Day
Objectives/Standards
Agenda /Strategies
Resources/ Comments
Tuesday
8/23
Lay ground rules and norms for a
common understanding.

To get a general sense of how the
student writes upon demand.
I. Warm Up
    A. Students receive:
    1. Index Card
    2. Syllabus
    3. Loose-leaf paper
II. Independent Work
    A. Students fill in index card with their information.
    B. Something Happened This Summer-writing sample.
    Write about your summer. Tell in detail what happened, what you
    saw, what you felt, what you heard, etc. and the 5W and H. It could
    be about something:
  1. sad
  2. happy
  3. tragic
  4. adventurous
  5. funny
III. HW: Signed Syllabus and Composition notebook is due on Monday.
 
Thursday
8/25
  I. Whole Class
    A. Review Student Code of Conduct
    1. Collect any signed forms (Period 1 Only)
    B. Give out Name Tents
II. Independent Work
    A. Write your name on the card large enough to see from far.
    B. Write designs, symbols, colors, showing who you are, what you
    represent, what you stand for. Use these qualities  to show "Who Am
    I?" You may want to show:
    -nationality                    -music                     -favorite things
    -ethnicity                       -sports                    -language
    -traditions                     -food                        -values
    -religion                        -dance                     -race
    -clothing                        -zodiac             
    C. Use symbols, icons, emogis
III. Pair/Share-Buddy Work
    A. Share your Name Tent
    1. Use your name to share who you are, tell what your Name
    Tent is all about and why you wrote or designed it the way you
    did, to someone else. Explain in depth.Spend 15  minutes
    interviewing each other.
IV. Whole Class
    A. Introduce your partner to the class by telling us what you learned
    from the interview.

V. HW
    A. Forms (period 1)
    B. Syllabus
    C. Writer's Notebook
 
Week 2
EQ=How does language shape what we want to say and write? Still getting to know us.
SQ=How can our learning improve using technology?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
Monday
8/29
To register and log onto the online
applications:
google
collegeboard.org
Khanacademy
naviance
hrw.com
remind
and become familiar with reyeseng
I. Warm Up
A. Take out your Writer's Notebook
B. Respond to the following question:
#1 The Joy of Learning
"The joy of learning is as indispensable in study as breathing is in
running."_Simone Weil
II. Independent Work
A. Log onto your computer using Student ID
birthdate Pmm/dd/dd/yyyy
B. Go to or register with the following accounts:
1. Google
2. collegeboard.org
3. Khandacademy.com
4. naviance.com (using SID and birthdate: mmddyyyy
5. remind.com find your code
6 my.hrw.com (use beep.browardschools.com)  Use SID
birthdate mmddyyyy
7. reyeseng
 
Wednesday
8/31
To assess writing skills in order to begin
progressive studies and activities.
I. Warm Up
A. Take out a loose-leaf paper
B. Receive Writing Assessment handout
 
Friday
9/2
Learn the conventions of the English
language.

Produce clear and coherent writing in
which the development, organization,and
style are appropriate to task, purpose,
and audience.
Apply knowledge of language to
understand how it functions in different
contexts, to make elective choices for
meaning or style, and to comprehend
more fully when reading or listening.
I. Warm Up
A. Sit at your laptop
B.
C. Receive Classroom and Computer Use Policy
II. Independent Work
C. Go to reyeseng.org
1. Go to Collections
a. Use SID and mmddyyyy
II. Independent Work
A. Go to Resources
B. Go to Level Up Tutorials
1. Go to Explore Tutotials on the right
2. Click on the top left icon with multiple lines
3. Click on Conventions
4. Study
All of the Parts of Speech
a. On the back of your Writer's Notebook, about two pages from
the end, begin a Language Log, see below:







III. HW
A. Bring Classroom and Computer Use Policy signed.
B. Bring your
Writer's, Inc. book
Language Log
Language Lesson
Date
   
PAVPANIC is a mnemonic for learning the main
parts of speech:
P Pronouns
A Adjectives
V Verbs
P Prepositions
A Adverbs
N Nouns
I Interjections
C Conjunctions
EQ=How does Language shape who we are?
SQ=How can we use language for effective communication?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
Wednesday
9/7
To review and learn the Parts of Speech
thoroughly.

Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
I. Warm Up
    A. Take out WN
    B. Take out Writer's Inc.
    C. Take out Classroom and Computer Use Policy signed.
    D. Respond to Prompt #2
II. Independent Work
    A. Prompt #2 Gem:
    " A gen cannot be polished without friction, nor a man
    without trials."                                             -Luscious
    Annaeus Seneca
III. Small Group
    A. Go to page 501-516 in Writer's Inc.
    1. Copy the main definitions and a few examples
    for all of the parts of speech in WN. Be neat, keep
    a margin.
PAVPANIC is a mnemonic for learning the
main parts of speech:
P Pronouns
A Adjectives
V Verbs
P Prepositions
A Adverbs
N Nouns
I Interjections
C Conjunctions

Writer's Notebook Guidelines
Example
Try to Shine
Friday
9/9
Prepare an infograph or illustration using
poster paper to give a class about an
assigned part of speech.

Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.

Materials:
Tables, markers, chart paper, crayons,
colored pencils, copy paper, construction
paper, scissors, tape, ruler, dictionaries,
Writer's Inc...
I Warm Up
A. Take out WN
B. Take out Writer's Inc.

II. Small Groups
A. Go to pages 501-516 in Writer's Inc
1. Using an assigned Part of Speech, create a poster that you
will use to teach the class. Only 30 minutes of the next class will
be used for further preparation, so use time wisely to create the
graphic on the poster. (infograph, illustration, flow chart, table,
etc.).

IV. Homework
A. Anything not completed in class.
B. Begin studying the Parts of Speech (test probably by the
end of next week)
GOOD JOB working together! Even though it
is not easy, you made it look easy by trying
your best at collaborating with the other
students. I noticed!

Note: Classroom Policy
PAVPANIC is a mnemonic for learning the
main parts of speech:
P Pronouns
A Adjectives
V Verbs
P Prepositions
A Adverbs
N Nouns
I Interjections
C Conjunctions
SCROLL DOWN TO
FIND TODAY'S DATE
EQ=How does Language shape who we are?
SQ=How can we use language for effective communication?=How does Language shape who we are?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
Tuesday
9/13
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.

Collaborate and present to the class.
I. Warm Up
A. Take out WN
B. Take out
Writer's Inc.
II. Small Groups
A. Go to pages 501-516 in Writer's Inc
1. Using the main definitions of the parts of speech and a few
examples, create an infograph or illustration for a poster that you and
your group will present to the class.
III. Homework
A. Begin studying and memorizing the definitions and functions of the
Parts of Speech.
B. Complete Conventions within Level Up tutorial
Open House tonight
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!
Thursday
9/15
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
I. Warm Up
A. Sit at your laptop
B. Go to NoRedInk.com
C. Take out WN
II. Individual Work
    A. In WN fold page or draw a chart for notes:
         #3 Grammar Rocks



    B. NoRedInk.com code
    1. Complete diagnostic test, 50 questions
III. Homework
    A. Anything not completed in class.
    B. Begin studying the Parts of Speech (test probably by
    the end of next week)
Text
Me
what you
see, hear
Comments about
the writing on the
left
 
EQ: How do our differences make us similar?
SQ: How are we able to get past our differences to obtain a sense of belonging?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
Monday
9/19
To assess how well the parts of speech are
known and understood, and to apply that
knowledge in the use of the English language.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
I. Whole Class
Parts of Speech Test

II. Homework
A. Read "Navigating Complex Texts"
B. Annotate the essay by Carol Jago
C. Look up the difficult words from the text and write the definition on
a loose-leaf paper.
D. Answer: What supporting ideas does Mrs. Jago use to make her
statement?
 
Wednesday
9/21
Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
-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).
-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
- Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
-  Analyze how and why individuals, events, and
ideas develop and interact over the course of a
text.
-Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as wells as inferences drawn from
the text.
-Produce clear and coherent writing.
-Read-alouds of related material or excerpts,
partner reading, graphic organizers, explicit
instruction in comprehension strategies
Whole class. Repetition. Realia.

Restate the question
Answer the question
Provide evidence from the text
Review your response.

Happy Fall!
I. Warm Up
    A. Sit at your laptop.
    B. Take out Navigating Complex Texts
    C. Take out WN
II. Whole Class
    A. Read and review Navigating Complex Texts (page xxviii).
III. Independent Work
    A. View the following presentations:
Then read A Quilt of a Country (page 3 of your textbook).  
(This link is in case you want to print the text. )
    Read from the book online at my.hrw.com.
    B. Annotate the essay online as you read and find information
    to answer the questions in your Writer's Notebook.
    C. Here are the questions to answer in your WN:
              Quilt Questions  Periods 5-8

    IV. HW: Anything not completed in class. This is due on
    Monday. 40 points.

Come prepared to answer questions and discuss.

Remember:
CITE FROM THE TEXT!
Friday
9/23
We did a little house cleaning and organized
work.
Reviewed graded work and filed.

All standards above applied today.
We did a little house cleaning and organized
work.
Reviewed graded work and filed.

All standards above applied today.

To read and comprehend "Quilt of a Country" by
Anne
Quindlen by annotation and answering the
questions that follow.

To learn about Haiku and write one.
I. Warm Up
    A. Take out "Quilt of a Country" answers
    B. Check homework.
II. Small Group
    A. Give back student work
    B. Give files
    C. Write a Haiku about school
III. Whole Class
    A. Discuss Parts of Speech test
    B. Discuss Writing Diagnostic
    C. Discuss "Quilt of a Country"
IV Homework
A. Write a second draft for "Female Olympic Athletes" due Monday
(100 points) with the Reflection sheet (10 pts).
The Haiku is found on page 242 of
Writer's Inc.
EQ: How do our differences make us similar?
SQ: How are we able to get past our differences to obtain a sense of belonging?
SQ: How does writing make me an effective communicator? What are the parts of an essay?
Date
Objective/Standards
Agenda/Strategies
Resources/Comments
Tuesday
9/27
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.
I. Warm Up
    A. Students sit at their laptop
    B. Students take out 2nd draft essay
    C. Students receive Peer-editing sheet
II. Small Group
    A. Students switch papers at least twice
    while using Peer-editing sheet.

REMEMBER! You must be on Google Chrome!
III. Whole Class   
    A. Writing Argument Essays
    B. Reading to write an argument essay

IV. Homework
A. Go to my.hrw.com or Beep.browardschools.com to access Collections
     1. Click on Interactive Writing Lessons
    2. Click on Using Textual Evidence
       a. You will read and conduct a quick survey.
       b. You will open an article and see arrows, green, yellow, or
    orange. Click on them and scroll down to see how the author uses
    sources. Make sure you go through all of the links. Write a Text/Me
    chart to take notes on the following. *You will need at least one page
    front and back (50 points):

  • Introduction
  • Synthesizing Information
  • Writing an Outline
  • Summarizing, Paraphrasing, and Quoting
  • Attribution
 
Thursday
9/29
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.
Argumentative Writing Assessment
 
EQ: How do our differences make us similar?
SQ: How are we able to get past our differences to obtain a sense of belonging?
SQ: How does writing make me an effective communicator? What are the parts of an essay?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
Tuesday
October 4

To check students' note-taking and
reading focus
To assess students after a period of
reading and learning about writing
I. Warm Up
    A. Sit where you will not talk
    B. Take out WN and Homework
II. Whole Class
    A. Discuss the importance of using Textual Evidence
III. Independent Work
    A. Language and Writing Assessment 60 minutes/check
    homework
    1. FSA Writing

IV. Homework:
    None
This handout shows the best examples
for citing sources in your essay. Notice
how there are many ways to show
support for the ideas that are written
and how to give credit.
MLA Citation

Here is another example
Thursday
October 6
No School due to Hurricane Matthew
   
EQ: How do our differences make us similar?
SQ: How are we able to get past our differences to obtain a sense of belonging?
SQ: How does writing make me an effective communicator? What are the parts of an essay?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
Monday
10/10
 
I. Warm Up

    In the wordless picture book Sidewalk Flowers a little girl and her
    father go for a walk.

    How was a the girl's experience of the walk different from her
    father's experience.

    Give examples from the story to explain what made it different.

II. Whole Class
    A. Discuss elements of a Business Letter, Writer's Notebook (again)
    B. Discuss the Proofreading handout
    C. Assign Business Letter for Friday, October 14

III. Individual Work
    A. Begin drafting the Business Letter in class
    -student will introduce letter with greeting, information about self,
    and purpose for writing. Then write about past English class
    experiences, of learning, extracurricular activities, and additional
    information about past and experiences. Letter will conclude with
    thoughts of English I, expectations and goals.  .

III. Homework:
    A. Business Letter, typed due Thursday 60 points)
      1. If you email it, be sure that you attach it (use the paperclip in your
    email).
See this as well since completing a
Writer's Notebook page is like having a
dialogue with your textbook.
Dialectical
Journal
Thursday
10/13
  I. Warm Up
    A. Sit where you will not talk
    B. Take out the Business Letter
    C.Take out WN and Punctuation Formula
    D. Give out Perspective Handout (Period 5)
II. Whole Class
    A. Check homework, collect Business Letter
III. Independent Wor
    A. Using your PUnctuation Formula (P.F.) handout, write three (3)
    sentences for each of the first three formulas (for a total of nine sentences)
    B. Prompt #5 "Perspective"
    Do you agree with how the father thinks or how the boy thinks?
    Why? Explain.
 
Legend: EQ=Essential Question
SQ=Supporting Question
H=Handout
HW=Homework
ESOL Strategies/ ESOL Strategies
Strategies Matrix in website
The Standards
EQ: How do our differences make us similar?
SQ: How are we able to get past our differences to obtain a sense of belonging?
SQ: How does writing make me an effective communicator? What are the parts of an essay?
Essential Questions:
How do we experience love and the conflicts surrounding it?
How do successful writers compare and contrast poems in a literary analysis?
Date
Objectives/Standards
   
Monday
10/24
  • Review reading selection
  • Continue answering the  questions 4-7
  • Return student work and file**
  • Ensure that you understand the definition of the
    following words from the text: attribute, commit,
    expose, initiate, underlie,intangible, guise, increment,
    supple, gradation, taught, valid, dispute, prejudice,
    passion, justifies, ruled, resolved, participle, participle
    phrase.
I. Warm Up
A. Write a list of at least 20 things that you
Love, prompt #7. Title it "My Territories".  
Explain how and why these are important to you.
II. Whole Class
A. Review "Love's Vocabulary" from the
textbook, pages 163-170.
III. Individual Work
A. Complete answering questions 4-7, page
170. Ensure you use RAP2S2.
 
10/26
Wednesday
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine a central idea of a text and analyze 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.RI.1.3 Analyze how the author unfolds an
analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and
developed, and the connections that are drawn between
them.
LAFS.910.RI.2.4 Determine the meaning of words and
phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and
tone
Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
I. Warm Up
    A. Take out your WN
    B. Receive "The Century Quilt" poem
    C. Receive "I Remember" handout
    D. Receive TPCASTT
II. Independent/Buddy Work
    A. Annotate "The Century Quilt" (20
    points).
    1. Remember that the poem must
    be marked throughout the paper.
    B. Conduct TPCASTT in WN for "The
    Century Quilt" (35 points)
III. Homework
    A. Anything not finished in class.
    B. Read pages 173-175 from Collections
    textbook. Why does Tempest repeat "in
    every" so many times?
    C. By Wednesday, bring a gory, scary, or
    tragic news article clipping, from a real
    newspaper like The Sun Sentinel, The
    Miami Herald, The Wall Street Journal,
    or The New York Times. (15 points)
Due Wednesday,
November 2nd
EQ= How do we creatively produce positive change? How do we experience love and the conflicts surrounding it?
SQ=How do successful writers compare/contrast poems in a literary analysis?
Date
Objectives/Standards
Agenda/Strategies
Resources/ Comments
Monday
October 31
To view a video about rights, the beginning of the United
States, and the American Dream
Use standard English grammar and usage when writing or
speaking
-Apply knowledge of language to understand how it
functions in different contexts, to make effective choices or
meaning or style. -Give textual evidence.
-Write arguments to support clains in an  analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
-Produce clear, coherent, and well-developed writing.
I. Warm Up
    A. Take out WN
    B. Copy Vocab Words (see next column)
II. Independent/Whole Class
    A. Watch A Place at the Table take notes of the
    statements made by each of the persons at the
    table. Based on their statements, a question will
    be answered. In the meantime, ask yourself "Why
    are YOU a "turning point"?
III. Independent Work
A. Build the
VIS by copying the vocabulary words onto a
loose-leaf paper, find the POS, definition and write a
sentence that shows the word is understood.
IV. Homework
    A. Annotated "The Century Quilt" (20 points)
    B. TPCASTT for "The Century Quilt" (35 points)
    C. Scary, gory newspaper clip (15 points)
    D. FOR FRIDAY VIS of the words to the right
Romeo and Juliet Vocab #1
adversary    chide
ancient         civil
blank verse  commend
beloved        conjure
boisterous    conceit
bound           consent
brawl             consort
burden          counsel
canker          courtesy
cease            deny
Wednesday
11/2
  Homework
Bring
Collections textbook (5 points)
VIS due on Friday  (100 points)
 
Friday
11/4
LAFS.910.RI.1.3 Analyze how the author unfolds an analysis
or series of ideas or events, including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn between
them.
LAFS.910.RI.2.4 Determine the meaning of words and
phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and
tone
Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
I. Warm Up
A. Go to Collections textbook, turn to page 177 and
vocabulary chart (HW)
B. Take out "I Remember" handout
C. Take out WN
II. Independent Work
A. Respond to prompt #9 "I Remember"
1. Write a list of ten things that you remember
III. Whole Class
A. Read from "I Remember"
B. Read from Collections page 177 to Act I
Romeo and
Juliet
 
Main EQ=How can we creatively produce positive change?
EQ=How are we changed by love? How does love emerge? How do our actions impact others or cause chain reactions?
SQ=How do successful writers compare or contrast poems in a literary analysis?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
November 9
Wednesday
Explore the nature of love and the
conflicts surrounding it.
To practice vocabulary
To begin reading
Romeo and Juliet
To practice Literal and Figurative
To practice
Use technology to read a classic play
Use technology to practice writing and
reading skills, and enhance them.
Skills (LAFS 1.4.2-1.4.4)
Prereading thematic and technical
qualities.
cause and effect
refining vocabulary
study and research skills LAFS 2.4.6)
make strategic use of digital media
SL.2.5
Gather relevant information from
multiple authoritative sources W.3.8
I. Warm Up
  1. Take out WN
  2. Sit at your laptop

II. Independent Work
Take notes and record the title in the back of your Writer's
Notebook's Language Log (title and date) for the following
tutorials::
  1. In Collections, go to Grammar Notes->On right, click
    on "Download the presentation and accompanying
    Grammar Sheets." Click on Grammar  #1-
    Correcting Sentence Fragments (Lesson #1).
    Make sure you enlarge the screen.
B. Level Up Tutorial ->Explore the tutorials (on right)   
Then click on lines on top left for a pull-down menu            
->Writing and Revision->
Transitions
C. Level Up Tutorial->Vocabulary Skills and                 
Strategies ->Literal and Figurative Meanings
****Make sure you take notes while covering the
entire tutorial! This is for your own benefit.****
D. Using headphones begin reading Romeo and Juliet
from Collections 9 e-book. Annotate the text as you read.
1. Place close attention on who is doing what and their
character traits.
a. Note asides, soliloquies, what other characters say of
this character, and the weaknesses (flaws).
b. Look for cause-and-effect relationships between events
(for the rising action). See to the right to help you
understand better.
2. Pay close attention to literary terms (see your list in
your WN).
3. Read the stage directions (where is the character?
What is he or she doing? )
III . Homework
    A. Continue working on the above.
    B. Conclude reading and review Act I of Romeo and
    Juliet
      1. Go to the Close Reading to listen to an
    explanation of the play.
    C. Practice vocabulary going to Vocabulary.com
    a.Join to practice our vocabulary from list 1
      1. Period 5 click here http://vocab.
    com/join/RNNX40
      2. Period 6 click here http://vocab.
    com/join/13PDE49

No School on Friday for Veteran's Day.
Plot Explained
Romeo and Juliet Act I Guide
Vocab List I
Main EQ=How can we creatively produce positive change?
EQ=How are we changed by love? How does love emerge? How do our actions impact others or cause chain reactions?
SQ=How do successful writers compare or contrast poems in a literary analysis?
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
November 14
Monday
LAFS.910.RI.1.3 Analyze how the
author unfolds an analysis or series
of ideas or events, including the order
in which the points are made, how
they are introduced and
developed, and the connections that
are drawn between them.
LAFS.910.RI.2.4 Determine the
meaning of words and phrases as
they are used in a text, including
figurative, connotative, and technical
meanings; analyze the
cumulative impact of specific word
choices on meaning and tone
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience
I. Warm Up
A. We Wear the Mask
B. WN
C. Receive "I Remember" Poem Rubric

II. Whole Class
A. Discuss "We Wear the Mask"

III Independent Work
A. Begin to draft the I Remember Poem

IV. Homework
A. Typed I Remember poem is due on Friday
B. Bring Collections textbook
 
November 16
Wednesday
See above
I. Warm Up
A. "I Remember" handout
B. Take out Collections
C. Take out WN, "We Wear the Mask"
II. Independent Work
A. Using "I Remember" handout , revise
"The colors of the pales (the vertical
stripes) are those used in the flag of the
United States of America; White signifies
purity and innocence, Red, hardiness &
valour, and Blue, the color of the Chief
(the broad band above the stripes)
signifies vigilance, perseverance &
justice."
November 18
Friday
See above
I. Warm Up
A. Prompt #10 Name
Read from "I Remember"
Read from
Romeo and Juiet, Act I
HW Review Act I from Romeo and Juliet
Study Vocabulary
Study from Writing Tutorials
 
       
Date
Objective/Standards
Agenda/Strategies
 
11/22
  • To assess student's knowledge
    and understanding of
    vocabulary
  • To assess student's reading
    comprehension and knowledge
    of Romeo and Juliet
I. Warm Up
  1. Take out #2 pencil
  2. Take out loose-leaf paper
II. Individual Student
    A. Receive scantron
III. Whole Class
    A. Vocab 1 test (50 min).
    B. Act I Romeo and Juliet quiz
III. Homework
    A. Begin Act II Romeo and Juliet- Read scene i
 
 
Date
Objective/Standards
Agenda/Strategies       ESOL Strategies
 
11/29
Same Standards Repeated
I. Warm Up
    A. Students receive Transition handout
    B. Sit at laptop
    C. Take out WN, earbuds
    D. Log onto my.hrw.com
II. Independent Student
    A. Respond to Prompt #11 Thankful:
    Write at least two well-organized paragraphs
    presenting the thing(s) you are thankful for.
    Remembering the strategies for writing a
    paragraph.
    B. In Collections, page 227, read questions 1-6.
    1. Go to Act II and take notes (online), mark-up,
    finding evidence for the questions.
    2. Answer the questions online. Make sure to
    save each question, by clicking on the icon on
    the top right.
    a. Check periodically that the system is
    saving your response.
    b. Take a screen-shot or a snipping to
    ensure that I am able to grade it.
    c. Remember RAP2S2. USE TEXTUAL
    EVIDENCE.
III. Homework
    A. Make sure your questions are answered online
    page 227 by Wednesday.
    Take a screenshot (use snipping tool) before logging
    out.
    B. Level Up Tutorials:   MAKE SURE YOU LOG IN
    LANGUAGE LOG at back of WN.
      1. Writing and Revision>Revising for Word Choice
      2. Vocabulary Skills and Strategies>Greek and Latin
    Word Roots
    C. Grammar Notes>#2 -Correcting Run-on Sentences
 
December 2
Thursday
Same Standards Repeated
I. Warm Up
A. Sit anywhere in small groups, for now
B. Take out WN
C. Respond to Prompt #12

II. Individual Work
A. In 3/4 of a page, write to describe a "Rose" for Prompt 12

III. Whole Class/Buddy Work
A. Writing Workshop
1. Claim, Reasons, Evidence, Counter-claim, and transitions
in two essays

IV. Homework
A. Level Up Tutorial
1. Writing and Revision>Revising for Word Choice
2. Vocabulary Skills and Strategies>Greek and Latin Word
Roots
B. Grammar Notes>#2 Correcting Run-On Sentences

RECORD YOUR WORK IN THE LANGUAGE LOG at the
back of the notebook.
 
 
    Agenda/Strategies       ESOL Strategies
 
Monday
12/5
Cite strong and thorough textual
evidence to support analysis of what
the text states explicitly
Determine the meaning of words and
phrases as they are used in the text
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
I. Warm Up
A. Sit where you were on Thursday
B. Take out WN
C. Respond to Prompt #13, "Shoe"

II. Individual Work
A.In 3/4 of a page, write to evaluate how a shoe, a tree, and life
connect (10 min.)
B. Receive checked and graded Pet Essay

III. Whole Class/Buddy Work
    A. Writing Workshop
       1. Check that you marked the essay for claim, reasons,
    evidence, counterclaim, transitions, explanation
        2. Use the second essay for more practice.
    B. Read from Romeo and Juliet Act II

IV. Homework= my.hrw.com
    A. Level Up Tutorials:
     1. Reading Skills>Paraphrasing
     2. Reading Skills> Making Inferences
        a. Log and record both in the back of your WN in
    Language Log
     3. Read Act II to the end Review using audio in my.hrw.
    com
     4. Read Act III to the end and Review using audio in my.
    hrw.com
              a. For all acts make sure that you also use the Close
Reader as shown to ensure full comprehension.
     5. Write a list of all the major events for all Acts. (Points
    TBD)
 
Wednesday
12/7
Students will continue to practice for
writing test today. They will practice for
the FSA in response to prompt #3.
I. Warm Up
A. Take out a loose-leaf paper (s)
Write your name and period on the right corner of
all the papers
that you use.
B. Take out markers and highlighters, pen
C. ESOL English/(language) dictionary
II. Independent Work
A. Write an Argumentative Essay in 90 minutes
B. No Cell phones, no eating, no talking

III. Homework
    A. WN Due December 15
    B. Page 227 questions 1-6
    C. Read Act III of Romeo and Juliet online so that you can
    understand when we read in class.
    Use the audio and also read the Close Reader
    D. In my.hrw.com (same as Monday's homework)
    1. Write a list of all the major events from Acts I, II, III
    (sequence of events) in WN
Level-up Tutorials:
1. Reading Skills>Paraphrasing
2. Reading Skills>Making Inferences
a. Record these two in the back of your WN in the Language Log
 
Friday
12/9
  I. Warm Up
A. Take out WN
B. Receive Scantron

II. Independent Work
Respond to Prompt #14: Imagine Peace
How can you individually achieve peace. It can be inner peace or
world peace. This prompt addresses the Overall Essential
Question: " How can I creatively produce positive change? "
B. Reading Test
III. Homework
A. WN is due December 16
B. Questions 1-6 from page 227 are due online
C. Read Act III of Romeo and Juliet online, so that you can
understand when we read in class. USE THE AUDIO and access
the CLOSE READING to receive and achieve comprehension
level.
D. Continue Wednesday's homework.
 
EQ: How can something intangible impact my life?
EQ: How do our differences make us similar?
SQ: How are we able to get past our differences to obtain a sense of belonging?
SQ: How does writing make me an effective communicator? What are the parts of an essay?
Dete
Objectives/Standards
Agenda/Strategies
Resources/Comments
Monday
October 17
  • To begin studying literary terms
  • To begin reading online, annotating
    online, and answering questions online
    using the digital textbook
R1.1.1-3, and R1.2.4 and 5, and W.4.10 and
SL.1.1
I. Warm Up
  1. Sit at your computer
  2. Take out your WN
  3. Log onto  my.hrw.com,
II. Independent Work
    A. In my.hrw.com find the definitions
    for the Tier III Words in the front of the
    room. Title:  "Literary Terms #1"
     1. Use the search engine to locate
    the words in the Glossary, starting on
    page R57.
     2. Copy the definitions clearly and
    completely.
     3. When you are done, proceed to
    read " from Love's Vocabulary," pages
    162-170.
         a. Answer the questions 1-7 on
    page 170.
         b. Answer the questions online,
    making sure that you follow the
    instructions, carefully.

Make sure that you learn the definition for
the following words: attribute, commit,
expose, initiate, underlie,intangible, guise,
increment, supple, gradation, taught, valid,
dispute, prejudice, passion, justifies, ruled,
resolved, participle, participial phrase.
Students have been incredibly patient as
they work in the heat. Our classroom air
conditioner broke down.

Students were shown how to use the online
textbook version and how to respond. They
are monitored to see how they are
responding.
Restate the question or prompt
Answer the question
Provide
Proof and evidence
Support your answer by elaborating and
explaining
Punctuate and check Spelling
Wednesday
October 19
PSAT
   
Thursday
October 20
To review nonfiction, personal reflection and
discuss questions and answers
Discuss questions and answers for the text
Warm Up
A. Sit at your designated laptop
B. Go to my.hrw.com and open to page 170
C. Take out your WN
II. Independent Work
A. Prompt #6 "Love" Describe and draw Love.
B. Review "Love's Vocabulary," page 163-
170, 1-3.
1. On page 170, answer all of the questions
1-7, online.
2. Check and ensure that you have use
RAP2S2
III, Homework
A. View Shakespeare presentation at http:
//tinyurl.com/h88uakg and take notes (one
page)
III. Homework
    A. View Shakespeare video at http:
    //tinyurl.com/jsjgsyc
    B. Monday night check Literary Terms
    in website and compare the definition
    to yours.
    C. Monday night check Literary Terms
    in website and compare the definition
    to yours. (To be determined as of
    10/28)
 
 
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
Tuesday
December 13
to compare the three texts in terms of
the main idea as it is presented through
events, symbols, and characters.

Analyze source material

RL. 1-5, RL.7, RL.9,

Key Ideas and Details
Cite Text Evidence
Determine Central Ideas
Analyze Supporting Details
Summarize Informational Text
I.Warm Up
    A. Sit at your laptop.You will need headphones or
    earbuds.
    B. Go to page 283 and read to page 287 in Collections
    (your textbook). Or  Open this link: Pyramus and Thisbe
    If you want you can listen to a summary first (see the right
    column).
II. Independent Student with Technology
    A. Now, Listen to the story of  Pyramus and Thisbe
    B. As you read, use your WN to take notes following the
    Text/Me  method. Take notes for the beginning, middle,
    ending of the story, the characters, and the conflict (the
    problems).
    C. Then, go to this link in my.hrw.com: Myths and
    complete the tutorial. Record it in your Language Log.
    D. For prompt #15 "P and T," create a Graphic Organizer
    (G.O.) Think about answering the following questions
    while you organize the concepts:
    1. How is the poem "Pyramus and Thisbe" a myth?
    2. What similarities are there with Romeo and
    Juliet? How?
    3. Now, use this link to read about a modern day
    version of Forbidden Love
    Don't know what a Graphic Organizer looks like?
    Here are some types of Graphic Organizers that
    you may use to visualize your ideas: Graphic
    Organizers
    4. Now, compare the article "Forbidden Love" to
    the play, Romeo and Juliet and the short story,
    "Pyramus and Thisbe" using a graphic organizer
    (example here) or here (cluster map) that shows
    the main events, elements, such as symbols and
    metaphors of all three texts. You can use other
    concept maps or organizers for your ideas to show
    this. Decide what you would like to show. Keep in
    mind, that the task is to compare the three texts
    in terms of the main idea as it is presented
    through events, symbols, and characters.
    Organize the ideas and compare them as they
    are used in the stories we have read.
    Concept Map
III. Homework
A. Read "
Duty," page  289
B. Answer the questions from page 298 (this will help you with
the test) but you do not have to discuss them at length, answer
to the point after restating the question. I will check them, and
read them when I collect the notebooks on Friday.
C. Continue to read and review
Romeo and Juliet. We will
complete in class. But you are expected to know what is
happening, how to pronounce certain words, and begin to
prepare for the Mid-term. (Review will be given on Thursday).
Summary of the story: Summary of
Pyramus and Thisbe.
A written summary
A complete story and other mythological
love stories
Every day you hear or read stories of
people who struggle to follow their
dreams, passions, and love. Here is
another story:

Another modern day Romeo and Juliet
story here.

Gnomeo and Juliette
Thursday
December 15
To read and conclude reading the
classic
Romeo and Juliet
Analyse how an author's choices
concerning how to structure a text,
order events within (e.g., parallel plots),
and manipulate time (e.g, pacing,
flashbacks) create such effects as
mystery, tension, or surprise.
Writer's Notebooks with Language Log is due
We read and conclude
Romeo and Juliet
We create a plot scheme showing conflict theme Plot
MidTerm Review
Love Story
Love Story
Ninth Quarter 1
B Schedule
Periods 5 and 6