Welcome! Take a look at what we are doing in class:
Thursday, 1/5 We will go over the syllabus, classroom expecations and procedures.
Friday, 1/6 LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSE-R17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.
Thursday, 1/5 We will go over the syllabus, classroom expecations and procedures.
Friday, 1/6 LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSE-R17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.
- Gather signed syllabi. Receipt payments for vocab books.
- What do good writer's do? Writing Expectations--partner work
- Mini-lesson: The Rule of So What?
- Letter to Self writing sample
9th Lit & Comp
January 11-13, 2016
Planning Your Week:
By Friday – Gather the rest of listed supplies from syllabus. Return signed syllabus. Bring $10 for vocabulary book.
Friday, 1/13 – Letter to Self due
Wednesday, January 11
LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSER17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a colon to introduce a list or quotation.
4. Booktalk The 13 Clocks
5. Look at YALSA website and Peach Award booklists
6. Reading survey/reading territories
Homework: Work on “Letter to Self” assignment. Compile the rest of required materials for class (see "Mrs. Hood's Supply List" under the Classroom Materials heading above).
Thursday, January 12
LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSER17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively. ELAGSE9-10RL4: 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 the language evokes a sense of time and place; how it sets a formal or informal tone.)
1. Gather signed syllabi. Collect vocab book money ($10).
2. Caught Ya—word choice/diction
3. Lab 516—SRI
4. Booklist ideas
Homework: Finish "Letter to Self" essay. Compile the rest of required materials for class (see "Mrs. Hood's Supply List" under the Classroom Materials heading above).
Friday, January 13
LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSER17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.
Homework: Read 30-40 pages of the book chosen in the media center before Tuesday.
January 11-13, 2016
Planning Your Week:
By Friday – Gather the rest of listed supplies from syllabus. Return signed syllabus. Bring $10 for vocabulary book.
Friday, 1/13 – Letter to Self due
Wednesday, January 11
LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSER17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a colon to introduce a list or quotation.
- Gather signed syllabi. Receipt payments for vocab books.
- Caught Ya--colons
4. Booktalk The 13 Clocks
5. Look at YALSA website and Peach Award booklists
6. Reading survey/reading territories
Homework: Work on “Letter to Self” assignment. Compile the rest of required materials for class (see "Mrs. Hood's Supply List" under the Classroom Materials heading above).
Thursday, January 12
LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSER17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively. ELAGSE9-10RL4: 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 the language evokes a sense of time and place; how it sets a formal or informal tone.)
1. Gather signed syllabi. Collect vocab book money ($10).
2. Caught Ya—word choice/diction
3. Lab 516—SRI
4. Booklist ideas
Homework: Finish "Letter to Self" essay. Compile the rest of required materials for class (see "Mrs. Hood's Supply List" under the Classroom Materials heading above).
Friday, January 13
LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits. ELAGSER17: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.
- Caught Ya—final draft
- Gather signed syllabi. Collect vocab books money ($10).
- Media Center Orientation and Scavenger Hunt
- Find a book
Homework: Read 30-40 pages of the book chosen in the media center before Tuesday.
January 16-20, 2016
***Parents, please note that homework assignments include reading from a book that each student chose from the library. Students will be expected to complete analysis assignments associated with their chosen text in the coming weeks.
Planning Your Week:
Each night--read at least 20 minutes from book
Tuesday—Have your dividers ready to label.
Mini-me due.
Bring in song lyrics.
Monday, January 16
NO SCHOOL- MLK Holiday
Tuesday, January 17
LG: Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Wednesday, January 18
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELGSEL9-10 W10: 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. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Thursday, January 19
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELGSEL9-10 W10: 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. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Friday, January 20
LG: Write an argument using reasons and evidence. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4. Reading Workshop
HOMEWORK: Read novel for at least 40 minutes over the weekend. Continue working on POL assignment. Essay due next Wednesday.
***Parents, please note that homework assignments include reading from a book that each student chose from the library. Students will be expected to complete analysis assignments associated with their chosen text in the coming weeks.
Planning Your Week:
Each night--read at least 20 minutes from book
Tuesday—Have your dividers ready to label.
Mini-me due.
Bring in song lyrics.
Monday, January 16
NO SCHOOL- MLK Holiday
Tuesday, January 17
LG: Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Caught Ya—edit (Mon) and categorize errors (Tues)
- Organize literature binder (Bring in your dividers, so that you can label them.)
- Read Billy Collins’ “Introduction on Poetry.” Introduce CEI.
- Go over metacognitive markers. Annotate song lyrics.
- Mention Poetry Out Loud (POL) Contest held school-wide, Tuesday, Jan. 24, to students who are interested. Everyone will be assigned a condensed version of the POL contest during tomorrow’s class period. Watch POL samples.
- Lexile.com
- Reading Workshop
Wednesday, January 18
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELGSEL9-10 W10: 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. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Visit bookroom if called.
- Caught Ya—grammar focus; annotate an Emily Dickinson and E.E. Cummings poems
- Character Strengths Survey
- Pick out “Poetry Out Loud” poem from database
- Reading Workshop
Thursday, January 19
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELGSEL9-10 W10: 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. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Visit bookroom if called
- Caught Ya—word choice/diction; listen to a song and its remix and discuss the changes and how it affects the song; change tone of Caught Ya by changing word choice
- Watch POL sample for word choice.
- Introduce PORTFOLIO long-term assignment (due April 28th).
- Introduce “I Aspire to Be Me” essay (Due Wednesday, Jan 25)
- Annotate sample essay.
- Reading workshop.
Friday, January 20
LG: Write an argument using reasons and evidence. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Last call--Gather signed syllabi. Receipt payments for vocab books.
- Caught Ya--final draft
- Booktalk--Rocket Boys by Homer Hickam
- PSAT Score Report Review Day:
- Read Does the PSAT Really Matter? Then, complete Journal #2: According to Dan Edmonds, author of Does the PSAT Really Matter, what is the main claim about the importance of the PSAT? What textual evidence does Edmonds provide to support his claim about the significance, or lack of significance, of this test?
- Go over scores.
- Navigate students through Khan Academy, USATestPrep, and College Board sites.
4. Reading Workshop
HOMEWORK: Read novel for at least 40 minutes over the weekend. Continue working on POL assignment. Essay due next Wednesday.
January 23-27
Planning your week:
***Parents, please grant permission for an Office 365 account if you have not done so; instructional videos and information are under the Classroom Materials heading on this blog.***
Thursday, January 26—“I Aspire to Be Me” due
Friday, January 27—First literary letter due
Monday, January 23
LG: Write an argument using reasons and evidence. Demonstrate understanding of vocabulary. Demonstrate command of conventions through grammar practice. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Tuesday, January 24
LG: Write an argument using reasons and evidence. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Wednesday, January 25
LG: Write an argument using reasons and evidence. Demonstrate understanding of vocabulary. Demonstrate command of conventions through grammar practice. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Thursday, January 26
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Homework: Read 20 minutes.
Friday, January 27
LG: Write an argument using reasons and evidence. Demonstrate understanding of vocabulary. Demonstrate command of conventions through grammar practice. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Planning your week:
***Parents, please grant permission for an Office 365 account if you have not done so; instructional videos and information are under the Classroom Materials heading on this blog.***
Thursday, January 26—“I Aspire to Be Me” due
Friday, January 27—First literary letter due
Monday, January 23
LG: Write an argument using reasons and evidence. Demonstrate understanding of vocabulary. Demonstrate command of conventions through grammar practice. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Caught Ya—editing
- Poem of the Day
- Introduce “CEI” format: claim, evidence, and interpretation. View CEI PowerPoint presentation and complete guided notes.
- Begin filling in graphic organizer of “I Aspire to Be Me.” Brainstorm personal strengths and character traits. Relate to the top three results from the survey. Due Friday, January 27.
- Reading Workshop
Tuesday, January 24
LG: Write an argument using reasons and evidence. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Caught Ya—transitions
- Introduce TPFASSTT
- Poem of the Day--title
- Annotate sample essay for CEI
- Writing workshop—gathering evidence
- Reading Workshop
Wednesday, January 25
LG: Write an argument using reasons and evidence. Demonstrate understanding of vocabulary. Demonstrate command of conventions through grammar practice. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Caught Ya—word choice
- Poem of the Day--paraphrase
- Annotate body paragraphs in sample essay for CEI
- Writing Workshop—interpreting the evidence
- Reading Workshop
Thursday, January 26
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Caught Ya
- Poem of the Day—Figurative language
- Writing Workshop—peer revision of “I Aspire to Be Me”
- Introduce Literary Letters (assignment related to book students chose to read)
- Reading Workshop
Homework: Read 20 minutes.
Friday, January 27
LG: Write an argument using reasons and evidence. Demonstrate understanding of vocabulary. Demonstrate command of conventions through grammar practice. ELGSEL9-10 W10: 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. ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Caught Ya—final draft
- Poem of the Day—attitude/tone
- Typing final copy of “I Aspire to Be Me”
- Write a literary letter
- Reading Workshop
Planning your week:
Memorize poem to recite Monday, February 6.
“Where I’m From Poem” due Thursday, February 9.
Annotation of POL poem due Wednesday, February 1.
TPFASSTT of POL poem due Friday, February 3.
Read 20 minutes each night.
Monday, January 30
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Tuesday, January 31
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Wednesday, February 1
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Thursday, February 2
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Friday, February 3
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Memorize poem to recite Monday, February 6.
“Where I’m From Poem” due Thursday, February 9.
Annotation of POL poem due Wednesday, February 1.
TPFASSTT of POL poem due Friday, February 3.
Read 20 minutes each night.
Monday, January 30
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise--edit
- Poem of the Day
- Portfolio Requirements
- Lab to finish typing Grammar Exercise and signing up for EasyBib
Tuesday, January 31
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise—writing in context
- Poem of the Day—Annotate Billy Collins’ “Introduction to Poetry”
- Introduce Literary Letter in response to their independent book choice
- Write literary letter including evidence and interpretation
- Reading Workshop
Wednesday, February 1
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise—diction/nuance
- Poetry partner work
- Revisit Billy Collins’ “Introduction to Poetry” and fill in TPFASSTT
- Watch a sample POL and respond
- Reader response to literary letter
- Reading Workshop
Thursday, February 2
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise—check our work
- TPFASSTT “The Road Not Taken”
- Watch a sample POL and respond
- Reading Workshop
Friday, February 3
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise—final draft
- Mrs. Hood recites “The Road Not Taken” and student response with annotations
- Add annotations to your POL poem
- Poetry partner work
- Portfolio introduction
- Reading Workshop
Planning your week:
1/6—poetry recitation and annotations due
1/9—“Where I’m From” poem due
Monday, February 6
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise—edit for run-ons and fragments
- Poetry recitation (2nd and 3rd periods)
- Poem of the Day—recognizing sound devices
- Brainstorming and drafting “Where I’m From” poem
Tuesday, February 7
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise—recognizing run-ons and fragments
- Poetry recitation (2nd period)
- Poem of the Day—recognizing figurative devices
- Revising “Where I’m From” poem
Wednesday, February 8
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning. Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise
- Poetry recitation (2nd period)
- Poem of the Day—recognizing figurative devices
- Labeling “Where I’m From” for figurative language
Thursday, February 9
LG: Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Daily Grammar Exercise
- Introduce comparison analysis
- Watch Dead Poets Society
Friday, February 10
LG: Make and support a claim that demonstrates understanding of figurative language and meaning. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
1. Daily Grammar Exercise
2. Finish Dead Poets Society
3. Complete analysis
Homework: Read 40 minutes over the weekend.
Planning Your Week:
Wednesday, 2/15: Finish independent choice novel.
Thursday, 2/16: Dead Poets Society movie review due
Learning Goals and Focus Standards:
LG: Write an argumentative piece identifying an author’s claim. Write a narrative piece. ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Monday, February 13
Tuesday, February 14
Wednesday, February 15
Thursday, February 16
Friday, February 17
1. Daily Grammar Exercise--buddy check before turning it in
2. Portfolio reminders
3. Literary letter on independent choice novel.
Homework: Typed literary letter due Tuesday, February 28 (after break).
Wednesday, 2/15: Finish independent choice novel.
Thursday, 2/16: Dead Poets Society movie review due
Learning Goals and Focus Standards:
LG: Write an argumentative piece identifying an author’s claim. Write a narrative piece. ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Monday, February 13
- Daily Grammar Exercise
- Discuss good storytelling v. bad storytelling using elements from the movie Dead Poets Society.
- Movie review instructions
- Touchstone Assessment in lab 421
- Read and annotate “The Most Dangerous Game.” This story is in your textbook.
Tuesday, February 14
- Daily Grammar Exercise
- Look at sample movie reviews (professional and audience) and discuss elements.
- Read "The Sniper"
- Journal Entry: write an alternate ending using dialogue correctly punctuated.
Wednesday, February 15
- Daily Grammar Exercise--word choice
- Read and analyze “The Most Dangerous Game.” This story is in your textbook.
- Visit College and Career Center for 9th grade advisement.
Thursday, February 16
- Daily Grammar Exercise
- Finish reading “The Most Dangerous Game.”
- Journal Entry: Suspense is the quality of a story that makes you want to keep reading until you find out what happens. Writers create suspense by communicating a sense of uncertainty and danger. In “The Most Dangerous Game” by Richard Connell, how does the author create a mood of suspense to engage the reader’s imagination? Use specific details in your analysis. (Hint: this is a CEI paragraph.)
Friday, February 17
1. Daily Grammar Exercise--buddy check before turning it in
2. Portfolio reminders
3. Literary letter on independent choice novel.
Homework: Typed literary letter due Tuesday, February 28 (after break).
Planning your week:
Tuesday, 2/28--Portfolio check #1
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Monday, February 27
LG: Revise for and reflect on portfolio entries.
Tuesday, February 28
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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.
Wednesday, March 1
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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.
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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.
Friday, March 3
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning.
1. SRI (Student Reading Inventory) in computer lab
2. **Type draft of compare/contrast characterization essay
**Homework: Characterization essay due Monday, March 6.
Tuesday, 2/28--Portfolio check #1
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Monday, February 27
LG: Revise for and reflect on portfolio entries.
- Computer lab to type portfolio entries and reflections.
Tuesday, February 28
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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.
- Portfolio Check
- Show Pixar/Khan Academy storytelling courses opportunity
- Introduce Vocabulary Workshop
- Self-check/Annotation of Dead Poets Society review
- Introduce “The Cask of Amontillado” by Edgar Allan Poe
Wednesday, March 1
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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.
- Vocabulary Practice
- Read "The Interlopers"
- **Begin Compare/Contrast characterization essay from the short story and film version of "The Interlopers"
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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.
- Vocabulary Practice
- **Go over 9th grade registration video and paperwork. As of now, registration is next Monday, the 6th.
- **Continue compare/contrast characterization essay of "The Interlopers"
Friday, March 3
LG: Respond to art as an inspiration for writing using figurative language and nuances in meaning.
1. SRI (Student Reading Inventory) in computer lab
2. **Type draft of compare/contrast characterization essay
**Homework: Characterization essay due Monday, March 6.
March 6-10
Planning your week:
Tuesday, 3/7 – “Interlopers” essay due
Thursday, 3/9 – “Where I’m From” presentation due
Friday, 3/10 – Vocabulary Unit 3 Quiz
Focus Standards and Learning Goals
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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, March 6
Tuesday, March 7
Wednesday, March 8
Thursday, March 9
Friday, March 10
Planning your week:
Tuesday, 3/7 – “Interlopers” essay due
Thursday, 3/9 – “Where I’m From” presentation due
Friday, 3/10 – Vocabulary Unit 3 Quiz
Focus Standards and Learning Goals
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LG: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, and 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, March 6
- Parts of speech review using Caught Ya
- Continue Vocabulary Workshop – Unit 3
- Introduce Socratic Seminar
- Create questions using Bloom’s Taxonomy
Tuesday, March 7
- Parts of speech review using Caught Ya
- Continue Vocabulary Workshop – Unit 3
- Partnerwork for Socratic Seminar
- Begin “Where I’m From” presentation in lab 113
Wednesday, March 8
- Parts of speech review using Caught Ya
- Socratic Seminar
- Answer CEI journal entry question – Based on our class discussion, would you say that man is inherently good or evil?
Thursday, March 9
- Parts of speech review using Caught Ya
- “Where I’m From” presentations
Friday, March 10
- Parts of speech review using Caught Ya
- “Where I’m From” presentations
Planning your week:
Friday, March 17: Persona journal entry due. Scholar’s journal of example articles due.
Learning Goal and Focus Standards:
LG: Write an argumentative piece identifying an author’s claim. Analyze informational texts. Determine persona created in biographical articles. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LGSEL9-10 W10: 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.
Monday, March 13
1. Grammar—adjective clauses
2. Finish “Where I’m From” presentations
3. Finish CEI paragraph—prompt: is man inherently good or evil?
4. Introduction to persona (our non-fiction unit focus)
Homework: Unit 4 Vocabulary “Choosing the Right Word” pg. 55-56
Tuesday, March 14
1. Computer lab to complete Touchstone Assessment and continue work on portfolio
2. Introduce persona journal entry—prompt: write a short story of someone you see this week and how you saw his or her persona projected
Homework: Begin persona journal entry.
Wednesday, March 15
Homework: Finish annotation of MLK article. Continue persona journal entry.
Thursday, March 16
4. Write a scholar’s journal for “Martin Luther King, Jr. – Biography” from Biography.com.”
Homework: Persona journal entry due tomorrow. Finish scholar’s journal of MLK article from Biography.com
Friday, March 17
Friday, March 17: Persona journal entry due. Scholar’s journal of example articles due.
Learning Goal and Focus Standards:
LG: Write an argumentative piece identifying an author’s claim. Analyze informational texts. Determine persona created in biographical articles. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LGSEL9-10 W10: 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.
Monday, March 13
1. Grammar—adjective clauses
2. Finish “Where I’m From” presentations
3. Finish CEI paragraph—prompt: is man inherently good or evil?
4. Introduction to persona (our non-fiction unit focus)
Homework: Unit 4 Vocabulary “Choosing the Right Word” pg. 55-56
Tuesday, March 14
1. Computer lab to complete Touchstone Assessment and continue work on portfolio
2. Introduce persona journal entry—prompt: write a short story of someone you see this week and how you saw his or her persona projected
Homework: Begin persona journal entry.
Wednesday, March 15
- Grammar—sentence combining to create adjective clauses
- Vocabulary Powerpoint—words 1-5; complete vocabulary workshop exercise
- Annotate “More Teens Choose High-seas Journeys” using Analyze This! organizer.
- Watch video of Malala Yousafzai and discuss her persona
Homework: Finish annotation of MLK article. Continue persona journal entry.
Thursday, March 16
- Grammar—punctuating adjective clauses
- Vocabulary Powerpoint—words 6-10; vocabulary workshop exercise
- Read, analyze, and annotate “Martin Luther King, Jr. – Biography” from Biography.com. Search for words/phrases that create the tone of the article and help the author create MLK’s persona in the text. Complete the sentence by filling in the blanks: The author uses a _________ tone to create the persona of a _________ of ________ and _________.
4. Write a scholar’s journal for “Martin Luther King, Jr. – Biography” from Biography.com.”
Homework: Persona journal entry due tomorrow. Finish scholar’s journal of MLK article from Biography.com
Friday, March 17
- Kilgallon grammar—adjective clauses
- Vocabulary Powerpoint—words 11-15; complete vocabulary workshop exercise
- Booktalk memoir Kisses From Katie and discuss her persona.
- Read, analyze, and annotate “MLK was a Republican and Other Myths” by John Blake
- Complete scholar’s journal for “MLK was a Republican and Other Myths” by John Blake.
To help in studying for this week's vocabulary quiz:
unit_4_ppt_presentation.pptx |
Planning your week:
**Purchase No Fear Shakespeare: Romeo and Juliet (see on [email protected] under “Classroom Materials” to make sure you purchase the right one)
Tuesday, March 21--persona journal entry due
Thursday, March 23--non-fiction analysis due
Friday, March 24--Vocabulary Unit 4 quiz
Learning Goal and Focus Standards:
LG: Write an argumentative piece identifying an author’s claim. Analyze informational texts. Determine persona created in biographical articles. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LGSEL9-10 W10: 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.
Monday, March 20
Tuesday, March 21
Wednesday, March 22
Thursday, March 23
Friday, March 24
**Purchase No Fear Shakespeare: Romeo and Juliet (see on [email protected] under “Classroom Materials” to make sure you purchase the right one)
Tuesday, March 21--persona journal entry due
Thursday, March 23--non-fiction analysis due
Friday, March 24--Vocabulary Unit 4 quiz
Learning Goal and Focus Standards:
LG: Write an argumentative piece identifying an author’s claim. Analyze informational texts. Determine persona created in biographical articles. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LGSEL9-10 W10: 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.
Monday, March 20
- Grammar—adverb clause sentence combining
- Vocabulary Powerpoint words 16-20; complete vocabulary workshop exercise
- Introduce Works Cited information.
- Library to find scholarly article for nonfiction analysis.
Tuesday, March 21
- Grammar—subordinating conjunctions
- Go over “Completing the Sentence” pgs. 57-58
- Annotate second article and complete Analyze This! on it
- Fill in graphic organizer for non-fiction paragraph assignment
Wednesday, March 22
- Grammar—punctuating adverb clauses
- Vocabulary workshop—partner work
- Mini-lesson over a few common errors in writing
- Write non-fiction analysis draft
Thursday, March 23
- Computer lab to type non-fiction analysis and reflection
- Revise, edit and print. **Due by the end of class.
- Continue work on portfolio (Revise “The Interlopers” essay, for example). Next check date Friday, March 31.
Friday, March 24
- Vocabulary Quiz—Unit 4
- Grammar—adjective or adverb clause
- Write persona journal entry from different point of view
- Introduce the language of Shakespeare
March 27-31
Planning your week:
Tuesday, March 28--Non-fiction analysis due
Friday, March 31--Portfolio check #2 (refer to "Portfolio" heading at the top of the page for more information)
Learning Goals and Focus Standards:
Learning Goals: Develop skills for analyzing the poetry of Shakespeare. Write an argumentative essay. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, March 27
1. Works Cited for Non-fiction Analysis
2. Computer lab to complete work cited page
3. Work on portfolio entries
Homework: Continue working on portfolio
Tuesday, March 28
1. Computer Lab to work on portfolio entries and extra credit assignments
Homework: Continue working on portfolio
Wednesday, March 29
1. Filling in portfolio checklist and looking at portfolio samples
2. Act I, Prologue of Romeo and Juliet
--watch two film versions of the Prologue and compare and contrast
3. Understanding Shakespeare
--choral reading of the Prologue
Homework: Continue working on portfolio
Planning your week:
Tuesday, March 28--Non-fiction analysis due
Friday, March 31--Portfolio check #2 (refer to "Portfolio" heading at the top of the page for more information)
Learning Goals and Focus Standards:
Learning Goals: Develop skills for analyzing the poetry of Shakespeare. Write an argumentative essay. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, March 27
1. Works Cited for Non-fiction Analysis
2. Computer lab to complete work cited page
3. Work on portfolio entries
Homework: Continue working on portfolio
Tuesday, March 28
1. Computer Lab to work on portfolio entries and extra credit assignments
Homework: Continue working on portfolio
Wednesday, March 29
1. Filling in portfolio checklist and looking at portfolio samples
2. Act I, Prologue of Romeo and Juliet
--watch two film versions of the Prologue and compare and contrast
3. Understanding Shakespeare
--choral reading of the Prologue
Homework: Continue working on portfolio
April 10-14
Below is the link to the GA Department of Education EOC guides site. We are walking through the Ninth Grade Literature and Composition one in class. I invite you to ask your child about it in preparation for the EOC on May 1-3:
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/EOC-Study-Resource-Guides.aspx
Below is the link to the GA Department of Education EOC guides site. We are walking through the Ninth Grade Literature and Composition one in class. I invite you to ask your child about it in preparation for the EOC on May 1-3:
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/EOC-Study-Resource-Guides.aspx
Below is the Powerpoint presentation in preparation for Unit 5 vocabulary understanding:
unit_5_ppt_presentation.pptx |
Planning Your Week:
Friday, April 14 – Portfolio pacing. Complete revised piece with reflection #2 and original pieces with reflections #6 and #7.
Learning Goals and Focus Standards:
Learning Goals: Develop skills for analyzing the poetry of Shakespeare. Write an argumentative essay. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, April 10
1. EOC question types and organization
2. Introduction to Vocabulary Unit 5; read pgs. 60-61 and use context to determine word meaning)
3. “Who’s to Blame?” CSI Tracker graphic organizer for Romeo and Juliet
4. Act II of Romeo and Juliet using Speak the Speech website. http://speak-the-speech.org/the-readings/romeo-and-juliet/
5. Begin filling in “Who’s to Blame?” and scene summary
Homework: Work on portfolio.
Tuesday, April 11
1. EOC practice
2. Introduce analyis and recitation plan and rubric for Romeo and Juliet and create groups; to be performed in groups on Wednesday, April 12.
Here's the link to the Sparknotes version if you would like to print out your part to highlight: http://nfs.sparknotes.com/romeojuliet/
3. Fill in relevant Romeo and Juliet vocabulary for recitation
3. Work in groups on analysis and performance
Homework: Work on portfolio. Vocabulary practice “Choosing the Right Word” pgs. 65-66.
Wednesday, April 12
1. EOC practice
2. Groups act out Act II, scenes 4-6
3. Fill in “Who’s to Blame?” and scene summary
Homework: Work on portfolio. Vocabulary practice “Synonyms” and “Antonyms” pgs. 66-67.
Thursday, April 13
1. EOC practice
2. SRI (make note of recommended books on list provided at the end of the test)
3. Porfolio (revised piece with reflection #2 and original piece with reflection #6 and #7)
Homework: Work on portfolio. Vocabulary practice “Completing the Sentence” pgs. 67-68. Fill in CSI Tracker "Who's to Blame?" interpretations for the four quotes you filled in today in class.
Friday, April 14
1. EOC practice
2. Listen to Act III; fill in relevant Romeo and Juliet vocabulary
3. Fill in “Who’s to Blame?” and scene summary
Friday, April 14 – Portfolio pacing. Complete revised piece with reflection #2 and original pieces with reflections #6 and #7.
Learning Goals and Focus Standards:
Learning Goals: Develop skills for analyzing the poetry of Shakespeare. Write an argumentative essay. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, April 10
1. EOC question types and organization
2. Introduction to Vocabulary Unit 5; read pgs. 60-61 and use context to determine word meaning)
3. “Who’s to Blame?” CSI Tracker graphic organizer for Romeo and Juliet
4. Act II of Romeo and Juliet using Speak the Speech website. http://speak-the-speech.org/the-readings/romeo-and-juliet/
5. Begin filling in “Who’s to Blame?” and scene summary
Homework: Work on portfolio.
Tuesday, April 11
1. EOC practice
2. Introduce analyis and recitation plan and rubric for Romeo and Juliet and create groups; to be performed in groups on Wednesday, April 12.
Here's the link to the Sparknotes version if you would like to print out your part to highlight: http://nfs.sparknotes.com/romeojuliet/
3. Fill in relevant Romeo and Juliet vocabulary for recitation
3. Work in groups on analysis and performance
Homework: Work on portfolio. Vocabulary practice “Choosing the Right Word” pgs. 65-66.
Wednesday, April 12
1. EOC practice
2. Groups act out Act II, scenes 4-6
3. Fill in “Who’s to Blame?” and scene summary
Homework: Work on portfolio. Vocabulary practice “Synonyms” and “Antonyms” pgs. 66-67.
Thursday, April 13
1. EOC practice
2. SRI (make note of recommended books on list provided at the end of the test)
3. Porfolio (revised piece with reflection #2 and original piece with reflection #6 and #7)
Homework: Work on portfolio. Vocabulary practice “Completing the Sentence” pgs. 67-68. Fill in CSI Tracker "Who's to Blame?" interpretations for the four quotes you filled in today in class.
Friday, April 14
1. EOC practice
2. Listen to Act III; fill in relevant Romeo and Juliet vocabulary
3. Fill in “Who’s to Blame?” and scene summary
April 17-21
Planning Your Week:
NIGHTLY portfolio work - final portfolio due Friday April, 28
Tuesday, April 18 - Introductory paragraph to R&J essay due by end of class
Thursday, April 20 - Romeo and Juliet rough draft due by end of class
Friday, April 21 - Vocabulary Unit 5 quiz
Learning Goals and Focus Standards:
Learning Goals: Develop skills for analyzing the poetry of Shakespeare. Write an argumentative essay. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, April 17
1. EOC practice – technology enhanced sample questions
2. Discuss Romeo and Juliet essay topic
3. Finish Act III of Romeo and Juliet; fill in CSI Tracker
Homework: Finish vocabulary Unit 5 exercises.
Tuesday, April 18
1. EOC practice - extended constructed response (aka narrative) sample question
2. Act IV; fill in CSI tracker.
3. Writing an introductory paragraph for Romeo and Juliet essay
Homework: Original piece and reflection #8 for portfolio
Wednesday, April 19
1. EOC prep - 7-point rubric for extended response
2. Act V - finish Romeo and Juliet; fill in CSI tracker.
3. Lead-in Powerpoint
4. Fill in essay graphic organizer
Homework: Finish graphic organizer. Original piece and reflection #9 for portfolio
Thursday, April 20
1. Lab 9234 to type essay as timed writing for EOC prep
Homework: Study for tomorrow's vocabulary quiz unit 5. Original piece and reflection #10 for portfolio
Friday, April 21
1. Vocabulary Unit 5 quiz
2. Peer editing Romeo and Juliet essay
3. Revise Romeo and Juliet essay
4. Update portfolio
Homework: Revision pieces and reflections #3 and #4
*Final copy of Romeo and Juliet essay due Monday, April 24.
Planning Your Week:
NIGHTLY portfolio work - final portfolio due Friday April, 28
Tuesday, April 18 - Introductory paragraph to R&J essay due by end of class
Thursday, April 20 - Romeo and Juliet rough draft due by end of class
Friday, April 21 - Vocabulary Unit 5 quiz
Learning Goals and Focus Standards:
Learning Goals: Develop skills for analyzing the poetry of Shakespeare. Write an argumentative essay. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, April 17
1. EOC practice – technology enhanced sample questions
2. Discuss Romeo and Juliet essay topic
3. Finish Act III of Romeo and Juliet; fill in CSI Tracker
Homework: Finish vocabulary Unit 5 exercises.
Tuesday, April 18
1. EOC practice - extended constructed response (aka narrative) sample question
2. Act IV; fill in CSI tracker.
3. Writing an introductory paragraph for Romeo and Juliet essay
Homework: Original piece and reflection #8 for portfolio
Wednesday, April 19
1. EOC prep - 7-point rubric for extended response
2. Act V - finish Romeo and Juliet; fill in CSI tracker.
3. Lead-in Powerpoint
4. Fill in essay graphic organizer
Homework: Finish graphic organizer. Original piece and reflection #9 for portfolio
Thursday, April 20
1. Lab 9234 to type essay as timed writing for EOC prep
Homework: Study for tomorrow's vocabulary quiz unit 5. Original piece and reflection #10 for portfolio
Friday, April 21
1. Vocabulary Unit 5 quiz
2. Peer editing Romeo and Juliet essay
3. Revise Romeo and Juliet essay
4. Update portfolio
Homework: Revision pieces and reflections #3 and #4
*Final copy of Romeo and Juliet essay due Monday, April 24.
April 24-28
Planning Your Week:
NIGHTLY portfolio work - final portfolio due Friday April, 28
Wednesday, April 26 – Final draft of Romeo and Juliet essay due (date changed as students needed more time)
Learning Goals and Focus Standards:
Learning Goals: Analyze The Odyssey. Determine/argue if Odysseus is an epic hero. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, April 24
1. EOC grammar review and vocabulary
2. Analyzing a sample essay to help format your Romeo and Juliet essay
3. Concluding paragraph of Romeo and Juliet essay
4. Introduce The Odyssey. View Powerpoint and complete guided notes.
Homework: Final draft and writing process sheets of Romeo and Juliet essay due Wednesday, April 26
Tuesday, April 25
1. EOC grammar review and vocabulary
2. Peer revision of Romeo and Juliet essay
3. Read “The Lotus Eaters” (pp. 1048-1049 of textbook) and complete character chart and literary analysis of the epic hero
Homework: Final draft and writing process sheets of Romeo and Juliet essay due tomorrow
Wednesday, April 26
1. EOC grammar review and vocabulary
2. Read “The Cyclops” (pp. 1050-1063 of textbook) and complete character chart and literary analysis of the epic hero
Thursday, April 27
1. EOC grammar review and vocabulary
2. Read “The Sirens” (pp. 1071-1073 of textbook) and complete character chart and literary analysis of the epic hero
Friday, April 28
1. EOC grammar review and vocabulary
2. Read “Scylla and Charybdis” (pp. 1073-1076 of textbook) and complete character chart and literary analysis of the epic hero
*Analysis charts due
Planning Your Week:
NIGHTLY portfolio work - final portfolio due Friday April, 28
Wednesday, April 26 – Final draft of Romeo and Juliet essay due (date changed as students needed more time)
Learning Goals and Focus Standards:
Learning Goals: Analyze The Odyssey. Determine/argue if Odysseus is an epic hero. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSEL9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Monday, April 24
1. EOC grammar review and vocabulary
2. Analyzing a sample essay to help format your Romeo and Juliet essay
3. Concluding paragraph of Romeo and Juliet essay
4. Introduce The Odyssey. View Powerpoint and complete guided notes.
Homework: Final draft and writing process sheets of Romeo and Juliet essay due Wednesday, April 26
Tuesday, April 25
1. EOC grammar review and vocabulary
2. Peer revision of Romeo and Juliet essay
3. Read “The Lotus Eaters” (pp. 1048-1049 of textbook) and complete character chart and literary analysis of the epic hero
Homework: Final draft and writing process sheets of Romeo and Juliet essay due tomorrow
Wednesday, April 26
1. EOC grammar review and vocabulary
2. Read “The Cyclops” (pp. 1050-1063 of textbook) and complete character chart and literary analysis of the epic hero
Thursday, April 27
1. EOC grammar review and vocabulary
2. Read “The Sirens” (pp. 1071-1073 of textbook) and complete character chart and literary analysis of the epic hero
Friday, April 28
1. EOC grammar review and vocabulary
2. Read “Scylla and Charybdis” (pp. 1073-1076 of textbook) and complete character chart and literary analysis of the epic hero
*Analysis charts due
May 1-5
Monday-Wednesday - EOC testing
Thursday-Friday - watch a film
Monday-Wednesday - EOC testing
Thursday-Friday - watch a film
unit_6_ppt_presentation.pptx |
The reading schedule (classwork and homework) reading schedule for The Five People You Meet in Heaven is below:
the_five_people_reading_schedule.docx |
May 8-12
Planning Your Week:
*Finish the reading when assigned from The Five People You Meet in Heaven for homework.
*Complete the corresponding response journal to the five lessons in The Five People You Meet in Heaven.
Monday, May 8
Planning Your Week:
*Finish the reading when assigned from The Five People You Meet in Heaven for homework.
*Complete the corresponding response journal to the five lessons in The Five People You Meet in Heaven.
Monday, May 8
- Begin practice with Unit 6 vocabulary.
- Read, analyze, and discuss The Five People You Meet in Heaven.
- Complete response journal for The Five People You Meet in Heaven.
- Describe the characters and explain why they are important to Eddie.
- List three examples of figurative language from today’s reading, including the quote, page number, and label.
- Determine and explain internal and external conflicts.
- Find one word subject/topic for this section.
- Describe the lesson learned by Eddie in this section.
- Compose written response. Choose one of the statements from your response journal packet and write at least one paragraph responding to it with original ideas that you have concerning the statement from your own experiences and the characters in the novel.
- Continue practice with Unit 6 vocabulary.
- Read, analyze, and discuss The Five People You Meet in Heaven.
- Complete response journal for The Five People You Meet in Heaven.
- Describe the characters and explain why they are important to Eddie.
- List three examples of figurative language from today’s reading, including the quote, page number, and label.
- Determine and explain internal and external conflicts.
- Find one word subject/topic for this section.
- Describe the lesson learned by Eddie in this section.
- Compose written response. Choose one of the statements from your response journal packet and write at least one paragraph responding to it with original ideas that you have concerning the statement from your own experiences and the characters in the novel.
- Continue practice with Unit 6 vocabulary.
- Read, analyze, and discuss The Five People You Meet in Heaven.
- Complete response journal for The Five People You Meet in Heaven.
- Describe the characters and explain why they are important to Eddie.
- List three examples of figurative language from today’s reading, including the quote, page number, and label.
- Determine and explain internal and external conflicts.
- Find one word subject/topic for this section.
- Describe the lesson learned by Eddie in this section.
- Compose written response. Choose one of the statements from your response journal packet and write at least one paragraph responding to it with original ideas that you have concerning the statement from your own experiences and the characters in the novel.
- Continue practice with Unit 6 vocabulary.
- Read, analyze, and discuss The Five People You Meet in Heaven.
- Complete response journal for The Five People You Meet in Heaven.
- Describe the characters and explain why they are important to Eddie.
- List three examples of figurative language from today’s reading, including the quote, page number, and label.
- Determine and explain internal and external conflicts.
- Find one word subject/topic for this section.
- Describe the lesson learned by Eddie in this section.
- Compose written response. Choose one of the statements from your response journal packet and write at least one paragraph responding to it with original ideas that you have concerning the statement from your own experiences and the characters in the novel.
- Continue practice with Unit 6 vocabulary.
- Read, analyze, and discuss The Five People You Meet in Heaven.
- Complete response journal for The Five People You Meet in Heaven.
- Describe the characters and explain why they are important to Eddie.
- List three examples of figurative language from today’s reading, including the quote, page number, and label.
- Determine and explain internal and external conflicts.
- Find one word subject/topic for this section.
- Describe the lesson learned by Eddie in this section.
- Compose written response. Choose one of the statements from your response journal packet and write at least one paragraph responding to it with original ideas that you have concerning the statement from your own experiences and the characters in the novel.
unit_6_ppt_presentation.pptx |
playlist_assignment.doc |
May 15-19
Planning Your Week:
Wednesday – Written deliverables due by end of class for The Five People You Meet in Heaven
Thursday – Sociogram of The Five People You Meet in Heaven due
Friday – Vocabulary Unit 6 quiz; playlist assignment due
Monday, May 15
1. Read pg. 146-163 of The Five People You Meet in Heaven
2. Complete Section 3 and begin Section 4 of written deliverables for the novel
Tuesday, May 16
1. Read pg. 171-178 of The Five People You Meet in Heaven
2. Complete Section 4 and begin Section 5 of written deliverables for the novel
3. Work on sociogram
4. Plan for playlist summative assessment with partner
Homework: Read pg. 179-184 of The Five People You Meet in Heaven
Wednesday, May 17
1. Finish reading The Five People You Meet in Heaven
2. Complete the written deliverables and sociogram of the novel (must be complete by end of class to work on playlist assignment with partner; otherwise, completed individually).
3. Plan for playlist summative assessment with partner
Thursday, May 18
1. Computer lab to complete playlist assignment
Homework: Playlist assignment due tomorrow. Unit 6 vocab quiz tomorrow.
Friday, May 19
1. Vocabulary unit 6 quiz
2. Look at “Letters to Self” written at the beginning of the semester
3. Watch The Five People You Meet in Heaven
Planning Your Week:
Wednesday – Written deliverables due by end of class for The Five People You Meet in Heaven
Thursday – Sociogram of The Five People You Meet in Heaven due
Friday – Vocabulary Unit 6 quiz; playlist assignment due
Monday, May 15
1. Read pg. 146-163 of The Five People You Meet in Heaven
2. Complete Section 3 and begin Section 4 of written deliverables for the novel
Tuesday, May 16
1. Read pg. 171-178 of The Five People You Meet in Heaven
2. Complete Section 4 and begin Section 5 of written deliverables for the novel
3. Work on sociogram
4. Plan for playlist summative assessment with partner
Homework: Read pg. 179-184 of The Five People You Meet in Heaven
Wednesday, May 17
1. Finish reading The Five People You Meet in Heaven
2. Complete the written deliverables and sociogram of the novel (must be complete by end of class to work on playlist assignment with partner; otherwise, completed individually).
3. Plan for playlist summative assessment with partner
Thursday, May 18
1. Computer lab to complete playlist assignment
Homework: Playlist assignment due tomorrow. Unit 6 vocab quiz tomorrow.
Friday, May 19
1. Vocabulary unit 6 quiz
2. Look at “Letters to Self” written at the beginning of the semester
3. Watch The Five People You Meet in Heaven