Junior Syllabus for 08/18/15 – 08/21/15
Tuesday:
Welcome
Expectations
Syllabus
“Symbol Test”
Homework: Get class supplies and find ONE symbol of yourself for your journal.
Wednesday:
In your journal, write 7-10 sentences about your symbol and how it symbolizes you or a part of
you. Use correct punctuation and capitalization, so you can count your sentences.
Introduce Native American Writings p. 4-9 (handout)
Station Time: 26 vocabulary words to help understanding
Homework: Find a reference to Native American Culture in society today and save the
image to your iPad, print it out, or just bring it to class tomorrow.
Thursday:
Share Native American references (homework) in groups – class favorites?
Read together “Understanding the Oral Tradition” (pp. 8-9)
Note: You can take notes in your journal, but do not label them Journals.
Station Time/Work in groups to study the 26 Native American Vocabulary Words
Friday:
Pre-Quiz over 26 words, folded sheet of paper, spelling counts, self-grade
Discuss how people did, how can you get a better grade, etc.
Make a strategy list for the weekend to help everyone study.
Homework: Study for quiz!
Junior Syllabus for 08/24/15 – 08/28/15
Monday:
Pre-Quiz over 26 words, folded sheet of paper, self-grade
Reflect: What can we do to help you score better? The real quiz is Wednesday!
Review: How can I identify Native American literature? (slides)
Listen to: Osage Creation Myth & the Navajo Creation Myth
Journal #2: List three similarities and three differences between the two myths. Then make a
conclusion about the two different Native American tribes.
Tuesday:
Read as a class “Song of the Sky Loom” (slide)
How is similar/different to what we heard yesterday? Does reading it in different ways change your
perception?
Listen to “Coyote and the Earth Monster.” Which type of Native American piece is this? Creation myth,
story, song, etc.? Why is this story important?
Wednesday:
Vocabulary Quiz
Iroquois Constitution (slides/handout)
What do you notice about this document created by the Native Americans?
How does this support or contradict what you thought about the Native Americans?
Does the Iroquois Constitution affect us today? Read modern article about Iroquois Constitution.
Thursday:
Journal #3: Using the slides/handout from yesterday, we are going to draft an outline for a paper in your
journal. The paper is a comparison paper. How did the Iroquois Constitution influence the American
Constitution? Dual Enrollment students will actually write this paper. It is due Monday (see rubric
below).
Friday:
Journal #4: Flocabulary
Overview of John Smith
Get vocabulary (slide). Is a shorter list ok? 
Read from “The General History of Virginia” by John Smith
Homework: Read from “The General History of Virginia” by John Smith and study vocabulary
quiz Tuesday.
Paper Specs for Dual Enrollment Comparison Paper
• 2-3 Pages
• MLA Format (12 point Times New Roman font, double-spaced, 1 inch margins, no huge spaces
between paragraphs)
• Five paragraph format, but additional paragraphs are extremely acceptable. 
• Few to no spelling and grammar mistakes – PROOFREAD
• I grade for content and grammar, and your conclusion is just as important as the rest of the paper.
• Use outline as a base. Make sure you give examples from both documents.
• Don’t forget the Works Cited (slide)
• DUE MONDAY!
Junior Syllabus for 08/31/15 – 09/04/15
Monday:
MAP TESTING
Tuesday:
MAP TESTING
Wednesday:
Overview of John Smith
Get vocabulary (slide). Is a shorter list ok? 
Read from The General History of Virginia by John Smith
Homework: Read from “The General History of Virginia” by John Smith and study vocabulary
quiz Friday
Thursday:
Show slides for credit
Discussion: Does the quote “The fault of our going was our own” mean more to you after you read John
Smith’s writing? Why or why not?
Make a chart on the board of the interesting, important, and memorable parts of John Smith’s account of
what happened. Is he believable? Why or why not? What is cultural bias?
Friday:
Vocabulary Quiz
Journal #4: Cultural bias from The General History of Virginia and cultural bias today (slide)
Paper Specs for Dual Enrollment Comparison Paper
DUE TUESDAY!
• 2-3 Pages
• MLA Format (12 point Times New Roman font, double-spaced, 1 inch margins, no huge spaces
between paragraphs)
• Five paragraph format, but additional paragraphs are extremely acceptable. 
• Few to no spelling and grammar mistakes – PROOFREAD
• I grade for content and grammar, and your conclusion is just as important as the rest of the paper.
• Use outline as a base. Make sure you give examples from both documents.
• Don’t forget the Works Cited (slide)
• DUE TUESDAY!
Junior Syllabus for 09/7/15 – 09/11/15
Monday:
LABOR DAY – NO SCHOOL
Tuesday:
College Information Sheet (Optional)
Colonist Poetry: Anne Bradstreet & Edward Taylor (slide/handout)
-hyperbole, paradox, plain style, extended metaphor
How does Taylor compare to Native American poetry? Is that too much of a stretch? Why or why not?
Wednesday:
Archaic Word Study (worksheet)
-Write 2 sentences about yourself using archaic language
Thursday:
Olaudah Equiano & Phyllis Wheatley Overview
Begin reading packet together and finish for homework over the weekend – QUIZ MONDAY!
Friday:
WAIVER DAY – NO SCHOOL FOR STUDENTS
Junior Syllabus for 09/7/15 – 09/11/15
Monday:
LABOR DAY – NO SCHOOL
Tuesday:
College Information Sheet (Optional)
Colonist Poetry: Anne Bradstreet & Edward Taylor (slide/handout)
-hyperbole, paradox, plain style, extended metaphor
How does Taylor compare to Native American poetry? Is that too much of a stretch? Why or why not?
Wednesday:
Archaic Word Study (worksheet)
-Write 2 sentences about yourself using archaic language
Thursday:
Olaudah Equiano & Phyllis Wheatley Overview
Begin reading packet together and finish for homework over the weekend – QUIZ MONDAY!
Friday:
WAIVER DAY – NO SCHOOL FOR STUDENTS
Junior Syllabus for 09/14/15 – 09/18/15
Monday:
Quiz over Phillis Wheatly & Olaudah Equiano
Puritan Belief Overview [slides 1-4]
“Upon the Burning of Our House” Anne Bradstreet
-Rhyme scheme review
-Can you hear any rhythm?
Tuesday:
Puritan Belief Overview (Continued) [Puritan Values – Possible Causes of the Salem Witch Trials]
Homework: Read “The Examination of Sarah Good” and locate three examples of bias. Why is
this bias dangerous?
Wednesday:
University of Rio Grande Speaker
Thursday:
Go over “The Examination of Sarah Good”
“YOU’RE ACCUSED!”
Friday:
Journal #5: Literary Term Review (Quiz Monday) Journals are due Monday too!
We begin reading The Crucible by Arthur Miller in class Monday!
Junior Syllabus for 09/14/15 – 09/18/15
Monday:
Quiz over Phillis Wheatly & Olaudah Equiano
Puritan Belief Overview [slides 1-4]
“Upon the Burning of Our House” Anne Bradstreet
-Rhyme scheme review
-Can you hear any rhythm?
Tuesday:
Puritan Belief Overview (Continued) [Puritan Values – Possible Causes of the Salem Witch Trials]
Homework: Read “The Examination of Sarah Good” and locate three examples of bias. Why is
this bias dangerous?
Wednesday:
University of Rio Grande Speaker
Thursday:
Go over “The Examination of Sarah Good”
“YOU’RE ACCUSED!”
Friday:
Journal #5: Literary Term Review (Quiz Monday) Journals are due Monday too!
We begin reading The Crucible by Arthur Miller in class Monday!
Junior Syllabus for 09/21/15 – 09/25/15
Monday:
Journals are due!
Quiz of Literary Term Review
Sign Out The Crucible books
Get Character Worksheet and explanation of how to fill it in
Begin reading if time allows (Quizzes will immediately follow each Act of the play, so
attendance is super helpful!)
Tuesday:
Writing a letter
-Using a work sheet brainstorm about someone who changed your life
-Draft your letter on the back of the worksheet
-Turn in
Homework: Find and write down the address of the person you are going to send your
letter of gratitude to. Bring this to class tomorrow.
Wednesday:
Revising your letter/Addressing the envelope
Continue reading Act I of The Crucible
Thursday:
Continue Reading The Crucible
Friday:
Continue reading The Crucible
Junior Syllabus for 09/21/15 – 09/25/15
Monday:
Journals are due!
Quiz of Literary Term Review
Sign Out The Crucible books
Get Character Worksheet and explanation of how to fill it in
Begin reading if time allows (Quizzes will immediately follow each Act of the play, so
attendance is super helpful!)
Tuesday:
Writing a letter
-Using a work sheet brainstorm about someone who changed your life
-Draft your letter on the back of the worksheet
-Turn in
Homework: Find and write down the address of the person you are going to send your
letter of gratitude to. Bring this to class tomorrow.
Wednesday:
Revising your letter/Addressing the envelope
Continue reading Act I of The Crucible
Thursday:
Continue Reading The Crucible
Friday:
Continue reading The Crucible
Junior Syllabus for 09/28/15 – 10/02/15
Monday:
Slide with different covers: Who do you see in the pictures?
Continue reading Act I of The Crucible
Quiz over Act I
Tuesday:
Review Puritan strengths and weaknesses (slide)
Discuss: What is mass hysteria?
Begin reading Act II of The Crucible
Wednesday:
Continue reading Act II of The Crucible
Quiz over Act II if time allows
Thursday:
UNOH Speaker: Katie Mustain
Friday:
Continue reading Act II of The Crucible or review for Act III (slide)
Begin reading Act III
Junior Syllabus for 09/28/15 – 10/02/15
Monday:
Slide with different covers: Who do you see in the pictures?
Continue reading Act I of The Crucible
Quiz over Act I
Tuesday:
Review Puritan strengths and weaknesses (slide)
Discuss: What is mass hysteria?
Begin reading Act II of The Crucible
Wednesday:
Continue reading Act II of The Crucible
Quiz over Act II if time allows
Thursday:
UNOH Speaker: Katie Mustain
Friday:
Continue reading Act II of The Crucible or review for Act III (slide)
Begin reading Act III
Junior Syllabus for 10/05/15 – 10/09/15
Monday:
Continue reading Act II
Take Act II Quiz when finished
Tuesday:
Review why motivations are so important to consider when discussing The Salem Witch Trials
and The Crucible.
Begin reading Act III of The Crucible
Wednesday:
Continue reading Act III of The Crucible
Quiz over Act III if time allows
Thursday:
National Guard Speaker: SGT. Hampton
Friday:
Pictorial Review (Scenes and covers on slides)
Begin reading Act IV of The Crucible
Quiz over Act IV if time allows
Begin Journal #6: The Crucible Movie Clips
Junior Syllabus for 10/05/15 – 10/09/15
Monday:
Continue reading Act II
Take Act II Quiz when finished
Tuesday:
Review why motivations are so important to consider when discussing The Salem Witch Trials
and The Crucible.
Begin reading Act III of The Crucible
Wednesday:
Continue reading Act III of The Crucible
Quiz over Act III if time allows
Thursday:
National Guard Speaker: SGT. Hampton
Friday:
Pictorial Review (Scenes and covers on slides)
Begin reading Act IV of The Crucible
Quiz over Act IV if time allows
Begin Journal #6: The Crucible Movie Clips
Junior Syllabus for 10/12/15 – 10/16/15
Monday:
Continue reading Act III
Take Act III Quiz when finished
Book Talks are quickly approaching!
Tuesday:
Continue reading Act III
Take Act III Quiz when finished
Book Talks are quickly approaching!
Wednesday:
Review The Crucible with slide images
Begin reading Act IV, quiz when finished
Thursday:
Finish reading Act IV, quiz when finished
Friday:
Continue working on Journal #6: The Crucible Fantasy Cast add The Crucible Movie Clips
-Do your “picks” match up to the characters Hollywood picked? Write seven to ten
sentences and compare at least four of your fantasy characters to the movie clips.
Next week reminders: Dual Enrollment projects will be due Monday, The Crucible Test will be
Tuesday, and Book Talks are quickly approaching!
Junior Syllabus for 10/12/15 – 10/16/15
Monday:
Continue reading Act III
Take Act III Quiz when finished
Book Talks are quickly approaching!
Tuesday:
Continue reading Act III
Take Act III Quiz when finished
Book Talks are quickly approaching!
Wednesday:
Review The Crucible with slide images
Begin reading Act IV, quiz when finished
Thursday:
Finish reading Act IV, quiz when finished
Friday:
Continue working on Journal #6: The Crucible Fantasy Cast add The Crucible Movie Clips
-Do your “picks” match up to the characters Hollywood picked? Write seven to ten
sentences and compare at least four of your fantasy characters to the movie clips.
Next week reminders: Dual Enrollment projects will be due Monday, The Crucible Test will be
Tuesday, and Book Talks are quickly approaching!
Junior Syllabus for 10/19/15 – 10/23/15
Monday:
Take Act IV Quiz
Begin working on The Crucible Cover Project (see below)
Tuesday:
Show Completed Character Sheet for Credit
Continue working on Journal #6: The Crucible Fantasy Cast add The Crucible Movie Clips
-Do your “picks” match up to the characters Hollywood picked? Write seven to ten
sentences and compare at least four of your fantasy characters to the movie clips.
Wednesday:
2 Hour Early Release
Begin Dual Enrollment Project Presentations if time allows
Thursday:
Finish Dual Enrollment Project Presentations (Volunteers for 6th period presentation?)
The Crucible Test
Start Book Cover Presentations
Friday:
Finish Book Cover Presentations
Final Discussion of The Crucible
Flocabulary?
Book Talks are next week starting Thursday!
The Crucible Book/Movie Cover Project
You need to create a new book/movie cover for The Crucible. The cover must include:
1. At least one person from the cast to be featured on the cover
2. At least one object that is central to the plot
3. The colors black, white, and red must be featured (symbolically?)
Your write-up for this project must include a description about # 1 – 3 respectively. Explain
the character(s) you chose to use and why. Explain the object and why it should be a focus on
your cover, and explain how you used the colors.
You may draw, collage, or computer generate your cover, but it needs to be 8 x 10 (a
standard piece of computer printer paper) size. You will present your cover to the class.
This is worth a total of 40 points.
Cover creativity/requirements = 20 points
Write-up completeness = 15 points
Presentation for class = 5 points
Junior Syllabus for 10/26/15 – 10/30/15
Monday:
Final presentations (book covers/Dual Enrollment)
The Crucible Test
Tuesday:
What are appeals? Definitions/Logic/Article
Group work: Begin homework assignment
Homework: Using the definitions provided, find examples of the new vocabulary for class
tomorrow. You may use slides, Keynote, etc. Include the definition with each example.
Wednesday:
Share examples of different appeals, bandwagon, and loaded language
Appeals in American History: “Speech in the Virginia Convention” by Patrick Henry
-Are speeches pieces of literature to you? Why or why not?
Homework: Create a definition list for vocabulary found on page 262 of the packet. The
quiz is Friday. Create your own list. I’m not checking this one, but you need something to
study.
Thursday:
Book Talks (ONE DAY ONLY)
Homework: Read “Speech in the Virginia Convention” by Patrick Henry
Friday:
“Speech in the Virginia Convention” Vocabulary Quiz
Discuss allusion, rhetorical questions, effective lines of the speech, and the appeals Henry uses in
his speech
Flocabulary?
Junior Syllabus for 11/2/15 – 11/06/15
Monday:
Complete Journal #9: Understanding Patrick Henry’s Speech
PART 1: Using your notes from Friday, write a 7-10 sentence explanation about why
Patrick Henry was so effective persuading people to fight against the British. Be sure to
talk about his use of allusions, rhetorical questions, repetition, inspirational words, etc.
PART II: Write your own persuasive piece using the same effective techniques you cited
in Patrick Henry’s speech. For example, if he used a good allusion to another work of
literature you must too. You do not have to allude to the same piece of literature, but you
must allude to something everyone knows.
WE ARE SHARING THESE TOMORROW!
Tuesday:
Finish Book Talks
Share Part 1 of Journal #9
Polish and Perfect Part 2 of Journal #9
Wednesday:
Turn in two copies of Part 2 of Journal #9
-One copy has your correct MLA heading and one does not have a heading
Get in groups, read persuasive pieces, and vote on class best
Thursday:
Get Declaration of Independence Packet
Discuss the four main parts of the Declaration of Independence
Discuss what is parallelism and paraphrasing
Begin partner paraphrasing assignment
-You and a partner are going to paraphrase, evaluate, and share 15 lines of the
Declaration of Independence with the class
Friday:
Finish partner paraphrasing assignment
-You and a partner are going to paraphrase, evaluate, and share 15 lines of the
Declaration of Independence with the class
Flocabulary?
Junior Syllabus for 11/09/15 – 11/13/15
Monday:
Finish Declaration of Independence Readings
Speeches, Letters, and Essays, Oh my!
Nonfiction in American History: Phillis Wheatley and Abigail Adams
-Where have we seen Phillis Wheatley before? Who is Abigail Adams?
Homework: Read “Letter to the Rev. Samson Occom and answer the following question:
Is Wheatley’s letter more like her poetry, Henry’s speech, the Declaration of Independence,
or is it completely original? Use specific literary connections to support your seven to ten
sentence response.
Tuesday:
Share homework in small groups and then collectively present your findings with the group.
As a group, read Abigail Adams’ “Letter to John Adams” and compare her letter to Wheatley’s
letter. Whose letter is more persuasive? Write you group’s responses below your
Wheatley response.
Homework: Complete class work if not finished.
Wednesday:
Class share letter comparison
Class read: “What is an American?” by Michel-Guillaume Jean de Crevecoeur
Class poetry write: “What is a Jet?” Each person will submit one line.
Thursday:
Class read: “What Is an American?” by Edward L. Hudgins
Revise “What is a Jet?” list and decide on if an introduction or conclusion is needed? What about
parallelism?
Friday:
Read “Poor Richard’s Almanac”
What is an aphorism?
Journal #10: Pick your favorite three aphorisms. Explain them and why you like them. Also
create one aphorism of your own and explain it.
Journals are due Monday!
Junior Syllabus for 11/16/15 – 11/20/15
Monday:
Journals are due today!
Jet poem illustration?
“Historical Background: Romanticism and Transcendentalism” (Packet)
-Take notes/quiz tomorrow!
-Romanticism, Transcendentalism, who wrote what, etc.
Tuesday:
Quiz over “Historical Background: Romanticism and Transcendentalism”
Read “A Psalm of Life” by Henry Wadsworth Longfellow
-Review rhymes scheme, rhythm, and repetition in poems
Homework: Answer questions 5, 6, and 7 on page 347. Complete sentences are required!
Wednesday:
2 Hour Early Release
Begin reading “Rip Van Winkle” by Washington Irving
We will be using the edition found at: https://archive.org/details/ripvanwinkle00irvi
Homework: Finish reading “Rip Van Winkle” by Washington Irving
Thursday:
Quiz over “Rip Van Winkle” by Washington Irving
Begin movie and use checklist to compare and contrast
Friday:
Finish movie and use checklist to compare and contrast
Homework: Write a 1-2 page (five paragraphs) critique about how well the movie captures
Washington Irving’s “Rip Van Winkle”
THIS IS DUE MONDAY WHEN WE RETURN FROM THE BREAK!
NOTE: You must create the MLA Works Cited entry for the story we read and for the
movie. Below is information you need for the movie version:
Title: Rip Van Winkle
Director: Francis Ford Coppola
Performers: Harry Dean Stanton, Ed Begley Jr., Mark Blankfield
Producer: Koch Vision (2008) (USA) (DVD)
Junior Syllabus for 11/30/15 – 12/04/15
Monday:
Quick review of “Rip Van Winkle” by Washington Irving
Begin movie and use checklist to compare and contrast
Tuesday:
Finish movie and use checklist to compare and contrast
Begin talking about comparative essay (DUE FRIDAY!)
Wednesday:
In class work day on essay
Thursday:
Draft check for credit – peer edit in class
Friday:
PAPER DUE!
Flocabulary
New Vocab for “The Devil and Tom Walker” by Washington Irving: abode, melancholy, repose,
surmise, resolute, dolefully, propitious, ostentation, parsimony, and piety (10)
Homework: Create a definition list for the words above using:
http://www.merriam-webster.com/
THIS IS DUE MONDAY – QUIZ IS TUESDAY!
You must include: the words, parts-of-speech, definitions, and sentences that use the words
correctly. Any written or technological format is acceptable.
Paper Specs/Rubric:
Write a 1-2 page critique about how well the director (Francis Ford Coppola) captures
Washington Irving’s “Rip Van Winkle.”
You must use:





MLA format
Times New Roman, 12 point font
5 paragraphs
Citations from both the text and the movie (used correctly)
A solid thesis statement in the introduction
 Seven to ten sentences per paragraph
 A conclusion that restates your thesis, reviews evidence, and offers an
extension to the information presented
NOTE: You must also create the MLA Works Cited page for the story we read and for the movie. Below
is information you need for the movie version:
Title: Rip Van Winkle
Director: Francis Ford Coppola
Performers: Harry Dean Stanton, Ed Begley Jr., Mark Blankfield
Producer: Koch Vision (2008) (USA) (DVD)
You are on your own to create the short story citation. See me if you have questions.
Junior Syllabus for 12/07/15 – 12/11/15
Monday:
Papers Due!
New Vocab for “The Devil and Tom Walker” by Washington Irving: abode, melancholy, repose,
surmise, resolute, dolefully, propitious, ostentation, parsimony, and piety (10)
Homework: Create a definition list for the words above using:
http://www.merriam-webster.com/
THIS IS DUE TOMORROW – QUIZ IS WEDNESDAY!
You must include: the words, parts-of-speech, definitions, and sentences that use the words
correctly. Any written or technological format is acceptable.
Tuesday:
Read “The Devil and Tom Walker” by Washington Irving
Journal #12: “The Devil and Tom Walker” Questions to Consider
Wednesday:
2 Hour Early Release
Vocabulary Quiz on “The Devil and Tom Walker”
Discuss Story – Using Questions from Journal #12
Homework: Study both “Rip Van Winkle” & “The Devil and Tom Walker”
COMBINED TEST ON MONDAY
Thursday:
MAP Testing
Friday:
Field Trip – (Anyone not travelling will study the stories via games, mini-quizzes, etc.)
Junior Syllabus for 12/14/15 – 12/18/15
Monday:
Speaker (4th Period)
Vocabulary Quiz (6th Period)
Flocabulary, if time allows
Tuesday:
Vocabulary Quiz (4th Period)
Discuss Journal Questions/Questions About the Story/How do the Stories Compare
Take ProProfs Quiz about “The Devil and Tom Walker” as a class
http://www.proprofs.com/quiz-school/story.php?title=the-devil-and-tom-walker-quiz&user_name=I
Wednesday:
Dual Enrollment Presentations to Review for Combined Test Tomorrow
Thursday:
Combined Test over Rip Van Winkle & “The Devil and Tom Walker”
-Christmas Treat?
Friday:
Journal #13: “The Top Ten Fun Facts About Favorite Christmas Movies”
Read the article and write a response based on the article. You can choose what to write about,
but it has to relate to the article in some way.
Junior Syllabus for 12/14/15 – 12/18/15
Monday:
Speaker (4th Period)
Vocabulary Quiz (6th Period)
Flocabulary, if time allows
Tuesday:
Vocabulary Quiz (4th Period)
Discuss Journal Questions/Questions About the Story/How do the Stories Compare
Take ProProfs Quiz about “The Devil and Tom Walker” as a class
http://www.proprofs.com/quiz-school/story.php?title=the-devil-and-tom-walker-quiz&user_name=I
Wednesday:
Dual Enrollment Presentations to Review for Combined Test Tomorrow
Thursday:
Combined Test over Rip Van Winkle & “The Devil and Tom Walker”
-Christmas Treat?
Friday:
Journal #13: “The Top Ten Fun Facts About Favorite Christmas Movies”
Read the article and write a response based on the article. You can choose what to write about,
but it has to relate to the article in some way.
Junior Syllabus for 01/04/16 – 01/08/16
Monday:
New Packet “from Danse Macabre” Stephen King
-How has modern writing been influenced by earlier American writing?
Overview of “The Raven” by Edgar Allan Poe
You can find the poem and the next story at: http://www.poemuseum.org/
Homework: Read “The Raven” and do Journal #14: Poe’s “The Raven” Notes (2 Parts)
Helpful website: http://www.oxfordtutorials.com/AP%20Literacy%20Glossary.htm
Tuesday:
Pop Quiz (slide/paper)
“The Fall of the House of Usher” by Edgar Allan Poe Overview (Shmoop Handout)
Begin reading “The Fall of the House of Usher” up to the poem within the story
Homework: Finish reading Part I of “The Fall of the House of Usher”
Wednesday:
Questions about the first part of “The Fall of the House of Usher”
Read poem together – Why is it included?
Finish reading “The Fall of the House of Usher”
Homework: Finish reading “The Fall of the House of Usher,” if needed
Thursday:
Slide review using quotes and pictures from “The Fall of the House of Usher”
Multiple choice test with one short response over both Edgar Allan Poe pieces
Friday:
Vocabulary Day – Words used in Poe’s writing (graded assignment)
#PoeWritingAssignment
#PoeWritingAssignment: Using no more than six words each time, come up with three #s for:
1. “The Raven”
2. “The Fall of the House of Usher”
3. Poe’s writing in general
Examples:
1. #evenbirdscanbescary
2. #bloodlineandmortardestroyed
3. #nolightsidetoPoe
Junior Syllabus for 01/11/16 – 01/15/16
Monday:
Slide review using quotes and pictures from “The Fall of the House of Usher”
Go over Book Talks (new rubric/same assignments/clearer directions)
Tuesday:
Multiple choice test with one short response over both Edgar Allan Poe pieces
#Poe Writing Assignment (see below)
Wednesday:
Book Talks
Thursday:
Book Talks
Friday:
No school for students! 
#PoeWritingAssignment:
On half a notecard and using no more than six words each time, come up with three #s for:
1. “The Raven”
#evenbirdscanbescary
2. “The Fall of the House of Usher”
#bloodlineandmortardestroyed
3. Poe’s writing in general
#nolightsidetoPoe
Junior Syllabus for 01/11/16 – 01/15/16
Monday:
Slide review using quotes and pictures from “The Fall of the House of Usher”
Go over Book Talks (new rubric/same assignments/clearer directions)
Tuesday:
Multiple choice test with one short response over both Edgar Allan Poe pieces
#Poe Writing Assignment (see below)
Wednesday:
Book Talks
Thursday:
Book Talks
Friday:
No school for students! 
#PoeWritingAssignment:
On half a notecard and using no more than six words each time, come up with three #s for:
1. “The Raven”
#evenbirdscanbescary
2. “The Fall of the House of Usher”
#bloodlineandmortardestroyed
3. Poe’s writing in general
#nolightsidetoPoe
Junior Syllabus for 01/18/16 – 01/22/16
Monday:
No School – Martin Luther King Jr. Day
Tuesday:
Book Talk Presentations
Wednesday:
Book Talk Presentations
Catch up on Flocabulary.com, if time allows
Thursday:
New American Poetry: Walt Whitman
Overview & Review: catalog, repetition, and parallelism
Station Explanation (3)
Homework: Journal #16 Part I: Answer the following questions:
1. What do you think the grass symbolizes [represents] in from “Song of Myself”
2. Romanticism uses imagination and nature. Which of Whitman’s poems is most Romantic?
Cite lines as evidence.
3. How would you compare Whitman’s images of America in the mid-1800s with today’s
America?
Friday:
Emily Dickinson Overview
poets.org (Emily Dickinson)
Continue Stations with Emily Dickinson Poems
Homework: Journal #16 Part II: Answer the following questions:
4. Which is more unique in Dickinson’s writing, style or the content?
5. Do you think Dickinson would have liked Whitman’s writing? Why or why not?
6. Dickinson spent most of her life isolated from society. Whitman did not. How do their
poems respectively show that their lives were lived differently?
Whitman & Dickinson Poetry Assignment – DUE MONDAY!
Using Whitman’s catalog, repetition, and parallelism OR Dickinson’s
short direct lines with dashes, compose a New American free verse style
poem. The topic is your choice and the length is your choice, but you
must have at least seven lines and no more than 80 words!
Junior Syllabus for 01/25/16 – 01/29/16
Monday:
How did the Whitman Observation Journal go?
Stations with Emily Dickinson Poems
Homework: Journal #16 Part II: Answer the following questions:
1. Which is more unique in Dickinson’s writing, style or the content?
2. Do you think Dickinson would have liked Whitman’s writing? Why or why not?
3. Dickinson spent most of her life isolated from society. Whitman did not. How do their
poems respectively show that their lives were lived differently?
4. Complete Poetry Assignment (see below)
Tuesday:
Peer Edit poems
Poetry Contest Anyone? Go over rules for submission.
What is Historical Fiction – Red Badge of Courage, “Civil Wounds”
-Can you think of other examples of this type of romantic (imaginative) writing?
Homework: Final drafts of poems due tomorrow, even if you are not entering the contest.
Wednesday:
2 Hour Early Release
Nonfiction Break: The Emancipation Proclamation
-How can one speech change a country? Why did Lincoln write this proclamation and
what all did it aim to do?
Thursday:
Mark Twain background: http://www.biography.com/people/mark-twain-9512564
Class read: “The War Prayer” by Mark Twain Where is the humor and irony here?
Friday:
William Faulkner background: http://www.biography.com/people/william-faulkner-9292252
Homework: Read “A Rose for Emily”
Whitman & Dickinson Poetry Assignment – DUE TUESDAY!
Using one of Whitman’s writing styles (catalog, repetition, and parallelism) OR Dickinson’s
short direct lines with dashes, compose a New American free verse style poem. The topic is
your choice and the length is your choice, but you must have at least seven lines and no more
than 80 words!
DUAL ENROLLMENT/COLLEGE CREDIT PLUS STUDENTS:
Your next project will be to examine The Civil War on a deeper level.
Type Emancipation Proclamation into the Google toolbar
Click Emancipation Proclamation - civilwar.org
Choose a topic that interests you and read, watch, and learn more about The Civil War.
Write a 1-2 paper about what you learned and why this topic t=interested you and how it impacts
your understanding about either American history or American literature. Use MLA format and
include a Works Cited page to show which parts of the website you used in your research. Be sure to
cite the sources in your paper too! This is DUE FRIDAY!
Junior Syllabus for 02/01/16 – 02/05/16
Monday:
William Faulkner’s “A Rose for Emily” Quiz
Tuesday:
Vocabulary in Action Worksheet: “A Rose for Emily” Focus
Overview of novel Their Eyes Were Watching God by Zora Neale Hurston
Wednesday:
Sign out novels
Get study questions for Chapter 1
Begin reading Chapter 1 and answering questions
Thursday:
Go over questions and get credit
Get questions for Chapter 2 (lecture style)
Begin reading Chapter 2 and answering questions
Friday:
Go over questions
Get questions for Chapter 3 (lecture style)
Begin reading Chapter 3 and answering questions
*EXPLAIN CHARACTER STUDY ASSIGNMENT AND GET “HALF” FOLDER
Junior Syllabus for 02/01/16 – 02/05/16
Monday:
William Faulkner’s “A Rose for Emily” Quiz
Tuesday:
Vocabulary in Action Worksheet: “A Rose for Emily” Focus
Overview of novel Their Eyes Were Watching God by Zora Neale Hurston
Wednesday:
Sign out novels
Get study questions for Chapter 1
Begin reading Chapter 1 and answering questions
Thursday:
Go over questions and get credit
Get questions for Chapter 2 (lecture style)
Begin reading Chapter 2 and answering questions
Friday:
Go over questions
Get questions for Chapter 3 (lecture style)
Begin reading Chapter 3 and answering questions
*EXPLAIN CHARACTER STUDY ASSIGNMENT AND GET “HALF” FOLDER
Junior Syllabus for 02/08/16 – 02/12/16
Monday:
Go over Chapter 3 Questions
Go over Chapter 4 Questions (Post-its)
Homework: Read Chapter 5 and Finish Post-it Note Assignment
Tuesday:
Put Chapter 5 Question on Boards (no answers)
Turn in Post-its (Chapters 4 & 5)
Literary Term Review (Children’s Books)
Homework: Read Chapter 6
Wednesday:
Chapter 4 & 5 Quiz (Edmodo)
Share Literary Term/Children’s Book
Homework: Read Chapter 7
Thursday:
Using quotes review Chapters 6 & 7
Homework: Read Chapters 8 – 10 and pick one quote from each chapter to discuss like we
did today. Use the bottom of this syllabus to keep track of your quotes. Could you use any
of these quotes for your character study?
Friday:
No School for Students! 
Make sure you cite correctly! Use quotation marks and page numbers!
Chapter 8 Quote:
Chapter 9 Quote:
Chapter 10 Quote:
Junior Syllabus for 02/15/16 – 02/19/16
Monday:
No School for Students! Happy President’s Day! 
Tuesday:
Get credit for questions on last week’s syllabus (There are 9 points, if MLA format is correct)
Go over quotes from Chapters 8, 9, & 10
Answer slide questions with quotes
Homework: Work on character study and bring it in tomorrow to show progress. It
does not have to be finished.
Wednesday:
In class read Chapter 11 or continue to work on character study
Homework: Read Chapter 12
Thursday:
Quiz over Chapters 11 & 12 (Edmodo)
Homework: Read Chapter 13 and write one true/false question to turn in
Friday:
Flocab x 2
In class read Chapter 14, write one fill in the blank question to turn in
Class quiz over chapters 13 & 14 (Question pull – groups?)
Homework: Read chapters 15 & 16 – Quiz Monday
Junior Syllabus for 02/15/16 – 02/19/16
Monday:
No School for Students! Happy President’s Day! 
Tuesday:
Get credit for questions on last week’s syllabus (There are 9 points, if MLA format is correct)
Go over quotes from Chapters 8, 9, & 10
Answer slide questions with quotes
Homework: Work on character study and bring it in tomorrow to show progress. It
does not have to be finished.
Wednesday:
In class read Chapter 11 or continue to work on character study
Homework: Read Chapter 12
Thursday:
Quiz over Chapters 11 & 12 (Edmodo)
Homework: Read Chapter 13 and write one true/false question to turn in
Friday:
Flocab x 2
In class read Chapter 14, write one fill in the blank question to turn in
Class quiz over chapters 13 & 14 (Question pull – groups?)
Homework: Read chapters 15 & 16 – Quiz Monday
Junior Syllabus for 02/22/16 – 02/26/16
Monday:
Chapters 13 -16 Quiz (Edmodo)
Get Questions for Journal #17: Chapters 17 & 18 Questions (slide = 6 questions)
Tuesday:
Read chapters 17 & 18 and finish Journal #17
Wednesday:
2 Hour Early Release
Go over Journal #17
Look at Chapter 19 questions on slide.
Write down all seven questions, but only answer five.
Homework: Read Chapter 19 and finish five questions. We’ll grade questions tomorrow.
Thursday:
Grade quiz questions.
In class read Chapter 20
-You will get quiz questions like the ones for Chapter 19 tomorrow. You will have to
answer them in class.
Friday:
Ag Olympics!
Chapter 20 Quiz (Open Book) You may type your responses if you like (or write really light).
Final day to work on Character Study. Presentations start Monday and the test will be Tuesday!
Junior Syllabus for 02/22/16 – 02/26/16
Monday:
Chapters 13 -16 Quiz (Edmodo)
Get Questions for Journal #17: Chapters 17 & 18 Questions (slide = 6 questions)
Tuesday:
Read chapters 17 & 18 and finish Journal #17
Wednesday:
2 Hour Early Release
Go over Journal #17
Look at Chapter 19 questions on slide.
Write down all seven questions, but only answer five.
Homework: Read Chapter 19 and finish five questions. We’ll grade questions tomorrow.
Thursday:
Grade quiz questions.
In class read Chapter 20
-You will get quiz questions like the ones for Chapter 19 tomorrow. You will have to
answer them in class.
Friday:
Ag Olympics!
Chapter 20 Quiz (Open Book) You may type your responses if you like (or write really light).
Final day to work on Character Study. Presentations start Monday and the test will be Tuesday!
Junior Syllabus for 02/29/16 – 03/04/16
Monday:
Period 4: Character Presentations
Period 6: Chapter 20 Quiz (Slide) and Character Presentations
Tuesday:
Their Eyes Were Watching God Test (Edmodo)
Read Book for upcoming Book Talk
Wednesday:
Begin Watching Comparison Essay Movie: The Great Gatsby
Journal #21: Notes about The Great Gatsby
Thursday:
Continue Watching The Great Gatsby
Friday:
Finish Watching The Great Gatsby – Paper is due Monday!
Comparison Essay:
The time frame is the 1920s, and America is separated by wealth, race, and even gender. In addition,
many social issues were common across the country during this time frame. Please identify three
common social problems that both Zora Neale Hurston and F. Scott Fitzgerald (with the help of director
Robert Markowitz) discuss in their respective literary works, Their Eyes Were Watching God and The
Great Gatsby. Your paper must be in MLA format, be three to five pages, use references CORRECTLY
from both the text and the movie, include a Works Cited page formatted CORRECTLY, and repeat no
information from previous paragraphs.
Junior Syllabus for 02/29/16 – 03/04/16
Monday:
Period 4: Character Presentations
Period 6: Chapter 20 Quiz (Slide) and Character Presentations
Tuesday:
Their Eyes Were Watching God Test (Edmodo)
Read Book for upcoming Book Talk
Wednesday:
Begin Watching Comparison Essay Movie: The Great Gatsby
Journal #21: Notes about The Great Gatsby
Thursday:
Continue Watching The Great Gatsby
Friday:
Finish Watching The Great Gatsby – Paper is due Monday!
Comparison Essay:
The time frame is the 1920s, and America is separated by wealth, race, and even gender. In addition,
many social issues were common across the country during this time frame. Please identify three
common social problems that both Zora Neale Hurston and F. Scott Fitzgerald (with the help of director
Robert Markowitz) discuss in their respective literary works, Their Eyes Were Watching God and The
Great Gatsby.Your paper must be in MLA format, be three to five pages, use references CORRECTLY
from both the text and the movie, include a Works Cited page formatted CORRECTLY, and repeat no
information from previous paragraphs.
Junior Syllabus for 03/07/16 – 03/11/16
Monday:
Check MLA Works Cited for paper
Finish The Great Gatsby
Tuesday:
Paper Due
Workshop: Revision Strategies
Homework: Use revision strategies to improve your paper.
Wednesday:
Final copy due today!
Edmodo Quiz over The Great Gatsby
Thursday:
Teacher Appreciation Letters
Friday:
How well do you know your writers and items names after people? (Partner contest)
Flocab, if time allows
Comparison Essay:
The time frame is the 1920s, and America is separated by wealth, race, and even gender. In addition, many social
issues were common across the country during this time frame. Please identify three common social problems that
both Zora Neale Hurston and F. Scott Fitzgerald (with the help of director Robert Markowitz) discuss in their
respective literary works, Their Eyes Were Watching God and The Great Gatsby.Your paper must be in MLA
format, be three to five pages, use references CORRECTLY from both the text and the movie, include a Works
Cited page formatted CORRECTLY, and repeat no information from previous paragraphs.
Junior Syllabus for 03/07/16 – 03/11/16
Monday:
Check MLA Works Cited for paper
Finish The Great Gatsby
Tuesday:
Paper Due
Workshop: Revision Strategies
Homework: Use revision strategies to improve your paper.
Wednesday:
Final copy due today!
Edmodo Quiz over The Great Gatsby
Thursday:
Teacher Appreciation Letters
Friday:
How well do you know your writers and items names after people? (Partner contest)
Flocab, if time allows
Comparison Essay:
The time frame is the 1920s, and America is separated by wealth, race, and even gender. In addition, many social
issues were common across the country during this time frame. Please identify three common social problems that
both Zora Neale Hurston and F. Scott Fitzgerald (with the help of director Robert Markowitz) discuss in their
respective literary works, Their Eyes Were Watching God and The Great Gatsby.Your paper must be in MLA
format, be three to five pages, use references CORRECTLY from both the text and the movie, include a Works
Cited page formatted CORRECTLY, and repeat no information from previous paragraphs.
Junior Syllabus for 03/14/16 – 03/18/16
Monday:
Grammar Review: Subordinate Clauses, Sentence Structure
Homework: Sentence Fragments, & Misplaced Modifiers
Tuesday:
Go over homework
Go to ACT.org (iPads)
-New Website – Same great material!
Journal #22 Part 1: English Practice Test
Wednesday:
Journal #22 Part 1: Reading Practice Test
Thursday:
Journal #23 Part 1: Writing Practice Test Evaluation
Friday:
Journal #23 Part 2: In class writing, create an “ACT prompt” and write for 20 minutes.
Journals are due today!
Junior Syllabus for 03/14/16 – 03/18/16
Monday:
Grammar Review: Subordinate Clauses, Sentence Structure
Homework: Sentence Fragments, & Misplaced Modifiers
Tuesday:
Go over homework
Go to ACT.org (iPads)
-New Website – Same great material!
Journal #22 Part 1: English Practice Test
Wednesday:
Journal #22 Part 1: Reading Practice Test
Thursday:
Journal #23 Part 1: Writing Practice Test Evaluation
Friday:
Journal #23 Part 2: In class writing, create an “ACT prompt” and write for 20 minutes.
Journals are due today!
Junior Syllabus for 03/21/16 – 03/23/16 AND 03/31/16 – 04/01/16
Monday:
Journals are due today!
New Packet: “The Death of the Ball Turret Gunner” & “Why Soldiers Don’t Talk”
-Combat Literature
-Thesis, three supports, your opinion
Tuesday:
Group Slide Presentation Assignment Work (No more than four in a group)
Wednesday:
Group Slide Presentations
-----------------------------------EASTER BREAK!-------------------------------------------------------Thursday:
Book Talk Presentations
Friday:
Book Talk Presentations
Images Speak Louder Than Words
In no more or less than twelve slides, your group needs to show WWII. Keep your images accurate, in
order of the battles, appropriate for academic viewing, and relative to Steinbeck’s question “Why do
soldiers avoid talking about their combat experience?” Tell a story with just images until slide #13. Slide
#13 is allowed to have ONE sentence that wraps up your slide show. It should focus our viewing,
channel our emotions, and provide closure. Music is allowed (optional), but it must not have any words.
Junior Syllabus for 03/21/16 – 03/23/16 AND 03/31/16 – 04/01/16
Monday:
Journals are due today!
New Packet: “The Death of the Ball Turret Gunner” & “Why Soldiers Don’t Talk”
-Combat Literature
-Thesis, three supports, your opinion
Tuesday:
Group Slide Presentation Assignment Work (No more than four in a group)
Wednesday:
Group Slide Presentations
-----------------------------------EASTER BREAK!-------------------------------------------------------Thursday:
Book Talk Presentations
Friday:
Book Talk Presentations
Images Speak Louder Than Words
In no more or less than twelve slides, your group needs to show WWII. Keep your images accurate, in
order of the battles, appropriate for academic viewing, and relative to Steinbeck’s question “Why do
soldiers avoid talking about their combat experience?” Tell a story with just images until slide #13. Slide
#13 is allowed to have ONE sentence that wraps up your slide show. It should focus our viewing,
channel our emotions, and provide closure. Music is allowed (optional), but it must not have any words.