Coming of Age
Semester Plan Calendar
Week
1
2
Monday
Class expectations/rules
Introductions
 Noun/Adjective
name game
Interest Survey
L.9.2c
BW.S – 2.1
F.P. Due
Partner Share Found
Poems
Word Wall
Class popcorn:
Chapters 8-9
Pgs. 88-107
L.9.2c
Tuesday
Wednesday
BW.Q – What does
BW.S – 1.2
LGBTQ mean?
LGBTQ presentation
How does P.O.V. play
Introduce “Jumpstart the a role in this novel?
World” by Catherine
Ryan Hyde
Word Wall
Partner read:
Audio book:
Chapters 2-3: Pgs. 12
Chapter 1: Pgs. 1-11
– 36
L.9.2c, SL.9.2
RI.9.7
BW.S – 2.2
BW.Q – Why do you
think Elle picked up
Frank’s glasses?
Review for Quiz (6Character Silhouettes
12)
-Frank, Elle, Molly,
Elle’s mom
Partner read:
Chapters 10-11
Pgs. 108-125
RI.9.2
Audio book:
Chapters 11-12
Pgs. 126-1 46
SL.9-10.2
Thursday
Friday
BW.P – 4. “The Blue
Bowl” by Jane
Kenyon
Review for Quiz over
chapters 1-5.
BW.S – 1.3
Quiz over chapters 15
Found poem – Due
Mon
Class popcorn read:
Chapters 4-5: Pgs. 3763
RI.9.6
BW.P – 6. “The
Distances” by Henry
Rago
Quiz over 6-12
Small group read:
Chapters 6-7: Pgs. 6487
L.9.1, L9.2
Silently read:
Chapter 13
Pgs. 147-157
RI.9.7
Class popcorn:
Chapters 14-15
Pgs. 158 -186 (Finish)
RI.9.2
BW.S - 2.3
Take home: Fishbowl
discussion questions,
due Monday
Coming of Age
Semester Plan Calendar
Week
3
Monday
BW.S -3.1
Fishbowl Discussion Q’s
Due
Fishbowl Discussion
Character Profiles G.O.
Due by the end of Class
Tuesday
BW.Q – Are graphic
novels, pictures, and etc,
considered literature?
Why or why not?
How to read and infer
information from GN
presentation.
Introduce My Life as a
GN project
SL.9.1a
4
BW.S – 4.1
G.N. Project Due
Start Compare and
Contrast Essay
Graphic Organizer
W.9.9
Begin “American Born
Chinese” by Gene Luen
Yang
Silently read
1-43
W9.3,W.9.3a, W.9.3b
BW.Q – How does the
Monkey King compare
to Elle?
Writing Workshop
W.9.10
Wednesday
BW.S -3.2
Small Group
Discussion – How
does this novel differ
from other novels?
Why do you think
there are 3 different
stories? How would
this story be different
in another format?
Silently read 46-160
W. 9.3, W.9.3a, SL.9.3
Thursday
BW.P – 12. “The Bat”
by Theodore Roethke
Class Discussion –
How does ABC apply
to our lives today?
What did we like,
what didn’t we like?
Ticket out the doorWhy do people feel
the need to lose their
cultural identity to
form to another?
BW.S -3.3
G.N. Project work
day
This is an opportunity
to glance at a
student’s work and
offer suggestions and
to see how far along
they are.
Silently read 163 –
233 (Finish)
Writing Workshop
W.9.3a, W.9.3b
BW.P – 112. “Slow
Children at Play” by
Cecilia Woloch
Peer Review
W.9.10
W.9.5,W.9.6,W.9.10
BW.S – 4.2
Friday
SL.9.5
BW.S – 4.3
Final Draft – Lab
Due at the end of the
day
W.9.5,W.9.6,W.9.10
Coming of Age
Semester Plan Calendar
Week
5
6
Monday
BW.S – 5.1
Building Background –
Aristotle, Normandy,
etc.
Begin “The Fault in
Our Stars” by John
Green
Chapter 1 – Read by
Green on YouTube
Pass out book packets
L.9.1
BW.S – 6.1
QUIZ
Check packets – 6-13
should be completed
Class read aloud Chapters 14-18
7
L.9.1, SL.9.1a
BW.S – 7.1
Eulogy Work Day
- Lab
Tuesday
Wednesday
BW.Q – How does
society view those who
are terminally ill? Do
you think it is
acceptable?
BW.S – 5.2
Pop up poetry in
packets – “
Vocab in Packets
Chapters 1-5
Partner read Chapters 2,3
RI.9.3
BW.Q – How would
this story be different if
told from Gus’ point of
view?
Small groups readChapters 4,5
L.9.1
BW.S – 6.2
LC #2
Small groups read Chapters 19-20
SL.9.1a
BW.Q - What is a hero?
Who can be a hero?
Who is your hero?
Students may work
with a partner to fill
out their packets at the
end of class
Audio book Chapters 21-22
L.9.1
BW.S - 7.2
Thursday
Friday
BW.P – 83. “Turtle”
by Kay Ryan
BW.S – 5.3
LC #1
Audio book Chapters 8,9
READ 10-13 DUE
MON
Class read/popcorn Chapters 6,7
Remind students to
keep with the packets,
do not fall behind!
L.9.2c, SL.9.2
BW.S - 6.3
SL.9.1a
BW.P – 87. “Alley
Cat Love Song” By
Dana Gioia
Discuss the ending of
the novel as a class,
why didn’t Green
provide a true ending?
Class read aloud Chapters 23-25
SL.9.1c
BW.P – 106. “The
Grammar Lesson” by
Steve Kowit
LC #3
Packets DUE
Introduce Eulogy
Assignment/Work
day
SL.9.1a, L.9-1b
BW.S – 7.3
Guest Speakers
Eulogy Due at the end of Newspaper Article
the day
Stations Day 1
K.W.L for Guest
Speaker – Local police Newspaper Article
officer/Fireman
Stations Day 2
SL.9.1a
SL.9.1c
SL.9.1a
RI.9.7
RI.9.7
Coming of Age
Semester Plan Calendar
Week
8
Monday
BW.S – 8.1
Finished KWL Due
Sorting Hat Quiz – Set
up class by Houses!
Introduce Harry Potter
and the Sorcerer’s Stone
by JK Rowling.
Class read:
Chapter 1: 1-17
9
L.9.1, SL.9.5
BW.S – 9.1
Pop up poetry – The
Sorting Hat’s song
Chapter 6:
88-112
SL.9.2, L.9.2c
Tuesday
BW.Q – Have you ever
felt that you did not
belong? Why?
Start House project.
Partner read:
Chapter 2: 18-30
Wednesday
BW.S -8.2
Finish House project
Thursday
Friday
BW.P – 60. “Football” BW.S - 8.3
by Louis Jenkins
DQ. How has your
House come into play
so far in the novel?
What do you
anticipate will
happen?
Class Read:
Chapter 3: 31-45
House groups read:
Chapter 4: 46-60
L.9.2c, SL.9.5
BW.Q – What does the
episode of the Sorting
Hat reveal about Harry?
What does it say about
fate in the story? Is it
always superior to
human will?
L.9.2c, SL.9.5
BW.S - 9.2
RI.9.3
BW.P – 63. “What I
Would Do” by Marc
Petersen
House Poem
Assignment
House Poem Due
Audio book:
Chapter 7: 113 – 130
SL.9.2
House read:
Chapter 8: 131-142
L.9.2c, SL.9.1c, L.91b
Partner read:
Chapter 9: 143-162
L.9.2c, SL.9.1c, L.91b
Found Poem
Silently read:
Chapter 5: 61-87
L.9.1
BW.S – 9.3
Audio book:
Chapter 10: 163-179
SL.9.2
Coming of Age
Semester Plan Calendar
Week
10
Monday
BW.S – 10.1
Tuesday
Wednesday
Thursday
Friday
BW.Q – How does
Hogwarts compare to
the Muggle world?
BW.S – 10.2
BW.P – 125.
“Animals” by Miller
Williams
BW.S – 10.3
House Read
Chapter 12: 194-214
SL.9.1
BW.Q – I What do each
of the house animals
symbolize? What do the
animals signify?
Silently read:
Chapter 13: 215-227
L.9.1
BW.S – 11.2
Plot Diagram
Worksheet, Character
Profiles, C&C Venn
Audio book:
Chapter 15: 242-261
SL.9.2
BW.S – 11.3
Partner read:
Chapter 16: 262-287
Class read:
Chapter 17: 288-309 (F)
Discuss the Novel
Book talk over “The
Rithmatist” and “The
Hobbit”
Begin Sorcerer’s
Stone Video
Class read:
Chapter 14: 228-241
RI.9.3
BW.P – 173.
“Immortality” by
Lisel Mueller
Sorcerer’s Stone
Video – Students
should be completing
their C&C Diagrams
L.9.1
SL.9.1c, SL.9.1
RI.9.3, SL.9.2
RI.9.3, SL.9.2
BW.S -12.1
Introduce Hero Essay
Assignment
Pass out Graphic
Organizers
BW.Q- What type paper
are you doing? Write
down your ideas and
share with a partner.
Draft
BW.S – 12.2
Draft
BW.P -158.
“Forgotten Planet” by
Doug Dorph
Rainbow Edit/Peer
Review
Finish Sorcerer’s
Stone
Diagram, Profiles, CC
VD Due by the end of
class
Small group
discussion: How was
the movie different,
which did they prefer
and why
RI.9.2, SL.9.2
BW.S – 12.3
Final Draft - Lab
Final Draft
Due at the end of the
day.
W.9.5, L.9.1
W.9.5, L.9.1, SL.9.1
W.9.5, L.9.1
W.9.5, L.9.1
W.9.5,W.9.6
Letters from Hogwarts
11
12
Partner read:
Chapter 11: 180-193
L.9.1, L9.2
BW.S – 11.1
Coming of Age
Semester Plan Calendar
BW: Bell work:
When students come to class they are expected to immediately start working on their daily bell work. Bell work is collected
every Friday and will contain work for that week.
BW.S – Coordinates with a list of sentences that the students work with for that day. Students will be instructed to identify
different parts of speech.
BW.Q – Coordinates with a question that is related to our assigned reading in one way or another.
BW.P- Poems assigned for that day come off of the website: http://www.loc.gov/poetry/180/. Students are asked to give their
opinions on the poem, what they liked, what they didn’t like, maybe what stood out to them, etc. Students are also asked to
identify any figurative language they happen across.
Character Profiles: Students will fill out a graphic organizer that focuses on one character. The G.O. will ask students to fill out who
the character is, what they did during the text, how they felt about themselves, and how the character felt about other characters in the
text.
Character Silhouettes: Students will have a silhouette of a man or woman provided that represent a character from the text. Students
will cut out words, phrases, or pictures from a newspaper or magazine that represent the character and glue them into the silhouette.
C.C. Essay: Compare and contrast yourself to a character from the novel “American Born Chinese” or “Jumpstart the World”. Using
specific examples from the text, explain why you are like this character or why you are different. Make sure that you cite the page
numbers in your essay. This essay should be 2 to 3 pages.
Eulogy: Much like Hazel Grace in “The Fault in Our Stars”, students will create a 400-500 word eulogy that celebrates a person’s life.
Content must be school appropriate. Students may create a eulogy over their friends, family, or someone else that has had an impact
on their life.
Fishbowl Discussion: Students will be asked to come up with 3 to 4 discussion questions over the assigned or finished text. Students
will move the desks to incorporate two circles, one small, one large. The small circle will be in the center of the room. A group of 4 to
5 students will sit in the small group and rotate in and out as the discussion carries on. The students in the larger group will take notes
over the discussion and their thoughts over the opinions the smaller group presents.
Found Poems: Students create poems using words, phrases, and etc from the assigned text. Students may write over anything. The
Found Poem must be at least 12 lines long with cited page numbers for each line.
Coming of Age
Semester Plan Calendar
Hero Essay: Students will be assigned to create an essay of sorts. Students will have the option of researching their favorite hero;
create a newspaper article over a local or fictious hero. Students can choose to write their own heroic short story or discuss why one of
the characters from Harry Potter should be considered a hero.
House Poems: Students will gather in their perspective “Houses” and create 5 poems as a group about their “House”. Students will be
provided basic background information and information from the text. Students will create one haiku, one sonnet, one blank-verse,
one narrative, and one poetry style of their choice. Students will then share their poems with the rest of the class.
House Project: Students will create their own house banners! Students will be provided with art materials (colored paper, stencils,
pencils, markers, and etc). Students will decorate their banner with their House animal and use character names, phrases, and words
that describe the “House” as a part of the decoration.
K.W.L.: Stands for Know, Want to Know, and what I Learned. This graphic organizer allows students to think about what they
already know about a subject, asks them to think about what they may want to know, and finally asks what the student has learned
after reviewing the subject. This project is intended to help guide student questions for the class guests coming at the end of Week 7.
Letters from Hogwarts: Students will embody the role of a student at Hogwarts by creating a single page letter to a family member
or friend about their stay at the school. Students will be able to discuss their likes, dislikes, and etc.
Literature Circles: Students will be given a role in a group of four. The roles are the connector (students connect the book with real
life experiences or events), the illustrator (the student creatively depicts a scene or symbols in the book), the discussion director (the
student creates 3-5 thoughtful questions to present to the group for discussion), and finally the passage master (the student locates 3-5
quotes or phrases from the book and discusses why they are interesting, important, or just drew the attention of the reader). After the
discussion groups will pass their items to another group and receive another group’s items to go over and discuss and compare their
items to the new items.
Literature Packets: Students will be given a packet of questions, vocabulary, plot chart, character profiles, and discussion questions
they will need to fill out as the novel progresses.
My Life as a Graphic Novel: Students will create a short narrative in the form of a graphic novel. Students are asked to create their
GN over a point in their lives in which they had to face a challenge, overcome it, and how they changed as a result. Students can
incorporate the use of images from the internet (like BitStrips) or draw their own GN.
Coming of Age
Semester Plan Calendar
Newspaper Stations: Students will rotate from 7 stations. Each station will have a different article over a hero. Students will read the
article and write their thoughts on it. Students will then be encouraged to discuss the article with their tablemates. After a short time
students will then rotate to the next table and answer the same questions.
Pop-Up Poetry: Students will be handed a piece of paper with a poem printed on it. Students are to read through the poem a couple of
times and write down any thoughts that occur during the poem, similar to the ever popular “Pop-Up Video” on Vh1/MTV. After
students have made their connections, they will trade with a partner to view the other’s connections as well as to add their own.
Quizzes: Quizzes are given over texts. Quizzes will contain vocabulary words from the text, questions over plot and characters, and
short answer opinion questions.
Ticket out the Door: During the last 10 minutes of class, students will be asked to respond to a question. In order for students to leave
the class, the student must answer the question to the best of their abilities. Essentially, their ticket out the door.
Word Wall: Vocabulary words as well as words a student may come across and do not know appear on this wall. This wall is
designed to visualize new words and show students that no matter how smart we are, there are words we do not know. Students are to
write the words on a colored sheet of paper with a sharpie after looking up the definition.