Week of __

January 6-9

Mon. Tues. 1-6 Wed. 1-7 Thurs. 1-8 Fri. 1-9

TEKS No school Fig 19 a/b,2c, Fig 19 a/b, 3a, 7a,13b,20a, 24a/b, 25a, 26a

Fig 19 a/b, 3a, 7a,13b,20a, 24a/b, 25a, 26a

Fig 19 a/b, 3a, 7a,13b,20a, 24a/b, 25a, 26a

Activity 1

Lesson over what, whyUsing The Little Match Girl

Patterson Vega TrujilloNotes over RomanticismUrquidi Notes over Renaissance

Notes over language of poetry, sonnet structure poetry-varies by instructorUrquidi

Patterson Vega TrujilloBegin gothic story

Urquidi analyze pastoral poems, Spenserian sonnet, Petrarchan and Shakespearean sonnet

Activity 2 Reading of story Take notes Take notes Assign each group a different type of poem, and various poems

Activity 3 Discussion of visions Create Cornell questions with partner

Online book tab

Create Cornell questions with partner

Students to analyze their poem traits using handouts from online textbook

Activity 4 Create a what, why ,answer over what the match is

http://my.hrw.com/index.jsp?url=http://my.hrw.com/tabnav/controller.jsp?isbn=9780547290898

Students to describe poem on giant post-its to present to class

Frame/Closing Task

We will: create an answer using the new strategyI will: create an answer

We will: take notes over the Renaissance and author/ workss we will study

We will: understand the different poetry forms of the Renaissance

We will: understand the different poetry forms of the Renaissance

Accommodations (SPED/ELL)

As needed

Week of _ Mon. 1-12 Tues. 1-13 Wed. 1-14 Thurs. 1-15 Fri. 1-16

TEKS Fig 19 a/b, 3a, 7a,13b,20a, 24a/b, 25a, 26a

Fig 19 a/b, 2a/b/c, 5c/d,6a,8a,9a/b/c/d, 10a/b, 11a,13a/b/c/d/e,,

Olweus Fig 19 a/b, 2a/b/c, 5c/d,6a,8a,9a/b/c/d, 10a/b, 11a,13a/b/c/d/e,,

Fig 19 a/b, 2a/b/c, 5c/d,6a,8a,9a/b/c/d, 10a/b, 11a,13a/b/c/d/e,,

Activity 1 Poetry presentations Reading of Utopia Reading of Queen Elizabeth’s speech

Reading of The Prince

Activity 2 Gallery of post its Filling in worksheet from online textbook over rhetorical appeals

Compare contrast the two works

Compare/contrast the three works

Activity 3 Comment on each presentation

Work with shoulder partner to complete worksheet

Filling in worksheet over rhetorical appeals

Filling in worksheet over rhetorical appeals

Activity 4 Create Cornell notes/questions with partner

Work with shoulder partner to complete worksheet

Work with shoulder partner to complete worksheet

Frame/Closing Task

We will: understand the different poetry forms of the Renaissance

We will: analyze the rhetorical appeals used in More’s work

I will: find evidence of a rhetorical appeal

We will: We will: analyze the rhetorical appeals used in Queen Elizabeth’s workI will: find evidence of a rhetorical appeal

We will: analyze the rhetorical appeals used in Machiavelli’s workI will: find evidence of a rhetorical appeal

Accommodations (SPED/ELL)

As needed, per modifications

Week of _______ Mon.1-19 Holiday Tues. 1-20 Wed.1-21 Thurs.1-22 Fri.1-23

TEKS 13a/b, 15a/b/c/d, 17a/b. 23a/b/c/d/e,

13a/b, 15a/b/c/d, 17a/b. 23a/b/c/d/e

13a/b, 15a/b/c/d, 17a/b. 23a/b/c/d/e

13a/b, 15a/b/c/d, 17a/b. 23a/b/c/d/e

Activity 1 Writing of a literary analysis explaining the rhetorical devices used by each, creating a five paragraph essay, able to draw from worksheets

Continued rough draft Continued Writing center Typing up analysis

Activity 2 Creating a body paragraph for Utopia explain the rhetorical appeal used, what does it accomplish, and why

Creating a body paragraph for the speech explain the rhetorical appeal used, what does it accomplish, and why

Creating a body paragraph for The Prince explain the rhetorical appeal used, what does it accomplish, and why

Typing a body paragraph for Utopia explain the rhetorical appeal used, what does it accomplish, and why

Activity 3 CA

Activity 4

Frame/Closing Task

We will

I will

We will

I willI will: find evidence of a rhetorical appeal

We will

I will I will: find evidence of a rhetorical appeal

We will

I willI will: find evidence of a rhetorical appeal

We will

I will

Accommodations (SPED/ELL)

Week of _______ Mon.1-26 Tues. 1-27 Wed.early release Thurs. 1-29 Fri. 1-30

TEKS 13a/b, 15a/b/c/d, 17a/b. 23a/b/c/d/e

13a/b, 15a/b/c/d, 17a/b. 23a/b/c/d/e

Fig 19 A/b, 5 A, B, D, 7A,

Fig 19 A/b, 5 A, B, D, 7A,

Activity 1 Typing up analysis Typing up analysisIntro to Paradise Lost

Begin reading “Paradise Lost” 494-502

Finish “ Paradise Lost”

Activity 2 Creating a body paragraph for Queen’s speech explain the rhetorical appeal used, what does it accomplish, and why

Creating a body paragraph for The Prince explain the rhetorical appeal used, what does it accomplish, and why

Characterization of Satan- using graphic organizer form lit book

Characterization of Satan- using graphic organizer form lit book

Activity 3 Notes over important quotes

Notes over important quotes

Activity 4 Create Cornell notes/questions with partner

Create Cornell notes/questions with partner

Frame/Closing Task

We will

I will

We will

I will

We will

I will

We will characterize the protagonist and analyze quotes, and identify allusions

I will understand how Milton is characterizing Satan, what allusions are being referred to, and focus on key points

We will characterize the protagonist and analyze quotes, and identify allusions

I will understand how Milton is characterizing Satan, what allusions are being referred to, and focus on key points

Accommodations (SPED/ELL)

Week of ___Feb. 2-6____

Mon. 2-2 Tues. 2-3 Wed. 2-4 Thurs. 2-5 Fri. 2-6

TEKS Fig 19 A/b, 5 A, B, D, 7A,

1A/B/, Fig 19 A/B, 5 B/d, 6A, 7A, 8A, 9A/C/D, 10A/B, 12A,

Fig 19 A/B, 5 B/d, 6A, 7A, 8A, 9A/C/D, 10A/B, 12A,

Fig 19 A/B, 5 B/d, 6A, 7A, 8A, 9A/C/D, 10A/B, 12A,

Activity 1 Test over Paradise Lost Notes over the Restoration and Satire

Reading of “A Vindication of the Rights of Women” 720-726

Reading of “A Vindication of the Rights of Women” 720-726

Completing worksheets over historical context and counterargument over Wollstonecraft

Activity 2 Create Cornell notes/questions with partner

Identify counterarguments

Identify counterarguments

Answer question 8 on pg 727

Activity 3 Identify historical context

Identfiy historical context

Activity 4 Identify sarcasm Identify sarcasm

Frame/Closing Task

We will characterize the protagonist and analyze quotes, and identify allusionsI will understand how Milton is characterizing Satan, what allusions are being referred

We will understand the role satire plays in society

I will know how to identify satire

We will use historical context and knowledge of rhetoric to analyze Wollstonecraft’s workI will identify counterarguments and understand the plight of

We will use historical context and knowledge of rhetoric to analyze Wollstonecraft’s workI willidentify counterarguments and understand the plight of

We will use historical context and knowledge of rhetoric to analyze Wollstonecraft’s workI willidentify counterarguments and understand the plight of

to, and focus on key points women in the 18th century women in the 18th century women in the 18th century

Accommodations (SPED/ELL)

Week of ___Feb. 9-13____

Mon. 2-93rd week

Tues. 2-10 Wed. 2-11 Thurs. 2-12 Fri. 2-13

TEKS Fig 19 A/B, 5 B/d, 6A, 7A, 8A, 9A/C/D, 10A/B, 12A,

Fig 19 A/B, 5 B/d, 6A, 7A, 8A, 9A/C/D, 10A/B, 12A,

Fig 19 A/B, 5 B/d, 6A, 7A, 8A, 9A/C/D, 10A/B, 12A,

13A/B/C, 14A, 16A/F/G,

Activity 1 Reading of “A Modest Proposal” 622-631

Reading of “A Modest Proposal” 622-631

Reading of “A Modest Proposal” 622-631

Ca Writing a satire

Activity 2 Identify proposition and support using graphic organizer from textbook

Identify proposition and support using graphic organizer from textbook

Identify proposition and support using graphic organizer from textbook

Develop a satirical short story or article

critiquing a recent event or societal problem

Activity 3 Identify verbal irony Identify verbal irony Identify verbal irony

Activity 4 Create Cornell notes/questions with partner

Create Cornell notes/questions with partner

Create Cornell notes/questions with partner

Frame/Closing Task

We will identify verbal irony and proposals and support in a work of satire

I will understand how satire

We will will identify verbal irony and proposals and support in a work of satire

I will understand how satire

We will identify verbal irony and proposals and support in a work of satire

I will understand how satire

We will

I will

We will identify a problem in society

I will compose a satirical

is used to correct societal behavior, or point out flaws in thinking

is used to correct societal behavior, or point out flaws in thinking

is used to correct societal behavior, or point out flaws in thinking

story or article proposing a solution to the problem using verbal irony

Accommodations (SPED/ELL)

Week of _Feb. 16-20______

Mon. 2-16 Tues. 2-17 Wed. 2-18 Thurs. 2-19 Fri. 2-20

TEKS 13A/B/C, 14A, 16A/F/G

13A/B/C, 14A, 16A/F/G

1A/B Fig 19 A/b, 5 A, B, D, 7A

Fig 19 A/b, 5 A, B, D, 7A

Activity 1 Writing a satire Sub Notes over romanticism Begin “The Rime of the Ancient Mariner” 814-835

“The Rime of the Ancient Mariner” 814-835

Activity 2 Develop a satirical short story or article critiquing a recent event or societal problem

Develop a satirical short story or article critiquing a recent event or societal problem

Create Cornell notes/questions with partner

Identify elements of narrative poetry, symbols, themes, and famous lines

Identify elements of narrative poetry, symbols, themes, and famous lines

Activity 3 Create Cornell notes/questions with partner

Create Cornell notes/questions with partner

Activity 4

Frame/Closing Task

We will identify a problem in society

We will identify a problem in society

We willUnderstand the elements of the romantic period

We will Identify elements of narrative poetry, symbols, themes, and famous lines

We will Identify elements of narrative poetry, symbols, themes, and famous lines

I will compose a satirical story or article proposing a solution to the problem using verbal irony

I will compose a satirical story or article proposing a solution to the problem using verbal irony

I will create Cornell questions

I will analyze famous lines, symbols, and narrative poetry

I will analyze famous lines, symbols, and narrative poetry

Accommodations (SPED/ELL)

Week of ___2-23-27____

Mon. 2-23 Tues. 2-24 Wed. 2-25 Thurs. 2-26 Fri. 2-27

TEKS Fig 19 A/b, 5 A, B, D, 7A

Fig 19 A/b, 5 A, B, D, 7A

26A, 7A, 5D 26A, 7A, 5D 26A, 7A, 5D

Activity 1

Activity 2 “The Rime of the Ancient Mariner” 814-835

“The Rime of the Ancient Mariner” 814-835 Test

Begin Mosaic project Begin Mosaic project Mosaic project

Activity 3 Identify elements of narrative poetry, symbols, themes, and famous lines

Identify elements of narrative poetry, symbols, themes, and famous lines

Activity 4 Create Cornell notes/questions with partner

Create Cornell notes/questions with partner

Frame/Closing Task

We will Identify elements of narrative poetry, symbols, themes, and famous lines

I will analyze famous lines, symbols, and narrative poetry

We will Identify elements of narrative poetry, symbols, themes, and famous lines

I will analyze famous lines, symbols, and narrative poetry

We will identify famous lines, themes, setting, symbols, and other literary elements in works we have read

I will assist in creating a visual with famous lines, themes, setting, symbols, and other literary elements in works we have read

We will identify famous lines, themes, setting, symbols, and other literary elements in works we have read

I will assist in creating a visual with famous lines, themes, setting, symbols, and other literary elements in works we have read

We will identify famous lines, themes, setting, symbols, and other literary elements in works we have read

I will assist in creating a visual with famous lines, themes, setting, symbols, and other literary elements in works we have read

Accommodations (SPED/ELL)

Week of ___3-2-6 last week ____

Mon. 3-2 Tues. 3-3 Wed. 3-4 Thurs. 3-5 Fri. 3-6

TEKS 26A, 7A, 5D, 26A, 7A, 5D

Activity 1 Mosaic project Presentations

Presentations 9 weeks test 9 weeks test Last day

Activity 2

Activity 3

Activity 4

Frame/Closing Task

We will identify famous lines, themes, setting, symbols, and other literary elements in works we have read

I will will assist in creating a visual with famous lines, themes, setting, symbols, and other literary elements in works we have read

We will identify famous lines, themes, setting, symbols, and other literary elements in works we have read

I will will assist in creating a visual with famous lines, themes, setting, symbols, and other literary elements in works we have read

We will

I will

We will

I will

We will

I will

Accommodations (SPED/ELL)