Syllabus- Honors English I

Honors English I

WEEK
DATES
COURSE WORK
COMMON CORE STANDARDS
Vocab
HOMEWORK
1

Basic Skills and
Narrative Writing
August
21-23
Exploring the Human Experience- Overarching Theme for English I

Composition Journals Explained and Practiced
Look Fors for Analyzing and Annotating Texts

Introduction to John Collins Type One:
Literary Terminology- Review from previous years

"I AM" Poem Activities

Free-writing
CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Journaling
Dialectical
Rhetoric


Literary Terms:
plot
setting
mood
conflict
theme
tone
characters
theme
irony
foreshadow
"I AM" Poem

Bring in a photo of yourself or email me a wallet sized photo of yourself


Ask you family what the meaning behind your first, middle, and last name is. What is the back story or relevance to your family?
2

Basic Skills and
Narrative Writing
August
26-30
John Collins Writing
Writing Non-negotiables

Power of Literature Discussion


"The Story of an Hour" Kate Chopin

Mrs. Anderson's Annotated Version:


"Jabberwocky" Lewis Carroll

Figurative Language- imagery, simile, metaphor, personification


House on Mango Street "My Name" excerpt Sandra Cisneros

"My Name is Esperanza" Poem

Narrative Writing- "What's in a Name?"- brainstorm activity


A Raisin in the Sun excerpt Lorraine Hansburry
Mr. Lindner vs. Walter Lee- Social Experience
Beneatha- Cultural Experience

Literature Circle Meeting #1 Friday
CYCCLA.1.2.9.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CYCCLA.1.2.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CYCCLA.1.3.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CYCCLA.1.3.9.J Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Course Terminology-
Revenge
Regret
Passion
Perception
Honor
Journey
Hero
Reflection


Figurative Language- imagery, simile, metaphor, personification, allusion
"What's in a Name?"- Poem Activity


Literature Circle Meeting and Characterization work due Friday

Literature Circle Prompt #1 Due Monday

Literature Circle Characterization Individual Project due Friday, 9/6
3

Revenge
and
Regret
September
3-6
SSR- Literature Circle Books Round One

Introduction of Unit Essential Questions:

1. What is the relationship between decisions and consequences?

2. How do we know how to make good decisions?

3. How can a person's decisions and actions change his/her life?

4. How do the decisions and actions of characters reveal their personalities?

5. How do decisions, actions, and consequences vary depending on the different perspectives of the people involved

See Google Docs for "Revenge and Regret" unit activities and expectations for assignments

Read "The Most Dangerous Game" Richard Connell
Dialectical Journal Practice
Read Aloud:

Part One

Part Two

Part Three

Companion Text Handouts:

Expectations for effective group work/whole class work- small group read aloud of "The Most Dangerous Game"

Mini Lessons:
1. Plot chart/Freytag's Pyramid
2. Figurative Language
3. Characterization - Keynote on My Big Campus in Resources --> Revenge and Regret


Political Moments reflected in Literature:
"The Story of an Hour"
"A Raisin in the Sun"


Literature Circle Meeting #2 Friday
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CYCCLA.1.3.9.J Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Plot-

Exposition: setting (time, place, social context),characters, mood, tone, theme, point of view

Conflict
Rising Action
Climax
Falling Action Resolution

Figurative Language-

Metaphor
Simile
Imagery
Flashback
Foreshadow
Personification

Connotation
Point of View
Literature Circle Round One Prompt due 9/3

Literature Circle Individual Project Due 9/6

Literature Circle Prompt #2 Due Monday, 9/9
4

Revenge
and
Regret
September
9-13
Read "The Cask of Amontillado" Edgar Allan Poe

PLEASE SEE YOUR GOOGLE DRIVE FOR THE REVENGE AND REGRET ASSIGNMENT SPECIFICATIONS!

"CASK OF AMONTILLADO" COMPANION TEXT WORK:
How to annotate poetry: SOAPSTone, marking a text, connections, questions, connotation; "Sweet Revenge" Matt Pyke- connections to "Cask of Amontillado"- similarities, differences, author's purpose: http://www.poems-and-quotes.com/dark/poems.php?id=264118

"CASK OF AMONTILLADO" NONFICTION COMPANION:




Read "The Sniper" Liam O'Flarhetry
Companion Texts and Review SOAPSTone
"The Man He Killed" Thomas Hardy
All is Quiet on the Western Front excerpt Erich Maria Remarque
"In Binh (Peace) Province" Denise Levertov
Identifying a thesis for writing activity
Handout:

Types of Plot- happily ever after, unhappy, fork in the road, quest, rescue, pursuit, revenge, maturation, sacrifice, transformation


Writing a Short Story- brainstorm a plot for a short story 1,300-3,000 words on a theme other than Revenge and Regret

--> As you plan for your short story, consider using some writing from your Hardbound Composition book free writes. You should also review the short stories read over the past few weeks:
"The Story of an Hour"
"The Most Dangerous Game"
"The Sniper"
"Cask of Amontillado"
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CYCCLA.1.3.9.J Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Cask
Amontillado
Fortunado (fortune)
irony
mood
tone
setting
direct characterization

inference
conflict
antagonist protagonist
point of view
irony- situational dramatic, verbal

SOAPSTone- speaker, occasion, audience, purpose, subject, tone

thesis
theme
companion text
Literature Circle Prompt #2 Due 9/9

Literature Circle Prompt #3 due Monday 9/16


Video Tour
Google Documents


MS Word

http://www.screenr.com/gUQ8


Short Story- due 9/27
Must be typed- MLA format, original ideas, creative
Must include:
Dialogue
Figurative language that builds the setting and mood
General plot structure
5
Revenge & Regret into Perception
September
16-20
MONDAY and TUESDAY:

Work on your own days due to Get Real:

"The Sniper" Assignments-
1. Complete the packet given in class
2. Read the Companion Texts:

3. Complete SOAPSTone notes for each of the three "Sniper" companion texts
4. Identify the theme that brings all texts together and makes them work well as companion texts for each other. This theme should essentially become part of your thesis. Remember to define thesis!
*All SOAPSTone and theme notes for steps 3 and 4 go in your little Composition Book

"Cask of Amontillado" Assignments-
1. Read "Cask of Amontillado" - Available online or through your Google Drive
2. Complete side-by-side notes on plot, figurative language, and irony within your small Composition Book
3. Read the "Cask" companion text- Nonfiction:


4. Companion Text- Poetry="Sweet Revenge" Matt Pyke- connections to "Cask of Amontillado"- similarities, differences, author's purpose: http://www.poems-and-quotes.com/dark/poems.php?id=264118
5. Identify within your small Composition Book how the companion text helps you to better understand the story.

Short Story Writing Expectations (Due 9/27):
1. 1,300-3,000
2. Original idea
3. Includes all plot components- exposition, conflict, rising action, climax, falling action, resolution
4. Figurative Language- show what is happening, don't tell
5. Well-developed characters
6. 1 main setting that is developed
7. 1 main conflict that promotes the plot

WEDNESDAY:
Review "The Sniper" and "Cask of Amontillado"
Review- plot chart, figurative language, irony
Mini Lesson- characterization- development of major and minor characters


THURSDAY: Complete Review of "Cask of Amontillado"
Basic Skills Test and Literature Circle Meeting # 4- prompt #4 due Monday
Cask of Amontillado Music Video
Short Story Scoring Guide and Important Date information:


FRIDAY: Classroom Diagnostic Tool (CDT)
CYCCLA.1.2.9.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CYCCLA.1.2.9.F Analyze how words and phrases shape meaning and tone in texts.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.F Analyze how words and phrases shape meaning and tone in texts.

CYCCLA.1.4.9.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CYCCLA.1.5.9.E Adapt speech to a variety of contexts and tasks.

CYCCLA.1.5.9.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
Literary Terms:
plot- Freytag's Pyramid
characterization
conflict- internal/external
irony-situational, verbal, dramatic
foil
tone
mood
symbolism
social context
theme
diction
author's purpose


Grammar:
synonyms
antonyms
root words
prefixes
suffixes
thesis
Short Story- due 9/27

Literature Circle Prompt #4 due Monday, 9/23
6
Perception
September
23-27
MONDAY:

Exploring Perceptions- Lens Activity on the Transparency

YouTube video- "Obvious to you. Amazing to Others."

Introduction of Unit Essential Questions:
1. Why is it important for people and cultures to construct narratives for their cultures?

2. How can you use language to empower yourself?

3. Is it possible to have culture without language?

4. How can one utilize life experiences as a foundation for creative and expressive thinking?

Poetry Through Lyrics:

"We Didn't Start the Fire" Billy Joel- allusion study
"Imagine" John Lennon


TUESDAY:

Information on how to access course literature in iBooks on your iPad


Prompt Response: Explain the similarities and differences between the perceptions found in the song lyrics.- "We Didn't Start the Fire" and "Imagine"

Poetry Through Lyrics:

"We Didn't Start the Fire" Billy Joel- allusion study
"Imagine" John Lennon


20 Time Projects- An Overview

WEDNESDAY:

Inquiry-Based Learning-
What do texts tell us about science (complexity of humans), social studies (culture & society), and math (economy & social status)? What does this text have in common with other literature?

Read and Annotate "My Papa's Waltz" Theodore Roethke- imagery and connotation

Viewing from different lenses
Re-read and analyze for other poetry terminology that can be identified within the text

Companion Texts:
"Those Winter Sundays" Robert Hayden
"Dance with My Father" Luther Vandross- video
annotate for structure/diction, style, free verse
SOAPSTone for all texts read this week

INTRINSIC MOTIVATION:
Hardbound Composition Journal: Identify a passion for learning and life. What do you want to do for a living? How do you want to live? What makes your world meaningful?



THURSDAY:
20 Time:
SOME IDEAS TO CONSIDER!

DoSomething.org
Pay It Forward Foundation- like the movie!
Motivating Students to Make a Difference
Make a Difference

Brainstorming- Journaling- Partner and Small Group Discussion

Introduction to Shakespeare- Passion Unit

Shakespearean Sonnets- open in Notability, Read and Annotate




FRIDAY:
Literature Circle Meeting #5- Last One!

CYCCLA.1.2.9.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CYCCLA.1.2.9.F Analyze how words and phrases shape meaning and tone in texts.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.F Analyze how words and phrases shape meaning and tone in texts.

CYCCLA.1.4.9.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CYCCLA.1.5.9.E Adapt speech to a variety of contexts and tasks.

CYCCLA.1.5.9.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
Literary Terms:
plot- Freytag's Pyramid
characterization
conflict- internal/external
irony-situational, verbal, dramatic
foil
tone
mood
symbolism
social context
theme
diction
author's purpose

Grammar:
synonyms
antonyms
root words
prefixes
suffixes
Find your Passion- 9/24

Short Story Due Friday- 9/27
7

Passion
September 30- October 4
Monday: Health Screenings and Tuesday:
Unit Vocabulary:





Wednesday and Thursday:
"Romeo and Juliet" by William Shakespeare- see iBooks for TapSpeare version

Need Extra Help? Go Here: No Fear Shakespeare

Introduction of Essential Questions:

1. When does a passion or positive personality trait become a tragic flaw?

2. How do authors use the resources of language to impact an audience?

Introduction to "Macbeth" by William Shakespeare

Friday:
20 Time Research and Thesis Day:
Thesis-
1. What is your topic?
2. What is your opinion on your topic?
3. What do you want to prove? Accomplish? (through your project)

Watch this video on writing a thesis:


Today's Blog- #1
Set up your blog page with your topic. The theme you select should be relevant to your topic or neutral. Your tagline should be your thesis statement!

Entry #1- Title: Is My Passion


FCA #1- Formal Writing (MLA format), spell and grammar check conducted prior to posting --MUST type in Google Docs FIRST and then copy and paste into your blog through Blogger. SHOW ME THE GOOGLE DOC prior to posting your blog. 10 points.

FCA #2- At least one paragraph identifying your plan and purpose. At least one paragraph explaining why you chose this topic- what is your passion/intrinsic motivation? Why?- 20 points

FCA #3- Include a video, graphic, picture of your brainstorming, research, etc... to include in the post. Good blog posts are engaging when the author goes the extra mile to provide a visual to accompany relevant information. This is not the place to use a "selfie" as we are being literary scholars and professional writers/researchers! 10 points.
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
aside
blank verse
classical allusions
comedy
dialogue
dramatic irony
foil
Greek chorus
heroic couplet
iambic pentameter
monologue
protagonist
soliloquy
sonnet (Petrarchan, Shakespearean)
tragedy
tragic hero
tragic flaw
tragic illumination

Elements of Poetry:
mood
tone
connotation
point of view
lyrical poetry
hiaku
assonance
consonance
dramatic poetry
enjambment
alliteration
analogy
assonance
ballad
blank verse consonance
diction
free verse
heroic couplet imagery
meter
narrative poetry octet
ode
rhyme
rhyme scheme rhythm
sestet
sonnet (Petrarchan, Shakespearean)
Homework: 20 Time Research and Blog

"Romeo and Juliet" Acts
8
Passion
October
7-11
Monday:

Review 20 Time Blog RD, How to post images and embed videos in blogs- live demo and screencast


Review 20 Time "to do" list and create Pages doc with QR codes
Example:


Email completed poster to: kanderson@cysd.k12.pa.us

Review "Romeo and Juliet"- 3, 2, 1 Activity from last Thursday

Continue to read "Romeo and Juliet" Act III

Homework: Small Composition Book- ACE Prompt #1


Tuesday:

Review homework

Continue to read "Romeo and Juliet" in small groups Acts III and IV

Homework: Small Composition Book- ACE Prompt #2

Wednesday:

Review Essential Questions

Review "Romeo and Juliet"
- How are Romeo and Juliet like any other teenagers?
-How can you connect to Romeo and Juliet?
- What techniques does the author use to enhance the story?

Continue to read "Romeo and Juliet" in small groups- Acts IV and V

Nonfiction Connection- from Black Boy Richard Wright pg. 654- autobiography

Literary Elements common to fiction and nonfiction- inference, figurative language, characterization

Thursday:

Week 2- 20 Time
Blog- Contacting an Authority on the Subject- Who serves as an authority on your topic? How will you contact that individual? What 5 questions will you ask them to further assist you in your project?

Entry #2- Title: Seeking Expert Advice

FCA #1- Formal Writing (MLA format), spell and grammar check conducted prior to posting --MUST type in Google Docs FIRST and then copy and paste into your blog through Blogger. SHARE THE GOOGLE DOC WITH ME prior to posting your blog. 10 points.

FCA #2- At least one paragraph identifying an authority (person or company) for your project and why it is beneficial for you to contact that individual. At least one paragraph explaining how you will contact that person and what kind of assistance you will seek from them/their organization? Why?- 20 points

FCA #3- Include a video, graphic, research, etc... to include in the post. Good blog posts are engaging when the author goes the extra mile to provide a visual to accompany relevant information. This is not the place to use a "selfie" as we are being literary scholars and professional writers/researchers! 10 points.


Friday: Half Day of School for Students

Intruder Drill- 1st period will probably be the only class to meet this day. If any work will be completed, it will be to work on 20 Time projects and any incomplete/missing assignments from the past two weeks.
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
aside
blank verse
classical allusions
comedy
dialogue
dramatic irony
foil
Greek chorus
heroic couplet
iambic pentameter
monologue
protagonist
soliloquy
sonnet (Petrarchan, Shakespearean)
tragedy
tragic hero
tragic flaw
tragic illumination
Homework: 20 Time work and "Romeo and Juliet" Prompts
9
Passion
October
14-18
Monday- No School

Tuesday-
Period One- Assembly- please see homework

Period Four- Review "Romeo and Juliet" and ACE Writing Strategy; Review FCAs; Review 20 Time and assignments that need to be completed by the end of the week


Homework:
Blog: Contacting the Authority

FCA #1: Formal writing for an English class- proofread, spell check, grammar check
FCA #2: Explain what happened when you contacted the authority- what was said?, if messages were left, what did you state? Explain any issues you had and why (2 Paragraphs at least)
FCA #3: What did you learn from this part of the assignment? What will you do next? Do you need to problem solve? How? Why?
*You will not need to share this one with me prior to posting*

Wednesday-
"Macbeth" Background Information
Battle Explained
Bitesize Macbeth Video from Class
Topic of the Day: War
Begin reading:
"Macbeth" Act One

Thursday-
Topic of the Day: Superstition
"Macbeth" Acts One and complete the packet:


Friday-
Review "Macbeth"
20 Time
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
aside
blank verse
classical allusions
comedy
dialogue
dramatic irony
foil
Greek chorus
heroic couplet
iambic pentameter
monologue
protagonist
soliloquy
sonnet (Petrarchan, Shakespearean)
tragedy
tragic hero
tragic flaw
tragic illumination

10
Passion
October
20-25
Monday:
"Macbeth" Act One- Review and Continue to read
Topic of the Day- Prestige
Comprehension Questions

"One meets his destiny often in the road he takes to avoid it." -French Proverb

Blog check
20 Time iMovie Check

Tuesday:

"Macbeth" Act One- Review and Read
Topic of the day- Prestige and Friendship

Nonfiction- "Theater in Shakespeare's Time"
and comprehension questions


Homework: Act One Context Clues


Wednesday:
"Macbeth" Act One- complete readings
Topic of the day- family
Complete the Comprehension Questions for Act One


Thursday:
"Macbeth" Discussion

Period 4 will complete reading, complete the comprehension questions, and complete the document on Google Drive for "Macbeth" Act I. We will review at the end of class.

Homework: Prompts in the Google Drive "Macbeth" Act I review document

Friday:
20 Time- write out index cards/plan for Pitch Day- November 1st (next Friday)

Begin creating "display" rough draft/materials for Pitch Day

Blog #4- Focused Free-Write- Use a Creative Title for this entry

Write an entry with any of the following:
1. What has been completed thus far? How has this helped you organize your ideas/project?

2. What have you learned about yourself? What is your work ethic or strategy? What problems have you needed to overcome? What has been easy for you? What has been a challenge? Why?

3. What have you learned about working in "the real world"? What "real world" experiences have you had while doing this project? How have these experiences enhanced your problem solving, critical thinking, and life skills?
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
aside
blank verse
classical allusions
comedy
dialogue
dramatic irony
foil
Greek chorus
heroic couplet
iambic pentameter
monologue
protagonist
soliloquy
sonnet (Petrarchan, Shakespearean)
tragedy
tragic hero
tragic flaw
tragic illumination

11
Passion
October
29-
November
1
Monday:
Mrs. Anderson out of school-substitute
- Handout- Mood in "Macbeth"
- Handout- Background and Influences for writing "Macbeth"

Tuesday:
20 Time Project Due
Review Characterization- personalities, physical appearance, feelings, actions, speech, thoughts, protagonist, antagonist, dynamic, round, static, flat

Trace the influences of characterization (important for the audience to relate to the character and the story being told) on author's purpose (inform, persuade, entertain)-->tone (they way the author writes about the topic)--->theme (moral, lesson, reason behind literature)

Type 1 Brainstorm- characterization of Macbeth, Lady Macbeth, Banquo
-take notes in small composition book

Begin "Macbeth" Act II

Wednesday:

Pitch Day Presentations = Day One

"Macbeth" Act II- notes in small composition book
-Act II, Scenes 3 and 4
-How do the events of these scenes further enhance the setting and mood of the drama? Allusions?

Thursday:


Pitch Day Presentations = Day Two

"Macbeth" Act II- notes in small composition book
- How do soliloquies, monologues, and asides enhance a drama?


Friday:

Pitch Day!!!! :-)

I'm so proud of your efforts! You will be AWESOME!
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
aside
blank verse
classical allusions
comedy
dialogue
dramatic irony
foil
Greek chorus
heroic couplet
iambic pentameter
monologue
protagonist
soliloquy
sonnet (Petrarchan, Shakespearean)
tragedy
tragic hero
tragic flaw
tragic illumination
Complete all Act One Notes and Handouts

20 Time Pitch Day- Friday
13
Passion
November
4-8
Monday:
Review "Macbeth" Act II

Guided Note-taking- analyzing the drama on a deeper level

Review and Rehearse roles for acting out Act III
P4- Complete type 2 from last week for homework:
ACE: How do the setting and plot details of "Macbeth" enhance the mood of the drama?

1. Restate the prompt as part of your answer AND answer all parts of the prompt.
2. Cite specific details from the text.
3. Explain how your cited evidence specifically enhances the mood.

Tuesday:
Act out- "Macbeth" Act III
notes

Wednesday:
Act out- "Macbeth" Act III
notes

Homework: Irony handout

Thursday and Friday: One of these days will be spent in class, the other you will participate in a STEM Academy day.

20 Time Activities- Where do we go from here? Begin to set dates and create flyers, informational sheets, proposals.

Please see the shared document in your Google Drive for all tasks to be completed by Monday.
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
CYCCLA.1.2.9.G Analyze various accounts of a subject told in different mediums (e.g.a person's life story in both print and multimedia), determining which details are emphasized in each account.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CYCCLA.1.3.9.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience.
CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.C Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CYCCLA.1.5.9.G Demonstrate command of the conventions of standard English when speaking based on grade 9 level and content.
the classical epic poem
archetype
Homework: Tonight's (Monday's) blog post should be about Pitch Day. You may type up what you wrote for your focused free write today. Explain your experience.

Homework: Wednesday- Irony Handout
14
Passion
November
11-15
Monday:
No School for Students

Tuesday:
Complete "Macbeth" Act III acting out and review
Discuss Inquiry Questions and Author's Style

Generate Inquiry Questions on "Macbeth" and "Shakespeare"

Homework: Answer one of the inquiry questions identified today.

Answer ACE Type 2 on a separate sheet of paper:
Explain how the characterization of one character in "Macbeth" develops the theme of the drama.

Wednesday:
Complete Act III and Discussion based on Inquiry Questions

Review of ACE Prompt

Generate Inquiry Questions for Passion

Homework: 5 Inquiry Questions for Homer's "The Odyssey"

Begin "Macbeth" Act IV

Thursday:
Complete "Macbeth" Act IV

Conduct research on passion based on inquiry questions

Friday:
20 Time
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
CYCCLA.1.2.9.G Analyze various accounts of a subject told in different mediums (e.g.a person's life story in both print and multimedia), determining which details are emphasized in each account.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience.
CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.C Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CYCCLA.1.5.9.G Demonstrate command of the conventions of standard English when speaking based on grade 9 level and content.
the classical epic poem
archetype
arete
epic poetry
epic/Homeric simile
epithet
hero
heroic couplet
iambic pentameter
invocation
oral tradition
chronological order

15
Passion and Journey of the Hero
November
18-22
Monday:
"The Odyssey" Inquiry Questions- Last week you created a list of inquiry questions for "The Odyssey" by Homer. Please take the time to research these questions and find answers to them. Write the questions and answers in your small composition book.

Please watch this video in your YouTube app. Don't have the app? Download it:
https://www.youtube.com/watch?v=2VgEpl3qd8o

In your small composition book, write down a response to what you viewed and questions you might have now that you have seen the video. FYI...Helen of Troy is the reason why Odysseus was at war. "The Odyssey" is Odysseus' journey back home after the war.

Tuesday:
Review background of the Journey of the Hero-

Review Helen of Troy video

Intro to Social Reading- See Google Drive for your partnerships.
external image Heroesjourney.svg

HOMEWORK: Read and annotate "The Odyssey" through Google Drive (Social Reading)


Wednesday:
"The Odyssey"

https://sites.google.com/site/exploringepic/the-odyssey/elements-that-affect-plot


HOMEWORK: Read and annotate "The Odyssey" through Google Drive (Social Reading)

Thursday:
Passion Unit Cold Read Assessment

Reading Calendar for To Kill a Mockingbird (TKAM):

tkam f 2013 Calendar



HOMEWORK: Read and annotate "The Odyssey" through Google Drive (Social Reading)

Friday:
20 Time- Check your Google Drive for this week's work.


HOMEWORK: Read and annotate "The Odyssey" through Google Drive (Social Reading)
CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
CYCCLA.1.2.9.G Analyze various accounts of a subject told in different mediums (e.g.a person's life story in both print and multimedia), determining which details are emphasized in each account.
CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience.
CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.C Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CYCCLA.1.5.9.G Demonstrate command of the conventions of standard English when speaking based on grade 9 level and content.
the classical epic poem
archetype
arete
epic poetry
epic/Homeric simile
epithet
hero
heroic couplet
iambic pentameter
invocation
oral tradition
chronological order

Honor
16
November
25-26
Monday:

"The Odyssey" review characteristics of epic poetry and the journey of the hero


Poetry Connection: "The Road Not Taken" Robert Frost pg. 288


Introduction: The Honor Unit- How is Odysseus honorable?
What were your inquiry discoveries for:
To Kill a Mockingbird Harper Lee

Tuesday:

To Kill a Mockingbird Discussion of Chapter 1
-Social Context, setting

Please refer to your TKAM reading calendar for daily assignments AND the notes that should be taken in your little composition book for the assigned readings.




Honor
17
December
3-5
To Kill a Mockingbird Harper Lee

Monday- No School

Tuesday- Mrs. Anderson out sick. Here is the classwork:

TKaMQuestionsCh1-5


Wednesday- Review of Social Context as part of Setting; Calpurnia discussion, Radley discussion, Question Review

Type 2 (began in class, finish for homework): Prompt: How does the description of setting foreshadow and develop conflict? ACE format

Thursday- Socratic Seminar discussion of the novel thus far
P4 ACP- Reflection speech and paper information handout given- watch TED talks for presentation inspiration

Friday- 20 Time- Informational Paper

See handout given in class for comma usage grammar worksheet DUE TUESDAY FOR DISCUSSION IN CLASS TUESDAY


Further comma help:http://grammar.ccc.commnet.edu/grammar/commas.htm

20 Time Expectations for this week:

1. Review your work from the last two 20 Time sessions. These are the Google Drive documents on Informational Research and Writing
2. If both of those papers were completed as asked, your goal today is to create a new document, name it Informational Research- 17yourname and share it with me at my docs account.
3. Set the paper up in MLA format, copy and paste your researched paragraph materials into this new document. Format your paragraphs to be clear and concise. Be sure each paragraph focuses on one topic only.
4. Write a creative title for your paper based on your body paragraph information (A creative title is not "My Informative Paper")
5. Read your paragraphs and determine what your thesis should be for your paper. Type your thesis at the top of your page, under your centered creative title
6. Begin creating a work cited page beneath your last paragraph

ROUGH DRAFT SHARE WITH ME ASAP- Printed copy must be brought in hand to class on FRIDAY next week!


We will work on the full introductory paragraph and the conclusion next week in class

BLOG-
Paragraph #1- How is the information you researched able to help others who have your same passion?

Paragraph #2- What 20 Time work have you completed recently? What will you be doing over the final days of the semester to help you follow through with your goal(s) for the project?

Blog due Monday!


Please refer to your TKAM reading calendar for daily assignments AND the notes that should be taken in your little composition book for the assigned readings.




Honor
18
December
9-13
To Kill a Mockingbird Harper Lee
Monday- Socratic Seminar

Tuesday- SNOW DAY- emailed and texted the copy of the Reflection Unit criteria

Wednesday-
Period One- Mini Socratic Seminars with Podcast Group Recordings

Period Four- TKAM Ch. 17-20 Trial Script

Thursday-
CDT

Friday-
20 Time peer editing for MLA, paragraph, sophisticated transitions (handout)


Please refer to your TKAM reading calendar for daily assignments AND the notes that should be taken in your little composition book for the assigned readings.




Honor
19
December
16-20
To Kill a Mockingbird Harper Lee

Monday-

TKAM Ch. 17-20 Trial Script

Tuesday-

TKAM Ch. 17-20 Trial Script/Podcast Socratic Seminar

Wednesday-

Skills Based Practice- Comprehending TKAM

Thursday-

Skills Based Practice- Comprehending TKAM

Friday-
20 Time- Work on the Reflection Speech and Persuasive Paper

Informational Paper- Final Edited Copy due for Writing Portfolio

Please refer to your TKAM reading calendar for daily assignments AND the notes that should be taken in your little composition book for the assigned readings.




Reflection
20
January
2-3
Work on Reflection Speeches- Persuasive Writing Assignment and 20 Time culmination



Reflection
21
January
Monday, Tuesday, Wednesday- Reflection Speeches

Thursday- Exam Review

Friday- Final Exam = Essay Portion



Reflection
22
January