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Week of May 12-16 Mrs. Cimney English III-H class notes
S.C. Standards Addressed: E3-1.1 Compare/contrast ideas within and across literary texts to make inferences. E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, and paradox). E3-1.4 Evaluate the relationship among character, plot, and theme in a given literary text. E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E3-3.3 Understand how American history and culture have influenced the use and development of the English language. E3-4.2 Use complete sentences in a variety of types in written works. E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E3-4.4 Use the conventions of written Standard American English. E3-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E3-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works.		· R1.1 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. · R1.2 Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other texts, and the world. · R1.3 Demonstrate the ability to apply integrated strategies to evaluate selections from a variety of literary genres and real-world texts. · R1.4 Demonstrate the ability to evaluate the clarity or accuracy of information as indicators of an author’s bias. · R2.9 Demonstrate the ability to analyze the impact of conflict (internal and external) on plot and character in a literary work. · R2.10 Demonstrate the ability to present interpretations of texts by using methods such as Socratic questioning, literature circles, class discussion, PowerPoint presentations, and graphic organizers. · R3.1 Demonstrate the ability to analyze the origin and meaning of new words by using a knowledge of culture, mythology, or literature. · R3.2 Demonstrate the ability to use context analysis to determine the meanings of unfamiliar and multiple-meaning words. RS2.2 Demonstrate the ability to evaluate the credibility of sources, including consideration of accuracy and bias. · RS2.3 Demonstrate the ability to document sources by using a standardized system of documentation. RS2.4 Demonstrate the ability to gather and evaluate information for its relevance to his or her research questions. RS2.5 Demonstrate the ability to refine a topic and ask additional questions based on the information that he or she has gathered. RS2.6 Demonstrate the ability to use note-taking strategies to record facts and opinions from sources.
The Student Will Be Able To: Compare and contrast ideas about the American dream Evaluate and interpret sources Analyze written text, nonfiction Identify, discuss and interpret Anti-Transcendental themes *The Scarlet Letter* and *Moby Dick* Identify, discuss and interpret symbolism in *Scarlet Letter* and *Moby Dick* Analyze in writing passages from *The Scarlet Letter* in regards to theme and meaning Identify, discuss and interpret themes *The Grapes of Wrath* Identify, discuss and interpret symbolism in *The Grapes of Wrath*
	Procedures		Evaluation	Homework
Monday	SAT Scarlet Letter journal sharing Quiz over Chapters 19-24 Discussion Vocabulary 10 list, first 10 words		Student participation, questioning, teacher observation, graded quiz	You should be working on your research paper – final draft due Thursday
Tuesday	SAT Vocabulary List 10, second ten words Review for Unit test Great Books Video: *The Scarlet Letter*		Student participation, questioning, teacher observation,	You should be working on your research paper – final draft due Thursday Study for Unit test over The Scarlet Letter and Moby Dick Compile final Scarlet Letter journal with first and second drafts in pronged folder
Wednesday	SAT Unit Test Literature book reading: “The Rise of Realism”, pp. 408-422 – answer questions with reading Vocabulary worksheet		teacher observation, questioning, student participation, graded quiz	Final draft of research paper due tomorrow Finish reading questions if needed
Thursday	SAT Collect final drafts Vocabulary worksheet –go over Introduction to *The Grapes of Wrath –* Smart Board notes/presentation Go over Chapter Illustrations assignment		teacher observation, questioning, student participation	Study for Vocabulary test, List 10
Friday	SAT Vocabulary Test 10 (last one!) Writing Portfolio assignment sheet Read Chapter One of *The Grapes of Wrath*		graded test, graded quiz, teacher observation, questioning, student participation	Read Chapters 2 & 3 for Monday- quiz over Chapters 1-3 Work on 3 writing assignments to add to your end of year portfolio Work on reflections, etc. for portfolio

Week of May 5-9 Mrs. Cimney English III-H class notes
S.C. Standards Addressed: E3-1.1 Compare/contrast ideas within and across literary texts to make inferences. E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, and paradox). E3-1.4 Evaluate the relationship among character, plot, and theme in a given literary text. E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E3-3.3 Understand how American history and culture have influenced the use and development of the English language. E3-4.2 Use complete sentences in a variety of types in written works. E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E3-4.4 Use the conventions of written Standard American English. E3-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E3-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works.		· R1.1 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. · R1.2 Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other texts, and the world. · R1.3 Demonstrate the ability to apply integrated strategies to evaluate selections from a variety of literary genres and real-world texts. · R1.4 Demonstrate the ability to evaluate the clarity or accuracy of information as indicators of an author’s bias. · R2.9 Demonstrate the ability to analyze the impact of conflict (internal and external) on plot and character in a literary work. · R2.10 Demonstrate the ability to present interpretations of texts by using methods such as Socratic questioning, literature circles, class discussion, PowerPoint presentations, and graphic organizers. · R3.1 Demonstrate the ability to analyze the origin and meaning of new words by using a knowledge of culture, mythology, or literature. · R3.2 Demonstrate the ability to use context analysis to determine the meanings of unfamiliar and multiple-meaning words. RS2.2 Demonstrate the ability to evaluate the credibility of sources, including consideration of accuracy and bias. · RS2.3 Demonstrate the ability to document sources by using a standardized system of documentation. RS2.4 Demonstrate the ability to gather and evaluate information for its relevance to his or her research questions. RS2.5 Demonstrate the ability to refine a topic and ask additional questions based on the information that he or she has gathered. RS2.6 Demonstrate the ability to use note-taking strategies to record facts and opinions from sources.
The Student Will Be Able To: Compare and contrast ideas about the American dream Evaluate and interpret sources Analyze written text, nonfiction Identify, discuss and interpret Anti-Transcendental themes *The Scarlet Letter* and *Moby Dick* Identify, discuss and interpret symbolism in *Scarlet Letter* and *Moby Dick* Analyze in writing passages from *The Scarlet Letter* in regards to theme and meaning
	Procedures		Evaluation	Homework
Monday	SAT Scarlet Letter journal sharing Quiz over Chapters 5-9 Discussion Vocabulary 9 list, first 10 words *Moby Dick* movie		Student participation, questioning, teacher observation, graded quiz	You should be working on your research paper – rough draft due Thursday Read Chapters 10-14 of The Scarlet Letter, do journal entry for Wednesday
Tuesday	SAT Vocabulary List 9, second ten words Finish Moby Dick movie		Student participation, questioning, teacher observation,	You should be working on your research paper – Thesis and outline due Wednesday Read Chapters 10-14 of The Scarlet Letter* for Thursday, do journal entry* Vocabulary worksheet due Thursday
Wednesday	SAT Journal sharing Quiz over Chapters 10-13 Discussion Storyboards for chapters 1-13		teacher observation, questioning, student participation, graded quiz	Rough draft due tomorrow Read Chapters 14-18 of The Scarlet Letter* for Friday, do journal entry*
Thursday	SAT Collect rough drafts Vocabulary worksheet – check and go over Finish storyboards		teacher observation, questioning, student participation	Read Chapters 14-18 of The Scarlet Letter, do journal entry Study for Vocabulary test, List 9
Friday	SAT Vocabulary Test 9 Journal sharing Quiz over Chapters 14-18 Discussion		graded test, graded quiz, teacher observation, questioning, student participation	Read Chapters 19-24 of The Scarlet Letter* for Monday, do journal entry*

Week of April 21-25 Mrs. Cimney English III-H class notes
S.C. Standards Addressed: E3-1.1 Compare/contrast ideas within and across literary texts to make inferences. E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, and paradox). E3-1.4 Evaluate the relationship among character, plot, and theme in a given literary text. E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E3-3.3 Understand how American history and culture have influenced the use and development of the English language. E3-4.2 Use complete sentences in a variety of types in written works. E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions. E3-4.4 Use the conventions of written Standard American English. E3-4.5 Use proofreading skills to edit for the correct use of written Standard American English. E3-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works.		· R1.1 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. · R1.2 Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other texts, and the world. · R1.3 Demonstrate the ability to apply integrated strategies to evaluate selections from a variety of literary genres and real-world texts. · R1.4 Demonstrate the ability to evaluate the clarity or accuracy of information as indicators of an author’s bias. · R2.9 Demonstrate the ability to analyze the impact of conflict (internal and external) on plot and character in a literary work. · R2.10 Demonstrate the ability to present interpretations of texts by using methods such as Socratic questioning, literature circles, class discussion, PowerPoint presentations, and graphic organizers. · R3.1 Demonstrate the ability to analyze the origin and meaning of new words by using a knowledge of culture, mythology, or literature. · R3.2 Demonstrate the ability to use context analysis to determine the meanings of unfamiliar and multiple-meaning words. RS2.2 Demonstrate the ability to evaluate the credibility of sources, including consideration of accuracy and bias. · RS2.3 Demonstrate the ability to document sources by using a standardized system of documentation. RS2.4 Demonstrate the ability to gather and evaluate information for its relevance to his or her research questions. RS2.5 Demonstrate the ability to refine a topic and ask additional questions based on the information that he or she has gathered. RS2.6 Demonstrate the ability to use note-taking strategies to record facts and opinions from sources.
The Student Will Be Able To: Compare and contrast ideas about the American dream Evaluate and interpret sources Analyze written text, nonfiction Identify, discuss and interpret Transcendental themes in works of Emerson, Thoreau and Whitman Identify, discuss and interpret elements of poetry in works of Emerson and Whitman Create own poem using elements of poetry and figurative devices
	Procedures		Evaluation	Homework
Monday	Vocabulary 8 – first 10 words Read Emerson’s poems – “Concord Hymn” and “To the Rhodora” Research paper assignment Walt Whitman film “Song of Myself” flower activity– students in groups given portions of poem and will create flowers – each petal will contain a line from poem and an explanation of its Transcendental themes		Student participation, questioning, teacher observation	Begin research on your own for final portion of paper
Tuesday	SAT Vocabulary 8 – second 10 words Finish flower activity and present to class Read “O Captain! My Captain!” Begin watching Dead Poets Society		Student participation, questioning, teacher observation, graded test	Vocabulary worksheet
Wednesday	SAT Transcendental songs (student generated) Continue watching Dead Poets Society		teacher observation, questioning, student participation	Study for Vocabulary 8 test
Thursday	SAT “Song of Myself” - discuss and present flowers Finish watching Dead Poets Society		teacher observation, questioning, student participation, graded test	Study for Transcendental Unit Test
Friday	SAT Transcendental Unit Test (Emerson, Thoreau, Whitman) Voc. 8 review		graded test	Work on research paper Apostrophe nature poem due Monday Study for Vocabulary 8 test on Monday

English 3 Honors Lesson Plans

Week of April 7-11

Mrs. Cimney

English III-H class notes

S.C. Standards Addressed:

E3-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E3-1.2 Evaluate the impact of point of view on literary texts.

E3-1.3 Evaluate devices of figurative language figurative language (including extended metaphor, oxymoron, and paradox).

E3-1.4 Evaluate the relationship among character, plot, and theme in a given literary text.

E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E3-3.3 Understand how American history and culture have influenced the use and development of the English language.

E3-4.2 Use complete sentences in a variety of types in written works.

E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support such as definitions and descriptions.

E3-4.4 Use the conventions of written Standard American English.

E3-4.5 Use proofreading skills to edit for the correct use of written Standard American English.

E3-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in written works.

· R1.1 Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information.

· R1.2 Demonstrate the ability to make connections between a text read

independently and his or her prior knowledge, other texts, and the world.

· R1.3 Demonstrate the ability to apply integrated strategies to evaluate selections from a variety of literary genres and real-world texts.

· R1.4 Demonstrate the ability to evaluate the clarity or accuracy of information as indicators of an author’s bias.

· R2.9 Demonstrate the ability to analyze the impact of conflict (internal and external) on plot and character in a literary work.

· R2.10 Demonstrate the ability to present interpretations of texts by using methods such as Socratic questioning, literature circles, class discussion, PowerPoin