Archived Agendas 2019-2020
August 2019
Essential Question:
How do I become an effective
communicator?

  • Standards: Demonstrate a
    command of the conventions of
    standard English grammar and
    usage when writing or
    speaking.

  • Demonstrate command of the
    conventions of standar English
    capitalization, punctuation, and
    spelling when writing.

  • Apply knowledge of language to
    understand how language
    functions in different contexts, to
    make elective choices for
    meaning or style, or to
    comprehend more fully when
    reading or listening.

Objectives:
-To begin the school year
positively
-To fill out some forms
-To introduce each other
-To explain the course
Monday
Tuesday
Wednesday
Thursday
Friday
    14
First day of class. Welcome
back! Period 1 receives forms for
information to include policies
and regulations:
1. PTSA Form
2. Student Emergency Card
3. Code of Student Conduct
(CoSC) for Parents
4. CoSC for Students
5. Attendance Policy
6. Syllabus
a. Classroom Rules and Policy
II. Independent Work
A. Periods 3 and 4, write a
business letter to the teacher.
III.
HW:
A.  
Bring forms (need to return
#2, 3, 5, and syllabus) signed (11
points total) and
B.  a composition notebook. (10
points)
15
I. Warm Up
First day of class for B Day.
Welcome back!
A. Introduction. Receive syllabus.
II. Independent
A. Write a business letter to the
teacher.
III.
HW:
A. Bring syllabus (5 points)
signed and
B. a composition notebook.(10
points).
16
I. Warm Up
A. Sit at assigned seat
B. Take out forms
C. Take out letter draft

II. Individual Work
A. Check for notebook and
syllabus (check forms for 1st
period)
B. Begin writing 2nd draft of letter
A. Use Rubric
B. Use Google Docs

III. Homework
A. Letter is due Friday afternoon
(60 points, see Rubric handout)
19
I. Warm Up
A. Sit at assigned seat
B. Take out forms
C. Take out letter draft

II. Individual Work
A. Check for notebook and
syllabus (check forms for 1st
period)
B. Begin writing 2nd draft of letter
A. Use Rubric for essay
B. Use Google Docs

III. Homework
A. Letter is due Wednesday
afternoon (60 points, see Rubric
handout)
20
I. Warm Up
A. Sit at your assigned seat
B. Take out Writer's Notebook
(WN)
1. Skip the first page
2. On the second page, respond
to Prompt #1
"The Joy of Learning"
"The joy of learning is as
indispensable in study as
breathing is in running."
-Simone Weil
C. Receive WN Rubric
D. Receive folder
II. Independent Work
A. Write a Haiku about school
B. Get laptop, register with:
1. Remind.com
2. USATESTPREP
3.Naviance
4.Commonlit.org
5. Khan Academy
6. Collegeboard.org
7. NoRedInk.com
III.
Homework
A. Work at least 20 min on Khan
Academy
B. Annolight the essay
"Navigating Complext Texts" by
Carol Jago (15 points)
21
I. Warm Up
A. Sit at your assigned seat
B. Take out Writer's Notebook
(WN)
1. Skip the first page
2. On the second page, respond
to Prompt #1
"The Joy of Learning"
"The joy of learning is as
indispensable in study as
breathing is in running."
-Simone Weil
C. Receive WN Rubric
D. Receive folder
II. Independent Work
A. Write a Haiku about school
B. Get laptop, register with:
1. Remind.com
2. USATESTPREP
3.Naviance
4.Commonlit.org
5. Khan Academy
6. Collegeboard.org
7. NoRedInk.com
III.
Homework
A. Work at least 20 min on Khan
Academy
B. Annolight the essay
"Navigating Complext Texts" by
Carol Jago (15 points)
22
I. Warm Up
A. Sit at your assigned seat
B. Receive scantron
C. Take out "Navigating Complex
Texts"
II. Independent Work
A. Essential English Diagnostic
B. Begin defining the Terms to
Own in your WN using the
textbook Collections or
myHRW.com (it is in Clever
dashboard).
C. Continue registering with the
several apps:
1. Remind.com
2. USATESTPREP
3.Naviance
4.Commonlit.org
5. Khan Academy
6. Collegeboard.org
7. NoRedInk.com
III.
Homework
A. Continue defining the Terms
to Own (very important) 100 pts.
, this is due in two classes.
B. Practice using Khan Academy
23
I. Warm Up
A. Sit at your assigned seat
B. Receive scantron
C. Take out "Navigating Complex
Texts"
II. Independent Work
A. Essential English Diagnostic
B. Begin defining the Terms to
Own in your WN using the
textbook Collections or
myHRW.com (it is in Clever
dashboard).
C. Continue registering with the
several apps:
1. Remind.com
2. USATESTPREP
3.Naviance
4.Commonlit.org
5. Khan Academy
6. Collegeboard.org
7. NoRedInk.com
III.
Homework
A. Continue defining the Terms
to Own (very important) 100 pts. ,
this is due in two classes.
B. Practice using Khan Academy
26
I.
Warm Up
A. Students sit in rows
B. Receive Writing Packets
C. ESOL students take out
English/(language) dictionaries
D. Take out loose-leaf paper
II. I
ndependent Work
A. Using the source, wtie an
essay while following the
standards and instructions..
1. Read, mark, and answer all
questions in packet. (25 points).
III.
Homework
A. Terms to Own is due next class.
27
I.
Warm Up
A. Students sit in rows
B. Receive Writing Packets
C. ESOL students take out
English/(language) dictionaries
D. Take out loose-leaf paper
II. I
ndependent Work
A. Using the source, wtie an
essay while following the
standards and instructions..
1. Read, mark, and answer all
questions in packet. (25 points).
III.
Homework
A. Terms to Own is due next
class.
28
I.
Warm Up
A. Students sit in rows
B. Receive Writing Packets
C. ESOL students take out
English/(language) dictionaries
D. Check Terms to Own
homework.
II. I
ndependent Work
A. Using the source, wtie an
essay while following the
standards and instructions..
1. Read, mark, and answer all
questions in packet. (25 points).
III.
Homework
A. None
29
I.
Warm Up
A. Students sit in rows
B. Receive Writing Packets
C. ESOL students take out
English/(language) dictionaries
D. Check Terms to Own
homework.
II. I
ndependent Work
A. Using the source, wtie an
essay while following the
standards and instructions..
1. Read, mark, and answer all
questions in packet. (25 points).
III.
Homework
A. Honors Read pages 3-8 in
Collections textbook.
1. Then, answer questions 1-6 in
WN from page 8.
a. Follow all directions.
b. Restate the questions when
you begin to answer.
c. Use evidence to support your
response.
30
I. Warm Up
Prompt #2 Legacy

Each generation must carry the
torch fo freedom forward. What
special challenges will you an
dyour peers face in championing
liberty and equality for everyone,
and how will meet those
challenges?

II. Whole Class
A.
A Place at the Table
1. As you watch the film, briefly
write what each of the speakers
(Carol, David, Delora, Peter,
Reina, Samuel, Terry, Wislene)
say.
2.  Write a short review of the film
A Place at the Table. Summarize
the theme, describe the
segments or images that
interested you most, and analyze
why those segments were
effective. Rate the film on a scale
of 1 to 4 "stars," and give
reasons for your rating.
3. If you had to select your own
title fo r this film, what youw you
choose? Explain.
4. What is the interpretation of
"The American Dream"? Write a
short response explaining your
vision.
5. If you were one of the
participants in the video, what
stories would you tell about your
family's history?
III. Homework:
A. Read pages 3-8 from
Collections, "A Quilt of a
Country." Use RACES to answer
the questions in your Writer's
Notebook.
1. Honors-Answer questions 1 to
6 from page 8. (30 points)
2. Core- Answer only questions
1, 3, 5 (odd questions) (15
points).
         
Scroll down for the year.
September
  Monday
Tuesday
Wednesday
Thursday
Friday
Essential Question:
How do I become an effective
communicator?  Who are we
and what do we do?

How can we productively
produce positive change?
2 Labor Day
3 Hurricane Dorian
4
I. Warm Up
A. Prepare class for small
groups
B. Assign a Part of Speech
II. Small Groups
AIII. Small Groups
A. Research Parts of Speech
B. Using
Writer's, Inc and
Collections textbooks, create a
poster with the
1) name,
2)definition,
3)drawing, and
4) a punctuation formula
sentence for the picture
(caption).
5) you will be graded for the
poster, collaboration, and a
sentence for each student in
the group.

PAVPANIC
Pronoun
Adjective *
Verb *
Preposition*
Adverb*
Noun*
Interjection
Conjunction
I. Warm Up
Prompt #2 Legacy

Each generation must carry the
torch fo freedom forward. What
special challenges will you an
dyour peers face in championing
liberty and equality for everyone,
and how will meet those
challenges?

II. Whole Class
A.
A Place at the Table
1. As you watch the film, briefly
write what each of the speakers
(Carol, David, Delora, Peter, Reina,
Samuel, Terry, Wislene) say.
2.  Write a short review of the film A
Place at the Table. Summarize the
theme, describe the segments or
images that interested you most,
and analyze why those segments
were effective. Rate the film on a
scale of 1 to 4 "stars," and give
reasons for your rating.
3. If you had to select your own title
fo r this film, what youw you
choose? Explain.
4. What is the interpretation of
"The American Dream"? Write a
short response explaining your
vision.
5. If you were one of the
participants in the video, what
stories would you tell about your
family's history?
III. Homework:
A. Read pages 3-8 from
Collections, "A Quilt of a Country."
Use RACES to answer the
questions in your Writer's Notebook.
1. Honors-Answer questions 1 to 6
from page 8. (30 points)
2. Core- Answer only questions 1,
3, 5 (odd questions) (15 points).
6
I. Warm Up
A. Take out WN, homework
B. Receive Basic Essential Diagnostic test
Scantron
II. Buddy Work
A. With just one other student make sure
you understand the grammar rule.
III. Whole Class
A. Review of Diagnostic test
Review grammar: punctuation and
conventions

IV. Individual Student
A. Check homework

V. Homework
A. In myHRW.com (use Clever), go to
Resources for 9th-grade Collections (must
be in Google Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click on > Explore  
the Tutorials.
Go to menu on the top-left corner.
>Click on
Conventions
THEN Complete the tutorials for:
a. nouns
b. adverbs
c. verbs
d. pronouns
e. conjunctions
f. verb tense
2. Log the titles of the tutorials in your
Language Log i
n the back of your WN.
Objectives for the week:
To review basic grammar rules.
To write a Sestina
To review a personal essay
and how to respond to
questions.
To honor the victims, first
responders of September 11.



Open House-September 10

What was September 11?
See the following to MAKE
SURE that you know why our
country has gradually been
changing. September 11
changed our lives forever:

Remembrance
The Atlantic
PBS
Time Gallery
911.org

Students regularly encounter formal
and  informal arguments in media,
in conversations,  and in text
materials. "A Quilt of a Country"
explores  the argument that
America is both a unified  and
fractured country that has been this
way  throughout history.

The student will be able to analyze
and evaluate
an author’s claim and delineate
and evaluate an argument.  

Standards

910.RI.1.1
Cite textual evidence.
910.RI.2.4
Determine the meaning of words
and phrases.
910.RI.2.5
Analyze how an author’s claims are
developed.
910.RI.2.6
Determine an author’s point of
view and analyze how an author
uses rhetoric.
910.RI.3.8
Delineate and evaluate the
argument and claims in a text.
910.W.1.1
Write arguments.
910.W.1.1a  
Introduce precise claim(s).
910.W.1.1b
Develop claim(s) and
counterclaims.
910.L.1.1b
Use various phrases and clauses.
910.L.3.4b
Identify and use patterns of word
changes.
9
I. Warm Up
A. Prepare class for small
groups
B. Assign a Part of Speech
II. Small Groups
AIII. Small Groups
A. Research Parts of Speech
B. Using
Writer's, Inc and
Collections textbooks, create
a poster with the
1) name,
2)definition,
3)drawing, and
4) a punctuation formula
sentence for the picture
(caption).
5) you will be graded for the
poster, collaboration, and a
sentence for each student in
the group. See Rubric
handout

PAVPANIC
Pronoun
Adjective *
Verb *
Preposition*
Adverb*
Noun*
Interjection
Conjunction

V. Homework
A. In myHRW.com (use
Clever), go to Resources for
9th-grade Collections (must
be in Google Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click
on > Explore  the Tutorials.
Go to menu on the top-left
corner.
>Click on
Conventions
THEN Complete the tutorials
for:
a. nouns
b. adverbs
c. verbs
d. pronouns
e. conjunctions
f. verb tense
2. Log the titles of the
tutorials in your Language
Log i
n the back of your WN.
10
I. Warm Up
A. Receive handouts for
Sestina
B. Take out a loose-leaf paper
II. Whole Class
A. The Sestina
III. Individual Work
A. Create a Sestina
1. Rubric is forthcoming;
follow instructions
IV. Small Group
A. Conclude PAVPANIC
Infographic

V. Homework
A. In myHRW.com (use
Clever), go to Resources for
9th-grade Collections (must
be in Google Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click
on > Explore  the Tutorials.
Go to menu on the top-left
corner.
>Click on
Conventions
THEN Complete the
tutorials for:
a. nouns
b. adverbs
c. verbs
d. pronouns
e. conjunctions
f. verb tense
2. Log the titles of the
tutorials in your Language
Log i
n the back of your WN.
11
I. Warm Up
A. Receive handouts for
Sestina
B. Take out a loose-leaf paper
II. Whole Class
A. The Sestina
III. Individual Work
A. Create a Sestina
1. Rubric is forthcoming; follow
instructions
IV. Small Group
A. Conclude PAVPANIC
Infographic

V. Homework
A. In myHRW.com (use
Clever), go to Resources for
9th-grade Collections (must be
in Google Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click
on > Explore  the Tutorials.
Go to menu on the top-left
corner.
>Click on
Conventions
THEN Complete the tutorials
for:
a. nouns
b. adverbs
c. verbs
d. pronouns
e. conjunctions
f. verb tense
2. Log the titles of the tutorials
in your Language Log i
n the
back of your WN
.
12
I. Warm Up
A. Perspective Prompt #3
Whose perspective do you have?
Do you think the boy was
ungrateful? Or do you think that
the father was materialistic and was
showing the son to be selfish?
Respond in your WN
B. Receive
Collections textbook

II. Whole Class
A. Review "A Quilt of a Country."
B. (see
Slideshow)
III. Independent Student
A. Receive Sestina Rubric (Canvas)
B. Type a well-written Sestina
following the Rubric and submit in
Canvas.

For more information:
A.
Heros Actions Become a Lesson
in Character.
B.  History.com
C.  Johnstown Tragedy
D.  Flight 93
E.  Pat Tillman


IV. Homework
A. Continue tutorial work
B. Log in Language Log.
13
I. Warm Up
A. Perspective Prompt #3
Whose perspective do you have? Do you
think the boy was ungrateful? Or do you
think that the father was materialistic and
was showing the son to be selfish?
Respond in your WN
B. Receive
Collections textbook

II. Whole Class
A. Review "A Quilt of a Country."
(see
Slideshow
for better understanding.)
III. Independent Student
A. Receive Sestina Rubric (Canvas)
B. Type a well-written Sestina following the
Rubric and submit in Canvas.
For more information:
A.
Heros Actions Become a Lesson in
Character.
B.  History.com
C.  Johnstown Tragedy
D.  Flight 93
E.  Pat Tillman


IV. Homework
A. Continue tutorials work and log in the
Language Log.
TBD:

Diagnostic Post-Test 9/20 and
23
A practice will be given. You
can go on NoRedInk and
practice from
Informative Essay 2nd Draft







(about five pages from the
back or your notebook, create
a t-chart to record the titles of
the tutorials that you complete
and the dates you complete)

Language Log
Title
           Date
16
I. Warm Up
A. Sit at your seat
B. Prompt #4 September 11
What significance does
September 11 have for you?
II. Whole Class
A. Review "A Quilt of a
Country" (periods 3 and 4)

III. Independent Work
A. Using "A Quilt of a Country"
1. Write a list of no less than
50 adjectives that the author
uses, in WN.
B. In WN, copy the definitions
for
1. Capitalization
2. Comma,
3. Colon

V. Homework
A. In myHRW.com (use
Clever), go to Resources for
9th-grade Collections (must
be in Google Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click
on > Explore  the Tutorials.
Go to menu on the top-left
corner.
>Click on
Conventions
THEN Complete the tutorials
for:
a. nouns
b. adverbs
c. verbs
d. pronouns
e. conjunctions
f. verb tense
2. Log the titles of the
tutorials in your Language
Log i
n the back of your WN.
17
I. Warm Up
A. Sit at your seat
B. Prompt #4 September 11
What significance does
September 11 have for you?
II. Whole Class
A. Review "A Quilt of a
Country" (periods 3 and 4)

III. Independent Work
A. Using "A Quilt of a Country"
1. Write a list of no less than
50 adjectives that the author
uses, in WN.
B. In WN, copy the definitions
for
1. Capitalization
2. Comma,
3. Colon

V. Homework
A. In myHRW.com (use
Clever), go to Resources for
9th-grade Collections (must
be in Google Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click
on > Explore  the Tutorials.
Go to menu on the top-left
corner.
>Click on
Conventions
THEN Complete the tutorials
for:
a. nouns
b. adverbs
c. verbs
d. pronouns
e. conjunctions
f. verb tense
2. Log the titles of the
tutorials in your Language
Log i
n the back of your WN.
18
I. Warm Up
A. Sit anywhere in a group,
take out WN
B. Secure a copy of
COllections, and one of
Writer's, Inc.
II. Small Group
A. Receive copy of Diagnostic
test. Collaborate to ensure
that you know the answers to
the test. Write them on a
loose-leaf page.
1. Check your answers

III. Independent Work
A. Get your laptop and
complete the diagnostic test
on NoRedInk.com
B. Move on to Khan Academy
C. Post-English Test is Friday

V. Homework
A. In myHRW.com (use
Clever), go to Resources for
9th-grade Collections (must be
in Google Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click
on > Explore  the Tutorials.
Go to menu on the top-left
corner.
>Click on
Conventions
THEN Complete the tutorials
for:
a. capitalization
b. commas
c. colons
d. punctuating titles

2. Log the titles of the tutorials
in your Language Log i
n the
back of your WN
19
I. Warm Up
A. Sit anywhere in a group, take
out WN
B. Secure a copy of COllections,
and one of Writer's, Inc.
II. Small Group
A. Receive copy of Diagnostic test.
Collaborate to ensure that you
know the answers to the test. Write
them on a loose-leaf page.
1. Check your answers

III. Independent Work
A. Get your laptop and complete
the diagnostic test on
NoRedInk.com
B. Move on to Khan Academy
C. Post-English Test is Monday


V. Homework
A. In myHRW.com (use Clever), go
to Resources for 9th-grade
Collections (must be in Google
Chrome).
Then go to Level Up Tutorials.
On the right-hand side, click on >
Explore  the Tutorials.
Go to menu on the top-left corner.
>Click on
Conventions
THEN Complete the tutorials for:
a. capitalization
b. commas
c. colons
d. punctuating titles

2. Log the titles of the tutorials in
your Language Log i
n the back of
your WN
20
I. Warm Up
A. Sit at your seat
B. Secure a Collections, Writer's Inc, and
scantron
II. Independent Work
A.Complete Post-English Test
within one hour.
1. IEP, 504, get allotted time.
2. ESOL can use English/language
thesaurus
B. Once done with test, turn it in.
C. Open Collecition book to page 27.
1. Read pages 27-30 ,
The Gettysberg Address, it is only 272
words.
a. Honors answer all questions on page 30.
Use RACES to answer in WN. (30 pts)
b. Core answer questions 1,2, 4, 6 from
page 30 in WN. Use RACES to answer (20
points)
Caring for the World is
important and our
responsibility!
23
I. Warm Up
A. Sit at your seat
B. Secure a Collections
textbook, Writer's Inc and
scantron
II. Independent Work
A. Complete test withing one
hour
1.  IEP/504 get allotted time
you need
2.. ESOL can use
English/Language dictionary.
B. Once done with test, turn in
and open Collections textbook
to page 27
1. Read pages 27-30
2. Honors, answer questions
1-6 in WN. Use RACES (30
pts).
Core, answer questions
1,2,4,6, pg. 27 in WN, while
using RACES.
24
I. Warm Up
A. Sit at your seat
B. Receive handout:
1. Hyperbole Study with "If" by
Rudyard Kipling
II. Independent Study
A. Follow the instructions in
the packet.
1. Answer ALL questions in
the packet and/or Writer's
Notebook.

Ms. Reyes out...three doctors'
appointments.
25
I. Warm Up
A. Sit at your seat
B. Receive handout:
1. Hyperbole Study with "If" by
Rudyard Kipling
II. Independent Study
A. Follow the instructions in
the packet.
1. Answer ALL questions in
the packet and/or Writer's
Notebook.
III. Whole Class
A. Review Writing:
Writing Tutorials under Writing
and Revision in myHRW.com:
1.
Revising for Word Choice
2. Using Transitions
3. Revising at the Sentence
Level
4. Revising to Add Supporting
Details
5. Revise for Unity,
Coherence, and Organization
IV. Homework
A.If you did not complete the
classwork, it is homework.
26
I. Warm Up
A. Sit at your seat
B. Take out Hyperbole Study
C. Take out Gettysburg Homework
II. Whole Class
A. Discuss Gettysburg Address
B. Discuss Hyperbole and "If"
C. Discuss the Expository Essay
III. Individual Work
A. Writing Tutorials under Writing
and Revision in myHRW.com:
1.
Revising for Word Choice
2. Using Transitions
3. Revising at the Sentence Level
4. Revising to Add Supporting
Details
5. Revise for Unity, Coherence,
and Organization
IV. Homework
A.If you did not complete the
classwork, it is homework.
27
. Warm Up
A. Sit at your seat
B. Take out Hyperbole Study
C. Take out Gettysburg Homework
D. Respond to Prompt #5: Identity
Think about a
time when you have
pretended to be someone who you
are not, or when you have
hidden your true
feelings
, why did you choose to hide a part
of your
identity?
II. Whole Class
A. Discuss Gettysburg Address
B. Discuss Hyperbole and "If"
C. Discuss the Expository Essay
III. Individual Work
A. Writing Tutorials under Writing and
Revision in myHRW.com:
1.
Revising for Word Choice
2. Using Transitions
3. Revising at the Sentence Level
4. Revising to Add Supporting Details
5. Revise for Unity, Coherence, and
Organization
IV. Homework
A. If you did not complete the classwork, it is
homework.
October 2019
Essential Question: How can I become a more effective writer? How can we creatively produce positive change?
Standards/Objectives
Monday
Tuesday
Wednesday
Thursday
Friday

-Apply knowledge of language to
understand how language functions in
dfferent contexts, to make effective choices
for style, and to comprehend more fully
writing, reading, or listening.
-To revise and improve an expository essay.
-To use MLA format
-To send completed essay to
englishone18@gmail.com.

https://owl.english.purdue.edu/exercises/2/
Road to Grammar
Grammar Practice Quiz
Lots of Grammar Practice here
Parts of Speech Examples and Quiz

PRACTICE!  PRACTICE! PRACTICE!


Resources
Writing presentation
Expository Essay 2019
MLA Format
Edgar Allan Poe
30 No School
Rosh Hashanah
1
I. Warm Up
A. Sit at your seat.
B. Take out a loose-leaf paper
C. Get your own laptop
D. Get Writer's Inc textbook, pages 105-114;
259-284.
II. Whole Class
A. The essay discussion.
III. Independent Work
A. Revise the essay, 100 pts
1. Use the essay packet
2. Use Rubric
3. Use information posted here.
B. Work on NoRedInk.

IV. Homework
A. None, but
B. Practice for PSAT by using Khan Academy.
2
I. Warm Up
A. Sit at your seat.
B. Take out a loose-leaf paper
C. Get your own laptop
D. Get Writer's Inc textbook, pages
105-114; 259-284.
II. Whole Class
A. The essay discussion.
III. Independent Work
A. Revise the essay, 100 pts
1. Use the essay packet
2. Use Rubric
3. Use information posted here.
B. Work on NoRedInk.

IV. Homework
A. None, but
B. Practice for PSAT by using Khan
Academy.
3
I. Warm Up
A. Sit at your seat.
B. Receive handouts.
C. Get your laptop.
D. Get Writer's Inc textbook, pages 105-114;
259-284
III. Independent Work
A. Revise the essay, 100 pts
1. Use the essay packet
2. Use Rubric
3. Use information posted here.
Due Friday at 1159 P.M. at
englishone18@gmail.com
B. Go to Commonlit.org and complete "Excerpts
from
Romeo and Juliet" While you read answer the
questions embedded in the story. Annotate the text.
1. Answer the multiple choice questions
2. Answer the short-response question.
IV Homework
A. Work on Khan Academy
B. Work on NoRedInk.com to practice for PSAT on
October 16th.
4
I. Warm Up
A. Sit at your seat.
B. Receive handouts.
C. Get your laptop.
D. Get Writer's Inc textbook, pages 105-114;
259-284
III. Independent Work
A. Revise the essay, 100 pts
1. Use the essay packet
2. Use Rubric
3. Use information posted here.
Due Friday at 1159 P.M. at
englishone18@gmail.com
B. Go to Commonlit.org and complete
"Excerpts from
Romeo and Juliet" While you
read answer the questions embedded in the
story. Annotate the text.
1. Answer the multiple choice questions
2. Answer the short-response question.
IV Homework
A. Work on Khan Academy
B. Work on NoRedInk.com to practice for
PSAT on October 16th.
7
I. Warm Up
A. Sit where you will work
B. Prompt #6 is Adjectives,
Write 50 Adjectives with its noun (from "A
Quilt of a Country")
Prompt # 7 Love
1. Draw Love
2. Describe Love (on a loose-leaf page if
I have your WN)
C. Secure a
Collections textbook, turn to
page 163
II. Small Groups (Dyads)
A. Read "from Love's Vocabulary" pages
163-170
1. Honors answer questions 1-7 in WN
(or loose-leaf paper if I have your WN)
1. Core answer questions 1, 3, 5, and 7
in WN (or loose-leaf paper if I have your
WN)
2. Although working with someone else,
each student should have own answers.
3. Use R-A-C-E-S.
III. Individual Student
Period 3 Only Turn in Hyperbole Study in
WN

IV Homework
A. Anything not completed in class
B. Work on tutorials: (Note: You must
Accept pop-ups and Flash) Go to
myHWR.com>Resources>Word Sharp,
then work on this tutorials:
1.
Prefix
2. Latin Roots
3. Greek and Anglo Saxon
4.Suffix
C. Study for PSAT using Khan Academy
and/or NoRedInk.com
8
I. Warm Up
A. Sit where you will work
B. Prompt #6 is Adjectives,
Write 50 Adjectives with its noun (from "A Quilt of a
Country")
Prompt # 7 Love
1. Draw Love
2. Describe Love (on a loose-leaf page if I have your
WN)
C. Secure a
Collections textbook, turn to page 163
II. Whole Class
A. Read "from Love's Vocabulary" pages 163-170
III. Small Groups (Dyads)
1. Honors answer questions 1-7 in WN (or loose-leaf
paper if I have your WN)
1. Core answer questions 1, 3, 5, and 7 in WN (or
loose-leaf paper if I have your WN)
2. Although working with someone else, each
student should have own answers.
3. Use R-A-C-E-S.
III. Individual Student
Period 3 Only Turn in Hyperbole Study in WN

IV Homework
A. Anything not completed in class
B. Work on tutorials: (Note: You must Accept
pop-ups and Flash) Go to
myHWR.com>Resources>Word Sharp, then work on
this tutorials:
1.
Prefix
2. Latin Roots
3. Greek and Anglo Saxon
4.Suffix
C. Study for PSAT using Khan Academy and/or
NoRedInk.com
9 No School-
Yom Kippur
10
PSAT practice using Gale online Testing and
Education, as shown in class
https://terc.nelnetsolutions.com/hubpage/
hub/sat_st
11
Agenda-(This section is on the board
already.)
I. Warm Up
A. Students sit at their seats and take out
their Writer’s Notebooks.
B. Receive handouts
C. Prompt #8 Imagine
How can you individually create peace?
(Follow the rubric: write the prompt #, title,
date,
and respond to questions in at least ¾ of a
page in WN).

II. Independent Work

A. Use a loose-leaf paper to write a draft of
the Pantoum
1. Follow the instructions and the rubric.

III. Homework
A. Anything not completed in class.
B. Practice for PSAT
14
Agenda-(This section is on the board
already.)
I. Warm Up
A. Students sit at their seats and take
out their Writer’s Notebooks.
B. Receive handouts
C. Prompt #8 Imagine
How can you individually create peace?
(Follow the rubric: write the prompt #,
title, date,
and respond to questions in at least ¾ of
a page in WN).

II. Independent Work

A. Use a loose-leaf paper to write a draft
of the Pantoum
1. Follow the instructions and the rubric.

III. Homework
A. Anything not completed in class.
B. Practice for PSAT
15
I. Warm Up
A. Practice for PSAT using Gale at Cypress Bay
website, as shown in class:
https://terc.nelnetsolutions.com/hubpage/hub/ sat_st
16 PSAT
17 Early Release Day

I. Warm Up
A. Sit at your seat.
B. Get your laptop.
C. Go to Clever>Newsela

I. Independent Work
A. Respond to Newsela article:
1. Honors respond to Shakespeare assignment
2. Core respond to Elements of Literature
assignment
a. Respond to all multiple choice questions (2 pts
each)
b. Respond to all Short-Response questions (5
points each)
B.  Go to NoRedInk.com. -If you have not
completed the diagnostic, please complete it.
1. Complete the Colon and Comma activity.
18 No School

Teacher Planning
22
I. Warm Up
A. Sit at your seat.
B. Secure a Collections textbook, pages
169-181
C. Take out WN.
D. Receive Handout:
Text/Me Chart
II. Independent Work
A. Prompt #10 Participle
1.In  your WN, copy the definition of
participle from page 172.
III. Whole Class
A. Read "My Shakespeare," Kate
Tempest
IV Independent Work
A. Check "from Love's Vocabulary"
homework
B. Write three participial phrases about
"My Shakespeare."
C. Read pages 177-181,
Shakespearean Drama.
1. Copy important, unknown information
while using a Text/Me Chart (use
handout).
a. You should have at least two full
pages for 10 pts total.
b. The more you write, the more points
(each page is 5 pts.)
V. Homework
A. Complete the following in NEWSELA
Core-Common Elements of Literature
Honors-Shakespeare
22
I. Warm Up
A. Sit at your seat.
B. Secure a Collections textbook, pages 169-181
C. Take out WN.
D. Receive Handout:
Text/Me Chart
II. Independent Work
A. Prompt #10 Participle
1.In  your WN, copy the definition of participle from
page 172.
III. Whole Class
A. Read "My Shakespeare," Kate Tempest
IV Independent Work
A. Check "from Love's Vocabulary" homework
B. Write three participial phrases about "My
Shakespeare."
C. Read pages 177-181, Shakespearean Drama.
1. Copy important, unknown information while using
a Text/Me Chart (use handout).
a. You should have at least two full pages for 10 pts
total.
b. The more you write, the more points (each page is
5 pts.)
V. Homework
A. Complete the following in NEWSELA
Core-Common Elements of Literature
Honors-Shakespeare
23
I. Warm Up
A. Ensure that handouts were given
on Monday for
Text/Me Chart
B. Review "From Love's Vocabulary"
and Commonlit.org questions
C. Get laptops, audio
II. Independent Work
A. Access the video from Kate
Tempest in your textbook at
My Shakespeare
B. Then, because this is part of a
unit, read page 176, answer the
questions for the poem from page
176 in your Writer's Notebook.
C. Access the following link:
Sweet Sorrow
D. Choose one article of from the
link above and create a
Text/Me page (front and back) to
show understanding. It is up to you
which one you select to interact with,
but write the title of the article and
the author. Before you begin the
Text/Me, however, answer the
common
questions for an article: Who?
What? When? Where? How? Why?
Note: One good way to focus on the
text is by focusing carefully and
looking for
SOAPSTONE. As you
focus, look for the elements while you
complete the dialectic chart.
E. If you are done early, continue to
work on NoRedInk.
III. Homework
A. Complete the following tutorials:
1.
Elements of Drama
2. Types of Drama
24
I. Warm Up
A. Ensure that handouts were given on Monday for
Text/Me Chart
B. Review "From Love's Vocabulary" and
Commonlit.org questions
C. Get laptops, audio
II. Independent Work
A. Access the video from Kate Tempest in your
textbook at
My Shakespeare
B. Then, because this is part of a unit, read page
176, answer the questions for the poem from page
176 in your Writer's Notebook.
C. Access the following link:
Sweet Sorrow
D. Choose one article of from the link above and
create a
Text/Me page (front and back) to show
understanding. It is up to you which one you select
to interact with, but write the title of the article and
the author. Before you begin the Text/Me,
however, answer the common questions for an
article: Who? What? When? Where? How? Why?
Note: One good way to focus on the text is by
focusing carefully and looking for
SOAPSTONE. As
you focus, look for the poetic elements while you
complete the dialectic chart.
E. If you are done early, continue to work on
NoRedInk.
III. Homework
A. Complete the following tutorials:
1.
Elements of Drama
2. Types of Drama
25
I. Warm Up
A. Take a red book
II. Whole Class
A. Read pages 10-26 from Nextext
Romeo
and Juliet
II. Independent Work
A. Get laptop
B. Go to Canvas
C. Complete Assignment for Pantoum.
1. Use Handout= Pantoum Rubric
2. Repetition and Rhyme occur naturally.
You should use two OTHER devices to fulfill
the task.

III. Homework
A.Complete the following tutorials:
1.
Elements of Drama
2. Types of Drama
3. The Pantoum is due Sunday night. AND
MUST BE SUBMITTED IN CANVAS
a.
Pantoum for Honors in Canvas
b Pantoum for Core in Canvas
28
I. Warm Up
A. Take a red book
II. Whole Class
A. Read pages 10-26 from Nextext
Romeo and Juliet
II. Independent Work
A. Get laptop
B. Go to Canvas
C. Complete Assignment for Pantoum.
1. Use Handout= Pantoum Rubric
2. Repetition and Rhyme occur naturally.
You should use two OTHER devices to
fulfill the task.

III.
Homework
A.Complete the following tutorials:
1.
Elements of Drama
2. Types of Drama
3. The Pantoum is due Tuesday night.
AND MUST BE SUBMITTED IN CANVAS
29
I. Warm Up
A. Take a yellow book or a red book
II. Whole Class
A. Assign characters
B. Read from
Romeo and Juliet, Act I
III. Independent Work
A. Review Act I from
Collections textbook, pages
200-204
1. Know the play!
IV
Homework
A. None
30
I. Warm Up
A. Take a yellow book or a red book
II. Whole Class
A. Assign characters
B. Read from
Romeo and Juliet, Act I
III. Independent Work
A. Review Act I from Collections
textbook, pages 200-204
1. Know the play!
IV
Homework
A. None

Check out
Edgar Allan Poe
31  HAPPY HOLLOWEEN!
I. Warm Up
A. Prompt #11-Pet Zombie
Your class just got a pet zombie. Write an
instruction manual for proper zombie care. (10
points)

II. Pair/Share
A.  Spooky Story
1. Read your assigned story and create a Plot
Diagram. (25 points)
a.
The Plot Diagram
b. Create YOUR OWN! Plot Diagram Sample
2. Then, answer the questions for the short story
that you were assigned, to include the
short-response. Make sure that you follow the
R-AC-E-S scheme. (2 pts for M/C questions and 4
points for short-response).
3. Present to the class
PVLEGS

Oral Presentation (25 pts):

make eye contact with the class        5 pts.
speak loud enough for class to hear 5 pts.
hold head up                                     5 pts.
use notes and plot diagram               5 pts.
knowledgeable                                  5 pts.
III. Homework
A. Anything not completed in class; catch up!
B. MyHRW.com (through Clever
access)>Resources>Level Up Tutorials>
Conventions:
1.
Pronoun-Antecedent Agreement
2. Subject-Verb Agreement
3. Apostrophes

Then, Analyzing Literature:
4.
Plot Stages
5. Plot Sequence of Events
1
I. Warm Up
A. Sit with a partner with whom you will work.
B. Take out WN
C. Respond to Prompt #11 Pet Zombie
Your class just got a pet zombie. Write an
instruction manual for proper zombie care.
(10 Pts.)
D. Receive a short story assignment from
Commonlit.org
E. Get your laptop

II. Pair/Share
A.  Spooky Story
1. Read your assigned story and create a
Plot Diagram. (25 points)
a. The Plot Diagram
b. Create YOUR OWN! Plot Diagram Sample
2. Then, answer the questions for the short
story that you were assigned, to include the
short-response. Make sure that you follow
the R-AC-E-S scheme. (2 pts for M/C
questions and 4 points for short-response).
3. Present to the class
PVLEGS

Oral Presentation (25 pts):

make eye contact with the class        5 pts.
speak loud enough for class to hear 5 pts.
hold head up                                     5 pts.
use notes and plot diagram               5 pts.
knowledgeable                                  5 pts
.

III. Homework
A. Anything not completed in class; catch up!
B. MyHRW.com (through Clever
access)>Resources>Level Up Tutorials>
Conventions:
1.
Pronoun-Antecedent Agreement
2. Subject-Verb Agreement
3. Apostrophes

Then, Analyzing Literature:
4.
Plot Stages
5. Plot Sequence of Events
November 2019
Essential Questions:  How can I become a more effective communicator? How can we creatively produce positive change? How does literature mirror life?
Standards/Objectives/Resources/Comments
Monday
Tuesday
Wednesday
Thursday
Friday
-Collaborate with a partner
-Read a classic short story
-Construct a plot diagram
-Answer questions about a short story
-Identify short story elements
-Prepare to present your story to the class





Students will be able to:

-Read a classic play.
-Define "comic relief," identify specific examples,
and comment on its role in the text.
-Explain how both the Nurse and the Friar
function as confidants.
-Develop and practice strategies for interpreting
Shakespearean language.
-Define, understand, and properly use the
Elizabethan English used in Shakespeare’s
Romeo and
Juliet
-Identify the characters and plot of Romeo and
Juliet and analyze the actions, themes, and social
issues of the play and relate them to those that
are relevant today
-Recognize and understand the use and purpose
of various literary devices
-Write a literary essay that cites appropriate text-
based information to support the thesis
In addition, these standards are always on the
board:

Apply knowldedge of language to understand
how language functions in defferent contexts to
make elective choices for meaning or style, or to
comprehend more fully when reading or listening.
Determine the meaning of words and phrases;
analyze the cujulative impact of word choices on
meaning and tone.
Determine the meaning of a theme and analyze
in detail its development
Analyze how an author structures a text.
4 B Day
Day Two of Spooky Story
Continue to work on:
1) Plot Scheme (25 pts)
2) Answer multiple choice questions and
short-reponse questions in Common.lit.org
3) Prepare Presentation (25 pts.)
Homework-the above is due next class
In addition, complete the Tutorials and log
them in the back of your WN.
(See previous day.)
5   A Day
Day Two of Spooky Story
Continue to work on:
1) Plot Scheme (25 pts)
2) Answer multiple choice questions and
short-reponse questions in
Common.lit.org
3) Prepare Presentation
Homework-the above is due next class
In addition, complete the Tutorials and
log them in the back of your WN.
(See previous day.)
6
I. Warm Up
A. Respond to Prompt #12 Gem
"A gem cannot be polished without
friction, nor a man without trials."-Seneca
B. Take out WN
C. Take out Plot Line
II. Whole Class
A. Short Story Presentations:
PVLEGS
7
I. Warm Up
A. Respond to Prompt #12 Gem
"A gem cannot be polished without friction, nor
a man without trials."-Seneca
B. Take out WN
C. Take out Plot Line
II. Whole Class
A. Short Story Presentations:
III. Homework
PVLEGS
Vocabulary Improvement Study:
Copy the follow Words on a loose-leaf paper
(ten per side):
1. adversary                     11. chide
2. ancient                         12. civil
3. beloved                        13. commend
4. blank verse                  14. conceit
5. boisterous                    15. conjure
6. bound                           16. consent
7. brawl                             17. consort
8. burden                          18. counsel
9. canker                          19. courtesy
10. cease                          20. deny

VIS and VIS Instructions
III. Individual Work
A. Work on the VIS or
B. Catch up
8
I. Warm Up
A. Read from Act II
Romeo and Juliet
II. Whole Class
III.
Homework
Vocabulary Improvement Study:
Copy the follow Words on a loose-leaf paper
(ten per side):
1. adversary                     11. chide
2. ancient                         12. civil
3. beloved                        13. commend
4. blank verse                  14. conceit
5. boisterous                    15. conjure
6. bound                           16. consent
7. brawl                             17. consort
8. burden                          18. counsel
9. canker                          19. courtesy
10. cease                          20. deny

VIS and VIS Instructions
III. Individual Work
A. Work on the VIS or
B. Catch up
11
Veterans Day-No School
12
I. Warm Up
A. Take out textbook
II. Whole Class
A. Read from Romeo and Juliet, Act II.
B. Read from journal prompts.

III. Homework
Vocabulary Improvement Study:
Copy the follow Words on a loose-leaf
paper (ten per side):
1. adversary                     11. chide
2. ancient                         12. civil
3. beloved                        13. commend
4. blank verse                  14. conceit
5. boisterous                    15. conjure
6. bound                           16. consent
7. brawl                             17. consort
8. burden                          18. counsel
9. canker                          19. courtesy
10. cease                          20. deny

VIS and VIS Instructions
13.
I. Warm Up
A. Prompt #13 Veterans Day
How do you "thank" a veteran?
B. Get your laptop and headset.
II. Independent Work
A. Go to myhrw.com, grade 9
Core-1. Go to textbook, grade 9 Table
of Contents, look for Collections 4 Sweet
Sorrow, Close Reader.
2. Complete Online!
3. Then,  review Act II and
4. Answer questions 1, 3, and 5 from
page 227. Remember to use
R_A_C_E_S!

Honors-1. Go to textbook, grade 9 Act II
and review the scenes.
2. Answer the questions on page 227,
online!

III. Independent Work (for all)
A. Ted Talk
View the following video:
https://ed.ted.
com/on/X4PTXvFd
What is the topic? Now, what is the
theme? Summarize the talk

Honors Only _Answer the questions
online after registering with an account:
Watch Think Dig Deeper Discuss
(30 points)

Core Only complete Watch, Think
(23pts)  You may need to register with
an account.

III.Homework
A. Anything not completed in class is
homework but will be due not the
next class, the following (you have
one more class to complete).

B. The VIS is due next class!
14
I. Warm Up
A. Prompt #13 Veterans Day
How do you "thank" a veteran?
B. Get your laptop and headset.
II. Independent Work
A. Go to myhrw.com, grade 9
Core-1. Go to textbook, grade 9 Table of
Contents, look for Collections 4 Sweet Sorrow,
Close Reader.
2. Complete Online!
3. Then,  review Act II and
4. Answer questions 1, 3, and 5 from page 227.
Remember to use R_A_C_E_S!

Honors-1. Go to textbook, grade 9 Act II and
review the scenes.
2. Answer the questions on page 227, online!

III. Independent Work (for all)
A. Ted Talk
View the following video:
https://ed.ted.
com/on/X4PTXvFd
What is the topic? Now, what is the theme?
Summarize the talk

Honors Only _Answer the questions online
after registering with an account:
Watch Think Dig Deeper Discuss (30
points)

Core Only complete Watch, Think (23pts)  You
may need to register with an account.

III.Homework
A. Anything not completed in class is
homework but will be due not the next
class, the following (you have one more
class to complete).

B. The VIS is due next class!
15
I. Warm Up
A. Take out VIS
B. Assign roles
II. Whole Class
A. Read Act III of
Romeo and Juliet
B. Collect VIS
C. Share from WN-Prompt reading

HOMEWORK-Anything not completed in class
two days ago is homework.

If you are failing and do not want to fail my
class, I will accept your work, minus late points,
and, if there is a Rubric for the assignment,
minus those points indicated on the Rubric.

Thank you for doing your very best.
18
I. Warm Up
A. Take out VIS
B. Assign roles
II. Whole Class
A. Read Act III of
Romeo and Juliet
B. Read from Writer's Notebook
19
I. Warm Up
A. Prompt #14 Name
What does your name mean? Does your
name match who you are? How? Do you
like your name? Why? Would you have
given yourself a different name? If so,
which one?
II. Independent Work
A. Get laptop; log into Commonlit.org
1. Answer all questions for "The
Necklace"
20
I. Warm Up
A. Receive handout for "The Necklace."
1. Core-answer all questions except
"Discussion Questions" at the end.
2. Honors-answer all questions.
21
I. Warm Up
A. Review
Romeo and Juliet, devise plot-line
II. Whole Class
A.
Romeo and Juliet video
1. Text/Me Chart Prompt #15 Video/Movie
a. What is the same as in the text? What is
different?
22
I. Warm Up
A. Prompt #14 Name
What does your name mean? Does your name
match who you are? How? Do you like your
name? Why? Would you have given yourself a
different name? If so, which one?
II. Whole Class
A.
Romeo and Juliet video
1. Text/Me Chart Prompt #15 Video/Movie
a. What is the same as in the text? What is
different?

25
I. Warm Up
A. Take out WN
B. Prompt #16 Thankful
Write (do not list) what you are thankful for
and why. Explain, while describing, how you
demostrate your thankfulness.
II. Whole Class
A. Read and conclude
Romeo and Juliet.
III. Whole Class
A. Review Romeo and Juliet, devise Plot
Line. See
Romeo and Juliet reviews.
III. Homework
A. See Pinnacle and reyeseng.org
26
I. Warm Up
A. Take out WN
B. Prompt #16 Thankful
Write (do not list) what you are thankful
for and why. Explain, while describing,
how you demostrate your thankfulness.
II. Whole Class
A. Read and conclude
Romeo and Juliet.
III. Whole Class
A. Review Romeo and Juliet, devise Plot
Line. See
Romeo and Juliet reviews.
III. Homework
A. See Pinnacle and reyeseng.org
Thanksgiving
           Mid-Term Core Review        December                               Mid-Term Review Honors      
Monday
Tuesday
Wednesday
Thursday
Friday
2
I. Warm Up
Prompt #17 Memories
Write a list of ten memories (good or bad)
that have stood out in your life.
II. Whole Class
A.
Romeo and Juliet movie

III. Homework
A. Make sure that your Writer's
Notebook is up to date; follow the
Rubric given to you at the beginning of
the year.
Reminders: Due dates for Writer's
Notebook are set. Still have to read at
least three prompts to the class. Still
have to check some of the material
that has not been graded, such as
myHRW.com questions for
Romeo and
Juliet.
3
I. Warm Up
Prompt #17 Memories
Write a list of ten memories (good or
bad) that have stood out in your life.
II. Whole Class
A.
Romeo and Juliet movie

III. Homework
A. Make sure that your Writer's
Notebook is up to date; follow the
Rubric given to you at the beginning
of the year.
Reminders: Due dates for Writer's
Notebook are set. Still have to read
at least three prompts to the class.
Still have to check some of the
material that has not been graded,
such as myHRW.com questions for

Romeo and Juliet.
4
I. Warm Up
A. Get a textbook.
B. Take out WN.
C. Respond to Prompt #18
Literary Terms Continued
Define the following from you
Collections
textbook:
1. Antagonist
2. Comic relief
3. parallel plot
4. parallel structure
5. Tragic Hero
II. Whole Class
A. Read "Duty" by Pamela Rafael
Berkman, pages 289-298
III. Independent Work
A. Read from Writer's Notebook
IV. Independent Work
A.
Honors-Go to page 298. On a
loose-leaf paper answer questions 1-8
following the instructions there, using
R-A-C-E-S.  (40 pts).
B.
Core-Go to page 298, on a loose-leaf
paper answer questions 1,3, 5, and 7,
using R-A-C-E-S. (20 pts).
5
I. Warm Up
A. Get a textbook.
B. Take out WN.
C. Respond to Prompt #18
Literary Terms Continued
Define the following from you
Collections
textbook:
1. Antagonist
2. Comic relief
3. parallel plot
4. parallel structure
5. Tragic Hero
II. Whole Class
A. Read "Duty" by Pamela Rafael Berkman,
pages 289-298
III. Independent Work
A. Read from Writer's Notebook
IV. Independent Work
A.
Honors-Go to page 298. On a loose-leaf
paper answer questions 1-8 following the
instructions there, using R-A-C-E-S.  (40 pts).
B.
Core-Go to page 298, on a loose-leaf paper
answer questions 1,3, 5, and 7, using
R-A-C-E-S. (20 pts).
6

I. Warm Up
A. Prompt #19 Fate or Free Will?

Are we governed by fate or by free will? Why?
Explain while bringing in
Romeo and Juliet to
your justification.

II. Independent Work
A. Continue answering questions for "Duty" on
loose-leaf paper
B. Read from Writer's Notebook

III. Whole Class
A.
Pyramus and Thisbe by Ovid, page 283

IV. Homework
A. Make sure the Writer's Notebook is to
specifications.
B. Begin studying for Mid-Term test, the review
is in the middle of this page.
C. Check Pinnacle to ensure that you have
what you need in your notebook.
1. Writer's Notebook due with twenty prompts
and Language Log next class.
9
I. Warm Up
A. Prompt #19 Fate or Free Will?

Are we governed by fate or by free will?
Why? Explain while bringing in
Romeo and
Juliet
to your justification.

II. Independent Work
A. Continue answering questions for "Duty"
on loose-leaf paper
B. Read from Writer's Notebook

III. Whole Class
A.
Pyramus and Thisbe by Ovid, page 283

IV. Homework
A. Make sure the Writer's Notebook is to
specifications.
B. Begin studying for Mid-Term test, the
review is in the middle of this page.
C. Check Pinnacle to ensure that you have
what you need in your notebook.
1. Writer's Notebook due with twenty
prompts and Language Log next class.
10
I. Warm Up
A. Prompt #19 Fate or Free Will?

Are we governed by fate or by free will?
Why? Explain while bringing in
Romeo
and Juliet
to your justification.
Prompt# 20  This Class
Summarize and review this class,
course, teacher, classmates. Include at
least three (3) punctuation formulas in
this review.
II. Independent Work
A. Continue answering questions for
"Duty" on loose-leaf paper
B. Read from Writer's Notebook

III. Whole Class
A.
Pyramus and Thisbe by Ovid, page
283

IV. Homework
A. Make sure the Writer's Notebook is to
specifications.
B. Begin studying for Mid-Term test, the
review is in the middle of this page.
C. Check Pinnacle to ensure that you
have what you need in your notebook.
1. Writer's Notebook due with twenty
prompts and Language Log next class.
11
Prompt 20 This Class
Summarize and review this course,
teacher, classmates, and material.
Include at least three punctuation
formulas in the summary.

Writer's Notebook is due after reading
and sharing your prompts.
12

Turn in Writer's Notebook after reading and
sharing your prompts.
Continue working on "Duty" questions and turn
them in.
Prompt #20 This Class
Summarize and review this course, teacher,
classmates, and material. Include at least three
punctuation formulas in the summary.
Give back student work and file.
13
Turn in Writer's Notebook after reading and
sharing your prompts.
Continue working on "Duty" questions and turn
them in.

Give back student work and file.
MidTerm Review
16
Exemption forms due. All work (
no late
work
) should be turned in by Thursday.
December 12th. NO EXCEPTIONS WILL BE
MADE.

Give back student work to file.
"Duty" is due.
Mid Term Review.
17-20 MidTerm Exams
Holiday Break
January 2020
Essential Questions: How can I become an effective writer? Who ar we and what do we do? How does classical literature influence our today?
Standards:

Goals:
Write an argumentative essay
Practice for Reading Test
Complete some more tutorials
Presentations and voice
collaborations and groupwork
(thinktanks and SMEs)
Art analysis

Objectives for the month:
To read and understand a
classic piece of literature. To
apply reading skills by reading a
myth, a short story, and ancillary
materials.

Read carefully:
-To read a seminal piece to relate the
past with the present to encourage
peaceful
social activism to enable change
to encourage awareness of current
events. Cite specific textual evidence to
support analysis of a primary source,
connecting insights gained from specific
details to an understanding of the
text as a whole;
● Determine the central ideas or
information of a primary source; provide
an accurate summary that makes clear
the relationships
among the key details and ideas;
● Determine the meaning of words and
phrases as they are used in a speech,
including analyzing how an author uses
and refines the meaning of a key term
over the course of a text;
● Analyze in detail how a complex primary
source is structured, including how key
sentences, paragraphs, and larger
portions of the text contribute to the whole;
and
● Evaluate an author’s premises, claims,
and evidence by corroborating or
challenging
them with other information.

Accommodations:
Logical/Mathematical(students
analyze, deduce) Verbal-Linguistic
(students articulate, detail,
compose, embellish) Interpersonal
(students confer, interact) Visual-
Spacial (students conceptualize,
image, picture, represent)
Intrapersonal (students reflect,
meditate, wonder, ponder)

Related and helpful information for
understanding:

How To Do Homework

Dying For Freedom  

A good review of Little Women
Monday
Tuesday
Wednesday
Thursday
Friday
6
Planning Day
Happy Three Kings Day!
7 Objectives:
Review a classical short story,
myth, and analyze it.
I. Warm Up
A. Secure a Collections textbook
B. Go to pages 283-287
II. Small Team
A. Create a plot scheme with
essential elements: title, author,
plot, characters, conflict, setting
(location, time, situation,
environment), rising action,
falling action, climax, resolution,
and theme.  (25 points)
B. Answer questions 1-3 from
page 288, using R-A-C-E-S, in
WN. (15 points)
C.
Honors Only: On back of the
plot scheme describe at least
five literary elements. Create a
chart to reflect the element, the
quote and page number in which
the element appears, and an
explanation for how the element
with the quote contributes to the
theme. (25 points)
III.
Homework
All of the above is due next
class. In addition,
1. Study vocabulary words.
2. Complete the Level Up
Tutorials from myHrw.com:
a. Short Stories and Novels
b. Myths, Legends, and Tales
1. Log both titles in a new
Language Log in back of WN
8 Objectives:
Review a classical short story,
myth, and analyze it.
I. Warm Up
A. Secure a Collections textbook
B. Go to pages 283-287
II. Small Team
A. For Pyramus and Thisbe, Create
a plot scheme with essential
elements: title, author, plot,
characters, conflict, setting
(location, time, situation,
environment), rising action, falling
action, climax, resolution, and
theme.  (25 points)
B. Answer questions 1-3 from page
288, using R-A-C-E-S, in WN. (15
points)
C.
Honors Only: On back of the
plot scheme describe at least five
literary elements. Create a chart to
reflect the element, the quote and
page number in which the element
appears, and an explanation for
how the element with the quote
contributes to the theme. (25 points)
III.
Homework
All of the above is due next class. In
addition,
1. Study vocabulary words.
2. Complete the Level Up Tutorials
from myHrw.com:
a. Short Stories and Novels
b. Myths, Legends, and Tales
1. Log both titles in a new
Language Log in back of WN
9
I. Warm Up
A. Take out #2 Pencil
B. Receive Scantron
II. Independent Work
A. Easy 10-minute open-book quiz
on
Pyramus and Thisbe
III. Whole Class
A. Survey
IV. Groupwork
A. Graphic Organizer for all five
selections showing one theme for all.
- Illustrate to show title, author,
genre
- One quote from each selection,
page number, that demonstrates
the theme.
-Present
V. Individual Work
A. Crosswork Puzzle
B. Turn in Plot Scheme
VI Homework
A. Same as yesterday's
10

I. Warm Up
A. Take out #2 Pencil
B. Receive Scantron
II. Independent Work
A. Easy 10-minute open-book
quiz on
Pyramus and Thisbe
III. Whole Class
A. Survey
IV. Groupwork
A. Graphic Organizer for all
five selections showing one
theme for all.
- Illustrate to show title, author,
genre
- One quote from each
selection, page number, that
demonstrates the theme.
-Present
V. Individual Work
A. Crosswork Puzzle
B. Turn in Plot Scheme
VI Homework
A. Same as yesterday's
13
Objectives: Review vocabulary,
synthesize various pieces of
literature of different genres.
I. Warm Up
A. Sit at your seat
B. Get laptop
II. Whole Class
A. Review Vocab crosswork
B. Vocab Jam
III. Small Groups
A. Continue Groupwork-Jigsaw
(Honors)
IV. Homework
A. Study for Vocab Test
14
Objectives: Review vocabulary,
synthesize various pieces of
literature of different genres.
I. Warm Up
A. Sit at your seat
B. Get laptop
II. Whole Class
A. Review Vocab crosswork
B. Vocab Jam
III. Small Groups
A. Continue Groupwork-Jigsaw
(Honors)
IV. Homework
A. Study for Vocab Test
15
I. Warm Up
A. Take out pencil, loose-leaf paper
B. Receive Scantron
II. Individual Work
A. Vocabulary Test
III. Honors-Small Group
A. Conclude G.O.
1. Follow the Rubric
III. Core-Individual
A. Read pages R16-R21
1. Respond to each "Practice and
Apply" in WN
page R16 5 pts
page R17 5 pts
page R18 2 pts
page R20 8 pts(and must explain!)
page R21 12 pts
---Read directions carefully and
answer legibly.-------
IV. Homework
A. Level Up Tutorials:
1. Types of Literature>
Biographies
and Autobiographies
2. Analyzing Information
Text>
Primary and Secondary
Sources
B. NEWSELA-"What is Love?"
16
I. Warm Up
A. Take out pencil, loose-leaf paper
B. Receive Scantron
II. Individual Work
A. Vocabulary Test
III. Honors-Small Group
A. Conclude G.O.
1. Follow the Rubric
III. Core-Individual
A. Read pages R16-R21
1. Respond to each "Practice and
Apply" in WN
page R16 5 pts
page R17 5 pts
page R18 2 pts
page R20 8 pts(and must explain!)
page R21 12 pts
---Read directions carefully and
answer legibly.-------
IV. Homework
A. Level Up Tutorials:
1. Types of Literature>
Biographies
and Autobiographies
2. Analyzing Information
Text>
Primary and Secondary
Sources
B. NEWSELA-"What is Love?"
17
I. Warm Up
A. Prompt #1 Resolutions
(Core only)
Present G.O.(Honors only)
20
No classes
Martin Luther King, Jr. Day
21
I. Warm Up
A. Students sit with a partner
B. Prompt #1 Resolutions
C. Students receive a copy of "I
Have a Dream" speech.
D. View
 MLK(5:31)
II. Whole Class
A. Read the first three
paragraphs with the students
going word by word, sentence by
sentence, paragraph by
paragraph, explaining meanings
and literary devices.

III. Pair/Team Study
A. Students look up words they
do not understand; find
connotative meanings in the
passage, annotating as they
read creating a Text/Me Chart in
their notebooks.

IV.
Homework
A. Complete worksheet of
questions looking
for vocabulary and literary
devices (44pts)
B. Both due on Thursday

Extra Credit: Conduct this and
bring in a copy of the Certificate
with your name on it. It does not
matter what you scored, but if
you scored over 70% that would
be great for you!:
Semicolon, Colons, and
Commas, oh my! (10 points)
22

I. Warm Up
A. Students sit with a partner
B. Prompt #1 Resolutions
C. Students receive a copy of "I
Have a Dream" speech.
D. View  
MLK(5:31)
II. Whole Class
A. Read the first three paragraphs
with the students going word by
word, sentence by sentence,
paragraph by paragraph, explaining
meanings and literary devices.

III. Pair/Team Study
A. Students look up words they do
not understand; find connotative
meanings in the
passage, annotating as they read
creating a Text/Me Chart in their
notebooks.
B. Receive worksheet of questions
for the first reading.

IV.
Homework
A. Complete worksheet of questions
looking
for vocabulary and literary devices
(44pts)
B. Both due on Thursday

Extra Credit: Conduct this and
bring in a copy of the Certificate
with your name on it. It does not
matter what you scored, but if you
scored over 70% that would be
great for you!:
Semicolon, Colons, and Commas,
oh my! (10 points)
23.
I. Warm Up
A. Take out "I Have a Dream"
Speech worksheet (Vocabulary and
Literary Devices)-Check
B. Take out WN
C. Respond to Prompt #2 Dreams
Really, what do you dream about?
II. Whole Class
A. Argumentation Essay
presentation.
B. Complete presentation handout

III Small Group
A. Look up C-R-E-C for the Polly
Essay

IV Independent Student
A. Give PSAT Scores

V. Homework
A. None
24
I. Warm Up
A. Take out "I Have a Dream"
Speech worksheet (Vocabulary
and Literary Devices)-Check
B. Take out WN
C. Respond to Prompt #2
Dreams
Really, what do you dream
about?
II. Whole Class
A. Argumentation Essay
presentation.
B. Complete presentation
handout

III Small Group
A. Look up C-R-E-C for the
Polly Essay

IV Independent Student
A. Give PSAT Scores

V. Homework
A. None
27
I.
Warm Up
A. Take out WN, loose-leaf
paper, pen, language
dictionary
B. Take out handouts for "I
Have a Dream"
C. Take out Argumentative
Writing handouts
II. Whole Class
A. Briefly and quickly review
Argumentative Writing
B. Give Argumentative
handout and "I Have a Dream"
2nd Reading
III. Independent Work
A. Write an Argumentation
essay based on the resources
B. Turn in WN

IV.
Homework
A. "I Have a Dream Reading"
2nd Reading

Note: Ms. Reyes has been
sick to go home and update
the website every night. I
apologize, but the class is very
clear and I know you can take
the information from your
peers if you are absent.
28

I.
Warm Up
A. Take out WN, loose-leaf
paper, pen, language dictionary
B. Take out handouts for "I Have
a Dream"
C. Take out Argumentative
Writing handouts
II. Whole Class
A. Briefly and quickly review
Argumentative Writing
B. Give Argumentative handout
and "I Have a Dream" 2nd
Reading
III. Independent Work
A. Write an Argumentation essay
based on the resources
B. Turn in WN

IV.
Homework
A. "I Have a Dream Reading"
2nd Reading
29

I.
Warm Up
A. Respond to Prompt #3 WWDKD
What is the greatest form of
injustice or inequality that you see
in the world today? Where do you
see the need to make social
change? Who is most deeply
involved in this issue? Who do you
hold most responsible? What do
you think Dr. King would have to
say about it if he were still
alive?Write a description of the
problem from your perspective.
B Turn in 2nd Reading of I Have a
Dream"
II. Independent Work
A. Quickly review and revise,and
return. (30 min)
B. Go to MyHRW.com
1. View page 48
(video)
2. Read and answer pages
CR19-CR22 online at MyHRW.com
30
I.
Warm Up
A. Respond to Prompt #3 WWDKD
What is the greatest form of
injustice or inequality that you see
in the world today? Where do you
see the need to make social
change? Who is most deeply
involved in this issue? Who do you
hold most responsible? What do
you think Dr. King would have to
say about it if he were still
alive?Write a description of the
problem from your perspective.
B Turn in 2nd Reading of I Have a
Dream"
II. Independent Work
A. Quickly review and revise,and
return. (30 min)
B. Go to MyHRW.com
1. View page 48
(video)
2. Read and answer pages
CR19-CR22 online at MyHRW.com
Ted Talk Discussion:
Honors will complete the
entire lesson for 40 points
Core will complete the multiple
choice and discuss questions
6, 7, and 8 for 25 points
REMEMBER This is your own
thinking and you must use
RACES when responding to
questions.

Review argumentative writing
Review "I Have a Dream"
Speech" for meaning.
         
February
Essential Question(s): How can we creatively produce positive change? How can I become an effective writer?
Secondary Questions: How do words empower speaking and writing? How do readers connect their personal experiences in writing? How can we creatively produce positive change?
Standards:
-To read a seminal piece to relate the
past with the present to encourage
peaceful
social activism to enable change
to encourage awareness of current
events. Cite specific textual evidence to
support analysis of a primary source,
connecting insights gained from
specific details to an understanding of
the
text as a whole;
● Determine the central ideas or
information of a primary source;
provide an accurate summary that
makes clear the relationships
among the key details and ideas;
● Determine the meaning of words and
phrases as they are used in a speech,
including analyzing how an author
uses and refines the meaning of a key
term over the course of a text;
● Analyze in detail how a complex
primary source is structured, including
how key sentences, paragraphs, and
larger portions of the text contribute to
the whole; and
● Evaluate an author’s premises,
claims, and evidence by corroborating
or challenging
them with other information.

Accommodations
Logical/Mathematical(students
analyze, deduce) Verbal-
Linguistic (students articulate,
detail, compose, embellish)
Interpersonal (students confer,
interact) Visual-Spacial (students
conceptualize, image, picture,
represent) Intrapersonal
(students reflect, meditate,
wonder, ponder)
Monday
Tuesday
Wednesday
Thursday
Friday
3
I.
Warm Up
A. Sit in groups
B. Receive Literary Devices
handout
II.
Whole Class
A. Review of Literary Device
1. Take notes
III.
Small Groups
A. Students find literary devices
from list in "I Have a Dream"
speech
1. Give Annolighting G.O.
IV
Homework
A. Anything not completed in
class.
4 Metaphors Be With You!
I.
Warm Up
A. Sit in groups
B. Receive Literary Devices
handout
II.
Whole Class
A. Review of Literary Device
1. Take notes
III.
Small Groups
A. Students find literary devices
from list in "I Have a Dream"
speech
1. Give Annolighting G.O.
IV. Independent Students
A. Collect Blue Cards-Course
selections
IV
Homework
A. Anything not completed in
class.
5
I. Warm Up
A. Respond to Prompt #4 Shoe
Tree
II. Whole Class
A. Review of previous class
B. Introduce activity
III. Small Group
A. Review Literary Devices
IV Small Group
A. Jigsaw-move to conceptualize
"I Have a Dream"
    1. Receive chart paper and
    Rubric
B. Conceptualizing a Text
V Homework
A. None.
6
I. Warm Up
A. Respond to Prompt #4 Shoe
Tree
II. Whole Class
A. Review of previous class
B. Introduce activity
III. Small Group
A. Review Literary Devices
IV Small Group
A. Jigsaw-move to conceptualize
"I Have a Dream"
    1. Receive chart paper and
    Rubric
B. Conceptualizing a Text
V Homework
A. None.
7 Conclude Collaborative
Conceptualization of a theme in
relation to "I Have a Dream."

No Homework
10
I. Warm Up
A. Sit with your group from last
class.
B. Take out pen or pencil and WN
C. Take out Collections, page 48
II. Whole Class
A. View examples of Infograph
III. Small Groups
A. Conclude Collaborative
Conceptualization of a theme in
relation to "I Have a Dream."
Student finds literary devices in "I
Have a Dream"
B. Student is able to explain how
the device is used and why in
terms of the theme written
IV. Homework
A.
No Homework
11
I. Warm Up
A.    Prompt #5 Hero
1.      In WN, respond to answer:
What makes a hero?
II.     Independent Work
A.    On a loose-leaf paper (like
we did for Vocab List #1) in
landscape form and full name on
the top-right corner, create a
Vocabulary Improvement Sheet
for the following words:
1. abdicate
2. affectation
3. arbitrary
4. beseech            
5. censorious
6. consensus
7. cudgel
8. despite
9. effrontery
10. fealty
11. hesitant
12. inaudible
13. lithe
14. metamorphosis
15. nocturnal
16. opulence
17. partition
18. phonetic
19. prolong
20. reckless

1.       Make sure your sentences
are complete and show that you
know the word. (See the board
for an example)
III.      Buddy Work
A.    Analyze the given poem  "A
Poison Tree," after annotating.
Make sure you read closely using
all of the skills taught in this class:
annotate, find literary, devices,
explicate thee and author’s
purpose.
B.     Read pages 8 to 24 from
The Odyssey by Homer (red
Nextext version)
IV.      
Homework
A.    Anything not completed in
class (VIS and poem)
12
I. Warm Up
A.    Prompt #5 Hero
1.      In WN, respond to answer:
What makes a hero?
II.     Independent Work
A.  On a loose-leaf paper (like we
did for Vocab List #1) in
landscape form and full name on
the top-right corner, create a
Vocabulary Improvement Sheet
for the following words:
1. abdicate
2. affectation
3. arbitrary
4. beseech            
5. censorious
6. consensus
7. cudgel
8. despite
9. effrontery
10. fealty
11. hesitant
12. inaudible
13. lithe
14. metamorphosis
15. nocturnal
16. opulence
17. partition
18. phonetic
19. prolong
20. reckless

1.       Make sure your sentences
are complete and show that you
know the word. (See the board
for an example)
III.      Buddy Work
A.    Analyze the given poem "A
Poison Tree" after annotating.
Make sure you read closely using
all of the skills taught in this class:
annotate, find literary, devices,
explicate thee and author’s
purpose.
B.     Read pages 8 to 24 from
The Odyssey by Homer (red
Nextext version)
IV.      
Homework
A.    Anything not completed in
class (VIS and poem)
13
I. Warm Up
A. Respond to Prompt #5 Hero
What makes a hero?
II. Independent Work
A. Create a VIS for the
vocabulary words in the handout.
(See example on the board.)
III. Buddy Work
A. Annotate and analyze the
poem " A Poison Tree"
B. Read pages 8-24 from
The
Odyssey
IV Homework
A. VIS, Vocab #2
14
No School  Peace to MSD
17 President's Day
18
I. Warm Up
A. Take out VIS
B. Take out
The Odyssey
C. Prompt #6 Time
What is time? How do you
measure time?
II. Whole Class
A. Read from
The Odyssey
IV.Homework
A. None
19
I. Warm Up
A. Take out VIS, "A Poison Tree"
assignment
B. Take out
The Odyssey
C. Prompt #6 Time
What is time? How do you
measure time?
II. Whole Class
A. Read from
The Odyssey
IV.Homework
A. None
20
I. Warm Up
A. Get laptop
B. Take out
The Odyssey, from
where we left.
II. Whole Class
A. Read from
The Odyssey
III. Independent Work
A. USATESTPREP
1. Practice for FSA and SAT
2. Apply all that we have learned
(55 pts).
21
I. Warm Up
A. Get laptop
B. Take out
The Odyssey, from
where we left.
C. Take out VIS
II. Whole Class
A. Read from
The Odyssey
III. Independent Work
A. USATESTPREP
1. Practice for FSA and SAT
2. Apply all that we have learned
(55 pts).
24
I. Warm Up
A. Prompt #7 Right or Wrong
How do you know whenyou are
doing something "right"? Who
determines it is right or wrong?
And, if it is you, how do you fix it,
or how do you fix yourself? Give
examples and explain.
II. Whole Class
A.
The Odyssey
III. Individual Student
A. NEWSELA
IV. Homework
A. None Period 3 NEWSELA
25
I. Warm Up
A. Prompt #7 Right or Wrong
How do you know whenyou are
doing something "right"? Who
determines it is right or wrong?
And, if it is you, how do you fix it,
or how do you fix yourself? Give
examples and explain.
II. Whole Class
A.
The Odyssey
III. Individual Student
A. NEWSELA
IV. Homework
A. None Period 3 NEWSELA
26
I.  
 Warm Up
A.    Receive handout of “We
Wear the Mask”
B.     Take out WN
II.  
Individual Student
A.    Begin annotating and writing
on “We Wear the Mask.” This is
due next class. Follow the
instructions and what you have
learned so far. Don’t just
paraphrase, find devices. Then
complete the rest of the sheet by
following instructions.


B.   
Periods 1 and 4 Only:
B.              Create a chart in WN,
with as many characteristics as
possible to describe Odysseus,
Circe, Athena, Polyphemus, etc.
(all the major characters). Try to
be specific, use adjectives for at
least ten of the characters, with at
least ten qualities for each.  If you
need help, use top of page 399
for ideas in Collections textbook.
Period 3 Only:  Receive blue
course card and walk down to
Guidance in a mature and well-
behaved manner with the rest of
the class.  Take the poem so you
can work on it if you are done
with the prompt.
C.  
   Period 3 Only Prompt #8:
Imagery
1.      In WN, as you walk to
Guidance, capture and record in
the notebook three instances for
each of the senses: what is seen,
smelled, heard, tasted, touched,
and felt,
a.  You should have 18 lines
when done.
D.    Upon return to the
classroom, read to the end of
Book 20 from
The Odyssey
E.     When done, continue
working on the poem
III.   
Homework
A.    Anything not completed in
class
27
I.  
  Warm Up
A. Receive handout of “We Wear
the Mask”
B. Take out WN
II.  
Individual Student
A.  Begin annotating and follow
the instructions in the handout.
Do not forget to identify the
devices in your annotations.
Carefully annotate the poem by
identifying devices and
paraphrasing. Find any words
you do not know in the dictionary.
Follow the instructions on the
sheet. Remember to cite from the
text to write about it and explain it.
B.
Periods 6 and 7 ONLY:
Receive blue course card and
walk down to Guidance in a
mature and well-behaved manner
with the rest of the class. Period
6-10:15; Period 7- 12:30
C.  
Periods 6 and 7 ONLY:
Prompt #8: Imagery
1.   In WN, as students walk to
Guidance, capture and record in
the notebook three instances
each of the senses: what is seen,
smelled, heard, tasted, touched,
and felt.
2.   You should have 18 lines
when done. Take your poem in
case you have to wait.
D.  When done, read on your own
to the end of Book 20 from
The
Odyssey
C.  Period 8 ONLY:  In WN,
create a chart that shows lists of
the characteristics (adjectives
that describe the person), for
Odysseus, Telemachus, Athena,
Polyphemus, and Circe. Write at
least ten qualities for each
character.
III.
Homework
A.    Anything not completed in
class
28
I.
Warm Up
A. Secure a copy of The Odyssey.
II. Small Groups
A. Continue reading the epic
poem until the very end.

III. I
ndependent Work
A. Create a table with all of the  
major character traits.

IV.
Homework
A. Catch UP!
B. Dedicate some time to Khan
Academy
Essential Questions: How can I creatively produce productive change? How can I become an effective communicator?
Standards:
-To read a seminal
piece to relate the past
with the present to
encourage peaceful
social activism to
enable change
to encourage
awareness of current
events. Cite specific
textual evidence to
support analysis of a
primary source,
connecting insights
gained from specific
details to an
understanding of the
text as a whole;
● Determine the central
ideas or information of a
primary source; provide
an accurate summary
that makes clear the
relationships
among the key details
and ideas;
● Determine the
meaning of words and
phrases as they are
used in a speech,
including analyzing how
an author uses and
refines the meaning of a
key term over the course
of a text;
● Analyze in detail how a
complex primary source
is structured, including
how key sentences,
paragraphs, and larger
portions of the text
contribute to the whole;
and
● Evaluate an author’s
premises, claims, and
evidence by
corroborating or
challenging
them with other
information.
March
Monday
Tuesday
Wednesday
Thursday
Friday
2
I.
Warm Up
A. Secure a copy of The Odyssey.
II. Small Groups
A. Continue reading the epic
poem until the very end.

III. I
ndependent Work
A. Create a table with all of the  
major character traits.

IV.
Homework
A. Catch UP!
B. Dedicate some time to Khan
Academy
3
I. Warm Up
A. Prompt #9

II Whole Class
A. Conclude The Odyssey

III. Independent Student
A. Answer questions from Collections textbook,
page  399
Core-only answer 1,3,5,7

IV Independent Student
A. Khan Academy

V Homework
A. Answer questions for page 418 in
Collections.
Core-only answer 1,3,5,7
4   SAT

Conclude reading The Odyssey

Answer questions from page 399 and
for homework answer questions from
page 418.
Core-only answer 1,3,5,7

Meanwhile, in your WN, continue
recording characteristics for at least five
characters.
5. I. Warm Up
A. Prompt #9 Masks
How do we wear masks in our daily
lives? What do people really know
about us if wear a mask to hide our true
feelings?
II. Independent Work
A. Check homework-pages 399, 418
1. Period 4, conclude reading The
Odyssey.
B. Character Biopoem (except period 4)
1. Select one character from The
Odyssey in the poem
a. skills, abilities, capabilities-strengths,
weaknesses
b.physical, emotional,
interpersonal,external and internal
c. Follow the template from the board.
6. I. Warm Up
A. Prompt #9 Masks
How do we wear masks in our
daily lives? What do people really
know about us if wear a mask to
hide our true feelings?
II. Independent Work
A. Check homework-pages 399,
418
1. Period 4, conclude reading
The Odyssey.
B. Character Biopoem (except
period 4)
1. Select one character from The
Odyssey in the poem
a. skills, abilities,
capabilities-strengths,
weaknesses
b.physical, emotional,
interpersonal,external and
internal
c. Follow the template from the
board.

You know that if you did not
finish something in class, it
becomes your homework.
9
I. Warm Up
A. Prompt 10 Argumentative
What important elements and
parts should an argumentative
essay have?
II. Individual Work
A. The essay
III. Whole Class
A. The mandala
IV. Homework
A. Conclude the essay and turn
into englishone18@gmail.com
B. Work on the Character Mandala
C. Practice Khan Academy
10
I. Warm Up
A. Prompt 10 Argumentative
What important elements and parts should an
argumentative essay have?
II. Individual Work
A. The essay

III. Whole Class
A. The mandala
IV. Homework
A. Conclude the essay and turn into
englishone18@gmail.com
B. Work on the Character Mandala
C. Practice Khan Academy
11
I. Warm Up
A. Prompt #11 Comma, Semicolon,
Colon, Apostrophe
Find definitions and write one complex
sentence for each.

II. Individual Work
A. The Argumentative Essay-
1. Mark up the essay written by Paul
Pupil with:
-star for claim
-highlight the evidence
-underline the reasons
-circle the counterclaim
-rectangle for transitions and
conjunctions
B. Revise your Argumentative Freedom
essay and send it to
englishone18@gmail.com.
1. Use the new Rubric
2. Make sure you follow instructions and
use all resources to revise
C. Work on Mandala
D. Work on ixl.com
1. HH
2. II
3. KK

III. Homework
A. Essay is due on Friday at
englishone18@gmail.com
B. Bring 1st draft back
C. Mandala is due Monday or next time I
see you.
12
I. Warm Up
A. Prompt #11 Comma, Semicolon,
Colon, Apostrophe
Find definitions and write one complex
sentence for each.

II. Individual Work
A. The Argumentative Essay-
1. Mark up the essay written by Paul
Pupil with:
-star for claim
-highlight the evidence
-underline the reasons
-circle the counterclaim
-rectangle for transitions and
conjunctions
B. Revise your Argumentative Freedom
essay and send it to
englishone18@gmail.com.
1. Use the new Rubric
2. Make sure you follow instructions and
use all resources to revise
C. Work on Mandala
D. Work on ixl.com
1. HH
2. II
3. KK

III. Homework
A. Essay is due on Friday at
englishone18@gmail.com
B. Bring 1st draft back
C. Mandala is due Monday or next time I
see you.
Give back student work and file

Tutorials:

Anti-hero
No School-Look for updates. Read on important research and notifications from medical practitioners. Do you have real facts and data to share?
Post them on Remind.com. I will post shortly as well. Also, stay with Canvas. In the meantime, study using Khan Academy. Do not forget that your Mandala will be due
the first day we get back to school. Hopefully you are not happy that our education has been interrupted. Be careful with misinformation and misconstrued data. Take
care, be careful. Read, exercise and help your parents. -Ms. Reyes
 
 
30
I. Warm Up
A. Gain online access to Canvas,
at your convience (the district is
now experiencing an overflow)
B. Respond to Prompt #12, online
or in WN
II. Activity
A. Take a picture and upload to
Canvas, if you do in WN).
1. Your Upload window will open
when you click on Submit.
2.
This is not due until April 6,
so you have plenty of time.
a. Do not stress
B.
For students in Periods 1, 3,
4, 6, and 7
A. Submit the Mandala.
1. The Mandala Assignment will
comprise of two submissions (two
pictures uploaded):
a. The Circle
b. The Composition (narrative)
B. This is due on April 6 as well.
Please allow until April 3 to submit
because you will not have access
to Quarter 4 until then (sorry, I do
not control this).

Note: I do not know what I will do
with the other 11 Prompts in your
Writer's Notebook. If you have
ideas let me know. I am thinking of
holding meetings and share our
readings in a virtual class.
31
NOTE: Canvas is not running well yet. You can
log on daily for attendance. I will keep you
up-to-date here. I will not add to the
assignments until Next Monday. The two
assignments:
    - Prompt 12
    - Prompt 13
and for all classes, except period 8, the
Mandala, will be due on Friday, April 10th.
After that, please expect more work because
we have a lot to achieve. Some of you are very
far behind, even though there will not be an
FSA. You have too be prepared for
10th-grade. OKAY? So take the reigns from
now on. ALL WORK will be due in Canvas,
from now on nothing will be sent to gmail. Only
use Gmail or Remind to contact me right away.
Otherwise, use Canvas to email me, not my
browardschools email, please.  Do not submit
to my gmail.  New assignments will be counted
after the 4th quarter begins on Monday.
Standby. The district is setting the platform for
us. You can submit to Canvas only, but know
that I will not begin grading until after Monday,
so you still have time. Just log on to Canvas
daily because the district is the one taking
attendance. Save your work and come back to
Canvas to proofread, or upload and submit
after Monday, if you wish.
No Canvas
No Canvas
April 3
Canvas is up, but you have until
Monday to begin, and Friday to
finish for this week. Okay?
:-)
April
Essential Questions : How do we stay calm when all around us the world seems to go counterwise?
The following is an overview for
the week.

This calendar keeps me
organized and focused on
students.

Let me know if you have
questions by sending a Remind

or going to
englishone18@gmail.com

The Canvas email goes to my
professional email, and I might
miss it.

UNDER NO CIRCUMSTANCES
WILL WORK BE ACCEPTED IN
ANY OTHER PLACE OTHER
THAN Canvas,
unless it is an
application like Nearpod,
Commonlit, Alberto, NoRedInk,
USATESTPREP, where you work
will be submitted there; otherwise,
work should be submitted in
Canvas under submission, and
NEVER TO AN EMAIL
Let's take care of Mother
Earth!
Monday
Tuesday
Wednesday
Thursday
Friday
6
Go to Canvas
Meetings for Periods
1->7:40-8:40
3->11:00-12:00
8->2:00-2:30
Homework
1) Complete Digital Citizenship Nearpod
2) Sign up for meeting
3) Complete 5 questions in Canvas
Also, make sure that you completed
Prompts 12 and 13, which are due on
Friday. All periods (except 8th) have to
turn in the Mandala by Friday.
7
Go to Canvas
Meetings for Periods
6->0930-1030
7->11:00-1200
4->12:30-1:30

Homework
Complete Nearpod for Digital Citizenship
Sign up for meeting
Complete 5 questions in Canvas

Also, make sure that you completed
Prompts 12 and 13, which are due on
Friday. All periods (except 8th) have to
turn in the Mandala by Friday.
8
Continue to work on producing Prompts 12 and
13, and Mandala, if you are in Periods 1,3,4,6,
and 7. Also, complete the Digital Citizenship in
Nearpod, the Discussion in Canvas, and if you
didn't join the meeting, you can still post. This is
a rare opportunity to make up late work. Next
week I have to make tightened deadlines
because time waits for nobody.
9
Continue to work
on producing
Prompts 12 and
13, and Mandala, if
you are in Periods
1,3,4,6, and 7.
Also, complete the
Digital Citizenship
in Nearpod, the
Discussion in
Canvas, and if you
didn't join the
meeting, you can
still post. This is a
rare opportunity to
make up late work.
Next week I have to
make tightened
deadlines because
time waits for
nobody.
10
Prompts 12,13 Due
Mandala for
periods

1,3,4,6,7 Due
even though there
is No School. No
more late work
accepted, Ms.
Reyes also has to
meet deadlines.
13
All Periods
Note: This should be completed by
Wednesday, however, it will remain open
until Friday to allow for issues, and to allow
extra time for students who need it.
I.
Warm Up
A. Read "Is Survival Selfish?" an argument
essay by Lane Wallace, in your Collections
textbook (
online,In Canvas, or from your
book, pages 317- 320).
B. Discuss the selection in terms of a
character while referring back to the text.  
II.
Vocabulary Study
A. Go to Vocab 2
(this is also on the top of this page) and
begin the vocabulary study for the 20
words that were assigned a long time ago.
Memorize these words as soon as
possible. Practice by using the links
provided.
III.
Homework
A. Discusss the selection "Is Survival
Selfish?" as in I.B above.
B. Study the vocabulary.
14
All Periods
Note: This should be completed by
Wednesday, however, it will remain open
until Friday to allow for issues, and to
allow extra time for students who need it.
I.
Warm Up
A. Read "Is Survival Selfish?" an
argument essay by Lane Wallace, in your
Collections textbook (
online,In Canvas, or
from your book, pages 317- 320).
B. Discuss the selection in terms of a
character while referring back to the text.  
II.
Vocabulary Study
A. Go to Vocab 2
(this is also on the top of this page) and
begin the vocabulary study for the 20
words that were assigned a long time
ago. Memorize these words as soon as
possible. Practice by using the links
provided.
III.
Homework
A. Discusss the selection "Is Survival
Selfish?" as in I.B above.
B. Study the vocabulary.
15
I.
Warm Up
A. Crossword puzzle for vocabulary practice for
>
Vocab List # 2

II Independent
A. After reading,
"Is Survival Selfish?" from last class, and which
was a very short article, you should have
commented on the article. Now, read the
selection,
THAI CAVE BOYS: THE
PSYCHOLOGY OF SURVIVING
UNDERGROUND at Commonlit.org and answer
ALL of the multiple choice questions and short
response questions. There are four multiple
choice questions( 2 pts each) and one
short-response question. Remember that it has
audio and translation.
This is due Monday.
Honors Only:
B. In addition to the above,  read pages
325-334,
"Deep Survival." It is an easy and
interesting (although long article) that I have
assigned to be able to build reading stamina,
and to get you to think a little bit more about
surviving and the voices that reflect the
accounts. Then, answer the  questions that
appear on page 336, 1-7, online at
myHRW.com, which is in
Canvas. Remember
that you can read from the book, online at
myHRW.com, or from Canvas. The questions,
however , are embedded in the Canvas
textbook. Please, answer them there.This is due
on Monday.

If you go to Modules and just click on the "Next,"
you will not miss anything important.

Note: I am planning on two vocabulary quizzes
for Core and one for Honors. After that, a test.
Please study the words. Also, I am planning on
reading another story from Collections 5 while
we read
To Kill a Mockingbird novel.
16
While I continue to
grade your
assignments from
last week, try to
finish Monday's
work by tomorrow.
Yesterday's work
(posted on to your
left) is due
Monday. Is that
fair?
17
Core and Honors
Monday's work is
due today.

Wednesday's
tasks are due
today.

"Deep Survival,"  
for Honors course,
only is due
Tuesday now, so
you have time.
20
21
Canvas<<<------(Honors)
Canvas<<<------(Core)
I. Warm Up
A. This is in Canvas, read and view video
Understanding Jim
Crow Laws (Setting
the setting)
B. Then, in Canvas, respond to Prompt
#14 Jim Crow Laws
Describe the relationship between laws,
social structures, and the impact of Jim
Crow in different places in the American
South. Support your answer with two
pieces of specific evidence from the text.
II
. Reading
A. Listen and read Chapter 1 of To Kill a
Mockingbird (open two tabs in your
computer to access them both
simultaneously).
B. Read sections “Historic Context” and
“Central Issue” from the website 1933
Inaugural Address Curriculum Hub (Links
to an external site.) (scroll down to find
the sections) by the Franklin D. Roosevelt
Presidential Library and Museum. These
are very important Primary Sources that
will help you imagine what it was like living
during those times and will help you
answer questions later on.
Due: Thursday, April 23
22
Ms. Reyes is catching up.

Make sure you are on top of assignments by
going to Modules in Canvas.

I will be assigning three chapters to read from
To Kill a Mockingbird. I will have a resource
page for you to make the material clearer.
For those of you who are ahead of the game,
continue to practice the vocabulary. A quiz(zes)
is coming with a follow-up test.
23
24
27  Go to your Canvas Modules to see the
tasks below:
This week we will read at least ten chapters
of
To Kill a Mockingbird (TKAM), several
articles, and practice vocabulary.
I.  Warm Up
We begin by responding to Prompt #15
Radley Place Descriptions to be able to
situate ourselves.
II. Reading Followup Activity
A. Then answer a few questions for
Chapter 1 (see Canvas).
Then read Chapters 2, 3,4, and 5 of
TKAM. You can listen to them here>>
Audio TKAM
III. Vocabulary
A. Core Practice first half of Vocabulary>>
>>>
Vocab Quiz (You do not need to
register in this website, just practice the
vocabulary.)
A.
Honors Practice>> Vocab Quiz
(You do not need to register in this
website, just practice the vocabulary.)
IV. Extended Work HONORS ONLY
A. Read an article, "In Defense of a
Loaded Word" by Ta-Nehisi Coates, and,  
B. Read or, at least, skim these other two
"Straight Talk About the N-Word" by Sean
Price (Teaching Tolerance)
"Exploring the Controversy: The "N" Word"
(PBS.org).
Note for ALL:
  • Five more chapters from To Kill a
    Mockingbird will be given by
    Friday
  • Vocab Test on Friday.
Ms .Reyes got entangled in a series of
technical issues, was not able to assign
the other five chapters of To Kill a
Mockingbird nor write the second quiz for
core class, nor the Vocabulary test.

Here it goes...try to work as fast but as
dedicated as possible.

This week will go by faster...