March 2

Honors 9th Literature Week 9 March 5 – 9

Planning Your Week
F 3/9 – Poetry Out Loud recitation of one poem due; TPFASST and annotated poems for 2 poems due.

S 3/11 – No Red Ink verbals practice due at 11:59 p.m.

Th 3/15 – “I Remember You” final labeled draft of poem and complete movie presentation due in class.

F 3/16 – ZINC 2nd quarter check (142 words learned) at 11:59 p.m.

Elective course registration this week. Please bring signed forms (downloaded from Harrison’s website) with 6 choices for each semester!

Thank you for obtaining a copy of The Night Circus by Erin Morgenstern; we will begin reading in class soon, but feel free to get ahead if you would like. Use the Night Circus Study Guide Part I. 

 

Monday, March 5

Opener: View sample “I Remember You” videos; read and annotate “George Gray.” 

Work Session: 

  1. Mini-lesson on ppt tricks and hints for how to put together a seamless presentation.
  2. Writer’s workshop on “I Remember You” poems; add sensory imagery, sound devices (assonance, consonance, rhyme, etc.)
  3. Compose 2nd reflection
  4. Work on POL: TPFASTT/Soapstone/memorization

Closer: Enjoy!

HOMEWORK:  POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Tuesday, March 6

Opener: Read/annotate “Fiddler Jones.”

Work Session:

  1. Writer’s workshop on “I Remember You” poems; label sensory imagery, add figurative language (metaphors, connotative diction, etc.).
  2. Compose 3rd reflection.
  3. Work on POL TPFASTT/annotation/memorization.

Closer: Revise your poem, focusing on the person you plan to be the subject of “I Remember You”; add imagery and repetition.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Wednesday, March 7

Opener: Memory games.

Work Session:

  1. Reread “George Gray” by Edgar Lee Masters: define unknown words, paraphrase sections, re-read and discuss reactions to the text.
  2. CEI (EOC) writing assignment with poems. Compose response to EOC prompt.

Closer: View the Brain Games episode: “Patterns”; discuss how recognizing patterns in literature can aid your interpretation.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Thursday, March 8

Opener: Watch Ted Talk: (ties into Poetry out Loud AND word pool activity) 3:30-11:00.

Work Session: 

  1. Trios perform POL poems for one another; provide feedback on delivery, dramatic expression, voice inflection and pronunciation.
  2. Writer’s workshop on “I Remember You” poems.
  3. Poetic device scavenger hunt: swap and trade to annotate each other’s “I Remember You” poems–what devices/techniques can you spot? What is the effect?

Closer: Share annotations and comments with your group.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

 

Friday, March 9

Opener: Rehearse your poem with your group.

Work Session:

  1. Perform POL
  2. Take notes on performances to provide peer feedback
  3. Write a reflection/mini argument on which performance was most effective and why.

Closer: Share POL feedback with others.

HOMEWORK: POL TPFASST and annotation of both poems due in class Friday; you will recite one of your poems in class. No Red Ink verbals practice due Sunday at 11:59 p.m. Work on “I Remember You” poem and video due next Thursday, March 15. ZINC 2nd set (142 words learned) due next Friday, March 16 at 11:59 p.m.

February 23

Honors 9th Literature Week 8 February 26 – March 2

Planning Your Week
W 2/28 – No Red Ink quiz due by 11:59 p.m.

Th 3/1 – Bring printed copies of 2 poems from the Poetry Out Loud website.

Please obtain a copy of The Night Circus by Erin Morgenstern.

 

Monday, February 26, 2018

Opener: Participate in poetry mixer, analyzing famous quotes about poetry.

Work Session: 

  1. View Billy Collins “Introduction to Poetry” and analyze SOAPSTone.
  2. Read “When I Am Asked” or “Constantly Risking Absurdity” (differentiated for reading levels).
  3. Analyze speaker and voice (diction, syntax, imagery); identify anaphora and theme. Apply SOAPSTone strategy

Closer: Introduce POL website and assignment.

HOMEWORK:  Complete No Red Ink quiz by Wed. night; find 2 poems from Poetry Out Loud website; bring printed copies to class Thursday; work on ZINC 2nd set.

 

Tuesday, February 27, 2018

Opener: Watch videos from POL website to review the contest and quality performances.

Work Session:

  1. IAN: Label QHT for new unit vocabulary p.284; complete a stoplight self-check for skills and knowledge in POL and “I Remember You”
  2. SB: Review “Fire and Ice” and “Race Politics” for poetic elements and SOAPSTone.
  3. SB: Read Pablo Neruda’s “Poetry” p.288, marking the text for imagery, unknown words/phrases, and ideas that might be helpful to a new writer of poetry (small groups). Answer the text dependent questions; write a poem using the template p.290.

Closer: Revise your poem, focusing on the person you plan to be the subject of “I Remember You”; add imagery and repetition.

HOMEWORK: Complete No Red Ink quiz by Wed. night; find 2 poems from Poetry Out Loud website; bring printed copies to class Thursday; work on ZINC 2nd set.

 

Wednesday, February 28, 2018

Opener: Examine e.e. cummings “l(a)” and write a response.

Work Session:

  1. SB: Read the excerpt from “Poemcrazy” marking unknown words and advice or methods you might find helpful when writing a poem.
  2. Review stanza form and rhyme on p.293; discuss the relationship between imagery and feelings in “gas, food, longing” section.
  3. SB: Complete “Working from the Text”: create a “wordpool” in small groups: brainstorm 10 or more sets of homonyms and an alphabet list of synonyms for “to walk or move”

Closer: Write a reflection on what you’ve written so far: identify imagery, repetition, stanza form.

HOMEWORK: Complete No Red Ink quiz by Wed. night; find 2 poems from Poetry Out Loud website; bring printed copies to class Thursday; work on ZINC 2nd set.

Thursday, March 1, 2018

Opener: Watch Ted Talk: (ties into Poetry out Loud AND word pool activity) 3:30-11:00; Read “George Gray” by Edgar Lee Masters: define unknown words, paraphrase sections, re-read and discuss reactions to the text.

Work Session: 

  1. Complete TPFASTT analysis of diction and figurative language in “George Gray.”
  2. Read “Fiddler Jones,” complete TPFASTT analysis and compare/contrast with “George Gray”

Closer: Work on Poetry Out Loud assignment sheet & partner share with two printed poems.

HOMEWORK: Work on ZINC 2nd set.

 

Friday, March 2, 2018

Opener: Finish poetry glossary.

Work Session:

  1. Complete CEI (EOC) writing assignment with poems.
  2. Complete TPFASTT analysis for POL poem.

Closer: IR: Enjoy!

HOMEWORK: Work on ZINC 2nd set.

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.