homework: return nigh t; exchange for to kill a mockingbird/bring friday

Date:February 6

Class: Honors English II

Objective: Understanding the historical context of To Kill a Mockingbird

Daily Lesson: AND JUSTICE FOR ALLTest completion/obtain To Kill…To Kill a Mockingbird-Web Quests: Fighting for Social Justice- Notes on Harper Lee

Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context

ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management

Homework:1. Return Night; exchange

for To Kill a Mockingbird/bring Friday

2. Chapters 1-7 due by next Friday with all related assignments

3. Web Quests 20-24 WEDNESDAY

Date:February 7


Objective: Independent reading and annotation of chapters 1-7

Daily Lesson:

AND JUSTICE FOR ALLTo Kill a Mockingbird-engage in independent reading-annotate a minimum of 2 pieces of textual evidence per study guide question-make analytical notes in margin

Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Homework:1. Chapters 1-7 due by next

Friday with annotation and dialectical journal

2. Web Quests continue WEDNESDAY upon return

Date:February 12


Objective: to synthesize Web-quests and understand historical connections

Daily Lesson:Paper flurry/questions

AND JUSTICE FOR ALLComplete Web-Quest Presentations-Poster Synthesis activity-Informal presentation



Homework:1. Complete reading chapters

1-7 by Friday; complete with annotations and one dialectical journal to prepare for short essay test (Friday)

2. Sophomore counseling Thursday in class

Date:February 14


Objective: to understand historical connections; to assess your basic reading comprehension

Daily Lesson: Happy Valentine’s DayDue: dialectical journals and annotations

AND JUSTICE FOR ALLAssess reading for chapters 1-7 (basic objective test)-discuss annotations within small groups (periods 1-2 only)-turn in dialectical journals by end of period (periods 1-2 only)

Complete Web-Quest Presentations (period 4 only)



Homework:1. Yellow registration

papers due by Tuesday2. Continue reading over

weekend, ten pages per day roughly

Date:February 18


Objective: to engage in analysis of chapters 1-7

Daily Lesson: Due: registration paperwork

AND JUSTICE FOR ALLAssess reading for chapters 1-7 (absentees)-respond to study guide questions using PEA




Homework:1. Be ready for

counseling appointments

2. Chapters 8-14 due by next Monday February 24

Date:February 18

Class: Honors English II – period 4 only

Objective: to complete WebQuests

Daily Lesson: Due: registration paperworkAND JUSTICE FOR ALLAssess reading for chapters 1-7 (absentees)-respond to study guide questions using PEA




Homework:

1. Respond to questions 3, 10 on study guide by Tuesday, plus two additional questions

2. Be ready for counseling appointments

3. Chapters 8-14 due by next Monday February 24

Date:February 19


Objective: Examine exposition of To Kill a Mockingbird

Daily Lesson: Due: PEA responses (4 total)AND JUSTICE FOR ALLJigsaw discussion of study guide responses-small team sharing-whole group sharingGroup activity: Boo Radley Character Study-sorting fact from fiction



Homework:


2. Chapters 8-14 due by next Monday February 24; study guide on line

Sorting Fact from Fiction

Fiction

Clues

Fact

Date:February 20


Objective: Examine the character of Boo Radley

Daily Lesson: Due: AND JUSTICE FOR ALLGroup activity: Boo Radley Character Study-discussion/sharing-stereotypingPaper flurry-return/share analysis and journaling-pass out Independent Reading activity/study guide

Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.


Homework:


2. Chapters 8-14 due by next Monday February 24; study guide and dialectical journal due Monday

3. Ashland parent/student meeting March 4th at 6:30

Boo Radley How does Boo Radley get stereotyped in

the town? What other characters seem to get

stereotyped in the town? What message does the stereotyping send

to the children, and Scout in particular?

Date:February 21


Objective: To consider the impact of stereotyping; dispel stereotypes

Daily Lesson: Due: AND JUSTICE FOR ALLStereotyping -pair share quick write-whole group discussion-poetry presentationsIndependent reading activity



Homework:


2. Chapters 8-14 due Monday February; study guide and dialectical journal due Monday; prepare for objective test (level one)

3. Ashland parent/student meeting March 4th at 6:30

Date:February 24


Objective: To engage in discussion and analysis of chapters 8-14

Daily Lesson: Due: dialectical journalAND JUSTICE FOR ALLReading Comprehension Quizlet- Final word protocol: Dialectical Journal- Whole group sharing/questioning- Responding with PEA to 1, 6 and two others



Homework:

1. PEA responses due Tuesday

2. Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

Date:February 25


Objective: To engage in discussion and analysis of chapters 8-14

Daily Lesson: Due: PEA responsesAND JUSTICE FOR ALLShare PEA analysis- Small group/whole groupPreparing for mid-novel Seminar



Homework:1. Seminar prep due Wednesday2. Ashland meeting after school today-

ten minutes3. Ashland attendees must turn in a

weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

Date:February 26


Objective: Prepare for seminar; independent reading

Daily Lesson: Due: seminar prep sheets due at end of period

AND JUSTICE FOR ALLComplete seminar prepBegin reading chapters 15-21-annotate evidence for responses to study guide



Homework:1. Seminar in Room 66

Thursday2. Ashland attendees must turn

in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

Date:February 27


Objective: Engage in collaborative dialogue; become familiar with 3 basic stages of moral development

Daily Lesson: Due: seminar prep sheetsAND JUSTICE FOR ALLSeminar-leveled questions and zingers/whole group discussionExamining Moral DevelopmentWhy look at moral development? An Overview of Kohlberg’s theory Standard(s) :CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions; (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme


Homework:1. Media policy due

Friday2. Chapters 15-21 due

Wednesday March 5 with annotations in text


Date:February 28


Objective: become familiar with 3 basic stages of moral development; apply theory of moral development to characters

Daily Lesson: Due: media permission slipsAshland Go-ers weekly grade checks due by end of dayAND JUSTICE FOR ALLSeminar FeedbackExamining Moral DevelopmentWhy look at moral development? An Overview of Kohlberg’s theory Group presentation (informal) Standard(s) :CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions; (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme


Homework:1. Chapters 15-21 due

Wednesday March 5 with annotations in text


Date:March 3


Objective: Engage in close reading and re-reading of chapters 17-19 (trial scenes); drawing inferences about what really happened to Mayella Ewell

Daily Lesson: Due: extra mile web quest, per 2 onlyAND JUSTICE FOR ALLClose Reading-independent reading of chapters 17-19-re-read trial scenes above-complete analysis of key points using graphic organizer #1-6 only



Homework:1. Study of chapters 17-19 due Tuesday,

#1-6 only2. Chapters 15-21 due Wednesday

March 5 with annotations in text, dialectical journal ; test Wednesday

3. Ashland attendees mandatory parent/student meeting March 4th at 6:30- tomorrow

4. Study skills calendar due Friday

Date:March 4


Objective: discussion and drawing inferences about what really happened to Mayella Ewell

Daily Lesson: Due: #1-6 on trial study Paper flurryAND JUSTICE FOR ALLUnderstanding the Trial-whole group discussion -independent reading of chapters 20-21 or beyond-prepare dialectical journalStandard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Homework:1. Chapters 15-21 due Wednesday

March 5 with annotations in text, dialectical journal ; test Wednesday; extra mile option due Wed.

2. Ashland attendees mandatory parent/student meeting March 4th at 6:30- TONIGHT

3. Study skills calendar due Friday4. Exit Exam March 18-19 (Tues.-Wed.)5. Chapters 22-31 due by March 20

(Thurs. after Exit Exam)

Date:March 5


Objective: Assess reading comprehension of trial chapters and discuss their significance

Daily Lesson: Due: complete trial study; dialectical journalAND JUSTICE FOR ALLUnderstanding the Trial-Assessment with (closed book) short essay-(4) Discussion of trial study and study guide -Extra mile optional “confessions”-PEA responses 7 or 8; 1 or 6



Homework:1. 2 PEA responses due

Thursday2. Study skills calendar due

Friday3. Exit Exam March 18-19

(Tues.-Wed.)4. Chapters 22-31 due by

March 20 (Thurs. after Exit Exam)

Date:March 6


Objective: engage in collaborative analysis and dialogue; independent reading and annotating

Daily Lesson: Due: PEA responsesPaper flurryAND JUSTICE FOR ALLCollaborative Analysis and Dialogue-team PEA discussions-whole group sharingIndependent reading-final study guide questions will help aid your annotation



Homework:1. Study skills calendar due

Friday2. Exit Exam March 18-19 (Tues.-

Wed.); Friday we will discuss what to expect on the exam

3. Chapters 22-31 due by March 20 (Thurs. after Exit Exam)

Date:March 7



Daily Lesson: Due: calendarsAND JUSTICE FOR ALLTo Kill a Mockingbird-engage in independent reading-annotate a minimum of 2 pieces of textual evidence per study guide question-make analytical notes in marginDiscuss HIGH SCHOOL EXIT EXAMStandard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Homework:1. Study skills calendar

due Friday2. Exit Exam March 18-19

(Tues.-Wed.); Friday we will discuss what to expect on the exam


Date:March 17


Objective: Engage in aesthetic analysis of filmWhat adjustments are made to the novel to create the film version?

Daily Lesson: Go over exit exam reminders (see attached slide)“What do I do on the day of the tests?AND JUSTICE FOR ALLTo Kill a Mockingbird-watch film-make notes on film analysis as you watch

Standard(s) (FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums(FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work


Homework:1. Exit Exam March 18-19

(Tues.-Wed.); go to period one and wait until all sophs are called to big gym; bring novel


Date:March 18-19



Daily Lesson: AND JUSTICE FOR ALLTo Kill a Mockingbird-engage in independent reading-annotate a minimum of 2 pieces of textual evidence per study guide question-make analytical notes in margin-prepare dialectical journal



Homework:1. Exit Exam March 18-19

(Tues.-Wed.); go to period one and wait until all sophs are called to big gym; bring novel

2. Chapters 22-31 due by March 20; reading quiz; dialectical journal due

Date:March 20


Objective: Engage in aesthetic analysis of filmWhat adjustments are made to the novel to create the film version?

Daily Lesson: Due: dialectical journal moved to FridayAND JUSTICE FOR ALLTo Kill a Mockingbird-discuss and continue film-make notes on film analysis as you watch

Standard(s) (FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums(FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work


Homework:1. Chapters 22-31 due

Friday w/dialectical journal

2. Select essay prompt and begin to gather textual evidence on PEA outline

Date:March 21


Objective: Assess reading comprehension; engage in collaborative discussion

Daily Lesson: Due: dialectical journalAND JUSTICE FOR ALLTo Kill a Mockingbird-quiz and short essay-process essay prompt-final word protocol and whole group discussion

Standard(s)CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions


Homework:1. Thesis statement drafts

due Monday, March 242. Intro due Tuesday3. Body paragraph #1-2 due

Wednesday; #3 and conclusion due Thursday

4. Draft due to TURNITIN by midnight next Friday

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/

Date:March 24


Objective: Prepare for Socratic Seminar; begin to formulate ideas for end-of-unit process paper

Daily Lesson: Due: thesis statement (end of per)AND JUSTICE FOR ALLTo Kill a Mockingbird-prepare seminar prep sheet/independent generate an analysis statement in response to each prompt (you may find a thesis statement evolves from this); find evidence where applicable-turn in thesis statement by end of periodStandard(s)CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Homework:1. Seminar prep sheet due

Tuesday for seminar2. Intro due Wednesday3. Body paragraph #1-2 due

Thursday; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)

Date:March 25


Objective: Engage in collaborative dialogue to deepen understanding of novel and gain multiple perspectives on each writing prompt

Daily Lesson: Due: seminar prep sheetPaper flurryAND JUSTICE FOR ALLTo Kill a Mockingbird-Socratic Seminar-Thesis



Homework:1. Intro due Wednesday2. Body paragraph #1-2 due

Thursday; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)


Date:March 26


Objective: Strength-test your thesis and revise; draft and develop your introductory paragraph

Daily Lesson: Due: AND JUSTICE FOR ALLTo Kill a Mockingbird-evaluate partner’s thesis statement and give meaningful feedback-refresher lesson on introductory paragraphs



Homework:1. Intro due Wednesday by

end of class2. Body paragraph #1-2 due

Thursday and of class; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)


Date:March 27


Objective: Develop a strong claim, followed by relevant textual evidence and coherent analysis

Daily Lesson: Due: AND JUSTICE FOR ALLTo Kill a Mockingbird-continue the process of creating your first draft

Standard(s) CCSS.ELA-Literacy 9-10.2 WHST.9-10.2 Write informative/explanatory texts; CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience


Homework:1. Complete draft due to TURNITIN by one

minute before midnight Friday night March 28

2. PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2

3. Revised Essay due Sunday, April 6 one minute before midnight

4. STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/


Date:March 28


Objective: Engage in aesthetic analysis of film version of To Kill a Mockingbird; turn in complete analysis of film on Monday

Daily Lesson: Due: AND JUSTICE FOR ALLTo Kill a Mockingbird-complete film; begin immediately as there are 48 minutes left of the film to view and 51 minutes per class due to rally schedule

Standard(s) CCSS.ELA-Literacy 9-10.2 WHST.9-10.2 Write informative/explanatory texts; CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience


Homework:1. Complete draft due to TURNITIN by one

minute before midnight Friady night March 28






Date:March 31


Objective: Examine whether or not race actually exists

Daily Lesson: Due: aesthetic analysis of film return novels at end of periodAND JUSTICE FOR ALLRadio Lab/Listening Guide www.wnyc.org to get to www.radiolab.org Does Race Exist? Complete all evidence to prove/disprove for first five points

Standard(s) CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source; CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence


Homework:1. PeerMark responses (3 reviews total)

due to TURNITIN by Wednesday, April 22. Revised Essay due Sunday, April 6 one

minute before midnight3. STAR testing for 10th grade science

Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50

4. Neil Simon Festival $7.00; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm

http://www.wnyc.org/


Date:April 1


Objective: Examine the relationship between race and medicine and whether or not race can really be seen

Daily Lesson: Due: return novels at end of periodAND JUSTICE FOR ALLReview “Does Race Exist?”“Really?” a related news articleRadio Lab/Listening Guide www.wnyc.org to get to www.radiolab.org Complete all evidence to prove/disprove each pointRADIO LAB ANALYSIS DUE TOMORROW



Homework:1. PeerMark responses (3 reviews

total) due to TURNITIN by Wednesday, April 2



4. Neil Simon Festival $8.00/6; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm

http://www.wnyc.org/


Unit Closure: Central Questions• Does race exist?• What is the root cause of prejudice, if race

is not a factor?• What is the impact of discrimination in our

contemporary society?

Now… for an anonymous survey…Please (in pencil) write A or D to record whether you agree or disagree with each statement on the Listening Guide

Radio Lab• Does race exist?

• Integrate multiple sources of information and multiple perspectives on a complex topic - race

• Evaluate credibility of (each) source• Evaluate point of view, reasoning, and use of evidence

and rhetoric• Identify fallacious reasoning or exaggerated or distorted

evidence • Be open-minded and willing to shift your perspective

Radio Lab Hosts

Wayne Joseph, Chino Hills High School Superintendent

Post-Radio Lab COMPLETE all boxes on your listening guide by filling in

evidence to prove/disprove each statement (you may have to re-listen to www.radiolab.org

ADD questions you had/still have about each statement REFLECT on each statement and your original belief

statements (attach your original survey) Based on the evidence that proves/disproves each

statementRECORD any SHIFTS in thought you have about race, and record any part of the program you feel will stick with you…

http://www.radiolab.org/

Date:April 2


Objective: examine shifts in perception about the concept of race; consider the impact of labeling people based on “race”

Daily Lesson: Due: Radio Lab analysis AND JUSTICE FOR ALLRADIO LAB- at home and on own Review evidence to prove/disprove each statement Examine fallacious reasoning Re-think initial perceptions; examine own shifts Write a (brief) response describing your shifts CLOSE READING: “Black Like I Thought I Was” by E.A. Kaplan Standard(s) CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source; CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence


Homework:1. Review Listening Lab Key 14 on

line to evaluate evidence to prove and disprove each theory; we will follow up with a full discussion tomorrow




Date:April 3


Objective: discuss the impact of labeling people based on “race”; examine the structures of institutionalized racism

Daily Lesson: Due: AND JUSTICE FOR ALLCLOSE READING: Discuss key concept analysis of “White Supremacist Takes DNA Test” and “Black Like I Thought I Was” by E.A. Kaplan Read “Unpacking the White Knapsack”



Homework:1. Revised Essay due Sunday, April 6

one minute before midnight2. STAR testing for 10th grade science

Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50



Peer to Peer Paired DiscussionFocus• Focused on one

response to study guide question selected by teacher

• Discussions are text-based

• Pairs are determined by teacher

• Works best when student generates an extended written response (P.E.A.) to the study guide questions

CORE Skill Set• Students engage in text-based

collaborative dialogue• Students build analytical skills• Students are encouraged to

expand their own ideas band improve their written response(s)

• Encourages clarity in both spoken and written communications

Peer to Peer Discussion Procedure• Partner A share/read your response to the question as directed by

your teacher• Partner B will listen without interjecting their opinion

• Partner A share your thought process in composing your response; explain how you came to the conclusion you did based on your reading

• Partner B will (silently) evaluate if your writing fully captured your thought process • Repeat the process above, with Partner B sharing and A

listening/evaluating• Analyze your partner’s written response using the short answer

rubric• Label the point P• Label the evidence E• Label the analysis A• Next to the response, score your partner’s response using the 5-point rubric• Initial your response• Explain your feedback to your partner

• If you are missing P.E. or A. or if you have less than a 5, you will revise your responses

3-2-1 reflection 3 things I learned 2 things I can improve 1 thing I plan to revise

Web Quest Posters Poster Title (of your choice) in Bold Four Quadrants Three bullet points per quadrant Colorful, clear writing One image or graphic to tie the ideas together

Moral Development Skits Your team will receive 1 of the 7 stages of moral

development- do not share what stage you get! Your task is to create a skit that portrays the

behavior or characteristics of the stage (improvisational, no written script needed)

The skit must feature one or more of the characters from the novel To Kill a Mockingbird

Develop a skit for your stage of moral development and the rest of the class will guess what stage your skit represents

The skits will be presented at the end of class

Timed Writing Tips (CAHSEE) DO include a brief

introduction DO make a clear,

defendable thesis DO follow with body

paragraphs that follow the structure in the thesis

Do use a three part structure (intro, body, conclusion) and hit 4-5 paragraphs

DO indent each paragraph

DO start paragraphs with topic sentences that relate to thesis

DO prove each point with specific examples and analysis

DO create a concluding statement that leads back to thesis

Timed Writing Tips DON’T use I, me or

you in literary analysis DON’T be sloppy DON’T forget to read

the prompt carefully DON’T skip out on

organizing your thoughts before you begin

Avoid plot summary

DON’T over-generalize DON’T be afraid to

pick a fight and boldly state your argument

DON’T write about sensitive topics that may offend or alienate your reader(s)

Quick Write: Prejudice Prejudice is responsible for much social injustice.

How would you define prejudice? What is the effect of prejudice on those to whom it is directed? On those who exercise it?

CORE Reading Fiction (FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. (FICTION) CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

(FICTION) CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

(FICTION) CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time such effects as mystery, tension etc…

(FICTION) CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

(FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic (FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific

work (FICTION) CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories,

dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CORE Reading Non-Fiction (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the

course of the text, including how it emerges and is shaped and refined by specific details; provide an objective sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the

high end of the grades 9–10 text complexity band independently and proficiently.

CORE Writing and Research CCSS.ELA-Literacy 9-10.1 WHST.9-10.1 Write arguments focused on discipline-specific content with valid reasoning and

relevant and sufficient evidence CCSS.ELA-Literacy 9-10.2 WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes CCSS.ELA-Literacy 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience CCSS.ELA-Literacy 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy 9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy 9-10.8 WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy 9-10. 9 WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research

CCSS.ELA-Literacy 9-10. 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.












CORE Public Speaking CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative

discussions CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse

media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source

CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.






CORE Language Convention CCSS.ELA-Literacy. LS 9-10.1 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. CCSS.ELA-Literacy. LS 9-10.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.LS 9-10.3 Apply knowledge of language to understand how language

functions indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.LS 9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.LS.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.LS.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Theatre classes PERIOD 5

Meet in room 66 Draft at least 2 full pages of hand written character analysis, using question

guide Read sample character analysis from previous years; note depth Meet in lab Monday-Tuesday Final draft of character analysis must be a minimum of 2 pages typed, MLA

format One analysis per character

ALL LINE MUST BE FULLY MEMORIZED BY APRIL 10 OR YOUR ROLE WILL BE RE-CAST; THERE WILL BE A LINE TEST ON APRIL 10

SHOW IS MAY 1 AT 6PM AND MAY 2 AT 7PM

homework: return nigh t; exchange for to kill a mockingbird/bring friday

Documents

complete reading chapters

independent reading

academic standards

historical context eslrs

honors english iiobjective

mockingbirdweb quests

texts themes

mockingbird daily lesson