Monday Tuesday Wednesday March 10 11 12 The Great Gatsby movie The Great Gatsby movie The Great Gatsby movie Thursday 13 Review information on the American Dream referencing The Great Gatsby (Include how the American Dream doesn’t come true for everyone) Friday 14 1. Complete annotations chart for the Bill of Rights * independently Annotate/paraphrase preamble to the U.S. Constitution as a whole class 17 Student Holiday 18 19 Annotate/paraphrase Preamble to the Declaration of Independence in small groups 20 Go over Unit 1 vocabulary words and definitions with students Vocabulary Work Vocabulary Work Vocabulary Work Annotate Harlem Renaissance poem (“Mother to Son”) * Whole class Annotate Harlem Renaissance poem (“America”) * Small groups Annotate Harlem Renaissance poem (“Incident”) * Independently 1. Complete Questions 1. Complete Questions 27 (A. Terry in New Orleans) 1. Complete questions and journal 28 (A. Terry in New Orleans) Introduction to Harlem Renaissance Notes (students write notes in class) 24 25 26 (A. Terry in New Orleans) Go over each poem annotations with class, go over questions from poems, and review for test. 1. Harlem Renaissance Literature Test Students write 2. Rough drafts and finish for homework. Cold Read Instructions and start rough drafts in class Turn in 1. Vocabulary Unit 1 21 Revise rough drafts in peer review circles Write 2. Final draft of Cold Read 3 4 31 April 1 (SLOs Training—LDUKES) 2. Vocabulary Quiz Unit 1 2 Go over Unit 2 vocabulary words and definitions with students Vocabulary Work Vocabulary Work Vocabulary Work Vocabulary Work Use Galileo to find articles for group project Use Galileo to find articles for group project Use Galileo to find articles for group project Work on Works Cited Work on Works Cited Media Center Media Center Work on Works Cited (be sure to print this today) Media Center Students 3. Create visual in class to present their findings. Use MLA formatting on visual. 3. Post works cited page on back. How to use Galileo introductory notes Information on Works Cited page with example for students. 7 8 9 10 11 Vocabulary Work Vocabulary Work Turn in 2. Vocabulary Unit 2 Review rhetorical devices and strategies notes Junior/Senior Skip Day Students 3. Create visual in class to present their findings. Use MLA formatting on visual. 3. Post works cited page on back. 14 3. Group Presentations 4. Vocabulary Quiz Unit 2 Go over graphic organizer for annotation of the speeches. Students who are present will have the opportunity to work on missing assignments. 15 16 17 18 Go over Unit 3 vocabulary words and definitions with students Vocabulary Work Vocabulary Work 4. Cold Read Test Spring Break 4. Annotate “The Ballot or the Bullet” by Malcolm X with a partner using the graphic organizer 5. Annotate “Civil Rights Address” by John F. Kennedy individually using the graphic organizer 21 22 23 24 25 Spring Break Spring Break Spring Break Spring Break Spring Break 28 29 3 May 1 2 Vocabulary Work Turn in 3. Vocabulary Unit 3 5. Vocabulary Quiz Unit 3 Watch “Martin Luther King, Jr. and Malcolm X Debate” and students 7. list strengths and weaknesses of each speaker to determine which speaker makes the most compelling argument Based on student answers, divide class for debate. Notes on effective speech or oration including: delivery, tone, body language, inflexion, repetition, charisma 6. Writing Prompt: Explanatory Choose one of the speeches that we have viewed in class and using your completed graphic organizer, describe what elements made the chosen speech effective. 4. For homework, students will explain the strengths and weaknesses they have listed. What made it a strength or weakness? 8. Using this, the class will debate. Annotate “I have a Dream” by Dr. Martin Luther King, Jr. together as a class using the graphic organizer Go over graphic organizer with whole class View “I have a Dream” by Dr. Martin Luther King, Jr. together as a class filling in the 6. graphic organizer 3. Group Presentations View “The Ballot or the Bullet” by Malcolm X together as a class filling in the graphic organizer View “Civil Rights Address” by John F. Kennedy together as a class filling in the 6. graphic organizer Working in their group, they will identify the best argument for each strength. Group will write counterargument for one point. 5 6 7 Review Vocabulary Units 1-3 words for Test Using student technology, groups will research their approved topic and complete 9. Graphic organizer. Using student technology, groups will research their approved topic and complete 9. Graphic organizer, then start writing their speeches. 13 14 15 16 5. Vocabulary Units 1-3 Test Students will practice giving their speeches in class 6. Presentation of Speeches 6. Presentation of Speeches 21 22 23 Introduce research assignment and begin to brainstorm possible topics 12 Using student technology, groups will research their approved topic and complete 9. Graphic organizer, then start writing their speeches. 19 8 9 EOCT EOCT Students will finish writing their 7. speeches in groups 5. Students will put their part of the speech on index cards 20 Last day of school Test: 1. Harlem Renaissance Literature Test 2. Final draft 3. Group Presentations 4. Cold Read Test 5. Vocabulary Units 1-3 Test 6. Presentation of Speeches Quiz: 1. Complete annotations chart for the Bill of Rights 2. Vocabulary Quiz Unit 1 3. Post works cited page on back. 4. Vocabulary Quiz Unit 2 5. Vocabulary Quiz Unit 3 6. Writing Prompt: 7. Speeches Classwork: 1. Complete questions and journal 2. Rough drafts 3. Create visual 4. Annotate “The Ballot or the Bullet” by Malcolm X with a partner using the graphic organizer 5. Annotate “Civil Rights Address” by John F. Kennedy individually using the graphic organizer 6. Graphic organizer 7. List strengths and weaknesses of each speaker to determine which speaker makes the most compelling argument 8. Using this, the class will debate. 9. Graphic organizer. Homework: 1. Vocabulary Unit 1 2. Vocabulary Unit 2 3. Vocabulary Unit 3 4. For homework, students will explain the strengths and weaknesses they have listed. What made it a strength or weakness? 5. Students will put their part of the speech on index card