Gina Lee

English 1

Academic Enrichment

	Monday	Tuesday	Wednesday	Thursday
	June 1	June 2	June 3	June 4
Period			1/2 Day	1/2 day
1	2nd period exam (no 1st)		1st period exam	3rd period exam
2
3		4th period exam (no 3rd)	5th period exam	7th period exam
4
5	6th Period exam (no 5th)
6
7		8th period exam (no 7th)
8

Daily Lesson Plans

· CP

· Honors

· Academic Enrichment

Former Lesson Plans

South Carolina State Standards

Class Syllabus

Classroom Pictures

About Mrs. Lee NEW JD PICTURES!!! 5-19

Team 2 Contact Information:

Math: Carolyn Arnemann

• Email: carnemann@fsd1.org

Science: Katina Davis

• Email: kdavis@fsd1.org

World Geography: Ramsey Hill

• Email: rhill@fsd1.org

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.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 Vocabulary book. Learn how to say the words and play games with each word!! FUN!

English CP: 5^th, 7^th, and 8^th

Date	June 1	June 2	June 3	June 4	June 5
English CP
Daily Objectives	Students will review film as a comparison to the written play and will ask any last minute questions for final test.	Students will complete final test.	Students will complete final test.	Students will complete final test.	Students will have a WONDERFUL SUMMER!! Stay safe!!!!!!!!!
Class Activities	1. Students will ask any last minute questions. 2. Students will continue watching the film version of Romeo and Juliet.	1. Students in 8^th period will take final test.	1. Students in 5^th period will take their final test.	1. Students in 7^th period will take final test.	NOTHING!!! YEAH!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Assessment	Class Participation	Final Test	Final Test	Final Test
Homework	Study for final test	Study for final test	Study for final test	NOTHING J	None
State Standards	E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E1-4.4 Use the conventions of written Standard American English. E1-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E1-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works. E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Date	May 25	May 26	May 27	May 28	May 29
English CP
Daily Objectives	No School	Students will continue to read Act 4 and figure out what Juliet should do in this circumstance.	Students will dissect the PLOT of a Shakespearean play with attention given to the turning point vs. the climax.	Students will being to see what goes wrong with the original plan and how the Friar thinks he can fix it.	Students will compare and contrast the movie and the play
Class Activities	No School	2. Begin reading Act 4; What should Juliet do in her situation? 3. How does the Friar continue to make the situation worse? What should they do?	1. Finish reading Act 4. What is the crisis or turning point of this Act? Why does Shakespeare not have the climax in the middle? What does he have instead? Why? 2. Continue to fill in Time Line with important events in the story.	1. Act 4 2. What is the Friar’s plans for Juliet? What are his plans for Romeo? Copy Power Point notes to fully understand.	1. Students are to watch the movie version of Romeo and Juliet 2. Students will write down the differences between the movie and the actual play (this will be on the final test)
Assessment	Class Participation	Class Participation	Class Participation	Class Participation	Compare and contrast movie and play
Homework	None	None	None	None	None
State Standards	E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E1-4.4 Use the conventions of written Standard American English. E1-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E1-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works. E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Date	May 18	May 19	May 20	May 21	May 22
English CP
Daily Objectives		Students will continue to read Act 3 and analyze the fights.	Students will dissect the PLOT of a Shakespearean play with attention given to the turning point vs. the climax.	Students will being to see what goes wrong with the original plan and how the Friar thinks he can fix it.	Students will continue to figure out what happened to the original plan and try to fix it.
Class Activities ***This week’s lessons subject to changed based to EOC***	1.	4. Continue reading Act 3: Why is Tybalt mad at Romeo?? Why do they fight? What happens? 5. Act out the fight scene with wrapping paper roll “swords”	1. Finish reading Act 3. What is the crisis or turning point of this Act? Why does Shakespeare not have the climax in the middle? What does he have instead? Why? 2. Continue to fill in Time Line with important events in the story.	1. Act 4: Begin reading. 2. What is the Friar’s plans for Juliet? What are his plans for Romeo? Copy Power Point notes to fully understand.	1. Continue reading Act 4 2. Does everything go as the Friar plans? What changes? What should Romeo and Juliet do? What do they end up doing? What goes wrong????
Assessment	Class Participation	Class Participation	Class Participation	Class Participation	Class Participation
Homework	GOOD LUCK ON EOCs!!!! Go to bed early, eat well!!!	GOOD LUCK ON EOCs!!!! Go to bed early, eat well!!!	None	None	None
State Standards	E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E1-4.4 Use the conventions of written Standard American English. E1-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E1-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works. E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Honors 6^th Period

Date	June 1	June 2	June 3	June 4	June 5
English Honors
Daily Objectives	Students will take final test.	Students will finish watching the film version of Romeo and Juliet	Students will have a great and safe summer!!!!
Class Activities	1. Students will take final test 2. Students will finish watching the film version of Romeo and Juliet	1. Students will watch the final scenes of Rome and Juliet
Assessment	Final Test	None	None	None	None
Homework	None	None	None	None	NONE!!
State Standards	E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E1-4.4 Use the conventions of written Standard American English. E1-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E1-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works. E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Date	May 25	May 26	May 27	May 28	May 29
English Honors
Daily Objectives	No School	Students will begin to comprehend Act 3 of Romeo and Juliet.	Students will continue to read Act 3 and analyze the fights.	Students will dissect the PLOT of a Shakespearean play with attention given to the turning point vs. the climax.	Students will compare and contrast the movie and the play
Class Activities		1. Begin reading Act 3 2. Receive important quotes, review what they mean and who said them, Why are they important to the story?	1. Continue reading Act 3: Why is Tybalt mad at Romeo?? Why do they fight? What happens? 2. Act out the fight scene with wrapping paper roll “swords”	1. Finish reading Act 3. What is the crisis or turning point of this Act? Why does Shakespeare not have the climax in the middle? What does he have instead? Why? 2. Continue to fill in Time Line with important events in the story.	1. Students are to watch the movie version of Romeo and Juliet 2. Students will write down the differences between the movie and the actual play (this will be on the final test)
Assessment	Class Participation	Class Participation	Class Participation	Class Participation	Class Participation
Homework	None	None	None	None	Final test on Monday!!!
State Standards	E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E1-4.4 Use the conventions of written Standard American English. E1-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E1-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works. E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Date	May 18	May 19	May 20	May 21	May 22
English Honors
Daily Objectives	Students will begin reading Act 2.	Students will continue to read Act 2 Scene 2 and analyze the important quotes.	Students will analyze the importance of Act 2 Scene 2.	Students will analyze “true love” and the likelihood of “love at first sight.”	Students will read the plans for Romeo and Juliet on Monday of the play and decide what punishment could happen to all of those involved.
Class Activities ***Lessons subject to change due to EOCs!!***	1. Begin reading Act 2. 2. Why does Romeo go back to the house? 3. Why does Mercutio think Romeo gave him “the slip?” What does he think will make Romeo feel better? 4. Begin reading Act 2 Scene 2	1. Continue reading Sct 2 Scene 2 2. What does Romeo think about Juliet? Does she know he is even there? What does he find out before speaking?	1. Copy important quotes from Scene 2—who said them and what do they mean???? 2. Why is this scene the most popular and well known? 3. Finish reading Act 2 Scene 2	1. Major question for the day: Is this true love? Is there such a thing? What is the definition? What do Romeo and Juliet have?? 2. What do the lovers decide to do the next day? 3. Finally finish Sunday on the Time Line	1. Read Act 2 Scene 3, 4 and 5 2. Why does the Friar decide to help Romoe and Juliet? What would be the consequences if he were caught? 3. Who else knows about the plans? What are the specific plans for each: Romeo, Juliet, Friar and the nurse?
Assessment	Class Participation	Class Participation	Class Participation	Class Participation	Class Participation
Homework	GOOD LUCK ON EOCs!!!! Go to bed early, eat well!!!	GOOD LUCK ON EOCs!!!! Go to bed early, eat well!!!	None, relax from EOCs!! You are done with your major exam for the year…now prepare for your final test!!	None	None
State Standards	E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts. E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. E1-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E1-4.4 Use the conventions of written Standard American English. E1-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E1-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works. E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis and use support such as facts, statistics, and firsthand accounts E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Academic Enrichment: 3^rd and 4^th Periods

Career Cluster Videos/Information for Students: www.knowitall.org

Date	June 1	June 2	June 3	June 4	June 5
Academic Enrichment
Class Activities	1. Students will review for final test with any last minute questions	1. 4^th Period will have Exam	No Class	3^rd Period will have exam
Assessment	Class Participation	Exam	None	Exam	None
Homework	Study for Exam	Study for Exam (3^rd Period only)	Study for Exam (3^rd Period only)	None	None

Date	May 25	May 26	May 27	May 28	May 29
Academic Enrichment
Class Activities	No School	1. Review for final exam: different career clusters	1. Speaker: Pam Blackman: Allstate Insurance 2. Insurance questions that are relevant to high school students	1. Review for exam: Review chapters from workbook	1. exam review sheets
Assessment	None	Class Participation	Speaker Sheet	None	None
Homework	None	None	None	None	None

Date	May 18	May 19	May 20	May 21	May 22
Academic Enrichment
Class Activities	EOC during this time GOOD LUCK!!!!!	EOC during this time GOOD LUCK!!!!!	EOC during this time GOOD LUCK!!!!!	Review of Speakers from last week. Review of Career Clusters. What have they learned that they didn’t know existed? Have they been taught something that piqued their interest?	1. Speaker: Transportation, distribution and logistics cluster 2. Fill out sheet during speaker
Assessment	Speaker Sheet	Class Participation	Speaker Sheet	Speaker Sheet	Class Participation
Homework	None	None	None	None	None