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: []

"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

media type="custom" key="20804556" MS Word

http://www.screenr.com/gUQ8 media type="custom" key="20804568"

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 || Revenge & Regret into Perception ||= September 16-20 || **MONDAY and TUESDAY:**
 * = 5

Work on your own days due to Get Real:

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!
 * "The Sniper" Assignments- **
 * All SOAPSTone and theme notes for steps 3 and 4 go in your little Composition Book

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:
 * "Cask of Amontillado" Assignments- **

4. Companion Text- Poetry="Sweet Revenge" Matt Pyke- connections to "Cask of Amontillado"- similarities, differences, author's purpose: [] 5. Identify within your small Composition Book how the companion text helps you to better understand the story.

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
 * Short Story Writing Expectations (Due 9/27): **

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

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:
 * THURSDAY**: Complete Review of "Cask of Amontillado"

CYCCLA.1.2.9.F Analyze how words and phrases shape meaning and tone in texts.
 * 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 1.3.9.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 || Perception ||= September 23-27 || **MONDAY:**
 * = 6

//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**:

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?
 * Inquiry-Based Learning-**

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**

|| 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.
 * FRIDAY:**
 * Literature Circle Meeting #5- Last One!**

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:

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

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

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)
 * Friday:**

Watch this video on writing a thesis: media type="custom" key="23929660"

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!**
 * Today's Blog-** #1


 * 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 || Passion ||= October 7-11 || **Monday:**
 * = 8

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 || Passion ||= October 14-18 || **Monday-** No School
 * = 9

Period One- Assembly- please see homework
 * Tuesday-**

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***

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

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

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.
 * Friday**-

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

"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

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

"Macbeth" Discussion
 * Thursday:**

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

20 Time- write out index cards/plan for Pitch Day- November 1st (next Friday)
 * 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 ||  || Passion ||= October 29- November 1 || **Monday:** - Handout- Mood in "Macbeth" - Handout- Background and Influences for writing "Macbeth"
 * = 11
 * Mrs. Anderson out of school-substitute**

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

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 || Passion ||= November 4-8 || **Monday**: Review "Macbeth" Act II
 * = 13

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.

Act out- "Macbeth" Act III notes
 * Tuesday**:

Act out- "Macbeth" Act III notes
 * Wednesday**:

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 || Passion ||= November 11-15 || **Monday**: No School for Students
 * = 14

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 ||  || 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.
 * = 15

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.

Review background of the Journey of the Hero-
 * Tuesday**:

Review Helen of Troy video

Intro to Social Reading- See Google Drive for your partnerships.


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

"The Odyssey"
 * Wednesday**:

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


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

Passion Unit Cold Read Assessment
 * Thursday**:

**Reading Calendar for //To Kill a Mockingbird//** //(TKAM)//:
media type="custom" key="24493118"


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


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

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.
 * 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.1.3.9.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 ||  || 16 ||= November 25-26 || **Monday:**
 * = Honor

"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.
||  ||=   ||   || 17 ||= December 3-5 || //To Kill a Mockingbird// Harper Lee
 * = Honor


 * Monday**- No School

media type="custom" key="24589652"
 * Tuesday**- Mrs. Anderson out sick. Here is the classwork:
 * 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

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


 * 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?**

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.
||  ||=   ||   || 18 ||= December 9-13 || //To Kill a Mockingbird// Harper Lee
 * = Honor
 * Monday-** Socratic Seminar


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

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

Period Four- TKAM Ch. 17-20 Trial Script

CDT
 * Thursday-**

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

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.
||  ||=   ||   || 19 ||= December 16-20 || //To Kill a Mockingbird// Harper Lee
 * = Honor


 * 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

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

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.
||  ||=   ||   || 20 ||= January 2-3 || //Work on Reflection Speeches- Persuasive Writing Assignment and 20 Time culmination// ||  ||=   ||   || 21 ||= January || **Monday, Tuesday, Wednesday**- Reflection Speeches
 * = Reflection
 * = Reflection


 * Thursday**- Exam Review

22 ||= January ||  ||   ||=   ||   ||
 * Friday**- Final Exam = Essay Portion ||  ||=   ||   ||
 * = Reflection