English+I+-+1st+Quarter


 * 8.16 - Tuesday **

Freshman Mentors Day - No English I classes scheduled.


 * 8.18 - Thursday **

**//Day 1 - Opening Ceremonies - Personal Narratives//** //A. Brainstorming -// Students brainstorm three events in which they were a major player. //B. Story Circles -// Groups of 3 or 4 tell each story. Find most interesting. //C. Narrative Discussion -// What makes a good narrative? //D. Mapping Activity -// Student draw a detailed map where the story takes place.
 * //Activities//**

//**Homework**// - Due Friday/Monday 8.20/8.23 Signed syllabus turned in next class period. (15 pts. DA)



**8.22 - Monday **
**//Day 2 - Personal Narratives//** //**Activities**// //A. Plot Notes// //B. Outline P. Narrative - (15 pts. WP)// //C. Write Rough Draft -// 4 paragraphs of 4-6 sentences. Skip lines.


 * //Homework - Finish Personal Narrative Rough Draft (20 pts. WP)//**

**8.24 - Wednesday - Personal Narrative Revision Workshop ** **Activities ** //A. Revise// //Personal Narratives// - (45 min.) //B. Student Checklist// //C. PERSONAL NARRATIVE DUE - Students turn in Personal Narrative Revision, Outline, and Map (75 pts. Total WP)// //D. Plot/Conflict Notes//

8.26 - Friday - District Test
Students complete Scantron Reading Test as required by the district. Students checkout a book for extra reading. 

8.30 - Tuesday - The Short Story/Plot/Conflict
//**Activities**// //A. Plot Line Review -// Students create a plot line for a fairy tale with their teams. //B. The Bass, the River, and Shiela Mant -//
 * Students create two column notes for the short story read in class.
 * Next class period we will analyze this story focusing on Plot/Conflict/Theme

//**Homework - None**//

**9.1 - Wednesday - Plot/Conflict/Theme** //**Activities**// //A. Two Column Notes -// Students complete two column notes for "The Bass, the River, and Sheila Mant" //B. Plot Line -// Students fill in plot line for "The Bass, the River, and Sheila Mant" //C. Theme -// Discuss what makes a theme, how it relates to conflict, and how they are inferred by readers. (Theme = Subject + Comment about the subject supported by the text.)

**9.1/9.2 - Wednesday/Thursday - Indirect Characterization/Character**
//A. Bellwork #6 -// //B. Indirect Characterization Notes// //C. "Two Kinds" by Amy Tan// //D. 8th Hour ONLY - Notecard Reading Quiz over "Two Kinds" (10 pts. TQ)//
 * Students start reading "Two Kinds" by Amy Tan while completing a the handout for indirect characterization. (pp. 88-99)

9.3/9.7 - Friday/Tuesday- Indirect Characterization/Character & Essay Writing
//A. Bellwork Quiz #1 (10 pts. TQ)// //B. "Two Kinds" Characterization Essay (15 pts. WP)//

9.8/9.9 - Wednesday/Thursday -
//A. District Assessments//

9.10/9.13 - Friday/Monday -
Indirect Characterization/Character & Essay Writing //A. Bellwork #7 - Writing Prompt// //B. "Marigolds" -//
 * Students read "Marigolds" while taking two-column notes focusing on character development and theme.

9.14/9.15 - Tuesday/Wednesday -
//A. Bellwork #8 - It's vs. Its// //B. "Marigolds" -// //C. Plot/Conflict Notes// //D. Plot/Conflice Mini-Quiz (10 pts TQ)//
 * Students review "Marigolds" & Two Column Notes
 * Using Kagan strategies, students create responses to Comprehension Check, 2, 3, 4, 5.

9.16/9.17 - Thursday/Friday -
//A. Bellwork #9 - It's vs. Its// //B. Read and Note "The Bass, the River, and Sheila Mant" (306-312)// ==
 * Students take two column notes focusing on Character & Plot (20 pts DA)

==

9.20/9.21 - Monday/Tuesday-
//A. Bellwork #10 - Specific Noun Usage// //B. Read and Note "Through the Tunnel"// //C. Study//
 * Students read and take notes on the story "Through the Tunnel" focusing on the protagonist's struggle (conflict), theme, and symbolism.

9.22/9.23 - Wednesday/Thursday-
//A. No Bellwork - Prepare for Testing// //B. Turn in "Through the Tunnel" Notes (30 pts DA)// //C. Complete Character/Plot/Conflict Test// //D. Complete District Mandated Test//

//B. Multiple Intelligences Survey// (60 min)


 * //Homework - None//**

**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">//T8.25/W8.26 - Plot/Conflict Notes// **

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">//U8.27/F8.28 - Plot/Conflict Presentations// **

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">//M8.31/T9.1/W9.2/U9.3 - Plot/Conflict and "Two Kinds" by Amy Tan// **

.
 * 1) Read the short story "Two Kinds" by Amy Tan. It is in his textbook.
 * 2) On a blank sheet of paper, stop at the breaks in the story or after a major event and summarize the events of the story.
 * 3) Answer the following questions:
 * 4) What is a possible internal conflict? What is the narrator struggling with emotionally?
 * 5) What is a possible external conflict?_ vs _ What are they struggling with?
 * 6) What is the climax for the internal/external conflict?
 * 7) What is the resolution for the internal/external conflict?
 * 8) Opinion supported by a reason - What is the major conflict? Explain.

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">//F9.11/M9.12 - Plot/Conflict/Theme "The Bass, The River, and Sheila Mant"// **
 * 1) Add Theme to Unit Organizer and write a definition for theme on the back of the unit organizer.
 * 2) Read the short story "The Bass, the River, and Sheila Mant". It is in his textbook.
 * 3) On a blank sheet of paper, stop at the breaks in the story or after a major event and summarize the events of the story.
 * 4) Answer the following questions:
 * 5) What is a possible internal conflict? What is the narrator struggling with emotionally?
 * 6) What is a possible external conflict?_ vs _ What are they struggling with?
 * 7) What is the climax for the internal/external conflict?
 * 8) What is the resolution for the internal/external conflict?
 * 9) Opinion supported by a reason - What is the major conflict? Explain.
 * 10) What is the possible theme the author is inferring with this story. Reread the last couple paragraphs to help.

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px;">//**T9.13/W9.14 - Plot/Conflict/Theme - "The B, R, & SM" & "Stuff"**//

1. Bellwork #8 2. Review "Bass, River, & Sheila Mant" Questions. 3. Read "Stuff" 4. Prepare questions for "Stuff"
 * 1) What is a possible internal conflict? What is the narrator struggling with emotionally?
 * 2) What is a possible external conflict?_ vs _ What are they struggling with?
 * 3) What is the climax for the internal/external conflict?
 * 4) What is the resolution for the internal/external conflict?
 * 5) Opinion supported by a reason - What is the major conflict? Explain.
 * 6) What is the possible theme the author is inferring with this story. Reread the last couple paragraphs to help.

=//U9.15/F9.16 - Plot/Conflict/Theme - "Stuff"//=

A. Bellwork #8 B. Take "Stuff" Quiz (10 pts. TQ) C. Turn in questions for "Stuff"
 * 1) What is a possible internal conflict? What is the narrator struggling with emotionally?
 * 2) What is a possible external conflict?_ vs _ What are they struggling with?
 * 3) What is the climax for the internal/external conflict?
 * 4) What is the resolution for the internal/external conflict?
 * 5) Opinion supported by a reason - What is the major conflict? Explain.
 * 6) What is the possible theme the author is inferring with this story. Reread the last couple paragraphs to help.

=//**T9.22/W9.23 - Characterization & "A Christmas Memory"**//= A. Bellwork #9 B. Unit Organizer C. Character Notes D. Start "A Christmas Memory" focusing on Indirect Characterization
 * 1) Add Character to Unit Organizer
 * 2) Add Self Test Questions: What types of characters do short story authors use in their writings? What is the difference between indirect and direct characterization and how are they used.

Homework - Finish reading "A Christmas Memory" and Characterization Handout focusing on the narrator's cousin. There will be a quiz over the reading on Thursday/Friday

=//U9.22/F9.23 - Characterization & "A Christmas Memory"//=

A. Bellwork #10 - B. Reading Quiz - "A Christmas Memory" C. Characterization Paragraphs -
 * 1) Students choose three adjectives that describe Buddy's cousin and start the characterization paragraph with these adjectives. The adjectives are inferred by the students from the indirect characterization notes taken during reading.
 * 2) Students use at least two examples from the story to support each adjective.
 * 3) An example paragraph is found below. Students may use this example, but need to complete the paragraph.

Buddy’s cousin is characterized as a childish, daring, and __. First, Buddy’s cousin is childish because she breaks down and cries like a child after being yelled at by her relatives (279-80). Buddy’s cousin is also childish because she does not look ahead to possible consequences of her actions. She gives whisky to her seven year old cousin without thinking about her relatives getting angry (280). Second, Buddy’s cousin is daring…

=M9.28/T9.29 - Workkeys Assessment=

A. Work Keys Assessment - All students in Topeka Public Schools are required to take and pass the Work Keys Assessment before receiving their diploma. The test was administered during this class period.

//Homework// - None.

=W9.30/U10.1 - Book Talks=

A. Library Fieldtrip - Students listen to book talk administered by Mrs. Lovett. B. Students checkout books of their choice to read during Chargertime and English I.

=F10.2/M10.5 - "A & P" by Updike=

=T10.6/W10.7 - Quest Review=

A. Review Short Story Elements for Quest of Knowledge (Plot, Conflict, Character, Point of View, and Theme) B. Read the short story "Muzak for Prozac" (Copied Handout) in preparation for Thursday/Friday Quest
 * //C. BELLWORKS #5-12 TURNED IN! (30 PTS. DA)//**

=U10.8/F10.9 - Quest of Knowledge - Plot/Conflict/Character= A. Students complete test during the class period. No extra time outside of class allowed since students received the reading last class period.

=T10.13/W10.14= A. Bellwork #13 B. Using //The Odyssey// background handout provided by Mr. McCoy students complete the guided notes handout. Information not provided in the reading can be found below. Characteristics of an Epic
 * 1) Physically impressive hero of national importance.
 * 2) Vast setting including all the known world and sometimes the Land of the Dead.
 * 3) Quest for something valuable
 * 4) Supernatural forces at work
 * 5) Glorification of the hero in the end
 * 6) Values rooted in a specific culture

=U10.14 through W10.28= 1. Bellworks #14, 15, 16, 17, 18 2. Read //The Odyssey: Part I// (895-937) 3. **//50 pts. DA//** - Complete a short summary for each of Odysseus' stop on the timeline provided in class. Summaries should be complete for the following stories: > Cicones > Lotus Eaters > Cyclops - Days 1, 2, & 3 > Aeolus > The Witch Circe > Land of the Dead > Sirens > Charybdis/Scylla > The Island of Helios > > > > > > > > > 4. In addition to the summaries, students should write at least five lessons taught by these stories. (Theme) > > > > > > > > > 5. There are extended assignments for the Cyclops story **//(34 pts. DA)//** and the Circe story **//(20 pts. DA)//**. Links are found below.
 * Phaecia & King Alcinous

=M11.2/T11.3 //- The Odyssey//= //Bellwork #19// //Common Assessment - "The Last Boast" (12 pts. TQ) -// By USD501 district directive calling for common assessments, students complete the short story common assessment developed by Topeka West teachers. Students read a three page story and complete an 18 question multiple choice section. //Odyssey Comic Strip Gallery Walk (20 pts. DA) -// Students read other student comic strips to review Part I of //The Odyssey.// Each comic strip contains the events of one of Odysseus' stops, an epic simile, an epithet, and a value taught by the story.

=W11.4/U11.5 //- The Odyssey//=

//Bellwork #20// //Odyssey - Part II (36 pts. DA) -// Students read pages 944-964 of //The Odyssey// completing the Two-Column Notes Reading Guide. Due 11.6 or 11.10.

=F11.6/T11.10 //- The Odyssey//= //Bellwork #21// //Review Part II Handout -// Review and complete handout. Additional answers are given half credit.
 * //TEST REVIEW -//** Format of test and sample questions reviewed in class. Students should memorize the six characteristics of an epic, review their timeline and lessons taught by the epic, and look over any notes taken during the unit.
 * //TEST ESSAYS -//** Students are also given both essay prompts and are expected to have completed the essays before the next class period to ensure there is enough time to complete the multiple choice and essay sections. *No extended time will be given after the test period since extended time was given before the test date.*



=W11.11/U11.12 //- The Odyssey// Test= Bellwork #22 - Cram for Test All Students who were absent have until Thursday, 11.19 to complete the test.

=F11.13/M11.16 //- O Brother, Where Art Thou? & The Odyssey//= Bellwork #23 - Choose vs. Chose Start watching //O Brother, Where Art Thou?// and draw parallels to //The Odyssey// in preparation for a Compare/Contrast Essay

=T11.17/W11.18 //- O Brother, Where Art Thou? & The Odyssey//= Bellwork #24 Finish //O Brother// and begin writing the Compare/Contrast Essay using a graphic organizer and examples given in class.



=U11.19/F11.20 //- O Brother, Where Art Thou? & The Odyssey//=