Final Exams- 5/20-5/21

Final exams for the course took place yesterday and take place today.

Have a good summer!

Last Day of Class- 5/19

Warm Up:
-Students will view Honest Trailers to contemporary movies

Work Session:
-Students will take the final practice exam, which is either an American Literature or World Literature pretest
-Responses will be recorded in the classroom iRespond system
-Students will be shown the online review games on the class blog and given a study packet of final exam vocabulary skills they should review prior to the exam
-Students will write letters to incoming 2014-15 Freshmen discussing high school, study habits, extra-curricular activities, organizations, and athletics students can participate in.
-They will also discuss the particulars of Freshmen English and general advice for having a successful school year
-Students will receive my yearly list of literary and media summer recommendations and view the trailers for the summer movies of artistic note

Summarizer:
-Students will turn in Freshmen letters to be given out to next year's students

Character Education Continued- 5/16

Warm Up:
-Students will review and discuss ancient and contemporary views of ethics and morals by responding to hypothetical situations (taken from Chuck Klosterman's Hypotheticals)

Work Session:
-The instructor will connect today's concepts to yesterday's by emphasizing personal, community, and world wide accountability via visual representation of Aristotle's Analects
-Students will view clips from "Bull" and "Valentine Road"
-Students will respond to specific questions that focuses on the bullying apparent in each clip and solutions to this issue
-The class will have a frank discussion on bullying they encounter, implicitly and unknowingly reinforce by non-action, and witness in high school
-Students will write statements of purpose in which they list solutions to this problem and their next steps

Summarizer:
-All written work submitted will serve as the year's final assessment prior to the final exam

Character Education- 5/15

Warm Up:
-Students will take the comprehensive assessment on "Blackfish"
-This is the summative assessment for this mini-unit

Work Session:
-Students will begin a mini-unit of Character Education that focuses on morals and ethics
-Students will receive copies of the articles on "The Cove" and the international fishing/whaling trade
-Students are asked to contextualize the information by writing descriptive paragraphs of their campus and what could be done to beautify the environment
-Students will be given a list of community service projects and nonprofit organizations in which they could seek further involvement
-The instructor will emphasize the personal benefits (college resumes) and the more international need for social activism and community outreach

Summarizer:
-Students will write responses to the issues raised in class today and submit them for today's Exit Ticket

Sherlock- 5/14

Warm Up:
-Students will review the elements of nonfiction we discussed prior to the PBL mini-unit with a quick game of digital Concentration

Work Session:
-Students will use the 9 Event advanced graphic organizer to summarize the events of "Sherlock" so far
-These graphic organizers will be collected and serve as today's formative assessment
-As a class we will continue viewing and discussing the social/moral issues raised in "Sherlock"
-Students will Think-Pair-Share responses to the end of the documentary before reporting responses to the instructor

Summarizer:
-Students will turn in Window Pane responses to questions about today's learning standard

PBL Presentations Continued- 5/13

NOTE: The work session and summarizer from yesterday is duplicate to accommodate the remainder of student presentations.

Warm Up:
-Students will view the "Blue River Dog Food" sketch from Youtube
-As a class we will review the uses of irony in contemporary culture

Work Session:
-A majority of class today will be spent as students present the cultural/social heritage aspects of their overall project
-After each presentation students will be encouraged to fill out their own rubric based on all products of their entire project
-Students will also include answers to the reflection questions on the back of their individual rubrics
-Students will turn in this rubric with their projects and it will comprise 1/5 of their final grade

Summarizer:
-Student rubrics and reflections will serve as today's Exit Ticket

PBL Presentations Continued- 5/13

NOTE: The work session and summarizer from yesterday is duplicate to accommodate the remainder of student presentations.

Warm Up:
-Students will view the "Blue River Dog Food" sketch from Youtube
-As a class we will review the uses of irony in contemporary culture

Work Session:
-A majority of class today will be spent as students present the cultural/social heritage aspects of their overall project
-After each presentation students will be encouraged to fill out their own rubric based on all products of their entire project
-Students will also include answers to the reflection questions on the back of their individual rubrics
-Students will turn in this rubric with their projects and it will comprise 1/5 of their final grade

Summarizer:
-Student rubrics and reflections will serve as today's Exit Ticket

PBL Presentations- 5/12

Warm Up:
-Students will be given time to prepare the hard copy  products of this PBL unit for presentation
-Students will receive copies of the project rubric

Work Session:
-A majority of class today will be spent as students present the cultural/social heritage aspects of their overall project
-After each presentation students will be encouraged to fill out their own rubric based on all products of their entire project
-Students will also include answers to the reflection questions on the back of their individual rubrics
-Students will turn in this rubric with their projects and it will comprise 1/5 of their final grade

Summarizer:
-Student rubrics and reflections will serve as today's Exit Ticket

PBL- 5/9

Warm Up:
-Students will takes notes in their interactive notebooks as the instructor guides them through tutorial presentations on Microsoft Publisher and Photostory

Work Session:
-Students working on the map portion of the creative/subjective requirement of the project will take note on the required locations and events to include in their map
-Students working on the poetry collection will be asked to brainstorm images to include in their collection
-All other students will continue work on the subjective/creative portion of their projects
-We will also continue our discussion of the elements of nonfiction from the lessons prior to the implementation of the PBL unit
-Students will be given advanced graphic organizers to fill out as we view "Blackfish"
-It is important to note that given the success students had on the EOCTs and in recognition of the hard work they have shown in the current unit of study, they deserve the reward of viewing a socially important documentary

Summarizer:
-Students are reminded that final cultural presentations and all required aspects of the PBL unit will be due Monday
-Students will turn in the advanced graphic organizers they filled out during today's viewing of "Blackfish"

Continuing PBL and Nonfiction- 5/8

Warm Up:
-Students will freewrite responses to the overarching Essential Question
-As a class we will discuss the basics of the nature vs. nurture debate
-Students will take brief notes on these concepts in their interactive notbook

Work Session:
-Students will receive copies of either "Michael" or "The Last Comeback of Axl Rose"
-These are essays that focus on the cultural/social environments of two contemporary musicians (excerpts from Pulphead by John Jeremiah Sullvian)
-Students will answer HOTS questions on what factors led to the success and tragedy of these public figures
-As a class we will discuss these responses, as well as the cogent factors from these essays that would redfinie or highlight aspects of their own projects
-Students are given the rest of the block to individually work on the creative/subjective aspects of their projects
-The instructor will individually conference with students, using the notes from yesterday's lesson and the final draft in their interactive notebooks as a basis for discussion

Summarizer:
-Students will complete reflection and gauge their progress on the overall PBL unit during conferences
-This will constitute today's Exit Ticket

Cultural Heritage Powerpoint- 5/7

Warm Up:
-Students will take a brief quiz on the elements of a persuasive essay
-Students will preview today's session by viewing an exemplar (instructor-made) for the cultural heritage portion of the objective requirement of the project

Work Session:
-Students will be given storyboard/concept web advanced graphic organizers
-Students are encouraged to brainstorm lists of images/symbols associated with their own sense of their cultural/social environment
-Students will use the concept map side of their handouts to organize and group ideas
-Students will storyboard the six powerpoint slides they will be preparing for the second objective requirement of the project

Summarizer:
-Students that finish early will be given the opportunity to continue work on the subjective/creative portions of the project
-All students will individually submit today's notes to be reviewed and assessed by the instructor

Persuasive Essay- 5/6

Warm Up:
-Students will take notes in their interactive notebook on the strength of concluding paragraphs
-Students are shown how to use either a call to action or conclusive remarks with exemplars shown on the class smartboard

Work Session:
-Students will receive an editing "bookmark" that lists MLA editing punctuation
-Students are encouraged to use these punctuation as they peer edit their cooperative learning partner's persuasive essay (rough draft)
-Students will pair to peer edit rough drafts
-Students will individually prepare final drafts of the persuasive essays in their interactive notebook

Summarizer:
-Students that finish early may begin working on the subjective/creative portion of their projects
-All students will be given sticky notes to write a reflection statement on the process by which they wrote their essay and post it on the doorway for today's Exit Ticket

Perusuasive Elements- 5/5

Warm Up:
-Students will be taking the comprehensive final assessment on To Kill a Mockingbird
-To prepare students for the daily schedule during the PBL unit the instructor will present a short presentation on the elements of the persuasive essay
-Students will take notes on this presentation in their interactive notebooks

Work Session:
-Students will be presented with examples of good and bad "hooks" or introductory sentences
-As a class we will discuss what makes a good introductory statement
-Students will practice writing at least three hooks
-Students will Think-Pair-Share these hooks before deciding on one for their own introduction
-Students will take notes on what makes a good thesis statement
-As a class we will unpack the persuasive prompt from the required objective response detailed on the cultural heritage project directions (this is the primary document from the end of year PBL unit)
-Students will prepare their own thesis statements
-As a class we will review the organization of body paragraphs and the importance of transitional words
-The instructor will list the transitional words on the smartboard while students construct the three main body paragraphs of the persuasive essay

Summarizer:
-Students will Think-Pair-Share to edit and advise their cooperative learning partner of the validity and organization of the first four paragraphs of the persuasive essay

Elements of Nonfiction- 5/1

Warm Up:
-Students will take notes on the elements of nonfiction
-Students will use the classroom iRespond system to answer exercises focusing on the elements of nonfiction

Work Session:
-Students will be provided with an advanced graphic organizer to organize notes from the documentary
-As a class we will begin viewing and discussing "Blackfish"

Summarizer:
-Students will complete preliminary notes on their advanced graphic organizers and turn them in for today's Exit Ticket

EOCT Reflection and TKAM- 4/30

Warm Up:
-Students will write reflective paragraphs in which they discuss the preparations we did, in class and individually, to prepare for the EOCTs

Work Session:
-As a reward for the hard work students did leading up to the EOCTs we will complete our viewing of "To Kill a Mockingbird"
-Students are reminded that the final test for the novel will take place Monday and they should complete their reading by then

Summarizer:
-Students will turn in reflective paragraphs.  This will serve as today's Exit Ticket.

EOCT (Day Two)- 4/29

NOTE:
-Students will be taking the End-Of-Course test for Ninth Grade Literature & Composition today
-This test will take the entire class

EOCT (Day One)- 4/28

NOTE:
-Students will be taking the End-Of-Course test for Ninth Grade Literature & Composition today
-This test will take the entire class

Final EOCT Prep- 4/25

Warm Up:
-Students will take the test on "Exit Through the Gift Shop"

Work Session:
-Students will take he last EOCT practice test using the classroom iRespond system
-Students will record upto ten of what they consider to be the hardest questions on the practice test on the back of their quiz paper
-Students will be shown the EOCT review games listed on the teacher blog
-If time permits students will read from "A White House Diary" by Lady Bird Johnson and complete the critical thinking questions at the end of the text

Summarizer:
-Students will summarize the test-taking skill or tip they will employ during the EOCT Monday and Tuesday

"Exit Through the Gift Shop"- 4/24

Warm Up:
-Students will take two more of the EOCT mid-chapter reviews from the COACH workbook
-Students will use the classroom iRespond system

Work Session:
-If any remaining thematic presentations have to be performed we will spend the first half of class completing this
-Students will complete viewing of "Exit Through the Gift Shop"
-As students are viewing the documentary they will fill out the advanced graphic organizer

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Thematic Presentations- 4/23

Warm Up:
-Students will complete two EOCT mid-chapter review exercises using the classroom iRespond system
-Correct answers will be reviewed and discussed as a class

Work Session:
-A majority of class time today will be spent with students performing thematic presentations
-These presentations will be graded according to the listening, speaking, and viewing learning standards
-If time remains in the block students may silently read Part Two of the novel

Summarizer:
-Students will complete the self-reflection handout to grade their own presentations

Preparing for Thematic Presentations- 4/22

Warm Up:
-Students will continue remediating their answers to the EOCT practice test they took last week

Work Session:
-Students will be working independently today to put the finishing touches on the thematic presentations
-Presentations will begin tomorrow and students will be randomly chosen from the roster to determine presentation order
-Students that finish early may continue reading Part Two of the novel
-Students are reminded to complete the novel by May 5th

Summarizer:
-Students will individually meet with the instructor as the need arises concerning the thematic presentations

Empathy and Thematic Project Preparation- 4/21

Warm Up:
-Students will receive the test results from the 2004 practice EOCT they took last week
-Students may remediate their grade by providing correct answers and rationales for each on a separate paper
-Students will also be informed of the EOCT Boot Camp

Work Session:
-Students will take an online empathy test and share the results on the Four Panel assessment we began last week
-Students will read the informational article entitled, "Six Habits of Highly Empathetic People" and answer the HOTS questions provided at the end of the article
-Students may use the remaining time to remediate their practice EOCT answers or to prepare for the thematic presentations which begin tomorrow

Summarizer:
-Students will turn in the Four Panel assessment for a formative assessment

TKAM Thematic Project- 4/18

Warm Up:
-Students will discuss the practice EOCT they took yesterday and begin talking about the first major domain they will encounter on the test

Work Session:
-Students will receive the directions for the TKAM Thematic Project
-As a class we will discuss the guiding questions and the first steps students should take to complete the project
-The rest of class time will be spent in the English Department computer lab as students begin their projects

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Grapes of Wrath- 4/16

NOTE:
-Today is the last day of whole-school registration
-As such, it will again be impossible to get much done, as class schedules vary block-to-block
-Students will briefly view "The Grapes of Wrath" in each class

Registration- 4/15

NOTE: Due to registration normal operations will be disrupted today.  Students will register for next year's English class, receive summer reading information, and see a brief presentation in which we will discuss tips for annotating the summer assignment.

Part One Test and Empathy in TKAM- 4/14

Warm Up:
-Students will be given a five minute window to review the characters and events from Part One of TKAM
-Students will take the Part One test

Work Session:
-Students will be completing a Four Panel response that focuses on empathy as it occurs in the novel and in real life
-Students will respond to famous quotes, a short movie clip, an informational article on developing empathetic habits, and take an online empathy personality test using their BYOD devices
-The Four Panel assessment will be due at the conclusion of class

Summarizer:
-Students will read chapters 12-15 by this Thursday

EOCT Red Zone Prep- 4/11

NOTE: We will be on a modified schedule today due to the Changing of the Chairs ceremony in the morning

-Class will meet in the English Department Computer Lab today to complete post-tests and EOCT review games using Study Island
-Students that finish early may complete Part One of TKAM by Monday
-Students will be reminded that there will be a Part One test Monday

Poetry Annotations- 4/10

Warm Up:
-Students will take notes on figurative language in poetry
-Students will complete practice exercises for this using the iRespond system

Work Session:
-Students will take the TKAM ch.6-7 reading quiz
-Each student will additionally receive "If" by Rudyard Kipling and "Grown-Up Talk" by Katherine Mansfield
-Students will annotate, noting the type of poem, sound devices, figurative language, and content-specific connections to the novel
-These will be collected for a formative assessment for this week's lessons in poetry
-Students that finish early may quietly read the weekend homework--up to chapter 11 in the novel

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Sound Devices and "To Kill a Mockingbird"- 4/9

Warm Up:
-Students will take a reading quiz based on chapters 4-5 of TKAM
-Additional questions on the Great Depression and the Dust Bowl will be included

Work Session:
-Students will take notes on sound devices in poetry
-Students will practice the exercises for sound devices and input answers directly into iRespond
-Students will receive copies of either "Growth" by Ernest Dowson, "Grown-Up Talk" by Katherine Mansfield, or "If" by Rudyard Kipling
-Students will annotate their copy and answer questions (provided by the instructor) in which they relate their poem to the novel so far
-We will watch the opening scenes from the movie version of "To Kill a Mockingbird"

Summarizer:
-Students should read chapters 6-8 of TKAM as part of their daily homework
-Students are reminded that there will be a reading test on this tomorrow

Diciton, Similes, TKAM, and The Dust Bowl- 4/8

Warm Up:
-Students will practice diction and simile to remediate knowledge of poetic techniques
-Students will create four panels in which they play four rounds of Taboo on one side, and construct similes on the back
-This will be collected for a formative review of EOCT skills

Work Session:
-Students will take a reading quiz on chapters 1-3 of To Kill a Mockingbird
-Students will use the provided advanced graphic organizer to take notes on today's presentation on the Dust Bowl
-Students will independently read from Radio Address on Drought Conditions by FDR in pages 569-570 in the textbook
-Students will answer HOTS questions provided by the instructor on the back of their graphic organizers
-Students are reminded that they will be taking a quiz on this week's notes in addition to the daily reading quiz tomorrow
-Students should read chapters 4-5 in TKAM for their daily homework

Summarizer:
-Students will complete a 3-2-1 Countdown summarizing and synthesizing information from today's lesson

Starting TKAM- 4/7

Warm Up:
-Students will turn in the snow day EOCT practice packet remediation reflections assigned before break.
-Students will take brief notes on poetic vocabulary and do the practice exercises from the COACH workbook, using the iRespond system to enter answers
-As a class we will review and discuss incorrect answers

Work Session:
-Students will receive the chapter questions for To Kill a Mockingbird.  These questions will be used for nightly homework.
-Students will use the provided advanced graphic organizer for today's notes on The Great Depression
-Students will read the informational article from Nothing to Fear: Lessons in Leadership from FDR by Alan Axelrod pages 567-568 from the textbook
-Students will answer HOTS questions provided by the instructor on the back of their graphic organizers
-All written work today will be collected and graded
-If time permits, students may begin reading chapters 1-3 and answering the chapter questions for this portion.
-Students will be reminded that there will be daily reading quizzes on the novel.

Summarizer:
-Students will complete chapter discussion questions for chapters 1-3

Final Study Island Session- 3/25

Warm Up:
-Students will use BYOD devices or the department computer lab to complete the SACS survey

Work Session:
-The entire class period will be devoted to completion of the final Study Island learning module
-The due date for total completion of all learning modules is this coming Friday
-While students work the instructor will be meeting with key students to discuss a remediation/tutoring plan for the EOCT

Summarizer:
-Completion of the final learning module today will serve as today's Exit Ticket

Snow Days Makeup Packet and "West Side Story"- 3/24

Warm Up:
-Students will complete the rebus puzzle worksheet
-As a class we will correct and discuss the correct answers for this

Work Session:
-Students will be given the first half of class to complete the first half of the comprehensive Snow Day Makeup Packet
-This packet focuses on the four domains students will encounter when they take the EOCT
-For the remainder of class students will view "West Side Story"

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Finishing "Romeo and Juliet"- 3/21

Warm Up:
-Students will work on the Rebus Puzzle handout
-This activity is an extension of yesterday's discussion of riddles
-As a class we will discuss the answers

Work Session:
-Students will pair with their SUPERMAN reading partner to read Act V, scenes 1-2 of the drama
-As a class we will finish reading the play
-Students will take notes on the material they need to study for the final test Monday
-As a class we will finish watching "Romeo + Juliet" if time permits

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Arkham and Act IV- 3/20

Warm Up:
-Students will view the clip from the "Arkham Origins" video game
-Students will work through the accompanying worksheet, which targets author's purpose and inference
-As a class we will discuss these questions and answers

Work Session:
-As a class we will read and discuss Act IV
-Students will choose a poker chip from the basket
-Based on their chip, students will complete a 3-2-1 Countdown
-As a class we will discuss these answers
-On the back of the Countdown students will answer the Critical Thinking questions for Act IV

Summarizer:
-Completed 3-2-1 Countdowns and Critical Thinking questions will serve as today's Exit Ticket

Four Panel Performance Task and Starting Act IV- 3/19

Warm Up:
-Students will take brief notes on literary periods from the PowerPoint presentation
-Students will complete the COACH examples directly into iRespond
-As a class we will discuss the question(s) students scored poorly on

Work Session:
-Students will use the Four Panel notes we constructed Monday to begin their three paragraph response to the Act III essay question
-This essay test will also serve as a performance task for this unit
-This will take a majority of the class time, but students that finish early will begin the Snow Day makeup packet

Summarizer:
-Final drafts for the Act III essay test will serve as today's Exit Ticket

Watching Act III and Thematic Essays- 3/17

Warm Up:
-As part of our ongoing test preparation students will be taking the last quarter of the EOCT practice pretest from the COACH workbooks
-Students will be recording answers in their interactive notebooks and will be using the iRespond system to enter these answers tomorrow

Work Session:
-As a class we will view and discuss the Act III portion of "Romeo + Juliet"
-The class will have a mini-Socratic Seminar on four key points made in the drama so far
-Students will be recording their notes during the seminar on the Four Panels on the PowerPoint displayed on the front whiteboard
-If time permits students will begin the rough draft of their thematic essay
-This essay will serve as the performance task for the common assessment given next week

Summarizer:
-Students drafts will serve as today's Exit Ticket

Finishing Act III and Scene Adaptations- 3/13

Warm Up:
-Students will use the iRespond system to answer the remainder of the EOCT practice questions from the COACH workbook

Work Session:
-As a class we will read and discuss Act III, scene 4
-Students will read Act III, scene 5
-Concurrently, students will finish the preliminary discussion notes for Monday's Socratic Seminar
-Students will be assigned their cooperative learning group for the performance task for Acts I-III of the play
-Students will receive written and oral instructions for the scene adaptation activity
-This activity will serve as the Act III performance task
-Students will meet as a group to determine roles, props, etc.

Summarizer:
-Students will complete the adaptation sheet in which they sketch out the rough outline of their scene

Act III- 3/12

Warm Up:
-Students will transpose paper answer for the first part of the EOCT practice test into iRespond
-Students will use iRespond to take the instructional survey

Work Session:
-Students will pair with their WOLVERINE reading partner to complete all tasks today
-Students will construct Act III Socratic Seminar notes by answering the discussion questions for Act III scenes 1-5
-Reading pairs will finish Act III, using BYOD devices for the analysis portions

Summarizer:
-Students will play Vocabulary Battleship, using the Unit 2 vocabulary list from yeste

Beginning Act III- 3/11

Warm Up:
-Students will continue the EOCT practice questions
-This practice session will take the first fifteen minutes of class

Work Session:
-Students will receive the graphic organizer upon which they should take notes today
-As a class we will read and discuss Act II, scenes 1-2
-Students will receive the directions for the scene adaptation activity
-Students will break into small groups to begin preliminary planning for the adaptation

Summarizer:
-Students will submit written statements that discuss what scene they are adapting, at least two ideas, and the steps they will need to take to complete the project successfully

Finishing Act II, Practice EOCT, and Act III- 3/10

Warm Up:
-Students will be given the first fifteen minutes to complete the Act II test we began Thursday
-Students are allowed to use the foldable review booklets and textbooks for this assessment
-Students will complete the EOCT Practice #1 questions using the iRespond remotes

Work Session:
-As a class we will view and discuss Act II of "Romeo + Juliet"
-If time permits we will read and discuss Act III, scenes 1-2 together
-Students will break into smaller reading groups to continue reading Act III

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Act II Continued- 3/6

Warm Up:
-Students will meet with their Superman reading partner for five minutes to exchange and review the foldable review booklets that were made for Act II
-Students will take the Act II test, and will be allowed to use their booklets for a resource

Work Session:
-Students will complete anticipatory questions for the Socratic Seminar
-Students will refer to their notes, and use all Romeo and Juliet material in the textbook and interactive notebook to complete two mini-Socratic Seminars
-Discussion questions will be provided by the instructor and a grade for listening, speaking, and viewing will be assessed

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Comedy and Tragedy- 3/5

Warm Up:
-Students will take notes on Comedy and Tragedy from the EOCT resources folder
-The instructor will dicuss the coached example from the  COACH workbooks and work through the questions with the class
-Students will use the iRespond system to answer practice questions
-Data on correct/incorrect answers will be instantly displayed and discussed

Work Session:
-In preassigned reading groups students will finish reading and discussing Act II
-Students will complete the foldable review booklets for the Act
-If time permits, students will begin viewing the movie version of Act II

Summarizer:
-Students will complete foldable review booklets and turn them in for a formative assessment

Finishing Act I- 3/4

Warm Up:
-Students will use the iRespond system to answer EOCT Review A questions
-These questions focus on spelling rules and commonly misspelled words, as indicated in class notes last week
-Instant data for correct/incorrect answers will be displayed and discussed

Work Session:
-Students will view and discuss Act I as we view the movie version of this Act only
-As a class we will read and discuss Act II, scenes 1-2
-Students will break into small preassigned reading groups
-Students will create Act II foldable review booklets to be filled in as the reading progresses
-In groups students will work on finishing Act II

Summarizer:
-Students will begin filling out information for their foldable reviews in their booklets

Act I- 2/28

Warm Up:
-Students will fill out a graphic organizer that reviews the important information conveyed in the Prologue of Romeo and Juliet
-As a class we will discuss these answers

Work Session:
-As a class we will finish reading and discussing Act I, scene 1
-Students will break into their learning groups by pairing with their "Wolverine" reading partner
-As students work through Act I they are allowed to use BYOD devices and the online resources provided in class to complete the note sheet they were provided with at the start of class
-Each group will also receive an analysis packet to be read, annotated, and commented on if time permits

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Starting Act I- 2/27

Warm Up:
-Students will take the review quiz for Elizabethan Times
-This will be a formative assessment to determine the need for further remediation or enrichment

Work Session:
-Students will take notes on the family tree and organizational chart for the Montague and the Capulet families
-As a class we will discuss the characterization of the major characters
-As a class we will read and discuss the Prologue to the play
-We will discuss the spoilers inherent in the Prologue
-As a class we will begin reading Act I of Romeo and Juliet
-Students will break into their reading groups to read the last two scenes of the play

Summarizer:
-Students will summarize the events of Act I in three sentences or less on a sticky note
-These sticky notes will serve as today's Exit Ticket

Philosophical Chairs- 2/26

Warm Up:
-Students will take brief notes on subject-verb agreement
-Students will complete the accompanying grammar worksheet

Work Session:
-As an anticipatory activity, students will engage in Philosophical Chairs
-Each group will have to explain their position, as they side with emotionally charged statements relating to the overall themes explored in Romeo and Juliet
-Students will take brief notes on the background information they will need for Act I
-As a class we will read and discuss the Prologue
-Students will annotate the Prologue and identify plot structures (handout)

Summarizer:
-Completed Prologue handouts are due at the conclusion of class

Career Cruising Lesson and Common Assessment Performance Task- 2/25

-The class will meet in the Career Center for the first half of class as the guidance department conducts their Career Cruiser lessons
-The last portion of class will be spent as students complete the performance task for the common assessment

Common Assessment- 2/24

-Students will be taking the common assessment for the majority of class today
-Students that finish early may work on the vocabulary list assigned over the weekend.
-Completed assessments and vocabulary lists are due at the end of class

Introduction to Shakespeare- 2/21

Warm Up:
-Students will take brief notes on the elements of dramatic literature
-Students will complete practice exercises on these elements from the COACH workbook

Work Session:
-As a class we will discuss and take notes on the presentation entitled, "An Introduction to Shakespeare"
-Students will use the provided cloze notes to give them focus throughout the lesson
-Students will use BYOD devices to find definitions for the vocabulary list at the conclusion of the lesson

Summarizer:
-Students will work on the vocabulary list for their homework over the weekend

Soliloquy, Monologue, and Literary Foil- 2/20

Warm Up:
-Students will take notes on the use of appositives and different sentence types
-Students will complete a practice exercise from EOCT-related sentences on the smartboard

Work Session:
-As a class we will discuss and take notes on Shakespearean soliloquies, monologues, and literary foils
-Examples from popular movies and television shows will be shown to illustrate this
-Students will complete a Four Panels assessment to show mastery of these skills
-Four Panels are due at the end of class

Summarizer:
-Students will turn in completed Four Panels for today's formative assessment

Comma Usage and Study Island- 2/19

Warm Up:
-Students will take notes and discuss comma usage in informational writing
-Students will transpose a paragraph from the front board, and place the correct commas for practice
-This paragraph will be turned in as a formative assessment

Work Session:
-Students will be in the department computer lab for the remainder of class
-Students will be working on the Study Island extra credit project
-Students will use the schedule they received before the Winter Break to gauge their progress

Summarizer:
-Students will write a reflection of where they are in the Study Island learning modules, as well as what they think they need to do to get the first part of the program complete by the first deadline

Unit 1 Test and Elizabethan Life- 2/10

Warm Up:
-Students will be given time to pair with their learning partner from Friday
-Student pairs will play two rounds of Vocabulary Battleship, using the literary terms from unit 1 for the focus

Wok Session:
-Students will take the comprehensive unit 1 test
-As this is a summative assessment, worth 150 Reading and Literature points, students will be given the majority of class to complete the test
-Students that finish early will read the article on Elizabethan Life and complete the accompanying graphic organizer

Summarizer:
-Students will complete the article annotations and graphic organizer for today's Exit Ticket.

Study Island- 2/7

Warm Up:
-Students will receive the extra credit schedule for Study Island today
-Students have the opportunity to complement their grade by the successful  completion of this task by the end of Spring

Work Session:
-Students will be working in the department computer lab today as they progress through the learning modules for Study Island
-The instructor will be having individual grade conferences and interactive notebook checks while students work
-This will take the entirety of class

Summarizer:
-Students should complete the Reading and Literature module by the end of class today

Unit 1 Performance Task- 2/6

Warm Up:
-Students will complete the practice reading comprehension questions from the final section of the pretest for the COACH workbooks

Work Session:
-Students will utilize most of class time completing the performance task for unit 1
-In this performance task students will create propaganda posters for "Red Card"
-Students are required to create an original symbol that illustrates the idea behind the program, as well as write copy for the ad
-Final drafts for this will be due at the end of class
-If time permits students will view an episode of "Twilight Zone" to identify literary devices covered in the unit

Summarizer:
-Students will turn in completed performance tasks
-Class time is maximized to complete this task

Propaganda and "Red Card" Performance Task- 2/5/14

Warm Up:
-Students will work on the last reading passage from the 2013 released EOCT
-As a class we will discuss the correct and incorrect answers
-Students will complete the test-taking strategies section in their interactive notebooks

Work Session:
-Students will be given the study guide for the Unit 1 Test and be shown the items they will need in their interactive notebook for the individual grade conference Friday
-As a class we will discuss and take notes on the uses and characteristics of propaganda in modern media
-As a supplement to the notes we will be reading and discussing the article titled, "5 Things You Never Knew About Santa Claus and Coca-Cola"
-Students will receive the directions for the Unit 1 performance task in which they will construct an original or re-purposed  propaganda poster for the Red Card program
-Students will have the entirety of class to complete most of this task

Summarizer:
-Students will turn in the performance task to act as today's Exit Ticket

Characterization and "Red Card"- 2/4

Warm Up:
-Students will annotate the remainder of "The Lottery" individually
-Criteria for successful annotations will be review beforehand

Work Session:
-Students will take notes on direct vs. indirect characterization
-The instructor will model how to find evidence for indirect characterization by discussing Tessie Hutchinson from "The Lottery"
-Students will practice this skill by identifying evidence for indirect characterization for Old Man Warner in "The Lottery"
-As a class we will read and discuss "Red Card" by S.L. Gibow
-As we read, students will fill out the rest of their characterization charts
-If time permits students will begin off-the-page annotations for "Red Card"
-Whatever is not completed will be tonight's homework

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Annotating "The Lottery"- 2/3

Warm Up:
-Students will decompress and write about their experiences in the ice storm
-As a class we will discuss answers
-The instructor will hand out the study guide for the Unit 1 comprehensive test

Work Session:
-Students will take the reading quiz for "The Lottery"
-An extra credit opportunity will be offered for an all/nothing score on the EOCT reading comprehension practice questions
-Students will annotate page one of "The Lottery," and ask at least two questions per page
-Students will rotate their story and their SUPERMAN learning partner will answer the questions and mark up the second page
-This process will be repeated at least once more
-Students will complete annotations on the short story for the remainder class
-If time permits we will view "An Occurrence at Owl Creek Bridge"

Summarizer:
-Students will be allowed to silently complete annotations for the remainder of class
-Students will be able to access their BYOD devices for this activity.

Beginning "The Lottery"- 1/27

Warm Up:
-Additional time will be given to complete the in-class assignment from yesterday
-Students will complete the first reading passage from the 2013 released EOCT
-As a class we will discuss correct and incorrect answers
-Students will begin the test-taking section of their interactive notebook by discussing the first of many test-taking skills

Work Session:
-Students will each receive a piece of paper from the fishbowl, one of which will be marked with a black spot
-Students will complete a journal entry in which they discuss what they would do if they won the lottery
-As a class we will briefly watch a clip from "The Lottery Curse"
-While students watch this they will fill out a cause and effect graphic organizer
-As a class we will begin reading and discussing "The Lottery" by Shirley Jackson

Summarizer:
-Students will write a paragraph that discusses the irony involved in the story, citing evidence from their graphic organizers to bolster their claim

Irony- 1/27

Warm Up:
-Students will write compare/contrast paragraphs using the notes in their interactive notebooks
-Students will be comparing and contrasting protagonists from "The Cask of Amontillado" and "An Occurrence at Owl Creek Bridge"
-Students are encouraged to circle transition words they used
-Students will share their responses

Work Session:
-Students will take notes in their interactive notebooks on the three different types of literary irony
-Clips from "Mr. Bean," "Shaun of the Dead," and "Kids in the Hall" will be used to illustrate these types
-Students will use tri-colored poker chips to match the appropriate type to fresh clips from "Mean Girls," "Airplane 2," and "Smallville" in order to practice identifying this skill
-As a class we will begin reading and discussing "Gift of the Magi" by O.Henry
-If time permits, students will complete the critical thinking questions from the text

Summarizer:
-Completed critical thinking questions will serve as today's Exit Ticket

Study Island- 1/24

NOTE: Due to the morning pep rally most classes today will be shortened.

-The entire class will be spent in the department computer lab as students login successfully to Study Island.
-In the Practice Mode, students will complete the EOCT pretest and try to complete the a-e modules under the Reading and Literature standard

Annotating Texts and Irony-1/23

Warm Up:
-Students will construct cause and effect paragraphs, retelling key plot points of "An Occurrence at Owl Creek Bridge" so far
-As a class we will use these paragraphs to review the story and have a discussion so far

Work Session:
-As a class we will discuss the annotation notes given during class yesterday
-Students will take brief notes on foreshadowing in their interactive notebooks
-Students will individually annotate the story, their focus should be on identifying instances of foreshadowing as they occur in the story
-As a class we will share out and discuss annotations
-Students will take their final daily notes on the different types of irony
-As a class we will view three separate clips from popular movies that illustrate the types of irony
-Students will be required to match the correct one, using poker chips distributed during class
-If time permits we will begin "The Gift of the Magi"

Summarizer:
-Students will turn in their poker chips and annotations
-They will complete a 3-2-1 Countdown based on today's lesson if time permits

Point of View, Annotating, and "An Occurrence at Owl Creek Bridge"-1/22

Warm Up:
-Students will take a brief reading quiz on "The Cask of Amontillado"
-This will serve as a formative assessment
-Students will work independently on the initial question for the anticipation guide to "An Occurrence at Owl Creek Bridge"

Work Session:
-Students will briefly take notes on POV and the correct way to annotate a piece of fiction
-As a class we will discuss the Civil War KWL chart to set the tone and mood for the story
-As a class we will read and disuss the entire story
-As students read along  they will answer the reading guide questions
-Students will spend a limited amount of time annotating their own copy of the story

Summarizer:
-Students will copy at least three important quotes from their discussion on sticky notes
-They will attach these quotes to the door frame on the way out of class for today's Exit Ticket

Poe and "The Cask of Amontillado"- 1/21

Warm Up:
-Students will use their graphic organizers to write a chronologically ordered paragraph on the life, death, or legacy of Edgar Allen Poe (10 minutes)

Work Session:
-As a class we will begin reading and discussing "Cask of Amontillado"
-Students will pair up with their BATMAN learning partner from their flexible grouping sheet
-Together, students will complete their reading of "Cask of Amontillado"
-In their partnerships students will use advanced graphic organizers to identify elements of suspense in the story
-On the back of these sheets they will additionally do #1-4 of the Critical Thinking questions on page 68 of the textbook

Summarizer:
-Students will turn in completed learning group work to serve as today's Exit Ticket

Masters of Suspense--1/17

Warm Up:

-We  will be discussing the life, death, and legacy of Edgar Allan Poe at the beginning of class today

-While the instructor presents the pictorial presentation, students are encouraged to take notes using their graphic organizers

Work Session:

-Students will use the other side of their graphic organizers as they move into the next activity

-As a class we will view the episode entitled "Revenge" from "Alfred Hitchcock Presents"

-If time permits we will begin reading and discussing "Cask of Amontillado"

Summarizer:

-Students will complete a 3-2-1 Countdown based on today's lesson

Common Assessment- 1/16

Warm Up:
-Students will take brief notes, and discus the elements of suspense as they appear in short form fiction

Work Session:
-Almost the entire class today will be spent on the first administration of the common assessment
-Students that finish early are encouraged to complete the common assessment performance task if they did not finish yesterday

Summarizer:
-Completed common assessments and performance tasks will serve as today's Exit Ticket

Literary Conflict, Health Surveys, and Common Assessment Performance Task- 1/15

Warm Up:
-Students will take notes on the different types of literary conflict
-Using the visual cue students will respond to Journal Prompt #2 and be prepared to share and discuss

Work Session:
-Students will use the department laptops and their BYOD devices to answer the GA Health Survey
-Students will use the remainder of class to answer the performance task attached to the first administration of the common assessment
-Students that finish early will begin constructing the foldable review booklet that will be used for the summative assessment for "The Most Dangerous Game"

Summarizer:
-Students will complete the 3-2-1 Countdown based on today's lesson

Sentence Fragments/Run-Ons and "The Most Dangerous Game" Reading/Vocab Test- 1/14

Warm Up:
-We will start today by discussing the impact the summer reading has on grades overall
-Students will take notes on sentence fragments and run-on sentences
-Students will complete the first half of the sentence fragments/run-ons worksheet
-As a class we will correct these and discuss
-For homework students will complete the second half of the worksheet

Work Session:
-Students will be taking the reading and vocabulary test for "The Most Dangerous Game"
-As this test is comprehensive, it should take a majority of the class period
-If time permits we will create the foldable review comic book for the short story
-Students will receive directions on what information should be displayed on each page
-This will serve as the performance task for this short story

Summarizer:
-Students will answer the Essential Question on a sticky note for today's Exit Ticket

Finishing "The Most Dangerous Game"- 1/13

Warm Up:
-Students will pair with their WONDER WOMAN learning partner
-Students will continue using BYOD devices to find definitions for the vocabulary words for the short story

Work Session:
-Students will use a majority of the class time to complete reading "The Most Dangerous Game"
-Students will identify the major plot structures for the story
-If time permits, students will be shown how to play Vocabulary Battleship
-Students will play a few rounds of Battleship until the end of class

Summarizer:
-Students will complete a Four Corners formative assessment

"The Most Dangerous Game"- 1/10

Warm Up:
-As a class we will discuss the plot structures in "The Big City"
-Students will practice identifying plot structures once more using the Disney-Pixar short film "For the Birds"

Work Session:
-Students will use the writing prompt to create responses to the anticipatory questions for the short story
-As a class we will discuss the responses to the prompt
-As a class we will begin reading "The Most Dangerous Game," pausing only for vocabulary alerts
-Students will work with their Captain America learning partner
-Each group will receive a green and red chip to display, depending upon need, as they finish reading the story and identifying the unfamiliar vocabulary, plot structures, and central conflict in the story

Summarizer:
-Students will complete a Four Corner response to the Essential Questions

Grammar Skills Pre-assessment, Flexible Grouping, and Starting Unit 1-1/9

Warm Up:

-Students will receive their graded responses to the letter of introduction and discuss further grading procedures

-Students will construct the Table of Contents in the inner two pages of their interactive notebook

-Students will be instructed to mark the front of their notebook with the MLA heading we will be using for all written work throughout the semester

-Students will complete the short grammar pre-assessment test

Work Session:
-Students will use the Superhero Flexible Grouping sheet to determine learning partners

-Students will take notes in their interactive notebooks on the plot structures found in short form fiction

-These include exposition, rising action, types of conflict, climax, and denoument

-Students will view the short cartoon, “The Big City” and use the associated worksheet to identify the plot structures for further discussion

-Students will affix the plot structure template to their interactive notebooks for “The Most Dangerous Game”

-As a class we will begin reading and discussing “The Most Dangerous Game” from the textbook

-Students must identify plot structure and take notes in the template all throughout, time will be reserved to do this near the end of the work session

Summarizer:

-Students will complete a 3-2-1 Countdown today that relates to the comprehension of what we have read of the short story so far

Letter of Introduction- 1/8

Warm Up:

-Students will receive the letter of introduction to read and respond to as the instructor takes attendance and reviews student transcripts

Work Session:

-Students will receive the class syllabus and review classroom rules and procedures

-Students will additionally receive cloze notes to fill in as we proceed through classroom rules and procedures

-Student will receive information about the interactive notebook and view a model of one

-Students will turn in the summer reading assignment while the instructor discusses grading policy

-Students will be given time to complete their responses to the letter of introduction

Summarizer:                                                                             

-Students will turn in completed responses to the letter of introduction