Calendar for English 9 Honors – 2015-16
Scroll down for the oldest assignments. Newest assignments are at the top.
June – Poetry, exams
April 25 – April 29/May 2 – 6/May 9 – 13/May 16 – 20/May 23-27 –
Romeo and Juliet, DGP and Word stems
Monday, April 4 – Friday, April 8/April 11-15/April 18-22
 (OMAM essay due Tuesday)
 Research project
Tuesday, March 22 – Wednesday, March 23
Working on essays
Monday, March 21
Writing
Thursday, March 17 – Friday, March 18
Outlining essay ideas
Wednesday, March 16
 Finish groups discussions: End of the novel
 Begin brainstorming/thesis writing
Tuesday, March 15
 Chapter 5, 6 Quiz
 Class discussion
 Begin groups discussions: End of the novel
Monday, March 14
 Chapter 4 Quiz/Discussion and listening guide
 Activity: Setting/Character
 HW: Chapters 5, 6 with notes
Friday, March 11
 Reading Quiz over chapters 2 and 3
o Collect Ch 1,2 notes and listening guide
 Discussion of Chapter 3 and listening guide
 HW: Chapter 4 and notes
Thursday, March 10
 Due: American Dream/Dream of Future Self Assignment
o Share with partners/Turn in
o Connect to the text (what’s the importance of the image of the
dream)
 Class discussion of Chapter 2/Listening guide
 Writing on the Walls:
o Write down thematic topics
o Add one concrete detail that relates to a thematic topic in your notes
o Add your idea/CD to our class list
 Begin reading Chapter 3
 HW: Chapter 3 and notes
Wednesday, March 9
 Class discussion of Chapter 1 with notes pages/Listening activity
 Remaining time: start Chapter 2
 HW: Chapter 2 and notes
Tuesday, March 8
 American Dream/Self in future – thematic introduction
o O Brother Where Art Thou clip
o Work on your American dream assignment (10 minutes)
 Reading Quiz over chapter 1 (10 minutes)
 Discussion of language (10-15)
Monday, March 7
 Books/notes and reading assignment – Expect daily quizzes
 American Dream/Self in future – thematic introduction
o O Brother Where Art Thou clip
 Context of Of Mice and Men – 1930s America
 Poem/title
 About Of Mice and Men/Steinbeck
 HW: Read and take notes on chapter 1
Friday, March 4
 Pair/share paragraphs and turn in
 Independent reading/Log
Thursday, March 3
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O Brother Where Art Thou/Comparison assignment
Share ideas
Begin writing paragraphs
HW: Paragraphs due Friday
Wednesday, March 2
 Share ideas
 O Brother Where Art Thou/Comparison assignment
Tuesday, March 1
 O Brother Where Art Thou/Comparison assignment
 Scheduling in guidance (2, 5/6, and maybe 11?)
Monday, Feb 29
 Extra Credit: Due Monday, March 21/ up to 20 points
 Scheduling in guidance Tuesday: Be sure to prepare your 8-period
schedule for tomorrow (except 11th period)
 Vocabulary Week 11 Quiz/Vocab Week 12
 Begin O Brother Where Art Thou/Comparison assignment
Friday, Feb 26
 Extra Credit
 Contest – Epic Projects
o Cover
o Best Homeric Simile
o Funniest Line
o Deepest Line
 Independent Reading/Log
 HW: Vocabulary Week 11 Quiz on Monday
Thursday, Feb 25
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Introduce extra credit assignment/due Monday,
March 21
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Projects due/compile with groups – 10
minutes/MAKE SURE EVERYTHING IS PRINTED
BEFORE CLASS!
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Share projects – Read your invocation as a group;
summarize the chapters in a sentence or two
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Four groups of about 6-7 people: Judge and decide
who is the winner of the best of each of your categories.
Each person in the group can vote once. Tally the number
of votes per entry, and return your tallied copy to me.
 Pass back work
 HW: Review for vocabulary quiz; bring independent reading
Wednesday, Feb 24
 Lab: working on Odyssey epic projects
o Finish revising and print your cover and invocation
o Work on your individual section/Check to make sure you’ve done
everything on the rubric
o Label all required literary elements
o HW: Make sure everything is printed before class tomorrow
Tuesday, Feb 23
 Groups working together on projects in class – create a table of desks for
your work today
o Label literary elements – overview of requirements
o Revise, edit, add, write
o Work on cover
 Vocabulary Week 11/Quiz Friday
 HW: Work on your individual section/bring an electronic copy to the lab
tomorrow
Monday, Feb 22
 Due: Odyssey Part II study guide questions
 Lab: working on Odyssey epic projects
o Parts I and II (brainstorming and invocation)/print what you have so
far
o Review guidelines for individual chapters
o HW: Work on your individual section; print what you have so far
Friday, Feb 19 –
 Due: Odyssey paragraphs – underline the TS and CDs/Turn in (15 points)
 Introduce projects/assign groups/begin brainstorming activities
 HW: Turn in your Odyssey Part II study guide questions Monday
Thursday, Feb 18 –
 Naviance with guidance
 Finish your paragraph for Friday
Wednesday, Feb 17 –
 Review questions?
 Quiz: “Odysseus’ Revenge” and “Penelope’s Test”
 In the epic hero cycle, what does Odysseus’ victory suggest the victory of?
What wins in the end? Write one paragraph using evidence from the text.
Underline your TS and CDs.
 HW: Finish your paragraph for Friday
Thursday, Feb 11
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Two teams
Quiz: Vocabulary Chapter 10
Challenge Activities
HW: “Odysseus Revenge” and “Penelope’s Test” with questions for Wednesday
Wednesday, Feb 10
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Quiz: “Argus” and The Suitors”
Review Reading and Epic Hero Cycle Ideas
Update Figurative timeline with groups
HW: “Penelope” and “The Challenge”/Vocabulary Chapter 10 Quiz
Tuesday, Feb 9
 Quiz: “The Return of Odysseus”
 Epic Hero Cycle (Review and connect to the Odyssey) – Trace Odysseus’
journey through his low point and resurrection – how will he regain his
rightful place on the throne?
 Figurative Timeline
 Begin reading if time permits
 HW: “Argus” and The Suitors”
Monday, Feb 8
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Week 9 Quiz
Week 10 Vocabulary/Quiz Thursday
Read “The Return of Odysseus”/New study guide
HW: Finish “The Return of Odysseus” and questions for tomorrow
Friday, Feb 5
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Due: Part I Study Guide
Extended time for essay if needed
Vocabulary Week 9 Quiz (has been moved to Monday)
Independent Reading
HW: Review for vocabulary week 9 quiz if you need to; bring your vocabulary
book and textbook Monday
Thursday, Feb 4 –
 Test over Part I of the Odyssey
 HW: Bring your finished Part I study guide to class tomorrow; prepare for
vocabulary week 9 quiz
Wednesday, Feb 3
 “The Cattle of the Sun God” Review
 Figurative language – find two epic similes and add to your chart
 Test review in small groups or individually – make a study guide or flash
cards to help yourself review
 Choose an element of your figurative timeline that you think might be
essay-worthy
 HW: Prepare for Part I Test on Thursday
Tuesday, Feb 2
 Test Review Sheet
 Reading Quiz: “The Sirens, Scylla, and
Charybdis”/Open study guide; all questions
are from the reading
 Update your timeline and figurative
timeline (small groups/full class) – focus
specifically on the monsters they’ve
encountered so far
 View “The Sirens” from O Brother Where
Art Thou – what does this interpretation
suggest about the symbolic nature of the
Sirens?
 Begin reading for tonight
o HW: Read and answer questions about “The
Cattle of the Sun God”
Monday, Feb 1
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There will be a test Thursday over Part I of the Odyssey
Vocabulary Week 9/Quiz Friday
Return reading guides and other graded work
Read “The Sirens” in class
HW: Read “Scylla and Charybdis” with reading questions
Friday, Jan 29
 Independent Reading Friday/DGP Quiz/ Vocabulary Week 8 quiz
Thursday, Jan 28
 DGP Week 11/Quiz tomorrow
 Quiz: “Land of the Dead”/Open study guide
o Due: The Odyssey Reading Guide through “The Land of the Dead”
 Small groups:
o Thematic topics: Write down my examples and your own; choose
one
o Choose one: Find and record 3-4 concrete details that relate to your
topic; in the fourth section, write what you think these details are
revealing about your thematic topic
 HW: Study for your quizzes; bring an independent reading book
Wednesday, Jan 27
 DGP Week 11
 Cyclops Quiz: Plot based; figurative language matching (you may use your
reading guide questions)
 Quotation/scenes
 Begin reading “The Land of the Dead” on p. 1064
 HW: Finish reading and completing guide for “The Land of the Dead”; I will
collect your guide tomorrow for credit
Tuesday, Jan 26
 DGP Week 11 – Parts of the Sentence
 Review simile, metaphor, personification on each
page (What is being compared? For what purpose?)
 Homeric Simile/Epic Simile
 Begin reading “Cyclops” together
 Continue reading on your own with your reading
guide
 HW: Finish reading “The Cyclops” with questions for
tomorrow; be ready for a quiz
Monday, Jan 25 –
 DGP Week 12
 Quiz: Notes on epics and “Adventures of Odysseus,” “Sailing from Troy,”
and “The Lotus Eaters” (p. 1045-1049)
 Update your timeline and begin the figurative timeline with a
partner/Review together
 Partner Activity: Finding figurative language in the first three sections
(use your chart to define and find a metaphor, simile, and personification)
 HW: Review for Ch 8 vocab quiz Friday; complete your figurative language chart
for Tuesday
Friday, Jan 22 –
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Vocabulary Week 8 quiz will be on
Monday
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Odyssey in-class notes on epic hero
cycle (Power Point)/Guided notes
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Start reading “Adventures of
Odysseus” with reading guide (p. 1045)
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HW: Read p. 1045 – 1049 and answer all
questions; review your notes on the epic; be
ready for a quiz on Monday!
Thursday, Jan 21 –
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Myth-reading workshop is due
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Odyssey – Introduction activity
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Use textbook to complete Odyssey
introductory notes
 HW: Finish introductory notes by Friday
Wednesday, Jan 20 –
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Class reminders: Web site, makeup work for absences
** Start bringing your textbook daily beginning tomorrow
Finish myth-reading workshop (finish and turn in by Thursday)
Vocabulary Week 8/Quiz Friday
Pass back work
HW: Finish Vocabulary and find and independent reading book by next Friday
Monday, Jan 18, Tuesday, Jan 19 – NO SCHOOL
Weds – Friday, Jan 13 – 15 -- EXAMS
Tuesday, Jan 12
 Myth-reading workshop Day 2
 Review activities: quiz each other on vocabulary, gods/goddesses, DGP
Practice sentences
Monday, Jan 11
 Extra credit due – present
 Review gods and goddesses in poems
 Myth-reading workshop Day 1 (read two myths)
Friday, Jan 8
 DGP Quiz – Week 10
 Finish Lesser God assignment
 God and goddess activity – poems – complete with a partner then explain
to the class (see Power Point)
 Turn in Lesser Gods activity
 HW: Extra Credit is due Monday; be prepared to share your project with the class
Thursday, Jan 7
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DGP Week 10 – Thursday Notes/Quiz Friday
Check off essay reflection assignment/Put in writing section of binder
Ovid’s ending to “Narcissus and Echo”
Small groups: Discuss your notes together (see Power Point guide)
Caravaggio’s “Narcissus”/write about and relate to the myth – discuss
ideas/turn in (10 points)
 Finish reading and taking notes on Lesser Gods and Goddesses
Wednesday, Jan 6
 DGP Week 10 – Wednesday Notes
 Read “Echo and Narcissus” and complete notes for Thursday
 “Echo and Narcissus” – What is narcissism, and what is the evidence of it in our
world today?
 Read and take notes on Lesser Gods and Goddesses
Tuesday, Jan. 5
 DGP Week 10 – Tuesday Notes
 Extra Credit assignment (10 points)/Due next Monday
 Return Lord of the Flies essays and other recent work/review of rubric/complete essay
reflection activity (due tomorrow)
 “Echo and Narcissus” – What is narcissism, and what is the evidence of it in our
world today?/Discuss
 Read “Echo and Narcissus” and complete notes
Monday, Jan. 4
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Finish Independent Reading presentations
Due: Independent Reading Logs and Notes
Exam info – begin reviewing if time permits
DGP Week 10 – Monday Notes
If time permits, do “Echo and Narcissus” journal
Extra Credit assignment (10 points)/Due next Monday
WINTER BREAK
Wednesday, Dec 16 – Friday, Dec 18
 Independent Reading Project Presentations/Written assignment (complete in
between presentations) – due Friday and attach to your reading log
 Response to “Demeter and Persephone” (art and poetry)/Share ideas
 Finish DGP Week 9
Tuesday, Dec 15
 Prepare for (10 minutes) and perform “Demeter and Persephone”
o Turn in rubric before performance
 Response to artwork
 11th period – begin independent reading assignment
 HW: Ind Reading Projects Due/DGP Quiz Friday
Monday, Dec 14
 Meet as a whole group to assign roles (cast, audio, set)
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Rubrics
Meet in groups (audio, set) to prepare/ Cast work on lines
Rehearsal
HW: Gather costumes, materials, props, set for class tomorrow
Friday, Dec 11
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Collect “Daedalus” Notes from 2nd period and 11th period!
Vocabulary Week 7 Quiz
Independent Reading Day
HW: Work on independent reading projects and/or “Demeter and Persephone” assignment
Thursday, Dec 10
 Archetypes – Examine (pass out in 11th) and add to “Daedalus” notes/Turn in notes
 “Demeter and Persephone” Radio Play (oral storytelling, about mythology) -- read
and fill out performance planning assignment
 HW: Work on independent reading projects; vocabulary quiz Friday
Wednesday, Dec 9
 What is mythology? Why are we studying Greek mythology?/ Assign “The Value of
Myth” for homework
 Reading Quiz: “Daedalus”
 Discuss “Daedalus” – what happens, what themes and morals did you find, what
connections to the modern world are there?/Turn in notes
 Archetypes – read, then discuss in small groups
 HW: Read “The Value of Myth” and complete guide
Tuesday, Dec 8 – Begin Mythology
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Examine artwork: What do you understand?
Read poems: What new understanding do you have of the painting?
Read myth:
HW: Finish read myth with notes
Monday, Dec 7
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Time needed to finish LOTF literary analysis essay?
Vocabulary Week 7/Quiz Friday
Introduce Independent Reading Projects due Wednesday, Dec 16
Return books (unless you aren’t done with your essay)
Independent Reading Assignment due Wednesday, Dec. 16 – Begin in class
Thursday, Dec 3, Friday, Dec 4 – Literary Analysis – In-Class Writing
Wednesday, Dec 2
 BRING YOUR NOVELS TODAY!
 DGP Week 8
 Outlining in class: Begin with your thesis
o Thesis Examples (SL)
 Project: How to Write an Argument Essay, focusing on ideas for
introduction
 Return previous essays
 HW: Bring your completed outline to class on Thursday and Friday
Tuesday, Dec 1
 DGP Week 8 – 5 minutes
 Finish discussion of literary analysis essay with focus on
introduction, thesis, body paragraphs, and conclusion as
elements of essay. Project sample essay to discuss. – 10-15
minutes
 Essay prompts and prewriting –
o Choose an essay prompt/questions
o Do some silent prewriting to try to develop a thesis
(freewrite, find concrete details) – 15 minutes
 Tomorrow we’ll begin outlining in class
o We will outline all period tomorrow
o You will write your essay in class on Thursday using your
outline and book
o You will be allowed to finish on Friday if you need to
o You may use your book, your notes, any other class work;
you may not use the internet, outside essays or other works
that are representations of other people’s ideas
o HW: Do more prewriting; decide which essay question you’ll
answer and have an idea of what you’ll argue in your essay; you
can write a thesis in class tomorrow
Monday, Nov 30 – This week’s overview: DGP and Literary Analysis Essay
Writing
 DGP Week 8
 Using this AP Prompt, write what you think would be a
staggeringly terrible essay on Lord of the Flies. Be prepared to
display your unspeakably atrocious work for the class.
 Divide your notebook into two columns: What to do/what not
to do in a literary analysis argument essay
 Share your terrible essays. What makes them terrible? Record
ideas on board and in your notebook.
 Read AP essay from the same prompt. Discuss and make a list in
groups: What makes this a good essay. Review as a class with
focus on introduction, thesis, body paragraphs, and conclusion as
elements of essay.
Monday, Nov 23 – Nov 24
 Chapters 11 and 12 End-of-Book discussion (Monday)
 Thematic topics/themes (Monday/Tuesday)
 Essay prompts: classroom island discussion
Friday, Nov 20
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Collect Notes Pages Ch 5-10
Independent Reading Workshop
Pass back graded work
HW: Finish Chapter 12 by Monday/notes due for Chapters 11, 12 on
Monday
Thursday, Nov 19
 Symbolic Scenes – add new examples/complete written portion
(1/2 page free write)
 Chapter 11 of Lord of the Flies
 HW: Chapter 12 of Lord of the Flies for Monday; bring independent
reading Friday
Wednesday, Nov 18
 Discuss end of Chapter 9
 Chapter 10 of Lord of the Flies
 HW: Chapter 11 of Lord of the Flies
Tuesday, Nov 17
 Revisit the end of Chapter 8 by reading and discussing the
significance of the name. Discuss “Lord of the Flies” in pairs and
report back.
 Chapter 9 of Lord of the Flies – discuss as a class
 Work on Symbolic Scenes activity
 HW: Chapter 10 of Lord of the Flies
Monday, Nov 16
 No DGP/Vocabulary this week
 Review your Chapter 7 and 8 Notes for
Discussion and Quiz
 Chapter 8 Quiz
 Chapters 7 and 8 Discussion – Concentric
Circles/Create Analytical Questions Using Notes
o Review plot – What happened in this chapter?
o Discussion Questions
 HW: Chapter 9
Friday, Nov 13
 Independent Reading/DGP Quiz
 HW: Read Chapter 8 for Monday
Thursday, Nov 12
 DGP Week 7
 Symbolic Scenes
 HW: DGP Quiz 7 on Friday; independent reading Friday; chapter 8 is
due on Monday
Wednesday, Nov 11
 DGP Week 7
 Discuss Chapter 6 briefly
 Symbols: What are some objects in this novel that you think could
be symbolic?
 Symbolic Scenes (begin in class) – With partners OR
independently
 HW: Ch 7
Tuesday, Nov 10
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DGP Week 7
Period 11: Turn in Chapter 1-4 Notes
Lord of the Flies Chapter 5 discussion
Begin reading Chapter 6
HW: Read Chapter 6 with notes
Monday, Nov 9
 DGP Week 7/Quiz Friday
 Collect Chapters 1- 4 Notes
 Discuss Chapter 4; begin chapter 5
Friday, Nov 6
 Vocabulary Quiz Ch 5/Independent Reading Workshop
 HW: Read Chapter 4 for Monday
Thursday, Nov 5
 Chapter 3 quiz
 Due: Ch 1, 2, and 3 Notes Pages
 Chapter 3 Discussion – Small groups; summary, analysis; take
notes on the back of chapter 3 from your discussion
 HW: Read Chapter 4 of LoTF with notes for Monday; quiz on
vocabulary chapter 5 on Friday; independent reading Friday
Wednesday, Nov 4
 Chapter 2 quiz/notes due
 Chapter 2 Activity – With your partner
o Review your summary and annotations with each other (5
mins)
o Using your notes pages, write a prompt or question about
something you think is important or interesting in the
chapter. Feel free to use direct quotations. Make your question
analytical, not literal. (Like this: What does the scarlet ibis
represent? Not this: Why did the narrator call his brother
Doodle?) Write your question on a blank sheet of paper. Put
both of your names on it. 5 mins
o Give away your question, and get a new one. Talk and write
and talk and write. Use quotes. Fill it up with ideas. Add your
names. Trade again.
o Turn in Ch 1 and 2 notes
 HW: Read Chapter 3 of LoTF with notes
Tuesday, Nov 3 (NO SCHOOL)
Monday, Nov 2
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Due: LoTF Ch 1 Notes
Discussion (character, setting, important ideas)
Thematic topics: this novel is about… (project thematic topics)
Quiz Friday over vocabulary chapter 5
HW: Read Chapter 2 by Wednesday; complete notes
Friday, Oct 30
 DGP Quiz and Independent Reading
 HW: Finish Chapter 1 of Lord of the Flies with notes for Monday
Thursday, Oct 29
 DGP Week 6
 Assign books and notes pages/library for checkout
 Lord of the Flies – Chapter 1 by Monday with notes
Wednesday, Oct 28
 Due: final draft of your paragraph, rubric, and original graded draft
with original rubric
 Lord of the Flies – activity and journal
 Distribute books
Tuesday, Oct 27
 Pass out rubrics (also in the “Libraries” section of our Web site)
 Lab for revisions; final draft and first draft with rubric are due on
Wednesday (Thursday if you are absent on Tuesday)
 HW: Print your final draft today or Weds; your final draft is due
Wednesday
Monday, Oct 26
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Revise paragraphs/bring an electronic copy on Tuesday
Week 6 of vocabulary
DGP Week 6 (DGP quiz Friday) – complete together
HW: Bring an electronic copy of your paragraph on Tuesday
Friday, Oct 23
 Independent Reading Workshop/Complete 1 Reading Log
 HW: Bring the paragraph you want to revise with you to class on
Monday; get a copy of LOTF by Monday for extra credit
Thursday, Oct 22
 Short Story Test/you may use your annotated copy of the short
story
 DGP Week 5 – Monday – Thursday notes
 HW: Bring your independent reading novel with you on Friday
Wednesday, Oct 21
 Seminar on “The Masque of the Red Death” – use this seminar to
help you prepare for your test on Thursday; some test questions
will come from seminar
 A-level participation = use the text at least once; participate at least
twice
 Bring your annotated copy of the short story with you to class
 HW: Prepare for the test
Tuesday, Oct 20
 Get a copy (new, used, free, borrowed) of Lord of the Flies by next
Monday for 5 extra credit points
 Trade and grade “Haunting Olivia” paragraphs/20 points for
completion given during class/these will not be collected
 Collect annotations and notes for seminar
 Overview of the short story test/seminar – approx. 40 multiple
choice questions
 Begin reading and annotating “The Masque of the Red Death”
 HW: Finish “The Masque of the Red Death,” and be ready for seminar
on Wednesday/test Thursday
“There are certain prehistoric
things that swim beyond
extinction.”
– “Haunting Olivia”
Monday, Oct 19
 Finish Socratic Seminar/take notes during seminar. Be looking for
a topic to write about; you’ll write a paragraph for homework
tonight.
 Look for your best ideas from seminar for a writing topic – mark
them in your notes. What literary element would this connect
with? Form groups.
 Form groups based on literary elements (symbol, theme, irony,
mood, setting, character development, etc…). Using your notes
from seminar, write an individual topic sentence and share it with
your group. Grade each other’s ideas.
 Write your topic sentence on the board under the lit element you
chose (ie: symbol, theme, etc…).
 HW: Write a paragraph about “Haunting Olivia” using the
argument/topic sentence you created in class. A peer will grade your
paragraph on Tuesday.
Wednesday, Oct 14 (No school Oct 15, 16)
 Complete Chapter 5 in your vocabulary book
 HW: Be ready for Socratic Seminar on “Haunting Olivia” to continue
on Monday
Tuesday, Oct 13
 Respond to some of the questions from the “Haunting Olivia”
Thinking Topics Assignment
 If you’re absent: You’ll find these discussion questions under the
documents on my Web page. Choose five questions, and write
your responses. (10 points)
Monday, Oct 12
 Collect “The Cask of Amontillado” assignments: Irony and Single
Effect Assignments, Annotations, and Extra Credit
 Introduce Socratic Seminar (see documents section of my Web
site for this information)
 Begin seminar – Participate verbally and take notes (both for
credit)/Mostly plot discussion
 HW: If you didn’t participate in seminar, be prepared to discuss
“Haunting Olivia” next Monday for credit
Friday, Oct 9
 Collect: Irony and Single Effect Assignments and
Annotations/Explain extra credit and prompt to 5/6
 What is magic realism: a genre of literature that incorporates
fantastic or mythical elements into otherwise realistic fiction
 Respond on the board: What stories can you name that contain
magic? Why do you think humans read stories about magic?
 Read and annotate “Haunting Olivia” in class; finish for Tuesday
 Quiz on Vocabulary Weeks 3 and 4
 Independent Reading Workshop/Response Log or begin reading
“Haunting Olivia”
 HW: Finish reading and annotating “Haunting Olivia” for Monday; be
prepared to share your ideas with the class
Thursday, Oct 8
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DGP Week 4
Finish irony discussion with responses (see prompts on PP)
Examining Poe’s “single effect” – complete in groups
Write a “single effect” topic sentence in response to a prompt
HW: Study for vocabulary quiz weeks 3 and 4; finish the “single effect”
assignment if you haven’t already; write a whole paragraph for extra
credit (5 points) by Monday
Wednesday, Oct 7
 Due: Paragraph on “The Scarlet Ibis” with rubric attached
 DGP Week 4
 Examples of irony/Irony in “The Cask of Amontillado” with
groups/review – take notes on the back of your page: How might
irony be connected to Poe’s thematic topic (revenge); what does it
reveal about revenge? What is paired together in
 HW: None
Tuesday, Oct 6
 DGP Week 4 (your friend from switzerland is a good student) – label
Parts of the Sentence (Tuesday Notes)
 Pass back annotations and paragraphs (save this in your binder)
for “The Most Dangerous Game” – Tips for next paragraph
 Examples of irony/Irony in “The Cask of Amontillado”
 HW: Your paragraph on “The Scarlet Ibis” is due Wednesday. Your
assignment is on the ½ sheet titled “The Scarlet Ibis: Writing
Assignment.”
Monday, Oct 5
 DGP Week 4 (your friend from switzerland is a good
student)/Vocabulary Week 4 – Quiz Friday on Weeks 3 and 4 of
vocabulary
 “The Cask of Amontillado” – review plot and answer any
questions
 HW: Finish your paragraph on “The Scarlet Ibis” by Wednesday
Friday, Oct 2
 Quiz: DGP Week 3 (20 points)
 Independent Reading Workshop -- bring your independent
reading books to class
 HW: Write your paragraph on “The Scarlet Ibis” by next Tuesday
Thursday, Oct 1
 DGP Week 3 (Corrections) – my friend alex plays tennis
 Read “The Cask of Amontillado” together
 HW: Prep for your DGP quiz; bring your independent reading book
tomorrow
Wednesday, Sept 30
 DGP Week 3 (Tuesday and Wednesday notes) – my friend alex
plays tennis
 The Scarlet Ibis: Writing assignment (Steps 2, 3, 4)
 Freewrite: Write down the passages that you’ll use and your
theme. Spend about 10 minutes writing/try to fill about ½ of a
page. How does this symbol connect to your idea? Your theme can
change to reflect the details of the text.
 Edgar Allan Poe and “The Cask of Amontillado”
 HW: Work on a paragraph that connects imagery/symbol to theme using
your pre-writing from class today; this will be due next Monday
Tuesday, Sept 29
 Independent Reading List: Get a book (from a shelf, from the
library, from a used book store, from a web site, from a friend) by
Friday, por favor.
 Picture Day
 Writing theme: Write thematic topics on the board as we re-enter
the classroom. Try to write five themes with your partner in the
Writing section of your binder. Share with the class.
 Textbook/“The Scarlet Ibis” activity/sheet of paper
 HW: Complete Step 1 of “The Scarlet Ibis” assignment (yes, you are just
writing one sentence)
Monday, Sept 28
 Due: Paragraph on “The Most Dangerous Game” (bring your
rubric, paragraph, and annotated story, please)
 Reminder: Save your “The Kid Nobody Could Handle” paragraph
in the Writing section of your binder.
 DGP Week 3 (my friend alex plays tennis)/Vocabulary Week 3 –
Quiz over DGP only on Friday; we will alternate quiz weeks
between vocabulary and grammar
 No textbooks
Friday, Sept 25
 DGP and Vocabulary Quiz
 Return Paragraph 1: “The Kid Nobody Could Handle”
 Ideas for improvement
Thursday, Sept 24
 DGP Week 2 – each of the girls did her homework
 Return and discuss Paragraph 1 assignment; writing workshop
 Pairs (need textbook): analysis activity for “The Scarlet Ibis” and
writing assignment
 HW: Write paragraph on “The Most Dangerous Game”; due with
rubric and annotated story on Friday; quiz on DGP and vocabulary
Wednesday, Sept 23
 DGP Week 2 – each of the girls did her homework
 Quiz: “The Scarlet Ibis”
 Textbook: “The Scarlet Ibis” summarize on the board; discuss
what we get and what we didn’t get
 Work on paragraphs for “The Most Dangerous Game”
 HW: Work on paragraphs for “The Most Dangerous Game”
Tuesday, Sept 22
 DGP Week 2 – each of the girls did her homework
 Introduce “The Scarlet Ibis”
 Textbook: Begin reading “The Scarlet Ibis” and taking notes on
notes pages; in the opening scene take notes on images that stand
out; examine their possible meaning (comparison chart on board)
 HW: Finish reading “The Scarlet Ibis” and taking notes; work on your
paragraph on “The Most Dangerous Game” if you haven’t already
Monday, Sept 21
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DGP Week 2: each of the girls did her homework
Vocabulary Week 2: Begin in class and finish at home
Finish discussions from Friday on “The Most Dangerous Game”
Review climax: the turning point
“The Most Dangerous Game” – paragraph prompts/begin
brainstorming and drafting in class
 HW: Begin working on your paragraph about “The Most Dangerous
Game” – due Thursday; add these literary terms to your chart if you
haven’t already: symbol, theme; finish chapter 2 of vocabulary
Friday, Sept 18
 DGP Week 1 Review and Quiz
 Due: Paragraph and rubric on “The Kid Nobody Could Handle”
(20 points); this must be printed before class; I’ll also collect your
short story annotations today
 “The Most Dangerous Game” – small groups specialize in a topic,
put ideas on board, teach us (7 groups/7 sections of board)
o Group 1: Plot diagram on board – what happened?
o Group 2: Setting – how it contributes to mood
o Group 3: Examples of direct and indirect characterization
 Rainsford
 Zaroff
o Group 4: Examples of foreshadowing that build suspense
o Group 5: Conflicts (man v. man, man v. self, man v. nature) –
be specific (ie: what is Rainsford’s man v. self conflict?)
o Group 6: Stated theme – find statements about life or people
that are stated directly in the text
o Group 7: Important scenes – what was the most important
scene, in your opinion? Why?
 Listen and take notes
 HW: Nada
Thursday, Sept 17
 DGP Week 1 – Thursday Notes
 Due: Paragraph and rubric on “The Kid Nobody Could Handle”
(20 points); this must be printed before class; I’ll also collect your
short story annotations today
 Read and annotate “The Most Dangerous Game”
 HW: Finish reading and annotating “The Most Dangerous Game” for
Friday
Wednesday, Sept 16
 DGP Week 1 – Tuesday and Wednesday Notes
 MLA Formatting/Rubric overview/Paragraphs due tomorrow
 Textbook/Literary Terms Chart: Plot, suspense, foreshadowing,
and flashback, conflict, setting/mood, theme
 Begin reading “The Most Dangerous Game;” begin reading and
annotating together;
 HW: Finish writing your paragraph; print it and attach the rubric to the
front
Tuesday, Sept 15
 DGP Week 1 – Tuesday Notes (Parts of the Sentence)
 Meeting with guidance
 HW: Finish your paragraph for Thursday/must be typed in MLA
format and printed before class; include the rubric (20 points)
Monday, Sept 14
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Planners – materials, due dates
DGP Week 1 – Monday Notes (Parts of Speech)
Finish paragraph instruction and introduction to the outline
Complete paragraph outline for “The Kid Nobody Could Handle”
MLA formatting guidelines; reminder that paragraphs on “The
Kid Nobody Could Handle” are due Wednesday
 HW: Finish outline and begin working on paragraph response to “The
Kid Nobody Could Handle” (due Wednesday)
Friday, Sept 11
 Vocabulary Quiz 1
 Take notes on one of the writing prompts with a partner/small
group (2-3 people). Write down 4 passages in the writing section of
your binder that help you answer your question.
 Review paragraph structure (TS, CD, CM, CS)
 HW: None; remember to bring your vocabulary books on Monday
Thursday, Sept 10
 Textbooks/Literary Terms Chart: Static and dynamic character;
direct and indirect characterization; symbol
 Pairs: Add annotations about static and dynamic character and
symbol (Who changes? When and how do you know? Who stays
the same? Why? What is a symbol? How do you know?)
 Begin class discussion of “The Kid Nobody Could Handle”; add
notes to your story based on others’ ideas
 If time still remains, review vocabulary words with a partner
 HW: Review for vocabulary quiz tomorrow
Wednesday, Sept 9 –

Due: Library assignment for Mrs. Nichols (10
points)

Begin reading and annotating “The Kid Nobody
Could Handle” by Kurt Vonnegut (from Welcome to the
Monkey House)
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HW: Finish reading and annotating “The Kid Nobody
Could Handle”
Tuesday, Sept 8 –
 Vocabulary Books: Complete Chapter 1 of
vocabulary/Review/Quiz Friday
 How to annotate
 HW: Finish library assignment
Monday, Sept 7 – NO SCHOOL
Thursday, Sept 3 – Friday, Sept 4
Library orientation
Wednesday, Sept 2
 Due: literature squares and paragraphs
 Share lit squares and turn in (50 points)
Tuesday, September 1
 Meet in class: Get textbooks then go to the lab
 Lab: type your paragraph /Overview of topic sentence/thesis
statement
 Example thesis statement: The novel Big Fish reveals that stories
are central to both the main character’s identity and his desire to
be immortal.
Monday, August 31
 Bring books and binders to class
 “Every Trip is a Quest” – share with someone who wasn’t in your
group 1) the real reason for Christopher’s quest and 2) what selfknowledge he gained as a result of his journey
 “The Opportunity of Adversity” TED talk; listen and record in
your “Ideas” section anything Mullins says that you think relates
to the novel (even if you aren’t quite sure what the relation is yet)
 Share ideas about connections between these two (Place in “Ideas”
section)
 Overview of lit squares; due Wednesday (Prompt: What complex
understanding do you have about this novel as a result of our class
discussion?); due Wednesday
Friday, August 28
 Buy vocabulary books
 Small groups: examine Curious Incident as a quest (handout)
 HW: Finish the chart your started in class in which you examine
Curious Incident as a quest; due Monday
Thursday, August 27
 Using your dialectical journals, find other people who have written
about the same or similar topics. Make a group. (ie: truth, reality,
lies, etc…).
 Make a list of thematic topics on the board based on our topics.
This novel is about …
 Choose one thematic topic. Write an idea or a passage from the
book on a Post-It; place it on the board. Write something really
interesting! It can come from your journal or be an extension of it.
 Ideas: Browse the notes on the board surrounding our thematic
topics. Write down new and intriguing ideas in the “Ideas” section
of your binder; save.
 Begin reading “Every Trip is a Quest (Except When It’s Not)”
 HW: Finish “Every Trip is a Quest”; bring $12 for your vocabulary
book
Wednesday, August 26
 Turn in your personal response essay if you didn’t yesterday
 Binder check: have your binder and four labeled tabs ready at the
beginning of class today (see syllabus)
 Comprehension quiz
 Complete a dialectical journal that we’ll use for discussion
tomorrow
 HW: Finish your journal
Tuesday, August 25
 Syllabus overview and course introductions
o Class procedures, materials, course overview
o Personal Response essay
 HW: Bring The Curious Incident of the Dog in the Night-time to class
tomorrow; be ready for a short comprehension quiz on Wednesday
Monday, August 24
 Course introduction and seating chart
 “Song of the Open Road” and student discussion