Visit our Educator Channels
December 2008
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 |
| 28 | 29 | 30 | 31 | |||
Upcoming Events
Accelerated Junior English
Nathel Coca
CAMPBELL COUNTY HIGH SCHOOL
Page Last Updated Dec 02, 2008
Number of Visits: 880
Jump down this page to view:
FlashCards Downloads
Accelerated Junior English: American Literature
Nathel Coca - Room 304
Classes 1 and 3
Tuesday, December 2
Latin Roots Test #8
Students worked on their Step Up To Writing DSPA by collecting the necessary evidence.
We reviewed the definition of Romanticism and Transcendentalism and began our discussion of Bryant, Longfellow, and Holmes.
Homework: Read Cooper p 308 and The Last of the Mohicans p 316-
Students are to take notes over the author and complete Episodic Notes for the chapter excerpt.
Wednesday, November 26
SSR
Students reviewed their Latin Roots.
Students took notes over the Romantic Time period.
Students who did not turn in their Reflective essays last class period had to turn them in today or receive late credit for the paper.
Homework: Read Bryant p 333 -335, Thanatopsis p 335-336 and To a Waterfowl p 338-339; Longfellow p 349-351, My Lost Youth p 384-386, The Tide Rises p 389, and Holmes p 400-402, Old Ironsides p402, The Chambered Nautilus p 405-406
Students were to take notes over each author and complete the 5 steps for poetry for each poem.
Monday, November 24
SSR
Students worked in small groups and read their Reflective Essays and got feedback on the paper before revising and turning it in (DSPA grade)
Thursday, November 20
We reviewed the word for Latin Roots Lesson #8
Students worked in the ACT Lab for the remainder of the class. The essay is due Monday at the beginning of the hour and counts toward 50% of the student's overall grade (DSPA)
Tuesday, November 18
Latin Roots Test #7
Students worked on their Reflective Essays in the computer lab for the remainder of the class period. The essay is due Monday at the beginning of the hour.
Students received their Lexile and STAR IRL scores; these score must be included in the header of the students' spreadsheets.
Wednesday, November 12
Latin Roots review
Students took a personality test to discover their "True Colors"
Students discussed Franklin's Aphorisms p 196-203 and turned in their TNotes with a summary statement using an active verb.
We reviewed the Personal Reflective Essay requirements. Students must have a rough draft for next class period.
Monday, November 10
All work due for this 6-week grading period. This includes spreadsheets and novel responses.
SSR
Review Latin Roots
Personal Declaration of Independence due
Franklin - Tnotes due for pages 163-165 and 187-190.
Students were given their handouts for their Personal Reflective Narratives.
Homework: Read and take TNotes over Franklin pages 196-203
Thursday, November 6
No SSR
We corrected the handouts on figurative language, imagery, and allusions. These should be used as references/reminders for the Reflective Narrative assingment next week.
Students completed timed writings on the following:
Summary paragraph from GIST notes pages 8-11
What's The Big Idea graphic organizer for Jefferson p 226-
What's The Big Ideas graphic organizer for The Declaration of Independence p 228-
Students were also assigned to write a paragraph declaring their independence from someone or something. Due next class period.
Homework: Complete TNotes over Franklin p 163-165 and pages 187-190.
12 week deadline next Monday All work for this 6 weeks due duringclass. This includes updated spreadsheets with a cumulative total andnovel responses.
Tuesday, November 4
No SSR
Latin Roots Test #6
Students completed worksheets on figurative and language as well as allusions and symbols.
Homewok: Complete a GIST organizer for pages 8-11, Jefferson p 226 and The Declaration of Independence p 228.
Friday, October 31
No SSR
Students reviewed their Latin Roots
Students spent the remainder of their class period in the Mac Lab typing their Scarlet Letter character essays and were reminded to eliminate all weak verbs, use 3rd person and present tense, and to follow MLA formatting; in addition, students included in-text citations and a works cited page.
Wednesday, October 29
No SSR
Students reviewed their Latin roots
Students spent the remainder of their class time in the Mac Lab typing their 5 paragraph character essay and worked on eliminating all weak verbs and writing in the 3rd person and using presenst tense. The paper is due Friday at the end of the hour.
Monday, October 27
No SSR
We reviewed the Latin Roots for Lesson #6
Students discussed chapter 23-24 and we reviewed the requirements for the character essay. TNotes were due for the essay. A draft must be completed for next class.
Thursday, October 23
No SSR
Students took Latin Roots Test #5
Students discussed chapters 21-22
Homework: Read chapters 23 adn 24: sticky notes, character charts, episodic notes, connections. TChart for character essay due Monday.
Tuesday, October 21
No SSR
Students discussed chapters 19-20. We also reviewed the requirements for the character essay.
Homework: read chapters 21-22, sticky notes, episodic notes, character chart, connections, handout for chapters 21-22.
Friday, October 17
SSR
Students reviewed their Latin Roots
Students discussed chatpers 17 & 18 (discussion grade)
Homework: Read chapters 19 & 20: conections, sticky notes, episodic notes, character chart, study questions from handouts.
Wednesday, October 15
SSR and Math problems - 3rd hour only
We reviewed the Latin Roots for Lesson #5
Students discussed chapters 15 & 16.
Homework: Read chapters 17 & 18
Monday, October 13
Latin Roots Test #4
Discussed chatpers 13-14
Homework: Read chapters 15-16 sticky notes, connections, episodic notes, character chart, complete handous on chapters 13-19 and chapters 13-15
Thursday, October 9
SSR
Review Latin Roots
Discuss chapters 11-12 - including the Reading Check: Chapters 7-12
Homework: Read chapters 13-14: sticky notes, connections, episodic notes, character chart
Tuesday, October 7
No SSR due to short schedule
Pop quiz over Latin words
Students discussed chapters 8, 9, and 10; we also discussed symbols in the novel.
Homework: Read chapters 11 and 12: conections, Episodic notes, character chart, sticky note. Answer questions from worksheet over chapters 7-12
Thursday, October 2
SSR + students conferenced with Mrs. Coca regarding issues witih their spreadsheets and novel responses
We covered the definitions for the Latin Words
We discussed chapters 5, 6, & 7 and will cover 8, 9, & 10 next class period.
1st hour turned in Episodic Notes for chapters 5 & 6; 3rd hour turned in Episodic Notes for chapters 7 & 8
Homework: Read chapters 9 & 10: sticky notes, episodic notes, connections, character chart
Tuesday, September 30
All work due today for 6-week late work deadline
Spreadsheet due with TEA Novel Charts
Latin Roots Test #3
Quiz chapters 1-6 of The Scarlet Letter
Discussion over chapters 5 & 6
Homework: Read chapters 7 & 8: sticky notes, connections, episodic notes, characte chart (be thinking about character to write character essay)
Friday, September 26
SSR
Students reviewed their Latin words
Students discussed chapters 3 and 4: sticky notes, connections, episodic, and character notes.
Homework: Read chapters 5 and 6: sticky notes, connections, episodic notes, character notes.
Wednesday, Sept 24
No SSR for 1st hour due to early release schedule.
3rd hour completed their NCA Math problems before reading.
We finished taking notes over the author and historical information. In addition, students wrote down the 8 character traits Hawthorne develops in his literature.
We discussed chapters 1 and 2.
Homework: read chapters 3 and 4 and complete Sticky Notes, a connection for each chapter and episodic notes for each chapter.
Monday, September 22
SSR
Students complted Marzano's graphic organizer for the Latin words in Lesson 3
We reviewed author and novel information on The Scarlet Letter. Students were given their handouts and directions for reading strategies: sticky notes; episodic notes; Text to Self, Text, or World, and character charts. Students were also given a vocabulary list by chapter.
Thursday, Sept 18
No SSR today
Students finished their TChart presentations on their persuasive topic
Students took Latin Roots Test #2
Students completed a timed writing: Write a paragraph persuading me to agree with something you feel strongly about. Be sure to make it school appropriate and follow the SUTW paragraph guide. The paragraph must include TS #6, 7, 8, or 9, strong transitions to introduce each RDF. Students were encouraged to use sentence variety (simple, compound, complex) and literary devices within their explanations.
Tuesday, Sept 16
SSR
Reviewed Latin Roots - test next class period.
Students presented their persuasive TChart to the class and turned these in with their Edwards' author notes and Sensory Notes with examples of allusion, simile, metaphor, imagery, and hyperbole. Next class period, students will write a persuasive paragraph
Friday, Sept 12
SSR
Reviewed Latin Roots
During class students found an example from the sermon of allusion, simile, metaphor, imagery, and hyperbole.
Homework:Construct a persuasive TChart on any topic of choice (school appropriate) with a Topic Sentence, 3-4 RDF's. Each RDF requires explanation; the TChart must also include a concluding sentence(s). Label any literary devices used (allusion, simile, metaphor, imagery, hyperbole, repetition, connotation, personification, onomatopoeia, symobl, etc. Students will present the sermon next class period.
Wednesday, Sept 10
No SSR due to picture day
We reviewed the definitions of Lesson 2 Latin/Greek vocabulary
Students discussed Taylor's Upon a Spider and the poems metaphors. The paragraphs, 5 steps for all three poems, and the author notes were collected.
Students discussed Mather's from Magnalia Christi Americana p 77- before turning in tthe author notes and TEA chart.
Homework: Read Edwards p 91; take notes over the author and Sensory Notes over Sinners in the Hands of an Angry God p 99
Latin Roots Test #8
Students worked on their Step Up To Writing DSPA by collecting the necessary evidence.
We reviewed the definition of Romanticism and Transcendentalism and began our discussion of Bryant, Longfellow, and Holmes.
Homework: Read Cooper p 308 and The Last of the Mohicans p 316-
Students are to take notes over the author and complete Episodic Notes for the chapter excerpt.
Wednesday, November 26
SSR
Students reviewed their Latin Roots.
Students took notes over the Romantic Time period.
Students who did not turn in their Reflective essays last class period had to turn them in today or receive late credit for the paper.
Homework: Read Bryant p 333 -335, Thanatopsis p 335-336 and To a Waterfowl p 338-339; Longfellow p 349-351, My Lost Youth p 384-386, The Tide Rises p 389, and Holmes p 400-402, Old Ironsides p402, The Chambered Nautilus p 405-406
Students were to take notes over each author and complete the 5 steps for poetry for each poem.
Monday, November 24
SSR
Students worked in small groups and read their Reflective Essays and got feedback on the paper before revising and turning it in (DSPA grade)
Thursday, November 20
We reviewed the word for Latin Roots Lesson #8
Students worked in the ACT Lab for the remainder of the class. The essay is due Monday at the beginning of the hour and counts toward 50% of the student's overall grade (DSPA)
Tuesday, November 18
Latin Roots Test #7
Students worked on their Reflective Essays in the computer lab for the remainder of the class period. The essay is due Monday at the beginning of the hour.
Students received their Lexile and STAR IRL scores; these score must be included in the header of the students' spreadsheets.
Wednesday, November 12
Latin Roots review
Students took a personality test to discover their "True Colors"
Students discussed Franklin's Aphorisms p 196-203 and turned in their TNotes with a summary statement using an active verb.
We reviewed the Personal Reflective Essay requirements. Students must have a rough draft for next class period.
Monday, November 10
All work due for this 6-week grading period. This includes spreadsheets and novel responses.
SSR
Review Latin Roots
Personal Declaration of Independence due
Franklin - Tnotes due for pages 163-165 and 187-190.
Students were given their handouts for their Personal Reflective Narratives.
Homework: Read and take TNotes over Franklin pages 196-203
Thursday, November 6
No SSR
We corrected the handouts on figurative language, imagery, and allusions. These should be used as references/reminders for the Reflective Narrative assingment next week.
Students completed timed writings on the following:
Summary paragraph from GIST notes pages 8-11
What's The Big Idea graphic organizer for Jefferson p 226-
What's The Big Ideas graphic organizer for The Declaration of Independence p 228-
Students were also assigned to write a paragraph declaring their independence from someone or something. Due next class period.
Homework: Complete TNotes over Franklin p 163-165 and pages 187-190.
12 week deadline next Monday All work for this 6 weeks due duringclass. This includes updated spreadsheets with a cumulative total andnovel responses.
Tuesday, November 4
No SSR
Latin Roots Test #6
Students completed worksheets on figurative and language as well as allusions and symbols.
Homewok: Complete a GIST organizer for pages 8-11, Jefferson p 226 and The Declaration of Independence p 228.
Friday, October 31
No SSR
Students reviewed their Latin Roots
Students spent the remainder of their class period in the Mac Lab typing their Scarlet Letter character essays and were reminded to eliminate all weak verbs, use 3rd person and present tense, and to follow MLA formatting; in addition, students included in-text citations and a works cited page.
Wednesday, October 29
No SSR
Students reviewed their Latin roots
Students spent the remainder of their class time in the Mac Lab typing their 5 paragraph character essay and worked on eliminating all weak verbs and writing in the 3rd person and using presenst tense. The paper is due Friday at the end of the hour.
Monday, October 27
No SSR
We reviewed the Latin Roots for Lesson #6
Students discussed chapter 23-24 and we reviewed the requirements for the character essay. TNotes were due for the essay. A draft must be completed for next class.
Thursday, October 23
No SSR
Students took Latin Roots Test #5
Students discussed chapters 21-22
Homework: Read chapters 23 adn 24: sticky notes, character charts, episodic notes, connections. TChart for character essay due Monday.
Tuesday, October 21
No SSR
Students discussed chapters 19-20. We also reviewed the requirements for the character essay.
Homework: read chapters 21-22, sticky notes, episodic notes, character chart, connections, handout for chapters 21-22.
Friday, October 17
SSR
Students reviewed their Latin Roots
Students discussed chatpers 17 & 18 (discussion grade)
Homework: Read chapters 19 & 20: conections, sticky notes, episodic notes, character chart, study questions from handouts.
Wednesday, October 15
SSR and Math problems - 3rd hour only
We reviewed the Latin Roots for Lesson #5
Students discussed chapters 15 & 16.
Homework: Read chapters 17 & 18
Monday, October 13
Latin Roots Test #4
Discussed chatpers 13-14
Homework: Read chapters 15-16 sticky notes, connections, episodic notes, character chart, complete handous on chapters 13-19 and chapters 13-15
Thursday, October 9
SSR
Review Latin Roots
Discuss chapters 11-12 - including the Reading Check: Chapters 7-12
Homework: Read chapters 13-14: sticky notes, connections, episodic notes, character chart
Tuesday, October 7
No SSR due to short schedule
Pop quiz over Latin words
Students discussed chapters 8, 9, and 10; we also discussed symbols in the novel.
Homework: Read chapters 11 and 12: conections, Episodic notes, character chart, sticky note. Answer questions from worksheet over chapters 7-12
Thursday, October 2
SSR + students conferenced with Mrs. Coca regarding issues witih their spreadsheets and novel responses
We covered the definitions for the Latin Words
We discussed chapters 5, 6, & 7 and will cover 8, 9, & 10 next class period.
1st hour turned in Episodic Notes for chapters 5 & 6; 3rd hour turned in Episodic Notes for chapters 7 & 8
Homework: Read chapters 9 & 10: sticky notes, episodic notes, connections, character chart
Tuesday, September 30
All work due today for 6-week late work deadline
Spreadsheet due with TEA Novel Charts
Latin Roots Test #3
Quiz chapters 1-6 of The Scarlet Letter
Discussion over chapters 5 & 6
Homework: Read chapters 7 & 8: sticky notes, connections, episodic notes, characte chart (be thinking about character to write character essay)
Friday, September 26
SSR
Students reviewed their Latin words
Students discussed chapters 3 and 4: sticky notes, connections, episodic, and character notes.
Homework: Read chapters 5 and 6: sticky notes, connections, episodic notes, character notes.
Wednesday, Sept 24
No SSR for 1st hour due to early release schedule.
3rd hour completed their NCA Math problems before reading.
We finished taking notes over the author and historical information. In addition, students wrote down the 8 character traits Hawthorne develops in his literature.
We discussed chapters 1 and 2.
Homework: read chapters 3 and 4 and complete Sticky Notes, a connection for each chapter and episodic notes for each chapter.
Monday, September 22
SSR
Students complted Marzano's graphic organizer for the Latin words in Lesson 3
We reviewed author and novel information on The Scarlet Letter. Students were given their handouts and directions for reading strategies: sticky notes; episodic notes; Text to Self, Text, or World, and character charts. Students were also given a vocabulary list by chapter.
Thursday, Sept 18
No SSR today
Students finished their TChart presentations on their persuasive topic
Students took Latin Roots Test #2
Students completed a timed writing: Write a paragraph persuading me to agree with something you feel strongly about. Be sure to make it school appropriate and follow the SUTW paragraph guide. The paragraph must include TS #6, 7, 8, or 9, strong transitions to introduce each RDF. Students were encouraged to use sentence variety (simple, compound, complex) and literary devices within their explanations.
Tuesday, Sept 16
SSR
Reviewed Latin Roots - test next class period.
Students presented their persuasive TChart to the class and turned these in with their Edwards' author notes and Sensory Notes with examples of allusion, simile, metaphor, imagery, and hyperbole. Next class period, students will write a persuasive paragraph
Friday, Sept 12
SSR
Reviewed Latin Roots
During class students found an example from the sermon of allusion, simile, metaphor, imagery, and hyperbole.
Homework:Construct a persuasive TChart on any topic of choice (school appropriate) with a Topic Sentence, 3-4 RDF's. Each RDF requires explanation; the TChart must also include a concluding sentence(s). Label any literary devices used (allusion, simile, metaphor, imagery, hyperbole, repetition, connotation, personification, onomatopoeia, symobl, etc. Students will present the sermon next class period.
Wednesday, Sept 10
No SSR due to picture day
We reviewed the definitions of Lesson 2 Latin/Greek vocabulary
Students discussed Taylor's Upon a Spider and the poems metaphors. The paragraphs, 5 steps for all three poems, and the author notes were collected.
Students discussed Mather's from Magnalia Christi Americana p 77- before turning in tthe author notes and TEA chart.
Homework: Read Edwards p 91; take notes over the author and Sensory Notes over Sinners in the Hands of an Angry God p 99
Monday, Sept 8
SSR
Latin Roots Test #1
Studentsdiscussed Taylor and wrote a paragraph discussing thefollowingmetaphors: the spider, the wasp, the fly, and the nightingalein Upon aSpider Catching a Fly
Homework: finish the Taylor paragraph and be ready to turn it in with the rest of hte Taylor assignment on Wednesday.
Read Mather p 76 and take notes. Read from Magnalia Christi American p 77- and create a TEA chart with 5 entries
Thursday, Sept 4
SSR
Students reviewed their vocabulary words
Students discussed their TEA charts over Sewall and turned them in.
Homework:Read Taylor p 66 and take notes. Complete the five steps of poetry forTaylor's poems: Preface p 67, Huswifery p 70 and Upon a Spider Catchinga Fly p 72. Students need to be able to discuss the metaphors in thesepoems.
Tuesday, September 2
SSR
Latin Roots Test #1
Studentsdiscussed Taylor and wrote a paragraph discussing thefollowingmetaphors: the spider, the wasp, the fly, and the nightingalein Upon aSpider Catching a Fly
Homework: finish the Taylor paragraph and be ready to turn it in with the rest of hte Taylor assignment on Wednesday.
Read Mather p 76 and take notes. Read from Magnalia Christi American p 77- and create a TEA chart with 5 entries
Thursday, Sept 4
SSR
Students reviewed their vocabulary words
Students discussed their TEA charts over Sewall and turned them in.
Homework:Read Taylor p 66 and take notes. Complete the five steps of poetry forTaylor's poems: Preface p 67, Huswifery p 70 and Upon a Spider Catchinga Fly p 72. Students need to be able to discuss the metaphors in thesepoems.
Tuesday, September 2
Monday, Sept 8
SSR
Latin Roots Test #1
Studentsdiscussed Taylor and wrote a paragraph discussing thefollowingmetaphors: the spider, the wasp, the fly, and the nightingalein Upon aSpider Catching a Fly
Homework: finish the Taylor paragraph and be ready to turn it in with the rest of hte Taylor assignment on Wednesday.
Read Mather p 76 and take notes. Read from Magnalia Christi American p 77- and create a TEA chart with 5 entries
Thursday, Sept 4
SSR
Students reviewed their vocabulary words
Students discussed their TEA charts over Sewall and turned them in.
Homework:Read Taylor p 66 and take notes. Complete the five steps of poetry forTaylor's poems: Preface p 67, Huswifery p 70 and Upon a Spider Catchinga Fly p 72. Students need to be able to discuss the metaphors in thesepoems.
Tuesday, September 2
SSR
Latin Roots Test #1
Studentsdiscussed Taylor and wrote a paragraph discussing thefollowingmetaphors: the spider, the wasp, the fly, and the nightingalein Upon aSpider Catching a Fly
Homework: finish the Taylor paragraph and be ready to turn it in with the rest of hte Taylor assignment on Wednesday.
Read Mather p 76 and take notes. Read from Magnalia Christi American p 77- and create a TEA chart with 5 entries
Thursday, Sept 4
SSR
Students reviewed their vocabulary words
Students discussed their TEA charts over Sewall and turned them in.
Homework:Read Taylor p 66 and take notes. Complete the five steps of poetry forTaylor's poems: Preface p 67, Huswifery p 70 and Upon a Spider Catchinga Fly p 72. Students need to be able to discuss the metaphors in thesepoems.
Tuesday, September 2
Monday, Sept 8
SSR
Latin Roots Test #1
Students discussed Taylor and wrote a paragraph discussing thefollowing metaphors: the spider, the wasp, the fly, and the nightingalein Upon a Spider Catching a Fly
Homework: finish the Taylor paragraph and be ready to turn it in with the rest of hte Taylor assignment on Wednesday.
Read Mather p 76 and take notes. Read from Magnalia Christi American p 77- and create a TEA chart with 5 entries
Thursday, Sept 4
SSR
Students reviewed their vocabulary words
Students discussed their TEA charts over Sewall and turned them in.
Homework: Read Taylor p 66 and take notes. Complete the five steps of poetry for Taylor's poems: Preface p 67, Huswifery p 70 and Upon a Spider Catching a Fly p 72. Students need to be able to discuss the metaphors in these poems.
Tuesday, September 2
SSR
Latin Roots Test #1
Students discussed Taylor and wrote a paragraph discussing thefollowing metaphors: the spider, the wasp, the fly, and the nightingalein Upon a Spider Catching a Fly
Homework: finish the Taylor paragraph and be ready to turn it in with the rest of hte Taylor assignment on Wednesday.
Read Mather p 76 and take notes. Read from Magnalia Christi American p 77- and create a TEA chart with 5 entries
Thursday, Sept 4
SSR
Students reviewed their vocabulary words
Students discussed their TEA charts over Sewall and turned them in.
Homework: Read Taylor p 66 and take notes. Complete the five steps of poetry for Taylor's poems: Preface p 67, Huswifery p 70 and Upon a Spider Catching a Fly p 72. Students need to be able to discuss the metaphors in these poems.
Tuesday, September 2
SSR
Students reviewed their vocabulary words
Students turned in the 14-sentence paragraph with their idea cards
Students wrote a paragraph on the theme of The Flesh and the Spirit and a paragraph on the tone of Upon the Burning of Our House. These were turned in with the 5 steps for all of Bradstreet's poems.
Homework: Read Sewall p 54 and take notes. Read from the Diary of Sam. Sewall p 55-60 and make a TEA chart on the five most important ideas in the reading.
Students reviewed their vocabulary words
Students turned in the 14-sentence paragraph with their idea cards
Students wrote a paragraph on the theme of The Flesh and the Spirit and a paragraph on the tone of Upon the Burning of Our House. These were turned in with the 5 steps for all of Bradstreet's poems.
Homework: Read Sewall p 54 and take notes. Read from the Diary of Sam. Sewall p 55-60 and make a TEA chart on the five most important ideas in the reading.
Thursday, August 28
Students reviewed the definitions of their Vocabulary words and used the Marzano graphic organizer
Students discussed the introduction from pages 3-8 and wrote a 14-sentence paragraph on the four most important details from that reading.
Homework: Read Bradstreet p 44 and take notes. Read Bradstreet's poems and write the Five Steps for Reading Poetry: The Flesh and the Spirit p 47, To My Dear and Loving Husband p 51, and Upon the Burning of Our House p 52.
- Students may earn extra credit for vocabulary words and literary terms by submitting them at the end of the semester. Students are required to write the vocabulary word or literary term and its definition, the sentence in which the word/term appears, the author, title of work and the page number. The vocabulary words and literary terms must come from words/terms provided by Mrs. Coca.
- Students need to be able to log in to Mrs. Coca's server folder to retrieve handouts. Go to connect to server then CCHS-MAC-Lab then Staff_Science_Server instead of your server folder. The user name is cocas and the password is cocas. This server may only be accessed from school.
Students may only count American classics from the approved list for their reading pages (see attachment below).
Spreadsheet Requirements:- The Header must have the following:
Junior Year First Semester 2008,
Your Name, Your STAR IRL Score, Your Lexile Level
- *Fields include the following: Author, Title, # of pages, Date
Finished, and Theme or Subject information and the Lexile level of each novel on the spreadsheet - *Include a grand total
per semester - *Print gridlines and Print Landscape.
- Students will include their second
semester pages after their first semester pages divided by Second
Semester printed in bold. - STUDENTS WILL NOT ADD FIRST AND SECOND
SEMESTER PAGES TOGETHER. THE TOTALS FOR EACH SEMESTER MUST BE SEPARATE.
Junior Year 1st Semester 2008
Your STAR IRL Score: _____
Your Lexile Score:_____
| Author | Title | # pages | Date Finished | Theme/Subject | Lexile |
| Steinbeck, John | The Pearl | 118 | 15-Sept | Greed | 1010 |
| Rand, Ayn | The Fountainhead | 704 | 3-Oct | Individualism | 780 |
| 822 |
- Students must complete a T-E-A novel response for the first four
novels and a Reading Log for all other novels. Each novel on the
spreadsheet must have a response. Directions for both formats are
availiable on Mrs. Coca's server. - The 3 column TEA has been replaced with a 4-column TEA
| Topic Suggestions | Evidence with direct quotes and in-text citation | Explain the evidence in your own words | Explain the significance of the literary device |
| 1 Character | |||
| 2 Imagery | |||
| 3 Conflict | |||
| 4 Setting | |||
| 5 Imagery | |||
| 6 Flashback | |||
| 7 Irony | |||
| 8 Symbol | |||
| 9 Theme |
- Students who miss SSR may make up their points by reading for 20 minutes before or after school in Mrs. Coca's room by appointment, or they may bring a notes signed by a parent indicating they read at home for 20 uninterrupted minutes
Accelerated Junior English
Course Description
Mrs. Coca - Room 304
American Literature is the chronological study of the essay, short story, poem, drama, novel, and nonfiction with reading and writing its prime focus.
Expectations
-Bring materials to class: books, paper, pen, calendar, planner, etc.
-Keep a book cover on your book at all times.
-Store your backpack under your desk.
-Do not leave the room without permission and a pass. You must sign out/in.
-A grade is assigned each SSR session. Read during reading time. Magazines and newspapers are not permitted. No sleeping, talking, homework. Highlighting is acceptable, but no other writing utensils will be permitted. No heads on desks! No activities other than SSR!
- Pick up all materials and put them away before leaving the room. If candy wrappers, pop bottles, etc. are left on desks/floor the entire class loses these privileges.
-Cell phones will be confiscated; please keep them turned off during class.
-Sit in your assigned seat. Listen when others are speaking.
-Respect all students, teachers, and administrators; use school-appropriate language.
-Do your own work and give credit to any sources you use. Dishonesty will not be tolerated. You will receive a zero on the assignment or test. For a complete list of Academic Honesty Expectations, see pages 27-28 of your student planner.
-Get your Power School password and be responsible for accessing your grades. Click on the assignment to find a detailed description of the assignment.
Assignments
-Written work must be neat or it will not be accepted.
-Write on one side of the paper and skip lines.
-Put your name, the assignment, the page number (when applicable), the date, and the hour in the upper left corner (MLA formatting).
-Assignments must be handed in on the due date or late points will be deducted.
-All work is due within the 6 week grading periods.
CCHS Requirement â Late Work Policy â no late work accepted after
1st Semester: 2nd Semester:
6 weeks â September 30th 6 weeks - February 18th
12 weeks - November 10th 12 weeks âMarch 30th
18 weeks - January 5th 18 weeks âMay 20th
-Place all assignments in the assignment basket.
-If absent from class, it is your responsibility to get notes from another student and complete the assignment(s); in addition, you may access your grades on Power School for any assignments completed during class and the following website to obtain information on our daily activities: http://new.schoolnotes.com/honors/
-If absent for a school activity, turn your work in prior to your absence.
-From school, you are allowed to access my public server folder to retrieve and print handouts; you access my server by selecting Staff/Science instead of your server folder. The user name is cocas and the password is also cocas.
DSPAs
1st Semester: Reflective Narrative, Step Up To Writing, Reading Spreadsheet, Reading Responses.
2nd Semester: Persuasive Writing, Step Up To Writing, Reading Spreadsheet, Reading Responses, Technology.
Reading Requirements
Spreadsheets and Novel Responses are due every 6 weeks
Due Dates
1st Semester: 2nd Semester:
6 weeks â September 30th 6 weeks â February 18th
12 weeks âNovember 10th 12 weeks âMarch 30th
18 weeks âJanuary 5th 18 weeks âMay 20th
-Spreadsheets must be for your Junior year only and must contain the following: grade level of student, the date you finished the novel, title, author, number of pages, student Lexile score, STAR IRL score, Lexile score of each novel, and theme/subject information.
-Students in Accelerated Junior English must read 2078-2100 pages by the end of the semester for an A+ (700 pages per each 6-week deadline).
-Students in Accelerated Junior English may only read novels from the approved American Classics List.
Grade 6 weeks 12 weeks 18 weeks
A+ 686-700 1371-1400 2058-2100
A 651-685 1302-1371 1953-2057
A- 630-650 1260-1301 1890-1952
B+ 616-629 1232-1259 1848-1889
B 581-615 1162-1231 1743-1847
B- 560-580 1120-1161 1680-1742
C+ 546-559 1092-1119 1638-1679
C 511-545 1022-1091 1533-1638
C- 490-510 980-1021 1470-1532
D+ 476-489 952-979 1428-1469
D 441-475 882-951 1323-1427
D- 420-440 640-881 1260-1322
F 419 & fewer 639 & fewer 1259 & fewer
A+ 686-700 1371-1400 2058-2100
A 651-685 1302-1371 1953-2057
A- 630-650 1260-1301 1890-1952
B+ 616-629 1232-1259 1848-1889
B 581-615 1162-1231 1743-1847
B- 560-580 1120-1161 1680-1742
C+ 546-559 1092-1119 1638-1679
C 511-545 1022-1091 1533-1638
C- 490-510 980-1021 1470-1532
D+ 476-489 952-979 1428-1469
D 441-475 882-951 1323-1427
D- 420-440 640-881 1260-1322
F 419 & fewer 639 & fewer 1259 & fewer
Novel Responses:
You must complete a novel response for every novel listed on your spreadsheet. The first four novels must have T-E-A Charts with Step Up To Writing Topic Sentence Patterns 6 (To, Plus a Verb), 7 (The List Statement), 8 (Get Their Attention with an Active Verb), and 9 (Side-by-Side). The remainder of the novel responses may be in the form of Independent Reading Logs.
Downloads
Reading Chart
Five Steps of Poetry
Marzano Graphic Organizer
Sample Spreadsheet
TEA Response
Independent Reading Log
Episodic Notes
American Classics - Accelerated
GIST/Idea Organizer
December - Accelerated