January 27

9th Lit: Week 4: January 30-February 2

Sparknotes for The Most Dangerous Game

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 (PPT handout)

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. Plot Structure with GO
  2. Literary analysis Conflict handout
  3. Mood Story Board with quotes (60 pts. RL Standard)
  4. Ticket Out the door: Lit element/evidence Match-up (30 pts. RL standard)

 

Tuesday:

Work on Vocab Posters.

Continue MDG Post reading Activities:

  1. Plot Structure with GO (other side of Sniper)
  2. Literary analysis Conflict handout
  3. Mood Story Board with quotes (60 pts. RL Standard)
  4. Ticket Out the door: Lit element/evidence Match-up (30 pts. RL standard)

 

Wednesday:

MEDIA CENTER ORIENTATION (45 minutes)

DGP #2

Vocab Unit 2- Students present words 1-6 posters & complete coordinating “Check for Understanding “questions

Continue MDG Post reading Activities:

  1. Plot Structure with GO (other side of Sniper)
  2. Literary analysis Conflict handout
  3. Mood Story Board with quotes (60 pts. RL Standard)
  4. Ticket Out the door: Lit element/evidence Match-up (30 pts. RL standard)

 

Thursday:

DGP #1- Day 4

Vocab Unit 2 – Students present words 7-12 posters & complete coordinating “Check for Understanding “questions

EOC Short Answer practice with MDG using PP, graphic organizers, prompt and highlighters

If time permits, analyze multiple interpretations of a story (RL7) by viewing film MDG  comparing and contrasting film to text I

 

Friday: 

Vocab Unit 2 bookwork

Finish MDG film  comparing and contrasting film to text

Fix it Friday .  After a looking at grades and having a conference with me, students are given three choices:

  1. Students will redo any assignment (missing /incomplete/ poor grade) to show improved mastery of standards.
  2. Complete extra credit activity (Short Stories and Sitcoms).
  3. Practice ELA standards on USA Test Prep/Read 180/NoRedInk.com
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January 27

American Lit Week 4: January 30- February 3

The Great Gatsby– Is wealth the American Dream?

Daily Bell Ringer Activities:

Writing Workshop-

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

Monday: 

  • Brushstrokes- add “Adjectives out of order” notes to composition book (handout)
  • 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”
  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby (thru chapter 6)
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer-chapter 7

 

Tuesday:

  • MUG 3A
  • Vocab 12- continue to work on posters
  • 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
  • Journal GG#5 Daisy  (After accident)
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

Thursday:  

  • MUG 3B
  • Vocab 12- Students present words 7-12 posters & complete coordinating “Check for Understanding “questions 129
  • Brushstrokes: Compose sentence with ASO about a character corrupted by wealth in Gatsby-tape to board

Example:  George Wilson, despondent and weak, suspects that his wife is having an affair with a wealthy man.

  • 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

 

 

Friday: 

  • Lit Term Friday- add lit term to SG
  • Vocab Unit 12 128
  • 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

 

Resources for Gatsby:

Sparknotes

January 21

American Lit Week 3: January 23-27

 

 

Resources for Gatsby:

Audiobook:

Sparknotes for Great Gatsby

Crash Course:  (spoiler alert!) 

 

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #2
  2. Mentor Sentences/Brushstrokes- Clauses & Phrases
  3. Vocab for Success-Unit 11 Assessment Friday 1/27
  4. Journal quick writes (see individual days for topics)

 

Monday: 

  • Junior Advisement (15 minutes)
  • Brushstrokes- Create grammar/brushstroke tabs to Survival guide and add “Clauses” notes to notebook
  • Vocab 11-book work

Analyze elements of theme, language and style, character development, point of view, irony, symbolism, and structure in the novel Great Gatsby. (RL1-6).

  • Analyze multiple interpretations of a story (RL7) by viewing film clips of The Great Gatsby chapers 1-3
  • John Green’s “Living the Dream in the Valley of Ashes” A/V clip
  • If time permits, read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer chapter 4

 

Tuesday:

  • MUG 2A
  • 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.

  • Journal GG#3 (after chapter 3) Character symbols (staple/glue GG# 2 into journal section)
  • Read and analyze The Great Gatsby 4-6 looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Wednesday: 

  • Brushstrokes- add “Phrases” notes to SG book (handout)
  • 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.

  • 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: OPEN HOUSE

  • 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.)

 

Friday: 

  • Lit Term Friday #1- create Lit term section to Survival Guide
  • Vocab Unit 11 assessment M/C and sentence writing (50 pts. Language standards) *Bonus points for vocab flashcards

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
January 21

9th Lit Week 3: January 23-27

Daily Bell Ringer Activities:

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:   

Vocab Unit 1 bookwork

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
  • Discuss lead-in using SG notes
  • Type or hand write paragraphs (50 pts. W1)

HW:  Finish for homework

 

Tuesday:

DGP- Create square sentence type notes for SG 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. 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.

 

Wednesday:

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

Vocab Unit 1 page 10

MDG

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:  OPEN HOUSE

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

Vocab Unit 1 page 11 “Practice for Test”

MDG

  1. 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.

 

 Friday: 

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

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. 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 14

9th Lit Week 2: January 16-20

“The Sniper” & “Ambush”

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP- #1 and Create interactive notebooks adding notes
  2. Vocab for Success-Unit 1 (quiz on Friday 1/22)

 

Monday: MLK Holiday

 

Tuesday:

 BOOK ROOM-collect book sheets?

  • Present Mini-me (SL grade)
  • Intro Vocab Words 1-6 Unit 1 completing sentence completion exercises

Continue “The Sniper”

  • Review short story and finish annotating
  • Using Norman Rockwell PPT last slide, discuss theme and write theme of sniper on story copy
  • View student made re-enactment video clip (7 minutes)
  • 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

 

Wednesday:

Organizer binders

Intro Vocab Words 7-12 Unit 1 completing sentence completion exercises

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

 

Thursday:

  • DGP#1, day 1 –intro DGP with notes/sentence handouts
  • Vocab Unit 1 book work

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)

Friday: 

  • 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

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January 14

American Lit Week 2.5 January 16-20

 

Planning your Week:

  • American Dream Presentations Tuesday 1/17
  • Purchase Vocab Book ASAP ($10 cash).  We start using them Tuesday
  • Have binders and compositions by Wednesday

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) 1
  2. Mentor Sentences/Brushstrokes
  3. Vocab for Success-Unit 11 Assessment Friday 1/27
  4. Journal quick writes (see individual days for topics)

Monday:  Martin Luther King Holiday

Tuesday:

  • Present American Dream Projects (50 points to LS standard)
  • Intro Vocab Words 1-6 Unit 11

Gatsby:

  • Review Wealth abstract words to help with commentary/interpretation of textual evidence and discuss use of graphic organizer to collect textual evidence
  • Continue 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

 

Wednesday: 

  • Create Writing Workshop Interactive notebook using composition books & gluing in tabs
  • MUG 1A
  • Vocab 11-intro words 7-12

Gatsby

  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Thursday:

  • MUG 1B
  • Notebook check!!! (3 ring binder with 5 tabs)
  • Vocab 11 book work
  • Read and analyze The Great Gatsby looking for supportive textual evidence for the corruption of wealth and character analysis using graphic organizer

 

Friday: 

  • Vocab 11 bookwork
  • 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

When finished with chapter 3.Reading check after chapters 1-3

January 6

Welcome to American Lit: January 5-13

american lit book

Supplies (binder and composition & Vocab books due Monday)

Daily Bell Ringer Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) 1
  2. Vocab for Success-Unit 11 Assessment Friday 1/27  (Purchase vocab book for $10 ASAP; we start Unit 11 Monday 1/16)
  3. Journal quick writes (see individual days for topics)

Thursday:  

  • Introduction Activity: Who’s my teacher? Be happy this is not your teacher:
  • Syllabus  Am Lit Syllabus  & Course Intro/Policies and procedures w/ Meme PPT
  • ” Former students Tell All” and will help instruct newbies on classroom rules
  • Student Profile sheets
  • Intro “The American Dream” assignment w/PPT (due next Thursday 1/12)
  • Journal #1: My American Dream
  • TRSS forms while you are writing

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

 

Friday: 

  • 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]

 

Monday: 

  • Grammar pre-test
  • 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:

 

Tuesday:

  • Set up Journal/Mug Composition Notebook (tabs)
  • MUG 1A
  • Collect signed syllabus/profile sheet/vocab book money
  • Work on American Dream project

Continue 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

 

Wednesday: 

GG Journal #1

Continue Gatsby Intro Activities:

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

 

Thursday:

  • MUG 1B
  • Present American Dream Projects (50 points to LS standard)

Gatsby:

  • 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

 

Friday:   Sub/PEP RALLY Schedule

  • Journal GG2 Appearances
  • 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

Welcome to 9th Lit: January 5-13

welcome back

Daily Bell Ringer Activities:

Writing Workshop-

  1. DGP- #1 and create interactive notebooks adding notes
  2. Vocab for Success- Purchase books for 10 (cash only) ASAP; begin Unit 1 Monday 1/16/17
  3. Journal quick writes- see individual days for topics

 

Thursday:

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

How to make the best decision in this class PPT with memes

Discuss Syllabus  9th Lit Syllabus

Sign up for Remind Remind Sign up Directions 9th Lit

Fill out Profile Sheet

Check and mark TRSS forms

Vocab diagnostic Pretest

Intro Mini-Me–due Tuesday

 

Friday: Meet in Lab 204

Collect syllabi and profile sheets & Vocab $

SRI assessment

Lit term baseline pretest

Time to work on mini-me (bring magazine/scissors/etc to lab)

 

Monday

Collect syllabi and profile sheets

DGP- Sticky note parts of speech formative assessment

Time to work on mini me – due tomorrow

Analyze elements of theme, language and style, point of view, irony and plot structure in “The Sniper” and  “Ambush” (RL1-6).

  • Introduce irony: “Reading Art” PPT slides 5-8 filling in Lit Short Story Lit Term Unit Notes
  • Norman Rockwell paintings of soldiers as Sniper pre-reading discussion:
  • Sniper Pre/post-reading info PDF “The History of the Conflict”
  • If time permits, begin reading and annotating text

 

Tuesday

DGP- Sticky note parts of speech formative assessment part 2; add definition to composition notebook

Collect syllabi and profile sheets

Present mini-me (SL grade)

Analyze elements of theme, language and style, point of view, irony and plot structure in  “The Sniper” and  “Ambush” (RL1-6).

  • Begin reading “The Sniper” annotating as we read
  • Using Norman Rockwell PPT last slide, discuss theme and write theme of sniper on story copy
  • View student made re-enactment video clip (7 minutes)

 

Wednesday

PSAT reflections

DGP- Finish parts of speech with matching activity (PPT & Sticky notes) and complete DGP#1, day 1

Organize 3 ring binders

Analyze elements of theme, language and style, point of view, irony and plot structure in  “The Sniper” and  “Ambush” (RL1-6).

  • 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

 

Thursday

Collect book forms

DGP#1 Day 1 Parts of speech

Continue 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

 

 

Friday  Pep Rally Schedule  Go Hoyas!

Go to bookroom if called

DGP- Glue Subject/Verb notes into composition notebook and review highlighting main ideas

Students will independently complete “Finding subject and verb exercise” handout

Review correct answers and have students add to DGP section of binder

Continue Sniper/Ambush:

  • Complete “Ambush” Review Questions (handout) with a partner or independently-turn in
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