English-9A (Freshman English)
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All assignments are due the following
class day unless stated. |
ATTENTION: DON’T WORK TOO FAR AHEAD AS FUTURE ASSIGNMENTS ARE SUBJECT TO CHANGE!
NOTE: Vocabulary and Spelling Quizzes are every Friday: Lists Practice Resources
Updated: Tuesday, September 11, 2012
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After the classroom greeting (handshake) and 5 minute Journaling, |
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students have a 2-3 minute daily activity: |
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Mondays: Minute Mystery |
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Tuesdays: Good News |
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Wednesdays: Community Builder - Variety of group exercises intended to promote trust, respect and community within the classroom. |
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Thursdays: Minute Mystery -Develops analytical thinking, deductive reasoning, and problem solving skills |
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Fridays: Good News -Three students are chosen to stand and state something good that has happened to them this week. |
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· QUARTER 1 |
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Date |
Objective |
Day |
Subject / Notes /
Lesson |
Read / Website
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Assignment |
Journal |
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9/4 |
·
The student will understand the course
expectations, classroom policies, and homework procedures. |
1 |
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9/5 |
·
The student will understand the course
expectations, classroom policies, and homework procedures. |
2 |
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9/6 |
· Student will demonstrate the use of the Dewey decimal system, IMC
resources, and placement of resources in the IMC. |
3 |
IMC Lesson Scavenger Hunt |
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IMC Scavenger Hunt
Handout due Day 7 |
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9/7 |
·
The student will present a speech
using a “bag” of objects which visually represent different events or
important aspects of their life. · The student will introduce themselves, use appropriate volume, and
speak within the required time limits. |
4 |
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IMC Scavenger Hunt due
Day 7 |
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9/10 |
·
The student will present a speech
using a “bag” of objects which visually represent different events or
important aspects of their life. · The student will introduce themselves, use appropriate volume, and
speak within the required time limits. |
5 |
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9/11 |
· Maps Testing · Student will find a
book for Reading Friday and a future book report. |
6 |
MAPS Testing in IMC |
None |
None |
No
Journal |
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9/12 |
·
The student will present a speech
using a “bag” of objects which visually represent different events or
important aspects of their life. · The student will introduce themselves, use appropriate volume, and
speak within the required time limits. |
7 |
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· Student will demonstrate the
use of multiple strategies to increase their vocabulary · Student will be able
to take Cornell notes on the short story unit and be able to identify and/or
define: short story, its structure (The framework that determines how a story
is put together), basic history, and plot (The sequence of action). |
8 |
Vocabulary Words
Explained As partners: look-up
the definitions using the classroom dictionaries (10 min) -------------------- Lecture/Discussion: Plot diagram – Parts
of a Short Story |
-------------- TLOL pgs. 23-25 |
----------------------- Sentences Due Tomorrow |
Day
92: I
predict that I will earn a grade of ____ for quarter 3 in the subject
__________. Give a prediction for every class you have. Then
state which class will be your most difficult and why. |
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· Student will be able
to take Cornell notes on the short story unit and be able to identify and/or
define: exposition, setting, characters, indirect and direct characterization
(flat, round, static and dynamic), the protagonist, and the antagonist. |
93 |
Lecture/Discussion: Exposition: Setting,
Characterization |
--------------- TLOL pgs. 23-25 |
Sentences Due Today |
Day
93: "High
fashion has the shelf life of potato salad." What does that mean? Is it
true? Why or why not? Give examples. |
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· Student will be able
to define the words from vocabulary list #15 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be
able to read a book of their choice |
94 |
Vocabulary / Spelling
Quiz #15 ----------------- In Class Reading (40
min) |
None |
None |
Day
94: People
always say to “just be your self.” What does
that mean and is it possible to do that all the time? Explain your
answer. |
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· Student will demonstrate the
use of multiple strategies to increase their vocabulary · Student will be able
to take Cornell notes on the short story unit and be able to identify and/or
define: short story, its structure (The framework that determines how a story
is put together), basic history, and plot (The sequence of action). |
95 |
Vocabulary Words
Explained As partners: look-up
the definitions using the classroom dictionaries (10 min) -------------------- Climax and Dénouement |
Quiz Day 99 --------------- Sentences Due Day 97 |
Day
95: Describe
a time you were very sick. |
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· Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able
to understand “context clues” and be able to identify their use in a
sentence. |
96 |
In Class: Context Clues
– Vocabulary in Action ----------------------- In Class Discuss: Read
The Necklace |
TLOL pgs. 27-34 |
Quiz Day 99 --------------- TLOL Vocabulary in Action ------------ Pg. 35 Do Think Critically
#2-4 |
Day
96: What
would you do if we had a snow day tomorrow? Would you still want one even if
you had to make up the lost school day? Explain your answer |
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· Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able to
understand and appreciate a classic short story (literary analysis) · Students will be able
to examine plot in a short story. · Students will be able to
identify and examine cause and effect (active reading) |
97 |
In Class Discuss: Read
The Necklace A short movie version:
The Necklace A home made version: |
TLOL pgs. 27-34 |
Quiz Day 99 ----------------- TLOL : Pg. 35 Do Think Critically
#2-4 Due Day 18 ---------------- Journal Check: Day 24 |
Day
97: Tell your feelings about death and/or a funeral. |
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· Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able to
understand and appreciate a classic short story (literary analysis) · Students will be able
to examine plot in a short story. · Students will be able to
identify and examine cause and effect (active reading) |
98 |
In Class Discuss: Read
“Marigolds” --------- Do TLOL page 85:
“Think Critically” #2, 3, 4, 5 |
TLOL pgs. 74-84 |
Quiz Day 99 ----------- Finish Reading at home
“Marigolds” ----------- TLOL : Pg. 85 Do Think Critically
#2-5 Due Tomorrow |
Day
98: If I could give one piece of advice to any person in history,
that advice would be... |
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· Student will be able
to define the words from vocabulary list #15 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be
able to read a book of their choice |
99 |
Vocabulary / Spelling
Quiz #16 ----------------- In Class Reading (40
min) |
None |
None |
Day
99: Who do you want to win the Super Bowl? Give your
impressions about the Super Bowl, your opinion about football teams, or your
feelings about football as a whole. |
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· MAP Reading Assessment |
100 |
MAPS Testing in IMC |
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Day 100: The best
lesson my grandparent (or parent or any relative) ever taught me was... |
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· Student will demonstrate the
use of multiple strategies to increase their vocabulary · Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able to
understand and appreciate a classic short story (literary analysis) · Students will be able
to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to
predict events in a story (active reading) · Student will be able to
identify and explain how an author uses writing devices in literature |
101 |
Short Story: --------------------- Vocabulary Words
Explained As partners: look-up
the definitions using the classroom dictionaries (10 min) --------------------- In Class Discuss: |
----------- TLOL pgs. 39-57 |
Quiz Day 104 ------------- Answer Questions on: |
Day 101: Tell
five things you'd like to do on your next birthday. |
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· Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able to
understand and appreciate a classic short story (literary analysis) · Students will be able
to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to
predict events in a story (active reading) · Student will be able to
identify and explain how an author uses writing devices in literature
(imagery, suspense, tone, mood, hyperbole) |
102 |
Short Story Writing Devices
Part 1: Imagery, suspense,
tone, --------------------- In Class: Discuss: |
----------- TLOL pgs. 39-57 |
Quiz Day 104 ------------- Answer Questions on: |
Day 102: Imagine a
friend of yours is considering whether to take steroids. What would you tell
that friend to persuade him or her not to do that? |
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· Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able to
understand and appreciate a classic short story (literary analysis) · Students will be able
to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to
predict events in a story (active reading) · Student will be able to
identify and explain how an author uses writing devices in literature
(narrator, point-of-view, flashback) |
103 |
With a partner, do TLOL P. 59 Vocabulary in action
1-5 (in class) -------------------- Short Story Writing Devices
Part 2: Narrator,
point-of-view, flashback --------------------- In Class Discuss: |
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TLOL P. 59 Vocabulary in Action
1-5 ------------- Quiz Day 104 ------------- Answer Questions on: |
Day
103: In 20 years, I will be... |
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· Student will be able
to define the words from vocabulary list #17 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be
able to read a book of their choice |
104 |
Vocabulary / Spelling
Quiz #17 ----------------- In Class Reading (40
min) |
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Answer Questions on: |
Day
104: Share
your 24 hour “unfinished Business” story |
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· Student will demonstrate the
use of multiple strategies to increase their vocabulary · Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able to
understand and appreciate a classic short story (literary analysis) · Students will be able
to recognize the author’s use of conflict in the story (literary analysis). · Student will be able
to identify in literature and be able to use “vivid verbs” and colorful
adjectives and adverbs in their own writing. |
105 |
Vocabulary / Spelling
Quiz #18 Explained ----------------------- As partners: look-up
the Vocabulary / Spelling List #18 definitions using the classroom
dictionaries (10 min) ----------------------- In Class Discuss: --------------------- Grammar in Context (in
class) |
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Answer Questions on: ------- Quiz Day 109 ------------- |
Day
105: I was most angry when... |
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· Students will be able
to plot diagram the story and be able to identify the structure. · Students will be able to
understand and appreciate a classic short story (literary analysis) · Students will be able
to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to
predict events in a story (active reading) · Student Will be able to
compare and contrast events in a story using a Venn Diagram |
106 |
In Class: Discuss --------------------- With a partner, make a
Venn Diagram which
shows the comparison/contrast of the two hunters (LTOT p. 1155) |
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Venn Diagram
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Answer Questions on: Tomorrow ---------------- Comparison/Contrast Venn Diagram of the two
hunters due ------- Quiz Day 109 |
Day
106: Free Write |
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· Students will be able
to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to
predict events in a story (active reading) · Student will be able to
compare and contrast events in a story using a Venn Diagram · Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
107 |
In Class: Discuss --------------------- Explain: Comparison / contrast
the book with the screen play (movie) which were written by the same author ------------------ Review for Unit Test |
---------- TLOL p. 390-393
Comparison/Contrast Essay |
------- Quiz Day 109 ------------- Comparison/Contrast Venn Diagram of the
two hunters due |
Day
107: Tell about an event in your life that has caused a change in
you. |
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· Unit Test: Topics -
Marigolds/Necklace/Most Dangerous Game/Short Story Terms |
108 |
Story Test #1 (Topics:
Marigolds/Necklace/Most Dangerous Game/Short Story Terms) |
---------- TLOL p. 390-393
Comparison/Contrast Essay |
Quiz Tomorrow |
Day 108: My worst
mistake was... |
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· Student will be able
to define the words from vocabulary list #18 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be
able to read a book of their choice |
109 |
Vocabulary / Spelling
Quiz #18 ----------------- In Class Reading (40
min) |
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Comparison / Contrast
Essay |
Day 109: Do you
believe in love at first sight? |
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· Student will demonstrate the
use of multiple strategies to increase their vocabulary · Student will be able to
compare and contrast events in a story using a Venn Diagram · Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
110 |
Vocabulary / Spelling
Quiz #19 Explained ----------------------- As partners: look-up
the Vocabulary / Spelling List #18 definitions using the classroom
dictionaries (10 min) ----------------------- View movie in class: The Most Dangerous
Game ------------------------ Explain: Comparison / contrast
the book with the screen play (movie) which were written by the same author ------------------ Explain comparison /
contrast Template in class. |
The Most Dangerous
Game (movie)
------------- Comparison / Contrast
---------- TLOL p. 390-393
Comparison/Contrast Essay |
“The
Most Dangerous Game” Movie vs. Book Venn Diagram
Due Day 113 -------- Quiz Day 114 |
Day 110: Describe a dream that you had recently. Provide
as many details as possible. |
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· Student will be able to
compare and contrast events in a story using a Venn Diagram · Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
111 |
View movie The Most Dangerous
Game |
The Most Dangerous
Game (movie)
------------- Comparison / Contrast
---------- TLOL p. 390-393
Comparison/Contrast Essay |
“The Most
Dangerous Game” Movie vs. Book Venn Diagram
Due Day 113 ----------- Quiz Day 114 ---------- Comparison / Contrast
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Day 111: If you could design one room in a house to suit
only your needs, what would it look like? (For example, would someone have a
desk made of chocolate?) |
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· Student will be able to
compare and contrast events in a story using a Venn Diagram · Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
112 |
Finish movie The Most Dangerous
Game ---------------- As partners: Create a
Venn Diagram about the Short Story and Movie The Most
Dangerous Game ---------------------------- Work in class writing
the rough draft for the |
Venn Diagram
--------- ------------ Format
outlines -------------------- TLOL p. 390-393
Comparison/Contrast Essay |
“The Most
Dangerous Game” Movie vs. Book Venn Diagram
Due Tomorrow ---------------- Quiz Day 114 ---------- Comparison / Contrast
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Day 112: Do you believe in love at first sight? Explain
your response |
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· Student will be able to
compare and contrast events in a story using a Venn Diagram · Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
113 |
Collect Venn Diagram
of --------------- Explain and
demonstrate ------------- Pass out comparative/contrast
--------------- Prewriting exercise:
Work on outline in class. When finished, begin rough draft |
--------------- Format
outlines
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Comparison / Contrast
Essay Rough Draft Due Day Due Day 116 Final Draft Due Day
120 -------- Tomorrow |
Day 113: If you and your best friend could have a free limo for 24
hours, where would you go and what would you do? |
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· Student will be able
to define the words from vocabulary list #18 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be able to
read a FICTION book of their choice |
114 |
Vocabulary Quiz #19 ----------------- In Class Reading (40
min) |
None |
Comparison / Contrast
Essay Rough Draft Due Day Due Day 116 Final Draft Due Day
120 |
Day 114: You have the freedom to travel to any city or country in the
world. Where would you go and why? |
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· Student will demonstrate the
use of multiple strategies to increase their vocabulary · Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
115 |
Vocabulary / Spelling
Quiz #20 Explained ------------------- As partners: look-up the
Vocabulary / Spelling List #20 definitions using the classroom dictionaries;
put the word in a sentence; Write a sentence using words 1-10 (10 min) --------------- Prewriting exercise:
Work on outline in class. When finished, begin rough draft |
Format
outlines
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Comparison / Contrast
Essay Rough Draft Due Tomorrow Final Draft Due Day
120 ---------------- Quiz Day 122 |
Day 115: What would you do if you were president of the |
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· Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
116 |
Check Comparison / Contrast
Essay Rough Drafts -------------- Work in IMC (library)
on computers typing the Comparison / Contrast
Essay |
Format
outlines
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Comparison / Contrast
Essay Final Draft Due ---------- Quiz Day 122 |
Day 116: You have an extra $100,000
to give away; you cannot spend it on yourself. What would you do with the
money? |
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· Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
117 |
Work in IMC (library)
on computers typing the Comparison / Contrast
Essay |
Format
outlines
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Comparison / Contrast
Essay Final Draft Due ---------- Quiz Day 122
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Day
117: The
qualities that make a best friend are... |
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· Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
118 |
Work in IMC (library)
on computers typing the Comparison / Contrast
Essay |
Format
outlines
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Comparison / Contrast
Essay Final Draft Due ---------- Quiz Day 122 |
Day
118: If
you were an insect, what kind would you be and why? |
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· NO SCHOOL |
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· NO SCHOOL |
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· Student will be able to
understand and use the comparison contrast essay template · Student will write a
comparison contrast paper analyzing the screenplay and short story “The Most
Dangerous Game.” |
119 |
Work in IMC (library)
on computers typing the Comparison / Contrast
Essay |
Format
outlines
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Comparison / Contrast
Essay Final Draft Due ---------- Quiz Day 122 |
Day
119: Describe
your room at home in detail. What are you proudest of and why |
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· Student will be able
to understand and appreciate a short story (Literary Analysis). · The student will
be able to identify inferences within the story (Active Reading). |
120 |
Collect Comparison / Contrast
Papers ------------------- Preview: Write down
everything you know about the Vietnam War ---------------- Watch brief video on
the --------------- Video from the Vietnam War ------------- Personal testimonies: On Patrol;
Hamburger
Hill, Tet Offensive, Frontline
Reporter, Nurse Discuss: Inference,
Major and Minor Characters (Pass out inference chart) --------------- In class discuss/read:
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Study
Questions
---------- ---------- --------- “Where
Have You Gone, Charming Billy?”
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Quiz Day 122 |
Day
120: What
is something you dislike about yourself? |
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· Student will be able
to identify the Thematic Link (wars versus personal conflict) in the short
story. · Student will examine
character in a short story and be able to identify the major and minor
characters and be able to explain the author’s use of direct or implied
characterization in the story (Literary Analysis). · The student will
be able to identify inferences within the story (Active Reading). |
121 |
Building Background for “Where
Have You Gone, Charming Billy?” --------------- Additional Background Material --------------- Pass out study
questions for “Where Have You Gone, Charming Billy?” |
None
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Quiz Day 122
------------
Study Questions and Inference Chart |
Day
121: If
you could in any city in |
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· Student will be able
to define the words from vocabulary list #20 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th grade
curriculum). · Student will also be
able to read a fiction book of their choice (at least 100 pages) and
at their reading level and be able to identify the plot structure and
elements (including exposition, inciting moment, rising action, climax, falling
action, dénouement) and characterization in the story. · Student will learn to enjoy
sustained silent reading |
122 |
Vocabulary / Spelling
Quiz #20 ----------------- In Class Reading (40
min) |
“Where
Have You Gone, Charming Billy?”
------------- Study
Questions
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Study Questions and Inference Chart |
Day
122: Tell
about something you believe very strongly in (religion, country, philosophy,
etc). |
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· Counselor’s Presentation |
123 |
Counselor’s Presentation: Day 1/3 |
“Where
Have You Gone, Charming Billy?”
------------- Study
Questions
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Study Questions and Inference Chart |
Day
123: What
is something you do well? |
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· Counselor’s Presentation |
124 |
Counselor’s Presentation: Day 2/3 |
“Where
Have You Gone, Charming Billy?”
------------- Study
Questions
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Study Questions and Inference Chart |
Day 124: FREE WRITE |
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· Student will demonstrate the
use of multiple strategies to increase their vocabulary · Student will be able
to identify the parts of speech in a sentence and be able to use adverbs
appropriately. |
125 |
Vocabulary / Spelling
Quiz #21 Explained ------------------- As partners: look-up the
Vocabulary / Spelling List #21 definitions using the classroom dictionaries;
write a sentence using vocabulary words 1-6 (5 min) ---------------- Collect Inference Chart --------------- As Partners: TLOL p. 73 #1-4
Grammar in Context “Adverbs” ( --------------- Assignment: read “The Osage
Orange Tree” (TLOL p.105-110); Write a 100 word minimum Plot Summary – due
Day 128 --------------- Discuss “The
Osage Orange Tree” and peer pressure |
Osage
Oranges
------ -------- Peer
Pressure
----- |
Quiz Day 127
-------- Vocabulary Sentences |
Day 125: The commercial says, “Like a good
neighbor, State Farm is there.” What is a good neighbor? Describe it in detail. |
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· Counselor’s Presentation · Student will be able
to summarize the plot of a short story. |
126 |
Counselor’s
Presentation Day 3/3 ---------- Collect Sentences 1-5 ---------- Assignment: read “The Osage
Orange Tree” (TLOL p.105-110); Write a 100 word minimum Plot Summary – due
Day 128 |
None
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Quiz Day 127
--------- Read “The Osage Orange
Tree” (TLOL p.105-110); Write a 100 word minimum Plot Summary – |
Day 126: |
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· Student will be able
to define the words from vocabulary list #21 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be
able to read a fiction book of their choice (at least 100 pages) and
at their reading level and be able to identify the plot structure and
elements (including exposition, inciting moment, rising action, climax,
falling action, dénouement) and characterization in the story. · Student will learn to enjoy
sustained silent reading |
127 |
ALL LATE OR MISSING
ASSIGNMENTS OR EXAMS DUE TODAY ---------------- Vocabulary / Spelling
Quiz #21 ----------------- In Class Reading (40
min) |
None |
Read “The Osage Orange Tree” (TLOL p.105-110); Write a 100 word minimum
Plot Summary – |
Day 127: Describe something green at your home, at school,
in your locker, or that you are currently wearing. Be specific in your
description. Use “colorful” adjectives. |
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· Student will be able
to appreciate the works of a great American literary figure. · Students will be able
to interpret how personal events in Poe’s life influenced his literary works. |
128 |
Collect the Plot
Summaries ----------- Vocabulary / Spelling
Quiz #22 Explained ------------------- As partners: look-up the
Vocabulary / Spelling List #22 definitions using the classroom dictionaries;
put the word in a sentence; Write a sentence using words 1-10 (10 min) ------------------ Discussion/Introduction to Video: The Terror of Poe Pt. 1 (Includes segments
from his actual stories) |
Poe Biography: Power Point
Notes
--------
---------- |
Quiz Day 132
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Day 128: What is your favorite time of day? |
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· Student will be able
to appreciate the works of a great American literary figure. · Students will be able
to interpret how personal events in Poe’s life influenced his literary works. · Students will be able
to gain information on Poe’s impact on the genre’s of poetry, short fiction,
and the detective story. · Students will be able
to see the framework for an author study. |
129 |
Discussion/Introduction to Video: The Terror of Poe Pt. 2 (Includes segments
from his ------------------- |
Poe Biography: Power Point
Notes
----- |
Quiz Day 132
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Day 129: What is your idea of a dull evening? |
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· Student will be able
to appreciate the works of a great American literary figure. · Students will be able
to interpret how personal events in Poe’s life influenced his literary works. · Students will be able
to gain information on Poe’s impact on the genre’s of poetry, short fiction,
and the detective story. · Students will be able
to see the framework for an author study. |
130 |
Poe Biography: Power Point
Notes ------------------------ Video: Biography of Poe Pt. 1 |
Poe Biography: Power Point
Notes
----- Poe Poems & Stories
--------
Biography
Video
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Quiz Day 132
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Day 130: What is the best way to treat meddlesome people? |
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· Student will be able
to appreciate the works of a great American literary figure. · Students will be able
to interpret how personal events in Poe’s life influenced his literary works. · Students will be able
to gain information on Poe’s impact on the genre’s of poetry, short fiction,
and the detective story. · Students will be able
to see the framework for an author study. |
131 |
Video: Biography of Poe Pt. 2 |
Poe Biography: Power Point
Notes
----- Poe Poems & Stories
--------
Biography
Video
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Quiz Day 132
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Day 131: What is something you are optimistic about? |
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· Student will be able
to define the words from vocabulary list #22 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be
able to read a fiction book of their choice |
132 |
Vocabulary / Spelling
Quiz #22 ----------------- In Class Reading (40
min) |
None
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None |
Day 132: What is something you are pessimistic about? |
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· QUARTER 2 |
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|
Date |
Objective |
Day |
Subject / Notes /
Lesson |
Read / Website
|
Assignment |
Journal |
|
|
· Student will be able
to appreciate the works of a great American literary figure. · Students will be able
to interpret how personal events in Poe’s life influenced his literary works. · Students will be able
to see the framework for an author study. |
133 |
Vocabulary / Spelling
Quiz #23 Explained ------------------- As partners: look-up the
Vocabulary / Spelling List #23 definitions using the classroom dictionaries;
put the word in a sentence; Write a sentence using words 1-10 (10 min) ------------------ Video: Biography of Poe Pt. 3 ------------------ Read in class:
TLOL p. 207-215 |
Poe Biography: Power Point
Notes
----- Poe Poems & Stories
--------
-------- Notes: The Cask of Amontillado
------ |
Quiz Day 137 |
Day 133: What is your most indispensable possession and why? |
|
|
· Student will be able
to appreciate the works of a great American literary figure. · Student will be able
to understand and appreciate a classic horror story (Literary Analysis). · Student will be able
to identify and examine mood in a short story (Literary Analysis). · Student will be able
to make inferences about a short story (Active reading). · Student will be able
to gain information on Poe’s impact on the genre’s of short fiction and the detective
story. |
134 |
Explain how “mood” is
an important aspect an author uses in a short story.
-----------
Lecture/Discussion;
|
Poe Biography: Power Point
Notes
----- Poe Poems & Stories
--------
-------- Notes: The Cask of Amontillado
|
Quiz Day 137 |
Day 134: What is the meaning of "He laughs best who laughs
last"? |
|
|
· Student will be able
to appreciate the works of a great American literary figure. · Student will be able
to understand and appreciate a classic horror story (Literary Analysis). · Student will be able
to identify and examine mood in a short story (Literary Analysis). · Student will be able
to make inferences about a short story (Active reading). · Student will be able
to gain information on Poe’s impact on the genre’s of short fiction and the
detective story. |
135 |
------------ Read in class: The
Story behind “The Cask of Amontillado” TLOL p.215 ----------- Video: Biography of Poe Pt. 4
|
Poe Poems & Stories
|
Quiz Day 137 |
Day 135: What is your favorite song and why? |
|
|
· Student will be able
to appreciate the works of a great American literary figure. · Student will be able
to understand and appreciate a classic horror story (Literary Analysis). · Student will be able
to identify and examine mood in a short story (Literary Analysis). · Student will be able
to make inferences about a short story (Active reading). · Student will be able
to gain information on Poe’s impact on the genre’s of short fiction and the
detective story. · Students will be able
to see the framework for an author study. |
136 |
Lecture/Discussion;
|
Notes: Tell Tale Heart Summary
----- Poe Poems & Stories
|
Quiz Day 137 |
Day 136: What is the best birthday present you ever received? |
|
|
· Student will be able
to define the words from vocabulary list #23 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will also be
able to read a fiction book of their choice |
137 |
Vocabulary / Spelling
Quiz #23 ----------------- In Class Reading (40
min) |
Poe Poems & Stories
|
Poe Unit Test Day 141 |
Day 137: What is your favorite holiday? What makes this holiday
special? |
|
|
· Student will be able
to appreciate the works of a great American literary figure. · Students will be able
to understand and appreciate three classic poems (Literary Analysis). · Students will be able
to identify sound devices in poetry: Rhyme, Alliteration, Assonance (Literary
Analysis). · Students will be able
to use strategies to understand poetry (Active reading). · Students will be able
to gain information on Poe’s impact on the genre’s of poetry. |
138 |
No Vocabulary List This
Week ---------- Read Poe’s Poetry: Video: Annabel Lee -------- Show examples of how
the ----------- Read: TLOL p. 198-206 Do: p.204 #1-4; p. 206
#1-2. ----------- Read out loud in class
(to hear the “musical quality:” TLOL p. 200 |
Poe Poems & Stories
------- Video: Annabel Lee ------- Video: The Bells -------- Audio Book: |
Due: Tomorrow: Read: p. 198-206 Do: p.204 #1-4; ----------- Poe Unit Test Day 141 |
Day 138: What is your favorite book and why? |
|
|
· Student will be able
to appreciate the works of a great American literary figure. · Students will be able
to understand and appreciate three classic poems (Literary Analysis). · Students will be able
to identify sound devices in poetry: Rhyme, Alliteration, Assonance (Literary
Analysis). · Students will be able
to use strategies to understand poetry (Active reading). · Students will be able
to gain information on Poe’s impact on the genre’s of poetry. |
139 |
Read in class: ------ Show the Tree of
Terror episode of The
Simpsons -------
Show examples of Poe’s
|
Text: The Raven
-------- Simpsons’ Audio
Version: The Raven ------ Simpson’s Video Version (4
minutes into video) : ------ Poe Poems & Stories
|
Poe Unit Test Day 141 |
Day 139: What are your families’ traditions during Spring
break (Easter)? |
|
|
· Student will be able
to draw conclusions and make judgments about various aspects of a piece of
writing. · Student will be to
write a short story (detective story). · Student will be able
to use a written text as a model for writing. · Student will be able
to revise a draft to add figurative language. · |
140 |
Read the “Letter to Maria Clemm” TLOL pg. 205 ----------- Review Poe Biography ------------ Assignment: Write your own ------------ Review for Poe Unit test |
Poe Poems & Stories
------- |
Poe Unit Test ------- Two Minute Mystery
detective story (about 500 words) double-space typed |
Day 140: What is something that really bugs you? |
|
|
· Unit Test |
141 |
Edgar Allen Poe Unit
Test |
|
Two Minute Mystery
detective story (about 500 words) double-space typed |
Day
141:
Free Write |
|
|
· NO SCHOOL |
|
SPRING BREAK |
|
|
|
|
|
· Student will
understand the following literary terms: form, stanza, rhyme, meter,
assonance, onomatopoeia, imagery, metaphor, lines, sound, rhythm,
alliteration, consonance, speaker, simile, and figurative language. · Student will learn
strategies to appreciate form, sound, and figurative language. · Student will be able
to analyze imagery in poetry. · Student will be able
to make inferences about the speakers’ identities, reactions, and possible
motives. |
142 |
Vocabulary / Spelling
Quiz #24 Explained ------------------- As partners: look-up the
Vocabulary / Spelling List #24 definitions using the classroom dictionaries;
put the word in a sentence; Write a sentence using words 1-10 (10 min) ------------------ Devices Assignment - With a partner,
read: ·
Rhyme,
If there is none, then
write “none.” --------- Class Discussion: Poetry Devices
Explained |
Poetry Devices
-------- Text: ---------- Study Guide: |
Read: “O What is That
Sound” (TLOL p.142) Find device examples in the poem. Due Tomorrow
------- Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit Reading Test
Distributed Day 146 --------- Quiz Day 145
|
Day 142: What is something that makes you feel sad? |
|
|
· Student will be able
to understand and appreciate a classic short story (Literary Analysis). · Student will be able
to identify and examine the use of situational irony, allusion, and simile in
the story (Literary Analysis). · Student will be able
to predict what will happen in a short story (Active Reading). |
143 |
MAPS TESTING ---------------- Collect “Device
Assignment” ------------ Refresh the student’s
memory about irony, allusion, simile, and prediction. ---------- Discuss Irony and prediction Read The Gift
of the Magi in class ---------- Define: Situational
Irony -------- With a partner, do
page (TLOL) p. 161 Grammar in Context – Pronouns #1-3 |
The Gift
of the Magi
---------- Movie Version |
Quiz Day 145
------- Do TLOL pg. 159 #2,3,4
and 6 Due Tomorrow ---------- Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit Reading Test
Distributed Day 146 |
Day 143: If you could pick another era (period in time) to live, what
would it be? Why? |
|
|
· Student will
understand and appreciate a screenplay (Literary Analysis). · Student will be able
to identify and examine foreshadowing in the story (Literary Analysis). · Student will be able
to visualize a screenplay (Active reading). |
144 |
Watch in class:
“Sorry, The Right Number” (TLOL pgs 824-839); |
|
Tomorrow
------- Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit Reading Test
Distributed Day 146 |
Day 144: What would happen if you could fly whenever you wanted? When
would you use this ability? |
|
|
· Student will be able
to define the words from vocabulary list #23 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will be able
to understand and appreciate a modern detective/mystery story (Literary
Analysis). · Student will be able
to examine building suspense (Literary Analysis). · Student will be able
to question in a detective/mystery story (Active reading). |
145 |
Vocabulary / Spelling
Quiz #24 ----------------- Read in Class: |
|
Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit |
Day 145: What would happen if there were no television? Why would this
be good? bad? |
|
|
· Student will be able
to define the words from vocabulary list #24 (taken from a combination of
words on the ACT test top 500 words and from literature read from the 9th
grade curriculum). · Student will be able
to understand and appreciate the life a great playwright, William
Shakespeare, and be able to identify how his life impacted his literary work. |
146 |
Collect and Read some -------- TAKE HOME STORIES TEST Distributed RETURN Day 147 ----------- Test on: The Gift
of the Magi, |
|
Unit |
Day 146: MOST IMPORTANT Write
five things you consider MOST important to your in life now. These
are things you would give up other things for. Be specific. LIKE ALOT Write
three things you like, but are NOT the most important to you right now.
These are things you like, but would not give up other things for. Be
specific |
|
|
· Student will apply reading
strategies to a non-fiction article (on William Shakespeare) · Student will
recognize shared and distinctive characteristics of culture. · Student will make
generalizations about a non-fiction article. · Student will be able
to interpret the possible influences of historical context on literary works. · Student will be able
to identify the main idea if a nonfiction article. · Student will
understand the following literary terms: tragedy, tragic hero, comic relief,
allusion, foil, dramatic conventions, soliloquy, aside, blank verse, and
iambic pentameter (Literary Analysis). · Student will be able
to appreciate a writer’s craft. |
147 |
------------ Read TLOL p. 983-987 ----------- Introduction of
Characters ------------ Explanation of
Shakespearean ----------- Explain “Shakespeare
Newspaper” Project Due Day 152 --------- Explain: blank verse
and ---------- Read Romeo and
Juliet in class; |
(based on 13
questions) Due 162 |
Day 147: DON’T LIKE Write
five things you DO NOT LIKE right now and find offensive, rude or distasteful
to you. If you have a choice, these are things you would avoid at all
costs. ONE THING IN THE WORLD If
you could change ONE thing in the world, what would it be?
Why? Be specific. |
|
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand
the following literary terms: summarizing, figurative language, clarifying,
conflict, foil, blank verse, foreshadowing, and paraphrasing (Literary
Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
148 |
Read Romeo and
Juliet in class Act 1:scene 2 & 3 |
(based on 13 questions) Due 162 |
Day 148: You
are the dictator of the entire world. If you were to create three rules
in order for society to live together better, what would they be? How
would you enforce your rules? |
|
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: summarizing, figurative language,
clarifying, conflict, foil, blank verse, foreshadowing, and paraphrasing
(Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
149 |
Read Romeo and
Juliet in class Act 1:scene 4-5 ---------- Video Sequence: |
Romeo and Juliet
Website
|
Read: Romeo and
Juliet: Act 1 Do pg. 1019 #1-7 ---------- (based on 13
questions) Due 162 |
Day 149: PERSONAL A
mission statement is a sentence or set of phrases which tell the purpose of a
company or organization and set the vision for their future. Based upon
your answers on days 138-140, what would you say is your “purpose in
life?” |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand
the following literary terms: soliloquy, aside, conflict, imagery,
prediction, questioning, conflict, and foreshadowing (Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
150 |
Read Romeo and
Juliet in class Act 2: Scene1 & 2 |
(based on 13
questions) Due 162 |
Day 150: If you could change one thing in your family it would be…
Explain why. |
|
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand
the following literary terms: prediction, questioning, conflict,
foreshadowing, allusion, and visualizing (Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
151 |
Read Romeo and Juliet
Act 2: scene 3-4 |
|
(based on 13
questions) Due 162 |
Day 151: What animal are you? Explain your answer. |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: prediction, questioning, conflict, foreshadowing,
allusion, and visualizing (Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
152 |
Read Romeo and
Juliet in class Act 2:scene 5-6 |
Romeo and Juliet
Website
|
Read: Romeo and
Juliet: Act 2 TLOL pgs.1020-1042 ---------- (based on 13
questions) Due 162 |
Day 152: Who is the funniest family member or friend you know?
Why are they funny? Give examples. |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: prediction, characterization,
conflict, foreshadowing, allusion, climax, and visualizing (Literary
Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
153 |
MAPS TESTING ---------------- Read Romeo and
Juliet in class Act 3:scene 1 |
Romeo and Juliet
Website
|
(based on 13
questions) Due 162 |
Day 153: Catch-up Day and Free Write |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand
the following literary terms: prediction, characterization, foreshadowing,
allusion, characterization, conflict, climax, blank verse and visualizing
(Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
154 |
Read Romeo and
Juliet in class Act 3: scene 2-3 |
Romeo and Juliet
Website
|
(based on 13
questions) Due 162 |
Day 154: If you could create your own school subject, what would it
be? What would it include as lesson plans? |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: prediction, irony, characterization,
conflict, climax, and visualizing (Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
155 |
Read Romeo and
Juliet in class Act 3:scene 4 |
Romeo and Juliet
Website
|
(based on 13
questions) Due 162 |
Day 155: What did you do over spring break? Be specific. |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand
the following literary terms: prediction, irony, characterization, conflict,
climax, and visualizing (Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
156 |
Read Romeo and
Juliet in class Act 3:scene 5 |
Romeo and Juliet
Website
|
Read: Romeo and
Juliet: Act 3 TLOL pgs 1044-1070 Due Tomorrow ---------- (based on 13
questions) Due 162 |
Day 156: Describe someone who drives you crazy. Do not give
their name, instead use Jane for a girl and John for a guy. |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: prediction, irony, and context clues
(Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
157 |
Read Romeo and
Juliet in class Act 4:scene 1-3 |
Romeo and Juliet
Website
|
(based on 13
questions) Due 162 |
Day 157: What do you think makes someone an adult? Be specific
and explain your answer. |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: comic relief and visualizing
(Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
158 |
Read Romeo and
Juliet in class Act 4:scene 4-5 |
Romeo and Juliet
Website
|
Read: Romeo and
Juliet: Act 4 TLOL pgs. 1072-1085; Due Tomorrow ---------- (based on 13
questions) Due 162 |
Day 158: What is your favorite “pick-me up?” Something that
really makes you feel better. Why? |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: tragedy, theme, and clarifying,
(Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
159 |
Read Romeo and
Juliet in class Act 5:scene 1-2 |
Romeo and Juliet
Website
|
(based on 13
questions) Due 162 |
Day 159: Free Write |
|
|
· Student will be able
to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will
understand the following literary terms: resolution, visualizing, and
figurative language (Literary Analysis). · Student will be able
to use strategies for reading Shakespearean drama (Active Reading). |
160 |
Romeo and Juliet Essay (based on 13
questions) due on day ---------- Read Romeo and
Juliet in class Act 5: scene 3 -------- Review for Romeo and
Juliet Tests |
Romeo and Juliet
Website
|
Read: Romeo and
Juliet: Act 4 TLOL pgs. 1087-1102; Due Tomorrow |
Day 160: You are a turkey. Explain why I should NOT eat you for
dinner. Use details and create a good argument. |
|
|
· Romeo and Juliet Tests |
161 |
Romeo and Juliet FACTS Test ----------- Romeo and Juliet ESSAY/SHORT ANSWER
Take-Home Test ---------- Collect Romeo and
Juliet Essay (based on 13 questions) due Today |
Romeo and Juliet
Website
|
Romeo and Juliet Essay (based on 13 questions) due TOMORROW |
Day 161: What is the best advice you have ever received? |
|
|
· Student will apply reading
strategies to a non-fiction article (Homer’s World) · Student will
evaluate the credibility of information sources. · Student will draw
conclusions about a nonfiction article. · Student will
recognize shared and distinctive characteristics of culture. · Student will make
generalizations about a non-fiction article. · Student will be able
to interpret the possible influences of historical context on literary works. · Student will be able
to identify the main idea if a nonfiction article. · Student will be able
to appreciate a writer’s craft. |
162 |
Collect Romeo and Juliet Essay (based on 13 questions) ------------ Valyuse Island Voting (Judgments) ---------- Read: TLOL pgs.
887-891; ------------ Video Segments: Mini-version of Romeo and
Juliet |
|
Read TLOL pgs.
887-891; |
Day
162:
Think of a friend you have, in or out of school. Tell one story that comes to
mind when you think of this friend. |
|
|
· Student will
understand the following literary terms: epic, epic hero, epic simile, and
epithet (Literary Analysis). · Student will
appreciate shared characteristics of literature across cultures. · Student will
interpret the possible influences of historical contexts on a literary work. |
163 |
Explain: Author Study Mini-Project Due Day 172 ----------- Describe what an “author study” is (TLOL
p.218). ------------- Lesson: Mythology Pt1 PowerPoint |
------------- |
Due Day 172 |
Day
163:
Think of a place that's so special to you that you just love thinking about
it. |
|
|
· Student will
understand the following literary terms: epic, epic hero, epic simile, and
epithet (Literary Analysis). · Student will
appreciate shared characteristics of literature across cultures. · Student will interpret
the possible influences of historical contexts on a literary work. |
164 |
Lesson: Mythology Pt2 PowerPoint |
------------- |
Due Day 172 |
Day 164: |
|
|
· Student will
appreciate shared characteristics of literature across cultures. · Student will be able
to research, examine the works of, and present a study project to the class
about a minority author. · Student will
interpret the possible influences of historical contexts on a literary work. |
165 |
IMC Work Day |
Author Study
Mini-Project
|
Due Day 172 |
Day 165: |
|
|
· Student will
understand and appreciate a classic epic poem (Literary Analysis). · Student will
understand an epic hero and conflict in the poem (Literary Analysis). · Student will be able
to predict what will happen in an epic poem (Active Reading). · Student will be able
to recognize and interpret poetic elements like metaphor, simile, and the
effect of sound on meaning. |
166 |
Lesson: Odyssey Background
PowerPoint ---------- Video Segments: Birth of Odysseus’ Son (Telemachus) ---------- Read: Odyssey ---------- Video Segments: |
Author Study
Mini-Project
|
Due Day 172 |
Day 166: |
|
|
· Student will
understand and appreciate a classic epic poem (Literary Analysis). · Student will understand
an epic hero, inference, setting, theme, characterization, making judgments,
suspense, tone, and foreshadowing in the poem (Literary Analysis). · Student will be able
to predict what will happen in an epic poem (Active Reading). |
167 |
Read: Odyssey ------- Video Segments: · Cyclops --------- Read: Odyssey -------- Video Segments: · Aeolus · Circe |
Author Study
Mini-Project
|
Read: Odyssey TLOL pgs.
898-913 AND pgs. 916-925 Do questions #1-8 on
page 914; Due Tomorrow --------- Due Day 172 |
Day 167: |
|
|
· Student will
understand and appreciate a classic epic poem (Literary Analysis). · Student will
understand an epic hero, epic simile, inference, summary, questioning, imagery,
theme, analyzing, and paraphrasing (Literary Analysis). · Student will be able
to predict what will happen in an epic poem (Active Reading). |
168 |
Read: Odyssey ------- Video Segments: ----------- Read: Odyssey ----------- Video Segments:
----------- Read: Odyssey ----------- Video Segments: · Poseidon and King Alcinous (Trinacia) |
Author Study
Mini-Project
------- |
Read: Odyssey TLOL p.
928 (intro) pgs. 928-937 pgs. 937 (close) Do questions #1-7 on
TLOL page 939 -------- Due Day 172 |
Day 168: |
|
|
· Student will
understand and appreciate a classic epic poem (Literary Analysis). · Student will be able
to identify conflicts in an epic poem (Active Reading). · Student will understand
an epic hero, epic simile, epic theme, epic plot, characterization,
questioning, irony, inferences, setting, foreshadowing, theme, analyzing, and
summarizing (Literary Analysis). · Student will be able
to predict what will happen in an epic poem (Active Reading). |
169 |
Read: Odyssey ----------- Video Segments: · Penelope’s Suiters1 (Disguise) · Penelope’s Suiters2 (Penelope
& Odysseus) · Penelope’s Suiters3 (The competition) ---------- Read: Odyssey ---------- Video Segments: · Penelope’s Suiters4 (Competition
to end) |
Author Study
Mini-Project
|
Read: Odyssey TLOL
pgs. 942-954; pgs. 955-964 Do questions #1-8 -------- Due Day 172 |
Day 169: |
|
|
· Student will
appreciate shared characteristics of literature across cultures. · Student will be able
to research, examine the works of, and present a study project to the class
about a minority author. · Student will interpret
the possible influences of historical contexts on a literary work. |
170 |
IMC Work Day |
Author Study
Mini-Project
|
Due Day 172 |
Day 170: People worry too much about
__________. Fill in the blank with any topic you like. |
|
|
· Student will
appreciate shared characteristics of literature across cultures. · Student will be able
to research, examine the works of, and present a study project to the class
about a minority author. · Student will
interpret the possible influences of historical contexts on a literary work. |
171 |
IMC Work Day |
Author Study Mini-Project
|
Due Day 172 |
Day 171: What is your favorite cable or satellite station?
Why? If
you could create your own station, what would it be? Why?
Describe. |
|
|
· Student will
appreciate shared characteristics of literature across cultures. · Student will be able
to research, examine the works of, and present a study project to the class
about a minority author. · Student will
interpret the possible influences of historical contexts on a literary work. |
172 |
Collect / Present |
None
|
None |
Day 172: What part of the story “The Odyssey” do you like most so far?
Why? Do you prefer “The Odyssey” or “Romeo and Juliet?” Why? |
|
|
· Student will
appreciate shared characteristics of literature across cultures. · Student will be able
to research, examine the works of, and present a study project to the class
about a minority author. · Student will
interpret the possible influences of historical contexts on a literary work. |
173 |
Present |
None
|
None |
Day 173: The Odyssey is about
completing life’s journey. Where do you hope to be on your Journey in
18 years? (about 33 years old) Give details; be specific. |
|
|
· Student will
appreciate shared characteristics of literature across cultures. · Student will be able
to research, examine the works of, and present a study project to the class
about a minority author. · Student will interpret
the possible influences of historical contexts on a literary work. |
174 |
Present |
None
|
None |
Day 174: Pretend your class is
putting together a time capsule. It might not be opened by anyone for 100
years or more. This time capsule will tell people in the future what life on
earth was like in the 2000s. You can choose one thing to go inside. Explain
what you will choose and why. |
|
|
· Student will
appreciate shared characteristics of literature across cultures. · Student will be able
to research, examine the works of, and present a study project to the class
about a minority author. · Student will
interpret the possible influences of historical contexts on a literary work. |
175 |
Present |
None
|
None |
Day 175: School is almost over for
the year. What have you regretted this year and what are
you proud of? |
|
|
· |
176 |
Final Exam Review |
|
|
|
|
|
· |
177 |
Final Exam |
|
|
|
|
|
· |
178 |
Final Exam |
|
|
|
|
|
· |
179 |
Final Exam |
|
|
|
|
|
· |
180 |
No School |
|
|
|
|
|
· |
|
|
|
|
|
|
|
· QUARTER 3 |
|
|
|
|
|
|
Date |
Objective |
Day |
Subject / Notes / Lesson |
Read / Website |
Assignment |
Journal |
|
|
· Maps Testing · Student will find a book for Reading Friday and a future book report. |
91 |
MAPS Testing in IMC |
None |
None |
No Journal |
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· Student will demonstrate the use of multiple strategies to increase their vocabulary · Student will be able to take Cornell notes on the short story unit and be able to identify and/or define: short story, its structure (The framework that determines how a story is put together), basic history, and plot (The sequence of action).
|
92 |
Vocabulary Words Explained As partners: look-up the definitions using the classroom dictionaries (10 min) -------------------- Lecture/Discussion: Plot diagram – Parts of a Short Story |
-------------- TLOL pgs. 23-25 |
----------------------- Sentences Due Tomorrow
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Day 92: I predict that I will earn a grade of ____ for quarter 3 in the subject __________. Give a prediction for every class you have. Then state which class will be your most difficult and why.
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· Student will be able to take Cornell notes on the short story unit and be able to identify and/or define: exposition, setting, characters, indirect and direct characterization (flat, round, static and dynamic), the protagonist, and the antagonist. |
93 |
Lecture/Discussion: Exposition: Setting, Characterization |
--------------- TLOL pgs. 23-25 |
Sentences Due Today
|
Day 93: "High fashion has the shelf life of potato salad." What does that mean? Is it true? Why or why not? Give examples. |
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· Student will be able to define the words from vocabulary list #15 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be
able to read a book of their choice |
94 |
Vocabulary / Spelling Quiz #15 ----------------- In Class Reading (40 min) |
None |
None |
Day 94: People always say to “just be your self.” What does that mean and is it possible to do that all the time? Explain your answer. |
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· Student will demonstrate the use of multiple strategies to increase their vocabulary · Student will be able to take Cornell notes on the short story unit and be able to identify and/or define: short story, its structure (The framework that determines how a story is put together), basic history, and plot (The sequence of action). |
95 |
Vocabulary Words Explained As partners: look-up the definitions using the classroom dictionaries (10 min) -------------------- Climax and Dénouement |
Quiz Day 99 --------------- Sentences Due Day 97 |
Day 95: Describe a time you were very sick. |
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· Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand “context clues” and be able to identify their use in a sentence. |
96 |
In Class: Context Clues
– Vocabulary in Action ----------------------- In Class Discuss: Read The Necklace |
TLOL pgs. 27-34 |
Quiz Day 99 --------------- TLOL Vocabulary in Action ------------ Pg. 35 Do Think Critically #2-4
|
Day 96: What would you do if we had a snow day tomorrow? Would you still want one even if you had to make up the lost school day? Explain your answer |
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· Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand and appreciate a classic short story (literary analysis) · Students will be able to examine plot in a short story. · Students will be able to identify and examine cause and effect (active reading) |
97 |
In Class Discuss: Read The Necklace
A short movie version: The Necklace
A home made version: |
TLOL pgs. 27-34 |
Quiz Day 99 ----------------- TLOL : Pg. 35 Do Think Critically #2-4 Due Day 18 ---------------- Journal Check: Day 24 |
Day 97: Tell your feelings about death and/or a funeral. |
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· Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand and appreciate a classic short story (literary analysis) · Students will be able to examine plot in a short story. · Students will be able to identify and examine cause and effect (active reading) |
98 |
In Class Discuss: Read “Marigolds” --------- Do TLOL page 85: “Think Critically” #2, 3, 4, 5 |
TLOL pgs. 74-84 |
Quiz Day 99 ----------- Finish Reading at home “Marigolds” ----------- TLOL : Pg. 85 Do Think Critically #2-5 Due Tomorrow |
Day 98: If I could give one piece of advice to any person in history, that advice would be... |
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· Student will be able to define the words from vocabulary list #15 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be
able to read a book of their choice |
99 |
Vocabulary / Spelling Quiz #16 ----------------- In Class Reading (40 min) |
None |
None |
Day 99: Who do you want to win the Super Bowl? Give your impressions about the Super Bowl, your opinion about football teams, or your feelings about football as a whole. |
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|
· MAP Reading Assessment |
100 |
MAPS Testing in IMC |
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Day 100: The best lesson my grandparent (or parent or any relative) ever taught me was... |
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· Student will demonstrate the use of multiple strategies to increase their vocabulary · Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand and appreciate a classic short story (literary analysis) · Students will be able to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to predict events in a story (active reading) · Student will be able to identify and explain how an author uses writing devices in literature |
101 |
Short Story: --------------------- Vocabulary Words Explained As partners: look-up the definitions using the classroom dictionaries (10 min) --------------------- In Class Discuss:
|
----------- TLOL pgs. 39-57 |
Quiz Day 104 ------------- Answer Questions on:
|
Day 101: Tell five things you'd like to do on your next birthday. |
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· Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand and appreciate a classic short story (literary analysis) · Students will be able to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to predict events in a story (active reading) · Student will be able to identify and explain how an author uses writing devices in literature (imagery, suspense, tone, mood, hyperbole) |
102 |
Short Story Writing Devices Part 1: Imagery, suspense,
tone, --------------------- In Class: Discuss:
|
----------- TLOL pgs. 39-57 |
Quiz Day 104 ------------- Answer Questions on:
|
Day 102: Imagine a friend of yours is considering whether to take steroids. What would you tell that friend to persuade him or her not to do that? |
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· Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand and appreciate a classic short story (literary analysis) · Students will be able to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to predict events in a story (active reading) · Student will be able to identify and explain how an author uses writing devices in literature (narrator, point-of-view, flashback) |
103 |
With a partner, do TLOL P. 59 Vocabulary in action 1-5 (in class) -------------------- Short Story Writing Devices Part 2: Narrator, point-of-view, flashback --------------------- In Class Discuss:
|
----------- --------- |
TLOL P. 59 Vocabulary in Action 1-5 ------------- Quiz Day 104 ------------- Answer Questions on:
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Day 103: In 20 years, I will be... |
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· Student will be able to define the words from vocabulary list #17 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be
able to read a book of their choice |
104 |
Vocabulary / Spelling Quiz #17 ----------------- In Class Reading (40 min) |
|
Answer Questions on:
|
Day 104: Share your 24 hour “unfinished Business” story |
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· Student will demonstrate the use of multiple strategies to increase their vocabulary · Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand and appreciate a classic short story (literary analysis) · Students will be able to recognize the author’s use of conflict in the story (literary analysis). · Student will be able to identify in literature and be able to use “vivid verbs” and colorful adjectives and adverbs in their own writing. |
105 |
Vocabulary / Spelling Quiz #18 Explained ----------------------- As partners: look-up the Vocabulary / Spelling List #18 definitions using the classroom dictionaries (10 min) ----------------------- In Class Discuss: --------------------- Grammar in Context (in class)
|
---------- |
Answer Questions on: ------- Quiz Day 109 -------------
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Day 105: I was most angry when... |
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· Students will be able to plot diagram the story and be able to identify the structure. · Students will be able to understand and appreciate a classic short story (literary analysis) · Students will be able to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to predict events in a story (active reading) · Student Will be able to compare and contrast events in a story using a Venn Diagram |
106 |
In Class: Discuss --------------------- With a partner, make a Venn Diagram which shows the comparison/contrast of the two hunters (LTOT p. 1155)
|
--------Venn Diagram |
Answer Questions on: Tomorrow ---------------- Comparison/Contrast Venn Diagram of the two
hunters due ------- Quiz Day 109
|
Day 106: Free Write |
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· Students will be able to recognize the author’s use of conflict in the story (literary analysis). · Students will be able to predict events in a story (active reading) · Student will be able to compare and contrast events in a story using a Venn Diagram · Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
107 |
In Class: Discuss --------------------- Explain: Comparison / contrast the book with the screen play (movie) which were written by the same author ------------------ Review for Unit Test |
---------- TLOL p. 390-393 Comparison/Contrast Essay |
------- Quiz Day 109 ------------- Comparison/Contrast Venn Diagram of the
two hunters due |
Day 107: Tell about an event in your life that has caused a change in you.
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· Unit Test: Topics - Marigolds/Necklace/Most Dangerous Game/Short Story Terms |
108 |
Story Test #1 (Topics: Marigolds/Necklace/Most Dangerous Game/Short Story Terms) |
---------- TLOL p. 390-393 Comparison/Contrast Essay |
Quiz Tomorrow
|
Day 108: My worst mistake was... |
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· Student will be able to define the words from vocabulary list #18 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be
able to read a book of their choice |
109 |
Vocabulary / Spelling Quiz #18 ----------------- In Class Reading (40 min) |
-------- |
Comparison / Contrast
Essay |
Day 109: Do you believe in love at first sight? |
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· Student will demonstrate the use of multiple strategies to increase their vocabulary · Student will be able to compare and contrast events in a story using a Venn Diagram · Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
110 |
Vocabulary / Spelling Quiz #19 Explained ----------------------- As partners: look-up the Vocabulary / Spelling List #18 definitions using the classroom dictionaries (10 min) ----------------------- View movie in class: The Most Dangerous
Game ------------------------ Explain: Comparison / contrast the book with the screen play (movie) which were written by the same author ------------------ Explain comparison / contrast Template in class. |
The Most Dangerous Game (movie)------------- Comparison / Contrast---------- TLOL p. 390-393 Comparison/Contrast Essay |
“The Most Dangerous Game” Movie vs. Book Venn DiagramDue Day 113 -------- Quiz Day 114
|
Day 110: Describe a dream that you had recently. Provide as many details as possible.
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· Student will be able to compare and contrast events in a story using a Venn Diagram · Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
111 |
View movie The Most Dangerous
Game |
The Most Dangerous Game (movie)------------- Comparison / Contrast---------- TLOL p. 390-393 Comparison/Contrast Essay |
“The Most Dangerous Game” Movie vs. Book Venn DiagramDue Day 113 ----------- Quiz Day 114 ---------- Comparison / Contrast
|
Day 111: If you could design one room in a house to suit only your needs, what would it look like? (For example, would someone have a desk made of chocolate?)
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· Student will be able to compare and contrast events in a story using a Venn Diagram · Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
112 |
Finish movie The Most Dangerous
Game ---------------- As partners: Create a Venn Diagram about the Short Story and Movie The Most Dangerous Game ---------------------------- Work in class writing
the rough draft for the
|
Venn Diagram--------- ------------ Format
outlines -------------------- TLOL p. 390-393 Comparison/Contrast Essay |
“The Most Dangerous Game” Movie vs. Book Venn DiagramDue Tomorrow ---------------- Quiz Day 114 ---------- Comparison / Contrast
|
Day 112: Do you believe in love at first sight? Explain your response |
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· Student will be able to compare and contrast events in a story using a Venn Diagram · Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
113 |
Collect Venn Diagram
of --------------- Explain and
demonstrate ------------- Pass out comparative/contrast
--------------- Prewriting exercise: Work on outline in class. When finished, begin rough draft
|
--------------- Format
outlines
|
Comparison / Contrast Essay Rough Draft Due Day Due Day 116 Final Draft Due Day 120 -------- Tomorrow |
Day 113: If you and your best friend could have a free limo for 24 hours, where would you go and what would you do?
|
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· Student will be able to define the words from vocabulary list #18 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be able to
read a FICTION book of their choice |
114 |
Vocabulary Quiz #19 ----------------- In Class Reading (40 min) |
None |
Comparison / Contrast Essay Rough Draft Due Day Due Day 116 Final Draft Due Day 120 |
Day 114: You have the freedom to travel to any city or country in the world. Where would you go and why? |
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· Student will demonstrate the use of multiple strategies to increase their vocabulary · Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
115 |
Vocabulary / Spelling Quiz #20 Explained ------------------- As partners: look-up the Vocabulary / Spelling List #20 definitions using the classroom dictionaries; put the word in a sentence; Write a sentence using words 1-10 (10 min) --------------- Prewriting exercise: Work on outline in class. When finished, begin rough draft
|
Format
outlines
|
Comparison / Contrast Essay Rough Draft Due Tomorrow Final Draft Due Day 120 ---------------- Quiz Day 122 |
Day 115: What would you do if you were president of the |
|
|
· Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
116 |
Check Comparison / Contrast Essay Rough Drafts -------------- Work in IMC (library) on computers typing the Comparison / Contrast Essay |
Format
outlines
|
Comparison / Contrast Essay Final Draft Due ---------- Quiz Day 122 |
Day 116: You have an extra $100,000 to give away; you cannot spend it on yourself. What would you do with the money?
|
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|
· Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
117 |
Work in IMC (library) on computers typing the Comparison / Contrast Essay |
Format
outlines
|
Comparison / Contrast Essay Final Draft Due ---------- Quiz Day 122 |
Day 117: The qualities that make a best friend are...
|
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|
· Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
118 |
Work in IMC (library) on computers typing the Comparison / Contrast Essay |
Format
outlines
|
Comparison / Contrast Essay Final Draft Due ---------- Quiz Day 122 |
Day 118: If you were an insect, what kind would you be and why?
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· NO SCHOOL |
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· NO SCHOOL |
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· Student will be able to understand and use the comparison contrast essay template · Student will write a comparison contrast paper analyzing the screenplay and short story “The Most Dangerous Game.” |
119 |
Work in IMC (library) on computers typing the Comparison / Contrast Essay |
Format
outlines
|
Comparison / Contrast Essay Final Draft Due ---------- Quiz Day 122 |
Day 119: Describe your room at home in detail. What are you proudest of and why |
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· Student will be able to understand and appreciate a short story (Literary Analysis). · The student will be able to identify inferences within the story (Active Reading). |
120 |
Collect Comparison / Contrast Papers ------------------- Preview: Write down everything you know about the Vietnam War ---------------- Watch brief video on
the --------------- Video from the Vietnam War ------------- Personal testimonies: On Patrol; Hamburger Hill, Tet Offensive, Frontline Reporter, Nurse
Discuss: Inference, Major and Minor Characters (Pass out inference chart) --------------- In class discuss/read:
|
Study Questions---------- ---------- --------- “Where Have You Gone, Charming Billy?” |
Quiz Day 122 |
Day 120: What is something you dislike about yourself?
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· Student will be able to identify the Thematic Link (wars versus personal conflict) in the short story. · Student will examine character in a short story and be able to identify the major and minor characters and be able to explain the author’s use of direct or implied characterization in the story (Literary Analysis). · The student will be able to identify inferences within the story (Active Reading). |
121 |
Building Background for “Where
Have You Gone, Charming Billy?” --------------- Additional Background Material --------------- Pass out study questions for “Where Have You Gone, Charming Billy?”
|
None |
Quiz Day 122------------Study Questions and Inference Chart |
Day
121: If
you could in any city in |
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|
· Student will be able to define the words from vocabulary list #20 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be able to read a fiction book of their choice (at least 100 pages) and at their reading level and be able to identify the plot structure and elements (including exposition, inciting moment, rising action, climax, falling action, dénouement) and characterization in the story. · Student will learn to enjoy sustained silent reading |
122 |
Vocabulary / Spelling Quiz #20 ----------------- In Class Reading (40 min) |
“Where Have You Gone, Charming Billy?”------------- Study Questions |
Study Questions and Inference Chart |
Day 122: Tell about something you believe very strongly in (religion, country, philosophy, etc).
|
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|
· Counselor’s Presentation |
123 |
Counselor’s Presentation: Day 1/3 |
“Where Have You Gone, Charming Billy?”------------- Study Questions |
Study Questions and Inference Chart |
Day 123: What is something you do well? |
|
|
· Counselor’s Presentation |
124 |
Counselor’s Presentation: Day 2/3 |
“Where Have You Gone, Charming Billy?”------------- Study Questions |
Study Questions and Inference Chart |
Day 124: FREE WRITE |
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· Student will demonstrate the use of multiple strategies to increase their vocabulary · Student will be able to identify the parts of speech in a sentence and be able to use adverbs appropriately. |
125 |
Vocabulary / Spelling Quiz #21 Explained ------------------- As partners: look-up the Vocabulary / Spelling List #21 definitions using the classroom dictionaries; write a sentence using vocabulary words 1-6 (5 min) ---------------- Collect Inference Chart --------------- As Partners: TLOL p. 73 #1-4
Grammar in Context “Adverbs” ( --------------- Assignment: read “The Osage Orange Tree” (TLOL p.105-110); Write a 100 word minimum Plot Summary – due Day 128 --------------- Discuss “The Osage Orange Tree” and peer pressure |
Osage Oranges------ -------- Peer Pressure----- |
Quiz Day 127-------- Vocabulary Sentences
|
Day 125: The commercial says, “Like a good neighbor, State Farm is there.” What is a good neighbor? Describe it in detail. |
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· Counselor’s Presentation · Student will be able to summarize the plot of a short story. |
126 |
Counselor’s Presentation Day 3/3 ---------- Collect Sentences 1-5 ---------- Assignment: read “The Osage Orange Tree” (TLOL p.105-110); Write a 100 word minimum Plot Summary – due Day 128 |
None |
Quiz Day 127--------- Read “The Osage Orange
Tree” (TLOL p.105-110); Write a 100 word minimum Plot Summary – |
Day 126: |
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· Student will be able to define the words from vocabulary list #21 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be able to read a fiction book of their choice (at least 100 pages) and at their reading level and be able to identify the plot structure and elements (including exposition, inciting moment, rising action, climax, falling action, dénouement) and characterization in the story. · Student will learn to enjoy sustained silent reading |
127 |
ALL LATE OR MISSING ASSIGNMENTS OR EXAMS DUE TODAY ---------------- Vocabulary / Spelling Quiz #21 ----------------- In Class Reading (40 min) |
None |
Read “The Osage Orange Tree” (TLOL p.105-110); Write a 100 word minimum
Plot Summary – |
Day 127: Describe something green at your home, at school, in your locker, or that you are currently wearing. Be specific in your description. Use “colorful” adjectives. |
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· Student will be able to appreciate the works of a great American literary figure. · Students will be able to interpret how personal events in Poe’s life influenced his literary works. |
128 |
Collect the Plot Summaries ----------- Vocabulary / Spelling Quiz #22 Explained ------------------- As partners: look-up the Vocabulary / Spelling List #22 definitions using the classroom dictionaries; put the word in a sentence; Write a sentence using words 1-10 (10 min) ------------------ Discussion/Introduction to Video: The Terror of Poe Pt. 1 (Includes segments from his actual stories) |
Poe Biography: Power Point Notes------------------ |
Quiz Day 132 |
Day 128: What is your favorite time of day? |
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· Student will be able to appreciate the works of a great American literary figure. · Students will be able to interpret how personal events in Poe’s life influenced his literary works. · Students will be able to gain information on Poe’s impact on the genre’s of poetry, short fiction, and the detective story. · Students will be able to see the framework for an author study. |
129 |
Discussion/Introduction to Video: The Terror of Poe Pt. 2 (Includes segments
from his ------------------- |
Poe Biography: Power Point Notes----- |
Quiz Day 132 |
Day 129: What is your idea of a dull evening?
|
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· Student will be able to appreciate the works of a great American literary figure. · Students will be able to interpret how personal events in Poe’s life influenced his literary works. · Students will be able to gain information on Poe’s impact on the genre’s of poetry, short fiction, and the detective story. · Students will be able to see the framework for an author study. |
130 |
Poe Biography: Power Point Notes ------------------------ Video: Biography of Poe Pt. 1 |
Poe Biography: Power Point Notes----- Poe Poems & Stories--------Biography Video |
Quiz Day 132 |
Day 130: What is the best way to treat meddlesome people?
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· Student will be able to appreciate the works of a great American literary figure. · Students will be able to interpret how personal events in Poe’s life influenced his literary works. · Students will be able to gain information on Poe’s impact on the genre’s of poetry, short fiction, and the detective story. · Students will be able to see the framework for an author study. |
131 |
Video: Biography of Poe Pt. 2 |
Poe Biography: Power Point Notes----- Poe Poems & Stories--------Biography Video |
Quiz Day 132 |
Day 131: What is something you are optimistic about? |
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· Student will be able to define the words from vocabulary list #22 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be
able to read a fiction book of their choice |
132 |
Vocabulary / Spelling Quiz #22 ----------------- In Class Reading (40 min) |
None |
None |
Day 132: What is something you are pessimistic about?
|
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· QUARTER 4 |
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Date |
Objective |
Day |
Subject / Notes / Lesson |
Read / Website |
Assignment |
Journal |
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|
· Student will be able to appreciate the works of a great American literary figure. · Students will be able to interpret how personal events in Poe’s life influenced his literary works. · Students will be able to see the framework for an author study. |
133 |
Vocabulary / Spelling Quiz #23 Explained ------------------- As partners: look-up the Vocabulary / Spelling List #23 definitions using the classroom dictionaries; put the word in a sentence; Write a sentence using words 1-10 (10 min) ------------------ Video: Biography of Poe Pt. 3 ------------------ Read in class:TLOL p. 207-215 |
Poe Biography: Power Point Notes----- Poe Poems & Stories---------------- Notes: The Cask of Amontillado------
|
Quiz Day 137 |
Day 133: What is your most indispensable possession and why?
|
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· Student will be able to appreciate the works of a great American literary figure. · Student will be able to understand and appreciate a classic horror story (Literary Analysis). · Student will be able to identify and examine mood in a short story (Literary Analysis). · Student will be able to make inferences about a short story (Active reading). · Student will be able to gain information on Poe’s impact on the genre’s of short fiction and the detective story. |
134 |
Explain how “mood” is an important aspect an author uses in a short story.-----------Lecture/Discussion;
|
Poe Biography: Power Point Notes----- Poe Poems & Stories---------------- Notes: The Cask of Amontillado
|
Quiz Day 137 |
Day 134: What is the meaning of "He laughs best who laughs last"?
|
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|
· Student will be able to appreciate the works of a great American literary figure. · Student will be able to understand and appreciate a classic horror story (Literary Analysis). · Student will be able to identify and examine mood in a short story (Literary Analysis). · Student will be able to make inferences about a short story (Active reading). · Student will be able to gain information on Poe’s impact on the genre’s of short fiction and the detective story. |
135 |
------------ Read in class: The Story behind “The Cask of Amontillado” TLOL p.215 ----------- Video: Biography of Poe Pt. 4
|
Poe Poems & Stories |
Quiz Day 137 |
Day 135: What is your favorite song and why?
|
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· Student will be able to appreciate the works of a great American literary figure. · Student will be able to understand and appreciate a classic horror story (Literary Analysis). · Student will be able to identify and examine mood in a short story (Literary Analysis). · Student will be able to make inferences about a short story (Active reading). · Student will be able to gain information on Poe’s impact on the genre’s of short fiction and the detective story. · Students will be able to see the framework for an author study. |
136 |
Lecture/Discussion;
|
Notes: Tell Tale Heart Summary----- Poe Poems & Stories
|
Quiz Day 137 |
Day 136: What is the best birthday present you ever received?
|
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|
· Student will be able to define the words from vocabulary list #23 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will also be
able to read a fiction book of their choice |
137 |
Vocabulary / Spelling Quiz #23 ----------------- In Class Reading (40 min) |
Poe Poems & Stories |
Poe Unit Test Day 141 |
Day 137: What is your favorite holiday? What makes this holiday special?
|
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|
· Student will be able to appreciate the works of a great American literary figure. · Students will be able to understand and appreciate three classic poems (Literary Analysis). · Students will be able to identify sound devices in poetry: Rhyme, Alliteration, Assonance (Literary Analysis). · Students will be able to use strategies to understand poetry (Active reading). · Students will be able to gain information on Poe’s impact on the genre’s of poetry. |
138 |
No Vocabulary List This Week ---------- Read Poe’s Poetry: Video: Annabel Lee -------- Show examples of how
the ----------- Read: TLOL p. 198-206 Do: p.204 #1-4; p. 206 #1-2. ----------- Read out loud in class (to hear the “musical quality:” TLOL p. 200
|
Poe Poems & Stories------- Video: Annabel Lee ------- Video: The Bells -------- Audio Book:
|
Due: Tomorrow: Read: p. 198-206 Do: p.204 #1-4; ----------- Poe Unit Test Day 141 |
Day 138: What is your favorite book and why?
|
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|
· Student will be able to appreciate the works of a great American literary figure. · Students will be able to understand and appreciate three classic poems (Literary Analysis). · Students will be able to identify sound devices in poetry: Rhyme, Alliteration, Assonance (Literary Analysis). · Students will be able to use strategies to understand poetry (Active reading). · Students will be able to gain information on Poe’s impact on the genre’s of poetry. |
139 |
Read in class: ------ Show the Tree of Terror episode of The
Simpsons -------Show examples of Poe’s
|
Text: The Raven-------- Simpsons’ Audio Version: The Raven ------ Simpson’s Video Version (4
minutes into video) : ------ Poe Poems & Stories |
Poe Unit Test Day 141 |
Day 139: What are your families’ traditions during Spring break (Easter)?
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· Student will be able to draw conclusions and make judgments about various aspects of a piece of writing. · Student will be to write a short story (detective story). · Student will be able to use a written text as a model for writing. · Student will be able to revise a draft to add figurative language. · |
140 |
Read the “Letter to Maria Clemm” TLOL pg. 205 ----------- Review Poe Biography ------------ Assignment: Write your own ------------ Review for Poe Unit test |
Poe Poems & Stories------- |
Poe Unit Test ------- Two Minute Mystery
detective story (about 500 words) double-space typed |
Day 140: What is something that really bugs you?
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· Unit Test |
141 |
Edgar Allen Poe Unit Test
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Two Minute Mystery
detective story (about 500 words) double-space typed |
Day 141: Free Write |
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· NO SCHOOL |
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SPRING BREAK |
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· Student will understand the following literary terms: form, stanza, rhyme, meter, assonance, onomatopoeia, imagery, metaphor, lines, sound, rhythm, alliteration, consonance, speaker, simile, and figurative language. · Student will learn strategies to appreciate form, sound, and figurative language. · Student will be able to analyze imagery in poetry. · Student will be able to make inferences about the speakers’ identities, reactions, and possible motives. |
142 |
Vocabulary / Spelling Quiz #24 Explained ------------------- As partners: look-up the Vocabulary / Spelling List #24 definitions using the classroom dictionaries; put the word in a sentence; Write a sentence using words 1-10 (10 min) ------------------ Devices Assignment - With a partner,
read: · Rhyme,
If there is none, then write “none.” --------- Class Discussion: Poetry Devices
Explained
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Poetry Devices-------- Text: ---------- Study Guide: |
Read: “O What is That Sound” (TLOL p.142) Find device examples in the poem. Due Tomorrow------- Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit Reading Test Distributed Day 146 --------- Quiz Day 145 |
Day 142: What is something that makes you feel sad?
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· Student will be able to understand and appreciate a classic short story (Literary Analysis). · Student will be able to identify and examine the use of situational irony, allusion, and simile in the story (Literary Analysis). · Student will be able to predict what will happen in a short story (Active Reading). |
143 |
MAPS TESTING ---------------- Collect “Device Assignment” ------------ Refresh the student’s memory about irony, allusion, simile, and prediction. ---------- Discuss Irony and prediction Read The Gift of the Magi in class ---------- Define: Situational Irony -------- With a partner, do page (TLOL) p. 161 Grammar in Context – Pronouns #1-3 |
The Gift of the Magi---------- Movie Version
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Quiz Day 145------- Do TLOL pg. 159 #2,3,4 and 6 Due Tomorrow ---------- Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit Reading Test Distributed Day 146 |
Day 143: If you could pick another era (period in time) to live, what would it be? Why? |
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· Student will understand and appreciate a screenplay (Literary Analysis). · Student will be able to identify and examine foreshadowing in the story (Literary Analysis). · Student will be able to visualize a screenplay (Active reading). |
144 |
Watch in class:
“Sorry, The Right Number” (TLOL pgs 824-839); |
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Tomorrow------- Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit Reading Test Distributed Day 146 |
Day 144: What would happen if you could fly whenever you wanted? When would you use this ability? |
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· Student will be able to define the words from vocabulary list #23 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will be able to understand and appreciate a modern detective/mystery story (Literary Analysis). · Student will be able to examine building suspense (Literary Analysis). · Student will be able to question in a detective/mystery story (Active reading). |
145 |
Vocabulary / Spelling Quiz #24 ----------------- Read in Class:
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Two Minute Mystery
detective story (about 500 words) double-space typed ------ Unit |
Day 145: What would happen if there were no television? Why would this be good? bad? |
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· Student will be able to define the words from vocabulary list #24 (taken from a combination of words on the ACT test top 500 words and from literature read from the 9th grade curriculum). · Student will be able to understand and appreciate the life a great playwright, William Shakespeare, and be able to identify how his life impacted his literary work. |
146 |
Collect and Read some -------- TAKE HOME STORIES TEST Distributed RETURN Day 147 ----------- Test on: The Gift
of the Magi, |
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Unit |
Day 146: MOST IMPORTANT Write five things you consider MOST important to your in life now. These are things you would give up other things for. Be specific. LIKE ALOT Write three things you like, but are NOT the most important to you right now. These are things you like, but would not give up other things for. Be specific
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· Student will apply reading strategies to a non-fiction article (on William Shakespeare) · Student will recognize shared and distinctive characteristics of culture. · Student will make generalizations about a non-fiction article. · Student will be able to interpret the possible influences of historical context on literary works. · Student will be able to identify the main idea if a nonfiction article. · Student will understand the following literary terms: tragedy, tragic hero, comic relief, allusion, foil, dramatic conventions, soliloquy, aside, blank verse, and iambic pentameter (Literary Analysis). · Student will be able to appreciate a writer’s craft. |
147 |
------------ Read TLOL p. 983-987 ----------- Introduction of
Characters ------------ Explanation of
Shakespearean ----------- Explain “Shakespeare Newspaper” Project Due Day 152 --------- Explain: blank verse
and ---------- Read Romeo and
Juliet in class; |
(based on 13 questions) Due 162 |
Day 147: DON’T LIKE Write five things you DO NOT LIKE right now and find offensive, rude or distasteful to you. If you have a choice, these are things you would avoid at all costs. ONE THING IN THE WORLD If you could change ONE thing in the world, what would it be? Why? Be specific.
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: summarizing, figurative language, clarifying, conflict, foil, blank verse, foreshadowing, and paraphrasing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
148 |
Read Romeo and Juliet in class Act 1:scene 2 & 3 |
(based on 13 questions) Due 162 |
Day 148: You are the dictator of the entire world. If you were to create three rules in order for society to live together better, what would they be? How would you enforce your rules? |
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: summarizing, figurative language, clarifying, conflict, foil, blank verse, foreshadowing, and paraphrasing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
149 |
Read Romeo and Juliet in class Act 1:scene 4-5 ---------- Video Sequence: |
Romeo and Juliet Website |
Read: Romeo and
Juliet: Act 1 Do pg. 1019 #1-7 ---------- (based on 13 questions) Due 162 |
Day 149: PERSONAL A
mission statement is a sentence or set of phrases which tell the purpose of a
company or organization and set the vision for their future. Based upon
your answers on days 138-140, what would you say is your “purpose in
life?”
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: soliloquy, aside, conflict, imagery, prediction, questioning, conflict, and foreshadowing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
150 |
Read Romeo and Juliet in class Act 2: Scene1 & 2
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(based on 13 questions) Due 162 |
Day 150: If you could change one thing in your family it would be… Explain why. |
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: prediction, questioning, conflict, foreshadowing, allusion, and visualizing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
151 |
Read Romeo and Juliet Act 2: scene 3-4
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(based on 13 questions) Due 162 |
Day 151: What animal are you? Explain your answer. |
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: prediction, questioning, conflict, foreshadowing, allusion, and visualizing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
152 |
Read Romeo and Juliet in class Act 2:scene 5-6 |
Romeo and Juliet Website |
Read: Romeo and
Juliet: Act 2 TLOL pgs.1020-1042 ---------- (based on 13 questions) Due 162 |
Day 152: Who is the funniest family member or friend you know? Why are they funny? Give examples. |
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: prediction, characterization, conflict, foreshadowing, allusion, climax, and visualizing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
153 |
MAPS TESTING ---------------- Read Romeo and Juliet in class Act 3:scene 1 |
Romeo and Juliet Website |
(based on 13 questions) Due 162 |
Day 153: Catch-up Day and Free Write |
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: prediction, characterization, foreshadowing, allusion, characterization, conflict, climax, blank verse and visualizing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
154 |
Read Romeo and Juliet in class Act 3: scene 2-3 |
Romeo and Juliet Website |
(based on 13 questions) Due 162 |
Day 154: If you could create your own school subject, what would it be? What would it include as lesson plans? |
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: prediction, irony, characterization, conflict, climax, and visualizing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
155 |
Read Romeo and Juliet in class Act 3:scene 4 |
Romeo and Juliet Website |
(based on 13 questions) Due 162 |
Day 155: What did you do over spring break? Be specific. |
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: prediction, irony, characterization, conflict, climax, and visualizing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
156 |
Read Romeo and Juliet in class Act 3:scene 5
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Romeo and Juliet Website |
Read: Romeo and
Juliet: Act 3 TLOL pgs 1044-1070 Due Tomorrow ---------- (based on 13 questions) Due 162
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Day 156: Describe someone who drives you crazy. Do not give their name, instead use Jane for a girl and John for a guy.
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: prediction, irony, and context clues (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
157 |
Read Romeo and Juliet in class Act 4:scene 1-3 |
Romeo and Juliet Website |
(based on 13 questions) Due 162 |
Day 157: What do you think makes someone an adult? Be specific and explain your answer.
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: comic relief and visualizing (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
158 |
Read Romeo and Juliet in class Act 4:scene 4-5 |
Romeo and Juliet Website |
Read: Romeo and
Juliet: Act 4 TLOL pgs. 1072-1085; Due Tomorrow ---------- (based on 13 questions) Due 162 |
Day 158: What is your favorite “pick-me up?” Something that really makes you feel better. Why?
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: tragedy, theme, and clarifying, (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
159 |
Read Romeo and Juliet in class Act 5:scene 1-2 |
Romeo and Juliet Website |
(based on 13 questions) Due 162 |
Day 159: Free Write
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· Student will be able to understand and appreciate a Shakespearean drama (Literary Analysis). · Student will understand the following literary terms: resolution, visualizing, and figurative language (Literary Analysis). · Student will be able to use strategies for reading Shakespearean drama (Active Reading). |
160 |
Romeo and Juliet Essay (based on 13 questions) due on day ---------- Read Romeo and Juliet in class Act 5: scene 3 -------- Review for Romeo and Juliet Tests |
Romeo and Juliet Website
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Read: Romeo and
Juliet: Act 4 TLOL pgs. 1087-1102; Due Tomorrow |
Day 160: You are a turkey. Explain why I should NOT eat you for dinner. Use details and create a good argument. |
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· Romeo and Juliet Tests |
161 |
Romeo and Juliet FACTS Test ----------- Romeo and Juliet ESSAY/SHORT ANSWER Take-Home Test ---------- Collect Romeo and Juliet Essay (based on 13 questions) due Today |
Romeo and Juliet Website |
Romeo and Juliet Essay (based on 13 questions) due TOMORROW |
Day 161: What is the best advice you have ever received? |
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· Student will apply reading strategies to a non-fiction article (Homer’s World) · Student will evaluate the credibility of information sources. · Student will draw conclusions about a nonfiction article. · Student will recognize shared and distinctive characteristics of culture. · Student will make generalizations about a non-fiction article. · Student will be able to interpret the possible influences of historical context on literary works. · Student will be able to identify the main idea if a nonfiction article. · Student will be able to appreciate a writer’s craft. |
162 |
Collect Romeo and Juliet Essay (based on 13 questions) ------------ Valyuse Island Voting (Judgments) ---------- Read: TLOL pgs.
887-891; ------------ Video Segments: Mini-version of Romeo and Juliet
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Read TLOL pgs.
887-891; |
Day 162: Think of a friend you have, in or out of school. Tell one story that comes to mind when you think of this friend. |
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· Student will understand the following literary terms: epic, epic hero, epic simile, and epithet (Literary Analysis). · Student will appreciate shared characteristics of literature across cultures. · Student will interpret the possible influences of historical contexts on a literary work. |
163 |
Explain: Author Study Mini-Project Due Day 172 ----------- Describe what an “author study” is (TLOL p.218). ------------- Lesson: Mythology Pt1 PowerPoint
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Due Day 172 |
Day 163: Think of a place that's so special to you that you just love thinking about it. |
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· Student will understand the following literary terms: epic, epic hero, epic simile, and epithet (Literary Analysis). · Student will appreciate shared characteristics of literature across cultures. · Student will interpret the possible influences of historical contexts on a literary work. |
164 |
Lesson: Mythology Pt2 PowerPoint
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Due Day 172 |
Day 164: |
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· Student will appreciate shared characteristics of literature across cultures. · Student will be able to research, examine the works of, and present a study project to the class about a minority author. · Student will interpret the possible influences of historical contexts on a literary work. |
165 |
IMC Work Day |
Author Study Mini-Project |
Due Day 172 |
Day 165: |
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· Student will understand and appreciate a classic epic poem (Literary Analysis). · Student will understand an epic hero and conflict in the poem (Literary Analysis). · Student will be able to predict what will happen in an epic poem (Active Reading). · Student will be able to recognize and interpret poetic elements like metaphor, simile, and the effect of sound on meaning. |
166 |
Lesson: Odyssey Background PowerPoint ---------- Video Segments: Birth of Odysseus’ Son (Telemachus) ---------- Read: Odyssey ---------- Video Segments:
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Author Study Mini-Project |
Due Day 172 |
Day 166: |
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· Student will understand and appreciate a classic epic poem (Literary Analysis). · Student will understand an epic hero, inference, setting, theme, characterization, making judgments, suspense, tone, and foreshadowing in the poem (Literary Analysis). · Student will be able to predict what will happen in an epic poem (Active Reading). |
167 |
Read: Odyssey ------- Video Segments: · Cyclops --------- Read: Odyssey -------- Video Segments: · Aeolus · Circe
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Author Study Mini-Project
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Read: Odyssey TLOL pgs. 898-913 AND pgs. 916-925 Do questions #1-8 on page 914; Due Tomorrow --------- Due Day 172 |
Day 167: |
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· Student will understand and appreciate a classic epic poem (Literary Analysis). · Student will understand an epic hero, epic simile, inference, summary, questioning, imagery, theme, analyzing, and paraphrasing (Literary Analysis). · Student will be able to predict what will happen in an epic poem (Active Reading). |
168 |
Read: Odyssey ------- Video Segments: ----------- Read: Odyssey ----------- Video Segments:
----------- Read: Odyssey ----------- Video Segments: · Poseidon and King Alcinous (Trinacia)
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Author Study Mini-Project------- |
Read: Odyssey TLOL p. 928 (intro) pgs. 928-937 pgs. 937 (close) Do questions #1-7 on TLOL page 939 -------- Due Day 172 |
Day 168: |
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· Student will understand and appreciate a classic epic poem (Literary Analysis). · Student will be able to identify conflicts in an epic poem (Active Reading). · Student will understand an epic hero, epic simile, epic theme, epic plot, characterization, questioning, irony, inferences, setting, foreshadowing, theme, analyzing, and summarizing (Literary Analysis). · Student will be able to predict what will happen in an epic poem (Active Reading). |
169 |
Read: Odyssey ----------- Video Segments: · Penelope’s Suiters1 (Disguise) · Penelope’s Suiters2 (Penelope & Odysseus) · Penelope’s Suiters3 (The competition) ---------- Read: Odyssey ---------- Video Segments: · Penelope’s Suiters4 (Competition to end)
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Author Study Mini-Project |
Read: Odyssey TLOL pgs. 942-954; pgs. 955-964 Do questions #1-8 -------- Due Day 172 |
Day 169: |
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· Student will appreciate shared characteristics of literature across cultures. · Student will be able to research, examine the works of, and present a study project to the class about a minority author. · Student will interpret the possible influences of historical contexts on a literary work. |
170 |
IMC Work Day |
Author Study Mini-Project |
Due Day 172 |
Day 170: People worry too much about __________. Fill in the blank with any topic you like. |
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· Student will appreciate shared characteristics of literature across cultures. · Student will be able to research, examine the works of, and present a study project to the class about a minority author. · Student will interpret the possible influences of historical contexts on a literary work. |
171 |
IMC Work Day |
Author Study Mini-Project |
Due Day 172 |
Day 171: What is your favorite cable or satellite station?
Why? If you could create your own station, what would it be? Why? Describe.
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· Student will appreciate shared characteristics of literature across cultures. · Student will be able to research, examine the works of, and present a study project to the class about a minority author. · Student will interpret the possible influences of historical contexts on a literary work. |
172 |
Collect / Present
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None |
None |
Day 172: What part of the story “The Odyssey” do you like most so far? Why? Do you prefer “The Odyssey” or “Romeo and Juliet?” Why? |
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· Student will appreciate shared characteristics of literature across cultures. · Student will be able to research, examine the works of, and present a study project to the class about a minority author. · Student will interpret the possible influences of historical contexts on a literary work. |
173 |
Present
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None |
None |
Day 173: The Odyssey is about completing life’s journey. Where do you hope to be on your Journey in 18 years? (about 33 years old) Give details; be specific.
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· Student will appreciate shared characteristics of literature across cultures. · Student will be able to research, examine the works of, and present a study project to the class about a minority author. · Student will interpret the possible influences of historical contexts on a literary work. |
174 |
Present
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None |
None |
Day 174: Pretend your class is putting together a time capsule. It might not be opened by anyone for 100 years or more. This time capsule will tell people in the future what life on earth was like in the 2000s. You can choose one thing to go inside. Explain what you will choose and why. |
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· Student will appreciate shared characteristics of literature across cultures. · Student will be able to research, examine the works of, and present a study project to the class about a minority author. · Student will interpret the possible influences of historical contexts on a literary work. |
175 |
Present |
None |
None |
Day 175: School is almost over for the year. What have you regretted this year and what are you proud of? |
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176 |
Final Exam Review
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177 |
Final Exam |
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178 |
Final Exam |
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179 |
Final Exam |
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180 |
No School |
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