3rd period with Miss Tucker

3rd with Miss Tucker

9th Literature & Composition Spring 2020Lesson Plans

Digital Learning Week 9: 18 May – 20 May 2020

A General Message: The final few days of our semester will focus on grade improvement and enrichment. If you are unhappy with your current average, please reach out to me for specific tasks to complete that will focus on your “struggle standards”/less-developed skills so you can earn points back in that grade book category. You may also submit missing assignments or resubmit incomplete/low-scoring assignments with my permission. Please reach out to me for guidance. However, if you are happy with your grade, then you are finished for the semester! Congratulations! I’m so proud of all the things you accomplished this semester. It has been an honor to be your 9th Literature teacher

Week at a Glance:

Wednesday, 20 May 2020: Submit assignments to Ms. Tucker (Claire.tucker@cobbk12.org) by 3:30 p.m.

9th Literature & Composition Spring 2020Lesson PlansDigital Learning Weeks 7 & 8: 04 May – 15 May 2020A General Message: For the next two weeks, you will work on the film analysis unit. The packet (attached below) is a summative assessment, so please make this a reflection of your best work. Work at your own pace, ensuring you submit by the due date, May 14th. As always, you can send me an email (Claire.tucker@cobbk12.org) with questions. I hope this is fun!

Week at a Glance:

Thursday, 14 May 2020: Submit your Film Analysis Packet to Schoology by 11:59 p.m.

Suggested Pacing: As long as you meet the deadline posted above, you may pace yourself however you choose, but to support your time-management for the next two weeks, I have put together a suggested pacing guide.

Mon. | 04 May 2020

  1. View the Film Analysis Packet.
  2. Complete Step 1 of the Film Analysis Packet: Review the cinematic techniques and film roles presentation.
  3. Complete Step 2 of the Film Analysis Packet: Fill in guided notes.

Tues. | 05 May 2020

  1. Begin Step 3 of the Film Analysis Packet: Watch the first movie of your choice.
  2. Fill in the viewing chart.

Wed. | 06 May 2020

  1. Continue Step 3 of the Film Analysis Packet: Watch the second movie of your choice.
  2. Fill in the viewing chart.

Thurs. | 07 May 2020

  1. Finish Step 3 of the Film Analysis Packet: Watch the third and final movie of your choice.
  2. Complete the viewing chart.

Fri. | 08 May 2020

  1. Take some time to get caught up as needed.

Mon. | 11 May 2020

  1. Begin Step 4 of the Film Analysis Packet: Write a film review on one movie.
    1. Follow the basic outline included in the Film Analysis Packet.

Tues. | 12 May 2020

  1. Finish Step 4 of the Film Analysis Packet: Write a film review on one movie.
  2. Follow the basic outline included in the Film Analysis Packet.

Wed. | 13 May 2020

  1. Complete Step 5 of the Film Analysis Packet: Create a Works Cited entry for each film you viewed.

Thurs. | 14 May 2020

  1. Proofread and edit your film review and Works Cited entries.
  2. Upload your Film Analysis Packet to Schoology by 11:59 p.m.

Fri. | 15 May 2020

  1. Take some time to get caught up as needed.
9th Literature & Composition Spring 2020Lesson PlansDigital Learning Week 6: 27 April – 01 May 2020Week at a Glance:Thursday, 30 April 2020: Email your completed “How Boredom Can Lead to Your Most Brilliant Ideas” work to Ms. Tucker by 11:59 p.m.

This Week’s Suggested Pacing: As long as you meet the deadline posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.

Mon. | 27 April 2020

  1. Complete “Step 1” of the “How Boredom Can Lead to Your Most Brilliant Ideas”

Tues. | 28 April 2020

  1. Complete “Step 2” and “Step 3” of the “How Boredom Can Lead to Your Most Brilliant Ideas”

Wed. | 29 April 2020

  1. Begin “Step 4” of the “How Boredom Can Lead to Your Most Brilliant Ideas”

Thurs. | 30 April 2020

  1. Complete “Step 4” of the “How Boredom Can Lead to Your Most Brilliant Ideas”
  2. Email your completed “How Boredom Can Lead to Your Most Brilliant Ideas” work to Ms. Tucker by 11:59 p.m.

Fri. | 01 May 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
9th Literature & Composition Spring 2020Lesson PlansDigital Learning Week 5: 20 April – 24 April 2020A General Message: In addition to your essay grade, I’ll also be giving you a prewriting grade that will include all of the work you’ve done to write your synthesis essay! This includes your thesis statement submission, introduction paragraph draft, quote worksheet, body paragraphs draft, conclusion paragraph draft, and works cited page submission! I’ll be entering the grade in this week, so please make sure you’re working in order! If you’re behind, go back and make sure you don’t skip any steps!Week at a Glance:Wednesday, 22 April 2020: Upload your final draft of your synthesis essay to TurnItIn.com by 11:59 p.m.

Thursday, 23 April 2020: Complete the Reflection Discussion Post on Schoology.

This Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.

Mon. | 20 April 2020

  1. Review synthesis essay requirements here.
  2. Compile all your wok (introduction paragraph, body paragraphs, conclusion paragraph, and works cited page) into a single Word document.
    1. Make sure it meets MLA requirements.
    2. View this sample essay as a guide.
  3. Preview the Formal Writing PowerPoint on Schoology and make updates to your essay.

Tues. | 21 April 2020

  1. With a family member of your choice, complete the Essay Editing Worksheet.
  2. Take their suggested revisions into account and begin typing your final draft.
    1. This is due tomorrow night on TurnItIn.com by 11:59 p.m.
    2. This PowerPoint provides instructions on how to submit your final draft.

Wed. | 22 April 2020

  1. If you have not already done so, finish typing your final draft and then submit it on TurnItIn.com.
    1. This is due tonight by 11:59 p.m.
    2. This PowerPoint provides instructions on how to submit your final draft.

Thurs. | 23 April 2020

  1. Complete the Reflection Discussion Post.
    1. This assignment can be found in the “Week 5” folder on Schoology.

Fri. | 24 April 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
9th Literature & Composition Spring 2020Lesson PlansDigital Learning Week 4: 13 April – 17 April 2020Week at a Glance:Tuesday, 14 April 2020: Submit body paragraphs on Schoology.Thursday, 16 April 2020: Submit your conclusion paragraph on Schoology.Thursday, 16 April 2020: Submit your works cited page on Schoology.

This Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.

Mon. | 13 April 2020

  1. Read “A Message from Ms. Tucker”
    1. This document is posted in the “Week 4” folder on Schoology.
  2. Review synthesis essay requirements here.
  3. Preview the Lead-ins PowerPoint on Schoology.
  4. Begin brainstorming and drafting your body paragraphs.
    1. Use this outline (also posted in Schoology) to support your writing.
    2. Embed the quotes and interpretation you completed on your Quote Worksheet into your body paragraphs. Don’t forget to add lead-ins!
    3. This is due tomorrow by 11:59 p.m. on Schoology.

Tues. | 14 April 2020

  1. If you have not already done so, finish drafting and your body paragraphs and then submit them on Schoology.
    1. Use this outline (also posted in Schoology) to support your writing.
    2. Embed the quotes and interpretation you completed on your Quote Worksheet into your body paragraphs. Don’t forget to add lead-ins!
    3. This is due tonight by 11:59 p.m. on Schoology.

Wed. | 15 April 2020

  1. Begin brainstorming and drafting your conclusion paragraph.
    1. Use this outline (also posted in Schoology) to support your writing.
    2. This is due tomorrow by 11:59 p.m. on Schoology.
  2. Preview the Works Cited Page PowerPoint on Schoology.
  3. Begin composing your works cited page.
    1. If you need help with formatting, visit this website.
    2. This is due tomorrow night by 11:59 p.m. on Schoology.

Thurs. | 16 April 2020

  1. If you have not already done so, finish drafting your conclusion paragraph and then submit it on Schoology.
    1. Use this outline (also posted in Schoology) to support your writing.
    2. This is due tonight by 11:59 p.m. on Schoology
  2. If you have not already done so, finish drafting your works cited page and then submit it on Schoology.
    1. If you need help with formatting, visit this website.
    2. This is due tonight by 11:59 p.m. on Schoology.

Fri. | 17 April 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
9th Literature & Composition Spring 2020Lesson PlansDigital Learning Week 3: 30 March – 03 April 2020A General Message: This week we are going to focus on the writing process. We are (finally) starting the To Kill a Mockingbird and choice novel essay! This assignment requires you to synthesize information from both texts and connect them to the real world. Have no fear – we will be taking this very slow to ensure everyone receives the support they need 😊Week at a Glance:Tuesday, 31 Mar. 2020: Complete thesis statement activity on SchoologyThursday, 02 April 2020: Submit introduction paragraph on SchoologySunday, 05 April 2020: Quote Worksheet due on SchoologyThis Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.Mon. | 30 March 2020

  1. Watch “A Message from Ms. Tucker”
    1. This video is posted in the “Week 3” folder on Schoology.
  2. Watch Ms. Tucker’s video explaining the To Kill a Mockingbird/choice novel synthesis essay.
    1. This video is posted in the “Week 3” folder on Schoology.
    2. Review the assignment packet here.
  3. Begin brainstorming and drafting your thesis statement.
    1. Use the thesis statement stems on pages 2 & 3 in the assignment packet.
    2. This is due tomorrow by 11:59 p.m. on Schoology.

Tues. | 31 March 2020

  1. If you have not already done so, complete the thesis statement assignment on Schoology.
    1. Use the thesis statement stems on pages 2 & 3 in the assignment packet.
    2. This is due tonight by 11:59 p.m. on Schoology.
  2. Preview the Introductions PowerPoint on Schoology.
  3. Begin brainstorming and drafting your introduction paragraph.
    1. Use this outline (also posted in Schoology) to support your writing.
    2. This is due Thursday by 11:59 p.m. on Schoology.

Wed. | 01 April 2020 

  1. Continue brainstorming and drafting your introduction paragraph.
    1. Use this outline (also posted in Schoology) to support your writing.
    2. This is due tomorrow by 11:59 p.m. on Schoology.

Thurs. | 02 April 2020

  1. If you have not already done so, submit your introduction paragraph on Schoology.
    1. This is due tonight by 11:59 p.m.
  2. Preview the Quotes and Citations PowerPoint on Schoology.
  3. Begin finding quotes in To Kill a Mockingbird and your choice novel that support your thesis.

Fri. | 03 April 2020

  1. Complete the Quote Worksheet posted on Schoology.
    1. This is due Sunday night by 11:59 p.m. on Schoology.
    2. How to complete the worksheet:
      1. Download the Word document from Schoology.
      2. Type directly into the document.
  • Save your work onto your computer.
  1. Once finished, upload it into the dropbox on Schoology.
9th Literature & Composition Spring 2020Lesson PlansDigital Learning Week 2: 23-27 March. 2020A General Message: This week is all about student choice! The goal is to finish reading To Kill a Mockingbird by the end of the week (Sunday, March 29th). This may seem like a lot to tackle within a few days, so I have provided resources below to support/supplement your reading. Do what is best for you during this time, but please be mindful of due dates 😊By Tuesday, March 24th at 11:59 p.m., please complete the following activities:

  1. Watch “A Message from Ms. Tucker”
  2. This video is posted in the “Week 2” folder on Schoology. It has important information regarding this week and how we will wrap up our To Kill a Mockingbird
  3. Complete the Reflection Discussion Post.
    1. This assignment can be found in the “Week 2” folder on the Schoology page.

By Sunday, March 29th at 11:59 p.m., please complete the following activities:

  1. Finish reading To Kill a Mockingbird.
    1. You may choose how you will finish the novel. There are resources linked below to support/supplement your reading. This is digital learning, so do what works best for you!
  2. Complete TKAM Part II Quiz.
  3. This assignment can be found in the “Week 2” folder on the Schoology page.
  4. The quiz will include Part II vocabulary terms – please keep up with your vocabulary chart.
  5. Continue reading your choice novel.
  6. We will start a writing assignment on this next week, so my advice is to finish it by the end of the week as well.

Resources to support/supplement To Kill a Mockingbird:

  1. To Kill a Mockingbird Chapter Summaries PowerPoint.
  2. Course Hero YouTube Clips:
Chapter 21 Summary and Analysis Chapter 27 Summary and Analysis
Chapter 22 Summary and Analysis Chapter 28 Summary and Analysis
Chapter 23 Summary and Analysis Chapter 29 Summary and Analysis
Chapter 24 Summary and Analysis Chapter 30 Summary and Analysis
Chapter 25 Summary and Analysis Chapter 31 Summary and Analysis
Chapter 26 Summary and Analysis

9th Literature & Composition Spring 2020Lesson PlansDigital Learning Week 1: 16-20 March. 2020A General Message: You can find a PDF version and the audiobook of To Kill a Mockingbird on our Schoology page. Even though we’re not gathered together in one place, you are not alone! We are still a community. I am still your teacher. I will continue to advocate for you and support you during this time! Please continue to be flexible during this time and be sure to contact me if you have any questions at all.

Week at a Glance:Thursday, 19 March 2020: Mayella Ewell character analysis due on Schoology.Friday, 20 March 2020: Chapter 17-19 guided reading questions due on Schoology.Sunday, 22 March 2020: SMELL “graphic organizer” due on Schoology.Mon. | 16 March 2020Learning Goal(s): Determine a theme and/or central idea of To Kill a Mockingbird and analyze how it has developed over the course of the text.Work Session:

  1. Read chapter 17 of To Kill a Mockingbird (Bob Ewell’s testimony).
  2. Continue to read your choice novel.

Tues. | 17 March 2020

Learning Goal(s): Determine a theme and/or central idea of To Kill a Mockingbird and analyze how it has developed over the course of the text.

Work Session:

  1. Read chapter 18 of To Kill a Mockingbird (Mayella Ewell’s testimony).
  2. Continue to read your choice novel.

Wed. | 18 March 2020 – Early Release Day

Learning Goal(s): Analyze how a complex character (Mayella Ewell) develops over the course of the text, interacts with other characters, and advances the plot.

Work Session:

  1. Read “What is Poverty?” by Jo Goodwin Parker
  2. Complete character analysis writing prompt.
    1. This assignment can be found in the “Week 1” folder on the Schoology page.
    2. You will type your CEI paragraph on a Word document and then upload it into the dropbox. Please follow MLA guidelines!

Thurs. | 19 March 2020

Learning Goal(s): Determine a theme and/or central idea of To Kill a Mockingbird and analyze how it has developed over the course of the text.

Work Session:

  1. Read chapter 19 of To Kill a Mockingbird (Tom Robinson’s testimony).
  2. Complete chapter 17-19 guided reading questions.
    1. This assignment can be found in the “Week 1” folder on the Schoology page.

Fri. | 20 March 2020

Learning Goal(s): Cite strong and thorough textual evidence from Atticus’s closing argument to analyze what the text says explicitly as well as support inferences drawn from the text.

Work Session:

  1. Read Atticus’s Closing Argument from To Kill a Mockingbird, chapter 20.
  2. Complete the SMELL “graphic organizer.”
    1. This assignment can be found in the “Week 1” folder on the Schoology page.

Digital Page

In the event that we, for any reason, adopt a digital learning framework for school this semester, you will find resources on Schoology to complete digital learning tasks. Please continue referencing the “9th Literature” or “World Literature” tab for lesson plans and links to handouts. Videos, blog post discussions, and other interactive activities will be hosted on Schoology.

To sign up for our Schoology class:

  1. Go to http://www.schoology.com.
  2. Log in to an existing account or create your own. Write down your login credentials!
  3. Click on “Courses.”
  4. Click on “Join a Course.”
  5. Use the access code for your class:
  • 9th Literature: 28HN-JSXQ-4CCWQ
  • World Literature: JCP3-MQ2X-4RRRF

9th Literature & Composition Spring 2020

Lesson Plans

Week 9: 09-13 March. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Compare characters’ motivation in fictional texts. Connect historical context to fictional texts. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Monday, 09 March 2020: To Kill a Mockingbird Part I quiz; TKAM workbook due (chapters 1-11) for a reading formative grade

Mon. | 09 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540

Work Session:

  1. Submit To Kill a Mockingbird (TKAM) workbook chapters 1-11.
  2. Complete To Kill a Mockingbird Part I quiz.
  3. Read independently until all classmates are finished.
  4. Complete bookmark for choice book reading.
  5. Finish watching the film version of To Kill a Mockingbird (through Part I).

Homework:

  • Continue reading choice novel.

Tues. | 10 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading

Work Session:

  1. Continue reading To Kill a Mockingbird (chapters 12 and 13).
  2. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

  • Continue reading choice novel.

Wed. | 11 March 2020 – Early Release Day

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading; grammar practice

Work Session:

  1. Introduce To Kill a Mockingbird Part II vocabulary words.
  2. Continue reading To Kill a Mockingbird (chapters 14 and 15).
  3. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

Thurs. | 12 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading

Work Session:

  1. Introduce trial graphic organizer.
  2. Continue reading To Kill a Mockingbird (chapters 16 and 17).
  3. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

Lesson Plans

Week 8: 02-06 March. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Monday, 02 March 2020: Bring choice novel to class for a book check grade

Friday, 06 March 2020: To Kill a Mockingbird Part I test

Mon. | 02 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading; grammar practice

Work Session:

  1. Check choice novels for a book check grade.
  2. Review To Kill a Mockingbird chapters 4-6.
  3. Using sticky notes, find one quote that connects to each of the major motifs in the text: prejudice, education, femininity, and growing up. Write a lead in that provides context, the quote, and a citation.
  4. Continue reading To Kill a Mockingbird (chapter 7).
  5. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

Tues. | 03 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading

Work Session:

  1. Continue reading To Kill a Mockingbird (chapters 8 and 9).
  2. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

Wed. | 04 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading; grammar practice

Work Session:

  1. Continue reading To Kill a Mockingbird (chapters 10 and 11).
  2. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

Thurs. | 05 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading;

Work Session:

  1. Review Part I of To Kill a Mockingbird (chapters 1-11) and review for test.
  2. Begin watching the film version of To Kill a Mockingbird (through Part I).

Homework:

Fri. | 06 March 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; independent reading; grammar practice

Work Session:

  1. Complete To Kill a Mockingbird Part I test.
  2. Finish watching the film version of To Kill a Mockingbird (through Part I).

Homework:

  • Continue reading choice novel.

9th Literature & Composition Spring 2020

Lesson Plans

Week 7: 24-28 Feb. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Monday, 02 Mar. 2020: Purchase and bring choice novel to class for a book check grade.

Mon. | 24 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; grammar practice

Work Session:

  1. Remind students to purchase a book for the choice book synthesis project.
  2. Distribute and discuss To Kill a Mockingbird (TKAM) workbook.
  3. Begin reading To Kill a Mockingbird (chapter 1).
  4. Complete Who is Boo Radley

Homework:

Tues. | 25 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540

Work Session:

  1. Continue reading To Kill a Mockingbird (chapters 2 and 3).
  2. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.
  3. Begin narrative writing task: Scout’s First Day of School POV Assignment

Homework:

Wed. | 26 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; grammar practice

Work Session:

  1. Assign Zinc vocabulary and word chart for TKAM Part I.
  2. Continue reading To Kill a Mockingbird (chapter 4).
  3. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

Thurs. | 27 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540

Work Session:

  1. Read To Kill a Mockingbird (chapters 5-7) with a partner.
  2. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

Fri. | 28 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540

Work Session:

  1. Read To Kill a Mockingbird (chapters 5-7) with a partner.
  2. Complete chapter questions in To Kill a Mockingbird (TKAM) workbook.

Homework:

9th Literature & Composition Spring 2020
Lesson Plans
Week 6: 11-14 Feb. 2020

This Week’s Learning Goals: Analyze poetry. Use TPFASSTT strategy to analyze title, figurative devices, speaker, shifts, and tone. Determine a theme and/or central idea of a text. Analyze the stylistic elements to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Monday, 10 Feb. 2020: Poetry terms quiz
Tuesday, 11 Feb. 2020: TPFASSTT for Poetry Out Loud poems due in class
Wednesday, 12 Feb. 2020: Upload Poetry Out Loud to FlipGrid by 11:59 p.m.

Mon. | 10 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Take poetry terms quiz.
  2. Review Poetry Out Loud assignment.
  3. View Poetry Out Loud performances and evaluate using rubric.
  4. Read chapter 4 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Practice Poetry Out Loud poem and complete annotations and TPFASSTT.

Tues. | 11 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Work on memorizing and performing your Poetry Out Loud poem.
    1. Write poem as sentences, stopping only when a thought is completed.
    2. Annotate poem with performance notes.
    3. Practice poem with a partner.
  2. Read chapter 5 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Practice Poetry Out Loud poem.

Wed. | 12 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. View Dead Poet’s Society and complete viewing guide.
  2. Read chapter 6 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Upload Poetry Out Loud performance video by 11:59 p.m.

Thurs. | 13 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. View Dead Poet’s Society and complete viewing guide.
  2. Read chapter 7 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words.

Fri. | 14 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. View classmates’ Poetry Out Loud performances on FlipGrid.
  2. Read chapter 8 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Choose your choice book and obtain a copy.

Literature & Composition Spring 2020

Lesson Plans

Week 5: 03-3107 Feb. 2020

This Week’s Learning Goals: Analyze poetry. Use TPFASSTT strategy to analyze title, figurative devices, speaker, shifts, and tone. Determine a theme and/or central idea of a text. Analyze the stylistic elements to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Monday, 03 Feb. 2020: Narrative Writing Assignment final draft due

Monday, 10 Feb. 2020: TPFASSTT for Poetry Out Loud poems due in class

Tuesday, 11 Feb. 2020: Upload Poetry Out Loud to FlipGrid by 11:59 p.m.

 

Mon. | 03 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading; grammar practice

Work Session:

  1. Learning Commons orientation.
  2. Introduce Poetry Out Loud

Homework: Continue reading independent novel.

Tues. | 04 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Meet in Lab 816. Complete Q1 Touchstone.
  2. Find and print poem for Poetry Out Loud

Homework: Continue reading your independent novel. Printed copy of poem for Poetry Out Loud due in class on Thursday.

Wed. | 05 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading; grammar practice

Work Session:

  1. Read “My Papa’s Waltz” and complete activity.
  2. Complete group TPFASSTT analysis project of “My Papa’s Waltz.”

Homework: Continue reading your independent novel. Printed copy of poem for Poetry Out Loud due in class tomorrow.

Thurs. | 06 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Analyze music as poetry.
  1. Read, annotate, and analyze Poetry Out Loud poem.
  2. Work on TPFASSTT for Poetry Out Loud poem.
  3. Practice memorizing your poem.

Homework: Continue reading your independent novel. Work on Poetry Out Loud assignment.

Fri. | 07 Feb. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading; grammar practice

Work Session:

  1. Complete Round Robin poetry analysis activity.

Homework: Continue reading your independent novel. Work on Poetry Out Loud assignment.

Looking for help with the narrative writing assignment?
Here’s the assignment document.
Click here for help! (Office 365/Word Online/TurnItIn.com)
MLA formatting and dialogue9th Literature & Composition Spring 2020
Lesson Plans
Week 4: 27-31 Jan. 2020This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements of irony, foreshadowing, point of view, and imagery to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Week at a Glance:
Sunday, 26 Jan. 2020: Short stories narrative writingMon. | 27 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Analyze visual prompt from Spring Board (p. 187). Quick write: What do you think is the context for this photograph? What clues help you make inferences about the setting?
  2. Distribute and discuss To Kill a Mockingbird (TKAM) workbook.
  3. Read “Background Information” and answer comprehension questions from TKAM workbook.
  4. View PBS American Experience: “Scottsboro: An American Tragedy.” Complete viewing guide.

Closing: Discuss question 30 on viewing guide: “And ye shall know the truth, and the truth shall make you free.” What relation does it have to the Scottsboro Trials?
Homework:  Use the photograph you selected in class. Write a CEI paragraph in which you connect the photograph to the background/contextual information you’ve learned so far about the time period in which To Kill a Mockingbird is set. Your claim statement should begin, “The photograph depicting _____ represents the values of 1930s Alabama by ____.”

Tues. | 28 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Preview a book for choice book synthesis project.
  2. View PBS American Experience: “Scottsboro: An American Tragedy.” Complete viewing guide.
  3. Introduce To Kill a Mockingbird (TKAM) workbook.
  4. Begin reading To Kill a Mockingbird.
  5. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.

Closing: Discuss question 30 on viewing guide: “And ye shall know the truth, and the truth shall make you free.” What relation does it have to the Scottsboro Trials?

Wed. | 29 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Learning Commons orientation.
  2. Preview a book for choice book synthesis project.
  3. Poetry quick write: 7 Days, 7 Lines: Write a poem where each line/sentence is about each day of last week.

Closing: Share your poem with a partner.

Thurs. | 30 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Continue reading To Kill a Mockingbird.
  2. Complete poetry stations.

Closing: Poetry group presentations. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.

Fri. | 31 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Preview a book for choice book synthesis project.
  2. Continue reading To Kill a Mockingbird.
  3. Read Billy Collins’s “Introduction to Poetry” and complete first read assignment.
  4. Complete group poetry analysis project of “Introduction to Poetry.”

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Continue work in To Kill a Mockingbird (TKAM) workbook.

Click here for help! (Office 365/Word Online/TurnItIn.com)

Here’s the assignment.

MLA formatting and dialogue

9th Literature & Composition Spring 2020

Lesson Plans

Week 3: 21-24 Jan. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements within short stories to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Monday, 20 Jan. 2020: No School – Dr. Martin Luther King, Jr. holiday!

Tuesday, 21 Jan. 2020: Short story comic strip due.

Thursday, 23 Jan. 2020: “The Stolen Party” CEI due.

Friday, 24 Jan. 2020: Short Story Unit Test

Mon. | 20 Jan. 2020

No School – Dr. Martin Luther King, Jr. Holiday. Enjoy your day off and do something to honor Dr. King and his incredible impact on our nation’s history!

Tues. | 21 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; ten minutes of independent reading; grammar practice

Work Session:

  1. Read and analyze “Alexa Told Me Where the Bodies are Buried” by Lane Loomis.
  2. Create a comic strip – illustrate the plot line of the short story.

Homework: Finish comic strip.

Wed. | 22 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Read “The Stolen Party” on pp. 118-122 of SpringBoard.
  2. Write a literary analysis CEI using the CEI graphic organizer: What is the theme, and how does the interaction between Rosaura and Luciana’s cousin in Chunk 3 develop the story’s theme?

Homework: Complete CEI if not completed in class.

Thurs. | 23 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; ten minutes of independent reading; grammar practice

Work Session:

  1. Play short story elements review game.
  2. Unpack the Short Story Assessment (Narrative Writing) as a class on butcher paper.
  3. Writing conferences with Ms. Tucker.
  1. Share your plan for completing the writing assignment.

Homework: Study for the Short Story Unit Test.

Fri. | 24 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Complete Short Story Unit Test.
  2. Complete To Kill a Mockingbird anticipation guide.

Homework: Complete the Short Story Assessment (Narrative Writing). Rough draft is due to TurnItIn.com by 11:59 p.m. on Sunday, 26 Jan. 2020.

9th Literature & Composition Spring 2020

Lesson Plans

Week 2: 13-17 Jan. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements of irony, foreshadowing, flashback, juxtaposition, and point of view to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Tuesday, 14 Jan. 2020: Bring course materials to class.

Friday, 17 Jan. 2020: Technology Log due.

Tuesday, 21 Jan. 2020: “The Stolen Party” CEI due.

Mon. | 13 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540

Work Session:

  1. Introduction to Independent Reading
  1. Move to the Learning Commons and check out a book for independent reading.
  2. Fifteen minutes of independent reading
  3. Review literary terms relevant to the short story unit: dramatic irony, situational irony, verbal irony, and foreshadowing
    1. Fill in guided notes
  4. With any additional time, complete “Lamb to the Slaughter” anticipation guide.

Homework: None!

Tues. | 14 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Move to Lab 208 and complete the Student Survey.
  2. Complete the Technology Log
  3. Set up class binder.

Homework: Complete the Technology Log

Wed. | 15 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; ten minutes of independent reading

Work Session:

  1. Read “Lamb to the Slaughter” by Roald Dahl.
  1. Highlight examples of irony as we read:
    • Yellow highlighter = dramatic irony
    • Pink highlighter = situational irony
    • Orange highlighter = verbal irony
  2. Construct a practice CEI paragraph as a class using CEI graphic organizer: Which form of irony is used the most in Dahl’s short story? How does this affect the story?
    1. Start with a strong claim statement.
    2. Find and use at least two pieces of evidence.
    3. Use lead-ins for all of your evidence.
    4. Include parenthetical citations for each piece of evidence (quote).
    5. Include at least two sentences of interpretation for each piece of evidence. Make sure that your interpretation clearly explains how your evidence supports your claim/proves your claim is true.

Homework: Complete the Technology Log

Thurs. | 16 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Sitcoms as short stories: view Parks and Rec: “Flu Season.”
  2. Complete Sitcoms and Short Stories handout.
  3. Introduce the Short Story Assessment (Narrative Writing).
  4. Play short story elements review game.

Homework: Complete the Technology Log

Fri. | 17 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; ten minutes of independent reading

Work Session:

  1. Review literary terms relevant to the short story unit: flashback, juxtaposition, point of view.
    1. Fill in guided notes
  2. Read “The Stolen Party” on pp. 118-122 of Spring Board.
  3. Write a literary analysis CEI using the CEI graphic organizer: What is the theme, and how does the interaction between Rosaura and Luciana’s cousin in Chunk 3 develop the story’s theme?

Homework: Complete CEI if not completed in class. Enjoy your long weekend! No school on Monday.

9th Literature & Composition Spring 2020

Lesson Plans

Week 1: 06-10 Jan. 2020

This Week’s Learning Goals: Learn how to be successful in 9th Literature and Composition. Create norms for our classroom with your peers. Determine a theme and/or central idea of a text. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Tuesday, 07 Jan. 2020: Bring completed Assignment Part I to class.

Thursday, 09 Jan. 2020: Bring completed Assignment Part II to class.

Mon. | 06 Jan. 2020

Opening: Welcome to 9th Literature!

Work Session:

  1. Teacher will meet each student individually and complete Teacher Review of Student Schedule (TRSS) forms. In the meantime, students will complete the following classroom expectations on individual sticky notes:

#1 Be respectful of yourself

#2 Be respectful of your peers and your teachers

#3 Be respectful of the classroom environment

#4 Be engaged and fully present

#5 Be prepared

#6 Be resilient

#7 Be honest

#8 Be safe

  1. Teacher will count off 1-8, and students will take their sticky notes to the appropriate anchor chart for his/her assigned number. At this station, students will introduce themselves and discuss the classroom expectation and their examples, finally placing the appropriate sticky note on the chart. Students will rotate through the charts.
  2. At their original stations, students will organize sticky notes by similar themes or ideas to find the three most common responses.
  3. Back at their seats, students and teacher will create “norms” for the classroom based on the most common responses to the sentence starters. (This activity is outlined in slides 2-8 of this presentation.)
  4. Review “Meet the Teacher” slides.
  5. Introduce and read using active reading strategies Sandra Cisernos’s vingnette “My Name” from The House on Mango Street.
  6. Complete Assignment Part I.

Closing: Review norms and assign homework.

Homework: Complete Assignment Part I. This is due tomorrow at the beginning of class. Read the syllabus and have parent/guardian sign.

Tues. | 07 Jan. 2020

Opening: Welcome to 9th Literature!

Work Session:

  1. Review syllabus and class overview. Take plagiarism pledge.
  2. Complete the One Word Project.
  3. Review “My Name” excerpt and draft original vignette (Assignment Part II).

Closing: Answer syllabus questions. Assign homework.

Homework: Complete Assignment Part II and bring printed copy to class on Thursday. Read the syllabus and have parent/guardian sign.

Wed. | 08 Jan. 2020

Opening: Welcome to 9th Literature!

Work Session:

  1. Distribute Spring Board textbooks.
  2. Complete QHT for Spring Board Unit 1 words relevant to short story unit (voice, irony, hyperbole, diction, foreshadowing, flashback, tone, narrator, metaphor, mood, personification, simile, and the elements of plot).
  3. Complete the “Creating Voice” Quickwrite on p. 6 of your SpringBoard book.
  4. Review definitions of diction, syntax, and imagery.
  5. Listen to your teacher read different descriptions of pizza. While you listen, complete the “Inferences about the Speaker” chart on p. 7 of your Spring Board book.
  6. Read the excerpt from Speak on pp. 10-11 of Spring Board. While reading, underline words, phrases, or sentences that create the speaker’s voice.
  7. Answer questions 1-4 on pp. 11-12 of Spring Board.

Closing: On an index card, rewrite the following sentence in a teenager’s voice: “My mother will not let me go to the football game because I did not complete my chores.”

Homework: Complete Assignment Part II and bring printed copy to class tomorrow. Read the syllabus and have parent/guardian sign.

Thurs. | 09 Jan. 2020

Opening: Welcome to 9th Literature!

Work Session:

  1. Using this PowerPoint, review terms relevant to the short story unit (tone, voice, and the elements of plot).
  1. Fill in guided notes.
  1. Read “Marigolds” on pp. 16-23 of your SpringBoard book. As we read, students will:
    1. Write an exclamation point (!) next to words or phrases that create imagery.
    2. Highlight words or phrases that create the narrator’s voice.
    3. Circle unknown words and phrases. Try to determine the meaning of the words by using context clues.
  2. Chart the elements of plot from the short story as a class on this worksheet.
  3. Complete the “Diction and Imagery” graphic organizer on p. 26 of your SpringBoard book.

Closing: Discuss textual evidence that conveys voice in “Marigolds.”

Homework: Read the syllabus and have parent/guardian sign.

Fri. | 10 Jan. 2020

Opening: Overview of Scholastic Reading Inventory and review lab etiquette.

Work Session:

  1. Move to lab 816.
  2. Complete Scholastic Reading Inventory (SRI).
  3. Introduce and practice CEI. Presentation here. Handout here.

Homework: Read the syllabus and have parent/guardian sign.

4th – World Lit with Tuker

4th period– with Miss Tucker

Dear students,

The final two weeks of our semester will focus on grade improvement and enrichment. If you are unhappy with your current average, please reach out to me for specific, differentiated tasks to complete that will focus on your “struggle standards”/less-developed skills so you can earn points back in that grade book category. You may also submit missing assignments or resubmit incomplete/low-scoring assignments with my permission. Please reach out to me for guidance. I look forward to working with you individually!

Hi, students! For the next two weeks, you’ll work on the attached film analysis unit. Work at your own pace, ensuring that you submit by 11:59 p.m. on May 8th (TurnItIn.com). As always, you can always send Mrs. Motsinger or Mrs. Burrows Remind messages or emails with questions. I hope this is fun!

Here’s the assignment:
docs.google.com/document/d/1ufiF733kC7rVVfomaf5Q8FnHMV14JZF2m5W2erjlDnc/copy

9th Literature & Composition Spring 2020
Lesson Plans
Week 14: 20-24 Apr. 2020

This Week’s Learning Goals: Determine author’s purpose. Learn proper email etiquette. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Sunday, 19 Apr. 2020: Upload your final draft of your synthesis essay to TurnItIn.com by 11:59 p.m.
Friday, 24 Apr. 2020: Email your completed “How Can Boredom Lead to Your Most Brilliant Ideas” work to Mrs. Motsinger by 11:59 p.m.
**Please note: There are a few inappropriate words in the TED Talk. Comparatively, they’re minor, but I do want to warn you.  As you know, I do not condone the use of this language.

Mon. | 20 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Complete “Step 1” of the “How Can Boredom Lead to Your Most Brilliant Ideas” project.

Tues. | 21 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Complete “Step 2” and “Step 3” of the “How Can Boredom Lead to Your Most Brilliant Ideas” project.

Wed. | 22 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Begin “Step 4” of the “How Can Boredom Lead to Your Most Brilliant Ideas” project.

Thurs. | 23 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Complete “Step 4” (if needed) of the “How Can Boredom Lead to Your Most Brilliant Ideas” project.

Fri. | 24 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Complete “Step 5” of the “How Can Boredom Lead to Your Most Brilliant Ideas” project. This includes submitting to your teacher.

9th Literature & Composition Spring 2020
Lesson Plans
Week 13: 13  – 17 Apr. 2020

This Week’s Learning Goals: Engage in literary analysis. Write arguments to support claims. Compare choice book to To Kill a Mockingbird. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Tuesday, 14 Apr. 2020: Upload revised rough draft to Schoology by 11:59 p.m.
Sunday, 19 Apr. 2020: Upload your final draft of your synthesis essay to TurnItIn.com by 11:59 p.m.

Mon. | 13 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Complete the weekly check-in: https://forms.gle/NYjr5pfCBZNWNUAeA.
  2. Review MLA formatting guidelines including lead-ins.
  3. Revise your rough draft to include the required lead-ins. Highlight them appropriately.
  4. Upload revised rough draft to Schoology by Tuesday at 11:59 p.m.

Tues. | 14 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Continue work with your rough draft to include the required lead-ins. Highlight them appropriately.
  2. Upload revised rough draft to Schoology by 11:59 p.m.

Wed. | 15 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Optional Zoom live chat at 11:00 a.m. Mrs. Motsinger will send code via Remind.
  2. Review formal writing guidelines and make updates to your essay.

Thurs. | 16 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Work on final draft of your essay. Use this presentation for help.

Fri. | 17 Apr. 2020
No new instruction today. Please continue working on this week’s activities. 

  1. Work on final draft of your essay. It is due Sunday at 11:59 p.m. to TurnItIn.com. Use this presentation for help.

9th Literature & Composition Spring 2020
Lesson Plans
Week 12: 30 Mar. – 03 Apr. 2020

This Week’s Learning Goals: Engage in literary analysis. Write arguments to support claims. Compare choice book to To Kill a Mockingbird. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Monday, 30 Mar. 2020: Finding Quotes activity due to Schoology by 11:59 p.m.
Wednesday, 01 Apr. 2020: Outline due to Schoology by 11:59 p.m.
Thursday, 02 Apr. 2020: First rough draft due to Schoology by 11:59 p.m.
Sunday, 05 Apr. 2020: Revised rough draft to Schoology by 11:59 p.m.

Mon. | 30 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Log in to Schoology. Complete “Finding Quotes” activity. Use your motif tracker to help you.

Tues. | 31 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Log in to Schoology. Begin your outline. This is due tomorrow (Wednesday) by 11:59 p.m., so you have today and tomorrow to complete it.

Wed. | 01 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Log in to Schoology. Complete your outline. This is due tonight by 11:59 p.m.

Thurs. | 02 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Transfer your outline to an Office 365 Word Online document and upload to Schoology.

Fri. | 03 Apr. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Review MLA formatting guidelines including lead-ins.
  2. Revise your rough draft to include the required lead-ins. Highlight them appropriately.
  3. Upload revised rough draft to Schoology by Sunday at 11:59 p.m.

9th Literature & Composition Spring 2020
Lesson Plans
Week 11: 23-27 Mar. 2020

This Week’s Learning Goals: Engage in literary analysis. Write arguments to support claims. Compare choice book to To Kill a Mockingbird. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Monday, March 23, 2020: Deadline to finish reading your choice book
Tuesday, March 24, 2020: Submit Make Your Own Reading Quiz activity for your choice book by 11:59 p.m. (Schoology)
Wednesday, March 25, 2020: Submit thematic subject/motif tracker by 11:59 p.m. (Schoology)
Thursday, March 26, 2020: Submit thesis statement planning activity by 11:59 p.m. (Schoology)
Friday, March 27, 2020: Submit essay introduction by 11:59 p.m. (Schoology)

Mon. | 23 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. View Mrs. Motsinger’s video (find at bottom of this week’s plans) explaining the To Kill a Mockingbird/choice book synthesis essay. Review assignment packet here.
  2. Complete the Make Your Own Reading Quiz activity for your choice book. Upload your completed quiz to Schoology.
  3. Work on your thematic subject/motif tracker. This is due this Wednesday, March 25.

Tues. | 24 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Complete the Make Your Own Reading Quiz activity for your choice book. Upload your completed quiz to Schoology. This is due tonight by 11:59 p.m.
  2. Finish your thematic subject/motif tracker. This is due TOMORROW by 11:59 p.m. Turn in to Schoology. Instructions are on Schoology.

Wed. | 25 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Upload your thematic subject/motif tracker to Schoology. Instructions below:
    1. Complete your entire thematic subject/motif tracker.
    2. Download the free app CamScanner.
    3. Create a free account or log in.
    4. Click “Start Scanning.”
    5. Select “Batch” at the bottom of the screen.
    6. Scan each page individually. Do this carefully. Do not take crooked photos.
    7. Select the small icon of your scans in the bottom right corner of your screen.
    8. Adjust the green auto-crop area to fit your pages.
    9. Select the green check box.
    10. Preview your PDF to ensure quality images.
    11. Select “Share.”
    12. Select “PDF.”
    13. Click “Share.”
    14. Select “Doc link.”
    15. Copy the link. THIS IS WHAT YOU WILL SUBMIT TO ME HERE! 🙂
    16. In Schoology, click “Submit Assignment.”
    17. Choose “Create.”
    18. Past the link to your PDF there!
    19. Click “Submit.”

Thurs. | 26 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Review Mrs. Motsinger’s video explaining the To Kill a Mockingbird/choice book synthesis essay, if necessary. Review assignment packet here.
  2. Complete Mrs. Motsinger’s thesis statement planning activity on Schoology by 11:59 p.m.

Fri. | 27 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Complete introductory paragraph activity on Schoology by 11:59 p.m.

Week 10 – 16-20 Mar. 2020

9th Literature & Composition Spring 2020
Lesson Plans
Week 10: 16-20 Mar. 2020This Week’s Learning Goals: Learn how to adjust to distance/digital learning. Compare characters’ motivation in fictional texts. Connect historical context to fictional texts. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Week at a Glance:
Wednesday, March 18, 2020: Complete www.noredink.com Practice #1 by 11:59 p.m.
Thursday, March 19, 2020: To Kill a Mockingbird Part II quiz on Schoology (due by 11:59 p.m.)
Friday, March 20, 2020: Complete www.noredink.com Practice #2 by 11:59 p.m.
Monday, March 23, 2020: Deadline to finish reading your choice book
Wednesday, March 25, 2020: Thematic subject/motif tracker due (virtually)

**If you didn’t see the ending of To Kill a Mockingbird in class last Friday, watch it here:
Part 1: https://www.youtube.com/watch?v=R6K386FES50
Part 2:
https://www.youtube.com/watch?v=iRmIef02Ajk&list=PLxzE4_wATlG7G5tVabE_OnyR033WZy2eR&index=3
Part 3: ​https://www.youtube.com/watch?v=Xzk7_KYiNis


Mon. | 16 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Use Google to define To Kill a Mockingbird Part II vocabulary words. Log in to Clever/Spring Board/Zinc (see instructions on the attached handout) to practice vocab words.
  2. Complete To Kill a Mockingbird (TKAM) workbook. Your quiz is Thursday, and your workbook is due our first day back to school. Finish your workbook – you can use it on your quiz!
  3. Read your choice book and add to thematic subject/motif tracker. This is due next Wednesday, March 25.

Tues. | 17 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Use Google to define To Kill a Mockingbird Part II vocabulary words. Log in to Clever/Spring Board/Zinc (see instructions on the attached handout) to practice vocab words.
  2. Complete To Kill a Mockingbird (TKAM) workbook. Your quiz is Thursday, and your workbook is due our first day back to school. Finish your workbook – you can use it on your quiz!
  3. Read your choice book and add to thematic subject/motif tracker. This is due next Wednesday, March 25.

Wed. | 18 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Log in to NoRedInk.com: https://www.noredink.com/join/unique-wolf-78.
  2. Complete first activity: Practice #1 Due 3/18. This is due by 11:59 p.m. tonight.
  3. Use Google to define To Kill a Mockingbird Part II vocabulary words. Log in to Clever/Spring Board/Zinc (see instructions on the attached handout) to practice vocab words.
  4. Complete To Kill a Mockingbird (TKAM) workbook. Your quiz is TOMORROW, and your workbook is due our first day back to school. Finish your workbook – you can use it on your quiz!
  5. Read your choice book and add to thematic subject/motif tracker. This is due next Wednesday, March 25.

Thurs. | 19 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Log in to Schoology to take your To Kill a Mockingbird Part II quiz. This is due by 11:59 p.m.
  2. View Mrs. Motsinger’s video about your synthesis essay and review the assignment packet here.

Fri. | 20 Mar. 2020
Opening: Try the EOC Question of the Day: https://jmotsinger.weebly.com/eoc-question-of-the-day.html.
Work Session:

  1. Log in to www.NoRedInk.com.
  2. Complete next activity: Practice #2 Due 3/20. This is due by 11:59 p.m. tonight.

In the event that we, for any reason, adopt a digital learning framework for school this semester, you will find resources on Schoology to complete digital learning tasks. Please continue referencing the “Plans, Activities, and Handouts” tab under “9th Literature” for lesson plans and links to handouts. Videos, blog post discussions, and other interactive activities will be hosted on Schoology.

To sign up for our Schoology class:

  1. Go to www.schoology.com.
  2. Log in to an existing account or create your own. Write down your login credentials!
  3. Click on “Courses.”
  4. Click on “Join a Course.”
  5. Use this access code: 8RV3-H479-4R4JF

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Compare characters’ motivation in fictional texts. Connect historical context to fictional texts. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Bring choice book to class every day.
Tuesday, March 17, 2020: To Kill a Mockingbird Part II test in class. Bring completed vocabulary packets.
Monday, March 23, 2020: Deadline to finish reading choice book and complete motif tracker.

Mon. | 09 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Finish reading chapter 17 of To Kill a Mockingbird and add to courtroom jargon and trial graphic organizer.
  2. Read “What is Poverty?” by Jo Goodwin Parker and complete character analysis writing prompt for Mayella Ewell.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Tues. | 10 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book
Work Session:

  1. Introduce motif tracker for choice books.
  2. Read chapters 18-19 of To Kill a Mockingbird.
  3. Add to courtroom jargon and trial graphic organizer.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Wed. | 11 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book and add to motif tracker.
Work Session:

  1. Add sticky notes to motif posters in classroom.
  2. Read chapters 20-21 of To Kill a Mockingbird.
  3. Add to courtroom jargon and trial graphic organizer.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Thurs. | 12 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book and add to motif tracker.
Work Session:

  1. Read chapters 22-23 of To Kill a Mockingbird.
  2. Add to courtroom jargon and trial graphic organizer.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Fri. | 13 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book and add to motif tracker.
Work Session:

  1. Read chapters 24-25 of To Kill a Mockingbird.
  2. Add to courtroom jargon and trial graphic organizer.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

March 2-6, 2020

9th Literature & Composition Spring 2020
Lesson Plans
This Week’s Learning Goals: Determine a theme and/or central idea of a text. Compare characters’ motivation in fictional texts. Connect historical context to fictional texts. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Monday, March 2, 2020: To Kill a Mockingbird Part I test with To Kill a Mockingbird vocabulary words and bring choice book to class for a grade

Mon. | 02 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Complete To Kill a Mockingbird Part I test.
  2. Begin reading chapter 12 of To Kill a Mockingbird.
  3. Mini conferences with Mrs. Motsinger about your choice book
  4. Complete bookmark for choice book reading.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Begin reading your choice book.

Tues. | 03 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book
Work Session:

  1. Read chapters 13-14 of To Kill a Mockingbird.
  2. Introduce To Kill a Mockingbird Part II vocabulary words.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Wed. | 04 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book
Work Session:

  1. Read chapters 15-16 of To Kill a Mockingbird.
  2. Introduce courtroom jargon and trial graphic organizer.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Thurs. | 05 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book
Work Session:

  1. Read chapters 17-18 of To Kill a Mockingbird.
  2. Add to courtroom jargon and trial graphic organizer.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Fri. | 06 Mar. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; read your choice book
Work Session:

  1. Read chapters 19-20 of To Kill a Mockingbird.
  2. Add to courtroom jargon and trial graphic organizer.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird Part II vocabulary words. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook. Read choice book.

Week 7 – 24-28 Feb. 2020

9th Literature & Composition Spring 2020
Lesson Plans
Week 7: 24-28 Feb. 2020This Week’s Learning Goals: Determine a theme and/or central idea of a text. Compare characters’ motivation in fictional texts. Connect historical context to fictional texts. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Week at a Glance:
Friday, February 28, 2020: To Kill a Mockingbird Part I test with To Kill a Mockingbird vocabulary words
Monday, March 2, 2020: Bring choice book to class for a grade.Mon. | 24 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Quick write: Consider Atticus’s comment to Scout about reserving judgment: “You never really understand a person until you consider things from his point of view…until you climb into his skin a walk around in it.” Explain what this advice means and how it applies to Scout. Then consider a real-life example and how this advice might be relevant to your life.
  2. Review To Kill a Mockingbird vocabulary words assignment.
  3. Read chapters 6-7 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words.

Tues. | 25 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Using sticky notes, find one quote that connects to each of the major motifs in the text: prejudice, education, femininity, and growing up. Write a lead in that provides context, the quote, and a citation.
  2. Read chapters 8-9 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words.

Wed. | 26 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Read chapters 10-11 of To Kill a Mockingbird.
  2. Review page 19 of your To Kill a Mockingbird (TKAM) workbook. After you complete the comparison chart for Aunt Alexandra’s and Scout’s views of femininity, write a CEI paragraph arguing which character has a more appropriate view of femininity. If you believe neither view is appropriate, argue that neither Scout nor Aunt Alexandra have an appropriate view of femininity.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words.

Thurs. | 27 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Review Part 1 of To Kill a Mockingbird (chapters 1-11) and review for test.
  2. Practice using To Kill a Mockingbird vocabulary words. Choose one of the “Writing Prompts” in your To Kill a Mockingbird (TKAM) workbook. (They’re at the bottom of some of the pages and are crossed out.) These are narrative writing tasks. You will answer one of the prompts. Your response should be 10 sentences minimum and must include 5 underlined vocabulary words from your TKAM unit.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words.

Fri. | 28 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Complete To Kill a Mockingbird Part I test.
  2. Begin reading chapter 12 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Choose your choice book and obtain a copy. Bring copy to class on Monday for a grade.

9th Literature & Composition Spring 2020
Lesson Plans
Week 6: 11-14 Feb. 2020This Week’s Learning Goals: Analyze poetry. Use TPFASSTT strategy to analyze title, figurative devices, speaker, shifts, and tone. Determine a theme and/or central idea of a text. Analyze the stylistic elements to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Week at a Glance:
Monday, 10 Feb. 2020: Poetry terms quiz
Tuesday, 11 Feb. 2020: TPFASSTT for Poetry Out Loud poems due in class
Wednesday, 12 Feb. 2020: Upload Poetry Out Loud to FlipGrid by 11:59 p.m.Mon. | 10 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Take poetry terms quiz.
  2. Review Poetry Out Loud assignment.
  3. View Poetry Out Loud performances and evaluate using rubric.
  4. Read chapter 4 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Practice Poetry Out Loud poem and complete annotations and TPFASSTT.

Tues. | 11 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Work on memorizing and performing your Poetry Out Loud poem.
    1. Write poem as sentences, stopping only when a thought is completed.
    2. Annotate poem with performance notes.
    3. Practice poem with a partner.
  2. Read chapter 5 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Practice Poetry Out Loud poem.

Wed. | 12 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. View Dead Poet’s Society and complete viewing guide.
  2. Read chapter 6 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Upload Poetry Out Loud performance video by 11:59 p.m.

Thurs. | 13 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. View Dead Poet’s Society and complete viewing guide.
  2. Read chapter 7 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words.

Fri. | 14 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. View classmates’ Poetry Out Loud performances on FlipGrid.
  2. Read chapter 8 of To Kill a Mockingbird.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Study To Kill a Mockingbird vocabulary words. Choose your choice book and obtain a copy.

9th Literature & Composition Spring 2020
Lesson Plans
Week 5: 03-07 Feb. 2020This Week’s Learning Goals: Analyze poetry. Use TPFASSTT strategy to analyze title, figurative devices, speaker, shifts, and tone. Determine a theme and/or central idea of a text. Analyze the stylistic elements to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Week at a Glance:
Tuesday, 11 Feb. 2020: TPFASSTT for Poetry Out Loud poems due in class
Wednesday, 12 Feb. 2020: Upload Poetry Out Loud to FlipGrid by 11:59 p.m.Mon. | 03 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Analyze visual prompt from Spring Board (p. 187). Quick write: What do you think is the context for this photograph? What clues help you make inferences about the setting? Use the photograph you selected in class. Write a CEI paragraph in which you connect the photograph to the background/contextual information you’ve learned so far about the time period in which To Kill a Mockingbird is set. Your claim statement should begin, “The photograph depicting _____ represents the values of 1930s Alabama by ____.”
  2. Complete chapter 1 of To Kill a Mockingbird and complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
  3. Read Billy Collins’s “Introduction to Poetry” and complete first read assignment.
  4. Complete poetry analysis project of “Introduction to Poetry.”
  5. Introduce TPFASSTT strategy for analyzing poetry. Complete TPFASSTT for “Introduction to Poetry.”

Closing: Introduce Poetry Out Loud assignment.
Homework:  Use the photograph you selected in class. Write a CEI paragraph in which you connect the photograph to the background/contextual information you’ve learned so far about the time period in which To Kill a Mockingbird is set. Your claim statement should begin, “The photograph depicting _____ represents the values of 1930s Alabama by ____.” Due WEDNESDAY.

Tues. | 04 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Meet in lab 9129. Complete Q2 Touchstone.
  2. Find and print poem for Poetry Out Loud assignment.
  3. Introduce To Kill a Mockingbird Part I vocabulary. Log in to Clever/SpringBoard/Zinc to practice vocabulary.

Closing: Review requirements for Poetry Out Loud.
Homework: Use the photograph you selected in class yesterday. Write a CEI paragraph in which you connect the photograph to the background/contextual information you’ve learned so far about the time period in which To Kill a Mockingbird is set. Your claim statement should begin, “The photograph depicting _____ represents the values of 1930s Alabama by ____.” Due WEDNESDAY.

Wed. | 05 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Turn in CEIs from Monday.
  2. Read chapter 2 of To Kill a Mockingbird and complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
  3. Read “George Gray” and “Fiddler Jones” from Edgar Lee Masters’ Spoon River Anthology.
  4. Complete EOC-inspired graphic organizer and write a CEI paragraph using the prompt on the graphic organizer.

Closing: Write CEI for “George Gray” and “Fiddler Jones.”
Homework: Complete CEI for “George Gray” and “Fiddler Jones.” Prompt here: EOC-inspired graphic organizer. Bring printed Poetry Out Loud poem to class tomorrow.

Thurs. | 06 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Continue reading To Kill a Mockingbird and complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
  2. Read, annotate, and analyze Poetry Out Loud poem.
  3. Work on TPFASSTT for Poetry Out Loud poem.
  4. Practice memorizing your poem.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.

Fri. | 07 Feb. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Continue reading To Kill a Mockingbird and complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
  2. Read and analyze “Eating Poetry” by Mark Strand. Focus on the meaning beyond the literal words on the page.
  3. Complete TPFASSTT analysis.

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Continue work in To Kill a Mockingbird (TKAM) workbook.

Looking for help with the narrative writing assignment?
Here’s the assignment document.
Click here for help! (Office 365/Word Online/TurnItIn.com)
MLA formatting and dialogue9th Literature & Composition Spring 2020
Lesson Plans
Week 4: 27-31 Jan. 2020This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements of irony, foreshadowing, point of view, and imagery to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Week at a Glance:
Sunday, 26 Jan. 2020: Short stories narrative writingMon. | 27 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice

  1. Analyze visual prompt from Spring Board (p. 187). Quick write: What do you think is the context for this photograph? What clues help you make inferences about the setting?
  2. Distribute and discuss To Kill a Mockingbird (TKAM) workbook.
  3. Read “Background Information” and answer comprehension questions from TKAM workbook.
  4. View PBS American Experience: “Scottsboro: An American Tragedy.” Complete viewing guide.

Closing: Discuss question 30 on viewing guide: “And ye shall know the truth, and the truth shall make you free.” What relation does it have to the Scottsboro Trials?
Homework:  Use the photograph you selected in class. Write a CEI paragraph in which you connect the photograph to the background/contextual information you’ve learned so far about the time period in which To Kill a Mockingbird is set. Your claim statement should begin, “The photograph depicting _____ represents the values of 1930s Alabama by ____.”

Tues. | 28 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Preview a book for choice book synthesis project.
  2. View PBS American Experience: “Scottsboro: An American Tragedy.” Complete viewing guide.
  3. Introduce To Kill a Mockingbird (TKAM) workbook.
  4. Begin reading To Kill a Mockingbird.
  5. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.

Closing: Discuss question 30 on viewing guide: “And ye shall know the truth, and the truth shall make you free.” What relation does it have to the Scottsboro Trials?

Wed. | 29 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Learning Commons orientation.
  2. Preview a book for choice book synthesis project.
  3. Poetry quick write: 7 Days, 7 Lines: Write a poem where each line/sentence is about each day of last week.

Closing: Share your poem with a partner.

Thurs. | 30 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Continue reading To Kill a Mockingbird.
  2. Complete poetry stations.

Closing: Poetry group presentations. Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.

Fri. | 31 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Preview a book for choice book synthesis project.
  2. Continue reading To Kill a Mockingbird.
  3. Read Billy Collins’s “Introduction to Poetry” and complete first read assignment.
  4. Complete group poetry analysis project of “Introduction to Poetry.”

Closing: Complete appropriate pages in To Kill a Mockingbird (TKAM) workbook.
Homework: Continue work in To Kill a Mockingbird (TKAM) workbook.

Click here for help! (Office 365/Word Online/TurnItIn.com)

Here’s the assignment.

MLA formatting and dialogue

9th Literature & Composition Spring 2020
Lesson Plans
Week 3: 20-24 Jan. 2020This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements of irony, foreshadowing, point of view, and imagery to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Week at a Glance:
Monday, 20 Jan. 2020: No School – Dr. Martin Luther King, Jr. holiday!
Friday, 24 Jan. 2020: Short stories multiple choice test
Sunday, 26 Jan. 2020: Short stories narrative writing

9th Literature & Composition Spring 2020
Lesson Plans
Week 3: 20-24 Jan. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements of irony, foreshadowing, point of view, and imagery to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Monday, 20 Jan. 2020: No School – Dr. Martin Luther King, Jr. holiday!
Friday, 24 Jan. 2020: Short stories multiple choice test
Sunday, 26 Jan. 2020: Short stories narrative writing

Mon. | 20 Jan. 2020
No School – Dr. Martin Luther King, Jr. Holiday. Enjoy your day off and do something to honor Dr. King and his incredible impact on our nation’s history!
“Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.” -Dr. Martin Luther King, Jr.

​Tues. | 21 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Read and analyze “Alexa Told Me Where the Bodies Were Buried” by Lane Loomis. Complete short stories elements handout.
  2. Write a narrative: write an introduction to a short story in which technology turns on humans. We did not get to this. It is not homework.
  3. Answer anticipation questions for To Kill a Mockingbird.

Closing: Review narrative writing rubrics and use to guide narrative writing task for technology narrative above.
Homework:  Complete short stories elements handout for “Alexa Told Me Where the Bodies Were Buried.”

Wed. | 22 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Preview a book for choice book synthesis project.
  2. Engage in short stories jigsaw analysis.

Closing: Share your favorite short story you read today with the class.
Homework:  Complete writing task for jigsaw.

Thurs. | 23 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Work Short Stories Assessment (narrative writing). Upload to TurnItIn.com by 11:59 p.m. on Sunday, 26 Jan. 2020.

Closing: Check in with Mrs. Motsinger to share plan for completing this assignment over the weekend.

Fri. | 24 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice
Work Session:

  1. Preview a book for choice book synthesis project.
  2. Complete short stories multiple choice test.
  3. Work in computer lab 9234: Short Stories Assessment (narrative writing).
  4. Writing conferences with Mrs. Motsinger

Closing: Check in with Mrs. Motsinger to share plan for completing this assignment over the weekend.
Homework: Complete Short Stories Assessment (narrative writing). Upload to TurnItIn.com by 11:59 p.m. on Sunday, 26 Jan. 2020.

Week 3: 21-24 Jan. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements within short stories to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Monday, 20 Jan. 2020: No School – Dr. Martin Luther King, Jr. holiday!

Tuesday, 21 Jan. 2020: Short story comic strip due.

Thursday, 23 Jan. 2020: “The Stolen Party” CEI due.

Friday, 24 Jan. 2020: Short Story Unit Test

Mon. | 20 Jan. 2020

No School – Dr. Martin Luther King, Jr. Holiday. Enjoy your day off and do something to honor Dr. King and his incredible impact on our nation’s history!

Tues. | 21 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; ten minutes of independent reading; grammar practice

Work Session:

  1. Read and analyze “Alexa Told Me Where the Bodies are Buried” by Lane Loomis.
  2. Create a comic strip – illustrate the plot line of the short story.

Homework: Finish comic strip.

Wed. | 22 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Read “The Stolen Party” on pp. 118-122 of SpringBoard.
  2. Write a literary analysis CEI using the CEI graphic organizer: What is the theme, and how does the interaction between Rosaura and Luciana’s cousin in Chunk 3 develop the story’s theme?

Homework: Complete CEI if not completed in class.

Thurs. | 23 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; ten minutes of independent reading; grammar practice

Work Session:

  1. Play short story elements review game.
  2. Unpack the Short Story Assessment (Narrative Writing) as a class on butcher paper.
  3. Writing conferences with Ms. Tucker.
  1. Share your plan for completing the writing assignment.

Homework: Study for the Short Story Unit Test.

Fri. | 24 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; fifteen minutes of independent reading

Work Session:

  1. Complete Short Story Unit Test.
  2. Complete To Kill a Mockingbird anticipation guide.

Homework: Complete the Short Story Assessment (Narrative Writing). Rough draft is due to TurnItIn.com by 11:59 p.m. on Sunday, 26 Jan. 2020.

9th Literature & Composition Spring 2020

Lesson Plans

Week 2: 13-17 Jan. 2020

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Analyze the stylistic elements of irony, foreshadowing, point of view, and imagery to interpret author’s purpose. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:

Tuesday, 14 Jan. 2020: CEI paragraph on the CEI graphic organizer due. Answer the question, “How does Dahl use irony in ‘Lamb to the Slaughter’?”

Wednesday, 15 Jan. 2020: CEI paragraph on notebook paper due. Answer the questions, “What is the theme, and how does the interaction between Rosaura and Luciana’s cousin in Chunk 3 develop the story’s theme?”

Thursday, 16 Jan. 2020: Group CEI paragraph on notebook paper due. This is the prompt: “Explain how the author uses diction, imagery, and other literary devices such as juxtaposition and flashback to create the narrator’s voice and present a particular point of view. Choose one literary device to analyze.” Before turning in, highlight claim, evidence, and interpretation in three separate colors and analyze the ratio of evidence to interpretation in your paragraph.

Monday, 20 Jan. 2020: No School – Dr. Martin Luther King, Jr. holiday!

Mon. | 13 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; daily grammar practice

Work Session

  1. Introduce and practice CEI. Presentation here. Handout here.
  2. Review lead-ins and practice writing lead-ins.
  3. Review point of view.
  4. Construct a practice CEI paragraph as a class using CEI graphic organizer: Roald Dahl uses a third-person limited point of view. How does point of view affect the story? Using evidence from the story, defend your answer to this question. Your first sentence should state your argument/position/answer to the question.
    1. Start with your claim statement.
    2. Find and use at least two pieces of evidence.
    3. Use lead-ins for all of your evidence. Example: In “Lamb to the Slaughter,” Mary “love[s] the intent, far look in his eyes when they [rest] in her” (Dahl par. 4).
    4. Include parenthetical citations for each piece of evidence (quote). See example above. 
    5. Include at least two sentences of interpretation for each piece of evidence. Make sure that your interpretation clearly explains how your evidence supports your claim/proves your claim is true.

Closing: Introduce tonight’s CEI paragraph (homework).

Homework: Write your own CEI paragraph on the CEI graphic organizer. Answer the question, “How does Dahl use irony in ‘Lamb to the Slaughter’?” Due tomorrow (Tuesday).

Tues. | 14 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; daily grammar practice

Work Session

  1. Turn in CEI paragraphs from last night.
  2. Read “The Stolen Party” on pp. 118-122 of Spring Board. 
  3. Write a literary analysis CEI using the CEI graphic organizer. Answer the questions, “What is the theme, and how does the interaction between Rosaura and Luciana’s cousin in Chunk 3 develop the story’s theme?”

Closing: Transfer CEI onto notebook paper to turn in for a grade.

Homework: Complete  CEI if not completed in class.

Wed. | 15 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; daily grammar practice

Work Session

  1. Read and analyze “Marigolds” in Spring Board (beginning on p. 16).
  2. Write a CEI paragraph as a group at your table: Explain how the author uses diction, imagery, and other literary devices such as juxtaposition and flashback to create the narrator’s voice and present a particular point of view. Choose one literary device to analyze.

Closing: Highlight claim, evidence, and interpretation and analyze the ratio of evidence to interpretation in your paragraph.

Homework: Complete your CEI paragraph if you don’t have time in class.

Thurs. | 16 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; daily grammar practice

Work Session

  1. Sitcoms as short stories: view Parks and Rec: “Flu Season.”
  2. Complete Sitcoms and Short Stories handout.
  3. Introduce Part II of Short Stories Assessment (narrative writing).

Closing: Play short story elements slap game (review).

Fri. | 17 Jan. 2020

Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; daily grammar practice

Work Session

  1. Engage in short stories jigsaw analysis.

Closing: Share your favorite short story you read today with the class.

Homework: Enjoy your long weekend! No school on Monday. Bring your copy of To Kill a Mockingbird next week, if you choose to buy your own.

9th Literature & Composition Fall 2020
Lesson Plans
Week 1: 06-10 Jan. 2020

This Week’s Learning Goals: Learn how to be successful in 9th Literature and Composition. Create norms for our classroom with your peers. Determine a theme and/or central idea of a text. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Tuesday, 07 Jan. 2020: Bring completed Assignment Part I to class.
Wednesday, 08 Jan. 2020: Bring completed Assignment Part II to class. Come to class having completed syllabus questionnaire and digitally signing syllabus. Complete all required technology platform registration.
Thursday, 09 Jan. 2020: Bring a photo of a piece of writing with a distinct voice: a book, billboard, brochure, etc.
Monday, 13 Jan. 2020: Bring your CEI paragraph on the CEI graphic organizer. Remember your CEI paragraph should answer the question, “How does Dahl use irony in ‘Lamb to the Slaughter’?”

Mon. | 06 Jan. 2020
Opening: Welcome to 9th Literature!
Work Session:

  1. Teacher will meet each student individually and complete Teacher Review of Student Schedule (TRSS) forms. In the meantime, students will complete the following sentence starters on individual sticky notes:

#1 I want to earn my high school diploma because…
#2 The most effective teachers are the ones who…
#3 The most helpful classmates are the ones who…
#4 One of my areas of strength in English class is…
#5 One of my areas of weakness in English class is…
#6 To read and understand a really challenging story or article, I need…
#7 One BIG question I have for this year is…
#8 Success at the end of the year to me looks like…

  1. Teacher will count off 1-8, and students will take their sticky notes to the appropriate anchor chart for his/her assigned number. At this station, students will introduce themselves and discuss the sentence starter and their answers, finally placing the appropriate sticky note on the chart. Students will rotate through the charts.
  2. At their original stations, students will organize sticky notes by similar themes or ideas to find the three most common responses.
  3. Back at their seats, students and teacher will create “norms” for the classroom based on the most common responses to the sentence starters. (This activity is outlined in slides 2-13 of this presentation.)
  4. Review “Meet the Teacher” slides.
  5. Introduce and read using active reading strategies Sandra Cisernos’s vingnette “My Name” from The House on Mango Street.
  6. Complete Assignment Part I (linked above – p. 2).

Closing: Review norms and assign homework.
Homework: Complete Assignment Part I. This is due tomorrow at the beginning of class. Read syllabus and use QR code to complete student questionnaire and “sign” syllabus. Ask parents to read the syllabus and use QR code to complete parent questionnaire and “sign” syllabus.

Tues. | 07 Jan. 2020
Opening: Literary Device Review Icebreaker
Work Session:

  1. Review syllabus and class overview. Take plagiarism pledge.
  2. Review “My Name” excerpt and draft original vignette (Assignment Part II).
  3. ​Review short story elements and complete guided notes.

Closing: Answer syllabus questions. Assign homework.
Homework: Complete Assignment Part II and bring printed copy to class on Wednesday.

Wed. | 08 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; ten minutes of independent reading
Work Session:

  1. Distribute Spring Board textbooks.
  2. Complete QHT for Spring Board Unit 1 words relevant to short story unit (voice, tone, diction, narrative, narrator, juxtaposition, flashback, denotation, connotation, prose).
  3. Review definitions of diction, syntax, and imagery.
  4. Listen to your teacher read excerpts from four texts. While you listen, complete the “Inferences about the Speaker” chart on p. 7 of your Spring Board book. (Note: The instructions on page 7 ask students to write their observations of passages describing pizza. The teacher may choose to use these passages, but students who are absent should check with the teacher to confirm which passages were used.)
  5. Read the excerpt from Speak on pp. 10-11 of Spring Board. While reading, underline words, phrases, or sentences that create the speaker’s voice.
  6. Answer questions 1-4 on pp. 11-12 of Spring Board.
  7. With any additional time, complete “Lamb to the Slaughter” anticipation guide.

Closing: On an index card, rewrite the following sentence in a teenager’s voice: “Tonight’s homework is to find a piece of writing with a strong voice.”
Homework: Look around you in your normal Wednesday night life, whether you are home or at practice or at the grocery store. Find a piece of writing with a distinct voice: a book, billboard, brochure, etc. Take a photo or bring a copy to class tomorrow. Continue technology sign up and digitally sign syllabus if not completed yet.

Thurs. | 09 Jan. 2020
Opening: Voice journal, EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; ten minutes of independent reading
Work Session:

  1. Introduce and practice CEI. Presentation here. Handout here.
  2. Review lead-ins and practice writing lead-ins.
  3. Read “Lamb to the Slaughter” by Roald Dahl.

Closing: Consider the narrator’s voice as well as the characters’ voices.
Homework: Continue technology sign up and digitally sign syllabus if not completed yet.

Fri. | 10 Jan. 2020
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540daily grammar practice; ten minutes of independent reading
Work Session:

  1. Complete Scholastic Reading Inventory (SRI) in lab 208.
  2. Construct a practice CEI paragraph as a class using CEI graphic organizer: Roald Dahl uses a third-person limited point of view. How does point of view affect the story? Using evidence from the story, defend your answer to this question. Your first sentence should state your argument/position/answer to the question.
    1. Start with your claim statement.
    2. Find and use at least two pieces of evidence.
    3. Use lead-ins for all of your evidence. Example: In “Lamb to the Slaughter,” Mary “love[s] the intent, far look in his eyes when they [rest] in her” (Dahl par. 4).
    4. Include parenthetical citations for each piece of evidence (quote). See example above.
    5. Include at least two sentences of interpretation for each piece of evidence. Make sure that your interpretation clearly explains how your evidence supports your claim/proves your claim is true.

Closing: Introduce tonight’s CEI paragraph (homework).
Homework: Write your own CEI paragraph on the CEI graphic organizer. Answer the question, “How does Dahl use irony in ‘Lamb to the Slaughter’?” Due Monday.

Tutoring Schedule

Tutoring Schedule

I AM AVAILABLE FOR TUTORING:

Virtual office hours
Monday’s/Tuesday’s/Thurday’s

If you need additional tutoring outside of this schedule, please email me at:
carol.burrows@cobbk12.org or set up an appointment with me prior to the date.

(Links/Pictures/Videos found online & posted for your use as study material. This is used for educational purposes only)

Resources

Resoures

Helpful Resource for Students

Getting ready for testing

Here are the links to the testing dates and registration:

ACT

SAT

https://www.georgiastandards.org/resources/Pages/Tools/TestingResources.aspx
 http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx
 https://www.usu.edu/asc/studysmart/pdf/TestTakingTips.pdf
 https://www.educationcorner.com/test-taking-strategies.html
 https://www.khanacademy.org/test-prep/sat/new-sat-tips-planning/new-sat-how-to-prep/a/tips-for-test-day

 

2nd Period Brit Lit with Oberste

2nd block with Oberste

Brit Literature Fall 2020Lesson PlansDigital Learning Week 9: 18 May – 20 May 2020Final Exam Essay: As with all assignments conducted during digital learning this semester, the final exam cannot negatively impact a student’s grade in any way. If a student chooses to complete the final exam essay (worth 15% of the total class grade) the exam score can only help the student’s overall grade. The essay will be due by Wednesday, May 20th at 3:30 p.m. to the dropbox on Schoology in the “Week 9” folder. No late submissions will be accepted.

Week at a Glance:

Wednesday, 20 May 2020: Final Exam Essay due on Schoology by 3:30 p.m.

World Literature Spring 2020Lesson PlansDigital Learning Week 8: 11 May – 15 May 2020Submitting Final Work: As we prepare for the end of our semester, please plan to submit all work completed during the digital learning time by Friday, May 15th at 11:59 p.m. to the platforms in which they were assigned. If you are turning in work, please contact your teacher directly with the assignment title(s) so your work can be assessed and added to the grade book.Week at a Glance:

Tuesday, 12 May 2020: “The Perils of Indifference” discussion post due on Schoology

Thursday, 14 May 2020: Respond to two of your classmates’ discussion posts on Schoology

Thursday, 14 May 2020: “The Perils of Indifference” Guided Reading Task due on Schoology

This Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.

Mon. | 11 May 2020

  1. Read or watch Elie Wiesel’s speech, “The Perils of Indifference.”
    1. You can access the text here.
    2. Or, you can watch the video here.
  2. Begin brainstorming and drafting “The Perils of Indifference” discussion post.
    1. This assignment can be found in the “Week 8” folder on the Schoology page.
    2. This is due tomorrow by 11:59 p.m. on Schoology.

Tues. | 12 May 2020

  1. If you have not already done so, complete “The Perils of Indifference” discussion post.
    1. This assignment can be found in the “Week 8” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.

Wed. | 13 May 2020

  1. Respond to two classmate’s discussion posts on the speech.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Thursday night.
  2. Begin brainstorming and drafting “The Perils of Indifference” Guided Reading Task.
    1. This assignment can be found in the “Week 8” folder on the Schoology page.
    2. This is due Thursday by 11:59 p.m. on Schoology.

Thurs. | 14 May 2020

  1. Finish drafting and submit “The Perils of Indifference” Guided Reading Task.
    1. This assignment can be found in the “Week 8” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.

Fri. | 15 May 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
World Literature Spring 2020Lesson PlansDigital Learning Week 7: 04 May – 08 May 2020Graphic Content Warning: The interview that students have been assigned to watch this week includes historical Holocaust footage (which includes graphic content in the form of images of emaciated prisoners, the deceased, horrific conditions, nudity, etc.) that could make the viewer feel uncomfortable. Please be aware of this before you begin watching the program. If you choose not to watch this content, an alternative interview (published a few years later as a magazine article) will be available for your use. You may use either interview for the completion of this week’s assignments.Week at a Glance:Tuesday, 05 May 2020: Interview discussion post due on SchoologyThursday, 07 May 2020: Respond to two of your classmates’ discussion posts on SchoologyThursday, 07 May 2020: Interview Guided Viewing Task due on Schoology

Thursday, 07 May 2020: Complete grammar assignments on NoRedInk.com

This Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.

Mon. | 04 May 2020

  1. View Wiesel’s interview with Oprah.
    1. You will need to access this through six different clips, linked below.
  1. Begin brainstorming and drafting your Interview discussion post.
    1. This assignment can be found in the “Week 7” folder on the Schoology page.
    2. This is due tomorrow by 11:59 p.m. on Schoology.

Tues. | 05 May 2020

  1. If you have not already done so, complete your Interview discussion post.
    1. This assignment can be found in the “Week 7” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  2. Log in to NoRedInk.com and complete at least 15 minutes of practice.

Wed. | 06 May 2020

  1. Respond to at least one classmate’s discussion post on the interview.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Thursday night.
  2. Begin brainstorming and drafting the Interview Guided Viewing Task.
    1. This assignment can be found in the “Week 7” folder on the Schoology page.
    2. This is due Thursday by 11:59 p.m. on Schoology.
  3. Continue working on your assignment on NoRedInk.com.

Thurs. | 07 2020

  1. Respond to another classmate’s discussion post on the interview.
  1. Remember to follow the instructions here.
  2. Both of your responses are due tonight by 11:59 p.m. on Schoology.
  1. Finish drafting and post your Interview Guided Viewing Task.
    1. This assignment can be found in the “Week 7” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  2. If not yet finished, finish working on your grammar assignments on NoRedInk.com.
    1. Both the “Punctuation Practice” and “Punctuation Quiz” are due today by 11:59 p.m.

Fri. | 08 May 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
World Literature Spring 2020Lesson PlansDigital Learning Week 6: 27 April – 01 May 2020Week at a Glance:Tuesday, 28 April 2020: Chapters 7-9 discussion post due on SchoologyThursday, 30 April 2020: Respond to two of your classmates’ discussion posts on SchoologyThursday, 30 April 2020: Chapters 7-9 Guided Reading Task due on SchoologyThis Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.Mon. | 27 April 2020

  1. Read chapters 7-9 in Night.
  2. Begin brainstorming and drafting Chapters 7-9 discussion post.
    1. This assignment can be found in the “Week 6” folder on the Schoology page.
    2. This is due tomorrow by 11:59 p.m. on Schoology.

Tues. | 28 April 2020

  1. If you have not already done so, complete Chapters 7-9 discussion post.
    1. This assignment can be found in the “Week 6” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.

Wed. | 29 April 2020

  1. Respond to two classmate’s discussion post on chapters 7-9.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Thursday night.
  2. Begin brainstorming and drafting Chapters 7-9 Guided Reading Task.
    1. This assignment can be found in the “Week 6” folder on the Schoology page.
    2. This is due Thursday by 11:59 p.m. on Schoology.

Thurs. | 30 April 2020

  1. Finish drafting and post your Chapters 7-9 Guided Reading Task.
    1. This assignment can be found in the “Week 6” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.

Fri. | 01 May 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
World Literature Spring 2020Lesson PlansDigital Learning Week 5: 20 April – 24 April 2020Week at a Glance:Tuesday, 21 April 2020: Chapter 5 discussion post due on SchoologyThursday, 23 April 2020: Respond to two of your classmates’ discussion posts on SchoologyThursday, 23 April 2020: Chapter 6 Guided Reading Task due on SchoologyThursday, 23 April 2020: Complete grammar assignments on NoRedInk.comThis Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.Mon. | 20 April 2020

  1. Read chapter 5 in Night.
  2. Begin brainstorming and drafting Chapter 5 discussion post.
    1. This assignment can be found in the “Week 5” folder on the Schoology page.
    2. This is due tomorrow by 11:59 p.m. on Schoology.

Tues. | 21 April 2020

  1. If you have not already done so, complete Chapter 5 discussion post.
    1. This assignment can be found in the “Week 5” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  2. Log in to NoRedInk.com and complete at least 15 minutes of practice.
    1. You have been assigned two assignments: “Compound and Complex Sentences Practices” and “Compound and Complex Sentences Quiz”

Wed. | 22 April 2020

  1. Respond to one classmate’s discussion post on chapter 5.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Thursday night.
  2. Read chapter 6 of Night
  3. Begin brainstorming and drafting Chapter 6 Guided Reading Task.
    1. This assignment can be found in the “Week 5” folder on the Schoology page.
    2. This is due Thursday by 11:59 p.m. on Schoology.
  4. Continue working on your grammar assignments on NoRedInk.

Thurs. | 23 April 2020

  1. Finish drafting and post your Chapter 6 Guided Reading Task.
    1. This assignment can be found in the “Week 5” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  2. Respond to another classmate’s discussion post on chapter 5.
  3. Remember to follow the instructions here.
  4. You will need to respond to two classmates’ posts total on Schoology by 11:59 p.m. tonight.
  5. If not yet finished, finish working on your grammar assignments on NoRedInk.
    1. This is due tonight by 11:59 p.m.

Fri. | 24 April 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
World Literature Spring 2020Lesson PlansDigital Learning Week 4: 13 April – 17 April 2020Week at a Glance:Tuesday, 14 April 2020: Chapter 4 discussion post due on SchoologyThursday, 16 April 2020: Respond to two of your classmates’ discussion posts on SchoologyThursday, 16 April 2020: Chapter 4 Guided Reading Task due on SchoologyThis Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.Mon. | 13 April 2020

  1. Read “A Letter from Ms. Tucker”
    1. This document is posted in the “Week 4” folder on Schoology.
  2. Read chapter 4 in Night.
  3. Begin brainstorming and drafting Chapter 4 discussion post.
    1. This assignment can be found in the “Week 4” folder on the Schoology page.
    2. This is due tomorrow by 11:59 p.m. on Schoology.

Tues. | 14 April 2020

  1. If you have not already done so, complete Chapter 4 discussion post.
    1. This assignment can be found in the “Week 4” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.

Wed. | 15 April 2020

  1. Respond to one classmate’s discussion post on chapter 4.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Thursday night.
  2. Begin brainstorming and drafting Chapter 4 Guided Reading Task.
    1. This assignment can be found in the “Week 4” folder on the Schoology page.
    2. This is due Thursday by 11:59 p.m. on Schoology.

Thurs. | 16 April 2020

  1. Finish drafting and post your Chapter 4 Guided Reading Task.
    1. This assignment can be found in the “Week 4” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  2. Respond to another classmate’s discussion post on chapter 4.
  3. Remember to follow the instructions here.
  4. You will need to respond to two classmates’ posts total on Schoology by 11:59 p.m. tonight.

Fri. | 17 April 2020

  1. Take some time to get caught up as needed; no new work assigned or due today.
World Literature Spring 2020Lesson PlansDigital Learning Week 3: 30 March – 03 April 2020A Message on Plagiarism: Students, I have seen some responses submitted to Schoology that do not feature original student work. Though we are meeting digitally rather than face-to-face, the expectations for academic honesty have not changed. Please make sure to create and post your own work. If I continue to see student work that features plagiarized content, students will be required to submit every assignment to both Schoology and TurnItIn.com.Week at a Glance:Tuesday, 31 Mar. 2020: Chapter 2 discussion post due on SchoologyFriday, 03 April 2020: Respond to two of your classmates’ discussion posts on SchoologyFriday, 03 April 2020: Chapter 3 Guided Reading Task due on SchoologyFriday, 03 April 2020: Complete the grammar assignments on NoRedInk.comThis Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.Mon. | 30 March 2020

  1. Watch “A Message from Ms. Tucker”
    1. This video is posted in the “Week 3” folder on Schoology.
  2. Read chapter 2 in Night.
  3. Begin brainstorming and drafting Chapter 2 discussion post.
    1. This assignment can be found in the “Week 3” folder on the Schoology page.
    2. This is due tomorrow by 11:59 p.m. on Schoology.
  4. Enroll in our course on NoRedInk (an online tool that focuses on grammar instruction).
    1. Use this link to join.
    2. Create an account and save your log in credentials.

Tues. | 31 March 2020

  1. If you have not already done so, complete Chapter 2 discussion post.
    1. This assignment can be found in the “Week 3” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  2. Log in to NoRedInk and complete at least 15 minutes of practice.
    1. NoRedInk saves your work during practice. Your progress is NOT saved when you are working on the assigned quiz, so please do not start that until you know you’ll have time to finish it.

Wed. | 01 April 2020 – Early Release Day

  1. Read chapter 3 in Night
  2. Begin brainstorming and drafting Chapter 3 Guided Reading Task.
    1. This assignment can be found in the “Week 3” folder on the Schoology page.
    2. This is due Friday by 11:59 p.m. on Schoology.
  3. Complete the practice activity on NoRedInk

Thurs. | 02 April 2020

  1. Continue drafting Chapter 3 Guided Reading Task.
    1. This assignment can be found in the “Week 3” folder on the Schoology page.
    2. This is due tomorrow by 11:59 p.m. on Schoology.
  2. Respond to one classmate’s discussion post on chapter 2.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Friday night.
  3. Finish work on NoRedInk.
    1. This is due tomorrow by 11:59 p.m.
    2. Make sure to complete the assigned quiz after you’ve completed the practice.

Fri. | 03 April 2020

  1. Respond to another classmates’ discussion post on chapter 2.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by 11:59 p.m. tonight.
  2. If you haven’t done so yet, submit Chapter 3 Guided Reading Task.
    1. This assignment can be found in the “Week 3” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  3. If not yet complete, finish both assignments on NoRedInk.
    1. This is due tonight by 11:59 p.m.
World Literature Spring 2020Lesson PlansDigital Learning Week 2: 23-27 March 2020An Update on Communication: Any emails or messages sent after 8:00 p.m. will be addressed the following business day. (You are still welcome to contact me whenever you need to, but please understand that you will not receive an immediate response late in the evening.) Thank you very much for understanding!Week at a Glance:Tuesday, 24 Mar. 2020: Chapter 1 Discussion Post due on SchoologyFriday, 27 Mar. 2020: Respond to two of your classmates’ discussion posts on SchoologyFriday, 27 Mar. 2020: Chapter 1 Guided Reading Assignment due on SchoologyFriday, 27 Mar. 2020: Complete the vocabulary “quiz” for unit 4 on SchoologyThis Week’s Suggested Pacing: As long as you are meeting the deadlines posted above, you may pace yourself however you choose, but to support your time-management for this week, I have put together a suggested pacing guide.Mon. | 23 March 2020

  1. Watch “A Message from Ms. Tucker”
  2. This video is posted in the “Week 2” folder on Schoology. It has important information regarding this week and how to submit assignments on Schoology.
  3. Check your answers to Synonyms & Antonyms for unit 4 and review all missed answers to prepare for your vocabulary assessment.
    1. Synonyms Answer Key here
    2. Antonyms Answer Key here
  4. Read at least half of chapter 1 in Night.

Tues. | 24 March 2020

  1. Finish reading chapter 1 in Night
  2. Complete Chapter 1 Discussion Post
    1. This assignment can be found in the “Week 2” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology!
  3. Continue studying your vocabulary words to prepare for your quiz.

Wed. | 25 March 2020 – Early Release Day

  1. Begin drafting Chapter 1 Guided Reading Assignment
    1. This assignment can be found in the “Week 2” folder on the Schoology page.
  2. Respond to one classmate’s discussion post on chapter 1.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Friday night.
  3. Continue studying your vocabulary words to prepare for your quiz. Once you are ready, you may log into Schoology starting today to access your vocabulary quiz instructions. Feel free to begin planning and drafting this assignment
    1. This assignment can be found in the “Week 2” folder on the Schoology page.
    2. This is due Friday by 11:59 p.m. on Schoology.

Thurs. | 26 March 2020

  1. Continue drafting Chapter 1 Guided Reading Assignment
    1. This assignment can be found in the “Week 2” folder on the Schoology page.
    2. This is due Friday by 11:59 p.m. on Schoology.
  2. Respond to another classmate’s discussion post on chapter 1.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by Friday night.
  3. Continue planning and drafting your vocabulary quiz.
    1. This assignment can be found in the “Week 2” folder on the Schoology page.
    2. This is due Friday by 11:59 p.m. on Schoology.

Fri. | 27 March 2020

  1. If not yet completed, respond to two classmates’ discussion posts on chapter 1.
    1. Remember to follow the instructions here.
    2. You will need to respond to two classmates’ posts total on Schoology by 11:59 p.m. tonight.
  2. If not yet completed, submit your completed vocabulary quiz.
    1. This assignment can be found in the “Week 2” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
  3. Finish Chapter 1 Guided Reading Assignment
    1. This assignment can be found in the “Week 2” folder on the Schoology page.
    2. This is due tonight by 11:59 p.m. on Schoology.
World Literature Spring 2020Lesson PlansDigital Learning Week 1: 16-20 March 2020A General Message: During our digital learning adventure, work will be due twice weekly, on Tuesdays and Fridays by 11:59 p.m. (You may always submit work early!) You will always have a list of items to complete for each date. Even though we’re not gathered together in one place, you are not alone! We are still a community. I am still your teacher. I will continue to advocate for you and support you during this time! Please continue to be flexible during this time and be sure to contact me if you have any questions at all.The World Literature teachers are still working on your activities for later this week, but here are your first assignments! Please be sure to check the blog daily for any updates.By Tuesday, March 17th at 11:59 p.m., please complete the following activities:

  1. View the “Introduction to Night” Google Slides presentation here.
  2. Then, respond to questions about the presentation by completing the digital form here.
    1. You must sign in with your Microsoft account to access this. (first.last@students.cobbk12.org)
    2. You may choose to complete the questions as you go through the presentation, or go through the Google Slides presentation first and then revisit the appropriate slides as you complete it. This is digital learning, so do what works best for you 😊
  3. Vocabulary practice: complete “Choosing the Right Word” (#1-25) for unit 4 vocabulary words on pages 55-56 of your vocabulary book.
  4. If you do not have your vocabulary book, you can access a PDF of the assignment here.
  5. The answers to this assignment will be posted later in the week so you can check your work.

What to Expect:

As we settle in to this digital learning experience, here are some things you can expect:

  • Two-week cycles for vocabulary units (just like in class!)
  • Written vocabulary “quizzes” (you’ll have to use the words in context)
  • Grammar practice on NoRedInk (this will replace Magic Lens for now)
  • Reading assignments from Night, broken up by due dates, with guided reading questions
  • Discussion posts on Schoology
  • Other activities/lessons associated with our work of literature

Digital Page

In the event that we, for any reason, adopt a digital learning framework for school this semester, you will find resources on Schoology to complete digital learning tasks. Please continue referencing the “9th Literature” or “World Literature” tab for lesson plans and links to handouts. Videos, blog post discussions, and other interactive activities will be hosted on Schoology.

To sign up for our Schoology class:

  1. Go to http://www.schoology.com.
  2. Log in to an existing account or create your own. Write down your login credentials!
  3. Click on “Courses.”
  4. Click on “Join a Course.”
  5. Use the access code for your class:
  • 9th Literature: 28HN-JSXQ-4CCWQ
  • World Literature: JCP3-MQ2X-4RRRF

Week at a Glance:

Monday, 09 Mar. 2020: Groups present Levels of Hell projects (here)

Tuesday, 10 Mar. 2020: Participate in the Dante and Justice Socratic Seminar (here)

Friday, 13 Mar. 2020: Complete independent novel and participate in Still Life project (here)

Mon. | 09 March 2020

Learning Goal(s): Share your ideas in the form of a presentation, utilizing public speaking skills; Learn new SAT vocabulary and practice using unfamiliar words in context

Work Session:

  1. Complete the introduction to Unit 4 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only . #1, 2, 6, 7, 8, 10, 16, 17, 19, 20.)
  2. Present Levels of Hell projects.

Homework:

  • Continue reading your independent novel.
  • Prepare for the seminar tomorrow.

Tues. | 10 March 2020

Learning Goal(s): Demonstrate your verbal communication skills by propelling a discussion forward!

Work Session:

  1. Introduction to seminar expectations.
  2. Use your article, Analyze This, your 5 seminar questions, and a copy of Dante’s Inferno to actively participate in the Socratic seminar!
  3. Submit your deliverables and complete your seminar reflection handout – this is due tomorrow when you walk in the door if not completed already.

Homework:

  • Continue reading your independent novel.
  • Finish the seminar reflection handout.

Wed. | 11 March 2020 – Early Release Day

Learning Goal(s): Learn new SAT vocabulary and practice using unfamiliar words in context.

Work Session:

  1. Ten minutes of independent reading.
  2. Introduction to Magic Lens level 2
    1. Guided notes
  3. Step by Step Instructions
    1. Complete the introduction to Unit 4 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only # 3, 4, 5, 9, 11, 12, 13, 14, 15, 18.)
    2. Finish Levels of Hell presentations as needed.

Homework:

  • Continue reading your independent novel.

 

Thurs. | 12 March 2020

Learning Goal(s): Become familiar with Elizabethan culture, language, and texts.

Work Session:

  1. Label the Magic Lens practice sentence.
  2. Fifteen minutes of independent reading.
  3. Begin introduction to Shakespeare!
    1. PowerPoint
    2. Guided notes

Homework:

  • Continue reading your independent novel.

Fri. | 13 March 2020

Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts.

Work Session:

  1. Move in groups to present your reading still life and view your peers’ projects! Complete your scavenger hunt as you move around to different classrooms. (Scavenger hunt here)
  2. After you’re finished, complete the reflection on the back of your scavenger hunt.

Homework:

  • Enjoy your weekend 😊

Week 8: 02-06 March 2020

Week at a Glance:

Friday, 06 Mar. 2020: Bring in a poster board or trifold board for Levels of Hell project

Friday, 06 Mar. 2020: Unit 3 vocabulary quiz

Monday, 09 Mar. 2020: Groups present Levels of Hell projects (here)

Tuesday, 10 Mar. 2020: Participate in the Dante and Justice Socratic Seminar (here)

Friday, 13 Mar. 2020: Complete independent novel and participate in Still Life project (here)

Mon. | 02 March 2020

Learning Goal(s): Effectively participate in a collaborative small group and design your Levels of Hell Creative Project.

Work Session:

  1. Twenty minutes of independent reading.
  2. Vocabulary practice:
  3. Introduce Still Life project (here) for independent novel.
  4. Introduce the Dante and Justice Socratic Seminar (here) assignment.
  5. Discuss how to write open-ended questions with this handout (here).
  6. Continue brainstorming and drafting your Levels of Hell project with your small group (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on Dante projects.

Tues. | 03 March 2020

Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment.

Work Session:

  1. Meet in the computer lab!
  1. Prepare for the Socratic Seminar by finding articles on justice and writing seminar questions.
  2. Type and print Levels of Hell paragraphs with group members.
  3. Use this checklist to pace your work (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on Dante projects.

Wed. | 04 March 2020

Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment.

Work Session:

  1. Meet in the computer lab!
    1. Prepare for the Socratic Seminar by finding articles on justice and writing seminar questions.
    2. Type and print Levels of Hell paragraphs with group members.
    3. Use this checklist to pace your work (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on Dante projects.

Thurs. | 05 March 2020

Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment.

Work Session:

  1. Meet in the computer lab!
    1. Prepare for the Socratic Seminar by finding articles on justice and writing seminar questions.
    2. Type and print Levels of Hell paragraphs with group members.
    3. Use this checklist to pace your work (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on Dante projects.

Fri. | 06 March 2020

Learning Goal(s): Effectively participate in a collaborative small group and design your Levels of Hell Creative Project.

Work Session:

  1. Take Sadlier unit 3 vocabulary quiz.
  2. Read independent novel until all classmates have finished quizzing.
  3. Introduce expectations for Socratic Seminar.
  4. Begin putting together/decorating your Levels of Hell poster board or trifold board with your small group (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on your Dante projects.

World Literature Spring 2020

Lesson Plans

Week 7: 24-28 Feb. 2020

Week at a Glance:

Wednesday, 26 Feb. 2020: Canto 33 and 34 comprehension quiz

Friday, 06 Mar. 2020: Unit 3 vocabulary quiz

Monday, 09 Mar. 2020: Groups present Levels of Hell projects (here)

Tuesday, 10 Mar. 2020: Participate in the Dante and Justice Socratic Seminar (here)

Friday, 13 Mar. 2020: Complete independent novel and participate in Still Life project (here)

Mon. | 24 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Fifteen minutes of independent reading.
  2. Complete the introduction to Unit 3 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 39-40. (Answer only #1, 2, 3, 5, 10, 13, 14, 16, 18, 19.)
  3. Continue reading Dante’s Inferno and work on guided reading questions (here).
  • Be ready for a comprehension quiz on each canto!

Homework:

  • Continue reading your independent novel.

Tues. | 25 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Introduction to Magic Lens level 2:
  1. Guided notes handout (here)
  2. Sentence flowchart (here)
  1. Fifteen minutes of independent reading
  1. Continue reading Dante’s Inferno and work on guided reading questions (here).
  • Be ready for a comprehension quiz on each canto!

Homework:

  • Continue reading your independent novel.

Wed. | 26 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Fifteen minutes of independent reading
  2. Complete the introduction to Unit 3 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 39-40. (Complete only #4, 6, 7, 8, 9, 11, 12, 15 17, 20.)
  3. Take Canto 33 and 34 reading quiz and submit guided reading questions (here).
  4. Introduce Levels of Hell Creative Project (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on your group project.

Thurs. | 27 Feb. 2020

Learning Goal(s): Effectively participate in a collaborative small group and design your Levels of Hell Creative Project.

Work Session:

  1. Fifteen minutes of independent reading
  2. Begin brainstorming and drafting your Levels of Hell project with your small group (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on your group project.

Fri. | 28 Feb. 2020

Learning Goal(s): Effectively participate in a collaborative small group and design your Levels of Hell Creative Project.

Work Session:

  1. Fifteen minutes of independent reading
  2. Vocabulary practice: complete “Choosing the Right Word” on pages 37-38 (#1-25)
  3. Continue brainstorming and drafting your Levels of Hell project with your small group (here).

Homework:

  • Continue reading your independent novel.
  • Continue working on your group project.

World Literature Spring 2020

Lesson Plans

Week 6: 10-14 Feb. 2020

Week at a Glance:

Wednesday, 12 Feb. 2020: Narrative Assignment (here) final draft due

Friday, 14 Feb. 2020: Unit 2 vocabulary quiz

Friday, 14 Feb. 2020: Magic Lens level 1 quiz

Monday, 24 Feb. 2020: Extra credit assignment due – no late credit; no partial credit.

Mon. | 10 Feb. 2020

Learning Goal(s): Put polishing touches on a draft to work through the writing process

Work Session:

  1. Meet in Lab 816!
    1. Type final draft of Narrative Assignment

Homework:

  • Continue reading your independent novel.
  • Continue to develop your Narrative Writing Assignment (here)

Tues. | 11 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Magic Lens practice sentence
  2. Fifteen minutes of independent reading
  1. Continue reading Dante’s Inferno and work on guided reading questions (here).
  • Be ready for a comprehension quiz on each canto!

Homework:

  • Continue reading your independent novel.
  • Continue to develop your Narrative Writing Assignment (here)

Wed. | 12 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Submit Narrative Assignment final draft.
  2. Magic Lens practice sentence
  3. Fifteen minutes of independent reading
  4. Vocabulary practice: complete Synonyms and Antonyms activities for unit 2 words
  1. Continue reading Dante’s Inferno and work on guided reading questions (here).
  • Be ready for a comprehension quiz on each canto!

Homework:

  • Continue reading your independent novel.

Thurs. | 13 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Magic Lens practice sentence
  2. Fifteen minutes of independent reading
  3. Review for unit 2 vocabulary quiz
  4. Continue reading Dante’s Inferno and work on guided reading questions (here).
  • Be ready for a comprehension quiz on each canto!

Homework:

  • Continue reading your independent novel.

Fri. | 14 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Take the unit 2 vocabulary quiz
  2. Take the Magic Lens level 1 quiz
  3. Read independently until classmates’ finish quizzing.
  4. Continue reading Dante’s Inferno and work on guided reading questions (here).
  • Be ready for a comprehension quiz on each canto!

Homework:

  • Continue reading your independent novel.
  • Have a relaxing Winter Break 😊

World Literature Spring 2020

Lesson Plans

Week 5: 03-07 Feb. 2020

Week at a Glance:

Thursday, 06 Feb. 2020: Narrative Assignment (here) rough draft due for peer review

Mon. | 03 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Magic Lens practice sentence
  2. Fifteen minutes of independent reading
  3. Introduction to unit 2 vocabulary words #1-10 on pages 24-16. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 29-30. (Answer only #1, 5, 6, 7, 9, 12, 13, 16, 19, 20.)
  4. Complete Dante’s Inferno anticipation guide (here).

Homework:

  • Continue reading your independent novel.
  • Continue to develop your Narrative Writing Assignment (here)

Tues. | 04 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Magic Lens practice sentence
  2. Fifteen minutes of independent reading
  3. Complete introductory notes on Dante
  1. As time permits, begin reading Canto 1 of Dante’s Inferno and work in groups to answer guided reading questions (here).
  • Be ready for a comprehension quiz on each canto!

Homework:

  • Continue reading your independent novel.
  • Continue to develop your Narrative Writing Assignment (here)

Wed. | 05 Feb. 2020

Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States.

Work Session:

  1. Magic Lens practice sentence
  2. Fifteen minutes of independent reading
  3. Introduction to unit 2 vocabulary words #11-20 on pages 24-16. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 29-30. (Answer only # 2, 3, 4, 8, 10, 11, 14, 15, 17, 18.)
  1. Begin/Continue reading Canto 1 of Dante’s Inferno and work in groups to answer guided reading questions (here).

Homework:

  • Continue reading your independent novel.
  • Continue to develop your Narrative Writing Assignment (here)

Thurs. | 06 Feb. 2020

Learning Goal(s): Work as a peer editor to revise a piece of writing.

Work Session:

  1. Magic Lens practice sentence
  2. Take Canto 1 reading quiz.
  3. Read independently until all classmates are done with the quiz.
  4. Complete the round robin peer review activity for your narrative draft.

Homework:

  • Continue reading your independent novel.
  • Revise your narrative (assignment here) – final draft due Wednesday, February 12th

Fri. | 07 Feb. 2020

Learning Goal(s): Put polishing touches on a draft to work through the writing process; set up digital systems to support learning.

Work Session:

  1. Vocabulary practice: “Choosing the Right Word” (pages 27-28)
  2. Work in the computer lab to revise your narrative.

Homework:

  • Continue reading your independent novel.
  • Revise your narrative (assignment here) – final draft due Wednesday, February 12th

World Literature Spring 2020

Lesson Plans

Week 3: 20-24 Jan. 2020

Resources:
Narrative Assignment (here)
“Two Kinds” (SB PDF here; pages 21-29)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)

Monday, January 27
Learning Goal(s): Study narrative structure; consider how a writer creates surprise.
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. ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. In your vocabulary book, complete Synonyms and Antonyms on pages 18-19.
  3. IR time – Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  4. Ponder & Respond: Draw out the typical narrative structure of a short story. Share with your group; add features as needed based on your discussion with peers. Then, compare your drawing with the model (here). (Teacher can set a 2 minute timer with this to see who can create the most complete illustration in the time allowed!)
  5. In groups, read “Life is Sweet at Kumansenu” by Abioseh Nicol (text here). As you read, annotate for plot structure. Identify each stage of the plot as it unfolds.
  6. In groups, create a poster to demonstrate the plot structure of the short story.
  7. Discussion: How have Nicol’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise?
  8. Ponder & Respond: What elements of Nigerian culture can you discover in the short story? List as many examples as you can find.
  9. Watch “The Danger of a Single Story” and follow the lessons embedded in the presentation (here).

Homework:

  • Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
  • Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
  • Continue reading your first independent novel – you must have the entire text finished by Friday, March 13th.

Tuesday, January 28
Learning Goal(s): Compose a narrative with effective technique and well-chosen details.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.  ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. IR time – Spend 20 – 30 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  3. Finish activities with “Life is Sweet at Kumansenu” as needed.
  4. Writing Day: Begin working on your narrative project (here)!

Homework:

  • Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
  • Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
  • Continue reading your first independent novel – you must have the entire text finished by Friday, March 13th.

Wednesday, January 29
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
Targeted/ Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:

  1. Ms. Vanbo’s class in lab 9234 to continue working on your narrative project (here)! Your teacher will assist you as needed with setting up proper MLA formatting. Bring a typed, printed draft of your completed essay on Thursday, February 6th for peer review. (Peer review will count as a grade!)
  2. While you’re in the lab, please also take the ZINC reading inventory assessment and begin the NoRedInk diagnostic assessment.

Homework:

  • Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
  • Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
  • Continue reading your first independent novel – you must have the entire text finished by Friday, March 13th.

Thursday, January 30
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
Targeted/ Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:

  1. Ms. Vanbo’s class in lab 9234 to continue working on your narrative project (here)!
  2. While you’re in the lab, please also take the ZINC reading inventory assessment and begin the NoRedInk diagnostic assessment.

Homework:

  • Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
  • Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
  • Continue reading your first independent novel – you must have the entire text finished by Friday, March 13th.

Friday, January 31
Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessments.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.
Agenda:

  1. Take the unit 1 vocabulary assessment.
  2. Enjoy your IR time!

Homework:

  • Vocabulary: study your Unit 1 vocabulary words for the vocab quiz on Friday
  • Continue to develop your narrative (assignment here), due Thursday, February 6th for peer review.
  • Continue reading your first independent novel – you must have the entire text finished by Friday, March 13th.

Week at a Glance:

Tuesday, 21 Jan. 2020: PSAT Webquest (instructions here) due.

Wednesday, 22 Jan. 2020: “Where I’m From” poem final draft (handout here) due

Mon. | 20 Jan. 2020

No School – Dr. Martin Luther King, Jr. Holiday. Enjoy your day off and do something to honor Dr. King and his incredible impact on our nation’s history!

Tues. | 21 Jan. 2020

Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.

Work Session:

  1. Submit PSAT Wequest (instructions here).
  2. Fifteen minutes of independent reading.
  1. Add Magic Lens notes to class binder
  2. Take notes from Magic Lens presentation
  1. Introduction to unit 1 vocabulary words, #1-10 on pages 14-15. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 19-20. (Answer only #1, 2, 3, 6, 7, 8, 10, 14, 16, 20.)
  2. Finish Archetype Selfie group presentations from Friday.
  3. Revisit the excerpt “Two Kinds” by Amy Tan and collectively write a CEI paragraph with your group members that argues whether the primary conflict in the story is internal or external.

Homework:

  • “Where I’m From” poem final draft (handout here): due Wednesday, January 22nd

Wed. | 22 Jan. 2020

Learning Goal(s): Analyze how an author uses setting to create mood.

Work Session:

  1. Submit “Where I’m From” final draft.
  2. Fifteen minutes of independent reading.
  3. Label the Magic Lens practice sentence.
  4. Introduction to unit 1 vocabulary words, #11-20 on pages 14-15. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 19-20. (Answer only #4, 5, 9, 11, 12, 13, 15, 17, 18, 19.)
  5. Introduction to magical realism:
  1. Watch this brief YouTube clip.
  2. Ponder and Respond: With as much detail as possible, describe a beach. Use setting details to make your reader feel like he/she is actually present there.
  1. Begin reading and annotating “A Very Old Man with Enormous Wings” (text here).

Homework:

  • Continue reading your independent novel.

Thurs. | 23 Jan. 2020

Learning Goal(s): Contribute meaningfully to class discussion and practice the procedures for scholarly discussion.

Work Session:

  1. Fifteen minutes of independent reading.
  2. Label the Magic Lens practice sentence.
  3. If needed, finish reading “A Very Old Man with Enormous Wings.”
  4. Revisit the Ponder and Respond from yesterday: How does your beach compare with the one in the short story? Decide on a “mood” word for your beach setting. Then, decide on a “mood” word for Marquez’s.
  5. Participate in a silent discussion for “A Very Old Man with Enormous Wings” (discussion questions here).

Homework:

  • Continue reading your independent novel.

Fri. | 24 Jan. 2020

Learning Goal(s): Study narrative structure; consider how a writer creates surprise.

Work Session:

  1. Fifteen minutes of independent reading.
  2. Label the Magic Lens practice sentence.
  3. In your vocabulary book, complete #1-25 of “Choosing the Right Word” on pages 17-18.
  4. Review the typical narrative plot structure.
  5. With a partner, read “Life is Sweet at Kumansenu” by Abioseh Nicol (text here).
    1. Annotate for the six elements of plot.
  6. Complete the plot diagram for the short story. Include textual evidence for each element.

Homework:

  • Continue reading your independent novel.

World Literature Spring 2020

Lesson Plans

Week 2: 13-17 Jan. 2020

Week at a Glance:

Monday, 13 Jan. 2020: Course materials due.

Wednesday, 15 Jan. 2020: Rough draft of “Where I’m From” poem (handout here) due.

Wednesday, 15 Jan. 2020: First independent novel due.

Friday, 17 Jan. 2020: Archetype Selfie (assignment here) due.

Friday, 17 Jan. 2020: Pre-Course assignment (here) due in class.

Mon. | 13 Jan. 2020

Learning Goal(s): Analyze poetry to identify sensory language, structure, and technique.

Work Session:

  1. Set up class binder.
  1. Imagery mini lesson (slides 9-11 in this PowerPoint).
  2. In SpringBoard, turn to p. 113 and read the poem, “Where I’m From.”
    1. Use a highlighter to annotate the poem for sensory imagery.
    2. Circle unknown words and phrases and try to determine the meaning of the words by using context clues, word parts, or a dictionary.
  3. Share examples of each type of imagery with the class and complete the chart on p. 115.
  4. Ponder and Respond (“Check Your Understanding” on p. 115): How would you describe the culture reflected in Lyon’s poem? What clues from the poem helped you to form your description?
  5. Begin prewriting activities for your own “Where I’m From” poem (handout here).

Homework:

  • “Where I’m From” poem rough draft (handout here): due Wednesday, January 15th
  • Independent Reading: Select and acquire your first independent reading novel, due Wednesday, January 15th.
  • Archetype Selfie (assignment here): due Friday, January 17th
  • Pre-Course Assignment (here): due Friday, January 17th

Tues. | 14 Jan. 2020

Learning Goal(s): Reflect on your PSAT score. Analyze your incorrect answers from both the “Reading” and “Writing and Language” sections.

Work Session:

  1. Meet in Lab 208 and complete the Student Survey
  2. Complete the English PSAT Webquest (instructions here).

Homework:

  • “Where I’m From” poem rough draft (handout here): due Wednesday, January 15th
  • Independent Reading: Select and acquire your first independent reading novel, due Wednesday, January 15th.
  • Archetype Selfie (assignment here): due Friday, January 17th
  • Pre-Course Assignment (here): due Friday, January 17th

Wed. | 15 Jan. 2020

Learning Goal(s): Engage in a collaborative, academic discussion responding to the writing of your peers.

Work Session:

  1. Take the grammar baseline diagnostic assessment.
  2. Read independently until all classmates finish the diagnostic assessment.
  1. Add Magic Lens notes to class binder
    1. Take notes from Magic Lens presentation
  2. With a partner, complete the “Where I’m From” poem peer review activity.
    1. Using the assignment rubric, score your partners poem. Then, give feedback on each rubric criterion and explain how they can improve their draft.

Homework:

  • Archetype Selfie (assignment here): due Friday, January 17th
  • Pre-Course Assignment (here): due Friday, January 17th
  • “Where I’m From” poem final draft (handout here): due Wednesday, January 22nd

Thurs. | 16 Jan. 2020

Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.

Work Session:

  1. Complete Magic Lens level 1 practice.
  2. Class Brainstorm: What are the elements of narrative writing? What makes for a good short story?
  3. Ponder and Respond: Why is conflict important in a story? What does it do to help build character or plot?
  4. Review internal and external conflict (slide 19 in this PowerPoint)
  5. Begin reading and analyzing “Two Kinds” by Amy Tan
    1. As we read, highlight examples of conflict.
    2. YELLOW = internal
    3. ORANGE = external
  6. Ponder and Respond: What does the culture in the story reveal about the differences in the mother and daughter’s cultures? Provide evidence.
  7. Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external?
  • If INTERNAL, move to the right side of the room.
  • If EXTERNAL, move to the left side of the room.
  1. Speak with various people on your side of the room. Share examples of both internal and external conflict.

Homework:

  • Archetype Selfie (assignment here): due Friday, January 17th
  • Pre-Course Assignment (here): due Friday, January 17th
  • “Where I’m From” poem final draft (handout here): due Wednesday, January 22nd

 

Fri. | 17 Jan. 2020

Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype.

Work Session:

  1. Submit pre-course assignment (here).
  2. Complete Magic Lens level 1 practice.
  3. Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete the activity:
  4. Pick up a piece of butcher paper and markers. (You may cut down the butcher paper as needed.)
  5. On your butcher paper, write your archetype’s name and decorate the paper with appropriate symbols to represent the archetype.
  6. Tape/glue all group members’ selfies/captions onto the paper.
  7. Write each group member’s name (First and last initial) on the front of the poster, next to his/her selfie.
  8. Write your class period number.
  9. Write your name on your Archetype Selfie assignment sheet/rubric and submit it to the tray for grading.
  10. When it’s time, your group will share their selfies with the class! Be prepared to present a brief description of how your selfie and caption relate to your archetype.
  11. Tape your poster to the back wall.

Homework:

  • “Where I’m From” poem final draft (handout here): due Wednesday, January 22nd
  • Enjoy your long weekend! No school on Monday.

World Literature Spring 2020

Lesson Plans

Week 1: 06-10 Jan. 2020

Week at a Glance:

Friday, 10 Jan. 2020: Signed syllabus and vocabulary money due.

Monday, 13 Jan. 2020: Course materials due.

Friday, 17 Jan. 2020: Pre-Course assignment (here) due in class.

Mon. | 06 Jan. 2020

Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new World Lit community; understand class policies and procedures.

Work Session:

  1. Teacher will meet each student individually and complete Teacher Review of Student Schedule (TRSS) forms. In the meantime, students will complete the following classroom expectations on individual sticky notes:

#1 Be respectful of yourself

#2 Be respectful of your peers and your teachers

#3 Be respectful of the classroom environment

#4 Be engaged and fully present

#5 Be prepared

#6 Be resilient

#7 Be honest

#8 Be safe

  1. Teacher will count off 1-8, and students will take their sticky notes to the appropriate anchor chart for his/her assigned number. At this station, students will introduce themselves and discuss the classroom expectation and their examples, finally placing the appropriate sticky note on the chart. Students will rotate through the charts.
  2. At their original stations, students will organize sticky notes by similar themes or ideas to find the three most common responses.
  3. Back at their seats, students and teacher will create “norms” for the classroom based on the most common responses to the sentence starters. (This activity is outlined in slides 2-8 of this presentation.)
  4. Review “Meet the Teacher” slides.
  5. Discuss the syllabus and review class procedures.
  6. Discuss the pre-course assignment (here) and due date (January 17th).

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, January 10th
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, January 10th
  • Course Materials: due Monday, January 13th
  • Pre-Course Assignment (here): due Friday, January 17th

Tues. | 07 Jan. 2020

Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.

Work Session:

  1. Submit signed syllabus & vocabulary money (due Friday).
  2. Compose a response to the timed writing baseline assessment prompt. (One hour only!)
  3. Complete the student information form.
  4. Read The Day You Begin by Jaqueline Woodson (video read-aloud here)
  5. Ponder and Respond: Jaqueline Woodson’s The Day You Begin explores the power we gain when we take pride in the characteristics that make us who we are, different from anyone else. Choose one of the prompts below to respond to in a short piece of writing:
  1. Write about a time you felt nervous about sharing something about yourself that made you feel different. Did you end up sharing? How did it go? Would you do anything differently if the situation presented itself again?
  2. Write about a time you met someone who was different from you in an interesting way. How did you feel? What did you learn or gain from the experience?
  3. Write about a time you learned something surprising from a friend. How did learning more about this person affect your relationship? Why do you think this information surprised you?

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, January 10th
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, January 10th
  • Course Materials: due Monday, January 13th
  • Pre-Course Assignment (here): due Friday, January 17th

Wed. | 08 Jan. 2020

Learning Goal(s): Consider your reading preferences and make a plan to complete Independent Reading requirements this semester.

Work Session:

  1. Submit signed syllabus and vocab money if you have it (due Friday).
  1. Independent Reading Introduction
  2. Discover your textual lineage: reflect on your elementary, middle school, and 9th grade years. List any books that you remember making an impact on you.
  3. View the John Green “hype” video to get you excited about reading!
  4. Reading Inventory: Choose a partner that you have never met before this class. Interview your partner while filling out THEIR survey for them. Answer the questions truthfully. This survey is very important in reflecting on your own reading history and interests. We will revisit this at the end of the semester.
  5. Learn about books that aren’t boring; go through the “books that won’t fly” list.
  6. Discuss due date for first book (Wednesday, January 15th).
  7. Jot down a list of books you are interested in reading. Research three novels using goodreads.com, amazon.com, barnesandnoble.com, etc.
  8. Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here).

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, January 10th
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, January 10th
  • Course Materials: due Monday, January 13th
  • Pre-Course Assignment (here): due Friday, January 17th
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Wednesday, January 15th.

Thurs. | 09 Jan. 2020

Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.

Work Session:

  1. Submit signed syllabus and vocab money if you have it (due tomorrow!).
  2. Review common Literary Archetypes and discuss patterns that emerged from 9th Literature readings. How will the archetypal color symbolism knowledge you’ve just gained help you to analyze text and film?
  1. Take and score the Heroic Myth Assessment  (quiz here) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type?
  2. Ponder and Respond: Do you agree with your results? Why/why not?
  1. Introduce Archetype Selfie Assignment
  2. Distribute SpringBoard books.

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, January 10th
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, January 10th
  • Course Materials: due Monday, January 13th
  • Pre-Course Assignment (here): due Friday, January 17th
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Wednesday, January 15th.

Fri. | 10 Jan. 2020

Opening: Explore the concept of culture and the role it plays in personal perceptions; compose a short explanatory text.

Work Session:

  1. Submit signed syllabus and vocab money – due today!
  2. In your SpringBoard book, explore the term “culture” with the class in a word web (p. 5). As a class, continue to work through “Defining Culture,” #1-6.
  3. Think about items that are important in your culture – you can select any culture you feel you’re a part of: Harrison High School’s culture, the United States’ culture, Southern culture, etc. On the Wiki template (here), create a Wikipedia entry for this item for someone who is unfamiliar with the item and its significance. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture. Be sure to:
  • Describe the object clearly using vivid and concrete language.
  • Explain how the object connects to your culture.
  • Explain the significance of the object.
  1. In pairs, turn to p. 9 in your SpringBoard text and read “What is Cultural Identity” by Elise Trumbull and Maria Pacheco.
    1. One partner reads odd paragraphs, one partner reads even paragraphs.
    2. Underline or highlight information that helps you define the concept of cultural identity.
    3. Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
  2. As a pair, discuss the text THEN respond in writing to each of the following questions after the text: #2, #3, #5, #7-9.

Homework:

  • Course Materials: due Monday, January 13th
  • Pre-Course Assignment (here): due Friday, January 17th
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Wednesday, January 15th.

Fall Schedule

Welcome Back To School!!!

 I hope everyone had a great summer and is ready for an amazing virtual school year.
My name is Carol Burrows and I will be co-teaching this semester:

2nd period: Brit Lit with Oberste (106)

3rd period:  World Lit with Miss Tucker (108)

4th period: World Lit with Miss Tucker (108)

Advisement: 12th Grade (9315) (Attendance Building)

Feel free to contact me for any classroom related information, or any questions regarding the special education aspects of the course and/or support services.

Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation.

Also just click the link for either Tucker’s, Oberste’s blog to find out what we did in class each day and for the weekly plan.

I am always here to help!!! Educating each and every student is my goal!

Quote of the Week: ‘A hundred years from now it will  not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…but the world may be different because I was important in the life of a child’ ~Unknown~

BURROWS FALL SCHEDULE

1st Period  –  Planningback-to-school-913074_960_720

2nd Period – Brit Lit – 106

3rd Period  – World Lit – 108

4th Period  – World Lit – 108

Positive words of the day.

Nothing is a waste of time if you use the experience wisely!