Weekly Calendar - English 9 - Mr. Mirus

Weeks of May 21-End of the Year

Week of May 14th

Week of May 7th

Week of April 30th

Week of April 23rd

Week of April 16th

Week of April 9th

Week of April 2nd

04/02 Goal: Students will work with a non-fiction text in vocabulary, information, and their own thoughts about the subject matter. Bell Ringer: Daily Vocabulary Chart (“loom” & “loom”) Class discussion of vocabulary words. The teacher will write a question on the board: “What freedoms do you think we take for granted in the United States? Are there any freedoms that you think we have, but could do without? Explain your answers by providing examples.” Students are to write their answer on a sheet of notebook paper. The above question will be used for discussion, and then to transition into the anticipation guide. Teacher passes out the Animal Farm Anticipation Guide to each student, providing direction afterward for students to check the items they agree with, and leave the items they disagree with blank. After giving students time to do so, students will be placed in randomly-generated groups of 3 or 4 students and they will try to come to a consensus for all eight statements. Once there is a group that has come to a consensus, that group will share their ideas. Doing so will lead nicely into a class discussion of each of the statements. After the class discussion of the anticipation guide pieces, students will hold onto those sheets, makings sure students are aware that they will be used later.	04/03 Goal: Students will read a non-fiction piece and record notes of importance regarding the content of the article. Bell Ringer: Daily Vocabulary Chart (“seep”) Class discussion of vocabulary word. The teacher will begin by showing a blank 2-column note sheet, and explaining the process and what is expected when using such a note format. The teacher will then pass out a blank note sheet to all students, as well as the article they will be reading, entitled “A Brief History of Communism in Russia.” Students will then be provided with some time to read the article and to record their own notes. After enough time has been given, the teacher will lead students through their class’ notes, having students suggest topic headers as well as particular notes to record. Once the notes have been finished, the teacher will have students pass forward their work from the day.	04/04 Goal: Students will begin reading in an allegorical text for comprehension and understanding. Bell Ringer: Daily Vocabulary Chart (“squander” & “panache”) Class discussion of vocabulary words. The teacher will pass out copies of Animal Farm to each student, recording book numbers. Before beginning, the teacher will explain to students that the story in the novel is a basic story, but that it has a deeper meaning, since it is allegorical in nature, and the times that it was written in where very tense between Russia and the U.S. All students will be told to open to page 25. As students are opening to that page, the teacher will write a few questions to look out for during the class reading of chapter one in the novel. Continuing on, when all students have opened their book, the teacher will begin to read chapter 1 in the novel – pages 25-34. The teacher will pause occasionally to have students address comprehension questions that are written on the board. Students will turn in their answers to the questions that they were to focus on before leaving class at the end of the period.	04/05 Goal: Students will continue to read in Animal Farm as the class text, and they will answer comprehension questions dealing with chapter 2 in the novel. Bell Ringer: Daily Vocabulary Chart (“extol”) Class discussion of vocabulary word. Students will turn in their vocabulary for the week (6 words). Students are told to take out their copy of Animal Farm. As students are opening their books, the teacher will pass out comprehension questions to the students. These questions are to be done while students are following along in the book as the class reads aloud. The teacher will begin to read chapter two, starting with page 35. During the reading, the teacher will pause at times that relate to the questions students are to answer, as well as other times when there are issues or ideas within the text to discuss related to conflict, character, theme, plot, etc. Students will finish any unanswered questions, and turn in their responses.	04/06 No School – Teacher Conference Exchange Day

Week of March 19th

03/19 Goal: Students will work with a non-fiction text in vocabulary, information, and their own thoughts about the subject matter. Bell Ringer: No bell ringer – substitute teacher (out for professional development) After taking attendance, using the class roster sheet and seating chart, the teacher will distribute to each student a copy of the packet entitled “Steve Jobs: the world pays tribute.” The teacher will then also pass out the two-side, one-sheet answer document (on the teacher’s desk) for students to have room for their written responses. The teacher will go over the packet (telling students to do things in order, including reading the article third). The teacher will also read the directions at the top of the answer document sheet, making sure students know to staple the sheet to the back of their packet after both sheets are done (or they have worked the entire period). Please make it clear that, no matter what, students are to turn in whatever work they are able to get done before leaving class at the end of the period. Students will then have the remaining time in class to work on the various sections of the packet. The teacher can use the key provided to help students if they are struggling. Again, all students should turn in whatever work they were able to do – even if it is not all complete – before leaving at the end of the period. This means stapling the answer document sheet to the back of their packet, and making sure to have their name on the front of the packet itself.	03/20 Goal: Students will be assessed on their ability to read and work with fiction and non-fiction text, as well as provide written responses. Bell Ringer: Daily Vocabulary Chart (“bestow”) Class discussion of vocabulary word. Teacher will have all students clear their desks, except for something to write with. The teacher will then explain to all students that today will be the first of two days for a practice end-of-course exam. The exam has several writing prompts, including two longer responses, and students should take their time and put forth their best efforts. The teacher will distribute testing packets, and answer documents, for each student, making it clear that students are not to write on the test, and only to write on the answer document. Students will have the remainder of the period to work on their practice tests, which will be collected by the teacher in an organized fashion before the end of the bell, to make it easier to redistribute the papers tomorrow for the second day of the practice test.	03/21 Goal: Students will be assessed on their ability to read and work with fiction and non-fiction text, as well as provide written responses. Bell Ringer: Daily Vocabulary Chart (“crucial” & “pithy”) Class discussion of vocabulary words. The teacher, again, has students clear their desks, except for something to write with. Once students are prepared, he will redistribute the testing materials (test and answer document) to each student. Students should then use the remaining time during the class period to continue their test, started yesterday, doing their best to finish it up before the end of the period. Regardless of whether students finish the test or not, the teacher will collect students’ tests and answer documents before they leave class at the end of the period.	03/22 Goal: Students will assess their own work and work to understand topics and requirements that were covered on the practice end-of-course exam. Bell Ringer: Daily Vocabulary Chart (“manifest” & “manifest”) Class discussion of vocabulary words. The teacher will explain to students that they will have their end-of-course test materials returned to them, because they will be going over their own work. The emphasis for this activity should be on understanding points that might have been confusing, rather than simply marking “right” or “wrong.” The teacher will return student testing materials, and then begin with looking at the first groupings of multiple choice questions, explaining correct answers and discussing them. Student-provided explanations should be sought out, rather than just “lecturing” to students about the correct answers. The remainder of the bell is to be spent on reviewing student work and the correct answers for the test. Students are to pass forward the amount of work that was able to be assessed, since such assessment will continue tomorrow during class.	03/23 Goal: Students will finish working on their final draft of their written response regarding Of Mice and Men. Bell Ringer: Daily Vocabulary Chart (“seep”, “loom”, & “loom“) Class discussion of vocabulary words. Students will turn in their vocabulary charts for the week (8 words). The teacher will return student testing materials, to continue looking at the first groupings of multiple choice questions, explaining correct answers and discussing them. Student-provided explanations should be sought out, rather than just “lecturing” to students about the correct answers. The remainder of the bell is to be spent on reviewing student work and the correct answers for the test, hopefully getting through the work that was still left after yesterday’s class period. After going over work, students will provide general sense of their success by raising their hand when a “score range” mentioned by the teacher is said aloud.

Week of March 12th

Vocabulary review all week - modified schedule due to spring OGT testing

Week of March 5th

03/05 Goal: Students will continue to work on constructing strong arguments supported by textual evidence. Bell Ringer: Daily Vocabulary Chart (“punitive” & “bested”) Class discussion of vocabulary words. The teacher will have students take out their essay packets, which they worked on last week extensively. After reviewing what they have left to do, and are responsible for, students have the remaining time in class to work on their packets, including the body paragraphs they still might have to do, and their conclusion paragraph, which was explained last Thursday. As students are working in class, the teacher will go around the room answering questions and assisting students in whatever ways possible. The teacher will also let students know that they are to have their packet completed by this Wednesday, in order to be able to lay out the writing as a complete draft on notebook paper.	03/06 Goal: Students will present their quarterly independent reading project, either in fiction or non-fiction, as well as work on their written responses for a novella, if time. Bell Ringer: Daily Vocabulary Chart (“fathom”) Class discussion of vocabulary word. Using the random name generator, the teacher will call on a student from the class to present first, reminding all students that they need to be sure to catch the reader’s attention and cover all of the required information. All other students will fall in to present as well, as the teacher continues to use the random name generator. If there is any time at all remaining during class, the teacher will provide the reminder below, and give students time to work on their essay packet. Reminder: A completed essay packet is due tomorrow, Wednesday, at the beginning of the period.	03/07 Goal: Students remaining will present their book project regarding either a fiction choice or a non-fictional choice.. Bell Ringer: Daily Vocabulary Chart (“annihilate” & “dispel”) Class discussion of vocabulary words. If there are still students who need to present, since they weren’t able to do so yesterday, then those students need to present their brief book talk for the class. After all book presentations are done, the teacher will have students take out their essay packet, which was supposed to be done today. The teacher may or may not use the first bit of time to see how many students did finish their assessment, or he may not do so. The teacher then explains that students need to make sure they followed the requirements in their packet above each “rectangle,” and that if they are confused they should be asking him questions. If there is time remaining, the teacher will distribute a self checklist for students to use in assessing their own work and progress on the essay writing that they have been doing in class thus far. After the teacher explains the self-assessment, students will complete the sheet thoroughly, and turn it in before leaving at the end of class.	03/08 Goal: Students will begin to work on their final draft of their written response regarding Of Mice and Men. Bell Ringer: Daily Vocabulary Chart (“candor”) Class discussion of vocabulary word. The teacher will have students take out their essay packets that they have been working on for the last week and a half or so. Teacher will distribute the Collins Type 3 packets for student responses regarding Of Mice and Men, which they have been working on for the last week and a half or so. Students are then told they need to take the information from the packet and record it on the lined packet of paper, as a Collin’s type 3, with appropriate requirements as far as organization, spelling, citations, supporting evidence, etc. Students will use the remaining time in class to write their responses on lines of the packet, following the FCA guidelines on the packet. Reminder: Students are to finish their written essay by the end of class tomorrow. Students who do not think they will be able to do so when only using in-school time will want to use time after school to work on the essay for homework, and to have it in a position where the student can finish the work.	03/09 Goal: Students will finish working on their final draft of their written response regarding Of Mice and Men. Bell Ringer: Daily Vocabulary Chart (“resolve” & “resolve“) Class discussion of vocabulary words. Students will turn in their vocabulary charts for the week (8 words). The teacher will have students taken out their essay packets and the Type 3 packets that they were to have started on yesterday. After reminding students that they are to have their essays finished by the end of class today, the teacher will give students the remaining time in class to work on their writing, making sure that students turn in their completed essay by the end of class, and before they leave at the end of the period.

Week of February 27th

02/27 Goal: Students will record notes regarding the introduction of a five-paragraph essay and begin to write ideas for their own multi-paragraph response dealing with Of Mice and Men. Bell Ringer: Vocabulary Review Sentences Class discussion of review sentences. Teacher passes out the sample essay that was constructed out of slips of paper a week or two ago, regarding Candy as a weak character. The teacher will review the essay with students, using it as a lead in to the essay packet students will be working on. Teacher passes out “The Essay: Finally An Explanation,” a packet designed for students to write their explanations of different parts of the essay, and also lay out their own outline for the Of Mice and Men essay. The teacher will run through notes to be taken down regarding the introduction paragraph, making sure students understand each part. Students will then work to fill out the boxes for their own essay outline. If there is time, then the teacher can move on to the body paragraph sections and those notes.	02/28 Goal: Students will silently read for enjoyment as well as various requirements for their quarterly independent reading project, either in fiction or non-fiction. Bell Ringer: Vocabulary Review Sentences Class discussion of review sentences. During today’s class period, students will independently read out of their third-quarter book of choice, whether it is fiction or non-fiction. Before students begin reading, the teacher will review the expectations as well as remind students that using the reading project sheet while reading might be a good option, and that the book project is due in exactly one week. At the end of silent reading time, the teacher will provide students with the silent reading assessment sheet that each student is to fill out and turn in as an exit slip.	02/29 Goal: Students will be assessed on their vocabulary knowledge, and students will continue to record notes regarding body paragraphs, and starting their own paragraphs. Bell Ringer: Vocabulary Review Sentences Class discussion of review sentences. Students are given a couple minutes to look over vocabulary and study for their quiz. The teacher will pass out the vocabulary quiz to each student (and send students needing the resource room down to A131). Students are to silently taken the vocabulary quiz, and turn over the quiz when they are finished. After all students are done, the students will trade papers with a peer to “trade and grade” the quiz for the day. Students are then told to take out their “The Essay” packet, started on Monday. The teacher will have students open to the section on body paragraphs, and students will record the notes for that section, if not already done. If body paragraphs have already been notes, then students will start to work on their own essay body paragraph outlines.	03/01 Goal: Students will work on constructing strong arguments for their body paragraphs within an essay outline. Bell Ringer: Daily Vocabulary Chart (“inconsequential”) Class discussion of vocabulary word. Students will be told to take out their essay outline packet that they have been working on this week. The teacher will review the work and ideas that have been put together for their outline thus far. Students will be told to work on (or continue to work on) on their body paragraphs, including textual support and page citations, as well as explanations of that textual support. As students work, the teacher will go around and help students, to make sure that they are understanding the assignment and what they are to do. Providing examples of strong student work done in class would be a good idea, depending on how well students are working with the material. References to the sample essay, given on Monday, would also be beneficial. If sufficient time has been given, and students are mostly done, the teacher may lead students through the notes for the conclusion of the text response, which still need to be addressed. If not, those notes and work can be addressed next Monday.	03/02 Goal: Students will record notes dealing with the last section within their style guide project, focused on “Using the Right Word.” Bell Ringer: Daily Vocabulary Chart (“revere” & “decipher“) Class discussion of vocabulary words. Students turn in vocabulary sheet from the week (review sentences and 3 new words). Students are to take out their style guide index cards, if they do not already have them out. The teacher will tell students to start the fourth, and final, section of their style guide, labeling it “Using the Right Word / Everything Else.” The teacher will then run through the notes dealing with fair language (race, ethnicity, gender, etc.) as well as words that are often times confused, such as “accept” and “except.” Students will record such notes, and put their style guides up at the end of the guide.

Week of February 20th

02/20 No School – Teacher Conference Exchange Day	02/21 Goal: Students will silently read for enjoyment as well as various requirements for their quarterly independent reading project, either in fiction or non-fiction. Bell Ringer: Daily Vocabulary Chart (“conjecture”) Class discussion of vocabulary word. During today’s class period, students will independently read out of their third-quarter book of choice, whether it is fiction or non-fiction. Before students begin reading, the teacher will review the expectations as well as remind students that using the reading project sheet while reading might be a good option. At the end of silent reading time, the teacher will provide students with the silent reading assessment sheet that each student is to fill out and turn in as an exit slip.	02/22 Goal: Students will compare a Hollywood film version and the text version of an in-class novel, as well as analyze scenes from the film itself. Bell Ringer: Daily Vocabulary Chart (“revelation” & “sinister“) Class discussion of vocabulary words. Teacher will pass out copies of the Of Mice and Men Film Comparison chart to each student, followed by an explanation of the front of the sheet as well as the back. After all students understand the assignment, the teacher will start the film version for Of Mice and Men, which all students should pay attention to, and fill out the chart on the front about. Students will retain their sheet from today’s work so they can continue their work tomorrow as the film continues.	02/23 Goal: Students will compare a Hollywood film version and the text version of an in-class novel, as well as analyze scenes from the film itself. Bell Ringer: Daily Vocabulary Chart (“pugilistic”) Class discussion of vocabulary word. Students are to take out their copy of the Of Mice and Men Film Comparison sheet, which they started yesterday. If any student was not in class yesterday, the teacher will provide such students with the sheet so they can start it today in class. After running through the sheet’s assignment and expectations quickly, to refresh student understanding, the teacher will resume the film where it was stopped at the end of class yesterday. Students are to hold onto their work from today, so they can continue, and finish, their work tomorrow on the chart’s front and back.	02/24 Goal: Students will compare a Hollywood film version and the text version of an in-class novel, as well as analyze scenes from the film itself. Bell Ringer: Daily Vocabulary Chart (“epitome” & “procure“) Class discussion of vocabulary words. Students turn in vocabulary sheet from the week (6 words) Teacher has students take out the Of Mice and Men Film Comparison sheet that they have been working on the last couple days. All students should have this sheet, and the teacher reminds them that they are to have it finished and will be turning it in before leaving class at the end of the day. The teacher will resume the film version for Of Mice and Men, and students will view and record comparison information, as well as analyzing scenes of the film. The class should have time to finish the rest of the film today in class. Before leaving, students will turn in their work on the sheet.

Week of February 13th

02/13 Goal: Students will pull out specific dialogue and analyze what the dialogue shows about the character speaking. Bell Ringer: Daily Vocabulary Chart (“crass” & “irate“) Class discussion of vocabulary words. Teacher will pass out and explain the indirect characterization assignment for the day. Students are told to open their book so page 84 in Of Mice and Men. In class today, we will read aloud in the novella from pages 84-95, pausing along the way for students to ask questions and for the teacher to given students a chance to fill in the indirect characterization assignment with quotes and information. Students will turn in the assignment before leaving at the end of the period. Homework: Students are to finish chapter 5, reading from page 95 through 98.	02/14 Goal: Students will silently read for enjoyment as well as various requirements for their quarterly independent reading project, either in fiction or non-fiction. Bell Ringer: Daily Vocabulary Chart (“flagrant”) Class discussion of vocabulary word. During today’s class period, students will independently read out of their third-quarter book of choice, whether it is fiction or non-fiction. Before students begin reading, the teacher will review the expectations as well as remind students that using the vocabulary project sheet while reading might be a good option. At the end of silent reading time, the teacher will provide students with the silent reading assessment sheet which each student is to fill out and turn in as an exit slip.	02/15 Goal: Students will answer reading comprehension questions dealing with critical and creative thinking. Bell Ringer: Daily Vocabulary Chart (“cognizant” & “affliction“) Class discussion of vocabulary words. Students are to take out their copies of the novella Of Mice and Men, opening to page 99 in the book. The teacher will pass out reading guide chapter 6 questions, explaining what students are expected to do. Listening to the audio recording of the last section in the novella, students will read chapter 6, on pages 99-107, and answering questions. The teacher will pause at times for discussion points, though most will not deal with correct answers on the sheet. Students are to turn in their completed answers before leaving at the end of the period.	02/16 Goal: Students will respond to pre-reading statements, supporting sides of their opinion with examples from the book. Bell Ringer: Daily Vocabulary Chart (“complicit”) Class discussion of vocabulary word. Students are told to take out their copy of the novella Of Mice and Men. Students are also asked to take out the anticipation guide done prior to reading the novella. The teacher will pass out to each student a sheet with anticipation question on it, as well as more space to write down evidence for the work. Some students will receive a sheet with even numbered statements, and others with one that has odd numbers on it. Students will work individually, or either be told to work with somebody with the same questions, or the opposite questions as you. Students are to turn in their work by the end of the class period.	02/17 No School – Teacher Conference Exchange Day

Week of February 6th

02/06 Goal: Students will support characterization adjectives with strong textual support as well as record notes of information regarding basic 5-paragraph essay format. Bell Ringer: Fill-in the blanks vocabulary review Class discussion of vocabulary sentences. Students are to take out the characterization sheets that were started last Thursday in class, and the teacher will review what they are to do on the back of the sheet. After about 15 minutes, students are to try and wrap up their evidence, and they should put the sheet away. The teacher will pass out a basic note-taking format for students to complete on a 5-paragraph essay. Students will record the notes that the teacher provides regarding essay format, and they will keep the sheets for Friday’s activity. Reminder: Students are to bring their silent reading books they have chosen for their third quarter book project for tomorrow’s in-class silent reading time.	02/07 Goal: Students will silently read for enjoyment as well as various requirements for their quarterly independent reading project, either in fiction or non-fiction. Bell Ringer: Fill-in the blanks vocabulary review Class discussion of vocabulary sentences. During today’s class period, students will independently read out of their third-quarter book of choice, whether it be fiction or non-fiction. Before students begin reading, the teacher will review the expectations as well as remind students that using the vocabulary project sheet while reading might be a good option. During the class period today, students will also be given the opportunity to visit the library’s book fair for a previewing time. At the end of silent reading time, the teacher will provide students with the silent reading assessment sheet which each student is to fill out and turn in as an exit slip.	02/08 Goal: Students will demonstrate understanding of vocabulary through various questions and sentence completion. Bell Ringer: Fill-in the blanks vocabulary review Class discussion of vocabulary sentences. The teacher will distribute the Daily Vocabulary Assessment for Weeks 1-3, explaining that students should give their best effort on the assessment. The teacher will also instruct students that when they are done they should turn over their vocabulary assessment and wait for further instruction. Once all students have finished their assessment, students are to trade their papers with a classmate, as they will do a quick trade-and-grade of the assessment. Students will return their papers to their owners, and then pass the papers forward for the teacher to record the grades in ProgressBook.	02/09 Goal: Students will provide responses to literary questions dealing with character interaction and what such interaction demonstrates. Bell Ringer: Daily Vocabulary Chart (“craven”) Class discussion of vocabulary word. Students are told to take out their copy of the novella Of Mice and Men. As students take out their book, the teacher will pass out the Chapter 4 Questions for pages 66-73 in Of Mice and Men. The teacher will lead the class in a reading of the pages covered by the question sheet, pausing occasionally to discuss topics on the sheet as well as other topics that might not be directly dealt with in the questions. Once the class gets to the end of the section that is being read, students are to pass forward their answers. The teacher will then let students know that they are responsible for reading from where we left off on page 73 to the end of the chapter on page 83. There will be a quiz tomorrow, and students should be prepared to answer questions about the reading they are to do. Students are to use the remaining time in class to begin reading the rest of the chapter. Homework: As stated above, finish the chapter, reading from page 73 through 83.	02/10 Goal: Students will use an understanding of a basic 5-paragraph structure to complete an in-class activity, working with classmates. Bell Ringer: Daily Vocabulary Chart (“rabid” and “rabid”) Class discussion of vocabulary words. Students will turn in their bell ringer vocabulary chart, which should be complete with fill-in vocabulary sentences for Monday, Tuesday, and Wednesday, and three vocabulary words, definitions, sentences, and a visual representation or mnemonic device from the last two days of the week. The teacher will have students take out their 5-paragraph essay note sheet from earlier in the week, re-explaining the basic format. The teacher will then introduce the activity that students will be doing in class, which is to re-construct an already-written simple five-paragraph essay. The teacher explains that student pairs will receive an envelope with slips of paper in it, and that they are to look at each of the slips of paper and then work together to construct each paragraph, starting with the introduction, followed by the body paragraphs, and the conclusion. The teacher then either has students choose their partners (one group of three, as necessary) or gives them the envelope to get to work. Students are encouraged to use their notes regarding 5-paragraph essays if they will help. Once students feel they are done, they should notify the teacher who will check it over and then lead the class in some type of discussion once multiple groups have finished their work.

Week of January 30th
Daily Vocabulary 01/30-02/03

01/30 Goal: Students will respond to questions dealing with character interaction and its possible effect on plot. Bell Ringer: Daily Vocabulary Chart (“forsake” and “incite”) Class discussion of vocabulary words. Teacher instructs students to take out their copies of the novel Of Mice and Men, opening up to page 38. The teacher passes out Of Mice and Men Chapter 3 pgs 38-51 questions to all students. As a class, either aloud or with an audio file, students will read the first half of chapter three, starting at page 38 and concluding at the end of page 51. During the reading, the teacher will pause for discussion about various topics, possibly including questions on the sheet for the students. Students will turn in answers to questions before leaving at the end of the period. Reminder: Students are to bring their silent reading books they have chosen for their third quarter book project for tomorrow’s in-class silent reading time.	01/31 Goal: Students will silently read for enjoyment as well as various requirements for their quarterly independent reading project, either in fiction or non-fiction. Bell Ringer: Daily Vocabulary Chart (“skulking”) Class discussion of vocabulary word. The teacher will instruct students to take out their independent book for the third quarter, letting them know that they are to silently read for a majority of the remaining period. The teacher will also inform students that there will be a sign-up sheet passed around the room, on which they should record their independent book of choice this quarter. Teacher will also let students know that they will be writing about what they read today in class, including page range, so they may like to keep short notes on a separate piece of notebook paper regarding their reading. With about 5 minutes left in the period, the teacher will distribute a brief half-page form for students to write pages read, and to tell about what they read in their book (events that happened, information given, etc.). Students will turn in those forms before leaving at the end of the period.	02/01 Goal: Students will record information regarding important plot events during the second half of chapter 3 in Of Mice and Men. Bell Ringer: Daily Vocabulary Chart (“illuminate” and “illuminate”) Class discussion of vocabulary words. Students will be told to take out their copy of the novella Of Mice and Men, opening to page 52. As students are taking out their books, the teacher pass out to students the sheet entitled “Of Mice and Men: Chapter 3 Pages 52-65 Timeline,” explaining what students are to do. The teacher will refresh students about what they read on Monday in class, for the beginning half of Chapter 3. The teacher will then begin reading aloud on page 52, or using the audio file for such. During the reading of the rest of the chapter, the teacher will pause for students to discussion important plot events during the section read aloud. It is up to students to fill out their own timeline of events as we read and discuss. Students will turn in their completed timeline at the end of the period.	02/02 Goal: Students will attribute characterization adjectives for major and subordinate characters in a novella, providing evidence for some choices. Bell Ringer: Daily Vocabulary Chart (“martyr”) Class discussion of vocabulary word. Students are told to take out their copy of the novella Of Mice and Men. As students take out their book, the teacher will pass out the Qualities of Characterization sheet that students will be working on in class today. The teacher will also explain the assignment, and what is expected of them. This assignment is to be done individually. Students will work on the assignment in class, being sure to address the first side of the sheet, assigning characters to various adjectives, as well as the back side of the sheet dealing with textual support for adjectives and characters of their choice. The teacher will circulate through the room checking on student work and providing assistance when necessary or asked for. Students will turn in their work before leaving class at the end of the period.	02/03 Goal: Students will record notes regarding mechanics and the proper use of the English language through mechanics, specifically dealing with numbers in writing and spelling. Bell Ringer: Daily Vocabulary Chart (“mired” and “mired”) Class discussion of vocabulary words. Students will turn in their bell ringer vocabulary chart, which should be complete with eight vocabulary words, definitions, sentences, and a visual representation or mnemonic device. Students will then be told to take out their bound index cards, which they were required to have, as listed in the syllabus and required last week (the first week of the style project for the second semester). The teacher will project notes regarding mechanics for all students, using a Prezi, and students will record the notes down for their own style guide, which will be an on-going project during the third quarter, and possibly the fourth quarter as well. The notes will deal with numbers, spelling rules, and common spelling mistakes.

Week of January 23rd
Daily Vocabulary 01/23-01/27

01/23 Goal: Students will exercise in-depth thinking regarding subordinate characters that are introduced in a novella, as well as character attributes of main characters and conflict plot events. Bell Ringer: Daily Vocabulary Chart (“futile” and “intuit”) Class discussion of vocabulary words. Teacher instructs students to take out their copies of the novel Of Mice and Men. Teacher then passes out questions that require students to analyze aspects of the novel during chapter two, pages 17-26. The teacher explains to students that they will be listening to an audio book of the first half of chapter two during class, and that they should look for the correct answers to each question. The teacher will even read aloud question 1 before the audio file starts to play. As the first half of the chapter is read, the teacher will choose times during class when the students will share thoughts and answers regarding various topics, including, but not limited to, the questions on the question sheet. Some questions, however, will not be answered, so as to gauge student understanding. After finishing the pages to be read in class, the students will be told to finish their answers, and they will turn those answers in by passing them forward. Homework: Students are to read pages 26-37 on their own, preparing for a brief quiz at the beginning of class tomorrow.	01/24 Goal: Students will choose a book for an independent reading project for the third quarter. Bell Ringer: Daily Vocabulary Chart (“proximity”) Class discussion of vocabulary word. Brief one-question quiz regarding the pages that students were assigned to read last night for homework: “Why is Lennie excited at the end of chapter 2? Be specific.” The teacher will pass out the “Third Quarter Independent Book Project” sheet to each student, and then he will explain the requirement for the project, the choices, and the due date for all students. Students will follow the teacher down to the library to listen to a brief book talk from Mrs. McCarthy, the school’s librarian. Following the book talk, students will browse the library for an independent reading book for the third quarter, checking out their choices. The teacher will explain the expectation for students to start to read their independent book while in the library, and the teacher will also let students know that they should start to bring their independent book with them to class each day, in addition to their copy of Steinbeck’s Of Mice and Men.	01/25 Goal: Students will analyze aspects of subordinate characters, including physical traits, personality, and relationships to others. Students will also use cited material for support. Bell Ringer: Daily Vocabulary Chart (“tortuous” and “tortuous”) Class discussion of vocabulary words. Students will be told to take out their copy of the novella Of Mice and Men. Once student books are out, the teacher will briefly introduce the learning goal for the day, and go over the meaning of subordinate characters. The teacher will also explain that students should be sure to not overlook such characters, using examples from Romeo and Juliet to demonstrate just how important subordinate characters can truly be. The teacher will pass out to students a copy of the chapter 2 subordinate character chart for Of Mice and Men, explaining what is expected for each area of the chart. Depending on the atmosphere in the classroom, the teacher may choose to allow students the opportunity to work in groups for this activity. The remaining time in class, students are responsible for working on the assignment, and completing the chart. If that is not possible during the given amount of time, the teacher will make a judgment regarding the amount needed to be done or the option to finish the assignment for homework.	01/26 Goal: Students will provide written responses regarding characters introduced during chapter two in Of Mice and Men. Bell Ringer: Daily Vocabulary Chart (“resplendent”) Class discussion of vocabulary word. Students are told to take out their copy of the novella Of Mice and Men. The teacher will then pass out to each student a Collins Type 3 packet. The teacher will explain that the packet is for their written response, and that there is space for 2 more FCAs, which they are to create and assign point values for, based on the prompt they eventually choose. Students will then choose one of the four characters to write about, including Candy, Curly, Curly’s Wife, and Slim. There will be sheets in the front of the room for each of those characters, and all students will be given the opportunity to come to the front of the room to choose one of the four pieces of paper. The teacher will, again, go over the requirements for the writing task in class, and then students will be giving the remaining time in class to work on creating FCAs and then constructing their written response. This will also need to be played by ear regarding students having enough time, and how things need to get done if time is not enough for all students.	01/27 Goal: Students will record notes regarding mechanics and the proper use of the English language through mechanics. In addition, students will use those notes to look over their own writing. Bell Ringer: Daily Vocabulary Chart (“dregs” and “solace”) Class discussion of vocabulary words. Students will turn in their bell ringer vocabulary chart, which should be complete with eight vocabulary words, definitions, sentences, and a visual representation or mnemonic device. Students will be provided with any additional time that might be needed from yesterday to finish their written response. Students will then be told to take out their bound index cards, which they were required to have, as listed in the syllabus given out last week. The teacher will briefly explain the style guide and its purpose for those students who did not do the assignment last semester. Following such explanation, the teacher will project notes regarding mechanics for all students, using a Prezi, and students will record the notes down for their own style guide, which will be an on-going project during the third quarter, and possibly the fourth quarter as well. If there is time at the end of the period, students will work, in some fashion, with the notes regarding mechanics.

Week of January 16th
Daily Vocabulary 01/16-01/20


Week of January 9th

01/09 Goal: Students will complete a reading inventory for the purpose of assessing student reading levels and suggesting titles that might be of interest in the future. Bell Ringer: No Bell Ringer: Scholastic Reading Inventory (SRI) in Computer Lab Students will meet in the computer lab at the beginning of the period. Once attendance has been taken, the teacher will run through expectations with students for the SRI assessment and explaining the purpose of the SRI. In the lab students will follow directions concerning logging into the SRI system, and they will then complete the reading inventory, printing out their results at the end of the assessment for the teacher. With the time remaining, students should silently read or work on any independent work for other classes (or missing work for English 9) which they might have.	01/10 Goal: Students will record information regarding punctuation, and students will utilize such information in conventions. Bell Ringer: Grammar Sentences: Using the sentences below, write in (and circle) the 9 pieces of missing punctuation in their appropriate places. Try not to use your cards for this, but you may do so if needed. o I went to the store and bought three items hamburgers buns and cheese I found out my cousin was a vegetarian nevertheless I decided to still make the burgers It was guaranteed that she would have an un pleasant reaction Class discussion of the bell ringer. Students need to have out their style guide index cards, if they do not already have them out. Students have been working on this style project for the entire second quarter, so students without index cards (which are kept in the classroom) will lose participation points if they do not have the correct cards/supplies. The teacher will then present notes, using Prezi, concerning the types of punctuation which have not yet been addressed (dash, question mark, explanation point, quotation marks, italics/underlining, parentheses, slash, apostrophe, and brackets). Students, accordingly, will record these notes.	01/11 ***Early Release - Modified Schedule*** Goal: Students will record information regarding subject-verb agreement as the first item addressed in the mechanics section of their individual style guide. Bell Ringer: No Bell Ringer: Early Release Day Students should have out their style guide index cards for note taking. If there are any notes that remain from yesterday, the teacher will first finish those notes. The teacher will then move on to notes about subject-verb agreement, using Prezi. After all notes have been finished, the teacher will provide the packet of work that students will be working on, and completing, tomorrow in class.	01/12 Goal: Students will work with parts of speech and punctuation to further understand each. Bell Ringer: Grammar Sentences: Using the sentences below, write in (and circle) the 4 pieces of missing punctuation in their appropriate places. Lastly, label the 5 underlined parts of speech. Try not to use your cards for this, but you may do so if needed. o Anyone can run a marathon. Doing so takes three things getting in shape, practicing and persistence. Of course these qualities are note easily obtained rather, they are all difficult in their own way Students are to turn in their work from Tuesday’s and Thursday’s bell ringers (the only two bell ringers for the week). If not passed out yesterday, the teacher will pass out the activity sheet for students to work on the parts of speech, punctuation, and subject/verb agreement which students have taken down notes regarding during this semester. Working individually (at least at first), students will look at one section at a time, and certain parts will be addressed as a whole-class for the purpose of ensuring understanding. If appropriate, students will turn in their completed work at the end of the period.	01/13 Goal: Students will work collaboratively to create words, using correct spelling, while competing during a classroom game of Scrabble. Bell Ringer: No Bell Ringer: Classroom Scrabble Students will divide into four teams, sitting around the four sides of the Scrabble board, set up on the floor of the classroom. Each team will start by drawing seven “tiles,” and forming words off of one another in the form of a crossword puzzle, attempting to score the most points as a team. The remainder of the period students will participate in the classroom game.

Week of January 2nd

01/02 No School - Last Day of Winter Break	01/03 Goal: Students will record information regarding punctuation, and students will utilize such information in conventions. Bell Ringer: Grammar Sentence: Write the sentence below, skipping lines. Then write in the five (5) commas in their appropriate places (circling them, for easier identification). Try not to use your cards for this, but you may do so if needed. o Mr. Mirus our English teacher always makes us write sentences and then he makes us underline label and explain them. Class discussion of the bell ringer. Students need to have out their style guide index cards, if they do not already have them out. Students have been working on this style project for the entire second quarter, so students without index cards (which are kept in the classroom) will lose participation points if they do not have the correct cards/supplies. The teacher will then present notes, using Prezi, concerning some types of punctuation (periods, ellipsis, colons, semicolons, and hyphens). Students, accordingly, will record these notes. If time, students will complete in a “punctuation race” style activity.	01/04 Goal: Students will learn about post-secondary options and ideas from a guest speaker. Bell Ringer: No Bell Ringer: Guest Speaker During the period, students will listen to a guest speaker from DeVry University, paying attention and being respectful as a good audience.	01/05 Goal: Students will present informative book talks concerning their independent reading selection for the second quarter. Bell Ringer: Journal Response: As a little preparation activity, tell me about the book you read for the second quarter independent book project. Comment on any relevant information (character, conflict, events, for fiction; subject, organization, interesting fact/idea, for non-fiction). (5 lines or more) Using a random class-name generator, the teacher will choose students to present their independent book presentations. Classmates will pay attention during these book talks. If necessary, the teacher will provide students with a OneStopEnglish plan to work on with any remaining time in class.	01/06 Goal: Students will present informative book talks concerning their independent reading selection for the second quarter. Bell Ringer: Journal Response: If you have an option, what type of book do you think you’ll choose for the 3rd quarter independent reading assignment? Address whither it would be fiction or non-fiction, as well as being more specific to the type of sub-genres that you enjoy reading. (5 lines or more) Discus bell ringer responses. Collect bell ringer responses for the week (3). Using a random class-name generator, the teacher will choose students (who did not present yesterday, for whatever reason) to present their independent book presentations. Classmates will pay attention during these book talks. If necessary, the teacher will provide students with a OneStopEnglish plan to work on with any remaining time in class.

Week of December 19th (Second Day of Exams is Monday, December 19th; Tuesday, December 20th is for Exam Make-Up Only)


Week of December 12th (First Day of Exams is Friday, December 16)

12/12 Goal: Students will compare the final scenes of two film interpretations of Romeo and Juliet. Bell Ringer: Journal Response: Having finished Romeo and Juliet, what do you think of its ending? You can comment on how well the conflict was resolved, how Shakespeare chose to deal with the family feud, character’s lives being lost, or any other topic you’d like. (5 lines or more) Class discussion of the bell ringer. Teacher instructs students to take a piece of paper and make a 3-column chart, as they did last week as well, for the purpose of comparing the final scene in two cinematic versions of Romeo and Juliet. Students are also told to use the back part as a T-chart, or space for notes while watching the versions of the play. The teacher will begin by showing the 1968 version of Romeo and Juliet. As students watch, they should record notes on their paper, on the opposite side form the 3-column chart, so they can compare what they note to the newer version of the play. The teacher will then show the 1996/modernized version of the play, showing the same scene, starting as close to the same point as possible. After both versions have been viewed, students will use the time given in class to finalize their 3-column comparison chart. If time, as a class, students will share similarities and differences which they noted on their own individual comparison chart. All students will turn in their chart before leaving the class at the end of the period.	12/13 Goal: Students will compile and evaluate evidence and reasoning regarding blame in the deaths of Romeo and Juliet in Shakespeare’s tragedy. Bell Ringer: Journal Response: Which one character do you think is the most responsible for the deaths of Romeo and Juliet? For this bell ringer response, you may only choose one character. After writing down the character you have chosen, explain why you think that character is the most to blame. Make sure to be specific in your reasoning. (5 lines or more) Class discussion of the bell ringer. Teacher groups students into cooperative learning groups, using their responses to guide the grouping, as well as making sure that students are able to stay focused in the groups to which they are assigned. The teacher will then pass out the packet entitled “Romeo and Juliet – Who Was to Blame?” The teacher will explain the assignment to all students, making it clear that they are responsible for writing reasons for each character’s guilt or innocence, as well as generating a visual organization of the degree of blame each character deserves. Once students understand the assignment, they are to work in their groups to start generating reasons for guilt for each character, followed by deciding degree of guilt and organizing their results for a class presentation. That presentation will be tomorrow.	12/14 Goal: Students will finalize their evaluations of degree of guilt for the deaths of Romeo and Juliet, and share their final decisions with their peers. Bell Ringer: Journal Response: What has been the hardest part about the “Who Was to Blame” activity that you started yesterday in class? Share what you think, being sure to back it up with reasons that support your answer. (5 lines or more) Class discussion of the bell ringer. Students return to their groups they were working with yesterday, and the teacher will give a time limit to finish their work. Students will work together to finish their organized blame structure. At random, student groups will be chosen to present their final decision of blame for the deaths of Romeo and Juliet. Students in groups that are not presenting are expected to listen attentively during other presentations. All groups should be sure to have all members of their group contribute verbally during the presentations.	12/15 Goal: Students will participate in a friendly competition regarding character information and events from Romeo and Juliet. Bell Ringer: Journal Response: How do you think your final presentation of blame went for Romeo and Juliet? Were you happy with your group’s final product? Did you disagree with any points that were made, only to be out-voted or having to compromise on a few decisions? Try to be specific in your response about this. (5 lines or more) Class discussion of the bell ringer. Teacher collects the bell ringer responses for the week (4), since this is the final day before semester exams and then the winter break period. The teacher will organize students into equally divided rows for the purpose of playing Romeo and Juliet Jeopardy. In addition to providing the buzzers, students will be reminded of how they should behave and that the items reviewed could serve to help them on some portions of their English 9 first semester exam. The class will then play through the game made for reviewing the Shakespearean tragedy. Before leaving, students are reminded that they are expected to bring a #2 pencil to class on the day of their English 9 exam (either tomorrow or Monday), and to get plenty of rest for the exam days.	12/16 Goal: Students demonstrate understanding and knowledge as it relates to the English language, its genres, composition, and various other elements covered during the first semester of this academic year. Bell Ringer: No Bell Ringer: Day 1 of Semester Exams The teacher will distribute a scantron and answer document to each student. Following teacher instructions, students will fill-out needed information on their multiple-choice document and their answer document. The teacher will then distribute a copy of the first semester exam to each student, reminding all students to read directions and passages carefully and to manage their time wisely. Students will then start to take the exam, and they will have the remaining time during the extended periods to complete the test. After students finish the test, they should sit silently at their desks and use the remaining time to read in their first quarter novel of choice, or work on the assigned project for their novel.

Week of December 5th

12/05 Goal: Students will continue to read Romeo & Juliet for comprehension as well as conflict. Bell Ringer: List Response: How will the following characters react to Juliet the morning of the wedding: Paris, Lord and Lady Capulet, and Friar Lawrence, and the Nurse? Why? You should complete this bell ringer in a bulleted-list form by listing each of the five characters, and then stating their reaction and reason for their reactions after each character. Class discussion of the bell ringer. Teacher passes out the 3-level study guide for Act 4, Scenes 4-5. As a class we will read over each of the statements on the study guide that pertain to scene 4, before reading that scene, and before scene 5 in the same fashion. Teacher has students take out their textbooks and open them to Act 4, Scene 4 (page 1080) Class will read 4.4-5 stopping along the way at times for teacher to start discussion and probe for ideas related to plot and conflict. After finishing the scenes teacher will lead discussion going over the statements on the three level study guide. If time permits, students will respond to the following writing prompt: “While Act 3 provides the “point of no return” in the play, Act 4 is also extremely important. In your opinion, what the most important action that takes place, or decision that is made, in Act 4? Defend your choice. Then, state whether it was a good decision or action and explain your opinion.” (do as Collins 3?) The class will then discuss student responses before they are turned in.	12/06 Goal: students will critically compare two versions of the same scene in different representations of Romeo and Juliet. Bell Ringer: Of the characters from yesterday’s bell ringer (Paris, Lord & Lady Capulet, Friar Lawrence, and the Nurse) which role do you think would be the most difficult to portray for an actor/actress in a movie? Explain why. (5 lines or more) Class discussion of the bell ringer. Students are told to make a Venn diagram, placing “older version” on the left, and “newer version” on the right, while the middle will obviously serve for similarities between the two. The teacher will also remind students that they should to what they did the last time we compared scenes (for the love-at-first-sight scene), as they should take down notes of the first representation on the back of their piece of paper. The teacher will first play the scene of Juliet meeting with Friar Lawrence, through her being discovered dead from the 1968 version of Romeo and Juliet. After doing so, and having students taken notes, the teacher will then show the modernized version of Romeo and Juliet, with the same time frame, as students are to compare the two representations by sharing similarities and differences. Students will then lead the discussion about the two versions, before turning in completed Venn diagrams at the end of the period.	12/07 Goal: Students will continue to read Romeo & Juliet for comprehension and use the reading skill of prediction. Bell Ringer: Journal Response: As we are nearing the end of Romeo and Juliet, what have you enjoyed about the play? What have you disliked? Try to be honest and explain your thoughts as best as possible. (5 lines or more) Class discussion of the bell ringer. Teacher passes out the 3-level study guide for Act 5, Scenes 1-2. Students are to scan each of the statements as a pre-viewing activity. Teacher the passes out the “No Fear Shakespeare” reading packet for Act 5, Scenes 1-3. Students will volunteer for parts to read (parts needed: Romeo, Balthasar, Apothecary, Friar John, Friar Lawrence, Paris, Page). Class will read 5.1-3 (up to line 46) stopping along the way at times for teacher to start discussion and probe for ideas related to plot and conflict. After finishing the scenes teacher will lead discussion going over the statements on the three level study guide. If time permits, students will respond to a question related to the reading today and/or the study guide.	12/08 Goal: Students will finish reading Romeo & Juliet addressing comprehension of the play and beginning to think of who is to blame for the deaths of Romeo and Juliet. Bell Ringer: Journal Response: Romeo and Juliet will die during the portion of the play today. Tell me what you think were the three most important events that have led up to the suicides of Romeo and Juliet. (5 lines or more) Class discussion of the bell ringer. Teacher passes out the 3-level study guide for Act 5, Scene 3. Students are to scan each of the statements as a pre-viewing activity. Teacher has students take out the “No Fear Shakespeare” reading packet for Act 5, Scenes 1-3. Students are to open up to Act 5, Scene 3, Line 45. Students will volunteer for parts to read (parts needed: Romeo, Paris, Friar Lawrence, Balthasar, Juliet, Chief Watchman, 1st/2nd Watchmen, Prince, Lady Capulet, Capulet, Montague, Page). Class will read 5.3 line 45-end of the play. The class will be stopping along the way at times for teacher to start discussion and probe for ideas related to plot and conflict. After finishing the play, the teacher will show students the “Reduced Shakespeare Company” version of Romeo and Juliet, as a fun way of showing students how Shakespeare can be enjoyed.	12/09 Goal: Students will record information regarding punctuation, specifically the use of commas. Teacher has students get out their note cards for their style guide from the cabinet. All students without their guides will be noted and lose participation for the class today, since students have been aware for the entire second quarter of the expectation to have bound index cards. Bell Ringer: Grammar Identification: Write the sentence below (it may help to skip lines doing so). Then locate and label all of the adjectives and prepositions. Try not to use your cards for this, but you may if you need to. o The giant bear was outside the cave, getting ready to eat Juliet, who was chained to a pole nearby. Class discussion of the bell ringer, and identification of all adjectives and prepositions. Students turn in all bell ringers for the week (5). The teacher has students open to their next index card, and tells them that they will be changing the table of contents so that the second part is punctuation and the third section is mechanics. The teacher will then run through the Prezi that has been put together for students to take notes down regarding the first section of punctuation, which deals with commas. After the notes have been finished, the teacher will pass out a selection, and students will participate in a type of game or competition, where they will attempt add all of the correct commas that need to be placed in various paragraphs.

Week of November 28th


Week of November 21st (Thanksgiving Week)

11/21 Goal: Students will continue to read in Romeo & Juliet for comprehension and the use of foreshadowing and conflict. Bell Ringer: Character Adjectives: List each of the three characters below and provide an one-word adjective (descriptive word) for each character. Then provide at least one reason for the adjective you used to describe each character. o Friar Lawrence o The Nurse o Mercutio Class discussion of the bell ringer. Students take out their textbook, opening to Act 3, Scene 1. As they do so, the teacher passes out the three-level study guide for Act 3, Scene 1 in Romeo and Juliet. Students read over each of the ten statements. Students will listen to the scene’s recording on the audiocassette. As the scene is being read, the teacher will pause the class reading at various times to bring attention to various ideas related to plot and characterization. Teacher will also do informal checks on student comprehension at these times. After the scene has been completed the class will read over the statements on the three-level study guide and look at possible thoughts related to each statement (evidence to prove and/or ways to correct statements that are incorrect on the sheet). If time, students will write responses as either Romeo (boys) or Juliet (girls) if they were to hear about Romeo’s banishment.	11/22 Goal: Students will record information regarding various parts of speech, including adjectives, adverbs, prepositions, and conjunctions. Teacher has students get out their note cards for their style guide from the cabinet. All students without their guides will be noted and lose participation for the class today, since students have been aware for 4 weeks of the expectation to have bound index cards. Bell Ringer: Grammar Identification: Write the sentence below (it may help to skip lines doing so), and locate all the verbs by underlining them. Then, try to identify the class to which each verb belongs. Try not to use your cards for this, but you may if you need to. o The balloon was high in the air, going higher and higher as it was soaring through the clouds. Class discussion of the bell ringer, and identification of all verbs and their type. Students turn in all bell ringers for the week (2). The teacher has students open to their next index card, and tells them that they will start on a new part of speech: verbs. The teacher will then run through the Prezi that has been put together for students to take notes down regarding the remaining parts of speech (adjectives, adverbs, prepositions, and conjunctions. After the notes have been finished, the teacher will pass out a selection, and students will participate in a type of game or competition, where they will attempt to locate all of various types of different parts of speech that were worked on during the class note-taking time today.	11/23 No School - Thanksgiving Break	11/24 No School - Thanksgiving Break	11/25 No School - Thanksgiving Break

Week of November 14th

11/14 Goal: Students will read in a Shakespearean tragedy for comprehension as well as conflict and the emerging role of fate. Bell Ringer: Journal Response: Romeo and Juliet have just met in the last scene we read. Where do you think the play will go from here? Explain your thoughts. (5 lines or more) Class discussion of bell ringer. Teacher has students take out textbooks and open to the prologue of act 2. While students are doing so, the teacher will pass out the 3-level study guide for act 2, scenes 1 and 2. The teacher will lead the class through the statements on the study guide, so all students know what they are looking for. As a class, we will listen to act 2, scenes 1 and 2. During the tape playing aloud, the teacher will occasionally pause and make sure student comprehension is reached through discussion and clarification. If time, students will provide an exit slip that addresses the topics of how the conflict is growing and how fate is being shown in the scenes just read.	11/15 Goal: Students will continue to read in Romeo and Juliet as they look at the role of minor characters within the play and compose a written response regarding bigger issues in relation to their own lives. Bell Ringer: Journal Response: During the scene in the play today, Romeo will meet with Friar Lawrence to discuss he love for Juliet. How might the Friar respond to Romeo’s feelings? You might comment on Romeo’s ideas of love, the family feud between the Montagues and the Capulets, as well as any other topics related to the situation. (5 lines or more) Teacher passes out the Three-Level study guide for Romeo and Juliet act 2, scenes 3 & 4. Students are to read over each of the ten statements in order to know what to look for during today’s reading. As a class we will listen to and read through the scenes. As the class does so, the teacher will pause at various times to question students and check on student comprehension. After the scene is read, the class will go over the first eight statements on the study guide. Then, students are to take out a piece of paper. Teacher lets students know that they are to choose one of the two “Level 3” statements and write a paragraph response regarding why the agreed or disagreed with the statement. Students are to finish this assignment and turn it into the bin before leaving class.	11/16 Goal: Students will continue to read in Romeo & Juliet for comprehension and students will use prediction as a reading skill. Bell Ringer: Journal Response: How do you imagine Romeo and Juliet’s wedding will be like? Compare what you think their wedding might look like in relation to what you think a wedding should be or how you would like your own wedding to be some day. (5 lines or more) Class discussion of the bell ringer. Teacher passes out the three-level study guide for act 2, scenes 5 and 6 in Romeo and Juliet. Students read over each of the seven statements. The class will listen to act 2, scenes 5 and 6. As the scene is being read, the teacher will pause the class reading at various times to bring attention to various ideas related to plot and characterization. Teacher will also do informal checks on student comprehension at these times. After the scene is read, students will be partnered up by the teacher and asked to come up with answers to the following questions: 1.) Why is it important to remember that Romeo has been challenged to a dual by Tybalt? 2.) What do you think that Romeo will do about Tybalt’s challenge? and 3.) How might Juliet react to Romeo’s decision (that you have predicted) and/or how will Juliet react to finding out Tybalt has challenged Romeo? After all groups have had time to discuss and write their responses, we will have a class discussion regarding student answers.	11/17 Goal: Students will compose a written response, as the main character of a play, expressing emotions and using elements from the text as well as logical predictions. Bell Ringer: Journal Response Imaging being Romeo or Juliet. Pick one of those two main characters, and then write about how you think that character is feeling, or what he or she is thinking after the events in the last few scenes. (5 lines or more) Discussion of bell ringer responses. The teacher will distribute the Romeo and Juliet Love Letter assignment, which students will look over as the teacher explains expectations and requirements. Students will then work individually, composing their letter as either Romeo or Juliet. Letters should use realistic language and plot elements from what we have read thus far, as well as predictions through the use of a recommended course of action that students will lay out in their letter. After finishing their work, students will turn in their written response, and then silently read in their independent novels of choice for the second quarter.	11/18 Goal: Students will record information regarding verbs, such as different types, voice, and tense, and the idea of verbals. Teacher has students get out their note cards for their style guide from the cabinet. All students without their guides will be noted and lose participation for the class today, since students have been aware for 3 weeks of the expectation to have bound index cards. Bell Ringer: Grammar Identification: Write the sentence below (it may help to skip lines doing so), and locate all the nouns and pronouns by underlining them. Then, try to identify their type. Try not to use your cards for this, but you may if you need to. o Jeremy and Robert were great students, and they gave themselves the best gift imaginable: the gift of an education. Class discussion of the bell ringer, and identification of all nouns/pronouns and their type. Students turn in all bell ringers for the week (5). The teacher has students open to their next index card, and tells them that they will start on a new part of speech: verbs. The teacher will then run through the Prezi that has been put together for students to take notes down regarding verbs. After the notes have been finished, the teacher will pass out a selection, and students will participate in a type of game or competition, where they will attempt to locate all of various types of verbs, or all the verbs in general, in a specific part of the text.

Week of November 7th


Week of October 31st

10/31 Goal: Students will understand the purpose and message provided within the Prologue of Romeo and Juliet. Bell Ringer: List Response: What do you know about Romeo and Juliet. In a bulleted list, tell me everything that you know for sure, that you think you know, and even what you might have heard from other people. Class discussion of bell ringer responses. Teacher will distribute a copy of the prologue to each student. After doing so, the teacher will explain the purposes of the prologue (calm down audience, set the stage, put people in the right frame of mind to enjoy the show), as well as he fact that it’s read by just one person alone on stage. The teacher will then have students get into pairs, or form pairs for students in classes that require doing so. Once in pairs, the teacher will instruct students to use two different colors – one for each partner. In their partners, they are to read the prologue quietly and underline all words (on just one of their sheets) that are related to hate using one color, and all words related to love using another color. After doing so, students are to use the space on the back of their sheet of paper that has been marked to explain which are there more of (love words or hate words), and why they think that is the case. The class will then come back together again, and we will underline words of love and hate on a class copy (using the document camera), followed by a discussion of which there are more of, and what they make of the emphasis on violence. Exit Slip: After reading the prologue, how has your view of Romeo and Juliet changed? Explain what has changed, and tell me what you expect from the first 20% of the play (Act 1).	11/01 Goal: Students will be introduced to book project requirements for the 2nd quarter, and students will choose books for their assignment from the school library. Bell Ringer: No Bell Ringer – Meeting in Library Students will meet in the library at the beginning of the period and sit at tables. After taking attendance, the teacher will pass out a copy of the “2nd Quarter Book Project” sheet to each student. The teacher will run through the requirements and expectations of the project, making sure to address any questions students might have. Mrs. McCarthy will then take over by providing a quick rundown of non-fiction, since such books are an option for the project this quarter. Once Mrs. McCarthy has presented, students will be provided with time in the library to choose a book and start reading. Students who are not using the time wisely will have participation points deducted from their weekly class participation grade, a fact that the teacher be sure to remind students of. Teacher will also remind students to bring their independent reading books with them each day to class, and to use the time during bonus period to read as well.	11/02 (Mr. Inabnitt visiting classes to discuss Explore results) Goal: Students will understand the results of a recent standardized test, and students will read independently for comprehension and higher-level understanding. Bell Ringer: Journal Response: What would you like to do when you graduate from Goshen High School? If you’re thinking about college, where would you like to go and what would you like to study? If you are interested in working, in what field would you like to work? If you’re interested in the military, in what branch would you like to serve? Explain your answer for whatever situation applies to you. (5 lines or more) Class discussion of bell ringers leads into Mr. Inabnitt’s presentation regarding student scores on the Explore test. Students will then have the remainder of the period to silently read in their independent reading book of choice, chosen from the library yesterday during class.	11/03 Goal: Students will read the beginning of Romeo & Juliet for comprehension as well as bigger issues related to characterization and conflict. Bell Ringer: Journal Response: How do you think people the late 1500s and the early 1600 treated one another? You can comment on issues between the upper class and the lower class. You can comment on how members of each gender treated one another. You can also comment on any other ideas or treatments of one another you can think of. Try to be specific, if possible. (5 lines or more) The teacher will have students open their textbooks to the beginning of the play Romeo & Juliet. As students are opening their books to the play, the teacher will distribute a copy of the Act1, Scene 1 three-level study guide to all students. The teacher will explain the process for the three-level study guide, which students will be using throughout the reading of the play, and students will take a look at the statements. The teacher will then let students know that they will be listening to the play today, and that students are to follow along. As the play moves along, the teacher will pause at times for clarification and student questions. Before leaving for the day, the class will review the three level study guide for Act 1, Scene 1 of the play, including whether students agree with various statements on the guide.	11/04 Goal: Students will read within Romeo and Juliet for comprehension as well as bigger issues related to gender and class issues during the setting of the play. Bell Ringer: Journal Response: What did you think about the beginning of Romeo & Juliet that we read yesterday in class? Feel free to share anything you were surprised about, that you liked or disliked, or anything that sticks out in your mind. (5 lines or more) Class discussion of bell ringer responses. Students will turn in their bell ringer responses for the week (4). The teacher will have students open their textbooks to act 1, scene 2 of Romeo and Juliet. While doing so, the teacher will pass out the 3-level study guide for that scene. The teacher will read through the statements with the students. Once the statements have been read, the class will listen to the audio recording of act 1, scene 2, pausing at times for student understanding to be monitored. After reading the scene, students will fill out their "checks" for the study guide, which the class will go over. After doing so, the students will then listen to act 1, scene 3, and the class will discuss gender issues related to the setting of the play.

Week of October 24th (Fall OGT Week - Modified Schedule - Classes 25 Minutes)

10/24 Goal: Students will set up the format for information regarding a style project that will be done as a class, and begin to take notes regarding parts of speech. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Teacher will distribute index cards that students were responsible for providing last week for the style project. Any students without cards will be given sheets of paper the appropriate size to later cut and tape/paste into their spiral-bound note cards once they bring in the necessary materials. The teacher will run through setting up the beginning of the project, including the first two cards (name/project name & table of contents). Teacher will then have students start the parts of speech section with a title card, and notes regarding the definition of a noun and the types of nouns. 5th period – practice with identifying types of nouns in a short reading.	10/25 Goal: Students will continue to take down notes regarding nouns as a part of speech. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to retrieve their style guide that was started yesterday in class. The teacher will then have a student (or students) briefly refresh the class about types of nouns, before moving on to cases of nouns, and taking down notes regarding those cases. 5th period – practice identifying cases of nouns in a short reading.	10/26 Goal: Students will record notes regarding pronouns as a part of speech, as well as they types of pronouns. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to retrieve their style guide that they have been working on during the week. The teacher will have a student (or students) briefly refresh the class about the cases of nouns, before moving on to the definition and types of pronouns, which they will take down notes regarding. 5th period – practice identifying types of pronouns.	10/27 Goal: Students will take down notes regarding the classes of pronouns. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to retrieve their style guide that has been the focus of the work this week. After having a student refresh the class about the types of pronouns, the teacher will project notes for students to record regarding the classes of pronouns. 5th period – practice identifying classes of pronouns.	10/28 Goal: Students will practice using information regarding nouns and pronouns. Bell Ringer: No Bell Ringer – OGT Week – Modified Schedule Students are to retrieve their style guides that have been worked on throughout the week. In a bit of a game, the teacher will group students and they are to work together to try to make a brief short story that uses all the different types and cases of nouns, as well as types and classes of pronouns. On the story, students are to correctly identify at least one example of each type, case, type, and class. If time in other classes, and definitely for 5th period, student teams will share responses.

Week of October 17th


Week of October 10th

10/10 Goal: Students will read in an epic poem, using guided notes to help enhance comprehension. Bell Ringer: Journal Response: Imagine being reunited with a family member after nearly twenty years apart. List at least three feelings that you might have, and explain why you think those feelings might occur in such a situation. (5 lines or more) Class discussion of the bell ringer. Teacher has students open their textbooks to page 944. Teacher sets the scene, including explain that it has been nearly 20 years since Odysseus left Ithaca, that there are more than 100 suitors that want to marry Odysseus’ wife Penelope, and that Odysseus has be reunited with his son, Telemachus, though Penelope still does not know of his arrival home. Teacher will then pass out to all students the sheet of guided notes for section 21. As a class, we will read starting on page 944, and going through to the end of book, on page 954. While doing so, students will fill in guided notes with the assistance of a PowerPoint presentation.	10/11 Goal: Students will compare a film version of The Odyssey to its original literary text and analyze specific scenes of the film. Bell Ringer: Journal Response: Do you think The Odyssey will make a good film? Explain why or why not. (5 lines or more) Class discussion of the bell ringer. The teacher will pass out a sheet entitled “The Odyssey: A Film Comparison” to each student. The teacher will then run through the requirements for the activity, including expectations to compare the literary text and the film, as well as focus on specific scenes in the film and analyze them. After explaining the work students are expected to do, the teacher will begin showing the film version of The Odyssey. During the movie, students are expected to be paying attention and engaged in note-taking and working on the film comparison work that was passed out at the beginning of the period.	10/12 ***Early Release Day - Modified Schedule*** Goal: Students will compare a film version of The Odyssey to its original literary text and analyze specific scenes of the film. Bell Ringer: No Bell Ringer – Early Release Day – Modified Schedule Students are instructed to take out their comparison chart and scene analyzing sheet that they began yesterday during class. The teacher will then review the expectations for the comparison piece as well as the scene analyzing requirement they are to meet while watching The Odyssey as a film. After doing so, the teacher will begin the film starting from where the class left off yesterday at the end of the period.	10/13 Goal: Students will compare a film version of The Odyssey to its original literary text and analyze specific scenes of the film. Bell Ringer: Journal Response: From what you have seen in class, what do you think about the film version of The Odyssey? You can comment on the film overall, or you can address specific aspects of the film such as a particular scene or the representation of a specific character. Also, feel free to use your comparison and analysis sheet you have been working on to help with this prompt. (5 lines or more) Class discussion of bell ringer responses. Students are to take out their comparison and analysis sheet regarding the film version of The Odyssey, if they haven’t already done so. Once again, the teacher will go over the sheet and its requirements to make sure students are completing the sheet/activity correctly. After doing so, the teacher will continue the film from where the class left off yesterday. As the movie is running, students are expected to pay close attention in order to make higher-level comparisons and in-depth analysis of scenes.	10/14 ***English 9 1st Quarter Book Project (Book Talk & Poster) Due & Ready to Present!!!*** Goal: Students will complete their comparison of a film version of The Odyssey to its original literary text and analyze specific scenes of the film. Bell Ringer: Journal Response: What has been the most noticeable difference between the film version of The Odyssey and the text version? It could be a complete change, or it could be something that is represented differently than you thought it would be. (5 lines or more) Discussion of bell ringer responses. Students pass forward bell ringers to be collected for the week (4). Students take out their comparison and analysis sheet that they have been working on during the viewing of the film The Odyssey. Students will finish that sheet today during class. The teacher will start the film from the point where the class left of yesterday. The film will be finished today in class, but students are expected to continue to make comparison notes and analysis notes on their sheet. After the film has ended, the teacher provide students with the Collins Type 3 response sheet entitled “The Odyssey: A Film Comparison,” and the teacher will go over the prompt and the expectations for their response. Students will work on the Type 3 response, utilizing their comparison notes and scene analysis notes to do so. Students will turn in their completed written response, along with their work from during the film, at the end of the period.

Week of October 3rd

10/03 Goal: Students will gain an understanding of the epic poem for and begin reading in an epic poem for comprehension Bell Ringer: Journal Response: What would make something a tragedy? Can you think of any examples of things that are tragic that you might be able to share in your bell ringer? Examples might come from (5 lines or more) Class discussion of the bell ringer. Teacher has students open their textbooks to page 890. The teacher will give a brief information run-down of what it means for somebody to be considered an epic hero as well as what qualities an epic poem usually has. Teacher will then pass out to all students the Event Map for book 9 in The Odyssey. Students will flip to page 897, and teacher will begin to read aloud starting with the blue text above line 28. As class reads, we will note items to put into the event map as a class. Class will read through to line 243 (page 904) by the end of class.	10/04 Goal: Students will continue to read in The Odyssey, demonstrating comprehension through the use of an event map as they read. Bell Ringer: Journal Response: What do you think about the plan Odysseus has created to defeat the Cyclopes? Will it work perfectly? If not, what might be some of the problems that Odysseus runs into with his plan? Explain your answer. (5 lines or more) Class discussion of the bell ringer. Teacher has students open to page 904. Students are also told to take out their event maps from yesterday that we worked on as a class. Aloud, as a class, we will read lines 244 to the end of book 9 (page 913). As we read as a large group, students are responsible for noting the events that we discuss as a group. Time permitting, students will write a response to the following: “What other obstacles do you think that Odysseus and his men will face as their journey continues? Try to be specific.” Students will turn in their written response as an exit slip before leaving class at the end of the period.	10/05 Goal: Students will continue to read The Odyssey, using guided notes to help with comprehension. Bell Ringer: Journal Response: What do you think about The Odyssey so far? You can write about the plot, characters, conflict, or anything else related to the text. You can also comment on the age of the text and how that may or may not be affecting your enjoyment of the story thus far. (5 lines or more) Class discussion of the bell ringer. Teacher passes out the guided notes for book ten of The Odyssey and students are told to open to page 916. Students are told to individually read the blue text on page 916, and students are encouraged to fill out the blanks on the guided notes above the dotted line (the first five bullet points). We will go over the correct words/phrases to fill in the blanks as a class. Teacher will then begin to read in book ten of The Odyssey as students follow along, looking for correct answers to finish their guided note sheets. As a class, we will read through to line 113 (page 922). If time permits, students will write a response to the following prompt: “What do you find odd about Circe? What might be going on? This is a response based upon effort and suggesting an idea that is supported with your thoughts, not an answer based upon a correct prediction.	10/06 Goal: Students will continue to read in The Odyssey as they look at Odysseus’ character and its development. Bell Ringer: Character Traits: List three character traits about Odysseus that you have noticed in the story thus far. Next to each trait, provide an example of when Odysseus demonstrated that trait. Class discussion of the bell ringer. Students are told to open their textbook to page 922 and they are told to take out the guided notes for book ten in The Odyssey. Teacher leads a quick discussion about the events from yesterdays reading as students are encouraged to use their notes to help with their summaries. As a class, we will read lines 114 to the end (line 213) in book ten, being sure to fill in the blanks provided on the guided notes as we do so. After finishing book 10, students are to turn to page 926 and look at Extended Interpretations number 6, dealing with the role of human decisions vs. the role of geography, the gods, and things they don’t control. Students will provide a written response to that prompt before leaving at the end of the period.	10/07 Goal: Students will continue to read in The Odyssey, identifying conflicts in the story in the form of “dangers” within book twelve. Bell Ringer: Imagine the most terrible monster that Odysseus and his men could possibly encounter on their journey. Describe how the monster looks, its size, and what it does to people. Be specific. (5 lines or more). Class discussion of the bell ringer prompt. Students turn in bell ringer responses for the week. Teacher introduces that book twelve in The Odyssey presents Odysseus and his men with four different dangers. Teacher does so as he passes out the worksheet that has charts for each of these dangers to be examined. Students are then told to open their books to page 928, where book twelve is found. As a class, we will read all of book 12, filling out each area of the danger chart by using the PowerPoint presentation to do so. Students will turn in their completed danger chart before leaving at the end of the period.

Week of September 26th


Week of September 19th

09/19 Goal: Students will continue the writing process as they complete the peer responses and revision sheet for a fellow classmate, looking for issues of organization, tone, and description. Bell Ringer: Journal Response: Today you will have a peer read and revise your narrative draft. One what two areas would you like your classmate to focus their attention the most? In other words, what two areas do you think could most benefit from peer revision? Why? (5 lines or more) Class discussion of bell ringer will serve as a transition into the teacher explaining the peer response process (which involves students reading their classmate’s paper aloud) and sheet. Teacher will do a verbal check for completion of the students’ rough draft for a grade. The teacher will pass out copies of the “Peer Responses Guide” to each student, and students will pair up to complete the process & sheet. After completing, students may silently read for the remainder of the period.	09/20 Goal: Students will observe a book talk in order to better understand the format and requirements for their first quarter book project, and students will silently read, focusing on character, setting, conflict, and theme. Bell Ringer: Journal Response: What was the greatest benefit from the peer response session from yesterday? How did your story improve? Are there any areas that you think still need to be addressed? Explain your thoughts. (5 lines or more) Discuss bell ringer responses. Teacher reminds students that their novel project is to prepare a 5-7 minute book talk (with a poster) for their independent novel. The teacher also lets students know that he is going to provide an example of such a presentation. During the presentation, students are to write down notes about what was covered. Teacher presents a book talk on The Maze Runner, as students pay attention and take down notes. After presenting, the students and the teacher go over the requirements and notes comparison to help students understand the requirements thoroughly. Teacher then instructs students to use the remainder of the time in class to silently read in their independent first quarter novel, using the back of the project sheet to record characters, setting, and other literary elements.	09/21 EXPLORE Test Periods 1-4 - plans only for periods 5 & 6 Goal: Students will improve their ability to create similes and metaphors for the purpose of enhancing sensory description. Bell Ringer: No Bell Ringer: EXPLORE Testing Periods 1-4 The teacher will discuss with students the same purpose, yet the differences between similes and metaphors. The teacher will also discuss the process for creating similes and metaphors. After writing a few ideas on the board, the teacher will ask students to volunteer ideas of different similes and metaphors that can help better describe the examples given. Once it seems that students are developing an understanding of the process and ideas involved in generating similes and metaphors, the teacher will provide each student with a copy of the worksheet entitled “Creating Metaphors & Similes.” The teacher will go over the directions for what students are to do for the assignment, and students will get to work on creating both similes and metaphors for the examples provided. As a class, we will go over possible similes and metaphors, using student suggestions as strong examples, as well as making volunteered weaker examples into strong figurative language. Students will turn in their completed chart of similes and metaphors before leaving the classroom at the end of the period.	09/22 Students will meet in the computer lab (4th period Tuesday will meet in the library’s lab) at the beginning of the period. Goal: Students will type up their revised draft of their real personal narrative, considering suggestions and ideas which were generated during the peer response session. Bell Ringer: Journal Response: Bell Ringer: Considering the difference between the two, which comes easier for you: editing or revising? Why? Try to provide examples of either editing or revising that you might have done with your first draft of your own narrative. (5 lines or more) Discussion of bell ringer as a class. The teacher instructs students to take out their revised and edited draft of their personal narrative, and to log into the computers in the computer lab. Students will then be told to open Microsoft Word and type their name and period. After doing so, students should title their story, and then begin to type up their story, being sure to align their story to the left margin and to use indentation for each new paragraph. As students are working, the teacher will circulate around the lab and monitor progress and provide help when necessary.	09/23 Goal: Students will create visual reminders and representations of literary terms. Bell Ringer: List Response: List as many literary terms as you can during the few minutes you usually have to respond to the bell ringer prompt. If you run out of terms, attempt to define the ones you can remember. Try to use the entire amount of time given. Class discussion of bell ringer responses and generate a list on the board (this will be used a bit later). Students turn in their bell ringer responses for the week (four of them, due to the EXPLORE Test on Wednesday) by passing them forward to the front of their respective rows. The teacher will add onto the list on the board with additional literary terms that were not suggested. Students will be provided with an explanation of the literary terms poster activity that the class will be assigned for today’s period. The teacher will demonstrate how to divide a blank piece of white paper into three areas, including an area for the term itself, and area for a picture to represent the literary term, and an area for the definition and an example of the literary term. From the terms provided on the board, the teacher will assign each student to a different literary term, and then provide each student with a blank white piece of paper, and instruct students to make a poster of their assigned term, being sure their poster is colorful, neat, attractive, well laid out, and the information/symbol on the poster are all correct. Posters will be collected before students leave class at the end of the period (and used for the following Monday’s activity before posting them on the wall and giving a quiz during the week).

Week of September 12th

09/12 Goal: Students will read independently in their novel selection, and students will begin putting together a draft of their personal narrative using completed prewriting. Bell Ringer: Journal Response: What do you think will be the most difficult part of writing your own personal narrative? Some possibilities include using a consistent tone, including realistic dialogue, organizing the story, as well as other ideas as well. After you write what you think will be the most difficult part, explain why you think you still struggle in that area. (5 lines or more) Students are told to take out their independent reading novels for their first quarter book project. The teacher will provide students with 15-20 solid minutes of silent reading time. All students are expected to use this time for independent reading, and students who are not using the time to its fullest extent will lose class participation points, and could receive other corrective measurements After the designated amount of time, students will be told to pack away their novels and students will volunteer to share their bell ringer responses in a class discussion The teacher returns prewriting sheets to students from last Friday when they were turned in to be checked. Students are to take out a piece of notebook paper and head the paper with their name and period. Students are told to remember to begin their story with some type of “hook” that will catch the reader’s attention. They should also skip lines while writing their draft so that there will be room for additions, corrections, or modifications once the first draft is done. If students would like some additional help starting off, they may also want to open their textbook to page 134 and see the instructions for “drafting” at the bottom of the page. Students should use their prewriting sheet to begin writing a draft of their story. As students are working, the teacher will go around the room and check on student progress being made, as well as help any students who might be struggling or in need of a jump-start to “get the ball rolling.” Before the end of class, students are told that they do not have to work on their narrative outside of class at this point. In fact, it would be preferable that students did their work while in class for pacing and assistance reasons.	09/13 Goal: Students will continue to work on the first draft of their personal narratives. Bell Ringer: Journal Response: How is your personal narrative draft coming so far? You can comment on the progress you’ve made, how you chose to begin your story, or where your story is going from this point on. Be as specific as possible. (5 lines or more) Discuss bell ringer responses. Students are told to take out their prewriting and the start to their draft of their personal narrative that was started yesterday in class. The teacher will provide the rubric for the personal narrative that will help assist students by knowing the guidelines and expectations for the assignment. As a class, the teacher will go over the rubric, pointing out that the different parts of it correspond with the prewriting sheet that they have already completed. Students will then be given the remainder of the time in class to work on writing their personal narrative. As was done yesterday, the teacher will go around the room as students are working to check on progress and address areas of need in various students’ writing. Throughout the bell, students will be reminded to ask for help if they need to do so, and that they should refer to the prewriting sheet as well as the rubric for the assignment to make sure that all things are addressed in their story.	09/14 Goal: Students will work on continuing their personal narrative draft, addressing topics such as tone, organization, and descriptive details. Bell Ringer: No Bell Ringer: Early Release Day – Modified Schedule Teacher instructs students to take out their prewriting, the personal narrative rubric, and their own work on their individual narrative thus far. After the teacher points out that students should be sure to address aspects such as tone, organization, and descriptive details, students will be provided with the remainder of the class period (shortened due to the modified schedule) to work on their personal narrative draft. 5th period only, due to having a longer bell, will be provided with time after lunch to silently read in their independent novels of choice.	09/15 Goal: Students will finalize the draft of their personal narrative and begin to take a critical look at their own writing. Bell Ringer: Journal Response: On a scale of 1 to 10, rate how well you think your personal narrative will turn out to be. After giving the rating, explain why you think your narrative deserves that number by comparing your story to the personal narrative rubric that will be used to grade the assignment. Remember: be specific! (5 lines or more) Discussion of bell ringer as a class. Students will pass forward their bell ringers for collection since there is not a bell ringer for tomorrow, due to being in the computer lab for the Scholastic Reading Inventory. The teacher instructs students to take out their prewriting, rubric, and personal narrative draft. Before any students begin to work, the teacher will go through the process of self-assessment by showing students the rubric and going through a student sample that needs improvement (from the resources book). The teacher will explain about going through the rubric’s list and being honest about what areas are well done, and what areas need improvement, or have been completely ignored. Students are then provided with the remainder of the time to finish the draft of their narrative, which should be followed up by students taking a critical look at their own writing through the rubric self-assessment. If time remains in the period, students are to use the remainder of the period to silently read in their independent novel selection for the first quarter.	09/16 Goal: Students will complete a reading inventory for the purpose of assessing student reading levels and suggesting titles that might be of interest in the future. Bell Ringer: No Bell Ringer: Scholastic Reading Inventory (SRI) in Computer Lab Students will meet in the classroom, like normal, for the beginning of the period. Once attendance has been taken, the teacher will run through expectations with students for the SRI assessment, and then students will take their materials (including their independent reading novel) to the computer lab. In the lab students will follow directions concerning logging into the SRI system, and they will then complete the reading inventory, printing out their results at the end of the assessment for the teacher. With the time remaining, students should silently read in their independent first quarter novel of choice.

Week of September 5th


Week of August 29th

08/29 Goal: Students will read a piece of narrative nonfiction and answer various levels of questions to assist with active reading. Bell Ringer: Journal Response: Have you ever experienced a situation that called for courage? If so, tell me about the situation that called for action and how you think you displayed courage. If you have not been in such a situation, tell me about a time that you have heard about or that you would imagine that courage would be needed. (5 lines or more) Discussion of bell ringer. Teacher has students open their textbooks to pages 112 and 113 where they will find background and the story entitled “The Perfect Storm.” Once students are there, teacher will draw students’ attention to the “Build Background” portion, which he will read aloud for all students to have the information it provides. After students seem to understand the background, the teacher will pass out “_The Perfect Storm’: During Reading Questions,” explaining that students are responsible for answering the provided questions during the reading of the story, though there will be times of pause for students to work on doing so. The teacher will then begin to read aloud from the story, as students will follow along in their own textbook. As noted above, the teacher will pause at different times when a question calls for such action, in order to provide students with time to respond to the questions on the handout. Whether the story is finished or not, the teacher will collect the questions from students. If the story is not finished, the class will finish it tomorrow and the teacher will redistribute the question sheets at that time.	08/30 Goal: Students will identity literary elements of a narrative nonfiction piece, including characters, action, conflict, and setting. Bell Ringer: List Response: Think about the story we read yesterday, “The Perfect Storm.” Using your book if you’d like to skim through the pages of the story (113-121), list five important events that occurred in the story, making sure to use character names and keep the events in order. As a class we will go over the bell ringer. If necessary, due to not finishing the story yesterday, the teacher will pass out student copies of “_The Perfect Storm’: During Reading Questions,” and the teacher will finish the story up as students are provided with time to find answers to questions. If this is the case, the teacher will collect students’ completed work. Teacher explains that the literary terms discussed last week are called literary terms because they are primarily used in literature, or fiction, only. However, as seen in the case of Friday’s poem, and yesterday’s narrative nonfiction text, the terms are used in other types of writing as well. Teacher passes out worksheet entitled “_The Perfect Storm’: Elements of Storytelling” to each student, and explains that students will be working either alone or in partners to locate elements of storytelling, and record those elements on the handout. Teacher allows students to choose their partners, if they wish to work with another student, and has students get to work on reading the story and identifying the elements requested on the sheet. As students are working, the teacher will go around and assist students, either alone or in partners, with any areas they may be struggling with. Once students are done, they are to turn their completed sheets (each person must turn their own sheet in) to the teacher before the end of class. Students may, to help their grade, answer questions 1-6 on page 122 if they finish the assignment with enough time before the end of the period.	08/31 Goal: Students will be exposed to a short mystery play and will use the skill of inferring. Bell Ringer: Journal Response: Have you ever been to see a play? If so, what play did you see and where did you go to see the play? Did you enjoy the experience? Explain your answer. If you have not had the opportunity to see a play, tell me what you know about the difference between plays and stories. You can also ask any questions you might have about plays. (5 lines or more) Discussion of bell ringer as a class in order to introduce plays as a form of literature. Teacher passes out the Active Reading SkillBuilder for the short play “Trifles,” which works on making inferences. Teacher explains the sheet. Students then open up their text books to page 770 and teacher begins to build background knowledge for the play. The class will listen to the play on audio tape, working on the SkillBuilder sheet as the play is going on. The teacher will provide times during the play where he will pause it in order to discuss issues related to making inferences. Students will turn in the SkillBuilder sheet before leaving class at the end of the period.	09/01 Goal: Students will experience reading a mystery short story. Bell Ringer: Do you think that there is such a thing as true justice in the United States? In other words, do punishments fit the crimes, and do the authorities do a good job of stopping, or at least limiting, crime? Explain your answer. (5 lines or more) Discussion of bell ringer as a class. Teacher introduces the short story “Full Circle” by Sue Grafton and then introduces the key vocabulary for the short story. Teacher passes out the Predicting skill building worksheet for “Full Circle,” and explains what students are responsible for doing as the class reads the story. As a class, we will begin reading the story, pausing for moments when the skill builder brings up part of the story as well as other interesting times. Students should hold onto their SkillBuilder sheet for tomorrow.	09/02 Goal: Students will continue to read a mystery short story and use predicting as an active reading strategy. Bell Ringer: Journal Response: What do you think about the story “Full Circle” so far? As we’ve been working on predicting, you can make predictions of what will happen, but you can also comment on literary aspects such as suspense, characterization, and conflict. (5 lines or more) Students pass forward their bell ringer responses for the entire week. Teacher reviews what has occurred thus far in the plot and students take out their predicting worksheet. As a class, we will finish reading the short story “Full Circle” by Sue Grafton. As we do so, stop for moments that relate to the predicting worksheet as well as other interesting literary moments. Students will finish their sheets and turn them in at the end of class.

Week August 22nd

08/22 Goal: Students will be introduced to literary terms and they will generate some examples of those terms. Bell Ringer: Journal Response: What is your favorite movie? Tell me about that movie, and be sure to include what the movie is about. Be as specific as possible. (5 lines or more) Discussion on bell ringer. Teacher introduces literary terms (plot, character, setting, conflict, and theme). As each are introduced, students propose definitions for each of the literary terms and teacher resolves their definitions so that they are correct. Also after each of the five definitions, students are to write what the plot, character, setting, conflict, and theme are for their favorite movie. If students would feel more comfortable doing so about a book they have read, they may do that as well. If there is additional time, before the exit slip, the class will discuss each of the literary terms in relation to the summer reading novella The Old Man and the Sea. After being done, students should put away all their notes for a short exit slip. Exit slip: define plot and setting.	08/23 Goal: Students will examine the plot as well as cause and effect relationships in a short story. Bell Ringer: Journal Response: Status is defined as the standing a person has in a group to which he or she belongs. A person, for example, might be of low status in the United States due to their income or occupation, but they could be of high status within their circle of friends. What are some benefits of the use of status? What are some harmful effects that could come with the use of status? (5 lines or more) As a class we will go over the bell ringer. Review with students the key terms from yesterday including plot, setting, character, conflict, and theme. Teacher tells students that they will be reading “The Necklace.” Teacher passes out to each student a chart to track the cause and effect relationships throughout the story. As the class reads the selection, students should fill in parts of the chart. Read “The Necklace” as a class (pages 27-34), following the notes on the side of the teacher edition. Students should turn in their cause and effect chart at the end of the period.	08/24 Goal: Students will outline a plot diagram for a short story. Bell Ringer: Journal Response: After reading the story yesterday, do you think that the pursuit of wealth and/or status is a worthy aim? Why or why not? Provide examples to defend your opinion. (5 lines or more) Discussion of bell ringer as a class. Teacher reviews the short story, “The Necklace” from yesterday’s class. Students are encouraged to answer teacher questions as the story is reviewed. Teacher projects a graphic organizer (page 35 in textbook) and students are to copy down the organizer onto a blank piece of notebook paper. In teacher-determined groups, students are to complete the chart. After finishing, groups share their responses and the class will generate a “master” copy that all can agree about for the short story. Class review of literary terms from Monday.	08/25 Goal: Students will review literary terms for fiction through reading a short story. Bell Ringer: Journal Response: What causes people to be enemies? Are there any specific examples that you can think of? Explain your thoughts. (5 lines or more) Discussion of bell ringer response. Students open their textbooks to page 162, “The Sniper.” Teacher gives background information on the Irish civil war and the result of the war. Students individually read the story “The Sniper” (pages 162-166). As they read, students are to identify the conflict, characters, setting, events during the plot, and possible theme of the story. They should do so on a piece of notebook paper. Also, students need to answer questions 1-4 on page 167. Student work should be turned in at the end of the period.	08/26 Goal: Students will read and interact with a narrative poem and its literary aspects, as discussed throughout the week. Bell Ringer: List Response: Write the following terms on your bell ringer response sheet and define each of the terms: o Plot o Setting o Conflict o Character o Theme Class discussion about the definitions for the bell ringer. Students pass forward their weekly bell ringer responses. Teacher has students open their textbooks to “The Wreck of the Hesperus” (page 125). As students are opening their books, the teacher passes out copies of the worksheet entitled “_The Wreck of the Hesperus’: Character, Conflict, & Setting.” After doing so, the teacher briefly explains that the students will be focusing on the three areas labeled at the top of the worksheet, and explained in the directions on the sheet. The teacher will then begin reading aloud at the beginning of the poem. After every few stanzas, the teacher will pause and try to pull out ideas and concepts from students related to the literary areas that are being focused on. As the teacher does so, students can record ideas on their worksheet. Once the class has read aloud through line 56 (the maiden is praying to be saved and the water to be calmed), the teacher will instruct students to read through to the end on their own (another 31 lines or so). As they do so, the teacher will explain that they are to continue to look at the conflict, and how it is resolved, as well as thinking about a possible theme for the poem. After everyone is done, the teacher will lead a class discussion regarding the resolution as well as the theme. Students will turn in their finished worksheet before leaving class at the end of the period.