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Ms. Lott |
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9th Grade English9th Grade English: periods 1 and 6 Thursday, September 2: Card activity. Classroom goals activity. Handout. Homework: On Tuesday, September 7: Bring in a 3 ring binger with 3 dividers labeled literature, writing, vocabulary for a grade! Also, come on on Tuesday prepared to write on one of the books you read for summer reading. Friday, September 3: It's Mine! Literary terms: exposition, conflict, climax, theme, protagonist, antagonist, rain symbolism, toad symbolism, alliteration, metaphor. Think, write, pair, share. Tuesday, September 7: drop 3 and 4 3 ring binder check with labeled dividers for a grade! Write on one of your two summer reading books after reviewing prompt and rubric. 30 minute timed writing. No more! Homework: Culture quilt due on Friday! Samples from Mrs. Parent's class. Wednesday, September 8: drop 1 and 2: Period 6: It's Mine and notes on literary terms! Classroom rules and expectations activity. Thursday, September 9: no school Friday, September 10: drop 7 and 8 Share culture quilt squares around the room. Share at least one image that is important to you. (Classroom participation credit!) No homework for the weekend! :) Monday, September 13: drop 5 and 6 Period 1 and 7: We have already started Antigone. Let's pause to practice some close reading and re-reading of an excerpt from another book so that we can analyze literature more thoroughly. Patterned reading with Bone Black: Memories of girlhood. Homework due Friday: Choose and bring to class on Friday for a grade: Independent reading book (Do I dare disturb the nature of the universe? book) Tuesday, September 14: drop 3 and 4: Period 1 and 7: Finish patterned reading Wednesday, September 15: drop 1 and 2 Period 7: Artifact analysis Thursday, September 16: drop 7 and 8 Period 1: Artifact analysis Friday, September 17: drop 5 and 6 Period 1 Independent reading book due (Do I dare disturb the nature of the universe? book) Monday, September 20: drop 3 and 4 Period 1:Back to Antigone with Antigone literary terms. Quiz on Antigone literary terms on Thursday, September 23. Period 6 Independent reading book due. Go around the room sharing independent reading book and why you chose it. How does it fit with our "big" essential question? Time to read and then share one new thing you learned from your reading. Quiz on Antigone literary terms on Thursday, September 23.
Ongoing homework: Independent reading book. You have a month to read it and make connections to our big question: Do I Dare Disturb the Nature of the Universe? Take literary terms out as we continue reading Antigone and find examples of these terms as we read. Preview questions for scene 1, ode 1. Answers in COMPLETE SENTENCES on this handout are due on Thursday. Type if at all possible. Tuesday, September 21: drop 1 and 2 Period 7: Continue Antigone. Wednesday, September 22: drop 7 and 8 Period 1: Continue Antigone. Thursday, September 23: drop 5 and 6 Hand in Scene I, ode I answers. Literary terms quiz. Friday, September 24: drop 3 and 4 Period 1 and 7: Preview Scene 2 Antigone chart. Start Scene 2. Get in groups of 3 and start Act 2 chart. Monday, September 27: drop and 1 and 2 Tuesday, September 28: drop 7 and 8: Ongoing homework: Independent reading book at home. Bring book in on FRIDAY for in class reading! Periods 1 and 6: Preview Scene 2 Antigone chart. Start Scene 2. Wednesday, September 29: drop 5 and 6 Per. 1: Finish scene 2. Get in groups of 3 and start Act 2 chart. Finish for homework--due tomorrow! Thursday, September 30: drop 3 and 4 Period 1: Hand in chart. Discuss. Continue reading in Antigone. Period 6: Finish scene 2. Get in groups of 3 and start Act 2 chart. Finish for homework--due tomorrow! Friday, October 1: Independent reading book day. Think, write, pair, share with someone who is reading your book (or alone if no one else is reading your book) and make one strong connection between your book and Antigone and back up that connection with textual support from both books. Monday, October 4: drop 7 and 8 Period 1 and 6: Finish sharing connections between independent reading book and the play, Antigone. Review where we are in the play and start scene 3. Finish scene 3 for homework and choose three quotations (highlight or underline them) that you think are important. Be prepared to discuss why you think these quotations are signficant. Tuesday, October 6: drop 5 and 6 Period 1: Get together in groups of three and choose two important quotations from scene 3. Write the quotes on big paper and share meaning and importance with class. Wednesday, October 7: drop 3 and 4 Period 1: Continue reading scene 4 and answer the following question for homework in APE format: Explain how Creon and Antigone are polarized at the end of this scene. Period 6: Get together in groups of three and choose two important quotations from scene 3. Write the quotes on big paper and share meaning and importance with class. Thursday, October 8: drop 1 and 2 Period 6: Continue reading scene 4 and answer the following question for homework in APE format: Explain how Creon and Antigone are polarized at the end of this scene. Friday, October 9: drop 7 and 8 Period 1 and 6: Discuss scene 4. Independent reading book day! WH: Lott Ongoing homework: Independent reading book should be finished by October 20! Tuesday, October 12: drop 5 and 6 Period 1: Independent reading day with independent reading homework due tomorrow! Get back scene 4 homework. Last 15 minutes: one question, one helpful suggestion re. "Asset Survey." Wednesday, October 13: drop 3 and 4 Period 1: Finish reading Antigone and check off Tragic Hero list in preparation for writing a 5 paragraph essay on Creon: The Tragic Hero of Antigone. Period 6: Finish reading Antigone and check off Tragic Hero list in preparation for writing a 5 paragraph essay on Creon: The Tragic Hero of Antigone. Last 15 minutes: one question, one helpful suggestion re. "Asset Survey." Thursday, October 14: drop 1 and 2 Period 6: Power Point review of Elements of Fiction and review of Tragic Hero Essay Rubric. Review rubric for Tragic Hero Essay and teacher introduction that you will type when we go into computer lab. Fill out tragic hero chart. Friday, October 15: drop 7 and 8 Period 1: Power Point review of Elements of Fiction and review of Tragic Hero Essay Rubric. Review rubric for Tragic Hero Essay and teacher introduction that you will type when we go into computer lab. Fill out tragic hero chart. Period 6: Start five paragraph tragic hero essay in computer lab. Save on your hard drive and print what you have at the end of class. Computer library lab. 9th Grade English schedule: Lott Adjusted due date for independent reading: October 29. Monday, October 18: drop 5 and 6 Tragic Hero Essay introduction paragraph In the play, Antigone by Sophocles, the reader sees that hubris is the downfall of the tragic hero Creon and an ever present threat to humanity. Creon begins his journey as the noble and powerful King of Thebes who is overly confident in his own judgment and the laws of the state of Thebes. Throughout the play, Creon makes errors in judgment that result from his hubris, he realizes his fault and attempts to right his wrong, and he suffers as a result of these errors. Creon learns that excessive pride (hubris) leads to disaster. Period 1: Start five paragraph tragic hero essay in computer lab. Save on your hard drive and print what you have at the end of class. Computer library lab Tuesday, October 19: drop 3 and 4 Period 1: Last day in computer lab to finish your five paragraph tragic hero essay. Hand this in at the end of class TODAY! computer lab room 50 Period 6: Last day for independent reading in class. You should be finished with your book/finishing your book! Wednesday, October 20: drop 1 and 2: Period 6: Last day in computer lab to finish your five paragraph tragic hero essay. Hand this in at the end of class TODAY! computer lab room 6 Thursday, October 21: drop 7 and 8 Period 1 and 6: Independent reading day. Bring book and be prepared to write on your book at the end of the period. Friday, October 22: drop 5 and 6 Period 1: Independent book discussion and Dare Disturb the Universes charades! Monday, October 25: drop 3 and 4 Remember that you need to be finished reading your independent reading book by October 29! The Ten Commandments of the Code of ChivalryFrom Chivalry by Leon Gautier
The Twelve Chief Rules in LoveFrom The Art of Courtly Love by Andreas Capellanus
Period 1: Review Friday's work. JR. Period 6: Take out APE paragraphs on independent reading book. Break into groups by book and share your ideas about how your character "dare disturbs the universe." Report back to class. JR. Tuesday, October 26: drop 1 and 2 Period 6: Start Middle Ages unit with short overview of time period and "Lay of the Werewolf" written by Marie de France in the 12th century. Define the terms "romance" and "chivalry." From dictionary. com: Romance: a medieval narrative, originally one in verse and in some Romance dialect, treating of heroic, fantastic, or supernatural events, often in the form of allegory.
Chivalry: The methods of training and standards of behavior for knights in the Middle Ages. The code of chivalry emphasized bravery, military skill, generosity in victory, piety, and courtesy to women.
origin: 1292, from O.Fr. chevalerie "horsemanship," from chevaler "knight," from M.L. caballarius "horseman," from L. caballus (see cavalier). From "mounted knight," meaning stretched 14c. to "courtly behavior."
The methods of training and standards of behavior for knights in the Middle Ages. The code of chivalry emphasized bravery, military skill, generosity in victory, piety, and courtesy to women. Homework due Friday: Finish reading lay if necessary and answer questions using APE! Wednesday, October 27: drop 7 and 8 Period 1 and 6: Review independent reading book assignment which is due a week after the book needs to be finished--November 5! Plan thesis (answer to the question which will be the last sentence in your introduction) in groups and report to class. Thursday, October 28: drop 5 and 6 Period 1: Start Middle Ages unit with short overview of time period and "Lay of the Werewolf" written by Marie de France in the 12th century. Define the terms "romance" and "chivalry." Homework due Friday: Finish reading lay if necessary and answer questions using APE! Friday, October 29: drop 3 and 4: Period 1 and 6: Using model of "Lay of the Werewolf" and your answers to the homework questions, create your own lay plot chart and share with class. You will not be writing the lay but planning it using a plot chart. (Refer to your Antigone plot chart for review.) Your lay should be a romance based on love and/or chivalry and have a clear expostion (Medieval Europe...France? England?) and a clear conflict (problem), 3 points in the rising action, a climax (that resolves the conflict) and a resolution. 9th Grade English: Lott Monday, November 1: drop 1 and 2: Period 6: Review "Lay of the Werewolf Questions" and plot chart you created in groups. Get back Antigone Tragic Hero Essay and discuss style needs. Tuesday, November 2: drop 7 and 8 Period 1: Review "Lay of the Werewolf Questions" and plot chart you created in groups. Get back Antigone Tragic Hero Essay and discuss style needs. Period 6: Review independent reading book essay instructions. Discuss. Plan and share. Due Nov 10. Wednesday, November 3: drop 5 and 6 Period 1: Review independent reading book essay instructions. Discuss. Plan and share. Due a week from today: Nov 10. Thursday, November 4: drop 3 and 4 Period 1 and 6: Continue medieval period reading and analysis. Friday, November 5: drop 1 and 2 Period 6: Continue Medieval period. ONGOING HOMEWORK: Independent reading book essay due NOV 10! Monday, November 8: drop 7 and 8 Ongoing homework: Independent reading essay due on Monday, Nov. 15! (change!) Period 1 and 6: Announcement for Period 1: I will collect your "Lay of the Werewolf" homework tomorrow! Work individually on your thesis statement for 15 minutes. Make sure it answers the question: How does the protagonist in your book "dare disturb the universe"? Share with partner and peer edit: Peer editors need to look for: clarity (clear answer), depth (HOW/WHY does the character "dare disturb the universe?"), fluency (does the sentence flow well?) and word choice (are the best words used?) Peer editors rate the thesis sentence on a scale of 1 to 5 with 5 as the highest rating. Peer editors need to write down their reasoning for their rating. Pull "quotes" from the thesis to defend your rating. Fill out the rating below. Clarity score and reason:
Depth score and reason:
Fluency score and reason:
Word choice score and reason:
Share ratings and reasons with the writer and then whole class sharing.
Tuesday, November 9: drop 5 and 6 Period 1: Hand in "Lay of the Werewolf" homework. Continue peer editing. Review Chivalry Code by breaking into 7 groups (3 students per group) and reviewing one expectation/virtue for knights per group (10 minutes in groups). Come up with a an explanation of your expectation/virtue in your group so that you can explain it to the class. Share virtues with class. Go back and finish Charlemagne packet and discuss. Wednesday, November 10: drop 3 and 4 Period 1 and 6: Continue peer editing. Review Chivalry Code by breaking into 7 groups (3 students per group) and reviewing one expectation/virtue for knights per group (10 minutes in groups). Come up with a an explanation of your expectation/virtue in your group so that you can explain it to the class. Share virtues with class. Go back and finish Charlemagne packet and discuss. Thursday, November 11: no school Friday, November 12: 1 and 2 Period 6: Discuss homework on Once and Future King. Take notes on medieval period. Start thinking about Quarter 2 independent reading book--your choice of fiction. Bring chosen book to class for a grade on Thursday, Nov. 17!! You will have a month to read the book mostly at home. Independent reading book essay due on Monday, November 15!
Monday, November 15: drop 7 and 8 Period 1 and 6: Hand in independent reading essays with rubric stapled on top with your name on right hand corner of rubric. Independent Reading Essay Optional Rewrite Requirements: Note that I will not accept a rewrite if these requirements are not met! 1. Revise substantially--don't simply change words and phrasing. 2. Italicize or highlight all changes in your new essay so that I can clearly see where you made changes. 3. Include a typed reflection that explains what you changed and why. 4. Include your first graded essay with the rewrite. 5. All this is due on Monday, Nov. 22 AT THE START OF CLASS. NO PRINTING OUT REWRITES AFTER CLASS STARTS. Period 1: Get "Lay of the Werewolf" homework back. Period 1 and 6:Start thinking about Quarter 2 independent reading book--your choice of fiction. Bring chosen book to class for a grade on Friday, Nov. 19!! You will have a month to read the book mostly at home.
Period 1: Preview homework on "Arthur Becomes King"--due tomorrow. Start reading story in class. Look for examples of the Chivalry Code! Wednesday, November 17: drop 3 and 4 Period 1: Take out "Arthur Becomes King" homework. Pair, share in pairs, share in large group. Take notes on medieval period. Period 6: Preview homework on "Arthur Becomes King"--due tomorrow. Start reading story in class. Look for examples of the Chivalry Code! Thursday, November 18: drop 1 and 2 Period 6: Take out "Arthur Becomes King" homework. Pair, share in pairs, share in large group. Take notes on medieval period. Friday, November 19: drop 7 and 8 Period 1 and 6: Share independent reading fiction book FOR A GRADE! Go around room and show book to class and briefly explain why you chose the book. 20 minutes to read your book. Exit quiz: Your name, name of book, pages in book, number of pages you need to read per day to be done in one month (30 days), one thing you learned today about your book while reading. Monday, November 22: drop 5 and 6 Period 1: Hand in "Arthur Becomes King" homework. Bring your book tomorrow to read in class and then to write about in class! Tuesday, November 23: drop 3 and 4 Period 1: Read fiction book and respond to Independent Reading Check 1: APE response. Homework over break: Continue reading fiction book. Period 6: Get back "Arthur Becomes King" homework. Effort grade. Discuss strategies for completing homework including re-reading. Re-read last section of "Arthur Becomes King" and review answers to the last three questions. Homework over break: Continue reading fiction book. 9th grade English: Lott ONGOING HOMEWORK: Continue reading fiction book. Bring in book to read in class on Monday, November 29: drop 1 and 2 Period 6: Preview excerpt from The Divine Comedy by Dante: The Inferno. Homework: Finish reading up to Canto III on page 318 and answer the following questions in the literature section of your notebook. Re-read if necessary. Answer in complete and well written sentences. 1. Dante's Inferno is an allegory written in the Middle Ages @ 1300. Define allegory. 2. Discuss the meaning of the three allegorical beasts that Dante meets: Leopard, Lion, and She Wolf. What do these beasts symbolize in your own words? Why does Dante include in his story as he starts his journey into hell? WEBSITE: JOURNEY THROUGH HELL: Tuesday, November 30: drop 7 and 8 Period 1: see Monday, period 6. Period 6: Take out homework and Inferno packet. Discuss. Power Point. Homework: Finish reading packet and answer the following questions in your in the literature section of your notebook. Re-read if necessary. 1. The first ten lines of Canto III are written in stone abouve the Gate to Hell. Analyze the phrase: "Abandon all hope ye who enter hear." What does it mean? Why would this be a fitting sign over the gate to Hell? 2. Lines 138-161 describe souls who "run through this black haze." Why are these souls in hell? What sin did these souls commit? Hint: "These are the nearly soulless whose lives concluded neither blame nor praise." "They are mixed here with that despicable corps of angels who were neither for God nor Satan, but only for themselves." Wednesday, December 1: drop 5 and 6 Period 1: see Tuesday, period 6 Thursday, December 2: drop 3 and 4 Period 1 and 6: Read independent reading book in class and choose important quotation from what you read today. Share with class: quotation and meaning of quotation. Friday, December 3: drop 1 and 2 Period 6: Examine medieval stained glass windows. Preview stained glass project guidelines and 3 Beast Dante Story guidelines. Work in groups of three to brainstorm ideas and report back to class. Stained glass window project OR 3 Beast Dante Story is due Tuesday, Dec. 14. Stained Glass in Medieval Times In medieval times, religion controlled daily life. Cathedrals were fancy churches. They were built to honor God. Each town wanted their cathedral to be the most beautiful cathedral possible. A new art form was designed - the stained glass window. Stained glass windows were made of colored glass. They let in filtered light in many beautiful colors. Each window showed a religious scene. These scenes told a story about the lives of Christ, the Virgin Mary, and the saints. Since most people could not read, the use of stained glass windows did more than add light and beauty. The church used them as an effective way to teach people about religion. The stained glass windows reflected what was most important in the lives of Medieval people. You will create a stained glass window that reflects what you believe is most important today in 2010. Monday, Dec. 6: drop 7 and 8 Ongoing work: Medieval Assessment due 12/14. Continue reading fiction book. Fiction book assignment (collage or suitcase) due on Tuesday, Dec. 21. Bring in your FICTION book on FRIDAY! Period 1 and 6: Period 1: Review two choices for the Medieval Assessment that is due on December 14. Break into groups of three and each person CHOOSE one of the two assignments. Answer these questions: If you chose the stained glass window project, WHAT idea are you going to represent and HOW are you going to represent it? If you chose the 3 beast story, what are YOUR three beasts and what weaknesses do these beasts represent? Discuss your choices with your group and then report back to the class. Period 6: Get "Lady of Shallot" and preview questions due Wednesday. Background Information: Lancelot: Sir Lancelot (or Launcelot) du Lac is one of the Knights of the Round Table in the Arthurian legend. He is typically considered to be one of the greatest and most trusted of King Arthur's knights. Camelot: Camelot is the most famous castle and court associated with the legendary King Arthur. King arthur was married to Guinevere who fell in love with Lancelot. Mood: Mood is the feeling that a work of literature evokes. (evokes = to call up or produce (memories, feelings, etc.): to evoke a memory) Theme: the central meaning of a work of literature that can be expressed in a sentence e.g. Antigone is about the destructive danger of excessive pride. "Lady of Shallot" homework questions. Use APE to answer all questions. 1. What does stanza five tell us about "The Lady of Shallot"? What does she do with her time? Why does she spend her time this way? Why can't she look down on what is happening in Camelot? 2. In stanza 13, Lady of Shallot breaks rules. What rules does she break? What does she do when she breaks these rules? What is the result of her actions? 3. In stanza 14, the mood of the poem changes. What are these changes, from what mood to what mood? 4. What happens to the Lady of Shallot and why? (See stanza 17). What is the theme (message) of the poem? Tuesday, Dec. 7: drop 5 and 6 Period 1: Get "Lady of Shallot" and questions due tomorrow. Wednesday, Dec. 8: drop 3 and 4 Period 1 and 6: Preview collage or character suitcase fiction book assignment due 12/21. We will create a rubric together as a class. Discuss answers to questions about "Lady of Shallot" with the person next to you and then break into groups to do group work. Thursday, Dec. 9: drop 1 and 2 Period 6: Work on creating a class rubric for fiction book assignment. Friday, Dec. 10: drop 7 and 8 Period 1 and 6: Last day in class to read your fiction book. Before you start reading your book, take out your collage or character suitcase assignment and think about which one you will choose. At the end of the period, write down your choice and answer the following questions: If you choose a collage, what are three significant oblects/symbols/key ideas/important words or phrases/themes in your novel--and why? If you chose the character suicase what are the most important 3 objects you will include in your character suitcase and why? Here are your two choices for your Medieval Summative Assessment: due 12/14. Choose one! Your version of Dante’s Inferno Writing Assignment Write a no more than two page short story about your confrontation with your three “beasts.” The three beasts must be described vividly and they must be allegorical (they must represent three weaknesses or vices that are yours!). A story isn’t a story if nothing happens, so make sure your story has action and a: Beginning Middle End On a separate page, include an explanation of the symbolic meaning of your three beasts, just like the one that explains the symbolism of the Leopard, Lion, and She-Wolf in Dante’s Inferno. Key Things to Ask Yourself as You Write and Revise: Does my story show an understanding of my vices/weaknesses as shown through my 3 beasts? Does my story have action? Does something happen in my story? Does my story have a clear beginning, middle, and an end, a clearly defined conflict and a plausible resolution? Do I include a clear explanation of the allegorical meaning of the 3 beasts? Your 3 beast story grading rubric: Standard is 84. _____ Organization: Your story has a clear beginning, middle and end. To exceed standard, your story is cohesive, well-organized, logical and free of digressions. _____ Descriptive Detail: Your story describes three beasts that represent three of your vices/weaknesses. The description is vivid. Your explanation on a separate page clearly explains the allegorical symbolism of your beasts. To exceed the standard, at least three out of five senses are used to describe your beasts. You must underline and label the three or more senses. Your explanation on a separate page is well thought out and insightful. _____ Clarity & Fluency: Ideas are clearly and effectively developed. Writing is fluent with effective transitions between sentences, paragraphs and ideas. To exceed the standard, ideas are clearly and effectively developed and writing is consistently fluent and well crafted with seamless transitions. _____ Language & Mechanics: Vocabulary, language and mechanics are used properly. MLA formatted, DS, 12 point, Times New Roman font.Your To exceed the standard, student uses sophisticated and varied vocabulary. Grammar, usage, and mechanics are nearly flawless.
Stained Glass Project Stained Glass Window link to Metropolitan Museum of Art Site: http://www.metmuseum.org/toah/hd/glas/hd_glas.htm Create a "stained glass window" for 2010 depicting an idea, event, belief, significant person or group that you believe is important to our time period. You must include an one page (typed) well written explanation of your "stained glass window" and its story. You must include a connection to one of the stories we read in the Medieval unit (Lay of the Werewolf, Arthur Becomes King, Dante’s Inferno, Lady of Shallot). You must present your stained glass window and your explanation in front of the class. Key Things to Ask Yourself as You Create, Write and Revise: Is creativity and effort evident in “your stained glass window”? Did you include a one page (typed) well written explanation of your "stained glass window" and its story? Did you explain how your “stained glass window” depicts an idea, event, belief, significant person or group that you believe is important to our time period? Did you include a connection to one of the stories we read in the Medieval unit (Lay of the Werewolf, Arthur Becomes King, Dante’s Inferno, Lady of Shallot)? Have you planned and rehearsed your presentation to the class that is serious, carefully rehearsed and articulate? Stained Glass Window project and presentation rubric: Standard is 84. _____Window: Your “window” is an organized representation of an idea, event, belief, significant person or group that you believe is important to our time period. To exceed the standard, your “window” is unique and clearly shows significant effort and creativity. _____Explanation of “Window”: Your explanation clearly explains your "stained glass window" and its story. You explain how your “stained glass window” depicts an idea, event, belief, significant person or group that you believe is important to our time period. You include a connection to one of the stories we read in the Medieval unit (Lay of the Werewolf, Arthur Becomes King, Dante’s Inferno, Lady of Shallot) To exceed the standard, your explanation is well thought out and insightful and your connection to the medieval period is sophisticated. _____ Clarity & Fluency/ Language & Mechanics Ideas—both visual and written are clearly and effectively developed. Writing is fluent with effective transitions between sentences, paragraphs and ideas. Vocabulary, language and mechanics are used properly. MLA formatted, DS, 12 point, Times New Roman font.Your piece must be To exceed the standard, ideas are clearly and effectively developed and writing is consistently fluent and well crafted with seamless transitions. Student uses sophisticated and varied vocabulary and grammar, usage, and mechanics are nearly flawless. _____ Presentation: Your presentation to the class is serious, carefully rehearsed, and articulate. To exceed the standard, your demeanor is mature and your presentation is fluent. You make eye contact with your audience and speak in a clear voice that is loud enough to be heard by all. Monday, December 13: drop 5 and 6 Ongoing homework: Medieval project with typed metacognitive reflection. Follow MLA format (period 1) and follow instructions and rubric. Also, remember book project (character suitcase or collage and quotation is due on 12/21--MLA format required!) Period 1: Review MLA format. First knight film and questions. Tuesday, December 14: drop 3 and 4 Period 1 and 6: Start medieval presentations. Please give me your rubric with your name on top before your present. Period 6: Continue medieval presentations. Thursday, December 16: drop and 7 and 8 Period 1 and 6: Finish medieval presentations. Remember book project (character suitcase or collage and quotation is due on 12/21--MLA format required!) Friday, December 17: drop 5 and 6 Period 1: Back track and present Lady of Shallot group presentations.
Collage or Character Suitcase Rubric NOTE: In addition to the requirements listed on your assignment handout, be sure to use APE format to analyze your quotation. The question you need to ask yourself is: What is a significant quotation (line/lines from your book) that reveals what is most important to the protagonist in your novel? Use MLA format for your typed paragraph response. Standard is 84. You can gain up to 4 points for exceeding the standard. You can lose 4 or more points if you fail to meet the standard. _____ COLLAGE/SUITCASE: FOCUS To meet the standard: The student will To exceed the standard: The student will _____ COLLAGE/SUITCASE: SUPPORT To meet the standard: The student will To exceed the standard: The student will _____ COLLAGE/SUITCASE: ORGANIZATION To meet the standard: The student will To exceed the standard: The student will ______ WRITING: CLARITY, FLUENCY, MECHANICS To meet the standard: The student will………..use proper MLA format To exceed the standard: The student will December 20: drop 3 and 4 REMINDER: Independent reading project is due tomorrow for period 6 and Tuesday for period 1. Any questions? Period 1 and 6: Continue First Knight and fill in film response handout. Homework: Follow rubric carefully and do your best on your independent reading project! Ten points off for each day late! Get it in on time! You will present your project in class. December 21: drop 1 and 2: Period 6: Independent reading projects due. Please take out your rubric and put your name on top. Hand me the rubric before you present. Be sure to review the presentation expectations before you present your project. December 22: drop 7 and 8 Period 1: Independent reading projects due. Please take out your rubric and put your name on top. Hand me the rubric before you present. Be sure to review the presentation expectations before you present your project. Goal: Get through all presentations this period. Period 6: Finish presentations. December 23: drop 5 and 6 Period 1: Renaissance think, write, pair, share. Happy Vacation! No homework! 9th Grade English: Lott Monday, January 3: drop 3 and4 Period 1 and 6: Review medieval First Knight handout. We can finish the film and question and answer handout if we have time. Also, activate background knowledge about Renaissance. Some background notes: Review these. THE RENAISSANCE: source: encyclopedia.com The term "Renaissance" means rebirth. Rebirth of ancient Greek and Roman emphasis on literature, learning, politics, and admiration for humans and the human body. Renaissance followed hundreds of years of the "Dark Ages" (Medieval Period/ Middle Ages--400 B.C.E to 1400 C.E) Renaissance: from the end of the 13th century (late 1200's) to about 1600 Preview Romeo and Juliet prologue. Read all. Break into one line per group of two (some groups may take two lines) and translate out of Elizabethan English and into modern English. Write the original line on blank paper and the translation in a different color underneath. Go around the room and read translation and then original again. Discuss sonnet (14 line poem that is rhyming with a rhyming couplet at the end) Explore its meaning. Tuesday, January 4: drop 1 and2 Period 6: Using Romeo and Juliet books in room, read Act I, scene i (to page 12) by taking parts and answer questions 1,2, 3 page 12 in class. Write complete answers in complete sentences but you do not need to use APE format. We will discuss these questions tomorrow. Wednesday, January 5: drop 7 and8 Period 1: see period 6, 1/4 Period 6: Review Act I, scene i class work with questions and answers. Finish Act I, scene i. See opening clip of film..Act 1, scene i. Thursday, January 5: drop 5 and 6: Period 1: see period 5, 1/5 Friday, January 6: drop 3 and4 Period 1 and 6: Continue reading in play in class, taking parts, and discussing motif and symbols. HOMEWORK: Take book home for homework and finish reading—and reviewing all of Act 1. Answer questions 1,2,3 on page 18 in complete sentences, using APE format and bring answers to school on Monday (period 6) and Tuesday (period 1). World Humanities: Lott Monday, Feb. 7: drop 3 and 4 Get R&J handouts: family tree, (make sure you have quotation double sided handout), literary terms, vocabulary both Elizabethan and modern, “What’s In A Name” assignment due Tuesday, February 17! Read Act II, scene i in class and read as far as we can get in Act II, scene ii in class. Finish the rest for homework. Homework: Finish reading through Act II, ii and fill out answers for the three Act II quotations on quotation handout. Tuesday, Feb. 8: drop 1 and 2 Period 6: Review quotation homework. Review Elizabethan words and modern Act I and II words. Quiz on Act I and II words on FRIDAY! Start studying! Wednesday, Feb. 9: drop 7 and 8 Period 1: Review quotation homework. Review Elizabethan words and modern Act I and II words. Quiz on Act I and II words on FRIDAY! Start studying! Period 6: Fill out literary terms handout. Homework: Find an example from the play for FIVE of the literary terms and write them down with the citation (II, ii, 23-25) Thursday, Feb. 10: drop 5 and 6 Period 1: Fill out literary terms handout. Homework: Find an example from the play for FIVE of the literary terms and write them down with the citation (II, ii, 23-25) Friday, Feb. 11: drop 3 and 4 VOCABULARY QUIZ on ACT I and II vocabulary words. Watch through balcony scene. Homework over weekend: Work on “What’s In a Name” assignment, due Tuesday, Feb. 15. This essay will be graded using the school wide rubric. Monday, Feb. 14: drop 1 and 2: Period 6: Start reading Act II, iii and start scene iv in class. Homework: Finish reading through Act II, iv (to the end of page 79) and answer question 3 on page 76 on your own, using APE. Tuesday, Feb. 15: drop 7 and 8: What's In A Name Essay Assignment due today! Share one detail from your research/essay. Period 1: Start reading Act II, iii and start scene iv in class. Homework: Finish reading through Act II, iv (to the end of page 79) and answer question 3 on page 76 on your own, using APE. Period 6: Homework check, question 3. Discussion of question 3; preview of Act II, v and read scene v and vi. In small groups of three to four, create a tableau (a frozen picture with yourselves) in answer to question 4 on page 85. Wednesday, Feb. 16: drop 5 and 6 Period 1: Homework check, question 3. Discussion of question 3; preview of Act II, v and read scene v and vi. In small groups of three to four, create a tableau (a frozen picture with yourselves) in answer to question 4 on page 85. Thursday, Feb. 17: drop 3 and 4 Period 1 and 6: Discuss plot elements and create plot chart for R&J in the literature section of your notebook. Act III is the climax of the play. Read Act III, scene i in class and then go back to the start of the scene and answer question 1, page 90, in pairs. Homework: Read the next scene, Act III, ii and answer question 3 on page 108, using APE format. Friday, Feb. 18: drop 1 and 2 Period 6: Homework check, discuss. Catch up in film. February 28-March 4 Period 1 and 6: Graded notebook check this week--Wednesday. Be prepared. You need a three ring binder with three labeled sections: literature, writing, vocabulary. All handouts and notes should be in order and in the correct section. No late grades for this. Have it ready and in order on Wednesday! Get "What's In A Name Essay" back and look at comments and rubric and then put it in your writing section. You may use the hole punch anytime. Finish defining literary terms list and also review Act III and IV vocabulary words for a quiz on Friday. Also on Friday, you will be quizzed on the plot chart of Romeo and Juliet through the climax. Know the plot elements for all five acts: expositon Act I, conflict, rising action Act II, climax Act III, falling action Act IV, and resolution Act V. Also, know what the expostion, conflict, rising action--three important events in the rising action--and climax are in Romeo and Juliet. Class work that become homework if you don't complete it in class: find an example from the play for five more literary terms from the list--you already should have five examples that were graded.
Period 1: Revisit Act III, scene ii and the question that we answered about that scene the week before vacation. Read Act III, scene iii in class and answer assigned question in pairs or groups of three. Period 1: Notebook check. Continue reading in Act III. Period 6: Notebook check. Revisit Act III, scene ii and the question that we answered about that scene the week before vacation. Read Act III, scene iii in class and answer assigned question in pairs or groups of three. Period 6: Continue reading in Act III. Period 1 and 6: Vocabulary quiz and plot chart quiz through the climax of the play. When done with quiz, hand in quiz and silently start weekend homework which is to finish reading Act III. Monday, March 7: drop 5 and 6 Period 1: Review Act III weekend reading. In small groups of two to three, answer assigned questions. page 122 question 3. Small groups share with class. As a whole class, answer question 3 page 130. Homework: Re-read sections of Act III that you need to re-read and answer assigned questions for tomorrow. page 136. Answer in APE. Use MLA format for heading Tuesday, March 8: drop 3 and 4 Period 1: Preview Act V vocab. Quiz on Thursday. Discuss homework. View film through end of Act III. Period 6: Preview Act V vocab. Quiz on Thursday. Review Act III weekend reading. In small groups of two to three, answer assigned questions. page 122 question 3. Small groups share with class. As a whole class, answer question 3 page 130. Homework: Re-read sections of Act III that you need to re-read and answer assigned questions for tomorrow. page 136. Answer in APE. Use MLA format for heading Wednesday, March 9: drop 1 and 2 Period 6: Start reading Act IV in class. Discuss. Thursday, March 10: drop 7 and 8: Period 1 and 6: Vocab quiz on Act V words. Friday, March 11: drop 5 and 6 Period 1: In class writing activity on Act IV. Hand in at end of class. Monday, March 14: drop 3 and 4 Period 1: Continue with Act IV, scene 2 after reviewing Friar's Lawrence's plan. Read/re-read plan on page 146-147 and break it down into steps. How many steps are there? Think, pair, share about question 4 on page 16: Juliet's character development. Get RandJ play packet. By Friday, choose an independent reading book to read. Choose a fiction book that is high school level reading or above and approved by your parents. Students who are signing up for honors English next year should read an honors level book that is approved by your parents; you will be required to write an essay about this book in addition to what is required of the entire class. Period 6: See period 1. Tuesday, March 15: drop 1 and 2 Period 6: Continue Act IV and write in class about Juliet's fears before she drinks the potion made by Friar Lawrence. 153-155. On your own, write down her fears. How many are there? Share with partner. See if you can agree about her fears. Share with class. Wednesday, March 16: drop 7 and 8 Period 1 and 6: Finish Act IV in class...and at home if we don't get done in class. Answer assigned question in Romeo and Juliet book: Question 3, page 168. Use APE format and MLA heading format. Thursday, March 17: drop 5 and 6 Period 1: Review homework: focus on Juliet. Write in class about Juliet's fears before she drinks the potion made by Friar Lawrence. 153-155. On your own, write down her fears. How many are there? Share with partner. See if you can agree about her fears. Share with class. Friday, March 18: drop 3 and 4 Period 1 and 6: Catch up in film. Quick response at end of class: Which film version do you prefer and why? Give two specific reasons why you prefer one film version over the other. 1970 or 1996 film. Hand in the response at the end of class. Period 6: Also review homework. Focus on Juliet. Monday, March 21: drop 1 and 2: Ongoing Homework: Read your independent reading book. You have 35 days to read it from the day you shared it with the class. Keep up with the reading! Period 6 will have silent independent reading in class on Friday and Period 1 will have it on Tuesday of next week. Remember to bring your books for those in class reading days!
Discussion of preference. Start Act V in class. Homework: Re-read for better understanding. Tuesday, March 22: drop 7 and 8: Discussion of preference. Start Act V in class. Homework: Re-read for better understanding. Wednesday, March 23: drop 5 and 6: Homework: Re-read for better understanding. Thursday, March 24: drop 3 and 4: Friday, March 25: drop 1 and 2: Period 6: Bring in independent reading book for in class silent reading. WH: Lott: March 28-April 1 Ongoing homework: Keep up with independent reading book. Monday, March 28: drop 7 and 8 Period 1 and 6: Take out literary terms handout. Add definition of heroic couplet: two rhyming lines of poetry at the end of a sonnet. Work in pairs to be sure you have a good example from Romeo and Juliet for every literary term. Share examples as a whole class. Romeo and Juliet play packet: Read 9-11 Shana Cooper on Directing Shakespeare's Classic play. Period 1: Bring independent reading book to school tomorrow! Tuesday, March 29: drop 5 and 6 Period 1: Read your independent reading book silently and at the end of class, hand in a piece of paper on which you have written 3 pieces of insight that you now have into the main character. Wednesday, March 30: drop 3 and 4 Period 1 and 6: Students who attended the play, get in a small group and answer questions 1 and 2 (After). Students who did not attend the play, get into groups of 3 and answer question 1 and 2 (Before). Class discussion on all questions. As a whole class think, write, pair share Question 3 (After). Thursday, March 31: drop 1 and 2 Period 6: Film. Friday, April 1: drop 7 and 8 Period 1 and 6: In class writing assignment using literary terms and notes and book. Monday, April 4: drop 5 and 6 Period 1: Get back in class essays. Read comments. Review School Wide writing rubric with class. The grades for this are in Power School but they do not count toward your Quarter 4 grade. You need to improve your essay by revising it and typing it and handing it back to me with the original on THURSDAY. I will not accept it without the original. I will not accept it if it has minor revisions; you must look back into the play and into your notes and improve and edit your essay until it is the best it can be. I will not accept it if you do not underline every change you made. I will not accept it unless you type a paragraph at the end of your revised essay explaining all the changes you made and how you improved your essay significantly. The grade you get for this revision will be a summative assessment grade for the Romeo and Juliet unit and it will count for a large part of your Q4 grade. DO YOUR BEST! Today you will work in groups of 2-3 to complete your quotation handout. This can help you to improve your essay because you will have more quotations to choose from. If a quotation is one of the literary terms on your list, make a note of that next to the quotation. As you work on these quotation handouts, I will call students up for individual writing conferences. Please bring your graded essay with you. Tuesday, April 5: drop 3 and 4 Period 1: Continue quotation analysis and if there is time left over, work on revising your essay. I will continue to call students up for writing conferences. Period 6: See Monday, period 1. Wednesday, April 6: drop 1 and 2 Period 6: See Tuesday, period 1. Thursdy, April 7: drop 7 and 8 Period 1 and 6: Revised, typed essay is due today, with original essay and rubric attached. Be sure you underlined all changes you made and be sure you wrote a paragraph explaining all the changes you made and how you improved your essay significantly. Start TKAM, signing out books, and answering questionnaire. Start ch 1 in class and finish it for homework--period 1, finish for tomorrow--period 6, finish for Monday. Friday, April 8: drop 5 and 6 Period 1: Discuss chapter 1 of TKAM. Exposition: time, place: How is this significant? Get background handouts on book. See opening clip of film. No homework for period 1 for this weekend. WH Lott: April 11-15 Ongoing homework: Finish up reading independent reading book by April 28! Period 6 has independent reading day on Tuesday and Period 1 has it on Wednesday. Bring your book to school! Study TKAM vocabulary words: There is a vocabulary quiz on Friday for words from ch 1-3. Monday, April 11: drop 3 and 4 Period 1 and 6: Review TKAM packet. Start to fill in map--who is two doors to the north of Scout's house and who is three doors to the south? (Hint: page 6). Ch 1 in class written response to ch 1 TKAM question. Discuss in pairs. Share with class. Preview vocabulary for ch 1 and 2. Read ch 2 for Wednesday and answer ch 2 questions in APE format. Tuesday, April 12: drop 1 and 2: Period 6: Independent reading book. Read silently and by the end of the period, choose at least 3 characters and write down 3 descriptive adjectives to describe each character. Wednesday, April 13: drop 7 and 8 Period 1: Hand in APE answers to ch. 2 questions. Independent reading book. Read silently and by the end of the period, choose at least 3 characters and write down 3 descriptive adjectives to describe each character. Period 6: Hand in ch 2 APE answers. Discuss. Preview ch 3 vocab. words and questions and read ch 3 in class. Thursday, April 14: drop 5 and 6 Period 1: Preview ch 3 vocab. words and questions and read ch 3 in class. Answer questions in class, using APE for selected question, then discuss. Friday, April 15: drop 3 and 4 Period 1 and 6: Quiz on TKAM vocabulary from ch 1, 2, 3. Watch opening clip of TKAM. Ongoing homework: Continue independent reading book--due finished April 28! Monday, April 18: drop 1 and 2 Period 6: Get back Romeo and Juliet revised essays and TKAM vocabulary quizzes. Be sure to hole punch Romeo and Juliet revised essays and put them in your writing section. We will refer back to these essays before the next major writing assignment. Preview the next vocabulary section and continue reading in TKAM. Homework: Answer guided questions for chapter 3 and chapter 4 in APE format. If necessary, finish chapter 4 at home. Tomorrow, bring in your independent reading book. You will have a chance to read it during the second half of class tomorrow. If you have finished your book, be sure to bring in another book to read. Tuesday, April 19: drop 7 and 8 Period 1: Get back Romeo and Juliet revised essays and TKAM vocabulary quizzes. Be sure to hole punch Romeo and Juliet revised essays and put them in your writing section. We will refer back to these essays before the next major writing assignment. Preview the next vocabulary section and continue reading in TKAM. Homework: Answer guided questions for chapter 3 and chapter 4 in APE format. If necessary, finish chapter 4 at home. This is your homework for tonight/over vacation and also you need to finish your independent reading book which is due finished on April 28. Period 6: Review chapter 3 and 4 APE answers. Read independent reading book for the remainder of the period. Remember that you need to finish your independent reading book by April 28. 9th Grade English: Lott Ongoing homework: Independent reading book must be finished by April 28. An essay on this book will be due the first week of May. TKAM: We are through chapter 4 in TKAM. Be sure to keep up with quotations and questions as you read. Monday, April 25: drop 1 and 2 Period 6: Start with APE answers to chapter 4 questions. Continue reading in ch. 5. Finish ch. 5 for homework if needed and answer questions in APE format.
Period 1: See Monday, period 6. Also, read weekly schedule to end and pace your reading and answering questions. Period 6: Review chapter 5 answers. Start ch 6 and 7 in class and finish for homework along with answers to ch 6 and 7 questions. APE answer only for question 2.
Period 1: Review ch 5 answers and start ch 6 and 7 in class and finish for homework along with answers to ch 7 questions. APE is not needed for answers to ch 7.
Period 1: Preview independent reading approach essay and student sample. Essay due Wednesday, May 4. Review ch 6 and 7 answers. Period 6: Review homework. Preview independent reading approach essay and student sample. Essay due Wednesday, May 4. Period 6: Review ch 6 and 7 answers in pairs and then share.
Period 6: Film.
Monday, May 2: drop 7 and 8 Remember that your independent reading approach essay is due on Wednesday! Questions about essay instuctions or student essay sample? Review ch 6 and 7 answers (only #2 for ch. 7 had to be APE) and preview ch 8 questions and read ch 8 in class. Answer ch 8 questions (APE) in pairs in class. No homework in TKAM until after essay is due.
Tuesday, May 3: drop 5 and 6 Period 1: TKAM preview next section of vocabulary and work in pairs to construct sentences about TKAM using vocabulary words clearly and correctly.
Wednesday, May 4: drop 3 and 4 Essay due. Please put rubric on top of essay. Around the room sharing of important quotation and significance. Homework: Study for TKAM vocab quiz on Friday.
Thursday, May 5: drop 1 and 2 Period 6: Small group work on TKAM.
Friday, May 6: drop 7 and 8 Period 1 and 6: Vocabulary quiz. Film.
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