1. Catcher in the Rye final review

1. Journal Prompt
2. DQ discussion
3. Passage Masters
HW:  Creative Project due tomorrow; analytical paragraphs (just bring in graded ones- due tomorrow

1. Journal/worksheet promt
2. Discussion of yesterday's discussion questions
3. Group activity: thematic subject/passage analysis
HW:

1. Reading quiz
2. Complete DQs for chapter 25/26 independently
3. Group DQ share around; annotate in different color pen.
HW: same as yesterday

1. Journal prompt: WHat does the red hat represent? Why does Holden try to give it to Phoebe?
2. Read chapter 24 aloud
3. Exit ticket
4. Review HW: Read chapters 25/26; quiz tomorrow; bring 3 analytical paragraphs by Friday; complete Tweets by Wednesday; collect warm-ups Tuesday; review Final- test

1.Reading quiz for chapters 22-23
2. Robert Burns's "Comin thro the Rye"; students read and discuss the poem in groups
3. Class discussion -student interpretations
4. Group discussion about the relationship between the poem's meaning and the novel's major themes and issues.
5. Class discussion
HW: Catcher in the Rye project assignment. (Due Friday, May 27th)

1. Journal Prompt: Do you think Phoebe is going to telk her parents that Holden came to see her? Why or why not?
2. Class discussion of DQs 1-5 for chapters 19- 21.
3. Review Final Project Guidelines with the class
HW: Read chapters 22 &23; prepare for a reading quiz; print out "The Catcher in the Rye Creative Final Project"  assignment that I uploaded and bring it in tomorrow. Near the botton- remember "The.."

1. Chapter 19-21 Reading Quiz
2. Students to independently answer Discussion Questions for chapters 19-21.
3. Group answer share around; students are to take notes in a different color pen.
HW: Analytical paragraph due tomorrow; tweets for chapter 19-21 due tomorrow; vocabulary story revisions due Friday.

1. Journal Prompt: How is Holden's opinion of Sally different from his opinion of Jane? Why signigicant?
2.  Location activity: finish group work
3., Location activity: group led class discussion.
4. Read chapter 19; answer exit ticket for chapter 19.
HW: Read chapter 20-21 by tomorrow. Analytical paragraph due Thursday. Vocabulary story revisions due Friday. Tweets for chapter 19-21 due Thursday.

1. Catcher in the Rye Reading Quiz #2
2. "Locations" Activity: review instructions; individual student work
3. Small group share around and note taking.
HW: Holden/Misfit  analytical paragraph due Thursday; Tweets for chapter 15-18 due tomorrow

1. Journal: Do you think that Holden has feelings of guilt towards Ally? So you think this is normal or abnormal? Explain.
2. Class discussion of Chapter Questions (chapters 11-14)
HW: Read chapters 15-18; reading quiz Monday; analytical paragraph due Thursday 5/19; vocab story revisions due by 5/20

1. Journal promt: Holden admits that he is a liar. In fact, he seems proud of it. Does this make his story less believable? Do you trust him? Why or why not?
2. Class discussion
3. Read chapters 11&12\
4. Analytical paragraph prompt
5. Exit ticket
HW: Read chapters 13&14; reading quiz tomorrow; Tweets for chapters 11-14 due Friday, May 13th; Analytical paragraph due Thursday, May 19th.

1. Pop vocab quiz
2. Group activity: review individ. djs
3. Class discussion

1. Vocab warm-up
2. Read chapter 10
3 COmplete discussion questions for chapter 10
HW: Finish DQs and tweet chapter 10; review for vocabulary quiz tomorrow

1. Vocabulary activity; stamp check chapter 6&7 tweet
2. Read chapters 8&9
3. Dicussion questions 6-11
HW: finish discussion questions and do a tweet for chapters 8&9.

Collect vocab stories.
1. New vocab and vocab activity
2. Read  Chapters 6&7 aloud.
3. Discussion questions for chapters 6&7.
HW: finish dqs; tweet chapters 6&7

1. Vocab warm-up
2. Read Chapter 4 & 5 of Catcher in the Rye
3. Student Groups for Dialectic Journal: complete 3 more traits on the chart
HW: Tweet Chapter 4 and 5; vocab story due Thursday

1. Vocab warm-up
2. Read Catcher in the Rye
3. Group work on Dialectic Journal
HW:  Tweet Chapter 3 - due tomorrow; Vocabulary story due May 5 (Wednesday)

1. Vocab warm-up
2. Read Chapter 2 of Catcher in the Rye
3. Group work on Catcher DJs. (2 more)
HW: TWEET chapter 2; finish DJs

1. Review vocab defintion
2. Vocab activity
3. Pass out and begin reading Catcher in the Rye (1-6)
4. Student groups: fill out the Holden graphic organizer (pick a trait, a quote, and analyze) with information from the text that reveal specific characteristics abuot Holden.
HW: JD Salinger Headscript due Friday; Tweet Chapter 1;
Vocabulary story due next Thursday

1. Jurnal warm-up: If you were the Misfit, would you have killed the grandmother? Why or why not? (7 sentences).
2. Character poster presentation
3. J.D.Salinger info activity
HW: Finish Salinger activity sheet for Friday.

1. WARM-UP:  Which character from "A Good Man is Hard to Find" did you find the most interesting and why? 5-7 sentences
2. Grandma/Misfit character chart poster project. Please see the rubric which I have uploaded.

1. Finish Reading "A Good Man Is Hard to Find"
2. Class discussion
3. Review of Dialectic Journal/Passage Analysis format
4. DJ/Passage Analysis activity; students may work with a partner
HW: Finish Activity.
TO STUDENTS WHO WERE ABSENT TODAY. THIS FILE HAS BEEN UPLOADED ONTO GROUP FUSION. OPEN THE "A GOOD MAN IS HARD TO FIND" FILE.

1. "A Good Man is Hard to Find" intro powerpoint
2. Start reading the story
3. Exit ticket
HW: none

1. Introduction to Postmodernism: Power point
     A. Flannery O'Conner - 2nd half of powerpoint
2. Timiline Group Activity
3. Flannery O'Conner "myspace" page: individual work
4. Exit ticket activity
HW: none

1. Review of formative assessment: student groups analyze student models with class dicussion to follow.
2. Modernism Group test
HW: none

1. Finish rhetorical analysis of "The Underclass"
2. Formative assessment: In two paragraphs,  summarize the author's argument and determine to what extent you find the argument persuasive.
3. Class quiz question share for upcoming test.

1. Fallacies of Reasoning warm-up
2. Analyzing "The Underclass" article; group work and class discussion

1. Rhetorical strategies/fallacies review and warm-up
2. Start of Spring fomative assessment: Read "The Underclass"; individually fill out the graphic organizer
HW: finish individual work on Graphic Organizer for tomorrow.

Turn in all DUE assignments.
1.Rhetorical analyisis worksheep for Du Bois Essay- student group work
HW: NONE

1. Rhetorical strategies review and additions
2. Embedding warm-up.
3. Rhetorical strategy identification
4. Group work/class discussion on Du Bois's essay
HW: Find two examples of parallelism, 1 of anaphora, 2 of repetition, 2 false dilemma, 1 Cause/Effect, 1 Problem/solution, 2 allusions, 1 sweeping generalization

1. Embedding activity warm-up
2. Rhetorical analysis practice for formative and summative assessments: W.E.B. Du Bois's "Let Us Reason Together"
HW: follow yesterday's homework notes

1. Embedding quote activty/warm-up
2. Group activity/review: students groups review and create test questions for Modernism and the texts we covered in this section: 3 multiple choice, 3 T/F, 3 short answer (1 word to 1 sentence), 3 open ended (4-6 sentences)
HW: last day for ARfE revisions is Friday, pair share activity also due on Friday.

1. Embedding review and activity
2. Pair share activity: Black Boy quote/analysis and illustration
HW: analytical paragraph revisions due Friday; Pair share activity

1. Appositive warm-up
2. Black Boy chapter 13: read and discuss
3. PAssage analysis: find on epassage that illustrates "acessing knowlege" (the value of learning), writing style, shaping ideas into writing, writing process, intelligence of African American, the limits imposed on African American. What is he saying about knowledge?reading?writing? and why?
HW: finish #3; analytical paragraph due tomorrow

1. Appositive warm-up
2. Group work to finish yesterday's modernism connection activity
3. Class Discussion
HW: analytical paragraph due Monday; appositive sentences due tomorrow.

1. Appositives warm-up
2. Finish reading chapter 11 of Black Boy.
3. Group activity:  Connections to the Harlem Renaissance and/or Modernism
HW: analytical paragraph due Monday; appositive sentence activity due Friday.

1. Appositives warm-up
2. Read Richard Wright's Black Boy.
3. Exit ticket summary
HW: Sentence patterns (appositives) due Friday; Paragraph (analytical) due Monday

1. Restrictive and non-restrictive appositives (review)
2. Richard Wright- background
3. Review of "Strange Fruit" and work on creating a topic sentence for paragraph assignment due Next Monday (3/28)
HW: appostitive sentences due Friday. 

Stamp check paragraph homework; collect sentence pattern homework
1. Small group discussion of student analysis of "Strange Fruit"
2. Class discussion
Homework: NONE

1. Sentence Pattern warm-up
2.  Students listen to Billy Holliday sing "Strange Fruit"
3. Read "Strange Fruit"
4. Class discussion and annotation session
HW: Write a 7-10 sentence discussion which answers the following prompt: "Although Abel Meeropol is not the typical African American Harlem Renaissance poet, explain why his poem "Strange Fruit" can be included in the canon of poetry that defines the Harlem Renaissance. Think about the theme of the poem, its influences, and its relationship to the other poems we have read ("Any Human to Another" and "From the Dark Tower") USe complete sentences. No "to be" or boring verbs.

1. EAP Essay
HW: Sentence Patterns due on Friday

1. Sentence Pattern Warm-up
2.  Countee Cullen poems discussion
3. "Strange Fruit" anticipation activity
HW: Sentence patterns (4) due Friday.

Turn in Analytical Paragraph on "A Rose for Emily"
1. New Sentence Pattern Prep and warm-up
2. Group activity: discussion questions on Countee Cullen Poems
3. Class discussion
Links to Both Poems
http://www.poetryfoundation.org/archive/poem.html?id=171332
http://www.myusm.com/usm402581.html?t=Poetry

Discussion Questions:
"AnyHuman to Another"
1. In what way are human griefs "diverse yet single"? What simile is used to suggest both unity and diversity?
2. Why, according to the speaker, is joy more difficult to share than sorrow?
3. What, according to the poem, is the necessary relationship of "any human to another"?

"From the Dark Tower"
1. Cullen, like Hughes, gives darkness a metaphorical significance. What does the image of the starry sky suggest is the value of darkness?
2. Lines 11-12 refer to a plant like the night-blooming cereus, wnose flower appears only in the dark. What are these lines a metaphor for?
3. THe poem begins and ends with images of tending seeds. According to the last two lines, what must the speaker do to realize the hope implied in the first tow lines.
4. In the organization of its ideas and in its rhyme scheme, what is the form of the poem?

1. EAP warm-ups
2. Countee Cullen Poems- "From the Dark Tower" and "ANy Human to Another"; read and class discussion
3. Venn Diagram activity
HW: "A Rose for Emily" paragraph due Monday.

1. EAP Warm-up
2. Introduction to the Harlem Renaissance
3. Countee Cullen poems
HW: "A Rose for Emily" analytical paragraph due Monday; vocab revisions 4th 3/16, 6th 3/16.

1. EAP Warm-up
2. EAP essay writing
3. Peer review
HW: Reread your essay and peer review remarks; reflect on what worked for you and what didn't and why; how will you correct these problems?

1. EAP warm-up: reading comprehension
2. EAP writing review: "Returning Soldiers"
     Read and analyze for ethos, pathos, logos; chart and diagram
HW: "A Rose for Emily" analytical paragraph- due Monday (TYPED- MLA FORMAT)

1. EAP warm-up
2. Group work for Literature Circle Presentations
3. Literature Circle Presentations
Students are to turn in their Vocab story, vocab and sentence pattern warm-ups.

1. vocab activity
2.Literature Circles
HW: Lit. Circle assignments; vocab story due Monday; Sentence pattern revisions due Thursday

1. Vocab activity
2. Review DQs 6-10; students take notes
3. Literature Circles; students will review Literature Circle Handout, break into groups, pick roles, and begin for their discussion to take place on Friday. LITERATURE CIRCLE HANDOUT in the FILES section
HW:Prepare for Lit. Circle discussions; do your assigned work
      Vocab story due Monday

1. Vocabulary activity
2. Class discussion of DQs #1-5; students are to take notes in a different color pen.
3. Group work: student groups work together to answer discussion questions #6-10
HW: Finish discussion questions #6-10; work on vocabulary story (due Monday)

Warm-up:
Period 4: "ARfE" journal
Period 6: vocab activity
1. Class discussion of journal
2. Group discussion questions
HW: finish dqs 1-5; vocab story due Monday
DQs in file section
Here is the story if you need to review it
PDF]

“A Rose for Emily” by William Faulkner (1930) I

Warm-up: Write 5 plot points from your reading of "A Rose for Emily" from  Friday's reading
1. "ARfE" vocabulary: powerpoint: take notes of the definitions
2. Read part 3 & 4 of "A Rose for Emily"
Below postponed until tomorrow
3. Journal Prompt: after students finish reading the story they will answer the following question: "What is your reaction to the ending of "A Rose for Emily"? Are you surprised? Why or why not? Explain your answer answer with specific details and analysis from the text.
HW: Vocabulary short story. Create a short story using at least 10 of the 15 vocabulary words you wrote down today. Your story must be at least 15 sentences, Typed. MLA format; follow the same rules for your sentence patterns

Warm-up: Write 5 plot points from your reading of "A Rose for Emily" from  Friday's reading
1. "ARfE" vocabulary: powerpoint: take notes of the definitions
2. Read part 3 & 4 of "A Rose for Emily"
3. Journal Prompt: after students finish reading the story they will answer the following question: "What is your reaction to the ending of "A Rose for Emily"? Are you surprised? Why or why not? Explain your answer answer with specific details and analysis from the text.
HW: Finish the journal

1. Sentence Pattern warm-up
2. Start reading "A Rose for Emily" by William Faulkner
3. Summarize in two paragraphs the two sections we read in class today
HW: Sentence patterns
Period 4: Sentence Pattern #27
Period 6: Sentence Pattern #16

1. Sentence Pattern Warm-up
2. Group activity: review modernism notes and create 3 potential test questions (with answers)
3. William Faulkner background: students are to read and take notes
4. Review modernism notes and put a "WF" by any points that connect to William Faulkner
HW: None

Student Teacher- Miss Franks
1 Sentence Pattern warm-up and activity
2. Introduction to modernism: handout (cloze paragraph activity)
3. Intro to Modernism powerpoint
HW: none

Students may turn in "The Rebel" activities and Trifles activities either today or tomorrow.
1. 3-5 minute question answer period for Trifles review
2. Group review test: 15 minutes without notes; 15 minutes with notes
HW: introductory name cards: directions given in attachment section under index card activity

1. GROUP ACTIVITY
    a.  students review any points in the story they did not understand; give feedback
    b.  Students are to annotate their plays using the discussion questions I have provided
HW: Finish annotating the play completely; review quiz on story Tuesday
NOTE: I have uploaded a definition sheet to help you with question #4

1. Vocabulary activity
2. Review Susan Glaspell bakground info
3. Read "Trifles"
HW: none

1. Vocab activity
2. Finish Passage/analysis/illustration activity
3. Notes for feminism unit (handout; students to highlight important info; students to take additional notes from the textbook)
HW: Students are to read and highlight background information on Susan Glaspel (handout) 

1. Vocab activity
2. Class discussion of DQs
3. Passage illustration activity (finish tomorrow)
HW: prepare to finish passage/analysis activity

1. Vocab activity: sentence correction
2. Group Journal: at the end of "The Rebel" Johnny leaves his family and the factory system- Question: Does he rebel? Why or why not? Please use specific details from the story to support your argument.
3. "The Rebel" discussion questions 1-3
4. Passage illustration activity: find two significant passages which illustrate one of the key principles of realism. Explain the significance of each passage (3-4+ sentences- what it reveals, why important) and illustrate it. (2-3 sentences explaining how the illustration reinforces the quote)
HW: "THe Rebel"/Realism paragraph due tomorrow

1. Vocab activity : sentence completion #6-7
2. Group passage analysis share around
3. Group presentations: each group is responsible to 2 passages for the group's assigned page.
4. Class discussion
5. Group journal activity: The title of the story is "The Rebel".  Please answer the question in 7+ sentences: Johnny leaves at the end of the story. Does he rebel?
6. Paragraph(s) assignment: DUE TUESDAY, 2/15        see files below- look for THe Rebel paragraph assignment

Satmp check annotations
1. Vocab activity: Sentence Completion #3-5
2. Annotation share around
3. Finish reading  "The Rebel"
4. Groups start annotating the second half of the story.
HW: FInish your annotations for pages 8-12. Students should be able to find 6-10 important quotes on these pages.

1. SAT question of the day
2. Core Vocab activity: sentence completion #1-2
3. "The Rebel" Vocab matching activity
4. Discuss important quotes from "The Rebel" from yesterday's reading
5. Continue reading to page 8.
6. Highlight and annotate significant passages
HW: finish annotating/analyzing significant passages

1. Finish core vocab definitions started yesterday
2  Review characteristics and principles of realism
3. "THe Rebel" activities: Industrial Revolution in 19th century America-> word association game; class discussion
4. Read and highlight Jack London background information
5. Start reading "The Rebel"- pages 3-4.
HW: annotate two key passages that reveal inportant connections to characteristics/principles of Realism; explain why they are significant

1. Realism assessment
2. Core vocabulary set #2
HW: none

1. SAT question of the day
2.Finish discussion of Twai  handout and homework addendum to prompt on story telling. Students turn in revised version.
3. Review definitions of hyperbole and understatement
4. Group work: DQs for "Grandfather's Old Ram"; each group will answer an assigned discussion question; each group will present the answer to the class; students are to take notes.
5. Review areas that students need to know for quiz on Monday.
HW: study/review for Realism/Regionalism Quiz

1. SAT question of the day
2. Review yesterday's homework: students take notes
3. Discussion on read verse oral stories; students to write a ten minute journal
4. Students silently read the story
5. Students now read the story aloud
HW: reflect on the differences you notes between reading the story silently verse hearing it read aloud; students to add these comments to the journal they wrote earlier.

1. SAT question of the day
2. Group work: share irony homework;  class discussion
3. Finish Reading  Twain's "Autobiography" excerpt; class discussion at relevant parts
4.  Respond to the following epigram : "One of the most striking differences between a cat and a lie is that a cat only has nine lives." What is Twain saying about human nature? about lies in general? Find support from your reading to support your points.

1. SAT question of the day
2. Group share around of stories (Friday's classwork/homework); class discussion
3. Twain's autobiography (pg. 636); read and discussion incidences which illustrate different types of irony
HW: Students are to find a new (not previously discussed) example of irony in the media (internet, book, music, newspaper, television, cartoon etc.) and describe why it is situational, dramatic, or verbal. (five sentences)

Special Assembly bell schedule: period 4 is shorter; period 6 has no change
1. Review Mark Twain background
2. Irony handout
3. Vocab and activity for "Autobiography"
4. Writing warm-up for Twain: Have you ever known anyone who was skilled at fooling others, or to put it another way, a skilled liar? (You may may use a real life experience, movies, t.v. shows, other media, history, etc for this journal)  What did this person do/say? What happened as a result? Were there any concequences? 1/2- 1 page.
HW: Finish skilled liar journal

PERIOD 4: "What goes around" assembly
HW: make sure to read and highight info  on Twain Background
PERIOD 6:
1.  "Occurrence at Owl Creek Bridge" video: students are to find connections between the video and the story.  What was reinforced? What stood out? What was different?
2. Class discussion
3. Read and higlight background on Mark Twain.
HW: Finish reading and highlighting background on Mark Twain.

Students are to turn in their Escape paragraph (with notes) at the end of class
Warm-up: SAT question of the day
1.  Groups: discuss escape paragraph and take notes
2. Groups: read additional notes on Realism; highlight and find specific examples from the story "Occurence at Owl Creek Bridge" which connect to the different charactertistics of Realism
       Class discussion: students take notes
3. Groups: Read background on Regionalism: students are to highlight information that adds to their understanding of Regionalism
        Class Discussion: students relay what they found: other students are to take notes
PERIOD 4 Homework: Read the background information on Mark Twain; highlight for important information
Period 6 Homework : Finish reading and highlighting the background on Regionalism (all five columns)

Warm-up: review yesterday's discussion
1. Page 582 of text book: Ambrose Bierce's "An Occurence at Owl Creek Bridge"
2. Read aloud; student take notes on point of view
3. DQ: "Did Peton Farquhar in any way "escape" his circumstances? Paragraph answer; use specific details to support your argument.
HW: finish paragraph

1. Sentence Pattern #20: begin a sentence with a present gerund
2. Intro to Ambrose Bierce and "Occurence at Owl Creek Bridge
     a. vocab matching
     b. Bierce background; take notes and discussion
3.  Scary experience freewrite

HW: SP#20 due Wednesday

1. Vocabulary Quiz
2. Continue background info for Realism: reading, notetaking, discussion
3. Passage & illustration activity: Choose one passage(quote) from the four sections that we read on realism (Realism: Subject and Style, Influences of American Realism, Naturalism, The Range of Realism)NOTE: NOT ONE FOR EACH, ONE TOTAL.  Write the quote and create an illustration/cartoon which reflects the quotes main idea. Then, explain what the quote means and how your illustration connects to it. (4-5 sentences minimum) PLEASE TYPE IF POSSIBLE.  Illustrations can be drawn, computer generated, from the internet, a collage etc. (just make sure it is relevant and has depth.)
HW: Finish passage and illustration activity

Turn in typed summative assessment
1. Vocab activity- group sentence correction
2.  Into to Realism: Quick Write/Journal response to 1 of 4 questions (front board);students take notes during class discussion
                              students have room to take notes on the handout.
                              Read the initial section on Realism from the handout; highlight important info                             3. Introduction to Mr. Monsma (student teacher)
HW: None

1. Vocab activity (sentence correction #4-6)
2. Rhetorical analysis summative assessment; watch videos and take notes on the handout provided
3. Pre-write for summative assessment paragraph
HW: Write the summative assessment paragraph(s) for the question provided on the handout. Typed, MLA format ; due tomorrow.
HW: Vocab quiz Friday

1. SAT question of the day/ Vocab activity (sentence correction)
2. Rheotrical Analysis activity #2: group review and class discussion
3. Rhetorical analysis summative assessmen- start

Turn in sentence pattern review activity
1. Vocab activity: sentence completion
2. FInish rhetorical analysis discussion for activity #1
3. Rhetorical analysis activity #2; link to watch the video: http://www.youtube.com/watch?v=JKTaukDhHus&feature=related
4. Group discussion; class discussion
HW: none

1. Vocab activity: sentence completion
2. Group review of rhetorical analysis activity (questions 1-4)
3. CLass review of 1-4
4. Groups finish questions 5-7.
HW: Sentence Pattern review activity due tomorrow; typed, double spaced, MLA format
Here is the link if you want to review yesterday's video to help answer questions 5-7:
http://www.youtube.com/watch?v=w86QhV7whjs

1. Finish Core vocab definitions
2. Sentence Pattern/Writing review workshop
3. Rhetorical Analysis activity
HW: Sentence Pattern review due Friday

Warm-up: SAT question of the day
1. Core 11th grade vocabulary (#1-15); definitions started ; finish tomorrow
2. Winter Break journal: write about one or more aspects of your winter break; USE ALL THE SENTENCE PATTERNS WE LEARNED LAST SEMESTER; sentence pattern rules apply
3. Lost Generation Palindrome
HW:  Winter Break journal due Friday ; TYPED, MLA FORMAT

PERIOD 4 AND 6 FINAL

PERIODS 4 & 6

1. Review for American Literature Final: Puritanism, Age of Reason, Romanticism, and Transcendentalism

PERIOD 4:
1. Transcendentalism Unit Test
2. Finish Literary Period Review Posters

PERIOD 6:
1. Finish Literary Period Reivew Posters
2. Transcendentalism Unit Test/activity
HW: those who need to finish their posters may take them home; DUE on Monday

PERIOD 4:
1. Finish review of Dqs
2. journal (8 minutes)
3. Literary Period Review Activity (poster assignment)

PERIOD 6:
1. fINISH dQS
2. Review Dqs
3. Literary Period Review Activity

PERIOD 4:
1. Journal
2. Emerson DQs
3. Group review
HW: Bring all unit notes for a group review assignment

PERIOD 6:
1. Review summaries of "Self-reliance"
2. Journal Entry (6-8 sentences) on "Self-reliance"; turn in all journals (cartoon journals 1-6, etc)
3.  Read excerpt from "Nature"
4. Discussion Questions (individual)
5. Group /pair share ; students to take notes in different color pen
HW: Bring all unit notes for a group review assignment

PERIOD 4:
1. Vocab quiz
2.Review Emerson background
3. Read "Self-Reliance" and "Nature"
4. Summarize "Self-reliance" and summarize "Nature": 3-5 sentences for each
HW: finish summaries

PERIOD 6
1. Vocab quiz
2. Read Emerson background and highlight/annotate  testable material
3. Review background info
4. Read "Self-Reliance" ; summarize (5 sentence minimum)
HW: finish summary on "Self-Reliance" for HW

PERIOD 4
1. Vocab activity: sentence completion AND sentence correction
2. Cartoon connection journals #6 and #7
3. Class discussion
4. Read and annotate Emerson background
HW: study for vocab quiz
PERIOD 6
1. Vocab activity: sentence completion AND sentence correction
2. Transcendentalism activity: cartoon and explanation or quotes/illustration explanation
3. Review Emerson background
HW: study for vocab quiz

PERIOD 4:
1. Vocab activity #6: sentence correction
2. "the Conclusion"- read
3. Discussion Questions (individual)
4. Group DQ share
5. Turn in Thoreau activities
HW: Vocab quiz on Tuesday!!!

PERIOD 6:
1. Vocab activity #6: sentence correction
2. Review Dqs for "Spring"
3. Read from the "Conclusion"
4. Discussion questions (individual)
5. Choose 3 quotes from the conclusion; explain their significance- connection to Transcendentalism,  connection to other parts of Walden, & Thoreau.

HW: Vocab quiz on Tuesday

PERIOD 4:
1. Vocab activity #5: sentence completion
2. Review cartoon journals
3. Group share around of DQs
4. Class discussion
HW: read the conclusion; annotate for important passages

PERIOD 6:
1. Vocab activity #5: sentence completion
2. Finish discussion of discussion questions for "Pond in Winter"; discuss significant passages
3. Re-read "Spring" ; students are to refer to the passages they highlighted and to explain why they are stand out passages
HW: DO Discussion Questions 8-10 for "Pond in Winter"

PERIOD 4:
1. Vocab activity #4: sentence correction
2. Review DQs; class discussion
3. Cartoon Journals #4, #5
HW: Read "SPRING" and complete discussion questions 8-10

PERIOD 6:
1. Vocab activity #4: sentence correction
2.Cartoon Journals
3. Group journal and dq share around
4. class discussion of  dqs.

HW: Read "SPRING" and find 3 important quotes (underline or highlight one per column.

PERIOD 4
1.  Vocab activity #3:sentence completion (6-10)
2. Review background info on Thoreau
3. Review main idea for 1st section of Walden (3 paragraphs)
4. Read "Pond in Winter"
5. DQs 5-7
HW: finish dqs

PERIOD 6
1. Vocab activity #3: sentence completion (6-10)
2. Quote analysis: write down why the quotes you selected yesterday standout; how do they connect to the characteristics of Transcendentalism?
3. Review main idea for 1st section of Walden (3 paragraphs)
4. Read and annotate "Pond in Winter"
5. DQs 5-7
HW: finish DQs

PERIOD 4: Last Wednesday's cartoons uploaded below.
1. vocab activity: sentence correction
2. Cartoon journal review
3. Thoreau handout: students are to read background info and highlight six important points about him. Discuss with the class.
4. Read Walden - section one; students read transcendentalist intro in their lit books. Find the main idea for each paragraph. Find a quiote and explain how it illustrates the main idea.
TAKE THE HUNGER QUIZ AT THE LINK PROVIDED AT THE BOTTOM: HELP FEED A HUNGRY CHILD
PERIOD 6: Last Wednesday's cartoons uploaded below.
1. vocab activity: sentence correction
2. Cartoon journal review
3. Thoreau handout: students are to read background info and highlight six important points about him. Discuss with the class.
4. Read Walden - section one; students read transcendentalist intro in their lit books. Find the main idea for each paragraph. Find a quiote and explain how it illustrates the main idea.
HW: reread the first part of Walden; write the main idea for each of the three paragraphs; highlight or underline a standout quote


TAKE THE HUNGER QUIZ AT THE LINK PROVIDED AT THE BOTTOM: HELP FEED A HUNGRY CHILD

PERIODS 4&6
1. vocab activity #1: sentence completion
2. Transcendentalist background
3. Cartoon/ visual journal #2
4.  SSR Thorough background (postponed)

HW: Happy Thanksgiving 

PERIODS 4 & 6
1.Finish vocab definitons
2. Discuss Journals #1,#2
3. Cartoon Journal #1
4. Pair share journal response
5. Transcendentalism background handout: take notes for each paragraph

HW: none

PERIODS 4 & 6
1. I.NTRODUCTION TO TRANSCENDENTALISM
    a.  vocab definitions
    b. journal entry #1
    c  SSR .handout info
    d. powerpoint intro
    e. Journal #2 finish for homework)

LINK TO VIDEO: http://www.youtube.com/watch?v=IAEH0Nan_UM

PERIOD 4:
1.  Review and discussion
2.  Literature circles
3.  Class discussion
4.  Archetype and "Young Goodman Brown" paragraph assignment
HW: archetype paragraph due Tuesday

PERIOD 6
1. Review and discussion
2. Discussion of archetypes in story
3. Finish discussion questions 14,15
4. Archetype paragraph -handout and assignment
HW: archetype paragraph due on Tuesday

PERIOD 4
1) Journal: How do you feel about your literature circle? How do you feel about your group members? What are some challenges you think your group will face? Why?
2. Literature Cricles
3. Class Review

HW: Lit. Circle assignments for the second half of "Young Goodman Brown"

PERIOD 6
1. Review discussion questions from yesterday
2. Read the 2nd half of "Young Goodman Brown"
3. Discussion questions

HW:Finish discussion questions for the story (9-13); we will complete #14 & 15 tomorrow

Period 4
1. Background on Hawthorne
2. "Young Goodman Brown"- read
3. Literature Circles

Period 6
1. Read and take notes on Hawthorne background
2. Read and listen to "Young Goodman Brown"
3. Discussion questions 1-7
HW; Finish discussion questions

PERIODS 4 & 6
Turn in vocab book
1. 11th Grade formative assessment
HW: none

PERIOD 4
1. Copy the rest of vocab definitions for Vocab book assignment
2. Poem notes (definitions for understanding)
3. The Simpsons version of "THe Raven"; class discussion
4. Review DQs 1-4
5. Group activity (each group responsible for summarizing a section of "The Raven"; making connections to Romanticism, and answering a corresponding discussion question
6. Start group presentations
HW: vocab book: rubric in files

PERIOD 6

1. Copy the rest of vocab definitions for Vocab book assignment
2. Poem notes (definitions for understanding)
3. The Simpsons version of "THe Raven"; class discussion
4. Review DQs 1-4
5. Group activity (each group responsible for summarizing a section of "The Raven"; making connections to Romanticism, and answering a corresponding discussion question
6. Start group presentations

HW: vocab book; rubric in files

PERIOD 4:
1. journal entry #2 (see file/ attachments)
2. Vocabulary book assignment due Tuesday (see file/attachment)
3. "Raven" vocabulary words
4. Reading "The Raven"

http://www.heise.de/ix/raven/Literature/Lore/TheRaven.html
 
this link - students can print their own copy.
5. Discussion questions (1-4) (see file/attachments)
HW: vocab book due Tuesday

PERIOD 6
1. Review "The Bells" - stages of life
2. Journal (see file attachments)
3. vocab book assignment (see file attachments)
4. Review background connections (romanticism) to reinforce what the poem is about;
http://www.heise.de/ix/raven/Literature/Lore/TheRaven.html
 
HW: vocab book due on Tuesday

PERIOD 4
1. Academic Enrichment Opportunity - copy from projector screen; due Wednesday 11/17
2. "The Bells" definitions to aid understanding
3. 2nd audio of "The Bells" and journal: listen to the audio and take notes; relfect on the differences from the audio heard yesterday (compare and contrast) Which did you prefer and why?
http://knowingpoe.thinkport.org/writer/thebells_play.asp 
http://www.youtube.com/watch?v=e_gfTVClku4&feature=related
4. "The Bells" group activity: work in your groups to see what additions you can make to your analysis of the stages of life that Poe illustrates:
5. Review "The Bells" groups share and take notes; make specific connections
HW: SP#16 due tomorrow


PERIOD 6
1. Academic Enrichment Opportunity - copy from projector screen; due Wednesday 11/17; stamp check hw
2. "The Bells" definitions to aid understanding
3. 2nd audio of "The Bells" and journal: listen to the audio and take notes; relfect on the differences from the audio heard yesterday (compare and contrast) Which did you prefer and why?
http://knowingpoe.thinkport.org/writer/thebells_play.asp 
http://www.youtube.com/watch?v=e_gfTVClku4&feature=related
4. "The Bells" group activity: work in your groups to see what additions you can make to your analysis of the stages of life that Poe illustrates
5. TOMORROW:Review "The Bells" groups share and take notes; make specific connections;what is the stage of life for each section; find two to three quotes that supports your point and then explain in 1-2 sentences how it does so.

HW: SP#16 due tomorrow

PERIOD 4 :
1. SAT question of the day
2. Sentence Pattern #16: begin with a past participle
3. Review "To Helen" Discussion questions
4. Poe's "The Bells" reading and listening to two versions
5. Group work: groups to find specific details from each section of the poem that relates to the different stages of life.
HW: SP#16 due Wednesday; work on evidence of stages for group presentations tomorrow.

PERIOD 6 Collect Age of Reason activities
1. SP#15; begin with a present participle
2. Groups: "To Helen" Discussion questions
3. Review answers
4. Listen to Poe's "The Bells"
HW: SP#15 due Wednesday; discuss the mood of each section of the poem and find a line or quote that supports your choice of mood (this information should go in your notes so that I may stamp check them.)

PERIOD 4
1. Poe background quiz
2.Collect AOR activities
3. Essay revisions
4. Review Poe Background
5."To Helen"
6. Indiv/group activity: "To Helen" discussion questions (file uploaded below)

HW: Finish discussion questions

PERIOD 6:
1. Discussion question activity for "To Cole..."
2. Review Discussion Questions
3. Read and Highlight background information on Poe; review in class discussion
4. Read "To Helen"; discuss certian key terms for understanding
5. Individual/group activity: "To Helen" discussion questions
HW: EVERYONE IS RESPONSIBLE FOR ANSWERING QUESTION #1 AND FOR FINDING THREE CONNECTIONS TO THE CHARACTERISTICS OF ROMANTICISM; Collect all AOR notes and activities; turn in Monday

PERIOD 4:
1. Review Bryant's background information
2. Pair share "To Cole..."
3. Class discussion
4. Group DQ activtity
5. Review discussion questions; students take notes
HW: Read Edgar Allen Poe background; Age of Reason Activities and Crucible Final Revisions due

PERIOD 6:
1. Review Bryant's backgroun information; groupactivity/quiz
2. Class discussion
3. Read poem: groups summarize the poem (review with class); groups find three connections to Romanticism (review with class)
4. Group DQ activtity
HW: none

BOTH CLASSES: TURN IN POSTERS
PERIOD 4:
1. Romantic art journal
2. Group activity:assigned groups given paragraph on romanticism; highlight,annotate important connections to Romanticism. Gather main ideas and specific quotes; write important ideas on the whiteboard to share with class.
3. Class discussion on Readings
4. William Cullen Bryant background
HW: "To Cole"- reflecton : What aspects of Romanticism did you see (find 3 points). Summarize the poem in two sentences.

PERIOD 6:
1. Romantic art journal
2. Group activity:assigned groups given paragraph on romanticism; highlight,annotate important connections to Romanticism. Gather main ideas and specific quotes; write important ideas on the whiteboard to share with class.
3. Class discussion on Readings
4. William Cullen Bryant background
HW: Read background on William Cullen Bryant: take notes- possible quiz tomorrow

PERIOD 4:
1. Romanticism notes: handout - students read and annotate
2. Additional notes from textbook; students read and add to their notes (make connections between what you read and the notes given at the beginning of class. Class discussion
3. Group Project: finish Henry/Paine posters
HW: finish posters

PERIOD 6:
1. Romanticism notes: handout - students read and annotate
2. Additional notes from textbook; students read and add to their notes (make connections between what you read and the notes given at the beginning of class. Class discussion
3. Group Project: finish Henry/Paine posters
HW: finish posters

PERIOD 4:
1. Collect Crucible books
2. Review Crucible Final (revision opportunity)
3. Group compare/contrast poster project
HW: None

PERIOD 6
1. Share aphorism activity answers; class discussion
2. Review Crucible Final
3. Group compare/contrast activity
HW:

Both Periods: turn in essay; turn in character charts, scapegoating charts, and any dqs that were not grades.
PERIOD 4:
1. Finish Discussion questions
2. Compare and Conrast Patrick Henry and Thomas Paine (group activity)
3.Review on the front board
4. Final Project for Henry and Paine (go over for Monday)
HW: Return The Crucible; due Monday

PERIOD 6:
WARM-UP: copy the quote that you highlighted from yesterday; explain why it stood out to you
1. Answer discussion questions 1-4
2. Aphorisms in Thomas Paine's "The Crisis"
2.5 Copy the five aphorisms on the front board; explain why these are memorable statements (what is Paine saying?)
For Monday (below)
3. Compare and contrast Patrick Henry and Thomas Paine: where are they similar, different (think about examples, rhetorical strategies, different appeals etc.
HW: Return The Crucible; due Monday; finish aphorism activity

PERIOD 4:
1. Patrick Henry HW DQ pair share
2. Class discussion on Henry's speech
3. background on Thomas Pain
4. Thomas Paine's "The Crisis"
5. DQs, Annotation /Reflection Time

HW: Essay Due tomorrow

PERIOD 6:
1. Review Patrick Henry dqs and tone shift.  Quick read through of speech
2. Background on Thomas Paine
3. Paine's "The Crisis"
4. SOAPStone outline
5. Annotation/reflection time
HW: Essay due tomorrow

PERIOD 4:
1. journal : Write about a time when someone's words affected you. What were the words? What did you do? Results?
2. Notes on rhetorical strategies and SOAPS (subject, occasion, audience, purpose, speaker, & tone)
3. Review background on Patrick Henry
4. Read the speech (listen to audio) : what changes in tone do you notice, why do these changes occur?
5. DQs #1-3 under For Study and Discussion
HW:   finish DQs; Essay due Friday
PERIOD 6:
1. Revie AOR connections to video; AOR characteristics to Franklin's "Autobiography"
2. Notes on rhetorical strategies and SOAPS (subject, occasion, audience, purpose, speaker, & tone)
3. Review background on Patrick Henry
4. Read the speech (listen to audio) : what changes in tone do you notice, why do these changes occur?
5. DQs #1-3 under For Study and Discussion
HW: finish DQs; Essay do Friday

PERIOD 4:
1. Read selection from the Autobiography of Benjamin Franklin
2. Student groups: look for characteristics for the AOR for assigned pages. Re-read, highlight, and annotate any important connections. Present findings to the class.
3. Review Group answers: students add to annotations with a different pen. Students will be graded on note-taking and participation.
HW: Essay due Friday: Essay prompt in attachment section

PERIOD 6:
1. Review connections between "No More Kings" video and characteristics of the Age of Reason
2. Read selections from "Autobiography of Ben Franklin"
3. Group activity: assigned pages; find elements of Age of Reason from front board

HW: Essay due Friday; finish group activity if you did not finish it in class

PERIOD 4
Warm-up: Copy down essay promot
1. Handout supplements for intro and conclusions.; review essay prompt
2. Pass out Age of Reason handouts; students are to read and annotate for questions, comments, etc.
3. Powerpoint review: students to add to their notes
4. Sentence Pattern #15: Open with a present particpial phrase
HW: SP#15 due tomorrow; Essay due Friday

PERIOD 6: Warm-up: Copy down essay promot
1. Handout supplements for intro and conclusions.; review essay prompt
2. Pass out Age of Reason handouts; students are to read and annotate for questions, comments, etc.
3. Powerpoint review: students to add to their notes
4. "No more Kings" video; how does the video connect to any of the points/characteristics we learned about the Age of Reason?
HW:   read background handout and find 6 important points for oral quiz tomorrow; Essay due Friday

PERIOD 4:
1. Vocab quiz (group activity)
2. Review illustration panels
3. Review act 4 quotes
4. The Crucible Final (take home)
HW: Crucible Final (typed)


PERIOD 6
1. Review yesterday's sumaries
2. Finish group activity; turn in
3. THe Crucible Final (review directions)
4. Vocabulary Quiz
HW:  Finish Crucible Final (typed)

PERIOD 4:
1. Vocab activity #3
2. Read Act 4
3. Finish group illutration activity
  HW: study for vocab quiz; choose 2 quotes from Act 4: analyze

PERIOD 6:
1. Vocab activity
2. Review summaries
3. Act 4 continued
4. Work on group illustration activity

HW: study for vocab quiz; summarize the rest of Act 4 (1 page)

PERIOD 4: collect sentence patterns
1. Vocab activity #3
2. Review Act 2 quiz
3.  Group illustration activity
4. Read Act 4
HW: finish individ. parts for group activity

PERIOD 6: collect sentence patterns
1. Vocab activity #3
2. Review DJ activity
3. Review summaries
4. Read Act 4
5. Group illustration activity
HW: Summarize today's reading (3/4 of a pages) (pages121-129);finish individual analysis of two group chosen quotes for group illustration activity

Period 4
1. Vocab activity
2. Review Summary
3. Finish Act 3
4. Illustration charts assignment
HW: students must find two important quotes in their assigned pages; SP#13 due tomorrow

PERIOD 6:
1. Vocab activity
2. Review summaries from yesterday's reading
3. Finish reading Act 3
4. Summarize what we learned from the reading
5. Passage Ilustration activity

HW: SP#13 due tomorrow

Period 4
1. SAT question of the day
2. Sentence Pattern #13
3. Vocab activity #2 (fill in the blank)
4. Review summaries
5. Continue reading Act 3
HW: Summarize the reading from today; SP#13 due Wednesday

PERIOD 6: COLLECT DJ HOMEWORK, stamp check sumaries
1. SAT Question of the day
2. Sentence pattern #13
3. Vocab activity #2 (fill in the blank)
4. Review summaries
5. Continue Act 3
HWL summarize what we read today; SP#13 due Wednesday

PERIOD 4:
1 Finish vocab activity #1
2. Act 2 analysis quiz
3. Start reading Act 3
4. Journal: summarize what we read -through page 96.
HW: finish journal summary

PERIOD 6: COllect Act 2 summaries and discussion questions
1. Vocab activity
2.  Group analysis activity; every member must write (I will grade only one paper)
3. Start reading Act 3 (finish through page 96 if we run out of time)
HW: Finish Group analysis activity at home (I will collect on Monday
        Journal: summarize what we read in class today (1 page); focus on how the church/court maintains power and tries to stop those people who could let the truth come out.

PERIOD 4:
1. Vocabulary activity #1
2. Group Activity: review readings
3. Class discussion
4. Act 2 (part2)- listen to pages 62-81
HW: Review important quotes from Act 2 for quiz tomorrow

PERIOD 6:
1. Vocab activity #1; stamp check homework
2. DQ share around, students share answers and take notes (different pen)
3. Class discussion (take notes as we review)
4. Act 2 (part 2)- listen to pages 62-81
5. Summarize what you learn in this part of the act.  Be thorough; write a complete summary about the actions and the characters.
HW: Finish summary; review Act 2 for quiz tomorrow

Collect sentence patterns
PERIOD 4: stamp check homework
1. Finish copying vocab definitions
2. Journal: HW: none

PERIOD 6: stamp check character chart & scapegoating worksheet
1. Discussion questions for Act 2 (part 1):

Period 4
1. Vocab definitions
2. Scapegoating charts: review
3. The Crucible Act 2
4. Review Reading
HW: pick and  analyze 2 quotes from the class readings (MUST BE TYPED and in DJ FORM)

PERIOD 6
1. SAT question of the day
2. Review Discussion questions
3. Work on Scapegoating  graphic organizer
4. The Crucible Act 2
5/HW: journal : summarize what we have learned from reading this part of Act 2.

PERIOD 4:
return character charts
1. SAT question of the day
2. SP#12
3. Vocab list (copy down)
4. Group activit: functions and dynamics of scapegoating in The Crucible

PERIOD 6:
1. SAT question of the day
2. Sentence Pattern #12: Begin with an adjective phrase
3. Discussion questions (front board)
  1. Find 2 examples where Reverand Hale and Thomas Putnam "lead the witnesses". (THey ask questions with the answers they want to hear within the question.) Write the quotes and explain the result of these "leading questions"
  2. Pg 47. Review Mrs. Putnam's words. What reason can the audience now see for the Putnam's finding "witches" in Salemn? In what way do the accusations against Goody Osborn reveal any of their guilt?
  3. Pg. 48. Find where Abigail takes control of the accustations (specific lines/details): why does she do this?  What happens as a result?
  4.  Review Mrs.Putnam's comments towards Rebecca Nurse (Pg. 28- "with a growing edge of sarcasm..." and pg. 38 "Let God blame me..." )  What do these comments suggest about Mrs. P. and her fellings toward Rebecca? Why does she feel this way> What may happen as a result?
4. Scapegoating handouts:  Work in groups to fill out the scapegoating chart

HW:  Finish discussion questions if you did not finish and turn them in class; Abigail paragraph due tomorrow

PERIOD 4: Turn in homework
1. SAT question of the day
2. Character charts
3. Analyze pages 32-46
4. Popcorn review
5. Turn in  character charts

HW: :) None

PERIOD 6: stamp check homework
1.  Finish presentations and class discussion 
2.  Reader's Theater (finish Act 1)
3. Summarize what we read; character charts
4. Review Abigail characteristics ; review analytical paragraph on Abigail (paragraph outline is in the attachment section down below).

HW: Because the analytical paragraph is due Tuesday, you need to bring evidence of prewriting or working on the paragraph.  A topic sentence and the three selected quotes to prove your character trait is the minimum.

Period 4:
1. Vocab quiz (collect vocab activities)
2.Character Charts Group Activity
3. Class Discussion
4. Analyze The Crucible: pages 36-48; groups assigned sections

HW: Abigail paragraph due tomorrow

PERIOD 6:
1. Finish presentations, class discussion- take notes
2. Vocab quiz (turn in vocab activities)
3.  Abigail Paragraph (review directions)

HW: find 5-7 character traits for Abigail (have relevant quotes (or page numbers) for tomorrow's discussion

Periods 4 & 6: Collect Sentence Pattern #11

PERIOD 4:
1. Vocab activity
2. Review The Crucible (pages 32-36)
3. Readers Theater (pages 36-48)
4. Character charts: students are to continue filling them in (use additional paper; everyone will need it!)
5. Discuss character charts

Period 4 HW:
1.  Study for vocab quiz
2. analytical paragraph on Abigail : Form an opinion  on Abigail based on the author's commentary and the character's words and actions. Use 3 embedded quotes to support your answer.

PERIOD 6:
1. Vocab activity
2.  Finish Group Analysis activity
3. Presentations and class discussion

HW: study for vocabulary quiz
      review notes on Abigail and start to form an opinion about her; be able to justify your answer.  

Periods 4&6
1. SAT question of the day
2. Vocab activity #3

Period 4
3. Group analysis presentations and class discussion

Period 6
3. Group analysis activity: each group is assigned a section of Act 1. Groups must briefly summarize their assigned pages and then find 6 important quotes that reveal characterization, relationships/social interaction, functions of scapegoating, or dynamics of scapegoating. STUDENTS will work on it today AND tomorrow.

Academic Enrichment: Read pages 32-36; come in tomorrow with 7 facts or pieces of information that reveal Reverand Hale's character and how he sees himself, and any points about his or beliefs in the Devil. DUE TOMORROW

HW: SENTENCE PATTERN #11 due tomorrow

Period 4
1. SAT question of the day
2. SP#11: begin with an adjective
3.  Vocabulary activity
4. Group activity: group summary and analysis of assigned pages: check for characterization, elements of scapegoating. etc.

HW: SP#11

Period 6
1. Vocab activity
2. SP#11: Begin with an adjective
3. Reader's Theater (20-32)
4. journal: summarize what you learned from today's reading

HW: SP#11; continue to add tio character chart: The Putnams, Abigail. Parris, Proctor, Rebecca Nurse, and Giles Corey

Both periods: collect video paragraph assignment

Period 4:
1. vocab activity
2. Group activity: discuss HW
3. Group presentations and Class discussion: groups present their summary and analysis of assignend pages; everyone takes notes

Period 6:
1. Vocab activity
2. Review yesterday's journal response
3. Group content and character review activity
4. Character chart activity: groups work together to fill in the character charts detailing the character (who s/he is, relationships), the character's problem or character traits, and relevant quotes from the play which support these points.

HW: Student fill in the character chart for the following characters : Reverence Parris, Abigail, Betty Parris, Goody (Mrs.) Putnam, Thomas Putnam, and Tituba

Period 6: turn in passage/analysis homework

PERIOD 4:
1. Vocab activty: fill in the blank
2. Review character charts
3. Group activity
4. Reader's Theater
HW: individuals analyze pages assigned to groups for group activity; Video paragraph due tomorrow

PERIOD 6:
1. Vocab activity
2. Reader's Theater: assigned students read character's lines.(pages 8-20)
3. Journal: 5-8 sentences : general summary of  the actions and characters that we read.
4. (POSTPONED UNTIL TOMORROW)Character chart handout activity: in student groups students work together to start filling out the charts for the characters we read about.

HW: Video paragraph assignment due tomorrow

Both periods: Turn in sentence patterns
Period 4:
1.  Vocab activity
2. Class discussion of HW: signifcant passage and analysis
3. Readers THeater
4. Group activity
5. Video paragraph assignment

Period 6:
1. Vocab actitivity
2. Class reads pages 3-8
3. Dialectic journal assigment: students choose 2 passages that reveal important character traits, helps understanding of the Puritans, and connections to the functions/dynamics. Student's analysis must explain what the passage shows about its subject (or connections) and why these are important.
4. Video paragraph assignment

HW: Both periods: video paragraph assignment due Friday October 1st.  Please see the paragraph file in the FILE section
  Period 6: finish passage/analysis class work

Period 4:
1. Vocab activity continued
2. Review final selections of Salemn video (take notes)
3. Review scapegoating elements
HW: Read pages 3-8 of THe Crucible; choose 2 passages and analyze (fact/idea charts or DJs) Model shown in class; SP#10

Period 6:
1. Vocab activity continued
2. Review final selections of Salemn video (take notes
3. Review scapegoating elements; take notes

HW: SP#10

Period 4:
1. SP#10: use parallel structure
2. Vocab activity (1-4)
3. Salem Witchcraft Trials video: Parts 1&2 (students are to take notes - two important facts for each section
4. Class discussion of important facts (keep relating to functions and dynamics of scapegoating)

Per 6:
1. Finish review of McCarthy
2. SP# 10: use parallel structure
3. Vocab activity (4,5)
4. Salem Witchcraft Trials video: Parts 1&2 (students are to take notes - two important facts for each section
5. Class discussion of important facts (keep relating to functions and dynamics of scapegoating)

HW: SP#10 due Wednesday

Period 4:
1. Finish definitions
2. Crucible McCarthy (notes)
3. Quiz

Per. 6
Stamp check HW
1. Vocab activity
2. Review Dqs
3. Crucible (McCarthy) notes

Per 4/6 HW: NONE

Stamp check DQs and scapegoating graphic organizer
1. SAT question of the day
2. Period 4 (first half of vocab); Period 6 (last half of vocabulary and definitions
3. Monsters on Maple Street review : DQs
4. Period 6: Group share activity for Scapegoating graphic organizer
Periods 4&6 Group DQ activity

HW:Finish DQs.

Period 4,6: collect SP#9 and Puritan notes and activities
1. SAT question of the day
2. fear and scapegoating journal
3.  "Monsters on Maple Street" video; review questions and scapegoating chart (what students need to take notes on)before watching video
4. Group time to answer initial questions

HW:  DQs and functions of scapegoating chart

1. SAT Question of the day (Periods 4,6)
2. Vocab definitions for first 8 vocabulary words (Periods 4,6)
Period 4:
3. Review video activity: from the video yesterday, what elements of scapegoating did you see present? 10 minute journal
4. Review of homework : chart -group/reason/result

Period 6
3. Functions of scapegoating match-up with video
4.  Chart grid: students are to think for other groups who have been scapegoated. They will list three groups, the reasons for scapegoating, and the results of scapegoating.

Collect Letters of Reverend Edwards
1. SAT question  of the day
2.SP#9 : Open with an adverbial clause: review notes on adverbs and clauses; note-taking.
2.5 Review DQs
3. Definition of scape goat; notes on scapegoating (students copy notes into their notebook.
4. Video and video grid completion; students watch a video on the controversy over the mosque being built in New York.  In group students will complete the following video grid: images, feelings, reasons for protest, voice of reason. One person in each group is responsible for one section. Take notes; after the video each student will share with his group members; each group member will take notes.  CLass discussion. In a DIFFERENT COLOR PEN: Students will take notes of what others found.


  HW: Due Tomorrow: Review other scapegoats: three column grid :  Group        Reasons          Results
Under groups students will list at least three sections of society who are the subject of prejudice or who tend to be blamed for social, economic, or moral ills. Under "Reason," students list their understanding of the reasons why the group is subject to blame or prejudice.
Under "Results," list some of the ways that prejudice/blame is expressed socially.

SP#9 due Wednesday

Stamp check journal
1. SAT question of the Day
2. Class discussion of journal prompt: take notes
3. Class activity: close reading, annotating and explaining
4. Discussion questions 1-4
5. Formal letter assignment (handout in class)
A model of the outline is provided in the "Files" section at the bottom of this web page
HW: Formal letter to Jonathan Edwards, Typed, MLA etc.
       Directions:

Stamp check discussion questions
1. Journal: Taylor's poem is divided into 3 stanzas. Re-read each. What is each stanza about? (Hint: the process of making a garment.)
2. Review Discussion Questions
3. Board notes : Puritan Timeline
4. John Edwards: background (6th) and "Sinners in the Hands of an Angry God"; read aloud
5. Journal: after listening and reading carefully, what image or point stood out to you the most in the sermon? Explain your answer using details from the sermon. (8-11 sentences)
HW: finish journal

Stamp check paraphrases and discussion questions
1. Journal: How are Bradford and Bradstreet different? How are they the same?
2. Review paraphrases and discussion questions
3. Taylor Background
4. Photo of spinning wheel and def of husewifery\
5. DQs
HW: FInish DQs

Collect vocab activities; collect Bradford activities
1. Bradford vocab quiz
2. Finish paraphrasing Anne Bradstreet's poem
3. Answer discussion questions 2-7 (you may work with a partner when you have finished the quiz
HW: Sentence Pattern #8; finish discussion questions

Collect analytical paragraph
1. Vocab activity #3: sentence completion
2. Sentence Pattern #8: use appositive
3. Ann Bradstreet:"Upon the Burning of our House" read and paraphrase  first 24 lines.

HW: study for VOCAB quiz tomorrow    

 Stamp check homework
1. Vocab activity # 2 : Write the sentences and fill in the blank with the correct vocabulary word.
2. Final polish on Cartoon activity
3. Class discussion of episodes 1-6: the problems and resolutions; reviewing homework questions; Bradford's main point.
HW: Bradford was an important figure in colonizing the New World. Write one analytical paragraph which discusses one of the following topics: A) his relationship with his fellow settlers
          B) his sense of community
          C) his view of the role of Providence in his affairs and the affairs of the colony.
REQUIREMENTS: TYPED! TYPED! TYPED! DUE MONDAY
PARAGRAPH must have
1. A topic sentence
2. 2 specific quotes (embedded)
3. initial analysis (how connects/proves topic sentence)
4. Developed analysis (why important)
5. Concluding sentence
  Parenthetical documentation, Spell and Grammar check, review punctuation. (EDIT and PROOFREAD!)

Stamp check homework
1. Vocabulary activity continued
2. Group Homwork share around; take notes
3.Students continue "Of Plymouth Plantation" Activity that they started yesterday. There has been a change: Instead of reviewing five episodes, review all six (include "The Starving Time"); choose the best 2 episodes that stand out. Create a two-three panel illustation for that episode and find a quote that best connects; explain the quote.
HW: Discussion Questions 1,2,3 below & (handout)

Read the following questions on Bradford’s “Of Plymouth Plantation” and answer them in complete sentences.

1. The Puritan belief in Divine Mission stated that they were God’s chosen people. What are two incidents in Bradford’s description that confirm this belief? Describe the incidents and explain how Bradford uses them to prove that the Puritans are God’s chosen people.

2. The Puritan belief in Divine Mission also stated that God wanted the Puritans to build a community that would serve as a model for the rest of the world to follow. How did the Puritan belief in Divine Mission influence the way they cared for each other during the Starving Time?

3. A “testimonial” is a type of advertisement in which a person, usually a celebrity, endorses a product. In “The Starving Time,” Bradford uses a “testimonial.” Describe the testimonial that he used. Then explain why Bradford used it.

1. Vocab activity
2.

1. Finish/Review background information on Puritans
2. Finish vocab definitions for Bradford's "Of Plymouth Plantation"
3. Read background for Bradford and start reading "OF Plymouth Plantation"

HW: Have a nice weekend

Start Puritan Unit
1.  European Exploration of the New World: Why?- overhead
2. The Beginnings of the American Tradition- handout
3. William Bradford-"Of Plymouth Plantation"; vocab
4. Bradford background

1. Turn in sentence patterns #4,#5
2. America and Americans Diagnostic essay
HW: :)

1. Sentence pattern #5: begin a sentence with a prepositinal phrase (note- taking involved)
2. Review and discuss America and Americans- outline notes on front board
HW: sentence pattern #4 (open with an adverb) and #5 (open with a prepositional phrase) due tomorrow; typed; 4 of each pattern
Tomorrow you will take your diagnostic essay on America and Americans

Stamp check hw
1. Writing warm-up
2. Sentence pattern #4: begin with adverbs
3. Group work: review part 1 - tracing the "dream" and finding paradoxes
4. Answer discussion question #3 on part 2
HW: Sentence pattern #4 (4 sentences)

1. Writing warm-up
2. Abbreviated outline front board; discussion
3. Read and discuss 1st paragraphs of handout
4. Activity:

1. Writing review/practice from yesterday's discussion
2. Finish writing rules
3. America and Americans: read; 5-7 sentence journal->What is the piece about? What ideas does Steinbeck present?
HW: revise "favorites" writing assignment (8-11) sentences

1. Steinbeck vocab quiz; collect vocab definitions and vocab activities
2.  Writing Notes continued
HW: :)

1. Vocab activity #2 continued
2. Presentations
3. Start writing rules
HW: study for vocab quiz tomorrow; journal revision due Friday

1. Vocab activity #2 continued
2. Finish America/Americans Poster ; prep for presentations
3. Poster presentations; everyone participates
HW: Write one 8-11 sentence paragraph on a "favorite" (activity, color, movie, music band etc); you need different color pens for tomorrow.

1. Steinbeck vocab activity #2
2. Continue America and Americans poster project
HW: Continue prep work for poster presentation. We will finish poster and begin presenting posters on Monday.

Collect Parent signatures
1. Question and answer period/ group fusion sign up
2. Steinbeck vocab continue giving definitions
3. Into activity for Steinbeck text "America and Americans.  Make a T-chart. Label one side America and the other Americans. Word association: write all the words that come to your mind when you hear the word "America. 2. What sayings about America do you remember; write them down. Now do the same activities for "Americans".

Postponed for Thursday: Underneath your T-chart answer the following journal prompt: What does being an American mean to you. What is the "American Dream"? How would you define your American Dream.
HW:  find 1-2 quotes (for each) and 1-2 illustrations (for each) that picture "America" and another for "Americans"- you may draw, use a computer, the internet, magazines etc.

1. Introduction to the class: Course syllabus, 2. Information card
3. Steinbeck vocabulary and definitions
HW:
A.student portfolio pick-up: write a one page reflection on last year's English portfolio- Due FRIDAY
B. parent signature for syllabus
C. Sign up for Group fusion
D. 3 facts about Ms. Foster

"A Rose for Emily" discussion questions

Prompt for The Crucible