Week of January 5-9

Monday, January 5:

• Watch The Help and, using a t-chart, look for and write evidence of Skeeter's struggle with discrimination.  In addition, fill out the other side of the chart with evidence of Scout's struggle with discrimination (this movie will be used for a compare/contrast essay along with To Kill a Mockingbird).

Tuesday, January 6:

• Continue watching The Help and completing the t-chart

Wednesday, January 7:

• Finish watching The Help and complete the t-chart

Thursday, January 8:

• No school - cold day

Friday, January 9:

• Notes:  Tips & Tricks for Compare/Contrast Essay
• The Help vs. To Kill a Mockingbird Compare/Contrast Essay
• Rough Draft:  Due Thursday, January 15
• Final Draft:  Due Monday, January 26 (this is due the week after Final Exams, so this will be the first assignment in the grade book for 2nd semester)
• Begin finding quotes and outlining the essay.  You may use the shaping sheets provided in class.

Week of December 15-19

Monday, December 15:

• Watch To Kill a Mockingbird
• TKAM Final Test on Friday

Tuesday, December 16:

• Continue watching To Kill a Mockingbird

Wednesday, December 17:

• Finish watching To Kill a Mockingbird
• To Kill a Mockingbird Film and Novel Assignment:
• Now that you have watched the film in its entirety, you may have noticed some missing scenes that were present in the novel.  Choose one missing scene or significant absence (character) and discuss its importance in the novel with a connection to at least one theme the novel presents.  Defend the scene/absence as if you are trying to convince a director or producer of its merit/significance and the necessity of its inclusion in the film.  This assignment should be at least 2 paragraphs in length.  Due tomorrow.

Thursday, December 18:

• TKAM Test review
• 10th grade counselor meetings (Plymouth) - please go to the Plymouth Cafeteria if you meet the following criteria:
• 1st hour - last name A-G
• 2nd hour - last name H-O
• 3rd hour - last name P-Z

Friday, December 19:

• TKAM Final Test
• Have a safe and happy break! :-)

Week of December 8-12

Monday, December 8:

• Warm-Up
• Complete "Character Responses to Trial" in your groups
• Pass back and go over Ch. 8-11 and Ch. 12-19 quizzes
• HW:  Read Ch. 25-27 by tomorrow

Tuesday, December 9:

• Warm-Up
• Discuss characters' reactions to verdict
• Discuss Ch. 25-27
• HW:  Finish the book and character sheet by Thursday

Wednesday, December 10:

• TKAM Socratic Seminar - preparation questions
• Work on the questions and/or finish reading the book during the hour
• HW:  Finish the book and character sheet by tomorrow
• HW:  TKAM Socratic Seminar questions due Friday

Thursday, December 11:

• Stamp character sheet
• Final Quiz
• Work day for Socratic Seminar questions - due tomorrow

Friday, December 12:

• To Kill a Mockingbird Socratic Seminar
• Get questions stamped for completion
• Sit in either the inner or outer circle.  Inner circle holds discussion for 20 minutes while the outer circle listens.  Both circles will switch places during the 2nd half of the hour; all students will have participated in discussion by the end of the hour.
• Write a reflection of your participation on the rubric.  Turn in your rubric and questions by the end of the hour.

Week of December 1-5

Monday, December 1:

• Warm-Up
• Turn in Ch. 16-17 questions
• Pass back and discuss The Crucible argumentative essays
• Discuss Ch. 16-17
• Complete the front side of the "Processing the Trial" worksheet in groups.  Gather evidence from the novel for the following testimonies:
• Heck Tate
• Bob Ewell
• HW:  Read Ch. 18-19 by tomorrow

Tuesday, December 2:

• Warm-Up
• Finish the front side of the "Processing the Trial" worksheet in groups.  Gather evidence from the novel for the following testimonies:
• Mayella Ewell
• Tom Robinson
• Discuss "Processing the Trial" and each witness's testimony
• Ch. 12-19 quiz tomorrow!

Wednesday, December 3:

• Warm-Up
• Finish discussing the witnesses' testimonies
• Work on the back of the "Processing the Trial" worksheet and complete a close reading of Atticus's closing argument.  Use your active reading skills to "talk to the text" as you read.
• Quiz:  Ch. 12-19
• HW:  Read Ch. 20-22 by tomorrow

Thursday, December 4:

• Warm-Up
• Discuss Atticus's closing argument
• Discuss Ch. 20-22
• Practice:  Similes and Metaphors (we will discuss the worksheet on Monday)

Friday, December 5:

• Reading Day
• HW:  Ch. 23-24 due Monday

Week of November 24-28

Monday, November 24:

• Warm-Up
• Notes:  Theme + Thematic Statements
• Quiz:  Ch. 8-11
• HW:  Read Ch. 14-15 by tomorrow

Tuesday, November 25:

• Warm-Up
• Discussion:  Ch. 12-15
• Reading/work time in class
• HW:  Read Ch. 16-17  AND complete the Ch. 16-17 questions by Monday

Have a great Thanksgiving Break! :-)

Week of November 17-21

Monday, November 17:

• Warm-Up
• Turn in Ch. 1-7 questions
• Activity:  Characters as Symbols
• Discuss Characters as Symbols
• HW:  Read Ch. 8-9 by tomorrow
• Quiz on Ch. 1-7 tomorrow!

Tuesday, November 18:

• Quiz:  Ch. 1-7
• Reading/work day
• Complete the extended journal assignment by Thursday
• Read Ch. 10-11 by Thursday
• Quiz on Ch. 8-11 on Friday

Wednesday, November 19:

• Notes:  Misplaced Modifiers
• Activity:  Misplaced Modifiers
• Pick one of the following sentences on your handout and gain an understanding of what is mistakenly being said.  Next, correct the sentence to show what should be said.  Finally, divide a piece of paper in half and illustrate the misconception on one side and the correct sentence on the other. 

Thursday, November 20:

• Substitute teacher - reading day
• Ch. 8-11 quiz moved to Monday

Friday, November 21:

• Warm-Up
• Turn in extended journal
• BIG discussion for Chapters 8-11
• HW:  Read Ch. 12-13 by Monday and study for your quiz

Week of November 10-14

Monday, November 10:

• Warm-Up
• Read Ch. 1 of To Kill a Mockingbird together in class.  Complete the processing sheet as you read.  Due tomorrow.

Tuesday, November 11:

• Check processing sheets
• Notes:  TKAM background + journal
• HW:  Read Ch. 2-4 by Thursday

Wednesday, November 12:

• Warm-Up
• Video:  "Jim Crow Museum of Racist Memorabilia" - fill out the handout as you watch the video.  Link to the video:  https://www.youtube.com/watch?v=yf7jAF2Tk40
• Symbolism Activity:
• You will be given a list of symbols.  Using your prior knowledge, think of possible one-word meanings for each symbol.  Example:  a rose could symbolize love.  Work together in groups to try and find deeper meanings in all of the symbols listed.

Thursday, November 13:

• Warm-Up
• Go over and discuss Symbolism Activity
• Discuss Ch. 1-4 (and the Ch. 1 processing sheet) using polleverywhere.com
• HW:  Read Ch. 5-7 by Monday

Friday, November 14:

• Reading/work day.  Read Ch. 5-7 and work on the Ch. 1-7 questions
• HW:  Ch. 5-7 and Ch. 1-7 questions due Monday

Week of November 3-7

Monday, November 3:

• Begin watching The Crucible
• Bring your To Kill a Mockingbird books to class on Monday

Tuesday, November 4:

• NO SCHOOL - Election day

Wednesday, November 5:

• Continue watching The Crucible

Thursday, November 6:

• Finish watching The Crucible
• Discuss the movie
• Notes:  To Kill a Mockingbird Character Descriptions + Opinionnaire
• One statement on a major theme of To Kill a Mockingbird will be read aloud to you.  You will decide whether you strongly agree, agree, disagree, or strongly disagree with the statement.  Each corner of the room will represent one of the four answer choices.  You will move to the corner of the room that represents your opinion on the statement.  We will hold a short discussion on the reasons why students agree or disagree with the statement.  We will repeat the steps with a new statement.  This will go on until the end of the hour.

Friday, November 7:

• Gallery Walk:  Examining Classic Crimes and Trials
• Using your Gallery Walk handout, rotate around the room and read the backgrounds of 5 different trials.  After reading, predict whether the defendant was guilty or innocent and give a reason for your prediction based on the text.
• The actual outcomes of the trials will be read.  Fill out the rest of the sheet as you listen (the verdict and your reaction to the verdict).
• Do you think the verdicts were fair?  Why or why not?  How do you think society influenced the outcomes?
• What do each of these crimes have in common?

Week of October 27-31

Monday, October 27:

• Rough Draft due - a stamp on your completed draft (all 5 paragraphs) will get you 10 points, which is part of your grade for your Final Draft (which is due on Thursday)
• Self and peer-editing in class.  Try and get two other students to your review your essay before the end of the hour.
• Binder Check this week!

Tuesday, October 28:

• Computer lab time to edit essays.  I will be pulling each student aside for a maximum of 5 minutes for essay conferences.  These will continue in the computer lab tomorrow.

Wednesday, October 29:

• Last day of computer lab time and conferences.  If you finish your essay before the end of the hour, please work on organizing your binder.

Thursday, October 30 (2nd hour) OR Friday, October 31 (4th hour)

• Turn in The Crucible Argumentative Essay.  Staple, in order:
• Rubric
• Final Draft
• Stamped Rough Draft
• Peer-edit sheet
• Writing Center sheet (if applicable)
• Binder Check - turn in binders
• Work on John Steinbeck Photo Essay assignment.  Use your American Literature textbook to complete this task.  The page numbers for the assignment are on your handout.  Finish the assignment before the end of the hour and place it in your binder when you get it back.

Week of October 20-24

Monday, October 20:

• Essay due dates:
• Rough Draft:  Monday, October 27
• Final Draft:  Thursday, October 30 (2nd hour), OR Friday, October 31 (4th hour)
• Substitute teacher today:  Choose an essay topic and begin putting portions of your essay together.  Using your literature books, create a thesis statement, two topic sentences, and find 2 quotes for each topic sentence (for a total of six quotes).  You have the class period to finish the activity.  This will be checked for points tomorrow.

Tuesday, October 21:

• Check essay brainstorming
• Notes:  Introduction, Body Paragraph structure, and how to write a Counter-argument/Refutation
• HW:  Write a counter-argument statement for Body Paragraph #3.  Due tomorrow.

Wednesday, October 22:

• Check counter-argument statements
• Pass back and go over Act IV quizzes and group body paragraphs
• Receive essay outline packet.  Take the elements that you wrote and transfer them to the appropriate places in the packet.  Continue to work on filling out the rest of the outline packet.  This is due by the end of the hour on Friday.

Thursday, October 23:

• MLA formatting/Works Cited page tutorial
• Continue to work on essay outline packets

Friday, October 24:

• Finishing working on your essay outline packets.  The completed packet must be shown to me by the end of the hour for points.  Keep the packet and use it to type your essay over the weekend.  Rough Draft due on Monday.

Week of October 13-17

Monday, October 13:

• Quiz:  Act III
• Choose student volunteers for Act IV parts
• Begin reading Act IV

Tuesday, October 14:

• Warm-Up
• Finish reading Act IV
• Begin working on the Act IV review
• Act IV quiz on Thursday

Wednesday, October 15:

• Finish and go over the Act IV review
• Pass back and go over the Act III quiz

Thursday, October 16:

• Quiz:  Act IV
• The Crucible Argumentative Essay - due date TBD
• Discuss essay topics
• Discuss rubric and expectations

Friday, October 17:

• The Crucible Group Discussion
• Each poster that you see will have an analytic question from the play.  In your groups, spend no more than 5 minutes writing a written response to each question.  Each group will share one question AND what the best response to the question is, along with why.

Week of October 6-10

Monday, October 6:

• Finish and go over Act II review
• "The Crucible" Group Body Paragraph:
• Directions: In your groups, complete a body paragraph based on one of the topic sentences (TS) given below.  Use the two-chunk format you have learned in class (CD, CM, CM, CD, CM, CM, CS).  You only need this one sheet per group with all of your names on it.  Make sure all of your CDs have the proper background, the quote itself, and the citation.  This is due by the end of the hour.
• (TS) John Proctor feels that Elizabeth does not trust him, OR (TS) Elizabeth Proctor feels that John is not honest about his feelings.
• Act II quiz tomorrow!

Tuesday, October 7:

• Quiz:  Act II
• Choose student volunteers for Act III parts
• Begin reading Act III aloud in class

Wednesday, October 8:

• Warm-Up
• Continue reading Act III

Thursday, October 9:

• Warm-Up
• Finish reading Act III
• Work on Act III review
• Act III quiz on Monday!

Friday, October 10:

• Warm-Up
• Finish and go over Act III review
• Pass back and go over Act II quiz
• Activity:  Quality Quiz Responses - Act II
• In your groups, grade the 5 different versions of the short answer question for the last section of the quiz.  We will share and discuss answers afterward.

Week of September 29-October 3

Monday, September 29:

• Warm-Up
• Turn in character Facebook page
• Quiz:  Act I
• Begin reading Act II

Tuesday, September 30:

• Warm-Up
• Continue reading Act II

Wednesday, October 1:

• Warm-Up
• Continue reading Act II

Thursday, October 2:

• Finish reading Act II
• Read Act II, Scene II.  Consider why Arthur Miller chose not to include this scene in the stage version of the play.  We will discuss these reasons after reading.

Friday, October 3:

• Pass back and go over Act I quiz and discuss quality quiz responses
• Rewrite short answer section on the quiz for half the points back
• Begin working on Act II review

Week of September 22-26

Monday, September 22:

• Warm-Up
• Finish Virtual Field Trip notes
• Begin reading Act I of The Crucible aloud in class.  Students will volunteer for character parts and read them aloud for the duration of the act.  Parts will be changed for Act II.

Tuesday, September 23:

• Warm-Up
• Continue reading Act I

Wednesday, September 24:

• Warm-Up
• Finish reading Act I
• Using the handout provided for you, create a "Facebook" page for any character of your choice.  Provide as many details as possible.  Use your literature books to help you complete this task.  Due on Monday.

Thursday, September 25:

• Warm-Up
• Work on Act I review
• Go over Act I review
• Act I quiz on Monday

Friday, September 26:

• Warm-Up
• Finish going over Act I review
• Practice quote identification and explaining a quote's significance to the story and character
• Work on character Facebook page
• Volunteer for parts in Act II

Week of September 15-19

Monday, September 15:

• Warm-Up
• Turn in argumentative paragraph
• Designate 3 different colors for each paragraph element (TS/CS, CD, CM)
• Using the colors, highlight or underline the sentence elements in your paragraph before turning it in.
• Notes:  Puritans and Jonathan Edwards
• Begin reading "Sinners in the Hands of an Angry God" aloud in class (p. 120)

Tuesday, September 16:

• Finish reading "Sinners" (p. 120)
• "Sinners" Images Activity (due Thursday):  
• Get into a group of no more than four.
• Find one example of each emotional appeal (fear, pity, vanity) and cite the line number(s). Make sure to include these on your drawings. 
• Draw an image for each quote /emotional appeal you have chosen (must be detailed and creative). You may choose to use three separate pieces of paper for each of your images, or you may keep them all on one sheet.
• For each image, include a caption that explains the following:
• The quote that represents the image
• How both the image AND language in the quote effectively appeals to the audience’s emotions and gets Edward’s message across
• Be ready to present and explain one of your drawings for the class.
• Media center - activate the online textbook and essaysmart

Wednesday, September 17:

• Warm-Up
• Finish "Sinners" Images Activity

Thursday, September 18:

• No warm-up - substitute teacher
• Complete the 3 "McCarthyism" readings beginning on p. 212, and fill out the chart, shown on the same page, on a separate sheet of paper.  We will discuss these notes tomorrow.

Friday, September 19:

• Warm-Up
• Each group will present and explain one of the drawings from the "Sinners" activity to the class before turning in the completed activity
• Discuss "McCarthyism" readings
• Notes:  Virtual Field Trip: Salem, MA

Week of September 8-12

Monday, September 8:

• Class website information:  access the website through ePark2 by Friday
• Reading Common Assessment

Tuesday, September 9:

• Warm-Up
• "Explain this Picture" activity:  After looking at the picture on the handout, write a paragraph explaining what's happening in this picture to each of these audiences:  your friends, a young child, your teacher, and as a text message.  Use language appropriate to each audience
• Share and discuss the purpose of the activity - we must "code switch," or adjust our language for different audiences
• Notes:  Body Paragraphs

Wednesday, September 10:

• Warm-Up
• Whole-class body paragraph practice:  We will choose an argumentative topic and write part of a body paragraph together.
• Sample paragraphs activity:  in your groups, designate three different color crayons or highlighters for each of the body paragraph elements (TS/CS, CD, CM).  Next, read the two paragraphs on the handout together.  Determine if each of the body paragraph elements (TS, CD, CM, etc.) are skillfully written.  If they are, highlight them with the assigned colors.
• HW:  Argumentative Paragraph Assignment - due Monday, September 15
• Write on an opinionated topic of your choice (refer to the options on the handout if you are having trouble with choosing a topic).  Take an opinionated position on one of the topics and defend your position to the best of your ability.  Your paragraph should be at least 8 sentences long and include the following components in order:  TS, CD, CM, CM, CD, CM, CM, CS.  Remember, you should have TWICE the amount of commentary than concrete details; your goal is to write an argumentative paragraph, not a summary or list of facts.
• The paragraph must be typed, indented, double spaced, and use 12 point font.  Don’t forget to include your name and hour.

Thursday, September 11:

• Warm-Up
• Punctuation Activity:  Identify the reasons why apostrophes, commas, semicolons, and colons are used in the passage on the handout.
• Notes:  Commas
• Work on the argumentative paragraph assignment
• HW:  ePark login due tomorrow!

Friday, September 12:

• 2nd hour - 10th grade counselor meetings.  Study hall for other grades in this class.
• 4th hour - Comma review game and extra time to work on the argumentative paragraph assignment

Week of June 2-6

Monday, June 2:

• Finish "Gatsby" movie
• Begin Cultural Icon Presentations.  Take notes on each presentation (except for yours).

Tuesday, June 3:

• Continue presentations

Wednesday, June 4:

• Continue presentations

Thursday, June 5:

• Continue presentations

Friday, June 6:

• Continue presentations

Week of May 26-30

Monday, May 26:

• No school - Memorial Day

Tuesday, May 27:

• Library time to research cultural icon - project due June 1 by 11:59 pm through ePark
• Binder Check this week
• The Great Gatsby Final Test on Thursday

Wednesday, May 28:

• The Great Gatsby movie (2012 version)

Thursday, May 29:

• The Great Gatsby Final Test
• Continue watching "Gatsby"

Friday, May 30:

• Continue watching "Gatsby" and discuss how the movie compares to the novel

Week of May 19-23

Monday, May 19:

• Warm-Up
• Quiz:  Ch. 7
• Ch. 7 Discussion
• Cultural Literacy Icon Project
• Due date:  Sunday, June 1 by 11:59 pm (online submission through ePark)
• Choose cultural icon to research by the end of the hour

Tuesday, May 20:

• Cultural Literacy Icon Project
• Presentation instructions
• Sign up for presentation date (week of June 2-6 and June 9)
• Graphic Representation:  Ch. 7 events (due tomorrow)
• Neat
• Colorful
• Straight lines (when appropriate)
• Accurate details
• Include all major events
• Minimal words
• HW:  Read Ch. 8 by tomorrow

Wednesday, May 21:

• Turn in Ch. 7 Graphic Representation
• Work on Socratic Seminar questions - questions are due on Friday, the day of the seminar
• HW:  Read Ch. 9 and complete the questions by Friday

Thursday, May 22:

• Work on Socratic Seminar questions and/or finish reading the novel - both are due tomorrow

Friday, May 23:

• The Great Gatsby:  Socratic Seminar
• Come to Tuesday's class prepared to research your cultural icon
• Have a great Memorial weekend!

Week of May 12-16

Monday, May 12:

• Go over Reading Common Assessment:
• Pass back test and answer sheets - mark the correct answers listed on the screen.
• In groups, highlight evidence of the correct answers in the test (label each highlight with the questions number)
• Ask for evidence of the right answers as a whole class
• HW:  Read Ch. 5 by tomorrow and continue to work on your questions

Tuesday, May 13:

• Warm-Up
• Gatsby:  Lovesick romantic?  Or creepy stalker?
• Get into a group of up to 5 people.
• Make one T-chart group with lovesick romantic on one side and creepy stalker on the other side.
• Use your books to gather evidence for both sides.
• Whole class discussion on our findings
• Pass back and go over Ch. 1-3 quiz
• HW:  Read Ch. 6 by Thursday and continue to work on your questions

Wednesday, May 14:

• Warm-Up
• Symbolism Activity (Ch. 1-5):
• On your worksheets in groups, match the symbols with their symbolic meanings.  There may be more than one correct answer for each.
• Use the lines on your worksheets to explain your choices.  Follow the model on the worksheet for an example.
• HW:  Read Ch. 6 and finish the Ch. 4-6 questions by tomorrow

Thursday, May 15:

• Warm-Up
• Turn in Ch. 4-6 questions
• Quiz:  Ch. 4-6
• Discuss Symbolism Activity
• Discuss Ch. 4-6 questions

Friday, May 16:

• Reading day.  Ch. 7 is VERY long - use your time in class wisely.
• HW:  Read Ch. 7 by Monday

Week of May 5-9

Monday, May 5:

• Warm-Up
• Ch. 1-2 processing activity:  In your groups, fill out everything you know about the characters and places in the book on the sheet.  We will use this to discuss our findings as a whole class.
• Narrative Assignment due tomorrow
• HW:  Read Ch. 3 and complete the Ch. 1-3 questions by Wednesday

Tuesday, May 6:

• Warm-Up
• Turn in Narrative Assignment
• Finish discussing Ch. 1-2 processing sheet
• Setting Map Activity

Wednesday, May 7:

• Warm-Up
• Turn in Ch. 1-3 Questions
• Quiz:  Ch. 1-3
• Discuss Setting Map Activity
• HW:  Read Ch. 4 by Friday and complete the Ch. 4-6 questions by Wednesday

Thursday, May 8:

• Warm-Up
• Reading Common Assessment
• Pass back and discuss Ch. 1-3 questions

Friday, May 9:

• Reading day (most sophomores will be on the Biology zoo field trip)

Week of April 28-May 2

Monday, April 28:

• Discuss Narrative Assignment Rubric
• Narrative due on Tuesday, May 6
• Notes: Showing Devices (direct description, sensory details, dialogue, internal monologue)
• Showing Activity - write two descriptive paragraphs:  one describing the end of a summer day and one describing your bedroom - due tomorrow
• Bring your Narrative Assignment rough draft to class tomorrow

Tuesday, April 29:

• Check Showing Activity
• Activity:  Eliminating "I"
• Peer-edit narrative rough drafts.  Follow the prompts on the whiteboard.

Wednesday, April 30:

• Return graded work
• Notes:  The Great Gatsby and 1920s background information
• Bring The Great Gatsby to class tomorrow

Thursday, May 1:

• Return and discuss The Catcher in the Rye in-class essays
• Begin reading Ch. 1 of The Great Gatsby in class
• HW:  Finish Ch. 1 by tomorrow

Friday, May 2:

• Writing Common Assessment
• Continue reading "Gatsby"
• HW:  Read Ch. 2 by Monday

Week of April 14-18

Monday, April 14:

• Quiz:  Ch. 14-22
• Narrative Writing Assignment info and rubric:
• Rough draft is due on Thursday (before you leave for spring break).  Choose any one of the narrative journal we wrote in class to turn into a larger polished piece, taking the "show, don't tell" lesson into account.  You may show this and get it stamped earlier if you wish.
• Work on The Catcher in the Rye:  Socratic Seminar questions.  Due Wednesday.
• In-class essay impromptu for The Catcher in the Rye on Thursday
• HW:  Read Ch. 24 by tomorrow

Tuesday, April 15:

• Work on Socratic Seminar questions/Narrative Rough Draft/reading the book
• HW:  Finish the book and questions by tomorrow
• Narrative Rough Draft due on Thursday

Wednesday, April 16:

• The Catcher in the Rye:  Socratic Seminar
• In-class essay impromptu for The Catcher in the Rye tomorrow
• Narrative Writing Assignment Rough Draft due tomorrow

Thursday, April 17:

• The Catcher in the Rye:  In-class essay impromptu

Friday, April 18:

• No school - have a great Spring Break! :)

Week of April 7-11

Monday, April 7:

• There is a substitute teacher:  Please write another narrative journal.  Choose a different topic to write.  It must come from the same list given in class (and on last week's blog entry).
• HW:  Read Ch. 16-17 by tomorrow

Tuesday, April 8:

• Turn in Ch. 14-15 questions
• Pass back and go over Ch. 5-13 Quiz
• Discuss Ch. 14-17
• Discuss Patient Evaluation for Holden
• HW:  Read Ch. 18-19 by tomorrow

Wednesday, April 9:

• "Show, Don't Tell":  Notes + Activity
• HW:  Read Ch. 20-21 by tomorrow and complete the activity (2 mini journals)

Thursday, April 10:

• Write your last narrative journal.  If you finish early, continue reading The Catcher in the Rye.

Friday, April 11:

• Group Creative Writing Activity:  In the book, Holden Caulfield thinks that many people are phony.  Write a one page composition, modeling your language after Holden’s style, and using as many “Holden-isms” as you can, that describes a person (real or character from a movie/TV show/book) whom you consider to be phony.  This is due at the end of the hour.
• HW:  Read Ch. 22-23 by Monday

Week of March 31-April 4

Monday, March 31:

• Ch. 5-7 Summary Prompt:
• Write a paragraph with at least 3 facts that summarizes how Holden feels about his brother, Allie.  For your concluding sentence, explain how these feelings affect Holden’s current behavior.
• Finish Defense Mechanism Notes
• Discuss the summary prompt and apply them to the defense mechanisms we learned
• Work on the response questions for Ch. 1-9
• HW:  Ch. 8-9 and the response questions are due tomorrow

Tuesday, April 1:

• Check and discuss Ch. 1-9 response questions
• Narrative Journal Prompt:  This prompt will be used for a future assignment.  Here are some prompt ideas:
• Separate Paths
• Turning Point
• Family Story
• Fav. Photo
• Fav. School Memory
• Fav. Vacation Memory
• Fav. Summer Story
• HW:  Read Ch. 10-11 by tomorrow

Wednesday, April 2:

• Continue to work on your narrative journal
• If you finish early, continue reading and/or organizing your binder for the binder check (tomorrow or Friday)
• HW:  Read Ch. 12-13 by tomorrow

Thursday, April 3:

• Quiz:  Ch. 5-13
• Patient Evaluation for Holden:  Work in groups to analyze the cause and results for Holden's behavior, with suggestions for treatment.  Use your knowledge of defense mechanisms to help you.  We will discuss our findings as a class.

Friday, April 4:

• Binder Check
• Work on Ch. 1-15 questions:  Answer 2 of them in a "meaty" paragraph.
• HW:  Read Ch. 14-15 by Monday and finish the chapter questions.

Week of March 24-28

Monday, March 24:

• Turn in Their Eyes Were Watching God Argumentative Essay
• Notes: The Catcher in the Rye Background Information
• Bring your copy of The Catcher in the Rye to class tomorrow! We will read Ch. 1 together in class.

Tuesday, March 25:

• Read Ch. 1 in class together
• Begin reading Ch. 2 individually
• HW: Finish Ch. 2 by Thursday

Wednesday, March 26:

• No School - PLAN testing for 9th and 10th grade students

Thursday, March 27:

• Reading Day (half day today - only 20 minute class periods)

Friday, March 28:

• Quiz: Ch. 1-4
• Ch. 1-4 Discussion:  In your groups, find 3 quotes/examples that demonstrate Holden's immaturity.  All groups will share their responses and be asked follow-up questions about the chapters.
• Notes: Defenses Mechanisms
• We will use these concepts to psychoanalyze Holden throughout the chapters.
• HW: Read Ch. 5-7 by Monday

Week of March 17-21

Monday, March 17:

• Go over Ch. 16-20 quizzes
• Pass back and discuss "Their Eyes" group body paragraphs
• Computer lab time to type essays
• Rough Draft due Wednesday, March 19
• Final Draft due Monday, March 24

Tuesday, March 18:

• Essay tips
• Computer lab time to type essays

Wednesday, March 19:

• Rough Draft due
• Peer-editing day
• Socratic Seminar tomorrow!

Thursday, March 20:

• Their Eyes Were Watching God Socratic Seminar
• Get questions stamped for completion
• Sit in either the inner or outer circle.  Inner circle holds discussion for 20 minutes while the outer circle listens.  Both circles will switch places during the 2nd half of the hour; all students will have participated in discussion by the end of the hour.
• Write a reflection of your participation on the rubric.  Turn in your rubric and questions by the end of the hour.

Friday, March 21:

• Computer lab time to edit essays
• Final Draft of essay due on Monday!

Week of March 10-14

Monday, March 10:

• Warm-Up
• Go over Ch. 6-13 quiz
• Lake Okeechobee hurricane article information and video clip.  Read the article and watch the video while making connections to the novel.
• HW:  Read Ch. 19-20 by Tuesday

Tuesday, March 11:

• Warm-Up
• Discuss Ch. 18
• Final reading/work day.  Finish Ch. 19-20 (the end of the book) and work on the Socratic Seminar questions.  Socratic Seminar on Thursday.

Wednesday, March 12:

• Snow day!  Socratic Seminar will be moved to next week Thursday.  We will first spend time working on the essay.

Thursday, March 13:

• Quiz: Ch. 16-20
• Discuss essay assignment
• Rough Draft due Wednesday, March 19
• Work time to begin outlining the essay

Friday, March 14:

• Computer lab time to work on essays

Week of March 3-7

Monday, March 3:

• Warm-Up
• Quiz: Ch. 6-13
• Discuss Ch. 11-13:  Each group will receive a question.  Copy a statement or quotation from the book that supports your answer.  Once we start discussion, each group will read its assigned questions, the answer, and the quotation/statement that supports the answer.  We will use the answers to discuss the chapters.
• HW:  Read Ch. 14-15 by Thursday
• HW:  Read Ch. 16-17 and complete the Ch. 15-17 questions by Friday

Tuesday, March 4:

• No class today due to ACT/MME testing for Juniors

Wednesday, March 5:

• No class for American Literature students today; only hours 4, 5, and 6 report to classes after MME testing

Thursday, March 6:

• Warm-Up
• Discuss Ch. 14-15
• Go over Ch. 1-5 quiz
• Punctuation Activity:  work in groups to identify apostrophes, commas, semicolons, and colons in the selected passage.  Next, give the reasons why these categories of punctuation are used.  We will discuss our findings as a whole class.

Friday, March 7:

• Warm-Up
• Discuss Ch. 16-17
• Punctuation story activity:  work in group to create a story that correctly uses the assigned categories for punctuation.  Groups will trade and correct others' stories.
• HW:  Read Ch. 18 by Monday

Week of February 24-28

Monday, February 24:

• Warm-Up
• Quiz: Ch. 1-5
• Ch. 6 Dialectical Journal:  Describe what you learned about the following characters from the quotes listed on the handout.  We will use this to discuss Ch. 6 tomorrow.
• HW: Read Ch. 7-8 by Wednesday

Tuesday, February 25:

• Warm-Up
• Discuss Ch. 6 Dialectical Journal
• Their Eyes Were Watching God Argumentative Essay guidelines
• Rough Draft:  Due Wednesday, March 19
• Final Draft:  Due Monday, March 24
• Begin completing the "Death" chart in class and discuss initial findings

Wednesday, February 26:

• Reading day (substitute teacher)
• HW: Read Ch. 9-10 by Friday

Thursday, February 27:

• Course selection information:  Individual classes for next year will be discussed with an opportunity to get course selection cards signed.

Friday, February 28:

• "Their Eyes" Group Body Paragraph - due by the end of the hour.  You have two topic options:
• (TS) In “Their Eyes,” it is shown that Tea Cake is a better match for Janie.
• OR
• (TS) In “Their Eyes,” Joe Starks’s death has a positive effect on Janie.
• HW: Read Ch. 11-13 by Monday

Week of February 10-14

Monday, February 10:

• Warm-Up
• Check and go over Ch. 1 processing sheet
• Ch. 1 glossary activity: determine the meanings of unfamiliar, southern vocabulary words by determining their meanings in context.
• HW: Read Ch. 2 by tomorrow

Tuesday, February 11:

• Warm-Up
• Pass back essays
• Video: Southern Renaissance and Zora Neale Hurston. Answer the questions on the worksheet as you watch.
• HW: Read Ch. 3-4 by Friday

Wednesday, February 12:

• Warm-Up
• Go over Ch. 1 glossary
• Listen to Ch. 2 and complete Janie's family tree
• Go over Hurston questions
• HW: Finish Janie's family tree by tomorrow

Thursday, February 13:

• Reading/work day: Quietly read Ch. 3-4 and work on the processing sheet for Ch. 3-4.  Both the reading and the sheet are due tomorrow.

Friday, February 14:

• Their Eyes Were Watching God Perfect Partner Activity: Compare your version of a perfect partner with Janie's version.
• HW: Read Ch. 5-6 over break - due Monday, February 24

Week of February 3-7

Monday, February 3:

• Finish watching To Kill a Mockingbird
• HW: Journal assignment:
• Choose one missing scene or significant absence (character) and discuss its importance in the novel with a connection to at least one theme the novel presents.  Defend the scene/absence as if you are trying to convince a director or producer of its merit/significance and the necessity of its inclusion in the film.  This assignment should be at least 2 paragraphs in length.  Due tomorrow.

Tuesday, February 4:

• Warm-Up
• Read "How It Feels to Be Colored Me" aloud as a class (p. 860 in the literature book) for the first half of the reading
• Finishing reading the second half of the essay in groups. Work on questions #5, 6, and 7 on p. 865.

Wednesday, February 5:

• Warm-Up
• Notes: Harlem Renaissance
• Read the three Langston Hughes poems on the handout.  Analyze the poems for tone and theme.

Thursday, February 6:

• Warm-Up
• Finish Langston Hughes poem activity and work on question #8 on p. 865 in the literature book (comparing Hurston's essay to Hughes's poems)
• Discuss Hughes's poems
• HW: Finish questions #5, 6, 7, and 8 on p. 865 - due tomorrow
• Bring Their Eyes Were Watching God to class tomorrow

Friday, February 7:

• Warm-Up
• Turn in Hurston Q's
• Read and listen to Ch. 1 of Their Eyes Were Watching God. Fill in the processing sheet as you go.
• HW: Ch. 1 processing sheet due Monday
• HW: Read Ch. 2 by Tuesday

Week of January 27-31

Monday, January 27:

• The essay is now due tomorrow! There will be class time to ask and answer questions.
• New homework/bathroom passes
• Binder clean-out

Tuesday, January 28:

• Snow day! Enjoy your day off. :)

Wednesday, January 29:

• Snow day! Enjoy your day off. :)

Thursday, January 30:

• Turn in essays
• Begin watching To Kill a Mockingbird - look for similarities and differences between the book and the movie.
• Book room "field trip" tomorrow - please bring To Kill a Mockingbird with you to turn in to the book room. You will receive Their Eyes Were Watching God and The Great Gatsby.

Friday, January 31:

• Continue watching To Kill a Mockingbird while looking for similarities and differences.

Week of January 13-17

Monday, January 13:

• Continue watching The Help

Tuesday, January 14:

• Finish watching The Help
• Instructions on how to set up the essay assignment
• Begin outlining and filling in the shaping sheets

Wednesday, January 15:

• Computer lab type to type essays

Thursday, January 16:

• Computer lab to type essays

Friday, January 17:

• Final exam review/discussion
• Class time to study for the exam/work on essays (computer lab is not available for this class today)

Week of January 6-10

Monday, January 6:

• NO SCHOOL - Snow day!

Tuesday, January 7:

• NO SCHOOL - Snow day!

Wednesday, January 8:

• NO SCHOOL - Snow day!

Thursday, January 9:

• Welcome back (finally)!
• To Kill a Mockingbird vs. The Help Comparison Essay
• Rough Draft due on the day of your scheduled final
• Final Draft due on Monday, January 27 (this will be the first grade for second semester)
• Begin watching The Help in class

Friday, January 10:

• Continue watching The Help