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English II-- Syllabus
You are about to embark on a new journey.
I look forward to having you as a student
in my class with great enthusiasm. I know
that you will have a happy experience if
you enter with a positive attitude and a
thirst for learning. Coming to class
prepared is a prerequisite for success.
Absences have no place in the learning
process. In this class we will concentrate
on FCAT study skills, fiction and nonfiction
short stories, novels, poetry, drama,
Shakespeare, listening and speaking skills,
formal and creative writing, spelling, and
research. Also, you will learn new
vocabulary words. I know you will have
a successful tenure in my class if you
do your assignments and come to class prepared.
Overview of the class:
1.Copy the word of the day and write part of speech,
definition and a sentence.
2.Sustained silent reading at the beginning of class
followed by doing a book report at the end of the
assigned time. Guidelines will be given later.
3.Weekly tests on Thursdays covering
literature/grammar, and tests on Fridays covering
vocabulary and spelling.
4.Cumulative vocabulary tests at the end of the nine
weeks on words for the day and SAT vocabulary.
5.Novel study will include questions, written
responses, as well as projects. All projects will
consist of an oral presentation, visual and a
written analysis or description of project (300
points). Students are encouraged to do creative and
original projects.
6.Coping the agenda from the board is required.
7.Writing in journals on Fridays, daily activities on
the word for the day, and grammar also are required
tasks.
8.You will do many oral presentations and participate
in cooperative learning groups. My classroom will
be student-friendly and student-directed.
Grade Assignment:
Tests 100-200 points
Quizzes 20-50 points
Projects 300 points
Writing 200 points
Homework/class work 20-50 points
Students’ grades will be determined by adding
up all of their earned points and divided by
the total number of possible points.
Example: Total possible points 300
divided by--------
final grade = 98
Students’ total earned points 295
In an effort to motivate students to learn,
all students will have an opportunity to
participate in my incentive program (Glo’s
Glorious Incentives). Students will receive
merits in increments of 1, 3, or 5 when
they do something noteworthy in the
classroom, or when they are recognized for
having “A-Ha moments. Also, team members
with on-task behaviors, or outstanding
presentations on projects will receive
merits and/or free test questions. The
teacher reserves the right to recognize
students and award merits for other things
relating to the learning process in the
classroom. I have an abundance of things
that students can choose when they cash
in their merits, ranging from one merits
to 125.
_______________________________________________________
English III Course Syllabus
You are about to embark on a new journey.
I look forward to having you as a student
in my class with great enthusiasm. I
know that you will have a rewarding experience
if you enter my class with a positive attitude
and a thirst for learning. Hopefully, students
will develop a desire to read that is
perpetuated in their lives away from school.
The following concepts will be covered.
1. The Beginnings (1500-1800),
2. American Romanticism, American Renaissance,
3. American Poetry, the Rise of Realism, including the
Civil War and Postwar Period (1850-1900)
4. Modern American Literature,
5. American Drama
6. Contemporary Literature
7. Oral presentations (impromptu/extemporaneous)
8. Vocabulary (SAT and content words)
9. Research paper
10. Book report
11. Original projects relating to a particular unit of
study. No late projects. This assignment will
include a written, visual, and oral presentation.
Compositions/Research paper
1. You must follow all of the steps outlined in the
research paper in the right order. You will not
be allowed to skip a step and proceed to the next
step until you have completed a previous step.
(e.g. no final draft will be accepted until your
rough draft has been edited and revised)
2. All final drafts should be typed. If this is a
problem, please see the teacher.
3. Do not write outside your margins.
The class routine will vary. However, I will
follow the format below, except when there
are school activities that would inhibit
this schedule.
· 15-20 minutes of independent reading.
· 10-15 minutes of whole group instruction
· 45- 60 minutes of differentiated instruction
(small group and individual instruction)
· 5-10 minutes of closing
During this schedule, we will focus on
various strategies, such as CRISS and
Max Thompson to enhance learning.
Overview of Course:
1. Copy the daily agenda from the board and follow it
for that day.
2. The writing process will be implemented on various
prompts and different types of writing modes,
including creative and formal writing.
3. Students are expected to participate in all of the
above activities daily.
4. Students will do two book reports per term.
(guidelines from teacher)
5. We will study vocabulary using CRISS strategies and
be tested weekly.
6. Complete reading log daily and write a response to
your reading in a journal that will be checked on
Fridays.
7. Students must participate in stained silent reading
daily.
8. Copy the word of the day immediately from the board
and write the definition, sentence and part of
speech.
9. To ensure maximum success in this class, I will
incorporate various reading strategies daily to
enhance comprehension.
10.You must come before school or after school to make
up work.
Heading your paper. Put your information in
the right hand corner of your paper. You
will lose points if your papers are not
headed correctly.
Example: Name James, Mary
Course and period English III, pd. 1
Date: August 20, 2007
Remember, absences have no place in the
learning process. So, prepare yourself
for a challenge that will hopefully change
your educational experience. I will be
available to assist you before school or
after school if you need to make-up work
or need further assistance.
______________________________________________________
Supplies for Mrs. Washington’s Classes
1.1 ½ inch three-ring binder
2.Dividers for the notebook (sections will include
daily agendas, vocabulary, spelling, writing,
homework, class work, word of the day, worksheets,
materials, tests/quizzes, and other sections as
needed.
3.Blue or black ink only, highlighter, and at least
one red pen for grading and editing
4.3x5 cards, posters boards, colored pencils, and glue
may be needed for special projects.
5.One spiral notebook will be used for journal writing
(each Friday)
6.College ruled paper
7.Box of tissues (write your name on box)
8.Bottle of hand sanitizer (optional)
9.One ream of copier paper
10.Poster boards, 3x5 index cards, colored pencils and
markers and glue (for special projects)
Resources:
Teacher
Classroom books (fiction and nonfiction)
Media Center
______________________________________________________________
English II
August 20-24, 2007
Monday
1. Greet students at the door and check their
schedules.
2. Check roll and pass out the CODE OF CONDUCT books
to first period.
3. Introduce myself to the class and pass out my class
rules and guidelines.
4. Discuss requirements of the class as I go over the
syllabus and expectations.
5. If time permits, do a get acquainted activity.
6. Give directions to this activity and model it with
a student.
Tuesday:
1. Check off students who have forms to return.
2. Discuss the words of the day program and my
incentive program.
3. Word for the today is Agility. (n. nimble)
4. Complete the “M and M” introductory activity.
Students will work in pairs.
5. Students will take a pretest on spelling on p. L530
in BK English.
6. Students will exchange paper and students will take
turns giving the correct spelling of the words.
7. Students will copy new words from the board
8. Students will copy spelling words and break them
into syllables to aid in the pronunciation of the
words.( accidentally, accommodate, accurate,
acknowledgment, acquaintance, across, aerial,
aisle, all right, always)
6. Write sentences using words correctly.
7. Students will write a 50-100 words descriptive
paragraph describing their personality, with
pictures.
8. Complete writing assignment and present to the
class tomorrow.
Wed.
1. Word of the Day: Anathema (n. curse,
excommunication
2. Go over words of the day and pronounce spelling
words.
2. Students will takes turns presenting their their
descriptive paragraphs to the class. A visual is
required.
3. Pass out textbook to students.
4. Spelling sentences are due tomorrow.
Thursday
1. Word of the Day: Altercation (n. argument,
quarrel)
2. Discuss words of the day and review spelling words
by pronouncing them with the class.
3. Students will tulrn in their sentences.
4. Introduce the short story unit pp.1-3, identifying
elements and making meaning from a short story.
(making meaning p. 3)
5. Introduce story ”The Sniper," pp. 5-10
to the class and students will dialogue and
make connections with the text, telling what they
know about snipers.
6. Students will read story and participate in a
shared reading activity.
7. Homework: Study spelling words for tomorrow’s test.
Friday:
1. Word of the Day: Acrimonious (adj. Bitter,
spitefully)
2. Review words for the day.
3. Students will take a test on spelling words for the
week.
4. Students will form pairs. Since this story depicts
a rural environment, students will write down all
the words that relate to this type of setting.
5. Students will share their responses with the class.
_______________________________________________________
English III August 20-24, 2007
Monday
1. Greet students at the door and check their
schedules.
2. Check roll and complete a seating chart.
3. Introduce myself to the class and pass out my class
rules and guidelines.
4. Discuss requirements of the class as I go over the
syllabus and expectations.
5. If time permits, do a get acquainted activity.
Students will work in pairs and complete an
activity sharing similar qualities and
differences.
6. Give directions to this activity and model it with
a student.
7. Complete activity tomorrow.
Tuesday
1. Check roll and enter any new students.
2. Introduce the word of the day program.
3. Word of the Day: Agile (n. nimble)
4. Pass out spelling list. Students will write
sentences using words correctly. (due
tomorrow)
5. Pronounce words for students. They will practice
phonics by breaking words into syllables.
6. Students will complete their get acquainted
activity.
7. Pass out textbooks to the students.
8. Homework: Make a collage of the different character
traits of uopur personaliaty and complete a writing
that summarizes their persoanlities.
Wednesday
1. Word of the Day: Anathema (n. curse,
excommunication)
2. Discuss word of the day and pronounce spelling
words.
3. Students will take turns presenting their collages
to the class.
4. Introduce the unit the "Beginnings."
5. Students will work in cooperative learning groups
to review the assigned pages, pp.2-17 of
the "Beginnnings."
Groups will make their presentations tomorrow.
6 Homework: Turn in sentences tomorrow.
Thursday
1. Word of the Day: Altercation (n. argument,
quarrel)
2. Review words of the day and conduct a choral reading
of the spelling words.
3. Review the characteristics of the early American.
4. Students will get into their cooperative learning
groups and prepare for their presentations.
5. Review characteristics of early Americans, students
will read "The Journey" and analyze poem in
pairs.
6. Homework: Spelling test tomorrow and complete
companion poem to "The Journey."
Friday:
1. Word of the Day: Acrimonious (adj. bitter)
2. Review words for the day.
3. Journal Entry: My Goals for this School Year
4. Students will take a spelling test on the first
list of words.
5. Students will prepare to present their companion
poem to "The Journey" p.19 to the class.
______________________________________________________________
English II August 27-31, 2007
Monday
1. Word of the Day: Cajole
2. Sustained Silent Reading (write summaries/reactions)
3. Review “What happened…pp. 4-6
4. Before reading: Do Quickwrite—What kind of choices
that we make can yield difficult consequences?
5. Establish student friendly definition for words
from story. ( inured, annihilate, increments,
paramount recoiled, irrevocable, immutable,
ponderous, apprehension, ineffably)
6. Review p. 8 and Suspense. Students will define
suspense and give examples of stories read or
movies that demonstrate suspense.
7. Students will participate in a guided reading of “Cold
Equations,” pp. 9-28.
8. Complete reading for homework.
Tuesday
1. Word of the Day: Charlatan (n. quack, fake,
imposter)
2. Discuss word with examples.
3. Give post test for course.
4. Review elements of short story. (plot, theme,
symbol, characters, irony)
5. Complete reading of “Cold Equation,” pp. 15-28.
6. During reading, monitor reading to assess
comprehension.
7. Identify examples of suspense that the author used
in the story.
8. Complete answers to questions for homework: p.28,
also sentences and definintions to words. Sentences
must relate to story using context clues.
Wednesday
1. Word of the Day: Anachronism (n. happening out
of chronological order)
2. Review daily words and give examples.
3. Sustained Silent reading. Write
reactions/summaries to readings.
4. Complete echo and choral reading of words and share
sentences that relate to story.
4. Form cooperative pairs to complete essential
learning activities.
5. Complete mapping of essential characters and of the
elements of the short story.
6. Students will present their mappings to the class
tomorrow.
Thursday
1. Word of the Day: Ameliorate (v. improve)
2. Sustained silent reading.
3. Complete echo and choral reading of words with
examples of meanings.
3. Students will present their mappings of elements of
the story and characters.
4. Review story,“Cold Equations,” by writng a
description of the main characters and the
universal appeal of the story.
5. Study words and story for test on Friday.
Friday
1. Word of the Day: Alacrity (n. briskness,
quickness)
2. Journal Writing: “A Difficult Decision in My
Life”
3. Test on vocabulary and story.
4. Sustained silent reading.
______________________________________________________
English III August 27-31, 2007
Monday
1. Word of the Day: Cajole (v. coax, trick)
2. Sustained Silent Reading
3. Copy vocabulary and write definition, part of speech,
sentences, synonyms, and antonyms. (ambiguous, skeptical,
malicious, obscure, reproach, censor, apathy, ameliorate,
superficial, rational, disdain, valid, reverent, innocuous)
4. Pretest on English III
5. Students will read their companion poems to “The Journey.”
6. Homework: Read pp. 26-31.
Tuesday
1. Word of the Day: Charlatan (n. quack, fake)
2. Sustained Silent reading. (summaries/reaction)
3. Discuss words of the day with examples.
4. Introduce background of William Bradford p. 26.
5. Making Connection to text by imagining that you are on the
Mayflower on a journey for over two months, what would you
need for the journey?
6. List the characteristics of puritan writings and explain
who the pilgrims were.
7. Students will participate in a shared reading of “Of
Plymouth Plantation” pp.29-33.
8. Students will take words from the story and make sentences
that relate to story.(use context clues)
9. Homework: Answer questions on p. 35 and complete
sentences to spelling words.
Wednesday
1. Word of the Day: Anachronism (n. out of
chronological order)
2. Discuss words of the day with examples.
3. Students will turn in sentences to spelling words and
practice pronouncing words led by the teacher.
3. Students will participate in an echo and choral reading of
vocabulary.
3. Sustained silent reading. (summaries/reactions)
4. Form cooperative pairs: Complete a story map of the
story, “Of Plymouth Plantation.”
5. Half of the class will do a vocabulary map using
vocabulary for the week.
6. Vocabulary is due tomorrow.
Thursday
1. Word of the Day Ameliorate (v. improve, make better)
2. Sustained silent reading: (summaries/reactions)
3. Students will present their mappings to the class.
4. Students will turn in their analyses of vocabulary.
5. Give test on “Of Plymouth Plantation.”
6. Students will lead the class in a fluency exercise usin
vocabulary.
7. Test on vocabulary tomorrow.
Friday
1. Word of the Day: Alacrity (n. briskness,
quickness)
2. Review words of the Day and make sentences.
3. Journal Entry: The Old vs. the New
4. Test on the vocabulary.
5. Student will read silently for the rest of the period.
______________________________________________________________
English II Sept. 3-7, 2007
Monday Sept. 3rd--No school: Labor Day
Tuesday
1. Word of the Day: Contumely (n. insolence in language)
2. Sustained silent reading from novel. (summary/reaction to
reading)
2. Discuss affluent and pass out guidelines to writing
assignment from previous story studied, “The Cold
Equation.”
3. Discuss writing assignment and students will begin the
first phase of the writing process by doing
a brainstorming/prewriting activity.
4. Introduce new story, “The Bass, the River, and Shelia
Mant,” pp. 34-42 and conflicts in story.
a. External conflict is often the heart of adventure
stories or mysteries.
b. Internal conflict between two-sides of our
personalities, between competing desires, forces us to
choose, and that choice can be agonizing.
5. Identify vocabulary from the story and establish a
student friendly definition. (denizens, pensive,
dubious, antipathy, filial, surreptitiously, conspicuous,
concussion, luminous, quizzical)
6. Compete rough draft to “The Cold Equation” for homework.
Wednesday
1. Word of the Day: Affluent (adj. rich, wealthy)
2. Sustained silent reading.
3. Review words of the day with examples. Also, discuss
different types of point of view in stories and point of
view in “The Bass…”
4. Review words using context clues from story and student
friendly definitions for each word.
5. Form cooperative pairs to peer edit rough drafts to
writing assignments.
6. Review internal and external conflicts. Students will
begin reading story and identify examples of the different
conflicts in the story.
7. Complete reading of the story for homework.
Thursday
1. Word of the Day: Cadaverous (adj. ghostly, corpse
like)
2. Sustained Silent Reading: (summaries/reactions)
3. Review words and characteristics of a short story. (plot,
theme, characters, irony, symbol)
4. Form cooperative pairs and students will do a map of
story identifying elements of the story, write sentences,
and examples of first person point of view.
5. Review story for homework and revise writing assignment
Friday
1. Word of the Day: Aberration (n. deviation,
deparataure)
2. Journal Entry: Courage
3. Sustained silent reading.(summaries/reactions)
4. Quiz on story .
5. Work one-on-one with students to help with their writing
assignment.
6. Homework: Final draft is due Monday.
______________________________________________________________
English III September 3-7, 2007
Monday: No School.
Tuesday
1. Word of the Day: Contumely (n. insolence in language,
arrogance)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will take a pretest on SAT prompt essay.
4. Read and discuss Mary Rowlandson’s biography on p. 38.
5. Discuss allusions with specific references to the Bible.
(Job; Israelites)
6. Establish a student friendly definition of words from the
story. (entreated, plunder, savory, melancholy, tedious,
affliction, bewitching, wearisome, lamentable,decrepit)
7. Homework: Read pp. 40-45 “Narrative of the Captivity,”
and examples of biblical allusions.
Wednesday
1 Word of the Day: Affluent (adj. wealth, rich)
2. Sustained Silent Reading: (summaries/reactions)
3. Review allusions and students will share their examples of
biblical allusions with the class.
4. Review vocabulary from story and narrative point of story.
5. Form cooperative pairs and students will read and make a
the column chart to take in
a. chronological order
b. Reference to the Bible
c. comments about captors.
6. Form cooperative pairs to complete a student learning map.
7. Group 2 will do a map of story identifying the elements of
a short story with explanations.
8. Students will answer questions on p. 46, 1-6 for homework.
9. Exit slip: Write a summary of Mary’s point of view.
10.Write sentences using vocabulary from story about Native
Americans.
Thursday
1. Word of the Day: Cadaverous (adj. ghost like)
2. Sustained Silent Reading (summaries/reactions)
3. Pop quiz on story.
4. Ech group will present their maps to the class.
5. Students will share in a discussion on questions from
story.
6. Read poages 48-49, "The Southern Planters," and William
Byrd p.l 49
7. Review satire and students will cite examples of satire on
pages 48-54 as they read story, "The History of the
Dividing Line."
8. Students will review vocabulary from story and establish
a student friendly definition for each word. (populous,
squeamish, propagated, harpies.
9. Complete reading for homework.
Friday
1. Word of the Day: Aberration (n. deviation,
departure)
2. Journal Entry: A Difficult Journey
3. Sustained Silent Reading: (summaries/reactions)
4. Students will begin their writing assignment comparing and
contrasting the excerpts from Byrd's "History with
William Bradford's account of the Puritan landing at
Plymouth. Discuss how the two accounts differ in purpose,
tone and style.
_____________________________________________________________________
English II September 10-14, 2007
Monday
1. Word of the Day: Bumptious (adj. self-
assertive, pushy)
2. Sustained Silent Reading: (summaries /reactions)
3. Students will turn in their writing assignment showing the
writing process.
4. Discuss word of the day and identify vocabulary from story
and establish a student friendly definition.
bibliophile, misanthropy, contrivances, infinite, finite)
5. Connect to text: What if things in our reality change,
what would you do?
6. Discuss background on story. See p. 44.
7. Students will make a prediction about the story, “The Book
of Sand.”
8. Teacher will read first paragraph aloud and one of the 5
W's question. (How)
9. At the end of each paragraph, students will identify
examples of the 5 W’s.
10.Complete reading of story for homework.
Tuesday
1. Word of the Day: Aviary (n. bird enclosure)
2. Sustained Silent Reading: (summaries/reactions)
3. Review vocabulary. Form cooperative groups: Group 1
will do a story map of story.
4. Group II will complete the five elements of a short and
illustrate on paper.
5. Group III will complete a student learning map of
vocabulary.
6. Read aloud at the end of period, from CHICKEN SOUP for
the TEENAGE SOUL.
Wednesday: Teacher In-Service Day.
Thursday:
1. Word of the Day: Beatific (adj. joyful)
2. Sustained Silent Reading. (summaries/reactions)
3. Review words and phrases and students will complete
worksheet.
4. Each group will present their assigned tasks to the class.
5. Students will answer question
Friday
1.Word of the Day: Camaraderie (n.friendship)
2. Journal Entry: Reality vs. Fantasy
3. Quiz on story.
4. Form cooperative groups and students will look up the
etymology to find the root; then look for prefix and suffix
of the words.
______________________________________________________________
English III September 10-14, 2007
Monday:
1. Word of the Day: Bumptious ( adj. self-assertive, pushy)
2. Sustained Silent Reading: (summaries/reactions)
3. Discuss word of the day.
4. Read excerpt on p. 67 from “Invisible Man” and discuss meaning.
5. Students will read biography of Anne Bradstreet and write down
key points about her life and her influence.
7. Students will read poem “Here Follow Some Verses upon the
"Burning of Our House," June 10, and identify examples of figures
of speech.
8. Students will write an analysis of poem using poetry terms
9. Read and discuss Edward Taylor’s biography on p. 72.
10.Also, students will read and analyze “Huswifery” by identifying
figures of speech.
11.Do questions to poems for homewok on p.71 and p.74.
Tuesday:
1. Word of the Day: Aviary (n. bird enclosure)
2. Sustained Silent Reading: (summaries/reactions)
3. Discuss words of the day and review figures of speech.
4. Review two stories and discuss questions that were assigned for
homework.
5. Students will read the biography of Jonathan Edwards on p. 77.
Read and identify key points about Edwards’ life.
6. Review the different types of literary devices that Edward uses
in his sermon.
7. Students will take turns reading sermons orally.
8. Complete sermon for homework.
Wednesday---No school for students.
Thursday
1. Word of the Day: Beatific (adj. joyful)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will work in cooperative groups and do a story map
of “Sinners…”
4. Read aloud: Students will share something interesting from their
readings.
5. Test on spelling list #3 tomorrow.
Friday:
1. Word of the Day: Camaraderie (n. fellowship)
2. Journal Entry: “A Sinful World”
3. Students will take a spelling test.
4. Students wil present their learning maps to the class.
_____________________________________________________________________
English II September 17-21, 2007
Monday
1. Word of the Day: Separatist(n. one who advocates a departure)
2. Sustained Silent Reading: (summaries/reactions)
3. Make connection to test. Do boys and girls feel and act in
different ways?
4. Establish a student friendly definition for words from the
story. (derisive, supplicating, placidly, ingenious, perversity,
reproach, diligently, negligently, remote, absolved)
5. Form groups. Students will participate in a shared reading
of “Boy and Girls,” pp. 53-56.
6. Identify synonyms for expressions on p. 56. Example, the writer
describes the foxes' movements by saying “they prowled up and
down.” Discuss the different meanings of the word prowl, and
identify syn. for word. (walk or move).
7. In groups, find as many synonyms as you can for the verb move
and discuss the different shades of meanings each synonym conveys.
8. Exit slip: Write three things you learned and two questions you
have?
Tuesday
1. Word of the Day: Lascivious (adj. lustful)
2. Give Write Score Writes for 10th graders.(45 minutes)
3. Review vocabulary from story.
4. Students will continue in group to complete reading of story pp.
57-64.
5. Students will take turns reading and chunking each paragraph to
assess understanding.
6. Read p. 64, “Meet the Writer.” How were Munro’s personal view
reflected in her story, “Boy and Girls?”
7. Exit slip: On a sticky note, write thing that you learned about
girls and boys that are different.
8. Homework: Write sentences using words to discuss facts about the
story.
Wednesday
1. Word of the Day: Abstinence
2. Sustained Silent Reading: (summaries/reactions)
3. Check students’ sentences.
4. Cooperative pairs: Assigned groups will do a vocabulary map and
a story map.
5. One group will do a student learning map.
6. Students will present maps to the class.
7. Homework: Students will answer questions on p. 66 for homework.
Thursday
1. Word pf the Day: Itinerant (n. detailed account of a story)
2. Sustained Silent Read: (summaries/reactions)
3. Review vocabulary, giving sentences and antonyms.
4. Discuss questions 1-4. Students will fill in chart on board.
(list changes that occur
after the shooting incident.
5. Review the elements of a short story as they relate to the story.
6. Exit slip: Discuss the theme of the story.
7. Vocabulary test tomorrow.
Friday
1. Word of the Day: Maleficent (adj. mischievous)
2. Journal Entry: Girls vs. Boys
3. Students will take a test on the vocabulary.
4. Summary of story, student read poem on p. 65 and write a
companion poem about the story, or write a different ending to
the story.
_____________________________________________________________________
English III September 17-21, 2007
Monday
1. Word of the Day: Separatist (n. one who advocates a
departure)
2. Early American Day. Students will present their early American
projects. This project must consist of a visual , written, and
an oral presentations.
3. After projects, we will begin the study of Benjamin Franklin.
Show video on the life of Franklin. Also, his biography is on
pp. 84-85. Students will take notes and follow along as they
view the video.
4. Identify words from Franklin’s “Autobiography” on p. 86.
(assert, arbitrary, indiscreet, abate, itinerant, arduous, and
rectitude)
5. Student will establish a student friendly definition for each
word.
Tuesday
1. Word of the Day: Lascivious (adj. lustful)
2. Sustained Silent Reading: (summaries/reactions)
3. Review Franklin’s biography and student friendly definitions of
words.
4. Form cooperative pairs. Students will take turns reading story.
5. Chunk reading by asking students to write a summary of each
section as they read.
6. Read and discuss Franklin's 13 virtues.
7. Students will identify their favorite virtues and tell why.
6. Homework: Complete your own original 13 virtues.
Wednesday:
1. Word of the Day: Abstinence (n. self-denial, restraint)
2. Sustained Silent Reading: (summaries/reactions)
3. Check students 13 virtues and they will share with the class.
4. Explain aphorism to the students and give examples.
5. Read and discuss some of the aphorisms on p. 95.
6. We will write one aphorism together.
7. Students will write 5 original aphorisms.
8. Write a paraphrase of 5 aphorism on p. 95 for homework and write
sentences using the vocabulary that relate to Franklin's
"Autobiography."
Thursday
1. Word of the Day: Itinerant (n. detailed account or
diary of a journey)
2. Review words with examples. Introduce Patrick Henry’s Speech.
3. Connecting with the text: Analyzing Perspectives. Complete a
chart where there is a comparison of the patriots and loyalist.
4. Students will establish a student friendly definition for words
from speech. (solace, insidious, marital, supplication, avert,
spurned, inviolate, adversary, vigilant,inevitable)
5. Students will read speech on pp. 102-104.
6. Test on vocabulary tomorrow. (words from Franklin’s
autobiography and Henry’s speech.
Friday:
!. Word of the Day: Maleficent (adj. mischievous)
2. Journal Entry: My Personal Best
3. Students will take a test on vocabulary.
4. Review oratorical techniques in speech and answer questions on
p. 105
_____________________________________________________________________
English II September 24-28, 2007
Monday
1. Word of the Day: Acute (adj. sharp,keen)
2. Sustained Silent Reading. (summaries/reactions)
3. Complete KWL chart. List what you know about values
and cultures during the 1960s?
4. Then, write what you want to learn about the culture
of the 1960s.
5. Establish a student friendly definition and filling in
the blanks with the appropriate words.(genuineness,democracy,
incoherence, retained, aggravation,powerlessness, reverent,
earthly)
6. Define author’s point of view and read from a story to
illustrate point of view and introduce new story, “Everyday
Use.”
7. Form cooperative groups to read and identify the author’s
purpose and point of view in an assigned passage.
8. Students will work in pairs and begin
reading of story.
9. Write a summary of the author’s point of
view.
10. Homework: Complete reading of story
and answer questions on p. 78, 1-10
Tuesday
1. Word of the Day: Absolution (n. forgiveness)
2. Sustained Silent Reading:(summaries/reactions)
3. Review the biography of Alice Walker and
vocabulary from the story. (furtive,cowering, sidle,
doctrines, rifling)
4. Students will form cooperative groups and analysis story.
5. Groups will be assigned the following activities:
Group I will do a studentlearning map, group 2 will
complete a chart comparing and contrasting the
character in the story, group 3 will analyze vocabulary
by doing a mapping of words.
6. Each member of the group will write down three things
that they learned today, and questions that they still have.
7. Students will present their learning map,vocabulary maps,
and comparison/contrast chart to the class tomorrow.
Wednesday
1. Word of the Day: Belie (v. contradict,disapprove)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will work in groups for 10 minutes to prepare
for their presentations of mappings of the stories and
vocabulary.
4. After presentations of projects, students will begin answering
questions on p. 78 (1-10) Complete for homework.
5. Homework: Complete a character map of Maggie's characteristics
and behavior, using details from the story.
Thursday
1. Word of the Day: Banal (adj. dull, commonplace)
2. Sustained Silent Reading:(summaries/reactions)
3. Review vocabulary from story, and establish a student friendly
definitions of the words.
4. Students will work independently on writing a 100-150
word paper using the vocabulary.
5. Complete essay for homework. Also, spelling test on 10 words
(desert, complement, minor, morale, personal, personnel,
principal, principle, stationary, stationery)
Friday
1. Word of the Day: Chivalry (n. politeness,loyalty)
2. Journal Entry: Quilts: The Fabric of Society
3. Students will take a test on spelling words.
4. Students will work in pairs to peer edit essays.
5. Students will begin revising their paper.
6. Final is due on Monday.
_____________________________________________________________________
English III September 24-27, 2007
Monday
1. Word of the Day: Acute (adj. sharp, keen)
2. Sustained Silent Reading. (summaries/reactions)
3. Complete KWL chart. List what you know about values
and cultures during the 1960s?
4. Then, write what you want to learn about the culture
of the 1960s.
5. Establish a student friendly definition and filling in
the blanks with the appropriate words. (genuineness,
democracy, incoherence, retained, aggravation, powerlessness,
reverent, earthly)
6. Define author’s point of view and read from a story
to illustrate point of view nd introduce new story, “Everyday
Use.”
7. Form cooperative groups to read and identify author’s
purpose and point of view in an assigned passage.
8. Students will work in pairs and begin reading of story.
9. Write a summary of the author’s point of view.
10.Homework: Complete reading of story and answer
questions on p. 78, 1-10
Tuesday
1. Word of the Day: Absolution (n. forgiveness)
2. Sustained Silent Reading: (Summaries/reactions)
3. Review point of view and biography of Thomas Paine.
4. Students will form cooperative groups and continue to work
on analyzing stories.
5. Students will work independently on mapping story, student
learning maps, analysis of vocabulary by mapping and
illustrating the words.
6. Each group will write a summary of their activities and
goals for tomorrow.
Wedesday
1. Word of the Day: Belie (v. contradict, disapprove)
2. Sustained Silent Reading:(summaries/reactions)
3. Read first paragraph of story to show examples of
parallelism
4. Students will form groups to continue to work on
analyzing story and vocabulary.
5. Teacher will circulate to groups to assess their
progress.
6. Exit slip: Who is the individual villain to whom
Paine is referring.
Thursday
1. Word of the Day: Banal (adj. dull)
2. Sustained Silent Reading: (summaries/reactions)
3. Teacher will pronounce list #3 of the spelling words, then
students will do an echo and choral reading of the words.
4. Identify elements of freedom in stories.
5. Each group will present their learning map, illustrations of
story, and vocabulary mappings to the class for 100
points. (15 minutes)
6. Students will complete the “L” section of the KWL chart.
7. Exit slip: What did you gained most from the various group
presentations. Be specific and by listing 3 things that you
really enjoyed, two things that were not good for you, and
one question you still have about the authors.
Friday
1. Word of the Day: Chivalry (n. politeness, loyalty)
2. Journal Entry: A Divided Nation
3. Sustained Silent Reading:(summaries/reactions)
3. Students will retake a test on list #3 of spelling words.
4. Students will compare two autobiographies that we have studied,
identifying similar characteristics of the authors.
_____________________________________________________________________
English II October 1-5, 2007
Monday
1. Word of the Day: barren (v. infertile)
2. Sustained Silent Reading: (Summaries/reactions
3. Turn in final drafts to papers.
4. Complete language activity p.80, diction and word choice.
5. Read and discuss biography of Steinbeck n p. 82.
6. Cooperative pairs: Complete guided reading of “Travels with
Charley,” pp.81-82.
7. Students will complete double entry journal.
8. Review writing a persuasive essay.
9. Homework: Students will complete #1 and #2; choosing your topic,
and state your opinion.
Tuesday
1. Word of the Day: Cozen (v. Cheating)
2. Sustained Silent Reading: (summaries/reactions.
3. Check students’ first 2 steps of their persuasive writing.
4. Read and analysis Student’s sample of persuasive writing on
p.85.
5. Cooperative pairs: See p. 89. create a detailed chart.
6. Students will write rough drafts of persuasive paper.
7. Complete for homework. See guidelines for editing on p.89.
Wednesday
1. Word of the Day: Canard (n. made up story.
2. Sustained Silent Reading: (summaries/reactions)
3. Form groups to peer edit rough drafts.
4. Complete an outline of persuasive personal narrative.
5. Revise paper and turn in by Friday.
6. Introduce vocabulary and establish a student friendly definition
for each word. (stricken, prodigy nonchalantly, betrayal,
dawdled, discordant fiasco lamented, listlessly, mesmerizing)
7. Teach FCAT skill—making inference. Review and give examples.
8. Cooperative pairs will passage on p. 96 and identify the
inference about the character.
9. Read biography on p. 104 and write down the key points about her
life.
10.Students will complete a guided reading activity on “Hearts
That Love.”
11. Complete reading for homework.
12. Exit slip: Define the word inference and give an example.
Thursday
1. Word of the Day: Assuage (v. to lessen)
2. Sustained Silent Reading : (summaries/reactions)
3. Review vocabulary. Complete a map of words and write sentences
using context clues.
4. Students will continue to read story, “Two Kinds,” pp. 95-103.
5. Read sections and stop to paraphrase the different sections.
6. Teacher will work with students one-on-one on their writing
assignment.
7. Students will work in groups and help each other with their
writing.
8. Complete revisions for tomorrow.
Friday
1. Word of the Day: Benign (adj. Kind, friendly)
2. Journal Entry: Motivation
3. Teacher will work with students in groups on their revisions.
4. Sustained Silent Reading.(summaries/reactions)
5. Students will work quietly on making final changes to their
essays.
6. Finals are due Monday.
English III October 1-5, 2007
Monday
1. Word of the Day: Barren (adj. infertile)
2. Sustained Silent: Reading.(summaries/reactions)
3. Anticipation guide: Complete appropriate section on guide.
4. Establish a student friendly definition for words from story.
Then, student will complete a vocabulary map. (malleable,
conscientious, torpor, obsequious, vehemently, amiable,
reiterated, placid, scrupulous, fidelity
5. Direct instruction: Introduce biography of Washington Irving.
Discuss point of view and read from passage to illustrate.(CIM)
6. Form cooperative pairs to complete worksheet on point of view.
(CIM)
7. Students will read biography on p. 152 and write down key points
in groups
8. Write down three things you learned today and one question you
still have.
9. Complete biography for homework.
Tuesday
1. Word of he Day: Cozen (v. cheating)
2. Sustained Silent Reading: (summaries/reactions)
3. Complete anticipation guide.
4. Direct teaching on Romanticism and Classicism.
5. Form cooperative pairs: Identify key points of Irving biography
p. 152, and begin reading “Rip Van Winkle” pp.154-166.
6. Students will complete reading for homework.
Wednesday
1. Word of the Day: Canard (n. made up story)
2. Sustained Silent Reading: (summaries/reactions)
3. Review vocabulary and make sentences that relate to story.
4. Discuss elements of a short story.5. Form pairs. Student will
participate in a guided reading of story, and write a summary of
the different sections.6. Cooperative pairs: Complete student
learning map, and illustrate the story with pictures.
7. Exit slip: Discuss the elements of Romanticism that the author
mentions in the story.
Thursday
1. Word of the Day: Assuage (v. to lessen)
2. Sustained Silent Reading: Timed reading: Read for 30 minutes and
write a summary of material read. (Measurement)
3. Students will present their learning maps to the class.
4. Complete worksheets and discuss.
5. Work on questions on p.166.
6. Homework: Review story and study vocabulary for a test.
Friday
1. Word of the Day: Benign (adj. kind, friendly)
2. Journal Entry: Are you a Rationalist or A Romanticist?
3. Test on story and vocabulary.
4. Sustained Silent Reading: (summaries/reactions)
5. Book reports are due Monday.
_____________________________________________________________________
English III October 8-12, 2007
Monday
1. Word of the Day: Affront (v. offend, insult)
2. Sustained Silent Reading: (Summaries/reactions)
3. Write a book report by using guidelines on handout.
4. Review “Rip Van Winkle and characteristics of Romanticism.
5. Establish a student friendly definition for poetry terms
(simile, alliteration, assonance, personification, metaphor,
repetition, meter)Students will lientify lines in poems that have
examples.
6. Introduce William Cullen Bryant. Discuss his biography on p. 169
7. Make Connection to text: Discuss the cycle of life p. 170
students.
8. Students will write down 10 words to describe nature.
9. Exit response: What aspect of the book report analysis sheet
really helped you to make a connection with the text?
10. Homework: Read poems on p.171-172, and the biography of
Longfellow including poems on pp.177-178.
Tuesday
1. Word of the Day: Ingratiate (v. suck up to)
2. Sustained Silent Reading: (summaries/reactions)
3. Review poetry terms.
4. Review biography of Bryant and connect to poem, “Thanatopsis.”
5. Discuss examples of the cycle of life, read and analyze
“Thanatopsis” identifying literary devices and examples of
inversions in the poems and how the poet expresses emotion in
poem.
6. Identify examples of words that express the poet’s emotion.
7. Write a poem reflecting your emotions and feeling about, life,
death, joy and sorrows. (length varies)
8. Students may volunteer to share with the class.
9. Exit slip: Discuss three things that you learned today and one
question that you still have.
10.Homework: Read and analyze poems on pp.176—180, and pp.187
identifying figures of speeches in poems.
Wednesday
1. Word of the Day: Ephemeral (adj. short lived)
2. Sustained Silent Reading: (summaries/reactions)
3. Review vocabulary and identify examples by referring to poems
studied.
4. Discuss background of Longfellow and the experiences in his life
that are reflected in his poetry. Look for elements of religion
and examples of how he feels about his wives.
5. Students will take turns reading “The Tide Rises, the Tide Fall."
6. Measurement: Students will read poems emphasizing the
pattern of stressed and unstressed syllables. Then in the
middle of the metered lines, there is a pause or caesura,
which reinforces the steady beat. Read sections and pause to
illustrate the beat and rhythm.
7. Read and analyze Longfellow’s poem “The Cross of Snow”
and identify biblical allusions in poem.
8. Exit slip: Summary one of the poems discussed today.
9. Homework: Read and analyze poems on pp.189-190.
Thursday
1. Word of the Day: Egregious (adj. wicked, evil)
2. Sustained Silent Reading: (summaries/reactions)
3. Read “The Chambered Nautilus” p. 189 and identify the extended
metaphor, apostrophe, and allusion.
3. Student will write a poem illustrating an extended
metaphor. ( 15-25 lines)
4. Students will share their poems with the class.
5. Quickwrite: Think of a historical object or place in your
hometown that is being threatened for destruction.
5. Cooperative pairs: Read “Old Ironsides”” p. 190 and analyze for
figurative devices.
6. Students will answer the questions on p. 192.
7. Exit slip: Write a summary of “Old Ironsides.”
8. Homework: Compare and contrast “The Chambered Nautilus” and
“Old Ironsides.” Complete a prewriting and rough draft.Pass out
VENN diagram.
Friday
1. Word of the Day: Adulation (n. praise)
2. Journal Entry: My Views on…
3. Form cooperative groups: Students will peer edit
comparison/contrast papers.
4. Students will complete creative writing assignment:
5. Sustained Silent Reading: (summaries/reactions)
6. Begin revising comparision/contrast paper.
7. Complete creative writing:
1 poem with metaphors
1 poem with personification
1 poem using words to show emotion
1 poem expressing the cycle of life
English II October 8-12, 2007
Monday
1. Word of the Day: Affront (v. insult)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will write a book report using the guidelines on the
sheet furnished by the teacher.
4. Students will turn in final drafts to their persuasive writings.
This assignment must show the writing process.
5. Review vocabulary from "Two Kinds."
6. Review "Two Kinds on pp. 95-104.
7. Also, write down the key point of the author on p. 104 and
identify her
personal experiences that are reflected in her story.
8. Complete questions for homework on p.103.
Tuesday
1. Word of the Day: Ingratiate (v. to win one's favor or suck up)
2. Sustained Silent Reading: (summaries/reactions)
3. Check students' homework.
4. Go over the vocabulary to the story and give sentences that
relate to the story.
5. Connect to the story: Quickwrite: List three things that you
would like to be doing 10 years from now.
6. Discuss inference and model examples for students.
7. Students will complete worksheet on inferences and discuss
answers.
8. Students will identify examples of inferences in the story.
9. Form cooperative groups and students will be sssigned tasks
relating to the story.
10. Work on tasks tomorrow in class.
Wednesday
1. Word of the Day: Ephemeral (adj. short-lived)
2. Sustained Silent Reading: (summaries/reactions)
3. Form cooperative groups: Complete student learning map for story,
illustrate the elements of a short story, and map the exposition,
rising action, climax, falling action, and resolution with
explanations.
4. Complete all activities and present tomorrow.
Thursday
1. Word of the Day: Egregious (adj. wicked)
2. Sustained Silent Reading: (summaries/reactions)
3. Each group will present their assigned tasks to the class.
4. Review the theme of the story and the lesson on diversity.
5. Writing assignment: 150-200 words essay: How Do the Different
Cultures Affect Society? Begin prewriting. I will check
students' outlines.
6. Review vocabulary and word usage.
7. Test on vocabulary tomorrow.
Friday
1. Word of the Day: Adulation (n. praise)
2. Journal Entry: A Different Decision
3. Students will take a test on vocabulary words.
4. Work on revisions to writing assignment.
5. Finals to writing assignment are due Monday.
_____________________________________________________________________
English II October 15-18, 2007
Monday
1. Word of the Day: Admonish
2. Sustained Silent Reading: (summaries/reactions)
3. Read "The Pedestrian" on pp. 54-61 from workbook.
4. Complete all activities on pp. 54, and 60-61.
5. Form cooperative groups write a summary and map the elements of a
short story. ("The Pedestrian")
6. Exit response: List three things that you learned from the
story.
7. Complete group activity tomorrow.
Tuesday
1. Word of the Day: Capacious
2. Go to media center to checkout a fiction book.
3. Sustained Silent Reading: (summaries/reactions)
4. Review "The Pedestrian" pp. 55-62.
5. Work in groups to complete mapping activity.
6. Homework: Answer questions in margins.
7. Exit: List the three things that you learned about "The
Pedestrian," and one question that you still have.
Wednesday
1. Word of the Day: Corroborate
2. Sustained Silent Reading: (summaries/reactions)
3. Some students will be taking the PSAT.
4. Students in class will complete any make up work.
5. Students will help each other as they review the story.
6. Students will present their maps to the class.
7. Exit response: Write the theme of the story and explain.
Thursday
Substitute will be present.
1. Word of the Day: Fabricate
2. Sustained Silent Reading: (summaries/reactions)
3. Establish a student friendly definition for words. Use words in
sentences.
4. Begin new story "Charming Bill..." pp.63-70 and answer questions
in margins (12 questions, and complete pp. 71, 72, and 73 after
reading story.
5. Exit slip: Write sentences describing characters.
Friday 19th--No School for Students.
English III October 15-18, 2007
Monday
1. Word of the Day: Admonish
Sustained Silent Reading: (summaries/reactions)
. Check poetry homework: and share poems with the class to
demonstrate personificaton, imagery, emotion, and the cycle of
life.
2. Identify word to own and establish a student friendly definition.
Students will use at least 5 words in a paragraph about nature.
(perennial, manifold, blithe, integrate, sublime, slough,
perpetual, indubitably, occult, admonishing)
3. Introduce new unit: KWL chart: Connect what you know about the
Renaissance and what you want to learn.
4. Cooperative groups: Read introductory section to "American
Renaissance" and list the key points.
5. Exit slip: Write a summary of what you learned about
Renaissance period.
Tuesday
1. Word of the Day: Capacious
Sustained Silence Reading: (summaries/reactions)
2. Go to library to check out a fiction book.
3. Review Renaissance period and check homework and explain what you
learned about Renaissance literature.
4. Complete last section of KWL explaining what you learned about
Renaissance period.
5. Introduce Emerson pp.217-18. Groups will identify key points about
Emerson's life and share with the class.
6. Review words give sentences.
7. Begin guided reading of "Nature," pp.219-223.
8. Students will paraphrase sections as they read.
9. Homework: Complete questions on "Nature" p. 218.
10. Exit slip: Describe how Emerson describes nature.
Wednesday
1. Word of the Day: Corroborate
Sustained Silent Reading: (Summaries/reactions)
2. Review facts of Emerson's life. Explain aphorisms and give
examples. Students will give examples and write on board.
3. Form cooperative group: Students will read aphorisms on p.222
and paragraph. Groups will be assigned specific aphorisms to
paraphrase and present to the class.
4. Identify words to own and establish a student friendly def
5. Read and discuss "Self Reliance" pp. 224-228. Groups will
identify figures of speech in work and write an original example
of each and share with the class.
6. Exit response: Discuss Emerson's definition of self-reliance.
7. Homework: Complete questions on p.228 to "Self-Reliance."
Thursday
1. Word of the Day: Fabricate
Sustained Silent Reading: (summaries/reactions)
2. Establish a student friendly definition to words. (temporal,
superfluous, effete, ethereal, pertinent, derision, incessantly,
impervious)Give synonyms and antonyms.
3. Groups will read biography of Thoreau p. 230 and identify main
points of his life.
4. Write a paragraph using 5 words to own addressing topic, "How Do
I Really Want to Life?"
5. Read "Walden" pp. 234-244. Students will chunk sections and
write a summary of each section.
6. Complete assignment for homework.
7. Exit response: How does Thoreau tell us to live life
deliberately?
_____________________________________________________________________
English III October 22-26,07
Monday
1. Word of the Day: Haughtiness : (n. self-important
Sustained Silent Reading.
2. Complete comparison chart of nature vs. the city.
Identify vocabulary and establish a student friendly definition
of each word. Complete part of speech.
3. Form cooperative groups: Review elements of story and choose
familiar story, “Rip Van Winkle.” Model elements by reviewing
this story. Guided reading: Read selected sections of story and
point out story elements as student follow along. CIM
Students will take part in discussion.
4. Cooperative groups:
a. Students will choose a story already
studied and identify the elements, main idea,theme,
setting, irony, characters, and plot.
b.Identify story elements in assigned pages of “Walden” and
present to the class
c. Complete a mapping of elements andVocabulary, answering
essential question in your discussion.
5. Exit response: Today I learned…
6. Present mapping to the class tomorrow. Also, your American
author for research unit.
Tuesday
1. Word of the Day: Precocious (adj. mature)
Sustained Silent Reading: (summaries/reactions)
2. Students will still sign up for American poet for research
unit.
3. Discuss thesis statement. Review examples of theses.
Explain the role of the preliminary outline.
Model an example of an outline on the overhead projector.
4. Form cooperative groups and complete task of learning maps.
Groups will present their maps to the class with
illustrations.
5. Home work: Work on preliminary outlines and thesis statement.
6. Exit response: List three things that you learned today, two
things you wishes we had covered, and one thing that touched you
the most.
7. Identify figures of speech in “Walden” for homework.
Wednesday
1. Word of the Day: Loquacious (adj. talkative)
Sustain Silent Reading: Summaries/reactions.
2. Establish a student friendly definition of each word.
Form cooperative groups: Student will complete vocabulary maps.
3. Direct instruction of figures of speech. Discuss examples with
illustrations.
4. Cooperative pairs will identify examples from “Walden.”
5. Students will continue to sign up for American poet.
6. Review thesis statement and preliminary outline.
Pass out an example and review.
7. Guided instruction: Students will practice doing one.
8. Homework: Complete outline for homework.
Thursday
1. Word of the Day: Fallible (adj. capable of error)
Sustained Silent Reading: (summaries/reactions)
2. Students will meet in library. Librarian will introduce the
variety of sources in the media center and the location of
sources for which students will need to complete research. If
library is unavailable, students will meet back in classroom and
work on sources.
3. Students will proceed to find a variety of sources for their
author.
4. Students will work in their groups and I will circulate and
assist them.
5. Meet in class room for instruction on source cards.
6. Test on “Walden” tomorrow.
Friday
1. Word of the Day: Bleak (adj. dark, gloomy)
Sustained Silent Reading: (summaries/reactions)
2. Journal Entry: City vs. Country
3. Direct teaching of source cards. Passout a copy of sheet with
examples of a variety of sources.
4. Cooperative pairs: Students will make three different source
cards using my examples as guidelines.
5. In pairs, students will peer-edit source cards.
6. Teacher will check students' cards as they finish.
English II October 22-26, 2007
Monday
1. Word of the Day: Haughtiness (n. self-important)
2. Sustained Silent Reading: (summaries/reactions)
3. Check homework from Thursday.
4. Review elements of a short story using previous story as a rview.
5. QuickWrite: A threatening experience
6. Establish a student friendly definition for two words from
story.
Students will write a question using the words as they relate to
the story.
8. Homework: Complete all unfinished homework and questions.
9. Choose an author for research unit.
Tuesday
1. Word of the Day: Precocious (adj. mature)
2. Sustained Silent Reading: (summaries/reactions.
3. Students will begin to select an author.
4. Introduce thesis statements. Model examples.5. Form groups:
Practice writing thesis statements from different writers.
5. Form cooperative groups: Complete a student learning map and
chart the elements short story.
6. Student will complete assignments and present tomorrow.
Wednesday
1. Word of the Day: Loquacious (adj. talkative)
Sustained Silent Reading: (summaries/reactions)
2. Establish a student friendly definition for words and sentences
that relate to story.
3. Review elements of story, using learning maps.
4. Cooperative groups: Map elements of short story and complete
outline of story, identifying theme and description of Vietnam.
5. Students will continue to sign up for poet.
6. Review thesis statement with examples.
7. Students will identify examples of a high profile person and
make a thesis statement around that person.
8. Complete outline and thesis statement for homework.
Thursday
1. Word of the Day: Fallible (adj. capable of error)
2. Sustained Silent Reading: (summaries/reactions)
3. Review students' poet and outlines.
4. If library is not available, stdents will return to classroom and
work on making different source cards.
5. Techer will work with each group to assist then in this task.
6. Students will complete learning map of story and elements of
story.
Friday
1. Word of the Day: Bleak (adj. dark, gloomy)
2. Journal Entry: A Fearful Decision
3. Studetns will present their learning maps and elements of short
story to the class with illustrations.
4. Students will continue to practice making source cards.
_____________________________________________________________________
Englislh III October 29-Nov. 2, 2007
Monday
1. Word of the Day: Beguile (v. trick)
Sustained Silent Reading: (Summaries/reactions)
2. Review “Walden” by having students to write down key things about
Thoreau’s stay at Walden.
3. Direct instruction: Give key questions for students to consider
in their essay and guidelines of essay.
4. Cooperative groups: Guided reading of Henley’s “Heaven Under Our
Feet.” Complete comparison/contrast graphic organizer. CIM
Begin rough draft.
5. List things two things that Henley and Thoreau had in common.
6. Homework: Complete rough draft to comparison/contrast essay.
Tuesday
1. Word of the Day: Acquiesce (v. to agree)
Sustained Silent Reading: (summaries/reactions)
2. Preteach vocabulary: (posterity, insurrection, expedient,
inherent, alacrity, obstruction, perverted, penitent,
effectual, impetuous.
Establish a student friendly definition and complete a choral
reading of words.
Look up words and write prefixes and suffixes to words.
(Latin roots.
3. Cooperative groups: Peer edit rough draft using guidelines.
Complete a KKL chart.
Direct instruction: Explain paradox and give examples.
Groups will read assigned passage and identify and explain
paradox.
4. Guided reading of passages and stop to chunk section and
summarize.
5. Complete reading for homework.
6. Exit ticket: Write a sentence that summarizes the lesson.
Wednesday
1. Word of the Day: Amicable (adj. friendly)
Sustained Silent Reading: (summaries/reactions)
2. Review words to own giving sentences.
3. Students will write a book report in class using guideline sheet
furnished by the teacher.
Review the purpose of the government, giving examples of laws and
rules for the people.
4. Complete reading of “Resistance to Civil Disobedience,”
identifying examples of disobeying laws.
Groups will identify any group in society who tried to overthrow
the government.
5. Homework revise writing assignment.
6. Exit slip: Discuss three things that you learned today, 2 things
that you wished we had discussed, and one thing that impressed
you about this lesson.
Thursday
1. Word of the Day: Plethora (n. abundant)
Sustained Silent Reading: (summaries/reactions.
2. Review vocabulary, giving word parts for each word.
3. Complete the L section of KWL, indicating what you learned from
essay.
Review biography of Thoreau and civil disobedience, writing
examples on the board.
4. In groups: Complete learning map, identifying figures of speech
with examples.
Map vocabulary, including syn., ant., and part of speech.
5. Exit ticket: Today I learned…
6. Present learning maps to class tomorrow.
Friday
1. Word of the Day: Asperity (n.roughness, harshness)
Sustained Silent Reading: (summaries/reactions)
2. Journal Entry: Civil Disobedience
3. Test on “Resistance to Government.”
4. Students will work on writing final to comparison/contrast
essay.
5. Exit slip. Summarize this week’s lesson on “Resistance to
Government.”
English II October 29-November 2, 2007
Monday
1. Word of the Day: Beguile (v. trick)
2. Sustained Silent Reading: (summaries/reactions)
3. Established a student friendly definition of words to own to “The
First Seven Years.”
4. Guided Reading of “Geraldo No Last Name” pp.113-114.
5. Cooperative groups: Retell story from Marin’s point of view.
(e.g. reporter, hospital clerk, letter to friend, or monologue)
6. Review story and identify comments demeaning a group of people.
7. Make a list of derogatory comments in society that offend people.
8. Homework: Read “The first Seven Years.”
Tuesday
1. Word of the Day: Acquiesce (v.to accept)
2. Sustained Silent Reading: (summaries/reactions)
3. Review story on Geraldo and racist comments in story.
4. Identify all comments in story demeaning a certain group.
5. Cooperative group: Make a list of derogatory terms of demeaning
words describing a group in society.
6. Write a similar letter home.
7. Exit slip: Summarize how the main character was described.
Wednesday
1. Word of the Day: Amicable (adj. friendly)
2. Sustained Silent Reading:(summaries/reactions)
3. Students will write a book report using guideline sheet.
4. Review vocabulary from “The First Seven Years.”
5. Practice making source cards.
6. Exit slip: What was the theme of your book?
Thursday
1. Word of the Day: Plethora (n. abundant)
2. Sustained Silent Reading:(summaries/reactions)
3. Write sentences using words from story.
4. Practice making Internet card.
5. Exit slip: What do you want to learn about your poet?
Friday
1. Word of the Day: Asperity (n. roughness, harshness)
2. Journal Entry: The Value of an Education
3. Review words from story.
4. Practice making different type of note cards.
5. Introduce how to write note cards.
_____________________________________________________________________
English III November 5-9, 2007
Monday
1. Word of the Day: Mockery (n. poke fun)
Sustained Silent Reading
2. Establish a student friendly definition and each
group will give a sentence of their assigned words.
3. Direct teach: Discuss the government and
its activities, identifying examples of the
cause and effect of specific actions of the
government. CIM
Model a cause and effect activity on the board.
Cooperative groups: Discuss groups who have
gone against the government. Complete chart
on the board.
4. Complete graphic organic on cause and effect of activities on
the government. CIM
5. Exit response: Write a summary of what you learned new about the
government today.
Tuesday
1. Word of the Day: Epitome (n. example)
Sustained Silent Reading: Summaries/reactions
2. Review the guidelines for note card, and students will practice
making note cards including the topic, fact, source number and
page number.
3. Each student will make a source card and I will check for
correct format and accuracy. Also, pass out outline
guideline and students will complete based on their poets.
4. Model an activity on cause and effect on the story …Civil
Resistance…” Complete a worksheet. CIM
4. Form groups: Students will present their student learning maps
to the class discussing questions on the effectiveness of the
government and its people.
Complete L of the KWL chart and turn in.
5. Exit slip: Write a summary of today’s activities.
Wednesday
1. Word of the Day: Benign (adj.gentle)
Sustained Silent Reading: (summaries/reactions)
2. Review Thoreau’s attitude toward the government and the theme of
story.
3. Cooperative groups: Review story and complete any unfinished
presentations on maps.
4. Review the format for making note cards. Students will complete a
note card members of their groups will check for accuracy using
teacher’s example.
5. Exit slip: What is the different between note cards and source
cards?
Thursday
1. Students will meet in the classroom for attendance.
2. Then, they will proceed to media center to begin research.
3. After orientation from librarian, student will pull sources and
make source cards.
Friday
1. Students will contine to go to the media center.
2. Source cards are due.
3. Now woek on making note cards.
English II November 5-9, 2007
Monday
1. Word of the Day: Mockery (n. poke fun)
2. Sustained Silent Reading: (summaries/reactions
3. Establish a student friendly definition of word to own.
Students will write sentences using context clues.
4. Discuss Eastern European Jewish immigrant community.
5. Shard reading of “The First Seven Years,” pp. 120-127.
6. Form cooperative groups to complete learning maps on story,
identifying example of the uniqueness of the characters.
7. Students will practice making source cards.
8. Present learning maps to the class tomorrow.
9. Exit response: Three things you learned today, two things that
you wish we had discussed, and one thing that you still do not
understand.
Tuesday
1. Word of the Day Epitome (n.example)
2. Sustained Silent Reading: (summaries/reactions)
3. Each group will do a student learning map. Of “The First Seven
Years ” and complete questions on p. 129, 1-9.
4. Review source cards and note cards.
5. Students will make examples of source cards using books and
magazines.
6. Exit slip: Who is the protagonist in the story.
Wednesday
Students will take the WRITE SCORE TEST FOR 90 MINUTES.
Thursday
Students will meet in the media cEnter and begin finding sources to make source cards.
Friday
Sudents will meet in the media center--complete making
source cards and begin making note cards.
_____________________________________________________________________
English II and English III November 12-16, 2007
Monday
1. Student will meet in media center to make
note cards, paraphrasing what they read.
2. Students will work quietly and turn in their
note cards at the end of the period.
3. Tomorrow will be the last day in media center.
4. Students will work on note cards at home.
Tuesday
1 Teacher will return note cards that were completed.
2. Students will return to media center.
Those who need to complete more notes can and others
will work on their final outlines.
3. Check final outlines as students finish them.
4. Pass out sheet on parenthetical documentations. Review with
students.
5. Students will practice by documenting facts on note cards.
6. Students will work on rough drafts for homework.
Wednesday
1. Students will meet in classroom and continue with the research
unit.
2. Review parenthetical citations and help students individually.
Also, cause and effect activity.
3. Cooperative pairs: Take source cards and develop works cited page.
4. Show that making correct source cards will affect the works cited
page by simply copying the corrected cards. CIM
5. I will work with students assisting them as they complete their
works cited page based on their correct source cards.
6. Students who have not completed their rough drafts will continue
to work on them for homework.
Thursday
1.Word of the Day: Unctuous (adj. oily, greasy, deceptive)
2. Review the steps of writing a research paper. Solicit responses
from groups to identify steps and explain.
3. Show students a copy of a rough draft and compare it to a final
draft.
Complete chart on board identifying the differences between the
two drafts.
4. Cooperative pairs: Students will peer edit their drafts
completing VENN diagram of their papers as they compare
and contrast their drafts.
5. Exit response: Write a summary of writing a research paper and
explain the steps.
Friday
1. Word of the Day: Tortuous (adj. twisting,winding, crooked)
Journal Entry: Writing a research paper was...
2. Test on the research unit.
3. Students’ research papers are due, showing all of the steps.
4. Students will read silently for the rest of the period.
_____________________________________________________________________
English III November 26-30, 2007
Monday
1. Word of the Day: Perfunctory (n. mechanical, unthinking)
Sustained Silent Reading: (Summaries/reactions)
1A.Anticipation guide:
1B.Assess prior knowledge.
2. Establish student friendly definition for words. Each group
will pronounce the words and give a sentence.
3. Review literary terms: Cooperative groups: Identify
characteristics of time period.
4. Guided readings of “The Fall of the House of Usher” pp. 262-280.
Chunk sections as students read; discuss and identify literary
devices.
5. Summary strategy: Answer the essential question.
6. Complete reading for homework and write a study guide of 20
questions.
7. Students will still be permitted to turn in research
papers.
Tuesday
1. Word of the Day: Amorous (adj. passionate, loving, romantic)
Sustained Silent Reading. (summaries/reactions)
2. Preteach 5 of the words in the story by defining them and giving
part of speech. Students will categorize the words under Poe’s
themes. (mental illness, vs. health and appearance vs.
reality)
3. Form groups: Share and discuss study guides. Also, review
characteristics of Poe’s writings and the dark period, and
students will identify examples of Poe’s use of atmosphere in the
story.
4. Cooperative groups will analyze story by completing a graphic
organizer on story.
5. Exit response: Write a summary of how Poe created atmosphere in
his story.
6. Homework: Complete questions to story on p. 280.
Wednesday
1. Word of the Day: Aplomb (n.poise)
Sustained Silent Reading: (summaries/reactions)
2. Review characteristics of Poe’s writings, giving examples from
story and share students’ graphic organizers.
2A.Identify all of the words in “The Fall of the House of Usher and
pronounce them, connecting words to story.
3. Direct teach: Discuss questions on p. 280.
Define satire and give examples. Read poem, “The Fall of the
House of Usher” on p. 279, and students will identify how the
poem satirizes some of the elements in the story.
4. Guided practice: Form groups to complete vocabulary map of all
words in story.
5. Exit slip: Discuss three things you learned today, two things
that you enjoyed about Poe, one question that you still have.
6. Homework: Review story.
Thursday
1. Word of the Day: Appease (v. soothe, calm down)
Sustained Silent Reading: (summaries/reactions)
Students will chare their pass experiences with a familiar Poe’s
work.
2. Review vocabulary: Individual groups will present their assigned
words to the class using their maps.
3. Direct teach of symbolism, giving examples from the poem.
Cooperative groups will identify examples of symbols used in poem
by Poe.
4. Students will take a test on story and complete an essay
question.
5. Summary notes: Write a detailed paragraph summarizing “The Fall
of the House of Usher.” Share in groups.
6. Homework: Study vocabulary from story to prepare for a
test.
Friday
1. Word of the Day: Baneful (adj. poisonous, ruinous)
1A. Journal Entry: My Favorite Horror Story
1B. Sustained Silent Reading:(summaries/reactions)
2. Discuss the use of the vocabulary in the story. Isolate words
from Poe’s story and each group will be given one word to role
play.
3. Cooperative groups: Work on the word assigned to group and
prepare for presenting to class.
4. Groups will role play their assigned word in front of the
class. Students will take a test on all of the words from the
story.
5. Exit response: Discuss three things you learned today, two things
that we could have spent more time on, and one question you still
have.
6. You may still turn in research paper to receive partial credit.
English II November 26-30, 2007
Monday
1. Word of the Day: Perfunctory (n. nonessential)
2. Sustained Silent Reading: (summaries/reactions)
3. Established a student friendly definition of words.(zenith, taut,
galvanized, eclipsed, abated, tentative, glower, livid,
myriad, spoils)
4. Quickwrite: p. 132.
5. Begin reading of “Distillation” pp. 133-
142.
6. Complete reading for homework and do a study guide to story.(1
questions)
7. Exit slip: Discuss different types of characters.
8. Students will still be permitted to turn in research papers.
Tuesday
1. Word of the Day: Amorous (adj.passionate, loving, romantic)
2. Sustained Silent Reading: (summaries/reactions)
3. Review dynamic and static characters.
4. Establish a student friendly definition of vocabulary and
students will give sentences.
5. Cooperative groups: Differentiate assignment. Divide story into
sections and assign to groups. Select words that are not in
your vocabularies and try to figure out their meanings from
context clues.
6. Group II: Complete a story map and group 3 develop questions
for class discussion. Take the 10 best questions to address each
of the following areas: (plot, theme, symbolism, character,
and tone) Two questions should be devoted to each literary
element.
7. Present to class tomorrow.
8. Exit response: Discuss your role in your group.
Wednesday:
1. Word of the Day: Aplomb (n. poise, confidence)
2. Sustained Silent Reading: (summaries/reactions)
3. Review vocabulary and give synonyms and antonyms for words.
4. Students will complete answers to the questions on p. 143,
questions. 1-9.
5. Complete vocabulary activity. Answer each question by choosing
the correct word.
6. Complete inference activity of story, “Who Am I? Make
inferences about the son based on the details given in the
story. (how old is he; does he have siblings? What are his
personality traits? How does he get along with each of his
parents?
7. Test on “Distillation” tomorrow.
8. Homework: Write a 4-5 paragraph essay on acts of love,
including examples from the story, “Distillation.”
Thursday
1. Word of the Day: Appease (v. soothe, calm down)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will peer edit essays on acts of love and the
development of the characters.
4. Go over the answers to questions on p. 143, and the
vocabulary.
5. Test tomorrow on story and vocabulary.
Friday
1. Word of the Day: Baneful (adj. causing death, destruction)
2. Journal Entry: An Unselfish Deed
3. Sustained Silent Reading: (summaries/reactions)
4. Students will role play vocabulary.
_____________________________________________________________________
English III December 3-7, 2007
Monday
1. Word of the Day: Phenomenon (n. an occurrence)
Sustained Silent Reading
2. Identify vocabulary and establish a student friendly definition
for words. (ostentatious, plausibility, obscurity, iniquity,
pensively, semblance, antipathy, portends, sagacious)
Complete syllabication of words and pronounce them.
3. Introduce Hawthorne by identify key points on p. 296.
Model the hot dog foldable. Students will complete a hot dog
foldable including the key points of Hawthorne’s life.
Discuss background of Hawthorne, and review interferences,
symbols, and characteristics of the Puritans.
4. Guided Reading: Students will read and complete chunking activity
of different pages by summarizing as they read pp. 299-307.
5. Summary strategy: Discuss the conflict that Hawthorne discusses
in his story.
Tuesday
1. Word of the Day: Castigate (n. to punish)
Sustained Silent Reading: (summaries/reactions)
2. Review words from story and give sentences.
3. Do word splash activity pertaining to FCAT skills as they relate
to the story.
Cooperative groups: Find examples of FCAT skills in story and
share at the end of period.
4. Guided practice: Find examples of inference, point of view,
theme, main idea, cause and effect. Complete graphic
organizers.
5. Summary strategy: List three things you learned today, two
things you wished we had discussed, and one question you
still have.
6. Homework: Review vocabulary and write sentences using context
clues.
Wednesday
1. Word of the Day: Reprimand (v. to punish)
2. Teach and review term needed to do research and various search
engines.
3. Review tools for doing research. Direct teach search engines and
the purpose of research.
3A.Go to media center and use search engines to research their
given topics, such as favorite celebrity, sport's car, and
favorite band.
Complete worksheet on surfing the Web. CIM
3B.Review biography of Hawthorne and vocabulary from “The Minister’s
Black Veil.”
Identify FCAT skills found in story.
Groups will write a student friendly definition of FCAT words.
4. Form groups to find examples to FCAT skills in story and groups
will be able to explain them.
5. Exit slip; What is the purpose of the search engines.
6. Complete work for homework.
Thursday
1. Word of the Day: Concoct (v. to make up)
Sustained Silent Reading (summaries/reactions)
2. Conduct an oral activity on word.
Students will define and give sentences, antonyms, and
synonyms. CIM
3. Review: Word splash activity: Identify all of the words
associated with the FCAT.
4. Cooperative groups: Review examples of inferences, point of
view, main idea, symbolism, cause and effect, etc. in the
story.
5. Refer back to word splash activity and identify all of the words
discussed that were in the previous word splash activity.
6. Review vocabulary and story elements for test.
Friday
1. Word of the Day: Credence (n. belief, acceptance)
2. Journal Entry: Deception vs. Reality
3. Sustained Silent Reading: (summaries/reactions)
4. Cooperative groups: Do a vocabulary map on words from story.
5. Test on “The Minister’s Black Veil.” Include essay question on
time period.
English II December 3-7, 2007
Monday
1. Word of the Day: Phenomenon (n. an occurrence)
2. Sustained Silent Reading: (summaries/reactions)
3. Identify words from story, “Kumansenu,” establish a student
friendly definition.
4. Students will analyze words from story and show the relationship
between the pairs of words. (plaintive, plaintiff, complain,
complainant, cajole, jolly, diffuse, confused, suffused,
complacent, placate, pleasant, pleasure)
5. Complete Quickwrite on p. 146. “Do you know anyone who has done
the undoable thing for love?
6. Be prepared to edit essays on love tomorrow.
Tuesday
1. Word of the Day: Phenomenon (n. an occurrence)
2. Students will take the Reading section of Kaplan test.(45-90
minutes)
Wednesday
1. Word of the Day: Phenomenon (n. an occurrence)
2. Students will take the Reading section of the Kaplan test.(45-90
minutes)
Thursday
1. Word of the Day: Concoct: (to make up)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will go to the media center to check out a book.
4. Review foreshadowing with examples.
5. Prediction activity: What do you predict that the story will be
about based on the title “Life is Sweet at Kumansenu?”
6. Discuss biography of Abioseh Nicol p. 153.
7. Complete reading of story on pp.147-153.
Friday
1. Word of the Day: Credence (n. belief, acceptance)
2. Journal Entry: My Role as a Group Member
3. Sustained Silent Reading: (summaries/reactions)
4. Review words from story and students will complete a vocabulary
map.
5. Cooperative groups: Identify elements of story and complete a
story map.
6. Exit response: Discuss two examples of the elements of short
story with examples.
_____________________________________________________________________
English III December 10-14, 2007
Monday
1. Word of the Day: Disputatious (adj. argumentative)
Sustained Silent Reading: (summaries/reactions)
2. Identify poetry terms and define with examples from.
3. Direct teach: Model “The Cross of Snow” and analyze poem by
discussing rhyme scheme identifying figurative devices,
theme, influence if poets, etc.
4. Cooperative group: Analyze poems and background of poets.
Think-Pair-Share tell as students analyze poems.
5. Exit response; Today I…
Tuesday
1. Word of the Day: Bestial (adj. beastlike, brutal)
Sustained Silent Reading:
2. Identify poetry terms and play a game use the words.
3. Cooperative groups: Each group will be given poetry terms for
them to illustrate to the group.
4. Cooperative groups: Students will read and analyze poems,
identifying imagery in poems
5. Answer essential questions: Discuss examples of imagery in the
poems.
Wednesday
1. Word of the Day: Detrimental (adj. harmful)
Sustained Silent Reading: (summaries/reactions)
2. Activate knowledge: Review rubric for analyzing poems. Complete
a word splash activity to review poets and time period. CIM
3. Cooperative groups: Take poems from different poets with the
same theme and think-pair-share information.
4. Cooperative groups will synthesize information from different
poets, time period and their poems. CIM
5. Summarizing strategy: Revisit the word flash activity and write
correct answers to any words that were labeled incorrectly.
6. Groups will present their poetry analyses to the class
tomorrow.
Thursday
1. Word of the Day: Felicitous (adj. lucky, well chosen)
Sustained Silent Reading: (summaries/reactions)
2. Review rubric for oral presentations of poetry projects.
3. Cooperative groups will begin their presentations of poems and
poets, illustrating synthesizing of information. CIM
4. Groups will take turns presenting oral poetry projects and
demonstrate proper speaking skills as indicated on rubric.
5. Summarizing strategy: Today I learned…
6. Complete oral poetry projects tomorrow.
Friday
1. Word of the Day: Gingerly (adv. very carefully)
2. Journal Entry: Responsibilities vs. Maturity
3. Cooperative groups: the remaining groups will present their
poetry projects to the class. Each student must demonstrate the
skills listed on the rubric.
4. Each group will critique presentations using the rubric.
5. Summarizing strategy: Three things that you enjoyed about the
poetry projects. Two things that you did not like, and one
things you wished we had done.
6. Homework: Books reports on Monday, as they bring alive one of
the characters from the book.
English II December 10-14.2007
Monday
1. Word of the Day: Disputatious (adj. argumentative)
2. Sustained Silent Reading:
3. Identify all of the poetry terms and literary devices and explain
with illustrations and examples. Pass out written directions
and requirements for poetry projects. Model how to analyze a poem
and synthesize poems from authors and time period. CIM
4. Assign sections of poems to groups for them to analyze.
5. Cooperative groups: Groups 1 poems on pp.65-504; group 2 poems
on pp.508-549; group 3 poems on pp.549-590, groups 4 poems on
pp.592-740, group 5 poems on pp.907-939.
6. Homework: Continue to work on completing tasks of analyzing
poems.
Tuesday
1. Word of the Word: Bestial (adj. beastly, brutal)
2. Sustained Silent Reading: (summaries/reactions)
3. Review poetry terms and give examples of terms.
4. Cooperative groups: Students will think-pair-sharein groups as
they analyze poems.
5. Today I still…
Wednesday
1. Word of the Day: Detrimental (adj.harmful)
2. Sustained Silent Reading: reactions/summaries
3. Cooperative groups will analyzing poems and complete
illustrations.
4. Work with students to assist them individually.
5. Homework: Prepare for oral presentations tomorrow.
Thursday
1. Word of the Day: Felicitous (adj. luck, well chosen)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will take turns presenting their poetry project to the
class.
4. Complete any unfinished projects tomorrow.
Friday
1. Word of the Day: Gingerly (adv. very carefully)
2. Sustained Silent Reading: (summaries/reactions)
3. Journal Entry: Respect for Authority
4. Students will finalize their poetry projects by presenting any
unfinished projects.
5. Work on books reports for Monday.
Monday is “Character Day” as students bring their characters
alive.
_____________________________________________________________________
English III December 17-19, 2007
Monday
1. Word of the Day: Tumultuous (adj. great noise)
2. Students will present their book reports to the class. Today
is "Character Day."
3. Introduce data analysis and probability. Model examples of this
skill and give examples with participation from students.
4. Students will sign up for their topic or person for which they
will research and analyze data.
5. Complete character analysis tomorrow.
Tuesday
1. Word of the Day: Perseverance (n. persistence)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will complete any unfinished "Character Day"
presentations.
4. Introduce background of E. Dickinson and model an analyze of her
poem, "Heart! We Will Forget Him!"
5. Studetns will be assigned one of Emilu's poems to analyze and
present in front of the class.
6. Begin reports on data analysis of a specific topic or person.
7. Complete all data analysis reports tomorrow.
Wednesday
1. Word of the Day: Meliorate (v. make better or to improve)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will complete presenting their assignments on data
analysis as they share their information with the class.
4. If time permits, check notebooks.
English II December 17-19, 2007
Monday
1. Word of the Day: Tumultuous (adj. great noise)
2. Today is "Character Day." Students will present their characters
from their book as they do an oral book report.
3. After the reports, read poem on p. 205, "The Friendship."
4. Analyze poem for literary devices, theme, universal appeal, etc.
and write a companion poem.
5. Introduce data analysis and probability and the importance of
charts, graphs, and statistics and interpreting information. Give
examples of assignment using Michael Jordan, his stats and other
players' stats too.
6. Students will complete any unfinished projects tomorrow and
choose a topic or thing that they can analyze using the data
and charts, graphs, etc.
Tuesday
1. Word of the Day: Perseverance (n. persistence)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will share their poems on friendship with the class.
4. Students will continue to give their oral presentations of
characters and analyses of their books.
5. Introduce elements of a short story. Write first draft for
homework.
6. Review data analysis and probability and student examples.
7. Check students' topic for data analysis assignment, which can be
a person, sport, etc.
8. Complete for homework.
Wednesday
1. Word of the Day: Meliorate (v. to improve, or make better)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will present their data analysis to the class.
4. Peer-edit short stories.
4. After previous activity, discuss analyzing validity and
reliability of sources. Establish a student friendly definition
of words with examples.
5. Pass out worksheets on analyzing validity and reliability.
6. Summarizing strategy: Discuss how we analyze the reliability of
a source.
_____________________________________________________________________
English III January 3-4, 2008
Monday
1. Word of the Day: Interpose (v. to insert or introduce)
Sustained Silent Reading
2. Established a student friendly definition of words from story.
(somber, serenely, blandly, void, inanimate, interminable,
subside, complacency, misgivings, benevolence)
Write sentences using context clues.
3. Introduce story and assess background by asking students to do a
QuickWrite activity. Review extended Metaphor and give
examples in poem.
4. Students will read and identify key points in biography of Mark
Twain. Complete foldable for extra credit.
5. Summarizing strategy: Discuss extended metaphor and give
an example.
Tuesday
1. Word of the Day: Pecuniary (adj. financial, relating to
money)
Journal Entry: A Childhood’s Dream
2. Students will complete a vocabulary map of words. (syn., ant.,
sentences, part of speech)
3. Establish a student friendly definition of synthesizing.
Use a poster to discuss various types of information about the
same thing. CIM
4. Collaborative pairs: Students will work to complete graphic
organizer on synthesizing and a worksheet on synthesizing ideas
and information. Complete for homework.
4A. Review background of Mark Twain’s life and begin reading to
identify elements of how he used extended metaphor to show
humor in his writing.
5. Summarizing strategy: Write a summary of synthesizing
information with examples.
English III January 2-4, 2008
Monday
1. Word of the Day: Interpose (v. insert, introduce)
2. Sustained Silent Reading: (summaries/reactions)
3. Review FCAT skills and persuasive writing.
Pass out worksheet and discuss how to write a persuasive essay
with students.
4. Pass out worksheets on introductory paragraphs, and concluding
paragraphs. Also, discuss story leads with examples.
5. Pass out worksheet with persuasive writing prompt and review
with students.
6. Complete worksheet on persuasive writing for homework. This sheet
will serve as a prewriting activity.
Tuesday
1. Word of the Day: Synthesize (v. bring together
2. Sustained Silent Reading: (summaries/reactions)
3. Check students’ worksheets on persuasive writing and offer
suggestions for improvement.
4. Students will write their rough draft to persuasive essay.
5. I will check students’ introduction to their essay. They must
have a good lead or catchy opener.
6. Students will revise paper for homework.
7. Exit response: What are the characteristics of a persuasive
essay?
_____________________________________________________________________
English III January 7-11, 2008
Monday
1. Word of the Day: Lethargic (adj. lazy, weak)
Sustained Silent Reading: (summaries/reactions)
2. Review the synthesizing of ideas and give examples.
3. Identify examples of synthesizing found on worksheet.
4. Collaborative pairs: Synthesize sources and write final paper on
information culled from sources. Begin oral presentations.
5. Summarizing strategy: Three things you learned about synthesizing
information. Two things and two sources you found to be helpful,
and one problem you still have.
Tuesday
1. Word of the Day: Detrimental (adj. harmful)
Sustained Silent Reading: (summaries/reactions)
2. Review vocabulary for synthesizing and parts of speech.
Complete a word sort activity of the parts of speech.
3. Demonstrate examples of synthesized information and show a visual
of information.
Students will present their oral presentation of synthesized
information found on sources.
4. Guided practice: Students will complete exercise on parts of
speech on pp. L2-L3.
5. Summarizing strategy: Complete word sort activity to review with
students.
Wednesday:
1. Word of the Day: Aphorism (n. short witty saying)
Sustained Silent Reading: (summaries/reactions)
2. Counselors will come to classroom to register students for 2nd
term.
3. If time permits, continue review of grammar.
Thursday
1. Word of the day: Chicanery ( n. deception by trickery)
Sustained Silent Reading: (summaries/reactions)
2. Review nouns and pronouns. Students will complete activity on
nouns and pronouns on p.L15.
3. Collaborative pairs: Write a paragraph using nouns and pronouns.
Underline all nouns and pronouns.
4. Assign work for review of final exam. Each group will have
stories to review and vocabulary.
5. Reactions and summaries are due from readings.
6. Summarizing strategy: Identify parts of speech that you
understand and the problems you still have with the parts of
speech.
Friday
1. Students will review the words of the day. Also, teaacher will
assist with this activity. Test will be on Monday.
2. Students will begin the review of their assigned stories or
words.
3. Summarizing strategy: Three things that you learned today; two
things that you wished we had reviewed and one question that you
still have after our view.
English II January 7-11, 2008
Monday
1. Word of the Day: Lethargic (adj. weak, lazy)
2. Sustained Silent Reading: (summaries/reactions)
3. Revise persuasive writing on a school program.
4. Students will take WriteScore test.
5. Complete final for homework.
Tuesday
1. Word of the Day: Detrimental (adj. harmful)
2. Sustained Silent Reading: (summaries/reactions)
3. Complete a word sort activity on parts of speech.
4. Students will complete p. L2-L3 on parts of speech.
5. Go over correct answers to parts of speech.
6. Also, complete activity on p. L192
6. Summarizing strategy: Revisit the word sort activity to review
the parts of speech.
Wednesday
1. Word of the Day: Aphorism (n. a short witty saying)
2. Sustained Silent Reading: (summaries/reactions)
3. Pass out study guide to final exam and give words of the day for
test on Monday.
4. Go over study guide and assign groups their task for review.
5. Continue with grammar review p. L192.
Thursday
1. Word of the Day: Chicanery (n. deception by trickery)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will get in groups and begin working on activities used
to review assigned materials.
4. Each group will give a quiz after the review.
Friday
1. Group I will complete the review on words of the day.
2. Group II will complete review on Part II of study guide.
3. Study words of the day for test on Monday.
_____________________________________________________________________
English III January 14-17, 2008
Monday
1. Students will take the word of the day test.
2. Assigned groups will review stories found on study guide.
3. Review notes for exam and the last group will give review of
stories tomorrow.
Tuesday
1. The last group will review stories.
2. Teacher will review materials on the last section of study guide.
Exam days are 1/2 days. Students get out of school at 12:00 o'clock.
Wednesday
Periods 1 and 3 will take final exam.
Thursday
Periods 2 and 4 will take final exam.
English II January 12-17, 2008
Monday
1. Students will take the word of the day test. This test will count
as extra credit.
2. After the test, the assigned groups will review sentence
structure, parts of the letter, paragraph structure, and the
analysis of the short story.
3. Review notes for exam.
Tuesday
1. Continue with review.
2. The last groups will review the two short stories, "Two Kinds,"
and "Cold Equation."
3. Review all materials on the study guide for the final exam, which
will be on Thursday.
NO class on Wednesday
Thursday
Students will take the final exam for the course. Part of the exam will be an FCAT story for students to read and analyze.
_____________________________________________________________________
First day of second term.
English III January 22-26, 2008
No school Monday: Martin Luther King Holiday
Tuesday
1. Pass out schedules to first period andcheck schedules of students
in periods 3 and 4.
2. Students will write what they like best about English and tell
why, or tell what they do not like about English and tell why.
3. Pass out guidelines to course and discuss with the students
4. Teacher will introduce herself to the class. Form collaborative
pairs: Students will have two minutes to as their partner
about himself before they switch roles.
5. This activity will introduce how their class will function most
days, doing collaborative pairs.
6. Pass out textbooks and complete summarizing strategy.
7. Introduce the “Beginnings.” Read pp. 1-18 for homework and
outline key points.
8. Summarizing strategy: Discuss what you discovered will be
expected of you in order to be successful in class.
Wednesday
1. Word of the day: Acrimonious (adj. bitter or sarcastic)
Sustained Silent Reading:
(Summaries/reactions)
2. Established a student friendly definition for vocabulary.
(Puritans, McCarthyism, Rationalism, Deism)
Students will define words as they are used in the introduction
to the “Beginnings.”
Collaborative pairs will break words in to syllables and identify
them in selection and find words using context clues to indicate
the meaning of words in sentences. CIM
3. Collaborative pairs: Complete an KWL chart; first write what you
know about the early Americans, and what you want to learn. Then,
Identify examples of Deism and rationalism in society today.
4. Guided practice: Complete a chunking of assigned parts and
summarize.
5: Summarizing strategy: three things you learned, two reasons
for learning about the early Americans, and one question
you still have.
Thursday
1. Word of the Day: Agile (adj. nimble, lively)
Sustained Silent Reading: (summaries/reactions)
2. Establish a student friendly definition of words: Use in
sentences.
3. Collaborative pairs: Complete a word map of . CIM
4. Complete the L in the KWL chart. Review characteristics of the
early Americans. Students will complete a chart of the main
points of the introduction and review with the class.
5. Summarizing strategy: Write a summary discussing the
characteristics of the early Americans.
Friday
1. Word of the Day: Anathema ( n. an curse)
Sustained Silent Reading: (summaries/reactions)
Journal Entry: Life of the Early Frontiersmen
2. Complete a review using students’ charts of the “Beginning.”
3. Give quiz on introduction and vocabulary.
English II January 22-25, 2008
Tuesday
1. Checked students schedules for class.
2. Also, check roll and add on any students not on list.
3. Pass out class rules and guidelines. Review with students.
4. Teacher will introduce herself to the class.
5. Form collaborative pairs and assign numbers 1 and 2.
6. Students will take turns introducing themselves to each other.
7. Pass out books.
8. Complete QuickWrite: What kinds of choices we make in life that
might be difficult?
9. Pre-teach vocabulary: Establish a student friendly definition
for words.(inured, increments recoiled, paramount, annihilate,
irrevocable, immutable, ponderous)
10. Beginning reading for homework pp. 7-14.
Wednesday
1. Word of the Day: Acrimonious s (adj. bitter, hostile)
2. Issue big literature book.
3. First, go over the 12 FCAT words. Review by doing a quick word
sort activity. Students will use the appropriate ones as we
discuss stories daily.
4. Establish a student friendly definition for words from “Cold
Equation.”
5. Collaborative pairs: Complete word map of words.
6. Before reading story, discuss the word suspense. Student will
look for examples of how suspense is revealed in the story.
7. Shared reading: Students will take turns reading. (engaged with
text)
8. Monitor students’ reading by asking questions as they read and
summarize after each key section. (engaged with text)
9. Complete reading for homework.
10. Exit response: Write a summary of what students read today.
Thursday
1. Word of the Day: Irksome (adj. irritable)
2. Sustained Silent Reading: (summaries/reactions)
3. Review words from story.
4. Collaborative pairs: Groups will be differentiated. Group I will
complete a story map of “Cold Equations with illustrations,
identifying the elements of a short story, and group II will
complete the structure of a short story. (exposition, rising
action, climax, falling action, and resolution)
5. Summarizing strategy: Today I enjoyed… and learned…
Friday
1. Word of the Day: Anathema (n.curse)
2. Journal Entry: Painful Decisions
3. Groups will review story using story maps.
4. Quiz on story.
5. Sustained Silent Reading: (summaries/reactions)
__________________________________________________________________
English III January28-February 1, 2008
Monday
1. Word of the Day: Adulation (n. excessive phrase)
Go to Media Center to check book for report.
2. Give pretest on SAT writing prompt.
3. Pass out writing assignment to “Autobiography.”
3. Discuss autobiography and give examples of experiences students
can include in paper.
4. Guided practice: Collaborative Paris: Complete worksheet on
autobiography.
5. Summarizing strategies: What are some examples of experience and
situation one can include in autobiography?
Tuesday
1.Word of the Day: Anachronism (n. out of chronological order
2.Sustained Silent Reading: (summaries/reactions)
3. Pass out student learning map. Discuss with students.
Review words on map, and definition with sentences and guidelines
for writing assignment. Pass out sheet on transitions, words,
and phrases. Also, discuss prefixes and suffixes
4. Collaborative pairs. Peer-edit student’s rough drafts looking
for words that connect ideas, words and phrases and the steps
needed in this writing assignment. Use rubric to analyze
paper.
5. Summarizing strategy: Identify and discuss the steps to a
process writing assignment.
Wednesday
1.Word of the Day Cadaverous (adj. corpselike, pale)
Sustained Silent Reading: (summaries/reaction)
2. Established a student friendly definition and identify words in
story “A Narrative of the Captivity.” (bewitching, plunder,
decrepit, entreated, affliction, savory,lamentable, wearisome,
tedious, melancholy) and allusions.
Collaborative pairs will do a word map analyzing words.
3. Introduce Mary Rowlandson p. 38 and lecture on chronological
order:
4. Guided practice: Collaborative pairs will read story and trace
examples of life in story. Also, identify the chronological
order of events given and identify key points in Mary’s life.
5. Summarizing strategy: How do words influence our lives?
6. Homework: Identify examples of Allusions “Narrative of the
Captivity,” And trace examples of Rowlandson’s life in story.
Thursday
1.Word of the Day: Irksome (adj.irritating, annoying)
Sustained Silent Reading: (summaries/reactions)
2. Review vocabulary and Mary’ life.
3. Collaborative pairs. Identify words in story using context
clues. CIM
4. Guided practice: Selected Pairs will complete a story map and
review both stories. Other groups will find examples of
inferences one can make after he child’s death.
5. Summarizing Strategy: Today I learned
6. Homework: Test on stories and vocabulary.
Friday
1.Word of the day: Deterioration (n. decline, weakness)
Journal Entry: Sorrow
Sustained silent Reading: (summaries/reactions
2.Review word map and story maps.
3.Test on story and vocabulary.
English II January 28-February 1, 2008
Monday
1. Word of the Day Adulation: (n. excessive praise)
2. Go to Media Center to select book for book report.
3. Review FCAT words with examples.
4. Pass out FCAT booklet on writing. Review strategies with
students.
5. Pass out student learning map and discuss.
Review “Cold Equation” and pass out writing assignment on
story.
6. Explain the requirement of the assignment and the choices
that students can choose.
7. Review process writing and the guidelines in a business letter.
8. Homework: Prewriting and rough draft are due tomorrow.
Tuesday
1.Word of the Day: Anachronism (n. out of chronological order)
2. Sustained Silent Reading: (summaries/reactions)
3. Students will complete a story map of “Cold Equation.”
Identify elements of short story
3. Form collaborative pairs: Students will peer-edit rough drafts,
using rubric.
4. Introduce new story. The Bass…” and the vocabulary in story.
5. Go over words and pronounce.
6. Students will complete sentences to words for homework and apply
words to story to assess understanding, also revise writing
assignment.
Wednesday
1. Word of the Day: Cadaverous (adj. corpselike, pale))
2. Sustained Silent Reading: (summaries/reactions)
3. Check revisions and questions on p.29.
4. Complete exercises in FCAT booklet on writing. Review
strategies.
5. Read biography of W.D. Wetherell p. 40.6. Write Sentences to
words to own in story “The Bass, the River…” pp. 35-40.
7. Discuss internal and external conflict p.34.
8. Complete QuickWrite on p. 34.
Thursday
1. Word of the day: Irksome (adj. irritating, bothersome)
2. Complete FCAT questions on writing in booklet and discuss the
answers with the class to assess weakness.
3. Review vocabulary to the story, “The Bass…” and complete a
story map.
4. Identify examples of the first person narrator in the story, as
well as examples of internal and external conflicts.
5. Discuss FCAT skill, cause and effect. Before assignment, give
students examples of cause and effect and complete a scenario
with pairs on case and effect
6. Review activities for the day.
7. Summarizing strategy: Students will complete the 3-2-1.
strategy. (3 things they learned today, 2 things they wished we
had covered and 1 question they still have)
Friday
1.Word of the day: Deterioration (n. decline, weakness)
2.Journal Entry: Decisions
3.Sustained silent Reading: summaries/reactions
4 Review word map and story map
5. Test on story and vocabulary.
_____________________________________________________________________
English III February 4-8, 2008
Monday
1. Word of the Day: Castigate (v. punish)
Sustained Silent Reading: (summaries/reactions)
2. Turn in finals to WA—Autobiography—(showwriting process)
3. Direct teach: Review main idea after reading poem, identify
poetry terms with examples. CIM
(inversions, extended metaphor aphorisms, simile, conceit,
paraphrase) Give examples. Collaborative pairs: Read poem on p.
65 “Africa” and identify imagery, main idea and other poetic
devices.
4. Guided Practice: Collaborative pairs:
a. Chart events in Bradstreet’s life in chronological order.
b. Read and analysis poem on pp. 69-70 “Here Follow Some
Verses…”
Identify examples of inversions, extended metaphor and
paraphrase poem.
5. Summarizing strategy: 3-2-1—Three things you learned, two things
you enjoyed, one question you still have.
6. Homework: Read and make a chart of the key points in Taylor’s
life and read poem on p. 73- Paraphrase poem.
Tuesday
1.Word of the Day: Facetious (adj. funny, playful)
Sustained Silent Reading: (summaries/reactions
2. Review inversions, metaphors, paraphrase, main idea, etc. in
Bradstreet’s poem. CIM
3. Collaborative pairs: Note taking chart. Key points about
Taylor’s biography p.73.
4. Guided practice: Analyze poem, "Huswifery"and write an example
of a conceit.
5. Summarizing strategy: Answer two essential questions.
6. Homework: Read biography of Edwards p.77 and “Sinners in the
Hands…” pp.79-81.
Wednesday
1.Word of the Day: Ingratiate (v. gain one’s favor)
Sustained silent Reading:(summaries/reactions)
2. Introduce words to “Sinners… pp. 79-81 and establish a student
friendly definition. (contrivance, abhors, induce, inconceivable,
abominable, omnipotent, appease, ascribe, provoke, constitution)
Collaborative pairs: Write synonyms and antonyms for words on 3x5
card and play Password game.
3. Direct teach figures of speech in sermon giving examples of
parallelism, predestination, metaphors, similes, personification,
etc. Identify examples modeling activity.
4. Collaborative pairs: Read and analyze assigned section of sermon
for figures of speech and main idea. CIM
5. Summarizing strategy: Acronym (make up own word and use each
letter to describe something about the subject or topic today.
6. Homework: Complete reading of Sinners… and a paraphrase of the
sermon.
Thursday
1. Word of the Day: Calumny (n. slander)
Sustained Silent Reading: (summaries/reactions
2. Review vocabulary from "Sinners in the Hand... and estalish a
student friendly definiton of words.
3. Review figures of speech-- Collaborative pairs: Complete story
map of "Sinners..." and draw an illustration of events in story.
One group will complete the structure of the story and present.
4. Present maps to class and illustrations.
5. Summarizing strategy: 3-2-1 Strategy
6. Homework: Test tomorrow on Bradstreet, Taylor and Edwards.
Friday
1. Word of the Day: Decapitate (v. behead)
Journal Entry: Honor and Justice
2. Review background of timeperiod, and stories.
3. Test on stories studied this week.
4. Sustained Silent Reading: (summaries/reactions)
5. Sign up for projects.
English II February 4-8, 2008
Monday
1. Word of the Day: Castigate (v. punish)
2. Sustained Silent Reading: (summaries/reactions)
3. Turn in Finals to writing assignment on “Cold Equation.” (show
process)
3. Identify persuasive words for persuasive writing. convince,
persuade, influence)
4. Complete the difference between fact and opinion p. 479
5. Make connection to text: Answer questions about horror on
television, too harmful for kids. P.479
6. Complete Quickwrite p. 479; Write about not being able to watch a
certain TV show.
7. Establish a student friendly definition of words to own at the
bottom page to story on pp. 480-484. (specter, appalled,
arbitrarily, inherent, motivation, credibility)
8. Discuss biography of Stephen King on p. 485 and discuss author’s
motivation and credibility.
9. Collaborative pairs complete an analysis of persuasive writing
and complete questions on p. C194 in BK English.
10. Review structure of a persuasive paragraph, (topic sentence,
supporting sentences, concluding sentence— p.C190.
11. Choose topic from p. C192 for writing assignment.
12. Homework: Complete prewriting and rough draft for tomorrow.
Tuesday
1. Word of the Day: Ingratiate (v. win favor)
2. Sustained Silent Reading: (summaries/reactions
3. Review elements of pervasive wr | |
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