High School English I
8/25/2014
Course & Student Introductions
 “Introducing __________”
Acrostic Poem
Journal #1
Editing Passage #1
Textbook Introduction
Labeling Your Dividers:






Editing, DGP, & Grammar
Short stories
Novels
Nonfiction
The Odyssey & Poetry
Drama
 Singe-subject composition tablet – Journal Writing
High School English I
8/26/2014
Diagnostic Reading Test
Finish textbook introduction
Short story unit literary terms
Journal #2
High School English I
8/27/2014
Review Editing Passage #1; Editing Passage #2
Daily Reading Practice – Passage 1
Finish Short story unit literary terms
Journal #2
High School English I
8/28/2014
Review Editing Passage #2; Editing Passage #3
Grammar – Parts of Speech: Nouns p.1-4
http://www.youtube.com/watch?v=kfnXUWJz0sE
Daily Reading Practice – Review Passage #1; Passage
#2
Reader’s Notebook p.2 – Intro. Fiction
Short story #1 = “Sonata for Harp and Bicycle”
(Reader’s Notebook p.33-36 #1-10)
Finish Short story unit literary terms
Finish Journal #2
“Sonata for Harp and Bicycle”
Essential Question
How does the author, Joan Aiken,
use suspense and foreshadowing to
create a mystery?
High School English I
8/29/2014
Finish Short story #1 = “Sonata for Harp and Bicycle”
Reader’s Notebook p.36 – 43
Literature book page 58 #1-9; p.59 Writing
“The Secret Life of Walter Mitty”
Essential Question
How does the author, James
Thurber, use humor and
characterization to create an
entertaining story?
High School English I
Tuesday, 9/2/2014
Review Editing Passage #3; Editing Passage
#4
Grammar – Parts of Speech: Pronouns
http://www.schooltube.com/video/b107082c0278a820f5b3/
Daily Reading Practice – Review Passage
#2; Passage # 3
Journal #3
Complete / correct short story terms
Short story # 2 = “The Secret Life of Walter
Mitty” p.63 – 71
High School English I
Wednesday, 9/3/2014
Review Editing Passage #4; Editing Passage
#5
Grammar – Parts of Speech: Review
pronouns; Verbs
Finish answering questions re: Short story # 2 =
“The Secret Life of Walter Mitty” p.63 – 71
Journal #4
Complete / correct short story terms
Review Textbook Intro. Quiz
Short story #3 “The Fight” / story map
High School English I
Thursday, 9/4/2014
Review Editing Passage #5; Editing Passage
#6
Grammar – Parts of Speech: Adjectives p.21
http://www.youtube.com/watch?v=6Nuxeh4V1ng
Short story #4 “The Sniper”
Daily Reading Practice Passage # 4
The Secret Life of Walter Mitty video:
List the different “adventures” (daydreams)
that Walter Mitty finds himself experiencing.
High School English I
Friday, 9/5/2014
Review Editing Passage #6; Editing Passage
#7
 Grammar – Parts of Speech: Adverbs
 http://bit.ly/pQ8z5R
 p.28-32
Journal #5
Review Daily Reading Practice Passage # 3 &
4; DRP #5
The Secret Life of Walter Mitty --@28:05
Review short story terms, “The Sniper” & “The
Secret Life of Walter Mitty” p.63 – 71
High School English I
Monday, 9/8/2014
Media Center: Check out The Contender
Review Editing Passage #7 – Jesse Owens; Editing
Passage #8
Grammar – Parts of Speech: Prepositions p.33-36
 http://www.youtube.com/watch?v=yfExXGMX2JM
Review Daily Reading Practice Passage # 5; DRP #6
Journal #6
The Secret Life of Walter Mitty --@1:02:11
High School English I
Tuesday, 9/9/2014
Grammar – Parts of Speech:
Conjunctions p.37
 http://www.schooltube.com/video/9d37200dbcb55fe20cfc/
The Secret Life of Walter Mitty --@1:27:22
Journal #7:
If you were Walter Mitty, which of the daydreams
would you want to have? Write about it – Your
Daydream
Intro. Novel terms -- define
The Contender Ch. 1
High School English I
Wednesday, 9/10/2014
The Contender Ch. 1 – 2
Reading Guide
Analyze:
1. List the characters and characterize
(describe) them.
2. Identify the setting.
3. Identify the exposition.
4. Identify conflicts presented thus far in the
novel.
5.Identify the point of view of the novel.
6. Prediction: What do you think will happen
next in the novel?
High School English I
Thursday, 9/11/2014
Grammar – Parts of Speech:
Interjections p.39
http://www.schooltube.com/video/5eb2d59975159f0343b7/
Journal #8 - Ceremonies
Review Daily Reading Practice Passage # 6; DRP #7
The Contender
Review Ch.1-2
Ch. 3 – 4
Editing Passage #9
High School English I
Friday, 9/12/2014
Review Editing Passage #8 & #9;
Editing passage #10
Grammar – Review Parts of Speech:
www.edmodo.com
The Contender
Review Ch.3 - 4
Ch. 5 – 7
www.edmodo.com
group code:
gcssqp
High School English I
Monday, 9/15/2014
Review Editing Passage #10;
Editing passage #11
Journal # 9 re: The Contender
The Contender
Review Ch.5 - 7
Ch. 8 – 11 / story map
The Contender
Journal #9
Topic: Bullying
Have you ever been bullied?
Have you ever been a bully?
Why do people bully others?
How should you handle a situation with
bullies?
 Is bullying a serious offense?
 What are possible consequences of bullying?
 If you were Alfred, how would you have
handled being bullied?




High School English I
Tuesday, 9/16/2014
Review Editing Passage #11;
Editing passage #12
Grammar – Sentence parts:
 http://www.schooltube.com/video/fe1f050b34c545fc82b3/Schoolhouse%20Rock%20%20Subjects%20and%20Predicates
Complete subject & complete predicates
p.41-42
Review Daily Reading Practice #7; DRP #8
Journal # 10
The Contender
Ch. 12 – 14
High School English I
Wednesday, 9/17/2014
Review Editing Passage #12; Editing passage #13
Grammar:
 Sentence vs. fragments
http://www.shmoop.com/video/sentence-fragments
 Page 43
 www.edmodo.com
 http://www.quia.com/pop/13222.html
 Review Sentence parts
 www.edmodo.com
 http://www.quia.com/cb/38873.html
The Contender
Ch. 15 – 17 – Write a plot summary of each
chapter
High School English I
Thursday, 9/18/2014
Review Editing Passage #13; Editing passage #14
Grammar:
 Simple subjects and verbs
Page 45-46
www.edmodo.com
 http://www.quia.com/rr/36765.html
The Contender
Ch. 18 – 20 Write a summary of each
chapter.
Project
High School English I
Friday, 9/19/2014
Review Editing Passage #14; Editing passage #15
Grammar:
 Compound subjects and verbs
Page 47-48
Review subjects and verbs
 www.edmodo.com
The Contender
Project
High School English I
Monday, 9/22/2014
Media Center – Return novels
Review Editing Passage #15; Editing passage #16
Grammar:
 Hard-to-find subjects p.49, p.51
Review Daily Reading Practice #8; DRP #9
Intro. Drama Unit
 Literary terms
 The Miracle Worker
Anticipation Guide
Helen Keller http://www.biography.com/people/helen-keller-9361967 ;
Meeting the Miracle Worker http://www.biography.com/people/helen-keller9361967/videos/helen-keller-first-meeting-the-miracle-worker3765315832#related-video-gallery
Pre-reading Vocabulary Set 2
The Miracle Worker
Unit Essential Question
 How does the playwright use
dramatic techniques (especially
flashback, dialogue, and stage
directions) to heighten conflict and to
develop characters?
The Miracle Worker
Objectives






RL 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
RL 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 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 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 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).
SL 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.
High School English I
Tuesday, 9/23/2014
Review Editing Passage #16
Grammar:
 Review Hard-to-find subjects p.51
Practice Test p.273 #1-10 (Sentence parts quiz
tomorrow!)
Review Daily Reading Practice #9
Drama Unit
 The Miracle Worker
Pre-reading Vocabulary Set 1 & 3
High School English I
Wednesday, 9/24/2014
Grammar:
Sentence Parts Quiz
Drama Unit:
The Miracle Worker
Act I scene 1 - 5
The Miracle Worker: Act I






Narrator: Timothy X 2
Scene 1:

Doctor - Braxton

Kate - Danielle

Keller – Alex B.
Scene 2:

Martha - Aillen

Percy - Ijana
Scene 3:

Kate - Uriel

James - William

Aunt Ev - Saige

Keller - Adamari
Scene 4:

Anagnos - Luis

Annie - Jenny

Child/Children - Yeera

Boy’s Voice/Man’s Voice - Ignacio
Scene 5:

Viney - Diane



 Kate - Bailey
 Keller – Chase T.
 James -Timothy
Scene 6:
 James -Kindale
 Annie - Cesia
 Kate – Adamari
Scene 7:





Viney - Austin
Keller – Luis
Kate - Danielle
James - Christian
Annie – Saige






Annie - Bailey
James -Miguel
Voices - Chase T.
Kate – Alex B.
Keller – Uriel
Viney - Braxton
Scene 8:
High School English I
Thursday, 9/25/2014
Drama Unit:
The Miracle Worker
Review Act I scene 1-5
Finish Act I. Scene 6-8
Video
High School English I
Friday, 9/26/2014
Drama Unit:
The Miracle Worker
Pre-reading vocabulary Act II
Act II Scenes 1 - 3
The Miracle Worker: Act II






Narrator: Chase B.
Scene 1:
 Annie - Bailey
 Kate - Saige
Narrator: Timothy /
Timothy
Scene 2:
 Viney – Uriel
 James – Luis
 Keller – Alex B.
 Kate – Cesia
 Annie - Danielle
Scene 3:
 Watch scene
Scene 4:
 Viney – Diane
 Kate –Aillen
 Aunt Ev – Chase T.
 Annie - Timothy


Scene 5:
 Man’s / Boy’s / Doctor’s
Voices – Uriel
 Annie – Ijayah
 Crone’s Voices - Luis
Scene 6:
 Keller – William
 Kate – Saige
 Annie - Danielle
 Scene 7:
 Annie – Bailey
 James – Kindale
 Kate – Virginia
 Keller - Ijana
 Scene 8:
 Keller – Yeera
 James – Ignacio
 Kate – Cesia
 Scene 9:
 Read Independently
High School English I
Monday, 9/29/2014
Grammar:
 https://www.youtube.com/watch?v=1Dfmg6EsaRs
 Sentences vs. Fragments p. 44; p.101
Drama Unit:
The Miracle Worker
Review Act I
Finish Act II (scene 3 – 9)
High School English I
Tuesday, 9/30/2014
Grammar:
 Sentences vs. Fragments p. 102; worksheet ex.2
Review The Contender Projects
Drama Unit:
The Miracle Worker
Finish Act II (video @43:11)
Pre-reading vocabulary Act III
High School English I
Wednesday, 10/1/2014
Grammar:
 Sentences vs. Fragments p.355 ex.32 (quiz Friday!)
Sentence or fragment? Explain your answer.
Drama Unit:
The Miracle Worker
Act III scene 1
The Miracle Worker Act III
Essential Question
Journal #12
 What are the challenges that
Annie faces in trying to teach
Helen, and how does she
overcome these challenges?
The Miracle Worker
Objectives






RL 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
RL 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 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 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 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).
SL 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.
The Miracle Worker: Act III


Narrator: Timothy
Scene 1:
 Annie - Bailey
 Kate - Danielle
 Keller – Ijana
 James - Braxton
High School English I
Thursday, 10/2/2014
Grammar:
 Sentences vs. Fragments worksheet ex.1 (quiz
tomorrow!)
Drama Unit:
The Miracle Worker
Finish Act III quiz scene 2 - 3
“Elements of Drama” Viewing Guide
High School English I
Friday, 10/3/2014
Grammar:
Sentences vs. Fragments quiz
Drama Unit:
Journal #12 RE: Lesson Essential
Question
The Miracle Worker
Finish Act III quiz and “Elements of
Drama” Viewing Guide