Dear Sub,
Here is the To-Do/To-Know list for all of my classes:
(a) Please take attendance. Call this information in to Mrs. Thomas at the front desk.
(Phone extensions are on my desk…one of the papers). NOTE: My class rosters are on a
clipboard that is either on my desk or on my podium. They should be in the appropriate
order.
(b) If a student needs to use the restroom, please dismiss one at a time. Sign-out is on the
clipboard in the back of the room.
(c) Please do NOT confiscate personal possessions from students. If you have an issue,
please contact an administrator. (Westforth)
(d) Please project my lesson plans using the document camera and LCD projector (this
prevents any confusion on the part of my students and saves you a ton of writing!) Then
place the lesson plans on the cream-colored pad. The remote is on my desk or in my top
left drawer. Turn the power button on and the projector should come on. PLEASE
MAKE SURE AT THE END OF EACH CLASS TO TURN THE PROJECTOR OFF BETWEEN
CLASS CHANGES. THE BULBS ARE VERY EXPENSIVE AND I DON’T WANT IT BLOWING.
BEFORE YOU LEAVE TODAY, PLEASE MAKE SURE BOTH THE PROJECTOR AND THE
DOCUMENT CAMERA ARE SHUT DOWN. THE DOCUMENTA CAMERA LIGHT SHOULD
BE RED, WHICH MEANS THE POWER IS OFF.
(e) My students eat B lunch (12:02-12:32).
(f) At the end of third block, all chairs should be put up. PLEASE REMIND STUDENTS OF
THIS.
(g) Thank you for your help today. I appreciate it! 
Drill Information:
Fire Drill: The students go out to the football field. Instruct them to go to the left once they get
inside the fence. It is imperative they stay together as you will need a head count. Make sure
the classroom lights are off and the door is shut.
Lock-Down: Door must be shut and locked (Mr. DeCerbo across the hall can lock my door if it is
not already). All blinds must be closed. The students must get into the corner of the interior
wall (near the blue bookshelves) and must remain silent. My code red packet is in the bottom
right drawer of my desk. One green sheet needs to go under the door and one green sheet
needs to go in the window. Under no circumstances should the door be opened once it is
closed. If a student is in the restroom, he/she needs to get back quickly or he/she will have to
be shut out. STUDENTS ARE NOT TO BE ON CELLPHONES. Once lockdown is over, class should
resume as normal.
1st block: Honors English IV 8:00-9:35
1. Please take attendance on the roster provided (ab-absent; t-tardy).
2. Today’s tasks: THESE ARE EXPECTED TO BE COMPLETED BEFORE YOU LEAVE TODAY. USE YOUR
TIME WISELY.
(a) Fiske vocabulary: Under each definition, write a sentence using the vocabulary word. Please
do not copy a sentence from the book…create your own. Remember to use the word in its
appropriate function (adjective, noun, etc.). (Should take no longer than 20-25 minutes). Put
the vocabulary books back on the windowsill in 3 stacks of 10.
(b) With your partner, complete the reading of Mary Shelley’s Introduction to Frankenstein in
the textbook (begins on pg. 693). As you read, create a chart on your own paper (each one
of you do this) that details her influences for writing the novel in the left column and her
reasons why in the right column. Bullet points are fine. Please be sure to have the
appropriate heading on your paper and turn your chart in to the basket when you are
finished. Put the textbooks back on the shelf.
(c) Utilize the remaining time to continue with the reading of Frankenstein. You may use this
time to discuss any areas of confusion with your partner…if you have questions that neither
one of you can answer, write them on a sticky note, mark them in your text, and we will
address them next week. Homework: Frankenstein novel reading is due by Monday,
September 8. Those using the reading schedule should be through the reading of Chapter IX
(9). Annotations should include setting, character motivations, and monster’s treatment by
society.
2nd and 3rd block: AP Literature and Composition 9:41-11:11/11:17-1:23
1. Please take attendance on the roster provided (ab-absent; t-tardy).
2. Today’s tasks: THESE ARE EXPECTED TO BE COMPLETED BEFORE YOU LEAVE TODAY. USE YOUR
TIME WISELY.
(a) Fiske vocabulary: Under each definition, write a sentence using the vocabulary word. Please
do not copy a sentence from the book…create your own. Remember to use the word in its
appropriate function (adjective, noun, etc.). (Should take no longer than 20-25 minutes). Put the
vocabulary books back on the windowsill in 3 stacks of 10.
(b) Timed Writing Practice #1: Poetry analysis This is to be completed on your own paper. Please
head your paper appropriately. You have 40 minutes to write the essay…I strongly encourage
you to utilize the entire time. (SUB: PLEASE RECORD START AND STOP TIME ON THE BOARD.
FOR 3RD BLOCK, THEIR TIME WILL CONTINUE AFTER LUNCH.) Remember this is an independent
assignment. When time is called, turn your papers into the appropriate basket at the back. The
prompt is on the next page.
PLANS CONTINUED AFTER ESSAY PROMPT
Read carefully the following poem by Marilyn Nelson Waniek. Then write an essay analyzing
how Waniek employs literary techniques to develop the complex meanings that the speaker
attributes to The Century Quilt. You may wish to consider such elements as structure, imagery,
and tone.
“The Century Quilt”
for Sarah Mary Taylor, Quilter
My sister and I were in love
with Meema’s Indian blanket.
We fell asleep under army green
issued to Daddy by Supply.
When Meema came to live with us
she brought her medicines, her cane,
and the blanket I found on my sister’s
bed the last time I visited her.
I remembered how I’d planned to
inherit that blanket, how we used to
wrap ourselves at play in its folds and
be chieftains and princesses.
Now I’ve found a quilt
I’d like to die under;
Six Van Dyke brown squares,
two white ones, and one square
the yellowbrown of Mama’s cheeks.
Each square holds a sweet gum leaf
whose fingers I imagine
would caress me into the silence.
I think I’d have good dreams
for a hundred years under this quilt,
as Meema must have, under her
blanket, dreamed she was a girl again in
Kentucky among her yellow sisters,
their grandfather’s white family
nodding at them when they met.
When their father came home from his
store they cranked up the pianola
and all of the beautiful sisters
giggled and danced.
She must have dreamed about Mama
when the dancing was over:
a lanky girl trailing after her father
through his Oklahoma field.
Perhaps under this quilt
I’d dream of myself,
of my childhood of miracles,
of my father’s burnt umber pride,
my mother’s ochre gentleness.
Within the dream of myself
perhaps I’d meet my son
or my other child, as yet unconceived.
I’d call it The Century Quilt,
after its pattern of leaves.
Reprinted by permission of Louisiana
State University Press
from Mama’s Promises by Marilyn
Nelson Waniek.
Copyright © 1985 by Marilyn Nelson
Waniek
c) Working with a partner, discuss the following questions about “Where Are You Going?
Where Have You Been?” on pgs. 480-481. Annotate the main points of your conversation on
sticky notes and put on pg. 481. We will discuss together on Tuesday. Discuss questions 1, 2,
3, 5, 8, 9. If you don’t finish this, it becomes part of homework. You will need to annotate
your own thoughts on questions you don’t get to with your partner.
d) Homework: Read “I’m Nobody, Who are you?” by Emily Dickinson on pg. 501. Create a SIT
(structure, imagery, tone) chart on your own paper (NOT ON STICKY NOTES) and analyze the
poem. Read “Identity Card” by Mahmoud Darwish on pgs. 513-515. On the back of your SIT
chart, create a STD (syntax, tone, diction) chart and analyze the poem using that strategy. It
is the same practice as a SIT chart, but you are focusing on different techniques. In your
literary device journal, find examples for synecdoche and metonymy (the instructions for
LDJs are on my website).