apliterature

Lesson Plans for the week of February 13, 2012

2012-02-14T06:48:00.000-08:00

**Please see the daily schedule below the Common Core Objectives.

Common Core Objectives
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Monday 2/12
Daily Grammar – Parts of Speech
Discuss thoughts on first three pages (3-5) of Fahrenheit 451 by Ray Bradbury
Discuss who Ray Bradbury was.
Begin reading part one in class – pgs 3 – 20
HWK: finish reading to page 20

Tuesday 2/13
Daily Grammar – Parts of Sentence
Finish discussion of pages 3-20 as need

HWK: Read to page 50

Wednesday 2/14
Daily Grammar - Clauses
Continue discuss
Complete worksheet for main characters in the book
HWK:Finish part I by Thursday.

Thursday 2/15
Daily Grammar – Sentence Diagramming
Continue/Finish discussion of Part I.
Discuss thoughts on story up to this point
Hwk: Grammar quiz Friday

Friday 2/16 – early dismissal
Daily Grammar – Punctuation and Capitalization
Quiz over Grammar/Sentence Diagramming
HWK: Begin reading Part II for Tuesday. Specifics will be discussed in class.

Lesson Plans for the week of February 6, 2012

2012-02-07T13:40:00.000-08:00

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Monday 2/6
Daily Grammar – Parts of Speech
Finish projects from Friday and present to class
Begin Scene 5 discussion in “The Glass Menagerie”
HWK: read scene 5 of “The Glass Menagerie”

Tuesday 2/7
Daily Grammar – Parts of Sentence
Finish Scene 5 Discussion
If time begin Scene 6 discussion

Wednesday 2/8
Daily Grammar – Clauses
Discuss Scene 6 as needed
Short quiz over Scene 5 & 6

Thursday 2/9
Daily Grammar – Punctuation and Capitalization
Scene 7 Discussion and final discuss of “The Glass Menagerie”
HWK: Test over “The Glass Menagerie” Friday

Friday 2/10
Daily Grammar – Sentence Diagramming
Test over “The Glass Menagerie”

Lesson Plans for the week of January 30, 2012

2012-01-30T08:04:00.001-08:00

Please see the daily lesson plans below the Common Core Standards.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Monday – 1/30
• Daily Grammar – Parts of Speech
• Begin Scene 1 of “Glass Menagerie” and discussion

HWK: Read the rest of Scene 1

Tuesday – 1/31
• Daily Grammar – Parts of Sentence
• Finish Scene 1 discussion
• Short quiz over Scene 1

HWK: Begin reading Scene 2, first two pages.

Wednesday – 2/1
• Daily Grammar – Clauses
• Begin Scene 2 Discussion

HWK: Finish reading Scene 2

Thursday – 2/2
• Daily Grammar – Punctuation and Capitalization
• Finish Scene 2 Discussion
• Short Quiz on Scene 2
HWK: None
Friday – 2/3
• Daily Grammar – Sentence Diagramming
• Character Analysis Project in groups – library
• Any final discussion on Scene l or ll

Character Analysis:
In groups of three to four people.
Each group will use pictures or words to describe one of the characters in the play. Make a collage to show description and a written explanation of the chosen pictures. The groups will present their character analysis to the class.

Lesson Plans for the week of January 23, 2012

2012-01-23T13:59:00.000-08:00

Common Core State Standards
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Monday, 1/23/12
Daily Grammar Practice: Parts of Speech
Finish quiz from last week.
Begin reading "The Love Song of J. Alfred Prufrock" in class and discuss.

Tuesday, 1/24/12
Daily Grammar Practice: Parts of a Sentence
Continue and finish "The Love Song of J. Alfred Prufrock."

Wednesday, 1/25/12
Daily Grammar Practice: Clauses
Take Discovery Ed test B

Homework:
Short Story and Poetry quiz tomorrow.

Thursday, 1/26/12
Daily Grammar Practice: Punctuation and Capitalization
Short Story/Poetry Quiz

Homework:
Grammar Quiz Friday

Friday, 1/27/12
Daily Grammar Practice: Sentence Diagramming
Begin discussion about Tennessee Williams and The Glass Menagerie.

Lesson Plans for the week of January 16th, 2012

2012-01-15T13:39:00.000-08:00

Common Core Learning Objectives:

Monday, 1/16/2012
No School, MLK Jr. Day

Tuesday, 1/17/2012
Daily Grammar: Parts of Speech
Read "My Papa's Waltz" and discuss
Tone, Mood, Rhythm, Rhyme Scheme, etc.

Homework:
Begin reading "Where Are You Going, Where Have You Been?"

Wednesday, 1/18/2012
Daily Grammar: Parts of a Sentence
Begin discussion of the short story; make some inferences of how the story will end.

Homework:
Finish reading "Where Are You Going, Where Have You Been?"

Thursday, 1/19/2012
Daily Grammar: Clauses & Capitalization and Punctuation
Discussion of the story.

Friday, 1/20/2012
Daily Grammar: Sentence Diagramming
Grammar Quiz

Homework:
Read "The Love Song of J. Alfred Prufrock," pgs 716-720 for next Tuesday.
Be ready for discussion and a quiz next week over all of the short stories we have read.

Lesson Plans for the week of January 9th, 2012

2012-01-08T11:58:00.000-08:00

Common Core Course Objectives:
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Monday, 1/9/12
Daily Grammar Practice: Parts of Speech
Finish watching Death of a Salesman
Discuss the video
Continue work on AP English Lit test prep

Tuesday, 1/10/12
Daily Grammar Practice: Pars of a Sentence
AP test prep-essay. Students will be given sample answers to each prompt. Students will be asked to read and score the essay and then report back to the class. This is meant to help students see strong and weak samples.

Homework:
Be sure to have "A&P" read for Wednesday and be ready for discussion.

Wednesday, 1/11/12
Daily Grammar Practice: Clauses
Discuss "A&P"
Students will meet in groups and discuss questions dealing with content, theme, vocabulary, literary terms, etc. Groups will report back to the class.

Homework:
Read "The Yellow Wallpaper."
Discussion tomorrow

Thursday, 1/12/12
Daily Grammar Practice: Capitalization and Punctuation
"The Yellow Wallpaper" discussion
Narrator
Time period
Themes
Symbols

Friday, 1/13/12
Daily Grammar Practice: Sentence diagramming
Read "My Papa's Waltz" and discuss
Tone, Mood, Style, Rhythm, Rhyme Scheme

Lesson Plans for the week of December 12 and 19, 2011

2011-12-13T05:42:00.001-08:00

This week:
We will finish Act I of Death of a Salesman on Tuesday.

Your final copy of the essay is due in turnitin.com by Wednesday at 11:59.

We will finish Act II of Death of a Salesman by Monday.

Your final for this class is Tuesday, December 20 after lunch.

Quarter 2 book projects are due on the 20th as well in turnitin.com. I'll have a folder open for that assignment next week.

Lesson Plans for the week of December 5, 2011

2011-12-05T18:46:00.000-08:00

Common Core Learning Objectives:
Common Core Learning Objectives:
•RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
•RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
•RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
•RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
•L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
•SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Monday, 12/5
DGP: Parts of Speech
Go over week 13 sentence diagram
Begin discussion of Death of a Salesman.

Tuesday, 12/6
DGP: Parts of a sentence
Students will retake their Slaughterhouse-Five multiple choice test.

Round drafts of Scarlet Letter/Crucible essay are due in turnitin.com by 11:59 tonight.

Wednesday, 12/7
DGP: Clauses
Peer review rough drafts.

Thursday, 12/8
DGP: Capitalization and Punctuation
Begin discussion of Death of a Salesman Act I.

Friday, 12/9
DGP: Sentence diagramming
Continue discussion of Act I.

Homework:
Read Death of a Salesman Act II.

Lesson Plans for the week of November 28

2011-11-28T05:49:00.000-08:00

Monday, 11/28
DGP: Parts of Speech
Continue discuss of Slaughterhouse Five

Tuesday, 11/29
DGP: Parts of Sentence
Work on essay

Wednesday, 11/30
DGP: Clauses
Finish discussion of Slaughterhouse-Five
Prepare for a test tomorrow and Thursday.

Thursday, 12/1
DGP: Capitalization and Punctuation

Slaughterhouse-Five Multiple Choice test

Hand out Death of a Salesman

Homework for Monday:
Read Act I, pgs 11-69

Friday, 12/2
DGP: Sentence Diagramming

Slaughterhouse-Five Essay test

Homework for Monday:
Read Act I, pgs 11-69

Lesson Plans for the week of November 14, 2011

2011-11-14T11:35:00.001-08:00

Learning Objectives:

Monday, 11/14
Daily Grammar Practice: Parts of Speech
Slaughterhouse-Five Discussion

Reading Schedule for the rest of the novel:
Chapter 6 by Wednesday
Chapter 7 by Thursday
Chapter 8 by Monday
Chapters 9 and 10 by Tuesday

Tuesday, 11/15
Daily Grammar Practice: Parts of a Sentence
Go over Scarlet Letter tests. Discuss correct answers and answer any questions from students.

Wednesday, 11/16
Daily Grammar Practice: Clauses
Continue discussion of Slaughterhouse-Five

Thursday, 11/16
Daily Grammar Practice: Punctuation and Capitalization
Continue discussion

Friday, 11/17
Daily Grammar Practice: Sentence diagramming
Continue discussion

Lesson Plans for the week of October 31, 2011

2011-10-31T12:54:00.000-07:00

Monday, 10/31
Final discussion of The Scarlet Letter.
Discuss Scarlet Letter essay and due dates.

Tuesday, 11/1
Students will spend time preparing for their Scarlet Letter multiple choice test that they will have tomorrow.
Hand out Slaughterhouse Five books and have students begin reading for next Monday.

Wednesday, 11/2
Scarlet Letter Multiple Choice test

Thursday, 11/3
Scarlet Letter Essay test. Since this is only a 20 minute period, students will take the essay home and finish it for tomorrow.

Friday, 11/4
Tests due.

Lesson Plans for the week of October 24, 2011

2011-10-24T13:02:00.001-07:00

Monday, 10/24
Daily Grammar Practice: Parts of Speech and Parts of a Sentence
Reading quiz, chs 19-20
Free read and begin chapters 21-22

Tuesday, 10/25
Daily Grammar Practice: Clauses and Capitalization and Punctuation
Reading quiz, chs 21-22
Discussion

Homework:
Read chapters 23-24

Wednesday, 10/26
Daily Grammar Practice: Sentence Diagramming
Discussion

Homework:
Scarlet Letter test next week. Tuesday and Wednesday, maybe.

Lesson Plans for the week of October 17, 2011

2011-10-17T14:00:00.000-07:00

Common Core Learning Objectives:
•RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
•RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
•RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
•RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
•L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
•SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Monday, 10/17
Daily Grammar Practice: Parts of Speech
Discussion through chapter 14 of The Scarlet Letter.

Homework:
Read chapters 15-17
Hand out chapters 15-19 vocabulary terms. Quiz on Friday.
Don’t forget Voice of Democracy Essays are due on Friday.

Tuesday, 10/18
Daily Grammar Practice: Parts of a Sentence
Continue discussion of the novel with chapters 15-16.

Homework:
Read chapters 17-18, pgs170-185

Wednesday, 10/19
Daily Grammar Practice: Clauses
Continue discussion of the novel. Chapters 17-18 will be most currently read, but students should be making connections to other parts of the novel as well as other literature they have read.

Homework:
Read chapters 19-20, pgs 185-202

Thursday, 10/20
Daily Grammar Practice: Capitalization and Punctuation
Brief writing prompt covering some aspect of the novel

Homework:
Voice of Democracy essays due tomorrow.

Friday, 10/21
Daily Grammar Practice: Sentence Diagramming
Vocabulary Quiz
Voice of Democracy essays due
Continue discussion.

Lesson Plans for the week of October 10, 2011

2011-10-11T14:11:00.001-07:00

Monday, 10/10
No School, Columbus Day

Tuesday, 10/11
Daily Grammar Practice: Parts of Speech and Parts of a Sentence
Students will look at four different themes from the novel, split into groups, pick a theme, and do research about that theme. Students will then find examples from the novel to support the theme’s definition. Students will present their findings to the class on Thursday and Friday.

Homework:
Scarlet Letter quiz and vocab quiz on Thursday.

Wednesday, 10/12
Daily Grammar Practice: Clauses
Continue Discuss of the novel

Homework:
Quiz tomorrow

Thursday, 10/13
Daily Grammar Practice: Capitalization and Punctuation
Quiz

Homework:
Continue reading The Scarlet Letter
Chapters 10-14 vocabulary

Friday, 10/14
Daily Grammar Practice: Sentence Diagramming
Discuss medieval torture methods and how they relate to the discipline tactics used in the novel.

Lesson Plans for the week of October 3, 2011

2011-10-03T12:54:00.001-07:00

Common Core Learning Standards
•RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
•RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
•RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
•RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
•L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
•SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
•L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Monday, 10/3
Daily Grammar Practice: Parts of Speech
Begin discussion of chapters 1-9 of The Scarlet Letter.
Hester Prynne
Roger Chillingworth

Homework for Wednesday: Chapters 5-9 vocabulary

Tuesday, 10/4
Daily Grammar Practice: Parts of a sentence
Continue discussion of chapters 1-9
Scarlet Letter
Rev. Dimmesdale
Pearl’s father
Hester’s occupation

Homework:
Read chapters 9-10, pgs 107-126

Wednesday, 10/5
Daily Grammar Practice: Clauses
Discuss chapters 9 and 10 of The Scarlet Letter
Chillingworth and Dimmesdale

Homework:
Read chapters 11-13, pgs 126-151
Chapters 10-14 vocabulary due on Tuesday.

Thursday, 10/6
Daily Grammar Practice: Punctuation and Capitalization
Discuss chapters 11-13 of The Scarlet Letter

Homework:
Read chapters 14-16, pgs 152-170
Chapters 10-14 vocabulary is due on Tuesday.

Lesson Plans for the week of September 26, 2011

2011-09-26T14:18:00.001-07:00

Monday, 9/26
Daily Grammar Practice: Parts of Speech
Hand back and go over The Crucible tests.
Hand out Scarlet Letter books

Homework:
Read The Scarlet Letter chapters 1-3, pgs 45-65

Tuesday, 9/27
Daily Grammar Practice: Parts of a Sentence
Due: Reading
Hand out vocabulary terms to know for chapters 1-5
Discuss chapters 1-3.

Homework:
Read chapters 4-6, pgs 65-81
Vocabulary for chapters 1-5—the terms from these handouts this week will be used for a quiz on Friday.

Wednesday, 9/28
Daily Grammar Practice: Clauses
Due: Reading and Vocabulary

Go over vocabulary practice together so that students may ask questions.
Continue discussion of The Scarlet Letter and begin identifying major themes, characters, quotations, etc.

Reading homework for Friday:
Read chapters 6-8, pgs 81-107
Chapters 6-8 vocabulary will be due tomorrow.

Thursday, 9/29
Daily Grammar Practice: Punctuation and Capitalization
Due: Chapter 6-8 vocabulary
Continue discussion of the novel

Homework:
Have chapter 8 read for tomorrow
Chapters 1-8 vocabulary quiz tomorrow

Friday, 9/30
Daily Grammar Practice: Sentence Diagramming
Due: None
Chapters 1-8 vocabulary quiz

Lesson Plans for the week of September 19, 2011

2011-09-19T12:55:00.001-07:00

Monday, 9/19
Daily Grammar Practice: Parts of Speech
Today, students will break up into groups and discuss one important event or issue that they have in The Crucible. We will then come back together as a class and have each group report back to the class. Students should be taking notes that they can use to study from for their test.

Tuesday, 9/20
Daily Grammar Practice: Parts of a Sentence
Students will be involved in a “character walk.” Characters names will be posted on chart paper around the room, and groups of students will write down everything they know about the character until they have gotten around to all characters. At the end, students will report back to the class about what they learned.

Wednesday, 9/21
Daily Grammar Practice: Clauses
Final Discussion of The Crucible
Test tomorrow and Friday

Thursday, 9/22
Daily Grammar Practice: Punctuation and Capitalization
The Crucible Multiple Choice test.

Friday, 9/23
Daily Grammar Practice: Diagramming
The Crucible Essay test

Lesson Plans for the week of September 12, 2011

2011-09-12T11:21:00.001-07:00

Common Core Standards
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Monday, 9/12
Daily Grammar Practice: Parts of Speech
Small groups to compare Elizabeth to the judge. Students will be given a handout with the prompt and instructions for completion.

Homework:
Students will be given a persuasive prompt and be assigned to defend Proctor. They should come up rebuttals to Danforth’s charges and be prepared to deliver their defense tomorrow. Students will be given instructions for completion.

Tuesday, 9/13
Daily Grammar Practice: Sentence Parts
Have students share their defenses of Proctor and defend what they have prepared.
Discuss Irony and find examples of how it is used.
Small group discussion: Who are major and minor characters so far in the play. How are they developed and what roles do they play in the development of the plot.

Homework:
Students will take Act II and Act III quiz tomorrow. Quiz will include multiple choice and essay questions.

Wednesday, 9/14
Daily Grammar Practice: Clauses
Acts II and III quiz
Read “The Crucible in History” essay. Students will be given instructions for completion.

Thursday, 9/15
Daily Grammar Practice: Capitalization and Punctuation
Define “Crucible” and find examples in the play that help support these definitions. Students should be ready for discussion tomorrow.

Homework:
Read Act IV, pgs 1343-1358. This Act will be discussed on Monday, 9/19

Friday, 9/16
Daily Grammar Practice: Sentence Diagramming
Discussion of the essay students read and the definition of crucible

Lesson Plans for the week of September 5, 2011

2011-09-06T12:48:00.000-07:00

Common Core Standards
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Monday, 9/5/11
No School, Labor Day

Tuesday, 9/6/11
Daily Grammar Practice: Parts of Speech
The Crucible Act I Quiz
Discuss Parris, style of preaching and how it has alienated the people of Salem. What evidence can students find that Parris’ harshness has itself created an atmosphere in which paranoia can flourish?
Begin discussion of Act II. Look at the dialogue between John and Elizabeth.

Homework:
Finish Act II, pgs 1302-1311

Wednesday, 9/7/11
Daily Grammar Practice: Sentence parts and Clauses
Continue Act II discussion
Allusion
Figurative Language

Homework:
Begin reading Act III, 1315-1327

Thursday, 9/8/11
Daily Grammar Practice: Punctuation and Capitalization
Finish discussion of The Crucible Act II
Act II Quiz
Read deleted scene between John and Abigail that originally started Act III and discuss

Homework: Finish Act III 1328-1339

Friday, 9/9/11
Daily Grammar Practice: Sentence Diagramming
Begin discussion of Act III.

Lesson Plans for the week of August 29, 2011

2011-08-29T11:42:00.001-07:00

Common Cores Standards:
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Monday, 8/29
Daily Grammar Practice: Parts of Speech
Start discussion of The Crucible
Discuss stage direction and dialogue
Read pgs 1258-1261 and discuss the background information about this time period.

Homework:
Finish Act I of The Crucible

Tuesday, 8/30
Daily Grammar Practice: Parts of a sentence
Discuss conflict
Characterization analysis
Have students discuss Abigail’s motives and if they can sympathize with her.

Wednesday, 8/31
Daily Grammar Practice: Clauses
Discuss character roles and how they work together to start this witch trials.
How has Parris’ style of preaching alienated “the better half of Salem village”? What evidence can students find that Parris’ harshness has itself created an atmosphere in which paranoia can flourish?
Act out the end of Act I, starting on page 1285

Homework:
Begin reading Act II, 1291-1301

Thursday, 9/1
Daily Grammar Practice: Punctuation and Capitalization
Quiz over Act I
Begin discussion of Act II.
Discuss allusion
Have students break into groups and analyze the scene between John and Elizabeth on pages 1291-1295.

Homework:
Finish Act II, 1302-1311

Friday, 9/2
Daily Grammar Practice: Diagramming
Continue discussion of Act II.
Figurative Language pgs 1294-1295. Have students break into groups to find similes, metaphors, and personification.
Read the eliminated act at the beginning of Act III. Have students act it out and then discuss.

Homework:
Begin reading Act III, 1315-1327

Early American Web links

2011-08-17T13:33:00.000-07:00

Look around at the following links to learn more about the Salem Witch Trials, Puritans, and Calvinism. We'll discuss this next week.

http://home.texoma.net/~adwignall/
http://www.salemwitchtrials.com/index.html
http://www.salemwitchtrials.com/index.html

Look at the following websites that provide information on Puritanism and Calvinism...
http://www.religioustolerance.org/calvinism.htm
http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/puritan.htm
http://mb-soft.com/believe/txc/puritani.htm
http://www.nd.edu/~rbarger/www7/puritans.html

Lesson Plans for May 9, 2011

2011-05-09T05:56:00.001-07:00

Monday, 5/9
Read poetry from Langston Hughes and Claude McKay from your textbooks. We’ll discuss the poetry and themes that we see relate to the novel.

Homework:
Read The Color Purple pgs 130-159

Tuesday, 5/10
Read poetry from Countee Cullen, Arna Bontemps, and Jean Toomer from your textbooks. Some discussion questions will be given.

Homework:
Read 160-177

Wednesday, 5/11
Continue discussion of the novel, the short stories, and the poetry we have read.
Final project: Students will play the role of a parent, a teacher, a student, a principal, and a school board member and debate why this book should or should not be banned from a reading list. Students will present this on the day of their final exam.

Students will have to do research and cite sources during the delivery. Groups will be picked by Mr. Doughan. Groups will then split and all of the teachers, parents, students, board members, and principals will work together.

Homework:
Read 178-197

Thursday, 5/12
Continue discussion of the novel

Homework:
Read 198-214

Friday, 5/13
Continue Discussion
Short assessment from a given prompt

Homework:
Read 215-255

Lesson Plans for May 2, 2011

2011-05-02T05:46:00.000-07:00

Monday, 5/2
Guidance will be in to have students work on AP Lit test answer sheets.

Homework (from Friday)
Read Color Purple to page 61.

Tuesday, 5/3
Start discussion of The Color Purple
-author
-time period
-racial relations
Discuss final project

Homework:
Read The Color Purple pages 62-99 for Friday.

Wednesday, 5/4
Review for the AP Lit test that students will take on Thursday.

Thursday, 5/5
Read “Everyday Use” by Alice Walker on pages 1091-1098 in your American Literature textbook. Make comparisons and contrasts to what you’ve read of The Color Purple.

Homework:
Be to page 99 of the novel by tomorrow.

Friday, 5/6
Short written assessment of the novel thus far. A prompt will be presented for student responses.

Homework:
Read The Color Purple pages 100-129

Lesson Plans for the week of April 25, 2011

2011-04-25T05:45:00.001-07:00

Monday, 4/25
Students will be doing their presentations for 1984.

Tuesday, 4/26
Students will continue doing presentations for 1984.

Wednesday/Thursday, 4/27-28
PSAE Testing

Friday, 4/29
Students will finish their 1984 presentations and will be given The Color Purple books.
**Reading assignment will be given in class for Monday.

Lesson Plans for the week of April 11, 2011

2011-04-11T19:38:00.001-07:00

Monday
Computer lab for research
Working on tic-tac-toe projects

Tuesday
Working on tic-tac-toe projects

Wednesday
Working on tic-tac-toe projects
Finishing up projects

Thursday
Work Keys

Friday
AP Test preparation

Lesson Plans for the week of April 4, 2011

2011-04-04T06:04:00.001-07:00

Monday
Discussion
Read to page 274 by Wednesday

Tuesday
Discussion

Wednesday
Discussion
Finish the book by Friday

Thursday
Discussion

Friday
Wrap-up discussion of 1984

Lesson Plans for the week of March 28, 2011

2011-03-28T05:47:00.001-07:00

Monday
Students will begin filling out the student biographical information for the PSAE. If students do not finish today, they will finish tomorrow.
Assign: by Wednesday must have read to 156.

Tuesday
Discussion through 156
Assign: Must have a discussion question.

Wednesday
Discussion through 156
Assign: by Friday must have read through Part Two (224).

Thursday:
Reading day to catch up
Assign: Must have question.

Friday:
Discussion through Part Two

Lesson Plans for the week of March 21, 2011

2011-03-21T06:01:00.000-07:00

Monday
Discuss chapter five of 1984
Making sure everyone has a question

Assign: chapter six and seven

Tuesday
Discuss chapter six and seven
Making sure everyone has a question

Assign: chapter eight/part one

Wednesday
Discuss part one
Making sure everyone has a question

Assign: chapter one of part two

Thursday
Discuss chapter one of part two
Making sure everyone has a question

Assign: chapter two and three of part two

Friday
Allow the students to have a reading day; complete part one

Lesson Plans for the week of March 14, 2011

2011-03-14T06:19:00.001-07:00

Monday, 3/14/11
Computers available?
Divide students into groups
Have them do the pre-reading exercise
HW read 1-20

Tuesday, 3/15/11
Have presentation/discussion over pre reading exercise
Discuss 1-20
Utopia vs Dystopia
HW read 21- 29

Wednesday, 3/16/11
Continue discussion
HW 29-37

Thursday, 3/17/11
Continue discussion
HW 37-48

Friday, 3/18/11
Quiz to insure their reading
Continue discussion
HW 48- 63

Lesson Plans for the week of March 7, 2011

2011-03-07T05:38:00.001-08:00

Monday, 3/7/11
Continue discussion of Fahrenheit 451 part 3.

Tuesday, 3/8/11
Finish discussion of Fahrenheit 451. Be preparing for a test on Friday.

Wednesday/Thursday, 3/9-10/11
Students will continue creating their class page for 451. At the end of the period, students should have a document that is approaching completion. It should include Key Ideas, research links, etc.

Friday, 3/11/11
Essay test over the novel

Lesson Plans for the week of February 28, 2011

2011-02-28T05:33:00.001-08:00

Monday, 2/28/11
Continue discuss of Fahrenheit 451. Today, we’ll finish any discussion on part 1 and start discussion of part 2.

Homework:
Students should finish part 2 for tomorrow.

Tuesday, 3/1/11
Continue discussion of part 2, “The Sieve and the Sand.”
Students should be reminded that their notes in Google Docs will be checked today. Thursday, students will start assembling their notes for parts 1 and 2 together into one document that will be saved for the class.

Homework:
Start reading part 3, “Burning Bright.” Read about the first 15 pages and find a good stopping point.

Wednesday, 3/2/11
Finish any discussion of part 2 and start part 3.
Continue adding to part 2 notes to have them completed by Thursday.

Homework:
Continue reading the next 15 pages of part 3 and working on notes.

Thursday, 3/3/11
Students will be on the computers today, working on their notes. Students will start creating their class notes page.

Homework:
Finish part 3 for tomorrow.

Friday, 3/4/11
Continue part 3 discussion

Lesson Plans for the week of February 14, 2011

2011-02-14T05:34:00.000-08:00

Monday, 2/14/11
Students will deliver the scene they chose to the class and then explain why they delivered it the way they did.

Tuesday, 2/15/11
Continue scene delivery. Hand out the next book (either Fahrenheit 451 or 1984) and begin reading.

Wednesday, 2/16/11
Show students the class wiki and how they can update it. Students will be asked to take notes on this site daily as they read, and we’ll use it to focus discussion. Students will be given a daily grade on these notes.

Homework:
Continue reading the novel and taking notes

Thursday, 2/17/11
Discuss the novel.

Homework:
Continue reading and note taking

Friday, 2/18/11
Continue discussion.

Lesson Plans for the week of February 7, 2011

2011-02-06T11:41:00.001-08:00

Monday, 2/7/11
Peer edit Death of a Salesman paper using Peer Mark.

Homework:
Prepare for an essay test over Death of a Salesman

Tuesday, 2/8/11
Death of a Salesman essay test

Wednesday, 2/9/11
Today, we’ll watch some clips from the video of Death of a Salesman.

Thursday, 2/10/11
Deliver scenes that student groups have presented from the play.

Friday, 2/11/11
Finish delivering scenes. Hand out next novel and discuss the final draft due date of the paper.

Lesson Plans for the week of January 31, 2011

2011-01-30T13:58:00.000-08:00

Monday, 1/31/11
Discovery Testing

Homework:
Prepare for an essay test over Death of a Salesman

Tuesday, 2/1/11
Death of a Salesman essay test

Wednesday, 2/2/11
Today, we’ll watch some clips from the video of Death of a Salesman.

Thursday, 2/3/11
Peer review papers and conference with Mr. Doughan. We’ll also discuss due dates for the final draft of the essay.

Friday, 2/4/11
Finish editing papers. Hand out the next novel. In this next unit we will start with Science Fiction novels, either 1984 or Fahrenheit 451.

Lesson Plans for the week of January 24, 2011

2011-01-23T12:53:00.001-08:00

Monday, 1/24/11
Go over Act II quiz and discuss “The Requiem.”

Homework:
Be prepared for “The Requiem” quiz tomorrow.

Tuesday, 1/25/11
Requiem quiz
Discussion

Homework:
Start working on your comparison/contrast essay. Rough draft is due on Monday.

Wednesday, 1/26/11
Students will be assigned to a group and will begin working on picking a scene to act out for the class. We’ll discuss due dates as well.

Thursday, 1/27/11
Continue working on scene delivery.

Friday, 1/28/11
Continue working on scene delivery

Homework:
Rough draft of comparison/contrast essay due on Monday.

Lesson Plans for the week of January 17, 2011

2011-01-17T13:06:00.000-08:00

I hope that you have had a relaxing and pleasant long weekend. As we continue with the play this week keep in mind that you have a paper to be preparing for and a group project for which to prepare. Below you will find the day-to-day lesson plans. Have a good week, and I look forward to our class discussions! Mr. D.

Tuesday, 1/18/11
Finish any discussion left from Act I and start Act II, reading pages 71-91.
Go over Act I quiz

Homework:
Continue researching
Students are asked to tweet at least twice this week. We will starting looking at the AP lit hash tag on Twitter starting on Wednesday.
Read pgs 80-112 for tomorrow

Wednesday, 1/19/11
Start class by looking at Twitter and discussing topics discussed there.
Share any research students have

Homework:
Continue researching and tweeting.
Read pgs 113-136 for tomorrow

Thursday, 1/20/11
Act II quiz
Look at Twitter and discuss topics from there.
Share any research students have

Homework:
Continue doing research and using Twitter.
Read the Requiem, pgs 137-139

Friday, 1/21/11
Final discussion of the play
Next week students will be broken into groups and will start preparing scenes they wish to deliver. These will be graded, and we’ll discuss grading expectations next week.

Lesson Plans for the week of January 10, 2011

2011-01-07T08:25:00.000-08:00

Monday, 1/10/11
Read and finish Act 1 of Death of a Salesman. Discuss points as they arise during class.

Homework:
Students are asked to bring in at least two pieces of research throughout this week and share any main points or interesting points that relate to the play as a whole or issues raised in Act 1.

Tuesday, 1/11/11
Finish any discussion left from Act I and start Act II, reading pages 71-91.

Homework:
Continue researching
Students are asked to tweet at least twice this week. We will starting looking at the AP lit hash tag on Twitter starting on Wednesday.

Wednesday, 1/12/11
Start class by looking at Twitter and discussing topics discussed there.
Share any research students have
Continue reading Act II, pgs 92-112

Homework:
Continue researching and tweeting.

Thursday, 1/13/11
Again, we’ll start class by looking at Twitter and discussing topics from there.
Share any research students have
Continue reading Act II, 113-136

Homework:
Continue doing research and using Twitter.

Friday, 1/14/11
Finish reading Death of a Salesman with the Requiem, pgs 137-139.
Next week students will be broken into groups and will start preparing scenes they wish to deliver. These will be graded, and we’ll discuss grading expectations next week.

Lesson Plans for the week of January 3, 2011

2011-01-03T12:48:00.000-08:00

Tuesday, 1/4/11
Hand out Death of a Salesman books.
Discuss the next paper assignment
Discuss final project for this play
Begin reading the play(We’ll read this entire play in class, so we’ll read and discuss as much as we can per day and pick up the next day where we left off.)

Wednesday, 1/5/11
Guidance will be in class to discuss the registration process.

Thursday, 1/6/11
Continue reading and discussing the play.
Throughout the play, we’ll discuss the following: Expressionism, Tragic Hero, Corruption of Values, Self-Awareness, other literary terms as they apply.

Friday, 1/7/11
Continue reading and discussing the play.

Lesson Plans for the week of December 13, 2010

2010-12-13T10:52:00.001-08:00

Monday, 12/13/10
Today, we will continue discussion of Slaughterhouse Five and the handout of literary terms.

Tuesday, 12/14/10
Continue/Finish discussion of the novel and of the literary terms handout.

Wednesday-Friday 12/15-17/10
Students will be given a mock test over the novel and literary terms handout as a review for the final. Students will spend the rest of the week on this test and on review for the final exam.

AP Final: 6th hour, 12/21

Lesson Plans for the week of December 6, 2010

2010-12-06T12:52:00.001-08:00

Monday, 12/6/10
We will continue discussion of Slaughterhouse Five.
Final copies of Crucible/Scarlet Letter essays will be due to turnitin.com by Wednesday.

Tuesday, 12/7/10
Discussion of the novel

Wednesday, 12/8/10
Continue discussion of the novel
Start going over the literary terms handout given to students at the beginning of the novel.
Final copies of essays due to turnitin.com by midnight.

Thursday, 12/9/10
Finish discussion of the novel.
Start preparing for novel test.

Friday, 12/10/10
Study for test over Slaughterhouse Five. Test will be given on Monday and Tuesday of next week.

Lesson Plans for the week of November 29, 2010

2010-11-28T12:06:00.000-08:00

Monday, 11/29
Start peer reviewing each other’s papers.
Students will break off into partners, with one group of three, and look for a thesis statement, in-text citations, and anything that is only summary.

Homework:
Read chapter 7, pgs 154-161 and part of chapter 8, 162-168

Tuesday, 11/30
Conferences with Mr. Doughan will start today and will continue through Thursday.
Students should continue reading Slaughterhouse Five while I am working with individual students. If students are finished reading, they should work on the handout given to them before we started reading the novel.

Homework:
Finish chapter 8 169-181 and start chapter 9 182-189.

Wednesday, 12/1
Continue conferences with individual students.
Students should continue reading or working on the literary terms handout.

Homework:
Finish chapter 9 and read chapter 10, 190-215

Thursday, 12/2
Finish conferences with students.
Students should finish reading the novel and should have the handout finished for Friday.

Friday, 12/3
Start back into discussion of Slaughterhouse Five.
Final copies of papers are due on Monday in turnitin.com.

Lesson Plans for the week of November 22, 2010

2010-11-22T05:44:00.000-08:00

Monday, 11/22
Students will continue research for their Crucible/Scarlet Letter essay.
Discuss MLA in-text citations.

Homework:
Read chapter 6, pgs 136-153 for next Monday, 11/29
Also remember that there is a rough draft of the essay due next Monday.

Tuesday, 11/23
Finish discussion of the test questions.
Continue discussion of Slaughterhouse Five.

Lesson Plans for the week of November 15, 2010

2010-11-13T12:40:00.001-08:00

Monday and Tuesday, November 15 and 16
Mobile Lab in the classroom. Students will begin finding research for their paper over The Scarlet Letter and The Crucible.
Hand out Slaughterhouse Five books and have students begin reading. Students will be given a reading list this week for reading requirements.

Wednesday, 11/17
Begin discussion of Slaughterhouse Five
Continue reading the novel per the requirements on the reading list.
Use twitter to keep track of your thoughts and discussion ideas.

Thursday, 11/18
Continue discussion of Slaughterhouse Five.
Students will be given a list of literary terms that will go along with the novel. They will be asked to define them and find examples as they read.

Friday, 11/19
Continue discussion of Slaughterhouse Five.

Lesson Plans for the week of November 8, 2010

2010-11-09T06:55:00.000-08:00

Monday and Tuesday, 11/8 &9/10
We will finish discussion of The Scarlet Letter and prepare for the test which will be given Wednesday and Friday this week.

Wednesday, 11/10/10
Take the multiple choice over The Scarlet Letter.

Thursday, 11/11/10
No School, Veteran’s Day

Friday, 11/12/10
Take the essay portion of the test over The Scarlet Letter.

Lesson Plans for the week of November 1, 2010

2010-11-01T13:10:00.000-07:00

Monday, 11/1
We will continue discussing the small group work completed for chapters 15-18 of the Scarlet Letter, in whole group.

Tuesday, 11/2
We will finish discussion of chapters 15-18.
**If students have not finished the novel, they should have it finished by Wednesday since we will start with discussion of the last chapters on Wednesday.

Wednesday, 11/3
Continue discussion of The Scarlet Letter in whole group.

Thursday, 11/4
Hand out research paper assignment and discuss requirements and due dates of rough drafts and final drafts. Also, discuss test dates and requirements.
Continue whole group discussion.

Friday, 11/5
Finish discussion of The Scarlet letter by Monday.

Test will be next Wednesday and Friday.

Lesson Plans for the week of October 25, 2010

2010-10-22T08:33:00.000-07:00

Monday, 10/25
Continue discussion of The Scarlet Letter.
Your goal by next week is to have the novel finished.

Tuesday, 10/26
Continue discussion and tweeting of The Scarlet Letter.

Wednesday, 10/27
Continue discussion

Thursday, 10/28
Small group discussions to answer some questions presented. Once students have been given some time, we will come back together in whole group, and each small group will report their questions and their answers as well as conduct discussion.

Friday, 10/29
Continue and finish discussion from yesterday.

**Don’t forget that you should have the novel finished by Monday.

Lesson Plans for the week of October 18, 2010

2010-10-18T05:39:00.001-07:00

Monday, 10/18
Students will continue delivery of Voice of Democracy essays.

Homework:
Students need to have read to chapter 12 for our next discussion, and they need to continue tweeting to the #pchsap site on Twitter. There will be no formal number of tweets. I’m looking for quality rather than quantity.

Reading homework for this week: Read chapters 13-20, pgs 144-202. This is where are discussion will begin next week.

Tuesday, 10/19
Continue discussion of The Scarlet Letter, finishing discussion of chapters 1-7 and starting discussion of chapters 8-12.

Wednesday, 10/20
Practice AP Lit essay question. This will take the entire period.

Thursday, 10/21
Continue discussion of The Scarlet Letter.

Don’t forget the reading homework for this week: Read chapters 13-20, pgs 144-202. This is where are discussion will begin next week.

**Parent/Teacher conferences are tonight from 4-8. Please plan to attend these conferences.

Friday, 10/22
**Parent/Teacher conferences are today from 8-noon. Please plan to attend if you could not on Thursday night.

The Crucible

2010-09-28T05:47:00.000-07:00

Please spend some time in reflection about The Crucible, and answer the following questions. Post your ideas and also react to your classmates' stances. Use the text to fully develop the ideas you present. Make sure that when you react to another student's post, you do not attack the person, only the idea.

Here are the topics for discussion:

Do you think this play was a tragedy or a comedy, based on the definitions of both in your book?

If you think this play was a tragedy, who was the tragic hero and what quality or qualities define the character as one?

Did Miller build up to an ending you expected, or were you left with too many questions? Support either side of the answer you provide.

I will start reading and grading blogs next Wednesday, October 6th.

Lesson Plans for the week of September 27, 2010

2010-09-28T05:46:00.000-07:00

Monday, 9/27
Go over study guide and answer any questions.

Tuesday, 9/28
Test over The Crucible

Wednesday, 9/29
Students will begin working on their 60 second recap project for The Crucible. They will have the rest of the week to meet in groups in order to get started on the project.

Thursday, 9/30
Group work

Friday, 10/1
Hand out The Scarlet Letter.

Homework:
Don’t forget about the blogging assignment for The Crucible
Read chapter 1 of The Scarlet Letter.

Lesson Plans for the week of September 20, 2010

2010-09-20T05:30:00.000-07:00

Monday, 9/20
Start discussion of Act IV of The Crucible.
Discuss tone, and go around the circle and give examples of tone, and if students can identify examples from the play. Keep list of types of tone for the wall so that students can remember and identify them throughout the year.

Homework:
Finish reading Act IV.

Tuesday, 9/21
Continue discussion of Act IV. Hand out information on theme and have students discuss.

Homework:
Finish theme handout

Wednesday, 9/22
Discuss compelling character throughout the play and have students justify their answers.
Assign and discuss a comparison contrast essay that asks students to pick two characters from the play and develop an essay.

Homework:
Study for unit test. This will be on Friday.

Thursday, 9/23
Assign The Crucible project. Students will create a 60-second recap of the play. We’ll watch a few examples from the 60-second recap website and discuss requirements.

Friday, 9/24
The Crucible unit test.

Lesson Plans for the week of September 6, 2010

2010-09-06T14:34:00.001-07:00

Tuesday, 9/7
Continue discussion of The Crucible Act 1. We’ll read some of the act out loud as we discuss.

Homework:
Start Act II, pages 1291-1301

Wednesday, 9/8
Start discussion of Act II and read the dialogue of Proctor and Goody Proctor together in class.

Homework:
Read pgs 1302-1311
Find examples of allusion and irony throughout the act and be ready to discuss these specifically in class.
Fill out hand outs 359 and 360.

Thursday, 9/9
Finish discussion of Act II and discuss irony and allusion that the students found in the Act.

Friday, 9/10
Quiz over Acts I and II of The Crucible.

Homework:
Start reading Act III 1315-1327
Students are asked to post a comment on the AP Lit blog. I will have a post already there for you by Friday.

Lesson Plans for the week of August 30, 2010

2010-08-30T05:47:00.000-07:00

Monday, 8/30
Center 1: Discussion with me over “Of Plymouth Plantation” and “To My Dear and Loving
Husband.” (pg 96)

Center 2: Vocabulary from “Of Plymouth Plantation”
Center 3: Enrichment activity on page 81 of Teacher’s Edition. Directions will be at the center.

Center 4: Read “To My Dear and Loving Husband.” Use the questions at the end to help focus your reading.

Tuesday, 8/31
Read “Huswifery” on page 95
Students will split into four groups. Two groups will paraphrase “To My Dear and Loving Husband,” and the other two groups will paraphrase “Huswifery.” This will be due at the end of the period.

Homework:
Read from Sinners in the Hands of an Angry God on pages 102-107
Hand out pgs 98 and 102. Use to help focus reading.

Wednesday, 9/1
Quiz over the story
Discuss Sinners
Start discussion of The Crucible. Read pg 1255 together and discuss

Homework:
Start reading The Crucible on page 1259. Read pgs 1259-1273

Thursday, 9/2
Start discussion of Act I

Homework:
Finish The Crucible Act I, 1274-1287

Friday, 9/3
Continue discussion.
Literary terms hand out
Students will be on the computers to finish the interactive website on the Salem Witch Trials.

Crucible Web links

2010-08-20T13:52:00.000-07:00

Lesson Plans for the week of August 23, 2010

2010-08-20T13:40:00.000-07:00

To begin this week, I will be administering a reading, grammar, and spelling pretest in order to establish baseline reading, grammar, and spelling skills. These tests will be given again in the semester to show student growth.

Tuesday 8/24
Start testing

Wednesday, 8/25
Finish testing
Start discussion of the background information about Puritanism, Calvinism, and Salem. Students will meet in groups to start and will come back as a class to discuss it findings.

Homework:
Read Of Plymouth Plantation starting on page 76.

Thursday, 8/26
Hand out literary terms list for class and identify terms used in the essay read for today.
Come back together and discuss the essay and the terms found and how they help build the meaning of the story.

Homework:
Read Sinners in the Hands of an Angry God starting on page 102.

Friday, 8/27
Students will break up into groups and move from station to station to work on setting up google accounts, looking at interactive Puritan website and Salem website, reading "To My Dear and Loving Husband," and discussing what they have done at the other centers with me.

Kite Runner

2010-05-13T20:09:00.000-07:00

At this point in the semester, you should not need me to prompt you with blog ideas. So, in the next two weeks, blog your thoughts about Kite Runner. You should have 5 original posts and at least 5 responses to a classmate's thoughts. This will be worth 100 points.

Lesson Plans for the week of April 26th, 2010

2010-04-26T12:10:00.001-07:00

Monday:
Collect diary entries for Color Purple weekend reading assignment.
Discuss the novel.

Homework:
Read to page 163 for tomorrow
Write two more entries

Tuesday:
Continue discussion
Collect entries

Homework
Read to page 251 by Monday
Have six entries written by then

Wednesday:
PSAE day one. ACT Testing.

Thursday:
PSAE day two. Work Keys testing.

Friday:
Students who perform well on the PSAE will not be in class this day.

Lesson Plans for the week of April 19, 2010

2010-04-19T06:38:00.001-07:00

Monday: Students will take their 1984 essay test.
Homework: Start reading The Color Purple. Be to page 71 for Thursday. Keep a diary much like Celie's recording your feelings of the material you are reading. Have four entries for this assignment by Thursday.

Tuesday: Mr. Thomas in class to have students fill out AP Literature test answer sheets.

Wednesday: Discuss multiple choice answers to the 1984 test.

Thursday: Start discussion of The Color Purple.
Homework: Continue reading for tomorrow to page 92. Have two entries for this assignment.

Friday: Continue discussion.
Homework: Read pages 93-133. Have four entries for this section of reading.

Lesson Plans for the week of April 12, 2010

2010-04-11T19:19:00.001-07:00

Objective:
Finish reading 1984

Monday, 4/12
Continue discussion of the novel.

Homework:
Read pages 260-282, to the end of part IV

Tuesday, 4/13
Continue discussion of the novel.
Hand out The Color Purple.

Homework:
Read from 282-298, the end of the novel.

Wednesday, 4/14
Finish discussion of the novel and prepare for test.

Thursday/Friday, 4/15 and 4/16
Multiple Choice and Essay test covering 1984

To Kill a Mockingbird prompt 3

2010-02-08T09:07:00.002-08:00

Throughout the novel, how does Scout show that she attempts to follow Atticus' advice to walk in the other person's shoes?

To Kill a Mockingbird prompt 2

2010-02-08T09:07:00.001-08:00

Explain Atticus' definition of a gentleman. Cite examples of Jem's increasing understanding of this definition and the impact on his behavior.

To Kill a Mockingbird prompt 1

2010-02-08T09:06:00.001-08:00

How does the relationship of Jem and Scout change as they grow up?

To Kill a Mockingbird

2010-02-08T09:01:00.000-08:00

If you have been looking for a place to start a conversation on To Kill a Mockingbird, here it is. Please remember to post your thoughts and ideas here as well as respond to others. I would like for this to be an online chat, and I will be grading accordingly. By the end of this process, you should have posted at least 10 discussion topics and have been involved in a discussion at least 5 times. I'll post some ideas in separate posts so that you can respond to them invidually. If you do not want to respond to any of the prompts below, simply respond to this post in the comments section.

Have fun with this and show off your analytical skills of the book.

The Scarlet Letter

2009-09-21T07:53:00.001-07:00

Here we go folks. Start blogging your thoughs and ideas here and hold online discussions with each other. Ask each other questions, reply to someone's thoughts, post ideas you don't understand and ask for explanations. Post here at least 10 times throughout the course of the novel.