Week 1: September 8-11:
Announcements:
*Learning Targets:
Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
1. All Classes: “Name Acronym” presentations will take place block day next week: For
each letter of your first and last name, select a word or phrase that either describes you or
holds deep meaning for you.
Named (Neil means “Champion”. I contend for the best of my family, friends, students.)
Eternity (My belief is that life is more than the here and now.)
Inspired (I am a passionate teacher and coach, passing on what I have received to others.)
Left-handed (and right-brained; I see and do things differently than most people.)
Wonder (I enjoy studying the world, life, people, and making sense of things.)
Agates (I have an eye for natural beauty, and I think agates are amazing.)
Relationship (I care about people: my family, friends, students, wrestlers, et al.)
Thankful (I’m blessed, and I thank the Lord for my life.)
Nutrition (I know that what goes into my mouth, eyes, ears and skin makes a difference.)
Improvement (My goal is to keep growing.)
Kerri (My wife is my partner & soul-mate.)
2. Be sure to complete the student information form. Filling out the contact information
is especially important as there may be times I need to get ahold of you or your parents.
Objectives:
*Get acquainted with my students
*Build an atmosphere of partnership and a desire for excellence in the students.
*Define Mr. Wartnik’s core values: Respect, Honesty, Dependability, Focus,
Growth Mindset, and Perseverance.
*Teach students how to Quote, Paraphrase and Summarize a source--and comment.
Teach the two-column format. Take notes on the Cool/Krakovsky article on Carol
Dweck’s “Growth Mindset” research.
http://alumni.stanford.edu/get/page/magazine/article/?article_id=32124.
A. Honors English II (Period 3) Weekly Plan:
*Learning Targets:
~Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
~Students will be able to interpret information and explain its significance.
*Activities
1. Fill out Student Information Sheets
2. Mr. Wartnik’s Acronym Introduction
3. “Name Acronym” Introduction Assignment: Due Monday (Acronym)/Block Day(Art)
*Select words that are representative, precise, and distinctive.
4. Read “Think You’re Smart?” and take Quote, Paraphrase, and Summary Notes.
5. Note-taking: Key quotations from the text: 1 from Cool, 4 from Krakovsky (1 from
Intro, 2 from Body, and 1 from Conclusion)
Reading Questions:
a. Who is Carol Dweck?
b. How did she develop her theories?
Note Assignment:
a. Analyze a favorite quote: Write it down, explain what it means, and articulate why you
thought it was interesting or important.
b. Paraphrase two of the quotes and Summarize three of them.
B. Junior English (Period 2) Weekly Plan:
*Learning Targets:
~Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
~Students will compose effectively whether on demand or according to the writing
process.
*Activities
1. Fill out Student Information Sheets
2. Mr. Wartnik’s Acronym Introduction
3. “Name Acronym” Introduction Assignment: Due Monday (Acronym)/Block Day(Art)
*Select words that are representative, precise, and distinctive.
4. Read “Think You’re Smart?” and take Quote, Paraphrase, and Summary Notes.
5. Note-taking: Key quotations from the text: 1 from Cool, 4 from Krakovsky (1 from
Intro, 2 from Body, and 1 from Conclusion)
Reading Questions:
a. Who is Carol Dweck?
b. How did she develop her theories?
Note Assignment:
a. Analyze a favorite quote: Write it down, explain what it means, and articulate why you
thought it was interesting or important.
b. Paraphrase two of the quotes and Summarize three of them.
C. Senior English (Periods 4- 7) Weekly Plan:
~Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
~Students will be able to interpret information and explain its significance.
*Activities
1. Fill out Student Information Sheets
2. Mr. Wartnik’s Acronym Introduction
3. “Name Acronym” Introduction Assignment: Due Monday (Acronym)/Block Day(Art)
*Select words that are representative, precise, and distinctive.
4. Read “Think You’re Smart?” and take Quote, Paraphrase, and Summary Notes.
5. Note-taking: Key quotations from the text: 1 from Cool, 4 from Krakovsky (1 from
Intro, 2 from Body, and 1 from Conclusion)
Reading Questions:
a. Who is Carol Dweck?
b. How did she develop her theories?
Note Assignment:
a. Analyze a favorite quote: Write it down, explain what it means, and articulate why you
thought it was interesting or important.
b. Paraphrase two of the quotes and Summarize three of them.
C. Writing 121 (Period 1) Weekly Plan:
Learning Targets:
~Students will interpret and assess a variety of texts, showing understanding of authors’
purposes given audience and situation.
~Students will understand, evaluate, and give mature reactions to the ideas of others.
~Students will communicate effectively using a variety of modalitiesmultimedia
*Activities
1. Fill out Student Information Sheets
2. Mr. Wartnik’s Acronym Introduction
3. “Name Acronym” Introduction Assignment: Due Monday (Acronym)/Block Day(Art)
*Select words that are representative, precise, and distinctive.
4. Read “Think You’re Smart?” and take Quote, Paraphrase, and Summary Notes.
5. Note-taking: Key quotations from the text: 1 from Cool, 4 from Krakovsky (1 from
Intro, 2 from Body, and 1 from Conclusion)
6. Discuss Key Quotes.
Reading Questions:
a. Who is Carol Dweck?
b. How did she develop her theories?
Note Assignment:
a. Analyze quotes: Paraphrase three, summarize two.
b. Comment on each quote: Record questions that have arisen in you minds, insights
into the information, life connections where you are reminded of your own experience.
Week 2: September 14-18:
Reminders:
Periods 2-6: “Name Acronyms” with explanations of each word are due Monday. The
artwork is due Block Day.
Objectives:
*Mount Name Acronyms on the walls of the classroom (Block Day
*Analyze quotes from the article: using knowledge of an article’s structure to direct their
search: Pick and eat the berries.
*Gather Baseline Data for students: Writing Ability.
*Teach effective note-taking of a source:
~Quote and Comment. (9/9 - 11)
~Paraphrase Technique: Preserve tone and meaning of the quotation
~Summary Technique: 5 W’s & H
*TRIAC analysis of “Growth Mindset” articles
~Prompt: What is the growth mindset?
B. Junior (Periods 2) Weekly Plan:
*Learning Targets:
~Students will be able to analyze and use material from an informational text effectively
and ethically.
~Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
~Students will communicate effectively using a variety of modalitiesmultimedia
Weekly Activities:
1. Turn in Name Acronyms + Explanations (Monday)
2. Training: Quotation, Paraphrase, Summarization + Commenting
3. Discuss and analyze Cool and Krakovsky
4. Complete Name Acronym ArtworkDue Friday
5. Name Acronym PresentationsFriday (Nick Steinman will go Tuesday)
6. TRIAC analysis of the Dweck reading packet (Formative Assessment)Tuesday
7. Explain TRIAC
A. Honors English II (Period 3):
Learning Targets:
~Students will interpret and assess a variety of texts, showing understanding of authors’
purposes given audience and situation.
Activities:
Weekly Activities:
1. Turn in Name Acronyms + Explanations (Monday)
2. Discuss and analyze Cool and Krakovsky
3. Training: Quotation, Paraphrase, Summarization + Commenting
4. Complete Name Acronym ArtworkThursday
5. Name Acronym PresentationsThursday
6. TRIAC analysis of the Dweck reading packet (Formative Assessment)Monday
7. Explain TRIAC
B. Senior English (Periods 4-7):
Learning Target:
~Students will interpret and assess a variety of texts, showing understanding of authors’
purposes given audience and situation.
Activities:
1. Turn in Name Acronyms + Explanations (Monday)
2. Discuss and analyze Cool and Krakovsky
3. Training: Quotation, Paraphrase, Summarization + Commenting
4. TRIAC analysis of the Growth Mindset packet (Due Tuesday, 9/17)
5. Name Acronym Presentations + Artwork(9/12); finish Monday
6. Explain TRIAC
C. WR 121 (Period 1):
Learning Target:
~Students will interpret and assess a variety of texts, showing understanding of authors’
purposes given audience and situation.
Activities:
1. Turn in Name Acronyms + Explanations (Monday)
2. Training: Quote, Paraphrase, Summary + Comment
3. Analyze Paraphrases and Summaries; give instructional feedback
4. TRIAC Analysis Paragraph on the Growth Mindset packetDue Monday
5. Forming T + 3 Mapping Sentences Lecture + Skill Practice
6. Explain TRIAC
7. Assign 1st Theme: “My Learning Mindset”
8. Name Acronym Presentations + Artwork (Due Block day )
Week 3: September 21-25:
Weekly Objective:
*Complete and submit TRIAC explanation of the Krakovsky article:
Prompt: Explain the reason why Stanford Magazine would feature the research of Carol
Dweck, why they think this is information Stanford University’s stakeholders would want
to know about. Use at least one quotation, one paraphrase and one summary from the
article in the response.
*Collect baseline data on students’ ability to analyze literature and articulate their
understanding: Use AP 2008, Form B prompt for Sophomores and English IV students.
*Make sure students know how to take effective reading notes;
~Quote and Comment. (9/9 - 11)
A. Junior English (Periods 2) Weekly Plan:
*Learning Targets:
~Students will compose effectively whether on demand or according to the writing
process.
~Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
~Students will be able to write clear, organized, well developed essays.
-TRIAC paragraphs: For each paragraph of the body; Use Illustrations from the
text to support your Topic Sentences (Quote, Paraphrase, and Text Summaries
[which I will sometimes call text references]. Be sure to analyze/explain your
text support. The body paragraphs become TRIACS that support the thesis.
Weekly Activities:
1. Explain the TRIAC acronym
2. Compose the Baseline Essay
3. Compose a TRIAC on “The Effort Effect” (At least one Q, one P, and one S--highlight)
*two days of computer lab to compose the TRIAC, and one for the Baseline essay.
B. Honors English II (Period 3) Weekly Objectives:
Learning Targets:
~Students will compose effectively whether on demand or according to the writing
process.
~Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
~Students will be able to write clear, organized, well developed paragraphs combining all
elements of TRIAC.
-T/R: Blended into the introduction paragraph and create a bridge into the body.
T + 3 (Mapping Sentence functions as a Table of Contents for the essay.)
T + 3 (Mapping Sentence functions as a Table of Contents for the essay.)
Example: [Marina Krakovsky’s article explains the significance of Carol Dweck’s research,
showing why her theory is legitimate, how her ideas are impacting society, and how they can make
a difference in my life.]
-TRIAC paragraphs: For each paragraph of the body; Use Illustrations from the
text to support your Topic Sentences (Quote, Paraphrase, and Text Summaries
[which I will sometimes call text references]. Be sure to analyze/explain your
text support. The body paragraphs become TRIACS that support the thesis.
Activities:
1. Compose TRIAC analysis on Krakovsky & turn it in
2. Reflective Journal #2: The Week in Review.
3. Compose AP Essay on the 2011 Open-ended Question from the AP English Lit and
Composition test.
In a novel by William Styron, a father tells his son that life “is a
search for justice.” Analyze a character from the play Antigone
who responds in some significant way to justice or injustice. Then
write a well-developed essay in which you analyze the character’s
understanding of justice, the degree to which the character’s
search for justice is successful, and the significance of this search
for the work as a whole. Do not merely summarize the plot.
C. Senior English (Periods 4-7) Weekly Objectives:
Learning Targets:
~Students will compose effectively whether on demand or according to the writing
process.
~Students will be able to write coherent, fluent paragraphs with all elements of TRIAC
~Students will be able to write clear, organized, well developed paragraphs combining all
elements of TRIAC.
Activities:
1. Complete TRIAC explanations of Dweck articles and turn in with notes.
2. Lecture: Britain from before the Roman Empire.
3. Overview Anglo-Saxon Period (P. 84-88). Take key point notes, section by section.
4. Discuss key point notes in small groups. Compare and contrast discoveries. Report
back after 10-15 minutes of discussion time.
C. WR 121 (Period 1):
Learning Targets:
*Students will be able to organize an expository essay using a thesis with three
developmental points of support.
*Students will be able to revise essays, adjusting content and organization to achieve
clarity and compelling support.
Activities:
1. Read and Discuss “How to say Nothing. . .”Write a TRIAC reaction to the Reading
2. Assign RD 1 of “At My House”; we will Peer Revise Tuesday and edit RD2 Block Day.
~Peer Review: Use Robert’s ideas as the basis: Fresh topic, Fresh & Concrete
support of assertions & opinions, the the point
3. Read “View from 80”: 5 quotes with P/S + Commentary
Week 4: September 28-October 2:
Reminders:
*English III and English IV: Finish and Submit TRIAC explanation of Dweck articles.
*WR 121: Work on “At My House” essays this week: RD 1 due Tuesday; RD 2 due Block
Learning Targets:
*Students will be able to organize an expository essay using a thesis with three
developmental points of support.
Honors English II (Period 2) Weekly Plan:
Learning Targets:
* Students will demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
* Students will be able to read closely to determine what a text says explicitly
and make logical inferences from it, citing specific textual evidence when
writing or speaking to support conclusions.
* Students will be able to determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
Activities:
1. Give overview of Western Civ. Literature +The Iliad & Homer.
-List what comes to mind when reflecting on Ancient Greece
-Play give one, get one
2. Background of Homer’s Iliad: Read/Analyze Books 18, 22, and 24.
-The Origin of Evil Myth
-The Golden Apple Contest
-Quote, Paraphrase/Summary, & Comment Notes
3.
4.
5.
6.
7.
8.
Analyze Achilles’ character: Begin with a word cluster of words and actions.
Analyze themes and their implications
Compose a TRIAC analysis of Books 18, 22, and 24; we will finish this next week.
Achilles Character Description Acronym (Discuss as a class); do next week
Spend 30 minutes researching ancient Rome.
Hand back student Writings and discuss common sentence errors + Citation errors
Senior English (Periods 4-7) Weekly Objectives:
Learning Targets:
*Students will be able to analyze and interpret information presented in a variety of
forms/modalities.
Learning Activities:
1. Read, analyze and discuss “Anglo-Saxon Riddles”
~Guess at the meaning of the riddles
~List the clues which led you to your guess
2. Answer “Anglo-Saxon Riddles” Questions 1a-5b (P. 110)
3. Preview and Read “The Conversion of King Edwin” (3 Quotes/1 Paraphrase/Comment)
Discuss + Write a TRIAC explanation
The TRIAC analysis will be due Tuesday (5/6)
4. Hand back student Writings and discuss common sentence errors + Citation errors
WR 121 (Period 1):
1. Complete RD 1 and Peer Review Tuesday
2. Complete RD2 and Peer Review Thursday
3. Complete analysis and discuss “View from 80”: TRIAC explanation due Monday
4. Read and Analyze “Dear Scottie”: Quote, P/S, Comment Next Monday
5. Final Draft “At My House” Due Next Tuesday.
6. Introduce “Who I Was, Who I Am, Who I Will Be” Analogy Essay
~Using an Analogy to organize a mass of information
~Fleshing out an Analogy
7. Lecture: Elements of an essay’s introduction, body, and conclusion.
~Explain Objectives of each section of an essay
~Most disappointments do not occur because people plan to fail, but because
they fail to plan.
~ Brian Tracy - "Every minute you spend in planning saves 10 minutes in
execution ; this gives you a 1000 percent Return on Energy!"
Junior English (2nd):
Weekly Objectives:
*Complete Persuasive Essay baseline sample
*Complete TRIAC explanation of Dweck articles
*Provide overview of American Literature through the lens of history.
Activities:
*Computer Lab Time (Monday + Tuesday)
*Pass out text Books
*Lecture: The history of the Americas (specifically the US) & American Literature
Week 5: October 5-8:
Reminders:
*October 9 is State in-service day. No School.
*WR 121: “At My House” Final Draft is due Tuesday (with all rough drafts).
*H. E. 2: Achilles Character Analysis essay is due Thursday.
A. Junior English:
Learning Targets:
* Students will be able to write coherent, fluent paragraphs & essays (Narrative,
Thematic, Topical, Compare/Contrast) that incorporate all elements of TRIAC.
* Students will demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Learning Activities:
1. Discuss Background section: The origins of American Literature.
2. Hand back student Writings and discuss common sentence errors + Citation errors
3. Read, Analyze, and Discuss excerpt from “The Iroquois Constitution”.
4. Sentence error exercises: Identify Comma Splices and Sentence Fusion Errors
Circle Commas where there is a comma splice. Place a carrot where sentence
fusion errors occur.
B. Honors English II Weekly Objectives:
Learning Targets:
*Students will learn to write effectively whether composition is on demand or
according to the writing process (pre-write, draft, revise, edit, proof, publish.)
*Students will be able to determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
Learning Activities:
1. Complete the discussion of The Iliad books 18, 22, and 24
2. Compose a Character Sketch essay of Achilles based on books 18, 22, and 24
Due 10/13.
3. Go over AP Assessment:
Using the Prompt to compose the opening T + 3
Understanding the score guide
4. PSAT Presentation: Mr. Kilgore and Mr. Moser
B. English IV Weekly Objectives:
Learning Targets:
*To develop an understanding of the roots of the English language and English literature
* Students will learn how to build their vocabulary knowledge independently.
* Students will be able to analyze the purpose, organization, development, and style of
informational & literary texts.
Activities:
1. Read and Discuss “The Conversion of Edwin”
~Use a timeline analysis to identify key points in the narrative.
~3 Quotes, 1 Paraphrase, and Comments for each Quote
~TRIAC analyses of “Edwin”
2. Read “The Story of Caedmon” and answer questions 1a-5b. Discuss
3. Read “The Wife’s Lament,” answer the blue box questions, record three Quotes, and
Comment on the Quotes. I’d like two to three sentence Comments. Provide
in-depth reflection. No Paraphrase! Due Monday 10 minutes in.
C. WR 121 (Period 3):
Learning Targets:
Learning Activities:
1. Six Sentence Paragraph
2. “Dearest Scottie” Rhetorical Analysis. Compose TRIAC explanation.
3. Begin “Who I Was, Who I Am, Who I Will Be” Analogy Essay
~Using an Analogy to organize a mass of information
~Fleshing out an Analogy; use the chart technique to prewrite
~RD 1 is due Tuesday, 10/13, RD 2 is due Monday 10/19, Final is due
Wednesday, 10/21.
4. Read/Analyze “Portrait of My Father” and compose a TRIAC explanation.
Due Monday: We will have computer time on Monday!
Sentence Imitation:
Original Sentence: “But sometimes I think that idlers seem to be a special class for whom
nothing can be planned, plead as one will with them—their only contribution to the
human family is to warm a seat at the common table.”
Imitation: “But on occasion I wish that I could take an unplanned trip with my wife
where no limit or restriction hindered our journey, which so seldom happens in the real
world—responsibility keeps most people tied down.
10. Six Sentence Paragraph:
Friendship
Friendship holds value immeasurable. No one can
fathom its significance. True comrades stand guard over
each other’s souls. Neither pain nor loss drives them apart.
Life’s experiences become their cherished bond, and as a
beast bears his master’s brand, forever these confidants are
marked by memories shared. Give me such treasures rather
than gold.
[Pain does not last forever, it is something that everyone can learn and grow from.
Physical pain takes time to heal afterwards it is how one applies themselves that matters.
Emotional pain will always be there. In the end one can still learn to cope with it. As for
mental pain, that is a personal struggle that everyone has to face, with help and
encouragement, it can be conquered. There is always light at the end of every dark tunnel,
one has to get through it first.]
[. . . The difference between a growth and a fixed mindset is the way someone views the
world around them. If one is to believe that their natural talent is all they need, and
practice, or training is not required. Then they probably have a fixed mindset.]
[Dweck also came across a theory called achievement goal theory. It
showed that people who know they were smart and would never want to look
otherwise would avoid the things that they didn’t know just to uphold their
ego, even if that means that they didn’t learn anything in the process. For
example Dweck came across a little league pitcher who knew he was good at
what he does, “so when I tried to work with him on locating his pitches
strategically. . . he wasn’t much interested”.]
Week 6: October 12-16:
A. Junior English:
Learning Targets:
* Students will be able to write coherent, fluent paragraphs & essays (Narrative,
Thematic, Topical, Compare/Contrast) that incorporate all elements of TRIAC.
* Students will demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Learning Activities:
1. Reflective Journal
2. Complete quotes analysis for and discuss “The Iroquois Constitution”
3. Collect the remaining Persuasive essays. Discuss How to write the essays
4. Read & analyze Native American Poetry, “Song of the Sky Loom” (Tewa Indians 92)
5. Discuss the Persuasive Essay, how to produce a better product:
*Study the score guide:
~Ideas and Content: Solid Reasons with supporting evidenceFacts +
~Organization: T + 3
~Conventions: Paragraphs, Complete Sentences (Not CS’s or FS’s), Spelling
~Sentence Fluency: Musical + Varied Sentence StructuresSimple, Cd, Cx.
Objectives:
*Using paraphrase and quotation in TRIAC explanations
*Introducing summary/text reference as another idea requiring citation
*Improving citation of sources in text analysis.
Honors English II:
Learning Targets:
*Students will learn to write effectively whether composition is on demand or
according to the writing process (pre-write, draft, revise, edit, proof, publish.)
*Students will be able to determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
Learning Activities:
*Antigone: assign parts, read, analyze, take notes, write TRIACs
~Provide Scaffolding
~Assign Parts
~Read, Take Notes, and Discuss
*Use quote, paraphrase, and text analysis w/in TRIAC analyses; cite page #s.
*Word of the week: “Lamentation”
*Warm-up Activities: Reflective Journal Writing; Grammar Challenge; RPS Analysis;
Frayer Analysis (“Lamentation”)
*Think Aloud: Frayer Analysis: Excellence
*Explain how Sophocles uses irony to add interest and meaning to the play.
English IV:
*Complete analysis of “The Wife’s Lament” and discuss Questions, Quotes + Comments
*Acronym of “The Wife’s Lament”
*Background of Beowulf
*Read and Analyze Beowulf:
~Study and discuss the prologue
~Answer Margin Questions
~Quote + Comment
Reading Schedule:
#1: 115-119 (Wednesday)
#2: 119-125 (Block Day)
#3: 126-131 (Block Day)
#4: 132-140 (Monday)
WR 122:
*Make sure each student has an L # Wednesday.
*Review: “At My House”: Sentence errors, T + 3, and Concrete development of assertions
*Use quote, paraphrase, and text analysis w/in TRIAC analyses; cite page #s.
*“Who I Was, Am, Will Be”: Peer Revise: Wednesday, 10/13; Edit: Monday, 10/19; and
Final Draft: Wednesday, 10/21.
*Grammar Training: Fused Sentences, Comma Splices, and punctuating compound and
complex sentences.
*Accuplacer Test Block Day
Week 7: October 19-October 23:
A. Junior English:
Learning Targets:
* Students will be able to write coherent, fluent paragraphs & essays (Narrative,
Thematic, Topical, Compare/Contrast) that incorporate all elements of TRIAC.
* Students will demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Learning Activities:
1. Complete TRIAC Explanation of Iroquois Constitution.
~Critique the Iroquois Constitution
2. Read and Analyze “Song of the Sky Loom”
~1a-4b: “Song of the Sky Loom”
~TRIAC explanation of the Metaphor in “Song of the Sky Loom”
3. Analyze traits score guide
4. Read/Analyze : From “The Very Brief Relacion of the Devestation of the Indies” (de las Casas 96)
5. Write follow-up essay (Persuasive)
Honors English II:
Objectives:
1. Students will demonstrate ability to write an argumentative essay with a claim
statement, reasons for their position and concrete evidence that supports their reasons.
2. Students will demonstrate the ability to respond to an AP Literature and Language
open-ended prompt with increasing competence.
3. Read and Analyze “The Cave” (Plato)
4. Write a position essay on Socrates (Formative assignment)
5. Begin Antigone: Present Background, assign parts, explain note-taking assignment.
Reading Assignments:
Antigone-Claire
Ismene-Mallory
Creon-Matt
Haemon-Edison
Eurydice-Abby
Teiresias-Logan
Chorus-Patrick & John
Choragos-KC
Sentry-Evan
Messenger-Claire
*Sentence Imitation:
Original:
[Numberless are the world’s wonders, but none more wonderful than
man.]—Antigone: Scene 1, Ode 1, lines 1 & 2 (215)
Mr. W’s Imitation:
Marvelous are the universe’s riddles, and none more important than its
origin.
*Read and analyze Antigone. Maintain timelines, Quotes analysis, and odes analysis
*Warm-up Activities: Reflective Journal Writing; Grammar Challenge; RFS Analysis;
Frayer Analysis (“Sententiously”)
*Discuss the 10 Points of improving Conventions:
~Intro-Body-Conclusion
~Use Paragraphing to organize your prose
~Capitalizing 1st Word of each Sentence
~Ending each sentence with a period, question mark, or exclamation point
~Capitalizing I
~Capitalizing the names of all people, people groups, days of the week,
geographical feature, titles
~Using commas for pauses, semi-colons or end sentence punctuation for stops.
~Using quotations to set off anything said by someone
~Spelling out contractions
~Use the correct homonym
~Use apostrophes correctly.
English IV Learning Activities:
1. Finish Beowulf in Lit Book; respond to margin questions.
2. Quote and Comment Beowulf
3. Analyze Features of Beowulf: What makes it great?
~DescriptionImagery + Action, Apostrophe, poetic language, characters
(Monster’s), Beowulf’s Heroism (What he achieves)/Character, the Plotline,
Symbolism
4. Beowulf Final Essay Prompt: Select a moment or scene in a novel, epic
poem, or play that you find especially memorable. Write an essay in which
you identify the line or the passage, explain its relationship to the work in
which it is found, and analyze the reasons for its effectiveness.
~Prep: Have students list momentous points in the play: Top 7 Most Significant.
~Quote Analysis: Have students analyze one quote from 3 Best moments.
-In the comment section, have students list/analyze what makes each quote
important.
WR 122 Learning Activities:
1. Complete “Who I Was, Am, Will Be”Due Wednesday
2. “If the River Was Whiskey”: 5 Quotes Analysis, 1 Paraphrase, Comments
*Use quote, paraphrase, and text analysis w/in TRIAC analyses; cite page #s.
*Introduce Theme #3: the “Ideal Person”
~Library Research: Thursday
*Grammar Instruction: Sentence correction exercises.
Week 8: 10/26-30:
Objectives:
*Using paraphrase and quotation in TRIAC explanations
*Introducing summary/text reference as another idea requiring citation
*Skillful infusion & citation of sources in text analysis.
Junior English:
*Grammar Analysis: Different Sentence StructuresDiamond Paragraph: “Autumn”
*TRIAC Explanation: The Iroquois Constitution
Honors English II:
*Antigone: Continue part reading, analyze, take notes, write TRIAC Analyses with
cited text: quotation, paraphrase and reference.
~Timeline Analysis
~Quotes Analysis
*Grammar Analysis: Different Sentence StructuresDiamond Paragraph: “Autumn”
English IV:
*Analysis of Beowulf: Timeline Analysis; Margin Questions
*Beowulf Final Essay:
Heroism has always been valued by humanity. During the Anglo-Saxon period, monks copied the
story of Beowulf, a legendary Geat hero who fought to save innocent people from terrorizing monsters.
The epic Beowulf recounts three of his greatest battles. As a youth he fights and kills two giant monsters,
Grendel and Grendel’s mother. These victories were impressive, but their value shrinks when compared
to his final war, against a fire-breathing dragon. No longer in the prime of his strength, Beowulf is now
king of the Geats and an old man. His decision to face the dragon alone showcases the enduring nature of
his strength and loyalty. He fights to the death, never turning from the dragon, even though he could tell
fate was against him for the first time (2573, 2574). The moment he and Wiglaf slay the dragon embodies
everything Beowulf stands for: honor, perseverance and self-sacrifice
*Spend Monday, Tuesday, and Block Day composing the final essay
*Grammar Analysis: Different Sentence StructuresDiamond Paragraph: “Autumn”
WR 121:
*RD 1 will be due Thursday 10/30, RD 2 will be due Tuesday 11/4.
*Library Time
*Compose “Ideal Person Essay”
~RD 1 Peer Review Tuesday
~RD 2 Peer Review Thursday
~Final Essay Due Tuesday, 11/3
*Grammar Analysis: Different Sentence StructuresDiamond Paragraph: “Autumn”
Week 9: 11/2-6:
*Friday is first quarter Grading Day
Junior English Learning Activities:
*Analyzing Sentence Errors from Diamond Paragraph Assignment.
*Constructing Compound and Complex Sentences.
*Finish Analysis of De Las Casas: “La Relacion”
Honors English II:
*Antigone wrap-up analysis: Character analysis + Web, Plot + Plot devicesIrony, The
Role of the Chorus, Themes (Fate, Understanding and Responding to Authority).
*Grammar Study: Compound & Complex Structures
English IV:
*Lecture/Discussion: What is an assertion, and how does it relate to TRIAC?
*Read/Analyze Beowulf: Answer Margin Questions (133-end)
~4 Quotes with Comment + 2 Paraphrases: How to choose? The Revelation Factor.
~Answer questions at the end of the story.
*Beowulf wrap-up analysis: Character Analysis; Description; Themes (The Cultural Values)
*Reflective Journal
*T + 3 Composition Practice
*Grammar Study: Compound & Complex Structures
Mr. W’s imitation:
*Vocabulary Study: RSP + Frayer + Definition essay of Student Chosen Word
*Frayer Diagram Analysis of Student Chosen Word from Beowulf
WR 121:
*Compose theme essay: “What is Marriage/Family”
~RD 1 Peer Review Tuesday
~RD 2 Peer Review Thursday
~Final Essay Due Tuesday, 11/17
*Reflective Journal
*Grammar Study: Compound & Complex Structures
*TRIAC Analysis: “If the River Was Whiskey”
Grammar Fix-up:
[Each event that has happened has effected who I was, leading to how I react to current
obstacles, and how I will react to obstacles in the future.]
*Analysis: “Creationism Is Not Science”
~Bulleted Facts and Questions for “CINS” (Due Monday)
~3 QPC for “CINS” (Due Monday)
~Rhetorical Analysis
~Features and their effects; significant quotes that showcase these effects.
*Analysis: “Self Defense"
Week 10: November 9-13:
Objectives:
*Issue Midterm Grades
*Correct Late Work
*Revisit the AP Writing Prompt Task.
~How to dissect the prompt
~How to provide what is asked: Identifying strong text support (I), and
Explaining what that support reveals (A) in relation to the Thesis (T).
Junior English:
*Diamond Paragraph: “Friendship”
*T + 3 Composition Practice
*Read and Analyze: from The New England Primer (110)
Honors English 2:
*Antigone: AP Prompt Essay Exam: This must be written solely in class: Block Day
In a novel by William Styron, a father tells his son that life “is a search for
justice.” Choose a character from a novel or play who responds in some
significant way to justice or injustice. Then write a well-developed essay in
which you analyze the character’s understanding of justice, the degree to
which the character’s search for justice is successful, and the significance of
this search for the work as a whole. Do not merely summarize the plot.
*Introduce the Roman Empire and the Roman Literature section
~Scavenger Hunt: Top 10 things to know about the classical Roman Empire.
*Life Chronicle Journal: Will be collected next Monday.
*Read and Analyze “Pyramus and Thisbe”
~Timeline the Narrative
~Analyze the language: identify significant words and phrases
~Quotes, Comments, Paraphrase and Summary
*Pass back and discuss the Antigone baseline essays
Writing 121:
*Compose theme essay: “What is Marriage/Family”
~RD 1 Peer Review Tuesday (11/10)
~RD 2 Peer Review Thursday (11/12)
~Final Essay Due Tuesday, 11/17
*Six-sentence Paragraph: Friendship (Monday)
*Read, Analyze, and Discuss “Miss USA”
English IV:
*Diamond Paragraph #2: Friendship
*Read, Analyze, Discuss: “The Great Silkie of Shule Skerrie” & “Sir Patrick Spense”
~Write a Summary note for each Stanze
~Quotation Analysis: 3 for each ballade
*Read, Analyze, Discuss: “Robin Hood and Alan a Dale”
~Write a Summary note for each Stanze
~Quotation Analysis: 3 for each ballade
Week 12: November 16-20:
Junior English:
*Grammar Practice:
~Mark up a TRIAC paragraph
*Complete questions 1a-5b for John Smith reading
Honors English II:
*Analyze/Discuss “Pyramus and Thisbe”
~Timeline
~Key Quotes?
~Dominant Features?
*Read & Analyze excerpt from The Aeneid: Consider how Virgil used elements and
techniques to achieve his purpose.
~Compose an Action Timeline
~5 QPC Notes/Discuss in class
~TRIAC analysis: “How this excerpt displays Virgil’s desire to glorify Rome”
*Frayer + TRIAC word of choice off Aeneid vocabulary list.
WR 121:
*TRIAC analysis “Miss USA”
* “Marriage/Family” Final Draft Due by End of School Tuesday
* 3 Quotes analysis: “They Also Wait”
English IV:
*TRIAC Analysis of “Sir Patrick Spens” (169)
~Analysis of Stanza Summaries (Main Idea)
~Top 3 Most Significant Lists
~Identify Total Meaning/The Big Idea
*Write a TRIAC explanation of the poem.
*TRIAC Analysis of “The Great Silkie of Shule Skerrie” (171)
~Analysis of Stanza Summaries (Main Idea)
~Top 3 Most Significant Lists
~Identify Total Meaning/The Big Idea
*Grammar Analysis:
Sentence Fix-up:
Beowulf is full of symbolism that contributes to its theme.
*TRIAC Analysis of “Robin Hood & Allen a Dale” (6-10)
~Analysis of Stanza Summaries (Main Idea)
~Top 3 Most Significant Lists
~Identify Total Meaning/The Big Idea
~Analysis of elements, techniques, and devices used to support the Big Idea.
*Definition Frayer/TRIAC analysis: Robin Hood & Allen a Dale
*Independent Work Time
Week 13: November 23-27: Thanksgiving week
English III:
*Sentence Structure Analysis and diagramming
*Read and analyze “To My Dear and Loving Husband”
Honors English 2:
*Sentence Structure Analysis and diagramming
*Read and Discuss “Pyramus and Thisbe”
TRIAC analysis due Tuesday
WR 121:
*Continue analysis of grammar and the goal of written communication.
~Language is meaning; the better the language the richer the meaning.
~Linguists can understand and use the composition and nuances of language.
~Sentence Combining exercises
~Sentence structure analysis and composition.
*Read and analyze “A Small Place”
~3 Quotes analysis
~Rhetorical analysis
~TRIAC explanation
English IV:
*Sentence Structure Analysis and diagramming
*Discuss “Robin Hood & Allen a Dale” (Timelines)
~TRIAC analysis: The symbolism of the wedding ceremony
-Consideration: In the most sacred terms, what does a marriage represent?
What is the role of the Priest? The vows? The public ceremony?
Week 14: November 30-December 4:
Junior English:
*Summative Assessment: Sentence structure diagramming and classification
*Diamond Paragraph: “Thanksgiving”
*TRIAC explanation: “To My Dear and Loving Husband”
*Read excerpt from “The Autobiography of Benjamin Franklin”
~Read the Background Information, Answer Margin Questions, & Analyze 3 quotes
Honors English II:
*Summative Assessment: Sentence structure diagramming and classification
*Diamond Paragraph: “Thanksgiving”
*Read, Analyze & Discuss excerpt from “The Aeneid”
*TRIAC analysis: The Aeneid.
WR 121:
*Summative Assessment: Sentence structure diagramming and classification
*Diamond Paragraph: “Thanksgiving”
*Class discussion & TRIAC explanation: “Artificial Intelligence,” “They Also Wait,” &
“Company Man”
*In-class essay: Society; Music; Sleep; Bondage
English IV:
*Summative Assessment: Sentence structure diagramming and classification
*Diamond Paragraph: “Thanksgiving”
*Finish “Robin Hood and Alan a Dale”: TRIAC Explanation
~Explain the author’s purpose and text support that confirms your assertions
Week 15: December 7-12:
Objectives:
Junior English:
*Lecture: How to compose a persuasive/argumentative essay
~Claim, Support and Warrant
*Compose an argumentative essay: Topic of Choice
*Practice Positing Claims and considering what type of support would be most powerful for
defending various claims.
~Study:
-The Rhetorical Triangle: 3 Points: Purpose (T); Sender (BL); Receiver (BR)
-Ethos, Pathos, & Logos
-The Score Guide
-The State Common Core Standard
11-12.W.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
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.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
WR 122:
*Journaling: Reflection on life
*Collect “They Also Wait” TRIAC explanations
*Discussion: Managing the Load
*Read/Analyze: “Self-Defense”: 1. Record 5 Insights/Observations; 2. Analyze 3 Quotes
*Introduce The Documented Essay assignment:
“Write a 1,000-1,500 word documented essay on the theme “Challenges
Confronting People in the Modern Era.” Base your explanation on the issues
raised in recent class readings: “Company Man,” “Artificial Intelligence,” “A
Small Place,” “They Also Wait Who Stand and Serve Themselves,” and/or
“Miss USA.” In all uses of text, be sure to use information in a manner that is
consistent with the author’s message and intentions.
Requirements:
1. 1,000-1,500 Words
2. MLA Style: All works are to be cited at the end of the essay. All quotes,
paraphrases and references to information specific to a text require intext citation.
3. At least 3 course reading must be used in the explanation. You may use
outside sources as well.
4. The prose is to conform to TRIAC development.
Timeline:
1. Outline & Annotated Bibliography: 12/14 (M)
2. RD 1: Peer Revision: 12/15, 16 (Tu/W)
3. RD 2: Peer Editing & Works Cited: 12/17 (Th)
4. RD 3: Peer Proofreading: 1/4 (M)
5. Final Draft: 1/7 (Th)
Honors English II: Analysis of The Aeneid.
*Compose a 1-2 page TRIAC Paragraph on how Virgil glorified Rome in his writing of this
excerpt of The Aeneid.
*Tacitus: “The Burning of Rome"
~Record Questions, Observations and Insights as you read
~Analyze 3 Quotes
*English IV: Analysis of Code of Chivalry in Sir Gawain and the Green Knight.
*Read and analyze Sir Gawain and the Green Knight excerpts.
~Compose a Chivalrous deeds virtue chart; discuss
~Answer + discuss questions: 1a-5b
~Analysis of Chivalry chart
~Reader’s journal activity—P. 187.
~Rhetorical Analysis
*Read and Analyze Le Morte d’ Arthur excerpt:
~Study and discuss background page
~Read the story:
-Compose the progression chart of Arthur from semi-nobody to important
somebody.
-Thoughtfully answer margin questions.
PRIDE INTERVENTION:
Priority:
1. Frayer + TRIAC: “Chivalry” this week; Sir G. Word for Everyday Use;
2. Beowulf Symbolism Essay; RH + AD Wedding Symbolism
Week 16: December 15-19:
Honors English II:
*Analyze the mood of Cantos I, III, and V of Dante’s Inferno.
~Create a chart in which you analyze settings, characters, and events that influence
mood.
~TRIAC explanation: The mood of a story is the emotional atmosphere, and
this atmosphere has an effect on how a text should be interpreted. Analyze the
mood of Cantos I, III, and V of Dante’s Inferno, explaining the techniques,
elements and devices Dante has used to achieve that mood and how that mood
relates to Dante’s purpose.
*Rough Draft Due Friday: Peer Edit/Revise #1.
*Overhaul and Polish this essay over the break.
*Final due 1/6/14
WR 121:
*Read and Analyze “Miss USA” (Bullets and QPC’s)
*Discuss “Miss USA”
*TRIAC analysis “Miss USA”
*Introduce Essay: “These Things Give Me Hope”
~750-1000 Words
~Use at least one outside source (Cite according to MLA)
~Due 1/6/14)
Eng. IV:
*Read and Answer questions for excerpts from Le Morte d’Arthur.
*Discuss/review answers
*Leadership Traits Chart: Arthur vs. Uther
*TRIAC Essay: What Makes a Great Leader?
~500-1000 words
~Use support from Sir Gawain and the Green Knight and Le Morte d’Arthur. The
expectation is that you will provide 2 to 3 citations to back up each point of defense. All
quotes, paraphrases and summary statements need proper MLA citation.
~Introduction>Body>Conclusion
~Due by end of school Friday
Many people look for and admire strong leaders, people who inspire, guide,
and help them. But what are the essential qualities of great leadership? In a
500-1000 word essay identify and analyze three essential qualities of superior
leadership. Use and cite quotes, paraphrases and examples from Sir Gawain
and the Green Knight and Le Morte d’Arthur to support your
claims/assertions. You may also your real life examples as support, but one
component of your grade will be your use of text examples. Show me that you
understand the readings and can use them to prove the soundness of your
logic.
Week 17: January 5-9:
Objectives:
Honors English II:
*English Skills Warm-ups
*Collect Inferno mood essays
*Overview of The Decameron and a frame story narrative.
~Discuss Social-Political conditions in Italy at this time
~Preview “Filomena’s Story + Background of The Decameron
-Compose Trickster/Victim Chart
*Homework: Read and analyze Filomena’s story.
~Bulleted Notes (Homework Day 1)
~Compose Timeline of the story & Discuss; personal reactions?
*Overview and begin Reading/Analysis of excerpts from The Canterbury Tales
~Background study: Geoffrey Chaucer & The Canterbury Tales
~Read and Analyze the Knight’s Group
WR 121/122:
*Reflective Journal
*Collect “Hope” essays
*Grammar Analysis
*Preparation for final essay:
*Read, Analyze & Discuss:
“Good-bye Kids, Mother Is Leaving Home” (Cottle)
“The Cultural Rules of Anger” (Tavris)
“Of Cruelty & Clemency” (Machiavelli)
English IV:
*English Skills Warm-ups
*Read, Analyze, and Discuss: The Prologue of The Canterbury Tales *Project: Analyze
characters and develop profiles of each.
*FRAYER + TRIAC explanation (Prologue)
Writing Support:
Discuss Potential Position Essay: Is Siuslaw High School’s break well conceived or poorly
conceived.
Week 18: January 12-16:
Objectives:
Honors English II:
*Warm-up Activities to strengthen language skills
*Continued analysis of Canterbury Tales characters: Look alike characters in life,
literature or ?
*Three Characters/night as homework.
*Compose a characters chart for the characters of Chaucer’s Canterbury Tales.
English IV:
*Warm-up Activities to strengthen language skills
*Continued analysis of Canterbury Tales characters: Look alike characters in life,
literature or ?
*Compose a characters chart for the characters of Chaucer’s Canterbury Tales.
WR 121:
*Warm-up activities to strengthen language skills
*Analyze/Discuss Tavris: “Cultural Rules of Anger”: Rhetorical Analysis
~What does Tavris’ analysis reveal/support? Significant insights? Techniques used?
*Analyze/Discuss Machiavelli: “Of Cruelty or Clemency”
*Theme 6: Loneliness, Power, Society, or Anger (Reference three of the five readings:
Terkel, Baker, Cottle, Tavris, Machiavelli)
Review: transitions, unifying agents, analogies topic selection, use of examples to
avoid padding. Not too easy, not to difficult. Make improvement in degree of challenge
each time.
Word choice


Have a younger person read it for clarity
Triple space rough drafts when handwriting to facilitate revision.
Re: “Society” as a topic. When dealing with strata of society not one’s own, avoid
bias. Evidence of bias makes one entirely suspect and focuses attention away from
the subject of the paper.
Essay Specifications:
*800-1200 Words
*Cite at least three of the readings from the list as support for your thesis
*Based on a self-generated assertive or argumentative thesis
*Follow MLA guidelines
*Draft Due dates: 1/21 (Revise/Edit); 1/27 (Proof); 1/29 (Final Draft)
Week 19: 1/19-23: MLK Birthday Week
Objectives:
Honors English II:
*Complete analysis of the character profiles
*Test over the characters
*FRAYER/TRIAC word of choice from “The Pardoner’s Tale”
*Homework: Read and Analyze “The Pardoner’s Tale”
~Take Bulleted Notes
~QPC Notes
English IV:
*Complete analysis of the character profiles
*Test over the characters
*FRAYER/TRIAC: Scurrility, Duress, Frugal, or Abstrusest
*Homework: Read and Analyze “The Pardoner’s Tale”
~Take Bulleted Notes
~QPC Notes
WR 121:
*Revise and Edit the documented essay on anger, society, loneliness, or power.
*Register the sweet 16 for WR 121.
Week 20: January 26-30
Objectives:
Honors English II:
*Reflective JournalSubmit
*Discuss & Analyze “The Nun’s Priest’s Tale”
~Timeline on the white board
~QPC Analysis
~Character Analysis
~Allusion Analysis
~Hyperbole
~Irony
*FRAYER/TRIAC: Hyperbole, Allusion using examples from “The Nun’s Priest’s Tale”
*Irony TRIAC: Using examples from “Then Nun’s Priest’s Tale” and “The Pardoner’s Tale”
English IV:
*Reflective JournalSubmit
*Read & Analyze “The Pardoner’s Tale”
~Timeline on the white board
~QPC Analysis
WR 121:
*Complete Documented Essay #2
~Proofread: Monday
~Make Modifications & Submit: Tuesday/Wednesday
~Register for Lane’s WR 121 course: CRN: 32352
Writing Support:
*Complete Secure Work Samples: Library