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Report - Lesson PlanFrom Date : 08/01/2013To Date : 07/31/2015Group : Subject : ALL

Slade, Heath

CompTitle: Not Specified 10/27/2014 - 10/31/2014 Created: 10:16AM 10/31/2014

Last Update: 5:28PM 11/02/2014 Standards• 9-10RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.• 9-10RL2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the

text, including how it emerges and is shaped and refined by specific details; provide an objective summary of thetext.

• 9-10RL3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over thecourse of a text, interact with other characters, and advance the plot or develop the theme.

• 9-10RL4 - Determine the meaning of words and phrases as they are used in the text, including figurative andconnotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how thelanguage evokes a sense of time and place; ho

• 9-10RL5 - Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallelplots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

• 9-10RL7 - Analyze the representation of a subject or a key scene in two different artistic mediums, including what isemphasized or absent in each treatment (e.g., Auden's “Musée des Beaux Arts” and Breughel's Landscape with theFall of Icarus).

• 9-10RL9 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespearetreats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Additional Objectives/StandardsNone PlanMONDAY

JOURNAL: WHO IS YOUR FAVORITE MUSICIAN AND WHY?

READING SKILLS: I KNOW WHAT YOU DID LAST SUMMER

CLASSROOM DISCUSSION: USE THE EVIDENCE IN THE TEXT TO INFER THE KILLER

CLOSURE DISCUSSION: PREDICTIONS FOR NEXT SECTION

TUESDAY

JOURNAL: WHO IS YOUR FAVORITE ACTOR AND WHY?

CONTINUE READING SKILLS: I KNOW WHAT YOU DID LAST SUMMER

CLASSROOM DISCUSSION: WHAT HAS CAUSED BARRY TO CHANGE HIS MIND ABOUT THE PACT?

CLOSURE: WHAT WOULD YOU DO IN THEIR PLACE?

WEDNESDAY

JOURNAL: WHAT IS YOU FAVORITE SCARY MOVIE AND WHY IS IT YOUR FAVORITE?

FINISH IKWYDLSCLOSURE: POST-READING ANALYSIS

BEGIN RESEARCHING STUDY GUIDES IN GROUPS

THURSDAY

JOURNAL: WHAT IS YOUR FAVORITE SPORT AND WHY?

CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF A RAISIN IN THE SUN ACT II

FRIDAYIKWYDLS TEST

SCHOOL PROGRAMS

Homework

HOMEWORK(not completing ALL homework = 50):

AP: PG. 369-372 ?’S AT THE END

ENG IV: S16

ENG III: PG. 418-423 EX.1 & 2

VOCAB (define and use in a sentence):

1. furtively

2. dishevel

3. erratic

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4. defiance

5. tentatively

6. quizzically

7. doggedly

8. commence

9. gruffness

10. neurotic

ResourcesResource Materials__x___ Textbook ()_____ Overhead Masters__x___ Workbook/Handouts__x__ Multimedia/Technology__X___ Hands-on Materials_____ Reference Materialspromethean review gamestudy guides

AssessmentsActivities/ Assessment__x___ Check homework__x___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__x___ ReviewActivities/ Assessment__x__ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other

Title: Not Specified 11/03/2014 - 11/07/2014 Created: 5:43PM 11/02/2014Last Update: 11:16PM 11/05/2014

Standards• CW11 - The student will produce, analyze, and evaluate effective communication.• CW11a - The student will utilize, analyze, or evaluate the composing process (planning, drafting, revising, editing,

publishing).• CW11b - Planning:• CW11b.1 - Determine audience• CW11b.2 - Determine purpose• CW11b.3 - Generate ideas• CW11b.4 - Address prompt/topic• CW11b.5 - Organize ideas• CW11b.6 - Compose a clearly stated thesis• CW11c - Drafting:• CW11c.1 - Formulate introduction, body, and conclusion• CW11c.2 - C reate paragraphs (minimally five paragraphs)• 11-12W1a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s),counterclaims, reasons, and evidence.

• 11-12W1d - Establish and maintain a formal style and objective tone while attending to the norms and conventions ofthe discipline in which they are writing.

• 11-12W1e - Provide a concluding statement or section that follows from and supports the argument presented.• 11-12W2a - Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on

that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables),and multimedia when useful to

• 11-12W2b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

• 11-12W2c - Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,and clarify the relationships among complex ideas and concepts.

• 11-12W2d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogyto manage the complexity of the topic.

• 11-12W3a - Engage and orient the reader by setting out a problem, situation, or observation and its significance,establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smoothprogression of experiences or events.

• 11-12W3d - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of theexperiences, events, setting, and/or characters.

• 11-12W4 - Produce clear and coherent writing in which the development, organization, and style are appropriate totask, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• 11-12W5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a newapproach, focusing on addressing what is most significant for a specific purpose and audience. (Editing forconventions should demonstrate command of Langu

• 11-12W6 - Use technology, including the Internet, to produce, publish, and update individual or shared writingproducts in response to ongoing feedback, including new arguments or information.

• 11-12W9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.• 11-12W9a - Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-,

nineteenth- and early-twentieth-century foundational works of American literature, including how two or more textsfrom the same period treat similar themes o

• 11-12W10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Additional Objectives/StandardsNone PlanLESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'S

MONDAYMONDAY::

JOURNAL:On November 5, 2008, Barack Obama helped African-Americans break through theJOURNAL:On November 5, 2008, Barack Obama helped African-Americans break through theultimate glass ceiling with his election to the White House as the 44th President of theultimate glass ceiling with his election to the White House as the 44th President of theUnited States. He was inaugurated as president on January 21, 2009. United States. He was inaugurated as president on January 21, 2009. How did you feelHow did you feelwhen Obama was elected? Are you surprised it took our country so long to elect anwhen Obama was elected? Are you surprised it took our country so long to elect anAfrican-American as president? Why or why not? African-American as president? Why or why not?

I KNOW WHAT YOU DID LAST SUMMER BOOK REPORTS: I KNOW WHAT YOU DID LAST SUMMER BOOK REPORTS: STUDENTS WILL COMPOSE A FIVESTUDENTS WILL COMPOSE A FIVEPARAGRAPH ESSAY IN WHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THEPARAGRAPH ESSAY IN WHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THEPLOT, IDENTIFY THE SETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS,PLOT, IDENTIFY THE SETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS,AND COMPOSE A PERSONAL RESPONSE.AND COMPOSE A PERSONAL RESPONSE.

The student will utilize, analyze, or evaluate the composing process (e.g., planning,drafting, revising, editing, publishing). (DOK 3)



1) Planning:

• Determine audience

• Determine purpose

• Generate ideas

• Address prompt/topic

• Organize ideas

• Compose a clearly stated thesis

TUESDAYTUESDAY::

JOURNAL:Do you think you will see a female president elected in your lifetime? Why or whyJOURNAL:Do you think you will see a female president elected in your lifetime? Why or whynot?not?

2) Drafting:

• Formulate introduction, body, and conclusion

• Create paragraphs

• Use various sentence structures

• Use paraphrasing for reports and documented papers

WEDNESDAY:WEDNESDAY:JOURNAL:JOURNAL:Write about a time when you were nervous about something that turned out to beWrite about a time when you were nervous about something that turned out to beok. Explainok. Explain

3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person),tone, transition, etc.]• Add and delete information and details (for audience, for purpose, for unity) • Use precise language (e.g., appropriate vocabulary, concise wording, action verbs,sensory details, colorful modifiers, etc.)• Use available resources (reference materials, technology, etc.)

THURSDAY:THURSDAY:JOURNAL:JOURNAL: Do you believe people should be allowed to carry guns in public? Why or why not? Do you believe people should be allowed to carry guns in public? Why or why not?

4) Editing: • Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)

FRIDAYFRIDAY::JOURNAL CHECKJOURNAL CHECK

5) Publishing: • Proofread final document• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writingportfolio, personal journal, classroom wall, etc.) Homework

HOMEWORK(not completing ALL homework = 50):AP: PG. 655-664 ?’S AT THE ENDCOMP: VOCABENG III: PG. 427-432 EX. 4&5

VOCAB (define and use in a sentence):Commandeered decipher Conjured forebodingCorrelation intersect modify precede dilemma Erratic dispensations Austerity aesthete

Querulous ludicrous ResourcesResources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsAssessments :Activities/ Assessment__X___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review__X___ Presentation_____ Oral Responses__X___ Teacher Observation__X___ PRETEST


Standards• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text, including determining where the text leaves matters uncertain.• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course

of the text, including how they interact and build on one another to produce a complex account; provide an objectivesummary of the text.

• 11-12RL3 - Analyze the impact of the author's choices regarding how to develop and relate elements of a story ordrama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).



• 11-12RL5 - Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice ofwhere to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structureand meaning as well as its a

• 11-12RL7 - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play orrecorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play byShakespeare and one play by an Ame

Additional Objectives/StandardsNone PlanMONDAY:

JOURNAL:

If you could trade lives with anyone in the world for one week, who would you choose & why?

I KNOW WHAT YOU DID LAST SUMMER BOOK REPORTS: I KNOW WHAT YOU DID LAST SUMMER BOOK REPORTS: STUDENTS STUDENTS WILL COMPOSE A FIVEWILL COMPOSE A FIVEPARAGRAPH ESSAY IN WHICH THEY RESEARCH AN AUTHOR PARAGRAPH ESSAY IN WHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THEBIOGRAPHY, SUMMARIZE THEPLOT, IDENTIFY THE SETTING, ANALYZE A PROMINENT PLOT, IDENTIFY THE SETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS,THEME, DO A CHARACTER ANALYSIS,AND COMPOSE A PERSONAL RESPONSE.AND COMPOSE A PERSONAL RESPONSE.

3) 3) Revising: Revising: • • Revise for clarity and coherence [consistent point of view (first person, thirdRevise for clarity and coherence [consistent point of view (first person, thirdperson), tone, transition, etc.]person), tone, transition, etc.]• • Add and delete information and details (for audience, for purpose, for unity) Add and delete information and details (for audience, for purpose, for unity) • • Use precise language (e.g., appropriate vocabulary, concise wording, actionUse precise language (e.g., appropriate vocabulary, concise wording, actionverbs, sensory details, colorful modifiers, etc.)verbs, sensory details, colorful modifiers, etc.)• • Use available resources (reference materials, technology, etc.)Use available resources (reference materials, technology, etc.)

TUESDAY:

JOURNAL:

If you could choose the very last thing you would see before you die, what would it be? Explain why.


WEDNESDAY:JOURNAL:

Describe your neighborhood and the people that live in it.



THURSDAY:JOURNAL:

Begin a list of questions about life that you'd like to have answered. They may be about the future or thepast.


5) Publishing: • Proofread final document• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writingportfolio, personal journal, classroom wall, etc.)

FRIDAY:JOURNAL CHECK4) Editing: • Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)






ENG III: PG. 432-434 EX. 6


Depict demonstrate Sequence

Characteristics Adopt Demur

Persiflage Disseminate Debauch

Harangue Luridly Tepid Supple

Valiant Indefatigable

ResourcesResources :Resource Materials_____ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARD

AssessmentsAssessments :Activities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST


Standards• 11E4a. 1) - The appropriate use of verbs (forms, perfect progressive tense, voices, and moods)• 11E4a. 2) - Pronouns (agreement, case, and reference)• 11E4c. 3) - Correctly placed modifiers• 12E4a. 1) - Verbs (forms, tenses, voices, and moods) Additional Objectives/StandardsNone Plan

LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY

JOURNAL: Describe your typical Thanksgiving.

GRAMMAR REVIEW

STUDENT WILL BE GUIDED THROUGH A REVIEW OF GRAMMAR AND LIT TERMS FROM THE FIRST NINE WEEKS

VERB TENSES REVIEW AND GUIDED PRACTICE

TUESDAY

JOURNAL: Write about one person that you are thankful is in your life.

GRAMMAR REVIEW


LIT TERMS REVIEW AND GUIDED PRACTICE

WEDNESDAY

JOURNAL: Write about some things that you are thankful for?

GRAMMAR REVIEW


PRONOUN REVIEW AND GUIDED PRACTICE

THURSDAY

JOURNAL: Describe your perfect Thanksgiving break. How would you spend the week?

GRAMMAR REVIEW/VERB TENSES PARENT VS. STUDENT SUPER BOWLPARENTS WILL COMPETE AGAINST STUDENTS IN A PROMETHEAN GAME REVIEWING ADVANCED GRAMMARTECHNIQUES.

FRIDAY

JOURNAL CHECK

GRAMMAR REVIEW


SUBJECT/ VERB AGREEMENT REVIEW AND GUIDED PRACTICE

Homework



ENG IV: S20

ENG III: PG. 436-441 EX. 1 &2




Approbation jaded ameliorate

Assuage lurid aplomb

Coalition meritorious bombastic Decadence ResourcesResource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsActivities/ Assessment__X___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST


Standards• 11-12SL1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressingtheir own clearly and persuasiv

• 11-12SL1a - Come to discussions prepared, having read and researched material under study; explicitly draw on thatpreparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,wellreasoned exchange of ideas.

• 11-12SL1b - Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals anddeadlines, and establish individual roles as needed.

• 11-12SL1c - Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure ahearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; andpromote divergent and creative persp

• 11-12SL1d - Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on allsides of an issue; resolve contradictions when possible; and determine what additional information or research isrequired to deepen the investigation or c

• 11-12SL2 - Integrate multiple sources of information presented in diverse formats and media (e.g., visually,quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracyof each source and noting any discrep

• 11-12W1a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish theclaim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s),counterclaims, reasons, and evidence.

• 11-12W1b - Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for eachwhile pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level,concerns, values, and possible bi

• 11-12W1c - Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, createcohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and betweenclaim(s) and counterclaims.


• 11-12W1e - Provide a concluding statement or section that follows from and supports the argument presented. Additional Objectives/StandardsNone Plan

LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SPlan :

MONDAY

JOURNAL : If you could have a servant come to your house every day for one hour, what would you have them do?

Argumentative ESSAY

CRITERIA

STUDENTS WILL PRESENTS ARGUMENTATIVE PRESENTATIONS DEBATING OPPOSING VIEWPOINTS ON ISSUESSTUDENTS WILL WORK WITH A PARTNER TO CREATE AN PRESENTATION PROVING EITHERTHE AFFIRMATIVE OR NEGATIVE SIDE OF AN ISSUE

T EACH GROUP WILL BE PAIRED WITH ANOTHER GROUP OF AN OPPOSING VIEW POINT TODEBATE THE ISSUE.

ESSAY

·MLA – 2-3 PAGES

TIMES NEW ROMAN 12 FONT

DOUBLE SPACED

AT LEAST 3 SOURCES


1) Planning:



• Generate ideas




• Organize ideas


TUESDAY

JOURNAL: What is one talent or skill you don't have but always wanted? Why?

RESEARCH PAPER CONTINUED

2) Drafting:





WEDNESDAY

JOURNAL: If you owned a store, what would you sell? Why?

3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone,transition, etc.]• Add and delete information and details (for audience, for purpose, for unity) • Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details,colorful modifiers, etc.)• Use available resources (reference materials, technology, etc.)

THURSDAY

JOURNAL: If you could have the world’s largest collection of one thing, what would it be? Why?

REVISION CONTINUED


FRIDAY

JOURNAL CHECK

CONCLUDE REVISION AND BEGIN EDITING



Homework

Homework :



ENG III: PG. 436-441 EX. 1 &2




Coalition meritorious bombastic Decadence

ResourcesResources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsAssessments :Activities/ Assessment__X___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST


Standards• 11E1e. - The student will examine the author's use or authors' uses of formal and informal language in multiple texts

to accomplish purpose.• 1.10E+03 - The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of



difficulty.• 11E2d. - The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts

from a variety of genres to recognize patterns and connections.• 9-10RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as






Additional Objectives/StandardsNone Plan

LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'S

MONDAY

JOURNAL: Write you thoughts about bullying.

OTHELLO REVIEW GAME

STUDENTS WILL CHECK THEIR STUDY GUIDES AND PREPARE FOR TEST USING JEOPARDY QUIZ GAME

CLOSURE: CHECK STUDY GUIDES

TUESDAY

JOURNAL: If you could choose the very last thing you would see before you die, what would it be?

BEGIN SECOND HALF OF SHAKESPEARE'S OTHELLO.

GROUP DISCUSSION: HOW MUCH DOES OTHELLO'S RACE IMPACT THE OTHER CHARACTERS PERCEPTION OF HIM.

CLOSURE DISCUSSION: WHY IS IAGO SO INSECURE IN HIS MARRIAGE

WEDNESDAY

JOURNAL: Write down everything that comes to mind about money.

OTHELLO PART TWO CONTINUED

GROUP DISCUSSION: WHAT IS OTHELLO'S FATAL FLAW?

CLOSURE: WHO IS THE TRUE PROTAGONIST? WHAT QUALIFIES A CHARACTER AS APROTAGONIST?THURSDAY

JOURNAL: WRITE ABOUT YOUR FAVORITE CHRISTMAS MEMORY

OTHELLO STUDY GUIDES

NINE WEEKS TEST STUDY GUIDES

STUDENTS WILL WORK WITH PARTNERS TO COMPLETE BOTH STUDY GUIDES

CLOSURE: CHECK PROGRESS ON STUDY GUIDES

FRIDAY

JOURNAL CHECK

OTHELLO STUDY GUIDES CONTINUED

NINE WEEKS TEST STUDY GUIDES

STUDENTS WILL WORK WITH PARTNERS TO COMPLETE BOTH STUDY GUIDES

CLOSURE: CHECK STUDY GUIDES FOR COMPLETION AND CORRECTNESS

ASSIGNMENT FOR STUDENTS THAT COMPLETE PROJECT EARLYMonday

Reading fair boards- students will create reading fair board based on a book they have read. The boardswill require students to complete a plot summary, determine the tone or mood, analyze author’spurpose, etc.

Tuesday

Reading fair boards continued


Wednesday



Thursday



Friday



Journal Check



Homework



ENG III: PG. 444-446 EX. 5

COMP: VOCAB ONLY


expiate cavalier banter bluster

debase retainer subjugate

extol fraught fissure

ResourcesResources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology__x___ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsAssessments :Activities/ Assessment__X___ Check homework_____ Test/Quiz__x___ Project__X___ Participation__X___ C lasswork__X___ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST

Title: "9 weeks test week" 12/15/2014 - 12/19/2014 Created: 11:34AM 12/14/2014Last Update: 2:58PM 12/17/2014

Standards• 11-12LA1 - Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as




• 11-12RL4 - Determine the meaning of words and phrases as they are used in the text, including figurative andconnotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiplemeanings or language that is particularl



Additional Objectives/StandardsNone PlanMonday:

Work on study guidesReview for nine weeks test

Tuesday:

Review Promethean board gameCheck and correct Study guides

Wednesday:Nine weeks Test

Thursday:ARTICLE RESEARCH

STUDENTS WILL RESEARCH AND DISCUSS FINDING IN ARTICLES BY GLADWELL AND LEVITT

STUDENTS WILL COMPOSE AND ESSAY GIVING FEEDBACK ON WHAT THEY HAVE READ

Friday:ARTICLE RESEARCH

STUDENTS WILL RESEARCH AND DISCUSS FINDING IN ARTICLES BY GLADWELL AND LEVITT

STUDENTS WILL COMPOSE AND ESSAY GIVING FEEDBACK ON WHAT THEY HAVE READ

Homework

Resources_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ Review



promethean game_____ ReviewActivities/ Assessment____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other

Title: "MACBETH PART 1" 01/06/2015 - 01/09/2015 Created: 7:09PM 01/05/2015Last Update: 10:54PM 01/08/2015







• 9-10RL6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside theUnited States, drawing on a wide reading of world literature.


PLAN:


Monday:

1. Bell Ringer: ACT BELLRINGER AND REVIEW

2. Hook: DISCUSSION OF AMBITION

3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF SHAKESPEARE'S MACBETH,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: WHAT IS INDICATED BY THE PRESENCE OFWITCHES AT THE BEGINNING?4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: THE DYNAMIC BETWEENMACBETH/LADY MACBETH

Strategies: SOCRATIC QUESTIONING, KTW, PREDICTIONSHORT ESSAY

Closure: STORY PREDICTION EXIT TICKETS

Differentiated Instructions: PLAN:

Tuesday:

1. Bell Ringer: JOURNAL: WHAT ARE YOUR MEMORIES OFHURRICANE KATRINA?

2. Hook: STUDENTS SHARE JOURNALS

3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF SHAKESPEARE'S MACBETH,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: COMPARE AND CONTRAST CHARACTERSFROM MACBETH AND OTHELLO 4. Independent Practice: (The student w ill)

Activities: DISCUSS THE DIFFERENCES BETWEEN OTHELLOAND MACBETH / IAGO AND LADY MACBETH

Strategies: SOCRATIC QUESTIONING, KTW, PREDICTIONS

Closure: SHARE INSIGHTS FROM DISCUSSION

Differentiated

Instructions: PLAN:



Wednesday :

1. Bell Ringer: ACT WORKSHEET AND REVIEW

2. Hook: SUMMARIZE THE STORY TO THIS POINT

3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF SHAKESPEARE'SMACBETH1GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS

4. Independent Practice: (The student w ill)

Activities: RESEARCH AND COMPLETE SHAKESPEARE'S MACBETHSTUDY GUIDES

Strategies: SOCRATIC QUESTIONING, STUDY GUIDES

Closure: GO OVER STUDY GUIDES


Thursday:

1. Bell Ringer: IMAGINE YOU WERE AT WAR, DESCRIBEWHAT YOU IMAGINE.

2. Hook: DISCUSSION OF JOURNALS

3. Guided Practice: (The teacher w ill)

FACILITATE THE CLASSROOM JEOPARDY REVIEW GAME. THE GAME WILL AID INSTUDENTS RESEARCH SKILLS AND CHECK FOR COMPREHENSION.


Activities: REVIEW USING CLASSROOM JEOPARDY GAME,USING IT TO IMPROVE COMPREHENSION AND CHECK ANDCORRECT STUDY GUIDES

Strategies: GROUP WORK

Closure: Conclusion of review game and finalizing ofstudy guides

Differentiated Instructions:

PLAN:

Friday :


2. Hook: STUDY FOR TEST


ADMINISTER SHAKESPEARE'S MACBETH TEST 1


Activities:

STUDENTS WILL WORK ON MACBETH TRANSLATIONS INTO THEIR OWN LANGUAGE


Closure: SHARE THEIR MODERN TRANSLATIONS


Homework

Homework:

VOCAB WORK (students will define and use in asentence)decimate, impoverish, clandestine, routine,abdicate Resources__X___ Textbook (p )

Assessments__X___ Check homework



__X___ Textbook (p )__X___ Overhead Masters__x___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference Materials

__X___ Check homework___x__ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST










PLAN:


Monday:


2. Hook: RECAP ACTS 1&2

3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF SHAKESPEARE'S MACBETHACTS 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. DISCUSS THE HISTORICAL MACBETH GUIDED DISCUSSION: WHAT CHANGE DO YOU NOTICE INMACBETH?4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: HOW DOES MACBETH JUSTIFY HISACTIONS?




Tuesday:

1. Bell Ringer: JOURNAL: TO YOU, WHAT DOES IT MEAN TOLOVE SOMETHING? EXPLAIN.


3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF SHAKESPEARE'S MACBETHACTS 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. DISCUSS THE EFFECTS OF SETTING AND CONFLICTS GUIDED DISCUSSION: THE MACDUFF LOOPHOLE. 4. Independent Practice: (The student w ill)

Activities: DISCUSS THE DOWNFALL OF MACBETH





Differentiated

Instructions: PLAN:

Wednesday :



3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF SHAKESPEARE'SMACBETH ACTS 3-5GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS






Thursday:

1. Bell Ringer: IMAGINE LOSING THE THING OR PERSONTHAT YOU LOVE THE MOST. WRITE ABOUT WHAT YOUFEEL









PLAN:

Friday :






Activities:

VIEW THE MACBETH FILM

Strategies: COMPARE/CONTRAST FILM AND TEXT

Closure: DISCUSS HOW CLOSE THE ACTED PLAY WASTO THEIR VIEW OF THE ACTION.


Homework

Homework:



VOCAB WORK (students will define and use in asentence)Assent

Feral

Pretentious

Provision

Equivalent

Livid

Alternative

Toiling

Delirium

Revelation Resources__X___ Textbook (p )__X___ Overhead Masters__x___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference Materials

Assessments__X___ Check homework___x__ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST









Additional Objectives/StandardsNone PlanPLAN MOVED FROM LAST WEEK TO THIS WEEK DUE TO TIME MISSED BECAUSE OF BEREAVEMENT

PLAN:


Monday:


2. Hook: RECAP ACTS 1&2

3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF SHAKESPEARE'S MACBETHACTS 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. DISCUSS THE HISTORICAL MACBETH GUIDED DISCUSSION: WHAT CHANGE DO YOU NOTICE INMACBETH?4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: HOW DOES MACBETH JUSTIFY HISACTIONS?




Tuesday:

1. Bell Ringer: JOURNAL: TO YOU, WHAT DOES IT MEAN TO



LOVE SOMETHING? EXPLAIN.


3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF SHAKESPEARE'S MACBETHACTS 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. DISCUSS THE EFFECTS OF SETTING AND CONFLICTS GUIDED DISCUSSION: THE MACDUFF LOOPHOLE. 4. Independent Practice: (The student w ill)

Activities: DISCUSS THE DOWNFALL OF MACBETH



Differentiated

Instructions: PLAN:

Wednesday :



3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF SHAKESPEARE'SMACBETH ACTS 3-5GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS






Thursday:










PLAN:

Friday :








Activities:

VIEW THE MACBETH FILM

Strategies: COMPARE/CONTRAST FILM AND TEXT

Closure: DISCUSS HOW CLOSE THE ACTED PLAY WASTO THEIR VIEW OF THE ACTION.


Homework

Homework:

VOCAB WORK (students will define and use in asentence)Assent

Feral

Pretentious

Provision

Equivalent

Livid

Alternative

Toiling

Delirium

Revelation Resources__X___ Textbook (p )__X___ Overhead Masters__x___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference Materials












Monday:

1. Bell Ringer: ACT BELLRINGER

2. Hook: RECAP OF LAST WEEK'S READINGS

3. Guided Practice:MACBETH ACT IV AND V

a. I do: Guide reading, discussion and analysis of text

b. We do: read, discuss and analyze of text for deeper meaning and subtext

4. Independent Practice:

Activities: GROUP READING, SMALL GROUPS

Strategies:SOCRATIC QUESTIONING, STUDENT GENERATED QUESTIONING

5. Closure: STORY PREDICTIONS EXIT SLIP

6. Differentiated Instructions: GUIDED READING, INDEPENDENT READING,



7. Accommodations: ALTERNATIVE ASSIGNMENT, READ ALOUD, MOVE TO THE FRONT, TAKE HOMECOPIES

Tuesday:

1. Bell Ringer:WOULD YOU RATHER LIVE AS A COWARD OR DIE AS A HERO? EXPLAIN

2. Hook:DISCUSSION OF BELL RINGER










Wednesday:

1. Bell Ringer:ACT BELLWORK

2. Hook: ACT ANSWER REVIEW





Activities: SMALL GROUP STUDY GUIDE


5. Closure: CHECK STUDY GUIDES

6. Differentiated Instructions: GUIDED READING, INDEPENDENT READING, STUDY GUIDES


Thursday:

1. Bell Ringer: WHAT WOULD YOU BE WILLING TO GIVE UP TO BE HAPPY? EXPLAIN


3. Guided Practice:STUDY GUIDE REVIEW JEOPARDY GAME

a. I do: ASK QUESTIONS TO CHECK AND CORRECT STUDY GUIDES

b. We do: PLAY A REVEW GAME TO CORRECT STUDY GUIDES AND FURTHER KNOWLEDGE OF THE TEXT


Activities:JEOPARDY GAME

Strategies:SMALL GROUPS

5. Closure:JEOPARDY GAME CONCLUSION

6. Differentiated Instructions:JEOPARDY GAME

7. Accommodations:USE OF STUDY GUIDES AND OPEN BOOKS

Friday:

1. Bell Ringer:ACT WORKSHEET

2. Hook:REVIEW ACT WORKSHEET

3. Guided Practice:TEST ON MACBETH ACT IV AND V, BEGIN MACBETH FILM

a. I do: MONITOR TESTING PROCESS AND GUIDE VIEWING OF MACBETH FILM

b. We do: VIEW MACBETH FILM AND COMPARE AND CONTRAST TO TEXT




5. Closure: COMPARE AND CONTRAST TO TEXT WORKSHEET



Remediation Plan: IF STUDENTS FAIL TO MEET EXPECTATIONS, RETEACHING WILL OCCUR THE FOLLOWINGWEEK

Homework

ResourcesResources: Place an X on all that apply

AssessmentsAssessment: Place an X on all that apply



__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)

___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,__X____ Review games, _____Essay,_____Report, _______Presentation,___X____Oral responses, ___X___Homework,_____C lasswork, ______Project, ____X___Teacher Observation, _____X___TeacherFeedback, __X___Chapter test (post test)________Common assessment, ________Nine Week Exam, ___X__Other(Specify:_______FILM_______________)

Data Review:

a. Pre-test Results:

b. Post-test Results:

c. Other:

Title: Not Specified 02/02/2015 - 02/06/2015 Created: 10:38AM 02/02/2015Last Update: 10:15PM 02/04/2015










Monday:



3. Guided Practice:UPDATING MACBETH

a. I do: Guide ACTIVITY

b. We do:REWORD SCENCES FROM MACBETH INTO DIFFERENT ERAS OR DIALECTS( REDNECK, GHETTO,WESTERN, SPACE, ETC.)


Activities: COMPOSITION OF REWRITTEN SCENE, GROUPWORK


5. Closure: CHECK PROGRESS



TUESDAY

1. Bell Ringer: JOURNALS




b. We do:REWORD SCENCES FROM MACBETH INTO DIFFERENT ERAS OR DIALECTS( REDNECK, GHETTO,WESTERN, SPACE, ETC.)






7. Accommodations: ALTERNATIVE ASSIGNMENT, READ ALOUD, MOVE TO THE FRONT, TAKE HOME COPIES

Wednesday:


2. Hook: RECAP OF ACTIVITY



b. We do:REWORD SCENCES FROM MACBETH INTO DIFFERENT ERAS OR DIALECTS( REDNECK,GHETTO, WESTERN, SPACE, ETC.), PERFORM REWORKS






5. Closure: PERFORMANCE



Thursday:












Friday:



3. Guided Practice:TEST ON MACBETH ACT IV AND V, BEGIN MACBETH FILM

a. I do: MONITOR TESTING PROCESS AND GUIDE VIEWING OF MACBETH FILM

b. We do: VIEW MACBETH FILM AND COMPARE AND CONTRAST TO TEXT




5. Closure: COMPARE AND CONTRAST TO TEXT WORKSHEET




Homework

HOMEWORK(not completing ALL homework = 50):AP: pg 800-806ENG III: PG 460 -468 EX 1Comp: VOCAB ONLY VOCAB (define and use in a sentence): entreat/ augment/ scruples/ divulge/ knell/ amiss/ grandiose/ signify




___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,__X____ Review games, _____Essay,_____Report, _______Presentation,___X____Oral responses, ___X___Homework,_____C lasswork, ______Project, ____X___Teacher Observation, _____X___TeacherFeedback, __X___Chapter test (post test)________Common assessment, ________Nine Week Exam, ___X__Other(Specify:_______FILM_______________)

Data Review:



c. Other:


Standards• 9-10RL3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the

course of a text, interact with other characters, and advance the plot or develop the theme.






Monday:


2. Hook: REVIEW OF BELLRINGER

3. Guided Practice: VIEWING OF MACBETH PLAY

a. I do: Guide VIEWING OF MACBETH PLAY and analysis of THE ORDINAL TEXT

b. We do: WATCH MACBETH AND COMPARE AND CONTRAST MACBETH ON THE PAGE AND SCREEN


Activities: VIEWING PLAY


5. Closure: STORY RECAP

6. Differentiated Instructions: MODERNIZED TEXT


Tuesday:

1. Bell Ringer:JOURNALS












Wednesday:













Thursday:















Friday:














Homework

Homework :

HOMEWORK(not completing ALL homework = 50):AP: pg 818-826ENG III: PG 468- -480 EX 4Comp: VOCAB ONLY

VOCAB (define and use in a sentence): PROTRACT / INDEFINITE / SPLENDID / OBLIQUE / VANITYQUANTIFY / AWE / OPPRESS / ANGST / CASUAL

ResourcesResources :Resources: Place an X on all that apply

__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers, ____Labequipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus, ___X__CellPhone, ____Compass, ____Markers_______Protractor _____Manipulatives,___X_Other(Specify:___VIDEO_________________)


___X___Activities, _____Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, ___X____Presentation,___X____Oral responses,___X___Homework, __X___C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:

Title: Not Specified 02/16/2015 - 02/20/2015 Created: 8:31PM 02/15/2015Last Update: 12:13AM 02/22/2015


course of a text, interact with other characters, and advance the plot or develop the theme.• 9-10RL4 - Determine the meaning of words and phrases as they are used in the text, including figurative and

connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how thelanguage evokes a sense of time and place; ho



Monday:














Tuesday:

1. Bell Ringer:ACT BELL RINGER












Wednesday:













Thursday:

1. Bell Ringer: ACT BELL RINGER












Friday:
















Homework

Homework :

HOMEWORK(not completing ALL homework = 50):ACT PREP AND VOCAB





Data Review:



c. Other:



course of a text, interact with other characters, and advance the plot or develop the theme.• 9-10RL4 - Determine the meaning of words and phrases as they are used in the text, including figurative and

connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how thelanguage evokes a sense of time and place; ho


• 9-10W2d - Use precise language and domain-specific vocabulary to manage the complexity of the topic.• 9-10W3d - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters. Additional Objectives/StandardsNone Plan

Monday:



3. Guided Practice: ACT/ PARCC VOCAB. WORK

a. I do: PRESENT TESTING VOCABULARY TO STUDENTS

b. We do: PRACTICE LEARNING AND USING VOCABULARY


Activities: VOCABULARY SCAVENGER HUNT


5. Closure: CHECK VOCAB WORK



Tuesday:



3. Guided Practice: ACT/ PARCC VOCAB. WORK

a. I do: PRESENT TESTING VOCABULARY TO STUDENTS

b. We do: PRACTICE LEARNING AND USING VOCABULARY


Activities: VOCABULARY PROMETHEAN GAME


5. Closure: PROMETHEAN GAME



Wednesday:





3. Guided Practice: ACT/ PARCC FUNDAMENTAL GRAMMAR WORK

a. I do: PRESENT TESTING GRAMMAR TO STUDENTS

b. We do: PRACTICE LEARNING AND USING PROPER BASIC GRAMMAR


Activities: GRAMMAR BUZZER GAME


5. Closure: RECAP OF GRAMMAR, CHECK FOR UNDERSTANDING



Thursday:



3. Guided Practice: ACT/ PARCC GRAMMAR WORK

a. I do: REVIEW TESTING GRAMMAR TO STUDENTS

b. We do: PRACTICE LEARNING AND USING GRAMMAR


Activities: GRAMMAR PROMETHEAN GAME





Friday:



3. Guided Practice: ACT/ PARCC REVIEW TEST / BEGIN 9 WEEKS REVIEW

a. I do: ADMINISTER AND MONITOR TESTING

b. We do: TAKE TEST / REVIEW FOR 9 WEEKS TEST


Activities: TEST / NINE WEEKS STUDY GUIDES






Homework

Homework :






Data Review:



c. Other:

Title: Not Specified 03/02/2015 - 03/06/2015 Created: 7:11AM 03/06/2015Last Update: 10:40AM 03/16/2015











• 9-10W1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning andrelevant and sufficient evidence.

• 9-10W1a - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create anorganization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

• 9-10W1b - Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths andlimitations of both in a manner that anticipates the audience's knowledge level and concerns.

• 9-10W1c - Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify therelationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


• 9-10W1e - Provide a concluding statement or section that follows from and supports the argument presented.• 9-10W2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information

clearly and accurately through the effective selection, organization, and analysis of content.• 9-10W2d - Use precise language and domain-specific vocabulary to manage the complexity of the topic.• 9-10W3d - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters. Additional Objectives/StandardsNone Plan

Monday:



3. Guided Practice: ACT/ PARCC VOCAB. WORK/ 9 WEEKS TEST REVIEW

a. I do: PRESENT TESTING VOCABULARY TO STUDENTS/ REVIEW FOR 9 WEEKS TEST

b. We do: PRACTICE LEARNING AND USING VOCABULARY/ REVIEW FOR 9WEEKS TEST


Activities: VOCABULARY/ 9 WEEKS TEST REVIEW ON PROMETHEAN


5. Closure: CHECK VOCAB WORK



Tuesday:



3. Guided Practice: 9 WEEKS TEST REVIEW

a. I do: REVIEW FOR NINE WEEKS TEST

b. We do: REVIEW STUDY GUIDES FOR 9 WEEKS TEST


Activities: 9 WEEKS TEST PROMETHEAN GAME





Wednesday:












Thursday:














Friday:



3. Guided Practice: 9 WEEKS REVIEW TEST

a. I do: ADMINISTER AND MONITOR TESTING

b. We do: TAKE 9 WEEKS TEST


Activities: NINE WEEKS TEST / SHORT STORY UNIT






Homework

Homework :





___X___Activities, _____Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, ___X____Presentation,___X____Oral responses,___X___Homework, __X___C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment,____X____ Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:

Title: "NARRATIVES PT. 1" 03/16/2015 - 03/20/2015 Created: 1:59PM 03/16/2015Last Update: 10:31PM 03/22/2015

Standards• CW11 - The student will produce, analyze, and evaluate effective communication.• CW11a - The student will utilize, analyze, or evaluate the composing process (planning, drafting, revising, editing,

publishing).• CW11b - Planning:• CW11b.1 - Determine audience• CW11b.2 - Determine purpose• CW11b.3 - Generate ideas• CW11b.4 - Address prompt/topic• CW11b.5 - Organize ideas• CW11b.6 - Compose a clearly stated thesis• CW11c - Drafting:• CW11c.1 - Formulate introduction, body, and conclusion• CW11c.2 - C reate paragraphs (minimally five paragraphs)• CW11c.3 - Use various sentence structures• CW11c.4 - Use paraphrasing for reports and documented text• CW11d - Revising:• CW11d.1 - Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• CW11d.2 - Add and delete information and details (for audience, for purpose, for unity)• CW11d.3 - Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful

modifiers, etc.)• CW11d.4 - Use available resources (reference materials, technology, etc.)• 9-10W3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences.• 9-10W3a - Engage and orient the reader by setting out a problem, situation, or observation, establishing one or

multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiencesor events.



• 9-10W3b - Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, todevelop experiences, events, and/or characters.

• 9-10W3c - Use a variety of techniques to sequence events so that they build on one another to create a coherentwhole.


• 9-10W3e - Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over thecourse of the narrative.



Plan :

Monday:



3. Guided Practice: NARRATIVE WRITING REFRESHER

a. I do: NARRATIVE WRITING VOCABULARY AND CONVENTIONS REVIEW

b. We do: CHECK NARRATIVE WRITING REVIEW. BEGIN NARRATIVE ESSAY. STUDENTWILL COMPOSE EITHER A FICTIONAL OR NONFICTION NARRATIVE TO BE USEDLATER FOR REVIEW OF NARRATIVE CONVENTIONS.


Activities: NARRITIVE ESSAY BRAINTORMING AND ROUGH DRAFTS

Strategies:SOCRATIC QUESTIONING, STUDENT GENERATED QUESTIONING, HELPSTUDENTS WITH NARRATIVE PROGRESS

5. Closure: CHECK NARRATIVE PROGRESS


7. Accommodations: ALTERNATIVE ASSIGNMENT, READ ALOUD, MOVE TO THE FRONT,TAKE HOME COPIES

Tuesday:



b. We do:. CONTINUE NARRATIVE ESSAY. STUDENT WILL COMPOSE EITHER AFICTIONAL OR NONFICTION NARRATIVE TO BE USED LATER FOR REVIEW OFNARRATIVE CONVENTIONS.


Activities: NARRITIVE ESSAY ROUGH DRAFTS CONTINUED



6. Differentiated Instructions: STUDENT CHOICE


Wednesday:












Thursday:










Friday:





Activities: NARRITIVE ESSAY ROUGH DRAFTS PEER EDITING AND CRITIQUEING.STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITH EDITING ANDREWRITING.

Strategies:SOCRATIC QUESTIONING, STUDENT GENERATED QUESTIONING, HELPSTUDENTS WITH NARRATIVE PROGRESS, SMALL GROUPS




Remediation Plan: IF STUDENTS FAIL TO MEET EXPECTATIONS, RETEACHING WILLOCCUR THE FOLLOWING WEEK

Homework

ACT PREP AND VOCAB ResourcesResources :Resources :Resources: Place an X on all that apply__X___ Textbook,__X____Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,___X__Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)

AssessmentsAssessments :Assessments :Assessment: Place an X on all that apply___X___Activities, ______Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, __X___Essay,_____Report, _______Presentation,___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)Data Review:a. Pre-test Results:b. Post-test Results:c. Other:

Title: "NARRATIVES PT. 2" 03/23/2015 - 03/27/2015 Created: 2:05PM 03/16/2015Last Update: 11:05PM 03/26/2015



Standards• CW11b - Planning:• CW11d - Revising:• CW11d.1 - Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• CW11d.2 - Add and delete information and details (for audience, for purpose, for unity)• CW11d.3 - Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful

modifiers, etc.)• CW11d.4 - Use available resources (reference materials, technology, etc.)• CW11e - Editing:• CW11e.1 - Proofread to correct errors• CW11e.2 - Apply tools to judge quality (rubric, checklist, feedback, etc.)• CW11f - Publishing:• CW11f.1 - Proofread final text• CW11f.2 - Prepare final text (PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal,

classroom wall, etc.)• CW12 - The student will use Standard English grammar, mechanics, and sentence structure to communicate.• 9-10W3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen









Plan :

Monday:





Activities: NARRITIVE ESSAY ROUGH DRAFTS PEER EDITING AND CRITIQUINGCONTINUED. STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITHEDITING AND REWRITING.





Tuesday:





Activities: NARRATIVE ESSAY REVISION AND EDITING BEGINS





Wednesday:







Activities: NARRATIVE ESSAY REVISION AND EDITING CONTINUED





Thursday:










Friday:





Activities: NARRATIVE ESSAY REVISED DRAFT PEER EDITING AND CRITIQUING.STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITH EDITING ANDREWRITING.






Homework

ACT PREP AND VOCAB ResourcesResources :Resources :Resources: Place an X on all that apply__X___ Textbook,__X____Computers,_____Map,

AssessmentsAssessments :Assessments :Assessment: Place an X on all that apply___X___Activities, ______Exit slips,______Quiz,______ Labs,______ Pre-



_____Calculators, ____Rulers,____Lab equipment, ____Workbook,___X__Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)

test,______ Review games, __X___Essay,_____Report, _______Presentation,___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)Data Review:a. Pre-test Results:b. Post-test Results:c. Other:

Title: "NARRATIVES PT. 2continued" 03/30/2015 - 04/03/2015 Created: 8:23PM 03/29/2015

Last Update: 10:31PM 04/01/2015 Standards• CW11b - Planning:• CW11d - Revising:• CW11d.1 - Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• CW11d.2 - Add and delete information and details (for audience, for purpose, for unity)• CW11d.3 - Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful











Plan extended from last week due to testing.

Plan :

Monday:


2. Hook: REVIEW OF BELLRINGER / Students share updates on narratives



Activities: NARRATIVE ESSAY ROUGH DRAFTS PEER EDITING AND CRITIQUINGCONTINUED. STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITHEDITING AND REWRITING.





Tuesday:


2. Hook: REVIEW OF BELLRINGER/ Students share updates on narratives





Activities: NARRATIVE ESSAY REVISION AND EDITING BEGINS





Wednesday:










Thursday:










Friday:





Activities: NARRATIVE ESSAY REVISED DRAFT PEER EDITING AND CRITIQUING.STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITH EDITING ANDREWRITING.








Homework

ACT PREP AND VOCAB

Vocabulary is in conjunction with ACT prep. ResourcesResources :Resources :Resources: Place an X on all that apply__X___ Textbook,__X____Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,___X__Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)


Title: "NARRATIVES PT. 3 " 04/06/2015 - 04/10/2015 Created: 8:39PM 04/05/2015Last Update: 10:41PM 04/13/2015

Standards• CW11b - Planning:• CW11d - Revising:• CW11d.1 - Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• CW11d.2 - Add and delete information and details (for audience, for purpose, for unity)• CW11d.3 - Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful











Plan extended from last week due to testing.

Plan :

Monday:



b. We do:. CONTINUE NARRATIVE ESSAY. STUDENT WILL MAKE SURE ALL NARRATIVECONVENTIONS ARE INSERTED USED IN NARRATIVE. STUDENTS FINISHING EARLYWILL PEER TUTOR AND CRITIQUE NARRATIVES OF CLASSMATES.


Activities: NARRATIVE ESSAY FINAL DRAFTS PEER EDITING AND CRITIQUINGCONTINUED. STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITHEDITING , REWRITING, AND FINALIZING.







Tuesday:


2. Hook: REVIEW OF BELLRINGER/ Students share updates on narratives

b. We do:. NARRATIVE ESSAY FINAL DRAFTS PEER EDITING AND CRITIQUINGCONTINUED. STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITHEDITING , REWRITING, AND FINALIZING.


Activities: NARRATIVE ESSAY REVISION AND EDITING CONTINUES





Wednesday:



b. We do:. NARRATIVE ESSAY FINAL DRAFTS PEER EDITING AND CRITIQUINGCONTINUED. STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITHEDITING , REWRITING, AND FINALIZING.







Thursday:



b. We do:. FINALIZE NARRATIVE ESSAY. STUDENT WILL COMPLETE NARRATIVE ANDENSURE ALL ELEMENTS ARE CORRECT. STUDENTS WILL EXCHANGE NARRATIVEFOR CRITIQUING.







Friday:



b. We do:. FINALIZE NARRATIVE ESSAY. STUDENT WILL COMPLETE NARRATIVE ANDENSURE ALL ELEMENTS ARE CORRECT. STUDENTS WILL EXCHANGE NARRATIVEFOR CRITIQUING.




Activities: NARRATIVE ESSAY REVISED DRAFT PEER EDITING AND CRITIQUING.STUDENTS WILL READ EACH OTHERS NARRATIVES AND HELP WITH FINALIZING


5. Closure: NARRATIVES DUE.




Homework

ACT PREP AND VOCAB

Vocabulary is in conjunction with ACT prep. ResourcesResources :Resources :Resources: Place an X on all that apply__X___ Textbook,__X____Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,___X__Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)


Title: "READING COMP" 04/13/2015 - 04/17/2015 Created: 3:17PM 04/13/2015Last Update: 9:43PM 04/27/2015








• 11-12RL6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text fromwhat is really meant (e.g., satire, sarcasm, irony, or understatement).

• 11-12SL1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, andteacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressingtheir own clearly and persuasiv









• 11-12W1c - Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, createcohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between



claim(s) and counterclaims.• 11-12W1d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of

the discipline in which they are writing.• 11-12W9a - Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-,




Plan :

Monday:


2. Hook: REVIEW OF BELLRINGER/

3. Guided Practice: UNIT WILL AIM TO IMPROVE READING COMPREHENSIONTHROUGH PRACTICE WITH FICTION, INFORMATIONAL, AND DRAMA

a. I do: MODEL READING AND QUESTIONING, CHECK AND CORRECT WORK.FACILITATE STUDENT BASED QUESTIONING.

b. We do: DISCUSSION OF TEXT AND EXAMINATION FOR GREATER MEANING


Activities: SMALL GROUP DISCUSSION, LARGE GROUP DISCUSSION


5. Closure: GUIDED SUMMARIES

6. Differentiated Instructions:, RESEARCHING, PRESENTING


Tuesday:












WEDNESDAY














Thursday:












Friday:

Monday:













Homework


ACT PREP AND VOCAB

vocab used in act prep questions ResourcesResources : Resources: Place an X on all that apply__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)

AssessmentsAssessments : Assessment: Place an X on all that apply___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, __X_____Presentation,___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)Data Review:



a. Pre-test Results:b. Post-test Results:c. Other:

Title: "READING COMP -INFORMATIONAL" 04/20/2015 - 04/24/2015 Created: 8:41PM 04/19/2015

Last Update: 10:21PM 04/27/2015 Standards• 11-12RL6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from

what is really meant (e.g., satire, sarcasm, irony, or understatement).• 11-12SL1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and












• 11-12W9a - Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-,nineteenth- and early-twentieth-century foundational works of American literature, including how two or more textsfrom the same period treat similar themes o



Plan :

Monday:












Tuesday:














WEDNESDAY












Thursday:












Friday:

Monday:











7. Accommodations: ALTERNATIVE ASSIGNMENT, READ ALOUD, MOVE TO THE FRONT,



TAKE HOME COPIES


Homework


ACT PREP AND VOCAB


AssessmentsAssessments : Assessment: Place an X on all that apply___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, __X_____Presentation,___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)Data Review:a. Pre-test Results:b. Post-test Results:c. Other:

Title: "READING COMP -argumentative" 04/27/2015 - 05/01/2015 Created: 9:12AM 04/28/2015

Last Update: 9:12AM 04/28/2015 Standards• 11-12RL6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
















Plan :

Monday:














Tuesday:












WEDNESDAY












Thursday:














Friday:

Monday:













Homework


ACT PREP AND VOCAB



Title: "READING COMP -argumentative/ MOCK TRIALS" 05/04/2015 - 05/08/2015 Created: 9:03PM 05/03/2015

Last Update: 5:49PM 05/04/2015 Standards• 11-12RL6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from

















LESSON RETAUGHT DUE TO LOST TIME LAST WEEK


Plan :

Monday:












Tuesday:












WEDNESDAY














Thursday:












Friday:

Monday:













Homework


ACT PREP AND VOCAB

vocab used in act prep questions ResourcesResources : Resources: Place an X on all that apply__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,

AssessmentsAssessments : Assessment: Place an X on all that apply___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, __X_____Presentation,



_____Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)

___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)Data Review:a. Pre-test Results:b. Post-test Results:c. Other:

English III


Standards• 12E1c. - The student will contrast the author's (or authors') use (or uses) of figurative language (e.g., metaphors,

similes, hyperboles, personification, oxymoron, idioms, etc.) in multiple texts to evaluate the author's (or authors')style (or styles). (DOK 3)

• 12E1d. - The student will analyze text to evaluate connotative or denotative use of words in relation to their historicalperiod in multiple texts.

• 12E2d. - The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple textsfrom a variety of genres to assess the effectiveness of patterns and connections.


BELL RINGER: 1. Describe yourself in detail. You can write about your personality, your likes/dislikes, youroutward appearance, etc..DO NOT write about other people(like your family)...this is just about YOU!REVIEW OF CLASS RULES AND PROCEDURESINTRO TO LITERARY TERMS:

Character Antagonist ProtagonistDiction Denotation ConnotationImagery Mood PlotDISCUSS AND IDENTIFY TERMS IN FICTION STUDENTS HAVE READ BEFORE

Character Antagonist ProtagonistDiction Denotation ConnotationImagery Mood Plot

Homework

ResourcesPROMETHEAN BOARDPOWERPOINT

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation







BELL RINGER: 2. On August 4th, 1944, 15-year-old Jewish diaristAnne Frank and her family were captured by theNazis. Anne spent two years hidden in a sealed-offspace in a warehouse, recording her ordeal in a diarythat was eventually published and translated intomore than 50 languages.Describe how it must have been for this young girl tobe cooped up in a small living area with her familyand the seven other occupants. What would you do topass the time, knowing you would not have moderndayconveniences such as a television, cell phone,video games, etc.?INTRO TO LITERARY TERMS:



Exposition Rising Action Climax

Falling Action Resolution Conflict

Flashback Foreshadowing Suspense

Point of View Setting StyleDISCUSS AND IDENTIFY TERMS IN FICTION STUDENTS HAVE READ BEFORE

MOVIE PLOTLINE GROUP ACTIVITY


Homework









3. On August 6th in 1945, at 8:16 a.m. Japanese time, an AmericanB-29 bomber, the Enola Gay, drops the world's first atom bomb,over the city of Hiroshima. Approximately 80,000 people arekilled as a direct result of the blast, and another 35,000 areinjured. At least another 60,000 would be dead by the end of theyear from the effects of the fallout. On August 9th, anotheratomic bomb was dropped on the city of Nagasaki, killing over23,000 people from the blast. As a result, Japan surrendered andWWII was over.How do you feel about Americans killing so many innocentcivilians in these attacks? Do you think the bombings werenecessary? Why or why not? Is war the only way to makepeace?INTRO TO LITERARY TERMS:

Theme Tone Figures of Speech

Metaphor Simile Oxymoron

Personification AlliterationDISCUSS AND IDENTIFY TERMS IN FICTION STUDENTS HAVE READ BEFORE


Homework





Activities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation







4. The second week of August is Elvis Presley Week inMemphis, Tennessee. Elvis fans of all ages fromaround the world gather in Memphis to celebrate theKing of Rock-n-Roll. Describe a scene that mighttake place during this week of music, magic, andmemories associated with the legacy of Elvis Presley.Are you familiar with any Elvis songs? If so, which isyour favorite?

INTRO TO LITERARY TERMS PROMETHEAN REVIEW GAME

Homework

ResourcesPROMETHEAN BOARDREVIEW GAME








BELL RINGER: JOURNAL CHECK

LITERARY TERMS TEST

STAR TESTING

AR INDEPENDENT READING

Homework

ResourcesTESTCOMPUTERSLIBRARY

AssessmentsActivities/ Assessment_____ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation












• 11-12RL9 - Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works ofAmerican literature, including how two or more texts from the same period treat similar themes or topics.

• 11-12RL10 - By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in thegrades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the endof grade 12, read and comprehend lite

Additional Objectives/StandardsNone PlanBELL RINGER: 6. August 12th is “Kool-Aid” Day. Did youever have a “Kool-Aid” or lemonadestand as a child? Why or why not?If so, was it successful? Write aboutyour experience. Do you stop to buysomething children are selling? Why orwhy not?

ROARING 20'S AND FITZGERALD BACKGROUND POWERPOINT

BEGIN READING AND DISCUSSING THE GREAT GATSBY PART ONE

HomeworkNOVEL VOCABULARY WORDSGRAMMAR REVIEW PG. S2

ResourcesPROMETHEAN BOARDPOWERPOINTTHE GREAT GATSBY NOVEL

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__x___ OtherTHE GREAT GATSBY












Additional Objectives/StandardsNone PlanBELL RINGER: 7. Another prompt for August 12th: On this day in1990, fossil hunter Susan Hendrickson discoversthree huge bones jutting out of a cliff near Faith,South Dakota. They turn out to be part of thelargest-ever Tyrannosaurus rex skeleton everdiscovered, a 65 million-year-old specimen dubbedSue, after its discoverer.What do you think is one of the greatest“discoveries” of all time? Why? If you were todiscover something great, what would you want it



to be and why?

CONTINUE READING AND DISCUSSING THE GREAT GATSBY PART ONE


ResourcesPROMETHEAN BOARDPOWERPOINTTHE GREAT GATSBY NOVEL













Additional Objectives/StandardsNone PlanBELL RINGER: 8. Construction began on the Berlin Wall August 13th, 1961,and on August 17th, the first concrete blocks were put inplace. The wall was the physical barrier between East andWest Berlin, with Easterners prohibited to leave their sector.Many families were torn apart. If you lived in East Berlin andworked in West Berlin, you lost your job. The wall remaineduntil November 9th, 1989.Imagine the city in which you live right now. Then draw aline down the center of it. Then imagine your section of townis closed off from the rest of the world and you could notleave and visitors (from the other side, or the rest of theworld) could not come to you. How would that feel? Whatwould you do?

CONCLUDE READING AND DISCUSSING THE GREAT GATSBY PART ONE

THE GREAT GATSBY STUDY GUIDE GROUP WORK

CHECK THE GREAT GATSBY STUDY GUIDE GROUP WORK


ResourcesPROMETHEAN BOARDPOWERPOINTTHE GREAT GATSBY NOVELSTUDY GUIDE















Additional Objectives/StandardsNone PlanBELL RINGER: On August 14, 2003, a major outage knocked out power across the easternUnited States and parts of Canada. Beginning at 4:10 p.m. ET, 21 power plantsshut down in just three minutes. Fifty million people were affected, includingresidents of New York, C leveland and Detroit, as well as Toronto and Ottawa,Canada. Although power companies were able to resume some service in aslittle as two hours, power remained off in other places for more than a day. Theoutage stopped trains and elevators, and disrupted everything from cellulartelephone service to operations at hospitals to traffic at airports. In New YorkC ity, it took more than two hours for passengers to be evacuated from stalledsubway trains. Small business owners were affected when they lost expensiverefrigerated stock. The loss of use of electric water pumps interrupted waterservice in many areas. There were even some reports of people being strandedmid-ride on amusement park roller coasters.Describe a time when you’ve lost power. How did you spend your time with noelectricity? Have you ever been in somewhere--like in an elevator or on asubway--when power has gone out? How did you feel? What is the longest youhave been without power?

THE GREAT GATSBY PROMETHEAN REVIEW GAME


ResourcesPROMETHEAN BOARDPOWERPOINTTHE GREAT GATSBY NOVELREVIEW GAME














Bell Ringer: Journal CheckTHE GREAT GATSBY PART ONE Test



AR independent reading and library time

HomeworkNovel VocabGrammar refresher pg. s2

ResourcesLibrary test

AssessmentsActivities/ Assessment_____ Check homework___X__ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET

Title: "M" 08/19/2013 - 08/19/2013 Created: 7:00AM 08/29/2013Last Update: 11:15AM 08/28/2014

Standards• 11-12LA3 - Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.• 11-12LA4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades

11-12 reading and content, choosing flexibly from a range of strategies.• 11-12LA4a - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in

a sentence) as a clue to the meaning of a word or phrase.• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as











JOURNAL: If you could have personally witnessed one event in history, whatwould you want to have seen? Why?

TEXT: THE GREAT GATSBY CH. 3 &4

STUDENT WILL ANALYZE THE GREAT GATSBYFOR THEME, SYMBOLISM, ANDOTHER LITERARY ELEMENTS

CLASSROOM GUIDED DISCUSSION OF ACT III

Homework

AP: PG 61-67 – QUESTION ON PG.67ENG IV: PG S9VOCAB:(DEFINE AND USE IN A SENTENCE)

1. salient2. inveigle



3. eloquence4. inured5. gaunt6. barbaric7. abstractedly8. inane9. undulation10. solace

ResourcesPowerpointPromethean BoardGREAT GATSBY text

AssessmentsPowerpointPromethean BoardHamlet textAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET

Title: "TU" 08/20/2013 - 08/20/2013 Created: 7:03AM 08/29/2013Last Update: 11:15AM 08/28/2014















JOURNAL:

•Which cartoon character do you resemble the most? Why?

• Which character resembles your personality the most? Why?

TEXT: THE GREAT GATSBY CH. 3 &4 CONTINUED

STUDENT WILL ANALYZE GATSBY FOR THEME, SYMBOLISM, AND OTHERLITERARY ELEMENTS



DISCUSSION: WHAT DOES THE GREEN LIGHT SYMBOLIZE? WHAT IS THESUBTEXT OF TOM'S AFFAIR?

CLASSROOM GUIDED DISCUSSION OF CH. 3 & 4

Homework


1. salient2. inveigle3. eloquence4. inured5. gaunt6. barbaric7. abstractedly8. inane9. undulation10. solace

ResourcesPowerpointPromethean BoardGATSBY text

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherTHE GREAT GATSBY

Title: "W" 08/21/2013 - 08/21/2013 Created: 7:05AM 08/29/2013Last Update: 11:15AM 08/28/2014











• 11-12RL7 - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or



recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play byShakespeare and one play by an Ame




JOURNAL:

•List 5 people you know. Then describe each of them in 5 words.

TEXT: THE GREAT GATBY CONCLUDED

STUDENT WILL ANALYZE GATSBY FOR THEME, SYMBOLISM, AND OTHERLITERARY ELEMENTS

CLASSROOM GUIDED DISCUSSION OF CH 3 & 4

GROUPWORK: CH 3 & 4 STUDY GUIDES

Homework



ResourcesPowerpointPromethean BoardTHE GREAT GATSBY text

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses



__X___ Teacher Observation__X___ OtherTHE GREAT GATSBY

Title: "TH" 08/22/2013 - 08/22/2013 Created: 7:07AM 08/29/2013Last Update: 11:15AM 08/28/2014















JOURNAL: On August 17th, 1969, the grooviest event in music history--the Woodstock MusicFestival--draws to a close after three days of peace, love and rock 'n' roll in upstate New York.Initially, organizers had sold a total of 186,000 tickets and expected no more than 200,000 people toshow up. By Friday night, however, thousands of eager early arrivals were pushing against theentrance gates. Fearing they could not control the crowds, the promoters made the decision to openthe concert to everyone, free of charge. Close to half a million people attended Woodstock, jammingthe roads around Bethel with eight miles of traffic. A 25th anniversary celebration of Woodstocktook place in 1994 in Saugerties, New York. Known as Woodstock II, the concert featured BobDylan and Crosby, Stills and Nash as well as newer acts such as Nine Inch Nails and Green Day.Held over another rainy, muddy weekend, the event drew an estimated 300,000 people. Have youbeen to any music concerts? If so, write about your experience seeing a live band perform. If not,who would you like to see/hear live in concert? Why?


CHECK CH 3 & 4 STUDY GUIDES

CH 3 & 4 REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUSPOINTS ON FRIDAY'S TEST. THIS WILL ACT AS A WAY OF CHECKING THEIRRESEARCH AND PREPARING THEM FOR THE TEST.

Homework


1. salient2. inveigle



3. eloquence4. inured5. gaunt6. barbaric7. abstractedly8. inane9. undulation10. solace

ResourcesPOWERPOINTPromethean BoardGREAT GATSBY textREVIEW GAME SOFTWARE

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherTHE GREAT GATSBY

Title: "F" 08/23/2013 - 08/23/2013 Created: 7:09AM 08/29/2013Last Update: 11:15AM 08/28/2014












Bell Ringer: Journal CheckBell Ringer: Journal Check

THE GREAT GATSBY CH 3 & 4 TestTHE GREAT GATSBY CH 3 & 4 Test

AR independent reading and library timeAR independent reading and library timestudent will choose and a text and read independently. Upon completion,student will choose and a text and read independently. Upon completion,student will AR test on selection. (10% of grade)student will AR test on selection. (10% of grade) Homework

ResourcesLibrary TestAR BOOKRENAISSANCE LEARNING

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other



Title: "M" 08/26/2013 - 08/26/2013 Created: 2:25PM 08/29/2013Last Update: 11:15AM 08/28/2014















JOURNAL:

In 1971 the US Congress designated August 26 as Women's Equality Day. Thisdate commemorates not only the day in 1920 that women were granted the rightto vote, but also calls attention to women's continuing efforts toward full equality.

Do you think women have equal rights to men today? Why or why not?What needs to be changed or improved upon? Why?

TEXT: FITZGERALD'S THE GREAT GATSBY

STUDENT WILL ANALYZE HAMLET FOR THEME, SYMBOLISM, AND OTHERLITERARY ELEMENTS

DISCUSSION:WHAT IS THE "AMERICAN DREAM" AND WHAT IS EACHCHARACTER'S "DREAM?"


Homework

HOMEWORK:

AP: PG 103-111 – QUESTION ON PG.111

ENG IV: PG S10-11

ENG III: PG. 56-62 – QUESTIONS IN THE TEXT & 1-3 ON 62

VOCAB:

(DEFINE AND USE IN A SENTENCE)

1. specter

2. anarchy

3. encroaching

4. suppleness

5. cupola

6. mordantly

7. novel

8. effulgence

9. reverberant



10. regimen



Title: "TU" 08/27/2013 - 08/27/2013 Created: 2:29PM 08/29/2013Last Update: 11:15AM 08/28/2014















JOURNAL: August 20th is National Radio Day. What is your favorite radiostation? Why? What kind of music does it play? How often do you listento the radio?

If you don’t, do you listen to internet or satellite stations? Podcasts?What do you like about radio? What don’t you like?

TEXT: FITZGERALD'S THE GREAT GATSBY CH. 5&6 CONTINUED

STUDENT WILL ANALYZE THE GREAT GATSBY FOR LITERARY ELEMENTS

DISCUSSION: WHAT IS IRONIC ABOUT DAN CODY'S DEATH AND GATSBY'SINHERITANCE?

CLASSROOM GUIDED DISCUSSION OF CH. 5 & 6

Homework

HOMEWORK:AP: PG 103-111 – QUESTION ON PG.111ENG IV: PG S10-11ENG III: PG. 56-62 – QUESTIONS IN THETEXT & 1-3 ON 62VOCAB:



(DEFINE AND USE IN A SENTENCE)1. specter2. anarchy3. encroaching4. suppleness5. cupola6. mordantly7. novel8. effulgence9. reverberant10. regimen



Title: "W" 08/28/2013 - 08/28/2013 Created: 2:31PM 08/29/2013Last Update: 11:15AM 08/28/2014















JOURNAL: August 28 marks the anniversary of Dr. Martin Luther King Jr.’s “I Have aDream” speech. He gave the speech Aug. 28, 1963, during the March onWashington. This day is called “Dream Day” because of his inspiringwords about his own dream that his children would grow up in a world in



which all races could live, work, and play as equals. What is yourdream? Is it for world peace, no more hunger, no more poverty? Or is itmore personal–a dream for happiness, riches, or fame? Write in detailabout your dream.

TEXT: THE GREAT GATSBY CH 5&6 CONCLUDED

STUDENT WILL ANALYZE THE CHARACTERS OF TOM AND GATSBY/ DAISY ANDMYRTLE

CLASSROOM GUIDED DISCUSSION OF CH 5 & 6


Homework

HOMEWORK:AP: PG 103-111 – QUESTION ON PG.111ENG IV: PG S10-11ENG III: PG. 56-62 – QUESTIONS IN THETEXT & 1-3 ON 62VOCAB:(DEFINE AND USE IN A SENTENCE)

1. specter2. anarchy3. encroaching4. suppleness5. cupola6. mordantly7. novel8. effulgence9. reverberant10. regimen

ResourcesSTUDY GUIDESPromethean BoardGREAT GATSBY text

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses



__X___ Teacher Observation__X___ OtherTHE GREAT GATSBY

Title: "TH" 08/29/2013 - 08/29/2013 Created: 2:33PM 08/29/2013Last Update: 11:15AM 08/28/2014















JOURNAL:What is something you do well? How/why did you learn that skill? What is something you dislike about yourself? Why?

GROUPWORK: THE GREAT GATSBY STUDY GUIDES COMPLETED

CHECK THE GREAT GATSBY STUDY GUIDES

THE GREAT GATSBY REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUSPOINTS ON FRIDAY'S TEST. THIS WILL ACT AS A WAY OF CHECKING THEIRRESEARCH AND PREPARING THEM FOR THE TEST.

Homework


1. specter2. anarchy3. encroaching4. suppleness



5. cupola6. mordantly7. novel8. effulgence9. reverberant10. regimen

ResourcesPOWERPOINTPromethean BoardTHE GREAT GATSBY textREVIEW GAME SOFTWARE

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherTHE GREAT GATSBY

Title: "F" 08/30/2013 - 08/30/2013 Created: 2:34PM 08/29/2013Last Update: 11:15AM 08/28/2014












Bell Ringer: Journal Check/HOMEWORK CHECKBell Ringer: Journal Check/HOMEWORK CHECK

Shakespeare's THE GREAT GATSBY CH 5&6 TestShakespeare's THE GREAT GATSBY CH 5&6 Test


HOMEWORK:AP: PG 103-111 – QUESTION ON PG.111ENG IV: PG S10-11ENG III: PG. 56-62 – QUESTIONS IN THETEXT & 1-3 ON 62



VOCAB:(DEFINE AND USE IN A SENTENCE)



AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET


Standards• 11-12LA1a - Apply the understanding that usage is a matter of convention, can change over time, and is sometimes

contested.• 11-12LA5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• 11-12LA5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Additional Objectives/StandardsNone Plan

JOURNALS:

MON: LABOR DAY

TUE:

JOURNAL:You can cast any actor or actress who is still living to play you in a film about your life. Whom would you castin the role? Why?

TEXT: THE GREAT GATSBY CH. 7

STUDENTS WILL ANALYZE TEXT FOR THEME AND SUBTEXT.

STUDENTS WILL ANALYZE THE EFFECT OF THE UNRELIABLE NARRATOR IN GATSBY?

GUIDED DISCUSSION: WHAT IS GATSBY'S AMERICAN DREAM?

WED:

JOURNAL: If you could have one superpower, which would you choose? Why?

TEXT: THE GREAT GATSBY CH.7 CON’T

STUDENT WILL ANALYZE TEXT FOR MEANING AND COMPREHENSION

GUIDED DISCUSSION: DID DAISY INTENTIONALLY MURDER MYRTLE?

STUDY GUIDE GROUP WORK



THURS:

JOURNAL: If you could have the home of your dreams, what would it include (i.e. secret passages, towers, swimmingpools, etc.)? Where would it be located?

GROUPWORK: CH.7 STUDY GUIDES COMPLETED

CHECK CH.7 STUDY GUIDES

CH.7 REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON FRIDAY'S TEST. THIS WILL ACTAS A WAY OF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

FRI: JOURNAL CHECK

CH.7 Test

AR independent reading and library timestudent will choose and a text and read independently. Upon completion, student will AR test on selection. (10% ofgrade)

Homework

AP: PG 161-166 – QUESTION ON PG.166ENG IV: PG S12ENG III: PG. 105-110 – QUESTIONS INTHE TEXT & 1-3 ON 110VOCAB:(DEFINE AND USE IN A SENTENCE)

1. venerable2. latent3. nonentity4. vindicate5. automaton6. discernible7. abashed8. rejoinder9. impinge10. ricochet

ResourcesGATSBYTEXTTEXTBOOKPROMETHEAN BOARDREVIEW GAME SOFTWARE ANDHARDWARELIBRARY AR BOOK

AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherTHE GREAT GATSBY



contested.• 11-12LA5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• 11-12LA5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as





• 11-12RL5 - Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of



where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structureand meaning as well as its a




JOURNALS:

MON:

JOURNAL: How do you picture Utopia? Describe in detail. (If you do not know what a utopia is, you may look it up.)


STUDENTS WILL ANALYZE TEXT FOR GREATER MEANING

GUIDED DISCUSSION: WHAT DOES TOM'S USE OF WILSON AS THE VEHICLE OF GATSBY'S DEMISE TELL MEAN INREGARDS TO CLASS SYSTEM IN THE 20'S? IS THERE A POLITICAL UNDERTONE?

TUE:

JOURNAL:

If you were ruler of the world, what things would you banish absolutely for all time (rain on weekends, Brusselssprouts, homework, etc.)? Make a list. Use your imagination.



STUDENTS WILL ANALYZE AND DISCUSS HOW THE MAJOR CHARACTERS REPRESENT CLASS IN AMERICA

GUIDED DISCUSSION: WHO IS THE TRUE ANTAGONIST OF THE STORY? & WHAT IS THE EFFECT OF SEASONS ON THESTORY

WED:

JOURNAL:

Did you ever forget something really important? What happened as a result?


STUDENTS WILL WORK TOGETHER RESEARCHING THE ANSWERS TO THE STUDY GUIDE

THURS:

JOURNAL:

Do you think women should take men's last names when they marry? Why or why not?

GROUPWORK: CH.8&9 STUDY GUIDES COMPLETED

CHECK CH.8&9 STUDY GUIDES

CH.8&9 REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON FRIDAY'S TEST. THIS WILL ACTAS A WAY OF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

FRI: JOURNAL CHECK

CH.8&9 Test


Homework

HOMEWORK(not completing ALLhomework = 50):AP: PG 191-198 – QUESTION ON PG.198ENG IV: PG S13ENG III: PG. 145-151 – QUESTIONS INTHE TEXT & 1-3 ON 151VOCAB:(DEFINE AND USE IN A SENTENCE)

1. Approbation 2. jaded



3. ameliorate4. Assuage 5. lurid 6. aplomb7. Coalition 8. meritorious 9. bombastic10. Decadence

ResourcesGATSBY TEXTTEXTBOOKPROMETHEAN BOARDREVIEW GAME SOFTWARE ANDHARDWARELIBRARY AR BOOK



Standards• 11-12W1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.• 11-12W1c - Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and betweenclaim(s) and counterclaims.


clearly and accurately through the effective selection, organization, and analysis of content.• 11-12W2a - Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on




• 11-12W2e - Establish and maintain a formal style and objective tone while attending to the norms and conventions ofthe discipline in which they are writing.

• 11-12W2f - Provide a concluding statement or section that follows from and supports the information or explanationpresented (e.g., articulating implications or the significance of the topic).


• 11-12W8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searcheseffectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrateinformation into the text se





Monday:

Jesse Owens was born on Sept. 12 in 1913. A great athlete, he set 11 world records in track and field and won fourgold medals in the 1936 Olympics in Berlin, Germany. Because Owens was black, Adolf Hitler wasn’t very happy abouthis victories. Owens died in 1980. Write about a person whose accomplishments you admire. This can be anathlete, a parent, a friend, a teacher–anyone you choose. Tell what the person has done and why youadmire her or him.

THE GREAT GATSBY MOVIE AND BOOK COMPARE AND CONTRAST

Day one: BEGIN GATSBY FILM

STUDENT WILL WATCH GATSBY FILM AND TAKE NOTES COMPARING AND CONTRASTING THE TWO

Tuesday

Describe your dream weekend

Day two: CONTINUE GATSBY FILM

STUDENT WILL WATCH GATSBY FILM AND TAKE NOTES COMPARING AND CONTRASTING THE TWO



Wednesday

Write about some of the things that you worry about.

Day three: BEGIN GATSBY FILM

STUDENT FINISH WATCHING GATSBY FILM AND TAKING NOTES COMPARING AND CONTRASTINGTHE TWO

Thursday

If you were to select music for a soundtrack of your life, what songs would you play in the background?Why?Day four: STUDENT WILL COMPOSE A SHORT ESSAY COMPARING AND CONTRASTING THE FILM AND THE MOVIE

Friday:

Journal Check

Day five: SUBMIT COMPARE AND CONTRAST ESSAY

STUDENTS WILL SPEND REMAINDER OF TIME READING AND AR TESTING IN LIBRARY

Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE

5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC

10. DECADENCE ResourcesResource Materials_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials

AssessmentsActivities/ Assessment__x___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other


Standards• 12E4a. 2) - Pronouns (agreement, case, and reference)• 11-12LA1 - Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. Additional Objectives/StandardsNone PlanMONDAYWrite about something that you used to believe in. Why did you stop believing in it?

NOTES ON PRONOUNS: PERSONAL, INTERROGATIVE, RELATIVEPRONOUN PRACTICE

TUESDAYDo you ever have any really crazy dreams at night? Write about one of your dreams

NOTES ON PRONOUNS: REFLEXIVE, QUANTIFIER, NEGATIVE, RECIPROCAL, DEMONSTRATIVEPRONOUN PRACTICE

WEDNESDAYIn your opinion, what is the most important job in the world? Explain why you think it’s themost important. What do you think its pay should be?

PRONOUN REVIEW GAME/ PROMETHEAN BASKETBALL TOURNAMENT



PRONOUN REVIEW GAME/ PROMETHEAN BASKETBALL TOURNAMENT

THURSDAYWhat does school spirit mean to you.

PRONOUN REVIEW GAME/ PROMETHEAN BASKETBALL TOURNAMENT CONTINUEDTEST

FRIDAY

HOMECOMING

Homework

ResourcesResource Materials__X___ Textbook ()_____ Overhead Masters_____ Workbook/Handouts_____ Multimedia/Technology__X___ Hands-on Materials__X___ Reference Materials

AssessmentsActivities/ Assessment__x___ Check homework_____ Test/Quiz___X__ Project__X___ Participation_____ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other

Title: "9 weeks test week" 09/30/2013 - 10/04/2013 Created: 6:53PM 10/16/2013Last Update: 11:15AM 08/28/2014











Tuesday:



Thursday:Drug awareness/ Bullying Door decorating orStudy for other nine weeks test

Friday:Library timeAR testing

Homework


promethean game

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other

Title: Not Specified 10/07/2013 - 10/11/2013 Created: 7:37PM 10/16/2013



Title: Not Specified 10/07/2013 - 10/11/2013 Last Update: 11:15AM 08/28/2014 Standards• 11-12LA5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• 11-12LA5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course







Write about a person whose accomplishments you admire. This can be an athlete, a parent, a friend, ateacher–anyone you choose. Tell what the person has done and why you admire her or him.

BEGIN A RAISIN IN THE SUN ACT. 1

CLASSROOM DISCUSSION: DISCUSSION OF THE PRE-CIVIL RIGHTS ERA (SETTING)

DISCUSSION OF THE AMERICAN DREAM AND THE YOUNGERSTUESDAY

Write about some of the things that you worry about.CONTINUE A RAISIN IN THE SUN ACT 1

CLASSROOM DISCUSSION: COMAPRE AND CONTRAST ANALYSIS OF EACH YOUNGER'S DREAM

WALTERLENABENEATHA

WEDNESDAY

If you were to select music for a soundtrack of your life, what songs would you play in the background?Why?FINISH A RAISIN IN THE SUN ACT 1POST-READING ANALYSIS AND PREDICTION


THURSDAY

Do you ever have any really crazy dreams at night? Write about one of your dreams.CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF ACT 1

FRIDAYPART I TEST LIBRARY DAYAR TESTING

Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE

5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC

10. DECADENCE ResourcesResource Materials__x___ Textbook ()_____ Overhead Masters__x___ Workbook/Handouts__x__ Multimedia/Technology__X___ Hands-on Materials_____ Reference Materialspromethean review gamestudy guides

AssessmentsActivities/ Assessment__x___ Check homework__x___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__x___ ReviewActivities/ Assessment__x__ Presentation



study guides __x__ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other


Standards• 11-12RIT7 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,

visually, quantitatively) as well as in words in order to address a question or solve a problem.• 11-12W2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information

clearly and accurately through the effective selection, organization, and analysis of content.• 11-12W6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing

products in response to ongoing feedback, including new arguments or information.• 11-12W7 - Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sourceson the subject, demonstrating understandin

• 11-12W9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.• 11-12W10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Additional Objectives/StandardsNone PlanMONDAY:

FALL BREAK

TUESDAY:

STAFF DEVELOPMENT

WEDNESDAY:

JOURNAL: Do you have a least favorite relative? Like an uncle, aunt or cousin? Why are they your least favorite.INTRODUCTION TO THE HARLEM RENAISSANCE-CLASS WILL EXPLORE THE HARLEM RENAISSANCE AND ITS IMPACT ON US HISTORY AND ON AMERICANLITERATURE, SPECIFICALLY A RAISIN IN THE SUN

STUDENTS WILL CHOOSE A WRITER OF THE HARLEM RENAISSANCE AND RESEARCH THE AUTHOR TO COMPOSE ASHORT BIOGRAPHY.

THURSDAY:

JOURNAL: Do you consider yourself a Democrat, Republican or Independent? Explainwhy.-STUDENTS WILL TAKE BIOGRAPHICAL RESEARCH AND CREATE AN INFORMATIVE POWERPOINT ON THEIR AUTHOR-POWERPOINT MUST INCLUDE A SHORT BIOGRAPHY ON EARLY LIFE AND CAREER AND INCLUDE A COMPREHENSIVELIST OF WORKS AS WELL AS SELECTED QUOTES FROM THE AUTHOR.HARLEM RENAISSANCE AUTHOR POWERPOINT-STUDENTS WILL TAKE BIOGRAPHICAL RESEARCH AND CREATE AN INFORMATIVE POWERPOINT ON THEIR AUTHOR-POWERPOINT MUST INCLUDE A SHORT BIOGRAPHY ON EARLY LIFE AND CAREER AND INCLUDE A COMPREHENSIVELIST OF WORKS AS WELL AS SELECTED QUOTES FROM THE AUTHOR.

FRIDAY:

JOURNAL CHECK HARLEM RENAISSANCE AUTHOR POWERPOINT CONTINUED-STUDENTS WILL TAKE BIOGRAPHICAL RESEARCH AND CREATE AN INFORMATIVE POWERPOINT ON THEIR AUTHOR-POWERPOINT MUST INCLUDE A SHORT BIOGRAPHY ON EARLY LIFE AND CAREER AND INCLUDE A COMPREHENSIVELIST OF WORKS AS WELL AS SELECTED QUOTES FROM THE AUTHOR.- COMPLETE POWERPOINT AND SUBMIT FOR GRADING

Homework

HOMEWORK(not completing ALLhomework = 50):VOCAB (define and use in asentence):1. pang2. splendid3. masticate4. holistic5. utopia6. acquaintance7. entrant



8. beseech9. pretense10. adjunct ResourcesResource Materials_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDHARLEM RENAISSANCE POWERPOINT

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other


Standards• 11-12LA5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• 11-12LA5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course








BEGIN A RAISIN IN THE SUN ACT II

CLASSROOM DISCUSSION: COMPARE AND CONTRAST GEORGE MURCHISON AND ASAGAI. WHAT DO THEYREPRESENT FOR BENEATHA?

DISCUSSION OF GEORGE'S AND WALTER'S VIEWS OF THE WORLD

TUESDAY


CONTINUE A RAISIN IN THE SUN ACT II

CLASSROOM DISCUSSION: DID MAMA MAKE THE RIGHT DECISION? BENEATHA? WALTER?

DISCUSS WALTER'S BIG GAMBLE? WHAT DOES IT SAY BAOUT THE AMERICAN DREAM

WEDNESDAY


FINISH A RAISIN IN THE SUN ACT IIPOST-READING ANALYSIS AND PREDICTION


THURSDAY



FRIDAYA RAISIN IN THE SUN ACT II TEST LIBRARY DAYAR TESTING

Homework



ENG IV: S16

ENG III: PG. 418-423 EX.1 & 2


1. furtively

2. dishevel

3. erratic



4. defiance

5. tentatively

6. quizzically

7. doggedly

8. commence

9. gruffness

10. neurotic




Standards• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course








JOURNAL:Are people born evil or do they become evil over time? Explain your answer READ A RAISIN IN THE SUN ACT IIISTUDENTS WILL ASSUME ROLES AND ACT OUT A READ THROUGH OF A RAISIN IN THE SUN

STUDENTS WILL EXAMINE AND INTERPRET THE TEXT

STUDENTS WILL READ FOR UNDERSTANDINGGROUP DISCUSSION: WHAT IS MEANT BY "COMING INTO HIS MANHOOD?"

TUESDAY:

JOURNAL:Write about the creepiest/weirdest person that you’ve ever met. Be descriptive. A RAISIN IN THE SUN MOVIESTUDENTS WILL COMPARE AND CONTRAST THE FILM AND THE PLAY

WEDNESDAY:

JOURNAL:Write about a time when you wore a costume (Halloween, party, etc.) Describe itand discuss how it felt to wear it.

A RAISIN IN THE SUN MOVIE CONTINUEDSTUDENTS WILL COMPARE AND CONTRAST THE FILM AND THE PLAYACT III STUDY GUIDES

THURSDAY:

JOURNAL:Write about the most terrifying situations you could ever imagine being in. (a livingnightmare)

CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON ACT IIITEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF ACT III

FRIDAY:JOURNAL CHECKACT III TEST LIBRARY DAYAR TESTING

Homework



ENG IV: S17



ENG III: PG. 424-426 EX.3


Assent Feral Pretentious

Support equivalent Livid

Alternative Toiling Delirium

exhibit revise Rash

Formidable Interlude Doctrine

ResourcesResource Materials_____ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARD

AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__x___ PRETEST


Standards• 11-12W1a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the

















MONDAYMONDAY::


A RAISIN IN THE SUN BOOK REPORTS: A RAISIN IN THE SUN BOOK REPORTS: STUDENTS WILL COMPOSE A FIVE PARAGRAPH ESSAY INSTUDENTS WILL COMPOSE A FIVE PARAGRAPH ESSAY INWHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THE PLOT, IDENTIFY THEWHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THE PLOT, IDENTIFY THESETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS, AND COMPOSE ASETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS, AND COMPOSE APERSONAL RESPONSE.PERSONAL RESPONSE.


1) Planning:





• Generate ideas


• Organize ideas


TUESDAYTUESDAY::


2) Drafting:











HOMEWORK(not completing ALL homework = 50):AP: PG. 655-664 ?’S AT THE ENDENG IV: S18ENG III: PG. 427-432 EX. 4&5






speaking.• 11-12LA1b - Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary

of English Usage, Garner's Modern American Usage) as needed.• 11-12LA3 - Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.• 11-12W1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.• 11-12W1a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the











MONDAYMONDAY::

JOURNAL:JOURNAL:

A RAISIN IN THE SUN BOOK REPORTS: A RAISIN IN THE SUN BOOK REPORTS: STUDENTS STUDENTS WILL COMPOSE A FIVE PARAGRAPH ESSAY INWILL COMPOSE A FIVE PARAGRAPH ESSAY INWHICH THEY RESEARCH AN AUTHOR WHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THE PLOT, IDENTIFY THEBIOGRAPHY, SUMMARIZE THE PLOT, IDENTIFY THESETTING, ANALYZE A PROMINENT SETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS, AND COMPOSE ATHEME, DO A CHARACTER ANALYSIS, AND COMPOSE APERSONAL RESPONSE.PERSONAL RESPONSE.



TUESDAYTUESDAY::

JOURNAL:JOURNAL:




WEDNESDAY:WEDNESDAY:JOURNAL:JOURNAL:




THURSDAY:THURSDAY:JOURNAL:JOURNAL:

VERB TENSES PRETEST

VERB TENSES:

The student will analyze text(s) to evaluate the appropriate use of advanced grammartechniques in composing or editing. (DOK 2) 1) Verb tenses [including purpose](e.g., present, past, and future progressive; indicative, imperative, and subjunctivemood)

VERB TENSES POWERPOINT AND GUIDED PRACTICE

FRIDAYFRIDAY::JOURNAL CHECKJOURNAL CHECKVERB TENSES:


VERB TENSES GUIDED PRACTICE CONTINUED AND TENSES PROMETHEAN ACTIVITY



Homework



ENG IV: S19

ENG III: PG. 432-434 EX. 6







ResourcesResources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsAssessments :Activities/ Assessment__X___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ PRETEST


Standards• 12E4a. 1) - Verbs (forms, tenses, voices, and moods)• 11-12RIT1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text, including determining where the text leaves matters uncertain.• 11-12RIT2 - Determine two or more central ideas of a text and analyze their development over the course of the text,

including how they interact and build on one another to provide a complex analysis; provide an objective summary ofthe text.

• 11-12RIT3 - Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, orevents interact and develop over the course of the text

• 11-12RIT5 - Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition orargument, including whether the structure makes points clear, convincing, and engaging.

• 11-12RIT7 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.



JOURNAL: Describe your typical Thanksgiving. VERB TENSES:

The student will analyze text(s) to evaluate the appropriate use of advanced grammar techniques in composing or editing. (DOK 2) 1)Verb tenses [including purpose] (e.g., present, past, and future progressive; indicative, imperative, and subjunctive mood)

VERB TENSES GUIDED PRACTICE

TUESDAY


VERB TENSES:


VERB TENSES REVIEW & TEST

WEDNESDAY


INFORMATIONAL TEXT REVIEW AND ANALYSIS: The Tipping Point by Malcolm Gladwell – Inroduction

Student will analyze the text and complete a review sheet to check for understanding.

Student will analyze text for relevance

THURSDAY


INFORMATIONAL TEXT REVIEW AND ANALYSIS: The Tipping Point by Malcolm Gladwell – ch 1



FRIDAY



JOURNAL CHECK

INFORMATIONAL TEXT REVIEW AND ANALYSIS: The Tipping Point by Malcolm Gladwell – CH 1CONTINUED



Homework



ENG IV: S20

ENG III: PG. 436-441 EX. 1 &2





AssessmentsActivities/ Assessment__X___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ PRETEST


Standards• 11E4c. 1) - Parallel structure• 11E4c. 3) - Correctly placed modifiers• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course









INTRODUCTION TO ACTIVE AND PASSIVE VOICE

· ACTIVE AND PASSIVE VOICE PRETEST (6 OUT OF 20 MASTERED)

· STUDENTS WILL LEARN TO DIFFERENTIATE BETWEEN ACTIVE AND PASSIVE VOICE AND THE IMPORTANCE OF USESACTIVE VOICE INSTEAD OF PASSIVE VOICE

· GUIDED PRACTICE IN ACTIVE AND PASSIVE VOICE

TUESDAY


INTRO TO MISPLACED AND DANGLING MODIFIERS

STUDENTS WILL LEARN TO IDENTIFY AND CORRECTLY USE MODIFIERS

GUIDED PRACTICE IN CORRECTING MISPLACED AND DANGLING MODIFIERS

WEDNESDAY


READ FLANNERY O’CONNOR’S “A GOOD MAN IS HARD TO FIND” AND “EVERYTHING THAT RISES MUST CONVERGE”

STUDENTS WILL ANALYZE THE STORIES FOR THEME AND PURPOSE.

GUIDED DISCUSSION: WHAT IS A MORAL? WHAT IS THE AUTHOR’S PURPOSE?

THURSDAY


CONTINUE READING FLANNERY O’CONNOR’S “A GOOD MAN IS HARD TO FIND” AND “EVERYTHING THAT RISES MUSTCONVERGE”



STUDENTS WILL ANALYZE THE STORIES FOR THEME AND PURPOSE.

GUIDED DISCUSSION: THE PROBLEM OF GOOD VS EVIL? WHAT ARE “GOOD” AND “EVIL”? CAN ANYONE BE “GOOD”AND “EVIL”?

STUDENTS WILL RESEARCH AND COMPLETE FLANNERY O’CONNOR STUDY GUIDES

FRIDAY

JOURNAL CHECK

REVIEW ACTIVE/PASSIVE. MODIFIERS, AND FLANNERY O’CONNOR NOTES

PROMETHEAN REVIEW GAME

STUDENT WILL PLAY PROMETHEAN GAME TO REVIEW THE MATERIAL COVERED THROUGHOUT THE WEEK. THIS WILLAID THE STUDENTS IN STUDYING AND COMMITTING TO MEMORY.

Homework

HOMEWORK(not completing ALL homework = 50):AP: PG. 704-715 ?’S AT THE ENDENG IV: S21ENG III: PG. 441-444 EX. 3

VOCAB (define and use in a sentence):consider accord evidentpractice intend concern commitissue approach minute (not the measure of time) ResourcesResource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsActivities/ Assessment__X___ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ PRETEST





from a variety of genres to recognize patterns and connections. Additional Objectives/StandardsNone Plan

Monday



Tuesday




Wednesday




Thursday




Friday

Journal Check





Homework



ENG IV: S22

ENG III: PG. 444-446 EX. 5




















• 11-12W1e - Provide a concluding statement or section that follows from and supports the argument presented.• 11-12W2e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of

the discipline in which they are writing.• 11-12W2f - Provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic). Additional Objectives/StandardsNone Plan

Plan :

Monday:


Tuesday:

Review Promethean board gameCheck and correct Study guidesnine weeks test

Wednesday:review for nine weeks test work on reading fair boards

Thursday:nine weeks testwork on reading fair boards

Friday:makeup testingwork on reading fair boards



HomeworkSTUDY FOR NINE WEEKS TEST

ResourcesResources :_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials

promethean game

AssessmentsActivities/ Assessment_____ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other








Additional Objectives/StandardsNone PlanPLAN MOVED TO FOLLOWING WEEK DUE TO READING FAIR

LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: STAFF DEVELOPMENT

TUESDAY: JOURNAL: DESCRIBE YOUR CHRISTMAS HOLIDAY? (ANY GOOD GIFTS, ACTIVITIES ETC.)ORAL PRETEST ON WORLD WAR II ERA

BEGIN A SEPARATE PEACE PT. 1

GROUP DISCUSSION: COMPARE AND CONTRAST GENE AND FINNY? WHAT MAJOR DIFFERENCES BETWEEN THEMCOULD CAUSE PROBLEMS?

WEDNESDAY: JOURNAL: WHAT ARE YOUR PREDICTIONS FOR 2014?

CONTINUE A SEPARATE PEACE PT. 1

GROUP DISCUSSION: THE EXPECTATIONS OF SOCIAL CLASS IN A SEPARATE PEACE.

THURSDAY: JOURNAL: WHAT ARE YOUR NEW YEAR'S RESOLUTIONS? HOW DO YOU AIM TO IMPROVE?

CONCLUDE A SEPARATE PEACE PT. 1BEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER

FRIDAY: JOURNAL: JOURNAL CHECKPROMETHEAN REVIEW GAME/ JEOPARDY

STUDENTS WILL REVIEW FOR TEST AND COMPETE FOR BONUS POINTS BY ANSWERING QUESTIONS TESTING THEIRKNOWLEDGE OF THE TEXT.

HomeworkAP: PG. 749-759 QUESTIONS AT END

ENG IV:

ENG III: PG. 448-452 EX 1

VOCAB:welter suffused aesthetic dentifrice exhalationcadenced falter teem sieve patronage


AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ PRETEST



__X___ PRETEST









LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: JOURNAL: If you owned a store, what would you sell? Why?

ORAL PRETEST ON WORLD WAR II ERAPRETEST RESULTS: MINIMAL MASTERY OF THE TOPIC

WWII ERA POWERPOINT/STORY BACKGROUND LECTURE

TUESDAY: JOURNAL: If you were a parent, would prefer a girl or boy child? Would you like to have the choice to determine thegender of the child? Why or why not?


GROUP DISCUSSION: COMPARE AND CONTRAST GENE AND FINNY? WHAT MAJOR DIFFERENCES BETWEEN THEMCOULD CAUSE PROBLEMS?

WEDNESDAY: JOURNAL: People think I...


GROUP DISCUSSION: THE EXPECTATIONS OF SOCIAL CLASS IN A SEPARATE PEACE.

THURSDAY: JOURNAL: What 3 things do you do that irritate your parents the most? Why do you do them?





ENG IV:S24















Additional Objectives/StandardsNone PlanLESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: MLK DAY

TUESDAY: JOURNAL: Martin Luther King had a dream of a better America. What would be your dream version of America?ASP TEST 1


GROUP DISCUSSION: DISCUSS AND ANALYZE GENE'S MOTIVES

WEDNESDAY: JOURNAL: What do you believe is the greatest problem facing America today?


GROUP DISCUSSION: HISTORICAL COUNTERPARTS OF THE CHARACTERS

THURSDAY: JOURNAL: Write about a time you felt betrayed.





ENG IV:S25

ENG III: PG. 456-4460 EX 1

VOCAB:nonentity vindicate automaton discernibleabashed rejoinder impinge ricochet




Standards• 11E1b. - The student will analyze authors' uses of word choice and diction in multiple texts as stylistic devices.• 11E1c. - The student will examine the author's (or authors') use or uses of figurative language (e.g., metaphors,

similes, hyperboles, personification, oxymoron, idioms, etc.) in multiple texts to analyze• 1.10E+03 - The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of

difficulty.• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course






Additional Objectives/StandardsNone PlanLESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: MONDAY:JOURNAL: Which would you rather marry, a good looking poor person or an ugly rich person? Be honest and explain.

ASP TEST 2


GROUP DISCUSSION: DISCUSS BRINKER HADLEY AS A METAPHORICAL JUDGE AND JURY

TUESDAY:



JOURNAL: Does the government have too much, not enough, or just enough control? Explain.


GROUP DISCUSSION: DISCUSSION OF GENE'S "WAR"? WHAT DOES HE MEAN WHEN HE SAYS "WAR"?

WEDNESDAY: JOURNAL: How do you feel about competition? Is it good or bad?


GROUP DISCUSSION:

THURSDAY: JOURNAL: Describe an unforgettable experience




Homework

Homework :

AP: PG. 800-806 QUESTIONS AT END

ENG IV:S26


VOCAB:decrepit amphibious portliness incarnate assimilatepreeminently arch disconcerting timbre parry

Resources :


AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST










Additional Objectives/StandardsNone Planplan from last week moved to this week due to snow days

LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'S MONDAY:JOURNAL: if you could own any item right now, what would you own?

Continue A SEPARATE PEACE PT. 3

GROUP DISCUSSION: DISCUSS BRINKER HADLEY AS A METAPHORICAL JUDGE AND JURY

TUESDAY: JOURNAL: Does the government have too much, not enough, or just enough control? Explain.


GROUP DISCUSSION: DISCUSSION OF GENE'S "WAR"? WHAT DOES HE MEAN WHEN HE SAYS "WAR"?





GROUP DISCUSSION:





Homework

Homework :

AP: PG. 800-806 QUESTIONS AT END

ENG IV:S27



Resources :
















MONDAY:JOURNAL: If you could do something that you’ve never done before, what would it be?

BEGIN A SEPARATE PEACE PT. 4 - finale

GROUP DISCUSSION: DISCUSS THE CHANGES WE’VE SEEN IN FINNY AND GENE THROUGH THE NOVEL

TUESDAY: JOURNAL: If you had to give up one of these: phone or television, which would you give up?

CONTINUE A SEPARATE PEACE PT. 4 - finale

GROUP DISCUSSION: ANALYZE BRINKER’S SUSPICION. WAS HE JUSTIFIED IN HIS ACTIONS?

WEDNESDAY: JOURNAL: Some people believe that eating animals is wrong, what do you think about the subject?

CONCLUDE A SEPARATE PEACE PT. 4 – finale



CONCLUDING DISCUSSION: AUTHOR’S PURPOSE, SYMBOLLISM, THEMES AND MOTIFSBEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER

THURSDAY: JOURNAL: Write about an experience in a hospital

PROMETHEAN REVIEW GAME/ JEOPARDYSTUDENTS WILL REVIEW FOR TEST AND COMPETE FOR BONUS POINTS BY ANSWERING QUESTIONS TESTING THEIRKNOWLEDGE OF THE TEXT.

FRIDAY: JOURNAL: JOURNAL CHECK

A SEPARATE PEACE FINAL TEST

BEGIN A SEPARATE PEACE FILM

FILM AND NOVEL COMPARE/CONTRAST WORKSHEET

Homework

AP: PG. 835-850 QUESTIONS AT ENDAP: PG. 835-850 QUESTIONS AT ENDENG IV:S28ENG IV:S28ENG III: PG. 484-490 EX 1ENG III: PG. 484-490 EX 1 VOCAB (define and use in a sentence):VOCAB (define and use in a sentence):

Burlesque / aphorism/commandeered /decipherconjured /foreboding/ erratic /dispensationsausterity /aesthete




Standards• 11-12RIT1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as




• 11-12RIT4 - Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or termsover the course of a text (e.g., how Madison define


• 11-12RIT6 - Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.


• 11-12RIT8 - Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutionalprinciples and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises,purposes, and arguments in works o



MONDAY:JOURNAL: Have you ever felt ashamed of yourself? When? Why?

A SEPARATE PEACE film continued

PRETEST – 1970’SBEGIN PERSEPOLIS PT. 1

GROUP DISCUSSION: WHAT IS THE IRANIAN REVOLUTION?

TUESDAY: JOURNAL: Write about someone that you didn’t like at first that became your friend or a friend that became anenemy.

CONTINUE PERSEPOLIS PT. 1GROUP DISCUSSION: COULD A REVOLUTION HAPPEN HERE?

WEDNESDAY:



JOURNAL: Do you believe in the existence of ghosts?

CONCLUDE BEGIN PERSEPOLIS PT. 1

CONCLUDING DISCUSSION: AUTHOR’S PURPOSE

EVENT REVIEW: CULTURAL REVOLUTION, IRANIAN RVOLUTION. AND IRAN HOSTAGES

THURSDAY: JOURNAL: Write about a time that you were accused of something you didn’t do

PROMETHEAN REVIEW GAME/ JEOPARDYSTUDENTS WILL REVIEW FOR TEST AND COMPETE FOR BONUS POINTS BY ANSWERINGQUESTIONS TESTING THEIR KNOWLEDGE OF THE TEXT.


PERSEPOLIS TEST

AR TESTING

Homework

AP: PG. 862-873 QUESTIONS AT ENDAP: PG. 862-873 QUESTIONS AT ENDENG IV: S29ENG IV: S29ENG III: PG. 491-499 EX 4ENG III: PG. 491-499 EX 4 VOCAB (define and use in a sentence):VOCAB (define and use in a sentence):

ResourcesResource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ PRETEST


Standards• 11-12RIT1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as




• 11-12RIT4 - Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or termsover the course of a text (e.g., how Madison define


• 11-12RIT6 - Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.


• 11-12RIT8 - Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutionalprinciples and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises,purposes, and arguments in works o


PLAN PUSHED FORWARD FROM LAST WEEK DUE TO FIELD TRIP AND FILM RUNNING LONG


MONDAY:JOURNAL: Name a country you would never want to visit and tell why.

PRETEST – 1970’S

*Students had very little knowledge of the Iranian Revolution.

BEGIN PERSEPOLIS PT. 1

GROUP DISCUSSION: WHAT IS THE IRANIAN REVOLUTION?

TUESDAY: JOURNAL: Describe a person that is your exact opposite.

CONTINUE PERSEPOLIS PT. 1



GROUP DISCUSSION: COULD A REVOLUTION HAPPEN HERE?

WEDNESDAY: JOURNAL: if you were stranded on the a desert island and could only bring 5 things, what would you bring? Why?

CONCLUDE BEGIN PERSEPOLIS PT. 1

CONCLUDING DISCUSSION: AUTHOR’S PURPOSE

EVENT REVIEW: CULTURAL REVOLUTION, IRANIAN RVOLUTION. AND IRAN HOSTAGES

THURSDAY: JOURNAL: Describe the person you want to be in the future

PROMETHEAN REVIEW GAME/ JEOPARDYSTUDENTS WILL REVIEW FOR TEST AND COMPETE FOR BONUS POINTS BY ANSWERINGQUESTIONS TESTING THEIR KNOWLEDGE OF THE TEXT.


PERSEPOLIS TEST 1

AR TESTING

Homework

AP: COMPILE DATA FOR ESSAYAP: COMPILE DATA FOR ESSAYENG IV: ENG IV: COMPILE DATA FOR ESSAYCOMPILE DATA FOR ESSAYENG III: RESEARCH A CURRENT EVENT ON IRAN AND DO A WRITE UPENG III: RESEARCH A CURRENT EVENT ON IRAN AND DO A WRITE UP VOCAB (define and use in a sentence):VOCAB (define and use in a sentence):

POLITICS/ REDEMPTION/ REFUTE/ ABNORMAL/ FESTIVE/ RECOMPENSE / JOCULAR/OBTUSE/ MOROSE ResourcesResource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ PRETEST

















Plan :



Monday:


Tuesday:


Wednesday:nine weeks test Persepolis film unit

Thursday:Persepolis film unit continuedIran documentary critique

Friday:Persepolis film unit continuedIran documentary critique



promethean game


















Plan :

Monday:


Tuesday:


Wednesday:nine weeks test nonfiction unit



Thursday:nonfiction unit continuednonfiction unit powerpoint

Friday:nonfiction unit continuednonfiction unit powerpoint due



promethean game



Standards• 12E3a. - The student will produce, analyze, or evaluate the composing process (planning, drafting, revising, editing,

publishing).• 12E3a. 1) - Planning: - Determine audience - Determine purpose - Generate ideas - Address prompt/topic - Organize

ideas - Compose a clearly stated thesis• 12E3a. 2) - Drafting: - Formulate introduction, body, and conclusion - C reate paragraphs - Use various sentence

structures - Use paraphrasing for reports and documented papers• 12E3a. 3) - Revising: - Revise for clarity and coherence [consistent point of view (first person, third person), tone,

transition, etc.] - Add and delete information and details (for audience, for purpose, fo• 12E3a. 4) - Editing: - Proofread to correct errors - Apply tools to judge quality (rubric, checklist, feedback, etc.)• 12E3a. 5) - Publishing: - Proofread final document - Prepare final document (PowerPoint, paper, poster, display, oral

presentation, writing portfolio, personal journal, classroom wall, etc.)• 12E3b. - The student will produce a reflective composition in the narrative mode.• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as











LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: JOURNAL: WRITE ABOUT YOUR SPRING BREAK

INTRODUCTION TO JOHN STEINBECK

BEGIN OF MICE AND MEN PT.1

TUESDAY: JOURNAL: Choose a friend and describe their life in 10 years.CONTINUE OF MICE AND MEN PT. 1

LECTURE ON THE CONDITIONS OF THE SETTING: 1930'S CALIFORNIA

GROUP DISCUSSION: WHAT IS GEORGE'S MOTIVE FOR LETTING LENNIE TAG ALONG?

WEDNESDAY: JOURNAL: Write about your plan for world peace

CONTINUE AND CONCLUDE OF MICE AND MEN PT.1

DISCUSSION: SYMBOLISM OF THE BOSS, CURLEY, AND SLIMBEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER

THURSDAY: JOURNAL: DESCRIBE YOUR PERSONAL "HELL"



PROMETHEAN REVIEW GAME/ JEOPARDY


FRIDAY: JOURNAL: JOURNAL CHECKTEST ON OF MICE AND MEN PT.1

LIBRARY DAY / AR TESTING


ENG IV:S24






















LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: JOURNAL: Why do some people seem ashamed to share their beliefs with others?

BEGIN OF MICE AND MEN PT.2GROUP DISCUSSION: CHARACTERIZATION OF GEORGE MILTON

TUESDAY: JOURNAL: Describe dinner time at your house

CONTINUE OF MICE AND MEN PT. 2

GROUP DISCUSSION: WHAT DOES THE STORY SAY ABOUT THE TREATMENT OF MINORITIES IN THE TIME OF THESTORY?

WEDNESDAY: JOURNAL: I'll never forget the day ______(


DISCUSSION: LONELINESS AS A CENTRAL THEME IN OMAM



BEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER

THURSDAY: JOURNAL: DESCRIBE THE MOST FUN DAY OF YOUR LIFE






ENG IV:S24





















Additional Objectives/StandardsNone PlanPLAN MOVED FROM LAST WEEK TO ACCOMMODATE PARCC FIELD TEST


BEGIN OF MICE AND MEN PT.3GROUP DISCUSSION: CHARACTERIZATION OF GEORGE MILTON


CONTINUE OF MICE AND MEN PT. 3

GROUP DISCUSSION: WHAT DOES THE STORY SAY ABOUT THE TREATMENT OF MINORITIES IN THE TIME OF THESTORY?

WEDNESDAY:



JOURNAL: I'll never forget the day ______(


DISCUSSION: LONELINESS AS A CENTRAL THEME IN OMAMBEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER







ENG IV:S24






















LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: JOURNAL: WOULD YOU RATHER LIVE FOREVER OR BE THE RICHEST PERSON IN THE WORLD? EXPLAIN?

CONCLUDE OF MICE AND MEN PT.3GROUP DISCUSSION: THE RANCH AS A SYMBOL OF THE USA

TUESDAY: JOURNAL: WHERE IS YOUR FAVORITE PLACE IN THE WORLD?

BEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH A



PARTNER



WEDNESDAY: JOURNAL: IF YOU COULD GO BACK IN TIME AND ERASE ONE THING YOU HAVE DONE, WHAT WOULD IT BE?

TEST ON PT 3

OF MICE AND MEN FILM

OF MICE AND MEN FILM COMPARE AND CONTRAST

THURSDAY: JOURNAL: IF YOU HAD TO LEAVE YOUR HOUSE SUDDENLY AND COULD NEVER RETURN, WHAT FIVE THINGS WOULDYOU GRAB TO TAKE WITH YOU?

OF MICE AND MEN FILM CONTINUED

OF MICE AND MEN FILM COMPARE AND CONTRAST

FRIDAY: JOURNAL: JOURNAL CHECKOF MICE AND MEN FILM CONTINUED

OF MICE AND MEN FILM COMPARE AND CONTRASTLIBRARY DAY / AR TESTING


ENG IV:S24







contested.• 11-12LA5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• 11-12LA5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Additional Objectives/StandardsNone Plan

JOURNALS:

MON: LABOR DAY

TUE:


TEXT: THE GREAT GATSBY CH. 3&4


STUDENTS WILL ANALYZE THE EFFECT OF THE UNRELIABLE NARRATOR IN GATSBY?

GUIDED DISCUSSION: DISCUSS THE CHARACTERIZATION OF GATSBY AND TOM

WED:


TEXT: THE GREAT GATSBY CH.3&4 CON’T


GUIDED DISCUSSION: HISTORICAL BACKGROUND OF GATSBY AND THE 1919 WORLD SERIES


THURS:

JOURNAL: If you could have the home of your dreams, what would it include (i.e. secret passages, towers, swimming



pools, etc.)? Where would it be located?

GROUPWORK: CH.3&4 STUDY GUIDES


FRI: JOURNAL CHECK


Homework

AP: PG 161-166 – QUESTION ON PG.166ENG III: PG. 105-110 – QUESTIONS INTHE TEXT & 1-3 ON 110VOCAB:(DEFINE AND USE IN A SENTENCE)


ResourcesGATSBYTEXTTEXTBOOKPROMETHEAN BOARDREVIEW GAME SOFTWARE ANDHARDWARELIBRARY AR BOOK













JOURNALS:



JOURNALS:

MON:




HISTORICAL GUIDED DISCUSSION: ANALYZE THE CHARACTER OF WOLFSHEIM? HOW DOES HIS CHARACTERIZATIONEMBODY THE ANTISEMITISM OF THE TIME.

CLOSURE: DISCUSSION OF PLOT EVENTS

TUE:

JOURNAL:




STUDENTS WILL ANALYZE AND DISCUSS HOW THE MAJOR CHARACTERS REPRESENT CLASS IN AMERICA

GUIDED DISCUSSION: WHO IS THE TRUE ANTAGONIST OF THE STORY? & WHAT IS THE EFFECT OF SEASONS ON THESTORY

CLOSURE: DISCUSSION OF THE CENTRAL THEME

WED:

JOURNAL:




THURS:

JOURNAL:





FRI: JOURNAL CHECK

CH.5&6 Test


Homework


1. Approbation 2. jaded 3. ameliorate4. Assuage 5. lurid



6. aplomb7. Coalition 8. meritorious 9. bombastic10. Decadence

ResourcesGATSBY TEXTTEXTBOOKPROMETHEAN BOARDREVIEW GAME SOFTWARE ANDHARDWARELIBRARY AR BOOK



















Monday:


THE GREAT GATSBY MOVIE AND BOOK COMPARE AND CONTRAST



STUDENTS WILL ANALYZE THE EFFECT OF THE UNRELIABLE NARRATOR IN GATSBY

HISTORICAL BACKGROUND: THE 1920’S AND THE AMERICAN DREAM

GUIDED DISCUSSION: WHAT IS GATSBY'S AMERICAN DREAM?

CLOSURE DISCUSSION: WHAT IS YOUR AMERICAN DREAM?

Tuesday


TEXT: THE GREAT GATSBY CH.7 CON’T





CLOSURE DISCUSSION: ARE THE COLORS BLUE AND YELLOW SYMBOLLIC?

WEDNESDAY


GROUPWORK: CH.7 STUDY GUIDES

Thursday

If you were to select music for a soundtrack of your life, what songs would you play in the background?Why?

CHECK CH.7 STUDY GUIDES

CH.7 REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ONFRIDAY'S TEST. THIS WILL ACT AS A WAY OF CHECKING THEIR RESEARCH AND PREPARINGTHEM FOR THE TEST.Friday:

Journal Check

CH. 7 TEST

BEGIN CH 8&9

CLOSURE DISCUSSION: HOW DO YOU THINK THE BOOK WILL CONCLUDE

Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE

5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC






















PLAN MOVED FORWARD FROM LAST WEEK. DID NOT FINISH CH6

Monday:

WRITE ABOUT YOUR EARLIEST MEMORY.

TEXT: THE GREAT GATSBY CH.7 CON’TTEACHER WILL REVIEW THE MEANING OF SYMBOLISM AND FACILITATE STUDENTS RECOGNIZING IT



CLOSURE DISCUSSION: ARE THE COLORS BLUE AND YELLOW SYMBOLLIC?

Tuesday

WRITE ABOUT A TIME YOU FELT PROUD OF SOMEONE. EXPLAIN WHY?

ACT PRACTICE TEST

Wednesday

WRITE ABOUT YOUR FIRST LOVE.ACT PRACTICE TEST

Thursday

WRITE ABOUT BEST DAY EVER.

ACT PRACTICE TESTFriday:

Journal Check

GROUPWORK: CH 7 STUDY GUIDES

CH 7 REVIEW GAME

STUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON FRIDAY'S TEST. THIS WILL ACTAS A WAY OF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

Homework

AP: HAMLET PREDICTION ESSAY

ENG III: PG. 187-192 – READ CH.7 IN GATSBY

HOMEWORK(not completing ALLhomework = 50):VOCAB (define and use in asentence):1. pang2. splendid3. masticate4. holistic5. utopia6. acquaintance7. entrant8. beseech



9. pretense10. adjunct ResourcesResource Materials_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials











Additional Objectives/StandardsNone PlanLESSON WILL BE MODIFIED TO ACCOMMODATE DIFFERENT LEARNING STYLES LESSONS MAYBE EXTENDED/SHORTENED DEPENDED ON SITUATION

MON:




GUIDED DISCUSSION: WHAT DOES TOM'S USE OF WILSON AS THE VEHICLE OF GATSBY'S DEMISE TELL MEAN INREGARDS TO CLASS SYSTEM IN THE 20'S? IS THERE A POLITICAL UNDERTONE?

CLOSURE DISCUSSION:WHO IS THE TRUE ANTAGONIST OF THE STORY? & WHAT IS THE EFFECT OF SEASONS ON THE STORY

TUE:

JOURNAL:


PRACTICE ACT

WED:

JOURNAL:


PRACTICE ACT MAKE-UP / CHP. 9 INDEPENDENT READ



THURS:

JOURNAL:


GROUPWORK: CH.8&9 STUDY GUIDES



FRI: JOURNAL CHECK

CH.8&9 Test




HomeworkHOMEWORK: READ CH. 9 IN THE GREAT GATSBY INDEPENDENTLY FOR QUIZ ON THURS.

ResourcesResources :Resource Materials_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials

AssessmentsAssessments :Activities/ Assessment__x___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other










BEGIN A RAISIN IN THE SUN ACT. 1

CLASSROOM DISCUSSION: DISCUSSION OF THE PRE-CIVIL RIGHTS ERA (SETTING)

DISCUSSION OF THE AMERICAN DREAM AND THE YOUNGERSTUESDAY

Write about some of the things that you worry about.CONTINUE A RAISIN IN THE SUN ACT 1

CLASSROOM DISCUSSION: COMAPRE AND CONTRAST ANALYSIS OF EACH YOUNGER'S DREAM

WALTERLENABENEATHA

WEDNESDAY

If you were to select music for a soundtrack of your life, what songs would you play in the background?Why?FINISH A RAISIN IN THE SUN ACT 1POST-READING ANALYSIS AND PREDICTION


THURSDAY

Do you ever have any really crazy dreams at night? Write about one of your dreams.CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF ACT 1

FRIDAYPART I TEST FINISH GATSBY FILM

Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE



5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC












BEGIN A RAISIN IN THE SUN ACT II

CLASSROOM DISCUSSION: COMPARE AND CONTRAST GEORGE MURCHISON AND ASAGAI. WHAT DO THEYREPRESENT FOR BENEATHA?

DISCUSSION OF GEORGE'S AND WALTER'S VIEWS OF THE WORLD

TUESDAY


CONTINUE A RAISIN IN THE SUN ACT II

CLASSROOM DISCUSSION: DID MAMA MAKE THE RIGHT DECISION? BENEATHA? WALTER?

DISCUSS WALTER'S BIG GAMBLE? WHAT DOES IT SAY BAOUT THE AMERICAN DREAM

WEDNESDAY


FINISH A RAISIN IN THE SUN ACT IICLOSURE: POST-READING ANALYSIS AND PREDICTION


THURSDAY



FRIDAYA RAISIN IN THE SUN ACT II TEST LIBRARY DAYAR TESTING

Homework



ENG IV: S16

ENG III: PG. 418-423 EX.1 & 2


1. furtively

2. dishevel



3. erratic

4. defiance

5. tentatively

6. quizzically

7. doggedly

8. commence

9. gruffness

10. neurotic




Standards• 11-12W1a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the

















MONDAYMONDAY::


A RAISIN IN THE SUN BOOK REPORTS: A RAISIN IN THE SUN BOOK REPORTS: STUDENTS WILL COMPOSE A FIVE PARAGRAPH ESSAY INSTUDENTS WILL COMPOSE A FIVE PARAGRAPH ESSAY INWHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THE PLOT, IDENTIFY THEWHICH THEY RESEARCH AN AUTHOR BIOGRAPHY, SUMMARIZE THE PLOT, IDENTIFY THESETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS, AND COMPOSE ASETTING, ANALYZE A PROMINENT THEME, DO A CHARACTER ANALYSIS, AND COMPOSE APERSONAL RESPONSE.PERSONAL RESPONSE.


1) Planning:



• Generate ideas




• Organize ideas


TUESDAYTUESDAY::


2) Drafting:











HOMEWORK(not completing ALL homework = 50):AP: PG. 655-664 ?’S AT THE ENDENG IV: S18ENG III: PG. 427-432 EX. 4&5






speaking.• 11-12LA1b - Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary

of English Usage, Garner's Modern American Usage) as needed.• 11-12LA3 - Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.• 11-12W1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and












MONDAYMONDAY::

JOURNAL:JOURNAL:




TUESDAYTUESDAY::

JOURNAL:JOURNAL:




WEDNESDAY:WEDNESDAY:JOURNAL:JOURNAL:




THURSDAY:THURSDAY:JOURNAL:JOURNAL:

VERB TENSES PRETEST

VERB TENSES:


VERB TENSES POWERPOINT AND GUIDED PRACTICE

FRIDAYFRIDAY::JOURNAL CHECKJOURNAL CHECKVERB TENSES:


VERB TENSES GUIDED PRACTICE CONTINUED AND TENSES PROMETHEAN ACTIVITY



Homework



ENG III: PG. 432-434 EX. 6







ResourcesResources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsAssessments :Activities/ Assessment__X___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ PRETEST


Standards• 11E4a. 2) - Pronouns (agreement, case, and reference)• 12E4a. 1) - Verbs (forms, tenses, voices, and moods)• 11-12RIT1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as








JOURNAL: Describe your typical Thanksgiving. VERB TENSES:


VERB TENSES GUIDED PRACTICE

TUESDAY


VERB TENSES:


VERB TENSES GUIDED PRACTICE = PRONOUN TENSES REVIEW

WEDNESDAY


VERB TENSES:


VERB TENSE REVIEW & TEST

THURSDAY


GRAMMAR REVIEW/VERB TENSES PARENT VS. STUDENT SUPER BOWLPARENTS WILL COMPETE AGAINST STUDENTS IN A PROMETHEAN GAME REVIEWING ADVANCED GRAMMARTECHNIQUES.

FRIDAY



JOURNAL CHECK

INFORMATIONAL TEXT REVIEW AND ANALYSIS: The Tipping Point by Malcolm Gladwell – CH 1



Homework



ENG IV: S20

ENG III: PG. 436-441 EX. 1 &2







Standards• 11-12SL1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and











• 11-12W1e - Provide a concluding statement or section that follows from and supports the argument presented. Additional Objectives/StandardsNone Plan

LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SPlan :

MONDAY


Argumentative PowerPoint /Presentation

CRITERIA

STUDENTS WILL PRESENTS ARGUMENTATIVE PRESENTATIONS DEBATING OPPOSING VIEWPOINTS ON ISSUESSTUDENTS WILL WORK WITH A PARTNER TO CREATE AN PRESENTATION PROVING EITHERTHE AFFIRMATIVE OR NEGATIVE SIDE OF AN ISSUE

T EACH GROUP WILL BE PAIRED WITH ANOTHER GROUP OF AN OPPOSING VIEW POINT TODEBATE THE ISSUE.

GROUPS WILL PREPARE AN ESSAY AND POWERPOINT TO ACCOMPANY THEIR DEBATE.

ESSAY

·MLA – 2-3 PAGES




DOUBLE SPACED

AT LEAST 3 SOURCES

POWERPOINT

MUST INCLUDE STATS, FACTS AND EVIDENCE


1) Planning:



• Generate ideas


• Organize ideas


TUESDAY



2) Drafting:





WEDNESDAY



THURSDAY


REVISION CONTINUED


FRIDAY

JOURNAL CHECK




Homework

Homework :



ENG III: PG. 436-441 EX. 1 &2





ResourcesResources :

AssessmentsAssessments :



Resource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

Activities/ Assessment__X___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST







MONDAY


Concluding revision


TUESDAY


PAPER EDITING

4) Editing: • Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)WEDNESDAY


PAPER EDITING CONTINUED

4) Editing: • Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)THURSDAY


BEGIN PUBLISHING PAPER

5) Publishing:

• Proofread final document

• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writingportfolio, personal journal, classroom wall, etc.)FRIDAY

JOURNAL CHECK

CONTINUE AND CONCLUDE PUBLISHING PAPER

5) Publishing:


• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writingportfolio, personal journal, classroom wall, etc.)



Tuesday


Reading fair boards- students will create reading fair board based on a book they have read. The boardswill require students to complete a plot summary, determine the tone or mood, analyze author’s



purpose, etc.

Wednesday



Thursday



Friday

Journal Check



Homework



ENG III: PG. 444-446 EX. 5









speaking.• 11-12LA1a - Apply the understanding that usage is a matter of convention, can change over time, and is sometimes

contested.• 11-12LA1b - Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary

of English Usage, Garner's Modern American Usage) as needed.• 11-12LA2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.• 11-12LA2a - Observe hyphenation conventions.• 11-12LA2b - Spell correctly.• 11-12LA3 - Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.• 11-12LA3a - Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed;

apply an understanding of syntax to the study of complex texts when reading.• 11-12LA4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades


a sentence) as a clue to the meaning of a word or phrase.• 11-12LA4b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

(e.g., conceive, conception, conceivable).• 11-12LA4c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, itsetymology, or its standard

• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text, including determining where the text leaves matters uncertain.

• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the courseof the text, including how they interact and build on one another to produce a complex account; provide an objectivesummary of the text.






• 11-12SL3 - Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance,premises, links among ideas, word choice, points of emphasis, and tone used.

• 11-12W7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sourceson the subject, demonstrating understandin

• 11-12W8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches



effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrateinformation into the text se

• 11-12W9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. Additional Objectives/StandardsNone Plan

Monday:Presentations on argumentative Debates

Students will present their essays, powerpoints and debate the affirmatives and negative of their issues

Tuesday:

Presentations on argumentative Debates


Wednesday:Presentations on argumentative Debates


Thursday:Presentations on argumentative Debates


Friday:Presentations on argumentative Debates


Homework


promethean game

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other

Title: "THE THINGS THEYCARRIED PART 1" 01/06/2015 - 01/09/2015 Created: 3:45PM 01/05/2015









PLAN:


Monday:


2. Hook: DISCUSSION OF THE VIETNAM WAR/1960'S




GUIDE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT. 1,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: WHAT IS THE SIGNIFICANCE OF THE TITLEIN RELATION TO WAR-TIME SOLDIERS


Activities: GROUP DISCUSSION: DISCUSS DIFFERENT THINGS THEMEN CARRIED AND WHAT THEY SYMBOLIZED




PLAN:

Tuesday:



3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT. 1,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: DISCUSS THE TIME JUMP TO THE PAST


Activities: READ A SECTION IN A GROUP AND THEN DISCUSSTHE MEN'S MEMORIES OF THEWAR.




PLAN:

Wednesday :



3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT. 1GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS


Activities: RESEARCH AND COMPLETE O'BRIEN'S THE THINGS THEYCARRIED PT. 1 STUDY GUIDES






Thursday:










PLAN:

Friday :




ADMINISTER O'BRIEN'S THE THINGS THEY CARRIED PT. 1 TEST 1

UPON COMPLETION OF TEST, STUDENTS BE SHOWN A VIDEO ON THE VIETNAM WAR AND ITS EFFECT ON THEMEN WHO FOUGHT IT

STUDENTS WILL BE EXPECTED TO DISCUSS HOW THE VIDEO CORRELATES TO THE BOOK


Activities:

UPON COMPLETION OF TEST, STUDENTS BE SHOWN A VIDEO ON THE VIETNAM WAR AND ITS EFFECT ON THEMEN WHO FOUGHT IT


Strategies: WONDER MOMENTS SHEET

Closure: DISCUSS THE MINDSET OF PEOPLE THATFIGHT IN WARS


Homework

Homework:PG. 448-452 EX 1

VOCAB WORK (students will define and use in asentence)decimate, impoverish, clandestine, routine,abdicate Resources__X___ Textbook (p )__X___ Overhead Masters__x___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference Materials


Title: "TTTC PT. 2" 01/12/2015 - 01/16/2015 Created: 12:19PM 01/12/2015Last Update: 10:26PM 01/19/2015





• 11-12RL4 - Determine the meaning of words and phrases as they are used in the text, including figurative andconnotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple



connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiplemeanings or language that is particularl




PLAN:


Monday:


2. Hook: DISCUSSION OF EVENTS READ LAST WEEK.

PREDICTIONS FOR THIS WEEK.

3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT.2,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: WHY DO YOU THINK O'BRIEN BLURRED THELINES BETWEEN REALITY AND FICTION4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: WHICH CHARACTER DO YOUIDENTIFY WITH MOST? WHY?

Strategies: SOCRATIC QUESTIONING, KTW, PREDICTIONSHORT DISCUSSION



PLAN:

Tuesday:



3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT.2,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDE STUDENTS IN DISCUSSION OVER WORD CHOICE AND USEOF DIALECT GUIDED DISCUSSION:WHY DOES THE AUTHOR REMOVEHIMSELF FROM THE ACTION? WHAT IS THE PURPOSE? 4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: COMPARE AND CONTRASTSANDERS AND DOBBINS




PLAN:

Wednesday :


2. Hook: HURRICANE VIDEO FOOTAGE AND DISCUSSION

3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT.2GUIDE STUDENTS IN CLOSE READING OF TEXT TO INCREASE



COMPREHENSIONGUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS


Activities: RESEARCH AND COMPLETE O'BRIEN'S THE THINGS THEYCARRIED PT.2STUDY GUIDES




Thursday:










PLAN:

Friday :




ADMINISTER O'BRIEN'S THE THINGS THEY CARRIED PT.2 TEST

UPON COMPLETION OF TEST, CLASS WILL GO TO THE LIBRARY TO CHECK OUT BOOKS FOR INDEPENDENTREADING AND AR TESTING


Activities: LIBRARY DAY

STUDENTS WILL CHECK OUT AR BOOKS AND READ INDEPENDENTLY

Strategies: OBSERVATIONS, INDEPENDENT READING,AR TESTING

Closure: EXIT TICKET: SUMMARIZE WHAT YOU HAVEREAD SO FAR.


Homework

Homework:PG. 749-753

VOCAB WORK (students will define and use in asentence)

Assent

Feral

Pretentious

Provision



Equivalent

Livid

Alternative

Toiling

Delirium

Revelation

Resources__X___ Textbook (p )__X___ Overhead Masters__x___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference Materials


Title: "TTTC PT. 2" 01/19/2015 - 01/23/2015 Created: 6:56PM 01/19/2015Last Update: 11:03PM 01/19/2015









PLAN:

PLAN MOVED FROM LAST WEEK TO THIS WEEK DUE TO TIME MISSED BECAUSE OF BEREAVEMENT


Monday:




3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT.2,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: WHY DO YOU THINK O'BRIEN BLURRED THELINES BETWEEN REALITY AND FICTION4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: WHICH CHARACTER DO YOUIDENTIFY WITH MOST? WHY?




PLAN:

Tuesday:



3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGS



THEY CARRIED PT.2,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDE STUDENTS IN DISCUSSION OVER WORD CHOICE AND USEOF DIALECT GUIDED DISCUSSION:WHY DOES THE AUTHOR REMOVEHIMSELF FROM THE ACTION? WHAT IS THE PURPOSE? 4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: COMPARE AND CONTRASTSANDERS AND DOBBINS




PLAN:

Wednesday :



3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF O'BRIEN'S THE THINGSTHEY CARRIED PT.2GUIDE STUDENTS IN CLOSE READING OF TEXT TO INCREASECOMPREHENSIONGUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS


Activities: RESEARCH AND COMPLETE O'BRIEN'S THE THINGS THEYCARRIED PT.2STUDY GUIDES




Thursday:










PLAN:

Friday :






ADMINISTER O'BRIEN'S THE THINGS THEY CARRIED PT.2 TEST








Homework



Assent

Feral

Pretentious

Provision

Equivalent

Livid

Alternative

Toiling

Delirium

Revelation



















• 11-12W1b - Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for eachwhile pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level,



concerns, values, and possible bi Additional Objectives/StandardsNone Plan

Monday:



3. Guided Practice:THE THINGS THEY CARRIED PART 3









Tuesday:












Wednesday:












Thursday:












Friday:



3. Guided Practice:TEST ON PT 3, BEGIN PART 4

a. I do: MONITOR TESTING PROCESS AND Guide reading, discussion and analysis of text











Homework




___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,__X____ Review games, _____Essay,_____Report, _______Presentation,___X____Oral responses,___X___Homework, _____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, __X___Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:



















Monday:














Tuesday:












Wednesday:












Thursday:












Friday:















Homework






Data Review:



c. Other:



















Monday:














Tuesday:












Wednesday:












Thursday:












Friday:













Homework


ENG III: PG 468- -480 EX 4



VOCAB (define and use in a sentence):PROTRACT / INDEFINITE / SPLENDID / OBLIQUE / VANITYQUANTIFY / AWE / OPPRESS / ANGST / CASUAL





Data Review:



c. Other:



















Monday:












Tuesday:














Wednesday:












Thursday:

1. Bell Ringer: ACT BEL RINGER




b. We do: PLAY A REVIEW GAME TO CORRECT STUDY GUIDES AND FURTHER KNOWLEDGE OF THE TEXT







Friday:













Homework



__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers,


___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,__X____ Review games, _____Essay,



____Lab equipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)

_____Report, _______Presentation,___X____Oral responses,___X___Homework, _____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, __X___Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:



















Monday:












Tuesday:














Wednesday:












Thursday:





b. We do: PLAY A REVIEW GAME TO CORRECT STUDY GUIDES AND FURTHER KNOWLEDGE OF THE TEXT







Friday:



3. Guided Practice:TEST ON PT 7, PREPARE FOR 9 WEEKS REVIEW










Homework






Data Review:



c. Other:





















Monday:



3. Guided Practice:MULTIPLE INTELLIGENCE PROJECTS

a. I do: EXPLAIN THE PROJECT: STUDENTS WILL BE EXPECTED TO MAKE A PRESENTATION IN THEIROWN CHOSEN MEDIUM BASED ON THEIR EXPERIENCES WITH ONE OF THE NOVELS WE HAVE READTHIS YEAR.

b. We do: COMPOSE, BUILD, FORM, PRACTICE ETC. PROJECTS FOR PRESENTATION ON FRIDAY


Activities: HANDS ON, SMALL GROUPS, INDEPENDENT WORK.

Strategies:GROUPING, STUDENT BASED-LEARNING, STUDENT AS TEACHER

5. Closure: WRAP UP AND CLEAN UP OF PROJECTS

6. Differentiated Instructions: CHOICE IN ACTIVITY


Tuesday:












Wednesday:




a. I do: EXPLAIN THE PROJECT: STUDENTS WILL BE EXPECTED TO MAKE A PRESENTATION IN THEIR



OWN CHOSEN MEDIUM BASED ON THEIR EXPERIENCES WITH ONE OF THE NOVELS WE HAVE READTHIS YEAR.








Thursday:












Friday:













Homework



__X___ Textbook,__X____Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,___X__Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,__X__Markers _______Protractor__X___Manipulatives, ____Other(Specify:____________________)


___X___Activities, ______Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, ____X___Presentation,___X____Oral responses,___X___Homework, __X___C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, __X___Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:

Title: "THE THINGS THEYCARRIED " 03/17/2015 - 03/20/2015 Created: 1:01PM 03/16/2015

Last Update: 10:41PM 03/22/2015
























Plan :

Monday:



3. Guided Practice: UNIT WILL CONTINUE TO EXAMINE THE NATURE OF MAN AND WARAND THE POLITICAL SUBTEXTS IN MODERN LITERATURE. OUR PRIMARY TEXT WILLBE TIM O'BRIEN'S THE THINGS THEY CARRIED. WE WILL EXAMINE WHAT THEMESAND ISSUES ARE BROUGHT ADDRESSED BY THE NOVEL AND INFER DEEPERMEANING.


b. We do: DISCUSSION OF LITERARY CONVENTION AND THEIR PURPOSE. EXAMINETEXT FOR MEANING AS WELL AS POLITICAL AND PERSONAL SUBTEXTS







Tuesday:



3. Guided Practice THE THINGS THEY CARRIED CONTINUED











WEDNESDAY



3. Guided Practice THE THINGS THEY CARRIED WEEKLY CONCLUSION


b. We do: DISCUSSION OF LITERARY CONVENTION AND THEIR PURPOSE. EXAMINETEXT FOR MEANING AS WELL AS POLITICAL AND PERSONAL SUBTEXTS.

STUDY GUIDE: STUDENTS WILL ANSWER STUDY GUIDE AS WELL A GENERATE THEIROWN STUDY GUIDE QUESTIONS IN SMALL GROUPS







Thursday:





b. We do: PLAY A REVIEW GAME TO CORRECT STUDY GUIDES AND FURTHERKNOWLEDGE OF THE TEXT


Activities:JEOPARDY GAME ON THE THINGS THEY CARRIED WEEKLY READINGS





Friday:



3. Guided Practice:TEST ON WEEKLY READINGS, BEGIN PART 2 PREPARATION. SHORTSTORY CONNECTION












Homework


ACT PREP AND VOCAB ResourcesResources : Resources: Place an X on all that apply__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)


Title: "THE THINGS THEYCARRIED " 03/23/2015 - 03/27/2015 Created: 1:03PM 03/16/2015

Last Update: 11:10PM 03/26/2015 Standards• 11-12LA1 - Demonstrate command of the conventions of standard English grammar and usage when writing or




















Additional Objectives/StandardsNone



Plan

Plan :

Monday:


2. Hook: REVIEW OF BELLRINGER/ RECAP OF PRIOR FRIDAY'S READINGS










Tuesday:












WEDNESDAY















Thursday:












Friday:













Homework




Title: "THE THINGS THEYCARRIED continued" 03/30/2015 - 04/03/2015 Created: 8:32PM 03/29/2015

Last Update: 10:32PM 04/01/2015 Standards



• 11-12LA1 - Demonstrate command of the conventions of standard English grammar and usage when writing orspeaking.




















Plan pushed forward from last week due to testing.

Plan :

Monday:


2. Hook: REVIEW OF BELLRINGER/ RECAP OF PRIOR FRIDAY'S READINGS










Tuesday:














WEDNESDAY













Thursday:












Friday:















Homework


ACT PREP AND VOCAB



Title: "OF MICE AND MEN PT.1" 04/06/2015 - 04/10/2015 Created: 8:29PM 04/05/2015Last Update: 10:41PM 04/13/2015





















Additional Objectives/Standards



None Plan


Plan :

Monday:


2. Hook: REVIEW OF BELLRINGER/ GREAT DEPRESSION PRIMER

3. Guided Practice: UNIT WILL EXAMINE THE GREAT DEPRESSION AND IT'S EFFECT ON MODERN LITERATURE. OUR PRIMARY TEXT WILL BE STEINBECK'S OF MICE ANDMEN. WE WILL EXAMINE WHAT THEMES AND ISSUES ARE BROUGHT ADDRESSED BYTHE NOVEL AND INFER DEEPER MEANING.









Tuesday:



3. Guided Practice OF MICE AND MEN CONTINUED









WEDNESDAY



3. Guided Practice OF MICE AND MEN CONCLUSION












Thursday:







Activities:JEOPARDY GAME ON OF MICE AND MEN WEEKLY READINGS





Friday:













Homework


ACT PREP AND VOCAB




























Plan :

Monday:












Tuesday:





3. Guided Practice SHORT STORIES CONTINUED


b. We do: DISCUSSION OF LITERARY CONVENTION AND THEIR PURPOSE. EXAMINETEXT FOR MEANING AS WELL AS POLITICAL AND PERSONAL SUBTEXTS DRAW OUT THE PLOTLINES OF THE STORIES







WEDNESDAY













Thursday:












Friday:















Homework


ACT PREP AND VOCAB























• 11-12W9a - Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-,






Plan :

Monday:












Tuesday:



3. Guided Practice OF MICE AND MEN CONTINUED









WEDNESDAY















Thursday:












Friday:













Homework


ACT PREP AND VOCAB


AssessmentsAssessments : Assessment: Place an X on all that apply___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, __X_____Presentation,___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)Data Review:



a. Pre-test Results:b. Post-test Results:c. Other:

Title: "OF MICE AND MEN FINAL" 04/20/2015 - 04/24/2015 Created: 8:30PM 04/19/2015Last Update: 10:22PM 04/27/2015























Plan :

Monday:












Tuesday:





3. Guided Practice OF MICE AND MEN CONCLUDED/ STUDY GUIDES


b. We do: DISCUSSION OF LITERARY CONVENTION AND THEIR PURPOSE. EXAMINETEXT FOR MEANING AS WELL AS POLITICAL AND PERSONAL SUBTEXTSWORK IN SMALL GROUPS ON STUDY GUIDES







WEDNESDAY












Thursday:



3. Guided Practice:TEST/ OF MICE AND MEN FILM COMPARE AND CONTRAST

a. I do: MONITOR KIDS IN THEIR COMPLETION OF OF MICE AND MEN FILM COMPAREAND CONTRAST ACTIVITY

b. We do: COMPLETE OF MICE AND MEN BOOK TO FILM COMPARE AND CONTRASTACTIVITY


Activities: COMPLETE OF MICE AND MEN BOOK TO FILM COMPARE AND CONTRASTACTIVITY

Strategies:AUDIOVISUAL, COMPARE AND CONTRAST SHEETS

5. Closure:CHECK WORK

6. Differentiated Instructions: CHOICE: OF MICE AND MEN BOOK TO FILM COMPAREAND CONTRAST ESSAY OR WORKSHEET


Friday:



3. Guided Practice: OF MICE AND MEN FILM COMPARE AND CONTRAST

a. I do: MONITOR KIDS IN THEIR COMPLETION OF OF MICE AND MEN FILM COMPAREAND CONTRAST ACTIVITY



b. We do: COMPLETE OF MICE AND MEN BOOK TO FILM COMPARE AND CONTRASTACTIVITY


Activities: COMPLETE OF MICE AND MEN BOOK TO FILM COMPARE AND CONTRASTACTIVITY

Strategies:AUDIOVISUAL, COMPARE AND CONTRAST SHEETS

5. Closure:CHECK WORK

6. Differentiated Instructions: CHOICE: OF MICE AND MEN BOOK TO FILM COMPAREAND CONTRAST ESSAY OR WORKSHEET



Homework


ACT PREP AND VOCAB

vocab used in act prep questions ResourcesResources : Resources: Place an X on all that apply__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers, ____Labequipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus, ___X__CellPhone, ____Compass, ____Markers_______Protractor _____Manipulatives,__X__Other(Specify:___VIDEO_________________)


Title: "OF MICE AND MEN ESSAYS2ND PERIOD" 04/27/2015 - 05/01/2015 Created: 9:24AM 04/28/2015

Last Update: 9:24AM 04/28/2015 Standards• 11-12LA1 - Demonstrate command of the conventions of standard English grammar and usage when writing or
























Plan :

Monday:



3. Guided Practice: STUDENTS WILL COMPOSE LITERARY ANALYSIS ON WORKSCOVERED IN THROUGHOUT THE YEAR. THEY EXAMINE COMMON THEMES ANDCOMPARE AND CONTRAST THE DIFFERENCES IN THEME, MESSAGE, STYLE ETC

a. I do: CHECK AND CORRECT WORK. FACILITATE STUDENT BASED QUESTIONING.

b. We do: RESEARCH OF NOVELS AND ROUGH DRAFTS


Activities: RESEARCH OF NOVELS AND ROUGH DRAFTS





Tuesday:












WEDNESDAY














Thursday:












Friday:













Homework


ACT PREP AND VOCAB





Title: "OF MICE AND MENCOMPARE/CONTASTESSAYS 6THPERIOD"

04/27/2015 - 05/01/2015Created: 9:32AM 04/28/2015

Last Update: 9:32AM 04/28/2015























Plan :

Monday:



3. Guided Practice: STUDENTS WILL WATCH THE FILM VERSION OF "OF MICE ANDMEN" TO GATHER INFORMATION FOR A COMPARE AND CONTRAST ESSAY

a. I do: MONITOR WORK AND ANSWER TEXT QUESTIONS

b. We do: EXAMINE FILM FOR SIMILARITIES AND DIFFERENCES


Activities: RESEARCH OF NOVELS AND ROUGH DRAFTS, USE GRAPHIC ORGANIZERSTO SORT DATA





Tuesday:














WEDNESDAY












Thursday:



3. Guided Practice: BEGIN FILM/ BOOK COMPARE AND CONTRAST ESSAY

a. I do: CHECK AND CORRECT WORK. FACILITATE WRITING PROCESS



Activities: ROUGH DRAFTS OF ESSAY





Friday:
















Homework


ACT PREP AND VOCAB



Title: "OF MICE AND MENCOMPARE/CONTRAST ESSAYS CONT"

05/04/2015 - 05/08/2015Created: 9:00PM 05/03/2015

Last Update: 5:49PM 05/04/2015


























Plan :

Monday:












Tuesday:












WEDNESDAY












Thursday:














Friday:













Homework


ACT PREP AND VOCAB



English IV




• 12E2a. - The student will analyze text structures (e.g., concept/definition) in multiple texts and evaluate their effectson theme, author's purpose, etc.





Bell Ringer Journal: Describe yourself in detail. You canwrite about your personality, your likes/dislikes, your outward appearance, etc..Review of class rules and proceduresLiterary terms refresher on Theme, Mood & ToneStudent Will give examples of Literary terms

Homework

ResourcesPowerpointPromethean Board

AssessmentsTeacher ObservationC lasswork







Bell Ringer Journal: 2. On August 4th, 1944, 15-year-old Jewish diaristAnne Frank and her family were captured by theNazis. Anne spent two years hidden in a sealed-offspace in a warehouse, recording her ordeal in a diarythat was eventually published and translated intomore than 50 languages.Describe how it must have been for this young girl tobe cooped up in a small living area with her familyand the seven other occupants. What would you do topass the time, knowing you would not have moderndayconveniences such as a television, cell phone,video games, etc.?Literary terms refresher on diction, analogy, metaphor, simile, irony, allegory

Student Will give examples of Literary terms in fictionstudent will identify examples of literary terms in fiction

Homework









Bell Ringer Journal: On August 6th in 1945, at 8:16 a.m. Japanese time, an AmericanB-29 bomber, the Enola Gay, drops the world's first atom bomb,over the city of Hiroshima. Approximately 80,000 people arekilled as a direct result of the blast, and another 35,000 areinjured. At least another 60,000 would be dead by the end of theyear from the effects of the fallout. On August 9th, anotheratomic bomb was dropped on the city of Nagasaki, killing over23,000 people from the blast. As a result, Japan surrendered andWWII was over.How do you feel about Americans killing so many innocentcivilians in these attacks? Do you think the bombings werenecessary? Why or why not? Is war the only way to makepeace?



advanced Literary terms: deconstruction, foil, in medias res, deus ex machina, logos, pathos, ethos, etcStudent Will give examples of Literary terms in fictionstudent will identify examples of literary terms in fiction

Homework









Bell Ringer Journal: The greatest automobile race in history happened onAugust 10th in 1907. The Peking-to-Paris race lastedfor 62 days and was 8,000 miles long.If you were going to participate in this race today,what kind of vehicle would you choose and why?Would you choose something fast over somethingcomfortable? If you could choose one person toaccompany you in the race, who would you choose?Why?advanced Literary terms review game on Promethean board

Homework

ResourcesReview video gamePromethean Board








Bell Ringer Journal: Journal Checkadvanced Literary terms testSTAR testing in libraryAR check out and independent reading

Homework

Resourcescomputersrenaissance learning

AssessmentsTeacher Observationtest



inferences drawn from the text, including determining where the text leaves matters uncertain.












Bell Ringer:August 12th is “Kool-Aid” Day. Did youever have a “Kool-Aid” or lemonadestand as a child? Why or why not?If so, was it successful? Write aboutyour experience. Do you stop to buysomething children are selling? Why orwhy not?William Shakespeare background powerpointBegin Hamlet


ResourcesPowerpointPromethean BoardHamlet textHamlet video

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET













Another prompt for August 12th: On this day in1990, fossil hunter Susan Hendrickson discoversthree huge bones jutting out of a cliff near Faith,South Dakota. They turn out to be part of thelargest-ever Tyrannosaurus rex skeleton everdiscovered, a 65 million-year-old specimen dubbedSue, after its discoverer.What do you think is one of the greatest“discoveries” of all time? Why? If you were todiscover something great, what would you want itto be and why?Hamlet Act I read and discussion continuedHamlet study guide groupwork




ResourcesPowerpointPromethean BoardStudy guidesHamlet textHamlet video














Construction began on the Berlin Wall August 13th, 1961,and on August 17th, the first concrete blocks were put inplace. The wall was the physical barrier between East andWest Berlin, with Easterners prohibited to leave their sector.Many families were torn apart. If you lived in East Berlin andworked in West Berlin, you lost your job. The wall remaineduntil November 9th, 1989.Imagine the city in which you live right now. Then draw aline down the center of it. Then imagine your section of townis closed off from the rest of the world and you could notleave and visitors (from the other side, or the rest of theworld) could not come to you. How would that feel? Whatwould you do?Shakespeare's Hamlet Act I concluded











• 11-12RL6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from








On August 14, 2003, a major outage knocked out power across the easternUnited States and parts of Canada. Beginning at 4:10 p.m. ET, 21 power plantsshut down in just three minutes. Fifty million people were affected, includingresidents of New York, C leveland and Detroit, as well as Toronto and Ottawa,Canada. Although power companies were able to resume some service in aslittle as two hours, power remained off in other places for more than a day. Theoutage stopped trains and elevators, and disrupted everything from cellulartelephone service to operations at hospitals to traffic at airports. In New YorkC ity, it took more than two hours for passengers to be evacuated from stalledsubway trains. Small business owners were affected when they lost expensiverefrigerated stock. The loss of use of electric water pumps interrupted waterservice in many areas. There were even some reports of people being strandedmid-ride on amusement park roller coasters.Describe a time when you’ve lost power. How did you spend your time with noelectricity? Have you ever been in somewhere--like in an elevator or on asubway--when power has gone out? How did you feel? What is the longest youhave been without power?Shakespeare's Hamlet Act I Review Game


ResourcesPowerpointPromethean BoardReview GameHamlet textHamlet video














Bell Ringer: Journal CheckShakespeare's Hamlet Act I TestAR indepndent reading and library time


ResourcesLibrary test




Activities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET
















JOURNAL: If you could have personally witnessed one event in history, whatwould you want to have seen? Why?

TEXT: WILLIAM SHAKESPEARE'S HAMLET ACT II



Homework


1. salient2. inveigle3. eloquence4. inured5. gaunt6. barbaric7. abstractedly



8. inane9. undulation10. solace

ResourcesNone

AssessmentsPowerpointPromethean BoardHamlet textHamlet video Assessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET
















JOURNAL:

•Which cartoon character do you resemble the most? Why?

• Which character resembles your personality the most? Why?

TEXT: WILLIAM SHAKESPEARE'S HAMLET ACT II CONTINUED


DISCUSSION: HOW POLONIUS DEALS WITH HIS CHILDREN (ANALYSIS OFGENDER BIAS)


Homework





ResourcesNone



















JOURNAL:

•List 5 people you know. Then describe each of them in 5 words.

TEXT: WILLIAM SHAKESPEARE'S HAMLET ACT II CONCLUDED



GROUPWORK: ACT II STUDY GUIDES

Homework



ResourcesNone



















JOURNAL: On August 17th, 1969, the grooviest event in music history--the Woodstock MusicFestival--draws to a close after three days of peace, love and rock 'n' roll in upstate New York.Initially, organizers had sold a total of 186,000 tickets and expected no more than 200,000 people toshow up. By Friday night, however, thousands of eager early arrivals were pushing against theentrance gates. Fearing they could not control the crowds, the promoters made the decision to openthe concert to everyone, free of charge. Close to half a million people attended Woodstock, jammingthe roads around Bethel with eight miles of traffic. A 25th anniversary celebration of Woodstocktook place in 1994 in Saugerties, New York. Known as Woodstock II, the concert featured BobDylan and Crosby, Stills and Nash as well as newer acts such as Nine Inch Nails and Green Day.Held over another rainy, muddy weekend, the event drew an estimated 300,000 people. Have youbeen to any music concerts? If so, write about your experience seeing a live band perform. If not,who would you like to see/hear live in concert? Why?

GROUPWORK: ACT II STUDY GUIDES

CHECK ACT II STUDY GUIDES

ACT II REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUSPOINTS ON FRIDAY'S TEST. THIS WILL ACT AS A WAY OF CHECKING THEIRRESEARCH AND PREPARING THEM FOR THE TEST.

Homework


1. salient2. inveigle3. eloquence4. inured5. gaunt6. barbaric



7. abstractedly8. inane9. undulation10. solace

ResourcesNone

AssessmentsPOWERPOINTPromethean BoardHamlet textREVIEW GAME SOFTWAREAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET













Bell Ringer: Journal CheckBell Ringer: Journal Check

Shakespeare's Hamlet Act II TestShakespeare's Hamlet Act II Test

AR independent reading and library timeAR independent reading and library timestudent will choose and a text and read independently. Upon completion,student will choose and a text and read independently. Upon completion,student will AR test on selection. (10% of grade)student will AR test on selection. (10% of grade) HomeworkNovel VocabGrammar refresher pg. s2



Title: "M" 08/26/2013 - 08/26/2013 Created: 7:25AM 08/26/2013Last Update: 11:15AM 08/28/2014

















JOURNAL:

In 1971 the US Congress designated August 26 as Women's Equality Day. Thisdate commemorates not only the day in 1920 that women were granted the rightto vote, but also calls attention to women's continuing efforts toward full equality.

Do you think women have equal rights to men today? Why or why not?What needs to be changed or improved upon? Why?

TEXT: WILLIAM SHAKESPEARE'S HAMLET ACT III



Homework

HOMEWORK:


ENG IV: PG S10-11


VOCAB:


1. specter

2. anarchy

3. encroaching

4. suppleness

5. cupola

6. mordantly

7. novel

8. effulgence

9. reverberant

10. regimen

ResourcesNone

AssessmentsPowerpointPromethean BoardHamlet textHamlet video Assessments :Activities/ Assessment_____ Check homework_____ Test/Quiz



_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET

Title: "TU" 08/27/2013 - 08/27/2013 Created: 2:23PM 08/26/2013Last Update: 11:15AM 08/28/2014















JOURNAL: August 20th is National Radio Day. What is your favorite radiostation? Why? What kind of music does it play? How often do you listento the radio?

If you don’t, do you listen to internet or satellite stations? Podcasts?What do you like about radio? What don’t you like?

TEXT: WILLIAM SHAKESPEARE'S HAMLET ACT III CONTINUED

STUDENT WILL ANALYZE HAMLET FOR LITERARY ELEMENTS AND SYMBOLISM

DISCUSSION: IS CLAUDIUS GUILTY? IS THE PROOF CONCLUSIVE?


Homework


1. specter2. anarchy



3. encroaching4. suppleness5. cupola6. mordantly7. novel8. effulgence9. reverberant10. regimen


AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET

Title: "W" 08/28/2013 - 08/28/2013 Created: 2:27PM 08/26/2013Last Update: 11:15AM 08/28/2014















JOURNAL: August 28 marks the anniversary of Dr. Martin Luther King Jr.’s “I Have aDream” speech. He gave the speech Aug. 28, 1963, during the March onWashington. This day is called “Dream Day” because of his inspiringwords about his own dream that his children would grow up in a world inwhich all races could live, work, and play as equals. What is yourdream? Is it for world peace, no more hunger, no more poverty? Or is itmore personal–a dream for happiness, riches, or fame? Write in detailabout your dream.

TEXT: WILLIAM SHAKESPEARE'S HAMLET ACT III CONCLUDED



STUDENT WILL COMPARE AND CONTRAST HAMLET AND CLAUDIUS


GROUPWORK: ACT III STUDY GUIDES

Homework



ResourcesSTUDY GUIDESPromethean BoardHamlet textHamlet video

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET

Title: "TH" 08/29/2013 - 08/29/2013 Created: 2:31PM 08/26/2013Last Update: 11:15AM 08/28/2014

















JOURNAL:What is something you do well? How/why did you learn that skill? What is something you dislike about yourself? Why?

GROUPWORK: ACT III STUDY GUIDES COMPLETED


ACT II REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUSPOINTS ON FRIDAY'S TEST. THIS WILL ACT AS A WAY OF CHECKING THEIRRESEARCH AND PREPARING THEM FOR THE TEST.

Homework


1. specter2. anarchy3. encroaching4. suppleness5. cupola6. mordantly7. novel



8. effulgence9. reverberant10. regimen

ResourcesPOWERPOINTPromethean BoardHamlet textREVIEW GAME SOFTWARE

AssessmentsAssessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET

Title: "F" 08/30/2013 - 08/30/2013 Created: 2:33PM 08/26/2013Last Update: 11:15AM 08/28/2014












Bell Ringer: Journal Check/HOMEWORK CHECKBell Ringer: Journal Check/HOMEWORK CHECK

Shakespeare's Hamlet Act III TestShakespeare's Hamlet Act III Test



1. specter



2. anarchy3. encroaching4. suppleness5. cupola6. mordantly7. novel8. effulgence9. reverberant10. regimen





contested.• 11-12LA4d - Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary). Additional Objectives/StandardsNone Plan

JOURNALS:

MON: LABOR DAY

TUE:


TEXT: SHAKESPEARE’S HAMLET ACT IV


STUDENTS WILL ANALYZE THE STRUCTURE OF THE PLOT LINE OF HAMLET

(INTRODUCTION, RISING ACTION, CLIMAX, FALLING ACTION, RESOLUTION)

GUIDED DISCUSSION: WHAT IS THE SOURCE OF HAMLET’S AND CLAUDIUS’S PROCRASTINATION?

WED:


TEXT: SHAKESPEARE’S HAMLET ACT IV CON’T

STUDENT WILL ANALYSE TEXT FOR MEANING AND COMPREHENSION

GUIDED DISCUSSION: IS HAMLET “PUTTING ON AN ANTIC DISPOSITION”?


THURS:






ACT II REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON FRIDAY'S TEST. THIS WILL ACTAS A WAY OF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

FRI: JOURNAL CHECK

Shakespeare's Hamlet Act IV Test


Homework

AP: PG 161-166 – QUESTION ON PG.166ENG IV: PG S12ENG III: PG. 105-110 – QUESTIONS INTHE TEXT & 1-3 ON 110VOCAB:(DEFINE AND USE IN A SENTENCE)


ResourcesHAMLET TEXTHAMLET VIDEOTEXTBOOKPROMETHEAN BOARDREVIEW GAME SOFTWARE ANDHARDWARELIBRARY AR BOOK












Additional Objectives/Standards



None Plan

JOURNALS:

MON:


TEXT: HAMLET ACT V

STUDENTS WILL ANALYZE TEXT FOR SUBTEXT

GUIDED DISCUSSION: HOW DO THE LIVES OF HAMLET, LAERTES, AND FORTINBRAS PARALELL?

TUE:

JOURNAL:


TEXT: HAMLET ACT V CON'T

STUDENTS WILL ANALYZE TEXT FOR THEME AND SYMBOLISM.

STUDENTS WILL ANALYZE AND DISCUSS HOW THE DEATHS OF THE MAJOR CHARACTERS PARALLEL THE SEVENDEADLY SINS

GUIDED DISCUSSION: WHAT DOES THE COMING OF FORTINBRAS REPRESENT? IS IT SYMBOLIC? IS IT ANARCHETYPE?

WED:

JOURNAL:




THURS:

JOURNAL:





FRI: JOURNAL CHECK

CH.8&9 Test


Homework


1. Approbation 2. jaded 3. ameliorate4. Assuage 5. lurid



6. aplomb7. Coalition 8. meritorious 9. bombastic10. Decadence


AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherHAMLET


















Monday:


Hamlet essay

Day one: Research topic and form thesis

Student will use various sources to research and form a thesis

Thesis must take a stance and be proven using evidence and reasoning

Tuesday


Day two: Continue research and begin rough draft

Wednesday


Day three: Complete rough draft and begin final draft and revisions



Thursday

If you were to select music for a soundtrack of your life, what songs would you play in the background?Why?Day four: Continue Final draft and proof reading

Friday:

Journal Check

Day five: Complete final draft and set MLA formatting

Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE

5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC




Standards• 11-12RL7 - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or

recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play byShakespeare and one play by an Ame

Additional Objectives/StandardsNone PlanMONDAYWrite about something that you used to believe in. Why did you stop believing in it?

STUDENTS WILL CHOOSE A SCENE FROM HAMLET AND ACT OUT SCENE ON THURSDAYDAY ONE: CHOOSE SCENE AND EDIT IT DOWN

TUESDAYDo you ever have any really crazy dreams at night? Write about one of your dreams

DAY TWO: PRACTICE SCENE IN A TABLE READ

WEDNESDAYIn your opinion, what is the most important job in the world? Explain why you think it’s themost important. What do you think its pay should be?

DAY THREE: BEGIN WALKTHROUGHS AND DRESS REHEARSALS

THURSDAYWhat does school spirit mean to you.

DAY FOUR: FINAL PRACTICES AND ACT OUT SCENES

FRIDAY

HOMECOMING



Homework

ResourcesResource Materials__X___ Textbook ()_____ Overhead Masters_____ Workbook/Handouts_____ Multimedia/Technology__X___ Hands-on Materials__X___ Reference Materials

AssessmentsActivities/ Assessment__x___ Check homework_____ Test/Quiz___X__ Project__X___ Participation_____ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other

Title: "9 weeks test week" 09/30/2013 - 10/04/2013 Created: 6:50PM 10/16/2013Last Update: 11:15AM 08/28/2014











Tuesday:



Thursday:Drug awareness/ Bullying Door decorating orStudy for other nine weeks test

Friday:Library timeAR testing

Homework


promethean game

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other












BEGIN THE CATCHER IN THE RYE PT. 1

CLASSROOM DISCUSSION: DISCUSSION OF AMERICA IN THE 50'S (SETTING)

DISCUSSION ON UNRELIABLE NARRATOR

TUESDAY

Write about some of the things that you worry about.CONTINUE THE CATCHER IN THE RYE PT. 1

CLASSROOM DISCUSSION: CHARACTER ANALYSIS OF HOLDEN CAULFIELD

WHAT CLUES INDICATE HOLDEN MAY BE MENTALLY ILL?NEGLECTEDABUSED

WEDNESDAY

If you were to select music for a soundtrack of your life, what songs would you play in the background?Why?FINISH THE CATCHER IN THE RYE PART 1POST-READING ANALYSIS AND PREDICTION


THURSDAY

Do you ever have any really crazy dreams at night? Write about one of your dreams.CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF CHAPTER 1-5


Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE

5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC











FALL BREAK

TUESDAY:

STAFF DEVELOPMENT

WEDNESDAY:

JOURNAL: Do you have a least favorite relative? Like an uncle, aunt or cousin? Why are they your least favorite.THE CATCHER IN THE RYE CHP. 5- STUDENTS WILL READ CHP. 5 AND EXAMINE FOR DEEPER MEANING.BEGIN STUDY GUIDES ON CHP. 1-5 -STUDENTS WILL RESEARCH CHP 1-5 TO FIND ANSWERS TO STUDY GUIDES

THURSDAY:

JOURNAL: Do you consider yourself a Democrat, Republican or Independent? Explainwhy.CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF CHAPTER 1-5

FRIDAY:

JOURNAL CHECK PART I TEST LIBRARY DAYAR TESTING

Homework

HOMEWORK(not completing ALLhomework = 50):VOCAB (define and use in asentence):1. pang2. splendid3. masticate4. holistic5. utopia6. acquaintance7. entrant8. beseech9. pretense10. adjunct ResourcesResource Materials__X___ Textbook ()_____ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARD

AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ Review__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other


Standards• 11-12LA5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• 11-12LA5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.



• 11-12LA5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course








BEGIN THE CATCHER IN THE RYE CH 6-10

CLASSROOM DISCUSSION: HOLDEN VS. STRADLATER: WHAT CAUSES HOLDEN TO LASH OUT AT STRADLATER?

DISCUSSION ON THE DICTION/ LANGUAGE USED BY HOLDEN

TUESDAY


CONTINUE THE CATCHER IN THE RYE CH 6-10

CLASSROOM DISCUSSION: ANALYZE THE MEETING BETWEEN MS, MORROW AND HOLDEN. WHAT IS REVEALED?

DISCUSS HOLDEN'S IDOLIZATION OF PHOEBE AND JANE

WEDNESDAY


FINISH THE CATCHER IN THE RYE CH 6-10POST-READING ANALYSIS AND PREDICTION


THURSDAY


CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF CHAPTERS 6-10

FRIDAYCHAPTERS 6-10 TEST LIBRARY DAYAR TESTING

Homework



ENG IV: S16

ENG III: PG. 418-423 EX.1 & 2


1. furtively

2. dishevel

3. erratic

4. defiance

5. tentatively

6. quizzically

7. doggedly

8. commence

9. gruffness

10. neurotic



Title: Not Specified 10/28/2013 - 11/01/2013 Created: 11:25AM 11/09/2013



Title: Not Specified 10/28/2013 - 11/01/2013 Last Update: 11:15AM 08/28/2014 Standards• 11-12RL2 - Determine two or more themes or central ideas of a text and analyze their development over the course








JOURNAL:Are people born evil or do they become evil over time? Explain your answer READ THE CATCHER IN THE RYE CH. 11-15


STUDENTS WILL READ FOR UNDERSTANDING

GROUP DISCUSSION: HOLDEN AND HIS VIEW OF MASCULINITY

TUESDAY:JOURNAL:Write about the creepiest/weirdest person that you’ve ever met. Be descriptive. CONTINUE TO READ THE CATCHER IN THE RYE CH. 11-15 GROUP DISCUSSION: DIAGNOSING HOLDEN CAULFIELD

WEDNESDAY:JOURNAL:Write about a time when you wore a costume (Halloween, party, etc.) Describe itand discuss how it felt to wear it.FINISH READING THE CATCHER IN THE RYE CH. 11-15 THE CATCHER IN THE RYE CH.11-16 STUDY GUIDESSTUDENT WILL GATHER IN GROUPS AND RESEARCH THEIR STUDY GUIDES

THURSDAY:JOURNAL:Write about the most terrifying situations you could ever imagine being in. (a livingnightmare)

CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON CH.11-16TEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF CHAPTER 11-15

FRIDAY:JOURNAL CHECKCH.11-15 TEST LIBRARY DAYAR TESTING

Homework



ENG IV: S17

ENG III: PG. 424-426 EX.3


Assent Feral Pretentious

Support equivalent Livid

Alternative Toiling Delirium

exhibit revise Rash

Formidable Interlude Doctrine


AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__x___ PRETEST

Created: 7:28AM 11/11/2013












JOURNAL:On November 5, 2008, Barack Obama helped African-Americansbreak through the ultimate glass ceiling with his election to the WhiteHouse as the 44th President of the United States. He was inaugurated aspresident on January 21, 2009. How did you feel when Obama waselected? Are you surprised it took our country so long to elect an African-American as president? Why or why not?

READ THE CATCHER IN THE RYE CH. 16-20



GROUP DISCUSSION: IS HOLDEN SUICIDAL?

TUESDAY:

JOURNAL:Do you think you will see a female president elected in yourlifetime? Why or why not?

CONTINUE TO READ THE CATCHER IN THE RYE CH. 16-20GROUP DISCUSSION: THE CATCHER IN THE RYE AND RELIGION. WHAT DO HOLDEN'S BELIEFS TELL US?

WEDNESDAY:JOURNAL:Write about a time when you were nervous about something that turned out to beok. ExplainFINISH READING THE CATCHER IN THE RYE CH. 16-20THE CATCHER IN THE RYE CH.16-20 STUDY GUIDESSTUDENT WILL GATHER IN GROUPS AND RESEARCH THEIR STUDY GUIDES

THURSDAY:JOURNAL: Do you believe people should be allowed to carry guns in public? Whyor why not?



Homework



ENG IV: S18

ENG III: PG. 427-432 EX. 4&5


Commandeered decipher Conjured foreboding

Correlation intersect modify precede dilemmaErratic dispensations Austerity aesthete

Querulous ludicrous


AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses



__X___ Teacher Observation_____ PRETEST









JOURNAL:





GROUP DISCUSSION: WHY AND HOW IS PHOEBE THE PERFECT FOIL FOR HOLDEN?

TUESDAY:

JOURNAL:


CONTINUE TO READ THE CATCHER IN THE RYE CH. 21-26GROUP DISCUSSION: ANALYSIS OF ROBERT BURNS'S "COMIN' THRO' THE RYE". HOW DOES HOLDEN MISINTERPRETTHE STORY?

WEDNESDAY:JOURNAL:

Describe your neighborhood and the people that live in it.

CONTINUE READING THE CATCHER IN THE RYE CH. 21-26THE CATCHER IN THE RYE CH.21-26 STUDY GUIDESSTUDENT WILL GATHER IN GROUPS AND RESEARCH THEIR STUDY GUIDES

THURSDAY:JOURNAL:

Begin a list of questions about life that you'd like to have answered. They may be about the future or thepast.



Homework



ENG IV: S19

ENG III: PG. 432-434 EX. 6







ResourcesResources :Resource Materials_____ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology

AssessmentsAssessments :Activities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation



__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARD

__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST

















MONDAY

JOURNAL: Describe your typical Thanksgiving.

RESEARCH PAPER PRETEST

RESEARCH PAPER: Psychoanalysis of Holden Caulfield

CRITERIA

· Research and diagnose Holden Caulfield for a mental disorder.

· Identify the symptoms/indicators

· Identify the possible causes of his mental issues

· Make a diagnosis.

MLA – 3-4 PAGES


DOUBLE SPACED

AT LEAST 3 SOURCES


1) Planning:



• Generate ideas


• Organize ideas


TUESDAY



2) Drafting:





WEDNESDAY





THURSDAY


REVISION CONTINUED


FRIDAY

JOURNAL CHECK




Homework



ENG IV: S20

ENG III: PG. 436-441 EX. 1 &2





















• 11-12W9a - Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-,







Concluding revision

3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• Add and delete information and details (for audience, for purpose, for unity) • Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.)• Use available resources (reference materials, technology, etc.)

TUESDAY


PAPER EDITING


WEDNESDAY




THURSDAY



5) Publishing:



JOURNAL CHECK


5) Publishing:



Homework


AP: PG.. 704-715 ?’S AT THE END

ENG IV: S21

ENG III: PG. 441-444 EX. 3


consider accord evident

practice intend concern commit

issue approach

minute (not the measure of time)

)










Monday



Tuesday




Wednesday




Thursday




Friday

Journal Check



Homework



ENG IV: S22

ENG III: PG. 444-446 EX. 5

























Plan :

Monday:


Tuesday:


Wednesday:review for nine weeks test work on reading fair boards

Thursday:nine weeks testwork on reading fair boards

Friday:makeup testingwork on reading fair boards



promethean game









Additional Objectives/StandardsNone PlanPLAN MOVED TO FOLLOWING WEEK DUE TO READING FAIR




LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: STAFF DEVELOPMENT

TUESDAY: JOURNAL: DESCRIBE YOUR CHRISTMAS HOLIDAY? (ANY GOOD GIFTS, ACTIVITIES ETC.)ORAL PRETEST ON CENSORSHIP THROUGH OUT HISTORY AND ITS EFFECTS

BEGIN BRADBURY'S FAHRENHEIT 451 PT. 1

GROUP DISCUSSION: COMPARE AND CONTRAST BRADBURY'S FUTURE WITH OUR PRESENT?

WEDNESDAY: JOURNAL: WHAT ARE YOUR PREDICTIONS FOR 2014?

CONTINUE BRADBURY'S FAHRENHEIT 451 PT. 1

GROUP DISCUSSION: WHY ARE BOOKS BANNED IN BRADBURY'S FICTIONAL WORLD? WHAT IS THE POINT OFCENSORSHIP? IS IT EVER ETHICAL?

THURSDAY: JOURNAL: WHAT ARE YOUR NEW YEAR'S RESOLUTIONS? HOW DO YOU AIM TO IMPROVE?

CONCLUDE BRADBURY'S FAHRENHEIT 451 PT. 1BEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER




ENG IV:













LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: JOURNAL: If you owned a store, what would you sell? Why?

ORAL PRETEST ON CENSORSHIP THROUGH OUT HISTORY AND ITS EFFECTSPRETEST RESULTS: MINIMAL MASTERY OF THE TOPIC

POWERPOINT AND LECTURE ON CENSORSHIP

TUESDAY: JOURNAL: If you were a parent, would prefer a girl or boy child? Would you like to have the choice to determine thegender of the child? Why or why not?


GROUP DISCUSSION: COMPARE AND CONTRAST BRADBURY'S FUTURE WITH OUR PRESENT?

WEDNESDAY: JOURNAL: People think I...




GROUP DISCUSSION: WHY ARE BOOKS BANNED IN BRADBURY'S FICTIONAL WORLD? WHAT IS THE POINT OFCENSORSHIP? IS IT EVER ETHICAL?

THURSDAY: JOURNAL: What 3 things do you do that irritate your parents the most? Why do you do them?





ENG IV:S24












Additional Objectives/StandardsNone PlanLESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: MLK DAY

TUESDAY: JOURNAL: Martin Luther King had a dream of a better America. What would be your dream version of America?

TEST F451 TEST 1


GROUP DISCUSSION: HOW DO YOU THINK MONTAG WILL RESPOND TO BEATTY'S PRESSURE.

WEDNESDAY: JOURNAL: What do you believe is the greatest problem facing America today?


GROUP DISCUSSION: THE PARALLELS OF MONTAG AND THE BIBLICAL PAUL?

THURSDAY: JOURNAL: Write about a time you felt betrayed.





ENG IV:S25

ENG III: PG. 456-4460 EX 1



VOCAB:nonentity vindicate automaton discernibleabashed rejoinder impinge ricochet




Standards• 1.20E+03 - The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of


from a variety of genres to assess the effectiveness of patterns and connections.• 12E2d. 1) - Literary Text and Literary Non-fiction -Short stories, novels, biographies, autobiographies, narrative

essays (e.g., character, setting, plot, conflict, theme, mood, tone, point of view, allusion, fig• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as






Additional Objectives/StandardsNone PlanLESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY:

MONDAY:JOURNAL: Which would you rather marry, a good looking poor person or an ugly rich person? Be honest and explain.

TEST F451 TEST 2


GROUP DISCUSSION: THE SIGNIFICANCE OF NAMES. WHY ARE THE NAMES SYMBOLIC?TUESDAY: JOURNAL: Does the government have too much, not enough, or just enough control? Explain.


GROUP DISCUSSION: COMPARE AND CONTRAST BRADBURY'S FUTURE AND OUR PRESENT.



GROUP DISCUSSION: FAHRENHEIT 451 AS AN APOCALYPTIC TALE


CONCLUDE BRADBURY'S FAHRENHEIT 451 PT. 3

CONCLUDING DISCUSSION ON AUTHOR'S PURPOSE





ENG IV:S26



ResourcesResources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters

AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project



_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

__X___ Participation__X___ C lasswork__X___ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST


Standards• 1.20E+03 - The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of


from a variety of genres to assess the effectiveness of patterns and connections.• 12E2d. 1) - Literary Text and Literary Non-fiction -Short stories, novels, biographies, autobiographies, narrative

essays (e.g., character, setting, plot, conflict, theme, mood, tone, point of view, allusion, fig• 11-12RL1 - C ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as






Additional Objectives/StandardsNone Planplan from last week moved to this week due to snow days


MONDAY:JOURNAL: If you could own any item right now, what would you own?

Continue BRADBURY'S FAHRENHEIT 451 PT. 3

GROUP DISCUSSION: THE SIGNIFICANCE OF NAMES. WHY ARE THE NAMES SYMBOLIC?TUESDAY: JOURNAL: Does the government have too much, not enough, or just enough control? Explain.


GROUP DISCUSSION: COMPARE AND CONTRAST BRADBURY'S FUTURE AND OUR PRESENT.



GROUP DISCUSSION: FAHRENHEIT 451 AS AN APOCALYPTIC TALE


CONCLUDE BRADBURY'S FAHRENHEIT 451 PT. 3

CONCLUDING DISCUSSION ON AUTHOR'S PURPOSE





ENG IV:S27














• 11-12W1e - Provide a concluding statement or section that follows from and supports the argument presented.• 11-12W4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)• 11-12W5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing forconventions should demonstrate command of Langu




• 11-12W9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. Additional Objectives/StandardsNone PlanLESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'S

MONDAY:JOURNAL: If you could do something that you’ve never done before, what would it be?Finish FAHRENHEIT 451 film

CLAIM/COUNTERCLAIM ESSAY

STUDENTS WILL COMPOSE AN ESSAY BASED ON A CONTROVERSIAL SUBJECT AND WHETHER THE SUBJECT SHOULDBE MADE LEGAL OR ILLEGAL. THE ESSAY WILL REQUIRE THEM TO WEIGH ALL SIDES OF THE ARGUMENT BEFOREMAKING A FINAL DECISION.

1) Planning:• Determine audience• Determine purpose• Generate ideas• Address prompt/topic• Organize ideas• Compose a clearly stated thesis

TUESDAY: JOURNAL: If you had to give up one of these: phone or television, which would you give up?

ESSAY CONTINUED2) Drafting:• Formulate introduction, body, and conclusion• Create paragraphs• Use various sentence structures• Use paraphrasing for reports and documented papers

WEDNESDAY: JOURNAL: Some people believe that eating animals is wrong, what do you think about the subject?ESSAY CONTINUED2) Drafting:• Formulate introduction, body, and conclusion• Create paragraphs• Use various sentence structures• Use paraphrasing for reports and documented papers3) Revising:• Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• Add and delete information and details (for audience, for purpose, for unity)• Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers,etc.)• Use available resources (e.g., reference materials, technology, etc.)

THURSDAY: JOURNAL: Write about an experience in a hospital

ESSAY CONTINUED3) Revising:• Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• Add and delete information and details (for audience, for purpose, for unity)• Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers,etc.)• Use available resources (e.g., reference materials, technology, etc.)4) Editing:• Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)


ESSAY CONTINUED

4) Editing:• Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)5) Publishing:• Proofread final document• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal,



• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal,classroom wall, etc.)

Homework

AP: PG. 835-850 QUESTIONS AT ENDAP: PG. 835-850 QUESTIONS AT ENDENG IV:S28ENG IV:S28ENG III: PG. 484-490 EX 1ENG III: PG. 484-490 EX 1 VOCAB (define and use in a sentence):VOCAB (define and use in a sentence):

Burlesque / aphorism/commandeered /decipher

conjured /foreboding/ erratic /dispensationsausterity /aesthete ResourcesResources :Resource Materials_____ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS

AssessmentsActivities/ Assessment__X___ Check homework_____ Test/Quiz__x___ Project__X___ Participation__X___ C lasswork_____ Review_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST















MONDAY:JOURNAL: Have you ever felt ashamed of yourself? When? Why?

CLAIM/COUNTERCLAIM ESSAY CONTINUED


1) Planning:• Determine audience• Determine purpose• Generate ideas• Address prompt/topic• Organize ideas• Compose a clearly stated thesis

TUESDAY: JOURNAL: Write about someone that you didn’t like at first that became your friend or a friend that became an enemy.


WEDNESDAY: JOURNAL: Do you believe in the existence of ghosts?

ESSAY CONTINUED2) Drafting:• Formulate introduction, body, and conclusion• Create paragraphs



• Use various sentence structures• Use paraphrasing for reports and documented papers3) Revising:• Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• Add and delete information and details (for audience, for purpose, for unity)• Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers,etc.)• Use available resources (e.g., reference materials, technology, etc.)

THURSDAY: JOURNAL: Write about a time that you were accused of something you didn’t do



ESSAY CONTINUED

4) Editing:• Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)5) Publishing:• Proofread final document• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal,classroom wall, etc.)

Homework

AP: PG. 862-873 QUESTIONS AT ENDAP: PG. 862-873 QUESTIONS AT ENDENG IV: S29ENG IV: S29ENG III: PG. 491-499 EX 4ENG III: PG. 491-499 EX 4 VOCAB (define and use in a sentence):VOCAB (define and use in a sentence):

Burlesque / aphorism/commandeered /decipher

conjured /foreboding/ erratic /dispensationsausterity /aesthete ResourcesResources :Resources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS
















MONDAY:JOURNAL: Name a country you would never want to visit and tell why.



CLAIM/COUNTERCLAIM ESSAY CONTINUED


3) Revising:• Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• Add and delete information and details (for audience, for purpose, for unity)• Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers,etc.)• Use available resources (e.g., reference materials, technology, etc.)4) Editing:• Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)

TUESDAY: JOURNAL: Describe a person that is your exact opposite.


WEDNESDAY: JOURNAL: if you were stranded on the a desert island and could only bring 5 things, what would you bring? Why?

ESSAY CONTINUED2) Drafting:• Formulate introduction, body, and conclusion• Create paragraphs• Use various sentence structures• Use paraphrasing for reports and documented papers3) Revising:• Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]• Add and delete information and details (for audience, for purpose, for unity)• Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers,etc.)• Use available resources (e.g., reference materials, technology, etc.)

THURSDAY: JOURNAL: Describe the person you want to be in the future



ESSAY CONTINUED

4) Editing:• Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)5) Publishing:• Proofread final document• Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal,classroom wall, etc.)

Homework

AP: COMPILE DATA FOR ESSAYAP: COMPILE DATA FOR ESSAYENG IV: ENG IV: COMPILE DATA FOR ESSAYCOMPILE DATA FOR ESSAYENG III: RESEARCH A CURRENT EVENT ON IRAN AND DO A WRITE UPENG III: RESEARCH A CURRENT EVENT ON IRAN AND DO A WRITE UP VOCAB (define and use in a sentence):VOCAB (define and use in a sentence):

POLITICS/ REDEMPTION/ REFUTE/ ABNORMAL/ FESTIVE/ RECOMPENSE / JOCULAR/OBTUSE/ MOROSE ResourcesResources :Resources :Resource Materials__X___ Textbook (p )__X___ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARDLAPTOPS










presentation, writing portfolio, personal journal, classroom wall, etc.)• 12E3b. - The student will produce a reflective composition in the narrative mode. Additional Objectives/StandardsNone Plan

LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: JOURNAL: WRITE ABOUT YOUR SPRING BREAK

SENIOR AUTOBIOGRAPHIES AND POWERPOINTSStudents will compose a narrative of their lives up to graduation. They will compose in MLA format a document of 3 to 4pages chronicling their lives from birth until graduation, highlighting the most important moments.

TUESDAY: JOURNAL: Choose a friend and describe their life in 10 years.

SENIOR AUTOBIOGRAPHIES AND POWERPOINTS continuedStudents will compose a narrative of their lives up to graduation. They will compose in MLA format a document of 3 to 4pages chronicling their lives from birth until graduation, highlighting the most important moments.

WEDNESDAY: JOURNAL: Write about your plan for world peace


THURSDAY: JOURNAL: DESCRIBE YOUR PERSONAL "HELL"


FRIDAY: JOURNAL: JOURNAL CHECKSENIOR AUTOBIOGRAPHIES AND POWERPOINTS completedStudents will compose a narrative of their lives up to graduation. They will compose in MLA format a document of 3 to 4pages chronicling their lives from birth until graduation, highlighting the most important moments..


ENG IV:S24


























BEGIN FENCES PT 1GROUP DISCUSSION: CHARACTERISTICS OF DRAMA


CONTINUE FENCES PT 1

GROUP DISCUSSION: DIFFERENCES OF INTERPRETATION: ONE CHARACTER, TWO ACTORS


CONTINUE AND CONCLUDE FENCES PT 1

DISCUSSION: THEMES IN FENCESBEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER







ENG IV:S24























Additional Objectives/StandardsNone PlanPLANS REWORKED TO ACCOMMODATE PARCC FIELD TEST


BEGIN OTHELLO PT 1GROUP DISCUSSION: CHARACTERISTICS OF DRAMA


CONTINUE OTHELLO PT 1

GROUP DISCUSSION: DIFFERENCES OF INTERPRETATION: ONE CHARACTER, TWO ACTORS


CONTINUE AND CONCLUDE OTHELLO PT 1

DISCUSSION: THEMES IN FENCESBEGIN CHAPTER RESEARCH STUDY GUIDES - STUDENTS WILL RESEARCH ANSWERS FROM THE TEXT WITH APARTNER




FRIDAY: JOURNAL: JOURNAL CHECKTEST ON OTHELLO



ENG IV:S24
























LESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY: JOURNAL: WOULD YOU RATHER LIVE FOREVER OR BE THE RICHEST PERSON IN THE WORLD? EXPLAIN?

CONTINUE OTHELLOGROUP DISCUSSION: IS IAGO THE PROTAGONIST?

TUESDAY: JOURNAL: WHERE IS YOUR FAVORITE PLACE IN THE WORLD?




WEDNESDAY: JOURNAL: IF YOU COULD GO BACK IN TIME AND ERASE ONE THING YOU HAVE DONE, WHAT WOULD IT BE?

TEST ON OTHELLO

BEGIN FENCES PLAY

LECTURE ON NEGRO LEAGUES BASEBALL AND THE 50'S

THURSDAY: JOURNAL: IF YOU HAD TO LEAVE YOUR HOUSE SUDDENLY AND COULD NEVER RETURN, WHAT FIVE THINGS WOULDYOU GRAB TO TAKE WITH YOU?

FENCES PT 1 CONTINUED

FRIDAY: JOURNAL: JOURNAL CHECKFENCES CONTINUEDCOMAPRISON OF PERFROMANCES



ENG IV:S24







contested.• 11-12LA4d - Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary). Additional Objectives/StandardsNone



Plan

JOURNALS:

MON: LABOR DAY

TUE:


TEXT: SHAKESPEARE’S HAMLET ACT II


STUDENTS WILL ANALYZE THE STRUCTURE OF THE PLOT LINE OF HAMLET

(INTRODUCTION, RISING ACTION, CLIMAX, FALLING ACTION, RESOLUTION)

GUIDED DISCUSSION: DOES THE EVIDENCE LEND TO THE THEORY OF THE GHOST BEING GOOD OR EVIL?

WED:


TEXT: SHAKESPEARE’S HAMLET ACT II CON’T

STUDENT WILL ANALYSE TEXT FOR MEANING AND COMPREHENSION

GUIDED DISCUSSION: DISCUSS POLONIUS'S TREATMENT OF OPHELIA AND SPYING ON LAERTES


THURS:


GROUPWORK: ACT II STUDY GUIDES COMPLETED


ACT II REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON FRIDAY'S TEST. THIS WILL ACTAS A WAY OF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

FRI: JOURNAL CHECK

Shakespeare's Hamlet Act II Test

BEGIN HAMLET ACT III

STUDENTS WILL PREDICT HAMLETS PLAN GOING FORWARD

Homework


ENG III: PG. 105-110 – QUESTIONS INTHE TEXT & 1-3 ON 110VOCAB:(DEFINE AND USE IN A SENTENCE)


ResourcesHAMLET TEXTHAMLET VIDEOTEXTBOOK

AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz



PROMETHEAN BOARDREVIEW GAME SOFTWARE ANDHARDWARELIBRARY AR BOOK

_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherWILLIAM SHAKESPEARE’S HAMLET












JOURNALS:

MON:


TEXT: HAMLET ACT III


GUIDED DISCUSSION: HOW DO THE LIVES OF HAMLET AND FORTINBRAS PARALLEL?

CLOSURE: DISCUSSION FOR PLOT UNDERSTANDING

TUE:

JOURNAL:


TEXT: HAMLET ACT III CON'T


GUIDED DISCUSSION: STUDENTS WILL ANALYZE AND DISCUSS THE THEME OF VENGEANCE IN HAMLET

CLOSURE DISCUSSION: ANALYZE EACH VENGEFUL CHARACTER AND EXAMINE HOW AND WHY THEY PURSUEREVENGE.

CLOSURE: DISCUSSION FOR PLOT UNDERSTANDING

WED:

JOURNAL:


ACT III STUDY GUIDE GROUP WORK


THURS:

JOURNAL:



CHECK ACT III STUDY GUIDES

ACT III REVIEW GAMESTUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON FRIDAY'S TEST. THIS WILL ACTAS A WAY OF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

FRI: JOURNAL CHECK

ACT V Test


Homework




1. Approbation 2. jaded 3. ameliorate4. Assuage 5. lurid 6. aplomb7. Coalition 8. meritorious 9. bombastic10. Decadence


AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ OtherHAMLET




















Monday:

Jesse Owens was born on Sept. 12 in 1913. A great athlete, he set 11 world records in track and field and won fourgold medals in the 1936 Olympics in Berlin, Germany. Because Owens was black, Adolf Hitler wasn’t very happy abouthis victories. Owens died in 1980. Write about a person whose accomplishments you admire. This can be anathlete, a parent, a friend, a teacher–anyone you choose. Tell what the person has done and why youadmire her or him.TEXT: HAMLET ACT V


HISTORICAL BACKGROUND:OPHELIA, GERTRUDE AND THE HISTORICAL PLIGHT OF WOMEN

GUIDED DISCUSSION: HOW DO THE LIVES OF HAMLET, LAERTES, AND FORTINBRAS PARALLEL?

CLOSURE DISCUSSION: WHICH CHARACTER IS MOST SYMPATHETIC?

Tuesday


TEXT: HAMLET ACT V CON'T


STUDENTS WILL ANALYZE AND DISCUSS HOW THE DEATHS OF THE MAJOR CHARACTERS PARALLEL THE SEVENDEADLY SINS

CLOSURE DISCUSSION: WHAT DOES THE COMING OF FORTINBRAS REPRESENT? IS IT SYMBOLIC? IS IT ANARCHETYPE?

Wednesday

Write about some of the things that you worry about.CONCLUSION OF HAMLET

GUIDED DISCUSSION: WAS THE GHOST FROM HEAVEN OR HELL? ARGUE YOUR CLAIM



ThursdayGROUPWORK: ACT IV & V STUDY GUIDES COMPLETED

CHECK ACT IV & V STUDY GUIDES

ACT IV & V REVIEW GAME

STUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON FRIDAY'S TEST. THIS WILL ACTAS A WAY OF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

Friday:

Journal Check

ACT IV & V TEST

BEING CHOOSING TOPIC FOR HAMLET LITERARY ANALYSIS

Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE

5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC

10. DECADENCE ResourcesResource Materials_____ Textbook ()

AssessmentsActivities/ Assessment__x___ Check homework



_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials

_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other


















PLAN MOVED FORWARD FROM LAST WEEK. DID NOT FINISH ACT IV

Monday:

WRITE ABOUT YOUR EARLIEST MEMORY.

TEXT: HAMLET ACT VtEACHER WILL REVIEW SUBTEXT AND GUIDE STUDENT DISCUSSION OF SUBTEXT IN TEXT


HISTORICAL BACKGROUND:OPHELIA, GERTRUDE AND THE HISTORICAL PLIGHT OF WOMEN

GUIDED DISCUSSION: HOW DO THE LIVES OF HAMLET, LAERTES, AND FORTINBRAS PARALLEL?

CLOSURE DISCUSSION: WHICH CHARACTER IS MOST SYMPATHETIC?

Tuesday

WRITE ABOUT A TIME YOU FELT PROUD OF SOMEONE. EXPLAIN WHY?

ACT PRACTICE TEST

Wednesday

WRITE ABOUT YOUR FIRST LOVE.ACT PRACTICE TEST

Thursday

WRITE ABOUT BEST DAY EVER.

ACT PRACTICE TESTFriday:

Journal Check

GROUPWORK: ACT IV & V STUDY GUIDES COMPLETED

CHECK ACT IV & V STUDY GUIDES

ACT IV & V REVIEW GAME

STUDENTS WILL COMPETE ANSWERING STUDY QUESTIONS FOR BONUS POINTS ON TEST. THIS WILL ACT AS A WAYOF CHECKING THEIR RESEARCH AND PREPARING THEM FOR THE TEST.

PREVIOUS WEEKS TEST POSTPONED UNTIL COMPLETION OF ACT V

Homework



AP: HAMLET PREDICTION ESSAY

ENG III: PG. 187-192 – READ CH.7 IN GATSBY

HOMEWORK(not completing ALLhomework = 50):VOCAB (define and use in asentence):1. pang2. splendid3. masticate4. holistic5. utopia6. acquaintance7. entrant8. beseech9. pretense10. adjunct ResourcesResource Materials_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials






















Additional Objectives/StandardsNone PlanLESSON WILL BE MODIFIED TO ACCOMMODATE DIFFERENT LEARNING STYLES LESSONS MAYBE EXTENDED/SHORTENED DEPENDED ON SITUATION

MON:


TEXT: HAMLET ACT V


TEACHER WILL LECTURE ON VICTORIAN-ERA MINDSET, RELIGION AND MORES

GUIDED ARGUMENTATIVE DISCUSSION: WAS HAMLET INFLUENCE TO ACTION BY GOD OR THE DEVIL? STUDENTSMUCH CHOOSE AND SIDE AND DEFEND VIEWPOINT WITH REASONABLE EVIDENCE. TEACHER WILL FACILITATEARGUMENTATION

CLOSURE DISCUSSION:DISCUSSION OF HAMLET AND THE 7 DEADLY SINS

TUE:

JOURNAL:


PRACTICE ACT

WED:

JOURNAL:


PRACTICE ACT MAKE-UP / BEGIN RESEARCH FOR ARGUMENTATION ESSAY

STUDENT WILL RESEARCH TEXT AND SCHOLARLY SOURCES TO PROVE THESIS

TEACHER WILL GUIDE RESEARCH

THURS:

JOURNAL:


ARGUMENTATIVE ESSAY COMPOSITION

STUDENT WILL COMPOSE 2-3 PAGE ARGUMENTATIVE ESSAY ON HAMLET TOPIC OF THEIR CHOICE.

ALL TOPICS MUST BE TEACHER APPROVED

FRI: JOURNAL CHECK

ARGUMENTATIVE ESSAY COMPOSITION

STUDENT WILL COMPOSE 2-3 PAGE ARGUMENTATIVE ESSAY ON HAMLET TOPIC OF THEIR CHOICE.

ALL TOPICS MUST BE TEACHER APPROVED

HomeworkHOMEWORK: HAMLET COMPARE AND CONTRAST

ResourcesResources :Resource Materials_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials

AssessmentsAssessments :Activities/ Assessment__x___ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other











PlanMONDAY


BEGIN THE CATCHER IN THE RYE PT. 1

CLASSROOM DISCUSSION: DISCUSSION OF AMERICA IN THE 50'S (SETTING)

DISCUSSION ON UNRELIABLE NARRATOR

TUESDAY

Write about some of the things that you worry about.CONTINUE THE CATCHER IN THE RYE PT. 1

CLASSROOM DISCUSSION: CHARACTER ANALYSIS OF HOLDEN CAULFIELD

WHAT CLUES INDICATE HOLDEN MAY BE MENTALLY ILL?NEGLECTEDABUSED

WEDNESDAY

If you were to select music for a soundtrack of your life, what songs would you play in the background?Why?FINISH THE CATCHER IN THE RYE PART 1POST-READING ANALYSIS AND PREDICTION


THURSDAY

Do you ever have any really crazy dreams at night? Write about one of your dreams.CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF CHAPTER 1-5


Homework


ENG IV: PG S14


VOCAB:


1. APPROBATION

2. JADED

3. AMELIORATE

4. ASSUAGE

5. LURID

6. APLOMB

7. COALITION

8. MERITORIOUS

9. BOMBASTIC









• 11-12RL9 - Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of



American literature, including how two or more texts from the same period treat similar themes or topics. Additional Objectives/StandardsNone PlanMONDAY


BEGIN THE CATCHER IN THE RYE CH 6-10

CLASSROOM DISCUSSION: HOLDEN VS. STRADLATER: WHAT CAUSES HOLDEN TO LASH OUT AT STRADLATER?

DISCUSSION ON THE DICTION/ LANGUAGE USED BY HOLDEN

TUESDAY


CONTINUE THE CATCHER IN THE RYE CH 6-10

CLASSROOM DISCUSSION: ANALYZE THE MEETING BETWEEN MS, MORROW AND HOLDEN. WHAT IS REVEALED?

DISCUSS HOLDEN'S IDOLIZATION OF PHOEBE AND JANE

WEDNESDAY


FINISH THE CATCHER IN THE RYE CH 6-10CLOSURE :POST-READING ANALYSIS AND PREDICTION


THURSDAY


CHECK STUDY GUIDESPROMETHEAN REVIEW GAME ON PART ONETEAMS WILL REVIEW STUDY QUESTION TO TEST KNOWLEDGE OF CHAPTERS 6-10

FRIDAYCHAPTERS 6-10 TEST LIBRARY DAYAR TESTING

Homework



ENG IV: S16

ENG III: PG. 418-423 EX.1 & 2


1. furtively

2. dishevel

3. erratic

4. defiance

5. tentatively

6. quizzically

7. doggedly

8. commence

9. gruffness

10. neurotic















MONDAY:

JOURNAL:On November 5, 2008, Barack Obama helped African-Americansbreak through the ultimate glass ceiling with his election to the WhiteHouse as the 44th President of the United States. He was inaugurated aspresident on January 21, 2009. How did you feel when Obama waselected? Are you surprised it took our country so long to elect an African-American as president? Why or why not?




GROUP DISCUSSION: HOLDEN AND HIS VIEW OF MASCULINITY

TUESDAY:

JOURNAL:Do you think you will see a female president elected in yourlifetime? Why or why not?

CONTINUE TO READ THE CATCHER IN THE RYE CH. 11-15 GROUP DISCUSSION: DIAGNOSING HOLDEN CAULFIELD

WEDNESDAY:JOURNAL:Write about a time when you were nervous about something that turned out to beok. ExplainFINISH READING THE CATCHER IN THE RYE CH. 11-15 CLOSURE DISCUSSION: POST-READING ANALYSIS AND PREDICTIONTHE CATCHER IN THE RYE CH.11-15 STUDY GUIDESSTUDENT WILL GATHER IN GROUPS AND RESEARCH THEIR STUDY GUIDES

THURSDAY:JOURNAL: Do you believe people should be allowed to carry guns in public? Whyor why not?



Homework



ENG III: PG. 427-432 EX. 4&5


Commandeered decipher Conjured foreboding

Correlation intersect modify precede dilemmaErratic dispensations Austerity aesthete

Querulous ludicrous


AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST












JOURNAL:





GROUP DISCUSSION: IS HOLDEN SUICIDAL?

TUESDAY:

JOURNAL:


CONTINUE TO READ THE CATCHER IN THE RYE CH. 16-20GROUP DISCUSSION: THE CATCHER IN THE RYE AND RELIGION. WHAT DO HOLDEN'S BELIEFS TELL US?

WEDNESDAY:JOURNAL:Describe your neighborhood and the people that live in it. FINISH READING THE CATCHER IN THE RYE CH. 16-20THE CATCHER IN THE RYE CH.16-20 STUDY GUIDESSTUDENT WILL GATHER IN GROUPS AND RESEARCH THEIR STUDY GUIDES

THURSDAY:JOURNAL: Begin a list of questions about life that you'd like to have answered. They may be about the future or thepast.



Homework

Homework :



ENG III: PG. 432-434 EX. 6








AssessmentsActivities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST










Additional Objectives/StandardsNone PlanLESSON PLANS ARE SUBJECT TO CHANGE TO MEET INDIVIDUAL STUDENT NEEDS AND IEP'SMONDAY:JOURNAL: Describe your typical Thanksgiving.




GROUP DISCUSSION: WHY AND HOW IS PHOEBE THE PERFECT FOIL FOR HOLDEN?

TUESDAY:


CONTINUE TO READ THE CATCHER IN THE RYE CH. 21-26CLOSURE GROUP DISCUSSION/ ACTIVITY: ANALYSIS OF ROBERT BURNS'S "COMIN' THRO' THE RYE". HOW DOESHOLDEN MISINTERPRET THE STORY?

WEDNESDAY:


CONTINUE READING THE CATCHER IN THE RYE CH. 21-26CLOSURE DISCUSSION: DIAGNOSING HOLDEN CAULFIELDTHE CATCHER IN THE RYE CH.21-26 STUDY GUIDESSTUDENT WILL GATHER IN GROUPS AND RESEARCH THEIR STUDY GUIDES

THURSDAY:




Homework

Homework :



ENG III: PG. 436-441 EX. 1 &2





ResourcesResources :Resource Materials_____ Textbook (p )__X___ Overhead Masters__X___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsPROMETHEAN BOARD

AssessmentsAssessments :Activities/ Assessment__X___ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation_____ PRETEST





• 11-12W1c - Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create

















RESEARCH PAPER: Psychoanalysis of Holden Caulfield

CRITERIA

· Research and diagnose Holden Caulfield for a mental disorder.

· Identify the symptoms/indicators

· Identify the possible causes of his mental issues

· Make a diagnosis.

MLA – 3-4 PAGES


DOUBLE SPACED

AT LEAST 3 SOURCES


1) Planning:



• Generate ideas


• Organize ideas


TUESDAY



2) Drafting:





WEDNESDAY



THURSDAY


REVISION CONTINUED

3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone,



Revise for clarity and coherence [consistent point of view (first person, third person), tone,transition, etc.]• Add and delete information and details (for audience, for purpose, for unity) • Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details,colorful modifiers, etc.)• Use available resources (reference materials, technology, etc.)

FRIDAY

JOURNAL CHECK




Homework



ENG III: PG. 436-441 EX. 1 &2













MONDAY


Concluding revision


TUESDAY


PAPER EDITING

4) Editing: • Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)WEDNESDAY



4) Editing:



• Proofread to correct errors• Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)THURSDAY



5) Publishing:



JOURNAL CHECK


5) Publishing:





Tuesday



Wednesday



Thursday



Friday

Journal Check



Homework



ENG III: PG. 444-446 EX. 5











speaking.• 11-12LA1a - Apply the understanding that usage is a matter of convention, can change over time, and is sometimes

contested.• 11-12LA1b - Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary

of English Usage, Garner's Modern American Usage) as needed.• 11-12LA2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.• 11-12LA2a - Observe hyphenation conventions.• 11-12LA2b - Spell correctly.• 11-12LA3 - Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.• 11-12LA3a - Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed;

apply an understanding of syntax to the study of complex texts when reading.• 11-12LA4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades


a sentence) as a clue to the meaning of a word or phrase.• 11-12LA4b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

(e.g., conceive, conception, conceivable).• 11-12LA4c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, itsetymology, or its standard











• 11-12W9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. Additional Objectives/StandardsNone Plan

Monday:Presentations on Psychoanalysis of Holden Caulfield

Student will present research finding on and present the criteria for a diagnosis on the literary character HoldenCaulfield

Tuesday:

Presentations on Psychoanalysis of Holden Caulfield


Students will present Essay, notecards and present their findings.

Wednesday:Presentations on Psychoanalysis of Holden Caulfield



Thursday:Presentations on Psychoanalysis of Holden Caulfied



Friday:Presentations on Psychoanalysis of Holden Caulfield



Homework

Resources Assessments



Resources :_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference Materials

promethean game

Assessments :Activities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other

Title: "SALVAGE THE BONES PART1" 01/06/2015 - 01/09/2015 Created: 3:34PM 01/05/2015









PLAN:


Monday:


2. Hook: DISCUSSION OF HURRICANE KATRINA, KATRINA

TIMELINE

3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF JESMYN WARD’S SALVAGETHE BONES CH. 1-3,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: HOW DOES THE ABJECT POVERTYCHARACTERIZE EACH CHARACTER?


Activities: GROUP DISCUSSION: DISCUSS THE SYMBOLISM OF THESTORM AND THE IMPORTANCE OF THE SETTING




PLAN:

Tuesday:




GUIDE THE READING AND ANALYSIS OF JESMYN WARD’S SALVAGETHE BONES CH. 1-3,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.



GUIDED DISCUSSION: DISCUSS THE RELATIONSHIP BETWEENSKEETAH AND CHINA?


Activities: READ A SECTION IN A GROUP AND THEN DISCUSSTHE REASONING BEHIND ESCH’S PROMISCUITY




PLAN:

Wednesday :



3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF JESMYN WARD’SSALVAGE THE BONES CH. 1-3,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS


Activities: RESEARCH AND COMPLETE SALVAGE THE BONES PT. 1STUDY GUIDES




Thursday:










PLAN:

Friday :






ADMINISTER SALVAGE THE BONES TEST 1

UPON COMPLETION OF TEST, STUDENTS BE SHOWN A VIDEO ON HURRICANE KATRINA AND ITS EFFECT ONTHE IMPOVERISHED.



Activities: UPON COMPLETION OF TEST, STUDENTS BE SHOWN A VIDEO ON HURRICANEKATRINA AND ITS EFFECT ON THE IMPOVERISHED.


Strategies: WONDER MOMENTS SHEET

Closure: DISCUSS THE MINDSET OF PEOPLE THATLOST EVERYTHING IN KATRINA


Homework


VOCAB WORK (students will define and use in asentence)decimate, impoverish, clandestine, routine,abdicate Resources__X___ Textbook (p )__X___ Overhead Masters__x___ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference Materials











PLAN:


Monday:




3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF JESMYN WARD’S SALVAGETHE BONES CH. 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: WHY DO THE CHARACTERS IGNORE THECOMING HURRICANE?


Activities: GROUP DISCUSSION:






PLAN:

Tuesday:




GUIDE THE READING AND ANALYSIS OF JESMYN WARD’S SALVAGETHE BONES CH. 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDE STUDENTS IN DISCUSSION OVER WORD CHOICE AND USEOF DIALECT GUIDED DISCUSSION: PREGNANCY AS A SYMBOL 4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: COMPARE AND CONTRASTMANNY AND BIG HENRY




PLAN:

Wednesday :



3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF JESMYN WARD’SSALVAGE THE BONES CH. 3-5,GUIDE STUDENTS IN CLOSE READING OF TEXT TO INCREASECOMPREHENSIONGUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS






Thursday:












PLAN:

Friday :












Homework



Assent

Feral

Pretentious

Provision

Equivalent

Livid

Alternative

Toiling

Delirium

Revelation














PLAN MOVED FROM LAST WEEK TO THIS WEEK DUE TO TIME MISSED BECAUSE OF BEREAVEMENT

PLAN:


Monday:




3. Guided Practice: (The teacher w ill)GUIDE THE READING AND ANALYSIS OF JESMYN WARD’S SALVAGETHE BONES CH. 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDED DISCUSSION: WHY DO THE CHARACTERS IGNORE THECOMING HURRICANE?


Activities: GROUP DISCUSSION:




PLAN:

Tuesday:




GUIDE THE READING AND ANALYSIS OF JESMYN WARD’S SALVAGETHE BONES CH. 3-5,GUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY. GUIDE STUDENTS IN DISCUSSION OVER WORD CHOICE AND USEOF DIALECT GUIDED DISCUSSION: PREGNANCY AS A SYMBOL 4. Independent Practice: (The student w ill)

Activities: GROUP DISCUSSION: COMPARE AND CONTRASTMANNY AND BIG HENRY






PLAN:

Wednesday :



3. Guided Practice: (The teacher w ill)COMPLETE THE READING AND ANALYSIS OF JESMYN WARD’SSALVAGE THE BONES CH. 3-5,GUIDE STUDENTS IN CLOSE READING OF TEXT TO INCREASECOMPREHENSIONGUIDE THE STUDENTS IN DISCUSSION OF THEME AND SUBTEXT INTHE STORY.AID IN THE RESEARCH OF STUDY GUIDE ANSWERS






Thursday:










PLAN:

Friday :










Closure: EXIT TICKET: SUMMARIZE WHAT YOU HAVE



READ SO FAR.


Homework



Assent

Feral

Pretentious

Provision

Equivalent

Livid

Alternative

Toiling

Delirium

Revelation





















Monday:



3. Guided Practice:SALVAGE THE BONES PART 3












Tuesday:












Wednesday:












Thursday:












Friday:















Homework





Data Review:



c. Other:



















Monday:



3. Guided Practice: TEST / SALVAGE THE BONES PART 4









Tuesday:














Wednesday:












Thursday:












Friday:













Homework








Data Review:



c. Other:



















Monday:


2. Hook: REVIEW OF BELLRINGER / RECAP OF LAST WEEK'S READINGS

3. Guided Practice: SALVAGE THE BONES PART 5









Tuesday:














Wednesday:












Thursday:












Friday:













Homework

HOMEWORK(not completing ALL homework = 50):AP: pg 818-826

VOCAB (define and use in a sentence): PROTRACT / INDEFINITE / SPLENDID / OBLIQUE / VANITYQUANTIFY / AWE / OPPRESS / ANGST / CASUAL


__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus,


___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,__X____ Review games, _____Essay,_____Report, _______Presentation,___X____Oral responses,___X___Homework, _____C lasswork,



___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)

______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, __X___Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:



















Monday:


2. Hook: REVIEW OF BELLRINGER / RECAP OF LAST WEEK'S READINGS

3. Guided Practice: SALVAGE THE BONES PART 6









Tuesday:











7. Accommodations: ALTERNATIVE ASSIGNMENT, READ ALOUD, MOVE TO THE FRONT, TAKE HOME



COPIES

Wednesday:












Thursday:












Friday:



3. Guided Practice:TEST ON PT 6, BEGIN CONCLUSION RECAP










Homework






Data Review:



c. Other:





















Monday:



3. Guided Practice: BLACK HISTORY PROGRAM PROJECT: RESEARCH, COMPOSE, AND PRACTICEPRESENTATION ON IMPORTANT BLACK AUTHORS.

a. I do: EXPLAIN PROJECT, GUIDE GROUP WORK AND ANSWER ANY QUESTIONS

b. We do: RESEARCH AUTHORS, COMPOSE SHORT BIOS, AND ORALLY PRESENT INFO.


Activities: SMALL GROUPS, LARGE GROUPS, PROJECT


5. Closure: PRESENTATION PRACTICE

6. Differentiated Instructions: PROJECT BASED LEARNING, RESEARCHING, PRESENTING


Tuesday:

























Thursday:












Friday: BLACK HISTORY PROGRAM PRESENTATION


Homework





___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, __X_____Presentation,___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:














• 11-12SL3 - Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance,








Monday:












Tuesday:























Thursday:












Friday: BLACK HISTORY PROJECT COMPLETION




Homework





___X___Activities, ___X___Exit slips,______Quiz,______ Labs,______ Pre-test,______ Review games, _____Essay,_____Report, __X_____Presentation,___X____Oral responses,___X___Homework, _X____C lasswork,______Project, ____X___ TeacherObservation, _____X___TeacherFeedback, _____Chapter test (post test)________Common assessment, ________Nine Week Exam, _____Other(Specify:______________________)

Data Review:



c. Other:

Title: "THE ROAD PT. 1" 03/17/2015 - 03/20/2015 Created: 11:33AM 03/16/2015Last Update: 10:44PM 03/22/2015






















Plan :

Monday:




2. Hook: REVIEW OF BELLRINGER / THE BALLOON VIDEO AND RESPONSE FOR THEME

3. Guided Practice: UNIT WILL EXAMINE DYSTOPIA/UTOPIA AND THE POLITICALSUBTEXTS IN MODERN LITERATURE. OUR PRIMARY TEXT WILL BE CORMACMCCARTHY’S THE ROAD. WE WILL EXAMINE WHHAT THEMES AND ISSUES AREBROUGHT ADDRESSED BY THE NOVEL AND INFER DEEPER MEANING.

a. I do: MODEL READING AND QUESTIONING, CHECK AND CORRECT WORK.FACILITIATE STUDENT BASED QUESTIONING.








Tuesday:



3. Guided Practice CORMAC MCCARTHY’S THE ROAD PT. 1 CONTINUED









WEDNESDAY



3. Guided Practice CORMAC MCCARTHY’S THE ROAD PT. 1 CONCLUSION










Thursday:







b. We do: PLAY A REVEW GAME TO CORRECT STUDY GUIDES AND FURTHERKNOWLEDGE OF THE TEXT


Activities:JEOPARDY GAME ON THE ROAD PT. 1





Friday:



3. Guided Practice:TEST ON PT 1, BEGIN PART 2 PREPARTION. SHORT STORYCONNECTION










Homework




Title: "THE ROAD PT. 2" 03/23/2015 - 03/27/2015 Created: 11:36AM 03/16/2015Last Update: 11:10PM 03/26/2015

























Plan :

Monday:


2. Hook: REVIEW OF BELLRINGER / DISCUSSION OF FRIDAY'S SHORT STORY

3. Guided Practice: UNIT WILL EXAMINE DYSTOPIA/UTOPIA AND THE POLITICALSUBTEXTS IN MODERN LITERATURE. OUR PRIMARY TEXT WILL BE CORMACMCCARTHY’S THE ROAD. WE WILL EXAMINE WHAT THEMES AND ISSUES AREBROUGHT ADDRESSED BY THE NOVEL AND INFER DEEPER MEANING.









Tuesday:














WEDNESDAY













Thursday:












Friday:



3. Guided Practice:TEST ON PT 2, BEGIN PART 3 PREPARATION. SHORT STORYCONNECTION












Homework




Title: "THE ROAD PT. 2continued" 03/30/2015 - 04/04/2015 Created: 8:30PM 03/29/2015

Last Update: 10:32PM 04/01/2015 Standards• 11-12LA1 - Demonstrate command of the conventions of standard English grammar and usage when writing or





















Plan pushed forward from last week due to testing

Plan :

Monday:

1. Bell Ringer: ACT BELLRINGER/Students share predictions on story


3. Guided Practice: UNIT WILL EXAMINE DYSTOPIA/UTOPIA AND THE POLITICAL



SUBTEXTS IN MODERN LITERATURE. OUR PRIMARY TEXT WILL BE CORMACMCCARTHY’S THE ROAD. WE WILL EXAMINE WHAT THEMES AND ISSUES AREBROUGHT ADDRESSED BY THE NOVEL AND INFER DEEPER MEANING.









Tuesday:


2. Hook: REVIEW OF BELLRINGER / Discussion of previous readings










WEDNESDAY


2. Hook: REVIEW OF BELLRINGER / discussion of previous readings











Thursday:


2. Hook:DISCUSSION OF BELL RINGER / discussion of previous reading












Friday:













Homework


ACT PREP AND VOCAB

Vocab used with act prep questions. ResourcesResources : Resources: Place an X on all that apply__X___ Textbook,______Computers,_____Map,_____Calculators, ____Rulers,____Lab equipment, ____Workbook,_____Internet, ____Graph paper,_X___Dictionary/Thesaurus,___X__Cell Phone, ____Compass,____Markers _______Protractor_____Manipulatives, ____Other(Specify:____________________)


Title: "THE ROAD PT. 3" 04/06/2015 - 04/10/2015 Created: 8:19PM 04/05/2015Last Update: 10:43PM 04/13/2015







• 11-12RL5 - Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice ofwhere to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure



and meaning as well as its a• 11-12RL6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from















Plan :

Monday:









5. Closure: GUIDED SUMMARIES, STUDENT QUESTIONS



Tuesday:














WEDNESDAY













Thursday:












Friday:















Homework


ACT PREP AND VOCAB

























Plan :

Monday:














Tuesday:












WEDNESDAY













Thursday:














Friday:













Homework


ACT PREP AND VOCAB









• 11-12RL4 - Determine the meaning of words and phrases as they are used in the text, including figurative and



connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiplemeanings or language that is particularl
















Plan :

Monday:












Tuesday:















WEDNESDAY













Thursday:












Friday:









5. Closure: STORY PREDICTIONS survey






Homework


ACT PREP AND VOCAB



Title: "THE ROAD PT. 5 ANDESSAY" 04/27/2015 - 05/01/2015 Created: 9:19AM 04/28/2015

Last Update: 9:19AM 04/28/2015 Standards• 11-12LA1 - Demonstrate command of the conventions of standard English grammar and usage when writing or



















• 11-12W1e - Provide a concluding statement or section that follows from and supports the argument presented.• 11-12W2b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.• 11-12W2c - Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,

and clarify the relationships among complex ideas and concepts.• 11-12W2d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy

to manage the complexity of the topic.• 11-12W2e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of


presented (e.g., articulating implications or the significance of the topic).• 11-12W3a - Engage and orient the reader by setting out a problem, situation, or observation and its significance,

establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smoothprogression of experiences or events.




from the same period treat similar themes o• 11-12W10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Additional Objectives/StandardsNone Plan

Plan :

Monday:













Tuesday:












WEDNESDAY



3. Guided Practice:TEST ON PT 5, BEGIN ESSAY WRITING PROJECT


b. We do: read, discuss and analyze of text for deeper meaning and subtextSTUDENTS WILL BEGIN TO GATHER INFORMATION FOR A LITERARY ANALYSIS OF THE NOVELS COVERED DURINGTHE SCHOOL YEAR.


Activities: BEGIN RESEARCH AND ROUGH DRAFTS







Thursday:












Friday:













Homework


ACT PREP AND VOCAB



Title: "THE ROAD ESSAY" 05/04/2015 - 05/08/2015 Created: 9:02PM 05/03/2015Last Update: 5:49PM 05/04/2015






















• 11-12W1e - Provide a concluding statement or section that follows from and supports the argument presented.• 11-12W2b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.• 11-12W2c - Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,

and clarify the relationships among complex ideas and concepts.• 11-12W2d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy

to manage the complexity of the topic.• 11-12W2e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of


presented (e.g., articulating implications or the significance of the topic).• 11-12W3a - Engage and orient the reader by setting out a problem, situation, or observation and its significance,

establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smoothprogression of experiences or events.





Plan :

Monday:















Tuesday:












WEDNESDAY



3. Guided Practice:TEST ON PT 5, BEGIN ESSAY WRITING PROJECT


b. We do: read, discuss and analyze of text for deeper meaning and subtextSTUDENTS WILL BEGIN TO GATHER INFORMATION FOR A LITERARY ANALYSIS OF THE NOVELS COVERED DURINGTHE SCHOOL YEAR.


Activities: BEGIN RESEARCH AND ROUGH DRAFTS





Thursday:












Friday:















Homework


ACT PREP AND VOCAB



Oral Communication


Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI1d - Expand and apply vocabulary when speaking.• OCI2 - Develop listening skills. (W, S, L)• OCI3 - Gain self-confidence and self-esteem as a result of experiencing public speaking. (R, W, S, L, V)• OCI4a - Recognize the importance of speech communication.• OCI4c - Analyze an audience and adapt speaking to the situation.• OCI6f - Gain public speaking experience by participating in the delivery of varied types of speeches. Additional Objectives/StandardsNone PlanTEACHER WILL GO OVER RULES AND EXPECTATIONS FOR THE COURSE

STUDENTS WILL BE PAIRED IN ORDER TO INTERVIEW EACH OTHER FOR BIOGRAPHICAL SPEECHES.STUDENTS WILL ASK EACH OTHER A VARIETY OF QUESTIONS AND COMPOSE A SPEECH OF AT LEAST 1 MINUTE 15SECONDS.

Homework

ResourcesPROMETHEAN BOARDHANDOUT





Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI1d - Expand and apply vocabulary when speaking.• OCI2 - Develop listening skills. (W, S, L)• OCI3 - Gain self-confidence and self-esteem as a result of experiencing public speaking. (R, W, S, L, V)• OCI4a - Recognize the importance of speech communication.• OCI4c - Analyze an audience and adapt speaking to the situation.• OCI6f - Gain public speaking experience by participating in the delivery of varied types of speeches. Additional Objectives/StandardsNone PlanBIOGRAPHICAL SPEECHES CONTINUED INTERVIEW PORTION CONCLUDES


Homework




Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI1d - Expand and apply vocabulary when speaking.• OCI2 - Develop listening skills. (W, S, L)• OCI3 - Gain self-confidence and self-esteem as a result of experiencing public speaking. (R, W, S, L, V)• OCI4a - Recognize the importance of speech communication.• OCI4c - Analyze an audience and adapt speaking to the situation.• OCI6f - Gain public speaking experience by participating in the delivery of varied types of speeches. Additional Objectives/StandardsNone PlanBIOGRAPHICAL SPEECHES CONTINUED COMPOSITION AND TIMING SECTION


Homework




Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI1d - Expand and apply vocabulary when speaking.• OCI2 - Develop listening skills. (W, S, L)• OCI3 - Gain self-confidence and self-esteem as a result of experiencing public speaking. (R, W, S, L, V)• OCI4a - Recognize the importance of speech communication.• OCI4c - Analyze an audience and adapt speaking to the situation.• OCI6f - Gain public speaking experience by participating in the delivery of varied types of speeches.



Additional Objectives/StandardsNone PlanBIOGRAPHICAL SPEECHES CONTINUED COMPOSITION AND TIMING CONCLUDESSPEECHES BEGIN


Homework

ResourcesPROMETHEAN BOARDHANDOUTFLIP CAMERAS



Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI1d - Expand and apply vocabulary when speaking.• OCI2 - Develop listening skills. (W, S, L)• OCI3 - Gain self-confidence and self-esteem as a result of experiencing public speaking. (R, W, S, L, V)• OCI4a - Recognize the importance of speech communication.• OCI4c - Analyze an audience and adapt speaking to the situation.• OCI6f - Gain public speaking experience by participating in the delivery of varied types of speeches. Additional Objectives/StandardsNone PlanBIOGRAPHICAL SPEECHES CONTINUED COMPOSITION AND TIMING CONCLUDESSPEECHES CONCLUDE


EYE CONTACT CARD GAME

Homework




Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER ONE - ELEMENTS OF COMMUNICATIONNOTES AND LECTURE ON CHAPTER ONEACTIVITY ONE IN TEXT BOOK

Homework


AssessmentsActivities/ Assessment_____ Check homework



SPEECH TEXT BOOK

_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation


Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER ONE - ELEMENTS OF COMMUNICATIONNOTES AND LECTURE ON CHAPTER ONE CONTINUEDACTIVITY THREE IN TEXT BOOK

Homework

ResourcesPROMETHEAN BOARDPOWERPOINTSPEECH TEXT BOOK



Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER ONE - ELEMENTS OF COMMUNICATIONCLASSWORK PACKET

Homework

ResourcesPROMETHEAN BOARDPOWERPOINTSPEECH TEXT BOOKWORKSHEETS



Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER ONE - ELEMENTS OF COMMUNICATIONCHAPTER TEST REVIEW GAME - STUDENTS WILL SEPARATE INTO GROUPS AND COMPETE USING CHAPTER TERMSFOR BONUS POINTS

Homework



ResourcesPROMETHEAN BOARDREVIEW GAMESPEECH TEXT BOOK



Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER ONE - ELEMENTS OF COMMUNICATIONCHAPTER TEST

SPEECH CRITIQUE - BILL COSBY'S HIMSELFWORKSHEET DUE AT END OF CLASS

Homework

ResourcesPROMETHEAN BOARDVIDEOCRITIQUE SHEET



Standards• OCI1e - Analyze personal speech patterns for purpose of building on strengths and correcting weaknesses.• OCI2 - Develop listening skills. (W, S, L)• OCI2b - Identify the responsibilities of an effective listener.• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER TWO - INTERPERSONAL RELATIONSHIPSNOTES AND LECTURE ON CHAPTER ONEACTIVITY THREE IN TEXT BOOK

Homework




Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone



PlanCHAPTER TWO - INTERPERSONAL COMMUNICATIONNOTES AND LECTURE ON CHAPTER ONE CONTINUEDACTIVITY 4 IN TEXT BOOK

Homework




Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER 2- INTERPERSONAL COMMUNICATIONCLASSWORK PACKETCHAPTER REVIEW PG. 48

Homework

ResourcesPROMETHEAN BOARDPOWERPOINTSPEECH TEXT BOOKWORKSHEETS



Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER 2- INTERPERSONAL COMMUNICATIONCHAPTER TEST REVIEW GAME - STUDENTS WILL SEPARATE INTO GROUPS AND COMPETE USING CHAPTER TERMSFOR BONUS POINTS

Homework




Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear.



Additional Objectives/StandardsNone PlanCHAPTER 2- INTERPERSONAL COMMUNICATIONCHAPTER TEST

SPEECH CRITIQUE - BILL COSBY'S HIMSELF CONTINUEDWORKSHEET DUE AT END OF CLASS

Homework




Standards• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER 3- USING YOUR VOICENOTES AND LECTURE ON CHAPTER 3ACTIVITY 1IN TEXT BOOK

Homework




Standards• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER 3- USING YOUR VOICENOTES AND LECTURE ON CHAPTER 3 CONTINUEDIPA TRANSLATION ACTIVITY

Homework



Created: 2:47PM 08/29/2013




Standards• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER 3- USING YOUR VOICEIPA TRANSLATION ACTIVITY COMPLETEDCHAPTER 3 PACKET & REVIEW ON PG.76

Homework

ResourcesPROMETHEAN BOARDWORKSHEETSSPEECH TEXT BOOK



Standards• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER 3- USING YOUR VOICE

CHAPTER TEST REVIEW GAME - STUDENTS WILL SEPARATE INTO GROUPS AND COMPETE USING CHAPTER TERMSFOR BONUS POINTS

Homework




Standards• OCI5 - Determine the meaning and use of nonverbal communication. (R, W, S, L, V)• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear. Additional Objectives/StandardsNone PlanCHAPTER 2- INTERPERSONAL COMMUNICATIONCHAPTER TEST

SPEECH CRITIQUE - BILL COSBY'S HIMSELF CONTINUEDWORKSHEET DUE AT END OF CLASS

Homework






Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI1e - Analyze personal speech patterns for purpose of building on strengths and correcting weaknesses.• OCI2 - Develop listening skills. (W, S, L)• OCI3 - Gain self-confidence and self-esteem as a result of experiencing public speaking. (R, W, S, L, V)• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V)• OCI6b - Analyze issues by finding, validating, and qualifying the best available data. Additional Objectives/StandardsNone PlanSTUDENTS WILL RESEARCH, COMPOSE, REVISE, AND GIVE A SPEECH ON THE LIFE OF THEIR FAVORITE CELEBRITY.

CELEBRITY BIOGRAPHY SPEECH

3-5 MINUTES

MUST INCLUDE FACTS ABOUT THE SUBJECT

· EARLY LIFE· CAREER· ACCOMPLISHMENTS

MUST USE AT LEAST 3 SOURCES

MONDAY : LABOR DAY

TUESDAY:STUDENTS WILL BEGIN RESEARCH ON BIOGRAPHY SPEECH

WEDNESDAY:STUDENTS WILL CONCLUDE RESEARCH PORTION OF SPEECH AND BEGIN COMPOSITION

THURSDAY:STUDENTS WILL CONCLUDE COMPOSITION AND BEGIN TIMING AND EDITING SPEECHES

FRIDAY:STUDENTS WILL FINISH REVISING AND GIVE BIOGRAPHY SPEECHES.

Homework

ResourcesLAPTOPSINTERNET POWERPOINT PROMETHEAN BOARD

Assessments

Assessments :Activities/ Assessment_____ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation


Standards• OCI2 - Develop listening skills. (W, S, L)• OCI2a - Differentiate between hearing and listening.• OCI2b - Identify the responsibilities of an effective listener.• OCI2c - Analyze barriers to effective listening and ways to overcome them.• OCI2d - Demonstrate listening skills.• OCI4a - Recognize the importance of speech communication.• OCI4c - Analyze an audience and adapt speaking to the situation.• OCI4d - Identify the roles people play in different settings. Additional Objectives/StandardsNone



PlanCHP 4 PT. 1

MON:BEGIN NOTES ON CHP. 4 PT. 1ACTIVITY 2 IN CHAPTER

TUESDAY:CONCLUDE NOTES ON CH4 PT. 1PREJUDICE ACTIVITY - FALLOUT SHELTER

WEDNESDAYBOYS VS. GIRLS DEBATE: WHO HAS A HARDER TIME?

THURSDAY:TEST REVIEW GAME ON CHP 4 PT. 1

FRIDAY:CHP 4 TEST 1 EYE CONTACT IMPROVEMENT ACTIVITY

Homework

ResourcesSPEECH TEXTBOOKWORKSHEETSPROMETHEAN BOARDPOWERPOINT

AssessmentsAssessments :Activities/ Assessment_____ Check homework__X___ Test/Quiz_____ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment__X___ Presentation__X___ Oral Responses__X___ Teacher Observation


Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI4d - Identify the roles people play in different settings.• OCI5a - Acquire, interpret, and evaluate nonverbal messages.• OCI5b - Determine proper dress for a speech or job interview.• OCI6a - Recognize barriers that prevent communication and keep channels of communication clear.• OCI6c - Prove a point through effective use of supporting material.• OCI6f - Gain public speaking experience by participating in the delivery of varied types of speeches. Additional Objectives/StandardsNone PlanCH 4 PART ONE: PROPAGANDA

MONDAY:NOTES ON PERSUASIONFALLOUT SHELTER ACTIVITY

TUESDAY:CONTINUE NOTESACTIVITY 2 IN BOOK

WEDNESDAY:CH. 4 PACKET

THURSDAY:REVIEW GAME ON PROMETHEAN

FRIDAY:TEST AND SPEECH GAMES

Homework

ResourcesResource Materials__X___ Textbook ()__X___ Overhead Masters_____ Workbook/Handouts__x___ Multimedia/Technology_____ Hands-on Materials_____ Reference Materials

AssessmentsActivities/ Assessment__x___ Check homework___X__ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__X___ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other


Standards• OCI3a - Recognize the value of a positive self-image.• OCI3c - Recognize the positive contribution of good oral expression to self-esteem and personality development by

identifying the strong and weak points of self. Additional Objectives/StandardsNone



PlanTHE GREAT DEBATERS MOVIE

MONDAY- THURSDAY: STUDENT WILL WATCH THE GREAT DEBATERS AND COMPLETE WORK GUIDE THATACCOMPANIES MOVIE. WORK GUIDE WILL CHECK FOR COMPREHENSION AND ANALYZE HISTORICAL CONTEXT. ITWILL SERVE AS AN INTRO TO DEBATE AND ARGUMENTATION.

Homework

ResourcesResource Materials_____ Textbook ()_____ Overhead Masters___X__ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials_____ Reference Materials

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz___X__ Project__X___ Participation_____ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other


Standards• OCI1 - Develop proficient speaking skills. (R, W, S, L, V)• OCI1a - Analyze characteristics of desirable voice quality.• OCI1b - Establish acceptable pronunciation patterns and proficient functional English usage.• OCI1c - Practice voice projection, modulation, and enunciation, building natural and effective speech habits.• OCI1d - Expand and apply vocabulary when speaking.• OCI2a - Differentiate between hearing and listening.• OCI3 - Gain self-confidence and self-esteem as a result of experiencing public speaking. (R, W, S, L, V) Additional Objectives/StandardsNone PlanMONDAYBegin study guides for nine weeks test

TUESDAYComplete study guides for nine weeks testCheck study guides for nine weeks test

WEDNESDAYC lassroom buzzers 9 weeks test review game

THURSDAYPromethean 9 weeks test review game

FRIDAY9 weeks test

Homework

ResourcesResource Materials_____ Textbook ()_____ Overhead Masters__x___ Workbook/Handouts__x___ Multimedia/Technology__X___ Hands-on Materials__x___ Reference MaterialsC lassroom BuzzerPromethean board game

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz_____ Project__X___ Participation__X___ C lasswork__x___ ReviewActivities/ Assessment____ Presentation__X___ Oral Responses__X___ Teacher Observation__X___ Other9 weeks test


Standards• OCI2a - Differentiate between hearing and listening.• OCI2c - Analyze barriers to effective listening and ways to overcome them.• OCI3a - Recognize the value of a positive self-image.• OCI3b - Identify the components of self-concept. Additional Objectives/StandardsNone PlanMONDAYNOTES ON CHAPTER 5 TAKE MYERS BRIGGS PERSONALITY TEST

TUESDAYCON'T NOTES ON CHAPTER 5SELF CONCEPT TEST

WEDNESDAYCHP 5 WORKSHEET PACKETCHP 5 END OF CHAPTER REVIEW QUESTIONS



THURSDAYCHP 5 PROMETHEAN REVIEW GAME/ BASKETBALL TOURNAMENT

FRIDAYCHP 5 PROMETHEAN REVIEW GAME/ BASKETBALL TOURNAMENT CON'TCHP 5 TEST

Homework

ResourcesResource Materials__x___ Textbook ()_____ Overhead Masters__x___ Workbook/Handouts__x__ Multimedia/Technology__X___ Hands-on Materials_____ Reference Materials



Standards• OCI6 - Research, analyze, and compile data to prepare and deliver effective speeches. (R, W, S, L, V) Additional Objectives/StandardsNone PlanMONDAY:

FALL BREAK

TUESDAY:

STAFF DEVELOPMENT

WEDNESDAY:

STUDENTS WILL RESEARCH DIFFERENT POLITICAL IDEOLOGIES TO DETERMINE WHERE THEY STAND ON MODERNISSUES.-STUDENTS WILL USE LAPTOPS TO SEARCH ISSUES

THURSDAY:

STUDENTS WILL TAKE A STAND ON AN ISSUE AND COMPILE EVIDENCE TO SUPPORT YOUR STAND

TOPIC: IS OBAMA A GOOD PRESIDENT? PROVE OR DISPROVE

- STUDENT WILL PARTNER UP WITH LIKE-MINDED STUDENTS USE A VARIETY OF WEBSITES TO PROVE THEIRARGUMENTS-STUDENTS WILL COMPILE RESEARCH INTO A DOCUMENTS FOR FUTURE USE IN DEBATE

FRIDAY: CONTINUE RESEARCH PROJECTSRESEARCH DUE AT THE END OF THE PERIOD

Homework

ResourcesResource Materials_____ Textbook ()_____ Overhead Masters_____ Workbook/Handouts__X___ Multimedia/Technology_____ Hands-on Materials__X___ Reference MaterialsLAPTOPSINTERNET SEARCH

AssessmentsActivities/ Assessment_____ Check homework_____ Test/Quiz__X___ Project__X___ Participation__X___ C lasswork_____ ReviewActivities/ Assessment_____ Presentation__X___ Oral Responses__X___ Teacher Observation_____ Other

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