Weekly Plans for 10/29/2017 - 11/3/2017

Weekly Plans

English 10   Link to English 10 Documents

Monday - "I, Too" analysis/ Vocabulary 3E

Tuesday -  Vocabulary Quiz 3 Vocabulary List 4

Wednesday - Grammar/ Discuss how Langston Hughes Changes Whitman's idea . Read "Context for Gatsby" for homework

Thursday - Vocabulary List 4 Activity A/  Introduce The Great Gatsby/ Begin Reading

Friday - Discuss/ Read The Great Gatsby

English 10H  Link to English 10 Documents

Monday -The Great Gatsby Ch.  1 Due w/ Notes 

Tuesday -  Tuesday -  Vocabulary Quiz 3/ Vocabulary List 4

Wednesday - Grammar/ Vocabulary List 4

Thursday -  The Great Gatsby Ch.  2 Due w/ Notes 

Friday -  The Great Gatsby Ch.  2 Due w/ Notes Ch. 3 due Monday

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 10/23/2017 - 10/27/2017

Weekly Plans

English 10   Link to English 10 Documents

Monday - Wrap-up Of Mice and Men Discussion Vocabulary 3c

Tuesday -  End of Of Mice and Men Quick Write

Wednesday - Grammar/ Introduce Poetry 

Thursday - Poetry "I Hear America Singing" Vocabulary 3d

Friday - "I Hear America Singing" 


English 10H  Link to English 10 Documents

Monday -Poetry "I Too, Sing" Vocabulary 3c

Tuesday -  Poetry Quick Write

Wednesday - Grammar/ Vocabulary 3c Introduce The Great Gatsby

Thursday -  Introduce The Great Gatsby

Friday -  The Great Gatsby Ch.  .5 Due w/ Notes 

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 10/16/2017 - 10/20/2017

Weekly Plans

English 10   Link to English 10 Documents

Monday - Vocabulary Quiz 2 - Introduce Vocabulary List 3: In-class Reading Ch. 6  Complete Ch. 6 Reading: for Wednesday 

Tuesday -  Jump Start 10 Field Trip

Wednesday - Vocabulary 3a in-class work/  Of Mice and Men Ch. 6 Reading due/ Discussion

Thursday - Of Mice and Men Ch. 6 Discussion

Friday -  Of Mice and Men Ch. 6 Discussion/ Symbols and Conflicts tool Vocabulary 3b


English 10H  Link to English 10 Documents

Monday - Vocabulary Quiz 2 - Introduce Vocabulary List 3: In-class Begin analysis of "Song of Myself 1" - complete for homework "Song of Myself 1" Vocabulary 3a for Wednesday

Tuesday -  Jump Start 10 Field Trip

Wednesday - Vocabulary 3a Review/  Claude McKay's "America" Analysis

Thursday - Read and Analyze Langston Hughes's "I, Too"

Friday -  American Dream Poetry Quickwrite

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 10/9/2017 - 10/13/2017

Weekly Plans

English 10   Link to English 10 Documents

Monday - No School

Tuesday -  Of Mice and Men Ch. 4 discussions First six pages due/ Vocabulary

Wednesday -Grammar/ Of Mice and Men Ch. 4 Reading due

Friday -  Of Mice and Men Ch. 5 Reading due/ Vocabulary

English 10H  Link to English 10 Documents

Monday -  No School

Tuesday - Vocabulary Due Discussion Of Mice and Men Symbols

Wednesday -Grammar/ Of Mice and Men wrap-up

Thursday - American Dream poetry - Introduction of Attack Plan!

Friday -  American Dream poetry 

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.