Sophomore Syllabus for 08/18/15 – 08/21/15
Tuesday:
Welcome
Expectations
Syllabus
“The Ugly, Bad, and Good Challenge”
Homework: Get class supplies (lined college composition book) and write a
comparison/contrast chart about yourself.
How I compare to everyone? / How am I different from everyone else?
Wednesday:
Share comparison/contrast charts with a partner
Class share comparison/contrast charts if time allows
Begin Nonfiction pp. 218-9
Note: you may use your journal for notes, but do not label your notes like journals.
Homework: Using informational language (especially specific details), make your favorite
sandwich in TEN sentence directions.
Thursday:
Group share sandwiches – find “roses and thorns” in the writings
Share “roses and thorns” with class (Do we see any common “roses and thorns?”)
Vocabulary words on p. 221
Using iPads, create 15 slides/cards. One word per slide or card is required.
Friday:
What do you think about the famous quotes on p. 219?
Station work:
Station One (whole class): Using nonfiction writing “Montgomery Boycott: A Memoir
by Coretta Scott King” get a definition, including the part of speech for the vocabulary
word.
Station Two: As a group, find a picture that shows the definition you just used for that
word. Cite the picture. Then, write sentences that use the words correctly, including the
part of speech.
Station Three: Quiz each other using the pictures, definitions, and sentences. The first
couple of times you may give yourself a word bank, but after two times, try to remember
the words and attempt to spell them correctly without aid.
Homework: Study vocabulary words for the quiz Monday.
Sophomore Syllabus for 08/24/15 – 08/28/15
Monday:
Review Nonfiction (slide)
Coretta Scott King’s bio (slide)
Begin reading “Montgomery Boycott” and identify which type of nonfiction this piece is (1 noun
& 1 adjective). Be sure to identify reasons/quotes that support your choices.
Show Ms. Maxson or Ms. Wehrkamp your vocabulary definitions, sentences, pictures, etc.
Homework: Finish reading “Montgomery Boycott” and study for quiz
Tuesday:
Journal #1: “Montgomery Boycott” Please answer questions 3a, 1b, 4b, and 5b in your journal.
You must use complete sentences.
What do you think about these quotes? How important are they? (slide)
Further Study? (slide)
Homework: Study for quiz
Wednesday:
Vocabulary Quiz
Research a quote: Take a colored sheet of paper and put a quote on the paper including who said
it. Then, put your first and last name on the back of the colored piece of paper and turn it in.
Thursday:
Journal #2: Walk around the room and find a quote that you like and that you did not write.
Write the quote in your journal, write the name of the person who said it, and then write about
why you chose this quote.
Get dual packet from My Left Foot and from The Diving Bell and the Butterfly
Get new vocabulary words: impertinence, conviction, momentous, contention, volition, taut,
obtuseness, haphazardly, reticent, meticulous, reprehensible.
Homework: Finish vocabulary slides/cards. They are due tomorrow!
Friday:
Overview of from My Left Foot (slide)
Begin reading from My Left Foot as a class
Continue reading while vocabulary cards/slides are checked
Homework: Finish reading from My Left Foot if needed and study for quiz
Note: To load Microsoft Office (Word, PowerPoint, & Excel) to your iPad, you need to know your
school and email password.
Your school email is:
your graduation year, last name, first initial@fairlawnlocal.org.
18maxsonl@fairlawnlocal.org
Your password is your lunch code.
(Do not include the commas!)
Sophomore Syllabus for 08/31/15 – 09/04/15
Monday:
Map Testing
Tuesday:
Map Testing
Wednesday:
Vocabulary Quiz/My Left Foot Quiz
Overview from The Diving Bell and the Butterfly excerpt
Homework: Read “The Alphabet” and “Paris”
Thursday:
Quick quiz over last night’s reading (Post-it notes)
Journal #3: Bauby and Brown Comparison
Friday:
How would you do on a textbook quiz over the past two selections?
Journal #4: Flocabulary x2
Sophomore Syllabus for 08/31/15 – 09/04/15
Monday:
Map Testing
Tuesday:
Map Testing
Wednesday:
Vocabulary Quiz/My Left Foot Quiz
Overview from The Diving Bell and the Butterfly excerpt
Homework: Read “The Alphabet” and “Paris”
Thursday:
Quick quiz over last night’s reading (Post-it notes)
Journal #3: Bauby and Brown Comparison
Friday:
How would you do on a textbook quiz over the past two selections?
Journal #4: Flocabulary x2
Sophomore Syllabus for 09/07/15 – 09/11/15
Monday:
LABOR DAY – NO SCHOOL
Tuesday:
Yoshiko Uchida Overview (slide)
Get new packet and terms to focus on
-euphemism & sensory imagery
Begin reading from Desert Exile
-finish reading for homework if not finished in class
Wednesday:
Go over notes for euphemisms/sensory imagery
Group Question Work
-questions must be completed before class ends
Discuss author’s purpose
Thursday:
Read “Proclamation 4417: The Termination of Executive Order 9066” as a class
Complete Journal #5 (slide/questions) Copy questions.
Journals are due on Monday!
Friday:
WAIVER DAY – NO SCHOOL FOR STUDENTS
Sophomore Syllabus for 09/07/15 – 09/11/15
Monday:
LABOR DAY – NO SCHOOL
Tuesday:
Yoshiko Uchida Overview (slide)
Get new packet and terms to focus on
-euphemism & sensory imagery
Begin reading from Desert Exile
-finish reading for homework if not finished in class
Wednesday:
Go over notes for euphemisms/sensory imagery
Group Question Work
-questions must be completed before class ends
Discuss author’s purpose
Thursday:
Read “Proclamation 4417: The Termination of Executive Order 9066” as a class
Complete Journal #5 (slide/questions) Copy questions.
Journals are due on Monday!
Friday:
WAIVER DAY – NO SCHOOL FOR STUDENTS
Sophomore Syllabus for 09/14/15 – 09/18/15
Monday:
Go over Journal #5 (slide/questions)
Go over how to correctly turn in a journal
Tuesday:
Langston Hughes Overview
-Does a famous person writing a biography have more or less credibility? Why?
Spirituals (3 examples)
Homework: Read “Harriet Tubman: The Moses of Her People” by Langston Hughes
Wednesday:
Quiz over last night’s reading
Discuss “Harriet Tubman: The Moses of Her People” by Langston Hughes
Introduce essay and get graphic organizer to help organize thoughts
Thursday:
Using graphic organizer, create an outline to show Ms. Maxson by the end of the class. Outline must
include which pieces you will use to support your developed thesis, citations for each body paragraph,
and a restated thesis in your conclusion. You must also have your Works Cited page completed by today
to show Ms. Maxson along with your outline.
Friday:
In class time to type and work on essay. YOUR ESSAY IS DUE MONDAY!
Sophomore Syllabus for 09/14/15 – 09/18/15
Monday:
Go over Journal #5 (slide/questions)
Go over how to correctly turn in a journal
Tuesday:
Langston Hughes Overview
-Does a famous person writing a biography have more or less credibility? Why?
Spirituals (3 examples)
Homework: Read “Harriet Tubman: The Moses of Her People” by Langston Hughes
Wednesday:
Quiz over last night’s reading
Discuss “Harriet Tubman: The Moses of Her People” by Langston Hughes
Introduce essay and get graphic organizer to help organize thoughts
Thursday:
Using graphic organizer, create an outline to show Ms. Maxson by the end of the class. Outline must
include which pieces you will use to support your developed thesis, citations for each body paragraph,
and a restated thesis in your conclusion. You must also have your Works Cited page completed by today
to show Ms. Maxson along with your outline.
Friday:
In class time to type and work on essay. YOUR ESSAY IS DUE MONDAY!
Sophomore Syllabus for 09/21/15 – 09/25/15
Monday:
Essay is due!
“Understanding The Essay”
-Different types of essays (expository, persuasive, & personal)
-Different types of reasoning (deductive/inductive)
“The Trouble With Television” by Robert MacNeil
-What type of essay is this and how can you justify that label?
Tuesday:
Writing a letter
-Using a work sheet, brainstorm about someone who changed your life
-Draft your letter on the back of the worksheet
-Turn in
Homework: Find and write down the address of the person you are going to send your
letter of gratitude to. Bring this to class tomorrow.
Wednesday:
Revising your letter/Addressing the envelope
Quiz over MacNeil Essay
Thursday:
Personal essay: “Introduction” by Gary Paulsen
Journal #6: Essay Comparison
Chart the differences of the three types of essays and then write 5-7 sentences about
which one you prefer to read and which one you prefer to write
Friday:
Your turn to create a piece of nonfiction: Autobiography Time!
Autobiography Time: You are going to create and present an autobiographical piece to the class that
will also be submitted to your portfolio. You have choices as to what type of autobiographical piece you
wish to create:
Choice #1: Burn your favorite song onto a CD, label it, and print out the lyrics. Then, type up
a 7-10 sentence explanation about why you chose this song, what the lyrics mean to you, and
any other information about it we should know. To present the song, you must play a 30
second clip (so check your lyrics – no bad language) and then explain the song without reading
off your paper.
Choice #2: Get a photograph of you from this year or last year and type a 7-10 sentence
explanation about the photograph: where it was taken, who is in the photo, why it is significant,
and why you chose it. To present, you must show the picture to the class then explain the
photo without reading off your paper.
Choice #3: Find three symbols that relate to how you think, act, feel, etc. Type a 7-10
sentence explanation about why you chose each symbol, what they mean to you, and what they
symbolize about you that we may not know. To present, you must show the symbols to the
class then explain the photo without reading off your paper.
Choice #4: Create an 8x10 collage about yourself using images, photos, logos, construction
paper, etc. Type a 7-10 sentence explanation as to why the collage contains the images that it
does and why you chose to assemble the images the way you did. To present, you must show the
collage to the class then explain the images without reading off your paper.
Presentations start Monday, so be ready! You never know who I will call first!
Sophomore Syllabus for 09/28/15 – 10/02/15
Monday:
Autobiography presentations start today!
-
After presenting, turn your autobiography in to Ms. Maxson
Tuesday:
Autobiography presentations continue/finish today!
-
After presenting, turn your autobiography in to Ms. Maxson
Log and submit autobiographical pieces to portfolio
How did they go? What did you like? Did anyone’s presentation stand out to you?
Wednesday:
Get new packet “Keep Memory Alive” by Elie Wiesel and “No News From Auschwitz” A.M.
Rosenthal
New vocab (7 words on slide)
Slides with definitions, sentences, and pictures are due tomorrow!
Thursday:
Check vocabulary slides
Read and evaluate “Keep Memory Alive” and “No News From Auschwitz”
Group Quiz – One question
Homework: Study for vocabulary quiz
Friday:
Vocabulary Quiz
Final slides about Holocaust, Children’s Memorial in Jerusalem
Grammar break: Capitalization in writing – Worksheet
Autobiography Time: You are going to create and present an autobiographical piece to the class that
will also be submitted to your portfolio. You have choices as to what type of autobiographical piece you
wish to create:
Choice #1: Burn your favorite song onto a CD, label it, and print out the lyrics. Then, type up
a 7-10 sentence explanation about why you chose this song, what the lyrics mean to you, and
any other information about it we should know. To present the song, you must play a 30
second clip (so check your lyrics – no bad language) and then explain the song without reading
off your paper.
Choice #2: Get a photograph of you from this year or last year and type a 7-10 sentence
explanation about the photograph: where it was taken, who is in the photo, why it is significant,
and why you chose it. To present, you must show the picture to the class then explain the
photo without reading off your paper.
Choice #3: Find three symbols that relate to how you think, act, feel, etc. Type a 7-10
sentence explanation about why you chose each symbol, what they mean to you, and what they
symbolize about you that we may not know. To present, you must show the symbols to the
class then explain the photo without reading off your paper.
Choice #4: Create an 8x10 collage about yourself using images, photos, logos, construction
paper, etc. Type a 7-10 sentence explanation as to why the collage contains the images that it
does and why you chose to assemble the images the way you did. To present, you must show the
collage to the class then explain the images without reading off your paper.
Presentations start Monday, so be ready! You never know who I will call first!
Sophomore Syllabus for 10/05/15 – 10/09/15
Monday:
Information Text: Science Article “When it Comes to Pesticides, Birds are Sitting Ducks” by
Mary Deinlein
Group Work: Read the article together and answer questions (1a, 2a, 3a, 1b, 2b, and 3b)
one paper to turn in. Assign jobs in your groups to manage the work. (timekeeper,
scribe, researcher, proofreader, etc.) At the bottom of your paper, list the job each person
did.
Tuesday:
Information Text: “Getting it Right at Ground Zero” by Rudolph Giuliani
Same Group/New Work: Create a five question quiz about the essay to give to another
group. Questions 1 and 2 must be multiple choice, Question 3 must be a vocabulary
based question, Question 4 must be a True/False Question, and Question 5 must include a
short written response. Turn your quiz in for your group AND turn in an answer key with
citations to show where the answers came from. You will be taking another group’s quiz
tomorrow.
Wednesday:
Group Quiz: Take another group’s quiz over “Getting it Right at Ground Zero” by Rudolph
Giuliani
After quizzes are finished, grade the group who took your quiz.
Journal #8: Reading, Quizzing, and Grading
-Write 5-7 sentences about what it was like to read an article, create a quiz, and then
grade a quiz you created. Did answers surprise you? Was it harder than you thought?
Thursday:
Class read and enjoy: Mark Twain’s “An Encounter with and Interviewer” SATIRE
Friday:
Journal #9: Creating Interview Questions and Interviewing Someone
-Write 10 questions to ask someone about who he/she is, what he/she does, and anything
else appropriate you would like to know. Write responses to the questions in full
sentences and then write a 1-2 sentence conclusion about how the interview went.
Sophomore Syllabus for 10/12/15 – 10/16/15
Monday:
Class share interviews
Class read and enjoy: Mark Twain’s “An Encounter with and Interviewer” SATIRE
Tuesday:
Claims, Evidence, Reasoning, and Rebuttal Framework: Review/Learn
Using highlighters in groups (Slides)
Group Practice: “Cheerleading is a Sport”
Homework: Individual Practice: “The Middle Eastern Teen Scene”
Wednesday:
Go over homework: “The Middle Eastern Teen Scene”
Journal #9: Explain the CERR Framework/Example (slide)
-Choose one article to put in the journal as a reference
Thursday:
How do you use nonfiction writing in research papers?
Cinema Packet: Read packet together in class and get vocabulary list
Explain next unit/paper/vocabulary
Homework: Create a vocabulary list with definitions for the new 15 words/phrases from
the packet. No sentences or pictures are required this time…you are welcome! 
Friday:
Show vocabulary list for credit – QUIZ MONDAY!
Review Direct and Indirect Citations
Go over Paper Specs (see below)
Flocabulary?
ENG 10 Nonfiction Paper #2 Paper Specs:
•
•
MLA Format (Times New Roman, 12 point font, citations, and Works Cited page)
Your introduction will include a thesis that will argue: Does (Insert italicized movie title)
effectively use camera angles?
• Each body paragraph will include:
 a direct citation of a camera shot
 an indirect citation of an example from the movie
 your opinion(s) about the effectiveness of the shot
• Your conclusion will review your topic and then connect the movie to another piece of writing we
have read this year. The piece of literature you refer to must include the correct title and author.
• A Works Cited page that is complete and accurate with two sources.
NOTE: The paper will be approximately 1-2 pages, double-spaced with page numbers.
We start the movie after the quiz on Monday!
Sophomore Syllabus for 10/19/15 – 10/23/15
Monday:
Show 15 Cinema Vocabulary for Credit
Take Part I of Vocabulary Quiz
Grade Part I of Vocabulary Quiz
Part II of Vocabulary Quiz: How well do you know your vocabulary?
Staple Part I to Part II and turn in
Tuesday:
Review Direct and Indirect Citations
Explain Journal #9: Notetaking for Cinema Research Paper – Using all five camera angles
discussed in the article, take notes on each type in full sentences.
Begin movie
Wednesday:
2 Hour Early Release
Continue Watching Movie
How are you notes going?
Thursday:
Finish watching movie
Begin drafting paper as a class
-What would a thesis/claim for this type of paper look like?
-What should I include in my body paragraphs?
Friday:
Review MLA Works Cited page (You will have two sources to list.)
What would a conclusion for this type of paper include?
Use this day to write and ask questions. PAPER IS DUE MONDAY!
ENG 10 Nonfiction Paper #2 Paper Specs:
•
•
MLA Format (Times New Roman, 12 point font, citations, and Works Cited page)
Your introduction will include a thesis that will argue: Does (Insert italicized movie title)
effectively use camera angles?
• Each body paragraph will include:
 a direct citation of a camera shot
 an indirect citation of an example from the movie
 your opinion(s) about the effectiveness of the shot
• Your conclusion will review your topic and then connect the movie to another piece of writing we
have read this year. The piece of literature you refer to must include the correct title and author.
• A Works Cited page that is complete and accurate with two sources.
NOTE: The paper will be approximately 1-2 pages, double-spaced with page numbers.
Sophomore Syllabus for 10/26/15 – 10/30/15
Monday:
Finish Star Wars: Phantom Menace
Talk about draft of introduction
-What would a thesis/claim for this type of paper look like?
-What should I include in my body paragraphs?
Journals are due Thursday!
Book talks are due Thursday!
Tuesday:
Review MLA Works Cited page (You will have two sources to list.)
What would a conclusion for this type of paper include?
Use this day to write and ask questions. PAPER IS DUE FRIDAY!
Wednesday:
Nonfiction Article: “Star Wars 7 Smashes Ticket Sale Records, But What Will the Film be
About?” CLAIMS/EVIDENCE/REASONING/REBUTTAL Review
Peer edit of papers
Thursday:
Begin Book Talks
Friday:
Paper is due today
Finish Book Talks
Flocabulary x2 or x3?
ENG 10 Nonfiction Paper #2 Paper Specs:
•
•
PAPER IS DUE FRIDAY!
MLA Format (Times New Roman, 12 point font, citations, and Works Cited page)
Your introduction will include a thesis that will argue: Does (Insert italicized movie title)
effectively use camera angles?
• Each body paragraph will include:
 a direct citation of a camera shot
 an indirect citation of an example from the movie
 your opinion(s) about the effectiveness of the shot
• Your conclusion will review your topic and then connect the movie to another piece of writing we
have read this year. The piece of literature you refer to must include the correct title and author.
• A Works Cited page that is complete and accurate with two sources.
NOTE: The paper will be approximately 1-2 pages, double-spaced with page numbers.
Sophomore Syllabus for 11/09/15 – 11/13/15
Monday:
Quiz over “The Monkey’s Paw” by W.W. Jacobs
Vocabulary Worksheet for “The Monkey’s Paw” by W.W. Jacobs
-Vocabulary quiz Wednesday
Tuesday:
Grammar Review: Subject-Verb Agreement (Worksheet)
Homework: Study for vocabulary Quiz
Wednesday:
Vocabulary Quiz for “The Monkey’s Paw”
Introduce “The Masque of the Red Death” by Edgar Allan Poe
Begin reading as a class “The Masque of the Red Death” by Edgar Allan Poe
Homework: Finish Reading “The Masque of the Red Death” by Edgar Allan Poe
-Quiz tomorrow (HINT: Study the questions on page 88 of packet)
Thursday:
Group Quiz over “The Masque of the Red Death” by Edgar Allan Poe
Informational Text + Fictional Writing = EPIC COOLNESS!
Read “Questions and Answers About Plague” and take quiz as a class.
Discussion: How did the story “The Masque of the Red Death” get out?
Journal #12: Write a piece from the perspective of the guest that survived OR from Death’s
perspective.
Friday:
Literary Term Review: Idioms, Metaphors, Similes, and Analogies (slides and handout)
Sophomore Syllabus for 11/16/15 – 11/20/15
Monday:
Turn in quiz questions from “The Masque of the Red Death” by Edgar Allan Poe
-Questions for quiz are on page 88 and include: 1a, 1b, 2a, 3b, 4b, 5a.
Informational Text + Fictional Writing = EPIC COOLNESS!
Read “Questions and Answers About Plague”
Reading Assessment that combines Fiction and Nonfiction writings (Why?)
7th Period: Disney Rat Video Clip/“Masquerade” Clip
Tuesday:
Literary Term Review: Idioms, Metaphors, Similes, and Analogies (slides and handout)
Wednesday:
2 Hour Early Release
Final Discussion on “The Masque of the Red Death” by Edgar Allan Poe
Journal #12: Write a piece from the perspective of the guest that survived OR from Death’s
perspective.
Thursday:
New Packet: “Lather and Nothing Else” by Hernando Tellez
New Vocabulary: internal monologue, foray, regime, emit, revolutionary, conscientious,
venture, minutely, rejuvenate, tranquil, indelible
Create slides for all 11 words (word, part of speech, definition, sentence, and a picture)
Homework: Slides are due tomorrow! NOTE: If you do not show your slides to me
tomorrow, you cannot participate in the VOCABULARY SHOWDOWN!
Friday:
VOCABULARY SHOWDOWN
Flocabulary if time allows
Homework: Read “Lather and Nothing Else” by Hernando Tellez AND study vocabulary.
-Take notes, because there will be a combined quiz when you return after the
Thanksgiving holiday break!
Vocabulary Showdown:
Your team will be challenged to answer a definition question, create a sentence, and/or use a
visual to earn points for your team. Your team can have a list of the words only and one iPad to
use during the competition. You will have to know your words, definitions, etc. very well to
answer quickly. You will also have to be able to show responses on an iPad screen for points
too. The best responses will have to be correct and fast to earn the most points. Good luck!
Study hard!
Sophomore Syllabus for 11/30/15 – 12/04/15
Monday:
QUIZ: “Lather and Nothing Else” by Hernando Tellez AND vocabulary. (Slide)
New Packet: “The Moment Before the Gun Went Off” by Nadine Gordimer
New Vocab: domestic, divestment, cull, inquiry, callously
Preview Vocabulary Exercise (50)
Homework: Create vocab list for new words (word, part-of-speech, definition, sentence)
-No picture needed! THE QUIZ IS WEDNESDAY!
Tuesday:
Distinguishing Fact from Opinion (50)
Journal #13: Part I: Fact and Opinion Chart for “The Moment Before the Gun Went Off”
by Nadine Gordimer (3 of each)
In class read and begin filling out Fact and Opinion Chart
Homework: Finish reading “The Moment Before the Gun Went Off” by Nadine Gordimer
and complete Part I of Journal #13 if needed.
Wednesday:
Oral Quiz (1 word) It’s all or nothing! 
Part II of Journal #13: Using your chart, decide whether Van der Vyer should be found
guilty of murder. Also, comment on which side of the chart was more helpful in your
decision and why.
Group discussion (4a, 5a, and 5b on page 56)
Thursday:
Grammar Break: Pronoun and Antecedent Agreement (worksheet)
CHART TIME (10) – QUIZ MONDAY!
Friday:
Flocabulary
Chart Review – “Around the World” – First time you can have the chart in front of you. The second
time, you are on your own!
Homework: Study for your Pronoun and Antecedent Agreement Quiz!
Sophomore Syllabus for 12/07/15 – 12/11/15
Monday:
2nd Period: No Class
7th Period: MAP Testing (Did you bring something to read?)
Tuesday:
Pronoun Quiz
Flocabulary: Letter Poem Entries?
Read “The Pedestrian” by Ray Bradbury and complete worksheet
Homework: Read “The Pedestrian” by Ray Bradbury and complete worksheet
Wednesday:
2 Hour Early Release
Get credit for worksheet
Discuss “The Pedestrian” based on worksheet questions
Thursday:
2nd Period: MAP Testing (Did you bring something to read?)
7th Period: No Class
Friday:
Analyze “The Flowers” by Alice Walker using specific note-taking strategies
Discuss the strategies and if you would use them again. Why or why not?
Create quiz questions for both “The Pedestrian” and “The Flowers” QUIZ MONDAY
Flocabulary, if time allows.
Sophomore Syllabus for 12/07/15 – 12/11/15
Monday:
2nd Period: No Class
7th Period: MAP Testing (Did you bring something to read?)
Tuesday:
Pronoun Quiz
Flocabulary: Letter Poem Entries?
Read “The Pedestrian” by Ray Bradbury and complete worksheet
Homework: Read “The Pedestrian” by Ray Bradbury and complete worksheet
Wednesday:
2 Hour Early Release
Get credit for worksheet
Discuss “The Pedestrian” based on worksheet questions
Thursday:
2nd Period: MAP Testing (Did you bring something to read?)
7th Period: No Class
Friday:
Analyze “The Flowers” by Alice Walker using specific note-taking strategies
Discuss the strategies and if you would use them again. Why or why not?
Create quiz questions for both “The Pedestrian” and “The Flowers” QUIZ MONDAY
Flocabulary, if time allows.
Sophomore Syllabus for 12/14/15 – 12/18/15
Monday:
Student Made Quiz for Both “The Pedestrian” and “The Flowers”
Tuesday:
“The Gift of the Magi” by O. Henry
Background, website to read, and what to do next
Wednesday:
In class read “The Gift of the Magi” by O. Henry
Journal #15: Notes for “The Gift of the Magi” by O. Henry
1. You must write five important facts that happen in the story and the
page numbers they are found on.
2. You must find out what mendicancy means and relate it to the story.
3. Answer the question: Does the thought really count in “The Gift of
the Magi” by O. Henry?
Thursday:
Six Word Stories: How would you write a six word story about “The Gift of the Magi” by O.
Henry (notecard)
Journal Work Day
Journals are due today!
Friday:
Read the article “Teenager Flies Planes, Has Two Degrees, Works at NASA”
Using the card from yesterday, create a six word story about the above article. Turn in card with
both six word stories for credit before class ends.
Sophomore Syllabus for 12/14/15 – 12/18/15
Monday:
Student Made Quiz for Both “The Pedestrian” and “The Flowers”
Tuesday:
“The Gift of the Magi” by O. Henry
Background, website to read, and what to do next
Wednesday:
In class read “The Gift of the Magi” by O. Henry
Journal #15: Notes for “The Gift of the Magi” by O. Henry
1. You must write five important facts that happen in the story and the
page numbers they are found on.
2. You must find out what mendicancy means and relate it to the story.
3. Answer the question: Does the thought really count in “The Gift of
the Magi” by O. Henry?
Thursday:
Six Word Stories: How would you write a six word story about “The Gift of the Magi” by O.
Henry (notecard)
Journal Work Day
Journals are due today!
Friday:
Read the article “Teenager Flies Planes, Has Two Degrees, Works at NASA”
Using the card from yesterday, create a six word story about the above article. Turn in card with
both six word stories for credit before class ends.
Sophomore Syllabus for 01/04/16 – 01/08/16
Monday:
New packet with 2 stories: “Catch the Moon” by Judith Ortiz Cofer & “Two Kinds” by Amy Tan
New Vocabulary: vulgar, makeshift, dismantle, mock, relic, lament, reproach, listlessly,
discordant, fiasco (10 words)
Create study list (words, parts of speech, definitions, and sentences) QUIZ WEDNESDAY!
Tuesday:
Characters/Characterization Overview (slides)
Homework: Study for quiz
Wednesday:
VOCAB QUIZ (ALL TEN WORDS USED)
Begin reading “Catch the Moon” by Judith Ortiz Cofer
-Be able to answer questions 1a, 3a, 4a, 1b, 3b on page 69 for discussion tomorrow
Thursday:
Go over questions 1a, 3a, 4a, 1b, 3b on page 69
Begin reading “Two Kinds” by Amy Tan
Friday:
Slide Review of “Two Kinds” by Amy Tan
In class reading assessment over both stories (Venn Diagram with conclusion for #5 AND
collective quiz grade?)
Explain homework: Journal #16 Parts I & II: Collaborative Learning (slide/example)
The debate will be on Monday using Journal #16 Part I, if time allows we will share Part II.
Sophomore Syllabus for 01/04/16 – 01/08/16
Monday:
New packet with 2 stories: “Catch the Moon” by Judith Ortiz Cofer & “Two Kinds” by Amy Tan
New Vocabulary: vulgar, makeshift, dismantle, mock, relic, lament, reproach, listlessly,
discordant, fiasco (10 words)
Create study list (words, parts of speech, definitions, and sentences) QUIZ WEDNESDAY!
Tuesday:
Characters/Characterization Overview (slides)
Homework: Study for quiz
Wednesday:
VOCAB QUIZ (ALL TEN WORDS USED)
Begin reading “Catch the Moon” by Judith Ortiz Cofer
-Be able to answer questions 1a, 3a, 4a, 1b, 3b on page 69 for discussion tomorrow
Thursday:
Go over questions 1a, 3a, 4a, 1b, 3b on page 69
Begin reading “Two Kinds” by Amy Tan
Friday:
Slide Review of “Two Kinds” by Amy Tan
In class reading assessment over both stories (Venn Diagram with conclusion for #5 AND
collective quiz grade?)
Explain homework: Journal #16 Parts I & II: Collaborative Learning (slide/example)
The debate will be on Monday using Journal #16 Part I, if time allows we will share Part II.
Sophomore Syllabus for 01/11/16 – 01/15/16
Monday:
Slide Review of “Two Kinds” by Amy Tan
Go over reading assessment in groups and decide on a “Final Set of Answers” to use
Create class Venn Diagram and Conflict Chart to review #5
Journal #16 Parts I & II: Collaborative Learning (slide/example)
The debate will be on Monday using Journal #16 Part I, if time allows we will share Part II.
Tuesday:
Debate over “Extracurricular Activities” Part I of Journal #16
Go over Part 2 of Journal #16, if time allows
Wednesday:
Introduction to Theatre/Theater
Introduction to textbook we will be using for “The Tragedy of Julius Caesar”
In class worksheet – Shakespeare’s background
Thursday:
“The Tragedy of Julius Caesar” More fun facts, handout, and character list
Friday:
No school for students! 
Note: We will begin reading the play in-class on Tuesday! There will be quizzes after each Act.
Sophomore Syllabus for 01/11/16 – 01/15/16
Monday:
Slide Review of “Two Kinds” by Amy Tan
Go over reading assessment in groups and decide on a “Final Set of Answers” to use
Create class Venn Diagram and Conflict Chart to review #5
Journal #16 Parts I & II: Collaborative Learning (slide/example)
The debate will be on Monday using Journal #16 Part I, if time allows we will share Part II.
Tuesday:
Debate over “Extracurricular Activities” Part I of Journal #16
Go over Part 2 of Journal #16, if time allows
Wednesday:
Introduction to Theatre/Theater
Introduction to textbook we will be using for “The Tragedy of Julius Caesar”
In class worksheet – Shakespeare’s background
Thursday:
“The Tragedy of Julius Caesar” More fun facts, handout, and character list
Friday:
No school for students! 
Note: We will begin reading the play in-class on Tuesday! There will be quizzes after each Act.
Sophomore Syllabus for 01/18/16 – 01/22/16
Monday:
No School – Martin Luther King Jr. Day
Tuesday:
Finish debate – Who are the winners?
Share Journal #16 Part II
Journal #17: Type I Writing: Brain Dump – What do I know about Ancient Rome and/or
Julius Caesar
Wednesday:
Introduction to Theatre/Theater
Introduction to textbook we will be using for “The Tragedy of Julius Caesar”
In class worksheet – Shakespeare’s background
Thursday:
“The Tragedy of Julius Caesar” More fun facts, handout, and character list
Friday:
Using textbooks in class, begin reading Act I Scene I of “The Tragedy of Julius Caesar”
NOTE: Everyone must read at least one part and
there will be a quiz after each Act. We will be using Edmodo for some or all
of these quizzes. More information about that will come.
Sophomore Syllabus for 01/18/16 – 01/22/16
Monday:
No School – Martin Luther King Jr. Day
Tuesday:
Finish debate – Who are the winners?
Share Journal #16 Part II
Journal #17: Type I Writing: Brain Dump – What do I know about Ancient Rome and/or
Julius Caesar
Wednesday:
Introduction to Theatre/Theater
Introduction to textbook we will be using for “The Tragedy of Julius Caesar”
In class worksheet – Shakespeare’s background
Thursday:
“The Tragedy of Julius Caesar” More fun facts, handout, and character list
Friday:
Using textbooks in class, begin reading Act I Scene I of “The Tragedy of Julius Caesar”
NOTE: Everyone must read at least one part and
there will be a quiz after each Act. We will be using Edmodo for some or all
of these quizzes. More information about that will come.
Sophomore Syllabus for 01/25/16 – 01/29/16
Monday:
Pop Quiz over last week’s Shakespeare Discussion (Trios & Notes)
Review Act so far – “What do you think about these?”
Continue reading Act I of “The Tragedy of Julius Caesar” then Review
Act I Quiz, if time allows -- EDMODO
Tuesday:
Grammar Break: Active and Passive Voice Verbs (Worksheet)
Begin reading Act II of “The Tragedy of Julius Caesar”
Wednesday:
2 Hour Early Release
Continue reading of “The Tragedy of Julius Caesar”
Act II Quiz, if time allows
Thursday:
Begin reading Act III of “The Tragedy of Julius Caesar”
Friday:
Continue reading Act III of “The Tragedy of Julius Caesar”
Quiz over Act III, if time allows
Grammar Break: Identify Misspelled Words
Ancient Rome Research Paper Specs:
This paper asks you to research ONE aspect of Roman culture (fashion, food, names, weapons,
fighting styles, entertainment, etc.) and compare it to something that directly or indirectly has similarities
in our society today.
For example: Gladiator fighting of Ancient Rome compared to UFC (Ultimate Fighting
Championship) fighting today.
Your paper must include:




Five paragraphs (Intro, 3 body paragraphs, and a Conclusion)
Citations from at least two sources in each body paragraph (one for your Ancient Roman
research and one for your modern comparison research)
A Works Cited page that has all sources used in the paper alphabetized correctly
MLA Format (heading, page numbers, title, double spaced, typed, Times New Roman 12
point font, etc.)
If you have questions about your topic or research, please see me. Start working on this NOW! The due
date will be when we end the play, so you do not want to try to do this in one night.
Can you turn it in early? ABSOLUTELY!
Sophomore Syllabus for 02/01/16 – 02/05/16
Monday:
Review by Paraphrasing (slide)
Act II Quiz (Edmodo)
Begin reading Act III of “The Tragedy of Julius Caesar”
Tuesday:
Continue reading Act III of “The Tragedy of Julius Caesar”
Quiz over Act III, if time allows (Edmodo)
Wednesday:
Grammar Break: Identify Misspelled Words
Discuss papers – problems – citations – comments – connections to play in intro/conclusion
Work time?
Thursday:
Begin reading Act IV of “The Tragedy of Julius Caesar”
Friday:
Continue reading Act IV of “The Tragedy of Julius Caesar”
Act IV Quiz, if time allows (Edmodo)
Ancient Rome Research Paper Specs:
This paper asks you to research ONE aspect of Roman culture (fashion, food, names, weapons,
fighting styles, entertainment, etc.) and compare it to something that directly or indirectly has similarities
in our society today.
For example: Gladiator fighting of Ancient Rome compared to UFC (Ultimate Fighting
Championship) fighting today.
Your paper must include:




Five paragraphs (Intro, 3 body paragraphs, and a Conclusion)
Citations from at least two sources in each body paragraph (one for your Ancient Roman
research and one for your modern comparison research)
A Works Cited page that has all sources used in the paper alphabetized correctly
MLA Format (heading, page numbers, title, double spaced, typed, Times New Roman 12
point font, etc.)
If you have questions about your topic or research, please see me. Start working on this NOW! The due
date will be when we end the play, so you do not want to try to do this in one night.
Can you turn it in early? ABSOLUTELY!
Sophomore Syllabus for 02/08/16 – 02/12/16
Monday:
Grammar Break: Identify Misspelled Words
Game anyone?
Discuss papers – problems – citations – comments – connections to play in intro/conclusion
Review Act III
Tuesday:
Begin reading Act IV of “The Tragedy of Julius Caesar”
Wednesday:
Continue reading Act IV of “The Tragedy of Julius Caesar”
Watch Ghost Scene, if time allows (Color Version)
Thursday:
Act IV Quiz, if time allows (Edmodo)
Discuss Reenactment Project Specifics (Slide and Handout)
Friday:
No School for Students! 
Ancient Rome Research Paper Specs:
This paper asks you to research ONE aspect of Roman culture (fashion, food, names, weapons,
fighting styles, entertainment, etc.) and compare it to something that directly or indirectly has similarities
in our society today.
For example: Gladiator fighting of Ancient Rome compared to UFC (Ultimate Fighting
Championship) fighting today.
Your paper must include:




Five paragraphs (Intro, 3 body paragraphs, and a Conclusion)
Citations from at least two sources in each body paragraph (one for your Ancient Roman
research and one for your modern comparison research)
A Works Cited page that has all sources used in the paper alphabetized correctly
MLA Format (heading, page numbers, title, double spaced, typed, Times New Roman 12
point font, etc.)
If you have questions about your topic or research, please see me. Start working on this NOW! The due
date will be when we end the play, so you do not want to try to do this in one night.
Can you turn it in early? ABSOLUTELY!
Sophomore Syllabus for 02/15/16 – 02/19/16
Monday:
No School for Students! Happy President’s Day! 
Tuesday:
Read/Finish Act V
PAPERS ARE DUE THIS FRIDAY! NO EXCEPTIONS!
Wednesday:
Watch Brutus’s final scenes (Black/White & Color)
Take Act V (Edmodo) Quiz, if time allows
Thursday:
Work day for scenes
Journal #20: Draft of Recreation Scene
-You must include the rubric! Did you save that tiny square? If not, you have more
to write!
Friday:
Flocab x 2 (Anyone want to write a rap?)
Scene practice day – Scene presentations are Monday AND your Julius Caesar test is Tuesday!
Papers are due today!
Ancient Rome Research Paper Specs:
This paper asks you to research ONE aspect of Roman culture (fashion, food, names, weapons,
fighting styles, entertainment, etc.) and compare it to something that directly or indirectly has similarities
in our society today.
For example: Gladiator fighting of Ancient Rome compared to UFC (Ultimate Fighting
Championship) fighting today.
Your paper must include:




Five paragraphs (Intro, 3 body paragraphs, and a Conclusion)
Citations from at least two sources in each body paragraph (one for your Ancient Roman
research and one for your modern comparison research)
A Works Cited page that has all sources used in the paper alphabetized correctly
MLA Format (heading, page numbers, title, double spaced, typed, Times New Roman 12
point font, etc.)
If you have questions about your topic or research, please see me. Start working on this NOW! The due
date will be when we end the play, so you do not want to try to do this in one night.
Can you turn it in early? ABSOLUTELY!
Sophomore Syllabus for 02/29/16 – 03/04/16
Monday:
Continue watching A Raisin in the Sun
Tuesday:
Journal #21: In your journal answer the following question: Is Michael Jackson a real life
tragic hero? Base your answer on the article. Be sure to cite three times from the article to show
how the article supports your response.
Wednesday:
Finish watching A Raisin in the Sun
Review Assignment (Tragic Heroes and Their Flaws – see below)
Thursday:
Class work day
Homework: Tragic Heroes and Their Flaws (Comparison Project) DUE TOMORROW!
Friday:
Link Winks Competition (Partners Please)
Tragic Heroes and Their Flaws (Comparison Project)
25 points
To better understand what a tragic hero is and what a tragic flaw is, you are going to compare Julius
Caesar (or Brutus) to Walter Lee Younger from A Raisin in the Sun.
Your comparison need:
1. To be on a standard piece of computer paper
2. Include a visual (picture) of the two men you are comparing
a. Julius Caesar & Walter Lee Younger
b. Brutus & Walter Lee Younger
3. Labels for each man which include his tragic flaw, the title of his play, and why he is a tragic
hero
4. THREE symbols that show the consequences of the men’s tragic flaw
a. Each symbol must also include a brief explanation as to what it refers to or means
Note: You can organize this information on the page any way you want to, but you must have it all
or you will lose points.
Reminders:
According to dictionary.com, a tragic hero is “a literary character who makes an error of judgment or
has a fatal flaw that, combined with fate and external forces, brings on a tragedy.”
Also according to dictionary.com, a tragic flaw is “the character defect that causes the downfall of
the protagonist of a tragedy.”
Sophomore Syllabus for 03/07/16 – 03/11/16
Monday:
Tragic Hero Presentations
Final comments about tragic heroes and tragic flaws (Better?)
Tuesday:
A Raisin in the Sun Test (Edmodo)
Watch the making of A Raisin in the Sun if time allows
Wednesday:
Grammar Break: Link Winks Competition (Partners Please)
Thursday:
Teacher Appreciation Letter Day (Informal Note Writing)
Friday:
Wood Roots – PRETEST
-How do words break down?
Warm-up Activity: Thinking About Meaning
Homework: Finish the packet for Monday
Sophomore Syllabus for 03/07/16 – 03/11/16
Monday:
Tragic Hero Presentations
Final comments about tragic heroes and tragic flaws (Better?)
Tuesday:
A Raisin in the Sun Test (Edmodo)
Watch the making of A Raisin in the Sun if time allows
Wednesday:
Grammar Break: Link Winks Competition (Partners Please)
Thursday:
Teacher Appreciation Letter Day (Informal Note Writing)
Friday:
Wood Roots – PRETEST
-How do words break down?
Warm-up Activity: Thinking About Meaning
Homework: Finish the packet for Monday
Sophomore Syllabus for 03/14/16 – 03/18/16
Monday:
Review worksheet packet/questions
Tuesday:
Root Word Focus: bio, opt/ops & chron
Wednesday:
Root Word Focus: therm, hydr, andr, auto
Thursday:
Root Word Focus: eu, onym, miso
Homework: Root Word Focus: theo, nom, naut
Friday:
Grade Homework (Quiz)
Group Work (Extension Worksheets One - Three)
Flocab, if time allows
Homework: Take POSTTEST and add in definitions/research definitions if needed!
Sophomore Syllabus for 03/14/16 – 03/18/16
Monday:
Review worksheet packet/questions
Tuesday:
Root Word Focus: chron, bio, opt/ops
Wednesday:
Root Word Focus: therm, hydr, andr, auto
Thursday:
Root Word Focus: eu, onym, miso
Homework: Root Word Focus: theo, nom, naut
Friday:
Grade Homework (Quiz)
Group Work (Extension Worksheets One - Three)
Flocab, if time allows
Homework: Take POSTTEST and add in definitions/research definitions if needed!