9 February - Thursday
SSR and TEA chart

Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage

Students reviewed the vocabulary words for lesson #12: cascade, fusillade, maladroit, malaise, malice, malodor, palisade, parable, paradigm, patriarch

Students turned in their Functional Read and researched an article on one of the following: Daughters of the American Revolution, National American Women Suffrage Association, Women in the work force, Women and Education, Women and Sports, 19^th Amendment, Lucretia Mott and Susan B. Anthony; students looked for information pertaining to the late 1800s and early 1900s. Students wrote a summary of the information

Homework: Read Mary Wilkins Freeman p 1206 and complete T Notes and read "The Revolt of Mother"  p 1207 and complete a SCASI

7 February - Tuesday

SSR - Students added information to  their TEA charts

Students took vocabulary test #11

Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage 2

Students discussed Harte's "The Luck of Roaring Camp" and then turned in their TNotes and SCASI

Homework: Read "Runaway Slave" and "Hamilton Company Mill" and complete the questions (Reading Functional DSPA)

11/22/63 by Stephen King added to the classic list; however, students may not read any other of King's novels for thier classic.

3 February - Friday

SSR - Students added information to  their TEA charts

Students reviewed their vocabulary words

Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage 1.

Students read Harte's "The Luck of Roaring Camp." Absent students can read the story online at the following web site: http://www.bartleby.com/310/4/1.html

Homework: SCASI on "The Luck of Roaring Camp"  and should include Regionalism and Irony as on their SCASI and TNotes on Harte p 1175. Students annotated the text as we listened to a recording of the story

1 February - Wednesday

SSR - Students added information to  their TEA charts

We reviewed the English portion of the ACT test and the information for that section

Students reviewed their vocabulary words for lesson #11 by writing each word in a sentence

Students discussed Wharton's "Roman Fever" and turned in their SCASI charts

Students typed and displayed their poems

Students reviewed their PAWS scores

We reviewed the Reading DSPA for 2nd semester

30 January - Monday

SSR - Students added information to  their TEA charts

Students received ACT practice test booklets; we reviewed good practices p 3

Students reviewed the definition for lesson #11: atone, devoid, replete, mammoth, baleful, purblind, diminution, ethereal, lackadaisical

Students turned in their essay over Chopin's "The Story of an Hour" and Stanton's "The Declaration of Sentiments." Students wrote on the following prompt: Using your knowledge of Stanton and Mott’s Declaration of Sentiments, choose one of the tenets of the declaration and show how it relates to Chopin’s The Story of an Hour in a well-developed essay.

Homework: Read the biography of Edith Wharton p 1230-1231 and complete TNotes. Read "Roman Fever" p 1232-1240 and complete a SCASI over the story.

26 January - Thursday

SSR - Students added information to  their TEA charts

Students worked with sentence structure and labeled each of their sentences: 2 simple, 2 compound, 2 complex, and 1 compound-complex sentence

Students took vocabulary test #10

Students discussed the similarities and differences between "The Declaration of Sentiments" and "The Declaration of Independence" before turning in their C/C paragraphs

Students learned about Kate Chopin and listened to "The Story of an Hour" while following along on their handout. Students annotated the story.

Homework: Using your knowledge of Stanton and Mott’s Declaration of Sentiments, choose one of the tenets of the declaration and show how it relates to Chopin’s "The Story of an Hour" in a well-developed essay (introductory paragraph, body paragraph, concluding paragraph). Use your best SUTW formatting with 3-4 examples from the story to support your claim.

24 January - Tuesday

SSR - Students added information to  their TEA charts

Students worked with sentence structure by writing a paragraph (any topic) and writing 2 simple, 2 compound, 2 complex, and 1 compound-complex sentence

Students reviewed their vocabulary words

Students discussed Whitman and Dickinson before turning in their 2 prompt and poem

Homework:Students received a handout on Stanton's "Declaration of Sentiment" and will write a paragraph comparing and contrasting it to Jefferson's "Declaration of Independence" p 228

20 January - Friday

SSR - Students added information to  their TEA charts

Students reviewed their vocabulary by writing each word in a sentence

Students worked with their paragraphs from last class by labeling each of their sentence types: simple, compound, complex, compound-complex

Students turned in their homework on Twain and his short story "The Notorious Jumping Frog of Calaveras County": TNotes, one paragraph on humor and one paragraph on regionalism

Class activity: Students read the biographical information on Walt Whitman p 897 and Emily Dickinson p 994 and took TNotes; students read 2 poems by Whitman: "I Hear America Singing" (handout) and "A Noiseless Patient Spider" p 984  and chose 3 of Dickinson's poems (see January calendar for choices). Homework- Write a paragraph on each of the following: Prompt #1: We still read Whitman and Dickinson today. Explain how their poems still hold relevance today. Use specific evidence from each poem to support your original thesis. Use your best Step Up To Writing formatting and no weak verbs. Prompt #2: Discuss Dickinson's use of syntax and imagery. Use your best Step Up To Writing formatting and no weak verbs. In addition, use her as a model to write your own poem.

18 January - Wednesday

SSR - Students started their TEA charts for their novel after SSR

Students reviewed the new words for lesson #10: adherent, armament, circumvent, corpulent, gradient, panorama, plethora, presentiment, saga, vent

Grammar: Students wrote a paragraph and will identify their sentence types Friday (simple, compound, complex, compound-complex. Students wrote on the following topics:

5th hour: location - in a space ship; emotion - heroic; character - a butterfly hunter; rhetorical device - simile; and tumbling

6th hour: location - North Pole; emotion - giggly; rhetorical device - personification; and puppies; character - burglar

7th hour: location - Egyptian pyramid; emotion - goofy; rhetorical device - alliteration; genre - romantic with chocolate; character - knight

Students took notes over Realism and will add to these notes after reading the packet on the time period (homework)

Students listened to Mark Twain's "The Notorious Jumping Frog of Calaveras County" p 1016-1020. Homework: write a paragraph on Twain's use of humor in the story; write another paragraph on Twain's use of regionalism in the story.