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 5

AP Literature Week 2 Jan. 8 – 12

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

Week 2

 

Planning Your Week

ASAP: Please sign your syllabus here.

Thursday, 1/11: Streetcar rhetorical precis due w/Socratic discussion

Friday, 1/12: In the Lake sticky notes due

 

Monday, 1/8

Opener: Review precis requirements and rubric along with Cobb Digital Library access and search tips.

Work Session:

  1. Complete tech menu.
  2. Locate an article on A Streetcar Named Desire from CDL; print and annotate, then compose a rhetorical precis.

Closer: Review sticky note assessment for In the Lake of the Woods.

 

Tuesday, 1/9

Opener: Review exam structure; complete ½ length multiple choice.

Work Session:

  1. Review precis structure.
  2. Read annotated article (In the Lake) and compose a class precis.

Closer: Review sticky note assessment for In the Lake.

 

Wednesday, 1/10

Opener: Review pre-course assignment for sticky notes: characterization, setting, literary elements, summaries, questions.

Work Session:

  1. Sort range finders for sample sticky notes.
  2. Read/analyze sections from the opening chapters of ItLotW; compose sticky notes for group discussion, placing them on the posters

Closer: Respond to randomly drawn discussion questions for A Streetcar Named Desire.

 

Thursday, 1/11

Opener: Gather materials for Socratic discussion.

Work Session:

  1. Participate in Socratic discussion of A Streetcar Named Desire.

Closer: Reflect on your performance and expand your thinking, adding to your response to the discussion question.

 

Friday, 1/12

Opener: Turn in sticky note assessment for ItLotW.

Work Session:

  1. Introduce pop up museum assignment for ItLotW
  2. Groups work in lab 113 to research and plan pop up museums.

Closer: Exchange contact information, set up Google doc for collaboration, and plan homework for pop-ups.

 

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.

 

January 3

AP Literature Week 1 Jan. 4 – 5

Week 1

 

Planning Your Week

Friday, 1/5: Please sign your syllabus here.

Thursday, 1/11: Streetcar rhetorical precis due w/Socratic discussion

Friday, 1/12: In the Lake sticky notes due

 

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

 

Thursday, 1/4

Opener: 1940s music, including “Paper Moon”, lemonade & cookies

Work Session:

  1. Poker Night—A Streetcar Named Desire; simulate Mitch and Stanley’s poker night with Spit in the Ocean, Seven-card Stud, lemonade, and 40s music, including “Paper Moon.”
  2. Welcome & introductions; read & discuss classroom management plan & syllabus; complete TRSS forms.

Closer: Answer questions on Pre-Course Reading assignment (Streetcar due tomorrow w/Socratic discussion Thursday, 1/11 ; In the Lake sticky notes due Friday, 1/12).

 

Friday, 1/5

Opener: Introduce literary theory.

Work Session:

  1. Compete in a literary lenses race: match descriptions with titles of literary lenses and time periods.
  2. Review Streetcar reread in small group “Fouray” into Streetcar discussion (divide paper into 4 sections; jigsaw questions; pass around group, adding to the response).

Closer: View opening scene of A Streetcar Named Desire, analyzing the director’s choices in emphasizing Blanche’s characteristics.

 

December 20

Welcome Back! AP Literature Required Reading

Please set yourself up for success. Complete the required reading assignment. This is pre-reading for our first unit of study on In the Lake of the Woods and A Streetcar Named Desire, so feel free to go above and beyond in your annotations and in your thinking about both works. The expectation is that you have thoroughly read both books by the time you come to class January 4.

You will work with and complete assessments on these texts throughout the first two weeks of school. You can learn more about both texts from scholarly research via Cobb Digital Library.  Search in the Literature and Criticism databases Literary Reference Center and Literature Resource Center.

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 8

AP Literature Week 18 December 11-15

Week 18

PLEASE BRING YOUR TEXTBOOK TO CLASS TUESDAY THROUGH FRIDAY.

Planning Your Week

Wednesday, 12/13: Film Director Project Final Video Due to Schoology at 11:59 p.m.

Monday, 12/18: Death of a Salesman Test

Wednesday, 12/20: Final Exam

Research your director’s biography as it relates to their film career and their entire body of work. Watch several films!!

Film Analysis Rubric

Film Director Analysis Project

 

Monday, 12/11–Snow Day! No School.

 

 

Tuesday, 12/12

Opener: Review test structure for DOAS and film director project requirements.

Work Session:

  1. Finish Act I of DOAS, answering questions and completing image trace.

Closer: View The Founder.

 

Wednesday, 12/13

Opener: Connect The Founder to Willy in DOAS.

Work Session:

  1. Read Act II of DOAS, answering questions and completing image trace.

Closer: View DOAS Act I.

 

Thursday, 12/14

Opener: View film director projects.

Work Session:

  1. Read Act II of DOAS, answering questions and completing image trace.

Closer: View DOAS Act II.

 

Friday, 12/15

Opener: View film director projects.

Work Session:

  1. Read Act II of DOAS, answering questions and completing image trace.

Closer: View DOAS Act II.

 

Monday, 12/18

Opener: Review final exam requirements.

Work Session:

  1. Complete DOAS test.

Closer: Last questions for final exam preparation.

 

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

December 1

AP Literature Week 17 November 4-9

Week 17

PLEASE BRING YOUR TEXTBOOK TO CLASS TUESDAY THROUGH FRIDAY.

Planning Your Week

Research your director’s biography as it relates to their film career and their entire body of work. Watch several films!!

Film Analysis Rubric

Film Director Analysis Project

 

Monday, 12/4

Opener: Final rehearsals for absurd plays.

Work Session:

  1. Perform absurd plays.
  2. View The Founder.

Closer: Begin pre-reading discussion questions for Death of a Salesman.

 

Tuesday, 12/5

Opener: MCM on Tuesday (poetry prompt).

Work Session: 

  1. Introduce Death of a Salesman with pre-reading discussion questions and Pleasantville clip.
  2. Read/analyze opening scene of DOAS, completing questions and image trace OR group therapy.

Closer: Discuss test structure for DOAS.

 

Wednesday, 12/6

Opener: Review FRQ requirements.

Work Session: 

  1. Compose a response to the FRQ prompt (poetry).

Closer: View opening scene of Death of a Salesman.

 

Thursday, 12/7

Opener: Review test structure for DOAS.

Work Session:

  1. Read Act I of DOAS, answering questions and completing image trace.

Closer: View The Founder.

 

Friday, 12/8

Opener: Connect The Founder to Willy in DOAS.

Work Session:

  1. Read Act I of DOAS, answering questions and completing image trace.

Closer: View DOAS Act I.

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).