English I / English I Honors
Agenda
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EQ: How can we creatively produce positive change?
Date
Standards/Objectives/Strategies
Agenda
Resources/Comments
Jan 4
Objective: Analyze source material
Small Group
RL. 1-5, RL.7, RL.9,
ESOL-
I. Warm Up
    A. Take out a loose-leaf paper
    B. Create a list of Good Things That Happened in 2015
    C. Create a list of all the themes that appear in the selections read in
    class:
    "From Love's Vocabulary"
    "My Shakespeare"
    Romeo and Juliet
    Pyramus and Thisbe
    "Duty"

II.  Pair/Buddy Share
    A. Create flowchart to show themes that you relate to in the stories.
    See examples of flowcharts (concept maps or  mindmaps) here.
    Remember, you are using Graphic Organizers to show understanding
    of the literature: cluster map, and example here  or an idea here  
    Concept Map
Main Graphic Organizer
Jan 5
Tues
Instructional Strategy/ CCSS      
-Analyze how an author draws on and transforms
source material and how an author’s choice
-Examine complex ideas clearly and accurately
through effective organization and analysis.
-Create a concept map to highlight and compare
the topic, theme, characters of texts.
Whole class
I. Warm Up
A, Take out Selections Concept Map showing relationship to all of the texts
read this semester.
1. Be sure it is clear and complete (10 minutes)
II. Whole Class
A. Share your Concept Map
1. Explain to the class the theme (s) and concepts present in the literature
that are relevant to your life
a. Remember to give examples
b. Be clear and project your voice so that everyone can hear and see the
connection between reader and selection read.
 
Jan 6
Wed
FSA Practice Test Reading
   
Jan 7
Thurs
Early Release-FSA Practice Reading Continued
The Odyssey vocabulary handout

HW-
The Odyssey book 1 vocabulary. Copy the definition for each of the 20
workds on a loose-leaf paper.
 
Jan 8
Fri
No School
Teacher Planning
 
Back to Home Page
Legend:
H= Honors
ESOL=English Speakers of Other Languages
ESOL Strategies/ ESOL Strategies Strategies
Matrix in website
The Standards
QUARTER THREE
Essential Question
Supporting Question
Date
Standards/Objectives/Strategies
Agenda
Resources/Comments
Mon
1/11
  The Odyssey Vocabulary Improvement Sheet. Using the Vocabulary Improvement Sheet (VIS),
define the following words from The Odyssey:

VIS Instructions
Tues
1/12
  Pre-reading questions for The Odyssey
The Comma Punctuation Worksheet
 
Wed
1/13
  Continue FSA/PSAT practice
Check/Collect homework
 
Thurs
1/14
  FSA/PSAT Practice Writing
 
Fri
1/15
  Review of FSA/PSAT Practice tests
 
Essential Questions:
What about the human experience is revealed through the various depictions of the quest motif of the unit texts?  
How do we learn about ourselves through our life experiences? How can experiences teach you about who you are as a person?
Essential Question(s):
•        Do the attributes of a hero remain the same over time?
•        When does a positive personality trait become a tragic flaw?
•        What is the role of a hero or “sheroe” (coined by Maya Angelou) in a culture?
•        How do various cultures reward / recognize their heroes and “sheroes”?
•        Why is it important for people and cultures to construct narratives about their experience?
•        What is the relevance of studying multicultural texts?
•        How does the media shape our view of the world and ourselves?
•        In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Date
Standards
Agenda
 
Mon
Jan
18
  Dr. Martin Luther King, Jr.
 
Tues
19
  FSA Online practice via usatestprep.
Homework...it was announced many times.
 
Wed
20
LAFS.910.RL.1.1 Cite strong and thorough
textual evidence to support analysis of what the
text says explicitly as well as inferences drawn
from the text. LAFS.910.RL.1.2 Determine a
theme or central idea of a text and analyze in
detail its development over the course of the
text, including how it emerges and is shaped
and refined by specific details; provide an
objective summary of the text. LAFS.910.RL.
1.3 Analyze how complex characters (e.g.,
those with multiple or conflicting motivations)
develop over the course of a text, interact with
other characters, and advance the plot or
develop the theme. LAFS.910.RL.2.4
Determine the meaning of words and phrases
as they are used in the text, including figurative
and connotative meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a
formal or informal tone). LAFS.910.RL.2.5
Analyze how an author’s choices concerning
how to structure a text, order events within it (e.
g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as
mystery, tension, or surprise. LAFS.910.RL.2.6
Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide
reading of world literature.
LAFS.910.RL.3.7 Analyze the representation of
a subject or a key scene in two different artistic
mediums, including what is emphasized or
absent in each treatment
I. Warm Up
    A. Sit at YOUR laptop.
    B. Go to my.hrw.com and page 369.

II. Whole Class
    A. Read the names of the characters from Collections and know how to
    pronounce them.

III, Individual Work
    C. Open the following worksheet : Hero Webquest
    D. Then take out a loose-leaf paper and open the following worksheet
    and answer the questions to the worksheet-questions on the loose-leaf
    page (due on Friday) (25 points).

Homework
1. Write the steps that it takes to write a good expository essay. Use your
Writer's, Inc. or Collections textbook to find this information (use the index of
the book to find where in the book this information is located).  (35 points)
2. Read pages 369-385 from
The Odyssey in your Collections textbook or
online.
What Makes a Hero?

or  



hrw site:
Point of View, Character Development and Inference:
http://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/
gr9/iwb_9780544089648/notebooks/hs_index.html


Character Development
Jan
21
  Check homework What is an Expository Essay
FSA Essay Writing Practice.
The Hero in You
Jan
22
  Continuation of FSA Practice Writing
Collect Hero Webquest Response
 
Continued EQ
What about the human experience is revealed through the various depictions of the quest motif of the unit texts?  
How do we learn about ourselves through our life experiences? How can experiences teach you about who you are as a person?
Essential Question(s):
•        Do the attributes of a hero remain the same over time?
•        When does a positive personality trait become a tragic flaw?
•        What is the role of a hero or “sheroe” (coined by Maya Angelou) in a culture?
•        How do various cultures reward / recognize their heroes and “sheroes”?
•        Why is it important for people and cultures to construct narratives about their experience?
•        What is the relevance of studying multicultural texts?
•        How does the media shape our view of the world and ourselves?
•        In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Date
Standards/Objectives/Strategies
Agenda
Comments/Resources
Jan
25
Whole Class
Independent Work
ESOL use dictionaries and additional time (30 min)
I. Warm Up
A. Students receive their essays, Rubric, and prompt to continue writing
B. Remind of essentials
II. Independent Work
A. Student continues to write essay on "What Makes a Hero?"
B. Student then proceeds to review pages 365-389 of online The Odyssey text and
respond to questions 1 and 2 on page 399.

HW= Anything not completed in class.
 
Jan
26
  Review standards
Review Vocabulary Improvement Sheet
Students read to page 399 from The Odyssey online version

(anything not completed in class is homework)
 
Jan
27
Review of Standards:
    Cite Textual Evidence
    Find Themes
    Analyze information
    Learn Vocabulary words
    A. Log onto my.hrw.com
    B. Go to page 392

II. Whole Class
    A. Review standards
    B. Reat an excerpt from Book 12 from The Odyssey

III. Independent Work
    A. Answer questions 3 and 4 (Core) from page 399 online
    B. Answer questions 3 to 7 (Honors) from page 399 online

IV. Homework
    Anything not completed in class will be due on Friday.
 
Jan
28
  FSA #2
 
Jan
29
  Review Books 1, 9, 10, 11,12 from The Odyssey
Check answers to questions 1 through 8 page 399
 
Essential Question(s):
•        Do the attributes of a hero remain the same over time?
•        When does a positive personality trait become a tragic flaw?
•        What is the role of a hero or “sheroe” (coined by Maya Angelou) in a culture?
•        How do various cultures reward / recognize their heroes and “sheroes”?
•        Why is it important for people and cultures to construct narratives about their experience?
•        What is the relevance of studying multicultural texts?
•        How does the media shape our view of the world and ourselves?
•        In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Date
Standards/Objectives/Strategies
Agenda
Comments/Resources
Mon
Feb 1
  Annotate "Heroes" by David Bowie to discuss on
Wednesday.
Continue reading
The Odyssey
 
Tues
Feb 2
  Take your child to work...I had so much to do. In
one class only three students showed out of 25!
Should be in the summer, i say. Quite a
chaotic and erratic day!
I had 90% of my students absent today.
When most of them need to learn to write
an essay.
Only about 2 dozen students were
excused the others had it their way.
But then it is UP TO ME to show gains.
Why not celebrate this day during the
summer? Let's vote "Yay!"
Wed
Feb 3
 
Homework:
1. Complete the chart to the right, due Friday,
(not today, not tomorrow)
2. Read pages
The characteristics of an epic
Thurs
Feb 5
We covered all of the standards
EPAT Training
USATESTPREP FSA Assessment Training 50%

Homework
Core :"Characteristics of an epic" chart (see
above, right column)
ALL:  Complete the USATEST Prep 50%
Language Log at USATESTPREP
The Odyssey Page
Fri
Feb 6
We covered all of the standards
I Warm Up
Take out WN, fold page to separate from last
semester.
Answer Prompt #1: Defining Myself:
In a culture where people try to define through
materialism in a capitalist society, how do we
make decisions for ourselves?

collect The Epic Characteristics Worksheet
(Core)

Write a Text/Me Chart in WN for pages 404-417,
focus on figurative meaning and idiomatic
expressions

HW: Review the vocabulary from the beginning
of the poem The Odyssey to
page 417
 
       
       
Mon
Feb 8
  Take out "Hero" lyrics
Sign on to my.hrw.com

Discuss song and relate to
Romeo and Juliet and The Odyssey and the World
Around us
Review answers to page 399 questions
HW For Wednesday answer questions on page 418. Answer Online.
 
Tues
Feb 9
Analyze how complex characters develop over the
course of the text
Cite source and give evidence
Determine the theme of the text
I. Warm Up
A. Sit at your laptop, take out
B. Log onto my.hrw.com, go to page 413
II. Whole Class
A. Read from The Odyssey, Book 23
III. Independent Work
A. Read, take notes
B. Answer questions on page 418

HW Conclude answering questions 1-7, page 418
 
Wed
Feb 10

Analyze how complex characters develop over the
course of the text
Cite source and give evidence
Determine the theme of the text
RL.9-10.1: Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
SL.9-10.1: Initiate and participate effectively in a
range of collaborative
L.9-10.1: Demonstrate command of the conventions
of Standard English grammar and usage when
writing or speaking.
L.9-10.5: Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
I. Warm Up
A. Sit at your laptop,
B. Go to USATESTPREP.com
II. Individual Work
A. Access the 50% test
1. Check your previous mistakes
B. Go to 75% and take the test.

HW: None  :-)
 
Thurs
Feb 11
Analyze how complex characters develop over the
course of the text
Cite source and give evidence
Determine the theme of the text
RL.9-10.1: Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
SL.9-10.1: Initiate and participate effectively in a
range of collaborative
L.9-10.1: Demonstrate command of the conventions
of Standard English grammar and usage when
writing or speaking.
L.9-10.5: Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
I. Warm Up
A. Log onto my.hrw.com
B. Go to table of contents, CR92

II. Individual/Pair Share
A.  Read The Cyclops
B. On a loose-leaf paper answer questions 1-14 and the short response (75 points,
due Tuesday)
 
       
       
 
Date
Standards
Agenda
Resources/Comments
Monday
February 15
  No School Presidents Day
 
Tuesday
February 16
As usual: Determine the meaning of words
as they are used in a text, including
figurative, connotative, and technical
meaning,; analyze how an author uses and
refines the meaning of a key term over the
course of the text.
-Apply knowledge of language to understand
how it functions in different contexts.
-Produce clear and coherent writing in which
the development, organization, and style are
appropriate to the task, purpose...
Objectives-Recall the qualities of the cyclops
and
Reinforce that knowledge with new
information by gathering adjectives from the
poem, pages 374-385 and categorize them
under the senses.
I. Warm Up
A. Students take out Close Reader assignment
B. Sit at laptops. Access my.hrw.com ebook
C. Open another tab and access my webpage for the  
resources to the right.
Cyclops Image
Sensory Chart
Imagine That
Wed
Feb 17
  Ms. Reyes is sick...parenthesis in learning!
Since it is Black History Month, and in preparation for
To Kill a Mockingbird...showed the documentary Selma.
Students are to produce a one-page (front and back) of a
Text/Me Chart for homework
 
Thurs
Feb 18
As usual: Determine the meaning of words
as they are used in a text, including
figurative, connotative, and technical
meaning,; analyze how an author uses and
refines the meaning of a key term over the
course of the text.
-Apply knowledge of language to understand
how it functions in different contexts.
-Produce clear and coherent writing in which
the development, organization, and style are
appropriate to the task, purpose...
Objectives-Recall the qualities of the cyclops
and
Reinforce that knowledge with new
information
I. Warm Up
A. Take Out Sensory Observation Chart assignment
B. Take out WN or loose-leaf paper
C. Receive Imagist Poem handout with Rubric


HW: Imagist Poem is due on Monday (100 points)
The Odyssey and The Odyssey Vocab Test on Monday
Visit this site for information on Literary Elements:
https://prezi.com/bjxnpx9he4en/the-literary-elements/
Fri
Feb 19
  Thesis statements!
 
 
Date
  Agenda
 
Mon
22 Feb
  The Odyssey Test
 
Tues
23 Feb
  Guidance Course Selection
 
Wed
24 Feb
  FSA Practice Test
 
Thurs
25 Feb
  Online typing practice
Essay writing practice
Thesis Writing:
Handouts
Presentation:
What is a thesis statement?
Revising and editing my essay
http://www.how-to-type.com/typing-practice/quote/
Typing Practice

More Typing Practice
http://www.freetypinggame.net/play15.asp
http://www.typingtutor.org/speedtest.html
http://www.typingtutor.org/tutorial.html
http://www.typeonline.co.uk/copypractice.php
Fri
26 Feb
  The Essay
For Counterarguments
What is a Thesis?
Remember: the thesis statement
arises from a question, which in turn rises from the
examination of information
or data of some sort.

Without the analysis of data (verbal and nonverbal
texts, materials, surveys and samples), any thesis is
likely to be no more than a preconception or
assumption or clichéd popular belief that is
unwarranted and, at worst, totally indefensible.
Essential Questions: how can I become a better writer?
Supporting Questions:
Date
Standards
Agenda
 
Mon
Feb 29
Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
a. Introduce a topic; organize complex
ideas, concepts, and information to
make important connections and
distinctions; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen,
relevant, and sufficient facts,
extended definitions, concrete details,
quotations, or other information
and examples appropriate to the
audience’s knowledge of the topic.
c. Use appropriate and varied
transitions to link the major sections of
the
text, create cohesion, and clarify the
relationships among complex ideas
and concepts.
d. Use precise language and domain-
specific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style
and objective tone while attending
to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or
section that follows from and supports
the information or explanation
presented (e.g., articulating implications
or
the significance of the topic).
Cognitive Complexity: Level 4:
Extended Thinking &Complex
Reasoning
Students practice revising and editing their Hero essay, a second
draft. Collaborate to revise. Do peer and self-edit.

Good luck tomorrow!

Don't forget what I taught you. I wish you the best!
 
Mar 1
Tues
  FSA Writing
 
Mar 2
  FSA Writing -Bring your To Kill a Mockingbird novel
 
Mar 3
  Stamina Reading
2nd Draft of Hero Essay due Monday
 
Mar 4
  Setting, theme, characters, literary elements, vocabulary, plot
Literary Elements for Chapters 1-3 due on Tuesday
 
EQ: How can we creatively produce positive change?
SQ:
Date
Stantards/Objectives/Strategies
Agenda
Comments/Resources
March
7
  I. Warm Up
A. Sit at laptops
B. Take out 2nd Draft of Essays
1. Students Peer Edit
a. Find title, thesis in introductory paragraph
b. Support from at least three sources-quotations
c. check five paragraphs, five sentences at least per paragraph.
d. check for no "you," spelling, punctuation (begin with capitals, end with
periods).
e. check quotations are credited to the source (author and title)
C. Students copy vocabulary on Writer's Notebook and practice online from the
link to the right
Period 1 Vocab Link
http://vocab.com/join/60EAGE
Period 2 Vocab Link
http://vocab.com/join/4TTQCM6
Period 3 Vocab Link
http://vocab.com/join/4288XSR
Period 6 Vocab Link
http://vocab.com/join/YHQNZ5
Period 7 Vocab Link
http://vocab.com/join/40VJ6A8
Period 8 Vocab Link
http://vocab.com/join/12ZPSPP
March
8
Please see standards above. We
cover just about every standard
every day.
I. Warm U
A. Take out Literary Elements-Check
B. Sit in groups
II. Group Work
A. Students are assigned two elements to analyze in chapters 1-3 from TKAM

III. Homework
A. None
1. If you have not read chapters 1-3 from TKAM, you better read.
To Kill a Mockingbird Resource

Literary Fair Handout

Rhetoric

Fallacies Handout
March 9
Wed
  Continue Small Group work
Students should present on Friday
 
March 10
  Continue Small Group work developing presentation of literary elements in
chapters 1, 2, and 3 of TKAM. The Visual presentation should be completed
today.

HW Group presentations due tomorrow: Each team will present to the class
their assigned literary elements. Each member of the team should contribute to
the presentation by speaking in front of the class. The team should decide how
to present and order of presentation.
HW: Read Chapters 4-6 TKAM
 
March 11
  Small Group presentations 75 points
 
EQ: What are stereotypes, and how do they affect how we see ourselves and how others see us?
SQ:
Date
Standards/Strategies/Objectives
Agenda
 
Mar
14
Monday
See above header/Whole class and
small group/public speaking
Students will present to the class this will take the whole hour.

ESOL- Read from Horton Foote's screenplay
 
Mar
15
Tuesday
  Prompt # 6 "Skin"
TBA (I will post soon-it is so late)
Give back student work
Audio of Chapter 6 TKAM
 
Mar
16
Wed
  TKAM Movie upto when the kids go into the Radley property and Jem gets his
pants back.
Students create a Text/Me chart while they watch to take notes and compare
movie with the text.
 
Mar
17
Thurs
In 1994, the Florida Legislature passed
the Holocaust Education Bill (SB 660)
which amends Section 233.061 of the
Florida Statutes (Chapters 94-114, Laws
of Florida), relating to required
instruction. SB 660 requires all school
districts to incorporate lessons on the
Holocaust as a part of the public school
curriculum. The Bill states: "The history
of the Holocaust (1933-1945), the
systematic, planned annihilation of
European Jews and other groups by
Nazi Germany, a watershed event in the
history of humanity, to be taught in a
manner that leads to an investigation of
human behavior, an understanding of
the ramifications of prejudice, racism,
and stereotyping, and an examination of
what it means to be a responsible and
respectful person, for the purposes of
encouraging tolerance of diversity in a
pluralistic society and for nurturing and
protecting democratic values and
institutions." The Commissioner of
Education created a Task Force on
Holocaust Education to serve as an
advisory group and to coordinate
education activities.
Early Release
The Tenth Man (a parenthesis in learning)
 
Mar 18
Fri