SEPTEMBER 2015--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
1--NO SCHOOL
1--NO SCHOOL
7--NO SCHOOL
8--C DAY
14--NO SCHOOL
15--NO SCHOOL
Wednesday
2--ALL CLASSES
• Student Survey (15)
• Roll Call (5)
• Summer Reading (10)
• Independent Reading /
Expectations (10)
• HW: Bring in independent book
Thursday
Friday
3--A
4--B DAY
• Independent Reading (10)
• Independent Reading (10)
• Homework explanation (5)
• “Show Don’t Tell” video (5)
• Summer reading test
• PearDeck--Tiered lesson (30)
questions
HW: Prepare for summer
• Essential Question Journal (5) reading test (bring your book in
• Small group discussion /
to use while writing)
Model Guided Conversations
(10)
• HW: Join class technology (on
Ms. Johnson’s teacher page)
9--D DAY
10--A DAY
11--B DAY
• Summer Reading Test
• Independent Reading (10)
• Independent Reading (10)
• Independent Reading, if time
• Practice Showing / Hurdle
• Book activity (20)
• HW: Showing practice worksheet Help (15)
Brain map
• Hand out books / packets (5)
Character Chart
• Read aloud Scene 1 / share • Read aloud: discuss family
(20)
problems as they arise (20)
• HW: Finish reading to page 20 • More Practice with Showing ?
/ Edmodo HW questions
• HW: Read to page 40 / Edmodo
HW questions
16--C DAY
17--D DAY
18--A DAY
• Independent Reading (10)
• Independent Reading (10)
• PearDeck: Dialogue (15)
• Explain Narrative Writing
• Hurdle Help (15)
Assignment (20)
Begin writing dialogue
• Brainstorm / Sensory Details
Practice worksheet
chart (20) http://www.easel.ly/create/
Practice with me
• HW: Bring rough draft in
• Kahoot! (15)
Thursday
• HW: Read to page 67 /
Edmodo HW questions
Monday
Tuesday
Wednesday
21--B DAY
22--C DAY
• Independent Reading (10)
• SLOW Quote Analysis Modeling
Activity (15)
• PearDeck Combining Sentences
(15)
• Discuss Peer Revision on
Thursday (5)
• HW: Read to page 80 / HW
questions
23--NO SCHOOL
28--B DAY
29--C DAY
• Independent Reading (10)
• Explain how to use Turnitin (10)
• Check-in on narrative (10)
• Book Activity (20)
• HW: Memoir due Wednesday by
midnight on turnitin
30--D DAY
• Independent Reading (10)
• Turn in double sided rubric /
Turnitin questions (5)
• Outside Text--Read and Journal
(10)
• Guided Conversation (10)
• Poker Chip discussion (20)
• HW: Read to page 115 / Edmodo
HW questions
Thursday
24--D DAY
• Independent Reading (10)
• Pass the Can (30)
• Outside Text--Read and
Journal (10)
• Whole class discussion (5)
• HW: HW: Read to page 98 /
Edmodo HW questions
• watch Dialogue punctuation video link here and write down rules on notebook paper or Practice showing?
Friday
25--A DAY
• Independent Reading (10)
• Round Robin (20)
Round 1--showing
Round 2--dialogue
Round 3--figurative lang.
Round 4--combined sent.
• Group Rubric discussion (5)
• Poker Chip discussion (15)
• HW: Revise your paper with
your suggestions from today’s
lessons
“My Father”--activity: model think aloud
“Once Upon a Time, My Mother...” (stop at 2:30, start at 3:30)--activity ???
“Another Reason for Loving Mothers”--activity: ???
“Powder”--activity: RUBBER BAND ANALYSIS
“The Council of Dads” (start-8:33, 12:15-12:40, 17:54-end)--activity: ???
“The Father”--activity: write a new ending
“My Papa’s Waltz”--activity: etch-A-sketch / debate of two interpretations
“This Be the Verse”--activity: ???
“If I Should Have a Daughter” (start-3:45)--activity: ???
“More Lies”/”Why Sisterly Chats” --activity: annotate and draw connections
“Momma Said”/”Nanny’s Recipe” --activity:
“A Christmas Memory” --activity: Brain Map
“Shooting Dad”--activity: ??
“The Aunts”/”With Family Built In”--activity: ??
Mom video--https://www.youtube.com/watch?v=HB3xM93rXbY
LIT CIRCLE STUFF
http://www.gcisd-k12.org/cms/lib/TX01000829/Centricity/Domain/61/Literature_Circles.pdf (4-12) WHICH FORMAT DOES SUE LIKE?
OCTOBER 2015--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
Wednesday
5--C DAY
6--D DAY
• Independent Reading (10)
• Brighton Beach Memoirs test
• HW: None.
7--A DAY
• Independent Reading (10)
• Read and journal about “My
Papa’s Waltz” (10)
• Teachers model “debate” (10)
• Guided Conversation
• Debate (20)
• HW: TBD
12--NO SCHOOL
13--D DAY
• Independent Reading (10)
• SGO Writing Assignment (40)
• HW: Vocabulary quiz Monday
(half list)
14--A DAY
• Independent Reading (10)
• “Tuning” (5) ???
• BlendSpace videos for Lit Circle
books (20)
• Choose books (5)
• Journal on new EQ (10)
• HW: TBD
Thursday
Friday
1--A DAY
2--B DAY
• Independent Reading (10)
• Independent Reading (10)
• Book Activity (20)
• Review Session (40)
• SLOW Quote Analysis Activity • HW: Study for test
(20)
• HW: Finish play / HW questions
on Edmodo
8--B DAY
9--C DAY
• Independent Reading (10)
• Vocabulary (5)
• TREES modeling (10)
• Group work to write TREES
paragraph about “My Papa’s
Waltz” (25)
• HW: Padlet Poster due Sunday
night
15--B DAY
16--C DAY
• Independent Reading (10)
• Get into book groups (5)
• First Impressions (10)
• Calendar (10)
• Explain discussion jobs (10)
• Assign jobs for Discussion 1 (5)
• HW: Read lit circle book and
work on job for Discussion 1
Monday
19--D DAY
• Vocabulary quiz--half list (25)
• Independent Reading, if time
• Discussion 1 (25)
• HW: Read lit circle book and
work on job for Discussion 2
Tuesday
Wednesday
20--A DAY
21--B DAY
• Independent Reading (10)
• Independent Reading (10)
• Journal (5)
• Discussion 2 (25)
• Discussion on how yesterday • PearDeck: thesis statement (10)
went (10)
• Hurdle Help (25)
• Kevin / Mark video for PBL (5)
write 3 alone
• Explain project (10)
write 3 with guided sheet
• Brainstorm / discuss ideas in
write 3 with me
small group (10)
• HW: Read lit circle book and work
• HW: Read lit circle book and
on job for Discussion 3
work on job for Discussion 2 OR
TREES paragraph about project
assigned
26--A DAY
27--B DAY
28--C DAY
• Independent Reading (10)
• Independent Reading (10)
• Discussion 3 (25)
• Hurdle Help: (20)
• Rubber Band Analysis
Analysis alone
modeling with outside text (15)
Analysis with guided para.
• HW: Read lit circle book and
Analysis with me
work on job for Discussion 4 • Work on project (20)
• HW: Read lit circle book and
work on job for Discussion 4
Thursday
Friday
22--C DAY
23--D DAY
• Independent Reading (10)
• Work on project (40)
• HW: Read lit circle book and
work on job for Discussion 3
29--D DAY
• Vocabulary quiz--full list (30)
• Independent Reading, if time
• Work on project (20)
• HW: Read lit circle book and
work on job for Discussion 4
30--A DAY
• Independent Reading (10)
• Journal (5)
• Discussion 4 (35)
• HW: Read lit circle book and
work on job for Discussion 5
NOVEMBER 2015--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
Wednesday
2--B DAY
3--C DAY
• Independent Reading (10)
• Work on project (20)
• Subject verb agreement
modeling and rules (20)
• HW: Read lit circle book and
work on job for Discussion 5
4--D DAY
• Independent Reading (10)
• Discussion 5 (25)
• Hurdle Help: Subject Verb
Agreement (15)
Noredink
Worksheet in pairs
Worksheet with me
• HW: Read lit circle book and work
on job for Discussion 6
9--A DAY
10--B DAY
• Independent Reading (10)
• Independent Reading (10)
• Vocabulary list (5)
• Save the Last for Me (20)
• PearDeck: idea-based topic • Work on project (20)
sentence (10)
• HW: Read lit circle book and
• Hurdle Help (20)
work on job for Discussion 6 /
Topic sentences alone
Padlet Poster due tomorrow
Topic sentences with
night
guided paragraph
Topic sentences with me
• Save the Last for Me: favorite,
most interesting or most
confusing passage close
reading (5)
• HW: Read lit circle book and
work on job for Discussion 6 /
Padlet Poster due Wednesday
night
11--C DAY
Thursday
Friday
NO SCHOOL
NO SCHOOL
12--D DAY
• Independent Reading (10)
• Discussion 6 (25)
• Work on project (15)
• HW: Prepare for presentations
13--A DAY
• Independent Reading (10)
• Work on project (40)
• HW: Prepare for presentations
Monday
Tuesday
Wednesday
16--B DAY
• Independent Reading (10)
• Project presentations (30)
• Go over essay expectations
for Friday (10)
• HW: Prepare for essay on
Friday
17--C DAY
18--D DAY
• Independent Reading (10)
• Project Presentations (35)
• Answer questions about essay
(5)
• HW: Prepare for essay on
Friday
23--C DAY
24--D DAY
25--A DAY (HALF DAY)
• Vocabulary quiz--half list (25) • Independent Reading (10)
• Independent Reading, if time
• Read “There’s No Place Like It” (5)
• PearDeck: embed quotes (10) • Journal with embedded quote (10)
• Hurdle Help: embed quotes (15) • Poker Chip discussion (15)
Noredink
• HW: None
Worksheet in pairs
Worksheet with me
• HW: None
Thursday
19--A DAY
• Independent Reading (10)
• Project Presentations (35)
• Answer questions about essay
(5)
• HW: Read and annotate “The
Sniper” (in preparation for
essay)
NO SCHOOL
Friday
20--B DAY
• In-class essay
• Independent Reading, if time
• HW: None
NO SCHOOL
DECEMBER 2015--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
Wednesday
Thursday
NOVEMBER 30--B DAY
1--C DAY
• Independent Reading (10)
•
• What Happened to Winston?
• Talking Heads sheet
• Hit and Run quotes
• TBD/Catch-up
• HW: Type up Talking Heads
and reading aloud to check for
clarity
• HW: Read “The Chaser”
2--D DAY
• Vocabulary quiz--full list (30)
• Independent Reading, if time
• Pre-Reading Macbeth acting
activity
• Discuss/Exit Ticket
• Hand out books and packets
• View mash-up of how directors
portray 1.1
• Take notes on 1.1
• HW: View videos on Blendspace:
Shakespeare biography, Globe
Theater, Dating Tips (1, 2, 3)
7--C DAY
8--D DAY
• Independent Reading (10)
• Independent Reading (10)
• Do Now: Pair Share
• Do Now: 5 minute writing
discussion on “The Fatalist”
TREES paragraph on TBD
• Whole class on fate or free will • Either “The Monkey’s Paw” or
• View 1.2 (add to your notes)
“Twisted Claw”--RAFT to
• Choral reading of 1.3
writer/director explaining
• Small group share
connections to “Macbeth”
• HW: Write paragraph: Should • Small group analysis of 1.4
Shakespeare be made easier • HW: Correct paragraph,
to read for struggling readers? NoRedInk quizzes
9--A DAY
10--B DAY
• Independent Reading (10)
• Do Now: Social Media about
Macbeth
• Act out 1.5
• “The Road Not Taken” / “Life is a
Wheel” / “Orange is New...” clip
• Thoughtful Conversations
• HW: Correct paragraph, NoRedInk
quizzes
Friday
3--A DAY
4--B DAY
• Independent Reading (10)
• Do Now: Vocabulary list
• NoRedInk intro and explain
homework
• View History of English
language video
• Discuss
• Listen to 1.2 with graphic novel
• Pair Share / Interview time
• Whole class closure
• HW: Read “The Fatalist”-annotate and write 3 discussion
questions
11--C DAY
• Independent Reading (10)
• Do Now: Vocabulary quiz (half
of list)
• What Happened to Winston?
• Talking Heads sheet
• Hit and Run quotes
• TBD/Catch-up
• HW: Type up Talking Heads and
reading aloud to check for clarity
View 1.7
• Quote Analysis
• Plot Fill-in-Blank
• HW: Finish Quote Analysis
Monday
14--D DAY
• Independent Reading (10)
• Do Now: Close Reading of
soliloquy
• View 2.1
• Small group share
• HW: Read “The Moment They
Were Waiting For”--annotate
and write 3 discussion
questions
21--A DAY
• Independent Reading (10)
• Do Now: Factors we can and
can’t control
• View “The Monsters Are Due
on Maple Street”
• Types of Conflict HW: None.
Tuesday
Wednesday
15--A DAY
16--B DAY
• Independent Reading (10)
• Do Now: 5 minute writing: PreWriting
• Watch Txting is killing us
• Read accompaniment article
• Small group discussion
• Graphic organizer
• HW: Finish planning response
22--B DAY
23--C DAY
Thursday
Friday
17--C DAY
• Independent Reading (10)
• Do Now: Grammar (fragments)
• Soliloquy Analysis
• Catch-up
• Review 2.1
• HW: TBD
18--D DAY
• Independent Reading (10)
• Do Now: Vocabulary quiz (whole
list)
• View 2.2 and 2.3
• Discuss / index card share
• HW: TBD
NO SCHOOL
NO SCHOOL
JANUARY 2016--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
Wednesday
Thursday
Friday
4--D DAY
• Do Now: “What Happened to
Winston?”
• Small group discussion
• Talking Heads sheet
• Group paragraph
• HW: Revise Quote Analysis of
Act I
5-A DAY
• Do Now: Hit and Run quotes
• Finish Group paragraph
• Close Reading of soliloquy
• View 2.1
• Small group share
• HW: NoRedInk quizzes (same
as before break)
6--B DAY
7--C DAY
• Do Now: “The Road Not Taken”
• “Orange is the New Black” clip
• T-chart of control in Macbeth, The
Fatalist, The Sniper, The Moment
They Were Waiting For, The Road
Not Taken
• Present ideas/discuss
• HW: Read outside text, make
individual T-chart
8--D DAY
• Do Now: Vocabulary list
• Scene 2.2 viewing
• View “The Paradox of Choice”
• Write down list of choices that
exist in our life
• Shakespearean commercial
assignment--Time to work
• Small group: why a paradox?
• HW: Padlet Poster due Sunday
night
11--A DAY
• Do Now: 2.3 Reading
comprehension quiz
• Catch-up
• Present commercials
• HW: Act II quote analysis
12--B DAY
• Do Now: 5 minute writing
• Stations Review
• HW: Study for test
13--C DAY
15--A DAY
• Do Now: Introduction paragraph
instruction
• “The Container” activity
• HW: Write introduction
paragraph
14--D DAY
• Do Now: None.
• Act I and II Test
• HW: Read “The Container”
Monday
NO SCHOOL
25--B DAY
• Do Now: Read outside text
• Pair share
• Macbeth Performances
• Analysis
• Marker Board: motifs
Tuesday
Wednesday
Thursday
Friday
19--B DAY
20--C DAY
• Do Now: Macbeth 3.1 soliloquy
Close Reading and 5 minute
writing
• Beach Ball Predictions
• Conclusion paragraph instruction
• View the rest of 3.1 and discuss
• HW: Write conclusion paragraph
21--D DAY
• Do Now: Grammar (fragments
and run-ons)
• Human Bingo???
• Act III Quotes so far
• View 3.3
• Assign Macbeth Performance
Assignment
• HW: NoRedInk fragment/run-on
quizzes
22--A DAY
• Do Now: Vocabulary quiz
• Prep for performances
• Performance of 3.4 if ready
• HW: Act III quote analysis
26--C DAY
28--A DAY
• Do Now: None.
• Write synthesis paper
• Submit to turnitin.com
29--B DAY
• Do Now: Continue Pass the Can
• Assign Theme Analysis
assignment
• Prepare your scene
• HW: Continue working on scene
analysis
27--D DAY
• Do Now: Explain synthesis paper
• Read 4.2 choral reading
• Pass the Can Macbeth
• HW: Prepare for synthesis paper,
Act IV quote analysis
FEBRUARY 2016--ENGLISH 2 CP (Periods 2 & 6)
Monday
1--C DAY
Tuesday
2--D DAY
• Do Now: None
• Reading Comprehension quiz
• Read with any extra time
• HW: 3.4--Have character
analysis ready (if you are a
performer), have summary
ready (if you are props
manager), or have scene
analysis ready (if you are
director)
Wednesday
Thursday
3--A DAY
B--B DAY
5--C DAY
• Do Now: Reading
• Do Now: Vocabulary quiz
• View Class Performance of 3.4 • Reading
• View film version
• View Class Performance of 4.1
• Discuss
• View film version
• View Class Performance of 4.1 (if • Discuss quotes
time)
• Theme Analysis Assignment:
• View film version (if time)
Identify theme; present how it’s
• HW: 4.1--Have character analysis shown and what it “teaches”
ready (if you are a performer),
• HW: Finish Act III and IV quotes
have summary ready (if you are
props manager), or have scene
analysis ready (if you are director)
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
8--D DAY
• Do Now: Reading
• Theme Analysis Assignment:
Identify theme; present how
it’s shown and what it
“teaches”
• View Act V
• Begin theme analyses
• HW: Act V Quote Analysis
NO SCHOOL
9--A DAY
• Do Now: Reading
• View Class Performance of 4.1
• View film version
• Discuss quotes
• Theme Analysis Assignment:
Identify theme; present how it’s
shown and what it “teaches”
• HW: Finish Act III and IV quotes
16--D DAY
10--B DAY
• Do Now: Reading
• PARCC tutorial
• HW: None
11--C DAY
• Do Now: None
• PARCC Reading
Comprehension practice
• HW: None
NO SCHOOL
17--A DAY
18--B DAY
19--C DAY
22--D DAY
• Do Now: Reading
• View Act V
• Teach theme vs. motif
• IF TIME: Group work: identify
one theme or motif; present
how it’s shown and what it
“teaches”
• IF TIME: Present theme
analyses
• HW: Act V Quote Analysis
29--A DAY
23--A DAY
• Do Now: Reading
• Marker Board Questions
• Tie up loose ends/Wrap-Up
• Macbeth Review Stations
• HW: Prepare for test
24--B DAY
25--C DAY
• Do Now: Turn in packets
• Acts III-IV Test
• Read with any remaining time
• HW: None. Reading
• Macbeth Review Stations
• HW: Prepare for test
26--D DAY
• Do Now: Reading
• Possessives instruction
• Hero? Questions (poker chips)
• Hero video
• Exit Ticket: definition of hero
• HW: List of potential heroes to
research (between 5 and 10)
MARCH 2016--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
Wednesday
1--B DAY
2--C DAY
• Do Now: Reading/Check list
• Do Now: None.
• Library time to find outside text • Library Databases
• Chapters/What to Research
• Classic heroes: excerpt from
discussion
Beowulf
• HW: Summary of text so far/5 • HW: Have annotations ready to
facts you know about the person show us tomorrow
from the text so far
Thursday
3--D DAY
•
Friday
4--A DAY
• Do Now: Reading
• Continue Beowulf reading
• Begin film study of “Beowulf”
• Conferencing
• HW: Reflect on 1 idea discussed
in the chat room today; prove
your opinion (submit to Edmodo)
Monday
7--B DAY
14--C DAY
• Do Now: Reading
• Hand out “The Things They
Carried”
• Read aloud “On the Rainy
River” (stop and start
discussion)
• HW: Finish “On the Rainy
River” and write reflection
21--D DAY
• Do Now: Reading
• Parenthetical Citations activity
• HW: Have introduction and
body paragraph ready for
class on Thursday
Tuesday
Wednesday
Thursday
Friday
8--C DAY
• Do Now: Reading
• “Beowulf” Film Study
• Conferencing
• HW: Find, read and annotate 1
outside article about hero
9--D DAY
10--A DAY
11--B DAY
• Do Now: Reading
• Do Now: Reading
• Hero’s Journey group work
• Vocabulary list
• Closure: whole-class discussion • Grammar (capitalization)
• HW: Find, read and annotate 1
• Pair share research work
outside video source about hero • HW: Find, read and annotate 1
outside audio source about hero
15--D DAY
16--A DAY
17--B DAY
18--C DAY
• Do Now: Reading
• Do Now: Social Media
• Do Now: Reading
• Discuss “On the Rainy River” • Turn in 3 source summary
• Grammar (commas)
• Hero Survey
• Parenthetical Citations instruction
• Work Day / Read short story
• Questions about Annotated
• Read aloud “The Things They
• Conference on outlines
Bibliography
Carried”
• HW: Work on essay introduction
• HW: 3 Source Summary sheet • Small group discussion
(due Monday), Vocabulary quiz
due tomorrow
• HW: Outline due Friday
Monday
22--A DAY
23--B DAY
• Do Now: Reading
• Parallel Teaching: Body
paragraph and Embedded Quotes
with in-text citations
• Read “On the Rainy River”
• HW: Bring in copy of
introduction and 1 body
paragraph to class on Thursday
(typed, double spaced, no
name)
24--C DAY
NO SCHOOL
• Do Now: Reading
• Do Now: Reading
• Round Robin
• Grammar (commas)
Round 1--does it make
• Discuss “On the Rainy River”
sense?
ending
Round 2--citations
• Read “The Things They Carried”
Round 3--quote introductions • HW: Finish “The Things They
Round 4--TREEC
Carried”
• Conferencing
Introduction and Body
• Hero Survey Questions
paragraph on Turnitin
• Discuss and include “On the
Rainy River”
• HW: Finish “On the Rainy River”
Revised copy of
introduction and body paragraph
on turnitin
APRIL 2016--ENGLISH 2 CP (Periods 2 & 6)
Monday
4--D DAY
5--A DAY
• Do Now: Reading
• Heroism survey
• Continue reading “On the
Rainy River”
• Small group discussion
• HW: Finish reading “On the
Rainy River” and answer
response question on Edmodo
Tuesday
Wednesday
Thursday
Friday
6--B DAY
7--C DAY
8--D DAY
• Do Now: Reading
• Do Now: Reading
• Do Now: Reading
• Heroism Survey
• Survey
• Turn in papers
• Read aloud “The Things They
• Read “The Things They Carried” • In-school Field Trip
Carried”
• Address questions about final • Work on packets
• HW: Finish “On the Rainy River”
copies of research papers
• Read “The Things They Carried”
and answer response question on • HW: Revised body paragraph • Discuss
Edmodo
and conclusion due tomorrow in • HW: Finish reading “The Things
class (hard copy).
They Carried” and answer
Edmodo question
Monday
Tuesday
Wednesday
11--A DAY
12--B DAY
• Do Now: Reading
• Grammar (capitalization)
• Read “Dentist” and “The Man I
Killed”
• View film and outside poem
• HW: Read “Ambush”
13--C DAY
• Do Now: Reading
• Heroism survey
• Vocabulary list
• Film study
• Read “Speaking of Courage”
• HW: Padlet due Friday
18--B DAY
• Do Now: Reading
•Read aloud “Speaking of
Courage”
• HW: Finish “Speaking of
Courage” and answer response
questions
• Read “Notes”
• small breakout groups
• Work on Motif Project
• HW: TBD
25--A DAY
• Do Now: Reading
• Finish Motif presentations
• Outside text
• Prepare for test
• HW: Prepare for test
19--C DAY
• Do Now: Reading
• Read “Notes”
• small breakout groups
• Introduction Motif Project
• Motif Project
• HW: TBD
20--D DAY
• Do Now: Reading
• Work on Motif Project
• Begin presentations
• HW: TBD
26--B DAY
• Do Now: Turn in “The Things
They Carried” packets
• Heroism test
• HW: None.
27--C DAY
Thursday
Friday
14--D DAY
15--A DAY
• Do Now: Vocabulary quiz
• Read aloud “The Ghost
Soldiers”
• Small breakout groups
• Closure together
• HW: Finish “The Ghost Soldiers”
and answer response questions
on Edmodo Reading when done
NO SCHOOL
NO SCHOOL
• Do Now: Reading
• Practice capitalization and
possessives
• Motif presentations
• HW: TBD
28--D DAY
• Do Now: Reading
• Work on grammar skills so far
this year
29--A DAY
MAY 2016--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
Wednesday
Thursday
Friday
2--B DAY
3--C DAY
4--D DAY
5--A DAY
6--B DAY
• Do Now: Reading
• Vocabulary list
• Read dictation
• Pass out books and packets
• Read aloud Chapter 1 section
• HW: Finish Chapter 1, Padlet
due Sunday
9--C DAY
• Do Now: Reading
10--D DAY
11--A DAY
• Do Now: Reading
12--B DAY
• Do Now: Reading
• Grammar (commas)
•
13--C DAY
• Do Now: Vocabulary quiz
• Reading when done
•
16--D DAY
17--A DAY
• Do Now: Reading
18--B DAY
• Do Now: Reading
19--C DAY
• Do Now: Reading
• Grammar (confusables)
20--D DAY
23--A DAY
• Do Now: Reading
24--B DAY
• Do Now: Reading
25--C DAY
• Do Now: Reading
26--D DAY
NO SCHOOL
Monday
NO SCHOOL
Tuesday
31--A DAY
• Do Now: Reading
Wednesday
Thursday
Friday
JUNE 2016--ENGLISH 2 CP (Periods 2 & 6)
Monday
Tuesday
Wednesday
Thursday
Friday
1--B DAY
• Do Now: Reading
2--C DAY
3--D DAY
• Do Now: Reading
6--A DAY
• Do Now: Reading
7--B DAY
• Do Now: Reading
8--C DAY
9--D DAY
• Do Now: Reading
• Grammar (review)
10--A DAY
• Do Now: Reading
13--B DAY
• Do Now: Reading
14--C
• Do Now: Reading
15--D
• Do Now: Reading
16--ALL CLASS MEET
17--ALL CLASS MEET
Marking Period 1 Objectives:
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Students will reflect on how their family and social class has affected their view of the world.
Students will write a focused narrative providing a portrait of a family member, using personal experiences and family traditions.
Students will distinguish the different ways an author reveals character.
Students will recognize the technique an author uses to create dialogue.
Students will combine simple sentences in a variety of ways.
Students will write a dialogue between two characters using correct format and punctuation.
Students will practice the narrative writing technique of showing not telling.
Students will take notes on a story or short text which enables them to plan, predict, monitor, and ask questions as they read.
Students will learn effective questioning techniques and practice these in small group and whole-class discussions.
Students will learn to summarize and paraphrase ideas, as a memory trigger for texts, writing techniques, etc.
Students will make connections between texts, from texts to their life and texts to the world, using poetry, TED Talks, other videos, newspaper articles, social
media, etc.
Students will learn essential vocabulary: anecdote, flashback, portrait.
Students will distinguish between static and dynamic characters.
Students will trace a character’s development in a story.
Students will Identify and utilize flashbacks in texts.
Students will use the questioning strategy of “What do you think? What makes you say so? So what?” in formulating and substantiating ideas about the text.
Students will learn to recognize subject verb agreement and its application in their writing.
Students will deliver a short public speech using effective communication techniques.
Students will learn how to recognize and apply verb tense consistency in their writing.
MARKING PERIOD 1 CCSS STANDARDS
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a
section or chapter).
RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.
W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.1.E Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity
to link to other information and to display information flexibly and dynamically.
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format for citation.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.B Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own
views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly
from a range of strategies.
L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.9-10.4.B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
L.9-10.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, or its etymology.
MARKING PERIOD 2 CCSS STANDARDS
Common Core Standards: (It seems like a lot, but the month is in between units.)
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.
W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.1.E Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity
to link to other information and to display information flexibly and dynamically.
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format for citation.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own
views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly
from a range of strategies.
L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.9-10.4.B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
L.9-10.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, or its etymology.