Unit+1

CO: Use comprehension skills to listen attentively to others. LO: You will understand the class rules by copying them verbatim (word for word) on your own paper. Agenda: Reminders:
 * Monday, 8/27/12 **
 * 1) Go to assigned seat
 * 2) Begin copying rules verbatim
 * 3) Receive info sheet to fill out
 * 4) Receive class info sheet that lists supplies
 * Rules due 8/28-8/31
 * Info sheet due 8/28-8/31
 * Supplies, especially spirals, due no later than Tuesday, 9/4

CO: Relate the figurative language of a literary work to its historical and cultural setting. LO: Compare and contrast the effect of dramatic irony in different genres by completing C-notes.
 * Tuesday, 8/28/12 **

Agenda: Reminders:
 * 1) Complete warm-up
 * 2) Finish going over class rules and procedures
 * 3) View/read different genres that use it, and take C-notes on the same page that you used to write down the warm-up. Notes will be turned in at the end of class.
 * []
 * []
 * (Same as on 8/27)
 * Turn in dramatic irony C-notes at the beginning of class Wednesday or Thursday.

CO: Analyze __archetypes__ in mythic literature. LO: In class, take C-notes on various types of archetypes as well as their examples. Independently, trace various archetypes in mythology and explain them. Agenda: Reminders:
 * Wednesday/Thursday, 8/29-8/30 **
 * 1) Warm-up: (13 minutes) To validate the rigor of the course, students will see what it is like to answer AP-style multiple choice questions in a timed environment.
 * 2) On a clean sheet of paper, write down the objectives. Then, view the PowerPoint on Archetypes and take C-notes.
 * 3) Receive instructions on the mythology assessment (major grade).
 * 4) View sample over __The Odyssey__ (*Note that __The Odyssey__ was used because students read this in 9th grade and should be familiar with it.)
 * Dramatic irony C-notes due at the beginning of class
 * Rules due 8/28-8/31
 * Info sheet due 8/28-8/31
 * Supplies, especially spirals, due no later than Tuesday, 9/4
 * Mythology assessment due 9/4-9/7
 * Archetype C-notes due Monday, 9/10

CO: Understand new vocabulary and use it when reading and writing. LO: Students will prove understanding of new SAT vocabulary and routines by generating vocabulary charts and sentences. Agenda:
 * Friday, 8/31 **
 * 1) Warm-up: Get out a clean sheet of paper, title it Vocabulary Week 1, and copy the CO underneath the title.
 * 2) Listen to "Phobia."
 * 3) Focus on instructions for vocabulary routines.
 * 4) Copy chart for week 1 and write sentences.

Labor Day
 * Monday, 9/3 **

CO: Reflect on understanding to monitor comprehension (eg. summarizing and synthesizing; making textual, personal, and world connections; and creating sensory images). LO: Students will use ISNs to help them monitor their own comprehension of skills learned. Agenda: Reminders:
 * Tuesday, 9/4 **
 * 1) Warm-up: Get out the spiral you intend on using for your ISN as well as your glue/tape, highlighters, and colored pencils
 * 2) Set up the ISN for the year
 * Vocab week 2 due 9/10-9/11
 * Mythology due 9/4-9/7 -- email your work to me
 * Hard copy of mythology due 9/10
 * ISN cover and title page due 9/5-9/11 (test grade)

CO: Make complex inferences about poetry. LO: Annotate "Opportunity" and make inferences using the 5-S strategy. Agenda: Reminders:
 * Wednesday/Thursday, 9/5-9/6 **
 * 1) Warm-up: SAT words
 * 2) Go to library for presentation and check out a book
 * 3) Come back to class and get the 5-S strategy handout (I like it better than TP-CASTT)
 * 4) Practice annotation with "Opportunity."
 * Finish reading/annotating "Opportunity" by Friday and be ready to discuss.
 * Vocab week 2 due 9/10-9/11
 * Mythology due 9/4-9/7 -- email your work to me
 * Hard copy of mythology due 9/10
 * ISN cover and title page due 9/5-9/11 (test grade)

CO: Make complex inferences about poetry. LO: Annotate "Opportunity" and make inferences using the 5-S strategy. Agenda: Reminders:
 * Friday, 9/7 **
 * 1) Warm-up - SAT vocabulary
 * 2) Answered questions about mythology project, MLA guidelines, and vocabulary routines.
 * 3) Teacher modeled how to use the 5-S strategy with "Opportunity."
 * Finish annotating "Opportunity." There will be AP multiple choice practice questions at some point next week.
 * Vocab week 2 due 9/10-9/11
 * Mythology due 9/4-9/7 -- email your work to me by midnight on 9/7
 * Hard copy of mythology due 9/10
 * ISN cover and title page due 9/5-9/11 (test grade)

CO: Analyze, make inferences, and draw conclusions about theme and genre. LO: Students analyze the theme of a variety of texts and learn a 3-step process to determine theme. Agenda: Reminders: Here is the "Level Up" tutorial on Theme. Here is the "Level Up" tutorial on Universal and Recurring Themes.
 * Monday, 9/10 **
 * 1) Warm-up: SAT vocab
 * 2) Get out "Opportunity."
 * 3) Participate in an interactive tutorial over theme.
 * 4) Receive an abstract nouns handout.
 * 5) Take notes on the three step process for determining theme as well as the rules for writing a statement of theme.
 * Bring TKAM to class every day.
 * Hard copy of mythology due
 * Archetype C-notes due
 * Voc week 2 due 9/10-9/11
 * ISN cover/title page due 9/10-9/11

CO: Analyze, make inferences, and draw conclusions about theme and genre. LO: Students will generate a timed writing over TKAM that analyzes its theme. Agenda: Write a paragraph over TKAM that analyzes its theme.
 * Tuesday, 9/11 **

CO: Summarize, make inferences, and draw conclusions about the authors's purpose; analyze the controlling idea and the specific purpose as well as the textual elements that support understanding. LO: Take C-notes over a new strategy, PIGSAC, and practice identifying the rhetorical situation in small groups. Agenda:
 * Wednesday/Thursday, 9/12-9/13 **
 * 1) SAT vocab ( due date has changed to Mon-Tues, 9/17-9/18 )
 * 2) Pass back graded work and update ISNs
 * 3) Take C-notes over PIGSAC PowerPoint presentation (including your responses to the slides that ask you to do an activity)
 * 4) Practice analyzing PIGSAC and writing synthesis statements in small groups.

CO: Summarize, make inferences, and draw conclusions about the authors's purpose; analyze the controlling idea and the specific purpose as well as the textual elements that support understanding. LO: Identify the rhetorical situation in Atticus's closing argument in small groups. Agenda:
 * Friday, 9/14 **
 * 1) SAT warm-up
 * 2) Review notes on PIGSAC
 * 3) Craft synthesis statements after analyzing each element of PIGSAC in the closing argument
 * 4) Teacher provides feedback to those students who ask for it

CO: Reflect on understanding to monitor comprehension. LO: Receive feedback on mythology projects and update ISNs. Agenda: Reminders: Week 3 vocab due 9/17-9/18
 * Monday, 9/17 **
 * 1) SAT warm-up
 * 2) Look at good examples of mythology projects that were turned in
 * 3) Understand how they were graded
 * 4) Receive feedback on grammar notes for the projects
 * 5) Get a grammar corrections assignment based on the individual grammar errors noted in mythology projects

CO: Evaluate the role of syntax and diction and the effect of tone, voice, and imagery on a speech. LO: Annotate Atticus's closing argument using elements from the 5-S strategy. Agenda: Reminders: Week 3 vocab due 9/17-9/18 Week 4 vocab due Friday, 9/21
 * Tuesday, 9/18 **
 * 1) SAT vocabulary and reading log
 * 2) Go to library to renew/check out books
 * 3) Review the rhetorical situation of Atticus's closing argument
 * 4) Annotate Atticus's closing argument together as a class, using Mrs. Buehring's annotations on the document camera as a model for proper annotations.

CO: Evaluate the role of syntax and diction and the effect of tone, voice, and imagery on a speech. LO: Annotate Atticus's closing argument in small groups using a question guide. Agenda:
 * Wednesday/Thursday, 9/19-9/20 **
 * 1) SAT vocabulary
 * 2) Annotate Atticus's closing argument together in small groups
 * 3) Go over student annotations

CO: Evaluate the connection between forms of narration and tone. LO: Take notes on forms of narration (point of view). Discuss how it connects to tone. Agenda:
 * Friday, 9/21 **
 * 1) Take notes on forms of narration on page 14 of the ISN.
 * 2) Discuss tone and attach tone words to page 14 of the ISN.
 * 3) Get started reading "Harrison Bergeron."

CO: Evaluate the connection between forms of narration and tone; analyze how isolated scenes contribute to plot. LO: Use "Harrison Bergeron" to answer two OER questions in class. Agenda: Answer two OERs over "Harrison Bergeron." (#1 - How does the form of narration contribute to the tone in "Harrison Bergeron"?) (#2 - How does the introduction of Harrison contribute to the plot in "Harrison Bergeron"?) Both responses must be explained and supported with evidence from the selection. Only 10 lines can be used to respond to each question.
 * Monday, 9/24 **

CO: Reflect on understanding to monitor comprehension. LO: Students will reflect on feedback from previous skills and work to prepare for future assessments. Agenda:
 * Tuesday, 9/25 **
 * 1) See grades
 * 2) Receive feedback on TKAM timed writings
 * 3) Receive feedback on graded vocabulary practice
 * 4) Discuss OERs from Monday --
 * 5) What gave you problems?
 * 6) How can you break a prompt down in the future to be more successful?

CO: Evaluate the connection between forms of narration and tone; analyze how isolated scenes contribute to plot. LO: Take a common assessment where you answer two OERs that ask a question about the connection between forms of narration (point of view) and tone as well as a question about how an isolated scene contributes to the plot. Agenda:
 * Wednesday/Thursday, 9/26-9/27 **
 * 1) Individual feedback over graded OERs from Monday
 * 2) school pictures
 * 3) Timed common assessment (no more than one hour)

CO: Use comprehension skills to understand how sound, graphics, and visuals impact meaning. LO: Watch the Youtube video of "Harrison Bergeron" and write a short paragraph that analyzes its theme. Agenda:
 * Friday, 9/28 **
 * 1) ISN check - put ISNs on student desk closest to teacher's computer desk
 * 2) Review good samples of OERs from the common assessment
 * 3) Watch the Youtube video of "Harrison Bergeron."
 * 4) Write a short paragraph that analyzes the theme of "Harrison Bergeron."

CO: Understand new vocabulary and use it when reading and writing. LO: Students will take an SAT vocabulary test over "Phobia." Agenda:
 * Monday, 10/1 **
 * 1) "Phobia" test (last test of the grading period)

CO: Use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. LO: Students will be introduced to the novel __A Lesson Before Dying__. Agenda: Reminders: PIGSAC and synthesis statemenet of defense attorney's argument due Wednesday/Thursday
 * Tuesday, 10/2 **
 * 1) Meet in the library to renew/check out books (10 minutes max)
 * 2) Get introduced to A Lesson Before Dying (you have three weeks to read this novel).
 * 3) Receive novels from teacher
 * 4) HOMEWORK: PIGSAC defense attorney's speech from chapter 1

CO: Understand, make inferences, and draw conclusions about varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. LO: Students will annotate for syntax, diction, and the effect of voice, tone, and imagery on the literary essay "Salvation." Agenda: Reminders: Informal STAAR and AP multiple choice practice over "Opportunity," "Salvation," and "In the Sun Room."
 * Wednesday/Thursday, 10/3-10/4 **
 * 1) Turn in PIGSAC and synthesis statement from ALBD to teacher
 * 2) Warm-up: Silently read "Salvation" and begin analyzing PIGSAC
 * 3) Copy teacher's annotations of "Salvation."
 * 4) Add to annotations from teacher's "think aloud."
 * 5) In groups, write a synthesis statement over "Salvation."

CO: Make complex inferences about text and use evidence to support understanding. LO: Students will practice multiple choice questions that are modeled after STAAR and AP. Agenda: Reminders: The first six-weeks ends today.
 * Friday, 10/5 **
 * 1) Take informal assessment over "Opportunity," "Salvation," and "In the Sun Room."