English 11B Honors Syllabus
March 13-17, 2006
Trimester III-Week 3
Monday, March 13, 2006
• Distribute Vocabulary 11 again.
• Discuss Emerson and questions from introduction, from Nature, and from Self-Reliance pp. 216-226. Five questions should be in steno-pad.
Read Thoreau’s from Walden pp. 234-244 and write a short summary for each section. This will be discussed on Wednesday.
Test over Emerson and Thoreau on Thursday.
Work on film analysis paper.
Tuesday, March 14, 2006
• In lab typing and polishing film analysis paper.
Finish paper for Wednesday.
Make sure Thoreau reading is complete and summaries written.
Wednesday, March 15, 2006
• Discuss Thoreau material.
• Review for test on Thursday.
• Hand out “Extended Definition” material. This will be due on Thursday, March 23 or before if leaving early for break.
• Review vocabulary 11.
Study for Emerson and Thoreau test.
Work on “Extended Definitions” material.
Thursday, March 16, 2006
• Test over Emerson and Thoreau.
• Hand out essay material over The Crucible and Of Mice and Men. This is due on Tuesday, March 21. We will be in the lab.
• Review and discuss evolving thesis.
Study for Vocabulary 11 test.
Work on essay material
Work on “Extended Definitions.”
Friday, March 17, 2006
• Vocabulary 11 Test.
• Work on material- Crucible and Of Mice and Men.
• HAPPY ST. PATRICK’S DAY!
Friday, March 10, 2006
Sunday, March 05, 2006
English 9B
English 9B Syllabus
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Quickwrite – pg. 732.
• Read and listen to Romeo and Juliet Act I, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scene 1.
Tuesday, March 07
• Vocabulary 9 Due.
• Review Vocabulary 9.
• Watch video on pronouns.
• Go over English Workshop – Ch. 16.
• Complete Review Exercises for Homework – due Thursday.
• Watch Zeffirelli DVD – Act I, Scenes 2 & 3.
Wednesday, March 08
• Half Day – no class for fifth period.
• Complete/Revise Criterion essay if you have a four or below.
• Read red dot books.
Thursday, March 09
• Vocabulary 9 Quiz.
• Read and listen to Romeo and Juliet Act I, Scenes 4 & 5.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 4 & 5.
Friday, March 10
• Pronoun Quiz.
• Quickwrite on suspense and what you expect to happen next.
• Read and listen to Romeo and Juliet Act II, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 1 – 3.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
• 9.3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
• 9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Quickwrite – pg. 732.
• Read and listen to Romeo and Juliet Act I, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scene 1.
Tuesday, March 07
• Vocabulary 9 Due.
• Review Vocabulary 9.
• Watch video on pronouns.
• Go over English Workshop – Ch. 16.
• Complete Review Exercises for Homework – due Thursday.
• Watch Zeffirelli DVD – Act I, Scenes 2 & 3.
Wednesday, March 08
• Half Day – no class for fifth period.
• Complete/Revise Criterion essay if you have a four or below.
• Read red dot books.
Thursday, March 09
• Vocabulary 9 Quiz.
• Read and listen to Romeo and Juliet Act I, Scenes 4 & 5.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 4 & 5.
Friday, March 10
• Pronoun Quiz.
• Quickwrite on suspense and what you expect to happen next.
• Read and listen to Romeo and Juliet Act II, Scenes 1 – 3.
• Fill out KWL.
• Watch Zeffirelli DVD – Act I, Scenes 1 – 3.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
• 9.3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
• 9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
English 11B Honors
English 11B Honors Syllabus
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Distribute Vocabulary 11.
• Alienation vs. alliance with the audience in Thoreau – handout & discussion.
• Complete PowerPoint presentations with your partners.
Read Of Mice and Men pp. 84-98. Reflect in DEJ.
Complete PowerPoint if you haven’t already.
Tuesday, March 07
• PowerPoint presentations on civil disobedience.
• Quickwrite.
Read Of Mice and Men pp. 99-107. Reflect in DEJ.
Vocabulary 11.
Wednesday, March 08
• Review Vocabulary 11.
• Red Dot Book test on Of Mice and Men.
• Assign film analysis paper.
• Watch first part of Of Mice and Men.
Brainstorm ideas for paper.
Thursday, March 09
• Watch the rest of Of Mice and Men.
Write rough draft of film paper.
Study Vocabulary 11.
Friday, March 10
• Vocabulary 11 Quiz.
• Peer edit film paper drafts.
• Quickwrite.
Revise film paper – final draft due Monday.
Read Emerson 216-23 in your text.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
• 11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 11.4.12 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.
• 11.5.2 Write responses to literature that:
o demonstrate a comprehensive understanding of the significant ideas in works or passages.
o analyze the use of imagery, language, universal themes, and unique aspects of the text.
o support important ideas and viewpoints through accurate and detailed references to the text and to other works.
o demonstrate an understanding of the author’s style and an appreciation of the effects created.
o identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 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.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
• 11.7.17 Deliver oral reports on historical investigations that:
o use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
o analyze several historical records of a single event, examining each perspective on the event.
o describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation.
o include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.
• 11.7.19 Deliver multimedia presentations that:
o combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
o select an appropriate medium for each element of the presentation.
o use the selected media skillfully, editing appropriately and monitoring for quality.
o test the audience’s response and revise the presentation accordingly.
March 06 – March 10, 2006
Trimester III – Week 2
Monday, March 06
• Distribute Vocabulary 11.
• Alienation vs. alliance with the audience in Thoreau – handout & discussion.
• Complete PowerPoint presentations with your partners.
Read Of Mice and Men pp. 84-98. Reflect in DEJ.
Complete PowerPoint if you haven’t already.
Tuesday, March 07
• PowerPoint presentations on civil disobedience.
• Quickwrite.
Read Of Mice and Men pp. 99-107. Reflect in DEJ.
Vocabulary 11.
Wednesday, March 08
• Review Vocabulary 11.
• Red Dot Book test on Of Mice and Men.
• Assign film analysis paper.
• Watch first part of Of Mice and Men.
Brainstorm ideas for paper.
Thursday, March 09
• Watch the rest of Of Mice and Men.
Write rough draft of film paper.
Study Vocabulary 11.
Friday, March 10
• Vocabulary 11 Quiz.
• Peer edit film paper drafts.
• Quickwrite.
Revise film paper – final draft due Monday.
Read Emerson 216-23 in your text.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
• 11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.1 Discuss ideas for writing with classmates, teachers, and other writers.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 11.4.12 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.
• 11.5.2 Write responses to literature that:
o demonstrate a comprehensive understanding of the significant ideas in works or passages.
o analyze the use of imagery, language, universal themes, and unique aspects of the text.
o support important ideas and viewpoints through accurate and detailed references to the text and to other works.
o demonstrate an understanding of the author’s style and an appreciation of the effects created.
o identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 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.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
• 11.7.17 Deliver oral reports on historical investigations that:
o use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
o analyze several historical records of a single event, examining each perspective on the event.
o describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation.
o include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.
• 11.7.19 Deliver multimedia presentations that:
o combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
o select an appropriate medium for each element of the presentation.
o use the selected media skillfully, editing appropriately and monitoring for quality.
o test the audience’s response and revise the presentation accordingly.
Sunday, February 26, 2006
English 9B
English 9B Syllabus
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 9B – review expectations and guidelines.
• Watch a video biography of William Shakespeare.
• Fill out guided notes on video.
Tuesday, February 28
• Vocabulary 8 Due.
• WebQuest on the life of Shakespeare and the background of Romeo and Juliet.
Wednesday, March 01
• Vocabulary 8 Quiz.
• We will do a rhythm activity using the Dr. Seuss book, Green Eggs and Ham.
• Learn about the terms needed to discuss Shakespeare’s style and language and to discuss drama.
• Receive handout/worksheet for terms like iambic pentameter.
Thursday, March 02
• Terms worksheet due.
• Criterion.
• Handout “reader’s theater” parts.
Friday, March 03
• Terms Quiz.
• “Reader’s theater” activity with the prologue to Romeo and Juliet.
• Read and listen to the first two scenes of R&J.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
Dialogue: a conversation between two characters
Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
Asides: words spoken by characters directly to the audience
Character foils: characters who are used as contrast to another character
Stage designs: directions and drawings for the setting of a play
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
• 9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 9B – review expectations and guidelines.
• Watch a video biography of William Shakespeare.
• Fill out guided notes on video.
Tuesday, February 28
• Vocabulary 8 Due.
• WebQuest on the life of Shakespeare and the background of Romeo and Juliet.
Wednesday, March 01
• Vocabulary 8 Quiz.
• We will do a rhythm activity using the Dr. Seuss book, Green Eggs and Ham.
• Learn about the terms needed to discuss Shakespeare’s style and language and to discuss drama.
• Receive handout/worksheet for terms like iambic pentameter.
Thursday, March 02
• Terms worksheet due.
• Criterion.
• Handout “reader’s theater” parts.
Friday, March 03
• Terms Quiz.
• “Reader’s theater” activity with the prologue to Romeo and Juliet.
• Read and listen to the first two scenes of R&J.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.3.10 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
Dialogue: a conversation between two characters
Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
Asides: words spoken by characters directly to the audience
Character foils: characters who are used as contrast to another character
Stage designs: directions and drawings for the setting of a play
• 9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
• 9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
• 9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
English 11B Honors
English 11B Honors Syllabus
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 11B – review expectations and guidelines.
• Distribute American Literature textbooks and Of Mice and Men.
• Discuss double entry journal assignment on Curley’s wife.
• Distribute Vocabulary 10.
• Distribute “The Simple Life” prompt.
• Of Mice and Men introductory activity.
Read Of Mice and Men pp. 1-16. Reflect in DEJ.
Prepare for Criterion – “The Simple Life” handout.
Tuesday, February 28
We will be in the lab today.
• Criterion – come prepared with your “The Simple Life” handout.
Read Of Mice and Men pp. 17-37. Reflect in DEJ.
Read pp. 230-31 and 249-54 in your textbook.
Come to class with five questions you have about the Thoreau reading.
Wednesday, March 01
• Vocabulary 10 Due.
• Introduction to civil disobedience. Discuss Thoreau, Mahatma Gandhi, Rosa Parks, Nelson Mandela, Dr. Martin Luther King, Jr.
• Read and discuss “Letter from Birmingham City Jail.”
• Quickwrite.
Read Of Mice and Men pp. 38-65. Reflect in DEJ.
Thursday, March 02
We will be in the lab today.
• WebQuest on civil disobedience.
Read Of Mice and Men pp. 66-83. Reflect in DEJ.
Friday, March 03
• Vocabulary 10 Quiz.
• Socratic seminar on Of Mice and Men.
Read Of Mice and Men pp. 84-98 for Monday. Reflect in DEJ.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
• 11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
• 11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
• 11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
o trace the development of the major periods of literature.
o contrast the major themes, styles, and trends in different periods.
o evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 11.4.12 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 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.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
February 27 – March 03, 2006
Trimester III – Week 1
Monday, February 27
• Welcome to English 11B – review expectations and guidelines.
• Distribute American Literature textbooks and Of Mice and Men.
• Discuss double entry journal assignment on Curley’s wife.
• Distribute Vocabulary 10.
• Distribute “The Simple Life” prompt.
• Of Mice and Men introductory activity.
Read Of Mice and Men pp. 1-16. Reflect in DEJ.
Prepare for Criterion – “The Simple Life” handout.
Tuesday, February 28
We will be in the lab today.
• Criterion – come prepared with your “The Simple Life” handout.
Read Of Mice and Men pp. 17-37. Reflect in DEJ.
Read pp. 230-31 and 249-54 in your textbook.
Come to class with five questions you have about the Thoreau reading.
Wednesday, March 01
• Vocabulary 10 Due.
• Introduction to civil disobedience. Discuss Thoreau, Mahatma Gandhi, Rosa Parks, Nelson Mandela, Dr. Martin Luther King, Jr.
• Read and discuss “Letter from Birmingham City Jail.”
• Quickwrite.
Read Of Mice and Men pp. 38-65. Reflect in DEJ.
Thursday, March 02
We will be in the lab today.
• WebQuest on civil disobedience.
Read Of Mice and Men pp. 66-83. Reflect in DEJ.
Friday, March 03
• Vocabulary 10 Quiz.
• Socratic seminar on Of Mice and Men.
Read Of Mice and Men pp. 84-98 for Monday. Reflect in DEJ.
Indiana State Standards covered this week:
• 11.2.4 Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
• 11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
• 11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
• 11.3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both.
• 11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
o trace the development of the major periods of literature.
o contrast the major themes, styles, and trends in different periods.
o evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
• 11.3.6 Analyze the way in which authors have used archetypes (models or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings.
• 11.3.7 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.
• 11.4.10 Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 11.4.12 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.
• 11.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.
• 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.
• 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
Journalism
Journalism Syllabus
Mrs. Gifford
February 27-March 3, 2006
Trimester III Week One
Monday, February 27, 2006
• Introduction of new students.
• Assign Chapter Two “Meeting Ethical and Legal Responsibilities,” pp. 26-51.
• Hand out sheet over “News Story Outline.” Explain what the students need to do.
• Hand out “Journalism Preparation Sheet.” Explain this.
• Hand out “Story Idea Development” sheet and explain.
• Make sure Trimester II students’ folders are emptied or cleaned.
• Make a new folder for new students.
• If have time, brainstorm for March issue.
• Finish up proof reading thumbnails.
Tuesday, February 28, 2006
• If we did not brainstorm story ideas and assign, we need to complete this.
• Work with new students on lead writing.
• Have new students interview and write leads.
• Journalism II/III students write questions for articles.
• Chris should start making plates.
Wednesday, March 1, 2006
• Have Chris review digital camera usage.
• Distribute information over this.
• Have Chara explain the darkroom.
• Distribute information over making contact sheets.
Thursday, March 2, 2006
• Work day for students.
• Remind students to have daily work logs in their folders.
• Remind students to hand in copy of interview questions for grading.
Friday, March 3, 2006
• Work day
Mrs. Gifford
February 27-March 3, 2006
Trimester III Week One
Monday, February 27, 2006
• Introduction of new students.
• Assign Chapter Two “Meeting Ethical and Legal Responsibilities,” pp. 26-51.
• Hand out sheet over “News Story Outline.” Explain what the students need to do.
• Hand out “Journalism Preparation Sheet.” Explain this.
• Hand out “Story Idea Development” sheet and explain.
• Make sure Trimester II students’ folders are emptied or cleaned.
• Make a new folder for new students.
• If have time, brainstorm for March issue.
• Finish up proof reading thumbnails.
Tuesday, February 28, 2006
• If we did not brainstorm story ideas and assign, we need to complete this.
• Work with new students on lead writing.
• Have new students interview and write leads.
• Journalism II/III students write questions for articles.
• Chris should start making plates.
Wednesday, March 1, 2006
• Have Chris review digital camera usage.
• Distribute information over this.
• Have Chara explain the darkroom.
• Distribute information over making contact sheets.
Thursday, March 2, 2006
• Work day for students.
• Remind students to have daily work logs in their folders.
• Remind students to hand in copy of interview questions for grading.
Friday, March 3, 2006
• Work day
Sunday, February 12, 2006
Speech
Speech Syllabus
February 13 – February 23, 2005
Trimester II – Weeks 5 and 6
Monday, February 13
· Vote on resolutions for Mock Congress.
· Lecture over procedures for Mock Congress.
· Begin research. You need to prepare to speak on two of the three resolutions.
Tuesday, February 14
· Research resolutions.
Wednesday, February 15
· Research and begin writing speeches.
Thursday, February 16
· Complete writing speeches. You need two complete speeches for class tomorrow.
Friday, February 17
· Mock Congress.
Monday, February 13
· President’s Day – no school.
Tuesday, February 21
· Mock Congress.
Wednesday, February 22
· Complete Mock Congress.
· Review for final exam.
Thursday, February 23
· Final Exam.
Indiana State Standards covered:
· 9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
· 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
· 9.5.4 Write persuasive compositions that:
Ø organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Ø use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy.
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø address readers’ concerns, counterclaims, biases, and expectations.
· 9.7.3 Recognize and use elements of classical speech forms (including the introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
· 9.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.
· 9.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that:
Ø structure ideas and arguments in a coherent, logical fashion.
Ø contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy).
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø anticipate and address the listener’s concerns and counter-arguments.
February 13 – February 23, 2005
Trimester II – Weeks 5 and 6
Monday, February 13
· Vote on resolutions for Mock Congress.
· Lecture over procedures for Mock Congress.
· Begin research. You need to prepare to speak on two of the three resolutions.
Tuesday, February 14
· Research resolutions.
Wednesday, February 15
· Research and begin writing speeches.
Thursday, February 16
· Complete writing speeches. You need two complete speeches for class tomorrow.
Friday, February 17
· Mock Congress.
Monday, February 13
· President’s Day – no school.
Tuesday, February 21
· Mock Congress.
Wednesday, February 22
· Complete Mock Congress.
· Review for final exam.
Thursday, February 23
· Final Exam.
Indiana State Standards covered:
· 9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
· 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
· 9.5.4 Write persuasive compositions that:
Ø organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Ø use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy.
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø address readers’ concerns, counterclaims, biases, and expectations.
· 9.7.3 Recognize and use elements of classical speech forms (including the introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
· 9.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.
· 9.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that:
Ø structure ideas and arguments in a coherent, logical fashion.
Ø contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy).
Ø clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Ø anticipate and address the listener’s concerns and counter-arguments.
English 9A
English 9A Syllabus
February 13 – February 17, 2006
Trimester II – Week 5
Monday, February 13
· Vocabulary 7 due.
· Read and listen to “Cyclops” section of The Odyssey.
· Discuss RAFT assignment on “The Cyclops.”
· Start working on RAFT.
Tuesday, February 14
· Vocabulary 7 test.
· Watch “Cyclops” section of the film.
Wednesday, February 15
· Red dot book test due if you scored below a seven on your red dot book test last week.
· Quiz – The Odyssey, part one.
· Read “The Test of the Great Bow” and “Death at the Palace.”
Thursday, February 16
· RAFT due.
· Read “Odysseus and Penelope.”
· Group discussion about issues in the end of The Odyssey.
Friday, February 17
· No class for 1st period.
· Catch-up day for 5th period.
Indiana State Standards covered this week:
· 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
· 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
· 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
· 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
· 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
· 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
· 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.
· 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
February 13 – February 17, 2006
Trimester II – Week 5
Monday, February 13
· Vocabulary 7 due.
· Read and listen to “Cyclops” section of The Odyssey.
· Discuss RAFT assignment on “The Cyclops.”
· Start working on RAFT.
Tuesday, February 14
· Vocabulary 7 test.
· Watch “Cyclops” section of the film.
Wednesday, February 15
· Red dot book test due if you scored below a seven on your red dot book test last week.
· Quiz – The Odyssey, part one.
· Read “The Test of the Great Bow” and “Death at the Palace.”
Thursday, February 16
· RAFT due.
· Read “Odysseus and Penelope.”
· Group discussion about issues in the end of The Odyssey.
Friday, February 17
· No class for 1st period.
· Catch-up day for 5th period.
Indiana State Standards covered this week:
· 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
· 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
· 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
· 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
· 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
· 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
· 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.
· 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Monday, February 06, 2006
Speech
Speech Syllabus
February 6-10, 2006
Mrs. Gifford
mgifford@plymouth.k12.in.us
School 936-2178 ext. 338
Home 936-7355
Monday, February 6, 2006
Continue working on research persuasive speeches. Discuss visual aides and help with speeches. Check outlines and manuscripts. Review speaking schedules. Students hand back midterm grade sheets. Hand out problem solving and go over. Go over problem solving sheet. Review what needs to be handed in on Tuesday.
Tuesday, February 7, 2006
Begin persuasive speeches. Remind students of problem solving sheet.
Wednesday, February 8, 2006
Persuasive speeches.
Thursday, February 9, 2006
Persuasive speeches
Friday, February 10, 2006
Finish any persuasive research speeches. Any students who need to make up speeches will do this today. All problem solving sheets should be handed in no later than today. Begin introduction to Mock Trial. Reflect over all speeches.
Comments:
Be sure to hand in persuasive problem solving sheet.
Make sure that you have all material organized in folder and ready to hand in before giving speech.
Next week we will be researching topics for Mock Trial.
February 6-10, 2006
Mrs. Gifford
mgifford@plymouth.k12.in.us
School 936-2178 ext. 338
Home 936-7355
Monday, February 6, 2006
Continue working on research persuasive speeches. Discuss visual aides and help with speeches. Check outlines and manuscripts. Review speaking schedules. Students hand back midterm grade sheets. Hand out problem solving and go over. Go over problem solving sheet. Review what needs to be handed in on Tuesday.
Tuesday, February 7, 2006
Begin persuasive speeches. Remind students of problem solving sheet.
Wednesday, February 8, 2006
Persuasive speeches.
Thursday, February 9, 2006
Persuasive speeches
Friday, February 10, 2006
Finish any persuasive research speeches. Any students who need to make up speeches will do this today. All problem solving sheets should be handed in no later than today. Begin introduction to Mock Trial. Reflect over all speeches.
Comments:
Be sure to hand in persuasive problem solving sheet.
Make sure that you have all material organized in folder and ready to hand in before giving speech.
Next week we will be researching topics for Mock Trial.
Sunday, February 05, 2006
English 9A
English 9A Syllabus
February 06 – February 10, 2006
Trimester II – Week 4
Monday, February 06
• Vocabulary 6 due.
• Complete Hero Project.
• Complete Criterion entries.
• Red Dot Book reading time if you have completed everything.
Tuesday, February 07
• Vocabulary 6 test.
• Distribute vocabulary 7 words.
• Read and listen to “Calypso” section of The Odyssey.
• Read and listen to song, “Calypso,” by Suzanne Vega.
• Venn diagram - similarities and differences between the poem and the song.
Wednesday, February 08
• Watch “Calypso” portion of The Odyssey movie.
• Write WAC essay drafts – compare/contrast “Calypso” poem and song.
Thursday, February 09
• “Calypso” essay drafts due.
• Peer edit and revise essays.
Friday, February 10
• Red Dot Book Project due!
• Final “Calypso” essays due – with WAC rubric.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify discuss the Homeric Simile.
• Practice writing Homeric Similes.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
• 9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
• 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.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
February 06 – February 10, 2006
Trimester II – Week 4
Monday, February 06
• Vocabulary 6 due.
• Complete Hero Project.
• Complete Criterion entries.
• Red Dot Book reading time if you have completed everything.
Tuesday, February 07
• Vocabulary 6 test.
• Distribute vocabulary 7 words.
• Read and listen to “Calypso” section of The Odyssey.
• Read and listen to song, “Calypso,” by Suzanne Vega.
• Venn diagram - similarities and differences between the poem and the song.
Wednesday, February 08
• Watch “Calypso” portion of The Odyssey movie.
• Write WAC essay drafts – compare/contrast “Calypso” poem and song.
Thursday, February 09
• “Calypso” essay drafts due.
• Peer edit and revise essays.
Friday, February 10
• Red Dot Book Project due!
• Final “Calypso” essays due – with WAC rubric.
• Read “The Lotus Eaters” section of The Odyssey.
• Identify discuss the Homeric Simile.
• Practice writing Homeric Similes.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.1.3 Use knowledge of Greek, Roman, and Norse mythology to understand the origin and meaning of new words.
• 9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
• 9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
• 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context.
• 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.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Monday, January 30, 2006
Speech
Syllabus
Speech
January 30-February 3, 2006
Third week of Trimester II
Monday, January 30, 2006
Hand out sheets over persuasive speaking (Some of these were given to you on Friday). Lecture from notes. Explain the persuasive speech model using research. Explain grading rubric/evaluation. Review Monroe’s Motivated Sequence. Review logos. Go over chapter 9 p. 215 and hand out PowerPoint guide and go over p.241 chapter 10. Begin research introduction. Tell students what material they need. Students should have a possible topic to research. Hand out thesis statement sheets.
Tuesday, January 31, 2006
Continue with research process explanation and notes. Explain and answer questions over the types of research used for this speech. Distribute Works Cited sheet. Explain the MLA method of researching. Review the Plymouth High School Writing Process. Show sample from their handbook. Remind students to bring this to class each day. Students decide on a topic and temporary thesis. Show sample outline on board and go over with students. Hand out sample student speech and students make outline from it.
Wednesday, February 1, 2006
Students will be researching this hour. One half of class will be in the room; the other will be in writing lab. Make sure students know how to cut and paste. Make sure they run off material and the sources where they located the material.
Thursday, February 2, 2006
Continue working on persuasive speech. Some students will be researching in lab and classroom. Conference with students over research material.
Friday, February 3, 2006
Continue researching. Work in lab and classroom. Make sure students have found/narrowed topic.
Comments:
PERSUASIVE SPEECHES BEGIN FEBRUARY 7, 2006
You need to have research material in your portfolio.
Make sure you have writing handbook.
You will need your speech book each day.
You will need 4x6 note cards.
Speech
January 30-February 3, 2006
Third week of Trimester II
Monday, January 30, 2006
Hand out sheets over persuasive speaking (Some of these were given to you on Friday). Lecture from notes. Explain the persuasive speech model using research. Explain grading rubric/evaluation. Review Monroe’s Motivated Sequence. Review logos. Go over chapter 9 p. 215 and hand out PowerPoint guide and go over p.241 chapter 10. Begin research introduction. Tell students what material they need. Students should have a possible topic to research. Hand out thesis statement sheets.
Tuesday, January 31, 2006
Continue with research process explanation and notes. Explain and answer questions over the types of research used for this speech. Distribute Works Cited sheet. Explain the MLA method of researching. Review the Plymouth High School Writing Process. Show sample from their handbook. Remind students to bring this to class each day. Students decide on a topic and temporary thesis. Show sample outline on board and go over with students. Hand out sample student speech and students make outline from it.
Wednesday, February 1, 2006
Students will be researching this hour. One half of class will be in the room; the other will be in writing lab. Make sure students know how to cut and paste. Make sure they run off material and the sources where they located the material.
Thursday, February 2, 2006
Continue working on persuasive speech. Some students will be researching in lab and classroom. Conference with students over research material.
Friday, February 3, 2006
Continue researching. Work in lab and classroom. Make sure students have found/narrowed topic.
Comments:
PERSUASIVE SPEECHES BEGIN FEBRUARY 7, 2006
You need to have research material in your portfolio.
Make sure you have writing handbook.
You will need your speech book each day.
You will need 4x6 note cards.
Sunday, January 29, 2006
English 9A
English 9A Syllabus
January 30 – February 03, 2005
Trimester II – Week 3
Monday, January 30
• Vocabulary 1-5 review crossword puzzle due.
• Retake vocabulary 5 test – if you need to.
• Complete PowerPoint.
• Catch up on anything that is not complete.
• Independent reading time if you are caught up with everything.
Tuesday, January 31
• Vocabulary 1-5 review test.
• Distribute vocabulary 6 words.
• Begin Mythology Project presentations.
Wednesday, February 01
• Complete Mythology Project presentations.
• What is a hero? We will define this for ourselves and for the ancient Greeks.
Thursday, February 02
• Introduction to The Odyssey – short video clip.
• Read and discuss the introductory material in the textbook.
Friday, February 03
• Read and listen to “Calypso” chapter from The Odyssey.
• Read and listen to the song, “Calypso,” by Suzanne Vega.
• Begin WAC assignment: comparison/contrast essay on the book vs. the song.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
January 30 – February 03, 2005
Trimester II – Week 3
Monday, January 30
• Vocabulary 1-5 review crossword puzzle due.
• Retake vocabulary 5 test – if you need to.
• Complete PowerPoint.
• Catch up on anything that is not complete.
• Independent reading time if you are caught up with everything.
Tuesday, January 31
• Vocabulary 1-5 review test.
• Distribute vocabulary 6 words.
• Begin Mythology Project presentations.
Wednesday, February 01
• Complete Mythology Project presentations.
• What is a hero? We will define this for ourselves and for the ancient Greeks.
Thursday, February 02
• Introduction to The Odyssey – short video clip.
• Read and discuss the introductory material in the textbook.
Friday, February 03
• Read and listen to “Calypso” chapter from The Odyssey.
• Read and listen to the song, “Calypso,” by Suzanne Vega.
• Begin WAC assignment: comparison/contrast essay on the book vs. the song.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
• 9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
Sunday, January 22, 2006
Student Teacher
Ms. Wezeman is a student teacher from Indiana University at South Bend who will be student teaching with me through Spring break. Ms. Wezeman spent some time this Fall observing the classes. We welcome her to Plymouth High School.
Speech
Speech Syllabus
January 23-27, 2006
Week two of second six weeks
Monday, January 23, 2006
• We will review Public Service Announcement material presented on Friday.
• This speech is worth 80 points. The WAC assignment is worth 40 points.
• Speeches will be on Wednesday. Everyone will go.
• Continue with notes over pathos.
• Rough drafts are due tomorrow Tuesday.
• Work on Public Service Announcement speeches.
Tuesday, January 24, 2006
• Practice with microphone again.
• Students pair and read, listen, time, and proof speeches.
• Students will attach one copy of speech to a Plymouth High School rubric that will be graded as their WAC assignment.
• Work on speeches.
• Students will read pp. 90-92 on evaluating a speaker’s reasoning.
Wednesday, January 25, 2006
• Hear Public Service Announcement Speeches.
• If have time, I will hand out material over research speech.
Thursday, January 26, 2006
• Hand back folders with all speeches. Go over the grades from last two radio speeches.
• Discuss research speech.
• I will explain the persuasive speech model using research. Give handout and go over Logos and Monroe’s Motivated Sequence.
• Think of research topic for Friday.
Friday, January 27, 2006
• Continue discussing research speech.
• Hand out some more material over this.
• Students will have time to begin researching in lab.
January 23-27, 2006
Week two of second six weeks
Monday, January 23, 2006
• We will review Public Service Announcement material presented on Friday.
• This speech is worth 80 points. The WAC assignment is worth 40 points.
• Speeches will be on Wednesday. Everyone will go.
• Continue with notes over pathos.
• Rough drafts are due tomorrow Tuesday.
• Work on Public Service Announcement speeches.
Tuesday, January 24, 2006
• Practice with microphone again.
• Students pair and read, listen, time, and proof speeches.
• Students will attach one copy of speech to a Plymouth High School rubric that will be graded as their WAC assignment.
• Work on speeches.
• Students will read pp. 90-92 on evaluating a speaker’s reasoning.
Wednesday, January 25, 2006
• Hear Public Service Announcement Speeches.
• If have time, I will hand out material over research speech.
Thursday, January 26, 2006
• Hand back folders with all speeches. Go over the grades from last two radio speeches.
• Discuss research speech.
• I will explain the persuasive speech model using research. Give handout and go over Logos and Monroe’s Motivated Sequence.
• Think of research topic for Friday.
Friday, January 27, 2006
• Continue discussing research speech.
• Hand out some more material over this.
• Students will have time to begin researching in lab.
English 9A
English 9A Syllabus
January 23 – 27, 2005
Trimester II – Week 2
Monday, January 23
• Vocabulary 5 due.
• Review vocabulary 5 for tomorrow’s test.
• Mythology research continues.
Tuesday, January 24
• Vocabulary 5 test.
• Walkthrough how to create the annotated bibliography.
Wednesday, January 25
• Discuss sentence fragments and run-ons. You will need your English Workshop book.
• Complete research.
Thursday, January 26
• Quiz over fragments and run-ons.
• Create your PowerPoint slides.
• Practice your presentation.
Friday, January 27
• Criterion day – in the computer lab.
Looking Ahead:
• Mythology Project presentations on Monday!
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 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.
• 9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
January 23 – 27, 2005
Trimester II – Week 2
Monday, January 23
• Vocabulary 5 due.
• Review vocabulary 5 for tomorrow’s test.
• Mythology research continues.
Tuesday, January 24
• Vocabulary 5 test.
• Walkthrough how to create the annotated bibliography.
Wednesday, January 25
• Discuss sentence fragments and run-ons. You will need your English Workshop book.
• Complete research.
Thursday, January 26
• Quiz over fragments and run-ons.
• Create your PowerPoint slides.
• Practice your presentation.
Friday, January 27
• Criterion day – in the computer lab.
Looking Ahead:
• Mythology Project presentations on Monday!
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.2.3 Generate relevant questions about readings on issues that can be researched.
• 9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
• 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.
• 9.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
Sunday, January 15, 2006
Speech
Speech Syllabus
January 16-20, 2006
Monday, January 16, 2006
• Discuss chapter 15 and check and collect student work.
• A media quiz will be handed out and students will discuss their answers.
• I will begin lecturing over chapter 15 with all of you participating.
• I will discuss ethos.
• Radio #1 speech will be assigned. This speech is due on Thursday. Everyone will go in one day.
• Explain the hand out over radio speech #1 and explain the rubric.
• I will conference with you about grades.
Tuesday, January 17, 2006
• I will define media and its purpose.
• I will give you examples of radio commercials-both professional and student.
• I will go over pp. 635-639 if did not cover.
• I will give you a radio worksheet.
• Hand in manuscript with time and target audience as well as evaluation form.
• All students will practice with the microphone.
• Work time.
Wednesday, January 18, 2006
• In-Service today. We will not have class.
• Plymouth High School has open house tonight.
Thursday, January 19, 2006
• Students complete their radio speeches.
Friday, January 20, 2006
• Radio Speech #2 information will be given out. This is a Public Service Announcement.
• This speech is due on Wednesday, January 25, 2006.
• I will lecture over pathos.
• All students need to bring worksheet to class on Monday.
• The PHS writing rubric will be used to grade manuscript. This is the WAC assignment.
January 16-20, 2006
Monday, January 16, 2006
• Discuss chapter 15 and check and collect student work.
• A media quiz will be handed out and students will discuss their answers.
• I will begin lecturing over chapter 15 with all of you participating.
• I will discuss ethos.
• Radio #1 speech will be assigned. This speech is due on Thursday. Everyone will go in one day.
• Explain the hand out over radio speech #1 and explain the rubric.
• I will conference with you about grades.
Tuesday, January 17, 2006
• I will define media and its purpose.
• I will give you examples of radio commercials-both professional and student.
• I will go over pp. 635-639 if did not cover.
• I will give you a radio worksheet.
• Hand in manuscript with time and target audience as well as evaluation form.
• All students will practice with the microphone.
• Work time.
Wednesday, January 18, 2006
• In-Service today. We will not have class.
• Plymouth High School has open house tonight.
Thursday, January 19, 2006
• Students complete their radio speeches.
Friday, January 20, 2006
• Radio Speech #2 information will be given out. This is a Public Service Announcement.
• This speech is due on Wednesday, January 25, 2006.
• I will lecture over pathos.
• All students need to bring worksheet to class on Monday.
• The PHS writing rubric will be used to grade manuscript. This is the WAC assignment.
English 9A
English 9A Syllabus
January 16 – 20, 2005
Trimester II
Monday, January 16
• Vocabulary 4 due!
• Talk about new Red Dot Book project for this six weeks.
• Talk about symbolism.
• Read and listen to “The Scarlet Ibis” by James Hurst, p. 315.
Tuesday, January 17
• Vocabulary 4 test!
• Distribute Vocabulary 5.
• DOL on “The Scarlet Ibis.”
• Graphic Organizer about word pictures and how they illustrate what the narrator feels about his brother.
Wednesday, January 18
Period 5 will not meet today because of teacher In-Service
• Dig deeper into the symbolism of the ibis. Why is there so much RED in this story?
• Search for and write about the symbolism of the color red in “The Scarlet Ibis.”
Thursday, January 19
• Introduction to Greek Mythology.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• Choose a Greek god or goddess to research and get started.
Friday, January 20
Mr. Waymouth will join us to teach us all about effective research techniques.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
January 16 – 20, 2005
Trimester II
Monday, January 16
• Vocabulary 4 due!
• Talk about new Red Dot Book project for this six weeks.
• Talk about symbolism.
• Read and listen to “The Scarlet Ibis” by James Hurst, p. 315.
Tuesday, January 17
• Vocabulary 4 test!
• Distribute Vocabulary 5.
• DOL on “The Scarlet Ibis.”
• Graphic Organizer about word pictures and how they illustrate what the narrator feels about his brother.
Wednesday, January 18
Period 5 will not meet today because of teacher In-Service
• Dig deeper into the symbolism of the ibis. Why is there so much RED in this story?
• Search for and write about the symbolism of the color red in “The Scarlet Ibis.”
Thursday, January 19
• Introduction to Greek Mythology.
• Discuss Mythology Project which includes a PowerPoint presentation and an annotated bibliography.
• Choose a Greek god or goddess to research and get started.
Friday, January 20
Mr. Waymouth will join us to teach us all about effective research techniques.
Indiana State Standards covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
• 9.3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
• 9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
• 9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
• 9.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies, following the formats in specific style manuals.
• 9.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
• 9.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
Sunday, January 08, 2006
Speech
Speech Syllabus
January 9-13, 2006
Week Six of Trimester II
Monday, January 9, 2006
• Today you will have a six weeks test. It is worth 90 points.
• After the test, you will work on your Oral Interpretation Speech. It is due tomorrow.
• Oral Interpretation Speeches are 3-5 minutes, with a memorized introduction, and a folder with a script.
• Any make-up speeches will be heard today.
Tuesday, January 10, 2006
• Go over the six weeks test.
• We will begin Oral Interpretation Speeches.
Wednesday, January 11, 2006
• Oral Interpretation Speeches.
Thursday, January 12, 2006
• Oral Interpretation Speeches.
Friday, January 13, 2006
• Conference with students about Oral Interpretation Speeches and Six Weeks grade.
• Read chapter 15 and complete questions on page 412.
January 9-13, 2006
Week Six of Trimester II
Monday, January 9, 2006
• Today you will have a six weeks test. It is worth 90 points.
• After the test, you will work on your Oral Interpretation Speech. It is due tomorrow.
• Oral Interpretation Speeches are 3-5 minutes, with a memorized introduction, and a folder with a script.
• Any make-up speeches will be heard today.
Tuesday, January 10, 2006
• Go over the six weeks test.
• We will begin Oral Interpretation Speeches.
Wednesday, January 11, 2006
• Oral Interpretation Speeches.
Thursday, January 12, 2006
• Oral Interpretation Speeches.
Friday, January 13, 2006
• Conference with students about Oral Interpretation Speeches and Six Weeks grade.
• Read chapter 15 and complete questions on page 412.
English 9A
English 9 Syllabus
January 9-13, 2006
Week Six of Trimester II
Monday, January 9, 2006
• Review for Vocabulary three test.
• Hand out Vocabulary four words. Go over the words. These are due on Thursday.
• Vocabulary test will be on Friday.
• Discuss Comparison/Contrast essay writing.
• We will go over the Assignment sheet.
• We will read and analyze comparison-contrast structure and complete a structure chart.
Homework:
Tonight you need to study for Vocabulary test.
Tonight you need to organize your notes for your essay.
Tuesday, January 10, 2006
• Test over Vocabulary three words.
• After test, we will continue going over comparison/contrast structure.
• You will read an article using the reading strategy “retelling.” You will be using this strategy with the students within your group.
• We will go over the article together once the reading is finished.
• Introduce Business Letter format.
Homework:
Begin working on Business Letter.
Review Vocabulary four words.
Wednesday, January 11, 2006
• You will finish writing Business Letter using Comparison/Contrast form.
• Introduce sentence fragments.
• We will go over activity in class. You will check your letter for fragments.
• We will discuss reading strategies.
• Red dot book projects will be discussed.
Homework:
Finish vocabulary four words.
Thursday, January 12, 2006
• We will be in lab today for Criterion Writing. You will be completing a Comparison/Contrast essay.
• When you finish, you will work on verbs. You will check your letters to make sure you are writing using active voice.
Friday, January 13, 2006
• Vocabulary four test.
• Work on reading strategies- outside reading books.
• This is the end of the six weeks.
Indiana State Standards over material covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections for frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
• 9.5.5 Write documents related to career development, including simple business letters and job applications that: present information purposefully and in brief to meet the needs of the intended audience and follow a conventional business letter or memorandum format.
• 9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses.
January 9-13, 2006
Week Six of Trimester II
Monday, January 9, 2006
• Review for Vocabulary three test.
• Hand out Vocabulary four words. Go over the words. These are due on Thursday.
• Vocabulary test will be on Friday.
• Discuss Comparison/Contrast essay writing.
• We will go over the Assignment sheet.
• We will read and analyze comparison-contrast structure and complete a structure chart.
Homework:
Tonight you need to study for Vocabulary test.
Tonight you need to organize your notes for your essay.
Tuesday, January 10, 2006
• Test over Vocabulary three words.
• After test, we will continue going over comparison/contrast structure.
• You will read an article using the reading strategy “retelling.” You will be using this strategy with the students within your group.
• We will go over the article together once the reading is finished.
• Introduce Business Letter format.
Homework:
Begin working on Business Letter.
Review Vocabulary four words.
Wednesday, January 11, 2006
• You will finish writing Business Letter using Comparison/Contrast form.
• Introduce sentence fragments.
• We will go over activity in class. You will check your letter for fragments.
• We will discuss reading strategies.
• Red dot book projects will be discussed.
Homework:
Finish vocabulary four words.
Thursday, January 12, 2006
• We will be in lab today for Criterion Writing. You will be completing a Comparison/Contrast essay.
• When you finish, you will work on verbs. You will check your letters to make sure you are writing using active voice.
Friday, January 13, 2006
• Vocabulary four test.
• Work on reading strategies- outside reading books.
• This is the end of the six weeks.
Indiana State Standards over material covered this week:
• 9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
• 9.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
• 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
• 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections for frequent errors.
• 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
• 9.5.5 Write documents related to career development, including simple business letters and job applications that: present information purposefully and in brief to meet the needs of the intended audience and follow a conventional business letter or memorandum format.
• 9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses.
Sunday, December 18, 2005
English 9A
English 9 Syllabus
December 19-21, 2005
Trimester II Fifth Week
Monday, December 19, 2005
• We will discuss grading sheets.
• An updated grading sheet will be given to you before Christmas break.
• We will go over the notes you have taken over the short story, “The Birds.”
• We will begin the movie, and you will have to take notes and fill out a film analysis sheet. You need to remember that you will be completing a Comparison/Contrast essay over the two texts.
• For homework, you need to complete the reading/film guide.
Tuesday, December 20, 2005
• We will discuss what you know about the similarities and differences in the two texts as of today.
• You will read a news feature from The New York Times about birds invading a home. You will again compare the similarities/differences between the short story and the newspaper article.
• We will work on verb tenses and words to own. You will complete a sheet over both of these.
• Homework tonight will be just finishing what we did in class.
• Tomorrow we will finish the movie.
Wednesday, December 21, 2005
• We will discuss the material we covered yesterday.
• We will go over and assess the verb tense activity.
• At each table, you will discuss a few similarities/differences found so far between texts. The recorder will present this information to the class.
• Continue with the movie.
No school until Thursday, January 5, 2006. I want each of you to have a Wonderful Holiday. Please be safe and take care of yourself. I will see you in 2006.
Indiana State Standards used this week.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses.
December 19-21, 2005
Trimester II Fifth Week
Monday, December 19, 2005
• We will discuss grading sheets.
• An updated grading sheet will be given to you before Christmas break.
• We will go over the notes you have taken over the short story, “The Birds.”
• We will begin the movie, and you will have to take notes and fill out a film analysis sheet. You need to remember that you will be completing a Comparison/Contrast essay over the two texts.
• For homework, you need to complete the reading/film guide.
Tuesday, December 20, 2005
• We will discuss what you know about the similarities and differences in the two texts as of today.
• You will read a news feature from The New York Times about birds invading a home. You will again compare the similarities/differences between the short story and the newspaper article.
• We will work on verb tenses and words to own. You will complete a sheet over both of these.
• Homework tonight will be just finishing what we did in class.
• Tomorrow we will finish the movie.
Wednesday, December 21, 2005
• We will discuss the material we covered yesterday.
• We will go over and assess the verb tense activity.
• At each table, you will discuss a few similarities/differences found so far between texts. The recorder will present this information to the class.
• Continue with the movie.
No school until Thursday, January 5, 2006. I want each of you to have a Wonderful Holiday. Please be safe and take care of yourself. I will see you in 2006.
Indiana State Standards used this week.
9.1.2 Distinguish between what words mean literally and what they imply and interpret what the words imply.
9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
9.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses.
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