English09


 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/7 || Start the year off right... || To Start the year off right... ||  || We will review the syllabus and course expectations

Spelling unit 1 ||  ||   ||   ||   || R–10–7 R–10–17
 * 9/9 || What are the 30 primary literary terms? || Each students will define and illustrate one literary term || R–10–4

R-10-1.1 CC-9.L.6 || Students will each illustrate one of the 30 literary terms highlighted by the Rhode Island Department of Education

Spelling Test 1 || Illustration

Spelling test || RIDE document... 30 literary terms || 3, 1 || Getting to know classes... will spelling tests call for modification? ||
 * 9/12 || How do you pass out papers in a timely manner?
 * 9/12 || How do you pass out papers in a timely manner?

What is depth of knowledge?

What are some important elements of the writing process? || Continue to start year off right...

Students will begin to consider important memories for meoir writing assignment. || R–10–7 R–10–8 OC–10–1

W-10-11.1 W-10-11.2 CC-9.W.3

R-10-3.1 CC-9.L.3 CC-9.L.4 CC-9.L.5 || Literary Terms Quiz

Do Now – What is one of your most distinct memories? Why? What do you remember about it?

Students will read and note the meaning of Depth of Knowledge and explore the Depth of knowledge chart

Students will note and define the elements of the writing process including rubric review, brain- storming, outlining, drafting, peer-editing and final drafting

Students will receive and review the Memoir Assignment Sheet and Rubric

Review Idiom Unit 1 || Lit Terms Quiz/Entrance ticket

Distinct Memory Do Now in notebook.

Evidence of Idiom homework completion. || Idiom graphic organizer. || 1, 3 || First full week of school... || R–10–15
 * 9/14 || What is a memoir and how are they constructed? || To begin the process of creating a memoir. || R–10–11

CC-9.W.5

CC-9.W.5 || Students will note and define memoir.

Students will discuss last week’s Do Now in which they wrote about a memorable moment from their lives.

We will then review 19 Questions to help write a memoir. || Memoir Prep work - memoirist questions, graphic organizers || Graphic Organizer

Questions || 1,2,3 || First Writing Assignment || CC-9.L.6
 * 9/16 || What is a memoir and how are they constructed? || To begin the process of creating a memoir. || R-10-1.1

R–10–11 R–10–15

OC-10-1.3 OC-10-1.4 CC-9.SL.2

W-10-10 W-10-11.2 W-10-11.3 CC.9.W.3 CC.9.W.4 CC.9.W.5 || Students will take spelling quiz 2

Students will review definition of memoir and how it differs from an autobiography.

Students will watch a video interview with actor Christopher Plummer about his efforts in writing his memoir

I will model brainstorming topics, eleminating topics and why I did so, and choosing a topic for my memoir.

I will then model webbing an outline of my memoir on getting my dog Leia. || Spelling quiz 2

Students will provide evidence of completion for 19 Questions.

Question and answer session || You Tube video of Christopher Plummer discussing //In Spite of Myself//. || 1,3 || First Writing Assignment || R–10–15
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Activities** || **Asessments** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 9/19 || What is a memoir and how are they constructed? || Students will note the difference between an autobiography and a memoir; Students will note how to write a reflective essay and how to write a memoir. || R–10–11

R-10-11.1 R-10-8.1 R-10-8.2 CC.9.RIT.1 || Entrance Ticket: What is a memoir? How is it different from an autobiography?

Review directed notes.

Students will silently read and do directed notes on the instruction sheet “How to Write a Reflective Essay” and an abridged version of “How to write a Memoir” from the //American Scholar// Magazine… we will then read them aloud and go over directed notes. || Entrance Ticket

Wednesday's discussion will serve as evidence of how thoroughly students employed directed notes || Instruction sheet “How to Write a Reflective Essay” and an abridged version of “How to write a Memoir” from the //American Scholar// Magazine… || 2,3 || N/A || R-10-8.1 R-10-8.2 CC.9.RIT.1
 * 9/21 || What is a memoir and how are they constructed? || Students will note some of the basic elements of memoir construction || R-10-11.1

OC-10-1.3 OC-10-1.4 CC-9.SLT.2

W-10-10 W-10-11.4 CC.9.W.3 CC.9.W.4 CC.9.W.5 || Entrance Ticket: Define the designations for directed notes.

We will read the two articles from Monday aloud in class and cover any directed notations

Students will view the YouTube video “Writing Tips for Memoirs”…

Students will outline their memoir || Entrance Ticket

Discussion will serve as evidence of how thoroughly students employed directed notes || Instruction sheet “How to Write a Reflective Essay” and an abridged version of “How to write a Memoir” from the //American Scholar// Magazine… || 2,3 || N/A || CC-9.L.6
 * 9/23 || What is a memoir and how are they constructed? || For students to note basic techniques to add "punch" to their memoir writing || R-10-1.1

OC-10-1.3 OC-10-1.4 W-10-9.1 CC-9.SLT.2

W-10-9.1 W-10-4.4

W-10-10 CC.9.W.3 CC.9.W.4 CC.9.W.5

W-10-10 W-10-11.1 CC.9.W.3 CC.9.W.4 CC.9.W.5 || Spelling Quiz 3

Review adjectives and adverbs by viewing the respective Grammar Rock videos

Review of definition of dialogue and its proper formatting

Review Rubric for memoir

Review of how to employ a web graphic organizer for a memoir

Students will begin drafting || Spelling Quiz

Entrance Ticket next week

Entrance Ticket next week

I will look over webs

First Draft || Spelling Quiz

Computer Lab || 1,2,3,4 || N/A || W–10–11.2 W–10–11.3 W–10–11.4 W–10–14.1 W–10–14.2 W–10–14.3 W–10–14.4 W–10–14.5
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Activities** || **Asessments** || **Resources**/**Readings** || **DOK** || **Special Considerations** ||
 * 9/26 || What is a memoir and how are they constructed? || Students will correctly employ adverbs and adjectives to enhance sentences || W–10–11.1
 * 9/26 || What is a memoir and how are they constructed? || Students will correctly employ adverbs and adjectives to enhance sentences || W–10–11.1

CC.9.W.3 CC.9.W.4 CC.9.W.5 || Adverb, adjective entrance ticket

Students will go to Computer Lab 1 to begin their memoirs || Entrnace Ticket

Student progression on draft || Computer Lab || 2,4 ||  || CC-9.L.6
 * 9/28 || What is a memoir and how are they constructed? || For students to compose a memoir || R-10-1.1

W–10– 11.1 W–10–11.2 W–10–11.3 W–10–11.4 W–10–14.1 W–10–14.2 W-10-14.3 W–10–14.4 W–10–14.5 CC.9.W.3 CC.9.W.4 CC.9.W.5 || Dialogue Entrance Ticket

Spelling Quiz 4

Students will go to Computer Lab 1 to complete the first draft of their memoirs || Entracne Ticket

Spelling Quiz

Student Progression on draft || Computer || 2,4 ||  || CC-9.L.6
 * 9/30 || What is a memoir and how are they constructed? || For students to note the process of self- or peer-editing || R-10-1.1

W-10-10 CC.9.W.3 CC.9.W.4 CC.9.W.5 || Spelling Quiz 5

Peer Editing will be modeled for students, students will then peer or self-edit the memoirs. Memoirs will be due on Monday. || Spelling Quiz ||  || 2,4 ||   || CC-9.L.6
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Activities** || **Assessment** || **Resources**/**Readings** || **DOK** || **Special Considerations** ||
 * 10/3 || What is a memoir and how are they constructed? || For students to become falmilar with the memoir form and style || R-10-1.1
 * 10/3 || What is a memoir and how are they constructed? || For students to become falmilar with the memoir form and style || R-10-1.1

W-10-10

R-10-11.1 R-10-14.1 R-10-14.2 R-10-14.3

W-10-10 CC.9.W.5 || Students will take Spellilng Quiz 6

Students will complete an Entrance Ticket on Memoir Lead-Ins

We will finish reading the student constructed memoirs from last week

We will peer-edit a student-constructed memoir via the ELMO || Spelling Quiz 6

Entrance Ticket

Participation in peer-edit exercise || Spelling Quiz

Entrance Ticket

Student Constructed Memoirs

ELMO || 2, 4 ||  || CC-9.L.6
 * 10/5 ||  ||   ||   || **Junior NECAP Testing... Thursday Schedule** ||   ||   ||   || **Thursday Schedule to Accomodate NECAP Testing** ||
 * 10/7 || What is a memoir and how are they constructed? ||  || R-10-1.1

W-10-10 CC.9.W.5 || Students will take Spelling Quizzes 7 & 8

Students will peer- or self-edit their memoirs || Spelling Quiz 7 & 8

Peer Edit Form || Spelling Quiz

Peer-Edit Form || 2, 4 ||  || CC-9.L.6
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Activities** || **Assessment** || **Resources**/**Readings** || **DOK** || **Special Considerations** ||
 * 10/10 ||  ||   ||   || **No School - Columbus Day** ||   ||   ||   || **No School - Columbus Day** ||
 * 10/12 ||  ||   ||   || **Junior NECAPS** ||   ||   ||   || **Thursday Schedule to acoomodate NECAP Testing** ||
 * 10/14 || How is a proficient paragraph constructed? || To introduce students to the "Beacon System of writing" and through profidient paragraph construction. || R-10-1.1
 * 10/14 || How is a proficient paragraph constructed? || To introduce students to the "Beacon System of writing" and through profidient paragraph construction. || R-10-1.1

W-10-10 CC.9.W.5

W-10-11.1 W-10-11.2 W-10-11.3 W-10-11.4 CC.9.W.5

W-10-1.1 W-10-1.2 W-10-1.3 W-10-1.4 W-10-1.6 CC.9.W.4 CC.9.W.5

W-10-11.1 W-10-11.3 CC.9.W.4

W-10.10 CC.9.W.5 || Students will take Spelling Quiz 9 & 10

Students will be introduced to the BEACON paragraph rubric

I will model the writing process for a proficient paragraph

Deciding on a topic Developing topic sentence, adding context and detail, using adequate transitions, providing evidence, explaining evidence, developing a closing and transition sentence

Students will then write a paragraph of their own based on a self-generated topic

Students will grade their own paragraph based on the BEACON paragraph rubric || Spelling Quiz

Proficiency of paragraph

Self-grading || Rubric || 2,3,4 ||  || CC-9.L.4
 * **Date** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Activities** || **Assessment** || **Resources**/**Readings** || **DOK** || **Special Considerations** ||
 * 10/17 || How is a proficient paragraph constructred? || To get a baseline of student ability in regards to writing a single paragraph || W-10-2.1a
 * 10/17 || How is a proficient paragraph constructred? || To get a baseline of student ability in regards to writing a single paragraph || W-10-2.1a

W-10-11.1 W-10-1.1 W-10-1.2 W-10-1.3 W-10-1.4 W-10-1.6 CC.9.W.4 CC.9.W.5 || We will review Prefix Unit 1

In the Computer Lab students will compose a single paragraph response to the prompt "How do you know you are creative and intelligent?" || Final draft of paragraph || Computer Lab || 1,2,3,4 ||  || CC-9.L.4
 * 10/19 || How is a proficient paragraph constructred? || To get a baseline of student ability in regards to writing a single paragraph, this time inserting and analyzing a quote || W-10-2.1a

R-10-7.3 R-10-8.1 R-10-8.2 CC.9.W.9

W-10-3.1a W-10-3.1b CC.9.W.4

W-10-10 W-10-1.1 W-10-1.2 W-10-1.3 W-10-1.4 CC.9.W.2 CC.9.W.4

R-10-15.1 R-10-15.2 CC.9.W.8 CC.9.W.9 || We will review Prefix Unit 2

Students will be given a triple entry journal and the quote: "...that the minimum number of potential thought patterns the average brain can make is the number 1 followed by 10.5 kilometers of typewritten zeros" (Gelb 5). I will model how to interpret and anlyze this quote for students.

Students will define and construct a topic sentence for their paragraph.

Students will review and employ a paragraph graphic organizer. They will then insert their topic sentence, detail sentences, the quote from Gelb and their explanation and analysis of the quote into the graphic organizer.

For homework, students will have to find a quote about creativity and interpret and analyze it on the triple entry journal. || Employment of Graphic Organizer and triple-entry journal

Construction of topic sentence || Triple Entry Journal

Paragraph Graphic Organizer || 1,2,3 ||  || R-10-15.4 CC.9.W.2 CC.9.W.4
 * 10/20 || How is a proficient paragraph constructred? || To get a baseline of student ability in regards to writing a single paragraph, this time inserting and analyzing a second quote || R-10-15.3

W-10-1.2 W-10-14.1 W-10-14.2 W-10-14.3 W-10-14.4 W-10-14.5 CC.9.W.4 CC.9.W.5 = = || Students will insert their second quote and interpretation and analysis from the triple entry journal into the paragraph writing graphic organizer.

Students will define and create a closing sentence.

Students will learn the following techniques for leaving an impact on the reader: Leaving the reader with a question regarding humanity and how it relates to a paragraph's topic, Leaving the reader with an open-ended question to answer for themselves, Leaving the reader with evidence of how the topic has affected humanity || Employment of Graphic Organizer and triple-entry journal and final draft of paragraph

Construction of closing sentence || Triple Entry Journal

Paragraph Graphic Organizer || 1,2,3,4 || Wednesday shedule to accomodate Math NECAP || CC-9.L.4
 * 10/21 || How is a proficient paragraph constructred? || To get a baseline of student writing proficiency with single paragraph essays || W-10-2.1a

CC.9.W.4 CC.9.W.5 || We will review Prefix Unit 3

Students will complete the final draft of their paragraph on creativity and intelligence || Completion of graphic organizer

Complete of triple entry journal, graphic organizer, and final draft || Prefix Unit 3 Sheet || 3 ||  || CC-9.L.4
 * **Date** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 10/24 || How is a proficient paragraph constructred? || For students to apply their paragraph writing skills to re-work a digication-based reflection || W-10-2.1a
 * 10/24 || How is a proficient paragraph constructred? || For students to apply their paragraph writing skills to re-work a digication-based reflection || W-10-2.1a

W-10-10 W-10-14.1 W-10-14.2 W-10-14.3 W-10-14.4 W-10-14.5 CC.9.W.4 CC.9.W.5 || We will review Prefix Unit 4

Some students were out on Friday 10/21 due to the theater field trip, those who were will complete their creativity and intelligence paragraph; others will work on enhancing a digication reflection, making it into a full comprehensive paragraph || The proficient re-working of the digication-based reflection || Computer Lab || 3,4 || Theater Field Trip... several students absent || CC-9.L.4
 * 10/26 || How is a proficient paragraph constructed? || Students will write frequently in an effort to master skills needed to compose a proficient paragraph || W-10-2.1a

W-10-10 W-10-14.1 W-10-14.2 W-10-14.3 W-10-14.4 W-10-14.5 CC.9.W.4 CC.9.W.5 || We will review Prefix Unit 5

Students will finish the reflection enhancing assignment; others will begin the next assignment.

Students will write a paragraph on the following prompt: How does technology affect your life. This is a single paragraph essay that requires to quotes. || The proficient re-working of the digication-based reflection

The proficient construction of a reflective paragraph || Computer Lab || 3,4 ||  || CC-9.L.4
 * 10/28 || //**Little Shop of Horrors**// || //**Little Shop of Horrors**// || //**Little Shop of Horrors**// || //**Little Shop of Horrors**// || //**Little Shop of Horrors**// || //**Little Shop of Horrors**// ||  || //**Little Shop of Horrors**// ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 10/31 || How to self-assess a piece of writing against a rubric || Students will review their memoirs against the assignment rubric to pracitice objectively assessing their own work || W-10-2.1a
 * 10/31 || How to self-assess a piece of writing against a rubric || Students will review their memoirs against the assignment rubric to pracitice objectively assessing their own work || W-10-2.1a

W-10-10 CC.9.W.5 || Entrance Ticket - Topic Sentence

Students will work on Prefix Units 7 & 8

Periods 2 & 3 will review Memoirs against rubric || Entrance Ticket

Completion of Homework || Entrance Ticket

Graphic Organizers

Memoirs || 2,3,4 ||  || CC-9.L.4
 * 11/2 || What is a short story and how are they constructed? || Students will note the basic elements and concepts of a short story || W-10-2.1a

OC-10-1.1 OC-10-1.2 CC.9.SLT.2 R-10-4.1 R-10-4.2 R-10-4.3 R-10-4.4 R-10-4.5

R-10-5.1 R-10-5.2 R-10-5.3 R-10-5.4 R-10-5,5

W-10-10 || Review Prefix Unit 7 & 8

Students will begin Short Story PowerPoint Presentation

Period 4 will review Memoirs against rubric || Entrance Ticket

Completion of Homework || Entrance Ticket

Graphic Organizer

Short Story Notes for PowerPoint

Memoirs || 1,2 || Transitioning between paragraph writing and short story units || R-10-5
 * 11/4 || What is a short story and how are they constructed? || Students will note the basic elements and concepts of a short story || R-10-4

W-10-2.1a CC-9.L.4

OC-10-1.1 OC-10-1.2 CC.9.SLT.2 R-10-4.1 R-10-4.2 R-10-4.3 R-10-4.4 R-10-4.5

R-10-5.1 R-10-5.2 R-10-5.3 R-10-5.4 R-10-5.5 CC.9.RL.1 CC.9.RL2 CC.9.RL3 CC.9.RL.9

W-10-3.1a W-10-3.1b W-10-3.2 CC.9.RL.4 CC.9.RL.6 || Entrance Ticket - Frye Tag's Pyramid... Proficiency

Review Prefix Unit 9 & 10

Students will Finish Short Story PowerPoint Presentation

Students will view an episode of //SpongeBob// and //Clone Wars// and use graphic organizers to track short story elements in each

Students will read "Raymond's Run" for homework do directed notes and complete a Double Entry Journal || Entrance Ticket

Completion of Homework Completion of PowerPoint Notes

Completion of Graphic Organizers || Graphic Organizer

Short Story Notes for PowerPoint

DVD, Graphic Organizers || 2,3,4 ||  || R-10-5
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/7-11/9 || What is a short story and how are they constructed? || Students will note the basic elements and concepts of a short story || R-10-4
 * 11/7-11/9 || What is a short story and how are they constructed? || Students will note the basic elements and concepts of a short story || R-10-4

R-10-11.1 R-10-11.2 R-10-11.3

R-10-5 R-10-6

CC.9.RL.4 CC.9.RL.6 || Entrance Ticket - Frye Tag's Pyramid... Mastery

We will Read "Raymond's Run" out loud in class for analysis and review of directed note taking || Entrance Ticket

Reading and Comprehension of Story || Entrance Ticket

Copies of Story || 2,3 ||  || R-10-2.1b R-10-3.1 R-10-3.2
 * 11/11 || **No School** || **No School** || **No School** || **No School Veterans Day** || **No School** || **No School** || **No School** || **No School Veterans Day** ||
 * || ** Second Quarter ** || ** Second Quarter ** || ** Second Quarter ** || ** Second Quarter ** || ** Second Quarter ** || ** Second Quarter ** ||  ||   ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Consderations** ||
 * 11/15 || What is a short story and how are they constructed? || Students will begin the construction of a literary analysis paper: How is Squeaky a strong character? || R-10-2.1a
 * 11/15 || What is a short story and how are they constructed? || Students will begin the construction of a literary analysis paper: How is Squeaky a strong character? || R-10-2.1a

R-10-5.2 R-10-5.3

R-10-11.1 R-10-11.2 R-10-11.3 || Review Vocab Units 3 & 4

Finish reading "Raymond's Run"

Triple Entry Journal with quotes interpreting and explaining why and how Squeaky is strong || Completion of graphic organizers

Reading and Comprehension of Story

Completion of Triple Entry Journal || Self-made graphic organizers

Copies of story

Copy of triple entry journal graphic organizers || 2,4 || Switch over to second quarter schedule || R-10-2.1b R-10-3.1 R-10-3.2
 * 11/17 || What is a short story and how are they constructed? || Students will begin the construction of a literary analysis paper: How is Squeaky a strong character? || R-10-2.1a

W-10-10 W-10-11.1 W-10-11.2 W-10-11.3 W-10-11.4 W-10-2.1 W-10-2.2 W-10-2.3 || W-10-3.1a W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 ||

**2/20-2/24 February Vacation** Essential Question StandardsSpecial Considerations
 * Review Vocab Unit 5

Work on body paragraphs of five-paragraph graphic organizer || Completion of graphic organizer

Completion of graphic organizers, participation || Self-made graphic organizers

Copy of triple entry journal graphic organizers || 2,4 ||  || R-10-2.1b R-10-3.1 R-10-3.2
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/22 || What is a short story and how are they constructed? || Students will begin the construction of a literary analysis paper: How is Squeaky a strong character? || R-10-2.1a
 * 11/22 || What is a short story and how are they constructed? || Students will begin the construction of a literary analysis paper: How is Squeaky a strong character? || R-10-2.1a

W-10-10 W-10-11.1 W-10-11.2 W-10-11.3 W-10-11.4 W-10-2.1 W-10-2.2 W-10-2.3

W-10-3.1a W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 || Vocab 6, 7 & 8 due

Work on body paragraphs of five-paragraph graphic organizer || Completion of graphic organizers

Completion of graphic organizers, participation || Self-made graphic organizers

Five paragraph essay enhanced graphic organizers || 2,4 ||  ||
 * 11/24 || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** || ** Thanksgiving ** ||  || ** Thanksgiving ** ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 11/29 || How is literary analysis conducted? || Review to catch up from Thanksgiving Break
 * 11/29 || How is literary analysis conducted? || Review to catch up from Thanksgiving Break

Students will begin the construction of a literary analysis paper: How is Squeaky a strong character? || W-10-10 W-10-11.1 W-10-11.2 W-10-11.3 W-10-11.4 W-10-2.1 W-10-2.2 W-10-2.3

W-10-3.1a W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 || Warm up activity with Ms. Brockman

Review Vocab 9 & 10

Pass out Root units 1, 2 & 3

Cosntruct Introductory and Closing paragraphs

Exit Ticket - Thesis statement || completion of graphic organizers || Enhanced Graphic organizer || 4 || First class back after Thanksgiving Break || W-10-11.1 W-10-11.2 W-10-11.3 W-10-11.4 W-10-2.1 W-10-2.2 W-10-2.3
 * 12/1 || How is literary analysis conducted? || Students will begin the construction of a literary analysis paper: How is Squeaky a strong character? || W-10-10

W-10-3.1a W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 || To computer lab to write rough draft of paper || Rough draft || Comuter Lab || 4 ||  ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 12/6 || How is literary analysis conducted? || Students will peer-edit each others' "Raymond's Run" - Paper on How is Squeaky A Strong Character?
 * 12/6 || How is literary analysis conducted? || Students will peer-edit each others' "Raymond's Run" - Paper on How is Squeaky A Strong Character?

Period 4 will type rough draft || R-10-1 R-10-2 R-10-3

W-10-10 W-10-11 OC-10-1

W-10-10 W-10-11.1 W-10-11.2 W-10-11.3 W-10-11.4 W-10-2.1 W-10-2.2 W-10-2.3

W-10-3.1a W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 || Review Root Unit 1

Peer-editing session

Drafting first draft || Homework Check

Completion of peer-editing form

Completion of draft || Root Unit Graphic Organzer

Final draft due Thursday

Computer Cart 1 || 2,4 ||  ||
 * 12/8 || What is a short story and how are they constructed?

What are some of the issues relevant to the construction of "A Brief Moment in the Life of Angus Bethune? || Students will read and discuss the articles "Teach Girls to be Smart, Not Sexy" and "Trashy MTV"...

Period 4 will complete typing rough draft || R-10-1 R-10-2 R-10-3

R-10-4 R-10-5 R-10-6 R-10-16

W-10-10 W-10-11.1 W-10-11.2 W-10-11.3 W-10-11.4 W-10-2.1 W-10-2.2 W-10-2.3

W-10-3.1a W-10-3.1b W-10-3.2 W-10-3.3 W-10-3.4 || Review Root Units 2 & 3

Students will complete a list of comprehension check questions

Students will interpret and analyze a number of quotes from the short story

Students will type rough draft || Homework Check

Completion of questions

Completion of triple entry journals

Rough draft completion || Root Unit Graphic Organizer

Computer Cart 1 || 2,4 ||  ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 12/13 || What is a short story and how are they constructed?
 * 12/13 || What is a short story and how are they constructed?

What are some of the issues relevant to the construction of "A Brief Moment in the Life of Angus Bethune? || Period 4: Students will read and discuss the articles "Teach Girls to be Smart, Not Sexy" and "Trashy MTV"...

Students will read and analyze the short story "A Brief Moment in the Life of Angus Bethune" || R-10-1 R-10-2 R-10-3

9.RL.1 9.RL.2 9.RL.3 9.RL.5 9.RL.10 || Review Root Units 4 & 5

Read Articles

Read Short Stories || Discussion questions posed by students

Analysis conducted by students || Articles

Short story copies || 2,3 ||  ||
 * 12/15 || How is a short story altered into a film?

What are the genres of short stories and how do they influence their construction? || Students will watch the 1995 film //Angus//

For homework, students will read and answer questions about short story genres || R-10-1 R-10-2 R-10-3

9.RL.5 9.RL.7 9.RL.9 9.RL.10 || Review Root Units 6 & 7

Note similarities between film and short story

Review different short story genres || Students are viewing the film in order to compare it the short story. They will complete a graphic organizer based on this. || Film, short story, graphic organizer || 3, 4 ||  ||
 * **DATE** || **Essential Question** || **Daily Objective** || **Standard(s)** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 12/20 || What are the genres of short stories and how do they influence their construction?
 * 12/20 || What are the genres of short stories and how do they influence their construction?

How is a short story altered into a film? || Check questions and answers on short story genres

Students will watch the 1995 film //Angus// || R-10-1 R-10-2 R-10-3

9.RL.5 9.RL.7 9.RL.9 9.RL.10 || Review of short story genres

Continue watching film || Completed homework || Film, short story graphic organizer || 3, 4 ||  ||
 * 12/22 || How is a short story altered into a film? || Students will create a table showing the similarities and differences in the short story and film

For homework over break, students will outline their short stories || R-10-1 R-10-2 R-10-3

9.RL.5 9.RL.7 9.RL.9 9.RL.10

W-10-10 W-11-1 W-11-3 W-11-4 W-10-4 W-10-5

9.W.2

9.W.3 9.W.10 || Comparing and contrasting written text to film

Planning and organization of original short story || Completed table

Pre-production work on short story || Computer Lab

Graphic organizer || 3,4 ||  || W-10-1 W-10-4 W-10-5
 * **DATE** || **ESSENTIAL QUESTION** || **DAILY OBJECTIVE** || **STANDARDS** || **LEARNING ACTIVITIES** || **ASSESSMENT** || **RESOURCES/READINGS** || **DOK** || **SPECIAL CONSIDERATIONS** ||
 * 1/3-1/5 || What is a short story and how are they constructed? || Students will brainstorm, outline and compose the first draft of an original short story in the Computer Lab. || W-10-11

11.W.2 11.W.3 11.W.4 11.W.5 11.W.6 || Students will brainstorm, outline and compose the first draft of an original short story in the Computer Lab. || Work accomplished in Computer Lab, first draft of short story || Graphic Organizers || 2, 3 || 1/3 is first day back from Christmas Break || W-10-11 W-10-4 W-10-5 W-10-9
 * **DATE** || **ESSENTIAL QUESTION** || **DAILY OBJECTIVE** || **STANDARDS** || **LEARNING ACTIVITIES** || **ASSESSMENT** || **RESOURCES/READINGS** || **DOK** || **SPECIAL CONSIDERATIONS** ||
 * 1/10 || What is a short story and how are they constructed? || Students will peer-edit and conference about each other's short stories || W-10-10
 * 1/10 || What is a short story and how are they constructed? || Students will peer-edit and conference about each other's short stories || W-10-10

11.W.2 11.W.3 11.W.4 11.W.5 11.W.6 || Students will use this period as an opportunity to peer edit and conference on their short stories; in doing so they will be exposed to a variety of genres and writing styles that may infludence their own writing || Peer-edit forms || Peer-edit forms || 4 ||  || W-10-11 W-10-4 W-10-5 W-10-9
 * 1/12 || How do we bring our own short stories to life? || Students will engage in a "Museum Walk" and rate each other's stories || W-10-10

11.W.2 11.W.3 11.W.4 11.W.5 11.W.6 || Using a rubric, student's will read each other's stories and rate to determine the top 3 || Rubrics, participation, and the short story itself || Rubric forms || 3 & 4 ||  || W-10-11 W-10-4 W-10-5 W-10-9
 * **DATE** || **ESSENTIAL QUESTION** || **DAILY OBJECTIVE** || **STANDARDS** || **LEARNING ACTIVITIES** || **ASSESSMENT** || **RESOURCES/READINGS** || **DOK** || **SPECIAL CONSIDERATIONS** ||
 * 1/17 || How do we bring our own short stories to life? || Students will engage in a "Museum Walk" and rate each other's short story artistic element || W-10-10
 * 1/17 || How do we bring our own short stories to life? || Students will engage in a "Museum Walk" and rate each other's short story artistic element || W-10-10

11.W.2 11.W.3 11.W.4 11.W.5 11.W.6 || Using a rubric, student's will read each others' stories and rate to determine the top 3 || Rubrics, participation, and the work of art itself || Rubric forms || 3 & 4 || Arts integration... students can act, cook, or make artifact in line with their arts major || R-10-4.2 R-10-4.3 R-10-4.4
 * 1/19 || What is poetry? How may it be different from what I have always perceived poetry to be? What is poetry comprised of? What makes a poem good? || Students will discover poertry is not necessarily what they think it is. || R-10-4.1

9.RL.4 9.RL.5 9.RL.10 || Students will be asked what they think poetry is. Then, we will read and listen to Jarret's "Death of the Ball Turrent Gunner", and we will read Lawrence's "Self-Pity and compare how it relates to their expectations of poetry. || Discussion || "Death of the Ball Turret Gunner" poem in hard copy, Youtube video

"Self-Pity" poem in hard copy || 2,3 || Start of Poetry Unit ||
 * **DATE** || **ESSENTIAL QUESTION** || **DAILY OBJECTIVE** || **STANDARDS** || **LEARNING ACTIVITIES** || **ASSESSMENT** || **RESOURCES/READINGS** || **DOK** || **SPECIAL CONSIDERATIONS** ||
 * 1/24 || What is poetry? How may it be different from what I have always perceived poetry to be? What is poetry comprised of? What makes a poem good? || Students will note literary and poetic devices pertinent to the construction of poetry.
 * 1/24 || What is poetry? How may it be different from what I have always perceived poetry to be? What is poetry comprised of? What makes a poem good? || Students will note literary and poetic devices pertinent to the construction of poetry.

Students will analyze a song for meaning and tone via imagery || OC-10-1.1 OC-10-1.4 9.SL.2

R-10-4.1 R-10-4.2 R-10-4.3 R-10-4.4

9.RL.2 9.RL.4 9.RL.5 9.RL.10 || Through a PowerPoint Presentation, students will note literary and poetic devices pertinent to the construction of poetry.

Students will view the video "Every Breath You Take" by the Police to determine if it is "love poem / love song", we will then analyze the lyrics to note if it still fits that classification. || Exit Ticket - list three poetic devices

Analysis of song and discussion thereof || PowerPoint handouts

Hardcopy of "Every Breath You Take"

YouTube / Video of the song || 1

2,3 ||  || literary and poetic devices pertinent to the construction of poetry.
 * 1/26 || What is poetry? How may it be different from what I have always perceived poetry to be? What is poetry comprised of? What makes a poem good? || Students will note

Students will analyze a song for meaning and tone via imagery || OC-10-1.1 OC-10-1.4 9.SL.2

R-10-4.1 R-10-4.2 R-10-4.3 R-10-4.4

9.RL.2 9.RL.4 9.RL.5 9.RL.10 || Through a PowerPoint Presentation, students will note literary and poetic devices pertinent to the construction of poetry.

Students will analyze the lyrics of Cole Porter's "Night and Day" to determine its tone, and if it too is a love song. We will then view the Frank Sinatra video of this song and continue the conversation. The conversation will conclude after viewing the video of U2's rendition of this song. || Analysis of song and discussion thereof || PowerPoint handouts

Hardcopy of "Night and Day"

YouTube / Video of the song as covered by Sinatra and U2 || 1

2,3 ||  || literary and poetic devices pertinent to the construction of poetry || OC-10-1.1 OC-10-1.4 9.SL.2
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources**/**Materials** || **DOK** || **Special Considerations** ||
 * Tuesday 1/31 || What is poetry comprised of? || Students will note

R-10-4.1 R-10-4.2 R-10-4.3 R-10-4.4

9.RL.2 9.RL.4 9.RL.5 9.RL.10

W-10-12.1 W-10-12.2 W-10-12.3 W-10-12.4 || Students will continue taking notes on the PowerPoint on Poetic Devices

Students will write a poem || Exit Ticket - list three poetic devices

Poetic product || PowerPoint hand out || 1,2,3 || Exam Week || W-10-14.2 W-10-14.3 W-10-14.4 W-10-14-5
 * Thursday 2/2 || How well are students writing? || Students will outline their exam essay || W-10-14.1

9.W.2 9.W.4 9.W.5

9.L.1 9.L.2 9.L.3 || Students will construct an outline for a five-paragraph response to the following prompt: How does technology effect your life? || Completeness and thoroughness of outline || Prompt, rubric, graphic organizer || 3,4 || Exam Week || W-10-14.2 W-10-14.3 W-10-14.4 W-10-14-5
 * **Date** || **Essential Question** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Materials** || **DOK** || **Special Considerations** ||
 * Wednesday & Friday 2/1 - 2/3 || How well are students writing? || Students will compose an essay || W-10-14.1
 * Wednesday & Friday 2/1 - 2/3 || How well are students writing? || Students will compose an essay || W-10-14.1

9.W.2 9.W.4 9.W.5

9.L.1 9.L.2 9.L.3 || Students will construct a five-paragraph response to the following prompt: How does technology effect your life? || NECAP style five paragraph reflective response || Beacon regular and modified graphic organizers, NECAP Rubric, Computer Lab || 3,4 || Midterm Exam || OC-10-1.4 9.SL.2 || Students will continue taking notes on the PowerPoint on Poetic Devices || Exit Ticket - list three poetic devices || PowerPoint handouts || 1,2 || **Second Semester Begins** || W-10-14.2 W-10-14.3 W-10-14.4 W-10-14-5
 * ** Second Semester ** || ** Second Semester ** || ** Second Semester ** || ** Second Semester ** || ** Second Semester ** || ** Second Semester ** || ** Second Semester ** || ** Second Semester ** || ** Second Semester ** ||
 * **Date** || **Essential Question** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Materials** || **DOK** || **Special Considerations** ||
 * Monday - Friday 2/6-2/10 || What is poetry comprised of? || Students will note literary and poetic devices pertinent to the construction of poetry. || OC-10-1.1
 * **Date** || **Essential Question** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Materials** || **DOK** || **Special Considerations** ||
 * 2/13 || What makes for a proficient reflective essay? || Early NECAP Prep Efforts along with improving writing || W-10-14.1
 * **Date** || **Essential Question** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Materials** || **DOK** || **Special Considerations** ||
 * 2/13 || What makes for a proficient reflective essay? || Early NECAP Prep Efforts along with improving writing || W-10-14.1
 * 2/13 || What makes for a proficient reflective essay? || Early NECAP Prep Efforts along with improving writing || W-10-14.1

9.W.2 9.W.4 9.W.5

9.L.1 9.L.2 9.L.3 || We will review the midterm exam, note areas improvement, strengths, and how to strategize for future essays. || Participation, Modified Graphic Organizer || Exam, NECAP Rubric, Modified Grahpic Organizer ||  || Part of early NECAP Prep efforts || What makes "The Raven" a narrative poem? What makes "The Highwayman" a narrative poem? || Over the next two days students will be exposed to, and will read and analyze a narrative poem. || R-10-11 R-10-2 R-10-3 R-10-6 R-10-7
 * 2/15-2/17 || What is a narrative poem?

9.RL.4 9.RL.6 9.RL.7 9.RL.10 || Students will also analyze a drawing based on the poem and discuss whether it enhances or detracts from the narrative. They will also view the Tree House of Horror segment from The Simpsons in which the poem is performed. ||  || Copies of "The Raven" and "The Highwayman"

Copies of drawing from the conclusion of "The Raven"

ELMO

The Simspons / Tree House of Horror segment ||  || 2/17 is the day prior to February Vacation... several students out || What makes "The Raven" a narrative poem? || We will review the definition of narrative poem and reacquaint with "The Raven"... || R-10-11 R-10-2 R-10-3 R-10-6 R-10-7
 * **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** || **2/20-2/24 February Vacation** ||
 * **Date** || **Essential Question** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Materials** || **DOK** || **Special Considerations** ||
 * 2/27 || What is a narrative poem?

9.RL.4 9.RL.6 9.RL.7 9.RL.10 || *Math Drill*

Entrance ticket on concrete poetry and narrative poetry

Make-up work catch-up

Students will view and listen to "The Raven" as read by Vincent Price.

We will define "Gothic" and cooperatively students will note elements of narrative poetry and the Gothic in the poem. || Entrance Ticket

Cooperative work || Copies of poem, sheets of paper, markers. projector, YouTube || 2,3,4 || Make-up/Catch-up may take up about twenty minutes of class... || R-10-2 R-10-3 R-10-6 R-10-7
 * 2/29-3/2 || What makes "Jaberwocky" and "The Highwayman" a narrative poem? || Students will note the elements of narrative poetry and other poetic devices in each poem || R-10-11

9.RL.4 9.RL.6 9.RL.7 9.RL.10 || Students will silently read each poem doing directed notes

We will watch Johnny Depp's performance of "Jabberwocky" from Alice in Wonderland and a recitation of "The Highwayman" with narration from the forthcoming film

Students will cooperatively note elements of narrative poetry and other present poetic elements from each poem

As students work together on the poems they will be able to use smart phones to look up unfamiliar words and decipher meanings... || Directed notes

Cooperative work || Copies of poem, sheets of paper, markers. projector, YouTube || 2,3,4 || I don't usually let students use smart phones as extensively as they will be using them in this case... I would like to see how well students employ them to research and "get" the meaning of the poem... || R-10-2 R-10-3 R-10-6 R-10-7
 * 3/2 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources and Materials** || **DOK** || **Special Considerations** ||
 * 3/5-3/7 || What are haiku and tanka poems? || Students will note the topics and 5-7-5 and 5-7-5-7-7 forms as well as how the poems reflect Japanese feudal culture || R-10-11
 * 3/5-3/7 || What are haiku and tanka poems? || Students will note the topics and 5-7-5 and 5-7-5-7-7 forms as well as how the poems reflect Japanese feudal culture || R-10-11

9.RL.4 9.RL.6 9.RL.7 9.RL.10 || *Math Drill*

Students will read and analyze examples of Haiku and Tanka poetry as well as write two examples of each

We will watch a YouTube video on writing Haiku

Students will "mediate" to clear their minds before battle much the way a samurai would || student generated examples of each poetic form || Zen-like music

paper, markers || 3,4 ||  ||
 * 3/9 ||  ||   ||   || Math Drill

Spelling Test - List 2 ||  ||   ||   ||   || 9.RL.4 9.RL.5 9.RL.6\ 9.RL.7 9.RL.10 || Math Drill
 * **Date** || **Essential Question** || **Daily Objective** || **Standards** || **Learning Activities** || **Assessment** || **Resources and Materials** || **DOK** || **Special Considerations** ||
 * 3/12-3/14 || What is a Shakespearean Sonnet || Students will note rhyme scheme and format (form and function) of a Shakespearean Sonnet || 9.RL.2

Reading Comp Drill

Students will note rhyme scheme

Students will define quatrain and couplet

Students will note purpose of first stanza quatrain, second quatrain, third quatrain, and couplet

Students will view Sonnet 18, 130, 29, and the video "Understanding Shakespeare's Sonnets" || Writing of own sonnet

Poetry Project || YouTube

Sonnet Graphic Organizer || 2,3 ||  || 9.W.3 9.W.10 || Math Drill
 * 3/16-3/23 || What is a collection of personally created quality poetry? || Students will construct several poems based on the forms we have studied for a poetry scrap book. || 9.W.2

Reading Comp Drill (Monday & Friday)

In computer lab or using computer cart to construct poetry book || Poetry Book || Exemplar Books

Notes

Computer Lab / Computer Carts || 3,4 ||  ||
 * **Date** || **Daily Objectives** || **Learning Activities** || **Assessment** || **Resources/Readings** || **Assessment** ||
 * 3/25 || What is research and what makes for credible research sources? || Students will note the demarcations of .com, .net, .org, and .gov
 * 3/25 || What is research and what makes for credible research sources? || Students will note the demarcations of .com, .net, .org, and .gov
 * 3/25 || What is research and what makes for credible research sources? || Students will note the demarcations of .com, .net, .org, and .gov

Students will research hoax websites for discussion || 9.W.2 9.W.3 9.W.10

9.RIT.1 9.RIT.5 9.RIT.6 9.RIT.8 || Sharing of Poetry Books

In Computer Lab 1, students will explore and note interesting aspects from a number of research cites, all of which are hoaxes. We will then discuss how to detect hoax websites. || The completion of the "research" || Websites: Dog Island, RYT Hospital, The Pacific Northwest Tree Octopus, The Boilerplate Victorian Robot, The Crisis of the California Velcro Crop || 2,3 ||  || 9.W.2 9.W.4 9.W.7 9.W.8 9.W.9 9.W.10 || Students will decide on a research topic, then they will develop a question to answer based on research of their topic.
 * 3/27 || What is research and how does a student delineate what to research? || Students will note the definition of a research or essential question and develop one of their own based on a self-selected research topic. || 9.W.1

I will demonstrate how to do so based on the following...

//My Topic: Star Wars// My Questions:

What influence did the Western film genre have on the original //Star Wars// films?

What mythological influences are their on the //Star Wars// films?

How were the sound effects for the //Star Wars// films developed? || The development of a worthy topic followed by a research question ||  || 2,3 ||   || 9.SL.4 9.SL.5 9.SL.6 || Presentation of Research PowerPoints || Presentations || My computer, projector, notes slides from students || 3,4 || Beginning of Fourth Quarter; change to Tuesday-Thursday Schedule || 9.W.4 9.W.10 || Students will compose reflections based on their PowerPoint Presentations and other English Assignments necessary for their Portfolio Presentations || Reflection Phases 1 & 2 || Computer Lab 1 || 3,4 || Back from April Vacation || 9.L.3
 * **Date** || **Essential Question** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 3/30-4/6 || What is research? || Students will research their essential question and construct a PowerPoint Presentation for the class. ||  || Students will research their essential question developing three facts to share with the class || The PowerPoint Presentation || Computer Lab 1 || 2,3 ||   ||
 * 4/10-4/12 || What is research? || For students to present || 9.SL.2
 * 4/10-4/12 || What is research? || For students to present || 9.SL.2
 * ** 4/16-4/20 ** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** || **April Vacation** ||
 * **Date** || **Essential Questions** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Readings** || **DOK** || **Special Considerations** ||
 * 4/24-4/26 || What have I gained and learned in my presentation that I can reflect upon? || Students will enhance and maintain their portfolios || 9.W.2
 * 4/24-4/26 || What have I gained and learned in my presentation that I can reflect upon? || Students will enhance and maintain their portfolios || 9.W.2
 * **Date** || **Essential Questions** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Reading** || **DOK** || **Special Considerations** ||  ||
 * 4/24-4/26 || How is film related to written literature? || For students to note basic film concepts and terms || 9.L.6

9.RL.1 9.RL.2 || Students will note, define, and diagram wide angle, medium, close-up and extreme close-up shots, establishing shots, screen balance, and character movement. Students will also note and define the motifs of Plato's Cave Allegory, betrayal, fish out of water, gunslinger, and enlightenment. || Application of film concepts and terms ||  || 2,3 || 9.RL.7 9.RL.9 9.RL.10 || In viewing //Ironman// students will note basic film concepts that are employed in film making, namely in the senior Capstone exercise. The film will be stopped after certain key elements to note student's synthesis and ability to identify and employ cinematic concepts. ||  || //Ironman// was chosen due to the timeliness of the release of //The Avengers// and the fact that most students are already familiar with it. The purpose of this exercise is critique, not entertainment. || 2,3 || 9.RL.2 9.RL.6 9.RL.10
 * 5/1-5/3, 5/8-5/10 || How is film related to literature? || Students will "read" and critique a film, namely, John Farveau's || 9.RL.6
 * **Date** || **Essential Questions** || **Daily Objectives** || **Standards** || **Learning Activities** || **Assessment** || **Resources/Reading** || **DOK** ||
 * 5/15-5/17 || How do I interact with a novel series for deeper understanding and comprehension? || Students will engage in sustained silent reading for independent comprehension. || 9.RL.1

9.W.10 || Students will conduct a sustained silent reading of Shannon Draper's //Tears of A Tiger//. Students will also answer a variety of reading comprehension questions ||  || The Hazelwood High Trilogy; reading comprehension questions || 3 || 5/29-5/31 || How do I interact with a novel series for deeper understanding and comprehension? || Students will engage in sustained silent reading for independent comprehension || 9.RL.1 9.RL.2 9.RL.6 9.RL.10
 * 5/22-5/24,

9.W.10 || Students will continue with SSR of //Tears// and move onto //Forged by Fire// and //Darkness Before Dawn...// Students will continue answering the questions ||  || The Hazelwood High Trilogy; reading comprehension questions || 3 || 9.RL.2 9.RL.6 9.RL.10
 * 6/5-6/7 || How do the issues portrayed in a novel series relate to American teens? || Students will outline, compose, and peer-edit their final exam essays || 9.RL.1

9.W.2 9.W.4 9.W.5 9.W.9 9.W.10 || Students will outline, draft and peer-edit the five paragraph essay on the SSR books for their final Exam... ||  || Quote entry journals, graphic organizers || 3,4 || 9.W.4 9.W.5 9.W.9 9.W.10 || Final Exam ||  || Computer Lab... Depending on level and ability, some students have read between one and three novels that make up Sharon Draper's //Hazelwood High Trilogy// || 3,4 ||
 * 6/15 || Analyze and discuss three issues that affect American Teens that are portrayed in Draper's novel(s). ||  || 9.W.2