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| PERIOD 4 |
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| PERIOD 2 |
WEEK 18: The Moor in Othello/ Elements of Drama
RESOURCES: Othello Study Guide
MONDAY
- Journals #1
- Intro to Othello
- Act 1-2
- Journal #2
- Act 3-4
- Journal #3
- Finish Act 4-5 of Othello and complete discussion questions.
- Introduce Romeo and Juliet
- Translate Prologue
- Read Act 1 and compare to Act 1 of Othello
- Watch R+J and complete study guide
WEEK 17: EOC TEST/ELEMENTS OF DRAMA
MONDAY-WEDNESDAY
THURSDAY-FRIDAY
- END OF COURSE TESTING (Soc. Studies Lab)
THURSDAY-FRIDAY
- Read John Hudson's Shakespeare's Dark Lady
WEEK 16: Research Paper/Mock EOC
RESOURCES: Clever Login (First.LastName@students.cobbk12.org)| EAGLE WRITING CENTER| Source Sheets for Research
MONDAY
- Warm-up: Go to www.usatestprep.org and work on one dot to turn green.
- Go to Google Docs and create a new document for your research paper. Type up your final draft and complete these steps:
- Label Doc "Your First Name_TKAM_Your Class Period
- Font: Size=12 Font Style=Times New Roman
- MLA format. See image below or click on this helpful link >>>HERE<<<
-
\ - Peer-edit by sharing paper with someone to read for mistakes. Use blue share button on top right of doc.
- Include a separate page for your works cited with your minimum of two sources (novel, and websites). Plug in info about website to make a works cited page by going >>>HERE<<
- Submit essay to email: EdomLeu@gmail.com MAKE SURE YOUR PAPER HAS YOUR NAME, TEACHER'S NAME, BLOCK#, DATE
- HW: Continue working on usatestprep dots each night (Due Dec. 2nd) and practice timed writing out of blue packet you go Friday.
WEEK 15: Research Paper/Mock EOC
RESOURCES: Clever Login (First.LastName@students.cobbk12.org)| EAGLE WRITING CENTER| Source Sheets for Research
TUESDAY
WEDNESDAY
MONDAY
- Mock End of Course Test on USATESTPREP
- ACTIVATION ID: SOUTHCOBB
- USERNAME: LUNCH #
- PASSWORD: LUNCH #
TUESDAY
- Debate: Who are the real mockingbirds in novel?
- Brainstorm: Review thesis statements for original research topics.
- Draft: Begin Introduction paragraph using H.I.T strategy.
- Mock EOC: Finish test on usatestprep.
WEDNESDAY
- Warm-up: Rearrange the introduction paragraph
- RI#2
- Source #2: Gather evidence from your online source and fill out the source sheet.
- USATESTPREP: Practice by clicking on each of the 31 dots that are not showing green (Due Dec 2)
WEEK 14: Argue/Debate/TKAM/Unit Test
RESOURCES: Clever Login (First.LastName@students.cobbk12.org)|
TUESDAY
NO SCHOOL!!!
WEDNESDAY
THURSDAY
FRIDAY
MONDAY
- Warm-up: Context Clues (USATP)
- CommonLit: Read the "Close the Door Speech" and complete:
- Annotate/Highlight main idea in each paragraph
- Answer Multiple Choice ?'s
- Write your answer in text box.
TUESDAY
NO SCHOOL!!!
WEDNESDAY
- Warmup: Revising and Editing
- Review CommonLit "Closed Doors"
- Identify KELP in closing argument of TKAM
- Watch/Complete organizer for trial.
THURSDAY
- Warmup: Revising and Editing
- Watch trial of Tom Robinson and complete organizer
- Review for Unit Test tomorrow
FRIDAY
- Unit #2 Exam on TKAM
- Brainstorm
- Essay Question: Choose one character that can be identified as a mockingbird. In one page, explain how this character loses their innocence as a result of exposure to the events and people around them.
- Mockingbirds: Jem, Tom Robinson, Dill, Boo Radley, Mr. Raymond can be identified as mockingbirds—innocents who have been injured or destroyed through contact with evil.
WEEK 13: "To Kill a Mockingbird"
RESOURCES: Clever Login (First.LastName@students.cobbk12.org)|
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
MONDAY
- CommonLit: Read the poem Learning to Read by Frances Ellen Watkins Harper and complete the questions and 2-point writing.
- Review Literature Circle Rubric for chapters 9-12 of TKAM
- Work in your groups of 3 to complete your roles for your assigned chapter in novel. Mini-project due Thursday 31st.
TUESDAY
- Lab Day: Work on literature circles in groups.
- No class. Meet in FTA lab for Individual Graduation Plan with freshmen guidance councilor.
THURSDAY
- Lab Day: Work on literature circles in groups.
- Gallery Walk: Using Cornell Notes, gather info from multiple chapters.
- Warm-up: Context Clues (USA)
- SpringBoard (p.263):
- Notes on Persuasive Appeals (KELP)
- Annotate chapter 20 for persuasive appeals (KELP)
- Watch ch. 17-20 and complete organizer for Tom's Trial
HW: Finish Springboard annotation on page 264-265, and complete questions 1-7 and SMELL on page 267.
WEEK 12: To Kill a Mockingbird
MONDAY
- Warm-up: USATESTPREP (Word Meanings)
- Go to CommonLit and read “Herd Behavior” and highlight text, answer multiple choice and write a paragraph for question #5.
TUESDAY
- Writer's Workshop: Revise 2-point writing in Common Lit for article "Herd Behavior"
- Touchstone Mini #2
- Warm-up: Reading Comprehension (USA)
- Notes: Motif and Subplot
- Read excerpt of chapter 4 and complete vocab list
- Watch TKAM/Viewing Guide
- Discussion Question: What does Mr. Radley closing the knot hole in the tree symbolize in the chapter?
THURSDAY
- Journaling: Explain the central conflict in chapter 5 of TKAM using 2 quotes from text.
- Notes: Levels of Questioning
- Graphic Organizer: Generate questions for each level for chapter 6 while watching film. Discussion will be from questions.
FRIDAY
- TKAM Test on chapters 1-6 and vocab.
- Go to CTLS Assessment and take 6 question Touchstone
- Complete survey >>>here<<<
WEEK 11: “To Kill a Mockingbird”
MONDAY
- Complete vocab list words from last week.
- Go to CommonLit and read “From Slavery to Sharecropping” and highlight text, answer multiple choice and written questions.
TUESDAY
- Warm-up: Vocabulary/Context Clues
- Writer's Workshop: Score/Revise 2-Point Writing "From Slavery to Sharecropping"
WEDNESDAY
NO CLASSES DUE TO PSAT
THURSDAY
- Warm-up: Vocab/Context Clues
- Read/Annotate Chapter 1 of TKAM
- Character Sketch for character in chapter 1 using parenthetical citations.
FRIDAY
- Warm-up: Vocab/Context Clues
- Present Character Sketch from Chapter 1-2 of "TKAM"
- Quiz on Chapter 1-2/Vocab
- Watch Ch. 2-5 of "TKAM"
WEEK 10: "To Kill a Mockingbird"
MONDAY
- Warmup on supporting details (USATESTPREP)
- Complete vocab list words
- Go to CommonLit and read the article Southern Horrors: Lynch Laws in all its Phases.
- Highlight most important info in each paragraph
- Answer Guided Questions
- Answer Assessment Questions and paragraph (RACER).
TUESDAY
- Warm-up: Central Idea (USATESTPREP)
- Use IPAD to finish CommonLit: Horrors of Lynching
- Notebook Check Preparation
WEDNESDAY
- Warm-up: Central Idea (USATESTPREP)
- Review Assessment Questions and 2-Point Writing from CommonLit
- Revise paragraph using RACER writing strategy
- Compare and Contrast To Kill a Mockingbird opening scene in film to chapter 1. Focus your reading/annotations on identifying evidence that reveals setting, narrator's personality, POV.
THURSDAY
HALF DAY
FRIDAY
- Warm-up: Central Ideas (USATESTPREP)
- Review setting, character, POV organizer in SprinBoard before reading chapter 1 of TKAM and annotating text for our reading purpose
- Watch opening scene in TKAM film and compare to novel.
- Fighting Fridays: Begin debates
WEEK 9: "To Kill a Mockingird"
RESOURCES: SpringBoard Textbook
MONDAY
Use these links for lab day: Zinc, Commonlit.org- Finish Zinc Assessment. Click on SpringBoard Textbook link and select Zinc at bottom of page. Next, scroll to top right of page and click on bell icon. Select "Diagnostic Assessment" and "Begin Assessment" to continue.
- Read about The Great Depression. Click on Commonlit.org and login using clever. Read the article and complete the following:
- Highlight Text
- Answer Multiple Choice Questions
- Type your paragraph for question #5: How does the description of the government’s intervention in the Great Depression contribute to the development of ideas in the text?
TUESDAY
- Warm-up: Supporting Details
- Review missed assessment questions on CommonLit "Scottsboro Boys"
- Review/Edit/Rewrite 2-point writing from Common Lit "Scottsboro Boys"
- Unpack Unit 2 standards
- Finish watching 13th. Complete discussion questions and 2-point writing.
WEDNESDAY
- Warm-up: Central Idea (USATESTPREP)
- Review missed assessment questions on CommonLit "Great Depression."
- Review/Edit/Rewrite 2-point writing from Common Lit "Great Depression." Writing Prompt: How does the description of the government’s intervention in the Great Depression contribute to the development of ideas in the text?
- Finish watching 13th. Complete discussion questions.
THURSDAY
- Warm-up: Central Ideas (USATESTPREP)
- Review viewing guide for 13th.
- Watch 13th and gather evidence of that supports Ava's claim: The 13th Amendment did not truly abolish slavery because of the loop hole in the law.
WEEK 8: DIAGNOSTIC/INTRO UNIT 2
RESOURCES: SpringBoard Textbook
MONDAY
- Take Touchstone for Quarter #1
- Finish Zinc Assessment
- Go to SpringBoard Textbook then click on Zinc icon.
- Once in Zinc, go to top right corner and click on bell.
- Take diagnostic assessment you started.
TUESDAY
- Present New Chapter Stories for grade.
WEDNESDAY
- Unpack Unit 2 Standards
- Unit 2 Vocabulary List #3
- Read "Reconstruction"
- Annotate Text (highlight, use tools on website to help you read.
- Answer Guided, Assessment and Discussion Questions
- Complete backside of vocab list using words from "Margarat Garner" article.
THURSDAY
- Warm-up on Context Clues
- Common Lit: Go to CommonLit and login using Clever.
- Read The Scottsboro Boys and annotate/highlight text for main ideas and evidence.
- Answer Guided Questions
- Answer Assessment Questions
- Watch "13th" and answer following prompt.
- Writing Prompt: What stereotypes and propaganda were used to criminalize freedmen after a failed Reconstruction in the South were Black Codes and Jim Crow was the law of the land. What effect did this have for freedmen living in South?
FRIDAY
- Finish watching "13th"
- 2-Point Writing: What evidence does the author provide for their claim in the documentary?
Homework: Go to CommonLit and use Clever to login then use directory to type in you username and password used to login to school computers (UN:lunch#, PW: lunch#). Or, download article >>>here<<< and copy answers and paragraph on own paper. Read "An Overview of the Great Depression" and complete guided, and assessment questions and complete the written paragraph. Assignment due no later than Sunday 29th.
WEEK 7: NEW CHAPTER PROJECT
MONDAY
- Finish Unit 1 Exam and receive score.
- Brainstorm a new character to add to Bronx Masquerade. Complete the guided questions and prepare to discuss in closing.
- Drafting: Write the exposition for your chapter. Click on link to see what an exposition includes.
HW: In 4-Point Writing section of class notebook, write a rough draft for your new character that is no less than two notebook pages long. (Reminder: The chapter should look like the novel and include narration, dialogue w/ one of Mr. Ward's students, a poem, and Tyrone's thoughts about your new character and their poem).
WEDNESDAY-THURSDAY
- Warm-up: Write down and correctly punctuate the dialogue (Wed #1-6; Thurs #7-13).
- Writer's Workshop:
- Drafting: Focus on the rules for dialogue as you finish your rough draft.
- Peer-edit: Use rubric to read and edit a classmates story for mistakes.
- Publishing: Apply changes to your story in your final draft and type it in Google Docs. See rules on rubric.
- TPCAST: Complete poem analysis organizer for your Open Mic #5 (New Chapter Poem)
- Publishing: Use laptops to share final draft and get feedback from a classmate before printing and attaching the following:
- New Kid on the Block Brainstorm
- Rough draft w/ peer-edit marks in red ink
- TPCAST organizer for poem
- Open Mic Friday: Share you poetry.
WEEK 6: NOVEL STUDIES
MONDAY
TUESDAY
- Double-entry Journal: Find a quote that reveals who Sterling, Amy or Sheila are.
- Open Mic #3: Share personification poems for extra credit towards novel quiz.
- Freedom Writers: Complete a RACER paragraph comparing one character from film to any character we have read in novel.
HW: Finish reading the novel and complete character chart.
- Double-entry Journal: Find 4 quotes about your assigned character (quote from character, from another classmate, from poem, and the 4th quote is up to you). Explain next to quote what is revealed.
- 2-Point Writing: Finish gathering evidence for your paragraph comparing a character from Freedom Writers to Bronx Masquerade
THURSDAY
- Open Mic #4: Write a poem inspired by Amy's Ode to Stone or Steve's Doubtless poem about chasing his dreams no matter what.
- Gallery Walk: Walk around and add to your character charts for the novel or take pics to use for your Unit Test review.
- 2-Point Writing: Finish gathering evidence for your paragraph comparing a character from Freedom Writers to Bronx Masquerade
Bronx Masq Audio|
Bronx Masq Pgs. 1-80
Poetry in Bronx Masquerade
FRIDAY
- Unit 1 Exam
- Open Mic #4: Share poems in class for extra credit towards unit test (5 pts)
- Brainstorm: Think of a new character to add to Mr. Ward's classroom. Complete the brainstorm packet.
WEEK 5: NOVEL STUDIES
MONDAY
- BRONX MASQUERADE QUIZ #1
- ZINC READING DIAGNOSTIC
- CLICK ON ZINK LINC
- GO TO TOP OF PAGE ON RIGHT SIDE AND CLICK ON BELL
- SELECT DIAGNOSTIC ASSESSMENT AND BEGIN
- RECORD YOUR SCORE 1-7
- READ NEXT CHAPTER AND UPDATE CHARACTER CHART
TUESDAY
- Double-entry Journal: Find a quote about Janelle Battle that reveals who she is or what she is going through and explain.
- TPCAST: Analyze Janelle's poem "Inside" for tone, shift and theme.
- Watch "Skinny" by Aisha Oxley and compare the poem to "Inside." Write your answer in your 2-Point Writing section of your notebook.
HALF DAY!
THURSDAY
- Read/update chart for new characters: Gloria, Janelle, Judianne, Tanisha, Sterling, and Amy (pgs. 40-107).
- TPCAST: Analyze Judianne's poem "Cocoon."
- Watch "Freedom Writers" and complete a 2-Point Writing comparing a character from novel to film.
FRIDAY
- Bronx Masquerade Quiz #2 (pgs. 40-107; Gloria-Amy).
- Open Mic #3: Personification Poems.
WEEK 4: NOVEL STUDY
RESOURCES: Bronx Masq Audio| Vocab List #2| Bronx Masq Pgs. 1-80 |Eagle Writing Center
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
MONDAY
- Journaling: What are some problems teens face that make them feel they don't have a future?
- Lab Agenda:
- Character Chart: Read first 3 chapters (Wes, Tyrone, Chankara) on pages 1-17 and complete character chart.
- Vocab List #2: Complete vocab list #2 as you read novel documenting the vocab in the sentences in book and completing the ALL sections of the organizer.
- Discussion: What are each of the new character's conflicts? How do you think they will deal with them going forward?
TUESDAY
- Journaling: What is your dream? Explain what you see in your future?
- Read Diondra and Devon Hope on pages 25-34.
- Character Chart: Transfer information from old chart to chart handed out today. Lab grade will be on characters Wes-Devon (6 characters)
- Open Mic: In 4-point Writing section of notebook, sketch the first letter of your name like in Raul's poem Zorro. Next, freewrite about who you are and who you are not. You will take lines from freewrite to complete your letter poem.
WEDNESDAY
- Journaling: Complete a double-entry journal for any of the 6 characters in the novel. Choose one or more quotes that represent that character's personality, motivations or central conflict. Explain what is revealed by the quote.
- Character Review: Complete a STEAL organizer for one of the 6 characters, and complete a TPCASTT organizer for their poem in that chapter. We will use these as a review for quiz.
- Silent Reading: Read the Gloria Martinez chapter and her poem Message to a Friend. Add relevant info to your character chart.
THURSDAY
- Journaling: Free write in your journal about your self using the sentence starters. Highlight any lines or words you want to be in your letter poem.
- Test Review: Present your analysis of your assigned character and poem from the novel. Complete STEAL and TPCASTT organizer.
FRIDAY
- Unspoken Word Film: Analyze one poem from the film using TPCASTT.
- Open Mic #2: Share letter poem in class.
WEEK 3: Novel Studies/Poetry
RESOURCES: Dialogue Tags| Adding Imagery| Peer-edit Form| Short Story Exemplar
MONDAY
TUESDAY
WEDNESDAY
MONDAY
- Dialogue: Open notebook to pg 101 and complete the organizer for the dialogue in your story. Highlight all dialogue in green.
- Imagery: Add two types of imagery to your story using the link. Highlight all imagery in pink or red.
TUESDAY
- Peer-edit: Compete checklist for student next to you after proofreading your own story.
- Author's Chair: Read aloud 2nd draft of story to class for feedback using rubric.
- Final Draft: Apply changes from peer-edit to your story by rewriting a final version using blue/black pen.
WEDNESDAY
- Journals: Use rules for dialogue and create a conversation around the scenario in class.
- Presentations: 4-Point Narratives
THURSDAY
FRIDAY
- Journals: I have never been more frightened than when...
- Presentations: 4-Point Narratives
FRIDAY
- Journals: Write a poem expressing your feelings about America.
- Notes: Harlem Renaissance
- Poem Analysis: Let America Be America Again by Langston Hughes
WEEK 2: Narrative/Poetry (Unit 1)
RESOURCES: SYLLABUS
MONDAY
FRIDAY
MONDAY
- Present Body Bio presentations
- Review class routines/rituals
- Review class website
- Review course syllabus and complete a cheat sheet for tomorrows quiz.
- Syllabus Quiz (bring sticky for bonus pts)
- Unpack Unit 1 narrative standards
- Notes: Elements of a story
- Read The Necklace
- Vocab List #1
- Annotate short story using STEAL method to determine Madam Louisel's character.
- Complete a RACER paragraph: What is the theme of The Necklace using Common Themes and Theme handout and how does new ending affect it/
- Mini-lesson: narrative writing structure (BME)
- 4-point Writing: Write an alternate ending to "Necklace" using Alternate Ending Project
- Present/Score alternate ending stories using BME strategy.
- Write a RACER paragraph comparing and contrasting the affect original and alternate ending had on theme of "Necklace"
- STUDY GUIDE: Necklace text, Necklace Discussion Questions, Vocab List #1
FRIDAY
- Quiz: "Necklace" and Vocab List
- Drafting: Write a two page alternate end or sequel to the Necklace in your notebook on pgs. 101-102.
WEEK 18: Hero's Journey
RESOURCES: Syllabus| R+J Warm-ups| Romeo&JulietTEXT| R+J_SceneSummary
FRIDAY
FRIDAY
- Open PowerPoint
- Create 10 slides for each stage in hero's journey
- Add pics, images, symbols and a written description for each stage in your life (use notes for hero's journey wheel)
- Add a cover page.
WEEK 17: Romeo and Juliet
RESOURCES: Syllabus| R+J Warm-ups| Romeo&JulietTEXT| R+J_SceneSummary
MONDAY
1. Warm-up: Describe last moviegoing experience.
2. Finish version 1 of R+J and complete viewing guide.
3. Debate: Whose to blame? Use evidence from play to justify your claim.
VOCAB: Tragedy, Dramatic Irony, Verbal Irony, Situational Irony, Allusion, Tragic Flaw
Personification, Oxymoron, Pun, Soliloquy, Aside, Prologue, Foreshadow
HW: Study vocab for quiz on Friday.
TUESDAY
1. Warm-up: Why do parents and children sometimes not see eye-to-eye? Use evidence from play to support your answer.
HW: Write a paragraph comparing one scene from both versions of movie. Explain which version did it best. Study vocab for quiz on Friday.
WEDNESDAY
1. Finish version #2 of Romeo and Juliet
2. Pick an act and scene in version two to compare and contrast with version 1.
HW: Vocab List and CW (comparison paragraph) due Thursday.
THURSDAY
1. Finish version 2 of Romeo and Juliet
2. Jeopardy Labs: Vocab Quiz
3. Skit: Reinterpret a scene in play and write lines and rehearse (Presentation: Monday)
HW: Study vocab for quiz on Friday.
FRIDAY
1. Drama Terms Quiz
2. Write/Rehearse scene adaptation
HW: Final Draft of skit due Monday 13th.
MONDAY
1. Warm-up: Describe last moviegoing experience.
2. Finish version 1 of R+J and complete viewing guide.
3. Debate: Whose to blame? Use evidence from play to justify your claim.
VOCAB: Tragedy, Dramatic Irony, Verbal Irony, Situational Irony, Allusion, Tragic Flaw
Personification, Oxymoron, Pun, Soliloquy, Aside, Prologue, Foreshadow
HW: Study vocab for quiz on Friday.
TUESDAY
1. Warm-up: Why do parents and children sometimes not see eye-to-eye? Use evidence from play to support your answer.
HW: Write a paragraph comparing one scene from both versions of movie. Explain which version did it best. Study vocab for quiz on Friday.
WEDNESDAY
1. Finish version #2 of Romeo and Juliet
2. Pick an act and scene in version two to compare and contrast with version 1.
HW: Vocab List and CW (comparison paragraph) due Thursday.
THURSDAY
1. Finish version 2 of Romeo and Juliet
2. Jeopardy Labs: Vocab Quiz
3. Skit: Reinterpret a scene in play and write lines and rehearse (Presentation: Monday)
HW: Study vocab for quiz on Friday.
1. Drama Terms Quiz
2. Write/Rehearse scene adaptation
HW: Final Draft of skit due Monday 13th.
WEEK 16: Elements of a Drama with Romeo + Juliet
RESOURCES: Syllabus
MONDAY-WEDNESDAY
EOC TESTING
THURSDAY
1. Paraphrase the prologue to Romeo and Juliet
2. Decode vocab in prologue
3. RACER: Which version of prologue was most effective in presenting the summary of the play?
4. Watch version #1 of R+J (2014) and complete viewing guide.
HW: Write a love sonnet (14 lines, ABABCDCD scheme). Extra credit: each line must be in iambic pentameter (10 syllables/line). Use this >>link<< for help with Sonnet
FRIDAY
1. Analyze Sonnet 18 by Shakespeare using TPCASTT
2. Open Mic: Student Sonnets's from HW
3. Watch 1st version of R+J and complete viewing guide
HW: Vocab List
MONDAY-WEDNESDAY
EOC TESTING
THURSDAY
1. Paraphrase the prologue to Romeo and Juliet
2. Decode vocab in prologue
3. RACER: Which version of prologue was most effective in presenting the summary of the play?
4. Watch version #1 of R+J (2014) and complete viewing guide.
HW: Write a love sonnet (14 lines, ABABCDCD scheme). Extra credit: each line must be in iambic pentameter (10 syllables/line). Use this >>link<< for help with Sonnet
FRIDAY
1. Analyze Sonnet 18 by Shakespeare using TPCASTT
2. Open Mic: Student Sonnets's from HW
3. Watch 1st version of R+J and complete viewing guide
HW: Vocab List
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