Ninth Quarter 1
B Schedule
Periods 7 and 8
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
 
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
Objective/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?=How does Language shape who we are?
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)
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

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!
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.

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
Objectives/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
10/6
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. 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).
 
Wednesday
Oct 12
     
Friday
Oct 14
  I. Warm Up
A. Sit at your laptop
B. Tak out Business Letter
Take out WN and PUnctuation Formula Handout

II. Whole Class
A. Check homework and collect the Business LEtter
III Independent Work
A. Using your Punctuation Formula (P.F.) handout,
write three (3) Sentences for each of the first three formulas.
B. Go to www.my.hrw.com
C. Go to the Literary Glossary or search window to define the Literary Terms
(see right column)
D. Go to "From Love's Vocabulary," pages 163-170
Business Letter is on page 297 of
Writer's Inc.
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?
Date
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
I. 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
    C. View Shakespeare presentation at http://tinyurl.com/h88uakg
    1. Take notes on at least one page, preferably Text/Me
    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. (To be determined as
    of 10/28)
 
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?
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
Objective/Standards
   
Monday
October 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.
 
Wednesday
October 26
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 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
10/31
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 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 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
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" Poem
    D. Receive TPCASTT
    E. Receive VIS instruction sheet
    F. Receive VIS chart example
II. Independent Work/Buddy Work
A. Annotate "The Century Quilt" (20 points)
B. Conduct TPCASTT in WN for "The Century
Quilt" (35 points)
III. Homework
A. Anything not finished in class (annotate poem
and TPCASTT)
B. Bring a gory, scary, tragic, newspaper clip from
either Sun Sentinel, The Miami Herald, The New
York Times, or The Wall Street Journal, or any
other REPUTABLE newspaper (no downloads
allowed, no magazines, not The Circuit, or
sensationalist paper).  (15 points)
C. Bring
Collections textbook
D. VIS for the words on the right (100 points) (due
Monday)
 
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
Main objective:
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
. 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 Act I of Romeo and Juliet
    1. Go to the Close Reading to listen to an explanation of
    the play.

No School on Friday for Veteran's Day.
Romeo and Juliet Act I Guide
Vocab List I
Plot Explained
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
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. "I Remember" handout
    B. Take out Collections
    C. Take out WN, "We Wear the Mask"
II. Independent Work
    A. Using "I Remember" handout , revise
III. Whole Class
    A. Writing Mini-less
    B. Reading from Act I Romeo and Juliet
"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 and justice."
November 18
Friday
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
  1. Prompt #10 Name -Why are you your name? Write
    anything about your name, but stay focused in
    describing what you know
  2. Read from "I Remember" share
  3. Read from Romeo and Juiet, Act I
II. HW
  1. Review Act I from Romeo and Juliet
  2. Study Vocabulary
  3. 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
Objectives/Standards
Agenda/Strategies                ESOL Strategies
 
Tuesday
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. Make sure your questions are answered online page 227 by
    Wednesday.
    Take a screenshot (use snipping tool) before logging out.
    C. 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
    D. Grammar Notes>#2 -Correcting Run-on Sentences

III. Homework
A. Anything not completed in class.
 
Thursday
December 2
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.
 
 
Date
Objectives/Standards
Agenda/Strategies
Comments/Resources
12/5
Monday
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)
View reyeseng.org/RJ for Romeo
and Juliet
resources
12/7
Wednesday
Students will continue to
practice for writing test
today. They will practice for
the FSA in response to
prompt #3.
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
 
12/9
Friday
  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.
 
 
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
SCROLL DOWN TO
FIND TODAY'S DATE
Legend: EQ=Essential Question
SQ=Supporting Question
H=Handout
HW=Homework
ESOL Strategies/ ESOL Strategies
Strategies Matrix in website
The Standards