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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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English II
Weekly Overview:
Week of
Jan.4
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Unit Description: Loyalty and Betrayal
Essential Questions:
· What impact do flaws have on leadership?
· How can personal flaws undermine or destroy the success of a leader?
· How can the personal ambition of a leader interfere with his success?
· Why do heroes and heroines personify the values of a culture?
· Why is there a distinction between heroes?
Resources/Materials: St. Tammany Parish School Board Guaranteed Curriculum, McDougal Littell Literature Book, McDougal Littell Resource Manager Unit 10
Standards/Benchmarks/GLEs: 1,4,5,7,9,11,13,15,32
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Objectives:
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TSWBAT demonstrate writing dialogue using a writing prompt
TSWBAT interpret the Enduring Understandings and Essential Questions through discussion
TSWBAT summarize the background of “Antigone”
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TSWBAT define the elements of tragedy
TSWBAT explain why the story of Oedipus is a tragedy
TSWBAT infer traits of Antigone and Ismene
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TSWBAT choose a Greek god to research
TSWBAT explore the key idea of loyalty
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TSWBAT identify vocabulary words in “Antigone”
TSWBAT develop varied sentence structure
TSWBAT create a presentation on a Greek god
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TSWBAT interpret a Greek tragedy
TSWBAT identify the role of foil in a Greek tragedy
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Student Learning Activities:
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Bell Work
Mini-lesson on punctuating dialogue
Review Enduring Understandings and Essential Questions-students will write these in their notes for future reference
Students will view and take notes on Antigone Background PowerPoint
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Bell Work
Students will view and take notes on Elements of Tragedy PowerPoint
Students will complete “Antigone” Anticipation Guide
Students will read background on Sophocles p. 967
Students will read and discuss “Antigone”-Prologue p. 968
As students read and discuss the play they will complete a study guide on “Antigone”
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Bell Work
Introduction of Greek gods project
Students will journal on Big Idea-What is your ultimate loyalty?
The teacher will introduce the role of foil in Greek tragedy
Students will read and discuss “Antigone”-Parodos p. 972
As students read and discuss the play they will complete a study guide on “Antigone”
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Bell Work
Correct Vocabulary Practice, p. 32
Grammar and Style Revision-“Antigone” p. 36
Student work on Greek gods project
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Bell Work
Students will read and discuss “Antigone”-Scene 1 and Ode 1 p. 974
As students read and discuss the play they will complete a study guide on “Antigone”
With partners, students will answer questions on the role of foil in the play
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Homework:
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Vocabulary Practice p. 32-due Thursday
Greek gods project-due Friday 1/15
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Assessments: The students will be informally assessed on class discussion and participation. The students will be formally assessed on punctuating dialogue, journal writing, Greek gods project, Vocabulary Practice, Grammar Revision, and “Antigone” study guide.
What strategies will I use to address literacy this week? Literacy will be addressed through daily bell work, class discussions, and activities using the strategy of an anticipation guide.
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English II
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Dec.7
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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 the 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 our life experiences shape our views?
Resources/Materials: Introduction notes, Night powerpoint and handouts, vocabulary list and puzzle, graphic organizers
Standards/Benchmarks/GLEs: 1, 2, 3, 4, 8, 9, 10, 11, 12, 15, 16, 17, 22, 23, 24, 25, 31a, 32, 35, 38, 46
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Objectives:
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TSWBAT:
1. Identify and correct errors in who and whom usage.
2. Learn rules and tips on writing introductions.
3. Define new words.
4. Begin reading and analyzing a memoir.
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TSWBAT:
1. Identify and correct errors in pronoun agreement.
2. Learn about Night, Elie Wiesel, and the Holocaust.
3. Participate in a discussion about evil.
4. Define new words.
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TSWBAT:
1. Identify and correct sentence fragments.
2. Read and analyze a memoir.
3. Write about what he/she has read.
4. Answer questions about what he/she has read.
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TSWBAT:
1. Identify and correct errors in pronoun usage.
2. Read and analyze a memoir.
3. Write about what he/she has read.
4. Answer questions about what he/she has read.
5. List important events in the story and the characters’ reactions to them.
6. Make predictions about what’s to come.
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TSWBAT:
1. Identify and correct errors in comparative usage.
2. Read and analyze a memoir.
3. Write about what he/she has read.
4. Answer questions about what he/she has read.
5. List important events in the story and the characters’ reactions to them.
6. Make predictions about what’s to come.
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Student Learning Activities:
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Give notes on writing introductions.
3. As a whole class, answer the questions about the best opening sentences on p. 165 of Book 3 of the Standard Lesson Files.
4. Students will copy the list of vocabulary words for Night and begin defining them.
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Show the Night powerpoint.
3. Discuss Wiesel’s idea that indifference to evil is just as evil itself.
4. Hand out vocabulary puzzles.
5. Students will use the remainder of the period working on the puzzles or beginning tonight’s reading.
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Students will respond to a writing prompt to demonstrate that they have read last night’s section.
3. Discuss last night’s reading.
4. Begin reading and discussing the remainder of Chapter 1.
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Students will demonstrate that they have read by responding to a writing prompt.
3. Discuss last night’s reading.
4. Students will work on the study guide and the Active Reading Guide for Chapters 1 and 2.
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1. Students will do the bell work individually, then the
whole class will go over the correct answers.
2. Students will demonstrate that they have read by responding to a writing prompt.
3. Discuss last night’s reading.
4. Students will finish the study guide and the Active Reading Guide for Chapters 1 and 2.
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Homework:
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Work on research paper
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Read pp. 1-8 of Night
Work on puzzle
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Finish reading chapter 1 of Night
Work on research paper
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Read Chapter 2 of Night
Work on research paper
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Read Chapter 3
Work on research
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English II
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Week of
November 16
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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
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Objectives:
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TSWBAT
Use graphic organizers to complete concepts and information learned
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TSWBAT identify narrative nonfiction
TSWBAT develop a timeline to organize information
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TSWBAT test their knowledge on narrative nonfiction
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TSWBAT evaluate an interview with Morrie Schwartz
TSWBAT identify vocabulary words in a novel
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TSWBAT examine an interview with Morrie Schwartz and compare the interview with the character in a novel
TSWBAT define vocabulary words in a novel
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Student Learning Activities:
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Bell Work
Nonfiction Power Point Presentation
Students will take notes and
Review vocabulary
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Bell Work
Vocabulary test on Blowup: What Went Wrong at Storm King Mountain
Page 93 resource manager
Elements of nonfiction
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Bell Work
Complete reading and discussion on Blowup: What Went Wrong at Storm King Mountain
Students will use a timeline to take notes
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Bell Work
Comprehension test on Blowup: What Went Wrong at Storm King Mountain
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Bell Work
Students will do vocabulary squares for next unit
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Homework:
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**Students will study for vocabulary and comprehension
tests
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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.
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English II-Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
Week of
Nov.2
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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
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Objectives:
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TSWBAT apply vocabulary terms in meaningful applications
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TSWBAT interpret a short story based on a true story
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TSWBAT demonstrate understanding of facts and ideas in a short story
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TSWBAT analyze a news article
TSWBAT compare forms and texts
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TSWBAT test their knowledge on a short story
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Student Learning Activities:
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Vocabulary Squares and discussion. “The Possibility of Evil”
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Bell Work- GEE Prep
Read and discuss “ The Possibility of Evil”
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Bell Work
Complete reading and discussion on “The Possibility of Evil”
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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
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Bell Work
Comprehension and vocabulary test on “The Possibility of Evil”
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Homework:
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Study and prepare for test on Friday.
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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.
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
English II
OCT.19
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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
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Objectives:
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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.
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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.
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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.
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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.
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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.
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Student Learning Activities:
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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.
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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.
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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.
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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.
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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.
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Homework:
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Work on research paper
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Have five sources by Friday
Complete flow chart
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Have five sources by Friday
Do Vocabulary Practice and Vocabulary Strategy on p. 541 of the literature book
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Have five sources by Friday
Quiz on “And of Clay Are We Created”
tomorrow
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Week of Oct. 12
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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,
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Objectives:
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TSWBAT analyze a poem for content
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TSWBAT make predictions on a short story
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TSWBAT read and discuss a short story
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TSWBAT interpret a short story
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TSWBAT test their knowledge on a short story
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Student Learning Activities:
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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
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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
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Bell Work
Read and discuss “There Will Come Soft Rains”-p. 306-313, split page notetaking
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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
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Bell Work
Test on “There Will Come Soft Rains”
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Homework:
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Monday: Read tuesdays with Morrie, p. 14-31 and complete vocabulary-due Mon. 10/19
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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.
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Week of Sept. 28
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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
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Objectives:
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TSWBAT identify literary elements in a short story
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TSWBAT demonstrate their understanding of newly learned material
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TSWBAT summarize a short story
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TSWBAT interpret a student’s relationship with his teacher in a novel
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PARISH FAIR DAY-NO SCHOOL
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Student Learning Activities:
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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
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Bell Work
Complete whole class reading and discussion-The Bass, The River, and Sheila Mant p. 27
Collaborative Group Activity: Story Chain
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Bell Work
Collaborative Group Activity: Story Chain Sharing
Writing Activity: summary on The Bass, The River, and Sheila Mant
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Bell Work
tuesdays with Morrie-p. 14-31
tuesdays with Morrie-Vocabulary
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PARISH FAIR DAY-NO SCHOOL
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Homework:
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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.
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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English III
Week of
Sept. 28
Weekly Overview:
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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
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Objectives:
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TSW use understand that Arthur Miller wrote the fictional play The Crucible, to depict the Salem Witch Trials of the 17th century.
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TSW writing to analyze literature
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TSW explore the key idea of hysteria
TSW identify and analyze conventions of drama
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TSW draw conclusions about characters
TSW build vocabulary for reading and writing
TSW use context clues to help determine word meaning
and dialogue
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TSW use appropriate word choice and sentence structure to create realistic dialogue
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Student Learning Activities:
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Free Writing Journal
View the movie The Crucible.
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Finish the movie The Crucible.
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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.
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Review for the nine-weeks exam.
Work on character analysis. (due Monday)
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Parish Fair Day Holiday
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Homework:
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Work on character analysis (due Mon
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Work on character analysis (due Monday).
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Attachments:
Assessments: The students will be informally assessed on class discussion and participation. The students will be formally assessed on test on following stories: The Crucible
What strategies will I use to address literacy this week? Vocab. Self- awareness, GISTing, split-page note-taking
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Week of Sept. 21
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
SEPT.21
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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:
- How does society identify courage?
- Why do I identify some acts as courageous?
- 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: Notebooks, pen, pencils, McDougal Littell Literature – 10th 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
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Objectives:
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· 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.
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· 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.
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Journal writing-Understanding the
Elements of the Short Story-discussion
Plot analysis-Group work –The Real Story of the Three Little Pigs
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PLAN TESTING
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PLAN TESTING
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Student Learning Activities:
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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.
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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.
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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.
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TSW
Complete PLAN test sections.
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TSW
Complete PLAN test sections.
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Homework:
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Complete revisions and write final drafts to be turned in tomorrow.
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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.
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
SEPT. 14
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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:
- How does society identify courage?
- Why do I identify some acts as courageous?
- 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: Notebooks, pen, pencils, McDougal Littell Literature – 10th 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
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Objectives:
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Evaluate the effective use of writing by using a rubric as a guide to complete rough drafts
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· 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.
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· 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.
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· 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.
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· 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.
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Student Learning Activities:
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TSW
Complete revisions and highlight in their essay, at least 5 words that could be changed with a thesaurus.
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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
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TSW
Complete Bellwork:
Read a book for 10 min.
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Poetry Projects DUE
Go to lab and begin typing final essays.
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TSW
PLAN Test information
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TSW
Cont. of PLAN
Typing final essays to be turned in.
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Homework:
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F inish revisions at home and be ready to SHOW revisions clearly on your paper
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None
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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.
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English II
Week of Aug 31
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Weekly Overview:
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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:
- How does society identify courage?
- Why do I identify some acts as courageous?
- 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: Notebooks, pen, pencils, McDougal Littell Literature – 10th 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
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Objectives:
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· Assess understanding of poetic terms and devices.
· Assess knowledge of poetic terms and devices to interpret poetry.
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· Discuss writing competently and effectively in an essay.
· Discuss using the writing process effectively.
· Discuss using grammar, spelling, sentence variety, and transitions well.
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· Write competently and effectively in an essay.
· Use the writing process effectively.
· Write using grammar, spelling, sentence variety, and transitions well.
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· Write competently and effectively in an essay.
· Use the writing process effectively.
· Write using grammar, spelling, sentence variety, and transitions well.
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· 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.
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Student Learning Activities:
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TSW
Complete Bellwork:
be given time to work on project
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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.
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TSW
Substitute today
Complete Bellwork:
When you have to write, what is your favorite type of writing to do? Explain and tell why.
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