This Week’s Learning Goals: Determine a theme and/or central idea of a text. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in the text.  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Upcoming Due Dates:
Tuesday, 03 Sep. 2019:  Think Tac Toe inner square due to TurnItIn.com by 11:59 p.m.
Sunday, 08 Sep. 2019: NoRedInk.com practice due by 11:59 p.m.
Monday, 30 Sep. 2019: Q2 vocabulary quiz in class.

Mon. | 02 Sep. 2019
No School - Labor Day Holiday

Tues. | 03 Sep. 2019--Homecoming--Dress-up Theme--All American Red, White, & Blue
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading
Work Session: 

1. Meet in lab 208.
2. Complete Q1 Touchstone assessment.
3. Polish and revise your center square of Think Tac Toe. 
4. Review introductions and conclusions; compose or revise an introduction for your explanatory/informational essay.

Closing: Work with a class “expert” to finalize and submit Think Tac Toe.
Homework: Upload Think Tac Toe and work on Q2 vocabulary and activities on www.NoRedInk.com. 

Wed. | 04 Sep. 2019--Dress-up Theme--Western Wear
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading
Work Session: 

1. View JFK and Puerto Rican culture video connection for “American History.”
2. Read Judith Ortiz Cofer’s “American History.”

Closing: Respond to the artwork; groups read world event article and consider how different people reacted to these events. Connect to the concept of American History and how different events affect different groups of people.

Homework: Work on Q2 vocabulary and activities on www.NoRedInk.com. 

Thurs. | 05 Sep. 2019--Dress-up Theme--Celebrity Day
Opening: EOC Question of the Day: ten minutes of independent reading: 
 (+TAOSS review of Patterns 1 A, B & C);SB: Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN

Work Session: 

1. SB: Activity 1.14 (OR READING ARTICLE): read the article and answer the text-dependent questions.
2. SB: Complete “Working from the Text” and “Check Your Understanding”; share with the class.
3. Brainstorm topics for your argument assessment; consider issues that emerged in your memoir, autobiography, or biography.

Closing: Research evidence for your argument.

Homework: Begin finding articles to  examine both sides of an argument; annotated for evidence for your argument; work on Q2 vocabulary and activities on www.NoRedInk.com. 

Fri. | 06 Sep. 2019 PEP Rally Bell Schedule--Dress-up Theme--Class Colors
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading; 
IAN: Compare and contrast informational and argumentative writing. How do you analyze persuasive elements?

Work Session: 

1. SB: Activity 1.15: Imagine the President of the United States is speaking to students at a public school with a live broadcast to schools all over the country. Predict some ways in which the president might use logos, ethos, and pathos to convince students that they should work hard in school.
2. SB: Listen to and read Obama’s speech, analyzing rhetorical appeals, focusing on the concession and refutation in paragraphs 17 & 18 and the rhetorical questions, anaphora, and parallelism at the end of the speech. 
3. SB: Complete the text dependent questions and “Working from the Text” (with white boards in groups). Share with the class.

Closing: IR: Read independent reading book. Look for examples of parallel structure, rhetorical appeals, and anaphora.
Homework:  Work on  Q2 vocabulary and activities on www.NoRedInk.com. 

​This Week’s Learning Goals: Determine a theme and/or central idea of a text. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in the text.  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Week at a Glance:
Sunday, 25 Aug. 2019: NoRedInk.com practice due by 11:59 p.m.
Thursday, 29 Aug. 2019: Think Tac Toe two outer squares due to TurnItIn.com by 11:59 p.m.
Friday, 30 Aug. 2019: Q1 vocabulary assessment
Tuesday, 03 Sep. 2019:  Think Tac Toe inner square due to TurnItIn.com by 11:59 p.m.


Mon. | 26 Aug. 2019
Opening: EOC Question of the Day:  (+TAOSS); ten minutes of independent reading
Work Session: 

1. Introduction to “The Cask of Amontillado.” Read “Beneath Paris’ City Streets…” and discuss background information.
2. Compare “The Cask of Amontillado” to “The Scarlet Ibis" or "The Necklace.” Which author most successfully uses foreshadowing to create suspense or tension?

Closing: Proofread your CEI and improve the sentence structure of at least one sentence.
Homework: Work on Think Tac Toe, Q1 vocabulary, and activities on www.NoRedInk.com. 

Tues. | 27 Aug. 2019
Opening: EOC Question of the Day:  (+TAOSS); ten minutes of independent reading
Work Session: 

1. ​Review lead ins for text evidence
2. CEI workshop day
   1. Gather up your completed CEI paragraphs to date
   2. Evaluate which one you want to work with for a final grade
   3. Revise the paragraph to perfection (tag, claims, lead ins, text evidence selection, commentary, grammar, sentence fluency and variety)
   4. Meet with a class editor for final approval of your polished copy
3. Compile your CEIs into a packet; put your best one on top; turn them in for grading.
4. Begin working on your Think Tac Toe outer blocks
5. Extension opportunity: Read “The Gift of the Magi” in preparation for Think Tac Toe.

Closing: Plan for Think Tac Toe. Finalize your selected tasks.
Homework: Work on Think Tac Toe, Q1 vocabulary, and activities on www.NoRedInk.com. 

Wed. | 28 Aug. 2019--EARLY RELEASE DAY
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 

1. Work time in the lab (304) on your Think Tac Toe outer squares

Homework: Work on Q1 vocabulary and activities on www.NoRedInk.com. 

Thurs. | 29 Aug. 2019
Opening: EOC Question of the Day:  (+TAOSS); ten minutes of independent reading
Work Session: 

1. Think Tac Toe workshop day

• Complete the self-editing checklists for content, style, and grammar
• Meet with a class editor to have a final once over on your outer corners
  

      2.  Prep for center square: create a Venn diagram for the two stories you want to compare
Homework: Submit Think Tac Toe outer squares by 11:59 p.m. Work activities on www.NoRedInk.com. 

Fri. | 30 Aug. 2019
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading
Work Session: 

1. Q1 vocabulary and grammar quiz
2. Learning Commons orientation

Homework: Work on activities on www.NoRedInk.com. 

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in the text.  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Week at a Glance:
Sunday, 18 Aug. 2019: NoRedInk.com practice due by 11:59 p.m.
Sunday, 25 Aug. 2019: NoRedInk.com practice due by 11:59 p.m.
Thursday, 29 Aug. 2019: Think Tac Toe two outer squares due to TurnItIn.com by 11:59 p.m.
Friday, 30 Aug. 2019: Q1 vocabulary assessment
Tuesday, 03 Sep. 2019:  Think Tac Toe inner square due to TurnItIn.com by 11:59 p.m.

Mon. | 19 Aug. 2019
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 

1. Ponder and respond in Interactive Notebook: Is the grass always greener on the other side?
2. Introduce and practice CEI. Presentation here. Handout here.
3. Read short story “Marigolds” from Spring Board (beginning on page 16) and complete annotation activity. 
4. View sample CEI for “Marigolds.”

Closing: Brainstorm for your own CEI: How does setting influence the narrator's experiences and the conflicts she faces as well as contribute to an interpretation of the piece as a whole?
Homework: Draft a CEI response to the prompt on "Marigolds"; 2nd period only--finish your "Sniper" narrative revisions and bring a hard copy to class for grading tomorrow. Work on Q1 vocabulary and activities on www.NoRedInk.com. 

Tues. | 20 Aug. 2019
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 

1. Write your own CEI paragraph: How does setting influence the narrator's experiences and the conflicts she faces as well as contribute to an interpretation of the piece as a whole?
2. Read “The Stolen Party” on pp. 118-122 of Spring Board.
3. Write your own CEI paragraph (due tomorrow): How does point of view affect the ending of the story?

Closing: Self-evaluate your CEI paragraph using the EOC constructed response rubric.
Homework: Work on Q1 vocabulary and activities on www.NoRedInk.com. 

Wed. | 21 Aug. 2019
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 

1. Finish reading "The Stolen Party"
2. Respond to EOC style multiple choice practice questions. Reinforce responses by selecting the appropriate text evidence to support reasoning. 
3. Small group discussion of thematic questions
4. Respond to the constructed response questions for EOC timed practice. (20 mins)

Closing: Proofread your CEI from "Marigolds" and improve the sentence structure of at least one sentence.
Homework: Work on Q1 vocabulary and activities on www.NoRedInk.com.

Thurs. | 22 Aug. 2019
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 

1. Read the opening paragraph of “The Scarlet Ibis.”
2. Work the prompt; which literary elements are you being directed to analyze?
3. Annotate the text as directed; compose a claim statement to address the prompt.
4. Evaluate and revise claims; work with a partner to craft a CEI paragraph responding to the prompt. 
5. Peer assess another group's CEI

Homework: Read either "The Scarlet Ibis" or "The Necklace." Work on Q1 vocabulary. Complete practice activities on www.NoRedInk.com.

Fri. | 23 Aug. 2019
Opening: EOC Question of the Day: https://www.usatestprep.com/states/states.php?testid=540; grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 

1. Choose your own CEI prompt: 

• Is the narrator to blame for Doodle’s death?
• Why does Doodle strive to reach the narrator’s demanding goals when Doodle is not competitive by nature?
• How would the effect of the narration differ if Maupassant had chosen to tell it from the 1st person point of view (POV) of Mme. Loisel? 
• Justify Mme. Loisel's actions; does she make the most ethical choice?  

Closing: Share your writing with a partner.
Homework: Work on Q1 vocabulary. Complete practice activities on www.NoRedInk.com.
​

This Week’s Learning Goals: Determine a theme and/or central idea of a text. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in the text.  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Week at a Glance:
M 8/12: Bring pre-course reading book to class. You should be finished reading by this day!
W 8/14: Come to class having completed anticipation chart and vocabulary (pp. 1-2) for “The Sniper.”
Th 8/15: Bring five questions you’d want to ask a new student if you were trying to get to know them.
M 8/19: Come to class having read and annotated your copy of “The Necklace.” 
Sun 8/25: NoRedInk.com practice due by 11:59 p.m.
F 8/30: Q1 vocabulary assessment.

Mon. | 12 Aug. 2019
Opening: EOC Question of the Day: ten minutes of independent reading
Work Session: 

1. Complete pre-course nonfiction reading assessment. This must be completed in class. If you are absent, please see Mrs. Walter ASAP to arrange a time to complete.

Closing: Draft a memory map of your favorite childhood experiences.
Homework: Work on Q1 vocabulary; complete diagnostic on www.NoRedInk.com. 

Tues. | 13 Aug. 2019
Opening: EOC Question of the Day: ten minutes of independent reading
Work Session: 

1. Introduce and assign Short Stories Think Tac Toe assignment.
2. Assign Spring Board books.
3. In your IAN, complete a QHT chart for Unit 1 words and a red light for unit 1 vocabulary and standards and knowledge. 
4. Discuss voice. Listen to your teacher read excerpts from the texts in the linked presentation. While you listen, complete the “Inferences about the Speaker” chart on p. 7 of your Spring Board book. 
5. Read the excerpt from Speak on pp. 10-11 of Spring Board. While reading, underline words, phrases, or sentences that create the speaker’s voice.
6. Answer questions 1-4 on pp. 11-12 of Spring Board.
7. Complete Speaker Mix Up activity.
8. Introduce “The Sniper” Narrative Writing Assignment and complete anticipation chart and vocabulary (pp. 1-2). 

Closing: Choose one of the memories from your memory map and compose a private “Burn This!” draft.
Homework: Complete anticipation chart and vocabulary (pp. 1-2) for “The Sniper.” Work on Q1 vocabulary. Complete diagnostic on www.NoRedInk.com. 

Wed. | 14 Aug. 2019
Opening: EOC Question of the Day: ten minutes of independent reading
Work Session: 

1. Work in teams to read and analyze the short story "The Sniper"
2. Respond to the study guide questions and tasks 
3. Discuss the story as a whole class.
4. Rewrite the ending of the story by responding to an EOC style narrative task. 

Closing: Turn your private draft into a public draft due Friday
Homework:

1. Complete “The Sniper” Narrative Writing Assignment. 2nd Block: Draft your "Burn This!" narrative from your memory map. Work on Q1 vocabulary. 4th Block: Begin polishing your "Burn This!" narrative into something you'd put in front of a peer editor. Add, delete, shift, or transform content to revise. Add paragraphs, dialogue, sensory imagery. Play with syntax and diction to create voice. 

Thurs. | 15 Aug. 2019 **Freshman class meeting today at 11:00 a.m.**
Opening: EOC Question of the Day: 
Work Session: 

1. Review sensory imagery
   
2. Review EOC narrative rubric
   
3. Partner assess the narrative you wrote for “The Sniper”: what score should it receive? Give your partner one suggestion to improve style or content and one kudo for something successful.
   
4. Highlight the elements of the EOC rubric in color codes to identify areas of strength and weakness. 
   

​Closer: Self-assess your "Burn This!" narrative against the EOC rubric. What score would it receive? 
Homework: Work on Q1 vocabulary. Complete diagnostic on www.NoRedInk.com. 

Fri. | 16 Aug. 2019
Opening: EOC Question of the Day: ten minutes of independent reading
Work Session: 

1. Write 5 questions you’d want to ask a new student if you were trying to get to know them. What would you ask if you had to interview them? Bring your questions to class for tomorrow’s warm up. 
2. Spring Board Lesson 1.6: Learning How to Interview (p.30-33). Check to make sure your interview questions are open-ended. Revise as needed.
3. Conduct interviews briefly, making note of exact words so you can create a voice for the individual; compose an introduction to the class.
4. Think-Pair-Share: Read the opening paragraph of “Marigolds” and respond to the prompt analyzing diction and tone.
5. SB: continue reading “Marigolds, stopping to analyze short story elements: diction, syntax, imagery.​

Closing: 
Homework: NoRedInk practice due Sunday night at 11:59 p.m.; work on Q1 vocabulary. 

Planning your week:

M 8/5 "My Name" vignettes are due in class; bring a hard copy to share in small groups
W 8/7 Lab orientation and SRI testing
F 8/9 Mini Me self portraits are due in class; be ready to share

Monday, August 5
Opener: Review syllabus and semester overview to answer any residual questions (independent reading notebook, IAN)
Work Session: 

1. Read “Making the Grade” and annotate according to the directions.
2. Introduce mini-me with a focus on building character and voice with the STEAL method along with the idea of coming of age/self-defining incidents; STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98 . IAN: STEAL handout. 
3. Watch VIA Character Strengths/Growth Mindset video: https://www.youtube.com/watch?v=kq-rOelLciE.

Closer: 
Brainstorm ideas for STEAL elements for your mini-me and independent reading choices. 
HOMEWORK:  Complete VIA character strengths survey for mini-me.
Mini me due Friday; bring an independent reading text (print only).

Tuesday, August 6
Opener: Deepen understanding of classroom policies and procedures via Q&A session; grammar boot-camp
Work Session:

1. Set up IAN 
2. Review Mini-Me requirements and IR choices.
3. Post-it note/ parking lot discussion of our reactions to and feelings about reading; debrief statements as a whole class; introduction to the classroom library and IR
4. Complete the textual lineage of books that have shaped our reading lives. Which titles have played a significant role in our development? 
5. Overview of online resources (Zinc, turnitin.com, noredink); distribute tech menu instructions for HW due Monday, Aug. 12

Closer: 

1. IR reading time

HOMEWORK: ​Mini me due Friday; bring an independent reading text (print only).

Wednesday, August 7
Opener: Assign lab seat numbers; Review lab rules and etiquette 
Work Session:

1. Assign SpringBoard books and student #s
2. Complete Scholastic Reading Inventory in the lab.
3. Complete technology platform sign-ups using the Tech Menu
   1. Zinc
   2. No red ink
   3. ​turnitin.com

Closer: Work on the Q1 vocabulary list assigned in Zinc; explore features
HOMEWORK: ​Mini me due Friday; bring an independent reading text (print only).

Thursday, August 8
Opener: Finish grammar boot-camp
Work Session:

1. Introduce SOAPStone and SMELL strategies
2. Revist “Making the Grade” to apply the lens of either SOAPStone or SMELL to the non-fiction passage
3. Respond to the text in the form of an argument: support, challenge, or qualify Wiesenfeld’s claim

Closer: Share opinions with an elbow partner
HOMEWORK: ​Mini me due Friday; bring an independent reading text (print only).

Friday, August 9
Opener: 

1. Complete the student information form on the Google Form via personal device
2. Establish groups norms
3. Review clauses and phrases. Practice constructing simple, compound, complex, and compound-complex sentences.

Work Session:

1. Present mini-mes in small groups
2. Create a poster to represent the values and characteristics of your group’s personality traits
3. Generate a statement to express what your group can do to enhance the learning environment in the class. Compose it in the form of a pledge or a “family” crest. 
4. Present posters to the class

Closer: IR time
HOMEWORK: ​Enjoy your weekend; do an act of kindness for another person. :) 

I'm so excited to meet you!

This Week’s Learning Goals: Learn how to be successful in Honors 9th Literature and Composition. Create norms for our classroom with your peers. Determine a theme and/or central idea of a text. Write arguments to support claims. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week at a Glance:
Friday, 02 Aug. 2019: Bring completed Assignment Part I to class.
Monday, 05 Aug. 2019: Bring completed Assignment Part II to class. Come to class having completed syllabus questionnaire and digitally signing syllabus. Complete all required technology platform registration.

Thurs. | 01 Aug. 2019
Opening: Welcome to Honors 9th Literature! 
Work Session: 

1. Teacher will meet each student individually and complete Teacher Review of Student Schedule (TRSS) forms. In the meantime, students will complete the Making Claims Activity on page 2 of the welcome presentation.
2. Review slides 3-5 of welcome presentation.

1. Introduce and read using active reading strategies Sandra Cisneros's vignette “My Name” from The House on Mango Street.
2. Complete Assignment Part I (linked above - p. 2).

Closing: Review norms and assign homework.
Homework: Complete Assignment Part I. This is due tomorrow at the beginning of class. Read syllabus and use QR code to complete student questionnaire and “sign” syllabus. Ask parents to read syllabus and use QR code to complete parent questionnaire and “sign” syllabus.

Fri. | 02 Aug. 2019
Opening: Literary Device Review Icebreaker
Work Session: 

1. Review syllabus and class overview. Take plagiarism pledge.
2. Review “My Name” excerpt and draft original vignette (Assignment Part II). 

Closing: Answer syllabus questions. Assign homework.
Homework: Complete Assignment Part II and bring printed copy to class on Monday.

You'll receive a detailed syllabus on the first day of class, but in case you're shopping for supplies early, here's what you'll need:
Required Supplies:
• A composition notebook
• Pens
• Pencils
• College-ruled notebook paper
• An organization system: agenda, binder, etc.
• A flash drive or cloud storage account (Office 365 or Google Drive recommended)
• An independent reading novel of your choice
• Your summer reading book (autobiography, biography, or memoir)
I Also Recommend (Optional):
• Markers, colored pencils, construction paper, and other creative materials.
• Hand sanitizer and Clorox/Lysol wipes for the class to share.
• Glue Sticks and a pair of personal student safety scissors
• Your own copies of The Night Circus and The Tempest (Folger Shakespeare Library edition) so you may write in the books.

​
Planning Your Week
W 5/15: ZINC 400+ words due.
M 5/20: Tim Burton style analysis essay due in class.
T or W 5/21 or 5/22: Final test (Tim Burton style analysis)

​Monday, May 13
Opener: Review style analysis essay requirements and ZINC requirements.
Work Session:

1. Complete SRI post-assessment.
2. Work on ZINC.
3. Review literary terms for the final unit test

Closer: Draft style analysis essay.
HOMEWORK: ZINC due May 15; style analysis essay due May 20.

​Tuesday, May 14
Opener: 
Review graphic organizer format (web organizer for key subjects/points and influences discussed in the biographical essay. Watch the short  “Vincent” by Tim Burton.
Work Session:

1. Begin Activity 2.13 “Setting the Mood and Understanding Tone: Wonka Two Ways”; read the excerpt from Charlie and the Chocolate Factory. Read the excerpt and complete the table identifying mood and the stylistic elements that contribute to it.
2. Fill in the chart with observations and interpretations.
3. Plan your essay’s body paragraphs.

Closer: 
Share charted results with your small group
HOMEWORK: ZINC due May 15; style analysis essay due May 20.


Wednesday, May 15
Opener: Review essay requirements and structure.
Work Session:

1. Complete the tone chart on p.158 and “The Language of Style Analysis” p.159.
2. Watch the beginning of Charlie and the Chocolate Factory; jigsaw the cinematic techniques to take film notes on Burton’s style.

Closer: 

1. Groups share findings from the “close viewing” then discuss Burton’s style

HOMEWORK: ZINC due tonight; style analysis essay due May 20.


Thursday, May 16
Opener: Review discussion questions p.172 and p.175 for the plot development and cinematic techniques; focus on the editing in the Verruca Salt scene.
Work Session:

1. View more of Charlie and the Chocolate Factory; complete the analysis chart and CEI paragraph graphic organizer.
2. Quickwrite response: What effect does Burton want to create in the scene at home and in the scene in front of the factory? What choices does Burton make to create these effects?
3. Continue drafting body paragraphs using the template sentence structure p. 173 and p.176.

Closer: Begin analysis of Miss Peregrine’s Home for Peculiar Children.
HOMEWORK: Style analysis essay due May 20.


Friday, May 17
Opener: Connect the analytical statement structure to the paragraph structure (p.179) and the paragraph structure to the essay structure (p.182-3).
Work Session:

1. Continue analyzing Miss Peregrine using the chart p. 180-1.

Closer: Review elements for quality introductions and conclusions; draft these for your essay.
HOMEWORK: Style analysis essay due May 20.

Planning Your Week
W 5/8: The Night Circus projects due in class (submit all written materials to Turnitin.com).
W 5/15: ZINC 400+ words due.
M 5/20: Tim Burton style analysis essay due in class.
T or W 5/21 or 5/22: Final test (Tim Burton style analysis)
 
Monday, May 6
Opener: Review style analysis essay requirements.
Work Session:

1. Watch “What If Tim Burton Directed Frozen?”  and discuss stylistic changes.
2. Review cinematic techniques. 
3. Review graphic organizer format (web organizer for key subjects/points and influences discussed in the biographical essay.Watch the short “Vincent” by Tim Burton.

Closer: Meet with Night Circus groups to finalize project plans.
HOMEWORK:The Night Circus projects due Wednesday; ZINC due May 15; style analysis essay due May 20.


Tuesday, May 7
Opener: Complete the tone chart on p.158 and “The Language of Style Analysis” p.159.
Work Session:

1. Groups compose responses to one of the questions on p.160.
2. Review scenes 10-12 in Charlie and the Chocolate Factory. Quickwrite response: What effect does Burton want to create in the scene at home and in the scene in front of the factory? What choices does Burton make to create these effects?

Closer: Groups share findings from the “close viewing” then discuss Burton’s style.
HOMEWORK:The Night Circus projects due tomorrow; ZINC due May 15; style analysis essay due May 20.


Wednesday, May 8
Opener: Set up Night Circus projects.
Work Session:

1. Gallery walk Night Circus presentations; evaluate peers’ models.

Closer: Clean up Night Circus projects.
HOMEWORK: ZINC due May 15; style analysis essay due May 20.


Thursday, May 9
Opener: Review requirements for style analysis essay.
Work Session:

1. Finish watching Charlie and the Chocolate Factory. 

Closer: Begin analysis of Alice in Wonderland.
HOMEWORK: ZINC due May 15; style analysis essay due May 20.


Friday, May 10
Opener: Complete the narrative writing prompt p. 162.
Work Session:

1. Analyze style as you view scenes 14-16 p.163, filling in the graphic organizer p.164 with observations.
2. Compose leveled questions and answer within your group.
3. Complete the interpretation section of the chart p.164.

Closer: Continue analyzing Edward Scissorhands.
HOMEWORK: ZINC due May 15; style analysis essay due May 20.

​

Planning Your Week
M 4/29 – W 5/1: EOC; brush up on your skills with USA Test Prep. Get plenty of rest!
W 5/8: The Night Circus projects due in class (submit all written materials to Turnitin.com).
Bring your copy of The Night Circus by Erin Morgenstern to class each day.
 
Monday, April 26 – Wednesday, May 1
Please report to lab 421 during our normal class period for End of Course Testing. The bell schedule is slightly altered to allow enough time for testing, so please be present and on time each and every day.
3rd Period: PLEASE REMEMBER TO TAKE "A" LUNCH ON TESTING DAYS


HOMEWORK: The Night Circus projects due May 8; ZINC due May 15.


Thursday, May 2
Opener: Review The Night Circus project requirements and due dates.
Work Session:

1. View Tim Burton’s Movie Montage (1982-2005); list stylistic techniques characteristic of Burton. Watch “What If Tim Burton Directed Frozen?”  and discuss stylistic changes
2. Dr. Seuss Read Aloud; analyze style.
3. Review “The Cask of Amontillado” for style.

Closer: Complete Activity 2.12 “Film in Context: An Authorial Study”; read the biographical essay “Tim Burton: Wickedly Funny, grotesquely Humorous” and answer the text-dependent questions and the main idea statement under “Working from the Text.”
HOMEWORK:The Night Circus projects due May 8; ZINC due May 15.


Friday, May 3
Opener: Review graphic organizer format (web organizer for key subjects/points and influences discussed in the biographical essay.Watch the short “Vincent” by Tim Burton.
Work Session:

1. Begin Activity 2.13 “Setting the Mood and Understanding Tone: Wonka Two Ways”; read the excerpt from Charlie and the Chocolate Factory. Read the excerpt and complete the table identifying mood and the stylistic elements that contribute to it.
2. Watch the beginning of Charlie and the Chocolate Factory; jigsaw the cinematic techniques to take film notes on Burton’s style.

Closer: Groups share findings from the “close viewing” then discuss Burton’s style.
HOMEWORK:The Night Circus projects due May 8; ZINC due May 15.

Planning Your Week


S 4/21: Enjoy your Easter!
M 4/29 – W 5/1: EOC; brush up on your skills with USA Test Prep. Get plenty of rest!
Bring your copy of The Night Circus by Erin Morgenstern to class each day.
 
Monday, April 22
Opener: EOC Question of the Day
Work Session: 

1. Research for The Night Circus projects.

Closer: Read Part IV and V of The Night Circus. 
HOMEWORK: Keep up with your reading schedule for The Night Circus; work on ZINC; review for the EOC.


Tuesday, April 23
Opener: EOC Question of the Day
Work Session:

1. Compose an informational/expository essay (EOC prep).
2. Self-score based on the expository rubric.

Closer: Read Part IV and V of The Night Circus. 
HOMEWORK: Keep up with your reading schedule for The Night Circus; work on ZINC; review for the EOC.


Wednesday, April 24
Opener: EOC Question of the Day
Work Session:

1. Compose informational CEI paragraphs for symbols in The Night Circus. 
2. Research for The Night Circus projects.

Closer: Read The Night Circus part IV and V.
HOMEWORK: Keep up with your reading schedule for The Night Circus; work on ZINC; review for the EOC.


Thursday, April 25
Opener: EOC Question of the Day
Work Session:

1. Compose an argumentative essay (EOC prep).
2. Research for The Night Circus projects.

Closer: Finish reading Part V of The Night Circus. 
HOMEWORK: Keep up with your reading schedule for The Night Circus; work on ZINC; review for the EOC.


Friday, April 26
Opener: EOC Question of the Day
Work Session: 

1. Compose a narrative response (EOC prep).

Closer: Research for The Night Circus.
HOMEWORK: Work on ZINC; review for the EOC; get some rest and prepare for the EOC Monday through Wednesday.