Mrs. Frerichs

AARC:

Aligned Round Rock Curriculum (at-a-glance) 

Grades:

Each grading cycle, a student’s average is comprised of the following types of grades:

• Major Grades = 60%

• Daily Grades = 40%

Date:

9/19/2011

Objectives:

During the lesson, the students will:

• review and apply the grammar rules that govern subject-verb agreement and adverbs.

• review rising action and apply this concept to “Shattered” by Christopher Batin.
• review exposition, rising action, climax, resolution, dynamic character, mood, and setting and apply them to an original story.

Class Work:

During class, the students will complete the following tasks:

• complete Short Story Unit Daily Language Practice #5.

• read “Shattered” together as a class and complete the activity titled “Rising Action.”
• begin planning an original story in which the main character must overcome some danger.

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

Short Answer Response for “The Most Dangerous Game” (if applicable).  This assignment will constitute a major grade, and students will need to submit all stages in the writing process, stapled in the following order:

• Final Copy (TYPED)
• Editing Sheet (COMPLETED)
• Rough Draft (TYPED w/ signs of editing)
• Short Answer Response (WORKSHEET)
• Short Answer Practice (WORKSHEET)

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Short Story Unit Daily Language Practice #5 [See Grammar]

• Rising Action: “Shattered”  [See Short Story Unit]
• Engaging Story: Matters of Life and Death [See Short Story Unit]

Homework:

During class, the following homework will be assigned.

• 9/21/2011: Prepare for a grammar quiz.
• 9/21/2011: Complete page 1 of the handout titled “Engaging Story.”

Date:

9/15/2011

Objectives:

During the lesson, the students will:

• review and apply the grammar rules that govern often confused words; coordinating conjunctions; pronoun antecedents; usage of numerals;  and introductory words, phrases, and clauses that begin a sentence.

• review the ACE method of composing a short answer response and use it as the bases for revising their own writing.

Class Work:

During class, the students will complete the following tasks:

• complete Short Story Unit Daily Language Practice #4.

• type, revise, and edit the short answer responses they have written.  Then, make the appropriate changes to their final copy and submit it with all the stages of the writing process.

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

Short Answer Response for “The Most Dangerous Game.”  This assignment will constitute a major grade, and students will need to submit all stages in the writing process, stapled in the following order:

• Final Copy (TYPED)
• Editing Sheet (COMPLETED)
• Rough Draft (TYPED w/ signs of editing)
• Short Answer Response (WORKSHEET)
• Short Answer Practice (WORKSHEET)

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Short Story Unit Daily Language Practice #4 [See Grammar]

• Editing Sheet: Short Answer Response  [See Short Story Unit]

Homework:

During class, the following homework will be assigned.

• 9/19/2011: Final Copy of short answer response (if applicable.  This assignment will constitute a major grade, and students will need to submit all stages in the writing process, stapled in the following order:

o    Final Copy (TYPED)

o    Editing Sheet (COMPLETED)

o    Rough Draft (TYPED w/ signs of editing)

o    Short Answer Response (WORKSHEET)

o    Short Answer Practice (WORKSHEET)

• 9/19/2011: Read “Shattered” on page 78 of the literature book.

Date:

9/13/2011

Objectives:

During the lesson, the students will:

• be assessed over their reading and comprehension of Richard Connell’s “Most Dangerous Game”

• be introduced to the ACE method of composing a short answer response.

Class Work:

During class, the students will complete the following tasks:

• complete a quiz over Richard Connell’s “Most Dangerous Game.”

• compose a short answer response that analyzes the successfulness of Rainsford and General Zaroff from Richard Connell’s “Most Dangerous Game.”

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

Study Questions: “Most Dangerous Game” (flipbook)

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Quiz: “Most Dangerous Game” [See Teacher]

• Short Answer Responses [See Writing Help]
• Short Answer Rough Draft: “Most Dangerous Game” [See Short Story Unit]
• Editing Sheet: “Most Dangerous Game” - Short Answer Response [Coming Soon to Short Story Unit]

Homework:

During class, the following homework will be assigned.

• 9/14/2011: Open House
• 9/15/2011: Finish short answer practice & editing sheet.

Date:

9/9/2011

Objectives:

During the lesson, the students will:

• review and apply the grammar rules that govern end punctuation; introductory words, phrases, and clauses that begin a sentence; and complex sentences.

• critically read Richard Connell’s “Most Dangerous Game” and analyze its plot, characters, and theme.

Class Work:

During class, the students will complete the following tasks:

• complete Short Story Unit Daily Language Practice #3.

• continue reading and discussing “Most Dangerous Game” by Richard Connell.
• be introduced to the ACE method of organizing a short answer response & use it to organize a response to Richard Connell’s “Most Dangerous Game.”

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

None

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Daily Language Practice: Short Story Unit--Practice #3 [See Grammar]

• Short Answer Responses [See Writing Help]

Homework:

During class, the following homework will be assigned.

9/13/2011: Finish reading through page 39 of Richard Connell’s  “Most Dangerous Game” and complete the accompanying sections of the flipbook.

Date:

9/7/2011

Objectives:

During the lesson, the students will:

• review the concept of plagiarism and a works cited.
• reflect upon the meaning of a quotation; provide specific examples of this meaning from literature, their own lives, and current events; and express their thoughts in a written response.
• critically read Richard Connell’s “Most Dangerous Game” and analyze its plot, characters, and theme.

Class Work:

During class, the students will complete the following tasks:

• review the concept of plagiarism and a works cited.
• complete the journal activity titled “Jealousy.”
• begin reading and discussing “Most Dangerous Game” by Richard Connell.  While reading, complete the flipbook assignment.

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

Dilemmas: “The Lady or the Tiger?”

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Jealousy [See Journal Topics]]

• Study Questions: “Most Dangerous Game” [See Short Story Unit Handouts]

Homework:

During class, the following homework will be assigned.

9/9/2011: Finish reading through page 30 of Richard Connell’s  “Most Dangerous Game” and complete the accompanying sections of the flipbook.

Date:

9/2/2011

Objectives:

During the lesson, the students will:

• review and apply the grammar rules that govern forming possessive nouns, punctuating the title of a text, and avoiding run-on sentences.
• review the plot diagram and the elements that comprise a story’s plot--exposition, complication, climax, falling action, & resolution.
• analyze the character of the princess in Frank R. Stockton’s short story “The Lady or the Tiger?”  Then, compare their understanding of this character to a painting (Dante Gabriel Rossetti’s Mona Vanna) and to the lyrics to the song (“Mona Lisa, Mona Lisa”).

Class Work:

During class, the students will complete the following tasks:

• complete Short Story Unit Daily Language Practice #2.
• finish discussing the plot analysis assignment (if applicable).
• read and discuss “The Lady or the Tiger?” by Frank R. Stockton as retold by Sue Baugh.  Then, complete the assignment titled “Dilemmas.”

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

None

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Daily Language Practice: Short Story Unit--Practice #2 [See Grammar]
• “The Lady or the Tiger?” by Frank R. Stockton as retold by Sue Baugh [See Teacher]
• Dilemmas: “The Lady or the Tiger?” [See Short Story Unit Handouts]

Homework:

During class, the following homework will be assigned.

• 9/5/2011: Holiday!!!
• 9/7/2011: complete Dilemmas assignment

Date:

08/31/2011      **Picture Day**

Objectives:

During the lesson, the students will:

• Reflect upon the meaning of a quotation; provide specific examples of this meaning from literature, their own lives, and current events; and express their thoughts in a written response.
• Practice effective speaking skills, nonverbal cues, and soft skills—awareness of content, audience, and appearance.

• review the plot diagram and the elements that comprise a story’s plot--exposition, complication, climax, falling action, & resolution.

Class Work:

During class, the students will complete the following tasks:

• take class pictures.
• complete the journal activity titled “Doing What is Required.”.
• present their life line poems to the class.
• finish discussing the plot analysis assignment.

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

• Life Line Poems
• Plot Analysis: “The Jump”

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Doing What is Required [See Journal Topics]
• Journal Response Template [See Writing Help]

Homework:

During class, the following homework will be assigned.

None

Date:

08/29/2011

Objectives:

During the lesson, the students will:

• review and apply the grammar rules that govern forming possessive nouns, punctuating the title of a text, and avoiding run-on sentences.
• organize their English I binders for the 2011-12 school year.
• read “The Jump” by Leo Tolstoy and analyze the plot.

Class Work:

During class, the students will complete the following tasks:

• complete Short Story Unit Daily Language Practice #1.
• receive yearbook picture order forms and discuss the upcoming picture day.  Students will take their yearbook pictures during class on Wednesday, August 31, 2011.
• organize their binders according to the following instructions. Students need:

o    a 1.5 binder to house the materials for this class.  This binder should not be shared with another subject.

o    to place their loose leaf notebook paper at the front of this binder.

o    a divider labeled “Handouts.”

o    a divider labeled “Graded Papers.”

o    a divider labeled “Current Work”

o    to place their Course Syllabus, WHS English Department Grading Policy, and Narrative Elements Notes in sheet protectors.

o    keep their extra sheet protectors at the back of their binders.

• read and discuss “The Jump” by Leo Tolstoy on page 4 of the literature book.  Then, complete the Plot Analysis assignment...

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

• Signature Page & Connected Classroom Contract (late)
• Book Permission Letter (late)

• Donations to the classroom supplies
• Narrative Elements: Scavenger Hunt

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Daily Language Practice: Short Story Unit--Practice #1 [See Grammar]
• Photo Texas Picture Order Forms [See Teacher]
• Plot Analysis: “The Jump”  [See Short Story Unit Handouts]

Homework:

During class, the following homework will be assigned.

• 8/31/2011: Finish Life Line Poem, type, & decorate it.  Be prepared to share it with the class.
• 8/31/2011: Picture Day
• 8/31/2011: Finish the plot analysis for “The Jump.”

Date:

08/25/2011

Objectives:

During the lesson, the students will:

• Continue to become acquainted with the course procedures.
• Prepare to introduce themselves to their classmates.
• Review and discuss the Narrative Elements. 

Class Work:

During class, the students will complete the following tasks:

• review and discuss the Course Syllabus and WHS English Department Grading Policy.
• be introduced to the Life Line Poem by:

o    watching a motivational video clip from Akeelah & the Bee in which the protagonist must recognize her greatest fear.

o    being introduced to the structure for the Life-line poem and begin brainstorming for their rough drafts.

• review the narrative elements and complete a scavenger hunt regarding this material.

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

• Signature Page & Connected Classroom Contract
• Book Permission Letter
• Donations to the classroom supplies

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Life Line Poem: Assignment Sheet & Rubric  [See Short Story Unit Handouts]
• Narrative Elements: Notes  [See Short Story Unit Handouts]
• Narrative Elements: Scavenger Hunt  [See Short Story Unit Handouts]

Homework:

During class, the following homework will be assigned.

• 8/29/2011: Bring supplies to organize their notebooks
• 8/31/2011: Finish Life Line Poem, type, & decorate it.  Be prepared to share it with the class.

Date:

08/23/2011       **First Day of Class**

Objectives:

During the lesson, the students will:

Become acquainted with the teacher, their classmates, and the course procedures.

Class Work:

During class, the students will complete the following tasks:

• participate in an ice breaker.
• be introduced to the Beginning of Class Procedures.
• review and discus the course’s introductory paperwork:

o    Signature Page & Connected Classroom Contract

o    Introductory Letter & Supply List

o    RRISD Book Permission Letter

Turned In:

Unless otherwise indicated, students will submit the following work at the BEGINNING of class:

• None

Handouts:

During class, the following information will be distributed.  Students can acquire copies as indicated below.

• Signature Page & Connected Classroom Contract  [See Course Documents]
• Introductory Letter & Supply List  [See Course Documents]
• Course Syllabus  [See Course Documents]
• WHS English Department Grading Policy  [See Course Documents]
• Book Permission Letter  [See Course Documents]

Homework:

During class, the following homework will be assigned.

• None