English+10

class policies ||  ||   ||   ||   ||   || First day of class || Literary Terms || R-10-2.1a R-10-3.2 || **Read definitions, write definitions, illustrate the concept in an original drawing** || drawing that is representative of the concept || RIDOE Literary Concepts form from standards and benchmarks || 3 || RIDOE Literary Concepts || OC-10-1.4 OC-10-2.6 || ** Students will present their literary concepts to each other ** || drawing that is representative of concept, audiences ability to understand presentation || RIDOE Literary Concepts form from standards and benchmarks || 2 || First Presentation in front of class || R-10-3.1 R-10-3.2 || **Students will define 5 SAT vocab words, listing part of speech, synonym, antonym, and creating an original sentence in which vocab word is correctly employed** || Graphic Organizer, Quiz || Graphic Organizer with words derived from an SAT website || 2 || SAT Prep || Writing || Reflective Writing || W-10-11.1 W-10-11.3 W-10-11.4 W-10-14.1 W-10-14.2 W-10-14.3 || Students will note the elements of Refelctive Writing; will brainstorm and outline a reflection on what they learned about themselves in Summer of 2010 || Note taking; Outlining via graphic organzier || Handouts || 3 || Use of ELMO to present hand outs || Writing || Reflective Writing || W-10-11.1 W-10-11.3 W-10-11.4 W-10-14.1 W-10-14.2 W-10-14.3 || Students will begin composing their first draft of their reflective essay || Deliverable of first draft || Computer Lab || 4 || NECAP-related writing assigment || Writing || Reflective Writing || W-10-11.1 W-10-11.3 W-10-11.4 W-10-14.1 W-10-14.2 W-10-14.3 || Students will begin composing their first draft of their reflective essay || Deliverable of first draft || Computer Lab || 4 || NECAP-related writing assignment || R-10-3.1 R-10-3.2 || Students will define 5 SAT vocab words, listing part of speech, synonym, antonym, and creating an original sentence in which vocab word is correctly employed || Graphic Organizer, Quiz || Graphic Organizer with words derived from an SAT website || 2 || SAT Prep || Summer Reflection Papers || W-10-11.1 W-10-11.2 W-10-11.4 || Applying the writing process, students will peer edit each other's Summer Reflcetion papers, and follow up with writing conferences between editors and writers || Papers, peer-editing form || peer-editing form || 3 || The use of editing skills as part of the writing process prior to first draft || R-10-4.2 R-10-4.4 R-10-5.3 || Via PowerPoint, students will note the elements of a short story and conflicts. Students will then view an episode of SpongeBob and analyze it for short story elements. Then, students will cooperatively note elements of short stories as they apply to their favorite movies. || Graphic Organizer for SpongeBob, large sheets of paper for movie analysis. || Power Point Presentation, Presentation note sheet, Graphic Organizers, sheets of large paper and markers for film exercise. || 3 || Application of literary terms and elements ||
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/10 ||  || To pass out and review
 * 9/13 || RIDOE Literary Concepts || To note, define, and illustrate
 * 9/15 || RIDOE Literary Concepts || To present literary concepts to class || OC-101.1
 * 9/15 || SAT Vocab || SAT Vocabulary || R-10-2.1a
 * 9/17 || Frequently
 * 9/20 || Frequently
 * 9/22 || Frequently
 * 9/24 || SAT Vocab || SAT Vocabulary || R-10-2.1a
 * 10/4 || Peer Edit || Students will Peer Edit
 * 10/7 || Short Stories || Students will note elements of short stories and conflicts || R-10-4.1
 * 10/5 || Short Stories || Students will note elements of a short story and conflicts || R-10-5.3 || Via PowerPoint, students will note the elements of a short story and conflicts. || PowerPoint note sheet || PowerPoint note sheet || 1 || Monday Schedule to accomodate NECAP ||
 * 10/7 ||  ||   ||   || Sophomore Field Trip ||   ||   ||   || No Class... Sophomore Field Trip... No Class ||
 * 10/11 ||  || No School ||   || No School - Colombus Day ||   ||   ||   || No School - Colombus Day ||
 * 10/13 || SAT Vocab

Short Stories || SAT Vocab

Short Story Analysis || R-10-2.1a R-10-3.1 R-10-3.2

R-10-4.1 R-10-4.2 R-10-4.4 R-10-5.3 || Students will review SAT Vocab, parts of speech, synonyms & antonyms, defintions, and SAT Vocab application in original sentences

Students will view and analyze the Capstone Film Something Old is New for short story elements || Graphic Organizer

Graphic Organizer

Questioning || Graphic Organizer

Graphic Organizer

Digication site || 2,3 || Monday Schedule to accomodate NECAP ||
 * 10/15 || Short Stories || SAT Vocab

What is the art of the short story? || R-10-2.1a R-10-3.1 R-10-3.2 || Students will take Unit 3 Vocab Quiz

Students will read the short story "Through the Tunnel" || quiz

textbook || textbook || 2

2 ||  ||
 * 10/18 || Short Stories || What is the art of the short story?

Struggle as a character builder... || r-11.1, 11.2, 11.3

r-10-4.1, 4.2, 4.4,4.5 || **Read “Through the Tunnel” and analyze for short story elements**

**Double Entry Journal** || Double entry journal graphic organizer || handout of short story || 2,3 ||  ||
 * 10/20 || Short Stories || What is the art of the short story?

Struggle as a character builder... || r-11.1, 11.2, 11.3 r-10-4.1, 4.2, 4.4,4.5 r-10-5.1,5.2,5.3

w-10-10,11.1,11.2 11.4,2.1, 3.1a, 3.1b,3.3, || **Complete and discuss Double Entry Journals**

**View** **//Saturday Night Live//** **skit “Bedilia’s Birthday”**

**Discuss Symbols**

**Write out Jerry’s Procedure for getting through the tunnel** || comparisons between Bedilia and Jerry

written list || youtube video

textbook || 2,3 ||  ||
 * 10/22 || Short Stories || What is the art of the short story?

Struggle as a character builder... || r-11.1, 11.2, 11.3 r-10-4.1, 4.2, 4.4,4.5

w-10-10,11.1,11.2 11.4,2.1, 3.1a, 3.1b,3.3, || **Discuss “Bedilia’s Birthday”**

**Discuss Symbols** **Write out Jerry’s Procedure for getting through the tunnel**

**Discuss procedural essay** || procedural essay notes || procedural essay || 2,3 ||  ||
 * 10/25 || Short Stories || What is the art of the short story?

Struggle as a character builder... || w-10-10,11.1,11.211.4,2.1, 3.1a, 3.1b,3.3, || **Students will decide on the three most important elements of Jerry’s procedure in getting through the tunnel, and do a double entry journal on quotes that support their findings…** || list of 3 to focus essay into 3 body paragraphs || actual list

procedural essay || 3 ||  ||
 * 10/27 || Short Stories || What is the art of the short story?

Struggle as a character builder... || R-10-2.1a R-10-3.1 R-10-3.2

w-10-10,11.1,11.2 11.4,2.1, 3.1a, 3.1b,3.3, || **Review Vocab 4**

**Students will continue to outline the paper on Jerry’s Procedure**

**Period 4… project “Tunnel” and search together for quotes for paper…** || quiz

graphic organizer

dej || graphic organizer

procedural essay

procedural essay || 2,3 ||  ||
 * 10/29 || Short Stories || What is the art of the short story?

Struggle as a character builder... || w-10-10 || **Students will review their Summer Reflection Papers** || self-editing against rubric || summer reflection paper || 3 ||  ||
 * 11/1 || Short Stories || What is the art of the short story?

Struggle as a character builder...

Composing and writing a procedural essay... NECAP Prep || w-10-10,11.1,11.211.4,2.1, 3.1a, 3.1b,3.3, || **Students will complete outlining and begin drafting procedural essay** || outline graphic organzier || graphic organizer, computer || 2,3 ||  ||
 * 11/3 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder...

Composing and writing a procedural essay... NECAP Prep || w-10-10,11.1,11.211.4,2.1, 3.1a, 3.1b,3.3, || **Students will view the presentation “The Best Gift I Ever Survived” to relate the theme the closer we are to death, the more we are alive**

**Students will complete first draft of procedural essay** || procedural essay || computer, projector, TED video || 4 ||  ||
 * 11/5 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || w-10-10,11.1,11.211.4,2.1, 3.1a, 3.1b,3.3, || **Period 4 will complete their first draft** || procedural essay || computer || 4 ||  ||
 * 11/8 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder...

Composing and writing a procedural essay... NECAP Prep || w-10-10,11.1,11.211.4,2.1, 3.1a, 3.1b,3.3

w-10-1.1,1.2 || **Students will peer-edit and hold writing conferences…**

**Students will note and employ a variety of sentence structures via worksheets on pages 79 - 81 of Language Network Workbook…** || peer edit graphic organizer || peer edit graphic organizer || 2,4 ||  ||
 * 11/10 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || r-10-11.1,11.2, 11.3 4.1, 4.2, 5.3,14.1,14.2 16.1, || **Procedural Essay Due**

**students will read and analyze the song “Limelight” by Alan Parsons, and work on a think, pair, share** **Students will read and analyze “A Brief Moment in the Life of Angus Bethune”** || compare and contrast essay paper || song lyrics

handout of story || 3 ||  ||
 * 11/12 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || r-10-11.1,11.2, 11.3 4.1, 4.2, 5.3,14.1,14.2 16.1, || Students will finish reading and discussing "A Brief Moment in the life of Angus..." || compare and contrast essay || story handout || 3 ||  ||
 * 11/15 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || r-10-4.1, 4.5, 5.2,5.3, 16.1 || Students will complete and discuss "A Brief Moment..Angus" graphic organizers || grapic organizer

compare and contrast essay || story handout, graphic organizer || 3 ||  ||
 * 11/17 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || r-10-16.2,4.2, 4.5, 5.2, 5.4, 5.5 || Cooperatively, students will engage in a carousel activity regarding the themes, conflicts, and author's craft used in the short story "A Brief Moment... Angus" || Answers on sheets || Sheets, markers || 3,4 ||  ||
 * 11/19 || Short Stories

Frequently Writing || Frequent Writing || oc-10-1.1, 1.2,1.3 || Via PowerPoint, students will note the elements of a compare and contrast essay || powerpoint note sheets || note sheets, projector || 2 ||  ||
 * 11/22 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || Students will view the film //Angus// || compare and contrast essay || film || 2 ||  ||
 * 11/24 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || Students will view the film //Angus// || compare and contrast essay || film || 2 ||  ||
 * 11/26 ||  ||   ||   || No School - Thanksgiving Recess ||   ||   ||   || No School - Thanksgiving Recess ||
 * 11/29 || Short Stories

Frequently Writing || What is the art of the short story?

Struggle as a character builder... || r-10-11.1, 4.1,4.2,4.3,5.3, 6.1,14.2, 14.317.2

oc-10-1.1, 1.2,1.3

R-10-4.1 R-10-4.2 R-10-4.4 R-10-5.3 || Studens will Review plot of //Angus// continue to note the elements of a compare and contrast essay via PowerPoint

Students will complete a Venn Diagram noting similar and different elements of the short story "A Breif Moment... Angus" and the film //Angus// || note sheets

graphic organizer || note sheets

graphic organizer || 2,3 ||  ||
 * 12/1 || Short Stories

Frequently Writing || Frequent Writing || w-10-10,11.1, all standards covered by beacon rubric || Students in computer lab to draft compare and contrast Angus essay || compare and contrast essay || computer lab || 4 ||  ||
 * 12/3 || Short Stories

Frequently Writing || Frequent Writing || w-10-10,11.1, all standards covered by beacon rubric || Students in computer lab to draft compare and contrast Angus essay || compare and contrast essay || computer lab || 4 || Friday Schedule ||
 * 12/6 || Short Stories

Frequently Writing || Frequent Writing || w-10-10,11.1, all standards covered by beacon rubric || Students in computer lab to draft compare and contrast Angus essay || compare and contrast essay || computer lab || 4 ||  ||
 * 12/8 || Short Stories

Frequently Writing || Frequent Writing || w-10-10

w-10-10,11.1, all standards covered by beacon rubric || Students peer editing Angus compare & contrast essay

Students in computer lab to draft compare and contrast Angus essay || compare and contrast essay || computer lab || 3,4 ||  ||
 * 12/10 || Short Stories

Frequently Writing || Frequent Writing || w-10-10,11.1, all standards covered by beacon rubric || Periods 1 & 2 - computer lab, final drafting

Period 4 students in computer lab to draft compare and contrast Angus essay || compare and contrast essay || computer lab || 4 || Friday Schedule ||
 * 12/13 || Debate, Rhetoric

Informational Text

Frequently Writing || Literary Community-interaction with informational texts || OC–10–1.1 OC–10–1.2 OC–10–1.4 OC–10–2.1 R–10–7.1 R–10–7.2 R–10–7.3 R–10–8.1 R–10–8.2 R–10–8.5 || **Students will engage in a Socratic Debate regarding the state of America’s Children and Education**

** We will read the //Time// Magazine Summer Vacation article in class and make notes for homework ** || engagement

directed notes || article || 3,4 ||  ||
 * 12/15 || Informational

Text

Frequently Writing || Literary Community-interaction with informational texts || R–10–7.1 OC–10–1.1 || ** We will check article homework directed note and double entry journals ** ** Students will view a PowerPoint presentation on persuasive writing ** || directed ntoes

powerpoint notes || article, projector, notes || 2 ||  ||
 * 12/17 || Informational

Text

Frequently Writing || frequent writing

Literary Community-interaction with informational texts || OC–10–1.1 W–10–6.1 W–10–6.2 W–10–6.3 W-10-6.4a W–10–6.4b W–10–6.5 W–10–8.1 W–10– 8.2 W–10–8.3 W–10–8.4 || ** Finish PowerPoint ** ** Work on Graphic Organizer ** || powerpoint notes || article, projector, notes || 2,3 || Friday Schedule ||
 * 12/20 || Informational

Text

Frequently Writing || Frequent writing || W–10–6.1 W-10–6.2 W–10–6.3 W-10-6.4a W–10–6.4b W–10–6.5 W–10–8.1 W–10– 8.2 W–10–8.3 W–10–8.4 || ** Completed Graphic Organizer Due **

** Period 1 - Carousel… Students will generate ideas for and against keeping Summer Vacation that can be used in their papers ** || graphic organizer

student generated ideas || notes, paper, markers || 2,3 ||  ||
 * 12/22 || Informational

Text

Frequently Writing || Frequent writing || W–10–6.1 W–10–6.2 W–10–6.3 W-10-6.4a W–10–6.4b W–10–6.5 W–10–8.1 W–10– 8.2 W–10–8.3 W–10–8.4 || ** Periods 2 & 4 – Carousel… **** Students will generate ideas for and against keeping Summer Vacation that can be used in their papers **

** Drafting ** || graphic organizer

student generated ideas || notes, paper, markers || 2,3 || Welcome Commissioner Gist ||
 * 1/5 || Informational

Text

Frequently Writing || Frequent writing || w-10-10 || ** Students will review their compare and contrast essays ** **Students will review and continue writing their persuasive essay ** || compare and contrast essay || computer lab || 4 ||  || OC–10–1.2 OC–10–1.4 OC–10–2.1 || ** Periods 1 & 2 – Socratic Debate ** || engagement, question sheets with notes || questions sheet || 4 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || Students will view Crouching Tiger, Hidden Dragon || application of tragic elements to characters || film || 2 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || Students will conclude viewing Crouching Tiger, Hidden Dragon || application of tragic elements to characters || film || 2 ||  || 5.2, 6.1, 14.2, 11.1, || We will discuss the themes of wishes and dreams, love, and impermanence from Crouching Tiger, Hidden Dragon || graphic org || graphic org || 3 ||  || OC–10–1.2 OC–10–1.4 OC–10–2.6 || ** Students will note elements of tragedy including tragic hero, fatal flaw ** || powerpoint notes || notes, projector || 3 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 R–10–13 R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || ** Students will act out //Romeo// //& Juliet// ** || Romeo Characterization paper || text || 2 ||  ||
 * 1/7 || Grammar Refresher || grammar / writing ||  || ** Students will then do worksheets on pronouns and antecedents **
 * Students will create ten sentences using too many nouns and then replace those nouns with pronouns corresponding to the antecedent ** || worksheet answers, sentences || worksheets || 2 ||  ||
 * 1/10 || Rhetoric and Debate || engaging in literary community || OC–10–1.1
 * 1/12 ||  ||   ||   || SNOW DAY ||   ||   ||   ||   ||
 * 1/14 || Tragedy || frequent reading || r-10-11.1,11.2, 11.3, 4.1,4.25.1, 5.4,5.5,16.1, 14.1,14.2,17.2 || ** Students will read and discuss the diagram and analysis and of //Plato’s Cave Allegory// along with their own directed notes ** || directed notes || reading hand out || 3 ||  ||
 * 1/17 ||  ||   ||   || MLK, Jr. Day, NO SCHOOL ||   ||   ||   ||   ||
 * 1/19 ||  || Exam || all standards covered by beacon five paragraph essay rubric || Students will begin Writing Assessment / Mid-year Exam || Exam || Exam Question || 4 ||   ||
 * 1/21 ||  || Exam || all standards covered by beacon five paragraph essay rubric || Students will continue Writing Assessment / Mid-year Exam || Exam || Exam Question || 4 ||   ||
 * 1/24 ||  || Exam || all standards covered by beacon five paragraph essay rubric || Students will begin Writing Assessment / Mid-year Exam || Exam || Exam Question || 4 ||   ||
 * 1/26 ||  || Exam || all standards covered by beacon five paragraph essay rubric || Students will begin Writing Assessment / Mid-year Exam || Exam || Exam Question || 4 ||   ||
 * 2/2 ||  ||   ||   || Snow Day ||   ||   ||   ||   ||
 * 2/4 || Tragedy & Film || Exposure to diverse literature, intro to epic tragedies || R–10–11.1
 * 2/7 || Tragedy || Exposure to diverse literature, intro to epic tragedies || oc-10-1.1, 1.2,1.3 || Students will note elements of tragic literature by Aristotle along with tragic hero and fatal flaw, via PowerPoint || relation of tragic elements to cave bound citizens || film || 2 ||  ||
 * 2/9 || Tragedy & Film || Exposure to diverse literature, intro to epic tragedies || R–10–11.1
 * 2/11 || Tragedy & Film || Exposure to diverse literature, intro to epic tragedies || r-10-4.4,4.5,
 * 2/14 || Shakespearean Tragedy || frequent reading, Shakespearean tragedies || OC–10–1.1
 * 2/16, 2/18 || Shakespearean Tragedy || frequent reading, Shakespearean tragedies || R–10–11.1
 * 2/20-2/24 ||  ||   ||   || February Vacation ||   ||   ||   ||   ||
 * 2/28, 3/1 ||  ||   ||   || Common Core Professional Development ||   ||   ||   ||   ||
 * 3/2

3/2, 3/4 - 3/7 || Shakespearean Tragedy

Writing Frequently || Writing with frequency || OC–10–1.1 OC–10–1.2 OC–10–1.4 OC–10–2.6 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-11.1 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-11.3 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-11.4

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-1.1 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-1.2 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-1.3 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-1.4 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-1.6

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-2.1 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">W-10-2.3

W-10-3.1a W-10-3.2 W-10-3.3 || ** Students will view a PowerPoint presentation on Tabloid Journalism, noting its definition. ** Students will create their own tabloid based in Verona Italy regarding the events in the first two acts of //Romeo and Juliet.// || powerpoint notes, tabloid || powerpoint notes

computer || 2,3,4 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 R–10–13 R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || Students will act out then view //Romeo// //& Juliet// Act III || Romeo Characterization paper || text || 2 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 R–10–13 R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || ** Students will act out then view Romeo & Juliet Act V. **
 * 3/9 || Shakespearean Tragedy || frequent reading, Shakespearean tragedies || R–10–11.1
 * 3/11 || Shakespearean Tragedy || frequent reading, Shakespearean tragedies || R–10–11.1


 * Period 4: Students will review their Tabloid Project with my grade. Then they will work on a final draft of the project and correct it themselves. ** || Romeo Characterization paper

tabloid || text, film

graphic org, computer || 2

3,4 ||  ||
 * 3/14 || Shakespearean Tragedy || ======Experience of cultural differences======

Writing in a journalistic style to comprehend plot of Romeo & Juliet || R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || ** Students will finish viewing the film //Arranged.// **


 * Period 4: Students will begin to compose a final draft of their Verona Tabloid Project. ** || journas

Romeo Characterization paper || film

computer lab || 2

4 ||  ||
 * 3/16 || Shakespearean Tragedy || ======Experience of cultural differences======

Building of student - teacher relationship

Writing in a journalistic style to comprehend plot of Romeo & Juliet || OC–10–1.1 OC–10–1.2 <span style="font-family: 'Calibri','sans-serif'; font-size: 8pt; margin: 0in 0in 0pt;">OC–10–1.4 <span style="font-family: 'Calibri','sans-serif'; font-size: 8pt; margin: 0in 0in 0pt;">OC–10–2.1 || ** Students will engage in a Socratic debate regarding the benefits and hazards of arranged marriages in Period 1. This will be done as an entire class exercise in Period **


 * Period 2 will also engage in a classroom meeting re: behavior expectations and comportment for Ms. Owen. **


 * Period 4: Students will be in the computer lab continuing with their Tabloid Project. ** || notes, engagement

tabloid || questions with notes

computer lab || 4

2,3

4 ||  ||
 * 3/18 || Shakespearean Tragedy || Rubric literacy and self-editing in preparation of NECAP

Comprehension of plot, experience of acting as an art, discuss perspective in literature || R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || ** Period 4: Students will grade the final draft of their Tabloid article using the same rubric. **


 * Students will view Act II, scenes one and two of //Romeo & Juliet//… we will then discuss the manner in which Shakespeare treats the peacekeeper Benvolio ** || rubric

Romeo Characterization paper || text || 4

2 ||  ||
 * 3/21 || Shakespearean Tragedy || SAT Vocab prep

Reading with frequency... experiencing Shakespeare

Write with frequency and objectivity || r-10-2.1a

R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2

w-10-7.1, 7.2,7.3,7.4,7.5, 8.1, 8.2,8.3, || ** udents will hand in Root 1 vocabulary exercise. Students will be assigned Vocab 6. **


 * Periods 1 & 2: Students will continue reading //Romeo & Juliet.// **


 * Period 4: Students will begin writing on police report on the actions of Act III, Scenes 1 & 2. ** || graphic org

Romeo Characterization paper

police report sheet || text

computer || 2

2

3,4 ||  ||
 * 3/23 || Shakespearean Tragedy7 || Reading with frequency... experiencing Shakespeare

Write with frequency and objectivity || R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || ** Periods1 & 2: **** Students will continue reading //Romeo & Juliet.// **


 * Period 4: Students will hand in the police report. We will then continue to act out the play. ** || Romeo Characterization paper

police report sheet || text || 2 ||  || a cinematic interpretation of Shakespearean work || R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || ** Period 4: Students will continue to act out //Romeo & Juliet// and view the corresponding scenes from the film. **
 * 3/25 || Shakespearean Tragedy & Film || Read with frequency... experience Shakespeare... view


 * Periods 1 & 2 will write recommendation letters for Ms. Owen. ** || Romeo Characterization paper || text || 2 ||  ||
 * 3/28 || Shakespearean Tragedy & Film || Write with frequency considering a new perspective

Read with frequency... experience Shakespeare... view a cinematic interpretation of Shakespearean work... Consider a new perspective || r-10-4.1,4.2,4.3,5.1,5.2, 5.3,6.1

R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || ** Period ** **s 1 & 2: Students will work on a double entry journal for the "It's All Romeo's Fault" paper and share out their evidence**


 * Period ** **4: Students will read the last scenes of the final act of //Romeo and Juliet// and note the differences from the 1968 film.**

Romeo Characterization paper || text, film || 3
 * Students will then be questioned as to whether or not Romeo is to blame for the tragedy. ** || dej notes,

2

2 ||  ||
 * 3/30 || Shakespearean Tragedy || Gather evidence to write a persuasive essay || r-10-4.1,4.2,4.3,5.1,5.2, 5.3,6.1 || ** Periods 1 & 2: **


 * Period 4: Students will complete a double entry journal on whether Romeo is at fault in the tragedy or if others are at fault. ** || Romeo Characterization paper || dej graphic org || 3 ||  ||
 * 4/1 || Shakespearean Tragedy || Gather evidence to write a persuasive essay... Write with frequency; pre-write, plan and organize essay || r-10-4.1,4.2,4.3,5.1,5.2, 5.3,6.1 || ** Periods 1 & 2: **

a cinematic interpretation of Shakespearean work || R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2
 * Period 4: Students will complete their double entry journals and share out their evidence. They will then work on a graphic organizer for their thesis statement and restatement, along with their three topic sentences. ** || Romeo Characterization paper || dej graphic org || 2,3,4 ||  ||
 * 4/4 || Shakespearean Tragedy || Read with frequency... experience Shakespeare... view

standards covered in five paragraph essay rubric || ** Periods 1 & 2: Students will finish reading and viewing Romeo & Juliet **


 * Period 4: **Students will begin drafting their Romeo paper. || Romeo Characterization paper || text, film

computer lab || 2

4 ||  ||
 * 4/6 || Shakespearean Tragedy || Write a persuasive essay... Write with frequency; pre-write, plan and organize essay || standards covered in five paragraph essay rubric || ** Periods 1 & 2: Students will begin writing the “It’s All Romeo’s Fault” paper. **


 * Period 4: **Students will continue drafting their Romeo paper. || Romeo Characterization paper || computer lab

computer lab || 4

4 ||  ||
 * 4/8 || Shakespearean Tragedy || Write a persuasive essay... Write with frequency; pre-write, plan and organize essay... peer-edit rough draft || standards covered in five paragraph essay rubric

w-10-10 || ** Periods 1 & 2: Students will continue drafting the “It’s All Romeo’s Fault” paper **


 * Period 4: **Students will peer-edit and review. || Romeo Characterization paper

peer edit form || computer lab

peer edit sheet || 4

3,4 ||  ||
 * 4/11 || Shakespearean Tragedy || Significance of words in writing... Pre-reading and discussion

Self-edit for NECAP Preparation || oc-10-1.1, 1.2,1.3

w-10-10 || Periods 1 & 2: Students will view "Change Your Words, Change Your World" video on Youtube. Students will complete an anticipation guide on Macbeth.

Delayed Romeo Paper to accommodate a last minute Science assignment.


 * Period 4: Self-editing and peer editing… so, how did you do? ** || peer edit sheet, rubric || youtube video

rubrics || 2

2 ||  ||
 * 4/13 || Shakespearean Tragedy || Pre-reading and discussion of text

Self-editing and evaluation as NECAP Preparation || w-10-11.1,11.2,14.1,14.2, 14.3,14.4,14.5

w-10-10 || Periods 1 & 2: Do Now journal followed with a share out and discussion/debate


 * Period 4: Students will grade their own papers on the rubric… ** || journal sheet

rubric || journal sheet handout

rubrics || 2

4 ||  ||
 * 4/15 ||  ||   ||   || **Sophomores took a field trip to Mystic Aquarium....** ||   ||   ||   ||   ||
 * 4/18-4/22 ||  ||   ||   || **April Vacation** ||   ||   ||   ||   ||
 * 4/25 || Shakespearean Tragedy || Reflection and relation of text to reader's own experiences

Textual comprehension review and guidance

Relation of text to actual experience (goes back to Romeo & Juliet) || w-10-11.1,11.2,14.1,14.2, 14.3,14.4,14.5

oc-10-1.1, 1.2,1.3 || **Periods 1 & 2: Do Now Journal and Share Out: Who Does Macbeth Remind You Of?**


 * Period 4: Students will ask and answer questions regarding their comprehension of Macbeth**


 * Periods 1, 2 & 4: Students will then watch the video Bosco and Admira, also known as the Romeo and Juliet of Sarajevo ** || journal form

engagement

engagement || do now journal text || 2

1,2

2 ||  ||
 * 4/27 || Shakespearean Tragedy || Assessment of reading comprehension and to check if students actually read Macbeth over break.

Read with frequency... experience of acting || r-10-4, 5

R–10–11.1 R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2

r-10-4, 5 || **All Sophomore Students will take a Macbeth Reading Comprehension Test.**


 * Periods 1 & 2: Students will then Act out scenes from Act I and note the tone and motivation of the characters.**


 * Period 4 will review the answers to the Macbeth Reading Test.** || reading comprehension test

tragedy paper || test sheet

text || 2

2

1 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || **Periods 1 & 2:**
 * 4/29 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1

14.5 || <span style="background-color: transparent; color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%; text-decoration: none;">Students will engage in a paragraph writing exercise: What is the greatest lesson you have learned about yourself in high school? || journal || computer lab || 3 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Students will read Macbeth and view corresponding scenes. || tragedy paper || text || 2 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Periods 1 & 2 will read and discuss Act V of //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Macbeth. // <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Period 4 will read and discuss Act III of //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Macbeth. // || tragedy paper || text
 * Period 4: Students will read Act I and view the corresponding theme from the 2010 PBS production of Macbeth.** || tragedy paper || text, film || 2 ||  ||
 * 5/2 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 5/4 ||  || Writing with frequency || w-10-14.1,14.2,14.3,14.4
 * 5/4 ||  || Writing with frequency || w-10-14.1,14.2,14.3,14.4
 * 5/6 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 5/9-5/13 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1
 * 5/9-5/13 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1
 * 5/16 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1
 * 5/16 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1
 * 5/16 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1
 * 5/16 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1

text || 2 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Periods 1 & 2 will view Acts IV & V of //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Macbeth. // <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Period 4 will read and view Act III of //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Macbeth //and move on to read part or all of Act IV. || tragedy paper || text
 * 5/18 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1

text, film || 2 ||  || R–10–11.2 R–10–11.3 R–10–4.4 R–10–4.5 R–10–16.2 R–10–7.2 R–10–7.3 R–10–7.4 R–10–7.5 R–10–12.1 ** R–10–13 ** R–10–14.1 R–10–14.2 R–10–14.3 R–10–17.2 || <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Periods 1 & 2 will read and discuss Act V of //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Macbeth. // <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Period 4 will read and discuss Act III of //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none;">Macbeth. // || tragedy paper || text
 * 5/20 || Shakespearean Tragedy || Read with frequency... experience of acting || R–10–11.1

text || 2 ||  ||