Pre-AP English 9 (Period 6) Assignments

Instructor
Rhonda Gardner
Term
2019/2020 School Year
Department
English
Description

Welcome to your freshman year at ATC, and welcome to pre-AP English 9!  With high school comes an exciting time of examining and learning more about yourself, the world around you, and how you will ultimately choose to interact with and contribute to that world.  Through the study of literature and various forms of writing, we will examine man’s timeless conflicts with himself, others, and his environment.  We’ll analyze the forces that shape those conflicts and determine the value of the resolutions offered within the literary works.  Together we’ll uncover the various authors’ purposes and see where they are (and are not) relevant to our lives. Always, we will take away a greater understanding of others, ourselves, and the world in which we live. It is critical in an advanced course that students ask questions, listen actively to their peers and the instructor, and synthesize the various forms of information to make meaning for themselves.  Literature and writing are all about exploration for the purpose of making and communicating meaning.  Thus, discussion will be central to our class, and respect for one another’s views is expected. This will be a safe place to explore ideas and share our mental wanderings and wonderings.

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Past Assignments

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  • Address any student questions on the essay.
  • Students will share their essays with at least one other person in class for peer review during this live session.
  • If students share a rough draft with me prior to next week’s class, I will provide suggestions.
  • Essay due by May 18, uploaded to Google Classroom. 

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  • Begin essay on the novel.
  • Please place an emphasis on correct quote citation and embedding and meaningful analysis as your proceed with your essays.
  • Homework: Students should have outline with all quotes selected at a minimum by next week that they can share with me.

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  • Discussion of the book as a whole specifically focusing on character complexity and theme.
  • Homework: Complete cumulative discussion questions.  Due by May 5th uploaded to Google Classroom. 

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  • Discuss student observations and questions from their reading. The questions I will ask are attached.  You do NOT have to write the answers out for class. 
  • Homework: Finish the book (ch. 18-22) for next week’s discussion and complete annotation sheet.

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  • Discuss student observations and questions from the reading. Questions we'll discuss are attached, but you do NOT need to write answers. Check-in on annotations.
  • Homework: Read pgs. 136 -202 (ch. 13 – 17) for next week’s discussion and complete annotation sheet.

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  • Discuss student observations and questions from their reading.Attached are the questions I'll be asking during our discussion.  You do NOT need to write out the answers to these questions.  I'm just providing them so you can prepare your thoughts. 
  • Check-in on annotations.
  • Homework: Read pgs. 65-135 (ch. 8-12) for next week’s discussion and complete annotation sheet.

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  • See Google Classroom for Zoom meeting join code the morning of the meeting.  Make sure you have Zoom downloaded to your computer. 
  •  
  • Catch up with one another and address questions.
  • Introduce Bless Me, Ultima and its author, New Mexico resident Rudolfo Anaya.
  • Provide supporting documents for vocabulary and language barriers. Also provide enrichment materials related to the myths and legends found in the novel. The novel is also available on student Learning Ally accounts for those with an account.
  • Essential Questions:
    • Why does "growing up" require understanding or experiencing difficult things?
    • How do we reconcile beliefs or values that seem to contradict each other?
    • How does religion or spirituality influence identity?
    • What is the relationship between societal needs and individual desires?
    • What are the elements of the Bildungsroman(coming-of-age stories), and how does this novel reflect those elements?
  • Introduce spreadsheet annotation strategy and share document.
    • Categories:
      • Character, Setting, Theme, Symbol
      • Essential Questions
    • Homework: Read pages 1-64 (chapters 1 – 7) for next week’s discussion and complete the annotation sheet.

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Good morning!  Attached and on Google Classroom is a project on which you can work between now and April 3rd. It is my hope that you will find it engaging and worth your time since work during this period of time is optional (but will be rewarded with extra-credit). See the assignment sheet for details on that.  I will have a separate assignment for each option on Google Classroom for you to upload your work.  I really look forward to reading your submissions!
 
Beginning April 6th, we will start reading Bless Me, Ultima together. It is a beautiful book I think you will all enjoy. 

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Please see messages on our Google classroom. 

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Do Now: What is one thing you're going to do over Spring Break to make your life better? 

Finish essay and submit by the end of the hour.  You will be able to email them to me by the end of class rather than print them out.  It is YOUR responsibility to confirm that I received your essay.  

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Do Now:  If you were to write a book, what would it be about? 
Peer review. Final essays due tomorrow, end of class so you can incorporate peer review.  You will be able to email them to me by the end of class rather than print them out.  It is YOUR responsibility to confirm that I received your essay.  

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Do Now:  Do you consider yourself to be an organized person or not?  Is this important?  What one thing could you do to be more organized if you so desired?
Work on essay in class.  Rough draft due tomorrow for peer review.

 

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Do Now: If you were to write a novel about a social injustice, what would your novel be about?
Work on essay in class. 

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Do Now:  What was the most important thing you learned from reading the novel?

Work on essay in class. Final essay will be due Friday.  Note that essay will be on Q4 grade as Friday is the end of the quarter and I want to allow you time for optional rewrites.

 

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Do Now: Who is the title of the novel about?  Explain.

Culminating discussion with Angel Card technique. Note:  This will be your last grade of the quarter. Begin essays if time.

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Do Now: Why is Scout confused about Miss Gates’s views on Hitler?

Ch. 28 – end questions, do verbally.

Hand out Angel Card words if time.

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Do Now: What is your view of capital punishment (the death penalty)?

Read ch. 28 to end of book for tomorrow. 

Writing about characters' blind spots. Atticus says, “Mr. Cunningham’s basically a good man; he just has his blind spots.”Discuss and analyze the blind spots of two other characters in the novel. What do they share in common? Strong topic sentence with at least one quote for each character. 

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Do Now: What is your assessment of racism in the US today?
Discuss 25-27.
Do questions on chapter 25-27 due end of hour.

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Do Now: What would be the positive and negative things about being a lawyer?
Quiz on ch. 23-24 (no questions).  Read ch. 25-27 for tomorrow. 

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Do Now: What would be the positive and negative things about being a lawyer?

Writing on Atticus's closing argument and character development from the court scene.  Choose a character from the court scene and explore what you learn about this character’s beliefs through his or her actions

Read ch. 23 – 24 for Monday

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Do Now: How do you feel about sheltering children from unpleasant truths?

Ch. 18-19 questions due.

Choose a character and his/her primary trait.  Find three examples to support an analysis. 

Read ch. 20-22 for tomorrow  

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Do Now: How do you cope with a situation where two or more adults give you different rules or expect different things from you?
Discuss ch. 18-19 and do questions for tomorrow. #1, 2, 4, 5, & 7

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Do Now: Why do some people make fun of people who are different?

Ch. 16-17 questions Due. 

Scout's altercations.  In chapters 9-16, Scout is involved in three altercations in these chapters. Two are physical, one is not. Describe each and explain their relationship to the larger context of the novel (theme).

Read ch. 18 and 19 for tomorrow.  

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Do Now: Have you
ever participated in something you knew was wrong?  If so, why, and how did that feel?  If not, what keeps you from following the herd?
Discuss and work on ch. 16-17 questions, due tomorrow. 

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Do Now: How have you grown over the course of this school year?

Discuss ch. 14-15.

Write two haiku – choose two characters and reveal their growth.

Read ch. 16-17 for Monday.

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Do Now: Scout and Jem visit Calpurnia’s church. How would you feel if you were the visitor under those circumstances? Describe a time when you were an outsider.

Time to read ch 14-15.  Due tomorrow. 

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Do Now: Filled with spiteful vengeance, Jem destroys Mrs. Dubose’s garden. Tell about a situation in your life when you reacted with such revenge in your heart.
Discuss ch. 12-13.  Do questions 3, 6, 7, 8, and 9.  Read ch. 14-15 for Friday.  Tomorrow will be a reading/work catch-up day. 

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Do Now: Jem and Scout take some grief over their father’s defense of Tom Robinson. What principles have your family verbally or actively upheld?
Discuss chapters 10-11 and do sentences for ch. 12-13.  Read chapters 12-13 for tomorrow. 

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Do Now: The Radley house is both enticing and frightening for the children. Describe a childhood fear or mystery you recall.

Boo Radley diary entry. Imagine you are Boo Radley at the end of Chapter 8. In his voice, write a diary entry of what is happening from Boo’s point of view. Include mention of specific encounters between you (Boo) and the children. You will need to draw inferences about Boo’s diction…keeping in mind the background information we have on him.

  Read chapters 10-11 for Tuesday.  

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Do Now:  If your house were to catch fire and you could carry out one armload, what would you choose to take and why?
Character chart due.  Discuss Ch. 8 & 9.  

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Do Now: Who is your favorite character in the novel so far and why?
Discuss ch. 5-7. No written questions on chapter 5-7 due to snow day yesterday.  Do vocab for ch. 8-9.  Read chapters 8-9 for tomorrow. Character chart due end of hour tomorrow. 

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No School -- Snow Day
Do Now: What are your impressions of Calpurnia?
Discuss 5-7.  Start questions on ch. 5-7, due tomorrow beginning of the hour. 

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Do Now:  How do you feel about Atticus at this point in the novel?
Work day.  Ch. 3 & 4 questions and ch. 5-7 vocab due at the end of the hour.  Read ch. 5-7 for tomorrow. 

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Do Now: Do you have or know about any superstitions?

Vocab test for ch. 1-4.  

Discus ch. 3 & 4.  Do questions for ch. 3 & 4, due end of hour Monday.  

Vocab sentences for ch. 5 - 7 all due end of hour Monday.  Monday will be a work day. 

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Do Now: What kind of teacher is Miss Caroline?  What do you think makes a good (and bad) teacher?
 Ch. 1 & 2 questions due end of hour.  Do sentences with good context for vocab words from chapter 3 and 4 (18 words). 
Read ch. 3 & 4 for tomorrow. 

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Do Now: What kind of person is Scout based on your reading so far?
Discuss chapters 1 & 2 and check-in on character charts.  Go over vocab for chapters 3 & 4 – sentences for each. 
Chapter 1 & 2 questions due tomorrow, end of hour.

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Do Now: What are the responsibilities various family members have to one another?

Check out To Kill a Mockingbird to students.  Discuss characters.

Students read Chapters 1 & 2 for tomorrow and begin character chart.

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Do Now: What does racism look like?  Why does it exist?  What human factors lead to it?

Read about Jim Crow Laws and the Great Depression. Discuss vocab for chapters 1 & 2.  Students complete a sentence for each.

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Do Now:  Could you go a week without your phone?  Why or why not?

“Remembrance” essay due.  Read "Mariana" together and complete figurative language sheet. Read “Charge of the Light Brigade” independently and complete questions. 

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Do Now: When are you happiest?

Work on mini essay.  Due beginning of the hour tomorrow.

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Do Now:  What was your first day or two at ATC like? 

Original sonnet due.

Time to work on mini essay, due Friday.

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Do Now: Share one important memory from the elementary school playground.

Read the poem “Remembrance”  and begin mini essay by gathering evidence from text and organize your thoughts.

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Do Now: Tell me about a favorite friend who either moved away or from whom you moved away.

Time to work on original sonnet, due Wednesday.

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Do Now:  Now that we've been involved with poetry for a few weeks, what are you feeling about poetry now?  Be honest.
 
Continue with sonnets from yesterday.  When we are finished, students will begin writing an original sonnet using Shakespearian rhyme scheme and ten syllables per line (iambic pentameter if they hear it). Students will have time to work on this Monday in class as well.  It will be due Wednesday. 
 

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Do Now:  What is the value of rules and of imposing limits? 
 
We will learn about sonnet form and we will read four sonnets together.  The teacher will also demonstrate how to scan a poem for sound and meter. 

Vocabulary to know:  sonnet, scansion, quatrain, couplet, iambic pentameter, plosives, liquids, fricatives. 

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Do Now:  Think of an activity or game from childhood that you particularly enjoyed, and talk about why you enjoyed it so much.
 
Read "I Was a Skinny Tomboy Kid" and "Purchase" and address the text dependent questions provided in writing.. 

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Do Now:  Think of one moment, item, or tradition in your past that means love to you. 
 
Read poems of love and remembrance.  "Red Rose," "Remember," "I Offer You This," and "You Will Forget."
 
Writing:  From "Remember" or "You Will Forget" choose three images that help the author develop her theme.  Identify the theme and discuss how the  images support the message of the poem. 

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Do Now:  What are two opposite forces pulling at your life or vying for your attention?
Read through and discuss several examples of haiku.  Student will then compose two haiku developing opposites (e.g. two seasons, two colors, two types of shoes, etc. ). 
 

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Do Now:  What is the thing about you that you enjoy the most?  What aspect of yourself do you think needs the most work? 
Continue work on I AM FROM poem.  Due end of class. 

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Do Now:  Who are you?  What makes you you? 
Students begin I AM FROM poem. 

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Do Now:  After being provided with examples, students will compose two examples of zeugma. 
Students will continue to work with identifying literary figures in poetry.  Identification assignment due end of class. 

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Do Now: Develop a metaphor of at least three sentences. 
Heart Maps and poems due. 
Begin work around figurative language and recognizing it in poetry. 

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Do Now: When reading poetry or stories, toward which tones or moods do you gravitate?
Work on Heart Map with poem, due Jan. 13.

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Do Now: What is one thing you keep close inside your heart and one thing you intentionally keep outside your heart?
Begin Heart Map with poem.  Due the Monday, Jan. 13.

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Do Now: What is your relationship with poetry?

Go over poems and complete Tone WS 1 and 2 together.

Students complete Tone WS 3 and 4 in small groups.

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Do Now: Best thing that happened over break?

Review poetic devices handout.

 Discuss tone/mood handout and words. Focus on the difference between mood and tone. 

 “Peter and the Wolf” mood practice.  Students note the moods of the various stages of the song.

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Study period. 

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Multiple choice final.  Bring a pencil. 

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Study period.

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Constructed response final. 

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Do Now: Plans over break?
Finish and share extended metaphor descriptions. 

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Do Now: For what are you most grateful?
Creative writing extended metaphor using a Brautigan piece as a mentor text. 

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Do Now:  Which character in the film are you most like and why? 

Finish watching West Side Story.  Tracking sheet due. Discussion of which version of the story we enjoyed more and why.

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Do Now: Have you ever experienced or witnessed incidents of racism or unequal treatment of someone because of their race or gender?
Continue watching movie and completing tracking sheet. 

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Do Now:  Why are we so fascinated with movies and tv shows?  Which are your favorites and why?
Begin watching West Side Story.  Complete tracking sheet as you watch. 

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Do Now: What is your favorite season and why?

Time in class to finalize essays.  Due by the end of the hour. 

Hand turkey thankfulness poem for those who finish early. 

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Do Now: What are the best and worst aspects of living in Santa Fe? 
Time in class to work on essays. Peer review of rough drafts. 

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Do Now:  Where would you most like to go on vacation and why? 
Students will be coming to class late from ASPIRE testing.  After  testing all day, we'll just  have an easy day  where  students may  continue to work  on their essays. 

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Do Now: What makes a person's writing interesting?
 
Time in class to work on essays.  Due Friday, end of class. 

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Do Now: How do you normally respond to conflict?  Describe one such time.
Begin working on Romeo and Juliet essay. Due Friday, end of class. 

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Do Now: For you, is this play a tragedy?  Why or why not?
Creative writing:  Write an obituary for one of our expired characters.  Extra-credit due. 

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Do Now: What does true love look like?
Do Act 5 questions and chart. 

 

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Do Now: What leads your life more – emotions or reason?  Discuss.

Time to finish questions and Act 4 chart.  Read Act 5. 

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Do Now: In what ways are the adults responsible for the events in Romeo and Juliet?

Read Act 4.  Begin questions and chart. 

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Do Now:  How do you feel about how Juliet's dad spoke to her when she defied him? Finish Act 3.  Begin questions and Act 3 chart. Due today ideally or tomorrow if you need more time. 

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Do Now: How is patience a virtue?  How has that played out in your life?

Continue with Act 3.

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Do Now:  How do you generally react when plans you've made go off course?

Begin Act. 3

Introduce R & J extra- credit project.  Due next Friday (Nov 15)

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Do Now: Define friendship and what it means to you. 

Complete Act 2.   Complete Act II chart. 

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No School.  Election Day. 

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Do Now:  What do you think is the purpose of marriage? 

Begin reading Ac II of Romeo and Juliet in class.  Character haiku of Romeo, Juliet, the Nurse, or the Friar. 

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Do now: What may have been advantages to arranged marriages? 

Complete Act. 1 chart in class in small groups and then discuss as a class. Complete Act. 1 found poem.

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Do Now: Do you believe in love at first sight?  Why or why not?
Finish Act 1.  Students complete the Act. I, scene 5 worksheet for tomorrow.

 

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Do Now: Do you believe love can conquer all?  Why or why not?

Read the rest of Act. I in class.  

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Do Now: What do you know about Shakespeare?

Introduction to Shakespeare and Anticipation Guide to Romeo and Juliet

Read the article “Romeo and Juliet in Bosnia” and discuss. 

Review Act. 1 vocabulary.  Assign parts and begin reading play. 

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Do Now: Think of a time when you were especially happy and content.  What was happening?

Provide time for peer review then time to work on final drafts.  Due Tuesday of next week (though we will not work on them Monday as it is Parent Conferences).

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Do Now: What is the greatest lesson you’ve learned in your life so far?

Time in class to work on personal narratives. Be prepared for peer review tomorrow.

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Do Now: Think about a memory from childhood involving a bike.  Tell the story.
Introduce personal narrative and provide examples.  Provide time to work in class.

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Do Now: Tell the story of how you got a scar. 
Time to work on comparison/contrast activities.  Due end of hour.

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Do Now:  What gives an activity value for you?

Complete comparison/contrast activity with “Most Dangerous Game” and “Cask of Amontillado.”  Due end of class tomorrow.

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Do Now:  What are your thoughts on seeking revenge?  How does that normally turn out in the movies or in literature? 

Read “Cask of Amontillado” aloud together then answer questions.

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Do Now: What are your thoughts on hunting? Is there a difference between subsistence and sport hunting for you?

Read “Most Dangerous Game” and answer questions.  Questions will be due beginning of the hour tomorrow.

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Do Now: What winter sports do you enjoy?

Finish story.  Complete error analysis sheet in groups. Due end of hour. 

Complete questions on “To Build a Fire" individually.  Due tomorrow

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Do Now: Have you ever made a mistake that could have cost you your life?

Read “To Build a Fire” together. Complete Error Analysis Sheet.

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Do Now:  What do you do when you get bored? 

Dialogue due.  Compose 12 sentences demonstrating each of the 12 ways to begin sentences.

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Do Now: What is the purpose of dialogue in a story? 

Peer review of Dialogues.  Final due tomorrow.

Discuss variety in sentence beginnings.

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Do Now: Set a goal for one area of your life for second quarter.  What is your goal?
Time in class to work on dialogue.  Roughs due tomorrow for peer review.

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Do Now:  Are you someone who generally likes to follow the rules or test the rules?  Why?  Do you ever wish it were the other way around?
Finish "Yellow Wallpaper" questions. 
Go over the rules for dialogue punctuation and have students complete the exercises and the paragraph.  If time, have students begin original dialogue.

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Do Now: Why do we sometimes feel we need to act in a way that others expect rather than be true to ourselves?
Read and discuss “The Story of an Hour."  Read "The Yellow Wallpaper" and begin questions.  Time to finish them tomorrow if needed. 

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Do Now: What are some expectations that people, including yourself, have of you? Describe these expectations.  Are they fair?

Essay due beginning of class.

Students will read “The Scarlet Ibis” in class and respond to the questions provided. 

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Do Now: Do you believe in luck?  Discuss.

Last day to work on essay.  Goal should be to finish and have at least one peer review your complete essay.

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Do Now: What is your greatest strength?  How does that play out on any given day?

Continue to work on essay.  Goal for the day should be to complete at least two of the three body paragraphs and have a peer review to ensure quotes are embedded and that analysis follows each quote.

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Do Now: What’s the hardest thing you’ve ever tried?  What lessons did you learn about yourself?

Continue to work on essay.  Goal for the day should be to complete evidence-gathering and organization work, have a completed into, and all three topic sentences.

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Do Now:  How do you feel about Hemingway’s definition of a hero? Agree or disagree?  Know any?

Begin essay on Santiago as a Hemingway Code Hero.  Provide essay outline for use. Student goal for the day should be to have a thesis and most of the evidence for the essay collected and organized.

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Do Now: Discuss Santiago’s relationship with the fish.  How would you characterize it?

Discuss novel as a whole.  Jenga review. 

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Do Now: What is your stamina level to tackle things that are hard? What are some strategies you have to endure?

Discuss 86-100.  Time to finish novella. 

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Do Now: How aware of your surroundings are you?  Could you survive a long-term outdoor experience?

Discuss 53-85 and time to complete study guide questions, due end of hour.  Begin reading 86-100.

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Do Now: When you feel overwhelmed, how do you generally react?

Discuss 26-52.  Time to complete study guide questions and begin tonight’s reading of pages 53-85.

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Do Now: What are your first impressions of Santiago?  What are his strengths and weaknesses?
 

Discussion of pages read over the weekend and time to complete Study Guide. Due end of hour. Read 26-52 for tomorrow.

Discuss annotations.

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Do Now:  Set one goal for the weekend in some area of your life.
 

Rhetorical analysis essay due. 

Introduce Old Man and the Sea and begin reading text together.   Read pages 9-25 for Monday.

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Do Now: Are there any causes you care enough about to fight for?

Jenga "Hills Like White Elephants" by Hemingway as a precursor to Old Man and the Sea

 

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Do Now: What do you think is the greatest injustice in our society?  Our world?

Read and discuss “Hills Like White Elephants” by Hemingway as a precursor to Old Man and the Sea,

 

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Do Now: Think about the political or thought leaders in our world that you respect.  What qualities do they possess that you admire?

Time in class to work on essay focusing on embedding and analyzing support.

Have me look at one body paragraph today.  Essay due by Friday, but can be turned in earlier.

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Do Now: Consider the purpose and value of letters prior to the invention of texting and social media.  Do you think we’re missing out on something of value from the past, or are we in a better place in terms of communication?
Work together on completing a CAPPAS for Jefferson's speech. 
Time to work together on essay of rhetorical analysis focusing on making a sound claim and collecting evidence

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Do Now:  What are your thoughts on where our nation stands in the various battles for civil rights that exist?
 

Continue reading Jefferson's Address and completing comprehension guide.  Move on to CAPPAS.  Time to complete CAPPAS.  

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Do Now:  Based on what you know of American history, which is your favorite president and why?

Read Jefferson's 1st Inaugural Address together and complete comprehension guide. 

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Do Now: What is the value of literature?  Journalism? 

 

Veldt essay due.

Students read and annotate Faulkner’s Nobel Acceptance Speech.  Discuss together, highlighting particular rhetorical strategies and devices.

Students complete precis independently.

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Do Now: What is your favorite sport and sports personality?  Do you have any sports heroes?
 

Introduce the concept of rhetorical analysis and rhetorical appeals. 

Read and discuss Lou Gehrig’s Farewell to Baseball together.  Have students complete a precis in groups.

If any time remains, students may continue working on their final Veldt essay which is due tomorrow.

 
 

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Do Now: Why do you suppose science fiction and fantasy are such popular genres of literature?
 

Peer review of essays looking specifically for quote weaving and analysis following quotes.

Time to work on final Veldt essay, due Wednesday (though we will not have dedicated time for working on it in class tomorrow).

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Do Now:  Tell me the best thing about this school year so far. What’s one thing you wish were different?
 
Continue working on "The Veldt" essay.  Rough draft due Monday. 

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Do Now:  Choose any political topic and make a claim of your position on the topic.  Now make a claim on the opposing view.

Begin working on an essay on "The Veldt."

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Do Now:  How do you generally respond when you don't get your way? 
 
Extended response questions on "The Veldt" due end of the hour. 

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Do Now: Think of a time you were really angry.  How did you respond? 
 
Short story due if not turned in on Friday.  Read “The Veldt” aloud in class.  Discuss characterization and theme.  Choose one (character or theme) to write a one-paragraph claim with supporting evidence from the story.  Workshop in class.

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Labor Day -- No School 

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Do Now: Why can science fiction sometimes be a better vehicle to getting a message across than other genres of fiction? 
Time to finish story.  Due Monday if you're unable to finish today. 

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Do Now: What is the best book or story you have ever read, and what made it great?
Time to work on original science fiction story. 

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Do Now: What are some "What if's" you wonder about? 
Time to finish discussion questions. 
Brainstorm ideas for possible science fiction stories. Time to begin working on your own science fiction story. 

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Do Now:  What do you think is the greatest technological achievement of your lifetime? 
Final Fahrenheit 451 essays due with three peer review sheets attached. 
Read "Harrison Bergeron" aloud and discuss science fiction as a political statement. 
Read "August 2026: There Will Come Soft Rains" individually.  Begin discussion questions.  

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Do Now:  Describe how your world would be different without technology. 
Half the hour to read "A Sound of Thunder" by Ray Bradbury and discuss theme.  Complete plot chain graphic organizer. 
Half the hour to finalize 451 essays with peer feedback.  Final essays due tomorrow with three peer review sheets attached. 
 

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Do Now:  What about the future are you most excited and most concerned?  Do Nows for the week due. 
Finalize social contract. 
Discussion of the peer review process and the guidelines sheet. 
Students will have three other students read and provide comments on their rough drafts.  
Final essays will be due Tuesday with the three peer review forms attached.  One reviewer can be an adult. 

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Do Now:  When people give you feedback on your writing, what do you care most about?  What concerns do you have? 
Brainstorm social contract elements with students. 
Students will have the rest of the hour to work on the rough drafts of their essays.  
Rough drafts due tomorrow for peer review.  Draft essays must be printed out for tomorrow. 

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Do Now:  Other than to torture students, why do we require you to cite evidence from the book to support your statements? 
Students will have the class period to work on the rough drafts of their essays with teacher support. 

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Do Now:  What are the character traits of individuals that you think are most important for success in life? 
Go over essay structure.  Provide essay outline organizer. 
Students will begin to outline an essay on either a character or a theme in Fahrenheit 451
Thesis statement due by the end of the hour. 

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Do Now:  What was your favorite part of last week in terms of school?
Discuss and provide examples of how to embed quotes.
Discussion of themes of the novel.  Students will compose a paragraph with a statement of theme and provide three pieces of textual evidence correctly embedded. 

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Independent discussion question due. 

Discussion of the changes Guy Montag goes through during the course of the novel and what specific incidents bring him to those moments of change. Create a claim and a graphic organizer illustrating the trajectory of the character.  (Small group)

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Read and discuss Burning a Book by Robert Stafford in terms of the novel.  
Begin discussion questions on Fahrenheit 451.  Students will complete some questions in whole group, some in small group, and one independently for homework. 

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Summer Assignment due.  

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In-class writing assignment:  What I need to know about you. 

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Elements of Science Fiction handout and discussion of the degree to which Fahrenheit 451 aligns with these elements.