9th Literature/Composition

9th Literature, May 16-20

Reminders:

  • Keep up with the chapter readings for TKAM
  • Be prepared to discuss your lit circle roles each day until novel is finished.
  • Lit circles all week.
  • You should be prepared with your role every day for your group’s benefit.

Reading Agenda for May 9 – May 20

Tuesday, 5/10: To Kill a Mockingbird Chapters 20-21 reading due

 Wednesday, 5/11: To Kill a Mockingbird Chapters 22-23 reading due

 Thursday, 5/12: To Kill a Mockingbird Chapter 24-25 reading due

 Friday, 5/13: To Kill a Mockingbird Chapter 26 reading due

 Monday, 5/16: To Kill a Mockingbird Chapter 27 reading due

 Tuesday, 5/17: To Kill a Mockingbird Chapter 28 reading due

 Wednesday, 5/18: To Kill a Mockingbird Chapter 29 reading due

 Thursday, 5/19: To Kill a Mockingbird Chapter 30 reading due

 Friday, 5/20: To Kill a Mockingbird Chapter 31 reading due

 

Monday

Watch To Kill a Mockingbird video and note discrepancies between movie and book.

Continue reading chapters and work on lit circle information.

Tuesday

  1. Be prepared with your lit circle information over chapters 27 & 28

Literature Circle Information

  • For the next 10 days of class, we will work in To Kill a Mockingbird book circles.
  • We will be reading and discussing daily together and talking with your assigned circle.
  • Your final assessment (on final exam day) will be a pinwheel.
  • *Class attendance and participation is vital for an “A” on this unit.

Wednesday

  1. Lit roles will be combined from Tuesdays chapters for today 27,28,29
  2. Be prepared with your information

 

Book Circles:

Groups determine your roles based on character strengths and group dynamics.

  • Each group member will be assigned one of the following roles.
  • Group roles must change daily. Not all roles will be filled each day.
  • Handouts will be provided in class.
  • On Friday, 5/20, students will complete self-evaluations and group member-evaluations and turn in the written work based on their roles.

 

  • Discussion Leader: Based on the chapter assigned for this day, what are some leading, open-ended questions that you can ask your group? Think about questions that might bring up thematic connections to other works that we have read, or that might spark a discussion about author’s style choices. 
  • Diction Detective: It is your job to find perplexing examples of diction and syntax in Harper Lee’s prose. Using the chapter assigned for this day, find several examples, write them down and cite on your page, and then discuss the meaning and effect of these choices with your group. 
  • Bridge Builder: Find real-life connections between the issues/events/conflicts in the text and yourself and your world. Make the book relevant. Part of appreciating literature is understanding why an author chooses to explore certain topics. Your job is to help your group ascertain possible motivations for Lee’s choice in topic. 
  • Reporter: What happened in the assigned chapters of the text? In bullet points, list the main events, characters, setting, etc. and help your group to stay on track. 
  • Artist: Your job is to create an illustration related to the reading. It can be a sketch, cartoon, diagram, flow chart, or other depiction. You can choose to illustrate a scene, an idea, a symbol, or a character. Show your illustration to the group without any explanation. Ask each group member to respond, either by making a comment or asking a question. After everyone has responded, you may explain your illustration and answer any questions that have not been answered.



 

 Reminders:

  • Monday-Wednesday: EOC Assessments
  • Thursday, Lab 816: Last day in class to work on Portfolio
  • Friday, May 6th: Final Portfolio Due

 

TKAM Reading:

Due Date – Must be read by this day

Chapters
Friday, 4/15 1-4
Monday, 4/18 5-7
Monday, 4/25 8-14
Monday, 5/2 15-20
Monday, 5/9 21-26
Monday, 5/16 27-31

 

EOC Milestone Assessment

Monday, May 2

Tuesday, May 3

Wednesday, May 4

 

Thursday, May 5

ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  1. Computer lab 816: complete final portfolio.
    1. You should be finalizing things today in class if needed, not panicking to start and finish things.
    2. Feel free to turn in your Writing Portfolio early today if you want.

Acts 1-5 Guided Reading Questions with terms and quotes f2015

How to write reflections

Port Checklist Spring 2016

Friday, May 6

LG: Analyze plot elements, characters, and themes in To Kill a Mockingbird.  ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

  1. FINAL PORTFOLIO DUE!!
  2. Class reading and discussion of To Kill a Mockingbird.
  3. Introduce literature circles.
  4. Work on reading questions for To Kill a Mockingbird.



 

April 25 – April 29

Reminders:

-Writing Portfolio due May 6

– Make sure you have both 9th Lit EOC practice tests completed by Monday

– Thursday – EOC electronic platform practice with codes

EOC testing Dates May 2, 3, 4

Due Date – Must be read by this day Chapters
Friday, 4/15 1-4
Monday, 4/18 5-7
Monday, 4/25 8-14
Monday, 5/2 15-20
Monday, 5/9 21-26
Monday, 5/16 27-31

 

Port Checklist Spring 2016

Monday, April 25

LG: Prepare for EOC test. Compare exemplar written responses to our own writing. Review testing procedures. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 

  1. Report to Lab 9129
    1. Work on EOC Practice in USATestprep
  2. USATestprep
    1. Account ID:harrisonga
    2. Student Activation Code:newton91
  3. You should have read through Chapter 14 by today.
  4. Read To Kill a Mockingbird and work on reading question packet as time allows.

 

Tuesday, April 26

LG: Prepare for EOC test. Compare exemplar written responses to our own writing. Review testing procedures. Practice multiple choice questions on USA Test Prep.  ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

 

  1. Computer lab 9234: Complete activities on USA Test Prep as EOC review.
  1. As time allows, work on FINAL portfolio.

 

Wednesday, April 27

LG: Prepare for EOC test. Compare exemplar written responses to our own writing. Review testing procedures. Practice multiple choice questions on USA Test Prep.  ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

 

  1. Computer lab 9234: complete activities on USA Test Prep as EOC review.
  2. As time allows, work on FINAL portfolio.

 

Thursday, April 28

LG: Prepare for EOC test. Compare exemplar written responses to our own writing. Review testing procedures. Practice multiple choice questions on USA Test Prep.  ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

 

  1. Computer lab 9234:
    • Handout (AND take back up) electronic tickets to practice with platform
    • complete activities on USA Test Prep as EOC review.
  2. As time allows, work on FINAL portfolio.

 

Friday, April 29

LG: Prepare for EOC test. Compare exemplar written responses to our own writing. Review testing procedures. Practice multiple choice questions on USA Test Prep.  ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

 

  1. Computer lab 9129: complete activities on USA Test Prep as EOC review.
  2. As time allows, work on FINAL portfolio.

 

FINAL PORTFOLIO DUE FRIDAY, MAY 6, 2016!

 

 




 

April 18-22

Reminders:

  • Romeo and Juliet Essay is due Monday when you walk into class.  Not at the end.
  • Have your personal copy of To Kill a Mockingbird in hand Monday.

TKAM Reading Due Dates

Due Date – Must be read by this day Chapters
Tuesday, 4/16 1-4
Friday, 4/22 5-7
Monday, 4/25 8-14
Monday, 5/2 15-20
Monday, 5/9 21-26
Monday, 5/16 27-31

Monday, April 18th

  1. Turn in essay at the beginning of class.
  2. Read the TKAM chapters 1-4 by tomorrow.
  3. Work on TKAM packet as you go. Do not wait until the end.
  4. Finish power point notes. See links below

GreatDepression

TKM Main Characters

To Kill a Mockingbird – more other characters

Fill in notes for Great Depression and characters

Homework:  Finish reading chapters 1-4 by tomorrow.  Possible quiz in class.

 Tuesday, April 19th

  1. Vocab Unit 8 – terms 1-20
    1. Choosing the Right Word
  2. Quiz??
  3. EOC Narrative Writing Practice
    1. Consider Scout’s first day of school (chapters 2-3). Make a list of the events that occur in chronological order.
    2. Now consider Miss Caroline’s perspective. Use the events Scout describes as a stimulus for your next writing assignment.
    3. Write a narrative about the first day of school from Miss Caroline’s perspective. Remember not to change the major events in the novel. You are welcome to add events or details, but you may not contradict Scout’s account of the day’s events. Write at least one full single-spaced handwritten page.
  4. Continue Reading of TKAM

 

Wednesday, April 20th

Vocabulary, Unit 8 – Completing the Sentence page 105-106

    1. Remind them of their vocab quiz on Friday
  1. EOC practice (see bulleted list below):
    1. They were given the handouts yesterday in class.
    2. Try to put them on the clock for 40 minutes to complete this assignment. They may finish it for homework but they need to get use to being pressed with their EOC writing prompts.
    3. We will peer edit this tomorrow in class

EOC narrative writing practice:

  • Consider Scout’s first day of school (chapters 2-3). Make a list of the events that occur in chronological order.
  • Now consider Miss Caroline’s perspective. Use the events Scout describes as a stimulus for your next writing assignment.
  • Write a narrative about the first day of school from Miss Caroline’s perspective. Remember not to change the major events in the novel. You are welcome to add events or details, but you may not contradict Scout’s account of the day’s events. Write at least one full single-spaced handwritten page.
  1. Have them read their To Kill a Mockingbird novel and work on their packet for the remainder of class.

Thursday, 4/21

  1. Vocab Review – Quiz tomorrow
  2. Peer Edit “Scout’s First Day” essay with Rubric and Exemplar
  3. Class reading:  To Kill a Mockingbird — Discuss reading up to today

 

 





 

April 11-15

Reminders:

  • Purchase, rent, borrow, and start bringing your To Kill a Mockingbird novel to class by the end of the week.
  • We will be in Lab 816 all week this week.
  • R&J Essay due Monday (when you walk into class).
  • You may work extra hard and turn essay in by 3:45 on Friday and earn extra points if you wish.

See Sub plans for Monday

 

Monday, April 11

  1. Continue to look up To Kill a Mockingbird definitions.
  2. To Kill a Mockingbird Chapter Vocabulary Blank
  3. Begin working on Romeo and Juliet writing assignment
  4. 9th Lit Romeo and Juliet Literary Analysis Rubric
  5. Deduction Sheet
  6. Romeo and Juliet Essay

Homework:  Have claim, ,3 quotes, and 3 pieces of evidence ready for Tuesday

Tuesday – Friday

We will be in Lab 816 working on essay.

 




 

March 28-April 1

Reminders:

  • Vocab quiz Thursday
  • R&J packet due Friday
  • Acts 3,4,5 quiz Thursday
  • Video comparison activity due after class on Friday
  • Extra Credit write up due Friday 
    • have the exact lines from R&J typed or written to receive the full 10 points

 Monday, March 28

Coach Kirkley will be absent today

Make sure you complete the assigned work or you will be behind.

 

  1. Vocab Unit 8 – Choosing the Right Word and Synonyms and Antonyms
  2. EOC workshop writing exercise “Dragon Mythology: East vs West”
  3. Continue with Romeo and Juliet packet – due Friday

 

Tuesday

  1. Go over Vocab exercises – quiz Thursday
  2. Answer and clarify packet questions – due Friday
  3. Watch R & J video

 

Wednesday

  1. Vocab – Completing the sentence – quiz Thursday
  2. Read Act 5 of Romeo and Juliet
  3. Watch Zeffirelli video
  4. R&J quiz for Acts 3,4,5 Thursday
  5. Packet due Friday

 

Thursday

  1. Vocab Quiz Unit 8
  2. Quiz R&J – Acts 3,4,5
  3. Finish Zeffirelli video

homework:  R&J packet due tomorrow

 

Friday

  1. We will complete the Romeo and Juliet unit today with the Baz Luhrmann version of Romeo and Juliet
    • Make sure you have your video analysis sheet complete
  2. R&J question, quote, and terms packet due today



 

March 21-April 1

Reminders:

  • Writing Portfolio Check #2:  This Thursday 3/24
  • Lab Days: Lab 816 Monday and Wednesday = 5 originals; 1 revised; 1 famous piece
  • Food and Film Day – Tuesday; You no bring something; you no eat
  • Friday – Vocab quiz and grammar

Links for the week:

 

Monday

  1. Vocabulary Unit 7 (1-10)
  2. Grammar
  3. Go over quizzes from last week
  4. Lab 816 – Writing Portfolio work
    1. Portfolio check #2 – Thursday

Homework:

  • Bring food for Food and Film Day tomorrow

Tuesday

  1. Food and Film Day
  2. We will watch Romeo and Juliet Acts I and II while compare/contrasting play to film
    • Those who were assigned parts to Acts 1 & 2 should be keeping up with their scenes today

Homework:

  • Sign up for USA Test prep and sign in to Kirkley’s 3rd period class
    • Account ID: harrisonga
    • Student Activation Code: newton91
  • Finish your “Library” essay for portfolio
  • Be prepared to work on Writing Portfolio tomorrow.  Work on items tonight if needed.
  • Be ready with extra credit – You must be able to provide the specific point of time in the play and the lines.

Wednesday

  1. Vocabulary Unit 7 (11-20)
    • Choosing the Right Word for homework
  2. Grammar practice
  3. Lab 816 – Portfolio Check #2 tomorrow

Homework:

  • Vocab book: Choosing the Right Word
  • Vocab book: Synonyms and Antonyms
  • Have Portfolio ready to be peer checked in class.

Thursday

  1. Vocabulary book: Completing the Sentence
  2. Grammar practice
  3. Portfolio check #2
  4. R&J Act III, Scene 2,3 (time stamp 11:15 on CD)
  5. Act out parts if time

Friday

  1. Vocab Quiz – Unit 7
  2. Grammar quiz
  3. Continue reading Act III
  4. Act out parts if time

 

 




 

March 14-March 18      

 REMINDERS:

  • Have your literature book with you every day until we finish R&J
  • Bring any and all purchased/rented R&J materials with you to class everyday
  • Thursday: EOC vocab quiz
  • Be prepared for Lab Day on Friday.  Writing Portfolio workday.
  • Port Checklist Spring 2016

Monday, March 14

1.) Complete Hawthorne EOC paragraph for peer editing tomorrow.  Pay attention to prompt and rubric.

2.) Start studying the EOC Vocab terms.  Do not wait until last minute.

3.) ****Bring your Literature Book With You To Class Everyday****

 

Tuesday

Peer Edit Hawthorne paragraph

begin reading R&J Act II

Wednesday

EOC vocab Prep

Act II reading

Thursday

EOC vocab Prep – quiz Friday

Begin working on New Twist Library

 

Finish Reading Act II – I and II quiz Friday

Friday

EOC quiz Friday

R&J – Act I and II quiz

Lab 816 – Writing Portfolio work (Portfolio check #2 3/24)

 

 




 

 Monday

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.

 

  1. Vocab Unit 6, terms 1-10
  2. Finish Shakespeare/R&J intro notes
  3. Begin reading Prologue and Act I, Scene 1

Homework:  If you did not write your inro paragraph for homework last week, you must have this in hand tomorrow.

 

Tuesday

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.

 

  1. Unit 6 terms (11-20)
  2. Begin EOC vocabulary exercises
  3. Continue EOC prep writing from last week with “Ambitious Guest” prompt.
    1. Model with DOE paragraph provided
    2. This will be graded by peers in class, so keep up your info rubric in hand as well
  4. Hand out R&J Guided Reading packets
    1. Work on these as we read and act out play
  5. Continue reading Act I

 

Wednesday

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.

 

  1. Continue EOC vocabulary activities.
  2. Grammar Unit 6 activities.
  3. Sonnet mini-lesson with pictures
    • Choose a picture that you most identify with and write a sonnet about it.
    • This can go in your Writing Portfolio
  4. Complete reading Act 1 Scene 1 and Act 1 Scene 2.
  5. Begin Romeo & Juliet guided reading ?s

 

Thursday

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.

 

  1. Continue EOC vocabulary activities.
  2. Continue Grammar Unit 6 activities.
  3. Read Act 1, Scene 3 and Act 1, Scene 4.
  4. Continue Romeo & Juliet guided reading ?s

Homework:  Sonnet due tomorrow

Friday, March 11

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.

 

  1. Vocab Quiz Unit 6
  2. Continue reading Act 1, Scene 4 if necessary.
  3. Continue Romeo & Juliet guided reading ?s
  4. Review examples and illustrate “Queen Mab.”



 

Monday, Feb 29

1.) Vocabulary Unit 5, terms 1-10

2.)  All nonfiction essays due at beginning of class today.  All others will be deducted 5 points per day that it is late starting today.

— Last minute MLA and nonfiction lesson.  Media Center to finalize any nonfiction essays.

3.) Page 68 in Vocabulary book “Writing in Action” #1 – Read pages 60-61.  Write CEI paragraph with essay prompt in item #1 on page 68.  Underline your 3 vocab terms.  Make sure you quote your evidence.

Tuesday, March 1

1.) Vocab Unit 5, 11-20

2.) Begin work on EOC writing exercises.

  1. Mini Lesson: EOC writing rubrics: (pg. 40-45 of GA Milestone EOC Assessment Guide) and the four modes of writing that students will be expected to master.
  2. Handouts: Four-Point Holistic Rubric and Seven Point Two-Trait Rubric for the following EOC writing genres:
    1. Narrative
    2. Argumentative
    3. Informational/Explanatory
  3. Mini Lesson/Modeling: The ARCH method with visual. We will use the ARCH method to break down Question #3 in the Guide: “A New Twist on Libraries” (Informational Essay).
  4. Students will be assigned a prompt and will create an ARCH diagram on printer paper.
  5. Read excerpt from The Ambitious Guest by Nathaniel Hawthorne.
  6. Create ARCH diagram for The Ambitious Guest and write response.
  7. Score response using holistic rubric.

Wednesday, March 2

1.) Vocab, Unit 5, Synonyms and Antonyms

2.) Continue EOC writing lesson with ARCH method

Homework:  

  • Complete 5 step of ARCH method with Hawthorne article and intro paragraph
  • Start bringing your copy of Romeo and Juliet play to class everyday.

Thursday, March 3

  1. Finish EOC Arch method activity.
  2. Begin introduction of William Shakespeare’s Romeo and Juliet unit
  3. Look through R&J graphic novels and Sparkenotes books

Friday, March 4

  1. Vocab quiz
  2. Grammar beats quiz
  3. Start reading Act I, Sc 1



9th Lit February 22-26, 2016

Reminders:

Wednesday, 2/24: Deadline to finish reading non-fiction books

Friday, 2/16: Vocabulary Unit 4 and Grammar Unit 4 Quizzes

LG: Evaluate two articles by different authors with the same subject. Compare and contrast main claim and tone of each article. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Introduce Vocabulary Unit 4 words.
Introduce Grammar Unit 4.
Continue reading two articles about Mark Zuckerberg, creator of Facebook. These were distributed on Friday, 2/12.
Find the main claim of each article. Look for evidence to support this claim.
Find the tone of each article. Look for specific words/phrases that create this tone.
Read non-fiction books.
*DIFFERENTIATION: Non-fiction book: Students will choose a book that aligns with their interests.

Tuesday, February 23

LG: Review PSAT score reports and determine areas for improvement. Evaluate two articles by different authors with the same subject. Compare and contrast main claim and tone of each article. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Continue Vocabulary Unit 4 activities.
Continue Grammar Unit 4 activities.
PSAT Review Day. Score reports will be distributed in homeroom. Each student will receive a score report and review materials in class.
Finish reading two articles about Mark Zuckerberg, creator of Facebook. These were distributed on Friday, 2/12.
Find the main claim of each article. Look for evidence to support this claim.
Find the tone of each article. Look for specific words/phrases that create this tone.
Begin writing non-fiction book assignment paragraphs in class: main claim and tone.
Wednesday, February 24

LG: Evaluate two articles by different authors with the same subject. Compare and contrast main claim and tone of each article. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Continue Vocabulary Unit 4 activities.
Continue Grammar Unit 4 activities.
Work in computer lab: find an article about the subject of your non-fiction book by a different author.
Continue writing/typing non-fiction book assignment.
Thursday, February 25

LG: Evaluate two articles by different authors with the same subject. Compare and contrast main claim and tone of each article. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Continue Vocabulary Unit 4 activities.
Continue Grammar Unit 4 activities.
Work in computer lab: continue writing/typing non-fiction book assignment.
Friday, February 26

LG: Evaluate two articles by different authors with the same subject. Compare and contrast main claim and tone of each article. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Vocabulary Unit 4 quiz.
Grammar Unit 4 quiz.
Work in computer lab: continue writing/typing non-fiction book assignment. DUE MONDAY!

CCS bio autobio mem assignment

Works Cited citation example with image

Works Cited sample

 




 

 

9th Lit      February 8-12, 2016    

 Reminders:

Monday, 2/8: Bring non-fiction book to class

Thursday, 2/11: Portfolio check #1

Friday, 2/12: Vocabulary Unit 3 and Grammar Unit 3 Quizzes

 Links for the week:

Grammar Beats Week 1

Grammar Beats Week 2

Unit 3 PPT Presentation

Monday, February 8

LG: Rewrite an argumentative essay, focusing on addressing what is most significant for the purpose of this argument. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

  1. Vocabulary Unit 3 (1-10)
  2. Grammar Beats
  3. Discuss questions concerning writing portfolio and reflections.
  4. Read non-fiction books.

 *DIFFERENTIATION: Non-fiction book: Students will choose a book that aligns with their interests.

 

Tuesday, February 9

LG: Create portfolio items for portfolio check #1. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

  1. Continue Vocabulary Unit 3 activities.
  2. Continue Grammar Unit 3 activities.
  3. Work on computer lab on portfolio items for portfolio check #1.

CEI for 9th

Making the Grade article

Making the Grade Timed Writing Assignment

4. Read non-fiction books.

 

Wednesday, February 10

LG: Create portfolio items for portfolio check #1. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

  1. Continue Vocabulary Unit 3 activities.
  2. Continue Grammar Unit 3 activities.
  3. Work on computer lab on portfolio items for portfolio check #1.
  4. Read non-fiction books.

 

Thursday, February 11

LG: Peer review portfolio items for portfolio check #1. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

PORTFOLIO CHECK #1 DUE TODAY.

 

  1. Continue Vocabulary Unit 3 activities.
  2. Continue Grammar Unit 3 activities.
  3. Peer review portfolio items for portfolio check #1.
  4. Read non-fiction books.

 

 

Friday, February 12

LG: Evaluate two articles by different authors with the same subject. Compare and contrast main claim and tone of each article. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

  1. Unit 3 Vocabulary Quiz
  2. Grammar Beats Quiz
  3. Introduce non-fiction book assignment: due February 29th!
  4. Read two articles about Mark Zuckerberg, creator of Facebook.
  5. Find the main claim of each article. Look for evidence to support this claim.
  6. Find the tone of each article. Look for specific words/phrases that create this tone.
  7. Read non-fiction books.



 

9th Lit / February 1-5, 2016     

 

Reminders:

Thursday, 2/5: Vocabulary Unit 2 Quiz

Friday, 2/5: Last day to choose non-fiction book; Begin reading it asap

 

Monday, February 1

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Create and present a multimedia presentation of poetry. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

  1. Media Center Orientation – students, please meet in the Media Center at the beginning of class
  2. Choose non-fiction book (autobiography, biography, or memoir)
  3. Vocab Quiz Thursday Unit 2
  4. Grammar Review­­
  5. View “Where I’m From” multimedia presentations

 

*DIFFERENTIATION: Non-fiction book: Students will choose a book that aligns with their interests. “Where I’m From”: Students approach the topic from their individual perspective; they will produce different products based on their interests.

 

Tuesday, February 2

 

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Create and present a multimedia presentation of poetry. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

  1. Take Climate Survey at beginning of class
  2. Complete “Completing the Sentence” exercises in vocab book for Unit 2 Vocabulary.
  3. Grammar / PSAT Review
  4. Continue viewing “Where I’m From” multimedia presentations.
  5. Discuss Writing Portfolio and Reflections  How to write reflections
  6. Read Nonfiction book if time allows

 

*DIFFERENTIATION: PSAT review based on individual student’s results.

 

Wednesday, February 3

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Create and present a multimedia presentation of poetry. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

  1. Complete “Synonym and Antonym” exercises in vocab book for Unit 2 Vocabulary.
  2. Grammar
  3. Finish viewing “Where I’m From” multimedia presentations.
  4. Writing Portfolio and Reflections

 

*DIFFERENTIATION: Students approach the topic from their individual perspective; they will produce different products based on their interests.

 

Thursday, February 4

LG: Write a reflection for two original portfolio pieces. Reflect upon skills practice and knowledge gained through these writing assignments. Connect classwork with Georgia Standards of Excellence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

  1. Complete “Choosing the Right Word” exercises in vocab book for Unit 2 Vocabulary.
  2. Grammar / PSAT
  3. Review reflection requirements for portfolio. Study reflection examples. Write reflections for two original pieces.

 

 

Friday, February 5

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Present a multimedia presentation of poetry. ELAGSEL9-10W1: Write ARGUMENTS to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELAGSEL9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSEL9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 

  1. Unit 2 Vocabulary quiz
  2. Grammar quiz
  3. Writing Workshop
  4. Rewrite “Making the Grade” for portfolio.



 

9th Lit / January 25-29, 2016   

Planning Your Week: January 25-29

Tuesday, 1/26: “Where I’m From” rough draft due – Peer edit to check for all elements

Friday, 1/29: “Where I’m From” final labeled draft and multimedia presentation due

Friday, 1/29: Vocabulary Unit 2 quiz (This could be pushed to Tuesday)

Friday, 1/29:  Grammar quiz

 

Monday, January 25

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Create and present a multimedia presentation of poetry. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

  1. Introduce Unit 2 Vocabulary words and begin making extra credit note cards.
  2. Introduce Week 2 Grammar Beats
  3. Work in computer lab to complete labeled rough draft and print. Hard copy of labeled draft should be brought to class on Tuesday, 1/26.
  4. Continue working on multimedia presentations.
  5. ROUGH DRAFT of Where I’m From poem due tomorrow
    • Remember this is a rough draft.  it needs to be complete not perfect

 

*DIFFERENTIATION: Students approach the topic from their individual perspective; they will produce different products based on their interests.

 

Tuesday, January 26

 ROUGH DRAFT OF “WHERE I’M FROM” POEM DUE TODAY.

 

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Create and present a multimedia presentation of poetry. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

  1. Complete “Completing the Sentence” exercises in vocab book for Unit 2 Vocabulary.
  2. Continue Week 2 Grammar Beats
  3. Peer review rough drafts of “Where I’m From” poems to ensure all figurative language and vocabulary requirements are met.
  4. Continue working on multimedia presentations in lab.

 

*DIFFERENTIATION: Students approach the topic from their individual perspective; they will produce different products based on their interests.

 

Wednesday, January 27

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Create and present a multimedia presentation of poetry. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

  1. Have your rough draft completed, labeled and ready to be checked when you walk in!!
  2. Complete “Synonym and Antonym” exercises in vocab book for Unit 2 Vocabulary.
  3. Continue Week 2 Grammar Beats
  4. Continue working on multimedia presentations in lab.

 

*DIFFERENTIATION: Students approach the topic from their individual perspective; they will produce different products based on their interests.

 

Thursday, January 28

LG: Analyze an autobiographical poem by studying figurative language and a variety of word relationships. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 

  1. Complete “Choosing the Right Word” exercises in vocab book for Unit 2 Vocabulary.
  2. Continue Week 2 grammar
  3. Lab 516 to finish working on Where I’m From presentation.
    • Due tomorrow.  No exceptions
  4. Discuss portfolio assignment as needed.
  5. Write a paragraph to answer this question:  How do the figurative language devices and specific diction choices work to create the persona and mood in each poem? Use EOC writing prompt.

Homework: 1) Final copy of poem due. Typed and Labeled  2.) Multimedia presentation due.

Save both of these in two different places.

 

Friday, January 29

LG: Write an autobiographical poem using figurative language and a variety of word relationships. Present a multimedia presentation of poetry. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

  1. Unit 2 Vocabulary quiz.
  2. Week 2 Grammar Beats quiz
  3. View “Where I’m From” multimedia presentations.

 



9th Literature Plans  – Week 3

January 18-22

Reminders:

  • TPFASTT due: Fiddler Jones, George Gray, your POL poem
  • POL competition Wednesday. Be prepared!!
  • Vocab quiz – moved to Friday
  • Possible Poetry Quiz Thursday with cold poem

 

Monday – MLK holiday

 

Tuesday Jan. 18

  • Vocab Review
  • Grammar
  • Check and go over TPFASTT poems
  • View POL video examples
  • Peer grade POL rehearsals

 

Homework:  Prepare yourself for POL class competition

 

Wednesday

  • Vocab Quiz
  • POL performances

 

Thursday

  • Vocab Unit 2 – Terms 1-10
  • Grammar
  • Poetry Quiz…(??)
  • Introduce the “Where I’m From” project  Where Im From poem assignment rev2 2015 on level
  • Map of “Home Town” modeling – – teacher will demonstrate a method of brainstorming for students
  • Students will use poster paper (provided by the teacher) to draw their “home town” or “brainstorm web” to create ideas for their poem.
  • Begin working on the draft of the poem. Consider all that we have learned about imagery, figurative language, sound, delivery, and choice in diction. What are YOUR best words?

Friday

  • Unit 1 Vocab Quiz today!!!!
  • Vocab Unit 2 – terms 11-20
  • Grammar
  • Continue working on the draft of your “Where I’m From” poem.
    1. Features of an Enjambment
    2. Mini lesson: Technology Tips
    3. Transforming plain-speak into figurative language

 



 

 

 

 

9th Literature Plans for Week 2

1/11 – 1/15

 

Monday, Feb. 11:

  • Vocabulary Unit (terms 1-10)
  • Complete timed writing (Peer review for timed writing with check sheet)
  • Intro Poetry Out Loud assignment
  • Intro Writing Portfolio

 

Tuesday:

Homework:  

Type your peer reviewed timed writing assignment. MLA format required.  Check homepage for how to do that.

Choose two poems from the www.poetryoutloud.org website. Print poems and bring to class this Thursday.

Wednesday:

 

Thursday:

  • Language
  • Vocab
  • Learn the TPFASSTT
  • Model the TPFASSTT (maybe choose a poem from the textbook)
  • TPFASSTT:  TPFASTT Poetry Analysis
  1. “When I Am Asked” by Lisa Mueler  (Diff: on-target students)
  2. “Constantly Risking Absurdity” by Lawrence Ferlinghetti (Diff: challenge-ready students)
  • Any time left can be used for POL practice

 

Friday:

 

 

 

9th Literature, Spring 2016                     

January 5-8, 2016       

Planning Your Week:

W-F 1/6-8—Return signed syllabus.  Bring $12 for vocabulary book.

TH 1/7—Mini-me due  mini me character strength.rev2015fall

9th Lit Comp Syllabus 2015-2016

Monday, January 4

Student Holiday/Teachers Report to work

 

Tuesday, January 5

LG: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits.  ELAGSE R17 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively

  1. Distribute syllabus.  HOMEWORK: Read the syllabus, write down questions you have about the course for discussion tomorrow.
  2. View The Science of Character video https://www.youtube.com/watch?v=BdQRECe37K0
  3. Bring a sheet of paper and pencil and go to computer lab­.  Log in with student number (lunch number)  Sanford & Walter lab 113; Tatum & Motsinger lab 9129; Jamison lab 9234.
  4. Teacher will review TRSS sheets while students are taking the survey.
  5. Take the VIA Character Strengths survey http://www.viacharacter.org/www/The-Survey
    1. Register (choose NOT to receive emails) (it’s free)
    2. Take the YOUTH survey
    3. 120 questions (about 10 minutes)
    4. Supply personal demographic info
    5. Write down top five strengths
  6. Mini-Me assignment (Due Thursday). mini me character strength.doc
    1. Introduce Assignment
    2. Brainstorm personal strengths and character traits. Relate to the top three results from the survey VIA Character Strengths.docx
    3. Begin working on your mini-me. You MUST finish it for homework to participate in Thursday’s activity.

 

Wednesday, January 6

LG: Reflect on personal qualities and characteristics that will guide study habits.  ELAGSE R17 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.

  1. Gather signed syllabi. Receipt payments for vocab books.
  2. Students will fill out Welcome sheet and teacher will facilitate data gathering—see ppt. (We will use this as a spring board to the Mini-Me discussion and later for Open House.)
  3. Discuss questions related to syllabus and course.
  4. Review the video from yesterday. Discuss perceived character strengths, weaknesses, and differences. Work on Mini-Me due tomorrow.

 Homework:  

– Mini-Me with 3 CEI paragraphs (type them if desired)

– Get syllabus signed

– Vocab book $12

– Preview CEI ppt for tomorrow  CEI for 9th

– Bring your personal defining object.  We will do this first thing in class tomorrow.

 

Thursday, January 7

LG: Reflect on personal qualities and characteristics that will guide study habits.  ELAGSE R17 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively.

  1. Defining object.
  2. Gather signed syllabi. Receipt payments for vocab books.
  3. Hang up Mini mes in your group. Divide into groups based on the main virtue your top strength falls under (Wisdom/Knowledge, Courage, Humanity, Justice, Temperance, Transcendence). VIA Character Strengths.docx
  4. Narrative Argument Lesson:  CEI for 9th   /   Mini Me Essay Assignment – Writing a Claim ppt
    1. Review Thesis/Primary Claim
    2. Topic sentences/Reasons
    3. Details/Evidence
    4. Analysis of connections among details/evidence and claim
  1. Write an argument paragraph that defends why you belong in the character strength category you chose: If you do not finish in class, you will complete this for homework due Friday.

 a. One Claim – 3 pieces of Evidence – 2 sentences of interpretation for each piece of evidence.

Friday, January 8

LG: Write an argument using reasons and evidence.  ELAGSEW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Review the argument writing process: Introduction, Claims, Reasons, Evidence, Analysis, Conclusion (10 minutes)
  2. Read “Making the Grade” article (20 minutes)
  3. Timed-writing: (40 minutes)
  4. Peer Review 9th Timed Writing Peer Review Checklist.doc (20 minutes)

 

 

 

 

 

9th Literature December 7-18

Discussion Questions for Final

TKAM Reading Questions fall 2015 – Due Wednesday 12/16

****We will discuss the format of your Final Exam on Tuesday

Monday, 12/7: To Kill a Mockingbird Chapters 16-17 reading due

Tuesday, 12/8: To Kill a Mockingbird Chapters 18-19 reading due

 Wednesday, 12/9: To Kill a Mockingbird Chapters 20-22 reading due

 Thursday, 12/10: To Kill a Mockingbird Chapters 23-24 reading due

 Friday, 12/11: To Kill a Mockingbird Chapters 25-27 reading due, Unit 11 vocabulary quiz

 Monday, 12/14: To Kill a Mockingbird Chapters 28-29 reading due

Tuesday, 12/15: To Kill a Mockingbird Chapters 30-31 reading due

 Wednesday, 12/16: Review discussion questions for exam

 Thursday, 12/17: 1st and 2nd period finals

 Friday, 12/18: 3rd and 4th period finals

 

On Monday, 12/7, we will being Unit 11 in our vocabulary books. We’ll quiz on Friday, 12/11.

For the next 7 days of class, we will work in To Kill a Mockingbird book circles. Students, because of limited time, we will be taking a different approach to this novel. We will be reading and discussing daily together, you will talk with your book circles, and your final assessment (on final exam day) will be a pinwheel. *Class attendance and participation is vital for an “A” on this unit.

Book Circles: Groups determine your roles based on character strengths and groups dynamics.

Each group member will be assigned one of the following roles. Group roles must change daily. Not all roles will be filled each day. Handouts will be provided in class. On Tuesday, 12/15, students will complete self-evaluations and group member-evaluations.

 

  • Discussion Leader: Based on the chapter assigned for this day, what are some leading, open-ended questions that you can ask your group? Think about questions that might bring up thematic connections to other works that we have read, or that might spark a discussion about author’s style choices.  Types of Questions link:  5 Types of Socratic Seminar Questions

 

  • Diction Detective: It is your job to find perplexing examples of diction and syntax in Harper Lee’s prose. Using the chapter assigned for this day, find several examples, write them down and cite on your page, and then discuss the meaning and effect of these choices with your group.

 

  • Bridge Builder: Find real-life connections between the issues/events/conflicts in the text and yourself and your world. Make the book relevant. Part of appreciating literature is understanding why an author chooses to explore certain topics. Your job is to help your group ascertain possible motivations for Lee’s choice in topic.

 

  • Reporter: What happened in the assigned chapters of the text? In bullet points, list the main events, characters, setting, etc. and help your group to stay on track.

 

  • Artist: Your job is to create an illustration related to the reading. It can be a sketch, cartoon, diagram, flow chart, or other depiction. You can choose to illustrate a scene, an idea, a symbol, or a character. Show your illustration to the group without any explanation. Ask each group member to respond, either by making a comment or asking a question. After everyone has responded, you may explain your illustration and answer any questions that have not been answered.

 

 

9th Literature

November 30 – December 4

Reminders:

  • TKAM chapters 10-15 due Monday 11/30
  • EOC Milestone Tuesday – Thursday
  • Writing Portfolio due Friday
  • TKAM chapters 15-25 due Monday 12/7

Monday

  1. TKAM chapters 10-15 due today
  2. Discuss Writing Portfolio issues and questions
    • Due December 4
  3. Discuss TKAM

Homework: Get some sleep tonight.  EOC starts tomorrow J

 Tuesday –Thursday

  • EOC Milestone testing

Homework: Get some sleep these nights!!!

 Friday

  • Writing Portfolio due today

Homework:  TKAM chapters 15-25 due Monday 12/7

 

9th Literature – November 16-20

Reminders:

  • EOC Vocabulary quiz
  • December 1 = EOC Milestone testing begins.
  • Be ready for Portfolio update check this week.
  • Portfolio due December 4

Monday

Tuesday

  • Lab 516 = Lab time for new EOC platform readiness
  • Use time for Writing Portfolio and USATestPrep work

Wednesday

  • Peer evaluations with EOC Narrative “The Sniper”
  • Continue reading TKAM and answering questions as needed

Thursday

  • Lab 516 = Lab time for Writing Portfolio / USATestPrep

Friday

  • Media Center

November 9-13

November 2-6

October 23-30

October 19-23

October 12-16

October 5-9

 

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