.
Week of March 27, 2017 - Honors British Literature - Completion of MacBeth. Students will compose a persuasive essay in relation to one of four thematic topics from the play. Transition from the Renaissance to the Romantic period. Poetry deconstruction and analysis.
Composition and Lit 10 - Completion of creative narratives. Introduction to Shakespeare. Deconstruction of Shakespearean sonnets. Historical background to Julius Caesar. Class topic and discussion. What causes political unrest and political assassinations? Historical perspective.
Week of March 20, 2017 - Composition and Lit 10 - Background to the Holocaust - Video on various important figures of the Holocaust, including Anne Frank. Lead-in to text on Elie Wiesel and his excerpt "Why Remember?" Students will create a persuasive essay on the importance of learning from history so that specific events are not repeated.
Honors British Lit - Intro to Orwell novel 1984. What qualities in a productive nation? Class discussion. Background on dystopia and utopia.
Lead-in to comparison and contrast between fictional societies and historical societies.
Focus on organization, content, sentence structure, grammar, and vocabulary.
Week of January 23, 2017 - Honors British Lit: Teacher commentary and scoring on Chromebook writing sessions from last week.
Honors British Lit: Students will be divided into pairs and translate Beowulf by performing skits, music, etc. Completion of Beowulf and summative writing assignment.
Persuasive writing assessments on characters Beowulf and Grendel.
Comp and Lit 10: Informational writing assessment. Literature of the Holocaust. Topic: Why Do We Study and Remember Events Such as the Holocaust? Literary Text by Eli Wiesel. Informational writing assessment.
Week of January 16, 2017 - Tuesday: Honors British Literature: Students will finish compositions on good vs. evil and Biblical implications in the introduction of Beowulf. Using Google Docs, students and teacher will interact during writing session, allowing one-on-one collaboration and editing.
Composition and Lit 10: Writing session on By the Waters of Babylon and technology in society. Google interactive writing session.
Wednesday- Honors British Lit. Peer critique session on writing from Tuesday. Continuation of Beowulf.
Comp and Lit 10: Peer critique session on writing from Tuesday. Literary text - How Civilizations Fall - possible PALS strategy.
Thursday: Both Classes: Diagnostic testing for grammar and punctuation unit. Brit lit: Student conferences. Comp and Lit 10: Discussion session on Wednesday's reading, constructed response review, constructed response assignment and rough drafts.
Friday: Brit lit: Class discussion on the continuation of Beowulf. Focus on the theme of good vs. evil. Discussion of Biblical implications and the transition from paganism to Christianity during the Anglo-Saxon Period. Documentary on Beowulf.
Comp and Lit 10: Chromebook writing session from rough drafts completed on Thursday. Interactive session on Google Docs.
Week of December 5, 2016- Freshman honors EOCT. Continuation of poetry unit. Research for author presentations (due December 12). Begin final exam prep.
Lit and Comp 10 - Informational text analysis on collapse of ancient civilizations. Final exam prep and review.
Week of November 28, 2016 - Honors Literature and Composition 9 -Poetry unit. Begin EOC review. EOC practice for DOK levels, constructed response, and extended response.
EOC Boot Camp. Review of argumentative and informational writing. Incorporating textual information in the form of direct quotations and paraphrasing. Constructed response vs. extended response. Thesis statements. Counter argument.
Review of grammar, usage, and key vocabulary relevant to content and analysis.
Essential Questions: What is informational writing? What is argumentative writing? What is a thesis statement? What is textual evidence, and what is its importance in constructed response? What is the difference between constructed response and extended response?
Strategies: Group collaboration, peer critique, guided writing, guided editing, collaborative writing using Google Docs.
Technology: Google Docs.
Differentiation: DOK levels and targeted feedback on individual student writing.
Literature and Composition 10 - Completion of author presentations. Begin review for final exam.
Essay peer critique and editing. Final exam review. Short story genre.
Transition from constructed response to extended response (argumentative essay). Guided workbook practice. Completion of first argumentative essay. Guided proofreading and editing. Peer critique and response.
Essay 1- Google research on chosen topic for argumentative essay. Completion of argumentative essay 1.
Focus on thesis development and supporting ideas. Counter claims and counter argument. Concluding paragraphs and clincher sentences.
Introduction to Shakespeare and Julius Caesar.
Guided translation to modern language.
Technology: Computer lab research using Google. Interactive writing using Google Docs.
Differentiation: DOK Level Argumentative Essays. DOK Level questioning on Macbeth.
Strategies: PALS, CSET, guided reading, guided writing, interactive writing.
Week of September 12, 2016
Honors Literature and Composition 9 - Continuation of comma usage instruction and application. Students will discern reasons for comma usage in assigned sentences.
The language of Shakespeare and history of William Shakespeare and the Globe Theatre.
Students will analyze various lines from works of Shakespeare and translate into equivalent modern language.
Introduction to Romeo and Juliet. Assigned readings, group character analysis, informational and argumentative composition. Class discussion.
Literature and Composition 10 - Continuation of Into the Wild. In-class guided reading and PALS strategy. Vocabulary preview. Application of central ideas to real-life experience. Information and argumentative constructed response.
Comma usage focus, avoiding fragments and run-ons, and sentence structure identification and construction.
Group discussion pods. Weekly vocabulary.
Standards -
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaim
d. Establish and maintain an appropriate style and objective tone.
e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain an appropriate style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Lesson Plans for the Week of September 6, 2016
Honors English 9 - Completion of novel study (The Turn of the Screw by Henry James). Literary analysis of mood and theme.
Group character analysis and class discussion. Independent reading. Assigned quizzes. Constructed response.
Sentence structure review. Punctuation focus: Comma usage.
Essential Questions: For what purposes are commas used? What is the importance of source reference and textual evidence when writing about literature? What is mood? What is theme?
Introduction to the language of Shakespeare. Begin Romeo and Juliet.
Differentiation: DOK constructed response.
Technology: Google Docs for student writing and targeted feedback.
Weekly Vocabulary with Latin and Greek roots.
NOTE to parents and students: Constructed responses begun on Friday in class should be completed by Thursday at 8 a.m. Submit final versions on Google Docs as The Turn of the Screw I Final.
Note: The Turn of the Screw has replaced The Help as the current novel study.
Literature and Composition 10- "Into the Wild" by John Krakauer. Non-fiction book study.
Non-fiction reading "The Leap." Strategy: PALS. Literary analysis of mood and author's purpose. Literal and inferential questions.
Groups discussion: What causes a person to turn his back on society and seek another way of life (segue for novel study).
Tentative selection: Into the Wild.
Grammar Focus: Eliminating fragments and run-ons in writing. Construction of complete sentences using varied structure.
Chapter assignments for outside reading. Weekly vocabulary.
Constructed response.
Essential Questions: What are the three primary elements of a well-developed paragraph? What is a sentence fragment? What is a run-on sentence?
NOTE: Writing responses begun on Friday are due by 8 a.m. this Thursday. Please submit final drafts under the name Everest Final.
Technology: Google Docs.
Lesson Plans for the Week of August 22
Honors 9 Literature and Composition
Completion of mythology unit (Prometheus, Pandora, the Great Flood, introduction of evil into the world, Damon and Pythias). Literal and inferential questions.
Review of ELA academic language and introduction to additional literary terms.
Expansion of short-story analysis. Flannery O'Connor - "Everything That Rises Must Converge."
Historical perspective on the Civil Rights Movement in the 50's and 60's South.
Begin novel study - The Help.
Constructed response and citation of textual evidence.
Weekly Vocabulary - Latin and Greek roots.
Sophomore Literature and Composition
Continuation of literary analysis with "Into Thin Air." Literal and inferential questions.
Guided instruction of writing - Introductory and concluding sentences. Incorporating supporting ideas and textual evidence.
Conclusion of short-story unit. Analysis using literary terms.
Guided constructed response.
Begin novel study -Tentative texts - One of two: The Turn of the Screw or The Secret Life of Bees.
Journalism - Yearbook production. Tally Mr. and Miss PHS votes. Photography schedule. Book opening and closing. Section assignments.
Lesson Plans for the Week of August 15
Honors 9 Literature and Composition - Feedback and scoring for constructed responses on "By the Waters of Babylon." Students and parents should check Google Docs for targeted feedback.
Continuation of short story genre as literary focus. Analysis of short story through theme. Analysis of mood and tone.
Literal and questions. Constructed response.
Please Note: Student responses that do not contain evidence of mastery of capitalization, mastery of terminal punctuation, and command of complete sentences will receive no grade higher than 89.
Grammar Focus: Varied sentence structure and construction of compound, complex, and compound-complex sentences.
Weekly Vocabulary.
Sophomore Literature and Composition - Continuation of short story genre. Focus on incorporation of complete sentences and correct grammar and punctuation in student responses. In-class reading with incorporation of PALS strategy and guided annotation.
Literal and inferential questions. Response to initial constructed response. Guided constructed response (modeled) for week's selections.
Literary selections: Greek mythology in short story format. Excerpt from "Into Thin Air" - Quad Set Strategy.
Weekly Vocabulary.
No grade higher than 89 will be given for written responses with incorrect capitalization, incorrect terminal punctuation, and incomplete sentences.
Lesson Plans for the Week of August 9
Honors 9 Literature and Composition - Course pre-test. Continued introduction to short-story unit. Short-story structure. Constructed response and citation of textual evidence. Analysis of literature using ELA academic language. Annotation of texts.
Literary Selections: By the Waters of Babylon by Stephen Vincent Benet.
Weekly vocabulary from Latin and Greek roots.
Library orientation.
Technology: Google Docs for constructed response.
World Lit and Composition 10 - Course pre-test. Completion of constructed response samples. Weekly vocab.
Guided constructed response.
Response to literature through literal and inferential questions. Literary Selection: There Will Come Soft Rains by Ray Bradbury.
Constructed Response and Citation of Textual Evidence.
Journalism I, II, III, IV
Theme and Section Layout, Photo Events and Assignments, Assignment of Individual Pages, Software Training with Jostens Representative.
Week of March 27, 2017 - Honors British Literature - Completion of MacBeth. Students will compose a persuasive essay in relation to one of four thematic topics from the play. Transition from the Renaissance to the Romantic period. Poetry deconstruction and analysis.
Composition and Lit 10 - Completion of creative narratives. Introduction to Shakespeare. Deconstruction of Shakespearean sonnets. Historical background to Julius Caesar. Class topic and discussion. What causes political unrest and political assassinations? Historical perspective.
Week of March 20, 2017 - Composition and Lit 10 - Background to the Holocaust - Video on various important figures of the Holocaust, including Anne Frank. Lead-in to text on Elie Wiesel and his excerpt "Why Remember?" Students will create a persuasive essay on the importance of learning from history so that specific events are not repeated.
Honors British Lit - Intro to Orwell novel 1984. What qualities in a productive nation? Class discussion. Background on dystopia and utopia.
Lead-in to comparison and contrast between fictional societies and historical societies.
Focus on organization, content, sentence structure, grammar, and vocabulary.
Week of January 23, 2017 - Honors British Lit: Teacher commentary and scoring on Chromebook writing sessions from last week.
Honors British Lit: Students will be divided into pairs and translate Beowulf by performing skits, music, etc. Completion of Beowulf and summative writing assignment.
Persuasive writing assessments on characters Beowulf and Grendel.
Comp and Lit 10: Informational writing assessment. Literature of the Holocaust. Topic: Why Do We Study and Remember Events Such as the Holocaust? Literary Text by Eli Wiesel. Informational writing assessment.
Week of January 16, 2017 - Tuesday: Honors British Literature: Students will finish compositions on good vs. evil and Biblical implications in the introduction of Beowulf. Using Google Docs, students and teacher will interact during writing session, allowing one-on-one collaboration and editing.
Composition and Lit 10: Writing session on By the Waters of Babylon and technology in society. Google interactive writing session.
Wednesday- Honors British Lit. Peer critique session on writing from Tuesday. Continuation of Beowulf.
Comp and Lit 10: Peer critique session on writing from Tuesday. Literary text - How Civilizations Fall - possible PALS strategy.
Thursday: Both Classes: Diagnostic testing for grammar and punctuation unit. Brit lit: Student conferences. Comp and Lit 10: Discussion session on Wednesday's reading, constructed response review, constructed response assignment and rough drafts.
Friday: Brit lit: Class discussion on the continuation of Beowulf. Focus on the theme of good vs. evil. Discussion of Biblical implications and the transition from paganism to Christianity during the Anglo-Saxon Period. Documentary on Beowulf.
Comp and Lit 10: Chromebook writing session from rough drafts completed on Thursday. Interactive session on Google Docs.
Week of December 5, 2016- Freshman honors EOCT. Continuation of poetry unit. Research for author presentations (due December 12). Begin final exam prep.
Lit and Comp 10 - Informational text analysis on collapse of ancient civilizations. Final exam prep and review.
Week of November 28, 2016 - Honors Literature and Composition 9 -Poetry unit. Begin EOC review. EOC practice for DOK levels, constructed response, and extended response.
EOC Boot Camp. Review of argumentative and informational writing. Incorporating textual information in the form of direct quotations and paraphrasing. Constructed response vs. extended response. Thesis statements. Counter argument.
Review of grammar, usage, and key vocabulary relevant to content and analysis.
Essential Questions: What is informational writing? What is argumentative writing? What is a thesis statement? What is textual evidence, and what is its importance in constructed response? What is the difference between constructed response and extended response?
Strategies: Group collaboration, peer critique, guided writing, guided editing, collaborative writing using Google Docs.
Technology: Google Docs.
Differentiation: DOK levels and targeted feedback on individual student writing.
Literature and Composition 10 - Completion of author presentations. Begin review for final exam.
Essay peer critique and editing. Final exam review. Short story genre.
Transition from constructed response to extended response (argumentative essay). Guided workbook practice. Completion of first argumentative essay. Guided proofreading and editing. Peer critique and response.
Essay 1- Google research on chosen topic for argumentative essay. Completion of argumentative essay 1.
Focus on thesis development and supporting ideas. Counter claims and counter argument. Concluding paragraphs and clincher sentences.
Introduction to Shakespeare and Julius Caesar.
Guided translation to modern language.
Technology: Computer lab research using Google. Interactive writing using Google Docs.
Differentiation: DOK Level Argumentative Essays. DOK Level questioning on Macbeth.
Strategies: PALS, CSET, guided reading, guided writing, interactive writing.
Week of September 12, 2016
Honors Literature and Composition 9 - Continuation of comma usage instruction and application. Students will discern reasons for comma usage in assigned sentences.
The language of Shakespeare and history of William Shakespeare and the Globe Theatre.
Students will analyze various lines from works of Shakespeare and translate into equivalent modern language.
Introduction to Romeo and Juliet. Assigned readings, group character analysis, informational and argumentative composition. Class discussion.
Literature and Composition 10 - Continuation of Into the Wild. In-class guided reading and PALS strategy. Vocabulary preview. Application of central ideas to real-life experience. Information and argumentative constructed response.
Comma usage focus, avoiding fragments and run-ons, and sentence structure identification and construction.
Group discussion pods. Weekly vocabulary.
Standards -
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaim
d. Establish and maintain an appropriate style and objective tone.
e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain an appropriate style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Lesson Plans for the Week of September 6, 2016
Honors English 9 - Completion of novel study (The Turn of the Screw by Henry James). Literary analysis of mood and theme.
Group character analysis and class discussion. Independent reading. Assigned quizzes. Constructed response.
Sentence structure review. Punctuation focus: Comma usage.
Essential Questions: For what purposes are commas used? What is the importance of source reference and textual evidence when writing about literature? What is mood? What is theme?
Introduction to the language of Shakespeare. Begin Romeo and Juliet.
Differentiation: DOK constructed response.
Technology: Google Docs for student writing and targeted feedback.
Weekly Vocabulary with Latin and Greek roots.
NOTE to parents and students: Constructed responses begun on Friday in class should be completed by Thursday at 8 a.m. Submit final versions on Google Docs as The Turn of the Screw I Final.
Note: The Turn of the Screw has replaced The Help as the current novel study.
Literature and Composition 10- "Into the Wild" by John Krakauer. Non-fiction book study.
Non-fiction reading "The Leap." Strategy: PALS. Literary analysis of mood and author's purpose. Literal and inferential questions.
Groups discussion: What causes a person to turn his back on society and seek another way of life (segue for novel study).
Tentative selection: Into the Wild.
Grammar Focus: Eliminating fragments and run-ons in writing. Construction of complete sentences using varied structure.
Chapter assignments for outside reading. Weekly vocabulary.
Constructed response.
Essential Questions: What are the three primary elements of a well-developed paragraph? What is a sentence fragment? What is a run-on sentence?
NOTE: Writing responses begun on Friday are due by 8 a.m. this Thursday. Please submit final drafts under the name Everest Final.
Technology: Google Docs.
Lesson Plans for the Week of August 22
Honors 9 Literature and Composition
Completion of mythology unit (Prometheus, Pandora, the Great Flood, introduction of evil into the world, Damon and Pythias). Literal and inferential questions.
Review of ELA academic language and introduction to additional literary terms.
Expansion of short-story analysis. Flannery O'Connor - "Everything That Rises Must Converge."
Historical perspective on the Civil Rights Movement in the 50's and 60's South.
Begin novel study - The Help.
Constructed response and citation of textual evidence.
Weekly Vocabulary - Latin and Greek roots.
Sophomore Literature and Composition
Continuation of literary analysis with "Into Thin Air." Literal and inferential questions.
Guided instruction of writing - Introductory and concluding sentences. Incorporating supporting ideas and textual evidence.
Conclusion of short-story unit. Analysis using literary terms.
Guided constructed response.
Begin novel study -Tentative texts - One of two: The Turn of the Screw or The Secret Life of Bees.
Journalism - Yearbook production. Tally Mr. and Miss PHS votes. Photography schedule. Book opening and closing. Section assignments.
Lesson Plans for the Week of August 15
Honors 9 Literature and Composition - Feedback and scoring for constructed responses on "By the Waters of Babylon." Students and parents should check Google Docs for targeted feedback.
Continuation of short story genre as literary focus. Analysis of short story through theme. Analysis of mood and tone.
Literal and questions. Constructed response.
Please Note: Student responses that do not contain evidence of mastery of capitalization, mastery of terminal punctuation, and command of complete sentences will receive no grade higher than 89.
Grammar Focus: Varied sentence structure and construction of compound, complex, and compound-complex sentences.
Weekly Vocabulary.
Sophomore Literature and Composition - Continuation of short story genre. Focus on incorporation of complete sentences and correct grammar and punctuation in student responses. In-class reading with incorporation of PALS strategy and guided annotation.
Literal and inferential questions. Response to initial constructed response. Guided constructed response (modeled) for week's selections.
Literary selections: Greek mythology in short story format. Excerpt from "Into Thin Air" - Quad Set Strategy.
Weekly Vocabulary.
No grade higher than 89 will be given for written responses with incorrect capitalization, incorrect terminal punctuation, and incomplete sentences.
Lesson Plans for the Week of August 9
Honors 9 Literature and Composition - Course pre-test. Continued introduction to short-story unit. Short-story structure. Constructed response and citation of textual evidence. Analysis of literature using ELA academic language. Annotation of texts.
Literary Selections: By the Waters of Babylon by Stephen Vincent Benet.
Weekly vocabulary from Latin and Greek roots.
Library orientation.
Technology: Google Docs for constructed response.
World Lit and Composition 10 - Course pre-test. Completion of constructed response samples. Weekly vocab.
Guided constructed response.
Response to literature through literal and inferential questions. Literary Selection: There Will Come Soft Rains by Ray Bradbury.
Constructed Response and Citation of Textual Evidence.
Journalism I, II, III, IV
Theme and Section Layout, Photo Events and Assignments, Assignment of Individual Pages, Software Training with Jostens Representative.