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.
Monday - Final Walter Mitty papers due at the beginning of class. Pass out vocabulary words for "The Interlopers." DO NOW on an essential question from the next short story we will be reading, "The Interlopers." Begin reading short story as a class. Students will annotate as we read aloud.
Tuesday - Finish reading "The Interlopers" while utilizing our "Say Something" reading strategy. Post-reading questions in groups. Share out answers as an entire class. The students will be asked to determine the type of conflicts present in the short story, along with quotes as support.
Wednesday/Thursday - "The Interlopers" group station activity. The students will get into groups and visit four stations around the room that directly deals with literary elements in the story. Discuss as a whole class. Watch "The Shelter" Twilight Zone episode for a direct connection piece to our reading.
Friday - Vocabulary quiz from our words within "The Interlopers." Article of the week.
Monday - Looking for motifs within the short story/movie "The Secret Life of Walter Mitty." Finish watching the movie, if needed. Fully complete graphic organizer and have it checked. Introduce creative writing assignment.
HOMEWORK - Complete outline.
Tuesday - Students will be given their creative writing assignment, which will count as an essay grade. We will head to the computer lab for the class' first work day in the lab. Students should be sure to work hard and focus during the time in the computer lab as their effort will count as part of the essay grade.
Wednesday/Thursday - We will use class time to either go to the computer lab or have the laptop cart in class. Students will begin typing their rough drafts, which will be due on Friday.
Friday - Rough draft due. Today we will peer edit as a class.
HW - Final draft due on Monday.
Monday - DO NOW on essential question from the short story we will be reading and working with, "The Secret Life of Walter Mitty." Share out and discuss student responses. Pre-reading analysis questions based on the upcoming story. Begin reading as a full class.
Tuesday - Independent reading time to begin class. After independent reading, we will finish reading "The Secret Life of Walter Mitty" together as a class. After reading questions in groups. Go around and share out answers as a full class to help with comprehension. Pass out graphic organizer for watching the film adaptation of the short story. The graphic organizer will aid in the students' upcoming creative essay based on the short story and movie.
Wednesday/Thursday - DO NOW: Summarize the setting, conflict, and characters in the movie so far. How does the movie differ from the short story? Review graphic organizers for the movie thus far. Continue with the viewing of the film adaptation.
Friday - Begin finishing up the movie. Make sure you're completing your graphic organizers and movie questions. Exit slip on which version the students liked better and an explanation as to why. We will begin writing our first formal papers on the short story next week. Students will have at least two days in the computer lab to work on their papers.
Monday - DO NOW as an introduction to the article that we will read today on winning the lottery. Read article. Partner questions. Discuss and share out. Last chance to ask any questions about tomorrow's literary elements quiz!
Tuesday - Literary elements quiz! Students may use their associative tool list on this quiz. Once all of the students have completed the quiz, we will begin reading "100 Bucks of Happy." This short story perfectly fits with the previous class' article.
Wednesday/Thursday - Finish reading, if we have to. Students will then begin working on the accompanying questions from the short story. We will then share out and discuss as a full class. Once completed, the students will be asked to find a quote from the story that exemplifies internal and external conflict - this will help us next class as we watch a "Twilight Zone" episode that directly deals with conflict.
Friday - "Twilight Zone" episode. Find an example from the episode that illustrates internal and external conflict. Journal response: How does "100 Bucks of Happy" and this "Twilight Zone" episode work together? Share out. Go to library to pick out independent reading book.
Tuesday - Begin short story unit. Pass out literary elements notes. Fill out notes with PowerPoint. These literary elements will be our class' first vocabulary words. Go over associative tools and annotating. Students may begin studying and creating ATs (associative tools).
Wednesday/Thursday - DO NOW on "$20 Bill," our first short story. Read short story as a class. Using our notes from the last class, fill out reading questions and literary elements. Partner work. Share out as a whole class.
HOMEWORK - Finish reading questions, if needed.
Friday - Check associative tools for the quiz on Tuesday. Review themes from last night's homework on "A $20 Bill." Watch the short film, "The Lunch Date" two times through. How does this connect to "A $20 Bill"? Students will answer questions based on the the short film and reading.
HOMEWORK - Study for literary elements quiz on Tuesday.
Wednesday - First day of school! We will introduce ourselves, go over the syllabus, discuss the year's schedule, and begin a short questionnaire.
Thursday - First reading diagnostic of the year.
Friday - Writing diagnostic. The reading and writing diagnostics will allow Mr. Fuller to see where each student is at and the areas that we need to target and improve upon during the year.
Monday - Read to begin class. DO NOW. Chapter 5 partner questions. Review reading questions as a class. Time to read and watch movie.
Tuesday - END OF THE BOOK IS DUE TODAY! Review end of the book and discuss the choices that each character has to make at the end. Go back to what we did at the beginning of the year and create a plot summary of the story. Journal entry in George's point-of-view. Share out. Movie to end class.
Wednesday/Thursday - Great Depression packet time. The whole packet will be due on Monday. Pass out discussion questions and share out as a class. Alternate ending assignment will be given out. Students will have time to complete this assignment in class tomorrow.
Friday - Finish alternate ending assignment. Journal entry on keeping the book in the curriculum.