• RL.9.1, RL.9.3, RL.9.5 – Analyze characters, plot, and author’s choices using text evidence.
• W.9.3, W.9.4, W.9.5, W.9.6 – Plan, write, revise, and publish narratives using technology.
• L.9.1, L.9.2, L.9.4 – Apply grammar, punctuation, and vocabulary knowledge.
• SL.9.1 – Participate in collaborative discussions.

• TTW review  expectations for having a strong plot, using dialogue, etc.
• TSW begin handwriting their rough draft continuation of The Most Dangerous Game using the graphic organizer they completed last week.
• TTW circulate to check progress and offer feedback.
• Exit Ticket: TSW turn in their rough draft of the narrative before leaving class.

• TTW teach MLA basics:
• 1-inch margins, double-spacing, Times New Roman 12 pt.
• Header with last name & page number
• Heading with name, teacher, class, date
• Centered title
• TTW demonstrate in Microsoft Word
• TSW practice by setting up their document and typing a sample paragraph.

• Swap handwritten drafts and use a checklist (clarity, detail, grammar, sentence variety).

• Students who are ready may start typing their revised narrative in MLA format.

• Review subordinating conjunctions, dependent/independent clauses, and comma placement.
• Guided practice: combine short sentences into complex sentences.

• Students bring typed draft for a 5-minute conference with the teacher to discuss strengths & revisions.
• While waiting for their own conference time, students will continue revising/editing.

• Students submit typed MLA-formatted final narrative on Canvas.

• English I: Create poster map of Ship-Trap Island. Assignment details in this week's Canvas module.
• Honors English I differentiation: Students will have different options to choose from for their final project. Assignment details in this week's Canvas module.

• TSW continue working on posters/creative projects. TTW circulate to check for accuracy.

• Quick gallery walk to view projects.
• Students complete a short written reflection.

English I Lesson Plans - Week 4

Mrs. White

Standards: 

RL.9.1, RL.9.3, W.9.2, W.9.4, W.9.5, W.9.9, SL.9.1, SL.9.4, SL.9.5, SL.9.6, L.9.1, L.9.2, L.9.3

Daily Agendas: 

Monday

• Bellringer
• Complex Sentence Lesson/Review
• Complex Sentence Worksheet
• Begin Ship-Trap Island Project - due Wednesday

Tuesday

• Bellringer
• Complex Sentence Review / Go over Worksheet answers from yesterday
• Continue working on Ship-Trap Island Project - due tomorrow

Wednesday

• Bellringer
• Complex Sentence Practice (continued)
• Complete and Present Ship-Trap Island Projects (Gallery Walk)
• Paragraph Writing Response using P.E.E.L. Method

Thursday

• English I Pre-Test

Friday

• Go over Pre-Test
• Scarlet Ibis Anticipation Guide and Introduction

Plans are subject to change. 

Plans will be modified to meet IEPs.

Week 7 Lesson Plans

Standards Covered:

*Plans are subject to change. 

*Plans will be modified to accommodate IEP's.

Day 1 – Monday

Essential Questions:

• How can sentence structure affect clarity in writing?

• How does an author’s tone shape the reader’s understanding of a text?

Agenda

1. Bellringer – Identify sentence type (5 min)

2. Mini-Lesson Review – Simple, compound, complex, compound-complex sentences (15 min)

   • Direct teaching with examples + quick student practice.

3. Practice – Sentence identification activity (10 min)

4. Lesson: Tone vs. Mood (15 min)

   • Define both terms.

   • Watch short video clips and identify tone as a class.

5. Group Work – Tone/mood practice with short excerpts (20 min)

   • Identify tone, cite textual evidence, share responses.

6. Independent Work – Read a short poem, answer guided tone/mood questions (20 min)

7. Wrap-Up – Share poem answers and clarify tone/mood (5 min)

Day 2 – Tuesday

Essential Questions:

• What are the characteristics of Gothic literature?

• How does an author use vocabulary and sentence structure to create tone?

Agenda

1. Bellringer – Sentence types warm-up (5 min)

2. Sentence Types Review Questions – Individual or partner (10 min)

3. Introduction to Gothic Literature – PowerPoint & notes (20 min)

   • Key features: setting, atmosphere, characters, themes.

4. Introduce “A Rose for Emily” (10 min)

   • Context about William Faulkner and Southern Gothic.

5. Vocabulary Practice – “A Rose for Emily” vocabulary activity (25 min)

   • Definitions, context clues, and practice sentences.

6. Exit Ticket – Gimkit game on identifying sentence types (15 min)

Day 3 – Wednesday

Essential Questions:

• How does Faulkner use Gothic elements in “A Rose for Emily”?

• How do sentence types support meaning in writing?

Agenda

1. Bellringer – Sentence types review (5 min)

2. Sentence Types Review Questions – Quiz prep (10 min)

3. Guided Reading – Read “A Rose for Emily” (30 min)

   • Stop periodically for comprehension checks.

4. Guided Questions + Graphic Organizer – Students work individually/in groups (25 min)

5. Exit Ticket – Gimkit: sentence types identification (15 min)

6. Reminders: quiz tomorrow on sentence types!

Day 4 – Thursday

Essential Questions:

• How does Faulkner’s word choice contribute to tone and theme in “A Rose for Emily”?

• How does Lincoln’s “Speech on Slavery” reflect values and persuade his audience?

Agenda

1. Bellringer – Quick grammar warm-up (5 min)

2. Sentence Types Quiz (20 min)

3. Continue Reading/Discussion – Finish “A Rose for Emily” if needed (10 min)

4. Class Discussion – Go over guided reading questions (20 min)

5. Complete Graphic Organizer

6. Independent Reading – Lincoln’s “Speech on Slavery” (15 min)

   • Students annotate and answer comprehension/analysis questions.

7. Wrap-Up – Discuss connections between fiction (Faulkner) and nonfiction (Lincoln) (5 min)

Day 5 – Friday

Essential Questions:

• How does analyzing Gothic literature improve understanding of theme and tone?

• How can we demonstrate comprehension through group collaboration?

Agenda

1. Bellringer - Identify tone 

2. Test on “A Rose for Emily” 

3. Introduce Group Project 

   • Assign roles & explain expectations (poster/creative project analyzing tone, mood, theme, symbols, or Gothic elements).

4. Group Work – Begin working on project 

   • Teacher circulates, provides guidance.

5. Wrap-Up – Quick check-in on project progress (5 min)

   • Reminder: Finish on Monday & present.

Week 8 Lesson Plans - September 22-26

Mrs. White - English I

Standards: 

RL.9.1, RL.9.2, RL.9.3, RL.9.4, RL.9.5, RL.9.6, W.9.2, W.9.4, W.9.9, L.9.1, L.9.2

Essential Questions:

• How does Edgar Allan Poe create suspense, mood, and tone in his works?

• How does figurative language contribute to meaning and emotional impact in literature?

• How do authors use literary devices, such as symbolism and irony, to develop characters and themes?

• How does understanding vocabulary and historical context enhance comprehension of a story?

• How does plot structure and author choice affect suspense and the reader’s experience?

• How can effective sentence structure and grammar improve clarity and style in writing?

*Plans are subject to change. 

*Plans will be modified to accommodate IEPs.

Agendas

Monday

1. Bellringer

2. Test on "A Rose for Emily"

3. Introduction to Poe Unit - Video and Notes

Tuesday

1. Bellringer

2. Commas Lesson and Practice Questions 

3. Read and annotate "The Raven" as a class (Close-Reading Questions)

4. Identify literary devices/figurative language in the poem.

5. Exit Ticket: Quickwrite Prompt using PEEL Method (Choose one of the three options)

Wednesday

1. Bellringer

2. Commas Practice Questions

3. Review "The Raven" assignments from yesterday.

4. Introduction to "Cask of Amontillado" 

• Pre-Reading Assignment
• Vocabulary

Thursday

1. Bellringer - Commas Practice

2. Literary Terms Review 

3. Read "The Cask of Amontillado"

• As you read, annotate the passage using #mainidea method.
• After reading, complete the literary terms worksheet - Identifying examples of literary terms in the story.
• Plot Diagram - Together as a class.
• Exit Ticket: Plot Sequencing Quiz

Friday

1. Bellringer - Vocabulary Review

2. "The Cask of Amontillado" Sentence-Combining Worksheet

3. Symbolism/Motif Mini-Lesson

4. Symbolism/Motif in "The Cask of Amontillado"

5. Exit Ticket: Quickwrite Prompt: Choose one and use the PEEL method to answer the prompt. 

• Analyze a symbol from the story and explain how it contributes to the theme.

• Compare two symbols or motifs in the story and explain their effects.

• Reflect on Montresor’s character: What does his behavior symbolize about human nature?

Lesson Plans English I/Honors English I - Week 9 (September 29-October 3)

Teacher: R. White

Standards

• RL.9.1 – Cite strong and thorough textual evidence to support analysis.

• RL.9.2 – Determine theme or central idea and analyze development.

• RL.9.4 – Determine the meaning of words/phrases, including figurative and connotative meanings.

• RL.9.7 – Analyze how a film or adaptation of a text compares to the original.

• RI.9.1–RI.9.10 – Reading Informational Standards (tested on 9 weeks exam).

• RL.9.1–RL.9.10 – Reading Literature Standards (tested on 9 weeks exam).

• L.9.1 – Demonstrate command of conventions of standard English grammar.

• L.9.2 – Demonstrate command of capitalization, punctuation, and spelling.

Essential Questions

1. How do authors use symbolism to develop deeper meaning in a text?

2. How can grammar choices (such as sentence combining and commas) improve clarity in writing?

3. How do themes of revenge and pride shape The Cask of Amontillado?

4. How do film adaptations enhance or change the meaning of a story?

    
   *Plans are subject to change. 
   *Plans will be modified to accommodate IEP's.

Monday's Agenda:

1. Bellringer/Review Game: Blooket review of Poe vocabulary (10 min).

2. Plot Review & Quiz: Quick recap of The Cask of Amontillado followed by a short quiz (20 min).

3. Sentence Combining Practice: Students rewrite groups of simple sentences into complex/compound forms (20 min).

4. Grammar Mini-Lesson: Teach Comma Rule #4. Students complete a short practice sheet (15 min).

5. Exit Ticket: Turn in Comma Rule 4 Practice

Tuesday's Agenda:

1. Bellringer: Write one sentence using Comma Rule #4 correctly (5 min).

2. Symbolism Activity: In groups, analyze major symbols in the story (trowel, carnival, Amontillado, Montresor’s coat of arms) and explain how each contributes to theme (20 min).

3. Class Share-Out: Groups present their symbolism findings (10 min).

4. Literary Terms Review (9 Weeks Exam Review)

Wednesday & Thursday – 9 Weeks Exams

Agenda:

1. 9 Weeks Test 

2. After Test: Choice board extension activities:

   • Poe vocabulary activities

   • Design Montresor’s coat of arms

   • Create a comic strip version of the story

   • Write a 6-word story summary of The Cask of Amontillado

Friday's Agenda:

1. Makeup Work: Students complete any unfinished assignments 

2. Film Viewing & Comparison: Watch a short film adaptation of The Cask of Amontillado. Students complete a chart comparing similarities/differences with the story.