September English I
Plans
Monday, August 31, 2015
▪ Do Now: Why do people
wear masks?
▪ Standards:
–
ELACC9/10RL5: Analyze how an
author’s choices of structure
create effects such as mystery,
tension, or surprise. •
ELACC9/10RL3: Analyze how
complex characters (multiple
motivations) develop throughout
text.
Agenda:
• Do Now
• Turn in your final draft with ALL prewriting
(brainstorming, thesis, and rough draft). Staple
together and turn into basket.
• Vocabulary Unit 3
• Theme activity
• Introduce “The Secret Life of Walter Mitty”
• Homework:
• Read “The Secret Life of Walter Mitty”
Monday August 31, 2015 6th Period
Do Now:
Agenda:
▪ What is theme?
▪ Turn in the final draft and
prewriting of your essay.
▪ Vocabulary Unit 3
▪ Standards:
– ELACC9/10RL5: Analyze how an author’s
choices of structure create effects such
as mystery, tension, or surprise. •
ELACC9/10RL3: Analyze how complex
characters (multiple motivations)
develop throughout text.
▪ Theme Power Point
▪ Theme Activity
Tuesday September 1, 2015
▪ Do Now:
– Who wrote “The Secret Life
of Walter Mitty”?
Today’s Standards:
ELACC9/10RL5: Analyze how an author’s
choices of structure create effects such as
mystery, tension, or surprise.
ELACC9/10RL3: Analyze how complex
characters (multiple motivations) develop
throughout text.
▪ Agenda:
-Do now
-Vocabulary Exercise 1.
-“The Secret Life of Walter Mitty”
▪ Quiz over story
▪ Discuss story
▪ Thinking Map – Bubble Map
(Mitty in his daydreams vs
Mitty in real life)
-Homework – Finish Bubble Map
Tuesday, September 1, 2015 6th Period
▪ Do Now: Why do people
wear masks?
Standards:
– ELACC9/10RL5: Analyze how an
author’s choices of structure
create effects such as mystery,
tension, or surprise. •
ELACC9/10RL3: Analyze how
complex characters (multiple
motivations) develop
throughout text.
Agenda:
• Do Now
• Vocabulary Unit 3 Review
• Introduce “The Secret Life of Walter
Mitty”
• Homework:
• Read “The Secret Life of Walter
Mitty”
Wednesday September 2, 2015
▪ Do Now:
▪ Why do people daydream?
Today’s Standards:
ELACC9/10RL3: Analyze how complex characters (multiple motivations)
develop throughout text.
▪
ELACC9/10W3: Write narratives to develop real or imagined
experiences using effective technique and well-chosen details.
▪
Engage and orient the reader with well-developed introduction
▪
Use narrative techniques such as dialogue, pacing, description, etc.
▪
Use variety of techniques to sequence events
▪
Use precise words and sensory details
▪
Provide conclusion
▪ Agenda:
▪ Vocabulary Exercise
▪ Lit Book – “The Secret Life of Walter Mitty”
▪ Turn in Bubble Maps
▪ Watch
https://www.youtube.com/watch?v=JTT2LEyjdC
4
▪ Writing - Write your own Daydream – three
parts (Intro: what you are escaping and trigger;
Dream: based on trigger; Wake-up: How you are
awakened from dream) Total at least 175 words
or ¾ of a page
▪ Homework – Finish daydream
Wednesday September 2, 2015 6th Period
▪ Do Now:
– Who wrote “The Secret
Life of Walter Mitty”?
Today’s Standards:
ELACC9/10RL5: Analyze how an author’s
choices of structure create effects such as
mystery, tension, or surprise.
ELACC9/10RL3: Analyze how complex
characters (multiple motivations) develop
throughout text.
▪ Agenda:
-Do now
-Vocabulary Exercise.
-“The Secret Life of Walter Mitty”
▪ Quiz over story
▪ Discuss story
▪ Thinking Map – Bubble
Map (Mitty in his
daydreams vs Mitty in real
life)
-Homework – Finish Bubble Map
Answer 1-14 with either True or False
1. First person point of view means that the
narrator is participating in the story.
2. Walter Mitty has a happy marriage.
8. Walter Mitty almost forgets to buy puppy
biscuits.
9. Walter Mitty daydreams that he is a doctor.
10. Walter Mitty daydreams that he is a fighter
pilot.
3. Walter Mitty daydreams that he is a football
player.
11. Walter Mitty daydreams that he is in front
of a firing squad.
4. This story takes place in present day.
12. Walter Mitty daydreams that he is a lawyer.
5. Mrs. Mitty is a pleasant person to be
around.
13. Being called a cur would be a compliment.
6. In Walter Mitty’s daydreams he is a brave
and intelligent hero.
14. If a student is insolent, he/she could get
detention.
7. Walter Mitty hits another car because of his 15. Who wrote the story?
daydreaming.
Thursday, September 3, 2015
Do Now:
▪ Agenda:
– Do now
– Review Vocabulary
Create a sentence using 3 vocabulary
words from Unit 3.
▪
▪
▪
▪
Standards:
ELACC9/10RL5: Analyze how an author’s choices of
structure create effects such as mystery, tension, or
ELACC9/10L4: Determine or clarify the meaning of
unknown and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and
how it develops as it emerges and is shaped by details;
summary of text. (KEY IDEAS and DETAILS)
1.
Lit book:
– “The Secret Life of Walter
Mitty” – share and turn in
daydreams
– Story Telling Arc Lecture and
Handout
2.
UNIT 3 VOCAB QUIZ TOMORROW!
Thursday September 3, 2015 6th Period
▪ Do Now:
▪ Why do people daydream?
Today’s Standards:
ELACC9/10RL3: Analyze how complex characters (multiple motivations)
develop throughout text.
▪
ELACC9/10W3: Write narratives to develop real or imagined
experiences using effective technique and well-chosen details.
▪
Engage and orient the reader with well-developed introduction
▪
Use narrative techniques such as dialogue, pacing, description, etc.
▪
Use variety of techniques to sequence events
▪
Use precise words and sensory details
▪
Provide conclusion
▪ Agenda:
▪ Vocabulary Exercise
▪ Lit Book – “The Secret Life of Walter Mitty”
▪ Turn in Bubble Maps
▪ Writing - Write your own Daydream – three
parts (Intro: what you are escaping and trigger;
Dream: based on trigger; Wake-up: How you are
awakened from dream) Total at least 175 words
or ¾ of a page
▪ Homework – Finish daydream. Due Tuesday
September 8.
Friday September 4, 2015
▪ Do Now: Review your
vocabulary words for today’s
quiz
▪ Do Now
▪ Standards:
▪ Individual Reading
▪
▪
ELACC9/10L4: Determine or clarify the meaning of unknown and
unknown and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that indicate different
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and how it develops
how it develops as it emerges and is shaped by details; give objective
summary of text. (KEY IDEAS and DETAILS)
▪ Vocabulary Unit 3 quiz
▪ Short Story Arc Lecture
Friday, September 4, 2015 6th Period
Do Now: Take a few minutes to prepare for
your vocabulary quiz.
▪
Standards:
▪ ELACC9/10L4: Determine or clarify the meaning of
unknown and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
▪ ELACC9/10RL2: Determine a theme/central idea and
how it develops as it emerges and is shaped by details;
summary of text. (KEY IDEAS and DETAILS)
▪ Agenda:
–
–
–
–
Do now
Vocabulary Unit 3 Quiz
Individual Reading
Short Story Arc Lecture
Homework – Daydream writing is due next
Tuesday!
Tuesday September 8, 2015
Do Now:
What is irony?
Today’s Standards:
▪ ELACC9/10RL5: Analyze how an author’s choices of
structure create effects such as mystery, tension, or
▪ ELACC9/10L4: Determine or clarify the meaning of
unknown and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that
different meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
▪ ELACC9/10RL2: Determine a theme/central idea
and how it develops as it emerges and is shaped by
objective summary of text. (KEY IDEAS and
Agenda
1. Do Now
2. Finish Arc Lecture Notes
3. Lit Book – “The Necklace”
Introduction
4. Begin Reading pg 607
5. Library
6. Homework: Finish reading “The
Necklace”
Wednesday September 9, 2015
Do Now:
Mrs. Bass ALWAYS looks
forward to her morning coffee.
This morning, she left her
coffee cup on top of the car and
drove off. What is that an
example of?
Today’s Standards:
▪
▪
▪
ELACC9/10RL5: Analyze how an author’s choices of structure create effects
such as mystery, tension, or surprise.
ELACC9/10L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases
– Use context
– Identify and use patterns of word changes that indicate different
speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and how it develops as it
emerges and is shaped by details; give objective summary of text. (KEY
Agenda
1.
2.
3.
4.
5.
Do Now
Irony notes
Discuss “The Necklace”
Answer questions based from story
‘The Necklace” Lecture
6.
Homework: Questions for “The Necklace”
1.
Does not apply to 6th Period class
1. Irony
Meaning – When the audience expects something to happen
and the opposite occurs.
There are three types of Irony.
1. Verbal Irony
2. Dramatic Irony
3. Situational Irony
Examples
1. A politician is elected because he is known as an honest man,
but is later caught stealing.
2. A boxer who gets knocked down gets back up and says “I’ve
got you right where I want you!”
Verbal Irony
Meaning – Verbal Irony is used when someone says one thing but
means the opposite.
Example
▪ The big bad wolf tells the three little pigs, “I would love to have you
over for dinner.”
Dramatic Irony
Meaning – When the audience or reader knows what will
happen to a character, but that character does not
Situational Irony
Meaning – An event that is not just surprising, but
actually contrary to what the reader or audience
should expect
“The Necklace” Questions
1. Did Mathilde Loisel deserve the punishment
she received? Explain.
2. Some readers believe that the ten years of
hard work changed Mathilde’s spoiled nature
and made her a better person. Give two
pieces of evidence that support this position.
3. Other readers argue that, although Mathild
matured during this time, she wasn’t
completely transformed. Give two pieces of
evidence from the end of the story that show
that Mathilde is still not a completely mature
person.
4. Give two examples of personification from
the story. Write down the full sentences in
which the personified elements exist.
5. Give two examples of alliteration from the
story. Write down the full sentences in which the
alliterative elements exist.
6. The story’s ironic ending is part of what makes
this tale so famous. The author, however, gives a
few hints about the tragic twist. Look back over
the story and find an element of foreshadowing.
Paraphrase this element of the story and explain
why you believe it is a good example.
7. Closely examine the passage at Madame
Forestier’s house when Mathilde discovers and
borrows the necklace. What symbolic elements
are being used here by the author? Explain.
8. To what degree is Mrs. Loisel also to blame for
the misery he endures. Dig deep into the analysis
of this character.
Thursday, September 10, 2015
▪ Do Now: What type of irony
was “The Necklace”?
Today’s Standards:
▪
▪
▪
ELACC9/10RL5: Analyze how an author’s choices of
structure create effects such as mystery, tension, or
ELACC9/10L4: Determine or clarify the meaning of
unknown and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that
different meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea
and how it develops as it emerges and is shaped by
objective summary of text. (KEY IDEAS and DETAILS)
▪ Agenda:
▪ Do now
▪ “The Gift of the Magi” reading
and discussion 524
▪ Finish reading and questions
for homework page 530 1-7
Friday September 11, 2015
▪ Do Now
– What is personification?
– What is simile?
Today’s Standards:
▪
▪
▪
ELACC9/10RL5: Analyze how an author’s choices of structure
create effects such as mystery, tension, or surprise.
ELACC9/10L4: Determine or clarify the meaning of unknown
and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that indicate
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and how it
develops as it emerges and is shaped by details; give
(KEY IDEAS and DETAILS
▪ Agenda:
– Turn in your homework
– Walter Mitty Bubble
Chart
– Creative writing for “The
Gift of the Magi”
▪ Due Monday
– Reminders: Bring your book next
week. Turn in your writing Monday!
Literary Terms:
▪ Personification-
▪ Simile-
– the attribution of a personal
nature or human
characteristics to something
nonhuman
– a figure of speech
comparing two unlike
things using like or as
– Example:
– Example:
▪ The leaves waved in the wind.
▪ He is as brave as a lion.
Creative Writing for “The Gift of the Magi”
▪ Option #1- Using the bones of
▪ Option #2- We follow Della
through her journey, but we
O.Henry’s story with the ironic
twist ending, retell this story using don’t know as much about Jim.
Rewrite O. Henry’s story from
a modern setting, characters, and Jim’s perspective. Try to mimic
language. You may not use the
O. Henry’s style and language as
you build your flipped version of
names “Jim” or “Della,” and you
must change the precious objects. the story.
Feel free to let your creativity run No matter what you choose, your st0ry
include the following:
a bit loose here as you tell your must
– at least 5 lines of dialogue between characters
tale. You can make the beloved
– at least one element of personification
– at least one simile
couple a pair of high school
– at least two specific passages that include sensory
details
sweethearts, or co-workers.
– a minimum of 400 words.
Monday September 14, 2015
▪ No Do Now:
▪ Mrs. Bass not in classroom
today
▪ Read “The Interlopers” and
answer questions 1-7 based off
of reading.
Tuesday September 15, 2015
▪ Do Now: What is conflict? What
two types of conflict are used in
literature?
Today’s Standards:
▪
▪
▪
ELACC9/10RL5: Analyze how an author’s choices of
structure create effects such as mystery, tension, or surprise.
ELACC9/10L4: Determine or clarify the meaning of unknown
and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that indicate
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and how it
develops as it emerges and is shaped by details; give
text. (KEY IDEAS and DETAILS
▪ Agenda:
– Do Now
– Turn in creative writing assignment for
“The Gift of the Magi”
– Discuss “The Interlopers”
– Begin reading “The Most Dangerous
Game” pg 18
Wednesday September 16, 2015
▪ Do Now: Write a quick review
of what we have read of “The
Most Dangerous Game.”
Today’s Standards:
▪
▪
▪
ELACC9/10RL5: Analyze how an author’s choices of
structure create effects such as mystery, tension, or
ELACC9/10L4: Determine or clarify the meaning of
unknown and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and
how it develops as it emerges and is shaped by details;
summary of text. (KEY IDEAS and DETAILS
▪ Finish “The Most Dangerous
Game”
▪ Discuss the reading
▪ Exam over short stories next
week!
Thursday September 17, 2015
▪ Mrs. Bass is absent today
Today’s Standards:
▪
▪
▪
ELACC9/10RL5: Analyze how an author’s choices of
structure create effects such as mystery, tension, or
ELACC9/10L4: Determine or clarify the meaning of
unknown and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and
how it develops as it emerges and is shaped by details;
summary of text. (KEY IDEAS and DETAILS
▪ Agenda:
– Simile sheet for “The Most
Dangerous Game”
– Questions based off of reading the
story “The Most Dangerous Game”
– Due tomorrow in class.
Friday, September 18, 2015
▪ Do Now: What do you know about
Edgar Allen Poe? What has he
written?
Today’s Standards:
▪
▪
▪
ELACC9/10RL5: Analyze how an author’s choices of
structure create effects such as mystery, tension, or surprise.
ELACC9/10L4: Determine or clarify the meaning of unknown
and multiple-meaning words or phrases
– Use context
– Identify and use patterns of word changes that indicate
meanings or parts of speech
– Consult reference material
– Verify original determination of word or phrase
ELACC9/10RL2: Determine a theme/central idea and how it
develops as it emerges and is shaped by details; give
text. (KEY IDEAS and DETAILS
▪ Agenda:
– Turn in your assignments from
Thursday
– Introduction to “The Cask of
Amontillado” notes
Monday September 21, 2015
▪ Do Now: According to the
notes from Friday, what is
Poe’s most famous work?
▪ ELACC9/10RL5: Analyze how
an author’s choices of structure
create effects such as mystery,
tension, or surprise. •
ELACC9/10RL10: By end of
course, read and comprehend
literature with scaffolding as
needed at upper levels
▪ Agenda:
– Finish note taking on “The
Cask of Amontillado”
– Begin reading the story pg 6
– Finish reading for homework
– Reminder:
▪ Exam FRIDAY!
▪ Book review and posters due
next Monday!
Tuesday September 22, 2015
▪ Do Now: What is Point of View?
What are the different types?
▪ Standards: ELACC9/10RL5:
Analyze how an author’s choices
of structure create effects such as
mystery, tension, or surprise. •
ELACC9/10RL10: By end of
course, read and comprehend
literature with scaffolding as
needed at upper levels
▪ Agenda:
– Point of view notes
– “Cask of Amontillado” Review
– Complete storytelling arc for story
– Remiders:
▪ Test FRIDAY
▪ Book Review and poster due Monday
1. Narrator
▪ Meaning – The narrator is the person telling the story. The story is
told from his point of view.
– Point of view is the way that you see something.
2. Omniscient Point of View
▪ Om-ni-scient
▪ Omniscient means all knowing
▪ The narrator knows everything about the story and characters.
▪ The narrator is not one of the characters.
3. First-Person Point of View
▪ The narrator is a character in the story who is experiencing the events
first-hand. He refers to himself as I or me.
▪ Some first-person narrators are credible, or believable. Others are
unreliable, meaning they cannot be trusted.
4. Third-Person-Limited Point of View
▪ A third-person-limited point of view is when the narrator knows
everything (like an omniscient narrator) and is not a character in the
story, however, the narrator limits his focus to a single character.
Wednesday September 23, 2015
▪ Do Now: In what point of view
was “The Cask of Amontillado”
written?
▪ Agenda:
▪ Review Book Report Guidelines
▪ Work on study guide and
review for exam on short
stories.
▪ Standards: ELACC9/10RL5:
Analyze how an author’s
choices of structure create
effects such as mystery,
tension, or surprise. •
ELACC9/10RL10: By end of
course, read and comprehend
literature with scaffolding as
needed at upper levels
▪ Reminder: Exam Friday
▪ Book review project due
Monday
Thursday September 24, 2015
▪ Do Now: Irony review
connection.
▪ Standards:ELACC9/10RL10: By
end of course, read and
comprehend literature with
scaffolding as needed at upper
levels
▪ Agenda:
– Short Story exam review
– Hand back homework
– Makeup work
– Reminders: Exam
TOMORROW!
– Book Review and poster
due Monday!
Friday September 25, 2015
▪ Do Now: Prepare for your short
story exam.
▪ Standards:ELACC9/10RL10: By
end of course, read and
comprehend literature with
scaffolding as needed at upper
levels
▪ Agenda:
▪ Short story exam.
▪ Read or work on your book
review when finished testing.
▪ Book Review and Poster due
Monday September 28!
Monday September 28, 2015
▪ Do Now: How can you be a
good listener?
▪ ELACC9-SL6: Adapt speech to
a variety of contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate.
▪ Agenda:
– Present poster and book
review
– Pick a book ,based off of
someone else’s presentation,
that you would like to read.
Tuesday September 29, 2015
▪ Do Now: Punctuation Practice
▪ Colons vs semicolons
▪ Agenda:
-Punctuation Practice
– Finish book presentations
– ELACC9-SL6: Adapt speech to a
variety of contexts and tasks,
demonstrating command of
formal English when indicated or
appropriate
Punctuation Practice Colons vs. Semicolons
▪ Mary ate dinner the dinner
tasted exquisite.
▪ Mary’s dinner consisted of the
following salad, soup, chicken,
and toast.
▪ Mary’s dinner reminded her of the
back yard both contained many
wonderful colors and smells.
▪ Mary’s dinner was made with several
spices for example, the chicken was
sprinkled with Cayenne pepper.
Wednesday September 30, 2015
▪ Do Now: Insert either a semicolon or a
colon into the sentences below.
When taking a test, it is important to always
have the following utensils a pencil, paper,
and reading book.
I studied hard for the test I know that I will
pass the test.
▪ Agenda:
▪ 3rd: Ring Ceremony
– Finish any presentations
– Review narrative writing
– 6th and 7th: Quarterly Benchmark
Assessment in computer lab.
Thursday October 1, 2015
▪ Do Now: What is a narrative
essay?
▪ ELACC9-W3: Write narratives
to develop real or imagined
experiences or events using
effective technique, wellchosen ideas, and wellstructured event sequences.
▪ Agenda:
▪ 3rd: QBA Writing
▪ 6th and 7th
- Narrative writing examples
- Snowball writing
- Finish Presentations
Narrative Writing
▪ Brainstorm 5 ideas or things
that you think make a story
interesting!
▪ Pick a clear point of view
▪ Focus on one character or
characters
▪ Use strong sensory details
▪ Use precise language
– Dialogue and descriptions
▪ Conclude effectively
Snowball Writing
▪ Begin writing a story based on
the image. Be sure to include
the setting, at least one
character, and start the plot of
the next writer.
▪ Write using first-person point
of view.
Friday October 2, 2015
▪ Do Now: What makes a good
narrative?
▪ ELACC9-W3: Write narratives
to develop real or imagined
experiences or events using
effective technique, wellchosen ideas, and wellstructured event sequences.
▪ Agenda:
– 3rd Quarterly Benchmark
Assessment
– 6th and 7th- Narrative Writing
Assessment
– Reminders: Come retake the exam
in order to bring up your grade.
Last day for retakes is next
Tuesday!