3, 5 and 6

4. Read “The Wooden People: A Quiche Mayan Myth” from the textbook pgs. 54-57. Answer questions 1-3. (30 minutes)

5. Venn-Diagram between "Mayan Myth" and "The Great Flood"

6. Head to the library to select Independent Reading Texts.


 * Week # 4**


 * Due Dates:**

Return Progress Reports- 9/14

Parts of Speech Quiz- 9/15

Writer's Notebook # 1- 9/16


 * 9/12/11**

1. Reflection on essay writing

2. Discussion of "Word Graveyard" and accompanying worksheet



3. Review Homophone Quiz

4. Read “The Wooden People: A Quiche Mayan Myth” from the blue textbook pgs. 54-57. Answer questions 1-3. (30 minutes)

5. Introduce Writer's Notebook Processes



6. Independent Work


 * 9/13/11**

1. Independent Reading

2. Writer's Notebook

3. Parts of Speech Pre-Test



4. Guided Notes on the Bible

5. Guided Notes on Islam

6. Read pgs.** 925-926 and answer questions 1,3, and 4. **


 * 7. Perform Contrastive Analysis of Koran and Old Testament **


 * 9/14/11 **

1. Independent Reading

2. Writer's Notebooks

3. Read pgs. 925-926 and answer questions 1,3, and 4.

4. Parts of Speech Guided Notes

5. Parts of Speech Skills Reinforcement Worksheet.

6. Parts of Speech Scavenger Hunt




 * HW **

1. Study for Parts of Speech Quiz

2. If you were a part of speech which one would you be? Please explain your answer in 3-5 sentences


 * 9/15/11**

1. Independent Reading

2. Writer's Notebooks

3. Review of homework

4. Finish Parts of Speech Scavenger Hunt.

5. Review for quiz

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


 * 9/16/11**

1. Thesis Statement Guided Notes



2. Introduction to Writing Assignment



3. Pre-Writing Outlining for Essay



4. Composition of Rough Draft



5. Visit Library for new Books for Independent Reading


 * Week # 5**


 * Due Dates:**

9/21/11- Official Progress Reports will be sent out.

9/23/11- Writer's Notebook Due

9/23/11- Parts of Speech Quiz Part 2

9/23/11- Notebook Check


 * 9/19/11**

1. Independent Reading

2. Writer's Notebook Entries

3. Review Parts of Speech Quiz

4. Adverb Activity

5. Word Graveyard Activity



6. Attend Library- Independent Reading/checkout new independent reading books.


 * 9/20/11**

1. SSR- read pages 936-937 in Green Textbook…. “Buddhist Parables” – Answer Questions 1-4. 2. Guided Notes on Buddhism and Parables 3. Read the parables together as an entire class 4. Discuss answers to students' readings 5. Guided Notes on Parts of Speech Part 2 6. NAP VAP IC Guided Notes (10 minutes) 7. Pronoun and Preposition Identification (10 minutes) -Have students write this on a separate sheet of paper and turn in. 8. Assign Re-enforcement work sheet for homework (P.O.S. pt. 2 HW)


 * 9/21/11**

1. SSR (15 minutes) 2. Religious Scavenger Hunt (25 minutes) 3. School House Rocks Pt. 2 (20 minutes) - Complete associated worksheet. 4. Parts of Speech Part 2 Re-enforcement worksheet (20 minutes) - Go over this with the students. 5. Pass out preposition and conjunction lists for students to put in their notes section (5 minutes) 6. Have students complete “Preposition Practice Worksheet” (20 minutes) -Review it with them/Have them finish it for homework.


 * 9/22/11**

1. Peer Review of each other’s essays. 2. Assign Homework

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



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


 * HW**

Study for Parts of Speech Quiz

Complete Parts of Speech Worksheet


 * 9/23/11**

1. Re-read Zen Parables (10 minutes)

2. Complete Re-Writing of Parable Activity (30 minutes)

3. Review HW Review Assignments (15 min)

4. Fly Swat Review (15 min)

5. P.O.S. Quiz Part 2

6. Independent Reading/ Writer’s Notebook Entries.

1. Independent Reading
 * HW:**

2. Finish Registering for Turnitin.com Account


 * Week # 6**


 * Due Dates:**


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


 * 9/26/11**

1. Independent Reading 2. Writer's Notebook 3. Review Parts of Speech Quiz 4. Preposition Practice Work Sheet 5. Parts of Speech Scavenger Hunt/Collage


 * 9/27/11**

1. Independent Reading (15 mins) 2. Writer’s Notebook (10 mins) 3. Introduce new vocabulary (10 minutes) 4. Return students’ Religion Scavenger Hunts and go over answer with them (20 minutes) 5. Guided Notes on Correct use of their, there, they’re (15 minutes)

6. Practice Worksheets (20 minutes) 7. Assign Homework.

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


 * 9/28/11**


 * Independent Reading (10 minutes)

1. Have students read and reflect on their essays (15 mins) -Brief discussion about the quality of their writing.

2. Review HW from night before (10 minutes)

3. Review for their quiz- fly swat game (5 minutes)

4. Have students take their quizzes, then quickly review the quiz (10 minutes)

5. Have Students Read pages 942-943 – The Tiger, the Brahman, and the Jackal (Green Book) and answer questions 1-5. (20 mins)

6. Have a choral reading.

7. Allow students to finalize answers.

8. Class discussion of answers.

9. Assign HW: -Vocabulary flash cards -Study for vocabulary quiz.


 * 9/29/11**

1. Read “The Scotty Who Knew Too Much” p. 940 (green book) and answer the associated questions (20 minutes)

2. Pass students’ parable assignment back out and have them peer edit each other’s work.

3. Review Quizzes. 4. Head to the computer lab:
 * Word graveyard assignment

- Have students type their parables.

-Have students submit their parables to turnitin.com


 * HW:**

1. Study for vocabulary quiz.

2. Finish creative flashcard homework assignment.


 * 9/30/11**

1. Pre-Learning writing assignment for our reading of “The Odyssey”



2. Review for quiz

3. Take quiz

4. Writer’s Notebook/Independent Reading


 * Week # 7**


 * Due Dates:**
 * - Writer's Notebook - 10/7/11**
 * -Notebook Check- 10/7/11**
 * -Greek Mythology Quiz- 10/5/11**
 * -//The Odyssey// Character Quiz- 10/6/11**


 * 10/3/11**

1. Independent Reading (15 min) 2. Writer’s Notebooks (10 min) 3. Introduce Book Club Process (5 min) 4. Independent Studying for Vocab (5 min) --- Have students’ turn in their flashcard assignment. 5. Fly Swat Game (10 mins) 6. Take Quiz (10 min) 7. Have students exchange Odyssey essays with their neighbors, and share their writing with each other (10 minutes) 8. Odyssey Brainstorm 9. Odyssey Definition 10. Head to library


 * 10/4/11**

1. Independent Reading (15 mins) 2. Writer’s Notebook (5 min) 3. Group Brainstorm on what students know about Greek Mythology, have them share out responses and document on large post it note (10 minutes) 4. Pass out Guided Notes on the Greek Gods that students will need to know about for our reading of “The Odyssey” (20 min)

Poseidon: []

Apollo: []

Zeus: []

Athena: []

5. Briefly go through powerpoint on characters from Greek Mythology.

6. book club presentations.


 * 10/05/11**

1. Independent Reading (15 minutes) 2. Writer’s Notebooks (5 minutes) 3. Review of Gods and Goddesses- Fly Swat game (5 minutes) 4. Take short quiz on Gods and Goddesses (5 minutes) 5. Short Film clip from “Troy” - []

6. Powerpoint on the History of the Trojan War (25 minutes

7. Have students take quiz.

8. Show Video Clip… this is where we will begin.

[]

9. Read pages 291-293 and then have students work on guiding questions

10. “Book Club Presentations”- Remainder of Class.


 * 10/6/11**

SSR: //The Adventures of Odysseus// (pgs. 291-295 ) – answer guiding questions 1-8. (15 minutes)

1. Brief quiz on Trojan War

2. Re-Read this segment aloud and discuss answers to questions (20 minutes)

3.”Book Club Presentations”

4. Pass back students’ “Odysssey” pre-learning essays.

5. Have them proofread each other’s papers.

6. Head to the computer to lab to re-type them and submit them to turnitin.com

1. Finish Essay – make sure that it is submitted
 * HW**:


 * 10/7/11 **


 * Start-Up**

Does Odysseus deserve the punishment that he receives? Please explain why or why not in 5-10 sentences.

1. Debate Do you think that Odysseus is being justifiably punished? (10 minutes)

2. Review Thesis Statement Notes

3. Writing Assignment (25 minutes)

4. Independent Reading- pgs. 294-300. – Have students answer the associated guiding questions (30 minutes). 5. Final “Book Club Presentations” 6. Have students work on their Writer’s Notebooks/Storyboards.
 * Discuss these answers.


 * Week # 8**


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


 * 10/10/11**

1. Independent Reading (15 minutes) -Make Sure to return students’ guiding questions. 2. Writer’s Notebook (10 minutes) 3. Character Relationships Scavenger Hunt (25 minutes) 4. Have students view cultural relevance PowerPoint (15 minutes) 5. Show “Odyssey” Plot summary clip from Sparknotes (1:45) [] 6. Independent Reading- pgs. 294-300. – Have students answer the associated guiding questions (30 minutes). 7. Head to the library for the remainder of class.


 * 10/11/11**

1. Finish reading 295-300 (15 minutes) 2. Answer guiding questions and answer guiding questions pt. 2 (15 minutes) 3. Introduce new vocabulary Words (10 minutes) 4. Have students make flash cards (10 minutes) 5. Play Odysseus and Calypso Clip (stop at 4:33) [] 6. Read Pgs. 300-305 and answer guiding questions part 3 (30 minutes) -Brief Discussion 7. Book Club Presentations


 * 10/12/11**

Good Luck on the PSAT


 * HW**

1. Study your vocab 2. Complete your Writer's Notebook Assignments


 * 10/13/11**

1. SSR: Read pgs. 300-305 (15 minutes) 2. answer guiding questions part 3 (10 minutes) 4. Visual Aid (10 minutes)
 * Discuss the answers to the guiding questions… (10 minutes)

Odysseus/ Clash of the Gods []

5. Show: []

Start reading pgs. 306-310 and answer Guidng Questions Part 4. 6. Discuss the answers with the students… Allow them time to study for their quiz.


 * 10/14/11**

1. Pre-Writing Brainstorm on the tenets of effective leadership (10 minutes) Free-Write (5-10 sentences)


 * What qualities must a leader possess?
 * What are some personal sacrifices that leaders have to make?
 * Give me an example of an effective leader. What makes this person effective in their role?

2. Timed Persuasive Writing- Essay Question: Is Odysseus an effective leader? (30 minutes)



3. Review for Vocabulary Quiz (10 mins)

4. Take Quiz (10 mins)

5. Final Book Club Presentations

6. read pgs. 306-310 and answer Guiding Questions Part 4.


 * HW:**

-Independent Reading


 * Week # 9**


 * Due Dates:**


 * -Play List Project- 10/19/11**
 * -Writer's Notebook Due- 10/21/11**
 * -Odyssey Test- 10/21/11**


 * 10/17/11**

Start-Up

Read “Wedding Song” and answer the following questions in your notebook.



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

1. Haves students read “Wedding Song” by Bob Dylan and answer associated questions (15 minutes)

2. Short discussion about the song and how it might relate

3. Listen to the song, and have the students follow along ( 10 minutes)


 * have students collect the following information on a separate piece of paper.

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

4. Watch Sparknotes Summary of the text (10 minutes) []

5. read pgs. 306-310 and answer Guiding Questions Part 4 (30 minutes) - Discuss the answers.

6. Introduce the “playlist project” to the students.



7. Head to library for remainder of class.


 * 10/18/11**

1. Independent Reading (15 min)

2. Writer’s Notebook (10 mins)

3. Hand back vocab quizzes (15 minutes) -Keep transparency up.
 * Have students use all of these words in a paragraph when completing a plot summary of the story thus far.

4. Read the remaining pages of the text, and answer guiding questions part 5 (45 minutes)



5. Discuss Guiding Questions Remainder of class


 * If students finish early, they may work on playlist project or Honors Credit project.

6. If there is extra time head to the library.


 * 10/19/11**

1. Re-read pages 315-318 and then Independently read for 15 minutes

2. Finish discussion of final guiding questions (10 min)

3. Watch Final Clip from movie (10 minutes)
 * []**

4. Discussion (10 minutes) -Was Odysseus justified in the slaughtering of all the suitors? -How was the film version different from the story? -How did the film version make Odysseus look more noble?

5. Show students how to access my website and get access to study materials. -Show Odyssey summary clip. []

6. Allow students to finish their Playlist Projects - play music while they work on this…

7. Allow students to independently study for their test.

8. Allow students to work on “Honors” Project

9. Hand Study Guide for Test out to students.




 * 10/20/11**

1. Meet in the computer lab and have students complete their technology survey (10 minutes) 2. Independent Reading (15 minutes) 3. Show summary [] --- Then show students how to use my website to access study materials. 4. Independent Studying (10 minutes) 5. Jeopardy Review for Test.


 * 10/21/11**

1. Ten minutes of independent studying. 2. Answer final questions. 3. Take Test. 4. Reflective Writing Assignment 5. Start the Contrastive Analysis film viewing of: “O Brother Where Art Thou”


 * Week # 10**


 * Due Dates:**


 * -Writer's Notebook- 10/28**
 * -1st Period Mid Term- 10/26**
 * -2nd Period Mid Term- 10/27**


 * 10/24/11**

1. Independent Reading: 15 minutes -make sure to pass back returned work.

2. Viewing of “O Brother” -Have students complete initial component of contrastive analysis assignment.


 * 10/25/11**

1. Independent Reading/Writer’s Notebooks: 15 min 2. Viewing of “O Brother” - complete second part of contrastive analysis.


 * 10/26/11**


 * English II Midterm Essay that Needs to be submitted to turnitin.com by Friday 10/28/11**



1. Hand back students’ essays. 2. Have them exchange their essays with a partner, so that they can proof-read/kill any of the graveyard words. 3. Have students proof-read their own papers, and assign themselves a hypothetical grade based on the rubric. 4. Head to the computer lab so that students can start correcting/typing their essays. 5. Students will continue revision until their essays are perfect. 6. Students will submit their final midterm essays to turnitin.com 7. When they are done, students have three options: -Writer’s Notebooks/independent reading. -Honors Project -May find a poem that they would like to use for Poetry Out Loud.
 * 1st Period Guided Learning:**


 * 2nd Period Guided Learning:**

1. Introduce Poetry Out Loud requirements 2. Have students select a poem to work with. 3. Have different stations set up for students so that they can best select their poems. 4. Allow students to start memorizing their poems, and completing associated processes: -re-writing the poem. -summarizing the overall meaning of the poem. -identifying the tone of the poem and the appropriate place to add emotive techniques into the recitation.
 * Have a brief discussion with the students about the film.


 * 10/27/11**


 * 2nd Period Guided Learning**

1. Hand back students’ essays. 2. Have them exchange their essays with a partner, so that they can proof-read/kill any of the graveyard words. 3. Have students proof-read their own papers, and assign themselves a hypothetical grade based on the rubric. 4. Head to the computer lab so that students can start correcting/typing their essays. 5. Students will continue revision until their essays are perfect. 6. Students will submit their final midterm essays to turnitin.com 7. When they are done, students have three options: -Writer’s Notebooks/independent reading. -Honors Project -May find a poem that they would like to use for Poetry Out Loud.


 * 1st Period Guided Learning**

1. Introduce Poetry Out Loud requirements 2. Have students select a poem to work with. 3. Have different stations set up for students so that they can best select their poems. 4. Allow students to start memorizing their poems, and completing associated processes: -re-writing the poem. -summarizing the overall meaning of the poem. -identifying the tone of the poem and the appropriate place to add emotive techniques into the recitation.


 * Week # 11**


 * Due Dates:**


 * -Writer's Notebooks- 11/4**
 * -Poetry Recitations- 11/4**


 * 11/1/11**

1. Independent Reading (15 mins) -If you have not done so already, you need to find a poem for the Poetry Out Loud Classroom contest. 2. Writer’s Notebook (10 min) 3. Review RAPP TASTE FATT Poetry Notes on How to understand a poem (20 minutes) -Have students complete this assignment with “My Papa’s Waltz” 4. Independent Poetic Study Time (10 minutes) -students may re-write -highlight -recite quietly to themselves 5. Have students complete Poetry Out Loud Initial Assignment (15 minutes) 6. Students will head to the library for the remainder of class.


 * 11/2/11**

1. Independent Reading or Finishing HW assignment (15 minutes)


 * Have second period complete the short Poetry Out Loud assignment.

1. Guided Notes: Basic Poetic Literary Terms (20 minutes)

2. Choral Poetry Recitation Activity (25 minutes)

3. Fifteen minutes of independent poetic study time.

4 Poetry Out Loud Analysis Assignment (20 minutes)


 * 11/3/11**

1. Read independently for 15 minutes, or simply study your poem.

2. Review the rubric with students, and go over expectations (5 minutes)

3. Review three clips from Poetry Out Loud (15 minutes)


 * * **discuss: posture, vocal emphasis, and performative elements.

4. Ten minutes of Independent study time.

5. Poetry Partner activity


 * Recite their poem to a partner and receive suggestions for improvement.

6. Continued Independent studying time.

7. Poetry Analysis Worksheet.


 * 11/4/11**

1. Writing Assignment: Re-write your poem from memory!!! 2. Independent Study time 3. Poetry Recitations.


 * If there is extra time, I am allow students to work on their independent reading and writer’s notebooks.


 * I will also allow them to organize their binders.


 * Week # 12**


 * Due Dates:**


 * - Romeo and Juliet Quiz- 11/10**
 * - Romeo and Juliet Guiding Questions- 11/10**


 * 11/7/11**

1. Shakespeare Prologue Activity (15 mins) - students will read prologue, make hypotheses, and answer associated questions.

2. Cultural Context Film Viewing (first 10 minutes of Shakespeare in Love)

3. Answer associated guiding questions and have a brief discussion (10 minutes)

4. Read Shakespeare’s Bio (10 minutes)

5. Take short Quiz (5 minutes) -have students grade each other’s quiz.

6. Review Handout on Shakespearean Language (30 minutes)

7. If there is time, complete a choral reading of the prologue with the students.


 * 11/8/11**

- you will receive a grade on the quality of your engagement with this text.
 * Read through the handout on Shakespearean language from yesterday.
 * Go through and provide answers to the questions.
 * Have students circle the right answer. (20 minutes)

1. Briefly review background info on Romeo and Juliet and character lists (10 minutes).
 * tell students where to look in their books to find this information.

2. Discuss the importance of this text: then initiate with a choral reading of the prologue. (15 minutes) (If we are running short on time we will note complete this activity).

3. Have students independently read 1.1. lns. 1-91. (25 minutes) -answer guiding questions for 1.1. 1-8 on page 232 in their writer’s notebook -brief discussion.

4. Create Posters for House of Capulet and House of Montague (10 minutes).
 * Clear up character relationships.

5. Watch the initial portion of the Zefirelli film to reinforce the concepts. (10 minutes)

6. Have the students independently read lns. 92- 147 and answer GQ 9-10.

- Discuss the guiding questions.


 * 11/9/11**


 * Have the students independently read lns. 92- 147 and answer GQ 9-10.

- Discuss the guiding questions.

1. Read Act 1, Scene 1 lns. 148- 234; answer remaining guiding questions for Act 1, Scene 1. (20 minutes) 2. Act these lines out: -wear costumes -I will be Romeo, Ebrima will be Benvolio in 1st Period, Zach will be Benvolio in 2nd Period. (10 minutes)

3. Allow students a chance to finish answering their guiding questions in their notebooks. Then, discuss their answers. (15 minutes)

4. Discuss Romeo’s personality.
 * hypothesize about his age.

5. Have students read Act 1, Scene 2 on their own and have them answer the associated Guiding Questions (25 minutes) - Discuss their answers.

6. Have the students complete DEJ # 1(15 minutes)




 * 11/10/11**

1. Have students complete short answer writing assignment (40 minutes) -They are allowed to use their books -They are allowed to use their guiding questions -Yet, they must work independently. -If they have questions, you may answer them by pointing them to the right direction in the text.



2. Have students complete DEJ # 2 (15 minutes)



3. Have students read Act 1, Scene 3 and Act 1, Scene 4 and answer guiding questions (remainder of class)


 * If students finish early, they may read ahead and answer their associated guiding questions.


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


 * Due Dates:**


 * -Act I Quiz - 11/15**
 * -Notebook Check - 11/18/11**


 * 11/14/11**

1. Read Act 1, Scene 3 and Act 1, Scene 4 and answer guiding questions (30 minutes) --- I will be checking to see if you have completed your guiding questions.
 * If you are already done with this, simply re-read these passages.

2. Watch the film version (Zeffirelli) of ACT I (15 minutes).

3. Review DEJ # 2 (10 minutes)
 * allow students to work if they are not finished.

4. Allow students to complete short answer quiz if they have not done so. - Discuss answers.

5. Give the students the study guide to work on (Remainder of Class)


 * HW**: Study your notes in order to prepare for your quiz on ACT 1.


 * 11/15/11**

1. Read ACT 1, Scene 5 – 20 minutes 2. Discussion of guiding questions (5 minutes) 3. Complete Character matching assignment (5 minutes) -Review this assignment by making additions to the 4. Have students complete a study guide (15 minutes) 5. Have students complete their Act 1 quiz (15 minutes) -This quiz will be open book.
 * answer guiding questions.


 * 11/16/11**

1. Pass back quizzes and allow students ten more minutes to perfect their quizzes. 2. Show the film clip (Zeffirelli) – 20 mins 3. Have the students complete the word deciphering activity (5 minutes)
 * If students are done they make work independently or read ahead in the text.
 * Review the results with the students.
 * Show them the handout that I have made.
 * Remind them that whenever they have questions about strange words, that they should use context or simply ask me what it means.

4. DEJ # 3: 15 mins

5. Introduce Dramatic Terms: (10 minutes) - have students annotate these terms with a highlighter.

6. CHORAL Reading of ACT II Prologue (10 minutes) - Have the students answer the associated guiding questions for this and discuss them briefly. -Have a discussion based on these questions

7. Introduction to Research: 1. What they know about the topic. 2. Why they are interested in the topic. 3. What they want to learn from studying the topic. 4. Hand out Folders to the students so that they can keep their research materials organinzed.
 * Have students read through the list.
 * Have them place a star next to the subjects they are most interested in, or come up with alternative topics of research:
 * On a separate sheet of paper, have the students write a paragaph in which they discuss:


 * 11/17/11**


 * Guided Learning**


 * Have students complete DEJ # 3 (10 minutes)

- Have the students answer the associated guiding questions for this and discuss them briefly. -Have a discussion based on these questions
 * CHORAL Reading of ACT II Prologue (10 minutes)

1. Read Act 2, Scene 1 – Act 2, Scene 2 lns. 78 (25 minutes)
 * Have students act this scene out… create a balcony with desks.
 * answer associated guiding questions (through guiding questions # 4)
 * Why is it significant that Act 2, Scene 2 takes place in an Orchard?

2. Head to the lab for research:

1. Visit my website: mrjarmanclass01.wikispaces.com 2. Go to the sophomore project section 3. Open up the link for the “initial research outline” document. 4. While in the Sophomore project section, click on the “media center” link. 5. Click on the NCWISEOWL icon on the left side of the page. 6. The password to this database is: ncwiseowl 7. Start researching and adding information to your outline. 8. A completed initial outline will be take up for a grade next Tuesday.
 * Keep this document and add to it as you complete your research.

3. Pass out folders and have students writer their names on them.


 * 11/18/11**

1. Letter of Advice Writing Prompt (25 minutes)

2. Briefly review for the quiz (10 minutes) -slap game

3. Take the quiz (5 minutes)

4. Act 2, Scene 2 lns. 78 (30 minutes) Pt. 2- Finish reading Act 2, Scene 2… answer guiding questions
 * Have students act this scene out… create a balcony with desks.
 * answer associated guiding questions (through guiding questions # 4)
 * Why is it significant that Act 2, Scene 2 takes place in an Orchard?
 * have a discussion based upon the guiding questions.

5. DEJ # 4

6. Watch the Zeffirelli version of the film.

7. Utilize the extra time to organize students’ binders


 * Week # 14**


 * 11/21/11**

1.DEJ # 4 (15 mins)
 * Discuss students’ answers.

2. Act 2, Scene 2 lns. 78 (45 minutes) Pt. 2- Finish reading Act 2, Scene 2… answer guiding questions
 * Have students act this scene out… create a balcony with desks.
 * answer associated guiding questions (through guiding questions # 4)
 * Why is it significant that Act 2, Scene 2 takes place in an Orchard?
 * have a discussion based upon the guiding questions.

3. Have students write down the quote that resonates with them the most, and explain why this is so. -think pair share -class discussion

4. Watch the Zeffirelli version of the film.

5. Start Reading Act 2, Scene 3


 * 11/22/11**

1. Watch Zeffirelli version of film (up to the point in which we have read) 2. Head to the computer lab to continue exploration stage of Sophomore Project 1. Visit my website: mrjarmanclass01.wikispaces.com 2. Go to the sophomore project section 3. Open up the link for the “initial research outline” document. 4. While in the Sophomore project section, click on the “media center” link. 5. Click on the NCWISEOWL icon on the left side of the page. 6. The password to this database is: ncwiseowl 7. Start researching and adding information to your outline. 8. A completed initial outline will be take up for a grade next Tuesday.
 * Keep this document and add to it as you complete your research.


 * HW:**

Continue working on Sophomore Project


 * Week # 15**


 * Due Dates:**


 * -Return Progress Report - 12/2**
 * -Act II Study Guide due- 12/2**
 * -Letter of Intent for Sophomore Project- 12/2**


 * Monday**

1. Re-Read Act 2, Scene 2 (15 mins)

2. Paraphrase activity (15 mins)
 * choose students to share out.

3. Dramatic Term pop quiz (5 mins)…
 * Review this quiz with the students verbally.

4. Introduce the different types of irony (guided Notes) (10 mins)

5. Read Act 2, Scene 3 (15 mins) -When reading, make sure that you let me know when there are words that you do not know or are unsure of. -answer guiding questions on page 238. -discuss guiding questions.


 * Tuesday**


 * SSR**: DEJ # 5 (15 mins)

Pt. 2: Discuss Guiding Questions from Act 2, Scene 3.

1. Read Act 2, Scene 4 lns. 1-84
 * answer associated guiding questions on page 238.
 * discuss guiding questions

2. Head to the lab so that the students can finish typing their letters of advice.
 * Have students submit their letters to turnitin.com
 * Remind students that if they were unhappy with their grade that they can turn in a hard copy of their letter and that I will change their grade.

3. More research

1. Visit my website: mrjarmanclass01.wikispaces.com 2. Go to the sophomore project section 3. Open up the link for the “initial research outline” document. 4. While in the Sophomore project section, click on the “media center” link. 5. Click on the NCWISEOWL icon on the left side of the page. 6. The password to this database is: ncwiseowl 7. Start researching and adding information to your outline. 8. A completed initial outline will be take up for a grade next Tuesday.
 * Keep this document and add to it as you complete your research.
 * add other search engines to the list/my page.


 * Wednesday**

1. Read Act 2, Scene 4 lns. 1-84
 * answer associated guiding questions on page 238.
 * discuss guiding question.

2.Model Citation Process with traditional BOOKS! -Need at least 2 print sources for their paper. -Have the students correctly cite “Absolutely” on a scratch sheet of paper.
 * for a classwork grade.

3. Head to the Library to do research. -mini lecture from Mrs. Absi -Independent Research.


 * Thursday**


 * Hand out folders, and hand out associated materials for students to place in there.
 * announce that they will need to have a 3 ring binder.

1. Introduce Letter of Intent Writing Assignment, and go over the details with the students. -Go over the process on the projector. -Give students the handout. -This is due in hard copy to me by tomorrow at the end of the day… you might want to stay after school if you think you will need to.

2. Writing their letter of intent in the computer lab.

-When they finish, they can continue on with their research.


 * I will hold their letters of intent so that they can add it to their Sophomore Project portfolios


 * Friday**

1. Read the remainder of Act 2, Scene 4 (lns. 84-end) (20 mins) -answer guiding questions -discuss guiding questions 2. Have students complete DEJ # 6 (15 mins)

3. Show Film: Act 2, Scene 3 – Act 2, Scene 4 (20 minutes) 3. Read the remainder of Act 2. (30 minutes)
 * Short discussion.
 * answer guiding questions.
 * While students are working, check their guiding questions.
 * discuss guiding questions

4. Have students complete the ACT 2 study guide.


 * Week # 16**


 * Due Dates:**


 * -Final Letter of Intent - 12/8/11**
 * -Notebook Check - 12/9/11**
 * -Outline Due- 12/9/11**
 * -Works Cited Page Due- 12/9/11**


 * Monday**

NO CLASS, students will be taking the PLAN Test all day.


 * Tuesday**

1. Have students edit their Letters of Intent and fix the formatting on these assignments. 2. Have students submit their final letters of intent to me. 3. Students will participate in a CFNC college workshop.


 * Wednesday**

1. Read Act 2, Scene 5 p. 104.
 * Answer guiding questions (p.239)
 * Discuss guiding questions.

2. Read Act 2, Scene 6
 * Answer guiding questions.
 * Discuss guiding questions

3. Complete DEJ # 7. -Have intern discuss the answers.

4. Watch film version of play.

5. Have students work on Act 2 study guide.


 * During this time I will check to see if they have completed their guiding questions for ACT II.


 * Thursday**

1. Show students how to make a folder in their documents section.

2. Review Works Cited Process. -Allow students to complete their works cited page. -Need at least 5 sources.
 * Visit Easy Bib
 * Visit Owl Page
 * Show students how to format their works cited page.
 * Go around and check off that they have completed their works cited page.

3. When there is 45 minutes left… Review Thesis statement notes.
 * Have all students enter their thesis statement in their outlines.

4. From here, review outline processes and have students work on their outlines.

-Have students print their outlines.


 * Friday**

1. Review template for effective introductory paragraph. 2. Allow students to compose an effective introductory paragraph 3. Review Sophomore Project Packet… handout final deadline calendar with the over head projector. 4. Read Act 3, Scene 1 5. Answer Guiding Questions
 * show example
 * also review thesis statement notes as well.
 * Have first period complete the study guide for Act 2.
 * discuss guiding questions.


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


 * Due Dates:**


 * -Outline Due- 12/13/11**
 * -Works Cited Page Due- 12/13/11**
 * -Rough Draft Due- 12/16**
 * - NB Check- 12/16**


 * Monday**

1. Re- read through 3.1. and Complete DEJ # 8 (15 minutes) 2. Discuss Critical Questions from 3.1. (10 mins)

3. Watch film component of 3.1. (10 minutes)
 * have a brief discussion based on this: noted similarities and differences.

4. Go over nuts and Bolts (10 minutes) -emphasis on due dates and Sophomore Project Calendar.

5. Review Sophomore Project Packet on the projector (10 mins) -emphasis on rubric for paper -rubric for portfolio -rubric for final presentation.

6. Review Introductory Paragraph Template on my Website (5 minutes)

7. Review Thesis Statement notes on my website (10 minutes)

8. Allow students to compose an effective introductory paragraph for their paper. -Focus on the strength of their thesis. -Have students exchange with neighbors to proof-read and edit.
 * Collect these and redistribute them on Wednesday when students head to the lab to have their final papers done!


 * Tuesday**

1. Students will participate in a CFNC college workshop (1 hr.) 2. Students will finalize their outlines and their works cited pages.
 * If students are done with these items, they can simply work on formatting their papers and start composing their rough drafts.


 * Wednesday**


 * Guided Learning**


 * Part 1**

Mini-Lesson (30 mins)


 * All of these handouts are located under the Sophomore Project Tab on my website.

1. Review plagiarism handout from my website (5 mins)

2. Review Research Paper requirements with students (5 mins)

3. Go over quotation handout with students and remind students how to integrate quotations (5 mins)

4. Discuss/Remind students what paraphrasing is and explain to them how to do it successfully in their papers (5 mins)

5. Show students how to document information in their paper by reviewing MLA Citation Handout (10 mins)


 * Remind Students that they should not use 1st person in their paper.


 * You should either have at a minimum one paraphrased statement or a direct quote in every paragraph.


 * Pt. 2**


 * Head to the computer lab so that students can start their rough drafts.**

1. Have students access the rough draft template on my website, and begin to writer their rough draft.


 * Thursday**


 * Guided Learning**

1. Show students where to go in order to access the Sophomore Project packet.

2. Review Drafting directions with the students…. Pg. 44.

3. Head to the computer lab so that the students can continue composing their rough drafts.


 * Friday**


 * Guided Learning**

1. Skim 3.1. and answer the associated questions on ACT 3 study guide. (10 mins) 2. Complete Juliet soliloquy paraphrase activity from the Act 3 study guide. (25 mins) 3. Have the students read the rest of 3.2 (25 minutes) 4. Read the first 100 lns of 3.3.
 * brief discussion of these guiding questions.
 * Review this activity with the students.
 * complete guiding questions in the back of the book
 * complete study guide questions
 * Discuss these questions with the students.
 * answer guiding questions in back of the book


 * Week # 18**


 * Reminders:**
 * -Turn in Rough Draft**
 * -Start Working on Power Point/ Presentation**


 * Monday**

1. Read lines 100-164 of Act 3, Scene 3 and complete the soliloquy paraphrase activity. (15 minutes) 2. Review paraphrase activity on the overhead (10 minutes) 3. Have students read the remainder of Act 3, Scene 3 and answer the guiding questions in the back of the book (15 minutes) 4. Have students read Act 3, Scene 4 and answer the associated questions in the study guide 5. Watch the Film version starting at 1:27. 6. Have the students answer the study guide questions for the remainder of Act 3.
 * brief discussion of these questions.


 * Tuesday**

1. Review Plagiarism handout again.

2. Review how to cite sources again.

3. Discuss what an effective conlusion looks like and how to complete one.

4. Review the requirements for the presentation and powerpoint.

5. Head to the lab so that they students may continue to work on their drafts and start their presentation powerpoints.


 * Week # 19**


 * Due Dates:**


 * -Final Draft- 1/5**
 * along with your rough draft, you need to include: your works cited page and your outline.**


 * Tuesday**

1. SSR

2. Reminders (5 minutes)
 * Avoid 1st Person and 2nd Person in your paper.
 * Make sure your thesis statement is clear and aligned with the rest of your paper.
 * Make sure that your paper follows your outline/use your outline as a guide.
 * You must include your citations for any information that you borrowed, or else you will be accused of plagiarism.
 * If you have the information on your works cited page, yet you do not use it, make sure that you remove this source from your paper.
 * You need 5 sources total!!!
 * Clarity, Clarity, Clarity!

3. Show students the sample essay again (pg. 48) Focus on:
 * citations
 * thesis statement
 * clarity
 * analysis/argumentation.

4. Reminder: I will continuously proof-read/correct your papers up until the deadline, just make sure that you submit them to me!!!

5. Explicitly show students how to complete a citation via the handout on my website.

6. Head to the lab so that the students can continue to compose their papers.


 * Wednesday**

1. Show students the information for the Presentation and the Rubric for that as well…. Pgs. 65-69.


 * give them the handout to complete as a guide as well (located in Sophomore Project Section of Website)

2. Head to the lab so that students can continue working on their final draft

3. Allow students to work on their final drafts, portfolios, and PowerPoint presentation as well.


 * Thursday**

1.SSR

2. Independent Lab Work: Students will be working on their final draft, portfolio, and their presentations.


 * Have students print out the necessary materials for their portfolios… Remind them to place this material in their yellow folders.


 * Students need to turn their final drafts in to turnitin.com as well as print out hard copies.


 * Friday**

1. Have students complete the Self-Reflection Prompt for Sophomore Project.

2. Continued work on all aspects of Sophomore Project in the computer lab.


 * Week # 20**


 * Due Dates:**


 * -1/12/12- Powerpoint Presentation Due**
 * -1/13/12- Portfolio Due**
 * -1/12 - 1/13- Final Presentations/Speeches**


 * Monday**

1. Discuss powerpoint requirements with students.
 * Encourage them to expand their slides
 * video clips that are less than 1 minute.
 * make it as engaging as possible.

2. Review Presentation Requirements. -It is going to be a good idea for you all to start writing your speech out!
 * emphasis on attention grabber.
 * Presentation skills.
 * Speech should be informative. Essentially you are discussing your research and what you learned during this entire process.

3. Review Portfolio Rubric with the students.

4. Have students return all of their graded work to me. -Have the students use their binders for their portfolios.

5. Head to the computer lab so that students can work on their portfolios, presentations, and their speeches.


 * Tuesday**


 * 1st Period:

1. Review Speech Requirements. 2. Hand back student work 3. Allow students to organize their curricular folders. 4. Have students complete their work in the computer lab.

2nd Period:

1. Discuss powerpoint requirements with students.
 * Encourage them to expand their slides
 * video clips that are less than 1 minute.
 * make it as engaging as possible.

2. Review Presentation Requirements. -It is going to be a good idea for you all to start writing your speech/
 * emphasis on attention grabber.
 * Presentation skills.
 * Speech should be informative. Essentially you are discussing your research and what you learned in the process.

3. Review Portfolio Rubric with the students.

4. Have students return all of their graded work to me. -Have the students use their binders for their portfolios.

5. Head to the computer lab so that students can work on their portfolios, presentations, and their speeches.


 * Wednesday**

Independent work in the computer lab: finalize speech, Power Point, and portfolio.


 * Thursday **

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

2. Students will give their presentations.


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


 * Friday**

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

2. Students will give their presentations.


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


 * Week # 21 - 1/17-1/20**


 * Tuesday - 1/17**

1. View the remaining portion of R and J (Zeff version) 2. Discussion of film based on these viewings.


 * Wednesday - 1/18**

1. Finish Presentations 2. Film Viewing (R and J) (Zeff version) 3. Discussion of film.


 * Thursday -1/19**

1. Finish students’ Sophomore Project Presentations. 2. Brief Disussion of the end of the Zefferelli Film. 3. Start watching the ’97 version.
 * First Period

1. Finish the Zeff Version 2. Discuss the ending
 * Second Period


 * Friday - 1/20**

1. Have students compose reflective letter to me. 2. Complete viewing of ’97 version of Romeo and Juliet