1st Quarter
READING ASSITANCE: AUDIOBOOK FOR THE CRUCIBLE
Holt McDougal
Online Literature Book Username: English106 Password: ford2 1. Click on the Holt logo to the right 2. Sign-in 3. Select 5th Edition 2009 (1st book) 4. Click "Go to online text book" The Crucible starts on page 1100. The text book aligns with the paperback. Click on the orange circles with the speaker symbol to listen to the audio. |
Week 1 (9/4 - 9/8)
Monday 9/4: No School / Labor Day
Tuesday 9/5:
A. Stations:
A. Stations:
- Syllabus: Circle unfamiliar words, highlight important information, in the margins write questions about the syllabus/course.
- Letter from Teacher: Identify the Speaker, Occasion, Audience, Purpose, Subject, and Tone. On the back, jot down a few bulleted ideas for topics that you could include in a response letter.
- Sign-up for NoRedInk and complete a quick Diagnostic Grammar Test
- Chat with teacher
english_10__syllabus.docx | |
File Size: | 567 kb |
File Type: | docx |
noredink_sign-up.docx | |
File Size: | 57 kb |
File Type: | docx |
Wednesday 9/6: (laptops)
- Seating Arrangement & Phone pocket Assignments
- Laptops: Students will sign-up/register for turnitin.com and gmail
- Discuss Soapstone for Letter
- Letter Writing Activity: Students will write and type a letter to their teacher about their background, interests, goals, and strengths/weaknesses in English. This writing task must follow the letter format modeled on Wednesday and is due Thursday at 11:59pm. Note: Students will be assessed on their ability to organize the content of their letter in a manner that is coherent and smooth (refer to SAT Writing Rubric under the category labeled "Organization").
letter_to_teacher.doc | |
File Size: | 32 kb |
File Type: | doc |
turnitin_instructions.docx | |
File Size: | 18 kb |
File Type: | docx |
Thursday 9/7:
Homework: Letter due tonight on turnitin.com
1. Binder Materials Quick-Check
2. What makes America great?
3. Terminology examined today: imagery, theme, motif, tone, purpose, connotation, & free verse
4. Guided Reading: Students analyze and respond to Walt Whitman's free verse poem "I Hear America Singing" (Reader's Notebook #1)
Students annotate poem for A. Imagery B. Themes/motif C. Author's tone D. Author's Purpose E. Intended Audience E. Diction: Connotation/Denotation
F. Repetition/Parallelism (Rhetorical Devise) G. Free Verse
Homework: Letter due tonight on turnitin.com
1. Binder Materials Quick-Check
2. What makes America great?
3. Terminology examined today: imagery, theme, motif, tone, purpose, connotation, & free verse
4. Guided Reading: Students analyze and respond to Walt Whitman's free verse poem "I Hear America Singing" (Reader's Notebook #1)
Students annotate poem for A. Imagery B. Themes/motif C. Author's tone D. Author's Purpose E. Intended Audience E. Diction: Connotation/Denotation
F. Repetition/Parallelism (Rhetorical Devise) G. Free Verse
i-hear-america-singing.pdf | |
File Size: | 124 kb |
File Type: |
Friday 9/8:
- As a whole class, finish analysis of "I Hear America Singing"
- Students answer Text-Dependent Questions 1-4
- Revisit ACE (Answer-Cite-Explain) Writing Model from freshman year.
- Homework: respond to Text-Dependent Question #1 in the "I Hear America Singing" packet. Structure the paragraph by using the ACE format. Utilize the Transitional Words handout and the "How to write an ACE Paragraph" handout as you are writing.
transitional_words_list.pdf | |
File Size: | 57 kb |
File Type: |
how_to_write_an_ace_paragraph.pdf | |
File Size: | 158 kb |
File Type: |
week 2 (9/11 - 9/15)
Monday 9/11:
Small Group Activity:
A. Share and read aloud ACE writing responses.
B. Write one large revised ACE paragraph together (to be written on the paper provided).
a. Use the transitional words/phrases handout to create smoothness and flow.
b. Incorporate elements from each member's paragraph.
c. Use three pieces of evidence.
d. Make sure to explain how each piece of evidence supports your idea of what the theme is.
Large Group Activity: One student from each group presents the group's mega-ACE paragraph. Teacher gives instant feedback.
Small Group Activity:
A. Share and read aloud ACE writing responses.
B. Write one large revised ACE paragraph together (to be written on the paper provided).
a. Use the transitional words/phrases handout to create smoothness and flow.
b. Incorporate elements from each member's paragraph.
c. Use three pieces of evidence.
d. Make sure to explain how each piece of evidence supports your idea of what the theme is.
Large Group Activity: One student from each group presents the group's mega-ACE paragraph. Teacher gives instant feedback.
ace_writing_rubric_revised.docx | |
File Size: | 25 kb |
File Type: | docx |
Tuesday 9/12
Grammar:
1. Create Flip Chart
2. Take Notes on the 5 pictures below that provide information on the grammar topic of subject (nouns & pronouns) and verbs. Only use the first two pages of your flip chart for taking notes. All other pages will remain blank for now until we move on to new grammar topics.
3. Complete NoRedInk Practice: Identifying simple subject and verb in sentences.
*All online work is to be completed by Thursday at 11:59pm. Flip chart pages for Subject & Verbs due Friday at the beginning of class.
**There will be a Grammar Quiz on this material at some point next week!
Grammar:
1. Create Flip Chart
2. Take Notes on the 5 pictures below that provide information on the grammar topic of subject (nouns & pronouns) and verbs. Only use the first two pages of your flip chart for taking notes. All other pages will remain blank for now until we move on to new grammar topics.
3. Complete NoRedInk Practice: Identifying simple subject and verb in sentences.
*All online work is to be completed by Thursday at 11:59pm. Flip chart pages for Subject & Verbs due Friday at the beginning of class.
**There will be a Grammar Quiz on this material at some point next week!
Wednesday 9/13:
Students will examine and analyze The Bill of Rights (Reader's Notebook #2) by using the two handouts below. Students must be completed with at least Steps One and Two on the Direction Sheet by the end of the hour.
Students will examine and analyze The Bill of Rights (Reader's Notebook #2) by using the two handouts below. Students must be completed with at least Steps One and Two on the Direction Sheet by the end of the hour.
the-bill-of-rights.pdf | |
File Size: | 144 kb |
File Type: |
the_bill_of_rights_exercises.docx | |
File Size: | 23 kb |
File Type: | docx |
Thursday 9/14:
A. Quick-check of The Bill of Rights packet work (10 pts)
B. Large Group Discussion focused on The Bill of Rights : Work through the Preamble and the first five Amendments as a class
Homework: Don't forget that the NoRedInk Practice is due tonight by 11:59pm & the flip chart is due tomorrow.
A. Quick-check of The Bill of Rights packet work (10 pts)
B. Large Group Discussion focused on The Bill of Rights : Work through the Preamble and the first five Amendments as a class
Homework: Don't forget that the NoRedInk Practice is due tonight by 11:59pm & the flip chart is due tomorrow.
Friday 9/15: (laptops)
1. Finish discussing Amendments six through ten.
2. What is a claim and how do you know if you have written a claim that is opinionated, controversial, specific, and concise?
3. NoRedInk Practice: Identifying and eliminating vague Wording. (10 point assignment). Read Lesson first before you execute each step of the practice.
4. Homework: Answer this question: In your opinion, which is the most important freedom or right given in the Bill of Rights? Use the Claim Writing Handout to write a solid claim and then brainstorm a list of logical reasons to support your claim.
1. Finish discussing Amendments six through ten.
2. What is a claim and how do you know if you have written a claim that is opinionated, controversial, specific, and concise?
3. NoRedInk Practice: Identifying and eliminating vague Wording. (10 point assignment). Read Lesson first before you execute each step of the practice.
4. Homework: Answer this question: In your opinion, which is the most important freedom or right given in the Bill of Rights? Use the Claim Writing Handout to write a solid claim and then brainstorm a list of logical reasons to support your claim.
claim_writing_handout.pdf | |
File Size: | 82 kb |
File Type: |
week 3 (9/18 -9/22)
Monday 9/18
1. Whole class works together to create a thesis statement for the idea of extending high school education from four to five years
2. Teacher and students brainstorm reasons for support
3. Pass your claim to a peer and conduct a review for.
Identify problems and even make suggestions for corrections:
A) eliminating vague words & phrases
B) fixing confusing wording
C) editing out repetitive words/ideas
D) cutting or replacing unnecessary big words.
Homework: Rewrite claim. . .due tomorrow
1. Whole class works together to create a thesis statement for the idea of extending high school education from four to five years
2. Teacher and students brainstorm reasons for support
3. Pass your claim to a peer and conduct a review for.
Identify problems and even make suggestions for corrections:
A) eliminating vague words & phrases
B) fixing confusing wording
C) editing out repetitive words/ideas
D) cutting or replacing unnecessary big words.
Homework: Rewrite claim. . .due tomorrow
Tuesday 9/19
1. Complete the Write Step of the NoRedInk Writing cycle by typing in your revised claim.
2. Extra time to complete the vague vs. specific NoRedInk Practice
3. Class together revises the following claim: Something should be done about toxic waste sites.
1. Complete the Write Step of the NoRedInk Writing cycle by typing in your revised claim.
2. Extra time to complete the vague vs. specific NoRedInk Practice
3. Class together revises the following claim: Something should be done about toxic waste sites.
Wednesday 9/20
Students complete the Practice & Rate steps of the NoRedInk Writing Cycle for claims on laptops.
Homework: brainstorm supporting evidence: create a list of relevant and logical reasons to support your claim about the Bill of Rights.
Students complete the Practice & Rate steps of the NoRedInk Writing Cycle for claims on laptops.
Homework: brainstorm supporting evidence: create a list of relevant and logical reasons to support your claim about the Bill of Rights.
Thursday 9/21
1. Homework is stamped
2. Lecture on how to support a claim
3. Students work in groups to generate a list of reasons supporting or a side to a controversial topic.
1. Homework is stamped
2. Lecture on how to support a claim
3. Students work in groups to generate a list of reasons supporting or a side to a controversial topic.
supporting_claims.pptx | |
File Size: | 537 kb |
File Type: | pptx |
Friday 9/22
1. Groups present/debate
2. Explanation of the work that we will be doing in the Media Center on Monday. Go to the Media Center on Monday! Revisit Power Point.
NoRedInk Homework:
A. Review Ratings and Comments by clicking on "Results" for the Claim Writing Cycle Assignment.
B. Submit a revised claim/thesis statement
1. Groups present/debate
2. Explanation of the work that we will be doing in the Media Center on Monday. Go to the Media Center on Monday! Revisit Power Point.
NoRedInk Homework:
A. Review Ratings and Comments by clicking on "Results" for the Claim Writing Cycle Assignment.
B. Submit a revised claim/thesis statement
Week 4 (9/25 - 9/29)
Monday 9/25
Generate more Supporting Evidence
Find an outside source (news article) that can act as evidence to support your claim concerning which is the most important Amendment in the Bill of Rights. This outside source must have one or more of the following:
***Complete the article cover sheet and staple it to your printed article (Reader's Notebook #3)
Generate more Supporting Evidence
Find an outside source (news article) that can act as evidence to support your claim concerning which is the most important Amendment in the Bill of Rights. This outside source must have one or more of the following:
- Fact or statistic that provides evidence for your claim
- Anecdote (true story) that exemplifies the importance of the Amendment
- Quotable statement by a person of authority who shares the same position
***Complete the article cover sheet and staple it to your printed article (Reader's Notebook #3)
media_center_task_list.docx | |
File Size: | 13 kb |
File Type: | docx |
article_search_cover_sheet.docx | |
File Size: | 20 kb |
File Type: | docx |
Tuesday 9/26:
1. Last groups presents on the main point for their controversial topic.
2. Grammar Study:
A. Review Subject & Verb
B. Introduction to Independent & Subordinate/Dependent Clauses
-Take notes on the following: 1)Independent Clause, 2) Dependent Clause, 3) FANBOYS, 4) THAMO, 5) SWABIS
Notes are to be taken from teacher lecture and from the LESSONS on NoRedInk.
C. NoRedInk Clauses Practice opens today and will be due by Thursday at 11:59pm. Flip Charts will be due on Friday.
Homework: Writing Impromptu tomorrow: Bring in revised Claim from NoRedInk, list of supporting reasons, and article.
1. Last groups presents on the main point for their controversial topic.
2. Grammar Study:
A. Review Subject & Verb
B. Introduction to Independent & Subordinate/Dependent Clauses
-Take notes on the following: 1)Independent Clause, 2) Dependent Clause, 3) FANBOYS, 4) THAMO, 5) SWABIS
Notes are to be taken from teacher lecture and from the LESSONS on NoRedInk.
C. NoRedInk Clauses Practice opens today and will be due by Thursday at 11:59pm. Flip Charts will be due on Friday.
Homework: Writing Impromptu tomorrow: Bring in revised Claim from NoRedInk, list of supporting reasons, and article.
Wednesday 9/27
Students complete an impromptu writing piece on the Bill of Rights and is completed by the end of the hour.
Students complete an impromptu writing piece on the Bill of Rights and is completed by the end of the hour.
Thursday 9/28
1. Students have the hour to complete the mini-essay
Homework: NoRedInk Clauses Practice due by 11:59pm tonight
1. Students have the hour to complete the mini-essay
Homework: NoRedInk Clauses Practice due by 11:59pm tonight
Friday 9/29
1. Students respond to Essential Question:
Read Twelve Angry Men together as a class and work on the corresponding thematic handout
1. Students respond to Essential Question:
- What is a theme? How do we detect themes in literature?
- Do the Amendments effectively protect us in the event that we are charged with a crime? Explain why or why not.
- What can impede justice or cause a miscarriage of justice?
Read Twelve Angry Men together as a class and work on the corresponding thematic handout
12_angry_men_script.pdf | |
File Size: | 341 kb |
File Type: |
Week 5 (10/2-10/6)
Monday 10/2:
Read Twelve Angry Men and discuss the themes in the script.
Read Twelve Angry Men and discuss the themes in the script.
12_angry_men.docx | |
File Size: | 14 kb |
File Type: | docx |
Tuesday 10/3
Read Twelve Angry Men and work on Analysis Sheet (Reader's Notebook #4)
Read Twelve Angry Men and work on Analysis Sheet (Reader's Notebook #4)
Wednesday 10/4
Watch Twelve Angry Men (released in 1957)
(Absent students can access film on youtube below. Watch the first 45 minutes)
Watch Twelve Angry Men (released in 1957)
(Absent students can access film on youtube below. Watch the first 45 minutes)
Thursday 10/5:
Friday 10/6
Murder Mystery Game
Murder Mystery Game
Week 6 (10/9-10/13)
Monday 10/9
1. Decompress about Twelve Angry Men:
1. Decompress about Twelve Angry Men:
- Is the boy guilty or not guilty?
- Where the 12 men misguided at the beginning or by the end of the film?
- Why did it take Juror #3 so to agree to the verdict of not guilty?
- What is the author's intended effect on the reader/viewer? What are we left to think on by the end?
- What is the author's purpose? What is he trying to show or expose?
- What is a miscarriage of justice?
- What mechanisms were in place before the Bill of Rights to ensure justice during the time period of Colonialism?
salem_witch_trials_history_channel_doc_handout.docx | |
File Size: | 15 kb |
File Type: | docx |
Tuesday 10/10 Who were the Puritans?
1. Finish the History Channel documentary on Salem and discuss handout
2. Students will annotate The New England Primer for biblical stories and/or lessons being taught. Annotations are due tomorrow. (Reader's Notebook #6)
1. Finish the History Channel documentary on Salem and discuss handout
2. Students will annotate The New England Primer for biblical stories and/or lessons being taught. Annotations are due tomorrow. (Reader's Notebook #6)
Wednesday 10/11
Quick-check of annotated work.
1. Students discuss in groups the New England Primer and attempt to decipher as much of the alphabet as possible.
2. Whole class discussion on the New England Primer and complete boxes 3 and 4 on the Historical Context Chart (last page of packet)
Quick-check of annotated work.
1. Students discuss in groups the New England Primer and attempt to decipher as much of the alphabet as possible.
2. Whole class discussion on the New England Primer and complete boxes 3 and 4 on the Historical Context Chart (last page of packet)
Thursday 10/12
1.Read and Listen to Sinners in the Hands of an Angry God (online lit book)
2. Students work in small groups to answer the following:
A. Summarize the sermon: main point/focus, important details, author's purpose.
B. Answer the questions in the margin of the interactive reader.
3. Homework: Finish the questions in the margin for Sinners in the Hands of an Angry God
1.Read and Listen to Sinners in the Hands of an Angry God (online lit book)
2. Students work in small groups to answer the following:
A. Summarize the sermon: main point/focus, important details, author's purpose.
B. Answer the questions in the margin of the interactive reader.
3. Homework: Finish the questions in the margin for Sinners in the Hands of an Angry God
Friday 10/12
Students work independently on the Historical Context Packet:
A. Read The Trial of Martha Carrier by Colton Mather and answer questions #1 & #2
B. "The Lessons of Salem" by Laura Shapiro and answer questions #3-#6
C. Complete the last page (graphic organizer) in the packet of analysis.
Students work independently on the Historical Context Packet:
A. Read The Trial of Martha Carrier by Colton Mather and answer questions #1 & #2
B. "The Lessons of Salem" by Laura Shapiro and answer questions #3-#6
C. Complete the last page (graphic organizer) in the packet of analysis.
Historical Context Packet collected in class on Monday!
week 7 (10/16-10/20)
Monday 10/16
1.Discuss the Historical Context Packet and answer the two questions on the last page.
2. Begin reading and analyzing Arthur Miller's Overture (introduction) to the play The Crucible (Reader's Notebook #7)
Students will finish reading and analyzing the Overture (collected at the end of the hour)
1.Discuss the Historical Context Packet and answer the two questions on the last page.
2. Begin reading and analyzing Arthur Miller's Overture (introduction) to the play The Crucible (Reader's Notebook #7)
Students will finish reading and analyzing the Overture (collected at the end of the hour)
Tuesday 10/17
1. Continue reading and analyze Miller's Overture (Introduction) to the Crucible
2. Historical Context Packets collected.
HOMEWORK: Finish last two pages of Miller's Overature
1. Continue reading and analyze Miller's Overture (Introduction) to the Crucible
2. Historical Context Packets collected.
HOMEWORK: Finish last two pages of Miller's Overature
Wednesday 10/18 (Pg. 7-17)
1. Collect Crucible Overture Packet
2. Distribute Crucible Books & assign reading parts for Act 1
3. Quick Lecture on character motivation. Drive for/Need for... 1) Response 2) Recognition 3) Knowledge 4) Adventure 5) Security
4. As a class, students read and analyze ACT1 of The Crucible. Students will complete the Character Motivation/Quote Analysis Sheet (Reader's Notebook #9)
and the Quote Analysis (back side)
1. Collect Crucible Overture Packet
2. Distribute Crucible Books & assign reading parts for Act 1
3. Quick Lecture on character motivation. Drive for/Need for... 1) Response 2) Recognition 3) Knowledge 4) Adventure 5) Security
4. As a class, students read and analyze ACT1 of The Crucible. Students will complete the Character Motivation/Quote Analysis Sheet (Reader's Notebook #9)
and the Quote Analysis (back side)
act_1_character_motivation_graphic_organizer.docx | |
File Size: | 15 kb |
File Type: | docx |
Thursday 10/19 (Pg. 18-27)
1. Continue to Read ACT 1
2. Analyze characters by completing the Character Graphic Organizer and complete Quote Analysis as these quotes are encountered in the reading.
1. Continue to Read ACT 1
2. Analyze characters by completing the Character Graphic Organizer and complete Quote Analysis as these quotes are encountered in the reading.
Friday 10/20 (Pg. 28-46)
During class, students will...
1. Finish ACT 1 reading pg. 28-46
3. Complete Character Graphic Organizer and Quote Analysis for ACT 1...homework due Monday 10/23
***(OPEN NOTE) CLAUSES QUIZ MONDAY! REVIEW CLAUSES INFORMATION IN YOUR FLIP CHARTS.***
During class, students will...
1. Finish ACT 1 reading pg. 28-46
3. Complete Character Graphic Organizer and Quote Analysis for ACT 1...homework due Monday 10/23
***(OPEN NOTE) CLAUSES QUIZ MONDAY! REVIEW CLAUSES INFORMATION IN YOUR FLIP CHARTS.***
Week 8 (10/23-10/27)
Monday 10/23
EOS Survery
EOS Survery
Tuesday 10/24
1. Finish reading ACT 1
2. Work on ACT 1 Character Motivation/Quote Analysis Sheet...HOMEWORK DUE TOMORROW
1. Finish reading ACT 1
2. Work on ACT 1 Character Motivation/Quote Analysis Sheet...HOMEWORK DUE TOMORROW
Wednesday 10/25
1. Students complete ACT 1 Character Motivation/Quote Analysis Sheet...COLLECTED DURING CLASS
2. Complete Close & Critical Read for Act 1
3. Discuss and analyze several passages from the commentary on Reverend Hale
1. Students complete ACT 1 Character Motivation/Quote Analysis Sheet...COLLECTED DURING CLASS
2. Complete Close & Critical Read for Act 1
3. Discuss and analyze several passages from the commentary on Reverend Hale
close_critical_reading_of_act_1.docx | |
File Size: | 16 kb |
File Type: | docx |
act_i-crucible_tiered_reader__1_.docx | |
File Size: | 21 kb |
File Type: | docx |
Thursday 10/26
A. Discuss Closer & Critical Reading Handouts for ACT 1: Tiered Reader & Commentary on Hale
B. SYNTHESIS GROUP POSTER PROJECT: Look at Handout for Directions
A. Discuss Closer & Critical Reading Handouts for ACT 1: Tiered Reader & Commentary on Hale
B. SYNTHESIS GROUP POSTER PROJECT: Look at Handout for Directions
crucible_synthesis_poster_project.docx | |
File Size: | 16 kb |
File Type: | docx |
Friday 10/
Synthesis Group poster project
Synthesis Group poster project
Week 9 (10/30-11/3)
Monday 10/30
Synthesis Group Poster Presentations
Synthesis Group Poster Presentations
Tuesday 10/31
Students work on Diction & Imagery Scavenger Hunt (Reader's Notebook #10)...Due on THURSDAY
Students work on Diction & Imagery Scavenger Hunt (Reader's Notebook #10)...Due on THURSDAY
the_crucible_act_1_diction___imagery_scavenger_hunt.docx | |
File Size: | 105 kb |
File Type: | docx |
Wednesday 11/1
1. ACT 1 QUIZ
2. Read ACT 2 of The Crucible in small groups and answer response questions.
1. ACT 1 QUIZ
2. Read ACT 2 of The Crucible in small groups and answer response questions.
crucible_act_2_-_groups.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday 11/2
1. Quick-check stamp Diction Imagery Scavenger Hunt Work
2. Review answers to the Scavenger Hunt
3. Continue reading ACT 2 in small groups and answer questions
1. Quick-check stamp Diction Imagery Scavenger Hunt Work
2. Review answers to the Scavenger Hunt
3. Continue reading ACT 2 in small groups and answer questions
Friday 11/3
Finish Reading ACT 2 in groups turn in their response questions.
Homework: Close & Critical Reading of Act 2...DUE MONDAY!
Finish Reading ACT 2 in groups turn in their response questions.
Homework: Close & Critical Reading of Act 2...DUE MONDAY!
2nd quarter
Week 1 [11/6-11/10]
Monday 11/6:
A. Work Collected: 1. Walt Whitman Analysis Poetry Packet 2. Bill of Rights Analysis Packet 3. History Channel Salem Witch Trials Documentary B. The Conflicts of Salem work collected today & Wednesday C. ACT 2 Socratic Seminar Discussion on Friday 11/10 .
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Use the ACE format to respond to your assigned questions.
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the_crucible_act_2_socratic_discussion.docx | |
File Size: | 17 kb |
File Type: | docx |
Tuesday 11/7
NO SCHOOL!
NO SCHOOL!
Wednesday 11/8 (laptops)
Work day to complete discussion questions
Work day to complete discussion questions
Thursday 11/9
Work day to complete discussion questions
BRING TYPED RESPONSES TO DISCUSSION QUESTIONS FOR CLASS TOMORROW!
Work day to complete discussion questions
BRING TYPED RESPONSES TO DISCUSSION QUESTIONS FOR CLASS TOMORROW!
Friday 11/10 DISCUSSION CIRCLE DAY!
Crucible ACT 2 Socratic Seminar Discussion. All students will submit their typed responses/NOTES at the end of the hour.
Crucible ACT 2 Socratic Seminar Discussion. All students will submit their typed responses/NOTES at the end of the hour.
WEEK 2 [11/13-11/17]
Monday 11/13
1. Return Work
2. Review the answers to the Diction & Imagery Scavenger Hunt
3. As a class, read ACT 3 of The Crucible (pg. 77- 111).
1. Return Work
2. Review the answers to the Diction & Imagery Scavenger Hunt
3. As a class, read ACT 3 of The Crucible (pg. 77- 111).
diction___imagery_scavenger_hunt.pptx | |
File Size: | 865 kb |
File Type: | pptx |
Tuesday 11/14
1. Finish reading ACT 3 of The Crucible (pg. 77-111).
2. Complete Act 3 Quote Sheet & Act 3 Close & Critical Reading Assignment.
1. Finish reading ACT 3 of The Crucible (pg. 77-111).
2. Complete Act 3 Quote Sheet & Act 3 Close & Critical Reading Assignment.
Read ACT 4 of The Crucible by class on FRIDAY
Wednesday 11/15
1. Discuss Quotes from ACT 3 (Q2 Reader's Notebook #1) & Close & Critical Reading of ACT 3 (Q2 Reader's Notebook #2)
Homework:
1. COMPLETE CLAUSES WORKSHEET FOR TOMORROW. QUIZ ON FRIDAY.
2. FINISH ACT 4 BY FRIDAY.
1. Discuss Quotes from ACT 3 (Q2 Reader's Notebook #1) & Close & Critical Reading of ACT 3 (Q2 Reader's Notebook #2)
Homework:
1. COMPLETE CLAUSES WORKSHEET FOR TOMORROW. QUIZ ON FRIDAY.
2. FINISH ACT 4 BY FRIDAY.
Thursday: Grammar
1. Silent Reading Time for Act 4...reading done for class tomorrow.
2. Complete the Quote Sheet for Act 4 & CCR (Q2 Reader's Notebook #3)...due tomorrow
1. Silent Reading Time for Act 4...reading done for class tomorrow.
2. Complete the Quote Sheet for Act 4 & CCR (Q2 Reader's Notebook #3)...due tomorrow
act_iv_tiered_reader-reverand_hale.docx | |
File Size: | 26 kb |
File Type: | docx |
Friday
1. Crucible ACT 4 Quiz.
2. Students submit ACT 3 & 4 Quote Analysis Sheet and the ACT 3 & 4 CCR (3 assignments)
3. Complete the Clause Handout.
1. Crucible ACT 4 Quiz.
2. Students submit ACT 3 & 4 Quote Analysis Sheet and the ACT 3 & 4 CCR (3 assignments)
3. Complete the Clause Handout.
week 3 [11/20-11/24]
Monday 11/20
Choose the root cause to the Salem Witch Trials: ego, conformity, jealousy
Organize your evidence into a graphic organizer. Due Monday, 11/17
Choose the root cause to the Salem Witch Trials: ego, conformity, jealousy
Organize your evidence into a graphic organizer. Due Monday, 11/17
the_crucible_essay_supporting_evidence_graphic_organizer.docx | |
File Size: | 13 kb |
File Type: | docx |
Tuesday 11/21
Watch The Crucible
Watch The Crucible
Wednesday 11/22 - Friday 11/24 [THANKSGIVING BREAK]
Week 4 [11/27-12/1]
Monday 11/27
1. Decompress about ACT 4 of The Crucible & Introduction to the Literary Analysis Essay (LITERARY ANALYSIS POWER POINT)
2. Assistance on
1. Decompress about ACT 4 of The Crucible & Introduction to the Literary Analysis Essay (LITERARY ANALYSIS POWER POINT)
2. Assistance on
crucible_essay_power_point2017.pptx | |
File Size: | 672 kb |
File Type: | pptx |
Tuesday 11/28
Students work on writing the introductory paragraph for the Crucible Literary Analysis Essay.
Homework: Introductory paragraph completed by the end of the hour. Teacher-student writing conferences Weds.-Friday
Students work on writing the introductory paragraph for the Crucible Literary Analysis Essay.
Homework: Introductory paragraph completed by the end of the hour. Teacher-student writing conferences Weds.-Friday
Wednesday 11/29
1. CRUCIBLE ESSAY POWER POINT: TOPIC & CONCLUDING SENTENCES & HOW TO STRUCTURE A BODY PARAGRAPH).
2. View the power-point below to refresh your knowledge on quote blending.
**OPPORTUNITY for FEEDBACK NOW! instead of LATER: Email me your introduction and first body paragraph at [email protected] and save your paragraphs into a word document and then attach this word document to your email.
1. CRUCIBLE ESSAY POWER POINT: TOPIC & CONCLUDING SENTENCES & HOW TO STRUCTURE A BODY PARAGRAPH).
2. View the power-point below to refresh your knowledge on quote blending.
**OPPORTUNITY for FEEDBACK NOW! instead of LATER: Email me your introduction and first body paragraph at [email protected] and save your paragraphs into a word document and then attach this word document to your email.
quotation_blending.pptx | |
File Size: | 89 kb |
File Type: | pptx |
Thursday 11/30 (laptops)
Teacher-Student Writing Conferences & Work Day for THE CRUCIBLE Literary Analysis Essay
Teacher-Student Writing Conferences & Work Day for THE CRUCIBLE Literary Analysis Essay
Friday 12/1 (laptops)
1. CRUCIBLE ESSAY POWER POINT: MLA, CITATIONS, WORKS CITED, TITLE
2. Teacher-Student Writing Conferences & Work Day for THE CRUCIBLE Literary Analysis Essay
Reminder: LITERARY ANALYSIS ESSAY IS DUE TUESDAY @ 11:59PM ON TURNITIN.COM
1. CRUCIBLE ESSAY POWER POINT: MLA, CITATIONS, WORKS CITED, TITLE
2. Teacher-Student Writing Conferences & Work Day for THE CRUCIBLE Literary Analysis Essay
Reminder: LITERARY ANALYSIS ESSAY IS DUE TUESDAY @ 11:59PM ON TURNITIN.COM
Week 5 [12/4-12/8]
Monday 12/4
Last day on computers for writing/typing Crucible Literary Analysis Essays.
Reminder: LITERARY ANALYSIS ESSAY IS DUE TUESDAY @ 11:59PM ON TURNITIN.COM
Last day on computers for writing/typing Crucible Literary Analysis Essays.
Reminder: LITERARY ANALYSIS ESSAY IS DUE TUESDAY @ 11:59PM ON TURNITIN.COM
Tuesday 12/5
1. Review the answers to the Clauses handout.
2. Clauses NoRedInk Practice Quiz (open note)
Research the different Types of Sentence Structure (Simple, Compound, Complex, Compound Complex)
3. Handout: Read pages 101-102 (the four types of sentence structure) and on the examples, highlight in one color the independent clauses within
the examples and the subordinate clauses in another color. Complete the Practice & Apply A & B on pg. 103 on a separate piece of paper.
1. Review the answers to the Clauses handout.
2. Clauses NoRedInk Practice Quiz (open note)
Research the different Types of Sentence Structure (Simple, Compound, Complex, Compound Complex)
3. Handout: Read pages 101-102 (the four types of sentence structure) and on the examples, highlight in one color the independent clauses within
the examples and the subordinate clauses in another color. Complete the Practice & Apply A & B on pg. 103 on a separate piece of paper.
sentence_structure_grammar_handout.pdf | |
File Size: | 578 kb |
File Type: |
Wednesday 12/6 (The Crucible books collected)
1. Check Grammar Work
2. Age of Rationalism Lecture. Students complete note sheet and a writing exercise during the course of the hour.
1. Check Grammar Work
2. Age of Rationalism Lecture. Students complete note sheet and a writing exercise during the course of the hour.
age_of_rationalism_2016.pptx | |
File Size: | 645 kb |
File Type: | pptx |
note_taking_sheet.docx | |
File Size: | 15 kb |
File Type: | docx |
Thursday 12/7
Lecture Continued: Introduction to the visionaries of America & the events surrounding the American Revolution, which was won with words!
Lecture Notes & Writing Activity work turned in at the end of the hour.
Lecture Continued: Introduction to the visionaries of America & the events surrounding the American Revolution, which was won with words!
Lecture Notes & Writing Activity work turned in at the end of the hour.
Friday 12/8
Watch The Crucible
Watch The Crucible
week 6 [12/11-12/15]
Monday 12/11
1. Claim, Evidence, & Warrant writing exercise from the Age of Rationalism Power-Point
2. Grammar Colons & Semi-Colons Diagnostic Test
3. Lesson on Colons & Semi-Colons: Page 1 of the grammar packet is a whole class activity: Teacher introduces the rules, and the students help to complete the examples on the handout by suggesting placement for colons, semi-colons, and commas.
4. Students complete the following work:
a. Practice & Apply A & B (on a separate sheet of paper)
b. Page 181-183 Extra Credit Practice
THIS GRAMMAR WORK IS DUE BY FRIDAY 12/15
1. Claim, Evidence, & Warrant writing exercise from the Age of Rationalism Power-Point
2. Grammar Colons & Semi-Colons Diagnostic Test
3. Lesson on Colons & Semi-Colons: Page 1 of the grammar packet is a whole class activity: Teacher introduces the rules, and the students help to complete the examples on the handout by suggesting placement for colons, semi-colons, and commas.
4. Students complete the following work:
a. Practice & Apply A & B (on a separate sheet of paper)
b. Page 181-183 Extra Credit Practice
THIS GRAMMAR WORK IS DUE BY FRIDAY 12/15
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Tuesday 12/12
Students analyze Patrick Henry's Speech to the Virginia Convention (Reader's Notebook # 4). Students annotate the text for Patrick Henry's use of persuasive rhetoric and elements of style.
Students analyze Patrick Henry's Speech to the Virginia Convention (Reader's Notebook # 4). Students annotate the text for Patrick Henry's use of persuasive rhetoric and elements of style.
speech_at_the_virginia_convention_interactive_reader.pdf | |
File Size: | 932 kb |
File Type: |
Wednesday 12/13
Continue reading, annotating, & analyzing Patrick Henry's speech (interactive reader collected and scored for annotations and answers)
Continue reading, annotating, & analyzing Patrick Henry's speech (interactive reader collected and scored for annotations and answers)
Thursday 12/1
SNOW DAY
SNOW DAY
Friday 12/15
1. Finish the Speech to the Virginia Convention
2. Read Common Lit Article and respond to the questions. Only complete discussion question #1. Your response must start with a claim, provide evidence from the article and your personal experience with television and literature, and end on your reasoning (why the evidence justifies the claim). Reading this article and answering the questions will be due on Monday.
Note: Grammar work will be due on Monday
1. Finish the Speech to the Virginia Convention
2. Read Common Lit Article and respond to the questions. Only complete discussion question #1. Your response must start with a claim, provide evidence from the article and your personal experience with television and literature, and end on your reasoning (why the evidence justifies the claim). Reading this article and answering the questions will be due on Monday.
Note: Grammar work will be due on Monday
week 7 [12/18-12/22]
Monday 12/18
1. Check in grammar work and review answers.
2. NoRedInk Online Practice for colons & semi-colons (connecting clauses).
1. Check in grammar work and review answers.
2. NoRedInk Online Practice for colons & semi-colons (connecting clauses).
Tuesday 12/19
NoRedInk Practice: Claim Evidence Reasoning
NoRedInk Practice: Claim Evidence Reasoning
Wednesday 12/20
1. Revisit the How to Write a Claim handout and take additional notes.
2. Write a rough draft CLAIM-EVIDENCE-REASONING paragraph that answers the following question: Should television be taught as a form of literature in the classroom?
In the paragraph:
A. Write a claim according to the specifications of the claim handout.
B. Provide 3 pieces of evidence (1 must be a quote from the article) to support your claim.
C. Write follow-up analysis (explanation) after each piece of evidence. How does it support or justify the claim?
HOMEWORK: Complete a rough draft of your paragraph
NOTE: MEET IN THE MEDIA CENTER TOMORROW. YOU WILL BY TYPING YOUR PARAGRAPH AND SUBMITTING IT TO NOREDINK.
1. Revisit the How to Write a Claim handout and take additional notes.
2. Write a rough draft CLAIM-EVIDENCE-REASONING paragraph that answers the following question: Should television be taught as a form of literature in the classroom?
In the paragraph:
A. Write a claim according to the specifications of the claim handout.
B. Provide 3 pieces of evidence (1 must be a quote from the article) to support your claim.
C. Write follow-up analysis (explanation) after each piece of evidence. How does it support or justify the claim?
HOMEWORK: Complete a rough draft of your paragraph
NOTE: MEET IN THE MEDIA CENTER TOMORROW. YOU WILL BY TYPING YOUR PARAGRAPH AND SUBMITTING IT TO NOREDINK.
commonlit_can-television-be-considered-literature-and-taught-in-english-classes_student.pdf | |
File Size: | 401 kb |
File Type: |
claim_writing_handout.pdf | |
File Size: | 82 kb |
File Type: |
Thursday 12/21
NoRedInk Claim Evidence Reasoning Assignment: COMPLETE THE WRITE STEP OF THE WRITING CYCLE
NoRedInk Claim Evidence Reasoning Assignment: COMPLETE THE WRITE STEP OF THE WRITING CYCLE
Friday 12/22
NoRedInk Claim Evidence Reasoning Assignment: COMPLETE THE PEER REVIEW RATE STEP OF THE WRITING CYCLE
NoRedInk Claim Evidence Reasoning Assignment: COMPLETE THE PEER REVIEW RATE STEP OF THE WRITING CYCLE
Week of holiday break [12/25-12/29]
week 8 [1/1 - 1/5]
Monday 1/1- NO SCHOOL
Tuesday 1/2 - NO SCHOOL
Wednesday 1/3 ("The Devil & Tom Walker" pg. 290-292 / Youtube audio book 6:35min)
1. Romanticism Power Point Lecture. Students take notes on Slides 1-3.
2. Students listen to and read "The Devil & Tom Walker" (pg. 290- 299 in the literature book). Students will use the Analysis Graphaic Organizer below to answer Literary Focus questions about the text during reading (page 1 of packet).
3. HOMEWORK: GO TO NoRedInk.com AND READ THE RATINGS AND FEEDBACK FROM PEERS ON YOUR PERSUASIVE PARAGRAPHS. THEN, REVISE THE PARAGRAPH AND SUBMIT THE REVISED VERSION UNDER THE "REVISE" STEP OF THE WRITING CYCLE BY MONDAY AT 11:59PM!
1. Romanticism Power Point Lecture. Students take notes on Slides 1-3.
2. Students listen to and read "The Devil & Tom Walker" (pg. 290- 299 in the literature book). Students will use the Analysis Graphaic Organizer below to answer Literary Focus questions about the text during reading (page 1 of packet).
3. HOMEWORK: GO TO NoRedInk.com AND READ THE RATINGS AND FEEDBACK FROM PEERS ON YOUR PERSUASIVE PARAGRAPHS. THEN, REVISE THE PARAGRAPH AND SUBMIT THE REVISED VERSION UNDER THE "REVISE" STEP OF THE WRITING CYCLE BY MONDAY AT 11:59PM!
._romanticism_transcendentalism.ppt | |
File Size: | 4 kb |
File Type: | ppt |
power_point_note-taking_sheet.docx | |
File Size: | 13 kb |
File Type: | docx |
the_devil_and_tom_walker_analysis_graphic_organizer.docx | |
File Size: | 18 kb |
File Type: | docx |
Thursday 1/4
Read The Devil and Tom Walker and work on the Analysis Graphic Organizer for the Mood & Tone sections.
Read The Devil and Tom Walker and work on the Analysis Graphic Organizer for the Mood & Tone sections.
Friday 1/5
COLD DAY: NO SCHOOL
COLD DAY: NO SCHOOL
week 9 [1/8 - 1/12]
Monday 1/8
1. Finish reading Washington Irving's "The Devil and Tom Walker".
2. Class discussion on Irving's use of archetypes and satire. (Columns C, D, E, & F)
1. Finish reading Washington Irving's "The Devil and Tom Walker".
2. Class discussion on Irving's use of archetypes and satire. (Columns C, D, E, & F)
Tuesday 1/9
1. Discuss the Mood & Tone sections of "The Devil and Tom Walker" Packet
2. Students jigsaw the remainder of the Analysis Packet.
HOMEWORK: COMPLETE SECTION "G" IN "THE DEVIL & TOM WALKER" PACKET
1. Discuss the Mood & Tone sections of "The Devil and Tom Walker" Packet
2. Students jigsaw the remainder of the Analysis Packet.
HOMEWORK: COMPLETE SECTION "G" IN "THE DEVIL & TOM WALKER" PACKET
Wednesday 1/10
A. Discuss "The Devil & Tom Walker"
B. Complete the last page of the packet at a group (students turn in Analysis Packets at the end of the hour)
A. Discuss "The Devil & Tom Walker"
B. Complete the last page of the packet at a group (students turn in Analysis Packets at the end of the hour)
Thursday 1/11
1. Mini-Lesson on Parallel Sentence Structure
2. NoRedInk Parallel Sentence Structure PART 1
1. Mini-Lesson on Parallel Sentence Structure
2. NoRedInk Parallel Sentence Structure PART 1
parallelism.pdf | |
File Size: | 709 kb |
File Type: |
using_parallel_structure.pdf | |
File Size: | 112 kb |
File Type: |
Friday 1/12
1. Midterm District Policies & Expectations
2. NoRedInk Parallel Sentence Structure PART 2
1. Midterm District Policies & Expectations
2. NoRedInk Parallel Sentence Structure PART 2
week 10 [1/15 - 1/19]
Monday 1/15- NO SCHOOL
Tuesday 1/16
1. Students sign-up for COMMONLIT and join the class.
2. Complete the following assignment: Edgar Allen Poe's "The Raven" and "Annabelle Lee". Read the text and complete the Guiding Questions, Assessment Questions, and the Discussion Questions.
1. Students sign-up for COMMONLIT and join the class.
2. Complete the following assignment: Edgar Allen Poe's "The Raven" and "Annabelle Lee". Read the text and complete the Guiding Questions, Assessment Questions, and the Discussion Questions.
Wednesday 1/17
1. COMMONLIT Website: Finish work on the poems "The Raven" & Annabelle Lee. Discussion on author's purpose.
2. Parallel Sentence Structure Practice Quiz
1. COMMONLIT Website: Finish work on the poems "The Raven" & Annabelle Lee. Discussion on author's purpose.
2. Parallel Sentence Structure Practice Quiz
Thursday 1/18
Class plays a Kahoot Review
Announcements:
1. NOREDINK Practice Review Opens
2. On a computer or tablet, use the link below to play the Review Kahoot again by clicking on the picture ! You must use a computer or tablet to run the game, while you sign up to play and submit your answers on a smart phone.
Class plays a Kahoot Review
Announcements:
1. NOREDINK Practice Review Opens
2. On a computer or tablet, use the link below to play the Review Kahoot again by clicking on the picture ! You must use a computer or tablet to run the game, while you sign up to play and submit your answers on a smart phone.
Friday 1/19
Complete NoRedInk Midterm Grammar Review Part A, B, & C
Complete NoRedInk Midterm Grammar Review Part A, B, & C
week 11 [1/22 - 1/26]
Monday 1/22
MIDTERM WRITING PORTION
MIDTERM WRITING PORTION
Tuesday 1/23
MIDTERM WRITING PORTION
MIDTERM WRITING PORTION
Wednesday 1/24
1/2 DAY - MIDTERMS HOURS 1 & 2
1/2 DAY - MIDTERMS HOURS 1 & 2
Tuesday 1/25
1/2 DAY - MIDTERMS HOURS 3 & 4
1/2 DAY - MIDTERMS HOURS 3 & 4
Wednesday 1/26
1/ 2 DAY - MIDTERMS HOURS 5 & 6
1/ 2 DAY - MIDTERMS HOURS 5 & 6