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Buford High School CURRICULUM CALENDAR

COURSE: American Literature SEMESTER: Fall 2012

TEACHER(S): Barton, Dills

WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)

Week 1 Friday, 8/3 Introductory Introductory Roll Course Outline, Expectations, Books, Discussion of Summer Reading

Monday, 8/6 Literary Time Periods

What are the time periods of American Literature and where did they come from?

-Students will work in teams to produce an effective timeline for American Literature from 1600-present day-Each group of students will be given a particular time period to research using the IPAD-Students will be prompted to look for influential writers, important events, historical background, etc…-Students will complete timeline on large sheets of construction paper for display and presentation(timeline rubric, timeline info filler)

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Tuesday, 8/7 Literary Time Periods

What are the time periods of American Literature and where did they come from?(Presentations)

-Students will present their group findings for their particular time period in American Literature-Students will display their work to the class and vocally report on their findings(timeline rubric, timeline info filler)

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Wednesday, 8/8 Persuasive Writing

What are the keys to writing effective persuasive documents?

-Students will be introduced to persuasive writing in preparation for the GHSGWT-Give students persuasive essay graphic organizer-Focus will be in effective introductions, thesis statements, and conclusions-Students will practice creating an effective thesis and introductory paragraph(ppt writing day 1; intro, conclusion, and thesis and persuasive essay graphic organizer)

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Thursday, 8/9 Persuasive Writing


-Review of persuasive writing techniques regarding thesis statements, introduction, and conclusion-Students will be introduced to persuasive writing techniques regarding body paragraphs and their purpose-Students will practice writing body paragraphs based upon

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the thesis statement and introduction they created the previous day(ppt writing day 2: body paragraphs)

Friday, 8/10 In Class Writing Test Practice


-Students will be given a persuasive writing prompt and they will create a persuasive essay in a timed environment to mimic the conditions of the GHSGWT(Sports Persuasive Document)

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Week 2 Monday, 8/13 Summer Reading Reading Comprehension Various Testing over Summer Reading material(summer reading tests)

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Tuesday, 8/14 Native American and Early American Writing(archetypes & creation myths)

What was Native American Literature and how did it influence the literature to come?

-Students will be introduced to Native American writing including literary devices such as archetypes, creation myths, pictographs, etc...-Students will read “The World on Turtle’s Back” aloud (Native American Literature PPT, Guided Note Taking, Native American Origin Myths)

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Wednesday, 8/15 Native American and Early American Writing(archetypes & creation myths)

How was the style used by Native Americans effective?

-Aloud, students will finish reading “The World on Turtle’s Back” -Discussion of important literary aspects to follow up (archetypes, creation myths, pictographs)-Students will finish Native American Origin Myths worksheet(Native American Origin Myths)


Thursday, 8/16 Essay Revision (Workshop)

What can we do to strengthen our persuasive writing techniques?

-Students will be handed back their persuasive essays-Students will be encouraged to use peer revision in an effort to use collaboration to correct possible mistakes in their persuasive writing-Students will edit their essays and hand back in, revised and completed(BHS Rubric)


Friday, 8/17 Puritanism and Early American Writing

Who were the Puritans? Who were the settlers of the colonies? What

-Students will be introduced to early American lifestyle, Puritan lifestyle, beliefs, and literature-Discussion about possible themes, modes of writing, subject


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types of writing did these early Americans produce?

matter, lifestyle and how these contributed to the Puritan way of writing and life-Students will begin reading John Smith, A Description of New England (handout) (Puritan ppt, guided notes, John Smith handout)

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Week 3 Monday, 8/20 SAT Vocabulary Learning new vocabulary and words in context

-Warm-up-Summarization of Native American and Puritan Literature (“The World on Turtle’s Back” and A Description of New England)-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #1)

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Tuesday, 8/21 Puritanism and Early American Writing

Compare/ContrastHow can we compare two pieces of writing from the same time period?Which is more realistic?Which is more persuasive?Which paints a better picture of Early American life?

-Warm-up-Review specific points of A Description of New England (what was Smith’s purpose and how did he achieve it)-Students will begin reading William Bradford Of Plymouth Plantation-Students will be directed to actively take notes when they see similarities or differences between the two texts(Smith and Bradford text, compare/contrast worksheet)

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Wednesday, 8/22 Puritanism and Early American Writing

Compare/ContrastHow can we compare two pieces of writing from the same time period?Which is more realistic?Which is more persuasive?

-Students will finish reading Of Plymouth Plantation-For 5-10 minutes, students may collaborate about ideas from their compare/contrast worksheet-Students will participate in an active class discussion comparing and contrasting the important points between Smith and Bradford-Included in this discussion are ideas about persuasive writing, ads, sales pitches (DQ video)

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Which paints a better picture of Early American life?

-Possible pop quiz over Of Plymouth Plantation(Smith and Bradford text, compare/contrast worksheet)

Thursday, 8/23 Puritanism and Early American Writing

What was a Puritan sermon like? What techniques were used to convince the audience?

-Introduction to Puritan sermons and Jonathan Edwards-Students will read A Young Puritan’s Code and complete their own code (into mindset of Puritan minister)-Students will be given introductory worksheet over Jonathan Edwards and will complete individually(A Young Puritan’s Code, Jonathan Edwards Notes)


Friday, 8/24 SAT Vocabulary,Puritanism and Early American Writing

Learning new vocabulary and words in contextWhat was a Puritan sermon like? What techniques were used to convince the audience?

-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-Students will share their personal Puritan Codes-Students will begin reading “Sinners in the Hands of an Angry God” aloud and finish for homework-Quiz over “Sinners in the Hands of an Angry God” Monday(“Sinners” text, vocab #1 quiz)

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Week 4Performance Essay

Monday, 8/27 Puritan Poetry and Plain Style

What is Puritan Plain Style and how did Anne Bradstreet use it? What are some of the earliest and most common poetic devices?

-Quiz over “Sinner in the Hands of an Angry God”-Students will be introduced to Anne Bradstreet and early American Poetry (Puritan Poetry)-Students will read “Upon the Burning of My House” and “To My Dear and Loving Husband”-While reading, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor, personification, etc…(Puritan Poetry handout)

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Tuesday, 8/28 Puritan Poetry and Plain Style

How can we describe Early American Literature (subjects, themes, devices, influence)?

-Students will hand in Puritan Poetry Handout-Students will be given a review guide to be completed individually in class in preparation for the Early American Writing Unit Test-Upon completion, there will be an active class discussion and review covering Early American Writing

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Wednesday, 8/29 LANGUAGE ARTS + FINE ARTS (Students will be given a persuasive essay prompt for this performance exam)Thursday, 8/30 Early American

LiteratureTesting for comprehension and knowledge of both literary and historical concepts.

-Students will take the unit exam covering Early American Literature


Friday, 8/31 EOCT Preparation

EOCT Style Practice -Students will be introduced to the EOCT and what the test entails (types of questions, multiple choice, strategies)-Students will use IPADS to create and log in to USATestPrep.com-Students will take a 20 question practice exam, see immediate scores, receive immediate feedback on questions that they did not get correct-Students will have an opportunity to go back and correct the questions that they missed(USA Test Prep, possible quiz grade)

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Week 5BenchmarkWeek#1

Monday, 9/3 LABOR DAY HOLIDAYTuesday, 9/4 LANGUAGE ARTS + FINE ARTS (Benchmark #1, be sure to have correct standards in place)

Wednesday, 9/5

Thursday, 9/6

Friday, 9/7

In Class Writing PracticePersuasive Writing

GHSGWT Practice What are the keys to writing effective persuasive documents?

-Students will be given a persuasive writing prompt and they will create a persuasive essay in a timed environment to mimic the conditions of the GHSGWT(Persuasive Prompt)


Persuasive Writing(Essay Workshop)

GHSGWT Practice What are the keys to writing effective persuasive documents?

-Students will have an opportunity to peer-edit and revise their in class essay (focusing on thesis statement, introduction, body paragraphs, conclusion, specific details, etc…)-Students will use highlighters to identify the above mentioned factors in their essays


American Drama What is special about American Drama? What are the common termsthat make up a modern day drama? Who was Arthur Miller and what influenced The Crucible?

-Students will be introduced to American drama with a review of literary devices associated with drama-Students will be given information about Arthur Miller (bio) and how this influenced his writing of The Crucible-Students will participate in a web search for background knowledge of McCarthyism (show McCarthyism cartoons from old newspaper publications)(Arthur Miller Bio, Crucible McCarthyism internet search Handout, McCarthyism cartoons non-fiction, Salem Witch Trials handout)



Week 6 Monday, 9/10 American Drama and The Crucible

Who was Arthur Miller and what influenced The Crucible? Why are we talking about the Salem Witch Trials and

-Students will be introduced to the concept and layout of Arthur Miller’s The Crucible (themes, terms, vocabulary)-Students will receive a character chart handout to help them take notes on the characters-Students will also be given their Crucible Character Diary

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McCarthyism? assignment (requires students to write in multiple modes including descriptive, narrative, persuasive, and reflective)-assignment will be due the day following completion of the play(The Crucible ppt, themes handout, character chart handout, Crucible character diary assignment)

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Tuesday, 9/11 American Drama and The CrucibleStory Outline and Note Taking

What is the plot and who are the characters of The Crucible?

-Students will be given study guides with drama terms attached for note taking while reading The Crucible-Students will begin reading The Crucible aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in class(study guides for acts 1-4, The Crucible text)


Wednesday, 9/12 American Drama and The CrucibleStory Outline and Note Taking

What is the developing conflict for the characters in The Crucible?

-Students will actively participate in summarizing the important characters and plot events from the previous day’s reading-Aloud in class, student will finish reading Act I-View video clips from the play-Upon finishing, students will have an opportunity to complete the Act I study guide in preparation for a quiz over Act 1 the next day(video clips)


Thursday, 9/13 American Drama and The CrucibleStory Outline and Note Taking

How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America?

-Students will take a quiz over Act I of The Crucible-Students will receive the study guide for Act II-Students will begin reading Act II of The Crucible aloud and will engage in note taking and completing the study guide(Quiz Act 1)


Friday, 9/14 -American Drama and The Crucible-Story Outline and Note Taking


-Students will finish reading Act II of The Crucible aloud in class-Students will be able to identify the characters, rising action, plot devices, etc...-Upon completion of Act II, students will take a reading comprehension quiz over Act II -Students will complete study guide for Act II for homework(Quiz Act II)


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Monday, 9/17 -Satire and Interpreting Political Cartoons

What is satire and how can political cartoons use this technique to get their point across?

-Students will participate in a discussion about satire and the effect s that it can have in both written and visual pieces-Students will be given IPADS to view old political cartoons about McCarthyism-For class and homework, students will be responsible for locating a political cartoon that interests them and answer interpretation questions about the visual(McCarthy cartoons created in the 1950’s, analyzing political cartoons pdf)

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Tuesday, 9/18 -American Drama and The Crucible-Story Outline and Note Taking


-Students will turn in their political cartoons sheets-Students will begin reading Act III aloud -Students will receive study guide for ACT III-While reading, students will be engaged in active note taking as well as completing information on their study guides


Wednesday, 9/19 -American Drama and The Crucible-Story Outline and Note Taking

How does the play reflect Miller’s feeling toward McCarthyism? Does this work with the backdrop of Puritan America? Can you identify the characters, plot, and rising action? What is your prediction?

-Students will continue reading Act III aloud-Upon completion of Act III, students will be given time to work on study guides-Students will participate in an active discussion about their Crucible diaries andwhich style of writing they find easiest/toughest (also check on their progress)-view video clip of Act III(video clip of Act III)

Thursday, 9/20 -American Drama and The Crucible-Story Outline and Note Taking

What is the difference between this play and the actual historical actions of the characters? Should Miller have used a different method?

-Students will take part in a summarization of the play thus far-Students will take quiz over Act III for reading comprehension-Students will receive study guide for ACT IV-Students will begin reading Act IV aloud -While reading, students will be engaged in active note taking


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as well as completing information on their study guidesFriday, 9/21 -American Drama

and The Crucible-Story Outline and Note Taking

How does Miller’s play reflect the American outlook in the 1950’s?

-Students will complete reading of Act IV aloud-View video clip-Students will complete their study guides and note taking sheets-Students will be reminded of the due date for their Crucible Diary (Tuesday)(Video Clip)



Week 8 Monday, 9/24 -SAT Vocabulary #2-Review of The Crucible

Learning new vocabulary and words in context.Summarization and preparation for exam over The Crucible.

-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #2)-Students will participate in a review for The Crucible exam using the jeopardy game

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Tuesday, 9/25 Unit Exam for The Crucible

Check for reading comprehension and understanding of Modern American Drama (The Crucible)

-Unit Exam over Arthur Miller’s The Crucible(Unit Exam for The Crucible)


Wednesday, 9/26 Persuasive Writing

What are they looking for on the GHSGWT?

-Students will have the opportunity to view multiple examples of released GHSGWT samples-Students will be placed into groups of three or four and given four different examples-Students will then collaboratively discuss where they think each example stands on the levels of exceeds, meets, and does not meet-We will then look at the actual results as a class and discuss the examples together in further detail(GHSGWT pdf examples, GHSGWT Rubrics)

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Thursday, 9/27 Persuasive What are they looking -Students will have the opportunity to view multiple ELACC11-W1, W4,

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Writing for on the GHSGWT? examples of released GHSGWT samples-Students will be placed into groups of three or four and given four different examples-Students will then collaboratively discuss where they think each example stands on the levels of exceeds, meets, and does not meet-We will then look at the actual results as a class and discuss the examples together in further detail(GHSGWT pdf examples, GHSGWT Rubrics)

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Friday, 9/28 SAT VocabularyGHSGWT Prompts and Brainstorming

Learning new vocabulary and words in context.How do we quickly and effectively create ideas and outlines for essays?

-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-We will take a look at previous GHSGWT prompts and work together to brainstorm ideas and effectively create an outline

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Week 9 Monday, 10/1 Literary PeriodsAmerican Rationalism (Early National)

What literary period began after Puritanism? How was it different than Puritanism? What caused these changes?

-Students will be introduced to the American Rationalism literary period (sometimes referred to as Early National or Colonial)(themes, modes, types of documents)-Students will be asked to engage in describing the differences between Rational writing and Puritan writing and discover what change in thought prompted these changes(Age of Reason ppt, Rationalism ppt, Puritans vs. Rationalist doc)


Tuesday, 10/2 Literary PeriodsAmerican Rationalism: Writers of the Revolution

What was Benjamin Franklin’s influence on American letters? What kind of text did Franklin engage in?

-Students will be introduced to Benjamin Franklin-Students will read The Autobiography excerpt and be able to distinguish between biography and autobiography-Students will also relate Franklin’s ideas in The Autobiography to Rationalist thinking(Benjamin Franklin handout)

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Wednesday, 10/3 GHSGWT Thursday, 10/4 Literary Periods

American Rationalism (autobiography)

What currently produced document was created by Benjamin Franklin? What do we call these little witticisms?

-Students will read selections from Poor Richard’s Almanac-Students will work in groups to determine what the aphorisms (devices) are saying-Staying in the groups, students will participate in the aphorisms assignment where they will be asked to complete commonly heard aphorisms (will also read how children completed the aphorisms for fun)


Friday, 10/5 Literary PeriodsAmerican Rationalism (pamphlets)

How did Rationalist writers use writing to help the American Revolution?

-Students will be introduced to Thomas Paine and The Crisis-Students will examine the document for persuasive techniques used by the author (charged words, pathos, ethos, logos)



Week 10Benchmark Week #2

Monday, 10/8 LANGUAGE ARTS + FINE ARTSTuesday, 10/9 Writers of the

Revolution (political documents)

Thomas Jefferson and The Declaration of Independence. What influences from the time period can be seen in the DOI?

-Students will be introduced to The Declaration of Independence-Discussion will surround such elements as style, rhetoric, and purpose (summarize and identify persuasive techniques as well)-Upon completion of reading, students will be asked to develop a rhetorical précis for the document (to be completed for homework)(rhetorical précis example) (article, Legality of Declaration)

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Wednesday, 10/10 Writers of the Revolution (Poetry)

Phillis Wheatley: Was all of the literature during the early national period

-Students will be introduced to Revolutionary War poetry and Phillis Wheatley (background, intelligence despite being a slave-Students will read “To His Excellency, General Washington”

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political? and annotate the poem (focus on allusion, symbol, hyperbole, etc…) using the sheet provided (finished as homework(Wheatley interactive)

Thursday, 10/11 Benchmark Review and EOCT Practice

Reviewing Benchmark material and re-teaching missed concepts

-Students will have an opportunity to correct missed questions on Benchmark #2 and will participate in class discussions about missing concepts

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Friday, 10/12 Professional Learning Day (Student Holiday)Monday, 10/15 FALL HOLIDAYTuesday, 10/16 Rationalism Mini-

TestBenchmark Review and EOCT Practice

Reviewing Benchmark material and re-teaching missed concepts

-Students will take a mini-exam covering concepts of Rationalism-students will have a short time to continue working on Benchmark #2 review-students will then log on to usatestprep.com where we will begin working on practice tests covering EOCT material


Wednesday, 10/17 PSAT/ASVAB/College FairThursday, 10/18Early Release

EOCT Practice and Test and Benchmark Preparation

Reviewing Benchmark and EOCT material as well as strategies for test taking

-students will log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions


Friday, 10/19Early Release

EOCT Practice and Test and Benchmark Preparation

Reviewing Benchmark and EOCT material as well as strategies for test taking

-students will log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions


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Week 11 Monday, 10/22 Celebrating the Individual: American Romanticism

The four W’s and the H of American Romanticism: Introduction to the literary period.

-Students will be introduced to American Romanticism using PP presentation and a guided notes handout for the PP-For a historical context, students will also read from pages 297-305 in the textbook to complete the Celebrating the Individual: American Romanticism worksheet(worksheet, PP Presentation, PP Guided Notes)


Tuesday, 10/23 American Romanticism:

Washington Irving and the early elements of Romanticism

Identification of Romantic elements within a work of fiction.Lecture, notes, group reading

-Present biography of Washington Irving pre-reading on “The Devil and Tom Walker”

http://www.wiziq.com/tutorial/50453-The-Devil-and-Tom-walker -Begin “The Devil and Tom Walker” -Conduct end of class discussion - elements of romanticism in “The Devil and Tom Walker” -complete reading of “The Devil and Tom Walker” for homework

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Wednesday, 10/24 American Romanticism: Identification of literary era

Foundational Concepts - Discuss homework results: elements of romanticism in Tom Walker - Discuss how this text and its concepts are different from texts in Rationalism -Require mini-literary analysis on “The Devil and Tom Walker”: How does Irving employ diction, syntax, tone, imagery, and figurative language? What is the overall affect achieved? (Allow students to attempt this analysis on their own - it will be reviewed in the context of re-teaching the terms in the next task)

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Thursday, 10/25 American Romanticism and Literary Elements

Understanding of literary terms such as diction, syntax, tone, figurative language,

- Review basic literary terms used in analysis: Diction, syntax, tone, figurative language, imagery, audience, purpose -Model examples of each from texts under consideration and

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http://www.wiziq.com/tutorial/50453-The-Devil-and-Tom-walker%20

http://www.wiziq.com/tutorial/50453-The-Devil-and-Tom-walker%20




imagery, audience, purpose

construct an informal rubric -allow students to review literary analyses for corrections or additional content

Friday, 10/26 American Romanticism: Nathaniel Hawthorne

Visual TextLiterary bio and elements of dark romanticism

- Introduce Nathaniel Hawthorne, give back ground info on The Scarlet Letter (Hawthorne’s connection to Salem) -introduction of literary terms (allegory, extended metaphor, metaphor, etc…)-begin reading “The Minister’s Black Veil”-finish reading for weekend homework and questions(minister’s black veil questions)

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Monday, 10/29 SAT Vocabulary #3

Learning new vocabulary and words in context

-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #3)-Discussion of “The Minister’s Black Veil” including summarization of elements of Romanticism and literary terms(minister’s black veil questions)

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Tuesday, 10/30 Introduction to American TranscendentalismAuthor biography

Lecture Notes, Guided Note Taking, Foundational Concepts of Ralph Waldo Emerson

-Introduction of Transcendentalism including author bio of Emerson and Thoreau and show pictures from Concord(Transcendentalism PP, guided notes, photos from Concord)-Begin reading excerpt from Emerson’s Nature

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Wednesday, 10/31 American Transcendentalism

Close Reading, Discussion, Rhetorical Précis (Emerson)

-Conclude Emerson’s Nature and discuss elements of Transcendentalism-Begin reading excerpt from “Self Reliance” and review necessaries for a rhetorical précis-student will complete reading for homework and have rhetorical précis finished for next class

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Thursday, 11/1 American Transcendentalism: Henry David Thoreau and Walden

Close Reading, Rhetorical Purpose

-turn in rhetorical précis-summarize notes and background information about Henry David Thoreau-handout Walden books-begin close group reading of “Economy” from Walden -complete five pages from day’s finish point for homework

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Friday, 11/2 SAT Vocabulary #3

Learning new vocabulary and words in contextIntroduction to Walden and Non-Fiction writing

-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-Assign students Walden chapter assignment and hand out due dates for chapter readings-Continue close group reading of Walden

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-finish “Economy” for Monday


Week 13 Monday, 11/5 American Transcendentalists: Thoreau and Walden


-“Economy” chapter finished- group discussion covering important parts and Romantic/Transcendentalism elements- reading quiz over “Economy”(reading quiz)

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Tuesday, 11/6 American Transcendentalism: Emerson (Nature and “Self Reliance”)

Foundational Concepts Author Comparisons (Transcendental thought, themes, ideas…)Essay Writing

-introduction to Ralph Waldo Emerson and the background to Transcendental thought-students will participate in close group reading of “Self Reliance” and Nature- students will work together in small groups to formulate a rhetorical précis for both works

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Wednesday, 11/7 American Transcendentalists: Thoreau and Walden

Close ReadingRhetorical Purpose

-“Where I Lived, and What I Lived For” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements


Thursday, 11/8 American Transcendentalism: Emerson (Nature and “Self Reliance”)

Foundational Concepts Author Comparisons (Transcendental thought, themes, ideas…)Essay WritingHow did Emerson’s ideas influence Thoreau?

-if needed, students will conclude their close group reading of “Self Reliance” and Nature-students will then share their findings from the text in their rhetorical précis-students will participate in an active class discussion to determine what Emerson’s influences were on Thoreau

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Friday, 11/9 American Transcendentalists: Thoreau and Walden


-“Reading” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements


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Monday, 11/12 American Transcendentalists: Thoreau and Walden


-“Sounds” and “Solitude” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements-reading quiz of material thus far


Tuesday, 11/13 American Romanticism: The Fireside Poets

Poetry, Poetic Elements, Poetic Themes, Romantic Themes

-introduction to the Fireside Poets (themes, structure, ideas, etc…)(Fireside Poets ppt)-review of poetic elements (structure, elements, etc…)(poetic elements handout)-read Holmes “The Chambered Nautilus” and “Old Ironsides”(Fireside Poets ppt)

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-“Visitors” and “The Bean Field” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements


Thursday, 11/15 American Romanticism: The Fireside Poets

Poetry, Poetic Elements, Poetic Themes, Romantic Themes

-review of Fireside Poets (themes, structure, ideas, etc…)-read Longfellow “A Psalm of Life” and “The Tide…”-students will fill out a graphic organizer for the Fireside Poets selections that we read(fireside graphic organizer)(Fireside Poets ppt)

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-Fireside Poets mini-test-“The Village” and “The Ponds” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements(mini test over Fireside Poets)


THANKSGIVING BREAK

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Monday, 11/26 American Transcendentalists: Thoreau and Walden


-“Baker Farm” through “The Pond in Winter” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements-reading quiz over chapters that were to be read over Thanksgiving Break


Tuesday, 11/27 EOCT Practice and Test and Benchmark Preparation

Review of EOCT material as well as strategies for test taking

-students will then log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions




-“Spring” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements


Thursday, 11/29 EOCT Practice and Test and Benchmark Preparation

Review of EOCT material as well as strategies for test taking

-students will then log on to usatestprep.com where we will begin working on practice tests covering EOCT material-upon completion, students will form groups where they will compare answers and discuss possible strategies for particular questions




-“Conclusion” finished, discuss- group discussion covering important parts and Romantic/Transcendentalism elements-assignment to be due Monday following



Week 16 Monday, 12/3 Writing: Transcendental Quote Writing

Informational text and relation of rhetorical purpose

-computer lab-Students will be given the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class Wednesday)(Transcendentalism Quote Writing)

ELACC11-RI5, RI6ELACC11-W1, W4, W3, W10

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Tuesday, 12/4 Writing: Transcendental Quote Writing


-computer lab-Students will continue the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class Wednesday)(Transcendentalism Quote Writing)


Wednesday, 12/5 Writing: Transcendental Quote Writing


-computer lab-Students will complete the Transcendental Quote Writing assignment where they will produce in-class writing by using the texts of Emerson and Thoreau (due at the end of class Wednesday)(Transcendentalism Quote Writing)


Thursday, 12/6 American Romanticism: Edgar Allan Poe and the Gothic Tradition

Foundational ConceptsAuthor BioGothic Literary ElementsLecture

-introduction to Gothic Fiction (common elements, themes, style, history, etc..)-“Illustrations Inspired by Poe” (lit cd for gothic images)-introduction to Edgar Allan Poe (works, themes, life, etc…)(Gothic Fiction ppt, Poe ppt)(guided notes)

ELACC11-SL1, SL2

Friday, 12/7 American Romanticism: Edgar Allan Poe and the Gothic Tradition

Close ReadingFoundational ConceptsGothic Literary ElementsHow can we compare the works of Poe and Hawthorne?

-students will read Poe’s “The Masque of the Red Death”-students will engage in group discussion determining whether or not the gothic traditions of Poe and Hawthorne are similar and whether or not Poe fits in the Romantic ideal

ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1


Week 17 Monday, 12/10 SAT Vocabulary #4


-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday

ELACC11-L4, L5, L6

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(vocab #4)

Tuesday, 12/11 Review of American Romanticism and Transcendentalism

Summarization, Review for Testing

-students will participate in active group discussion while reviewing the concepts of American Romanticism and Transcendentalism

ELACC11-SL1

Wednesday, 12/12 American Romanticism and Transcendentalism: Exam

Examination for understanding

-students will take the unit test covering American Romanticism and Transcendentalism


Thursday, 12/13 Semester Review of American Literature

Summarization, Review -students will be given a review guide for their Fall Final (Benchmark#4)-active group discussion of concepts throughout the fall semester

ELACC11-SL1



-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)-students will continue to work on their reviews in preparation for the semester final

ELACC11-L4, L5, L6



Monday, 12/17 Semester Exams (Benchmark #4) – 7th PeriodTuesday, 12/18 Semester Exams (Benchmark #4) – 1st & 2nd PeriodsWednesday, 12/19 Semester Exams (Benchmark #4) – 3rd & 4th PeriodsThursday, 12/20 Semester Exams (Benchmark #4 – 5th & 6th PeriodsFriday, 12/21 Professional Learning Day (Student Holiday)

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Week 1 Monday, 1/7 Professional Learning Day (Student Holiday)Tuesday, 1/8 Narrative Writing What are the keys to

writing effective narrative documents?

-Review of narrative writing techniques regarding thesis statements, introduction, and conclusion-Students will be introduced to narrative writing techniques regarding body paragraphs and their purpose-Students will practice writing body paragraphs based upon the thesis statement and introduction they create

ELACC11-W1, W4, W5

Wednesday, 1/9 In class narrative essay

What are the keys to writing effective narrative documents?

-Students will be given a narrative writing prompt and they will create a narrative essay in a timed environment (Sports Persuasive Document)


Thursday, 1/10 Poetry: Walt Whitman

While reading selected poems, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor, personification, etc…(Whitman Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections

Students will read “I Hear America Singing” 510, “Song of Myself” (512) , possible other selections


Friday, 1/11 Poetry: Walt Whitman/Emily Dickinson

While reading selected poems, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor,

“A Noiseless Patient Spider” (512), “I heard a fly buzz”, “Success is counted sweetest” and other selections


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personification, etc…Dickinson Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections




-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #5)

ELACC11-L4, L5, L6

Tuesday, 1/15 Poetry: Emily Dickinson

While reading selected poems, students will focus on comprehension as well as be introduced to terms such as hyperbole, inversion, metaphor, personification, etc…Dickinson Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections

“Because I Could Not Stop for Death” (526) Begin Dickinson paraphrase activity, Review Whitman


Wednesday, 1/16 Walt loves Emily Walt loves Emily handout, Students will use Dickinson and Whitman poetry to compose a love letter

Whitman /Dickinson Mini-Quiz, finish W loves E ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5ELACC11-W1, W4,

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from Walt to Emily or vice versa/create a narrative of their first date. Letters/Narratives must reflect personalities and writing styles of each poet.

W5

Thursday, 1/17 Type Walt loves Emily

Students will use Dickinson and Whitman poetry to compose a love letter from Walt to Emily or vice versa/create a narrative of their first date. Letters/Narratives must reflect personalities and writing styles of each poet.

Computer lab to compose narrative ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5ELACC11-W1, W4, W5



-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)

ELACC11-L4, L5, L6


Week 3 Monday, 1/21 MLK HOLIDAYTuesday, 1/22 Introduction to

Realism -Introduction of Realism including author bios of authors, visuals (Realism PP, guided notes, photos)-Begin reading Interactive reading questions/guide

-Students will be introduced to American Realism using PP presentation and a guided notes handout for the PP-For a historical context, students will read pg. 538 Frederick Douglass, complete questions


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Wednesday, 1/23 American Realism: Ambrose Bierce

Begin close reading Interactive reading questions/guide

Bierce – “Occurrence at Owl Creek Bridge “ (582) ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1

Thursday, 1/24 American Realism: Ambrose Bierce

Finish close reading Interactive reading questions/guide

Finish “Occurrence at Owl Creek Bridge” and complete questions ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1

Friday, 1/25 American Realism: Ambrose Bierce

Students will compare/contrast Bierce writing to movie clips

Bierce – Movie clips/write paragraghs comparing Bierce movie clips

ELACC11-L5ELACC11-W1, W4, W5



LANGUAGE ARTS + FINE ARTS

Monday, 1/28 Realism: Mark Twain

Students compare/contrast Twains epigrams with Franklin, compare/contrast Twain with Pintrest (YOLO) epigrams

Mark Twain, epigrams, Mark Twain/Franklin/Pintrest (YOLO) handout, compose 5 epigrams

ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5ELACC11-L5ELACC11-W1, W4, W5

Tuesday, 1/29 Realism: Twain/Kate Chopin

Close ReadingFoundational Conceptsof RealismHow can we compare the works of Chopin, Bierce, and Twain?

-students will read Kate Chopin – “The Story of an Hour” (760)

-students will engage in group discussion determining whether or not Chopin, Bierce and Twain are similar and how each reflects Realism characteristics


Wednesday, 1/30Thursday, 1/31 Realism: Poetry How can we describe

Realism poetry(subjects, themes, devices, influence)?

Realism poetry/review Realism- While reading selected poems, students will focus on comprehension as well as be introduced to poetic devices employed by Realism poets(Realism Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections/Realism

ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1,ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5

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Friday, 2/1 Examination for understanding

-students will take the unit test covering American REalism

TEST: Realism short stories and Poems ELACC11-RL1, RL2,RL3, RL4, RL5, RL6,RL7, RL9

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Monday, 2/4 LANGUAGE ARTS + FINE ARTS

Tuesday, 2/5 MATH + FOREIGN LANGUAGE

American Modernism/ Fitzgerald The Great Gatsby

Lecture Notes, Guided Note Taking, Foundational Concepts of Modernism found in The Great Gatsby

Introduction to Modernism/The Great Gatsby, ch.1 & 2 by Wednesday-Students will be introduced to American Modernism using PP presentation and a guided notes handout for the PP-For a historical context, students will also read from pages in the textbook to complete the American Modernism worksheet(worksheet, PP Presentation, PP Guided Notes)


Wednesday, 2/6 SCIENCE + HEALTH/PE


How does The Great Gatsby reflect the ideals of Modernism?

The Great Gatsby, ch.1 & 2 discussion,Quiz 1 & ,2, film clips, begin ch. 3 finish 3-5 for homework by Friday, reading guide for TGG


Thursday, 2/7 SOCIAL STUDIES + CTAE


The Great Gatsby poetry, news reports from 1920’s

Students will read two poems about the novel and analyze each for Modern elements/poetic devices, class discussion

Students read selected newspaper articles from 1920’s and discuss anti-modernism and modernism concepts presented in each.




Close reading of The Great Gatsby and reading guide discussion

Quiz ch. 3-5, Discuss ch. 3-5, Film Clip/ read chapter 6 (Finish for Homework)-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday 15th(vocab #6)

ELACC11-L4, L5, L6


Week 6 Monday, 2/11 Modernism/The students will engage in Class discussion of ch. 6 ELACC11-RL1, RL3,

26




Great Gatsby group discussion determining how Fitzgerald and TGG reflect Modernism characteristics

Students will read ch. 7 and 8 for homework by Thursday.

Group activity with Modernism characteristics, worksheet, reading guide

RL5, RL7, RL9ELACC11-SL1

Tuesday, 2/12 Modernism/The Great Gatsby

Students will create a “found” poem from TGG

Found poem Handout,Students take a passage from TGG and following the guided found poem handout, will create a Gatsby found poem.


Wednesday, 2/13 Modernism Close reading of “Why Soldiers Won’t Talk”, Steinbeck and “The Death of the Ball Turret Gunner”, JarrellDiscussion of Modernism elements in both selections, compare/contrast

Students will read both selections and answer guided questions.Discuss in groups how Modernism is reflected in each and how the selections are similar/different

ELACC11-RL1, RL3, RL5, RL7, RL9

ELACC11-SL1,ELACC11- RL2, RL4, RL5, RL6,

Thursday, 2/14 Modernism/The Great Gatsby

Students will engage in Class discussion, group discussion of reading guides, close reading of Ch. 9, Review of TGG

Class discussion of Ch. 7 & 8Students read ch. 9 in classReview of The Great Gatsby, discussion groups and symbolism worksheet




-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)Read ch. 7, discuss, finish novel over holiday

ELACC11-L4, L5, L6



Monday, 2/18 WINTER HOLIDAYTuesday, 2/19 WINTER HOLIDAYWednesday, 2/20 WINTER HOLIDAYThursday, 2/21 Modernism/The Examination for Explanation of Gatsby Assignment , The Great Gatsby test ELACC11-RL1, RL2,

27




SOCIAL STUDIES + CTAE

Great Gatsby understanding RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5

Friday, 2/22 The Great Gatsby Close reading, group discussions, Students will compare/contrast Modernism elements in TGG

Gatsby Assignment ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9

Monday, 2/25 The Great Gatsby Students finish presentations and present to class

Gatsby Assignment ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9

Tuesday, 2/26 Modernism: Faulkner

Close ReadingFoundational ConceptsModernism Literary ElementsHow can we compare the works of Fitzgerald and Faulkner?

Faulkner – “ A Rose for Emily” (1018),Guided questions, group discussions


Wednesday, 2/27 Modernism: Faulkner

Close ReadingClass discussion, group discussion of reading guides,Group activity Faulkner handout

Finish Faulkner: Modernism elements handout ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1

Thursday, 2/28 Modernism: O’Conner

Close ReadingClass discussion, group discussion of reading guides,

“A Good Man is Hard to Find” handout ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1

Friday, 3/1 Modernism: Cummings

“Anyone lived in a Pretty How town”“I Carry your heart”

Graduation test prep- While reading selected poems, students will focus on comprehension as well as be introduced to terms such as Symbolism, hyperbole, inversion, metaphor, personification,


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etc…(Cummings Poetry handout)-Upon completion, there will be an active class discussion and review of poetry selections

29





Week 8 Monday, 3/4 Modernism: Robinson, Frost, Sandburg

Compare/Contrast two versions of Richard Cory, Students work in poetry groups to analyze Frost and Sandburg

Graduation Test Prep/ Modern Poetry: Richard Cory powerpoint, Frost/Sandburg handout, (Robinson vs. Simon)

Handout groups: “Acquainted with the Night”, “Nothing Gold Can Stay”, “Out, Out . . .”, “Chicago”, “Grass”


Tuesday, 3/5 Modernism: Eliot Students analyze poem in groups: How would you describe J. Alfred in today’s society?

“The Love Song of J. Alfred Prufrock” handout, guided analysis, student group presentations


Wednesday, 3/6 Modernism: Porter

Close ReadingFoundational ConceptsModernism Literary ElementsHow can we compare the works of Porter and Faulkner?

Faulkner – “ The Jilting of Granny Weatherall” (988),Guided questions, group discussions: compare and contrast Granny with Emily


Thursday, 3/7 Modernism Modernism Summarization, Review for Testing

-students will participate in active group discussion while reviewing the concepts of American Modernism

ELACC11-SL1

Friday, 3/8 Modernism Examination for understanding

Graduation Test Prep/ Mini-Test: Short Stories and Poems (with some Gatsby)



Weeks 9/10

Benchmark Week #2

Monday, 3/11 Modernism, Harlem Renaissance, Hughes

Lecture Notes, Guided Note Taking, Foundational Concepts of poetry from the Harlem Renaissance

Introduction of Harlem Renaissance including author bios of authors, visuals ( Harlem Renaissance PP, guided notes, photos)-Begin reading poems by Langston HughesInteractive reading questions/guide

ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9, R17ELACC11-L5

30




MATH + FOREIGN LANGUAGE

SOCIAL STUDIES + CTAE SCIENCE + HEALTH/PE

Tuesday, 3/12 LANGUAGE ARTS + FINE ARTSWednesday, 3/13 Modernism, Harlem

Renaissance, Hughes, Cullen, Toomer, Botemps

Foundational Concepts of poetry from the Harlem Renaissance

-Begin reading poems by HR poets,Interactive reading questions/guide, group analysis handout

ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9, ELACC11-L5

Thursday, 3/14 Professional Learning (Student Holidays)Friday, 3/15Monday, 3/18 Modernism,

Harlem Renaissance: Hurston

Close ReadingFoundational Conceptsof the HR Literary ElementsHow can we compare the works of Hughes, Cullen and Hurston?

-students will read “How it feels to be colored me” -students will engage in group discussion determining whether or not Hughes, Cullen and Hurston are similar and they each reflect characteristics of the Harlem Renaissance


Tuesday, 3/19 Modernism, Harlem R Summarization, Review for Testing

Harlem Renaissance poetry tic-tac-toe

ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9, ELACC11-L5

Wednesday, 3/20 SAT Vocabulary #7 Learning new vocabulary and words in context

-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday 29th(vocab #7)

ELACC11-L4, L5, L6

Thursday, 3/21 Early Release: Catch up and review days

EOCT reviews Summarization, Review EOCT practice/review ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL9,

Friday, 3/22

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ELACC11-L5



MATH + FOREIGN LANGUAGE

Monday, 3/25 Harlem Renaissance


-students will take the unit test covering the Harlem Renaissance


Tuesday, 3/26 Post Modernism:A Raisin in the Sun

What is special about American Modern Drama? What are the common terms that make up a modern day drama? What were the major influences of A Raisin in the Sun?

Introduction to Post Modernism/ A Raisin in the Sun-Students will review the literary devices associated with drama-Students will be given information about A Raisin in the Sun (visuals: Prezi intro., guided notes)-Students will participate in a web search for background knowledge of Civil Rights movement(internet search Handout)


Wednesday, 3/27 A Raisin in the Sun

What is the plot and who are the characters of A Raisin in the Sun?

-Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun-Students will A Raisin in the Sun aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in classAct I


Thursday, 3/28 Post Modernism: A Raisin in the Sun


-Students will complete study guides with drama terms attached for note taking while reading A Raisin in the Sun-Students will A Raisin in the Sun aloud in class-Students will have an opportunity to volunteer for specific parts in the play as we will act it out in classAct 2




-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)A Raisin in the Sun Act 3

ELACC11-L4, L5, L6ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5

32




33






SCIENCE + HEALTH/PE

Monday, 4/1 Post Modernism: A Raisin in the Sun




Tuesday, 4/2 Post Modernism: A Raisin in the Sun




Wednesday, 4/3 A Raisin in the Sun

Summarization, Review for A Raisin in the Sun Test

-students will participate in active group discussion while reviewing the concepts, plot, and actions of A Raisin in the Sun

ELACC11-SL1ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9ELACC11-L5

Thursday, 4/4 Mini Test, A Raisin in the Sun


-students will take the test covering A Raisin in the Sun ELACC11-RL1, RL2,RL3, RL4, RL5, RL6,RL7, RL9

Friday, 4/5 Research introduction (Barton)

Lecture Notes, Guided Note Taking, Foundational Concepts of Research

-Introduction of Research including visuals (Research PP, guided note)-Introduce topicsHandouts

ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4, W5, W6, W7, W8, W9

SPRING BREAK


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Week 13 Monday, 4/15 Research Note taking and plagiarism/Becoming a critical researcher

Guided notes handout and powerpoint, students will participate in active group discussion of reliable and unreliable sources, plagiarism vs. originality, while reviewing the concepts


Tuesday, 4/16 Research Beginning your research, choosing the right tools, evaluating sources

Guided notes handout and powerpoint, students will participate in active group discussion of proper sources, tools


Wednesday, 4/17 Research Quoting, paraphrasing, summarizing, documenting, MLA

Guided notes handout and powerpoint, students will participate in active group discussion of MLA citations, quotes, paraphrasing


Thursday, 4/18 Research How can I utilize the library?

Mrs. Moon will guide students through a thorough presentation of resource materials they can utilize in the media center


Friday, 4/19 Research Media Center research Students utilize resources available to them in media center and computer lab to conduct research




Research


-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Friday(vocab #8)

ELACC11-L4, L5, L6

ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4,

35




Media Center/Computer lab

Students utilize resources available to them in media center and computer lab to conduct researchType Paper

W5, W6, W7, W8, W9

Tuesday, 4/23 Research Media Center/Computer lab

Type Paper ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4, W5, W6, W7, W8, W9

Wednesday, 4/24 Research Media Center/Computer lab

Peer review session ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4, W5, W6, W7, W8, W9

Thursday, 4/25 Research Media Center/Computer lab

Final Draft Due-End of Class ELACC11-RI 1, RI5, RI7, RI10ELACC11-W2, W4, W5, W6, W7, W8, W9

Friday, 4/26 SAT Vocabulary #8Research Due


-Students will turn in vocabulary sentences after they are finished taking their vocabulary quiz (requires identifying the words in sentence context)

ELACC11-L4, L5, L6



SS + CTAE

Monday, 4/29

SAT vocabulary #9 Learning new vocabulary and words in context

-Introduction of vocabulary terms along with part of speech, definition, and example sentence context-Using and IPAD, students will make flash cards (Quizlet)-Students will be quizzed over vocabulary terms on Tuesday 7th(vocab #9)

ELACC11-L4, L5, L6

Tuesday, PostModernism Lecture Notes, Guided -Introduction of PostModernism including author bios of ELACC11-RI5, RI6,

36




MATH + FL

SCI + H/PE

4/30 Note Taking, Foundational Concepts of PostModernism

authors, visuals ( PostModernism PP, guided notes, photos)-Begin reading Interactive reading questions/guide

RI7

Wednesday, 5/1

LANGUAGE ARTS + FINE ARTS

Thursday 5/2

PostModernism: Vonnegut

Close ReadingFoundational ConceptsPostModern Literary ElementsHow does Vonnegut reflect PostModern ideals?

-students will read “Adam”-students will engage in group discussion determining whether or not “Adam” and A Raisin in the Sun are similar and how “Adam” reflects PostModern characteristics


Friday, 5/3 PostModernism: MLK

Close ReadingFoundational ConceptsPostModern Literary Elements

Students view “I Have a Dream”, Group reading of “Letter from Birmingham Jail”Compare/contrast handout

ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1, SL2, SL3


Week 16 Monday, 5/6 PostModernism: Chavez

Close ReadingFoundational ConceptsPostModern Literary ElementsMedia Study

Students read MLK: He showed us the way by Chavez, guided questionsIn groups, students conduct Media Study: Perspectives in the news, Literature book

ELACC11-RL1, RL3, RL5, RL7, RL9ELACC11-SL1, SL2, SL3

Tuesday, 5/7 PostModernism: Poetry

Compare/Contrast works of Brooks, Dove, CollinsClose ReadingIdentify ConceptsPostModern Literary Elements

Students read selections of poems by Brooks, Dove, and CollinsAnswer guided questions handoutGroup discuss similarities/differences between writers

ELACC11-RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9, ELACC11-L5, SL 4, 5, 6

37




Wednesday, 5/8 PostModernism: Poetry

Compare/Contrast works of Brookes, Dove, CollinsClose ReadingIdentify ConceptsPostModern Literary Elements

Students read selections of poems by Brooks, Dove, and CollinsAnswer guided questions handoutGroup discuss similarities/differences between writers

Present findings to class


Thursday, 5/9 PostModernism Close readingJFK: How did JFK use the media to influence the American People? Compare JFK and MLK

JFK vs. MLK handoutRead and view JFK’s Radio and Television report to the American People on Civil Rights, complete guided questions


Friday, 5/10 PostModernism How does the media influence our culture?

Our media driven culture, powerpoint, handout.In groups students discuss and determine media fiction vs. reality and ways education can determine influence.


AP ExamsMonday, 5/6 – AP Chemistry (AM) and AP Psychology (PM)Wednesday, 5/8 – AP Calculus (AM) Thursday, 5/9 – AP English Literature (AM)Friday, 5/10 – AP English Language (AM), AP Art (AM), and AP Statistics (PM)

Career Pathways TestingTuesday, 5/7Wednesday, 5/8Thursday, 5/9 (PM – Make-Up Exams)


Week 17 Monday, 5/13 PostModernism How is PostModernism reflected in our society today?

Students use iPads to research PostModernism today through our literature, art, society, etc.In small groups, create a Prezi that takes us on a journey through PostModernism today

ELACC11-RI 1, RI5, RI7, RI10ELACC11-L5, SL 4, 5, 6

Tuesday, 5/14 PostModernism How is PostModernism reflected in our society today?

Students use iPads to research PostModernism today through our literature, art, society, etc.Finish Prezi and present to class

ELACC11-RI 1, RI5, RI7, RI10ELACC11-L5, SL 4, 5, 6

Wednesday, 5/15 EOCT review Summarization, Review iPad review ELACC11-SL1

38




for Testing -students will participate in active group discussion while reviewing the concepts of American Literature

Thursday, 5/16 EOCT review Summarization, Review for Testing

iPad review-students will participate in active group discussion while reviewing the concepts of American Literature

ELACC11-SL1

Friday, 5/17 EOCTs, Yearbooks, Carnival, Class NightAP ExamsMonday, 5/13 – AP Biology (AM) and AP Music Theory (AM)Tuesday, 5/14 – AP Government (AM) Wednesday, 5/15 – AP US History (AM)Thursday, 5/16 – AP Macroeconomics (AM) and AP World History (AM)Friday, 5/17 – AP Human Geography (AM)

EOCTsThursday, 5/16 – EconomicsFriday, 5/17 – 9th Lit & Comp, Math 2

(Other EOCTs will be given during Semester Exam periods.)



Monday, 5/20 Senior Exams (Benchmark #4 – 5th, 6th, & 7th)Tuesday, 5/21 Senior Exams (Benchmark #4 – 1st, 2nd, 3rd, & 4th) / Semester Exams (Benchmark #4 – 7th)Wednesday, 5/22 Semester Exams (Benchmark #4 – 1st & 2nd)Thursday, 5/23 Semester Exams (Benchmark #4 – 3rd & 4th)Friday, 5/24 Semester Exams (Benchmark #4 – 5th & 6th)

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