English 9 Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• demonstrate an awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
Wednesday, April 26, 2006
English 11
English 11 Honors
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Monday, April 24, 2006
English 9
English 9 Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• demonstrate an awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• demonstrate an awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
English 11
English 11 Honors
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
English 11
English 11 Honors
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks- Week 2
Monday, April 24, 2006
• Quiz over Vocabulary 14.
• Hand out Vocabulary 15. Go over on Wednesday.
• Introduce Walt Whitman and read the introduction to “A New American Poetry,” pp. 342-350. Class discussion.
• Read “Song of Myself,” p. 347 and discuss.
• Hand out sheet over Whitman’s poems.
Tuesday, April 25, 2006
• Continue with Whitman’s poems.
• Use the click and clunk reading strategy.
• Go over SAT pretest.
Wednesday, April 26, 2006
• Continue with Walt Whitman’s poems.
• Quiz over these on Friday- this date may be changed.
• Go over Vocabulary 15.
Thursday, April 27, 2006
• Review poems and answer any questions.
• Hand out material over Dead Poets Society.
• Begin going over SAT material.
Friday, April 28, 2006
• Quiz over Vocabulary 15.
• Test over Walt Whitman’s poems.
• Great Gatsby red dot book test.
Indiana State Standards:
11.1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferences about the meaning of scientific and mathematical terminology.
Example: While reading a biology textbook, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism.
11.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Example: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear.
Structural Features of Literature
11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society
• Parody: using humor to imitate or mock a person or situation
• Allegory: using symbolic figures and actions to express general truths about human experiences
• Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way
Example: Read and evaluate the short story, “The Celebrated Jumping Frog of Calaveras County,” by Mark Twain, as an example of Twain’s gentle satirizing of human behavior.
11.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Example: Respond to and compare a variety of poems that serve as examples of the poem’s power, such as Robert Browning’s “My Last Duchess,” Elizabeth Bishop’s “Fish,” Robert Frost’s “Out, Out...,” and Amy Lowell’s “Patterns.”
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
English 9
English 9 Syllabus
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• demonstrate an awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
April 24-28, 2006
Trimester III
Second Six Weeks-Week 2
Monday, April 24, 2006
• Hand out Vocabulary 12 words. Go over them.
• Words due on Wednesday; test is on Friday.
• Review literary terms for the play The Miracle Worker.
• Quiz over the terms.
• Students use Braille cards to write a sentence.
• Begin Act I of The Miracle Worker.
• Use Click and Clunk reading strategy.
Tuesday, April 25, 2006
• Review Act I.
• Go over questions and vocabulary.
• Review reading strategy Click and Clunk.
• Quiz over Act I on Wednesday.
• Introduce gerunds and participles.
Wednesday, April 26, 2006
• Go over vocabulary 12 words.
• Quiz over Act I of The Miracle Worker.
• Go over gerund and participle exercises.
• Begin Act II of The Miracle Worker.
Thursday, April 27, 2006
• Continue with Act II.
• Quiz on Friday.
• Outside reading time.
Friday, April 24, 2006
• Vocabulary 12 test.
• Quiz over Act II.
• Outside reading time.
Indiana State Standards:
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
Example: Analyze both the literal and the implied meaning of phrases when reading text, such as We had a permissive father. He permitted us to work.
9.3.1 Explain the relationship between the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Compare plays with similar themes, such as the theme of loneliness in The Miracle Worker by William Gibson and The Diary of Anne Frank.
9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
9.5.2 Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support important ideas and viewpoints through accurate and detailed references to the text or to other works.
• demonstrate an awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
9.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
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