Vaughn’s English III - Daily Lessons Diary
Note: Tues 9/6 opening day assemblies
Quarter 1
Date
Period 3 (E3)
Wed. 9/7/11
(3, 5, 6)
B
Welcome/syllabus
Thu. 9/8/11
(3, 4, 6)
C
Letter to teacher
Welcome/syllabus
Fri. 9/9/11
(3, 4, 5)
D
-Introduce the American
Literature timeline
-Students use sequencing and
prior knowledge to put back
together a scrambled timeline
(including Period/date,
historical context, description
of period, and sample writers)
-Copy notes down in notebooks
Letter to teacher
Letter to teacher
Mon. 9/12/11
(4, 5, 6)
E
Tue. 9/13/11
(3, 4, 5, 6)
A
-Introduce the American
Literature timeline
-Students use sequencing and
prior knowledge to put back
together a scrambled timeline
(including Period/date,
historical context, description
of period, and sample writers)
-Copy notes down in notebooks
Vocab intro
-Using cards or card app
-Review List 1 together and do
cards (by hand or
electronically)
Hwk: finish vocab cards if
needed
Wed. 9/14/11
(3, 5, 6)
B
-Introduce the American
Literature timeline
-Students use sequencing and
prior knowledge to put back
together a scrambled timeline
(including Period/date,
historical context, description
of period, and sample writers)
-Copy notes down in notebooks
Vocab intro
-Using cards or card app
-Review List 1 together and do
cards (by hand or
electronically)
Hwk: finish vocab cards if
needed
-Do now: vocab ex. A
-Intro to “New Land” – Early
Am Lit
-The New Land PPT and
discussion- students take notes
Hwk: study vocab
Thu. 9/15/11
(3, 4, 6)
C
Fri. 9/16/11
(3, 4, 5)
D
Vocab intro
-Using cards or card app
-Review List 1 together and do
cards (by hand or
electronically)
Hwk: finish vocab cards if
needed
-Do now: vocab ex. A
-Intro to “New Land” – Early
Am Lit
-The New Land PPT and
discussion- students take notes
Hwk: study vocab
-Do now: vocab ex. B
-Intro to Jonathan Edwards and
Sinners in the Hands of an
Angry God
-In class read aloud of sermon.
Discussion of religious views as
well as literary elements.
Hwk: study vocab
-Do now: vocab ex. C
The Crucible
-Show intro presentation
-Give out books
-Announce quiz
-Give out writing folders
(students to personalize)
Period 4 (E3)
Period 5 (E3)
Welcome/syllabus
-Do now: vocab ex. A
-Intro to “New Land” – Early
Am Lit
-The New Land PPT and
discussion- students take notes
Hwk: study vocab
-Do now: vocab ex. B
-Intro to Jonathan Edwards and
Sinners in the Hands of an
Angry God
-In class read aloud of sermon.
Discussion of religious views as
well as literary elements.
-Do now: vocab ex. B
-Intro to Jonathan Edwards and
Sinners in the Hands of an
Angry God
-In class read aloud of sermon.
Discussion of religious views as
well as literary elements.
Hwk: study vocab
Mon. 9/19/11
(4, 5, 6)
E
Tue. 9/20/11
(3, 4, 5, 6)
A
Wed. 9/21/11
(3, 5, 6)
B
Thu. 9/22/11
(3, 4, 6)
C
Fri. 9/23/11
(3, 4, 5)
D
Mon. 9/26/11
(4, 5, 6)
E
Tue. 9/27/11
(3, 4, 5, 6)
A
-Introduce class wiki
-get emails to invite students
-show Act I of the film Crucible
and discuss as needed
Wed. 9/28/11
(3, 5, 6)
B
-Check Comp Questions HW
-Finish reading Act II out loud
as class
HW: Act II Comp questions
Fri. 9/30/11
(3, 4, 6)
C
-Read excerpt from Amy Tan’s
book about lit analysis and
discuss why we do it
-The great quote race (given
quotes) – find who is speaking
to whom and page number
-Vocab ex. D
-Intro lecture on Miller and The
Crucible
-Start reading Act I (to p 14/15)
-Hand out unit packets
Hwk: study vocab
Vocab Ex. E
-Continue reading Act I (w/
discussion) up to page 31
-HWK: study for vocab quiz
Vocab Quiz 1
-Finish reading Act I (w/
discussion)
-HWK: read Author’s bio and
answer questions (answers in
notebook)
-Work in pairs on character
relationship chart;
review/discuss as class
-Start reading Act II and discuss
(up to page 59)
Hwk: Act One Comprehension
Check questions in packet
(answers in notebook)
Hwk: study vocab
Hwk: study vocab
-Do now: vocab ex. C
The Crucible
-Show intro presentation
-Give out books
-Announce quiz
-Give out writing folders
(students to personalize)
Hwk: study vocab
-Vocab ex. D
-Intro lecture on Miller and The
Crucible
-Start reading Act I (to p 14/15)
-Hand out unit packets
Hwk: study vocab
-Do now: vocab ex. C
The Crucible
-Show intro presentation
-Give out books
-Announce quiz
-Give out writing folders
(students to personalize)
Hwk: study vocab
-Vocab ex. D
-Intro lecture on Miller and The
Crucible
-Start reading Act I (to p 14/15)
-Hand out unit packets
Hwk: study vocab
Vocab Ex. E
-Continue reading Act I (w/
discussion) up to page 31
-HWK: study for vocab quiz
Vocab Ex. E
-Continue reading Act I (w/
discussion) up to page 31
-HWK: study for vocab quiz
Vocab Quiz 1
-Finish reading Act I (w/
discussion)
-HWK: read Author’s bio and
answer questions (answers in
notebook)
Vocab Quiz 1
-Finish reading Act I (w/
discussion)
-HWK: read Author’s bio and
answer questions (answers in
notebook)
-Work in pairs on character
relationship chart;
review/discuss as class
-Start reading Act II and discuss
(up to page 59)
Hwk: Act One Comprehension
Check questions in packet
(answers in notebook)
-Introduce class wiki
-get emails to invite students
-show Act I of the film Crucible
and discuss as needed
-Work in pairs on character
relationship chart;
review/discuss as class
-Start reading Act II and discuss
(up to page 59)
Hwk: Act One Comprehension
Check questions in packet
(answers in notebook)
-Introduce class wiki
-get emails to invite students
-show Act I of the film Crucible
and discuss as needed
-Check Comp Questions HW
-Finish reading Act II out loud
as class
HW: Act II Comp questions
-Check Comp Questions HW
-Finish reading Act II out loud
as class
HW: Act II Comp questions
-Model context and analysis as
well as MLA in text citation
-Analyzing text in Act II
Mon. 10/3/11
(3, 4, 5)
D
Tue. 10/4/11
(4, 5, 6)
E
Wed. 10/5/11
(3, 4, 5, 6)
A
Thu. 10/6/11
(3, 5, 6)
B
Fri. 10/7/11
(3, 4, 6)
C
Tue. 10/11/11
(3, 4, 5)
D
Wed. 10/12/11
(4, 5, 6)
E
-Give out and review PSAT
materials
-Review as class, all 10 quotes
from Act II (context and
analysis)
-Discuss bullying tie-in (week of
respect)
-Give back List 1 vocab quizzes
and review
-Give out Vocab List 2 and
review all words
-Student to create index cards
(written or electronic)
-Vocab ex. A and review as
class
-Read together as class Act III
of The Crucible with discussion
throughout.
-Vocab ex. B and review as
class
-Read together as class the
remainder of Act III of The
Crucible with discussion
throughout.
HW: Complete Comprehension
questions for Act III in
notebooks.
-Vocab ex. C and review as
class
-View excerpts of The Crucible
film that correspond to class
reading
-Read excerpt from Amy Tan’s
book about lit analysis and
discuss why we do it
-The great quote race (given
quotes) – find who is speaking
to whom and page number
-Model context and analysis as
well as MLA in text citation
-Analyzing text in Act II
-Give out and review PSAT
materials and go over
-Review as class, all 10 quotes
from Act II (context and
analysis)
-Discuss bullying tie-in (week of
respect)
-Give back List 1 vocab quizzes
and review
-Give out Vocab List 2 and
review all words
-Student to create index cards
(written or electronic)
-Read excerpt from Amy Tan’s
book about lit analysis and
discuss why we do it
-The great quote race (given
quotes) – find who is speaking
to whom and page number
-Model context and analysis as
well as MLA in text citation
-Analyzing text in Act II
-Give out and review PSAT
materials and go over
-Review as class, all 10 quotes
from Act II (context and
analysis)
-Discuss bullying tie-in (week of
respect)
-Give back List 1 vocab quizzes
and review
-Give out Vocab List 2 and
review all words
-Student to create index cards
(written or electronic)
Artist-in-Residence Lamont
Dixon: What is poetry? The
comparison of music and
poetry. The fundamental
literary elements used in
poetry. Recital versus
performance.
Hw: Vocab exercise A in list 2;
Read the Crucible Act III
through page 101.
-Vocab ex. A and review as
class
-Read together as class Act III
of The Crucible with discussion
throughout.
-Vocab ex. C and review as
class
-View excerpts of The Crucible
film that correspond to class
reading
PSATs (this class did not meet)
-Vocab ex. B and review as
class
-View excerpts of The Crucible
film that correspond to class
reading
-Vocab ex. C and review as
class
-Read together as class the
remainder of Act III of The
Crucible with discussion
throughout.
HW: Complete Comprehension
questions for Act III in
notebooks.
Vocab ex. D and review as class
-Read Act IV and discuss
throughout
HW: Act IV Comprehension
questions
Vocab ex. E and review as class
-Writing: review model of body
paragraph, emphasizing form
and structure. Annotate as
class, identifying topic
sentence, context, evidence,
and analysis.
-Complete the reading of Act IV
and discuss
HW: Complete both Act III and
Act IV Comprehension
questions
-View film to accompany Acts
III and IV
-Discuss / Q&A as needed
Check HW
Thurs 10/13/11
(all)
A
Fri 10/14/11
(3, 5, 6)
B
Mon. 10/17/11
(3, 4, 6)
C
Tues. 10/18/11
(3, 4, 5)
D
Wed. 10/19/11
(4, 5, 6)
E
Thurs 10/20/11
(all)
A
Vocab quiz List 2
Writers workshop - review as
class model of paragraph
including strong topic
sentence, context, quote, and
analysis. Review MLA format.
Fri 10/21/11
(3, 5, 6)
B
Writers workshop – the
Crucible essay
Outline and thesis statement –
hand in at end of class. One-onone conferencing and feedback
as needed.
HW: if more time needed,
complete outline and topic
sentences
Vocab ex. D and review as class
-Read Act III and discuss
throughout
HW: Act III Comprehension
questions
Artist-in-Residence
Lamont Dixon / Poetry
Artist-in-Residence
Lamont Dixon and Andee
Hochman / Poetry
HW: Finish reading Act IV at
home; complete
comprehension questions for
Acts III and IV
Vocab Ex E and review as class
-Read Act IV and discuss
throughout
NO CLASS Evacuation Drill
View film to accompany Acts III
and IV
-Discuss / Q&A as needed
Check HW
-Complete the reading of Act IV
and discuss
HW: Complete both Act III and
Act IV Comprehension
questions
Vocab ex. E and review as class
-Writing: review model of body
paragraph, emphasizing form
and structure. Annotate as
class, identifying topic
sentence, context, evidence,
and analysis.
-Students begin outlining,
pulling examples and writing
thesis for Crucible paper
Artist in residence
Poetry lesson on imagery and
simile.
Using music as impetus for
creativity.
“Music makes me feel like”
activity – listen to 4 very
different types of music
-Create poem at least 12 lines
using the music, imagery, and
simile
-End with Round Sound
Orchestra
Artist in residence
-Continue working on music
poems as needed
--Using art as inspiration for
poetry
-Pass out excerpts from art
book
-3 volunteer readers
-Read three paragraphs on
Aaron Douglas – artist of the
Harlem Renaissance
-Look at the three – and look
closely at the Panel 2 artwork
entitled “Aspects of Negro Life.
Panel #2 From Slavery through
Reconstruction”
Vocab quiz List 2
-View film to accompany Acts
III and IV
-Discuss / Q&A as needed
Check HW
-Have class interpret the
artwork
Assignment:
Write a poem based on the
mural. At least 15 lines and use
color. Then write 1 paragraph
on Aaron Douglas from two
different sources.
Mon. 10/24/11
(3, 4, 6)
C
Tues. 10/25/11
(3, 4, 5)
D
Wed. 10/26/11
(4, 5, 6)
E
Thurs. 10/27/11
(all)
A
Fri. 10/28/11
(3, 5, 6)
B
Mon. 10/31/11
(3, 4, 6)
C
Writers workshop – the
Crucible essay
First body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period.
HW: if more time needed,
complete body paragraph one
Writers workshop – The
Crucible essay
Second body paragraph draft
one (strong topic sentence that
is arguable, context, evidence,
analysis). Hand in at end of
period.
HW: if more time needed,
complete body paragraph two
Writers workshop – The
Crucible essay
Third body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period for feedback.
HW: if more time needed,
complete body paragraph 3
Writers workshop – The
Crucible essay
Mini lesson on proper structure
for introduction paragraph
Students to draft their
introductions and conclusions
and submit at end of period for
feedback.
HW: complete as needed
Read aloud: Abridged version
of Legend of Sleepy Hollow in
honor of Halloween.
-Review meaning of teacher
comments of draft of essays
-Discuss common areas
needing improvement in
Concluding discussion on the
play.
Writers workshop - review as
class model of paragraph
including strong topic
sentence, context, quote, and
analysis. Review MLA format.
Writers workshop – the
Crucible essay
Outline and thesis statement –
hand in at end of class. One-onone conferencing and feedback
as needed.
HW: if more time needed,
complete outline and topic
sentences
Writers workshop – the
Crucible essay
First body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period.
HW: if more time needed,
complete body paragraph one
Writers workshop – The
Crucible essay
Second body paragraph draft
one (strong topic sentence that
is arguable, context, evidence,
analysis). Hand in at end of
period.
HW: if more time needed,
complete body paragraph two
Writers workshop – The
Crucible essay
Third body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period for feedback.
HW: if more time needed,
complete body paragraph 3
Read aloud: Abridged version
of Legend of Sleepy Hollow in
honor of Halloween.
-Review meaning of teacher
comments of draft of essays
-Discuss common areas
needing improvement in
Writers workshop – the
Crucible essay
Outline and thesis statement –
hand in at end of class. One-onone conferencing and feedback
as needed.
HW: if more time needed,
complete outline and topic
sentences
Writers workshop – the
Crucible essay
First body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period.
HW: if more time needed,
complete body paragraph one
Writers workshop – The
Crucible essay
Second body paragraph draft
one (strong topic sentence that
is arguable, context, evidence,
analysis). Hand in at end of
period.
HW: if more time needed,
complete body paragraph two
Writers workshop – The
Crucible essay
Third body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period for feedback.
HW: if more time needed,
complete body paragraph 3
Read aloud: Abridged version
of Legend of Sleepy Hollow in
honor of Halloween.
-Review meaning of teacher
comments of draft of essays
-Discuss common areas
needing improvement in
writing (word choice, awk
structure, elaboration, verb
tense switching)
HW: Finalize essays (due Wed.
11/2)
Read aloud and discuss as class
Ben Franklin’s Moral Perfection
-Identify 4 virtues and 4 vices
he highlights
-Save and note for upcoming
HSPA prompt
Tue. 11/1/11
(3, 4, 5)
D
Wed. 11/2/11
(4, 5, 6)
E
Thur. 11/3/11
(3, 4, 5, 6)
A
Collect essays
Students to create personal
goals based on Franklin’s work
(virtues, vices,
accomplishments, goals) – both
long term and short term
Fri. 11/4/11
(3, 5, 6)
B
Topic: decrevecouer
-View ppt and take notes
-Read aloud and discuss as
class excerpt “What is An
American”
-Save for upcoming HSPA
prompt
writing (word choice, awk
structure, elaboration, verb
tense switching)
HW: Finalize essays (due Wed.
11/2)
Writers workshop – The
Crucible essay
Third body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period for feedback.
HW: if more time needed,
complete body paragraph 3
Writers workshop – The
Crucible essay
Mini lesson on proper structure
for introduction paragraph
Students to draft their
introductions and conclusions
and submit at end of period for
feedback.
HW: complete as needed
Collect essays
Students to create personal
goals based on Franklin’s work
(virtues, vices,
accomplishments, goals) – both
long term and short term
writing (word choice, awk
structure, elaboration, verb
tense switching)
HW: Finalize essays (due Wed.
11/2)
Writers workshop – The
Crucible essay
Third body paragraph draft one
(strong topic sentence that is
arguable, context, evidence,
analysis). Hand in at end of
period for feedback.
HW: if more time needed,
complete body paragraph 3
Writers workshop – The
Crucible essay
Mini lesson on proper structure
for introduction paragraph
Students to draft their
introductions and conclusions
and submit at end of period for
feedback.
HW: complete as needed
Poet in residence (Lamont
Dixon, visit 6)
-Using Stomp Out Loud for
inspiration
-Play several excerpts from
Stomp Out Loud Video
(basketball, kitchen, water
pipes, brooms, etc.).
-Instruct students to brain
dump and write whatever they
see or hear. Don’t worry about
it making sense. This will later
become a poem. Keep pen
down and don’t stop writing.
Collect essays
Poet in residence (Anndee
Hochman, visit 7)
-Open with Round Sound
Orchestra, but around the
theme of Harlem Renaissance
-Practice voice and tongue
twisters (my mother makes me
mash m&ms / red leather
yellow leather)
-List words on board that
demonstrate poor word choice
(clichéd, expected, too broad
or not concrete enough)
Destruction, limitless, forever,
time, mystery, courage,
dramatic, opportunity,
circumstances, success,
ambition, beauty, innocent,
demons
-Read “Simile and Metaphor”
from The Poet’s Companion
and discuss the highlights
about good similes and
metaphors
-Hand “Similes and Metaphors”
practice sheet and have
students take a few minutes to
work on it individually. Then
share student responses.
-Flip page over: and do
reVERBeration practice sheet –
share student responses
Write on board:
She ate hesitantly / she nibbled
He said haltingly / he stuttered
They ran quickly / they sprinted
Assignment:
Using the 10 nouns and verbs
list: add at least 3 nouns and 3
verbs into your poem “The
something speaks of
something”. For each word you
add you have to take out a
word – an even exchange.
Assignment due Monday
11/14. Use similes and
metaphors that fit your poem.
Mon. 11/7/11
(3, 4, 5)
C
Class not in session due to
assembly on Blood Drive
Tues. 11/8/11
(3, 4, 5)
D
Timed Writing / HSPA prompt
practice (persuasive writing).
This timed writing will serve as
an assessment of HSPA writing
skill and will also be used for
writing instruction going
forward.
Wed. 11/9/11
E
Mon. 11/14/11
(3, 4, 5, 6)
A
Guest Poet (Teaching artist in
residence)
-Start off with verbal warmup
to introduce POL
-Distribute Saturday’s Child by
Countee Cullen – students to
read quietly: Mark with a check
what you do understand; mark
with a ? anything you don’t
understand ; underline words
or phrases you love; Answer “I
think this poem is really
about…”
-Discuss as class
-Writing using this poem as
Topic: decrevecouer
-View ppt and take notes
-Read aloud and discuss as
class excerpt “What is An
American”
-Save for upcoming HSPA
prompt
Discuss importance of The
Crucible and relate to relatively
current film, Invasion of the
Body Snatcher. Show excerpts
and relate how this film was a
response to the Red Scare of
the 1950s.
Timed Writing / HSPA prompt
practice (persuasive writing).
This timed writing will serve as
an assessment of HSPA writing
skill and will also be used for
writing instruction going
forward.
Guest Poet (Teaching artist in
residence)
-Start off with verbal warmup
to introduce POL
-Distribute Saturday’s Child by
Countee Cullen – students to
read quietly: Mark with a check
what you do understand; mark
with a ? anything you don’t
understand ; underline words
or phrases you love; Answer “I
think this poem is really
about…”
-Discuss as class
-Writing using this poem as
Topic: decrevecouer
-View ppt and take notes
-Read aloud and discuss as
class excerpt “What is An
American”
-Save for upcoming HSPA
prompt
Timed Writing / HSPA prompt
practice (persuasive writing).
This timed writing will serve as
an assessment of HSPA writing
skill and will also be used for
writing instruction going
forward.
Guest Poet (Andee Hochman,
visit 8)
inspiration: Jot down 5 specific
differences between your life
and this other person’s life;
what color, sound or taste
capture your life and theirs.
Write a poem with Saturday’s
child as inspiration.
Post writing workshop day 1
inspiration: Jot down 5 specific
differences between your life
and this other person’s life;
what color, sound or taste
capture your life and theirs.
Write a poem with Saturday’s
child as inspiration.
Guest Poet (Lamont Dixon –
Visit 9)
(give out vocab – HW do index
cards and exercise A)
Tue. 11/15/11
(3, 5, 6)
B
Wed. 11/16/11
(3, 4, 5)
C
Ms. Vaughn out: Professional
Development
-New Vocab List 3 – read
together as class
-Students to do index cards
(either hardcopy or
electronically)
-Do exercise A and review as
group
Ms. Vaughn out: Professional
Development
-New Vocab List 3 – read
together as class
-Students to do index cards
(either hardcopy or
electronically)
-Do exercise A and review as
group
Thurs. 11/17/11
(3, 4, 5)
D
Post writing workshop day 2
Post writing workshop Day 1
Post writing workshop Day 1
Fri. 11/18/11
(4, 5, 6)
E
Post writing workshop Day 2
Post writing workshop Day 2
Mon. 11/21/11
(1/2 day)
A
Tues. 11/22/11
(1/2 day)
A
Wed. 11/23/11
(1/2 day)
A
Poetry Out Loud
-Explore poetryoutloud.org to
find poem for recitation
contest
-Copy poem on 5 x 8 card and
complete sheet on poem
Due 11/28/11
Poetry Out Loud
-Explore poetryoutloud.org to
find poem for recitation
contest
-Copy poem on 5 x 8 card and
complete sheet on poem
Due 11/28/11
Career Academies Present “No
Novo” – a play
HAPPY THANKSGIVING!
Poetry Out Loud
-Explore poetryoutloud.org to
find poem for recitation
contest
-Copy poem on 5 x 8 card and
complete sheet on poem
Due 11/28/11
Poetry Out Loud
-Explore poetryoutloud.org to
find poem for recitation
contest
-Copy poem on 5 x 8 card and
complete sheet on poem
Due 11/28/11
Career Academies Present “No
Novo” – a play
HAPPY THANKSGIVING!
Mon. 11/28/11
(3, 5, 6)
B
Poetry Out Loud
-Explore poetryoutloud.org to
find poem for recitation
contest
-Copy poem on 5 x 8 card and
complete sheet on poem
Due 11/28/11
Poetry Out Loud
-Explore poetryoutloud.org to
find poem for recitation
contest
-Copy poem on 5 x 8 card and
complete sheet on poem
Due 11/28/11
Career Academies Present “No
Novo” – a play
HAPPY THANKSGIVING!
Poetry / Poetry Out Loud
(students to receive Poetry
packets)
Imagery – examine imagery as
a tool in communicating ideas
and experiences
-Define imagery
-Give examples of scenarios
-Read and discuss Sunday
Afternoon, College Formal:
Renaissance Casino, and
Poetry / Poetry Out Loud
(students to receive Poetry
packets)
Imagery – examine imagery as
a tool in communicating ideas
and experiences
-Define imagery
-Give examples of scenarios
-Read and discuss Sunday
Afternoon, College Formal:
Renaissance Casino, and
Harlem Sweeties
Hwk: Memorize POL poem for
recitation next week
Tue. 11/29/11
(3, 4, 6)
C
Poetry/Poetry Out Loud
Metaphor – learn the
distinction between literal and
figurative language; define
metaphor and recognize its
central role in poetry
-Give examples and discuss
-Read and discuss A Noiseless
Patient Spider
Hwk: Memorize POL poem for
recitation next week
Wed 11/30/11
(3, 4, 5)
D
Ms. Vaughn out: Professional
Development at Princeton U.
-Students to use class time to
memorize and practice their
choice poem for the POL
recitation contest.
Thu. 12/1/11
(4, 5, 6)
E
Fri. 12/2/11
(all)
A
Poetry/Poetry Out Loud
Simile – introduce the poetic
device, recognize the power of
simile to condense meaning;
see the relationship between
simile and metaphor
-Read and discuss Blackberry
Sweet, My Sealed Aquarium, A
Modern Tournament, and
Constantly Risking Absurdity
Harlem Sweeties
Hwk: Memorize POL poem for
recitation next week
Poetry / Poetry Out Loud
(students to receive Poetry
packets)
Imagery – examine imagery as
a tool in communicating ideas
and experiences
-Define imagery
-Give examples of scenarios
-Read and discuss Sunday
Afternoon, College Formal:
Renaissance Casino, and
Harlem Sweeties
Hwk: Memorize POL poem for
recitation next week
Ms. Vaughn out: Professional
Development at Princeton U.
-Students to use class time to
memorize and practice their
choice poem for the POL
recitation contest.
Poetry/Poetry Out Loud
Metaphor – learn the
distinction between literal and
figurative language; define
metaphor and recognize its
central role in poetry
-Give examples and discuss
-Read and discuss A Noiseless
Patient Spider
Hwk: Memorize POL poem for
recitation next week
Poetry/Poetry Out Loud
Simile – introduce the poetic
device, recognize the power of
simile to condense meaning;
see the relationship between
simile and metaphor
-Read and discuss Blackberry
Sweet, My Sealed Aquarium, A
Modern Tournament, and
Constantly Risking Absurdity
Ms. Vaughn out: Professional
Development at Princeton U.
-Students to use class time to
memorize and practice their
choice poem for the POL
recitation contest.
Poetry/Poetry Out Loud
Metaphor – learn the
distinction between literal and
figurative language; define
metaphor and recognize its
central role in poetry
-Give examples and discuss
-Read and discuss A Noiseless
Patient Spider
Hwk: Memorize POL poem for
recitation next week
Poetry/Poetry Out Loud
Simile – introduce the poetic
device, recognize the power of
simile to condense meaning;
see the relationship between
simile and metaphor
-Read and discuss Blackberry
Sweet, My Sealed Aquarium, A
Modern Tournament, and
Constantly Risking Absurdity