E12SPRING2013

Date

Daily Lesson and Activities

Home Assignments

April 3,
2013

Objectives:
Students would have read a book and completed their Book Report Project
Students would identify the literary elements in BOTH passages

Common Core:
follows the previous lesson's.

Aim: What skills are needed for the 21st century and how do we prepare for them in our classroom?
Do Now: Stand up and volunteer information about your book without reading from your book report.

Mini Lesson:9th grade book report template

Students will volunteer to present their Book Report.
Period 4-5 would return their books.
Peer Edit Book Reports
Present their book reports
Review the rubric

Fill out their April SIP (Student Improvement Plan in their portfolio)

No Homework today

March
18-21,
2013

Enduring Understanding on what students will learn:
Students will be introduced to the ELA Regents WRITING OF Questions 26 and 27 well developed
paragraphs.
Students will read two ELA REGENTS SAMPLE passages
Students will annotate Passage I (poem)
Students will identify the literary elements/devices in BOTH passages
Students will identify the controlling idea of each/Both passages
Students will use prior knowledge and skills of writing a well developed paragraph and apply to the
graphic organizers provided in downloadable packet.

Common Core:
Key Ideas and Details:
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or controlling idea of a text and analyze in
detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Range of Reading and Level of Text Complexity: Foundations of ELA Regents
Text Types and Purpose
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic (sentence) with well-chosen, relevant, and
supporting sentences concrete details, "quotations", or other information and examples appropriate
to the audience’s knowledge of the topic/controlling idea.
Production and Distribution of Writing:
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

Materials & Links to download:
Regents Comprehensive Exam in English: Standards Revisitation Update
Specifications for the New Three-Hour, One-Day Regents Comprehensive Examination in English:
First Administration—January 2011 (70 Kb)
Projector, chalkboard, pens, pencils, portfolios,
Handouts:
Cluster Graphic Organizer
ELA Regents Writing Guide Packet
Two Literary passages with multiple choice questions

Aim: How can we apply our prepare for the ELA Regents?

Do Now: Recall and write one task you learned yesterday that you have to do on the ELA Regents
Examination.

Mini Lessons:
Day II:Recall the types of Questions and Strategies we learned
Day I: What to expect on the ELA Regents? (students can download this power point and bring to
class to include in their portfolios).

Class Activity 1: Read Aloud Passage I and make annotations. Teacher will call on students to
read aloud. Students will be given their usual class participation grade for reading aloud.
Read-Alouds
Teacher chooses an appropriate passage and models by reading it aloud. Students then read the
passage aloud to themselves or a partner. Teacher should preview and practice the text, establish
a purpose for reading, model fluent reading, facilitate a discussion of the text, and follow up with
independent reading.

Day I Small Group Activity:
Answer the following Questions: 3/19/2013 Feedback from students

Who is the passage about?DOK 1 Mrs. Caldera
Identify the point of view in Passage I? DOK 1 Second Person "You"
What is the setting of the poem?DOK 1 Mrs. Caldera's house, Summer (lemonade)
Identify as many literary devices in Passage I. DOK 2-3 Alliteration, Characterization,
Suspense,
What can you predict from the title of the poem? DOK 1 Mrs. Caldera has a house full of
things
What is the poem about? DOK 2-3 Poem about a woman's house and her possessions.
What is the controlling idea of passage I? DOK 2 Indicated in the directions
"possessions"

Periods 4-5, will move on to reading Passage II and answer the same questions.
Students will complete the following:

Day II Student Activities:
Individual Activity #2: Please apply the concept of strategic skill based questions that you
think you may have to use to answer the question and write the level you think it may
target.
Multiple-Choice Questions
Directions (21–25): Select the best suggested answer to each question and use the bubble sheet to
answer the questions.
Passage I (the poem) — Questions 21–23 refer to
Passage I.
21 The phrase “And whatever enters, remains”
(line 8) reveals Mrs. Caldera to be someone who
(1) keeps promises           (3) saves things
(2) demands attention      (4) dominates others

22 The description of Mrs. Caldera’s cookie baking
suggests that she is
(1) bitter over her children leaving home
(2) grateful to escape reality
(3) regretful over past mistakes
(4) content with the life she’s lived

23 The form of the poem can best be described as (definitions included for you)
(1) sonnet: 14-line verse form usually having one of several conventional rhyme schemes.
(2) free verse: verse composed of variable, usually unrhymed lines having no fixed metrical
pattern.
(3) elegy: a mournful, melancholy, or plaintive poem, especially a funeral song or a lament for the
dead.
(4) dramatic monologue: A dramatic monologue is a poem that shares many features with a speech
from a play: one person speaks, and in that speech there are clues to his/her character,

Passage II (the essay excerpt) — Questions 24–25
refer to Passage II.
24 By calling the noises from his new watch “hordes of
digital beeps” (line 10) the author reveals that he
feels
(1) threatened         (3) clumsy
(2) emotional           (4) motivated

25 The term “afterlife” (line 12) most likely refers to
(1) expectations       (3) beliefs
(2) remedies            (4) memories

Whole Class Review: Ask for volunteers to identify AND explain the strategies/item
analysis for each question and level.
After completing the multiple choice, students will exchange and grade each other's work and return.

If time permits: Periods 2 and 7 can move on to starting the cluster map. If NOT, they can complete
it for Homework.
Day 2: Activity #2
Read Passage II
Use the Cluster graphic organizer to show supporting details to the controlling idea of
possessions for BOTH passages. Here is an idea for my cluster map.
Passage I                                        Controlling Idea         Passage II
"Mrs. Caldera's House of Things"     Possessions             Excerpt “Memoria ex Machina
Useless possessions                                                         Sense of nostalgia about his watch

Teacher will draw a cluster map on a yellow poster/chalkboard and students will come up to the
board and fill it in.
Share out!
Assessment:
Students will be evaluated on the following criteria:
- Overall attentiveness
- Responsiveness during discussion sessions
- Written response to Activities
-Ability to transfer and apply concept

Please return work to portfolios

Homework: 3/20/13:
Periods 2 and 7 Please complete the cluster map at
home, if you did not complete it in class and bring to
school tomorrow.
Also, I am going to postpone the "big" test until you return
from Spring Break. However, there will be a Quiz this
week. Reading Comprehension Passage and 10 multiple
choice (strategies identified) questions.

***************************************************
Homework:3.19/13
Please print out the following and bring to school
tomorrow:

Parents it would be great if your child had a flash
drive to download files and save their work.

March 14,
2013

Aim: How can we structure our ideas in a paragraph?

Do Now: What are the methods of organizing the ideas in a paragraph?

Mini Lesson:
A paragraph is a group of sentences that tell about a single idea. (Recall)
A paragraph consists of a topic sentence, supporting details, and a concluding sentence. (Recall)

The topic sentence tells the reader the main idea of a paragraph. It is usually the first
sentence, but sometimes it's found in the middle or the end of a paragraph. Sometimes, the
topic sentence can be more than one sentence.
The supporting sentences give details or support about the main idea. These sentences do
not talk about other topics, but stay focused on supporting the main idea.
The concluding sentence sums up the paragraph or gives a closing thought to bring the
paragraph to a clear end.

Topic sentence: I had a wonderful time when I visited my grandparents’ farm last weekend.
Supporting Details: First, Grandma let me milk one of the cows. After that, Grandpa took me out
to plow a field on his tractor. He even let me sit in the driver’s seat when the engine was off. On
Sunday, we went fishing after doing all the farm chores.
Concluding Sentence: I hated to leave the farm when the weekend was over.

There are different kinds of paragraphs. They are either narrative, descriptive, expository, or
persuasive.

A narrative paragraph tells a story, presenting events in the order that they happened.
A descriptive paragraph tells what a person, a place, or thing, or an idea is like.
An expository paragraph gives directions or explains information.
A persuasive paragraph presents reasons, arguments, and opinions to win over the reader to
a certain point of view.
Good writers organize paragraphs so that readers can easily understand them. Common
ways to organize paragraphs are: time order, location order, order of importance, cause-
effect order, and comparison-contrast order.

Time order paragraphs tell the events in the order in which they happened.
From America Will Be
By the late 1700s, some Quakers spoke out against slavery. In the late 1700s, some leaders of the
American Revolution argued that slavery did not belong in a nation where “all men are created
equal.” By the 1830s, more and more Americans believed that slavery should end. These people
were called abolitionists.

Location order paragraphs describe a place. They may describe things from moving from top
to bottom, from left to right, or in a circle.
from Danny the Champion of the World by Ronald Dahl
The filling station itself had only two pumps. There was a wooden shed behind the pumps that
served as an office. There was nothing in the office except and old table and a cash register to put
money into.

Order of importance paragraphs begin with the least important idea and move towards the most
important idea.
from Lincoln: A Photobiography by Russell Freedman
While the North was free soil, it was hardly a paradise for blacks. Racial prejudice was a fact of
everyday life. Most Yankee states had enacted strict “black laws.” In Illinois, Lincoln’s home state,
blacks paid taxes but could not vote, hold political office, serve on juries, testify in court, or attend
schools. They had a hard time finding jobs. Often they sold themselves as “indentures” for a
period of twenty years – a form of voluntary slavery – just to eat and have a place to live.

Cause-Effect Order paragraphs talk about the cause of events and the effects of events. In
other words why an event happened and what happened. The writer might begin with the cause
and then describe the effects or might begin with the effects and then the cause.
from “Blood”
When a blood vessel in the skin is cut, some blood leaks out. However, platelets soon clump
together at the break in the blood vessel. The platelets give off a substance that causes a tangle of
sticky fibers to form. Platelets, fibers, and trapped blood cells clump together to form a clot…. The
clot seals the break in the blood vessel. The bleeding stops.
Comparison-Contrast Order paragraphs introduce something new by comparing or contrasting
it with something the reader knows already. These paragraphs also can show how two things are
similar and/or different.
from Scott Foresman Science
The owl’s wing is somewhat like your arm. It has the same three parts – the hand, the lower arm,
and the upper arm. The owl can bend its upper arm the way you can bend your upper arm. The
owl flaps its large wings to lift itself into the air.

Study Guide LINK on Paragraphs:
Bitesize

Small Group Learning Activity: Level 2.
Students will form small groups to complete the following task on creating supporting details,
concluding sentences, and organizing ideas in a paragraph with the given topic sentences:

Title "Winter/Summer": Winter/Summer is my favorite season because I like the clothes, the
food and the activities.
Title "My Wonderful Sister": My sister Shelley is very friendly, patient, and smart.
Title "American Food":American food is fast, cheap, and tasty.
Title "Tests": I don't like tests.

Assessment: using previous well developed paragraph rurbic.
Paragraph has at least 2 supporting details
Paragraph has transitions
Paragraph has proper grammar and is free of spelling errors
Paragraph has a concluding sentence that wraps up ideas presented in the topic sentence.
Share Out!

Day II: March 14-15 depending on the class period.
Students will revise their "Early Autumn" well developed paragraph in class.
First, they will reread, edit, revise their paragraph, and have someone peer edit.
Then, they will highlight the topic sentence, supporting sentences, supporting details, and
concluding sentence with the appropriate (green, yellow, red, and green) highlighters.
Finally, students will re-write or type their revised well developed paragraph in class and turn it in at
the end of class.

TBA in class.
I specifically informed all 9th graders that I will be giving
them a handout for homework to complete over the
weekend and turn in on Monday 18th.

March
12-13,
2013

After reading students' persuasive letter and well developed paragraph on Langston Hughes' "Early
Autumn", it is evident that my 9th graders need to revisit the writing process. We will begin with
structuring a paragraph.
Students Learning Outcome:
Students will be able to better organize their thoughts using pre-writing techniques
Students will be able to identify elements and structure of paragraph
CCSS: W9-10
1. Write sentences/statements to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
_____a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes
clear relationships among claims(s), counterclaims, reasons, and evidence.
_____b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out
the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level and concerns.
_____c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
_____d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which
they are writing.
_____e. Provide a concluding statement or section that follows from and supports the argument
presented.

Aim: What is the structure of a paragraph?

Do Now: What does the word paragraph mean to you?

Mini Lesson:
VISUAL LEARNERS
Procedures/Activities 4 PARTS OF A PARAGRAPH
1.        Ask: “What does the word ‘paragraph’ mean to you?”
Write student responses on board.
2.        Say: “In third grade we learn how to write good
paragraphs, but before we can write a paragraph, we need to
know the parts of a paragraph.”
3.        Say: “The topic sentence of a paragraph tells the
reader the main idea. On the stoplight, the topic sentence is
green because green means go. When you write a topic
sentence, you have to be sure to give the reader a clear
idea of what you’re going to write about. The topic
sentence gets the reader interested to read further.”
4.        Say: “The next part of a paragraph is the information
you want to give the reader. They are the yellow on the
stoplight because you should ‘slow down’ and give a
reason, detail, or fact. Yellows are easy to spot because
they start with a transition word. Transition words are
words like first, second, third, or first, next, last. When a
sentence starts with one of these words, you know a new idea
is coming.”
Say: “Next are the sentences that make a paragraph
interesting. The ‘reds’ are the explanations and examples
you write to follow up a yellow. The reds give more
information about the yellows. Reds are not necessary,
but they make your paragraph more interesting.”
5.        Say: “The last part of a paragraph is the conclusion
sentence. Why do you think conclusions are green?”
(because they go back and restate the topic sentence).
“The conclusion is where you go back and tell your reader the
main idea of your paragraph again. It should restate your topic
sentence, but it should not be exactly the same.”

Power Point Presentation: Click on this Link to view Power Point on Wrting a well
developed paragraph.

Student Activity: SAMPLE PARAGRAPH
INSTRUCTION: READ THE FOLLOWING PARAGRAPH
My brother has some disgusting and inconsiderate habits. He loves to chew on toothpicks That
would not be so bad if he didn’t leave them lying all over the house. Sometimes they even get stuck
in the carpet. Another bad habit he has is walking through the house with his muddy boots. He will
walk right across a freshly washed floor. He will take his boots off and leave them in the middle of
the floor for everyone to trip over. He leaves hair all over the shower and the soap. He doesn’t
bother to rinse the shower out or to rinse the soap off. This is inconsiderate because everyone else
has to use the shower too. If my brother lived alone, he could be the slob that he is without anyone
else caring, but since he lives with other people, it would help if he showed a little more
consideration for his family!

SAMPLE PARAGRAPH INSTRUCTION: Identify the elements and structure of the above
paragraph in the spaces below. DOK LEVEL 1-2

Topic Sentence: _________________________________________________________
Supporting Sentence #1: ________________________________________________
Detail: _________________________________________________________________
Detail:__________________________________________________________________
Supporting Sentence #2: __________________________________________________
_________________________________________________________________________
Detail:___________________________________________________________________
Detail: __________________________________________________________________
_______________________________________________________________________
Supporting Sentence #3: __________________________________________________
________________________________________________________________________
Detail: _________________________________________________________________
Detail:___________________________________________________________________
Conclusion:______________________________________________________________
________________________________________________________________________
________________________________________________________________________

Assess how well did you do at identifying and writing elements and structure of a well
developed paragraph:

My double period 4-5 class will now review their own writing of the well developed
paragraph they wrote on Langston Hughes' "Early Autumn" and identify their topic
sentence, supporting sentence #1, #2, #3, details, and conclusion. Edit as you read. Then
exchange your packet with a peer for peer review. The Peer Reviewer will make any
further edits to show their understanding of the writing process of a well developed
paragraph. If time permits, periods 2 and 7 would also complete this task.

Assessment Rubrics:
Common Core Writing Rubric
UDL in use:
1.       Provide option for perception
1.3        Provide alternatives for visual information
1.        Provide options for comprehension
3.1        Provide or activate background knowledge
3.2        Highlight critical features, big ideas, and relationships
3.3        Guide information processing
3.4        Support memory and transfer
II.        Provide Multiple Means for Action and Expression:
1.        Provide options for physical actions
4.1        Provide varied ways to respond
4.2        Provide varied ways to interact with materials
4.3        Integrate assistive technologies
1.        Provide options for expressive skills and fluency
5.1        Allow choices of media for communication
5.2        Provide appropriate tools for composition and problem solving
5.3        Provide ways to scaffold practice and performance

Tools: http://www.starteaching.com/writing.htm

Day II: Teacher has to inform students about their grade level from ARIS to compare and
contrast with their current grades. Periods 4-5, and 7 were informed. Period 2 will be
informed March 14th.
Do Now Activities: Students will complete the following worksheets while teacher
conference with students on their ARIS Data. Students will exchange worksheets to peer
review and grade.
Beginning Paragraph Correction L1 9
Beginning Paragraph Correction L1 9 #1
Intermediate Paragraph Correction L2 9#1


	PARAGRAPH STRUCTURE TEMPLATE Tool/Handout for future writing: please review this tool and you can download to your desktop file folder for paragraph writing. Just have it on file to print out when necessary

March 4
2013

TO

March 7
2013

CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 9–10 here.)
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
Unit and Lesson Plan: In class project 20%
Subject Area: English Grade Level: 9th Core Curriculum Reference:
Standard: 1: Reading Comprehension.
Standards 3&4: Writing and analysis for demonstrated understanding of text.
This is a Unit Plan that will focus on the following objectives: Duration: 5-6 Periods-Days.
Materials: Text: “Early Autumn,” a short story by Langston Hughes. A Unit worksheet that includes:
content and context questionnaire, vocabulary bank, grammar and sentence writing review,
synonym review, literary analysis of conflict, characterization, & theme, sequencing, and writing
response prompts for paragraphing.
Learning Objectives:
1: To read for comprehension and demonstrate mastery and understanding through content
and contextual multiple choice and writing assessment.
2: To define vocabulary in content and context and use them to construct sentences to
establish proficiency & and review specific mechanics of grammar.
3. To review “synonyms” and to apply the vocabulary word bank to a synonym worksheet for
mastery.
4. To apply literary analysis in context by identifying specific literary elements within Hughes’
short story.
5. To write responsively to the short story through completing a paragraph summary and a short
paragraph analysis of any one (1) specific literary element that models the English
Regents Exam.
6. To work collectively in differentiated grouping to complete specific literary analysis and
vocabulary worksheets.
Day 1:
Students will:
1.        Independently read the short story “Early Autumn” by Hughes.
2.        Complete multiple choice content and context question and sentence writing response work
sheet to demonstrate competency in understanding of the story.
Teacher will:
1.        Correct and edit students’ multiple choice and sentence writing assessment.
2.         Conduct item analysis of multiple choice and sentencing as a targeted pre-assessment for
instructing and strategizing remainder of lesson unit.

Strategies:
1.        Independent Reading Comprehension
2.        Differentiated multiple choice assessment & sentence writing pre-assessment.

Day 2:
Students will:
1.        Review their Q&A and writing assessment based on teacher feedback.
2.        Make corrections for resubmission.
3.        Engage in teacher/student reading and literary analysis of specific literary elements within
the Hughes’ story.
4.        Oral “Share out exercise” of their assessment results as a guide for class modeling of
mastery or required revision.
Teacher will:
1.        Return worksheets and provide feedback and item analysis commentary of key errors for
students’ revision and resubmission.
1.        Use assessment to formulate strategies for literary instruction of the short story.
2.        Lead in a post reading of Hughes’ short story, instruct in literary analysis and engage
students in the complexities of the and illicit a text-to-self connection of the story to establish how it
parallels their everyday experiences through the following strategies:
Strategy 1: Brainstorming via Do Now: Leading question prompt for brief discussion relevant to
reading the Hughes’ story:
“Can you share any personally awkward “after breakup” experience you have had with a loved one
or a friend? How did you deal with it? How did they?”
Teacher will connect this question and the students’ feedback to the short story they are about to
read.
Strategy 2: Reading for plot content and understanding.
Various students will begin reading the short story. Periodic teacher centered questions will be
asked for student understanding of plot content.
Strategy 3: Sequencing & Recall.
Students will be asked to recall, highlighting key events in the story’s timeline through plot
summation to demonstrate understanding of the short story.
Textual component for guided practice:
After reading Hughes’ short story, the following topics or essential questions will be discussed as
part of a text-to- self understanding and relevance of the story.
1.        What does Hughes’ story reveal about mistakes we make in relationships?
2.        Do all breakups get resolved? Are we always able to move on after them?

Strategy 4: Literary Analysis of “Plot, Characterization, & Conflict.”
a.        Teacher will ask to identify and describe the two characters: background (past & present),
physical description, and specific internal & external conflicts that help in shaping and
understanding their behavior, actions, and overall characterization.
b.        Students will be directed to give supportive detail from the text to support their character
analysis.
Strategy 5: Comparison & Contrast.
a.        Compare the feelings and actions of the characters Bill and Mary. Indentify and explain how
one of them has “moved on” and why the other has not.
c.        Students will be prompted to draw conclusion-make predictions about the outcome of both
characters using supportive details and personal reflections.
d.        Summation-connection: Text to self analysis of the story as relevant to their personal share-
out from the lesson launching “Do Now” prompt.
****************************************************************************************************
Day 3:
Students will:
Use dictionaries to define all vocabulary from the story’s word bank.
1.        Create a sentence utilizing each word in context & content for mastery.
2.        Review “Synonyms” and apply all vocabulary words to a synonym practice worksheet.
3.        Collaborate in differentiated groups to complete vocabulary research, synonyms, and literary
analysis and share completed tasks with the class collectively.
4.        Peer editing all writing and vocabulary research.
5.        Share out information from synonym sheet and read completed sentences for whole-class
observation and feedback.

Teacher will:
1.        Assist and give feedback and clarity where necessary.
2.        Monitor the peer editing process.
3.        Give finality in correcting any mistakes in sentencing and synonym worksheet share-out.

Strategies:
1.        Guided practice.
2.        Research & recording information.
3.        Collective & differentiated group instruction & task completion.
4.        Peer editing and peer feedback.

******************************************************************************************************
Day 4:
Students will:
*Review Mechanics of Grammar & editing in context of Hughes’ story.
Task: Students will be given a list of 10 sentences (excerpted directly from Hughes’ story) that are
grammatically incorrect and will be instructed to rewrite them utilizing proper Capitalization, various
punctuations & apostrophes where necessary.
*This a group assignment utilizing required strategies already itemized from Day 3 assignment.
Students were already instructed in Mechanics of Grammar, hence the “review” description of this
Task.

Days 5&6:
Students will:
1.        Write two (2) Regents type Part 3: short paragraphs on:
(A.)        A controlling idea-theme. Topic: “Unrequited Love” or “Unhappy Endings” as it relates to
the story.
(B.)        Literary analysis of any one (1) specific literary element.
2.        Recall prior knowledge and instruction from past short responses in completing this task.
3.        Review previously instructed worksheet & model handout on writing a short response.
Teacher will:
1.        Direct and Monitor student progress, review students’ responses, provide
clarity for any areas of student questioning of lack of comprehension.
2.         Observe and Give feedback when and where necessary.
3.        Grade paragraphs using the ELA Regents standards.

Strategies:
1.        Writing for ELA Regents Standards requirement and guided practice.
2.        Regents Prep & exposure at the 9th grade level.

Assessments:
1.        Completion and discussion of all worksheet components and group analysis.
2.        Students’ feedback of all unit objectives and tasks.
3.        Teacher feedback, item analysis, and editing of multiple choice, sentences, & ELA short
paragraphs.
4.        Comprehensive exam on Unit.
5.        In class grade on unit as part of class participation.

Fragments and Run-ons
Identify each numbered item by writing F for fragment or R
for run-on sentence. Then rewrite each item, correcting
the error to form a complete sentence.

1).___Luis will play with the symphony orchestra next
month, his parents will be at the performance.

2).___Angela and Su Lin didn't bring the poster board
they went back for it.

3).___Want to see a movie Friday night.

4).___The main concern of the committee.

5).___ Erica took the Scholastic Aptitude Test this spring
she will take it again in the fall.

Feb 28
2013

Objective: Students will complete peer reviews of Persuasive letter to a Cukita's father.
Review Rubric and apply grade to their peer's work. (Some students are still working on this)

Common Core:CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 9–10 here.)
CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology’s capacity to link
to other information and to display information flexibly and dynamically.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Aim: What is our academic and behavioral success rate of improvement in this class?

Do Now: List three things that makes your classes more or less "motivating."
1.
2.
3
***********************************************************************************************************************
Mini Lesson: ARIS DATA

We will begin our data conferences today!
Independent study package to be done ONLY in class. This will be your project grade. Please do
this quietly while we conduct collaborative student teacher conference.

This Unit begins today and students who are absent or have missed class in any situation must
seek make up work.

Unit and Lesson Plan:
Subject Area: English Grade Level: 9th Core Curriculum Reference:
Standard: 1: Reading Comprehension.
Standards 3&4: Writing and analysis for demonstrated understanding of text.
This is a Unit Plan that will focus on the following objectives: Duration: 5-6 Periods-Days.
Materials: Text: “Early Autumn,” a short story by Langston Hughes. A Unit worksheet that includes:
content and context questionnaire, vocabulary bank, grammar and sentence writing review,
synonym review, literary analysis of conflict, characterization, & theme, sequencing, and writing
response prompts for paragraphing.
Learning Objectives:
1: To read for comprehension and demonstrate mastery and understanding through content
and contextual multiple choice and writing assessment.
2: To define vocabulary in content and context and use them to construct sentences to
establish proficiency & and review specific mechanics of grammar.
3. To review “synonyms” and to apply the vocabulary word bank to a synonym worksheet for
mastery.
4. To apply literary analysis in context by identifying specific literary elements within Hughes’
short story.
5. To write responsively to the short story through completing a paragraph summary and a short
paragraph analysis of any one (1) specific literary element that models the English
Regents Exam.
6. To work collectively in differentiated grouping to complete specific literary analysis and
vocabulary worksheets.
Day 1:
Students will:
1.        Independently read the short story “Early Autumn” by Hughes.
2.        Complete multiple choice content and context question and sentence writing response work
sheet to demonstrate competency in understanding of the story.
Teacher will:
1.        Correct and edit students’ multiple choice and sentence writing assessment.
2.         Conduct item analysis of multiple choice and sentencing as a targeted pre-assessment for
instructing and strategizing remainder of lesson unit.

Strategies:
1.        Independent Reading Comprehension
2.        Differentiated multiple choice assessment & sentence writing pre-assessment.

See previous day. Review power points.

Feb 27,
2013

Email from Mr. Vanderputten on his presentation scheduled for today.
First of all, let me thank you all for your time and effort to help make the CTE expo successful. I
think both prospective students as well as academy students enjoyed the experience, and hopefully
this will help our freshmen class have a more informed understanding of what each academy can do
to enrich their ITHS educational career.

On Wednesday, February 27th we will be visiting all of the classes to show them a presentation
about the next steps and a bit more detail about the CTE program. This usually takes the entire
period (including time for Q&A) and will help them as they start making decisions for their tech future
here at our school. I have drafted the following schedule so you know who will be visiting your
classrooms on which days. Mrs. Gargano will also be visiting to answer questions as well.

Please double check jupitergrades for updates and
assignments.

Feb 25,
2013

Objective: Students will complete peer reviews of Persuasive letter to a Cukita's father. Review
Rubric and apply grade to their peer's work.

Common Core:CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grades 9–10 here.)
CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and dynamically.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Aim:How can self and peer evaluation better help us understand the writing process?

Do Now: What is the one important peer feedback that you will use to improve your writing?

Mini Lesson: Review the rubric

Independent Study: Students will now take 5 minutes to complete their peer reviews, use the rubric
to grade the student, apply grade on the sheet, then move on to re-writing the persuasive letter in
class. This is not to be taken home.

For Period 4-5: We will have conferences today. Please bring your notebook and portfolio up to our
meeting place...my desk. We will discuss ARIS (elementary school grades), where you were, where
you are in 9th grade, areas of improvement and how you are going to achieve a passign grade for
the first marking period.

Assessment: Students ability to follow instructions and answer all the questions on the
checklist as it pertains to their persuasive letter.

I have graded all of the tests on the 3 short stories and
am giving students who did not attend class last week a
chance to make up this test the final day is Tuesday 26th.
Parents please provide your child with an absent note and
contact information for him/her to make up the assignment.

Review the power points that I sent you through
jupitergrades.

Go back to the 3 stories Questions and answers on this
website or in your notebooks. We have to go over the test.

Looking at the Assessment, I have to say that students
needed to study for the test. The questions were taken
directly from the lessons that we discussed and took notes
on in class. What if I returned the test to you would you be
able to improve your grade?Always go back to the
questions and possible answers.

The marking period comes to an end soon!

Feb 22,
2013

Objectives: Students will conduct peer reviews of Persuasive letter to a character's father.
Students will identify clearly written introduction with thesis, topic sentences and subtopic
sentences, contextual support using direct quotes and quotation marks, concluding
sentences that wrap up ideas, conclusion that restates thesis/argument. opening and closing
salutations and letter format.

Common Core:CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.

Aim:How can peer evaluation help us improve our writing?

Do Now: What persuasive statement can you use to convince Cukita's father that she should use
her original speech? You can begin your sentence: Cukita should be allowed to use her original
speech...

Mini Lesson: Review Peer Editing Worksheet

Independent Study: Students will now use the Peer Editing Worksheet to critique their peers writing!

Assessment: Students ability to follow instructions and answer all the questions on the
checklist as it pertains to their persuasive letter.

Review the power points that I sent through jupitergrades.

Feb 21,
2013

Objectives: Students will conduct peer reviews of Persuasive letter to a character's father.
Students will identify clearly written introduction with thesis, topic sentences and subtopic sentences,
contextual support using direct quotes and quotation marks, concluding sentences that wrap up
ideas, conclusion that restates thesis/argument. opening and closing salutations and letter format.

Common Core:CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Aim:How can self evaluation help us improve our writing skills?

Do Now: On a scale of 1-10 how would you rate your letter and why?

Mini Lesson: Review Persuasive Writing Checklist.

Independent Study: Students will now use the Persuasive Writing Checklist and compare it to their
letter writing and attempt to address all questions on the handout!

Assessment: Students ability to follow instructions and answer all the questions on the checklist as it
pertains to their persuasive letter.

This is a short week so please review the information on
the power points that I sent last week. We will have a
review and a quiz.

Feb 20,
2013

Objective: Students will recall lessons, plot of short stories, characters, identify literary devices,
author's purpose, evaluate story to arrive at theme, determine importance, sequencing, make
inferences, and use vocabulary in context.

Aim: How well can we apply what we learned in an assessment?

Do Now: Please use a blue/black ink pen to record your answers.

Whole Class Activity: Students have the entire class period to complete the assessment.
Students with ET will receive the necessary service.

Students will turn in persuasive letter assignment.

Relax and think about today's assessment and what you
think you did "right" and accomplished!

Feb 6-14
2013

Here is a
copy of
the Story!
Please
read it for
class
discus si o
n on
Monda y .
Click on
this link to
downl o ad

	Objectives: Julia Alvarez's "Daughter of Invention" (full text download link) Enduring Understanding for the Persuasive Letter Task: persuasive writing is a powerful way to get people to appreciate a different point of view, change their way of thinking, and/or to take action. persuasive writing needs to have a clear purpose and focus. Persuasive writing often serves as a call to action Word choice creates a desired effect How you speak is determined by with whom you speak knowing the audience influences structure, word choice, and content. effective writers understand their audience’s characteristics and needs. understand and appreciate a short story (literary analysis) examine author's perspective and characterization (literary analysis) understand characterization in a short story (active reading) evaluating persuasion relies on the strength of the supporting details persuasion requires a committed stance and call to action. Common Core Standards W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.9. Draw evidence from literary or informational texts to support analysis, and reflection. Connect to your life: culture shock you may have had the experience of moving to a new town or going to a new school, and you know or can imagine the sorts of changes to expect in such a situation. Can you imagine, however, what it would be like to move to a new country with a very different culture? What kinds of problems do you think immigrants to the United States face? What are some possible solutions to these problems, and what advantages or disadvantages might these solutions have? Share your thoughts or personal experiences in a small group. Differentiation Student Acquiring English: Explain the title of the story and identify that it is told in first person. The narrator, a teenage girl from the Dominican Republic, is new to America. Her mother is always trying to invent things and often misquotes an American expression. "Necessity is the mother of invention," which means that the best ideas are developed or born out of necessity. Instead, the mother says "Necessity is the daughter of invention.: Pare of the misquote is used as the title of the story and foreshadows upcoming events. Aim: how can people from the same cultural background be similar yet be so different? Do Now: Review the connect to your life above. Min Lesson: Literary Analysis--Author's perspective and characterization In fiction, writers often express their own personal beliefs and feelings about life through their characters. While a particular fictional character may have strong opinions and attitudes, the author may portray those attitudes in such a way that suggests that his or her own viewpoint is very different. Comprehension Check Questions: Why do the mother's inventions annoy her daughters? (1-2) Answer:They think their mom should concentrate on being a good American mother instead of making life easier for American moms. How does the narrator's father react to his daughter's speech? (1-2) Answer: His is violently opposed to the speech, rips it up and feels that it is disrespectiful. How does the mother help her daughter with the speech?(2) Answer: She stays up late to help her daughter write and type the second speech. What does the father do at the end of the story? (1-2) Answer: He buys the narrator a typewriter. Think Critically: How would you explain the father's reaction to the speech? Think about: his life in D.R. the cultural differences between his homeland and America. his concerns about his daughter. Answer: He reacts strongly because he thinks the speech is an insult to the teachers. In the Dominican Republic, it was dangerous to openly question authority. He wants to protect his daughter from danger. 2. Why do you think the lines from the poem by Walt Whitman inspire the daughter to write a speech she feels proud of? Answer: She is accustomed to keeping her own thoughts and feelings to herself. She feels liberated by the poem's ideas. 3. Do you think the mother lets the daughter down when she helps her write a speech that is more flattering to the nuns? Yes, the mother should have encouraged her daugher to rewrite her original speech. Or, no the mother helps her daughter write an appropriate speech. Connect: Do you think a mother should be a "girlfriend parent"? To answer this make sure students focus on the author's characterization techniques. Comparison Paragraph: Draw a Venn Diagram at the top of a page to illustrate how the mother is different yet similar to her daughter. Then: Write a paragraph comparing and contrast mother and daughter. in what ways are the narrator and her mother alike? How are they different? Write a paragraph in which you point out the similarities and differences between the two. You need to draw a Venn Diagram in your notebooks to first figure the similarities and differences, and then you can write your paragraph. Day III: Read the poem and discuss how the narrator and the mother could connect to the poem, and compare the them of this poem to the them of the story. Mini Lesson: Theme (main idea of a work of literature) The theme of the story can be "everyday is a new chance to invent, record, and experience". Idiom' n. and expression whose meaning is different from that of the individual words taken together. How to write a persuasive letter? Click on this link to locate the template for writing. What is the layout of a letter? Click on this link to see the layout How will I be graded? Click on this link to download the rubric. Write a letter to the narrator's father, persuading him to let her give the original version of her speech. Include your interpretation of the lines from Walt Whitman that inspired the speech.

You can click visit the following url to review the story
at home:
http://teachnet-lab.org/Goldman/DaughterofInvention.
htm
Or, I downloaded and copied the pages on a Word
Document, but some pages are hard to view/read.

Draw a 3 column in your notebooks like the following

Vocabulary in Context:
antibiotic, idiom, inhospitable, innumerable,
insubordinate, mortified, plagiarized, provoke,
reconcile, tentative. (complete the sentences as
shown below in the picture.

Issue	Clues in Characteriza tions	Author's perspective
Life in D. R.
Life in U.S.
Parent-Child Relationships
The Role of Women

Feb 5-6
2013

Common Core Standards Learning the Language of Literature: Author's Perspective.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, and reflection.

Objectives and Skills:
Understand the following literary terms
Bias, tone, theme
Determine the writer's motives
Analyze text for bias
understand and appreciate an autobiographical excerpt (Literary Analysis)
Examine Dialogue (Literary Analysis)
Make inferences (Active Reading)

Vocabulary Words to Know:
alien, articulate, hedge, heedless, intuitively, mode, naive, relent, speculate, stifle.

Author's Perspective: is the way an author looks a the world--it is a blending of the ideas,
attitudes, feelings, values, and beliefs that are often reflected in his or her works. You know
that where you stand physically affects what you see: you can see farther from the top of a
building that from the ground, but you miss some details. Likewise, where people "stand"
metally---what they think, feel, pr believe---will affect how they see the world around them and
how they write about it.
An author's perspective is usually more important, and more obvious, in a work of nonfiction
than in one of fiction. For example, essayists generally want you to know their opinions; so
they often state their biases---their preferences and prejudices up front.

Aim: How can we analyze literary works and identify author's perspective?

Do Now: The excerpt is an autobiography of Richard Wright; a well know African American
writer. In the excerpt, Wright tells about an aspiration --a strong desire to achieve something
that he had when he was 15 years old, trying to succeed on his own terms. Think about your
own aspirations. What do you dream of achieving in your life/lifetime? Answer in your
notebook, then share one of your aspirations with someone at your table.

Mini Lesson:
Dialogue is written conversation between two or more characters. It is a way of making
characters and events seem real. Dialogue is used in all forms of literature, but it is most
common in drama. In a play, the story is developed primarily through dialogue. In an
autobiography, dialogue is a way of "dramatizing" experiences that the author thinks are
important.

Pre-reading-Activity: Review the Vocabulary Words and know the meaning.

Read Aloud Excerpt from Wright's Black Boy. Students will listen and follow along.

Comprehension Check:

When did Wright write his first story, and where was it published? (1-2)

Answer: He wrote this story when he was in eighth grade and it was published in the local
Negro newspaper.

How did his friends and family respond to his story?(1-2)

Answer: They were suprised and not encouraging.

How did Wright respond to everyone's criticism? (2)

Answer: He became angry and refused to talk about the story. He dreamed of going North
where his aspirations would not be limited.

Extended Metaphor:at the end of this excerpt, Wright compares his life to a train in several
ways, creating an extended metaphor. Examine the details of this metaphor. Why doe it seem
appropriate? In what ways does Wright's life resemble a train? (4) Possible answer: By
choosing writing, Richard has chosen the wrong track, or path, for an African American boy of
that time. His independence and heart (locomotive) appear fated for a collision with white
society and the general low expectations society has for a black person. This collision seems
inevitable because Richard does not listen to the "warning red lights," such as segregated
society and the responses of his friends and family to his writing.

Think Critically: Active Reading and Making Inferences

What do you think is the author's perspective on publishing his first story as a boy?(3-4)

Answer: Remind students to provide evidence from the text or personal experience to support
their inferences. He seems to feel proud of his first story and disappointed with his friend and
relatives.

Why do you think Wright's family and classmates reacted as they did?(3-4)

Answer: Richard's classmates reacted negatively because nobody in his world wrote or read
fiction. His family members had religious reasons for being suspicious of fiction. His mother
thought that writing fiction might ruin his chances of getting a good job. Nobody expected an
African American boy to have such high aspirations.

Why do you think Wright clung to his aspirations despite the lack of support from
people around him? (4)

Answer: He was a very determined person; he was imaginative and had a strong calling to be
a writer.

Extended Interpretations:
Different Perspectives: If Richard had grown up in a family that encouraged writing, how
might his first publication experience have been different? Students will realize that his family
would have encouraged his efforts.
What if? What do you think you would do if you met with the kind of resistance Wright
encountered? Some students might say that they would have reacted in the same way as
Richard. In doing so, time passing does not make a difference as the problem is ageless.
Connect to Life: Do you think the aspirations of African American and other minorities are
still limited by society? Give evidence to support your answer.Answer: students can support
their answers with evidence from their personal experience as well as from current newspaper
and magazine accounts.

Assessment: Double Period class ability to stay on task at ALL times. Answer all questions in
their notebooks. Listen attentively and take notes where necessary. Class participation is key
when there are Q&As. Periods 2 and 7 will also be held accountable to stay on task,
participate in class discussion, and volunteer answers to questions.

If time permits students can begin their homework on the following vocabulary words in
context.




	Please complete the above vocabulary words in context. This will also be uploaded to jupitergrades. Copy and paste the image in a word document and widen the margins.

February
1

Students will be able to identify and explain the five basic elements of plot
structure.
Students will think critically of the main character and her opposing force and the irony that comes
towards the end of the story.
Teacher will use multimedia as visual and audio aid to help students better
understand plot structure and elements of a story.
Common Core Standards
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, and
reflection.

Aim: How can we become familiar with the basic Elements of Plot structure in a work
of literature?

Do Now: Describe your feelings through each step of your ride on an amusement
park roller coaster.

Mini Lesson: "The Story of an Hour Audio" Link
What are the five major elements of plot structure?
The plot is the map of the story in any literary work.

What other elements go into making up that story?
Characters, setting, etc. Students may answer more, including things in the basic
Elements.

Teacher will introduce and explain the basic elements of plot, using the graphic of a
plot ‘mountain’ on the board or projector screen.
1.        Exposition
2.        Rising Action
3.        Climax
4.        Falling Action
5.        Resolution

Activity I. Draw a plot diagram in your notebooks (neatness counts)
Students will read “The Story of an Hour”, by Kate Chopin and fill out plot
diagram/pyramid by identifying:
1) The five basic elements of plot structure.
2) The other major elements of a story: setting, characters, theme, point of view, and conflict

What is the literary element Irony
Irony is when the outcome of a situation is not what you would expect. For example a
fire station on fire.

Activity II: DOK Levels are indicated in parentheses
Please answer the following Questions in complete sentences in your
notebooks but as a group:

Comprehension Check:

Identify the protagonist in this story. (1-2)=Mrs. Mallard

Describe the setting of this story. (1-2): Room, House, 1894

According to the passage, what is the first thing we know about Mrs. Mallard? (1) She had heart
disease.

According to the passage, news does Mrs. Mallard receive at the beginning of the story, and how
does she react? (1). She received news that her husband died in a train crash, she sobs at first,
then retreats to her room where she expresses her true emotions of loving her husband sometimes,
but above all she feels free because there is no more "will to bend hers".

What does Mrs. Mallard Learn at the end of the story? (2) Mrs. Mallard learns that her husband is
alive as he walks through the door.

Is Mrs. Mallard experiencing an internal or external conflict? Explain (4) Mrs. Mallard is
experience more of an internal conflict due to her mixed emotions regarding the news of her
husband's accidental death, her new sense of independence/freedom, and uncertainity of her
future.

Think Critically:
How would you explain the cause of Mrs. Mallard's death? (3-4) Mrs. Mallard died of a joy that kills.

What conclusions can we draw about Mrs. Mallard's relationship with her husband?(3-4) Mrs.
Mallard represents the women who lived during that time suffering from oppression, she loved
Brently Mallard "sometimes". Their marriage is flawed as he seemingly bends her will hence her joy
that kills when he walks through the door.

What can we conclude or infer what life would have been like for the Mallards if Mrs. Mallard had
lived? (4) The Mallards would have returned to life where she would silently suffocate under the
oppression and of her oblivious husband.

What do you think is the author's purpose in writing this story? Use contextual evidence to support
your claim. (4)

According to the fifth and sixth paragraphs of the story, which describe what Mrs. Mallard sees and
hears from her open window after learning of her husband's death. Draw a conclusion on what
you think the imagery in these paragraphs contributes to the story? Spring represents new birth,
birds flying (freedom), clear skies (bright future), smilie of "like a goddess" decending the stairs as
she sees Brently Mallard entering the house....adds to the paradoxical/ironic ending of "joy that kills".

How can I assess what students learned?
Check that Freytag's Plot Pyramid is filled in with elements from the story
Ask students to share what they've learned today.
Or, I usually ask the students to "Give it back to me with an example". For example: a
student should respond with the elements of plot structure are Exposition, Rising
Action, Climax, Falling Action, and Resolution using a fable or children's story they
know. Example the Three Little Pigs or Cinderella.
Students ability to stay on task to produce well developed work.

If there is not enough time, students can click on the above link online and complete
the assignment.

Have a great weekend and reflect on your first week of the
second semester of High School!

Periods 2, and 7 can complete the following for Homework
and bring in on Monday!
What is the literary element Irony
Irony is when the outcome of a situation is not what you
would expect. For example a
fire station on fire.

Activity II: DOK Levels are indicated in parentheses
Please answer the following Questions in complete
sentences in your
notebooks but as a group:

Comprehension Check:

Identify the protagonist in this story. (1-2)

Describe the setting of this story. (1-2)

According to the passage, what is the first thing we
know about Mrs. Mallard? (1)

According to the passage, news does Mrs. Mallard
receive at the beginning of the
story, and how does she react? (1)

What does Mrs. Mallard Learn at the end of the story? (2)

Is Mrs. Mallard experiencing an internal or external
conflict? Explain (4)

Think Critically:
How would you explain the cause of Mrs. Mallard's death?
(3-4)

What conclusions can we draw about Mrs. Mallard's
relationship with her husband?
(3-4)

What can we conclude or infer what life would have
been like for the Mallards if Mrs.
Mallard had lived? (4)

What do you think is the author's purpose in writing this
story? Use contextual
evidence to support your claim. (4)

According to the fifth and sixth paragraphs of the story,
which describe what Mrs. Mallard sees and hears from her
open window after learning of her husband's death. Draw
a conclusion on what you think the imagery in these
paragraphs
contributes to the story?

January
30, 2013

CCSS
W9.4. Produce clear and coherent writing in which organization is appropriate to the task, purpose,
and audience.

Aim: How can you measure your academic growth/progress from Elementary School?

Do Now: In what core areas do you feel the need to improve and why?

Mini Lesson: What is ARIS and what information exists about you in this database?

Class Activity:
Please take 10-15 minutes to complete your Goal Sheets and turn it in.
Please take 5 minutes to complete your index cards and turn it in.
Please take 5 minutes to write your name on your class portfolio.

Exit Question: Answer the Aim question in a complete sentence.

Ask 5 volunteers to share out!

Please think about completing a quiz and some of the
questions that are asked or how the questions are
phrased. Then answer the following in complete
sentences:

Due tomorrow:Jan 31st.

What is author's purpose?
What does it mean to infer?
What does it mean to give the "best definition"?
What do you have to do to find the answer if a
question asks "According to the passage..."?
What do you have to do if the question is:

As used in paragraph 3, the phrase “self-
made man” implies.
6. What is the main idea of the passage?

January
29, 2013

CCSS:
W9.4. Produce clear and coherent writing in which development, organization, and style are
appropriate to the task, purpose, and audience.

Aim: What are your academic, personal, and future goals?

Do Now: What two things are you going to do to improve your grade(s) and behavior (if necessary)
in this class that you did not get the opportunity to do in your previous class?

Class Activity: Index Cards
Hyde, Natalie
21-16 44th Road
Apt. 236C
Long Island City, NY 11101
Home Phone: 718-937-4270
Mobile/Cell Phone: 917-222-3333
Birthday:

Class Activity 2: Fill out the Goal Sheet and place in portfolios (check jupitergrades for the file to
download)

Please confirm that your jupitergrades account is up
to date and that you have access to monitor your
progress in all of your classes.

Bring to class a notebook, pen, pencil, you can
bring in your own portfolio to house your
assignments.

May
10-11
2012

CCSS
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, and reflection.

Aim: How is the play a tragedy?

Do Now: Write a sentence using the word tragic as it refers to a historical or personal account.

Mini Lesson: Tragedy

Tragedy
A type of drama in which the characters experience reversals of fortune, usually for the worse. In
tragedy, catastrophe and suffering await many of the characters, especially the hero. Examples
include Shakespeare's Othello and Hamlet; Sophocles' Antigone and Oedipus the King, and Arthur
Miller's Death of a Salesman. See Tragic flaw and Tragic hero.

Tragic flaw
A weakness or limitation of character, resulting in the fall of the tragic hero. Othello's jealousy and
too trusting nature is one example. See Tragedy and Tragic hero.

Tragic hero
A privileged, exalted character of high repute, who, by virtue of a tragic flaw and fate, suffers a fall
from glory into suffering. Sophocles' Oedipus is an example. See Tragedy and Tragic flaw.

Activity:
Let's review the play identity two things that foreshadows the tragic ending.
Why was Romeo, Juliet, Tybalt, and Mercutio fated to die?
What is Romeo's or Juliet's tragic flaw?
According to Tina Turner: What's love got to do with all of this drama? Explain

ACTIVITY ii:
Please take notes on what evidence you see that can best support your thesis for your
paper and double check it against the play for citations.

Your Works Cited or Referenced Page should look something like this:
Shakespeare, William. Romeo and Juliet. Publishing Company. City Published. Date
Published.

Cite your Article's author. "Title" and date published.
UDL
Use advanced organizers (e.g., KWL methods, concept maps) for students to better comprehend
task.
Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery,
concept anchoring, or concept mastery routines)

What do students already know about the plot of Romeo and Juliet?

Formative Assessment:
Teacher's scaffolding students who need more guidance on formatting their introductory paragraph.

Continue working on your essay which is due on MONDAY
14TH.
You will be turning in the following:
TYPED PAPER
Times Roman 12 point font
Article
Outline
Draft that was peer edited.

May 8-9
2012

What do students already know about the plot of Romeo and Juliet?
What does it mean when we say Shakespeare's Romeo and Juliet is timeless?

Formative Assessment:
Teacher's scaffolding students who need more guidance on formatting their introductory paragraph.
Check List:

Student introduced the topic and captures the reader's attention
Student provided some background knowledge and information about the topic
Student sustains the reader's interest and lead up to a clearly defined thesis statement.

Let's review the body for the following:
Topic Sentences tells the reader what the paragraph is about.
Supporting Details from each text with "direct Quotations" as support to the topic sentence and cite
pages numbers at the end of each sentence that has a "direct quoted" (Shakespeare, 4). ---this is
an example.
If you are citing the article within your sentence then go to this Owl Purdue
Your concluding sentence MUST wrap up all ideas presented in the paragraph. Always reiterate the
Topic sentence differently with conviction.

Conclusion:
Did you reiterate the thesis differently?
How did you prove your thesis true?
Did you end strong and leave the reader with any thoughts?

Use this as a check list and make any comments on your peer's page and return to Ms. Hyde.

Write your first draft and bring it in tomorrow!

May 4-7,
2012

· Introduces your topic and provides necessary background information
· Captures the reader’s interest and attention
· States your thesis clearly

UDL
Use advanced organizers (e.g., KWL methods, concept maps) for students to better
comprehend task.
Anchor instruction by linking to and activating relevant prior knowledge (e.g., using
visual imagery, concept anchoring, or concept mastery routines)

What do students already know about the plot of Romeo and Juliet?
What does it mean when we say Shakespeare's Romeo and Juliet is timeless?

Formative Assessment:
Teacher's scaffolding students who need more guidance on formatting their
introductory paragraph.
Check List:

Student introduced the topic and captures the reader's attention
Student provided some background knowledge and information about the topic
Student sustains the reader's interest and lead up to a clearly defined thesis
statement.

Day II:
Let's review each other's introductory paragraph and follow the above check list for
the introductory paragraph.

Let's review the body for the following:
Topic Sentences tells the reader what the paragraph is about.
Supporting Details from each text with "direct Quotations" as support to the topic
sentence and cite pages numbers at the end of each sentence that has a "direct
quoted" (Shakespeare, 4). ---this is an example.
if you are citing the article within your sentence then go to this Owl Purdue
Your concluding sentence MUST wrap up all ideas presented in the paragraph.
Always reiterate the Topic sentence differently with conviction.

Conclusion:
Did you reiterate the thesis differently?
How did you prove your thesis true?
Did you end strong and leave the reader with any thoughts?

Use this as a check list and make any comments on your peer's page and return to
Ms. Hyde.

____________________OriginalTitle______________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________Thesis statement:___________________
____________________________________________________________

Essay Template
Students who use the essay format provided statistically
outperform those who do not. The incorporation of
quotations from a source and explaining the significance
of those quotes strengthens meaning and provides quality
literary analysis.

April
23-26
2012

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high
end of the range.

Aim: How can we synthesize what we know about Shakespeare's Romeo and Juliet Acts I, II, and II in
role play?

Do Now: Students willl get into their groups and Ms. Hyde will select a group to perform.

The Role Play Rubric was emailed to everyone last night to bring to class today. Each group will
use the rubric to review the criteria for doing well on this project. The rubric would also be used be
each group to grade the other groups.

Students will also use the Oscar Nomination forms and select who they think are the best
Actor/Actress for each groups etc. Click on the link to view.

Study your lines for tomorrow's performances.
Don't forget I will be away on a conference. Do your work.

April 19,
2012

CCR:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.

Aim: What is the plot of Shakespeare's Romeo and Juliet Act IV?

Do Now: Summarize in 1-2 sentences the main idea about this chapter.

Activity: Class Discussion Questions:Answer in your notebooks
Act IV
Scene 1
According to Paris, why does Lord Capulet want Paris and Juliet to be married right
away?
What is the Friar’s solution to Juliet’s problem?
When is Juliet supposed to drink the Friar’s potion?
What is Romeo’s part in the Friar’s plan? How will he know of it?
Scene 2
How has Juliet’s father disrupted Juliet’s and the Friar’s plans? What do you foresee
happening because of this?
Scene 3
What are some of Juliet’s fears about drinking the potion?
Scene 5
What does the Friar mean when he says, “Yet nature’s tears are reason’s merriment”?
How does the Friar explain Juliet’s supposed death in line 94?

Assessment: Students' ability to complete tasks on time.

Bring in ALL Supplies, Costumes, and whatever else you
may want to bring for your plays.

April 18,
2012

FRESHMEN SPRING MIDTERM ON ACTS I, II, and II of Romeo and Juliet.

Aim: What is the plot of Romeo and Juliet in Acts I, II, and III?

Do Now: Students will get into assessment mode and prepare to complete the formative assessment.

There were some students who did not complete reading
West Side Story, please make sure to complete it by
Thursday.

Please also prepare to start acting out your plays Next
week Monday.

April
16-17,
2012

Common Core Standards:
W9-10.2.a: Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
W9-10. 2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.

Aim: How is West Side Story a modern day adaptation of the timeless classic Romeo and Juliet, by
William Shakespeare?

Do Now: If you had a choice which group would you become a member of; The Jets or the Sharks?
Explain.

Activity: Students will work in small groups and construct and fill in the Venn Diagram.
Use a Venn Diagram to show---How is the plot of Shakespeare’s Romeo and Juliet similar yet
different to Arthur Laurent’s West Side Story?

Share out: Volunteers from each group will be called on to fill in teacher’s venn diagram.

Assessment: Students ability to stay focus, work as a group, know how to draw and fill in a Venn
Diagram with the appropriate content and support, and complete task before the bell rings.

Day II: Let's discuss the information that you included in your Venn Diagrams and create a class
venn diagram with all of your great ideas.

Let's review for tomorrow's midterm. Good Luck.

Study for your Spring Midterm April 18th, 2012. The
assessment will be on Acts I, II, III, and identification of
literary devices in Shakespeare's Romeo and Juliet.

April 2,
2012

CCR follows the previous day's lesson.
Glossary of Literary Terms to use as a STUDY GUIDE
Aim: Can decisions based on violence or hanger have a peaceful resolution? Explain.
Do Now: Quick write: Which character in Romeo and Juliet comes closest to behaving according to
your own values--Tybalt, Mercutio, Romeo or Benvolio? Why? OR, which character makes the best
decisions. Why?
Mini Lesson:
Find the Following literary devices:
Irony, Oxymoron, Simile, Metaphor, Personification, Symbolism, Soliloquy, Asides, iambic
pentameter.

Please click on the glossary above to help you with your words.

Practice your scenes for tomorrow's class.

March 27,
2012

CCR follows the previous day's as it is a continuation of yesterday's lesson.

Aim: Despite external differences, what are universal concerns facing teenagers throughout time?

Do Now: Let's brainstorm about challenges the characters face in the play Romeo and Juliet. Then
compare these characters' challenges to challenges teens face in today's society. Let's take a look
at the Word document on Gender Differences in Romeo and Juliet.

Activity: Select a partner to work with and create four slides comparing and contrasting what
external differences and universal concern faced Romeo and Juliet to external differences and
universal concerns facing teens today. Use the laptops to research images to represent the two
scenes from the play and images that you BOTH think represents teens concern today. You must
describe the scene, identify the act and scene, write a summary of each. Did times change or do
teens experience the same challenges today as the characters in Romeo and Juliet? Or, you can
compare and contrast the slides using Gender Differences in Romeo and Juliet. Students must
identify any literary devices appearing in this scene. Use proper grammar and have fun!

Rubric
Assessment: Students will use this checklist to ensure that their final PowerPoint
presentation is complete and correct. The checklist is similar to the rubric by which their
presentation will be graded.

How are you like, but different from Romeo?
How are you like, but different from Juliet?

March 26,
2012

CCR
W.9-10.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.

Aim: What does the saying "boys/girls will be boys/girls mean?

Do Now: How would you characterize good parenting? List the characteristics of good parenting:
1
2
3

Day II
Lesson: Nature vs. Nuture

Get a laptop for your group(s)

Activity I: Students will continue to act out their scenes. (please rehearse your roles and lines)

Read them the excerpt from the chapter “Ordering of Sonnes from Fourteene
Yeare Old and Upward” from The Office of Christian Parents: Shewing How
Children Are To Be Governed throughout All Ages and Time of Their Life (1616).
(M.I. Verbal/Linguistic)
15. Explain that this excerpt was published the year that Shakespeare died, so it
represents the mindset of the people concerning the parents’ duty to raise their
children during Shakespeare’s time.
16. Ask students:
• What do you think the author was trying to communicate about boys who
were around Romeo’s age? (DOK: Comprehension) (A: They love to
fight, and take every opportunity they can to fight and are often
unnecessarily killed. They should be raised to be more tolerant of others
and not as quickly angered.)
• What was the parents’ duty to teach their sons? (DOK: Knowledge) (A:
To know when to fight and when to let it go)
• Do you think the parents of either family have taught this lesson to their
sons? (DOK: Analysis)
• Which character appears to be the only one raised as the article suggests is
best? (DOK: Comprehension) (A: Benvolio)
• Do you agree with the author’s conclusion that parents should teach their
sons to fight only when they need to defend themselves from harm? Is
this braver than fighting at every chance they have? (DOK: Evaluation)
• Do you think the author’s advice is still applicable today? Why or why
not? (DOK: Evaluation)

Documents
Primary Source Handout #1
Primary Source Handout #2
Primary Source Handout #3
How Children Are to be Governed
OFFICE OF CHRISTIAN PARENTS
. .
Assessment for our actions (M.I.: Intrapersonal). All students must respond in writing before
moving on with your group!

Study your lines, bring your book tomorrow etc.
I will be grading Homework tomorrow, so you must bring
artifacts etc. for your group. Every one must partiipate
and bring in something to earn a grade.

KNOW YOUR LINES! I MAY SELECT ONE OF TWO
STUDENTS TO RECITE THEIR LINES ON MONDAY.

March
20-21,
2012

Learning Objectives:
Identify and use the literal and figurative meanings of words and understand
the origins of words.
Determine characters’ traits by what the characters say about themselves in
narration, dialogue, and soliloquy.
Analyze interactions between characters in a literary text and explain the way
those interactions affect the plot.
Performance Objectives:
Students will work in groups to fill out a worksheet about how a specific character’s
name reflects his personality with at least two references from the play to support their
conclusions.
Common Core Standards:

Aim: What does the saying "boys will be boys/girls will be girls" mean?

Do Now: Why did your mother/father name you___________________
For Example: My father liked a deceased movie star Natalie Wood and I think that is how my name
came to be.
Borrow one laptop per table

Lesson: Meaning of Names
Anthony: means worthy of praise
Answer the following in your notebooks:
Recall the importance of your name. Did you like it as a child? How many other people you may
know and have your name? Do you like them? etc.

Cooperative Learning. See Handout!
Activity: Grab a laptop research the names of the following characters:
Romeo, Juliet, Benvolio, Mercuitio, Capulet, Montague, Tybalt, and Paris.

“What’s in a name? That which we call a rose
By any other word would smell as sweet.”

Contrary to Juliet’s analysis, names were very important to Shakespeare. He carefully
chose names to describe the characters that they represent. As a group, answer your
assigned question on page 989. Fill in the appropriate boxes with information from the
dictionary and the text. Make specific connections (at least two!) to your assigned
character’s name and his personality. Be sure to write down the page references to your examples.

Exit Question: What did you learn about names today, and why do you think Shakespeare
specifically name his characters?

Formative Assessment: Students ability to participate in class discourse, answer all questions orally
or in notebooks, and contribute to your group work by splitting up the work and doing your part!

Please answer the following and bring to school tomorrow.
Do girls love differently than boys? Explain. Please use
evidence from a book, movie, or real life situation to help
with your explanation.

March
16-17,
2012

W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.

Aim: What are the most important scenes in Acts I, II, and III of Romeo and Juliet?

Do Now: Review Vocabulary
Turn in Scripts. This would count as your class participation grade. You must have contributed to
your group work, and attended school on the days when your group worked on this activity.

Lesson: Literary Device Oxymoron
Oxymoron - putting two contradictory words together.
i.e. bittersweet, jumbo shrimp, and act naturally
The most common form of oxymoron involves an adjective–noun combination. An oxymoron consists
of two contradictory words occurring one after the other. A paradox consists contradictory words
separated by intervening words.
History
The oxymoron was particularly popular during the late 16th century and throughout
the 17th century. In literary terminology, it is regarded as a common type of
"Petrarchan conceit" that was frequently used in love poetry to make an unusual and
often lengthy comparison between two dissimilar topics or objects. A common and
arguably cliché example is the likening of a lover as a ship on a stormy sea with his or
her beloved described as a "cloud of dark disdain."

Literary Examples
A popular example is found in the first act of Shakespeare's famous play, Romeo and
Juliet:

Here's much to do with hate, but more with love.
Why then, O brawling love! O loving hate!
(1.1.175-79)

Activity I: Please work within your script group and find as many oxymorons as you can find in
Shakespeare's Romeo and Juliet! The group to list the most oxymorons first WINS! Each member
gets a star!

Activity II: I would need to see at least some props for the set tomorrow, so start thinking
about who will bring in what. Practice your script lines. I am really having fun seeing you
all have fun with this project! We can take this straight to broadway. Don't forget to look at
the rubric.

Check Jupiter Grades to see where you are with your
grades. Please do not wait for the weekend to email me
because I have school and other grading to complete.

Create 5 sentences using an oxymoron in each. Use the
list as a guide.

March 13,
2012

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.9-10.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature.
W.9-10. 1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
DI: Extended time where necessary.

Aim: How can we demonstrate our knowledge about the sequence of events of Shakespeare's
Romeo and Juliet?

Do Now: Students will be instructed to put away all books and only use their notebooks to take an
assessment. The assessment will be graded on the amount out of 100. Students MUST answer in
complete sentences. SPELLING COUNTS!

March 12,
2012

Goals and Skills
Explain the structure of the plot(s) and describe the dramatic techniques the
playwright uses to advance them.
Trace the development of major and minor characters and explain how
characterization advances the plot or theme

CCR:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.

Aim: How does the cause-effect relationship work and how does it relate to the
events leading up to the tragic end of the play?

Do Now: What do you think caused 911 and what effect did it have on
America and Americans during that time and even now?
.
Lesson: Cause and Effect:
A cause is something that makes something else happen. Out of two events, it is
the event that happens first. To determine the cause, ask the question "Why Did it
Happen?"

An effect is what happens as a result of the cause. Of two related events, it’s the
one that happens second or last. To determine the effect, ask the question "What
Happened?"

Act III Questions We must answer today:
5.        How does Romeo blame Juliet for Mercutio’s death?
6.        What is Romeo saying when he calls himself “Fortune’s Fool”?
7.        Why does the Prince choose to exile Romeo instead of put him to death?
Scene 2
8. In her soliloquy, Juliet longs for night to come so she can be with Romeo. What
does the audience know that Juliet doesn’t at this point?
9. What foreshadowing does Juliet unconsciously offer concerning Romeo’s death?
10. How does Juliet describe Romeo starting in line 73?
11. What does Juliet think is worse: Tybalt is dead or Romeo is banished?
Scene 3
12. What does the Nurse tell Romeo to do starting in line 89?
13. What reasons does the Friar give Romeo to be happy?
Scene 4
14. What decision does Lord Capulet make for Juliet?
Scene 5
15. Where does Juliet think she will next see Romeo?
16. How does Juliet trick her mother into thinking she hates Romeo beginning with
line 94?
17. How does Lord Capulet respond when Juliet turns down the marriage proposal?
18. What advice does the Nurse give to Juliet? Why?

Cause
The driver parked in a no
parking zone.
Ms. Hyde's E2 class studied
hard for their test.

Effect
The driver got a ticket.

Ms. Hyde's E2 class passed the
test.

You will have a test on Act II and Act III on Wednesday.
Please study all Questions and Characters.

Fill out the cause and effect chart on Romeo and Juliet
that was given to you in class today and bring in
tomorrow. I do not have additional copies so please be
respobsible and try not to lose it.

You should also copy the format of the cause and effect
chart in your notebook.

March
6-8, 2012

Goals and Skills

Explain the structure of the plot(s) and describe the dramatic techniques the
playwright uses to advance them.
Trace the development of major and minor characters and explain how
characterization advances the plot or theme.

CCR:
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
Act II
EQ:Are we governed by fate or free will?

Aim: How can fate control people's lives?

Do Now (DOK Extended Thinking L3/Analysis): Answer the three questions you started in class,
but had to finish as homework.
A: The father picks the husband, and it often happens at a young age.
A: Marry young, listen and do what your parents suggest, etc.
A: He wanted to marry them to make them happy as well as to try to stop the fighting through the
children’s alliance.

Exchange your papers and let's correct the Grammar Worksheet on conjunctions.

Lesson:
Dramatic Irony- (inform students that it is under the heading of Irony!) It occurs when the audience
knows something important that a character does not know.
It is one of three kinds of irony. Irony
describes the difference between what we
expect or what seems suitable and what
actually happens.
Foreshadowing:the use of clues to hint at events that will occur later in a
plot. It is used to build suspense and even anxiety in the reader/audience.
Q: From the very beginning, Shakespeare lets us
know that Romeo and Juliet will die.
Do you think this adds suspense, or do
you think it ruins the story by giving
away the ending? (DOK L3 Extending thinking of Evaluation)

Activity 1: Complete watching Act II

Day III
Activity 2:
Act III where Count Paris will enter back
into the scene and complicate things for Romeo and Juliet. Pay close attention to how
Lord Capulet’s position on marriage changes. Think about the rules and customs of the time to
judge for yourself whether his actions were out of line and unfair or not.

Act III Study Guide Questions for Class Discussion with textual support.
Scene 1
1.        Mercutio is mocking Benvolio at the opening of this scene. What is he saying and how do we
know he is teasing?
2.        Why does Romeo refuse to fight with Tybalt? What does he say in lines 66-
70?
3.        How does Mercutio respond to Romeo’s answer?
4.        After Tybalt stabs Mercutio, what does he say in line 88? Why do you think he says this?
5.        How does Romeo blame Juliet for Mercutio’s death?

Activity IIIA:
Students will act out a small scene: "Hurling Insults at each other using Shakespeare's
words".
In the first activity, two students faced each other, each with a short insulting phrase. Students had
a few moments to review the words, determine meaning, and think tone and gesture that would
really get that meaning out to the audience. Then, one pair at a time, students hurled the insults.
Act IIIB:
Students will form small groups and select four directors (leadership role) and act out the
scene they deem most important to Act III.
Click on this link to view the Shakespeare's Scene Performance Rubric

Learn your lines without using the book for tomorrow.
Also act out your "big scene" performance for/with a family
member. Wouldn't it be funny if your entire family got in on
this act to support you!

March 5,
2012

Goals and Skills

Explain the structure of the plot(s) and describe the dramatic techniques the playwright uses
to advance them.
Trace the development of major and minor characters and explain how characterization
advances the plot or theme.

Which of these rules and customs do you think Lord
Capulet follows? (Analysis)
Which rules seem to shape Lady Capulet and Juliet’
s views on marriage? (Analysis)
What rules did the Friar follow? What rules did he
break? What were his motives to marrying the
young couple? (Analysis)

Please make sure you have all returned work in your
school folder.
We will be moving on to Act III tomorrow, please bring in
your play.
WOULD YOU LIKE TO PUT ON THIS PLAY?
I would like to discuss with you putting on the play for the
school and would need the following:
Actors and understudy
Materials for the Set (Set Designers)
Costumes (Costumes designers)
Artists
Singer
Props

February
27 to
March 2,
2012

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Focus: Marriage Customs in Romeo and Juliet and 17th Century London
Performance Objectives: Students will compare and contrast character views on marriage
with the marriage customs of the sixteenth and seventeenth century in a class
discussion with 100% participation.

Aim: Explain your thoughts about at what age do you think are boys/girls mature enough to handle
a relationship/marriage?

Do Now: Compare your parents and how they met, and what you know about their past to present.
What do you think are your parents' view on you having a "boyfriend/girlfriend/significant other" at
this age?

“What are some wedding customs, traditions, or practices in your family and/or
culture? (Intrapersonal)

Lesson: Drama Terms
Soliloquy- a long speech in which a character who is onstage alone expresses his or her thoughts
aloud. Friar Lawrence: Act II, Scene 3
The audience is supposed to be
overhearing the character’s private
thoughts. Q: Why are soliloquies an
important tool for playwrights?
Aside- words that are spoken by a character in a play to the audience or to another character but
that are not supposed to be overheard by the others on stage.Act I, Scene 1: Gregory and Sampson
speak in asides as they pick a fight
with the Montague servants. The
Montagues are on stage, but do not
hear Gregory and Sampson’s lines
Stage directions usually tell the actors
when their lines are an aside.
Dialogue- the conversation between characters in a story or play.It helps us learn about
the characters and move the plot forward.
Any time the characters speak to one another.

Study Guide Class Discussion Questions on Act II
Act II
Chorus
1. According to the Chorus, what has happened to Romeo’s old love? (DOK:
Comprehension)
A: Rosaline has been replaced by Juliet.
2. What is Romeo and Juliet’s major obstacle now? (DOK: Comprehension)
A: Romeo will have to ask Juliet’s father for permission to marry her, and Juliet
does not have any power to meet him anywhere because of her close supervision.
Scene 2
3. Why do Romeo and Juliet spend time discussing their names? Why are they
important? (DOK: Analysis)
A: Their last names are the main reason why they cannot be together because their families are
feuding. However, they both understand that their names do not
make up who they really are.
4 Who proposed first? (DOK: Comprehension)
A: Juliet proposed first and this tells a lot about her personality
5 In lines 159 and 178, Juliet makes reference to owning a bird—one a falcon and the other a pet.
How do these metaphors characterize the kind of relationship Juliet wants with Romeo? What does
this say about Juliet’s character? (DOK Analysis)
A: She wants to own him and keep him near her like a chained pet. She is the
dominate character.
6. How does Romeo respond? (DOK: Comprehension)
A: He would willingly be her pet.

Class Discussion Day II
7. How is this Juliet different from the one we first met while she was talking to her mother? (DOK
Analysis)
A: At first she seemed shy and obedient. Now, she is very dominant and is taking
more control over her own life and relationships. She seems more independent.
8. Line 184 is an example of what literary term?
A: Foreshadowing (DOK Knowledge)
Scene 3
9. What is Friar Lawrence’s first reaction to the news that Romeo wants to marry Juliet? (DOK
Comprehension)
A: He made fun of him because just yesterday he was in love with Rosaline. He
said that he does not understand love.
10. Why does the Friar agree to help the young couple? (DOK Comprehension)
A: He thinks that by marrying Romeo and Juliet, the feud between the two
families might end.
Scene 4
11. What has Tybalt done in the opening of this scene? (DOK Knowledge)
A: He has sent a letter to Romeo challenging him to a fight.
12. How does Mercutio describe Tybalt? What does he mean by “Prince of Cats?” (DOK
Comprehension)
A: He describes him as a sly and cunning dueler.
13. What was the main purpose of Romeo and the Nurse’s conversation? (DOK Comprehension)
A: To set a time for Romeo and Juliet’s wedding.
Scene 5
14. How would you characterize the nurse? (DOK Analysis)
In scene 3 of Act I she tells bawdy jokes. She is bumbling and mixes up
sentences during her conversation with Romeo and toys with Juliet
during scene 5. She is used for comic release.
Scene 6
15. What foreshadowing is given at the beginning of this scene? (Comprehension)
A: Line 7 and 9 refer to death and violence and remind us of the steps that the
young couple may take if they are separated.
16. What event takes place in this scene? (Knowledge)
Romeo and Juliet are married.

Activity II: Let's continue watching the Zeffirelli's movie of Act II

Assessment: How well did you do at taking notes and answering the questions above? What are
you still not getting in reading Romeo and Juliet?

Review Act II and III
Review 16-17th century marriage customs and
Answer the following Question: Based on your prior
research and knowledge of 17th century, how are
marriage customs of the sixteenth and sevententh century
differ from today's customs? Be prepared to participate
tomorrow as I will be calling on you to inform the class on
what you Know and Learned and Want to know.

HOMEWORK #2 DUE 3/2/12
YOU MUST CLICK AND READ THIS ARTICLE. PRINT
AND BRING IN YOUR OWN COPY FOR TOMORROW'S
3/2/12 CLASS DISCUSSION! BE PREPARED!
Click on this link and Read the Historical
Background of Marriage. These rules were taken
from documents dating back to the early sixteen
and seventeenth centuries, which includes the
time at which Shakespeare was writing his famous
plays, including Romeo and Juliet. “Law’s
Resolution for Women’s Rights” was
published in 1632, only 16 years after Shakespeare’s
death.

Answer the following Questions from the reading:

Who is in charge of the marriage process?
(Comprehension)
What is the girl’s role in the marriage
process? (Comprehension)
Explain the engagement process.
How would you feel if these rules and customs
were still in effect today?

February
17, 2012

CCS
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

Aim: In what ways do little decisions/choices affect our lives and our big
achievements/responsibilities/tragedies?

Do Now (DOKL3): Explain how a little decision has affected your life, the life of a character in a
literary work, realy life stories in the media, movie, TV show etc.

Lesson: Tragedy and related words in Drama
Tragedy: A type of drama in which the characters experience reversals of fortune, usually for the
worse. In tragedy, catastrophe and suffering await many of the characters, especially the hero.
Examples include Shakespeare's Othello and Hamlet; Sophocles' Antigone and Oedipus the King,
and Arthur Miller's Death of a Salesman.
Tragic flaw:A weakness or limitation of character, resulting in the fall of the tragic hero. Othello's
jealousy and too trusting nature is one example.
Tragic hero
A privileged, exalted character of high repute, who, by virtue of a tragic flaw and fate, suffers a fall
from glory into suffering. Sophocles' Oedipus is an example. See Tragedy and Tragic flaw.

Formative Assessment: Students are being assessed on Shakespeare's Romeo and
Juliet's Act 1 Scenes 1 to 5. Their ability to recall plot, characters, conflicts, themes,
setting, point of view.

If time permits: Students can complete their well developed paragraph.

Share out!

Complete Reading Acts 2 and 3.
Complete Vocabulary Worksheet and any other handouts
given in class

February
16, 2012

CCS:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

DOK Addressed:
Students will use evidence from a passage to formulate opinions in response to a reading passage.

Aim: How does Shakespeare still speaks to a 21st century audience about respect?

Do Now:Compare and contrast members of the two family and explain how the Montagues and
Capulets can show respect for each other.
1
2
3

Lesson: What is the meaning of the word Respect ppt?
re·spect [ri-spekt] Show IPA
noun
1.
a particular, detail, or point (usually preceded by in ): to differ in some respect.
2.
relation or reference: inquiries with respect to a route.
3.
esteem for or a sense of the worth or excellence of a person, a personal quality or ability, or
something considered as a manifestation of a personal quality or ability: I have great respect for her
judgment.
5.
the condition of being esteemed or honored: to be held in respect.
verb (used with object)
9.
to hold in esteem or honor: I cannot respect a cheat.
10.
to show regard or consideration for: to respect someone's rights.
11.
to refrain from intruding upon or interfering with: to respect a person's privacy.
12.
to relate or have reference to.

Activity:
Write a well-developed paragraph in which you use ideas from Shakespeare's Romeo and Juliet to
establish a controlling idea (theme) about respect. Develop your controlling idea using specific
examples and details from Act I.

The peer-edit step helps build a learning community in which peers work collaboratively heightens
the awareness of various print and grammatical conventions for the peer editor and the author.

PEER REVIEW CHECKLIST

Is the content interesting and thoughtful?
Is the main idea clearly stated?
Is there enough supporting information?
Are the supporting paragraphs relevant and well-organized?
Are ideas connected by transitions and other linking devices?
Is the conclusion effective?
Are the sentences clear?
Are sentence length and structure varied?
Is the paper free of punctuation, spelling, and usage errors?
Is the final version of the paper neat and legible

Peer Evaluation and Editing Writing

Reader's Name___________________________

Writer's Name___________________________

This piece of writing was:

The part I liked best was:

This piece can be improved by:

Look for:
Hook
genre of book and title of book is underlined
controlling idea is clear
punctuation: periods, question marks, commas, capital letters.
sentences: complete, have variety, paragraphs
Spelling
Has main idea, has supporting ideas with quotations, has conclusion
Organized well. last sentence wraps up or summarizes the paragraph and goes back to the
controlling idea.

Assessment: student's ability to get through each task on time. Student's ability to apply and
transfer knowledge about controlling idea about respect to writing a well developed paragraph.
Student's ability to follow instructions.

Differentiation: Students are provided with guided writing template to improve thier writing an
organized and well developed paragraph.

Complete Reading Act II.

There will be a test on Friday on Act I.

February
10, 13, 14
2012

	Respect for All Week Every February, the New York City Department of Education organizes “Respect for All” week, an initiative that helps students respect their peers of different races, ethnicities, religions, gender identities, gender expressions, and sexual orientations. These activities, actions, and discussion guides will help your group promote respect for the LGBT community. Aim: How can we show "respect for all"? Do Now: Identify a time when you experienced dis-respect either through personal experience, seeing it on TV, through the media, or in a literary or non-fiction work. Do Now: What do you think you can do to gain everyone's RESPECT? Then list two reasons why people should respect something they abhor? Lesson: First Thoughts: Exploring Stereotypes (15 minutes) Explain that one form prejudice takes is "stereotypes." Ask, What do we mean by "stereotype"? Elicit that a stereotype is a general statement about a group of people based on incomplete information. Today we're going to explore stereotypes through an exercise called "First Thoughts." Have the students work in groups of four. Each group needs a piece of chart paper and markers. In their groups the students write the word "teenager" in the middle of the chart paper and draw a line around it. Then they fill the paper with their first thoughts about teenagers. Give the groups five or ten minutes to complete their "first thoughts" charts. Then give each group a chance to share what they came up with. After all of the groups have presented, write "Teenagers" on the chalkboard, elicit from the class the main points that have emerged from their "first thoughts," and write them down. Your description might look something like this: Teenagers: like loud music are addicted to junk food talk on the telephone a lot are rowdy, rude, and disrespectful won't let anybody tell them what to do are totally into themselves Discuss: Do some teenagers fit this description? Do all teenagers fit this description? Who can describe a teenager you know who is not like this? Is it fair to say or imply that all teenagers are like this? What negative results could come from people having stereotypes of teenagers? Prejudice and Discrimination: Explain that cultural differences can enrich our lives. The foods we enjoy from various cultures are just one of the ways we benefit from cultures different from our own. But unfortunately cultural differences are sometimes used as an excuse for mistreating people. We often see this in the world around us. It is for this reason that we are participating in Respect for All week. Prejudice and discrimination can cause much pain. Elicit from the students that prejudice is a negative attitude or opinion that is not based on knowledge. Discrimination is action based on prejudice. Ask, students to share examples of prejudice and discrimination? Encourage them to think of examples that they have experienced or witnessed in their own lives. Make sure the students know the names for various kinds of mistreatment people experience because of differences. You might make a chart that lists target groups on the left and ask the students for the name for systematic mistreatment of those groups. The completed chart might look like this: TARGET GROUP SYSTEMIC MISTREATMENT Women/Men Sexism, Abuse People of color Racism Jewish people Anti-Semitism Gay people Homophobia, Abuse Older people Ageism, Abuse Poor people Classism, Abuse Activity: Use your image to either join a group and create a collage showing maltreatment of the Native Americans and their protests. Then on the other side of a poster, you can show how Native Americans should be respected and through what methods. Additionally, Respond to the article and how you can best help them if you were in a position to do so. Assessment: Students ability to listen attentively and complete all activities.

KEEP A GOOD DEED CATALOGUE: Journalize 10 good
deed acts that you have either done or notice the good
deeds of others. I need to see Date, Time, Place,
Description of the Good
Deed, Identify the people, how is this showing RESPECT!

and complete reading Act 2 of Shakespeare's Romeo and
Juliet.

Image 1

February
9, 2012

SL.9-10.1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
L.9-10.1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

Instructional Objective: Read for a purpose; expect reading to make sense,
to answer questions or to stimulate ideas
Expand vocabulary through reading, etymology and the use of dictionaries and
other references.

Aim: What is the plot of Act I Scenes 4 to 5?

Do Now: We know through flashback in the prologue that Romeo and Juliet are going to die.
Predict how they are going to die and what will cause their deaths.

Recall what we Know, Wanted to know, and What we Learned:
Prologue
1. Where does this story take place? (DOK: Knowledge)
A: Verona p.901
2 How does Shakespeare describe Romeo and Juliet? (DOK: Comprehension)
A: A pair of star-crossed lovers p. 901
3 What does that mean in terms of their final destiny? Who or what is in control?
(DOK: Comprehension)
A: That line means that fate is in control, not people. Their destiny is written in
the stars.
Act I
Scene 1
1. What two families are feuding? (DOK: Knowledge)
A: The Capulets and Montagues
2. What is Tybalt’s opinion of peace? Line 69 (DOK: Comprehension)
A: He hates the word and views being peaceful as being cowardly. P 904
3. How does this contrast with Benvolio’s position? (DOK: Analysis)
A: Benvolio is trying to be peaceful by breaking up the fighting servants. He
actually wants to work with Tybalt to break up the fight. p. 903-904
4. What does the Prince say caused the three public brawls? Line 86 (DOK:
Knowledge)
A: An “airy word”—nothing of substance.
5 What did the prince say would happen if the two families fight in public again?
(DOK: Knowledge)
A: They would be put to death. P. 905
6 What does Romeo mean when he says in line 171, “Here’s much to do with hate,but more to do
with love?” (DOK: Analysis)
A: He means that the two families like to fight. They love fighting more than
they hate each other.
7. Why is Romeo in such a bad mood when we first meet him? (DOK:
Comprehension)
A: He is in love, but his love does not love him back.
8. How does Romeo describe love in lines 187? What does he mean by this?
(DOK: Analysis)
A: He describes it as “smoke made with the fume of sighs.” It is brief and
unsubstantial. P. 908
Scene 2
1. How old is Juliet? (DOK: Knowledge)
A: 13 years old
2. What is Paris asking Old Capulet? What is Capulet’s answer? (DOK:
Comprehension)
A: He is asking to marry Juliet. Capulet doesn’t want them to get married right
away because of her age.
3. Who is Romeo in love with now? What have Benvolio and Romeo decided to do to see her? What
are the motives of each? (DOK: Comprehension and Analysis)
A: Romeo is in love with Rosaline, which we know because of his reaction to the servant’s guest list.
They have decided to go to Capulet’s party. Benvolio wants to go to help Romeo get over Rosaline
by seeing that other women are just as pretty as or even prettier than her. Romeo wants to go just
to see Rosaline and rejoice in her splendor. p. 913
4. What problems do you think might arise from crashing the Capulet’s party?
(DOK: Synthesis)
A: They may start a fight and be put to death, the Capulet’s might kill them, etc.
Scene 3
1. How does Juliet demonstrate that she is a dutiful daughter? (DOK: Analysis)
A: She agrees to see Paris, but will not act or feel any further without her
mother’s consent. p. 918

Class Discussion:
Act I Scene 4
16. Who is Queen Mab? What does Mercutio think she has done to Romeo?
(Comprehension)
17. In his speech starting on line 106, Romeo foreshadows that something
terrible will happen at the party. Why does he continue to go? (Analysis)

Scene 5
18. What happens to Romeo in line 53? (Comprehension)
19. What does Tybalt want to do when he discovers Romeo at the party? What
does his Uncle Capulet have him do instead? Why? (Comprehension and
Analysis)
20. What does Capulet’s reaction say about the feud? (Analysis)
21. What is Romeo’s reaction when he finds out that he just kissed Juliet, a
Capulet? (Comprehension)
22. What is Juliet’s reaction when she discovers that Romeo is a Montague?
(Comprehension)

Make Connections and compare and contrast the play with the film.

Assessment: 100% participation and correct answers, shows student
completed the homework assignment of reading Act I

Bring in supplies crayons, art supplies etc. for OUR
RESPECT FOR ALL PROJECT.

Move on to reading All of Act II due Monday.
Act II
Chorus
39. According to the Chorus, what has happened to
Romeo’s old love?
40. What is Romeo and Juliet’s major obstacle now?
Scene 2
41. Why do Romeo and Juliet spend time discussing their
names? Why are they
important?
42. Who proposed first?
43. In lines 159 and 178, Juliet makes reference to owning
a bird—one a falcon and
the other a pet. How do these metaphors characterize the
kind of relationship
Juliet wants with Romeo? What does this say about Juliet’s
character?
44. How does Romeo respond?
45. How is this Juliet different from the one we first met
while she was talking to her
mother?
46. Line 184 is an example of what literary term?
Scene 3
47. What is Friar Lawrence’s first reaction to the news that
Romeo wants to marry
Juliet?
48. Why does the Friar agree to help the young couple?
Scene 4
49. What has Tybalt done in the opening of this scene?
50. How does Mercutio describe Tybalt? What does he
mean by “Prince of Cats?”
51. What was the main purpose of Romeo and the Nurse’s
conversation?
Scene 5
52. How would you characterize the nurse?
Scene 6
53. What foreshadowing is given at the beginning of this
scene?
54. What event takes place in this scene?

February
6-8, 2012

CCS: W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

Instructional Objective: Read for a purpose; expect reading to make sense, to answer questions
or to stimulate ideas
Expand vocabulary through reading, etymology and the use of dictionaries and other references.

Aim: What is the plot of Act I Scenes 1 to 5?

Do Now: What are some adjectives you heard that suggest the play's atmosphere? (fatal, piteous,
death marked, fearful).

Do Now: How is the play different than the movie?

Anticipatory Set (Lead-In Do Now): Two volunteers
Journal: Write about a time when you have experienced violence. This is open to personal
experiences, media portrayal, or the way it is discussed in certain works of literature.

Post Reading Act I Scenes 1-5 Activity Sheet: Cite the page numbers
Post Reading Activity of Shakespeare’s Romeo & Juliet Act I, Scenes 1-5
We will discuss the following Questions in class. Your utmost attention and focus is required
because you have to listen attentively to the answers, and take notes/ write the answers in your
note books. This activity will help sharpen your listening skills. Identifying Reading Skills.

Prologue
1. Where does this story take place?(Identify Factual Information)
2. How does Shakespeare describe Romeo and Juliet? (Comprehension)
3. What does that mean in terms of their final destiny? Who or what is in control? (Comprehension)

Day II Class Discussions:
Act I Scene 1
4. What two families are feuding? (Identifying Factual Information)
5. What is Tybalt’s opinion of peace? Line 69 (Comprehension)
6. How does this contrast with Benvolio’s position? (Analysis)
7. What does the Prince say caused the three public brawls? (Line 86) (Identify Factual Information)
8. What did the prince say would happen if the two families fight in public again? (Identify Factual
Information)
9. What does Romeo mean when he says in line 171, “Here’s much to do with hate, but more to do
with love?” (Inference and Analysis)
10. How does Romeo describe love in lines 187? What does he mean by this? (Analysis)

Act I Scene 2
11. How old is Juliet? (Knowledge)
12. What is Paris asking Old Capulet? What is Capulet’s answer? (Comprehension)
13. Who is Romeo in love with now? What have Benvolio and Romeo decided to do to see her?
What are the motives of each? (Comprehension and Analysis)
14. What problems do you think might arise from crashing the Capulet’s party? (Synthesis)

Act I Scene 3
15. How does Juliet demonstrate that she is a dutiful daughter? (Analysis)

Act I Scene 4
16. Who is Queen Mab? What does Mercutio think she has done to Romeo?(Comprehension)
17. In his speech starting on line 106, Romeo foreshadows that something terrible will happen at the
party. Why does he continue to go? (Analysis)

Scene 5
18. What happens to Romeo in line 53? (Comprehension)
19. What does Tybalt want to do when he discovers Romeo at the party? What does his Uncle
Capulet have him do instead? Why? (Comprehension and Analysis)
20. What does Capulet’s reaction say about the feud? (Analysis)
21. What is Romeo’s reaction when he finds out that he just kissed Juliet, a Capulet?
(Comprehension)
22. What is Juliet’s reaction when she discovers that Romeo is a Montague? (Comprehension)

Assessment: 100% participation and correct answers, shows student completed the
homework assignment of reading Act I

Due Tomorrow 2/7/2012
Complete Reading Act I Scenes 1-5
Answer the rest of the questions pertaining to Act I
Scenes 1-5

February
3rd, 2012

Purpose: Students will become familar with the Elizabethan Era as background
knowledge for reading Shakespeare's Romeo and Juliet.
Instructional Objectives:
To use relevant information from the internet to gain background
knowledge of the Elizabethan Era.
Differentiation:
Students are provided with links for easy access to online information.
Use of dictionary
Reading aloud instructions
Consistent scaffolding
DOK-L1, 3: Students will identify characteristics of the Elizabethan Era and draw
conclusions based on their research.

Aim: What conflicts can you predict will exist in teh play Romeo and Juliety?

Do Now: What were the highlights of the Elizabethan Era and who was William Shakespeare?

HOUSE OF CAPULET
Juliet: daughter to Capulet, takes the lead in the romance, lyrical use of language, has premonitions
but does not act on
them, isolated, only one in the play to guess the outcome
Tybalt: Juliet’s cousin, foil to Romeo, passionate, prideful, easily provoked, high-spirited, hot-
blooded, fiery nature,
inflexible, single set of absolutes
Nurse: Juliet’s nurse, stereotypical, arrogant, garrulous, ignorant, bawdy, uncultivated, old and
infirm, fickle, wants the
“best for Juliet” (translated: wants Juliet married to anyone), looks at love as “animal lust”, comic
Capulet: Juliet’s father, impatient, loves Juliet but is misguided in his love, querulous, inflexible, old,
looks at love as a
good match
HOUSE OF MONTAGUE
Romeo: son of Montague, isolated, passionate, idealistic, naive, has premonitions but does not act
on them, helpless
Mercutio: kinsman to Prince and friend of Romeo, witty, honorable, intelligent, loves word play,
amiable, could be voice
of reason but underestimates Romeo’s passion, foil to Romeo, his death makes the tragedy
inevitable
Benvolio: Montague nephew, friend of Romeo, peacemaker
Other important characters
Paris: a count, betrothed to Juliet, foil to Romeo
Friar Laurence: Romeo’s counselor, loved and respected, attempts to do what is “right”, marred
reasoning, misplaced virtue
Divide a sheet of chart paper in half lengthwise, place the House of Capulet on one side, the House
of Montague on the
other. You can use this later to chart the relationship of the characters.*
4. Shakespeare used language to tell his story and to develop his characters. After the students are
familiar with the story,
show them places where Shakespeare uses*

Making predictions: What predictions can you make that will happen to Romeo or Juliet?

Share out.


Read Act I and complete the handout

Feb.1-2,
2012

CCS RL 9-10.4
WR 9-10. 1.7.8
Purpose: Students will become familar with the Elizabethan Era as background knowledge for
reading Shakespeare's Romeo and Juliet.
Instructional Objectives:

To use relevant information from the internet to gain background knowledge of the
Elizabethan Era.

Differentiation:

Students are provided with links for easy access to online information.
Use of dictionary
Reading aloud instructions
Consistent scaffolding

DOK-L1, 3: Students will identify characteristics of the Elizabethan Era and draw conclusions based
on their research.
Aim: How may personal decisions affect your family or neighborhood?

Do Now: Create a List of Decisions that you've made that can possibly affect your family, or
neighborhood.

Lesson: Theme is the main idea of a story.
"Decisions can have long term effects?"

Class Activity:
Writing Prompt: Decisions can have long-term effects on someone's life. Sometimes, decisions
cannot be taken back or reversed. Think about a big decision you have had to make. Did you
gather others' opinions before making the decision? What influenced your decision making? Did
your parents, teachers or mentors influence your decision?

Social Offences:
Give each a score 1-5 with 5 being worst and 1 being least bad

Advising someone to marry for money when he/she is in love with someone else
Crashing a party
Getting into a knife fight
Giving the finger or another rude gesture
Help someone commit suicide
Killing someone in revenge for a murder
Lying to parents
Marrying against parents’ wishes while underage
Marrying someone while still married to someone else
Picking a fight that you know might get serious
Running away
Selling poison illegally
Stabbing someone in the eye for fun and then laughing
Starting a fight that results in a death

Activity II: Students will conduct their research as a group using classroom laptops.
The following are links for your research:
http://www.elizabethan-era.org.uk/
Elizabethan Timeline
Shakespeare's Life and Times
Elizabethan Drama 1558-1603

Share out

Assessment:
Students are actively engaged in classroom activities, cooperative learning, and class discussion.

The following are due on Friday 3rd, 2012
Research and present the following tomorrow
Elizabethan Era. DO NOT USE WIKIPEDIA. YOU MAY
ONLY USE .GOV, .EDU, ORG. AND CITE YOUR
SOURCES.
Food
Men
Women
Clothing
Religion
Racism
Jobs
Education
Who was William Shakespeare?
Shakespeare's birth, education, marriage/love interests,
literary works and how many plays and poems.
You can get really creative and add pictures to a power
point etc. Sky is the limit.

PLEASE PRINT THE LAST PAGE OF YOUR SYLLABUS,
FILL OUT ALL THE INFORMATION COMPLETELY, AND
RETURN TO SCHOOL ON FRIDAY!

1/31/2012

Aim: What is E2 Course Outline and Overview?
Do Now: What can I expect from you this semester? What do you expect of yourself? What are your
parents' expectations of yourself?
Activity: Read the Syllabus
Self-Assessment:
Write your answer to each question below in descriptive detail. You may want to include specific
examples.
1.) Describe your performance in high school thus far. Include any factors that have influenced your
school performance, either negatively or positively.
2.) Describe your academic and personal strengths.
3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say about yourself?
5.) What skills do you want to improve or acquire in English and other subjects before high school
graduation?
6.) What are your future goals? What do you want to become? What area of study (in college) most
interests you and why?
7.) Share three random things about yourself that would be surprising or unique. Of course, this
would be appropriate to share with me, your teacher, and your classmates.

Go to mshyde.net and get familar with browsing the
website.

1/11/12

CCS RL 9-10.2, 3, 8

Aim: How can we prepare to excel on our final exam?

Do Now: Write an example of a simile, metaphor and personification

Lesson/Activity
Both will be combined for today’s class. The students will first fill out a crossword puzzle, using the
clues given to identify various literary devices. After the first short work period the class will go over
the answers, with guidance from the teachers, all working toward the students’ mastery of the terms,
definitions and examples of such.

Upon completion of the puzzle, class will participate in a version of classroom Jeopardy, answering
individual questions about identifying elements.

The following list the literary terms that you got on the first midterm. It's basically the same so please
review and STUDY.

Genres:
1.        Autobiography can be defined as the history of a person’s life written by that person, while a
biography is the history of a person’s life written by someone else.
2. A parable is a symbolic story that uses the characters and events to teach a moral lesson.
3. A work of fiction tells a story that has been created in an author’s mind. A work of non-fiction
retells a true story. Autobiographies and biographies are works of non-fiction.

Literary Elements:
1.        Characterization can be defined as the creation and development of characters, the people
who carry on the action in a literary work. We have discussed dynamic character, which are
characters that change over the course of a literary work. WE have also discussed flat characters,
which do not change much over the course of a literary work.
We also know that the protagonist is the character around whom the action or events of a story
revolve! The antagonist is the character or force which opposes the protagonist in some way.
2.        Theme can be defined as the central idea of a literary work, the author’s message. (Ex:
Better late than never!)
3.        Point of view (narration) can be defined as the angle from which a story is told (1st person /
3rd person)
4.        Setting can be defined as the time and place in which events occur
5.        Conflict can be defined as a problem the characters in a story are faced with. Conflicts are
usually one of four types: man vs. self, man vs. man, man vs. world and man vs. nature. Many times
conflicts can be more than one of these at a time.
6.       Plot can best be defined as the sequence of events that take place in a literary work –
Exposition / Rising Action / Climax or Turning Point / Falling Action / Resolution.
7. The structure of a literary work can best be defined as how the parts of a work are organized and
arranged (into paragraphs, chapters, periods of time, etc.)

Literary Devices
1.        In a flashback, the author interrupts the story to reveal an event that happened before the
opening scene of the literary work
2.        Foreshadowing is the suggestion of events that will happen in the future of a literary work
3.        Irony is a situation or event that is the opposite of what might be expected
4.        Symbolism is an idea or thing that stands for SOMETHING LARGER THAN ITSELF
5.        The mood of a literary work can be defined as the feeling and atmosphere that the reader
gets from a literary work. Usually descriptive words and phrases set the mood (it was a dark and
stormy night when…)
6.        Tone is best defined as the attitude or viewpoint that an author shows toward the subject of
his/her story (this can often be noticed in the theme of a literary work)


Review notes and worksheets in studying for final exam

1/10/2012

Ms. Hyde & Mr. Sipkin
CCS RL 9-10.2, 9-10.3, 9-10.5

Aim: How can we better understand the literary element of imagery through the
plot of Swallowing Stones?

Do Now: Describe the crime scene or Jenna's or Michael's house.

Lesson
Take answers from the Do Now, most importantly asking students how and why they arrived at their
response.

Imagery – Descriptive language that connects with one or more of the five senses (smell, taste,
hearing, touch, sight). Basically, the words and descriptions used by an author which enable you to
actually get an image of what is going on in the story.

“On a warm summer afternoon, my second cousin Shlomo was working the Graco grill in his front
yard. Juicy steaks were simmering as the glare of the sizzling sun reflected off the grill’s cover, while
my friend Sharonna and her son played jump rope on the green grass.”

Which of your senses was just heightened? How? Why?

Activity
Read Chapter six, students should actively take notes marking down what they ‘see’.

Make up a review sheet for yourself, listing the definition
and specific examples of:
1.        Imagery
2.        Personification
3.        Alliteration
4.        Characterization
5.        Simile
6.        Metaphor

SENT EMAIL THROUGH JUPITER GRADES TO PARENTS
ABOUT FRESHMAN FINAL ON THURSDAY.
Genres:
1.        Autobiography can be defined as the history of a
person’s life written by that person, while a biography is
the history of a person’s life written by someone else.
2. A parable is a symbolic story that uses the characters
and events to teach a moral lesson.
3. A work of fiction tells a story that has been created in
an author’s mind. A work of non-fiction retells a true
story. Autobiographies and biographies are works of non-
fiction.

Literary Elements:
1.        Characterization can be defined as the creation
and development of characters, the people who carry on
the action in a literary work. We have discussed dynamic
character, which are characters that change over the
course of a literary work. WE have also discussed flat
characters, which do not change much over the course of
a literary work.
We also know that the protagonist is the character around
whom the action or events of a story revolve! The
antagonist is the character or force which opposes the
protagonist in some way.
2.        Theme can be defined as the central idea of a
literary work, the author’s message. (Ex: Better late than
never!)
3.        Point of view (narration) can be defined as the
angle from which a story is told (1st person / 3rd person)
4.        Setting can be defined as the time and place in
which events occur
5.        Conflict can be defined as a problem the
characters in a story are faced with. Conflicts are usually
one of four types: man vs. self, man vs. man, man vs.
world and man vs. nature. Many times conflicts can be
more than one of these at a time.
6.       Plot can best be defined as the sequence of events
that take place in a literary work – Exposition / Rising
Action / Climax or Turning Point / Falling Action /
Resolution.
7. The structure of a literary work can best be defined as
how the parts of a work are organized and arranged (into
paragraphs, chapters, periods of time, etc.)

Literary Devices
1.        In a flashback, the author interrupts the story to
reveal an event that happened before the opening scene
of the literary work
2.        Foreshadowing is the suggestion of events that will
happen in the future of a literary work
3.        Irony is a situation or event that is the opposite of
what might be expected
4.        Symbolism is an idea or thing that stands for
SOMETHING LARGER THAN ITSELF
5.        The mood of a literary work can be defined as the
feeling and atmosphere that the reader gets from a
literary work. Usually descriptive words and phrases set
the mood (it was a dark and stormy night when…)
6.        Tone is best defined as the attitude or viewpoint
that an author shows toward the subject of his/her story
(this can often be noticed in the theme of a literary work)

1/09/2012
Happy
New Year
to one
and all

Ms. Hyde & Mr. Sipkin
CCS RL 9-10.2, 9-10.3, 9-10.5

Aim: How can we better understand the literary element of conflict through the characters and plot
of Swallowing Stones?

Do Now: List as many conflicts as you can think of from the story.
Do Now 3rd Period: What movie stars would you cast to play the role of Michael, Joe, Jenna, Darcy,
Amy and why?

Lesson
Conflict is the dominant element in any story since it is what drives the entire plot. There are two
major categories of conflict, and within each of those are four smaller categories.

As each one is introduced, ask students for a real world example, NOT one from the book

External Conflict – A problem existing with another person, people, object or established organization
Internal Conflict – A problem existing inside the self.

Four smaller categories
Man vs. Man
Man Vs. Nature
Man vs. World (this can also be called Man vs. Society or Man vs. Circumstance)
Man vs. Self

Activity
Students will complete worksheet, identifying specific examples from Swallowing Stones to fit into
each category of conflict

Complete worksheet

12/22/
2011
PARE N T
CONT
RACT

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level
and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument
presented.

Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Aim DOK Recall: What are the essential elements for writing an MLA formatted ELA Research
paper?

Do Now DOK: Identify the various steps we took in the process of writing, then complete the
sentence: I am still confused about how to...

Mini Lesson: 3 point thesis, In-text Parenthetical Citations, and Works Cited
3 pointer thesis statement: Remember if the topic is in the form of a question just answer the
question in a complete sentence and with 2 to 3 reasons and this becomes your thesis. On the
other hand, if it is in the form of a statement, turn the statement into a topic, then answer the
question with 2-3 reasons and this is your thesis.
a Persuasive Thesis Statement on Sleep Deprevation:
Even though Researchers are still trying to find concrete evidence on this topic., The effects of
sleep deprivation causes fundamental issues that creates challenges such as impaired immune
system, and generally decreases your overall state of well-being, weight gain, impaired brain
function, and inability to handle stress,.

In-Text parenthetical citations:
The MLA system of in-text citations, which depends heavily on authors’ names and page numbers,
was created with print sources in mind. Although many online sources have unclear authorship and
lack page numbers, the basic rules are the same for both print and online sources.
Examples:
Kwon points out that the Fourth Amendment does not give employees any protections from
employers’ “unreasonable searches and seizures” (6). --notice the period goes outside the (6).
Frederick Lane reports that employers do not necessarily have to use software to monitor how their
employees use the Web: employers can “use a hidden video camera pointed at an employee’s
monitor” and even position a camera ”so that a number of monitors [can] be viewed at the same
time” (147).

Author named in parentheses If a signal phrase does not name the author, put the author’
s last name in parentheses along with the page number. Use no punctuation between the
name and the page number.
Example:
Companies can monitor employees’ every keystroke without legal penalty, but they may have to
combat low morale as a result (Lane 129).

Works Cited:ON A SEPARATE PAGE
Go to mshyde.net scroll down for examples. However, it must follow MLA FORMAT alphabetical
order, 2nd indented. etc...

Activity: Please collect a laptop and continue to conduct more research on your topic to write about.
In the interim teacher will be conducting mini writing conferences for them to improve on their writing
skills.

Share out!
Formative Assessment
Students ability to grasp each concept
Students are engaged and involved.
Students are on task at all times and volunteer to answer the questions.
Students ability to edit their thesis statement for approval

Please start editing your paper.

Please print or have your parents print the parent contract
for the research papers and bring to school tomorrow to
get a homework grade. Just click on this link to download.

THIS LINK LEADS YOU TO THE ULTIMATE MLA
FORMATTED PAPER EVER!

12/21/11

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.

Aim: How is guilt its own punishment?

Do Now: Let's review the vocabulary words Homework.

Reading Activity: Please read where we stopped (let me know if you want to read quietly or read
along with the audio).
Please work with a partner to answer the following questions in your note books.

How could the accidental death of Charlie Ward still be considered manslaughter?
How is Charlie Ward killed? Explain.
What is Michael looking forward to the day after his birthday party?
How does Michael learn about the shooting?
Who does Michael make a pact with not to tell what has happened?
Where does Karen MacKenzie work ?

Writing conferences: I may call on you to have a conference with me so please excuse me in
advance for pulling you away from your reading.

Assessment:
Students' abilityt to follow instructions and answer the six questions in their notebooks.

Bring in Research Books...Last chance to make some
progress.....REMEMBER YOU MUST GO BACK TO MY
PREVIOUS LESSONS AND LOOK AT HOW THE other
RESEARCH PAPER ARE STRUCTURED. Some of you are
not bothering to go back and look at the examples we
looked at and discussed in class. FOR EXAMPLE WHEN
CITING SOURCES YOU SHOULD DO THE FOLLOWING
According to Linda Brent "slavery was hard for men, but
harder for women" (Jacobs, 5)
According to author Jacobs "slavery was hard for men, but
harder for women" (5).

Works cited in alphabetical order.

12/19/
2011 for
period 8
only

12/20/
2011 for
periods 2
and 3.

Common Core Standards
RL 9-10.10
L. 9-10.5
Focus: 80% of my students passed the freshmen midterm. However, after careful analysis of the
data most students failed to identify tone and mood. The objective of this lesson is to learn about
tone and mood using context clues.

Aim: How can we accurately distinguish between the literary terms ‘mood’ and ‘tone’?

Do Now DOK Recall: What was the tone of your parent’s voice the last time they yelled at you,
and what kind of mood did it put you in?

Do Now DOK: Review Homework Assignment

Lesson
Explain the similarities and differences between the literary elements of mood and tone.
http://www.phs.d211.org/ESL/varghesejx/Tone-Mood%20Worksheet.pdf
Tone/Mood Worksheet. Activity will begin with teacher modeling, followed by guided practice for the
duration of the class period.

Watch out! Tone and mood are similar!!
Tone is the author’s attitude toward the writing (his characters, the situation) and the readers. A
work of writing can have more than one tone. An example of tone could be both serious and
humorous. Tone is set by the setting, choice
of vocabulary and other details.
Mood is the general atmosphere created by the author’s words. It is the feeling the reader gets
from reading those words. It may be the same, or it may change from situation to situation
Words That Describe Tone
Amused Humorous    Pessimistic
Angry Informal    Playful
Cheerful Ironic    Pompous
Horror Light   Sad
Clear          Matter-of-fact   Serious
Formal Resigned   Suspicious
Gloomy Optimistic   Witty

Words That Describe Mood
Fanciful Melancholy
Frightening Mysterious
Frustrating Romantic
Gloomy Sentimental
Happy Sorrowful
Joyful Suspenseful

Authors set a TONE or MOOD in literature by conveying an emotion or emotions through words.
The way a person feels
about an idea, event, or another person can be quickly determined through facial expressions,
gestures and in the tone
of voice used.
MOOD: (sometimes called atmosphere) the overall feeling of the work
Mood is the emotions that you (the reader) feel while you are reading. Some literature makes you
feel sad, others joyful, still others, angry. The main purpose for some poems is to set a mood.
Writers use many devices to create mood, including images, dialogue, setting, and plot. Often a
writer creates a mood at the beginning of the story and continues it to the end. However, sometimes
the mood changes because of the plot or changes in characters.
Examples of MOODS include: suspenseful, joyful, depressing, excited, anxious, angry, sad, tense,
lonely, suspicious, frightened, disgusted
TONE: the way feelings are expressed
Tone is the attitude that an author takes toward the audience, the subject, or the character. Tone is
conveyed through the author's words and details. Use context clues to help determine the tone.
In literature an author sets the tone through words. The possible tones are as boundless as the
number of possible emotions a human being can have. Has anyone ever said to you, "Don't use
that tone of voice with me?" Your tone can
change the meaning of what you say. Tone can turn a statement like, " You're a big help!" into a
genuine compliment or a cruel sarcastic remark. It depends on the context of the story.

Activity 1: Students will be grouped by level and need to complete the handout. We will review our
answers/findings on the handout. Volunteers and called on.

Activity 2 DOK: Apply your knowledge and write a sentence about the tone or mood of a scene,
situation, or character in Joyce McDonald's Swallowing Stones. Please cite chapters and page
numbers.

Activity 3: DOK: Synthesize the meaning of vocabulary words in context in Swallowing Stones.
Students will look up words in the dictionary, print or draw images that best represents the words
then write a sentence using that word.
Chapter 1 Students will define the following words for this section: • Students will read “Prologue” –
Page 58
1. manslaughter
2. involuntary manslaughter
3. impede
4. ballistics
5. trajectory
6. obstinate
7. sullen
8. assumption
9. inevitable
10. accessory

Assessment:
Students will be assess on their time management i.e. stay on task to complete the assignment.
Student's ability to identity the context clues that results in the identification of the tone/mood of
what they've read.
Students ability to synthesize vocabulary words.

Please continue to work on writing your research paper. I
will be returning these to you shortly. You are required to
complete the paper over the break and turn in on the
FIRST DAY OF RETURN.

PARENTS DO YOU KNOW IF YOUR CHILD TURNED IN
HIS/HER FINAL DRAFT OF THE RESEARCH PAPER? I
WILL BE SENDING A CONTRACT HOME TO YOU TO
SIGN OFF ON. PLEASE MAKE SURE THIS IS SIGNED
AND RETURNED TO ME.

12/16/
2011

I HUMBLY APOLOGIZE FOR BEING OUT SICK TODAY. THANKS FOR YOUR UNDERSTANDING
AND FOR BEING RESPONSIBLE STUDENTS.

12/15/
2011

RL 9-10.3
L 9-10.4

Aim: How did the events of the Prologue and Chapter 1 cause Michael to undergo major change?

Do Now: What steps/actions have you taken in an attempt to right a wrong? Did those actions help
or hurt the situation?

Lesson/Activity
Complete reading Chapter 1, then engage class in discussion.

Questions will focus on analysis and reaction to Michael’s shooting of the rifle, finding out what
happened as a result, and his subsequent actions.

Compare the reactions of Michael and Joe to hearing the news on the radio.
What does that tell you about each of them? How do their words and actions help you to
characterize them?

To what extent has Michael and/or Joe made their situation better? Worse?

Wednesday in class we said Michael has a pretty easy-going life. How has that changed? In what
ways?

Begin reading Chapter 2 (using audio)
Time permitting class will discuss Chapter 2

Study for quiz on Prologue, Chapter 1 and 2.
∙ Know characterization, be able to characterize Michael,
Joe, Jenna
∙ Know all plot events and review tone

12/14/
2011

Common Core Standards
RL 9-10.3
RL 9-10.4
SL 9-10.1
SL 9-10.2
PI&S: Students will explain roles and analyze strategies individuals or groups
may use to initiate change in government policy and institutions
Skills for Success Indicator 2.2.4
Students will establish clear criteria for evaluating ideas, issues, or positions.
Describe characters using evidence from conversations, direct/indirect
characterization, tone of voice, physical descriptions, and actions.

Aim: What did Michael commit and how is he protected by the Second
Amendment of the Bill of Rights?

Do Now PERIODS 2 AND 8: Explain your feelings on whether or not you think
Michael did anything wrong or illegal.

PERIOD 3 DO NOW: give a synopsis of a time you possibly hurt someone
and was sorry for it.. How did you make things right?

Lesson
The U.S. Constitution has an amendment referring to the ownership of firearms.
The Second Amendment in the Bill of Rights. This is a subject of great
controversy and debate. Because of its language, people have different
viewpoints on what it means.

Amendment II
A well regulated militia, being necessary to the security of a free state, the right
of the people to keep and bear arms, shall not be infringed.
1.        After reading/showing the wording, explain it to students in language they
can more understand. After that, ask their opinion on what it means.

2.        In your opinion, was Michael’s possession of the rifle protected by the
Constitution?

Discuss Federal and NJ state laws governing sale and possession of guns. http:
//www.lcav.org/content/minimum_age_purchase_possess.pdf

3.        Was Michael within his rights to hold that rifle?
4.        Was Michael within his rights to shoot the rifle?

What is the difference between murder and involuntary manslaughter?
Murder – the premeditated or intentional killing of another person
Involuntary Manslaughter – the killing of another person without any element of
intent

Cartoon: Which objects/people are symbols? What do you think each one
means?
Class Discussion:
In your opinion, was Michael's possession of the rifle protected by the
Constitution?
5.Which crime did Michael commit?
Making Inferences: After reading the prologue
What can you predict will happen to Michael, Amy, Joe, and Darch?

Activity: Read Aloud and Along.
Read Chapter 1, stopping for discussion and essential questioning.
Do you think Michael is the ONLY person to blame for the shooting of Jenna's
father?

Formative Assessment:
Student writing the assignments in their notebooks.
Student participating and volunteering in answering the Do Now
Students participating in class discussion.
Students making predictions.
Students ability to answer the Aim Question.

Review all class notes and literary terms discussed.

Start writing your FIRST
DRAFT OF THE research
paper which is due Next
week Wednesday!!!!!
EMAIL WAS SENT TO
ALL STUDENTS!
ANNOUNCEMENTS
WERE MADE IN CLASS.
PLEASE REFER TO
PAST LESSONS WITH
MODEL/SAMPLE
RESEARCH PAPERS TO
HELP YOU.

12/13/
2011

Common Core Standards
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within
it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection,
Aim: How can we characterize Michael, Joe and Amy from reading the prologue of Swallowing
Stones?

Do Now: What is something you did a while ago for which you still feel guilty?

Mini Lesson: (Recall)

What is characterization? – The process by which the author reveals the personality of the
character. There is something called direct characterization, when the author’s words tell us about
someone Example: “The patient boy and quiet girl were both well mannered and did not disobey
their mother.”

Ask students: Who are the two characters? How were they characterized? Hint: what have we
learned about their personality?

There is something called indirect characterization, when we learn about the characters’ personality
in other ways:
We are going to remember this by using the acronym STEAL

Speech – What the character says
Thoughts – What the character thinks
Effect on others – What do others say and think about the character? How do they act
around the character?
Actions – What does the character do?
Looks – What is the character’s appearance? How does he/she look?

Activity: Students are required to take notes on ideas presented from our class
discussion.
Read Prologue and Chapter 1 if time permits
Class discussion about the events and the characters
Which characters have we met? What have we learned about their personalities? How?
List two adjectives to describe each character.

You are going to write a total of three paragraphs, one
each for the following characters: Michael, Joe, Amy

You need to characterize them. That is, write what you
have learned about their personality based on the
reading. Be sure to use specific examples from the text to
support your answer. It is OK to give your opinion of one
of them, just BACK IT UP using your notes from
today's class.

Don't forget the FINAL DRAFT OF YOUR RESEARCH
PAPER OUTLINE IS DUE TOMORROW.

12/12/
2011

CCS:
RI.9-10-2
Determine a central idea of your text and analyze its developement.
W.9-10.1. Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
w.9-10.2 Develop claim(s) and counterclaims fairly, supplying evidence for
each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
W.9-10. 3Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
W.9-10...Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from and supports the
argument presented.

Aim: How can we put all of our ideas and research together in the form of an outline?

Do Now: Turn in conclusion for your research paper.

Activity: Start transposing your work on a separate sheet of paper following the outline on this link.
Or you can print it out ONLY if you DO NOThave a computer at home.Let's practice being "green".

Inquiries about what you are being asked to do.

Assessment:

Student completed their concluding paragraph in paragraph format (restate thesis differently
etc.)
Student's ability to focus and be organized
content and research
grammar, usage, mechanics, and spelling
demonstration of the student taking action
the writing process
use of multiple bibliographic sources

Due: Wednesday 14th Please TRANSPOSE all
information on the research paper outline provided. Work
MUST, be typed in the spaces provided. Or, you MUST
follow instructions provided on the format. As you know,
my classroom is available for computer use during 7th
period on Mondays and Fridays. 9th period weekdays,
unless I have a meeting or need to be in and out of my
prep period. Students are encouraged as per usual to
take advantage of these opportunities.

12/7-9
/2011

CCS:
RI.9-10-2
Determine a central idea of your text and analyze its developement.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
w.9-10.2 Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s knowledge level
and concerns.
W.9-10. 3Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
W.9-10...Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.

Aim: What are the three most important supporting evidence that you can find in your text for your
Body Paragraphs I, II, and III?

Do Now: Students will restore the laptop cart to order and follow protocol for using the laptops.
2nd Day Do Now: Turn in your Body Paragraphs
3rd Day Do Now: Synthesize what you are learning by completing the following sentence: I feel that
writing a research paper.....
The research paper is....
I know that I can.....
I found that researching my topic is...

Activity: Student teacher conferences on student's writing.

Formative Assessment: Students were supposed to write their introductory paragrah with first,
second, and third body paragraphs including parenthetical citations; According to ..........(65).

How did our meeting help you in any way?

Please continue writing your body paragraphs.

Due Monday 11th: the conclusion of your paper.

I am proud of Henry Portillo who through hard work has
been successful in writing the research paper outline.
Henry has given me his permission to publish his work on
my webpage. Please click on the link to see Henry's work
so far on "Alien Life."

Research Paper Outline Model

http://users.ipfw.edu/wellerw/outline_template.ht m

http://www.teachervision.fen.com/writing/essays/1779.html

How to write an A+ Research Paper

BRING YOUR RESOURCE BOOKS/SOURCES TO
SCHOOL EVERYDAY.

12/02/
2011

CCS:
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.

Aim: What literary terms do we need to review and reteach?

Do Now: Reviewing the midterm

Activity: Looking at a Research Paper (Modern Language Association/MLA)
Students will review the attached link and identify the following:
Theis statement
Topic Sentences
Supporting Evidence
Transitions
Direct Quotes (fancy word is parenthetical citations)

What are your thoughts on writing this research paper?

The following must be typed and submit on Monday for
credit. NO LATE WORK WILL BE ACCEPTED THIS
MARKING PERIOD unless you were absent and a note
from parent is submitted on teh FIRST DAY OF RETURN!
strict rule---NO EXCEPTIONS AS THIS IS OUR LAST
MARKING PERIOD TOGETHER and you must meet the
expectations.

Willamenia SanFernando
Instructor: Ms. Hyde
Course: English 1
December 5, 2011
Topic: write your topic according to what's listed on the
Power Point Slide

Title of your Research Paper
Yaya Roots:
Prisons Aim To Help Educate and Rehabilitate Prisoners

Prisons are thought of as a place where criminals go for
breaking the law. For many people, the thought of prisons
stops there. The insight of how prison life is commonly
unknown for those who have never been incarcerated.
Within prisons lies programs that can help prisoners
better their lives. Some prisons gives the inmates a
chance to be educated. Other prisons may also give
rehabilitation courses to help the mind state of the
prisoners. This shows that prisons can help improve the
lives of criminals taken off the streets. Prisons do exist to
help educate, rehabilitate, and improve the mind state of
prisoners.

The above is an example or model of an introductory
paragraph with underlined thesis statement.

12/01/11

Yeah! It's the first day of December and I am sick...Yucky headache. Hope you were all good! The
midterm has been graded. We have to review and I have to reteach. Students were given a study
sheet with one round of review.
Here is the breakdown of my three classes:
80 Students took the Assessment
84% Cumulative Passing Rate (good, but we can do better)

Here is a link to the actual Assessment Analysis
We will be review the assessment tomorrow in class.
Question
1                          Autobiography                                          15
2                         Characterization                                         30 (Pearl, Ibis)
3                         Theme                                                         7
4                          Point of View                                               4
5                          Setting                                                       10
6                          Mood                                                          26 (Review)
7                          Plot                                                            26 (Pearl, Ibis)
8                          Structure                                                    15
9                          Tone                                                          50 (Pearl, Ibis)
10                        Flashback                                                   4
11                        Foreshadowing                                         12
12                        Irony                                                           8
13                        Symbolism                                                 14
14                        Symbolism                                                 19
15                        Identifying Factual Information                   14
16                        Identifying Factual Information                    29 (Review)
17                        Identifying Multiple Levels of Meaning        25 (Review)
18                        Identifying Factual Information                    35 (Review)
19                        Identifying main Idea/Theme                       35 (Review)
20                        Identifying main Idea/Theme                       18

11/30/11

ACUITY PREDICTIVE TESTING. THIS IS LIKE THE ELA REGENTS.
STUDENTS WOULD HAVE TODAY AND TOMORROW TO COMPLETE THIS ASSESSMENT.

11/29/
2011

CCS:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.

Aim: What strategies must we use to arrive at the thesis statement?

Do Now: Please turn in all missing assignments as discussed yesterday.

Activity 1: Click on the link provided and let's work on this together.

Go to the following websites
Thesis Builder and let's work together on getting you started with the Resarch paper.

Keep a special place in your notebooks or in your journals to take notes on your topic. You can
even set up columns in your notebooks. Teacher will give you the utmost help needed.

Continue researching and remember tomorrow is your
Acuity test! So rest up.

W11/21
/2011

11/22/
2011

Performance Indicators:
W.GPI.1.4 Use a range of organizational strategies, such as clustering, mapping, and brainstorming
to present researched
information to write their MLA Format outline
L.GPI.1.3 Synthesize information from different sources by condensing, combining, or categorizing
data, facts, and ideas.
R.GPI. 3.2 a Preview a text (in order to build schema), noticing structural markers of MLA (Modern
Language Association) format
outline.
Students will be able to:
1. Explain the purpose of a thesis statement in an academic essay.
2. Identify the two components of a basic thesis statement.
3. Identify, create, and apply their knowledge of a thesis statement by correcting thesis statements

Aim: How can we generate (write) a good thesis statement for our research paper?

Do Now
What do you already know about your topic and what do you want to know?

Mini Lesson: Strategies for creating a thesis.
Thesis Equations: Think about the thesis equations as you ask questions and move toward a
tentative thesis.
A tentative thesis should look something like this:
Specific topic + Attitued/Angle/Argument=Thesis
What you plan to argue + How you plan to argue it= Thesis
Do some critical thinking and write your thesis statement in one sentence. Your thesis statement is
like a declaration of your belief. The main portion of your writing will consist of arguments to support
and defend this belief.
Here is a simple solution: if your topic is in the form of a question then revise your question into a
thesis stentence (i.e. you are answering the question in the form of a sentence) for example:
Topic: How are women portrayed in Othello?
Answer the Question: Even though the role of women during the Elizabethan Era was to be
submissive, characters
Desdemona and Emilia were portrayed as unconventional because they stood up and fought
against their husbands.
How to Generate a Thesis Statement if the Topic is Assigned
Almost all assignments, no matter how complicated, can be reduced to a single question. Your first
step, then, is to distill the assignment into a specific question. For example, if your assignment is,
“Write a report to the local school board explaining the potential benefits of using computers in a
fourth-grade class,” turn the request into a question like, “What are the potential benefits of using
computers in a fourth-grade class?” After you’ve chosen the question your essay will answer,
compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?”

A: “The potential benefits of using computers in a fourth-grade class are . . .”

OR

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

Activity:
Knowing the thesis and rearranging the support to the thesis in the form of an outline.

Day II Do NOw: Let's reivew the topics you selected or changed.

Activity: Please go to the NYPL link on my homepage and start research books for your research
paper. I will help you with your research.

Share out! Using our class activity--please indicate on the exit slip what you've learned today and
what you still need clarification
on regarding writing your MLA format Outline.
What did _______________________accomplish today? Period____Date______

Ms. Hyde’s Class Exit Slip
Self-Reflection: Taking Part in a Group or Working Independently
Please answer the following questions responding with either: Yes, Unsure, or No by placing a
check mark upon the
appropriate face.. Then answer the two questions that follow.

1.        Did I understand what my role was in the group/instructions?   
2.        Did I complete my task to the best of my ability?   
3.        Did I offer/seek help when it was needed?   
4.        Did I enjoy taking part in the group work?   

1) Discuss why you are/not enjoying this project

2) What problems did you encounter and how did you fix it?

Assessment:
Informal Assessment will be taken students ability to stay on task, participation in today's activities,
as well as the collection of
the writing assignment.

W e will be using MLA (Modern Language Association)
format for writing our research paper.

READ YOUR RESEARCH BOOKS AND
TAKE NOTES!

11/17-1
8/2011

Objectives:
The students will gain knowledge of how to research and write a paper.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
Students will be able to write a paper in MLA format with five or fewer minor mistakes.
Procedures:
During this lesson, students will be learning how to research and write a good paper. Students will
choose a topic
Students will then begin their research using only internet sources. They will have to organize their
sources as well as show the teacher their sources using Blog pages. This will help the students to
gain their information easier, and they can keep track of it as well. This will also help the teacher to
be able to keep tabs on the students. He/she will be able to see if the sources that the
students are using are good sources, and he/she will be able to see how much information the
students are actually retrieving.
After the research is complete, the students can begin writing their paper. When it is all done, the
students will turn everything in,
including their final paper, rough draft, outline, and Citations..

Aim: What is a research paper?

Do Now: List three worldly situations you feel strongly about and why.
1
2
3

Day II Paper Requirements
Class Discussion Procedure for writing:
Paper Requirements: Students will write a 3 page research paper the 6th page is your Works Cited
page. The paper must be typed 12 point font, Times Roman, 8 1/2 x 11 inches. Leave margins of
one inch on all sides of the page. Left-align the text.
Double-space throughout the paper. Do not add extra space above or below the title of the paper or
between paragraphs. Indent the first line of each paragraph one-half inch from the left margin,
appropriate headers on first page only. Pagination: Put the page number preceded by your last
name in the upper right corner of each page, one-half inch below the top edge. Use arabic
numerals (1, 2, 3, and so on). Works Cited (must have 3 books, the other two sources can be
internet sources .org, .gov., .edu, magazines, articles). I have shown JSTOR please try to sign up
for a new account and also a library card.

Basic Components of Citing Sources on your index cards
Create 3x5 notecards (one idea per notecard) citing your sources:
Your Name
"Title of paper (centered)"
Library: Jamaica
call number: 822.3 OTHELLO W
Title of Source: William Shakespeare's Othello
Material Type:Hardcover Book
Author(s): Harold Bloom
Editor(s):
Publishing Company Name: Chelsea House Publishers
Publishing Company Location: (located within the first 2-3 pages)
Year Published: 1987
Chapter title if necessary: "Women and Men in Othello Carol Thomas Neely"
Parenthetical Citation with page number(s):

Activity 1: Browsing through the power point and have students select only one.

Students will be given the opportunity to research books/resources online in the classroom.
Therefore, you must have a library to participate because we can reserve books online for you. Go
back to my homepage and scroll down to the NYPL Links.

Share out!
What new information did you acquire today?

Go online and select at least 2 topics from the list below.

Try this link to view the slide show of the research topics
status quo and images and let me know if this works. The
file is a Power Point file.

If the above does not work then try this one:
Slide Show

DUE MONDAY: YOU MUST GO TO THE LIBRARY THIS
WEEKEND AND TAKE OUT A BOOK ON YOUR TOPIC
AND BRING TO SCHOOL ON MONDAY! PARENTS HELP
SUPPORT YOUR CHILD WITH HER/HIS RESEARCH
PAPER. STUDENTS NEED TO BE BETTER PREPARED
FOR COLLEGE AND IT STARTS NOW!!!!!!!!

11/15-1
6/2011

JOHN STEINBECK'S THE PEARL FINAL. YOU WILL ALL HAVE 1.5 CLASS PERIODS TO
COMPLETE THIS WORK. ADDITIONAL TIME IS ALREADY FACTORED INTO THE ASSESSMENT!

Aim: What is the sequence of events and literary devices that we discussed in The Pearl?

Do Now: students will put away all books and begin their assessment.

Only two students from period 2 showed up at 9th period to complete their test.
If you have completed the test, please get our DEAR Book and start reading.
I need you to write a journal entry and summarize what you've read so far. The Journal should have
your name, date, title of book with author, and referenced page numbers.

take a look at this file and go through the topics for you
upcoming RESEARCH PAPER. MAY I SUGGEST YOU SIT
WITH A PARENT TO BETTER HELP YOU DISCUSS OR
CLARIFY TOPICS FOR YOU. YES! PARENTS GET
READY BECAUSE YOUR CHILD IS GOING TO DO A MINI
COLLEGE PAPER! ALL S/HE NEEDS IS A LIBRARY
CARD THIS WEEK AND YOUR SUPPORT!

11/14/
2011

We are finally finished with John Steinbeck's The Pearl
Reviewing: To make sure students know the plot, sequence of events, know how to identify main
idea, characterization, conflict, setting, point of view, irony, simile, metaphor.
Common Core Standards:
S.9.1a:. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
S.9.1cPropel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

Aim: What did we learn about John Steinbeck's The Pearl?
Do Now: Get into two groups and get ready to play

Study Guide:The Pearl

Share out!
How did this Activity help you gain a better understanding of the sequence of events of a story?

Study for test tomorrow!

11/10/
2011

Re-Teaching to make sure my students "get it" i.e. how to identify the main idea of a story.
Common Core Objectives:
R.9.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
R.9.2:Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
W.9.4.Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific) expectations for writing types are
defined in standards 1–3 above.).

Aim:How can we do a better job at determining the main idea of a literary work?

Do Now:Quick Write: What is the main idea behind your favorite movie?

Mini Lesson: Recall main idea
Sometimes, a reader will get lucky and the main idea will be a stated main idea, which is the easiest
to find in a passage. It's written directly in the text. Author's sometimes come right out and write the
main idea in the passage for a variety of reasons – they don't want you to miss the point, they're
new writers, they like clear, informational writing. Other times it is inferred.

Whole Class Activity using class projector:
Determining Main Ideas
Determining Mail Ideas Part 1

Now You Do:
Let's take a look at the short readings and determing the main idea of each.

Share out!
What did you learn and still want to know about main idea/central theme.

Try this at home:
http://www.manatee.k12.fl.us/sites/elementary/sa
moset/rcmi1.htm
Reminder to return The Pearl on Monday 14th. This was
written as homework and announced in class.
Please make sure you bring in a novel/book for DEAR
Time.

11/09/
2011

PLEASE BE ADVISED THAT MS. GARGANO WILL BE CONDUCTING SEMINARS FOR ALL 9TH
GRADERS PERIODS 2, 3, AND 8.
THE PEARL TEST WILL BE POSTPONED UNTIL NEXT WEEK.

11/07/
2011
Last Day
for
Present
ations

PLEASE BE ADVISED THIS IS A SHORT WEEK
Monday - class
Tuesday - no class
Wednesday - class
Thursday - class
Friday - no school
Objective:Students will analyze the structure and elements of a story by noting the
setting, characters, problem, events and resolution.
Aim: How can a story map illustrate the sequence of events in a story?
Do Now: Recall conflict and give the definition of conflict
Mini Lesson: Conflict
Every novel has conflict. The conflict may be of several types:

Physical: Character(s) vs forces of nature
Psychological: A character's struggle within him/herself
Societal: Character's versus society
Interpersonal: A specific character versus another

Activity 1: Let's review our story maps

Share out:
What did you like about the story map and what did you learn today?

Please click on this link and print the story, annotate, and
idenfity any literary elements/devices. Then complete the
mutiple choice questions and bring them in tomorrow.

11/01/
2011-
11-03/
2011

Today we begin our presentations of John Steinbeck's The Pearl
W9. 4 Produce clear and coherent writing in which the development, organization, and stle are
appropriate to task, purpose, and audience.
W9. 6. Use technology to produce, publish, and update individual or shared writing products.

Aim: What evidence are you showing to support your learning of plot structure and major elements
of plot?

Do Now: Please be prepared to conduct your presentations.
A number 1-9 will be picked from a hat and that table will present. Each table has at least 5 minutes.

Share out!

Please ask your parents or guardian for 5 minutes and
practice presenting to them.

10/26/
2011

Today is parents teachers conference. Please remind your parents.
Purpose: Students will establish creative ideas for their project using skills of Power Point, creating a
newspaper, collage etc.

W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
•        W6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
•        W8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.

Aim: What do you think are the most important events in Steinbeck's The Pearl, and why?

Do Now: What was your favorite part of this plot and why?

Group Activity:

1.        Prepare to begin work on your group theme/other menu
project
2.        Summarize your discussion, and determine which themes
you will use for your project
3.        Once you have chosen the themes, find and cite evidence
from the text to support your choice of that theme
4.        Create and design a project to demonstrate your group’s
understanding of theme and The Pearl
5.        Begin working on your project

Share Out! What is stressing you out with this project and how can I help?

For those of you who have not yet completed reading the
novel. You Must for your final.

Please be prepared to BEGIN presentations on Tuesday.
Therefore, your work must be completed and ready for
any last minute touches on Monday. Mr. Sipkin and I will
review the work on Monday or hopefully Friday and give
you advice. I need to see everyone's name on the last
page slide and which slide you worked on. We will discuss
this more tomorrow.

10/26/
2011

Purpose: Students will establish creative ideas for their project
Common core Objectives for 9th Grade:
•        R1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
•        R2 Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
•        W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
•        W6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
•        W8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.

Aim: How is Alicia Keys song "Ain't got you" representative of Kino's plight in life?

Do Now: Listen to Alicia Keys "Ain't got you" and compare and contrast to the plight of Kino.

Group Activity: On your marks get set GO! Please start your project.

Share out:
What did you especially like about this prroject or work you did today?

Wow! no homework.

10/25/
2011

Purpose: Students will better understand, easily identify, and illustrate the literary device theme in
a project o n John Steinbeck’s The Pearl.

Common core Objectives for 9th Grade:
•        R1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
•        R2 Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
•        W4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
•        W6 Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information and
to display information flexibly and dynamically.
•        W8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.

Aim: To what extent is ‘loss’ a central theme of The Pearl?

Do Now (DOK Level 1 and 3) 5 minutes: Identify and describe the climax of The Pearl citing your
evidence.

Procedures: Students will come to class, and follow classroom rituals and routines: take out their
notebooks and copy the Aim, Do Now, and Homework on the board. Students will answer the Do
Now and volunteer their answers. I will only ask for three volunteers (my selection process, first
hand that goes up, and possibly two students who need to increase participation).

I Do You Follow: Students will view one slide of a modeled Power Point as an example.
Utilizing yesterday’s class and last night’s homework, you began listing themes present in the story.
-        Ask students to name themes they found. Compile a list on the board. For each response ask
the following
-        What evidence can you cite to support your claim of that as a theme?

Now let’s examine the theme of loss, as per your homework. How can we classify the different ways
loss is significant. What was ‘lost’ throughout the course of the story?   Seek student answers
1.        Loss of life – Coyotito is killed; the attacker on the path was killed
2.        Loss of Kino’s self-respect – when he beat Juana, he stopped being a loving, devoted
husband and became greedier, driven by material forces
3.        Loss of financial opportunity – ultimately the pearl was returned to the ocean
4.        Loss of home – Kino’s brush house was burned down
5.        Loss of livelihood (job) – his canoe is ruined, how will he get to the sea to dive?

Group Activity:

1.        Prepare to begin work on your group theme/other menu project
2.        Summarize your discussion, and determine which themes you will use for your project
3.        Once you have chosen the themes, find and cite evidence from the text to support your
choice of that theme
4.        Create and design a project to demonstrate your group’s understanding of theme and The
Pearl
5.        Begin working on your project

Share Out! KW L chart
Summarize what you learned today, but also what you still need to know.

Modifications in place
Students have been grouped based on learning style and preference
Students have been grouped based on data performance levels

Instructional Objectives:
Students would have already completed the novella as per instructions yesterday

Assessment for Learning: Class discussions, completing the activity with ease,. Respond to
Q&As.

Be sure to compile a list of the sources of your project
material (web site URLs, magazine/newspaper titles). You
can email them to yourselves and retrieve in class
tomorrow.

10/24/
2011
YES!
YOU ALL
HAVE A
QUIZ
TODAY!
BUT
ONLY
FOR 10
MINUTES.
I DID
INSTR
UCT YOU
TO READ
CHAP
TERS
1,2,3,4,5.
I ALSO
SENT A
BLAST
EMAIL
THRO
UGH
JUPITER
GRADES
TO
PARENTS
AND
SOME
RESPO
NDED
WITH A
THANK
YOU!

Aim: How do we determine what themes are present in a story?
Do Now: Students will take a quiz

Mini Lesson:
Theme – a main idea of a story. What the story is all about. This can be expressed directly or
indirectly.
1.        What is meant by indirectly? The theme is inferred by the reader since the author never
directly states this within the text
Hint/Recall – think of a party you planned or attended which had a theme.

Steps to determining the theme

1.        The subject of the book: If you were going to tell a friend what the book was “about”, how
would you describe it? What would you say?
2.        What happened in the story? What were the most important events of the story?
3.        Conflicts: What conflicts are present and how were they resolved?
4.        The protagonist: How does the protagonist change as the story continues? How does the
protagonist affect and relate to other characters?

If you take a few moments to answer these questions, your responses should give you many of the
themes present.

Activity Handout (click here)
In groups, students will work on handout answering the above questions and coming up with at least
three different possible themes.


Students will read Chapter 6, completing the book. Written assignment: Explain in one paragraph how ‘loss’ is a central theme of The Pearl.

10/21/
2011

Objectives follow Common Core Standards:
R1.a cite strong and thorough textual evidence to support analysis of what the text says explititly as
well and inferences drawn from the text.
Determine the meaning of words and phrases as they are used in the text including figurative and
connotative meanings; analyze the cumulatative impact of a specific word choices on meanings and
tone...a sense of time and place, how it sets and informal and formal moddin.
W.1.B: Develiping claims and counter claims.

Aim: How is greed a destructive force and root of evil?

Do Now: Please offer your opinions as to who tried to steal the pearl. Does it matter if we find out
who it was? What does the robber represent? Remember, Steinbeck told us in the preface this is a
story with no in-betweens.

Questions for Discussions:
In chapter 4 what does Juan Tomas' tells Kino?
What happens that evening?
What does "He had lost one world, and not gained another".
What are the sequence of events in Chapter 4. Please cite your
sources using direct quotes and page numbers.

Class Activity please write 1 - 2 paragraphs: Writing Assignment: In the chapter you have just
finished CHAPTER 4, Kino's brother is afraid because Kino had defied the structure, stepped out of
his place, and tried to rise above his poverty and ignorance. Think of something you would like to
change about your life right now, or the life you see in your future. What qualities do you have or
will you need to develop in order to make the changes? What problems might you encounter if you
"dare to be "different"?

Students will do a mini presentation on their work.
Assessment:
Your write is free from errors and grammar, subject verb agreement, you have mastered the
paragraphing techniques, all direct quotes, your writing shows logical progression.
4: Excellent (You score a Homerun-you got it and are with-it))
3. Above Average (students presentation may fall short of 1-2 major points)
2. Below Average (students should really think about their difficulty with the project)

Share Out!

What did I learn and what am I still not clear about?

10/20/2011
THURSDAY
Vocabulary you may need to know for Steinbeck's The
Pearl
Chapter 4
countenanced
stalwart
legerdemain
spurned
lethargy

Please complete reading chapter 5
Chapter 5 vocabulary:
skirled exhilaration keening leprosy

10/20/
2011
THUR
SDAY
Vocab
ulary you
may need
to know
for
Steinb
eck's The
Pearl
Chapter 4
counten
anced
stalwart
legerd
emain
spurned
lethargy

Objectives follow Common Core Standards:
W1.a Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (headers).
W1.b. Develop a topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience's knowledge of
the topic.

Procedures: Students should have already completed the reading for Chapter 4.

Aim: How is greed a destructive force and root of evil?

Do Now: Recall an incident or situation where you have been jealous of someone's
possession or vice versa. Did you every lose a friend due to jealousy? Explain

Mini Lesson: Themes
A central idea or statement that unifies and controls an entire literary work. The theme can take the
form of a brief and meaningful insight or a comprehensive vision of life; it may be a single idea such
as "progress" (in many Victorian works), "order and duty" (in many early Roman works), "seize-the-
day" (in many late Roman works), or "jealousy" (in Shakespeare's Othello). The theme may also be
a more complicated doctrine, such as Milton's theme in Paradise Lost, "to justify the ways of God to
men," or "Socialism is the only sane reaction to the labor abuses in Chicago meat-packing plants"
(Upton Sinclair's The Jungle). A theme is the author's way of communicating and sharing ideas,
perceptions, and feelings with readers, and it may be directly stated in the book, or it may only be
implied. Compare with motif and leit-motif.

Themes for consideration when reading The Pearl

Greed
Ho p e
Re sponsib ilit y
Ignorance leads to subjugation and oppression

Class Discussion Questions:
What does "He had lost one world, and not gained another".
In your small group: Please create a map or design and complete the following:
What are the sequence of events in Chapter 4. Please cite your sources using direct
quotes and page numbers.

Characters and description
Setting
Protagonist
Antagonist
Apply Theme with clear explanation and referenced page numbers
Conflict and was anything solved
Point of View

Share out:

I would like for EVERYONE to reread certain aspects of
this book because it ends so abruptily.

Don't forget your vocabulary words are due for all classes.

Periods 2 and 8 you need to complete reading chapter 4.

All classes: whatever we did not complete in class today,
please complete it for homework and bring to school
tomorrow.

Check Out Mrs. Rielly's website.

10/19/
2011
WEDNE
SDAY
Vocab
ulary you
will need
to know
for
Steinb
eck's The
Pearl
Chapter 3
judicious
semblance
precipi
tated
lucent
dispara
gement
prophecy
transfi
gured
benedi
ction
subjug
ation
disse
mbling
furtive
cozened

Literary
Devices:
Simile vs.
Metaphor

Objectives follow Common Core Standards.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing
Aim:How much control does an individual have over his/her “success” in life?

Do Now: Recall chapter 2 and Kino's reaction to find the pearl. Think of something that could
happen to you that would mean what find the pearl means to Kino. Now make a prediction on your
chart, what Kino and Juana will do now that they have found the pearl.

Mini Lesson: Recall Simile vs. Metaphor

DOK Level of Questions for class discussions:
1. In the opening what is the town compared to? Why do you suppose he makes this comparison?
2. How does the news of the pearl affect
a) the priest (church needs repairs)
b) the shopkeepers (sell clothes to Kino and Juana)
c) the doctor (might be a way for him to return to France with the pearl)
d) the beggars.(happy for Kino)
e) the pearl buyers (pearl could mean a new start)
Analyze: Kino and Juan thought everyone shared their joy, but what was really happening?
(Everyone had their own ideas of how the pearl could help them. The were envious of Kino rather
than happy for him)
3. In what sense did Kino become “every man’s enemy”?
4. Find the metaphor that compares the town to a snake.
5. How is the news of the pearl compared to the poisonous sting of the scorpion?
6. What does Kino say he will do once the pearl is sold-How does he see the future for his family?
7. What is so important about Coyotito going to school? (Kino and Juana are being exploited by teh
Spaniards because they are ignorant. If Coyotito learns to read, he will be able to tell them when
things are and aren't true, and they will not be so victimized)
8. What music did Kino hear when the priest came? Who did Kino think brought it? (the music of
evil, of the enemy; Kino thought it came from one of the neighbors)
9. Infer: How does the doctor trick Kino and Juana about Coyotito? What does this say about Kino's
and Juana's educational level/ignorance?
10. What kind of medicine do you think the doctor really gave the baby?
11. Infer. why did the doctor want to know where the pearl was?
12: What happened in the middle of the night and how did Juana react?

Recall Juana's personality, which one can deem subservience. What is the meaning of
subservience. List people in history who were subservient.
1
2
3

Small Group Activity:
Compare and Contrast Kino and Juana using the Venn Diagram. Please cite evidence from the text
to prove your analysis.

Share out! What do you still need to understand about this chapter or lesson? What one thing did
you learn today?

Writing Assignment: Kino's dream is for Coyotito to go to
school so he can find out "what is in the books." Write a
paragraph or two about how your life would be different if
you did not know how to read.

10/18/11
TUESDAY
Vocab
ulary you
will need
to know
for
Steinb
eck's The
Pearl
Chapter 2
estuary
bulwark
poultice
mirage
undulating
hummock
specul
atively
incande
scence

Literary
Device:
Charact
erization
Simile,
Motif

I changed
the dates
because
we were a
day
behind
with the
retest.

Objectives follow Common Core Standards
Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Writing:
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Aim: How do challenges change behavior, beliefs, and decisions we make in life?

Do Now: You have won the lottery of one million dollars, but found out you only have three days to
live. List three of your top priority on how you would spend your last days.

Review of Yesterday's Homework: T-Charts due today!

Mini Lesson: Recall Characterization
Static vs. Dynamic Characters

Simile and Motif
SIMILE: An analogy or comparison implied by using an adverb such as like or as, in contrast with a
metaphor which figuratively makes the comparison by stating outright that one thing is another
thing. This figure of speech is of great antiquity. It is common in both prose and verse works.
Motif: A recurrent image, word, phrase, represented object or action that tends to unify the literary
work or that may be elaborated into a more general theme. Also, a situation, incident, idea, image,
or character type that is found in many different literary works, folk tales, or myths. (CB& HH,
adapted)

DOK Level of Questions for class discussion: Answers should be recorded in your
notebooks for future referrence.

Complie a list of creatures and plants live in the sea and on the shore from the text?
What is the "hazy mirage"?
Analyze and Infer: why is Kino's canoe so important to him?
Cite and infer what did the sea provide as medicine for the Coyotito? Why didn't Juana have
as much faith in it as shw would a doctor's remedy?
What did Juana pray Kino to find?
What secret little inner song did Kino always hear when he was diving for pearls?
Infer: Why was Kino hesitant to open the huge oyster right away?
Describe the pearl i.e. what did it look like?
Infer: When Juana lifted the seaweed poultice from the baby's scorpion bite, what did she
find? To what do you think she attributed it?

Small Group Activity 1: Draw a Character Attribute Web (teacher will model on chalkboard) for
one of more of the characters in the novel.

Use the prediction Chart to make predictions for Chapter 3.

Share Out! In your notebook, write one thing you learned today or is still having trouble with
understanding.

DUE WEDNESDAY! Writing Assignment:Juana was very
worried about Coyotitl, and she prayed for a pearl so they
could pay the doctor for treatment. Describe something
you were very worried about. Was there one thing that
could have mad your worries stop? What happened in the
end. Explain in one paragraph.

10/14-1
7/2011
Thursday
Vocab
ulary you
will need
to know
for
Steinb
eck's The
Pearl,
Chapter 1
parable
covey 1
feinted 4
pulque 4
scorpion 5
plaintively
6
lymphatic
6
bougain
villaea 8
indigent
12
subse
quent 11
suppliant
12

Objectives follows Common Core Standards:
Draw evidence from literary or informational texts to support analysis, and reflection.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

Aim: How does oppression manifest in both the community and individual??

Do Now: Classism is prejudice and/or discrimination on the basis of social class. It includes
individual attitudes and behaviors, systems of policies and practices that are set up to benefit the
upper classes at the expense of the lower classes.[1] It can also include attitudes and behavior of
prejudice and discrimination by members of the lower class to members of the higher class.
Identify a time (through self, text, or world) when you were treated differently due to
classism.

Mini Lesson: Parable and Allegory
Parable - a short, simple story designed to convey some religious principle, moral lesson, or general
truth by comparison with actual events. A parable is often an allegory in which each character
represents an abstract concept—such as obedience or honesty—and is illustrated through real-life
events.

A brief story that teaches a lesson often ethical or spiritual. Examples include "The Prodigal
Son," from the New Testament, and the Zen parable, "Learning to Be Silent." See Fable.
The term is from the Greek parabole, meaning “comparison” or “putting beside” which was
derived from paraballein, meaning “to throw beside.”

Allegory: The word derives from the Greek allegoria ("speaking otherwise"). The term loosely
describes any writing in verse or prose that has a double meaning. This narrative acts as an
extended metaphor in which persons, abstract ideas, or events represent not only themselves on
the literal level, but they also stand for something else on the symbolic level. An allegorical reading
usually involves moral or spiritual concepts that may be more significant than the actual, literal
events described in a narrative. Typically, an allegory involves the interaction of multiple symbols,
which together create a moral, spiritual, or even political meaning. The act of interpreting a story as
if each object in it had an allegorical meaning is called allegoresis

Pre-Reading Activity: Short prefatory note before page 1. Read aloud, and ask the
following questions:
Who do you think will be the main characters in this story?
What is the potential parable?

Continuous Activity PREDICTION CHART: Please download this form and bring to class.
Prediction Chart: Please use the chart when instructed to do so. Do not read in advance of your
instructed reading assignments or that is called cheating.

Questions for Discussion Range in Level of Questioning from DOK:

DOK L2: Describe some of the sounds Kino heard when he first woke up?
DOK L1 Recall: What sounds make up the Song of the Family?
DOK L1: Identify a phrase that tells what the Song of the Family means to Kino.
DOK What terrible thing happened to Coyotito? What did Kino and Juana do?
DOK L2: Explain why was it such a remarkable thing that Juana wanted the doctor for the
baby?
DOK L3: Cite evidence from the text about what did the beggars know about the doctor and
about Juana and Kino?
DOK LHow had those of the doctor's race treated the Indians for four hundred years?
Interpret:What does "this time he spoke in the old language" mean?

Cooperative Small Group Activity: 10 minutes to discuss, write, and produce. DOK L3
Strategic Thinking
Students will form small groups and discuss the following problem and formulate a solution. You
must each draw a T'Chart in your notebooks and place problem on the right side and possible
solution on the left.
Kino and Juan were refused medical help for their baby because they had no money to pay for it.
This happens in our country, too. Many people cannot afford to go to the doctor when they need
to, or they don't have the money to pay for medicine they need to take. What do you think can be
done about this problem.

Whole Class Activity: DOK L3 Citing Evidence
Skim the pages of Chapter 1 for key words and phrases to help you compare the living conditions
of Juana and Kino with those of the doctor. List your findings on a T-Chart in your notebooks.

Juana and Kino The Doctor
brush house has gated house stone
and plaster.

Share out: Identify and Prove one thing you learned today? Also, what are you still having trouble
understanding in the text.

Writing Assignment: Connect to Text
When re-reading pages 1-4 we get insight to the
"Song of the Family". Write a paragraph describing the
sounds you hear when you first wake up in the morning.
Title this paragraph "Song of My Family".

Use your prediction Chart: to make predictions for
Chapter 2. THEN READ CHAPTER 2. REMEMBER BE
HONEST, you will not get extra points for "seemingly
right predictions".

Locate La Paz on a Map of Mexico. It can be found near
the southern tip of the Baja Peninsula on teh Gulf of
California. It would be great if you can bring in the image
or map for your portfolio.

10/11/11
Tuesday
Don't
forget we
are
operating
on a
Monday's
schedule.

Reminder to Parents and Students that today is the school's trip to the Bronx Zoo. Some students
may still turn in their permission slips to the main office or Mr. Attillio. You report to school first. After
the Zoo, students will return and be dismissed at school.
Objective: Recall and prove that you know how to explain sequence of events in a story along with
literary elements/devices in a formative assessment.

Aim: How can we improve our learning process of plot structure using second chances.

Do Now: Students will improve their learning of plot structure and literary elements of plot.

Complete reading Chapter 1 and 2 of John Steinbeck's
The Pearl

Please be advised this is a short week.

10/10/11
Monday

Columbus Day- School is Closed. Enjoy your Day

PLEASE REVIEW PLOT STRUCTURE AND ELEMENTS OF PLOT! FOR THOSE OF YOU WHO
MISSED IT, WE HAD AN ASSESSMENT THIS PAST FRIDAY.
ASK YOURSELF:
WHAT QUESTIONS OF PLOT STRUCTURE AND ELEMENTS OF PLOT AM I STILL HAVING
TROUBLE WITH?
DO YOU THINK IF YOU HAD A SECOND CHANCE YOU WILL DO BETTER? WHAT WOULD YOU
DO DIFFERENTLY?

Please double check Jupiter grades for an update to your
records! Have a Great Weekend. OH NO, I FORGOT :-)
---HERE IS YOUR HOME WORK DUE TUESDAY !!! JUST
CLICK ON THIS LINK remember to CITE YOUR SOURCES
I.E WHERE YOU GOT THE INFORMATION. YES, YOU
CAN WRITE THE URL OR TITLE OF BOOK, AUTHOR
ETC.

10/07/
2100

Objective: Identify and explain sequence of events in a story along with literary elements/devices in
a formative assessment

Do Now: Please put away all books and be prepared to take an assessment.

10/6/11

Objectives:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
W1-b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.

Aim: How are conflicts resolved?

Do Now: Ms. Hyde has a conflict with students who are not turning in work on time, coming to class
late, and not participating in class discussion. What are some potential ways in resolving her
problems?

Mini Lesson: Conflict and Resolution:
What is plot?
1. What happens.
2. How it happens.

What are the parts of a plot?
1.        Exposition - introduces the reader to the setting and characters.
2.        Inciting incident - this event creates the central conflict or struggle.
3.        The development - part of the story where the struggle takes place.
4.        The climax - the high point of interest and suspense in the story.
5.        The resolution - point at which the conflict is ended, or resolved.

What is conflict?
1.        Conflict is the struggle between opposing forces.

2.        Central Conflict - main character must fight against some force or
make an important decision.
a.        Internal conflict - take place inside a person's mind. Example - a
character is torn between risking his life to save someone else.
b.        External conflict - takes place when a person or group struggles
against another person or group or against a non-human force such
as a storm or a car that won't start.

Special Plot techniques
1.        Suspense - feeling of excitement or tension the reader experiences as the plot unfolds.
Writers create suspense by raising questions in the reader's mind.
2.        Foreshadowing - a hint or clue about an event that will occur later in the story.
3.        Flashback - a section of the story that is interrupted to tell about an earlier event.
4.        Surprise ending - an ending that catches the reader off guard with something unexpected.

Activity 1: Use the handout to analyze plot and conflict in two short stories. Please answer in
complete sentences using textual support.

Assessment will be whole class review.

Share out---Answer the Aim Q.

Please bring in any informational text such as Time, News
Weekly, National Geographic, or other informational
source that you or your parents do not want. Let's stack
our library.

Please start studying all key terms, past lessons,
vocabulary etc. for a test!

Periods 2 and 8 please turn in Mr. Sipkin's
homework! Some of you are making bad decisions
by not turning in work and not acting responsilby
with your assignments and that will affect your
grades.

10/6/11 I GAVE THIS TO ONLY PERIOD 3 TODAY Use a
Venn Diagram to compare and contrast any of the
two stories read in class. 10/6/11* Bring in any image
that you can find that represents a conflict (internal or
external) and describe what you know the conflict to be
and what was the resolution. DUE 10/7/11

10/03/11
Materials
used
Projector
Laptop
Hando u t
of
Chara ct e r i
z a ti o n
chart

Hando u t
of
Learni n g
more
about
charac t e r s
Pd 3

Objectives:
Students will have a better understanding of the literary device characterization.
Students will think critically of characters in a work and lend support to their traits through the eyes
of themselves, others, and the author.
Students will recall and explain the five basic elements of plot structure and elements of plot.

Aim: What makes a character?

Do Now pds 2 and 8: Fill in the plot sequence diagram for "The Scarlet Ibis". Exposition, Rising
Action, Climax, Falling Action, Resolution.
Do Now pd 3: identify the plot sequence of James Hursts "The Scarlet Ibis".

Mini Lesson: Character Notes

Characterization is a tool used by the author to describe the individual characters in a story. It is
how we as the reader learn about the character.

Questions
Within the literary work, in what ways can we learn about a character?
If class has trouble, ask them to state how they learn about someone they know, or how they make
judgements. Have them describe either teacher in the room, then ask them to state the reasons for
their answer.

Answer:
1.        What they say
2.        What they do/how they act
3.        What they think
4.        Physical appearance
5.        What other characters say about them
6.        What the author tells us

For what reasons is characterization important? What does it enable us to do as we read?

Who are the most important characters in “The Scarlet Ibis”?

Complete the characterization chart handout based on the
characters in “The Scarlet Ibis”

Please be advised that we will be creating our class
portfolios tomorrow. Your portfolio is just that a
place/folder where you store all course work. It will be a
bonus to your academics if you download all the study
sheets from the links provided to store in your portfolio.
Just click on the links, download, print, and bring to class
to store in your portfolio.

There are students who still have NOT come to me to
make up missed assignments due to the mass confusion
within the first two weeks. The deadline was Last
Week!!!!! Sending me emails is a good way to inform me,
but you still have to come to me to collect the work.

9/27-28
/2011

Objective: Students will be able to identify and explain the five basic elements of plot structure.
Students will think critically of the main character and her opposing force and the irony that comes
towards the end of the story.
Teacher will use multimedia as visual and audio aid to help students better understand plot
structure and elements of a story.

Aim: How can we become familiar with the basic Elements of Plot structure in a work of literature?

Do Now: Describe your feelings through each step of your ride on an amusement park roller
coaster.

Mini Lesson:
What is the five major elements of the plot structure?
The plot is the main plan or story in any literary work.

What other elements go into making up that story?
Characters, setting, etc. Students may answer more, including things in the basic Elements.

Teachers will introduce and explain the basic elements of plot, using the graphic of a plot ‘mountain’
on the board or projector screen.

1.        Exposition
2.        Rising Action
3.        Climax
4.        Falling Action
5.        Resolution

Activity
Students will read “The Story of an Hour”, by Kate Chopin and fill out plot diagram/pyramid by
identifying:
1) The fiive basic elements of plot structure.
2) The other major elements of a story.

Day II Do Now: Who can recall what we did in class yesterday, but more importantly,
identify for the class 1-2 things you may have learned or was reminded.

Mini Lesson:Irony
Irony is when the outcome of a situation is not what you would expect. For example a fire station on
fire.

Activity 1: students who did not get a chance to plot the sequence of events in the story will do so
now.

Activity II:
Please answer the following Questions in complete sentences in your notebooks but as a
group:
What do you think?
How did you react to the ending of this story?

Comprehension Check:
What disease afflicts Mrs. Mallard

What news does Mrs. Mallard receive at the beginning of the story, and how does she react?

What does Mrs. Mallard Learn at the end of the story?

Think Critically:
How would you explain the cause of Mrs. Mallard's death?

How would you describe Mrs. Mallard's relationship with her husband?

What might the future have been like for the Mallards if Mrs. Mallard had lived?

Reread the fifth and sixth paragraphs of the story, which describe what Mrs. Mallard sees and hears
from her open windo after learnin of her husband's death. What do you think the imagery in these
paragraphs contributes to the story?

How can I assess what students learned?
Check that Freytag's Plot Pyramid is filled in with elements from the story
Ask students to share what they've learned today.
Or, I usually ask the students to "Give it back to me with an example". For example: a student should
respond with the elements of plot structure are Exposition, Rising Action, Climax, Falling Action, and
Resolution using a fable or children's story they know. Example the Three Little Pigs or Cinderella.
Students ability to stay on task to produce well developed work.

If there is not enough time, students can click on the above link online and complete the assignment.

If for any reason we did not complete the plot pyramid,
then please complete it as homework.
Now re-read the story for class discussion tomorrow.

Students will Read James Hursts short story "The Scarlet
Ibis", by James Hursts and complete reading AND if Mr.
Sipkin or myself assigned the package pages.

Sept. 26,
2011

Objective:
Using meta-cognitive strategies (text-self and text-world), students will evaluate the importance and
necessity of each student responsibility.

Aim: What is the discipline code of NYC Department of Education?
Do Now: List 1-2 consequences if we did not have laws in our society?.
Mini Lesson:
What is the discipline code of NYC DOE?
All members of the school community — students, staff and parents — must know and understand
the standards of behavior which all students
are expected to live up to and the consequences if these standards are not met. The Citywide
Standards of Discipline and Intervention
Measures (the Discipline Code) provides a comprehensive description of unacceptable behavior,
including incidents involving drugs or
weapons. It includes the range of permissible disciplinary and intervention measures which may be
used when students engage in such
behaviors as well as a range of guidance interventions schools may use to address student
behavior. The Code applies to all students,
including those with disabilities. Students with disabilities are entitled to additional due process
protections described in Chancellor’s Regulation
A-443.
When answering questions ask yourself:
Is the statement fair? Is it necessary? Is it “do-able” or realistic? Is there a negative impact on either
the student, the school, or the community if it’s not followed? Would parents/the community be in
support of it? Be able to support and provide a rationale for all responses.
Work Period:
Let's Review the codes!
• Class distills or condenses their findings and creates/adjusts their own class rules. They may
also seek to evaluate the school’s Discipline Code
• Students scan the responsibilities and pull power words from them--examples: attend,
achieve, prepare, etc. Discussion follows

Share out

If by chance we did not complete the Discipline Code
handout, then please sit with your parent(s) and read
through the booklet. Remember the codes written in this
booklet also protect you as a student. So know your
rights! Please make sure you and your parents sign and
date the document and return to class tomorrow! This will
be counted as a homework grade. The first class to bring
back 100% gets a free homework pass.

Sept.
22-23,
2011

Lesson 5:

Aim: How can we use different strategies taught to clarify word meanings and increase automacity?

Do Now: Recall one strategy used for identifying unknown vocabulary within a work:

Mini Lesson: Recall using Context Clues.

Mini-Lesson: Recall Context Clues
How the word is used in a sentence or paragraph and how it relates to words that you know and
ideas that you understand. Basically, surrounding words around that word.

Context Clues: may come in several forms as follows:
Synonyms        Words that have nearly the same meaning
Antonyms         Words that have the opposite meaning
Examples        Words that show what another word means
Definitions        Words that tell what another word means
Descriptions        Words that tell you more about a word, such as by comparison or by explaining an
action it causes

Procedures: Students using information text to improve reading comprehension and word
acquisition.
Students will recall strategies and illustrate their prior knowledge on using context clues calculate
the meaning of vocabulary words from informational text such as the Time Magazine.
Students will select a Time Magz. and find an article to read.
Students will select three vocabulary words they do not know and use context clues to figure out the
meaning of the word.
Synthesize the word in sentences.

Share Out.

Day II:
Students will illustrate synthesis in reading, writing, vocabulary acquisition, fluency, and fix-up
strategies.
Procedure: Students will complete reading an article from a selected informational text and write a
mini synopsis on their article, illustrate how they used a strategy to fix up the word.

Assessment: Performance once again is based on the student’s ability to complete the class
activities without using a dictionary for Satisfactory and Average for students who feel the need to
use the dictionary as a resource to better help with context clues.

Review all notes.

Sept. 21,
2011

Lesson 4
http://labarker.com/WritingRelated/words.html http://grammar.ccc.commnet.edu/grammar/cgi-
shl/quiz.pl/confusibles.htm
Aim: How do we distinguish commonly confused words?
Do Now: What is wrong with the following sentence?
There are different strategies that students can use to improve their reading comprehension.
their belonging to them there in, at, or to that place
Mini Lesson:
hom•o•nym
ˈhɒm ə nɪmShow Spelled[hom-uh-nim]
noun
1.
homophone def. 1 .
2.
a word the same as another in sound and spelling but different in meaning, as chase “to pursue”
and chase “to ornament metal.”
3.
(loosely) homograph.
4.
a namesake.
5.
Biology . a name given to a species or genus that has been assigned to a different species or
genus and that is therefore rejected.
Origin:
1635–45; < Latin homōnymum < Greek homṓnymon, neuter of homṓnymos homonymous

Related forms
hom•o•nym•ic, adjective
hom•o•nym•i•ty, noun

Procedure: Students will now read the directions on the handout and identify homonyms and select
the correct word that fits in a sentence.

Homework: Complete the worksheets on both
Connotation, Denotation, and Confusing Words.

Sept. 20,
2011

Lesson 3
AIM: How do deliberately selected words influence our reactions and appeal to our emotions?

Do Now: Would you rather be a cook in that new restaurant? Or, Would you rather be a chef in that
new restaurant? Explain your answer in 1-2 sentences.
Both words denote people who prepare food. Their connotations, however, are quite different.
Here is a sample answer:
A cook can be anyone who can boil an egg. A chef suggests special training and more interesting
meals.

Mini Lesson:
Connotation is the emotional and imaginative association surrounding a word.        Denotation is the
strict dictionary meaning of a word.
You may live in a house, but we live in a home.
If you were to look up the words house and home in a dictionary, you would find that both words
have approximately the same meaning- "a dwelling place." However, the speaker in the sentence
above suggests that home has an additional meaning. Aside from the strict dictionary definition, or
denotation, many people associate such things as comfort, love, security, or privacy with a home
but do not necessarily make the same associations with a house. What is the first thing that comes
to your mind when you think of a home? of a house? Why do you think that real-estate advertisers
use the word home more frequently than house? The various feelings, images, and memories that
surround a word make up its connotation. Although both house and home have the same
denotation, or dictionary meaning, home also has many connotations.

Example:
Dinner was spaghetti with mushrooms.
Dinner was spaghetti with fungus.
Which of the two plates of spaghetti would you rather eat?
Mushrooms = food                 while                   fungus suggests rot and ugliness
Which word in each pair below has the more favorable connotation to you?
•        thrifty-penny-pinching (economical vs. cheap)
•        pushy-aggressive (assertive, over ambitious vs, hostile, violent)
•        politician-statesman (elected official who may only serve himself or party vs someone who
serves the public and deserves respect)
•        slender-skinny (thin vs malnourished or emaciated)
Work Period:
Students will use handout to identify connotative vs. denotative words.
Share out
Assessment: Students will collaborate in small groups and complete Activity 1 on the handout.
Satisfactory work is based on students performing this task without using dictionaries and able to
complete the work within the time period. Average work is based on students performing this task
using dictionaries to reference vocabulary words and may or may not complete this activity within
class period..

Review Connotation and Denotation. Bring in a
photograph and write the denotation of the image and
what the possible connotation can be

9/20/2011
–
9/23/2011

Mini Unit Plan
Unit Plan: Introduction Word Analysis (Context Clues), Vocabulary Development): Determine word
meaning through word parts, definitions, and context clues.
Unit will cover specific content across ELA Common Core Standards: Reading, Writing, Speaking,
Researching for content understanding.

Time Duration: 3-5days Days-Periods:
Materials: Handouts, Projector, Dictionaries, Writing Utensils
Differentiation: CTT will focus most on the students whose IEP calls for reading and re-reading, use
of dictionaries, completing fewer work on the handouts.

Objective(s) CCS Reading Standards for Literature (Craft and Structure):
4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone ((e.g., how the language of a court opinion differs from that of a newspaper).
Goals:
•        Determine word meaning using context clues
•        Analyze the meaning of words using knowledge of word roots.
•        Distinguish between the connotative and denotative meanings of words.
•        Distinguish between commonly confused words (i.e., accept/except; advise/advice;
council/counsel councilor/counselor; principal/principle; peace/piece; than/then; weather/whether;
who/which/that; who’s/whose).

Review Elements of Plot.
Handouts: September 2011
Day 1
Day 2
Day 3

Teaching Periods 2, 4-5,7,8,9 in Room: 236
Contact: nbousigardhyde@schools.nyc.gov
License/Certification: English
B.A. English (Queens College)
M.A. English (Queens College)
M.S. Education (College of St. Rose)
E2 Syllabus

Collegeboard.org
SAT Test Prep
Common Core Standards
Literary Terms/Devices
Main Ideas
FIGURATIVELY SPEAKING

Scarlet Ibis Packet
Graphic Organizers
23
Mrs. Reilly's Page

Students of the Week:
On Task: Sally
Citizenship:Fernando, Tenzin,
Participation:Sally, Evan, Shifat,
Marquea, Andrew
Fluent Reader: Luis, Janice, Monica