Sunday, January 27, 2019

Weekly Plans 1/28/2019 - 2//1/2019

English 10   Link to English 10 Documents


Monday - Introduce Vocabulary List 9 -  "'Letter from Birmingham Jail' 50 Years Later" Listen

Tuesday  -   "'Letter from Birmingham Jail' 50 Years Later" Discussion

Wednesday -  GrammarListen/ Read "Letter from Birmingham Jail"

Thursday  Listen/ Read "Letter from Birmingham Jail"

Friday -   Review Rhetoric and Rhetorical Devices 

Complete vocabulary through slide 6 for Monday, 2/4/2019


Complete vocabulary slides 8-9 for Thursday, 2/7/2019



English 11AP


Monday - Read aloud pp. 160-164 in LC; complete activity on p. 162; read sample synthesis essay on pp. 165-166 as model for Synthesis Essay Assignment. Hand out Synthesis Essay Assignment. HW--Craft a preliminary thesis statement.

Tuesday  -  Review pp. 94-108 in LC re: types of thesis statements--closed and open, types of evidence--including anecdote, facts, quantitative data, expert testimony; review pp. 111-112 re; classical oration) + Research for Synthesis Essay

Wednesday -   Preliminary Thesis Statement for the conference due + Research for Synthesis Essay

Thursday  Research for Synthesis Essay

Friday -  Research for Synthesis Essay


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, January 21, 2019

Weekly Plans for 1/21/2019 - 1/25/2019

Weekly Plans

English 10   Link to English 10 Documents


Monday - Martin Luther King Jr. Day/ No classes

Tuesday - Midterm Exam in the HS Gymnasium 8:00 AM - 10:30 AM Bring Pens and #2 Pencils

Wednesday -  No classes

Thursday - No classes

Friday  No classes



English 11 AP

Midterm Week Assignments:.
1. Read pages 145-152 of LC Chapter 4: Synthesizing Sources; take notes.
2. Read pp. 153-159 in LC; take notes

Monday -  No classes

Tuesday -  No classes

Wednesday -  No classes

Thursday  -  No classes

Friday -  No classes

Sunday, January 13, 2019

Weekly Plans for 1/14/2019 - 1/18/2019


Weekly Plans

English 10   Link to English 10 Documents


Monday - American Dream Essay Rough Draft Due/ Peer Editing

Tuesday - American Dream Essay: Peer Editing/ Vocabulary

Wednesday -  American Dream Essay Due at the Beginning of Class/ Vocabulary

Thursday - Vocabulary/ Midterm Review

Friday  Vocabulary Quiz/ Midterm


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 examination of Part 2: Rhetorical Analysis essay. Close reading/annotating of passage. Pair share of devices/strategies identified  

Tuesday - Continued review of Part 2. Class discussion of devices/strategies identified for sample reading assigned.

Wednesday - Midterm Exam: Close reading/annotating of a second passage; pair/share activity.

Thursday  - Write Midterm Exam essay: Rhetorical Analysis.

Friday - Midterm Exam--Sample Part 1

Sunday, January 6, 2019

Weekly Plans for 1/7/2019 - 1/11/2019


Weekly Plans

English 10   Link to English 10 Documents


Monday - Wrap-up The Great Gatsby/ Introduce American Dream Essay/ Introduce vocabulary list 8

Tuesday - Work on Essay Outline: Due Wednesday

Wednesday -  Essay Format review and common grammar issues

Thursday - Essay Outline: Due Vocabulary/ Essay writing


Friday -  Essay writing


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 - Read fourth passage; mark tentative answers. Then, in large group(half the class), decide upon one true answer. Hand in one paper with the answers to be submitted. Review correct answers. Discuss.  

Tuesday - Continued practice with Part 1 of the AP exam.  One reading; pairs; responses handed in for grade.

Wednesday - More reading comprehension; one task; small group; responses handed in for review.

Thursday  - More reading comprehension; one task; large group; response handed in for review.

Friday - Last reading comp passage; one task; entire class; one paper handed in for grade.





Wednesday, December 19, 2018

Weekly Plans for 1/2/2019 - 12/4/2019


Weekly Plans

English 10   Link to English 10 Documents


Monday - NYE

Tuesday - NYD

Wednesday - Review Ch. 7 of TGG Begin reading Ch. 8 Read the bottom of pg. 166 (ch.  9)

Thursday - Review Ch. 8 of TGG Begin reading Ch. 9 Complete Ch. 9 for HW

Friday -  Review and discussion of 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 - NYE

Tuesday - NYD

Wednesday - Begin preparation for AP exam:  Section 1: Reading comprehension; read first passage and answer questions; review correct answers + discuss why those answers are correct; share tips for the passages.

Thursday  - Read second passage; mark tentative answers. Then, in pairs, decide on the “one true answer”; review correct answers. Discuss how the questions differ from those in the first passage.

Friday - Read third passage; mark tentative answers. Then in groups, decide on the one true answer; review correct answers; discuss.





Sunday, December 16, 2018

Weekly Plans for 12/17/2018 - 12/21/2018


Weekly Plans

English 10   Link to English 10 Documents


Monday - Vocabulary Activity Discuss/ Read Ch. 7 Read the next five pages for HW

Tuesday - Vocabulary Activity Discuss/ Read Ch. 7 Read the next five pages for HW

Wednesday - Vocabulary Activity Discuss/ Read Ch. 7 Read the next five pages for HW

Thursday -Vocabulary Quiz List 7/Discuss/ Read Ch. 7 Read the next five pages for HW

Friday -  Discuss/ Read Ch. 7 Read the next five pages for HW



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 - Continued work on first draft of essay

Tuesday - Continued work on first draft of essay

Wednesday - first draft of Argumentative Essay for peer review


Thursday  - peer review/work on final draft of essay due at 11:59 PM

Friday - Word Games