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