February 9

Honors 9th Literature Week 7 Feb. 12-16

Planning Your Week
Th 2/15 – Bring completed CEI paragraph for comparing which genre is most effective in telling Rodriguez’s story and conveying his theme.
F 2/16 – No Red Ink practice due by 11:59 p.m.

Please obtain a copy of The Night Circus by Erin Morgenstern; you may get ahead and read over the break if you wish. We will begin reading as a class after the break.

 

Monday, February 12, 2018

Opener: Review “The Stolen Party” and complete narrative EOC prompt.

Work Session: 

  1. Self-assess then peer-assess EOC narrative.
  2. SB: Analyze point of view p.99; revisit “The Stolen Party” and complete an EOC narrative paragraph rewriting a scene from another character’s point-of-view.

Closer: IR: Preview additional books for this six weeks; choose something manageable and enjoyable since we will be reading a Shakespeare play and a novel for class.
HOMEWORK:  Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

 

Tuesday, February 13, 2018

Opener: Analyze symbolism (“Fire & Ice”) SB: 103-105; compose a CEI paragraph for the “Writing to Sources” prompt p.105.

Work Session:

  1. SB: Read “Always Running” and “Race Politics”p.37-40; answer the text-dependent questions and complete the comparison/contrast chart in “Working from the Text” p.42; identify parallel structure.
  2. Compose a response to the EOC prompt: Which of the two genres most effectively conveys the speaker’s message? Explain why.

Closer: Compare/contrast the narrative EOC response with the CEI style explanatory EOC response.
HOMEWORK: Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

 

Wednesday, February 14, 2018

Opener: SB: 2.3 Analyzing Writer’s Style (p. 101-102); review diction, syntax, imagery, POV, irony; emulate one of the writer’s styles in the “My Notes” section.

Work Session:

  1. SB: Complete the revenge chart, practicing interpreting quotes (p.126).
  2. SB: Read the informational text “Catacombs and Carnival”–answer the second read questions and discuss. 
  3. With your partner read and annotate “The Cask of Amontillado” by Edgar Allan Poe; mark imagery, foreshadowing elements, and dramatic and verbal irony.

Closer: IR: Enjoy!
HW: Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

Thursday, February 15, 2018

Opener: 9th Advisement with Mrs. Moody; complete the language checkpoint p.115-116 as you finish.

Work Session: 

  1. Complete the charts for verbal, situational, and dramatic irony in “The Cask of Amontillado.”
  2. Respond to the Explanatory Writing Prompt (EOC) explaining why an author would include irony in his or her story.

Closer: IR: Enjoy!
HW:
Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

 

Friday, February 16, 2018

Opener: Review argument: Montresor insane individual or vengeful premeditator?

Work Session:

  1. Read “A Poison Tree” p.140-141; compare and contrast theme with “The Cask of Amontillado.”
  2. Compose a response to an EOC prompt on the choice menu.

Closer: IR: Enjoy!
HW: Complete NoRedInk punctuating clauses by Friday at 11:59 p.m.; work on ZINC 2nd set.

February 2

Honors 9th Literature Week 6 Feb. 5 – 9

Planning Your Week
M 2/5 –
 NoRedInk phrases and clauses quiz due by 11:59 p.m.
T 2/6 – Bring rough draft of EA2 argument essay to class; ZINC vocabulary due by 11:59 p.m.
Th 2/8 – Final draft of EA2 argument essay due to Turnitin.com; independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.
F 2/9 – Independent reading project due in class (written portion should already be in Turnitin.com).

Sample Works Cited for Argument

Credit Recovery for STEM Science Fair

 

Monday, February 5, 2018

Opener: Review types of evidence, formal language, argument structure, lead-ins, MLA format, citations.

Work Session: 

  1. SB: Draft EA2 argument essay using the graphic organizer.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HOMEWORK:  Complete NoRedInk phrases and clauses quiz by 11:59 p.m.; bring rough draft of EA2 argument to class tomorrow; first set of ZINC due tomorrow evening.

 

Tuesday, February 6, 2018

Opener: Participate in orientation to the learning commons.

Work Session:

  1. Research Opposing Viewpoints database for additional evidence for your argument.
  2. Continue drafting the argument.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HOMEWORK: First set of ZINC due 11:59 p.m.

 

Wednesday, February 7, 2018

Opener: IAN: Write a 202 word story

Work Session:

  1. SB: Intro to fiction: review plot diagram, compare points of view, and discuss style (SB p.97 & 99-102).
  2. SB: Read “The Stolen Party” (with alternate reading plan), composing levels of questions as you read.
  3. SB: Discuss the story, completing the text dependent questions under “Second Read,” “Working from the Text,” and “Check Your Understanding.”
  4. SB: Compose a response to the EOC Narrative Writing prompt.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HW: Final draft of EA2 argument due Thursday to Turnitin.com; IR project written portion due to Turnitin.com Thursday, due for presentation in class Friday.

Thursday, February 8, 2018

Opener: LAB 113

Work Session: 

  1. Work on IR project and submit one-pager to Turnitin.com.
  2. Complete punctuating clauses practice in No Red Ink.

Closer: IR: Plan your project due Thursday night to Turnitin.com/Friday present in class.
HW:
Final draft of EA2 argument due Thursday to Turnitin.com; IR project written portion due to Turnitin.com Thursday, due for presentation in class Friday.

 

Friday, February 9, 2018

Opener: IR: Set up IR projects; gallery walk to discover new titles.

Work Session:

  1. SB: Read “Always Running” and “Race Politics”p.37-40; answer the text-dependent questions and complete the comparison/contrast chart in “Working from the Text” p.42; identify parallel structure.
  2. Compose a response to the EOC prompt: Which of the two genres most effectively conveys the speaker’s message? Explain why.

Closer: IR: Enjoy!
HW: Work on ZINC 2nd set.

January 26

Honors 9th Literature Week 5 Jan. 29 – Feb. 2

Planning Your Week
M 1/29 –
 NoRedInk phrases and clauses practice due by 11:59 p.m.
F 2/2 – Bring printed copy of your response to “Writing from Sources” on Obama’s speech

T 2/6 – ZINC vocabulary due by 11:59 p.m.
Th 2/8 – Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.
F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

Monday, January 29, 2018

Opener: Review EOC rubric; self score “Marigolds” responses and review teacher feedback. Write a goal for improving EOC constructed responses; SB:  Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN.

Work Session: 

  1. SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.
  2. SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
  3. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!
HOMEWORK:  Complete NoRedInk phrases and clauses practice by 11:59 p.m.

Tuesday, January 30, 2018

Opener: IAN: Role play the scenarios with a partner, listing potential appeals. Discuss (large group) then revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion.

Work Session:

  1. SB: Activity 1.15: Imagine the President of the United States is speaking to students at a public school with a live broadcast to schools all over the country. Predict some ways in which the president might use logos, ethos, and pathos to convince students that they should work hard in school.
  2. SB: Listen to and read Obama’s speech, analyzing rhetorical appeals, focusing on the concession and refutation in paragraphs 17 & 18 and the rhetorical questions, anaphora, and parallelism at the end of the speech.
  3. SB: Complete the text dependent questions and “Working from the Text” (with white boards in groups). Share with the class.

Closer: IR: Look for examples of parallel structure, rhetorical appeals, and anaphora. Log it in your IAN IR section.
HOMEWORK: First set of ZINC due Feb. 6; read IR book (due Feb. 9).

Wednesday, January 31, 2018

Opener: IAN: Revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion. Add SOAPSTone and SMELL graphics to IAN.

Work Session:

  1. SB: Revisit Obama’s speech and complete SOAPSTone graphic organizers in small groups; share with the class.
  2. SB: Complete SMELL graphic organizers in pairs; discuss as a class.
  3. SB: Review parallel structure (practice p. 78) and discuss “Check Your Understanding.”
  4. ​SB: Compose a response to “Writing to Sources: Argument”

Closer: IR: Enjoy!.
HW: Complete “Writing to Sources: Argument” and bring a printed copy to class tomorrow; first set of ZINC due Feb. 6; read IR book (due Feb. 9).

Thursday, February 1, 2018

Opener: SB: Activity 1.16: Review the informational text, speech, and presentation from this unit and identify examples of the different types of evidence used, explaining the purpose of each as a tool of persuasion; fill in the chart p. 79.

Work Session: 

  1. SB: Read the editorial “An Early Start on College” and answer the text-dependent questions.
  2. SB: In small groups, complete “Working from the Text” using highlighted quotes from the text. Discuss “Check Your Understanding.”
  3. SB: Complete “Writing to Sources: Argument” independently; revise your printed paragraph to meet the requirements.

Closer: IR: Enjoy!
HW: Revise “Writing to Sources: Argument” bring a printed copy to class; first set of ZINC due Feb. 6; read IR book (due Feb. 9).

Friday, February 2, 2018

Opener: IAN: Add formal language handout; with a partner, analyze final drafts of analysis of Obama’s speech for formal language.

Work Session:

  1. SB: Read “Why College Isn’t (And Shouldn’t Have to Be) For Everyone” p. 83 and “Actually, College Is Very Much Worth It” p. 86.
  2. SB: Complete the text dependent questions p.88; work in pairs to complete the graphic organizer in “Working from the Text.”
  3. SB: EOC prompt p. 90: answer “Check Your Understanding” as an example of a short response prior to the extended response on EOC.
  4. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!
HW: First set of ZINC due Feb. 6; read IR book (due Feb. 9).

January 20

Honors 9th Literature Week 4 Jan. 22-26

Honors 9th Lit. Week 4

Planning Your Week

S 1/21 – No Red Ink practice for parallelism and voice due 11:59 p.m.; No Red Ink diagnostic for phrases and clauses due 11:59 p.m.

T 1/23 – Bring your typed, complete interview transcript to class.

W 1/24 – Bring a draft of your narrative interview to class.

Th 1/25  Submit your complete narrative interview to Turnitin.com by 11:59 p.m.; complete parallelism quiz by 11:59 p.m.

F 1/26  Bring a printed copy of your narrative interview to class.

M 1/29  Complete phrases and clauses practice on No Red Ink.

T 2/6 – ZINC vocabulary due by 11:59 p.m.

Th 2/8  Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.

F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, January 22

Opener: STEM STUDENTS will set up boards for science fair.

Work Session:

  1. Analyze the sample interview transcript and article with SOAPSTone strategy.
  2. Number interview questions and correlate them with where they appear in the article.
  3. Assess the narrative with the EA rubric.

IAN: View the sample interviews, noting effective strategies and ineffective strategies.

Closer: IR: Review interview plan p.59-60 and revise questions.

HOMEWORK: Interview someone you know who has post-secondary experience (an adult who went to college, entered the workforce, or joined the military; someone who has been out of high school at least four years), and bring the typed, printed interview transcript to class; read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Tuesday, January 23

Opener: SB: Lesson 1.4 Parallel Structure: Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions) and “Check Your Understanding” p. 15.

Work Session:

  1. Brief review of narrative elements & sensory details
  2. SB: Lesson 1.5 Review imagery and voice; read “Marigolds,” marking ! for interesting imagery, highlighting voice; circling unknown words and phrases.
  3. SB: Reread the story; answer the text-dependent questions.

Closer: IR: Find examples of parallel structure in your IR book.

HOMEWORK: Compose narrative interview and bring a draft to class tomorrow; final draft of narrative interview due Thursday evening to Turnitin.com; read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, January 24

Opener: SB: Activity 1.11 Pairs should read the two excerpts and complete “Working from the Text” and “Check Your Understanding.”

Work Session: 

  1. SB: Peer review the EA1 (your narrative interview).
  2. SB: Revise your narrative based on peer and self-assessment.

Closer: IR: Enjoy!

HOMEWORK: Submit EA1 (narrative interview to Turnitin.com and bring a printed copy to class Friday. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Thursday, January 25

Opener: SB: Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN.

Work Session: 

  1. SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.
  2. SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
  3. SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Enjoy!

HOMEWORK: Submit EA1 (narrative interview to Turnitin.com and bring a printed copy to class Friday. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Friday, January 26

Opener: IAN: Compare and contrast informational and argumentative writing. How do you analyze persuasive elements?

Work Session: 

  1. SB: Activity 1.14: read the article and answer the text-dependent questions.
  2. SB: Complete “Working from the Text” and “Check Your Understanding”; share with the class.
  3. SB: EOC prompt p.68

Closer: IR: Enjoy!

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

January 12

Honors 9th Literature Week 3 Jan. 15 – 19

Honors 9th Lit. Week 3

Planning Your Week

Enjoy your holiday Monday and your snow days Wednesday, Thursday, and Friday!

S 1/21 – No Red Ink practice for parallelism and voice due 11:59 p.m.; No Red Ink diagnostic for phrases and clauses due 11:59 p.m.

Bring your typed, complete interview transcript to class.

T 1/23  Bring your typed, complete interview transcript to class; submit your “Marigolds” EOC prompt to Turnitin.com by 11:59 p.m.

T 2/6 – ZINC vocabulary due by 11:59 p.m.

Th 2/8  Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.

F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/15 Enjoy your holiday!

 

Tuesday, 1/16

Opener: IR: Book pass sampler; read for 3-4 min. and complete the log; rotate through the group, then discuss and create a sticky note for each book in your group (we are “meeting” a variety of independent reading books in case you finish or get tired of the one you chose).

Work Session: 

  1. SB: Lesson 1.6 Write questions and interview a partner; write a script for introducing your partner to the class: highlight direct and indirect quotations and parallel structure, explaining why you used them.
  2. SB: Lesson 1.12 Plan Your Interview and Lesson 1.10 The Art of Questioning

Closer: SB: Review EA1 requirements for interview, transcript, and narrative; STEM STUDENTS will add project-specific questions to their interviews.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, 1/17–Snow Day! Enjoy!

Thursday, 1/18–Snow Day! Enjoy!

Friday, 1/19–Snow Day! Enjoy!

 

January 5

Honors 9th Literature Week 2 Jan. 8 – 12

SCHOOL IS CLOSED MONDAY DUE TO WEATHER! ENJOY YOUR DAY OFF!

 

Honors 9th Lit. Week 2

Planning Your Week

 

ASAP  Complete Tech Menu S18 and sign your syllabus/survey here.

M 1/8  Mini Me Character Strength STEAL due, cut out and colored; bring an independent reading text to class (print only); No Red Ink diagnostic assessment due 11:59 p.m.

T 2/6 – ZINC vocabulary due

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/8

Opener: SB: p. 8 Read aloud group discussion norms, marking the text for keywords; brainstorm rules for collegial discussion (on chart paper in groups); share to create a class master list of “rules for collegial discussion.”

Work Session: 

  1. Share mini-mes, focusing on VIA character strengths and textual lineage (collaborate in groups to make a poster and present).
  2. Make clock partners in IAN.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Tuesday, 1/9

Opener: PSAT score review.

Work Session: 

  1. SRI in library.
  2. SB: Preview the unit and examine text features: Read goals p.2; read “Learning Targets” (goals for today’s preview, not the entire unit) and “Making Connections”; mark unknown words and discuss meanings.
  3. Review EQ #1 briefly, then answer EQ #2 in My Notes (we’ll discuss later).
  4. Unpack Embedded Assessment 1: read the EA#1 on p.2, then read the proficient column of the scoring guide p.62; number the proficient column 1-9, then self-assess your ability to perform each task, using the individual stoplight (place number of the skill(s) you’ve mastered in the green section, etc.) Highlight words in the exemplary column that are different from those in the proficient column: What do you have to do? What strategies will you use? What knowledge and skills do you need?

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Wednesday, 1/10

Opener: Assemble IAN with Table of Contents and Independent Reading Log (back 20 pages); add STEAL handouts; briefly review of narrative elements.

Work Session: 

  1. Review coming of age—brainstorm self-defining moments in your life thus far
  2. Freewrite a narrative on one single moment.
  3. Exchange with your 9 o’clock partner; mark/highlight elements of the STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98 .
  4. Review your partner’s assessment of your work; write a goal for yourself for narrative writing: “I need to improve my character development in writing by ________.”
  5. Respond to the pizza prompt (12 minutes); evaluate each group member’s writing, identifying tone and elements of voice.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Thursday, 1/11

Opener: Review skills on the EA#1; assess class mastery of standards on laminated cards and place them on the class stoplight.

Work Session: 

  1. Read aloud the sample pizza prompt, focusing on voice and how diction, syntax, and imagery contribute to voice. 
  2. Complete the graphic organizer with inferences and evidence about tone and the speaker; rank inferences from most convincing/supportable to least.
  3.  Discuss why inferences have positive, negative, and neutral responses to each speaker—identify where these opinions are shaped by factors other than the text and reinforce the need for solid evidence from the text (connect back to web or stoplight standard/skill)
  4. Partner: Exchange quick writes; annotate for diction, imagery, and syntax; make inferences and discuss a few responses with your partner. (You can repeat with a new partner as needed.)
  5. Revisit web or stoplight/QHT.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

Friday, 1/12

Opener: Review voice, inferences, and textual evidence.

Work Session–Computer Lab:

  1. SB: Read the excerpt from Speak p.10-11; reread and answer questions 1-4 p. 11; note Vocabulary p.10, Word Connections p.11, Roots & Affixes p.6
  2. SB: Lesson 1.3 Read aloud while students mark diction, imagery, and syntax to determine voice and tone; focus on dashes and how a 38 year old author creates an authentic teen voice *Check Your Understanding* question (relate to EA1 where you will do the reverse)
  3. SB: Lesson 1.4 Parallel Structure: TEACH using ppt with Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions); complete “Check Your Understanding” p.15.

Closer: IR: Identify parallel structure in your IR book.

HOMEWORK: Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

 

January 3

Honors 9th Literature Week 1 January 1 – 5

Honors 9th Lit. Week 1

Planning Your Week

 

F 1/5  Complete Tech Menu S18 and sign your syllabus/survey here.

M 1/8  Mini Me Character Strength STEAL due, cut out and colored; bring an independent reading text to class (print only)

T 2/6 – ZINC vocabulary due

 

 

 

Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website

 

Monday, 1/1 – Wednesday, 1/3 Winter Break!

Thursday, 1/4

Opener: Introduce syllabus and semester overview (independent reading notebook, IAN).

Work Session: 

  1. Read “Making the Grade” and annotate according to the directions.
  2. Teacher will review TRSS forms.
  3. Introduce mini-me with a focus on building character and voice with the STEAL method along with the idea of coming of age/self-defining incidents: STEAL method of characterization.
  4. IAN: Review STEAL handout.
  5. Watch VIA Character Strengths/Growth Mindset video.

Closer: Brainstorm ideas for STEAL elements for your mini me.

HOMEWORK: Mini me due Monday; bring an independent reading text (print only).

 

Friday, 1/5

Opener: Review mini-me requirements and independent reading choices.

Work Session–Computer Lab:

  1. Complete SRI.
  2. Complete VIA character strengths survey for mini-me.
  3. Complete Tech menu, including syllabus signing.

Closer: Work on ZINC vocabulary practice.

HOMEWORK: Mini me due Monday; bring an independent reading text (print only); first set of ZINC due Feb. 6.

 

December 15

Last Week/Final Exams! Happy Holidays!

For questions about Tuesday and Wednesday, please see the final exam schedule.

Honors 9th Literature: We will wrap up the style analysis essay on Monday. Your final exam will include the essay as well as a multiple choice section on film terms and Tim Burton from Unit 2 in SpringBoard.

AP Literature: We will wrap up the film director projects on Monday. Your final exam will include multiple choice, AP style questions.

December 8

Honors 9th Literature December 11-15

Honors 9th Lit. Week 18

Planning Your Week

W 12/13 – submit all written portions to Turnitin.com before class Thursday.

Th 12/14 – The Night Circus presentations due in class; all written portions should be submitted to Turnitin.com before class.

 

Monday, 12/11– Snow day! No school!

 

Tuesday, 12/12

Opener: Review rubrics for The Night Circus projects and EA 2 assignment and rubric p. 185-6 (Tim Burton style analysis essay).

  1. Begin Activity 2.13 “Setting the Mood and Understanding Tone: Wonka Two Ways”; read the excerpt from Charlie and the Chocolate Factory. Read the excerpt and complete the table identifying mood and the stylistic elements that contribute to it.
  2. Complete the text dependent questions, the tone chart on p.158 and “The Language of Style Analysis” p.159.
  3. Watch the beginning of Charlie and the Chocolate Factory; jigsaw the cinematic techniques to take film notes on Burton’s style.
  4. Groups share findings from the “close viewing” then discuss Burton’s style.

Closer: Groups compose responses to one of the questions on p. 160.

 

Wednesday, 12/13

Opener: Groups jigsaw cinematic techniques then view scenes 10-12 in Charlie and the Chocolate Factory.

Work Session: 

  1. Quickwrite response: What effect does Burton want to create in the scene at home and in the scene in front of the factory? What choices does Burton make to create these effects?
  2. Analyze style as you view scenes 14-16 p.163, filling in the graphic organizer p.164 with observations.
  3. Compose leveled questions and answer within your group.
  4. Complete the interpretation section of the chart p.164

Closer: Compose a response to the “Writing to Sources: Explanatory Text” prompt p.165.

HOMEWORK: Submit all written portions of The Night Circus projects to Turnitin.com by 11:59 p.m.

 

Thursday, 12/14

Opener: Review peer evaluation sheets and The Night Circus project rubrics.

Work Session: 

  1. Present the 21st century Night Circus.

Closer: Complete peer evaluation sheets.

 

Friday, 12/15

Opener: Outline notes for style analysis essay; include techniques from “Vincent” and Charlie and the Chocolate Factory.

Work Session: 

  1. View Edward Scissorhands, completing film analysis notes and discussing opening credits and the frame story.

Closer: Complete outline for essay, noting any additional information needed to complete the essay.

 

Monday, 12/18

Opener: Finish watching Edward Scissorhands.

Work Session: 

  1. Complete style analysis essay.

Closer: Review requirements for final exam.

 

Tuesday, 12/19 and Wednesday, 12/20–Final Exams

December 1

Honors 9th Literature 12/4 – 12/8

Honors 9th Lit. Week 17

Planning Your Week

W 12/13 – submit all written portions to Turnitin.com before class Thursday.

Th 12/14 – The Night Circus presentations due in class; all written portions should be submitted to Turnitin.com before class.

 

Monday, 12/4–2nd period will finish the EOC in class; 3rd period will complete the plan below.

Opener: Review the EA2 and  Activity 2.3 “Analyzing Writer’s Style” p. 101; connect to film analysis/review of Tim Burton’s style (review p.93d-3).

Work Session:

  1. Review Poe’s “The Cask of Amontillado” from Activity 2.8; complete “Style Analysis” p.147 in Activity 2.10.
  2. Complete Activity 2.11 (manipulative with rolled up construction paper to simulate camera angles); analyze commercials (1 per group; 10 commercials); compose paragraph to explain effects created in the assigned ad.

Closer: Revise the paragraph to incorporate at least two cinematic techniques and use a semicolon and conjunctive adverb.

Homework: none

 

Tuesday, 12/5

Opener: Review The Night Circus project rubric.

Work Session: 

  1. Research in the learning commons.
  2. Compose rationales.

Closer: Reconnect with your group and plan for tomorrow’s research.

 

Wednesday, 12/6

Opener: Review The Night Circus project rubric and group goals for the day.

Work Session: 

  1. Finalize research and finish written portions of the project.

Closer: Reconnect with your group and create a plan for finishing the projects.

 

Thursday, 12/7

Opener: Review graphic organizer format (web organizer for key subjects/points and influences discussed in the biographical essay.Watch the short “Vincent” by Tim Burton.

Work Session: 

  1. Complete Activity 2.12 “Film in Context: An Authorial Study”; read the biographical essay “Tim Burton: Wickedly Funny, grotesquely Humorous” and answer the text-dependent questions and the main idea statement under “Working from the Text.”
  2. Begin Activity 2.13 “Setting the Mood and Understanding Tone: Wonka Two Ways”; read the excerpt from Charlie and the Chocolate Factory. Read the excerpt and complete the table identifying mood and the stylistic elements that contribute to it.

Closer: Distinguish between tone and mood.

 

Friday, 12/8

Opener: Continue Activity 2.13; read passage 2 from Charlie and the Chocolate Factory and complete the text-dependent questions.

Work Session: 

  1. Complete the tone chart on p.158 and “The Language of Style Analysis” p.159.
  2. Watch the beginning of Charlie and the Chocolate Factory; jigsaw the cinematic techniques to take film notes on Burton’s style.
  3. Groups share findings from the “close viewing” then discuss Burton’s style.

Closer: Groups compose responses to one of the questions on p.160 (teacher assigned; differentiated).