Chapters 1-3 = May 22
Chapters 4-6 = May 24
Chapters 7-10 = May 28
Chapters 11-14 = May 31
Chapters 15-18 = June 3
Monday - Pass out Brave New World books. Anticipation guide to begin the unit. Move around the room, share out, and debate. Post-discussion essential question writing task. Begin reading as a class.
Tuesday - Prezi on the beginning of the book with guided notes. Review chapter 1 through quote worksheet and reading questions. Time to work on reading questions with a partner. Share out. Time to read.
Wednesday- Today we will be in the computer lab to complete a webquest. The students will work in pairs to answer questions from the internet that directly relates to the book. Go over answers, if time.
Friday - In class FRJ. Go over webquest answers. Read NYT article, "The Clone Named Dolly." Read and annotate article. Share out thoughts on article as a class. Read as a class, if time.
Monday - Today the students will be given their essay assignment and prompts. We will go over the directions and expectations. The students will then have the rest of the period to outline/plan their essays. We will have the next two days in the computer lab to work on and finish the essays. Please be sure to closely follow the 9-point rubric as this will be the exact grading criteria. Essays will be due at the beginning of class on Friday.
Tuesday - First work day in the computer lab. Students will be graded on their effort and work habits in the computer lab, so please use time wisely. Closely follow the rubric and essay assignment sheet.
Wednesday - Last work day in the computer lab. Students will be graded on their effort and work habits in the computer lab, so please use time wisely. Closely follow the rubric and essay assignment sheet. Essays are due tomorrow at the beginning of class.
Friday - Turn in assignments. Article of the week. We will begin our Brave New World unit next week.
Monday - Chapters 8 due with an FRJ. Have students share out FRJs and discuss the chapters. Creating discussion questions/essay prompts for these two chapters. Get into small groups and begin small Socratic seminars. Share out discussion topics. Movie, if time.
Tuesday - Chapter 9 due. Review some key pieces from chapter 7 and the build up to where we are now. How does flight-flight-freeze response connect to what has happened on the island? Citing details from the text. Journal entry. Share out journals. Movie, if time.
Wednesday - End of the book is due on Friday! DO NOW to begin class. Today we will take a close look at symbolism within the book. The students will get into pairs and go over the beast, conch, face paint, fire, smoke, and the Lord of the Flies. We will then go through the responses and dig for deep analysis for each. Journal entry #2. Share out responses. Movie, if time.
Friday - End of the book, along with an FRJ is due today! Theme work in five different groups. Go around to each station and point out aspects of the novel that expresses the theme. Share out responses. Finish movie. Begin looking at next week's schedule for the essay.
Monday - Review chapter 4 FRJs from over the weekend. Review reading questions and turn in. Share out in pairs and then come back as a full class. Setting assignment that can be done with a partner. The students will find text evidence to illustrate how Golding establishes the setting of the island. Continue with movie, if time.
HW - Read chapter 5.
Tuesday - DO NOW on chapter 5 from last night. Discuss answers from journals. Possible reading check??? Today we will take a close look at the two leaders: Ralph and Jack. Character analysis work in pairs. Share out findings and quotes that best illustrate the characters. Time to read and watch the movie.
HW - Read chapter 6 and complete an FRJ.
Wednesday - Share out FRJs and discuss as a class. More character analysis work for Piggy, Simon, and Roger. Share out findings. Creating our own rules for our class civilization. Come up with at least six "commandments or rules." Share out each groups rules. Movie, if time.
HW - Chapter 7 due.
Friday - Journal entry to begin class. Read a New York Times article titled, "Their Inner Beasts: 'Lord of the Flies' 60 Years Later." Share out thoughts on article. Time to read and watch movie.
HW - Read chapter 8 and complete FRJ for over the weekend.
Monday - Begin our Lord of the Flies unit. We will first read background information on the author and context of the book. We will then pass the books out and have the students fill out their orange cards. Students will then receive the first batch of reading questions. With the time remaining we will begin reading as a class.
HW - Read chapter 1 and write a free response journal and complete the reading questions.
Tuesday - DO NOW: What does this quote mean to you? “It was simply what seemed sensible for me to write after the war when everyone was thanking God they weren’t Nazis. I’d seen enough to realize that every single one of us could be Nazis.” Discuss answers. Imagine If activity. Time to journal and then work in small groups. Share out discussions and journals. Time to read.
HW - Read chapter 2 and answer the corresponding reading questions.
Wednesday - Discuss chapter 2 and review reading questions. First in-class journal entry will be given out. The students will read a quote and then write a one-page response to it. Share out responses and make connections to the text. Pass out vocabulary words and give students time to start writing down the definitions. Begin watching movie.
HW - Read chapter 3 and complete reading questions.
Friday - In-class journal entry #2 to begin class. Share out journals. Begin setting activity where the students will work in small groups to analyze the importance of the setting of the story. Work together and then share out. Read and watch movie.
HW - Read chapter 4 and write a free response journal for Monday.
Monday - This week we will analyze rhetorical devices through persuasive speeches in the play. Calpurnia tries to convince Caesar to stay at home for his own safety while Decius tries to persuade him to go to the capitol. The students will pair up. With three different colored highlighters, they will highlight the parts of each speech (Calpurnia’s and Decius’) that include ethos, parts that utilize logos, and parts that rely on pathos. In the margins, they will explain WHY each part of the argument fits the mode of persuasion identified. Finally, they will write a response to the following short answer question: Both Calpurnia and Decius are very persuasive, but in the end, Caesar listens to Decius and chooses to walk to his death. How does Decius show that he understands Caesar’s personality and motivation better than Calpurnia does? Discuss as a class.
HW - Read Act V Scenes I & II
Tuesday - Work day in the computer lab for our scrapbook assignment, which is due on Friday.
Wednesday - Read Act V Scenes III & IV as a class. Continue working on scrapbook assignment. Movie, if time.
HW - Finish play at home, if we haven't already in class. Scrapbook due on Friday.
Friday - Turn in scrapbooks and present some of them. Twilight Zone connection piece. HAVE A GREAT BREAK!
Monday - DO NOW: Which character from the story appeals to you the most so far? Why? We will then analyze questions from Act I in groups via a PowerPoint. Work time. Review HW questions from Act I.. Movie, if time.
Tuesday - We will read Act II Scene I together as a class. Students will then receive the Act II vocabulary and reading question materials. Time to work on the questions and vocabulary. Movie, if time.
HW - Read Act III Scene I. The Act II questions will also be due on Wednesday.
Wednesday - DO NOW: What goes into your decision making process? For major decisions, do you spend time thinking about the causes and effects or just go with your gut and see what happens? Review Act II thus far with our newspaper headlines that we used with Act I. Paraphrasing Brutus' soliloquy from Act II. This will be a good way to practice for the bigger speeches in Acts III and IV. Receive Act III questions. Read Act III Scene I as a class. Movie, if time.
HW - Read Act III Scene II & III for homework.
Friday - Introduce scrapbook assignment for an individual character. Rhetorical devices PowerPoint. Continue reading as a class. Movie, if time.
HW - Read Act IV Scenes I & II
Monday - CrashCourse and worksheet on the Roman Empire. Pass out books to books to students and have them fill out book cards. Pass out dramatic terms and devices worksheet. Define and write-in "pun" for our first word. Look for an example of a pun and write it down in our chart as we read aloud. Assign out parts and begin reading as a class.
Tuesday - DO NOW: What does it mean to be honorable? Discuss with further questions. Finish reading Act I, Scenes I and II. Partner questions on the board for Act I, Scene II. Define and explain three new terms that we can put in our chart for terms and devices - aside, soliloquy, and dramatic irony. Assign out parts and begin reading Act I, Scene II, if time is still available.
Wednesday - Finish Act I, Scene III, if more time is still needed. Create newspaper type headlines for all the scenes within Act I. Watch Act I of the motion picture. Distribute character charts and begin working on chart for Cassius, Brutus, Caesar, Calpurnia, and Antony.
Friday - Quiz on Act I. The students will read, annotate, and answer questions pertaining to an article on the life of Julius Caesar. Read together as a class. Movie, if time.
Monday - Check over outlines and student topics. Head to the computer lab and give students the period to begin writing their TedTalks. We will have one more period in the lab tomorrow to complete the papers.
Tuesday - Final workday in the computer lab. Papers are due tomorrow at the beginning of class. For students who want to present their TedTalk, we will have presentations happen on Wednesday.
Wednesday - Turn in TedTalk papers and begin presentations. Small group work. Journal entry on the process.
Friday - Begin Julius Caesar unit. Anticipation guide with paragraph response to the guide's most important statement. Move around the room and share out. Journal entry: Do you believe in fate? Why or why not? Do you look for "signs" of things to come in the future? Explain. Share out.
Monday - Time to finish test, if needed. Article of the week once everyone is done.
Tuesday - DO NOW on the TKAM unit as a whole. Welcome students to our TedTalk writing week. Introduce the origins of Ted, worksheets, note-taking skills, and 10 commandments of TedTalks. Watch our first TedTalk by Sam Burns. Discuss talk after filling out worksheet. Begin brainstorming topic for our own talk.
Wednesday - Share out brainstorming topics. Logical fallacy definitions and examples. Look for logical fallacies in day-to-day life. Students will watch a TedTalk of their own choice and look for logical fallacies in the talk while filling out our new notes sheet. Share out findings.
Friday - Go over TedTalks from last class. Hand out writing assignment and rubric. Answer any questions that the students may have. Give students time to begin brainstorming and outlining their papers/talks. We will have TWO days in the computer lab next week to work on and finish the talks.