August 26 - 31

·       Monday:

o   Opening: R.A.C.E Review

o   Work Session -

§  Instruction (I do): Review Textual Evidence Lesson from last week

§  Guided Practice (We do): Breakdown the expectation for Extended Response (Definition Essay – Define what it means to be an American)

§  Independent Practice (You do): Students will complete a brainstorming page and begin writing their Rough Draft

o   Closing: Reminders – USATESTPREP is up!

·       Tuesday:

o   Opening:  Textual Evidence Review

o   Work Session -

§  Instruction (I do):  Teacher will explain the importance of Proofreading.

§  Guided Practice (We do): Review the Peer Edit Form to make sure everyone understands what they should be checking for while reading their peer’s Rough Drafts

§  Independent Practice (You do): Complete Rough Draft and Peer Edit

o   Closing:  Ticket Out the Door: Common problems found while proofreading

·       Wednesday:

o   Opening:  Table of Contents Update

o   Work Session -

§  Guided Practice (We do): Open Discussion about the closing from yesterday – Common problems found in the Rough Drafts

§  Independent Practice (You do): Complete Final Drafts (Definition Essays)

·       Thursday: HALF DAY

o   Opening:

§  Independent Practice (We do): Students will watch two videos entitled “What it means to be an American” and we will have an open discussion.

§  https://www.youtube.com/watch?v=ZeSf7WhTtYo

§  https://www.youtube.com/watch?v=wm2rapbicIM

·       Friday: 

o   Opening: 

o   Work Session -

§  Instruction (I do):  Teacher will have students think about a life without money. How different would that be? Would America still function the same or no?

§  Guided Practice (We do): Money and the American Dream (Springboard pg. 81)

§  Independent Practice (You do): Students will read “Money” and complete the Second Read questions.

o   Closing:  Ticket Out the Door

American Literature Syllabus

ANIMAL FARM NOVEL LINK

Animal Farm Link (WITH PAGE NUMBERS)

April 9 - 13, 2018

Detail of activities / strategies used to engaged students:

§  Monday:

o   Opening: Sonnet Review

o    Work Session –

§  Instruction (I do):

A. Teacher will explain the Sonnet Common Assessment (Sonnet 147)

B. Teacher will do a mini-lesson on Character Types (Flat, Round, Static, Dynamic)

§  Independent Practice (You do):

A. Sonnet Common Assessment; students are only allotted 35 minutes – (Timed Assessment)

B. Students will complete practice exercises on the different character types

Closing: Ticket Out the Door – Students will think about their favorite character from a book or movie and identify which type of character they represent.

§  Tuesday:

o   Opening:  Character Types Review

o   Work Session -

§  Instruction (I do):  Teacher will explain Character Type Mini-Project

§  Independent Practice (You do): Students will complete Character Type Project (Pairs & Groups of 3)

Closing: Ticket out the Door: Who do you think is to blame for the death of Romeo & Juliet? (One pick ONE person)

§  Wednesday:

o   Opening: Discussion about the “Ticket Out the Door” from yesterday

o   Work Session -

§  Instruction (I do):  Teacher will explain Common Assessment (Who’s To Blame?)

§  Independent Practice (You do):

A. Students will complete Constructed Response (Who’s To Blame?) Students will only have 40 minutes – Timed Assessment

B. Students will complete & present their Character Type Charts from yesterday.

Closing: Ticket out the Door

§  Thursday:

o   Opening: Elements of a Plot Review

o    Work Session -

§  Guided Practice (We do): Discuss the Timeline of Events from Romeo & Juliet

§  Independent Practice (You do):

A. Students (individually or in pairs) will plot one complete ACT of Romeo & Juliet this should go hand and hand with their “Who’s to Blame Constructed Response”.

B. Students will then explain how this Act of the play determine who was to blame for the death of Romeo & Juliet. (Text Evidence & Plot Elements must be used. Students will present this to the class for a presentation grade.

Closing: Ticket out the Door

§  Friday:

o   Opening:

o   Work Session -

§  Independent Practice (You do):

A. USA TEST PREP (For those students who have not completed their assignments from the previous week & this week.

B. Students will watch the 1996 version of Romeo & Juliet

Closing: Ticket out the Door

March 26 - 30, 2018

§  Monday:

o   Opening: Teacher will give the class a whole group quiz. Students will complete the quiz, individually and teacher will call students (at random) to answer each question. (ACT II)

o    Work Session –

                  

§  Instruction (I do): Review Acts I & II from last week

§  Guided Practice (We do): Teacher & students will continue reading: Act III

§  Independent Practice (You do): Students will complete the ACT III Study Guide.

Closing: Ticket Out the Door

§  Tuesday:

o   Opening: Sonnet Review

o    Work Session –

§  Instruction (I Do): Review Scenes from yesterday’s reading (Act III)

§  Guided Practice (We do): Teacher & students will finish reading: Act III

§  Independent Practice (You do): Students will complete the ACT III Study Guide.

Closing: Ticket out the Door – Students will talk with an elbow partner about what they think will happen next in Act IV.

§  Wednesday:

o   Opening: Sonnet 147 (UNIT 3 Common Assessment)

o    Work Session -

§  Instruction (I do):  Review Scenes from yesterday’s reading (End of Act IV)

§  Guided Practice (We do): We will begin reading ACT IV

§  Independent Practice (You do): Students will begin ACT IV Study Guide

Closing: Ticket out the Door

§  Thursday:

o   Opening: Class Quiz (Acts III & IV)

o    Work Session -

§  Instruction (I do):  Teacher will give the class a whole group quiz. Students will complete the quiz, individually and teacher will call students (at random) to answer each question.

§  Guided Practice (We do): We will finish Act IV & begin Act V

§  Independent Practice (You do): Students will finish ACT IV Study Guide

Closing: Ticket out the Door

§  Friday:

o   Opening: Timeline of Events (the play take place in less than a week)

o    Work Session -

§  Instruction (I do):  Review scenes from yesterday’s reading (ACT IV & V)

§  Guided Practice (We do): We will finish Act V.

§  Independent Practice (You do): Students will complete ACT V study guide.

Closing: Ticket out the Door: Who do you think is to blame for the death of Romeo & Juliet?

March 19 - 23, 2018

How will the students learn?

Detail of activities / strategies used to engaged students:

·         Monday:

o   Opening: Drama Elements Review

o    Work Session -

§  Instruction (I do): Teacher will review Anticipation Guide for Romeo & Juliet

§  Guided Practice (We do):

a. Students will individually complete their Anticipation Guides and we will review their responses together as a whole

b. We will begin reading Act I, Scenes I-II as a whole class.

Closing: Teacher will give students Part I of their ACT I Study Guide

(Majority of 2^nd block will be attending the Romeo & Juliet Play so their lesson will be adjusted today & tomorrow)

·         Tuesday:

o   Opening: Students will begin completing their Character Analysis Chart: Romeo & Juliet

o    Work Session -

§  Guided Practice (We do):

a. We will continue reading Act I, Scenes III - V as a whole class.

b. 2^ND Period: Begin reading Act I, Scenes I-III

§  Independent Practice (You do): Students will complete the ACT I Study Guide.

Closing: Ticket out the Door – Students will discuss their Study Guide answers with an elbow partner.

·         Wednesday:

o   Opening: Students will review readings from yesterday to prepare for class quiz.

o    Work Session -

§  Instruction (I do):  Teacher will give the class a whole group quiz. Students will complete the quiz, individually and teacher will call students (at random) to answer each question.

§  Guided Practice (We do): We will finish Act I & begin Act II.

§  Independent Practice (You do):

Closing: Ticket out the Door – Students should have completely finished their ACT I Study Guide & begin ACT II.

·         Thursday:

o   Opening: Character Analysis Chart

o   Work Session –

§  Instruction (I do): Teacher will discuss the Timeline of the story of Romeo & Juliet (3 days)

§  Guided Practice (We do): We will continue reading Act II, Scenes I-II

§  Independent Practice (You do): Students will begin completing their ACT II Study Guide

o   Closing: Ticket Out the Door – Students will plot the major events of the story thus far.

·         Friday:

o   Opening: Students will review readings from yesterday to prepare for class quiz

o   Work Session –

§  Instruction (I do): Teacher will give the class a whole group quiz. Students will complete the quiz, individually and teacher will call students (at random) to answer each question.

§  Independent Practice (You do):  Students will watch Gnomeo & Juliet and complete a compare and contrast graphic organizer.

Closing: Ticket Out the Door: Share the similarities and differences with a partner.

March 12 - 16, 2018

How will the students learn?

Detail of activities / strategies used to engaged students:

·         Monday:

o   Opening: Unit 2:  Post-Test

o    Work Session -

§  Instruction (I do): Teacher will introduce the Life and Times of William

        Shakespeare and Unit 3 (Coming of Age on Stage)

§  Guided Practice (We do): Teacher will show a mini bio video of Shakespeare’s life and students will write down 5 – 7 important facts and we will have a brief discussion about the facts. https://www.biography.com/video/william-shakespeare-mini-biography-12060739685 (Video)

§  Independent Practice (You do): Students will individually complete a QHT Chart on Unit 3 Vocabulary Words. (We will create a chart for our class, as well)

Closing: Ticket Out the Door: Importance of Independent Reading

·         Tuesday:

o   Opening: Independent Reading

o    Work Session -

§  Instruction (I do):  Teacher will show a BRAINPOP Video on Drama.

§  Guided Practice (We do):

a. Students will take the Brain Pop Quiz as a whole class activity. Teacher will help guide them through the class quiz.

b. Teacher will do a mini lesson on Sonnets.

§  Independent Practice (You do): Students will take Cornell Notes or Scaffolding Notes on Drama Elements in the interactive Notebooks.

Closing: Ticket out the Door – Write down one thing they learned about Sonnets

·         Wednesday:

o   Opening: Independent Reading

o    Work Session –

§  Instruction (I do):  Teacher will review Sonnets.

§  Guided Practice (We do): Teacher and students will break down a new Sonnet as a class.

§  Independent Practice (You do): Independently, students will break down “The Prologue” of Romeo & Juliet. Students will review both the original text and the modern text using the No Fear Shakespeare books. (Springboard – pgs. 364-365)

o   Closing: Ticket Out the Door: Drama Elements review (yesterday)

·         Thursday:

o   Opening:

o    Work Session – Independent Reading

§  Instruction (I do): Teacher will explain the Musical Predictions activity for Romeo & Juliet.

§  Guided Practice (We do): Teacher will walk students through the Predictions Prezi to make sure each student understands the concept.

§  Independent Practice (You do): 

a. Students will make predictions/inferences about what’s to come in Act I of Romeo & Juliet.

b. Students will begin reading ACT I, Scene I (Whole Class)

Closing: Ticket Out the Door: Check Your Predictions!

·         Friday:

o   Opening: Unit 3: Pre-Test

o    Work Session -

§  Instruction (I do): Teacher will explain the Character Analysis Chart & Study Guides for Romeo & Juliet.

§  Guided Practice (We do): As a class, we will continue reading ACT I of Romeo & Juliet. (Scenes I – III)

§  Independent Practice (You do): Students will complete begin completing their Character Analysis Charts.

Closing: Ticket Out the Door: Check Your Predictions!