English II

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Week of

November 16

Unit Description:  Facing Adversity

Essential Questions:

·         Why do some survive while others are destroyed by adverse experiences?

·         How can I learn about myself by studying the adversities of others?

·         What can't we learn about ourselves by studying about time adversities of others?

·         How do times of great social adversity test individuals and societies?

·         Why is recording experiences valuable? How do societies record experiences?

·         How do life experiences shape our views?

Resources/Materials:   Guaranteed Curriculum, McDougal Littell Literature Book, McDougal Littell Resource Manager

Unit 5

Standards/Benchmarks/GLEs:  4b, 11b, 11c, 12a, 12b, 15, 17, 19,  20, 21, 28, 38

Objectives:

TSWBAT

Use graphic organizers to complete concepts and information learned

TSWBAT identify narrative nonfiction

TSWBAT develop a timeline to organize information

TSWBAT test their knowledge on narrative nonfiction

TSWBAT evaluate an interview with Morrie Schwartz

TSWBAT identify vocabulary words in a novel

TSWBAT examine an interview with Morrie Schwartz and compare the interview with the character in a novel

TSWBAT define vocabulary words in a novel

Student Learning Activities:

Bell Work

Nonfiction Power Point Presentation

Students will take notes and

Review vocabulary

Bell Work

Vocabulary test on  Blowup:  What Went Wrong at Storm King Mountain

 Page 93 resource manager

Elements of nonfiction

Bell Work

Complete reading and discussion on Blowup:  What Went Wrong at Storm King Mountain  

Students will use a timeline to take notes

Bell Work

Comprehension test on  Blowup:  What Went Wrong at Storm King Mountain

Bell Work

Students will do vocabulary squares for next unit

Homework:

**Students will study for vocabulary and comprehension

tests

Assessments:   The students will be informally assessed on class discussion and participation.  The students will be formally assessed on Bell Work, Timeline note taking,  Blowup:  What Went Wrong at Storm King Mountain test.

What strategies will I use to address literacy this week?   Literacy will be addressed through daily bell work, class discussions, and activities using the strategies of brainstorming, timeline notetaking, and split page notetaking.

English II-Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Week of

Nov.2

Unit Description:  Facing Adversity

Essential Questions:

·         Why do some survive while others are destroyed by adverse experiences?

·         How can I learn about myself by studying the adversities of others?

·         What can't we learn about ourselves by studying about time adversities of others?

·         How do times of great social adversity test individuals and societies?

·         Why is recording experiences valuable? How do societies record experiences?

·         How do life experiences shape our views?

Resources/Materials:   Guaranteed Curriculum, McDougal Littell Literature Book, McDougal Littell Resource Manager

Unit 5

Standards/Benchmarks/GLEs:  1, 2, 3, 4, 5, 9, 11, 21, 37

Objectives:

TSWBAT apply vocabulary terms in meaningful applications

TSWBAT interpret a short story based on a true story

TSWBAT demonstrate understanding of facts and ideas in a short story

TSWBAT analyze a news article

TSWBAT compare forms and texts

TSWBAT test their knowledge on a short story

Student Learning Activities:

Vocabulary Squares and discussion. “The Possibility of Evil”

Bell Work- GEE Prep

Read and discuss “ The Possibility of Evil”

Bell Work

Complete reading and discussion on “The Possibility of Evil”

Bell Work

 Discuss Key Idea and comprehension relating/referring  to story details.

Using a writing prompt, the students will compare and contrast personal experiences with the short story

Bell Work

Comprehension and vocabulary test on “The Possibility of Evil”

Homework:

Study and prepare for test on Friday.

Assessments:    The students will be informally assessed on class discussion and participation.  The students will be formally assessed on “The possibility “vocabulary, Compare and contrast writing prompt, and “The Possibility of Evil” test.

What strategies will I use to address literacy this week?  Literacy will be addressed through daily bell work, class discussions, and activities.

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

English II

OCT.19

Unit Description:  Facing Adversity

Essential Questions:   Why do some survive while others are destroyed by adverse experiences?  How can I learn about myself by studying the adversities of others?  What can’t we learn about ourselves by studying the adversities of others?  How do times of adversity test individuals and societies?  Why is recording experiences valuable?  How do societies record experiences?  How do life experiences shape our views?

Resources/Materials:  active reading guide, literary element worksheet, quizzes, computer

Standards/Benchmarks/GLEs:  1a, 3a, 3b, 3g, 3h, 3i, 3j, 3k, 3l, 4b, 4d, 5, 9b, 10, 11c, 12a, 23b, 24, 34, 36b

Objectives:

TSWBAT:

1.  Identify and correct errors in elliptical sentences.

2.  Define the following literary terms:  point of view, mood, personification, conflict, metaphor, theme, and symbolism

3.  Read and analyze a short story.

TSWBAT:

1.  Identify and correct errors in pronoun usage.

2.  Read and analyze a short story based on an actual incident.

3.  Identify the important events in a story.

TSWBAT:

1.  Identify and correct run-on sentences.

2.  Apply literary terms.

3.  Answer questions about what he/she has read.

4.  Identify words as either synonyms or antonyms.

5.  Use words containing the Latin root fort correctly.

TSWBAT:

1.  Identify and correct errors in subject/verb agreement.

2.  Read about the event that inspired a story.

3.  Find the who, what, where, when, why, and how of a news article.  4.  Compare and contrast the fact with the fiction.

TSWBAT:

1.  Identify and correct sentence fragments.

2.  Demonstrate comprehension of “And of Clay Are We Created.”

3.  Use vocabulary words correctly.

4.  Make bibliography cards for each of his/her sources.

Student Learning Activities:

1.  Students will do the bell work individually, then the whole class will go over the correct answers.

2.  Review the literary terms we have studied so far, then define mood, theme, and symbolism.

3.  Call upon volunteers to read the introduction to the story and the biography of Isabel Allende4. 

4.  Begin reading and analyzing “And of Clay Are We Created,”  pp. 530-534.

5.  Discuss as we read.

1.  Students will do the bell work individually, then the whole class will go over the correct answers.

2.  Review section of the story read yesterday.

3.  Finish reading, discussing, and analyzing the story,”  pp. 534-539.

4.  Students will complete a flow chart of important events in the story.

1.  Students will do the bell work individually, then the whole class will go over the correct answers.

2.  In groups, students will analyze quotes from the story for their significance to the story and the literary element they represent.

3.  When groups have completed the activity, students will work on the questions about the story on p. 540.

1.  Students will do the bell work individually, then the whole class will go over the correct answers.

2.  Call upon volunteers to read What’s the Connection and Reading a News Article on pp. 542 of the literature book.

3.  As we read “Girl, Trapped in Water for 55 Hours, Dies Despite Rescue Attempts” on pp. 543-544, students will determine the who, what, where, when, why, and how of the story.

4.  Compare and contrast the story to the real event as a whole class.

1.  Students will do the bell work individually, then the whole class will go over the correct answers.

2.  Students will take the quiz on “And of Clay Are We Created” and its vocabulary words.

3.  When all students have completed the quiz, the teacher will guide them in creating bibliography cards for each of the sources they have found for their research papers.

Homework:

Work on research paper

Have five sources by Friday

Complete flow chart

Have five sources by Friday

Do Vocabulary Practice and Vocabulary Strategy on p. 541 of the literature book

Have five sources by Friday

Quiz on “And of Clay Are We Created”

tomorrow

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description: Appearance vs. Reality

Essential Questions:

· Why do I identify some acts as courageous?

· How does society identify courage?

· How does appearance affect the way I treat others?

· How do I determine reality despite appearances?

· How does prejudice affect my relationships with others?

Resources/Materials: Guaranteed Curriculum, tuesdays with Morrie book, McDougal Littell Literature Book

Standards/Benchmarks/GLEs: 2a, 4, 4a, 4d, 7, 8, 9b, 10, 11a,11b, 11c, 11d, 12, 12a, 12b, 13, 14, 15, 15d, 24, 31c,

Objectives:

TSWBAT analyze a poem for content

TSWBAT make predictions on a short story

TSWBAT read and discuss a short story

TSWBAT interpret a short story

TSWBAT test their knowledge on a short story

Student Learning Activities:

Bell Work

Review Enduring Understandings and Essential Questions

Small groups-“Is Technology Taking Over?”

Author and background introduction-p305

Read and discuss Teasdale’s Poem-“There Will Come Soft Rains” IRW-p. 185

Bell Work

Read and discuss Teasdale’s Poem-“There Will Come Soft Rains”-p. 185

DRTA-Making Predictions

Story elements PowerPoint

Elements of good science fiction literature

Bell Work

Read and discuss “There Will Come Soft Rains”-p. 306-313, split page notetaking

Bell Work

Read and discuss “There Will Come Soft Rains”-p. 306-313, split page notetaking

Timeframe of the plot-Chronological Order Chart and discussion

Complete DRTA chart

Bell Work

Test on “There Will Come Soft Rains”

Homework:

Monday: Read tuesdays with Morrie, p. 14-31 and complete vocabulary-due Mon. 10/19

Assessments: The students will be informally assessed on class discussion and participation. The students will be formally assessed on bell work, DRTA chart, test on “There Will Come Soft Rains, and tuesdays with Morrie vocabulary.

What strategies will I use to address literacy this week? Literacy will be addressed through daily bell work, class discussions, and activities using strategies such as DRTA and split page notetaking.

Week of Sept. 28

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description:  Appearance vs. Reality

Essential Questions:

·         Why do I identify some acts as courageous?

·         How does society identify courage?

·         How does appearance affect the way I treat others?

·         How do I determine reality despite appearances?

·         How does prejudice affect my relationships with others?

Resources/Materials: Guaranteed Curriculum, tuesdays with Morrie book, McDougal Littell Literature Book

Standards/Benchmarks/GLEs:  02b, 03c, 04a, 04e, 11c, 15a, 15b, 16a, 16b, 16c, 16d, 16e, 23a, 23b, 23c, 31c, 34b, 35a, 35b, 36,

                                                       37c, 38a

Objectives:

TSWBAT identify literary elements in a short story

TSWBAT demonstrate their understanding of newly learned material

TSWBAT summarize a short story

TSWBAT interpret a student’s relationship with his teacher in a novel

PARISH FAIR DAY-NO SCHOOL

Student Learning Activities:

Bell Work

Literary Elements Powerpoint definitions-point of view, mood, setting, suspense, and flashback

Split-page notetaking sample

Journal Writing:  Flashbacks

Whole class reading and discussion-The Bass, The River, and Sheila Mant p. 27

Split-page Notetaking on literary elements as students read The Bass, The River, and Sheila Mant

Bell Work

Complete whole class reading and discussion-The Bass, The River, and Sheila Mant p. 27

Collaborative Group Activity:  Story Chain

Bell Work

Collaborative Group Activity:  Story Chain Sharing

Writing Activity:  summary on The Bass, The River, and Sheila Mant

Bell Work

tuesdays with Morrie-p. 14-31

tuesdays with Morrie-Vocabulary

PARISH FAIR DAY-NO SCHOOL

Homework:

Assessments: The students will be informally assessed on class discussion and participation.  The students will be formally assessed on bell work, journal writing, collaborative group work, writing activity, and vocabulary.

What strategies will I use to address literacy this week? Literacy will be addressed through daily bell work, class discussions, and activities using strategies such as split-page notetaking and the story chain.

Monday

Tuesday

Wednesday

Thursday

Friday

English III

Week of

Sept. 28 

Weekly Overview:

Unit Description:  This unit focuses on responding to the primary genres of the colonial period of American Literature, such as myths, journals, historical accounts, sermons, and early poetry, to discover how the literature relates to the historical context of the time.

Essential Questions: 

• What are the primary characteristics of the colonial period and how are they reflected in the literature of the age?
• What are the conventions of drama?
• What is the difference between a mob and a crowd and how does hysteria fuel a mob?
• How does the issue of tolerance involve the question of right or wrong?

Resources/Materials: Comprehensive Curriculum, McDougal Littell Literature Book

Standards/Benchmarks/GLEs:1.3.3, 1.3.5, 2.17.6, 2.19.2, 6.8, 7.10, 7.10.4, 7.13.4, 7.9.5, 7.9.7, 7.9.8

Objectives:

TSW  use understand that Arthur Miller wrote the  fictional play The Crucible, to depict the Salem Witch Trials of the 17^th century.

TSW writing to analyze literature

TSW explore the key idea of hysteria

TSW identify and analyze conventions of drama

.

TSW draw conclusions about characters

TSW build vocabulary for reading and writing

TSW use context clues to help determine word meaning

and dialogue

TSW use appropriate word choice and sentence structure to create realistic dialogue

Student Learning Activities:

Free Writing Journal

View the movie The Crucible.

Finish the movie The Crucible.

Review the general qualities of a dynamic character and discuss the dynamic characters in the play- The Crucible.  Students should use the writing process to publish a detailed description of the changes that occur in one of the play’s characters and incorporate quotations with proper parenthetical documentation as support.

Review for the nine-weeks exam. 

Work on character analysis. (due Monday)

Parish Fair Day Holiday

Homework:

Work on character analysis (due Mon

Work on character analysis (due Monday).

Week of Sept. 21 

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

SEPT.21 

Unit Description: :    In this thematic unit dealing with the conflict of Appearance Versus Reality, students will focus on writing as a means for insight and reflection. Unit activities include readings and discussions that provide opportunity for application of critical literacy skills, along with a study of the short story genre.   All of the activities are based on authentic purposes for oral and written communication and require the application of a variety of literacy strategies. Regular vocabulary study will include defining words within the context of the texts and using words appropriately in original writings. Grammar, usage, and mechanics instruction also occur within the context of the short story and poetry selections.

Essential Questions:  

1. How does society identify courage?
2. Why do I identify some acts as courageous?
3. How does appearance affect the way I treat others?
4. How do I determine reality despite appearances?
5. How does prejudice affect my relationships with others?

Resources/Materials:  Notebooks, pen, pencils, McDougal Littell Literature – 10^th grade

Standards/Benchmarks/GLEs:  1a, 1b, 1c, 1d, 4b, 9a, 10c, 11a, 11e, 12b, 13, 17, 18, 19, 20, 21, 23, 25a, 26a, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 32a, 32b, 35

Objectives:

·         Write competently and effectively in an essay.

·         Use the writing process effectively.

·         Write using grammar, spelling, sentence variety, and transitions well.

·         Proofread, edit, and revise essays effectively.

·         Identify and use thesis statements correctly.

·         Review themes of courage and appearances versus realities.

·         Identify and understand literary elements of a short story.

·         Use the Spli-notetaking strategy to take proper notes.

Journal writing-Understanding the

Elements of the Short Story-discussion

Plot analysis-Group work –The Real Story of the Three Little Pigs

PLAN TESTING

PLAN TESTING

Student Learning Activities:

TSW

Complete Bellwork:

Read a book for 10 min. and write a summary in your bellwork on what you read.

·         Complete and discuss bellwork.

·         Continue revising and editing rough drafts.

·         Get into groups of 3 or 4 to read drafts aloud to peers and complete checklists.

·         Return to seats to continue making rough draft corrections, if needed.

·         Write completed Final drafts and turn in with all rough drafts tomorrow.

TSW

Complete Bellwork:

·         Complete and discuss bellwork.

·         View Optical Illusion powerpoint for introduction into short story elements lesson.

·         Discuss the Split-notetaking strategy.

·         Use the above strategy to take notes on Literary Elements/Story Elements.

TSW

Complete Bellwork:

Explain what you think the PLAN test is for and what it is about.

·         Complete and discuss bellwork.

·         Complete pre-test work for PLAN.

TSW

Complete PLAN test sections.

TSW

Complete PLAN test sections.

Homework:

Complete revisions and write final drafts to be turned in tomorrow.

Assessments: Peer edit questions

What strategies will I use to address literacy this week? Students will learn to use the Split-notetaking strategy to organize notes and to be used as a convenient study aide.

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

SEPT. 14 

Unit Description: :    In this thematic unit dealing with the conflict of Appearance Versus Reality, students will focus on writing as a means for insight and reflection. Unit activities include readings and discussions that provide opportunity for application of critical literacy skills, along with a study of the short story genre.   All of the activities are based on authentic purposes for oral and written communication and require the application of a variety of literacy strategies. Regular vocabulary study will include defining words within the context of the texts and using words appropriately in original writings. Grammar, usage, and mechanics instruction also occur within the context of the short story and poetry selections.

Essential Questions:   

1. How does society identify courage?
2. Why do I identify some acts as courageous?
3. How does appearance affect the way I treat others?
4. How do I determine reality despite appearances?
5. How does prejudice affect my relationships with others?

Resources/Materials:  Notebooks, pen, pencils, McDougal Littell Literature – 10^th grade

Standards/Benchmarks/GLEs:  1a, 1b, 1c, 1d, 4b, 9a, 10c, 11a, 11e, 12b, 13, 17, 18, 19, 20, 21, 23, 25a, 26a, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 32a, 32b, 35

Objectives:

Evaluate the effective use of writing by using a rubric as a guide to complete rough drafts  

·         Evaluate the effective use of the writing process in previous GEE essays.

·         Evaluate the correct use of grammar, spelling, sentence variety, and transitions in previous GEE essays.

·         Write competently and effectively in an essay.

·         Use the writing process effectively.

·         Write using grammar, spelling, sentence variety, and transitions well.

·         Proofread, edit, and revise essays effectively.

·         Write competently and effectively in an essay.

·         Use the writing process effectively.

·         Write using grammar, spelling, sentence variety, and transitions well.

·         Proofread, edit, and revise essays effectively.

·         Write competently and effectively in an essay.

·         Use the writing process effectively.

·         Write using grammar, spelling, sentence variety, and transitions well.

·         Proofread, edit, and revise essays effectively.

Student Learning Activities:

TSW

                Complete revisions and highlight in their essay, at least 5 words that could be changed with a thesaurus.

TSW

OPEN HOUSE TONIGHT

Complete Bellwork:

·         Complete and discuss bellwork.

Use a rubric to check partners essay. Students will turn in rough drafts to be checked by teacher.  

 Look back at the rough drafts you’ve written. give a brief description of the changes you’ve made to your essay so far and explain whether or not you feel the tedious, slow process of making these changes was beneficial to your essays or not. Explain your answer.

Students will turn in all revisions and rough drafts

TSW

Complete Bellwork:

Read a book for 10 min.

.

Poetry Projects DUE 

Go to lab and begin typing final essays.

TSW

TSW

 Cont. of PLAN

Homework:

 F inish revisions at home and be ready to SHOW revisions clearly on your paper

None

Assessments:, discussions in class, rubric for rough draft

What strategies will I use to address literacy this week? Students will be using graphic organizers and and peer editing activities as they continue through the writing process.

 .

 English II

Week of Aug 31

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description: :    In this thematic unit dealing with the conflict of Appearance Versus Reality, students will focus on writing as a means for insight and reflection. Unit activities include readings and discussions that provide opportunity for application of critical literacy skills, along with a study of the short story genre.   All of the activities are based on authentic purposes for oral and written communication and require the application of a variety of literacy strategies. Regular vocabulary study will include defining words within the context of the texts and using words appropriately in original writings. Grammar, usage, and mechanics instruction also occur within the context of the short story and poetry selections.

Essential Questions:  

1. How does society identify courage?
2. Why do I identify some acts as courageous?
3. How does appearance affect the way I treat others?
4. How do I determine reality despite appearances?
5. How does prejudice affect my relationships with others?

Resources/Materials:  Notebooks, pen, pencils, McDougal Littell Literature – 10^th grade

Standards/Benchmarks/GLEs:  1a, 1b, 1c, 1d, 4b, 9a, 10c, 11a, 11e, 12b, 13, 17, 18, 19, 20, 21, 23, 25a, 26a, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 32a, 32b, 35

Objectives:

·      Assess understanding of poetic terms and devices.

·      Assess knowledge of poetic terms and devices to interpret poetry.

·   Discuss writing competently and effectively in an essay.

·    Discuss using the writing process effectively.

·   Discuss using grammar, spelling, sentence variety, and transitions well.

·         Write competently and effectively in an essay.

·         Use the writing process effectively.

·         Write using grammar, spelling, sentence variety, and transitions well.

·         Write competently and effectively in an essay.

·         Use the writing process effectively.

·         Write using grammar, spelling, sentence variety, and transitions well.

·         Write competently and effectively in an essay.

·         Use the writing process effectively.

·         Write using grammar, spelling, sentence variety, and transitions well.

·         Use a thesaurus effectively.

Student Learning Activities:

TSW

Complete Bellwork:

 be given time to work on project

TSW

Complete Bellwork:

What is the most difficult about writing for you? Explain and tell why.

·         Complete and discuss bellwork.

·         View PowerPoint on writing process and types of essays.

·         Read over writing packet and ask questions.

·         Discuss assignment for following day.

TSW

Substitute today

Complete Bellwork:

When you have to write, what is your favorite type of writing to do? Explain and tell why.

·         Complete and discuss bellwork.

·         Read 3 essays in packet.

·         Grade essays by completing rubric and scoring sheet.

·         Answer questions on essays and turn in for a grade.

TSW

Complete Bellwork:

What surprised you the most about the essays you graded yesterday?

·         Complete and discuss bellwork.

·         Review essays and grading sheets from yesterday.

·         Discuss GEE requirements for writing section.

·         Discuss writing prompts for essays and prewriting.  

TSW

Complete Bellwork:

Which writing prompt have you chosen and why?

·         Complete and discuss bellwork.

·         Begin writing rough drafts for essays.

·         Complete rough drafts and editing sheets for Monday.

Homework:

Decide on writing prompt.

Complete rough drafts and editing sheets.

Assessments: Poetry test, discussions in class, rubric for rough draft

What strategies will I use to address literacy this week? Students will be using graphic organizers and other prewriting activities to begin their essays according to GEE standards.

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description:  Appearance vs. Reality

Essential Questions:

·         Why do I identify some acts as courageous?

·         How does society identify courage?

·         How does appearance affect the way I treat others?

·         How do I determine reality despite appearances?

·         How does prejudice affect my relationships with others?

Resources/Materials:   Guaranteed Curriculum, McDougal Littell Literature Book

Standards/Benchmarks/GLEs:  01a, 01b, 01c, 01d, 3a, 3b, 3f, 3h, 4e, 11c, 15b, 23c, 25a, 25b, 25c, 26b, 26c, 26d, 26e, 26f, 26g, 27b, 27d, 28, 29, 31c, 34a, 34b, 42c, 46

Objectives:

TSWBAT  

apply their knowledge all poetry devices through a creative project.

TSWBAT apply their knowledge of the denotative and connotative meaning of a word

TSWBAT revise their sentence writing skills

TSWBAT interpret the essential questions through poetry

TSWBAT test their knowledge of poetry terminology

TSWBAT evaluate two poems

TSWBAT review sound devices in poetry

Student Learning Activities:

Bell Work

Bell Work

Bell Work

Bell Work

Homework:

Attachments:  Sentence Variety worksheet, Photo Assignment handout, Poetry Pre-test, Self-metaphor assignment,  Self-metaphor rubric

What strategies will I use to address literacy this week? Literacy will be addressed through daily bell work, class discussions, and activities.

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview: