z-Honors+English+2-Fall+2015


 * Syllabus**


 * Letter to Parents**


 * Week # 1 - 8/24 - 8/28**

-8/25 - Signed Parent Letter -8/26 - Final Draft of Letter to Mr. Jarman -8/26 - Register for turnitin.com -8/27 - Binder Check -8/28 - RNB # 1
 * Due Dates:**


 * Monday - 8/24**


 * Start Up:**

Format a blank sheet of paper as follows:

Your name:

Start - Up Week # 1

Monday - 8/24

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? Your response should be a minimum of 3 sentences.


 * If you have a signed parent information sheet, please place that on your desk.


 * 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
 * entering the room
 * keeping room clean

5. Introduce “Letter to Mr. Jarman” Assignment

6. Introduce Reader’s Notebook Protocol if there is time


 * HW: **

1. Rough Draft of Letter to Me (at least one full page hand written or typed) 2. Have Parent Letter Signed 3. Obtain supplies and organize binder


 * Tuesday - 8/25**


 * 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
 * Make sure that you phone is not out, and that it is also turned on silent.


 * Guided Learning:**

1. 5 sentence life story assignment (positive) - Have students share with their partners
 * Share my story as well

2. Introduce No-Excuses/ Peer Review of Letter to Mr. Jarman

3. Introduce Reader’s Notebook protocol, and model with Soto Assignment

4. Read Soto excerpt and perform the textual annotation exercise in your Reader’s Notebook.


 * HW:**

1. Finalize Letter to Mr. Jarman (needs to be typed) 2. Finalize Soto Annotation excerpt in your Reader's Notebook (If we don't finish in class) 3. Register for turnitin.com (this is a grade) 4. Organize your binder


 * I am available after school if you need assistance


 * Wednesday - 8/26**


 * Start Up:**

1. One of your essential questions is: How do stories reveal truths about human nature? With this is in mind, what truth about human nature was revealed in last night’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.

Also, have you logged in to Powerschool this semester? If so, what was that like?


 * Guided Learning:**

1. Assign //Mythology//
 * Review students’ Homework.

2. Review the rubric for the binder check

3. Review students’ responses to their homework.

4. Writing workshop -Notes on TAEAC -Review No – Excuses List

5. Have students re-read the Soto excerpt and then complete a “perfect” paragraph as a group.


 * HW:**

1. Answer the following questions in 2-3 complete sentences in your Reader’s Notebook tonight: -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?

2. Prepare for binder check


 * Thursday - 8/27**


 * Start Up:**

1. List five things that the world should know about you. Briefly explain how or why for each one of these responses.


 * Also, prepare for your binder check.


 * Guided Learning:**

1. Pass back Soto assignment and talk about grading. -2 points for each successful element of TAEAC -Points deducted for awkward phrasing, grammatical errors, and spelling mistakes.

2. Review writing notes. Part 1
 * Remind students of Importance of re-writing.

3. “Five Things” Activity (If there is time)

4. Review Homework from the night before.

5. Assign //Mythology// and allow students to begin independently working on their homework.


 * HW:**

1. Finalize your //Mythology// introduction assignment in your Reader’s Notebook.

2. Claim your Power School account and create your password if you have not done so already.

UID = your student number

LEA/Charter - 650


 * Make sure that you sign up for a student account.
 * If you have any problems with this, please come and see me in the morning for further assistance.


 * Start Up:**

1. In 2 -3 sentences, come up with a cell phone policy that is reasonable, beneficial for teachers and students, and also serves to maximize your learning.


 * Finalize your Start - Ups for the week. I will be taking these up for a grade.
 * Please write down your usernames and passwords on the slip I have placed on your desks.
 * Please let me know if you have not claimed your account


 * Guided Learning:**


 * Brainstorm Cell Phone Policy and have students generate a policy.
 * Deeper Review of Letter

1. Discuss students’ responses to HW from both nights (combination of TPS and Socratic Seminar).

2. 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

3. Greek gods in modern popular culture activity


 * HW:**

1. Using the TAEAC structure, identify the Greek god/goddess that you have the most in common with, and justify your response
 * Make sure that you label the parts of TAEAC
 * This should be done in your Reader's Notebook

2. Submit Final Draft of "Letter to Mr. Jarman" to turnitin.com (due on Monday night 11:59 PM)

3. Claim your Power School account and create your password if you have not done so already.

UID = your student number

LEA/Charter - 650


 * Make sure that you sign up for a student account.
 * If you have any problems with this, please come and see me in the morning for further assistance.


 * Bring your personal computer to class on Monday if you can


 * Week # 2 - 8/31 - 9/4**


 * Due Dates:**

-8/31- “Letter to Mr. Jarman” is due via turnitin.com (11:59 PM) -9/2- TAEAC and Writing Notes Quiz Part 1 -9/3 - RNB # 2 -9/8 - Critical Inquiry Assignment is due via turnitin.com (11:59 PM)


 * Monday - 8/31**

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 and also to submit your RNB.
 * Please have your copy of //Mythology// on your desk.
 * Please turn in Friday’s classwork assignment in the blue rectangle.


 * Guided Learning**

1. Greek God Sharing Activity -Students will partner up in their learning groups. -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.

2. 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. *PLEASE RECORD THIS INFORMATION IN YOUR READER’S NOTEBOOK.

3. View Trailer of Troy

[]

4. Preview HW assignment, and begin reading

5. Independent work session (you may independently read, or work on the “Letter to Mr. Jarman” assignment)


 * HW:**

1. Final “Letter to Mr. Jarman” is due via turnitin.com (11:59 PM)

2. Read the Beginning of “The Trojan War” (Chapter 13, pgs. 253 – 260). Then answer the prologue questions and questions 1 -7. Complete this assignment in your Reader’s Notebook.

3. Study for writing notes quiz


 * Reminders:**

Claim your Power School account and create your password if you have not done so already.

UID = your student number

LEA/Charter - 650


 * Make sure that you sign up for a student account.
 * If you have any problems with this, please come and see me in the morning for further assistance.


 * Bring your personal computer to class on tomorrow if you can


 * Tuesday - 9/1**


 * Start Up:**

Create a graphic organizer and organize all of the characters we have met so far into the categories of either God, Greek, Trojan.


 * Guided Learning:**

1. Discuss students’ responses to their HW. 2. Review film clip of Odysseus and Achilles [] 3. Introduce HW Assignment 4. Vocabulary Pre-Assessment.

a. Log in to your power school account b. Click on School Net c. Click “Take Test” d. Enter test code: ENG2PREF15 e. Wait for my final directions before beginning your assessment.

5. When you are done, please work independently on either your HW or your Critical Inquiry Assignment.

6. Review TAEAC if there is additional time.


 * HW:**

1. Read the Beginning of “The Trojan War” (Chapter 13, pgs. 261 – 271). Then answer questions 8 – 18. 2. Study for your TAEAC and Writing Notes Quiz tomorrow (group quiz)


 * Start Up:**

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

Menelaus was angry when he realized that Aphrodite helped Paris escape during their fight.

We are currently reading //The Iliad//, and epic poem that is attributed to Homer.

2. What was the funniest thing that happened to you this summer? *make sure your response is PG.


 * When you are done, please use this time to study for your writing notes quiz.


 * Guided Learning:**


 * Give students 10 minutes to independently study.

1. Writing Notes and TAEAC Quiz 2. Review Start - Up, and review the parts of speech (NAP VAP IC) 3. Review students’s responses to the HW from the night before 4. View supplemental film clips 5. Allow students to begin working on their HW
 * Four Corners Debate activity from //Iliad// questions


 * HW:**

1. Finish reading the Iliad and answer the remaining guiding questions. Please make sure to answer these questions in your Reader’s Notebook. 2. Work on your Critical Inquiry Assignment 3. Finalize your Reader’s Notebook Assignments - I will be grading them tomorrow.


 * Thursday - 9/4**


 * Start Up:**

1.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.
 * Try to fill up at least a half page. Also, take a freewrite approach
 * When you are finished, highlight your strongest points.

2. What can we do for 20 minutes on Friday to celebrate a successful first couple of weeks?


 * Guided Learning:**

1. Final Discussion of //The Iliad//

2a. Open Writing Workshop for Critical Inquiry Assignment

or

2b. Students can finalize their Vocabulary Pre-Assessments

a. Log in to your power school account b. Click on School Net c. Click “Take Test” d. Enter test code: ENG2PREF15 e. Wait for my final directions before beginning your assessment.


 * HW:**

1. 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. The final product should be a perfect paragraph.


 * Copy down this question.


 * Use TAEAC.


 * Follow the writing rules.


 * Remember that Homer is the author.


 * Friday - 9/4**


 * Start Up:**

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


 * Guided Learning:**


 * Discuss student’s responses from their HW.

1. 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

2. -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.

3. Introduce new vocabulary.


 * have students incorporate the vocabulary into grammatically appropriate sentences.

4. Twenty minute celebration period.


 * HW:**

1. //Anthem// Pre-Writing Assignment

// In your Reader’s Notebook, respond to each of the following questions in at least 5-7 sentences. Be sure you are able to explain and defend your answer. //

a. What makes you you? Describe yourself by including likes, dislikes, and anything that sets you apart from others. Give this serious thought: It is much harder than you think. b. Describe what you would believe to be the "perfect" society. Explain in as much detail as possible. c. Typically, people do not appreciate being told what to do--especially to extreme amounts. How would you feel about being told what to and what not to do in all day-to-day activities by your government? Explain. d. Do you believe there would be any benefit to living in a society where everything were controlled and regulated by the government, even your speech? Explain.

2. Work on your Critical Inquiry Assignment


 * Week # 3 - 9/8 - 9/11**


 * Due Dates:**

-9/8 - Critical Inquiry Assignment is due via turnitin.com (11:59 PM) -9/10 - RNB # 3 -9/11 - Core Vocabulary Quiz # 1


 * Tuesday - 9/8**


 * 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.


 * I will be available after school today for tutoring, please sign up, especially if you need to make up a quiz.


 * Guided Learning:**

1. Students will complete a Think-Pair-Share using their HW assignment from Friday. 2. Introduce core vocabulary words 3. Collect students’ copies of //Mythology// 4. Final Review of the CIA 5. Students will begin working on the Pre-Reading Assignment for //Anthem//

6. Allow students to independently work on their HW or check out a copy of //Anthem//


 * HW:**

1. Finalize your Critical Inquiry Assignment 2. Study your vocabulary words


 * Wednesday - 9/9**


 * Guided Learning:**

1.Discuss Start - Up.

2. Collaborative Vocabulary Review
 * Answer any questions students have about vocabulary.

3. Partner up to discuss pre-reading questions from the reading.
 * Full class discussion.

4. Give each group a question to answer from the research assignment


 * Review definitions of philosophical terms… collectivism and individualism
 * Discuss why we completed the collaborative assignment from yesterday.

5. 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

6. Discuss the use of pronouns in the novella

7. Hand out the new books ---

8. Allow students to begin independently reading/working on their HW.


 * HW:**

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

2. Study Vocabulary


 * Thursday - 9/10**


 * Start Up:**

N/A due to lockdown.


 * Guided Learning:**


 * Review Start - Up.

1. Open reading and studying session.


 * HW:**

1. Read the author’s foreword and Chapter 1. Then answer your guiding questions in your RNB. 2. Study for your vocabulary quiz tomorrow.


 * Friday - 9/11**


 * Start Up:**

1. Incorporate five vocabulary words into grammatically appropriate sentences in a way that demonstrates your understanding of the word. In doing this, please describe your plans for the weekend. Also, you must not use the pronoun “I.”


 * STUDY for your VOCAB Quiz.


 * Guided Learning:**

1. Vocabulary Quiz

2. Discussion

3. Allow students to independently read.


 * HW:**

1 . Read chapters 2-5 (II - V) and answer the associated guiding questions. Also, provide definitions for the “Glossary Terms”


 * Week # 4 - 9/14 - 9/19**


 * Due Dates:**

-9/15 - After School Tutoring (Make-Up Quizzes) -9/16 - Picture Day -9/17 - RNB # 4 -9/17 - Signed Progress Reports are due. -9/18 - Core Vocabulary Quiz # 2 -9/21 - Final //Anthem// Essay is due via turnitin.com (11:59 PM).


 * Monday - 9/14**


 * Start Up:**

1. Using five of your vocabulary words from last week. Please describe the most enjoyable aspect of your weekend as vividly as possible. Your response should be a full paragraph.


 * Feel free to describe the best thing you watched on Netflix, television, or saw on social media.


 * IF you were absent on Friday, please turn in your start - up from last week.


 * Guided Learning**

1. Introduce new vocabulary. 2. Brief Discussion of Chapter Questions.


 * HW:**

1. Read Chapters VI - VIII (six through eight) and answer the associated guiding questions.

2. Study your vocabulary


 * Tuesday - 9/15**


 * 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?


 * Guided Learning:**

1. Open workshop for incorporating words into sentences. 2. Discuss homework from the night before. 3. Discussion of glossary terms. 4. Literary Term Scavenger Hunt:

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


 * HW:**

1. Finish reading //Anthem// and finish answering your guiding questions. 2. Study vocab.


 * Wednesday - 9/16**


 * Start Up:**

1. Provide an alternate ending to //Anthem// (6-8 sentences)


 * Guided Learning:**

1. Final Discussion of Guiding Questions 2. Philosophy Term and Illustration Assignment 3. Pre-writing for //Anthem// writing test


 * HW:**

1. Finalize your responses for your //Anthem// writing test 2. Study your vocabulary.


 * Thursday - 9/17**


 * Start Up:**

1. Why do you think I chose the motto beyond410? How would # beyond410 be further significant? How could this motto be a slogan that connects course content with the outside world?


 * Would you be okay pushing our celebration back to next Thursday if I add five more minutes on to the time?**


 * Guided Learning:**

1. Final Discussion of //Anthem//

2. Discuss students writing prompts with students, and have them choose which one they would like to select.

3. Students will select which paragraph they would like to compose, and begin their final draft.

Rules and Reminders: -Make sure you correctly number which question you are answering. -Avoid graveyard words and “No-Excuse Violations” -If you are answering # 3, write in the third person.

4. Allow students to start working on their HW.


 * HW:**

1. Philosophy paragraph. Of all the philosophies that you were exposed to yesterday, which one do you align with or agree with most? Please Use TAEAC for your response.

2 . Study for your vocabulary quiz.


 * Friday - 9/18**


 * Start Up:**

1. Please incorporate five of your vocabulary words into a short narrative about the adventures you are going to have this weekend.


 * Please have your HW from last night on your desk.


 * Guided Learning:**


 * Allow students a few minutes to study

1. Students will take their vocabulary quizzes

2. I will introduce students to the first two assignments for the Sophomore Project.

3. Reminders:

-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.

//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.//
 * Great News Sources to Research:


 * HW:**

1. Work on Initial Research Assignment of your Sophomore Project.


 * Week # 5 - 9/21 - 9/25**


 * Due Dates:**

-9/23 - Benchmark Assessment -9/24 - F. Scott Fitzgerald’s Birthday -9/24 - RNB is due -9/15 - Positive Behavior Celebration -9/25 - Core Vocabulary Quiz # 3


 * Monday - 9/21**


 * Start Up:**

1. Using five of your vocabulary words from last week. Please describe the most enjoyable aspect of your weekend as vividly as possible. Your response should be a full paragraph.


 * Sign up for make up quizzes/tutoring
 * Place any and all signed progress reports on the blue rectangle.


 * Guided Learning**


 * Return all graded assignments and remind students where to place these documents.

1. Review Vocabulary (if there is time) 2. Re-introduce Sophomore Project Brainstorming Assignment/Initial Research Assignment

Reminders:

-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.

//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.//
 * Great News Sources to Research:

3. Allow students to work independently on their Initial Research Assignment


 * HW:**

1. Submit your Initial Research Assignment to turnitin.com by 11:59 tonight.


 * Tuesday - 9/22**


 * Start Up:**

1. What topic did you decide upon for Sophomore Project? 2. What are two things that you have learned about already? 3. How will researching this topic add value to your life or benefit our immediate community?


 * Guided Learning:**


 * Reliable and Device Survey

1. Introduce new vocabulary 2. What does it mean to be an intellectual man or woman of action? What are the pros and cons of capital punishment? 3. Read biographical information on Ken Saro-Wiwa -provide a 2-3 sentence summary -three most important pieces of information. 4. Have students begin reading “Africa Kills Her Sun”


 * HW:**

1. Finalize reading and guiding questions for “Africa Kills Her Sun” 2. Study vocabulary


 * Wednesday - 9/23**


 * Start Up:**

1. What are some similarities that you already notice between //Anthem// and “Africa Kills Her Sun” ? 2. What are some things that you can do to ensure your success on the benchmark?


 * Sign-Up for Friday Celebration.


 * Guided Learning:**

1. Complete Benchmark Assignment 2. Continue working on your Sophomore Project Checklist/HW when you are finished.


 * Remind me to pass out the sign up sheet.


 * HW:**

1. Finish your responses to “Africa Kills Her Sun” in your Reader’s Notebook 2. Get Mr. Jarman the best birthday gift ever (complete all of your HW)


 * Thursday - 9/24**


 * Start Up:**

“To live outside the law, you must be honest” - Bob Dylan

Please defend, challenge, or qualify this quote in a fully developed paragraph. Please use TAEAC to structure your response. Please make sure that your example is well thought out, and appropriate for the argument that you are making.


 * Sign up for tomorrow’s celebration.


 * Guided Learning:**


 * Discuss Start - Up.

1. Students will incorporate all of their vocabulary words into grammatically appropriate sentences.


 * Have students comment on and grade their own Reader’s Notebooks. They will have a partner double check this work as well.

2. Students will come to a consensus among their group on the theme of the work.

3. Discussion of guiding questions.

4. Students will choose one of the guiding questions and answer using TAEAC on a separate sheet of paper.

5. Introduce students to SOAPSTONE V for Vendetta Speech Analysis (If there is time)


 * HW:**

1. Study for your vocabulary quiz.


 * Friday - 9/25**


 * Start Up:**

1. Incorporate at least five of your vocabulary words into a creative story. The more spectacular, the better.


 * Guided Learning:**

1. Vocabulary Quiz

2. Work independently on V for Vendetta Speech Analysis

3. Celebrate


 * HW:**

1. Complete SOAPSTONE of V for Vendetta Speech


 * Week # 6 - 9/28 - 10/2**


 * Due Dates:**

-9/30 - RNB is due -9/30 - Working on Sophomore Project -10/1 - Plan Pre-Test (All Sophomores) -10/2 - Core Vocabulary Quiz # 4 -10/2 - Extended Research Assignment is due at the end of class via turnitin.com.


 * Monday - 9/28**


 * Start Up:**

1. Please describe your plans for the next ten years of your life. Please be as honest and specific as possible. I am looking for 5-7 sentences total.


 * Please have your SOAPSTONE of the V for Vendetta Speech prepared for a stamp.
 * If you were absent on Friday, please sign up for a time make up your vocabulary quiz.


 * Guided Learning**

Mrs. Craven will be facilitating a CFNC Workshop.


 * Tuesday - 9/29**


 * Start Up:**

1. Right now, if you had to choose one career, what would you choose? Why? Also, please explain how your educational decisions will factor into that plan. Please write one fully developed paragraph.

2. What are two things you learned from Mrs. Craven’s Presentation?


 * Guided Learning:**

1.Introduce Vocabulary

2. Re-watch “V for Vendetta” Speech [] 3. Discuss SOAPSTONE of the speech 4. Introduce //Anthem// Connection Assessment
 * incorporate vocab into sentences


 * HW:**

1. Finalize //Anthem// Connection Assessment
 * Complete this in your Reader's Notebook


 * Wednesday - 9/30**


 * Start Up:**

1. What are three things that you can do to ensure your success on this research project?

2. In regards to //Anthem//, “Africa Kills Her Sun”, and the “V for Vendetta Speech” which one did you enjoy reading the most ? Why? Please explain in 2-3 sentences.


 * Guided Learning:**

1. Review Sophomore Project Checklist

2. Research Reminders/Tips

-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. Review reliable websites:

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 independently work on their research project.


 * HW:**

1. Study your vocabulary. 2. Continue working on your Extended Research Assignment.


 * Thursday - 10/1**

PLAN Pre-Test


 * HW:**

1. Study your vocabulary 2. Work on extended research assignment


 * Friday - 10/2**


 * Start Up:**

Use five of you vocabulary words from this week to write a short story about what you will do if we have Monday off of school.


 * Guided Learning:**


 * Take Vocabulary Quiz

1. Review Sophomore Project Checklist # 1 and # 2

2. Research reminders/tips

-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. Review reliable websites:

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 independently work on their research project.

5. Remind students that they need to confer with me about their research question before finally submitting.


 * HW:**

1. Submit Extended Research Assignment to turnitin.com by 11:59 PM 2. Start working on assignments for Sophomore Project Checklist # 2


 * Week # 7 - 10/5 - 10/9**


 * Due Dates:**

-10/08 - PLAN Test -10/09 - CEJ # 1 - Your Research Topic -10/09 - Annotated Bibliography is due via turnitin.com at the end of class. -10/09 - Core Vocabulary Quiz # 5


 * Tuesday - 10/6 **


 * Start Up:**

1. What’s working well so far with the Sophomore Project? 2. What are some obstacles that you have faced? 3. What should you do if you do not finish the assignment in class? 4. What are some different resources that you can utilize for assistance as we make our way through this project?


 * If you were absent on Friday, please sign up for a time make up your vocabulary quiz.
 * Also, if you need help with any aspect of your Research Project please sign up for after school tutoring.


 * Guided Learning:**

1. Discuss Start - Up 2. Introduce Vocabulary. 3. Model how to create an MLA citation 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 CEJ if there is time.


 * HW:**

1. Work on CEJ # 1 - Your research topic. 2. Submit any missing research assignments.


 * Wednesday - 10/07**


 * Start Up:**

1. Incorporate all of your vocabulary words into grammatically appropriate sentences in way that demonstrates your understanding of the word (complete on a separate sheet of paper.


 * Guided Learning:**

1. Introduce CEJ

2. Introduce annotated bibliography process


 * If students get finished early, they can work on their CEJs or study their vocabulary.


 * HW:**

1. Get plenty of rest in preparation for tomorrow’s PLAN Test 2. Work on CEJ # 1 - Your research topic. 3. Submit any missing research assignments.


 * Thursday - 10/08**


 * PLAN TEST**


 * HW:**

1. Work on CEJ # 1 - Your research topic. 2. Submit any missing research assignments.


 * Friday - 10/09**


 * Start Up:**

Incorporate five of your vocabulary words into a story about Mr. Jarman winning the American Ninja Challenge at the Homecoming Pep Rally on Monday.


 * Guided Learning:**

1. Vocabulary quiz 2. Review and grade CEJ 3. Independent work on research


 * HW:**

1. Correctly complete your annotated bibliography, and submit it to turnitin.com by 11:59 PM.


 * Week # 8 - 10/12 - 10/16**

-10/14 - Complete your outline and submit to turnitin.com by 11:59 PM. -10/15 - Core Vocabulary Quiz # 6 -10/15 - CEJ # 2 - Global Education


 * Monday - 10/12**


 * Start Up:**

1. Incorporate five of your vocabulary words from last week to describe what you are planning to do for Halloween.


 * If you were absent on Friday, please sign up for a time to make up your vocabulary quiz.


 * Guided Learning**

1. Return graded work and introduce the new vocabulary words.

2. Discuss and Grade CEJ

3. Discussion of Philosophy and Purpose for your Sophomore Project Paper.
 * Prepare for Senior Project
 * Take ownership of your own learning
 * Develop important life and academic skills.

4. Thesis statement workshop: - Students will draw the graphic organizer. - Students will read through their annotated bibliographies and extended research assignments - Submit your “Working Thesis” by the end of the day.

5. Open workshop on checklist # 3


 * HW:**

1. Start working on your outline/ Sophomore Project Checklist # 3 2. CEJ # 2 - Global Education


 * Tuesday - 10/13**


 * Start Up:**

1. If you were to interview an expert on your paper, who would you interview, why?

2. Do you think that interviewing parents and teachers would be a good idea?

3. Do you think it would be okay to use an interview as a source?


 * Please return any copies of “Africa Kills Her Sun”


 * Guided Learning:**

1. Discuss start - ups and the importance and helpfulness of using interviews as a source.

2. Grade CEJs.


 * Return thesis statements and discuss how they will be used in the outlining process.

3. Introduce students to checklist # 3 and the outlining process.

4. Show students the MLA citations sources on my website.

5. Allow students to independently work on their Sophomore Project.


 * HW:**

1. CEJ # 2 - Global Education

2. Study your vocabulary words


 * Wednesday - 10/14**


 * Start Up:**

1. What’s going well so far in regards to the Sophomore Project? 2. What are some obstacles? What can you do to overcome these obstacles?


 * Guided Learning:**

1. Incorporate all of your vocabulary words into grammatically appropriate sentences. Theme = Global Education 2. Open workshop on Research Paper Outline
 * Answer any questions that students have about the outlining process

3. Reminders:

-You interview people -You can use images, but you must cite them appropriately -If you borrow information from a new source, then you must cite it.


 * HW:**

1. CEJ # 2 - Global Education 2. Study Vocabulary 3. Submit outline if you are finished


 * Thursday - 10/15**


 * Start Up:**

1. Combine five of your vocabulary words into a short narrative about your plans for this weekend.


 * Guided Learning:**

1. Students will take their vocabulary quiz

2. We will review their CEJs

3. Students will work independently on their Sophomore Project


 * HW:**

1. Complete and finalize your outline. Make sure to submit it to turnitin.com by 11:59 PM.


 * Friday - 10/16**


 * Start Up:**

1. Copy this sentence and fix the punctuation error.

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

2. What should you do if you find another great source of information while working on your rough draft that you would like to use?

3. What should you do if you feel that you are falling behind in the Sophomore Project process?


 * Guided Learning:**

1. Review CEJS

2. Have students review their grades for their annotated bibliographies

3. Have students correctly format their rough draft and works cited page

4. Review Sophomore Project Checklist # 4

5. Show students how to compose an effective introduction paragraph
 * notes are on the Sophomore Project page
 * emphasize the importance of paraphrasing information for this assignment.

6. Allow students to work independently for the remainder of the class period


 * HW:**

1. Continue working on your Rough Draft of your Sophomore Project 2. Make up any missing assignments and submit them to turnitin.com.


 * Week # 9 - 10/19 - 19/23**


 * Due Dates:**

10/20 - Complete introduction, first body paragraph, and your works cited page and submit to turnitin.com by 11:59 PM. 10/21 - Rachel’s Challenge 10/21 - CEJ # 3 - image for research paper 10/22 - Core Vocabulary Quiz # 7 10/23 - First three pages of your rough draft and your works cited page (your image must be included)


 * Monday - 10/19**


 * Start Up:**

1. 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. Introduce new vocabulary

2. Show students how citations work (review quote/citation handouts and model essay on Sophomore Project Page).


 * Emphasize paraphrasing over direct quotations

3. Show students how to compose an effective introduction paragraph
 * emphasize the importance of paraphrasing information for this assignment.

4. Review Checklist # 4 (have students change dates)

5. Allow students to work independently for the remainder of the class period.

6. Independent Work Session (review students outlines with them independently)


 * HW:**

1. Work on rough draft of your research paper 2. Work on CEJ # 3 3. Study your vocabulary


 * Tuesday - 10/20**


 * Start Up:**

1. Pull out your pink citation sheet, and quietly wait for directions.


 * Guided Learning:**

1. Show students how citations work (review quote/citation handouts and model essay on Sophomore Project Page). 2. Review model essay (show relationship between citation and works cited page) 3. Have students review their outlines for feedback 4. Review Final Essay Guidelines with students - Students will copy these down. 5. Allow students to work independently on their essay.


 * HW:**

1. Complete CEJ # 3 - image related to your research 2. Submit introduction, first body paragraph, and your works cited page to turnitin.com by 11:59 PM.


 * Wednesday - 10/21**


 * Start Up:**

Introduce the following quote and correctly cite it as well.


 * Quote:** Space exploration is changing the way we conceptualize our role in the universe.


 * Citation:**

Junge, Wolfgang, and Nathan Nelson. “Nature's Rotary Electromotors.” Science 29 Apr. 2005: 642-44. Science Online. Web. 5 Mar. 2009.


 * I will collect your CEJs in 30 minutes
 * Your vocabulary quiz has been moved back until Friday.
 * Your first intro, first body paragraph, and works cited page are due tonight.


 * Guided Learning:**

1. Practice incorporating quotes

2. Incorporate vocabulary words into complete sentences

3. Review Final Essay Requirements with students

4. Open workshop on the research paper


 * HW:**

1. Submit introduction, first body paragraph, and your works cited page to turnitin.com by 11:59 PM.

2. Study vocabulary


 * Thursday - 10/22**


 * Start Up:**

1. Explain the difference between affect and effect. 2. Why does your final punctuation come after your parenthetical citation? 3. How should you cite your image in your paper?


 * Guided Learning:**

1. Grade and Review CEJs 2. Incorporate your vocabulary words into grammatically appropriate sentences. 3. Introduce students to the presentation component of the Sophomore Project 4. Review Essay Requirements with students. 5. Independent Work Session!


 * HW:**

1. Have the first three pages of your rough draft and your works cited page (your image must be included)

2. Study for vocabulary quiz.


 * Friday - 10/23**


 * Start Up:**

Incorporate five of your vocabulary words into a short story. Then study your vocabulary independently.


 * Guided Learning:**

1. Vocabulary Quiz

2.Rough Draft Review

3. Review how to write a conclusion.

4. Open Work Session (presentations and papers)


 * HW:**

1. Continue working on your rough draft 2. Work on your research presentation. 3. CEJ # 4 - Refugees (Syria) is due next Tuesday 4. Final Draft of Sophomore Project Essay is due on Monday, 10/26 at 11:59 PM via turnitin.com


 * Week # 10 - 10/26 - 10/30**


 * Due Dates:**

-10/26 - Final Draft of your Sophomore Project is due via turnitin.com -10/27 - CEJ # 4 - Refugees (Syria) -10/28 - 10/29 - Sophomore Project Presentations -10/30 - Core Vocabulary Quiz # 8


 * Monday - 10/26**


 * Start Up:**

1. What do you think will happen if you fail to place in-text citations?

2. What are three things that you can do to make your Sophomore Project Presentation is amazing?


 * Guided Learning**

1. Introduce the new vocabulary words for the week.

2. Open workshop:

a. Proofreading essays - review my comments on your rough draft b. CEJ # 4 c. Presentation for speech d. Review Model Essays

3. Group Submission of the final draft - Complete the following tasks if you feel that you are ready to submit your paper:

a. Copy and paste your paper that is in google docs to Microsoft word. b. Complete a final proofreading (aka spellcheck) c. Make sure your cquotes, citations, and works cited page are correctly formatted. d. Submit your final draft to turnitin.com.


 * HW:**

1. Submit the final draft of your Sophomore Project Paper to turnitin.com by 11:59 PM. 2. CEJ # 4 - Refugees (Syria) 3. Memorize your attention grabber and your thesis statement from your paper 4. Start preparing for your presentation
 * We will have a verbal quiz tomorrow


 * Tuesday - 10/27**


 * Start Up:**

1. What are three great characteristics of a great presentation? 2. What makes you the most anxious when presenting? 3. What do you think is the purpose of the presentation is?


 * Guided Learning:**

1. Discuss Purpose of Presentation: To present the findings/argument of your paper in a compelling and visually appealing way. In doing this, you will simply be using your essay as an outline/guide for your presentation.

2. Advice:

-create an outline of what you want to say and practice many times -time yourself and deliver your speech in front of others -think of creative ways to engage your audience

3. Review Presentation Rubric and assignment details

4. Review who will be presenting tomorrow.

5. Allows students to independently work on their presentation.


 * HW:**

1. Prepare for your presentation tomorrow and Wednesday:

-create an outline of what you want to say and practice many times -time yourself and deliver your speech in front of others -think of creative ways to engage your audience

2. Complete any missing assignments


 * Wednesday - 10/28**


 * Start Up:**

1. As an audience member, what are three things that you can do in order to be respectful of the speaker?
 * If you have not done so already, please turn in CEJ # 4 to the blue rectangle


 * Guided Learning:**

1. Students will write every speaker’s name down, one interesting fact from their presentation, and write down one questions that you have for the speaker. 2. Midterm Presentations


 * HW:**

1. Prepare for your presentations tomorrow.


 * Thursday - 10/29**


 * Start Up:**

1. What was the most interesting thing that you learned yesterday?


 * Please sign up if you plant to bring anything for the celebration tomorrow.


 * Guided Learning:**

1. Sophomore Project Presentations.


 * HW:**

1. Study for your vocabulary quiz tomorrow.


 * Friday - 10/30**


 * Start Up:**

1. Take five minutes to independently study for your quiz.


 * Also, finalize your first two start - up responses for the week.


 * Guided Learning:**

1. Students will take vocabulary quiz

2. Reflection: a. What was the most beneficial academic activity we completed during the first 9 weeks? b. What was the most enjoyable aspect of the course? c. What could you do make the second 9 weeks even more productive and enjoyable? d. What could Mr. Jarman due for the second 9 weeks to maximize your learning?
 * this could be an assignment, an activity, a reading, a discussion, etc.

3. Discussion

4. Celebration


 * HW:**

1. Catch up on some much needed rest, have an enjoyable Halloween, and get ready for an amazing second 9 weeks.


 * Week # 11 - 11/02 - 11/06**

-11/4 - CEJ # 5- Colombia -11/5 - RNB is due -11/6 - Core Vocabulary Quiz # 9
 * Due Dates:**


 * Monday - 11/02**


 * Start Up:**

1. In relation to academics, what is one thing that you are currently doing well? What can you do to make sure you keep doing this for this nine weeks?

2. Develop one specific academic goal, and two things that you can do in order to achieve this goal.

3. Develop one specific life goal, and two things that you can do in order to achieve this goal.


 * Guided Learning**


 * Discussion of Goals

1. Introduce the new vocabulary

2. Notes on theme


 * have groups brainstorm their own definitions first

3. Discussion - What is the difference between being extraordinary and being odd, being one-of-a-kind and being weird?

4. Read author bio on page 132.

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

5. In your Reader’s Notebook, answer questions 1 -3 in paragraph form


 * HW:**

1. Finish Reader’s Notebook assignment. 2. CEJ # 5 - Colombia - Due Wednesday


 * Tuesday - 11/03**


 * Start Up:**

1. Twitter Challenge: Summarize yesterday’s story in 140 characters or less.


 * Guided Learning:**

1. Discuss start - up responses. 2. Students will discuss their responses to questions # 1, #2, and #3 3. We will discuss them as a class. 4. Notes on Theme 5. Review TAEAC, then… 6. Students will then complete the following task: In a fully developed paragraph explain how the theme of “standing out” is developed in this story. Please use TAEAC, and textual evidence from the story.


 * HW:**

1. Complete final draft of “theme” paragraph in your Reader’s Notebook. 2. Complete CEJ # 5 - Colombia


 * Wednesday - 11/04**


 * Start Up:**

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.


 * Guided Learning:**

1. Review Start - Ups 2. Review, discuss, and grade students’ CEJs. 3. Have students share final drafts of their theme responses and give feedback. 4. Have students share out their responses. 5. Brainstorm some of the positive characteristics that Esteban possesses. 6. Students will complete the Writer’s Portfolio Eulogy assignment on page 133 in their Reader’s Notebook.
 * students will complete a peer review.


 * HW:**

1. Complete final draft of “Eulogy” for Esteban in your Reader’s Notebook 2. Study for your vocabulary quiz


 * Thursday - 11/05**


 * Start Up:**

1. What are the most five important or valuable “things” in your life? For each one -of these items, please briefly explain why they are valuable or important to you.


 * Guided Learning:**


 * How much time do you spend navigating social media websites on a daily basis?
 * Native American questionnaire

1. Read the author bio on page 144

2. Complete the language workshop on pages 145.

3. Read the first paragraph of “A Vision Beyond Time and Place” aloud.

4. Students will read “A Vision Beyond Time and Place” by N. Scott Momaday located on page 141 and answer questions 1-3 in paragraph form.


 * Discussion


 * HW:**

1. Read “A Vision Beyond Time and Place” by N. Scott Momaday located on page 141 and answer questions 1-3 in paragraph form. 2. Study for your vocabulary quiz


 * Friday - 11/06**


 * Start Up:**

1. Incorporate five of your vocabulary words to describe your favorite genres of music and musical artists.


 * Finalize your start - ups for the week.
 * Study independently for your vocabulary quiz.


 * Guided Learning:**


 * Review vocabulary with students.

1. Vocabulary quiz 2. Discuss questions 1-3 from yesterday 3. Have students identify the theme of yesterday’s reading. 4. Brainstorm (show a few songs, give a few examples, etc.) 5. Start “A Singular Person” Project that is described on page 188 of your text book -at least 20 lines long -written with performance in mind. -worthy of publication -must be positive -includes a two sentence artist statement in which you explain your source of motivation and decisions.


 * Possible topics include: (You, family members, favorite teachers, coaches, significant others, pets, etc.).
 * If you perform this assignment or submit it to the school’s literary magazine, I will award you extra credit.


 * HW:**

1. Complete Rough Draft of “A Singular Person” assignment in your Reader’s Notebook


 * Week # 12 - 11/09 - 11/13**


 * Due Dates:**

-11/10 - RNB is due -11/11 - Veteran’s Day, No School -11/12 - CEJ # 6 - Nobel Prize Acceptance Speech -11/13 - Deadline for Submitting Extra - Credit for song performance -11/13 - Core Vocabulary Quiz # 10


 * Monday - 11/09**


 * Start Up:**

1. Please come up with two different titles to your song/poem. For each one of your titles explain in at least two sentences how this title is both appropriate and significant.


 * Please have your rough draft of your song for me to check.
 * If you need to make up your vocabulary quiz, please sign up for a time.


 * Guided Learning:**

1. Introduce weekly vocabulary

2. Peer Review of Song
 * compliment
 * piece of constructive feedback

3. Review Expectations for Final Draft of Song.

-must have an appropriate title -at least 20 lines long -written with performance in mind. -worthy of publication -must be positive -includes a two sentence artist statement in which you explain your source of motivation and decisions.

4. In your Reader’s Notebook, complete the Writer’s Portfolio assignment that is located on page 187 of your book.

a. have students answer the first three questions. b. give students ten minutes to free-write one page based off of their brainstorming. c. have students underline passages that they think are conceptually strong or well-written. d. have students share responses with partners.

5. In your Reader’s Notebook, complete Language Workshop assignment on page 187.


 * HW:**

1. Complete final draft of song on a separate sheet of paper. 2. CEJ # 6 - Nobel Prize Acceptance Speech


 * Tuesday - 11/10**


 * Start Up:**

1. What is your favorite month of the year? Why? Please explain in 2-3 sentences.


 * please turn in the final draft of your song to the blue rectangle.


 * Guided Learning:**

1. Incorporate your vocabulary words into sentences.

2. Have students review their reflections from yesterday

3. Grade RNBs

4. Read poets’ biographies on page 185 and 186.

5. Read the poems on 184-185 -pay close attention to the title -read each poem three times.

6. Answer questions 1-3 in paragraph form.


 * When you are done, illustrate a poem of your choice underneath your answers to questions 1-3.

7. SOAPStone a poem

8. Complete group SOAPStone of a poem.


 * HW:**

1. Complete CEJ # 6 - Nobel Prize Acceptance Speech 2. Work on extra credit performance of “song.”


 * Thursday - 11/12**


 * Start Up:**

1. In 2-3 sentences, come up with a working definition of poetry.

2. Why are titles of poems important?


 * Finalize your CEJs if you have not done so already.


 * Guided Learning:**


 * Discuss Start - Up

1. Students will incorporate all of the vocabulary words into grammatically appropriate sentences.

2. Review, grade, and share CEJs


 * have stutdents make recommendations on whether or not we should use them in class.

3. Students will re-read the poems, and will identify their favorite

a. complete a full SOAPStone in their RNB.

b. complete a statement of theme and a two sentence justification.

4. Group SOAPStone of a poem


 * HW:**

1. Study for your vocabulary quiz. 2. Finalize extra credit performance.


 * Friday - 11/13**


 * Start Up:**

1. Incorporate five of your vocabulary words into grammatically appropriate sentences. The theme for your sentences = kindness.


 * Study for your vocabulary quiz
 * Please turn in your CEJ and your RNB if you were absent yesterday. Also, please obtain your missing assignments from a partner.


 * Guided Learning:**

1. Students will complete vocabulary quiz.

2. Pre-learning questionnaire about the Holocaust and WWII


 * Read Elie Wiesel’s biography

3. Students will read a copy of Elie Wiesel’s “Nobel Acceptance Speech” on pages 505-508.

4. Students will complete a SOAPSTone of this speech in their RNB.

5. Students will answer questions 1-3 in paragraph form in their RNB.

6. Discuss questions 1-3.


 * brainstorm some issues with students in regards to question # 3.

7. Exit Ticket: Why are acts of kindness valuable?


 * HW:**

1. Identify a world issue that you think the United States should “interfere” with. Please describe this issue, and clearly explain how and why the United States should interfere. Your response should be 5-7 sentences.


 * More than likely you will need to research an issue on the internet, or talk with a teacher or guardian for ideas to discuss.


 * Week # 13 - 11/16 - 11/20**


 * Due Dates:**

-11/17 - RNB # 13 -11/18 - CEJ # 7 - South Africa -11/18 - Community Learning Night -11/20 - Core Vocabulary Quiz # 11


 * Monday - 11/16**


 * Start Up:**

1. Why are acts of kindness valuable? Please explain your answer.

2. What is a small act of kindness that you can complete everyday?


 * If you were absent of Friday, please sign up for a time to make up your quiz


 * Guided Learning**

1. Introduce new vocabulary 2. Review Students’ HW 3. Re-read the Speech (Elie Wiesel) 4. Group SOAPSTone (for a grade) 5. Discussion of SOAPSTone 6. Discussion of questions.


 * HW:**

1. Study vocabulary words. 2. Work on CEJ # 7 - South Africa


 * Tuesday - 11/17**


 * Start Up:**

1. Describe your personality fully in 20 -30 words.


 * Guided Learning:**

1. Personality Survey 2. Pre-Learning - Nelson Mandela 3. Preview Nelson Mandela’s biography 4. Read Nelson Mandela’s Inauguration Speech (p.519). In your RNB, complete the following activities: a. complete a SOAPSTone b. answer questions 1-2 5. Complete the Language Workshop question together 6. Discussion


 * HW:**

1. Study vocabulary 2. Complete CEJ # 7 - South Africa


 * Wednesday - 11/18**


 * Start Up:**

“Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another and suffer the indignity of being the skunk of the world.” - Nelson Mandela, “Inauguration Speech”

1. Identify the metaphor by explaining which two things Mandela is comparing.

2. In 2-3 sentences explain the significance of this metaphor in regards to the overall message of Mandela’s speech.


 * Guided Learning:**

1. Grade RNB - I will be actually completing an audit today. 2. Review CEJs 3. Watch the Nick Fanning video 4. Incorporate your vocabulary words into grammatically appropriate sentences 5. Re-read the Mandela speech (519), and complete a full group SOAPSTone --- focus on addressing the occasion, and subject fully. -Discuss the SOAPStone and come to a consensus on the purpose 6. Brainstorm how Mandela achieves his purpose: inclusive language, powerful metaphors, repetition, direct and powerful statements, references, his use of sincere tone, etc.


 * HW:**

1. Identify Mandela’s purpose and explain how he effectively communicates his purpose to his desired audience through literary techniques.
 * 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

2. Study for your vocabulary quiz


 * Thursday - 11/19**


 * Start Up:**

1. What should we do for our celebration tomorrow?

2. What is the difference between a biography and an autobiography?

3. Copy down the quote and the following sentence and fix the grammatical errors:

Nelson mandela stated, Never, never, and never again shall it be that this beautiful land will again experience the oppression”.


 * Guided Learning:**

1. Generation Reflection: Describe a time when an older person, or someone much younger, taught you to value something or to see it in a new light? Please describe the situation and what you learned in 6-8 sentences.


 * Feel free to take a free-write approach.

2. “Education will open doors where none seem to exist.” Read the opening inscription, and have students predict what this story will be about.

3. Review both the information about Apartheid and Mark Mathabane with students.

4. Students will read excerpt from //Kaffir Boy// (pages 316 - 331) and answer questions 1-3 in paragraph form.


 * HW:**

1. Finalize //Kaffir Boy// reading assignment and answer questions 1-3 in paragraph form. 2. Study for your vocabulary quiz tomorrow


 * Friday - 11/20**


 * Start Up:**

1. If you were a casting director for a film company, who would you cast in the role of “Principal” from yesterday’s story? Please identify a person and explain why you would cast them in this role.

2. Incorporate three of your vocabulary words into grammatically appropriate sentences. theme = education


 * Guided Learning:**

1. Vocabulary quiz

2. Discuss questions 1-3 from previous day.

3. Extended //Kaffir Boy// Reader’s Notebook Assignment:

a. “Education will open doors where none seem to exist.”

In one fully developed paragraph, please defend or challenge this quote. Please use a supporting example.


 * Write in the 3rd Person

b. What was the most surprising or shocking instant from yesterday’s excerpt of //Kaffir Boy//? Please identify this moment and explain your choice in a fully developed paragraph


 * Write in the 3rd Person

c. Describe a time when someone of another generation has turned to you in need. How did this make you feel? How did you respond? Please answer in a fully developed paragraph.


 * Feel free to use 1st person.

d. What had the biggest effect on Mark Mathabane changing his mind and accepting education and its value? Please answer in a fully developed paragraph.


 * Write in the 3rd person.

4. Class Discussion of questions and talk to students about what preparing for the final discussion will look like.


 * HW:**

1. Prepare for //Kaffir Boy// Discussion on Monday.


 * Week # 14 - 11/23 - 11/24**


 * Due Dates:**

-12/1- RNB #14 -12/1 - CEJ # 8 - Shakespeare -12/4 - Final Core Vocabulary Quiz


 * Monday - 11/23**


 * Start Up:**

1. List five people that you are extremely thankful for. For each person, please briefly describe why.


 * When you are done, pull out your literature book and your RNB


 * Guided Learning**

1. 20 minute open reading period. 2. Introduce students to the socratic seminar process, and have them choose partner. 3. Re-arrange desks and begin discussion. 4. Binder organization/recycling session.
 * Check Homework


 * HW:**

1. CEJ # 8 - Shakespeare - 12/1


 * Tuesday - 11/24**


 * Start Up:**

1. List five things that you are thankful for.

2. From the list of people yesterday, if you were to write a letter to one of them expressing your gratitude, who would it be? Why?


 * Guided Learning:**

1. Stamp Homework.

2. Have students return their rubrics for yesterday and grade their work.

3. Compose letters of gratitude

4. Return work/organize binders

5. SOAPSTone a Thanksgiving poem.


 * Classroom Repairs
 * Make up missing assignments/quizzes


 * HW:**

1. CEJ # 8 - Shakespeare - 12/1


 * Week # 15 - 11/30 - 12/04**


 * Due Dates:**

-12/1 - CEJ # 8 - Shakespeare (does not have to be current) -12/1 - Benchmark -12/4 - Final Core Vocabulary Quiz -12/07 - School Poetry Out Loud Contest (extra credit opportunity) -12/10 -Final Vocabulary Test (all of the words)


 * Monday - 11/30**


 * Start Up:**

1. What was the most enjoyable aspect of your break? Please explain in 2-3 sentences using at least one vocabulary word.

2. We will be taking your benchmark # 2 tomorrow. In preparation for this, go ahead and write down your:

a. username (should be your student number) b. your password


 * Guided Learning :**

1. Introduce the final vocabulary list 2. Grade RNBs. 3. Students will use blue Prentice Hall textbook on the bookshelf to complete the following assignment in their Reader’s Notebook.

Task 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 in at least 2-3 sentences.

Task 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 2-3 sentences

4. Discussion


 * HW:**

1. CEJ # 8 - Shakespeare - 12/1 2. If you have a personal computer or device that you feel comfortable bringing to school tomorrow, please bring it! 3. If you have forgotten your password, please go online and “retrieve” that password tonight.


 * Tuesday - 12/1**


 * Start Up:**

1. Please grab a computer and log on. 2. If you are unable to access a computer, please pull out the assignments we started working on in class yesterday.


 * If you were absent yesterday, please place your Reader’s Notebook on my desk so I can grade it. Also, pick up a copy of the assignments and vocabulary list from yesterday in the blue rectangle.


 * Guided Learning:**

1. Complete State Benchmark Assessment

a. Click on the NC Ed Cloud Icon located on your desktop b. Login to NC Ed Cloud c. Once you are logged in, click on the Homebase - student icon. d. Choose School Net Icon on the left navigation bar. e. Select “Take a Test” f. Enter the following test code: g. Wait for instructions before you begin
 * Remember that your username is your student number
 * If you forgot your password, follow the steps to retrieve it.

2. Finish Tasks 1 and 2 from yesterday.

3. Complete SOAPSTone of Sonnet 116 in your RNB.

4. Independently study vocabulary


 * HW:**

1. Complete SOAPSTone of Sonnet 116 in your RNB. 2. Study for vocabulary quiz.


 * 12/2**


 * Start Up:**

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


 * Does anyone have a quizlet with all of our vocabulary words that you are willing to share?
 * If you have not finished your benchmark, please sign up for a time to do this.


 * Guided Learning:**

1. Fifteen minute independent work session 2. Review and grade CEJ # 8 3. Place vocab words into grammatically appropriate sentences 4. Collaborative SOAPSTone of Sonnet 116 5. Mystery PPT Pre-Learning Activity 6. Have students read the first two pages of the Greenblatt article. []

-Identify the five most important facts. -Identify the author’s tone and justify your choice through textual evidence


 * HW:**

1. Read the first two pages of the Greenblatt article. []

-Identify the five most important facts. -Identify the author’s tone and justify your choice through textual evidence

2. Study vocabulary


 * Thursday - 12/3**


 * Start Up:**

1. Define these two vocabulary words and complete the associated tasks.


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

2. Define “En Media Res.”


 * Guided Learning:**

1. Review Start - Up:
 * Craven

2. Review Greenblatt article… more SAT Words

3. **Culpability Reflection -** -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?

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.


 * Collect Books

4. Background PPT

5. Read pages ix – xi, and copy down the major character traits, relationships, and struggles. Copy these down in your RNB.


 * HW:**

1. Read 1.1 and answer the associated guiding questions in your Reader’s Notebook. 2. Study for your vocabulary quiz.


 * Friday - 12/04**


 * 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.


 * In answering, please try to use at least two of your vocabulary words. *
 * If you were ABSENT yesterday, please obtain a book and fill out a book receipt.


 * Guided Learning:**

1. Vocabulary Quiz

2. Review Dramatic Terms.

3. Read pages ix – xi, and copy down the major character traits, relationships, and struggles.

4. Have students read 1.1.

5. Review DEJ # 1 with students and show them how to complete this activity in their RNB.

6. Allow students to work independently on their reading.


 * HW:**

1. Finish reading all of Act 1 and answer all of the guiding questions in your Reader’s Notebook.

2. CEJ # 9 - Venice or Cyprus - 12/09


 * Week # 16 - 12/07 - 12/11**


 * Due Dates:**

-12/07 - Poetry Outloud - 7PM - Extra Credit Opportunity -12/08 - RNB is Due -12/09 - CEJ # 9 Venice or Cyprus -12/10 - Final Vocabulary Assessment


 * Monday - 12/07**


 * Start Up:**

1. Re-write the five most important events in the plot in chronological order.


 * Guided Learning**

1. Review Start - Up 2. Reading Quiz 3. Discuss Guiding questions 4. Independent Work
 * Presentation from Mrs. Craven
 * Open Studying of Vocab and review (Lists 1-3)


 * HW:**

1. Read 2.1 -2.2 and answer the associated guiding questions. 2. CEJ # 9 - Venice or Cyprus - 12/09 3. Study your vocabulary!


 * Tuesday - 12/08**


 * 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.


 * For those of you who were absent yesterday, please make sure that I grade your ACT 1 Guiding Questions and also make sure to sign up for a time to complete the reading quiz.


 * Guided Learning:**

1. Take a look at the map so students have an idea of what we are talking about geographically.

2. Discuss Start - Up

3. Grade RNB

4. Have students study lists 4-8

4. Discuss

5. DEJ # 1



6. Independent Reading


 * HW:**

1. Read 2.3 and answer the associated guiding questions. 2. CEJ # 9 - Venice or Cyprus 3. Study your vocabulary!


 * Wednesday - 12/09**


 * 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. Reading Quiz 2. Review Act 2.3 Guiding Questions 3. Review Map 4. Review and Grade CEJs. 5. Independent works session.
 * Review Start - Up
 * Verbally review DEJ # 2
 * Review lists 1-12 --- write down ten words that you are having a difficult time understanding.


 * HW:**

1. Study all twelve of your vocabulary lists for tomorrow’s assessment 2. Read 3.1 - 3.3 and answer the associated guiding questions.
 * If you have a personal computer, please bring that to class tomorrow.


 * Thursday - 12/10**


 * Start Up:**

1. Independently study vocabulary.


 * If you did not turn in your CEJ, please do that at this time.
 * Also, please place your signed progress reports on your desk.


 * Guided Learning:**

1. Take Vocabulary Pre - Test 2. Independently read 3.4 and answer the associated guiding questions. 3. Review map 4. Review and grade CEJs 5. Independent reading


 * HW:**

1. Read 3.4 and answer the associated guiding questions. 2. Return your signed progress report.
 * study ACT 3 in preparation for your quiz.


 * Friday - 12/11**


 * Start Up:**

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


 * Guided Learning:**

1. Quiz

2. Discussion of Act 3 (have students lead discussion).

3. DEJ # 3 and DEJ # 4


 * have the students copy down the quote and explain the significance in their Reader’s Notebook

4. Independently work on reading Act 4 and answering the associated guiding questions


 * HW:**

1. Independently read Act 4 and answer the associated guiding questions.


 * Week # 17 - 12/14 - 12/18**


 * Due Dates:**

-12/15 - RNB is due -12/16 - Iago Trial Assignment is due -12/17 - Five Minute Shakespeare


 * Monday - 12/14**


 * Start Up:**

1. What is the most surprising thing that occurred in Act 4?

2. What is something that we can do as a class to ensure that this week is an enjoyable as possible?

3. What can we do as a class to earn our points back so that we can celebrate on Friday?


 * Guided Learning**

1. Ten minute working period. 2. Reading quiz 3. Discussion 4. Independent reading


 * HW: **

1. Finish reading Act 5 and answer the associated guiding questions.


 * Tuesday - 12/15**


 * Start Up:**

1. Now that you have read the play, what are two specific things that you would change about the plot? Please justify both of your choices.


 * Guided Learning:**

1. Discuss Start - Up 2. Grade RNB 3. Quiz 4. Discussion 5. Reflection -

a. 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 5-7 sentence

b. 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? 5-7 sentences -Introduction to “Iago Trial Assignment”

6. Introduce “Iago Trial Assignment”


 * HW:**

1. Complete a rough draft of “Iago Trial Assignment”


 * Should be 1 page handwritten in your RNB.


 * Wednesday - 12/16**


 * Start Up:**


 * If you were absent yesterday, please turn in your RNB so that I can grade it.
 * Turn in any remaining signed Progress Reports

1. 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? 5-7 sentences -Introduction to “Iago Trial Assignment”


 * Guided Learning:**

1. Discuss start - up 2. Students will finalize their “Iago Trial” responses. 3. “Iago Trial” activity 4. Introduction to five minute Shakespeare Activity -No more than two lines -At least one prop -All group members have to be involved in the scene -Each character should be identifiable -Need to announce the beginning and ending of the scene

5. Your group will need to submit a “working script” by the end of class.


 * HW:**

1. Finalize the script for your assigned act.


 * Thursday - 12/17**


 * 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?


 * Make sure to pass around the sign- up sheet


 * Guided Learning:**

1. 30 minute preparations workshop.

-No more than two lines -At least one prop -All group members have to be involved in the scene -Each character should be identifiable -Need to announce the beginning and ending of the scene
 * Introduction to five minute Shakespeare Activity

2. Five minute Shakespeare.

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

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.


 * Collect Copies of //Othello//


 * HW:**

1. Finish culpability paragraph. 2. Finalize any missing assignments


 * Friday - 12/18**

1. Christmas Cards 2. Make - Up / Extra Credit Assignments 3. Answer the following questions in paragraph form based off of your reading of Othello.

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


 * Week # 18 - 1/4/16 - 1/8/16**


 * Due Dates:**

-1/7- Freedom Riders Exhibit - class will meet in the library -1/12 - Deadline for turning in Missing Assignments -1/12 - Final RNB is due -1/14 - First Block EOC


 * Monday - 1/4**


 * Start Up:**

1. What is your new year’s resolution? What are some things that you are going to do in order to attain this resolution?

2. What is your “guiding” word for 2016? Why?


 * Guided Learning**

1. Review Start - Up 2. Return all graded work 3. Collect copies of //Othello//

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

“The Way It Is” - By William Stafford

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.

a. What do you think of this poem? b. What do you think it means? What does the word “threads” refer to? c. Do you believe everyone has one? d. What is the purpose of our threads/why do we all have one? e. What is your thread in life? f. Create a statement of theme.
 * Remember, theme is not just one the dominant idea. Theme = dominant idea + the author’s message about this idea.

5. Class SOAPSTONE and discussion.

6. Assign copies of //The Alchemist//


 * HW:**

1. Read the Prologue of //The Alchemist// and summarize it in 2-3 sentences. If you want, you can also continue to read ahead.


 * Tuesday - 1/05**


 * Start Up:**


 * Please turn in your copy of //Othello//

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


 * Guided Learning:**

1. Complete Alchemist pre-reading and pre-writing activities.

2. Read pages 1-33 and answer questions 1-10 in your Readers Notebook.


 * HW**

1. Read pages 1-33 and answer questions 1-10 in your RNB.


 * Wednesday - 1/06**


 * Start Up:**


 * If you were absent, please see me about yesterday’s assignments.

1. 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.

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


 * Guided Learning:**

1. Discuss the prologue assignment and have students work collaboratively on geography and key terms assignment as a team.

2. Discuss the first set of questions.

3. Allow students to independently read.


 * HW:**

1. Read pages 33-79 and answer questions 11-20 in your Reader’s Notebook.


 * Remember that our class will be meeting in the media center tomorrow**


 * Thursday - 1/07**


 * Start Up:**

No Start - Up Today


 * Guided Learning:**

1. Walkthrough of Freedom Riders Exhibit.

-In an assigned group of four, you will spend three minutes reading at each station.

2. Freedom Riders Assignment

The students will complete the following tasks in their RNB:

a. As you walk through I want you to write down what you think are ten really important pieces of information that you encounter during the exhibit (statistics, dates, images, testimonies, etc.)

b. What was the most important “thing” you learned while viewing this exhibit? Please explain why in 2-3 sentences.

c. What was the most surprising “thing” you learned? Please explain why in 2-3 sentences.

d. How can you relate what you learned in this exhibit to something you have learned or studied in school? Please explain in 2-3 sentences.

3. Independently read //The Alchemist// and answer the associated guiding questions.


 * HW:**

1. Read pages 79 - 123 and answer questions 21 -32 in your Reader’s Notebook.


 * Friday - 12/8/16**


 * Start Up:**


 * Please turn in your copies of //Othello//

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


 * Guided Learning:**

1. Discuss start - up.

2. Complete module

3. Grade Reader’s Notebooks

4. Take Quiz (5 questions from Guiding Questions)

5. Discussion

6. Independent Reading and Poetry Practice for students who have completed reading.

1. Finish reading //The Alchemist// (pages 123 - 167) and answer the corresponding guiding questions (33-46).
 * HW:**

2. Prepare for final //Alchemist// assessment.


 * Exam Week # 1 - 1/11/16 - 11/15/16**

-1/12 - Deadline for turning in Missing Assignments -1/12 - Final RNB is due -1/13 - Turn in any and all books that you checked out. -1/14 - First Block EOC
 * Due Dates:**


 * Start Up:**

1. 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. //Alchemist// quiz and final discussion.

2. //Alchemist// Assignment # 1-

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.


 * Your response should be 8 - 10 sentences long.

3. Introduction to Basic Poetic Terms

4. Introduction to SOATSTone

5. EOC Poetry Practice if there is enough time.


 * HW:**

1. //Alchemist// Assignment # 2

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.

2. Finalize any and all missing work.

3. Make arrangements for after school tutoring on Tuesday and Wednesday.


 * Tuesday - 1/12/16**


 * Start Up:**


 * If you were absent yesterday, please copy the notes from your neighbor before you work on the Start - Up.

1. When completing a standardized test, do you think it is a good idea to preview the questions before reading the passage? Please explain either why or why not.

2. How do we punctuate the title of poems?

3. What does the “T” in SOATSTone stand for?


 * Guided Learning:**

1. //Alchemist// quiz and final discussion.

-Grade RNB-

2. Review Basic Poetic Terms

In “Memories,” explain how the theme is developed throughout the poem. Use specific details to support your answer.

3. Review material for Non-Fiction - add on to note from previous day

-Preview Questions -Read thoroughly (paragraph by paragraph) -Pay attention to unique textual features -First and last paragraphs are VERY IMPORTANT! -Process of Elimination will set you free.

4. Practice writing assignment if there is time available.


 * HW**

1. Finalize any missing assignments


 * Wednesday - 1/13**


 * Start Up:**


 * PLEASE TURN IN ANY COURSE TEXTS YOU HAVE CHECKED OUT.
 * If you were absent yesterday, please take down our class notes.

1. What has been the most enjoyable aspect of this course? Briefly explain your answer. 2. What room will we be testing in tomorrow? 3. What are three things that you can do to prepare for success tomorrow.


 * Guided Learning:**


 * Return all graded work.

1. Review Notes for Fiction:

-Preview Questions -Read thoroughly (paragraph by paragraph) -Complete a SOATSTone -Pay attention to dialogue -Pay attention to character development -Process of Elimination will set you free.

2. Read and review “Castaway” passage

Practice Writing

3. Read and review “Anna” Section

4. Review General Reminders:

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 SOATSTone. 5. Titles and information in italics is very important. 6. Use the text to answer questions.


 * HW:**

1. Get plenty of rest and eat a good breakfast! Tomorrow is opportunity to show off what you have learned this semester, and you all are going to do exceedingly well. 2. Review your notes sheet.