January 30

American Lit Week 5: February 1-5

SPOILER ALERT:  DON’T WATCH TILL WE ARE FINISHED READING!!

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) –none this week
  2. Mentor Sentences/Brushstrokes-Adjective shifted out of Order
  3. Vocab for Success-Unit 12 Assessment Friday 2/12
  4. Journal quick writes (see individual days for topics)

 

Monday: 

  • Vocab Unit 12 128
  • Finish last 2 pages of chapter 7  Chapter 7 Review
  • Journal quick write: GG#5 Daisy
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer-  Chapter 8 Review

 

Tuesday:

  • Vocab Unit 12 –quick oral review
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer-Chapter 9 Review
  • Reading Checking chapters 7-9 (30 points to Reading standard)

 

Wednesday: 

  • Vocab –page 129
  • Journal- GG5 “Was the great Gatsby really great?”  Collect journals for grade (50 pts W10)

Begin GG Argument essay using PPT and graphic organizers:

  • Create thesis/claim statements
  • Read NF article “Possession in the GG” and highlight any supporting evidence
  • Compose body paragraph topic sentences using CEI model
  • Model body paragraphs
  • Begin composing body paragraphs

 

Thursday:

Continue GG Argument essay using graphic organizers

  • Finish composing body paragraphs
  • Add counter argument (GO) if time permits

 

Friday: 

  • Brushstrokes- ASO in essay
  • Vocab 12-page 130

Continue GG Argument essay using PPT and graphic organizers

  • Compose intro and conclusion paragraphs with GO
  • Begin typing final draft
January 30

9th Lit Week 5: February 1-5

amontillado

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP- #3 (simple sentence)
  2. Vocab for Success-Unit 2 (quiz on Friday 2/12)
  3. Journal quick writes- see individual days for topics

 

Monday:  

Finish reading “The Scarlet Ibis” analyzing the symbolism of the Ibis and characterization of Brother

Post Reading activities:

  1. Create character map for Brother using textual evidence (20 pts. RL)
  2. Craft T-chart symbolism of Ibis and Doodle (20 pts. RL)

 

Tuesday:

Finish  “Ibis” post-reading activities if needed

Intro “The Cask of Amontillado”Cask coat of arms

  • Introduce Point of View – “Reading in Art” PP slides 9-12 & Lit term PPT & setting/mood slides from Lit term PPT adding to green lit term notes
  • Intro “Cask of Amontillado” with “Pre reading/post reading” PPT with anticipatory questions, vocab, and background information

 

Wednesday:

Finish “Cask” intro activities I need

Read/listen to “The Cask of Amontillado” p.60 analyzing how the setting and POV shape mood, plot and style using guided notes

  • Discussion Points: What do the following add to the mood of the story? How would the story change if it were altered?
  1. Montressor’s 1st person point of view                               b. Italian Carnival setting

 

Thursday:

Continue reading “Cask of Amontillado”

Need help understanding “Cask?” Click here fo help from Sparknotes

Post-reading activities:

  1. Student Made Video of Cask (4 minutes)
  2. Analysis of setting questions
  3. POV flow chart (convey thought, actions and motives of both Montresor and Fortunato)

 

 Friday: 

Continue “Cask of Amontillado”

Post reading assessment (POV, setting): (50 pts. W3 standard)

  1. Choose a specific scene in the story and rewrite it
  2. from a different point of view (3rd person or Fortunato’s first person)
  3. in a different setting
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January 22

9th Lit Week 4: January 25-29

the scarlet ibis

                       Audio-book for “The Scarlet Ibis”

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP- #2 (simple sentence)
  2. Vocab for Success-Unit 2 (quiz on Friday 2/12)
  3. Journal quick writes- see individual days for topics

 

Monday:  

Vocab Unit 2:  review and reflect Unit 1 quiz from Friday & for unit 2 each students will create a poster for 2 words

Finish Mood Board (60 points to RL standard)

Analyze multiple interpretations of a story by viewing film MDG comparing and contrasting film to text

 

Tuesday:

DGP #2 Day 2

Vocab 2- continue to work on posters

Finish MDG film  comparing and contrasting film to text

EOC Short Answer practice with MDG

 

Wednesday:

MEDIA CENTER ORIENTATION (45 minutes)

DGP #2

Vocab Unit 2-share posters

If time permits, begin “The Scarlet Ibis”

 

Thursday:  OPEN HOUSE  Parents come join us.

DGP #1- Day 4

Vocab Unit 2 book work

Mini –lessons Characterization:

  1. Using Lit Term PPT slides 14-15 add terms-Protagonist, Antagonist, direct and indirect to green short story term notes
  2. Elaborate on direct vs indirect using “Direct Vs Indirect Characterization” PPT and Defining Characterization handout giving students guided practice
  3. Individual practice with pair share Activity
  4. View “Harry Potter Characterization” YouTube video to reinforce concepts https://www.youtube.com/watch?v=pib7gBMuaXY

Intro “The Scarlet Ibis” with Scarlet Ibis Intro PPT which included images, background and a journal quick write on pride

 

Friday: 

Vocab Unit 2 bookwork

Mini-lesson Symbolism:

  1. Introduce symbolism with Lit term PPT slides 32-35 and add to green lit term notes
  2. Partner activity using Making Connections Chart on Symbolism handout
  3. Intro Symbolism in Scarlet Ibis using Holt PPT Literary Focus slides

Begin reading “The Scarlet Ibis” analyzing the symbolism of the Ibis and characterization of Brother

 

 

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January 22

American Lit Week 4: January 25-29

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #3
  2. Mentor Sentences/Brushstrokes-Adjectives shifted out of order
  3. Vocab for Success-Unit 12 Assessment Friday 2/12
  4. Journal quick writes (see individual days for topics)

 

Monday: 

  • Vocab – review and reflect Unit 11 quiz from Friday & Unit 12: Each students will create a poster for 2-3 words
  • Journal- GG4 “Gossip Scandal Rumors Celebrities”
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

Tuesday:

  • MUG 3A
  • Vocab 12- continue to work on posters
  • Gatsby Two Perfect CEI Sentences formative assessment (30 pts. writing standard)
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Wednesday: 

  • Brushstrokes- Continue with “Adjectives out of order” PPT and practice
  • Vocab 12- Students present words 1-6 posters & complete coordinating “Check for Understanding “questions 129
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Thursday:  OPEN HOUSE:  Parents come join us!

  • MUG 3B
  • Vocab 12- Students present words 7-12 posters & complete coordinating “Check for Understanding “questions 129
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Reading Checking chapters 4-6 (30 points to Reading standard)

 

Friday: 

  • Vocab Unit 12 page 128
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organize
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
January 15

9th Lit Week 3: January 18-22

MDGRainsford

General Zaoff

 

 

 

 

 

 

 

 

 

 

 

Click on the link above to listen to the short story

 

Writing Workshop-

  1. DGP- #1 and interactive notebook note building continue
  2. Vocab for Success-Unit 1 (quiz on Friday 1/22)
  3. Journal quick writes- see individual days for topics

 

Monday:   Holiday

Tuesday:

DGP- Create square sentence type notes for notebook (orange paper squares)

Vocab-review and complete 8 & 9

Read “The Most Dangerous Game” to determine a central idea in the literature (theme). How is it shaped by specific details?  How is mood created?

  1. Continue reading the ‘Most Dangerous Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing. Students should jot down quote pg. # for use with Mood Story board as we read.

 

Wednesday:

DGP #1- Discuss “Secret Sentence Codes” for annotating sentences and add notes to notebook and complete Day 3

Vocab Unit 1 page 10

Continue reading and analyzing “Game”  looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

 

Thursday:

DGP #1- Day 4 and write 2 simple but meaningful sentences with vocab words

Vocab Unit 1 page 11 “Practice for Test”

MDG

  1. Finish reading and analyzing “Game” ” looking for examples of imagery, mood, conflict, characterization, foreshadowing.  Students should jot down quote pg. # for use with Mood Story board as we read.

Post reading Activities:

  1. Complete plot diagram together as class
  2. Ticket Out the door: 4 question Reading Comprehension check (20 pts. RL standard)

 

 Friday: 

Vocab Unit 1 M/C and sentence quiz (50 pts language standard)

Post reading Activities:

  1. Literary analysis Conflict handout
  2. Mood Story Board with quotes (60 pts. RL Standard)
  3. Ticket Out the door: Lit element/Quote Match-up (30 pts. RL standard)
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January 15

American Lit Week 3: January 18-22

Robert-Redford-The-Great-gatsby-1974

The Great Gatsby

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #2
  2. Mentor Sentences/Brushstrokes “Adjectives Shifted out of order”
  3. Vocab for Success-Unit 11 Assessment Friday 1/22
  4. Journal quick writes (see individual days for topics)

Monday:  MLK HOLIDAY

 Tuesday:

  • Brushstrokes- add “Phrases” notes to composition book (handout)
  • Vocab Unit 11- pg 121

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Read and analyze The Great Gatsby chapter 3 looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • John Green’s “Living the Dream in the Valley of Ashes” A/V clip
  • Complete Reading quiz on chapters 1-3 (30 points R standard)
  • Journal GG#3 (after chapter 3) Character symbols

 

Wednesday: 

  • MUG 2A
  • Vocab 11-oral review and page 123

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Finish chapter1-3 post reading activities
  • Discuss Character Collage and graphic organizer for gathering textual evidence (handout)
  • Read and analyze The Great Gatsby 4-6 looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Thursday:

  • Brushstrokes- add “Adjectives out of order” notes to composition book (handout)
  • Vocab 11- write sentences with vocab words with “Adjectives out of order” on note cards

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

Friday: 

  • Vocab Unit 11 assessment M/C and sentence writing (50 pts. Language standards) *Bonus points for vocab flashcards
  • MUG 2B

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby.

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Reading check after chapters 4-6 (30 pts. reading stand.)
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
January 8

9th Lit Week 2: January 11-15

20100914-A-4443L-083

War Short Stories

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP- #1 and Create interactive notebooks adding notes: Parts of speech, Clauses, Secret Sentence Codes, sentence types foldable
  2. Vocab for Success-Unit 1 (quiz on Friday 1/22)
  3. Journal quick writes- see individual days for topics

 

Monday:

  BOOK ROOM?

  • Create Writing Workshop Interactive notebook using composition books & gluing in tabs
  • Intro Vocab Words 1-6 Unit 1 completing sentence completion exercises

Continue “The Sniper”

  • Using guided notes from PPT discuss Plot structure
  • Identify & Analyze plot structure of “The Sniper” by creating a plot diagram including:   Exposition-Rising action-Climax-Falling action-Resolution-Conflict-Theme-Protagonist-Antagonist

 

Tuesday:

  • DGP- Add parts of speech notes to composition notebook

Sniper/Ambush:

  • Finish “Sniper” activities if needed
  • “Ambush” Vocab preview study
  • Read and annotate the short story looking at theme
  • Ticket out the door- Compare and contrast the two war short stories

 


 

Wednesday:

  • DGP- Finish parts of speech and complete DGP#1, day 1
  • Vocab Unit 1 book work
  • Finish Ambush activities if needed

Argument writing

  • Write argument paragraph using war theme as claim; gather evidence/quotes from stories using handout/chart
  • Use graphic organizer to structure CEI paragraph
  • Type or hand write paragraphs (50 pts. W1)

 

Thursday:

  • DGP #1 Day 2
  • Vocab Unit 1 book work

Argument writing

  • Finish typing CEI paragraph
  • Work on vocab flashcards when finished

Begin MDG if time permits

 

Friday: 

  • DGP- Students add clause notes to interactive notebook using notes from board and colored pencils
  • Vocab Unit 1 book work

Read “The Most Dangerous Game” to determine a central idea in the literature (theme). How is it shaped by specific details?  How is mood created?

  1. Intro terms mood, tone, foreshadowing and conflict, with MDG PPT taking notes on Short Story Lit guide
  2. “Game” Anticipatory Questionnaire
  3. Begin reading the ‘Most Dangerous Game” looking for examples of imagery, mood, conflict, characterization, foreshadowing. Students should jot down quote pg. # for use with Mood Story board as we read.
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January 8

American Lit Week 2: January 11-15

Great_Gatsby_02

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) 1
  2. Mentor Sentences/Brushstrokes
  3. Vocab for Success-Unit 11 Assessment Friday 8/21
  4. Journal quick writes (see individual days for topics)

 

Monday: 

  • Book Room?
  • Present American Dream Projects (50 points to LS standard)
  • Create Writing Workshop Interactive notebook using composition books & gluing in tabs
  • Intro Vocab Words 1-6 Unit 11

Gatsby:

  • Review Wealth abstract words (handout) to help with commentary/interpretation of textual evidence and discuss use of graphic organizer to collect textual evidence
  • Continue Intro characters with No spoiler character description handout
  • Begin reading and analyzing The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer if time permits

 

Tuesday:

  • MUG 1A
  • Vocab 11-intro words 7-12

Gatsby

  • Review Wealth abstract words (handout) to help with commentary/interpretation of textual evidence and discuss use of graphic organizer to collect textual evidence
  • Continue Intro characters with No spoiler character description handout
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Wednesday: 

  • Grammar pre-assessment
  • Journal GG1
  • Notebook check!!! (3 ring binder with 5 tabs)
  • Vocab 11
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby

 

Thursday:

  • MUG 1B
  • Vocab 11
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Author John Green on Gatsby A/V clip (after chapter 3)
  • Reading check after chapters 1-3 (30 pts. reading stand.)

 

Friday: 

  • Brushstrokes- review pretest data and add “Clauses” notes to notebook
  • Vocab 11
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby
January 4

American Lit Week 1: January 4-8

 american lit bookWELCOME to AMERICAN LITERATURE

Monday: Teacher Work Day

 Tuesday:

  • Introduction Activity: Who’s my teacher? Be happy this is not your teacher: https://www.youtube.com/watch?v=uhiCFdWeQfA
  • Syllabus   SG AM Lit syllabus 20% EOC & Course Intro/Policies and procedures Meme PPT
  • Student Profile sheets
  • Intro “The American Dream” assignment w/PPT
  • Journal #1: My American Dream
  • TRSS forms while you are writing

HW:  Forms signed/purchase supplies/bring in materials for “Dream” Visual-due Friday

 

Wednesday: 

  • Collect signed syllabus/profile sheet/vocab book money
  • Lit Term pre-assessment
  • Work on Dream assignment

Intro Great Gatsby:

  • Intro quick Research Project of 1920s: Political-Fashion-Economical-Cultural-students will research internet for quick facts from chosen area and write findings on poster paper  [computers, iPad, smart phones]

 

Thursday:  

  • Collect signed syllabus/profile sheet/vocab book money
  • 15 minutes to work on American Dream
  • Informational text Reading pre-assessment: “Was the American Dream just a dream?” (article/questions)

Continue Gatsby Intro Activities:

 

Friday: 

  • Collect signed syllabus/profile sheet/vocab book money
  • Work on American Dream project

Complete Gatsby Intro Activities:

  • Intro and discuss 1920s, Gatsby &Fitzgerald ” with PPT (doodle notes)
  • Concrete and abstract mini lesson PPT and Wealth PPT and (handout)
  • Discuss summative assessment of argument essay “Does wealth corrupt?” and finding textual evidence for support with graphic organizer
January 4

9th Lit Week 1: January 4-8

welcome back

Monday: Teacher Work Day

 Tuesday:

“Choices” intro activity: “How will our choices define who we are?” PT and quick write (pre-write for Mini me)

How to make the best decision in this class

Discuss Syllabus  SG 9th Lit EOC 20% syllabus

Fill out Profile Sheet

Check and mark TRSS forms

Vocab diagnostic Pretest

Intro Mini-Me–due Friday

 

Wednesday:

Collect syllabi and profile sheets & Vocab $

Grammar pretest

Time to work on mini-me

If time permits: Introduce short story unit

  • “Reading Art and the Art of Reading PPT slide 1-4–
  • students write exposition based on art and turn in

 

Thursday:

Collect syllabi and profile sheets

Lit term baseline pretest

Time to work on mini-me

Introduce irony: “Reading Art” PPT slides 5-8 filling in Lit Short Story Lit Term Unit Notes

 

Friday:

Collect syllabi and profile sheets

Present mini-me (SL grade)

“The Sniper”

  • Norman Rockwell paintings of soldiers as Sniper pre-reading discussion:
  • Begin reading “The Sniper” annotating as we read
  • Using Norman Rockwell PPT last slide, discuss theme and write theme of sniper on story copy
  • Using guided notes from PPT discuss Plot structure
  • Identify & Analyze plot structure of “The Sniper” by creating a plot diagram including:  Exposition-Rising action-Climax-Falling action-Resolution-Conflict-Theme-Protagonist-Antagonist
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