October 27

American Lit Week 12: October 28-November 1

 

Hello Transcendentalism

 

Important Due Dates:

  • Vocab Unit 14 quiz- Friday 11/1
  • EOC Flashcard Assignment- Wednesday 11/12

 

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #10
  2. Mentor Sentences/Brushstrokes- none
  3. Vocab Unit 14 (quiz Friday)

 

Monday:  Ipads

  • MUG #10A
  • Vocab unit 14 Kahoots Review

LG:  Identify elements of the dark romantic period using multiple interpretations of Moby Dick (RL7)

  • View Moby Dick highlighting themes, characters and plot events of the dark Romanticism in handout

 

Tuesday:

Vocab Unit 14 RAFT timed writing

LG:  Identify elements of the dark romantic period using multiple interpretations of Moby Dick (RL7)

  • View Moby Dick highlighting themes, characters and plot events in handout
  • If time remains, students can work on EOC flashcards or USATestPrep Red Dot assignment on the computers.

 

Wednesday:

Lit term #7

LG:  Integrate and evaluate multiple sources of information on Transcendentalism presented in different media or formats (RI7)

  • Intro basic ideas of transcendentalism with Overview handout having students highlight key points and main ideas.
  • View Dead Poets Society completing viewing guide of Transcendentalism themes (handout)

 

 

Thursday:

  • MUG #10B
  • Vocab Unit 14-book practice

LG:  Integrate and evaluate multiple sources of information on Transcendentalism presented in different media or formats (RI7).

  • Finish Dead Poet’s Society if needed

Linking Transcendentalism to the Present

  • Close read poem “In the Depths of Solitude” by Tupac Springboard 4.5 annotating poem circling transcendentalism themes
  • If time permits, begin Realism intro

 

 

Friday  Pep Rally

Unit 14 Vocab Quiz (M/C and sentence writing with brushstroke techniques) (language standard)

After quiz, students will work on flashcards and/or USAtestprep

LG:  Analyze the impact of the author’s choices regarding how to develop and relate elements of a narrative developing themes of realism and naturalism (Rl2)

  • Intro Realism literary time period with A/V clip

    Close read A.E. Robinson “Richard Cory” (narrative poem) annotations & questions on poetic devices, tone, subject, etc. (poetry packet)

October 27

World Lit Week 12: October 28-November 1

We begin our Night Unit

Planning your Week:

  • Iliad Essay- Monday 10/28
  • Unit 9 RAFT-Friday 11/1

Daily Opening Activities:

Writing Workshop-

  1. DGP (daily grammar practice) – DGP #6
  2. “Vocab for Success”- Unit 9 RAFT- due 11/1
  3. Quick Journal-see individual days for topics
Night Resources:

http://www.oprah.com/world/Inside-Auschwitz (vocab help)

Night Vocab Help

 

Monday:  ipad

DGP#6 Day 1

Vocab 9-Intro words and RAFT assignment due this Friday

Submit Iliad essay

LG:  Introduce and gain background knowledge of autobiographic narrative study Night

  • Anticipatory activity Listen/read to “I Believe” essay E. Wiesel at http://www.npr.org/templates/story/story.php?storyId=89357808
  • Journal PPT Night #1: respond to the statement “This I believe”
  • Pre-assess background vocab of Holocaust and WW 2 with teacher made Kahoots
  • View The Boy in the Striped Pajamas to gain background knowledge to WW2 and the Holocaust

 

Tuesday:   

Vocab 9- work on RAFT assignment (typed) (30 mintues)

  • View The Boy in the Striped Pajamas to gain background knowledge to WW2 and the Holocaust

 

Wednesday:   

DGP#6 Days 2 & 3

Vocab 9- work on RAFT assignment (typed)

Finish intro activities from Monday

  • Intro to WWII video clip (5 minutes)
  • Intro Night with PPT
  • Intro Night Vocab (Visual Vocab & Packet of activities)

Night LG:  Demonstrate comprehension by identifying and analyzing mood, theme (RI1-6)

  • Begin reading/listening to Night pp 1-20 44 min. (theme: deception)
  • At the end of the section, review and discuss how the German’s were able to use deception to fool the Jewish people into submission using “A Wolf in Sheep’s Clothing” handout
  • If time permits, Survivor story video clips (5-10 min) from DVD “I am Still Here”

 

 

Thursday:  

DGP#6 Day 4

Vocab 9- work on RAFT assignment (typed)

Discuss Iliad Hero Argument Essay rewrite

Night LG:  Demonstrate comprehension by identifying and analyzing conflict (RI1-6)

  • Journal: Write about a time you were deceived by appearances
  • Intro Vocab section 2-3 (packet)
  • Review types of conflict with PPT
  • Continue to read/listen to Night pp 21-43 47 min. (conflict)
  • If time permits, Survivor story video clips (5-10 min) from DVD “I am Still Here”

 

Friday:  

Vocab 9- submt RAFT assignment (typed)

Night LGDemonstrate comprehension by identifying and analyzing conflict (RI1-6)

  • Explore rhetorical device- anaphora (handout)
  • Journal: Compose a free verse poem using anaphora as modeled by Wiesel’s “Never shall I forget” pg.32
  • Finish reading/analyzing Night pp 21-43 47 min. (Conflict & theme)
  • Group discussion Conflict handout: -on notes write examples of conflict found in Night
  • Survivor story video clip from DVD “I am Still Here”

 

 

 

 

 

October 20

American Lit Week 11: October 21-25

Important Due Dates:

  • EOC Flashcard 30 Checkpoint- Wed 10/22
  • Tom Walk quiz- Thursday 10/24
  • Tom Walker CEI- Friday 10/25
  • Vocab 14 Quiz-Friday 11/1
  • USA TestPrep RED DOT- 12/2

 

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #11
  2. Mentor Sentences/Brushstrokes- Appositive
  3. Vocab – Unit 14 (Quiz 11/1)
  4. EOC Test Prep-Language Skills

 

Monday: 

Vocab Unit 14- Introduce words 1-6 completing corresponding activities

Rationalism

Review QHT chart moving terms as needed

Revisit pre-test, retaking

Romanticism “The Devil and Tom Walker”

LG: Analyze the impact of diction on mood, imagery, characterization and distinguish what is directly stated in a text from what is really meant in satire (RL4,6) 

Pre-teach narrative vocab (in narrative packet) and academic vocab “satire”

https://www.youtube.com/watch?v=XvhHsRAwDz4

 

Tuesday:

MUG #11A

Vocab Unit 14- Introduce words 7-12 completing corresponding activities

Romanticism “The Devil and Tom Walker”

LG: Analyze the impact of diction on mood, imagery, characterization and distinguish what is directly stated in a text from what is really meant in satire (RL4,6) 

If needed, pre-teach narrative vocab (in narrative packet) and academic vocab “satire”

Close read/listen to narrative (PDF handout) answering analysis questions in the margin using think-pair-share & class discussion Audiobook 1 (audiobook)

https://archive.org/details/TheDevilAndTomWalkeraudiobook  Audiobook

Complete after reading question in packet

 

 

Wednesday: 

EOC Flashcard Bonus Checkpoint- have 30 cards complete (5 bonus points)

Mentor Sentences/Brushstrokes- Appositive practice (handout)

Vocab Unit 14- quick review

Continue Romanticism “The Devil and Tom Walker”

LG:  Analyze the impact of diction on mood, imagery, characterization and distinguish what is directly stated in a text from what is really meant in satire (RL4,6) 

Satire challenge- on index card define satire and what is Irving satirizing?

Review yesterday’s reading

Close read/listen to narrative (PDF handout) answering analysis questions in the margin using think-pair-share & class discussion

 

Thursday:

MUG #11B

EOC Language Practice-Research (handout)

Continue Romanticism “The Devil and Tom Walker”

LG:  Analyze the impact of diction on mood, imagery, characterization and distinguish what is directly stated in a text from what is really meant in satire (RL4,6) 

Complete after reading question in packet

Formative assessment- 10 question reading check (reading formative)

Constructed response EOC practice (PPT/rubric) (writing)

 

Friday

EOC Language Practice-Research 2 (handout)

Lit Term Friday- #7

Finish Romanticism with

15 minutes to finish/correct/highlight constructive response from yesterday

POETRY: Henry Wadsworth Longfellow- “The Tide Rises, The Tide Falls” – close read with annotations & questions on poetic devices, tone, subject, etc

If time permits,

LG:  Integrate and evaluate multiple sources of information on Transcendentalism presented in different media or formats (RI7)

Intro basic ideas of transcendentalism with Overview handout having students highlight key points and main ideas.

View Dead Poets Society (Media Center film 2 hr. 8 min) completing viewing guide of Transcendentalism themes (handout)

October 20

World Lit Week 11: October 21-25

LG:  Write arguments to support claims in an analysis of texts, using valid reasoning and relevant and sufficient evidence (W1)

Planning your week:

  • NoRedInk- Monday 10/21  Link to NoRedInk
  • Iliad Test- Monday 10/21
  • Argument Essay -Monday 10/28

Daily Opening Activities:

Writing Workshop-

Vocab -none this week

NoRedInk.com CEI and Lead-in practice: https://www.noredink.com/learn/assigned_practices/3623341

 

Monday: 

Large Group Review:  Jeopardy Game PPT reviewing epic elements, plot events, heroic traits, themes and characters

Iliad summative assessment Part 1(Selection Response-M/C and matching- Reading Summative

After assessments, student will work on:

  • Create mind map of chosen hero and his heroic traits

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version

 

Tuesday:

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

Introduce argument essay Iliad summative assessment Part 2

  • Use PPT “Planning your Essay” to intro Argument essay
  • Prewriting:  Claim, Evidence, Order graphic organizer handout
  • Create claim & topic sentences

 

 

Wednesday: 

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

  • Review lead-ins and CEI
  • Formulate CEI body paragraphs with graphic organizers

 

 

Thursday:

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

Continue composing Hero Argument essay (W1)

  • Review lead-ins and CEI
  • Compose Intro and concluding paragraphs together as a class

 

 

Friday: 

LG:  Develop and strength writing by using the writing process (W5)

Continue composing Hero Argument essay (W1)

  • Self-edit essay using checklist/10 Commandments
  • Peer edit essay using checklist/rubric

 

 

October 13

World Lit Week 19: October 14-18

The Death of Hector

Planning your week:

  • Epithet/Shield extra credit- Thur. 10/17
  • NoRedInk assignment- Mon. 10/21
  • Iliad test- Mon. 10/21
  • Argument Essay- Mon 10/28

Daily Opening Activities: 

Writing Workshop-

  1. DGP (daily grammar practice) –NoRedInk.com “Formatting in-text citation” https://www.noredink.com/learn/assigned_practices/4182827
  2. Vocabulary -none this week

 

Monday: 

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Finish reading and analyzing “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)
  • Submit Book 22 questions when complete-tomorrow at the latest

LG: Demonstrate understanding of figurative language

  • Students will illustrate Homeric/epic simile and explain author’s purpose for usage (graphic organizer)

 

Tuesday:

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad

  • Read and analyze “Ransom for Hector” (Black Ships before Troy) only INDEPENDENTLY annotating as you go
  • Answer Bloom analysis questions (handout)

LG: Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Wednesday: PSAT TESTING (no class)

 

Thursday:   

LG: Demonstrate understanding of figurative language

  • Finish Epic Simile assignment

LG:  Cite textual evidence to support analysis of epic hero from the Iliad (RL1)

  • Complete Archetypal hero Graphic Organizer citing evidence from Iliad/Black Ships Before Troy (handout) as review for summative assessments (Test and Argument essay)
  • If time permits, work on study guide (handout)

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Friday:

LG:  Review analysis of theme, plot development, characters, epic conventions and heroic traits of The Iliad for summative assessments (Part 1 Selection Response, Part 2 Argument Essay) using learning stations and large group review. (Standards RL1-3)

Learning Review Stations:

  • Reading Art– students will analyze visual art representations of key plot events arranging the images in chronological order.
  • Epic Hero Evidence– Students will complete Epic hero Graphic Organizer (back on handout from yesterday) using evidence from text
  • Characters in Action– Students will analyze character development using “verb clues” to solve “who is who” (handout)

If time permits, Large Group Review:  Jeopardy Game PPT reviewing epic elements, plot events, heroic traits, themes and characters

October 13

American Lit Week 10: October 14-18

 

Important Due Dates:

  • Visual Vocab- Tuesday 10/15
  • Rhetorical Devices Quiz- Wednesday 10/16
  • EOC Flashcard Assignment- Wednesday 11/12
  • USA TestPrep RED DOT- Monday 12/2

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #8
  2. Mentor Sentences/Brushstrokes- Appositive
  3. Vocab – none this week

 

 

Monday: 

Brushstrokes- Add Appositive notes to survival guide

LG:  Analyze and evaluate the effectiveness of the structure and rhetoric an author uses in his argument in seminal U.S. texts (RI4-6, 8)

  • Continue with SPEECH: Springboard 19 pp.173-6  Close read and analysis of rhetorical devices in the Springboard student workbook Patrick Henry’s speech to Virginia Convention (also have PDF w/intro from old text)

 

 

Tuesday:

MUG #8A

Brushstrokes- Appositive Practice (handout)

LG: Analyze and evaluate the effectiveness of the structure and rhetoric an author uses in his argument in seminal U.S. texts (RI4-6,8)

  • Finish yesterday analysis if needed
  • Review rhetorical devices with posters and sticky notes and whiteboard display

 

 

Wednesday: PSAT Schedule

  • MUG #8B
  • Lit Term Friday- #6 Tone/Mood
  • Cold passage: formative assessment on rhetorical devices using modern day speech:  Al Pacino’s “Inch by Inch” speech from the film Any Given Sunday
  • Work on EOC flashcards

 

Thursday: 

Brushstrokes- Continue Appositive Practice with handout from Tuesday

LG:  Identify elements of the dark romantic period using multiple interpretations of a Moby Dick (RL7)

  • Intro to American Romanticism:
  • Read over Intro to Romanticism and the Dark Romantics handout
  • View Herman Melville’s Moby Dick and highlight characteristic of the dark romantics seen in the film as well as character and plot events that stay true to the text

 

Friday Lab 816

  • American Lit Touchstone #3 Assessment
  • EOC vocab flashcards
  • USA TestPrep Red Dot assignment
October 6

World Lit Week 9: October 7-11

We continue our study of The Iliad

Planning your week:

  • Unit 8 Vocab quiz w/CD – Friday 10/11
  • Still Life presentations-Friday 10/11

Daily Opening Activities: 

Writing Workshop-

  1. DGP (daily grammar practice) –none this week
  2. Vocabulary “Vocab for Success”- Unit 8 (quiz on Friday 10/11)

 

Monday: 

Vocab Unit 8

LG:  Identify and evaluate the use of appeals in a speech

  • Assess prior knowledge of ethos, logos pathos w/Four Corners (Ethos, Pathos, Logos IDKos): students will be given a card with an image and they have to go to the corner the card represents. (cards/signs)
  • Mini Lesson on Logos, ethos, pathos appeals ppt
  • https://www.youtube.com/watch?v=oKtQEnERhSY
  • Student will find examples of appeals in advertisement (magazines)
  • Read text page 374 italic intro The Iliad Book 6 and orally explain using document camera and teacher annotated text
  • Analyze Andromache’s Speech for use of appeals handout and document camera

Additional resources:  http://www.sparknotes.com/lit/iliad/

 

Tuesday:

Vocab Unit 8

LG:  Identify and evaluate the use of appeals in a speech

  • Complete from yesterday, analyze Andromache’s Speech for use of appeals handout and document camera

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Discuss hero traits displayed by Hector and Achilles thus far (Themes handout)
  • Read and analyze “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answering Bloom analysis questions (handout)

 

 

Wednesday:

Vocab Unit 8

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad

  • Read and analyze “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answering Bloom analysis questions (handout)

 

 

 

Thursday: Early Release 43-minute classes

Unit 8 vocab Review- Kahoots

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Discuss extra credit extension activity Shield or epithet (handout)-due next Friday
  • “Dipstick” PPT-formative reading check of comprehension of first half of book 22

If time permits,

  • Continue reading and analyzing “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)

 

 

Friday:

Vocab unit 8 Quiz (M/C and sentence composing (pts. to language standard)

End of book Still Life Presentations (reading standard grade)

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Discuss Study guide (handout) for test
  • Continue reading and analyzing “Vengeance for Patroclus (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)
October 6

American Lit Week 9: October 7-11

 

Planning your week:

  • Olaudah Equiano CEI Paragraph- Wed. 10/09
  • Vocab 13 quiz- Fri 10/11
  • EOC Flashcards-Tuesday 11/12
  • USATestPrep RED DOT-12/2

Daily Opening Activities:

Writing Workshop-

  1. MUG (Mechanics, usage, grammar) #7
  2. Mentor Sentences/Brushstrokes- Participle
  3. Vocab for Success-Unit 13

 

Monday: 

  • Brushstrokes- Participle Phrases practice
  • Vocab unit 13

Rational Period

LG:  Analyze and evaluate the effectiveness of the structure and rhetoric an author uses in his argument in seminal U.S. texts (RI4-6,8)

 

 

Tuesday:

  • MUG #7A
  • Vocab Unit 13

Rational Period

LG:  Analyze and evaluate the effectiveness of the structure and rhetoric an author uses in his argument in seminal U.S. texts (RI4-6,8)

  • Finish close read Olaudah Equiano excerpt from The interesting Narrative of the Life of OE (PDF handout) analyzing diction and pathos in persuasion with CEI paragraph formative assessment/rubric (handouts)

HW:  Finish CEI paragraph for homework

 

Wednesday: 

  • Brushstrokes- Participle Phrases practice
  • Vocab Unit 13

Rational Period

  • Submit Olaudah Equaino CEI Paragraph with highlighting & rubric

LG:  Analyze and evaluate the effectiveness of the structure and rhetoric an author uses in his argument in seminal U.S. texts (RI4-6, 8)

  • Guided practice: together as a class, read and analyze an annotated copy of The Declaration of Independence

 

Thursday: Early Release 43-minute classes

  • MUG #7B
  • Vocab unit 13 Kahoots

LG:  Analyze and evaluate the effectiveness of the structure and rhetoric an author uses in his argument in seminal U.S. texts (RI4-6, 8)

  • Begin visual vocab review for Rhetorical devices (handout)

 

Friday

  • Vocab unit 13 Quiz (M/C and sentence composing (language standard)
  • Lit Term Friday- #5 Tools of Rhetoric

Fix it Friday

  • Independent Teacher conferences with detailed progress reports
  • Students will complete missing or incomplete assignments or redo assignments to demonstrate mastery
  • Continue visual vocab review for Rhetorical devices (handout) finishing for homework
  • EOC vocab flashcards
  • USA TestPrep Red Dot assignment