English 11 Honors
Trimester III
Second Six Weeks-Week four
May 8-12, 2006
Monday, May 8, 2006
• Continue with review.
• Go over poetry.
• Discuss essay over Great Gatsby and due date.
• Reminder of Core 40 Exam on Tuesday and Wednesday.
• Make sure you have your testing number.
• Hand out vocabulary 17.
Tuesday, May 9, 2006
• In lab for the Core 40 English 11 Exam Exam.
• Work on essay and poetry.
Wednesday, May 10, 2006
• In lab for the Core 40 English 11 Exam.
• Continue working on essay.
Thursday, May 11, 2006
• Go over vocabulary 17.
• Work on essay.
Friday, May 12, 2006
• Essay due.
• Discuss poems from Dead Poet’s Society.
• Begin Dead Poet’s Society.
• Hand out study guide.
Indiana State Standards:
• 11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
• Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan.
• 11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purposes.
• 11.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist.
• 11.5.2 Write responses to literature that:
• demonstrate a comprehensive understanding of the significant ideas in works or passages.
• analyze the use of imagery, language, universal themes, and unique aspects of the text.
• support important ideas and viewpoints through accurate and detailed references to the text and to other works.
• demonstrate an understanding of the author’s style and an appreciation of the effects created.
• identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
• 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.
Monday, May 08, 2006
English 9
English 9 Syllabus
Trimester III
Second Six Weeks-Week Four
May 8-12, 2006
Monday, May 8, 2006
• Review for Vocabulary 13 test.
• Take Vocabulary 13 test.
• Test over Act II Miracle Worker.
• If have time, continue with phrases.
• Hand out vocabulary 14.
Tuesday, May 9, 2006
• Work on Vocabulary 14.
• Continue with phrases.
• Work on writing.
Wednesday, May 10, 2006
• In class timed writing assignment.
• Go over vocabulary 14.
Thursday, May 11, 2006
• Introduction to poetry.
• Go over material from book.
• Introduce and define terms.
Friday, May 12, 2006
• Vocabulary 14 test.
• Red dot book tests.
• Red dot book test project due.
Indiana State Standards:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Example: Understand figurative language when reading text, such as She shot me a glance that would have made a laser beam seem like a birthday candle. (Larry Servais)
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
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.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Trimester III
Second Six Weeks-Week Four
May 8-12, 2006
Monday, May 8, 2006
• Review for Vocabulary 13 test.
• Take Vocabulary 13 test.
• Test over Act II Miracle Worker.
• If have time, continue with phrases.
• Hand out vocabulary 14.
Tuesday, May 9, 2006
• Work on Vocabulary 14.
• Continue with phrases.
• Work on writing.
Wednesday, May 10, 2006
• In class timed writing assignment.
• Go over vocabulary 14.
Thursday, May 11, 2006
• Introduction to poetry.
• Go over material from book.
• Introduce and define terms.
Friday, May 12, 2006
• Vocabulary 14 test.
• Red dot book tests.
• Red dot book test project due.
Indiana State Standards:
Vocabulary and Concept Development
9.1.1 Identify and use the literal and figurative meanings of words and understand the origins of words.
Example: Understand figurative language when reading text, such as She shot me a glance that would have made a laser beam seem like a birthday candle. (Larry Servais)
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
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.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
9.5.4 Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
Sunday, April 30, 2006
English 9
English 9
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Hand out Vocabulary 13 words.
• Words due on Wednesday; test is on Friday.
• Continue with The Miracle Worker.
• Test over Act I on Tuesday.
• Use Clink and Clunk reading strategy.
Tuesday, May 2, 2006
• Test over Act I of The Miracle Worker.
• Hand out study guide questions for Act II-work on this in class.
• Hand out Usage and Mechanics Sheet over Act II- work on this in class.
• If have time, read outside reading books.
Wednesday, May 3, 2006
• Go over Act II study guide and mechanic sheet over The Miracle Worker.
• Go over gerunds and participles.
• Go over Vocabulary 13.
Thursday, May 4, 2006
• In computer lab to take Scholastic Reading Inventory test.
• If have time, review Act II of The Miracle Worker.
• Test over Vocabulary 13 tomorrow.
Friday, May 5, 2006
• Test over Vocabulary 13.
• Review and quiz over Act II of The Miracle Worker.
• Red dot book test and work on project.
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. (Sam Levinson)
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
Example: Define different dramatic literary terms in Shakespeare’s Romeo and Juliet. Describe the function that these devices play to expound on plot, advance the action of the story, and reveal additional information about the characters.
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.
9.3.7 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.
Example: Analyze and compare figurative language in The Odyssey.
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Hand out Vocabulary 13 words.
• Words due on Wednesday; test is on Friday.
• Continue with The Miracle Worker.
• Test over Act I on Tuesday.
• Use Clink and Clunk reading strategy.
Tuesday, May 2, 2006
• Test over Act I of The Miracle Worker.
• Hand out study guide questions for Act II-work on this in class.
• Hand out Usage and Mechanics Sheet over Act II- work on this in class.
• If have time, read outside reading books.
Wednesday, May 3, 2006
• Go over Act II study guide and mechanic sheet over The Miracle Worker.
• Go over gerunds and participles.
• Go over Vocabulary 13.
Thursday, May 4, 2006
• In computer lab to take Scholastic Reading Inventory test.
• If have time, review Act II of The Miracle Worker.
• Test over Vocabulary 13 tomorrow.
Friday, May 5, 2006
• Test over Vocabulary 13.
• Review and quiz over Act II of The Miracle Worker.
• Red dot book test and work on project.
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. (Sam Levinson)
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
Example: Define different dramatic literary terms in Shakespeare’s Romeo and Juliet. Describe the function that these devices play to expound on plot, advance the action of the story, and reveal additional information about the characters.
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.
9.3.7 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.
Example: Analyze and compare figurative language in The Odyssey.
English 11 Honors
English 11 Honors
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Go over The Great Gatsby material.
• Test on Tuesday over novel.
• Hand out Vocabulary 16; this is due on Wednesday.
• Hand out material over Literary Analysis-Great Gatsby character.
Tuesday, May 2, 2006
• Test over The Great Gatsby.
• Students may work on Vocabulary 15.
• Hand out The Glass Menagerie.
• Students may begin reading it.
• Students are to bring MLA HANDBOOK to class on Wednesday.
• Make sure material over Dead Poet’s Society is with you in class tomorrow.
Wednesday, May 3, 2006
• Go over Vocabulary 16 words-test on Friday.
• Discuss literary analysis paper.
• Review MLA research writing.
• Review for SAT.
• The Glass Menagerie reading and study.
Thursday, May 4, 2006
• Students are taking Scholastic Reading Inventory test in lab today.
• If have time, read The Glass Menagerie.
• Continue with Whitman and other poets.
Friday, May 5, 2006
• Test over Vocabulary 16.
• Review for SAT test.
• Discuss Core 40 Exam-this will be taken on Tuesday and Wednesday- May 9-10 in the lab.
Indiana State Standards:
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• Write responses to literature that:
demonstrate a comprehensive understanding of the significant ideas in works or passages.
analyze the use of imagery, language, universal themes, and unique aspects of the text.
support important ideas and viewpoints through accurate and detailed references to the text and to other works.
demonstrate an understanding of the author’s style and an appreciation of the effects created.
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purpose
Syllabus
May 1-5, 2006
Trimester III
Third Six Weeks-Week 3
Monday, May 1, 2006
• Go over The Great Gatsby material.
• Test on Tuesday over novel.
• Hand out Vocabulary 16; this is due on Wednesday.
• Hand out material over Literary Analysis-Great Gatsby character.
Tuesday, May 2, 2006
• Test over The Great Gatsby.
• Students may work on Vocabulary 15.
• Hand out The Glass Menagerie.
• Students may begin reading it.
• Students are to bring MLA HANDBOOK to class on Wednesday.
• Make sure material over Dead Poet’s Society is with you in class tomorrow.
Wednesday, May 3, 2006
• Go over Vocabulary 16 words-test on Friday.
• Discuss literary analysis paper.
• Review MLA research writing.
• Review for SAT.
• The Glass Menagerie reading and study.
Thursday, May 4, 2006
• Students are taking Scholastic Reading Inventory test in lab today.
• If have time, read The Glass Menagerie.
• Continue with Whitman and other poets.
Friday, May 5, 2006
• Test over Vocabulary 16.
• Review for SAT test.
• Discuss Core 40 Exam-this will be taken on Tuesday and Wednesday- May 9-10 in the lab.
Indiana State Standards:
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization.
• Write responses to literature that:
demonstrate a comprehensive understanding of the significant ideas in works or passages.
analyze the use of imagery, language, universal themes, and unique aspects of the text.
support important ideas and viewpoints through accurate and detailed references to the text and to other works.
demonstrate an understanding of the author’s style and an appreciation of the effects created.
11.6.1 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
11.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan11.4.3 Use point of view, characterization, style, and related elements for specific narrative and aesthetic (artistic) purpose
Wednesday, April 26, 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.
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.
Thursday, April 13, 2006
English 9
English 9 Syllabus
April 17-21, 2006
Trimester III-Second 6wks
Week One
Monday, April 17, 2006
• Students need to write a summary from the notes taken from the movie An Adventure with Helen Keller. This summary should contain prepositional phrases. They should underline the prepositional phrases.
• Have students answer the questions from the movie. This sheet was given to them on Wednesday. Have students organize their notes.
• Go over the questions.
• Students are to fill out the K-W-L sheet over what they know about The Miracle Worker and the word disability.
• Students are to fill out the “Miracle Person” sheet.
• If have time, student will work on making corrections on writing.
Vocabulary 11 test on Tuesday.
Tuesday, April 18, 2006
• Test over Vocabulary 11.
• Discuss summary writing from the movie.
• Review K-W-L chart.
• Listen to the selection “Annie from Helen and Teacher” by Joseph P. Lash; this is an extending theme article.
• After listening, students will write/take notes on a note card over what they heard. We will work on the strategy of taking notes and developing research ideas from listening and reading.
• They will read material on p. 710 in literature book. From the reading, they will take notes.
• Wednesday, we will be in the lab researching and completing criterion.
Wednesday, April 19, 2006
• Criterion writing in lab.
• Researching in lab.
Thursday, April 20, 2006
• We will discuss note taking and summary writing.
• Students will take notes from the article they researched.
• If have time, students will read pp. 624-630 in literature book and takes notes for discussion. This material is about William Gibson and The Miracle Worker
Friday, April 21, 2006
• We will review source cards and writing “Works Cited Page.”
• We will work on research/outlining.
Indiana State Standards:
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.
Research and Technology
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.
.
9.5.3 Write expository compositions, including analytical essays and research reports that:
• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
• communicate information and ideas from primary and secondary sources accurately and coherently.
• make distinctions between the relative value and significance of specific data, facts, and ideas.
• use a variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic.
• use technical terms and notations accurately.
April 17-21, 2006
Trimester III-Second 6wks
Week One
Monday, April 17, 2006
• Students need to write a summary from the notes taken from the movie An Adventure with Helen Keller. This summary should contain prepositional phrases. They should underline the prepositional phrases.
• Have students answer the questions from the movie. This sheet was given to them on Wednesday. Have students organize their notes.
• Go over the questions.
• Students are to fill out the K-W-L sheet over what they know about The Miracle Worker and the word disability.
• Students are to fill out the “Miracle Person” sheet.
• If have time, student will work on making corrections on writing.
Vocabulary 11 test on Tuesday.
Tuesday, April 18, 2006
• Test over Vocabulary 11.
• Discuss summary writing from the movie.
• Review K-W-L chart.
• Listen to the selection “Annie from Helen and Teacher” by Joseph P. Lash; this is an extending theme article.
• After listening, students will write/take notes on a note card over what they heard. We will work on the strategy of taking notes and developing research ideas from listening and reading.
• They will read material on p. 710 in literature book. From the reading, they will take notes.
• Wednesday, we will be in the lab researching and completing criterion.
Wednesday, April 19, 2006
• Criterion writing in lab.
• Researching in lab.
Thursday, April 20, 2006
• We will discuss note taking and summary writing.
• Students will take notes from the article they researched.
• If have time, students will read pp. 624-630 in literature book and takes notes for discussion. This material is about William Gibson and The Miracle Worker
Friday, April 21, 2006
• We will review source cards and writing “Works Cited Page.”
• We will work on research/outlining.
Indiana State Standards:
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.
Research and Technology
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.
.
9.5.3 Write expository compositions, including analytical essays and research reports that:
• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
• communicate information and ideas from primary and secondary sources accurately and coherently.
• make distinctions between the relative value and significance of specific data, facts, and ideas.
• use a variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic.
• use technical terms and notations accurately.
English 11 Honors
English 11 Honors
Syllabus
April 17-21, 2006
Monday, April 17, 2006
• Hand out vocabulary 14 words. Definitions are due on Thursday; test is on Friday.
• Answer questions 2-6 on p. 604 in literature book.
• Write down questions over “Winter Dreams” for review on Tuesday.
• Hand out sheet over The Great Gatsby novel. This will be explained more on Tuesday.
Tuesday, April 18, 2006
• Go over the short story “Winter Dream.”
• Go over questions from end of story.
• Quiz on Wednesday.
• Explain color imagery and character analysis.
• Discuss timeline of novel.
Wednesday, April 19, 2006
• Quiz over “Winter Dreams.”
• In lab, researching and completing criterion.
• Presentations will be given on Thursday over research.
Thursday, April 20, 2006
• Presentations from research.
• Go over vocabulary 14 words.
• PowerPoint presentation over researching.
• Continue with short story unit.
Friday, April 21. 2006
• Test over Vocabulary 14 words.
• Discuss novel.
• Continue with short stories.
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.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan.
11.5.2 Write responses to literature that:
• demonstrate a comprehensive understanding of the significant ideas in works or passages.
• analyze the use of imagery, language, universal themes, and unique aspects of the text.
Syllabus
April 17-21, 2006
Monday, April 17, 2006
• Hand out vocabulary 14 words. Definitions are due on Thursday; test is on Friday.
• Answer questions 2-6 on p. 604 in literature book.
• Write down questions over “Winter Dreams” for review on Tuesday.
• Hand out sheet over The Great Gatsby novel. This will be explained more on Tuesday.
Tuesday, April 18, 2006
• Go over the short story “Winter Dream.”
• Go over questions from end of story.
• Quiz on Wednesday.
• Explain color imagery and character analysis.
• Discuss timeline of novel.
Wednesday, April 19, 2006
• Quiz over “Winter Dreams.”
• In lab, researching and completing criterion.
• Presentations will be given on Thursday over research.
Thursday, April 20, 2006
• Presentations from research.
• Go over vocabulary 14 words.
• PowerPoint presentation over researching.
• Continue with short story unit.
Friday, April 21. 2006
• Test over Vocabulary 14 words.
• Discuss novel.
• Continue with short stories.
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.
11.3.5 Analyze recognized works of literature (American, British, world) representing a variety of genres and traditions that:
• trace the development of the major periods of literature.
• contrast the major themes, styles, and trends in different periods.
• evaluate the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting.
Example: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom’s Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan.
11.5.2 Write responses to literature that:
• demonstrate a comprehensive understanding of the significant ideas in works or passages.
• analyze the use of imagery, language, universal themes, and unique aspects of the text.
English 11 Honors
English 11 Honors Syllabus
Week Six
Trimester III
April 10-13, 2006
Monday, April 10, 2006
• Finish the movie Pay It Forward.
• Introduction to resume writing.
• Student writes rough draft of resume.
• Hand out vocabulary 14.
• Test on Monday, April 17.
• Work on short stories if have time.
Tuesday, April 11, 2006
• In lab typing resume
• Criterion writing
Wednesday, April 12, 2006
• Go over vocabulary words.
• Continue with short story unit.
Thursday, April 13, 2006
• No class
• In-service for teachers
Friday, April 14, 2006
• No school
Week Six
Trimester III
April 10-13, 2006
Monday, April 10, 2006
• Finish the movie Pay It Forward.
• Introduction to resume writing.
• Student writes rough draft of resume.
• Hand out vocabulary 14.
• Test on Monday, April 17.
• Work on short stories if have time.
Tuesday, April 11, 2006
• In lab typing resume
• Criterion writing
Wednesday, April 12, 2006
• Go over vocabulary words.
• Continue with short story unit.
Thursday, April 13, 2006
• No class
• In-service for teachers
Friday, April 14, 2006
• No school
Monday, March 20, 2006
English 11B
English 11 B Syllabus
March 20-24, 2006
Trimester III-week 4
Monday, March 20, 2006
• Students will work on The Crucible and Of Mice and Men essay.
• Vocabulary 12.
• Test on Vocabulary 12 is on Wednesday, March 22.
Tuesday, March 21, 2006
• In lab typing and inserting essay into criterion. A word copy is also required.
• Peer editing will take place on Wednesday.
Wednesday, March 22, 2006
• Test over Vocabulary 12 words.
• Peer edit essays. Essays are due on Thursday.
• Hand out novel Pay It Forward.
• Cue set over Pay It Forward.
• Hand out reading instructions for novel.
Thursday, March 23, 2006
• Collect essays.
• Present extended definitions.
• Read Pay It Forward.
Friday, March 24, 2006
• Work on Pay It Forward novel.
• Work on polishing essays.
March 20-24, 2006
Trimester III-week 4
Monday, March 20, 2006
• Students will work on The Crucible and Of Mice and Men essay.
• Vocabulary 12.
• Test on Vocabulary 12 is on Wednesday, March 22.
Tuesday, March 21, 2006
• In lab typing and inserting essay into criterion. A word copy is also required.
• Peer editing will take place on Wednesday.
Wednesday, March 22, 2006
• Test over Vocabulary 12 words.
• Peer edit essays. Essays are due on Thursday.
• Hand out novel Pay It Forward.
• Cue set over Pay It Forward.
• Hand out reading instructions for novel.
Thursday, March 23, 2006
• Collect essays.
• Present extended definitions.
• Read Pay It Forward.
Friday, March 24, 2006
• Work on Pay It Forward novel.
• Work on polishing essays.
English 9B
English 9 Syllabus
Mrs. Gifford
March 20-24, 2006
Trimester III, Week 4
Monday, March 20, 2006
• Go to lab and complete red dot book tests.
• Introduction to RAFT assignment.
• Begin to type it into criterion.
Make changes in RAFT.
Tuesday, March 21, 2006
• Listen and read ACT V of Romeo and Juliet.
• If have time, work on RAFT assignment.
Review Romeo and Juliet. Test on Thursday.
Wednesday, March 22, 2006
• Review Romeo and Juliet.
• Peer edit RAFT assignment.
Study for Romeo and Juliet test.
Thursday, March 23, 2006
• Test over Romeo and Juliet.
• RAFT assignment due.
• Go to library and get red dot books.
Friday, March 24, 2006
• Red dot book reading.
• Sentence structure material.
Have a wonderful and safe vacation.
Mrs. Gifford
March 20-24, 2006
Trimester III, Week 4
Monday, March 20, 2006
• Go to lab and complete red dot book tests.
• Introduction to RAFT assignment.
• Begin to type it into criterion.
Make changes in RAFT.
Tuesday, March 21, 2006
• Listen and read ACT V of Romeo and Juliet.
• If have time, work on RAFT assignment.
Review Romeo and Juliet. Test on Thursday.
Wednesday, March 22, 2006
• Review Romeo and Juliet.
• Peer edit RAFT assignment.
Study for Romeo and Juliet test.
Thursday, March 23, 2006
• Test over Romeo and Juliet.
• RAFT assignment due.
• Go to library and get red dot books.
Friday, March 24, 2006
• Red dot book reading.
• Sentence structure material.
Have a wonderful and safe vacation.
Sunday, March 12, 2006
English 9B
English 9B Syllabus
March 13 – March 17, 2006
Trimester III – Week 3
Monday, March 13
· Act I Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act II, Scenes 5 and 6.
· Fill out KWL.
· Watch Zeffirelli DVD – Act II, Scenes 5 and 6.
· Review KWL for Act II.
Tuesday, March 14
· Act II Quiz – Romeo and Juliet.
· Vocabulary 10 Due.
· Review Vocabulary 10.
· Read and listen to Romeo and Juliet Act III, Scenes 1 - 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scenes 1 - 3.
Wednesday, March 15
· We will be in the lab today.
· Criterion.
Thursday, March 16
· Vocabulary 10 Quiz.
· Read and listen to Romeo and Juliet Act III, Scenes 4 & 5.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scene 5.
· Review KWL for Act III.
Friday, March 17
· Act III Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act IV, Scenes 1 – 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act IV, 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 13 – March 17, 2006
Trimester III – Week 3
Monday, March 13
· Act I Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act II, Scenes 5 and 6.
· Fill out KWL.
· Watch Zeffirelli DVD – Act II, Scenes 5 and 6.
· Review KWL for Act II.
Tuesday, March 14
· Act II Quiz – Romeo and Juliet.
· Vocabulary 10 Due.
· Review Vocabulary 10.
· Read and listen to Romeo and Juliet Act III, Scenes 1 - 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scenes 1 - 3.
Wednesday, March 15
· We will be in the lab today.
· Criterion.
Thursday, March 16
· Vocabulary 10 Quiz.
· Read and listen to Romeo and Juliet Act III, Scenes 4 & 5.
· Fill out KWL.
· Watch Zeffirelli DVD – Act III, Scene 5.
· Review KWL for Act III.
Friday, March 17
· Act III Quiz – Romeo and Juliet.
· Read and listen to Romeo and Juliet Act IV, Scenes 1 – 3.
· Fill out KWL.
· Watch Zeffirelli DVD – Act IV, 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.
Friday, March 10, 2006
English 11B Honors
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!
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!
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.
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