Monday - Begin Rites of Passage Unit. Brain dump on the board of all that we currently know about rites of passage. Note taking on the three phases of a rite of passage. Student experiences with rites of passage in their journals. Share out. Introduce the first reading from the unit: "Through the Tunnel."
HOMEWORK - Read and annotate "Through the Tunnel."
Tuesday: DO NOW: Identify the three phases of the rite of passage within the short story. After reading group analysis questions. Work in groups and then share out and discuss as a full class. Identifying/creating atmosphere through a case study of "Through the Tunnel." Create a clear atmosphere with strong imagery in two paragraphs.
HOMEWORK - Complete atmosphere/imagery paragraphs.
Thursday - DO NOW: Write down at least 3 formal rites of passage that you are aware of. Looking at taboo rites from around the world. Identify the three phases for each of the YouTube clips we watch. Students will then create their own rite of passage and three phases.
HOMEWORK - Complete personal rite of passage. Research another rite of passage from a part of the world that we have yet to see in class. Print out the article, and then write a 1-2 paragraph summary on the rite of passage and what it entails. We will share these out next class.
Friday - Share out researched rites and self-made rites from homework. Watch the final taboo rite of passage from NatGeo.
Monday - DO NOW on an essential question from "Luck." Review homework questions from over the weekend. Introduce associative tool for our literary elements vocabulary quiz which will be on Thursday.
Tuesday - Introduce the students to a reading strategy called "Say Something." The students will then put the reading strategy to work while they read in groups. After reading discussion. Begin testimony activity. Share out, if time.
Thursday - Literary elements quiz. The students will be asked to read a short story, identify the elements of fiction within it, and define some vocabulary words from their note sheet. If we have time remaining, we will go over rhetorical devices for tomorrow's class.
Friday - Pass out first SAT vocabulary packet of the year. The students will have two weeks to complete the packet and study the vocab words. There will be a quiz on the words in exactly two weeks (Quiz = September 29th). First Article of the Week (AOW) of the year. The students will read a current events article, identify rhetorical devices within it, and then discuss and respond to questions from the text.
HOMEWORK - Complete AOW packet for Monday.
Tuesday - Turn in writing diagnostics from over the weekend. Grade reading diagnostics as a class. Literary elements review and PowerPoint. Goals for the year.
Thursday - Read and annotate "The Bet" by Anton Chekov. Analysis questions in groups, along with literary elements work. Discuss as a full class.
HOMEWORK - Choose four questions from "The Bet" question worksheet and answer each in a paragraph.
Friday - DO NOW: What is the overarching theme of "The Bet"? Come up with the theme and give a detailed explanation. Share out and discuss on the board. Review homework and debrief on "The Bet." Transition to "Luck" by Mark Twain. Introduce new close reading analysis worksheet (we will use this all year). Begin reading "Luck."
HOMEWORK - Close reading questions will be due on Monday.
Wednesday - First day of school! We will introduce ourselves, go over the syllabus, discuss the year's schedule, and pass out the student introduction letter.
HOMEWORK - 1) Get syllabus signed for Friday.
2) Student introduction letter due on Friday.
Thursday - First reading diagnostic of the year.
Friday - First two assignments are due. Writing diagnostic will be due on Tuesday.
Now that we have finished our Julius Caesar unit and we are a week away from our final review, the students will watch a movie that closely connects to the major texts we've read this year: Gattaca. As the students watch the movie they will have to fill out viewing questions. At the end of the week we will have a discussion on the movie and make connections to the books we've read this year. Final review will be next week!
Monday - Continue with our reading of the last act of the book: Act V. Theme work. What would be the theme of this work? Paragraph response. Share out. Movie time.
Tuesday - Finish reading, if necessary. Test creation questions. Finish watching movie.
Wednesday/Thursday - DO NOW: Who is the noblest of all the Romans? Julius Caesar Jeopardy. Debrief on this unit.
Friday - Socratic Seminar.
Monday - Analyzing Brutus' speech at Caesar's funeral. What are the main ideas that he is trying to convey to the plebians? Paraphrasing Brutus' speech into English 10 language. Read Act III Scene II. Movie, if time.
Tuesday - What is rhetorical questioning? Find three examples within Antony's speech in Act II Scene II. What are some other persuasive techniques that Antony utilizes? How does he gain support? Paraphrase Antony's speech. Which speech is more convincing - Brutus' or Antony's? Why? Read Act IV Scene I & II. Movie, if time.
Wednesday/Thursday - Act III headlines. Background notes on Ocatvius and Lepidus. Read Act IV Scene II. Head to the computer lab for our last in-class workday for the scrapbooks (due on Friday).
Friday - Scrapbooks due! List examples of greed in Act IV. Has Antony become greedy? What weaknesses of Brutus are present within the act? Catch up with movie watching.
Monday - Review Act II thus far with our newspaper headlines that the students enjoyed from 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. Read Act III Scene I as a class. Movie, if time.
Tuesday - Introduce scrapbook assignment for an individual character. Students will be given time to start their scrapbooks. Assign out characters and read Act III Scene II as a class. Movie, if time.
Wednesday/Thursday - Read and finish Act III Scene II to start class. Causes and effects activity in groups. Scrapbook work time. Continue reading, and movie, if we still have time.
Friday - Finish reading Act III. Group questions for Act III. Discuss questions and share out. Answer any questions that the students may have. Movie.
Monday - Today the students will have a substitute, as I will be out of school. The students will read, annotate, and answer questions pertaining to an article on the life of Julius Caesar. After completing the article packet, the students should look over and start crafting their associative tools for the vocabulary quiz that is coming up. If all of their work is complete, the students may read or work on homework quietly.
Tuesday - 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. Are the conspirators looking out for the people and motivated by their public duty or do they only care about themselves? What do you think? Begin reading Act II as a class. Continue watching movie.
Wednesday/Thursday - 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? Give an example of a specific time. Finish reading Act II, Scene I. Decision, Reason, and Possible Outcome worksheet with a partner. Share out. Watch movie.
Friday - Reading/vocab quiz on Julius Caesar. The students may use associative tools on the quiz. After the short quiz, the students will assign out parts and continue reading. Watch movie, if time.