Language Arts 2
Daily Agenda
Mr. Schmitt
9/3/13 Agenda
• Bell Work: Find a seat and wait for further directions.
• Daily Learning Targets (write on “Bell Work” worksheet):
– I can follow directions the first time they are given.
– I can recognize and comply with classroom policies.
• In class activities:
– Check out books (stays in the classroom).
– Overview of syllabus
– Fill out note cards w/ answers to the following:
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First and last name, grade
Favorite color
Favorite subject in school
Two super powers…why did you choose them?
Draw a symbol to represent you (i.e. a smiley face, peace sign, heart,
etc.)
• Homework:
– Bring student id card to class tomorrow. **You will need it to
check out a book from the Media Center.
9/4/13
• Bell Work: What was the coolest activity you did during the summer?
Why was it so much fun? **Answer the questions in 3-5 complete
sentences.
• Learning Targets:
– I can choose a real or imagined experience to address.
– I can find, read and collect information from a variety of sources.
• In class activities:
– Media Center Tour (all hour).
• Homework:
– Bring your SSR book to class tomorrow. 
9/5/13 Agenda
• Bell Work: Silent Sustained Reading (10 minutes).
**Write down how many pages you read.
• Daily Learning Targets:
• In class activities:
– Read and discuss syllabus
– Fill out student survey for Mr. S and Ms. J
– Ice Breaker-Two Truths and a Lie
• Homework: None
9/6/13 Agenda
• Bell Work: SSR for 10 minutes (write down how
many pages you read).
• Daily Learning Targets:
– I can define “central idea.”
– I can figure out the author’s main points.
– I can read a text and summarize the text.
• In class activities:
– Close and Critical Reading (assignment and
discussion)
• Homework: Close and Critical Reading article (on
your own).
9/9 Agenda
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Bell Work:
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Task #1: Turn in your signed syllabus (if you did not on Friday)
Task #2: Show Mr. Schmitt your binder w/ materials (if you did not on Friday)
Task #3: Label using the following headings:
1) Bell Work, 2) Reading 3) Writing 4) Summative Assessments 5) Formative
Assessments
– Main Task (write on Bell Work handout): Fill in the blanks and complete the
practice sections after the presentation.
– Nouns and Pronouns Power Point (Guided Notes)
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Daily Learning Targets:
– I can read a text and summarize the story line.
– I can identify the 5 major components in a plot diagram.
In Class Activities:
– Elements of a Plot Diagram Power Point
– Plot Diagram using “Fresh Prince of Bel-Air” and “Cat’s in the
Cradle”
• Exit Ticket: Turn in your CCR Assignment from Friday.
9/10 Agenda
• Bell Work:
– Task: Identify and underline the nouns in the following
sentences.
– 1) The students agreed to complete the homework
assignment.
– 2) The Detroit Tigers are the best team in baseball.
– 3) Hailey wrote her essay 10 minutes before the start of
class.
• Daily Learning Targets:
– I can read a text and summarize the story line.
– I can identify the 5 major components in a plot diagram.
• In Class Activities:
– Life Graph Pre Writing Assignment
9/11 Agenda
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Bell Work:
– Task: Write a 4-5 sentence response to the video on 9/11. What
did you like about it? Which parts made you think? What did
you learn? **These questions are to get you started.
– Daily Learning Targets:
– I can select the details to explain a topic.
– I can organize the ideas to show connections and distinctions.
In Class Activities:
– Watch 9/11 Video (complete bell work after viewing)
– Finish Plot Diagram Activity for “Fresh Prince of Bell Air” and
“Cat’s in the Cradle”
– Introduce Life Graph Assignment (Begin working, finish in class
tomorrow and share).
9/12 Agenda
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Bell Work:
– Task: Circle all of the nouns and pronouns in the following
sentences.
– 1) Mr. Schmitt brought his iPad to school we could check out
some of the educational applications.
– 2) She missed the bus this morning, but her mother was able to
drive her to Dearborn High School.
– 3) He was not happy with the grade his group received on their
project.
Daily Learning Targets:
– I can read a text and summarize the story line.
– I can identify the 5 major components in a plot diagram.
In Class Activities:
– Details Chart Pre Writing Activity
9/13 Agenda
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Bell Work: Grammar Quiz on Nouns and Pronouns
– Task: Follow the directions on the quiz provided.
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Daily Learning Targets:
– I can read a text and summarize the story line.
– I can identify the 5 major components in a plot diagram.
In Class Activities:
– Add Dialogue Pre Writing Activity
– 1) Reggie Bush ran for his second touchdown
in the second half of the game.
– 2) Before Jalen and I left for the day, we went
over the work he missed.
– 3) The girls practiced their dance routine after
school.
9/16 Agenda
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Bell Work: Identify the type of noun that is underlined in the following
sentences.
– Task:
– 1) The night was calm on Friday. ____________
– 2) It was hard not to notice the sunset. ______________
– 3) I bought a new pair of headphones. _______________
Daily Learning Targets:
– I can read a text and summarize the story line.
– I can identify the 5 major components in a plot diagram.
In Class Activities:
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Collect Bell Work from last week.
Notes on Possessive and Plural Nouns
Review Short Story Narrative Assignment from Friday
Pre-Writing Activity, Donut Thinking Map
SSR (15 minutes) **Write down the author and title of the book you read.
Also, include the number of pages you read.
Homework: Bring your SSR Book tomorrow!!!
9/17 Agenda
• Bell Work: SRI Testing
– Task: SRI Testing
• Daily Learning Targets: N/A
• In Class Activities:
– When finished with your test, you will complete the “Circle Map.”
– If you finish your “Circle Map,” please fill out a student survey.
– **If you are done with the tasks above, you are to read your SSR
book. 
9/18 Agenda
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Bell Work:
Task: Rewrite the underlined nouns in the following sentences to make
them possessive.
– 1) The baby toy fell on the ground. _____________________
– 2) The women computers were broken. __________________
– 3) The author books were very popular. _________________
– 4) The girl team lost last night. __________________
Daily Learning Targets:
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions,
quotations, and other information to develop the topic
In Class Activities:
– Collect Donut Map (stamp for completion)
– Collect Surveys
– Personal Narrative Pre-Write Part #1 (Pre-Write for 15 min. then
complete hand out).
– SSR last 10 minutes of class (pass back graded assignments during SSR).
Homework:
– Finish Pre-Write Part #1
9/19 Agenda
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Bell Work:
Task: Identify the underlined possessive noun as “singular” or “plural.”
– 1) The boys’ game was postponed. _____________________
– 2) I had dinner at the president’s home. _________________
– 3) I lost my phone at the girls’ meet. ___________________
– 4) Ahmad’s homework was found in the trash. ____________
Daily Learning Targets:
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions,
quotations, and other information to develop the topic
In Class Activities:
– Check Pre-Write Part #1 for completion
– Take Write Source Pre-Test (formative grade)
– Write a one page reflection on the Anti-Bullying Assembly
• What did you learn? What did you already know? How do you plan to apply
new information? What does it mean to be a student at DHS? How can you
continue to promote a positive and safe school atmosphere? **Use these
questions as a guide if you need to.
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– Finish Mr. S’s Survey
Homework:
– Finish Pre-Write Part #1
9/20 Agenda
Bell Work:
– B.W. Task: Study for Possessive Noun Quiz
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Daily Learning Targets:
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions,
quotations, and other information to develop the topic.
In Class Activities:
– Take Possessive Noun Quiz
– Collect Mr. S’s Survey and Anti-Bullying Assembly Reflection
– Creating a Plot and Adding Dialogue handout (using free-write from
Wed.)
Homework: Enjoy your weekend! 
9/23 Agenda
Bell Work:
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Task: Identify the underlined words as nouns or pronouns.
1) Tommy forgot his lunch box at home.
2) My teacher arrives at school before his students show up.
3) My friend lost her cell phone as she stepped on to the bus.
Daily Learning Targets:
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions,
quotations, and other information to develop the topic.
In Class Activities:
– Creating a Plot and Adding Dialogue handout (using free-write from
Wed.) **Due tomorrow at the start of class.
– Meet with Mr. S to discuss your paper.
– Begin working on Outline handout
– **If you finish the Outline handout, start writing your Rough Draft.
Homework: Complete any missing work and turn in before the end of
the hour.
9/24 Agenda
Bell Work:
– Task: 1) Read over the Rubric. 2) List 5 tasks that you need to
address in your Personal Narrative in order for you to receive an “A”
grade (write in the “Student Response” section on your Bell Work
handout).
1) Daily Learning Targets (Personal Narrative):
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions,
quotations, and other information to develop the topic.
• In Class Activities:
– Group Activity: Rating the essay.
– Finish your Outline for tomorrow.
• Homework:
– Finish Outline
– Begin working on Rough Draft (due Thursday at the beginning of the hour).
9/25 Agenda
Bell Work:
Task: Underline the antecedent and circle the pronoun(s) in the following
sentences.
Student Response:
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1) Mrs. P used her unique teaching skills to achieve student success.
2) Ali lost his glasses on his walk home from school.
3) The Pioneers won their game against their rival, Fordson High School.
4) After our short nap, my girlfriend and I watched “Keeping Up With the
Kardashians.”
Daily Learning Targets (Personal Narrative):
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions, quotations,
and other information to develop the topic.
In Class Activities:
– Write your Rough Draft (due at the beginning of the hour on Thursday).
– **2nd, 5th, 6th-If you are done, you will SSR for the rest of the hour.
– **3rd-If you are done, you will work on the “Dialogue” handout. If you finish the
handout, you will SSR for the rest of the hour.
– You must meet with Mr. S or Mrs. P to discuss your paper if you have yet to do so.
(2nd, 5th, 6th)
– You must meet with Mr. S to discuss your paper if you have yet to do so. (3rd)
Homework: Finish your Rough Draft for Thursday
9/26 Agenda
Bell Work:
– Task: Take notes and participate during “Attention Grabber” Power
Point.
– Student Response: See “Attention Grabber” handout.
• Daily Learning Targets (Personal Narrative):
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions,
quotations, and other information to develop the topic.
• In Class Activities:
– “Show Don’t Tell” Lesson using descriptions and adding dialogue.
– “Attention Grabber” Power Point
– Incorporate “Show Don’t Tell” with your Rough Draft.
– Incorporate “Attention Grabber” with your Rough Draft.
– Dialogue handout
– Complete any missing assignments for Personal Narrative Unit
• Homework: Edit and add components to Rough Draft for Friday.
9/27 Agenda
Bell Work:
– Task: Show me…
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1) I was walking to school.
2) An ambulance drove by.
3) They pulled a female out of one of the cars.
4) We had a “late start” day due to the accident.
– Student Response (write your new paragraph):
Daily Learning Targets (Personal Narrative):
– I can determine the topic to be examined.
– I can select well-chosen, relevant, and sufficient facts, definitions,
quotations, and other information to develop the topic.
In Class Activities:
– Check for Rough Drafts
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– Peer Editing Workshop (you will have a minimum of two other people
read your essay).
– Dialogue handout (work on it when finished with your partners)
– Read your SSR book
Homework: Edit and add components to Rough Draft. Make sure you are
ready to type your paper this weekend and turn it in on Monday!!!! 
9/30 Agenda
Bell Work:
– Task: Write a two paragraph reflection on your Personal Narrative Essay. Use
the following questions to guide your response: What did you like about your
essay? What didn’t you like about your essay? How can you improve your
essay? Are there any areas of the essay that needed more explanation during
instruction time? How did this essay help improve your writing skills? What
skills can you take from this essay and apply to future assessments?
– Student Response: On a separate sheet of paper, write your reflection.
– Daily Learning Targets:
– I can read a text and summarize the story line.
– I can figure out the structure of a text and the order of events.
• In Class Activities:
– Collect Personal Narratives **Attach the Peer Editing Worksheet that your
partner filled out for your paper and rubric to the back.
– Notes on Tone + Practice
– Read “Casey at the Bat” and “The Make-Up Queen.” Fill out a plot diagram
handout for both poems. Be prepared to discuss your responses. 
• Homework:
– Finish Plot Diagram handout
10/1 Agenda
Bell Work:
– Task: Notes on Transitive and Intransitive Verbs
– Student Response: **Write “See Transitive and Intransitive Verbs handout”
– Daily Learning Targets:
– I can read a text and summarize the story line.
– I can figure out the structure of a text and the order of events.
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In Class Activities:
– Baseball 101 Notes
– Read “Casey at the Bat” and “The Make Up Queen.” Fill out a plot diagram handout
for both poems. Be prepared to discuss your responses. 
Homework:
– Finish Plot Diagram and three sentence summary for “Casey at the Bat” and “The
Make Up Queen.”
10/2 Agenda
Bell Work:
– Task: What does a “good classroom” look like? How should students be behaving?
What rules should they follow? What are the consequences for failing to follow
these rules? Answer the following questions by writing a five sentence response. Be
prepared to share answers in order for me to put them on the board and create a
classroom “rules/expectations” list.
– Student Response: Write your response for this section, not what I type here…
– Daily Learning Targets:
– I can read a text and summarize the story line.
– I can figure out the structure of a text and the order of events.
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In Class Activities:
– Finish plot diagram for “Casey at the Bat.” Write a 3 sentence summary.
– Read and complete plot diagram for “The Make Up Queen.” Write a 3 sentence
summary.
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Homework:
– Finish plot diagram handout and 3 sentence summary for “Casey at the Bat” and
“The Make Up Queen.”
10/2 Agenda (2nd hour only)
Bell Work:
– Task: Watch the Assembly on the T.V.
– Student Response: Take home the forms provided and return
to me with yours and your parents’ signature tomorrow.
– Daily Learning Targets:
– I can read a text and summarize the story line.
– I can figure out the structure of a text and the order of events.
• In Class Activities:
– Finish plot diagram for “Casey at the Bat.” Write a 3 sentence
summary.
– Read and complete plot diagram for “The Make Up Queen.” Write
a 3 sentence summary.
• Homework:
– Finish plot diagram handout and 3 sentence summary for “Casey
at the Bat” and “The Make Up Queen.”
10/3 Agenda
Bell Work:
– Task: With your “elbow partner,” review and discuss your summaries for “Casey at the
Bat” and “The Make Up Queen.” Determine and write down the three most important
events/details a reader should know about both poems.
– Student Response: Write the three most important events/details a reader
should know about both poems (6 items total). If you cannot come up with
them, write down any questions or confusion you might have had to discuss
and clarify with the class.
– Daily Learning Targets:
– I can read a text and summarize the story line.
– I can show how the order of events and manipulation of time create mystery, tension,
or surprise.
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In Class Activities:
– Introduce, Model, and Practice Double Entry Journals
– Begin reading “The Most Dangerous Game” by Richard Connell pg. 19 in your textbook.
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Homework:
– None
10/4 Agenda
Bell Work:
– Task: Write two to three sentences to describe the tone that is
portrayed on page 19 for The Most Dangerous Game.
– Student Response: Write your sentences on your Bell Work sheet or
on a separate sheet of paper. 
– Daily Learning Targets:
– I can show how the order of events and manipulation of time create
mystery, tension, or surprise.
• In Class Activities:
– Continue “The Most Dangerous Game” by Richard Connell (page 20 in
your textbook). Read pages 20-27 as a class.
• Homework:
– For Monday, write a two paragraph response…we will give you the
prompt before you leave.
10/7 Agenda
Bell Work:
– Task: Write a three sentence response describing Rainsford’s character in The Most Dangerous
Game. **Use the following questions to guide your response. 1) Do you trust him as a narrator?
Why or why not? 2) What are Rainford’s initial thoughts on hunting? Does he feel sorry for the
animals that he hunts? Explain your answer.
– Student Response: Write your sentences on your Bell Work sheet or on a separate sheet of paper. 
– Daily Learning Targets:
– I can show how the order of events and manipulation of time create mystery, tension, or surprise.
In Class Activities:
– Check homework assignment for completion during partner discussion of Bell Work.
– Class discussion of your Bell Work responses.
• Rules for discussion:
– 1) Talk to your elbow partner about your responses
– 2) summarize your partner’s response on a separate sheet of paper by listing their points
– 3) Raise your hand to share your responses with the class when directed
– Continue “The Most Dangerous Game” by Richard Connell (pages 27- 32 in your textbook).
• Follow along with the audio
• Write down examples of suspense and textual evidence for your Double Entry Journal
• Write down examples of “humans vs. animals” and textual evidence for your Double Entry
Journal
Homework:
– Fill in examples for your Double Entry Journal for pages 27-31
– Finish reading through page 31 if you are not caught up (for tomorrow, Tuesday).
• http://fiction.eserver.org/short/the_most_dangerous_game.html
10/8 Agenda
Bell Work:
– Task: On a separate, half sheet of paper, answer the following quiz questions:
1) Why is Zaroff bored with hunting sailors? **What reason does he give to
Rainsford? Be specific and explain.
2) Initially, does Rainsford agree to play the game? Why or why not? **Dependent on
your answer to the first part of this question.
3) What does Zaroff tell Rainsford that Rainsford must not do if he wins the game?
– Student Response: Write your answers on a separate, half sheet of paper. **Once all of
you are finished, we will switch and have you grade your classmate’s quiz. Please use a
pen, marker, or highlighter to grade his or her quiz.
– Daily Learning Targets:
– I can show how the order of events and manipulation of time create mystery, tension,
or surprise.
In Class Activities:
– Continue reading and finish reading The Most Dangerous Game (pg. 31-36).
– Good students will do the following:
• Follow along with the audio
• Write down examples of suspense and textual evidence for your Double Entry
Journal
• Write down examples of “humans vs. animals” and textual evidence for your
Double Entry Journal
Homework:
– Fill in examples for your Double Entry Journal for pages 31-36
– Finish reading the short story (pg 31-36) **If you are not caught up use the link below
and read for homework.
• http://fiction.eserver.org/short/the_most_dangerous_game.html
10/9 Agenda
Bell Work:
– Task: On a separate, half sheet of paper, answer the following quiz questions:
• 1) Who kills Ivan? How does he kill him? Explain in detail.
• 2) How does Rainsford escape being caught/killed by Zaroff’s dogs?
Explain.
• 3) Who wins the final duel/battle at the end of the story? What happened
to the loser? Explain.
– Student Response: Write your answers on a separate, half sheet of paper.
**Once all of you are finished, we will switch and have you grade your
classmate’s quiz. Please use a pen, marker, or highlighter to grade his or her
quiz.
– Daily Learning Targets:
– I can show how the order of events and manipulation of time create mystery,
tension, or surprise.
In Class Activities:
– Assign Survival Guide Assessment
– Good students will do the following:
• Pay attention during the explanation/presentation of the project.
• Work diligently on the assessment for the remainder of the hour.
Homework:
– Continue to work on Survival Guide Project
10/10 Agenda
Bell Work:
– Task: Write a three sentence response while answering the following questions. What
did you like about The Most Dangerous Game? What didn’t you like about The Most
Dangerous Game? Be specific and explain.
– Student Response: Write your answers on your Bell Work handout or attach a separate
sheet of paper.
– Daily Learning Targets:
– I can compare and contrast the representation of a subject in two different mediums.
– I can analyze the similarities/differences in emphasis (what is depicted) and absent
(what is missing) in each medium.
In Class Activities:
– Critical Analysis and Making Connections Lesson using The Hunger Games
– Continue to work on your Survival Guide Project
– Good students will do the following:
• Pay attention during the lesson.
• Work diligently on his/her Survival Guide Project for the remainder of the hour.
Announcements
– Your Personal Narratives will be returned to you tomorrow. We apologize for the delay.
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Homework:
– Continue to work on Survival Guide Project
10/11 Agenda
Bell Work:
– Task: Write a three sentence response to the following questions: What are your plans
for next week’s mini break? If you are doing “nothing,” explain why.
– Student Response: Write your answer on your Bell Work handout or attach a separate
sheet of paper.
– Daily Learning Targets:
– I can compare and contrast the representation of a subject in two different mediums.
– I can analyze the similarities/differences in emphasis (what is depicted) and absent
(what is missing) in each medium.
In Class Activities:
– Work on your Survival Guide Project
– Turn in any missing assignments for partial credit
– SSR
– Good students will do the following:
• SSR if they have “nothing to do.”
• Work diligently on his/her Survival Guide Project for the remainder of the hour
Announcements
– Your Personal Narratives will be returned to you on Thursday (the day you return from
break). Your scores will be posted on Student Connect by Tuesday. If you would like to
see mine or Mrs. P’s comments, please email me at schmitm1@dearbornschools.org
Homework:
– Continue to work on Survival Guide Project (due Thursday 10/17)
10/17 Agenda
Bell Work:
– Task: Reflect on your Survival Guide Project. Answer the following questions to the best
of your ability. 1) Which was your favorite section to work on? Why? 2) Which part of
your project are you proud of? Why? 3) Which part of your project would you like to
improve? Why?
– Student Response:
– Daily Learning Targets:
– I can create a plot that follows the plot diagram.
– I can develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
In Class Activities:
– Turn in Survival Guide Project
– Work on your own to fill out “Response to Comments and Suggestions” handouts (you
will receive 5 points added to your Personal Narrative score for completing the
assignment accurately). **If you have questions, ask your elbow partner or Mr. S (or
Mrs. P for hours 2, 5, 6).
– SSR
– Good students will do the following:
• SSR if they have “nothing to do.”
Announcements
– Your final grade for MP1 will be updated and posted by 3 p.m.
Homework:
– You do not have any homework tonight. 
10/18 Agenda
Bell Work:
– Task: Answer the following questions: 1) What does it mean to close and critically read?
2) Have you used the four square strategy in other classes? 3) What is the strategy to be
used when you first start to read an article?
– Student Response:
– Daily Learning Targets:
– I can make specific references to passages and events from a text to prove what the text
says directly as well as the meaning I can infer indirectly.
– I can find appropriate quotations and references to elements of the plot.
– I can make meaning by asking “why” questions.
In Class Activities:
– Close and Critical Reading Power Point (fill in notes)
– Talking to the Text (model)
– Fill out “Four Square” for David Sedaris Article
– SSR “I was homeless” article (last 15 minutes of class)
• Fill out Four Square for “I am homeless” article
– Good students will do the following:
• SSR if they have “nothing to do.”
Announcements
Homework:
– Read and fill out “Four Square” for “I was homeless” article from Scope Magazine.
10/21 Agenda
Bell Work:
– Task: Follow directions for the prompts. 1) List two items you circled in the David
Sedaris article, “Big Boy.” 2) List two notes you wrote in the margin for the David Sedaris
article, “Big Boy.”
– Student Response:
– Daily Learning Targets:
– I can make specific references to passages and events from a text to prove what the text
says directly as well as the meaning I can infer indirectly.
In Class Activities:
– Discuss Bell Work responses
– Discuss responses for Four Square Activity **15 minutes to finish assignment
– In pairs, “Talk to the Text” using the article “I was homeless”
– In pairs, Fill out Four Square for “I am homeless” article
Good students will do the following:
• SSR if they have “nothing to do.”
Homework:
– Read and fill out “Four Square” Activity for “I was homeless” article from Scope
Magazine.
10/22 Agenda
Bell Work:
– Task: Answer the following questions. 1) What should be included in a summary of a
text? 2) In your own words, what does “text to text” and “text to self” mean?
– Student Response:
– Daily Learning Targets:
– I can make specific references to passages and events from a text to prove what the text
says directly as well as the meaning I can infer indirectly.
In Class Activities:
– In pairs, “Talk to the Text” for the “I am homeless” article.
– In pairs, complete the “Four Square” activity for the “I am homeless” article.
Good students will do the following:]
• SSR if they have “nothing to do.”
• Finish Bell Work for this week/last week
• Organize his/her binder
Homework:
– No homework! 
10/23 Agenda
Bell Work:
– Task: Take out your “Narrative Text: Four Square” handout. Look it over and use it
during the assessment.
– Student Response:
– Daily Learning Targets:
– I can make specific references to passages and events from a text to prove what the text
says directly as well as the meaning I can infer indirectly.
In Class Activities:
– Close and Critical Reading Assessment (Summative)
– SSR when you are done
Good students will do the following:]
• SSR if they have “nothing to do.”
• Finish Bell Work for this week/last week
• Organize his/her binder
Homework:
– No homework! 
10/24 Agenda
Bell Work:
– Task: Answer the following questions to the best of your ability (and write in complete
sentences). 1) What does the word “relationship” mean to you? Is there such thing as a
“perfect relationship?” Why or why not? Explain your answers and be specific.
– Student Response:
– Daily Learning Targets:
In Class Activities:
– Group Activity Reading the article “Living in Sym”
– Gallery Walk and take notes on each group’s poster
– Focus Question on mutual relationships
Good students will do the following:
• SSR if they have “nothing to do.”
• Finish Bell Work for this week/last week
• Organize his/her binder
Homework:
– Finish response to Focus Question on mutual relationships
10/28 Agenda
Bell Work:
– Task: Sit down and wait for further directions. Wait until your name is called to receive
your new seat assignment. Turn in Bell Work sheet from 10/17-10/18 and 10/21-10/25.
Take notes on run-on sentences (handout).
– Student Response:
– Daily Learning Targets:
In Class Activities:
– Mini Lesson: Run-on sentences
– Analyzing relationships using Finding Nemo (clips)
– Describe a mutual relationship from another piece of text or your own life (text to text,
text to self).
Good students will do the following:
Turn in missing assignments
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Exit Ticket:
Write down your response on the back of the “Relationships in pop culture” handout.
10/29 Agenda
Bell Work:
– Task: Correct the following run on sentences:
That dog is the one that helped me he still scares me.
Judy leads a charmed life she never seems to have a serious accident.
It was wonderful weather on Monday the boy flew his kite outside.
The book was very interesting the main character died in the last scene!
– Student Response:
– Daily Learning Targets:
1) I can conduct research projects that answer a question and show my understanding
of the subject under investigation.
In Class Activities:
– Quick check for homework completion.
– Quick discussion about responses to homework questions and mutual relationships.
– Focus Question on mutual relationships.
– The Odyssey: Introducing vocabulary and key terms. 
Good students will do the following:
Turn in missing assignments
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Homework:
Create your own literary allusion and finish the handout. 
10/30 Agenda
Bell Work:
– Task: Correct the following run on sentences:
Mr. Schmitt and Mrs. Pniewski left the building they did not return after lunch.
Jalen turned in his homework he checked to make sure he had no missing assignments.
The Odyssey is an epic poem Odysseus is the protagonist.
Dearborn High is a great school I could not imagine going anywhere else.
– Student Response:
– Daily Learning Targets:
1) I can conduct research projects that answer a question and show my understanding of the subject
under investigation.
In Class Activities:
– Turn in homework assignment from Monday (Finding Nemo and mutual relationships)
– Quick discussion about examples of “text to text” and “text to self” using mutual relationships.
– Finish research assignment from yesterday.
– Share examples of literary allusions.
– Focus Question on mutual relationships.
Good students will do the following:
Turn in missing assignments
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Homework:
Write response to “Focus Question on mutual relationships.”
10/31 Agenda
Bell Work:
– Task: Correct the following sentences. Put “C” if the sentence is not a run-on sentence.
Make the appropriate corrections if it is a run-on sentence. 
Halloween is my favorite holiday; I love dressing up in costumes.
I ate too much candy I need to go to the dentist.
I enjoy reading comic books, Captain Planet is my favorite super hero.
I dressed up as a clown for school but I had an allergic reaction to the make up.
– Student Response:
– Daily Learning Targets:
1) I can make meaning by asking “why” questions.
2) I can define “theme.”
In Class Activities:
–
–
–
–
Review Notes
Present some literary allusions that you created. **Check assignment for completion
Notes on Epic Poetry
Partner Work: Recreate the hero cycle (unique representation including a map, labels,
descriptions, illustrations, examples.
Good students will do the following:
Turn in missing assignments
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Homework:
No homework tonight! Happy Halloween! 
11/1 Agenda
Bell Work:
– Task: Look over your notes on run-on sentences to study for the quiz. 
– Student Response:
– Daily Learning Targets:
1) I can make meaning by asking “why” questions.
2) I can define “theme.”
In Class Activities:
–
–
–
–
Study for quiz on identifying and correcting run-on sentences
Take the quiz
Resume and finish notes on Epic Poetry
Partner Work: Recreate the hero cycle (unique representation including a map, labels,
descriptions, illustrations, examples. Must be drawn and in color. 
– Hero Anticipation Guide (if time).
Good students will do the following:
Turn in missing assignments (folders and bin added to the room)
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Homework:
No homework tonight! Enjoy your weekend! 
P.S. You can thank us later.
11/4 Agenda
Bell Work:
– Task: Give two examples of a simile and two examples of a metaphor.
**Remember, similes compare to unlike things using the words “like” or “as.”
A metaphor directly compares to unlike things.
– Student Response:
– Daily Learning Targets:
1) I can make meaning by asking “why” questions.
2) I can define “theme.”
In Class Activities:
– Finish Hero Pattern Assignment w/ partner (20 mins)
– More notes on the characteristics of an “epic hero”
– Hero Anticipation Guide (if time)
– Good students will do the following:
Turn in missing assignments (folders and bin added to the room)
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Homework:
11/6 Agenda
Bell Work:
– Task: Give two examples of a simile and two examples of a metaphor.
**Remember, similes compare to unlike things using the words “like” or “as.”
A metaphor directly compares to unlike things.
– Student Response:
– Daily Learning Targets:
1) I can make meaning by asking “why” questions.
2) I can define “theme.”
In Class Activities:
– Turn in Hero Pattern Assignment (after Bell Work)
– Model Mapping Activity
– Partner Work: Mapping Odysseus’ Journey Activity
– Good students will do the following:
Turn in missing assignments (folders and bin added to the room)
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Homework:
Finish Mapping Activity (due at the beginning of class on Thursday).
11/6 Bell Work
Examples of Similes:
1)She slept like a baby.
2)He is as fast as a cheetah.
3)He is as tough as nails.
4)The teacher was wise like an owl.
Examples of Metaphors:
1)You are my sunshine.
2)He is a snail in this race.
3)John is a pig during dinner.
4)Susie is a snake for cheating on her husband.
11/7 Agenda
Bell Work:
– Task: Give one example of a simile, one example of a metaphor, and one literary
allusion to the Trojans (explain how the allusion fits characteristics of the Trojans).
**You could use the Trojan Horse, Helen of Troy, the name of the city, etc.
– Student Response:
– Daily Learning Targets:
1) I can cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
2) I can propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas.
In Class Activities:
– Turn in Mapping Activity (only if fully completed, turn in to the late work folder for your
hour, tomorrow, if you need to finish it).
– Hero Anticipation Guide and Four Corners Activity
– Begin reading The Odyssey (pgs. 981-984) **Double Entry Journal while reading.
Good students will do the following:
Turn in missing assignments (folders and bin added to the room)
SSR if they have “nothing to do.”
Finish Bell Work for this week/last week
Organize his/her binder
Homework:
11/10 Agenda
Bell Work:
– Task:
• Identify the type of noun (in bold) that is used in each sentence (Questions 1 and
2).
• Circle the pronoun and underline the antecedent (Questions 3 and 4).
– Student Response:
• 1) Michael wrote a book about his childhood. ________________
• 2) The two students developed a strong friendship. _________________
• 3) Nik lost his glasses in one of his classes.
• 4) Tahani turned in all of her missing assignments.
– Daily Learning Targets:
1) I can cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
In Class Activities:
– Notes on “Invocation” and “Sailing to Troy” w/ activities.
– Begin reading The Odyssey (pgs. 981-984) **Double Entry Journal while reading.
Good students will do the following:
Turn in missing assignments (folders and bin added to the room)
SSR if they have “nothing to do.”
Organize his/her binder
Homework:
11/12 Agenda
Bell Work:
– Task:
• Identify the type of noun (in bold) that is used in each sentence (Questions 1 and 2).
• Circle the pronoun and underline the antecedent (Questions 3 and 4).
– Student Response:
• 1) The girls’ basketball team won last night. ________________
• 2) Both teachers left the room to speak with the principal. _________________
• 3) The jury read its verdict.
• 4) A number of volunteers are offering their help.
– Daily Learning Targets:
1) I can cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
In Class Activities:
– Discuss answers to questions from “Sailing from Troy.”
– Quiz on “Sailing from Troy.”
– Introduce O’s Episode Pattern
– Partner read “The Lotus Eaters” and answer questions
– Fill out O’s Episode Pattern and the Double Entry Journal and answer
– Pass back graded assignments and assessments (organize binders)
Good students will do the following:
Turn in missing assignments (folders and bin added to the room)
Organize his/her binder
Homework:
Finish reading “The Lotus Eaters” and fill out O’s Episode Pattern. 
11/13 Agenda
Bell Work:
– Task:
• Identify the type of noun (in bold) that is used in each sentence (Questions 1 & 2).
• Circle the pronoun and underline the antecedent (Questions 3 & 4).
– Student Response:
• 1) The crowd gathered around the stage. ___________________
• 2) Circe was known for practicing witchcraft. ________________
• 3) Abdul remembered to bring all of his materials to class.
• 4) Mr. S and Mrs. P care about their students’ success.
– Daily Learning Targets:
• I can draw inferences from the text and make predictions.
• I can identify components of the episodic pattern that is present in Homer’s The Odyssey.
• I can identify and cite textual evidence to support my analysis of what the text says explicitly.
In Class Activities:
– Introduce and Model “O’s Episode Pattern”
– Review rules and norms for “Pairs to Squares” set up.
– Partner read “The Lotus Eaters” from Homer’s The Odyssey (pg. 984-985). **Fill out episode pattern
handout out and make entries in Double Entry Journal.
– In pairs, answer the three questions associated with the reading.
– In squares, discuss and compare responses to the three questions. *Write responses on sticky notes.
– Before you leave, put your group’s responses on the poster.
Turn in missing assignments (folders and bin added to the room)
Homework:
• Complete and turn in absent, late, or missing assignments (put them in your class’s designated
folder, located next to the door).
11/14 Agenda
Bell Work:
– Task:
• Re-read “The Lotus Eaters” on pgs. 984 and 985.
• For your Double Entry Journal, write down any hero qualities that “O” depicts in the text. Also,
make sure to cite textual evidence to support your examples. **Write down your explanation
on the left side and write the entire quote and line numbers on the right side.
– Student Response:
•
•
•
•
–
Example 1)
Textual EvidenceExample 2)
Textual Evidence-
Daily Learning Targets:
• I can draw inferences from the text and make predictions.
• I can identify components of the episodic pattern that is present in Homer’s The Odyssey.
• I can identify and cite textual evidence to support my analysis of what the text says explicitly.
In Class Activities:
– Meet with your squares to go over the pattern from “The Lotus Eaters”
– On the board, as a class, we will review the events from the reading.
– After the review, in your squares, you will answer the three questions and post sticky notes on each
poster.
– Begin reading “Cyclops”
– In pairs, answer the three questions associated with the reading.
Homework:
• Complete and turn in absent, late, or missing assignments (put them in your class’s designated
folder, located next to the door).
11/15 Agenda
Bell Work:
– Task: Answer the following questions honestly and to the best of your ability:
• 1) What do you like about The Odyssey and why?
• 2) What don’t you like about The Odyssey and why?
• 3) Do you think that Odysseus has good intentions? Why or why not?
Explain.
– Response must be in complete sentences! 
– Student Response:
– Daily Learning Targets:
• I can draw inferences from the text and make predictions.
• I can identify components of the episodic pattern that is present in
Homer’s The Odyssey.
• I can identify and cite textual evidence to support my analysis of what the
text says explicitly.
In Class Activities:
– Review Progress Report
– Highlight any missing assignments
– Pass back graded work and organize binders
– Continue reading “Cyclops” from Homer’s The Odyssey w/ your partner. 
Homework:
• Complete and turn in absent, late, or missing assignments (put them in your
class’s designated folder, located next to the door).
11/18 Agenda
Bell Work:
– Task: Answer the following questions honestly and to the best of your ability:
– Student Response:
– Daily Learning Targets:
• I can draw inferences from the text and make predictions.
• I can identify components of the episodic pattern that is present in
Homer’s The Odyssey.
• I can identify and cite textual evidence to support my analysis of what the
text says explicitly.
In Class Activities:
– Collect signed Progress Reports
– Partner Read “The Cyclops” pg. 991-995
Homework:
• Complete and turn in absent, late, or missing assignments (put them in your
class’s designated folder, located next to the door).
11/19 Agenda
Bell Work:
– Task: Answer the following questions honestly and to the best of your ability:
– Student Response:
– Daily Learning Targets:
• I can draw inferences from the text and make predictions.
• I can identify components of the episodic pattern that is present in
Homer’s The Odyssey.
• I can identify and cite textual evidence to support my analysis of what the
text says explicitly.
In Class Activities:
– Partner Read “The Cyclops” pg. 995-999
Homework:
• Complete and turn in absent, late, or missing assignments (put them in your
class’s designated folder, located next to the door).
11/20 Agenda
Bell Work:
– Task: Write a sentence using the type of possessive noun given.
• 1) woman (plural possessive)
• 2) player (singular possessive)
• 3) teacher (plural possessive)
• 4) person (singular possessive)
– Student Response:
– Daily Learning Targets:
• I can identify components of the episodic pattern that is present in Homer’s The
Odyssey.
• I can identify and cite textual evidence to support my analysis of what the text says
explicitly.
In Class Activities:
– Chorus Read “The Monster in the Cave” as a class 
– Watch video from Cyclops perspective, “My side of the story”
http://video.scholastic.com/services/player/bcpid858992059001?bckey=AQ~~,AAAAAF
v844g~,BASb5BU03X-I8zjhaYyMRNzgkSvpc3CO&bctid=1750137646001
– Complete “Epic Traits” handout for the play and the video.
– Present “Plan Poster” from yesterday.
– Rewrite Cyclops Scene using modern language and from his perspective (with your
partner, Lines )
Homework:
• Complete and turn in absent, late, or missing assignments (put them in your class’s
designated folder, located next to the door).
11/21 Agenda
Bell Work:
– Task: Rewrite the following sentences with appropriate corrections. (Punctuation, possessive
nouns, run-on sentences).
• 1) Toms iguana likes to sit in high places however it is still a surprise when he jumps on
Toms head.
• 2) Jasmine brought she notebook to class but forgot other materials her needed.
– Student Response:
• 1)
• 2)
– Daily Learning Targets:
• I can determine the major plot points for “The Land of the Dead” episode in The Odyssey.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
• I can identify and cite textual evidence to support my analysis of what the text says
explicitly.
In Class Activities:
– Finish and present group plan for escaping from Polyphemus.
– Partner Read “The Land of the Dead” from the Graphic Novel version of The Odyssey. Fill out
“O’s pattern” for this episode.
– Exit Ticket: What does “O” learn about his possible fate from Tiresias? Be specific and write in
complete sentences. **Minimum of four sentences.
Homework:
• Complete and turn in absent, late, or missing assignments (put them in your class’s
designated folder, located next to the door).
11/22 Agenda
Bell Work:
– Task: Rewrite the following sentences with appropriate corrections. (Punctuation, Spelling,
Run-on sentences, Pronoun use, Abbreviations).
• 1) Diana closed she book and looked at the clock she had finished reading The Odyssey
at exactly 1200 AM.
• 2) Brad Pitt stared in Troy which was released on May 14 2004 across the country.
– Student Response:
• 1)
• 2)
– Daily Learning Targets:
• I can determine the major plot points for “The Land of the Dead” episode in The Odyssey.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
• I can identify and cite textual evidence to support my analysis of what the text says
explicitly.
In Class Activities:
– Finish pattern and answering questions for “The Land of the Dead” from the graphic novel
version of The Odyssey.
– Introduce “Tic-Tac-Toe” Assessments and work on Assessment #1
– Discuss extra credit and grades
Homework:
• Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you
filled out) no later than Monday.
• Turn in any missing or late assignments on Monday.
11/25 Agenda
Bell Work:
– Task: Follow along with notes on capitalization. Write down your examples for all four
sections.
– Student Response:
• 1)
• 2)
• 3)
• 4)
– Daily Learning Targets:
• I can complete an assessment to show my understanding of themes and concepts
presented in Homer’sThe Odyssey.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
• I can identify and cite textual evidence to support my analysis of what the text says
explicitly.
In Class Activities:
– Collect Extra Credit
– Work on “Tic-Tac-Toe” Assessment #1 (due tomorrow)
– If you have nothing else to do, work on the Extra Credit Assignment-Character Sketch
Homework:
• Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you
filled out) no later than Monday.
• Turn in any missing or late assignments by Tuesday (final deadline).
11/26 Agenda
Bell Work:
– Task: Follow along with notes on capitalization. Write down your examples for all four
sections.
– Student Response:
• 1)
• 2)
• 3)
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Collect “Tic-Tac-Toe” Assessment #1
– Watch The Odyssey (Part 1) and complete the handout.
Homework:
• Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you
filled out).
• Turn in any missing or late assignments today!
12/2 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols to correct each sentence.
– Student Response:
• 1) Poes short story The Cask of Amontillado deals with murder as revenge.
• 2) Montresor wants revenge for an insult Fortunato cast on him the nature of the insult
is not clear in the story.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Partner Read “Sirens” pg. 1005-1007 and “Scylla and Charybdis” pg. 1007-1010
– Complete O’s Pattern sheet for both episodes
– Work on “Analyzing the Monsters” assignment
Homework:
• Turn in any missing or late assignments today!
12/3 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols to correct each sentence.
– Student Response:
• 1) at the beginning of the story Montresor and Fortunato meet at a carnival.
• 2) fortunato fancies himself a wine expert is easy prey for Montresor.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Partner Read “Cattle of the Sun God” pg. 1010-1014
– Complete O’s Pattern sheet for the episode
– Exit Ticket: In pairs answer the question below. We will then discuss your responses as a large
group.
Homework:
• Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you
filled out).
• Turn in any missing or late assignments today!
12/4 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) Montresor uses the Amontillado as bait to get Fortunato to his wine cellar
• 2) Montresor suggests having luchresi check the authenticity of the wine. Fortunato is
even more eager to advise his friend.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Partner Read “Cattle of the Sun God” pg. 1014-1017
– Complete O’s Pattern for this episode.
– Exit Ticket: Write a paragraph response (4 sentences) for the question below.
– Work on TTC Assessment #2 (due Monday 12/9/13).
Homework:
• Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you
filled out).
• Turn in any missing or late assignments today!
12/5 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) As they go further into the catacombs, Montresor gives Fortunato many chances to
turn back but declines them all.
• 2) 50 years later Montresor is still haunted by his crime.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Partner Read “Twenty years” pg. 1022-1027
– Complete O’s Pattern sheet for this episode.
Homework:
• Bring materials to work on TTC Assessment #2 for tomorrow.
• Turn in any missing or late assignments today!
12/6 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) The setting of the catacombs contribute to the horror in the story.
• 2) The gloomy underground setting contrasts sharp with the joyous carnival setting.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Work Day: You will have 20 minutes to work on TTC Assessment # 2 (due Monday)
– Watch the rest of Part 1 from The Odyssey film (answer questions on handout).
Homework:
• Finish TTC Assessment #2 and turn it in on Monday (12/9/13)
• Turn in any missing or late assignments today!
12/9 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence. **After making
your corrections, circle the simple subject (noun) and underline the simple predicate (verb).
– Student Response:
• 1) Mike forgot their glasses in their car, and he was unable to watch the premer of
catching Fire.
• 2) Everyone on the girls team practiced their weakest skill.
– Daily Learning Targets:
• I can view cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
• I can describe what makes the character complex using appropriate quotations and
references from the entire work.
In Class Activities:
– Turn in TTC Assessment #2
– Turn in Bell Work from 11/25-11/26 and 12/2-12/6
– SSR for 10 minutes (biographies) **On your Bell Work write down the page numbers that you
read.
– “Square Up” and read “Cattle of the Sun God” from the graphic novel (pg. 142-150)
– Group Duties: 1) Readers-each member is responsible for taking turns reading 2) Note TakerAssign one person to jot down events in O’s pattern. 3) Quote Master-Assign one person to
identify quotes that support the events. 4) Progress Reporter-Assign one person to report
your group’s progress to Mr. S
Quick Assessment:
Class conversation over the following question: Were you surprised with the ending of this
episode?
12/10 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) Rishon brought she jacket to class because she left it at the girls basketball game.
• 2) Neither Ali or Ryan are planning to read the rest of the odyssey by homer.
– Daily Learning Targets:
• I can collaborate with my classmates to analyze themes and plot elements
presented in The Odyssey.
• I can argue whether or not Odysseus is a hero and support my reasoning by
providing strong textual evidence.
In Class Activities:
– Group Read “20 year gone, and I am back again…” (pg. 1023-1027)
– Fill out the pattern sheet.
– *Formative Assessment-When you are finished with the reading, you will create a
cartoon strip to depict the events that happened in the episode.  Must include at least
6 boxes and dialogue. Groups 1-3 = Lines 998-1085, Groups 4-6 = 1086-1163
– SSR Biographies for the last 10 minutes of class (write down title, author, and pages you
read on your Bell Work sheet).
Homework:
12/11 Agenda
Bell Work:
– Task: Correct the following sentences. Use proof reading marks (editing symbols) to
correct each sentence.
– Student Response:
• 1) Ms. Erhardt and Mr. Schmitt is helping his students analyze odysseus’ character
in The odyssey.
• 2) After studying for three straight hours erica took a break from his studies to
watch his favorite television show boy meets world.
– Daily Learning Targets:
• I can collaborate with my classmates to analyze the text and make connections to
my own life, another text, and the world around me.
• I can identify the theme of a text and support it using specific textual evidence.
In Class Activities:
• Finish Group Reading Activity and Formative Assessment for “Twenty years gone…”
pg. 1022-1027.
• Present Comic Strips to the class (3 minutes for each group).
• Introduce Group Reading Summative Assessment for Part Two of The Odyssey. (510 minutes)
• Read your group’s given section and start working on the assessment. (25 minutes)
Homework:
Work on Group Reading Summative Assessment and bring materials to work on it
tomorrow. Presentations will be conducted on Monday 12/16/13. You will be
responsible for taking notes while each group presents each section.
12/12 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) The setting of the catacombs contribute to the horror in the story.
• 2) The gloomy underground setting contrasts sharp with the joyous carnival setting.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
District Assessment-Informational Text
When finished, SSR for the remainder of the hour (biographies)
Homework:
12/13 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) The setting of the catacombs contribute to the horror in the story.
• 2) The gloomy underground setting contrasts sharp with the joyous carnival setting.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Work Day: You will have 20 minutes to work on TTC Assessment # 2 (due Monday)
– Watch the rest of Part 1 from The Odyssey film (answer questions on handout).
Homework:
• Finish TTC Assessment #2 and turn it in on Monday (12/9/13)
• Turn in any missing or late assignments today!
12/16 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) The setting of the catacombs contribute to the horror in the story.
• 2) The gloomy underground setting contrasts sharp with the joyous carnival setting.
– Daily Learning Targets:
• I can analyze the theme of a text and use specific textual evidence to support my
analysis.
• I can collaborate with my classmates in order to make meaning from the author’s craft.
In Class Activities:
– Book Check: Formative grade for having your biography in class.
– Work Day: Work with your group on presentations (tomorrow you will present in class).
– SSR your biography (last 10 minutes of class).
Homework:
• Finish working on presentations and make sure you are ready to present tomorrow. 
• Turn in any missing or late assignments today!
12/17 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) The girls on the basketball team is attending a camp at the university of michigan and
the coach hope that it will prepare the team for the rest of the season.
• 2) Each group are presenting a episode from homers the odyssey on Tuesday.
– Daily Learning Targets:
• I can analyze the theme of a text and use specific textual evidence to support my
analysis.
• I can identify the themes presented in a text and make personal connections to my life,
another text, and the world around me.
In Class Activities:
– Group Presentations (you will take notes on each group’s presentation).
– SSR Biography (last 15 minutes of class).
Homework:
• No homework
• Turn in any missing or late assignments today!
12/18 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) My iPhone in addition to my other electronic devices includes a internal video
cameras and headphone.
• 2) Everybody are responsible for reading a biography for mister schmitts class before the
end of the semesster.
– Daily Learning Targets:
• I can identify and analyze various themes presented in a text and support my analysis
using specific textual evidence.
• I can argue my opinion and provide specific examples and textual evidence to support in
order to compose a persuasive writing piece.
In Class Activities:
– Notes on writing a Persuasive Essay
– Model filling out the Persuasive Essay Outline on the Promethean Board (as a class)
– Begin writing your outline for your Persuasive Essay (due Friday)
Homework:
• You will only have tomorrow’s class period to finish your essay. **Due Friday at the beginning
of class. 
• Turn in any missing or late assignments today!
12/19 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) They is happy because the class are watching the odyssey on friday
• 2) Miss earhardt are filling in for miss pniewski from december through febuary.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Finish and turn in your Persuasive Essay (due tomorrow at the beginning of class).
– SSR: Biography (when finished with your essay).
Homework:
• No homework! 
12/20 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
• 1) the students plans to argue that odysseus is not a heroe in homers the odyssey.
• 2) the mens bobsled team are competing in the winter olympics next year.
– Daily Learning Targets:
• I can view a text displayed in two different mediums in order to compare and contrast
themes and ideas.
• I can collaborate with my classmates to identify and analyze themes presented in The
Odyssey.
In Class Activities:
– Finish watching The Odyssey film
– Turn in movie notes for Part 1 and Part 2. 
Homework:
• Enjoy your break! 
• Turn in any missing or late assignments today!
1/9/14 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence.
– Student Response:
like he is a man on a mision, he crept through the woods as a foxes.
Mister schmitt grade and critique essays on sunday.
Daily Learning Targets:
•I can cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
In Class Activities:
– Collect Reading Logs
– Introduce and work on Biography Unit presentations
– Rewrite Persuasive Essay on The Odyssey (due Tuesday 1/14)
Homework:
• Work on Biography Unit presentations
• Rewrite Persuasive Essay (due Friday)
1/10/14 Agenda
Bell Work:
– Task: Correct the sentence and use editing symbols.
– Student Response:
The two teams’ were evenly matched, but Dearborns girls basketball team prevailed in overtime.
He look down the rode and he vued nothing but snow.
– Daily Learning Targets:
•I can cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
In Class Activities:
– Continue working on Biography Unit presentations (present on Monday and Tuesday)
– 2nd and 3rd = Library, 5th and 6th = Room E-7
– Rewrite Persuasive Essay on The Odyssey (due Thursday) **You must rewrite your essay if
you received a grade less than 35/50 (70%).
Homework:
• Finish and practice presentation for Monday 1/13
• Rewrite Persuasive Essay on The Odyssey (due Thursday 1/16)
1/13/14 Agenda
Bell Work:
– Task: Correct the following sentences using appropriate editing symbols.
– Student Response:
• 1) Mike purchist a new ford mustang and drove him to fordson high schools
parking lot.
• 2) The men searched for any survivers between the shore and they finally found it
among the mountains and the highway.
– Daily Learning Targets:
• I can present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
In Class Activities:
– Biography Unit presentations
– Hand out LA 1 Final Review Guide
– Take notes during presentations (will be collected on Thursday) **You will write down
two facts that you learned from the presentation and one question that you would
like to have answered (format for every student)
– Rewrite Persuasive Essay on The Odyssey (due Thursday)
Homework:
• Finish and practice presentation (if you did not present today)
• Rewrite Persuasive Essay on The Odyssey (due Thursday)
1/14/14 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence. *Subject
Verb Agreement, Possessive Nouns, Compound Verbs, Prepositional Phrase
– Student Response:
• 1) the students’ enjoys preparing and studying for mister schmitts exam after
school.
**Add to notes
A preposition links nouns, pronouns and phrases to other words in a sentence. The
word or phrase that the preposition introduces is called the object of the
preposition.
– Daily Learning Targets:
• I can present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
In Class Activities:
– Biography Unit presentations
– Take notes during presentations (will be collected tomorrow)
– Assign Final Exam Study Packet (packet is due Thursday).
– Rewrite Persuasive Essay on The Odyssey (due Thursday at the beginning of class)
Homework:
Work on Final Exam Study Packet (due Thursday)
Rewrite Persuasive Essay on The Odyssey (due Thursday)
1/15/14 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence. Circle the
complete subject and complete predicate in each sentence.
*Subject Verb Agreement, Prepositional Phrase, Complete Subject, Complete Predicate
– Student Response:
• 1) Nick and Brad run sprints across the gymnasium before school.
• 2) Ms. Erdhardt or me take attendance in the morning.
– Daily Learning Targets:
• I can present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
• I can analyze and understand key concepts and applications from the following
language topics: reading comprehension (fiction and non-fiction), writing, and
grammar.
In Class Activities:
– Finish Biography Unit presentations
– Take notes during presentations (will be collected today)
– Final Exam Study Packet (packet is due tomorrow).
– Rewrite Persuasive Essay on The Odyssey (due tomorrow at the beginning of class)
Homework:
Work on Final Exam Study Packet (due tomorrow)
Rewrite Persuasive Essay on The Odyssey (due tomorrow)
1/16/14 Agenda
Bell Work:
– Task: Correct the following sentences. Use editing symbols for each sentence. Circle the
complete subject and underline the complete predicate in each sentence.
*Subject Verb Agreement, Prepositional Phrase, Complete Subject, Complete Predicate
– Student Response:
• 1) every boody are rideing the bus after school
• 2) some one forgots his or her notebook under the desk
**Add to your notes! Use a singular verb after: each, neither, everyone, everybody,
nobody, and someone.
– Daily Learning Targets:
• I can analyze and understand key concepts and applications from the following language
topics: reading comprehension (fiction and non-fiction), writing, and grammar.
In Class Activities:
– Finish Biography Unit presentations
– Check Final Exam Study Packet for completion
– Collect Persuasive Essay (rewrites)
– Review Final Exam Study Packet
– Grammar Term Posters (in groups)
Homework:
Study for your exam!!!!!
1/17/14 Agenda
Bell Work: Sit quietly and wait for directions from Mr. S and Ms.
Erhardt.
– Daily Learning Targets:
• I can analyze and understand key concepts and applications
from the following language topics: reading comprehension
(fiction and non-fiction), writing, and grammar.
In Class Activities:
– SRI Testing in the Library (some of you may have to test for most of
the hour).
– Review Final Exam Study Packet
– Turn in any missing summative assessments
– Study for the final exam.
Homework:
Study for your exam!!!!! 
1/21/14 Agenda
Bell Work: Sit quietly and wait for directions from Mr. S and Ms.
Erhardt. **Study for the first 5 minutes of class.
– Daily Learning Targets:
• I can analyze and understand key concepts and applications
from the following language topics: reading comprehension
(fiction and non-fiction), writing, and grammar.
In Class Activities:
– Final Exam
• Write down your Test # on the scantron. 
–
–
–
–
DO NOT WRITE ON THE EXAM
NO TALKING! IF YOU TALK, YOU WILL RECEIVE A 0%
YOU MUST HAVE A PENCIL (SCAN TRON)
When you are finished, turn your test over and bring you scantron
to Mr. S or Ms. Erhardt
– Complete Mr. S’s “End of the Semester” Survey before you leave
class.
– If you finish everything, borrow a book from the class library and
read.
1/22/14 Agenda
Bell Work: Sit quietly and wait for directions from Mr. S and Ms.
Erhardt. **Study for the first 5 minutes of class.
– Daily Learning Targets:
• I can analyze and understand key concepts and applications
from the following language topics: reading comprehension
(fiction and non-fiction), writing, and grammar.
In Class Activities:
– Final Exam
• Write down your Test # on the scantron (top right corner) 
– DO NOT WRITE ON THE EXAM
– NO TALKING! IF YOU TALK, YOU WILL RECEIVE A 0%
– YOU MUST HAVE A PENCIL (SCAN TRON)
– When you are finished, turn your test over and bring you scantron to Mr. S or
Ms. Erhardt
– Complete Mr. S’s “End of the Semester” Survey before you leave class.
**Name must be on it to receive credit!!!!
– If you finish everything, borrow a book from the class library and read.
– Grades will be posted this afternoon by 2 p.m.
1/23/14 Agenda
Bell Work: Sit quietly and wait for directions from Mr. S and Ms. Erhardt.
**Study for the first 5 minutes of class.
– Daily Learning Targets:
• I can analyze and understand key concepts and applications from
the following language topics: reading comprehension (fiction and
non-fiction), writing, and grammar.
In Class Activities:
– Final Exam
• Write down your Test # on the scantron. 
– DO NOT WRITE ON THE EXAM
– NO TALKING! IF YOU TALK, YOU WILL RECEIVE A 0%
– YOU MUST HAVE A PENCIL (SCAN TRON)
– When you are finished, turn your test over and bring you scantron to
Mr. S or Ms. Erhardt
– Complete Mr. S’s “End of the Semester” Survey before you leave class.
**Name must be on it to receive credit!!!!
– If you finish everything, borrow a book from the class library and read.
1/27/14 Agenda
Bell Work: Sit quietly and wait for directions from Mr. S.
Daily Learning Targets:
• I can follow directions the first time they are given.
• I can identify the classroom policies and procedures and comply to them.
In Class Activities:
 Assign seats
 Read and discuss syllabus (Materials due Thursday 1/30)
 Sign up for Remind 101, Text (586) 690-4859
 2nd Hour = Text @lah2
 3rd Hour = Text @ lah3
 5th Hour = Text @lah5
 6th Hour = Text @lah6
 Complete Mr. Schmitt’s “Beginning of the Semester Survey.”
Exit Ticket:
On your note card, fill out the following information and answer the following questions:
– Name & Nickname(s)
– Age
– Three words to describe you
– A symbol to describe your current mood
– Favorite winter activity
– What makes you unique? What makes you special?
1/30/14 Agenda
Bell Work:
Task: Sit quietly and wait until each of your classmates has received his or her new seat assignment.
**Talk to your new elbow partner and write down three interesting facts about him or her.
Student Response: **Your answers to Bell Work will be written in this area on your Bell Work sheet.
Daily Learning Targets:
• I can follow directions the first time they are given.
• I can identify the classroom policies and procedures and comply to them.
In Class Activities:
– Assign Seats
– Complete the “Vocabulary Study” handout (you will have 20 minutes today and 20 minutes
tomorrow to complete the assignment).
– We will create a “word wall” later this week using vocabulary words.
– Watch “Understanding Stereotypes.”
http://www.learner.org/libraries/socialstudies/3_5/sinclair/video.html
– Write a one paragraph summary. Also include your response to the prompt listed below for
homework.
Exit Ticket/Homework (due Friday):
People often use labels or categories to describe others. These labels can be based on such
characteristics as clothing, looks, the way a person talks, or the groups to which he or she
belongs. Categorizing things or people is a natural human inclination; however,
people often make assumptions about groups of people they don't even know (stereotyping).
Using the prompt above, write a two paragraph response (4-5 complete sentences per paragraph) to
describe a time when you felt like an outsider, or when people were judging you. How did it make you
feel? What are some steps we can take to avoid judging others? Explain your points and be specific in
your response.
1/31/14 Agenda
Bell Work:
Task: Share and discuss three of the stereotypes you came up with for
homework with your elbow partner.
Student Response: **Write your pair’s responses here. 
Daily Learning Targets:
• I can follow directions the first time they are given.
• I can identify the classroom policies and procedures and comply to them.
In Class Activities:
– Read and review the syllabus (whole class and small groups)
– “Meet Mr. Schmitt” Presentation
– Finish watching “Understanding Stereotypes”
– Vocab Study Sheet (due Monday)
– Complete Mr. Schmitt’s Student Survey (homework if you do not finish)
Homework:
 Bring required class materials on Monday (1in-1 ½ in. binder, 6 dividers/tabs,
highlighter, blue or black pen, pencil, and loose leaf paper or a notebook).
 Vocab Study Sheet (due Monday)
 Turn in Mr. Schmitt’s Student Survey
 Return syllabus signed by a parent/guardian
2/3/14 Agenda
Bell Work: Fill out the “Beginning of the Semester Survey”
Daily Learning Targets:
• I can follow directions the first time they are given.
• I can identify the classroom policies and procedures and comply to
them.
In Class Activities:
• “Meet Mr. Schmitt” Presentation 
• Finish watching “Understanding Stereotypes” video and turn in
summary (2nd and 3rd hour)
• Create Word Wall using Vocab Words (5th and 6th hour)
• 5 Media Principles Power Point (2nd, 3rd, 5th , 6th)
• 5 Media Principles (group assignment)
Homework:
• We will continue to work on the 5 Media Principles group
assignment tomorrow and Wednesday.
• Bring your school id to class tomorrow. We are going to the library
in order to find books to read during SSR.
2/4/14 Agenda
Bell Work:
Task: Correct the following sentences. Tomorrow, I will give you a handout with
proper editing symbols. **In both sentences, please note the following: SubjectVerb Agreement, Possessive Nouns, Spelling, Run-on Sentences.
Student Response:
As a perswaysive writer one must emphisize the facts that gives his or
her product an edge over the competitors product.
Ali practice grammer in mister schmitts class however, he often forget the
rules on subject-verb agreement.
Daily Learning Targets:
• I can follow directions the first time they are given.
• I can identify the classroom policies and procedures and comply to them.
In Class Activities:
• Book Pass and Book Pass Activity (Library)
• Complete Book Preview and Commitment Form (research)
Homework:
Bring your school id to class tomorrow. You will need it to check out a book (you
cannot used your planner). We are going to the library in order to find books to read
during SSR.
2/5/14 Agenda
Bell Work:
Task: Correct the following sentences. Tomorrow, I will give you a handout with proper editing
symbols. **In both sentences, please note the following: Subject-Verb Agreement, Pronoun
and Antecedent, Spelling, Run-on Sentences.
Student Response:
Mike or Joe hit in the leedoff spot for the varzity baseboll team but neither player are
performing well this season.
Tyler lefts sweater in locker but he forgot to bring required material to class.
Daily Learning Targets:
• I can read, watch, and/or view an account of a subject in a variety of ways.
• I can determine the arguments and specific claims of a text.
In Class Activities:
• Library (you will have 20 minutes to find and check out a book)
• Complete Book Preview and Commitment Form (research)
• Complete 5 Media Principles (group assignment)
http://www.youtube.com/watch?v=I9tWZB7OUSU
Homework:
• The 5 Media Principles group assignment will be collected tomorrow at the
beginning of class.
2/6/14 Agenda
Bell Work: Correct the following sentences. **In both sentences, please note the following: Subject-Verb
Agreement, Pronoun and Antecedent, Spelling, Run-on Sentences.
The media uses deliberut tactiks in order to persuade societys thinking.
Propaganda is biassed or misleading information that is presented to the public in order to publicize or
promote a politicians campaign or a groups point of view.
Daily Learning Targets:
I can follow directions the first time they are given.
I can identify the classroom policies and procedures and comply to them.
In Class Activities:
Complete 5 Media Principles Activity (group assignment-tables)
Exit Ticket
**If you finish everything, you will read an article titled “Watching You” and talk to the text. 
Exit Ticket:
On a sticky note (one per person), write your response to the follow questions: Why is it
important to be able be critical and to analyze information that is presented to you by the
media? How does the media try to influence your thinking? What strategies/elements do they
use or include to persuade your belief system?
Homework:
You must have an SSR book for tomorrow. Also, please make sure I sign your
commitments sheet. You cannot read your book until it is approved. 
2/10/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Subject-Verb Agreement, Possessive Nouns, Run-on Sentence, Pronoun and Antecedent.
Barack Obama, the president of the united states were reelected for a second consecuteev
terms in two thousand and twelve.
Mister shhmitdt enjoys teaching ninth grade at deerborn highschool and she look forward to
working with his new students throughout the remainder of the school year.
Daily Learning Targets:
• I can determine the arguments and specific claims of a text.
In Class Activities:
1. SSR (15 minutes) **On your bell work sheet, you will write down how many pages you read,
one new word you encountered, and its definition.
2. “Talk to the text “ and critique the article “Watching You.” When you are done reading, you
will pick a side of the argument and practice writing a thesis statement. **You will write a
thesis statement for each side of the argument.
Formative Assessment:
• Answer the following questions:
• 1) What are your rights under the Fourth Amendment?
• 2) What is your opinion on the surveillance issue in the U.S.?
2/11/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Subject-Verb Agreement, Possessive Nouns, Run-on Sentence, Pronoun and Antecedent.
The united states goverment should not be allowed to track citizens phones because it are an
envazion of his privacy.
Within hours of the boston Marathon bombing last apr., authorities was able to identify two
suxpects by gaining access to citzen’s videos and footage captured during the incident.
Daily Learning Targets:
• I can determine the arguments and specific claims of a text.
In Class Activities:
1. SSR (15 minutes) **On your bell work sheet, you will write down how many pages you read
and one sentence that explains what you like about your book so far (or what you do not like
so far).
2. For “Watching You,” in pairs you will write one thesis statement that supports the “for” side
of the argument and one thesis statement that supports the “against” side of the argument.
3. Each person will be assigned one side of the debate for the article “Are Public Surveillance
Cameras a Good Idea? **You will determine whether the portion of the article you read was
“in support” or “against” surveillance. Then you will read the opposite side.
Formative Assessment:
• Find three pieces of textual evidence that support your opinion (stance/position/thesis
statement).
• Find one piece of evidence that opposes your opinion (stance/position/thesis statement).
2/12/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent.
Some students thinks they is two cool for schuel however he are wrong.
It is the students responsibility to show up to class prepared but there is incidents that
will prevent me from acomplishhing this task.
Daily Learning Targets:
• I can determine the argument I will make in my writing.
• I can analyze how my claims are different than claims from the opposition.
In Class Activities:
1. SSR for 15 minutes *If you do not have a book, you will write a one paragraph response
explaining why you are not prepared for class. You will also include your plan to guarantee
you are prepared tomorrow. 
**On your bell work sheet, you will write down how many pages you read and one sentence
that explains what you like about your book so far (or what you do not like so far).
2. As a class we are going to read the first half of the article “Should your school get rid of
sports?” With a partner, you will read the second half. You will come up with three reasons
that support each side of the argument. Next, you will write a counter-argument and
refutation for the article as a whole. 
2/13/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent.
meester schmitt is sick on thursday. however I plan to continue to show good behaveior during
his class.
There are always two sides, or arguments to an issue but honestly my opinonion is always write.
Daily Learning Targets:
• I can determine the argument I will make in my writing.
• I can analyze how my claims are different than claims from the opposition.
In Class Activities:
1. SSR for 15 minutes *If you do not have a book, you will write a one paragraph response
explaining why you are not prepared for class. You will also include your plan to guarantee
you are prepared tomorrow. 
**On your bell work sheet, you will write down how many pages you read and one sentence
that explains what you like about your book so far (or what you do not like so far).
2. In groups, you will create a poster for an assigned paragraph which helps create and develop
the persuasive essay. You will have 20 minutes to do this. Then you will share your results
with the class. Use the write source books (last little cupboard on left, next to the large
cupboard) to help determine the components for your group’s section. Use the table of
contents to look up the “Persuasive Essay” section.
3. Begin brainstorming for your Rough Draft using the prompts given to you (you will start
writing your draft in class tomorrow).
2/14/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent.
Even though Mr. Schmitt is nice enough to allow students to borrow books from his librarie Mr.
Schmitts students are financaly responcible for any damages.
For Thursdays assignment, students were asked to work in groups to review each section of the
persuasive essay and to create an analogy but most groups did not complete all of the
requirmends.
Daily Learning Targets:
• I can determine the argument I will make in my writing.
• I can analyze how my claims are different than claims from the opposition.
In Class Activities:
1. Begin brainstorming for your persuasive essay. Each student must have their brainstorming
approved before they can begin their outline. If you finish your outline (and it is approved),
you will begin writing the Rough Draft in class.
2. If your class can demonstrate good behavior, I might allow you to listen to music as you
write.
2/24/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent.
Hussein lefts their jacket in the bleachers but he could not retreeve her from the building
because the doors were locked.
Nadine did not reed her book over break so they will need to finish the novel by Friday, Febuary
29, two thousand and fourteen.
Daily Learning Targets:
• I can determine the argument I will make in my writing.
• I can analyze how my claims are different than claims from the opposition.
• I can determine the author’s intended effect: mystery, tension, surprise?
In Class Activities:
1. SSR for 10 minutes **On your bell work sheet, you will write down how many pages you
read and one sentence that explains what you like about your book so far (or what you do
not like so far).
2. Check in Outlines and Rough Drafts (stamp)
3. Satire in literature using Shrek and Shrek 2
Exit Ticket:
Write your own scene using satire. First depict your first five minutes of class every day. Then
input satirical moments. You must include each of the four types of satire. 
Homework: Finish Outline and Rough Draft if it was not completed for today. We will use them in
class tomorrow for Peer Editing.
2/25/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Rambling Sentence, Capitalization, Abbreviation, Commas
John Muir decided to become a naturalist at the age of 30 and he hiked from the midwest to the
gulf of mexico to acquaint himself with the land and his writings inspired development of
national parks in the U.S.
The speed of sound Mach 1 can be reached at sea level at around 742 mp hour at 36,000 feet the
speed of sound becomes 661 mp hour.
Daily Learning Targets:
• I can determine the argument I will make in my writing.
• I can analyze how my claims are different than claims from the opposition.
• I can determine the author’s intended effect: mystery, tension, surprise?
In Class Activities:
1. Watch two clips from Shrek and Shrek 2 and fill out Four Components handout
2. Write your own satire using the four components of satire.
3. Check in Outlines and Rough Drafts (stamp) **Late
Homework:
Finish your Outline and Rough Draft **We are Peer Editing all hour, tomorrow.
Four Components of Satire (two paragraph assignment) will be due tomorrow at the end of the
hour.
2/26/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
Rambling Sentence, Capitalization, Abbreviation, Commas
In many companys everyone including the President takes their turn at making coughee.
Her and me are researching the peace corps which was established in 1961 by president Kennedy
to see how it has changed since their early years.
Daily Learning Targets:
• I can determine the argument I will make in my writing.
• I can analyze how my claims are different than claims from the opposition.
• I can determine the author’s intended effect: mystery, tension, surprise?
In Class Activities:
1. Peer Editing
2. Four Components of Satire (two paragraph assignment) is due at the end of the hour.
3. If you finish everything, read your SSR book! **Must be read by Friday 2/28. 
Homework:
No homework! 
2/27/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
1=Pronoun Antecedent Agreement, Punctuation (Title), Comma, Spelling
2=Indefinite Pronoun Reference, Hyphen, Comma, Spelling
1) My class read Robert Frost’s poem The Road Not Taken, which I found very pleasant, and they
did by the way inspire me to write a beautiful poem of my own.
2) Though iceburgs are found in saltwater seas they are formed from freshwater and are well
known sources of drinking water for thirstee sailers.
**5th and 6th hour, we will review this Bell Work assignment tomorrow. 
Daily Learning Targets:
• I can figure out what the text says directly (explicitly).
• I can determine a central idea and explain its development throughout the text.
• I can read a text and summarize the text.
In Class Activities:
1. Collect Satire Assignment (2 paragraphs using the four components)
2. Close and Critical Reading-Informational Text (District Assessment)
3. Finish Peer Editing **Only if your partner is finished with the District Assessment, but you
cannot talk until everyone is done!!!
4. If you finish everything, read your SSR book! **Must be read by tomorrow, Friday 2/28.
Homework:
Finish reading your SSR book! 
2/28/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
1=Indefinite Pronoun Reference, Capitalization, Comma Splice, Spelling
2=Subject-Verb Agreement, Comma Splice, Hyphen, Spelling
1) More than 50 times a year, lightening strikes the empire state building, it causes an average of
400 deafs and 1,000 injuries every year.
2) Most american car horns beeps in the key of F, a listener with a good ear can tell a domestic
made car from a foren made car by listening to its horn.
Daily Learning Targets:
•
I can determine the argument I will make in my writing.
•
I can analyze how my claims are different than claims from the opposition.
•
I can determine a central idea and explain its development throughout the text.
In Class Activities:
1.
Finish Close and Critical Reading (District Assessment) **If you were absent or could not finish in
time.
2.
Finish Peer Editing w/ your partner. **Students that Peer Edit for more than one person can receive 3
pts extra credit (summative)!!! 
3.
Group Activity-Scoring Persuasive Essays
4.
If you finish everything, read your SSR book! **Must be read by Monday 3/3/14.
Homework:
Finish reading your SSR book! 
3/3/14 Agenda
Bell Work:
Task: Correct the following sentences. You will look to make corrections for the following areas:
1=Verb (Tense), Comma, Abbreviation, Comma Splice, Hyphen
2=Verb (Tense), Quotation Marks, Capitalization, Comma, End Punctuation
1)
Basketball AllStar Wilt Chamberlain scored 100 pts. In one game on March 2 1962,in the
same year he scores 4029 pts, a record far from being matched.
2)
Cars my Mother exclaimed when our car dies its third death in a month. “As your dad
says, you can’t live with them and you can’t live without them.”
Daily Learning Targets:
•
I can determine the argument I will make in my writing.
•
I can analyze how my claims are different than claims from the opposition.
•
I can determine a central idea and explain its development throughout the text.
In Class Activities:
1.
Introduce Book Talk Assessment and organize panels for Monday-Wednesday of next
week.
2.
Group Activity-Scoring Persuasive Essays
3.
Pass back graded assignments
Homework:
Prepare for your Book Talk
**Finish Peer Editing (at home if you were unable to do it in class).
3/6/14 Agenda
Bell Work:
Task: Find your group’s poster and continue grading both essays that were
assigned to your table on Monday. **Let me know if your table had
Essay #1 and #3 or Essay #2 and #4
Daily Learning Targets:
• I can determine the argument I will make in my writing.
• I can analyze how my claims are different than claims from the
opposition.
• I can determine a central idea and explain its development throughout
the text.
In Class Activities:
1.
Finish Group Activity-Scoring Persuasive Essays
2.
Pass back graded assignments
Homework:
Fill out Book Talk Form and prepare to present on Monday
**Everyone must be prepared to present Monday
Type your Final Draft of your Persuasive Essay (at home)
3/7/14 Agenda
Bell Work:
Task: Write and correct the following sentences. Use the following hints to determine the
corrections that will be made.
(1)=Pronoun-Antecedent Agreement, Comma Splice, Using the Right Word, Spelling
(1)
When swaloweing both toeds and frogs close its eyes tightly, this action presses the
rooves of there mouths onto there tongues, pushing the food into they’re digestive
system.
**When you finish Bell Work, quietly finish your poster with your table group. 
Formative Assessment = Write whether or not you still agree with your group’s grading of the
essays. Also answer why you still agree or why you do not agree with your initial grading.
Daily Learning Targets:
•
I can determine the argument I will make in my writing.
•
I can analyze how my claims are different than claims from the opposition.
•
I can determine a central idea and explain its development throughout the text.
In Class Activities:
1.
Compare and contrast poster responses to actual scores given.
2.
Introduce allegories and read “Harrison Bergeron”
3.
Pass back graded assignments **If there is not enough time, I will pass back papers on
Monday.
Homework:
•
Fill out Book Talk Form and prepare to present on Monday (Everyone must be
prepared to present Monday)
•
Type your Final Draft of your Persuasive Essay (at home)
3/10/14 Agenda
Bell Work:
Task: Prepare to turn in your Persuasive Essay (Order = 1. Rubric, 2. Final Draft, 3. Peer Editing
Workshop, 4. Rough Draft, 5. Outline, 6. Brainstorming
Daily Learning Targets:
•
I can determine the argument I will make in my writing.
•
I can analyze how my claims are different than claims from the opposition.
•
I can determine a central idea and explain its development throughout the text.
In Class Activities:
1.
Collect Persuasive Essays
2.
Organize Groups for Book Talk panel. **You must be prepared and have your rubric in
order to be graded. If you cannot meet the following requirements, you will receive a “0.”
3.
Finish reading the short story, “Harrison Bergeron” by Kurt Vonnegut
Homework:
•
Make sure you are prepared to present your Book Talk if you did not present today. 