Weekly Plans for 9/6/2016 - 9/9/2016

Weekly Plans

English 10   Link to English 10 Documents

Tuesday - Introduction to class and Chromebooks/  In-class survey

Classroom Policy sheet due Friday
Supplies due Monday  

Wednesday - Continue introduction/ Grammar/ Introduce vocabulary

Thursday -  Introduce American Dream Questions - Handout Of Mice and Men 

Friday - Continue American Dream and Of Mice and Men introduction

Vocabulary Due is due every Friday Starting  9/16/2016!    Classroom policy sign-off due 9/12/2016!

English 10H  Link to English 10 Documents

Tuesday - Introduction to class and Chromebooks/  In-class survey

Classroom Policy sheet due Friday
Supplies due Monday  

Handout Of Mice and Men  - Completed novel with active reading notes due Monday
Find Peer Editing Partner for journal entries

Wednesday - Continue introduction / Grammar/ Introduce vocabulary/ practice  

Thursday -Collect Policy sheets/  Introduce American Dream Questions 

Friday -American Dream Questions/ Edited journal entries due 9/12/2016

Classroom policy sign-off due!

Vocabulary Due is due every Friday  9/16/2016! Classroom policy sign-off due! 9/12/2016

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.