October 27

Honors 9th Literature Oct. 30 – Nov. 3

Honors 9th Lit. Week 13

Planning Your Week

Th 11/2 Submit The Night Circus Part III reading questions to Turnitin.com.

W 11/8 – Finish reading The Night Circus Part IV-V; prepare for an in class reading quiz.

Th 11/9 – ZINC 3rd quarter deadline; learn 213 words by this deadline.

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website

 

Monday, 10/30 

Opener: Finish “I Remember You” presentations and review The Night Circus through Part III.

Work Session:

  1. Review The Tempest through Act II Scene 1. Compare/contrast with film adaptation.

Closer: Read The Tempest Act II Scene 2, filling in character trackers.

Homework: Complete The Night Circus Part III literary analysis prompts (choose 2 of the 5). You will need a hard copy in class Wednesday for revision.

 

Tuesday, 10/31

Opener: IAN: Craft “Somebody Wanted, But So” statements for Parts I, II, and III of The Night Circus.

Work Session:

  1. Visit the lab to compose literary responses for Part III questions over TNC
  2. Read and answer multiple choice questions over Zinc articles; practice vocabulary.
  3. Independent reading to complete part IV of TNC.

Closer: Print hard copies of literary analysis prompts for Wednesday’s revision work.

Homework: Print hard copies of literary analysis prompts for tomorrow’s revision work; read The Night Circus Part IV, V.

 

Wednesday, 11/1

Opener: Read over literary analysis prompts and review the rubric for EOC constructed responses.

Work Session:

  1. Introduce the concept of “clocking” revision
  2. Complete 12 cycles of peer review concentrating on specific content, style, and convention improvements to make our literary analysis papers “magical.”
  3. Review peer notes from the clocking collaboration and plan for changes to your final response to address suggestions and edits.

Closer: IR: Read The Night Circus Part IV-V.

Homework: Revise literary analysis prompts for The Night Circus Part III; submit final drafts to Turnitin.com. Read The Night Circus Part IV-V.

 

Thursday, 11/2

Opener: IAN: Ponder and Respond: Defend, challenge, or qualify: Using examples from The Tempest or The Night Circus argue whether it is better to live a sheltered life but a safe one than to live in the company of others but be exposed to danger, pain and the woes of humanity. Review vocabulary for  claims, counterclaims, refutations, reasons, and evidence.

Work Session:

  1. Turn in final copies of literary analysis papers.
  2. Read “How Helicopter Parents are Ruining America’s Children” & “For Some Helicopter Parenting Delivers Benefits”; Identify claims, reasons, and evidence in the articles and evaluate which article makes a more compelling point and why. 
  3. Respond to the EOC style writing task (argument stimulus).

Closer: IR: Read The Night Circus Part IV-V.

Homework: Read The Night Circus Part IV-V.

 

Friday, 11/3

Opener: Review brainstorms on utopias. IAN: ponder and respond: What makes for an ideal world? How are Gonzalo’s ideas naive? What complications do these ideals bring about?

Work Session:

  1. Continue reading The Tempest Act III. Complete scholar’s journal entries for Act III.

Closer: Collaborate with island families to complete character and theme trackers.

Homework: Read The Night Circus Part IV-V.

October 27

AP Literature Week 13 October 30 – November 3

Week 13

Planning Your Week

M 10/30–Research paper due to Turnitin.com by 11:59 p.m. Bring hard copy to class Tuesday, 10/31.

 

Monday, 10/30

Opener: Review EPCOT requirements, focusing on theme and style.

Work Session:

  1. Partners: Generate theme statements for Othello. Post on theme web on the wall.
  2. EPCOT groups: Generate seven themes for your novel; include textual evidence and commentary for each theme (total of ten quotes).
  3. EPCOT groups: Partner to finish style analysis with multiple choice questions and three perfect passages (analyze six elements of style).

Closer: Review film analysis criteria and read the overview of The Tragedy of Hamlet; begin viewing Hamlet.

Learning Goal(s): Trace theme throughout a text; analyze an author’s style.

 

Tuesday, 10/31

Opener: Discuss existential thought and absurdism.

Work Session:

  1. Continue viewing The Tragedy of Hamlet, focusing on existential elements and absurdism as well as Rosencrantz and Guildenstern as characters.

Closer: Turn in preliminary notes on the film.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

 

Wednesday, 11/1

Opener: Review analysis focus for FRQ (prose/poetry passages vs. open question–scope of what’s in front of you with multiple elements tying to one thematic suggestions vs. scope of what you remember about an entire novel with focus on complexity of one element tying to an overarching theme)

Work Session: 

  1. FRQ Wednesday:
  2. Peer scoring; highlight strong claim and intro material, topic sentence tied to the claim, specific evidence/quotes, quality interpretation/commentary.

Closer: Create a plan for improving FRQ responses.

Learning Goal(s): Produces writing with stylistic maturity.

 

Thursday, 11/2

Opener: Review Hamlet plot/characters, clearing up any misconceptions. Discuss preliminary findings from film analysis.

Work Session:

  1. Continue viewing The Tragedy of Hamlet.

Closer: Begin composing film analysis essay.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

 

Friday, 11/3

Opener: Review essay components still lacking (as determined from formative assessment Othello test, FRQ & EPCOT literary analysis): specific evidence, directly tied back to the topic sentence, which is directly tied back to the claim; quality commentary.

Work Session:

  1. Finish viewing The Tragedy of Hamlet.
  2. Discuss Rosencrantz and Guildenstern as characters (STEAL).
  3. Introduce Rosencrantz and Guildenstern Are Dead as allusion and element of 20th century absurdity.

Closer: Read/analyze opening scene from Rosencrantz and Guildenstern Are Dead.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist).

October 20

Honors 9th Literature Oct. 23 – 27

Honors 9th Lit. Week 12

Planning Your Week

M 10/23 – Complete Clauses & Combining Sentences on No Red Ink website.

W 10/25 – “I Remember You” typed, labeled poem and multimedia presentation due. Be sure it is in mp4 or mov format. Email the file, bring it on a flash drive, or drop it into your Google Drive or Office 365.

F 10/27 – Read through Part III of The Night Circus; use the Night Circus Study Guide Part II-III to prepare for the in class reading quiz.

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website. Use the ZINC, No Red Ink, USA Test Prep Checklist to keep up with due dates.

 

Monday, 10/23 

9th grade guidance in lab 9129 with Mrs. Moody.

Homework: Complete Clauses & Combining Sentences on No Red Ink website.

 

Tuesday, 10/24

Opener: IAN Ponder and Respond: Defend, challenge, or qualify the following prompt: Using examples from The Tempest or The Night Circus argue whether it is better to live a sheltered life but a safe one than to live in the company of others but be exposed to danger, pain and the woes of humanity.

Work Session:

  1. Establish Island families for group tracking and “team coverage” of the tempest Prospero–assign each group member a character to track and a theme to trace on the chart. Find text evidence to complete the chart for Act I. 
  2. Review exposition of The Tempest.

Closer: Complete Reading Art prompt for exposition narrative.

Homework: “I Remember You” typed, labeled poem and multimedia presentation due. Be sure it is in mp4 or mov format. Email the file, bring it on a flash drive, or drop it into your Google Drive or Office 365.

 

Wednesday, 10/25

Opener: Wrap up discussion of exposition.

Work Session:

  1. Present “I Remember You” poems.

Closer: Discuss The Night Circus Part II-III.

Homework: Read through Part III of The Night Circus; use the Night Circus Study Guide Part II-III to prepare for the in class reading quiz (Friday).

 

Thursday, 10/26

 

Opener: Island family activity: Respond to the  “Exploring Themes” prompt on utopias.

Work Session:

  1. Review roles for character and theme tracking charts
  2. In island families read Act II Scene i, and analyze Gonzolo’s world view vs. Sebastian and Antonio’s remarks
    • Focus especially on Gonzalo’s lines (II, i, 152-161) (Says, means, matters individual response)
    • What is Gonzalo’s idea of the type of government or lifestyle that could be possible on this island? Why does he say this at this time?
    • Sebastian and Antonio ridicule Gonzalo. What does this tell us about their characters?
    • Compare each character’s world view and philosophies against your own group’s ideas.
  3. Complete character and theme trackers for the island families through Act II scene i.

Closer: View The Tempest through Act II Scene 1.

Homework: Read through Part III of The Night Circus; use the Night Circus Study Guide Part II-III to prepare for the in class reading quiz (Friday).

 

Friday, 10/27

Opener: The Night Circus Part II-III quiz.

Work Session:

  1. Compose a response to Lit. Analysis Part II EOC prompt.

Closer: Read The Night Circus Part IV.

Homework: Complete Clauses & Combining Sentences on No Red Ink websiteread The Night Circus Part III.

October 20

AP Literature Week 12 October 23 – 27

Week 12

Planning Your Week

F 10/27–Research paper due.

 

Monday, 10/23 – Tuesday, 10/24

Opener: Review research paper requirements and group focus.

Work Session:

  1. Research using Cobb Digital Library.
  2. Collaborate with groups to synthesize research.

Closer: Plan for added research as well as revision and editing of the paper due Friday.

Learning Goal(s): Research to enhance understanding of a literary text.

 

Wednesday, 10/25

Opener: Multiple choice review of levels of questions and strategies for attacking the questions.

Work Session: 

  1. Complete MCM on prose prompt; review with “Attack the Question This Way” strategies.

Closer: Compose multiple choice questions for style passages in research novels.

Learning Goal(s): Analyze style, focusing on specific word choices and syntax and their effects.

 

Thursday, 10/26

Opener: Review research paper requirements and group focus.

Work Session:

  1. Research using Cobb Digital Library.
  2. Collaborate with groups to synthesize research.

Closer: Plan for added research as well as revision and editing of the paper due Friday.

Learning Goal(s): Research to enhance understanding of a literary text.

 

Friday, 10/27

Opener: Turn in research papers.

Work Session:

  1. Introduce Hamlet. View Kenneth Branaugh adaptation.

Closer: Review EPCOT project requirements.

 

October 13

AP Lit Week 11 10/16 – 10/20

Week 11

Planning Your Week

Th 10/19–Othello Test; prepare list of animal imagery and word trace.

F 10/20–Group meetings for EPCOT projects/research novels in the learning commons. Leaders should provide detailed agendas for the group paper and the project requirements.

 

Monday, 10/16

Opener: Review plot structure (exposition, rising action, climax, denoument/falling action, resolution) based on the five act Shakespearean play structure.

Work Session:

  1. Read & analyze 3.4 (Lesson 18: “Ocular Proof”).
  2. Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  3. Discuss the contrast between Act II Scene 3 and Act IV Scene 1, noting the parallels between Othello’s comments on “turning Turk” and the way he sends Desdemona to bed. Discuss the similarity to Shakespeare’s comedies with other/fantasy worlds where the characters endure complications before everything ends happily ever after. Discuss Iago’s status as “magician”/”puppeteer.”

Closer: Review Act III–IV; evaluate the director’s choices in the Fishburne adaptation; note the shift in the sequence of events between the play and the film.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/17

Opener: Analyze the politics of casting of Othello (Lesson 18: “The Moor Is Far More Fair than Black”) and the gender issues (Lesson 19 “There’s Magic in the Web”).

Work Session: 

  1. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”
  2. Select two volunteers to read Act IV, Scene 3
  3. Write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3.
  4. Create a green-eyed monster; analyze Iago’s & Emilia’s comments about jealousy and create an artistic rendition of the abstract concept.

Closer: Share green-eyed monsters. 

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/18

Opener: Assign final casting call for Act V.Lesson 22 “Murder’s Out of Time.”

Work Session:

  1. Perform Act V.
  2. Final conclusions Lesson 25 “Here Is My Journey’s End”
  3. Review Othello Acts IV-V
  4. Review word search and Iago’s bestiary for Othello test; create infographic to illustrate your findings.

Closer: View film adaptation for Act IV- V and evaluate the director’s choices.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Thursday, 10/19

Opener: Quick review of Othello.

Work Session:

  1. Othello test.

Closer: Continue planning research; revise FRQ.

 

Friday, 10/20

Opener: Meet with novel groups; leaders review plan for the day.

Work Session:

  1. Research in the learning commons.

Closer: Regroup and summarize the day’s accomplishments and make a list of next steps.

October 13

Honors 9th Lit. Week 11 10/16 – 10/20

Honors 9th Lit. Week 11

Planning Your Week

M 10/16 – Complete EOC Benchmark on the USA Test Prep website.

W 10/18 – “I Remember You” typed, labeled poem and multimedia presentation due. Be sure it is in mp4 or mov format. Email the file, bring it on a flash drive, or drop it into your Google Drive or Office 365.

F 10/20 – Read through Part II of The Night Circus; use the Night Circus Study Guide Part II-III to prepare for the in class reading quiz.

M 10/23 – Complete Clauses & Combining Sentences on No Red Ink website.

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website. Use the ZINC, No Red Ink, USA Test Prep Checklist to keep up with due dates.

 

Monday, 10/16

Opener: Finish analysis and rehearsal of The Tempest 1.1 in small groups.

Work Session:

  1. Perform Act I Scene 1 (pantomime, self-reflection, group discussion; add dialogue): Full Text

Closer: Compare/contrast student performances with professional adaptations of the play.

Homework: Finish EOC Benchmark on USA Test Prep website; “I Remember You” final typed, labeled poem due Wednesday with final video presentation.

 

Tuesday, 10/17

Opener: Review opening scene and characters in The Tempest.

Work Session:

  1. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection: annotate the scene, write the actions that your groups need to complete, prepare props and timing, perform the scene.
  2. Learning Commons: polish “I Remember You” poem presentation.

Closer: Prepare a plan for finishing “I Remember You” poem presentation.

Homework: “I Remember You” final typed, labeled poem due tomorrow with final video presentation.

 

Wednesday, 10/18

Opener: Finish rehearsal for 1.2 of The Tempest.

Work Session:

  1. Perform 1.2 scenes from The Tempest.
  2. Analyze characters and themes introduced in Act I (using the character & theme tracker graphic organizers).
  3. Review elements of exposition Art & Reading ppt; summarize the exposition of The Tempest.
  4. Compose an exposition (Art & Reading ppt); EOC narrative review of STEAL elements and narrative structure; revisit punctuating dialogue correctly.

 

Closer: Share narrative expositions, reviewing STEAL elements, narrative structure, and punctuating dialogue; Review “The Betrayed Duke Prospero” PBS video.

Homework: Read The Night Circus Part II.

 

Thursday, 10/19

Opener: Wrap up discussion of exposition.

Work Session:

  1. Present “I Remember You” poems.

Closer: Discuss The Night Circus Part II.

Homework: Read The Night Circus Part II.

 

Friday, 10/20

Opener: Compose leveled questions for group discussion.

Work Session:

  1. Analyze rising action (Part II) of The Night Circus in small group discussions..
  2. Compose a response to Lit. Analysis Part II EOC prompt.

Closer: Read The Night Circus Part III.

Homework: Complete Clauses & Combining Sentences on No Red Ink websiteread The Night Circus Part III.

October 6

Honors 9th Lit. Week 10 10/9 – 10/13

Honors 9th Lit. Week 10

Planning Your Week

M 10/9 – Read through Part I of The Night Circus; use the Night Circus Study Guide Part I to prepare for the in class reading quiz; finish SAT Reading & Writing Domain Tests on USA Test Prep. You need to score only 70% or above on each of the five tests. It will say it is incomplete, but don’t worry about it. 

W 10/11 – All 9th graders take the PSAT.

Continue practicing grammar/EOC/PSAT concepts and vocabulary through No Red Ink website, the SpringBoard website through Zinc, and USA Test Prep website. Use the ZINC, No Red Ink, USA Test Prep Checklist to keep up with due dates.

 

Monday, 10/9

Opener: The Night Circus Reading Quiz Part I

Work Session:

  1. Analyze Bailey’s upbringing in thematic terms of parent/child relationships and self-identity.

Closer: Continue reading The Night Circus Part II; focus on the parallel plots in Part II

Homework: Read Act I, Scene 1 of The Tempest http://www.folgerdigitaltexts.org/PDF/Tmp.pdf Don’t worry if you don’t understand. Just get into the language and try to figure out characters and conflict.

 

Tuesday, 10/10

Opener: Set up Nearpod.

Work Session:

  1. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest with Nearpod.
  2. Analyze, rehearse, and perform Act I Scene 1 https://folgereducation.wordpress.com/2015/02/03/5-great-ways-to-start-a-shakespeare-unit/ (pantomime, self-reflection, group discussion; add dialogue).

Closer: Compare/contrast student performances with professional adaptations of the play.

 

Wednesday, 10/11–PSAT during 1st & 2nd periods

Opener: Reminders about literary elements/devices.

Work Session:

  1. Compose “I Remember You” poem, and begin adding visuals, audio, and voiceovers.

Closer: Compare/contrast student performances with professional adaptations of the play.

Homework: Read The Night Circus Part II; “I Remember You” final poem rough draft due Friday; final video presentation due Oct. 18.

 

Thursday, 10/12

Opener: Quick review of The Night Circus Part II study guide.

Work Session:

  1. Prepare group scenes for Act I, Scene 2; focus on blocking, stage directions, physical gestures, and voice inflection.
    • Annotate the scene
    • Write the actions that your groups need to complete
    • Prepare props and timing
  2. 2. Perform the scene

Closer: Summarize the exposition of the play.

Homework: Read The Night Circus Part II; “I Remember You” final poem rough draft due Friday; final video presentation due Oct. 18.

 

Friday, 10/13

Opener: Peer review of “I Remember You” poems, using checklist to analyze literary elements; review “The Betrayed Duke Prospero” PBS video.

Work Session:

  1. Analyze characters and themes introduced in Act I (using the character & theme tracker graphic organizers).
  2. Review elements of exposition Art & Reading ppt; summarize the exposition of The Tempest.
  3. Compose an exposition Art & Reading ppt..EOC narrative review of STEAL elements and narrative structure; revisit punctuating dialogue correctly.

Closer: Share narrative expositions, reviewing STEAL elements, narrative structure, and punctuating dialogue.

Homework:

October 6

AP Lit Week 10 10/9 – 10/13

Week 10

Planning Your Week

M 10/9–Bring props/materials for Othello 2.3 performances.

F 10/6–Group meetings for EPCOT projects/research novels. Leaders should provide agendas; reading coaches should provide reading questions. All group members should be finished reading the novel.

 

Monday, 10/9

Opener: Quick rehearsal for drinking scene performances.

Work Session:

  1. Perform 2.3 Drinking Scenes
  2. View film adaptation, comparing/contrasting.

Closer:

  1. Evaluate each group’s performance; identify strengths and highlight key points in the scene.
  2. Share agendas/reading questions for tomorrow’s meetings; begin thinking about potential research topics

*Homework: Read EPCOT/research novels and prepare for group meetings Friday.

Learning Goal(s): Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 

Tuesday, 10/10

Opener: Review plot structure (exposition, rising action, climax, denoument/falling action, resolution).

Work Session: 

  1. Read/analyze 3.1, 3.2; begin 3.3 and perform the “Temptation Scene” Lesson 16.
  2. Read & analyze 3.4 (Lesson 18: “Ocular Proof”).

Closer: Review Act III; evaluate the director’s choices in the Fishburne adaptation. 

Learning Goal(s): Analyze character development, using textual evidence to support analysis, including uncertainties.

 

Wednesday, 10/11–Senior Summit; only 3rd and 4th periods will meet.

Opener: Review research requirements for EPCOT projects.

Work Session:

  1. Research for novel projects.

Closer: Solidify research topics.

Learning Goal(s): Research to enhance understanding of literary texts.

 

Thursday, 10/12

Opener: Analyze the politics of casting of Othello (Lesson 18: “The Moor Is Far More Fair than Black”) and the gender issues (Lesson 19 “There’s Magic in the Web”).

Work Session:

  1. Read Act IV, Scene 1; discuss “The Slap” & Othello’s fall Lesson 20 “Is This the Noble Moor?”
  2. On Your Feet reading of Act IV, Scene 2; performance of Willow Scene (Act IV, Scene 3) Lesson 21 “O These Men, These Men!”; write a short poem, using one of Shakespeare’s lines from Act IV, Scene 2 or 3  
  3. Select two volunteers to read Act IV, Scene 3.

Closer: View film adaptation for Act IV and evaluate the director’s choices.

 

Friday, 10/6

Opener: Review research requirements.

Work Session:

  1. EPCOT novel group meeting (45 minutes) discuss questions established by the reading coach cast member, set action items for next week’s meeting.
  2. Complete FRQ Open Question for research novels.

Closer: Submit tentative plan for EPCOT display.