ZZ-Honors+English+2-+Spring+2015


 * Syllabus**




 * Letter to Parents**




 * Week # 1 - 1/26 - 1/30**


 * Due Dates:**

1/28 - Return Parent Letter 1/29 – Binder Check 1/29 – Register for turnitin.com


 * Monday - 1/26**


 * Start Up:**

Format a blank sheet of paper as follows:

Your name Start - Up Week # 1

Monday - 1/26

1. Write down an adjective that best describes you that also starts with the same letter as your first name:

ex. “Tenacious Timothy

2. What you would like to get out of this course?


 * Guided Learning: **

1. Roll, adjective and name sharing

2. Discuss start up policy

3. Review syllabus and policies.

-have students sign the syllabus and place it in their binder. -review binder check -show students my website

4. Roll play certain policies and classroom procedures
 * bathroom
 * phones
 * keeping room clean

5. Introduce “Letter to Me” Assignment


 * HW:**

1. Complete Letter to Me 2. Register for turnitin.com 3. Get parent letter signed 4. Set up your binder


 * Tuesday - 1/27**


 * Start Up:**

1. Who was your previous English teacher, and what did you like about their class?

2. Generate one question you have about the course.

3. Generate one question that you have about me.


 * Please find your seat from yesterday


 * Guided Learning:**


 * Have students discuss their start – up among their groups.
 * Full group discussion

1. . Review RNB Protocol

2. Soto Close Reading Assignment -Annotation

3. Full Class Discussion


 * HW:**

1. Register for turnitin.com 2. Answer the following questions in complete sentences in your Reader’s Notebook in preparation for our class discussion tomorrow:

-What are myths? -Why would a society develop them? -What are some common cultural myths in American life, and how to they add value and meaning to our lives?


 * Wednesday - 1/28**


 * Start Up:**


 * Please pull out your annotated reading from yesterday.

1. One of your essential questions is: How do stories reveal truths about human nature? What truth about human nature was revealed in yesterday’s reading?


 * Make sure that your response is one fully developed paragraph

2. Do you know your username and password for powerschool? If so, write it down. If not, let me know, so that you will be able to take your vocabulary assessment tomorrow.


 * Guided Learning:**


 * Have students discuss their start – ups in small group setting.

1. Assign //Mythology// 2. Review the rubric for the binder check 3. Writing workshop -Notes on TAEAC
 * Discussion of students’ Homework.

-Review No – Excuses List -Have students re-read the Soto excerpt and then complete a “perfect” paragraph.


 * HW: **

1. Introduction to Mythology assignment (Due on Friday at the beginning of class) 2. Get prepared for the binder check
 * make sure to complete this in your RNB


 * Thursday - 1/29**


 * Start Up:**

1. Please check out a computer and make sure “sign it out” as well. Then log on and wait for further instructions.

2. If you could visit any where in the world, where would it be? Why? Please be as specific as possible, and write a full paragraph response using TAEAC.


 * Guided Learning:**

1. Vocabulary Pre – Assessment

2. Independent work session

3. Binder Check – have students assess their partners

4. Writing Notes Part 1


 * HW:**

1. Finish Introduction to Mythology Assignment


 * Friday - 1/30**


 * Start Up:**

1. What are three things that I need to know about you? Why?

2. Locate two of the graveyard words that you regularly use. Then, come up with two replacement words that are more appropriate.


 * Guided Learning:**

1. Binder Check

2. Open discussion of Introduction to Greek Mythology

3. Review HW assignment for the weekend.

4 Review Writing Notes Part 1

5. Review sample paragraph

6. Have students re – read their passages and re-write their paragraphs. 7. Allow students to work independently on their HW.


 * HW:**

1. Read the first half of Part I of //Mythology// (pgs. 17-34) in the small book.

a. summarize the story of the Titans in 2- 3 sentences. b. copy down the two most important pieces of information about each of the 12 Olympian Gods


 * make sure you complete this assignment in your Reader’s Notebook


 * Week # 2 - 2/2 - 2/6**


 * Due Dates:**

-2/3 – Writing Notes Part 1 Quiz -2/5 – Core Vocabulary Quiz # 1 -2/6 – Reader’s Notebook # 2 -2/6 – Writing Notes Part 2 Quiz -2/9 – Critical Inquiry Assignment is due


 * Monday - 2/2**


 * Start Up:**

1. Write out what the individual elements of TAEAC stand for.

2. In your own words, please provide a definition of these different parts of speech: noun, adjective, verb, adverb.


 * If you were absent on Friday, please make sure that you sign up for tutoring in order to complete your paragraph re – write. Make sure to turn in your start – up and your RNB.


 * Guided Learning:**


 * return student work.


 * Review Start – Up

1. Introduce vocabulary words 2. Review Writing Notes

3. Greek God Sharing Activity -Students will partner up in groups of 2 -3. -Students will have five minutes to prepare a 1 minute presentation on one of the twelve Olympian Gods. -In the presentation, they need to share what they are “known for,” why they are culturally significant, and what nickname would you give them and why.

4. Read Page 360 of textbook and copy down the five most important pieces of information about Homer. Then Reader “How the War Began” on page 61 and copy down the three most important pieces of information.

5. View Trailer of Troy

[]

-Preview HW assignment, and begin reading

6. Independent work session.


 * HW:**

1. Read the Beginning of “The Trojan War” (Chapter 13, pgs. 253 – 260). Then answer the prologue questions and questions 1 -7.

2. Study for writing notes quiz


 * Tuesday - 2/3**


 * Start Up:**

1. Identify the nouns and verbs in the following sentence:

Mr. Jarman went to the store after school yesterday to purchase groceries.

2. Incorporate your first five vocabulary words into a grammatically appropriate sentence in a manner that demonstrates your understanding of the word.


 * Guided Learning:**


 * Review Start – Up

1. Writing Notes Quiz

2. Introduce Critical Inquiry Assignment

3. In groups have the students create a graphic organizer and organize all of the characters into the categories of either God, Greek, Trojan

4. Discuss //The Iliad//

5. Review film clip of Odysseus and Achilles []

6. Introduce the HW assignment.

7. Allow students to either work on their HW or their Critical Inquiry Assignment


 * HW:**

1. Read the Beginning of “The Trojan War” (Chapter 13, pgs. 261 – 271). Then answer questions 8 – 18.

2. Study for your vocabulary quiz


 * Start Up:**

1. Identify the nouns, adjectives, and verbs in the following sentence: Menelaus was angry when he realized that Aphrodite helped Paris escape during their fight.

2. Incorporate your last five vocabulary words into a grammatically appropriate sentence in a manner that demonstrates your understanding of the word.


 * Guided Learning:**


 * Discuss Start – Up

1. Writing Workshop -Introduce new writing notes. -Briefly review TAEAC structure -Review sample paragraph -Re-read the Soto excerpt -Compose a new paragraph (focus on a different textual example)
 * Remind kids that they get two points for the use of each element successfully.

2. In groups, students will: -identify the five most important plot events from the nights reading (in chronological order). -identify two examples of how Hector is portrayed as a good man (please use textual evidence). -identify two examples of how the gods are acting either immoral or callow.

3. Brief discussion of The Iliad questions (goal is to hear from as many students as possible)

4. View supplemental film clip

5. Allow students to independently work on HW


 * HW:**

1. Study for your Vocabulary Quiz 2. Finish reading the //Iliad// and answer the remaining guiding questions 3. Work on Critical Inquiry questions


 * Thursday - 2/5**


 * Start Up:**

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

Many students are upset by the fact that men like Menelaus and Agamemnon get to live and good men such as Hector and Achilles die in //The Iliad//.

2. Please quietly and independently study for your vocabulary quiz


 * Guided Learning:**

1. Vocabulary Quiz

2. Review writing notes and return work. -Discuss TAEAC as well, and have students work in groups with this information.

3. Final Discussion of //The Iliad// and Film Viewing

4. Brainstorm: What truths about human nature are revealed in //The Iliad//?
 * the only rule is that you have to write for at least five minutes without stopping.
 * this should go in your RNB.
 * have students identify their strongest points.

5. One of our essential questions is, “How do stories reveal truth about human nature?” Please locate one truth about human nature that is revealed in the //The Iliad//, and justify your response with textual evidence.


 * Copy down this question.
 * Use TAEAC.
 * Follow the writing rules.
 * Remember that Homer is the author.


 * HW:**

1. Answer the first three questions of your Critical Inquiry Assignment. Remember that you need to respond in 5 -7 sentences.


 * Start Up:**


 * Make sure that you create a dated entry in your Reader’s Notebook for last night’s homework so I can give you a stamp?

1. Provide your definition of a hero (2 -3 sentences).

2. According to your definition, who is the hero of //The Iliad?// Please write a full paragraph using TAEAC.

T- provide your definition of a hero A- make an assertion about which person is a hero and why E - provide textual evidence to prove your assertion A- analyze how your textual evidence shows or proves your assertion. - this should be the bulk of your paragraph. C- wrap up any loose ends and finalize your argument


 * Guided Learning:**


 * Review Start – Up

1. Writing Workshop:

-Read through your partner’s work twice -Identify all of the elements of TAEAC in your partner’s essay. -Give feedback on whether or not they successfully used the elements or how they could improve certain elements. -Circle any of their graveyard words and no-violations, and make suggested corrections. -Write two things that the writer did well, and two things that they can improve upon for their next assignment. -Have a short and constructive conversation with your partner.
 * After completing all of these tasks, please complete a re-write of your paragraph.

2. Allow students to start working independently on their Critical Inquiry Assignment.


 * HW:**

1. Complete Critical Inquiry Assignment


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


 * Due Dates:**

2/10 – Writing Notes Quiz Part 2 2/12 – Core Vocabulary Quiz # 2 2/13 - RNB # 3


 * Monday - 2/9**


 * Start Up:**

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

The diligent students worked on their CIA over the weekend.

2. What was the most interesting “thing” that you did or learned this weekend. Please explain in a fully developed paragraph using TAEAC.


 * If you were absent on Friday, please turn in your RNB and start – up, so I can give you a grade.


 * Guided Learning:**

1. Introduce Vocabulary 2. Review Writing Notes 3. Assign new books – ceremony 4. Pre-Learning Classwork Assignment for //Anthem//
 * Review Start – Up.
 * Collect copies of //Mythology//
 * Review Model Paragraph
 * Pass back students’ paragraphs


 * HW:**

1. Answer Pre – Reading Questions in your RNB.

2. Study for Writing Notes Quiz Part 2.


 * Tuesday - 2/10**


 * Start Up:**

1. Add a comma in the right place to make this sentence grammatically correct, and identify the subject and the verb.

After class the students went to the pep rally.

2. Incorporate your first five vocabulary words into a grammatically appropriate sentence in a manner that demonstrates your understanding of the word.


 * Guided Learning:**


 * Review Start – Up


 * Writing Notes Quiz

1. Review students’ answers from yesterday.


 * Review definitions of philosophical terms… collectivism and individualism

2. Group Discussion:

“I worship individuals for their highest possibilities as individuals, and I loathe humanity, for its failure to live up to these possibilities.” - Ayn Rand

3. Discuss the use of pronouns in the novella


 * HW: **

1. Read the author’s foreword and chapters 1 and 2. Then answer your guiding questions in your RNB.

2. Study Vocabulary


 * Start Up:**

1. Identify both the preposition and the prepositional phrase in this sentence.

During the class, many students asked good questions and made thoughtful comments.

2. Incorporate your last five vocabulary words into a grammatically appropriate sentence in a manner that demonstrates your understanding of the word.


 * Guided Learning:**

1. Review Start – Up and any Vocabulary Questions that students have.

2. Sophomore Topic Brainstorming

a. Read through your CIA and identify 3 potential research subjects

b. On a separate sheet of paper, write these three topics and give a brief justification of why you may be interested in researching each topic, as well as what you would hope to gain from researching these topics.

3. Discussion of Guiding Questions

4. Allow students to star working on their HW.


 * HW:**

1. Study for Vocabulary Quiz 2. Read Chapters 3 -6. Then answer the guiding questions and provide explanations for your terms in your glossary.


 * Thursday - 2/12**


 * Start Up:**

1. Please make corrections to the following sentence:

Through the use of symbols ayn rand is able to lare her story with additional meaning.

2. Independently study your vocabulary words.


 * Guided Learning:**

1. Vocabulary Quiz


 * Hand back students brainstorms.

2. Brief Discussion of Chapter Questions.

3. Discussion of glossary terms.

4. Literary Term Scavenger Hunt:

-three similes -one symbol -one metaphor -one example of imagery

5. What has been the most important moment in Equality’s character development? Please justify your response.


 * HW:**

1. Read Chapters 7 -9 and answer the associated guiding questions.


 * Friday - 2/13**


 * Start Up:**

1. What do you like about //Anthem// ? Please explain why in complete sentences. 2. In what ways does it relate to other books you have read or movies that you have seen? 3. If you were to change anything about this book, what would you change and why?


 * Turn in your start – up when you are done, and check out a computer.


 * Guided Learning:**

1. Discuss Guiding Questions briefly 2. Review HW 3. Introduce students to our activities for Sophomore Project -I strongly suggest that you use google docs to store all of your information. -If you are a slow reader, please work on this over the weekend. -Try to read at least five articles for each topic before you decide on the two you want to choose. 4. Great News Sources to Research: // The New York Times, NPR, BBC News Newsweek, Time, New Yorker, Rolling Stone, Atlantic Monthly, New Republic, Forbes, The Economist, The Atlantic, National Geographic, The Washington Post // or //Scientific American.//


 * HW:**

1. Finish Anthem and the Associated Guiding Questions 2. Complete Definition and Example Worksheet (does not need to be completed in RNB)


 * Week # 4 - 2/16 - 2/20**


 * Due Dates:**

-2/19 - RNB # 4 -2/19 - Extended Research Assignment is due at the end of class.

-2/19 – Vocabulary Quiz # 3 -2/20 – 11:59 PM – Final //Anthem// essay is due.


 * Start Up:**

1. As of right now, what topic do you think that you are going to choose for further research? Why? Please answer in TAEAC form. When you are done, please label the different parts.


 * If you were absent on Friday, please see turn in your RNB and your start – up.

2. Briefly reflect on what the most interesting or enjoyable thing that occurred this weekend.


 * Guided Learning:**

1. Briefly Review the Vocabulary Words. 2. Have students collaborate with their philosophy assignments and choose the work that best represents the group as a whole. 3. Review our Goals for the Research Project and Review assignments for the day -NEED two articles for each one of your two topics – four in total! -NEED to include choice statement

Great News Sources to Research: // The New York Times, NPR, BBC News Newsweek, Time, New Yorker, Rolling Stone, Atlantic Monthly, New Republic, Forbes, The Economist, The Atlantic, National Geographic, The Washington Post // or //Scientific American.//

4. Allow students to work independently.


 * HW:**

1. Prepare for final discussion tomorrow. Chapters 7 – 12 Guiding Questions, and Essay questions.

2. Complete Brainstorming Assignment for final essay in your RNB


 * Tuesday - 2/17**


 * Start Up:**

1. Correct the following sentence:

The bouquet of flowers are beautiful.

2. Incorporate your first five vocabulary words into grammatically correct sentences in a way that demonstrates your understanding of the word.


 * If you were absent yesterday, please obtain a vocabulary list from me.


 * Guided Learning:**

1. Socratic Seminar -each group is responsible for two meaningful comments. -have desks face each other. 2. Review research process for tomorrow. 3. Have students partner up and talk with a person who has selected the same topic as them. 4. Review essay requirements. 5. Have students correctly format a heading, and have them work on their essay/research


 * HW: **

1. Work on //Anthem// essay 2. Work on the extended research project. 3. Study vocabulary


 * Wednesday - 2/18**

1. Review HW and Start – Up.

2. Review Essay Guidelines and go over the reminders for students.

-Your introduction should mention the title of the book, the author, and your thesis. -You should also establish context for what you are writing about. -You do not need to cite the page # for this essay. -Make sure that you italicize //Anthem//

3. Review Guidelines for Research Project.

-No Wikipedia – yet show students how to use Wikipedia as a search tool. -Show students how to filter their searches -If you realize that there is not much information on your topic, you might have to switch to a topic where there is more information. -Use informational videos, Ted Talks, Charts, and Graphs.

4. Allow students to work independently on either research or their final //Anthem// essay.


 * HW:**

1. Work on Extended Research Assignment 2. Work on //Anthem// essay 3. Study for your vocabulary quiz tomorrow


 * Thursday - 2/19**


 * Start Up:**

1. Write down one thing that you have enjoyed about this course so far.

2. Incorporate five of your vocabulary words into a paragraph in which you explain what you are going to do this weekend.

3. Give yourself a grade for your start – up. Your overall grade is out of 20 points (5 points for each day).

4. Turn in your Start – Up

5. Study for your vocabulary quiz.


 * Guided Learning:**

1. Vocabulary Quiz

2. Review Research

- Review Guidelines for Research Project. -No Wikipedia – yet show students how to use Wikipedia as a search tool. -Show students how to filter their searches -If you realize that there is not much information on your topic, you might have to switch to a topic where there is more information. -Use informational videos, Ted Talks, Charts, and Graphs.

3. Introduce “Africa Kills Her Sun” assignment


 * HW:**

1. Finish Extended Research Assignment and submit it to turnitin.com. 2. Work on your Anthem Essay. If you finish early, have a friend, old teacher, or parent proofread it. Then, submit it to turnitin.com.


 * Friday - 2/20**


 * Start Up:**

N/A


 * Guided Learning:**

1. Students will independently read “Africa Kills Her Sun” and answer complete the associated questions.


 * HW: **

1. Finish “Africa Kills Her Sun” and the associated guiding questions in your Reader’s Notebook. 2. Make sure that your final //Anthem// essay is submitted to turnitin.com by 11:59 PM.


 * Week # 5**


 * Due Dates:**

-2/25 - Signed Progress Reports due.

-2/27 - RNB # 5 -2/27 - CEJ # 1 -2/28 - Vocabulary Quiz # 4 -3/2- Annotated Bib due - via turnitin.com


 * Guided Learning:**

1. Review Vocabulary with students. 2. Have students read through Ken Saro – Wiwa’s biography and identify the three most important pieces of information. 3. Group Discussion and then full class discussion of the questions. 4. View V for Vendetta Speech and have students identify the author’s message. [] 5. Allow students to begin working on their assessment.
 * Annotate anything that stands out to you, helps you understand V's meaning and purpose, and any connections you can draw between this speech, Anthem, and "Africa Kills Her Sun"


 * HW:**

1. Complete //Anthem// Assessment in your RNB (you should have three paragraphs minimum).

Directions: //Choose one of the following quotes and explain **fully, using details from the text,** how the philosophical belief contained within the chosen quote is present throughout the novel// Anthem //by Ayn Rand. This portion of your response should be __at least__ one paragraph. Then, explain how this quote ties together// Anthem, //“Africa Kills Her Sun”, and the Revolutionary Speech from// V for Vendetta. //Finally, explain the philosophical purpose of each story (novel, short story, film). Be sure to use examples from each to fully support your answer.//


 * Quotes:**
 * “A man who does not think for himself does not think at all.” –//Oscar Wilde//
 * “For in the end, freedom is a personal and lonely battle; and one faces down fears of today so that those of tomorrow might be engaged.” –//Alice Walker//
 * “Human history begins with man’s act of disobedience, which is at the very same time the beginning of his freedom and development of his reason.” –//Erich Fromm//


 * Wednesday - 2/25**


 * Start Up:**

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


 * If you were not here on Monday, please pick up a copy of the vocabulary list, the CEJ handout, and your vocabulary list on the projector table.

CHECK OUT A COMPUTER WHEN YOU COMPLETE YOUR START UP


 * Guided Learning:**

1.Review Vocabulary 2.Briefly Discuss Africa Kills Her Sun Questions 3.Have students share responses from the assessment and give each other a grade – 20 pts. 4.Practice making Citations

Source 1= “The Reason for Proper English” by Alexander Bronson on EnglishNerd.com, published by Pearson on 5/13/2014 Source 2= “Why We Should All Laugh More” on HuffingtonPost.com on 1/4/2015

5. Introduce Annotated Bibliography.


 * HW:**

1.Based off of our reading of Anthem, answer our essential questions. Each response should be one fully developed paragraph and should either directly or indirectly cite the text.

a.What of our own story is there to be found in the stories of others?

b.Can fiction reveal truth? How do stories reveal truths about human nature?

c.What is a hero? How do cultural conventions affect the definition of a hero?

2. Work on Annotated Bibliography


 * Thursday - 2/26**


 * Start Up:**

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


 * Check out a computer and begin working on your annotated bibliography.


 * Guided Learning:**

1. Review Vocabulary 2. Work on Annotated Bibliography


 * HW:**

1. Study for your vocabulary quiz 2. Work on your CEJ # 1 3. Work on your Annotated Bibliography.


 * Friday - 2/27**


 * Start Up:**

1. Please describe the most enjoyable or positive thing that occurred //during// school this week?


 * Study your vocabulary words
 * Please turn in your signed progress report.
 * Prepare your RNB to be graded.


 * Guided Learning:**

1. Vocabulary Quiz 2. Have students return copies of “Africa Kills Her Son.” 3. Briefly Review how to complete a CEJ. 4. Review How to complete Annotated Bibliography 5. Allow students to work independently for the remainder of the class period.


 * HW:**

1. Complete CEJ # 1

2. Work on Annotated Bibliography


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


 * Due Dates:**

-3/2- Annotated Bibliography due via turnitin.com -3/3- Submit thesis statement – end of class -3/4 – CEJ # 2 – Global Education -3/5 - Outline due via turnitin.com -3/5 - RNB # 6 -3/6 – Vocabulary Quiz # 5


 * Monday - 3/2**


 * Start Up:**

1. What are you looking forward to this week? Why?

2. When making a citation….

a. and your source has no author, what should you do? b. and your source has no date of publication, what should you write instead of the date? c. and your source has no publisher, what should you write instead of the publisher? d. and your citation is three lines long, what lines should be indented?


 * If you were absent on Friday, please turn in your start – up and RNB.


 * Guided Learning:**

1. Review Vocabulary Words for the Week 2. Review students CEJs. 3. Allow students to work independently on their annotated bibliographies. 4. If you are done, you should: -develop a thesis statement using the template on the Sophomore Project page of my website. -work on your outline that is also found on the Sophomore Project page of my website. -Refine your //Anthem// essay, and prepare for submission.


 * HW:**

1. Submit your annotated bibliography 2. Complete research for your CEJ.


 * Tuesday - 3/3**


 * Start Up:**

1. Please incorporate your first five vocabulary words into complete sentences in a way that demonstrates your understanding of the word.


 * Guided Learning:**

1. Discuss Start – Up. 2. Discuss CEJ responses 3. Thesis Statement Workshop - submit working thesis by the end of the day. 4. Open Workshop: //-Anthem// essay. -Outline -HW


 * HW:**

1. Complete CEJ # 2 – Global Education


 * Wednesday - 3/4**


 * Start Up:**

1. Identify the most interesting thing that you have learned while completing your CEJs so far, and briefly explain why it is so interesting to you.

2. What do you think the reasoning is behind your Sophomore Project Paper being argumentative?


 * If you were absent yesterday, please turn in your CEJ # 1.


 * Guided Learning:**

1. Review Start – Up 2. Review CEJ and facilitate short class discussion. 3. Discuss the Importance of thesis statement. -Throughout this process, it might change slightly. -It should be supported by all of your research, specifically the annotated bibliography. 4. Introduce students to the outline guide, an allow them to start working on their outline.


 * HW:**

1. Work on Outline. 2. Study vocabulary 3. Refine //Anthem// essays


 * Thursday - 3/5/15**


 * Start Up:**

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


 * If you were absent yesterday, please turn in CEJ # 2 and pick up a copy of the Sophomore Project Checklist # 3.


 * Guided Learning:**

1. Review Vocabulary words. 2. Pass back CEJS and have students grade each other’s responses. 3. Allow students to work independently on their outlines.


 * HW:**

1. Finalize your research outline and submit your work to turnitin.com. 2. Study for your vocabulary quiz. 3. Prepare //Anthem// essay for submission.


 * Friday - 3/6**


 * Start Up:**

1. Incorporate five of your words into a creative narrative. The theme is: weekend.

2. Study for your vocabulary quiz.


 * Guided Learning:**

1. Vocabulary Quiz 2. Start - Up 3. Introduce students to introductory paragraph notes 4. Remind students how to correctly format their essay. 5. Allow students to work independently.


 * HW:**

1. Work on introduction and your first body paragraph.


 * Week # 7 - 3/9 - 3/13**


 * Due Dates:**

Due Dates: 3/11 – Benchmark Assessment 3/12 – CEJ # 3 – South Africa 3/13 – Vocabulary Quiz # 6 3/15 – Rough Draft is due by 11:59 PM to turnitin.com.


 * Monday - 3/9**


 * Start Up:**

1. Please fix the punctuation and citation in this sentence.

In his articles Ben Smith states “school lunch should be more healthy and affordable.” (Smith).

2. What is one thing that you are looking forward to this week? Why?


 * Guided Learning:**

1. Introduce Vocabulary 2. Introduce Concession and Argument Assignment 3. Discuss Sophomore Project Checklist # 4. 4. Allow students to work independently.


 * HW:**

1. Finish introduction and first body paragraph. Submit work to turnitin.com 2. Complete Concessions and Argument Assignment.


 * Tuesday - 3/10**


 * Start Up:**

1. Please describe what you plan to be doing in five years. * 3 - 4 sentences

2. What are three goals that you have for the next ten years of your life?

3. What things are you going to do in order to ensure that you meet these goals?


 * If you were absent yesterday, please pick up a copy of the concession and argument essay assignment.


 * Guided Learning:**

CFNC Workshop with Mrs. Craven.


 * HW:**

1. Complete Concessions and Argument Assignment. 2. Research for CEJ – South Africa


 * Wednesday - 3/11**


 * Start Up:**

Please develop an argument about whether or not students should be able to leave campus for lunch. Please give a specific example, and make sure to include a concession as a means to strengthen your argument.

Please feel free to use one of the following signal phrases: Even though, Admittedly, While it is true that, Granted, I agree that


 * Final response should be a paragraph in length.


 * Guided Learning:**

1. Students will take their benchmark assessment.

a. Go to URL: https://nhcs.powerschool.com or use the icon for POWERSTUDENT b. Disregard the title(Parent Page). Enter your user names and passwords c. Students should choose SchoolNet on the left navigation bar. Select Take a Test.

Test Code: ENG2B1SP

2. Review CEJ # 3 with students


 * HW:**


 * Please complete both of these assignments in your RNB.**

1. Incorporate your ten vocabulary words into grammatically appropriate sentences in a way that demonstrates your understanding of the word. Please record this information in your RNB.

2. Please develop an argument about whether or not students should have to complete their Graduation Project in order to graduate. Please give a specific example, and make sure to include a concession as a means to strengthen your argument.

Please feel free to use one of the following signal phrases: Even though, Admittedly, While it is true that, Granted, I agree that


 * Final response should be a paragraph in length.


 * Thursday - 3/12**


 * Start Up:**

1. Explain the difference between affect and effect. 2. Why does your final punctuation come after your parenthetical citation? 3. What has been the most difficult or challenging part of Sophomore Project so far?


 * Guided Learning:**

a. Review sentences and paragraphs b. Review and grade CEJs

Writing Notes:

1. You need to cite five different sources inside of your paper. 2.Do not underline the title of your own essay. 3. USE TAEAC in your body paragraphs. 4. Always Introduce your quotations. 5. Do not start or end a paragraph with a quotation. 6. Save citations for the end of sentences. 7. Parenthetically cite any and all borrowed information.

c. Review Requirements/Rubric with students. d.Guide students through how to make a works cited page on their rough draft e. Allow students to begin independently working on their Rough Draft


 * HW:**

1. Study for vocabulary quiz 2. Work on Rough Draft


 * Friday - 3/13**


 * Start Up:**

Please incorporate five of your words into a narrative about your ideal Spring Break.


 * Guided Learning:**

1. Vocabulary Review Game

2. Have students grade CEJs.

3. Review Model Essay

4. Allow students to work on their rough draft.


 * HW:**

1. Finalize your rough draft. Submit it to turnitin.com by 11:59 PM – You should submit a minimum of three pages.


 * Week # 8 - 3/16 - 3/20**


 * Due Dates:**

-3/17 – CEJ # 4 – Favorite Speech -3/19 – RNB is due. -3/20 – CEJ # 5 – Environmental – Global -3/20 – Vocabulary Quiz # 7 -3/20 - Final Draft of the Sophomore Project is due via turnitin.com by 11:59 PM


 * Monday - 3/16**


 * Start Up:**

1. Please describe what you plan to be doing in five years. * 3 - 4 sentences

2. What are three goals that you have for the next ten years of your life?

3. What things are you going to do in order to ensure that you meet these goals?


 * Guided Learning:**

CFNC WORKSHOP with Mrs. Craven


 * HW:**

1. Finalize CEJ # 4 – Favorite Speech


 * Tuesday - 3/17**


 * Guided Learning:**

1.Review Vocabulary words for the week.

2. Review CEJ 3. Review Model Essay 4. Rough Draft Workshop:

a. Review comments on your rough draft and outline. Turnitin.com shows me when you review my comments. b. Take a few moments to finalize your rough draft before we start on the peer review activity.
 * I will not be making any specific comments on your rough draft. I will simply be giving you credit for using MLA formatting and meeting the length requirement.


 * HW:**

1. Please develop an argument about whether or not students should have to complete a Global Studies/Global Issues course to graduate. Please give a specific example, and make sure to include a concession as a means to strengthen your argument.

Please feel free to use one of the following signal phrases: Even though, Admittedly, While it is true that, Granted, I agree that


 * Final response should be a paragraph in length, and you should underline your concession.


 * Wednesday - 3/18**


 * Start Up:**

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


 * finalize your HW
 * turn in any missing assignments (Like yesterday’s start – up).


 * Guided Learning:**

1. Discuss Start – Up 2. Discuss HW 3. Quick discussion of Sophomore Project Presentation. 4. Peer Revision # 1


 * HW:**

1. Please develop an argument about whether or not we should have a ten point grading scale in New Hanover County Schools. Please give a specific example, and make sure to include a concession as a means to strengthen your argument.


 * Final response should be a paragraph in length.

2. Prepare for getting your Reader’s Notebook Checked tomorrow

3. Work on CEJ # 5 – Global Environment


 * Thursday - 3/19**


 * Start Up:**

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

2. If you have a signed progress report, please turn it in to the blue rectangle.


 * I have switched the due date for your research paper to Friday at 11:59 PM
 * Remember that CEJ # 5 (Global Environment) is due tomorrow
 * We also have a vocabulary quiz tomorrow.


 * Guided Learning:**

1. Discuss Start – Up and HW 2. Discuss RNB 3. Continue Peer Review Process.
 * Strongly encourage that you complete this process at least twice.


 * HW:**

1. CEJ # 5 – Global Environment 2. Study for vocabulary quiz 3. Work on your final draft 4. Submit your essay to the Ayn Rand contest


 * Friday - 3/20**


 * Start Up:**

1. Should you works cited page be on a completely separate page at the end of your paper in alphabetical order?

2. Please compose a narrative in which you incorporate five of your words. Theme – summer.


 * If you were absent yesterday, make sure that you turn in your Reader’s Notebook so I can give you a grade.
 * Turn in your signed progress report if you have not done so already.


 * Guided Learning:**

1. Vocabulary Quiz 2. Discuss and Grade CEJ. 3. Review final requirements for the Research Paper. 4. Review Criteria for the presentation.
 * Allow students time to finalize their work.


 * HW:**

1. Complete final draft for your Sophomore Project 2. CEJ # 6 – Haiti – 3/24 3. Submit your final Ayn Rand Essay for the contest


 * Week # 9 - 3/23 - 3/29**


 * Due Dates:**

-3/24 – CEJ # 6 – Haiti -3/24 – Email Presentation by 11:59 PM -3/25 – Midterm Speeches -3/26 – Midterm Speeches -3/27 – Vocabulary Quiz # 8


 * Monday - 3/23**


 * Start Up:**

1. By failing to prepare, you are preparing to fail. – Benjamin Franklin

Defend or challenge this statement with a specific example and a concession. The final product should be a fully developed paragraph.


 * Guided Learning:**

1. Review Start – Up 2. Introduce the new vocabulary 3. Discuss and grade CEJS 4. Review Presentation requirements. 5. Allow students to work independently on their presentations.


 * HW:**

1. CEJ # 6 – Haiti – 3/24 2. Work on Sophomore Project Presentation: -prepare presentation, practice speech, and get your outfits lined up :)


 * Tuesday - 3/24**


 * Start Up:**

1. What are some things that you are going to do in order to ensure that your deliver an excellent presentation?

2. Incorporate all ten words

3. bib- phil- mal- ben


 * Remind me to send the sign – up sheet for the “event” around.


 * Guided Learning:**

1. Review Start – Up. 2. Review and grade CEJS. 3. Independent work on presentations. 4. If you are done: -make an outline to practice with. -practice your presentation with a partner in the hallway.


 * HW:**

1. Email me your presentation by 11:59 tonight 2. Prepare for your Sophomore Project Presentation. -practice, practice, practice, and dress professionally.


 * Wednesday - 3/25**

Sophomore Project Presentations


 * Thursday - 3/26**


 * Start Up:**

1. The first three presenters need to get their presentations prepared.
 * Pull our your notes from yesterday’s presenters.
 * Remember to email me your powerpoint


 * Guided Learning:**

Sophomore Project Presentations


 * HW:**
 * Study for your vocabulary quiz tomorrow!
 * Start working on Spring Breaks Assignments. The following assignments are due the day we get back from Spring Break.


 * Spring Break Assignments**

1. Read “Most Handsomest Drowned Man in the Word” by Gabriel Garcia Marquez – page 126. Then answer the following questions in your Readers’s notebook.

a. In your Reader’s Notebook, answer questions 1 -3 in paragraph form and complete the Writer’s Portfolio question on page 133. b. In a fully developed paragraph explain how the theme of “standing out” is developed in this story.

2. Complete CEJ # 7 - Colombia and CEJ # 8 – Gabriel Garcia Marquez


 * Week # 10 - 4/6 - 4/10**


 * Due Dates:**

4/8 - CEJ # 9 - Nobel Prize Acceptance Speech (does not have to be current). 4/9 - RNB Week # 10 4/10 – Vocabulary Quiz # 9


 * Start Up:**

1. In one full paragraph, please describe either the most memorable or enjoyable aspect of last nine weeks.

2. In one full paragraph, describe some of the most interesting and important //things// you learned last nine weeks.

3. In one full paragraph, describe your Spring Break. Feel free to focus heavily on the most memorable and enjoyable aspects.


 * Guided Learning:**

1. Introduce new vocabulary

2. Interactive Discussion of Marquez and “The Handsomest"
 * use the butcher paper to have students develop full paragraphs and have them present these paragraphs to their peers.


 * HW:**

1. In regards to our reading of “The Handsomest,” please answer the following questions in paragraph form.


 * What of our own story is there to be found in the stories of others?


 * Can fiction reveal truth? How do stories reveal truths about human nature?


 * What is a hero? How do cultural conventions affect the definition of a hero?


 * Tuesday - 4/7**


 * Start Up:**

1. Explain the difference between a theme and a central idea.

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


 * Guided Learning:**

1. Review HW and Start - Up

2. Review and Discuss CEJ – Colombia

3. Review and Discuss CEJ – Marquez

4. Teach SOAPSTONE

5. Practice with Einstein Letter to Phyllis

[]


 * HW:**

1. CEJ # 9 – Nobel Prize Acceptance Speech - due on Thursday


 * Wednesday - 4/8**


 * Start Up:**

Incorporate your last five vocabulary words into grammatically correct sentences in a manner that demonstrates your understanding of the word.


 * Guided Learning:**

1. Review Start – Up

2. Review and Discuss CEJs

3. Review TAEAC

4. Is Eintstein’s letter effective? Please explain why or not. In developing your response, please identify his purpose and how he communicates his purpose to his desired audience.
 * Include all elements of TAEAC in your response
 * Make sure to write in the third person
 * When you are done, identify all of the different elements

5. Review and Grade students work.


 * HW:**

1. CEJ # 9 – Nobel Prize Acceptance Speech

2. Finalize your RNB Assignments


 * Thursday - 4/9**


 * Start Up:**

1. SOAPSTone; In a brief statement, explain the purpose of completing a SOAPSTone analysis of a text.


 * Finalize your RNB because you will be turning this in today.


 * Guided Learning:**

1. Discuss CEJ # 9

2. Wiesel Speech – SOAPSTONE

3. Paragraph Identify Wiesel’s purpose and explain how he communicates his purpose to his desired audience through rhetorical technique.
 * Include all elements of TAEAC in your response
 * Make sure to write in the third person
 * When you are done, identify all of the different elements


 * HW:**

1. Watch an effective or persuasive commercial. a. provide a brief summary of the commercial. b. complete a SOAPSTone analysis

2. Study for your vocabulary quiz.


 * Friday - 4/10**


 * Start Up:**

Write a short narrative in which you incorporate five of your vocabulary words. Theme- Beach


 * Guided Learning:**

1. Vocab Quiz

2. Review SOAPSTONE of Elie Wiesel’s speech

3. Paragraph: Identify Wiesel’s purpose and explain how he communicates his purpose to his desired audience through rhetorical technique.
 * Include all elements of TAEAC in your response
 * Make sure to write in the third person
 * When you are done, identify all of the different elements

4. Have students collaboratively compose a paragraph and have students share their work with the group.

5. View halftime speech from //Friday Nigh Lights// and complete a SOAPStone. []


 * HW:**

1. Watch a persuasive commercial or advertisement a. provide a brief summary of the commercial. b. complete a SOAPSTone analysis


 * Week # 11 - 4/13 - 4/17**


 * Due Dates:**

-4/16 – CEJ # 10 - Shakespeare -4/16 - Vocabulary Quiz # 10 -4/17 – Turn in RNB


 * Monday - 4/13**


 * Start Up:**

1. Incorporate five of last weeks vocabulary words into a short narrative describing what you did this weekend. *Doesn’t have to be completely truthful.

2. Provide a definition of the word narrative.


 * Guided Learning:**

1. Review new vocabulary words 2. Review HW and have students share out. 3. Complete SOAPSTONE of Mandela’ Nobel Prize Acceptance Speech (page 519) 4. Identify Mandelas purpose and explain how he communicates his purpose to his desired audience through rhetorical technique.
 * Have students grade their paragraphs from Friday
 * Include all elements of TAEAC in your response
 * Make sure to write in the third person
 * When you are done, identify all of the different elements


 * HW:**

1. Complete questions 1 and 2 and the Language Workshop question on page 523. All responses should be one full paragraph.


 * Tuesday - 4/14**


 * Start Up:**

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


 * Guided Learning:**


 * Discuss the Start – Up

1. Review students’ collaborative responses to HW.

2. Identify Mandela’s purpose and explain how he communicates his purpose to his desired audience through rhetorical technique.
 * Include all elements of TAEAC in your response
 * Make sure to write in the third person
 * When you are done, identify all of the different elements

When you are finished with this assignment, please place your paragraphs on the blue rectangle.

3. Read excerpt from //Kaffir Boy// pages 316 – 331 a. On pages 331 -332, answer questions 1-3 in paragraph form. b. Complete the language workshop assignment.
 * Please complete this assignment in your Reader’s Notebook


 * HW:**

1. Complete CEJ # 10 – Shakespeare 2. Finish questions from //Kaffir Boy// excerpt.


 * Wednesday - 4/15**


 * Start Up:**

“Education will open doors where none seem to exist”

Please defend or challenge the following quote in a fully developed paragraph. In doing this, please make sure to use TAEAC, and to support your argument with evidence.


 * Guided Learning:**

1. Have students share out their Start – Ups 2. Students will read “Amnesty” by Nadine Gordimer on pages 96 – 104. a. answer questions 1-3 on page 105 in paragraph form. b. answer Language Workshop and Writer’s Portfolio questions page 105 in paragraph form. 3. Review CEJ # 10 – Shakespeare
 * make sure to answer all of your questions in your RNB.


 * HW:**

1. Finalize work with “Amnesty” assignment.


 * Thursday - 4/16**


 * Start Up:**

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


 * Guided Learning:**

1. Review vocabulary 2. Discuss students response to Kaffir Boy (interactive). -allow students to take a few minutes to revisit the text. 3. What does the title “Amnesty” mean, and why is this significant. 4. Theme identification with “Amnesty” 5. Discuss CEJ # 10


 * HW:**

1. In your Reader’s Notebook, complete you will complete a meta-cognitive scavenger hunt for our recent unit on South Africa.

a. Write down five new SAT/ACT vocabulary words and corresponding definitions that you have learned during our South Africa mini unit. b. What are five things that you have learned about Nelson Mandela? c. What are five things that you learned about Apartheid in South Africa and the effect of Apartheid on the citizens. d. create a venn -diagram in which you identify the similarities and differences between “Amnesty” and //Kaffir Boy//
 * Think about the ways in which he is different from many other civil rights activists
 * Think about the subjects that both stories explore and the different character struggles present.

2. Study for your vocabulary quiz


 * Start – Up:**

1. Using at least five of the words from your vocabulary list # 10, please compose a short narrative about what you are planning to do this weekend.


 * Guided Learning**


 * Students will use blue Prentice Hall textbook on the bookshelf to complete the following assignment.
 * All assignments should be completed on a separate sheet of paper and turned in to the substitute by the end of class.

1. On Pages 730 – 733, please complete the following tasks. a. Read the background information on Petrarch, and his three poems. b. Answer questions 1 – 5. Each question should be answered in one fully developed paragraph.

2. On Pages 740 – 741, please complete the following tasks: a. Read “Love and the Sonnet, background information of Shakespeare, “Sonnet 29” and “Sonnet 116.” b. Answer questions 1-3. Each question should be answered in one fully developed paragraph. c. Complete a SOAPSTone analysis of “Sonnet “29” and “Sonnet 116”


 * HW**

1. If you can get all of this work done in class, you have no homework. 2. Make sure to place the books back on the shelf in the same way that you found them.


 * Week # 12 - 4/20 - 4/24**

4/21 -CEJ # 11 - Venice 4/23 –CEJ # 12 – Cyprus 4/24 – Vocabulary Quiz # 11
 * Due Dates:**


 * Start -Up:**

Please continue on with your Start – Up sheet from last week.

1. If you could travel anywhere in the world, where would you go? Why? Be specific.
 * Use TAEAC


 * I will be taking up your Reader’s Notebooks today, so please get those prepared.


 * Guided Learning: **


 * Brief discussion of start – up, especially in relationship to why we read literature.
 * Brief review of work from last week.

1. Mystery PPT – What do all of these images have in common? 2. Share CEJ # 10 – Shakespeare 3. Have students read the first two pages of the Greenblatt article. [] -develop the five most important facts. 4. Read the traditional Bio out loud, then have a group quiz.


 * HW:**

1. CEJ # 11 - Venice


 * Tuesday - 4/21**


 * Start Up:**

1. Why do you think that I showed you yesterday’s powerpoint?


 * If your were absent yesterday, please answer this question:

1. If you could travel anywhere in the world, where would you go? Why? Be specific.
 * Use TAEAC


 * If you were absent yesterday, make sure to turn in your RNB and your Sonnet Assignment from last Friday.


 * Guided Learning:**

1. Review and grade Shakespeare CEJ

2. View first twenty minutes of //Shakespeare in Love// and have students answer the associated questions on the viewing guide.

3. Discussion of //Shakespeare in Love// questions.

4. Discussion and grade CEJ # 11.

5. Discuss Sonnet Work.


 * HW:**

CEJ # 12 – Cyprus – 4/23


 * Wednesday - 4/21**


 * Start Up:**

Define these two vocabulary words and complete the associated tasks.


 * Culpable- || Mitigate- ||
 * Part of speech: || Part of speech: ||
 * List at least 3 synonyms: || List at least three synonyms ||
 * List at least one antonym: || List at least one antonym: ||


 * Guided Learning:**

1.Review Shakespeare CEJ. 2. Introduction to sonnets and sonnet practice 3. Assign book. 4. Introductory PPT for //Othello//


 * HW:**

1. **Essential Question** Are people responsible for the consequences of their actions? Does context (setting, other characters, social constructs, power dynamics etc.) mitigate a person’s culpability?


 * Culpability Reflection**

a.) Has there ever been a time in your life where you committed an act, made a decision, and you felt like that there were consequences or results to that action/decision that you had not planned for? Did outside factors (context) affect the results of your decision/action? If so, please explain if you think that you were still responsible or “blamable” for that action/decision.

b.) If you are having a difficult time relating this question to your personal life, think of how this situation applies to a fictional character from a movie or from a book.

2. Complete CEJ # 12 – Cyprus


 * Thursday - 4/23**


 * Start - Up:**

1. Please give an example of a time when someone was guilty of something, but not culpable. Also, please explain why they were not culpable.


 * Guided Learning:**

1. Review background information, and fully introduce //Othello//. 2. Allow students to begin working independently on their HW.


 * HW:**

1. Read pages ix – xi, and copy down the major character traits, relationships, and struggles. 2. Read Act 1, Scene 1. Answer the associated guiding questions in your RNB.


 * Friday - 4/24**


 * Start Up:**

1. List at least two names that the characters call Othello other than his actual name.

2. Why does Iago not like Cassio?

3. At the beginning of Act 1, Scene 1, what has just happened that has made Roderigo upset?


 * Guided Learning:**

1. Mini lesson on irony.

2. Quiz on character relationships

3. Disccuss 1.1.

4. Introduce DEJ Template and have students complete DEJ # 1

5. Allow students to independently read //Othello//


 * HW:**

Finish reading ACT 1 of //Othello//, and answer the associated questions in your Reader’s Notebook.


 * Week # 13 - 4/27 - 5/01**


 * Due Dates:**

-4/28 – EOC Tutoring After School - E.C. -4/30 - RNB for Week # 13 is due -4/30 – EOC Tutoring After School - E.C. -5/01 - Vocabulary Quiz # 11


 * Monday - 4/27**


 * Start Up:**

1. Right now, which character can you most closely relate to? Please explain your answer.

2. Which character do you most closely identify with? Please justify your response.


 * If you were absent, please turn in your start – up, pick up a copy of guiding questions part 2, and have a neighbor explain to you what we did in class on Friday.


 * Guided Learning:**

1. Icebreakers with new group members 2. Introduce new vocabulary words. 3. Informal Reading Quiz 4. Review students’ responses to Act I 5. Allow students to independently Read.


 * HW:**

Read Act 2, Scene 1 – Act 2, Scene 2 and answer the associated guiding questions in your Reader’s Notebook


 * Tuesday - 4/28**


 * Start Up:**

1. If you were going to cast Iago, Roderigo, Othello, Cassio, and Desdemona in a modern version of //Othello//, who would you choose and why?

2. Find three pieces of textual evidence to prove that Desdemona is a strong and virtuous character.


 * Guided Learning:**

1. Students will independently Act 2, Scene 3 - Act 3, Scene 3, and answer the associated guiding question in their Reader’s Notebook. 2. When students have read through Act 2, Scene 3, they need to complete DEJ # 2, and turn it in to the teacher before leaving class.

1. Act 2, Scene 3 - Act 3, Scene 3, and answer the associated guiding question in their Reader’s Notebook.
 * HW:**


 * Wednesday - 4/29**


 * Start Up:**

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


 * Guided Learning:**


 * Review Dramatic Terms, and give students a few moments to develop their responses.

1. Reading Quiz (Act 2) - Give students a few minutes to review their notes and reading. 2. Review and grade DEJ # 2


 * Discuss Survey

3. Discuss Selected Guiding Questions and 3.3 discussion questions

4. Independent Reading


 * HW:**

1. Complete a venn-diagram of similarities and differences between //Othello// and Iago.

2. Read Act 3, Scene 4 - Act 4, Scene 1


 * Thursday - 4/30**


 * Start Up:**

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


 * Guided Learning:**

1. Act 3 Quiz 2. Review HW. 3. Have students go through and find instances of irony. 4. Students will complete DEJS # 3 and # 4 5. Review selected guiding questions. 6. Allow students to read independently


 * HW:**

1. Read Act 4, Scene 2 - Act 4, Scene 3 and answer the associated guiding questions in your Reader’s Notebook

2. Study for your vocabulary quiz tomorrow


 * Friday - 5/1**


 * Start Up:**

1. Incorporate five of your vocabulary words into a short narrative about your plans for summer.


 * Study for your quiz
 * Please turn in your signed progress reports in to the blue rectangle


 * Guided Learning:**


 * vocabulary quiz

1. Review Previous DEJs 2. Iago Survey 3. Discuss selected questions 4. Allow students to work on their DEJ # 5 and # 6


 * HW:**

1. Read Act all of Act 5 and answer the associated guiding questions in your RNB 2. CEJ # 13 - Legacy of //Othello// and Shakespeare - 5/5


 * Week # 14 - 5/4 - 5/8**


 * Due Dates:**

-5/5 - CEJ # 13 - Legacy of //Othello// and/or Shakespeare -5/6 - 5 Minute Shakespeare performance -5/7 - RNB is due -5/7 - Iago Trial Activity/Assignment -5/8 - Final Vocabulary Quiz


 * Monday - 5/4**


 * Start Up:**

1. Now that you have read the play, what are two specific things that you would change about the plot?


 * General Goal: less cell phone usage in class


 * Guided Learning:**


 * Introduce new vocabulary

1. Quiz and Discussion of Final Guiding Questions. 2. DEJ # 7 and DEJ # 8 3. Review DEJs 4.Introduction to five minute Shakespeare Activity -No more than two lines -Atleast one prompt -All group members have to be involved in the scene -Each character should be identifiable


 * HW:**

1. CEJ # 13 - Legacy of //Othello// and/or Shakespeare


 * Tuesday - 5/5**


 * Start Up:**

What’s missing from this story is siblings and siblings’ perspectives.

1. If you were Desdemona’s sibling and you were in Cyprus at the beginning of Act Five, what would you do in order to change the outcome of the story. What advice would you give, and what actions would you take? Your answer should be a fully developed paragraph

2. If you were Othello’s sibling and you were in Cyprus at the beginning of Act Five, what would you do in order to change the outcome of the story. What advice would you give, and what actions would you take?


 * If you were absent yesterday, please pick up your copy of DEJ # 7 and DEJ # 8 along with the final vocab list.


 * Guided Learning:**

1.Review Start - Up 2.Officially introduce the new vocabulary 3.Review CEJ and grade 4. Briefly review guiding questions 5.Introduction to 5 Minute Shakespeare -No more than two lines -Atleast one prompt -All group members have to be involved in the scene -Each character should be identifiable

6. Allow students to prepare for their scenes


 * HW:**

Answer the following questions in paragraph form based off of your reading of //Othello.//

1. What of our own story is there to be found in the stories of others?

2. Can fiction reveal truth? How do stories reveal truths about human nature?

3. What is a hero? How do cultural conventions affect the definition of a hero?


 * Start Up:**

1. In one fully developed paragraph, identify which character you are most interested in, and please justify your response.

2. Incorporate your first five vocabulary words into a grammatically appropriate sentence.


 * Due to unforeseen changes, the vocabulary quiz will now be on Friday, and the Iago Trial Activity will be on Thursday.


 * Guided Learning:**

1. Share out HW responses

2. Allow students fifteen minutes to prepare for their 5 Minute Shakespeare Presentations.

3. Review Performance Criteria:

-No more than two lines -Atleast one prompt -All group members have to be involved in the scene -Each character should be identifiable -Must announce your act -Each act must be less than a minute -Must begin the scene by entering through the classroom door.

4. Perform 5 minute Shakespeare

5. Introduce Iago Trial Assignment and allow students to begin working on this during class.


 * HW:**

1. Finalize your Iago activity in your Reader’s Notebook. 2. Study vocabulary


 * Thursday - 5/7**


 * Start Up:**

1. Why do you think the male characters in //Othello// use such derogatory language towards women? Also, what does this ultimately say about their characters?

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


 * Guided Learning:**

1. Discuss Start - Up

2. Allow students to finalize their Iago responses.

3. Have students share out their Iago Responses and hold a mock trial.


 * have students turn in their RNB


 * HW:**

1. Study for your vocabulary quiz 2. Bring your literature book to class tomorrow and your copy of //Othello//


 * Friday - 5/8**


 * Start Up:**

Incorporate all of your vocabulary words into an original narrative that is related thematically to //Othello//. While doing this, please underline your words.


 * When you are done with your start - up, pleae give yourself a grade out of 20, and place your work on the blue rectangle.
 * Please collect your RNB from the collection box.
 * Start working on the guided learning assignment


 * Guided Learning:**

1. In your Reader’s Notebook, please complete the following task:

a. Is Othello responsible for the consequences of his actions? Does context (setting, other characters, social constructs, power dynamics etc.) mitigate his culpability?


 * In answering this question, write a fully - developed paragraph. In doing this, make sure to use TAEAC, and FOCUS ON ONE of his ACTIONS.
 * You must use textual evidence and write in the third person.

b. Now write a paragraph for Desdemona, Iago, and Emilia. You should have four paragraphs total.

2. At 9:20, I will be back and we will take a break to cheer on our SDA students as they make their way to the EC Prom.

3. Vocabulary Quiz


 * HW:**

1. Finalize Essential Question paragraphs in your RNB. 2. Study all of your vocabulary terms for our final assessment next Friday (5/15) [] 3. Bring copy of //Othello// and the blue literature book to class tomorrow.


 * Week # 15 - 5/11 - 5/15**


 * Due Dates:**

-5/12 - Benchmark assessment -5/14 - RNB is due -5/15 - Final vocabulary assessment - All 120 words.


 * Monday - 5/11**


 * Start Up:**

1. Describe an instance in either another fictional story or from recent history where you have seen elements from Shakespeare’s //Othello//.

2. Copy down your powerschool username and password.


 * Guided Learning:**


 * Discuss students’ responses of their Start - Up.

1. Revisit paragraphs and have students select the one that they are most interested in writing about.

2. Students will then write a perfect paragraph answering the following question:

Is Othello responsible for the consequences of his actions? Does context (setting, other characters, social constructs, power dynamics etc.) mitigate his culpability?


 * use specific textual evidence
 * write in the present tense
 * avoid graveyard words


 * Have students grade their partners work before moving forward.

3. Read the poem “What It Looks Like to Us and the Words We Use” - Ada Limon []

Complete the following tasks in your RNB

1. Complete a SOAPSTONE analysis. 2. Find two examples of imagery (copy them down) 3. Create a statement of theme.
 * Remember, theme is not just one the dominant idea. Theme = dominant idea + the author’s message about this idea.


 * HW:**

1. Finalize Poem assignment in your Reader’s Notebook. 2. Study all of your vocabulary terms for our final assessment this Friday (5/15) [] 3. Bring Personal computers, copy of //Othello,// and the blue literature book to class tomorrow.


 * Tuesday - 5/12**


 * Start Up:**

1. Please check out a computer and get it booted up. 2. List what you think are the three most important test - taking strategies.


 * Please put a post-it note on the inside cover of your copy of //Othello//, and turn it in please.


 * Guided Learning:**

1. Benchmark Exam

a. Go to URL: [|https://nhcs.powerschool.com] or use the icon for POWERSTUDENT

b. Disregard the title(Parent Page). Enter your user names and passwords

c. Students should choose SchoolNet on the left navigation bar. Select Take a Test.

Test Code:

2. Read “The Way It is” and answer the corresponding questions in your Reader’s Notebook.


 * The Way It Is **

There’s a thread you follow. It goes among

things that change. But it doesn’t change.

People wonder about what you are pursuing.

You have to explain about the thread.

But it is hard for others to see.

While you hold it you can’t get lost.

Tragedies happen; people get hurt

or die; and you suffer and get old.

Nothing you do can stop time’s unfolding.

You don’t ever let go of the thread.

//By William Stafford, from The Way It Is, 1998//

1. What do you think of this poem? 2. What do you think it means? What does the word “threads” refer to? 3. Do you believe everyone has one? 4. What is the purpose of our threads/why do we all have one? 5. What is your thread in life?

3. Review previous night’s homework if there is time.


 * HW:**

1. Finalize Poem (“The Way It Is”) assignment in your Reader’s Notebook. 2. Study all of your vocabulary terms for our final assessment this Friday (5/15) []


 * Wednesday - 5/13**


 * Start Up:**

1. Would you describe yourself as more of a religious or spiritual person? If you would describe yourself as both or neither, please explain why. Please justify your response in 2-3 full sentences.

2. Also, briefly describe the impact of religion and/or spirituality on your life in 2 -3 sentences.

3. What are the things that add meaning to your life? Please explain your answers.


 * If you were absent, please schedule a time to plan our Benchmark work.
 * Please put a post-it note on the inside cover of your copy of //Othello//, and turn it in to me.


 * Guided Learning:**

1. Review Feedback from writing assignment

2. Review both poem assignments. -Collect copies of //Othello// and check out copies of //The Alchemist//

3. Introduction to Magical Realism. Have students pick out the five most important elements

4. Complete //Alchemist// pre-reading and pre-writing activities if there is enough time.

5. Check out books and have students read the “Prologue” if there is enough time.


 * HW:**

1. Study all of your vocabulary terms for our final assessment this Friday (5/15) []

2. CEJ # 14 - Alchemy or Symbolism of Alchemy - Monday - 5/18


 * Thursday - 5/14**


 * Start Up:**

1. Of the short stories from yesterday’s pre-assessment, which one of the stories do you identify with most? Please explain your answer.

2. Identify a happy or positive story where a protagonist’s major goal was to obtain as much money as possible.


 * Guided Learning:**

-artistically gifted -athletically gifted -use of technology -homework
 * Discuss part one of homework.
 * Discuss part two of homework and discuss contemporary examples:

1. Check out copies of //The Alchemist// 2. Have students read the prologue. 3. Have students complete Part 1 of the Prologue activity. 4. Have students complete Part 2 as a group. 5. Allow students to begin working independently on their HW.
 * brief discussion.


 * HW:**

1. Read pages 1-10 and answer the associated guiding questions in your RNB. 2. Study all of your vocabulary terms for our final assessment this Friday (5/15) []

3. CEJ # 14 - Alchemy or Symbolism of Alchemy - Monday - 5/18


 * Friday - 5/15**


 * Start Up:**

If the story of Narcissus was told today, what object would you insert into the story in place of the lake? Please explain your answer briefly.


 * When you are done with your start - up, give yourself a grade out of 20
 * Please put a post-it note on the inside cover of your copy of //Othello//, and turn it in to me.


 * Guided Learning:**

1. Fifteen minutes to study vocab. 2. Vocab Exam

a. Go to URL: [|https://nhcs.powerschool.com] or use the icon for POWERSTUDENT

b. Disregard the title(Parent Page). Enter your user names and passwords

c. Students should choose SchoolNet on the left navigation bar. Select Take a Test.

Test Code:

3. Students work independently on //Alchemist// reading and guiding questions.

4.Review Geography assignment.


 * HW:**

1. Read pages 1 -33 of //The Alchemist// and answer questions 1-10. 2. CEJ # 14 - Alchemy or Symbolism of Alchemy - Monday - 5/18


 * Week # 16 (5/18 - 5/22)**


 * Due Dates:**

-5/20 - CEJ # 15 (student choice, but related to //The Alchemist//) -5/21 - RNB is due


 * Monday - 5/18**


 * Start Up:**

The World's Greatest Lie; According to the old man in The Alchemist, the world's greatest lie is, "that at a certain point in our lives, we lose control of what's happening to us, and our lives become controlled by fate," ultimately leading to people not choosing their own Personal Legends. For your Start-Up:

1. Explain what the old man means by this statement 2. Either defend or challenge the man's statement in 3-5 sentences


 * Need to make up your vocabulary assessment and turn in your RNB if your were absent on Friday


 * Guided Learning:**

1. Discuss Start - Up 2. Review Worksheet from previous week. 3. Discuss guiding questions. 4. Discuss CEJ 5. Allow students to independently read and complete their HW assignment.
 * Call upon students to have them identify the locations on the board. Review the key terms as well.


 * HW:**

1. Read pages 33-47 and answers questions (11-15)

2. CEJ # 15 (student choice, but related to //The Alchemist//) - 5/20


 * Feel free to read ahead and answer the associated questions.


 * Tuesday - 5/19**


 * Start Up:**

“If you really think small, your world will be small. If you can really think big, your world will be big.” - Paulo Coelho

1. Explain what the author means by this statement 2. Either defend or challenge the man's statement in 3-5 sentences


 * Guided Learning:**

1. 15 minute reading period to finalize work or read ahead. 2. Complete Map activity. Assign groups locations to identify. 3. Discuss Guiding Questions 4. Santiago thinks, “It’s the possibility of having a dream that makes life interesting.” In your Reader’s Notebook, you can either defend or challenge his thought. In doing this you can either support his thought with evidence, or challenge it by describing what makes life the most interesting to you.
 * Review Start - Up


 * Your response should be 8 - 10 sentences long.
 * In your notebook, label this //The// //Alchemist// Reflection # 1


 * HW:**

1. Read pages 51 -79 and answer the associated questions in your RNB. 2. CEJ # 15 (student choice, but related to //The Alchemist//) - 5/20


 * Wednesday - 5/20**


 * Start Up:**

Identify the most powerful quote that you have encountered in your reading thus far. Copy this quote down along with the page #. Then briefly explain what makes this quotation so compelling in at least 2-3 sentences.


 * Guided Learning:**

1. Fifteen minute reading period, then review the start - up. 2. Reading quiz and review guiding questions 3. Review CEJ 4.Introduction to Magical Realism 5. Independent Reading
 * identify three most prominent features and locate an example


 * HW:**

1. Read pages 79 -104 and answer the associated guiding questions.


 * Thursday - 5/21**


 * Start Up:**

Answer this question honestly. If you were Santiago, what would you have done after you made all of your money with the crystal merchant? Would you have returned home with more sheep? or Would you continue searching for your treasure? Please explain your answer in 2-3 sentences.


 * Guided Learning:**

1. Independent Reading Session (grade notebooks)

2. Quiz, Discuss Start - Up, and Guiding Questions

3. Alchemist Reflection # 3 Advice; So far, Santiago has received advice from a few different people. Explain a piece of advice you have received. What was the advice? Who gave it to you? Did you listen to it? Why has this advice stuck with you?

4. Introduction to Magical Realism
 * identify three most prominent features and locate an example

5. Independent Reading


 * HW:**

1. Read pages 104 - 143 and answer the associated guiding questions.


 * Friday - 5/22**


 * Start Up:**

Treasure; Imagine you have just found buried treasure totaling one million dollars. Describe what you do with that money


 * Guided Learning:**

1. Allow students to read independently for fifteen minutes 2. Reading quiz and discussion of guiding questions 3. Introduction to Magical Realism (save for Tuesday) 4. Introduce the final project for //The Alchemist// 5. Finish Reading //The Alchemist// in Class
 * identify three most prominent features and locate an example


 * HW:**

1. Read pages 143 - 167 and answer the associated guiding questions 2. Start working on your project.


 * Week # 17 - 5/26 - 5/29**


 * Due Dates:**

-5/27 - EOC Tutorial -5/28- RNB -6/01 - Alchemist Project is due


 * Tuesday - 5/25**


 * Start Up:**

The Alchemist Theme; A theme is a universal idea and the author’s message about this idea that can be learned through a text. This idea should be broad enough for anyone to be able to relate to it. Consider The Alchemist. What is a possible theme from this novel?


 * Guided Learning:**

1. 10 minute reading period. 2. Allow students to generate quiz questions, and then take the quiz. 3. Final Discussion of Guiding Questions. 4. Alchemist Reflection # 4 - When he talked about the pilgrimage to Mecca, the crystal merchant argued that having a dream is more important than fulfilling it, which is what Santiago was trying to do. Do you agree with Santiago’s rationale or the crystal merchant’s? Please provide an 8-10 sentence response. 5. Discussion of Start - Up. 6. Identify most powerful statement or piece of advice. 7. Review details for project.


 * HW:**

1. Work on Project!


 * Wednesday - 5/27**


 * Start Up:**

1. Identify most powerful statement or piece of advice from //The Alchemist//. Copy this down and explain why it resonates with you so much.

-Check out a computer when you are done with this. -Prepare Reflections # 3 and # 4 to be stamped. -Poetic Terms Quiz on Friday.


 * Guided Learning:**

1. Collect phones - Complete EOC tutorial. 2. Review Literary Terms 3. Cartoon Physics 4. Pre-Assessment of poetry skills (Blue EOC Book). -Have students complete a SOAPSTONE on their answer sheet.


 * Thursday - 5/28**


 * Start Up:**

1. Compose a poem that explores the positive aspects of school. Here are the criteria:

a. 5-10 lines b. must contain a simile c. must contain powerful imagery. d. it does not have to rhyme. e. needs a title that emphasizes the theme of the poem.


 * Guided Learning:**

1. Have students share out some of their poems that they composed for their start - up.

2. Complete a gallery walk with students’ cartoon physics drawing and discuss.

Discuss how if students like film they should like poetry, but rely on images, symbolism, and words…. Poetry just is a bit more initially challenging. Have a gallery walk and have students see if there are universal symbols See if there are similarities between people’s drawings. Talk about how universal language, but also there are some aspects of this that are personal.

3. Have students copy down the rest of the poetic terms notes.

4. Complete SOAPSTONE of Cartoon Physics


 * HW:**

1. Work on //Alchemist// project


 * Friday - 5/29**


 * Start-Up:**

1. Re - read “Cartoon Physics Part 1” one more time. 2. Identify the theme of the poem “Cartoon Physics Part 1.” Then, briefly justify your response.


 * Remember, theme = universal idea + author’s message about this idea.


 * Guided Learning:**

1. Review remaining poetic terms and have students take notes. 2. Practice Multiple Choice from Blue/Green EOC book. -Have students find instances of powerful imagery and complete SOAPSTONE analyses. 3. Complete tutorial if we have the technology and time.


 * HW:**

1. Finalize //Alchemist// project.


 * Week # 18 - 6/1 - 6/5**


 * Due Dates:**

-5/2 - Poetic Terms Quiz -5/4 - Deadline for latework -5/5 - English II EOC - Room 410.


 * Monday - 6/1**


 * Start Up:**

1. What is the difference between tone and mood? 2. Please identify the elements of TAEAC and briefly explain what you need to do with each element.
 * Take a look at your notes from Friday.

Please make sure to turn in any copies of a course text that you have checked out.


 * Guided Learning:**

1. Review Basic information about the EOC.

2. Poetry practice from the green book page 48.
 * have students complete corrections both individually and with their groups.

3. Practice EOC poetry assignment.


 * HW:**

1. Study for poetic terms quiz


 * Start Up:**

1. Explain the difference between theme and main idea

2. Re-write the formula for theme.

3. What are the three steps that I gave yesterday for approaching poetry?


 * tutoring will be held in 510 after school today.
 * return any and all textbooks that you have checked out
 * snack sign up for test day (bring on Wednesday or Thursday).


 * Guided Learning:**


 * Poetic Terms Quiz

1. Poetry practice and TAEAC Practice 2. Review Mr. Thomas’ reading tips for informational texts. 3. Create part 1 of EOC Review Sheet on Mr. Thomas’ handout (poetry tips, formulat for taeac, etc.)


 * HW:**

1. Finalize any missing assignments.


 * Wednesday - 6/3**


 * Start Up:**

1. Why is it a good idea to preview the questions before reading a passage?

2. Provide a definition of an author’s purpose.


 * Guided Learning:**


 * 1.** Review notes for approaching an informational text.

Non-Fiction Passages:

Purpose = author’s message for a specific audience.

3 Step Approach (before you read the passage):

1. Read information that is in italics 2. Look at the title and the author 3. Preview the questions.

While Reading:

1. Take on each paragraph individually. If you make it to the end of a paragraph and you are confused, re-read it. 2. Highlight key words and phrases that tell main idea of each paragraph. 3. Pay attention to the structure of the passage (textual features are your friend) 4. If you are having a difficult time understanding the passage, complete a SOAPSTONE. 5. Don’t get caught up in the lists of very specific facts. Pay attention to WHAT is being described, and how that relates to the author’s purpose.

Reminders:


 * If you are ever unsure of what the purpose is, re-read the introduction and the conclusion. This is usually where the purpose is explicitly stated.
 * Don’t be afraid to re-read a passage, time is not going to be a huge obstacle on this test.


 * 2.** Complete practice readings and TAEAC


 * HW:**

1. Finalize any missing assignments.