FBISD – 1st 9 weeks 2013 - 2014
Monday 8-26
Obj: Orient students
to school procedures
1.
2.
3.
4.
5.
Seating game
Introductions
Distribute materials
Go over schedule
Troubleshoot bus
routes
August 26
2
Labor Day
No School
Tuesday 8-27
Obj: Orient students
to classroom
procedures
1. Distribute class
syllabus
2. Discuss classroom
policies
3. Show wikispace for
class docs
27
3 Obj: Read text for
plot structure & fig.
lang. All
1. Warm-up: complete
OER using CEC
format over HOMS
and fig lang
2. Discuss warm-up
and point out how to
draw inferences
from text
3. Read Appt. with
Love-begin written
activities for the
story
Wednesday 8-28
Obj: Get-to-know-you
activities/community
building
1. Warm-up--CEC
2. Watch the video called The
Power of Words twiceonce without sound & once
with it—‘What did you
notice?’
3. Discuss differences in what
you noticed in watching it
each time
4. Make note of how author
uses sounds, images to
elicit feelings/emotions
5. Discuss how authors of
text do the same thing—to
bring the reader into the
text
28
4
Obj: Read text for
plot structure & fig.
lang. All
1.Warm-up: justify
decision from
character in Appt
with love
2. Discuss warm-up
creating inferences
about the characters
3. Complete activity
of: summary
statements, character
traits, theme
statement
Thursday 8-29
Obj: Review of plot
elements through fictional
text
1. Warm-up—CEC response
to video from yesterday
2. Read 1st vignette for
HOMS—What did you
notice? Partner up and
discuss & write summary
statement CWBS
3. Re-read for fig language
4. Partner up to
compare/discuss
5. Large group share of fig
language—How does it
bring the reader into the
text?
29
Friday 8-30
Obj: Review of plot
elements through
visual text
1. Warm-up-CEC
response to HOMS
2. Read short story—
An Appointment
with Love’
3. Write summary
statement CWBS—
turn in for daily
grade
4. Re-read for fig
language—use
sticky notes.
5 Obj: Read text for plot
structure, fig lang. and
character traits
1. Complete warm-up over
theme statement from
Appt for Love
2. Take individual pictures
3. Read in HOMS
6 Obj: Read text for
plot structure, fig
lang. and character
traits
1. Complete warmup—story creation
2. Read in HOMS—
Begin ‘Hairs’
activity and assign
min-project for
homework
1.
2.
3.
PAP
Warm-up: Claim
statement about
character trait from
Appt with Love
Take pics
Review tone
30
PAP
1. Warm-up: story
creation
2. HOMS activity:
How figurative
language drives
tone
9 Obj: Read text for
plot structure, fig lang.
and character traits
1. Complete warm-up—
HOMS notes and
reading
2. Read in MDG—
--add to vocabulary
list
--Begin plot diagram
for story
3. Assign HOMS test
PAP
1. Warm-up: Argue for
or against: Hunting is
wrong; Read in MDG
for 5 minutes
2. Introduce/ review
Costa’s levels of
questions—take notes
3. Break up into groups
for group activity
over Anthem
10 Obj: Read text for
plot structure, fig
lang. and character
traits
1. Complete warmup—HOMS notes
and reading
2. Read in MDG—
--vocab
--plot
3. Begin notes over
characterization/plot
16 Obj: Read text for
plot structure, fig lang.
and character traits
1. Warm-up: HOMS—
read; response to 4
Skinny Trees—What
is this chapter about?
CEC
2. Handout Hairs
chapter/highlight
sentences—label
figurative language
for each/
3. Provide time to craft
metaphors for
assignment—due
Thursday
PAP
1. Warm-up: MDG
response—character
development
2. Complete MDG
3. Complete Character
traits for main
characters and
support with
direct/indirect lines of
text
4. Create a one sentence
summary of the story
for notes
5. Create a working
theme statement for
the story
17Obj: Read text for
plot structure, fig
lang. and character
traits
1. Warm-up: Complete
or Re-read HOMS
chapters for test
2. Discuss Darius and
the Clouds/House
says goodbye
Sometimes
PAP
1. Warm-up:
Response to quote
from MDG
2. Group work over
theme: List the
most prevalent
themes from the
story—3-5; isolate
the one you think
is most important;
craft theme
statement for the
text; turn in
PAP
1. Warm-up: Read in
MDG for 10
minutes; create level
2&3 for MDG; share
2. Group work for
Question activity
11 Obj: Read text for
plot structure, fig
lang. and character
traits
1. Complete warmreview literary terms
& highlight what
you know
2. Read in/complete
MDG—
PAP
1. Warm-up: Read
in/complete MDG
2. Complete group
activity—final draft
of questions due
Thursday
18 Obj: Assess
knowledge of plot for
summer reading
Assessment over
HOMS
PAP
Assessment over
Anthem
12 Obj: Read text for plot
structure, fig lang. and
character traits
1. Warm-up: HOMSread/notes
2. Discussion/analysis of
the chapter called
Hairs—What can you
infer about the family
based on the descriptions
of their hair?
3. Assign HAIRS activity—
due Monday
PAP
1. Warm-up: Literary
Terms sheet—
highlight what you
know
2. MDG—isolate for
characterization; create
notes page: summary
statements/character
traits/mood
19 17Obj: Read text for
plot structure, fig lang.
and character traits
1. Warm-up: MDG-work
on plot diagram for
MDG
2. Complete rough
draft/revise drafts of
Hairs activity
PAP
1. Warm-up: What did you
think of the test? Is there
anything different you
would have done to prepare
for it?
2. Article over texting and
driving--discuss
13 Obj: Read text for
plot structure, fig
lang. and character
traits
1.Warm-up: HOMSread/notes
2.Read/Complete
MDG if not finished
3.Work on HAIRS
activity/Read HOMS
PAP
1. Warm-up:
Response to
quote: There are
two classes of
people-hunters
and the huntees.
Agree or disagree
2. MDG Activity:
Choose favorite
line about both
characters—What
does it tell you
and what can you
infer?
20Read text for plot
structure, fig lang.
and character traits
1. Warm-up: Complete
plot diagram for
MDG
2. Discuss MDG with
big question: Would
you have ended the
game as Rainsford
did? Why?
3. Revise rough drafts
for Hairs-begin to
write final
PAP
1.
Warm-up:
SAT word—begin
section for vocab—
think of situation in
which word might be
used—create helpful
tip to remember the
word; use in a
sentence
2. Article over hunting
in Nepal—response to
MDG
23 Read text for plot
structure, fig lang. and
character traits
Write to inform/revise
for fig lang/edit for
punct
24 Read text for plot
structure, fig lang.
and character traits
1. Warm-up: If you
could back into
ANY time period at
all, where would it
be and why? CEC
2. Peer revision
3. Final changes/edit
Warm-up: If you have
not finished your rough
draft—do so now. 10
minutes
PAP
1. Personal ratiocination 1. Warm-up: CEC
of rough draft—
response to MDG
highlight fig lang;
cat and mouse quote
box verbs;
1. MDG: Discuss
paragraphing
ending of MDG
2. Revise draft—due
2. Anthem Test
tomorrow
question review
25 Read text for plot
structure, fig lang.
and character traits
1.
Computer lab for
typing final draft—
find clip art for
visual
PAP
2. Warm-up: CEC
response to MDG
3. Review Anthem
questions and
discuss
26 Read text for plot
structure, fig lang. and
character traits
1. Warm-up: CEC
response to MDG
cat and mouse
quote—discuss and
craft one as a class
4. Complete plot
diagram for
MDG—discuss
ending
PAP
1.
2.
3.
PAP
1. Warm-up: SAT
words: anathema;
burgeon
2. Analysis of Hairs
text—syntax, fig
lang, diction
3. Assign rough draft
due Thursday
30 OBJ: Read for plot
analysis; fig lang;
theme
1.
Warm-up: If you
could be transported
to another time
period, when would it
be and why?
Begin Sound of
Thunder—notetaking:
character
development, theme,
imagery,
foreshadowing
Vocabulary sheet!!
October 1 Read for
plot analysis; fig lang;
theme
1.
2 Read for plot
analysis; fig lang;
theme
Warm-up: Close
1. Warm-up: JFK
read and response
quote response: The
CRC
only thing you have
2. Review qualities of
to fear is fear
OER answers and
itself—relate to any
2.
claim statements;
of our readings CEC
revise OER and turn 2. Continue Sound of
in for grade
Thunder
3. Continue Sound of
Thunder
PAP
4. Vocabulary sheet!
1. Warm-up: JFK
3.
quote response: The
PAP
only thing you have
PAP
1. Warm-up:
to fear is fear
1. Warm-up: If you
close read and
itself—relate to any
could be transported
response
of our readings CEC
to another time
2. Read SOT— 2. Continue reading
period, when would it
add to notes
SOT
be and why?
2. Begin reading SOTnotetaking: character
development;
foreshadowing;
imagery; theme
2.
3.
No School
County Fair Day
Warm-up: Short
story using 3-4 of
the vocab words
Peer revision of
Hairs rough draft
Final draft due
Monday-typed
3 Read for plot analysis;
fig lang; theme
1.
27
Warm-up: Close read
and response
Review OER from
Mango Street/Revise
Continue/Finish
reading SOT
PAP
1. Warm-up: Close read
and response
2. Complete discussion of
SOT—notes over both
3. Complete OER
response in notes
4 Read for plot
analysis; fig lang;
theme
1.
Quiz over fig
lang
PAP
Short story test
over Figurative
Language
7 Obj: students will
8 Obj: students will
9 Obj: students will
read for information
read for information
read for information
and theme; draft for
and theme; draft for
and theme; draft for
plot, character
plot, character
plot, character
development, conflict
development, conflict
development, conflict
1. Warm-up: Response 1. Warm-up: response
to Time and
to quote
1. Warm-up: Re-read
Punishment
2. Continue predraft—look for
2. Begin pre-writing for
writing for
characterization
Engaging story—a
Engaging story—a 2. Complete rough
Cautionary tale
Cautionary tale
draft
PAP
PAP
PAP
1. Warm-up: Response 1. Warm-up: Response 1. Review Short story
to Time and
to quote
test—annotation of
Punishment
2. Engaging Story—
questions
2. Engaging Story—
begin prewriting
2. Complete rough
begin prewriting
draft for Thursday-homework
10 Obj: students will read
11 Obj: students will
for information and
read for information
theme; draft for plot,
and theme; draft for
character development,
plot, character
conflict
development, conflict
1. Warm-up: Prepare
1. Warm-up: Hand out
manuscript for peer
One-pager
revision
Information
2. Complete peer revision 2. Computer Lab to
type draft
Homework—make
changes to draft
PAP
1. Warm-up: Prepare
manuscript for peer
revision
2. Complete peer revision
Homework—make
changes to draft
14 Students will create
visual theme
All
1. Review past
assessment and
justify changes for
daily grade
2. Work on One-Pager
15 Students will create
visual theme
All
1. Work on One-Pager
16
PLAN-ACT Testing 14th period
17 Students will create
visual theme
All
1.Work on One-Pager—turn
in at the end of the period.
18 Students will read
for historical context
for Animal Farm
1. Begin country
project for intro to
Animal Farm
PAP
1. Complete OnePager if needed
2. Read A Scarlet Ibis
for symbolism
End of 1st Nine Weeks
FBISD – 2nd 9 weeks 2013 - 2014
Monday
October 21
Students will read plot,
symbolism,
1. Complete group
project
2. Start notes over
Animal Farm
PAP
1. Warm-up OER:
quote from Orwell
2. Scarlet Ibis—look
for symbolism in
colors
28 Students will read
plot, symbolism,
1. Warm-up: theme of
ignorance in Animal
Farm
2. Read Ch5-6 in novel
PAP
PAP
Tuesday
22 Students will read
plot, symbolism,
1. Complete notes
over AF
2. Begin reading
novel
PAP
1. Warm-up: quote
from Scarlet
Ibis/discuss
2. Symbolism of colors
ins tory
Wednesday
Thursday
23 Students will read
24 Students will read
plot, symbolism,
plot, symbolism,
1. Warm-up OER from
AF
2. Continue reading
PAP
and taking notes
1. Warm-up OER
2. Complete Scarlet
PAP
1. Scarlet Ibis Quiz
Ibis
2. Continue symbolism 3. Discuss AF-analysis
symbolism
Friday
25 Students will read
plot, symbolism,
1. Warm-up Quiz over
Ch 1-3 AF
2. Read in Ch 4
29 Students will read
plot, symbolism,
1. Warm-up: OER
over Animal Farm
2. Read Ch 6-7 in
novel and add to
notes
PAP
30 Students will read
plot, symbolism,
1. Warm-up over
Animal Farm
2. Read in novel 7-8
3. Begin character
chart
November 1 Students
will read plot,
symbolism,
1. Warm-up: OER
over Animal Farm
2. Complete the novel
and discuss
PAP
31 Students will read
plot, symbolism,
1. Warm-up: Close
reading of Animal
Farm
2. Read in novel 8-9
3. Continue character
chart
PAP
1. Group project over
AF theme
statements
Group Thematic
writing for Animal
Farm
Group Thematic
Writing—prepare
for Timed Writing
tomorrow
5 Students will take
4 Students will analyze
plot for theme and
District Assessment
symbolism
1. Complete AF
2. Complete Character
Chart
PAP
1. SAT vocab
2. The Raven—
summary, tone
analysis and theme
statement
11 Students will note
12 Students will note
characteristics of Hero, characteristics of
The Journey and
Hero, The Journey
Archetypes
and Archetypes
1. Take notes and
1. Take notes and
discuss prior
discuss prior
knowledge of;
knowledge of;
archetypes, Heroes
archetypes, Heroes
and Greek
and Greek
Mythology
Mythology
18 Students will read
The Odyssey
**All Students will turn
in the Hero Project
1. Read in The
Odyssey and take
notes
25
19 Students will read
The Odyssey
1. Read in The
Odyssey and take
notes
PAP
Warm-up: Picture
from The Raven
2. Read poem—
summarize, diction
analysis
6 Students will
7 Students will
analyze plot for theme analyze plot for theme
and symbolism
and symbolism
1. Review for Animal
Animal Farm Test
Farm Assessment
PAP
PAP
1. Warm-up
1. Warm-up
2. Revision of AF
2. Revision of AF
Timed Write
Timed Writing
PAP
Timed Writing over
Animal Farm
13 Students will note
14 Student will begin
characteristics of
reading The Odyssey
1. Set-up note-taking
Hero, The Journey
for The Odyssey
and Archetypes
1. Take notes and
2. Commit to project
discuss prior
partner and title of
knowledge of;
text
archetypes, Heroes 3. Begin Book 1
and Greek
Mythology
20 Students will read
The Odyssey
1.
2.
26
Thanksgiving Break
No School
1.
Read in The
Odyssey and take
notes
Quiz over Hero’s
Journey and
Archetypes
27
Thanksgiving Break
No School
21 Students will read
The Odyssey
1.
2.
Warm-up
Read in The
Odyssey and take
notes
28
Thanksgiving Break
No School
1.
Continue The
Raven
2. Write theme
statements and
claim statements
over diction
8 Students will begin
reading about
Mythology
All classes:
Introduction to
Mythology—Zeus
and Cronos
15 Student will begin
reading The Odyssey
1. Set-up note-taking
for The Odyssey
2. Begin Book 2
22 Students will read
The Odyssey
1.
2.
Warm-up
Read in The
Odyssey and take
notes
29
Thanksgiving Break
No School
Thanksgiving Break
No School
December 2
3
4
5
6
9
10
11
12
13
16
17
18
Semester Exams
19
Semester Exams
20
Semester Exams
Semester Exams
End 2nd Nine Weeks
End 1st Semester
FBISD – 3rd 9 weeks 2013 – 2014
Monday
January 6
Campus Staff Dev.
Student Holiday
13 Analyze Expository
writing; revise drafts
1. Ratiocinate own draft
for thesis, evidence
2. Review score and
rubric
3. Begin revision of
piece—the goal is to
move up and/or
improve something
about the piece
20
M. L. King Day
No School
Tuesday
7
District Staff Dev.
Student Holiday
14 Analyze
Expository writing;
revise drafts
1. Warm-up: analyze
thesis/claim stmts
through sample text
& discuss
2. Revise thesis stmts
in drafts; peer revise
Wednesday
8 Analyze Expository
writing; revise drafts
All students:
1. Locate personal
drafts & return
2. Prompt Annotation:
review and take
notes over how to
annotate expository
prompt
3. List and narrow
evidence to level of
importance
15 Analyze Expository
writing; revise drafts
1. Warm-up: Review
evidence
2. Revise evidence in
draft—choose and
elaborate strongest
evidence; peer revise
21 Students will
22 Students will
analyze poetic devices analyze poetic devices
1. Warm-up
1. Warm-up
2. Notes over Sonnets 2. Notes over sonnets
continued
3. Read Shakespeare’s
history in Literature
Book--notes
27 Students will analyze
poetic devices
1. Warm-up: Response
to day off
2. Sonnets: Analysis of
Sonnet #18
28 No School—snow
day
29 Students will
analyze poetic devices
1. Warm-up: read and
annotate Sonnet #57
2. Discuss meaning of
Sonnet
3 Students will read for
plot/character analysis;
play structure
1. Warm-up: Response
to quote from R&J
2. Continue Act I,
scene ii—add to
notes and discuss
4 Students will read
5 Students will read
for plot/character
for plot/character
analysis; play
analysis; play
structure
structure
1. Warm-up: Response 1. Warm-up: Response
to quote from R&J
to quote from R&J
2. Continue Act I,
2. Continue Act I,
scene iii—add to
scene iii—add to
notes and discuss
notes and discuss
10
11
12
Thursday
Friday
9 Analyze Expository
10 Analyze Expository
writing; revise drafts
writing; revise drafts
All students:
1. Warm-up: Annotate
All students:
prompt using
1. Warm-up: Calibrate
strategies from
drafts to rubrics
previous day—turn in
using EOC rubric
for daily grade
and sample texts
2. Analyze the rubric for 2. Ratiocinate sample
the EOC and review
text looking for
sample text
thesis and evidence
16 Analyze Expository
writing; revise drafts
17 Analyze Expository
writing; revise drafts
All students:
Computer Lab to type
and submit final rafts of
Expository pieces
All students:
Final drafts of Revised
Expository pieces due to
Turnitin.com
23 Students will analyze
poetic devices
1. Read/Annotate Sonnet
#18
a. Look up known
words
b. Divide into
quatrains, rhyme
scheme, syllables
c. Discuss meaning of
sonnet
30 Students will analyze
poetic devices
1. Warm-up: Read
Prologue and
annotate
2. Discuss Prologue
3. Watch Standard
Deviants intro to
R&J
6 Students will read
expository text and
apply to literary
selection
1. Read text about
Shakespearean
England—annotate,
look up words, etc.
2. Continue reading Act
I, scene iv
13
24 No School—Snow
Day
31 Students will read
for plot/character
analysis; play
structure
1. Set up notes for R&J
2. Begin reading aloud
Act I, Scene i
7 Students will
complete written
response to expository
text
1. Complete timed OER
over expository text
2. Continue reading Act
I, scene iv
14
17
18
19
20
21
24
25
26
27
28
March 3
4
5
6
7
17
19
Spring Break—March 10-14
19
20
21
End 3rd Nine Weeks
FBISD – 4th 9 weeks 2012 - 2013
Monday
March 24
25
Tuesday
26
Wednesday
27
Thursday
28
Friday
March 31
April 1
2
3
4
7
8
9
10
11
14
15
16
17
18
Good Friday
No School
21
22
23
24
25
28
29
30
May 1
2
5
6
7
8
9
12
13
14
15
16
19
20
21
22
23
26
27
28
29
30
3
4
5
6
Memorial Day
No School
June 2
Semester Exams
Semester Exams
Semester Exams
Semester Exams
End 4th Nine Weeks
End 2nd Semester