E11 – 7/21/14 Roll Call – IC – Homework – Word Squares for Into the Wild Vocab. #1

a. Word – Definition – Synonym – Image b. Due Thursday, 7/24/14

1. Handout Summer Reading Assignment 2. Handout Vocabulary Lists Nos. 1- 3

a. Homework: Word Squares 3. Display Into the Wild Reading Schedule and Due Dates – Handout print version 4. Check-out Into the Wild 5. Handout Syllabus and Review with partners.

a. Analyze the Syllabus for the salient elements of classroom policy and procedures

E11 – 7/22/14 – Homework: Continue reading and annotating Into the Wild Roll Call – IC

1. Review Syllabus highlights 2. Into the Wild

a. Review plot elements, Summer Read Questions, epigraphs, maps b. Allow students time to familiarize themselves with the non-chronological

order of the text and choose which question numbers, odd or even, they would prefer addressing for their Summer Reading responses.

3. Into the Wild vocabulary #1 homework: a. Demonstrate how to construct word squares

4. Handout registration instructions for Turnitin.com and Classzone.com.

E11 – 7/23/14 - Homework: Continue reading and annotating Into the Wild Roll Call – IC

1. Watch 20/20 Video clip introducing Chris McCandless and author Jon Krakauer a. Listening/Viewing: Identify 10 facts about the protagonist you weren’t aware

of before watching the clip. 2. Handout Grammar Brainstorm Anticipation Guide

a. In Pods, analyze the sentence for its grammatical parts that make it written communication.

b. Under doc camera, ask students to use the word bank to generate an understanding of grammar or conventions.

3. Display Cell Phone Policy PPT

E11 – 7/24/14 – Open: Stop Watch, Discussion Questions PPT, ITW Color-marking strategy Homework: Continue reading and annotating Into the Wild, Ch. 8-17. Roll Call – IC

1. Assign Seats and define Pods 2. Into the Wild Vocabulary #1 Quiz

a. Review 3. Into the Wild Ch 1-7 Comprehensive Quiz (Open book, 10 minutes)

a. Review 4. DOL

a. Handout Daily Oral Language Template b. Display DOL/ PPT and walk students through filing in the template c. Handout and collect red pens

5. Grammar Brainstorm Anticipation Guide (continued) a. In Pods, analyze the sentence for its grammatical parts that make it written

communication. 6. Handout Vocabulary Logs – Due: Thursday, 8/7/14

a. Read instructions

E11 – 7/28/14– Roll Call - IC Open: Discussion Questions PPT, DOL, 1. DOL – Take out Sentence Structure Definitions 2. Into the Wild vocabulary #2 List – Pronunciation and Definition a. Homework: 15 compound sentences using Into the Wild word once in each sentence 3. Into the Wild “Color Marking for Comprehension” Strategy, page 33, Lesson #8

a. Handout copy of “Author’s Note” b. Handout highlighters – Two colors c. Display Color-marking PPT

E11 - 7/29/14 – Roll Call – Open Discussion Questions– Remind students to buy two-pocket folders and register for turn-it-in.com by 7/31/14

1. DOL – Take out Sentence Structure Definitions 2. Continue Into the Wild “Color Marking for Comprehension” Strategy, page 33,

Lesson #8 – Display PPT a. Handout copy of “Author’s Note” b. Handout highlighters – Two colors c. Follow printed instruction for lesson #8

3. Into the Wild Chapters 1-7 Discussion Questions 4. Handout DIDLS Tone Words

a. Project Discussion Questions Ch 1-7 PPT b. Students will discuss in Pods and write answers on their own paper c. Collect written responses

7/30/14 – Roll Call – Collect Color-marking Author’s Note and questions/paraphrases, Period 3; hand back color-marking for homework for Period 1. Open Ch 1-7 discussion questions PPT – Announce items due Thursday, 7/31

1. DOL – Take out Sentence Structure Definitions 2. Into the Wild Chapters 1-7 Discussion Questions 3. Handout DIDLS Tone Words – Read aloud definitions for each letter in the acronym

a. Project Discussion Questions Ch 1-7 PPT b. Students will discuss in Pods and write answers on their own paper c. Collect written responses – Keep the DIDLS handout

E11 – 7/31/14 – Roll Call – Print student password set-up instructions Collect Vocabulary #2 Compound Sentences; Collect Color-marking “Author’s Note” and questions/paraphrases, Period 3; hand back discussion questions for homework for Period 1; complete as homework.

1. Into the Wild Vocabulary #2 Quiz a. Review

2. Into the Wild Ch. 8-13 Comprehensive Quiz a. Review

3. DOL – Take out Sentence Structure Definitions 4. Handout – Compare/Contrast Essay Prompt

a. Note Due dates 5. Into the Wild “Color Marking for Comprehension” Strategy

a. Give students 10 minutes to finish process b. In Pods, have students exchange questions and search for answers in the

novel i. Answer at least five question and create at least five paraphrases

5. Identifying Character Traits

a. Handout “Identifying Character Traits” and read aloud b. Handout Chapter 12, Into the Wild c. In Pods, students will find actions in the novel that indicate McCandless’ character traits, quote the passages, and infer how the passage reflects character traits using adjectives to describe those traits - Minimum of nine character traits - Homework: Complete Character Trait Analysis

E11 - 8/4/14 – Into the Wild outside reading, Chapters 14 – Epilogue

1. Into the Wild Vocabulary #3 a. Pronunciation and definitions b. Homework – 15 complex sentences using Vocabulary #3 words, Due

8/7/14 2. Handout Sentence Structure and Clauses Worksheet

a. Ask students to take out Sentence Structure Definitions b. Allow students 10 minutes on the clock to complete pop quiz c. Review answers as a class

3. Handout Subordinating Conjunctions Worksheet 4. Complete first five sentences as a class; Homework: Complete Subordinating

Conjunctions Worksheet: Due: 8/5/14 5. DOL – Complex Sentence Structure

E11 - 8/5/14 – Into the Wild outside reading, Chapters 14 – Epilogue Collect LATE Character Trait homework assignment; Subordinating Conjunctions and Clauses homework assignment Create “Handouts” folder and back feed folders for period 1 and period 3.

1. Roll Call 2. DOL - Collect DOLs and Handout new DOLs 3. Review Subordinating Conjunctions and Clauses homework 4. Handout Journals – 5. Organize Two-Pocket Folders 6. Handout Matt Rutherford book “Preface”

a. Read as a class for evidence of character traits

E11 – 8/6/14 – Remind students Summer Reading Questions due Thursday, 8/7/14, submit to Turnitin.com

1. Roll Call 2. DOL 3. Journal Prompt - ITW Journal prompts – “Rebel” 4. Finish Reading Matt’s Grabber

a. Pair/Share – What character traits can you identify from text about Matt Rutherford?

5. Watch – “Leaving Fear Behind”, TEDxchesterriver video clip a. Begin Character Traits Worksheet for Rutherford and Solo the Americas

E11 – 8/7/14 – Collect Voc. #3 Complex Sentences; Collect Summer Read Questions

1. Into the Wild Vocabulary #3 Quiz 2. Into the Wild Chapters 14-Epilogue Quiz 3. DOL 4. Journal Prompt – 8/7/14 5. Finish watching – “Leaving Fear Behind”, TEDxchesterriver video clip

a. Begin Character Traits Worksheet for Rutherford and Solo the Americas 6. Movie anticipation exercise 7. Watch movie clip and complete Character Traits Worksheet for Rutherford

E11 – 8/11/14 – Portfolio Exchange beginning of class after attendance Collect Vocabulary Logs – ANNOUNCE: NO FINAL TEST FOR INTO THE WILD; FINAL PROJECT INSTEAD

1. DOL 2. SAT Vocabulary #1 List

a. Review pronunciation, parts of speech, and definition b. Homework – Word Squares – Word-Definition-Synonym-Antonym

i. Due: 8/14/14 ii. Quiz on SAT Vocabulary List #1

3. Review “gloaming vs incandescent,” noun vs adjective from Into the Wild Vocabulary Quiz #3

4. Resume Character Traits analysis of Rutherford from “Red Dot on the Ocean”

E11 – 8/12/14 – Student photos today

1. DOL 2. Handout Dialectical Journal – Character Traits Chris McCandless – Whole Book – 15

entries, 15 different chapters – Homework, Due: Monday, 8/18/13 a. Model Chapter 1 entry under Doc Camera

3. Handout Sentence Structures and Themes Exercise Example a. Take out Sentence Structure Definitions b. Model the process of constructing numbered sentences associated to

numbered sentence structures in response to a thematically centered theme Practice – Sentence Structures and Themes “My First Day of School”

a. Sentences order. 1 – 2 – 3 – 4 – 5 b. Students construct a paragraph reflected in the format in the example

handout

c. I will monitor student’s comprehension of the process by circulating among them as they construct sentence types in the designated order and reflecting the given theme

E11 – 8/13/14 – Hand back graded assignments

1. DOL 2. Handout Dialectical Journal – Character Traits for Chris McCandless – Whole

Book – 15 entries, 15 different chapters – Due: Monday, 8/18/13 b. Model Chapter 1 entry under Doc Camera

3. Take out Character Trait Graphic Organizer for Matt Rutherford a. Watch “Red Dot On the Ocean” b. Stop DVD for students to analyze Character Traits of Rutherford

embedded in the documentary, which they will write in their Graphic Organizers

E11 – 8/14/14 – Collect SAT Voc. #1 Word Squares; Hand back McCandless Character Trait Graphic Organizers graded.

1. SAT Voc.#1 Quiz a. Review

2. DOL 3. Handout Appositive Exercise and complete in class – keep in two-pocket folder 4. Finish watching “Red Dot” and analyzing character traits embedded in the

documentary using the Graphic Organizer 5. Handout Educator “Mountain High,” and Cruising World “A Voyage to Inspire,” and

The Washington Post “Annapolis Sailor…” a. Instruct students to use the color-marking strategy used in “Author’s Note” b. Homework: Students will color mark articles using the same strategy as

with “Author’s Note”, noting five parts of the text as “I Understand” and five parts of the text as “I don’t Understand”, writing both five paragraphs and five questions.

E11 – 8/18/14 - Collect McCandless Dialectical Journals with nine entries; Collect annotated articles, Cruising World “A Voyage to Inspire,” and The Washington Post “Annapolis Sailor…” Collect Character Trait Graphic Organizer for Rutherford completed last week in class after viewing New Due Dates for Compare/Contrast Essays: Typed Rough Draft (peer editing) and Graphic Organizer 8/27/14; Final Draft hard copy and submission to TII: 8/28/14

1. DOL 2. SAT Vocabulary #2

a. Pronunciation, part of speech, definition b. Homework: 15 Simple Sentences using vocabulary words once per sentence

and include an appositive phrase 3. Handout Educator “Mountain High,” article and display under the doc camera

highlighted areas of article students on which students should focus for Rutherford character traits

E11 – 8/19/14 – RETURN TWO ANNOTATED ARTICLES

1. DOL 2. Introduction to American Literature

a. Students will read and take Cornell Notes i. Pages 19-21

ii. Pages 25-26, stop at Voices of the People iii. Pages 118-119

1. Jonathan Edwards background 2. Literary Analysis – Sermon 3. Reading Skill – Analyze Emotional Appeal

3. Read “Sinners in the Hands of an Angry God” a. Students will respond to sidebar questions A through G.

E11 – 8/20/14 –

1. DOL 2. Re-read page 119, aloud to remind students of literary focus of the sermon 3. Read Edwards “Sinners in the Hands of an Angry God” Page 120 in Text Book

a. Students will respond to sidebar questions A through G on a separate sheet of paper as we read the sermon

b. In Pods, students will answer After Read Questions 1,2,3,4,5,6,7,9, discussing their answers but each writing their own responses to hand in.

E11 – 8/21/14 - Collect Dialectical Journals for Matt Rutherford from three given sources; Collect SAT Vocabulary #2 Simple Sentences RETURN ALL ASSIGNMENTS RELATED TO COMPARE/CONTRAST ESSAY REMIND STUDENTS OF THE “DOUBLE JEOPARDY” OF TURNING MATERIAL IN LATE! IF THE LATE ASSIGNMENT IS NEEDED FOR AN ONGOING ASSIGNMENT, YOU MAY HAVE TWO LATE ASSIGNMENTS; HENCE (ERGO)“DOUBLE JEOPARDY.”

LATE ASSIGNMENTS ARE ASSESSED AS TIME ALLOWS WITH NO GUARENTEE OF WHEN THEY WILL BE RETURNED OR ENTERED INTO THE GRADE BOOK.

SOLUTION: TURN ALL ASSIGNMENTS IN ON TIME! 1. SAT Vocabulary #2 Quiz a. Review 2. DOL 3. Finish Reading “Sinners…” Period 1, top of page 124; Period 3, bottom of 122. a. In Pods, students will answer After Read Questions 1,2,3,4,5,6,7,9, discussing their answers but each writing their own responses to hand in. 4. Watch Into the Wild a. Students will complete Character Inference in Film handout.

E11 – 8-25-14 – Remind students of due dates for rough draft and final draft of Compare/Contrast Essay 1. DOL 2. Salem Witchcraft Trials/The Crucible Vocabulary

a. Pronunciation and Parts of Speech b. Homework: 10 Simple Sentences using each vocabulary word and parallel

structure: Parallelism, Due: 8/28/14 3. Watch Salem Witchcraft Trials documentary a. Students complete study guide while watching documentary E11 – 8-26-14 – Collect After Reading Questions for students who finished them over the weekend. Return dialectical journals handed in late. Display supplemental materials due with essay 8/28 (Into the Wild PPT). – Finish watching Salem Witch Trials and note taking. Collect notes. Period 1 -Tituba recants and confesses during her trial; Period 3 – Break in doc for other historical events in the late 17th Century. 1. DOL 2. Journal Prompt – Rumors and Hysteria PPT E11 – 8/27/14

1. DOL 2. Compare/Contrast Essay Rough Draft Peer Editing, in pairs

a. Handout Peer Editing Sheet b. Display PPT showing supplemental material due 8/28/14

E11 – 8/28/14 – Collect Compare/Contrast Final Draft and all supplemental material in the writing process – Display PPT for students to follow

1. Collect Simple Sentences with Parallel Structure 2. Salem Witch Trials Vocabulary Quiz

a. Review 3. DOL 4. Introduction of The Crucible PPT

a. Students take Cornell Notes on the background PPT 5. Read the following passages from our textbook and take Cornell Notes

a. American Drama, Pages 128-129 b. The Crucible and Arthur Miller, Pages 130-131 c. Homework: Finish reading and note-taking from online textbook

i. Due: Tuesday, 9/2/14

E11 – 9-2-14 – Collect Into the Wild novels this week during DOL Warm-ups 1. DOL 2. Read, analyze, and discuss Miller’s prologue 3. Read Act I, The Crucible, Page 132-133

a. Take out Study Guide Questions E11 – 9-3-14 1. DOL 2. Handout The Crucible Character Actions and Journal Questions by Act a. Choose one character to follow throughout the play, act by act. 3. Handout Individual Vocabulary Logs – Cull words from Miller’s ongoing commentary. Due: 9/11/14 4. Continue Reading The Crucible Act I a. Period 1 – page 140 b. Period 2 – page 134 – Stage directions of Parris, Betty, and Tituba. E11 – 9-4-14 1. DOL 2. Finish Reading Act I, The Crucible: Period 1 page 145; Period 3 page 143. 3. The Crucible Act I Quiz 4. Time permitting, watch Act One of The Crucible E11 – 9-8-14 HANDBACK GRADED DOLS. ANNOUNCE SUMMER READ TII RESULTS!

1. DOL

2. Handout SAT Vocabulary #3, #4, #5, #6 Lists; Vocabulary Homework: Simple Sentences with parallelism using prepositional phrases and Vocabulary #3 words. Typed! Due: Thursday, 9/11/14. Quiz on 9/11/14.

3. In groups, complete After Reading Questions on page 159; answer questions 1-10 and provide citations from the play when called for in the question. Collect at the end of class. Homework: Finish After Reading Questions

E11 – 9-9-14 Call Students to account for Turnitin Similarity Report. Period 1 – Return Act I quizzes and review; Period 3 – Return notes, take Act I quiz and review 1. DOL 2. Read The Crucible Act II – Homework: Read Act II through page 167 in online text book. Complete Guiding Questions 9/10/14 1. DOL

2. Finish Reading The Crucible Act II; Page 168 to 174. Complete After Reading Questions

omitting #5 and #7 on page 175. 3. Homework: Complete Act II After Reading Question per above instructions. 9/11/14 – Collect SAT Vocabulary Sentences #3; Collect Act II After Reading Questions ANNOUNCE TODAY IS THE LAST DAY TO TURN IN SUMMER READ QUESTIONS TO TII; FRIDAY, 9/12/14, LAST DAY TO TURN IN COMPARE/CONTRAST ESSAY 1. DOL 2. Handout The Crucible Character Analysis Essay Guidelines and Essay Outline Model 3. SAT Vocabulary #3 Quiz 4. Read Act III of The Crucible 6. Watch The Crucible Movie, Act II and Act III, time permitting.

9/15/14 1. DOL 2. SAT Vocabulary #4 – Pronunciation, part of speech, and definition a. Homework: 15 Word Squares, Word, Definition, Synonym, Image; Due: 9/18/14, Quiz 9/18/14 3. In groups, complete After Reading Questions for Act III on page 195; omit questions #6 and #10. a. 18 minutes on the stopwatch 4. Take Act III MC Quiz; open notes 9/16/14 1. DOL 2. Read Act IV The Crucible a. Take out Guiding Questions and Character Graphic Organizer; take out Personal Vocabulary Logs 9/17/14 – Return student notes and After Reading Questions for the Final Test 1. DOL 2. The Crucible Act IV Quiz; open notes a. Review

3. In groups, respond to After Reading Questions #1 - #9 for Act IV; 30 minutes on the

clock. a. Use citations (quotes) from the text to support your claims; refer to page R107 for clarification of “conflict.” 4. Handout The Crucible Setting Graphic Organizer for Act IV a. Students will work on them in groups and finish as homework; Due: 9/18/14 9/18/14 – Collect SAT Vocabulary #4 Word Squares – Collect Setting GO DISPLAY “PLAY CITATION SYNTAX” PPT FOR CRUCIBLE ESSAY 1. DOL 2. The Crucible Final Test - ADD ELIZABETH TO WORD BANK!

a. Open Note, closed book 3. Essay pre-writing exercise: In groups, students will create a poster of their chosen character following specific guidelines. Handout guidelines and sample poster. 4. SAT Vocabulary Quiz #4

E11 – 9/22/14- DEMONSTRATE TII SIMILARITY CHECK PROCEDURE AND NEW GUIDELES FOR COLOR MATCHES. Collect Character Analysis Essay Outlines – Assess and return

1. DOL 2. In Pods, students work on Character Posters, one per Pod 3. Watch first part of Good Night and Good Luck – Handout Film View Questions – Stop

and allow students to respond and discuss. E11 – 9/23/14 – TURNITIN ORGINALITY REPORT TUTORIAL – OPEN TII TURNITIN C/C ESSAY SUBMISSIONS – WHO HAS YET TO POST? COUNT GROUPS BY NUMBER. Collect C/C Essay Outlines – Remind students of rough draft and peer editing 9/24.

1. DOL 2. Read “The Crucible and McCarthyism” and ”McCarthyism” pages 212 – 213; 3. “The Demons of Salem, With Us Still” and “Timebends,” pages 214 -216

a. Take Cornell Notes b. Homework: Complete “After Read Questions” Page 217, #1 - #5 and writing

prompt c. Start in class, time permitting

E11 – 9/24/14 – Crucible test and scantron to D112, James Ring. Period 1 – 9 groups; Period 3 – 7 groups – Open Crucible-McCarythyism PPT COLLECT CORNELLL NOTES AND AFTER READING RESPONSES

1. Students in their Crucible groups read and present The Crucible and McCarthyism PPT

a. In their groups, students will write a 7-10 sentence paragraph, responding the prompt in the last slide.

2. Handout Peer Editing Sheet a. Students exchange papers and complete editing process b. Students without rough drafts will work on their essays quietly

3. DOL

E11 – 9/25/14 – Office Hours after school, 2:30, C 122 Collect Character Analysis Essay Final Draft and Peer Editing Sheet

1. DOL – At the End 2. In pods, Complete Analysis and Critical Thinking Handout – 15 MIN STOPWATCH

a. Take McCarthyism Quiz – Open Note – 15 min Stopwatch b. Collect Notes

3. Character Posters Presentations a. Score groups on rubric/criteria sheets.

4. Watch The Crucible time permitting

End of Quarter 1