English+09

Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/ Readings ||~ DOK ||~ Special Considerations || class policies ||  ||   ||   ||   ||   || First Class || Literary Terms || R-10-2.1a R-10-3.1 R-10-3.2 || Read definitions, write definitions, illustrate the concept in an original drawing || RIDOE Literary Concepts form from standards and benchmarks || RIDOE Literary Concepts || 3 || RIDOE Literary Concepts || oc-10-1 || Students will present their literary concepts to each other || RIDOE Literary Concepts form from standards and benchmarks || RIDOE Literary Concepts || 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, Quiz || 2 || Application of SAT words that can be compiled into a study guide || W-10-11.3 W-10-11.4 W-10-14.1 W-10-14.2 W-10-14.3 || Students will define memoir, brainstorm, outline and organize their own memoir || Completion of Graphic Organizers || Handouts, Graphic Organizers || 2,3 || Use of ELMO to present handouts || 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, Quiz || 2 || Application of SAT words that can be compiled into a study guide || W-10-11.3 W-10-11.4 W-10-14.1 W-10-14.2 W-10-14.3 || Students will read 3 examples of student composed memoirs, and note the use of simile, metaphor, and imagery || Reading and comprehension of memoirs, use of figuartive language || Memoir handouts || 3 || Shortened Period || W-10-11.3 W-10-11.4 W-10-14.1 W-10-14.2 W-10-14.3 || By employing their graphic organizers, students will begin writing a first draft of their memoirs || The completion of the first draft || The computer lab will be employed for drafting || 4 || Relates to NECAP Reflective Writitng || W-10-11.3 W-10-11.4 W-10-14.1 W-10-14.2 W-10-14.3 || By employing their graphic organizers, students will begin writing a first draft of their memoirs || The completion of the first draft || The computer lab will be employed for drafting || 4 || Relates to NECAP Reflective Writitng || 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, Quiz || 2 || Application of SAT words that can be compiled into a study guide || W-10-11 W-10-11.1 W-10-11.2 W-10-11.4 || Students will peer edit each other's memoirs and hold follow-up writing conferences || Peer Editing Form Final Draft || Peer Editing Form || 3 || NECAP-like writing assignment || W-10-9.2 W-10-0.3 || Students will engage in exercises on Spelling, Capitalization, and Use of Commas and Quotation Marks in preparation for their final draft of their memoir || Grammar Sheets || Grammar Sheets || 2 || Grammar Review || 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, Quiz || 3 || SAT Vocab || R-10-4.1 R-10-4.2 R-10-4.4 R-10-4.5 || R-10-14.1 R-10-14.2 R-10-14.3 || R-10-4.1 R-10-4.2 R-10-4.4 R-10-4.5 || R-10-17.2 || R-10-14.2 R-10-14.3 || R-10-14.2 R-10-14.3 || SAT Vocab || Study of the short story genre... Structure and literary elements SAT Vocabulary ||  || R-10-14.1 R-10-14.2 || **Students will note symbols employed in Directed Notes…** **Students will engage in SSR of “Raymond’s Run”…** **We will discuss favorite characters, why we like them, how we relate** ||  ||   || 3,4 ||   || R-10-14.2 || R-10-17.2 || **We will discuss the story…** **We will define character, character traits, and characterization** **Using a double entry journal, students will find and explain quotes that support their findings on Squeaky’s character traits** ||  ||   || 2,3 ||   || r-10-14.2 r-10-14.3 || **Students will review Memoir Papers** **Period 4 - Students will review Memoir Papers, reconciling their work with the rubric, and will make appropriate corrections…** ||  ||   || 4 ||   || R-10-14.2 || R-10-17.2 ||
 * ~ Date ||~ Essential Question/
 * ~ Date ||~ Essential Question/
 * 9/10 ||  || To pass out and review
 * 9/16 || RIDOE Liteary Terms || To note, define, and illustrate
 * 9/17 || RIDOE Liteary Terms || To present literary concepts to class || oc-10-1.1
 * 9/17 || SAT Vocabulary || Students will define and apply SAT Vocabulary || R-10-2.1a
 * 9/21 || Frequent Writing || Students will be introduced to Memoir Writing || W-10-11.1
 * 9/23 || SAT Vocabulary || Students will define and note SAT Vocabulary || R-10-2.1a
 * 9/24 || Frequent Writing || Students will read and note characteristics of Memoirs written by other students || W-10-11.1
 * 9/27 || Frequent Writing || Students will begin composing first draft personal memoirs || W-10-11.1
 * 9/29 || Frequent Writing || Students will continue composing first draft of personal memoir || W-10-11.1
 * 10/1 || SAT Vocab || Students will define and note SAT Vocabulary || R-10-2.1a
 * 10/5 ||  || No Class ||   || No Class - Monday Schedule ||   ||   ||   || Monday Schedule to Accomodate NECAP ||
 * 10/7 || Frequent Writing || Students will continue with the writing process || W-10-10
 * 10/8 ||  || No Class ||   || No Class - Monday Schedule ||   ||   ||   || Monday Schedule to Accomodate NECAP ||
 * 10/12 || Writing related grammar exercises || Grammar || W-10-9.1
 * 10/14 || SAT Vocab || SAT Vocabulary || R-10-2.1a
 * 10/15 ||  || No Class ||   || No Class - Monday Schedule ||   ||   ||   || Monday Schedule to Accomodate NECAP ||
 * 10/19 || Short Story Reading and Writing... Frequent Reading and Writing || Students will begin the study of the short story genre || R-10-11.1
 * **Students will read, analyze, and discuss the various short story genres using a worksheet with samples of each** ||  ||   || 2,3 ||   ||
 * 10/21 || Short Story Reading and Writing... Frequent Reading and Writing || Study of the short story genre... Structure and literary elements || R-10-11.1
 * R-10-14.1
 * **Students will read, analyze, and discuss the various short story genres using a worksheet with samples of each** ||  ||   || 2,3 ||   ||
 * || Short Story Reading and Writing... Frequent Reading and Writing || Study of the short story genre... Structure and literary elements ||  || R-10-17.2 ||
 * R-10-14.1
 * **Students will read and discuss short stories written by last year’s freshman class** ||  ||   || 2,3 ||   ||
 * 10/26 || Short Story Reading and Writing... Frequent Reading and Writing
 * **Review Vocab 4**
 * 10/28 || Short Story Reading and Writing... Frequent Reading and Writing || Study of the short story genre... Structure and literary elements ||  || R-10-14.1
 * **We will read “Raymond’s Run” aloud and employ Directed Notes…**
 * 10/29 || Short Story Reading and Writing... Frequent Reading and Writing || Study of the short story genre... Structure and literary elements || r-10-14.1
 * 11/2 ||  ||   ||   || No School - Election Day ||   ||   ||   ||   ||
 * 11/4 || Short Story Reading and Writing... Frequent Reading and Writing || Study of the short story genre... Structure and literary elements || R-10-14.1

R-10-5.1 R-10-5.2 **Period 4 will be able to ask questions regarding their memoir rewrites...** ||  ||   || 3 ||   || W-10-11.1 || **Students will work on a graphic organizer for the “Raymond’s Run” characterization paper** ||  ||   || 3 ||   || w-10-2.1 w-10-2.3 w-10-3.1a, b, 3.1, 3.2, 3.3, 3.4 || **"Raymond’s Run" Characterization Paper Drafting in Computer Lab** ||  ||   || 4 ||   || w-10-2.1 w-10-2.3 w-10-3.1a, b, 3.1, 3.2, 3.3, 3.4 || "Raymond's Run" Drafting in Computer Lab ||  ||   || 4 || Truncated Friday Schedule - Theater Class Trip || w-10-11.1 w-10-2.1 w-10-2.3 w-10-3.1a, b, 3.1, 3.2, 3.3, 3.4 || Via ELMO student will review peer examples of Raymond's Run Paper... continue drafting ||  ||   || 4 ||   || w-10-2.1 w-10-2.3 w-10-3.1a, b, 3.1, 3.2, 3.3, 3.4 || Student continue drafting Raymond's Run Paper ||  ||   || 4 ||   || R-10-6.1 || Review Short Story Assignment & Frye Tag's Plot Map List & Define intitial incident, rising action, climax, falling action, resouluton View PowerPoint on how to write a short story Discuss how to develop intriguing character names Outlne Short Story Begin Drafting ||  ||   || 2,3 ||   || 4.4,4.5,4.6,5.1 5.2,5.3,5.4,5.5 5.6,5.7,11.4 || Computer Lab - Short Story Drafting ||  ||   || 4 ||   || 4.4,4.5,4.6,5.1 5.2,5.3,5.4,5.5 5.6,5.7,11.4 || Computer Lab - Short Story Drafting ||  ||   || 4 || Friday Schedule || ELMO Sample Papers ||  ||   || 4 ||   || OC–10–2.1 OC–10–2.2 OC–10–2.3 OC–10–2.4 OC–10–2.5 OC–10–2.6 || ExplainShort Story PowerPoint Assignment Begin Constructing PowerPoint ||  ||   || 2 ||   || OC–10–2.1 OC–10–2.2 OC–10–2.3 OC–10–2.4 OC–10–2.5 OC–10–2.6 || Continue PowerPoint Construction Continue Drafting for those who need it ||  ||   || 2 ||   || OC–10–2.1 OC–10–2.2 OC–10–2.3 OC–10–2.4 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.5 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.6 || **Students will make a PowerPoint presentation based on the plot, characters, setting, themes, and creative process involved in their short stories.** ||  ||   || 3 ||   || OC–10–2.1 OC–10–2.2 OC–10–2.3 OC–10–2.4 OC–10–2.5 OC–10–2.6 || ** Students will make a PowerPoint presentation based on the plot, characters, setting, themes, and creative process involved in their short stories. ** ||  ||   || 3 ||   || OC–10–2.1 OC–10–2.2 OC–10–2.3 OC–10–2.4 OC–10–2.5 OC–10–2.6 || ** Students will make a PowerPoint presentation based on the plot, characters, setting, themes, and creative process involved in their short stories. ** Students will also present their artistic project based on their short story... ||  ||   || 3 ||   || R-10-14.2 w-11.2,11.4 || R-10-17.2 || R-10-14.2 R-10-14.3 R-10-4.1 R-10-4.2 R-10-4.3 R-10-4.4 R-10-4.5 R-10-5.2 || ** We will read //Death of the Ball Turret Gunner// ** ** We will read lyrics to //Every Breath You Take// ** ||  ||   || 2,3 ||   || R–10–4.5 Identify literary devices as appropriate to genre R–10–2.1a Using strategies to unlock meaning R–10–4.4 Identifying the characteristics of a variety of types/genres of literary text R–10–4.5 Identify literary devices as appropriate to genre R–10–5.5 Explaining how the authorls purpose || ====== **Freshmen will define simile and metaphor, read examples of humorous student created similes and metaphors** ====== ** In pairs, students will create their own humorous similes ** We will read and analyze “Strange Fruit” and note the use of metaphor in this poem ||  ||   || 2,3 ||   || R–10–4.5 Identify literary devices as appropriate to genre
 * **Students will select and analyze quotes on a double entry journal from Raymond’s Run” that highlight three of Squeaky’s traits**
 * **Students will select and analyze quotes on a double entry journal from Raymond’s Run” that highlight three of Squeaky’s traits**
 * 11/5 ||  || Study of the short story genre... Structure and literary elements || W-10-10
 * 11/9 ||  || Study of the short story genre... Structure and literary elements || w-10-11.1
 * 11/11 ||  ||   ||   || No School - Veterans Day ||   ||   ||   ||   ||
 * 11/12 ||  || Students will write in a variety of genres || w-10-11.1
 * 11/16 ||  || Peer and teacher edit, review || w-10-10
 * 11/18 ||  || Students will write in a variety of genres || w-10-11.1
 * 11/19 ||  ||   || w.10-10 || Peer Editing ||   ||   || 3 || Friday Schedule ||
 * 11/23 ||  || Commencement of writing process ||   || Students will begin brainstorming and sharing their short story ideas ||   ||   || 3 ||   ||
 * 11/25 ||  ||   ||   || No School - Thanksgiving Recess ||   ||   ||   || No School - Thanksgiving Recess ||
 * 11/26 ||  ||   ||   || No School - Thanksgiving Recess ||   ||   ||   || No School - Thanksgiving Recess ||
 * 11/30 ||  || Study of the structure and creation of a short story || R-10-4.4
 * 12/2 ||  || Students will write in a variety of genres || w-10-4.1,4.2,4.3
 * 12/3 ||  || Students will write in a variety of genres || w-10-4.1,4.2,4.3
 * 12/7 ||  || Peer and teacher edit, review || w-10-10,11.1,11.2 || Review Each Other's Short Stories
 * 12/9 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 12/12 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 12/14 ||  || PowerPoint Requirement || <span style="color: #8064a2; font-family: Calibri; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> OC–10–1.2 OC–10–1.3
 * 12/16 ||  || PowerPoint Requirement ||  OC–10–1.2 OC–10–1.3
 * 12/17 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 12/21 ||  || Sharing out of student work ||   || R-10-14.1
 * **Each period will do a “museum walk” in which student read and rate each other’s short stories. They will also present their artistic projects.** ||  ||   || 3,4 ||   ||
 * 12/23 ||  || Study of Short Story || r-10-4.1-4.5 || We viewed Wallace & Grommit videos to review short story elements prior to Christmas Break ||   ||   || 2,3 || Last Class Prior to Christmas Break ||
 * 1/4 ||  || Review of academic writing || w-10-10, 11.2 || ** We will review short stories and Raymond’s Run paper noting patterns of mistakes, strengths and weaknesses ** ||   ||   || 3,4 ||   ||
 * 1/6 ||  || Study of poetry ||   || R-10-14.1
 * ** Cooperatively, students will define poetry. **
 * 1/7 ||  || Study of grammar ||   || ** Students will then do worksheets on pronouns and antecedents ** ||   ||   || 1,2 ||   ||
 * 1/11 ||  || Study and analysis of poetry || R–10–4.5 Identify literary devices as appropriate to genre
 * 1/13 ||  ||   ||   || Snow Day ||   ||   ||   ||   ||
 * 1/14 ||  || Study and analysis of poetry || R–10–4.5 Identify literary devices as appropriate to genre

R–10–2.1a Using strategies to unlock meaning R–10–4.4 Identifying the characteristics of a variety of types/genres of literary text R–10–4.5 Identify literary devices as appropriate to genre R–10–5.5 Explaining how the authorls purpose || ** Freshmen will read and analyze “Mother to Son” and “Fog” for similes and metaphors ** ||  ||   || 3,4 ||   || R–10–4.5 Identify literary devices as appropriate to genre
 * 1/17 ||  ||   ||   || Martin Luther King Junior Day ||   ||   ||   ||   ||
 * 1/18 ||  || Study and analysis of poetry || R–10–4.5 Identify literary devices as appropriate to genre

R–10–2.1a Using strategies to unlock meaning R–10–4.4 Identifying the characteristics of a variety of types/genres of literary text R–10–4.5 Identify literary devices as appropriate to genre R–10–5.5 Explaining how the authorls purpose || ** Students will study tone by reviewing the lyrics of “Every Breath You Take” by Sting and the difference in tone between Frank Sinatra’s and U2’s version of “Night and Day” ** ||  ||   || 2,3 ||   || 3.2,3.3,3.4 || ** Students will begin Writing Assessment / Mid-year Exam ** ||  ||   || 4 ||   || 3.2,3.3,3.4 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 21px; text-decoration: none; vertical-align: baseline;">Students will continue Writing Assessment / Final Exam ** ||  ||   || 4 ||   || 3.2,3.3,3.4 || Final Exam ||  ||   || 4 ||   || 3.2,3.3,3.4 || Final Exam ||  ||   || 4 ||   || R-10-3.1 R-10-3.2 || Students will complete Vocab 5... Definitions, synonyms/antonyms, choose the correct word, write your own sentence
 * 1/20 ||  || Midyear Exam - Students will write in a variety of genres || w-10-10, 11.1, 2.1,2.2,3.1ab,
 * 1/24 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 1/25 ||  || Midyear Exam - Students will write in a variety of genres || w-10-10, 11.1, 2.1,2.2,3.1ab,
 * 1/27 ||  ||   ||   ||   ||   ||   || 4 ||   ||
 * 1/31 ||  || Midyear Exam - Students will write in a variety of genres || w-10-10, 11.1, 2.1,2.2,3.1ab,
 * 2/1 ||  || Midyear Exam - Students will write in a variety of genres || w-10-10, 11.1, 2.1,2.2,3.1ab,
 * 2/3 ||  || SAT Vocab || R-10-2.1a

Truncated Schedule to accommodate Senior Portfolio Presentations... ||  ||   || 2,3 ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will write haiku poems then define and write tanka poems. ||  ||   || 2,3 ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will write haiku poems then define and write Concrete Poems. ||  ||   || 2,3 ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Freshmen 1B, 3B, 4B ** <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will present their concrete poems to the class… ** ||  ||   || 22,3 ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-decoration: none; vertical-align: baseline;">Students will define “found poetry” and write a found poem. ** ||  ||   ||   ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || ** Students will read their found poem they composed for homework. We will then discuss the poetry book project. ** ||  ||   || 2 ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will go to the Computer Lab to begin working on their poetry books. ** ||  ||   || 3,4 ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-decoration: none; vertical-align: baseline;">Students will go to the Computer Lab to begin working on their poetry books. ** ||  ||   || 3,4 ||   || 12.3,13.1,13.2 13.2,13.3, 13.4 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-decoration: none; vertical-align: baseline;">Students will go to the Computer Lab to begin working on their poetry books. ** ||  ||   || 3,4 ||   || 15.3, 15.4 || ** Students will review a number of false websites on line in an exercise designed to test their critical thinking skills, and their tendency to believe anything on the internet. They will complete a list of questions regarding their websites. ** ||  ||   || 3 ||   || 15.3, 15.4 || ** As a class we will review the false websites and go over worksheets. ** ||  ||   || 3 ||   || 15.3, 15.4 || ** Students will follow a model of choosing a topic, focusing research, and selecting a single topic. ** ||  ||   || 3 ||   || 15.3, 15.4 || ** Students will be in the computer lab completing a worksheet on whether or not websites are legitimate or hoaxes. ** ||  ||   || 32,3 ||   || 15.3, 15.4 || ** Students will note the focus of their research and then research their specific topics. ** ||  ||   ||   ||   || R-10-3.1 R-10-3.2 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-decoration: none; vertical-align: baseline;">Students will work on vocabulary along with prefixes and word roots. ** ||  ||   || 2 ||   || 15.3, 15.4 || ** Periods 2 & 3: Students will continue to research their presentation topics and construct their PowerPoint presentations. ** ||  ||   || 2,3 ||   || <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.1 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.2 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.3 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.4 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.5 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.6 || Students will continue working on their PowerPoint presentations ||  ||   || 3,4 ||   || <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.1 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.2 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.3 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.4 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.5 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.6 || Students will continue working on their PowerPoint presentations, and we will project some presentations for review and criticism. ||  ||   || 3,4 ||   || <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.1 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.2 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.3 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.4 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.5 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.6 || Students will print out PowerPoint Notes pages and we will peer-edit. ||  ||   || 3,4 ||   || <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.1 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.2 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.3 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.4 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.5 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.6 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-decoration: none; vertical-align: baseline;">Students will present their PowerPoints… ** ||  ||   || 3,4 ||   || <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.1 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.2 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.3 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.4 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.5 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.6 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-decoration: none; vertical-align: baseline;">Students will present their PowerPoints… ** ||  ||   || 3,4 ||   || <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.1 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.2 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.3 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.4 <span style="color: #000000; font-family: Times New Roman; font-size: 8pt; line-height: 115%; margin: 0in 0in 0pt;">OC–10–2.5 <span style="color: #000000; font-family: Calibri; font-size: 8pt; line-height: 115%; margin: 0in 0in 10pt;">OC–10–2.6 || ** Period 4: Students will grade their own papers on the rubric… ** ||  ||   || 3 ||   || 6.3,7.1,7.2,7.3 7.4,7.5, 8.1,8.2 8.3,8.4 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will outline NECAP prompt about the impact of reality tv. ** ||  ||   || 2 ||   || 6.3,7.1,7.2,7.3 7.4,7.5, 8.1,8.2 8.3,8.4 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will engage the NECAP prompt about the impact of reality tv by completing the outline and beginning their essays. ** ||  ||   || 3,4 ||   || 6.3,7.1,7.2,7.3 7.4,7.5, 8.1,8.2 8.3,8.4 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will complete the NECAP writing prompt exercise. ** ||  ||   || 3,4 ||   || 14.3,14.4,14.5 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Periods 2 & 3: **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Students will engage in a paragraph writing exercise: What is the greatest lesson you have learned about yourself in high school? ||  ||   || 3 ||   || 14.3,14.4,14.5 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Periods 2 & 3 **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Students will engage in a paragraph writing exercise: What is the greatest lesson you have learned about yourself in high school? ||  ||   || 3 ||   || 14.3,14.4,14.5 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">In Computer Lab, students will compose a paragraph on what their goal for Sophomore year is. ||  ||   || 3 ||   || 14.3,14.4,14.5 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will note and define “denotative meaning” and “connotative meaning” Via ELMO we will review 5 Paragraph NECAP Practice Essays and give feedback. ||  ||   || 2,3 ||   || 11.2,11.3, 1.1 1.2,1.3,1.4,1.5, 1.6 || Via projector, we will compose a complete paragraph with topic sentences, elaboration sentences, detail sentences, and closing/transition sentences. ||  ||   || 2,3 ||   || 6.4ab,6.5,7.1,7.2 7.3,7.4,7.5,8.1, 8.2,8.3,8.4,8.5 || Students will outline and compose their next NECAP Practice Essay… Successful Person Prompt ||  ||   || 3,4 ||   || 6.4ab,6.5,7.1,7.2 7.3,7.4,7.5,8.1, 8.2,8.3,8.4,8.5 || Students will complete the composition of their next NECAP Practice Essay successful person prompt. ||  ||   || 3,4 ||   ||
 * 2/7 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 2/8 ||  || Study and analysis of poetry || w-10-12.1,12,2
 * 2/10 ||  || Study and analysis of poetry || w-10-12.1,12,2
 * 2/14 ||  || Study and analysis of poetry || w-10-12.1,12,2
 * 2/15 ||  || Study and analysis of poetry || w-10-12.1,12,2
 * 2/17 ||  || Study and analysis of poetry || w-10-12.1,12,2
 * 2/28 ||  ||   ||   || Common Core Training ||   ||   ||   ||   ||
 * 3/1 ||  ||   ||   || Common Core Training ||   ||   ||   ||   ||
 * 3/3 ||  || Students will write in a variety of genres || w-10-12.1,12,2
 * 3/7 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 3/8 ||  || Students will write in a variety of genres || w-10-12.1,12,2
 * 3/9 ||  || Students will write in a variety of genres || w-10-12.1,12,2
 * 3/11 ||  ||   ||   || ** Students will work on putting together their poetry books in class ** ||   ||   || 2 ||   ||
 * 3/14 ||  || Sharing out of student work || w-10-11.2 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-decoration: none; vertical-align: baseline;">Students will share out their poetry books. ** ||   ||   || 2,3 ||   ||
 * 3/15 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/15 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/17 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/21 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/21 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/22 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/24 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/28 ||  || SAT Vocab || R-10-2.1a
 * 3/28 ||  || SAT Vocab || R-10-2.1a
 * 3/29 ||  || Study of credible research || r-10-15.1,15.2,
 * 3/31 ||  ||   ||   || PPAC Field Trip ||   ||   ||   ||   ||
 * 4/4 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/4 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/5 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/7 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/11 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/11 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/12 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/14 ||  || PowerPoint Requirement || OC–10–1.2 OC–10–1.3
 * 4/25 ||  || Students will write in a variety of genres... NECAP practice || w-10-11.1,6.1,6.2,
 * 4/25 ||  || Students will write in a variety of genres... NECAP practice || w-10-11.1,6.1,6.2,
 * 4/26 ||  || Students will write in a variety of genres... NECAP practice || w-10-11.1,6.1,6.2,
 * 4/28 ||  || Students will write in a variety of genres... NECAP practice || w-10-11.1,6.1,6.2,
 * 5/2 ||  || Self-grading, self-editing exercise || w-10-10 || **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Periods 2 & 3: **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Students will review NECAP Writing Rubric, and then grade their own NECAP Simulation. ||   ||   || 3,4 ||   ||
 * 5/3 ||  || Students will write in a variety of genres... NECAP practice || w-10,14.1,14.2
 * 5/3 ||  || Students will write in a variety of genres... NECAP practice || w-10,14.1,14.2
 * 5/5 ||  || Students will write in a variety of genres... NECAP practice || w-10,14.1,14.2
 * 5/9 ||  || Students will write in a variety of genres... NECAP practice || w-10,14.1,14.2
 * 5/9 ||  || Students will write in a variety of genres... NECAP practice || w-10,14.1,14.2
 * 5/10 ||  || Student and teacher review and editing || w-10,14.1,14.2
 * 5/12 ||  || Students will write in a variety of genres... NECAP practice || w-10-10, 11.1
 * 5/16 ||  || Student and teacher review and editing || w-10-10 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will review their paragraphs they composed last week. ||   ||   || 2,3 ||   ||
 * 5/17 ||  || Students will write in a variety of genres... NECAP practice || w-10-6.1,6.2,6.3
 * 5/17 ||  || Students will write in a variety of genres... NECAP practice || w-10-6.1,6.2,6.3
 * 5/19 ||  || Students will write in a variety of genres... NECAP practice || w-10-6.1,6.2,6.3