Welcome to Marion Senior High School!
Thursday, August 16
1. About Me (Bio Investigation)
Students begin filling out questionnaire that requires them to be reflective and creative.
—to be continued 8-17
2. Class Contract (due 8-20 for a grade)—Begin going over class expectations and preview of activities, books to read, etc.
Friday, August 17
1. Finish About Me (Bio Investigation)—if time, volunteers can share answers
2. Finish going over Class Contract (procedures, expectations)
3. If time, begin Code of Conduct Scavenger Hunt OR go through the “Even though there are plenty of reasons to hate English” sheet
• English language full of contradictions we must learn
• English graduation requirements
• English in jobs (communication, media, business, etc.)
Monday, August 20
• Take up signed forms
• Finish Bio Investigation Inventory
• Go over Class Contract (Due Wed. for a grade)
• Begin Diagnostic Testing
Tuesday, August 21
• Take up signed forms
• Finish Diagnostic Testing
• Pre-Reading Activities for
“The Most Dangerous Game”
-- Paired Discussion w/ Handout
What is the most dangerous game? The most dangerous game you can imagine? Etc.
• PPT of games
• Short Stories—Guided Notes on pages IN2—IN3
• Notes and Examples (from media as well) of IRONY, PUN, FORESHADOWING, CONFLICT
Wednesday, August 22Class Contract Due with Parent/Guardian Signature
• Review class expectations
• Review short story elements (quiz Friday), literature terms, game connotation
• Begin reading “The Most Dangerous Game”
Thursday, August 23
• Review short story elements through game
• Review literature terms
• Review and continue reading
“The Most Dangerous Game”
Friday, August 24
• Review short story elements
• Take Short Story Elements Quiz
• Review literature terms
• Review and continue reading
“The Most Dangerous Game”
Monday, August 27
• Finish Elements of Short Stories handout (fill-in-the-blank notes) from 8-24 (Quiz thisThurs.)
• Hand back writing assignment from 8-24
• “The Most Dangerous Game” Pre-Reading Anticipation Guide and Discussion (first ½ individually; 2nd ½ with a partner)
—Then go over as a class.
• Types of Games PPT
• Other literary devices that will be seen in the story:
—Notes and examples (Skills Sheet—Tracking throughout story)
1) Pun
2) Irony (3 types)
3) Suspense
4) Types of conflict
5) Figurative Language
Tuesday, August 28
Review: Elements of a Short Story
—Watch Looney Tunes clip of Wilie E. Coyote and Road Runner—“Sugar and Spies” Discuss Pun; Label events on Plot Diagram
• Begin reading “Most Dangerous Game” and use Literary Terms tracking sheet
Wednesday, August 29
• Review Elements of Short Story with the metaphor of boiling water (have students graph process on plot diagram and I.D. characters)
• Review what was read of “MDGame” and continue reading
Thursday, August 30
• Elements of Short Story Quiz
• As students finish the quiz, they can begin working on ideas for the “MDG” poetry assignment—handout explains they must use onomatopoeia, imagery, similes, and personification
• Read “The Most Dangerous Game” with students
Friday, August 31
• Finish reading “The Most Dangerous Game” and literary skills sheet
• Reader’s Response Slip (1/2 sheet) Were you satisfied with the outcome of this story? Why/Why not?
• Work on “MDG poetry assignment
• "The Most Dangerous Game" almost begs for a sequel. Does Rainsford stay on the island as a replacement or leave? Does he inform the world of what happened? What happens to the other prisoners on the island?—Depending on time, this may take the format of a discussion , project, or a writing assignment group/individual?)
Monday, September 3 Labor Day No school
Tuesday, September 4
Work on “MDG” skills sheet
(finding examples of pun, metaphor, simile, personification, irony, etc. within the story)
This will probably need to be group work.
If time: Reader’s Response Slip: Were you satisfied with the outcome of this story? Why/Why not?
Wednesday, September 5
• “MDG” Sequel Paragraph Assignment; Discussion—depending on time…
• “MDG” Poetry Assignment (Imagery focus)
Thursday, September 6
• “The Most Dangerous Game” Quiz
• Sentence Fragments
1) Instruction—Notes, United Streaming clip, guided practice
• If time, begin “The Cask of Amontillado” Anticipation Guide
Friday, September 7
Mrs. Ross will speak to the class.
• Mrs. Ross will speak to the class (10-15 min.)
• Continue with Sentence Fragment Instruction
1) Review Notes
2) Guided practice
3) Independent practice
• “Cask of Amontillado” Anticipation Guide
• Poe Preview—United Streaming clip and handout
• Poe fake interview
Monday, September 10
• Review Mr. Indent and To/Too/Two; Quiz 9-11
• 27 min United Streaming Poe Video
--Before you watch literary terms to define and questions to answer
--As/After you watch question to answer
• Fake Edgar Allan Poe Interview
Tuesday, September 11
To/Too/Two Quiz
• Begin Adapted Version of “The Cask of Amontillado” • Compare to original text in certain parts—what is missing? what is “lost in translation?
Wednesday, September 12
• Then/Than/Were/We’re/Where/Wear Notes and Practice
• Discuss Unreliable Narrator (handout and analysis sheet)
• Letter format instruction
Assume the role of Fortunato. Write a letter to the outside world so that Montressor’s evil deed will become known.
Thursday, September 13
• Were/Where/Then/Than Practice—Quiz 9-14
• Review letter format
• Time to write Fortunato letter—due Fri, 9-14
Friday, September 14
• Then/Than/Were Quiz
• “The Cask of Amontillado” video
Monday, September 17
• Finish Cask of Amontillado Coat of Arms and Writing Assignment
• p. 938—939 Narrative Poetry (Edgar Allan Poe’s “The Raven”)
• Parody Notes and Examples in Literature and the Media
Parody of “The Raven”
Tuesday, September 18
• “The Red-Headed League”
Sherlock Holmes Introductory Activity (Make predictions based on the advertisement…)
• Characteristics of a Detective Story (mystery notes; E. Poe father of detective fiction)
• “The Red-Headed League” Vocabulary
Wednesday, September 19
• Begin reading the story and filling in the study-guide as we read…
p. 94—Background
p.97—Story
Thursday, September 20
• Continue reading “The Red-Headed League” and working on study guide
Friday, September 21
• Finish reading “The Red-Headed League” and study guide
• Did story fit 6 Rules of a Good Detective Story; compare Sir Author Conan Doyle’s style to Poe
Monday, September 24
• Work on “RHLeague” Vocabulary Activity
• Review (by showing only the part of clip that we read Fri…) and continue reading “The Red-Headed League”
Tuesday, September 25
Continue working on “RHLeague” Vocabulary sheet
• Then/Than; Were, Where, We’re, Wear Instruction
• Finish “The Red-Headed League”
• 4 question Quick Check Comprehension—Quiz tomorrow
Wednesday, September 26
• Rachel’s Challenge
• “The Red-Headed League” Quiz
• Then/Than; Were, Where, We’re, Wear Practice
Thursday, September 27
• Work on “RHLeague” Vocabulary Activity
• Review "and continue reading “The Red-Headed League”
Friday, September 28
Continue working on “RHLeague” Vocabulary sheet
• Then/Than; Were, Where, We’re, Wear Instruction
• Continue reading “The Red-Headed League”
Monday, October 1
• Rachel’s Challenge
• Finish “The Red-Headed League”
• Then/Than; Were, Where, We’re, Wear Practice
Tuesday, October 2
• Then/Than; Were, Where, We’re, Wear Practice
• 4 Reading Comprehension questions for “The Red-Headed League” QUIZ 9-28
• Finish viewing “R-HL”
Wednesday, October 3
• Then/Than; Were, Where, We’re, Wear Quiz
• “The Red-Headed League” Quiz
• “The Birds” Pre-Reading
Activities
-- Jot down (Brainstorm) a few of the ways that nature can threaten human life.
Thursday, October 4
• Finish Red-Headed League Video
• RHL Quiz Tomorrow
• Fragments—Superhero and Villains Handout with Notes to fill in and examples
Friday, October 5
RHL Comprehension Check (Quiz)
• Continue with fragment instruction and practice
• “The Birds” Pre-Reading Writing
1. What about Mother Nature, and her beyond-human-control, forces scares you the most?
2. Think about the animal or insect that you despise the most. Now imagine what it would be like if that animal or insect multiplied millions and billions of times over and over again. What has caused this to happen? How would you react? Where would you go? Write a short story explaining how your worst nightmare came to be.
Monday, October 8
• Underclassmen pictures
• Continue Fragment Work—Quiz Tues.(Lochness Monster Passage)
• Continue reading “The Birds”
Tuesday, October 9
Fragment Quiz
• Continue reading “The Birds”
Wednesday, October 10
• Run-On Sentences—Fill in the blank notes, guided practice
• Continue reading “The Birds”
Thursday, October 11
• Run-On Sentences Worksheet
• Continue Reading the Birds
Friday, October 12
• Run-On Sentences Practice Continued
• Continue reading “The Birds”
Monday, October 15
• Run-On Sentences
1)--fill in notes
(independent/dependent clauses; comma splice, fused sentence, FANBOYS, semicolon usage, conjunctive adverbs)
2)--guided practice
• Continue reading “The Birds”
Tuesday, October 16
Continue Run-On Notes and Practice
• Hopefully finish reading “The Birds”
Wednesday, October 17
Watch Alfred Hitchcock’s version of “The Birds” and compare
Thursday, October 18 1st 9 weeks Grading period Ends
Watch Alfred Hitchcock’s version of “The Birds” and compare
Friday, October 19Benchmark Testing OR...
• Finish Alfred Hitchcock’s version of “The Birds” and compare (paragraph assignment)
• “The Birds” quiz
Monday, October 22
• Scarlett Expressions Classroom Visit
• Play 2 samples of music (from The Outsiders period)
--Have students vote for which one they like best.
--Explain that in the novel one group would be more likely to listen to Elvis (The Greasers) and one group would be more likely to listen to The Beatles (The Socs) Explain that these are two gangs. Discuss why gangs make some people feel like an insider.
• Model Brainstorming—Write the word outsider on the board.
--Have students 1st list individually all that this word makes them think of and feel.
--As a group, try to fill up the board
Tuesday, October 23
The Outsiders Anticipation Guide
• Narrative Essay Assignment—Due Tuesday, 10-30
Write about a time you felt like an “outsider.” Have you ever felt outside the mainstream of your family, your group of friends, or your class at school? What did you do about it?
• Pre-Write (Umbrella Template)
WWWWWH
Who, What, When, Where, Why, How
• Hook Instruction (Handout)
Wednesday, October 24
• Body Paragraph Instruction—Supporting Evidence (5 E’s)
• Give 20 minutes to write essay
• CH 1 Background Language and Literature Notes—Fill in the Blank
--Standard/Nonstandard Language (Slang)
--Invented Language
--Idioms
Thursday, October 25 2 hr. early dismissal
• If so, 20 minutes to write essay.
• If more time, read novel.
Friday, October 26
• Review hook and supporting evidence techniques
• Conclusion Instruction
• 20 minutes to write essay
• Read The Outsiders
Monday, October 29 Remember: Outsider Essay due this week!
Time to work on Body Paragraph #2 (Supporting Details)
Begin Chapter 2—The Outsiders
P 19—36
Give handout—pre-reading questions included
Tuesday, October 30
Get back to Run-On Sentence Note Packet—Focus only on Coordinating Conjunctions.
Continue reading CH2
Wednesday, October 31
Run-On Sentences—Fixed with Coordinating Conjunctions
Finish reading CH2
Thursday, November 1
Outsiders CH 2 Quiz
Run-On Sentences Practice (Coordinating Conjunctions)
Begin CH 3—handout
Friday, November 2
Outsiders CH 2 Quiz
Run-On Sentences Practice (Coordinating Conjunctions)
Begin CH 3—handout
Run-On Quiz
Continue reading CH 3
Monday, November 5
• Finish The Outsiders CH 3
(finish handout)
(left off on p. 41 11-2)
HW: Body Paragraph 2
Study for a Test tomorrow
(CH 1—3)
Tuesday, November 6 Election Day
Check Body 2 Paragraph
Assign Body 3 Paragraph
The Outsiders Test CH 1—3
Wednesday, November 7
• Check Body Paragraph #3
• CH 4 The Ousiders (handout)
Thursday, November 8
• Write Conclusion to Outsider Essay
• Continue with CH 4 and handout
Friday, November 9
• Peer-Edit essays
• Continue CH 4 and possible begin CH 5 The Outsiders
Monday, November 12
• Review 5 Paragraph Essay Format
• Finish reading CH 5 The Outsiders and finish handout
Tuesday, November 13
• Finalize Outsider Essay—type tomorrow—Friday
• Show students Criterion (most know from 8th) on ladybug
• Read CH 6 The Outsiders
Wednesday, November 14
• Lab 205—Type essay and revise
Thursday, November 15
• Lab 205—Type essay and revise
Friday, November 16
• Lab 205—Type essay and revise
Monday, November 19
• Survey —mobile lab
• Review The Outsiders
• Review Criterion Essay (turned in 11/16)
• Continue reading CH 6 of The Outsiders
Tuesday, November 20
• Writing Assignment (Paragraph on Appreciation and Thanksgiving?)
OR
Create a completely alternative thanksgiving. No turkey. No stuffing. But still tasty and interesting. See what you can come up with when trying to stick to a particular theme.
Write a Thanksgiving story from a turkey’s point of view.
Pretend you are a turkey who does not want to end up on someone’s Thanksgiving table. Write a plan for how to escape.
• Finish CH 6 Guide and turn in
• Begin reading CH 7
Wednesday, November 21 No School
Thursday, November 22 No School… Happy Thanksgiving!
Friday, November 23 No School
Monday, November 26
• Review Criterion expectations
• Continue reading CH 6 and finish guide
• Continue on to CH7
Tuesday, November 27
• Finish reading CH 7 and begin Chapter 8
Wednesday, November 28
• Read CH 8 and begin CH 9
Thursday, November 29
• Finish CH 9 and Begin CH 10
Friday, November 30
• Finish CH 10 and begin CH 11
Monday, December 3
• “Where I’m From” poem assignment (IDENTITY and The Outsiders)
Tuesday, December 4
• Time to finish “Where I’m From” poem
• Outsiders Book Cover project
--design a cover and new title for this novel (template and instruction sheet)
Wednesday, December 5
• Time to finish Book Cover
• Start watching The Outsiders (91 minutes)
Thursday, December 6
• Discussion—how different/alike so far? Either exit slip or worksheet…
• Continue watching The Outsiders
Friday, December 7
• Finish watching The Outsiders
• Outsiders Party—chocolate cake, green pancakes, leather jackets, Beatles/Elvis music
Monday, December 10
1. Return to Run-On Sentences—note packets (teacher took up so they would not be lost)
2. Practice and examples identifying comma splices vs. fused sentences
Tuesday, December 11
Run-On Sentences Continued—this will be on the exam!
--practice
--interactive from Grammar Bytes (if time)
Wednesday, December 12
1. Hand out exam review study packets
Thursday, December 13
Exam Review
Friday, December 14
Exam review; 7th period Exam
Monday, December 17
Tuesday, December 18
Wednesday, December 19 2 hour early dismissal for Winter Break!
Wednesday, January 2 Return to school
• Begin Poetry Unit with POETRY ANTICIPATION GUIDE (assessing background knowledge)
• Billy Collins’s “Introduction to Poetry”
• Give expectations for poetry terms and examples notebook
• Review Narrative poetry (already read “The Raven”)
• Read/ listen to “Casey at the Bat”
--use ladybug to show book’s pictures
--Disney version (7 min)
Thursday, January 3
• Finish and turn in “Casey at the Bat” worksheets
• Begin Suspenseful Poetry with packet and creative writing assignments
“The Listeners”
“Beware: Do Not Read This Poem”
• Terms: imagery, diction, allusion, types of figurative language
Friday, January 4
• Finish Suspenseful Poetry theme and activities (see 1-3)
Monday, January 7
• Finish “The Listeners” handout
• Begin background and vocabulary for “Beware: Do Not Read This Poem” p. 124
--allusion notes
--imagery continued
Tuesday, January 8
• Begin Dreams in Poetry (packet)
--2 Langston Hughes poems
p. 903—905
--“The Spearthrower” p. 230
--The Harlem Renaissance
--Figurative Language
Wednesday, January 9
• Finish Dreams in Poetry
• Students will write their own version of “A Dream Deferred”
Thursday, January 10
• Birds in Poetry (packet)
“The Eagle” p. 906
“Hope is the thing with feathers”
p. 908
“Sympathy” p. 292
“Caged Bird” p. 293
Friday, January 11
• Finish Birds in Poetry section
Monday, January 14
• Birds in Poetry packet
Tuesday, January 15
Robert Frost poetry
p. 472 “Fire and Ice”
Venn Diagram to complete
p. 188 “The Road Not Taken”--pre-reading brainstorming
Other Life poems
p. 330 “Astonishment” (Why?)
p. 926 “Uphill”
p. 8296 “I Wandered Lonely As a Cloud”
p. 329 “maggie and milly and molly and may”
p. 928 Ecclesiastes 3: 1—8
The Byrds - Turn Turn Turn (To Everything There Is A Season) video with images
--Compare and contrast
Wednesday, January 16
• Walt Whitman poems (one will be shown in the movie Thursday)
Video clip (PBS odcumentary)
“O Captain, My Captain”
“I Hear America Singing”—along with pattern poem where students will write their own version
(1:36) Visualization of the poem
Thursday, January 17
• End Poetry Unit with The Dead Poets’ Society film (128 minutes)
--handout to go along with movie
Friday, January 18
• Finish movie and complete worksheet that accompanies the film
Monday, January 28
• Finish Yearbook Freshmen Survey
• Return to (interrupted Thursday)
p. 928 Ecclesiastes 3: 1—8 and song comparison
The Byrds - Turn Turn Turn (To Everything There Is A Season)
(Short) Life poems
p. 330 “Astonishment” (Why?)
p. 926 “Uphill”
p. 8296 “I Wandered Lonely As a Cloud”
p. 329 “maggie and milly and molly and may”
Walt Whitman’s “O, Captain, My Captain” (supplied)
Tuesday, January 29
Haikus
1) read 4 in book (p. 956—957)
2) Write own haiku
• 2 Sonnets
p 959—Keats—Study Rhyme Scheme and Form
p 960—Shakespeare
Wednesday, January 30
• Poetry Terms Study Guide—Fill in the blank notes using p IN 8—IN9 and R pages near the Glossary
Thursday, January 31
• Time to finish Poetry Terms Guide
• Begin watching The Dead Poets’ Society (postponed from last week)
Writing Activity to accompany viewing the film…
Friday, February 1
• Finish watching TDPSociety and finish writing activity
Monday, February 4
• Walt Whitman’s “O, Captain, My Captain” (supplied) and worksheet
• Poetry Terms Study Guide—Fill in the blank notes using p IN 8—IN9 and R pages near the Glossary (Due Wedesday)
Tuesday, February 5
Haikus
1) read 4 in book (p. 956—957)
2) Write own haiku
• 2 Sonnets
p 959—Keats—Study Rhyme Scheme and Form
p 960—Shakespeare
Wednesday, February 6
• Creative Writing Day—
Students will write a poem inspired by ART
--famous models will be shown
Thursday, February 7
• Begin watching The Dead Poets’ Society (postponed from last week)
Writing Activity to accompany viewing the film…
Friday, February 8
• Finish watching TDPSociety and finish writing activity
Monday, February 11
Finish—The Dead Poets’ Society
Writing activity to accompany the film.
If time, go over Poetry Study Guide as a class.
Tuesday, February 12
Anticipation Guide for The Odyssey
1:19 Video Clip about Homer
Background information fill in the blank notes (time period, culture, customs)
Wednesday, February 13
The Trojan War (back-story)
Thursday, February 14
What is a Myth? Reading comprehension and fill in the blank notes
Friday, February 15
Creation Story— Reading comprehension and fill in the blank notes
Monday, February 18
• “What is a Myth?” Reading Comprehension and Fill in the blank notes
• “The Great Gods” Reading Comprehension and Fill in the blank notes
Tuesday, February 19
“Creation Myths” Reading Comprehension and Fill in the blank notes
Anticipation Guide for The Odyssey
Wednesday, February 20
1:19 Video Clip about Homer
Background information fill in the blank notes (time period, culture, customs)
The Trojan War (back-story)
--story told to the music and rhythm of “Tainted Love” (3:16)
Thursday, February 21
• “What is an Epic—What is an Epic Hero” (Reading Comprehension and Fill in the Blank Notes )
• Who’s Who diagram for The Odyssey
Friday, February 22
• Begin reading The Odyssey in literature book.
Monday, February 25
• What do you remember about epics and storybook “Quiz”
• Matching Worksheet—as review from what we’ve read thus far
• Continue with The Odyssey—The Cyclopes (reading and fill in the blank notes)
Tuesday, February 26
• Writing Assignment: Write your own escape plan from inside Polyphemus’ cave.
• Continue reading Part 1: The Adventures of Odysseus
Wednesday, February 27
• Part 1: The Adventures of Odysseus Reading Comprehension Check (quiz)
• Begin reading
Part 2: The Return of Odysseus—with fill in the blank note sheet
Thursday, February 28
• Continue reading
Part 2: The Return of Odysseus—continue filling in note sheet
Friday, March 1
• Finish reading
Part 2: The Return of Odysseus
Reading Comprehension Quiz
Monday, March 11 through Friday, March 15
• Continue with Part I of The Odyssey—The Sirens
• Jeopardy Review for PART 1 Test
• Part 1—The Odyssey test
• Continue with Part 2—The Odyssey
• Continue with Part 2—The Odyssey
Monday, March 18 through Friday, March 22
• Finish foreshadowing activity from 3-15
• Begin The Odyssey Part 2
--read
--fill in the blank notes
--reading checks
--quizzes
(see also Edmiston’s plans)
b> Monday, March 25
• Finish work left for subs
(play, notes, Creation Myths)
Tuesday, March 26
Continue with reading strategy--
Summarizing (Part II)
• Literary Analysis: Epic Poems—brainstorm and then write 2 paragraphs about how The Odyssey fits the epic poem format
Wednesday, March 27
Watch The Odyssey
Thursday, March 28
• 2 hour early release
• Watch The Odyssey
Friday, March 29 No school
Monday, April 1 No School
Monday, April 8
• Finish The Odyssey movie ( 25 minutes left)
• Film/text comparison worksheet
• Game review for TEST
Tuesday, April 9
The Odyssey TEST
• William Shakespeare Introduction and Elizabethan Age—Reading Comp. and questions
Wednesday, April 10
• Romeo and Juliet Jigsaw--group activity
--making modern connections
--activating background knowledge
--universal themes
Thursday, April 11
• Romeo and Juliet Jigsaw
--making modern connections
--activating background knowledge
--universal themes
• The Globe—Reading Comp and Questions
• Finish Romeo and Juliet (making modern connections) Jigsaw Activity
Friday, April 12
• Shakespeare Background Fill in the Blanks
• Special Effects of Shakespearean Theater—Reading Comp and Questions
• Romeo and Juliet Story Map to fill in
Monday, April 15
• William Shakespeare Introduction and Elizabethan Age—Reading Comp. and questions
• p. 945—“The Seven Ages of Man” by William Shakespeare
• p. 764—767 Background fill in the blank notes to Romeo and Juliet, The Theater in Shakespeare’s day, Elizabethan Language, and Shakespeare’s impact on the English language
Tuesday, April 16
The Globe and Special Effects—Reading Comp and Questions
• Drama literary terms—p. 769, p. 771 prologue 794, 818, 860 (Elements of a Tragedy handout)
• Listen/Compare to “Tragedy” by the Bee Gee’s
• Romeo and Juliet Character Map: As the character map is being filled in, students will volunteer for play parts.
Wednesday, April 17
• Review drama terms—Quiz Friday
• Begin reading the play
Act I—page 771
Thursday, April 18
• Review Shakespeare’s life and times notes
• Review drama terms—Quiz Friday
• Continue reading Act I
Friday, April 19
• Drama terms—Quiz
• Continue reading Act I
Monday, April 22
Tuesday, April 23
Wednesday, April 24
Thursday, April 25
Friday, April 26
Monday, April 29
Tuesday, April 30
Wednesday, May1
Thursday, May 2
Friday, May 3
Monday, May 6
Tuesday, May 7
Wednesday, May 8
Thursday, May 9
Friday, May 10
Monday, May 13
Tuesday, May 14
Wednesday, May 15
Thursday, May 16
Friday, May 17
Monday, May 20
Tuesday, May 21
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Thursday, May 23
Friday, May 24
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