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ENGLISH 2

English 2—J. Hying

Nov 26th

STAR reading test

Nov 27th

Students will look into novella topics by addressing the following: What does isolation look like and do to a person? How important is setting in establishing the story? so that they can connect current topics to book topics. Students will also read p. 1-16 in Of Mice and Men.

Nov 28th

Students will examine theme and setting by reading Of Mice and Men and working on questions and writing that addresses these so that they may have solid foundational information and philosophies as they progress through this classic work

Nov 29th

Students will further plot and narrative knowledge by reading Of Mice and Men, p. 17-37 and beginning to work through questions so that they can show their knowledge of the narrative and characters thus far.

Nov 30th

Students will study and learn new words Ch. 15 { connoisseur, conspiracy, contrite, cursory, distraught, germane, lucid, plight, symmertrical, and verbose} that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

Nov 12

Students will learn and grow together by using literary terms {allusion, personification, irony, setting, simile, characterization, foreshadowing, symbol, theme} by teaming up to examine quotations from The Alchemist and connect them to literary terms so that they can bridge their understanding of text and ideas. Ch. 13 Vocab due  j.w. # 10 Discuss the difference between excellence and perfection.

Nov 13 

Students will learn through quotations and make connections between their lives and the concepts of the narrative by writing a literary analysis of three quotations and reading p. 87-112 so that they can advance their writing regarding text and further understand the concepts in the text.

Nov 14

Students will further their knowledge of text and narrative by engaging in a 3-2-1 activity of yesterday’s reading as well as read p. 113-138 and complete a 3-2-1 activity so that they may deepen their understanding along with feel prepared for the upcoming test.

Nov 15

Writing—literary analysis due

Students will further their knowledge of the protagonist’s journney and narrative structure and complexity by reading The Alchemist . p138-159 and building a 3-2-1 activity so that they can demonstrate their learning in a meaningful way that prepares them for class discussion and textual analysis.

Nov 16

Students will study and learn new words Ch. 14 {austere, esoteric, facsimile, grotesque, mesmerize, metamorphosis, notorious, perfunctory, provacative, and travesty} that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

 

 

Nov

Oct 29

Students will compare and consider two characters, the gypsy and Melchizekek by comparing and contrasting the following:  description, reputation, wisdom and knowledge, helpfulness, and expectations so that they look through the literary lens by which the boy, Santiago, views other characters.

Oct 30

Students will delve further into the narrative complexities by reading The Alchemist p. 51-67 and closely examinging that text by preparing 3 observations, asking 2 questions, and making at least 1 inference about the text so that they can be prepared to present sections of reading and their findings to the class on Thursday.

Oct 31

Students will further the following skills/practice them: action verbs, vivid adjectives, alliteration, assonance, personification, varying sentences beginnings by writing in the Fall Writing Marathon so that they can hone their skills and writing abilities that transfer to any kind of writing they do.

Nov 1

Students will examine the topics of fear and family by reading Tuesdays with Morrie p. 142-151 and completing a 3-2-1 activity (note—listed above) so that they may share with a neighbor what was read and learned.

Nov 2

Students will study and learn new words Ch.10 {autonomy, bureaucratic, mandate, ostracize, raucous, recourse, reiterate, tantamount, tenacious, and utopia} that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

Students will also evaluate (with a rubric) their own business letters and allow one other student to do the same for his or her writing.

 

 

 

 

 

Oct 22

Students will examine narcissism and alchemy along with other key details from the narrative by doing a pre-reading about The Alchemist and reading p. 3-11 so that they can begin to study a 3rd person omniscient narrator and a journey story as they travel with Santiago on his quest.

Oct 23

Students will travel in pairs around the room, read ten different quotations from the book, and using a sticky note, mark which words they found to be most significant so that they can defend their thoughts and ideas and discuss the quotation before they see them in the narrative. 

Oct 24

---Band Day---

Students will examine actions of the main character by collaboratively working on a point-of-view about Santiago and reading The Alchemist p. 11-25 so that accurately understand the narrator and the protagonist.

Oct 25

Students will spend time reading the text and understanding the rising action by reading The Alchemist p. 25-42 so that they can they can contemplate the choices of the protagonist.

Oct 26

Students will study and learn new words Ch. 9 {bolster, depreciate, indiscriminate, inquisitive, nebulous, relegate, replete, sedentary, tenet, and terse} that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

 

 

 

Oct 8

Students will analyze actions and character motivations by exploring the seven deadly sins and reading Scene 3 and Ode 3 of Antigone so that they can understand character motivation along with their short comings (tragic flaws).

Oct 9

Students will examine the characteristic/sin by reading Scene 4 of Antigone so that they can witness the complexity of the relationship between Creon and his son, Haimon, and judge who has the purist motives and who is manipulative and wrathful.

Oct 10

national testing day in the morning and career fair in the afternoon

Oct 11

Students will read/investigate the predictions of the Theban prophet, Tiresies, by reading Scene 5 of Antigone and by considering Creons response, actions, alterations and outcomes so that they can understand his tragic flaw and how it has/will cause his total destruction and loss.

Oct 12 

Students will study and learn new words Ch. 8 {attrition, circumvent, cohesive, grievous, inundate, oblivious, reticent, robust, sanction, vociferous} so that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

Oct 1st

Students will explore the sordid background of Oedipus and his family by learning about Sophocles, Greek Tragedies, Antigone’s family and the famous play, Antigone, by reading background material regarding these as well as Antigone’s characters so that foundational knowledge can be in place as we begin reading Antigone.

Oct 2nd

Students will ascertain the importance of motivation in characters by looking at what motivation (along with other key vocabulary) means and reading the prologue of Antigone so that they can discover how important motives and motivation becomes in moving the characters and the action along with bridging to real like motivation for doing well in school, etc.

Oct 3rd

Students will look at motives and manipulation by reading the rest of the prologue and Creon’s opening speech in Antigone so that we can analyze his words (text) (776-781) and motives an begin to recognize and understand his motives and manipulation.

Oct 4th

Students will look at the seven deadly sins and tragic flaws by reading scene 2 and ode 2 (p. 781-787) so that they can compare and contrast the two main characters, Antigone and Creon, and so that they can connect flaws and shortcomings to the outcomes/results of the characters words and actions.

Oct 5th

Students will study and learn new words Ch. 7 {equivocate, fortuitous, impeccable, liaison, predisposed, propensity, reprehensible, sham, solace, and solicitous} so that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

 

 

Sept 25-28

Students will be demonstrating their knowledge and understanding of The Last Lecture and Ch. 1-5 Vocabulary writing an essay about key points shared by author Randy Pausch and testing vocabulary Ch. 1-5 so that they can share their thoughts and connections while citing and Incorporating textual examples and support and demonstrating knowledge of new words in context.

 

Sept 17th 

Ch. 4 Vocab due; read The Last Lecture Ch.36-40; discuss ch. 20-37

Students will explore the idea of “dreaming big” by reading and discussing The Last Lecture chapter listed above so that find ways for students to dream big, set short and long-term goals and approaches to achieve them.

Sept 18th

Ch. 41-48 of The Last Lecture;  LL questions #18-24

Students will explore and express gratitude by reading and discussing The Last Lecture chapters listed above and by composing a thank you letter so that they can connect the idea of thankfulness to the things, events, and people in their lives.

Sept 19th

Ch. 48-58 of The Last Lecture; LL questions #25-27

Students will investigate the ideas of fortitude and humility by reading and discussing The Last Lecture chapters listed above so that they can grasp those real world/real life skills and concepts to be more fully developed, empathetic, and successful humans.

 

Sept 21st

Students will study and learn new words Ch. 5 {charlatan, corroborate, disseminate, diverge, dormant, hoist, illicit, irrevocable, precipitate, proliferation} so that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

 

Sept 10th

Students will examine/workshop their writing by reading j.w. #5 in small groups (and some to the large group) so that they can hear if they utilized the literary devices in their creative writing (alliteration, assonance, personification—along with vary the sentence beginnings, use action verbs for verb choice, and create vivid adjectives/ description in their writing.

Discuss Ch. 13-17 of The Last Lecture

Students will read ch. 18 of The Last Lecture so that they can consider perspective and how it plays a role in our lives.

 

Sept 11th

Students will consider the following quotations:  “No matter how bad things are, you can always make things worse. At the same time, it is often within our power to make them better” (Pausch 88). “ We cannot change the cards we are dealt, just how we play the hand” (17). by reading Ch. 19-33 of The Last Lecture and answering LL #15and 16 so that they can juxtapose those two points of view.

Sept 12th

Students will think about “what life is all about” for them and create a perfect day by writing LL #17 and describing a perfect day and reading Ch. 23-27 of The Last Lecture so that they can think and ruminate on “what matters most” to them and our non-fiction author, Randy Pausch.

 

Sept 13th

 

Sept 14th

Students will study and learn new words Ch. 4--{berate, estrange, euphoric, impetuous, infallible, maudlin, regress, relinquish, ubiquitous, and zenith} so that we can increase the words that we recognize and understand when reading, new words become available to us as writers, we are better, more effective communicators and are progressing toward becoming smarter humans.

The Last Lecture Questions   

LL#1  What are your childhood dreams?

LL#2  Discuss some of the roles you play in life.

LL#3  Who are the extraordinary people that have influenced your life?

LL#4   Consider how you process information--what is your learning style?

LL #5  In what ways do you feel lucky or fortunate?

LL#6  Discuss the aspects that you like about your own parents.

LL#7  What do you bring to the table? In other words, what are some of your assets/great qualities that others may find valuable?

LL#8  Who is your toughest critic? Put a star by that person’s name if they are also your hero.

LL#9  Is there anyone that is a “voice in your head?”

LL #10  What is something that you know nothing or only a little about that you’d like to learn more about?

LL#11  a.  Describe a place you’d like to go someday.

              b. Tell me about a person you’d like to meet someday.

LL # 12  What is life all about for you?

LL#13  What characteristic(s) do you possess that may hinder you or your ability to succeed in the future?

LL #14  What is your "brick wall" (obstacle)?

LL#15  What wonderful things have happened in the last year?

LL#16  Discuss if you've had a difficult time telling the truth.

LL#17  What would a perfect day look like for you? (describe from morning until bedtime)

LL#18  How well are you able to assess yourself (behavior, abilities, etc.)?

LL#19  Have you ever had an experience (vacation, etc.) that has vastly exceeded your expectations?

LL#20  What is your favorite story that you've had read to you or one that you read as a young person?

LL#21  Today, what's your big dream? Can it become a reality? How?

LL#22  Discuss a compromise you've had to make.

LL#23  Do you consider yourself a complainer or a non-complainer??? List the complainers in your life. How do they make you feel?

LL#24 Write a thank you letter.

LL#25 Discuss the importance of expressing gratitude.

LL#26 Tell me about an apology you've had to make.

LL#27 Tell me about a smell that reminds you of your childhood.

LL#28 How do you measure your successes in life?

LL#29 Discuss the power of positive thinking.

LL#30  How can you become more of a communitarian?

 

The final weeks of the semester in May will be spent focusing on preparation finals:  Students will be discussing, reading, studying, and analyzing The Help to prepare for their final essay. They will also studying vocabulary Ch. 19-23 which will serve as the objective portion of the final.

Focus for Final begins this week. English 2 class will begin reading and studying The Help (Kathyrn Stockett). It’s a comtempory piece written about the early 1960s. Students will explore topics relevant to that time in history through the present day such as: social status and social biases, systemic racism, stereotypes, family and non-filial relationships, empathy, respect, and common sense. For many chapters, students will be in charge of their own learning and investigation. For most chapters, students will be responsible for a 3-2-1 activity (creating sentences that share 3 observations, 2 questions, and 1 inference. This allows students to record and recall pertinent events, nuture their sense of curiosity and investigntion by asking questions, and making connections to concrete details and either real life events/examples or draw inferences about textual details. All of these are foundational to higher level thought processing as well as problem solving. These strategies enhance engagement with and commitment to the text. They will be able to demonstrate their knowledge (using these student created findings/resources) to write on the final exam. The final exam will also include new vocabulary words, Ch. 19-23.

Monday April 30

Students will explore literature by participating in table discussion and sharing Unbroken 3-2-1 findings for Ch. 9-12 so that they may understand key ideas and relationships in the non-fiction contempory piece of literature.

 

April 2- April 6

Finish watching Julius Caesar:  work with the famous quotations from this play, paraphrasing and analyzing the text for meaning and understanding.

State assessment preparation:  studying and finding logical phallacies (attempts at persuasion and maniupulation used in advertising, speaking, and writing

Writing to improve word choice, fluency, and voice:   j.w. #14   As i gazed upon the open water. . .

Write a descriptive paragraph focusing on action verbs, vivid adjectives, word choice, fluencey (through varying sentence beginnings)

Ch. 17 Vocabulary— learn ten new wording and their meaning {exhort, flamboyant, foible, innocuous, magnanimous, masochist, meticuluous, rancor, recrimination, and repugnant}

 

Objectives: skill building to become stronger writers and readers, and to prepare for state assessments and  the  ACT

Note: Vocabulary Test next Friday Ch. 13-17

Plan for March 26th-30th (formal plans with objectives will following on the 26th)

Of Men and Men--view

review essays and workshop problems and potential solutions

literary devices for state assessments

Vocab. Ch. 16

Julius Caesar

 

 

 

 

 

 

Students will also consider attributes they wish to be know for by writing and exploring what traits they value and why they should be focused on. Students will work on theme by working on a poster project so that they can explore theme and support their textual quotations with revelevant evidence. 

Monday Feb 12th 

Students will practice the foundations of textual annotation by reading and exploring Ch 2 and 3 of Of Mice and Men through a 3-2-1 activity so that they can practice interacting with the text. 

Tuesday Feb 13th

Students will practice the foundations of textual annotation by reading and exploring ch. 4 and 5 of Of Mice and Men through a 3-2-1 activity so that they can practice interacting with the text. 

Wednesday Feb 14th

Writing-reflection-growth                      And now let us welcome the New year

Full of things that have never been.

Rainer Maria Rilke

You only live once—but if you work it right, once is enough.

                                       --Joe Lewis

Prompt #1    Describe some things you wish to accomplish in your lifetime. Explore and discuss some goals you have for yourself, both short term and long term.

 

. . . time is the New Year’s bountiful blessing: three hundred sixty-five bright mornings and starlit evenings; fifty-two promising weeks; twelve transformative months full of beautiful possibilities; and four splendid seasons. . . a year to be savored.                                                             --S. B. Breathnach

 

Prompt #2    Share some of the things or events you are most looking forward to in the months ahead (or perhaps the year ahead). Describe them in terms of the five senses: what can be seen, tasted, heard, smelled, and felt.

 

There is no duty we so much underrate as the duty of being happy. By being happy we sow anonymous benefits upon the world.                                                           --Robert Louis Stevenson

 

Thursday Feb 15

3-2-1 activites for Ch. 1-5 due today

 

There is no duty we so much underrate as the duty of being happy. By being happy we sow anonymous benefits upon the world.                                                           --Robert Louis Stevenson

Prompt #3   Consider and discuss what makes you happy. Where are you? Who are you with? What activities are you participating in?

It’s only when we truly know and understand that we have a limited time upon this earth—and that we have no way of knowing when our time is up—that we will begin to live each day to the fullest, as if it was the only one we had.

                                                          --Elisabeth Kubler-Ross

 

Prompt #4    If you had only one day to live, from dawn until the stars fully lit the night sky, what would you do? Fully describe that day—events, atmosphere, who you’d spend time with, etc.

***Discuss begins for Of Mice and Men. We’ll use the students created observations, questions, and inferences to begin sharing about the novel.

 

 

 

Prompt #5    Convey the potential of having a positive attitude. Share what pessimism can do to a school, a class, a relationship of any kind.

 

 

Gratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos into order, confusion to clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow.

                                                          --Melody Beattie

 

Prompt# 6    Right here, today, in this very moment, share what and who you’re most thankful for. Be specific as to the reason. Be generous where you spread your gratitude.

 

 

Your diamonds are not in the far distant mountains or in yonder seas: they are in your own backyard, if you but dig for them.

                                                          --Russell H. Conwell

 

Prompt #7    Describe the treasures in your own life. They might be tangible items, or intangibles, like talents, hobbies, or relationships.

 

 

There is nothing noble in being superior to your fellow man; true nobility is being superior to your former self. 

 

                                                                               Ernest Hemingway

Prompt  #8 How do you intend to better yourself? What are some areas in which you would like to strive for improvement? How do you avoid comparing yourself to others?

 

 

 

 

Monday Feb 5th

Students will expand their word choice by sharing the paragraphs they wrote assessing vocabulary study in order to learn new words and practice sentence fluency and word choice.

Tuesday Feb. 6th

Students will work on reading fluency by reading an outside fiction piece of their choice so that we can continue to enhance fluency skills that will aide in reading text of any kind as well as the ACT.

Wednesday Feb. 7th

Students will prepare for Antigone questions by reviewing text and analysis questions so that they may make notes to use on the Antigone assessment.

Thursday Feb 8th

Antigone writing assessment and literary term quiz

Friday Feb 9th

Students will broaden their word choice for reading and writing (as well as prepare for the ACT) by learning Ch. 14 Vocabulary words (Ch. 14 wksts) so that they can be successful on the ACT, read with understanding, and utilize more words as they write.

 

Monday Jan 29th-Friday Feb 1st

Students will draw conclusions about the essential question ( what is more important, actual law or moral law and why) by finishing the play Antigone so that they can process the play and its dilemmas and complexities.  Note: We’ll assess this play late next week. E.Q. What should be adhered to, moral law or actual law? Consider the ramifications of your choice. Assessment next Thursday over Antigone an literary terms

Friday Feb 2nd

Students will broaden their word choice for reading and writing (as well as prepare for the ACT) by learning Ch. 13 Vocabulary words (Ch. 13 wksts) so that they can be successful on the ACT, read with understanding, and utilize more words as they write.

Students will enhance their word choice by writing a paragraph about a place they would send someone they love (describe) so that they can work on word choice and sentence fluency.

 

Monday Jan 22nd

 Students will explore literary terms and study prefixes, suffixes, and root words by writing key words and definitons ( alliteration, allusion, antagonist, conflict, connotation, denotation, figurative language, irony, metaphor, personification prose, setting, similie, symbol, and theme) along with working through Ch. 12 vocabulary study—due 1/24   so that they can prepare for the ACT and have a deeper understanding of words and their meanings. 

Tuesday Jan 23rd

Students will solidify their understanding of literary terms and prefixes, suffixes, and root words by reviewing these as a class so they can commit them to memory.

Students will further their understanding of laws of the government and moral laws by reading the end of Antigone so that they can prepare to write about the play.

Wednesday Jan 24th

Students will connected their learning to the play by asking and answering questions so that they can review what they have learned about Greek tragedies and classic literature.

Thursday Jan 25th

Students will examine bonus terms and vocabulary as a challenge activity by studying Ch. 12A (10 challenge words) so that they are better prepared for the upcoming STAR test and the ACT.

Friday Jan 26th

Students will draw conclusions about the essential question ( what is more important, actual law or moral law and why) by finishing the play Antigone so that they can process the play and its dilemmas and complexities.  Note: We’ll assess this play late next week.

 

 

 

Tuesday-Thursday this week students will be reading a play, Antigone, and analyzing its action, conflict, characters, and decisions. 

Friday students will study Ch. 13 vocabulary and finish the play’s reading and discussion.

More specific plans to follow next week.

Friday Jan 19th

Students will broaden their word choice for reading and writing (as well as prepare for the ACT) by learning Ch. 12 Vocabulary words (Ch. 12 wksts-prefixes, suffixes and rootwords) so that they can be successful on the ACT, read with understanding, and utilize more words as they write.

 

 

 

Monday Jan 8th

Students will work on word choice in their writing by workshopping/sharing the beautiful place description they composed on Friday so that they can focus on their word choice and sentence fluency.

Tuesday Jan 9th

Students will learn more about Greek drama by reading non-fiction bkgd information regarding Antigone so that they can understand the background story of Oedipus before reading Antigone.

Choose reading parts for Antigone

Wednesday Jan 10th

Students will study classic Greek drama by reading the Prologue of Antigone by Sophocles so that they may understand references to Oedipus and the play, Antigone.

Thursday Jan 11th

Students will begin to examine the character’s choices, emotional state, and the idea of following a moral sense vs obedience to the state/goverment by finishing the prologue of Antigone and reading Creon’s speech in Act 1 so that they can determine what motivates the characters, the choices each makes, and how those decisions are perceived in the story (and how they would be perceived today).

Friday Jan 12th

Students will broaden their word choice for reading and writing (as well as prepare for the ACT) by learning Ch. 11 Vocabulary words (Ch. 11 wksts) so that they can be successful on the ACT, read with understanding, and utilize more words as they write.

Vocabulary words this week (Ch. 11)

clandestine, contingency, egocentric, exonerate, incongruous, indigenous, liability, prolific, reinstate, and superfluous

*deplorable, baffoon

 

 

 

 

 

 

 

 

Final’s week has arrived. English 2 finals= To Kill a Mockingbird (writing) and vocabulary ch. 7-11 (10th grade words)

Monday Dec 12th

Vocab Ch. 10 due; Discuss Ch. 17 and 18 of TKAM

Tuesday Dec 13th

read Ch. 19-22 of TKAM; Pose three question from these chapters

Wednesday Dec. 14th

read Ch. 23 and 24; How do Bob Ewell’s aciton reflect his character? How do they reflect his disappointment? His ambitions?

 

Monday Dec 4th

Vocab Ch 9 due; read To Kill a Mockingbird Ch. 14 and 15

Tuesday Dec 5th

Discuss Ch.14 and 15

With a partner: create a list of important events from Ch. 14 and 15. What do you think is the most important messade or conversation from those chapters?  Why do you feel that way? What themes are you seeing so far in Part 2 of TKAM.  Read Ch. 16

Wednesday Dec 6th    

Discuss Ch. 16 and read Ch. 17 of To Kill a Mockingbird

Thursday Dec 7th

Discuss Ch. 17 of To Kill a Mockingbird. Who testifies? How is their testimony important? What is the difference between the prosecution and the defense? Read Ch. 18 and 19 of To Kill a Mockingbird

Friday Dec 8th

Vocabulary Ch 10: read TKAM

 

 

 

Monday Nov 27th

STAR testing in the library

Tuesday Nov 28th

Students will prepare for reading Part 2 of To Kill a Mockingbird by taking an in depth look at the story’s characters and discussing racial relation in the country in the 1930s in Alabama so that they can have a solid knowledge base to begin studying this novel.

Wednesday Nov 29th 

Students will prepare for reading Part 2 of To Kill a Mockingbird by taking an in depth look at the story’s events from Ch. 1-11 and discussing racial relation in the country in the 1930s in Alabama so that they can have a solid knowledge base to begin studying this novel.

Thursday Nov 30th

Students will begin studying a classic, widely discussed novel by reading Ch. 12 and 13 of To Kill a Mockingbird so that they can understand this famous story and be able to discuss, assess, and write about it.

Friday Dec 1st

Students will improve their vocabulary as well as their understanding of the novel by learning Ch. 9 vocabulary words and sharing their findings regarding characters and events so that they can understand character intent and learn ten new words to use in writing and recognize and understand in their reading.

 

Monday Nov. 20th

Students will finish The Alchemist by reading the last bit of the text so that they may prepare for thier assessment on Tuesday Novemeber 21st.    

Note: Vocabulary Ch. 8 Due 11/20—gratitude list

Tuesday Nov. 21st

Students will demonstrate their knowledge and understanding of the Alchemist by taking a written assessment with questions and writing options so that their knowledge and understanding may be assessed.

 

 

Monday Nov 12th

Students will extend and advance their knowledge of the protagonist and his decisions/choices by sharing a timeline of events with the large group so that they can better understand the narrative flow and focus as they discuss and analyze The Alchemist.  Note: Vocabulary Ch. 7 wksts due

Tuesday Nov 13th

Student will further their understanding of the idea of fate vs chance by working with a partner to create a timeline of events with potential character motivation for events for p. 88-104 so that they can better understand the story and prepare for analysis of text   Additonally read p. 108-133 of The Alchemist.

Wednesday Nov 14th

Student will extend and advance their knowledge of the narrative arc by reading p. 133-156 of The Alchemist so that they can better comprehend the following: plot, rising action, conflict, climax and perspective.

Thursday Nov 15th

Students will examine the concept of dreams by discussing the concept (reality vs fiction, dream inspiration:  aspiration, fear, ect.) and having p.156-159 read aloud to them so that they can begin to prepare for literary analysis of this contemporary work of fiction.

Friday Nov 16th

Student will improve their word choice for writing and as ACT preparation by sharing their writing marathon paragraphs and completing Ch. 8 Vocabulary worksheets so that they may  learn ten new words to use in writing and recognize and understand in their reading and be better prepared for the vocabulary on the ACT.

 

 

 

Tuesday Nov 7th

(sub day) Students will improve their reading fluency, comprehension by spending time reading p. 44-70 of The Alchemist so that they can improve in those are reading areas as well as character and plot development in this novel. 

Wednesday Nov 8th

Students will improve their understanding of the characters’ motivation by working with a partner to create a timeline of events with potential character motivation for events so that they can better understand the story and prepare for analysis of text  Also, read p. 70-80 of The Alchemist

Thursday Nov 9th      Matinee Day

Students will extend and assess thier knowledge of the protagonist, Santiago, by taking a quiz over their reading and creating a timeline of events with a partner so that they can better understand the narrative flow and focus as they discuss and analyze The Alchemist.

Friday Nov 10th

Student will improve their word choice for writing and as ACT preparation by sharing their writing marathon paragraphs and completing Ch. 7 Vocabulary worksheets so that they may  learn ten new words to use in writing and recognize and understand in their reading and be better prepared for the vocabulary on the ACT.

 

October 30

Students will demonstrate their ability to understand and convey the use of theme in a novel by giving a guided book talk in small groups and submitting their written paragraphs so that they can practice speaking about an author’s intentions and better understand how theme works throughout a narrative.

October 31st—Fall Writing Marathon

Students will participate in a Fall Writing Marathon by using prompts and sentence starters hung throughout the room to develop creative writing paragraphs (four paragraphs of two pages of hand writing) so that they may work on developing word choice (verb choice and description—adjectives) in their writing. Due Friday, Nov. 3rd

November 1st

Students will read and contemplate p. 21-33 of The Alchemist by discussing and answering questions about the narrative so that they can understand the reading and the choices being made by the story’s protagonist, Santiago.

November 2nd

Students will read p. 33-45 of The Alchemist and connect the idea of optimism and gratitude, start a gratitude journal, and discuss the concept of pessimism by listing what they are grateful for, answering questions about the reading, and sharing their thoughts with a partner, so they can see how gratitude works in their lives and the life of the narrator, and by understanding the negativity surrounding pessimism.

November 3rd

Students will assess Vocabulary Ch. 1-5 by taking a Vocab. Test Ch. 1-5 so that they can demonstrate their learning/understanding of those words by using them correctly in context.

 

 

Monday Oct 23

Students will be able to reflect on their independent novel by looking at the Novel Cafe critera so that they can write intelligently and write clearly about their novel.

Tuesday Oct 24

Students will be able to consider life changing/inspirational words by sharing “lessons from third grade dropout—Rick Rigsby     so that they can more carefully consider how they make decisions in preparation for The Alchemist.

Wednesday Oct 25

Students will be able to understand world views regarding perspective by discussing the ideas of fate/destiny/a plan vs. choices/free-will/ random happenings (or some combination of these two so that they can examine choice and the concept of destiny as we read The Alchemist.   Read The Alchemist  prologue and p. 3-16.

Thursday Oct 26

Students will be able to answer questions about the narrative by reading, discussing, and working cooperatively so that they can understand the pieces of the narrative and 10th grade literary connections and connotations.

Friday Oct 27

Students will be able to learn new words for use and recognition by studying Ch. 5 Vocab study so that they can use better word choice in their writing and be able to recognize more words in their reading.

 Reminder:  Novel Cafe—Monday, October 30th (one paragraph summary, three paragraph demonstrating how the author carries theme throughout the narrative, one paragraph critique)

Bring writing journals Tuesday for a Fall Writing Marathon

 

Monday-Wednesday Oct 16th-18th

Prepare The Last Lecture paper and questions; review quotations, discuss MLA format; discuss upcoming philanthropic/”communitarian”  opportunites; good things students are looking forward to on their extended weekend

Objective: to write a paper connected to a non-fiction text, support assertions with examples and textual quotations; connect philanthropy to being a communitarian; help keep students motivated and engaged to promote positivity and a strong academic semester by sharing good things on the horizon

Monday Oct 9th

good things; vocab ch. 5 due; review social contract and points for last week; Discuss The Last Lecture Ch. 33-38; LL#24 Write a thank you letter to someone

Tuesday Oct 10th

review 6 comma rules in preparation for the ACT; LL# 25 Discuss the importance of gratitude

Wednesday Oct 11th

National Testing Day in the a.m.-advisory time-keynote speaker and wellness fair (all school activities)

Thursday Oct 12th

finish discussing The Last Lecture and give writing assignment due next Monday October 24th; LL questions #1-30 due next Wednesday, October 19th

Friday Oct 13th

Career Cruising in library with Ms. Ricke (counselor)

 

Objectives: finalize the study of a non-fiction work in order to write about its author’s merits and what insight was gleaned by the study of his life; write using varied word choice, smooth transistions, and use of text/citation  to support assertions; study comma rules in preparation for preACT or preSAT on Wednesday of this week

 

 

 

 

Monday Oct 2

good things; read independent novel in preparation for Novel Cafe and paper

3 Vocabulary wksts {ambiguous, dissident, embellish, inadvertent, inane, juxtapose, lethargy, sporadic, squander, subsidize} , 

Tuesday Oct 3

Workshop j.w. #4 or j.w. #5 (student choice)—share with small group, each member comment on one thing each writer did well;

The Last Lecture discussion Ch. 28-32; read The Last Lecture Ch. 34-40

Wednesday Oct 4

good things; read independent novel to prepare for Novel Cafe and paper; study for vocabulary assessment

Thursday Oct 5

good things

LL # 20 What is your favorite story you have ever read? A favorite that was read to you? 

LL#21 Today, what is your big dream?

LL #22 Discuss a compromise you’ve had to make? 

LL #23  Are you a complainer or a nonconplainer? How does being around complainers make you feel?

Finish The Last Lecture before class next Wednesday

 

Friday Oct 6

Ch.6 Vocab wkst prefixes, suffixes, and root words---ACT Prep

Finish The Last Lecture by next Wednesday

Objectives:

study vocabulary words to prepare for assessment (Oct. 9th), intelligent conversation (practice pronunciation X3) and thoughtful writing

read non-fiction and fiction to increase reading fluency, (The Last Lecture) to understand intrinsic motivation for making good choices and contributions

 

Monday Oct 9

Review The Last Lecture Questions

time to read as preparation for novel cafe

 

 

Monday Sept 25th --no school

Tuesday Sept 26th

Discuss essays; review good writing tips and techniques; review comma rule for compound sentence structure as well as semicolon application;  Ch. 4 Vocabulary study due {pronunciation, definition, words in context}

Wednesday Sept 27th

Good things, review Social Contract and establish competition

Time to read independent read in preparation for paper and Novel Cafe in mid-October (tbd)

Thursday Sept 28th

Discuss The Last Lecture Ch. 21-30; Read The Last Lecture Ch. 31-32 aloud; workshop j.w.#4 or 5 (student choice)

Friday Sept 29th

Ch. 3 Vocabulary; read The Last Lecture Ch.33-38

Objective: Students will spend time with contemporary literature and prepare to write about it and discuss it with others. 

 

 

Monday Sept 18th

Vocabulary Ch. 2b due; check out independent novel; color book marks

Tuesday Sept 19th

Create an adjective word wall on the board;  j.w. #4  Describe a beautiful place.  Read The Last Lecture Ch. 25-27

Wednesday Sept 20th

read independent novel 30 min; read The Last Lecture Ch. 28-30; LL# 17 and LL#18

Thursday Sept 21st

read independent novel;  j.w.# 5 Describe an awful place. Remember to refer to Word Walls---action verb and adjective—for inspiration.

Friday Sept 22nd

Ch.3b Vocab;  time to finish weekly assignments

Objective:

Students will enhance writing skills by practicing creative writing and utilizing tips from the board.

 

 

Monday Sept. 11th

read The Last Lecture Ch. 17-22

Tuesday Sept. 12th

Questions LL# 15, 15b, and 16

j.w. #2 How much control do you have over how your day goes? Explain

Wednesday Sept. 13th

Bring in the lyrics to your “life song”

share lyrics with group; word choice comparison—Dr. Suess (One Foot Two Foot. . .  One Fish Two Fish. . . vs other children’s book authors

Discuss The Last Lecture Ch. 17 and 18

Thursday Sept 14th

j.w. #3 How do these words/lyrics reflect what your life is “all about?”

action verb word wall

discuss The Last Lecture Ch. 19-22

Friday Sept 15th 

Vocabulary Ch. 2; read The Last Lecture Ch. 23 an 24

 

The Last Lecture Questions   

LL#1  What are your childhood dreams?

LL#2  Discuss some of the roles you play in life.

LL#3  Who are the extraordinary people that have influenced your life?

LL#4   Consider how you process information--what is your learning style?

LL #5  In what ways do you feel lucky or fortunate?

LL#6  Discuss the aspects that you like about your own parents.

LL#7  What do you bring to the table? In other words, what are some of your assets/great qualities that others may find valuable?

LL#8  Who is your toughest critic? Put a star by that person’s name if they are also your hero.

LL#9  Is there anyone that is a “voice in your head?”

LL #10  What is something that you know nothing or only a little about that you’d like to learn more about?

LL#11  a.  Describe a place you’d like to go someday.

              b. Tell me about a person you’d like to meet someday.

LL # 12  What is life all about for you?

LL#13  What characteristic(s) do you possess that may hinder you or your ability to succeed in the future?

LL #14  What is your "brick wall" (obstacle)?

LL#15  What wonderful things have happened in the last year?

LL#16  Discuss if you've had a difficult time telling the truth.

LL#17  What would a perfect day look like for you? (describe from morning until bedtime)

LL#18  How well are you able to assess yourself (behavior, abilities, etc.)?

LL#19  Have you ever had an experience (vacation, etc.) that has vastly exceeded your expectations?

LL#20  What is your favorite story that you've had read to you or one that you read as a young person?

LL#21  Today, what's your big dream? Can it become a reality? How?

LL#22  Discuss a compromise you've had to make.

LL#23  Do you consider yourself a complainer or a non-complainer??? List the complainers in your life. How do they make you feel?

LL#24 Write a thank you letter.

LL#25 Discuss the importance of expressing gratitude.

LL#26 Tell me about an apology you've had to make.

LL#27 Tell me about a smell that reminds you of your childhood.

LL#28 How do you measure your successes in life?

LL#29 Discuss the power of positive thinking.

LL#30  How can you become more a communitarian.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

April and May

Students will study the novel, Flowers for Algernon. We will examine the narrative for literary devices as well as investigate the elements of plot. This novel, along with 6 chapters of vocabulary ch 25-30 will serve, as learning for the final exam.

Flowers for Algernon—English 1 Final

 

Docile                 

Impatient

Permitted

Superstition

Pertinent

Neurologist

Platonic

Subconscious

Strained

Psychiatrist

Anxiety

Subnormal

Repressed

Hallucinations

Groggy

Novocaine

Regression

Hypothesis

Pitfalls

Luminescent

 

 

March 27-31

Read YOLO Juliet; ch. 21 vocabulary wksts

March 13th

Animal Farm Ch. 8 and 9 3-2-1 activities

March 14th

Animal Farm Ch. 10 and What from Ch. 10 strikes you as odd or unjust?

March 15th 

Animal Farm test review

March 16th 

Animal Farm test

March 17th

Ch. 20 Vocabulary sentences and wksts

Monday March 6th

j.w.#7 As my wide eyes scanned the horizon. . .

Include: action verbs, vivid adjectives, and vary sentence beginnings. Type and turn in Thursday.

Animal Farm Ch. 6 recap. Begin reading Ch. 7 Animal Farm.

Tuesday March 7th

Ch. 19 Vocabulary wksts and sentences due

Read Animal Farm Ch. 7.  3-2-1 Activity for that Ch.

Wednesday March 8th

Read Ch. 8 

Monday February 13th

Ch. 17 Vocabulary wksts and sentences due—reminder: Vocab Test ch. 13-17 on Tuesday, Feb. 21st

Writing Prompts # 7 and #8 (see prompts below) Note: prompts #1-8 are due this Thursday

Tuesday February 14th

Non-fiction reading about The Russian Revolution in preparation for Animal Farm. Read information about the Russian Revolution. For each section, write a one sentence summary of the information read.

Wednesday February 15th

Continuation of Tuesday’s lesson. When finished, we will review our findings. 

Thursday February 16th

Begin reading Animal Farm:  read Ch. 1 and 2. Make a list of characters. Do a 3-2-1 activity for Ch. 1  (3 observations, 2 questions, 1 inference or prediction)

Objectives: students will read and interpret information about the Russian Revolution so that they can connect real life events to events in our narrative.

 

 

Monday February 6th

Ch. 16 Vocab. wkst and sentences due;  

View Twelve Angry Men: what are the significant differneces between the play we read and this movie version? How does the alternate time period affect how this cast was chosen? Does the dialogue vary? Why? 

Tuesday February 7th

finish Twelve Angry Men

Wednesday February 8th

Writing Prompts 5 and 6; share with a shoulder partner; edit

Thursday February 9th

Writing Prompts 7 and 8; share with a shoulder partner; edit-----Prompts 1-8 due on Monday 2/13

Friday February 10th

Ch. 17 Vocab wksts----  Vocabulary Test Ch. 13-17

Objectives:   students will discover new words in order to use them effectively in speaking and writing and to correctly interpret their meaning when encountered in writing

Vocabulary {congenial,flippant, impasse, perception, prompt, prone, rapport, rationale, relentless, reprisal}

 

January 30th

song and discussion: Piano Guys version of Fight Song/Amazing Grace; Ch. 15 Vocab wksts due; discuss upcoming test

January 31st

Review essay questions from Act 3 of Twelve Angry Men; test study time

February 1

Twelve Angry Men test

February 2

Ch. 16 Vocab wksts and activity

Febrary 3

Begin viewing Twelve Angry Men

Vocabulary: {charisma,contemporary, contend, conversely, extrovert, poignant, prevalent, proponent,quest, and traumatic}

Objectives:  students will discover new words in order to use them effectively in speaking and writing and to correctly interpret their meaning when encountered in writing; Students will analyze components of a music video: scenary, harmony, lyrics, intrumentation in order to discuss relevance, inspiration, and meaning

Monday Jan 23rd

Ch. 14 Vocabulary wksts due; Writing Prompt #4; Act 3 Vocabulary; Exit question: In the play Twelve Angry Men, give an example of empathy, compassion, or hope.

Tuesday Jan 24th

Twelve Angry Men writing activity (paragraph) due; Act 3 Journal questions (write independently and then turn to a shoulder parter to share your thoughts); Begin reading Act 3

Wednesday Jan 25th

Students will finish reading Act 3; work on Act 3 questions to solidify understanding Note: Twelve Angry Men Test on Monday

Thursday Jan 26th

Go over Act 3 questions; review ASPIRE test information; Act 3 Essay questions

Friday Jan 27th 

Ch. 15 Vocabulary study {abstain, affiliate, agnostic, aspire, benevolent, deficit, dissent, diversion, lucrative, and mandatory}

review Twelve Angry Men vocabulary and questions with a partner as test preparation

Objective: Students will review the logic presented in Twelve Angry Men, connect the evidence to their own thoughts, and write about them using textual information to support their assertions; students will discover new words in order to use them effectively in speaking and writing, and to correctly interpret their meaning when encountered in reading.

 

Monday Jan 16th

no school

Tuesday Jan 17th

Students will read Act 2 of the play Twelve Angry Men

EQ—Why is it important to have the right to disagree? When people are not permitted to disagree (other countries), is there a result or consquence when that occurs? In a deliberation room, why is this ability essential?

Wednesday Jan 18th

finish Act 2 of Twelve Angry Men

Ch. 13 Vocabulary wksts due

Act 2 Study sheet—establish vocabulary meaning together; independently, answer questions for Act 2—due Thursday

Thursday Jan 19th

12AM Writing Activity:  write a well constructed paragraph in which you explain why, at this juncture, you believe the boy on trial in the play is uilty or not guilty. Use textual evidence to support your theory. Vary you sentence beginnings. Use action verbs for your verb choice. Present your findings formally as if you were going to present them to a judge. Write in the third person.

Friday Jan 20th

Ch. 14 Vocabulary study; S.A. Quotations; Prompt #4

 

Objectives: students will read and reflect upon the second act of a play. They will utilize textual evidence to support their views on the guilt or innocence of a play character. Students will focus on challenging words from the play, as well as study new words to enhance both their understanding of what they read as well as build the word choice for writing.

Monday Jan. 9th

Students will reflect upon and project writing skills and reading skills for the spring semester:

When you consider your writing abilities, what are your strengths? What areas need honing?

{Ideas and Content, organization, sentence fluency, voice development, conventions, word choice}

 

What are your strengths as a reader? What area need practice or improvement? Where do you spend time reading? Do you prefer to be read to?

Tuesday Jan 10th

Choose parts for the play, Twelve Angry Men. Act One journal questions (share), Act 1 Vocabulary; begin reading Act One aloud

Wednesday Jan 11th

Finish Act 1 of Twelve Angry Men

Thursday Jan 13th

Act 1 questions—work on and submit

Friday Jan 14th

Simple Abundance prompt #3 (listed below)

Ch. 13 Vocabulary wksts {curtail, devastate, digress, incentive, incorporate, indispensable, intermittent, rigor, squander, succumb}

Objectives:   students will write about their short term and long term goals; students will examine concepts presented in a specific drama: stereoytyping, bigotry, justice and fairness, the dangers of preconceived notions; students will study vocabulary to help them understand words used in a play as well as new words to increase their vocabulary

Wednesday Jan. 4th

Begin viewing A Christmas Carol---activity: In what ways is this rendition of the classic work of literature connected and /or disconnected to the reading? Why would director make adjustments? How does this story connect to the celebration of the holidays in this country?

Thursday Jan. 5th

Activity continued

Friday Jan. 6th

Goal setting and looking ahead to the new year using quotatations and prompts

Objective: students will set short and long term goals

Simple Abundance Quotations

 

And now let us welcome the New year

Full of things that have never been.

Rainer Maria Rilke

 

You only live once—but if you work it right, once is enough.

                                                          --Joe E. Lewis

 

Prompt #1    Describe some things you wish to accomplish in your lifetime. Explore and discuss some goals you have for yourself, both short term and long term.

 

. . . time is the New Year’s bountiful blessing: three hundred sixty-five bright mornings and starlit evenings; fifty-two promising weeks; twelve transformative months full of beautiful possibilities; and four splendid seasons. . . a year to be savored.

                                                          --S. B. Breathnach

 

Prompt #2    Share some of the things or events you are most looking forward to in the months ahead (or perhaps the year ahead). Describe them in terms of the five senses: what can be seen, tasted, heard, smelled, and felt.

 

There is no duty we so much underrate as the duty of being happy. By being happy we sow anonymous benefits upon the world.

                                                          --Robert Louis Stevenson

 

Prompt #3   Consider and discuss what makes you happy. Where are you when you are happy? Who are you with when you feel happy? What activities are you participating in?

 

It’s only when we truly know and understand that we have a limited time upon this earth—and that we have no way of knowing when our time is up—that we will begin to live each day to the fullest, as if it was the only one we had.

                                                          --Elisabeth Kubler-Ross

 

Prompt #4    If you had only one day to live, from dawn until the stars fully lit the night sky, what would you do? Fully describe that day—events, atmosphere, who you’d spend time with, etc.

 

Simple Abundance Quotations

 

 

Year by year the complexities of this spinning world grow more bewildering and so each year we need all the more to seek peace and comfort in the joyful simplicities.   

                                                          --Woman’s Home Companion, December 1935

 

No pessimist ever discovered the secrets of the stars, or sailed to an uncharted land, or opened a new heaven to the human spirit.

                                                          --Helen Keller

 

Prompt #5    Convey the potential of having a positive attitude. Share what pessimism can do to a school, a class, a relationship of any kind.

 

 

Gratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos into order, confusion to clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow.

                                                          --Melody Beattie

 

Prompt# 6    Right here, today, in this very moment, share what and who you’re most thankful for. Be specific as to the reason. Be generous where you spread your gratitude.

 

Your diamonds are not in the far distant mountains or in yonder seas: they are in your own backyard, if you but dig for them.

                                                          --Russell H. Conwell

 

Prompt #7    Describe the treasures in your own life. They might be tangible items, or intangibles, like talents, hobbies, or relationships.

 

Complaining about something without offering a solution is just called whining.

 

                                                          --anonymous

 

Prompt  #8 How often do you find yourself in this situation? Do you feel that the quotation is accurate—why or why not?  Can you observe this in others?  If you do, how does it make you feel?

 

 

 

Monday Dec. 12th

read A Christmas Carol p.39-47; Discuss Scrooge’s interactions with The Ghost of Christmas past. Where did he go? What does he learn? How do these memories impact his present and future?

STAR test results

Tuesday Dec. 13th

Ch 11 Vocabulary wksts due

finish Stave Two

Reading Focus: For the first two staves, write down

3 observations

2 questions 

1 inference or prediction

Wednesday Dec. 14th

begin Stave Three—The Ghost of Christmas Present

finish Stave Three independently

3-2-1 actvity

Thursday Dec. 15th

read Stave Four

3-2-1 activity 

Friday Dec 16th

finish A Christmas Carol

 

 

 

 

Monday Nov. 28th

Parts of a narrative (short story or fiction (novel)   exposition (setting and story set up) rising action, initial conflict, climax, falling action, resolution

characterization (description, what a character say, what other characters say about that character, how other characters respond to that character)

conflict---external and internal

check out A Christmas Carol

Tuesday Nov. 29th

begin reading The Scarlet Ibis

Discuss symbols and foreshadowing

Wednesday Nov. 30th

Read The Scarlet Ibis---focus on recognizing symbols, conflict, characterization

Thursday Dec 1st

STAR test in library

Friday Dec 2nd

finish the Scarlet Ibis

Vocab. wkst Ch 10

Read the first 5 pages of A Christmas Carol

 

 

 

Thursday Dec 1st

STAR test

Monday Nov. 14th

Ch. 8 vocabulary due

study time for Tuesdays with Morrie test

Tuesday November 15th

Tuesdays with Morrie test

Wednesday Nov 16th

Writing Marathon assembly and display

Discuss language and writing---talk about language and why authors so carefully craft language when writing. Discuss questions to ask when reading a piece of writing. Look specifically at foreshadowing, metaphor, simile, alliteration, assonance, and flashback. Discuss parts of a short story. Exposition (setting and set up), rising action, conflict, climax, falling action, and resolution, as well as theme, lessons learned, and author intent.

Thursday Nov 17th

Read The Scarlet Ibis and examine both the story and the elements above for greater understanding.

Friday Nov. 18th

Ch. 9 Vocabulary wksts—Reminder: Ch. 7-11 Vocabulary will be on the English 1 Final in December

 

 

Objective: to assess student understanding of the non-fiction piece, Tuesdays with Morrie, as well as their understanding of vocabulary words within the work

Monday Nov. 7th

writing marathon with feedback

mock presidental election

Tuesday Nov. 8th

no school

Wednesday Nov. 9th

Read Morrie #5; read p. 174-178 about Morrie’s perfect day

Thursday Nov. 10th

finish Tuesdays with Morrie

Friday Nov. 11th

Ch. 8 vocabulary wksts

Discuss the end of the novel, Tuesdays with Morrie

October 31st

Halloween Writing Marathon

From prompts/sentence starters posted around my room, choose the ones you like to create two pages of creative (descriptive) writing. You might like one prompt and decide to write a story. -or- You might like four different sentence starters (prompts), and write four descriptive paragraphs. Remember to inclue:

action verbs, vivid adjectives, variety of word choice—vary sentence beginnings, possibly include alliteration and/or assonance, description that illustrates imagery---possibly personification, metaphor, or simile.  Have fun writing!

Tuesday November 1st

finish writing from marathon; peer edit the writing; create a word wall of action verbs; edit verb choice—typed copy due Nov. 4th

Wednesday Nov. 2nd

Ch 12 vocabulary wkst---works with prefixes, suffixes, and root words (ACT prep)

finish editting verb choice

Thursday Nov. 3rd

Discuss Tuesdays Ch about forgiveness—read p. 171-178    final edit on writing—typed copy (size=22 pt) due Friday

Morrie #5   From sunrise until shimmering stars filled the night sky, describe how you would spend a perfect day.

Friday Nov. 4th

Writing marathon workshop/share time

 

 

Monday Oct 24th

Tuesdays with Morrie question p.90-98 due. Review and discuss these questions.

Read Tuesdays p. 130-141

(Morrie #4)  Do you think Morrie became the adult is,with his beliefs about humanity and community, because of or in spite of the experiences of his formative/young years of life? Using textual examples, as well as your own thoughts, write a paragraph that explains and supports your opinion on this topic. (7-8 sentences)

Tuesday Oct 25th

Read Tuesdays p. 142-151 (play Billie Holiday or Natalie Cole singing “The Very Thought of You”

Discuss Morrie #4 writing. Peer edit paragraphs and turn them in.

 

Wednesday Oct 26th

read Tuesdays with Morrie p. 152-163

 

Thursday Oct 27th

reread thoughts on advertisements and manipulation, people’s perception of physical beauty, what our culture perpetuates. Discuss student observations of commercials and advertisements. 

Write about an advertisement or commercial: what is being sold? how is this being accomplished? Emotional draw? Logic? Persuasive techniques?

Cooperative  groups: Share you findings reguarding advertisements that you discussed.

 

 

read Tuesdays with Morrie 165-178

Friday Oct 28th

Tuesdays with Morrie vocabulary words {prominent, inexplicably, profound, demise, avert, insatiable, aphorism, clamor, narcissist, induced, insidious, gaunt, emerge, pronounced, gingerly, compensate, deferment, serene, premier, lamented, diminishing, agitated, intrusive, nostaligia}

 

Objective: to improve student vocabulary and word comprehension; to help students understand the manipulation in advertisements and commercials. . .help them learn to recognize such things and determine how they feel themselves

GQ: How does Tuesdays with Morrie teach us about how we are cultually bias in our thinking? Can we think for ourselves?

 

 

 

 

Monday Oct 17th

Ch. 7 Vocab wksts due

Tuesdays with Morrie questions p.90-98

Discussion of gazelle paragraph and quotation paragraph

Tuesday Oct 18th

Go over discussion questions for p. 90-98—listed below

Discuss p.99-128 of Tuesdays with Morrie

Wednesday Oct 19th

national testing day

October 20th and 21st

no school for students : )

Objectives: to help students use their thoughts and writing to understand the story and character more fully, while understanding real life implications and connections; improve student word choice

Guiding question:  Do we understand what it would really be like to lose and ability, especially one we may take for granted?

Pages 90-108

  1. “The fact is, there is no foundation, no secure ground, upon which people may stand today if it isn’t the family.” How true or false is this statement?
  2. Why did Mitch have a hard time talking about his family with Morrie? (94-97)
  3. Are youngest children “pampered, adored, inwardly tortured…the family favorite…wild and funny?” (95)
  4. Why would Mitch’s younger brother not want his family around to help him battle his disease? (96-97)
  5. Why does Mitch feel so much guilt about his brother’s cancer? (97)
  6. What is the purpose of the flashback memory where Mitch and his brother are sledding? Why is it included after we learn about his brother’s condition? (98-99)
  7. After talking with Charlotte (Morrie’s wife), Mitch feels ashamed for bringing food every week. What does this sense of guilt stem from? (102)
  8. How could a statement like “When you learn how to die, you learn how to live” be true? (104)
  9. Morrie has a coughing spell after which he says, “I don’t want to leave the world in a state of fright. I want to know what’s happening, accept it, get to a peaceful place, and let go. Do you understand?” Mitch nods yes, but can he really understand? (107)
  10. Why would Morrie want to be reincarnated as a gazelle? (108)

 

 

 

Monday Oct 10th

Tuesdays with Morrie questions due for p. 69-89—discussion

Read p. 87-88 (Tuesdays) and listen to the Lou Gherig speech

Read p. 90-97 of Tuesdays with Morrie

Tuesday Oct 11th

Discuss the five stages of grief (Elisabeth Kubler-Ross model:  denial, anger, bargaining, depression, acceptance)

read Tuesdays with Morrie p. 99-107; Write one paragraph explaining why Morrie might like to “come back” as a gazelle.

Wednesday Oct 12th

read Tuesdays with Morrie p.109-128

Marianne Williams quotation: what does this mean and why is it important???

Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented, and fabulous? Actually, who are you not to be? Your playing small doesn’t serve the world. There’s nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine, as children do. It’s not just in some of us, it’s in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. 

Thursday October 13th

Aspire test

Friday Oct 14th

Ch 7 Vocabulary wkst {calamity, comprehensive, conventional, flagrant, fluctuate, persevere, ponder, rehabilitate, turmoil, venture}

 

 

Objectives: to use the words of others (Lou Gherig and Marianne Williams) to inspire thought and improve student perspective and writing; to improve student vocabulary; to connect real life situations to the ones found in great stories like Tuesdays with Morrie

GQ: How do our actions influence and have an impact on the lives of others?

 

 

Monday Oct 3rd

Ch. 5 vocab wksts due---Vocab Test Friday, October 7th

Tuesdays with Morrie questions for p. 25-47 due

read through p. 68

Tuesday Oct 4th

read Tuesday with Morrie p. 49-68

 

Wednesday Oct 5th

discuss p 49-68 of Tuesdays with Morrie

read p. 69-78 of Tuesdays with Morrie

Discuss the five stages of grief (Kubler-Ross Model)

 

Thursday Oct 6th

read p. 80-87 of Tuesdays with Morrie

study vocabulary ch. 1-5 for test tomorrow

 

Friday Oct 7th

       Vocabulary Test ch. 1-5

 

Objectives:  to help improve student vocabulary; to connect a non-fiction contemporary read to real life

 

 

Monday Sept 26th

Ch. 3 and 4 Vocabulary wksts due

Ch. 4 Vocabulary sentences due

Discussion questions for Tuesdays with Morrie of pages 1-25 due—will use these as discussion opportunities in class and to review what students have read

Tuesday Sept 27th

Tuesday with Morrie question for pages 1-13 and 14-25 due

Go over Anticipation Guide

Ch. 4 sentences due

Cobli Calliat video---connected to Anticipation Guide question: Does pop culture make us feel good about ourselves?

 

Wednesday Sept 28th

Tuesday with Morrie questions for page 1-13 and 14-25;

read through page 47 and answer Tuesdays with Morrie questions for pages 26-47

Discuss Tuesdays with Morrie from the beginning through page 41

 

Thursday Sept 29th

The Odyssey grading and reflection activity

Friday Sept 30th

Ch. 5 Vocabulary wksts {allusion, altruistic, appease, arbitrary, assail, banal, euphemism, mercenary, syndrome, taint}

 

Objectives:  to improve student vocabulary and word recognition, to reflect upon and solidify knowledge of an epic from the Canon (the Odyssey), and to connect real life understanding and experiences to a a non-fiction story that reads like fiction

Guiding question: Will students relate to and understand Morrie’s experience with ALS?

 

 

 

 

Monday Sept 19

no school

 

Tuesday Sept 20

List of information about ALS (amyotrophic lateral sclerosis)

Check out Tuesdays with Morrie

read Tuesdays with Morrie p. 1-13

 

Wednesday Sept 21

read Tuesdays with Morrie p. 14-23

Tuesdays with Morrie questions #1-13

 

Thursday Sept 22

read Tuesdays with Morrie p. 24-29

Complete anticipation guide for the book.

 

Friday Sept 23

Ch. 4 Vocabulary wksts {deter, implication, inequity, infirmity, infringe, innovation, revitalize, sparse, subjective, succinct}

Write an orginal sentence  for each Ch.4 vocabulary word.

 

Objectives: to improve student vocabulary; to begin a non-fiction read and make real life assessements and connections

Guiding Question: How does understanding ALS and how it affects the human body help us to understead the story’s main character?

 

Monday Sept 12

AHS band at State Fair—no homework

Tuesday Sept 13th

Students share their similes to ensure they they understand what a simile is and how they function in literature.

students work in pairs to summarize/create a study list of each section of The Odyssey to prepare for the test (on Thursday). An example/model will be on the board:

The Cicones (The Odyssey)

Odyssey and his men have battled and overcome the Cicones forces.

Instead of leaving their island following the victory, they decide to stay, feast, and celebrate.

The few Cicones battle survivors flee and round up more Cicones forces inland.

The Cicones forces return to attack and kill many more of Odysseus’ men.

 

Wednesday Sept 14th

The Odyssey test review with students’ findings from class on Wednesday

Thursday and Friday Sept 15th and 16th

The Odyssey test (open book)

Objectives:  further students’ understanding of simile by having students write similes, share with the class and test the similes in The Odyssey; further students’ understanding of epic poetry by having students work in cooperative peer groups to review and sum up the key events in The Odyssey.

GQ: How do Odysseus’ strengths and weekness both help and hinder him on his journey home?

 

 

Monday Sept 5th

no school

Tuesday Sept 6th

Ch 2 Vocab. wksts due

read The Odyssey “The Cattle of the Sun God” p. 1010-1017; discuss upcoming Odyssey Simile Test (Tuesday, September 13th)

Wednesday Sept 7th

read The Odyssey Part 2 p. 1021-1027; “Argus” p. 1028-1029; “The Suitors” p. 1029

Thursday Sept. 8th

read The Odyssey “Penelope” p. 1031-1033; “The Challenge” p. 1034-1037; "Odysseus' Revenge" p. 1039-1042; "Penelope's Test" p. 1042-1046

Friday Sept. 9th

Ch. 3 Vocabulary wksts {acclaim, adjacent, elicit, engross, escalate, exploit, methodical, obsolete, tangible, and terminate}

Similes-what are they? what do they do? how do they enhance description and imagery?

Weekly Objective: to improve student vocabulary by reading and through vocabulary study; to increase student exposure to epic poetry and poetic devices such as similies; to improve reading fluencey by reading aloud to students