NOTE: For each of these, the first date indicates my A Day classes
(periods 1 and 2), and the second date indicates my B Day class (period
I handed out planners. We watched a short video by John Green about the
beginning of school. I handed out and went over the syllabus. We watched two
short videos that were a brief introduction to American Literature. In second
and fifth periods, I showed students a sample introduction letter. In all 3
periods, I assigned the introduction letter, the signed syllabus, and the
reading log. We will go over the sample introduction letter in first period on
Friday. In fifth period, I also showed students my website.
We went to the library to check out anthologies. In first period, I showed
students the introduction letter and went over that assignment. (I did that in
second and fifth periods last class). I explained the turnitin.com assignment.
I handed out and went over the ORP instructions, the grading period schedule,
and information about MLA format. We did an exercise with an excerpt from
Poor Richard's Almanack, and we discussed another Benjamin Franklin
Period 1 Class ID: 6779542
Period 2 Class ID: 6779550
Period 5 Class ID: 6779560
Password for all classes: English
*Be sure to capitalize the "E" in English!*
Students completed a DRTA on their prior knowledge about European settlement
in the New World. I handed out and we went over “How to Annotate a Text," and
I also handed out annotation bookmarks. Students then took a vocabulary
pretest on the academic vocabulary words for fall semester.
I gave students their assigned seats with a seating chart. I collected the
signed syllabi and introduction letters. I checked students' reading logs. We
then read, annotated and discussed two articles from Time magazine; one
is about Pocahontas, and one is about John Smith. I had students turn in the
annotations so I can give them feedback. In first and fifth periods, we did
not have enough time to discuss the John Smith article, so we will do that
Students wrote in their reading logs. I showed them some examples of
annotation. I handed back their annotated articles. Students answered some
text-based questions (related to the articles), completed a think/pair/share,
and discussed the answers as a class. We then watched two videos with
historical background information (Plymouth:
http://www.youtube.com/watch?v=PoXHXbgRJvc and Jamestown and Tobacco:
http://www.youtube.com/watch?v=vpA5O46Ioyk), and students took 3-2-1 notes (3
new pieces of information that you learned, 2 interesting facts, and 1
question you still have). We will begin working with the excerpt from
General History of Virginia on Thursday/Friday. In fifth period, I also
distributed a few handouts from the school administration for students to give
to their parents, one of which was about Back to School Night.
Students wrote in their reading logs, and the A Day classes turned theirs in.
We read, annotated, and discussed the excerpt from General History of
Virginia. We will work with this text more next class, so be sure to have
it with you! In second period, we didn't get a chance to finish reading,
annotating, and discussing the excerpt, so students will need to read and
annotate the last page for homework. We will discuss it on Monday! In fifth
period, we were able to finish reading, annotating, and discussing.
Students wrote in their reading logs. (I handed these back to the A Day
students.) The turnitin.com assignment was due. For those who have not
completed this and/or turned in the signed syllabus, I will continue to bug
them until they do these things! We went over vocabulary list #1. I
distributed a handout about SOAPSTone, and we went over this. Students then
completed the first column of a SOAPStone handout for an excerpt from The
General History of Virginia. They began (and some finished) working on a
VSS sheet for that text. For those who didn't finish, the VSS is due next
Students turned in their VSS sheets. They wrote in their reading logs. Fifth
period students turned in their reading logs. We read a document with
information about the Puritans, and we looked at information from a Powerpoint
to supplement that information. We began to read and annotate an excerpt from
Of Plymouth Plantation. Students need to finish reading and annotating
Students turned in their annotated copies of Of Plymouth Plantation.
They took vocabulary test #1. They also wrote in their reading logs. I handed
back their annotations, and they did a think/pair/share in responding to the
first 8 text-based questions.
Students wrote in their reading logs. I mentioned that the due dates listed on
the tentative grading period schedule are (as it says in the title) tentative,
which is why I haven't yet assigned the writing task that was originally
supposed to be due today. Some things are taking longer than I thought we
would, and we have some scheduling complications that I didn't realize when I
created the schedule, but my most updated due dates are always listed on this
page! In my A Day classes, we reviewed the Puritan Plain Style; I gave some
background information about Edward Taylor; students read and annotated his
poem, "Huswifery" (A Day only); we discussed the poem; and students completed
some text-based questions about "Huswifery."
On the B Day (5th period), I was absent, so there was a substitute teacher.
The students finished discussing TBQs 1-8 from Of Plymouth Plantation
with the substitute, and they then attended the "Happiness is Now" assembly.
Students wrote in their reading logs, and the A Day students turned in their
reading logs. We went over vocabulary list #2. I assigned the writing task
(see handouts). Students completed a think/pair/share with the right-hand
column of the SOAPSTONE handout (with the excerpt from Of Plymouth
Plantation). We then did some VSS work -- I handed back the VSS sheets. In
groups of 4, students decided on one VSS word, and they shared these.
Students completed the California Healthy Kids Survey. They then wrote in
their reading logs (which I handed back in my A Day classes). We watched and
took a quiz on a short video related to Sinners in the Hands of an Angry
God, as we will begin reading an excerpt from this sermon next class. Here
is the URL for the video we watched: http://www.youtube.com/watch?
September 25/26 (END OF GP 1)
On 9/26, I had a substitute, as I was at an all-day meeting. The one-page
writing task was due to turnitin.com by the beginning of class. I told
students that they can still turn it in (for no credit, but to get PeerMark
responses about it) by Saturday at 11:59 PM, and I mentioned the PeerMark
assignment, which is due on October 1 (A Day)/October 2 (B Day). Students took
VT #2. They also wrote in their reading logs. I handed back the SOAPSTONE
assignments in first and second periods. (I handed these back in
fifth period on 9/24.) We then reviewed the answers to the quiz on the Great
Awakening video, and we watched a very short video about Jonathan Edwards and
his famous sermon. Here is the URL for that video:
http://www.youtube.com/watch?v=3REg6ZWLjZA. In fifth period, we will watch
this video next class. We then listened to, read, and annotated an excerpt
from that sermon, Sinners in the Hands of an Angry God. We discussed it
for a few minutes, but we will finish discussing it and working with it next
class, so students need to bring their annotated copies of the sermon excerpt
Students wrote in their reading logs. We went over vocabulary #3 (lists are
below). Students did a think/pair/share in response to 8 text-based questions
for Sinners in the Hands of an Angry God. We then did a "Quaker Read"
of striking imagery from the text.
Period 1 vocabulary #3 words:
Period 2 vocabulary #3 words:
Period 5 vocabulary #3 words:
The PeerMark assignment was due. We did the portfolio exchange, and students
cleaned out their portfolios. Students wrote in their reading logs. I
explained what they will need to do for the essay (and what they will need to
turn in). We completed a vocabulary development worksheet for Sinners in
the Hands of an Angry God. We then reviewed how to write an introduction
paragraph for an essay. (We didn't get to this in 5th period, as we had to
discuss homeroom matters at the beginning of class.)
Students took VT #3. They wrote in their reading logs. I went over what they
need to include with their essays when they turn them in (what I meant when I
said "rough drafty stuff" last class). We finished reviewing essay structure.
We also reviewed the Great Awakening. Counselors presented some information
pertinent to juniors.
Students wrote in their reading logs (which I handed back in first and second
periods; I re-collected them in second period, though, as I didn't get a
chance to grade them this weekend for that class). I handed out and went over
information about transitions. We also looked at an example of analysis.
Students then had the remainder of the class period to work on their essays
and to ask me questions about this assignment.
Students wrote in their reading logs. We read, annotated, and discussed a
packet about transcendentalism. (In second period, we didn't finish this, so
students need to finish it for homework.) I assigned a homework assignment
from this packet: Students are to complete a 3-2-1 activity with the text box
that spans the tops of pages 210-211 in which they write the following:
*3 facts that you find surprising or interesting
*2 activities for fun that are listed from the time that you would want to do
*1 question you have from this section
I will collect the annotated packets and the 3-2-1 activity next class.
Fifth period had some time to either complete the 3-2-1 activity or work on
their essays at the end of class.
I collected the annotated transcendentalism packets and the 3-2-1 activities.
Students wrote in their reading logs. We then read and discussed the excerpt
from "Nature." Students answered three text-based questions, which I
collected. Note that there is no outside reading due next class.
We completed a transcendentalism activity and written task related to it.
Students then had the remainder of the period to work on their essays.
Students turned in their reading logs in first and second period. They then
turned in the essays. We watched a video about transcendentalism
american-literature.html), and students completed a 3-2-1 activity on it:
Have kids watch this video 2x, completing 3-2-1 notes as they watch:
3 names of transcendentalists (with one fact about each)
2 interesting facts
1 question you think might be on the quiz or 1 question you still have
We then watched and discussed a video about Thoreau's Walden:
In fifth period, students also responded to a written prompt with at least
half of a page of reflection about the essay: What did you do well? What do
you need to do next time to make sure that you have a strong product and less
In fifth period, we also watched this video: http://education-
There was a substitute both days, as I was home with my sick son. Students
wrote in their reading logs. They watched the beginning of Dead Poets
Society and then wrote some notes about the elements of transcendentalism
from the movie.
Students wrote in their reading logs. I collected the reading logs in fifth
period. We watched the remainder of Dead Poets Society, again looking
for the elements of transcendentalism (non-conformity and/or free thought,
self-reliance, confidence, and the importance of nature).
Students wrote in their reading logs. In first period, students read silently
as they annotated and read the excerpt from Walden. We stopped a few
times to discuss. In second period, students popcorn-read the text as they
annotated. We watched some more of the movie in second period, as they have
not yet finished watching it. In fifth period, there was a substitute, as I
was at a meeting. They did not get to watch the minute-long clip of the cabin
in which Thoreau stayed, so I will show that to fifth period on Wednesday.
Students wrote in their reading logs. We read and discussed an article about
game/), and students responded to the question "What would Thoreau have
thought about this?" on the back of their Walden packets. They then did
a think/pair/share in filling out the Nature side of the
transcendentalism chart. After we discussed this, students had time to work on
their Walden reading and annotation and to fill out the other side of
the transcendentalism chart with information about Walden.
October 31/November 1
I collected the Walden excerpt reading and annotation and the
transcendentalism charts. Students wrote in their reading logs, and I
collected these in my A Day classes. We watched a video that had allusions to
Gothic literature while I graded and handed back the homework. Students then
began to write responses to the transcendentalism prompts:
Respond to one of the following prompts. Use evidence from the excerpt from
Nature and/or evidence from the excerpt from Walden to support your argument.
If you use evidence from your own life, you may use personal pronouns (I, me).
If you use evidence from other sources, you need to include a Works Cited.
Include in-text citations (parenthetical references) unless the text to which
you are referring is obvious.
1. Since Thoreau and Emerson’s time, life for Americans has become
increasingly complex, rather than simple. Evaluate transcendentalism as a 21st
century philosophy. Are these ideas still relevant?
2. What is the greatest single impact of transcendentalism on current ways of
thinking in the United States or around the world today?
Students wrote in their reading logs. We watched a video about Poe
(http://www.youtube.com/watch?v=yIp4m_v9xGs) and students responded to a 3-2-1
prompt about the video:
3 interesting facts
2 facts you know about Poe that weren't in the video or 2 questions you still
have (or 1 fact you know and 1 question you have)
1 thing you could buy with the amount of money he got for “The Raven”
I handed back the packet about transcendentalism, and students annotated the
part about the Dark Romantics. They also answered two text-based questions
about this text. We then went over the elements of American Gothic fiction. We
read the first four paragraphs of "The Fall of the House of Usher," and we
talked about the mood of the text. Then, students completed vocabulary webs
related to the mood. Those who didn't turn these in need to complete them by
Friday (Tuesday for B Day students).
In fifth period, after students wrote in the reading logs, they had the
remainder of the period to work on their transcendentalism essays. We will do
the Gothic assignments listed above on Thursday. The transcendentalism essays
are still due for fifth period on Thursday, but there will not be time in
class on Thursday to work on them.
Students wrote in their reading logs. (B Day students turned in their reading
logs.) A Day students had the remainder of the period to work on the
transcendentalism essay rough draft. B Day students completed the Gothic
assignments that the A Day students had completed on 11/4. The
transcendentalism rough draft was due at the end of the class period.
Students turned in their vocabulary webs (unless they turned them in early).
Students wrote in their reading logs. I handed back the vocabulary webs so
they could complete a VSS (with two words) using the webs. I handed out
information about what we will be doing for the next two weeks. This included
the prompt and instructions for the Gothic essay rough draft, which I've
included below. We then listened to, read, annotated, and discussed the
beginning of "The Fall of the House of Usher." (We finished reading through
the last full paragraph on page 313.)
Respond to the following prompt. Each body paragraph should include evidence
from the text(s). If you use evidence from your own life, you may use personal
pronouns (I, me). If you use evidence from other sources, you need to include
a Works Cited. Include in-text citations (parenthetical references) unless the
text to which you are referring is obvious.
The Transcendentalists' optimistic views of human perfectibility run counter
to the thoughts of the Dark Romantics, who believed that the world has a dark,
irrational side that cannot be ignored. Were the Transcendentalists correct,
or were the Dark Romantics correct? Choose one side, and support your claim
with evidence from at least two of the texts (Nature excerpt,
Walden excerpt, "The Raven," and/or "The Fall of the House of Usher").
Students wrote in their reading logs. Fifth period students turned in their
reading logs. I explained how the Socratic Seminar would be set up, and I gave
students an extra credit opportunity related to the seminar. We continued
reading "The Fall of the House of Usher." (We stopped near the top of page
Students wrote in their reading logs. We finished reading, listening to,
discussing, and annotating "The Fall of the House of Usher." We listened to
and read "The Raven." We then completed a Socratic Seminar on all 3 essay
On 11/19, I was absent, so we had to postpone the end of the Socratic Seminar
until next class. I postponed it for 5th period as well so that all three
classes would be on the same page. Students wrote in their reading logs, and
they had the remainder of the period to work on the essay rough draft, which
is due at the beginning of class on Thursday (A Day)/Friday (B Day).
I collected the essay rough drafts. We went to the library to check out copies
of Huck Finn. I checked out copies for those who were absent, so see me
at Tutorial for your book! Students wrote in their reading logs, and I
collected these from my A Day classes. We finished the Socratic Seminar. I
handed out and went over the grading period schedule (including making an
adjustment that I realized after making copies that I needed to make!).
Students then responded to the statements on an anticipation guide. We will
discuss this next class!
We discussed and took notes about essay writing, based on what I saw in the
rough drafts. I handed back the rough drafts. In first period, I had students
highlight the following:
pink -- thesis (Did you respond to the prompt? Did you state your argument?)
orange -- claims (Do they support the thesis? Are they reasons that back up
yellow -- circle transitions
green -- read each body paragraph and highlight everything that does not
support the claim
purple -- highlight your favorite sentence :)
We did not get to this in second or fifth periods, so we will do this essay
activity in those classes on 12/4 and 12/5, respectively. In fifth period, I
did not hand back the essay rough drafts, so the final draft due date for
fifth period only is changed to 12/17. In fifth period only, we did some
practice with passive voice, since that was an issue that I saw in some of the
essays that I have read so far.
Huck Finn Ch. 1-4 quiz
Students took the chapter 1-4 quiz for The Adventures of Huckleberry
Finn. After I handed back reading logs, students updated their ORP sheets
for their portfolios. In first period, we went over pronoun-antecedent
agreement and passive voice. In second period, we completed the essay activity
(see December 2/3 for details). We then began the Anticipation Guide 4 Corners
Discussion in first and second periods.
Huck Finn Ch. 5-8 quiz
Huck Finn Ch. 9-12 quiz
Reading log turn in for fifth period (unless you've already turned yours in)
Outside reading in-class essay -- bring reading log! You may also bring your
Huck Finn Ch. 13-16 quiz
Essay #2 due (A Day classes only)
with marked rough draft(s)
final draft also due online
final draft in MLA format
include a Works Cited if you use sources other than those that I gave
Huck Finn Ch. 17-19 quiz
Essay #2 due (5th period only)
with marked rough draft(s)
final draft also due online
final draft in MLA format
include a Works Cited if you use sources other than those that I gave
December 19 – Period 5 Final Exam
December 20 – Periods 1 and 2 Final Exams
BRING YOUR COPY OF The Adventures of Huckleberry Finn WITH YOU EVERY
DAY TO CLASS.