Week of June 1-5

Monday, June 1:

• Project Works Cited instructions
• Watch The Great Gatsby (2012)
• Cultural Icon Project due Wednesday

Tuesday, June 2:

• Continue watching The Great Gatsby (2012)

Wednesday, June 3:

• Finish watching The Great Gatsby (2012)
• Begin Cultural Icon Project presentations

Thursday, June 4:

• Continue presentations

Friday, June 5:

• Continue presentations

Week of May 25-29

Cultural Icon Project:  Flyer Creation/Submission Instructions

STEP 1:  CREATING YOUR DIGITAL FLYER

1.  Use Google Chrome and sign-in to your Google account.

2.  Go to the "nine boxes" so that you can access your GOOGLE DRIVE.

3.  Once you're in your Google Drive, click the NEW.

4.  Then choose MORE so that you can select GOOGLE DRAWINGS.

5.  Once you're in Google Drawings, you want to make sure that you TITLE your document.

6.  You can use text boxes, bullets, insert images, use color, change text size and fonts, etc.

7.  Take the time to proofread your project before submitting it.

8.  Create a WORKS CITED page in Google Docs and LINK IT on your flyer.  Let me know if you need me to show you how to do this.

STEP 2: SHARING YOUR DIGITAL FLYER

1.  Once your drawing is complete, you need to change the "share" settings so that I can access your project.

2.  In the upper right hand corner, click the SHARE button.

3.  You need to change the permission so that "Anyone with the link can EDIT"

4.  In addition, you want to COPY THE LINK for your drawing; you'll need it for STEP 3 below.

STEP 3: SUBMITTING YOUR PROJECT

It is IMPORTANT that you "share" your project so that I can access it.

Make sure that you set the permission so that "Anyone with the link can EDIT" your flyer.

When you are completely done with your project, SUBMIT YOUR ASSIGNMENT HERE and follow these instructions:

1. Click on the appropriate link below according to your class.

2. Choose the hour that you have American Literature.

3.  Fill in your LAST NAME.

4.  Fill in your FIRST NAME.

5. Copy and paste the link for your Google Drawing. Make sure you're completely ready because you won't be permitted to submit more than once.

6. Submit your response.


Monday, May 25:

• Memorial Day:  No school

Tuesday, May 26:

• Graphic Representation:  Ch. 7 events (due tomorrow)
• Neat
• Colorful
• Straight lines (when appropriate)
• Accurate details
• Include all major events
• Minimal words
• HW:  Read both Ch. 8-9 (finish the book) by Thursday

Wednesday, May 27:

• Receive topics for The Great Gatsby In-Class Essay (on Friday)
• Info on how to submit Cultural Icon Project using Google forms
• Begin working on your "cheat sheet" for the essay/continue working on your Cultural Icon Project
• Binder Check tomorrow!

Thursday, May 28:

• Binder Check
• Continue working on your cheat sheet/Cultural Icon Project

Friday, May 29:

• The Great Gatsby In-Class Essay

Week of May 18-22

Monday, May 18:

• 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
• Pass back and discuss Romanticism/Transcendentalism quiz
• HW:  Read Ch. 6 by Thursday and continue to work on your questions
• Ch. 4-6 quiz on Thursday

Tuesday, May 19:

• Begin researching information about your Cultural Icon.  Use the iPads in class or use a Chromebook to begin research.  Keep either handwritten or electronic notes of your findings.

Wednesday, May 20:

• 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 complete the Ch. 4-6 questions by tomorrow

Thursday, May 21:

• Warm-Up
• Turn in Ch. 4-6 questions
• Discuss Symbolism Activity
• Cultural Literacy Icon presentation sign-up
• Quiz:  Ch. 4-6

Friday, May 22:

• Reading Day - Ch. 7 is VERY long.  Use your time wisely in class.
• HW:  Read Ch. 7 by Tuesday.  Expect a quiz!

Week of May 11-15

Monday, May 11:

• Finish and discuss Setting Map
• Reading Common Assessment
• HW:  Read Ch. 3 and complete the Ch. 1-3 questions by tomorrow
• Ch. 1-3 quiz tomorrow

Tuesday, May 12:

• Turn in Ch. 1-3 questions
• Quiz:  Ch. 1-3
• Writing Common Assessment
• HW:  Read Ch. 4 by Thursday

Wednesday, May 13:

• Substitute teacher today:  Reading Day

Thursday, May 14:

• Discuss Ch. 3-4
• Go over Reading Common Assessment/reading and test-taking tips and tricks

Friday, May 15:

• Finish discussing the Reading Common Assessment and reading/test-taking tips and tricks
• Cultural Literacy Icon Project
• HW:  Read Ch. 5 by Monday

Week of May 4-8

Monday, May 4:

• Quiz:  Romanticism/Transcendentalism
• Notes:  F. Scott Fitzgerald and The Great Gatsby

Tuesday, May 5:

• Finish "Gatsby" Notes
• Begin reading Ch. 1 of The Great Gatsby aloud in class together.  We will have short discussions at various points throughout the reading.
• Work on Ch. 1-2 Processing - due Friday

Wednesday, May 6:

• Continue reading Ch. 1 and complete the processing sheet
• Discuss Ch. 1
• HW:  Ch. 2 due on Friday

Thursday, May 7:

• Reading day (half of the American Literature students will be on a Biology field trip)

Friday, May 8:

• Check Ch. 1-2 processing sheet
• Discuss Ch. 2
• Setting Map Activity
• HW:  Read Ch. 3 and complete the Ch. 1-3 questions by Tuesday

Week of April 27-May 1

Monday, April 27:

• Computer lab time to edit narrative essays
• Narrative Essay due on Wednesday

Tuesday, April 28:

• Last day in the computer lab to edit narrative essays
• Narrative Essay due tomorrow!

Wednesday, April 29:

• Turn in Narrative Essay
• Watch Dead Poets Society.  As you view the film, look for the following elements of Romanticism/Transcendentalism:  individual, intuition, and nature.  Take notes on how these elements are shown throughout the film.

Thursday, April 30:

• Continue watching Dead Poets Society and taking notes on the elements of Romanticism/Transcendentalism

Friday, May 1:

• Finish watching Dead Poets Society and taking notes
• Discuss the notes and the movie
• Quiz study guide discussion + tips
• Romanticism/Transcendentalism quiz on Monday!

Week of April 20-24

Monday, April 20:

• Warm-Up
• "Self-Reliance" Summary Activity
• Work a partner (or two), summarize the groups of lines of "Self-Reliance" (p. 362) in your own words on the worksheet
• We will discuss the reading tomorrow
• HW:  "Self-Reliance" Journal due Wednesday

Tuesday, April 21:

• Narrative Essay due dates:
• Rough Draft:  Due Friday, April 24
• Final Draft:  Due Wednesday, April 29
• Check and discuss "Self-Reliance" (p. 362) notes
• Read "Walden" (p. 372) aloud as a class, summarizing/taking notes as we read together.  Break off into small groups to continue the rest of the activity from the second half until the end of the hour.

Wednesday, April 22:

• Substitute teacher today
• Continue reading and summarizing "Walden" (p. 372)
• Complete the "Walden" questions on the handout - due tomorrow

Thursday, April 23:

• Turn in "Walden" questions
• Computer lab to type Narrative Essay

Friday, April 24:

• Rough Draft due - self-editing strategies

Week of April 13-17

Monday, April 13:

• Warm-Up
• Notes:  Romanticism/Transcendentalism
• Begin reading "The Devil and Tom Walker" (p. 312 in the literature book) aloud together in class

Tuesday, April 14:

• Warm-Up
• Finish reading "The Devil and Tom Walker" (p. 312) in groups and complete the questions on the half sheet
• Notes:  Eliminating "I"
• HW:  "The Devil and Tom Walker" questions due Thursday

Wednesday, April 15:

• Narrative Paragraph Practice
• Activity:  "The Devil and Tom Walker"
• Imagine that Tom Walker is now on trial and has a chance to be freed from the Devil.  In a group of 3-4, decide if you want to represent the defense or the prosecution.  Draft a one-page “closing argument” for the side you choose.  Your page must include a thesis (the case that you are arguing) and at least two pieces of evidence (quotes) from the text.  Be ready to share!

Thursday, April 16:

• Warm-Up
• Listen to an audio version of "The Raven" - read the poem as you listen, talking to the text (TttT) as you process its contents
• Work in small groups to answer questions about "The Raven" shown on the projector.  Write the answers to the questions on your handout with the poem.
• Discuss "The Raven"
• Watch a short video clip of "The Raven"

Friday, April 17:

• Warm-Up
• Notes:  Walt Whitman + poetic forms
• Read "O Captain!  My Captain!" and "I Hear America Singing" and analyze:
• The poems' meanings
• Poetic forms discussed in the notes and how they contribute to the overall effectiveness of the poems' messages
• Elements of Transcendentalism in the poems.

Week of March 30-April 3

Monday, March 30:

• The Catcher in the Rye 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.
• The Catcher in the Rye CD Project is due on Thursday!

Tuesday, March 31:

• CD project work day!  Bring your laptop or Chromebook to class, and any art supplies you may need (we don't have computer lab time)

Wednesday, April 1:

• Last CD project work day!

Thursday, April 2:

• The Catcher in the Rye CD Project due
• CD project sharing day!

Week of March 23-27

Monday, March 23:

• Warm-Up
• Pass back and discuss Ch. 1-15 discussion questions
• Text to Text Close Reading Activity:
• Re-read the passage where Holden wishes to become a "Catcher in the Rye" in Ch. 22.
• Read the article, "The Case for Delayed Adulthood" answer the questions located on the back of the article.  Do this in your small groups.
• Discuss the article, questions, and Ch. 22 as a whole class.
• Ch. 14-22 Quiz on Wednesday

Tuesday, March 24:

• Warm-Up
• Finish discussing the Text to Text Close Reading Activity
• Activity:  Texting in The Catcher in the Rye
• Brainstorm scenes in the novel that would have worked out differently if Holden had access to text messaging
• Complete the text planning chart in your groups.  Name the situation in question, the audience (who would receive the message?), the actual text message itself, and explain why a text message would be effective.  Do this for at least 5 different scenes in the book.
• Class discussion on Holden and the use of text messaging.
• HW:  Read Ch. 23-24 by Thursday

Wednesday, March 25:

• Quiz:  Ch. 14-22
• Computer lab time to work on CD project - due next week Thursday

Thursday, March 26:

• Check and discuss texting activity
• Discuss more CD project details and show examples
• Read/begin working on Socratic Seminar questions for The Catcher in the Rye.  The questions are due on Monday AND the book must be finished by Monday.  Socratic Seminar will be held that same day.

Friday, March 27:

• Continue reading/working on Socratic Seminar questions

Week of March 16-20

Monday, March 16:

• Warm-Up
• Pass back and discuss CD Project paragraph
• Activity:  Examining and drawing conclusions on Holden's male and female relationships.  Work in your small groups.  We will discuss our findings as a whole class.
• Complete the two "Show, Don't Tell" journals on your handout.  Try and use all 5 sensory details in your writing.  Due on Wednesday or Thursday (see info below).
• HW:  Read Ch. 17-19 by 
• Wednesday (for 2nd hour)
• Thursday (for 4th hour)
• ***The different due dates by class period are due to the half days on Wednesday and Thursday.
• Binder Check on Friday

Tuesday, March 17:

• Begin writing your 2nd narrative journal.  This should be two pages in length.  Choose ONE of the following topics below (must be different from the one you chose on Friday):
• Separate paths
• Turning point
• Family story
• Fav. school memory
• Fav. vacation story
• Fav. summer story

Wednesday, March 18 (2nd hour only):

• Check and edit "Show, Don't Tell" paragraphs for sensory details.  Work on using all five senses in your creative writing pieces.
• What is Tone?  Show and discuss definition, and read 2 sample paragraphs as a class to look for the tone of each piece.
• Group Activity:
• Each group a card with one of the following tone words written on it: sadness, courage, tension, sympathy, love, happiness, pride, sarcastic, excitement, hate, fear, anxiety.  Each group will write a story that conveys the attitude on the card.  You may not use the word written on the card!
• Next, each group will share its story aloud.  Other groups will try and guess the story's tone.
• Discuss:  What tools were used to develop tone?  Successful groups will share their tools/tips that they used with the class.

Thursday, March 19 (4th hour only):

• Check and edit "Show, Don't Tell" paragraphs for sensory details.  Work on using all five senses in your creative writing pieces.
• What is Tone?  Show and discuss definition, and read 2 sample paragraphs as a class to look for the tone of each piece.
• Group Activity:
• Each group a card with one of the following tone words written on it: sadness, courage, tension, sympathy, love, happiness, pride, sarcastic, excitement, hate, fear, anxiety.  Each group will write a story that conveys the attitude on the card.  You may not use the word written on the card!
• Next, each group will share its story aloud.  Other groups will try and guess the story's tone.
• Discuss:  What tools were used to develop tone?  Successful groups will share their tools/tips that they used with the class.

Friday, March 20:

• Binder Check
• Reading Day
• HW:  Read Ch. 20-22 by Monday

Week of March 9-13

Monday, March 9:

• Substitute teacher today
• Complete the Ch. 1-10 Questions.  Then, you may either read Ch. 11-13 OR work on your narrative journals
• HW:  Narrative journals AND Ch. 1-10 Qs due tomorrow
• HW:  Read Ch. 11-13 by Thursday
• Ch. 5-13 quiz on Thursday

Tuesday, March 10:

• Warm-Up
• CD Project Preparation Activity (to be continued tomorrow)
• Brainstorm themes, symbols, and situations (one will be chosen for today's writing prompt)
• Find 2 CDs in your books for the chosen writing prompt
• Discuss CDs and vote on the strongest on that fits the contents of the prompt
• Brainstorm and choose the 2 strongest CM ideas.  The strongest will be used as a TS, and the second strongest will be used in your CM.

Wednesday, March 11:

• Warm-Up
• CD Project Preparation Activity (continued)
• Use the TS, CD, and CM idea that you were given yesterday to write a one-chunk paragraph.  Do this with your small groups.
• Share one-chunk paragraphs
• Show/discuss CD Project example.  For your second chunk of your paragraph, you will individually choose a song for your 2nd CD and write more CM and a CS to finish the paragraph.
• Journal Prompt Activity
• Trade one of your journal prompts (due yesterday) with a partner.  Edit your partner's paper for the use of all 5 sensory details.  Discuss your edits with your partner.
• Share journal prompts
• HW:  Read Ch. 11-13 by tomorrow
• Ch. 5-13 quiz tomorrow
• HW:  Finish in-class CD Project paragraph by choosing your own song for the second chunk.  Due on Friday.

Thursday, March 12:

• Warm-Up
• Quiz:  Ch. 5-13
• Pass back and discuss "Catcher" response questions
• Work time to listen to music/finish writing the paragraph for the CD project
• HW:  Finish CD project paragraph by tomorrow

Friday, March 13:

• Turn in CD project paragraph
• Begin writing a narrative journal.  This should be two pages in length.  Choose ONE of the following topics:
• Separate paths
• Turning point
• Family story
• Fav. school memory
• Fav. vacation story
• Fav. summer story
• HW:  Read Ch. 14-16 and complete 2 out of the 5 questions on the handout by Monday.  The narrative journal will also be checked for completion on Monday.

Week of March 2-6

Monday, March 2:

• Warm-Up
• Notes:  Defense Mechanisms
• Activity:  In your groups, find examples of Holden's use of denial, rationalization, and projection in Ch. 1-4.  Find one quote + page # for each defense mechanism.  Be prepared to explain your choices to the class.
• The Catcher in the Rye CD Project information
• CD project due Thursday, April 2 (before Spring Break).  Get started now - this is NOT an overnight project!
• Quiz on Ch. 1-4 + Defense Mechanisms on Wednesday
• HW:  Read Ch. 5-7 by Thursday
• Binder check on Friday

Tuesday, March 3:

• No school - ACT testing for Juniors

Wednesday, March 4:

• Quiz:  Ch. 1-4
• More CD Project info + examples

Thursday, March 5:

• Warm-Up
• Group Activity:  Actively read the article, "Why Teenagers Act Crazy."  Then answer the following questions:
• Use context clues to define 4 vocabulary words that you either do not know or ones that you know will challenge many students.  Then, create a sentence that uses two of the vocabulary words correctly.
• How does the article shed light on Holden’s experiences in Ch. 1-7?  Choose two significant experiences that fit the contents of the article to explain your answer.
• Do you agree with the opinions in the article?  Why or why not?
• HW:  Finish the article + Qs by tomorrow

Friday, March 6:

• Whole-class discussion on yesterday's article and how it relates to The Catcher in the Rye
• Notes:  Showing Devices + Activity
• HW:  Read Ch. 8-10 by Monday
• HW:  Write two more descriptive journals   using the locations listed below.  Show your feelings about these places without telling.  Spend 10-15 minutes on each prompt.
  • a graveyard
  • Downtown Plymouth
  • Cedar Point
  • a shopping mall
  • PCEP (one or all of the schools)

Week of February 23-27

Monday, February 23:

• Watch Their Eyes Were Watching God movie

Tuesday, February 24:

• Continue watching Their Eyes Were Watching God
• Bring The Catcher in the Rye to class tomorrow

Wednesday, February 25:

• Finish Their Eyes Were Watching God
• Notes:  J.D. Salinger and The Catcher in the Rye
• Read Ch. 1 together in class

Thursday, February 26:

• Course selection presentation/information

Friday, February 27:

• Reading day (there will be a substitute teacher)
• HW:  Read Ch. 2-4 by Monday

Week of February 9-13

Monday, February 9:

• Warm-Up
• Turn in Ch. 3-4 questions
• Ch. 3-4 Discussion
• Your group will be assigned a page number from either chapter 3 or 4
• Write a 1-2 sentence summary of your page
• Copy a quotation and explain WHY it is important
• Find an unknown word and define it (use context clues or look it up)
• Copy a passage that appears interesting and explain why
• Decide who is going to speak for your group.  Each group will share its findings.
• HW:  Read Ch. 5 by Wednesday
• Ch. 1-5 Quiz on Wednesday!

Tuesday, February 10:

• Warm-Up
• Reading day - Ch. 5 is very long.  Finish the chapter before tomorrow's class period and be ready for discussion.

Wednesday, February 11:

• Warm-Up
• Quiz:  Ch. 1-5
• Ch. 6 Close Reading Activity - Talk to the Text (TttT) as you read and answer the questions on the handout.

Thursday, February 12:

• Discuss Ch. 6 Close Reading Activity
• Chronology Activity
• Each slip of paper represents an event in Their Eyes Were Watching God.  In your groups, put the events together in what you believe to be the correct order of the events for the rest of the novel.  Use your knowledge of Ch. 1-5 to help you with this task.  We will discuss the correct order at the end of the hour.

Friday, February 13:

• TEWWG Figurative language practice + discussion
• Have a great Mid-Winter Break! :)

Week of February 2-6

Monday, February 2:

• SNOW DAY!  Enjoy your day off! :)

Tuesday, February 3:

• SNOW DAY!  Enjoy your day off! :)

Wednesday, February 4:

• Warm-Up
• Finish listening to Ch. 1 of Their Eyes Were Watching God and complete/discuss the processing sheet
• Begin listening to Ch. 2 and completing Janie's family tree

Thursday, February 5:

• Warm-Up
• Finish listening to Ch. 2 of TEWWG and complete/discuss Janie's family tree
• Finish reading Ch. 2 on your own
• HW:  Read Ch. 3-4 by Monday

Friday, February 6:

• Warm-Up
• TEWWG Metaphor Construction and Practice
• HW:  Ch. 3-4 Processing due Monday

Week of January 26-30

Monday, January 26:

• Turn in TKAM vs. The Help Compare/Contrast Essay
• Book room "field trip" - return To Kill a Mockingbird and pick up Their Eyes Were Watching God, The Catcher in the Rye, and The Great Gatsby
• Binder clean out
• New homework and bathroom passes

Tuesday, January 27:

• 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, January 28:

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

Thursday, January 29:

• Warm-Up
• Zora Neale Hurston background - Talk to the Text and summary activity
• Bring Their Eyes Were Watching God to class tomorrow

Friday, January 30:

• 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)
• Turn in questions, #5, 6, 7, and 8
• Discuss Hughes's poems
• Begin reading/listening to Ch. 1 of Their Eyes Were Watching God - complete the processing sheet as you read/listen

Week of January 12-16

Monday, January 12:

• Binder check - continue to work on your outline packets while binders are checked for points
• Essay Rough Draft due Thursday

Tuesday, January 13:

• Computer lab time to type essays.  This is a great opportunity to ask for help!

Wednesday, January 14:

• Last day in the computer lab to type essays/get help

Thursday, January 15:

• Stamp Rough Drafts
• Self and peer-editing
• Complete fragments, run-ons, and semicolons worksheet - due tomorrow

Friday, January 16:

• Check and go over grammar worksheet
• Exam info/study tips - use the time in class to ask questions and study for the exam