Welcome Back! I hope you had a great Christmas break! :)

Learning goals are in italics for each day's lesson.

Assignments follow.

Jan. 3

Curriculum Fair. All students will attend brief seminars about their class choices for next year.

Jan. 4

I can analyze texts for organizational patterns.

Reviewing scoring guide for the writing we will be doing for the next few days and discussing list of transitions that can help one write more effectively.

Handout for chronological order.

Reading paragraph and story samples of chronological order.

Jan. 5

I can write texts following directions for organizational patterns.  I can also use transitions effectively in my writing.

Writing a paragraph in chronological order, using transitions. Students will use details from a portion of their day. 

Jan. 6

I can analyze texts for organizational patterns.

Handout for spatial order.  Reading paragraph and story samples of spatial order.

Jan. 9

I can write texts following directions for organizational patterns.  I can also use transitions effectively in my writing.

Writing a paragraph in spatial order, using transitions. Students will describe an image. 

Jan. 10

I can analyze texts for organizational patterns.

Handout for order of importance organization. Read sample paragraphs and stories.

Jan. 11

I can write texts following directions for organizational patterns.  I can also use transitions effectively.

Writing a paragraph using order of importance. Students will argue for or against cell phone use in cars while driving, school uniforms, or changing school lunches.

Jan. 12

I can analyze texts for organizational patterns.

Handout for logical order (includes compare/contrast, problem/solution, question/answer). Read sample paragraphs and stories.

Jan. 13

I can write texts following directions for organizational patterns.  I can also use transitions effectively.

Explain in a paragraph why one sample paragraph is compare/contrast and why the other is problem/solution.

Jan. 17 and 18 (Block Days)

I can determine organizational patterns of texts and write about them.

Lesson on logical organizational patterns: question/answer and cause/effect. Explain in a paragraph each why one article is question and answer format and why the other is cause and effect format.

Jan. 19

Reviewing all organizational patterns in texts for test.

Jan. 20

 SUMMATIVE TEST over chronological, spatial, and order of importance patterns.

Jan. 23

I can take notes to help in my learning.

Presentation on good note-taking skills. Taking notes on articles about William Shakespeare.

Jan.24 and 25  Block Schedule

I can identify sound devices in poetry.

Taking notes about SOUND DEVICES (alliteration, rhythm, rhyme, repetition, and onomatopoeia) in poetry and ads. Finding evidence of these in modern day ads and making record of these for an assignment grade.

Jan. 26

I can read challenging texts.

Learning how to read Shakespeare's writings. (Middle English) Reading prologue of "Romeo and Juliet." Teacher will explain cultural references and difficult passages as we go...

Jan. 27

I can notice the use of sound effects in texts. I can read challenging texts.

Act I of "Romeo and Juliet" (Quiz at end of every act over play and over sound devices in the first and second acts.)

Jan. 30

Retakes for anyone needing them for the organizational patterns test. Make-up any missing work as well.

Jan. 31 and Feb. 1 Block Days

I can determine why an author uses sound effects/devices in his writing. I can comprehend what I read.

Finishing Act I of "Romeo and Juliet." Taking a reading comprehension quiz over the act. Completing a worksheet that helps us identify sound devices in poetry.

Feb. 2

I can compare and contrast texts to media.

Watching Act I of movie.

Feb. 3

I can read challenging text.

Beginning Act II of "R and J". Still looking for sound devices. 

Feb. 6

I can read challenging text.

Continuing Act II of "R and J". (Sound devices)

Feb. 7 and Feb 8 (block days)

Quiz over sound devices. Quiz over Act II.

 can compare and contrast different forms of media.

Comapare the balcony scene from the text to scene in Romeo and Juliet (movie) and in Gnomeo and Juliet (movie). Fill out comparison guide. (Venn diagram)

Feb. 9

Watching ACT II of play for clarification.

Feb. 10

I can self-evaluate my learning.

Discussing sound device quiz for reteaching possibilities.

Feb. 13

3-hr early out due to snow.

Feb.14

SNOW DAY!!

Feb. 15

Assemblies (Winter sports and Mary's House)

Feb. 16

3-hour early-out. Looking for allusions to text in Gnomeo and Juliet (movie)

Feb 17

I can identify uses of irony in texts.

Notes on verbal, situational, and dramatic irony. Assignment: Look at a picture (provided) and determine the type of irony used. Explain in a 6-sentence paragraph).

Feb 21

I can demonstrate my understanding of the English language.

Complete STAR reading test and assigning parts for Act 3.

Feb 22

I can identify use of sound devices in texts.

I can read challenging texts.

Summative quiz over sound devices. Then reading Act III of the play.

Feb 23

Reading Act III.

Feb 24

I can identify irony in texts.

Irony worksheet due at end of hour.(homework if not complete)

Feb 27

I can comprehend complex texts.

Quiz over Act III and discussion of the irony within

Feb 28

I can comprehend complex texts. (drama)

Reading Act IV of Romeo and Juliet

Formative assessment over irony.

Feb. 29

I can organize and write a paragraph using standard English

Using a quote within the play to support a topic sentence.

Mar 1

I can comprehend complex texts (Shakespeare drama)

Reading Romeo and Juliet (Act 5)

Mar 2

I can demonstrate understanding of a plot in a story

Mar 5

Mar 6

Mar 7

Mar 8

I can identify several propaganda techniques.

Exploring propaganda techniques in our world. Watching "Kony 2012" to point out the propaganda within.

Mar 9

I can utilize propaganda techniques in an original work.

Creating a propaganda poster. Reviewing subjects and predicates.

Mar 12

I can analyze the theme of a work in literature. 

Writing a theme paragraph based on Romeo and Juliet

Mar 13

I can identify causes of effects, and solutions to problems in literature.

Cause and Effect/ Problem and Solution Worksheet (using Romeo and Juliet)

Mar 14

I can identify the uses of dramatic, situational, and dramatic irony.

Mar 15

1/2 Day

Watching Act 4 of Romeo and Juliet

Mar 16

NO SCHOOL. TEACHER WORK DAY

Mar. 19

I can determine meanings of unknown words using context clues.

"Game Show": Class broken into 4 teams. Look at how meanings of some words that Edgar Allen Poe and Herman Melville utilize are found in the clues surrounding these words (as they are used in sentences).

Mar. 20 and Mar. 21 (BLOCK DAYS)

I know what certain prefixes and suffixes mean, and I can know how adding them to words change the meaning.

Creating mnemonic devices that will help the class as a whole remember the meanings of certain affixes (suffixes and prefixes). These will become your notes for the quiz on Friday!!!

Mar. 22

I can create new words now that I know certain affixes.

Stations: Each station will require that those students come up with words containing those affixes and will utilize the definition of the affix to create a defintion for the new word. 

Mar. 23

I can write text that contains the use of words possessing certain affixes.

Each student will write a sentence in a group-created story using words that contain the new affixes we are learning. The story is not completed until there is a sentence for every affix.

QUIZ OVER AFFIXES!!!!!

Mar. 26

I can utlilze methods that help me perform better on tests.

Reviewing Test Taking Strategies, compiling lists to help us do better on standardized tests

Mar.27 and 28 (BLOCK DAYS)

Completing a practice EOC test (End of Course Exam, Missouri State Test)

March 29

I can analyze my learning and determine where my strengths and weaknesses are.

Analyzing EOC so we know what we need to work on.

March 30

I can determine meanings of words because I know several affixes.

TEST OVER AFFIXES!!:   This time we have to be able to identify the meaning of the affix as it is used in a new word so we can determine meaning of new word. 

April 2

I can determine a writer's style by analyzing his/her jargon, diction, tone,imagery, exaggeration, and symbolism

Starting our unit on writers' styles. Taking notes. Begin reading short story "The Cold Equations."

April 3

I can determine a writer's style by analyzing his/her jargon, diction, tone, imagery, exaggeration, and symbolism.

Finishing "The Cold Equations" and completing graphic organizer for "style."

April 4

I know the elements of style and can identify them

Quiz over style terminology

April 5, 6, and 9: Easter Break

April 10

I know the elements of style and can identify them while analyzing a story.

Reading "A Sound of Thunder"

April 11

I know the elements of style

Analyzing "A Sound of Thunder" with style terms.

April 12

I can utilize different style elements in my writing.

Practicing with a central topic, but changing the writing style (working in groups)

April 13

Summative Test over Writer's Style ! :)

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FOR THE REST OF THE SEMESTER, EACH STUDENT IS READING A NOVEL.  THERE ARE 5 GRADES ASSOCIATED WITH THIS NOVEL.  ALL ARE DUE ON OR BEFORE MAY 18TH.

THEY ARE:

1. LITERATURE CIRCLE DISCUSSION ASSIGNMENTS (4 WILL BE HELD IN CLASS)

2. LITERARY MONTAGE DESIGN (STUDENTS ARE CREATING A POSTER RELATED TO THEIR NOVELS WHICH DEMONSTRATES KNOWLDEGE OF OUR LITERARY ELEMENTS--THE GRADE IS FOR THE CREATIVITY AND ORIGINALITY OF THE DESIGN)

3. LITERARY MONTAGE TERMS (A GRADE FOR INCORPORATING ALL TERMS INTO POSTER)

4. READERS RESPONSE LOGS (THERE IS A PACKET THAT ASKS THE STUDENTS TO STOP READING FOR A MOMENT AND REFLECT AND MAKE CONNECTIONS WITH THEIR READING)

5. WRITING COMPONENT (A GRADE WILL BE GIVEN FOR GRAMMAR, PUNCTUATION, AND SENTENCE STRUCTURE)

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