English10

CC- 10.W.10 CC- 10.SL.1 (b,c,d) || Journal, Icebreakers, Team Building Competition, Review Syllabus, brainstorm what "gothic" refers to || Journal entry to assess writing skills, observation of active participation || Questionnaire || 1, 2 ||  || R-10-4.3, R-10-4.4 CC- 10.W.10, 10.SL.1, 10.RL.4, 10.RL.5, 10.RL.7, 10.RL.10 || Watch/listen to two versions of "The Raven." Discuss the poem. || Observation of student participation and engagement. Compare/Contrast paragraph with graphic organizer. || "The Raven" by Edgar Allan Poe- Simpsons version & Christopher Walken recording Compare/Contrast Graphic Organizer || 1,2,3 ||  || CC- 10.W.10, 10.RL.2, 10.RL.10 || Journal, Notes on Dark Romanticism, Students Share Poe facts, Continue to study "The Raven" with attn to Dark Romantic elements and influence of Poe's background || Paragraph on the Dark Romantic elements found in "The Raven," informal assessment of student understanding anf participation, direct questioning || "The Raven" Dark Romantic Notes Handout || ,1,2,3 ||  || CC- 10.W.10, 10.W.2, 10.W.4, 10.W.5, 10.R.10, 10.RL.2, 10.RL.3 || Journal, Peer Edit rough drafts of Dark Romanticism assignment, computer lab for typing, SSR the Oval Portrait- double entry journal with at least two entries || Dark Romanticism essay, double entry journal, observation of participation || "The Oval Portrait" by Edgar Allan Poe || 1,2,3 ||  || CC- 10.W.10, 10.SL.1, 10.RL.10, 10.RL.4, 10.RL.5 || Journal (characterization exercise), Discuss "The Oval Portrait"- all students must contribute one comment to discussion using playing cardsto hold them accountable. Worked in pairs to complete literary elements sheet for the story. || Lit elements worksheet, vocab homework || "The Oval Portrait' by Poe, Lit books for definitions of literary terms || 1,2,3 ||  || CC- 10.RL.4, 10.RL.1, 10.RL.2, 10.RL.3, 10.W.10, 10.SL.1 || Read "Cask of Amontillado" and go over plot as a class. Work in small groups to complete a graphic organizer on irony. || Irony graphic organizer, guided discussion, direct questioning and observations || "The Cask of Amontillado" by Poe, graphic organizers and irony handout || 1,2,3 || sub for two classes || CC- 10.W.10, 10.W.3, 10.SL.1, 10.RL.10, 10.RL.1 || Classes who have not done so read Cask of Amotillado and discuss for comprehension analyze theme, discuss irony. Begin draft on eplilogue. || Epilogue drafts, Vocab homework || "The Cask of Amotillado" || 1,2,3 ||   || CC- 10.SL.1, 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.L.1, 10.L.2 || Students will complete a short story elements packet for "Amontillado' and will make vocab index cards with definitions and illustrations || Complete unfinished work, work on epilogue || "The Cask of Amontillado," short story elements packet || 1,2 || NECAP, sub for two classes || CC- 10.RL.2, 10.RL.3 || Classes will SSR Masque of the Red Death and answer reading comprehension questions || Completed answers to reading comp questions, Vocab homework || "The Masque of the Red Death" || 1,2 || NECAP, sub for two classes || CC- 10.SL.2, 10.W.10, 10.W.1, 10.W.2 || All classes watch "Sleepy Hollow" by Tim Burton and note gothic characteristics to complete a writing assignment || Writing assignment: Discuss three elements of gothic style that are seen in the film "Sleepy Hollow." Draft in class and finish for homework. || "Sleepy Hollow" || 1,2,3 || NECAP, sub for two classes || CC- 10.W.1, 10.W.4, 10.W.5, 10.W.6 || Students will peer edit epilogues and Sleepy Hollow responses and will then proceed to computer lab || Completed writing assignments, HW- read bio on HP Lovecraft || peer edit worksheets, computers || 1,2 ||  || CC- 10.W.3,10.W.4, 10.W.510.SL.1 || Students will go on the Providence Ghost tour to make an authentic connection to Poe and Lovecraft || Students will begin to outline their own gothic fiction pieces for homework- quiz grade || Story outline sheet || 1, 2 ||  || W-10-4, W-10-5, W-10-9 CC- 10.SL.1, 10.SL.4, 10.W.3, 10.W.4, 10.W.5, 10.RL.2 || Review theme as a class using Aesop's fables- groups will be given several fables and must decide on the moral of the story. Use rest of class to work on ghost story project. || Informal assessments of group productivity, students on task during writing time || Aesop's fables || 1,2,3 ||  || CC- 10.W.3, 10.W.4, 10.W.5, 10.W.10 || Start class with a Caught ya grammar lesson. Use rest of class to work on ghost story project. || Informal assessments of students being productive. ||  || 1,2,3 ||   || CC- 10.W.6, 10.SL.1, 10.SL.2, 10.SL.4 || Students who chose to perform a scene as their art component present, share completed stories, computer lab for portfolio reflection phase one || Ghost Story Project due, reflections due by end of class- HW- grammar worksheets on comma use || Computer lab || 1,2,3,4 ||   || CC- 10.RL.5, 10.RL.10, 10.SL.1 || Overview of book, time period written, author background. Students will take a survival quiz to connect with setting. || Quizzes, informal assessments of class participation || Lord of the Flies survival quiz || 1,2 ||  || CC- 10.RL.5, 10.RL.10, 10.SL.1 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4 || Scaffolded questions to check for comprehension, discuss leadership, group activity on what makes a good leader || Informal assessments of student participation, group papers || Lord of the Flies || 1,2,3 || Shayna Fox covers all classes- conference || OC-10-1 CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1 || Start journals from the point of view of a character on the island. Go over vocab for chapter and class discussion of chapter focusing on setting and its importance to the theme. Students work in groups to draw maps of the island based on information drawn from text- support with a quote || Assess participation and understanding during discussion, maps and presentations by group || Lord of the Flies || 1, 2, 3 ||  || OC-10-1 CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10 || Reading quiz. Finish map presentations, discuss setting. Go over Chapter 2 study questions and check for comprehension. Dicuss the emerging theme and why Golding has a pessimistic view of human nature. SSR chapter three. || Assess participation and active engagement in discussion. Quiz for reading and comprehension. Study guide answers to level one questions. || Lord of the Flies || 1, 2, 3 ||  || Characterization || W-10-4, R-10-1, R-10-2, R-10-4, R-10-5, R-10-6 OC-10-1 CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10 || Journal from character's POV, Go over events of chapter 3, discuss the main characters and the ideas they represent in the novel. Students work in groups on character sketches, drawing from text- quote to support work. || Assess active participation during discussion. Study guide to check for comprehension. Group sketches and presentations show an understanding of character. || Lord of the Flies || 1,2,3 ||  || Comprehension || W-10-4, R-10-1, R-10-2, R-10-4, R-10-5, R-10-6 OC-10-1 CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10 || Journal from character's POV. Grammar mini-lesson to start class. Use graphic organizer to break down main events of each chapter. Continue work on character sketches and present to class. Discuss symbollism of each character. Students work on characterization organizers. || Assess group presentations, active participation in discussion, completed graphic organizers show understanding of characters || Lord of the Flies, graphic organizers || 1,2,3 ||  || OC-10-1, W-10-12, W-10-13 CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10, 10.W.4, 10.W.5, || Journal from character's POV, Clip of London riots to open class and discuss mob-mentality. Go over chapter four sequencing organizer to ensure comprehension of chapter. Guided questions for discussion of chapter. Students work on character poems. || Assess participation, study guides, sequencing organizer Character poems show understanding of vocabulary and characterization HW-Read chapter 5, complete study guide || Lord of the Flies || 1,2,3,4 ||  || OC-10-1, W-10-12, W-10-13 CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10, 10.W.4, 10.W.5, || Journal from character's POV, Go over chapter 5, discuss theme, fear of the unknown, Go over chapter 5 study guide, finish drafting character poems, peer edit. Further exploration of symbollic nature of the work. Review of vocab for test. || Assess student participation in class discussion, assess study guides for comprehension of text, character poems show understanding of characterization and use vocabulary in context HW- published version of poem, study for vocab test || Lord of the Flies || 1, 2, 3, 4 ||  || CC- 10.W.4, 10.W.10, 10.W.5 || Vocab Test, students present their poems to class || Vocab Test, Students actively engaged during presentations, provide feedback. HW- read chapter 6 and complete study guide, prep for reading quiz || Lord of the Flies || 1, 2 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10 || Journal from character's POV, reading quiz- level one questions, go over study guide questions, carousel activity- groups respond to level three questions on chart papers set up around the room || Reading quiz to check for competion of reading assignment, study guide for comprehension of text, group engagement and understanding/analysis of text during carousel HW- Read chapter 7, complete study guide || Lord of the Flies || 1, 2, 3 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4 || Journal from character's POV. Go over chapter 7 study guide questions. Discuss unfamiliar vocab. Students compose two level three questions about text and post to board, taking the questions of another student and write a thoughtful response to the questions. || Active engagement in class discussion, probing questions about parallel meaning of text. Study guides checked for basic comprehensio. Responses during activity refelct a deeper understanding of text. HW- Read chapter 8, completestudy guide. Two double entries from chapter. || Lord of the Flies || 1,2, 3 ||  || CC- RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5 || Students re-take vocab test, SSR chapter 8, work on study guide || Vocab test, study guide || Lord of the Flies || 1,2 || Majority of students failed first version of test, revised test given to all students, higher grade of two taken First test- lack or studying or flawed test design? Students did much better on second test || Reflective writing || W-10-14, W-10-10, W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6 OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4, 10.W.3, 10.W.5 || Journal from character's POV. Go over study guide. Discuss chapter 8 as a whole class. Go over reflective writing- forst person, significant experiences. Students are assigned a reflective essay on "The Beast" and a time when the beast came out in them. Begin drafting in class. || Answers to study guide questions refelct comprehension. Guided discussion shows student understanding of development of theme, characterization. Essay assignment shows grasp of reflective writing and connects a personal experience to the ideas presented in the text. || Lord of the Flies || 1,2, 3, 4 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4, 10.W.3, 10.W.5 || Journal from character's POV. Read chapter 9 as a popcorn reading, stopping at key points in the text to examine the author's craft, symbollism, and theme. Spend last part of class drafting "beast" reflective essays. || Student engagement/following along during reading. Answers to guided discussion. Reflective essay draft completion. HW- study guide chapter 9, double entries for chapter || Lord of the Flies || 1, 2, 3 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4, 10.W.3, 10.W.5 || Students work in groups of 3/4 and use their double entry notes to guide discussion among themselves. Come together as a whole group for student led discussion of chapter, book as a whole. || Active engagement and participation. Study guides collected to check for reading comprehension. || Lord of the Flies || 1, 2, 3 || Lower ability students make vocab index cards with a visual and definition to clarify unfamiliar vocabulary. || CC- 10.W.10, 10.W.3, 10.W.4, 10.W.5, 10.W.6 || Students peer edit, revise and publish Beast essays || Completed essay shows connection to text through a relevant personal experience, understanding of "the beast" in the novel. || Lord of the Flies, computer lab || 1,2,3,4 ||  || CC- 10.RI.1, 10.RI.8, 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5 || Read handout on Freud's theory on personality- Id, Ego, Superego as a whole class. Student work in pairs to identify characters that represent each aspect and cite evidence from text. Discuss how Golding advances the theme through allegorical nature of characters, objects. || Assess student participation and engagement. || Lord of the Flies, Freud handout || 1,2,3,4 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4 || Journal from character's point of view, review vocab for test, discuss chapter 10, go over study guide || Study guides show reading comprehension, active participation in class discussion || Lord of the Flies || 1, 2, 3 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4 || Journal- connecting to the book Continue discussion of chapter 10, discuss corruption of power, leadership style. Discuss the erosion of civility on island. Highlight key passages during whole class discussion. || Assess student participation in discussion, making sure to call on reluctant participants. Study guide shows comprehension of text. || Lord of the Flies || 1,2,3 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4 || Finish film. Re-connect with book, summarize key events, discuss unfolding of theme, Golding's craft || Student participation assessed Study guide chapter 11 || Lord of the Flies, 1963 film || 1, 2 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4 || Journal from character's POV, reading quiz. Whole class discussion of chapter 11 || Student paricipation. Quizzes show that reading has been done, basic comprehension of text (level one questions) || Lord of the Flies || 1, 2, 3 ||  || R-10-16 OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4 || Listen to Rolling Stones' "Symathy for the Devil" and Elvis Costello's "What's So Funny About Peace, Love and Understanding?" and work in pairs to connect the songs to the text. Whole class discussion of theme of good vs. evil || Active particpation || Lord of the Flies, "Sympathy for the Devil" "What's So Funy About Peace, Love, and Understanding?" || 1, 2, 3 ||  || OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4 || Discuss end of the book as a whole class. Final impressions, review of allegorical elements to advance theme. Analytical essay assigned. Pre-writing for essay due at end of class in form of a web, brainstorm list, notes, etc. || Assess active participation in class discussion. Study guide shows comprehension of text. Essay requires critical analysis of novel- choice of two prompts given. || Lord of the Flies || 1, 2, 3, 4 ||  || R-10-16 OC-10-1, CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4, 10.W.1 || Read Blake's "The Lamb" and "The Tyger" in groups of 3/4 and analyze, make connections to text- groups hand in a T-chart and answers to level three questions Students draft intro paragraphs, establish thesis for paper || T-charts and answers to questions reflect student understanding of poetry and make meaningful connections to novel. Intro paragraphs show thoughtful assertions, clear thesis statements || Lord of the Flies,William Blakes poems- "The Lamb" and "The Tyger" || 1, 2, 3, 4 ||  || CC- 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5, 10.SL.1, 10.W.10. 10.W.4, 10.W.1 || Students continue to draft essays. Students will then peer edit with guide and work on revisions. || Students work throughout class. Observations and feedback on student progress. Peer editing guides show thoughtful and constructive criticism. || Peer editing guide, MLA handbook, rubric || 1,2,3,4 ||  || CC- 10.SL.1, 10.SL.4, 10.W.3, 10.W.4 || Students will receive midterm study guides- we will go over these as a class. Students will then work in groups of three to write a script for an interview that takes place twn years after the boys from Lord of the Flies are rescued. Students assign roles, write script, and rehearse a 5 minute skit. || Student questions to exam guide. Observations of student engagement. Groups use time effectively and are working on interview for the time allowed. Scripts show student understanding of characters of Lord of the Flies. || Midterm study guides || 1,2,3 ||  || CC- 10.SL.1, 10.SL.4 || Students perform their skits. Audience asks questions and students stay in character. || Students present skits that show thoughtful consideration of characterization. Students demonstrate oral communication skills appropriate to activity. Answer all questions from audience as their characters. ||  || 1,2,3 ||   || CC- 10.W.10, 10.W.4, !0.W.5, 10.W.6 || Go over MLA essays as a whole class, paying attention to problematic trends demonstrated in student writing. Students write reflections for digication. || Active participation, questions from students. Students complete and print out digication posts and reflections. || Computer cart || 1, 2, 3 ||  || CC- 10.R.1, 10.R.2, 10.R.3, 10.R.4, 10.R.5, 10.R.10, 10.W.4 || All students take midterm exam. || Exams show student understanding of key concepts from semester one. ||  || 1, 2, 3, 4 ||   || Writing effective introductions- hooks and thesis statements. || W-10-10, W-10-9,W-10-11, W-10-8W-10-7 CC- 10.W.1, 10.W.10, 10.W.4, 10.W.5, 10.W.6, 10.W.8 || Students will learn how to construct an argument in MLA style. Discussion on writing in general- it's purposes, what makes writing good. Will further discuss recent writing assignments and problematic student habits. Will go over hooks as a whole class- brainstorm for an argument on social media and its effect on teens today. Will then go over thesis statements as a whole class. Students will then draft intro paragraphs for a three paragraph essay. || Students are engaged. Students actively contribute to brainstorm session- teacher calls on reluctant participants. Intro paragraphs show creative hooks and clear thesis statements that show a stand on social media's effects on teens today. || Computer cart, MLA handbook || 1,2,3 ||  || Body paragraphs- transitions, effective use of evidence, addressing counterpoints || W-10-10, W-10-9,W-10-11, W-10-8W-10-7 CC- 10.W.1, 10.W.4, 10.W.5, 10.W.6, 10.W.8, 10.W.10 || **SLO- math drill** Discuss effective paragraphs as a whole class. Go over transitional phrases. Discuss the use of counter-points to validate an argument. Discuss the use of evidence to support a claim and how to set up, insert and explain quotes. Discuss ending paragraphs by connecting to thesis on a leve three note. Students will then search for a quote online from a credible source and will draft a body paragraph for their three paragraph essay. || Math drill shows grasp of basic addition skills Students are actively engaged and contribute to class discussion. Students work dilligently on their writing. Draft conclusions for homework. || Computer cart, MLA handook, handout on transitional phrases and words || 1, 2, 3 ||  || Concluding paragraphs- synthesizing ideas and re-stating thesis || W-10-10, W-10-9,W-10-11, W-10-8, W-10-7 CC- 10.W.1, 10.W.4, 10.W.5, 10.W.6, 10.W.8, 10.W.10 || **SLO- math drill** Students will use completed drafts to peer edit using a guide. Students will revise essays and turn in by end of class. Digication posts for homework. || Math drill shows grasp of basic addition Students show thoughtful and constructive criticsm during peer editing. Essays show an understanding of how to construct an argument. Digication posts show true reflection on writing. || Computer cart, peer editing guides || 1,2,3 ||  || What is style? || W-10-10, W-10-9,W-10-11, W-10-8, W-10-7 CC- 10.W.1, 10.W.4, 10.W.5, 10.W.6, 10.W.8, 10.W.10 || **SLO- math drill** Student discussion of what makes writing effective. What is style? Students look for examples of sentences that appeal to them in books available in the classroom. Share sentences and discuss why they interest us- how language and word choice makes writing effective. Discuss linking verbs vs. action verbs. Students revise their writing, paying attention to word choice and verb usage. || Math drills show improvement of basic addition fact knowledge Students actively participate in discussion and share the sentences they have chosen. Students are able to break down the sentences into basic subject and verbs to demostrate how word choice and style add to writing. Students revise essays and use precise language to improve their essays. Due at end of class. || Handout on linking verbs Essays show improvement in use of hooks, transitions, and word choice. || 1, 2, 3, 4 ||  || Go over webquest assignment and discuss what we know about Shakespeare. Complete a graphic organizer as a whole class on What We Know and What We Want to Know about Macbeth. Students are then given interesting or thought-provoking lines from the play on index cards. Students will say their lines all at once to get a feel for the line and then mill about the room, sharing their lines with each other. We will do this again adding dramatic voices and again, adding a gesture. Once we finish, we will add to our Want to Know organizer and will note unfamiliar words. || Math drills demonstate addition mastery. Students actively participate in class activities. Graphic organizers are filled out completely and show sincerity. Students begin to familiarize themselves with Shakespearean language and Macbeth. Literary Terms vocab assignment for homework. || Know, Want to Know, Learned organizers Index cards with lines from Macbeth || 1,2,3,4 ||  || Day 2 || R-10-2, R-10-1,R-10-17, R-10-4, R-10-5, W-10-12, OC-10-1, OC-10-2, || Go over literary terms as a class. Give examples of each term. Discuss blank verse and the style that Shakepeare is known for- how it evolved by the time he wrote Macbeth. Discuss the importance of couplets to his drama (to indicate a scene change, to highlight important lines). Next, break down the term iambic pentameter through root words and prefixes. Activity- students will be selected to stand in the front of the room to "be" iambs and go through a ta TUM rhythm several times to demostrate the meter of the line. Next, students will experiment with different lines of the play (provided by me) to demonstrate iambic pentameters rhythm using the same stress pattern. Discuss the variety of meters briefly. Next, read through Act I, Scene 3 several times, asking the students to stop at unusual points to demonstrate the importance of rhythm to Shakepeare's style and effect. || Literary terms handout completed. Students are actively engaged throughout lesson. Students are able to answer scaffolded questions throughout the lesson. Students demonstrate an understanding of meter by "being" iambs. || Index cards with stressed/unstressed syllables. Index cads with individual words that make up a line of iambic pentameter. || 1, 2, 3 ||  || Day 3 || R-10-2, R-10-1,R-10-17, R-10-4, R-10-5, W-10-12, OC-10-1, OC-10-2 FILM ART || Review iambic pentameter and couplets. Students work in pairs to identify each within the first three scenes and share with the class. Next, stressing the importance of Shakespeare's work being performed, we will discuss the various interpretations of his work (ie. Romeo & Juliet w /Leo DiCaprio). Students will then work in groups of three to stage a scene (Act I, Scene 2). Students will be given mini-figures, action figures and other toys to use to set their scene. They will draw a "set" on a piece of paper and will make decisions about the action of the scene. They will decide (and defend their reasoning) where each character should be, how they will enter and exit, what they will hold or do with their bodies in terms of movement. They will present their scene to the class and explain their decisions. Exit slip- response to prompt- Is greed the root of all evil? || Students actively engaged throughout the lesson. Students make informed decisions as "directors" and create scenery that reflects an understanding of the scene. Students reasoning for their decisions shows an in depth understanding of character relationships and motivations. SAT vocab for homework. || Action figures, various toys Markers || 1, 2, 3, 4 ||  || Study Island modules show an understanding of prefixes and root words. Vocab Test on Tuesday || Computer cart || 1,2,3 ||  || Act I || Students will take a vocab test. They will re-read scenes 1-3 of Macbeth and read on, as time permits. Once all students have completed the test, we will review what has happened in the play so far. Who are the characters? What are they like? We will again discuss the varied interpretations of the play by different directors. We will view Act I, Scenes 1-4 by Polanski, stopping at key points to clarify the action. || Vocab tests show a mastery of SAT words and ability to use them correctly. Students answer scaffolded questions as we stop at various points of the film. Homeowrk- SAT vocab || Polanski's Macbeth || 1,2,3 ||  || Act I || R-10-2, R-10-1,R-10-17, R-10-4, R-10-5, W-10-12, OC-10-1, OC-10-2, W-10-2, W-10-3 || Review of events in play and literary concepts. Fill in event organizer as a whole class, determining the important events up to this point in the play. Students will then work in groups of four to read through scenes 4 & 5. They will assign parts and will read through for comprehension. They will write a summary of each scene and will make predictions about what will happen later in the play. They will also determine the significance of the events in each scene. Exit slip- If you were king or queen, how would you punish someone who betrayed you? How would you reward someone who defended you? || Students are engaged throughout the lesson. Graphic organizers are completed. Scene summaries and predictions show comprehension of the play and insight into plot. Students are able to identify significant events that take place. ||  ||   ||   || Tiered assignment activity on Act I for each level class. Students work in pairs to answer post-reading questions. || Vocab Test shows understanding of SAT vocab. Assignments show understanding and insight into Act I of Macbeth. || Macbeth || 1, 2, 3 ||  || Staging a Scene- Students work in groups of four to stage the banquet scene. Students pay attention to subtext, direction, inflection when interpreting the scene. || Act III summary and analysis sheets show comprhension of events in play, as well as insight into theme and characters. Staging a scene shows attention to detail- character motivation, knowledge, subtext, tone etc. Direction indicates an understanding of the play on a deeper level. || Macbeth || 1, 2, 3, 4 ||  || Final Impressions || R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10, R-10-1, R-10-2, OC-10-1, OC-10-2 || Go over the events of Act V and discuss the ending of the play. Students will trace one of three words over the course of the play in small groups. Students will look at the words sleep, blood, or hands and trace the different instances that it appears in the play. They will examine the literal and figurative meanings of each word. || Student participation in class discussion. Bulleted event list handed in. Chart paper shows group work on tracing a word throughout the play and demonstrates student understanding of the nuances of meaning in various contexts.
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/13 || Introductions/Team Building || Create positive class atmosphere, Discuss Gothic fiction || OC-10-1.1, OC-10-1.5, W-10-11.2
 * 9/15 || Gothic Fiction || Introduce Dark Romanticism and Edgar Allan Poe || W-10-1.3, W-10-2.3 OC-10-1.2, OC-10-1.4, R-10-4.2
 * 9/20 || Gothic Fiction || Understand Dark Romantic & Gothic Style, Edagr Allan Poe Style || W-10-2.3, W-1--3.1, W-10-3.2, R-10-4.4, R-10-5.4
 * 9/22 || Gothic Fiction || Analyze Poe's work for Gothic and Dark Romantic elements || W-10-10, W-10-2.3, W-10-3.1, W-10-3.2, R-10-4.3, R-10-4.2, R-10-5.4
 * 9/27 || Gothic Fiction || Analyze Poe's work, understand elements of a short story || R-10-4.1, R-10-5.4, R-10-16.1, R-10-2.1, OC-10-1.4, OC-10-1.2
 * 9/29 || Gothic Fiction || Read, Comprehend, and Analyze Poe's Work, develop understanding of irony || R-10-4.1, R-10-4.2, R-10-4.3, R-10-4.5, R-10-5.3, R-10-5.4, R-10-6.1, R-10-1.4
 * 10/4 || Gothic Fiction || Analyze Poe's work, creative writing || R-10-4.1, R-10-4.2, R-10-4.3, R-10-4.5, R-10-5.3, R-10-5.4, R-10-6.1, R-10-1.4, W-10-4.1, W-10-4.2, W-10-5.1, W-10-5.4
 * 10/5 || Gothic Fiction || Short Story Elements, Analyze Poe's work || R-10-4.1, R-10-4.2, R-10-4.3, R-10-4.5, R-10-5.3, R-10-5.4, R-10-6.1, R-10-1.4
 * 10/6 || Gothic Fiction || Read & Comprehend Poe's work || R-10-4.1, R-10-4.2,R-10.4.3, R-10-4.5
 * 10/11 || no school ||  ||   ||   ||   ||   ||   ||   ||
 * 10/12, 10/13 || Gothic Fiction || Examine Gothic style in film || R-10-5.4, W-10-2.3, W-10-.1, W-10-3.2, W-10-3.3
 * 10/12, 10/13 || Gothic Fiction || Examine Gothic style in film || R-10-5.4, W-10-2.3, W-10-.1, W-10-3.2, W-10-3.3
 * 10/18 || Gothic Fiction || Writing Workshop || W-10-3.1, W-10-1W-10-2,W-10-9
 * 10/20 || Gothic Fiction || Field Trip to Providence Ghost Tour || W-10-9W-10-5, W-10-4, OC-10-1
 * 10/25 || Gothic Fiction || Writing Workshop, review theme || R-10-5.5,R-10-4.5
 * 10/27 || Gothic Fiction || Writing workshop, grammar review || W-10-4, W-10-5, W-10-9, W-10-10,
 * 11/1 || Gothic Fiction || Ghost Story Project summation || OC-10-2, W-10-14
 * 11/3 || Lord of the Flies || Activate prior knowledge, intro to book || R-10-11, R-10-4.3, R-10-4.4, R-10-4.5, R-10-5.4, OC-10.1
 * 11/10 || Lord of the Flies || Understand chapter one, initial impressions || R-10-1,R-10-2, R-10-11, R-10-4.3, R-10-4.4, R-10-4.5, R-10-5.4, OC-10.1
 * 11/14 || Lord of the Flies || Chapter 1- comprehension & analysis || W-10-4, R-10-1, R-10-2, R-10-4, R-10-5
 * 11/16 || Lord of the Flies || Chapter 2 discussion, understand setting || W-10-4, R-10-1, R-10-2, R-10-4, R-10-5
 * 11/18 || Lord of the Flies || Chapter 3- comprehension & analysis
 * 11/ 21 || Lord of the Flies || Characterization
 * 11/23 || Lord of the Flies || Chapter 4- comprehension & analysis, poetic interpretation || W-10-4, R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 11/28 || Lord of the Flies || Chapter 5- comprehension & analysis, poetic interpretation || W-10-4, R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 11/30 || Lord of the Flies || Vocab Test, Present Poems || R-10-2, OC-10-1, OC-10-2, W-10-12,W-10-13
 * 12/2 || Lord of the Flies || Chapter 6- comprehension & analysis || W-10-11, R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 12/5 || Lord of the Flies || Chapter 7 - comprehension & analysis || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 12/7 || Lord of the Flies || Vocab Test re-take, Independent reading || R-10-2, R-10-1, R-10-2, R-10-4, R-10-5,
 * 12/9 || Lord of the Flies || Chapter 8- compehension & analysis
 * 12/10 || Lord of the Flies || Chapter 9, Reflective essay || W-10-14, W-10-10, W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 12/12 || Lord of the Flies || Chapter 9 continued- comprehension & analysis, vocab building || W-10-14 W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 12/14 || Lord of the Flies || Computer Lab || W-10-2, W-10-3,W-10-14
 * 12/16 || Lord of the Flies || Freud Aspects of Personality & Lord of the Flies || R-10-16
 * 12/19 || Lord of the Flies || Chapter 10- comprehension & analysis || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 12/20 || Lord of the Flies || Test, Independent reading || R-10-2, R-10-1, R-10-2, R-10-4, R-10-5, CC- RL.1, 10.RL.2, 10.RL.3, 10.RL.4, 10.RL.5 || Vocab test, SSR chapter 11 and compete study guide || Test shows understanding of vocab || Lord of the Flies || 1, 2 ||  ||
 * 12/21 || Lord of the Flies || Lord of the Flies- Chapter 10 continued || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 12/23 || Lord of the Flies || Film- 1963 art house version of film shown in all classes || 10.SL.1 || Students watch film ||  || Lord of the Flies, 1963 film version || 1, 2 || Day before winter break, many students absent ||
 * 1/4 || Lord of the Flies || Film, Re-connecting with material, summarizing what we have learned || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 1/6 || Lord of the Flies || Chapter 11- comprehension & analysis, Reading quiz || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 1/9 || Lord of the Flies || Connections to other "texts" || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 1/11 || Lord of the Flies || Final Impressions, the end of the book || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 1/13 || Lord of the Flies || Connections to other texts || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 1/16 || no school- holiday ||  ||   ||   ||   ||   ||   ||   ||
 * 1/18 || Writing Workshop || Lord of the Flies- MLA essay- Response to literary text || W-10-11, W-10-2, W-10-3 R-10-1, R-10-2, R-10-4, R-10-5, R-10-6
 * 1/20 || Mid-term prep, Oral Communication Activity || Lord of the Flies- the interview || W-10-3.2, W-10-3.3, OC-10-1.1, OC-10-1.5, OC-10-2.1, OC-10-2.2
 * 1/22 || Oral Communication || Lord of the Flies- the interview || OC-10-1.1, OC-10-1.5, OC-10-2.1, OC-10-2.2, OC-10-2.4, OC-10-2.5
 * 1/24 || Exam day- no class ||  ||   ||   ||   ||   ||   ||   ||
 * 1/27 || no class ||  ||   ||   ||   ||   ||   ||   ||
 * 1/28 || Response to Literary Text- Writing, Reflective Writing || Lord of the Flies Essay & Digication Reflection || W-10-14.2, W-10-14.3, W-W-10-9, W-10-10
 * 2/1 || Midterm || Midterm Exam || W-10-2.3, W-10-3.3, R-10-4, R-10-5, R-10-6
 * 2/7 || Writing- Argument || Writing an Argument- Social Media has a positive/negative effect on the lives of teenagers today.
 * 2/9 || Writing- Argument || Writing an Argument- Social Media has a positive/negative effect on the lives of teenagers today.
 * 2/13 || Writing- Argument || Writing an Argument- Social Media has a positive/negative effect on the lives of teenagers today.
 * 2/15 || Writing- Argument || Word Choice, Precise Language
 * 2/28 || Macbeth || Pre- Reading Activity- Day One || R-10-4.4, R-10-4.1, R-10-4.3, R-10-5.5, R-10-5.4, O-10-1, OC-10-2, R-10-6.1, W-11 || SLO- math drill
 * 3/1 || Macbeth || Pre-Reading Activity
 * 3/6 || Macbeth || Staging a Scene
 * 3/8 || Digication Maintenance & Study Island ||  || W-10-10, W-10-11, W-10-14, W-10-9 || Go over vocab homework as a class. Next, we will go over the requirements for portfolio entries and phase I & II format. I will stress the importance of proper grammar and setting a specific goal for the future. Students will write reflections for their Biology projects. I will give feedback throughout the class. Once they have completed the reflections, they will do Study Island modules on grammar to brush up on basic skills. || Reflections show true metacognition and set specific future goals. Grammar is accurate.
 * 3/13 || Macbeth || R-10-2, R-10-1,R-10-17, R-10-4, R-10-5, W-10-12, OC-10-1, OC-10-2, FILM || Macbeth
 * 3/20 || Macbeth || Macbeth
 * 3/22 || PSSS Testing ||  ||   ||   ||   ||   ||   ||   ||
 * 3/27 || Macbeth || Act I Summation || R-10-2, R-10-1,R-10-17, R-10-4, R-10-5, W-10-12, OC-10-1, OC-10-2, W-10-2, W-10-3 || Journal: What traits are most closely associated with masculinity? Feminity? Groups will finish summaries and predictions for Act I Scenes 4-7 and we will discuss events and significance as a whole class. Will go over M's soliloquy and what it says about his character. Groups will then work on characterizations of Macbeth and Lady Macbeth. Will share as a whole class. Review of vocab for test Thursday. || Assessment of student understanding of play based on group summaries and answers to guided questions. Characterization sketches show insight into the Macbeths. Student predictions and analysis of events show thoughtful analysis of play. || Macbeth || 1 2 3 ||  ||
 * 3/29 || Macbeth || Act I Post-Reading || R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10 || Vocab Test, SLO Math Drills
 * 4/3 || Macbeth || Act II || R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10, FILM || Students will view the Patrick Stewart version of Macbeth (Acts I and II) and will discuss as a whole class the differences between this version and Polanski's. Students will then discuss the similarities and differences of Macbeth and Lady Macbeth and will fill in a Venn Diagram as a whole class. || Students answers to guided questions show an understanding of the events in the play and initial insight into characters. Students are able to articulate the differences in the two films and show understanding of the effect of a director on the play's interpretation. || Macbeth, PBS version of Macbeth || 1, 2, 3 ||  ||
 * 4/5 || Macbeth || Act II || R-10-2, R-10-1, R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10 || Vocab Test. Math drills. Students will read Act II in groups of four and will complete a summary and analysis sheet as a group. || Students show understanding of SAT vocab on test. Groups are productive and work together to read and understand Act II. || Macbeth || 1, 2, 3 ||  ||
 * 4/9 || Macbeth || Act II || R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10, R-10-1, R-10-2, OC-10-1, OC-10-2 || Go over vocab homework. Discuss Act II as a whole class, read over significant lines and make connections to characterization, theme. Students work in pairs to complete a critical thinking handout. || Students answers to guided questions show understanding and insight into the play. Student handouts show deeper analytical thinking about the material. || Macbeth || 1, 2, 3, 4 ||  ||
 * 4/11 || Macbeth || Act II || R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10, R-10-1, R-10-2, OC-10-1, OC-10-2 || Vocab test. Finish critical thinking handouts in pairs and discuss as a whole class. Begin reading Act III in groups of four and complete scene by scene summary and analysis. || Test shows understanding of SAT vocab. Critical thinking handouts show student insight into play on an analytical level. Students work productively on Act III in groups. || Macbeth || 1, 2, 3, 4 ||  ||
 * 4/13 || Macbeth || Play || OC-10-1 || All students attend a performance of Macbeth at the Stadium. ||  ||   || 1, 2, 3 || Clash of the Classes in afternoon ||
 * 4/23 || Macbeth || Act III || R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10, R-10-1, R-10-2, OC-10-1, OC-10-2 || Go over Act III as a whole class, paying attention to important lines
 * 4/25 || Macbeth || Act III & IV || R-10-4, R-10-5, R-10-6, W-10-2, W-10-3, W-10-10, R-10-1, R-10-2, OC-10-1, OC-10-2 || Groups present their banquet scenes. Go over end of Act III as a whole class. Go over compare/contrast assignment, rubric and how to format the essay. Students will then begin reading Act IV in a graphic novel format. Students will then write a summary of events for homework. || Presentations- see above entry. Active participation in class discussion. Students work in pairs to read graphic novel. Summaries show understanding of the play. || Macbeth, The Graphic Novel || 1, 2, 3, 4 ||  ||
 * 4/27 || Macbeth || Act V

Word Root test || Macbeth || 1, 2, 3 ||  ||
 * 4/30 || Macbeth || Compare/Contrast Essay ||  || Students are assigned a compare/contrast essay on Macbeth & Lady Macbeth. Go overthe two ways to set up a c/c essay (point by point and by subject). Go over a handout on transition words that indicate comparison and contrast. Begin work on compare/contrast organizer. || Active participation and progress made on organizer.

Word Roots for hw || Macbeth Graphic Organizers Transition word handout || 1,2,3 ||  || Graphic Organizers || 1, 2, 3, 4 ||  || Continue working on drafts of essay. || Test on word roots Progress on drafts || Macbeth || 1,2,3,4 ||  ||
 * 5/2 || Macbeth || Essay ||  || Studentswill finish work on graphic organizers and will begin to write first drafts of essay. || Students make headway on essays. || Macbeth
 * 5/4 || Macbeth || Essay ||  || Word Roots test
 * 5/7 || Macbeth || Essay ||  || Class will be reminded of how to set up quotes and will go over how to cite dramatic works. They will then peer edit each other's papers using a peer editiing guide. || All students complete and receive a peer editing guide.

Word roots assigned for hw || Macbeth Peer editing guides || 1,2,3,4 ||  || Students all complete drafts of "I Am" poems and peer edit. || "I Am" poem outlines Dead Poet's Society "What is Poetry?" by Billy Collins || 1, 2, 3 || Macbeth essays due || Student draft a poem based on their journal entry for homework using at least two poetic devices. || Poetic term sheets "Hanging Fire' by Audre Lorde || 1, 2, 3, 4 ||  || Remainder of class spent on revsing, peer editing and producingfinal copies of memory poems. || Memory poems use poetic devices (metaphor, simile, repetition) Active class participation || "My Papa's Waltz" by Roethke || 1, 2, 3 ||   || Free verse poems use more "working" words than glue words and show an attention to word choice. || "Root Cellar" by Roethke || 1, 2, 3 ||   ||
 * 5/9 || Poetry || What is poetry? ||  || Class discussion on what is and is not poetry- what makes something poetic? Watch clip from Dead Poet's Society on how to study poetry. Read "What is Poetry?" by Billy Collins. Discuss ways of interpreting a poem. Students will use an outline to construct "I Am" poems. || Active participation.
 * 5/11 || Poetry || Poetic Terms, Analyzing poetry ||  || Students will write a journal entry using the prompt "I remember when...." that will be used to constuct a poem. Students will read "Hanging Fire" by Audre Lorde and will discuss the poem. We will go over the poetic devices used in the poem and will work on a definition sheet of poetic terms. Students will peer edit and revise "I Am" poems- final copy due by end of class. || Active participation in discussion. Final copy of "I Am" poems due at end of class
 * 5/14 || Poetry || Reading & Writing poetry ||  || Test on word roots. Read "My Papa's Waltz" by Theodore Roethke and discuss as a whole class. Compare it to "Hanging Fire.".
 * 5/16 || Poetry || Reading & Writing Poetry ||  || Read "Root Cellar" by Roethke and go over imagery, alliteration. Students will first read poems to themselves and then will share initial impressions in small groups. Each group will present their ideas to the whole class. Students will then make lists of 50 words that they find interesting, powerful and will use these words as inspiration for a free verse poem. || Active class participation. Students can pick out alliteration and rich imagery from poem.
 * 5/18 || Poetry || Reading & Writing poetry ||  || Students work on free verse poems and peer edit, revise. Whole class will read ee cummings' "A Leaf Falls on Loneliness" and will discuss poetic form- concrete poems, free verse, structured. Students will write a response to the poem and will discuss how the form influences the meaning of the poem. || Student responses to the poem show an understanding that the form of the poem has a significant impact on its meaning. Active class participation.

Free verse poems due next class || "A Leaf Falls on Loneliness" by ee cummings || 1, 2, 3 ||  || Modifier handouts || 1, 2,3 || field trip for one class || -10W
 * 5/21 || Necap Prep || diagnostic test ||  || All students will work on a diagnostic test from Study Island that will be used to assess gaps that will need to be addresses prior to the test. || Test || Study Island diagnostic language arts test || 1, 2, 3, 4 ||   ||
 * 5/23 || Necap Prep || diagnostic test results ||  || Go over tests as a whole class and address weak areas. Grammar lesson on misplaced modifiers. Students complete a grammar handout. || Grammar handouts show student knowledge of where to place modifiers in sentences. || Student tests
 * 5/25 || Poetry || Reading and Writing Poetry ||  || Read "We Real Cool" by Gwendolyn Brooks. Discuss background info of time/place poem was written- discuss how this info helps readers to understand a poem. Discuss rhyme, alliteration, assonance. || Students actively participate in discussion.Students are able to pick out rhyme scheme, alliteration and assonance. Students make connection between background info and content/meaning. || "We Real Cool" by Gwendolyn Brooks || 1, 2, 3 ||   ||   ||
 * 5/30 || Poetry || Found poems ||  || Students will choose a book in the room or use their own to find a passage to be used for found poems. Students will draft, peer edit and revise poems. || Found poems ||   || 1, 2, 3 ||   ||
 * 6/1 || Necap Prep || Writing Prompt ||  || All classes will work on a released Necap prompt. Students who finish will work on a second prompt. || Essays ||   || 1, 2, 3,4 || Substitute for all classes ||
 * 6/4 || Necap Prep || Review Student Work ||  || Go over student essays and highlight weak areas. Discuss organizing an essay clearly. Students will work on released reading passage and response. || responses to passage/prompt ||   || 1, 2, 3, 4 ||   ||
 * 6/6 || Independent Reading Project || Presentations ||  || Students will present PowerPoint presentations on their independent reading. Students will present and take questions. || PowerPoints include 10 slides on literary elements and are visually interesting. ||   || 1, 2, 3 || Exam Prep for 15 min ||
 * 6/8 || Independent Reading Project || Presentations ||  || Students will present PowerPoint presentations on their independent reading. Students will present and take questions || PowerPoints include 10 slides on literary elements and are visually interesting. ||   || 1, 2, 3 || Exam Prep for 20 min ||
 * 6/11 || Independent Reading Project || Presentations ||  || Students will present PowerPoint presentations on their independent reading. Students will present and take questions || PowerPoints include 10 slides on literary elements and are visually interesting. ||   || 1, 2, 3 || Exam Prep for 20 minutes ||
 * 6/13-15 || Exams ||  ||   ||   || Final Exam- Macbeth, Poetry, Essay ||   ||   ||   ||