Monday - Finish reading The Miracle Worker and watching the movie. Prepare for test on Wednesday/Thursday by handing out essay question. Go over what students can bring to the test and begin brainstorming and finding quotes.
Tuesday - Test review and Jeopardy game.
Wednesday/Thursday - Unit test on The Miracle Worker.
Friday - Continue working on/finishing up unit test.
REMINDER TO STUDENTS: I am available during lunch and after school for test review.
Monday - DO NOW: When Annie orders everyone out of the house and yells at Captain, do you believe that she overstepped the bounds of her job? Why or why not? Review reading from over the weekend and the questions from homework. Discussion on whether or not Annie's duties and responsibilities were ever fully explained. How would Annie's job be different in 2018? Read and watch movie, if there is time.
Tuesday - Read for twenty minutes. Journal in Annie's point-of-view after moving into the garden house; what was Annie thinking at this point? Pros and cons for Annie and Helen being together for 24 hours a day in the garden house. Spend a little time working on the Tic-Tac-Toe assignment. Movie, if time.
Wednesday/Thursday - Review in journal: What is symbolism? Write down two examples from your life or any that you can think of. Think of some key objects in The Miracle Worker; what are some examples of symbolism? Note-taking. Read and watch movie.
Friday - DO NOW: What is a mentor? Who is one person in your life who you would consider to be your mentor? 60 Minutes YouTube of "Rex." Compare/contrast after-viewing brainstorm. Journal response to the YouTube.
Monday - Students will hand in their reading questions from over the weekend. Review Act I. What are the five things in your life that are most important to you? 5 slips of paper activity. Read with time remaining.
Tuesday - DO NOW: How are the actions and speech of the characters in the play different from their true thoughts and feelings? Give an example. Character chart work for different characters in the play. Fill out charts on the board. Introduce Tic-Tac-Toe assignment. Read and watch movie.
Wednesday/Thursday - First, the students will complete a journal entry. Next, the students will read for twenty minutes. After reading, the students will continue working on their Tic-Tac-Toe assignment. The students will also have their reading questions to continue to work on.
Friday - DO NOW. Assign out reading parts and perform as a class. Work on reading questions before catching up with the film. REMEMBER: Tic-Tac-Toe is due next Friday!
Monday - Today we will create the letter that Captain Keller sends to the "Yankee" doctor, Anagnos. Why is Captain Keller so against sending his daughter up north for help? Students will have time to work on their letter during class time, but will have to finish for homework. Go over vocabulary quiz, which will be tomorrow.
Tuesday - Act I vocabulary quiz. Associative tools are available! Continue reading as a full class, Movie, if there is time remaining.
Wednesday - Article of the week. Have a great Thanksgiving break!
Monday - NO SCHOOL.
Tuesday - Jigsaw activity on the background information for The Miracle Worker. The students will learn and take notes on: Helen Keller, blindness, Radcliffe College, and Tuscumbia, Alabama. Share out and finalize notes.
Wednesday/Thursday - DO NOW: What setbacks have you gone through? How did you overcome these obstacles? What did you learn from your experience? Were people around you there for you? Vocabulary work time. What are context clues? Read as a class.
Friday - What triggers Helen's outbursts? Can you relate at all to how she is feeling? Start working with characterization chart. Continue reading and assign parts to the play. Watch movie, if time allows.
Monday - Begin The Miracle Worker unit. DO NOW: Would it be harder to live without sight or hearing? Explain your reasoning. In-class activity that corresponds with the DO NOW. Give background information on Helen Keller. Exit slip: If you couldn't communicate with those around you, what feelings may you have to deal with?
Tuesday - PROFESSIONAL DEVELOPMENT.
Wednesday/Thursday - Book walk. What are the differences between a novel and a play? Pass out reading questions and vocabulary for Act I of the play. Begin reading Act I. Start watching film version, if time.
Friday - DO NOW: Brainstorm as many elements of a play that you can. Write thoughts/elements on the board. How is a play different from a movie? Importance of the actual stage/setting of a play. Visual/spatial drawing activity of the stage. Share out. Read, if time.
Monday - Go over "Cask of Amontillado" questions from Friday. Read our last poem from Poe, "The Bells." Post-reading questions. Begin reviewing works for this week's test.
Tuesday - Review for Poe quiz through a review game. Bonus points will be available! Go over any questions before tomorrow's quiz.
Wednesday/Thursday - Poe unit quiz! Students may use their own notes on the quiz. Independent reading once the students are done with their quizzes.
Friday - Article of the week. We will begin our next unit, The Miracle Worker, next class.
Monday - What is rhyme scheme? Today we will look at the poem "Annabel Lee" and identify the rhyme scheme that Poe used within it. We will look at the first two stanzas together, and the students will complete the rest of the poem in groups. Review. Anticipation questions for "The Raven." Listen to Christopher Walken's reading of the poem.
Tuesday - Independent reading time. DO NOW. Stanza-by-stanza review activity for "The Raven." Review each stanza as a class. One word to describe protagonist exit slip.
Wednesday/Thursday - Pre-reading questions for "The Cask of Amontillado." DO NOW on revenge. PowerPoint for upcoming short story. Begin reading.
HW - Finish reading short story and answer questions in the margins.
Friday - Review short story as a class and review answers from reading packet. Will the crime ever be discovered? Group activity for "The Cask of Amontillado." Exit slip: Out of the three works from Poe that we have looked at thus far, which one is your favorite and why?
Monday - Begin Poe unit. Students will have a "gallery walk" where they look at various gothic images on the SmartBoard. They will write down their initial reactions to the images in their journals. After viewing the images on the SmartBoard, the students will watch the "Psycho" trailer to see which gothic elements from the gallery walk come up again. We will then compare/contrast and discuss. After discussing, the students will fill out an initial questionnaire on the upcoming unit on Poe. Exit slip before leaving.
Tuesday - DO NOW to begin class. Note taking on the life and influences of Edgar Allan Poe. Students will write down important information on the board and then transcribe the notes into their notebooks. Think-pair-share on essential questions from Poe's life in the middle and end of our note taking. Exit slip: what makes a "great" poem?
HW - In a paragraph, respond to the following question: What about Poe has caught your attention? Does he seem like a person worth spending getting to know? Respond in four to six sentences.
Wednesday/Thursday - Review what students wrote for "great" poems. Brain-dump favorite short stories and poems. What do all of these have in common? Class will come up with tenants for "great" short stories and poems. Note taking on Poe's "Philosophy of Composition" and "The Poetic Principal." Discuss how our tenants match up with Poe's. In their journals, students will make predictions of Poe's writing in their journals based on what they have learned about him thus far.
Friday - DO NOW: How do you think Poe's losses will effect his writing? Read "Annabel Lee." Discuss the poem and look at the poem's rhyme scheme. Exit slip.
Monday - NO SCHOOL.
Tuesday - Independent reading time. DO NOW on our next short story, "The Most Dangerous Game." Read as a whole class and then break up into smaller groups to finish reading. Finish reading short story for homework.
Wednesday/Thursday - Independent reading time. Quick reading comprehension quiz on the short story. Close reading questions on "The Most Dangerous Game." Close look at epiphany and point of view. Plot diagram work.
Friday - Twilight zone companion piece: "Eye of the Beholder." Compare/contrast as a full class.