Daily+Class+and+Communication-Main+Wiki

**Important Notes and FYIs from class discussions:**
||~ == ==
 * Please be advised that the assignments and due dates on this page are updated daily. Home Logic grades are approximate due dates. Homework is posted on the board in the classroom and students are expected to copy all homework assignments and due dates into their student planner on a daily basis. I currently teach three different courses and each class moves at a different pace. Due dates may change based on the needs of the students in a particular class. ** ||~ **PARENTS, PLEASE ASK YOUR STUDENT WHICH CLASS HE OR SHE IS IN SO THAT YOU MAY ACCURATELY DETERMINE WHICH ASSIGNMENTS BELONG TO HIM OR HER. P1, P2, OR P3.**

**Teacher Emails:**

**Mrs. Katie Anderson- kanderson@cysd.k12.pa.us**

**Mrs. Erica Walter-** **ewalter@cysd.k12.pa.us** ||~ DO NOT FORGET ABOUT OUR SCHOOL'S TECHNOLOGY OPTIONS: =**Week/Date:**= || =**Period One: English I**= || =**Period Three: English I- With Mrs. Walter- Ewalter@cysd.k12.pa.us**= || =**Period Four: Honors English I**= || January 16th-20th:
 * LIBRARY CYBER CAFE AFTER SCHOOL FROM 2:45-7:00pm Monday-Thursday
 * ACP PASSES to the library to use computers and printers
 * COMPUTER LENDING PROGRAM: borrow a computer from the technology office for the night or weekend- first come, first serve- go to the main office to sign one out! ||
 * 1-

Classroom Diagnostic Test (CDT) || **Syllabus due: Tuesday, January 24th**
 * Monday-**No School-MLK Day
 * Tuesday-**No School- Teacher Inservice
 * Wednesday-** No School- Teacher Inservice
 * Thursday-** First Day of the New Semester
 * Friday-** Pre-Assessment in Literature-



"Getting to Know You" Activity for classroom bulletin board- bring in a photo

**HOMEWORK Due: Tuesday, January 24th**

Ask family about the history behind your name and bring in some notes about your first, middle, and last name-

**HOMEWORK Due: Monday, January 23rd**

Literature Circle Selections: Round One- to be completed in 4 weeks- read books during SSR and Literature Circle Reading Days || **Syllabus due: Tuesday, January 24th**



"Getting to Know You" Activity for classroom bulletin board- bring in a photo

**HOMEWORK Due: Tuesday, January 24th**

Ask family about the history behind your name and bring in some notes about your first, middle, and last name-

**HOMEWORK Due: Monday, January 23rd**

Literature Circle Selections: Round One- to be completed in 4 weeks- read books during SSR and Literature Circle Reading Days || **Syllabus due: Tuesday, January 24th**



"Getting to Know You" Activity for classroom bulletin board- bring in a photo

**HOMEWORK Due: Tuesday, January 24th**

Ask family about the history behind your name and bring in some notes about your first, middle, and last name-

**HOMEWORK Due: Monday, January 23rd**

Literature Circle Selections: Round One- to be completed in 4 weeks- read books during SSR and Literature Circle Reading Days || January 23rd-27th: || **Monday:** Literary Pre-Assessment- no credit
 * 2-

Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us

Begin the "What's in a Name?" wiki activity

**HOMEWORK: Signed Syllabus and Picture Due TOMORROW!**

**Tuesday**: Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us Begin the "What's in a Name?" wiki activity

HOMEWORK: Rough Draft "History of My Name" wiki post due on Friday, January 27th by 7:30am

**Wednesday**: **Begin Short Story Unit:** Read Aloud: "The Story of an Hour" by Kate Chopin Discuss Literary Terminology- Fiction

¥ HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?

**Thursday and Friday:** "The Most Dangerous Game" by Richard Connell [|Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!]

¥ HARDBOUND COMPOSITION BOOK: How does Richard Connell use figurative language to enhance the short story, “The Most Dangerous Game”?

Literary Terminology for this story: Conflict- internal and external, irony, setting, mood, suspense, inference, figurative language- metaphor, simile, personification, symbolism

Skills: Vocabulary in Context, Inferring

STUDENTS IN PERIOD ONE MET WITH ASSISTANT PRINCIPAL, MR. RE, THIS MORNING TO REVIEW COURSE SELECTIONS AND ACADEMIES FOR NEXT YEAR. || **Monday**: Literary Pre-Assessment- no credit

Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us

Begin the "What's in a Name?" wiki activity

**HOMEWORK: Signed Syllabus and Picture Due TOMORROW!**

**Tuesday**: Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us Begin the "What's in a Name?" wiki activity

HOMEWORK: Rough Draft "History of My Name" wiki post due on Friday, January 27th by 7:30am

**Wednesday**: **Begin Short Story Unit:**Read Aloud: "The Story of an Hour" by Kate Chopin Discuss Literary Terminology- Fiction

HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?

**Thursday and Friday:** "The Most Dangerous Game" by Richard Connell [|Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!]

HARDBOUND COMPOSITION BOOK: How does Richard Connell use figurative language to enhance the short story, “The Most Dangerous Game”?

Literary Terminology for this story: Conflict- internal and external, irony, setting, mood, suspense, inference, figurative language- metaphor, simile, personification, symbolism

Skills: Vocabulary in Context, Inferring || **Monday**: Literary Pre-Assessment- no credit

Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us

Begin the "What's in a Name?" wiki activity

**HOMEWORK: Signed Syllabus and Picture Due TOMORROW!**

**Tuesday**: Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us Begin the "What's in a Name?" wiki activity

HOMEWORK: Rough Draft "History of My Name" wiki post due on Friday, January 27th by 7:30am

**Wednesday**: **Begin Short Story Unit:** Read Aloud: "The Story of an Hour" by Kate Chopin Discuss Literary Terminology- Fiction

HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?

**Thursday and Friday:** "The Most Dangerous Game" by Richard Connell [|Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!]

HARDBOUND COMPOSITION BOOK: How does Richard Connell use figurative language to enhance the short story, “The Most Dangerous Game”?

Literary Terminology for this story: Conflict- internal and external, irony, setting, mood, suspense, inference, figurative language- metaphor, simile, personification, symbolism

Skills: Vocabulary in Context, Inferring || January 30-February 3rd || **Monday**: Complete "The Most Dangerous Game" by Richard Connell [|Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!]
 * 3-

Hardbound Composition Book Journal Entry: What do you think is the most dangerous thing in life? Why? What makes it dangerous?

Review Literary Terminology and how it relates to "The Most Dangerous Game"
 * Tuesday**:

Create a plot chart for the short story

Nonfiction Connections: Read and Discuss "25 Most Dangerous Neighborhoods" article
 * Wednesday**:

Literary Terminology Discussion: How does figurative language enhance writing?

Skills: Annotating, Vocabulary in Context, Reliable Sources, Reading Charts

"The Most Dangerous Game" small group figurative language and quote matching game

RUBRIC:


 * Literary devices/figurative language= metaphor, simile, personification **

Literary Terminology Discussion: How does figurative language enhance writing?
 * Thursday**:

Read Aloud excerpt from //The House on Mango Street//

Poetry Connections: "My Name is Esperanza"

See example provided in class.


 * HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th. **

Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday! || **Monday:** Complete "The Most Dangerous Game" by Richard Connell [|Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!]
 * Friday**:

Hardbound Composition Book Journal Entry: What do you think is the most dangerous thing in life? Why? What makes it dangerous?

Review Literary Terminology and how it relates to "The Most Dangerous Game"
 * Tuesday:**

Create a plot chart for the short story


 * Wednesday:**



Skills: Annotating, Vocabulary in Context, Reliable Sources, Reading Charts

"The Most Dangerous Game" small group figurative language and quote matching game

RUBRIC:


 * Literary devices/figurative language= metaphor, simile, personification **

Literary Terminology Discussion: How does figurative language enhance writing?
 * Thursday:**

Read Aloud excerpt from //The House on Mango Street//

Poetry Connections: "My Name is Esperanza"

See example provided in class.


 * HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th. **

Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday! || **Monday:** Complete "The Most Dangerous Game" by Richard Connell [|Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!]
 * Friday:**

Hardbound Composition Book Journal Entry: What do you think is the most dangerous thing in life? Why? What makes it dangerous?

Review Literary Terminology and how it relates to "The Most Dangerous Game"
 * Tuesday:**

Create a plot chart for the short story

Read and Discuss "25 Most Dangerous Neighborhoods" article
 * Wednesday:**
 * Nonfiction Connections:**



Skills: Annotating, Vocabulary in Context, Reliable Sources, Reading Charts

"The Most Dangerous Game" small group figurative language and quote matching game

RUBRIC:


 * Literary devices/figurative language= metaphor, simile, personification **

Literary Terminology Discussion: How does figurative language enhance writing?
 * Thursday:**

Read Aloud excerpt from //The House on Mango Street//

Poetry Connections: "My Name is Esperanza"

See example provided in class.


 * HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th. **

Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday! || February 6- February 10 || **Monday:** SSR- 20 minutes / Reading Journal
 * Friday:**
 * 4-

Literature Circle Character Analysis Gallery

Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict

[|Read "The Sniper"]

Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.

SSR- 20 minutes/ Reading Journal
 * Tuesday:**

Review literature elements in “The Sniper”

Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is **Due Friday, 2/10.**


 * Wednesday:**
 * 4-Sight Testing**

With time remaining- “Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context

[|Read "Where Have You Gone, Charming Billy?"]

SSR- 20 minute/ Reading Journal
 * Thursday:**

Complete the reading for "Where Have You Gone, Charming Billy?" and discuss guided questions as a class

ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"

Watch Jonathan Norrell's PBS video on Post-Traumatic Stress Disorder.

**Essential Questions: How can we connect fiction writing to society and our lives? In what ways does war change society and moral?**

SSR- 20 minutes/ Reading Journal
 * Friday:**

Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity **Due Monday, 2/13** || **Monday:** SSR- 20 minutes / Reading Journal

Literature Circle Character Analysis Gallery

Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict

[|Read "The Sniper"]

Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.

SSR- 20 minutes/ Reading Journal
 * Tuesday:**

Review literature elements in “The Sniper”

Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is **Due Friday, 2/10.**

SSR- 20 minutes/ Reading Journal
 * Wednesday:**

“Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context

[|Read "Where Have You Gone, Charming Billy?"]

ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"

SSR- 20 minute/ Reading Journal
 * Thursday:**

Complete outstanding work from yesterday

Writing Workshop: Begin short story writing. Students will use brainstorming activities to begin the stages of writing their own short story modeled after what has been read in class.

SSR- 20 minutes/ Reading Journal
 * Friday:**

Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity **Due Monday, 2/13** || **Monday:** SSR- 20 minutes / Reading Journal

Literature Circle Character Analysis Gallery Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict

[|Read "The Sniper"]

Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.

SSR- 20 minutes/ Reading Journal
 * Tuesday:**

Review literature elements in “The Sniper”

Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is **Due Friday, 2/10.**


 * Wednesday:**
 * 4-Sight Testing**

With time remaining- “Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context

[|Read "Where Have You Gone, Charming Billy?"]


 * Non-fiction connection: Read and annotate excerpt from [|Jonathan Norrell's Journal]

ACE Strategy Essay: Connect "The Sniper," "Where Have You Gone, Charming Billy," and Jonathan Norrell's Journal excerpts by explaining the internal conflicts that were present in each.

Complete the reading for "Where Have You Gone, Charming Billy?" and discuss guided questions as a class
 * Thursday:**

ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"

Watch Jonathan Norrell's PBS video on Post-Traumatic Stress Disorder.

**Essential Questions: How can we connect fiction writing to society and our lives? In what ways does war change society and moral?**

SSR- 20 minutes/ Reading Journal
 * Friday:**

Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity **Due Monday, 2/13** || Februrary 13- February 17 || **Monday:** SSR- Poe's Background/ Reading Journal: 3 things you learned, 2 things that surprised you, and 1 thing you don't want to forget
 * 5-

Literature Circle Newspaper Project Gallery

Share journals about Poe and identify writing style.

[|Read "The Tell-Tale Heart"]: Focus on suspense and characterization (static and dynamic)

Show [|animated version] of the story.

Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.

SSR- Current Event/ Reading Journal
 * Tuesday:**

Outstanding work from previous day.

Short Story Workshop- Brainstorming on Wiki

Introduce Carnival
 * Wednesday:**

[|Read "The Cask of Amontillado"]

Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.

Show [|animated version] of the story.

SSR- 20 Minutes/ Reading Journal
 * Thursday:**

Continue stations

Finish stations || **Monday:** SSR- Poe's Background/ Reading Journal: 3 things you learned, 2 things that surprised you, and 1 thing you don't want to forget
 * Friday:**

Literature Circle Newspaper Project Gallery

Share journals about Poe and identify writing style.

[|Read "The Tell-Tale Heart"]: Focus on suspense and characterization (static and dynamic)

Show [|animated version] of the story.

Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.

SSR- Current Event/ Reading Journal
 * Tuesday:**

Outstanding work from previous day.

Short Story Workshop- Brainstorming on Wiki

Introduce Carnival
 * Wednesday:**

[|Read "The Cask of Amontillado"]

Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.

Show [|animated version] of the story.

SSR- 20 Minutes/ Reading Journal
 * Thursday:**

Continue stations

Finish stations || **Monday: SRI Testing** SSR- Poe's Background/ Reading Journal: 3 things you learned, 2 things that surprised you, and 1 thing you don't want to forget
 * Friday:**

[|Read "The Tell-Tale Heart"]: Focus on suspense and characterization (static and dynamic)

Show [|animated version] of the story.

Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.

SSR- Current Event/ Reading Journal
 * Tuesday:**

Outstanding work from previous day.

Short Story Workshop- Brainstorming on Wiki

Introduce Carnival
 * Wednesday:**

[|Read "The Cask of Amontillado"]

Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.

Show [|animated version] of the story.

SSR- 20 Minutes/ Reading Journal
 * Thursday:**

Continue stations

Finish stations || February 20- February 24 || **Monday: No School** SSR- 20 Minutes/ Reading Journal
 * Friday:**
 * 6-
 * Tuesday:**

Literature Circle Meeting- see pacing and expectation guide for preparations, topics to discuss, and the Pretty as a Picture project **Due Friday, 2/24**

Introduce Loss of Innocence/ Rite of Passage Theme-- Staircase

Assign groups to read [|"Marigolds"] and [|"The Scarlet Ibis."]

SSR- 20 Minutes/ Reading Journal
 * Wednesday: Copper Cart**

Group meetings for short story reading. Work on finishing the final product.


 * Hardbound Composition Journal Entry: ** Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.

SSR- 20 Minutes/ Reading Journal
 * Thursday: Steel Cart**

Students prepare presentations

SSR- 20 Minutes/ Reading Journal
 * Friday:**

Group presentations and discussion of "Marigolds" and "The Scarlet Ibis" || **Monday: No School** SSR- 20 Minutes/ Reading Journal
 * Tuesday:**

Literature Circle Meeting- see pacing and expectation guide for preparations, topics to discuss, and the Pretty as a Picture project **Due Friday, 2/24**

Introduce Loss of Innocence/ Rite of Passage Theme-- Staircase

Assign groups to read [|"Marigolds"] and [|"The Scarlet Ibis."]

SSR- 20 Minutes/ Reading Journal
 * Wednesday: Copper Cart**

Group meetings for short story reading. Work on finishing the final product.


 * Hardbound Composition Journal Entry: ** Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.

SSR- 20 Minutes/ Reading Journal
 * Thursday: Steel Cart**

Students prepare presentations

SSR- 20 Minutes/ Reading Journal
 * Friday:**

Group presentations and discussion of "Marigolds" and "The Scarlet Ibis" || **Monday: No School** SSR- 20 Minutes/ Reading Journal
 * Tuesday:**

Literature Circle Meeting- see pacing and expectation guide for preparations, topics to discuss, and the Pretty as a Picture project **Due Friday, 2/24**

Introduce Loss of Innocence/ Rite of Passage Theme-- Staircase

Assign groups to read [|"Marigolds"] and [|"The Scarlet Ibis."]


 * Wednesday: Copper Cart**

SSR- 20 Minutes/ Reading Journal

Group meetings for short story reading. Work on finishing the final product.


 * Hardbound Composition Journal Entry: ** Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.

SSR- 20 Minutes/ Reading Journal
 * Thursday: Steel Cart**

Students prepare presentations

SSR- 20 Minutes/ Reading Journal
 * Friday:**

Group presentations and discussion of "Marigolds" and "The Scarlet Ibis" || February 27- March 2 || **Monday:** SSR- 15 Minutes/ Reading Journal
 * 7-

Assign students to a background topic from //To Kill a Mockingbird//. These include Jim Crow Laws, The Great Depression, Ku Klux Klan, Scottsboro Trails, and the Civil Rights Era. Students will research one topic and develop a three-paragraph (five for Honors) response in their hardbound composition journal to include: Who is/was involved? What happened? Where did it occur? Why did this happen? What were the affects on society? Student thoughts, Student questions, and Student Connections.

**HOMEWORK: FINISH RESEARCH AND 3-PARAGRAPH RESPONSE IN HARDBOUND JOURNAL BY WEDNESDAY**

SSR- 15 Minutes/ Reading Journal
 * Tuesday:**

Short Story Workshop: Outlines on student Wiki.


 * HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY**

SSR- 15 Minutes/ Reading Journal
 * Wednesday:**

Students get into like research groups from Monday. Then they will split up to share out their research topics in mixed groups. Students will fill in their topic organizer for each subject.

Hand out //TKAM// study guide. Students will perform the anticipatory guide on themes and begin to define the first 15 vocabulary words. Students will also make connections to each word along with the definition. Connections should be made to stories read in class so far.


 * HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY**

Short Story Unit Assessment
 * Thursday:**

SSR- 15 Minutes/ Reading Journal
 * Friday:**

Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. **DUE: Friday, 3/9** || **Monday:** SSR- 15 Minutes/ Reading Journal

Catch-Up Day to complete and hand-in outstanding work

SSR- 15 Minutes/ Reading Journal
 * Tuesday:**

Short Story Workshop: Outlines on student Wiki.


 * HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY**

SSR- 15 Minutes/ Reading Journal
 * Wednesday:**

//TKAM// topic Webquest in groups. Students will be responsible for filling out their chart.


 * HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY**

Short Story Unit Assessment
 * Thursday:**

SSR- 15 Minutes/ Reading Journal
 * Friday:**

Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. **DUE: Friday, 3/9** || **Monday:** SSR- 15 Minutes/ Reading Journal

Assign students to a background topic from //To Kill a Mockingbird//. These include Jim Crow Laws, The Great Depression, Ku Klux Klan, Scottsboro Trails, and the Civil Rights Era. Students will research one topic and develop a three-paragraph (five for Honors) response in their hardbound composition journal to include: Who is/was involved? What happened? Where did it occur? Why did this happen? What were the affects on society? Student thoughts, Student questions, and Student Connections.

**HOMEWORK: FINISH RESEARCH AND 1 PAGE RESPONSE IN HARDBOUND JOURNAL BY WEDNESDAY**

SSR- 15 Minutes/ Reading Journal
 * Tuesday:**

Short Story Workshop: Outlines on student Wiki.


 * HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY**

SSR- 15 Minutes/ Reading Journal
 * Wednesday:**

Students get into like research groups from Monday. Then they will split up to share out their research topics in mixed groups. Students will fill in their topic organizer for each subject.

Hand out //TKAM// study guide. Students will perform the anticipatory guide on themes and begin to define the first 15 vocabulary words. Students will also make connections to each word along with the definition. Connections should be made to stories read in class so far.


 * HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY**

Short Story Unit Assessment
 * Thursday:**

SSR- 15 Minutes/ Reading Journal
 * Friday:**

Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. **DUE: Friday, 3/9** ||
 * **8-**
 * March 5- March 9** || **Monday:**

TKAM Intro- Chapter One as a class

Focus: setting, tone, point of view, characters, pacing, and other background information

Go over study guide and post-it note usage

[|Listen to To Kill a Mockingbird]

SSR- 20 minutes/Reading Journal
 * Tuesday:**

**Editing and Grammar Mini Lessons** : Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)

SSR- 20 minutes/Reading Journal
 * Wednesday:**

**Wiki Journal Day**- Work on editing short stories.

HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW

SSR- 20 minutes / Reading Journal
 * Thursday:**

**Round Table Discussion**: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.


 * Friday: No School** || **Monday:**

TKAM Intro- Chapter One as a class

Focus: setting, tone, point of view, characters, pacing, and other background information

Go over study guide and post-it note usage

[|Listen to To Kill a Mockingbird]

SSR- 20 minutes/Reading Journal
 * Tuesday:**

**Editing and Grammar Mini Lessons** : Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)

SSR- 20 minutes/Reading Journal
 * Wednesday:**

**Wiki Journal Day**- Work on editing short stories.

HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW

SSR- 20 minutes / Reading Journal
 * Thursday:**

**Round Table Discussion**: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.


 * Friday: No School** || **Monday:**

TKAM Intro- Chapter One as a class

Focus: setting, tone, point of view, characters, pacing, and other background information

Go over study guide and post-it note usage

[|Listen to To Kill a Mockingbird]

SSR- 20 minutes/Reading Journal
 * Tuesday:**

**Editing and Grammar Mini Lessons** : Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)

SSR- 20 minutes/Reading Journal
 * Wednesday:**

**Wiki Journal Day**- Entry 1: Honors will begin their research topic on the loss of innocence. They will describe their understanding of the topic and who they know who has gone through something life changing.

Research Journal #1

HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW

SSR- 20 minutes / Reading Journal
 * Thursday:**

**Round Table Discussion**: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.

March 12- March 16 || **Monday:** SSR/ Reading Journal
 * Friday: No School** ||
 * 9-

Collect Reading Journals

Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?

Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.

HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow


 * Tuesday:**

Group work to fill in Character list in groups

Non-Fiction Exploration- Author’s Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias. .

HOMEWORK: Read Ch. 8 by tomorrow


 * Wednesday:**

Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.

**Hardbound Composition Journal Entry:** In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.

HOMEWORK: Finish TKAM Week 2 reading


 * Thursday:**

Wiki Entry- Journaling from the perspective of a character in the novel.

TKAM Journal Entry 1

HOMEWORK: Finish TKAM Week 2 reading; TKAM Vocabulary 46- 60 Due 3/20; Wiki Journal due 3/22

Round-Table Discussion- TKAM Ch. 5-10 (Pd. 1 and 3) Ch. 7-11 (Pd. 4) || **Monday:** SSR/ Reading Journal
 * Friday:**

Collect Reading Journals

Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?

Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.

HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow


 * Tuesday:**

Group work to fill in Character list in groups

Non-Fiction Exploration- Author’s Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias.

HOMEWORK: Read Ch. 8 by tomorrow


 * Wednesday:**

Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.

**Hardbound Composition Journal Entry:** In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.

HOMEWORK: Finish Reading/Annotating Article and Complete Questions 1-5; Finish TKAM Week 2 reading


 * Thursday:**

Wiki Entry- Journaling from the perspective of a character in the novel.

TKAM Journal Entry 1

HOMEWORK: Finish TKAM Week 2 reading; TKAM Vocabulary 46- 60 Due 3/20; Wiki Journal due 3/22

Round-Table Discussion- TKAM Ch. 5-10 (Pd. 1 and 3) Ch. 7-11 (Pd. 4) || **Monday:** SSR/ Reading Journal
 * Friday:**

Collect Reading Journals

Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?

Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.

HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow


 * Tuesday:**

Group work to fill in Character list in groups

Non-Fiction Exploration- Author’s Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias.

HOMEWORK: Read Ch. 8 by tomorrow


 * Wednesday:**

Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.

Chapter 8 discussion on Southern Gothic topic of Snow and Fire.

**Hardbound Composition Journal Entry:** In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.

HOMEWORK: Read/Annotate Article and Complete Questions 1-5; Finish TKAM Week 2 reading


 * Thursday:**

Research Journal Entry #2 (Pd. 4)- Draft 10 questions you will use to interview your subject for your research. These should be questions that you should have answered by the end of your research. The questions should outline the fine details of the person, their experience, the background of the event, and how they have changed.

Research Journal Entry #2

HOMEWORK: Finish TKAM Week 2 reading; TKAM Vocabulary 46- 60 Due 3/20; Wiki Journal due 3/22

Round-Table Discussion- TKAM Ch. 5-10 (Pd. 1 and 3) Ch. 7-11 (Pd. 4) || March 19- March 23 || **Monday:**
 * Friday:**
 * 10-

Pd 1- Audio Version of //TKAM// Ch. 11- Model correct usage of study guide; Stop and discuss the ugly descriptions of Mrs. Dubose, Jem and Scout’s time with Mrs. Dubose, and Atticus conversations about Mrs. Dubose.

Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.

HOMEWORK: //TKAM// Vocab 46-60 Defined by Wed; //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday


 * Tuesday:**

Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.

Look at examples using //The Prowler//, //The Scope//, and //Upfront//.

HOMEWORK: //TKAM// Vocab 46-60 Defined by Wed; //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday

CDT
 * Wednesday:**

Grammar Exercises to complete for practice

HOMEWORK: //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday


 * Thursday:**

Pd 1- //TKAM// Wiki Entry #2: Select one of the //TKAM// History topics we reviewed in class. Write a newspaper article as a journalist connecting the topic to what you have read so far in //To Kill a Mockingbird.//

//TKAM Journal Entry 2//


 * Friday:**

SSR- 20 minutes/ Reading Journal

Round- Table Discussions for //TKAM// Week 3 Readong || **Monday:**

Pd 3- Audio Version of //TKAM// Ch. 11- Model correct usage of study guide; Stop and discuss the ugly descriptions of Mrs. Dubose, Jem and Scout’s time with Mrs. Dubose, and Atticus conversations about Mrs. Dubose.

Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.

HOMEWORK: Finish reading Chapter 11. and answer question 4. //TKAM// Vocab 46-60 Defined by Wed; //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday


 * Tuesday:**

Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.

Look at examples using //The Prowler//, //The Scope//, and //Upfront//.

HOMEWORK: //TKAM// Vocab 46-60 Defined by Wed; //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday

CDT
 * Wednesday:**

Grammar Exercises to complete for practice

HOMEWORK: //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday


 * Thursday:**

Pd 3- //TKAM// Wiki Entry #2: Select one of the //TKAM// History topics we reviewed in class. Write a newspaper article as a journalist connecting the topic to what you have read so far in //To Kill a Mockingbird.//

//TKAM Journal Entry 2//


 * Friday:**

SSR- 20 minutes/ Reading Journal

Round- Table Discussions for //TKAM// Week 3 Readong || **Monday:**

Pd 4- SSR/ Reading Journal

Chapter 11 Discussion- Mrs. Dubose; bravery

Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.

HOMEWORK: Fill out a T-Chart to compare //TKAM// with "Marigolds"; //TKAM// Vocab 46-60 Defined by Wed; //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday


 * Tuesday:**

Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.

Look at examples using //The Prowler//, //The Scope//, and //Upfront//.

HOMEWORK: //TKAM// Vocab 46-60 Defined by Wed; //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday

CDT
 * Wednesday:**

Grammar Exercises to complete for practice

HOMEWORK: //TKAM// Wiki Journal #1 by Thursday; Research Journal #2 by Thursday


 * Thursday:**

Pd 4- Research Journal #3: What factual information will you need to describe your person's loss of innocence beside from the direct questions you have for their change from before to after the event? Next, do a simple search on those topics and consider terminology and statistics. For the simple search, use Google, dictionary, and encyclopedia websites. Make a list of the terms that you researched, and briefly explain your examples and where you could locate that information.

Research Journal Entry #3


 * Friday:**

SSR- 20 minutes/ Reading Journal

Round- Table Discussions for //TKAM// Week 3 Readong || March 26- March 30 || **Monday:** SSR/Reading Journal
 * 11-

//TKAM// Ch. 14-16 Quiz; Vocabulary Project- Choose 5 //TKAM// vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.

HOMEWORK: //TKAM// Vocab 61- End Tomorrow; //TKAM//Wiki Entry #2 Thursday; Grammar Quizzes Friday; Vocabulary Project Friday SSR/ Reading Journal
 * Tuesday:**

// TKAM //Ch. 17 & 18- Mayella and Bob’s Testimonies- Create court clues (illustrations, T-Chart of defendant and prosecution

Extra time used for Grammar Quizzes and Vocabulary Project

HOMEWORK: //TKAM// Wiki Entry #2 Thursday; Grammar Quizzes Friday, Vocabulary Project Friday

SSR/ Reading Journal
 * Wednesday:**

// TKAM // Ch. 19 & 20- Tom Robinson- Court Clues; Dolphus Raymond

Extra time for Grammar Quizzes and Vocabulary Project

HOMEWORK: //TKAM// Wiki Entry #2 Tomorrow; Grammar Quizzes Friday; Vocabulary Project Friday

SSR/ Reading Journal
 * Thursday:**

//TKAM// Wiki Entry #3- Using the Court Clues, devise a persuasive argument for either Atticus or Mr. Gilmer’s side.

TKAM Wiki Entry #3

HOMEWORK: //TKAM// Wiki Entry #3 Thursday 4/5; Grammar Quizzes Tomorrow; Vocabulary Project Tomorrow

SSR/ Reading Journal – Read Reagan’s Speech
 * Friday:**

Round-Table Discussion: //TKAM// Ch. 17-22 and Reagan’s Speech.

HOMEWORK: //TKAM// Wiki Entry #3 Thursday 4/5; || **Monday:** SSR/Reading Journal

Wrap up //TKAM// Ch. 14-16 Discussion; Vocabulary Project- Choose 5 //TKAM// vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.

HOMEWORK: //TKAM// Vocab 61- End Tomorrow; //TKAM//Wiki Entry #2 Thursday; Thursday; Grammar Quizzes Friday; Vocabulary Project Friday

SSR/ Reading Journal
 * Tuesday:**

// TKAM //Ch. 17 & 18- Mayella and Bob’s Testimonies- Create court clues (illustrations, T-Chart of defendant and prosecution

Extra time used for Grammar Quizzes and Vocabulary Project

HOMEWORK: //TKAM// Wiki Entry #2 Thursday; Grammar Quizzes Friday, Vocabulary Project Friday

SSR/ Reading Journal
 * Wednesday:**

// TKAM // Ch. 19 & 20- Tom Robinson- Court Clues; Dolphus Raymond

Extra time for Grammar Quizzes and Vocabulary Project

HOMEWORK: //TKAM// Wiki Entry #2 Tomorrow; Grammar Quizzes Friday; Vocabulary Project Friday

SSR/ Reading Journal
 * Thursday:**

//TKAM// Wiki Entry #3- Using the Court Clues, devise a persuasive argument for either Atticus or Mr. Gilmer’s side.

TKAM Wiki Entry #3

HOMEWORK: //TKAM// Wiki Entry #3 Thursday 4/5; Grammar Quizzes Tomorrow; Vocabulary Project Tomorrow

SSR/ Reading Journal – Read Reagan’s Speech
 * Friday:**

Round-Table Discussion: //TKAM// Ch. 17-22 and Reagan’s Speech.

HOMEWORK: //TKAM// Wiki Entry #3 Thursday 4/5 || **Monday:** SSR/Reading Journal

Wrap up //TKAM// Ch. 14-16 Discussion;Vocabulary Project- Choose 5 //TKAM// vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.

HOMEWORK: //TKAM// Vocab 61- End Tomorrow;Research Journal #3 Thursday; Grammar Quizzes Friday; Vocabulary Project Friday

SSR/ Reading Journal
 * Tuesday:**

Discuss note-taking process for the research paper.

Extra time used for Grammar Quizzes and Vocabulary Project

HOMEWORK: Research Journal #3 Thursday; Grammar Quizzes Friday, Vocabulary Project Friday

SSR/ Reading Journal
 * Wednesday:**

// TKAM //Ch. 17-20- Court Clues- Illustrations and T-Charts of defendant and prosecution

Extra time for Grammar Quizzes and Vocabulary Project

HOMEWORK: Research Journal #3 Tomorrow; Grammar Quizzes Friday; Vocabulary Project Friday

SSR/ Reading Journal
 * Thursday:**

**Hardbound Composition Journal Entry:** Make an argument for either Mr. Gilmer or Atticus to win the court case. Be persuasive and use the court clues discussed in class. Reference the book. This entry must be **__1 Page__**__//.//__

Research Journal #4- Conduct interviews. Before interview, provide preliminary information regarding possible issues, outcomes, questions, etc.

Research Journal Entry #4

Reagan's Speech- Non-Fiction Connection to //TKAM//. -- Read and annotate. Connect with Ch. 21 and 22.

HOMEWORK: //TKAM// Wiki Entry #3 Thursday 4/5; Research Journal #4 Thursday 4/5; Grammar Quizzes Tomorrow; Vocabulary Project Tomorrow


 * Friday:**

Class Guest: Lauren Barr. Interview for Research Paper Journal #4.

HOMEWORK: Research Journal #4 Thursday 4/5; Read and Annotate Ronald Reagan's speech and write an ACE response connecting it to Atticus' final plea on pg. 203 || April 2- April 6 || **Monday:** SSR/Reading Journal
 * 12-

P1- Study Guide Work Day

Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!

HOMEWORK: //TKAM// Wiki Entry #3 Due Thursday

SSR/Reading Journal
 * Tuesday:**

Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.

HOMEWORK: //TKAM// Wiki Entry #3 Due Thursday

SSR/Reading Journal
 * Wednesday:**

Reading Day/ Study Guide Work

HOMEWORK: //TKAM// Wiki Entry #3 Due Tomorrow

SSR/Reading Journal
 * Thursday:**

Round Table Discussion: //TKAM// Ch. 23 & 24

HOMEWORK:

SSR/Reading Journal
 * Friday: NO SCHOOL** || **Monday:**

P3- Study Guide Work Day

Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!

HOMEWORK: //TKAM// Wiki Entry #3 Due Thursday

SSR/Reading Journal
 * Tuesday:**

Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.

HOMEWORK: //TKAM// Wiki Entry #3 Due Thursday

SSR/Reading Journal
 * Wednesday:**

Reading Day/ Study Guide Work

HOMEWORK: //TKAM// Wiki Entry #3 Due Tomorrow

SSR/Reading Journal
 * Thursday:**

Round Table Discussion: //TKAM// Ch. 23 & 24

HOMEWORK:

SSR/Reading Journal
 * Friday: NO SCHOOL** || **Monday:**

ACE Response: How does Ronald Reagan's speech relate to Atticus' final plea?

P4- Study Guide Work Day; Show Court Case Clip

Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!

HOMEWORK: Research Journal #4 Due Thursday

SSR/Reading Journal
 * Tuesday:**

Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.

HOMEWORK: Research Journal #4 Due Thursday

SSR/Reading Journal
 * Wednesday:**

Research Journal #5- Take interview information and separate into what you will use, may use, and not use.

HOMEWORK: Research Journal #4 Due Tomorrow

SSR/Reading Journal
 * Thursday:**

Round Table Discussion: //TKAM// Ch. 23-End

HOMEWORK: Research Journal #5 Due Thursday 4/12


 * Friday: NO SCHOOL** ||
 * 13- April 9- April 13 || **Monday: NO SCHOOL**

Work with Chapter 25 & 26- Students will read these in their groups and complete the study guide questions together; As a class- Discuss the significance surrounding Mr. Underwood’s newspaper story on Tom’s Death and the changes Scout is encountering.
 * Tuesday-**

HOMEWORK: P1 & 3- If Ch. 25 and 26 are not finished, students will finish it for homework and be ready to explain the two questions the next day.

¥ P1/P3- Work with Chapter 27- Read and complete study guide questions in groups; As a class- Missus Tutti and Missus Frutti, What is all the built up stress about?
 * Wednesday-**

ACE- Describe Missus Tutti and Frutti. Why is this a comical scene? Explain what Tutti and Frutti represent in Maycomb.

Ticket: Make a prediction for Scout’s final line, “Thus began our longest journey together.”

HOMEWORK: P1 & 3- If Ch. 27 is not finished, students will finish it for homework and be ready to explain the two questions the next day.

¥ P1/P3- Work with Chapter 28- Read and complete study guide questions in groups; As a class- Create a diagram of events after the pageant
 * Thursday-**

HOMEWORK: P1 & 3- If Ch. 28 is not finished, students will finish it for homework and be ready to explain the two questions the next day.

¥ P1/P3- Round-Table Discussion- Ch. 29-31; Read Ch. 31 aloud
 * Friday-**

HOMEWORK: P1 & 3- Finish Study Guide for Next Friday || **Monday: NO SCHOOL**

Work with Chapter 25 & 26- Students will read these in their groups and complete the study guide questions together; As a class- Discuss the significance surrounding Mr. Underwood’s newspaper story on Tom’s Death and the changes Scout is encountering.
 * Tuesday-**

HOMEWORK: P1 & 3- If Ch. 25 and 26 are not finished, students will finish it for homework and be ready to explain the two questions the next day.

¥ P1/P3- Work with Chapter 27- Read and complete study guide questions in groups; As a class- Missus Tutti and Missus Frutti, What is all the built up stress about?; Make a prediction for Scout’s final line, “Thus began our longest journey together.”
 * Wednesday-**

ACE- Describe Missus Tutti and Frutti. Why is this a comical scene? Explain what Tutti and Frutti represent in Maycomb.

HOMEWORK: P1 & 3- If Ch. 27 is not finished, students will finish it for homework and be ready to explain the two questions the next day.

¥ P1/P3- Work with Chapter 28- Read and complete study guide questions in groups; As a class- Create a diagram of events after the pageant
 * Thursday-**

HOMEWORK: P1 & 3- If Ch. 28 is not finished, students will finish it for homework and be ready to explain the two questions the next day.

¥ P1/P3- Round-Table Discussion- Ch. 29-31; Read Ch. 31 aloud
 * Friday-**

HOMEWORK: P1 & 3- Finish Study Guide for Next Friday || **Monday: NO SCHOOL**


 * Tuesday-**

Finish Ch 26-End in groups, share out; Introduce Final Project- Go over guidelines, grading, expectations. Show example of a movie trailer. Students given rest of the class to work.

HOMEWORK: Finish Study Guide for Friday


 * Wednesday-**

¥ P4- Project Work Day

HOMEWORK: P4- Finish Study Guide for Friday


 * Thursday-**

¥ P4- Research Journal #5- Include another sample, note-card information, final MLA and paper guidelines; Project Work Day

HOMEWORK: P4- Finish Study Guide for Tomorrow

¥ P1/P3- Round-Table Discussion- Ch. 29-31; Read Ch. 31 aloud ¥ P4- Project Work Day HOMEWORK: P1 & 3- Finish Study Guide for Next Friday || P1- Begin TKAM Project: Mind Map of one theme in the novel
 * Friday-**
 * 14- April 16- April 20 || **Monday-**

HOMEWORK: Study Guide Due Friday

P1- Work on //TKAM// Project: Due at the end of class
 * Tuesday-**

HOMEWORK: Study Guide Due Friday

Finish Group Projects/ Present
 * Wednesday-**

Fill out self and group evaluations

HOMEWORK: Study Guide Due Friday

Empathy Essay: Write a full page in your hardbound composition journal about your empathy for a character in TKAM. You should explain their story and how you can empathize with their situation from your own experiences.
 * Thursday-**

HOMEWORK: Study Guide Due Friday

P1- Hand in //TKAM// Study Guide; //TKAM// Test || **Monday-** P3- Finish reading Ch. 31; Begin //TKAM// Project
 * Friday- Collect Hardbound Composition Books**

HOMEWORK: Study Guide Due Friday

P3- Work on //TKAM// Project: Due at the end of class
 * Tuesday-**

HOMEWORK: Study Guide Due Friday

Finish Group Projects/ Present
 * Wednesday-**

Fill out self and group evaluations

HOMEWORK: Study Guide Due Friday

Empathy Essay: Write a full page in your hardbound composition journal about your empathy for a character in TKAM. You should explain their story and how you can empathize with their situation from your own experiences.
 * Thursday-**

HOMEWORK: Study Guide Due Friday

P3- Hand in //TKAM// Study Guide; //TKAM// Test || **Monday-** P4- Work Day for //TKAM// Project
 * Friday- Collect Hardbound Composition Books**

HOMEWORK: //TKAM// Project and Persuasive Essay Due Tomorrow; Note-Cards Due Thursday

P4- Present Projects
 * Tuesday-**

HOMEWORK: Note-Cards Due Thursday

Present Projects
 * Wednesday-**

Fill out self and group evaluations

HOMEWORK: Note-Cards Due Tomorrow

P4- Research Work Day: Check progress of note-cards; MLA formatting; Works Cited format; paper requirements
 * Thursday-**

HOMEWORK: Research Paper Due Tuesday

P4- Research Work Day
 * Friday- Collect Hardbound Composition Books**

HOMEWORK: Research Paper Due Tuesday || SSR/Reading Journal
 * 15- April 23- April 27 || **Monday-**

Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).

Hardbound Composition Journal Entry: Discuss the purpose and importance of both sequential and compare and contrast text structures. You should have five lines to discuss each text structure.

Extra Time: Work on finishing Empathy Essay

SSR/Reading Journal
 * Tuesday-**

Research Paper introduction: Absurd Topic. Go over topic selection. Students choose topic and draft a thesis.

Webquest on MLA topics.

HOMEWORK: Develop 3 topic and thesis options for tomorrow and finish Webquest for Thursday

SSR/Reading Journal
 * Wednesday-**

Non-Fiction: Read, Annotate, Discuss compare/contrast article (TBA)

Hardbound Composition Journal: One page entry- What can we learn from non-fiction? How do we know what we know? How does what we know about the world since the way we view ourselves? others? Explain how it proves to be a good fit for the article? How does the structure teach you?

HOMEWORK: HOMEWORK: finish Webquest for Thursday

SSR/Reading Journal
 * Thursday-**

Research: Go over Webquest; Hand back topic and thesis- provide time for altering; Define and discuss Big 6 #1


 * Friday-** Collect Hardbound Composition Journals

SSR/Reading Journal

Non-Fiction: Cause and Effect: 3,2,1; Read cause and effect article (TBA)

Literature Circle Book Preview and Selection || **Monday-** SSR/Reading Journal

Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).

Hardbound Composition Journal Entry: Discuss the purpose and importance of both sequential and compare and contrast text structures. You should have five lines to discuss each text structure.

Extra Time: Work on finishing Empathy Essay

SSR/Reading Journal
 * Tuesday-**

Research Paper introduction: Absurd Topic. Go over topic selection. Students choose topic and draft a thesis.

Webquest on MLA topics.

HOMEWORK: Develop 3 topic and thesis options for tomorrow and finish Webquest for Thursday

SSR/Reading Journal
 * Wednesday-**

Non-Fiction: Read, Annotate, Discuss compare/contrast article (TBA)

Hardbound Composition Journal: Explain how it proves to be a good fit for the article? How does the structure teach you?

HOMEWORK: HOMEWORK: finish Webquest for Thursday

SSR/Reading Journal
 * Thursday-**

Research: Go over Webquest; Hand back topic and thesis- provide time for altering; Define and discuss Big 6 #1


 * Friday-** Collect Hardbound Composition Journals

SSR/Reading Journal

Non-Fiction: Cause and Effect: 3,2,1; Read cause and effect article (TBA)

Literature Circle Book Preview and Selection || **Monday-** Work on Research Paper: Focus Organization

Work on Research Paper: Focus on revising/conferencing
 * Tuesday-**

HOMEWORK: Research Papers collected tomorrow

Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).
 * Wednesday-**

Read, Annotate, Discuss compare/contrast article (TBA)

Hardbound Composition Journal Entry: Explain how compare/contrast structure proves to be a good fit for the article? How does the structure teach you?

Non-Fiction: Cause & Effect: 3,2,1; Read cause and effect article (TBA);
 * Thursday-**

Survey: What do you know about the Holocaust? Be specific.


 * Friday-** Collect Hardbound Composition Journals

SSR/Reading Journal

Non-Fiction: Problem and Solution- 3,2,1; Read problem and solution article (TBA) || SSR/ Reading Journal
 * 16- April 30- May 4 || **Monday-**

¥ Place students in their Literature Circle groups. Students will devise a reading calendar and will have SSR with their books; Write down research paper thesis statement and hand in.

SSR/ Reading Journal
 * Tuesday-**

¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?

[|Read "The Cause and Effect of Television on Kids"]

SSR/ Reading Journal
 * Wednesday- Orange Cart**

¥ Big 6 #2- Information Seeking Strategies- Discuss where and how to search for information (have students brainstorm what they know from 21st Century and review CAPOW). Have students perform a preliminary search of their topic to fill out Big 6 #2 in packet.

SSR/ Reading Journal
 * Thursday-**

¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?

[|Read "Stress"]

SSR/ Reading Journal
 * Friday-** **Brown Cart**

¥ Big 6 #3- Location and Access- Students continue their topic researching by locating specific resources for the main ideas used in the paper. The students should use CAPOW to check each resource. Students will record the resources in their packet under Big 6 #3. Remind students that if their search turns up new ideas, this is a step where their thesis may need to be revised. || **Monday-** SSR/ Reading Journal

¥ Place students in their Literature Circle groups. Students will devise a reading calendar and will have SSR with their books; Write down research paper thesis statement and hand in.

SSR/ Reading Journal
 * Tuesday-**

¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?

[|Read "The Cause and Effect of Television on Kids"]

SSR/ Reading Journal
 * Wednesday- Orange Cart**

¥ Big 6 #2- Information Seeking Strategies- Discuss where and how to search for information (have students brainstorm what they know from 21st Century and review CAPOW). Have students perform a preliminary search of their topic to fill out Big 6 #2 in packet.

SSR/ Reading Journal
 * Thursday-**

¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?

[|Read "Stress"]

SSR/ Reading Journal
 * Friday-** **Brown Cart**

¥ Big 6 #3- Location and Access- Students continue their topic researching by locating specific resources for the main ideas used in the paper. The students should use CAPOW to check each resource. Students will record the resources in their packet under Big 6 #3. Remind students that if their search turns up new ideas, this is a step where their thesis may need to be revised. || **Monday-** SSR/ Reading Journal

¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?

[|Read "The Cause and Effect of Television on Kids"]

Ticket: What do you know and want to know about the Holocaust?

SSR/ Reading Journal
 * Tuesday-**

¥ Holocaust Background Introduction and //Night// reading assignments

SSR/ Reading Journal
 * Wednesday- Orange Cart**

¥ Read //Night// Chapter 1 in groups; Make a list of details to search and identify. Perform webquest of those materials; Begin running list of vocabulary in context

SSR/ Reading Journal
 * Thursday-**

¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?

[|Read "Stress"]

SSR/ Reading Journal
 * Friday-** **Brown Cart**

¥ Read //Night// Chapter 2 in groups; Make a list of details to search and identify. Perform webquest of those materials; Continue running list of vocabulary in context || Research for Paper using Gale Database and Reliable Sources
 * 17 May 7-11 || **Monday- Brown Cart**

Complete a rough draft for body paragraph one- Review of PowerPoint for examples and suggestions
 * Tuesday**

HOMEWORK: Complete writing of body paragraph #1

Complete a rough draft for body paragraphs two and three- Review of PowerPoint for examples and suggestions
 * Wednesday**

HOMEWORK: Complete writing of body paragraphs #2 and 3

Write the Introductory paragraph for Research paper- review PowerPoint for examples and suggestions Submit all four paragraphs for review
 * Thursday**

Literature Circle Meeting: Points for Discussion: Setting (physical time and place as well as social conditions) and Character Traits

Begin the final draft of Research Paper on Google Docs and share with me: MLA format walk through
 * Friday- Magenta Cart**
 * kanderson@cypanthers.org**

Homework: Complete typing paper in Google Docs and print a final for submission for a grade. Research paper due for 5 extra points on Friday, May 18th. Final due date: Wednesday, May 23rd || **Monday- Brown Cart** Research for Paper using Gale Database and Reliable Sources

Complete a rough draft for body paragraph one- Review of PowerPoint for examples and suggestions
 * Tuesday**

HOMEWORK: Complete writing of body paragraph #1

Complete a rough draft for body paragraphs two and three- Review of PowerPoint for examples and suggestions
 * Wednesday**

HOMEWORK: Complete writing of body paragraphs #2 and 3

Write the Introductory paragraph for Research paper- review PowerPoint for examples and suggestions Submit all four paragraphs for review
 * Thursday**

Literature Circle Meeting: Points for Discussion: Setting (physical time and place as well as social conditions) and Character Traits

Begin the final draft of Research Paper on Google Docs and share with us: MLA format walk through
 * Friday- Magenta Cart**
 * kanderson@cypanthers.org**
 * ewalter@cypanthers.org**

Homework: Complete typing paper in Google Docs and print a final for submission for a grade. Research paper due for 5 extra points on Friday, May 18th. Final due date: Wednesday, May 23rd || **Monday- Brown Cart** Complete Literature Circle Webquest Literature Circle Meetings Identify the setting of the novel from an online search- what else was happening in the world during the same time frame? Brief summary in Hardbound Composition book

Literature Circle Reading day and discussions- focus on setting (physical time and place and and characters
 * Tuesday**

Literature Circle Reading day- which Textual Format is your novel following? How do you know? Provide three examples of each structure begin followed in your Hardbound Composition book
 * Wednesday**

Freewriting Nonfiction- Based on nonfiction articles and novels you have read, write your own nonfiction text- memoir, diary, journal, newspaper article, etc... 1 page in length, hardbound composition book
 * Thursday**

Connect Literature Circle novels to other genres- poetry study and CNN articles- find one from each, summarize the connections that can be made within your hardbound composition books Meet with Literature Circle groups and share findings || "Marigolds" "The Sniper" "The Cask of Amontillado"
 * Friday**
 * 18 May 14-18 || Exam Review Week- Re-read Short Stories studied during our first unit of the semester:

Research Paper due: Friday, May 18th for +5 pts added on overall score

Official Due date: Wednesday, May 23rd || Exam Review Week- Re-read Short Stories studied during our first unit of the semester: "Marigolds" "The Sniper" "The Cask of Amontillado"

Research Paper due: Friday, May 18th for +5 pts added on overall score

Official Due date: Wednesday, May 23rd || "Romeo and Juliet" Act One and Two

Literature Circle Meetings || "The Most Dangerous Game" Review Nonfiction Unit terminology
 * 19 May 21-25 || Exam Review Week- Re-Read

Literature Circle Meeting- Friday

Research Paper due Wednesday, May 23rd. || Exam Review Week- Re-Read "The Most Dangerous Game" Review Nonfiction Unit terminology

Literature Circle Meeting- Friday

Research Paper due Wednesday, May 23rd. || "Romeo and Juliet" Acts Three and Four

"Romeo and Juliet" movie/text comparison and analysis

Literature Circle Meeting- Friday || =What do I need to pass this course? Check here! = Grammar/Mechanical issues from writing pieces