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Week 1 (R&J)
Monday 4/11: Objective (L 5 a-d): I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
Greek Roots Intro
Tuesday 4/12: No class for freshmen
Wednesday 4/13: Objective: L 5 a-d Create flashcards and study for Greek Roots Quiz: 4/15
Thursday 4/14: Objective W-5 I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Revisions day for essays/study day
Friday 4/15: Greek Roots Quiz AND revisions due for essay
4/18 Objective (L 5 a-d): I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
Greek Roots II
4/19 Objective (L 4 - 5) I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Shakespeare pick-up lines
4/20 Objective (RL 1,2,4,5 RI 1-6) I can analyze how the author unfolds an analysis or series of ideas or events.
Intro to Sonnets
4/22 Greek Roots Quiz II (free reading Friday)
Below is the first sonnet we annotated and the "answer version"
4/25 Objective (L 5 a-d): I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
Greek Roots III
Homework: annotate sonnet 18
4/26 Sonnet lesson: sonnet 18
Review and write group essay on sonnet 18 (on demand essay prep)
4/27 Sonnet lesson AND prep for OnDemand Essay
4/28 On Demand Essay
4/29 Greek Roots Quiz AND Free Reading Friday
5/2 Greek Roots IV/CERA Post Test/Vision Screening
5/3 No School
5/4 R&J the characters (create a character map showing relationships among characters from R&J)
5/5 Act 1 Scene 1 "Punning in Verona"
5/6 Greek Roots Quiz/ Free Reading Friday/Pick parts for Act 1
5/9 Act I Scene II and III/Love and Marraige connction R&J Greek Roots 5
5/10 Act 1 Scene IV "I dreamt a dream"
5/11 (early release) Act 1 Scene V: masks
5/12 Masks/Dancing and Potentially watch Act 1 (R&J Leo version)
5/13 Greek roots quiz 5/ Free Reading Friday
Weekly objective: Objective (RL 1,2,4,5 RI 1-6) I can analyze how the author unfolds an analysis or series of ideas or events.
5/16 Greek Roots VI Group annotation (chorus) Read Act II Scene I and then outline with table parters
(fifth hour: Greek Roots Quiz and Survey--hw is annotaion and Act II
5/17 Read Act II Scene III (character paragraph) -- watch
5/18 SRI Read Act II Scene III ("Gray-Eyed Morn" close-reading)
HOMEWORK Act II Scene IV
5/19 Read Act II Scene V and VI
5/20 Greek Roots VI Quiz
Week 7 R&J
5/23 Learning Goal: I can review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing
Act III Scene I "Hold, Friends"
5/24 Act III Scene II "And bring in cloudy Night"
5/25 Act III Scene III and IV
5/26 Act III Scene V
2/2 Book pick up and Tweet activity
2/3 Cross the line activity: Journal entry: Define: equality. Define yourself culturally, historically, personally.
2/4 modeled annotations p.1-14
2/5 Read and annotate p15-24 in class hw p. 25-43 and annotate
2/8 Andrew Jackson's speech to congress paired with:
2/9 Whitesboro read p.44-53
Read after you read first link: the vote
Journal entry: 3/4 page reflection on reading so far
2/10 read p. 54-66
Case Summary: Brown V Board of Education
Photograph: Ruby Bridges _
Painting: The problem we all live with
Case Summary: Plessy V Ferguson
Cartoon: Plessy V Ferguson
2/11 Read and annotate p.67-101
Cartoon analysis from page 57 and drawing: Draw yourself as Alexie did on page 57
2/12 101-112 hw p. 114-167 and passage entry (see below)
2/22 Welcome back!
Objective: RL 4 I can determine the meaning of words and phrases as they are used in the text to analyze impact of specific word choices on meaning and tone
Letter to self (see below)
Homework tun in (Before you turn in your paragraph:)
2/23 Discussion prep day
Objective: RI 9 I can compare and contrast one author’s presentation of events with that of another
Research to prepare for socratic seminar
what happened in ferguson?
Homework: Last week you drew a picture of yourself. It had multiple sides to it. My question for you is, are both(all) sides of you represented in your social media? If you were to pass away today, what picture would the media paint about you based on what you have as your profile picture and last few posts? Have two photos (printed or on your phone) that you can share with the class that would be the one the media would choose and the one you would choose to feature if you passed away. Be prepared to add this to discussion tomorrow.
2/24 socratic seminar
SL 1 I can initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
2/25 Reading and annotation day
Objective: RL 3 I can analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Read p179/230 and reflection journal entry (#1 or #11 from end of book)
2/26 Introduction of essay topic and scoring
Objective: W8: I can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
To Kill a Mockingbird
Gateway activity: Inquiry: webquest
Thurs. 10/8: read Ch. 1 (annotations)
Friday: 10/9 Ch. 2-3 and venn diagram (see below)
Monday: 10/12: read ch. 4-6 and complete Scout attribute web (see below)
Tuesday: 10/13 Character conclusion: see below
Wednesday: 10/14 ch. 7-8 Reading check tomorrow
Thursday: 10/15 Reading check and Ch. 9 with activity
Friday: 10/16 Ch.10 w/handout for allegory HW: Ch. 11
(Subject to change)
Oct. 8 Ch.1
Oct. 9 Ch. 2-3
Oct. 12: Ch. 4 and 5 (hw. Ch.6)
Oct. 14 7-8
Oct. 15 Ch.9
Oct. 16: Ch.10 HW: Ch. 11
Oct. 19 Ch. 10 activity
Oct. 20 Character Paragraph
Oct. 21 Character Paragraph Due at end of hour
Oct. 22 Scottsboro Boys
Oct. 23 Scottsboro Boys
Oct. 26 Ch 12 (comprehension Check) (HW ch. 13)
Oct. 27 AI presentation (HW ch. 13)
Oct. 28 Ch. 14-15 (comprehension check/ characterization chart)
Oct. 29 Ch. 16 (comprehension check/ characterization chart)
Oct. 30 Ch. 17 The trial begins (18-19 hw Read to p.226)
Nov. 2 (reading check quiz) Ch. 20-21 HW Ch.22-23 (up to 259)
Nov. 3 NO SCHOOL
Nov. 4 Ch. 24 and index catch up (look at quotes dealing with integrity)
Nov. 5 Ch. 25 and 26 And names assignment
Nov. 6 Ch. 27 hw: 28 Flower symbolism discussion
Nov. 9 Ch. 29
Nov. 10 30-31
Nov.16 Annotations due (three pages front and back)--brainstorm and find thesis
Nov. 17 Outline/Introduction
Nov. 18 support paragraph one
Nov. 19 support paragraphs two and three
Nov. 20 Conclusion
Rubric for essay:
MLA format example: