Spring+2015-HN+English+I

=Week 1: 1/26-1/30=

Monday, 1/26
Welcome to English class!
 * You may go ahead and find a seat, but I will be placing you in alphabetical order
 * Once you are placed in your seat, please have out a pen or pencil and a blank sheet of paper

1. Assigned Seats: Alphabetical Order 2. Review syllabus 3. Show Mr. Thomas's Website 4. Show turnitin.com 5. Student Questionnaire: 6. Reading Placement Assessment 7. Vocabulary List 1
 * 1.Do you have a computer at home? Do you have internet access? __
 * 2. Last Book You Read:
 * 3. Last Movie You Saw:
 * 4. Favorite Three Bands/Musicians:
 * 5. Favorite book:
 * 6. Do you read any magazines or newspapers, daily websites? If yes, which ones?
 * 7. What do you want to do after high school? College? Tech School? Military? Work?
 * First quiz on Friday!



Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz on Friday!) -Get English binder and Writer's notebook

Tuesday, 1/27
On a blank sheet of paper, begin your first Start-Up sheet
 * Title the paper “Start-Up Week 1”
 * The date of each day will go in the left margin
 * You will copy down PART of the question/prompt (the portion that is italicized)
 * You will answer fully, as directed by the directions given
 * You will draw a line between each day to keep clear organization

Start-Up: //First Day of New Semeste//r;
 * In 5 sentences, describe your first day of the new semester:
 * Did anything funny happen?
 * Is it what you expected it to be so far?
 * Write 3 unique get-to-know-you questions
 * Think outside the box, not things like, “What is your favorite color?”
 * Questions like, “If you could be on the cover of one magazine, which magazine would you choose?” or “If you had a pet snake, what would you name it?”


 * When you have finished, please have out your vocabulary list, your answer sheet from yesterday’s reading assessment, and your signed syllabus, if you have it

1. Discuss/share Start-Up 2. Finish reading placement assessment from yesterday 3. Review vocabulary words 4. Mr. Thomas letter corrections 5. Mr. Thomas letter to students 6. Introduce Academic Expectations Essay assignment
 * Grade answers
 * Quiz format
 * Quiz Friday!
 * Discuss
 * Discuss
 * Discuss
 * Due Friday by 10:00pm on turnitin.com



Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz on Friday!) -Get English binder and Writer's notebook -Begin working on Academic Expectations Essay

Wednesday, 1/28
Start-Up: //Academic Inspiration//; (3-5 sentences) Who is someone who has inspired you academically? Explain what this person did/does to make you want to be a better student.


 * When you have finished, have out your Writer’s Notebook (or a sheet of paper), your signed syllabus, and be silently studying your vocabulary words

1. Share/discuss Start-Up 2. Review upcoming assignments and due dates 3. "Helpless Generation" Article 4. NHC Vocabulary Pre-Assessment
 * Read
 * Respond to 5 of the 10 Reading Reflection Questions



Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz on Friday!) -Get English binder and Writer's notebook -Begin working on Academic Expectations essay

Thursday, 1/29
Start-Up: //Greek Mythology//; What do you currently know about Greek mythology? Write down everything that comes to mind. If you know nothing, write down what you think “Greek mythology” might consist of. Why do you think cultures create myths? Explain.

Turnitin.com information:
 * When you have finished, have out your responses to yesterday’s article, and write down the information below if you need it

Class ID = 9410009 Password= Thomas


 * Today you will go to homeroom between 1st and 2nd periods

1. Share/discuss Start-Up 2. "Helpless Generation" article 3. On a sheet of paper: 4. Finish vocabulary pre-assessment from yesterday 5. Study for tomorrow's vocabulary quiz
 * Discuss opinions about the article
 * Write one paragraph that answers the question:
 * What is the main idea of this article? Explain your answer and use textual support to strengthen your answer.

Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz on tomorrow!) -Get English binder and Writer's notebook -Work on Academic Expectations essay (due by 10:00pm to turnitin.com tomorrow!)

Friday, 1/30
Start-Up: //Writing Rules//; Do you feel that rules of writing serve a purpose? If so, what purpose do they serve? If not, why do you feel they are unimportant? Explain your answer in 3-5 sentences.


 * When you have finished, make sure your name is on this week’s Start-Up sheet and turn your start-ups in to the tray on Mr. Thomas’s desk, then prepare for the vocabulary quiz. For the quiz you will simply need a blank sheet of paper and a writing utensil. You will also need a book to read or an assignment to work on when you finish (have this nearby, but not on your desk)

1. Vocabulary Quiz #1 2. "Helpless Generation" Article responses
 * Review commonly made mistakes
 * What could make these responses stronger...
 * Improve your response!

Homework:
-Get syllabus signed -Create turnitin.com account -Get English binder and Writer's notebook -Work on Academic Expectations essay (due by 10:00pm to turnitin.com tonight!)

=Week 2: 2/2-2/6=

Monday, 2/2
Start-Up: //My Weekend//; Write three grammatically correct sentences about your weekend. In each sentence include at least one of each of the following: noun, adjective, verb, conjunction, pronoun, and preposition


 * When you have finished, take the vocabulary list 2 from the front table, then work on identifying the part of speech and writing a sentence for each.

1. Checking in... 2. Share Start-Up 3. Review Parts of Speech 4. New vocabulary words 5. Greek gods and goddesses notes
 * If you were absent Friday, find a time to make up your vocabulary quiz
 * If you have not submitted your essay to turnitin.com, make sure you do so quickly
 * Take notes!
 * Discuss
 * Practice
 * Identify parts of speech
 * Discuss
 * https://prezi.com/ieyfg9cyvbf3/greek-mythology



Homework:
-Study vocabulary words (quiz Friday) -Bring in your "goals" section of your Academic Expectations essay

Tuesday, 2/3
Start-Up: //Vocab and Grammar Practice//; Write three grammatically correct sentences that include at least one of each of the following: VOCAB WORD, noun, verb, adjective, adverb, conjunction, preposition, and pronoun. Label each part of speech


 * When you have finished, have out your mythology notes from yesterday, and quietly study your vocabulary words until we move on

1. Share/discuss Start-Up 2. Checking in... 3. Writer's Notebook entry: "A Difficult Time" 4. Parts of Speech practice 5. Trojan War
 * Make up vocab quiz, if necessary
 * Bring in your "goals" portion of your academic expectations essay
 * We will begin sharing these with the class tomorrow
 * Brainstorm difficulties/challenges you have faced in life so far
 * Choose one or two of these challenges
 * Describe the situation
 * Explain how you overcame this difficulty
 * Notes
 * Discuss
 * Clips from //Troy//



Homework:
-Study vocabulary words (quiz Friday) -Bring in your "goals" section of your Academic Expectations essay

Wednesday, 2/4
Start-Up: //Judgment of Paris//; If you were Prince Paris, which goddess would you have chosen? Why? Explain in 3-5 sentences


 * When you have finished, have out your Academic Expectations essay excerpt you will be sharing with the class, then silently study your vocabulary words

1. Share/discuss Start-Up 2. Review graded vocabulary quizzes 3. Expectations for speeches 4. Begin speeches 5. Distribute copies of //The Odyssey// 6. Begin reading/answering questions
 * If you did not present today, you will be tomorrow! Be prepared!
 * Brief background information



Homework:
-Study vocabulary words (quiz Friday) -Bring in your "goals" section of your Academic Expectations essay

Thursday, 2/5
Start-Up: //Odyssey First Impressions//; What are your initial thoughts on The Odyssey? What are you looking forward to reading about in this story? Explain any other thoughts or current questions you have.


 * When you have finished, silently review for tomorrow’s vocabulary quiz. If you did not present your Academic Expectations essay excerpt yesterday, please have that out and ready to go for today

1. Share/discuss Start-Up 2. Questions about vocabulary words? 3. Finish speeches 4. Work on writer's notebook entry from Tuesday (A Difficult Time) 5. Continue //The Odyssey//
 * Quiz tomorrow!
 * Construct your experience as a story

Homework:
-Study vocabulary (quiz tomorrow)

Friday, 2/6
Start-Up: //Odyssey Events//; Summarize the events Odysseus and his crew have endured to this point (wherever you are) in the story. Which event seems like it would have been the most difficult to overcome? Why? What do you think is going to happen next to the men?


 * When you have finished, get yourself prepared for Vocabulary Quiz 2

1. Self-check Start-Ups 2. Vocabulary Quiz 2 3. Effects of Reality TV Article 4. Continue reading //The Odyssey//
 * Look over this week's Start-Ups
 * Assess yourself out of 10 possible points
 * Look for completion, neatness, requirements met, and apparent effort
 * Give a defense of your grade; explain to me //why// that is the grade you deserve
 * Read
 * What is the main idea of this article? Use textual evidence to support your answer.
 * Commentary- What are your opinions? Explain.

Homework:
-Have a great weekend!

=Week 3: 2/9-2/13=

Monday, 2/9
Start-Up: //Legacy//; If you could decide what your legacy is going to be, what would you choose to be remembered for? Explain why in 3-5 sentences.


 * When you have finished, take Vocabulary List 3 and begin identifying parts of speech and writing sentences for each word.

1. Share/discuss Start-Up 2. Checking in... 3. Review vocabulary words 4. Review //The Odyssey// 5. View clips from film 6. Continue reading and answering questions
 * //Odyssey// questions due Wednesday
 * Vocabulary lists fixed! I gave you four extras (disheveled, mortify, emblem, mettlesome)
 * This week's list has 14 words, but the quiz will still be only 5
 * Academic Expectations essay grades finished tomorrow
 * Notes on characters
 * https://www.youtube.com/watch?v=n2Jg7b1d2wo



Homework:
-Study vocabulary -Work on //Odyssey// questions if you are far behind

Tuesday, 2/10
Start-Up: //Grammar Practice;// Copy the following sentence AS IT IS CURRENTLY, then make needed corrections to make it grammatically correct and identify parts of speech.
 * Every one should do there homework without cheating; and he/she should make sure it is their best work.


 * When you have finished, have out a blank sheet of paper and your Odyssey questions, and then silently study vocabulary

1. Discuss Start-Up 2. //Odyssey// Activity 3. Time to read and answer questions
 * With a partner, map out the journey of Odysseus from Troy to Itchaca
 * Pay attention! Make it chronological, not just the order of Edith Hamilton's version of the story!
 * All questions due tomorrow

Homework:
-Finish //Odyssey// guiding questions -Study vocabulary

Wednesday, 2/11
Start-Up: //The Odyssey//; Consider how the story ends. Is this what you expected? Explain. If you had been Odysseus, what would you have done differently? Explain.


 * Have out your Odyssey Guiding Questions, and then silently review vocabulary

1. Discuss Start-Up 2. Turn in //Odyssey// questions 3. Time to finish timeline of events 4. View clips of the film 5. Writer's Notebook questions
 * https://www.youtube.com/watch?v=n2Jg7b1d2wo
 * Review
 * Expectations
 * Begin working
 * //Have at least two of the questions answered completely tomorrow//



Homework:
-Study vocabulary -//Odyssey// Reflection Questions (at least two!)

Thursday, 2/12
Start-Up: //3-Week Check In//; Now that you are nearly three weeks through your second semester, assess your performance so far in your new classes. What are some things you are doing that are working well? Why those are working. What might need to be changed? How would changing these habits help you?


 * When you are finished, have out your vocabulary words, a blank sheet of paper, and silently study until we are ready to move on. If you did not finish last night’s homework (responding to two of the four questions) work on that before you begin studying

1. Discuss Start-Up 2. Vocabulary review 3. Continue //Odyssey// film clips
 * Collaborative story writing!
 * https://www.youtube.com/watch?v=n2Jg7b1d2wo

Homework:
-Finish four //Odyssey// reflection questions -Study for vocabulary quiz

Friday, 2/13
Start-Up: //Most Valuable Lesson//; Write about the most valuable thing you ever learned in school. What made it so useful for you?


 * When you have finished, assess your Start-Ups for the week, give yourself a numerical grade out of 10, then give a grade justification statement for why you deserve that grade. Turn your Start-Ups into the tray on my desk. Then, prepare yourself for Vocabulary Quiz 3

1. Vocabulary Quiz #3 2. When you finish: 3. Partner Activity 4. Begin writing first draft of that essay
 * Read/revise/add to your //Odyssey// reflection questions in your Writer's Notebook (from Wednesday)
 * Label which response you feel is your strongest
 * Read each other's strongest response
 * Create an outline for a 5 paragraph essay for that prompt (the question to the answer you chose)

Homework:
-//Odyssey// Essay first draft due Monday

=Week 4: 2/16-2/20= 2/20: HALF DAY FOR STUDENTS

Monday, 2/16
Start-Up: //The Odyssey Cultural Effects//; Make a list of stories, TV shows, movies, symbols, characters, etc. that parallel the story or characters of The //Odyssey//. For example, the Spongebob Squarepants movie is a re-telling of this classic tale, the minivan named The Odyssey.


 * When you are finished, have out your Odyssey essay first draft…I will come around to check them. Then, take Vocabulary List 4 and begin to identify parts of speech and write sentences for each word.

1. Discuss Start-Up 2. Review new vocabulary words 3. Peer revision of //Odyssey// essay 4. Begin //O Brother, Where Art Thou?//
 * Three peers will read and comment on your essay
 * 2nd Draft due Wednesday!
 * Complete viewing comparison guide



Homework:
-Work on 2nd draft of //Odyssey// essay (due Wednesday) -Study vocabulary words (quiz Friday)

Tuesday, 2/17
Start-Up: //Writer’s Notebook//: [Write “Writer’s Notebook” on your Start-Up sheet, but complete this writing in your WN] (3 paragraphs) What does it mean to fully trust someone? Who do you trust? Do you ask these people for advice? In what kinds of people do you typically place your trust? What would it take for you to lose trust in someone? Can trust ever be regained?


 * When you finish, have out your O Brother/Odyssey viewing guide and review your vocabulary words. IF YOU WERE NOT HERE YESTERDAY: the vocabulary words and the viewing guide are on the bulletin board

1. Discuss Writer's Notebook prompt 2. Continue viewing //O Brother, Where Art Thou?// 3. Progress Reports

Homework:
-Complete second draft of //Odyssey// essay

Wednesday, 2/18
Start-Up: //Sentence Completion//; For this Start-Up, copy the sentence given, then record the two words you believe should be placed into the blanks Because King Philip's desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth's insistence on autonomy for England, --- was ---.

A. reconciliation. . assured B. warfare. . avoidable C. ruination. . impossible D. conflict. . inevitable E. diplomacy. . simple


 * When you have finished, have out your essay, a blank sheet of paper, and a writing utensil (preferably a colored one!)

1. Discuss Start-Up 2. Peer revision of //Odyssey// essays
 * Final draft due Monday night

Homework:
-Study for vocabulary quiz

Thursday, 2/19
Start-Up: //Identifying Sentence Errors//; Read the sentence below, choose which underlined portion is incorrect, and then explain why that is incorrect.
 * The students __have discovered__ that __they__ can address issues more effectively __through__ letter-writing campaigns __and not__ through public demonstrations.

A. Have discovered B. They C. Through D. And not E. No error


 * When you have finished, have out your //Odyssey// vs. //O Brother// viewing guide, and then review your vocabulary words silently

1. Discuss Start-Up 2. Finish //O Brother, Where Art Thou?// 3. Discuss viewing guide 4. Letter to future you letter
 * On the back of your sheet:
 * Explain the depiction of the Lotus-Eaters from the film
 * What are your thoughts on this interpretation of //The Odyssey//?
 * What was your favorite part from the film? Why?



Homework:
-Study for vocabulary quiz

Friday, 2/20
HALF DAY FOR STUDENTS; ONE HOUR DELAY FOR STUDENTS

Start-Up: //Cold Story//; Write a SHORT funny story dealing with today's cold weather.


 * When you have finished, assess your start-ups out of 10 possible points, turn in, then get prepared for your vocabulary quiz

1. Vocabulary quiz #4!

Homework:
-Work on //Odyssey// final essay (due Monday night)

=Week 5: 2/23-2/27=

Monday, 2/23
Start-Up: //Cross-Cultural Connections//; in 3-5 sentences explain how a story about a particular place can cross regional boundaries and appeal to readers who have never lived in that time period or place.


 * When you have finished, take Vocabulary list 5 and begin working on identifying parts of speech and writing example sentences

1. Discuss Start-Up 2. Checking in... 3. Review new vocabulary words 4. Notes on TRIAC 5. Contextual Research Activity
 * //Odyssey// essay due tonight by 10:00pm
 * Make sure your Writers' Notebook and binder are in order and complete
 * There will be a check for both this week



Homework:
-Finalize and submit final //Odyssey// essay to turnitin.com tonight

Tuesday, 2/24
SCHOOL CANCELED FOR STUDENTS; INCLEMENT WEATHER

Wednesday, 2/25
TWO HOUR DELAY; INCLEMENT WEATHER

Start-Up: //Equality//; Our Declaration of Independence states that, “All men are created equal.” Do you agree with this sentiment? Explain why or why not using TRIAC. NOTE: The term “men” does not mean only males, it is meant as a universal term for all of humanity.


 * When you have finished, have out your research assignment from Monday, and then silently review your vocabulary words until we move on

1. Discuss Start-Up 2. Continue working on research assignment 3. Writer's Notebook prompt
 * //A Lesson Before Dying// Cultural Context: Considering the information you found from your research as well as the overview of //ALBD//, in what ways do you think the time period will be critical to the plot of the novel? Explain in at least 5 sentences.

Homework:
-Finish research assignment -Complete Writer's Notebook prompt

Thursday, 2/26

 * ACT Pretest Survey Day (1st and 2nd periods= 20 min. classes)
 * Mr. Thomas out; County Curriculum Workshop

1. Read three //A Lesson Before Dying// background information handouts 2. Complete the Notes handout for the three background handouts





Homework:
-Study for vocabulary quiz 5

Friday, 2/27
Please get yourself prepared for vocabulary quiz 5. We will not turn in our start-ups for this week.

1. Vocabulary Quiz #5 2. Finish notes on background sheets from yesterday 3. Begin reading //A Lesson Before Dying// 4. Respond to questions in your Writer's Notebook

=Week 6: 3/2-3/6= -3/3=ACT Test day

Monday, 3/2

 * You may continue start-ups on last week’s sheet or start a new sheet

Start-Up: //Sentence Completion//; for this Start-Up, copy the sentence given, then record the two words you believe should be placed into the blanks Although some think the terms "bug" and "insect" are ---, the former term actually refers to --- group of insects.

A. parallel… an identical B. precise…an exact C. interchangeable…a particular D. exclusive…a separate E. useful…a useless


 * When you have finished, begin identifying the parts of speech for this week’s vocabulary words. We will be discussing the words

1. Discuss Start-Up 2. Checking in... 3. New vocabulary words 4. "Let Kids Rule the School" Article 5. Continue reading //A Lesson Before Dying//
 * Tomorrow=ACT Test Day
 * Review bell schedule
 * Writer's Notebook:
 * Write a summary of the article
 * Include one direct quote from the article
 * Write one paragraph responding to this article (you agree, disagree, you think it’s crazy…whatever your thoughts are…)
 * Write a TRIAC paragraph in which you answer the following question:
 * Should Ashley High School allow students to determine the curriculum?



Homework:
-Finalize Writer's Notebook for our firs WNB check
 * Review, edit, and finalize the following entries in your Writer’s Notebook for our first notebook check. The dates in parentheses are the dates on my website where you can find the prompts.
 * "Helpless Generation" Article (1/28)
 * A Difficult Time (2/3)
 * //Odyssey// Reflection Questions (2/11)
 * Trust Start-Up Prompt (2/17)
 * //A Lesson Before Dying// Background Info. Prompt (2/25)
 * //ALBD// Chapters 1-4 Questions (2/27)
 * "Let Kids Rule the School" Article (3/2)

Tuesday, 3/3

 * ACT Test Day; Reversed Schedule

Start-Up: //Grant Wiggins//; Describe the main character and narrator of A Lesson Before Dying, Grant Wiggins. What is his job? What does his aunt ask him to do and how does he respond to this request? What does his response show us about him as a person? Currently, do you like Grant as a narrator? Why or why not? Add any other insights you currently have about Grant.


 * When you have finished, take time to make sure your Writer’s Notebook is neat and organized in a way that you are proud of. Once you are ready, place your Writer’s Notebook on the windowsill behind Mr. Thomas’s desk. Then, quietly study your vocabulary words until we are ready to move on.

1. Discuss Start-Up 2. Introduce //ALBD// Newspaper Project 3. Begin working; Due Friday



Homework:
-Study vocabulary words

Wednesday, 3/4
Start-Up: //Identifying Sentence Errors//; Copy the sentence as it reads currently. Identify which underlined portion contains a grammatical error, if any. Record your answer. When we discuss the sentence, record the correct answer with an explanation.

At the music recital, Alex enjoyed listening to her friend Mark's insightful interpretation, which she thought was more sophisticated than the other performers.

A. Enjoyed listening B. Which she C. More sophisticated D. Than the other performers E. No error


 * If you weren’t here yesterday: make sure your name is on your Writer’s Notebook, then place it on the windowsill
 * When you have finished, silently review your vocabulary words.

1. Discuss Start-Up 2. Time to work on newspaper project 3. Continue reading //A Lesson Before Dying// 4. Discussion of novel

Homework:
-Study vocabulary words

Thursday, 3/5
No Start-Up

1. Time to work on //ALBD// Newspaper Project 2. Time to continue reading //ALBD//

Homework:
-Study for tomorrow's vocabulary quiz

Friday, 3/6
Start-Up: //Group Project//; Describe the experience you had with the group project this week. Do you enjoy working with classmates on projects? Why or why not? Did your group face any difficulties? If so, how did you overcome them?


 * When you have finished, ensure that your name is clearly printed on your Start-Ups, assess yourself (score out of 10), give a justification of that assessment, then turn your sheet in to the tray on my desk.


 * Prepare for Vocabulary Quiz 6

1. Vocabulary Quiz 2. Continue reading //A Lesson Before Dying// 3. Chapters 5-12 Questions 4. Class discussion of novel 5. Introduce Critical Inquiry Assignment
 * Answer these questions, using complete sentences, in your Writer’s Notebook. Use textual support for your answers when possible; make sure to use quotation marks when needed, and always give the page number/range where your textual evidence can be found.
 * 1. What time does Grant arrive at the Pichot house for his 5:00 appointment? When does he actually get to talk to Pichot and Sheriff Guidry? Why does this happen?
 * 2. Why does Grant refuse to sit down or take any supper while he is waiting?
 * 3. In Chapter 8, we learn that Antoine hated being in the plantation school. Why did he stay?
 * 4. Summarize the first meeting with Jefferson.
 * 5. Why does Jefferson ask if Grant has brought corn for his meal?
 * 6. What argument does Grant try with Jefferson to get him to eat, talk, and try to get through the ordeal with dignity?
 * 7. In Chapter 12, Vivian insists that Grant cannot leave this community. What reason does she give?
 * Due on Wednesday, March 11



Homework:
-Begin brainstorming/working on CIA

=Week 7: 3/9-3/13=

Monday, 3/9
Start-Up: //Sentence Completion//; Copy the following sentence. Identify which two words best fit in the blank spaces, then record your answer on your start-up sheet. When we have discussed, make sure you have recorded and explained the correct answer.

The novel's protagonist, a pearl diver, naïvely expects that the buyers will compete among themselves to pay him the best price for his pearl, but instead they --- to --- him.

A. venture. . reward B. pretend. . praise C. conspire. . reimburse D. refuse. . cheat E. collude. . swindle


 * When you have finished, take this week’s vocabulary list and a copy of //A Lesson Before Dying//. Begin identifying parts of speech and writing sentences, and then continue reading the novel.

1. Time to read //ALBD// 2. Vocabulary List 7 3. Present //ALBD// Newspaper projects 4. Characterization Exercise



Homework:
-Finish character analysis sheet

Tuesday, 3/10
Start-Up: //Sentence Completion//; Copy the following sentence. Record which answer is the best fit. Make sure to record the correct answer and explain why.

• Despite our best efforts to protect the environment and keep it safe, until the problems of pollution are, the future of our environment seems, at best,.

(A) Created. . . Gloomy (B) Revoked. . . Secure (C) Solved. . . Uncertain (D) Replaced. . . Revered (E) Increased. . . Unknown


 * When you have finished, get a copy of //ALBD// and continue reading.

1. Time to read //ALBD// 2. Discuss Start-Up 3. Review vocabulary 4. Notes: How to Cite a Source 5. Practice 6. Time to work on CIA (due tomorrow)



Homework:
-Finish Critical Inquiry Assignment -Find an article that interests you
 * Print off
 * Summarize
 * Cite

Wednesday, 3/11
Start-Up: //Critical Inquiry Assignment//; Which of the 15 questions did you enjoy answering most? Why? Which was most difficult to answer? Why? After completing this assignment, what realizations have you made about yourself, if any? Explain.


 * When you have finished, ensure that your name is on your CIA and turn it in to the tray on my desk. Then take a copy of //ALBD// and continue reading. In your Writers’ Notebook, write five questions about the novel (from Chapter 13 and after). Provide the answer to each question.

1. Time to read //ALBD// 2. Discuss Start-Up 3. New seats! 4. Small group 5. Turn in your homework 6. Swearing in Public article
 * Share your article
 * Discuss
 * Read
 * Cite
 * Respond using TRIAC: Is this a reasonable demand?



Homework:
-Study vocabulary

Thursday, 3/12
Start-Up: //MLA Citation Practice//; Create an MLA citation for the following sources:

1. ‘Blurred Lines’ Jury Orders Pharrell, Robin Thicke to Pay $7.3 Million to Marvin Gaye Family 2. Hanging It Up: Retirement Is the Latest NFL Trend 3. Thomas and Swift, the Two Great Taylors
 * Author: Alex Stedman
 * Site: Variety.com
 * Publisher: Variety Media
 * Pub Date: March 10, 2015
 * Author: Bill Barnwell
 * Site: Grantland.com
 * Publisher: ESPN Internet Ventures
 * Pub Date: March 11, 2015
 * Author:
 * Site: Rollingstone.com
 * Publisher: Rolling Stone
 * Pub Date:


 * When you have finished, continue reading //ALBD//, or study vocabulary

1. Discuss Start-Up 2. Time to read //ALBD// 3. Writer’s Notebook: Persuasive Statements 3/12/15 4. Explanation of Persuasion Activity 5. Work with group to develop your argument
 * Choose a definitive side on each of the following issues. Write your responses in your WN. Briefly explain why you feel that way
 * School dress code should/should not be changed
 * There should/should not be a school attendance policy
 * Students should/should not be allowed to leave campus for lunch
 * All students should be able to choose what classes they take throughout their high school career rather than having certain credit requirements in different subjects
 * While waiting for classmates to finish, review for tomorrow’s quiz

Homework:
-Study for vocabulary quiz

Friday, 3/13
Start-Up: //Your Greatest Academic Asset//; It is common to think about strengths or unique characteristics that teachers have, but I want you to think about yourself as a student. What would you consider to be your greatest contribution to a classroom environment? This could be your efficient work habits, or neat handwriting, your humor, your respect…. What do YOU bring to the table? How do you think teachers remember you? Explain.


 * When you have finished, review your Start-Ups, assess yourself out of 10, give a brief defense of your grade, then turn your sheet in to the tray on my desk

1. Discuss Start-Up 2. Vocabulary Quiz 7 3. Commencement Speech 4. Work on group arguments 5. Discuss
 * Read
 * Answer questions in Writer's Notebook

=Week 8: 3/16-3/20=

Monday, 3/16
Start-Up: //Citation Practice//; Construct a proper MLA citation for each of the following sources:
 * “The Effects of Over-Eating” by Richard Talbert, January 16, 2013, www.HEALTHYLIVING.com by Food Network
 * “Why High School Matters” from www.HUFFINGTONPOST.com


 * When you have finished, get a copy of this week’s vocabulary word, identify parts of speech, then get a copy of //ALBD// and continue reading

1. Time to read //ALBD// 2. Discuss Start-Up 3. New vocabulary words 4. Group argument presentations 5. Discuss



Homework:
-Study vocabulary words

Tuesday, 3/17
Start-Up: //Argumentation//; Think back on the arguments you heard yesterday. What made some arguments stronger than others? Remember, I’m not interested in which argument you personally believe, but rather which arguments you felt were stronger than others.


 * When you have finished, get a copy of //ALBD// and continue reading. GOAL: finish novel by Monday

1. Time to read //ALBD// 2. Discuss Start-Up 3. Questions about vocab? 4. Introduce character analysis essay 5. Time to work on essay
 * Questions for Chapters 20-31
 * 5 paragraphs
 * TRIAC for body paragraphs
 * First draft due tomorrow!



Homework:
-Work on essay -Study vocabulary words

Wednesday, 3/18
Start-Up: //Sentence Transformation//; Here’s a brainteaser for you…. You can change hate to love in just three steps—that is, you can change the word hate to the word love by changing one letter at a time, where each change produces a new word: See how many steps it takes you to make the following transformations:
 * Hate...have...hove...love.
 * Dog...cat
 * Jump...pool
 * Cool...warm


 * When you have finished, review your vocabulary words. See how many definitions you can memorize verbatim

1. Discuss Start-Up 2. Peer revision of characterization essay 3. Time to read //ALBD//
 * Final draft due tomorrow night!
 * Have finished by Monday!

Homework:
-Essay -Study Vocabulary

Thursday, 3/19
Start-Up: //Argument Practice//; Ashley High School should/should not move to a four-day schedule (eliminating school on Friday). Construct a strong, concise argument defending your opinion on the topic. Your audience: New Hanover County School Board


 * When you have finished, please get a copy of //ALBD// and continue reading. Make sure you are keeping up with your reading questions
 * Chapters 1-12 questions
 * YOU WRITE 5 questions, with answers
 * Chapters 20-31 questions

1. Time to read //ALBD// 2. Discuss Start-Up 3. Argument analysis 4. Discuss
 * With a partner,,,
 * Read through both sides of argument: Cell Phones in School
 * In Writer's Notebook...
 * Summarize both points of view
 * Explain which argument you believe is stronger and tell why



Homework:
-//ALBD// character essay due to turnitin.com TONIGHT! -Study for vocabulary quiz

Friday, 3/20
Start-Up: //Someone I Admire//; Who is someone you do not know personally but you look up to for any reason. Many times, this will be a public figure of some sort (celebrity, athlete, activist, etc.). What do you know about this person? What is it that you admire about him/her?


 * When you have finished, assess your start-ups on organization, completion, and effort, then give yourself a grade out of 10 with a justification of that grade. Turn in your start-ups to the tray on my desk and get prepared for vocabulary quiz 8.

1. Vocabulary Quiz 8 2. Read //ALBD// and answer questions 3. Students who are finished: special tasks!

Homework:
-Finish //A Lesson Before Dying//

=Week 9: 3/23-3/27= 3/27: HALF DAY FOR STUDENTS

Monday, 3/23
Start-Up: //Obligations//; “No matter how bad off we are,” Grant tells Jefferson, “we still owe something” (139). In other words, according to Grant, we all have moral obligations as well as legal ones. It may be fairly easy to rattle off a list of your current legal obligations; perhaps the one you feel most prominently is your obligation to attend school. But what are your moral obligations? Do you feel that you “owe” your parents or friends certain things? How about your community or the world? Make two lists: one of your current legal obligations, and one of your moral obligations—both those you currently feel and those you expect to have throughout your lifetime. You should have at least six items per list.


 * When you have finished, have out your writer’s notebook and your vocabulary lists (or Quizlet or flashcards…whatever you use to study)

1. Share/discuss Start-Up 2. Checking in... 3. Personal Reflection questions about //ALBD// 4. Introduce Socratic Seminar 5. Socratic Seminar: //A Lesson Before Dying// 6. Study
 * Friday is a half day
 * I will be out on Thursday and Friday
 * Mid-term= Vocabulary and //ALBD// on Wednesday
 * No new vocabulary this week
 * Take 10 minutes to flip back through the novel
 * Record 3 unique questions that would generate deep discussion
 * While you are waiting, review your vocabulary words
 * 3 meaningful comments
 * Talk to each other, not Mr. Thomas
 * Use each other's names

Homework:
-Review //A Lesson Before Dying// -Study vocabulary

Tuesday, 3/24
Start-Up: //Recommendation//; Write a brief statement to another student either recommending or discouraging him/her to read A Lesson Before Dying. In your statement, make sure you give examples that will convince him/her to follow your advice.


 * When you have finished, review vocabulary words until we are ready to move on

1. Discuss Start-Up 2. Vocabulary review: Kahoot! 3. Critical Inquiry Assignment
 * Re-Read your answers
 * Simplify each to one topic
 * Choose 3-4 responses you are particularly proud of, interested in, or feel are complex ideas
 * Share with your group

Homework:
-Study for midterm (vocabulary and //ALBD//)

Wednesday, 3/25
You will only need a pencil/pen for your midterm Quietly review your vocabulary words until we are ready to begin.

1. Midterm 2. Freshman Project First Steps



Thursday, 3/26

 * Mr. Thomas out; Trip to Haiti

1. View film version of //A Lesson Before Dying//
 * Keep a running list of differences between film/novel in your Writer's Notebook

Friday, 3/27
HALF DAY FOR STUDENTS


 * Mr. Thomas out; Trip to Haiti

1. Finish film 2. In your Writer's Notebook:
 * Do you feel this film was an effective retelling of the story? Explain why or why not.

Homework:
-Initial Research assignment due Tuesday, 4/7 -Have a fun, relaxing, safe Spring Break!

=Spring Break: 3/30-4/3=

=Week 10: 4/6-4/10=

Monday, 4/6
Welcome back! Please begin a new sheet of paper for this week’s Start-Ups (Week 10)

Start-Up: //Writer’s Notebook Reflection: First 9 Weeks//; In your Writer’s Notebook, reflect on your Spring Break and the first nine weeks of the semester—this class specifically as well as your first nine weeks over all. • Spring Break: Write a paragraph describing your week off from school. • This class: Write a paragraph reflecting on the first half of this class. What were your favorite moments so far? • This semester: Write a paragraph reflecting on the first half of this semester. What has been going well for you? What would you like to change?

1. Start-up 2. Discuss 3. Checking in… 4. New vocabulary words 5. Problematic Relationship Essay/IIR
 * Initial Interest Research Assignment due tomorrow
 * Report cards go out this week
 * Mr. Thomas's trip to Haiti
 * Split time



Homework:
-Finish Initial Interest Research Assignment

Tuesday, 4/7
Start-Up: //Characters//; (3-5 sentences) Think about the books, stories, movies, TV shows that you enjoy. What characters do you find most interesting? Consider what it is about those characters that makes them interesting to you. Explain why you like those characters.


 * When you have finished, please review your vocabulary words or your Writer’s Notebook

1. Discuss Start-Up 2. Review Vocabulary 3. Checking in... 4. Agree/Disagree Activity 5. Understanding Shakespearean language
 * Initial Interest Research Assignment due last night
 * Writer's Notebook due tomorrow
 * Review entries needed

+ Other handout!

Homework:
-Finish Thee/Thou/Thy/Thine practice

Wednesday, 4/8

 * As you enter, please turn your Writer’s Notebook in to the windowsill behind my desk

Start-Up: //Shakespearean Translations//; Translate the following sentences into Shakespearean English.
 * Are you going to the game?
 * I wish you hadn’t said that.
 * Mr. Thomas, may I go to the restroom?
 * Now, write a sentence of your own in Shakespearean English. Try integrating a vocabulary word


 * When you have finished, review your vocabulary words and have out your homework from last night

1. Discuss Start-Up 2. Review homework 3. Prologue Activity 4. Dramatic Terms 5. Read Act I, Scene 1 of //Romeo and Juliet//
 * Read
 * Translate--this is one skill I will have you do multiple times throughout this unit!
 * Discuss
 * Answer questions on Act I study guide



Homework:
-Study vocabulary words

Thursday, 4/9
Start-Up: //Romeo and Juliet Act One//; Take a copy of Romeo and Juliet and continue reading Act One. When you have finished, answer the following question:
 * (3-5 sentences) What are your impressions of the play after the first act? Which characters do you enjoy most? Which do you enjoy least?


 * When you have finished the Start-Up, get a laptop and take a slip from the top of the laptop cart and begin working on the next step of the Freshman Project process

1. Discuss Start-Up 2. Discuss //Romeo and Juliet// 3. Checking in... 4. Work on Freshman Project next steps....
 * Report Cards
 * Class registration
 * Researching tips
 * Create a Word document titled “Extended Research”
 * Find 10 articles on your chosen research subject (Remember, you have already found 2...include those 2 in this new document)
 * Copy the URL of each article into your document
 * **Summary**: Give a brief summary of each article. You must include a small quote from the article in your summaries. A “small” quote can be words or parts of a sentence. Avoid quoting complete sentences.
 * **Commentary**: Give a brief commentary of each article. You can comment on the content of the article (what the author has to say) by defending, challenging, or qualifying the author’s claim/point/thesis/interpretation.
 * **Research Question**: Use the following template to provide a question that you will work to answer in your research paper. Clearly type this question into your document.
 * “What is the effect of (x) on (y)?”
 * “What is the role of (x) in (y)?”
 * “How has the use of (x) affected (y)?”
 * “Why has (x) led to (y)?”
 * Submit this document to turnitin.com by the end of class on Monday, 4/13

Homework:
-Study for vocabulary quiz

Friday, 4/10

 * Mr. Thomas out

1. Vocabulary quiz 9 2. Work on extended research assignment

=Week 11: 4/13-4/17=

Monday, 4/13
Start-Up: //Extended Research//; What are you learning about your topic of research so far? What questions have come to mind about your topic? Do you have an idea of what you are going to want to explore, specifically, in your paper? Explain.


 * When you have finished, take a copy of this week’s vocabulary words and begin to identify the parts of speech for each.

1. Discuss Start-Up 2. Review new vocabulary words 3. Review current research steps 4. Continue working on extended research assignment (due to turnitin.com tonight)



Homework:
-Finish and submit extended research

Tuesday, 4/14
Start-Up: //Shakespeare Vocabulary//; Write 3-5 sentences in Shakespearean language utilizing at least 3 vocabulary words.


 * When you have finished, get a copy of //Romeo and Juliet// and finish Act I

1. Discuss Start-Up 2. Review Act I Study Guide 3. Sonnet in dialogue form 4. Begin Act II



Homework:
-Finish the activity from today, if you did not in class

Wednesday, 4/15
Start-Up: //Shakespeare’s Craft//; (3-5 sentences) Yesterday we learned about iambic pentameter. How have your views of Shakespeare changed, if any? Are there any aspects about his work that you appreciate more now that you have seen a preview of the detail he gives his work? Explain.


 * When you have finished, please obtain a copy of Romeo and Juliet and continue reading Act II. Try to read through Scene 2. Answer the related questions on the study guide.

1. Time to read 2. Discuss Start-Up 3. Review study guide questions 4. Review iambic pentameter 5. Sonnet 18 analysis activity

Homework:
-Finish Sonnet 18 activity

Thursday, 4/16
Start-Up: //The Prince’s Decision//; (3-5 sentences) If you were Prince Escalus, how would you handle the situation between the Capulets and Montagues? Explain why this method may be more effective than the reaction he had in Act I, scene 1. If you would have done the same as he, explain why you feel that was the best way to handle this issue.


 * When you have finished, please get a copy of the play from the window sill and continue reading (about 20 minutes). If you have finished Act II, please review your vocabulary words independently.

1. Time to read 2. Discuss Start-Up 3. Review vocabulary 4. Review last night's homework (Sonnet 18) 5. DEJ #1 6. DEJ #2 7. Begin figurative language scavenger hunt
 * Discuss
 * Complete as a class
 * Complete independently
 * Turn in
 * Identify an example of each of these within Romeo and Juliet. For each, give the act, scene, and line numbers where you found the figurative language, and provide an explanation when possible
 * 1. Personification
 * 2. Simile (explain the simile)
 * 3. Metaphor (explain the metaphor)
 * 4. Soliloquy
 * 5. Monologue
 * 6. Foreshadowing
 * 7. Dramatic Irony (explain why DI)
 * 8. Situational Irony (explain why SI)
 * 9. Verbal Irony (explain why VI)
 * 10. Pun



Homework:
-Study vocabulary for tomorrow's quiz

Friday, 4/17
Start-Up: //Senior Year//; Imagine your senior year of high school. When you graduate, would you rather be in a position to choose between many options of what you could do after high school, or would you be ok with being in a position where you do not have many options? Explain what the difference would be between these two scenarios. Explain what you could do, starting today, to ensure your future goals.


 * When you have finished:
 * Review and finalize your Start-Ups
 * Make sure your name is on them
 * Assess your work out of 10 possible points (10/10 is PERFECT)
 * Give a justification for why you deserve that grade
 * Turn your Start-Ups in to the tray on my desk
 * Study for vocabulary quiz 10

1. Vocabulary quiz 10 2. Time to finish scavenger hunt 3. Read Act 3

=Week 12: 4/20-4/24=

Monday, 4/20

 * Mr. Thomas out

Start-Up: //Professionals in Training//; Imagine if instead of being called "students," you were called "professionals in training." Sounds cheesy, right? But really, do you think this shift in perspective would change anything about the culture of a traditional public high school--of Ashley High School, specifically? Explain your answer.

1. Identify parts of speech for Vocabulary List 11 2. Read Act 3 of //Romeo and Juliet// 3. Get into groups of 4 4. Obtain a "Collaborative Study Group: Assignment 1" sheet from the sub 5. Work quietly and diligently on the tasks at hand



Homework:
-Study vocabulary words

Tuesday, 4/21

 * Mr. Thomas out

1. Read //Romeo and Juliet// 2. Begin working on Annotated Bibliography



Homework:
-Study vocabulary words

Wednesday, 4/22
Start-Up: //Romeo and Juliet Check In//; As you have navigated further through the play, what are your thoughts on the plot at this point? Which character(s) do you enjoy most? Least? Explain.


 * When you have finished, get a laptop (or another device) and access your Annotated Bibliography that you began yesterday, then quietly study your vocabulary words.

1. Discuss Start-Up 2. Checking in... 3. Time to work on Annotate Bibliography 4. Time to work on CSG #1
 * Review vocabulary words
 * Who needs to stay after/come early?
 * CSG #1 clarification
 * Annotated Bibliography clarification

Homework:
-Finish Annotated Bibliography and submit to turnitin.com

Thursday, 4/23
Happy Birthday, Shakespeare!

Start-Up: //Shakespearean Twitter//; Create a twitter conversation between 2 or more characters from Romeo and Juliet. Make a clever user name for the characters and keep their conversation tied closely to the plot of the play.


 * Twitter basics:
 * “Handle”=username, starts with “@” (i.e. @RMontague, @Julie2Coolie)
 * Be creative!
 * Each “tweet” can be no more than 140 characters (each letter, punctuation, space)


 * When you have finished, ensure that your CSG #1 has been turned in, then take the study guide for Acts 4 and 5 and continue reading Romeo and Juliet

1. Time to read //Romeo and Juliet// 2. Share Start-Ups 3. Review Act 3 4. Begin viewing film version
 * If you did not complete your annotated bibliography, work on that while we watch



Homework:
-Study for tomorrow's vocabulary quiz

Friday, 4/24
Start-Up: //Romeo and Juliet Film//; What do you think of the film version of R&J? If you weren’t here yesterday, describe what you would imagine the film version of the play to be like.


 * When you have finished:
 * Review and finalize your Start-Ups
 * Make sure your name is on them
 * Assess your work out of 10 possible points (10/10 is PERFECT)
 * Give a justification for why you deserve that grade
 * Turn your Start-Ups in to the tray on my desk
 * Study for vocabulary quiz 11

1. Vocabulary quiz 11 2. Read //Romeo and Juliet// 3. Discuss play 4. Continue film

Homework:
-Finish //Romeo and Juliet// -Finish Acts 4&5 study guides

=Week 13: 4/27-5/1=

Monday, 4/27
Start-Up: //Hamartia//; What do you believe to be Romeo and Juliet's hamartia, or tragic flaw. What characteristic do they possess that ultimately leads to their demise? Explain your answer.


 * When you have finished, get a copy of this week's vocabulary words and begin identifying the parts of speech

1. Discuss Start-Up 2. Checking in... 3. Review vocabulary words 4. Review //Romeo and Juliet// 5. Continue film
 * Mr Thomas at County Workshop tomorrow
 * //Romeo and Juliet// Test will be Wednesday
 * Final vocabulary quiz Friday
 * Research paper outline due Monday, 5/4



Homework:
-Study vocabulary -Review //Romeo and Juliet// study guides -Review dramatic terms

Tuesday, 3/28

 * Mr. Thomas out at County Workshop

Start-Up: //Vocabulary Practice//; Use five words from this week’s vocabulary list in a paragraph about Romeo and Juliet. Make sure that you are using the words correctly and in a way that demonstrates your understanding of the word.

1. Complete Start-Up 2. Acquire: 3. Finish film 4. Work on Study Guide and Quote Identification worksheet 5. Work on something for another class or read
 * Romeo and Juliet Test Study Guide
 * Romeo and Juliet Quote Identification sheet
 * Use these to prepare for tomorrow’s test
 * If you are able to complete both of these, you should do well on the test


 * NOTE: Make sure you, at some point, look at the “Outline Guide” document on the Freshman Project page of Mr. Thomas’s website…this should help with the outline writing process. (Outline due Monday, 5/4)



Homework:
-Study for //Romeo and// //Juliet// test -Study vocabulary words

Wednesday, 4/29
Start-Up: //Vocabulary Practice 2//; Use the last 5 of this week’s vocabulary words in a paragraph discussing Romeo and Juliet. Use the words in a way that demonstrates your understanding of the word.


 * When you have finished, prepare for your Romeo and Juliet final.

1. Discuss Start-Up 2. Review study guide 3. //Romeo and Juliet// Final 4. Work on outline

Homework:
-Study vocabulary words

Thursday, 4/30
Start-Up: //Memorized Speech//; Transcribe the speech from Romeo and Juliet that you chose to memorize into your start-ups. Try to break it down into sections, rather than just copying word-by-word.


 * Have out one sheet of paper and a writing utensil

1. Book Speed-Dating in Library 2. Introduce Independent Reading Project (IRP) 3. Begin reading your chosen novel



Homework:
-Study for vocabulary quiz

Friday, 5/1
Start-Up: //Independent Novel//; What novel did you choose yesterday in the library? Why did you choose this novel? What do you expect or hope will happen in the story? IF YOU WERE ABSENT write about what kinds of stories you enjoy reading. Explain.


 * When you have finished
 * Review and finalize your Start-Ups
 * Make sure your name is on them
 * Assess your work out of 10 possible points (10/10 is PERFECT)
 * Give a justification for why you deserve that grade
 * Turn your Start-Ups in to the tray on my desk
 * Study for vocabulary quiz 12

1. Discuss Start-Up 2. Vocabulary quiz 12 3. Work on outline/IRP

Homework:
-Read your independent novel -Complete your freshman project outline

=Week 14: 5/4-5/8=

Monday, 5/4
Start-Up: //IRP Character//; Who is your favorite character from your IRP novel? Describe him/her. Why do you enjoy this character in particular? Explain.


 * When you have finished, have out your IRP novel…we will start with 20 minutes of reading time

1. Time to read 2. Discuss Start-Up 3. Discuss outline 4. Sample research paper on Freshman Project page 5. Work on outline
 * Due tonight on turnitin.com

Homework:
-Finish and submit outline

Tuesday, 5/5
Start-Up: //Sentence Corrections//; Read the following sentence and identify which underlined portion is grammatically incorrect or if there is no error.
 * The board __reviewing__ the courses offered by the college __found__ that the quality of academic programs __were__ generally good but __somewhat__ uneven.


 * When you have finished, have out your IRP novel and continue reading!

1. Time to read IRP novel 2. Discuss Start-Up 3. Keywords activity 4. Word Connotations: Write what comes to mind when you see each of the following words. If you have no clue, try to make up a definition that may fit that word. 5. Discuss meanings of each work in the context of the short story we will read 6. "Reunion" by John Cheever 7. Answer the following questions in your Writer's Notebook:
 * The Sixties
 * Horse tack
 * Beefeater Gibson
 * Gentlemen's Club
 * Yellow journalism
 * Read first paragraph together
 * Discuss
 * Read second paragraph
 * Discuss
 * Continue reading independently
 * 1. What are your initial thoughts about the story?
 * 2. Are Charlie’s father’s actions understandable/justifiable? Explain.
 * 3. List three adjectives you could use to describe Charlie’s father, then explain what from the story makes you describe him in that way.
 * Finish for homework, if you did not in class

Homework:
-Finish "Reunion" questions

Wednesday, 5/6
Start-Up: //Sentence Errors//; Copy the following sentence as-is, including the underlines. Consider which of the underlined section is grammatically incorrect.
 * All states __impose__ severe __penalties on__ drivers who do not stop when __he or she is__ __involved in__ accidents.


 * When you have finished, have out your IRP novel and continue reading until you hear the timer.

1. Time to read IRP novel 2. Discuss Start-Up 3. Checking in... 4. Review "Reunion" 5. Class discussion 6. "Cat's In the Cradle"
 * Calendar
 * Exam dates
 * Make-up work cut-off
 * Answer questions
 * Respond: Why do you believe John Cheever chose to have Charlie call his father "daddy" at the end of the story? What effect does that have on the story?
 * Read lyrics
 * Re-read and annotate
 * In paragraph form, draw connections between this story and "Reunion"

Homework:
-Finish activity

Thursday, 5/7
Start-Up: //IRP Check-In//; Where are you in the process of the IRP? Are you still enjoying your novel? Do you have plans for your project? Write openly about the project/your novel.


 * When you have finished, continue reading your novel

1. Time to read 2. Discuss Start-Up 3. Outline checklist
 * Review together
 * Work on outline/research paper



Homework:
-Finalize outline if necessary after today

Friday, 5/8
Start-Up: //Reunion Theme//; A theme is a universal message that can be learned through a text. This idea should be broad enough for anyone to be able to relate to it. Consider "Reunion". What is a possible theme from this short story? Explain.

1. Time to read IRP novel 2. Discuss Start-Up 3. Review "Reunion" homework from Wednesday 4. Introduce SOAPSTone 5. Complete SOAPSTone assessment of "Cats in the Cradle" 6. Progress Reports
 * Practice
 * Discuss
 * Discuss



Homework:
-Work on IRP

=Week 15: 5/11-5/15=

Monday, 5/11
Start-Up: //Reunion Central Idea//; Which of the following best explains the central idea of “Reunion”? Defend your answer in 3-5 sentences.

a. Teens should not travel alone. b. Placing expectations on others leads to possibly being let down. c. Treat others the way you want to be treated. d. Alcoholics have some major issues.


 * When you have finished, have out a blank sheet of paper and your work for “Reunion” from Friday, and then read your IRP novel

1. Time to read 2. Discuss Start-Up 3. TRIAC Response: By the end of the story, how does Charlie feel about this reunion with his father? 4. Work on Freshman Project
 * Turn in

Homework:
-Work on IRP

Tuesday, 5/12
Start-Up: //Vocabulary Words//; List as many vocabulary words you can think of without looking over your lists. Define the words that you can!


 * When you have finished, log on to a laptop and go to my website

1. Discuss Start-Up 2. Freshman Project To-Do List: Tuesday, 5/12/15 3. Work on IRP/Study vocabulary
 * 1. Go to website (www.mrthomaseahs.wikispaces.com)
 * 2. Turn in your Outline Checklist (if you haven’t)
 * 3. Go to Freshman Project page
 * Download and read the “MLA Format” document
 * Download and read the “Notes on Effective Introductory Paragraph” document
 * Download and read the Quoting a Source documents (3)
 * Download and read the Conclusion documents (2)
 * 4. Finish your first draft
 * 5. Check yourself….
 * Download the Revision Checklist
 * Complete #1
 * 6. Wait for a classmate to finish his/her draft, then read each other’s
 * 6. Wait for a classmate to finish his/her draft, then read each other’s

Homework:
-Finish first draft -Study vocabulary -Work on IRP

Wednesday, 5/13
Start-Up: //What’s On Your Mind?//; Write briefly about what is on your mind.


 * When you have finished, get a computer, access your rough draft, and download the “Revision Checklist” from my website

1. Discuss partner revision process 2. Research Paper partner revision 3. Vocabulary review: Kahoot!
 * Final assessment tomorrow!

Homework:
-Study for vocabulary assessment

Thursday, 5/14
Start-Up: //Vocabulary Prep//; You have 10 minutes to prepare for our final vocabulary assessment. All words are on Quizlet (search username Taylor_ThomasAHS).


 * If you do not know your PowerSchool log-in information, get a scrap piece of paper from Mr. Thomas’s desk (the old hall passes), write your name on the back, and leave it on Mr. Thomas’s desk

1. Prepare for vocabulary assessment 2. Final vocabulary assessment 3. Work on IRP
 * DUE AT BEGINNING OF CLASS MONDAY!

Homework:
-Work on IRP

Friday, 5/15
Start-Up: //Independent Reading Project//; Complete the following statements: • Something I have enjoyed about the Independent Reading Project is…. • Something I have not enjoyed about the Independent Reading Project is…. • I feel I have performed…. (assess your work on this project)


 * Turn in your Start-Ups on Monday. Remember the IRP is due at the beginning of class on Monday. Please email me if you have any questions over the weekend…I will do my best to respond on Sunday.

Today’s Tasks: 1. Read the Nobel Lecture 2. Read the article about Denzel Washington’s speech
 * On a separate sheet of paper:
 * Identify the elements of SOAPSTone
 * Remember to use textual evidence to support your answers
 * Explain the main idea(s) of Malala’s speech
 * Respond to her message…do you agree? Do you disagree? Why?
 * Complete the tasks at the bottom of the handout


 * TURN IN YOUR WORK TO THE SUB BEFORE YOU LEAVE*

3. Read, work silently on something until the end of class



Homework:
-Independent Reading Project

=Week 16: 5/18-5/22=

Monday, 5/18

 * Have out your IRP, I will instruct you where to turn them in

Start-Up: //Hope//; What does it mean to have hope? Do you feel you have hope? What can influence whether or not someone has hope? Explain.


 * When you have finished, have out your Writer’s Notebook and wait to move on

1. Check in from Friday 2. Turn in IRP 3. Return books to library 4. Pre-Reading Questions: Respond to each of these questions in your Writer's Notebook 5. Discuss questions 6. Distribute copies of //The Absolutely True Diary of a Part-Time Indian// 7. Read the first chapter, then discuss 8. Continue reading 9. What are your initial thoughts? Record ideas/comments/questions in your WNB
 * If you do not have it, write the following paragraph:
 * Mr. Thomas, I do not have my Independent Reading Project today, 5/18/15, because . I understand that I will lose points for each day it is late. I will have my IRP to you b ___.
 * 1. What do you think of when you see the word Indian Reservation?
 * 2. Who are the most important people in your life?
 * 3. When was a time/the last time you felt like an outsider?
 * 4. What makes you feel important?
 * 5. Do you believe you have control over your future? Explain.

Tuesday, 5/19

 * Mr. Thomas out sick

Start-Up: //Motivators//; What role does money play in your life? Do you see money as the main goal for your future? Do you have plans/dreams of leaving Wilmington? Explain why or why not.

1. Get a copy of the //Absolutely True Diary// guiding questions from the sub 2. Answer the questions in your Writer's Notebook *due tomorrow* 3. Identify figurative language you have seen in the novel so far (simile, metaphor, personification, irony, allusion, etc.)--do in your Writer's Notebook 4. Read novel independently


 * I have pushed the due date for the research paper back until Thursday night; I will be available after school on Wednesday and Thursday



Homework:
-Finish any questions you can

Wednesday, 5/20
Start-Up: //Absolutely Characters//; Which character(s) from //The Absolutely True Diary of a Part-Time Indian// do you find most interesting? Why? Which character do you relate to most? Explain.


 * When you have finished, have out your answers to the reading questions from yesterday

1. Check in from yesterday 2. Discuss Start-Up 3. Review guiding questions from yesterday 4. "Abandoned Farmhouse" 5. Continue reading //Absolutely True Diary//



Homework:
-Work on freshman project paper

Thursday, 5/21
Start-Up: //Abandoned Farmhouse//; Review the types of poems on the back of the handout on your desk. Which description best fits the structure of “Abandoned Farmhouse,” in your opinion? Explain.


 * When you have finished, have out a writing utensil

1. Discuss Start-Up 2. Review poetry terms 3. "Cartoon Physics" activity 4. Continue reading/answering guided questions for //Absolutely True Diary//



Homework:
-Submit Freshman Project to turnitin.com

Friday, 5/22

 * Mr. Thomas out sick

View //Romeo + Juliet//

=Week 17: 5/25-5/29=

Monday, 5/25
NO SCHOOL: Memorial Day Holiday

Tuesday, 5/26
Start-Up: //The Home Stretch//; In three sentences, describe your long weekend. Now, with eight days left of the semester, what do you hope to do before school lets out for the summer?


 * When you have finished, please get a copy of //The Absolutely True Diary of a Part-Time Indian// and continue reading/answering reading questions

1. Time to read/answer questions 2. Discuss Start-Up 3. Discuss //Absolutely True// 4. Literary Terms Scavenger Hunt 5. Discuss



Homework:
Print off and bring in lyrics of a song you like
 * Bring to class on Thursday!

Wednesday, 5/27
Start-Up: //Introduce Junior//; Imagine that Junior has just come to Ashley High School and is in this class with you. You get to know him, and then decide to introduce him to your friends at lunch. Write out the introduction you would say to your friends to give them an appropriate, accurate depiction of this new student.


 * When you have finished, acquire a copy of the novel and continue reading and answering questions

1. Time to read 2. Presentation from Josie; Trip to Europe 3. Review scavenger hunt from yesterday 4. Song lyrics= tomorrow!

Homework:
-Print off song lyrics

Thursday, 5/28
Start-Up: //What's On Your Mind?//; Write freely about whatever is on your mind this morning.


 * When you have finished, continue working with //Absolutely True Diary//

1. Time to read/answer question 2. Discuss Start-Up 3. Song Lyric Analysis: "Mirrors" 4. Song lyric analysis: Random song from Mr. Thomas

Homework:
-Finish lyric analysis

Friday, 5/29
Start-Up: //Song Lyric Analysis//; Do you typically pay attention to song lyrics closely? Does this attention to detail help you enjoy songs more or less? Why do you think that is?


 * When you have finished, continue working with //Absolutely True Diary//

1. Time to read/answer questions 2. Song Lyric Analysis: Trade and edit partner's analysis from yesterday 3. Lyric analysis: Your chosen song 4. Key Question: What line most clearly represents the central idea of this poem? Explain. 5. Turn in Mr. Thomas song and your song analysis

Homework:
-Reading questions due Tuesday

=Week 18: 6/1-6/5=

6/5= HALF DAY; First period exam

Monday, 6/1
Library Survey

Start-Up: //First Year of High School//; Describe your first year of high school. Has it been what you hoped it would be? Why or why not? What has been the highlight(s) of this year? What have been the low points of your year? What are you most looking forward to about next school year?


 * When you have finished, have out your homework (the finished song lyric analysis, if you did not turn in on Friday), and continue working on The Absolutely True Diary

1. Time to read 2. Discuss Start-Up 3. Brainstorming activity: 4. Langston Hughes: "Theme for English B"
 * What kind of student are you?
 * What kind of student would you like to be?
 * What kind of student would you //never// want to be?
 * What factors influence student behavior?
 * What do teachers need to know?



Homework:
-Relax!

Tuesday, 6/2
Start-Up: //Arnold Spirit//; In what ways do you relate to Junior from //The Absolutely True Diary//? Explain how you find similarities between the two of you. If you knew Junior, what advice would you give to him? What advice do you think Junior would give you?


 * When you have finished, finalize your reading questions for the novel, then be prepared for Mr. Thomas to check your work.

1. Check questions 2. Discuss Start-Up 3. Theme for English I activity



Wednesday, 6/3
Start-Up: //Mr. Thomas’s Class//; What has been a highlight of this class for you?


 * When you have finished, please get out your poem work from yesterday and continue working. If you are already finished, please read or work on something for another class quietly

1. Discuss Start-Up 2. Finish poems 3. Share poems 4. Mr. Thomas's notes on reading 5. Final exam practice 6. Free books from Mrs. Absi

Thursday, 6/4
=

= = = =Week 1: 1/26-1/30=

Monday, 1/26
Welcome to English class!
 * You may go ahead and find a seat, but I will be placing you in alphabetical order
 * Once you are placed in your seat, please have out a pen or pencil and a blank sheet of paper

1. Assigned Seats: Alphabetical Order 2. Review syllabus 3. Show Mr. Thomas's Website 4. Show turnitin.com 5. Student Questionnaire: 6. Reading Placement Assessment 7. Vocabulary List 1
 * 1.Do you have a computer at home? Do you have internet access? __
 * 2. Last Book You Read:
 * 3. Last Movie You Saw:
 * 4. Favorite Three Bands/Musicians:
 * 5. Favorite book:
 * 6. Do you read any magazines or newspapers, daily websites? If yes, which ones?
 * 7. What do you want to do after high school? College? Tech School? Military? Work?
 * First quiz on Friday!



Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz on Friday!) -Get English binder and Writer's notebook

Tuesday, 1/27
On a blank sheet of paper, begin your first Start-Up sheet
 * Title the paper “Start-Up Week 1”
 * The date of each day will go in the left margin
 * You will copy down PART of the question/prompt (the portion that is italicized)
 * You will answer fully, as directed by the directions given
 * You will draw a line between each day to keep clear organization

Start-Up: //First Day of New Semeste//r;
 * In 5 sentences, describe your first day of the new semester:
 * Did anything funny happen?
 * Is it what you expected it to be so far?
 * Write 3 unique get-to-know-you questions
 * Think outside the box, not things like, “What is your favorite color?”
 * Questions like, “If you could be on the cover of one magazine, which magazine would you choose?” or “If you had a pet snake, what would you name it?”


 * When you have finished, please have out your vocabulary list, your answer sheet from yesterday’s reading assessment, and your signed syllabus, if you have it

1. Discuss/share Start-Up 2. Finish reading placement assessment from yesterday 3. Review vocabulary words 4. Mr. Thomas letter corrections 5. Mr. Thomas letter to students 6. Introduce Academic Expectations Essay assignment
 * Grade answers
 * Quiz format
 * Quiz Friday!
 * Discuss
 * Discuss
 * Discuss
 * Due Friday by 10:00pm on turnitin.com



Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz on Friday!) -Get English binder and Writer's notebook -Begin working on Academic Expectations essay

Wednesday, 1/28
Start-Up: //Academic Inspiration//; (3-5 sentences) Who is someone who has inspired you academically? Explain what this person did/does to make you want to be a better student.


 * When you have finished, have out your Writer’s Notebook (or a sheet of paper), your signed syllabus, and be silently studying your vocabulary words

1. Share/discuss Start-Up 2. Review upcoming assignments and due dates 3. "Helpless Generation" Article 4. NHC Vocabulary Pre-Assessment
 * Read
 * Respond to 5 of the 10 Reading Reflection Questions



Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz on Friday!) -Get English binder and Writer's notebook -Begin working on Academic Expectations essay

Thursday, 1/29
Start-Up: //Greek Mythology//; What do you currently know about Greek mythology? Write down everything that comes to mind. If you know nothing, write down what you think “Greek mythology” might consist of. Why do you think cultures create myths? Explain.


 * When you have finished, have out your Writer’s Notebook (or blank sheet of paper), a loose-leaf sheet of paper, and write down the information below--if you need it

Turnitin.com information: Class ID = 9410031 Password= Thomas

1. Discuss Start-Up 2. Finish vocabulary pre-assessment 3. “Helpless Generation” Article 4. On a separate sheet of paper….
 * Read independently
 * Respond to 5 reading reflection questions
 * Discuss
 * Write one paragraph that answers the question:
 * What is the main idea of this article? Explain your answer and use textual support to strengthen your answer.



Homework:
-Get syllabus signed -Create turnitin.com account -Study vocabulary list 1 (quiz tomorrow!) -Get English binder and Writer's notebook -Work on Academic Expectations essay (due to turnitin.com by 10:00pm tomorrow!)

Friday, 1/30
Start-Up: //Writing Rules//; Do you feel that rules of writing serve a purpose? If so, what purpose do they serve? If not, why do you feel they are unimportant? Explain your answer in 3-5 sentences.


 * When you have finished, make sure your name is on this week’s Start-Up sheet and turn your start-ups in to the tray on Mr. Thomas’s desk, then prepare for the vocabulary quiz. For the quiz you will simply need a blank sheet of paper and a writing utensil. You will also need a book to read or an assignment to work on when you finish (have this nearby, but not on your desk)

1. Vocabulary Quiz #1 2. "Helpless Generation" Article responses
 * Review commonly made mistakes
 * What could make these responses stronger...
 * Improve your response!

Homework:
-Get syllabus signed -Create turnitin.com account -Get English binder and Writer's notebook -Work on Academic Expectations essay (due by 10:00pm to turnitin.com tonight!)

=Week 2: 2/2-2/6=

Monday: 2/2
Start-Up: //My Weekend//; Write three grammatically correct sentences about your weekend. In each sentence include at least one of each of the following: noun, adjective, verb, conjunction, pronoun, and preposition


 * When you have finished, take the vocabulary list 2 from the front table, then work on identifying the part of speech and writing a sentence for each.

1. Checking in... 2. Share Start-Up 3. Review Parts of Speech 4. New vocabulary words 5. Begin Greek gods and goddesses notes
 * If you were absent Friday, find a time to make up your vocabulary quiz
 * If you have not submitted your essay to turnitin.com, make sure you do so quickly
 * Take notes!
 * Discuss
 * Practice
 * Identify parts of speech
 * Discuss
 * https://prezi.com/ieyfg9cyvbf3/greek-mythology



Homework:
-Study vocabulary words (quiz Friday) -Bring in your "goals" section of your Academic Expectations essay

Tuesday, 2/3
Start-Up: //Vocab and Grammar Practice//; Write three grammatically correct sentences that include at least one of each of the following: VOCAB WORD, noun, verb, adjective, adverb, conjunction, preposition, and pronoun. Label each part of speech


 * When you have finished, have out your mythology notes from yesterday, and quietly study your vocabulary words until we move on

1. Share/discuss Start-Up 2. Checking in... 3. Writer's Notebook entry: "A Difficult Time" 4. Parts of Speech practice 5. Finish Greek gods and goddesses notes 6. Trojan War
 * Make up vocab quiz, if necessary
 * Bring in your "goals" portion of your academic expectations essay
 * We will begin sharing these with the class tomorrow
 * Brainstorm difficulties/challenges you have faced in life so far
 * Choose one or two of these challenges
 * Describe the situation
 * Explain how you overcame this difficulty
 * https://prezi.com/ieyfg9cyvbf3/greek-mythology
 * Notes
 * Discuss
 * Clips from //Troy//



Homework:
-Study vocabulary words (quiz Friday) -Bring in your "goals" section of your Academic Expectations essay

Wednesday, 2/4
Start-Up: //Judgment of Paris//; If you were Prince Paris, which goddess would you have chosen? Why? Explain in 3-5 sentences


 * When you have finished, have out your Academic Expectations essay excerpt you will be sharing with the class, then silently study your vocabulary words

1. Share/discuss Start-Up 2. Review graded vocabulary quizzes 3. Expectations for speeches 4. Begin speeches 5. Finish Trojan War notes 6. Distribute copies of //The Odyssey// 7. Begin reading/answering questions
 * If you did not present today, you will be tomorrow! Be prepared!
 * Brief background information



Homework:
-Study vocabulary words (quiz Friday) -Bring in your "goals" section of your Academic Expectations essay

Thursday, 2/5
Start-Up: //Odyssey First Impressions//; What are your initial thoughts on The Odyssey? What are you looking forward to reading about in this story? Explain any other thoughts or current questions you have.


 * When you have finished, silently review for tomorrow’s vocabulary quiz. If you did not present your Academic Expectations essay excerpt yesterday, please have that out and ready to go for today

1. Share/discuss Start-Up 2. Questions about vocabulary words? 3. Finish speeches 4. Work on writer's notebook entry from Tuesday (A Difficult Time) 5. Continue //The Odyssey//
 * Quiz tomorrow!
 * Construct your experience as a story

Homework:
-Study vocabulary (quiz tomorrow)

Friday, 2/6
Start-Up: //Odyssey Events//; Summarize the events Odysseus and his crew have endured to this point (wherever you are) in the story. Which event seems like it would have been the most difficult to overcome? Why? What do you think is going to happen next to the men?


 * When you have finished, get yourself prepared for Vocabulary Quiz 2

1. Self-check Start-Ups 2. Vocabulary Quiz 2 3. Effects of Reality TV Article 4. Continue reading //The Odyssey//
 * Look over this week's Start-Ups
 * Assess yourself out of 10 possible points
 * Look for completion, neatness, requirements met, and apparent effort
 * Give a defense of your grade; explain to me //why// that is the grade you deserve
 * Read
 * What is the main idea of this article? Use textual evidence to support your answer.
 * Commentary- What are your opinions? Explain.

Homework:
-Have a great weekend!

=Week 3: 2/9-2/13=

Monday, 2/9
Start-Up: //Legacy//; If you could decide what your legacy is going to be, what would you choose to be remembered for? Explain why in 3-5 sentences.


 * When you have finished, take Vocabulary List 3 and begin identifying parts of speech and writing sentences for each word.

1. Share/discuss Start-Up 2. Checking in... 3. Review vocabulary words 4. Review //The Odyssey// 5. View clips from film 6. Continue reading and answering questions
 * //Odyssey// questions due Wednesday
 * Vocabulary lists fixed! I gave you four extras (disheveled, mortify, emblem, mettlesome)
 * This week's list has 14 words, but the quiz will still be only 5
 * Academic Expectations essay grades finished tomorrow
 * Notes on characters
 * https://www.youtube.com/watch?v=n2Jg7b1d2wo



Homework:
-Study vocabulary -Work on //Odyssey// questions if you are far behind

Tuesday, 2/10
Start-Up: //Grammar Practice;// Copy the following sentence AS IT IS CURRENTLY, then make needed corrections to make it grammatically correct and identify parts of speech.
 * Every one should do there homework without cheating; and he/she should make sure it is their best work.


 * When you have finished, have out a blank sheet of paper and your Odyssey questions, and then silently study vocabulary

1. Discuss Start-Up 2. //Odyssey// Activity 3. Time to read and answer questions
 * With a partner, map out the journey of Odysseus from Troy to Itchaca
 * Pay attention! Make it chronological, not just the order of Edith Hamilton's version of the story!
 * All questions due tomorrow

Homework:
-Finish //Odyssey// guiding questions -Study vocabulary

Wednesday, 2/11
Start-Up: //The Odyssey//; Consider how the story ends. Is this what you expected? Explain. If you had been Odysseus, what would you have done differently? Explain.


 * Have out your Odyssey Guiding Questions, and then silently review vocabulary

1. Discuss Start-Up 2. Turn in //Odyssey// questions 3. Time to finish timeline of events 4. View clips of the film 5. Writer's Notebook questions
 * https://www.youtube.com/watch?v=n2Jg7b1d2wo
 * Review
 * Expectations
 * Begin working
 * //Have at least two of the questions answered completely tomorrow//



Homework:
-Study vocabulary -//Odyssey// Reflection Questions (at least two!)

Thursday, 2/12
Start-Up: //3-Week Check In//; Now that you are nearly three weeks through your second semester, assess your performance so far in your new classes. What are some things you are doing that are working well? Why those are working. What might need to be changed? How would changing these habits help you?


 * When you are finished, have out your vocabulary words, a blank sheet of paper, and silently study until we are ready to move on. If you did not finish last night’s homework (responding to two of the four questions) work on that before you begin studying

1. Discuss Start-Up 2. Vocabulary review 3. Continue //Odyssey// film clips
 * Collaborative story writing!
 * https://www.youtube.com/watch?v=n2Jg7b1d2wo

Homework:
-Finish four //Odyssey// reflection questions -Study for vocabulary quiz

Friday, 2/13
Start-Up: //Most Valuable Lesson//; Write about the most valuable thing you ever learned in school. What made it so useful for you?


 * When you have finished, assess your Start-Ups for the week, give yourself a numerical grade out of 10, then give a grade justification statement for why you deserve that grade. Turn your Start-Ups into the tray on my desk. Then, prepare yourself for Vocabulary Quiz 3

1. Vocabulary Quiz #3 2. When you finish: 3. Partner Activity 4. Finish movie clips 5. Begin writing first draft of that essay
 * Read/revise/add to your //Odyssey// reflection questions in your Writer's Notebook (from Wednesday)
 * Label which response you feel is your strongest
 * Read each other's strongest response
 * Create an outline for a 5 paragraph essay for that prompt (the question to the answer you chose)

Homework:
-//Odyssey// Essay first draft due Monday

=Week 4: 2/16-2/20= 2/20: HALF DAY FOR STUDENTS

Monday, 2/16
Start-Up: //The Odyssey Cultural Effects//; Make a list of stories, TV shows, movies, symbols, characters, etc. that parallel the story or characters of The //Odyssey//. For example, the Spongebob Squarepants movie is a re-telling of this classic tale, the minivan named The Odyssey.


 * When you are finished, have out your Odyssey essay first draft…I will come around to check them. Then, take Vocabulary List 4 and begin to identify parts of speech and write sentences for each word.

1. Discuss Start-Up 2. Review new vocabulary words 3. Peer revision of //Odyssey// essay 4. Begin //O Brother, Where Art Thou?//
 * Three peers will read and comment on your essay
 * 2nd Draft due Wednesday!
 * Complete viewing comparison guide



Homework:
-Work on 2nd draft of //Odyssey// essay (due Wednesday) -Study vocabulary words (quiz Friday)

Tuesday, 2/17
Start-Up: //Writer’s Notebook//: [Write “Writer’s Notebook” on your Start-Up sheet, but complete this writing in your WN] (3 paragraphs) What does it mean to fully trust someone? Who do you trust? Do you ask these people for advice? In what kinds of people do you typically place your trust? What would it take for you to lose trust in someone? Can trust ever be regained?


 * When you finish, have out your O Brother/Odyssey viewing guide and review your vocabulary words. IF YOU WERE NOT HERE YESTERDAY: the vocabulary words and the viewing guide are on the bulletin board

1. Discuss Writer's Notebook prompt 2. Continue viewing //O Brother, Where Art Thou?// 3. Progress Reports

Homework:
-Complete second draft of //Odyssey// essay

Wednesday, 2/18
Start-Up: //Sentence Completion//; For this Start-Up, copy the sentence given, then record the two words you believe should be placed into the blanks Because King Philip's desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth's insistence on autonomy for England, --- was ---.

A. reconciliation. . assured B. warfare. . avoidable C. ruination. . impossible D. conflict. . inevitable E. diplomacy. . simple


 * When you have finished, have out your essay, a blank sheet of paper, and a writing utensil (preferably a colored one!)

1. Discuss Start-Up 2. Peer revision of //Odyssey// essays 3. Continue film
 * Final draft due Monday night

Homework:
-Study for vocabulary quiz

Thursday, 2/19
Start-Up: //Identifying Sentence Errors//; Read the sentence below, choose which underlined portion is incorrect, and then explain why that is incorrect.
 * The students __have discovered__ that __they__ can address issues more effectively __through__ letter-writing campaigns __and not__ through public demonstrations.

A. Have discovered B. They C. Through D. And not E. No error


 * When you have finished, have out your //Odyssey// vs. //O Brother// viewing guide, and then review your vocabulary words silently

1. Discuss Start-Up 2. Finish //O Brother, Where Art Thou?// 3. Discuss viewing guide 4. Letter to future you letter
 * On the back of your sheet:
 * Explain the depiction of the Lotus-Eaters from the film
 * What are your thoughts on this interpretation of //The Odyssey//?
 * What was your favorite part from the film? Why?



Homework:
-Study for vocabulary quiz

Friday, 2/20
HALF DAY FOR STUDENTS; ONE HOUR DELAY FOR STUDENTS

Start-Up: //Cold Story//; Write a SHORT funny story dealing with today's cold weather.


 * When you have finished, assess your start-ups out of 10 possible points, turn in, then get prepared for your vocabulary quiz

1. Vocabulary quiz #4!

Homework:
-Work on //Odyssey// final essay (due Monday night)

=Week 5: 2/23-2/27=

Monday, 2/23
Start-Up: //Cross-Cultural Connections//; in 3-5 sentences explain how a story about a particular place can cross regional boundaries and appeal to readers who have never lived in that time period or place.


 * When you have finished, take Vocabulary list 5 and begin working on identifying parts of speech and writing example sentences

1. Discuss Start-Up 2. Checking in... 3. Review new vocabulary words 4. Notes on TRIAC 5. Contextual Research Activity
 * //Odyssey// essay due tonight by 10:00pm
 * Make sure your Writers' Notebook and binder are in order and complete
 * There will be a check for both this week



Homework:
-Finalize and submit final //Odyssey// essay to turnitin.com tonight

Tuesday, 2/24
SCHOOL CANCELED FOR STUDENTS; INCLEMENT WEATHER

Wednesday, 2/25
TWO HOUR DELAY; INCLEMENT WEATHER

Start-Up: // Equality // ; Our Declaration of Independence states that, “All men are created equal.” Do you agree with this sentiment? Explain why or why not using TRIAC. NOTE: The term “men” does not mean only males, it is meant as a universal term for all of humanity.

*When you have finished, have out your research assignment from Monday, and then silently review your vocabulary words until we move on

1. Discuss Start-Up 2. Continue working on research assignment 3. Writer's Notebook prompt
 * //A Lesson Before Dying// Cultural Context: Considering the information you found from your research as well as the overview of //ALBD//, in what ways do you think the time period will be critical to the plot of the novel? Explain in at least 5 sentences.

Homework:
-Finish research assignment -Complete Writer's Notebook prompt

Thursday, 2/26

 * ACT Pretest Survey Day (1st and 2nd periods= 20 min. classes)


 * Mr. Thomas out; County Curriculum Workshop

1. Read three //A Lesson Before Dying// background information handouts 2. Complete the Notes handout for the three background handouts 3. Read Chapter 1 of //A Lesson Before Dying//





Homework:
-Study for vocabulary quiz 5

**Friday, 2/27**

Please get yourself prepared for vocabulary quiz 5. We will not turn in start-ups this week.

1. Vocabulary Quiz #5 2. Read //A Lesson Before Dying// 3. Answer questions in your Writer's Notebook

=Week 6: 3/2-3/6= -3/3= ACT Test Day

Monday, 3/2

 * You may continue start-ups on last week’s sheet or start a new sheet

Start-Up: //Sentence Completion//; for this Start-Up, copy the sentence given, then record the two words you believe should be placed into the blanks Although some think the terms "bug" and "insect" are ---, the former term actually refers to --- group of insects.

A. parallel… an identical B. precise…an exact C. interchangeable…a particular D. exclusive…a separate E. useful…a useless


 * When you have finished, begin identifying the parts of speech for this week’s vocabulary words. We will be discussing the words

1. Discuss Start-Up 2. Checking in... 3. New vocabulary words 4. "Let Kids Rule the School" Article 5. Continue reading //A Lesson Before Dying//
 * Tomorrow=ACT Test Day
 * Review bell schedule
 * Writer's Notebook:
 * Write a summary of the article
 * Include one direct quote from the article
 * Write one paragraph responding to this article (you agree, disagree, you think it’s crazy…whatever your thoughts are…)
 * Write a TRIAC paragraph in which you answer the following question:
 * Should Ashley High School allow students to determine the curriculum?



Homework:
-Finalize Writer's Notebook for our firs WNB check
 * Review, edit, and finalize the following entries in your Writer’s Notebook for our first notebook check. The dates in parentheses are the dates on my website where you can find the prompts.
 * "Helpless Generation" Article (1/28)
 * A Difficult Time (2/3)
 * //Odyssey// Reflection Questions (2/11)
 * Trust Start-Up Prompt (2/17)
 * //A Lesson Before Dying// Background Info. Prompt (2/25)
 * //ALBD// Chapters 1-4 Questions (2/27)
 * "Let Kids Rule the School" Article (3/2)

Tuesday, 3/3

 * ACT Test Day; Reversed Schedule

Start-Up: //Grant Wiggins//; Describe the main character and narrator of A Lesson Before Dying, Grant Wiggins. What is his job? What does his aunt ask him to do and how does he respond to this request? What does his response show us about him as a person? Currently, do you like Grant as a narrator? Why or why not? Add any other insights you currently have about Grant.


 * When you have finished, take time to make sure your Writer’s Notebook is neat and organized in a way that you are proud of. Once you are ready, place your Writer’s Notebook on the windowsill behind Mr. Thomas’s desk. Then, quietly study your vocabulary words until we are ready to move on.

1. Discuss Start-Up 2. Introduce //ALBD// Newspaper Project 3. Begin working; Due Friday



Homework:
-Study vocabulary words

Wednesday, 3/4
Start-Up: //Identifying Sentence Errors//; Copy the sentence as it reads currently. Identify which underlined portion contains a grammatical error, if any. Record your answer. When we discuss the sentence, record the correct answer with an explanation.

At the music recital, Alex enjoyed listening to her friend Mark's insightful interpretation, which she thought was more sophisticated than the other performers.

A. Enjoyed listening B. Which she C. More sophisticated D. Than the other performers E. No error


 * If you weren’t here yesterday: make sure your name is on your Writer’s Notebook, then place it on the windowsill
 * When you have finished, silently review your vocabulary words.

1. Discuss Start-Up 2. Time to work on newspaper project 3. Continue reading //A Lesson Before Dying// 4. Discussion of novel

Homework:
-Study vocabulary words

Thursday, 3/5
Start-Up: What's on your mind? Write about it in 3-5 sentences.

1. Time to work on //ALBD// Newspaper Project 2. Time to continue reading //ALBD//

Homework:
-Study for tomorrow's vocabulary quiz

Friday, 3/6
Start-Up: //Group Project//; Describe the experience you had with the group project this week. Do you enjoy working with classmates on projects? Why or why not? Did your group face any difficulties? If so, how did you overcome them? = =
 * When you have finished, ensure that your name is clearly printed on your Start-Ups, assess yourself (score out of 10), give a justification of that assessment, then turn your sheet in to the tray on my desk.


 * Prepare for Vocabulary Quiz 6

1. Vocabulary Quiz 2. Continue reading //A Lesson Before Dying// 3. Chapters 5-12 Questions 4. Class discussion of novel 5. Introduce Critical Inquiry Assignment
 * Answer these questions, using complete sentences, in your Writer’s Notebook. Use textual support for your answers when possible; make sure to use quotation marks when needed, and always give the page number/range where your textual evidence can be found.
 * 1. What time does Grant arrive at the Pichot house for his 5:00 appointment? When does he actually get to talk to Pichot and Sheriff Guidry? Why does this happen?
 * 2. Why does Grant refuse to sit down or take any supper while he is waiting?
 * 3. In Chapter 8, we learn that Antoine hated being in the plantation school. Why did he stay?
 * 4. Summarize the first meeting with Jefferson.
 * 5. Why does Jefferson ask if Grant has brought corn for his meal?
 * 6. What argument does Grant try with Jefferson to get him to eat, talk, and try to get through the ordeal with dignity?
 * 7. In Chapter 12, Vivian insists that Grant cannot leave this community. What reason does she give?
 * Due on Wednesday, March 11



Homework:
-Begin brainstorming/working on CIA

= = =Week 7: 3/9-3/13=

Monday, 3/9
Start-Up: //Sentence Completion//; Copy the following sentence. Identify which two words best fit in the blank spaces, then record your answer on your start-up sheet. When we have discussed, make sure you have recorded and explained the correct answer.

The novel's protagonist, a pearl diver, naïvely expects that the buyers will compete among themselves to pay him the best price for his pearl, but instead they --- to --- him.

A. venture. . reward B. pretend. . praise C. conspire. . reimburse D. refuse. . cheat E. collude. . swindle


 * When you have finished, take this week’s vocabulary list and a copy of //A Lesson Before Dying//. Begin identifying parts of speech and writing sentences, and then continue reading the novel.

1. Time to read //ALBD// 2. Vocabulary List 7 3. Present //ALBD// Newspaper projects 4. Characterization Exercise



Homework:
-Finish character analysis sheet

Tuesday, 3/10
Start-Up: //Sentence Completion//; Copy the following sentence. Record which answer is the best fit. Make sure to record the correct answer and explain why.

• Despite our best efforts to protect the environment and keep it safe, until the problems of pollution are, the future of our environment seems, at best,.

(A) Created. . . Gloomy (B) Revoked. . . Secure (C) Solved. . . Uncertain (D) Replaced. . . Revered (E) Increased. . . Unknown


 * When you have finished, get a copy of //ALBD// and continue reading.

1. Time to read //ALBD// 2. Discuss Start-Up 3. Review vocabulary 4. Character Analysis 5. Notes: How to Cite a Source





Homework:
-Finish Critical Inquiry Assignment -Find an article that interests you
 * Print off

Wednesday, 3/11
Start-Up: //Critical Inquiry Assignment//; Which of the 15 questions did you enjoy answering most? Why? Which was most difficult to answer? Why? After completing this assignment, what realizations have you made about yourself, if any? Explain.


 * When you have finished, ensure that your name is on your CIA and turn it in to the tray on my desk. Then take a copy of //ALBD// and continue reading. In your Writers’ Notebook, write five questions about the novel (from Chapter 13 and after). Provide the answer to each question.

1. Time to read //ALBD// 2. Discuss Start-Up 3. New seats! 4. With a partner 5. Turn in your work
 * Share your article
 * Discuss
 * Cite both articles
 * Summarize your article

Homework:
-Study vocabulary

Thursday, 3/12
Start-Up: //MLA Citation Practice//; Create an MLA citation for the following sources:

1. ‘Blurred Lines’ Jury Orders Pharrell, Robin Thicke to Pay $7.3 Million to Marvin Gaye Family 2. Hanging It Up: Retirement Is the Latest NFL Trend 3. Thomas and Swift, the Two Great Taylors
 * Author: Alex Stedman
 * Site: Variety.com
 * Publisher: Variety Media
 * Pub Date: March 10, 2015
 * Author: Bill Barnwell
 * Site: Grantland.com
 * Publisher: ESPN Internet Ventures
 * Pub Date: March 11, 2015
 * Author:
 * Site: Rollingstone.com
 * Publisher: Rolling Stone
 * Pub Date:


 * When you have finished, continue reading //ALBD//, or study vocabulary

1. Discuss Start-Up 2. Time to read //ALBD// 3. Writer’s Notebook: Persuasive Statements 3/12/15 4. Explanation of Persuasion Activity 5. Work with group to develop your argument
 * Choose a definitive side on each of the following issues. Write your responses in your WN. Briefly explain why you feel that way
 * School dress code should/should not be changed
 * There should/should not be a school attendance policy
 * Students should/should not be allowed to leave campus for lunch
 * All students should be able to choose what classes they take throughout their high school career rather than having certain credit requirements in different subjects
 * While waiting for classmates to finish, review for tomorrow’s quiz

Homework:
-Study for vocabulary quiz

Friday, 3/13
Start-Up: //Your Greatest Academic Asset//; It is common to think about strengths or unique characteristics that teachers have, but I want you to think about yourself as a student. What would you consider to be your greatest contribution to a classroom environment? This could be your efficient work habits, or neat handwriting, your humor, your respect…. What do YOU bring to the table? How do you think teachers remember you? Explain.


 * When you have finished, review your Start-Ups, assess yourself out of 10, give a brief defense of your grade, then turn your sheet in to the tray on my desk

1. Discuss Start-Up 2. Vocabulary Quiz 7 3. Commencement Speech 4. Work on group arguments 5. Discuss
 * Read
 * Answer questions in Writer's Notebook

=Week 8: 3/16-3/20=

Monday, 3/16
Start-Up: //Citation Practice//; Construct a proper MLA citation for each of the following sources:
 * “The Effects of Over-Eating” by Richard Talbert, January 16, 2013, www.HEALTHYLIVING.com by Food Network
 * “Why High School Matters” from www.HUFFINGTONPOST.com


 * When you have finished, get a copy of this week’s vocabulary word, identify parts of speech, then get a copy of //ALBD// and continue reading

1. Time to read //ALBD// 2. Discuss Start-Up 3. New vocabulary words 4. Group argument presentations 5. Discuss



Homework:
-Study vocabulary words

Tuesday, 3/17
Start-Up: //Argumentation//; Think back on the arguments you heard yesterday. What made some arguments stronger than others? Remember, I’m not interested in which argument you personally believe, but rather which arguments you felt were stronger than others.


 * When you have finished, get a copy of //ALBD// and continue reading. GOAL: finish novel by Monday

1. Time to read //ALBD// 2. Discuss Start-Up 3. Questions about vocab? 4. Introduce character analysis essay 5. Time to work on essay
 * Questions for Chapters 20-31
 * 5 paragraphs
 * TRIAC for body paragraphs
 * First draft due tomorrow!



Homework:
-Work on essay -Study vocabulary words

Wednesday, 3/18
Start-Up: //Sentence Transformation//; Here’s a brainteaser for you…. You can change hate to love in just three steps—that is, you can change the word hate to the word love by changing one letter at a time, where each change produces a new word: See how many steps it takes you to make the following transformations:
 * Hate...have...hove...love.
 * Dog...cat
 * Jump...pool
 * Cool...warm


 * When you have finished, review your vocabulary words. See how many definitions you can memorize verbatim

1. Discuss Start-Up 2. Peer revision of characterization essay 3. Time to read //ALBD//
 * Final draft due tomorrow night!
 * Have finished by Monday!

Homework:
-Essay -Study Vocabulary

Thursday, 3/19
Start-Up: //Argument Practice//; Ashley High School should/should not move to a four-day schedule (eliminating school on Friday). Construct a strong, concise argument defending your opinion on the topic. Your audience: New Hanover County School Board


 * When you have finished, please get a copy of //ALBD// and continue reading. Make sure you are keeping up with your reading questions
 * Chapters 1-12 questions
 * YOU WRITE 5 questions, with answers
 * Chapters 20-31 questions

1. Time to read //ALBD// 2. Discuss Start-Up 3. Argument analysis 4. Discuss
 * With a partner,,,
 * Read through both sides of argument: Cell Phones in School
 * In Writer's Notebook...
 * Summarize both points of view
 * Explain which argument you believe is stronger and tell why



Homework:
-//ALBD// character essay due to turnitin.com TONIGHT! -Study for vocabulary quiz

Friday, 3/20
Start-Up: //Someone I Admire//; Who is someone you do not know personally but you look up to for any reason. Many times, this will be a public figure of some sort (celebrity, athlete, activist, etc.). What do you know about this person? What is it that you admire about him/her?


 * When you have finished, assess your start-ups on organization, completion, and effort, then give yourself a grade out of 10 with a justification of that grade. Turn in your start-ups to the tray on my desk and get prepared for vocabulary quiz 8.

1. Vocabulary Quiz 8 2. Read //ALBD// and answer questions 3. Students who are finished: special tasks!

Homework:
-Finish //A Lesson Before Dying//

=Week 9: 3/23-3/27= 3/27: HALF DAY FOR STUDENTS

Monday, 3/23
Start-Up: //Obligations//; “No matter how bad off we are,” Grant tells Jefferson, “we still owe something” (139). In other words, according to Grant, we all have moral obligations as well as legal ones. It may be fairly easy to rattle off a list of your current legal obligations; perhaps the one you feel most prominently is your obligation to attend school. But what are your moral obligations? Do you feel that you “owe” your parents or friends certain things? How about your community or the world? Make two lists: one of your current legal obligations, and one of your moral obligations—both those you currently feel and those you expect to have throughout your lifetime. You should have at least six items per list.


 * When you have finished, have out your writer’s notebook and your vocabulary lists (or Quizlet or flashcards…whatever you use to study)

1. Share/discuss Start-Up 2. Checking in... 3. Personal Reflection questions about //ALBD// 4. Introduce Socratic Seminar 5. Socratic Seminar: //A Lesson Before Dying//
 * Friday is a half day
 * I will be out on Thursday and Friday
 * Mid-term= Vocabulary and //ALBD// on Wednesday
 * No new vocabulary this week
 * Take 10 minutes to flip back through the novel
 * Record 3 unique questions that would generate deep discussion
 * While you are waiting, review your vocabulary words
 * 3 meaningful comments
 * Talk to each other, not Mr. Thomas
 * Use each other's names
 * Beginning Discussion Questions
 * 1. Justify why Ms. Emma wanted Grant to teach Jefferson to be a man.
 * 2. Explain if Grant changed. If so, who do you think was most responsible?
 * 3. Explain why Grant acted reluctantly in the second chapter to help Jefferson.
 * 4. Although we see that Grant truly loves Vivian, is it possible to say he respects her?
 * 5. Explain why Grant mentions multiple times how he wants to leave. What is holding him back?
 * 6. Explain the cycle that "black men" are unable to break. What does Miss Emma want Jefferson to prove about the cycle, and what does Grant's aunt want him to prove?
 * 7. How does the Christmas program affect Grant?
 * 8. Do you believe that Grant's task was accomplished in the end of the story?
 * 9. Reverend calls Grant uneducated a couple times during the story. What is the reasoning behind Reverend Ambrose making this comment?
 * 10. What was the purpose of Jefferson becoming a man if he was to be executed? Did he become a man before the execution, how so?
 * 11. Tante Lou, Miss Emma, and Vivian are used to taking care of themselves and others. Explain the role of women in the novel. What was their function in this society? Was their contribution and sacrifice recognized?
 * 12. Education is very important in this novel, both its attainment and the lack of it. Tante Lou continually refers to Grant as “the teacher.” The other men call him “Professor.” Yet Grant hates teaching, echoing the feelings of his own teacher, Matthew Antoine. Contrast the opinions of education presented in this novel. Why do some seek it and others consider it a burden? What role does it play in the characters’ lives and the life of the community?

Homework:
-Review //A Lesson Before Dying// -Study vocabulary

Tuesday, 3/24
Start-Up: //Recommendation//; Write a brief statement to another student either recommending or discouraging him/her to read A Lesson Before Dying. In your statement, make sure you give examples that will convince him/her to follow your advice.


 * When you have finished, review vocabulary words until we are ready to move on

1. Discuss Start-Up 2. Vocabulary review: Kahoot! 3. Critical Inquiry Assignment
 * Re-Read your answers
 * Simplify each to one topic
 * Choose 3-4 responses you are particularly proud of, interested in, or feel are complex ideas
 * Share with your group

Homework:
-Study for midterm (vocabulary and //ALBD//)

Wednesday, 3/25
You will only need a pencil/pen for your midterm Quietly review your vocabulary words until we are ready to begin.

1. Midterm 2. Freshman Project First Steps



Thursday, 3/26

 * Mr. Thomas out; Trip to Haiti

1. View film version of //A Lesson Before Dying//
 * Keep a running list of differences between film/novel in your Writer's Notebook

Friday, 3/27
HALF DAY FOR STUDENTS


 * Mr. Thomas out; Trip to Haiti

1. Finish film 2. In your Writer's Notebook:
 * Do you feel this film was an effective retelling of the story? Explain why or why not.

Homework:
-Initial Research assignment due Tuesday, 4/7 -Have a fun, relaxing, safe Spring Break!

=Spring Break: 3/30-4/3=

=Week 10: 4/6-4/10=

Monday, 4/6
Welcome back! Please begin a new sheet of paper for this week’s Start-Ups (Week 10)

Start-Up: //Writer’s Notebook Reflection: First 9 Weeks//; In your Writer’s Notebook, reflect on your Spring Break and the first nine weeks of the semester—this class specifically as well as your first nine weeks over all. • Spring Break: Write a paragraph describing your week off from school. • This class: Write a paragraph reflecting on the first half of this class. What were your favorite moments so far? • This semester: Write a paragraph reflecting on the first half of this semester. What has been going well for you? What would you like to change?

1. Start-up 2. Discuss 3. Checking in… 4. New vocabulary words 5. Problematic Relationship Essay/IIR
 * Initial Interest Research Assignment due tomorrow
 * Report cards go out this week
 * Mr. Thomas's trip to Haiti
 * Split time



Homework:
-Finish Initial Interest Research Assignment

Tuesday, 4/7
Start-Up: //Characters//; (3-5 sentences) Think about the books, stories, movies, TV shows that you enjoy. What characters do you find most interesting? Consider what it is about those characters that makes them interesting to you. Explain why you like those characters.


 * When you have finished, please review your vocabulary words or your Writer’s Notebook

1. Discuss Start-Up 2. Review Vocabulary 3. Checking in... 4. Agree/Disagree Activity 5. Understanding Shakespearean language
 * Initial Interest Research Assignment due last night
 * Writer's Notebook due tomorrow
 * Review entries needed

+ Other handout!

Homework:
-Finish Thee/Thou/Thy/Thine practice

Wednesday, 4/8

 * As you enter, please turn your Writer’s Notebook in to the windowsill behind my desk

Start-Up: //Shakespearean Translations//; Translate the following sentences into Shakespearean English.
 * Are you going to the game?
 * I wish you hadn’t said that.
 * Mr. Thomas, may I go to the restroom?
 * Now, write a sentence of your own in Shakespearean English. Try integrating a vocabulary word


 * When you have finished, review your vocabulary words and have out your homework from last night

1. Discuss Start-Up 2. Review homework 3. Prologue Activity 4. Dramatic Terms 5. Read Act I, Scene 1 of //Romeo and Juliet//
 * Read
 * Translate--this is one skill I will have you do multiple times throughout this unit!
 * Discuss
 * Answer questions on Act I study guide



Homework:
-Study vocabulary words

Thursday, 4/9
Start-Up: //Romeo and Juliet Act One//; Take a copy of Romeo and Juliet and continue reading Act One. When you have finished, answer the following question:
 * (3-5 sentences) What are your impressions of the play after the first act? Which characters do you enjoy most? Which do you enjoy least?


 * When you have finished the Start-Up, get a laptop and take a slip from the top of the laptop cart and begin working on the next step of the Freshman Project process

1. Discuss Start-Up 2. Discuss //Romeo and Juliet// 3. Checking in... 4. Work on Freshman Project next steps....
 * Report Cards
 * Class registration; Counselors coming around today to help! IF you need help....
 * Researching tips
 * Create a Word document titled “Extended Research”
 * Find 10 articles on your chosen research subject (Remember, you have already found 2...include those 2 in this new document)
 * Copy the URL of each article into your document
 * **Summary**: Give a brief summary of each article. You must include a small quote from the article in your summaries. A “small” quote can be words or parts of a sentence. Avoid quoting complete sentences.
 * **Commentary**: Give a brief commentary of each article. You can comment on the content of the article (what the author has to say) by defending, challenging, or qualifying the author’s claim/point/thesis/interpretation.
 * **Research Question**: Use the following template to provide a question that you will work to answer in your research paper. Clearly type this question into your document.
 * “What is the effect of (x) on (y)?”
 * “What is the role of (x) in (y)?”
 * “How has the use of (x) affected (y)?”
 * “Why has (x) led to (y)?”
 * Submit this document to turnitin.com by the end of class on Monday, 4/13

Homework:
-Study for vocabulary quiz

Friday, 4/10
*Mr. Thomas out

1. Vocabulary quiz 9 2. Work on extended research assignment

**Week 11: 4/13-4/17** > **Monday, 4/13**

Start-Up: // Extended Research // ; What are you learning about your topic of research so far? What questions have come to mind about your topic? Do you have an idea of what you are going to want to explore, specifically, in your paper? Explain. > *When you have finished, take a copy of this week’s vocabulary words and begin to identify the parts of speech for each. > 1. Discuss Start-Up 2. Review new vocabulary words 3. Review current research steps 4. Continue working on extended research assignment (due to turnitin.com tonight)



**Homework:** -Finish and submit extended research > > > > **Tuesday, 4/14**

Start-Up: //Shakespeare Vocabulary//; Write 3-5 sentences in Shakespearean language utilizing at least 3 vocabulary words.


 * When you have finished, get a copy of //Romeo and Juliet// and finish Act I

1. Discuss Start-Up 2. Review Act I Study Guide 3. Sonnet in dialogue form 4. Begin Act II



Homework:
-Finish the activity from today, if you did not in class

Wednesday, 4/15
Start-Up: //Shakespeare’s Craft//; (3-5 sentences) Yesterday we learned about iambic pentameter. How have your views of Shakespeare changed, if any? Are there any aspects about his work that you appreciate more now that you have seen a preview of the detail he gives his work? Explain.


 * When you have finished, please obtain a copy of Romeo and Juliet and continue reading Act II. Try to read through Scene 2. Answer the related questions on the study guide.

1. Time to read 2. Discuss Start-Up 3. Review study guide questions 4. Review iambic pentameter 5. Sonnet 18 analysis activity

Homework:
-Finish Sonnet 18 activity

Thursday, 4/16
Start-Up: //The Prince’s Decision//; (3-5 sentences) If you were Prince Escalus, how would you handle the situation between the Capulets and Montagues? Explain why this method may be more effective than the reaction he had in Act I, scene 1. If you would have done the same as he, explain why you feel that was the best way to handle this issue.


 * When you have finished, please get a copy of the play from the window sill and continue reading (about 20 minutes). If you have finished Act II, please review your vocabulary words independently.

1. Time to read 2. Discuss Start-Up 3. Review vocabulary 4. Review last night's homework (Sonnet 18) 5. DEJ #1 6. DEJ #2
 * Discuss
 * Complete as a class
 * Complete independently
 * Turn in



Homework:
-Study vocabulary for tomorrow's quiz -Finish DEJ #2, if you did not in class

Friday, 4/17
Start-Up: //Senior Year//; Imagine your senior year of high school. When you graduate, would you rather be in a position to choose between many options of what you could do after high school, or would you be ok with being in a position where you do not have many options? Explain what the difference would be between these two scenarios. Explain what you could do, starting today, to ensure your future goals.


 * When you have finished:
 * Review and finalize your Start-Ups
 * Make sure your name is on them
 * Assess your work out of 10 possible points (10/10 is PERFECT)
 * Give a justification for why you deserve that grade
 * Turn your Start-Ups in to the tray on my desk
 * Study for vocabulary quiz 10

1. Vocabulary quiz 10 2. Figurative Language scavenger hunt 3. Read Act 3

=Week 12: 4/20-4/24=

Monday, 4/20

 * Mr. Thomas out

Start-Up: //Professionals in Training//; Imagine if instead of being called "students," you were called "professionals in training." Sounds cheesy, right? But really, do you think this shift in perspective would change anything about the culture of a traditional public high school--of Ashley High School, specifically? Explain your answer.

1. Identify parts of speech for Vocabulary List 11 2. Read Act 3 of //Romeo and Juliet// 3. Get into groups of 4 4. Obtain a "Collaborative Study Group: Assignment 1" sheet from the sub 5. Work quietly and diligently on the tasks at hand



Homework:
-Study vocabulary words

Tuesday, 4/21

 * Mr. Thomas out

1. Read //Romeo and Juliet// 2. Begin working on Annotated Bibliography



Homework:
-Study vocabulary words

Wednesday, 4/22
Start-Up: //Romeo and Juliet Check In//; As you have navigated further through the play, what are your thoughts on the plot at this point? Which character(s) do you enjoy most? Least? Explain.


 * When you have finished, get a laptop (or another device) and access your Annotated Bibliography that you began yesterday, then quietly study your vocabulary words.

1. Discuss Start-Up 2. Checking in... 3. Time to work on Annotate Bibliography 4. Time to work on CSG #1
 * Review vocabulary words
 * Who needs to stay after/come early?
 * CSG #1 clarification
 * Annotated Bibliography clarification

Homework:
-Finish Annotated Bibliography and submit to turnitin.com

Thursday, 4/23
Happy Birthday, Shakespeare!

Start-Up: //Shakespearean Twitter//; Create a twitter conversation between 2 or more characters from Romeo and Juliet. Make a clever user name for the characters and keep their conversation tied closely to the plot of the play.


 * Twitter basics:
 * “Handle”=username, starts with “@” (i.e. @RMontague, @Julie2Coolie)
 * Be creative!
 * Each “tweet” can be no more than 140 characters (each letter, punctuation, space)


 * When you have finished, ensure that your CSG #1 has been turned in, then take the study guide for Acts 4 and 5 and continue reading Romeo and Juliet

1. Time to read //Romeo and Juliet// 2. Share Start-Ups 3. Review Act 3 4. Begin viewing film version
 * If you did not complete your annotated bibliography, work on that while we watch



Homework:
-Study for tomorrow's vocabulary quiz

Friday, 4/24
Start-Up: //Romeo and Juliet Film//; What do you think of the film version of R&J? If you weren’t here yesterday, describe what you would imagine the film version of the play to be like.


 * When you have finished:
 * Review and finalize your Start-Ups
 * Make sure your name is on them
 * Assess your work out of 10 possible points (10/10 is PERFECT)
 * Give a justification for why you deserve that grade
 * Turn your Start-Ups in to the tray on my desk
 * Study for vocabulary quiz 11

1. Vocabulary quiz 11 2. Read //Romeo and Juliet// 3. Discuss play 4. Continue film

Homework:
-Finish //Romeo and Juliet// -Finish Acts 4&5 study guides

=Week 13: 4/27- 5/1=

Monday, 4/27
Start-Up: //Hamartia//; What do you believe to be Romeo and Juliet's hamartia, or tragic flaw. What characteristic do they possess that ultimately leads to their demise? Explain your answer.


 * When you have finished, get a copy of this week's vocabulary words and begin identifying the parts of speech

1. Discuss Start-Up 2. Checking in... 3. Review vocabulary words 4. Review //Romeo and Juliet// 5. Continue film
 * Mr Thomas at County Workshop tomorrow
 * //Romeo and Juliet// Test will be Wednesday
 * Final vocabulary quiz Friday
 * Research paper outline due Monday, 5/4



Homework:
-Study vocabulary -Review //Romeo and Juliet// study guides -Review dramatic terms

Tuesday, 3/28

 * Mr. Thomas out at County Workshop

Start-Up: //Vocabulary Practice//; Use five words from this week’s vocabulary list in a paragraph about Romeo and Juliet. Make sure that you are using the words correctly and in a way that demonstrates your understanding of the word.

1. Complete Start-Up 2. Acquire: 3. Finish film 4. Work on Study Guide and Quote Identification worksheet 5. Work on something for another class or read
 * Romeo and Juliet Test Study Guide
 * Romeo and Juliet Quote Identification sheet
 * Use these to prepare for tomorrow’s test
 * If you are able to complete both of these, you should do well on the test


 * NOTE: Make sure you, at some point, look at the “Outline Guide” document on the Freshman Project page of Mr. Thomas’s website…this should help with the outline writing process. (Outline due Monday, 5/4)



Homework:
-Study for //Romeo and// //Juliet// test -Study vocabulary words

Wednesday, 4/29
Start-Up: //Vocabulary Practice 2//; Use the last 5 of this week’s vocabulary words in a paragraph discussing Romeo and Juliet. Use the words in a way that demonstrates your understanding of the word.


 * When you have finished, prepare for your Romeo and Juliet final.

1. Discuss Start-Up 2. Review study guide 3. //Romeo and Juliet// Final 4. Work on outline

Homework:
-Study vocabulary words

Thursday, 4/30
Start-Up: //Memorized Speech//; Transcribe the speech from Romeo and Juliet that you chose to memorize into your start-ups. Try to break it down into sections, rather than just copying word-by-word.


 * Have out one sheet of paper and a writing utensil

1. Book Speed-Dating in Library 2. Introduce Independent Reading Project (IRP) 3. Begin reading your chosen novel



Homework:
-Study for vocabulary quiz

Friday, 5/1
Start-Up: //Independent Novel//; What novel did you choose yesterday in the library? Why did you choose this novel? What do you expect or hope will happen in the story? IF YOU WERE ABSENT write about what kinds of stories you enjoy reading. Explain.


 * When you have finished
 * Review and finalize your Start-Ups
 * Make sure your name is on them
 * Assess your work out of 10 possible points (10/10 is PERFECT)
 * Give a justification for why you deserve that grade
 * Turn your Start-Ups in to the tray on my desk
 * Study for vocabulary quiz 12

1. Discuss Start-Up 2. Vocabulary quiz 12 3. Work on outline/IRP

Homework:
-Read your independent novel -Complete your freshman project outline

=Week 14: 5/4-5/8=

Monday, 5/4
Start-Up: //IRP Character//; Who is your favorite character from your IRP novel? Describe him/her. Why do you enjoy this character in particular? Explain.


 * When you have finished, have out your IRP novel…we will start with 20 minutes of reading time

1. Time to read 2. Discuss Start-Up 3. Discuss outline 4. Sample research paper on Freshman Project page 5. Work on outline
 * Due tonight on turnitin.com

Homework:
-Finish and submit outline

Tuesday, 5/5
Start-Up: //Sentence Corrections//; Read the following sentence and identify which underlined portion is grammatically incorrect or if there is no error.
 * The board __reviewing__ the courses offered by the college __found__ that the quality of academic programs __were__ generally good but __somewhat__ uneven.


 * When you have finished, have out your IRP novel and continue reading!

1. Time to read IRP novel 2. Discuss Start-Up 3. Keywords activity 4. Word Connotations: Write what comes to mind when you see each of the following words. If you have no clue, try to make up a definition that may fit that word. 5. Discuss meanings of each work in the context of the short story we will read 6. "Reunion" by John Cheever 7. Answer the following questions in your Writer's Notebook:
 * The Sixties
 * Horse tack
 * Beefeater Gibson
 * Gentlemen's Club
 * Yellow journalism
 * Read first paragraph together
 * Discuss
 * Read second paragraph
 * Discuss
 * Continue reading independently
 * 1. What are your initial thoughts about the story?
 * 2. Are Charlie’s father’s actions understandable/justifiable? Explain.
 * 3. List three adjectives you could use to describe Charlie’s father, then explain what from the story makes you describe him in that way.
 * Finish for homework, if you did not in class

Homework:
-Finish "Reunion" questions

Wednesday, 5/6
Start-Up: //Sentence Errors//; Copy the following sentence as-is, including the underlines. Consider which of the underlined section is grammatically incorrect.
 * All states __impose__ severe __penalties on__ drivers who do not stop when __he or she is__ __involved in__ accidents.


 * When you have finished, have out your IRP novel and continue reading until you hear the timer.

1. Time to read IRP novel 2. Discuss Start-Up 3. Checking in... 4. Review "Reunion" 5. Class discussion 6. "Cat's In the Cradle"
 * Calendar
 * Exam dates
 * Make-up work cut-off
 * Answer questions
 * Respond: Why do you believe John Cheever chose to have Charlie call his father "daddy" at the end of the story? What effect does that have on the story?
 * Read lyrics
 * Re-read and annotate
 * In paragraph form, draw connections between this story and "Reunion"

Homework:
-Finish activity

Thursday, 5/7
Start-Up: //IRP Check-In//; Where are you in the process of the IRP? Are you still enjoying your novel? Do you have plans for your project? Write openly about the project/your novel.


 * When you have finished, continue reading your novel

1. Time to read 2. Discuss Start-Up 3. Outline checklist
 * Review together
 * Work on outline/research paper



Homework:
-Finalize outline if necessary after today

Friday, 5/8
Start-Up: //Reunion Theme//; A theme is a universal message that can be learned through a text. This idea should be broad enough for anyone to be able to relate to it. Consider "Reunion". What is a possible theme from this short story? Explain.

1. Time to read IRP novel 2. Discuss Start-Up 3. Review "Reunion" homework from Wednesday 4. Introduce SOAPSTone 5. Complete SOAPSTone assessment of "Cats in the Cradle" 6. Progress Reports
 * Practice
 * Discuss
 * Discuss



Homework:
-Work on IRP

=Week 15: 5/11-5/15=

Monday, 5/11
Start-Up: //Reunion Central Idea//; Which of the following best explains the central idea of “Reunion”? Defend your answer in 3-5 sentences.

a. Teens should not travel alone. b. Placing expectations on others leads to possibly being let down. c. Treat others the way you want to be treated. d. Alcoholics have some major issues.


 * When you have finished, have out a blank sheet of paper and your work for “Reunion” from Friday, and then read your IRP novel

1. Time to read 2. Discuss Start-Up 3. TRIAC Response: By the end of the story, how does Charlie feel about this reunion with his father? 4. Work on Freshman Project
 * Turn in

Homework:
-Work on IRP

Tuesday, 5/12
Start-Up: //Vocabulary Words//; List as many vocabulary words you can think of without looking over your lists. Define the words that you can!


 * When you have finished, log on to a laptop and go to my website

1. Discuss Start-Up 2. Freshman Project To-Do List: Tuesday, 5/12/15 3. Work on IRP/Study vocabulary
 * 1. Go to website (www.mrthomaseahs.wikispaces.com)
 * 2. Turn in your Outline Checklist (if you haven’t)
 * 3. Go to Freshman Project page
 * Download and read the “MLA Format” document
 * Download and read the “Notes on Effective Introductory Paragraph” document
 * Download and read the Quoting a Source documents (3)
 * Download and read the Conclusion documents (2)
 * 4. Finish your first draft
 * 5. Check yourself….
 * Download the Revision Checklist
 * Complete #1
 * 6. Wait for a classmate to finish his/her draft, then read each other’s
 * 6. Wait for a classmate to finish his/her draft, then read each other’s

Homework:
-Finish first draft -Study vocabulary -Work on IRP

Wednesday, 5/13
Start-Up: //What’s On Your Mind?//; Write briefly about what is on your mind.


 * When you have finished, get a computer, access your rough draft, and download the “Revision Checklist” from my website

1. Discuss partner revision process 2. Research Paper partner revision 3. Vocabulary review: Kahoot!
 * Final assessment tomorrow!

Homework:
-Study for vocabulary assessment

Thursday, 5/14
Start-Up: //Vocabulary Prep//; You have 10 minutes to prepare for our final vocabulary assessment. All words are on Quizlet (search username Taylor_ThomasAHS).


 * If you do not know your PowerSchool log-in information, get a scrap piece of paper from Mr. Thomas’s desk (the old hall passes), write your name on the back, and leave it on Mr. Thomas’s desk

1. Prepare for vocabulary assessment 2. Final vocabulary assessment 3. Work on IRP
 * DUE AT BEGINNING OF CLASS MONDAY!

Homework:
-Work on IRP

Friday, 5/15
Start-Up: //Independent Reading Project//; Complete the following statements: • Something I have enjoyed about the Independent Reading Project is…. • Something I have not enjoyed about the Independent Reading Project is…. • I feel I have performed…. (assess your work on this project)


 * Turn in your Start-Ups on Monday. Remember the IRP is due at the beginning of class on Monday. Please email me if you have any questions over the weekend…I will do my best to respond on Sunday.

Today’s Tasks: 1. Read the Nobel Lecture 2. Read the article about Denzel Washington’s speech
 * On a separate sheet of paper:
 * Identify the elements of SOAPSTone
 * Remember to use textual evidence to support your answers
 * Explain the main idea(s) of Malala’s speech
 * Respond to her message…do you agree? Do you disagree? Why?


 * Complete the tasks at the bottom of the handout


 * TURN IN YOUR WORK TO THE SUB BEFORE YOU LEAVE*

3. Read, work silently on something until the end of class



Homework:
-Independent Reading Project

=Week 16: 5/18-5/22=

Monday, 5/18

 * Have out your IRP, I will instruct you where to turn them in

Start-Up: //Hope//; What does it mean to have hope? Do you feel you have hope? What can influence whether or not someone has hope? Explain.


 * When you have finished, have out your Writer’s Notebook and wait to move on

1. Check in from Friday 2. Turn in IRP 3. Return books to library 4. Pre-Reading Questions: Respond to each of these questions in your Writer's Notebook 5. Discuss questions 6. Distribute copies of //The Absolutely True Diary of a Part-Time Indian// 7. Read the first chapter, then discuss 8. Continue reading 9. What are your initial thoughts? Record ideas/comments/questions in your WNB
 * If you do not have it, write the following paragraph:
 * Mr. Thomas, I do not have my Independent Reading Project today, 5/18/15, because . I understand that I will lose points for each day it is late. I will have my IRP to you by ___.
 * 1. What do you think of when you see the word Indian Reservation?
 * 2. Who are the most important people in your life?
 * 3. When was a time/the last time you felt like an outsider?
 * 4. What makes you feel important?
 * 5. Do you believe you have control over your future? Explain.

Tuesday, 5/19

 * Mr. Thomas out sick

Start-Up: //Motivators//; What role does money play in your life? Do you see money as the main goal for your future? Do you have plans/dreams of leaving Wilmington? Explain why or why not.

1. Get a copy of the //Absolutely True Diary// guiding questions from the sub 2. Answer the questions in your Writer's Notebook *due tomorrow* 3. Identify figurative language you have seen in the novel so far (simile, metaphor, personification, irony, allusion, etc.)--do in your Writer's Notebook 4. Read novel independently


 * I have pushed the due date for the research paper back until Thursday night; I will be available after school on Wednesday and Thursday



Homework:
-Finish any questions you can

Wednesday, 5/20
Start-Up: //Absolutely Characters//; Which character(s) from //The Absolutely True Diary of a Part-Time Indian// do you find most interesting? Why? Which character do you relate to most? Explain.


 * When you have finished, have out your answers to the reading questions from yesterday

1. Check in from yesterday 2. Discuss Start-Up 3. Review guiding questions from yesterday 4. "Abandoned Farmhouse" 5. Continue reading //Absolutely True Diary//



Homework:
-Work on freshman project paper

Thursday, 5/21
Start-Up: //Abandoned Farmhouse//; Review the types of poems on the back of the handout on your desk. Which description best fits the structure of “Abandoned Farmhouse,” in your opinion? Explain.


 * When you have finished, have out a writing utensil

1. Discuss Start-Up 2. Review poetry terms 3. "Cartoon Physics" activity 4. Continue reading/answering guided questions for //Absolutely True Diary//



Homework:
-Submit Freshman Project to turnitin.com

Friday, 5/22

 * Mr. Thomas out sick

View //Romeo + Juliet//

=Week 17: 2/25-2/29=

Monday, 2/25
NO SCHOOL: Memorial Day Holiday

Tuesday, 2/26
Start-Up: //The Home Stretch//; In three sentences, describe your long weekend. Now, with eight days left of the semester, what do you hope to do before school lets out for the summer?


 * When you have finished, please get a copy of //The Absolutely True Diary of a Part-Time Indian// and continue reading/answering reading questions

1. Time to read/answer questions 2. Discuss Start-Up 3. Discuss //Absolutely True// 4. Literary Terms Scavenger Hunt 5. Discuss



Homework:
Print off and bring in lyrics of a song you like
 * Bring to class on Thursday!

Wednesday, 2/27
Start-Up: //Introduce Junior//; Imagine that Junior has just come to Ashley High School and is in this class with you. You get to know him, and then decide to introduce him to your friends at lunch. Write out the introduction you would say to your friends to give them an appropriate, accurate depiction of this new student.


 * When you have finished, acquire a copy of the novel and continue reading and answering questions

1. Time to read 2. Review scavenger hunt from yesterday 3. Song lyrics="Mirrors"

Homework:
-Print off song lyrics

Thursday, 5/28
Start-Up: //What's On Your Mind?//; Write freely about whatever is on your mind this morning.


 * When you have finished, continue working with //Absolutely True Diary//

1. Time to read/answer question 2. Discuss Start-Up 3. Song Lyric Analysis: "Mirrors" 4. Song lyric analysis: Random song from Mr. Thomas

Homework:
-Finish lyric analysis

Friday, 5/29
Start-Up: //Song Lyric Analysis//; Do you typically pay attention to song lyrics closely? Does this attention to detail help you enjoy songs more or less? Why do you think that is?


 * When you have finished, continue working with //Absolutely True Diary//

1. Time to read/answer questions 2. Song Lyric Analysis: Trade and edit partner's analysis from yesterday 3. Lyric analysis: Your chosen song 4. Key Question: What line most clearly represents the central idea of this poem? Explain. 5. Turn in Mr. Thomas song and your song analysis

Homework:
-Reading questions due Tuesday

=Week 18: 6/1-6/5=

6/5= HALF DAY; First period exam

Monday, 6/1
Library Survey

Start-Up: //First Year of High School//; Describe your first year of high school. Has it been what you hoped it would be? Why or why not? What has been the highlight(s) of this year? What have been the low points of your year? What are you most looking forward to about next school year?


 * When you have finished, have out your homework (the finished song lyric analysis, if you did not turn in on Friday), and continue working on The Absolutely True Diary

1. Time to read 2. Discuss Start-Up 3. Brainstorming activity: 4. Langston Hughes: "Theme for English B"
 * What kind of student are you?
 * What kind of student would you like to be?
 * What kind of student would you //never// want to be?
 * What factors influence student behavior?
 * What do teachers need to know?



Homework:
-Relax!

Tuesday, 6/2
Start-Up: //Arnold Spirit//; In what ways do you relate to Junior from //The Absolutely True Diary//? Explain how you find similarities between the two of you. If you knew Junior, what advice would you give to him? What advice do you think Junior would give you?


 * When you have finished, finalize your reading questions for the novel, then be prepared for Mr. Thomas to check your work.

1. Check questions 2. Discuss Start-Up 3. Theme for English I activity