Weekly Plans for 11/30/2015 - 12/4/2015

Weekly Plans

English 10   Link to English 10 Documents

Monday  - The Great Gatsby Ch. 9 Discussion

Tuesday - The Great Gatsby Final Discussion/ Essay

Wednesday -   Grammar/ Essay brainstorming

Thursday -  Essay Review

Friday - Essay work

No Vocabulary  

English 10H  Link to English 10 Documents

Monday  - "Letter from Birmingham Jail" ¶ 1 - 5

Tuesday - "Letter from Birmingham Jail" ¶ 1 - 5

Wednesday -   Grammar/  "Letter from Birmingham Jail" ¶ 1 - 5

Thursday -  "Letter from Birmingham Jail" ¶ 1 - 5

Friday - "Letter from Birmingham Jail" ¶ 1 - 5

CCS Anchor Standards: Reading
CCRA.R.5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6	Assess how point of view or purpose shapes the content and style of a text.
CCS Standards: Reading – Literature
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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).
RL.9-10.9	Analyze how an author draws on and transforms source material in a specific work (e.g., how   Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCS Standards: Writing
W.9-10.2.b, d	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d.     Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCS Standards: Speaking & Listening
SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCS Standards: Language
L.9-10.4.a	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a.     Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Weekly Plans for 11/23/2015 - 11/27/2015

Weekly Plans

English 10   Link to English 10 Documents

Monday  - The Great Gatsby Ch. 8 Discussion 

Tuesday - The Great Gatsby Ch. 8 Discussion/ Reading Ch. 9  Complete for Monday, November 30

Wednesday -   Grammar/ reading

Thursday -  Thanksgiving Break

Friday - Thanksgiving Break

No Vocabulary  

English 10H  Link to English 10 Documents

Monday  - Module Two Standards Review

Tuesday - Module Two Standards Review/  "Letter" Analysis

Wednesday -   Grammar/  "Letter" Analysis

Thursday -  Thanksgiving Break

Friday - Thanksgiving Break

No Vocabulary  

CCS Anchor Standards: Reading
CCRA.R.5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6	Assess how point of view or purpose shapes the content and style of a text.
CCS Standards: Reading – Literature
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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).
RL.9-10.9	Analyze how an author draws on and transforms source material in a specific work (e.g., how   Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCS Standards: Writing
W.9-10.2.b, d	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d.     Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCS Standards: Speaking & Listening
SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCS Standards: Language
L.9-10.4.a	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a.     Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Weekly Plans 11/16/2015 - 11/20/2015

Weekly Plans

English 10   Link to English 10 Documents

Monday  - Parent/ Teacher conferences

Tuesday - The Great Gatsby Ch. 6 first half Due: See board in classroom

Wednesday -   The Great Gatsby Ch. 6 1/2 Second half Due: See board in classroom

Thursday -  The Great Gatsby Ch. 7 Read/ Watch

Friday - The Great Gatsby Ch. 7 Discussion

Vocabulary  Pt. 1 due

English 10H  Link to English 10 Documents

Monday  - The Great Gatsby Director choices

Tuesday - The Great Gatsby Director choices Discussion/ Introduction to "Letter from Birmingham Jail"

Wednesday -   Grammar/ "Letter from Birmingham Jail"

Thursday - "Letter from Birmingham Jail"

Friday - "Letter from Birmingham Jail"

Vocabulary  Pt. 1 due  Friday, 11/20

CCS Anchor Standards: Reading
CCRA.R.5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6	Assess how point of view or purpose shapes the content and style of a text.
CCS Standards: Reading – Literature
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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).
RL.9-10.9	Analyze how an author draws on and transforms source material in a specific work (e.g., how   Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCS Standards: Writing
W.9-10.2.b, d	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d.     Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCS Standards: Speaking & Listening
SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCS Standards: Language
L.9-10.4.a	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a.     Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Letter to Birmingham Jail

"Letter from Birmingham Jail" is to be read, complete with annotations for overall central claim and how it is supported with 3-4 examples of direct textual evidence. The central claim and three to four examples should be on a separate document. This is due in class on Wednesday, November 18th.  Find the document, here: "Letter from Birmingham Jail"

Weekly Plans for 11/9/2015 - 11/13/2015

Weekly Plans

English 10   Link to English 10 Documents

Monday  - The Great Gatsby Ch. 3 -4 Activites 

Tuesday - The Great Gatsby Ch. 5 1/2 Due See board in classroom

Wednesday -   Veterans Day

Thursday -  The Great Gatsby Ch. 5 1/2 Due Second half See board in classroom

Friday - The Great Gatsby Ch. 5

Vocabulary  Pt. 1 due

English 10H  Link to English 10 Documents

Monday  - The Great Gatsby Director choices

Tuesday - American Dream Essay Peer Edit Rough Draft due

Wednesday -   Veterans Day

Thursday - The Great Gatsby Director choices

Friday - American Dream Essay Final Draft Due

Vocabulary  Pt. 1 due  Friday, 11/13

CCS Anchor Standards: Reading
CCRA.R.5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6	Assess how point of view or purpose shapes the content and style of a text.
CCS Standards: Reading – Literature
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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).
RL.9-10.9	Analyze how an author draws on and transforms source material in a specific work (e.g., how   Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCS Standards: Writing
W.9-10.2.b, d	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d.     Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCS Standards: Speaking & Listening
SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCS Standards: Language
L.9-10.4.a	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a.     Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Weekly Plans for 11/2/2015 - 11/6/2015

Weekly Plans

English 10   Link to English 10 Documents

Monday  - The Great Gatsby Ch. 3 due and discussion

Tuesday - Superintendent's Day

Wednesday -   Grammar/ The Great Gatsby discussion 1/2 Ch. 4 due P. 61-69

Thursday -  The Great Gatsby 1/2 Ch. 4 due

Friday - The Great Gatsby Ch 4 discussion

Ch. 4 due Monday, November 9th

Vocabulary Part 2  Story due this Friday!

English 10H  Link to English 10 Documents

Monday  - The Great Gatsby Essay work

Tuesday - Superintendent's Day

Wednesday -   The Great Gatsby Essay work/ Directorial Choices

Thursday - Directorial Choices

Friday - Directorial Choices

Vocabulary  Pt. 1 due  Friday, 11/13

CCS Anchor Standards: Reading
CCRA.R.5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions, of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6	Assess how point of view or purpose shapes the content and style of a text.
CCS Standards: Reading – Literature
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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).
RL.9-10.9	Analyze how an author draws on and transforms source material in a specific work (e.g., how   Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
CCS Standards: Writing
W.9-10.2.b, d	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d.     Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCS Standards: Speaking & Listening
SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCS Standards: Language
L.9-10.4.a	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a.     Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.