English 2 / English 10 Syllabus - American LiteratureAccelerated Reading Book#1 - Due
Sophomores are required to finish one AR book in the first quarter. They may read another book and take the test on it by -- for extra credit. *They must score a 70% or better to earn the 5 extra credit points. All books must be approved by Mrs. Job. Book test that are not approved or recorded will not count. All AR test need to be taken in Mrs. Job’s classroom. Students will be keeping a reader’s / writer’s notebook while they are reading. They will be logging different aspects of their book. This notebook will count as a grade. |
“Reading is dreaming.
|
2023- 2024 School ** Everything is in Google Classroom.**
This will just give you an overall direction what we do in class.
Check google classroom for current due dates.
AR Book Test Deadlines: Book #1
(in 2nd Q) due Between Oct.
Book #2 is due between
If you would like EXTRA CREDIT, Read another book anytime during the dates above, take the AR test. If you score 70 % or better you will receive 5 points.
*All Lesson Plans subject to change.
Check google classroom for all due dates.
English 10 work for week of August
Wednesday - Welcome & seating chart.
Thursday - Class rules and syllabus- Must be signed and returned for first grade in grade book.
Friday - Getting to know you activity- Handout (HO)
Week of August
Monday August 29- Pretest- Grammar/ Voc.
Tues. AR book checkout
Wed. Voc. week #1- sharing auto bio poem.
https://quizlet.com/308849161/week-1-word-list-2018-19-flash-cards/
Thur. AR book log. Reading ( locked into book by Sept. .)
Fri. NO School
Learning Targets/ Success Criteria
Target: To build background on "The Puritan Experience".
Evaluate the philosophical, Political, religious, ethical and social influences of the historical period.
Success: Reading Skills, analyze cultural characteristics in literary traditions. Complete handout on time period.
Pass quiz over background information.
Week of Sept.
Monday- LABOR DAY - No school
Tues. Sept. 6. - Literature Books- Intro to the Collection 1, Encounters and foundations pg. 1-19 The Puritans
Wed. - go over background and quiz.
Thursday- READ: Sinners in the Hands of an Angry God - Pg. 44-48
Friday Finish story -Questions Pg. 44- 48 (1-8) - AR time.
Fri. Check questions, Quiz over story. AR time
Target: Figures of Speech.
9-10.L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story.
* All Student should have joined my Google Classroom. They also need to join newsela. Read the article, and do the activities. Write and Quiz. Everything is submitted online.
Reading log- Friday-
Week of Sept.
Mon. 5 new voc. words. Test Thursdy over all 20.
Tues.. Teaching Reading Strategies. Reading Complex text and applying Critical Thinking skills.
Ann Bradstreet Poetry- Pg. 27-30 + handouts.
Test over Bradstreet- ., AR reading time
*All Lesson Plans subject to change.
Week of Sept.
Lesson Summary students will be introduced to the following: Big Idea: The Road to Independence Literary Elements: Autobiography, Aphorism Reading Strategies: Analyze Voice, Connect Vocabulary
Week of Sept.
Mon. AR Reading time.Ben Franklin pgs. 65-71 + worksheet.
Tues. Ben Franklin pgs. 65-71 + worksheet.
Cont. Ben Franklin, Handouts (inference)
Wed. Cont. Ben Franklin, Handouts (inference) Check handouts and continue unit.
Friday- ACT writing test
Week of Sept.
Monday- ACT writing test.
This week - PSAT practice Reading test Register for online practice for PSAT
Tuesday- pg. 72 article- Everything I know I learned in Kindergarten.
Wed. . Making posters Like the Fulghum article, using own ideas.
Finishing posters and presenting them to the class. AR time if time permits.
Target: ( approx 2 weeks)
A Lesson on Benjamin Franklin’s “Project for Moral Perfection” from The Autobiography
Learning Objectives | Students will be able to: · Summarize and paraphrase main points of a narrative text. · Characterize tone of a narrative text. · Assess purpose of a narrative text. supporting each point with direct textual analysis. · Evaluate the validity of claims made about a narrative text and synthesize different perspectives. · Identify connections between textual material and various other frameworks and pursuits (e.g., religion, business, politics, scholarship, citizenship). · Reflect on their own personal value systems and articulate principles by which they choose to live. Common Core State Standards Addressed | Reading: Literature,
Grades 11–12 · CC.11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. · CC.11-12.R.L.2: Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. · CC.11-12R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). · CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. · CC.11-12.SL.1a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thought, well-reasoned exchange of ideas. · CC.11-12.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story
Thursday- Poor Richard's Almanack pg. 73- 74 Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
Homework: Q's on Ben Franklin Unit pg. 75 (1-6) and (1-3)
Friday. Discuss questions and Quiz over unit.
Wed. PSAT Practice Booklet- filling in answer keys for test.
Thurs. PSAT
Fri. AR Reading time. Register for online practice for PSAT
Week of
Monday- Poor Richard's Almanack pg. 73- 74 Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
Homework: Q's on Ben Franklin Unit pg. 75 (1-6) and (1-3)
Tues. Check Discuss questions and Quiz over unit.
Thurs. . Annotate text. - 2 articles + charts and graphs Practice.
Fri. Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
AR Reading time.
*All Lesson Plans subject to change.
Tues- Test Ben Franklin
Wed-Reading strategists- 2 Articles
Thurs.- PSAT booklet and practice
Fri- Credo's due, check PSAT practice test and AR reading time.
**As we work in our Language Books, Lesson are subject to change, depending how fast we can grasp the subject.
Standards and success criteria:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1a Pronouns – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1b Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. 9-10.W.6.1c Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.
Mon. Language Books- Pg. 404-405- (1-20) Diagnostic Preview. Nouns pg. 405 - Ex 1,Pg. 407 Ex. 2,
Tues Ex. 2, Pb. 408- Review A
Wed. AR In Library- Take AR test. Check out next book.
Thurs. Check homework, Pronouns Handouts
FRI- Pronouns pg.s 411 ex. 3 AR time
_________________________________________________________________________________________________________________________
2nd Quarter- Oct,
AR Book Test Deadlines: Book #1 (in 2nd Q) due Between
Book #2 is due between
If you would like EXTRA CREDIT, Read another book anytime during the dates above, take the AR test. If you score 70 % or better you will receive 5 points.
_________________________________________________________________________________________________________________________
**As we work in our Language Books, Lesson are subject to change, depending how fast we can grasp the subject.
Standards and success criteria:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1a Pronouns – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1b Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. 9-10.W.6.1c Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.
Week of Oct.
Mon. NO school for students.
Tues. Language Books- Check homework, Pronouns Handouts
Wed. Tues. Adjectives pg. 413 Review 4, Pg. 414 Ex. 5, Pg. 415 Review B, Pg. 416. Review C
Thurs. Check homework, AR time
Fri. Adverbs- Pg. 418- Ex. 6 Pg. 420 ex. 7
Language Books
* Lesson Plan could change, depending on quickly we grasp each concept.**
Monday- Check homework. AR reading time ( log sheet)
Tues. Transitive and Intransitive Verbs. Pg. 422 Ex. 9
Wed. Check homework, AR time
Thurs.Verbs pg. 418, ex.6, pg.429 ex 7, and pg.422 pg. ex. 9.
Fri. Check homework more practice on Action and Linking verbs and Transitive or Intransitive verbs handout.
Week of Nov
Monday - Check homework. Adverbs pg. 422. assignment: pg. 423 ex. 11, pg. 424 ex.12 and review D on pg. 425-426
Tues. Check homework. Prepositions handouts.
Wed. Check homework. Conjunctions handouts. Review for TEST
*Thursday and Friday-
Week of Nov. Nov.
. Review for TEST
14- Parts of Speech Test
15- Background information on The Crucible, Arthur Miller, Purtians, The Salem Witch Trials.
Learning Targets/ Success Criteria
Target: To build background on "The Puritan Experience".
Evaluate the philosophical, Political, religious, ethical and social influences of the historical period.
Success: Reading Skills, analyze cultural characteristics in literary traditions. Complete handout on time period.
Pass quiz over background information.
Nov.Books for Crucible- Students must bring them to class everyday until we finish the play.
Pre-Read Discussion sheet.
Wed., Nov.- AR Book #1 is Due. plus
Check out for Book #2 which is due
Previous Year's Lesson Plans. But, following same lesson plans.
Unit Outline for Grade 10 ELA: CRITICAL RESPONSE AND FOCUS: AMERICAN LITERATURE
Tues. Sept. 6. - Literature Books- Intro to the Collection 1, Encounters and foundations pg. 1-19 The Puritans
Wed. - go over background and quiz.
Thursday- READ: Sinners in the Hands of an Angry God - Pg. 44-48
Finish story,
Friday -Questions Pg. 44- 48 (1-8) - AR time.
Fri. Check questions, Quiz over story. AR time
Learning Targets/ Success Criteria
Target: To build background on "The Puritan Experience".
Evaluate the philosophical, Political, religious, ethical and social influences of the historical period. Success: Reading Skills, analyze cultural characteristics in literary traditions. Complete handout on time period.
Pass quiz over background information.
Target: Figures of Speech.
9-10.L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story.
Week of
Mon. Sept. 12 Check questions, Quiz over story. AR time
Tues. -Fri. Teaching Reading Strategies. Reading Complex text and applying Critical Thinking skills.
Ann Bradstreet Poetry- Pg. 27-30 + handouts.
Test over Bradstreet- Friday. " I am" poem, AR reading time
Target:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 1: Close Reading of Literary Texts 1.1 Analyzing Explicit Details and Implicit Meanings 1.2 Identifying and Interpreting Uncertainties 1.3 Citing Strong and Thorough Textual Evidence.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story.
Week of Sept.
Lesson Summary students will be introduced to the following: Big Idea: The Road to Independence Literary Elements: Autobiography, Aphorism Reading Strategies: Analyze Voice, Connect Vocabulary
Mon. Ben Franklin pgs. 65-71 + worksheet.
Tues. Cont. Ben Franklin, Handouts (inference)
Wed. Check handouts and continue unit. pg. 72 article- Everything I know I learned in Kindergarten.
Thurs. Making posters Like the Fulghum article, using own ideas.
Friday . Finishing posters and presenting them to the class. AR time if time permits.
Target: ( approx 2 weeks)
A Lesson on Benjamin Franklin’s “Project for Moral Perfection” from The Autobiography
Learning Objectives | Students will be able to: · Summarize and paraphrase main points of a narrative text. · Characterize tone of a narrative text. · Assess purpose of a narrative text. supporting each point with direct textual analysis. · Evaluate the validity of claims made about a narrative text and synthesize different perspectives. · Identify connections between textual material and various other frameworks and pursuits (e.g., religion, business, politics, scholarship, citizenship). · Reflect on their own personal value systems and articulate principles by which they choose to live. Common Core State Standards Addressed | Reading: Literature,
Grades 11–12 · CC.11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. · CC.11-12.R.L.2: Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. · CC.11-12R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). · CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. · CC.11-12.SL.1a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thought, well-reasoned exchange of ideas. · CC.11-12.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story
Week of Sept.
Monday- Poor Richard's Almanack pg. 73- 74 Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
Homework: Q's on Ben Franklin Unit pg. 75 (1-6) and (1-3)
Tues. Discuss questions and Quiz over unit.
Wed. PSAT Practice Booklet- filling in answer keys for test.
Thurs. PSAT
Fri. AR Reading time. Register for online practice for PSAT
Oct.
Mon- PSAT practice Reading test
Tues- Thursday- Preparing for our SIP- connected to Speech to the Virginia Convention- pg. 78-82
Friday. Q's pg. 83 (1-9)
Discuss Q's on Monday
Oct.
Type of Activity: The Rhetorical Triangle: Ethos, Pathos, Logos
Target: Common Core Standards:
Patrick Henry’s “Speech in the Virginia Convention” was delivered to advocate a complete break with England, not just a compromise. Henry needed to ensure that he established credibility, made logical arguments, and showed his audience that there was no other option but to forge a new path, away from England. Have students examine the text and come up with quotes from throughout the speech of Ethos, Logos, and Pathos rhetoric. Students will explain these examples in their SIP writing. Showing examples of these strategies.
Success: Response and analysis of speech by completing questions, graphs, charts and class discussions.
Pass Test over speech.
Week of Oct. * subject to change
Mon. Preparing for our SIP- connected to Speech to the Virginia Convention- pg. 78-82
Discuss Q's pg. 83 (1-9)
Tuesday-TEST - Patrick Henry's Speech
Wednesday- Introduce SIP TEST - sample, computer time
Thursday and Friday - Computer time
Week of Oct.
ESSAY DUE Tuesday The SIP writing will be worth 24 points. The school rubric will be used the score will be doubled to equal 24 points.
Reminder:
Hello,
I am your son or daughter’s English 10 teacher, Mrs. Shelley Job; I just wanted to remind you that two big assignments are coming due soon.
Accelerated Reader book test is due Friday Oct. . This is worth 20 points. This is the independent reading book that they have been reading since the beginning of the school year. It is a pretty big grade.
If they would like to earn extra credit for the first quarter a 2nd book test is also due on Oct.. In order to earn extra credit, they need to pass the AR test with a 70% or better. This has been an option since the first week of school. This only helps their grade; it does not hurt their grade.
Also, the SIP writing or Essay is due on They have been given two class periods to work on it in the computer lab. They may need to take it home and polish it up before turning it in on Tuesday. This is also a big grade it is worth 24 points.
I just wanted to let you know, so you could remind your son or daughter to work on both of these assignments over the weekend.
The end of the first quarter is Oct..
If you have any questions please free feel to email me at:
[email protected]
Thank you it has been a very pleasant year.
Shelley Job
***END OF the First Quarter**
AR Book Test Deadlines: Book #1
(in 2nd Q) due Between Oct.
Book #2 is due between
If you would like EXTRA CREDIT, Read another book anytime during the dates above, take the AR test. If you score 70 % or better you will receive 5 points.
*All Lesson Plans subject to change.
Check google classroom for all due dates.
English 10 work for week of August
Wednesday - Welcome & seating chart.
Thursday - Class rules and syllabus- Must be signed and returned for first grade in grade book.
Friday - Getting to know you activity- Handout (HO)
Week of August
Monday August 29- Pretest- Grammar/ Voc.
Tues. AR book checkout
Wed. Voc. week #1- sharing auto bio poem.
https://quizlet.com/308849161/week-1-word-list-2018-19-flash-cards/
Thur. AR book log. Reading ( locked into book by Sept. .)
Fri. NO School
Learning Targets/ Success Criteria
Target: To build background on "The Puritan Experience".
Evaluate the philosophical, Political, religious, ethical and social influences of the historical period.
Success: Reading Skills, analyze cultural characteristics in literary traditions. Complete handout on time period.
Pass quiz over background information.
Week of Sept.
Monday- LABOR DAY - No school
Tues. Sept. 6. - Literature Books- Intro to the Collection 1, Encounters and foundations pg. 1-19 The Puritans
Wed. - go over background and quiz.
Thursday- READ: Sinners in the Hands of an Angry God - Pg. 44-48
Friday Finish story -Questions Pg. 44- 48 (1-8) - AR time.
Fri. Check questions, Quiz over story. AR time
Target: Figures of Speech.
9-10.L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story.
* All Student should have joined my Google Classroom. They also need to join newsela. Read the article, and do the activities. Write and Quiz. Everything is submitted online.
Reading log- Friday-
Week of Sept.
Mon. 5 new voc. words. Test Thursdy over all 20.
Tues.. Teaching Reading Strategies. Reading Complex text and applying Critical Thinking skills.
Ann Bradstreet Poetry- Pg. 27-30 + handouts.
Test over Bradstreet- ., AR reading time
*All Lesson Plans subject to change.
Week of Sept.
Lesson Summary students will be introduced to the following: Big Idea: The Road to Independence Literary Elements: Autobiography, Aphorism Reading Strategies: Analyze Voice, Connect Vocabulary
Week of Sept.
Mon. AR Reading time.Ben Franklin pgs. 65-71 + worksheet.
Tues. Ben Franklin pgs. 65-71 + worksheet.
Cont. Ben Franklin, Handouts (inference)
Wed. Cont. Ben Franklin, Handouts (inference) Check handouts and continue unit.
Friday- ACT writing test
Week of Sept.
Monday- ACT writing test.
This week - PSAT practice Reading test Register for online practice for PSAT
Tuesday- pg. 72 article- Everything I know I learned in Kindergarten.
Wed. . Making posters Like the Fulghum article, using own ideas.
Finishing posters and presenting them to the class. AR time if time permits.
Target: ( approx 2 weeks)
A Lesson on Benjamin Franklin’s “Project for Moral Perfection” from The Autobiography
Learning Objectives | Students will be able to: · Summarize and paraphrase main points of a narrative text. · Characterize tone of a narrative text. · Assess purpose of a narrative text. supporting each point with direct textual analysis. · Evaluate the validity of claims made about a narrative text and synthesize different perspectives. · Identify connections between textual material and various other frameworks and pursuits (e.g., religion, business, politics, scholarship, citizenship). · Reflect on their own personal value systems and articulate principles by which they choose to live. Common Core State Standards Addressed | Reading: Literature,
Grades 11–12 · CC.11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. · CC.11-12.R.L.2: Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. · CC.11-12R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). · CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. · CC.11-12.SL.1a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thought, well-reasoned exchange of ideas. · CC.11-12.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story
Thursday- Poor Richard's Almanack pg. 73- 74 Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
Homework: Q's on Ben Franklin Unit pg. 75 (1-6) and (1-3)
Friday. Discuss questions and Quiz over unit.
Wed. PSAT Practice Booklet- filling in answer keys for test.
Thurs. PSAT
Fri. AR Reading time. Register for online practice for PSAT
Week of
Monday- Poor Richard's Almanack pg. 73- 74 Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
Homework: Q's on Ben Franklin Unit pg. 75 (1-6) and (1-3)
Tues. Check Discuss questions and Quiz over unit.
Thurs. . Annotate text. - 2 articles + charts and graphs Practice.
Fri. Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
AR Reading time.
*All Lesson Plans subject to change.
Tues- Test Ben Franklin
Wed-Reading strategists- 2 Articles
Thurs.- PSAT booklet and practice
Fri- Credo's due, check PSAT practice test and AR reading time.
**As we work in our Language Books, Lesson are subject to change, depending how fast we can grasp the subject.
Standards and success criteria:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1a Pronouns – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1b Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. 9-10.W.6.1c Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.
Mon. Language Books- Pg. 404-405- (1-20) Diagnostic Preview. Nouns pg. 405 - Ex 1,Pg. 407 Ex. 2,
Tues Ex. 2, Pb. 408- Review A
Wed. AR In Library- Take AR test. Check out next book.
Thurs. Check homework, Pronouns Handouts
FRI- Pronouns pg.s 411 ex. 3 AR time
_________________________________________________________________________________________________________________________
2nd Quarter- Oct,
AR Book Test Deadlines: Book #1 (in 2nd Q) due Between
Book #2 is due between
If you would like EXTRA CREDIT, Read another book anytime during the dates above, take the AR test. If you score 70 % or better you will receive 5 points.
_________________________________________________________________________________________________________________________
**As we work in our Language Books, Lesson are subject to change, depending how fast we can grasp the subject.
Standards and success criteria:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1a Pronouns – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1b Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. 9-10.W.6.1c Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.
Week of Oct.
Mon. NO school for students.
Tues. Language Books- Check homework, Pronouns Handouts
Wed. Tues. Adjectives pg. 413 Review 4, Pg. 414 Ex. 5, Pg. 415 Review B, Pg. 416. Review C
Thurs. Check homework, AR time
Fri. Adverbs- Pg. 418- Ex. 6 Pg. 420 ex. 7
Language Books
* Lesson Plan could change, depending on quickly we grasp each concept.**
Monday- Check homework. AR reading time ( log sheet)
Tues. Transitive and Intransitive Verbs. Pg. 422 Ex. 9
Wed. Check homework, AR time
Thurs.Verbs pg. 418, ex.6, pg.429 ex 7, and pg.422 pg. ex. 9.
Fri. Check homework more practice on Action and Linking verbs and Transitive or Intransitive verbs handout.
Week of Nov
Monday - Check homework. Adverbs pg. 422. assignment: pg. 423 ex. 11, pg. 424 ex.12 and review D on pg. 425-426
Tues. Check homework. Prepositions handouts.
Wed. Check homework. Conjunctions handouts. Review for TEST
*Thursday and Friday-
Week of Nov. Nov.
. Review for TEST
14- Parts of Speech Test
15- Background information on The Crucible, Arthur Miller, Purtians, The Salem Witch Trials.
Learning Targets/ Success Criteria
Target: To build background on "The Puritan Experience".
Evaluate the philosophical, Political, religious, ethical and social influences of the historical period.
Success: Reading Skills, analyze cultural characteristics in literary traditions. Complete handout on time period.
Pass quiz over background information.
Nov.Books for Crucible- Students must bring them to class everyday until we finish the play.
Pre-Read Discussion sheet.
Wed., Nov.- AR Book #1 is Due. plus
Check out for Book #2 which is due
Previous Year's Lesson Plans. But, following same lesson plans.
Unit Outline for Grade 10 ELA: CRITICAL RESPONSE AND FOCUS: AMERICAN LITERATURE
Tues. Sept. 6. - Literature Books- Intro to the Collection 1, Encounters and foundations pg. 1-19 The Puritans
Wed. - go over background and quiz.
Thursday- READ: Sinners in the Hands of an Angry God - Pg. 44-48
Finish story,
Friday -Questions Pg. 44- 48 (1-8) - AR time.
Fri. Check questions, Quiz over story. AR time
Learning Targets/ Success Criteria
Target: To build background on "The Puritan Experience".
Evaluate the philosophical, Political, religious, ethical and social influences of the historical period. Success: Reading Skills, analyze cultural characteristics in literary traditions. Complete handout on time period.
Pass quiz over background information.
Target: Figures of Speech.
9-10.L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story.
Week of
Mon. Sept. 12 Check questions, Quiz over story. AR time
Tues. -Fri. Teaching Reading Strategies. Reading Complex text and applying Critical Thinking skills.
Ann Bradstreet Poetry- Pg. 27-30 + handouts.
Test over Bradstreet- Friday. " I am" poem, AR reading time
Target:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 1: Close Reading of Literary Texts 1.1 Analyzing Explicit Details and Implicit Meanings 1.2 Identifying and Interpreting Uncertainties 1.3 Citing Strong and Thorough Textual Evidence.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story.
Week of Sept.
Lesson Summary students will be introduced to the following: Big Idea: The Road to Independence Literary Elements: Autobiography, Aphorism Reading Strategies: Analyze Voice, Connect Vocabulary
Mon. Ben Franklin pgs. 65-71 + worksheet.
Tues. Cont. Ben Franklin, Handouts (inference)
Wed. Check handouts and continue unit. pg. 72 article- Everything I know I learned in Kindergarten.
Thurs. Making posters Like the Fulghum article, using own ideas.
Friday . Finishing posters and presenting them to the class. AR time if time permits.
Target: ( approx 2 weeks)
A Lesson on Benjamin Franklin’s “Project for Moral Perfection” from The Autobiography
Learning Objectives | Students will be able to: · Summarize and paraphrase main points of a narrative text. · Characterize tone of a narrative text. · Assess purpose of a narrative text. supporting each point with direct textual analysis. · Evaluate the validity of claims made about a narrative text and synthesize different perspectives. · Identify connections between textual material and various other frameworks and pursuits (e.g., religion, business, politics, scholarship, citizenship). · Reflect on their own personal value systems and articulate principles by which they choose to live. Common Core State Standards Addressed | Reading: Literature,
Grades 11–12 · CC.11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. · CC.11-12.R.L.2: Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. · CC.11-12R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). · CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. · CC.11-12.SL.1a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thought, well-reasoned exchange of ideas. · CC.11-12.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Success: Response and analysis of story by completing questions and class discussions.
Pass Quiz over story
Week of Sept.
Monday- Poor Richard's Almanack pg. 73- 74 Bring in own Aphorism Homework for Tuesday
(Aphorism or Quote about their life. * (Display it on sentence strip AR time if time permits?)
Homework: Q's on Ben Franklin Unit pg. 75 (1-6) and (1-3)
Tues. Discuss questions and Quiz over unit.
Wed. PSAT Practice Booklet- filling in answer keys for test.
Thurs. PSAT
Fri. AR Reading time. Register for online practice for PSAT
Oct.
Mon- PSAT practice Reading test
Tues- Thursday- Preparing for our SIP- connected to Speech to the Virginia Convention- pg. 78-82
Friday. Q's pg. 83 (1-9)
Discuss Q's on Monday
Oct.
Type of Activity: The Rhetorical Triangle: Ethos, Pathos, Logos
Target: Common Core Standards:
- [ELA-Literacy/RI/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.
- [ELA-Literacy/RI/9-10/6] Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- [ELA-Literacy/RI/9-10/8] Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Patrick Henry’s “Speech in the Virginia Convention” was delivered to advocate a complete break with England, not just a compromise. Henry needed to ensure that he established credibility, made logical arguments, and showed his audience that there was no other option but to forge a new path, away from England. Have students examine the text and come up with quotes from throughout the speech of Ethos, Logos, and Pathos rhetoric. Students will explain these examples in their SIP writing. Showing examples of these strategies.
Success: Response and analysis of speech by completing questions, graphs, charts and class discussions.
Pass Test over speech.
Week of Oct. * subject to change
Mon. Preparing for our SIP- connected to Speech to the Virginia Convention- pg. 78-82
Discuss Q's pg. 83 (1-9)
Tuesday-TEST - Patrick Henry's Speech
Wednesday- Introduce SIP TEST - sample, computer time
Thursday and Friday - Computer time
Week of Oct.
ESSAY DUE Tuesday The SIP writing will be worth 24 points. The school rubric will be used the score will be doubled to equal 24 points.
Reminder:
Hello,
I am your son or daughter’s English 10 teacher, Mrs. Shelley Job; I just wanted to remind you that two big assignments are coming due soon.
Accelerated Reader book test is due Friday Oct. . This is worth 20 points. This is the independent reading book that they have been reading since the beginning of the school year. It is a pretty big grade.
If they would like to earn extra credit for the first quarter a 2nd book test is also due on Oct.. In order to earn extra credit, they need to pass the AR test with a 70% or better. This has been an option since the first week of school. This only helps their grade; it does not hurt their grade.
Also, the SIP writing or Essay is due on They have been given two class periods to work on it in the computer lab. They may need to take it home and polish it up before turning it in on Tuesday. This is also a big grade it is worth 24 points.
I just wanted to let you know, so you could remind your son or daughter to work on both of these assignments over the weekend.
The end of the first quarter is Oct..
If you have any questions please free feel to email me at:
[email protected]
Thank you it has been a very pleasant year.
Shelley Job
***END OF the First Quarter**
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SIP standards and success criteria. For SIP
Writing Genres: Argumentative, Informative, and Narrative 9-10.W.3.1 Write arguments in a variety of forms that – ● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. ● Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. ● Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ● Establish and maintain a consistent style and tone appropriate to purpose and audience. ● Provide a concluding statement or section that follows from and supports the argument presented.
Writing Genres: Argumentative, Informative, and Narrative 9-10.W.3.1 Write arguments in a variety of forms that – ● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. ● Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. ● Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ● Establish and maintain a consistent style and tone appropriate to purpose and audience. ● Provide a concluding statement or section that follows from and supports the argument presented.
2nd Quarter
4AR Book Test Deadlines: Book #1 (in 2nd Q) due Between Oct. and Nov.
Book #2 is due between Nov. and Dec.
If you would like EXTRA CREDIT, Read another book anytime during the dates above, take the AR test. If you score 70 % or better you will receive 5 points.
AR standards and success criteria:
READING: Literature There are three key areas found in the Reading: Literature section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, and Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Literature. Learning Outcome 9-10.RL.1 Read a variety of literature within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently
**As we work in our Language Books, Lesson are subject to change, depending how fast we can grasp the subject.
Standards and success criteria:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1a Pronouns – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1b Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. 9-10.W.6.1c Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.
Week of Oct.
Mon. NO school for students.
Tues. Language Books- Pg. 404-405- (1-20) Diagnostic Preview.
Wed. Nouns pg. 405 - Ex 1,Pg. 407 Ex. 2, Pb. 408- Review A
Thurs. Check homework, Pronouns Handouts
FRI- Pronouns pg.s 411 ex. 3 AR time
Language Books
Oct. * Lesson Plan could change, depending on quickly we grasp each concept.**
Monday- Check homework. AR reading time ( log sheet). Pronouns pg. 411 Ex. 3 + Handout Check Pronouns
Tues. Adjectives pg. 413 Review 4, Pg. 414 Ex. 5, Pg. 415 Review B, Pg. 416. Review C
Wed. Check homework, AR time
Thurs. Adverbs- Pg. 418- Ex. 6 Pg. 420 ex. 7
Fri.Nov. 6 Transitive and Intransitive Verbs. Pg. 422 Ex. 9
Week of Nov.
Monday 9- Verbs pg. 418, ex.6, pg.429 ex 7, and pg.422 pg. ex. 9.
Tues.10 Check homework more practice on Action and Linking verbs and Transitive or Intransitive verbs handout.
Wed.11 Check homework. Adverbs pg. 422. assignment: pg. 423 ex. 11, pg. 424 ex.12 and review D on pg. 425-426
Thurs.12 Check homework. Prepositions handouts.
Friday 13 Conjunctions pg. 429 ex.15, Interjections pg.430 ex.16, pg.431 ex.17, & pg. 432, Review F
Week of Nov. Nov.
Mon.14- Review for TEST
Tuesday Nov. 15- Parts of Speech Test
Wed. AR Book test due. Picking new AR book #2 Book test is DUE: DEC.
Thurs.
Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Objectives:
TLW be able to define tone and irony
TLW be able to paraphrase poem
TLW be able to analyze poem based on textual evidence and questions asked by teacher
TLW be able to articulate what the title means
TLW be able to discuss the connotations of the poem
Friday- Background information on Arthur Miller and AR reading time.
READING: Literature There are three key areas found in the Reading: Literature section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, and Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Literature. Learning Outcome 9-10.RL.1 Read a variety of literature within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently
**As we work in our Language Books, Lesson are subject to change, depending how fast we can grasp the subject.
Standards and success criteria:
9-10.W.6.1 Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1a Pronouns – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1b Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. 9-10.W.6.1c Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.
Week of Oct.
Mon. NO school for students.
Tues. Language Books- Pg. 404-405- (1-20) Diagnostic Preview.
Wed. Nouns pg. 405 - Ex 1,Pg. 407 Ex. 2, Pb. 408- Review A
Thurs. Check homework, Pronouns Handouts
FRI- Pronouns pg.s 411 ex. 3 AR time
Language Books
Oct. * Lesson Plan could change, depending on quickly we grasp each concept.**
Monday- Check homework. AR reading time ( log sheet). Pronouns pg. 411 Ex. 3 + Handout Check Pronouns
Tues. Adjectives pg. 413 Review 4, Pg. 414 Ex. 5, Pg. 415 Review B, Pg. 416. Review C
Wed. Check homework, AR time
Thurs. Adverbs- Pg. 418- Ex. 6 Pg. 420 ex. 7
Fri.Nov. 6 Transitive and Intransitive Verbs. Pg. 422 Ex. 9
Week of Nov.
Monday 9- Verbs pg. 418, ex.6, pg.429 ex 7, and pg.422 pg. ex. 9.
Tues.10 Check homework more practice on Action and Linking verbs and Transitive or Intransitive verbs handout.
Wed.11 Check homework. Adverbs pg. 422. assignment: pg. 423 ex. 11, pg. 424 ex.12 and review D on pg. 425-426
Thurs.12 Check homework. Prepositions handouts.
Friday 13 Conjunctions pg. 429 ex.15, Interjections pg.430 ex.16, pg.431 ex.17, & pg. 432, Review F
Week of Nov. Nov.
Mon.14- Review for TEST
Tuesday Nov. 15- Parts of Speech Test
Wed. AR Book test due. Picking new AR book #2 Book test is DUE: DEC.
Thurs.
Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Objectives:
TLW be able to define tone and irony
TLW be able to paraphrase poem
TLW be able to analyze poem based on textual evidence and questions asked by teacher
TLW be able to articulate what the title means
TLW be able to discuss the connotations of the poem
Friday- Background information on Arthur Miller and AR reading time.
We will begin The Crucible
The Crucible Act 1- We will be reading the play together in class. As we read the play, students will have a packet, in which they need to follow as we read. After every act there will be homework questions and a quiz. After the entire play is done, we will have a big test. Our writing assignment may be based off the text. Students must pay attention while the text is being read. This will roughly take three weeks to complete. There are four Acts.
State Standards:
The Crucible, by Arthur MillerELA StandardsThis chapter aligns the unit according to English-Language Arts Content Standards (Common Core).
ELA-11.RL.01: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELA-11.RL.02: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
ELA-11.RL.09: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
ELA-11.W.06: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
ELA-11.W.09: Draw evidence from informational texts to support analysis, reflection, and research.
ELA-11.W.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-11.SL.01: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Targets for The Crucible
Targets: Identify major conflicts in The Crucible & their relationship to the plot.
Week of Nov. Mon- Wed. Background information on The Crucible, Arthur Miller, Purtians, The Salem Witch Trials.
Act. 1
Off Thur- Fri. Thanksgiving.
Week of Dec.
Mon.- Act 1
Tues- Finish Act. 1 Homework Q's.
Wed. Quiz over Act. 1
Thurs- Act 2
Fri- Act.2- Homework Q's
Week of Dec.
Mon- Quiz over Act 2
Tues.-Act 3 Homework Q's
Wed. -Quiz Act 3
Thurs.- Act 3 Quiz - Act 4
Fri. Act 4 Q's
Week of
Mon- Quiz Act 4
Tues. Wrap up Misc-Assign SIP
Wed. AR BOOK Test, new book, Read SIP article.
Thurs- -SIP time computer room due end of hour.
Friday- Jackson Area Career Center Presentation.
Week of Dec. - EXAM WEEK - Review and Exam.
The Crucible and Common Core StandardsReading The Crucible covers the following ELA common core standards for reading and writing.
The Crucible, by Arthur MillerELA StandardsThis chapter aligns the unit according to English-Language Arts Content Standards (Common Core).
ELA-11.RL.01: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELA-11.RL.02: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
ELA-11.RL.09: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
ELA-11.W.06: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
ELA-11.W.09: Draw evidence from informational texts to support analysis, reflection, and research.
ELA-11.W.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-11.SL.01: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Targets for The Crucible
Targets: Identify major conflicts in The Crucible & their relationship to the plot.
Week of Nov. Mon- Wed. Background information on The Crucible, Arthur Miller, Purtians, The Salem Witch Trials.
Act. 1
Off Thur- Fri. Thanksgiving.
Week of Dec.
Mon.- Act 1
Tues- Finish Act. 1 Homework Q's.
Wed. Quiz over Act. 1
Thurs- Act 2
Fri- Act.2- Homework Q's
Week of Dec.
Mon- Quiz over Act 2
Tues.-Act 3 Homework Q's
Wed. -Quiz Act 3
Thurs.- Act 3 Quiz - Act 4
Fri. Act 4 Q's
Week of
Mon- Quiz Act 4
Tues. Wrap up Misc-Assign SIP
Wed. AR BOOK Test, new book, Read SIP article.
Thurs- -SIP time computer room due end of hour.
Friday- Jackson Area Career Center Presentation.
Week of Dec. - EXAM WEEK - Review and Exam.
The Crucible and Common Core StandardsReading The Crucible covers the following ELA common core standards for reading and writing.
- RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors).
- RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- RL.11-12.7 ? Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
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2nd Semester Starts Jan.AR BOOK TEST. TWO Books are required for the 3rd Quarter.
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Learning Target and Success Criteria: Activities are aligned with the Common Core Standards for grades 6-12 and include: a copy of King's "I Have a Dream" speech with figurative language questions, general questions, writing prompt and additional activities used in class.
Common Core Standards
RI.11-12.1, RI.11-12.2, RI.11-12.6,RI.11-12.9
I (students) can identify the main idea of a passage.
Week of
Mon. Credo poster KWL handout
Tues. KWL handout and Credo poem
Wed. AR check-out and reading time.
Thurs.-Reading, March to Montgomery
Fri.- Questions * NO SCHOOL snow day.
Learning Target and Success Criteria:
I (students) can identify the main idea of a passage.
Previous year's lesson plans.
Week of Jan.
Letters from the Birmingham Jail pg. 221-221
Wednesday- Letters from the Birmingham Jail pg. 221-221 Questions on Letter- Plus handouts
Thursday-Computer Lab- PSAT log on to check scores.
Friday- "Civil Disobedience" Mohandis Ghandi (excerpts)
Week of Jan.
Monday- NO SCHOOL Martin Luther King Jr. National Holiday
Learning Target: Daily Fluency, engage in Reading and respond with Quick Writes.
Speeches and Essays
Monday- NO SCHOOL Martin Luther King Jr. National Holiday-
- Listening to "I have a Dream" speech. KWL handouts
Tuesday- Test over all MLK information.
Wednesday- AR day Book Test #1 is due Feb
Thursday- Reading, A Eulogy for Dr. Martin Luther King Jr. Speech by Robert F. Kennedy- (Close Reading).
Friday- Poem assignment Typed and permission slip for the Jackson District Library Poetry Contest.
*Values Inventory Handout and Visit the Career Center. Feb.
Week of Jan.
Learning Target: Level IV (Grades 9–12) • Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, and newspapers; government publications and microfiche; databases; field studies; speeches; technical documents; periodicals; Internet sources, such as Web sites, podcasts, blogs and electronic bulletin boards) • Uses a variety of primary sources to gather information for research topics • Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies.
Mon.- Reading article- Jackie Robinson, Values activity. Writing activity- Quote Response. Permission Slip for film was sent home. Due Tuesday.
Tues.- Close Reading assignment- Career Interest Values survey plus paragraph, (needed for Career Center Trip).
Wed.- Friday. Movie-Jackie Robinson- "42" Viewing film while answering questions.
SIP and Poem - based off the text above.
Learning Target:
Level IV (Grades 9–12) • Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memorandum, public documents, maps) • Summarizes and paraphrases complex, implicit hierarchic structures in informational texts, including the relationships among the concepts and details in those structures.
Week Of Feb.
Mon- Motivational Monday Quote Response, Reading text finding facts.
*Learning Target: In ELA, the knowledge, skills, and understandings include the following areas as defined by the standards and explained in the Content Frameworks for English Language Arts (ELA)/Literacy: 1) Writing effectively when using and/or analyzing sources 2) Reading complex texts, both literary and informational 3) Language use for reading, writing.
I can objectively summarize an informational text.
Tues- Feb. Career Center Visit
Wed.- assign SIP
Thurs- AR due- Work on SIP
I can cite strong and thorough evidence to support analysis of informational text, including determining where the text leaves matters uncertain.
Fri- Computer time to work on SIP
SIP and Poem - based off the text above. Due .
SIP - Essay- "I too can make History" /Make our essay into a poem.
Wed./ Thurs. PSAT practice- Reading test.
Week Feb.
Tues. Feb. . I can use details from the text to draw a conclusion about characters in “The Minister’s Black Veil”
Begin reading “The Minister’s Black Veil” on page 238 of literature books.
Wed. Feb.
As we read, we will practice using the text to make inferences: draw reasonable conclusions about people and situations using evidence presented in a text Tuesday 1. I can use details from the text to draw a conclusion about characters in “The Minister’s Black Veil”
Finish reading “The Minister’s Black Veil” 1.“Making Inferences” 2. draw reasonable conclusions about people and situations using evidence presented in a text.
The following are the learning targets of this unit:
To enrich the understanding of Edgar Allan Poe by exposing students to the various facets of Poe’s life, works, and influences; to allow students Students will become familiar with factual world events surrounding Poe’s life and will be able to relate important chronological events to his literary style. (English Language Arts Standard: 1) Students will have the opportunity to explore at least two Poe stories and will be able to create realistic character dialogues, explore, and point out several literary examples within a given story (e.g. metaphor, mood, assonance, voice, etc.). (ELA Standards: 1,2,3)
Feb.
Monday - No School
- Edgar Allan Poe- Pg. 253
Q's on The Pit
"The Pit and the Pendulum- Test Wed.
Core standards: Texts Illustrating the Complexity, Quality, and Range of Student Reading 10
“The Raven” by Edgar Allan Poe (1845)
Learning Target: (1) Students will be able to discuss “The Raven” and the important aspects of the poem.
Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and irony, which define a writer's style and use those elements to interpret the work.
*** Feb. 24-28
Begin the Raven pg. 273- Paragraph writing handout.
Tues. - EDP- Room 128 with Mrs. Davis-Green, planning schedule for next year.
Wed. The Raven- Pg. 273
Thurs. Continue The Raven handouts. and Q's
Friday- Test over The Raven - AR time and log.
NOTE: Last weekend to read AR book, AR test is due March. End of Quarter is March
March
Wed.- Friday. Movie-Jackie Robinson- "42" Viewing film while answering questions.
Esssay and Poem - based off the text above. DUE March . Must have cover page/ permission slip attached on top.
Mon- Finish values handout, Essay and Poem assignment.
Tues.- Computer time to work on essay.
March - EDP's and scheduling for next year.
Thurs. Computer time- Essay and Poem due end of the hour.
Fri. - Finish Movie "42"
Mon- finish movie, handout discussion questions.
March AR book test, and check out new book for 4th quarter.
Fri March
Learning Targets:
I can analyze how specific word choices build upon one another to create a cumulative (collective) impact on the overall meaning and tone of a text.
I can identify a theme or central idea of a nonfiction text.
I can analyze its development throughout the course of the nonfiction text.
I can recognize how the author employs details to develop that theme in a nonfiction text.
I can create an objective summary of the nonfiction text.
I can identify a theme or central idea of nonfiction text.
End of 3rd quarter. March
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Spring Break. March
4th Quarter- AR only 1 book due this Quarter.
AR book is due Tuesday May - a 2nd book is offered for extra credit if a student passes the AR test with a 70% or better for 5 extra credit points.
4th Quarter
Starting April in all of Mrs. Job’s classes. Focus: Prompt
Tardies and Late Arrivals: A student who is not in the classroom when the bell rings is tardy.
A student is tardy if he/she is without a pass or note from another teacher.
A student is late if he/she arrives with a pass/teacher note. Late students need to give me their pass when they arrive to class.
There is no penalty for arriving late with a pass or note from another teacher.
The tardy penalty is explained: Definition: A student is tardy if he is not inside the classroom when the bell rings.
4th Quarter- If you come to class without your materials and have to go back into the hallway you will be considered tardy.
Coming to class on time means with your Textbook, homework, pencil or pen and AR book. All Materials needed for the class period. Restroom etc.
You will get *3 passes, (after that #4 etc), the students will be issued a tardy. You will receive a tardy, no matter what time it is during my class.
Students need to sign out on the pass clipboard and I must initial it. This will be located on my desk, under the pass.
All tardies after 3 will recorded on your Employability Skills/ Participation grade and will quickly reduce your “on-time” performance at end of quarter.
*Posted 3/14/2017
Tardies and Late Arrivals: A student who is not in the classroom when the bell rings is tardy.
A student is tardy if he/she is without a pass or note from another teacher.
A student is late if he/she arrives with a pass/teacher note. Late students need to give me their pass when they arrive to class.
There is no penalty for arriving late with a pass or note from another teacher.
The tardy penalty is explained: Definition: A student is tardy if he is not inside the classroom when the bell rings.
4th Quarter- If you come to class without your materials and have to go back into the hallway you will be considered tardy.
Coming to class on time means with your Textbook, homework, pencil or pen and AR book. All Materials needed for the class period. Restroom etc.
You will get *3 passes, (after that #4 etc), the students will be issued a tardy. You will receive a tardy, no matter what time it is during my class.
Students need to sign out on the pass clipboard and I must initial it. This will be located on my desk, under the pass.
All tardies after 3 will recorded on your Employability Skills/ Participation grade and will quickly reduce your “on-time” performance at end of quarter.
*Posted 3/14/2017
Lesson Plans are subject to change.
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Learning Target: I can analyze a series of events described in a text.
I can determine whether earlier events caused later ones or simply preceded them.
March NoRedInk.com Practice- Must get Bingo by Friday.
Monday- The Feather Pillow- Story on Page 659-661 Q's pg 662 (1-7)
Tuesday- Feather Pillow Quiz &- Lie/Lay Practice HO's
Wed.- Misc. EDP and Course Planner Status Must be done by 29. Check Homework handouts, AR Book Locked in by Friday- AR book Log.
Thursday.- PSAT Practice- Close reading
Friday- Speaker University of NW Ohio.
March
Monday- NoredInk.com- Must have Bingo done.
Tuesday- Filling in PSAT answer sheet.
Wed. PSAT practice handouts.
Thursday- half day Checking handouts.
Friday- NO School
Week of April
Monday- Practice PSAT- Test #2
Tuesday- PSAT testing. All 10th graders will take this test in the morning until lunch.
Wed.- Of Mice and Men rereading activities. Theme : Friendship
Thurs. - Group discussion- Preview book,
Fri. - NO SCHOOL
Week of April
Starting class novel - Of Mice and Men- Students will be responsible for reading chapters in class or at home. They need to make sure they are done and ready to discuss following the schedule. Audio Book, if it helps can be found online.
Copy of text: http://www.nhc.ac.uk/media/2840/steinbeck-john-of-mice-and-men.pdf
Audio book by chapters: https://sites.google.com/a/davisonschools.org/belprezonline/english-10/of-mice-and-men/of-mice-and-men-audiobook
Below you will find links to online resources to assist in your understanding of the book, its themes, and its historical context and influence.
View these two clips from the BBC regarding the historical context of the story:
youtu.be/5063FCAH8mM?list=PLDdkzaK_hcwjjTgJY5C6zUiynejFL2rPe
American Dream:
https://youtu.be/C48aGtPIuZo
Steinbeck: https://youtu.be/3irviknt-fg
'To a Mouse' by Robert Burns:
youtu.be/9uvb9XeI1V4
View these two clips from the BBC regarding the historical context of the story:
youtu.be/5063FCAH8mM?list=PLDdkzaK_hcwjjTgJY5C6zUiynejFL2rPe
American Dream:
https://youtu.be/C48aGtPIuZo
Steinbeck: https://youtu.be/3irviknt-fg
'To a Mouse' by Robert Burns:
youtu.be/9uvb9XeI1V4
Audio Book- https://app.box.com/s/gkkaeb5jykiau39oqovw
Chapter by chapter.
Of Mice and Men- Plans subject to change depending how quickly discussions go.
Basic outline for Novel. Learning Targets below.
April
Mon. Background on Steinbeck, Dust Bowl, Pass out books.
Tues Chapter 1 Pg. 1-16
Wed. Quiz over Chapter 1 and Questions for Chapter 1.
Thursday- Check the Questions- Robert Burns Poem, Title of Book.
Start Chapter 2 pg. 17-25
Friday- Finish Chapter 2- to pg. 37 Questions for Chapter 2
Mon. Check Question Chapter 2 - Quiz
Tuesday - Assign Chapter 3
Wed. Finish Chapter 3 Questions
Thursday- Chapter 3 Quiz
Friday- (Loose ends) Handouts and AR book Time.
April
Mon- Chapter 4
Tues. Chapter 4 and Questions
Wed. Quiz- Chapter 4
Thursday- Chapter 5
Friday- Finish Chapter 5 Questions
May
Monday- Quiz Chapter 5- Chapter 6
Tuesday- Unit Test Of Mice and Men
Thursday- AR Reading time, Extra Credit- Of Mice and Men AR test.
Friday- Essay of Mice and Men - NO RED INK.com
Learning Targets for Novel.
I can identify explicit/literal/concrete details in literature.
I can identify textual evidence that supports the authors claim.
I can make inferences based on explicit evidence in literature.
I can distinguish the best evidence (quotes) to the authors claim.
I can identify a theme or central idea of literature.
I can analyze its development throughout the course of literature.
I can recognize how the author employs details to develop that theme.
I can create an objective summary of the literature.
I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia.)
I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean.)
I can recognize the difference between denotative meanings (all words have a dictionary definition) and connotative meanings (some words carry feelings)
I can analyze why authors choose specific word to evoke a particular meaning or tone.
I can analyze how specific word choices build upon one another to create a cumulative (collective) impact on the overall meaning and tone of a text.
I can identify a theme or central idea of a nonfiction text.
I can analyze its development throughout the course of the nonfiction text.
I can recognize how the author employs details to develop that theme in a nonfiction text.
I can create an objective summary of the nonfiction text.
I can identify a theme or central idea of nonfiction text.
May*AR BOOK TEST DUE Monday
Mon- Million Dollar Baby MOVIE- comparing and contrast to OFMICE AND MEN
Tuesday- Movie cont.
Wed.- new article and questions
Thursday- continue MOVIE- Partner/ Group Discussion (?)
Friday-Finish discussion on main question in Of Mice and Men.
May
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
Mon.- Watching Movie and compare/ Contrast
Tues.- Finish movie- compare/contrast
Wed. Reflection paper- computer room
Th- Newsela- chrome books
Fri- Newsela- Chrome books
Monday- "The Lake Isle of Innisfree" - Yeats poem, write your own poem
Tues. SIP computer lab
Wed. Sip and posting poems computer lab
Thurs. - Computer lab
Fri. - Newsela article, Q's
May - Short story, The Lottery by Shirley Jackson
Reading post test.
Review for final exam *Follow exam schedule.
June Exam Review and Exams
June - School is out for summer, please continue to read.
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
Dead Poet's Society Handouts from movie.
Learning Targets and Dead Poets (if time is remaining- writing our own poems)
Students will practice reading the poems aloud.
Students will reread and mark other poems.
Students will write a personal response to the poem.
Students will share their responses with a partner.
POETRY FROM THE FILM
"THE DEAD POET'S SOCIETY"
"We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for."- Dead Poet's Society
Target and Benchmarks.
Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
a. Apply Grade 10 Reading standards to literature (e.g., "Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). [W.11-12.9a]
Journal and Poetry reading- Walt Whitman and others.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
Chapter by chapter.
Of Mice and Men- Plans subject to change depending how quickly discussions go.
Basic outline for Novel. Learning Targets below.
April
Mon. Background on Steinbeck, Dust Bowl, Pass out books.
Tues Chapter 1 Pg. 1-16
Wed. Quiz over Chapter 1 and Questions for Chapter 1.
Thursday- Check the Questions- Robert Burns Poem, Title of Book.
Start Chapter 2 pg. 17-25
Friday- Finish Chapter 2- to pg. 37 Questions for Chapter 2
Mon. Check Question Chapter 2 - Quiz
Tuesday - Assign Chapter 3
Wed. Finish Chapter 3 Questions
Thursday- Chapter 3 Quiz
Friday- (Loose ends) Handouts and AR book Time.
April
Mon- Chapter 4
Tues. Chapter 4 and Questions
Wed. Quiz- Chapter 4
Thursday- Chapter 5
Friday- Finish Chapter 5 Questions
May
Monday- Quiz Chapter 5- Chapter 6
Tuesday- Unit Test Of Mice and Men
Thursday- AR Reading time, Extra Credit- Of Mice and Men AR test.
Friday- Essay of Mice and Men - NO RED INK.com
Learning Targets for Novel.
I can identify explicit/literal/concrete details in literature.
I can identify textual evidence that supports the authors claim.
I can make inferences based on explicit evidence in literature.
I can distinguish the best evidence (quotes) to the authors claim.
I can identify a theme or central idea of literature.
I can analyze its development throughout the course of literature.
I can recognize how the author employs details to develop that theme.
I can create an objective summary of the literature.
I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia.)
I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean.)
I can recognize the difference between denotative meanings (all words have a dictionary definition) and connotative meanings (some words carry feelings)
I can analyze why authors choose specific word to evoke a particular meaning or tone.
I can analyze how specific word choices build upon one another to create a cumulative (collective) impact on the overall meaning and tone of a text.
I can identify a theme or central idea of a nonfiction text.
I can analyze its development throughout the course of the nonfiction text.
I can recognize how the author employs details to develop that theme in a nonfiction text.
I can create an objective summary of the nonfiction text.
I can identify a theme or central idea of nonfiction text.
May*AR BOOK TEST DUE Monday
Mon- Million Dollar Baby MOVIE- comparing and contrast to OFMICE AND MEN
Tuesday- Movie cont.
Wed.- new article and questions
Thursday- continue MOVIE- Partner/ Group Discussion (?)
Friday-Finish discussion on main question in Of Mice and Men.
May
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
Mon.- Watching Movie and compare/ Contrast
Tues.- Finish movie- compare/contrast
Wed. Reflection paper- computer room
Th- Newsela- chrome books
Fri- Newsela- Chrome books
Monday- "The Lake Isle of Innisfree" - Yeats poem, write your own poem
Tues. SIP computer lab
Wed. Sip and posting poems computer lab
Thurs. - Computer lab
Fri. - Newsela article, Q's
May - Short story, The Lottery by Shirley Jackson
Reading post test.
Review for final exam *Follow exam schedule.
June Exam Review and Exams
June - School is out for summer, please continue to read.
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
Dead Poet's Society Handouts from movie.
Learning Targets and Dead Poets (if time is remaining- writing our own poems)
Students will practice reading the poems aloud.
Students will reread and mark other poems.
Students will write a personal response to the poem.
Students will share their responses with a partner.
POETRY FROM THE FILM
"THE DEAD POET'S SOCIETY"
"We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for."- Dead Poet's Society
Target and Benchmarks.
Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
a. Apply Grade 10 Reading standards to literature (e.g., "Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). [W.11-12.9a]
Journal and Poetry reading- Walt Whitman and others.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]