Week 1
Essential Question=Who are we and what do we do?
 
Day
Objectives/Standards
Agenda /Strategies
Resources/ Comments
Mon
A
8/22
Lay ground rules and norms for a common
understanding.

To get a general sense of how the student
writes upon demand. (periods 2-8)
I. Warm Up
    A. Forms Period 1:
  1. Insurance plans
  2. Student Emergency cards
  3. Attendance policy
  4. Code of Student Conduct
  5. PTSA Membership
  6. Drug and Alcohol
  7. Complete Student information on index cards
    Periods 3 and 4:
    1. Index Card with information
II. Independent Work
    A.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.
III. HW: Signed Syllabus and Composition notebook is due on Friday.
Whole class lecture
Wed
8/24
To get to know students' names.
To receive an idea of what students think
about their own individual experiences.
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.

III. HW
    A. Forms (period 1)
    B. Syllabus
    C. Writer's Notebook
Whole class
Individual work

    Important!
-trash goes in the bin
-the elevator is for teachers and injured only!
-no cellphones when going to the bathroom.
Fri
8/26
- Students will read an essay to annotate
and analyze.
- Students will begin the study of the purpose
of education, English education.
- Students will be exposed to vocabulary.
- Students will read the writing of David
Foster Wallace.

RL.9-10.1
Cite strong and thorough textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text. RL.9-10.2
Determine a theme or central idea of a text
and analyze in detail its development over
the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
Accommodations: Use dictionaries, provide
extra time. Students can take the handouts
and notebook home…but they must work in
class with focus. Do not allow headphones
either.  
I. Warm Up
    A.        Students go to the second page of their notebooks (the first page leave
    blank) and respond to the following quote: "The joy of learning is as
    indispensable in study as breathing is in running." ~~ Simone Weil
    1.        The response should be titled “The Joy of Learning.” Have today’s
    date. Write to fill at least ¾ of the page.
    B.        While students write, they receive a copy of the essay “This is Water,” by
    David Wallace Foster.
II. Individual Work
    A.        Students will read the essay. During reading, or after a first reading,
    students will read and annotate and mark up what they think are the most
    important statements within the essay,  or ask questions they have about a
    word, sentences, etc.
    1.        Show them the Slide on the projector.
    2.        Give them the handout
    3.        Use a dictionary, if it is needed (not the phone)
    B.        After marking up the essay showing important words, ideas, statements,
    and revealing information, students go back and review to further understand
    the essay.
    C.        In their Writer’s Notebook, students will:
    1.        Summarize the main idea. That is, in ten words or less shorten the
    essay by writing what the author states. Don’t tell what it is about, but
    show what the essay states in a shrunken version.
    2.        In order to Respond to the point the writer is making, answer the
    following questions:
    a.        What do you think the main idea of the essay is pointing out?  
    b.        How does the chapter relate to your experiences? To what you’ve
    seen? Do you agree or disagree?
    c.        What direct quotes are particularly interesting, insightful, etc.?
    Write a short explanation of why you find them interesting.
    d.        Choose a portion of the piece that shows where you find it
    interesting and proves to be important. Write a * (star) next to it.
    e.        How does Wallace direct the attention of his audience to what he
    believes is obvious?

---This speech brings together many of the ideas we will work with throughout the
course, as Wallace provides his definition of the true value of education.-----

III. Pair/Buddy Work
    A.        After the students have worked individually (about an hour) they will take
    a partner to compare notes and responses. Compare and Share notes.
IV. Homework
    A.        None
Critical Thinking:
http://bcove.me/k4zbmp1s
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
Tues
8/30
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
See my writing swatch on the homepage of
reyeseng.
Thurs
9/1
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. Take out "This Is Water"
B. Respond to the following question:
#2 Gem
"A gem cannot be polished without friction, nor a man without trials."
_Luscius Anneaus Seneca
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
II. HW
A. Bring Classroom and Computer Use Policy signed.
B. Bring your
Writer's, Inc. book
 
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
Tuesday
9/6
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. Receive Classroom and Computer
    Use Policy   (if did not receive)
II. Independent Work
    A. 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:
Language Log
Language Lesson
Date
   
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
Thursday
9/8
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.
C. Take out Classroom and Computer Use Policy
D. Take out "This Is Water" and answers
II. Whole Class
A. Discuss essay
1. What was David Foster Wallace trying to say?
III. 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
EQ=How does language shape what we want to say and write? How does language affect who we are?
SQ=How can our learning improve using technology?
Date
Objectives/Standards
Agenda/Strategies
 
Monday
9/12
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 Writer's Inc.
B. Take out WN
II. Small Group
A. Go to pages (pps.) 501-516 in Writer's Inc.
1. Using the main definition of the assigned part of speech and a few examples, create an infograph or illustration for a
poster that you and your group will present to the class and teach that part of speech.
III Homework
A. Begin studying and moemorizing the defitions and functions of the parts of speech.
B. Complete conventions Level Up Tutorials
Open House tomorrow night

Grammar practice:

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!
Wednesday
9/14
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
 
Friday
9/16
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?
 
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
 
Tuesday
9/20
-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.

Each question will be evaluated for your ability to:
    Restate the question
    Answer the question
    Provide evidence from the text
    Support your answer.  
    punctuation and spelling. (5 points each)
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:
Examples of Annotation ,  The Art of Annotating,  Annotation.
Then read A Quilt of a Country (page 3 of your textbook).  
    B. Annotate the essay online as you read. and find information to
    answer the following questions in your Writer's Notebook: Quilt
    Questions

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

Come prepared to answer questions and discuss.

Remember:
CITE FROM THE TEXT!
Thursday
9/22
We did a little house cleaning and organized work.
Reviewed graded work and filed.

All standards above applied today.
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).
A Haiku is a very short poem that
originated in Japan. It is about
nature and consists of 17 syllables.
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
9/26
To improve our writing.
To collect the second draft of our essay.
To check on writing.

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

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 Rubric, reflection sheet
D. Students receive Peer-editing sheet
E. Receive Essay Code Sheet
F. Receive Punctuation Formula
II. Small Group
A. Students switch papers at least three times
while using Peer-editing sheet.

REMEMBER! You must be on Google Chrome!
III. Independent Work     
A. Go to my.hrw.com or Beep.browardschools.com to access
Collections
1. Click on Interactive Writing Lessons
2. Click on Writing Arguments
3.

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
Writing an essay
How to structure and organize
your essay
Wednesday
9/28
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.
Assess the need to obey laws.
Examine the election and voting process.
Examine the United States tax system.
Recognize the need for selective service in
maintaining a military.
Investigate the major political parties and their
ideas.
Objective 2
Investigate ways in which responsible citizens
take part in civic life.
I. Warm Up
    A. Sit at your laptop
    B. Read "Melting Pot" by Anne Quindlen and answer questions in WN
    C. Melting Pot Questions: Melting Pot
II. Whole Class
    A. Discuss. Inscription on the Statue of Liberty
    B. Discuss what this statement means and how this statement may U.S. culture
    and the idea of the melting pot.  
    C. Based upon what is known, what has been read, and what has been learned,
    re-write the inscription to better reflect how U.S. culture is perceived.  
    D. Share statements in small groups and then select a few students to share their
    work with the entire class.

III. Independent Student
    A. Begin 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
Comments/Resources
Monday
10/4
  No School - Holiday
 
Wednesday
10/5
To check students' note-taking and reading
focus
To assess students after a period of reading
and learning about writing
To review students' reading comprehension
of an essay
I. Warm Up
    A. Sit where you will not talk
    B. Take out WN and Homework
    C. Prepare for Prompt #4: Sidewalk Flowers

    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. Independent Work
    A. Language and Writing Assessment 60 minutes/check homework
    1. FSA Writing
III. Whole Class
    A. Discuss the importance of using Textual Evidence

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:
Friday
10/7
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
Comments/Recources
Tuesday
10/11
R1.1.1-3, and R1.2.4 and 5, and W.4.10 and SL.1.1
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).
 
Friday
10/14
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.
 
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
 
Tuesday
October
18
R1.1.1-3, and R1.2.4 and 5, and W.4.10 and SL.1.1

To practice using Punctuation Formula
To practice writing.
Continuation of Friday's work :
I. Warm Up
  1. Sit at your computer
  2. Take out your WN, Prompt #5 "Perspective." Do you agree with the boy or with the
    father? Why? Explain.
  3. Log onto  my.hrw.com,
II. Independent/Buddy 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.
Writing an essay
How to structure and
organize your essay

Restate the question or
prompt
Answer the question
Provide Proof and evidence
Support your answer by
elaborating and explaining
Punctuate and check
Spelling
Wednesday
Oct 19
  PSAT
 
Friday
Oct 21
  • To review nonfiction, personal reflection and discuss
    questions and answers
  • Discuss questions and answers for the text
  • To write about an intangible thing
  • To begin the study of Shakespeare

Students will begin to explore the nature of love and the
conflicts surrounding it.
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. View Shakespeare Slide show at http://tinyurl.com/h88uakg
    1. Take notes on at least one page, preferably Text/Me on Shakespeare and
    Romeo and Juliet
    C. 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
Types of sentences:
  • Imperative
  • declarative
  • exhortative
  • interrogative
  • exclamatory
Essential Questions:
How can we creatively produce positive change?
How do we experience love and the conflicts surrounding it?
How do successful writers compare and contrast poems in a literary analysis?
       
Tuesday
October 25
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. 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.
    B. Check for http://tinyurl.com/h88uakg, notes about Shakespeare and Romeo and Juliet.
    C. Level Up Tutorials in Resources of my.hrw.com: "Reading for Details" and "Universal and
    Recurring Themes." Document them in the Language Log.
IV. Homework
A. Read pages 173-175 from Collections. Why does Tempest repeat "in every" so many times?
 
Thursday
October 26
To view a video about civil 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.
Early Release Day
I. Warm Up
A. Take out WN
B. Prompt #8 "A Place at the Table" : Eight teenagers summarize their background in your WN.
    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"?
    Other questions to consider:
    -What does the phrase "the American Dream" mean to you?
    -What, if anything, do you know about your family history? How important is this history?
    What challenges still face our nation in the area of civil rights today?
II. Homework
    A. Read pages 173-175 in Collections
    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)
 
EQ= How do we creatively produce positive channge? 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
Tuesday
11/1
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" 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)
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
Thursday
11/3
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. Take out "The Century Quilt"
C. Take out newspaper clip
II. Independent Work
A. In your WN, for your  newspaper article,
write the following information:
1. Who, what, where, when, why, how
a. Use sentences that contain one of each of the Punctuation
Formulas for 4, 5, and 6
III. Whole Class
A. Discuss "The Century Quilt"
B. Discuss "My Shakespeare
IV. Homework
  1. Bring Collections textbook (5 points)
  2. VIS due on Monday  (100 points)
Some classes turned in the annotated
"The Century Quilt"
Some classes turned in WN
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
Mon
11/7
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 I Remember Poem handout
B. Log onto 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 cover 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.(annotate online, if you prefer).
1. Place close attention on who is doing what and the directions from the
opening of the Act.
III . Homework
    A .Read Act I Romeo and Juliet pages 181-205
       1. Go to the Close Reading to listen to an explanation of the play.
    B. Practice the vocabulary for list #1 (find your code on the list to
    the right).
Vocabulary.com
Pd. 1=https://vocab.com/join/HK6MWW
Pd. 3=https://vocab.com/join/2QAJXC8
Pd. 4=https://vocab.com/join/3NXDXSG

Romeo and Juliet Act I Guide
Vocab List I
Plot Explained
Thurs
11/10
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, "I Remember" handout
B. Receive "We Wear The Mask", "The Flea"
II. Independent Work
A. In WN, write at least 2- lines (in stanzas) describing a situation,
incident, thing or person that is remembered (taken from the list of "I
Remember" items).
1. Title the poem
B. Mark up and annotate "The Flea" as it has been taught in class using
TPCASTT
1. Answer the questions in the back on a loose-leaf
I Remember
Begin writing a short story
III . Homework
Complete and record the following tutorials in your Language Log in
Writer's Notebook:
A. Level Up Tutorial->Vocabulary Skills and Strategies ->Academic
Vocabulary and Word Knowledge
B. Level Up Tutorial ->Reading Skills and Strategies  -> Taking Notes and
Outlining
C.. Level Up Tutorial ->Reading Skills and Strategies-> Synthesizing
Information
 
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
11/15
Tuesday
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. Receive "I Remember" Poem Rubric
    C. Take out "We Wear the Mask" handout
    D. Take out "The Flea" answers
II. Independent Work
    A. Find shift, personification, figurative language, answer: who is the
    "we"? Who is "them"? How is the tone revealed through the stanzas?

III. Whole Class
    A. Discuss "We Wear The Mask"

IV. Independent Work
    A. Revise "I Remember" draft

V. Homework
    A. Collections Book
    B. "I Remember" Poem
"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."
11/17
Thursday
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. Take out WN
  2. Take out I Remember Poem

II. Whole Class
  1. Writing mini-lesson
  2. I Remember Class Share/Collect poems
  3. Read from Romeo and Juliet
III. Homework:
  1. Review Act I of Romeo and Juliet
  2. Study vocabulary
  3. Review writing tutorials

Awesome readings today!
Essential Questions:  How much responsibility do we hold for the events that occur in our lives?
Are Shakespeare's views on love, loyalty, family, friendship and fate still relevant today?
Supporting Question:
Date
Objectives/Standards
Agenda/Standards
 
11/28
Monday
This will be updated...

Long day today, I am grading for interims.
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.
             1. Take a screenshot (use snipping tool) before logging out.
    B. Level Up Tutorials:   MAKE SURE YOU RECORD 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
 
11/30
Wednesday
  I. Warm Up
    A. Take out WN
    B. Prompt #12: Describe a rose
    C. Receive Polly Pupil
    D. Argumentative Notes handout
II. Whole Class:
    A. Essay Writing
III. Homework
    A. Bring Polly Pupil essay marked : a star for the claim, circle  highlight, underline
    rectangle around transitions.
    1. Note how the writer uses these, and use as example for YOUR own writing and to
    improve reading comprehension of other writers.
 
12/2
Friday
  I. Warm Up
    A. Take out WN
    B. Receive Paul Puppil essay
    C. Take out marked up Polly Pupil essay
    D. Respond to Prompt #13: "Shoes":
    How is are a shoe, a tree, and life connected? View image to help you explain.

II. Small Group Work
    A. See the example of the essay to recognize where examples of the claim, reasons,
    evidence, support, transitions are presented by the authors and located in both essays.
    B. Receive graded student essay #2
    C. Period 1 Receive Interim reports

III. Homework
  1. Continue to read Romeo and Juliet to the end of Act III.
  2. Review all that was read.
  3. Make sure you have covered the tutorials from Monday.

This video will help you:
Thesis Statement
Some students were
making up test and
quiz.

Should review WN,
soon to be
collected-the week
before Mid-terms.
 
Date
Objectives/Standards
Agenda/Strategies
Resources/Comments
11/21
  • 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. Prompt #10 Name -Why are you your name? Write anything about
    your name, but stay focused in describing what you know.
  2. Take out #2 pencil
  3. Take out loose-leaf paper
II. Individual Student
    A. Receive scantron
III. Independent Student/ 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
View RJ in the homepage
       
 
Date
Objectives/Standards
Agenda/Strategies
Comments/Resources
Tuesday
12/6
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 Friday'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
view www.reyeseng.org/RJ
12/8
Thursday
  I. Warm Up
A. Take out WN
B. Receive Scantron

II. Independent Work
A. 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 Tuesday's homework.
 
EQ: How can something intangible impact your life? How can you have something that cannot be owned?
Supporting Question: Are we governed by fate or free will?
Date
Objectives/Standards
Agenda/Strategies
Comments/Resources
Monday
12/12
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 Friday).
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
Wednesday
12/14
  Give back Student Work
 
Friday
12/16
  WN is due
Midterm Reviewew
Sad day, My students in First Period feel they
can advertently disrupt learning. What occurred
was not only a very bad joke, it was an assault
on other students, and me and my family.
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
Ninth Honors Qtr1
A Schedule