Monday
Tuesday
Wednesday
March 10
11
12
The Great Gatsby movie
The Great Gatsby movie
The Great Gatsby movie
Thursday
13
Review information on the
American Dream referencing
The Great Gatsby (Include how
the American Dream doesn’t
come true for everyone)
Friday
14
1. Complete annotations chart
for the Bill of Rights
* independently
Annotate/paraphrase preamble
to the U.S. Constitution as a
whole class
17
Student Holiday
18
19
Annotate/paraphrase Preamble
to the Declaration of
Independence in small groups
20
Go over Unit 1 vocabulary words
and definitions with students
Vocabulary Work
Vocabulary Work
Vocabulary Work
Annotate Harlem Renaissance
poem (“Mother to Son”)
* Whole class
Annotate Harlem Renaissance
poem (“America”)
* Small groups
Annotate Harlem Renaissance
poem (“Incident”)
* Independently
1. Complete Questions
1. Complete Questions
27 (A. Terry in New Orleans)
1. Complete questions and
journal
28 (A. Terry in New Orleans)
Introduction to Harlem
Renaissance Notes (students
write notes in class)
24
25
26
(A. Terry in New Orleans)
Go over each poem annotations
with class, go over questions
from poems, and review for
test.
1. Harlem Renaissance
Literature Test
Students write 2. Rough drafts
and finish for homework.
Cold Read Instructions and start
rough drafts in class
Turn in 1. Vocabulary Unit 1
21
Revise rough drafts in peer
review circles
Write 2. Final draft of Cold Read
3
4
31
April 1 (SLOs Training—LDUKES)
2. Vocabulary Quiz Unit 1
2
Go over Unit 2 vocabulary words
and definitions with students
Vocabulary Work
Vocabulary Work
Vocabulary Work
Vocabulary Work
Use Galileo to find articles for
group project
Use Galileo to find articles for
group project
Use Galileo to find articles for
group project
Work on Works Cited
Work on Works Cited
Media Center
Media Center
Work on Works Cited (be sure to
print this today)
Media Center
Students 3. Create visual in class
to present their findings. Use
MLA formatting on visual.
3. Post works cited page on
back.
How to use Galileo introductory
notes
Information on Works Cited
page with example for students.
7
8
9
10
11
Vocabulary Work
Vocabulary Work
Turn in 2. Vocabulary Unit 2
Review rhetorical devices and
strategies notes
Junior/Senior Skip Day
Students 3. Create visual in class
to present their findings. Use
MLA formatting on visual.
3. Post works cited page on
back.
14
3. Group Presentations
4. Vocabulary Quiz Unit 2
Go over graphic organizer for
annotation of the speeches.
Students who are present will
have the opportunity to work on
missing assignments.
15
16
17
18
Go over Unit 3 vocabulary words
and definitions with students
Vocabulary Work
Vocabulary Work
4. Cold Read Test
Spring Break
4. Annotate “The Ballot or the
Bullet” by Malcolm X with a
partner using the graphic
organizer
5. Annotate “Civil Rights
Address” by John F. Kennedy
individually using the graphic
organizer
21
22
23
24
25
Spring Break
Spring Break
Spring Break
Spring Break
Spring Break
28
29
3
May 1
2
Vocabulary Work
Turn in 3. Vocabulary Unit 3
5. Vocabulary Quiz Unit 3
Watch “Martin Luther King, Jr.
and Malcolm X Debate” and
students 7. list strengths and
weaknesses of each speaker to
determine which speaker
makes the most compelling
argument
Based on student answers,
divide class for debate.
Notes on effective speech or
oration including: delivery, tone,
body language, inflexion,
repetition, charisma
6. Writing Prompt: Explanatory
Choose one of the speeches
that we have viewed in class
and using your completed
graphic organizer, describe
what elements made the
chosen speech effective.
4. For homework, students will
explain the strengths and
weaknesses they have listed.
What made it a strength or
weakness?
8. Using this, the class will
debate.
Annotate “I have a Dream” by
Dr. Martin Luther King, Jr.
together as a class using the
graphic organizer
Go over graphic organizer with
whole class
View “I have a Dream” by Dr.
Martin Luther King, Jr. together
as a class filling in the 6. graphic
organizer
3. Group Presentations
View “The Ballot or the Bullet”
by Malcolm X together as a class
filling in the graphic organizer
View “Civil Rights Address” by
John F. Kennedy together as a
class filling in the 6. graphic
organizer
Working in their group, they will
identify the best argument for
each strength. Group will write
counterargument for one point.
5
6
7
Review Vocabulary Units 1-3
words for Test
Using student technology,
groups will research their
approved topic and complete
9. Graphic organizer.
Using student technology,
groups will research their
approved topic and complete
9. Graphic organizer, then start
writing their speeches.
13
14
15
16
5. Vocabulary Units 1-3 Test
Students will practice giving
their speeches in class
6. Presentation of Speeches
6. Presentation of Speeches
21
22
23
Introduce research assignment
and begin to brainstorm
possible topics
12
Using student technology,
groups will research their
approved topic and complete
9. Graphic organizer, then start
writing their speeches.
19
8
9
EOCT
EOCT
Students will finish writing their
7. speeches in groups
5. Students will put their part of
the speech on index cards
20
Last day of school
Test:
1. Harlem Renaissance Literature Test
2. Final draft
3. Group Presentations
4. Cold Read Test
5. Vocabulary Units 1-3 Test
6. Presentation of Speeches
Quiz:
1. Complete annotations chart for the Bill of Rights
2. Vocabulary Quiz Unit 1
3. Post works cited page on back.
4. Vocabulary Quiz Unit 2
5. Vocabulary Quiz Unit 3
6. Writing Prompt:
7. Speeches
Classwork:
1. Complete questions and journal
2. Rough drafts
3. Create visual
4. Annotate “The Ballot or the Bullet” by Malcolm X with a partner using the graphic
organizer
5. Annotate “Civil Rights Address” by John F. Kennedy individually using the graphic
organizer
6. Graphic organizer
7. List strengths and weaknesses of each speaker to determine which speaker makes the
most compelling argument
8. Using this, the class will debate.
9. Graphic organizer.
Homework:
1. Vocabulary Unit 1
2. Vocabulary Unit 2
3. Vocabulary Unit 3
4. For homework, students will explain the strengths and weaknesses they have listed.
What made it a strength or weakness?
5. Students will put their part of the speech on index card