Monday - DO NOW: Will the crime ever be discovered? Why or why not? Vocabulary words. Check "Cask of Amontillado" homework packet and review questions. Finish the last activity from the packet in groups. In groups, students will cite sensory details from the short story.
Tuesday - Today we will put "The Raven" and "The Cask of Amontillado" through Poe's literary criticism. Which of the works is "the best" according to Poe? Which work was your favorite from this unit? Review the three works from the unit; there will be a unit quiz on Friday.
Wednesday/Thursday - Jeopardy review game for review!
Friday - QUIZ! Students may use their OWN notes and vocabulary associative tool on the quiz!
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 - 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/Wednesday - DO NOW to begin class. Note taking on the life and influences of Edgar Allan Poe. 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.
Thursday - Review what students wrote for "great" poems. Braindump 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.
Tuesday (D period) - Check HW from over the weekend (paragraph on an essential question from "The Most Dangerous Game." Discuss as a whole class. Review first two pages of "The Most Dangerous Game." Allow students to silent read and work on reading questions for fifteen minutes. Introduce vocabulary words and review associative tool once again. Students will have the remainder of the class to work on their vocabulary words and associative tool.
HW - Reading questions will be due on Thursday. There will be a quiz on "The Most Dangerous Game" on Friday, as well.
Thursday (C period) - See above. Quiz will be on Monday.
(D period) - Review the end of "The Most Dangerous Game" Review questions. Jeopardy review for "The Most Dangerous Game." If there is time remaining, students will be able to quiz each other to prepare for the vocabulary portion of the quiz on Friday.
HW- prepare for quiz.
Friday - C period will follow D period, as they are a class behind with the irregular week. D period will have a quiz on "The Most Dangerous Game" and vocabulary from the short story.
Monday - Peer editing rough drafts. The students will be given a checklist as an editing guide. Final drafts will be due next class. If time allows, some students will share out their creative writing projects.
HW - Finish editing rough draft and hand in final paper next class.
Tuesday/Wednesday - DO NOW on an essential question from the short story we will begin, "The Interlopers." We will begin reading the short story, "The Interlopers." We will read the first two pages as a class and then break up into groups for our "Say something" reading strategy. Students will annotate while reading and make connections to the text.
Thursday - Review/finish reading. Once the students have finished reading the text, we will begin to look at conflict and character motivations within "The Interlopers." The students will be asked to determine the type of conflicts present in the short story, along with quotes as support..
Friday - Article of the week #2.