Monday
My name is Mrs. Phillips – (aka. Mrs. P.,
Masta P.)! I’m glad that you’re here!
Do now!
1.
Print your first and last name on the list beside the card
on your desk. (Make sure that you put your name
under the correct period.)
2.
Fill out Birthday Square.
3.
Begin filling out the survey that you received at the
door.
4.
Collect surveys through roll call.
And now for the annual
slaughtering of names!
• Please…. Gently correct me when I
pronounce your name wrong so that I
can make some notes on my role sheet.
• It will take me a while to get them… Just
remember that you have 7 new names…
I have 200.
Collect Birthday sheets by
month starting with August…
Establishing Opening
Traditions:
• Musical meet and greet!
• Warm-up on the board. Sit down and begin working on
it. Expectation – must be in your writer’s notebook
which will be for a grade.
• After a designated period of time, the music will stop.
Warm-up should be completed.
• Need a volunteer to ring the bell for the start of class.
(I will ring Day 1)
• At this point, we will stand and recite our class poem.
• Quick celebrations of any birthdays! Is anyone
celebrating a birthday today????!!!
• This is the signal that it is time to get into the lesson.
Class poem – From “Return to Love”
by Marianne Williamson
Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond measure.
It is our light, not our darkness that most frightens us.
We ask ourselves, Who am I to be brilliant,
gorgeous, talented, fabulous?
Actually, who are you not to be?
Your playing small does not serve the world.
There is nothing enlightened about shrinking
so that other people won't feel insecure around you.
We are all meant to shine, as children do.
We were born to make manifest the glory that is within us.
It is not just in some of us; it is in everyone.
And as we let our own light shine, we unconsciously
give other people permission to do the same.
As we are liberated from our own fear,
our presence automatically liberates others.
Need someone to time me on next
material 10 minutes only
– Most important thing is for us to
get to know each other a little
today and for you to start feeling
comfortable, but there are some
housekeeping things that I need
to get to you today.
• Go briefly through expectations and
honor code sheet.
• Must be signed and brought back by
Friday!
Supplies needed quickly -• Novels
First Six Weeks -Falling Leaves – (Adeline Yen Mah) -- H and K
– Need by next Friday!!!
Speak – Laurie Halse Anderson – ACA – Need by
next Friday!!!
• All students need a vocabulary book -- Buy at the
V. I. P.s window – First lesson starts next Tuesday.
$ 13.00
• Composition Book in class by Monday – NonNegotiable. No spirals
Watch the following clip
• How is what is going on in the clip like
the relationship between a teacher and
her/his students?
• Who are you in the clip?
• Who am I?
So…
• We will be doing several activities this
week to help us to get to know each
other.
Classmate Bingo
•
•
•
•
•
•
1. Each student gets a bingo card, and make sure you have a writing
utensil.
2. The object of the game is to get as many of your squares signed as
you can within the allotted time.
3. You may not sign someone’s sheet unless what the square says
about you is the truth. (ie. I could not sign under “Someone born in a
city beginning with an “L” because I was born in Houston, but I could sign
under “someone who loves to write” or “Someone who loves to eat
sushi.”
4. You may only sign each person’s sheet one time.
5. Help each other by letting others know what you could sign for them.
The object is to try to meet as many of your classmates as you can.
6. You have one minute to look over the sheet before I say go so that
you know how you can help others.
On your mark….
• Get set….
• GO!
Put books on top of your
desk – and clean up area!
• Happy Trails!
• REMINDERS
• Purchase
– Freshman Vocabulary Book
– Chinese Cinderella (Adeline Yen Mah) (K) (must have
Monday)
– Falling Leaves (Adeline Yen Mah) (H) (must have Monday)
• Paper work due back:
– Class Expectations Sheet
– K entry and exit sheets.
Extension if we have more
time…
• Get with a partner and make sure you
know how to get to your next class.
More Icebreakers on the
next several slides.
Grab Bag Icebreaker
• 1. Each student selects one item from the
grab bag.
• 2. Jot down 3 ways that you are like the item
that you chose. (Think out of the box!)
• 3. When it is your turn, tell us your name and
BRIEFLY talk to us about your connections
with the item you chose.
• For example…
My item – pink paper clip
• I am like this paper clip in that it is the color pink which is
vibrant. My personality is full of life an passion like the
color pink. I believe in living each day to the fullest and
putting myself out there. People can take me as I am or
not. I will hide my light for no one. Also, the purpose of
a paper clip is to keep things organized. I, like the clip,
am extremely organized as far as my lessons are
concerned. My students will always find me completely
ready for them, and I try to present the lesson in an
organized way that students can follow. One other detail
about the paper clip that is like me is the fact that it is
varied in the directions that it goes. I am varied in the
things that I like to do, not just “one note”. I am as happy
at the ballet as I am being at a football game. Rock
music, rap music, country music, alternative music, or
mellow easy listening, all appeal to me, and I need to be
going and doing something to be happy.
Treats for those who share

Grab Bag Icebreaker
• 1. Students come up in groups and each
student selects one item from the grab
bag.
• 2. Jot down 3 ways that you are like the
item that you chose and elaborate on
each way. 1 minute to gather your
thoughts before we start sharing.
• 3. Treats for students who share.
Right, Left Game
• Form a circle
• As I read my story, when you hear the
word “left,” pass the treat bag to the left,
and when you hear the word “right,” pass
the treat bag to the right.
• The person who ends up with the treat
bag at the end of the game gets to keep
it.
Icebreakers
Common threads:
I will start by telling a little about myself or have a student start.
If something I say has something in common with you, raise your
hand and share what we have in common and then tell something
else about yourself. I will give you ball of yarn while I continue to
hold on to the beginning.
When you have something in common with the person talking,
raise your hand. The person speaking gets to finish and decide
who gets the string next.
Hopefully, by the end, we will find that we are all connected in
some way. Do not let go of your connection to the string.
Do Now! Warm-up
Tuesday
Make a jot list of every detail you see in the
picture. (ie. Two paths, woods etc.) Treat for
longest list.
Class poem – From “Return to Love
by Marianne Williamson
Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond measure.
…Our playing small does not serve the world.
There is nothing enlightened about shrinking
so that other people won't feel insecure around us.
We are all meant to shine…
And as we let our own light shine, we unconsciously
give other people permission to do the same.
As we are liberated from our own fear,
our presence automatically liberates others.
Any Birthdays in the
House?
Remind 101
• Cell phones out
• ACA students only – Add the following number to your contacts 469-251-1097 – you will send the following text to me -@englishi
• K students only – Add the following number to your contacts –
469-251-1097 – you will send the following text to me -@englishik
• H students only – Add the following number to your contacts –
469-251-1097 – you will send the following text to me -@phillipseh
• You will receive an automatic text that requests you to send your
first and last name so that number – once you do so, you will be
in my system.
Housekeeping
• Reminders:
– Purchase
• Freshman Vocabulary Book – $ 13.00 Collect $
and distribute books
• Falling Leaves (K and H) (must have Friday,
September 5)
• Speak (ACA) (Must have by Friday, September 5)
• Composition Book – in class Monday!
• Collect paperwork:
– Class Expectations Sheet
– K entry and exit sheets.
House Keeping (cont.)
• 1. Establish teams for the first six weeks.
– We will use the groups in all kinds of ways this year,
so everything you do in class matters for your team.
– At the end of each six weeks there will be a reward
for the class group that has the top performance.
(Usually donuts or cookies etc.)
– Need score keeper. Score keeper still participates,
but does not get points for any team. The score
keeper gets the treat awarded at the end of the six
weeks.
Mrs. Phillips's Website
• www.phillipsenglishI.weebly.com
• …. Or go to Cypress Woods website, click faculty,
find my name (Phillips, Mitzi) click on it – Welcome
page has a link to the official website.
• Very helpful if you have been absent -- has a very detailed
lesson plan for each day of the week.
• For those who like to look ahead or maybe you can't
remember the due date, the information will be on this page.
• Many times, if you are missing a handout, you can go to the
website and print a new one.
Class Rules
•
•
•
•
1. No cussing/swearing – no excuses
2. Nothing goes airborne.
3. All school rules apply.
4. Have respect for everyone in the class. Before you
speak, consider whether or not you are making it
“unsafe” for someone else to share his/her voice.
• 5. Remain seated unless given permission to be out
of your seat.
• 6. If you want to charge your cell phone, take care of
it before class begins- Make sure you are in your seat
working on the warm-up by the time the tardy bell
rings.
Expectations
• 1. Everything is for a grade.
• 2. Read the book!
• 3. Have a “Plan B” when it comes to
dates on major grades – especially when
it comes to technology.
• 4. A = above and beyond what is
required. A = Exceptional
OBJECTIVE:
Wildcats will make relevant associations
based on concrete details in visual art.
Wildcats will identify nouns in a written
text.
Relevance:
Why does this matter in the real world ?
These are tools to help us think
analytically about things that we read.
Employers hire people who read
analytically, think critically and write
effectively.
With a partner: Match the word on
the left to correct word or set of
words on the right.
• Rock
• Heart
• Hand
• key
• Friendship,
tenderness
• Love
• Knowledge; wisdom
• Toughness;
durability
What is the difference
between the two columns?
• Rock
• Heart
• Hand
• key
• Toughness;
durability
• Love
• Friendship,
tenderness
• Knowledge; wisdom
Concrete
• Rock
• Heart
• Hand
• key
Abstract
• Toughness;
durability
• Love
• Friendship,
tenderness
• Knowledge; wisdom
Associations
• What does this word mean to you?
Associations
• Conceptual connections (ideas, qualities,
conditions) that emerge from the diction,
imagery, and details of the literary work that
we are reading. (In your notes, put this in
your own words – Explain to a neighbor
what this means to you.)
• Literally what do you see? (We must move
away from this…. to
• What abstract idea do you connect with the
literal evidence?
L1
• L2
Mountain
• Association/Abstract idea
associated with the literal
word or image
Literal/concrete
When you came into the
room I had you make a list
of concrete details you saw
in the picture.
Count up the number of
details you wrote down.
Award treat for longest list!
Let’s start with some
imagery
• In your teams you will have 2 minutes to
combine your list from warm-up -- a list of
every literal detail you see in the picture.
• 5 minutes
• Share “literal details”
Now, let’s up the ante!
• With every word on the list we created
together, make at least 3 abstract associations
(ideas, qualities, conditions) that you associate
with that image.
• 5 minutes
Share ideas
Hand out Degen
Associative Chart
• You will need to keep this with you all year
because we will be talking about associative
thinking not just all year, but your whole time in
high school.
• Level 1 = What is the literal evidence that is
there? Students highlight in yellow!
• Level 2 = What are the abstract associations that
we make with that evidence? Students highlight
in blue!
So let’s start to look at how
associations can help us
develop our analytical voice:
• Objective # 2 – Wildcats will analyze noun
choice in “The Road not Taken” and make
associations with each noun choice made by
Frost.
• Brief review of nouns
• Today we will focus on the idea of
analyzing the specific nouns a writer
chooses in order to convey a more
abstract idea.
Do an initial reading of “The
Road not Taken” by Robert
•Frost
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
Robert Frost
Now, in pairs, go through the
poem stanza by stanza and
underline each noun.
Home Fun
For each of the nouns that
we have underlined give 3
abstract associations with
that word.
• If time remains in class, students work with
a partner to get started on their home fun.
Clean ending!
Team points for the day?
• Did any team have 100% participation
today?
• Happy trails -- get books together and be
ready to wrap up when the music is over.
So tell me one idea that you
gained from class today?
• 5 points per share!
• Tomorrow, be ready to put this idea to use
in order to go more into depth on the
poem.
Wednesday
K/H -- Do Now!
• Take out your T Chart you made last night
on “The Road Not Taken” as well as your
copy of the poem.
• Select 3 of your words for which you made
the most “profound” associations.
ACA -- Do Now!
Warm-up
Get out your poem. Underline all of the
nouns in the poem. Choose at least 3
nouns that you think are important in the
poem and make at least 2 associations
with those words.
Class poem – From “Return to Love
by Marianne Williamson
Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond measure.
…Our playing small does not serve the world.
There is nothing enlightened about shrinking
so that other people won't feel insecure around us.
We are all meant to shine…
And as we let our own light shine, we unconsciously
give other people permission to do the same.
As we are liberated from our own fear,
our presence automatically liberates others.
Business first
• Purchase of vocabulary books. English I =
Level D book
• Hand in outstanding paper work on rules
and regulations.
• Composition Book – in class Monday!
• Novels – By next Friday!
• My website- phillipsenglishi.weebly.com
Review yesterday’s key
concepts.
• Team Points for team input – one per
customer!
OBJECTIVE # 1
• Wildcats will use concrete details
(L1) and abstract associations
(L2) to analyze our year poem
“The Road Not Taken” and then
apply theme of the poem to their
own lives.
ACA only
• Review the definition of a noun.
• Go through warm-up – List the nouns from
the poem on a T-Chart.
The Road Not Taken
Two *roads diverged in a yellow *wood,
And sorry I could not travel both
And be one*traveler,long I stood
And looked down one as far as I could
To where it bent in the *undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that *morning equally lay
In *leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere *ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
Robert Frost
T chart with selected words.
• L1
• L2
ACA Start here
My expectations for group work
• 1. Everyone participates.
• 2. This is not the time for you to ask me to go to the bathroom.
• 3. This is not the time to come ask me a question about something
that does not pertain to the lesson we are doing.
• 4. This is not time to do work for other classes.
• When you do 2 – 4 it sends me the signal that you don’t believe that
what we are doing is important…..but I am telling you that it is of
utmost importance!
• 5. We can enjoy the assignment, but don’t get out of control and
make me regret doing something fun.
I need 2 volunteers.
• Award 5 points to their teams that we
established yesterday.
Task # 1
• 2 volunteers sit at front table.
• When I say go, each contestant will
– 1. open the tube of toothpaste
– 2. squeeze 100 percent of the contents of the
tube onto the paper plate without getting it
anywhere other than the plate.
– 3. stand up when all of the toothpaste is out.
– 1st place = 5 additional points for your team.
On your mark!!!
Task # 2
• You will now take all of the toothpaste and
put it back into the tube the way it was
before the person before you squeezed it
all out.
• 1. Use the toothpick provided for you.
• 2. When 100 percent of the toothpaste is
back in the tube, the tube looks the way it
did before it was squeezed, and the tube
is back in the original box, stand up.
On your mark!!!
What was the problem in the
second task?
• We will come back to this activity at the
end of the lesson. Keep it in mind as we
move through today’s lesson.
TABLE BLOG
• The person whose name comes first in the
alphabet will be the GROUP LEADER. Please
do the following:
Come and get your blog paper and take it
back to your group.
The Road Not Taken
• GROUP LEADER: Give each member of
your group a marker.
• Each person should write his/her name
(small) on the front of the paper in the
marker color selected. Put all names in
same place.
• Keep the same marker throughout the
activity. You will be awarded a daily
grade for your level of participation on
this activity.
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
Robert Frost
Rules for Table Blogging from
this point further
• NO TALKING ALLOWED
• Write all responses on butcher paper
• Write only things related to the
questions
• This will be a class participation grade
• You will lose points for talking,
inappropriate comments on paper, or
lack of participation
• Who is the speaker of the poem? (Don’t
say Robert Frost, the author! Who does
he represent?)
• The speaker describes the wood as
“yellow” why do you think he chose to
point out this idea? Is there anything
symbolic that you could attach to this
detail? (think about the associations chart
– what abstract ideas came up when we
thought about the “yellow” woods (fall)
• What does the road traveler do as he
approaches the 2 paths? Why?
7th period start here!
• Instead of roads through a garden or a
wide-open plain, why do you think the
poet writes about roads that go through
a “wood”? (Think about what woods
usually symbolize in the statement,
“We’re not out of the woods yet?”
Think about our associative thinking
exercise yesterday!) What do you think
the 2 roads represent?
• Which road did the traveler select?
Was it the better road? Cite the
evidence.
• How do we know that the speaker realizes
this choice of paths is “final”? Use textual
evidence and explain.
• Now, re-read the title of the poem.
• Which of the 2 roads does the writer
seemed to be more focused on based on
the title?
• Why do you think he focuses on the
road he did not get to take in the title?
• What emotion does he seem to feel by
the end of his journey? Why?
• In line 16, Frost says, “I shall be telling this
with a sigh…” In what two ways could the
reader interpret the sigh? What difference
does it make how the reader interprets the
word “sigh” in trying to figure out how the
speaker feels about the choice he made?
• What is the true message of the poem
once you consider the title, the writer’s
emotions by the end of the poem, and
the way he selected which road to take?
• Consider the activity that we did at the
beginning of the period. What does this
activity have to do with the point that Frost
is trying to make?
• What are some outcomes that might
happen if someone chooses a “less
traveled” road? Consider more than one
point of view (ie. The Donner Party) Do
you know people who have taken “the
road less traveled”? What was the
outcome? What about people who have
taken the well traveled road? What was
the outcome? What kind of lives did they
have?
• Do people always have a chance to go
back and try another road in life? Explain.
• Are their any life decisions that are harder
to alter or reverse than others? Explain.
• In light of all of this exploration, what is it
that you think Frost is trying to tell us?
Look to board for homework.
De-brief
H EXTENTSION ONLY
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted
wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I -I took the one less traveled by,
And that has made all the difference.
Robert Frost
• Evidence that might
support the following
literal interpretation:
• Student A
• Frost is saying that in life
people should take the
road that is less traveled
in order to have the best
life.
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
• Evidence that supports the
following associative
interpretation:
• Student B
• Frost is saying that choices
are difficult and because we
are uncertain of the
outcome and many times
do not get a chance to
And both that morning equally lay
In leaves no step had trodden black.
make the choice again, we
Oh, I marked the first for another day!
must think hard about our
Yet knowing how way leads on to way
decisions.
I doubted if I should ever come back.
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted
wear,
Though as for that the passing there
Had worn them really about the same,
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I -I took the one less traveled by,
And that has made all the difference.
Robert Frost
• Which interpretation
explains all of the
evidence offered?
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
• How might student B
contradict this student’s
evidence?
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted
wear,
Though as for that the passing there
Had worn them really about the same,
• Student A
• Frost is saying that in life
people should take the
road that is less traveled
in order to have the best
life.
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I -I took the one less traveled by,
And that has made all the difference.
Robert Frost
Collect students’ work for the
day. Happy Trails!
• Ticket out of class…
• Quick review:
• On a sheet of paper, finish the following
sentence… (Make sure you use my
sentence starter to create a complete
sentence.
• In “The Road not Taken”, Robert Frost’s
message is….
THURSDAY
Do Now!
• Take your seat and be prepared to follow
instructions quickly. Do not take anything
out of your back pack.
THURSDAY
AP Freshman Meetings all period.
• Expectations:
• 1. You must sit with our class, so stay
together on the way to the auditorium.
• 2. Be respectful of the presenters.
• 3. Do not climb over seats – travel down
the aisle to get to your seat.
• 4. No cell phone or electronic devices are
to be out during presentation.
Friday
Do Now!
• Clear your desk except for a pen/pencil
and the answer sheet you picked up at the
door.
Objective
• Wildcats will define
literary terms and
discuss the effect a
specific literary
device has on a
piece of text.
Take Diagnostic Assessment
• When you complete the
front of your sheet:
• 1. Turn in your answer
sheet.
• 2. Get out one sheet of
notebook paper.
• 3. Turn the original quiz
over and complete the
questions on the back of
the original assessment on
your own sheet of paper.