Mrs. Rachel Jewell English 11

For the Week of April 7th

April 7th:

  1. Handout Great Gatsby Assignment and Key Questions (15 minutes)
  2. Begin Watching “The Great Gatsby” film (35 minutes)

SOL 11.4

Objectives: To define the American Dream, to identify symbols and themes in The Great Gatsby film, to answer comprehension questions

April 8

Continue watching Gatsby  (50 minutes)

SOL 11.4

Objectives: To define the American Dream, to identify symbols and themes in The Great Gatsby film, to answer comprehension questions

April 9th

Finish watching Gatsby

Students turn in questions on The Great Gatsby (50 minutes)

SOL 11.4

Objectives: To define the American Dream, to identify symbols and themes in The Great Gatsby film, to answer comprehension questions

April 10

1. Review questions on the Great Gatsby (10 minutes)

2. Distribute Modernism test review sheets and makeup work (40 minutes) 

SOL 11.4

April 11

Test on Modernism notes and works and on “The Great Gatsby”

SOL 11.4

 

For the Week of March 10th

Use for March 20- http://www.doe.virginia.gov/testing/sol/practice_items/

Monday March 10- Teacher Work Day

Tuesday March 11- Nine Weeks Exam

Wednesday March 12

  1. Grammar Lesson Punctuation (10 minutes)
  2. Set: Have you ever heard a quote that you did not understand? (3 minutes)
  3. Guided Practice: (7 minutes)
  1. What does the quote mean?
  2. What are some reasons to agree?
  3. What are some reasons to disagree?
  4. Do you agree or disagree with the quote?
  1. Students work in groups of 2-3 to analyze the other four quotes (30 minutes)
  2. Turn in worksheets for a class grade.

SOL 11.7, 11.8

Objectives: To come up with two reasons to support and to go against a quote

Thursday March 13

  1. Grammar Extended Review capitalization, fragments, verb tense, commas, noun and pronoun, run-ons, modifiers, subordinating clauses, sentence variety, parallel structure, active and passive voice, colons (10 minutes)
  2. Review how to make an outline (5 minutes)
  3. Students choose their favorite quotes and break into groups based on who choose what and compose outlines based on the quote (35 minutes).
  4. Students turn in quotes for classwork grade.

SOL- 11.7, 11.8

Objectives: to create an outline, to review various grammatical concepts

Friday March 14

  1. Grammar Review (10 minutes)
  2. Students write 4-5 sentence introductions and 6-7 sentence main points using their outlines (40 minutes.
  3. Students turn in parts for a quiz grade.

SOL 11.7, 11.8

Objectives: To correct grammatical errors, to write an introduction and a main point for essays

Wednesday March 5

  1. Grammar Review (5 minutes)
  2. Who is the most important African American who lived prior to the Civil War? (5 minutes)
  3. Hand out Frederick Douglass packets and have students do them independently (40 minutes)
  4. Closure: What did you learn today?

Objectives: to identify passive voice, to practice TEI form, to identify how slavery dehumanizes both slaves and masters

Thursday March 6

1. Grammar Review: (5 minutes)

2. Set- Beyonce “Swing Low Sweet Chariot” http://www.youtube.com/watch?v=2-6LnSiqZKQ (3 minutes)

3. Read from “My Bondage and My Freedom” on Slave Songs ( 12 minutes)

(Make sure to explain the stereotype of the funny, happy slave)

  1. Break the students into groups of three and assign them one of three songs “Go Down Moses,” “Follow the Drinking Gourd,” and “Swing Low Sweet Chariot” pg. 415-417

Students are to read the songs and discuss meaning based on questions (15 minutes)

  1. Discuss findings as a whole group. Make each group responsible for some piece of information (15 minutes)

Monday February 24

1. Latin Root Words mini lesson- (10 minutes)

2. Set-Discussion: Disillusionment- Reality vs. Expectations

Terms to Review:

Verbal Irony- when what is said is the opposite of what is meant  

Tone- the author’s attitude towards a subject

What is the difference between expectations and reality?

Clip: 500 days of Summer: http://www.youtube.com/watch?v=fQb_zGR-ap8

Share an experience: Pick a topic and write what your expectation vs. the reality was

  1. Romance- Valentine’s Day, First Date, Relationships
  2. Sports- Practice vs. Game
  3. Holidays- Christmas, New Years,  Birthdays
  4. Food- Restaurants, When someone makes dinner
  5. War….

 

  1. Read “War is Kind” (8 minutes)

Discussion Questions: Who is the audience? How is the poem ironic?

  1.  Read: “A Nation’s Strength” (7 minutes)

Questions: What is Emerson implying about war and those who fight it?

  1. Students answer the following questions in at least 5 sentences each
  1. Which poem represents reality? Why? How is it more realistic?
  2. Which poem represents expectations? Why? Give specific reasons.
  1. Closure: Discuss findings or argue in groups depending on time

 

SOL 11.4, 11.7

 

Objectives: to match root words and use them to identify new words, to compare and contrast “War is Kind” to “A Nation’s Strength,” to memorize Latin root words, and use them to discern the meaning of other words

 

Tuesday February 25

  1. Latin Root Practice  (5 minutes)
  2. Set: What do you think it was like to be a woman in the late 1800’s? (5 minutes)
  3. Students answer question on “Story of An Hour” as we read (25 minutes)
  4. Review Questions (5 minutes)
  5. Quiz: The Story of An Hour and “War is Kind” (10 minutes)

 

SOL 11.3, 11.4

Objectives: to match root words and use them to identify new words, to connect story events to the lack of women’s rights in the 1800’s, to explain archetype, irony, and realism

 

Wednesday February 26

  1. Latin Root Practice (5 minutes)
  2. Set: What is the easiest way to write realistically? (5 minutes)
  3. Key facts to know about Charlotte Gilman Perkins (5 minutes)
  1. She really did have mental health problems (“severe depression”) and went made because of the doctor’s “Rest Cure” in which she was basically not allowed to do anything.
  2. She was a social activist who wrote in promotion of the rights of women. This shows up frequently in “The Yellow Wallpaper.”
  1. Read “The Yellow Wallpaper” to the class as they answer questions (30 minutes)
  2. Closure: What do you think will happen to the narrator? (5 minutes)

SOL 11.3,11.4

Objectives: - to match root words and use them to decipher other words, to connect an author’s life to her writing, to analyze the treatment of women during the 1800’s

 

Monday February 17

1.       Short Lesson on Pronoun Antecedent Agreement (10 minute)

2.       Realism PowerPoint with notes (15 minutes)

SOL: 11.4, 11.7

Objectives: to identify key themes and elements of realism, to analyze a story for these elements, to create a poster and present findings to the class

Tuesday February 18

 

1.       Grammar Practice on subject Verb Agreement (5 minutes)

2.       Break students into groups and begin reading “An Occurrence at Owl Creek Bridge” and compose posters explaining a theme or element from the story with supporting details and page numbers (45 minutes)

SOL: 11.1, 11.4, 11.7

Objectives: to identify key themes and elements of realism, to analyze a story for these elements, to create a poster and present findings to the class

                Wednesday February 19

1.       Grammar Practice (5 minutes)

2.       Students work on posters on “Occurrence at Owl Creek Bridge” (20 minutes)

3.       Students present posters (25 minutes)

SOL: 11.1, 11.4, 11.7

Objectives: to identify key themes and elements of realism, to analyze a story for these elements, to create a poster and present findings to the class

                Thursday February 20

1.       Grammar Lesson Practice (5 minutes)

2.       Quiz on Occurrence at Owl Creek Bridge (15 minutes)

3.       Set: Who do you admire the most? Why? (5 minutes)

4.       Go over terms (5 minutes)

5.       Read “Richard Cory” (5 minutes)

6.       Homework: Students finish Richard Cory questions (10 minutes)

 

SOL 11.4, 11.7

 

Objectives: to identify and correct subject verb disagreement, to analyze a poem for content, to identify three literary terms

 

Friday February 21

1. Grammar Quiz- (10 minutes)

2. Set-Discussion: Reality vs. Ideas (10 minutes)- Pick a question and answer it

Clip: 500 days of Summer: http://www.youtube.com/watch?v=fQb_zGR-ap8

Share an experience: Pick a topic and write what your expectation vs. the reality was

a.       Romance- Valentine’s Day, First Date, First Kiss, Relationships

b.      Sports- Practice vs. Game

c.       Holidays- Christmas, New Years,  Birthdays

d.      Food- Restaurants, When someone makes dinner

7.       Review term to know: Irony

8.       Read “War is Kind” (8 minutes)

Discussion Questions: Who is the audience? How is the poem ironic?

 

9.        Read: “A Nation’s Strength” (7 minutes)

Questions: What is Emerson implying about war and those who fight it?

10.   Break into Groups of 2-3 and answer the following questions in at least 5 sentences each

A.      Which poem represents reality? Why? How is it more realistic?

B.      Which poem represents expectations? Why? Give specific reasons.

11.   Discuss findings or argue in groups depending on time

 

SOL 11.4, 11.7

 

Objectives: to identify and correct subject verb disagreement, to compare and contrast “War is Kind” to “A Nation’s Strength” 

Monday February 3

Lab Day 4

  1. Short Lesson on Converting Source Cards into a Works Cited Page and create an MLA 4 line header (7 minutes)

Use the website: http://citationmachine.net/index2.php?reqstyleid=1&newstyle=1&stylebox=1

2. Students create a works cited page and type a rough draft of the essay (43 minutes)

SOL 11.6, 11.7

Objectives: To create a Works Cited page and a rough draft of the essay

Tuesday February 4

Lab Day 5

1. Short Review on Creating an Outline (5 minutes)

2. Students type rough drafts with outlines (45 minutes)

SOL 11.6, 11.7, 11.8

Objectives: To create an outline and a rough draft of the essay

Wednesday February 5

1. Students finish their rough drafts

2. Students print 2 copies of their rough

Thursday February 6

  1. Discuss paper rubrics (5 minutes)
  2. Students work in panels to review essays for grammar, content, and citations (40 minutes)
  3. Students review their own essays for content (5 minutes)

SOL 11.6, 11.7, 11.8

Objectives: To grade an essay according to the requirements of a rubric, to critique essays in a panel

Friday February 7

  1. Students revise final drafts (50 minutes)

SOL 11.6, 11.7, 11.8

Objectives: To create final drafts of essays

Monday January 27

1. Review expectations for essay and due dates (10 minutes)

2. Do a short lesson on how to do a source card, take notes, and create citations with examples (10 minutes)

Set: What do you NOT Understand about citations? (write it down)

Demonstrate appropriate examples of source cards, note cards, and intext citations

3. Guided practice creating their own source card (5 minutes)

4. Students begin to take notes and citations on their articles (25 minutes)

 

Tuesday January 28-

Lab Research Day 1

1. Distribute Pamphlet- So You Have to Write a Research Essay

2. Students find 2 articles or book on their topic and turn in 1 source card and 2 note cards and begin to draft their essays

SOL: 11.6, 11.7

Objectives: To find a source from a book or article and to create 1 source card and notecard

Wednesday January 29

1. Lab Research Day 2

Students continue to find 2 articles or book on their topic and turn in 1 source card and 2 note cards and begin to draft their essays

Students Turn in 3 source cards and 6 notecards for a quiz grade

SOL 11.6, 11.7

Objectives- To find a source from a book or article and to create 1 source card and notecard

Thursday January 30

Lab Day 3

1. Short Lesson on Converting Source Cards into a Works Cited Page (7 minutes)

2. Students create a works cited page and type a rough draft of the essay (43 minutes)

SOL 11.6, 11.7

Objectives: To create a Works Cited page and a rough draft of the essay

 

Friday January 31

Lab Day 4

1. Short Review on Creating an Outline (5 minutes)

2. Students type rough drafts with outlines (40 minutes)

3. Students print 2 copies of their rough drafts with outlines and works cited sheets and turn in for a test grade

Monday January 20- Thursday January 23 no school

 

 Mrs. Rachel Jewell

English 11

Contact Information:

Email: rjewell@amherst.k12.va.us

Phone: 434-528-6499 ex. 30857

Link to Spark Notes on The Crucible

http://www.sparknotes.com/lit/crucible/

Link to YouTube Play

 

AN EASY LINK TO THE CRUCIBLE PDF!

http://asbamericanlit.edublogs.org/files/2011/10/21078735-The-Crucible-Arthur-Miller-2hmdzot.pdf

 

LINK TO SOL REVIEW ON QUIZLET

http://quizlet.com/32551271/mrs-jewells-sol-term-review-quiz-flash-cards/

Pacing for English 11:

For the Week of January 20th

 

For the Week of January 13th

Monday January 13

  1. Short Lesson on Passive and Active Voice (15 minutes)
  2. Distribute Topics to the Students (5 minutes)
  3. Discuss How to narrow a topic using Technology as an example (5 minutes)
  4. Discuss How to Make a Thesis (5 minutes)
  5. Students work in groups with like partners to develop narrowed topics and thesis statements (15 minutes)
  6. Students write thesis statements on the board for analysis

SOL-11.6,11.7

Objectives: to differentiate between passive and active voice, to narrow a topic, to create a thesis

 

Tuesday January 14

  1. Passive Voice Review (5 minutes)
  2. Review Quiz: (10 minutes)
    1. What is a thesis?
    2. Where does the thesis go?
    3. What is a counterclaim?
    4. Give one way that you can start an introduction?
    5. What is the different between facts and opinions in a paper?
    6. How do you conclude an essay?
  3. Review Answers: Distribute Markers and Blank Paper to Show Students how to Structure an Essay via Outline (10 minutes)
  4. Students break into groups with people with like ideas and use persuasive worksheet to generate ideas for their essays (23 minutes)
  5. Students finish outlines and turn them in for a homework grade (3 minutes)

SOL 11.6, 11.7

Objectives: To differentiate between passive and active voice; to create a paper outline, to create reasons to support a thesis, to identify what should be in an introduction, counterclaim, and conclusion

 

Wednesday January 15

  1. Grammar Practice: vs. Active Voice (5 minutes)
  2. Discuss: Free writing (5 minutes)
  3. Students free write one page of essay material for a quiz grade using outline, worksheet, and thesis (40 minutes)
  4. Students turn in essays for a quiz grade

SOL 11.6, 11.7

    Objectives: To differentiate between passive and active voice, to create a thesis, to discuss approaches to answering an essay question, to address counterclaims, to freewrite a first draft of an essay

 

 

Thursday January 16

1. Grammar Short- Passive and Active Voice (5 minutes)

2. Short Lesson on Citations (15 minutes)

A. Go over signal tags, end citations, and note cards

B. Guided Practice- Students write summaries, quotes, and paraphrases on the board using examples

3. Independent Practice- Students read an article based on their topics and create 1 source card, 1 notecard, and 2 quotes and 1 summaries or paraphrases (30 minutes)

SOL-11.6,11.7

Objectives: to differentiate between passive and active voice, to cite sources using intext citations, to create a notecard and a source card, to identify a signal tag, and an end citation

 

 

Friday January 17

  1. Grammar Practice (5 minutes)
  2. Review of Citations (5 minutes)
  3. Test (30 minutes)
  4. Students Create notecard 2 from the article (10 minutes)

SOL 11.6, 11.7

Objectives: to differentiate between passive and active voice, to identify direct and indirect objects, to summarize and quote from a passage, to identify the parts of an essay and a citation

 Monday January 6-

  1. Short Grammar Lesson- (10 minutes)  

a.       Explain Direct and Indirect Objects (5 minutes)

b.      Guided Practice (5 minutes)

  1. Lesson on Plagiarism (40 minutes)
  2. a. Set- Famous Examples of Plagiarism (10 minutes)

b. Go through Plagiarism PowerPoint with Guided Notes (20 minutes)

c. Plagiarism Quiz (10 minutes)

d. Homework: Get Plagiarism Notes signed by your parent and bring to school tomorrow

SOL 11.6, 11.7

Objectives: To identify Direct and Indirect Objects, to avoid plagiarism,

Tuesday January 7-

  1. Short Lesson on Passive and Active Voice (15 minutes)
  2. Lesson on Fact vs. Opinion (35 minutes)

a.       Set- Play 2 truths and a lie (5 minutes)

b.      Discuss: What is the difference between fact and opinion? (5 minutes)

c.       Guided Practice: Which is Fact vs. Opinion (5 minutes)

c.       Read Article: “So That No One Has To Go to School if They Don’t Want To” (5 minutes)

d.      Break into Groups of 3 and Dissect the Article Sentence by Sentence answering the question: How much of this article is fact vs. opinion? (10 minutes)

e.       Closure: Why is it important to distinguish fact from opinion when doing research? (5 minutes)

SOL 11.6, 11.7

Objectives: To differentiate between passive and active voice, to dismiss faulty articles, to identify the difference between fact based and opinion based information

 

Wednesday January 8-

  1. Grammar Practice: Passive vs. Active Voice (5 minutes)
  2. Review Quiz: (10 minutes)

a.       What is a thesis?

b.      Where does the thesis go?

c.       What is a counterclaim?

d.      Give one way that you can start an introduction?

e.       What is the different between facts and opinions in a paper?

f.       How do you conclude an essay?

  1. Paper Explanation and Topic Selection (5 minutes)
  2. Students break into groups with people with like ideas and use persuasive worksheet to begin brainstorming essays. They must develop a thesis to give to turn in (25 minutes)
  3. Closure: Students read their theses (5 minutes)

SOL 11.6, 11.7

Objectives: To differentiate between passive and active voice, to create a thesis, to discuss approaches to answering an essay question, to address counterclaims

Thursday January 9

  1. Grammar Practice: vs. Active Voice (5 minutes)
  2. Discuss: Temporary Rubric 5 minutes
  3. Activity: Free write a one page response to your selected question for 40 minutes.
  4. Turn in page for a classwork completion grade

SOL 11.6, 11.7

Objectives: to differentiate between passive and active voice, to use a rubric, to free write on a topic

 

Friday January 10

  1. Grammar Practice (5 minutes)
  2. Test (30 minutes)
  3. Worksheet- write a summary, quote, and paraphrase of “Green Eggs and Ham”

SOL 11.6, 11.7

Objectives: to differentiate between passive and active voice, to identify direct and indirect objects, to avoid plagiarism, to differentiate between fact or opinion, to summarize and quote from a passage

 

Jan 2                       

  1. Introduce SOL Terms to class with examples. Discuss and clarify (10 minutes)
  2. Guided Practice and more complex examples on PowerPoint (15 minutes)
  3. Work on cross word puzzle with terms (25 minutes)
  4. If extra time: Have students split into groups of 2-3 and come up with examples of 2-3 terms. Discuss as a class.

SOL 11.4

Objectives: To memorize, comprehend, apply, and create examples of literary terms

Jan 3

  1. Have students play games of literary terms on Quizlet (30 minutes)
  2. Students take a Quiz on Literary terms on Interactive Achievement (20 minutes)

SOL 11.4

Objectives: To memorize, comprehend, apply, and create examples of literary terms

For the two weeks from December 9 to 17

Monday December 9

1.  Review: Greek and Latin Root Practice Questions (10 minutes)

2. Pick your Genre: (2 minutes)

Love, Nature, Solitude, Death, Thinking

3. Read the Listed Poems in your genre and answer the provided questions (20 minutes)

4. Find one or two people who did the same genre as you. Briefly discuss each genre and what they tell us about Emily Dickinson (10 minutes)

5. Select groups discuss with the whole class what they learned about Emily Dickinson based on their pomes (8).

SOL 11.3, 11.4

Objectives: to study a genre of Dickinson’s literature, to identify and explain the theme and literary terms in a poem, to explain and summarize the poem for a class

Tuesday December 10

1. Continue Emily Dickinson Discussion (15 minutes)

2. Mixed Review: (10 minutes)

3. Set: (Conversation Who were able to vote first, African Americans or women? How do you feel about women’s rights?  Why do you feel this way? (3 minutes)

4. Read Sojourner Truth’s Speech ( 7 minutes)

5. Answer Questions in groups (15 minutes)  

6. Distribute Mr. Chavis’s study guide (discuss with the class if time allows)

Objectives: to discuss women’s rights from a modern and historical perspective, to identify purpose, to answer reading comprehension questions

SOL-11.3,11.5

Wednesday December 11

1. Quiz on Sojourner Truth (10 minutes)

2. Play an extended review game (40 minutes)

SOL 11.3, 11.4, 11.5,11.7, 11.8

Objectives: To quiz on Sojourner Truth, to practice skills in literature, grammar, and root words

Thursday December 12

1. Take Nine Weeks Test 1

SOL 11.3, 11.4, 11.5,11.7, 11.8

Friday December 13

Using the steps sheet, students will begin writing essays on quotes included in the SOL prompt sheet. I will be reviewing each step with the students and providing graphic organizers. Time will vary on each step depending on the needs of the class.

Objectives: To write a persuasive essay, to self correct for grammar and nonacademic language

SOL 11.7, 11.8

Monday December 16

  1. Students will go to the library as a group and select one book for potential reading over Christmas break (25 minutes)
  2. Using the steps sheet, students will begin writing essays on quotes included in the SOL prompt sheet. I will be reviewing each step with the students and providing graphic organizers. Time will vary on each step depending on the needs of the class (25 minutes).

Objectives: To write a persuasive essay, to self correct for grammar and nonacademic language

SOL 11.7, 11.8

Tuesday December 17

  1. Using the steps sheet, students will begin writing essays on quotes included in the SOL prompt sheet. I will be reviewing each step with the students and providing graphic organizers. Time will vary on each step depending on the needs of the class.
  2. If students are finished writing their essays, they will read the books that they checked out from the library.
  3. Essays are due.

Objectives: To write a persuasive essay, to self correct for grammar and nonacademic language

SOL 11.7, 11.8

 

December 2

Monday December 2

1. Grammar Activity- Slang (5 minutes)

2. Begin American Masters PowerPoint and Distribute Dickson and Whitman Notes (5 minutes)

3. Quick Quiz: Are you a Whitman or a Dickinson? (5 minutes)

4. Walt Whitman Bio Short (3 minutes)

5. Take Notes on Walt Whitman (7 minutes)

6. Read “I Hear America Singing” pg. 311 using notes (10 minutes)

7. Read “Song of Myself” 52 pg. 319 (10 minutes)

8. Exit Ticket- What is your “Barbaric Yawp”?

SOL- 11.7, 11.4

Objectives-To avoid slang, spelling errors and lack of clarity in writing, to identify definition characteristics of the American masters, to comprehend cadence and free verse, to identify catalogue, personification, and metaphor in Whitman’s poetry

Tuesday December 3

1. Connotation Activity-(5 minutes)

2. Set: Read Responses to Barbaric Yawp Question (3 minutes) Question: Remind me what major event happened during Whitman’s lifetime?

3. Read and discuss “O Captain, My Captain” Video Clip (7 minutes)

4. Read and take notes on “The Mashed Fireman” (10 minutes)

5. Read and take notes on “A Sight in the Day Breakbreak Gray and Dim” pg. 322 (10 minutes)

6. Read from “Hospital Sketches” pg. 325-326 and write down two differences and two similarities between Whitman’s and Alcott’s descriptions of the Civil War.

7. Turn in Differences and Similarities Sheets as  Exit Tickets

SOL-11.3, 11.4, 11.5

Objectives: To connect historical events to poetry content, to identify imagery, simile, and theme in poetry, to compare and contrast poetry to biography

Wednesday December 5

1. Punctuation Activity- (5 minutes)

2. Set: Respond to Quote (5 minutes)

3. PowerPoint- Emily Dickinson (15 minutes)  

4. Read “A Narrow Fellow in the Grass,” break into groups and answer one of nine questions (10 minutes).

5. Discuss the student’s answers to the questions and fill in notes (10 minutes).

6. Read “The Soul Selects Her Own Society” and ask the students if they think Emily Dickinson was lonely. (5 minutes).

SOL 11.7, 11.4

Objectives: To punctuate quotations properly, to recall general facts about Emily Dickinson, to identify assonance, consonance, theme, and alliteration in a poem

Thursday December 6-

1. Latin and Greek Root Brain teaser (5 minutes)

2. Set- Discussion: (target introverts) What is the deepest thing that you think about? (5 minutes)

3. Break students into groups of 3-4 and have each group Read and analyze “I Heard a Fly Buzz When I Died (8 minutes)

4. Discuss the poem (7 minutes).

5. Read and analyze “Because I Could Not Stop for Death” (8 minutes)

6. Discuss (7 minutes)

7. Is she right about death and life? Why or why not?

SOL 11.3, 11.4

Objectives- to correctly identify Greek and Latin roots, to identify theme, imagery, irony, and personification in poems

Friday December 7

1. American Masters Test (30 minutes

2. Using the steps sheet, students will begin writing essays on quotes included in the SOL prompt sheet. I will be reviewing each step with the students and providing graphic organizers. Time will vary on each step depending on the needs of the class.

Objectives: To write a persuasive essay, to self correct for grammar and nonacademic language

SOL 11.7, 11.8

 

SOL-11.4, 11.3, 11.7

Objectives: to recall facts about the American Masters, to match poetry terms and identify them in poetry, to create new examples of poetry terms, to write an essay question, to synthesize a poem into a new poem, to analyze a poem for theme and poetic devices

November 25-

1. Watch Bio on Edgar Allan Poe (4 minutes)

2. Read about the Inquisition pg. 258 (6 minutes)

3. Read “The Pit and the Pendulum” and answer questions (30 minutes)

4. Write a scary short story, poem, rap, or song (10 minutes)

SOL 11.4

Objectives- to identify words using context clues, to answer comprehension questions on “The Pit and the Pendulum,” to write a scary piece of writing

1. Read “The Pit and the Pendulum” and answer questions (35 minutes)

2. Read selections from the students’ stories (14 minutes)

3. Collect question sheets (1 minute)

SOL 11.4

Objectives- to identify words using context clues, to answer comprehension questions on “The Pit and the Pendulum,”

November 18

November 18

Monday November 18-

  1. Distribute Roots List and Brainstorm words that have these roots (6-7 minutes)
  2. Henry David Thoreau Notes (35 minutes)
  3. Group Question: What is the most honest way to live? How would you live if you were able to live up to your ideals? Why? (13-10 minutes)

SOL 11.3, 11.5

 

Objectives: To apply knowledge of root words to translate new words, to analyze, translate, and comprehend Henry David Thoreau’s writings on “Walden”, to recognize literary terms in “Walden,” to apply the key ideas in “Walden” to a real life situation

 

Tuesday November 19-

  1. Roots Exercise 1 (5 minutes)
  2. Grammar Review Exercise (5 minutes)
  3. Henry David Thoreau “Civil Resistance Activities” (40 minutes).

SOL 11.3, 11.5, 11.7

 

Objectives: To apply knowledge of root words to translate new words, to identify logical, emotional, and ethical appeals, to apply comprehension of “Resistance to Civil Government” to either questions or a real world issue

 

Wednesday November 20

1. Roots Exercise 2 (5 minutes)

1. Short Lesson on Poetry Terms (15 minutes)

3. Students compete to come up with the most poetry terms in The Raven and listen to James Earl Jones’ version of The Raven (30 minutes) http://www.youtube.com/watch?v=sXU3RfB7308

 

SOL 11.3, 11.4

Objectives: To comprehend various literary terms and to identify them in “The Raven” by Edgar Allen Poe

 

 

Thursday November 21

  1. Roots Quiz (10 minutes)
  2. Massive Romanticism Review Game (40 minutes)

 

SOL 11.3,11.4, 11.5

Objectives: To apply knowledge of root words to translate new words, to identify logical, to match and apply literary terms, to answer comprehension questions on Emerson, Thoreau, and Irving, to match authors to writings, to analyze writer’s critical ideas

 

Friday November 22-

Test on Romanticism (50 minutes)

SOL 11.4

Objectives: to identify logical, to match and apply literary terms, to answer comprehension questions on Emerson, Thoreau, and Irving, to match authors to writings, to analyze writer’s critical ideas

Monday- November 11

 

  1. Go over the requirements of “Thanatopsis” group activity and slip into groups (5 minutes)
  2. Students work in groups (20 minutes)
  3. Students present their work to the class while students in desks take notes (20 minutes)
  4. Go over expectations and requirements for Emily Dickinson project tomorrow.

SOL 11.4, 11.1

Objectives: to define 5 key literary terms, to teach one another these terms and explain each both generally and in the context of the poem

 

Tuesday- November 12- Groups come in to teach students about Emily Dickinson

SOL 11.4

      

Wednesday November 13

1. Review all questions from “The Devil and Tom Walker” (15 minutes)

2. Review all major concepts from “Thanatopsis” (10 minutes)

3. Extended quiz on both “The Devil and Tom Walker” and “Thanatopsis” (15 minutes)

4. Review Quiz on Semicolons and Commas (5 minutes)

5. Practice of Semicolons and Commas (5 minutes)

 

SOL 11.4,11.5,

 

Objectives: to match literary terms, to summarize story events, to apply a interpret a story using a literary term

 

Thursday- November 15

1. Read “Nature” outloud to class (15 minutes)

2. Break into smaller groups to analyze each paragraph of the story (15 minutes)

3. Have a group discussion of “On Nature” (20 minutes)

 

SOL 11.4,11.5

Objectives: to summarize a paragraph of nonfiction text, to explain the meaning of each paragraph to the class

 

Friday- November 16

1. Read “Self Reliance” as a class (10 minutes)

2. Allow students to choose from one of three options on how to work on the text

 

SOL 11.4,11.5, 11.7

 

Objectives: to translate a nonfiction text, to compare and contrast “Self Reliance” to “Sinners in the Hands of an Angry God,” to translate the meaning of key quotes in the text 

Monday November 4

1. Short Lesson on Semicolons (10 minutes)

2. Guided Practice on Semicolons vs. Commas (15 minutes).

3. Do and review commas and semicolons exercise (10 minutes)

4. Begin test review sheet (15 minutes)

Homework: Bring back the test review sheet for more credit.

Objectives: to differentiate between commas and semicolons, to find the reason behind the use of each comma and semicolon, to identify ethical, emotional, and logical arguments

SOL- 11.4, 11.8

Tuesday November 5- Teacher Work Day

Wednesday November 6

1. Grammar Exercise 1 (5 minutes)

2. Go over Test on Rationalism (10 minutes)

3. Introduction to Romanticism PowerPoint (20 minutes)

4. Fill out charts on the differences between Puritans, Rationalists, and Romantics in tiered groups of 2-3.

Objectives: to differentiate between commas and semicolons, to find the reason behind the use of each comma and semicolon, to identify ethical, emotional, and logical arguments, to record the progression of thought from the Puritans to the Romantics

SOL 11.4,11.7

Thursday November 6

  1. Grammar Exercise 2 (5 minutes)
  2. Review Romanticism chart
  3. Quiz on Romanticism
  4. Review terms at the beginning of The Devil and Tom Walker worksheet (5 minutes)
  5. Read The Devil and Tom Walker (20 minutest)

Objectives: to differentiate between commas and semicolons, to find the reason behind the use of each comma and semicolon, to record the progression of thought from the Puritans to the Romantics, to define words using context clues

 

SOL-11.4,11.7

Friday November 7

1. Quiz on Semicolons versus Commas)

2. Group Activity on The Devil and Tom Walker (40 minutes)

Objectives: to differentiate between commas and semicolons, to find the reason behind the use of each comma and semicolon, to record the progression of thought from the Puritans to the Romantics, to define words using context clues

SOL 11.1, 11.4, 11.7

October 28

1. Root Word Exercise (5 minutes)

2. Grammar Exercise (5 minutes)

3. Discuss the essay question, basic requirements, and ways to take a stance on the question (5 minutes)

4. Break into groups based on stances and complete a chart based on the emotional, logical, and emotional appeals to the question (20 minutes)

5. Complete Worksheet B based on the group discussion (15 minutes)

SOL 11.3, 11.6, 11.7

Objectives- To compose a persuasive essay, to use emotional, ethical, and logical appeals to answer question, to find and fix errors of capitalization, commas, non academic language as well as run-ons and fragments, to use roots to determine the meaning of words, to utilize counterclaims in an essay

October 29

1. Root Word Exercise (5 minutes)

2. Discuss the writer’s guide that will be used on the SOL writing test (5 minutes)

3. Write essays on the SOL prompt (40 minutes)

SOL 11.3, 11.6, 11.7

Objectives- To compose a persuasive essay, to use emotional, ethical, and logical appeals to answer, to use roots to determine the meaning of words, to utilize counterclaims in an essay, to use roots to determine the meaning of words

October 30

1. Root Word Exercise (5 minutes)

2. Grammar Exercise (5 minutes)

3. Discuss SOL grading rubric and distribute rubrics for students to use in peer editing (10 minutes)

4. Peer edit essays based on grading rubrics (30 minutes)

SOL 11.3, 11.7

Objectives- To compose a persuasive essay, to use emotional, ethical, and logical appeals to answer question, to find and fix errors of capitalization, commas, non academic language as well as run-ons and fragments, to use roots to determine the meaning of words, to utilize counterclaims in an essay, to identify the key components of a rubric, to use a rubric to grade other students’ essays

October 31

1. Root Word Exercise (5 minutes)

2. Brief PowerPoint on Aphorisms (5 minutes)

3. Break into groups and interpret Franklin’s Aphorisms (10 minutes)

4. Discuss the meaning of each as a class; the teacher calls on groups (10 minutes)

5. Read Benjamin Franklin’s “A Vegetable Diet” with questions (20 minutes)

SOL 11.3, 11.4, 11.5

Objectives: To identify, define, and explain aphorisms, to identify the progression of thought patterns between the writings of the Puritans and Franklin’s “A Vegetable Diet,” to use roots to determine the meaning of words

November 1

1. Test on Root Words, Commas, Grammar, and Rationalism

Objectives- To compose a persuasive essay, to use emotional, ethical, and logical appeals to answer question, to find and fix errors of capitalization, commas, non academic language as well as run-ons and fragments, to use roots to determine the meaning of words

 

SOL 11.3, 11.4, 11.5, 

October 21

1. Short Exercise on Commas (5 minutes)

2. Website Example of Specific Language (5 minutes)

3. Guided Practice on Specific Language (10 minutes)

4. Review on Counter Claims (10 minutes)

5. Students work on revising their essays and developing counter claims.

SOL 11.6, 11.7

Objectives: To place commas correctly in sentences, To identify the reason for placing each comma, Use counter claims in an essay, use specific language to clarify points in an essay

October 22

1. Short Exercise on Commas (5 minutes)

2. Review of Summaries, Quotes, and Paraphrases (10 minutes).

3. Students work on revising their essays to include counterclaims, specific language, and at least 2 summaries, quotes, and paraphrases per paragraph.

Due: Counterclaim Paragraph

SOL 11.6, 11.7

Objectives: To place commas correctly in sentences, To identify the reason for placing each comma, to use summaries, quotes, or paraphrases in each main points

October 23

1. Short Exercise on Commas (5 minutes)

2. Set- How are you different than your parents (10 minutes) 

3. Read pages 5,14-19 in the Holt Textbook and do questions in groups (20 minutes)

4. Students continue fixing and working on essays (15 minutes) 

SOL 11.4, 11.7

Objectives: To place commas correctly in sentences, To identify the reason for placing each comma, to explain the changes in societal beliefs

October 24

1. Short Exercise on Commas (5 minutes)

2. Quiz on Rationalism (10 minutes)

3. Go over worksheet on emotional, ethical, and logical arguments (10 minutes)

4. Activity (15 minutes)- Give students slips of paper with the words ethical, logical, and emotional on them and ask them to come and make arguments on the same subject from different angles.

5. Go through examples of famous speeches with differing appeals in them (10 minutes)

SOL 11.4, 11.6

Objectives: To place commas correctly in sentences, to identify the reason for placing each comma, differentiate between emotional, ethical, and logical appeals, to apply an appeal to a specific environment

October 25

1. Quiz on Commas (10 minutes)

2. Begin Reading Patrick Henry's speech together and pick out the first few types of appeals. 

3. Break the students into tiered groups. Have them read Patrick Henry and look for certain types of appeals. Then have them discuss their findings with the class (40 minutes)

Due: Final Draft of Puritan Essay Due

SOL 11.5, 11.7

 

Objectives: To place commas correctly in sentences, to identify the reason for placing each comma, to identify and explain each type of appeal in Patrick Henry’s speech 

October  14- no class

October 15-

1. Warm-up- Exercise 4 (5 minutes)

2. Test review of Roots and Grammar (15 minutes)

3. Show examples of paragraph unity (10 minutes)

4. Guided practice: use student examples to build topic and wrap up sentences (5 minutes)

5. Students work on personal unified paragraphs for their papers (15 minutes)

SOL 11.3, 11.7

Objectives: To identify new words through the use of prefix derivation, to eliminate slang and 1st and 2nd person from a paragraph, to find and correct fragments, run-ons, and errors of capitalization, to construct unified paragraphs

October 16-

Due: 1 Unified Paragraph

1. Test on Root Words and Grammar (student testing paces vary significantly)

2. Students use a review worksheet to build introductions to their essays

SOL 11.3, 11.6

Objectives- to eliminate slang and 1st and 2nd person from a paragraph, to find and correct fragments, run-ons, and errors of capitalization, To identify new words through the use of prefix derivation, to make attention catchers, to create a thesis that reflects the main points of a paper

October 17

Due: Rough Draft 1

1. Short Lesson on comma usage (15 minutes)

2. Re-teach Conclusions (15 minutes)

3. Students develop conclusions (20 minutes)

Objectives: To use questions or challenges to end a conclusion, to summarize main points without restating the thesis, to correctly place commas into sentences

SOL 11.6,11.7

October 18          

1. Exercise 2 on Commas (5 minutes)

2. Short Lesson on Counterclaims (15 minutes)

3. Guided Counterclaim Brainstorm (10 minutes)

4. Students develop counterclaims (20 minutes)

SOL 11.6, 11.7

Objectives: To write a counterclaim in order to show recognition of multiple sides of an argument,

 

to correctly place commas into sentences

Week of October 7

October 7- Review Root Words (5 minutes)

Short Lesson on denotation and connotation (10 minutes)

(35 minutes) Test Review

Objectives: To distinguish between denotation and connotation, to identify positive vs. negative connotations of words

SOL 11.6

October 8- Nine Weeks Test

October 9-

1. Root Word Sheet 2 (20 minutes)

a. Review Words with Students

b. Work on Exercise 1

2. Lesson on Outlining and Prewriting Listing (15 minutes)

3. Students Create outlines for their Crucible Essays (15 minutes)

Objectives: To construct an outline for their essays, to use prewriting to generate paper ideas, to develop a thesis that connects to the main points of the essay

SOL: 11.3, 11.6

October 10

1. Root Word Exercise 2 (5 minutes)

2. Short Lesson on Summaries Quotes and Paraphrases (10 minutes)

3. Guided Practice for Summary Quote Paraphrase using textbook (5 minutes)

4. Students find and write 5 summaries, quotes, and paraphrases from The Crucible for use in their papers

Objectives: to find quotes that apply to essay topics, to decipher word meanings through application of roots, to summarize and paraphrase quotes, to distinguish between summaries, quotes, and paraphrases

SOL: 11.3, 11.6

October 11

1. Root Word Exercise 3 (5 minutes)

2. Review of Summary, Quote, and Paraphrase using student examples (10 minutes)

3. Students Search for 6 Summaries, Quotes and Paraphrases from their textbooks (35 minutes)

Objectives: to find quotes that apply to essay topics, to decipher word meanings through application of roots, to summarize and paraphrase quotes, to distinguish between summaries, quotes, and paraphrases

Week of September 30

September 30

1. Root Word Lesson/ Grammar Review- 10 minutes SOL- 11.3, 11.7

Objectives: To identify suffixes, to connect prior word knowledge to suffix usage, to decipher word meaning through connecting knowledge of bases to knowledge of roots, to identify and avoid errors of nonacademic language, run-ons, fragments, and errors of capitalization

Core Lesson 38 minutes: The Crucible Act 3 with questions

1. Set: Question to class- What words describe John Proctor? Is his character redeemable?

2. Classwork: Split into tiered groups of 2-3. Watch The Crucible and answer questions on the text.

Closure: Is John heroic? Is he in the process of redeeming himself? Remind Students of the extra credit opportunity at Madison Heights Library. Turn in the questions for a class work grade.

SOL:11.4

Objectives: To connect the Salem Witch Trials to the Red Scare, To identify critical errors in the court system of the witch trials, to answer reading questions that require the use of inference, comprehension, and application of concepts

 October 1

1. Root Word Lesson/ Grammar Review- 10 minutes SOL- 11.3, 11.7

Objectives: To identify suffixes, to connect prior word knowledge to suffix usage, to decipher word meaning through connecting knowledge of bases to knowledge of roots, to identify and avoid errors of nonacademic language, run-ons, fragments, and errors of capitalization

2. Finish any leftover pages or content from Act 3 (10 minutes)

3. Open book, open notes extended quiz on The Crucible Act 3 (counts as class and quiz grade) 30 minutes

4. If time is leftover, review run-ons and fragments.

SOL: 11.4

Objectives: To connect the Salem Witch Trials to the Red Scare, To identify critical errors in the court system of the witch trials, to answer reading questions that require the use of inference, comprehension, and application of concepts, to identify and correct run-ons and fragments

 

October 2

1. Root Word Lesson/ Grammar Review- 10 minutes SOL- 11.3, 11.7

Objectives: To identify suffixes, to connect prior word knowledge to suffix usage, to decipher word meaning through connecting knowledge of bases to knowledge of roots, to identify and avoid errors of nonacademic language, run-ons, fragments, and errors of capitalization

Core Lesson 38 minutes: The Crucible Act 4 with questions

1. Set: Question to class- What do you think is going to happen to John and Elizabeth? If someone accused you of something that you didn’t do, would you confess to save yourself?

2. Classwork: Assign parts to students in the class and begin reading Act 4.

Closure: (If we finish by the end of class) Is John a hero?

SOL: 11.4

Objectives: To connect the Salem Witch Trials to the Red Scare, to identify critical errors in the justice system, to answer reading questions that require the use of inference, comprehension, and application of concepts, to define hero and apply the definition to a character in the story

October 3

1. Root Word Lesson/ Grammar Review- 10 minutes SOL- 11.3, 11.7 (Skipped in all but 2 due to time constraints)

Objectives: To identify suffixes, to connect prior word knowledge to suffix usage, to decipher word meaning through connecting knowledge of bases to knowledge of roots, to identify and avoid errors of nonacademic language, run-ons, fragments, and errors of capitalization

Core Lesson 38 minutes: The Crucible Act 4 with questions

1. Set: Question to class- What decision will John make?

2. Classwork: Assign parts to students in the class and finish reading Act 4.

3. Work on the Crucible Test Review Sheets

Closure: (If we finish by the end of class) Is John a hero? Turn in Act 4 questions.

SOL: 11.4

Objectives: To connect the Salem Witch Trials to the Red Scare, to identify critical errors in the justice system, to answer reading questions that require the use of inference, comprehension, and application of concepts, to define hero and apply the definition to a character in the story

October 4

1. Test on Grammar and Root Words (40-50 minutes?)

Objectives: To identify suffixes, to connect prior word knowledge to suffix usage, to decipher word meaning through connecting knowledge of bases to knowledge of roots, to identify and avoid errors of nonacademic language, run-ons, fragments, and errors of capitalization

SOL- 11.3, 11.6

2. Homework: Using at least 3 specific examples from the text. Write a ¾ page essay defining what it means to be a hero and then argue that one character in the Crucible is more heroic than all of the others.

2. (This plan is highly flexible and varies based on how long each class takes to complete their test)

Short Lesson on Summary, Quote, and Paraphrase

Set: How do you use information from other people in your papers without quoting?

Objectives: To define heroic, to apply a definition to a story, to collect and present textual evidence to back a personal opinion, to identify and avoid errors of nonacademic language, run-ons, fragments, and errors of capitalization

SOL: 11.6

Week of September 23

23-1. Grammar Lesson on Point of View and Slang 2. Continue Act 2  3. Review Questions on Act 2

4. Quiz on Act 3

24-1. Grammar Practice  2. Read and Respond to Article 3. Begin Act 3 (Video if accessible)

25-1. Grammar Practice  2. Continue Act 3 (Video if accessible)

26- 1.Grammar Quiz  2. Continue Act 3 (Video if accessible) 3. Quiz Act 3

27- 1. Create The Crucible Tabloid in the Zap-Me Lab 

For the Week of September 16-20:

 

 

 Monday September 16- 1. Lesson on Capitalization 2.Continue Reading Act 1 of The Crucible with Question Sheet

Tuesday September 17- 1. Grammar Practice 2. Continue Reading Act 1 of The Crucible with Question Sheet

Wednesday September 18- 1. Grammar Practice 2. Finish Reading Act 1 of the Crucible with Question Sheet 3. Grade (in Class) The Crucible questions Act 1 4. Quiz on Act 1 

Thursday September 19- 1. Grammar Warm Up  Begin Act 2 (1st period will do this on Friday).

Friday September 20- 1. Grammar Quiz 2. Watch Crucible Act 1 and Compare and Contrast the play vs. the film   3. Turn in 10 differences and similarities at the end of class

4. 2nd and 3rd turn in "They Called It Witchcraft" Response 

 

For the Week of September 9-13:

Monday September 9- Grammar short on Sentences and Fragments. Test Remediation.

 

Tuesday September 10- Grammar Quiz- Fragments and Run-ons, 

 

Wednesday September 11- Grammar Lesson- Capitalization, Read The Crucible Introduction,

 

Thursday September 12- Grammar Short- Begin Crucible Act 1

 

Friday September 13- Grammar Short- Crucible Act 1

Tuesday Sept. 3- 1. Run-on Grammar Practice 2. Read Jonathan Edward’s Rules and Outline of “Sinners in the Hands of an Angry God” 3. Discuss the Positive and Negative Impacts that these ideas have on

Wednesday Sept. 4-1. Run-on Grammar Practice 2. Continue Reading “Sinners in the Hands of an Angry God” 3. Break into Groups and Answer Questions

Thursday Sept. 5- 1. Quiz on Run-ons and Fragments and Jonathan Edwards 2. The “Hunger Games” Test Review for Native Americans and Puritan Literature

 

Friday Sept. 6- 1. Test on Native Americans and Puritans 2. If time allows, begin Capitalization PowerPoint 

Monday 12

Tuesday 13

Wednesday 14

Thursday 15

Friday 16

Go Over Syllabus

Explain Course Requirements

Go Over Plagiarism Documentation

Emphasize Discipline/ Classroom Rules

Go Over Items Needed for Class

Distribute Textbooks

Terms:

Archetype- a character role that repeats in literature

 

What do these three characters have in common?

 

Ex.Trickster archtype- Bugs Bunny http://www.youtube.com/watch?v=1G8Xlx7dfT8                                       

Ex. Jack Sparrow http://www.youtube.com/watch?v=R7m5Int1hAA

Ex. Joker- http://www.youtube.com/watch?v=pfmkRi_tr9c

Others: Hermes, Puss in Boots

 

Mother Earth

Ex. Grandmother Willow, Maya

 

 

Read: “Sky Tree” and “Coyote Finishes His Work”

Homework:

Write your own creation story and include at least one archtype: hero, trickster, mother earth,

Length: 3/4 page

Rubric-30 points archtype

30 points myth of creation

40 Length- ¾ of a page (full with large handwriting)

 

Print: After the beginning of time example papers for the students to use

Collect and read some creation myth stories to the class

 

Set: Old Cowboys and Indians Clip

https://www.youtube.com/watch?v=2kVFs6RM33E

What perspective of Native Americans is demonstrated in this clip? Is it real, fake, or somewhere in-between? Why?

 

Perspectives in Literature: Begin with Native American literature because it shows a contrast between two civilizations

 

 

Begin Group Work on Native American Literature Selection

 

 Continue: Native American Group Project

Quiz Grade: Turn in Syllabus and Plagiarism Documents

 

Finish: Native American Group Project

 

Quiz on Native American Literature

 

 

Monday 19

Tuesday 20

Wednesday 21

Thursday 23

Friday 22

Context Clues Notes

Computer practice

http://www.tv411.org/reading/understanding-what-you-read/using-context-clues/activity/1/1

 

Term: Allusion- a reference to a significant cultural event or another work of art

 

 

Grammar Lesson:

Sentence Fragments

(5 Parts to a Sentence Worksheet)

 

Literary Term Lesson: Where is this from?

allusion

 

Assignment: Fill out the chart and identify literary terms in
the excerpt from

A Narrative of Captivity.

Grammar Short:

Sentence Fragments

 

Finish the narrative in groups

 

Quiz: A Narrative of Captivity

 

Turn in: Questions on Mary Rowlandson

Grammar Short: sentence fragments

 

Begin Work on Essay Steps 1-5

Grammar Short:

Sentence Fragments

Grammar Quiz

 

Begin work on Step 6 of essay plan.

  

Monday 26

Tuesday 27

Wednesday 28

Thursday 29

Wednesday 30

Extended Writing:

1. Write paragraphs 1-3 of Mary Rowlandson Essay

2. Find 3 Counterclaims (one for each main point)

Grammar Review:

Fragment Practice

 

Quiz: Sentence Fragments

 

Writing Activity:

Introductions

1. Review Packets

2. Break into groups of 3

3. Each group takes a type of attention catcher, and all members write individual introductions

4. The group votes for the best introduction in the group.

5. The winners share with the class.

 

Conclusion Workshop

 

1. Discuss Conclusion essay sheets

2. Teach how to “restate” thesis

3. Give students 15 minutes to write conclusions

4. Review

Grading Rubric

5. Set up Peer Review Groups

 

Grammar Lesson: Run-ons

-PowerPoint on Puritans

-Explanation of Unit Plan

 

Journal: When was the last time that you were truly scared of something?

 

Word to Know:

Inversion

 

Lesson: Anne Bradstreet “Some Verse on the Burning of Our House”

 

Grammar Lesson: Run-ons

Due: Mary Rowlandson Essays

Read: Sinners in the Hand of an Angry God with Questions, worksheet, and suppliment

Quiz: Anne Bradstreet and Jonathan Edwards

 

AttachmentSize
Archtype.docx12.95 KB
Native Americans Notes.doc28 KB
Context Clue Notes.doc34 KB
Mary Rowlandson Writing Activity.docx16.28 KB
5 Parts to a Sentence.docx13.7 KB
Fragments.pdf72.18 KB
The Crucible PDF.pdf1.09 MB