Weekly Plans for 10/29/2018 - 10/2/2018

Weekly Plans

English 10   Link to English 10 Documents

Monday - Analysis "I Hear America Singing" Poem

Tuesday - Analysis "America" Poem

Wednesday - Vocabulary Activities Wrap-up

Thursday  Vocabulary Quiz Review and Introduction to The Great Gatsby

Friday -  Vocabulary Quiz and Introduction to The Great Gatsby

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.

Monday  - Essay Reviews: Best Essays and common errors Student Meeting: Topics, claims, patterns of development

Tuesday - Student Meeting: Topics, claims, patterns of development: Essay Writing

Wednesday - Essay Writing

Thursday - Peer Editing

Friday - Vocabulary Quiz List 4 / Peer Editing/ Essay Writing

Essay Final Draft due Saturday 11:59 PM

Weekly for 10/22/2018 - 10/26/2018

Weekly Plans

English 10   Link to English 10 Documents

Monday - Discussion of  Of Mice and Men Central ideas and quotation formatting.  Vocabulary List 4

Tuesday - Of Mice and Men Quick Write

Wednesday - Vocabulary Activities 1-2 due Introduce Poetry attack plan Langston Hughes - "I, Too"

Thursday  Discussion wrap-up - Langston Hughes - "I, Too"  Discuss  Walt Whitman's "I Hear America Singing"

Friday -  Wrap-up Walt Whitman's "I Hear America Singing" Vocabulary Activities 3-4

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.

Monday  - To be done for Monday: Read “Joyous Valadorus” (pp. 139-141 of OHGE). Take notes; see above. Read “About Men”(pp. 155-158 in OHGE + take notes in reading journal;

To be done in class on Monday: Discuss: In large groups questions 1 and 2 on p. 105 of OHGE Answer questions 1 and 2 on p. 158 of OHGE ; class discussion. Read “Me Talk Pretty One Day”(pp. 447-451 of OHGE) + take notes

Tuesday - Answer questions 1 and 2 on p. 451 of OHGE; class discussion. Read aloud pp. 58-61 of LC; answer questions on p. 61.  Read pp. 61-63.

Wednesday - Read pp. 69-72 of LC; answer questions 1, 2, 5, 6, 7, 8, 9 on pp. 72-73; read pp. 73-74. Questions will be answered in class, in groups

Thursday - Hand out Rhetorical Analysis Essay assignment. Read “Road Warrior”(pp. 48-50 of OHGE).

Friday - Pre-writing: close reading, annotating, questioning. Thesis statement, supporting details, and pattern of organization due Mon 10/30.

Weekly Plans for 10/15/2018 - 10/19/2018

Weekly Plans

English 10   Link to English 10 Documents

Monday - Discussion of  Of Mice and Men Ch. 6/ Vocabulary Activities

Tuesday - Jump Start 10

Wednesday -Vocabulary Review/ Of Mice and Men Thematic Discussion 

Thursday Vocabulary List 2 Quiz/ Of Mice and Men Thematic Discussion 

Friday -   Professional Development No Classes

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.

Monday  - Begin aloud Chapter Two of LC: “Close Reading: The Art and Craft of Analysis”, pp. 39-45. Complete activity on pp. 45-46. Read pp. 48-56+ pp. 19-29 of OHGE.

Tuesday - Discuss last night's reading re: annotating + note-taking strategies + complete activity on pp. 56-58 of LC. Read “I want a Wife” (pp. 71-73 of OHGE + take notes using one of the strategies discussed, re: author’s purpose and the various rhetorical devices used (pattern of organization, tone, diction, syntax, etc.).

Wednesday - In groups, answer question 1 on p.73 of OHGE; class discussion. Read “Casa: A Partial Remembrance of a Puerto Rican Childhood”(pp. 100-105 in OHGE)+ take notes in reading journal; follow directions above.

Thursday - In groups, answer questions 1 and 2 on p. 105 of OHGE; class discussion. Read “Joyous Valadorus” (pp. 139-141 of OHGE). Take notes; see above. Answer questions 1 and 2 on pp. 141-142 of OHGE; class discussion. Read “About Men”(pp. 155-158 in OHGE + take notes in reading journal; see above.

Vocabulary List 2 Quiz

Friday - Professional Development No Classes

Weekly Plans for 10/8/2018 - 10/12/2018

Weekly Plans

English 10   Link to English 10 Documents

Monday - No Classes

Tuesday - Reading Of Mice and Men Ch. 5/ Vocabulary Review

Wednesday -Grammar/ Complete Of Mice and Men Ch. 5

Thursday Vocabulary Activity Check-in   Of Mice and Men Ch. 5 Due

Friday -   Of Mice and Men Ch. 5 Discussion of theme/ central idea and microcosm 
 

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.

Monday - No Classes

Tuesday - Expository essay In-class writing day

Wednesday - first draft of expository essay due Wednesday 10/10.

Thursday - Expository essay In-class writing

Friday -Expository essay In-class writing