QUARTER 4
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MONDAY
March 28, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will use the writing process to revise their thesis statements.
The students will read, analyze, evaluate and cite various text sources to support a claim.
ACTIVITIES:
1) Check h.w.: Outline for six-paragraph research paper.
2) Student-teacher writing conferences to provide feedback and if necessary revise a thesis.
3) Students will use The Great Gatsby novel to begin selecting quotes to support a thesis.
HOMEWORK:
1) Revise your thesis and outline as directed from our one-one student-teacher writing conference today.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
TUESDAY
March 29, 2016
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BLOCKS 2 and 6
FOCUS:
The students will use the writing process to revise their thesis statements.
The students will read, analyze, evaluate and cite various text sources to support a claim.
ACTIVITIES:
1) Check h.w.: Outline for six-paragraph research paper.
2) Student-teacher writing conferences to provide feedback and if necessary revise a thesis.
3) Students will use The Great Gatsby novel to begin selecting quotes to support a thesis.
HOMEWORK:
1) Revise your thesis and outline as directed from our one-one student-teacher writing conference today.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
WEDNESDAY
March 30, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will read, analyze, evaluate and cite various text sources to support a claim in their research paper on
The Great Gatsby.
ACTIVITIES:
1) Introduction to the literary criticism and how to select an effective quote for your Junior Research Paper on The Great Gatsby.
2) Students will work in small groups to read, select and cite effective quotes from various examples of literary criticism.
3) Mini-lesson and review of how to write an effective introductory paragraph
HOMEWORK:
1) Introduction paragraphs must be typed 12 font, Times New Roman or Arial, double-spaced and are due in class on Monday, 4/4 for periods 1, 3 and 5 and on Tuesday, 4/5 for periods 2 and 6.
I will be hosting another student-teacher writing conference. If you are unable to type and print your introduction, handwrite it and skip lines so I can edit and revise with you. It will be helpful if you include a rough draft of your body paragraphs and any quotes you are using for support.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
THURSDAY
March 31, 2016
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BLOCKS 2 and 6
FOCUS:
The students will read, analyze, evaluate and cite various text sources to support a claim in their research paper on
The Great Gatsby.
ACTIVITIES:
1) Introduction to the literary criticism and how to select an effective quote for your Junior Research Paper on The Great Gatsby.
2) Students will work in small groups to read, select and cite effective quotes from various examples of literary criticism.
3) Mini-lesson and review of how to write an effective introductory paragraph
HOMEWORK:
1) Introduction paragraphs must be typed 12 font, Times New Roman or Arial, double-spaced and are due in class on Monday, 4/4 for periods 1, 3 and 5 and on Tuesday, 4/5 for periods 2 and 6.
I will be hosting another student-teacher writing conference. If you are unable to type and print your introduction, handwrite it and skip lines so I can edit and revise with you. It will be helpful if you include a rough draft of your body paragraphs and any quotes you are using for support.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
FRIDAY
April 1, 2016
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FOCUS: The students will
meet with teacher to read, edit and evaluate their essay based on a rubric.
ACTIVITIES:
1) Mini-lesson and review of how to write an effective introductory paragraph
2) Compose an original title for your essay.
3) Continuation of quote selection from two outside sources and the primary source, The Great Gatsby.
4) Continue with the writing process: Prewrite (outline), first draft, revise, edit, revise...
HOMEWORK:
1) Introduction paragraphs must be typed 12 font, Times New Roman or Arial, double-spaced and are due in class on Monday, 4/4 for periods 1, 3 and 5 and on Tuesday, 4/5 for periods 2 and 6.
I will be hosting another student-teacher writing conference. If you are unable to type and print your introduction, handwrite it and skip lines so I can edit and revise with you. It will be helpful if you include a rough draft of your body paragraphs and any quotes you are using for support.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
MONDAY
April 4, 2016
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BLOCKS 1,3 and 5
Introductory Paragraphs are Due!
FOCUS: The students will meet with teacher to read, edit, evaluate and revise their essay based on a rubric.
ACTIVITIES:
1) Mini-lesson and review of how to write an effective introductory paragraph
2) Compose an original title for your essay.
3) Continuation of quote selection from two outside sources and the primary source, The Great Gatsby.
4) Continue with the writing process: Prewrite (outline), first draft, revise, edit, revise...
5) Student-Teacher Writing Conferences.
HOMEWORK:
1) Student-Techer Writing Conferences are continuing throughout the week. It is the student's responsibility to arrive to class prepared with their draft paragraphs and any questions.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
TUESDAY
April 5, 2016
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BLOCKS 2 and 6
Introductory Paragraphs are Due!
FOCUS: The students will meet with teacher to read, edit, evaluate and revise their essay based on a rubric.
ACTIVITIES:
1) Mini-lesson and review of how to write an effective introductory paragraph
2) Compose an original title for your essay.
3) Continuation of quote selection from two outside sources and the primary source, The Great Gatsby.
4) Continue with the writing process: Prewrite (outline), first draft, revise, edit, revise...
5) Student-Teacher Writing Conferences.
HOMEWORK:
1) Student-Techer Writing Conferences are continuing throughout the week. It is the student's responsibility to arrive to class prepared with their draft paragraphs and any questions.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
WEDNESDAY
April 6, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will write arguments to support claims in an analysis of The Great Gatsby.
ACTIVITIES:
1) Mini-lesson of writing format/outline for research paper. *Students were emailed 9 documents via Jupiter Grades including instructions, examples, checklist and rubric.
2) Students will use laptop computers to compose their Junior Research Paper on The Great Gatsby.
3) Student-teacher writing conferences
HOMEWORK:
1) Revise your paper according to notes and suggestions during our writing conference.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
FRIDAY
April 8, 2016
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BLOCKS 2 and 6
FOCUS: The students will
meet with teacher to read, edit and evaluate their essay based on a rubric.
ACTIVITIES:
1) Mini-lesson of writing format/outline for research paper. *Students were emailed 9 documents via Jupiter Grades including instructions, examples, checklist and rubric.
2) Students will use laptop computers to compose their Junior Research Paper on The Great Gatsby.
3) Student-teacher writing conferences
HOMEWORK:
1) Revise your paper according to notes and suggestions during our writing conference. 2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
THURSDAY
April 7, 2016
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HSSD
FOCUS:
The students will learn how to format a title and works cited page for the research paper on
The Great Gatsby.
ACTIVITIES:
1) Handout: Sample MLA Literature Essay Paper including Works Cited page.
2) Students will follow along and take notes as teacher demonstrates each format using the ELMO projector.
3)
HOMEWORK:
1) Revise your paper according to notes and suggestions during our writing conference.
2) Final draft of the research paper is due at 11:59 p.m. on April 11th. Printed copy is due on your next class period (odd or even day).
MONDAY
April 11, 2016
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BLOCKS 1,3 and 5
PRINTED RESEARCH PAPERS are Due!
FOCUS: The student will deepen their knowledge of Modern Literature and its authors.
ACTIVITIES:
1) Collect printed research papers.
2) Discuss submissions to www.turnitin.com
3) Read Elements of Literature pages 530-536 and complete Modern Literature Reading Guide.
4) Check answers together
5) PowerPoint on Modernism
6) Bionotes on Zora Neale Hurston (750).
HOMEWORK:
1) Upload your research paper before 11:59 p.m. tonight.
2) Click here for bio-notes on Zora Neale Hurston
Key Terms: frame story, bildungsroman and colloquial language.
3) Extra-Credit Opportunity: Attend the PPCHS play, High School Musical, You must sign in at the table after the show to receive +5 in the homework category.
TUESDAY
April 12, 2016
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BLOCKS 2 and 6
PRINTED RESEARCH PAPERS are Due!
FOCUS: The student will deepen their knowledge of Modern Literature and its authors.
ACTIVITIES:
1) Collect printed research papers.
2) Discuss submissions to www.turnitin.com
3) Read Elements of Literature pages 530-536 and complete Modern Literature Reading Guide.
4) Check answers together
5) PowerPoint on Modernism
6) Bionotes on Zora Neale Hurston (750).
HOMEWORK:
1) Upload your research paper before 11:59 p.m. tonight.
2) Click here for bio-notes on Zora Neale Hurston
Key Terms: frame story, bildungsroman and colloquial language.
3) Extra-Credit Opportunity: Attend the PPCHS play, High School Musical, You must sign in at the table after the show to receive +5 in the homework category.
WEDNESDAY
April 13, 2016
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BLOCKS 1,3 and 5
FOCUS:
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ACTIVITIES:
1) Anticipation Guide for Their Eyes Were Watching God
2) Discuss bio-notes on Zora Neale Hurston including Key Terms: frame story, bildungsroman and colloquial language.
2) Read aloud Ch. 1 of Their Eyes Were Watching God.
3) Handout: Study Guide Ch. 1-3
HOMEWORK:
1) Finish Anticipation Guide due Friday.
2) Extra-Credit Opportunity: Attend the PPCHS play, High School Musical, You must sign in at the table after the show to receive +5 in the homework category.
THURSDAY
April 14, 2016
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BLOCKS 2 and 6
FOCUS:
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ACTIVITIES:
1) Anticipation Guide for Their Eyes Were Watching God
2) Discuss bio-notes on Zora Neale Hurston including Key Terms: frame story, bildungsroman and colloquial language.
2) Read aloud Ch. 1 of Their Eyes Were Watching God.
3) Handout: Study Guide Ch. 1-3
HOMEWORK:
1) Finish Anticipation Guide due Friday.
2) Extra-Credit Opportunity: Attend the PPCHS play, High School Musical, You must sign in at the table after the show to receive +5 in the homework category.
FRIDAY
April 15, 2016
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FOCUS:
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The students will demonstrate command of the conventions of standard English, making subjects and verbs agree.
ACTIVITIES:
1) Mini-grammar lesson: Making Subjects and Verbs Agree; handout Lesson 53
2) Read aloud Ch. 2 of novel:
Click here to read the entire novel, Their Eyes Were Watching God.
3) As you read, answer study guide questions 1-4.
4) Close reading and analysis: figures of speech, symbols and imagery in
Ch. 2, pear tree scene
HOMEWORK:
1) Grammar Lesson 53 due Mon., 4/18.
2) Finish Ch. 2. Click the PDF below to read the entire novel, Their Eyes Were Watching God.
MONDAY
April 18, 2016
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BLOCKS 1,3 and 5
FOCUS:
The student will read to determine the exact meaning of the text.The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The students will demonstrate command of the conventions of standard English and making subjects and verbs agree.
ACTIVITIES:
1) Check and collect h.w., Grammar Lesson 53: Subject-Verb Agreement
2) Audio: Their Eyes Were Watching God finish 2-4
3) Review and check together Study Guide Questions Ch. 1-3.
4) Handout: Notes on Their Eyes Were Watching God.
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Study Guide Ch. 1-3 is due on Wednesday, 4/20.
3)
TUESDAY
April 19, 2016
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BLOCKS 2 and 6
FOCUS:
The student will read to determine the exact meaning of the text.The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The students will demonstrate command of the conventions of standard English and making subjects and verbs agree.
ACTIVITIES:
1) Check and collect h.w., Grammar Lesson 53: Subject-Verb Agreement
2) Audio: Their Eyes Were Watching God finish 2-4
3) Review and check together Study Guide Questions Ch. 1-3.
4) Handout: Notes on Their Eyes Were Watching God.
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Study Guide Ch. 1-3 is due on Wednesday, 4/20.
3)
WEDNESDAY
April 20, 2016
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BLOCKS 1,3 and 5
FOCUS:
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ACTIVITIES:
1) Check and collect Study Guide 1-3
2) Handout: Study Guide Ch. 4-9
3) Audio: Their Eyes Were Watching God
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2)
3)
THURSDAY
April 21, 2016
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BLOCKS 2 and 6
FOCUS:
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ACTIVITIES:
1) Check and collect Study Guide 1-3
2) Handout: Study Guide Ch. 4-9
3) Audio: Their Eyes Were Watching God
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2)
3)
FRIDAY
April 22, 2016
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FOCUS:
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ACTIVITIES:
1) Read aloud Ch. 5 of novel:
Click here to read the entire novel, Their Eyes Were Watching God.
As you read, answer study guide questions
Close reading and analysis:
2) Pop Quiz Ch. 1-2 of Eyes
HOMEWORK:
1) Answer Q. 1 on Study Guide Ch. 4-7.
2)
MONDAY
April 25, 2016
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BLOCKS 1,3 and 5
FOCUS:
The student will read to determine the exact meaning of the text.The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ACTIVITIES:
1) Read aloud Ch. 5-6 of novel:
Click here to read the entire novel, Their Eyes Were Watching God.
As you read, answer study guide questions
Close reading and analysis: Jody's speech, lamplighting,
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Complete Study Guide Ch. 4-6 before Friday, 4/29.
3) Extra-credit for attending Debate Showcase tomorrow, April 26th, from 6:30-9 p.m. in the River of Grass Auditorium. Tickets are $5 and can be purchased during lunch. You must bring a picture I.D. and sign in at the table in the lobby after the show.
TUESDAY
April 26, 2016
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BLOCKS 2 and 6
FOCUS:
The student will read to determine the exact meaning of the text.The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ACTIVITIES:
1) Read aloud Ch. 5-6 of novel:
Click here to read the entire novel, Their Eyes Were Watching God.
As you read, answer study guide questions
Close reading and analysis:
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Complete Study Guide Ch. 4 and 6
Per. 2 and 6 before Thursday, 4/28
Per. 1,3 and 5 before Friday, 4/29.
3) Extra-credit for attending Debate Showcase tonight, from 6:30-9 p.m. in the River of Grass Auditorium. Tickets are $5 and can be purchased during lunch. You must bring a picture I.D. and sign in at the table in the lobby after the show.
WEDNESDAY
April 27, 2016
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BLOCKS 1,3 and 5
FOCUS:
The student will read to determine the exact meaning of the text.The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ACTIVITIES:
1) Read aloud Ch. 5-6 of novel:
Click here to read the entire novel, Their Eyes Were Watching God.
As you read, answer study guide questions
Close reading and analysis:
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Complete Study Guide Ch. 4 and 6
Due as follows:
Per. 2 and 6 before Thursday, 4/28Per. 1,3 and 5 before Friday, 4/29.
3)
THURSDAY
April 28, 2016
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BLOCKS 2 and 6
FOCUS:
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ACTIVITIES:
1) Check and discuss Study Guide Ch. 4-6
2) Audio: Their Eyes Were Watching God
3) Pop quiz on Ch. 4-6.
HOMEWORK:
1) Read Ch. 7-8 of the novel before Moon, 5/2. There will be a quiz.
Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2)
3)
FRIDAY
April 29, 2016
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FOCUS:
The student will analyze multiple interpretations of a text.
ACTIVITIES:
1) Check Study Guide 4-6.
Click here to read the entire novel, Their Eyes Were Watching God.
As you read, answer study guide questions
Close reading and analysis:
2) Students will view the film version of Their Eyes Were Watching God, Ch. 1-5 while completing notes on their interpretations.
HOMEWORK:
1) Read Ch. 7-8 of the novel before Mon, 5/2, as there will be a quiz.
Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
MONDAY
May 2, 2016
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FOCUS:
The student will analyze multiple interpretations of a text.
ACTIVITIES:
1) Quiz on Ch. 7-8
2) Students will view the film version of Their Eyes Were Watching God, Ch. 1-5 while completing notes on their interpretations.
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Read Ch. 9 before the next class meeting.
TUESDAY
May 3, 2016
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BLOCKS 1, 3 and 5
FOCUS:
The student will read to determine the exact meaning of the text.The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
The student will analyze multiple interpretations of a text.
ACTIVITIES:
1) Read aloud and discuss excerpts of Ch.9 of novel:
Click here to read the entire novel, Their Eyes Were Watching God.
As you read, answer study guide questions
Close reading and analysis: Jody's funeral scene.
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Complete Study Guide Ch. 7-9 as follows:
Per. 1,3 and 5 before Thursday, 5/5.
Per. 2 and 6 before Friday, 5/6.
3) Extra-credit for SAT or ACT test
WEDNESDAY
May 4, 2016
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BLOCKS 2 and 6
FOCUS:
The student will read to determine the exact meaning of the text.The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
The student will analyze multiple interpretations of a text.
ACTIVITIES:
1) Read aloud and discuss excerpts of Ch.9 of novel:
Click here to read the entire novel, Their Eyes Were Watching God.
As you read, answer study guide questions
Close reading and analysis: Jody's funeral scene.
HOMEWORK:
1) Click here to read the entire novel, Their Eyes Were Watching God.As you read, complete the Notes on Their Eyes Were Watching God.
2) Complete Study Guide Ch. 7-9 as follows:
Per. 1,3 and 5 before Thursday, 5/5.
Per. 2 and 6 before Friday, 5/6.
3) Extra-credit for SAT or ACT test
THURSDAY
May 5, 2016
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EOC TESTING
limited schedule
BLOCK 1, three hours
BLOCK 3, 50 mins.
BLOCK 5, 100 mins.
FOCUS: Catch-up day
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ACTIVITIES:
1) Check, discuss and collect Study Guide Ch. 7-9
2) Students will read Elements of Literature pages 734-735 and complete handout, "Harlem Renaissance" reading guide questions 1-6
3) Grammar Lesson 54: "Locating the Subject;" review, discuss, check and collect for a grade.
4) Bio-notes on Ernest Hemmingway; see below.
HOMEWORK:
1) Click here to complete the bio-notes on Ernest Hemmingway. They are due on Monday, 5/9.
2) Extra-credit for SAT or ACT test
FRIDAY
May 6, 2016
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EOC TESTING
limited schedule
BLOCK 2, three hours
BLOCK 4, 50 mins.
BLOCK 6, 100 mins.
FOCUS: Catch-up day
The student will read to determine the exact meaning of the text.
The student will cite strong and thorough textural evidence to support analysis as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
The student will read to
analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ACTIVITIES:
1) Check, discuss and collect Study Guide Ch. 7-9
2) Students will read Elements of Literature pages 734-735 and complete handout, "Harlem Renaissance" reading guide questions 1-6
3) Grammar Lesson 54: "Locating the Subject;" review, discuss, check and collect for a grade.
4) Bio-notes on Ernest Hemmingway; see below.
HOMEWORK:
1) Click here to complete the bio-notes on Ernest Hemmingway. They are due on Monday, 5/9.
2) Extra-credit for SAT or ACT test
MONDAY
May 9, 2016
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BLOCKS 1, 3 and 5
FOCUS:
The student will read and analyze elements of Modern Literature in Ernest Hemingway's, "Soldier's Home."
The student will read and analyze elements of Modernism in Edward Arlington Robinson's poetry.
ACTIVITIES:
1) Collect h.w., Bio-notes on Ernest Hemingway.
2) Click here for Two-column Notes on "Shell-Shock".
3) Students take notes while viewing the film. "Shell Shock." Click here to view "Shell-Shock."
4) Read and analyze, "Soldier's Home," by Ernest Hemmingway.
HOMEWORK:
1) Click the PDF below to read, "Soldier's Home" and complete "Shaping Interpretations," Questions 2-6 and "Reviewing the Text,"
Q. a-d
2) Extra-credit for SAT or ACT test
TUESDAY
May 10, 2016
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BLOCKS 2 and 6
FOCUS:
The student will read and analyze elements of Modern Literature in Ernest Hemingway's, "Soldier's Home."
The student will read and analyze elements of Modernism in Edward Arlington Robinson's poetry.
ACTIVITIES:
1) Collect h.w., Bio-notes on Ernest Hemingway.
2) Click here for Two-column Notes on "Shell-Shock".
3) Students take notes while viewing the film. "Shell Shock." Click here to view "Shell-Shock."
4) Read and analyze, "Soldier's Home," by Ernest Hemmingway.
HOMEWORK:
1) Click the PDF below to read, "Soldier's Home" and complete "Shaping Interpretations," Questions 2-6 and "Reviewing the Text," Q. a-d
2) Extra-credit for SAT or ACT test
WEDNESDAY
May 11, 2016
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BLOCKS 3 and 5 only
FOCUS:
The student will read and analyze elements of literature in Modern poetry.
Students will identify and understand the characteristics of Modernism in the works of Edwin Arlington Robinson and Countee Cullen
ACTIVITIES:
1) Students take notes on (click here) Steps to Analyze a poem.
3) Students will take notes on (click here) Modern Poetry
4) Read and analyze two poems by Edwin Arlington Robinson, (click the PDF below)
"Richard Cory" and "Miniver Cheevy."
5) Read and analyze two poems by Harlem Renaissance poet, Countee Cullen, (click here) "Tableau" and "Incident"
HOMEWORK:
1) Test on Their Eyes Were Watching God, Ch. 1-10 only and film version will be as follows:
Wednesday, 5/18, Per. 1,2,5 and 6
Thursday, 5/19, Per. 3
2) Extra-credit for SAT or ACT test
THURSDAY
May 12, 2016
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BLOCKS 3 and 5 only
FOCUS:
The student will read and analyze elements of literature in Modern poetry.
Students will identify and understand the characteristics of Modernism in the works of Edwin Arlington Robinson and Countee Cullen
ACTIVITIES:
1) Students take notes on (click here) Steps to Analyze a poem.
3) Students will take notes on (click here) Modern Poetry
4) Read and analyze two poems by Edwin Arlington Robinson, (click the PDF below)
"Richard Cory" and "Miniver Cheevy."
5) Read and analyze two poems by Harlem Renaissance poet, Countee Cullen, (click here) "Tableau" and "Incident"
HOMEWORK:
1) Test on Their Eyes Were Watching God, Ch. 1-10 only and film version will be as follows:
Wednesday, 5/18, Per. 1,2,5 and 6
Thursday, 5/19, Per. 3
2) Extra-credit for SAT or ACT test
FRIDAY
May 13, 2016
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CATCH UP DAY
FOCUS:
The student will read and take notes from an informational text.
The student will demonstrate command of the conventions of English grammar.
ACTIVITIES:
2) Handout: Grammar Lesson 56 "Indefinite Pronouns as Subjects"
3) Complete and submit any missing assignments due to testing and absences.
HOMEWORK:
1) Test on Their Eyes Were Watching God, Ch. 1-10 only and film version will be as follows:
Wednesday, 5/18, Per. 1,2,5 and 6
Thursday, 5/19, Per. 3
2) Extra-credit for SAT or ACT test
MONDAY
May 16, 2016
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BLOCKS 1, 2 and 3
FOCUS:
The student will determine the meaning of words and phrases including figurative and connatative meanings in the modern poetry of Robert Frost.
ACTIVITIES:
1) Students take bio-notes on Robert Frost
2) Students will copy, analyze and paraphrase Frost's poem, "Nothing Gold Can Stay."
3) Students will work with a partner to analze and undersand figurative and connatative meanings in "Out, Out," by Robert Frost.
4) Review for novel test on Their Eyes Were Watching God.
HOMEWORK:
1) Test on Their Eyes Were Watching God will be as follows:
Wednesday, 5/18, Per. 1,2,5 and 6
Thursday, 5/19, Per. 3
2) Extra-credit for SAT or ACT test
TUESDAY
May 17, 2016
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BLOCKS 4, 5 and 6
FOCUS:
The student will determine the meaning of words and phrases including figurative and connatative meanings in the modern poetry of Robert Frost.
ACTIVITIES:
1) Students take bio-notes on Robert Frost
2) Students will copy, analyze and paraphrase Frost's poem, "Nothing Gold Can Stay."
3) Students will work with a partner to analze and undersand figurative and connatative meanings in "Out, Out," by Robert Frost.
4) Review for novel test on Their Eyes Were Watching God.
HOMEWORK:
1) Test on Their Eyes Were Watching God will be as follows:
Wednesday, 5/18, Per. 1,2,5 and 6
Thursday, 5/19, Per. 3
2) Extra-credit for SAT or ACT test
WEDNESDAY
May 18, 2016
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Senior Exam Schedule:
Periods 1, 2, 5 and 6
FOCUS:
The students will demonstrate their knowledge and understanding of the Harlem Renaissance, Zora Neale Hurston and
Their Eyes Were Watching God.
ACTIVITIES:
1) Test on novel
2)
HOMEWORK:
1) Extra-credit for SAT or ACT test
THURSDAY
May 19, 2016
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Senior Exam Schedule:
Periods 3, 4, 1 and 2
FOCUS:
The students will demonstrate their knowledge and understanding of the Harlem Renaissance, Zora Neale Hurston and
Their Eyes Were Watching God.
ACTIVITIES:
1) Test on novel
2)
HOMEWORK:
1) Extra-credit for SAT or ACT test
FRIDAY
May 20, 2016
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CATCH UP DAY
FOCUS:
The student will read and take notes from an informational text.
The student will demonstrate command of the conventions of English grammar.
ACTIVITIES:
1) Bio-notes if missing any
2) Handout: Grammar Lesson 57 "Agreement with Compound Subjects"
3) Complete and submit any missing assignments due to testing and absences.
HOMEWORK:
1) Extra-credit for SAT or ACT test