QUARTER 3
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MONDAY
January 11, 2016
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Substitute Plans
FOCUS:
The students will deepen their understanding of transcendentalism and its authors.
ACTIVITIES:
1) Click here to Read Elements of Literature pages 206-214, The American Renaissance 1840-1860.
2) Take bio notes on Henry David Thoreau.
3)
HOMEWORK:
1) Test on The Last of the Mohicans and Romantic Literature will be on Tues., 1/19 for periods 1,3 & 5. Periods 2 & 6 will test on Weds., 1/20.
2)
3)
TUESDAY
January 12, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will deepen their knowledge and understanding of the ideologies of Transcendentalism and be able to identify its characteristics in Emerson's Self-Reliance and Thoreau's Walden.
ACTIVITIES:
1) Click here to Read Elements of Literature pages 206-214, The American Renaissance 1840-1860.
Copy bold notes from pages 210, 211 define lyceum, 212 define transcendentalism and copy the notes in the purple box at the top, "A Transcendentalist's View of the World."
2) Students will read and discuss Thoreau's Walden. In this first-person narrative, Thoreau discusses his journey to solitude at Walden Lake--where he discovers what is necessary for a meaningful life.
3) Students will read and discuss Emerson's Self-Reliance. In this essay he urges people to trust their inner voice.
HOMEWORK:
1) UPDATE: Test on The Last of the Mohicans and Romantic Literature will be on Tues., 1/19 for periods 1,3 & 5. Periods 2 & 6 will test on Weds., 1/20.
2) Study Units 1-4 Vocabulary words and definitions daily... it takes less than 10 minutes.
3)
WEDNESDAY
January 13, 2016
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BLOCKS 2 and 6
FOCUS:
The students will deepen their knowledge and understanding of the ideologies of Transcendentalism and be able to identify its characteristics in Emerson's Self-Reliance and Thoreau's Walden.
ACTIVITIES:
1) Click here to Read Elements of Literature pages 206-214, The American Renaissance 1840-1860.
Copy bold notes from pages 210, 211 define lyceum, 212 define transcendentalism and copy the notes in the purple box at the top, "A Transcendentalist's View of the World."
2) Students will read and discuss Thoreau's Walden. In this first-person narrative, Thoreau discusses his journey to solitude at Walden Lake--where he discovers what is necessary for a meaningful life.
3) Students will read and discuss Emerson's Self-Reliance. In this essay he urges people to trust their inner voice.
HOMEWORK:
1) UPDATE: Test on The Last of the Mohicans and Romantic Literature will be on Tues., 1/19 for periods 1,3 & 5. Periods 2 & 6 will test on Weds., 1/20.
2) Study Units 1-4 Vocabulary words and definitions daily... it takes less than 10 minutes.
3)
THURSDAY
January 14, 2016
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HSSD 10:30
FOCUS: "Catch-up Day"
The students will complete any unfinished reading and writing assignments from January 11-14.
ACTIVITIES:
1) Part 1 of the Review for the test on Romantic Literature. The following works (stories, essays and poems) will be on the test next Tuesday, January 19th for Periods 1, 3 and 5 and Wednesday, January 20th for Periods 2 and 6.
* excerpt from Nature
* excerpt from
* excerpt from Walden
2) Guest speaker: former PPCHS student discusses preparing for college while in high school.
3) Grammar Usage handout on Nature, Self-Reliance and Walden
HOMEWORK:
1) Study for Romantic Literature Test. Come prepared with questions for the review tomorrow.
2) Grammar Usage assignment is due next Tues., Per. 1,3 & 5 and on Weds., for Per. 2 & 6.
FRIDAY
January 15, 2016
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FOCUS:
The students will review for the Test on Romantic Literature.
ACTIVITIES:
1) Review for test including question/answers.
2) Distribute graded assignments.
HOMEWORK:
1) Study for Romantic Literature Test.
2) Grammar Usage assignments on Nature and Walden are due next Tues., Per. 1,3 & 5 and on Weds., for Per. 2 & 6.
MONDAY
January 18, 2016
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SCHOOL MLK HOLIDAY
FOCUS:
ACTIVITIES:
1)
2)
3)
HOMEWORK:
1) Test on The Last of the Mohicans and Romantic Literature will be on Tues., 1/19 for periods 1,3 & 5. Periods 2 & 6 will test on Weds., 1/20.
2)
3)
WEDNESDAY
January 20, 2016
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BLOCKS 2 and 6
FOCUS:
The students will demonstrate their knowledge and understanding of Romantic Literature.
ACTIVITIES:
1) Test on Romantic Literature
2) Students will read and complete Bio-notes on Dark Romantic author, Nathaniel Hawthorne.
HOMEWORK:
1) UPDATE: Test on The Last of the Mohicans and Romantic Literature will be on tomorrow for Periods 2 & 6.
2) Study Units 1-4 Vocabulary words and definitions daily... it takes less than 10 minutes.
3)
TUESDAY
January 19, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will demonstrate their knowledge and understanding of Romantic Literature.
ACTIVITIES:
1) Test on Romantic Literature
2) Students will read and complete Bio-notes on Dark Romantic author, Nathaniel Hawthorne.
HOMEWORK:
1) UPDATE: Test on The Last of the Mohicans and Romantic Literature will be on tomorrow for Periods 2 & 6.
2) Study Units 1-4 Vocabulary words and definitions daily... it takes less than 10 minutes.
3)
THURSDAY
January 21, 2016
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FOCUS: The students will be introduced to Unit 5 SAT Vocabulary words and definitions.
ACTIVITIES:
1) Write a flash card and picture note for each vocabulary word. *Click here If you forgot how to complete flash cards.
2) Distribute classwork assignments for tomorrow; there will be a substitute teacher.
3)
HOMEWORK:
1) Unit 5 SAT Vocabulary flash cards and picture notes are due as follows:
Tues., 1/26 for Per. 1,3,5
Weds., 1/27 for Per. 2 & 6
2)
FRIDAY
January 22, 2016
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SUBSTITUTE PLANS
FOCUS:
The students will read closely to determine exactly what the text means.
ACTIVITIES:
1) HMH Close Reader workbooks. Read and complete as directed pages 37-40.
2) Grammar Lesson 9 handout: "Compound, Plural and Possessive Nouns." **Turn into substitute teacher.
HOMEWORK:
1) Unit 5 SAT Vocabulary flash cards and picture notes are due as follows:
Tues., 1/26 for Per. 1,3,5
Weds., 1/27 for Per. 2 & 6
2) Complete any unfinished class assignments.
MONDAY
January 25, 2016
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FOCUS: The students will use close reading strategies to determine the exact meaning of the text, "The Birthmark," by Nathaniel Hawthorne.
ACTIVITIES:
1) Teacher lecture and notes on historical background, literary genre, characters, writing style including tone, figurative language and symbols.
2) Students preview the vocabulary in the story by highlighting words and definitions in the margin.
3) Click the document below to open "The Birthmark."
HOMEWORK:
1) Unit 5 SAT Vocabulary flash cards and picture notes are due as follows:
Tues., 1/26 for Per. 1,3,5
Weds., 1/27 for Per. 2 & 6
2)
3)
TUESDAY
January 26, 2016
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BLOCKS 1,3 and 5
FOCUS: The students will analyze the impact of the author’s choices regarding how to develop and relate elements of a story including how the characters are introduced and developed.
ACTIVITIES:
1) Check h.w.: Unit 5 flash cards with picture notes.
2) Mini-lesson on Strategies for Close Reading
3) Mini-lesson on how to analyze a short story
4) Read aloud the exposition and rising action of "The Birthmark," pausing to discuss, annotate the text and answer guided reading questions.
HOMEWORK:
1) Vocabulary Unit 5 Quiz will be as follows:
Tues., February 2nd for Periods 1,3 and 5.
Weds., February 3rd for periods 2 & 6.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
3)
WEDNESDAY
January 27, 2016
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BLOCKS 2 and 6
FOCUS: The students will analyze the impact of the author’s choices regarding how to develop and relate elements of a story including how the characters are introduced and developed.
ACTIVITIES:
1) Check h.w.: Unit 5 flash cards with picture notes.
2) Mini-lesson on Strategies for Close Reading
3) Mini-lesson on how to analyze a short story
4) Read aloud the exposition and rising action of "The Birthmark," pausing to discuss, annotate the text and answer guided reading questions.
HOMEWORK:
1) Vocabulary Unit 5 Quiz will be as follows:
Tues., February 2nd for Periods 1,3 and 5.
Weds., February 3rd for periods 2 & 6.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
3)
THURSDAY
January 28, 2016
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FOCUS: The students will read to determine the key ideas of a rigorous text, "The Birthmark."
The students will determine the meaning of words and phrases as they are used in a text, including figurative language, tone and sentence structure.
ACTIVITIES:
1) Continue reading the rising action of Nathaniel Hawthorne's, "The Birthmark."
HOMEWORK:
1) Vocabulary Unit 5 Quiz will be as follows: Tues., February 2nd for Periods 1,3 and 5.Weds., February 3rd for periods 2 & 6.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
FRIDAY
January 29, 2016
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FOCUS:
The students will read to determine the key ideas of a rigorous text, "The Birthmark."
The students will determine the meaning of words and phrases as they are used in a text, including figurative language, tone and sentence structure.
ACTIVITIES:
1) Continue reading the climax of Nathaniel Hawthorne's, "The Birthmark."
HOMEWORK:
1) Vocabulary Unit 5 Quiz will be as follows: Tues., February 2nd for Periods 1,3 and 5.Weds., February 3rd for periods 2 & 6.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
MONDAY
February 1, 2016
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FOCUS: The students 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.
Students wwill use close reading strategies to determine the exact meaning of the text, "The Birthmark," by Nathaniel Hawthorne.
ACTIVITIES:
1) Read aloud, annotate and discuss the climax and resolution in "The Birthmark."
2) Click the document below to open "The Birthmark."
HOMEWORK:
1) Vocabulary Unit 5 Quiz will be as follows:
Tomorrow, February 2nd for Periods 1,3 and 5.
Weds., February 3rd for periods 2 & 6.
2)
3)
TUESDAY
February 2, 2016
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BLOCKS 1,3 and 5
FOCUS: The students will analyze multiple interpretations of a story, evaluating how each version interprets "The Birthmark"
ACTIVITIES:
1) View the film version of "The Birthmark"
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=vimeo%20the%20birthmark
2) Study for Unit 5 Vocabulary Test.
3)
4)
HOMEWORK:
1) Vocabulary Unit 5 Quiz will be as follows:
Tomorrow, February 3rd for periods 2 & 6.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
3)
WEDNESDAY
February 3, 2016
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BLOCKS 2 and 6
FOCUS: The students will be assessed on their knowledge and understanding of Unit 5 Vocabulary words and definitions.
The students will analyze multiple interpretations of a story, evaluating how each version interprets "The Birthmark"
ACTIVITIES:
1) View the film version of "The Birthmark"
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=vimeo%20the%20birthmark
2) Study for Unit 5 Vocabulary Test.
3)
4)
HOMEWORK:
1) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
2)
THURSDAY
February 4, 2016
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HSSD 10:30 Dismissal
FOCUS: The students will be assessed on their knowledge and understanding of Unit 5 Vocabulary words and definitions.
ACTIVITIES:
1) Periods 1,3 & 5 Unit 5 Vocabulary Test
2) Plot Pyramid for "The Birthmark"
HOMEWORK:
1) Finish the Plot Pyramid for "The Birthmark" that was begun in class today.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
FRIDAY
February 5, 2016
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Substitute Plans
FOCUS:
The students will be introduced to Unit on Realism.
ACTIVITIES:
1)Students will read from the black textbook (HMH) pages 329-346. This includes the background information, biography of Jack London and his short story, "To Build a Fire."
2) This story is also available online. Login to my.hrw.com
user name: jdoea216
password: p3e6u
After logging in, go to the student eBook, click Contents, click Collection 5, click "To Build a Fire."
HOMEWORK:
1) Finish reading "To Build a Fire," by Jack London.
There will be a quiz on Monday, 2/8.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
MONDAY
February 8, 2016
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FOCUS: The students will read to determine the exact meaning of the text and analyze the structure of realism and naturalism in "To Build a Fire," by Jack London.
ACTIVITIES:
1) Collect Plot Pyramid on "The Birthmark."
2) Students will take notes on Realism, Naturalism and Regionalism.
3) Audio of "To Build a Fire."
4) Students will answer questions 1-7 online text page 348 as they listen to the audio of "To Build a Fire."
This story is also available online. Login to my.hrw.com
user name: jdoea216
password: p3e6u
After logging in, go to the student eBook, click Contents, click Collection 5, click "To Build a Fire."
HOMEWORK:
1) Finish Q. 1-7 online textbook page 348 of "To Build a Fire."
2)Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
TUESDAY
February 9, 2016
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BLOCKS 1,3 and 5
FOCUS:
Students will learn the process of how to conduct research on a topic.
Students will read, analyze, evaluate and cite various text sources to collect evidence to use when supporting a claim.
The students will use the evidence/data collected as support for a claim.
The students will use a rubric as a guide for writing an original argumentative
paragraph using multiple sources to defend a thesis/claim.
ACTIVITIES:
1) Students will be randomly grouped to read, analyze and evaluate various textual sources on the topic of romantic love.
2) Students will rotate through four stations to gather and record evidence that will help them to formulate a thesis based on, "What is romantic love?"
3) Students will record and cite text evidence on an Evidence Collection Sheet.
4) Scale of understanding
5) Students will be provided a rubric and begin to write an individual paragraph using multiple sources to defend a proposed definition of romantic love.
HOMEWORK:
1) Write a single paragraph using multiple sources to defend your definition of romantic love.
Paragraphs may be handwritten or typed and are due Thursday, 2/11/16. Paragraphs must be uploaded to www.turnitin.com before 11:59 p.m. on Thurs., 2/11/16.
WEDNESDAY
February 10, 2016
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BLOCKS 2 and 6
FOCUS:
Students will learn the process of how to conduct research on a topic.
Students will read, analyze, evaluate and cite various text sources to collect evidence to use when supporting a claim.
The students will use the evidence/data collected as support for a claim.
The students will use a rubric as a guide for writing an original argumentative
paragraph using multiple sources to defend a thesis/claim.
ACTIVITIES:
1) Students will be randomly grouped to read, analyze and evaluate various textual sources on the topic of romantic love.
2) Students will rotate through four stations to gather and record evidence that will help them to formulate a thesis based on, "What is romantic love?"
3) Students will record and cite text evidence on an Evidence Collection Sheet.
4) Scale of understanding
5) Students will be provided a rubric and begin to write an individual paragraph using multiple sources to defend a proposed definition of romantic love.
HOMEWORK:
1) Write a single paragraph using multiple sources to defend your definition of romantic love.
Paragraphs may be handwritten or typed and are due Thursday, 2/11/16. Paragraphs must be uploaded to www.turnitin.com before 11:59 p.m. on Thurs., 2/11/16.
THURSDAY
February 11, 2016
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FOCUS: The students will write, edit and revise their paragraphs on romantic love.
ACTIVITIES:
1) Mini-lesson on elements of an argumentative paragraph (claim/thesis, context, MLA cited quotes from outside sources, analysis and explanation of significance of selected quotes, concluding sentences.
2) Students work in groups to edit and revise paragraphs.
HOMEWORK:
1) Paragraphs must be uploaded to www.turnitin.com before 11:59 p.m. tonight.
2) Study Units 1-5
Vocabulary words and definitions daily... it takes less than 10 minutes.
FRIDAY
February 12, 2016
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FOCUS:
The students will deepen their knowledge and understanding of Realism: Regionalism and Southern Gothicism
ACTIVITIES:
1) film study: A Streetcar Named Desire
2)
HOMEWORK:
1)
2)
MONDAY
February 15, 2016
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HOLIDAY NO SCHOOL
FOCUS: The students will
ACTIVITIES:
1)
2)
3)
4)
HOMEWORK:
1)
2)
TUESDAY
February 16, 2016
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SUBSTITUTE PLANS BLOCKS 1,3 and 5
FOCUS:
The students will deepen their knowledge and understanding of Realism.
ACTIVITIES:
1) Students will read and complete as directed pages 73-82 from their Collections Close Reader workbook, “The Men in the Storm.”
2) Students will read and complete both sides of the grammar handout, Lesson 38, “Avoiding Double Negatives."
HOMEWORK:
1) Complete any unfinished classwork for homework.
WEDNESDAY
February 17, 2016
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SUBSTITUTE PLANS
BLOCKS 2 and 6
FOCUS:
The students will deepen their knowledge and understanding of Realism.
ACTIVITIES:
1) Students will read and complete as directed pages 73-82 from their Collections Close Reader workbook, “The Men in the Storm.”
2) Students will read and complete both sides of the grammar handout, Lesson 38, “Avoiding Double Negatives."
HOMEWORK:
1) Complete any unfinished classwork for homework.
THURSDAY
February 18, 2016
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FOCUS: The students will deepen their knowledge and understanding of Realism and Regionalism.
ACTIVITIES:
1) Collect pages 73-82 from the Collections Close Reader.
2) Collect Grammar Lesson 38, "Avoiding Double Negatives."Students work in groups to edit and revise paragraphs.
3) Lecture and students take bio-notes on author Kate Chopin.
4) Handout: short story, "The Story of an Hour," by Kate Chopin. Explanation of homework assignment.
HOMEWORK:
1) As you read the first paragraph of "The Story of an Hour," write down what you expect to happen next or what you expect Mrs. Mallard to do.
2) Pause after every few paragraphs to annotate (write on the text and in the margins) your thoughts, predictions and any questions.
FRIDAY
February 19, 2016
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FOCUS:
The students will deepen their knowledge and understanding of Realism and Regionalism
ACTIVITIES:
1) Audio version of "The Story of an Hour" and discussion of situational, verbal and dramatic irony.
https://www.youtube.com/watch?v=U9cnCw0Kw00
2) Poetry: "War is Kind" by Stephen Crane
HOMEWORK:
EXTRA-CREDIT
opportunity:
1) Click here to read pages 424-430 from Elements of Literature, "The Battle With Mr. Covey" by Frederick Douglass.
2) Complete the creative writing assignment on page 431, "Responding to Other Voices." Your writing should be 1 page in length and must be double-spaced, 12 font Times New Roman or Arial. You must also submit your extra-credit to www.turnitin.com before 11:59 p.m. on Thursday, 2/25. NO LATE SUBMISSIONS WILL BE ACCEPTED.
MONDAY
February 22, 2016
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FOCUS: The students will be introduced to the Unit of Modernism and its authors.
ACTIVITIES:
1) Bio-notes on F. Scott Fitzgerald.
2) Check and discuss grammar Lesson 38
3)
4)
HOMEWORK:
1) Bio-notes on F. Scott Fitzgerald
EXTRA-CREDIT
opportunity:
1) Click here to read pages 424-430 from Elements of Literature, "The Battle With Mr. Covey" by Frederick Douglass.
2) Complete the creative writing assignment on page 431, "Responding to Other Voices." Your writing should be 1 page in length and must be double-spaced, 12 font Times New Roman or Arial. You must also submit your extra-credit to www.turnitin.com before 11:59 p.m. on Thursday, 2/25. NO LATE SUBMISSIONS WILL BE ACCEPTED.
TUESDAY
February 23, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will be introduced to the Unit of Modernism.
The students will analyze the impact of the author's choices regarding how to develop and relate elements of a story (setting, characters, plot development)
ACTIVITIES:
1) Collect h.w.: Bio notes on F. Scott Fitzgerald
2) Biography.com film clip on Fitzgerald
3) Class notes on back of bio-notes for Fitzgerald
*anti-hero
*East Egg and West Egg
*The "Jazz Age"
*expatriate
*key characters
4) Read aloud and discuss Chapter 1 of The Great Gatsby.
5) Class Dojo points for reading aloud and particpation.
6) Handout Guided Reading Questions for Ch. 1-5 of Gatsby.
HOMEWORK:
1) Complete the Guided Reading Questions as you read Ch. 2 of The Great Gatsby. **Q 1-6 are due Thursday, 2/25.
2) Print the Character Chart for The Great Gatsby.**Due Friday, 2/26. *See below
EXTRA-CREDIT
opportunity:
2) Complete the creative writing assignment on page 431, "Responding to Other Voices." Your writing should be 1 page in length and must be double-spaced, 12 font Times New Roman or Arial. You must also submit your extra-credit to www.turnitin.com before 11:59 p.m. on Thursday, 2/25. NO LATE SUBMISSIONS WILL BE ACCEPTED.
WEDNESDAY
February 24, 2016
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BLOCKS 2 and 6
FOCUS:
The students will be introduced to the Unit of Modernism.
The students will analyze the impact of the author's choices regarding how to develop and relate elements of a story (setting, characters, plot development)
ACTIVITIES:
1) Collect h.w.: Bio notes on F. Scott Fitzgerald
2) Biography.com film clip on Fitzgerald
3) Class notes on back of bio-notes for Fitzgerald
*anti-hero
*East Egg and West Egg
*The "Jazz Age"
*expatriate
*key characters
4) Read aloud and discuss Chapter 1 of The Great Gatsby.
5) Class Dojo points for reading aloud and particpation.
6) Handout Guided Reading Questions for Ch. 1-5 of Gatsby.
HOMEWORK:
1) Complete the Guided Reading Questions as you read Ch. 2 of The Great Gatsby. **Q 1-6 are due Friday, 2/26.
2) Print the Character Chart for The Great Gatsby.**Due Friday, 2/26. *See below
EXTRA-CREDIT
opportunity:
2) Complete the creative writing assignment on page 431, "Responding to Other Voices." Your writing should be 1 page in length and must be double-spaced, 12 font Times New Roman or Arial. You must also submit your extra-credit to www.turnitin.com before 11:59 p.m. on Thursday, 2/25. NO LATE SUBMISSIONS WILL BE ACCEPTED.
THURSDAY
February 25, 2016
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FOCUS:
The students will analyze the impact of the author's choices regarding how to develop and relate elements of a story (setting, characters, plot development)
ACTIVITIES:
1) Discuss Ch. 2 of The Great Gatsby
2) Pop Quiz on Ch. 2
3) Explanation of homework and extra-credit opportunities.
4) Click below to listen to the audio of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
HOMEWORK:
1) Complete the Guided Reading Questions as you read Ch. 3 of The Great Gatsby. **Q 1-6 are due tomorrow, 2/26.
2) Print the Character Chart for The Great Gatsby.**Due tomorrow, 2/26. *See below
EXTRA-CREDIT IS DUE TONIGHT!
3) Complete the creative writing assignment on page 431, "Responding to Other Voices." Your writing should be 1 page in length and must be double-spaced, 12 font Times New Roman or Arial. You must also submit your extra-credit to www.turnitin.com before 11:59 p.m. on Thursday, 2/25. NO LATE SUBMISSIONS WILL BE ACCEPTED.
FRIDAY
February 26, 2016
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FOCUS: The students will analyze the impact of the author's choices regarding how to develop and relate elements of a story (setting, characters, plot development)
ACTIVITIES:
1) Check h.w.: printed character chart for The Great Gatsby.
2) Check and discuss guided reading questions for Ch. 1-2.
3) Finish reading aloud Ch. 3 of The Great Gatsby-- pausing to discuss and answer guided questions.
HOMEWORK:
1) Answer Guided Reading Questions as you read Ch. 3 of The Great Gatsby. If you prefer to read along with the audio, click the link below. It is approximately 30 minutes.
https://www.youtube.com/watch?v=Li7t8JJuZFk
MONDAY
February 29, 2016
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FOCUS:
The students will analyze the impact of the author's choices regarding how to develop and relate elements of a story (setting, characters, plot development)
ACTIVITIES:
1) Discuss Ch. 3 of The Great Gatsby
2) Pop Quiz on Ch. 3
3) Explanation of homework and extra-credit opportunities.
4) Click below to listen to the audio of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
HOMEWORK:
1) Complete the Guided Reading Questions as you read Ch. 4, of The Great Gatsby.
2) Print the Character Chart for The Great Gatsby.**Due tomorrow, 2/26. *See below
TUESDAY
March 1, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will be deepen their knowledge of the Unit of Modernism.
The students will analyze the impact of the author's choices regarding how to develop and relate elements of a story (setting, characters, plot development)
ACTIVITIES:
1) Distribute Guided Reading Notes on Modernism.
2) Students will read informational text about the Roaring 20s and the literary genre known as Modernism.
3) Audio of Ch. 4 of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
4) Class Dojo points for reading aloud and particpation.
HOMEWORK:
1) Complete the Guided Reading Questions as you read Ch. 5 of The Great Gatsby. The completed study guide is due Thursday, 3/3.
2) Update information on your Character Chart for The Great Gatsby.
EXTRA-CREDIT
opportunity:
1) Attend the ASL Show
WEDNESDAY
March 2, 2016
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BLOCKS 2 and 6
FOCUS:
The students will be deepen their knowledge of the Unit of Modernism.
The students will analyze the impact of the author's choices regarding how to develop and relate elements of a story (setting, characters, plot development)
ACTIVITIES:
1) Distribute Guided Reading Notes on Modernism.
2) Students will read informational text about the Roaring 20s and the literary genre known as Modernism.
3) Audio of Ch. 4 of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
4) Class Dojo points for reading aloud and particpation.
HOMEWORK:
1) Complete the Guided Reading Questions as you read Ch. 5 of The Great Gatsby. The completed study guide is due Thursday, 3/3.
2) Update information on your Character Chart for The Great Gatsby.
EXTRA-CREDIT
opportunity:
1) Attend the ASL Show
THURSDAY
March 3, 2016
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FOCUS:
The students will read to determine two or more themes and central ideas in The Great Gatsby.
The students will cite text evidence to support their analysis of a text.
ACTIVITIES:
1) Collect h.w.: Guided Reading Questions for Ch 1-5 of The Great Gatsby
2) Distribute Guided Reading Questions for Ch. 6-9 of The Great Gatsby.
3) Begin reading Ch. 6 of Gatsby.
Audio of Ch. 6 of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
HOMEWORK:
1) Complete the Guided Reading Questions as you read Ch. 6 of The Great Gatsby.
2) Test on The Great Gatsby will be on Thursday, March 10th.
EXTRA-CREDIT
opportunity:
1) Attend the ASL Show
FRIDAY
March 4, 2016
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FOCUS: The students will read to determine two or more themes and central ideas in The Great Gatsby.The students will cite text evidence to support their analysis of a text.
ACTIVITIES:
1) Discuss end of Quarter 3, Jupiter Grades and oportunities to improve student grades in English III.
2) Discuss Ch. 6 of The Great Gatsby, including the American Dream and symbolism (weather, colors, Gatsby's flambuoyant shirts).
3) Update character chart and guided reading questions.
HOMEWORK:
1) Answer Guided Reading Questions as you read Ch. 7 of The Great Gatsby. If you prefer to read along with the audio, click the link below.
https://www.youtube.com/watch?v=Li7t8JJuZFk
2) Test on The Great Gatsby will be on Thursday, March 10th.
EXTRA-CREDIT
opportunity:
1) Attend the ASL Show
MONDAY
March 7, 2016
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FOCUS:
The students will be deepen their knowledge of the Unit of Modernism.
The students will analyze the impact of the author's choices regarding how to develop and relate the climax of a novel.
ACTIVITIES:
1) Modern Literature Reading Guide: Complete section III as you read Elements of Literature pages 528-529.
2) Discuss Ch. 7 of The Great GatsbyPop Quiz on Ch. 7
3) Click below to listen to the audio of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
HOMEWORK:
1) Complete the Guided Reading Questions as you conclude reading Ch. 8-9, of The Great Gatsby *due Monday, 3/14.
2) Update information on your Character Chart for The Great Gatsby. *due Friday, 3/11.
2) EXTRA-CREDIT opportunity: 1) Attend the ASL Show TONIGHT!
TUESDAY
March 8, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will analyze the impact of the author's choices regarding how to develop and relate the conclusion of The Great Gatsby.
ACTIVITIES:
1)Pop Quiz on Ch. 7
2) Audio of Ch. 8-9 of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
3) Review for test on Gatsby.
HOMEWORK:
1) Complete the Guided Reading Questions as you conclude reading Ch. 8-9, of The Great Gatsby *due Monday, 3/14.
2) Update information on your Character Chart for The Great Gatsby. *due Friday, 3/11.
WEDNESDAY
March 9, 2016
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BLOCKS 2 and 6
FOCUS:
The students will analyze the impact of the author's choices regarding how to develop and relate the conclusion of The Great Gatsby.
ACTIVITIES:
1)Pop Quiz on Ch. 7
2) Audio of Ch. 8-9 of The Great Gatsby.
https://www.youtube.com/watch?v=Li7t8JJuZFk
3) Review for test on Gatsby.
HOMEWORK:
1) Complete the Guided Reading Questions as you conclude reading Ch. 8-9, of The Great Gatsby *due Monday, 3/14.
2) Update information on your Character Chart for The Great Gatsby. *due Friday, 3/11.
THURSDAY
March 10, 2016
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FOCUS:
The students will demonstrate their knowledge and understanding of F. Scott Fitzgerald's novel, The Great Gatsby.
ACTIVITIES:
1) Test on Gatsby
2) Modern Literature Reading Guide: Complete section IV as you read Elements of Literature pages 529-530.
3)
HOMEWORK:
1) Update information on your Character Chart for The Great Gatsby. *due tomorrow.
2) Complete the Guided Reading Questions on The Great Gatsby *due Monday, 3/14.
FRIDAY
March 11, 2016
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PEP RALLY DAY
CATCH UP DAY
FOCUS: The students will
complete two assignments on The Great Gatsby.
The students will read to determine exactly what the text says.
The students will cite examples from the text to support analysis of The Great Gatsby.
ACTIVITIES:
1) Character chart is due at the end of class.
2) Modern Literature Reading Guide: Complete section V-VII as you read Elements of Literature pages 530-536.
HOMEWORK:
1) Guided Reading Questions for Ch. 6-9 of The Great Gatsby are due on Monday, 3/14.
2)
MONDAY
March 14, 2016
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FOCUS:
The students will be deepen their knowledge of the Unit of Modernism.
The students will analyze multiple interpretations of a story evaluating how each version interprets the source text.
ACTIVITIES:
1) Collect h.w. Guided Reading Questions for Ch. 6-9 of The Great Gatsby.
2) View the 1974 film version of The Great Gatsby, starring Robert Redford and Mia Farrow.
HOMEWORK:
1)
TUESDAY
March 15, 2016
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BLOCKS 1,3 and 5
FOCUS:
The students will write arguments to support claims in an analysis of a substantive topic from The Great Gatsby.
ACTIVITIES:
1) View the 1974 film version of The Great Gatsby, starring Robert Redford and Mia Farrow.
2) Introduction to the Junior Research Paper on The Great Gatsby.
HOMEWORK:
1) Research topic selection is due at the beginning of class on Thursday, 3/17.
Click here to view topic choices or see me to have an original topic approved by me.
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 16, 2016
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BLOCKS 2 and 6
FOCUS:
The students will write arguments to support claims in an analysis of a substantive topic from The Great Gatsby.
ACTIVITIES:
1) View the 1974 film version of The Great Gatsby, starring Robert Redford and Mia Farrow.
2) Introduction to the Junior Research Paper on The Great Gatsby.
HOMEWORK:
1) Research topic selection is due at the beginning of class on Thursday, 3/17.Click here to view topic choices or see me to have an original topic approved by me.
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 17, 2016
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FOCUS:
The students will compose a thesis statement based upon their selected topics.
The students will read, analyze, evaluate and cite various text sources to support a claim.
ACTIVITIES:
1) Research paper topics are due.
2) Draft an original thesis for your research paper.
3)
HOMEWORK:
1) Revise your thesis.
2) Outline for 6 paragraph research paper with topic sentences is due on March 28th for per. 1,3 and 5, and on March 29th for per. 2 and 6.
FRIDAY
March 18, 2016
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TEACHER PLANNING DAY
No classes
FOCUS: The students will
enjoy spring break!
ACTIVITIES:
1)
2)
HOMEWORK:
1)
2)