HONORS ENGLISH 9A DAILY AGENDA
2014-2015 School Year| Trimester 1| Ms. Topp
Tuesday, 09.02.2014
Daily Agenda
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
Name Tags
KP Pep Talk
Syllabus- Student/Parent sign
page due FRIDAY!
COMING UP:
Ideal Classroom
Independent Reading Overview
Learning Targets

I can…
 Follow
simple
directions 
Name Tags
FAV FOOD
FAV MOVIE/TV SHOW
NAME (IN FAV COLOR)
SOMETHING I LIKE
TO DO
HOW I SPEND MY
TIME OUTSIDE OF SCHOOL
Wednesday, 09.03.2014
Daily Agenda
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Student Information Form
Introductions
Questions?
Independent Reading
Overview
Ideal Classroom #1
COMING UP:
Independent Reading Proposal
Learning Targets

I can…
 Share
relevant
information about
myself
 Collaborate with my
peers and teacher
to create classroom
expectations and
goals
What does your IDEAL CLASSROOM…
LOOK like?
 FEEL like?
 SOUND like?
 SMELL like?
 TASTE like?

Think about HOW you would use your FIVE
SENSES in your IDEAL CLASSROOM.
Thursday, 09.04.2014
Daily Agenda
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
Questions?
Ideal Classroom #2
Independent Reading
Proposal- Due TOMORROW!
COMING UP:
Independent Reading Proposal
& Student/Parent Syllabus sign
page DUE TOMORROW!
Learning Targets

I can…
 Collaborate
with
my peers and
teacher to create
classroom
expectations and
goals
Things to DISCUSS

What are your thoughts, feelings, and guidelines for…
GROUP
WORK
CLASSROOM ENVIRONMENT/CLIMATE
TIMELINESS/TIME IN CLASS
WORK TIME
CELL PHONES
MY ROLE
MS. TOPP’S ROLE
Friday, 09.05.2014
Daily Agenda
Learning Targets
Hand In- IR Proposal & Syllabus
 I can…
 Announcements
 Collaborate with
 Ideal Classroom #3
my
peers
and
 Ms. Topp Introduction/
teacher to create
Ms. Topp Answers
classroom
 First Week Questions/Reflections
expectations and
COMING UP:
goals
Notebook/Portfolio Set-Up
IR Book Check-out

Monday’s Tasks
Notebook Set-Up
 Portfolio Set-up
 Book Check-out

 Check-outs
from IMC (limited copies)
 Bring book from home
 Being Independent Reading
 Hand in IR Proposal on Tuesday
 Attendance end of Hour, TOO!
So Far, I am missing…
Parent- Sign Page

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
Suza A.
Alex A.
Carter N.
Computer Log-in Issues?
Independent Reading Proposal


Carter N.
Rylee T.
Monday, 09.08.2014
Daily Agenda
Seating Chart?
 Notebook Set-Up
 Portfolio Set-up
 Ideal Classroom #4
 Independent Reading Book
Check-out
COMING UP:
Reading Efficiency #1

Learning Targets

I can…
 Be
organized and
prepared for class by
establishing my
notebook and writing
portfolio
 Collaborate with my
peers and teacher to
create classroom
expectations and
goals
Notebook/Portfolio Set up
NOTEBOOK SET UP

Take 3 post-its or tab dividers
EACH ONE SHOULD BE A
DIFFERENT COLOR
 COLOR
1: READING LOG
 COLOR 2: ASSIGNMENTS
 COLOR 3: NOTES


You will use these like “tabs” for
our sections
Divide your notebook into 3
EQUAL SECTIONS
PORTFOLIO SET UP
 Take ONE FILE
FOLDER AND ONE
LABEL
 Write
YOUR NAME
and CLASS PERIOD
on the label
 Put the label on the
top of your file
folder
 Hand in to Ms.
Topp
Tuesday, 09.09.2014
Daily Agenda
Learning Targets
Hand in IR proposal
 I can…
 Announcements/Logistics
 Collaborate with my
peers and teacher
 Final Ideal Classroom Discussion
to
create
classroom
 Reading Efficiency #1
expectations and
COMING UP:
goals
 Utilize my reading
Plagiarism Web Quest
and comprehension
Independent Reading

skills to improve my
Reading Efficiency
Announcements/Logistics
Website
 Class Crate
 Hand-in Bin
 Ms. Topp Wall
 Bathroom Passes
 Tardies/Absences
 Learning Targets
 Lunch Schedule (4th Hour)

Wednesday, 09.10.2014
Daily Agenda
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
Ms. Topp’s thoughts on the
Magcon Boys
Plagiarism Web Quest
Independent Reading
COMING UP:
DWA Writing Assessment
Learning Targets

I can…
 Identify
the
components and
follow BHS’
Academic Honesty
Polic
 Read and analyze a
book of my choice
for my own
enjoyment
The Magcon Boys
I
DON’T
GET
THEM
!
Thursday, 09.11.2014
Daily Agenda

DWA Writing Assessment
Learning Targets

I can…
 Understand
COMING UP:
DWA Writing Assessment
that writing
prompts can and should
be broken into parts to
ensure the response is
thorough and on topic.
 Write an essay with a
clear beginning, a
developed middle with
adequate elaboration,
and a logical conclusion.
Friday, 09.12.2014
Daily Agenda
Learning Targets
DWA Writing Assessment
 Independent Reading
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

Ms. Topp Check Book Choices
Missing Work
COMING UP:
Short Stories Unit: Elements of Plot
I can…
Understand that writing
prompts can and should
be broken into parts to
ensure the response is
thorough and on topic.
 Write an essay with a
clear beginning, a
developed middle with
adequate elaboration,
and a logical conclusion.

Monday, 09.15.2014
Daily Agenda
Learning Targets
LONG PEP FEST SCHEDULE  I can…
 Introduction to Elements of Plot
 Identify the
 Elements of Fiction
elements of plot
 Types of Conflict
and types of
 Setting
conflicts within the
 “The Sniper” Background
story structure
COMING UP:
“The Sniper” and Elements of Plot
Tuesday, 09.16.2014
Daily Agenda
Learning Targets
“The Sniper” (Page 262)
 I can…
 Elements of Fiction- Point of
View
 Identify the
 HAND IN PACKET
elements
of
plot
TOMORROW!
and apply them to
COMING UP:
the short story “The
Reading Efficiency #2
Sniper”
Independent Reading

Wednesday, 09.17.2014
Daily Agenda
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
TOMORROW Announcements
“The Sniper” (Page 262)
Elements of Fiction- Theme
 HAND IN PACKET!
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
Reading Efficiency #2
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
Review/Discussion
Independent Reading
COMING UP:
Gates Reading Test
“The Sniper” Partner Activity
Learning Targets

I can…
 Identify
the elements of
plot and apply them to
the short story “The
Sniper”
 Utilize my reading and
comprehension skills to
improve my Reading
Efficiency
 Read and analyze a
book of my choice for
my own enjoyment
Thursday, 09.18.2014
Daily Agenda
Learning Targets
 I can…
Ms. Topp is GONE!
 Gates Test (35 Minutes Timed)  Identify the elements
of plot and apply
 Begin “The Sniper” Partner
them to the short
Activity
story “The Sniper”
COMING UP:
 Utilize my reading
and comprehension
Elements of Plot Review
skills to improve my
Independent Reading
Reading Efficiency

Friday, 09.19.2014
Daily Agenda
Learning Targets
LONG PEP FEST
 I can…
Review Reading Efficiency #2
 Identify the elements
View “The Sniper”
of
plot
and
apply
Finish “The Sniper” Partner Activity
COMING UP:
“The Most Dangerous Game”
them to the short
story “The Sniper”
 Read and analyze a
book of my choice
for my own
enjoyment
Monday, 09.22.2014
Daily Agenda
Learning Targets
Finish Ms. Topp Answers
 I can…
 Best Villain Journal/Discussion  Identify the elements
of plot in “The Most
 Introduction to Foreshadowing
Dangerous Game”
 Analyze the plot in
 Begin MDG (Page 17)
order to gather textual
evidence that
COMING UP:
demonstrates where
Foreshadowing and MDG
and how the author

creates tension and
suspense
The Best Villain…
Think about the BEST VILLAIN you know… Perhaps they’re
from a movie, book, comic, or your own life. In your
assignment section of your notebook, answer the following
questions:
1. Who are they? Where are they from?
2. What do they look like?
3. What do they do as the villain? What is their purpose?
4. What qualities do they possess that makes them a
good villain?
5. Pick one quality that you will share with the class.
Tuesday, 09.23.2014
Daily Agenda
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Elements of Fiction
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Mood
Tone
Suspense
Continue MDG
Elements of
Plot/Foreshadowing Notes
COMING UP:
Reading Efficiency #3
Independent Reading
Learning Targets

I can…
 Identify
the elements
of plot in “The Most
Dangerous Game”
 Analyze the plot in
order to gather textual
evidence that
demonstrates where
and how the author
creates tension and
suspense
Wednesday, 09.24.2014
Daily Agenda

Reading Efficiency #3
READ ONCE! RECORD TIME!
ANSWER QUESTIONS!
 Review/Discussion


Independent Reading
COMING UP:
More MDG
Learning Targets

I can…
 Utilize
my reading
and comprehension
skills to improve my
Reading Efficiency
 Read and analyze a
book of my choice
for my own
enjoyment
Thursday, 09.25.2014
Daily Agenda

Finish MDG
Learning Targets

I can…
 Identify
the elements
 Elements of Fiction- Characters
of plot in “The Most
Dangerous Game”
 Complete MDG/Foreshadowing
 Analyze the plot in
Worksheet- HAND IN!
order to gather textual
COMING UP:
evidence that
demonstrates where
MDG & Film Compare and Contrast
and how the author
Independent Reading
creates tension and
suspense
Friday, 09.26.2014
Daily Agenda
Learning Targets
MDG/Hunger Games
 I can…
 Compare and
Compare & Contrast
Contrast literary
 HAND IN MDG Worksheet
elements in film and
 Ms. Topp Answers
story
 Independent Reading
 Read and analyze a

COMING UP:
MDG On-Demand Writing
book of my choice
for my own
enjoyment
Most Dangerous Hunger Games

In the assignment section of your notebook, Compare
and Contrast “The Most Dangerous Game” and
Hunger Games. Pay particular attention to:
 How people are selected for the games?
 What is the unfair advantage to those running the
games?
 GZ
to Rainsford
 Capital to Tributes
 Tribute to Tributes
 What
elements are similar?
 What elements are very different?
Ms. Topp Answers
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
How tall are you?
How old are you?
Do you have a boyfriend?
Are you married? How
long?
Do you have kids?
What religion are you?
Do you have any pets?
Do you like animals? What
is your favorite animal? If
you could have any animal
as a pet what would it be?
Monday, 09.29.2014
Daily Agenda
Learning Targets
Introduction to
I can…
Argumentative Writing
Understand that writing
 Writing Portfolios
prompts can and should
 Begin MDG On-Demand
be broken into parts to
ensure the response is
Writing (Gather
Evidence/Complete Outline) thorough and on topic

COMING UP:
Finish MDG On-Demand
Writing
Identify specific textual
evidence to support
claims

Tuesday, 09.30.2014
Daily Agenda
Learning Targets
MDG On-Demand Writing
 Make-up/Missing Work
I can…

COMING UP:
Reading Efficiency #4
Independent Reading
Identify
specific textual
evidence to support
claims
Write arguments to
support claims I have
made about substantive
topics or texts, using
reason and specific,
relevant, evidence.
Wednesday, 10.01.2014
Daily Agenda

Reading Efficiency #4
Highlight Answers for Questions
#6-10
 Review/Discussion


Independent Reading/Ms.
Topp Writing Conferences
COMING UP:
“Harrison Bergeron”
Learning Targets
I can…
Utilize
my reading
and comprehension
skills to improve my
Reading Efficiency
Read and analyze
a book of my choice
for my own
enjoyment
Thursday, 10.02.2014
Daily Agenda
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
Learning Targets
I can…
Introduction to Theme
What If We Were All Equal?  Work with my peers to
Small Groups: Read
“Harrison Bergeron” (Page
99) and Complete
“Handicap” Assignment-
Due Tomorrow!
COMING UP:
Theme and 2081

identify the theme and how
the elements of plot
contribute to the theme.
Determine the theme or
central idea of a text and
analyze in detail how it
emerges in the text,
develops over the course
of the text, and is refined
through details
Friday, 10.03.2014
Daily Agenda
Learning Targets
I can…
Complete “Handicap”
Assignment (15 Minutes)  Determine the theme
or central idea of a
 2081: What If?
text and analyze in
 HB & 2081 Discussion
detail how it emerges
in the text, develops
 Ms. Topp Answers

COMING UP:
“Beware of the Dog”
over the course of
the text, and is
refined through
details
Monday, 10.06.2014
Daily Agenda
Learning Targets
Introduction to Inferences
I can…
 Silently Read “Beware of the
 Define and
Dog” (Page 688)
understand
 Complete Inferences Chartinferences
Be Prepared to Discuss
 Make inferences
TOMORROW!
within a text based
COMING UP:
on textual evidence
and background
“Marigolds” and More Inferences!
knowledge

Tuesday, 10.07.2014
Daily Agenda
Learning Targets
“Beware of the Dog” and
I can…
Inferences (15 Minutes to
Make inferences within
Finish; 15 Minutes to Discuss) a text based on evidence
and background
 Partner Read “Marigolds”
knowledge
(Page 141) and Begin
Identify specific textual
Partner Activity
evidence to support my
COMING UP:
claims
Reading Efficiency #5
Independent Reading

“Marigolds” Inferences


As you read “Marigolds” (page 141) with your partner,
think about the specific characters: what they say, their actions,
their motivations, etc.
When you have completed the short story, DISCUSS and
then WRITE about the following:
 2 INFERENCES ABOUT CHARACTERS: Include textual
evidence for each inference and an explanation of how this
supports your inference.
 THEME: Explain one theme from the story and how the text
led you to that theme.
 CLIMAX: Explain the climax to the story and how you know.
 What types (2-3) of character is Lizbeth? Explain.
 What types (2-3) of character is Ms. Lottie? Explain.
Wednesday, 10.08.2014
Daily Agenda
Hand In Sniper Revisions
 SCHOOL IS FUN!
 Reading Efficiency #5

Learning Targets
I can…
Utilize my reading
and comprehension
 Use Your BEST METHOD!
skills to improve my
 Review/Discussion
Reading Efficiency
 Independent Reading
Read and analyze
 Share a conflict!
a book of my choice
COMING UP:
for my own
Finish “Marigolds” Partner Activity
enjoyment
Literary Terms Review- Quiz Friday
Thursday, 10.09.2014
Daily Agenda
Learning Targets
Literary Terms Review
 Finish “Marigolds” Partner
Activity
I can…



COMING UP:
Literary Terms Quiz TOMORROW!
Independent Reading

Identify the Elements of
Fiction and apply them to
various pieces of literature
Make inferences within a
text based on evidence
and background
knowledge
Identify specific textual
evidence to support my
claims
“Marigolds” Inferences


As you read “Marigolds” (page 141) with your partner,
think about the specific characters: what they say, their actions,
their motivations, etc.
When you have completed the short story, DISCUSS and
then WRITE about the following:
 2 INFERENCES ABOUT CHARACTERS: Include textual
evidence for each inference and an explanation of how this
supports your inference.
 THEME: Explain one theme from the story and how the text
led you to that theme.
 CLIMAX: Explain the climax to the story and how you know.
 What types (2-3) of character is Lizbeth? Explain.
 What types (2-3) of character is Ms. Lottie? Explain.
Friday, 10.10.2014
Daily Agenda
Learning Targets
MDG/Foreshadowing Review I can…
 Literary Terms Quiz
 Identify the Elements
 THE INTERLOPERS (PG. 189)
of Fiction and apply
 Independent Reading
them to various
pieces of literature
COMING UP:
 Read and analyze a
School Uniform Essay Revision
book of my choice
for my own
enjoyment

Monday, 10.13.2014
Daily Agenda
Group Work Preferences
 School Uniform Essay
Learning Targets
I can…
 Write arguments to
support claims I have
 Argumentative Writing Reminders
made about substantive
 Sample Essays
topics or texts, using
 Self-Reflection Sheet & Prereason and specific,
relevant, evidence.
planning
 Provide organized
 Rough Drafts/Revisions
writing that is
appropriate to the task,
COMING UP:
purpose, and audience.

School Uniform Final Essay
Tuesday, 10.14.2014
Daily Agenda


Learning Targets
Ms. Topp Challenge
School Uniform Final Essay



I can…

Submit to Turnitin.com
Share with Ms. Topp on
Google Docs
Hand in Self-Reflection on Monday
COMING UP:
Begin Lord of the Flies
Write
informative/explanatory
texts that analyze
complex ideas, concepts,
and information while
remaining clear and
accurate.
HAVE A WONDERFUL
LONG WEEKEND! 
Monday, 10.20.2014
Daily Agenda

School Uniform Essay
Submit to Turnitin.com
 Share w/Ms. Topp on Google
Docs
 Hand in Self-Reflection
 Ms. Topp Assistance


Short Story Theme
On-Demand Writing
Coming Up:
Begin Lord of the Flies
Learning Targets
I can…
Identify specific textual
evidence to support
claims
Write arguments to
support claims I have
made about substantive
topics or texts, using
reason and specific,
relevant, evidence.

Theme On-Demand Writing

Pick ONE SHORT STORY we have read thus far and
write a well-developed paragraph explaining a
THEME from that story. Your paragraph must include:
A
sophisticated theme statement (War is BAD = NO)
 A MINIMUM of 2 pieces of EVIDENCE from the text (direct
quotes with page #) to support your theme
 Your own thoughts and analysis on the theme (include other
related texts, your background knowledge on the theme,
your personal experiences, etc.)
 Underline your THEME STATEMENT
 *STAR* your EVIDENCE
Tuesday, 10.21.2014
Daily Agenda

Hand in Theme On-Demand Writing
Imagine If…
 Lord of the Flies Intro
 Check-out Books
 Lord of the Flies Overview






Reading Dates
Reading Log
Quizzes
Group Work
Tone and Mood Review
Homework:
Lord of the Flies Chapter 1& RLog
Learning Targets
I can…



Trace tone throughout a
text, including possible tone
shifts.
Ask questions and provide
answers that demonstrate
an ability to read critically
(showing fullness of thought
and depth of thinking)
Make inferences about
texts, recognizing nuances
and seeing “what isn’t
there”
Imagine If…
The war on terror has escalated and fighting had reached the
eastern border of the United States. Adults in the Blaine area
feel that they must protect future generations (you). You and
your classmates are being sent away via plane to save you
from death in the case that Minnesota is bombed. You know
some of the people on the plane but not all of them. Suddenly,
the plane is struck and goes plummeting to the ground. You
have survived the crash and others have emerged from the
plane. You don’t recognize your surroundings. There are no
houses or buildings anywhere. Standing on the sand, all you
can see are trees in front of you and ocean on all sides.
Write one paragraph explaining what your
initial reactions, feelings, and actions would be?
Lord of the Flies: Chapter 1 Reading Log

Read Chapter 1: The Sound of the Shell
 Describe what has happened before the
novel takes place. Who is on the island?
Be specific.
 Describe the island in detail. (This will be
necessary for your group task tomorrow!)
 Trace Golding’s tone and use of language
to create a mood/atmosphere for the
reader
Wednesday, 10.22.2014
Daily Agenda


Tone and Mood Review
Discuss Tone & Chapter 1


Cold War Basics
Learning Targets
I can…

Tribe Meetings
Share your journals from yesterday
 “Explore” the island and create a
detailed map of your discovery.
Your final draft must be in color
and include a key- DUE END OF
CLASS TOMORROW!
Homework:
Lord of the Flies Chapter 2 & RLog


Trace tone throughout a
text, including possible
tone shifts.
Ask questions and
provide answers that
demonstrate an ability
to read critically
(showing fullness of
thought and depth of
thinking)
Lord of the Flies Tribes
Tribe 1- Jon, Suza, Courtney, William
 Tribe 2- Erica, GaoLee, Mikayla K., Payton, Avery
 Tribe 3- Sam, Rachel S., Abby F., Lauren, Jenna
 Tribe 4- Tenzin, Josh, Carter, Alex, Luke
 Tribe 5- Zoe, Rylee, Alexis, Olivia
 Tribe 6- Rachel L., Mikayla F., Kayleigh, Brooke

Lord of the Flies: Chapter 2 Reading Log

Read Chapter 2: Fire on the Mountain
 What do the boys do to establish rules,
order, and ensure their survival?
 Pick one of the following characters and
write a detailed paragraph explaining
their significance in Chapter 2 (Ralph,
Piggy, Jack, or the little boy)
 Trace Golding’s tone and use of language
to create a mood/atmosphere for the
reader
Thursday, 10.23.2014
Daily Agenda



Reading Dates Modification
Discuss Chapters 1&2
Tribe Meetings
 “Explore” the island and create a
detailed map of your discovery. It must
be in COLOR and INCLUDE A KEY
 Create a TRIBE NAME & TRIBE FLAG
that represents your tribe. Include one
paragraph explaining the significance
of each.
 BOTH DUE END OF HOUR
TOMORROW!
Homework:
Lord of the Flies Chapter 3 & RlogDUE MONDAY
Learning Targets
I can…



Trace tone throughout a text,
including possible tone shifts.
Ask questions and provide
answers that demonstrate an
ability to read critically
(showing fullness of thought
and depth of thinking)
Make inferences about texts,
recognizing nuances and
seeing “what isn’t there”
Lord of the Flies: Chapter 3 Reading Log

Read Chapter 3: Huts on the Beach



Describe Jack at the beginning of the
chapter. What is he wearing? What
looks different now from when he first
arrived on the island? What is he doing?
Describe the main conflict between Jack
and Ralph in this chapter. What are they
quarreling about?
At the end of the chapter, where do Jack
and Ralph assume Simon is? Where is
Simon really? How is Simon a stark
contrast to Ralph and Jack?
Friday, 10.24.2014
Daily Agenda



Writing Lab, Detention, Bengal
Junction Reminders
The Island
Tribe Meetings
 “Explore” the island and create a
detailed map of your discovery. It
must be in COLOR and INCLUDE A
KEY
 Create a TRIBE NAME & TRIBE FLAG
that represents your tribe. Include one
paragraph explaining the significance
of each.
 BE prepared to share on MONDAY!
Homework:
Lord of the Flies Chapter 3 & Rlog
Learning Targets
I can…



Identify specific textual
evidence to support claims
Ask questions and provide
answers that demonstrate
an ability to read critically
(showing fullness of thought
and depth of thinking)
Make inferences about
texts, recognizing nuances
and seeing “what isn’t
there”
Lord of the Flies: Chapter 4 Reading Log

Read Chapter 4: Painted Faces and Long Hair



Describe in detail the sandcastle scene. Who are the
three boys building sand castles? Who is the leader
of the three? What reason is given for him being
leader? Who cries as a result of the ruined
sandcastles? Why? Why does Maurice feel a little bit
of guilt in ruining the little boys’ sand castles? What is
the significance of this?
Describe the scene when Jack and the hunters return.
What has happened? What are they chanting? How
are they behaving?
Trace Golding’s tone and use of language to create a
mood/atmosphere for the reader
Lord of the Flies Reading Guide
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Chapter 1- 10.21
Chapter 2- 10.22
Chapter 3- 10.23-26
Chapter 4- 10.27-29
QUIZ- 10.30
Chapter 5&6- 10.30-11.02
Chapter 7&8- 11.03-06
QUIZ-11.07
Chapter 9Chapter 10
Chapter 11Chapter 12FINAL EXAM-11.17
SOCRATIC SEMINAR-11.19
Monday, 10.27.2014
Daily Agenda
Learning Targets
Tribe Reflections
I can…
 Share Tribe Names & Flag
 Understand and examine
 Apex Learning: Tone & Mood tone and mood, knowing
 Notebook Checkthere is a distinct

TOMORROW AND WEDNESDAY! difference between them
 Trace tone throughout a
Coming Up:
Lord of the Flies Chapter 4 & Rlog- text, including possible
tone
shifts
Due Thursday
Tribe Reflections

In the assignment section of your notebook, reflect on the
following regarding your tribe in complete sentences:
How did you initially feel when you found out who was in your tribe?
 When you began working on tasks, did you feel included in your
group? Why or why not?
 How did your group split up tasks? Did you work together on
everything, split up tasks, etc.?
 Did a leader emerge in your tribe? If so, how? If not, why do you
think so?
 Did you agree with all your group’s decisions? Why or why not?
 Write about your group dynamic and how you have functioned
working together thus far.

Lord of the Flies: Chapter 4 Reading Log

Read Chapter 4: Painted Faces and Long Hair



Describe in detail the sandcastle scene. Who are the
three boys building sand castles? Who is the leader
of the three? What reason is given for him being
leader? Who cries as a result of the ruined
sandcastles? Why? Why does Maurice feel a little bit
of guilt in ruining the little boys’ sand castles? What is
the significance of this?
Describe the scene when Jack and the hunters return.
What has happened? What are they chanting? How
are they behaving?
Trace Golding’s tone and use of language to create a
mood/atmosphere for the reader
Tuesday, 10.28.2014
Daily Agenda
Learning Targets
Apex Learning: Tone & Mood I can…
 Tribe Meetings
 Engage indiscussions




“Trapped on an Island”
If done, begin “Unity Vs. Dissention”
BOTH DUE TOMORROW!
Homework:
Lord of the Flies Chapter 4 & RlogDue Thursday
that require
preparation,
ongoing questioning,
and respect multiple
voices/perspectives
Don’t forget about the WRITING LAB! 
Wednesday, 10.29.2014
Daily Agenda
Learning Targets
Notebook Checks
 Discuss Unity vs. Dissention
 LOF Allegory and Symbolism
 Continue reading Chapter 4
 If time, Reading Efficiency #6
(10 Minutes)
I can…


QUIZ FRIDAY- CHAPTERS 1-4
Homework:
Lord of the Flies Chapter 4 & RLog


Understand and examine
symbols within a text
Ask questions and
provide answers that
demonstrate an ability to
read critically (showing
fullness of thought and
depth of thinking)
Don’t forget about the WRITING LAB! 
Thursday, 10.30.2014
Daily Agenda
Learning Targets
I can…
Discuss Chapters 3&4
Engage in academic discussions
 Lost/LOF Compare & Contrast
that require preparation, ongoing





Gather Notes
On-Demand Writing on
Monday
QUIZ TOMORROW-CHAPTERS 1-4


Independent Reading TOMORROW
Homework:

Lord of the Flies Chapters 5-6 & RlogDUE MONDAY

questioning, and respect multiple
voices/perspectives
Trace tone throughout a text,
including possible tone shifts
Ask questions and provide
answers that demonstrate an
ability to read critically (showing
fullness of thought and depth of
thinking)
Make inferences about texts,
recognizing nuances and seeing
“what isn’t there”
Lord of the Flies: Chapter 5 Reading Log

Read Chapter 5:
 Trace Golding’s tone and use of language
to create a mood/atmosphere for the
reader
Lord of the Flies: Chapter 6 Reading Log

Read Chapter 6:
 Trace Golding’s tone and use of language
to create a mood/atmosphere for the
reader
Friday, 10.31.2014
Daily Agenda
Quiz Chapters 1-4
 Independent Reading



Finish Lost/LOF Compare & Contrast
 Gather Notes
 On-Demand Writing on Monday
Learning Targets
I can…


Monday


Reading Efficiency #6
(10 Minutes)
Lost/LOF Compare & Contrast
On-Demand Writing
Homework:
Lord of the Flies Chapters 5-6 & Rlog

Identify specific textual
evidence to support claims
Make inferences about
texts, recognizing nuances
and seeing “what isn’t
there”
Read and analyze a book
of my choice for my own
enjoyment
Mon- Lost & LOF C&C On-Demand Writing
 Ask questions and provide answers that
demonstrate an ability to read critically
(showing fullness of thought and depth of
thinking)
 Make inferences about texts, recognizing
nuances and seeing “what isn’t there”
 Identify specific textual evidence to support
claims

Lord of the Flies Reading Guide
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




Chapter 1- 10.21
Chapter 2- 10.22
Chapter 3- 10.23-26
Chapter 4- 10.27-29
QUIZ- 10.30
Chapter 5&6- 10.30-11.02
Chapter 7&8- 11.03-06
QUIZ-11.07
Chapter 9Chapter 10
Chapter 11Chapter 12FINAL EXAM-11.17
SOCRATIC SEMINAR-11.19