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Brenda Sasser

 

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PORTFOLIO/ESSAY 9/25-9/29

SEPTEMBER 25-29, 2017

ACT BELL RINGERS EACH DAY

Monday, September 25

  • MAP practice using historical informational article on John Wilkes Booth
  • Annotate and answer questions.
  • Work on portfolio.

Tuesday, September 26

  • Complete character analysis on Elie Wiesel from NIGHT.
  • Complete project on NIGHT.

Wednesday, September 27

  • Portfolio on NIGHT due
  • Working together, classes will put finishing touches on portfolio.

Thursday, September 28

  • Read and annotate “The Road Not Taken” and “Sonnet”
  • Underline all uses of imagery.
  • Determine tone for each.
  • Answer all questions on poems.

Friday, September 29

  • Begin essay on poems – how does the author’s use of imagery affect the tone of each poem?
  • Complete introduction and first body paragraph.

 

SEPTEMBER 18-22, 2017

SEPTEMBER 18-22

ACT BELL RINGERS EACH DAY

Monday, September 18

  • MAP practice – Elie Wiesel
  • Begin reading “Contents of a Dead Man’s Pockets”
  • Close reading questions

Tuesday, September 19

  • Discuss story
  • Review questions
  • Complete vocabulary packet

Wednesday, September 20

  • Complete the following charts on the story: conflict, cause/effect, complications, plot diagram

Thursday, September 21

  • Complete story elements chart
  • Vocabulary test
  • Vocabulary packet for NIGHT is due

Friday, September 22

  • “Contents” test
  • Last assignments are due on NIGHT

September 11-15,2017

September 11-15, 2017

Act bell ringers each day

NIGHT activities

Monday, September 11

  • NIGHT quiz – chapters 7-9
  • Review vocabulary and questions on “THE BRIDEGROOM”

Tuesday, September 12

  • Vocabulary quiz
  • Complete cause/effect and elements of poetry charts on the poem
  • Continue work on NIGHT

Wednesday, September 13

  • Test on poetry terms
  • Puzzle on poetry
  • Continue work on NIGHT

Thursday, September 14

  • ICAPS IN ROOM 213 FOR FIRST AND SECOND BLOCKS

Friday, September 15

  • Test on “THE BRIDEGROOM”
  • Daily grade – puzzle on NIGHT

 

SEPTEMBER 5-8, 2017

 

SEPTEMBER 5-8, 2017

ACT BELL RINGERS EACH DAY

NIGHT ACTIVITIES

TUESDAY, SEPTEMBER 5

  • Review MAP practice on “Rip Van Winkle”
  • NIGHT quiz on chapters 5-6
  • Review poetry terms

WEDNESDAY, SEPTEMBER 6

  • RESEARCH for NIGHT portfolio in library

THURSDAY, SEPTEMBER 7

  • Complete poetry terms
  • Read and annotate Alexander Pushkin’s bio
  • Answer comprehension questions

FRIDAY, SEPTEMBER 8

  • Read and annotate “The Bridegroom”
  • Complete vocabulary packet
  • Begin comprehension questions

CONTEXT CLUES/CONNOTATION/DENOTATION

AUGUST 28-SEPTEMBER 1, 2017

ACT BELL RINGERS EACH DAY

NIGHT ACTIVITIES EACH DAY

MONDAY, AUGUST 28

  • Quiz on NIGHT , chapters 3 and 4
  • Discuss context clues
  • Complete handouts

TUESDAY, AUGUST 29

  • LIBRARY FOR MAP TESTING

WEDNESDAY, AUGUST 30

  • Discuss denotation and connotation
  • Complete handouts

THURSDAY, AUGUST 31

  • SUMMER READING IS DUE
  • MAP practice – literary text – “Rip Van Winkle”

FRIDAY, SEPTEMBER 1

  • TEST on context clues and denotation/connotation
  • NIGHT QUESTIONS(66-113) AND ACTIVE READING are due

AUGUST 21-25,2017

 

AUGUST 21-25

ACT bell ringers each day

NIGHT work

Monday, August 21

  • Pop quiz on chapters 1 and 2 of NIGHT
  • Discuss context clues; complete handouts
  • Begin essay one - what techniques does Jacobs use to create suspense in the story?
  • Write the introduction

Tuesday, August 22

  • Write paragraphs two and three
  • Discuss connotation/denotation; complete handouts

Wednesday, August 23

  • Write paragraphs four and five
  • Peer edit essays

Thursday, August 24

  • Complete MAP practice assessment-“Location…”
  • Write finished copy of essay

Friday, August 25

  • Second set of NIGHT questions and active reading are due
  • Context clues and denotation and connotation test

EXAM WEEK

MONDAY, MAY15

  • EXAM REVIEW

TUESDAY, MAY 16

  • SECOND BLOCK EXAM

WEDNESDAY, MAY 17

  • FIRST BLOCK EXAM

THURSDAY, MAY 18

  • THIRD BLOCK EXAM

FRIDAY, MAY 19

  • STUDY DAY
  • GRADUATION

MONDAY, MAY 22

  • FOURTH BLOCK EXAM

ACT PRACTICE

MONDAY, MAY 8

  • ACT grammar practice

TUESDAY, MAY 9

  • ACT English section practice

WEDNESDAY, MAY 10

  • practice on ACT reading skills

THURSDAY, MAY 11

  • ACT English test

FRIDAY, MAY 12

  • ACT reading test

ACT PRACTICE

MONDAY, MAY 8

  • ACT grammar practice

TUESDAY, MAY 9

  • ACT English section practice

WEDNESDAY, MAY 10

  • practice on ACT reading skills

THURSDAY, MAY 11

  • ACT English test

FRIDAY, MAY 12

  • ACT reading test

"A Worn Path"

 
Brenda Sasser @ Brookhaven High
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Title:
Subject:                         English II World literature English II
Start Date:
End Date:
Show Only Standards for:
(CCSS) 9-10th Gr. Language (CCSS) 9-10th Gr. Reading for Info Text (CCSS) 9-10th Gr. Reading for Lit (CCSS) 9-10th Gr. Reading for Lit in Hist./Soc.Stu (CCSS) 9-10th Gr. Reading for Sci & Tech Subj (CCSS) 9-10th Gr. Speaking & Listening (CCSS) 9-10th Gr. Writing (CCSS) 9-10th Gr. Writing (Hist, Soc. Stud, Sci, T ×(CCSS) 9-10th Gr. Writing
Covered Standards:Use Ctrl/Cmd + Click to select multiple standards from list
                                                      [9-10RL1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [9-10RL2] 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. [9-10RL3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [9-10RL4] 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; ho [9-10RL5] Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [9-10SL1] 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 persuasive [9-10SL1b] Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [9-10SL1d] Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [9-10SL5] Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [9-10W1] Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [9-10W1a] Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [9-10W1b] Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [9-10W1c] Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [9-10W1d] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [9-10W1e] Provide a concluding statement or section that follows from and supports the argument presented. [9-10W2] 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. [9-10W2a] Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [9-10W2b] 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. [9-10W2c] Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [9-10W2d] Use precise language and domain-specific vocabulary to manage the complexity of the topic. [9-10W2e] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [9-10W2f] Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [9-10W3] Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [9-10W3a] Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. [9-10W3b] Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [9-10W3c] Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [9-10W3d] Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [9-10W3e] Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [9-10W4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) [9-10W5] Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Langu [9-10W6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [9-10W7] Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandin [9-10W8] Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain th [9-10W9] Draw evidence from literary or informational texts to support analysis, reflection, and research. [9-10W9a] [9-10W9b] [9-10W10] Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • ×[9-10RL1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • ×[9-10RL2] 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.
  • ×[9-10RL3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • ×[9-10RL4] 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; ho
  • ×[9-10RL5] Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • ×[9-10SL1] 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 persuasive
  • ×[9-10SL1b] Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  • ×[9-10SL1d] Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
  • ×[9-10SL5] Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • ×[9-10W1d] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • ×[9-10W1e] Provide a concluding statement or section that follows from and supports the argument presented.
  • ×[9-10W2] 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.
  • ×[9-10W2a] Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • ×[9-10W2b] 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.
  • ×[9-10W2c] Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • ×[9-10W2d] Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • ×[9-10W2e] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • ×[9-10W2f] Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • ×[9-10W3] Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • ×[9-10W5] Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Langu
  • ×[9-10W6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
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MONDAY, MAY 1

  • Complete elements of fiction on the story(group work)
  • write a bio poem on the main character - Phoenix Jackson

TUESDAY, MAY 2

  • complete story map (group work)
  • complete graphic organizer
  • complete character map
  • vocabulary test

WEDNESDAY, MAY 3

  • complete short story worksheet
  • analyzing "A Worn Path"

THURSDAY, MAY 4

  • write summary for story
  • complete symbolism charts
  • STUDENTS WILL NEED TO USE ELECTRONIC DEVICE

FRIDAY, MAY 5

  • test on "A Worn Path"

 

 
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MONDAY, APRIL 24

  • discuss southern Gothic literature
  • complete Gothic chart for story

TUESDAY, APRIL 25

  • complete story map and timeline for story
  • complete figurative language chart
  • vocabulary quiz

WEDNESDAY, APRIL 26

  • write academic summary for story
  • test on story

THURSDAY, APRIL 27

  • complete vocabulary for "A WORN PATH"
  • read story and annotate

FRIDAY, APRIL 28

  • COMPLETION OF STATE TEST CELEBRATION

TUESDAY, APRIL 18

  • Review skills for multiple choice section of state test.
  • Practice multiple choice test

WEDNESDAY, APRIL 19

  • Review writing strategies for last section of state test
  • Students will complete teacher evaluation

THURSDAY, APRIL 20

  • Complete vocabulary for "A ROSE FOR EMILY"
  • Begin rreding and annotating story

FRIDAY, APRIL 21

  • Complete annotation of story 
  • Complete comprehension questions

ESSAY/MAP PRACTICE/ANALYZE QUESTIONS

EZ Lesson Plann

 
 :
 
ENGLISH II
  • ×[9-10LA4] 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.
  • ×[9-10LA4a] 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.
  • ×[9-10LA4b] Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • ×[9-10LA4c] Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
  • ×[9-10LA4d] Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • ×[9-10LA5] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • ×[9-10LA5a] Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
  • ×[9-10RIT1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • ×[9-10RIT2] Determine a central idea of a text and analyze 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.
  • ×[9-10RIT3] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • ×[9-10RIT4] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs
  • ×[9-10RIT5] Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • ×[9-10RIT6] Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • ×[9-10RL1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • ×[9-10RL2] 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.
  • ×[9-10RL3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • ×[9-10RL4] 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; ho
  • ×[9-10RL5] Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • ×[9-10RL6] Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • ×[9-10W2] 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.
  • ×[9-10W2a] Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • ×[9-10W2b] 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.
  • ×[9-10W2c] Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • ×[9-10W2d] Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • ×[9-10W2e] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • ×[9-10W2f] Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
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MONDAY, APRIL 10

  • Bell ringer - text structure 1-3
  • Give students entrance slip. Instructor will quickly check these for important essay issues to answer. 
  • Use KWL CHART to check students' comprehension of speech.
  • Using annotated copy of Antony's funeral speech for Caesar, students will search for traits that Caesar exhibited and Antony portrays in his speech.
  • Using a four corner activity, students will decide the trait that they think is most important by standing beside that trait on the word wall.
  • As a group, decide the two or three traits that are the most essential for the essay.
  • Students will decide if they will use a broad, general thesis or a three point thesis.
  • Students will use graphic organizer to begin the essay.
  • Students will write the introduction paragraph for the essay.
  • During the last fifteen minutes, students and instructor will analyze MAP practice questions 1-4  from an excerpt from FRANKENSTEIN.

TUESDAY, APRIL 11

  • Bell ringer - text structure 4-6
  • Students will write body paragraphs for essay using graphic organizer as an aid.
  • Students will peer edit essays.
  • Analyze FRANKENSTEIN questions 5-8.

WEDNESDAY, APRIL 12

  • Bell ringer - figurative language 1-11
  • Write conclusion using organizer as a guide.
  • Analyze FRANKENSTEIN questions 9-13. 

THURSDAY, APRIL 13

  • Bell ringer - context clues
  • Students will write final copy of essay to turn in to instructor.
  • Analyze FRANKENSTEIN questions.

FRIDAY, APRIL 14

  • GOOD FRIDAY HOLIDAY
 
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MAP PRACTICE/PRONOUN REFERENCE

 
Brenda Sasser @ Brookhaven High
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Ownership (Group Edit)              No Group Edit/Ownership No Group Edit/Ownership
Title:
Subject:                         English II World literature English II
Start Date:
End Date:
Show Only Standards for:
(CCSS) 9-10th Gr. Language (CCSS) 9-10th Gr. Reading for Info Text (CCSS) 9-10th Gr. Reading for Lit (CCSS) 9-10th Gr. Reading for Lit in Hist./Soc.Stu (CCSS) 9-10th Gr. Reading for Sci & Tech Subj (CCSS) 9-10th Gr. Speaking & Listening (CCSS) 9-10th Gr. Writing (CCSS) 9-10th Gr. Writing (Hist, Soc. Stud, Sci, T ×(CCSS) 9-10th Gr. Writing
Covered Standards:Use Ctrl/Cmd + Click to select multiple standards from list
                                                      [9-10LA1] Demonstrate command of the conventions of standard English grammar and [9-10LA1a] Use parallel structure.* [9-10LA1b] Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [9-10LA2] Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [9-10LA2c] Spell correctly. [9-10LA4] 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. [9-10LA4a] 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. [9-10LA4b] Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). [9-10LA5] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [9-10LA5a] Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. [9-10LA5b] Analyze nuances in the meaning of words with similar denotations. [9-10RL1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [9-10RL2] 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. [9-10RL3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [9-10RL4] 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; ho [9-10RL5] Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [9-10RL6] Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. [9-10W1] Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [9-10W1a] Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [9-10W1b] Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [9-10W1c] Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [9-10W1d] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [9-10W1e] Provide a concluding statement or section that follows from and supports the argument presented. [9-10W2] 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. [9-10W2a] Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [9-10W2b] 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. [9-10W2c] Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [9-10W2d] Use precise language and domain-specific vocabulary to manage the complexity of the topic. [9-10W2e] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [9-10W2f] Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [9-10W3] Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [9-10W3a] Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. [9-10W3b] Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [9-10W3c] Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [9-10W3d] Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [9-10W3e] Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [9-10W4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) [9-10W5] Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Langu [9-10W6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [9-10W7] Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandin [9-10W8] Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain th [9-10W9] Draw evidence from literary or informational texts to support analysis, reflection, and research. [9-10W9a] [9-10W9b] [9-10W10] Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • ×[9-10LA1] Demonstrate command of the conventions of standard English grammar and
  • ×[9-10LA1a] Use parallel structure.*
  • ×[9-10LA1b] Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
  • ×[9-10LA2] Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • ×[9-10LA2c] Spell correctly.
  • ×[9-10LA4] 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.
  • ×[9-10LA4a] 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.
  • ×[9-10LA4b] Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • ×[9-10LA5] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • ×[9-10LA5a] Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
  • ×[9-10LA5b] Analyze nuances in the meaning of words with similar denotations.
  • ×[9-10RL1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • ×[9-10RL2] 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.
  • ×[9-10RL3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • ×[9-10RL4] 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; ho
  • ×[9-10RL5] Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • ×[9-10RL6] Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • ×[9-10W1d] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • ×[9-10W1e] Provide a concluding statement or section that follows from and supports the argument presented.
  • ×[9-10W2] 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.
  • ×[9-10W2a] Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • ×[9-10W2b] 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.
  • ×[9-10W2c] Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • ×[9-10W2d] Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • ×[9-10W2e] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • ×[9-10W2f] Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • ×[9-10W3] Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • ×[9-10W3a] Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • ×[9-10W3b] Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • ×[9-10W3c] Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • ×[9-10W3d] Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • ×[9-10W3e] Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
  • ×[9-10W4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
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MONDAY, APRIL 3

  • Screener

TUESDAY, APRIL 4

  • Bell ringer on conflict
  • Continue pronoun agreement
  • MAP PRACTICE - LITERARYTEXT

WEDNESDAY, APRIL 5

  • Bell ringer on point of view
  • Begin pronoun reference
  • Vocabulary 8 test 

THURSDAY, APRIL 6

  • MAP PRACTICE - HISTORICAL TEXT
  • Bell ringer
  • Complete pronoun reference

FRIDAY, APRIL 7

  • Bell ringer on text structure
  • In prep for next week's essay, students will reread and annotate Antony's funeral speech for Caesar
  • Test on pronoun agreement and reference

 

 

 
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MARCH 27-31, 2017

MONDAY, MARCH 27

  • FINAL SCREENER IN LIBRARY

TUESDAY, MARCH 28

  • BELL RINGER - PRACTICE ON THEME
  • INTRODUCE PRONOUN REFERENCE/ COMPLETE HANDOUTS WITH PRACTICE SENTENCES
  • ACT VOCABULARY #8 - WRITE SENTENCES WITH NEW WORDS

WEDNESDAY, MARCH 29

  • BELL RINGER - PRACTICE WITH TONE
  • INTRODUCE PRONOUN REFERENCE/ PRACTICE SENTENCES
  • COMPLETE SYNONYM LIST FOR VOC 8

THURSDAY, MARCH 30

  • BELL RINGER - CONFLICT PRACTICE
  • COMPLETE PRONOUN AMBIGUITY
  • COMPLETE ANTONYMS FOR VOC 8

FRIDAY, MARCH 31

  • TEST ON VOCABULARY 8
  • PRONOUN AMBIGUITY TEST
  • BELL RINGER - PRACTICE ON POINT OF VIEW