Gina Lee

English 1

English 2

!!

Independent Reading Project

 

Lesson Plans

Former Lessons

 

 

Team 2 Contact Information:

Math:  Carolyn Arnemann

Science: Katina Davis

World Geography: David Littlefield

 

Teacher’s Wish List

1.   Pencils

2.   Markers (any color, any size)

3.   Construction paper

4.   Scissors (preferably adult)

5.   Tape

 

 

 

 

 

 

 

MLA Documentation

Researching

MLA information

 

 

 

 

Helpful Sites:

http://www.thinkcentral.com/index.htm This website correlates with our new textbooks. Navigate through this site for all information and helpful hints for our next textbooks.

http://www.funbrain.com/grammar/

http://grammar.ccc.commnet.edu/grammar/

http://www.readwritethink.org/index.asp

http://go.hrw.com/eolang/ 

http://www.sadlier-oxford.com  This website goes along with our Honor’s vocabulary book. Learn how to say the words and play games with each word!! FUN!

 

 

Monday 24th

Tuesday 25th

Wednesday 26th

Thursday 27th

1st Period Exam

1st Period

2nd Exam

4th Exam

2nd Period

3rd period

3rd Exam

6th Exam

8th Exam

4th Period

5th Period Exam

5th Period

School DONE at 12pm

6th Period

7th period

7th Exam

8th Period

 

 

 

English 1 Honors

1st Period

 

May 17

May 18

May 19

May 20

May 21

Daily Activities

1. Research paper DUE!

2. Will not see class due to EOC

1. Begin reading The Odyssey—What was Odyssey’s first and second place after he left Troy

1. Will not see class due to EOC

1. Continue reading The Odyssey

2. What happened on the Land of the Lotus Eaters? What happened to the Cyclops? Who is Polyphemeus?

1. Continue reading The Odyssey

2. How did Odysseus pass the Sirens, Charybdis and Sycalla? What happened on the island of the sun god?

Assessment

Research Paper

Class Participation

Class Participation

Class Participation

Class Participation

Homework

None

None

None

None

None

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

 

English 1 Honors

1st Period

 

May 10

May 11

May 12

May 13

May 14

Daily Activities

1. Instructions on Parenthetical Documentation

2. How do you create a works cited page?

3. Begin writing introduction to research paper

1. Continue writing introduction and conclusion to research paper

2. Instruct key ideas for the body of paper

3. Remind students how to include parenthetical documentation

1. EOC review

2. Continue writing research paper

EOC—no class due to testing

1. Any last questions on research paper?

2. Introduce the Odyssey

Assessment

Class Participation

Class Participation

Class Participation

EOC

Class Participation

Homework

Continue writing paper

Continue writing paper

Continue writing paper

Continue writing paper

Research paper due MONDAY

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

 

English 1 Honors

1st Period

 

May 3

May 4

May 5

May 6

May 7

Daily Activities

1. Romeo and Juliet Unit Test

2. Finish comparing the movie to the play of Romeo and Juliet

NO Class

1. Research paper info: parenthetical documentation, works cited, resources

2. Give research paper topic

1. Library for research paper

1. Library for research paper

Assessment

Romeo and Juliet Test

Class Participation

Class Participation

Class Participation

Class Participation

Homework

None

None

None

Continue researching

Continue researching

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

 

English 1 Honors

1st Period

 

April 26

April 27

April 28

April 29

April 30

Daily Activities

1. Finish reading Romeo and Juliet

2. Finish the timeline of events (Numercy)

3. Who didn’t make it through the story? Kill the family trees

4. Finish the important quotes

5. Discuss the benchmark test for Wednesday

NO Class

1. Benchmark test

No Class

1. Finish Benchmark test

Assessment

Class Participation

Class Participation

Benchmark test

Quiz

Benchmark test

Homework

None

None

Study for Quiz

None

None

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

 

English 1 Honors

1st Period

 

April 19

April 20

April 21

April 22

April 23

Daily Activities

1. Continue reading Act 3

2. Why does Juliet’s dad change the wedding date? What problems are caused by this?

3. Students will continue to fill in the Timeline of Events (Numercy)

1. Students will take notes on Power Point of the Friar’s plan for Romeo and Juliet. Will these plans work? What problems can be caused by this?

2. Finish reading Act 3

1. Students will begin reading Act 4

2. What happens to flaw the Friar’s plans? What will the two star-crossed lovers do now?

3. Get the important quotes for Acts 3 and 4

1. Finish reading Act 4

2. Quiz on Acts 3 and 4

1. Read Act 5

2. Why do our lovers decided to take their own life? Who should be blamed for this?

Assessment

Class Participation

Class Participation

Class Participation

Quiz

Class Participation

Homework

None

None

Study for Quiz

None

None

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 



English 1 CP

3rd, 6th, 8th Period

 

May 17

May 18

May 19

May 20

May 21

Daily Activities

1. RESEARCH PAPER DUE!!!!!!!!!!

2. Continue reading The Odyssey—What happens with Odysseus leaves Troy? What is the first and second place he travels to?

1. How does Odysseus get out of the Land of the Lotus Eaters without losing any men?

2. Begin reading the island of the Cyclops

1. Continue reading the island of the Cyclops

1. What happens with the Sirens, Charybdis and Scylla?

2. What happens on the island of the sun god?

1. Once Odysseus gets home, what obstacles must he overcome?

Assessment

Research paper

Class participation

Class Participation

Class Participation

· Class Participation

Homework

None

None

None

None

None

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

 

English 1 CP

3rd, 6th, 8th Period

 

May 10

May 11

May 12

May 13

May 14

Daily Activities

1. Begin writing research paper

2. Make outline of paper with key ideas

1. With resource, write the works cited page

2. Take the outline of the paper and make it into the paper

3. Write 1st draft in class

1. Continue writing research paper

2. EOC review

1. EOC testing

1. Any last questions on research paper due MONDAY

2. Introduce the Odyssey

Assessment

Class Participation

Outline

1st Draft

EOC

· Class Participation

Homework

Continue writing and researching

Continue writing and researching

Continue writing

Continue writing

Continue writing—DUE MONDAY!!

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

 

English 1 CP

3rd, 6th, 8th Period

 

May 3 3rd Period only

May 4 6th and 8th periods only

May 5

May 6

May 7

Daily Activities

1. Romeo and Juliet Unit test

2. Finish comparing and contrasting the movie and the play

1. Romeo and Juliet Unit test

2. Finish comparing and contrasting the movie and the play

1. Research information: parenthetical documentation, works cited, MLA

2. Assign research project

1. Meet in library to do research project

1. Meet in library to do research project

Assessment

Romeo and Juliet Unit test

Romeo and Juliet unit test

Class Participation

Class Participation

· Class Participation

Homework

None

None

None

Continue researching

Continue researching

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

English 1 CP

3rd, 6th, 8th Period

 

April 26 3rd Period only

April 27 6th and 8th periods only

April 28 3rd Period only

April 296th and 8th periods only

April 30

Daily Activities

1. 1. Finish reading Romeo and Juliet

2. Finish the timeline of events (Numercy)

3. Who didn’t make it through the story? Kill the family trees

4. Finish the important quotes

5. Discuss the benchmark test for Wednesday

1. Finish reading Romeo and Juliet

2. Finish the timeline of events (Numercy)

3. Who didn’t make it through the story? Kill the family trees

4. Finish the important quotes

5. Discuss the benchmark test for Wednesday

1. Benchmark

1.Benchmark

1. Benchmark

Assessment

Class Participation

Class Participation

Benchmark

Benchmark

· Benchmark

Homework

Study for Act 3 Quiz

Study for Act 3 Quiz

None

None

None

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

English 1 CP

3rd, 6th, 8th Period

 

April 19

April 20

April 21

April 22

April 23

Daily Activities

1. Students will continue reading Act 3

2. Why does Juliet’s dad change the wedding date? What problems occur because of this?

1. Students will finish reading Act 3

2. Students will fill out timeline of events (Numercy)

3. Students will discuss the important quotes from Act 3

1. Quiz on Act 3

2. Begin reading Act 4

1. Students will read Act 4

2. What are the friar’s plans for Juliet? Why does he think she will be a weak woman and back out? Does she?

1. What happens when Juliet is found? What happens with the messenger to Romeo? Why are the plans made for the two lovers foiled?

2. Continue reading Act 4

Assessment

Class Participation

Class Participation

Quiz

Class Participation

· Class Participation

Homework

Study for Act 3 Quiz

Study for Act 3 Quiz

None

None

None

Class Standards

Indicators

E1-4.1

Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

 

E1-4.2

Use complete sentences in a variety of types (including simple, compound, complex, and compound complex).

 

E1-4.3

Create multiple paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

 

E1-5.4

Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

 

E1-6.5

Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

 

 

 

 

English NOTES!!!

 

English 2 GT

2nd, 7th Period

 

May 17

May 18

May 19

May 20

May 21

Daily Activities

1. Students will begin to film their myth

1. Students will continue to film and edit their myth

1. Students will finish filming and editing their myth

1. Students will write a summary on their myth and their partners

1. Students will present myths to class

2. The audience will then rate the myths for best mythical elements and plot

Assessment

Class Participation

Class Participation

Class Participation

Class Participation

Myth films

Homework

Continue working on myth film

Continue working on myth film

Continue working on myth film

Continue working on myth film

None

Class Standards

Indicators

E2-1.1: Compare/Contrast ideas within and across literary text to make inferences.

E2-1.2: Analyze the impact of point of view on literary text.

E2-1.3: Analyze devices of figurative language

E2-1.4: Analyze the relationship among character, plot, conflict and theme in a given literary text.

 

 

 

English 2 GT

2nd, 7th Period

 

May 10

May 11

May 12

May 13

May 14

Daily Activities

1. Review questions from p. 1033 and 1045

2. Meet the author: Sir Thomas Malory

3. Read the Sword in the Stone and Sir Lancelot

1. Read the real history of King Arthur and compare life and fiction

1. Watch another translation on “The Sword in the Stone” and compare real life, fiction and movie

Unknown scheduling due to EOC testing

1. Study Lancelot, Arthur and Merlin: what is real and what is fiction

Assessment

Class Participation

Class Participation

Class Participation

Class Participation

Class Participation

Homework

P. 1066 1-9 (not 4)

p. 1076 1-11 (not 4)

None

None

None

None

Class Standards

Indicators

E2-1.1: Compare/Contrast ideas within and across literary text to make inferences.

E2-1.2: Analyze the impact of point of view on literary text.

E2-1.3: Analyze devices of figurative language

E2-1.4: Analyze the relationship among character, plot, conflict and theme in a given literary text.

 

 

English 2 GT

2nd, 7th Period

 

May 3 7th period only

May 4 2nd period only

May 5

May 6

May 7

Daily Activities

1. Finish Night test

2. Read “Never Saw Another Butterfly” and other poetry on the Holocaust

3. Create poetry based on the poems and information from the Holocaust

1. Finish Night test

2. Read “Never Saw Another Butterfly” and other poetry on the Holocaust

3. Create poetry based on the poems and information from the Holocaust

1. Begin Myths and Legends Unit: define the different myths and legends

2. Understanding sequence of events and chronological order

1. Read Theseus

2. Analyze the sequence of events. What makes this a myth/legend?

3. Read Momotaro: Boy-of-the-Peach

1. Final vocabulary quiz

2. HW Check

Assessment

Final Draft DUE!!!!

Night Test

Class Participation

Vocabulary Quiz

Class Participation

HW Check

Vocabulary quiz

Homework

Vocabulary Unit 15

Vocabulary Unit 15

Vocabulary Unit 15

Vocabulary Unit 15

Answer questions:

p. 1033 1-11 (not 4)

p. 1045 1-11 (not 4)

None

Class Standards

Indicators

E2-1.1: Compare/Contrast ideas within and across literary text to make inferences.

E2-1.2: Analyze the impact of point of view on literary text.

E2-1.3: Analyze devices of figurative language

E2-1.4: Analyze the relationship among character, plot, conflict and theme in a given literary text.

 

 

 

English 2 GT

2nd, 7th Period

 

April 26 7th period only

April 27 2nd period only

April 287th period only

April 29 2nd period only

April 30

Daily Activities

1. Rough draft due

2. Finish discussing the Holocaust terminology sheet

3. Discuss Night questions (Check HW)

4. Video Streamline: Holocaust: A Teenager’s experience

1. Finish discussing the Holocaust terminology sheet

2. Discuss Night questions (Check HW)

3. Video Streamline: Holocaust: A Teenager’s experience

1. Students will discuss first few chapters of Night and the Holocaust Terminology sheet from last week

2. Video Streamline: Witness: Voices from the Holocaust

1. Students will discuss first few chapters of Night and the Holocaust Terminology sheet from last week

2. Video Streamline: Witness: Voices from the Holocaust

1. Night test

Assessment

Rough Draft

Night HW

Rough Draft

Night HW

Night HW

Night HW

Night test

Homework

Continue researching—make sure you have all the information you need to write your paper

Read Night and answer the study guide questions

Make an outline of your paper

Read Night and answer the study guide questions

Read Night and answer the study guide questions

FINAL Paper due Monday

Class Standards

Indicators

E2-1.1: Compare/Contrast ideas within and across literary text to make inferences.

E2-1.2: Analyze the impact of point of view on literary text.

E2-1.3: Analyze devices of figurative language

E2-1.4: Analyze the relationship among character, plot, conflict and theme in a given literary text.

 

 

 

English 2 GT

2nd, 7th Period

 

April 19

April 20

April 21

April 22

April 23

Daily Activities

1. Students will discuss Parenthetical Documentation and Works Cited page: Why is this important? How do we correctly cite the information so we are not accused of plagiarism? How do you reword information?

2. Students will practice rewording information for correctness but not plagiarism

1. Students will be assigned Night and given nightly reading assignments and a study guide

2. Begin reading Night in class

3. Students will discuss the outline of their research paper—How do you turn your notes into a comprehensive paper?

1. Students will discuss first few chapters of Night and the Holocaust Terminology sheet from last week

2. Students will finish up the outline of research paper and have it checked by the teacher

1. Night discussion

2. Students will read Holocaust poetry and analysis the structure and the themes throughout the poems

1. Students will read more Holocaust literature and relate the themes to Night and the poetry

2. Any questions the students have about their research paper will be answered

3. Rough Draft due Monday!!

Assessment

Class Participation

Class Participation

Study Guide HW Check

Outline Check

Study Guide HW Check

Class Participation

Homework

Continue researching—make sure you have all the information you need to write your paper

Read Night and answer the study guide questions

Make an outline of your paper

Read Night and answer the study guide questions

Read Night and answer the study guide questions

Read Night and answer the study guide questions

Rough Draft of Research paper due Monday

Class Standards

Indicators

E2-1.1: Compare/Contrast ideas within and across literary text to make inferences.

E2-1.2: Analyze the impact of point of view on literary text.

E2-1.3: Analyze devices of figurative language

E2-1.4: Analyze the relationship among character, plot, conflict and theme in a given literary text.

 

 

Last Updated:

May 9, 2010

 

Gina Lee