English-9 – Semester 2 (Freshman English)

Mr. Dawursk

All assignments are due the following class day unless stated.
REMEMBER: BOOKS CAN NOT BE TAKEN HOME.

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, March 3, 2014

Daily Schedule:

After the classroom greeting (handshake) and 5 minute Journaling,

students have a 2-3 minute daily activity:

Mondays:  Minute Mystery
   -Develops analytical thinking, deductive reasoning, and problem solving skills

Tuesdays: Good News
   -Three students are chosen to stand and state something good that has happened to them this week.

Wednesdays: Community Builder

   - Variety of group exercises intended to promote trust, respect and community within the classroom.

Thursdays: Minute Mystery

   -Develops analytical thinking, deductive reasoning, and problem solving skills

Fridays: Good News

   -Three students are chosen to stand and state something good that has happened to them this week.

Day	Lesson Objectives	Subject / Notes / Lesson	Read / Website	Assignment	Journal Assignment
		SEMESTER TWO
91	· 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.	History of Shakespeare Pt. 1 -------- Read TLOL pgs 783-987 --------- Read Romeo and Juliet in class; begin reading Act 1:scene1 -------- Globe Theatre History ------- Globe Theatre	Vocabulary Words #20 ------ Shakespeare PowerPoint	Vocabulary Words #20 Quiz Day 94	What are your families’ traditions during Spring break (Easter)?
92	· 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.	History of Shakespeare Pt. 2 --------- Movie: Shakespeare	Vocabulary Words #20 ------ Shakespeare PowerPoint	Vocabulary Words #20 Quiz Day 94	What is something that really bugs you?
93	· 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).	Read TLOL p. 987 ----------- Introduction of Characters in Romeo and Juliet ------------ Explanation of Shakespearean language and verse; ---------- Explain: blank verse and iambic pentameter. ----------- Read Romeo and Juliet in class; begin reading Act 1:scene1 in class	Vocabulary Words #20 ------ Romeo and Juliet Website	Vocabulary Words #20 Tomorrow	What is the best advice you ever received?
94	· 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).	Vocabulary List #18 Quiz ------------ Read Romeo and Juliet in class Act 1:scene2	------ Romeo and Juliet Website	None	What is something that makes you feel sad?
95	· 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).	As partners: look-up the Vocabulary / Spelling List #21 definitions using the classroom dictionaries; write sentences using vocabulary words 1-6  -------------- Explain “Shakespeare Newspaper” Project Due Day 152 -------------- Read Romeo and Juliet in class Act 1:scene3 ------------ Read Act 1 and 2 from Romeo and Juliet TLOL pgs. 991-1042 Do pg. 1043 #1-5 by Day 149 ----------- Make a day-by-day calendar of the events in the play starting on Sunday and ending on Friday.  Due on the last day of reading.	Vocabulary Words #21 ------ Romeo and Juliet Website	Vocabulary Words #21 Quiz Day 149 ----------- Read: Romeo and Juliet: Act 1 and 2 TLOL pgs. 991-1042 Do pg. 1043 #1-5 Due Day 149 ----------- Make a day-by-day calendar of the events in the play starting on Sunday and ending on Friday.  Due on the last day of reading.	If you could pick another era (period in time) to live, what would it be?  Why?
96	· 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).	Read Romeo and Juliet in class Act 1:scene 4-5 ---------- Video Sequence: Act 1 Scene 5	Vocabulary Words #21 ------ Romeo and Juliet Website	Vocabulary Words #20 Tomorrow ---------- Read: Romeo and Juliet: Act 1 TLOL questions Due Day 149 ----------- Make a day-by-day calendar of the events in the play starting on Sunday and ending on Friday.  Due on the last day of reading.	What would happen if you could fly whenever you wanted? When would you use this ability?
97	· 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).	Collect TLOL P.1043 #1-5 ---------- Vocabulary List #21 Quiz ------------ Read Romeo and Juliet in class Act 2: Scene1	Romeo and Juliet Website	Read Romeo and Juliet at home ----------- Day-by-Day calendar starting on Sunday due on the last day of reading.	What would happen if there were no television? Why would this be good? bad?
98	· 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).	As partners: look-up the Vocabulary / Spelling List #22 definitions using the classroom dictionaries; write sentences using vocabulary words 1-10  Read Romeo and Juliet Act 2: scene 2-3	Vocabulary Words #22 ------ Romeo and Juliet Website	Vocabulary Words #20 Quiz Day 102 ----------- Day-by-Day calendar starting on Sunday due on the last day of reading.	If you could change one thing in your family it would be… Explain why.
99	· 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).	Read Romeo and Juliet in class Act 2:scene 4-5	Vocabulary Words #22 ------ Romeo and Juliet Website	Vocabulary Words #22 Quiz Day 102 ----------- Read: Romeo and Juliet: Act 2 TLOL questions Due Day 152	What animal are you?  Explain your answer.
100	· 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).	Read Romeo and Juliet in class Act 3:scene 1	Vocabulary Words #22 ------ Romeo and Juliet Website	Vocabulary Words #22 Quiz Day 102 ----------- Day-by-Day calendar starting on Sunday due on the last day of reading.	Who is the funniest family member or friend you know?  Why are they funny? Give examples.
101	· 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).	Read Romeo and Juliet in class Act 3: scene 2-3	Vocabulary Words #22 ------ Romeo and Juliet Website	Vocabulary Words #22 Quiz Tomorrow ----------- Day-by-Day calendar starting on Sunday due on the last day of reading.	Catch-up Day and Free Write
102	· 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).	Vocabulary List #22 Quiz -------- Read Romeo and Juliet in class Act 3:scene 4	Romeo and Juliet Website	Day-by-Day calendar starting on Sunday due on the last day of reading.	If you could create your own school subject, what would it be?  What would it include as lesson plans?
103	· 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).	As partners: look-up the Vocabulary / Spelling List #23 definitions using the classroom dictionaries; write sentences using vocabulary words 1-10  --------- Read Romeo and Juliet in class Act 3:scene 5	Vocabulary Words #23 ------ Romeo and Juliet Website	Vocabulary Words #23 Quiz Day 106 ----------- Read: Romeo and Juliet: Act 3 TLOL questions Due Day 156	What did you do over spring break?  Be specific.
104	· 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).	Read Romeo and Juliet in class Act 4:scene 1-3	Vocabulary Words #23 ------ Romeo and Juliet Website	Vocabulary Words #23 Quiz Day 106 ----------- Day-by-Day calendar starting on Sunday due on the last day of reading.	Describe someone who drives you crazy.  Do not give their name, instead use Jane for a girl and John for a guy.
105	· 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).	Read Romeo and Juliet in class Act 4:scene 4-5	Vocabulary Words #23 ------ Romeo and Juliet Website	Day-by-Day calendar starting on Sunday due on the last day of reading. ---------- Read: Romeo and Juliet: Act 4 TLOL questions Due Day 158 -------- Vocabulary Words #23 Tomorrow	What do you think makes someone an adult?  Be specific and explain your answer.
106	· 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).	Vocabulary List #23 Quiz -------- Read Romeo and Juliet in class Act 5:scene 1-2	Romeo and Juliet Website	Day-by-Day calendar starting on Sunday due day 108.	What is your favorite “pick-me up?”  Something that really makes you feel better.  Why?
107	· 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).	As partners: look-up the Vocabulary / Spelling List #24 definitions using the classroom dictionaries; write sentences using vocabulary words 1-10  -------- Read Romeo and Juliet in class Act 5: scene 3 -------- Review for Romeo and Juliet Tests	Vocabulary Words #24 ------ Romeo and Juliet Website	Romeo and Juliet Essay (based on 13 questions) due on day 109 -------- Vocabulary Words #24 Quiz Day 110 ----------- Day-by-Day calendar starting on Sunday due Tomorrow. --------- Romeo and Juliet FACTS Test -- Tomorrow	You are a turkey.  Explain why I should NOT eat you for dinner.  Use details and create a good argument.
108	· 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).	Romeo and Juliet FACTS Test	Vocabulary Words #24 ------ Romeo and Juliet Website	Romeo and Juliet Essay (based on 13 questions) due TOMORROW -------- Vocabulary Words #24 Quiz Day 110 --------- Romeo and Juliet ESSAY/SHORT ANSWER Test -- Tomorrow	None
109	· 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).	Romeo and Juliet ESSAY/SHORT ANSWER Test ---------- Collect Romeo and Juliet Essay (based on 13 questions) due Today	Vocabulary Words #24 ------ Romeo and Juliet Website	Vocabulary Words #24 Quiz Day 110	None
110	· 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).	Vocabulary List #24 Quiz -------------- Romeo and Juliet Movie PT2 -------------- Read TLOL pgs. 887-891; Do “Your Turn” on pgs. 890-891. ------------ Video Segments: Song: Romeo and Juliet Mini-version of Romeo and Juliet	None	Read TLOL pgs. 887-891; Do “Your Turn” on pgs. 890-891. Due Tomorrow.	None
111	· The student will understand the course expectations, classroom policies, and homework procedures.	NEW TEACHER: Mr. Dawursk Introduce the rules, procedures and expectations for the class to new or transferred students	None	Brown Bag Speech due Day 113	None
112	· The student will understand the course expectations, classroom policies, and homework procedures. · The student will understand how everyone’s personalities are unique and different from each other and the student will understand how people need to approach each other differently.	True Colors Testing True Colors Explained True Colors Power Point	Test Handout	Brown Bag Speech due Day 113	None
113	· 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.	Brown Bag Presentations	None	Romeo and Juliet Project Presentations Due Day 115	None
114	· 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.	Brown Bag Presentations	None	Romeo and Juliet Project Presentations Due Day 115	None
115	· The student will present a project which demonstrates a moral, theme, characterization, or central idea from the play Romeo and Juliet. · Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On Demand Writing #1 Romeo and Juliet Project Presentations Due	None	None	None
116	· The student will present a project which demonstrates a moral, theme, characterization, or central idea from the play Romeo and Juliet.	Romeo and Juliet Project Presentations Due	None	None	None
116	· The student will present a project which demonstrates a moral, theme, characterization, or central idea from the play Romeo and Juliet.	Romeo and Juliet Project Presentations Due	None	None	None
117	· 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). · Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	Note Taking ----------------- Short Story Unit – Part 1 Plot diagram – Parts of a Short Story --------------- “On Demand” writing assignment. 15 minutes to write a50 words on the topic: My Goals for the Rest of the Semester. The essay should include an explanation of each goal and discuss how the student will achieve the goal and what obstacles they may need to overcome.	Note Taking Short Story Unit	None	None
118	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On Demand Writing #2
119	· 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).	As partners: look-up the Vocabulary / Spelling List #12 definitions using the classroom dictionaries; write a sentence using vocabulary words 1-5  (10 min) ----------------- Note Taking ----------------- Short Story Unit – Part 1 Plot diagram – Parts of a Short Story	Vocabulary Words #12	Vocabulary Words #1 Quiz Day 122	“My goals for the rest of this year are…. because….”
120	· ·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.	Short Story Unit – Part 2 Exposition: Setting, Characterization Vocabulary / Spelling Quiz #1 ---------------------	Short Story Unit		"High fashion has the shelf life of potato salad." What does that mean? Is it true?  Why or why not? Give examples.
121	· 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). · Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	Short Story Unit – Part 3 Inciting Moment: conflict Rising Action	Short Story Unit	Vocabulary Words #1 Quiz Day 122	People always say to “just be yourself.”  What does that mean and is it possible to do that all the time?  Explain your answer.
122	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	Theme In-Class Assignment #1
123	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On-Demand Writing #3
124	· ·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).	In Class: Context Clues – Vocabulary in Action  -- Pg. 36; As partners do either 1-5 or 6-10 (10 min) ----------------------- In Class Discuss: Read The Necklace	The Necklace TLOL pgs. 27-34	TLOL Vocabulary in Action Pg. 36: 1-10 ------------ Pg. 35 Do Think Critically #2-4 Vocabulary Words #2 Quiz Day 121
125	· 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).	Short Story Unit – Part 4 Climax and Dénouement -------------- Vocabulary Words Explained As partners: look-up the definitions using the classroom dictionaries (10 min) Vocabulary / Spelling Quiz #2 ---------------------	Short Story Unit		Describe a time you were very sick.
126	· 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.	In Class Discuss: Read The Necklace A short movie version: The Necklace	The Necklace TLOL pgs. 27-34	Vocabulary Words #3 Quiz Day 128 ----------------- TLOL : Pg. 35 Do Think Critically #2-4 Due Day 18 ---------------- Journal Check: Day 24	Tell your feelings about death and/or a funeral.
127	· Student will be able to identify the enduring message, theme, or moral in a designated piece of literature.	Theme In-Class Assignment #2
128	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On-Demand Writing #4
129	· 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)	In Class Discuss: Read The Necklace ------------------- Journal Check: 10 extra minutes to catch-up on Journal Assignments A home made version: The Necklace Pt.1 The Necklace Pt.2	The Necklace TLOL pgs. 27-34	Vocabulary Words #3 Quiz Day 128 ----------------- Finish Reading at home The Necklace ----------- TLOL : Pg. 35 Do Think Critically #2-4 Due Day 18	If I could give one piece of advice to any person in history, that advice would be...
130	·  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 · Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	Short Story: Writing Devices --------------------- Vocabulary Words Explained As partners: look-up the definitions using the classroom dictionaries (10 min) --------------------- In Class Discuss: The Most Dangerous Game Vocabulary / Spelling Quiz #4 ---------------------	Writing Devices ----------- The Most Dangerous Game TLOL pgs. 39-57	Answer Questions on: The Most Dangerous Game Story Handout	The Packers have won 13 championships.  Give your impressions from the past season, your opinion about NFL teams, or your feelings about football as a whole.
131	·  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)	Short Story Writing Devices Part 1: Imagery, suspense, tone, mood, hyperbole --------------------- In Class: Discuss: The Most Dangerous Game	Writing Devices ----------- The Most Dangerous Game TLOL pgs. 39-57	Vocabulary Words #2 Quiz Day 127 ----------------- Answer Questions on: The Most Dangerous Game Story Handout	Tell five things you'd like to do on your next birthday.
132	· Student will be able to identify the enduring message, theme, or moral in a designated piece of literature.	Theme In-Class Assignment #3
133	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On-Demand Writing #5
134	·  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)	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: The Most Dangerous Game	Writing Devices ----------- The Most Dangerous Game --------- TLOL P. 59	TLOL P. 59 Vocabulary in Action 1-5 ------------- Vocabulary Words #3 Quiz Day 132 ------------- Answer Questions on: The Most Dangerous Game Story Handout	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?
135	· 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).	In Class Discuss: The Most Dangerous Game --------------------- Grammar in Context (in class) TLOL p. 60: 1-4 Vocabulary / Spelling Quiz #5 ---------------------	The Most Dangerous Game ---------- TLOL p. 60: 1-4	Vocabulary Words #3 Quiz Day 132 ------------- Answer Questions on: The Most Dangerous Game Story Handout – Questions Due Day 25	In 20 years, I will be...
136	· 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) Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	In Class: Discuss The Most Dangerous Game	The Most Dangerous Game	Vocabulary Words #3 Quiz Day 132 ------------- Answer Questions on: The Most Dangerous Game Story Handout – Questions Due Day 25	Share your 24 hour “unfinished Business” story
137	· Student will be able to identify the enduring message, theme, or moral in a designated piece of literature.	Theme In-Class Assignment #4
138	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On-Demand Writing #6
139	· 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.	Vocabulary / Spelling Quiz #5 Explained ----------------------- As partners: look-up the Vocabulary / Spelling List #5 definitions using the classroom dictionaries (10 min) -----------------------	The Most Dangerous Game	Vocabulary Words #3 Quiz Day 132 ------------- Answer Questions on: The Most Dangerous Game Story Handout – Questions Due Day 25	“Secretly, I wish…”
140	· 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	In Class: Discuss The Most Dangerous Game --------------------- With a partner, make a Venn Diagram which shows the comparison/contrast of the two hunters (LTOT p. 1155)	The Most Dangerous Game -------- Venn Diagram	Vocabulary Words #3 Quiz Day 132 ------------- Answer Questions on: The Most Dangerous Game Story Handout – Questions Due Tomorrow ---------------- Comparison/contrast Venn Diagram of the two hunters due Day 25	“My children won’t have to…”
141	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On Demand #7
142		ACT Testing
143	· Student will be able to identify the enduring message, theme, or moral in a designated piece of literature.	Theme In-Class Assignment #5
144	· 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	Work on Compare Contrast Essay  “Comparison / Contrast Writing Assignment” -- Comparison / contrast the book with the screen play (movie) which were written by the same author ------------------  Collect Venn Diagram of Movie and Book ------------------- Explain and demonstrate Comparison / Contrast essay patterns/structures ------------- Pass out comparative/contrast essay format outlines and a sample ---------------- Prewriting exercise: Work on outline in class.  When finished, begin rough draft	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 30	“My most favorite vacation was”
145	· 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	Work on Compare Contrast Essay  “Comparison / Contrast Writing Assignment” -- Comparison / contrast the book with the screen play (movie) which were written by the same author ------------------	Comparison / Contrast --------------- Format outlines and a sample ---------- TLOL p. 390-393 Comparison/Contrast Essay	Comparison / Contrast Essay Rough Draft Due Day 33 Final Draft Due Day 34	Using hyperbole, describe what you had for dinner last night or for  breakfast today.
146	· 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	Work on Compare Contrast Essay  “Comparison / Contrast Writing Assignment” -- Comparison / contrast the book with the screen play (movie) which were written by the same author ------------------	Comparison / Contrast --------------- Format outlines and a sample ---------- TLOL p. 390-393 Comparison/Contrast Essay	Comparison / Contrast Due Tomorrow	Using hyperbole, describe what you had for dinner last night or for  breakfast today.
147	· Student will be able to write an “On Demand” essay using appropriate word choice, grammar, sentence structure, spelling and other traits of 6+1.	On Demand #8
148		“Running with the Races” Picture Activity Intended to be an introduction to our “cultural stories.” Emphasis: How we base our judgments on how people look. -------------- Read some of the journals about racism / prejudice --------------- Vocabulary / Spelling Quiz #6 Explained ------------------- As partners: look-up the Vocabulary / Spelling List #7 definitions using the classroom dictionaries; put the word in a sentence; Write a sentence using words 1-5 (10 min)	Format outlines and a sample ---------- Study Questions ---------- Background ---------- Additional Material	---------------- Vocabulary Words #6 Quiz Day 37 ------------ Study Questions and Inference Chart Due Day 39	“Some people seem to want only to…”
149		Vocabulary List #6 Quiz --------------- Notes on African American Literature – Day #1 --------------- Explain: Author Study Mini-Project Due Day 120	Part 1: African Story Telling & Writing -------------  Author Study Mini-Project	Author Study Mini-Project Due Day 120	I believe…”
150		Notes on African American Literature – Day #2	Part 2: Africa to the Civil War	Author Study Mini-Project Due Day 120	If I were five years older…”
151		Notes on African American Literature – Day #3	Part 3: Reconstruction to Renaissance	Author Study Mini-Project Due Day 120	“When I’m alone at home, I…
152		Notes on African American Literature – Day #4	Author Study Mini-Project	Author Study Mini-Project Due Day 120	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?)
153		Notes on African American Literature – Day #5	Author Study Mini-Project	AA Literature Unit Test Day 118 -----------  Author Study Mini-Project Due Day 119	Do you believe in love at first sight? Explain your response
154		IMC Mini-Project Work Day	Author Study Mini-Project	AA Literature Unit Test Day 118 -----------  Author Study Mini-Project Due Day 119	If you and your best friend could have a free limo for 24 hours, where would you go and what would you do?
155		Vocabulary List #15 Quiz ------------	Author Study Mini-Project	AA Literature Unit Test Day 118 -----------  Author Study Mini-Project Due Day 119	You have an extra $100,000 to give away; you cannot spend it on yourself. What would you do with the money?
156		IMC Mini-Project Work Day	Author Study Mini-Project ----------  Author Study Mini-Project	AA Literature Unit Test Tomorrow --------  Author Study Mini-Project Due Day 120	The qualities that make a best friend are...
157		Collect / Present  Author Study Mini-Project			Describe your room at home in detail. What are you proudest of and why?
158		Present  Author Study Mini-Project			What is something you dislike about yourself?
159		Present  Author Study Mini-Project	None	None	FREE WRITE
160		Present  Author Study Mini-Project ----------- Look-up the Vocabulary / Spelling List #15 definitions using the classroom dictionaries; write a sentence using vocabulary words 1-5	Vocabulary Words #15	Sentences for words 1-5 list #15 Due Day 123 ----------- Vocabulary Words #15 Quiz Day 126	Tell about something you believe very strongly in (religion, country, philosophy, etc).
161		Present  Author Study Mini-Project ----------- Look-up the Vocabulary / Spelling List #15 definitions using the classroom dictionaries; write a sentence using vocabulary words 6-10	Vocabulary Words #15	Sentences for words 6-10 list #15 Due Day 124 ----------- Vocabulary Words #15 Quiz Day 126	What is something you do well?
162		Extended “Good News” (Extemporaneous Speaking) -------------- Lesson: Mythology Pt1 PowerPoint	Mythology	None	“My bluest days are…”
163		Lesson: Mythology Pt2 Powerpoint	Mythology	None	“People who drink…”
164		As partners: look-up the Vocabulary / Spelling List #25 definitions using the classroom dictionaries ---------- Lesson: Odyssey Background PowerPoint ---------- Video Segments: Birth of Odysseus’ Son (Telemachus) Trojan War / Horse Poseidon’s Challenge ---------- Read: Odyssey TLOL pgs. 895-897 ---------- Video Segments: Calypso1 Calypso2	Odyssey Background --------- Odyssey Map	Vocabulary Words #25 Quiz Day 174	“When I wake up in the morning, I…”
165		Read: Odyssey TLOL pgs. 898-913 ------- Video Segments: · Cyclops --------- Read: Odyssey TLOL pgs. 916-925 -------- Video Segments: · Aeolus · Circe	Odyssey Map	Vocabulary Words #25 Quiz Day 174	What is your favorite cable or satellite station?   Why?             —OR— If you could create your own station, what would it be?   Why? Describe.
166		Read: Odyssey TLOL p. 928 (intro) ------- Video Segments: · Tiresias and the Underworld ----------- Read: Odyssey TLOL pgs. 928-937 ----------- Video Segments: · The Sirens (From an older movie version) · Scylla (Movie is Not Accurate to Text) ----------- Read: Odyssey TLOL pgs. 937 (close) ----------- Video Segments: · Poseidon and King Alcinous (Trinacia)	Odyssey Map	Vocabulary Words #25 Quiz Day 174	What part of the story “The Odyssey” do you like most so far? Why?  Do you prefer “The Odyssey” or “Romeo and Juliet?” Why?
167		Vocabulary Quiz #25 ----------- Read: Odyssey TLOL pgs. 942-954 ----------- Video Segments: · Penelope’s Suiters1 (Disguise) · Penelope’s Suiters2 (Penelope & Odysseus) · Penelope’s Suiters3 (The competition) ---------- Read: Odyssey TLOL pgs.  955-964 ---------- Video Segments: · Penelope’s Suiters4 (Competition to end)	Odyssey Map	Vocabulary Words #25 Quiz Day Tomorrow	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.
168		Finish Odyssey	Odyssey Map ------ Online Video: The Odyssey (1996) (NOTE: This movie version is NOT completely accurate to the text)	None	“When I wake up in the morning, I…”
169		Present Contract Projects			“Before I go to bed, I…”
170		Present Contract Projects			“My favorite smells are…”
171		Present Contract Projects
172		Present Contract Projects
173		Present Contract Projects
174		Present Contract Projects