Updated 9/23/13
Monday
See last year
calendars.
Look at folders &
sticky notes &
syllabus for other
assign. & help
Use voice notes as
warm-ups
Tuesday
6
or use Superman
article for one of
these days or for
support day.
Have students
bring in articles for
discussion.
Time, New York
Times, ect.
Type up a
Handout for what
students should
do every time they
read/ and find the
one Stacy W.
typed up.
CR
HL
Precise
Wednesday
7
First day of class
Go over class
syllabus-check
acuplacer scores &
paid fees
Due dates
Thursday
8
Intro to Critically
Read (CR) reading
with Marking the
text Non-Fiction
Begin reading
“They earn as they
learn”
HW: Write 3
higher level
questions using
Kostas’ level of
questioning (make
copies) Read 2nd
article
Precise response
& 3 Higher Level
(H.L )questions
Friday
9
30 second Review
with peer partner1 speaks while the
other listens, the
partner repeats
everything back
they heard then
reverse roles
Have them use the
other 6 strategies
to mark the text
Also gave them
the h/o on the
second way to
mark the text.
Read
“Shortchanged by
pay to learn” Use
Critical Reading
(CR) Skills.
HW: which article
presents the
stronger argument
& why? Continue
to Critically
Read(CR)
1
Updated 9/23/13
12
Class Discussion
Over Two articles
using Fishbowl
HW: Sept. 11
Articles & Critically
Read (CR) Write 5
Higher Level
( H.L. )questions
plus precise
H/O Response
notes form and
went over it with
them in class.
Introduced
Longman and
Rhetorical Precise
19
Quiz over Prewriting terms
Intro to Winning
Essays Critically
read (CR) Fulghum
essays in classmark for
audience, tone,
word choice,
point of view as
well as literary
techniques (H/O
needs to be
copied)
Assign writing
mentor project.
Choice due ASAP
(Wed. at latest)
HW: (PARTNERS?)
Find your own
Essayist.
Define Literary
Terms DUE WED
CR Frankenaudience, tone,
word choice,
point of view as
well as literary
technique
13
Discuss Sept. 11
articles as class &
partners.
HW: Charting the
text strategies
& reread (Critically
Read –CR) Sept.
11 articles and
focus on how the
authors present
their points
14
Pre-writing ppt
and mentor
project
Practiced Precise
Assign Mentor
Writer ProjectJust give them list
to choose from
Introduced
Longman and
Rhetorical Precise
( took 2 days)
15
Prewriting
strategies & Brain
ppt.& quiz
Time to pre-write
using Clustering
and Cubing
Mentor project
HW: 1 page or 20
lines of poetry
form pre-writing
activity. DUE
Tuesday
16
HW: CR Longman
text (Print from
Mrs. Sokol’s
website) read pp.
21-25 and take
notes over
audience, tone,
point of view. Be
prepared for a
quiz on Monday.
Mentor packet
and read Notoro
aloud as a class
HW: Fulghum’s
Spider Lady,
Excerpt from
Tuesday’s with
morrie, ect.
20
Discuss Franken in
Socratic seminar
style- teacher
monitor
DUE: Pre-Writing
Poetry
Begin Reading
Barry in Class
HW: Mentor
selection & book
CR reading Barry
excerpt &
audience, tone,
word choice,
point of view as
well as literary
techniques
&Precise
21
DUE: Writing
Mentor BookDigital copy OR
print copy and
book & Sign up for
presentations
Begin
If ordered on
Amazon or
another on-line
store, please print
the off and bring
in the receipt as
proof of purchase.
22
Discuss Notoro
Quiz over lit terms
Student choice of
mentor writer
selection:
Quinland,
Notoro,Fulghum,
Cosby, Berry,
Rooney, ect.
23
Rhetorical Article
presentations- 3
students per hour.
HW: Read 50+
pages of Mentor
writer.
Literary Terms
DUE
Time in class to
read Mentor
writer project
Literary Terms
Due
Discuss Barry
Notoro in Class
Time to read
Mentor Writer in
class or work on
pre-writing activity
Read 50+ pages of
Mentor writer.
Time in class to
read Mentor
writer project
2
Updated 9/23/13
26
Intro to
College
application
Essay
Lit Term Quiz
in class
In Class: Read
Longman pp.
133-143 in
class and take
notes over
narration.
HW: Print
Calendar -Read
“The Chase” by
Annie Dillard in
the Bedford
Reader found
on Mrs. Sokol’s
Website.
Complete RN
for reading.
27
In class discuss
Longman from
yesterday and
Dillard’s “The
Chase”
Student led
discussion
using RN.
Assigned
writing prompt
“A time you
got in trouble”
20-30 minutes
in class to
write. Take
home and
type- 2-3
paragraphs
long- Due
Wednesday
HW: Read
“Allen
Sherman’s
“The Gift of
Laughter” in
packet CR &
Writer 5
Higher Level
questions. Be
prepared for
discussion.
Complete 2-3
paragraphs (1
page max) on a
time you got in
trouble. Based
on the Annie
Dillard prompt
at the bottom
of the reading.
28
DUE: Trouble
Story- typed
DUE: All copies
of Articles and
H/O’s for
Friday Article
Presentations
if you are
presenting
In Class:
Discuss
Sherman &
assigned Life
Map
HW: Read
Amy Tan’s
“Fish Cheeks”
in the Bedford
Reader found
on Mrs. Sokol’s
Website.
Complete RN
for reading.
HW: Complete
life road map.
29
In class:
Discuss Tan
DUE: LIFE MAP
HW: Read
Longman text
pp. 32-48 on
Thesis, pp. 6376 on overview
of essay, 76-81
on Introduction
and
conclusion- Do
not print. Take
notes and type
the notes. DUE
Tuesday.
30
Rhetorical
Article
Presentations
HW: Mentor
Writer
presentations
& Read
Longman text
pp. 32-48 on
Thesis, pp. 6376 on overview
of essay, 76-81
on
Introduction
and
conclusion- Do
not print. Take
notes and type
the notes. DUE
Tuesday.
3
Updated 9/23/13
2 Sept.
NO School
3
Time in class to
read and go over
parts of the
Mentor Projectday in class to
work.
4
Work on Mentor
Project
5
Work on Mentor
Project
6
Work on Mentor
Project
library scheduled
library scheduled
library scheduled
T&O:DUE-WED 11
R DUE:13
9
Mentor Writer
Presentations 5-7
minutes
10
Mentor Writer
Presentations 5-7
minutes
11 Late Start
Library (back up)
presentations
Plan on 5-6
students going
next year
12
Mentor
Presentations
13 Rhetorical
Article
Presentations
16
17 Peer Evaluate
18 Introduce
19 College
20 Article Analysis
4
Updated 9/23/13
Finish
presentations in
4th hour
2nd & 3rd hour
Look at
professional
college essays and
evaluate in
groups. Review
Longman notes
over parts of an
essay
23
CR Aileen Nilsen’s
“Sexism in
Language”
audience, tone,
word choice,
point of view –
Compare her 2
different intros &
conclusions for
effectiveness.
HW1: Find an
article that uses
support and bring
to class to discuss
and share with a
small group
tomorrow. Print 4
copies. Critically
read 1 copy and
write 5 discussion
questions to use
with small group.
Make sure you can
identify the types
of support used.
HW2: Read the
two Friedman
articles from New
York Time
Newspaper
CR: Thomas
Friedman excerpt
text (Print from
Mrs. Sokol’s
website)
audience, tone,
word choice,
point of view,
THESIS, how the
introduction is
structured, and
the conclusion. As
college application
essays
Support EssayPre-Assessment
College essay in
class
24
Discus Friedman
articles & small
group discussion
over articles brought
by students
HW:
Longman
pp. 133-143 Revision
and Editing (Print
from Mrs. Sokol’s
website) take notes
& reread Longman
text
pp. 32-48 on Thesis,
pp. 63-76 on
overview of essay,
76-81 on
Introduction and
conclusion- Do not
print. Take notes and
type the notes.
25
Discuss Longman
& Peer articles in
small groups
HW: Activity 3 on
syllabus Magazine
assignment/
paragraphs
HW2: Find an
article related to a
global issue. CR &
write 5 HL
questions. Be
prepared to lead
class discussion.
Print 4 copies.
Find forms of
support in each
article as well as
audience, tone,
ect.
Application Essay
Due
Pre-Assessment
College essay in
class
Presentations
HW: Aileen Nilsen
Article- Did not
have packet ready
26 Peer article
discussion.
27 Tailgate and
HMComing
HW: Activity 4 on
syllabus- Writing
two paragraphs of
support. Be
prepared to have
classmates edit
using rubric next
day in class
Peer editing of
paragraphs of
support.
HW: TBD
Thesis &
Outline for
Support Essay
following the
directions in
Support packet
5
Updated 9/23/13
well as identifying
types of support
used. CR as well
Precise response
RN
30
Begin Analysis&
Evaluation Unit
Discuss Chekov
and literary elem.
as well as the
“value” of a
“classic” piece of
literature
HW: CR Kate
Chopin’s “Story of
an Hour” answer
the What& How
as
1 Oct.
Discuss Chopin
and literary elem.
as well as the
“value” of a
“classic” piece of
literature
Intro into Fencesshow clips with
James Earl Jones &
Denzel
Washington
HW: Fences read
First Act: Scenes 2
&3 Answer the
What & HOW
Take notes
2
DUE: College App
3
DUE: College App
Discuss Fences
And literary value
Discuss Fences
And literary value
HW: CR Fences Act
2 scenes 1-5
Take Notes
HW: Finish CR
Fences and begin
writing 1-2page (s)
critique/ analysis
of the play.
4 Early release
Finish discussion
of Fences & collect
critiques of the
play
Library( need to
schedule)
HW: NONE! Enjoy
your break 
Find a
Professional
Review of the Play
for example
7 October Break
8 October Break
9 October Break
10 October Break
11 October Break
14
Continue Critiques
and Analysis Unit
15
Continue art
analysis practice
16 Library for Art
Critique write up
and research
17
DUE: Art Critique
In class read &
takes notes from
Bedford pp. 178
Art Analysis notes
& Practice on Van
Gogh and Picasso
Library need to
schedule
Library need to
schedule
18
Library for
research and
architecture
critique
HW: H/O The
Alchemist- Read
chap. 6-10 Study
guide Critically
Read
HW: H/O The
Alchemist- Read
chap. 11-15 Study
guide Critically
Read
H/O The
Alchemist- Read
chap.1-5 &
research author
bio. Answer
textual
connections. Use
Analytical Skills
H/O
Critically Read
Architecture
critique & notes
HW: Activity 6 in
packet
H/O The
Alchemist- Read
chap. 16-20 Study
guide Critically
Read
Architecture
critique Due
Tuesday
HW: H/O The
Alchemist- Read
chap. 21-25 Study
guide Critically
Read
HW: Activity 5 in
6
Updated 9/23/13
Critique packet
DUE Thursday
21
Discuss The
Alchemist
22
DUE: Architecture
critique
Discuss The
Alchemist
HW: 10 multiple
choice questions
w/ answers and 1
essay question for
class test on
Friday
28
Discuss Longman
reading
Introduce Great
Mind’s Unit
CR Stallone &
Springsteen article
in class with small
group work and
discussion
HW: Read in
Longman- Barry
pp. 366-to end
text (Print from
Mrs. Sokol’s
website).
audience, tone,
word choice,
point of view,
THESIS, how the
29
Discuss Berry
Logical Fallacies &
Appeals Notes
Practice with
magazines & find
a fallacy and
appeal in Berry
during quick
reread.
HW: Think of two
individuals to
compare and
contrast
23
Study Guide Due
Finish discussion
of The Alchemist
HW: 2 page
analysis of the
theme of the book
DUE: Wed
30 DUE: 2 page
analysis of the
theme of the book
Watch an episode
of “I Love Lucy”
and analyze and
examine use of
humor. Use a
Venn diagram.
HW: Write a
precise on the
type of humor
observed in “I
Love Lucy”
24
DUE: 10 multiple
choice questions
w/ answers and 1
essay question for
class test on Friday
Test Review
31
Watch an Episode
of “Seinfeld” and
fill in the other
two sides of the
Venn Diagram to
compare/contrast
to “Lucy”
Begin a precise on
“Seinfeld”
HW: 1 page
written
compare/contrast
of two comedians
comic style
DUE Friday
25
Student Made Test
over The Alchemist
HW: CR Longman
text (Print from
Mrs. Sokol’s
website).347-352
take notes.
1 Nov
DUE: 1 page
comedian
compare/contrast
In class
comparison
between Gehry &
Wright using
architecture
Create a practice
thesis &outline
using Gehry &
Wright and prior
knowledge from
architecture unit.
Choose topic
before end of
class.
7
Updated 9/23/13
introduction is
structured, and
the conclusion. As
well as identifying
types of support
used. CR as well
Precise response
& 5 HL questions
4 Find a Great
Minds Video (?it’s
missing)
Types of
Propaganda wkst
Find examples of
fallacies and
appeals in media
(magazines,
articles, a
commercial.
Document it and
bring it in. Due
Wed.
HW:
Outline: Nov. 12
Rough: Nov.
14&15
Final: Nov 20-21
CR Read Anne
McClintock’s
“Propaganda
Techniques” &
Define
3 types of
statementsDescriptions,
Judgment,
Inference,
Define
Connotation,
Semantics
5
Discuss Bias in
Language and
Pictures
View, exam,
analyze & discuss
commercials with
and without
sound and only
sound no picture.
Whole class. Take
notes for
discussion
6 Library for
Compare/Contrast
7 Library for
Compare/Contrast
8 Library for
Compare/Contrast
14 DUE: Rough
Draft with peer
15 DUE: Rough
Draft with
DUE: Propaganda
Wkst
Minimum 3
sources May use
Wikipedia as long
as other sources
are verifiable
HW ”CR “The Bias
of Language in
Pictures” & The
Commercial”
11 Veterans Day
No School
12 DUE Outline
13Quiz on
Fallacies and
8
Updated 9/23/13
In class timed
writing on fallacies
and appeals
18
Begin Cause/Effect
Unit
Discuss “Darkness
at Noon”
19
Small group
discussion over
activity and
Cause/effect
notes
HW: Complete
Activity #2 in
Cause/Effect
packet
HW: Complete
Activity #1 in
Cause/Effect
packet
Appeals
Portfolio checkWith a partner
check binder for
all H/O’s & notes
Create list
edit day 1
Bring 3 copies
20 DUE:
Compare/Contrast
Essay
21 DUE:
Compare/Contrast
Essay
Discuss Activity
1&4 as well as
Longman small
group.
Assign
Cause/Effect
partner project
DUE: Dec. 17
Read “Mind your
tongue” and
discuss
Discussion on
Boyle –fishbowl
HW: “Darkness at
Noon” H/OCR, 5
HL, Precise &
What causes the
word to turn?
22 DUE: Topic for
Cause/Effect
project
Discuss “Why
people don’t help
in a Crisis”
Watch the
“Anatomy of
Hate” with Bill
Moyers- Study
Guide and
Discussion
Read Longman pp.
384-389 text
(Print from Mrs.
Sokol’s website).
and complete
activity #4 in
cause/effect
packet.
HW: Read “Top of
the Food Chain”
by Boyle complete
activity 5 in
Cause/Effect
packet
25
Power Point of
Anatomy of Hate
example
26
27
28 Thanksgiving
29 Thanksgiving
2 Dec.
3
4
5
6
9
10 Library
11 Library
12 Library
13Library
16 Presentations
Cause/Effect
project
17 Presentation
Cause/Effect
project
18 Presentations
Cause/effect
Project
19 Early release
Finals 1-3
20Early release
Finals 4-6
In class Final
Finish
presentations if
needed
In class final
Library-if Needed
HW: CR “Why
people don’t help
in a Crisis” (Daryl
& Latane) pp. 404407) in Longman
text (Print from
Mrs. Sokol’s
website).Complete
activity 10 in
Cause/Effect
packet.
previous day’s
corrections
peer edit day 2
Bring 3 copies
9
Updated 9/23/13
10