WEEK 1: August 17th

Welcome to 9 Literature & Composition. My name is Edom Leuleseged and this will be your first stop each day to receive the daily agenda and Zoom and Clever Link to complete all course work.

MONDAY
3. Flip-Grid Introductions and Body Biographies. Join Code: 65aa15ce
HW: Fill-out Contact Sheet and work on Flip Grid Intro

 TUESDAY
2. Brainstorm: What makes up our personal identity? Jot down 3 important elements.
3. Nearpod (code SYPKZ): spoken word on identity.
4. FlipGrid: 3 min video introduction of your self due Thursday 20th.  See student example >HERE<
HW: Fill-out Contact Sheet and work on Flip Grid (8/20)

 THURSDAY
2. Warmup: Go to join.nearpod.com and enter code VITAQ
3. Review rubric for body bio introductions.
4. Present introductions in class for grade (see FlipGrid:)
5. Write down 3 things about a classmate you learned using join.nearpod.com and enter code 
HW: Leave a comment on one student video.

FRIDAY
1. Warmup: Go to join.nearpod.com and enter code IGXJR. 
2. Diagnostic Test: Go to Clever and select the Quill app (see image below). 
    -Step #1: Select Microsoft for login and choose Active Directory
    -Step #2: Enter username (first.last@students.cobbk12.org)
    -Step #3: Click on your class section (9 Literature & Comp)
    -Step #4: Click start to begin test.
HW: Finish test. 
Quill.org icon
QUILL 











HELPFUL RESOURCES
  • The Virtual Bell Schedule (Monday, Tuesday, Thursday, & Friday)
    • 8:00am - 9:10am [1st Block]
      9:10am - 9:20am [Break]
      9:20am - 10:30am [2nd Block] 
      10:30am - 10:40am [Break]
      10:40am  - 11:50am [3rd Block] 
      11:50am - 12:20pm [Lunch Break]
      12:20pm - 1:30pm   [4th Block] 
      1:30pm - 3:30pm [Independent Work, Dual Enrollment, Work-Based Learning]
  • Wednesdays will be used for completing homework, remediation, enrichment, specialized instruction, and extra help for students.  Teachers/departments will communicate specific times they'll be available for assistance and tutorial sessions on Wednesdays.  The Friday bell schedule may tentatively be adjusted by ten minutes to incorporate the school-wide Literacy Block.
  • If you are still in need of a student device for learning, please email Mrs. Maria Larrucea (maria.larrucea@cobbk12.org) with your request, with your picture ID attached.
  • If your student has issues logging into the platform once the instructions are provided by the district, please email our Media Specialist department chair Mr. Brian Ragsdale (brian.ragsdale@cobbk12.org).
  • Suggestions for student success during virtual learning: log on at least five minutes prior to the start of each class, be in a quiet location, check technology before logging in, wear school appropriate attire, stay muted when others are speaking, actively participate, raise your hand to speak and utilize the chat box for questions/comments, and speak clearly when called upon.
Please continue to refer to the CCSD school re-opening plan by CLICKING HERE for regular updates to the re-opening of all CCSD schools.  Also, stay informed by checking our South Cobb H.S. website on a regular basis.  We look forward to another great year at THE Best, THE One, THE Only, THE South Cobb High School... #SoarWithPride!

Your Principal Perry
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ONLINE LEARNING (3/13-4/24)

Happy Summer Break Class of 2023!!!

RESOURCES: SYLLABUS| CLEVER LOGIN| "American Street" Audio| “American Street” Full Book

DIRECTIONS: Complete the online assignments for each set of weeks.  Keep all of your work. Also, each Friday we will have a virtual class on Zoom at 11:30 (See info below on Zoom). 
  1. QUIZ: After finishing the assigned chapters to read in novel American Street, read the questions in each quiz and record your answers on a separate sheet of paper.  For questions 1-14 you will need to write down the letter that matches your answer next to the question number on your answer sheet.  Keep all work until school reopens. 
  2. MOCK END OF COURSE TEST: Log into USATestPrep.com  to complete the 63 question exam to get you ready for the EOC in April.  
    • USATestPrep.com  (remember: ID=southcobb; UN=lunch#; PW=lunch#
    • Practice: After completing Mock EOC, click top tab labeled "EOC" and select "9th Lit and Comp". Each day select a dot that is colored yellow or pink and work on the skills you missed on Mock EOC by playing games, watching vids, and answering practice questions related to each dot (skill).  All 23 dots should be turned GREEN by April 24th for a grade.
  3. COMMONLIT: Log into CommonLit using Clever and submit your work for each of the following assignments. The links below will take you to each CommonLit if you are having issues with Clever Login.
  4. AMERICAN STREET: Read 25 pages each night using the free audio book or using the online novel “American Street” Full Book.  Annotate each chapter with quotes about Fabiola and how she is changing in the novel.  You need 2 annotations minimum per chapter.  Place annotations (page #'s and paragraphs for each quote) in notes section of your notebook.
  5. DYSTOPIAN STORIES
    WEEK 3 (3/30-4/3):
      • What is a dystopian novel or film?  Use Dystopian Vocab List to familiarize yourself with this genre of literature.  Hint: Insurgent, Divergent, The Giver, Hunger Games are all examples of dystopian societies
      • Watch La Jette Vimeo as an early example of dystopian novels
        • 2-pointer: Summarize the theme of the short film La Jette in one paragraph in 2-point section of your notebook.
      • Editorial on Coronavirus: Do you agree with author? Use evidence from text to support your opinion/claim in the form of one paragraph with at least two supporting details directly from the text.
          WEEK 4: Spring Break (4/6-4/12)

          WEEK 5 (4/13-4/17):
      • Watch 12 Monkeys inspired by La Jette or any of the following list of dystopian movies you can access online.
        • 2-Pointer: Compare/Contrast La Jette and 12 Monkeys or whatever dystopian film you choose. What common theme(s) do they share?
      • Write a warning letter for future generations of what’s to come inspired by the Coronavirus or a made up pandemic or major threat to the human species. Assume the letter will be teleported back to the past using newly discovered technology to save the human race. What is this threat or warning about? Use descriptive language and vivid imagery in describing the future events you are living through.
         WEEK 6 (4/20-4/24):
      • Watch Idiocracy
        • 2-pointer: What is the theme or lesson in this dystopian film? Write one paragraph supporting your answer using examples from the film.
      • Research Paper: Explain the theme of one of the three dystopian films you watched (ie: “La Jette” , “12 Monkeys” and “Idiocracy” or any dystopian movie you found online. Compare the fictional problems in the film(s) to something similar happening on our society today (ie: Consumerism, Anti-science, Fake News, Trump, Coronavirus, global warming, Govt spying on citizens, etc). The paper must be a minimum of 4 paragraphs long with direct quotes from the film and articles and facts you found online about our society today.

Important Info: 
  1. Weekly Zoom: Join me and your classmates each Friday at 11:30 on Zoom to video and text chat about life, classwork, etc.  You can download Zoom app on your phone or go to https://zoom.us/home and use the info below to access our weekly meetings.
  2. Free Internet: Comcast is offering 'Internet Essentials' package free for 60 days
  3. Online Registration 



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WEEK 9: "American Street"

March 9-13
RESOURCES: SYLLABUS| CLEVER LOGIN| "American Street" Audio

MONDAY
  1.  CommonLit: Read "Shut the Door Speech" and complete the following...
    1. Annotate/Highlight: As you read, take notes on the speaker’s argument (reasons why) for stopping immigrants from coming into America.
    2. Answer multiple choice (guided/assessment questions)
    3. Answer the writing prompt in your 2-point writing section of your notebook.  Label it "Shut the Door Speech"-Lab #5. 
      1. Writing Prompt: What are the effects of prejudice? Use evidence from this text, your own experience, and other art, literature, or history in your answer
  2. American Street: Read pages 1-160 by Friday.
HW: Finish your 2-point writing from lab today and have your Lit Circle questions completed and ready to present in class with partner on Tuesday 10th.

 TUESDAY
  1. Warm-up: Context Clues
  2. Writer's Workshop:
    • Review data from CommonLit "Shut the Door" speech.
    • Discuss effects of prejudice paragraph
  3. Diary Entry: Find a quote in chapters 5-10 that you will use to start a dairy entry in the point of view of one of the 5 characters in these chapters 
  4. Read chapters 5-7. 
HW: Read chapters 5-10 (pgs. 1-104) by Friday for quiz.

 WEDNESDAY
  1. Notes: Different Lwas of Haiti
  2. National Geographic on Vodou 
  3. Lwas of Haiti Activity: Choose one Lwas from notes to complete an illustration and summary of that lwas.
  4. Read chapters 1-10 for quiz this Friday.
HW: Read chapters 1-10 (pgs. 1-104) by Friday for quiz.

 THURSDAY
  1. Warm-up: Main Idea
  2. Read/Annotate chapters 7-10
  3. Facebook: Choose a character from the novel & fill out the information (even draw a picture & have others write on his/her “wall”).
  4. Review for chapters 1-10 quiz on Friday 13th
HW: Read chapters 1-10 (pgs. 1-104) by Friday for quiz.  Also review the vocab (1st 10 words) and notes on parts of speech.

FRIDAY

  1. Read chapters 1-10 and prepare for online test on Monday 16th.
  2. Get username/password info for  Clever.com and USATESTPREP.com.  You will be using these two sites to complete your work from home during the quarantine.   Make sure to visit this class blog daily for your assignments and quizzes.

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WEEK 8: "American Street"

March 3-7
RESOURCES: SYLLABUS| CLEVER LOGIN|ALTERNATE ENDING STORY BY CHRISTINA GUNN| BRONX MASQUERADE (p.1-80)| BRONX MASQUERADE AUDIO| EAGLE WRITING CENTER (extra credit)

MONDAY
  1. Warm-up: Parts of Speech (Nouns)
  2. CommonLit: Read "Immigrants in our own Land" and complete the following...
    1. Annotate/Highlight: As you read, take notes on the speaker’s attitude toward dreams.
    2. Answer multiple choice (guided/assessment questions)
    3. Answer the writing prompt in your 2-point writing then copy into CommonLit and submit assignment for lab grade.
      1. Writing Prompt: How does the speaker’s point of view evolve between stanza 2 and stanza 5?
  3. HW Check: Complete vocabulary for American Street by writing the definition and using word in a sentence. Each word is worth 4 pts.
TUESDAY
  1. Warm-up: Parts of Speech (Pronouns)
  2. Writer's Workshop: Revise 2-Point Writing and review data from CommonLit- "Immigrants in our own Land."
HW: Rewrite your paragraph in your 2-point writing section about the poem Immigrants in our own Land using evidence from the text to support your answer.

 WEDNESDAY
  1. Warm-up: Parts of Speech (Adjectives)
  2. Notes: The Art of Annotations
  3. Read American Street (pgs. 1-40) and complete annotations to help you answer the 2-point writing question.
    • Writing Prompt: How does the author's use of imagery and descriptions of the setting in chapters 1 and 2 contribute to the tone of the exposition?
HW: Finish your paragraph about the setting and tone. Make sure to use your evidence from your annotations to support your answer.

THURSDAY
  1. Warm-up: Parts of Speech (Adjectives)
  2. Review: Read/Score 2-pointer on setting and tone from chapters 1-2. 
  3. Read American Street (pgs. 30-80) and complete annotations to help you answer the literature circle discussion questions.
HW: NONE

 FRIDAY
  1. INDIVIDUAL GRADUATION PLAN w/ GUIDANCE COUNCILORS. 
HW: NONE
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WEEK 7: Publish New Character Story/Intro to Research Unit

February 24-28
RESOURCES: SYLLABUS| CLEVER LOGIN|ALTERNATE ENDING STORY BY CHRISTINA GUNN| BRONX MASQUERADE (p.1-80)| BRONX MASQUERADE AUDIO| EAGLE WRITING CENTER (extra credit)

MONDAY
  1. Peer-edit a student's rough draft of their new character story.
    • Use green pens in lab and checklist and symbols on board to mark their story for mistakes and to leave suggestions.  Your lab grade today will be proof of this.
    • Write "Graded By: YOUR NAME" at top of the student story you peer-edit.
  2. Publish your new character story.
    • Go to Google Docs and create a new document if you haven't already
    • At top left corner in the title box type: "Period #__FirstLastName" (Example: P1_EdomLeu)
    • Center your title
    • Font Size: 12 
    • Font Type: Times New Roman or Courier
    • No Boldface font anywhere in story. That includes no boldface for titles
    • Include three titles: 1.) Your character's first and last name, 2.) Your poem title, 3.) Tyrone's Name for the reflection piece.
    • Center poem
    • Indent after each speaker when using dialogue
    • Indent after each new scene or change in setting.
    • Submit ALL stories ONLY after you have proofread for any errors,
    • Turn-in story for a grade by clicking blue share button at top right of document.  Email it to EdomLeu@gmail.com
    • For help on format see example >>>HERE<<<
HOMEWORK: SUBMIT STORY NO LATER THAN MIDNIGHT USING MY EMAIL ABOVE. INVITE YOUR PARENTS TO OPEN HOUSE THURSDAY 27TH FROM 5:30-6:30 FOR EXTRA CREDIT 
TUESDAY
  1. Touchstone Q2 Full Diagnostic: Students were assessed in preparation for End of Course Assessment.
HOMEWORK: Complete S.I.F.T organizer for your poem in your new character chapter.  This must be submitted as you present your stories Wednesday-Thursday.
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WEEK 6: Novel Studies

February 10-14
RESOURCES: SYLLABUS| CLEVER LOGIN|ALTERNATE ENDING STORY BY CHRISTINA GUNN| BRONX MASQUERADE (p.1-80)| BRONX MASQUERADE AUDIO| EAGLE WRITING CENTER (extra credit)

MONDAY
  1. CommonLit: Read "Hello My Name is..." and complete the following...
    1. Highlight main idea in each stanza and and annotate any examples of figurative language
    2. Answer multiple choice (guided/assessment questions)
    3. Copy the writing prompt in your 2-point writing and answer in the form of a paragraph.
      1. Writing Prompt: How did Kim’s experience on “Girls” impact his views on Asian identities in the media?
  2. Read Bronx Masquerade and update character logs using new chart
HOMEWORK: Read up to page 167 for Unit Test this Friday.

 TUESDAY
  1. Unit 1 New Character Project: Review the rubric 
    1. Student Examples: Read over some projects submitted from years past to get inspired.
  2. Characterization Organizer: Think about what your character will look like, how they'll speak, what they are passionate about, what they are feeling and thinking about, how others view them. Put the information on the organizer you received in lab.
  3. TPCASTT: Think of a poem your character would share in Mr. Ward's class. Write down the title and one sentence paraphrasing what the poem may be about.  
  4. Rough Draft: In your essay section of notebook or on Google Docs begin typing your first draft of your story.
HOMEWORK: Read up to page 167 for Unit Test this Friday.

 WEDNESDAY THURSDAY
  1. Warm-up: Punctuate dialogue
  2. Writer's Workshop
    • Score/Revise CommonLit: "My Name is..."
    • Analyze Student Exemplars for New Character Project
      • Write exposition of your story for the project
HOMEWORK: Read up to page 167 for Unit Test this Friday. Work on rough draft of new character project and study for unit 1 exam on Friday 14. 

THURSDAY
  1. Warm-up: Punctuating Dialogue
  2. Read next two chapters in Bronx Masquerade 
    • Complete character logs
  3. SIFT Strategy for Poems
    • Complete rough draft of poem for new character project
HOMEWORK: Read up to page 167 for Unit Test this Friday. Work on rough draft of new character project and study for unit 1 exam on Friday 14. 

 FRIDAY

  1. Unit 1 Exam 
  2. New Character Rough Draft
  3. Submit Character Log
HOMEWORK: Finish rough draft and begin typing your final version on Google Docs. 
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WEEK 5: Novel Studies

February 3-7
RESOURCES: SYLLABUS| CLEVER LOGIN|ALTERNATE ENDING STORY BY CHRISTINA GUNN| BRONX MASQUERADE (p.1-80)| BRONX MASQUERADE AUDIO

MONDAY
  1. CommonLit: Read Jabari Unmasked and complete the following...
    1. Highlight main idea in each stanza and and annotate any examples of figurative language
    2. Answer multiple choice (guided/assessment questions)
    3. Copy the writing prompt in your 2-point writing and answer in the form of a paragraph.
      1. Writing Prompt: What does the “masquerade” represent in the poem (Line 9)?
  2. Read Bronx Masquerade and update character logs using new chart
HOMEWORK: Read up to page 80 in the novel. Be prepared for class discussion on questions 1-3 from Jabari Unmasked: 
1. How do you relate to the experiences that Nikki Grimes describes in the poem? Do you
think that the speaker’s suggestion to use poetry to deal with oppression is a helpful one?
Why or why not?
2. Can you change your identity? To what extent does the speaker change their identity?
3. In the context of the poem, why do people follow the crowd? Why does the speaker feel
compelled to hide their identity or present it in a certain way? Cite evidence from this text,
your own experience, and other literature, art, or history in your answer.

 TUESDAY
Substitute-SpringBoard Work

WEDNESDAY
  1. Warm-up: Context Clues (USATESTPREP)
  2. Writer's Workshop
    1. Score/Review 2-Point Submissions
    2. Rewrite 2-Point Writing, "Jabari Unmasked" labeling each section in RACE strategy.  Use poem to gather evidence from the poem to rewrite paragraph.
  3. Read Bronx Masquerade pages 80-160 this week.  Update character logs.
HOMEWORK: Read pages 80-160 this week and update character logs.  Quiz on Friday.

THURSDAY
  1. 2-Point Writing: As you are watching the movie, compare one character in Freedom Writers to a character in the novel Bronx Masquerade.  Use at least three examples from the movie and novel to support your answer.
    1. Use list of characters website to include characters name
HOMEWORK: Read pages 80-160 this week and update character logs. 

 FRIDAY

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WEEK 4: Novel Studies

JANUARY 27-FEBRUARY 3RD
RESOURCES: SYLLABUS| CLEVER LOGIN|ALTERNATE ENDING STORY BY CHRISTINA GUNN| BRONX MASQUERADE (p.1-80)| BRONX MASQUERADE AUDIO

MONDAY
  1. Warm-up: USATESTPREP
  2. Common Lit: Use the CLEVER LOGIN to access 'CommonLit' and complete the following steps:
    1. Read assigned text "Characteristics of Resilient People" and highlight/annotate important info from each paragraph.
    2. Complete 'Guided Questions'
    3. Complete 'Assessment Questions'
    4. Write a 2-pointer in the text box using RACER strategy to help organize your answer.
HOMEWORK: NONE

TUESDAY
  1. Warm-up: USATESTPREP
  2. Writer's Workshop
    1. Highlight your paragraph using Go Green colors (blue, green, red)
    2. Label each type of idea (ie: answer, example, explanation)
    3. Color code and score student paragraphs
    4. Rewrite your paragraph in 2-point writing section.
HOMEWORK: NONE

 WEDNESDAY
  1. Warm-up: USA
  2. Mask Activity: Place all of the things about you that most don't know or you hide in the mask
  3. Read Bronx Masquerade (pgs. 1-40)
    1. Complete character log for characters in novel.
HOMEWORK: READ PAGES 1-60 BEFORE QUIZ ON FRIDAY AND UPDATE CHARACTER LOGS

 THURSDAY
  1. Warm-up: Personification sheet
  2. Notes: Personification
  3. Read pages 40-60 in Bronx Masquerade and complete character log
  4. In 4-point Writing section write a personification poem.  Watch Youtube spoken work Dear Anxiety for tips and the personification notes.
HOMEWORK: READ PAGES 1-60 BEFORE QUIZ ON FRIDAY AND UPDATE CHARACTER LOGS AND FINISH YOUR PERSONIFICATION POEM FOR OPEN MIC #1
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WEEK 3: Alternate Ending/Novel Studies

JANUARY 21-24th
RESOURCES: SYLLABUS| CLEVER LOGIN|ALTERNATE ENDING STORY BY CHRISTINA GUNN

TUESDAY-WEDNESDAY
  1. Warm-up: Punctuating Dialogue
  2. Review S.T.O.R.Y and guidelines for Alternate Ending Assignment for Necklace
  3. Write rough draft of Alternate End using Google Docs. 
    1. Review rubric for alternate ending assignment
    2. Share doc with your peer-edit partner and Peer-edit using checklist
    3. Make a final edit using YouTube "10 Steps for Writing Dialogue"
    4. Publish final version of alternate by clicking "SHARE" blue button on Google Doc and sending it to my email: Edom.Leu@gmail.com
HOMEWORK: Submit your final version of your alternate ending story for the Necklace by SHARING your story with me using my email: EdomLeu@gmail.com. ALL STORIES SHOULD BE SHARED TO MY EMAIL (edomleu@gmail.com) NO LATER THEN MIDNIGHT WEDNESDAY 22nd.

 THURSDAY-FRIDAY
  1. Warm-up: Read the alternate ending with the highest grade earned today by Christina Gunn 
  2. Review rubric for alternate ending to Necklace
  3. Present alternate ending
  4. 2-Point Writing: Write a paragraph (7 sentences) explaining the theme in your new ending using direct quotes/examples from your story to help support your answer.
HOMEWORK: Take some pointers and tips from the presentations today and make final revisions to your story.  Presentation will continue tomorrow (4th block will finish next week due to pep rally)

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WEEK 2: Short Stories/Reading Assessment

JANUARY 13-17th
RESOURCES: SYLLABUS| CLEVER LOGIN

MONDAY
  1. Go to Scholastic Student Assessment icon from your desktop and login to take your SRI.  
    • USERNAME: lunch #
    • PASSWORD: lunch #
  2. Click here to access your short story The Necklace.
    • Highlight text as you read for details that reveal main character's personality and the problem in the story.
    • Complete 3 activities: vocab, writing prompt, multiple choice questions.
HOMEWORK: Finish reading The Necklace and answer the writing prompt (Summarize the plot of the story, including major problems, solutions, and turning points) in your "2-point" writing section of your notebook.  Your login to get into Newsela from home is your school email (ie: abraham.martinez@students.cobbk12.org and your password is your lunch #).

 TUESDAY
  1. Zinc Diagnostic: Use this link to login.  
    1. Click student login in top right corner
    2. Type 'South Cobb' and select school
    3. Click on Springboard icon
    4. Scroll down and click on Zinc icon
    5. Save account info
    6. Go to top right corner of Zinc and select on bell with red notification.  
    7. Select the test and begin.
  2. Finish reading The Necklace 
    • Use a sticky note to annotate any details that reveal the type of character Mathilda is. Write down the paragraph the quote is in to help you write your paragraph about her.
  3. Go to Google Forms and write one paragraph describing what kind of character Mathilda is.  Use evidence from text that you highlighted.
HOMEWORK: Finish paragraph on Mathilda using Google Form link. 
WEDNESDAY
Substitute Work

 THURSDAY
  1. Writer's Workshop: 
    1. Score and revise your paragraphs from the short story Necklace
    2. Revisit the text and use graphic organizer to gather stronger evidence for your claim.
    3. Author's Chair
  2. Review for Necklace Quiz on Friday 17th.
    1. Look at vocabulary from text
    2. Discussion Questions.
HOMEWORK: Study for Necklace quiz tomorrow that will cover vocab reviewed today in class along with questions about the plot, conflict, solution and theme withing story.

FRIDAY
  1. Necklace Quiz
  2. Independent Reading Journal/ Questions
HOMEWORK: NONE!!!  Class meeting in Lab 811 on Monday.
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WEEK 1: GETTING TO KNOW YOU!

JANUARY 6-10th
RESOURCES: SYLLABUS

MONDAY
  1. Getting to Know You and Me
  2. Body Biographies 
HW DUE 1/7: Complete Body Biography about yourself and prepare to present tomorrow and Wednesday.

 TUESDAY-WEDNESDAY
  1. Complete I AM Poem using the template to express who you are in poetry form.  You will present this on 1/8/20 with your Body Biography.
  2. Review Rituals and Routines in class.
HW DUE 1/8: Presentations are Wednesday/Thursday.

 THURSDAY

  1. Review course syllabus (see resources on top of blog). Take notes for syllabus quiz on this Friday.
  2. Unpack the standards for the narrative and poetry unit.
  3. Finish presentations from yesterday.
HW DUE 1/10: Study for syllabus quiz and names of students for bonus question on quiz.

 FRIDAY

  1. Syllabus Quiz
  2. Notes: Elements of a Story
  3. Read/annotate the short story "The Necklace" for evidence of the type of character Mathilda was.
  4. Complete discussion questions on theme and characterization.
HW DUE 1/11: NONE
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WEEK 19: Finals Week

HAPPY HOLIDAYS FROM YOUR FAVORITE ENGLISH TEACHER!!!
PERIOD 4
 

PERIOD 2

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WEEK 18: The Moor in Othello/ Elements of Drama

RESOURCES: Othello Study Guide
MONDAY
  1. Journals #1
  2. Intro to Othello 
  3. Act 1-2 
TUESDAY-WEDNESDAY
  1. Journal #2
  2. Act 3-4
THURSDAY
  1. Journal #3
  2. Finish Act 4-5 of Othello and complete discussion questions.
FRIDAY
  1. Introduce Romeo and Juliet
  2. Translate Prologue
  3. Read Act 1 and compare to Act 1 of Othello
  4. Watch R+J and complete study guide

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WEEK 17: EOC TEST/ELEMENTS OF DRAMA

MONDAY-WEDNESDAY
  1. END OF COURSE TESTING (Soc. Studies Lab)
HW: USATESTPREP DOTS MUST BE ALL GREEN BY WEDNESDAY 

 THURSDAY-FRIDAY

  1. Read John Hudson's Shakespeare's Dark Lady 


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WEEK 16: Research Paper/Mock EOC

RESOURCES: Clever Login (First.LastName@students.cobbk12.org)| EAGLE WRITING CENTER| Source Sheets for Research
MONDAY
  1. Warm-up: Go to www.usatestprep.org and work on one dot to turn green.
  2. Go to Google Docs and create a new document for your research paper.  Type up your final draft and complete these steps:
    1. Label Doc "Your First Name_TKAM_Your Class Period
    2. Font: Size=12 Font Style=Times New Roman 
    3. MLA format. See image below or click on this helpful link >>>HERE<<<
    4.  Image result for Mla format heading of essay\
    5. Peer-edit by sharing paper with someone to read for mistakes.  Use blue share button on top right of doc.
    6. 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<<
    7. Submit essay to email: EdomLeu@gmail.com  MAKE SURE YOUR PAPER HAS YOUR NAME, TEACHER'S NAME, BLOCK#, DATE
  3. HW: Continue working on usatestprep dots each night (Due Dec. 2nd) and practice timed writing out of blue packet you go Friday.
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WEEK 15: Research Paper/Mock EOC

RESOURCES: Clever Login (First.LastName@students.cobbk12.org)| EAGLE WRITING CENTER| Source Sheets for Research
MONDAY
  1. Mock End of Course Test on USATESTPREP
    • ACTIVATION ID: SOUTHCOBB
    • USERNAME: LUNCH #
    • PASSWORD: LUNCH #
HW: Brainstorm extension. Due Tuesday for late grade. Work on source #1 by gathering quotes from novel.

TUESDAY
  1. Debate: Who are the real mockingbirds in novel?
  2. Brainstorm: Review thesis statements for original research topics.
  3. Draft: Begin Introduction paragraph using H.I.T strategy.
  4. Mock EOC: Finish test on usatestprep. 
HW: Write intro paragraph in 7-point section of notebook and have a competed source #1 with all of your body paragraph quotes parenthetically cited. 

 WEDNESDAY

  1. Warm-up: Rearrange the introduction paragraph 
  2. RI#2 
  3. Source #2: Gather evidence from your online source and fill out the source sheet.
  4. USATESTPREP: Practice by clicking on each of the 31 dots that are not showing green (Due Dec 2)
HW: Source #2 and body paragraph 1 (paragraph about fictional character being a mockingbird) due Thursday 14th.  1 hr. on USATESTPREP each night.
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WEEK 14: Argue/Debate/TKAM/Unit Test

RESOURCES: Clever Login (First.LastName@students.cobbk12.org)| 
MONDAY
  1. Warm-up: Context Clues (USATP)
  2. 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.
HW: Read chapters 14-16 of TKAM and complete a double entry journal with two important quotes and what they reveal for each chapter.

TUESDAY
NO SCHOOL!!!

WEDNESDAY
  1. Warmup: Revising and Editing
  2. Review CommonLit "Closed Doors"
  3. Identify KELP in closing argument of TKAM
  4. Watch/Complete organizer for trial.
HW: Finish reading the novel.  Review vocabulary for unit test: Kairos, Ethos, Logos, Pathos, Claim, Thesis, Counter-argument, plaintiff, defendant, cross examination

THURSDAY
  1. Warmup: Revising and Editing
  2. Watch trial of Tom Robinson and complete organizer
  3. Review for Unit Test tomorrow
HW: Finish reading the novel and study for Unit Test tomorrow.

 FRIDAY
  1. Unit #2 Exam on TKAM
  2. 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.
HW: Complete brainstorm. Prepare to share thesis statement on Monday for a grade along with brainstorm.
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WEEK 13: "To Kill a Mockingbird"

RESOURCES: Clever Login (First.LastName@students.cobbk12.org)| 

 MONDAY
  1. CommonLit: Read the poem Learning to Read by Frances Ellen Watkins Harper and complete the questions and 2-point writing.
  2. 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.
HW: Literature Circles due Thursday 31st! 

 TUESDAY
  1. Lab Day: Work on literature circles in groups.
HW: Literature Circles due Thursday 31st! 

WEDNESDAY
  1. No class.  Meet in FTA lab for Individual Graduation Plan with freshmen guidance councilor. 
HW: Literature Circles due Thursday 31st! 

 THURSDAY
  1. Lab Day: Work on literature circles in groups.
  2. Gallery Walk: Using Cornell Notes, gather info from multiple chapters.
HW: Read chapter 13-16 in preparation for trial on ch. 17-20

FRIDAY
  1. Warm-up: Context Clues (USA)
  2. SpringBoard (p.263): 
    • Notes on Persuasive Appeals (KELP)
    • Annotate chapter 20 for persuasive appeals (KELP)
  3. 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.
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