1. ENGLISH II (Section II)
  2. Assignments

ENGLISH II (Section II) Assignments

Instructors
Term
2016-2017 School Year
Department
English Department
Description
 

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

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
 
Brenda Sasser @ Brookhaven High
 
 
 
No Group Edit/Ownership
English II
×(CCSS) 9-10th Gr. Writing
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.
  • ×[9-10W1d] 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.)
Use Shift + Click to open links within the lesson plan
 

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

 

 
 
 

 
 
Brenda Sasser @ Brookhaven High
 
 
 
No Group Edit/Ownership
English II
×(CCSS) 9-10th Gr. Writing
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.
  • ×[9-10W1d] 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.)
Use Shift + Click to open links within the lesson plan
 

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

 

 
 
 

 

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 SYNINYM 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

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 SYNINYM 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

BELL RINGERS EACH DAY

MONDAY, MARCH 20

  • verb diagnostic test
  • ACT vocabulary # 7/write sentences for each word
  • review author's purpose

TUESDAY, MARCH 21

  • begin discussion of subject/verb agreement- rules 1-5b
  • complete activities on these rules
  • review characterization

WEDNESDAY, MARCH 22

  • coomplete activities on rules 6-10 plus progress check
  • review irony

THURSDAY, MARCH 23

  • ACT voc #7 test
  • complete subject/ verb agreement activities
  • story element review

FRIDAY, MARCH 24

  • subject/verb agreement test
  • MAP practice - "The Chimney Sweeper"
MONDAY, FEBRUARY 27
  • COMPLETE ACTIVITIES FOR ACT VOCABULARY # 6
  • DISCUSS PARALLELISM AND COMPLETE HANDOUTS 1-3
TUESDAY, FEBRUARY 28
  • PRACTICE ESSAY FOR EXAM ON WEDNESDAY
WEDNESDAY, MARCH 1
  • EXAM FOR FIRST AND SECOND BLOCKS
THURSDAY, MARCH 2
  • COMPLETE PARALLELISM HANDOUTS 4-5
  • ACT VOCABULARY # 6 TEST
FRIDAY, MARCH 3
  • PARALLELISM TEST
  • MAP PRACTICE - MARK TWAIN
 
Brenda Sasser @ Brookhaven High
 
 
 
No Group Edit/Ownership
English II
×(CCSS) 9-10th Gr. Writing
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.
  • ×[9-10LA2a] Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
  • ×[9-10LA2b] Use a colon to introduce a list or quotation.
  • ×[9-10LA2c] Spell correctly.
  • ×[9-10LA3a] Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
  • ×[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.
  • ×[9-10LA5] 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.
  • ×[9-10RIT1] 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.
  • ×[9-10RIT7] Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
  • ×[9-10RIT8] Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • ×[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.
  • ×[9-10W2d] 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.
  • ×[9-10W5] 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.
  • ×[9-10W10] 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.
Use Shift + Click to open links within the lesson plan
 

ACT BELL RINGERS EACH DAY

FEBRUARY 20 -24, 2017

MONDAY, FEBRUARY 20

  • PRSIDENTS’ DAY HOLIDAY

TUESDAY, FEBRUARY 21

  • USING CHROME BOOKS,  RESEARCH CLASS STRUCTURE DURING THE VICTORIAN PERIOD
  • WRITE A 500 ESSAY ON CLASS STRUCTURE

WEDNESDAY, FEBRUARY 22

  • STUDENTS WILL WORK ON GREAT EXPECTATIONS PORTFOLIO

THURSDAY, FEBRUARY 23

  • FINAL PROJECT ON GREAT EXPECTATIONS
  • CONTINUE WORK ON PORTFOLIO

FRIDAY, FEBRUARY 24

  • PORTFOLIO DUE
  • BEGIN REVIEW MATERIAL FOR WRITING ON EXAM – PRACTICE ESSAY
 
 

 

Assignment Calendar

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Past Assignments

Due:

Assignment

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

Due:

Assignment

BELL RINGERS EACH DAY

MONDAY, MARCH 20

  • verb diagnostic test
  • ACT vocabulary # 7/write sentences for each word
  • review author's purpose

TUESDAY, MARCH 21

  • begin discussion of subject/verb agreement- rules 1-5b
  • complete activities on these rules
  • review characterization

WEDNESDAY, MARCH 22

  • coomplete activities on rules 6-10 plus progress check
  • review irony

THURSDAY, MARCH 23

  • ACT voc #7 test
  • complete subject/ verb agreement activities
  • story element review

FRIDAY, MARCH 24

  • subject/verb agreement test
  • MAP practice - "The Chimney Sweeper"

Due:

Assignment

MONDAY, MARCH 6

  • REVIEW PARALLELISM
  • PARALLELISM TEST 
  • PRACTICE MAP TEST - MARK TWAIN

TUESDAY, MARCH 7

  • EXAM REVIEW - "AFTER TWENTY YEARS"

WEDNESDAY, MARCH 8

  • EXAM REVIEW - "NOWHERE TO GO"

THURSDAY, MARCH 9

  • SECOND BLOCK EXAM

FRIDAY, MARCH 10

  • FIRST BLOCK EXAM

Due:

Assignment

 
Brenda Sasser @ Brookhaven High
 
 
 
No Group Edit/Ownership
English II
×(CCSS) 9-10th Gr. Writing
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.
  • ×[9-10LA2a] Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
  • ×[9-10LA2b] Use a colon to introduce a list or quotation.
  • ×[9-10LA2c] Spell correctly.
  • ×[9-10LA3a] Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
  • ×[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.
  • ×[9-10LA5] 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.
  • ×[9-10RIT1] 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.
  • ×[9-10RIT7] Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
  • ×[9-10RIT8] Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • ×[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.
  • ×[9-10W2d] 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.
  • ×[9-10W5] 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.
  • ×[9-10W10] 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.
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ACT BELL RINGERS EACH DAY

FEBRUARY 20 -24, 2017

MONDAY, FEBRUARY 20

  • PRSIDENTS’ DAY HOLIDAY

TUESDAY, FEBRUARY 21

  • USING CHROME BOOKS,  RESEARCH CLASS STRUCTURE DURING THE VICTORIAN PERIOD
  • WRITE A 500 ESSAY ON CLASS STRUCTURE

WEDNESDAY, FEBRUARY 22

  • STUDENTS WILL WORK ON GREAT EXPECTATIONS PORTFOLIO
  • USE PHONES FOR RESEARCH

THURSDAY, FEBRUARY 23

  • FINAL PROJECT ON GREAT EXPECTATIONS
  • CONTINUE WORK ON PORTFOLIO

FRIDAY, FEBRUARY 24

  • PORTFOLIO DUE
  • BEGIN REVIEW MATERIAL FOR WRITING ON EXAM – PRACTICE ESSAY
 
 

 

Due:

Assignment

 
Brenda Sasser @ Brookhaven High
 
 
 
No Group Edit/Ownership
English II
×(CCSS) 9-10th Gr. Speaking & Listening
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  • ×[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.
  • ×[9-10LA2a] Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
  • ×[9-10LA2c] Spell correctly.
  • ×[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.
  • ×[9-10RIT8] Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • ×[9-10WHST1a] Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
  • ×[9-10WHST1b] Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge
  • ×[9-10WHST1c] 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.
  • ×[9-10WHST1d] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • ×[9-10WHST1e] Provide a concluding statement or section that follows from or supports the argument presented.
  • ×[9-10WHST2a] Introduce a topic and organize 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.
  • ×[9-10WHST2b] 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.
  • ×[9-10WHST2c] Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
  • ×[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
  • ×[9-10SL4] Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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February 13-17, 2017

ACT BELL RINGERS EACH DAY

MONDAY, FEBRUARY 13

  • TEST ON INDEPENDENT/DEPENDENT CLAUSES, ADJECTIVE CLAUSES, AND MISPLACED MODIFIERS
  • COMPLETE ACTIVITIES FOR ACT VOCABULARY # 5

TUESDAY, FEBRUARY 14

  • BEGIN DISCUSSION OF ADVERB CLAUSES
  • WORK ON LAST QUESTIONS FOR GREAT EXPECTATIONS

WEDNESDAY, FEBRUARY 15

  • COMPLETE ACTIVITIES ON ADVERB CLAUSES
  • TEST ON ACT VOC #5
  • COMPLETE REVIEW OF GREAT EXPECTATIONS

THURSDAY, FEBRUARY 16

  • TEST ON  ADVERB CLAUSES
  • COMPLETE CHARACTER  CARDS FOR NOVEL

FRIDAY, FEBRUARY 17

  • TEST ON STAGE THREE OF GREAT EXPECTATIONS
  • QUESTIONS FOR CHAPTERS 50-59, ACTIVE READING, AND VOCABULARY  DUE
  • MAP PRACTICE – THOMAS JEFFERSON’S FIRST INAUGURAL  ADDRESS ​​​​​​​
 
 

 

Due:

Assignment

ACT BELL RINGERS EACH DAY

MONDAY, FEBRUARY 6

  • DISCUSS ADJECTIVE CLAUSES
  • ACT VOBABULARY 4 ACTIVITIES

TUESDAY, FEBRUARY 7

  • CONTINUE DISCUSSION OF ADJECTIVE CLAUSES
  • WORK ON GREAT EXPECTATIONS QUESTIONS

WEDNESDAY, FEBRUARY 8

  • DISCUSS CORRECTING MISPLACED MODIFIERS
  • WORK ON GREAT EXPECTATIONS QUESTIONS

THURSDAY, FEBRUARY 9

  • ACT VOCABULARY #4 TEST
  • COMPLETE MISPLACED MODIFIERS

FRIDAY, FEBRUARY 10

  • GREAT EXPECTATIONS QUESTIONS AND VOCABULARY FOR CHAPTERS 40-49 DUE
  • MAP PRACTICE TEST - ABIGAIL ADAMS(HISTORICAL TEXT)

Due:

Assignment

GREAT EXPECTATIONS 
*QUESTIONS FOR CHAPTERS 30-39
*ACTIVE READING
*VOCABULARY
*TEST ON ACT VOCABULARY 
ALL DUE ON 2/3/17