25 May (Friday)

SSR

Reading pages (DSPA) due by the end of class

Vocabulary final Wednesday the 30th

23 May (Wednesday)

SSR

SUTW (sub DSPA) due

Activity Packet 1-6 due (part of in class reading DSPA)

Reading pages (DSPA) due Friday the 25th; students must submit all work at turnitin.com and turn in a printed copy of all work by the end of class

Vocabulary final Wednesday the 30th

21 May (Monday)

SSR

Students wrote a three-paragraph essay over A Raisin in the Sun: Identify a major theme of the play and explain the relevant connection to social, cultural, or historical contexts (relate to earlier research presentations). In your essay, give specific examples from the play and the research topic(s) to support the theme. Students consulted the following pagews before writing thier essay: 3, 9, 13, 17, 24

Reading pages (DSPA) due Friday the 25th; students must submit all work at turnitin.com and turn in a printed copy of all work prior to coming to class

SUTW (sub DSPA) due Wednesday the 23rd

Activity Packet 1-6 due Wednesday the 23rd (part of in class reading DSPA)

17 May (Thursday)

Students finished watching A Raisin in the Sun

Students will complete their timed essay on the movie Monday the 21st

 All Activities (1-6)  due May 23 (DSPA)

SUTW (sub DSPA) due Wednesday the 23rd

Reading pages (DSPA) due Friday the 25th; students must submit all work at turnitin.com and turn in a printed copy of all work prior to coming to class

Vocabulary final Wednesday the 30th

15 May (Tuesday)

Students began watching A Raisin in the Sun and received the activities for #6. All Activities (1-6)  due May 23 (DSPA)

5th hour: viewed up to Act II p 85

6th hou: viewed up to the end of Act I p 75

7th hour: viewed up to p 87 of Act II

Students will write their essay on the movie/play 5/21

Step Up To Writing evidence due 5/23

Reading pages (DSPA) dues 5/25; students must submit all work including reading log at turnitin.com

Vocabulary final (lessons 10-18) 5/30

11 May (Friday)

SSR (Reading Pages 5/25)

Students took vocabulary test #18

Students spent the remainder of class in the library working with their partner; students discussed Activity #2 and #3 and worked together on Activity #4 using the edsite link:

http://edsitement.neh.gov/lesson-plan/raisin-sun-quest-american-dream#sect-activities

Homework: Complete Activity #5 for Tuesday

9 May (Wednesday)

SSR for 6th hour only due to State Assessment of Student Writing (SASW)

Students completed either an expository or expressive essay for the SASW

Students who finished their SASW early typed one of two poems and turned in the typed copy; students also worked on activity #2 and 3 (due Friday)

Students should look at teh updated classic list posted in the room; students may print their own copy (see downloadables below)

Students received a copy of the instructions for registering for classes next year

7 May (Monday)

SSR + TEA chart

Students reviewed their vocabulary words from lesson #18 for the test on Friday

Students turned in their two poems: "The ___ Speaks of _____" and "A Place You Know Well"

Students read from "Letter from Birmingham Jail" and wrote about King's rhetoric in a paragraph. In addition, students read a protest flyer "Why We March with Dr. Martin Luther King" and answered questions. In addition, students answered the questions for Activity #1

Homework: Read "To Be Young, Gifted, and Black and answer questions for activity #2; answer all questions for activity #3: "Montage to a Dream Deferred" and "Let America Be America Again."

Students take the State Writing Assessment during class on Wednesday

3 May (Thursday)

SSR + TEA chart

Students completed a crossword puzzle for vocabulary #18

Students finished their racism presentations

Students viewed a Keynote on Lorraine Hansberry and then read 2 poems by Langston Hughes: "The Negro Speaks of Rivers" p 1629 and "Harlem" p 1632. Students wrote a paragraph on each poem and discussed Hughes' use of rhetoric.

Homework: Write 2 poems using Hughes' poems as paradigms; students will turn in both poem to the sub on Monday

After completing the timed writing, students turned their textbooks in to the library

1 May (Tuesday)

SSR + TEA chart

Students reviewed the vocabulary words for lesson #18: annals, tome, cataract, booty, animated, jetsam, portal, throng, barrage, eilite

Students presented their racism research topics to the class and turned in their paragraph with a works cited and their visual aide

27 April (Friday)

SSR + TEA chart

Students took vocabulary test #17

Students presented their Keynotes

Students located a source for their research topic; students will present their research topics Tuesday and provide a visual aide; in addition, students will  turn in a paragraph and works cited

25 April (Wednesday)

SSR + TEA chart

Students reviewed their vocabulary words for the test on Friday

Students presented their Keynotes

Students signed up for their Research topics

23 April (Monday)

ACT Review; students will report to Camplex at 7:30 tomorrow for their ACT test

Students completed a timed essay on their poet or short story writer

Vocabulary test on Friday

Students need to save their Keynotes to Mrs. Coca's server before class on Wednesday; students will begin their presentations Wednesday (server 44 - the username and password cocas)

Students read at the end of class if they finished their essay

19 April (Thursday)

SSR + TEA

ACT Review

Students reviewed their vocabulary words

Students spent the remainder of class annotating their texts in preparation for the timed writing on Monday

17 April (Tuesday)

SSR + TEA

Students reviewed a reading passage in preparation for the ACT test 24 April

Students reviewed their vocabulary words lesson #17: agog, boor, doleful, fiasco, forbearance, forthright, opaque, panache, prodigious, profound

Students worked on their Keynote presentations for the remainder of class and must save them to Mrs. Coca's server folder (server 44 - the username and password cocas)

Students need to come to class Thursday with their story/poems in hand and must provide copies for Mrs. Coca if the selections do not appear in their textbook

13 April (Friday)

SSR + TEA

Students took vocabulary test #16

Students reviewed for the ACT test

Students signed up for a poet or short story writer from the Modern Time Period and began researching the writer. Students will construct their Keynotes on Tuesday and need to have their 10 poems or short story for next class period.

Absent students need to see Mrs. Coca as soon as possible to sign up for their author

11 April (Wednesday)

SSR + TEA

Students reviewed their vocabulary words for the test Friday

Students reviewed for the ACT test

Students worked on their Reflective Narrative (DSPA) and submitted them at turnitin.com at the end of class; students printed a copy and stapled their rubric to it

4 April (Wednesday)

Reading Pages due; students must staple their 6-week packet to their 12-week packet

SSR + TEA

Students wrote synonyms and antonyms for their vocabulary review

Students reviewed for the ACT test

Students worked for the remainder of class in the Mac Lab and submitted their second draft of their Reflective Narrative (DSPA) at turnitin.com by the end of class (revision 2); students will have next class period to edit their final Narrative before submitted the DSPA at turnitin.com

 2 April (Monday)

Reading Pages due 4 April (Wednesday); students must staple their 6-week packet to their 12-week packet

SSR + TEA

Students reviewed for the ACT

Students reviewed their vocabulary words for lesson #16

Students worked for the remainder of class in the Mac Lab and submitted their first draft of their Reflective Narrative (DSPA) at turnitin.com by the end of class (revision 1)

29 March (Thursday)

SSR + TEA

Reading Pages due 4 April (Wednesday); students must staple their 6-week packet to their 12-week packet

Students took vocabulary test #15

Students reviewed for the ACT and completed #5 and 7 in their packets

Students received their April calendars

Students reviewed the requirements for the Reflective Narrative (DPA); students will write the narrative next week and submit all drafts and the final to turnitin.com

Students registered for the ACT Test

Students need to return their Gatsby books to the library

SSR + TEA

27 March (Tuesday)

SSR + TEA

Reading Pages due 4 April (Wednesday); students must staple their 6-week packet to their 12-week packet

Students reviewed for the ACT and completed Activities 3,4, & 6 from their packets

Students reviewed for the vocabulary test Thursday

Students worked for the remainder of the class period in the Mac Lab and submitted their final essay at turnitin.com; students printed a copy and attached it to their rubric

Students will register for the ACT test Thursday

23 March (Friday)

SSR + TEA

Reading Pages due 4 April (Wednesday); students must staple their 6-week packet to their 12-week packet

Students completed a crossword puzzle on synonyms and antonyms for Vocabulary Lesson #15

Students practiced eliminating wordiness from sentences (Activity 1 & 2)

Students spent the remainder of the class in the Mac Lab and submitted their drafts at turnitin.com (Revision II). Students printed a hard copy and must go through the Revision strategies from page 10 and will revise their final papers for class Tuesday

21 March (Wednesday)

SSR + TEA

Students reviewed for the ACT

Students looked up synonyms and antonyms for each word in lesson #15

Students reviewed the requirements for their color essays and began drafting their paragraphs; students will submit the essay Friday at turnitin.com and work on revision strategies over the weekend

19 March (Monday)

SSR + TEA

Students took a practice ACT test

Students reviewed their new vocabulary words for lesson #15: clone, courier, despot, nemesis, dolt, mogul, carnivore, specter, iconoclast, sage

Students discussed the final chapters of Gatsby and turned in their Color TEA charts to turnitin.com (under Gatsby TEA Chart and Color Essay - Revision 1).  Students also turned in a printed copy. Students will write their drafts during class Wednesday

15 March (Thursday)

SSR + TEA

Students took a practice ACT test as review

Students took vocabulary test #14

Students discussed C 4-6 of Gatsby

Homework: Read C 7-9 and complete TEA chart- due Monday at turnitin.com (under Gatsby TEA Chart and Color Essay - Revision 1)

13 March (Tuesday)

PAWS Testing in A.M.

7th hour used their class time to review their vocabulary words (test Thursday), work on reading pages, or to Gatsby chapter 4-6 and to work on their color chart, symbols, and SCASI (discussion Thursday)

9 March (Friday)

SSR for 7th hour only due to early release

ACT Review for 5th and 6th

Vocabulary Puzzle for 5th and 6th (Test next Thursday)

Fitzgerald: Keynote, Discussion of C 1-3, colors, and symbols. 18th Amendment due

Homework: Read C 4-6 and work on TEA Color Chart. Prepare for discussion using SCASI

7 March (Wednesday)

7th hour only due to PAWS testing

ACT Review

Vocabulary Puzzle

Students read C 1-3 of Gatsby and workedf on their TEA Color Chart

Wednesday5 March (Monday)

SSR and TEA chart

Students reviewed their vocabulary words for lesson #14: diatribe, offal, parley, fray, lambaste, cataclysm, escapade, eschew, ransack, camaraderie

Students reviewed for the ACT

Students discussed Frost's "Out, Out" and listened to "The Gift Outright." Students read JFK's "Inaugural Address" and found an example of the following: alliteration, allusion, metaphor, oxymoron, parallelism, personification, rhetorical question

Homework for class discussion Friday: Read chapters 1-3 of The Great Gatsby and begin TEA chart on color; in addition, read and answer the questions over the "18th Amendment"

1 March (Thursday)

SSR and TEA chart

Vocabulary Test #13

Students worked on ACT review

Students watched a Keynote on the Modern Time period

Students read Robert Frost’s poems “Birches” p 1333 and “The Road Not Taken” p0 1332. Homework: Read “Out, Out” and complete a TPCASTT on the poem

28 February - Tuesday

SSR for 6th hour only due to Student Council presentation

Student Council presented a Power Point on Suicide

Students worked for the remainder of class in the Mac Lab and submitted their essays to turnitin.com by the end of class. In addition to turning in their checklist rubric and the printed copy of the essay, students also turned in their color chart, SCASI or TEA chart, and their research article

Students will take the vocabulary test next class period

Students need to bring their textbooks next class period

22 February - Wednesday

SSR + TEA chart ***6-Week Reading Pages and all Late Work due Friday at the beginning of class

ACT Review - students looked at their individual grammatical issues and used Write for College for additional information

Students reviewed their vocabulary words for lesson #13: paragon, strife, appease, lampoon, boon, poltroon, brazen, conundrum, covert, bootleg

Students worked on their Maggie essays in the Mac Lab (due 28 February with color chart and SCASI or TEA chart)

17 February - Friday

SSR + TEA chart ***6-Week Reading Pages and all Late Work due by next Friday

ACT Info: Students received a packet with 19 Common Grammar Errors and need to flag their problem areas

Students took Vocabulary Test #12

Students researched in the library and used the Go Wyld site to find one source to use in their essay. 

15 February - Wednesday

SSR and TEA for 7th hour only due to early release

Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage 5

Students reviewed their vocabulary words by completing a crossword puzzle and writing the synonym and antonym for each word. Students will take the test Friday

Students discussed "Maggie" and received the directions for the literary essay. Students worked on their SCASIs in small groups

Homework: Read chapters 10-19

13 February - Monday

SSR and TEA chart

Students completed a timed writing for ACT practice; students took 10 minutes to read and answer the questions in Passage 4

Students discussed "The Revolt of Mother" and wrote a paragraph on a literary device of their choice (Setting, Character, Action, Style, Ideas). 

Students checked out a Maggie book from the library and viewed a Keynote on Stephen Crane and Naturalism. Homework: Read p 1-36 (chapters 1-9) and complete SCASI with emphasis on colors

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 3

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.