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

NEW SEMESTER!!!

Please refer to this blog from this point forward to receive daily updates for assignments and the agenda.  Posts are made daily by 7:30 am.