Honors+English+I;+Spring+2017

=Honors English I; Spring 2017- 2nd, 3rd, 4th Periods=

Here you will find a running document of daily class agendas and handouts. Please check this page when you are absent // before // you return to school the next day. Email me with any questions.

Turnitin.com Information:
2nd period: 14597552 3rd period: 14597560 4th period: 14597572 The enrollment password is Thomas

=Week 1= 1/30: Homeroom before 1st period 2/2: Homeroom (Report card distribution)

Monday, 1/30
Welcome to Honors English I! As you enter, please find a seat. I will be placing you in alphabetical order for the first portion of the semester in order to learn your names. Once I assign you a seat, please take out a blank sheet of notebook paper and a writing utensil.

1. Alphabetical Order 2. Review class syllabus 3. Student Introductory Survey questions 4. Figurative Language/Literary Devices Terms notes 5. Lyrics (2nd and 4th periods)
 * Cell phone policy
 * Bathroom policy
 * My full name is...
 * You can call me...
 * I grew up in…
 * My hobbies include…
 * If I could go anywhere in the world right now, I would go...
 * I think English/Language Arts is…
 * My favorite subject is usually…
 * The last book I read (be honest!) is...
 * The last TV show I watched is…
 * The last movie I watched is…
 * The last song I listened to is…
 * My favorite movies/TV shows are…
 * My favorite musical artists/bands right now are…
 * Something I am very interested in is...
 * Goals I want to accomplish are…
 * I want to be remembered as…



Homework:
-Acquire class materials -Have parents complete information survey -Create turnitin.com account

Tuesday, 1/31

 * Please have out a blank sheet of notebook paper. We will put today’s Start-Up on the back of this paper…I will explain the organization!

Start-Up: //First Day of Second Semester//; (3-5 sentences) How was your first day of the semester? Which class do you think will be your favorite? Why do you feel that way?

1. Share/discuss Start-Up 2. Reading Placement Test 3. Check answers 4. Lyrics
 * Read through
 * Identify figurative language and meaning
 * Discuss
 * Listen to song
 * Discuss

Homework:
-Acquire class materials -Have parents complete information survey -Create turnitin.com account

Wednesday, 2/1
Start-Up: //Close Reading//; Explain why it is important to be able to read a variety of texts closely, understanding the text on a deep level. Give practical examples of when this skill could come into play in your life, either now or in the future.


 * When you have finished, please have your class notebook on your desk (if you have it), this week’s lyrics (if they aren’t taped into your notebook), and a writing utensil.

1. Share/discuss Start-Up 2. Checking in... 3. Label a folder for returned work (which will stay in the classroom) 4. Finish lyric analysis 5. Introduce SOAPSTone 6. Complete SOAPSTone analysis of "Shake it Out" 7. Introduce Academic Expectations Essay
 * Homeroom tomorrow (after 1st period)
 * I will be out tomorrow for a Holocaust workshop
 * Notebook organization
 * Sections
 * Distribute calendar and log-in reference sheet
 * Tape in notebook
 * Tape in your lyrics
 * Put your syllabus here; put all handouts here if you do not have your notebook



Homework:
-Finish SOAPSTone analysis -Acquire class materials -Have parents complete information survey -Create turnitin.com account -Work on essay (Due Friday by midnight to turnitin.com)

Thursday, 2/2

 * Mr. Thomas out at Holocaust workshop

1. Read "What's Holding Back American Teens?" 2. Complete article handout 3. Complete "The Diver" worksheet 4. Take personality color quiz 5. Work on Academic Expectations essay

Homework:
-Finish SOAPSTone analysis -Acquire class materials -Have parents complete information survey -Create turnitin.com account -Work on essay (Due Friday by midnight to turnitin.com)

Friday, 2/3
//*As you get settled, please have out your completed SOAPSTone analysis of "Shake it Out." I will come around and stamp your work for completion.//

Start-Up: //Academic Inspiration//; (3-5 sentences) Who or what inspires you academically? Explain why this motivates you.


 * When you have finished, please take out a book and read independently until you hear the timer sound.

1. Time to read 2. Share/discuss Start-Up 3. Checking in... 4. Review SOAPSTone Analysis 5. Review work from yesterday 6. TRIAC
 * Essay due tonight by midnight
 * Turnitin.com is ready for you
 * Demonstration
 * "What's Holding Back American Teens?" Article
 * "The Diver"
 * Personality Quiz
 * Add up each section
 * Identify colors for each section
 * Read summaries for each personality
 * Do you agree? Why or why not?

Homework:
-Acquire class materials -Have parents complete information survey -Create turnitin.com account -Work on essay (Due by midnight to turnitin.com)

=Week 2: 2/6-2/10=

Monday, 2/6
//As you get seated, please prepare a new page in your Start-Up/Lyrics section titled "Week 2"//


 * When you have finished, please open your notebook to your Vocabulary section and title the first page "Vocabulary List 1"

1. Checking in... 2. Vocabulary List 1 3. Finish TRIAC notes 4. Theme 5. New lyrics: "Cleopatra" by The Lumineers
 * First essays
 * Notebook organization
 * Show foldable layout
 * Copy
 * Discuss
 * Review format of Friday's quiz
 * Identify each component
 * Practice
 * Theme= "Central Message" An underlying message that is universal (typically a statement about life)
 * Theme = [Topic] + [Author's opinion on that topic]
 * Identify the main theme (central meaning) of "Shake it Out"
 * Write a TRIAC statement
 * Turn in
 * Identify figurative language
 * Read for meaning



Homework:
-Write sentences for vocabulary words -Finish annotating "Cleopatra" and reading for meaning

Tuesday, 2/7
Please use the slip of paper I handed you as you entered to answer the following questions for today’s Start-Up, and then tape/glue it on the first page of your “Literature” section.

Start-Up: //Prologue//;
 * 1. How does this passage make you feel? Why?
 * 2. What does this passage make you think of?
 * 3. Where is the action (in the passage) taking place?
 * 4. What problem exists in the city mention in this passage?
 * 5. Where do you think this passage comes from (or maybe you already know)?


 * When you have finished, please quietly review this week’s vocabulary words. Can I have a volunteer to distribute folders?

1. Discuss Start-Up questions 2. Complete a close reading of the prologue 3. Questions about vocabulary words? 4. Read/discuss/annotate lyrics for "Cleopatra" 5. How to Understand Shakespearean Words handout
 * Note: If you can replace the vocabulary word with any other word of the same part of speech and the sentence still makes sense, you need to revise the sentence to add more specific contextual evidence that supports the meaning of the vocabulary word.



Homework:
-Study vocabulary words (quiz Friday) -Complete activities of Shakespeare language handout (3rd and 4th periods)

Wednesday, 2/8
Start-Up: //Wise Words Wednesday//; Consider the following quote, then briefly state what it means and how the underlying belief could impact you personally. "Promote what you love instead of bashing what you hate."


 * When you have finished, please get a SOAPSTone analysis sheet and work on completing the SOAPSTone portion for this week's lyrics.

1. Time to work no SOAPSTone Analysis 2. Share/discuss Start-Up 3. Questions on SOAPSTone? 4. Follow up from yesterday: 5. “Language” packet 6. //Shakespeare in Love//
 * Discuss as a class
 * Keep this sheet, we will complete the TRIAC theme statement tomorrow
 * Parallelism!!!
 * Who was Cleopatra?
 * How does understanding this allusion help us better understand the lyrics?
 * Read
 * Discuss
 * Complete practice questions and review
 * Begin viewing and completing the viewing guide



Homework:
-Study vocabulary words -Complete SOAPSTone analysis, if you didn't in class

Thursday, 2/9
Can I have a volunteer to pass back folders? :)

Start-Up: //Common Mistakes//; What is the difference between "apart" and "a part"? Which is correct, "alot" or "a lot"?


 * When you have finished, please work on completing your TRIAC theme statement of "Cleopatra" then turn it in when you have finished.

1. Time to work on TRIAC Theme statement >> 2. Discuss Start-Up 3. Finish //Shakespeare in Love// 4. 16 Personalities quiz
 * Example statement from last week's song:
 * The theme of “Shake it Out” by Florence and the Machine is one cannot move forward in life until he/she has properly dealt with past regrets. This is demonstrated throughout the song by the speaker continually referencing her not being able to move on and enjoy life because she is weighed down by regrets that keep haunting her. For example, the speaker states, “I can never leave the past behind,” demonstrating her tendency to live in the past rather than focusing on her future. The speaker also states, “It’s hard to dance with a devil on your back / So shake him off.” In this quote the “devil” represents those past regrets; the speaker is saying that moving on is difficult while you are still feeling the burden of past mistakes. In conclusion, it is clear that the prominent theme of the song is one cannot move forward in life until he/she has properly dealt with past regrets.
 * Turn sheet in
 * TAKE TEST
 * Complete form and turn in



Homework:
-Study for tomorrow's vocabulary quiz -Finish personality quiz handout, if you didn't in class

Friday, 2/10

 * Please turn in your 16 Personalities Quiz worksheet to the tray (if you didn’t turn it in yesterday)

As you enter, get settled and review for the vocabulary quiz. Remember, you will need to give me the part of speech and definition for each word as well as use each in a sentence.

1. Time to review for quiz 2. Vocabulary quiz 1/"Cleopatra" quiz 3. Review "Cleopatra" quiz questions 4. In notebook (Literature section) write __The Tragedy of Romeo and Juliet__ beneath the prologue and then copy the two essential questions: 5. Read paragraphs on 732-733 and briefly respond 6. Begin reading the play
 * In what ways do __small__ decisions/choices affect our lives?
 * How much responsibility do we hold for the events that occur in our lives?



Homework:
-Finish any work from the week that you haven't yet completed -Have a great weekend!

=Week 3: 2/13-2/17=

Monday, 2/13
Turn in your 16 Personalities sheet if you didn't on Friday

Please take a copy of this week's lyrics, tape them into your notebook for Week 3, then proceed to read and annotate for meaning.


 * When you have finished, please prepare a new page in your Vocabulary section for this week's vocabulary words

1. Time to read and annotate lyrics 2. Checking in... 3. Discuss lyrics 4. Vocabulary List 2 5. Discuss 6. Review



Homework:
-Write sentences for vocabulary words

Tuesday, 2/14
Start-Up: //Long Speeches//; Briefly explain the difference between a monologue and a soliloquy. Where have we seen an example of one of these in Romeo and Juliet already? Was that a monologue or soliloquy?


 * When you have finished, please get a SOAPSTone sheet and begin working on completing it for "Speak Life"

1. Time to complete Start-Up and work on SOAPSTone 2. Discuss Start-Up 3. Shakespearean Sonnets 4. Discuss 5. Review and continue reading //Romeo and Juliet//



Homework:
-Finish SOAPSTone analysis for "Speak Life"

Wednesday, 2/15
Start-Up: //Wordful Wednesday//; Consider the following quote: “These violent delights have violent ends.” What do you think this means? Explain.


 * When you have finished, please work quietly on your TRIAC statement of theme for “Speak Life,” then review your vocabulary words

1. Time to answer Start-Up and work on the TRIAC theme statement 2. Difference between theme and moral 3. Divide into groups 4. Read Act I of //Romeo and Juliet// and work on the accompanying study guide
 * Make sure you are giving a theme and not a moral!!!



Homework:
-Study vocabulary words -FInalize your TRIAC theme statement for this week's words

Thursday, 2/16
No Start-Up

1. Give a run-down of today's activity 2. Library: Book speed dating! 3. IF WE HAVE TIME...
 * Begin reading your chosen book
 * Study for tomorrow's vocabulary quiz
 * Continue reading Act I and completing the study guide

Homework:
-Study for tomorrow's vocabulary quiz

Friday, 2/17

 * Mr. Thomas out

1. Time to review for quiz 2. Vocabulary Quiz 2 3. Time to read //Romeo and Juliet// or an independent book

=Week 4: 2/20-2/24=

Monday, 2/20
Please do the following:
 * Get a copy of this week’s lyrics and tape them into your notebook (Week 4)
 * Prepare a page for this week’s vocabulary words. (longest word this week is “countenance)
 * Have out your independent book and read silently

1. Time to read independently 2. Check in from Friday 3. Vocabulary List 3 4. Read and discuss lyrics; "The Times They Are A-Changin'" 5. Recap Act I of //Romeo and Juliet//

Homework:
-Write sentences for vocabulary words



Tuesday, 2/21
Start-Up: //Independent Reading//; Write briefly about the book you are reading independently. Are you enjoying it? Why or why not? Share whatever you feel.


 * When you have finished, read your book silently until the timer sounds

1. Time to read independently 2. Work on SOAPSTone of this week's lyrics 3. Return graded work; put into your folders 4. Watch Act I of //Romeo and Juliet//

Homework:
-Finish SOAPSTone -Study vocabulary words

Wednesday, 2/22
Start-Up: //Wordy Wednesday//; Consider the following quote, explain what you feel it means, and briefly write about how it could impact you. “Don’t talk about your philosophy, embody it.”


 * When you have finished, read your independent book silently until the timer sounds

1. Time to read 2. Notes: Topic vs. Theme vs. Mood 3. Time to work on theme statement for this week's lyrics 4. Finish viewing Act 1 of //Romeo and Juliet//



Homework:
-Study vocabulary

Thursday, 2/23
Start-Up: //Love at First Sight//; Do you believe in the idea that two people can fall in love as soon as they see each other? Briefly explain why or why not.


 * When you have finished, silently read your independent book

1. Time to read independently 2. Finish viewing Act I (2nd period) 2. Key Words activity (3rd period) 3. Irony notes 4. Distribute Act II Study Guide 5. Read Act II of //Romeo and Juliet//



Homework:
-Study for tomorrow's vocabulary quiz

Friday, 2/24
HALF DAY FOR STUDENTS

=Week 5: 2/27-3/3=

Monday, 2/27
As you come in, do the following:
 * Take this week’s lyrics; "All Too Well"
 * Tape them on to “Week 5” in your Start-Up/Lyrics section of your notebook
 * Read and annotate them
 * Pay close attention to her use of imagery and consider how it affects the poem as a whole
 * Prepare a page for Vocabulary List 4
 * Silently ready your independent book

1. Time to prepare for class 2. Time to read independently 3. Vocabulary List #4 4. Annotate and discuss lyrics as a class 5. Review and continue working on Act II study guide



Homework:
-Write sentences for vocabulary words

Tuesday, 2/28
ACT TESTING; NO 2nd PERIOD

Sonnet writing activity!

Wednesday, 3/1
Start-Up: //Word-up Wednesday//; Consider the following quote, then briefly explain what it means and how it could be applied to your life: "You can lead a horse to water, but you can't make it drink."


 * When you have finished, please silently read your independent book

1. Discuss Start-Up 2. Return graded work 3. Work on SOAPSTone for "All Too Well" 4. Romeo and Juliet: Finish Act II (if you haven’t), then read Act III, Scene 1
 * Tape in our SOAPSTone sheets

Homework:
-Finish SOAPSTone for "All Too Well" -Study vocabulary words

Thursday, 3/2
Start-Up: //Shakespeare//; Why do you think we still study Shakespeare (typically at every level of high school English) around the world even 400 years after his death? Explain.


 * When you have finished, please read your book independently until the timer sounds.

1. Time to complete Start-Up and read independently 2. Split class:
 * Half: Begin CEJ process; first due by Friday at midnight to turnitin.com
 * Other half: Finish Romeo and Juliet through Act III, Scene 1 / Work on SOAPSTone for "All Too Well"

Homework:
-Study for vocabulary quiz (there will be questions about //Romeo and Juliet//!) -Finish work for this week's lyrics

Friday, 3/3
As you enter:
 * Turn in your lyrics work for "All Too Well" if you didn't yesterday
 * Review your vocabulary words
 * Review //Romeo and Juliet// through Act III, Scene 1
 * Have out paper for the quiz

1. Time to review 2. Vocabulary Quiz 4 3. Continue viewing film

Homework:
-Finish CEJ #1, submit to turnitin.com by midnight

=Week 6: 3/6-3/10=

Monday, 3/6
Happy Monday! As you enter, do the following:
 * Get a copy of this week's lyrics
 * Tape them onto your Week 6 page in the "Start-Up/Lyrics" section of your notebook
 * Read and annotate independently
 * In your "Literature" section, title a new page "Act III, Scene 1 Check-In"
 * Prepare a page in your "Vocabulary" section for this week's list
 * Longest words are ANTAGONIZE and SUPERFICIAL


 * Then, please read your independent book silently until the timer sounds

1. Weekend updates? 2. Discuss lyrics 3. Vocabulary list 5 4. Finish viewing //Romeo and Juliet// through Act III, Scene 1



Homework:
-Write sentences for vocabulary words -Continue consideration of this week's lyrics

Tuesday, 3/7
Happy Tuesday! I apologize for failing to give you the heads-up that I would not be in class today, but I am on campus and will check in whenever I get a chance, so don’t be too sad! At the very least, you get a day off from hearing me drone on and on about SOAPSTone and textual evidence and Shakespeare (ok…and Taylor Swift). 1. Read the summaries for the rest of Act III on the fill-in-the-blanks handout 2. Read Act IV, Scene 1 and then summarize the scene on your sheet 3. Complete this handout; keep it until tomorrow a. Remember, you can access No Fear Shakespeare online, if you feel you need it 4. Complete the Double Entry Journal (DEJ) handout; keep it until tomorrow 5. Read your independent book silently or study vocabulary words
 * I will come check in near the end of the period to see whether or not any of the activities will need to be finished for homework, so be working diligently to ensure that you have a small amount to do tonight, if it must become homework!



Homework:
-Finish activities from today -Study vocabulary words

Wednesday, 3/8

 * Please turn in your DEJ sheet to the tray as you enter

Start-Up: //Wise Words Wednesday//; Consider the following quote, then briefly explain what it means and how it could be applied to your life.

“Inspiration exists, but it has to find you working.” –Pablo Picasso

Then, please read your independent book silently until the timer sounds

1. SSR 2. Returned graded work 3. Reading quiz 4. Trade and grade 5. Review fill-in-the-blanks work from yesterday 6. Literature section: Who do you blame for the deaths of Romeo and Juliet? Why? 7. Continue viewing film
 * Keep a list of differences between the play and the film version

Homework:
-Study vocabulary words

Thursday, 3/9

 * Please take a green handout (tone and verb lists) and tape it into your “Notes” section. You can keep it as one whole handout, or cut the page in half to have two separate lists to tape in.

Start-Up: //Romeo and Juliet//; Why does this play matter, why is taught around the world still today? How many modern day examples can you think of that were inspired by, or are in some way related to, Shakespeare’s story of Romeo and Juliet?


 * When you have finished, please read your independent book silently until the timer sounds

1. SSR 2. Discuss Start-Up 3. Lyrics: Group analysis
 * In groups of 3, you will work to synthesize a complete analysis of this week’s lyrics.
 * This will pull from and include all elements of SOAPSTone, but should be one cohesive response rather than fragmented thoughts.
 * This statement should also include a presentation and explanation of the prominent theme from the song.
 * Write your group’s statement on notebook paper first, then perfect it and transfer it to a large sheet to be displayed in the class and voted on by your classmates.
 * Roles: Recorder, SOAPSTone Director & Verb/Tone Consultant, Vocabulary Consultant
 * If your group finishes early, quiz each other on this week’s vocabulary words



Homework:
-Study for vocabulary quiz

Friday, 3/10
Prepare for vocabulary quiz

1. Vocabulary Quiz #5 2. Finish viewing //Romeo and Juliet// film 3. Discuss differences between film and play 4. Write a sonnet about //Romeo and Juliet//

=Week 7: 3/13-3/17=

Monday, 3/13

 * Please sit with your group from last Thursday, then:
 * 1. Tape this week’s lyrics into your “Start-Up/Lyrics” section. This is Week 7.
 * 2. Prepare a page for Vocabulary List 6 (longest word is REDUNDANT)

When you have finished, please read your independent book silently until the timer sounds

1. Time to read 2. Vocabulary list #6 3. In groups:
 * Finish the analysis of "Read My Mind"
 * Transfer your group's response to a large piece of paper
 * Finish your sonnets about //Romeo and Juliet// (due tomorrow)



Homework:
-Finalize your //Romeo and Juliet// sonnet

Tuesday, 3/14

 * Because the desks are not in their usual set up, I am allowing you to choose where you sit. Please take this as an opportunity to demonstrate that you are mature enough to make wise decisions that will not impact you, your classmates, or this class negatively.

Start-Up: //Analysis Writing//; Reflect on the analysis writing activity we have been working on. What made this task difficult? How did you/your group members address those challenges?
 * Turn your sonnet into the tray
 * Read and annotate this week's lyrics
 * Read your independent book silently until the timer sounds

1. Time to read 2. Reflective writing: One-on-one with Mr. Thomas 3. Gallery walk 4. Share notes as a class 5. Begin discussing "Only One"
 * What is the difference between an Honors class and an on-level class?
 * What distinguished one as an "Honors student"? What expectations should be held for these students?
 * Are you meeting these expectations in this class?
 * Read each group's analysis of "Read My Mind"
 * Keep notes on effective writing practices
 * Choose the strongest response
 * Discuss

Homework:
-Any make-up work you need to do -Study vocabulary words -Read your independent book

Wednesday, 3/15

 * Please be sure to turn in your //Romeo and Juliet// sonnet to the tray if you did not do so yesterday

Start-Up: //Tips for Writing//; Reflect on the gallery walk of responses we did yesterday. What are the three most important writing techniques to integrate into your writing to ensure that it is an effective response? IF YOU WERE NOT HERE, read the responses posted on the walls, then answer the question.


 * Read your independent book until the timer sounds

1. Time to read 2. Discuss/listen to/analyze "Only One" 3. Introduce //Romeo and Juliet// song analysis assignment 4. Time to work on this assignment
 * We will have questions on this week's vocabulary quiz!



Homework:
-Study vocabulary words -Work on //Romeo and Juliet// lyric assignment

Thursday, 3/16
Start-Up: //Inspiration//; Who is someone you find inspirational? Describe this person; what is it about him/her that inspires you? Write briefly on how this person and his/her accomplishments have impacted you.


 * Read your independent book until the timer sounds

1. Time to read 2. Explain expectations for //Romeo and Juliet// lyric analysis assignment 3. Time to work on assignment (due tomorrow)

Homework:
-Study for vocabulary quiz -Work on assignment

Friday, 3/17
1. Time to review lyrics and vocabulary words for quiz 2. Vocabulary quiz 6 3. Time to finalize submission for //Romeo and Juliet// + lyric analysis assignment

=Week 8: 3/20-3/24=

Monday, 3/20
1. New lyrics: "Green Light" by Lorde 2. Discuss and analyze lyrics 3. New vocabulary words 4. Begin Critical Inquiry Assignment (CIA)
 * 1. What is something that you do not understand, but you want to know more about? Why?
 * 2. What is something you would like to do in the future (career)? Why?
 * 3. What is something that is wrong with our current generation? What can we do to fix it?
 * 4. What is something that is wrong with our immediate community? What can we do to address this issue?



Homework:
-Continue analyzing lyrics -Study vocabulary words

Tuesday, 3/21

 * Mr. Thomas not here for 2nd period

1. Time to respond to CIA questions 1-8 2. Begin 1996 film version of //Romeo + Juliet//
 * 1. What is something that you do not understand, but you want to know more about? Why?
 * 2. What is something you would like to do in the future (career)? Why?
 * 3. What is something that is wrong with our current generation? What can we do to fix it?
 * 4. What is something that is wrong with our immediate community? What can we do to address this issue?
 * 5. What is something that is wrong with our global community? What can we do to remedy this situation?
 * 6. What is something that you value deeply? Why?
 * 7. What is something that infuriates you? Why? What can be done to mitigate this?
 * 8. What is the most important cultural or social issue of our generation? Why?

Homework:
-Study vocabulary words

Wednesday, 3/22
Start-Up: //Shakespearean Twitter//; Create a twitter conversation between 2 or more characters from Romeo and Juliet. Make a clever handle for the characters and keep their conversation tied closely to the plot of the play. Have 4 exchanges between the two characters.
 * 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, please read your independent book silently.

1. Time to read 2. Share start-up writings 3. In pairs: 4. Work on CIA (questions 9-13)
 * Create critical thinking questions based on this week's lyrics
 * 5 multiple choice questions
 * Answer key
 * 9. How can you make a positive contribution to your community or the world at large?
 * 10. What is your favorite book? Why? How has it changed your life? How has it changed the lives of other people? If you do not have a favorite book, consider a book that you feel has greatly impacted our culture/society. Why do you think this book has been so influential? OR Who is a fictional character with whom you identify? Explain why it is you identify with this character.
 * 11. Who is one public figure who you feel is positively influential who you would like to learn more about?
 * 12. What is something that you would change about public education? Why?
 * 13. What event in world history has affected us the most? Why?

Homework:
-Study vocabulary words -Work on CIA

Thursday, 3/23

 * Mr. Thomas out sick

1. Finish //Romeo + Juliet// film 2. Time to work on CIA

Homework:
-Study for vocabulary quiz -Read -Work on CIA

Friday, 3/24
1. Time to review for vocabulary quiz 2. Vocabulary Quiz #7 3. Finish film (3rd and 4th) 4. Time to work on CIA (due to turnitin.com by midnight)

Homework:
-Finalize and submit CIA to turnitin.com

=Week 9: 3/27-3/31=

Monday, 3/27
1. Discuss lyrics: "Clean" 2. Vocabulary list 8 3. Laptops
 * Access CIA
 * Review, identify topics
 * Introduce Initial Interest Research Assignment
 * Begin working on assignment



Homework:
-Continue analyzing lyrics -Study vocabulary words -Work on Initial Interest

Tuesday, 3/28
1. Time to work on SOAPSTone of "Clean" 2. Continue working through Initial Interest Research Assignment

Homework:
-Study vocabulary words

Wednesday, 2/29
Start-Up: //Wise Words Wednesday//; Consider the poster at the front of the room. Briefly explain how this sentiment could impact your life, the culture of Ashley High School, and our society as a whole.
 * Poster: Why be rude, negative, racist, sexist, ungrateful, homophobic, or transphobic when you could just be quiet?


 * When you have finished, silently read your independent book or study vocabulary words until the timer sounds

1. Time to read 2. Discuss Start-Up 3. Review today's agenda:
 * Finalize Initial Interest Research Assignment; Include a CHOICE STATEMENT at the bottom of your document (3-5 sentences explaining which topic you would like to choose to research for your Freshman Project and why.)
 * Submit to turnitin.com
 * Begin Extended Research
 * Create a Word document titled “Extended Research”
 * Find 10 articles on your chosen research subject
 * 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.

Homework:
-Study vocabulary words

Thursday, 3/30
1. Key words 2. Vocabulary review activity: Collaborative story writing 3. Work on extended research

Homework:
-Study vocabulary words

Friday, 3/31

 * HALF DAY; End of 9 Weeks

1. Time to review 2. Vocabulary Quiz 8 3. Time to work on extended research

Homework:
-Work on Extended Research

=Week 10: 4/3-4/7=

Monday, 4/3
As you enter:
 * Tape in this week's lyrics (Week 10)
 * Prepare for vocabulary list 9
 * Log in to a laptop

1. Check-in with Mr. Thomas: New 9 Weeks...seize the opportunity! 2. Vocabulary list 9 3. Lyrics 4. Work on extended research (due tomorrow night) Extended Research
 * Create a Word document titled “Extended Research”
 * Find 10 articles on your chosen research subject
 * 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)?"



Homework:
-Study vocabulary -Work on extended research

Tuesday, 4/4
Start-Up //Advice//; What is the best piece of advice you have ever received? Who gave it to you? How has it impacted your life? Explain.

1. Discussion of Start-Up 2. Check in on research process: Extended research due tonight 3. Time to work on research



Homework:
-Study vocabulary -Finalize and submit Extended Research

Wednesday, 4/5
Stations!!!
 * Station 1
 * Complete a SOAPSTone and Theme sheet for "Father's First Spring"
 * Station 2
 * Mid-semester check-in
 * Write a three-paragraph reflection on your performance throughout the school year.
 * Paragraph 1: Describe your first semester
 * Which class gave you the most difficulty? Why?
 * What is something you learned about yourself during the first semester?
 * What lead to your realization of this?
 * Paragraph 2: Describe the first nine-weeks of this semester.
 * Do you feel you performed to the best of your abilities in all of your classes?
 * Paragraph 3: Plan for the remainder of this semester.
 * What do you plan to begin, continue, and/or stop doing in order to end your freshman year on a high note?
 * Explain why changing these behaviors will benefit you.
 * Station 3
 * Article
 * Station 4
 * Research: Continue working on Annotated Bibliography (due Friday night)



Homework:
-Study vocabulary words -Finish work from stations (except for annotated bibliography)

Thursday, 4/6
As you enter, please staple together and turn in your work from yesterday, then read silently until the timer sounds.

1. Time to read 2. Review of sentence structure cheat sheet 3. Sentence structure/vocabulary practice 4. Time to work on annotated bibliography (due tomorrow night)



Homework:
-Study vocabulary words

Friday, 4/7
1. Time to review for vocabulary quiz 2. Vocabulary Quiz 9 3. Work on annotated bibliography (due tonight!)

=Spring Break: 4/10-4/14=

=Week 11: 4/17-4/21=

Monday, 4/17
1. Lyrics: "A Little Bit of Everything" 2. Vocabulary List 10 3. Freshman Project: Outlining
 * Read/annotate
 * Listen
 * Discuss



MAIN OUTLINE RESOURCE:

Other Resources:

Homework:
-Study vocabulary words -Work on research process

Tuesday, 4/18
1. Complete SOAPSTone and Theme for this week's lyrics 2. Work on outline (due tomorrow night)

Wednesday, 4/19
1. Creative Writing activity 2. Work on outline (due at midnight)
 * Brainstorm a story in which...
 * The main character is away from home (for noble reasons)
 * He/she ends up being away from home for 10 years for that reason
 * When he/she attempts to return home, he/she faces many obstacles, which leads to a 10 year journey
 * His/her family assumes he/she is dead because he/she has been away for so long
 * He/she eventually makes it back home

Thursday, 4/20
1. Lyric Analysis 2. Begin notes on Trojan War/Odysseus
 * How does diction (word choice) impact the tone of any week's song? Explain one example.
 * Explain the role of imagery in "All Too Well" by Taylor Swift. How does it contribute to the poem's meaning?
 * Explain the significance of the final stanza of "A Little Bit of Everything" by Dawes and its impact on the song as a whole.
 * Identify an example of personification from any week's lyrics. How does that example impact the poem in which it exists? Explain.
 * Explain the extended metaphor of rain and how it impacts the meaning of "Clean" by Ryan Adams.
 * Identify a simile from any week's lyrics. Explain the meaning of that simile.
 * Identify and explain a metaphor in any week's lyrics. How does that metaphor impact the poem as a whole?

Homework:
-Study for tomorrow's vocabulary quiz!

Friday, 4/21
1. Study for vocabulary quiz 2. Vocabulary Quiz 10 3. Finish notes on the Trojan War/Odysseus 4. View trailer for //Troy// 5. Begin reading //The Odyssey// 6. Reading quiz (if time)



=Week 12: 4/24-4/28=

Monday, 4/24

 * Mr. Thomas out

1. Attendance 2. Lyrics: "The Cave" by Mumford and Sons 3. Vocabulary List 11 4. Article: "New Ways to Rate Schools" 5. Continue reading //The Odyssey//
 * Tape in notebook
 * Read and annotate
 * Copy in notebook
 * Identify parts of speech
 * Read
 * Answer multiple choice questions
 * Respond to writing prompt
 * Read until page 304/305 (depending on which edition they use), the paragraph beginning “The next day in the presence…”



Homework:
-Write sentences for vocabulary words

Tuesday, 4/25
1. Review vocabulary words 2. Review and discuss "The Cave" 3. Begin working on first draft of research paper (due at beginning of class Friday)

Homework:
-Study vocabulary words

Wednesday, 4/26
1. Time to get caught up/review //The Odyssey// 2. Reading quiz 1 3. Continue working on first draft

Homework:
-Study vocabulary words

Thursday, 4/27
1. Review notes and reminders for writing 2. Continue working on first draft
 * Have finished before class begins tomorrow
 * Print out (e-mail it to me BEFORE SCHOOL if you cannot)



Homework:
-Finalize, submit, and print first draft of research paper -Study vocabulary words

Friday, 4/28
1. Review for quiz 2. Vocabulary quiz 11 3. Distribute checklists and rubrics 4. Introduce peer-editing process 5. Edit papers
 * Students without drafts work independently

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

Monday, 5/1
1. Lyrics: "River" by Leon Bridges 2. Vocabulary List 12 3. //The Odyssey//: Read and record order of events 4. Time to edit/revise research paper
 * Upload to turnitin.com to see your originality report
 * Final Draft due Wednesday at Midnight



Homework:
-Study vocabulary words -Revise research paper

Tuesday, 5/2
Start-Up: //Research Process//; Briefly describe your experience with this research process. What has been difficult? Why do you think it is difficult? What are you proud of? Explain.


 * When you have finished, please ensure that your flow chart of Odysseus's journey is complete and accurate. After that, silently review your vocabulary words.

Remember:
 * Final draft of research paper due to turnitin.com by midnight tomorrow
 * Find 3 songs of your choosing that have lyrics with poetic merit
 * Print them (by Monday)

1. Discuss start-up 2. Review Odysseus's journey 3. Reading quiz 4. Continue reading: finish the story! 5. Begin viewing clips

Homework:
-Revise and submit research paper to turnitin.com (by midnight tomorrow) -Study vocabulary -Find 3 songs and print lyrics (due Monday)

Wednesday, 4/3
1. Reading quiz 3 2. Video clips of the film version 3. Introduce group //Odyssey// project
 * The Odyssey Group Project
 * Groups of no more than 3 students. Due in class on Friday, May 5.
 * 1. Create a flowchart of Odysseus’s journey (post-Trojan War until eliminating suitors in Ithaca)
 * a. Visual/Creative/Neat
 * b. Accurate
 * c. Appropriate detail
 * 2. Choose two songs that explore similar themes as the story
 * a. Annotate lyrics
 * b. Complete a SOAPSTone/Theme for each
 * 3. Connection of songs to //The Odyssey//
 * a. Paragraph form
 * b. Use details from the story
 * c. Use quotes from the songs
 * 4. Visual depiction of //The Odyssey// or a scene from //The Odyssey//
 * a. This will serve as the cover sheet for your work
 * 5. Create one video depiction of a scene from //The Odyssey//
 * a. 2nd Period: Flipgrid.com/f7e3e7
 * b. 3rd Period: Flipgrid.com/1d86b7
 * c. 4th Period: Flipgrid.com/8f1af0
 * Order for Submission:
 * 1. Visual depiction
 * 2. Flowchart of events
 * 3. SOAPSTone Analyses
 * 4. Explanation of song connections
 * 5. //Flipgrid video submitted online//

Homework:
-Revise and submit research paper to turnitin.com (by midnight tomorrow) -Study vocabulary -Find 3 songs and print lyrics (due Monday)

Thursday, 5/4
1. Reflect on research process 2. Work on group //Odyssey// project

Homework:
-Study for vocabulary quiz

Friday, 5/5
1. Vocabulary quiz 12 2. Work on and finish //Odyssey// group project 3. Continue viewing film clips of //The Odyssey//

Homework:
-Print lyrics to 3 songs of your choosing (that have poetic merit)

=Week 14: 5/8-5/12=

Monday, 5/8
1. Vocabulary list 13 2. Print song lyrics

Homework:
-Have song lyrics annotated by tomorrow

Tuesday, 5/9
1. Annotate your songs; trade with a friend, if you would like 2. Complete one SOAPSTone/Theme sheet for one of your songs 3. Continue film clips of //The Odyssey//

Homework:
-Study vocabulry words

Wednesday, 5/10
1. Complete another SOAPSTone/Theme of another song 2. Introduce Poetry Portfolio documents (due Friday) 3. Time to work 4. Finish film clips of //The Odyssey//

Homework:
-Study vocabulary words

Thursday, 5/11
1. Time to work on portfolio 2. Begin //O Brother, Where Art Thou?//

Homework:
-Study vocabulary words

Friday, 5/12
1. Vocabulary quiz 2. Finalize portfolios 3. Continue //O Brother//

=Week 15: 5/15-5/19=

Monday, 5/15
1. Finish //O Brother// 2. Vocabulary List 14 3. "Cartoon Physics, part 1" 4. Book Circle 5. Choose a book!



Homework:
-Study vocabulary -Read your book

Tuesday, 5/16
Start-Up: //Independent Novel//; What inspired you to choose the book you chose yesterday? Have you begun to read? If so, what do you think so far? If not, what are you expecting from this book?

1. Discuss novels 2. Time to read 3. Personal reflections:
 * In the free section of your notebook, respond to these prompts:
 * Name a time when...
 * You learned a new skill. What was it? Who taught you? How old were you? Was it easy or difficult to learn? Why?
 * You learned a life lesson. What was the lesson? Who taught you? How old were you?
 * You laughed so hard you cried. Who were you with? What happened?
 * You wish you had handled a situation differently.
 * You witnessed something that confused you. Describe what you remember.
 * You were personally heartbroken. What happened?
 * You were heartbroken for someone else. What happened?
 * You were nervous. What was the situation? How did you handle it?
 * You were genuinely, completely happy.

Homework:
-Study vocabulary words -Read your independent novel