April 22

Brit Lit!!

Monday – Friday:

-Vocabulary words from Unit 8 + all exercises
-Continue reading/analyzing Brave New World
-Complete study guide as we read

Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

April 16

Brit Lit!!

Monday – Friday:
Continue reading/analyzing Brave New World
Complete study guide as we read

Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

April 11

World Lit!!

Monday:

Introduce Vocab 1-10

Background notes on Night

Begin watching Schindler’s List

Tuesday:

Finish introducing 11-20 vocab

Continue Watching Schindler’s List

Wednesday:

Finish Watching Schindler’s List

Thursday:

Pass back essay’s, let know about rewrite opportunity – Due next Friday: have to have writing center ticket

Start on Vocab for Night

Start reading Night

Friday:

Continue on vocab with Night

Continue on reading with Night

 

April 10

Brit Lit!!

Deadlines/Due Dates:
Research paper due on Friday, 4/12 after three lab days
Monday – Tuesday, 4/8-4/9:
Begin reading/analyzing Brave New World
Complete study guide as we read

Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Wednesday – Friday, 4/10-4/12:
Research — In lab 113 – View this PowerPoint to guide your writing:
read this before you write intros only-1e7hm2s
Learning Goals and Standards: Compose research papers. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

March 21

Brit Lit!!

Deadline/Due Dates:
Finish reading your research novels by Monday, 4/8
Research paper due on Friday, 4/12 after three lab days to write

Monday, 3/18: Ms. O is out today
Last reading day for novel for research
Compose an I Am poem in the voice of one of the characters in your novel

Tuesday – Friday, 3/19-3/22:
Continue reading/analyzing The Tragedy of Macbeth with completion of study guide
Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

March 21

World Lit!!

Monday:

-Give out Acts of Julius Caesar, and start working on roles for project.

Tuesday:

-Media Center to Continue working on project.

Wednesday:

-Media Center to Continue working on project: Roles for project is due at end of class.

Thursday:

-Computer Lab to Continue working on project.

Friday:

-Computer Lab to Continue working on project.

March 11

World Lit!!

Planning your week:
*** ALL Antigone make-up work due by this Friday, 3/15
Wednesday, 3/13 – Antigone Analytical Essay due to Turnit.com by 11:59 p.m.
Thursday, 3/14 – Final Draft / Hard Copy of Antigone Analytical Essay due Thursday.

Upcoming Due Dates:
Friday, 3/22 – Unit 4 Vocabulary Quiz
Friday, 4/12 – IR #2 Presentation via Flipgrid due

Helpful Resources:
The Tragedy of Julius Caesar (digital copy)
No Fear Shakespeare: Julius Caesar (Struggling? Try this!)

Monday, March 11
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills; Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Agenda:
Demonstrate your knowledge of Unit 3 vocabulary words by taking the language quiz.
Complete the Magic Lens practice sentence – parts of speech and parts of the sentence
Class Discussion: When you hear “Shakespeare,” what is the first thing that comes to mind? What do you already know about Shakespeare?
Introduction to Shakespeare with guided notes! View accompanying videos.
Shakespeare’s background
The Globe Theatre
Plays and language

Homework:
Bring peer review of Antigone Literary Analysis essay to class tomorrow to make final edits!

Tuesday, March 12
Learning Goal(s): Revise and edit your literary analysis essay; Remember to embed quotations with strong and effective lead-ins.
Targeted Standards: ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.

Agenda:
If you complete your essay before the end of the period, continue reading your IR book or complete extra Magic Lens practice for quiz FRIDAY!

Homework:
Final Draft of Antigone Literary Analysis due by 11:59pm on Wednesday 3/13 to TurnItIn.com

Wednesday, March 13 – Early Release Day!
Today’s Bell Schedule:
1st – 8:20 – 9:03
2nd – 9:09 – 9:52
3rd – 9:58 – 10:41
4th – 10:47 – 11:30
Learning Goal(s): Continue to attain SAT vocabulary and language skills.
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Agenda:
Complete the Magic Lens practice sentence – parts of speech and parts of the sentence
Introduce Unit 4 vocabulary and complete “Choosing the Right Word” activity
Enjoy your independent reading time!

Homework:
Final Draft of Antigone Literary Analysis due by 11:59pm TONIGHT to TurnItIn.com

Thursday, March 14
Learning Goal(s): Consider tone and director/actor decisions when reading lines from a play.
Targeted Standards: ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Agenda:
Complete the Magic Lens practice sentence – parts of speech and parts of the sentence- QUIZ TOMORROW!
Continue our introduction to Shakespeare with guided notes.
Listen to the History of the English Language podcast Episode 1 (starting at 8:37 ending 16)
Review Shakespeare’s language with OP video; What Shakespeare Sounded Like video
Participate in tone activity as a class.
Take notes on Julius Caesar background presentation.
Begin reading selected passages from the introductory section in the Folger Shakespeare book.

Friday, March 15
Learning Goal(s): Debate themes related to Julius Caesar; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 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. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Agenda:
Complete the Magic Lens Levels 1 and 2 quiz
Complete introduction to Shakespeare as needed.
Watch Tony Robinson’s “Julius Caesar” with doodle notes.
Introduce the research presentation and annotated bibliography project. Assign topics.
Opener for Julius Caesar reading – Listen to the soldier scenario; ponder and respond/class discussion
View Shmoop Introduction to Caesar (here)
View history of the historical Julius Caesar (here)

March 11

Brit Lit!!

Deadlines/Due Dates:
Vocabulary Journals due on Tuesday, 3/12
Research: Works Cited due on Thursday, 3/14
Research: Lead ins/outs due on Friday, 3/15

Monday, 3/11:
Vocabulary unit 6 + completing the sentence
Continue reading/anlayzing The Tragedy of Macbeth
Complete study guide and tracking motifs/archetypes as we read

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Tuesday, 3/12:
Vocab journals due today
Continue reading/analyzing The Tragedy of Macbeth
Complete study guide and tracking motifs/archetypes as we read

Wednesday, 3/13 (Early Release Day):
Continue reading/analyzing The Tragedy of Macbeth

Thursday, 3/14: Ms. O is out today
Meet in lab 113 – compose research works cited

Friday, 3/15: Ms. O is out today
Meet in lab 113 – compose research lead ins/outs
Learning Goals and Standards: Compose an annotated bib based on research. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

March 4

Brit Lit!!

Deadlines/Due Dates:
Tuesday, March 5th – Secondary research quote cards (six 4×6) and three bib cards (3×5)

Monday – Tuesday, March 4th-5th:
In the Media Center/Learning Commons for secondary research for argumentative analysis essay

Wednesday, March 6th:
Intro vocabulary unit 6 + choosing the right word
Intro Elizabethan England and background to The Tragedy of Macbeth
Discuss in class reading points and extra credit reading points
Begin reading/analyzing the play
Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Thursday, March 7th:
Continue with vocabulary unit 6 – Synonyms and Antonyms
Continue reading/analyzing The Tragedy of Macbeth
Complete study guide and tracking motifs/archetypes as we read

Friday, March 8th:
Independent reading day novel for research

February 25

World Lit!!

Monday:

Agenda:
-Collect Extra Credit Assignment (assignment here)
-Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
-Introduce Unit 3 Vocabulary Words – quiz Friday, March 8
-Review ending of Antigone
-Assemble into groups of 4; using the chart on pg. 381, create a visual on butcher paper highlighting Creon’s characteristics as the tragic hero and textual evidence illustrating these traits.
-In your SpringBoard book, read and consider the bullet points listed under “Planning and Prewriting: Take time to make a plan for your essay” on page 383. Jot down notes beside bullet points that help you to generate ideas.
-If time permits, craft a claim statement. Share claim statements aloud to the class. Use sample claim statements to revise and edit; share aloud.

Homework:
Still Life Independent Reading project due Friday 3/1 (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Tuesday:

Agenda:
-Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
-Complete the “Choosing the Right Word” activity for Unit 3 Vocabulary
-Continue planning and begin outlining your Embedded Assessment for Antigone (packet here). We’ll be in the Thursday to type your drafts!

Homework:
Still Life Independent Reading project due Friday 3/1 (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Wednesday:

Agenda:
-Label the practice sentence for both level 1 (parts of speech) and level 2 (parts of sentence)
-Continue planning, outlining, and drafting your essay (packet here).

Homework:
Still Life Independent Reading project due Friday 3/1 (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Thursday:

Agenda:
-Meet in the computer lab (Riley: 9234)
-Log in to NoRedInk.com; begin assigned practice on “Embedding Quotations.” (Spend no more than 30 minutes on this.) —Your practice and quiz will be due Monday, 2/4.
-Continue planning, outlining, and drafting your essay (packet here).

Homework:
Still Life Independent Reading project due TOMORROW (assignment here)
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)

Friday:

Agenda:
-Move in groups to present your reading still life and view your peers’ projects!
-Take notes on interesting books to plan your next independent novel, which is due in class one week from today (Friday, March 8th).

Homework:
Prepare your Antigone essay for peer review on Tuesday, 3/5 (packet here)