Chapter 1 = May 17
Chapter 2 = May 20
Chapter 3 = May 22/23
Chapters 4 & 5 = May 28
Chapter 6 = May 31
Tuesday - Reading check on chapter 4/5. Quote identification worksheet with a partner. Share out. Continue with reading time and our reading schedule. Field any questions that the students may have. Catch up with movie.
Wednesday/Thursday - Read to begin class. DO NOW. Chapter 5 partner questions. Review reading questions as a class. Time to read and watch movie.
Friday - End of the book is due. Today we will work on an alternate ending for the book. Students will work on this during class, individually. At the end of class, the students will be given the vocabulary words that will appear on the final exam. Please begin studying over the weekend!
Chapter 1 = May 17
Chapter 2 = May 20
Chapter 3 = May 22/23
Chapters 4 & 5 = May 28
Chapter 6 = May 31
Monday - "My American Dream" worksheet. How does the American Dream connect to Lennie and George? Watch the beginning of the movie. Reading time to end class.
Tuesday - Introduce the Great Depression packet work. Give students time to begin working on the packet. Reading time. Movie, if time.
Wednesday/Thursday - Comparison poem for Of Mice and Men - "A Time to Talk" by Robert Frost. Discuss and share out. Vocabulary work time. Continue reading and watch movie.
Friday - DO NOW: Which character is your favorite thus far? Why? Characterization chart work for Lennie and George. What are idioms? Find two within chapters 1-2. Reading and movie time.
Monday - Final review day before tomorrow's test. Students will have the opportunity to ask any questions. We will play a review game that will quiz students on specific questions that can be found on tomorrow's test.
Tuesday - Unit test for Farewell to Manzanar. The students had the previous class as review, so they should be ready to go. The test should take the whole period.
Wednesday/Thursday - Begin our last unit of the year: Of Mice and Men. Anticipation guide to begin the unit. Students will respond to essential questions within the unit and debate out their thoughts. Pass out books and give the students the reading schedule. Begin reading as a class.
Friday - Today we will focus on the theme of friendship within this unit. What makes a "good friend"? Friendship traits activity. Introduce Great Depression packet that the students will work on over the unit. Students will be given 15 minutes to begin working on the packet. Reading time to end class.
Monday - Review reading questions for chapters 12-17. PowerPoint with photos of the actual Manzanar Internment Camp. Journal response to the photos. Time to read to end the class. Finish the book by Friday!
Tuesday - 15 minutes to read to begin class. Continue working on reading questions. DO NOW: Write down everything you know about dropping the atomic bomb to end WWII. Reading of historical narratives - Japanese vs. American experiences. Journal response. Share out.
Wednesday/Thursday - Today we will look at the decision of President Truman to drop the atomic bombs through his famous letter, "Why I Dropped the Bomb." Alongside that, we will read a Guardian article titled, "The man who survived Hiroshima: 'I had entered a living hell on earth.'" Journal entry on the decision. YouTube accompanying clip. Time to read to end class. The book must be finished by tomorrow!
Friday - Review the end of the book. Students will get into pairs and complete reading questions for chapters 20-22. Share out responses. Final journal entry in character's point-of-view. Final test next Tuesday!
Monday - Introduce reading schedule for the remainder of the book. Students will read, annotate, and fill out a chart for primary sources from Japanese internment camps. With 15 minutes left in the period, the students will have the option to continue working on the primary sources or transition into their reading for Farewell to Manzanar.
Tuesday - Today we will review and finish up the "Dear Miss Breed" primary documents. How do these letters match up to Jeanne's experience at Manzanar. Cite specific examples from the book. Vocabulary work. Reading time to end class.
Wednesday/Thursday - Review reading chapters and look at the reading questions. Watch "Monsters are Due on Maple Street" and look for connections to our text. Fill out worksheet and discuss. Character chart work. Reading time.
Friday - Review conflict. How many forms of conflict are evident in Farewell to Manzanar? The students will work with a partner to fill out a worksheet and search for quotations from the book that connect to global, societal, family, and internal conflicts within the book.
HOMEWORK - CONTINUE TO CHECK YOUR READING SCHEDULE (BELOW) AND MAKE SURE YOU'RE UP TO DATE WITH YOUR READING AND QUESTIONS!
Chapters 1-3 due Tuesday April 25
Chapters 4-7 due Monday April 29
Chapters 8-12 due Wednesday/Thursday May 1/2
Chapters 13-17 due Monday May 6
Chapters 18-22 due Friday May 10
End of unit test on Tuesday May 14th
Monday - Begin one of our last units of the year: Farewell to Manzanar. We will begin our unit with an Anticipation Guide that will challenge the students to look at the essential questions that we will encounter within the book. After filling out the Anticipation Guide, the students will have a four corner discussion where they will debate out their answers. After, each student will write a paragraph on which question they felt most passionate about and explain why. Pass out books and have students fill out book cards.
Tuesday - Pass out worksheet on the book's foreword, chronology, and terms. The students will look through the beginning of the book, with a partner, and fill out the worksheet. Discuss and share out answers as a class. Begin reading as a class. Pass out chapters 1-3 reading questions; students will fill out the questions as we read.
Wednesday/Thursday - Today we will investigate Pearl Harbor and its effect on United States' citizens. Why were Asian-Americans targeted? Was this fair? Does this connect to anything we see today? Continue reading as a class. Students will then work in pairs to read an article and fill out the corresponding questions. Share out.
Friday - Read for the first 15 minutes of class. Close look at "shikata ga nai." Do you agree with this? Is this phrase a source of power and hope or despair? Journal entry from character's point-of-view.
Monday - PowerPoint presentation of all the project options that are available to the students for our final projects for Romeo & Juliet. The students will receive all the materials and rubrics for the project. Once the students have been introduced to all of the options, they will then choose which one they would like to do. The rest of the period will be devoted to planning their projects.
Tuesday - Work day in the computer lab or classroom. Please use your time wisely! Projects will be due on Friday.
Wednesday/Thursday - Today is the last work day. Projects are due tomorrow!
Friday - Share out projects and present to the class. Article of the week, if time. We are now done with Romeo & Juliet! Great work!
Monday - The students will read an article that gives an opposing view to reading the play in school. This reading will mimic the types of questions that the students will have on the SAT in the next few years. Review article as a class. Read together.
Tuesday - DO NOW: Thus far in the play, what would you consider to be the climax? Is there something bigger coming? Finish reading Act IV. Discussion questions in pairs. Catch up with the movie.
Wednesday/Thursday - Read ACT V Scenes 1-3 (up until Romeo's death). Stop and compare/contrast the two other film versions and see which one is most authentic. What are the differences? Is one more confusing than the other. Discuss and share out. Continue reading, if time. Movie.
Friday - Finish reading play. End of book discussion questions. Finish watching the movie. Introduce students to the final projects for the play. We will have class time for the students to work on their projects next week.
Monday - DO NOW: Why has Capulet's feelings about Juliet's marriage to Paris changed? Discussion on parental concern to social status. Read as a class. Catch up with the movie.
Tuesday - DO NOW: Are there different types of love? Explain in your journal. Looking at the different types of love present within Romeo and Juliet. Students will find parts of the book that supports each kind of love. Share out. Assign out parts and continue reading as a class. Movie, if time.
Wednesday/Thursday - Begin class with "What We Know" activity. This will be important as we transition into the end of the book. Discuss with a partner and write on the board. Iambic pentameter/rhyme scheme work. Act out reading and watch movie.
Friday - Rewrite the Friar's plan for Romeo and Juliet. What were the problems within the plan? Address the mistakes in the plan and make amendments for each. Share out. Read and watch movie.
Monday - DO NOW: Who is your favorite character thus far in the play? Explain your thoughts. Journal entry in that character's point-of-view. Share out journals. Continue reading Act II. Movie, if time.
Tuesday - Film analysis of the famous balcony scene in Act II. Students will watch the other two versions of the film that we have yet to see - Luhrmann and Zefirelli - and compare and contrast each. Individual work on worksheet. Share out. Continue reading and watching movie.
Wednesday/Thursday - How many different themes have appeared thus far in Romeo and Juliet? Students will get into pairs and list as many as possible. What about different conflicts? List again. Close look at medicine during the time period. Continue reading as a class.
Friday - DO NOW: Prediction. Share out predictions. Today we will read aloud and answer our reading questions. If there is time remaining, we will catch up with the movie.