JrAgenda2012Honors

English III Honors 2012

Curriculum Map

Standards

Pinnacle-Gradebook

Date

Activities

Standards/Objectives/
Accommodations

Mon.
Jan
23

First period-handout schedules

Introduction
Handouts: Syllabus, Index cards, Sample Business Letter

Attendance
Introduction
Explain Syllabus
The parts of a letter
Explain assignment

Write a list of characteristics that makes a student successful.
Using at the list write a one-paragraph reflection of your previous English experiences.
On loose-leaf paper write a Haiku-a seventeen syllable statement usually about nature. Write
your Haiku about your summer.
Supplies?
Share your work...Haiku and letter
HW:
A. Bring supplies
B. Get forms signed
C. Using your best writing skills, write a Business Letter addressed to Ms. Celeste Reyes, that has
the five basic parts and at least three paragraphs-to introduce
Business Letter

IEP
ESOL

Tues
Jan 24

Warm Up
Get a textbook, turn to page 783.
If you have your Writer's Notebook take it out. If not, a loose-leaf page and reflect on Confucius's
quote:
"Learning without thought is labor lost, thought without learning is perilous." In WN
Copy the vocabulary words from the board (See next column) on a loose-leaf paper.
Give out Obligation Cards, Language of Literature, Writer's, Inc. textbooks.

II. Whole Class Cooperate
A. Read "A Story of an Hour" together and discuss. Discuss textbook.
B. "The Yellow Wallpaper"
III. Individual Work
A. Students read The Yellow Wallpaper individually and answer questions 2 and 3 and
"Vocabulary in Action" from page 780
HW:
Business Letter Due Friday
Writer's Notebook Due Friday
Copy/Printer Paper Due Friday
Syllabus signed due Friday

annotation
appellation
contingent
eponym
eventuality
implausible
inconceivable
in vain
linguistics
malapropism
neologism
parlance
patois
perchance
polyglot
preposterous
proclivity
prone
theoretical
vulgar

Goal:
To read aloud and understand.

Objectives:
To discuss P.O.V. in reading.

To make inferences in order to relate to
what we read.

Wed
Jan 25

"The Yellow Wallpaper"
The Business letter handout
The Grammar Handout
The Punctuation Formula Handout
Stossel Video Persuasive Essay

Thurs
Jan 26

Review "The Yellow Wallpaper"
Conclude Stossel Video
click on essay contest and look for the prompt, as well as for the 40-minute video. Your essay,
however, should be persuasive.
Check on supplies
Persuasive Essay Rubric

Fri
Jan 27

I. Warm Up
A. Handout Vocabulary worksheets
B. Handout Perspective
C. Reflect upon the piece in your Writer's Notebook.

II. Individual Work
A. Complete Vocabulary Sheets (2 packets)

III. Individual or Small Group Work
A. Read from page 840, "Winter Dreams" by F. Scott Fitzgerald.
B. Answer the "Reader's Notebook" throughout the story in WN.
C. Then, Answer ALL questions from page 860 in complete sentences (as well as you have been
doing) in WN 25 points and discuss on Monday.

IV Work on Persuasive Essay

HW: Business Letter, syllabus, Copy paper due on Monday

Objectives:

Learn about static and dynamic characters
Think about the structure of the short story
reflect upon another's perspective
read understand and appreciate a short story

Week Two
Essential Question:
In what ways can the American Dream be defined?
How does the American dream differ from person to person?

Mon
Jan 30

Review "America and I" answers to questions 1, 2, 7,8
Review vocab sheets
Collect business letters and materials

HW
Persuasive Essay due Wednesday
Vocabulary Chart due Friday
Anything not completed in class

Tues
Jan 31

I. Warm Up
A. From page1348, read the definition of "essay"
B. Discussion of "What is it to be an American?"
II. Individual Work
Read from page 289-291 "What is an American?"
B. Respond to the questions 6 and 7 on a loose-leaf page to turn
HW:
A. Vocabulary Chart check
B. Check supplies

Wed
Feb 1

I. Warm Up
A.Vocabulary-Take out textbook to page 1348. and Writer's Inc.
B. Look up the Parts of Speech (P.O.S.) in Writer's, Inc. or LOL
C. Handout "Jabberwocky" by Lewis Carroll
D. Take out Persuasive Essay

II. Small Group Work Cooperate
A. Read "In the American Society", pg. 877
B. Answer question #9 in WN, in detail, using textual support

III. Peer Pair Share
Peer Evaluate Persuasive Essay
III. Whole Class

Thurs
Feb 2

I. Warm Up
A. Work on DOL
B. Anticipation Guide for GG-Writing
C.Open Writer's Inc to "Parts of Speech"

II.Individual Work
A. In your "Class Notes" section of binder, copy the definition of each of the eight parts of speech
that is in Writer's Inc.
B. Using The Great Gatsby as a source, write one PF # 1 for each of the first ten vocabulary
words. For example: Nick's worlds converged at the Sound; there East egg met the West egg.
(WN)
1. Take notes in your WN while watching the video
2. What is the dream for each of the speakers in the video? In what ways can the
American Dream be defined for each of the characters? (Think of how you would
determine their future success based on their described obstacles and barriers.)

III. Whole Class
A. Discuss DOL
B. Review "Jabberwocky"
Early Release

IV. HW:
Vocabulary Chart

Fri
Jan 2

I. Warm Up
A. Using ten (10) of the vocab words, write ten (10) sentences with PF #1 (in WN).
B. Collect Vocab Charts.
C. Give out handouts: Anticipation Guide for the Great Gatsby, Vocabulary for Ch. 1 and 2,
Character sketches Ch. 1 and 2, The Great Gatsby Party Time!,

IV. Whole Class
A. Discuss "How is the American Dream defined from person to person?"
B. Discuss the Anticipation Guide.
C. Read Chapter 1 of The Great Gatsby.

V. HW
A.Read from The Great Gatsby, chapters 1 and 2 Quiz on basic facts of plot on Monday. Use
handouts to guide you.

Week 3:
Essential Question
In what ways can the American Dream be defined?

Mon
Feb 6

I. Warm Up
A.In your WN, answer how does the American Dream defer from the dreams of other peoples in
other countries? How are people in other developing countries fulfilling their lives? How do you
know?
B. Handout quiz
C. Handout I AM

II. Individual Work
A. Read "The World on the Turtle's Back" while conducting "Reader's Notebook" in your WN.
Then Answer question #2 from page 31 also in WN.

III. Whole Class
A.Transitions, Proofreading=Writer's Inc, pages 66, 104, 140 and back inside book cover

IV. Individual Work
A. In WN, write an I Am poem. Give it an appropriate title.

HW

Feb 7
Tue

Media Center

Feb 8
Wed

I. Warm Up
A. Warm Up quote:
To find out what I hold most precious, I will try to imagine giving it up.
" If we let go of all conventions of life as we know it-the laws, religions, customs, and other
institutions-we could train our imagination to build new ones, perhaps based on different values
of work and wealth and play.

What is our image of an ideal society? Perhaps it is one in which there is no money. Or one
where all work is done by computers and people are free to play. Perhaps our model is military
or tribal.

How would we define crime or punishment in our utopia? What would be the criteria for success
and failure? Would we redefine the family as we know it? How would we reward our heroes?
Whatever our ideal society is, it's likely to express our most deeply held values.

"Imagine there's no country. It isn't hard to do. Nothing to kill or die for. And no religion, too. "
Lennon

B. Handout quiz
II. Whole Class
A. Discuss quiz
B. Reading of background information of Okanogan trickster tales together
C. Get into groups (jigsaw)

II. Groupwork Collaborative
A. Students get into their assigned groups to read from pages 39-53, and decide how to present
their tales to the rest of the class.

Group 1-Coyote
Group 2-Buffalo Bull
Group 3-Fox
Group 4-Mouse and Fox and Coyote
Group 5-page 50-51
Group 5-page 51-52

As a group, decide on how to present the following criteria to the rest of the class:
a) values, attitudes and beliefs
b) geographical features of the area
c) the ways the characters adapt to their environment

III, Small Group
A. Read from The Great Gatsby chapter 1 and together understand/Note: Small Group is not
working. Students are not applying themselves but are talking about non-related points.

IV. HW-Find the university of
your choice and bring the
application essay prompt. (20
points). Page 438 can help.
A. Begin to plan an essay.
B. Essay due TBA.

2) Read "The Way to Rainy
Mountain" answer questions 6
and 7 from page 62.

3) Read GG ch. 3 and 4 by
Friday.

To introduce students to collaborative work with other students
To introduce students to trickster tales
To cooperate and present within a group

Feb 9
Thurs

I. Warm Up
A. WN-Is there a dark side to American success?
B. Get ready for Trickster Tales/Traditional stories presentations
C. Check for College Essay prompt

Discuss concepts that appear in chapters 1 and 2 of GG.

III, Small Group
A. Read from The Great Gatsby chapter 1 and together understand/Note: Small Group is not
working. Students are not applying themselves but are talking about non-related points.

Fri
Feb 10

I. Warm Up
A. Handout-Vocab Crossword
B. Handout "Constructing the Past"

II. Whole Class Cooperate
A. The Language of Literature, pgs. 88 and 98-Primary Sources and the observer's first person
account through words and photography
B. How the Other Half Lives, Jacob Riis
C. The Great Gatsby reference to first person account
III. Whole Class

The Great Gatsby
How the Other Half Lives
Continuing with the American Dream Concept is working on Susan Sontag's essay "On
Photography"

III. Individual Work A. Persuasive Essay On Photography by Sontag B.Write for 40 min on Susan
Sontag's writing

IV HW A. Conclude writing the essay due Tuesday

Mon
Fri 13

Warm Up
Vocabulary Practice-Crossword and answers
Read La Relacion answer questions 3-8
Read" From Plymouth Plantation"
Answer question 6
How the Other Half lives
Susan Sontag SAT essay, Photographs of Jacob Riis: History in Relation to Truth
HW Read GG chapters 3 and 4
Begin College Essay due Thursday

Week 4:
How can the American Dream prevail? What brings hopes and dreams alive?

Mon
Feb 13

I Warm Up

The Great Gatsby Tracker Tasker
College Essay Instruction sheet and Rubric

HW: Be prepared to discuss the readings from LOL and GG, chapters 3 and 4

Tues
Feb 14

Warm Up
What is love? How do you know?
theme handout
I, Individual Work
A. Take out Sontag essay, check

HW College Essay due Thursday
Sontag Essay due Friday

Wed
Feb 15

Feb 16

I. Warm Up
A. What is hate? How do you know?, in WN
B. Turn to LOL, page 134 and read to page 136
C. Take out College Essay/Check and collect
D. Handout of George Burroughs Trial Transcript and Primary Source

II. Whole Class Cooperate
A. Video, A Shadow of Hate, 40 min.
1. Take notes in WN of what you see and listen
B. Discuss video
C. Review pages 134-137

HW:
Bring Susan Sontag Essay
Answer questions for transcript

Vocab Chart #2
1. evolve
2. immutable
3. inveterate
4. malleable
5. metamorphosis
6. modulate
7. protean
8. sporadic
9. transmute
10. volatile
11. abeyance
12. abstemious
13. circumvent
14. elude
15. eschew
16. evasion
17. malinger
18. oblique
19. shirk
20. shun

Feb
17

"The teacher is one who makes two ideas grow where only one grew before." -Elbert Hubbard

I. Warm Up
A. Take handouts (four)
B. Finda all the poetic devices in the poem "Someone Like You" (mark them and label them on
the paper)
C. Open LOL to page 138
D. Take out George Burroughs transcript
E. Take out Sontag Essay

II. Whole Class
A. Discuss poem
B. Read Building Background and "To My Dear and Loving Husband"
C. Quick discussion of chapter 5 of The Great Gatsby

Week 5
What concepts can I identify in literature that appeal to my life?
How does my world become clearer by defining the concepts
that appear in the literature that I read?

Feb 20
Mon

Presidents' Day- Schools Closed

Feb 21
Tues

I. Warm Up
A. Please take out Vocab Chart #2
B. Take out WN
C. Open LOL to page 140

II. Whole Class
A.Check and collect Vocab Chart, check Text/Me chart, Collect EPEP
B. Read "Upon the Burning of Our House" and-
1. Analyze poem using TPCASTT on a loose-leaf page (make sure you use the textbook glossary
for any of the words you do not understand below):
T-what is the title?
P-Paraphrase each and every stanza, make sure you keep the voice and person (don't
summarize, rewrite in your own words!)
C-What connotations are contained within the poem? Explain. Use textual evidence.
A-What is the Attitude of the author? (Tone)
S-What shifts occur in the poem? Where? Why? Explain.
T-Analyze the title AGAIN! Be reflective, use evidence.
T-What is the theme of the piece?

HW: Read Ch. 5 of GG

Feb 22
Wed

I. Warm Up:
A. Take out Punctuation Formula Handout
B. Take out WN
C. Take out LOL, page 144
D. Write ten (10) original sentences using Punctuation Formula #2
with each using a different vocabulary word in WN.

Ex: S, conj S- I went to the dentist, and I sat in anguish for two hours as I waited to finally get my
braces taken off.

E. Handout- TPCASTT

II. Individual Work
A. Read LOL, pages 144-148
1. Answer questions 7 and 8 from page 148 in WN
2. Compare the transcript of the trial of Sarah Good to the transcript recorded of the depositions
made against George Burroughs in WN.

HW=
Read Chapters 7 and 8 of The Great Gatsby by Friday

Objective:
Detect bias in a transcript (a written record of an oral
communication) in order to determine the socio-economic and
socio-political time; and understand the background and setting of
the piece that will enable us to understand future literature.

Use writing exercises to develop vocabulary and language skill

Read to understand and enjoy classical literature while applying
knowledge of literature (by pointing out literary devices, author's
purpose, historical background, etc.)

Discuss literature

Feb 23
Thurs

I. Warm Up
A. Discuss in WN--How can the American Dream prevail in our society? What brings hopes and
dreams alive for one person? for society?

B. By Chapter 8, does Gatsby embody the American Dream? Why or Why not? How so? Explain.

II. Individual Work
A. Read pages 150-158
History and Commercialism
III. Whole Class Collaborate
A. Together discuss questions 7, 8 from page 158; look up rhetoric in glossary
B. Discuss the rhetoric of Jonathan Edwards

read and analyze newspaper articles
evaluate the credibility of information sources including how
the writer's motivation may affect the credibility
connect secondary sources to historical contexts

Feb 24
Fri

Students answer Connect to Life from page 152 in WN
Read the beginning of 152 LOL together. Students will read the rest on their own. Meanwhile they
will complete a chart (Reader's Notebook) showing examples of language that Jonathan Edwards
uses in "Sinners in the Hands of an Angry God" and the impact these words have on the reader
or listener.
Explain rhetoric and how language affects persuasive.
The Great Gatsby Center
Divide the novel in chapters and assign students task, see

Handout " I Remember"

Groupwork

Collaborate
cooperate
conclude within time
constraits
create and produce
present
follow instructions

60 points

Week 6

Mon
Feb 27

Warm Up
The Great Gatsby Center presentations
Read together from page 159, The Conventions of Drama
Explain the background of The Crucible
Give out roles for The Crucible
Read the exposition of the play

HW
I Remember

Appreciate the author's plot structure.
Read from drama
Practice fluency

Tues
Feb 28

Warm Up
In WN, answer the following question for Chapter 5 of The Great Gatsby
Take out LOL
Together read from The Crucible

HW: GG Packet

Feb 29
Wed

Take out LOL turn to page 178,
Field trip to Media Center for African American Read - In
HW
Complete GG Packet

Mar 1
Thurs

Take out LOL turn to 182
In WN discuss "crucible" and what it means to you.

Whole Class
Conclude Act I from The Crucible

Review play
Check GG packet and collect
HW:
Study for Act I The Crucible quiz

Mar 2
Fri

Warm Up
Give out scantrons
The Crucible Act I quiz
Read from Ch. 9 of The Great Gatsby

Collect GG Packets
The Great Gatsby movie adaptation
HW: None

Week 7:
How do fictional characters reflect real people?
How is literature reflected on us?

Mar 5
Mon

Read Crucible Act II
Half Hanged Mary Handout
Annotation Handout
House Keeping-Return student work
HW- Fully Annotate "Half-Hanged Mary" Poem (20 points)

Mar 6
Tues

Warm Up: In WN, write a response to the following: How does Miller use diction and syntax to
create Tituba’s character? Why is it important that her language be “set apart”? Think more than
“because she’s from Barbados”. If you do not know what "diction" or "syntax" mean, look them up
either in Writer's Inc. or in the glossary of your textbook.
Socratic Seminar on "Half-Hanged Mary"
Read from The Crucible Act II

Wed
Mar 7

Conclude Act II from The Crucible
Continue The Great Gatsby movie adaptation

Thurs
Mar 8

Act II Quiz

Fri
Mar 9

Movie version from The Great Gatsby

Mar 12-16 Spring Break

Week 8:
How are the issues of today omnipresent in literature?

Mon
Mar 19

I. Warm Up
In your WN, discuss how The Crucible remains an appropriate title for the play and mainly for Act
III. Name two characters who are affected by the situations and give details of what they undergo
in this Act. Give proof of what you write by using quotes.
B. Collect Vocabulary Chart #3

II. Whole Class Collaborate
A. Conclude Act III from page 219
B. Discuss the main points- Foil, character qualities shared,
C. Watch the movie version of the play.
D. effrontery and inaudibly**

Continue reading
The Crucible, a major
work in American Literature, and
understand the concepts addressed
and the reasons it was published.
2) Write a reflection
3) Collect student work
4) Provide student feedback on writing

Tues
Mar 20

I. Warm Up ****First Day of Spring!*******
A. In WN, what chararcteritics do Proctor, Hale, Danforth, and Parris share? What do the qualities
of their character represent of the times?

II. Whole Group Collaborate
A. Registration 30 min

III. Individual Work
A. Due to the time constraints and change of class agenda, students will have to conclude Act III
in class on their own and at home.

B. Annotating a text presentation Annotating a Text
C. Also viewed Chapter 9 of The Great Gatsby

.Review the play.

To continue viewing the film version of the play
To receive Arthur Miller's words about why he wrote the play
in order to annotate, answer questions and gain deeper
understanding

Wed
Mar 21

Take out textbook, LOL, turn to Act III of The Crucible
SAT Survey
Take out annotated essay, "Why I Wrote The Crucible"
Review and reinforce the ideas of Act III
Discuss Why I Wrote..
Vocabulary practice

Create a better understanding of the play The Crucible
by relating it to our lives.
Discuss literature as a community of learners, through dialogue and
purposeful conversation, specifically author's purpose message
and plot structure
Continue to read a major literary piece in American Literature
Review vocabulary words and master them
Learn by identifying and analyzing the deeper meaning of the
language as it is presented through fallacies.

Thurs
Mar 22

Vocabulary Games

Fri
Mar 23

Vocabulary Test
Collect Writer's Notebook

Week 9

Mon
Mar 26

Tues
Mar 27

In WN, comment on George Carlin's quote:
" Baseball begins in the spring, the season of new life. Football begins in the fall, when
everything's dying," with insight and depth.

II Whole Class Collaborate
A. In Socratic Seminar discuss Carlin's poem

III. Individual Cooperate
A. Choose two items, ideas, tasks, topics, anything...to compare.
B. Write strong statements that clearly describe each.
1. Write at least five statements for each (10 total on loose-leaf paper) due today.

C. Use page 1395 (bottom-right), to find sources to help you develop a draft to write a
comparison essay.

Next Week:
The Fallacies in Language
The Things They Carried
Bring The Great Gatsby

To create meaning from simple every day words
To disscuss how two common ideas can have underlying
deeper meanings
To begin a draft of a comparison essay

Wed
Mar 28

Mid Term

Thurs
Mar 29

Mid Term

Fri

No School Teacher Planning

Beginning of 4th Quarter

Focus:

Essential Question: How can we creatively produce positive change?

Course Objective:

Mon
April 2

Review: School Board Policy and Cypress Bay Policy on
Attendance\

Satire...borrowed from Marilyn Gayle Texas Teacher and questions
The War Prayer and questions

Read The War Prayer", mark
language with undertones,
hyperbole, sarcasm, etc.
Answer questions handout for
the War Prayer"
3) Complete Satire Worksheet
by Wednesday
4Fallacies handout on Acts III/IV
The Crucible
Comparison Essay due
Thursday

To create meaning from simple, everyday words by looking at satire.
To discuss how common ideas have underlying deeper meanings,
To begin a draft of a comparison essay.

Tues
April 3

I. Warm Up
A. Tone is the feeling the author intends the reader to experience. In WN, explain how tone
enhances "The War Prayer"
B. Take out "The War Prayer" answers to questions; Satire packet; TRAP response

II. Whole Class Collaborate
A. Discuss "The War Prayer" as a literary artifact of satire.
B. Continue Satire Presentation

III. Individual Cooperate
A. Receive Comparison Essay Rubric
B. Continue drawing ideas to compare and connect your two subjects in order to produce one
interesting personal statement.

1) Nine fallacies on The
Crucible Acts III/IV
a. fallacy
b. quote, Act, page number
c. Explain thoroughly why it
is a fallacy

To create meaning from simple, everyday words by looking at satire.
To discuss how common ideas have underlying deeper meanings,
To begin a draft of a comparison essay.

Wed
April 4

Warm Up
Man is born free but is everywhere in chains" Jean Jacques Rosseau

Take out textbook
Think Pair Share
A. How is liberty different from freedom
1. Create a graphic organizer-Venn Diagram to compare both concepts

Vocab #4
aspersions    accountable
compunctions assiduous
derision    default
disapprobation      feckless
ostracize     incumbent
rebuke       liability
revulsion     mandatory
scurrilous     negligence
spurn      onerous
vitriolic      remiss

Thurs
April 5

Warm Up
In WN, list and discuss some of the principles and values that you see reflected in your
community that continue since the period that is currently under study.
Take out textbook.
Take out character letter.

Whole Class Collaborate
Class discussion page 256 on Speech in the Virginia Convention

Answer all questions from page 267 except #5

HW Vocab chart is due on
Thursday

understand a persuasive speech
appreciate the use of allusions
analyze the use of rhetorical questions
try to explain how liberty is different from freedom

Fri
Apr 6

No School-Good Friday

Week Eleven

Mon
Apr 9

I. Warm Up
A. Take out textbook to page 270

II. Individual Cooperate
A. Read the Declaration of Independence
1) Answer questions 1, 2, 3, 6 and 7 in loose-leaf page to turn in
2) Answer # 8 in WN
B. Read The Things They Carried for 15 minutes

Vocab Chart due Thursday

Understand a document of critical importance in US history
Recognize examples of parallelism
Construct meaning by paraphrasing a text
Maintain reading discipline and stamina

Tues
April 10

Warm Up

Wed
Apr 11

I. Warm Up
A. Take out LOL, turn to pg. 270
B. Take out WN, write a list of "The Things I Carry" (abstract or concrete) at least 15 things
tangential or intangential that you carry
C. Take out TTTC

II. Whole Group Collaborate
A. Read the Declaration of Independence
B. Read from TTTC - "The Things They Carried"
C. Movie The Crucible and questionnaire

Vocab Chart due tomorrow
Use de Gouges or Stanton's
declarations to:
A. Write a clear Sentence
Outline that shows each main
idea.
1. Include the thesis and most
important points that are made
by one of the authors (your
choice)
2. Include a conclusion

Thurs
April 12

Collect Vocab Chart #4

Fri
April 13

Warm Up
A. The Things They Carried Time article
1. photo-essay of The Things They Carried
B. MSN Photoessay of The Things They Carried in Iraq
1. Just Another Soldier...(if you have questions ask me)

Small Group Collaborate

Week 12

Mon
April 16

I. Warm Up
In WN= What is 'war'? Does peace mean "no war' ? What do you think? Are there any victors
when a "war" ends?

II. Individual Cooperate
A. Read pages 301-307 MLK, Jr "Stride for Freedom" and Malcolm X interview
B. Compare and Contrast both in a chart or a Venn Diagram to show the details of the plights,
complaints, requests, and/or demands

III. TTTC
A. Answer the questions in the handout for "Love" and "Spin" in your WN

Text/Me chart of two pages for
the fourth chapter from TTTC,
"On the Rainy River"

Tues
April 17

Wed
April 18

Topics to address
natural realism
veriscimilitude
meta-fiction
stream of consciousness

Thurs
April 19

I. Warm Up
A. Vocab Practice handout
B. Take out TTTC to "On the Rainy River"

II. Whole Class
A. Read from "On the Rainy River"
1. Discuss Natural Realism, veriscimilitude and meta-fiction.
a. Reinforce Stream of Consciousness
b. voice, the alter ego and morality
B. Presentations
1. Realism
2. Romanticism and Realism

1. Read "Enemies"
2. Complete SOAPStone for the
article " Reality TV: a dearth of
talent and the death of
morality" and conduct
SOAPSTone in WN

Fri
Apr 20

I. Warm Up
A. In this story, "On the Rainy River," Tim O'Brien weighs whether or not to abandon his life and
family in the United States in order to escape fighting in a war he does not believe in. How does
his owrk at the Armour meatpacking plant foreshadow his life as a soldier? WN
Handouts: "Desecration of the Dead" and
The Things They Carried Reading Schedule
II. Independent Cooperate
A. Read "Friends"

III. Whole Class Collaborate
A. Talk about dead desecration
B. Talk about Vietnam
C. Talk about picking up the straws

Follow the reading schedule
Beginning with "Friends"
interchange writing a Text/Me
chart (two-sided) with a
SOAPStone for the next
chaper, then a Text/Me chart,
and so on. Dont forget to
provide textual evidence.

2) Choose a topic addressed
by any book, poem, short story,
essay, etc. read in high school
to write a research paper
about. It must have literary
value supported by literature
worthy of analysis.

TTTC Terms

Week 13

Mon
Apr 23

I. Warm Up
A. Give back student work for filing.
B. Check HW ( Text/Me and SOAPStone)
C. Handouts: MLA Research Paper Front Page and Imagist Poem
II. Individual Collaborate
A. Keep essay and vocab charts for your persusal, all other paperwork goes in your student file.
B. Read pages 340-342-Introduction to Romanticism and Transcendentalism

Read TTTC

Tues
Apr 24

Warm Up
Get two copy papers
Open textbook to page 363
The War Prayer Reader's Theater
II. Independent Cooperative
A. Read pages 363-368
1) Take notes on loose-leaf paper on aphorisms about transcendentalism
B. Read pages 381-392
1) Take notes on aphorisms about transcendentalism

Note: make sure the notes you take reference a specific concept or topic.
C. Using one copy paper, create a brochure exposing one main idea that takes from both writers
that you want to advertise or present for the world today. Use quotations

Rubric
1) Has 5 RWE/HDT quotations      5
2) Has a two-sided artistic
presentation (drawings/quotes)   5
3) Has one main idea/value in
focus for objective of brochure    5
4) Correct spelling, punctuation     5
5) Has a personal explanation       5
6) Turned in on time                      5

HW:

Wed
Apr 25

One War Prayer Reader's Theater
Handout: Guided Questions for The Man I killed, Ambush, Style

HW:
Imagist poem due
Guided questions for Friday

Thurs
Apr 26

WN: At times we go by what we are told, believing our friends, family, and those who seem to be
helpful. What if one day you find out that what you knew is totally opposite? For instance, you find
out that you are not who you thought you were, or that someone was unfaithful? Is it better to live
on being ignorant to the truth so as not to suffer the pain of being unaware before? or, do you
think that truth is most important even though it is difficult to bear?

B. Short 3 min clip on Hornets slaughtering bees-write on the what you hear.
C. Short clip on similarities between War in Vietnam and War in Iraq-specifically, napalm
D. Collect Imagist poem

II. Independent Cooperative
A. student works on brochure based on Self-Reliance and On Walden

Answer guided questions for
TTTC The Man I Killed
Brochure

Fri
April 27

Students discuss the female role in TTTC.
Students share their brochures

Week 14

Mon
Apri 30

What motivates author Tim O’Brien to write his novel?

Interesting books for your research.

Tues
May 1

Warm Up:
Why did Tim O'Brien write this novel?

II. Independent Cooperate
A. Read textbook pages 369-380
1) Conduct Reader's Notebook as you read along on loose-leaf paper; answer questions 3-8
from page 378 in WN

III. Small Group Work
A. Select a chapter from the reading assignment due today:
Speaking of Courage, Notes, In the Field, or Good Form.
B. Decide between group members who will report on literary members, setting/conflict/title;
theme/ongoing themes; characters and what they continue to carry.

New Vocab Words for Chart #5

1. acquiesce       11. acuity
2. adamant         12consummate
3. balk                 13. cunning
4. camaraderie    14. deft
5. cantankerous 15.endowment
6. compliance      16. facile
7. presumptuous 17. inept
8. propitiate         18. prescient
9. tractable          19. proficient
10. volition           20. prowess

HW: Work on Annotated
Bibliography due May 10th

May 3
Wed

Warm Up
A.

A discussion on patterns and how they are around us. Used a ziplock bag to demonstrate how
there are constants in life. The water bag will seal around the object to block leakage.

May 4
Thurs

Warm Up
A. "War literature humanizes the wartime experience." In what ways does The Things They
Carried "humanize" war? Explain.
B. Take out Vocab worksheets

Whole Class Collaborate
Discuss the four short stories due yesterday; every one should participate
Discuss vocab sheets
Review answers for "Civil Disobedience"

Essential question:
What is the main idea Henry
David Thoreau expresses
through his essay?

Read and understand "Civil Disobedience"
-Answer questions 3-8 page 378
Read TTTC, evaluate through discussion

May 5
Fri

Review for The Things They Carried
Jigsaw, TTTC Review Guide
TTTC Guided questions

Week 15

May 7
Mon

TTTC Novel Test

May 8
Tues

I.        Warm Up
A.        Take out WN and LOL
B.        Collect Vocab Chart #5

II.        Whole Class Collaborate
A.        Read “The Raven”

III.        Independent Cooperate
A.        Conduct TPCASTT on “The Raven” worth 55 points

The Annotated Bibliography is
due Thursday

Objectives
-To understand a narrative poem in the anti-transcendental
movement
-To analyze poetry of a psychological nature
-To scrutinize the text and discuss its meaning and appeal to our
lives

May 9
Wed

I.        Warm Up
A.        Students use “The Raven” to summarize the literature
B.        Collect the TPCASTT analysis of the poem that was for homework

II.        Independent Work
A.        Decide what each stanza for “The Raven” is about. Give it one phrase per stanza in WN.
B.        Collect TPCASTT for “The Raven”
III.        Whole Class Collaborate
A.        Discuss “The Raven” one more time
1.        Ensure students understand how the speaker shows grief, melancholy, despair, and
misery.
2.        Point out the use of onomatopoeia, refrain, personification, allusion, alliteration, anaphora,
symbolism, end rhyme, line rhyme, rhyme scheme.
B.        Answer any questions about the Annotated Bibliography due tomorrow.
1.        Students will use Writer’s, Inc. to help them write the Annotated Bibliography for their
Name Research Paper, which should be typed.
2.        Only three online sources will be allowed.
3.        The paragraphs need not be double-spaced, but there should be two spaces between the
resource and the description of the source. (See handout).

A. The Annotated Bibliography
for the Research Paper is due.

-Students review The Raven and summarize the stanzas in order to
discuss the significance of the poem
_Students ensure that they understand what the Annotated
Bibliography looks like and consists of; purpose
-Students work turn in TPCASTT for The Raven

May 10
Thurs

I. Warm Up
A.        Take out LOL, to page 473.

II. Independent or Collaborative Reading
A.        Decide if you want to read the short story with the students or if they will read silently. This
is a short story that requires energy, so perhaps students should read silently. Read from pages
473 through 497
B.        Answer questions under “Comprehension Check” from page 496. Also answer questions
4, 5, 6, 7 and 8 in the Writer’s Notebook (WN).
C.        Collect the Annotated Bibliography from all of the students.

A. Anything not done in
class is homework.

-Students will turn in their Annotated Bibliography
-Understand and appreciate a classic Gothic short story
-Understand how this short story represents the ideas previously
discussed in class
-Identify and understand mood in a short story
-understand complex sentences by evaluating the language of
Edgar Allan Poe

May 11

Warm Up
The Lowest Animal
In WN, list and discuss some of the principles and values that you see reflected in your
community that continue since the period that is currently under study.
Take out textbook.
Take out character letter.

Week 16

May 14
Mon

I.        Warm Up
A.        Students correct the following sentences:
1)        Most think of Edgar allen poe as a writer of mystery horro tails but also he wrote proetry
literary criticism even sience fiction

2)        Poe wote many harsh review o many of the more famous american authors of his time.

II.        Individual Reading
A.        “Dr. Heidigger’s Experiment,” page 500
1)        Look for the following in the story and write in a loose-leaf page
a.        setting/title/theme
b.        characters and what they represent
c.        language and diction
d.        tone/symbols/metaphor/allegory
e.        plot

Sample Outline : Outline Example

III. HW-Study for the Vocab
test on Friday
Research Paper Outline is due
on Wednesday, use Writer’s
Inc., page 108 for the
Sentence Outline sample

To conclude The Fall of the House of Usher, and explain the
elements of this masterpiece.
To practice and discuss language through sentence structure,
grammar, and punctuation.
To begin the study of Nathaniel Hawthorne’s Dr. Heidigger’s
Experiment
To return student work

May
15
Tues

Study for the Vocab test on
Friday
Research Paper Outline is due
on Wednesday, use Writer’s
Inc., page 108 for the
Sentence Outline sample
Also, here is the sample I
showed you in class.
Remember that you will need
an MLA formatted heading

Outline Template

Also, use this to refresh your
ideas about writing the thesis,

Writing the thesis as an Essay
Map

Objectives:

To conclude The Fall of the House of Usher, and explain the
elements of this masterpiece.
To practice and discuss language through sentence structure,
grammar, and punctuation.
To begin the study of Nathaniel Hawthorne’s Dr. Heidigger’s
Experiment
To return student work

May 16
Wed

May 17
Thurs

Warm Up
Reflect on How to Catch Wild Pigs-In WN
A Rose for Emily by William Faulkner

Answer the questions in WN

Understand a short story that contains Gothic elements

May 18
Fri

Read Thirteen Ways of Looking at a Blackbird by Wallace Stevens
Comparing to the Raven
Students choose a topic
Students choose four stanzas and replace the bird with their topic (of course the other words
need to fit, or they will have to be changed) in WN

Week 16

May 21
Mon

Vocabulary Test

Emily Dickinson, page 740-750
Works Cited Page

Second Quarter HERE **

http://www.colorforth.com/mending.htm