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.