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9th Grade Georgia Standards of Excellence

H9L Week 11 October 14-18, 2019

10/13/2019

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This Week’s Learning Goals: Determine the meaning of words and phrases as they are used in the text. Analyze poetry. Work collaboratively. Present poems to illustrate understanding. 

Upcoming Due Dates:
Friday, 18 Oct. 2019: Poetry anthology due in class
Monday, 21 Oct. 2019: Come to class having read Part I of The Night Circus
Thursday, 24 Oct. 2019: “Theme for Honors 9th Literature” poem and video due by 11:59 p.m.
Monday, 04 Nov. 2019: Come to class having read Part II of The Night Circus

Mon. | 14 Oct. 2019
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading; 
  1. Turn in CEIs from last week: evaluate your best writing and submit for grading against the EOC rubric; peer normed scoring activity
Work Session: 
  1. Review poetry anthology assignment and rubric, dear reader tips, and reflection tips and sample
  2. Workshop poems for anthologies; trade poems with an elbow partner; annotate for poetic devices
  3. Write a reflection on the poetic techniques you experimented with and their intended effects
Closing: Review Q3 vocabulary words. Add two Q3 words to your poem to experiment with vocabulary
Homework: Compose dear reader letter and reflections for the poetry anthology. Compile materials and create table of contents for poetry anthology.

Tues. | 15 Oct. 2019 Advisement classes will meet during Hoya Block to pre-bubble for PSAT
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading; 
  1. View sample poems for “Theme for H9L” (use Where I’m From and I Remember You samples to show techniques)
Work Session: 
  1. Examine paintings from/about The Tempest; choose one that you like the best 
  2. Use the word bank to compose a poem that captures the character, mood, and/or action of the painting you chose.
Closing: Examine Shakespearean insults and cast The Tempest 1.1 pantomime
Homework: continue to work on poetry anthology assignment requirements (due 10/18) and “Theme for H9L” poems and videos (due 10/24)

Wed. | 16 Oct. 2019 PSAT Testing (alternate bell schedule) 3rd and 4th period classes will meet
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session:  
  1. 4th period only: Lab or Learning Commons to work on “Theme for H9L” poems and videos
  2. Compose poems or work on constructing videos
  3. Watch “Harlem” episode of Poetry in America.
Closer:  Complete original poem for "Theme for H9L"
Homework: continue to work on poetry anthology assignment requirements (due 10/18) and “Theme for H9L” poems and videos (due 10/24)

Thurs. | 17 Oct. 2019 
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Lab or Learning Commons (TBD) to work on “Theme for H9L” poems and videos
  2. Compose poems or work on constructing videos
  3. Polish anthologies for turn in tomorrow
Closer: Peer review H9L  poems for poetic devices and sound effects
Homework: continue to work on poetry anthology assignment requirements (due 10/18) and “Theme for H9L” poems and videos (due 10/24)
​
Fri. | 18 Oct. 2019
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
  1. Set up Nearpod
  2. Turn in poetry anthologies
Work Session: 
  1. Feather circle sharing of  anthologies; post it note praises
  2. Explore Shakespeare’s world: Elizabethan language, the Globe Theatre, culture, history, and overview of The Tempest with Nearpod.
  3. Analyze, rehearse, and perform Act I Scene 1 https://folgereducation.wordpress.com/2015/02/03/5-great-ways-to-start-a-shakespeare-unit/ (pantomime, self-reflection, group discussion; add dialogue).
Closer: Compare and contrast class performances with professional productions of the opening scene.
​Homework: continue to work on “Theme for H9L” poems and videos (due 10/24)

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Honors 9th Literature Week 10: 07-11 Oct. 2019

10/6/2019

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This Week’s Learning Goals: Determine the meaning of words and phrases as they are used in the text. Analyze poetry. Work collaboratively. Present poems to illustrate understanding. Compare the tone and mood of poems. Prepare for the EOC by writing CEI paragraphs.

Upcoming Due Dates:
Tuesday, 08 Oct. 2019: TPFASSTT and annotations for both Poetry Out Loud poems due in class
Thursday, 10 Oct. 2019: First Poetry Out Loud performances live in class
Thursday, 10 Oct. 2019: 11:59 p.m. Second Poetry Out Loud performances due by video to FlipGrid
Friday, 11 Oct. 2019: Bring your copy of The Tempest to class
Friday, 18 Oct. 2019: Poetry anthology due in class
Monday, 21 Oct. 2019: Come to class having read Part I of The Night Circus
Thursday, 24 Oct. 2019: “Theme for Honors 9th Literature” due by 11:59 p.m.
Monday, 04 Nov. 2019: Come to class having read Part II of The Night Circus

Mon. | 07 Oct. 2019
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Review requirements for Poetry Out Loud presentations/video submissions.
  2. Review “George Gray.” 
    1. What is the speaker’s claim? Tone? Intended audience?
    2. How is the poet entering into a broader conversation? What is the poem’s argument?
  3. Review Literary analysis rubric for EOC
  4. Evaluate “George Gray” CEIs playing "My Favorite No" 
  5. Read and analyze “Theme for English B” by Langston Hughes.
  6. Introduce Educational Reflection Poem Assignment (“Theme for Honors 9th Lit”).
Closing: Review Q3 vocabulary words.
Homework: Work on analyzing and memorizing your poems. Work activities on www.NoRedInk.com. 

Tues. | 08 Oct. 2019
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Turn in Poetry Out Loud annotations and TPFASSTTs.
  2. Read “Fiddler Jones” from Edgar Lee Masters’ Spoon River Anthology. 
  3. Complete EOC-inspired graphic organizer and write a CEI paragraph using the prompt on the graphic organizer.
Closing: Write an original poem modeled after the Spoon River Anthology poems.
Homework: Complete original poem. Work on analyzing and memorizing your poems. Work on activities on www.NoRedInk.com. 

Wed. | 09 Oct. 2019
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Introduce Poetry Anthology assignment.
  2. Review “El Olvido.”
  3. Watch Jackson Hille’s Poetry Out Loud performance of “Forgetfulness.” 
  4. Read “Forgetfulness” by Billy Collins.
  5. Compare “El Olvido” and “Forgetfulness.” Write a CEI paragraph comparing how each poet feels about remembering.
Closer: Write an original poem expressing your own views on remembering/forgetfulness or something you remember.
Homework: Complete original poem. Work on memorizing your poems. Work on activities on www.NoRedInk.com.

Thurs. | 10 Oct. 2019 - Early Release Day
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Present Poetry Out Loud poems.
Homework: Upload videos to FlipGrid.

Fri. | 11 Oct. 2019
Opening: EOC Question of the Day: grammar practice (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Complete Poetry Out Loud presentations.
  2. Introduce The Tempest.
Homework: Begin drafting your “Theme for Honors 9th Lit” poem and revising poems for your anthology. Work on  www.NoRedInk.com. ​​
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Week 9 September 30-October 4

9/29/2019

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 Planning your week:
M 9/30: Bring two printed copies of your Poetry Out Loud poems you have selected for exploration. (If you are having printer problems, the library or my room is available before school. No printing once class has started.) 
T 10/1: POL performance rehearsals--be prepared to deliver your poem to others. It does not have to be fully memorized yet, but you should have ideas about how to bring it to life for an audience. 
F 10/4: Vocabulary quiz

Monday | September 30
Opening: 
  1. (+TAOSS); ten minutes of independent reading
  2. Review POL requirements
  3. Reminder to purchase or check out copies of The Tempest and The Night Circus
Work Session:
  1. Check in POL poems
  2. Read Cofer’s “El Olvido” and discuss “narrative” elements.
  3. View Billy Collins video  “Introduction to Poetry”; TPCASTT/annotate for imagery, diction, figurative language.
  4. Introduce poetry cheat sheet; QHT poetry terms
Closing:
Write a poem using the “Introduction to Poetry” or “El Olvido” template
IR: Read independent reading book.Look for examples of parallel structure, rhetorical appeals, and anaphora.
Homework: Bring two additional copies of your POL performance poem for work in trios tomorrow; work on Q2 vocabulary and activities on  www.NoRedInk.com

Tuesday | October 1
Opening: 
  1. EOC Question of the Day: (+TAOSS); ten minutes of independent reading
  2. Ponder and respond--Think about a strong memory that is tied to nature/weather, a scary storm, a perfect picnic, a cleansing rain. How is weather tied to our emotions and memories?
Work Session:
  1. Read various poems about weather and memory. 
  2. Complete the “first things first” chart with a partner.
  3. Analyze the poem with TPCASTT and discuss with class annotations. 
  4. POL trios rehearsal time
Closing: Write a memory poem that uses sensory imagery tied to nature; try to emulate Mueller’s style.
Homework: Work on memorizing your POL performance poem

Wednesday | October 2
Opening:
  1. (+TAOSS); ten minutes of independent reading
  2. Ponder and respond--How does it feel to take a risk?
Work Session:
  1. Read “Constantly Risking Absurdity” in small groups
  2. Complete the “first things first” chart as a group
  3. TPFASTT independently
  4. Discuss observations and compile class annotations.
Closing: Write a short  poem about taking a risk that plays with structure and uses enjambment
Homework: Work on memorizing your POL performance poem

Thursday | October 3
Opening:
  1. EOC Question of the Day: (+TAOSS); ten minutes of independent reading
  2. Review metaphors and conceits; create a metaphor that can be sustained beyond one image.
Work Session:
  1. Read and annotate “George Gray” on posters; use SOAPStone to analyze figurative language, diction, and sensory imagery
  2. What is the speaker’s claim? Tone? Intended audience?
  3. How is the poet entering into a broader conversation? What is the poem’s argument
Closing: Begin annotating POL poems for “narrative” elements (STEAL, speaker, imagery, setting, figurative language, theme, structure, etc.); complete a SOAPSTone or TPFASST for one POL poem.
Homework: Work on memorizing your POL performance poem

Friday | October 4
​Opening: 
  1. EOC Question of the Day: (+TAOSS); ten minutes of independent reading
  2. Read “Fiddler Jones”; analyze with SOAPSTone
Work Session:
Compose a response to the EOC prompt for “George Gray” and “Fiddler Jones.”.
Closing: Continue annotating and analyzing POL poems.
Homework: Work on memorizing your POL performance poem
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H9L Week 8 September 16th-20th, 2019

9/15/2019

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Planning your Week:
M 9/16: Bring a hard copy of your current argument draft and printed copies of all sources. You'll need these items with you all week long, so tuck them in your backpack for use in class each day. 
W & Th 9/18 & 9/19: Lab days 
F 9/20: Hard copies of annotated sources, CRAAP tests, and all drafts turned in during class
Sun. 9/22: Final essays due to Turnitin.com @ 11:59 p.m.

Mon. | 16 Sep. 2019
Opening:  EOC Question of the Day: (+TAOSS); ten minutes of independent reading  
Work Session:
  1. SB: Complete listening to “Race Politics” and “Always Running,” reading analyzing rhetorical appeals, focusing on imagery, anaphora, and parallelism. 
  2. SB: Revisit “Working from the Text” and “Check Your Understanding”; share with the class.
  3. Write a response analyzing which passage's style and content MOST effectively supports its purpose.
​Closing:  IR: Read independent reading book.Look for examples of parallel structure, rhetorical appeals, and anaphora.
Homework: work on your argument essay due @11:59 on 9/2; work on Q2 vocabulary and activities on  www.NoRedInk.com;  bring a hard copy of your draft of your argument and your printed sources all week!

Tues. | 17 Sep. 2019
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Paraphrasing mini-lesson and practice
  2. Annotate sources & CRAAP test choice source; practice with embedded quotes and lead-ins.
  3. Complete a SMELL or Soapstone analysis of two other student papers
  4. Assess the claim of the essay; highlight supporting details and commentary; locate a concession; highlight the counterclaim; identify a refutation
  5. Locate or suggest opportunities to include parallelism, rhetorical appeals, secondary sources, and anaphora. 
Closing:  IR: Read independent reading book. Look for examples of parallel structure, rhetorical appeals, and anaphora.
Homework: work on your argument essay due @11:59 on 9/2; work on Q2 vocabulary and activities on  www.NoRedInk.com;  bring a hard copy of your draft of your argument and your printed sources all week!

Wed. | 18 Sep. 2019
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading
Work Session: 
  1. Argument essay workshop; visit lab 113 to compose & refine drafts, add secondary sources. 
  2. Review your detailed feedback on your Think Tac Toe essays and CEIs in Turnitin.com. Make a list of focus correction areas for the argument essay. You should have at least three elements to work on perfecting. Place your FCAs at the top right on the essay in a numbered list. (We'll do this together in the lab.)
  3. Check over paraphrases and direct quote for accuracy, lead-in and MLA formatting, and parenthetical citations.
  4. Meet with Mrs. Walter for writing conferences.
  5. Review required essay components and materials for argument essay assignment
Closing:  IR: Read independent reading book.Look for examples of parallel structure, rhetorical appeals, and anaphora.
Homework: work on your argument essay due @11:59 on 9/2; work on Q2 vocabulary and activities on  www.NoRedInk.com;  bring a hard copy of your draft of your argument and your printed sources all week!

Thurs. | 19 Sep. 2019
Opening: EOC Question of the Day: ten minutes of independent reading: (+TAOSS)
Work Session: 
  1. Argument essay workshop; visit lab 113 to compose & refine drafts; add secondary sources. 
  2. Check over paraphrases and direct quotes for accuracy, lead-in and MLA formatting, and parenthetical citations.
  3. Meet with Mrs. Walter for writing conferences.
  4. Review required essay components and materials for argument essay assignment
Closing: IR: Read independent reading book.Look for examples of parallel structure, rhetorical appeals, and anaphora.
Homework: work on your argument essay due @11:59 on 9/2; work on Q2 vocabulary and activities on  www.NoRedInk.com;  bring a hard copy of your draft of your argument and your printed sources all week!

Fri. | 20 Sep. 2019 
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading; 
Work Session: 
  1. View the documentary Blackfish
  2. Analyze the film director’s use of rhetorical strategies, visual rhetoric and other persuasive devices.
  3. Chart observations while viewing for post-film whole class discussion.
  4. Turn in hard copies of essay drafts, annotated sources, and CRAAP test results for choice sources.
  5. Upload final essay versions to Turnitin.com by 11:59 on Sunday, September 22.
Closing: IR: Read independent reading book.Look for examples of parallel structure, rhetorical appeals, and anaphora.
Homework: work on your argument essay due @11:59 on 9/22; work on Q2 vocabulary and activities on  www.NoRedInk.com. 
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Honors 9th Lit. Week 7 September 9-13, 2019

9/8/2019

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Planning Your Week:

T 9/10: Hard copy rough draft of your "brain dump" argument
Th 9/12: Grammar Quiz 2.0 "The Sequel"

Mon. | 09 Sep. 2019
Opener: Complete listening to and reading 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. 
Work Session:
  1.  SB: Revisit Obama’s speech and complete SOAPSTone graphic organizers in small groups; share with the class.
  2. SB: Complete the text dependent questions and “Working from the Text” (with white boards in groups). Share with the class.
  3. SB: Complete SMELL graphic organizers in pairs; discuss as a class.
  4. SB: Review parallel structure (practice p. 78) and discuss “Check Your Understanding.”
​Closer: SB: Compose a response to “Writing to Sources: Argument”
Homework: work on finalizing your "brain dump" draft of your argument essay (you may opt to use the guided writing lesson on NoRedInk); work on Q2 vocabulary and activities on  www.NoRedInk.com. 

Tues. | 10 Sep. 2019
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading; play rebuttal tennis with an elbow partner
Work Session: 
  1. Argument essay workshop--in small groups, read another student argument
  • Assess the claim of the essay
  • Highlight supporting details and commentary
  • Locate a concession
  • Highlight the counterclaim; Identify a refutation
  • Complete a SMELL or Soapstone analysis of two other student papers
  • Locate or suggest opportunities to include parallelism, rhetorical appeals, secondary sources, and anaphora. 
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. 

Wed. | 11 Sep. 2019
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading
  1. Work Session: Review research pathways and databases; introduce CRAAP test for source analysis.
  2. Visit the learning commons to research a topic you are interested in. Find one source that supports your claim and one source that opposes your claim.
Closing:  Work on integrating secondary sources into your argument.
Homework: Work on Q2 vocabulary and activities on www.NoRedInk.com. 

Thurs. | 12 Sep. 2019
Opening: EOC Question of the Day: ten minutes of independent reading: 
 (+TAOSS review of Patterns 1 A, B & C); grammar quiz 2.0 "The Sequel"--attempt to earn a higher score than on your first grammar quiz. 
Work Session: 
  1. Read “Race Politics” and “Always Running”
  2. SB: Complete “Working from the Text” and “Check Your Understanding”; share with the class.
  3. Brainstorm additional opportunities to include primary or secondary sources in your argument. 
  4. Analyze an example of visual rhetoric; respond on the white boards
Closing: Write a response analyzing which passage's style and content MOST effectively supports its purpose? 

Homework: Continue finding and refining article selections to examine both sides of an argument; work on Q2 vocabulary and activities on www.NoRedInk.com. 

Fri. | 13 Sep. 2019 
Opening: EOC Question of the Day: (+TAOSS); ten minutes of independent reading; 
Work Session: 
  1. Review in-text citations and works cited pages.
  2. Return to the learning commons to continue to review  and select articles to support thinking. Add in-text citations to support a well-reasoned, organized argument.  
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. 
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September 02nd, 2019

9/2/2019

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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. 
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Week 5 - 26-30 Aug. 2019

8/25/2019

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​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. 
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Honors 9th Literature Week 4: 19-23 Aug. 2019

8/18/2019

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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.
​
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H9L Week 3: 12-16 Aug. 2019

8/11/2019

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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. 
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Honors 9th Literature Week 2 Aug. 5-9, 2019

8/4/2019

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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. :) 

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    Mrs. Walter adores 9th graders. She loves the enthusiasm they bring to the study of literature as they explore new and challenging texts. 

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