​Planning Your Week
M 2/25: Turn in TPFASST and annotations for TWO Poetry Out Loud poems.
W 2/27: Recite ONE Poetry Out Loud poem in class.
S 3/3: BY 11:59 p.m. Complete No Red Ink quiz
ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 


Monday, February 25
Opener: Collect POL TPFASST charts; review metaphors and conceits; create a metaphor that can be sustained beyond one image (2nd period create; 4th period revisit)
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?

Closer: Watch “Harlem” episode of PBS Poets Series.
HOMEWORK: No Red Ink due Sunday. POL recitation of one poem due Wednesday. Bring an independent reading text (print only); second set of ZINC due March 15th.


Tuesday, February 26
Opener: Read “Fiddler Jones”; analyze with SOAPSTone
Work Session:

1. Compose a response to the EOC prompt for “George Gray” and “Fiddler Jones.”

Closer: Rehearse POL recitations with your group.
HOMEWORK: No Red Ink due Sunday. POL recitation of one poem due Wednesday. Bring an independent reading text (print only); second set of ZINC due March 15th.


Wednesday, February 27
Opener: Rehears POL recitations with your group.
Work Session:

1. Recite POL poems.
2. Finish EOC prompt response for “George Gray” and “Fiddler Jones.”

Closer: Review assignment requirements for poetry anthology.
HOMEWORK:  No Red Ink due Sunday. Poetry Anthology due Tuesday. Bring an independent reading text (print only); second set of ZINC due March 15th.


Thursday, February 28
Opener: Stuffed Poetry: On a sheet of paper, respond to the prompts with information about yourself. Don’t over analyze. Often our gut response is the most productive.
Work Session:

1. Stuffed Poetry Activity (Composing Your Poem)
2. Create new list using numbers (MUST BE IN ORDER, cannot change any words–can only add)
3. Write a poem using the answers to prompts
4. Write stuffed poetry reflection’ turn in for review and feedback.

Closer: Compile poems and write reflections for the poetry anthology due next Tuesday.
HOMEWORK: No Red Ink due Sunday. Poetry Anthology due Tuesday. Bring an independent reading text (print only); second set of ZINC due March 15th.


Friday, March 1
Opener: Review “I Remember You” poem assignment and rubric; view sample poems and presentations.
Work Session: 

1. Compose an “I Remember You” poem to meet the requirements for sound and figurative language use.

Closer: Peer review poems, analyzing figurative language and sound effects.
HOMEWORK: No Red Ink due Sunday. Poetry Anthology due Tuesday. Bring an independent reading text (print only); second set of ZINC due March 15th.

Planning Your Week
S 2/10: Complete No Red Ink practice
S 2/17: BY 11:59 p.m. Complete No Red Ink quiz
M 2/25: Turn in TPFASST and annotations for TWO Poetry Out Loud poems.
W 2/27: Recite ONE Poetry Out Loud poem in class.
ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 


Monday, February 11
Opener: Write a memory poem that uses sensory imagery tied to nature; try to emulate Mueller’s style.
Work Session: Read Cofer’s “El Olvido” and discuss narrative elements.
Closer: Write a poem using the “El Olvido” or “When I am Asked” template.
HOMEWORK: No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.


Tuesday, February 12
Opener: Read "Harlem" and "Fast Break"; complete a "first things first" chart on either poem
Work Session:

1. Mini lesson on couplets and form.
2. View the episodes of Poetry in America on "Harlem" and "Fast Break"
3. Compare your “first things first” chart with a partner; identify elements of analysis that would make for a good claim statement. 
4. Analyze the poems with TPFASTT and discuss with class annotations.

Closer: Write a poem about an activity or one that pays tribute to something.
HOMEWORK: Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website; No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.


Wednesday, February 13
Opener: Ponder and respond–How does it feel to take a risk?
Work Session:

1. Finish analysis of "Fast Break"
2. Complete the “first things first” chart as a group
3. TPFASTT independently
4. Discuss observations and compile class annotations

Closer: Write a short  poem about taking a risk that plays with structure and uses enjambment.
HOMEWORK:  Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website; No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.


Thursday, February 14
Opener: Review metaphors and conceits; create a metaphor that can be sustained beyond a single image.
Work Session:

1. Freshmen Advising in the College and Career Center
   
2. Read “Constantly Risking Absurdity” in small groups (sound devices and puns)
3. What is the speaker’s claim? Tone? Intended audience?
4. How is the poet entering into a broader conversation? What is the poem’s argument?

Closer: 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: Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website; No Red Ink due Sunday at 11:59 p.m.; second set of ZINC due March 15th.


Friday, February 15
Opener: Share your poems about taking a risk.
Work Session: 

1. Analyze and discuss "Constantly Risking Absurdity"
2. Work in trios (teacher assigned) to provide feedback on your recitation of your Poetry Out Loud Poems

Closer: Continue annotating and analyzing POL poems.
HOMEWORK:  No Red Ink due Sunday at 11:59 p.m.; Annotate and complete TPFASST for 2 printed poems from Poetry Out Loud website due Monday after break; second set of ZINC due March 15th.

Planning Your Week
S 2/3: BY 11:59 p.m.–Complete No Red Ink quiz
T 2/7: BY 11:59 p.m. Final draft of center square of Think-tac-toe due to Turnitin.com.
F 2/8: Bring two printed poems from the Poetry Out Loud website.
F 2/8: BY 11:59 p.m. ZINC 1st quarter check (100+words due)
S 2/10: BY 11:59 p.m. Complete No Red Ink quiz
ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 


Monday, February 4
Opener: 

1. Overview of purpose and data collected from Q2 touchstones
2. Visit lab 816 (3rd) and 113 (4th) to take the Q2 touchstone

Work Session:

1. ​Introduce POL
2. View videos of performances; discuss strategies for selecting poems
3. POL scavenger hunt
4. Revise center square essay.

Closer: Select two poems that interest you for consideration as performance pieces
HOMEWORK: Bring a printed copy of your center square essay to class tomorrow. Center square due Thursday 1159 p.m. to Turnitin.com; bring 2 printed poems from Poetry Out Loud website Friday; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Tuesday, February 5
Opener: Review essay requirements including MLA format; review Poetry Out Loud requirements.
Work Session:

1. IAN: TAOSS Pattern 1c
2. Read the Newsweek article “Poetry is Dead” & the opposing view piece “Why We Need Poetry”Analyze claims, reasons, evidence in each; establish tone
3. View Billy Collins video  “Introduction to Poetry”; TPCASTT/annotate for imagery, diction, figurative language
4. Introduce poetry cheat sheet; QHT poetry terms

Closer:  Peer editing activity with Think Tac Toe center squares

HOMEWORK: Center square due Thursday 1159 p.m. to Turnitin.com; bring 2 printed poems from Poetry Out Loud website Friday; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Wednesday, February 6
Opener: 

1. IAN:mini-lesson on active vs. passive voice
2. IAN:  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 “When I am Asked” by Lisel Mueller
2. Complete the “first things first” chart with an elbow partner
3. TPCASTT with partner
4. Class annotations on the poem under the document camera

Closer: Write a memory poem that uses sensory imagery tied to nature; try to emulate Mueller’s style
HOMEWORK:  Center square due Thursday 11:59 p.m. to Turnitin.com; bring 2 printed poems from Poetry Out Loud website Friday; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Thursday, February 7
Opener: 

1. IAN: TAOSS Pattern 2
2. Ponder and Respond: Why do we take risks? 

Work Session:

1. Read “Constantly Risking Absurdity” in small groups
2. Complete the “first things first” chart as a group
3. TPCASTT independently
4. Create a class copy of annotations under the document camera; discuss observations

Closer: Write a short  poem about taking a risk  that plays with structure and uses enjambment
HOMEWORK: Turn in center square essay tonight. Bring two printed poems for POL to class Friday; No Red Ink due Sunday. Bring an independent reading text (print only); first set of ZINC due Feb.8th.


Friday, February 8
Opener: 

1. IAN: TAOSS Pattern 3
2. Review metaphors and conceits; create a metaphor that could be sustained beyond one use or image

Work Session:

1. Read and annotate “George Grey” on posters; SOAPStone
   1. Figurative language
   2. Diction
   3. Sensory imagery
      
   4. What is the speaker’s claim? Tone? Intended audience?
   5. How is the poet entering into a broader conversation? What is the poem’s argument?

Closer: Do a SOAPStone or TPCASTT with one POL poem
HOMEWORK: No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

​Planning Your Week
S 1/27: BY 11:59 p.m.–Complete No Red Ink quiz
Th 1/31: BY 11:59 p.m. 2 outer squares of Think-tac-toe due to Turnitin.com; the center square is due next week.
S 2/3: BY 11:59 p.m.–Complete No Red Ink quiz
T 2/5: BY 11:59 p.m. Center square of Think-tac-toe due to Turnitin.com.
F 2/8: BY 11:59 p.m. ZINC 1st quarter check (100+words due)
ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 


Monday, January 28
Opener: Review “The Scarlet Ibis” focusing on voice and symbolism. Review CEI structure, lead-ins, and EOC rubrics. Review foreshadowing, irony, and theme; see p.106 and p.114.
Work Session:

1. Read “Marigolds”
2. Discuss point-by-point comparison vs. subject-by-subject comparison.
3. Compare and contrast “The Scarlet Ibis” with “Marigolds”; focus on diction and tone, flashback to create tension, foreshadowing to build surprise, characterization of the narrator to support theme, symbol and mood.

Closer: Select narrative and CEI prompts for short story think-tac-toe.
HOMEWORK: Short Story think-tac-toe narrative and CEI due Thursday 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Tuesday, January 29
Opener: Finish “Marigolds" and related activities Review EQ p.96: What makes a good story? How does an artist define his or her style? 
Work Session:

1. Review plot diagram p.97 and complete point of view analysis p. 99-100. Recap for the stories we’ve read: ”The Sniper,” “The Scarlet Ibis,” “Marigolds,” "The Necklace" and “The Cask of Amontillado.”

Closer: Select two stories for center square essay prompt for short story think-tac-toe.
HOMEWORK: Short Story think-tac-toe narrative and CEI due Thursday 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Wednesday, January 30–Computer Lab 
Opener: Review short story think-tac-toe requirements and rubric.
Work Session:

1. Complete CEI and narrative prompts.
2. Begin explanatory/informational essay.

Closer: Work on ZINC and/or No Red Ink.
HOMEWORK:  Short Story think-tac-toe narrative and CEI due Thursday 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Thursday, January 31
Opener: Review semicolons, colons, and conjunctions. Complete p.115-16 language checkpoint.
Work Session:

1. Read about point by point and subject by subject organization in comparison/contrast essays.
2. Outline potential points for the center square essay due Thursday, Feb. 7
3. Partner Venn analysis of a literary element in both "Marigolds" & "The Scarlet Ibis"

Closer: make a poster to share with the class
HOMEWORK:  Short Story think-tac-toe narrative and CEI due TONIGHT by 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Friday, February 1
Opener: Present Venn diagram analysis of "Marigolds" and "The Scarlet Ibis"
Work Session:

1. Read “The Gift of the Magi,” or “The Stolen Party.”
2. Analyze the story with SIFT; present the two most effective literary techniques in a two-column chart.

Closer: Research evidence for your argument.
HOMEWORK: Short Story think-tac-toe center square essay rough draft due in class for peer editing on Tuesday; due Thursday, February 7  by 11:59 p.m. to Turnitin.com; bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

Planning Your Week
M 1/21: BY 11:59 p.m.–Complete No Red Ink practice on sentence combining with semi-colons and colons
T 1/22: Be ready to discuss "The Necklace" in its entirety 
S 1/27: No Red Ink Quiz
Th 1/31: Turnitin.com Think-tac-toe due online
F 2/8: ZINC 1st quarter check (100+words due)
ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 

Monday, January 21 Martin Luther King, Jr. Holiday

Tuesday, January 22
Opener: 

1. IAN: Ponder and respond: is the grass greener?
2. Review narrative rubric; 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.
3. Discuss and turn in “The Sniper” questions
4. Vocabulary Words to Own exercise

Work Session:

1. Summarize the plot of “The Necklace” with a SWBS statement
2. CEI response:reread the passage on pg. 225 of the story about the day of the party. How would the effect of the narration differ if it were told from the 1st person POV of Mme. Loisel?
3. Shaping Interpretations (Questions for discussion)

Closer: Work on short story think-tac-toe.
HOMEWORK: Bring an independent reading text (print only); first set of ZINC due Feb. 8th.


Wednesday, January 23
Opener: Participate in orientation to the library.
Work Session:

1. ​Complete the textual lineage; discuss the books that have helped shape you the most.
2. Ponder and Responding to art: view the painting Interrupted Reading and describe the mood.
3. SB: read “The Catacombs and Carnival” informational piece on pg. 127
4. Ponder and Respond: what experiences could lead someone to revenge? How could an obsession with vengeance lead to tragedy?
5. Begin reading “The Cask of Amontillado”

Closer: Review elements of voice: diction, syntax, imagery. Share examples from “target practice.”
Work on short story think-tac-toe.
HOMEWORK: Complete reading of “The Cask of Amontillado”; bring an independent reading text (print only); No Red Ink quiz due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Thursday, January 24
Opener: Discuss and analyze characterization methods, author’s purpose and use of language, as well as symbols, foreshadowing and unreliable narration in "The Cask of Amontillado"
Work Session:

1. Ponder and Respond: Sometimes we are harder on loved ones than on anyone else. Why do you think this is?

Closer: Examine style passages p.101. IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice. Respond  to Art: view the painting Richard at Age Five (1944), Alice Neel. Oil on canvas, 26˝ × 14˝.What qualities does the boy in the painting seem to have? Point to details of color, line, shape, and texture to support your answer.
HOMEWORK:  Bring an independent reading text (print only); No Red Ink quiz due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Friday, January 25
Opener: 

1. Review Think Tac Toe requirements
   
2. Read  the opening paragraph of “The Scarlet Ibis”; make inferences about the narrator’s attitude (tone), characters (STEAL), symbols and theme.
3. Discuss and analyze characterization methods, author’s purpose and use of language.

.
Work Session:

1. Compose a claim with a TAG. 
2. Construct a CEI focused analysis paragraph incorporating text evidence with lead-ins; interpret evidence, explaining its significance.
3. Merge your paragraph with an elbow partner; trade, score, and provide feedback to another pair.

Closer: work on short story think-tac-toe; IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.
HOMEWORK: Finish reading “The Scarlet Ibis” and complete the reading questions on your handout. Read independent reading choice book; No Red Ink quiz due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th. Think-tac-toe due Jan. 31 to Turnitin.com. 

Planning Your Week
T 1/15: BY 11:59 p.m.–Complete No Red Ink practice
F 1/18: IN CLASS–bring a typed, printed copy of your revised pos./neg. life graph narrative (public draft) to class.
F 2/8: ZINC 1st quarter check (100+words due)
ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 


Monday, January 14
Opener: 

1. Review ZINC and No Red Ink expectations; examine unit 1 assessment and rubric (due Jan. 31). 
2. Sign social contract
3. Build IANs
4. Intro The Art of Styling Sentences; read chapter one “The Sentence”; discuss our foundation of grammar from middle school days

Work Session:

1. Review literary elements as authors’ “moves” for a specific audience and purpose and theme as a connection to the human condition; differentiate between thematic topics and theme statements.
2. Create a positive/negative life graph; starting from your birthday to today’s date, chart some of the most memorable events of your life on a timeline. Reading link: brainstorm your favorite books and place them on your timeline. How has reading influenced us?

Closer: Choose one of the memories from your graph and compose a private “Burn This!” draft.
HOMEWORK: Turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due tomorrow; first set of ZINC due Feb. 8th.


Tuesday, January 15
Opener: 

1. TAOSS Pattern 1 Compound sentence w/ semicolon and no conjunction
2. Preview tomorrow’s PSAT plans
3. Distribute SB books; share VIA posters; mini-introductions to the class

Work Session:

1. ​QHT academic vocabulary and literary terms on pg.2
2. Target “voice” practice

Closer: 

1. Start writing your "burn this!" draft
2. ​Work on ZINC vocabulary practice or No Red Ink.
3. IR

HOMEWORK: Turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due tonight at 11:59 p.m.; first set of ZINC due Feb. 8th.


Wednesday, January 16–PSAT DAY
Opener: Review PSAT results: view Harrison PSAT Blog; complete webquest and article activity; work on ZINC or No Red Ink. 
Work Session:

1. SB activity 1.6  p.30-33 “Learning How to Interview”; pick someone from another VIA category from yours to interview; compose four questions to use to interview a peer then revise to make sure they are open-ended; conduct partner interviews, making note of exact words so you can create a voice for the individual; compose an introduction to the class.

Closer: IR or work on your narrative
HOMEWORK: Prepare to present your partner introduction tomorrow; turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Thursday, January 17
Opener: 

1. Skim introduction paragraphs composed yesterday in class or as homework; present your partner to the class.
2. IAN: TAOSS Pattern 1 a : C w/ conjunctive adverbs
3. Mini review of irony: read “an Appointment in Samarra”;Summarizing plot with Somebody Wanted But So​

Work Session:

1. Read POV handout “Who’s Talking?” by John Leggett; place in IAN
2. View the “Tale of the Three Brothers” from Harry Potter and the Deathly Hallows; in pairs, students will write a paragraph that summarizes the omniscient POV; students will swap summaries with another pair and then write the story from a first person POV; swap again and write from the limited omniscient voice. Volunteers will share their “stories.”​
3. Trade and Read Voice target practice; see if you can correctly identify your partner's speaker tone and topic in each ring. 

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.
HOMEWORK: Complete your POV exercise if you didn't finish it in class today. Turn your private draft into a public draft due tomorrow (bring a printed copied). Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.


Friday, January 18
Opener: ​

1. IAN--TAOSS: pattern 1b: C w/ coordinating conjunction
2. Turn in pos./neg. life graph narratives.
3. Review foreshadowing, symbolism, and irony.

Work Session:

1. ​​Read and discuss “The Sniper”; answer text dependent questions in small groups; compose a narrative: “What happens next in “The Sniper?” Emulate the author’s style staying in bounds of the setting and characterization.
2. Review the Think Tac Toe requirements as we head into the holiday weekend. 

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.
HOMEWORK: Complete any unfinished class work related to "The Sniper"; Read and annotate "The Necklace"; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

Planning Your Week
Th 1/10: Mini-me due. Mini Me Character Strength STEAL; Bring an independent reading text (print only, please) to class each day.
F 1/11: Bring your autobiography, biography, or memoir to class. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet.


Monday, January 7
Opener: Discuss what teachers expect in your writing and what makes good writing; how are these different? 
Work Session:

1. Read “Making the Grade” and annotate according to the directions; compose a response to the prompt.
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. BINDER: STEAL handout and mini-me 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 while teacher reviews TRSS and book forms.
HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.


Tuesday, January 8–Computer Lab
Opener: Review syllabus and classroom expectations. Q&A on pre-course reading assignment.
Work Session:

1. Complete SRI in the computer lab.
2. Complete Tech Menu to create logins for SpringBoard, ZINC, No Red Ink, and Turnitin.com.
3. Complete VIA character strengths survey for mini-me.

Closer: Brainstorm ideas for STEAL elements for your mini-me and independent reading choices.
HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.


Wednesday, January 9
Opener: Review syllabus and classroom expectations. Q&A on pre-course reading assignment.
Work Session:

1. View Nighthawks by Edward Hopper; write a short narrative, building one of the characters with the STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98.
   
2. Label your draft with STEAL elements then share with a partner.
   
3. Partners write a “thank you” note identifying elements that are pleasing. Share and connect back to what makes good writing–that which speaks to its intended audience and fulfills its intended purpose.

Closer: Independent reading time
HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.


Thursday, January 10
Opener: Read group discussion norms in SB p.8, marking the text for keywords; brainstorm rules for collegial discussion; share to create a class master list.
Work Session:

1. Share mini-mes, focusing on VIA character strengths.
2. Collaborate to create a poster that represents your group’s top character strength.
3. Present posters.
4. Create a memory map.

Closer:  Begin composing a narrative from your memory map.
HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday.


Friday, January 11
Opener: Brainstorm textual lineage and memorable film characters.
Work Session:

1. Introduce SMELL strategy of analysis; complete a SMELL analysis of your nonfiction text.
2. Discuss the key message present in your text and its intended audience and purpose; find a point of common ground that links your text to others as part of a larger literary discussion.
3. Complete a STEAL analysis of the featured person from your pre-course reading.

Closer: Continue composing narrative from your memory map.
HOMEWORK: Bring an independent reading text (print only); log in and start your vocabulary work with ZINC. Use these directions: SpringBoard Instructions for First Time Login REV. First set of ZINC due Feb 8.

I am excited to have you in Honors 9th Literature this semester!
Please find the pre-course reading assignment and get started reading your selected nonfiction book (autobiography, biography, or memoir). Be sure to select a print text (no e-books for this assignment). You should not select a text you have read for another class; specifically avoid Hillbilly Elegy by J.D. Vance since it is required reading for AP Human Geography and Night by Elie Wiesel since many of you read it in middle school. Annotate as needed using the guidelines on the assignment sheet. You will need to bring your annotated book to class Wednesday, January 9; you will complete an in-class writing assignment using your annotated book.
In order to fill out the Prerequisite Vocabulary and Skills Tracking Sheet that is attached to the pre-course reading assignment, you will need 9th-12th Vocabulary and Skills. This should be a review of concepts you have already learned, and it will become the first document in your class notebook. This will also be helpful for your writing assignment Wednesday, January 9. Please do not spend lengthy amounts of time on this. It is meant only for review and reference.

Planning Your Week


M 12/10: The Night Circus projects due in class; all materials should be submitted to Turnitin.com BEFORE CLASS.
F 12/14: ZINC due
W 12/19: Tim Burton Style Analysis Essay rough draft due (you may turn in early; this is the last day I will accept it)
1st and 2nd Period Final Exam is Thursday, Dec. 20
3rd and 4th Period Final Exam is Friday, Dec. 21


Monday, December 10
Opener: Set up The Night Circus projects.
Work Session:

1. Present The Night Circus projects.

Closer: Clean up and vote for best projects.
HOMEWORK: Complete ZINC!


Tuesday, December 11
Opener: Review Tim Burton style analysis requirements.
Work Session:

1. Review graphic organizer format (web organizer for key subjects/points and influences discussed in the biographical essay.Watch the short “Vincent” by Tim Burton.
2. 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.”

Closer: Begin viewing Charlie and the Chocolate Factory
HOMEWORK: Complete ZINC!


Wednesday, December 12
Opener: Review evidence from Charlie.
Work Session:

1. Continue viewing Charlie and the Chocolate Factory.

Closer: Fill in graphic organizer with evidence from the film.
HOMEWORK: Complete ZINC!


Thursday, December 13
Opener: Meet in the computer lab.
Work Session:

1. Complete SRI.

Closer: Work on ZINC.
HOMEWORK: Complete ZINC!


Friday, December 14
Opener: Compare opening scenes of Charlie and Edward Scissorhands.
Work Session:

1. View Edward Scissorhands.

Closer: Write an introduction and body paragraph for the style analysis essay.
HOMEWORK: Complete ZINC!

​
Monday, December 17
Opener: Finish Edward and review requirements for style analysis essay and final test of Tim Burton’s style.
Work Session:

1. View Miss Peregrine’s Home for Peculiar Children.

Closer: Compare and contrast Burton’s style in the four films we’ve viewed.
HOMEWORK: Work on style analysis essay and study for final test.


Tuesday, December 18
Opener: Continue viewing Miss Peregrine.
Work Session:

1. Write another body paragraph and conclusion for style analysis essay.

Closer: Study cinematic terms for final test.
HOMEWORK: Work on style analysis essay and study for final test.


Wednesday, December 19
Opener: Revise/edit style analysis essay and turn in.
Work Session:

1. Finish Miss Peregrine.

Closer: Study cinematic terms for final test.
HOMEWORK: Work on style analysis essay and study for final test.


Thursday, December 20–2nd period final test
Friday, December 21–3rd period final test

Planning your week:

​M 12/10: The Night Circus projects due in class; all materials should be submitted to Turnitin.com BEFORE CLASS.
F 12/14: ZINC due.

Monday, December 10

Opener: set up circus attractions, lay out written deliverables binders, set up concessions.
Work Session: The Circus Arrives! Tent presentations and performances.
Closer: Clean up circus tents and move to a new venue. :)
HW: Zinc Q4 check on Friday 

Tuesday, December 11

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. 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.”
2. 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.

Closer: Mini quiz on tone and mood
HW: Zinc Q4 check on Friday 

Wednesday, December 12

Opener: Career cruising with Ms. Moody
​Review feedback on initial body paragraphs; continue Activity 2.13; read passage 2 from Charlie and the Chocolate Factory and complete the text-dependent questions.
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. Complete the tone chart on p.158 and “The Language of Style Analysis” p.159.
3. Watch the beginning of Charlie and the Chocolate Factory; jigsaw the cinematic techniques to take film notes on Burton’s style.
4. Groups share findings from the “close viewing” then discuss Burton’s style.

Closer: Groups compose responses to one of the questions on p.160
HW: Zinc Q4 check on Friday 

Thursday, December 13

Opener: Groups jigsaw cinematic techniques then view scenes 10-12 in Charlie and the Chocolate Factory.
Work Session: 

1. 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?
2. Groups: create a scene and then apply five cinematic techniques to the scene (#2 p.162); create a two-column graphic organizer (cinematic technique/intended effect); present the scene to the class.

Closer: Class summary: groups identify the most successful technique for producing your intended effect.

HW: Zinc Q4 check on Friday 

Friday, December 14

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: Compose a response to the “Writing to Sources: Explanatory Text” prompt p.165

HW: Zinc due at 11:59 p.m.